As we know reading and writing is part of English , both of them have related. When we talk about reading also we talk about writing. Reading is good part , very happy if we can reading very well. Means , we know about the meaning the writing we read . we understand.
Unfortunately not every people can do this. Still a lot of them can’t reading because can’t writing. Example : reading and writing education is well to introduce to people since children . when they brain still can accept the science.
It so sad , if children cant read and write. How did come , how , and how . from this let us invite people to learn reading and writing especially children .
No one can stress enough the importance of exposing children to reading and to books. In some cases it is unfortunate that we live in a “techno” world, a world in which even very young children know how to work the VCR, play video games and manipulate a mouse.
Now, these are not necessarily bad things.
Each one has it's positive points however, I think all parents would agree that they would rather see their children open up a book or ask to be read to over seeing them turn on the television set. The first and foremost step to creating a young reader is to ensure that children have access to all kinds of reading material. Books, magazines, newspapers, anything that exposes them to the written word, to the concept of story telling and to using their own imagination.
WRITING
KIDS NEED TO TUNE UP
"Well, I can't take on all of our hurried society at once, but in the handwriting realm, at least, I'm going to have my say. Because most research and the specialists I've talked to agree that children are generally ready to be introduced to writing -- and have the necessary motor and visual skills -- sometime during kindergarten. In fact, not even every kindergartner is prepared to write, say the experts, all of whom advocate waiting until a student is ready and receptive. "It's easier to learn something when everything is in place," says Newman, who is a perceptual motor therapist, runs movement classes for children and thinks kids need to exercise and move to develop good pre-writing skills. Yet many preschools persist in teaching children to write, and even evaluating that writing, before the students have the skills they need. [...Remember the progression when we were in elementary school? Printing in kindergarten and/or first grade. Cursive in third. Penmanship grades. Most assignments in elementary school were handwritten. Typing didn't come until sometime in middle or high school. Compare that with today's curriculum. Handwriting in preschool, probably in reaction to the tougher kindergarten curriculum. Then, in second grade, sometimes before they have the basics of handwriting down, children are often introduced to typing. Cursive still comes around third grade, but nowadays it's often a rushed program, with some people arguing that one script should suffice, especially since most kids are going to wind up on computers. And forget penmanship; kids are lucky if they are taught to sit properly and form their letters efficiently. In fact, according to the experts, not only do most teachers have no training in handwriting instruction, they don't have the time to teach it thoroughly."] - http://www.washingtonpost.com/wp-dyn/articles/A48366-2002Aug6.html
Write in the Middle a workshop for middle school teachers who teach writing, complete with audio files and Best Practices in Teaching Writing. Writing tips :
I was once taught that the first sentence of every paragraph should contain the main idea of the paragraph. Then the following sentences should give info about that topic and the last sentence should be the summary of the main idea.
Write about issues you really, really care about like things that frustrate or make you mad. Try to use the simplest-possible language, write like you talk and use personal experience to the maximum. Listen to yourself read it aloud for how it sounds - is it your voice? Is this what you mean to say? Reread and rewrite until it just "sounds right," which seems to have something to do with rhythm and other stuff. Start reading two or three paragraphs before to get a "running start to that will help you shape the next sentence.
Find a way to hook a big idea to something real and immediate and write about whatever is personal to you about that subject. Your life experience - the more the better. My favorite book is Zen and the Art of Motorcycle Maintenance. (If you haven't read the book and he seems to be talking about himself as someone else, that "someone else" is him before he had some sort of mental breakdown.) There's a really good description by Pirsig the main character about how he helped a student get around writer's block.The discussion of "quality writing" starts around page 190 depending on which book you have.
Rabu, 09 Juni 2010
HOW TO TEACH SPEAKING AND LISTENING
As we know speaking and listening is part of English is have related. Both of them cant separate each other. Both of them have different function but can mix each other. If we talk about speaking , very big related with listening . when we speak , we must be look and read the pronunciation before. After that we must hear by listening.
Actually , the skills of speaking and listening someone different each other , everything must be practice , practice , and practice. Because practice makes perfect.
Teaching speaking and listening skills
Age
The tips below are for your classes with 5-7 year olds although you can use similar principles when teaching older primary age (8-12).
Listening - Instructions
Remember you are their model so always think about how you are going to introduce an activity before you go to class. Writing out instructions as part of your lesson plan will really help you to notice what language you are using with your young learners. You may find that your language is too complex for the beginner pupils.
Imagine yourself as a beginner learning a new language and see if what you say is too difficult to follow. You may need to modify what you say. Instructions, if well thought out and accompanied always with demonstration, can be communicated purely in English.
Listening - Class management
Don’t panic if you don’t speak the children’s first language. This won’t prevent a bond forming between you and the children. If they know you as the person who only speaks English then they will always want to communicate with you as much as possible in English.
Discipline can be easily understood by young children through your facial expressions and smiley/cross faces drawn on the board.
Feedback can also be understood clearly when you use your face to help express whether or not you are pleased with the work they produce.
Listening - Using a song
Prepare the learners before they listen to anything.
Show them pictures of characters from the song.
If it’s a song about teddy bears then bring in some teddy bears to show them. If the teddy bears sing sections of the song then use them as puppets and make them actually sing the song.
Use actions as much as possible to accompany songs so that the children can participate. This will help build their confidence, increase their enjoyment and give them extra clues as to the meaning of the words they are listening to.
They should predict, ‘imagine’, what they are going to hear. Again, sticking with the teddy bears, ask them if they think the teddy bear is happy or sad.
When they are listening they should always have something to do. They need a reason for listening. You could allocate part of the song to a small cluster of children so they have to listen out for their part and sing along to that part only.
Use the same song again and again. Listening is a difficult skill so building their confidence is vital at all stages of language learning. If they recognize the words they will be much more motivated. This is valid not only from a language point of view but also from a logical point of view. Listening to a song you know and like is always an enjoyable experience. Familiarity helps children feel secure.
Speaking - Songs and chants
Using songs and chants in class gives the children a chance to listen and reproduce the language they hear. They are working on the sounds, rhythm and intonation.
Remember when you speak or sing keep it simple but very importantly, natural so that when they copy what you say they can have a chance of sounding natural.
Speaking - Whole class chorus drills
If you have a large class make sure the language they produce is not just confined to stilted whole class repetitions of sentences produced by you. If the class tries to speak at the same time they automatically slow down and the intonation and rhythm are lost. Whole class repetition does of course have its advantages as it allows weaker students to build confidence with speaking without being in the limelight. Do chorus drills as described above but limit them and always move on to letting individuals speak.
Speaking - Real language
As with listening, make sure they always have a valid reason for speaking. The more realistic the need for communication, the more effective an activity will be. In other words get them to ask their neighbour ‘Do you prefer chocolate or strawberry ice-cream?’ rather than saying; ‘What’s my favourite food?' This last question is just asking the children to guess rather than think. Avoid getting them to repeat sentences such as; ‘What is my name?’ or ‘Is this a book?’ Not only do you know it’s a book, so the interaction isn’t very interesting, unless the book is hidden in a bag and they are having to work out the contents, but also the response is limited to a ‘yes’ or ‘no’ answer. Closed questions are ok to lead onto something more with low level learners but be aware of not using them too often.
Speaking - Further suggestions
Vary the types of speaking and listening activities you do. Keep them interested by introducing new approaches to speaking in class. This could mean talking to different people, talking to different numbers of people, speaking as a whole class, half a class or in small groups.
For different levels in the same class you can ask them to listen for different things. Ask the weaker ones to tell you how many teddy bears there are in the song and the stronger ones to tell you what the teddy bears are doing in the song.
To make one activity suit all levels ask them to practice saying between five and ten sentences. This way the quick finishers have more to do and the weaker pupils still feel they have achieved the task if they have practised only a few sentences.
Actually , the skills of speaking and listening someone different each other , everything must be practice , practice , and practice. Because practice makes perfect.
Teaching speaking and listening skills
Age
The tips below are for your classes with 5-7 year olds although you can use similar principles when teaching older primary age (8-12).
Listening - Instructions
Remember you are their model so always think about how you are going to introduce an activity before you go to class. Writing out instructions as part of your lesson plan will really help you to notice what language you are using with your young learners. You may find that your language is too complex for the beginner pupils.
Imagine yourself as a beginner learning a new language and see if what you say is too difficult to follow. You may need to modify what you say. Instructions, if well thought out and accompanied always with demonstration, can be communicated purely in English.
Listening - Class management
Don’t panic if you don’t speak the children’s first language. This won’t prevent a bond forming between you and the children. If they know you as the person who only speaks English then they will always want to communicate with you as much as possible in English.
Discipline can be easily understood by young children through your facial expressions and smiley/cross faces drawn on the board.
Feedback can also be understood clearly when you use your face to help express whether or not you are pleased with the work they produce.
Listening - Using a song
Prepare the learners before they listen to anything.
Show them pictures of characters from the song.
If it’s a song about teddy bears then bring in some teddy bears to show them. If the teddy bears sing sections of the song then use them as puppets and make them actually sing the song.
Use actions as much as possible to accompany songs so that the children can participate. This will help build their confidence, increase their enjoyment and give them extra clues as to the meaning of the words they are listening to.
They should predict, ‘imagine’, what they are going to hear. Again, sticking with the teddy bears, ask them if they think the teddy bear is happy or sad.
When they are listening they should always have something to do. They need a reason for listening. You could allocate part of the song to a small cluster of children so they have to listen out for their part and sing along to that part only.
Use the same song again and again. Listening is a difficult skill so building their confidence is vital at all stages of language learning. If they recognize the words they will be much more motivated. This is valid not only from a language point of view but also from a logical point of view. Listening to a song you know and like is always an enjoyable experience. Familiarity helps children feel secure.
Speaking - Songs and chants
Using songs and chants in class gives the children a chance to listen and reproduce the language they hear. They are working on the sounds, rhythm and intonation.
