Skip to main content

Chord Gitar Fade 2 Black - Cukup Dia



Cukup Dia

Intro : F C 6x

[Chorus]
F
di hidupku dialah surga
C
bagiku dia sang pesona
F C
dialah segalanya dia dia

F
sudah kukatakan berulang kali
C
ini janji yang terucap hanya sekali
F
terucap lantang dari hati sang pemberani
C
komitmen nyata insan yang punya nyali

F
dia yang terpilih temani hidup
C
terbang tinggi dan tersungkur jatuhpun dia sanggup
F
semak belantara hingga binar lampu kota
C
cukup dia menemani alur cerita

F
dia yang kubayangkan menemani sampai tua
C
dia yang terang bersinar diantara bara
F
dia adalah petunjuk dalam diriku bahwa
C
dia murni pelengkap hidup paling paripura

F
jika dia hip hop aku fans berat dirinya
C
jika dia film biru aku penonton setia
F
dia adalah puisi aku adalah rima
C
aku kan di sisinya karena cukup dia

chorus :
F
di hidupku dialah surga
C
bagiku dia sang pesona
F C
dialah segalanya dia dia

F
saat ku butuh idola dia inspirasi
C
kompilasi dari berbagai inspirasi
F
dia sempurna dari segala sisi
C
selalu mengisi aku Glenn Alinskie dia Chelsea

F
dalam waktu akulah menit dia detiknya
C
dalam hidup akulah raga dialah nyawa
F
akulah tahta dan dia wanitanya
C
dia cukup dia segalanya

C
my lady buat hidupkau lebih sempurna
C
warnai indah hariku saat bersama
F
temukan arti tulus penuh makna cinta
C
seperti garam dan merica ciptakan rasa
F
dan takkan ada yang lain yang bisa
C
bila satu mampu berikanku segalanya
F
penantian panjang akhirnya tiba
C
cukup dia satu yeeah dia untuk selamanya

chorus :
F
di hidupku dialah surga
C
bagiku dia sang pesona
F C
dialah segalanya dia dia

F
di malamku dialah bintang
C
bagiku anugrah terindah
F C
dialah segalanya dia dia

int : F C 4x

chorus :
F
di hidupku dialah surga
C
bagiku dia sang pesona
F C
dialah segalanya dia dia

F
di malamku dialah bintang
C
bagiku anugrah terindah
F C
dialah segalanya dia dia

F
di hidupku dialah surga
C
bagiku dia sang pesona
F C
dialah segalanya dia dia

F
di malamku dialah bintang
C
bagiku anugrah terindah
F C
dialah segalanya dia dia

Comments

Popular posts from this blog

Benefits Of Healthy eating Turmeric every day for the body

One teaspoon of turmeric a day to prevent inflammation, accumulation of toxins, pain, and the outbreak of cancer.  Yes, turmeric has been known since 2.5 centuries ago in India, as a plant anti-inflammatory / inflammatory, anti-bacterial, and also have a good detox properties, now proven to prevent Alzheimer's disease and cancer. Turmeric prevents inflammation:  For people who

Women and children overboard

It's the  Catch-22  of clinical trials: to protect pregnant women and children from the risks of untested drugs....we don't test drugs adequately for them. In the last few decades , we've been more concerned about the harms of research than of inadequately tested treatments for everyone, in fact. But for "vulnerable populations,"  like pregnant women and children, the default was to exclude them. And just in case any women might be, or might become, pregnant, it was often easier just to exclude us all from trials. It got so bad, that by the late 1990s, the FDA realized regulations and more for pregnant women - and women generally - had to change. The NIH (National Institutes of Health) took action too. And so few drugs had enough safety and efficacy information for children that, even in official circles, children were being called "therapeutic orphans."  Action began on that, too. There is still a long way to go. But this month there was a sign that

Not a word was spoken (but many were learned)

Video is often used in the EFL classroom for listening comprehension activities, facilitating discussions and, of course, language work. But how can you exploit silent films without any language in them? Since developing learners' linguistic resources should be our primary goal (well, at least the blogger behind the blog thinks so), here are four suggestions on how language (grammar and vocabulary) can be generated from silent clips. Split-viewing Split-viewing is an information gap activity where the class is split into groups with one group facing the screen and the other with their back to the screen. The ones facing the screen than report on what they have seen - this can be done WHILE as well as AFTER they watch. Alternatively, students who are not watching (the ones sitting with their backs to the screen) can be send out of the classroom and come up with a list of the questions to ask the 'watching group'. This works particularly well with action or crime scenes with