... kreativitas hanya sebatas mimpi yang terbatas jika tak lekas diwujudkan dalam nyata yang jelas ...

Sunday 21 August 2011

Tanpa Arah


Keraguan membebani langkah ku
Ada uluran samar coba menuntun ku
Tak satu pun terhiraukan
Kau tak tahu
Kebingungan yang sedang memenuhi otak ku
Bahkan aku sendiri pun ragu kalau aku tahu
Pandangan ku hanya berjalan tak pasti
Bayangan yang ku harap kan hanya menatap kaku
Lalu berlalu hilang dalam kelam
Aku tersungkur diam
Meringkuk dengan kepastian yang mulai pudar
Sungguh ironis
Pikiran ku menatap sosok yang datang masih dengan bimbang yang semakin menakutkan
Langkah ku tetap memaksa kaku
Tak mau beranjak dari sudut yang terlalu sendu
Aku hanya terisak pilu
Tolong aku
Bawa aku keluar dari ruang biru menyesakkan ini
karena aku sudah mulai mati
Dan aku tak mau mati di sini
Bawa aku lari
Karena aku tak ingin terkubur di sini

Friday 19 August 2011

Dan Masih 1 Mei 2011


Brengsek
Dikiranya aku perek
Bajingan
Dipikirnya aku gampangan
Kurang ajar
Disangkanya aku perempuan liar
Anjing
Mereka hanya tahu
Hanya mau dengan kenikmatan sialan itu
Dasar manusia terkutuk
Masih sempat mereka menuduh ku
Perampok
Tak bermoral
Jalang
Perusak hati orang
Licik
Mereka tega
Aku ini hanya perempuan
Yang sedang mencari seonggok hati
Yang tanpa sarat
Dengan kotoran
Mereka keterlaluan
Aku dibiarkan
Terkapar berlumuran kesakitan tertahan
Hingga sekarang
Tanpa uluran
Dan aku
Akan tetap diam di sana
Berkawan lara tanpa asa

Di Samping mu


Dia duduk termenung
Menatap mentari berpeluh perih
Tangisnya tak terdengar
Hanya aku merasakan sendu itu
Dia menatap ku dengan pilu
Bibir nya tak mampu bersuara
Hanya mata yang penuh dengan kata
Rasa sakit yang tertahan
Membuat nya semakin kepayahan
Namun dia bertahan
Di tengah jutaan sayatan kesakitan
Aku membisu sejenak
Menguatkan hati ku
Dia pun mulai beranjak
Meninggal kan ku
Tanpa ragu ku teriakkan
Bahwa aku
Akan ada
Di samping nya, bersama nya
Entah dia akan tetap ada esok lusa
Atau tiada selamanya

3 Juli 2011


Kau mungkin tak mampu memahami seni dari sebuah rasa
Entah itu yang menimbulkan
Senyuman yang mengherankan
Entah air mata yang memilukan
Terkadang...
semua hanya mampu terwujudkan oleh diam
Dan tak banyak orang sanggup menerjemahkan diam
Cobalah kalau kau bisa
Mungkin...
kau hanya akan bertemu kepasrahan tanpa harapan
entahlah...
Aku sendiri tak yakin aku bisa menjawab teka tekinya
Terkadang...
Kata tak cukup diucap untuk berbagi
Terkadang pula...
Air mata tak cukup diurai untuk melepas sedikit lara
Dan yang akan lagi kau temukan
Hanya sepasang mata yang juga dengan diam
Tak usah bingung
Diam hanya singgah saja
Dia akan berlalu
ketika waktu muali beranjak dari titik semu
kau akan temukan sebuah senyuman disamping mu
dan hanya akan ada cerita cerita penuh kata
kata yang merangkai tawa
dan tolong
kau jagalah senyuman itu
jaga dia
layaknya kau menjaga hati mu dari kerapuhan

English for Young Learners


A.    Language Choice and Language Learning
1.      When do usually teachers and pupils use the first language in classroom?
Teachers:
-          Explaining aspects of the foreign language
-          Translating words or sentences
-          Giving instructions
-          Checking understanding of concept, talk, text, instructions
-          Eliciting language
-          Focusing pupils attention
-          Testing
-          Talking about learning
-          Giving feedback
-          Disciplining and control
-          Informal, friendly talk with pupils
Pupils:
-          Asking for help from teachers or peers
-          Responding to teacher questions

2.      What is language switching?
A way in teaching learning foreign language by “switch” or change the first language to the second/foreign language. It means that teachers and pupils must use two languages in teaching learning, especially in speaking class. They may change languages during their talk.

3.      What are helpful principles about which language to use in teaching in the classroom?
a.       Use as much of the target language as possible
b.      Ensure that use of first language supports the children’s language learning.

4.      In what condition the use of first language is important?
The FL is important when teachers give an understanding to the pupils about the meaning of English or other second language. The teachers must use the FL in mastering the material concerned with the second language for example, English.

5.      What is your own opinion about the first language in English classroom?
The first language in English classroom shouldn’t be used in frequent because the pupil’s are learning “the English”. The FL will only use to make and give mastery meaning for the English. And the teachers should decrease their using FL in English classroom. If the teachers speak English a lot in English class, the children will also speak English a lot too, although will not much as what teachers said.

B.     Assessment and Language Learning
1.      The assessment for English Young Learners is different with adult one. What are the differences?
-          Age: children’s motor, linguistic, social and conceptual development must be taken into account in designing and implementing assessment.
-          Content of language learning: a focus on oral skills, vocabulary development and language use at discourse level.
-          Methods of teaching: interactive use of games, songs, rhymes, stories to carry language content and practice
-          Aims: programmes for young learners often cite social and cross-cultural aims, as well as language learning aims.
-          Learning theories: e. g. zone of proximal development; learning through social interaction, able to do more with helpful other.

2.      a. What are the negative impact of assessment on individual learners, teachers and wider system?
-            Stress is placed on children by the demands of assessments
-            Individual children’s learning needs are down graded in the push to cover the syllabus or course book before the next assessment
-            Classroom activity is restricted to test preparation
-            Educational change is limited by the power of the assessment machinery

b.   What are the positive effects?
-            The children will encounter stress anyway in their educational lives
-            Well designed assessment may help children learn how to cope with more stressful examinations later in life
-            Good assessment may prevent damage to children’s learning opportunities from irresponsible change
-            Test result provide useful feedback to stake-holders-governments and parents – about how well children are being thought, and about the effectiveness of policy and schools

3.      Explain about formative and summative assessment!
Formative assessment     : aims to inform on-going teaching and learning by providing immediate feedback which should influence the teaching learning to the teachers and learners.
Summative assessment    : aim to assess learning at the end of a unit term, year, or course and does not feedback into the next round of teaching.

4.      Assessment is more than testing. What does it mean?
A skilled teacher continuously assesses pupils’ learning through what they notice and how they interpret these observations in the light of experience and knowledge. There are, other, supportive ways to assess language learning that go beyond testing, other the simple classroom test or the more stringent national or international test.

5.      Make an assessment of student assessment!
a.         Oral skills        à Pronunciation of words and chunks; understanding of oral text – songs.
The students are listened two or three simple songs like twinkle-twinkle little star and Marry had a little lamb or others. Then they replay the songs together and one by one.
b.        Reading skill   à Understanding of stories
·         The students are given a short narrative story with some questions about it. They may answer the questions in written or spoken.
·         The students find some key words then find the meaning. After that, find the synonyms or antonyms of the key words in the story.