Remember when you speak or sing keep it simple but very importantly, natural so that when they copy what you say they can have a chance of sounding natural.
Speaking - Whole class chorus drills
If you have a large class make sure the language they produce is not just confined to stilted whole class repetitions of sentences produced by you. If the class tries to speak at the same time they automatically slow down and the intonation and rhythm are lost. Whole class repetition does of course have its advantages as it allows weaker students to build confidence with speaking without being in the limelight. Do chorus drills as described above but limit them and always move on to letting individuals speak.
Speaking - Real language
As with listening, make sure they always have a valid reason for speaking. The more realistic the need for communication, the more effective an activity will be. In other words get them to ask their neighbour ‘Do you prefer chocolate or strawberry ice-cream?’ rather than saying; ‘What’s my favourite food?' This last question is just asking the children to guess rather than think. Avoid getting them to repeat sentences such as; ‘What is my name?’ or ‘Is this a book?’ Not only do you know it’s a book, so the interaction isn’t very interesting, unless the book is hidden in a bag and they are having to work out the contents, but also the response is limited to a ‘yes’ or ‘no’ answer. Closed questions are ok to lead onto something more with low level learners but be aware of not using them too often.
Speaking - Further suggestions
Vary the types of speaking and listening activities you do. Keep them interested by introducing new approaches to speaking in class. This could mean talking to different people, talking to different numbers of people, speaking as a whole class, half a class or in small groups.
For different levels in the same class you can ask them to listen for different things. Ask the weaker ones to tell you how many teddy bears there are in the song and the stronger ones to tell you what the teddy bears are doing in the song.
To make one activity suit all levels ask them to practice saying between five and ten sentences. This way the quick finishers have more to do and the weaker pupils still feel they have achieved the task if they have practised only a few sentences.
Rabu, 02 Juni 2010
CHAPTER I
INTRODUCTION
- Background of the study
This novel “ UP AT THE VILLA” tells about the love journey of Mary Panton . she is a lawyer . she leave by her husband . during lives with her husband she stay in Italia as wife. And now when her husband was die , she is come back to England . after this moment , she finds the new life , the new love , new spirit . she find it with her old friend Edgar Swift , he is old man , he is a diplomat in K.C.S.I. , Indian Civil Service. Factually , Edgar very love mary when mary was child with bobbed hair . Since mary’s husband die , Edgar always help and support mary to fight and give the solutions for mary . he always together and laugh with mary . although edgar older nineteen years than mary , but edgar feel calm down and he not shy . and he want to be marrying with mary , but mary refuse it because edgar same age with her fother , but mary doesn’t ever hate him.
Unfortunately , edgar very kind , well , mature . but edgar understand about it . time by time , day by day , month by month , mary find loves again , she meets Rowley Flint a rough –hewn and cocky , American who is intrigued by her , but actually mary like him .
They are make a relationship but their personalities clash , and they end the evening in the evening.
Next day , mary find loves again with Karl , but once more mary refuse it with fling . she more better leave karl , because karl insist her love. Because of that , karl dissapoinment , his love not accept , he kills himself with melodramatically.
Finally , mary desperate and she calls upon Rowley to help her hide the body : he agrees , and soon they are both being questioned by local fascist leader Leopardi about Karl’s disappearance. Because this moment mary and Rowley more close and they are happy together.
CHAPTER II
ANALYSIS I
Character is a vital and necessary one. Without character there would be no plot and , hence , no story. For most readers of fiction the primary attraction lies in the characters, in the endlessly fascinating collection of men and women whose experience and adventures in life form the basis of the plots of the novels and stories in which they appear.
Part of the fascination with the characters of fiction is that we come to know them so well , perhaps at times to well. In real life we come to know people for the most part only on the basis of externals on the basis of what they say and what they do the essential complexity of their inner lives can only be inferred , if at all , after years of close acquaintance. Fiction , on the other hand , often provides us with direct and immediate access to that inner life to the intellectual , emotional , and moral complexities of human personality that lie beneath and surface.
The character of mary panton is good , pretty , good smile , frighten , but selfish and need the love.
ANALYSIS II
Psychology is come from word “ psyche” it means soul and logos is science or the scientific study of the behaviour of human beings or the scientific study of the human psyche.
Psychology approach is way to analyze one or some character in novel with theory as a size. Absolutely psychology approach is real not refuse . because analyze without psychology approach it is just reading comprehension or practical reading. This reading method is common to do in class. Reader can be understand about the story but is not more just reading on beginning not furthermore.
Reader understand about the cast , setting , and also everything problems is caster get or story. But just explanation text of novel . reader can make synopsis , but when the synopsis read by other , that novel not more just summary of story based on text. It can be show the external of outside text.
Analysis doing , is a next step to read critically , not more doing unstep or irrasional. Although fiction text but is the analysis basic standing. Fiction still is picture of huge experience of human inside is happen psychology , sociologys , and other situation. Is a analysis duty to showing experience of reader to different way of analysis is rational with see to approach. Its true what Wellek said when tells this case , case of literature study :
“He must translate his experience of literature into intellectual terms , assimilate , it to a coherence scheme which must be rational if it is to be a knowledge. It may be true that the subject matter of his study is irrational or at least contains strongly unrational elements , but he will be not therefore in any other position than the historian of painting or the musicologist or , for that matter , the sociologist or the anatomist. (1949:3) . “
Psychology approach consist of two Extrinsic and intrinsic , extrinsic is the outside factor is causes character become like that and the intrinsic is the inside factor , may be the causes is the psyhcis. But this situation suitable with social theory.
SYNOPSIS UP AT THE VILLA
A woman left alone by the death of her husband finds her love life has become suddenly and dangerously complicated . Mary panton is a british woman living in italy in 1938 who has been financially ruined by the death of her husband. Edgar swift an aging di[plomat asks mary for her hand in marriage , and while she doesn’t love him , she longs for the security of a husband and asks for a few days to consider the proposal. The next evening mary is invited to a party by an American socialiate known as the princess. There , mary meets Rowley Flint , a rough – hewn and cocky American who is intrigued by her. Mary also feels drawn to Rowley, but their personalities clash , and they end the evening in an argument. Mary impulsively spends the night with karl , a young musician who played at the party . in the cold light of day , mary decides that her fling with karl is the best left as a one-night stand , but karl insist that he’s fallen in love with her , and he melodramatically kills himself. Mary desperate , calls upon Rowley to help her hide the body ; he agrees , and soon they are both being questioned by local fascist leader leopardi
About karl disappearance.
ANALYSIS III
The relationship between analysis I and II are suitable. If in one of character we must know about the character and using the correct theory . in analysis I we can know about the definition of character , and analysis II we can know about the psychology approach and synopsis of up at the villa. We can combined both of them become whole unity. We can see the dialog .
“Now you’ve got nothing to worry about , my dear “, he said , “ except to get back your health and strength. I don’t say anything about your looks because nothing affects them. You’re a young woman and a very preety one , and I have no doubt you’ll marry again . but don’t marry for love next time ; it’s a mistake ; marry for position and championship.”
This dialog explains about edgar to visit mary and he really care and loves to mary , he said mary is young woman and preety one. Edgar so happy with mary , looklike he don’t want to hold out mary , his love since child.
“she laughed. She had a bitter experience and had no intention then of ever hazarding again again the risks of wedlock ; it was odd that now she was contemplating doing exactly what the shrewd old lawyer had advised. It looked indeed as though she would have to make up her mind that very afternoon. “
This statement tells if mary very happy when edgar swift keep laughing with her , when marry husband death. Mary feels a new hope , new influence , new spirit besides edgar. Edgar can be motivated her to strong and tuff.
When she was nineteen her mother had said to her , “I wouldn’t see too much if I were you darling . I don’t know if you’ve noticed it , but he’s in love with you. “
Mary laughed “he’s an old man.”
“He’s forty – three “ , her mother answered tartly.
This dialog remind if mary is an apple to edgar , he always loves mary in his whole life.
“Oh , Edgar , what nonsense you talk . “
“ Never “, cried Mary , not quite truthfully .”
“Perhaps Mattie and I were too young to marry .”
“ And how many women have you said that to ?”
“ I suppose it doesn’t . but we’ll leave it at that shall we ?”
“ people have been telling me I was beautiful since I was sixteen and it’s ceased to excite me very much. It’s an asset and I should be a fool not to know its value . it has it’s disadavantage as well.”
This dialog showing if mary is selfish whereas she’s really need love , but she keep to be strong and don’t want other find it.
CHAPTER III
CONCLUSION
Up at the villa is amazing novel , this novel tells about the story , the love , pure love like a love edgar to mary . this story give us the meaning of love and the struggle of life . how to fight your spirit when you down , how you can know when you smile , when you laugh , when you sad . as human being we must be face and through our life with normal.
About the character of this novel , each character has own characteristic and unique. But here we just talk about mary as a main character . although many people said she preety but she don’t want become it as everything is make her arrogant.
Mary want to become herself , find the new life , find the new love , find the new what is the meaning of the truly life. Sometimes experience makes our life change , and full colour . it’s a mary experience when her husband death , whereas she is young and need more affection from man .
Mary always fight with herself , she don’t want fall in sadness and more miserable , she want to happy , find love , and living together with new husband . actually mary is a nice person although sometimes she’s selfish , because her husband . she used to be had bad experience and she don’t want it happen again and become true in her life.
- Background of the study
This novel “ UP AT THE VILLA” tells about the love journey of Mary Panton . she is a lawyer . she leave by her husband . during lives with her husband she stay in Italia as wife. And now when her husband was die , she is come back to England . after this moment , she finds the new life , the new love , new spirit . she find it with her old friend Edgar Swift , he is old man , he is a diplomat in K.C.S.I. , Indian Civil Service. Factually , Edgar very love mary when mary was child with bobbed hair . Since mary’s husband die , Edgar always help and support mary to fight and give the solutions for mary . he always together and laugh with mary . although edgar older nineteen years than mary , but edgar feel calm down and he not shy . and he want to be marrying with mary , but mary refuse it because edgar same age with her fother , but mary doesn’t ever hate him.
Unfortunately , edgar very kind , well , mature . but edgar understand about it . time by time , day by day , month by month , mary find loves again , she meets Rowley Flint a rough –hewn and cocky , American who is intrigued by her , but actually mary like him .
They are make a relationship but their personalities clash , and they end the evening in the evening.
Next day , mary find loves again with Karl , but once more mary refuse it with fling . she more better leave karl , because karl insist her love. Because of that , karl dissapoinment , his love not accept , he kills himself with melodramatically.
Finally , mary desperate and she calls upon Rowley to help her hide the body : he agrees , and soon they are both being questioned by local fascist leader Leopardi about Karl’s disappearance. Because this moment mary and Rowley more close and they are happy together.
CHAPTER II
ANALYSIS I
Character is a vital and necessary one. Without character there would be no plot and , hence , no story. For most readers of fiction the primary attraction lies in the characters, in the endlessly fascinating collection of men and women whose experience and adventures in life form the basis of the plots of the novels and stories in which they appear.
Part of the fascination with the characters of fiction is that we come to know them so well , perhaps at times to well. In real life we come to know people for the most part only on the basis of externals on the basis of what they say and what they do the essential complexity of their inner lives can only be inferred , if at all , after years of close acquaintance. Fiction , on the other hand , often provides us with direct and immediate access to that inner life to the intellectual , emotional , and moral complexities of human personality that lie beneath and surface.
The character of mary panton is good , pretty , good smile , frighten , but selfish and need the love.
ANALYSIS II
Psychology is come from word “ psyche” it means soul and logos is science or the scientific study of the behaviour of human beings or the scientific study of the human psyche.
Psychology approach is way to analyze one or some character in novel with theory as a size. Absolutely psychology approach is real not refuse . because analyze without psychology approach it is just reading comprehension or practical reading. This reading method is common to do in class. Reader can be understand about the story but is not more just reading on beginning not furthermore.
Reader understand about the cast , setting , and also everything problems is caster get or story. But just explanation text of novel . reader can make synopsis , but when the synopsis read by other , that novel not more just summary of story based on text. It can be show the external of outside text.
Analysis doing , is a next step to read critically , not more doing unstep or irrasional. Although fiction text but is the analysis basic standing. Fiction still is picture of huge experience of human inside is happen psychology , sociologys , and other situation. Is a analysis duty to showing experience of reader to different way of analysis is rational with see to approach. Its true what Wellek said when tells this case , case of literature study :
“He must translate his experience of literature into intellectual terms , assimilate , it to a coherence scheme which must be rational if it is to be a knowledge. It may be true that the subject matter of his study is irrational or at least contains strongly unrational elements , but he will be not therefore in any other position than the historian of painting or the musicologist or , for that matter , the sociologist or the anatomist. (1949:3) . “
Psychology approach consist of two Extrinsic and intrinsic , extrinsic is the outside factor is causes character become like that and the intrinsic is the inside factor , may be the causes is the psyhcis. But this situation suitable with social theory.
SYNOPSIS UP AT THE VILLA
A woman left alone by the death of her husband finds her love life has become suddenly and dangerously complicated . Mary panton is a british woman living in italy in 1938 who has been financially ruined by the death of her husband. Edgar swift an aging di[plomat asks mary for her hand in marriage , and while she doesn’t love him , she longs for the security of a husband and asks for a few days to consider the proposal. The next evening mary is invited to a party by an American socialiate known as the princess. There , mary meets Rowley Flint , a rough – hewn and cocky American who is intrigued by her. Mary also feels drawn to Rowley, but their personalities clash , and they end the evening in an argument. Mary impulsively spends the night with karl , a young musician who played at the party . in the cold light of day , mary decides that her fling with karl is the best left as a one-night stand , but karl insist that he’s fallen in love with her , and he melodramatically kills himself. Mary desperate , calls upon Rowley to help her hide the body ; he agrees , and soon they are both being questioned by local fascist leader leopardi
About karl disappearance.
ANALYSIS III
The relationship between analysis I and II are suitable. If in one of character we must know about the character and using the correct theory . in analysis I we can know about the definition of character , and analysis II we can know about the psychology approach and synopsis of up at the villa. We can combined both of them become whole unity. We can see the dialog .
“Now you’ve got nothing to worry about , my dear “, he said , “ except to get back your health and strength. I don’t say anything about your looks because nothing affects them. You’re a young woman and a very preety one , and I have no doubt you’ll marry again . but don’t marry for love next time ; it’s a mistake ; marry for position and championship.”
This dialog explains about edgar to visit mary and he really care and loves to mary , he said mary is young woman and preety one. Edgar so happy with mary , looklike he don’t want to hold out mary , his love since child.
“she laughed. She had a bitter experience and had no intention then of ever hazarding again again the risks of wedlock ; it was odd that now she was contemplating doing exactly what the shrewd old lawyer had advised. It looked indeed as though she would have to make up her mind that very afternoon. “
This statement tells if mary very happy when edgar swift keep laughing with her , when marry husband death. Mary feels a new hope , new influence , new spirit besides edgar. Edgar can be motivated her to strong and tuff.
When she was nineteen her mother had said to her , “I wouldn’t see too much if I were you darling . I don’t know if you’ve noticed it , but he’s in love with you. “
Mary laughed “he’s an old man.”
“He’s forty – three “ , her mother answered tartly.
This dialog remind if mary is an apple to edgar , he always loves mary in his whole life.
“Oh , Edgar , what nonsense you talk . “
“ Never “, cried Mary , not quite truthfully .”
“Perhaps Mattie and I were too young to marry .”
“ And how many women have you said that to ?”
“ I suppose it doesn’t . but we’ll leave it at that shall we ?”
“ people have been telling me I was beautiful since I was sixteen and it’s ceased to excite me very much. It’s an asset and I should be a fool not to know its value . it has it’s disadavantage as well.”
This dialog showing if mary is selfish whereas she’s really need love , but she keep to be strong and don’t want other find it.
CHAPTER III
CONCLUSION
Up at the villa is amazing novel , this novel tells about the story , the love , pure love like a love edgar to mary . this story give us the meaning of love and the struggle of life . how to fight your spirit when you down , how you can know when you smile , when you laugh , when you sad . as human being we must be face and through our life with normal.
About the character of this novel , each character has own characteristic and unique. But here we just talk about mary as a main character . although many people said she preety but she don’t want become it as everything is make her arrogant.
Mary want to become herself , find the new life , find the new love , find the new what is the meaning of the truly life. Sometimes experience makes our life change , and full colour . it’s a mary experience when her husband death , whereas she is young and need more affection from man .
Mary always fight with herself , she don’t want fall in sadness and more miserable , she want to happy , find love , and living together with new husband . actually mary is a nice person although sometimes she’s selfish , because her husband . she used to be had bad experience and she don’t want it happen again and become true in her life.
LOVE
Love is a miracle feelings of human heart. It is a present from God. Many people have it , because this pure from heart. Love is something can’t lie. It has a universal meaning.
Universal meaning like love to god , love to parents , love to family , love to friends , love to special friend , love to school , love the truth. Why is love the truth because nowadays truth can be limited. May be a lot of people say lie and hide the truth. It will be a problem , where between people and other people , just thinking themselves without care to truly love and the poor people.
The poor people are a people who need a lot of love. They are very innocent but don’t know how to tell their desire , their to be suffer with fact of life. As rich people , we must give them a lot of affection , it’s a important because human is human only god can judge a human.
It means we must to thanks to the god , especially to a human is have a perfect phisyc of body and luck of life.
Universal meaning like love to god , love to parents , love to family , love to friends , love to special friend , love to school , love the truth. Why is love the truth because nowadays truth can be limited. May be a lot of people say lie and hide the truth. It will be a problem , where between people and other people , just thinking themselves without care to truly love and the poor people.
The poor people are a people who need a lot of love. They are very innocent but don’t know how to tell their desire , their to be suffer with fact of life. As rich people , we must give them a lot of affection , it’s a important because human is human only god can judge a human.
It means we must to thanks to the god , especially to a human is have a perfect phisyc of body and luck of life.
PEREMPUAN MUDAH DI RAYU TAPI SULIT DI MENGERTI
Seperti yang kita tahu Tuhan YME menciptakan manusia dengan dua jenis yaitu laki-laki dan perempuan. Sebagai seorang muslimah , saya tahu bahwa ALLAH SWT mencipta-
Kan laki laki dengan kodratnya sebagai pemimpin , yang kuat , tangguh , dan imam bagi setiap makmumnya. Sedangkan perempuan tercipta dari tulang sum sum laki-laki dan kodratnya sebagai mahluk yang lemah lembut, lebih indah di banding perhiasan dunia , rapuh di banding laki-laki. Dalam islam perempuan tidak boleh menjadi seorang pemim pin , karena itu tanda kehancuran dunia , laki-laki bodoh yang membiarkan perempuan menjadi seorang pemimpin. Perempuan dengan kodratnya di mana ketika kecil ia menjadi seorang anak , kemudian istri , kemudian menjadi seorang ibu.
Secara ilmiah ataupun biologis fisik perempuan itu lebih lembut dan rapuh di banding laki-laki , otaknya lebih kecil , ini yang terkadang membuat mengapa perempuan lebih berpikiran pendek di banding laki-laki , kulitnya lebih mulus , suaranya lebih lembut , perempuan lebih banyak bicara di banding laki-laki . mengapa , karena di dalam otak perempuan lebih banyak tersimpan kata-kata yang ingin perempuan sampaikan ketika ia merespon suatu hal . perempuan ketika PMS emosinya tak stabil , kadang marah , riang , gembira , sedih , murung dsb. Hal ini di pengaruhi oleh hormon estrogen dan progesteron.
Secara pendengaran perempuan memang sensitif , maka dari itu mengapa perempuan lebih banyak terayu oleh rayuan gombal pulau kelapa sang laki-laki . karena perempuan terlalu banyak memakai perasaan yang terkadang tak masuk logika yang entah mengapa laki-laki pun tak akan mengerti apa yang sebenarnya perempuan mau.
Perempuan akan sulit di mengerti laki-laki ketika sang perempuan merasa benar benar percaya dengan laki-laki . tapi sang lelaki mengabaikannya begitu saja , menghiraukan , menepikannya. Perempuan akan membalasnya dengan perasaan yang abstrak tak menentu.
Ketika marah perempuan akan diam seribu bahasa dan menyimpannya dalam hati . ia selalu mempermainkan perasaannya. Ia bukannya tak menggunakan logika , tapi persentase perasaannya lebih banyak di banding logika. Sesuai dengan kodratnya . sesuai dengan semestinya . Sebenarnya perempuan adalah mahluk yang kuat dan tangguh jika ia di beri kepercayaan dan tidak di remehkan.
Kan laki laki dengan kodratnya sebagai pemimpin , yang kuat , tangguh , dan imam bagi setiap makmumnya. Sedangkan perempuan tercipta dari tulang sum sum laki-laki dan kodratnya sebagai mahluk yang lemah lembut, lebih indah di banding perhiasan dunia , rapuh di banding laki-laki. Dalam islam perempuan tidak boleh menjadi seorang pemim pin , karena itu tanda kehancuran dunia , laki-laki bodoh yang membiarkan perempuan menjadi seorang pemimpin. Perempuan dengan kodratnya di mana ketika kecil ia menjadi seorang anak , kemudian istri , kemudian menjadi seorang ibu.
Secara ilmiah ataupun biologis fisik perempuan itu lebih lembut dan rapuh di banding laki-laki , otaknya lebih kecil , ini yang terkadang membuat mengapa perempuan lebih berpikiran pendek di banding laki-laki , kulitnya lebih mulus , suaranya lebih lembut , perempuan lebih banyak bicara di banding laki-laki . mengapa , karena di dalam otak perempuan lebih banyak tersimpan kata-kata yang ingin perempuan sampaikan ketika ia merespon suatu hal . perempuan ketika PMS emosinya tak stabil , kadang marah , riang , gembira , sedih , murung dsb. Hal ini di pengaruhi oleh hormon estrogen dan progesteron.
Secara pendengaran perempuan memang sensitif , maka dari itu mengapa perempuan lebih banyak terayu oleh rayuan gombal pulau kelapa sang laki-laki . karena perempuan terlalu banyak memakai perasaan yang terkadang tak masuk logika yang entah mengapa laki-laki pun tak akan mengerti apa yang sebenarnya perempuan mau.
Perempuan akan sulit di mengerti laki-laki ketika sang perempuan merasa benar benar percaya dengan laki-laki . tapi sang lelaki mengabaikannya begitu saja , menghiraukan , menepikannya. Perempuan akan membalasnya dengan perasaan yang abstrak tak menentu.
Ketika marah perempuan akan diam seribu bahasa dan menyimpannya dalam hati . ia selalu mempermainkan perasaannya. Ia bukannya tak menggunakan logika , tapi persentase perasaannya lebih banyak di banding logika. Sesuai dengan kodratnya . sesuai dengan semestinya . Sebenarnya perempuan adalah mahluk yang kuat dan tangguh jika ia di beri kepercayaan dan tidak di remehkan.
PERASAANKU
Dahulu aku merasa sangat bahagia
Dahulu aku merasa seperti terbang
Melayang , bebas , lepas ,
Di atas bumi …
Dahulu aku merasa tidak ada kekosongan
Dalam hidupku …
Dahulu aku merasa lebih bercahaya..
Cahaya sinar yang senantiasa menyoroti
Hatiku yang berbunga…
Ia mendekapku dengan dekapan
Sehangat mentari..
Tak pernah berlalu hingga
Akhir zaman nanti..
Aku berkata dalam hati..
Oh Tuhan YME betapa bodohnya aku ,
Betapa bodohnya…
Betapa bodoh dan tololnya perempuan ini
Perempuan..
Yang terkadang penuh luka…
Sengaja menyembunyikan perasaan dalam sukma
Sengaja menutupi apa yang terjadi
Dari keramaian duniawi…
Dalam doaku ..
Aku berharap , semoga hidupku
Ini , kelak beralih menjadi..
Kepingan kepingan emosi jiwa
Kebahagiaan dalam kalbu…
Aku berharap bisa seperti
Kupu kupu dan kunang kunang
Yang selalu terbang bebas
Di udara dan selalu
Bersinar…
Tanpa harus memikirkan
Hiruk piruk dunia
Fana ini…
Dahulu aku merasa seperti terbang
Melayang , bebas , lepas ,
Di atas bumi …
Dahulu aku merasa tidak ada kekosongan
Dalam hidupku …
Dahulu aku merasa lebih bercahaya..
Cahaya sinar yang senantiasa menyoroti
Hatiku yang berbunga…
Ia mendekapku dengan dekapan
Sehangat mentari..
Tak pernah berlalu hingga
Akhir zaman nanti..
Aku berkata dalam hati..
Oh Tuhan YME betapa bodohnya aku ,
Betapa bodohnya…
Betapa bodoh dan tololnya perempuan ini
Perempuan..
Yang terkadang penuh luka…
Sengaja menyembunyikan perasaan dalam sukma
Sengaja menutupi apa yang terjadi
Dari keramaian duniawi…
Dalam doaku ..
Aku berharap , semoga hidupku
Ini , kelak beralih menjadi..
Kepingan kepingan emosi jiwa
Kebahagiaan dalam kalbu…
Aku berharap bisa seperti
Kupu kupu dan kunang kunang
Yang selalu terbang bebas
Di udara dan selalu
Bersinar…
Tanpa harus memikirkan
Hiruk piruk dunia
Fana ini…
ALCOHOL AND DRUGS ADDICTION
Nowadays many people get trap to bad environment. They begin to know about alcohol and drugs addiction. It causes by liitle knowledge about impact of drugs , and of course may be not enough affection from parents , and less of knowledge religion. Unfortunately , this is not awared by many people in the world , especially parents and teenagers.
Actually , this problem familiar but many people forget it. Whereas is a key of avoid our child into bad environment as a parents we must know about society of teenagers. If we look there’s something wrong to our child. Immediately we must ask to child. What happen to you ? and we can find the way to dissolve this problem.
Just to know , if you want to try alcohol and drugs addiction only once , I think it can destroy your future and you become a regrated people , and very dangerous to your healthy.
Actually , this problem familiar but many people forget it. Whereas is a key of avoid our child into bad environment as a parents we must know about society of teenagers. If we look there’s something wrong to our child. Immediately we must ask to child. What happen to you ? and we can find the way to dissolve this problem.
Just to know , if you want to try alcohol and drugs addiction only once , I think it can destroy your future and you become a regrated people , and very dangerous to your healthy.
HEALTH IS WEALTH
Nowadays many people squander health for wealth. They always work , work , and work without care to health. Whereas health is very important to us and very presticious. If we health automaticalls , we can do anything like we want and can get anything because health is wealth.
In fact , man or woman competes to get good position in work. They are become rival each other. They think if they get good position , can powerful in office and can touch the world. But , however health is very important than anything.
In fact , if we sick , we can wast the time and money only to hospital , it’s so expensive. I think the truly wealth is health , because money and other presticious things are not capable of changing the health.
The proof is like celebrity , they also work in the morning till morning they just think only popularity and get much money whereas like we see , nowadays celebrity is always have a relationship with bad environment , like smoking , alcohol , drugs , free sex , etc. if they make relationship like this , they can get a disease like stroke , heart attack , liver , tuberculosis. Oh it so hurts and is suck. With this automaticalls , our wealth (thing and money) can finish just to cure disease. So , keep your health to wealth , because health is truly wealth.
In fact , man or woman competes to get good position in work. They are become rival each other. They think if they get good position , can powerful in office and can touch the world. But , however health is very important than anything.
In fact , if we sick , we can wast the time and money only to hospital , it’s so expensive. I think the truly wealth is health , because money and other presticious things are not capable of changing the health.
The proof is like celebrity , they also work in the morning till morning they just think only popularity and get much money whereas like we see , nowadays celebrity is always have a relationship with bad environment , like smoking , alcohol , drugs , free sex , etc. if they make relationship like this , they can get a disease like stroke , heart attack , liver , tuberculosis. Oh it so hurts and is suck. With this automaticalls , our wealth (thing and money) can finish just to cure disease. So , keep your health to wealth , because health is truly wealth.
HOW TO MAKE A COFFEE
Before you make a coffee you must prepare the ingredients and equipments. Ingredients are coffee powder , sugar , hot water , and creamer if you would like to. The tools are cup and spoon. Ok , now if you want to make a cup of coffee , this is the process.
First , put two spoons of coffee , put two spoons of sugar or as you like , put the creamer if you want , put the hot water then mix thoroughly. Second , wait until warm or chill. Third , drink your coffee slowly and enjoy the taste. Fourth , if you want to have some more addition , you can eat the cracker with a cup of coffee , or put the cappuccino into your cup then enjoy your coffee.
But honestly , coffee is a good drink and has advantage and disadvantage. To advantage is it can make your body enjoy and forget your problem a little. The disadvantage is if you want to drink coffee a lot you would be difficult to sleep. Because coffee has caffeine that can destroy your body and mind.
First , put two spoons of coffee , put two spoons of sugar or as you like , put the creamer if you want , put the hot water then mix thoroughly. Second , wait until warm or chill. Third , drink your coffee slowly and enjoy the taste. Fourth , if you want to have some more addition , you can eat the cracker with a cup of coffee , or put the cappuccino into your cup then enjoy your coffee.
But honestly , coffee is a good drink and has advantage and disadvantage. To advantage is it can make your body enjoy and forget your problem a little. The disadvantage is if you want to drink coffee a lot you would be difficult to sleep. Because coffee has caffeine that can destroy your body and mind.
UNFORGETTABLE MOMENTS OF MY LIFE
When I was in elementary school , I had a bad thing for my life. In the moment , I got an accident on my bus , there was a fire. Whereas , my family and I were still on the bus. We were unconscious , when it happened. Because we were sleeping tightly. But finally , we were could out on the bus , when a someone screamed , fire , fire , fire. Oh this a bad thing was I’ve ever had. But , when I was go to Bandung , in 1997 , I got a funny thing. Because , in the moment I was stayed in Horison Hotel for one weeks.
There , I’d a lot funny things. First , may be because I was still a child , I’m naughty , so my sister and I were playing lift to see around the hotel. Second , I was unconscious when I touched the mirror (my had) , oh its so hurt. I think this is the unforgettable moments of my life , although just two things , but I can’t never forget it.
There , I’d a lot funny things. First , may be because I was still a child , I’m naughty , so my sister and I were playing lift to see around the hotel. Second , I was unconscious when I touched the mirror (my had) , oh its so hurt. I think this is the unforgettable moments of my life , although just two things , but I can’t never forget it.
THE VIEW OF MOUNTAINS AND BEACHES
Mountains and beaches are some of the nice places in the world. They have their own characteristics.
May be if the mountains consist of many trees , grasses , and chill atmosphere. In order that , beaches have no atmosphere but our feelings can be fresh when we look the blue of water.
If we look the view of mountains of course , over all is green and chill but if we look to the view of beaches , automaticalls , we can feel fresh , when we enjoy the chill of water , playing with sand , or etc.
But actually , I like visit to beach better than mountains. Why , because atmosphere in beach can make me feel happy eventhough atmosphere of mountains is fresher and chiller.
May be if the mountains consist of many trees , grasses , and chill atmosphere. In order that , beaches have no atmosphere but our feelings can be fresh when we look the blue of water.
If we look the view of mountains of course , over all is green and chill but if we look to the view of beaches , automaticalls , we can feel fresh , when we enjoy the chill of water , playing with sand , or etc.
But actually , I like visit to beach better than mountains. Why , because atmosphere in beach can make me feel happy eventhough atmosphere of mountains is fresher and chiller.
Rabu, 28 April 2010
CERITA LAMA
Ina begitu sapaannya sehari-hari , gadis muda belia yang mempunyai banyak mimpi namun tak tahu harus ke mana ia untuk menyalurkan mimpinya. Mempunyai bakat terpendam yang ia pun tak menyadarinya. Hidupnya sederhana saja , yang penting ia bisa kuliah untuk menggapai cita-citanya. Waktu kecil hidupnya sangat bahagia , ia memiliki orang tua dan saudara yang begitu menyayanginya. Mudah saja untuk mendapat apa yang ia mau. Dulu keluarganya cukup kaya , sering mendapat hadiah atau sesuatu yang ia inginkan , namun begitu beranjak dewasa banyak sekali hal yang cukup pahit menimpa keluarganya. Awalnya ia sangat terpukul dan dendam ,namun lambat laun ia mulai menyadari bahwa hidup selalu berputar , apapun yang terjadi ia harus tetap bersyukur, karena yang terpenting dalam hidup bukanlah kepuasaan hawa nafsu belaka melainkan bersyukur dan ikhlas atas apa yang telah Tuhan berikan padanya dengan tetap bekerja keras tanpa patah arang sedikit pun.
Hidup ,hidup,hidup , kehidupan yang semakin carut marut setiap detik tak pernah pandang bulu, waktu tak pernah memikrkan mana orang miskin ,mana orang kaya ,ia tak pernah memberikan napas sedikitpun pada manusia untuk sekejap beristirahat. Ia selalu memaksa manusia untuk selalu mengejarnya. Tak peduli berapa banyak air mata dan keringat yang mengalir dari tubuh. Waktu yang seakan-akan membuat kita menjadi gila ,waktu yang membuat kita mengejar target ,waktu yang membuat kita kadangkala terpuruk dalam kebinasaan.
Sesaat yang selalu Ina pikirkan , apa waktu jua kah yang membuat keluarganya semakin sulit bernapas , hampir sesak ?
Yang membuat keluarganya begitu banyak mengalami batin yang terluka, ternoda oleh orang tua yang biadab , egois , tak tahu apa makna peribahasa “kacang lupa kulitnya”. Sebut saja Jis ialah orang paling jahat yang ina pernah temui , orang yang tak pernah memikirkan rasa kemanusiaan ,kesetiaan sediktpun. Sulit rasanya bagi ina untuk menghapus semuanya , walaupun ia berusaha untuk menghapus dendamnya pada jis.
Entah mengapa keluarga Jisnya pun tak suka padanya , termasuk istrinya. Ina tahu istrinya adalah orang yang baik , sangat baik , pada orangtuanya , ibunya. Nu , begitulah sapaan istrinya Jis. Wanita paruh baya yang baik hati , punya rasa kemanusiaan , hormat , menghargai artinya kesetiaan sejati . nu berbeda sekali dengan suaminya yang biadab itu , ia tak pantas untuk di sebut suami. Entah apa yang terjadi antara Jis dan Nu , masalah rumah tangga yang rumit menurut Ina.
“Nanti bulan Juli kita pindah dari sini ya Ina , kalau bisa secepatnya kita keluar dari sini ,kita cari rumah baru yang nyaman”.
“Kenapa ayah , kenapa kita semua harus pindah dari sini ? kenapa ? gak ,aku gak mau , kita semua gak mau pindah”.
“Tolong ya semuanya mengerti ayah dan ibu , rumah ini bukan milik kita lagi sayang, rumah ini rumah sengketa , ya sudahlah kita harus bersyukur karena walau bagaimana pun kita sudah di beri kesempatan oleh Allah untuk tinggal di sini selama berpuluh-puluh tahun. Ya ,mungkin ini bukan rezeki kita , kita cari suasana baru lah”.
“Rumah sengketa ? maksudnya apa yah , bu ? aku gak ngerti ?”.
“ hmmm, ibu juga gak ngerti ina , ibu juga bingung harus ngomong dan berbuat apa lagi , berat rasanya bagi ibu untuk meninggalkan rumah ini . walaupun rumah ini sudah tua , tidak bagus , tapi kan rumah ini besar , nyaman”.
“ iya lah bu , rumah ini begitu banyak kenangan , kenangan indah yang tak bisa tertebus oleh apapun , sekalipun itu intan berlian, dan juga rumah ini dekat dengan rumah nenek ”.
“ ya udah ,ya udah , kalian jangan sedih , ayah gak suka kalau keluarga ini cengeng , hei ingat kita semua masih punya Allah , Ia pasti akan selalu membimbing kita , semua pasti ada hikmahnya , biarlah Allah yang membalas”.
Begitu banyak kata-kata yang mengelilingi otak ina ,ada apakah sebenarnya ? mengapa orang tuanya tak mampu menjelaskan apa yang sebenarnya terjadi ? mengapa ibunya sulit untuk meninggalkan rumah ? mengapa ?
Detik demi detik telah berlalu , ibunya ina akhirnya mencari dan mendapatkan rumah baru . walaupun kontrak , rumah yang cukup bagus , rapih , menarik , sederhana , namun kecil dan udaranya sangat panas. Satu hal yang lebih baik dari lingkungan rumah lamanya , tetangga yang penuh dedikasi , menghargai , tidak rese , dan lebih tenang. Wajar , mungkin karena lingkungan rumah baru kebanyakan penghuninya para orang tua , pensiunan , lanjut usia , janda , duda ,dan yang pasti rumah pak rt tepat berada di samping rumah ina.
Rumah baru itulah rumah baru ina , yang tinggi atapnya tidak mencapai 5 meter , setidaknya sekitar 2,5 meter. Itulah yang membuat udara dalam rumah panas dan pengap. Di tambah jarak rumah dengan rumah satunya berdekatan , dempet, ketika keluar rumah langsung bertemu dengan tetangga , mau tak mau harus bertegur sapa. Hal inilah yang terkadang membuat ina merasa kesal. Karena ia terbiasa dengan rumah lamanya yang luas dan di pinggir jalan , bukan di gang seperti rumah barunya.
Satu tempat yang Ina paling senangi adalah atap rumahnya , biasanya saat ia sedih , atau senang ia bergegas ke sana. Ia selalu memandang langit , melihat burung –burung kecil , layang-layangan yang terbang di udara , sambil ia menikmati udara segar pagi hari , udara sejuk pada sore hari, ia pun selalu mengekspresikan dirinya , mengutarakan isi hatinya kepada awan dan langit , seolah ia berharap Allah akan mengabulkan setiap mimpi-mimpinya.
Walaupun sakit hatinya belum terbalas , karena Jis merampas rumah lamanya kepada orang lain yang Jis yang percaya mampu membayar lebih tinggi dengan uang . sekali lagi ,itulah yang membuat Jis terlena dengan nafsu duniawi yang pada akhirnya nanti akan terkikis oleh bunyi terompet Isrofil di hari kiamat.
Pada awalnya jis , nu telah berjanji untuk memberikan rumah lama kepada orang tua ina. Ina akhirnya tahu bahwa apa yang di maksud rumah sengketa itu adalah rumah yang sangat bermasalah. Begini , awalnya orang tua ina memang mengontrak rumah milik jis dan nu , selama berpuluh-puluh tahun , dua puluh tahun lebih . namun seiring waktu berjalan orang tua ina berharap agar rumah jis dan nu di berikan saja kepada mereka . tenanglah, orang tua ina akan memberikan uangnya untuk rumah yang sudah di siapkan . kita kan sudah seperti keluarga , ayolah . namun apa yang terjadi , pil pahit yang di dapatkan orang tua ina, yang menyatakan bahwa perjanjian di batalkan. Sakit sekali , sesak sekali dada ini menerima , itu yang di rasakan orang tua ina. Tak tahulah kesetiaan dan kerendahan hati apa lagi yang harus orang tua ina berikan , belum cukup selama dua puluh tahun lebih setia pada mereka. Mendengar kelu kesah mereka , keluh kesah nu yang kadang curhat pada ibunya ina ,entah itu masalah keluarga atau masalah lainnya , meminjamkan uang pada mereka, padahal orang tua ina pun sangat butuh untuk biaya sekolah anak-anaknya, kehidupan sehari-hari. Belum cukup setiap tahun , rumah selalu di perbaiki , mulai dari cat, keramik , kamar mandi , gerbang , loteng , air , dengan modal sendiri. ini semua keluarga ina lakukan untuk tetap menghargai jis dan nu . bagaimana orang tua ina tak setia kepada mereka , bagaimana bisa?
Merekalah orang paling setia yang menjaga rumah jis dan nu , karena mereka selalu yakin bahwa suatu saat rumah ini akan menjadi milik mereka. Penghuni yang lainnya banyak yang lari dari mereka , bahkan ada yang sampai tega merusak rumah mereka , padahal sudah tinggal beberapa tahun di rumah itu. Motifnya sih sederhana saja , begitu mereka melihat ada tanah kosong di dekat lingkungan mereka, mereka berusaha untuk mengumpulkan uang dan kemudian berhasil membeli tanah tersebut , membangun rumah , warung , ya mereka memang seorang pedagang , cerdik dan licik sekali perbuatan mereka ini , seperti peribahasa ”sekali mendayung dua tiga pulau terlampaui “. Sungguh ironi , mereka membiarkan rumah kontrakan jis dan nu lainnya menjadi sebuah goa layaknya. Kusam , tak beratap , pengap , gelap , kotor sekali , sepertinya setan pun nyaman tinggal di dalamnya.
Jis tak pernah menyadari bahwa orang tua ina lah yang sangat setia , menghargai , menghormatinya. Sepertinya hal ini tak pernah terlintas sedikit pun di benaknya.
Itulah sifat aslinya , menusuk dari belakang . untung saja orang tua ina adalah manusia yang kuat imannya , sabar , selalu bertawakal pada Allah swt. Walaupun begitu banyak uang yang di keluarkan untuk selalu memperbaiki rumah , hati yang sangat luka , tertusuk sembilu , air mata yang hampir tak menetes lagi .
“Kenapa sih bu , ibu nu , kenapa rumah ini tidak di berikan pada kami saja ? sudah berpuluh-puluh tahun bu , kita kan sudah seperti keluarga bu. Kenapa bapak Jis tega sekali melakukan ini pada saya dan suami saya , ya ampun bu”.
“ saya juga tidak tahu bu apa maunya bapak , mengapa ia tega melakukan ini pada kalian , saya selalu berbicara padanya mengenai ini , tapi ia telah mengatakan bahwa rumah ini telah di jual dan di beli oleh rekannya , saya juga sebagai istri tak bisa berbuat apa –apa walau bagaimana pun bapak tetap suami saya “.
“maafkan saya pak , bu , saya tidak bisa berbuat apa-apa , maafkan saya (sambil menitikkan air mata)”.
“tolong maafkan saya , suami , dan keluarga saya , tolong maafkan kami (masih menangis)”.
“ ya sudahlah mau bagaimana lagi , mungkin ini belum rezeki kami bu , ibu tenang saja , saya dan suami selalu memaafkan ibu dan keluarga , kita kan sudah seperti keluarga bu (sambil menghela napas , dan tatapan kosong )”.
“ terima kasih bu ,terima kasih (masih menangis , mencium tangan , dan memeluk ibunya ina)”.
Di lain kesempatan , jis dan ayahnya ina bertemu dan membicarakan masalah yang sama
“ Pak Jis , ada apa pak sebenarnya ? kenapa begini pak ? bukannya bapak telah berjanji untuk memberikan rumah ini pada saya , ada apa sebenarnya pak ?”.
“ maafkan saya pak , saya membatalkan semuanya , begini pak ,ada rekan saya yang ingin membeli rumah tersebut , saya sudah menawarkan padanya , saya harap bapak mengerti lah , dia itu rekan saya , saya tak enak lah , dan lagipula rekan saya itu pun akan membeli dengan harga yang pantas , sesuai dengan kondisi sekarang lah “.
“apa ? pak Jis , kalau boleh saya tahu , berapa yang pak jis inginkan , saya akan memberikannya pak , ayolah , kita kan sudah seperti keluarga pak , sudah dua puluh tahun lebih kita saling mengenal , tak bisa kah pak jis mempertimbangkannya lagi ? lagi pula juga kami sekeluarga sudah nyaman di sini ,anak-anak dekat dengan neneknya , pertimbangkan lagi lah pak ?”.
“aduh sekali lagi maaf pak , saya sudah deal dengan rekan saya tersebut . bapak pasti mengerti lah “.
“Ya ampun pak , ini membuat saya kecewa , gampang sekali bapak merubah keadaan “.
“Pak , bapak pasti mengerti lah ,saya tahu bapak pasti mengerti kan ( sambil tertawa sedikit)”.
“ Ya sudahlah pak jis , harus bagaimana lagi , kalau semua ini memang sudah keputusan bapak , saya bisa berbuat apa (tersenyum hampa)”.
“pak oh ya , saya beri bapak tenggang waktu sampai juli untuk segera meninggalkan rumah (tersenyum simpul).
“ terima kasih pak jis , permisi , assalamualaikum (tersenyum hampa)”.
“walaikumsalam”.
Begitulah perih yang keluarga ina dapatkan . setelah berpuluh –puluh tahun setia pada mereka . mudah saja seorang jis merubah keadaan dalam waktu singkat ,mengingkari janjinya. Subhanallah. Betapa tak punya hati nurani sedikit pun pada keluarga ina , laki-laki tua yang selalu hidup dengan keduniawiannya.
“tok,tok,tok (terdengar suara ketuk pintu) , assalamualaikum , permisi “.
“walaikumsalam”.
“misi dek , saya yang punya rumah ini sekarang , saya boleh masuk liat-liat rumah ?”.
(seorang wanita dewasa mengunjungi rumah keluarga ina dengan tampilan yang cukup up to date ,dengan kacamata di atas kepala dan sebuah mobil yang terparkir di halaman)”.
“maaf , gak bisa ,ibu dan ayah gak ada di rumah ,maaf”.
“ tapi saya yang punya rumah ini, saya udah beli rumah ini , saya mau liat-liat aja kok ,masa gak boleh ?”.
“ maaf bu , tapi ayah dan ibu gak ada di rumah , maaf bu ( kata jo ,kakak tertua ina , tegas)”.
“tapi ,saya mau liat aja”.
“maaf bu, maaf “
“ ya udah , misi (lalu bergegas begitu saja)”.
“Assalamualaikum “
“walaikumsalam , bu , yah , tadi yang punya rumah ini datang ke sini , katanya mau liat-liat rumah”.
“oh , terus di suruh masuk gak ina ? “.
“gak , abisnya kan ibu dan ayah gak ada di rumah , makanya di larang masuk , tadi kata bang jo juga gitu”.
“ya ampun neng , kenapa? Orang mah suruh masuk aja , kasian kan dia jauh-jauh datang ke sini ,Cuma liat rumah aja kan , kenapa di tahan , aduh”.
“Ya Allah , kenapa juga tuh si jo ngelarang , jadi orang tuh jangan kaku –kaku , simple aja , aduh ,udah sarjana kan tuh anak , masih aja salah sikap , kasian kan tuh orang jauh-jauh datang , gak apa na , dia liat rumah , orang rumah ini udah jadi miliknya, haknya dial ah , aduh ampun nih anak”.
“lain kali jangan begitu neng , kalau dia datang suruh aja masuk , mari bu masuk , silakan , gitu neng “.
“ iya , iya , orang tadi ina sama bang jo berdua doang di rumah , kata bang jo jangan masuk , gak ada ibu dan ayah , ya udah (kesal).”
“ ya udah, ya udah “.
Hmmm mungkin jo punya alasan kenapa ia melarang masuk , mungkin ia belum bisa menerima bahwa rumah yang ia tempati dari kecil kini telah menjadi milik orang lain. Perasaan seorang anak pun jauh lebih perih di banding perasaan orang tuanya . rumah yang telah memberinya kenangan manis yang selalu melekat di hati beralih menjadi pahit. Baik , mungkin untuk sebagian orang hal pindah rumah itu biasa saja dan biasa saja , tapi bagi ina dan keluarga berat rasanya.
“ assalamualaikum”.
“walaikumsalam , eh ada kamu da”.
“lo , ada apa nih , kok beres-beresin barang , emang udah mau pindah ( kaget karena baru pulang kuliah )”.
“iya ina , kata ibu dan ayah , kita suruh beresin-beresin barang nih , barang pecah belah , biasa pajangan –pajangan , guci-gucinya ibu, ya udah kamu bantuin dong ! masih banyak nih(suruh osi(kakak ketiga ina ) tegas)”.
“ iya kak , ada aku dara (sepupunya ina) , aku kan tadi lagi main ke sini , eh ternyata kak osi lagi beres-beres , ya udah aku bantuin deh (tersenyum)”.
“ntar dulu kenapa kak osi , aku capek kan , baru pulang kuliah , mana panas banget hari ini (menghela napas )”.
“ya udah tapi ntar bantuin lo , awas kalau enggak ( tegas)”.
“iya , iya , tenang aja “.
Beberapa hari sebelumnya , terlihat kesibukan yang lain .
“ ayo ,ayo sini bang , sini ,sini (sapa ibunya ina kepada supir angkot )”.
“ini bang , ini , tanaman yang harus di angkut ! dari sebelah sini dulu yang bang ! hati –hati tanaman saya rusak ! “.
“iya bu , tenang aja , sama saya mah gak rusak(sambil mengangkut tanaman) “.
“ya , tapi tetap hati-hati , saya pencinta tanaman soalnya “.
“iya bu , tenang aja , saya ngerti(sambil mengangkut tanaman) “.
“sebelah sana bang , ayo ! nah ini bang , hati –hati “.
“ sip bu , santai (sambil mengangkut tanaman)“.
“ada lagi tuh , paling ujung , tolong di angkut juga bang ! “.
“ ok bu , tenang aja sama saya teh ( sambil berjalan dan mengankut tanaman)”.
“udah semua bang tanaman saya di angkut?”.
“udah bu , udah , langsung berangkat nih bu ?”.
“iya , iya , tunggu sebentar bang , saya mau bilang suami saya dulu ! “.
“okeh “.
“yah , ayah , ibu berangkat ya , ke lotus (nama jalan rumah baru), tolong jaga rumah bentar ya yah ! asalamualaikum ( lalu bergegas pergi )”.
“ iya , bu , walaikumsalam , hati –hati bu !”.
Hari berikutnya , masih saja sibuk pindah rumah !
“ibu kemana sih ya ? kok belum pulang-pulang ?”.
“ibu ke lotus , nginep dia di sana jagain rumah !”.
“betah banget dia yah , udah tanamannya dulu yang perhatiin , cinta banget kayaknya “.
“jangan di bilang na , kayak yang gak tahu ibu aja ! “.
“ayah mau ke sana juga ?”.
“nggak deh , nanti aja na , kalau sudah beres semuanya “.
“bagus , bagus yah , bagus (tersenyum sambil mengangguk-angguk kepala)”.
Beberapa minggu sebelumya , ibunya ina akhirnya berhasil mendapatkan rumah baru di jalan lotus !
“gimana bu , udah dapat rumahnya?”.
“udah yah , udah ! rumahnya sih sederhana , kecil , tapi nyaman kok lingkungannya ! tahu lah kalau di daerah sana orangnya gak serese di sini yah (senyum)”.
“iya bu , ayah tahu lah “.
“jadi berapa semuanya ?”.
“sekitar delapan juta lah per tahun , ayah ketemu mami (pemilik rumah baru) aja besok ! liat orangnya , nanya-nanya, ngobrol-ngobrol gitu yah ! orangnya baik kok yah , cina-cina gitu ! tapi dia orang islam sepertinya yah ! di tinggal suaminya dia , anaknya tiga , udah pada kawin semua ,tapi yang satu udah meninggal , gara-gara main arung jeram , sekarang dia tinggal sama anaknya yang lain ! oh iya yah , ini surat perjanjian kontrak rumahnya , periksa aja dulu , siapa tahu ada yang salah ? “.
“iya , iya , sini ayah pelajari dulu , ya udah nanti ayah main deh ke sana “.
“kok nanti yah ? besok aja , kenapa ?”.
“si ibu gimana nih , besok tuh ayah kerja , ngantor “.
“oh iya , maaf ibu lupa “.
“ ya udah , yang penting udah di bayar kan rumahnya ?”.
“udah yah , masa iya nggak ! gila apa ibu kalau belum di bayar mah (senyum)”.
Di lain kesempatan !
“ ina , ayah sama ibu mau ke lotus dulu ya , bentar , mau liat rumah , ketemu mami juga , kamu sama kakak jagain rumah ya ! jangan ke mana-mana ! “.
“iya yah ok ! ayah juga jangan lama-lama ! ya paling ina ke rumah emak (sapaan neneknya ina , ibunya ibu ina ), kan masih ada abang ini di rumah , kalau bisa pulangnya beli makanan yah ? kue-kue gitu lah ! ok !”.
“iya , iya , ya udah ayah berangkat ya , assalamualaikum “.
“walaikumsalam”.
Beberapa minggu sebelumnya, telah terjadi pembicaraan antara ibunya ina dengan keluarganya !
“Assalamualaikum , pa kabar mak ? sehat –sehat aja “.
“walaikumsalam , alhamdulilah teh , emak sehat –sehat aja , teteh sehat ? ada berita apa nih? Kok baru main teh ?”.
“alhamdulilah mak , sehat juga ! ini mak , saya mau bilang , saya mau pindah rumah mak ke daerah depan mak , deket pasar dije , jaya , jaya , lotus deket tk , deket rumahnya si cantika , mamanya , deket tk ! udah dapet kok rumahnya mak “.
“ya allah kenapa teh ? kok mendadak ?
“enggak kok mak , nggak kenapa-kenapa ! emang pengen pindah aja mak , rumahnya bu nu banyak masalah mak , sengketa ! udah di beli orang lain mak , ya terpaksa pindah mak , emang belum rezeki mak , susah, ya anggap aja cari suasana baru lah mak , biar gak bosen (senyum simpul)”.
“(menghela napas) ya ampun teh , tega banget tuh orang ! ya udah sabar ya teh ! barang udah di angkutin teh ? emak boleh ya , main ke rumah baru ? pengen liat !”.
“belum mak ,lagian jatuh temponya masih dua bulan lagi , santai dulu mak , yang penting sih rumah udah dapet “.
“oh , ya udah , gak apa “.
“kenapa teh ?bener teh mau pindah ? mendadak banget sih teh ( sapa u’ang , adiknya )”.
“iya teh , bener? Ya allah (sedikit sedih , sapa wanti ,adik iparnya ,istrinya u’ang).”
“iya ang , ti , bener ! rumahnya ada masalah , emang belum , bukan rezeki “.
“pak jis teh ? emang dasar tua bangka tuh gak tahu diri , jahat banget dia “.
“iya , ang , lu tahu kan , dia orangnya gimana , curang banget ! gua sih kesian aja sama istrinya , baik banget ang , bu nu ! kesian gua , udah tua , masih aja dia di sakiti suaminya !”.
“ya emang udah begitu teh , mau di apain lagi , kalau suaminya emang gila , ngomel-ngomelin laki kan dosa teh ! ntar di sangka istri durhaka lagi (tertawa)”.
“lu bisa aja wanti , hahaha”.
“ya udah teh ntar kalau mau ngangkut-ngangkut barang , hubungin saya aja teh “.
“siap ang , tenang aja “.
“iya teh ama u’ang aja biar bantuin , ram juga boleh teh , siapa aja teh ! “.
“iya mak , iya “.
Lain hari ..
“mana teh yang mau di angkut ? tv dulu apa lemari dulu ?(Tanya ca , adiknya)”.
“dua-duanya ca ,ya udah masuk aja ! jo , ci(kakak kedua ina) , bantuin om sana ! hati –hati ngangkatnya , jangan sampai ke senggol ! “.
“iya bu , santai aja “.
“ mana lagi teh yang harus u’ang ama ram angkat ?”.
“oh , itu tuh , kulkas , kulkas , tualet,tualet ! “.
“hati-hati ang , ram , bawanya , pelan-pelan , berat tuh !(sapa ayah ina tegas)”.
“iya bang , tenang aja sama kita mah “.
“udah semua ang , ram ? kalau udah langsung berangkat nih ?”.
“belum ca , masih ada lagi kan teh ?”.
“apaan lagi ya ram ,ini kali ya, barang pecah belah , piring-piring , iya , angkut tuh sekalian “.
“oh iya , jo , ci , sini bantuin ayah sama om nih , sini “.
“beres bos”.
“yah , ayah piring-piring jangan di bawa semua , ntar caca mau makan pake apaan ? caca (adik bungsu ,satu-satunya ina) kan masih mau tinggal di sini”.
“iya yah , ina kan masih mau tinggal di sini lebih lama ! udah , udah , sisain kek , berapa gitu , sendok , garpu , air minum , aqua , botol-botol jangan di bawa semua !”.
“ya ampun , ya udah , ya udah “.
“eh iya , ayah , tempat tidur , kasur-kasur angkut deh , u’ang , ram , tolong bongkarin dulu , jo , ci , temenin “.
“kasur mah jangan dulu bu , kan katanya anak-anak masih mau tinggal di sini , biar ayah temenin mereka , kasian bu “.
“aduh ya udah , kerangka , papan , tempat tidur deh , kayu-kayunya ang , ram , tolong bongkarin ! kenapa juga sih kalian masih betah di sini , rumah ini udah tua , jelek , lapuk , ketahuan nih jeleknya , pas barang-barang di bongkar, udah kenapa sih pada cepet pindah kalian , jangan buat ibu sedih nih ! “.
“bodo , biarin , orang masih betah tinggal di sini , emang mau di paksa , ina belum mau pindah , titik (sebel , sedih )”.
“iya , caca juga bu , lagian kenapa sih buru-buru banget , nyantai aja bu ! masih lama ini kan ?”.
“ya udah , ya udah , terserah , yang penting ibu di lotus , nginep , kalau kalian mau main , silakan (tegas) , bagus malah “.
“iya ,iya bu , santai aja kenapa sih kayak caca , ya udah besok besok deh caca nginep di sana temenin ibu , sama ayah juga”.
“ jo , ci , kamu mau pindah juga kan ?”
“aduh bu nggak deh , belum , cici di sini aja dulu ya ! nanti ya bu “.
“belum bu , jo juga masih mau di sini ! ya udah nanti jo , nginep di lotus deh , jagain , sehari , semalam , biar ibu , di sini dulu , istirahat , ama ayah , adik-adik “.
“ya udah , terserah kamu aja jo “.
“osi , kamu mau ikut ibu ke lotus gak ?”.
“gak sekarang deh bu , masih betah di sini , nanti aja deh , nanti ya bu “.
“ya udah , heran deh , sama anak-anak , kenapa sih masih kekeuh aja tinggal di sini , heran , bikin orang tua jadi sedih aja (kesel)”.
“gimana ang , ram , udah rapih semua ? langsung berangkat deh ?
“udah ca , nih udah kelar , teh langsung aja ya ! biar u’ang , ram , jo , cici , jagain barang-barang di pick up”.
“iya , ya , udah di ikat belum tuh semuanya ? hati-hati jatuh “.
“udah teh , tenang aja , udah ram ikat kok , beres bos ! ya udah , jo , ci , langsung deh naek ke pick up , ayo “.
“sip om “.
“ya udah bang , saya berangkat dulu ya , assalamualaikum”.
“iya yah , ibu sama ca berangkat dulu ya , ayah gak kemana-mana kan ? jagain rumah ya! Assalamualaikum (bergegas begitu saja)”.
“walaikumsalam”.
“eh , mau kemana kamu ina , caca ?”.
“ke rumah emak yah , main , ketemu dara , irkip , dika “.
“biasa yah , sepupu-sepupu , ya udah , kak ina , ayo ( pergi begitu saja)”.
Hidup ,hidup,hidup , kehidupan yang semakin carut marut setiap detik tak pernah pandang bulu, waktu tak pernah memikrkan mana orang miskin ,mana orang kaya ,ia tak pernah memberikan napas sedikitpun pada manusia untuk sekejap beristirahat. Ia selalu memaksa manusia untuk selalu mengejarnya. Tak peduli berapa banyak air mata dan keringat yang mengalir dari tubuh. Waktu yang seakan-akan membuat kita menjadi gila ,waktu yang membuat kita mengejar target ,waktu yang membuat kita kadangkala terpuruk dalam kebinasaan.
Sesaat yang selalu Ina pikirkan , apa waktu jua kah yang membuat keluarganya semakin sulit bernapas , hampir sesak ?
Yang membuat keluarganya begitu banyak mengalami batin yang terluka, ternoda oleh orang tua yang biadab , egois , tak tahu apa makna peribahasa “kacang lupa kulitnya”. Sebut saja Jis ialah orang paling jahat yang ina pernah temui , orang yang tak pernah memikirkan rasa kemanusiaan ,kesetiaan sediktpun. Sulit rasanya bagi ina untuk menghapus semuanya , walaupun ia berusaha untuk menghapus dendamnya pada jis.
Entah mengapa keluarga Jisnya pun tak suka padanya , termasuk istrinya. Ina tahu istrinya adalah orang yang baik , sangat baik , pada orangtuanya , ibunya. Nu , begitulah sapaan istrinya Jis. Wanita paruh baya yang baik hati , punya rasa kemanusiaan , hormat , menghargai artinya kesetiaan sejati . nu berbeda sekali dengan suaminya yang biadab itu , ia tak pantas untuk di sebut suami. Entah apa yang terjadi antara Jis dan Nu , masalah rumah tangga yang rumit menurut Ina.
“Nanti bulan Juli kita pindah dari sini ya Ina , kalau bisa secepatnya kita keluar dari sini ,kita cari rumah baru yang nyaman”.
“Kenapa ayah , kenapa kita semua harus pindah dari sini ? kenapa ? gak ,aku gak mau , kita semua gak mau pindah”.
“Tolong ya semuanya mengerti ayah dan ibu , rumah ini bukan milik kita lagi sayang, rumah ini rumah sengketa , ya sudahlah kita harus bersyukur karena walau bagaimana pun kita sudah di beri kesempatan oleh Allah untuk tinggal di sini selama berpuluh-puluh tahun. Ya ,mungkin ini bukan rezeki kita , kita cari suasana baru lah”.
“Rumah sengketa ? maksudnya apa yah , bu ? aku gak ngerti ?”.
“ hmmm, ibu juga gak ngerti ina , ibu juga bingung harus ngomong dan berbuat apa lagi , berat rasanya bagi ibu untuk meninggalkan rumah ini . walaupun rumah ini sudah tua , tidak bagus , tapi kan rumah ini besar , nyaman”.
“ iya lah bu , rumah ini begitu banyak kenangan , kenangan indah yang tak bisa tertebus oleh apapun , sekalipun itu intan berlian, dan juga rumah ini dekat dengan rumah nenek ”.
“ ya udah ,ya udah , kalian jangan sedih , ayah gak suka kalau keluarga ini cengeng , hei ingat kita semua masih punya Allah , Ia pasti akan selalu membimbing kita , semua pasti ada hikmahnya , biarlah Allah yang membalas”.
Begitu banyak kata-kata yang mengelilingi otak ina ,ada apakah sebenarnya ? mengapa orang tuanya tak mampu menjelaskan apa yang sebenarnya terjadi ? mengapa ibunya sulit untuk meninggalkan rumah ? mengapa ?
Detik demi detik telah berlalu , ibunya ina akhirnya mencari dan mendapatkan rumah baru . walaupun kontrak , rumah yang cukup bagus , rapih , menarik , sederhana , namun kecil dan udaranya sangat panas. Satu hal yang lebih baik dari lingkungan rumah lamanya , tetangga yang penuh dedikasi , menghargai , tidak rese , dan lebih tenang. Wajar , mungkin karena lingkungan rumah baru kebanyakan penghuninya para orang tua , pensiunan , lanjut usia , janda , duda ,dan yang pasti rumah pak rt tepat berada di samping rumah ina.
Rumah baru itulah rumah baru ina , yang tinggi atapnya tidak mencapai 5 meter , setidaknya sekitar 2,5 meter. Itulah yang membuat udara dalam rumah panas dan pengap. Di tambah jarak rumah dengan rumah satunya berdekatan , dempet, ketika keluar rumah langsung bertemu dengan tetangga , mau tak mau harus bertegur sapa. Hal inilah yang terkadang membuat ina merasa kesal. Karena ia terbiasa dengan rumah lamanya yang luas dan di pinggir jalan , bukan di gang seperti rumah barunya.
Satu tempat yang Ina paling senangi adalah atap rumahnya , biasanya saat ia sedih , atau senang ia bergegas ke sana. Ia selalu memandang langit , melihat burung –burung kecil , layang-layangan yang terbang di udara , sambil ia menikmati udara segar pagi hari , udara sejuk pada sore hari, ia pun selalu mengekspresikan dirinya , mengutarakan isi hatinya kepada awan dan langit , seolah ia berharap Allah akan mengabulkan setiap mimpi-mimpinya.
Walaupun sakit hatinya belum terbalas , karena Jis merampas rumah lamanya kepada orang lain yang Jis yang percaya mampu membayar lebih tinggi dengan uang . sekali lagi ,itulah yang membuat Jis terlena dengan nafsu duniawi yang pada akhirnya nanti akan terkikis oleh bunyi terompet Isrofil di hari kiamat.
Pada awalnya jis , nu telah berjanji untuk memberikan rumah lama kepada orang tua ina. Ina akhirnya tahu bahwa apa yang di maksud rumah sengketa itu adalah rumah yang sangat bermasalah. Begini , awalnya orang tua ina memang mengontrak rumah milik jis dan nu , selama berpuluh-puluh tahun , dua puluh tahun lebih . namun seiring waktu berjalan orang tua ina berharap agar rumah jis dan nu di berikan saja kepada mereka . tenanglah, orang tua ina akan memberikan uangnya untuk rumah yang sudah di siapkan . kita kan sudah seperti keluarga , ayolah . namun apa yang terjadi , pil pahit yang di dapatkan orang tua ina, yang menyatakan bahwa perjanjian di batalkan. Sakit sekali , sesak sekali dada ini menerima , itu yang di rasakan orang tua ina. Tak tahulah kesetiaan dan kerendahan hati apa lagi yang harus orang tua ina berikan , belum cukup selama dua puluh tahun lebih setia pada mereka. Mendengar kelu kesah mereka , keluh kesah nu yang kadang curhat pada ibunya ina ,entah itu masalah keluarga atau masalah lainnya , meminjamkan uang pada mereka, padahal orang tua ina pun sangat butuh untuk biaya sekolah anak-anaknya, kehidupan sehari-hari. Belum cukup setiap tahun , rumah selalu di perbaiki , mulai dari cat, keramik , kamar mandi , gerbang , loteng , air , dengan modal sendiri. ini semua keluarga ina lakukan untuk tetap menghargai jis dan nu . bagaimana orang tua ina tak setia kepada mereka , bagaimana bisa?
Merekalah orang paling setia yang menjaga rumah jis dan nu , karena mereka selalu yakin bahwa suatu saat rumah ini akan menjadi milik mereka. Penghuni yang lainnya banyak yang lari dari mereka , bahkan ada yang sampai tega merusak rumah mereka , padahal sudah tinggal beberapa tahun di rumah itu. Motifnya sih sederhana saja , begitu mereka melihat ada tanah kosong di dekat lingkungan mereka, mereka berusaha untuk mengumpulkan uang dan kemudian berhasil membeli tanah tersebut , membangun rumah , warung , ya mereka memang seorang pedagang , cerdik dan licik sekali perbuatan mereka ini , seperti peribahasa ”sekali mendayung dua tiga pulau terlampaui “. Sungguh ironi , mereka membiarkan rumah kontrakan jis dan nu lainnya menjadi sebuah goa layaknya. Kusam , tak beratap , pengap , gelap , kotor sekali , sepertinya setan pun nyaman tinggal di dalamnya.
Jis tak pernah menyadari bahwa orang tua ina lah yang sangat setia , menghargai , menghormatinya. Sepertinya hal ini tak pernah terlintas sedikit pun di benaknya.
Itulah sifat aslinya , menusuk dari belakang . untung saja orang tua ina adalah manusia yang kuat imannya , sabar , selalu bertawakal pada Allah swt. Walaupun begitu banyak uang yang di keluarkan untuk selalu memperbaiki rumah , hati yang sangat luka , tertusuk sembilu , air mata yang hampir tak menetes lagi .
“Kenapa sih bu , ibu nu , kenapa rumah ini tidak di berikan pada kami saja ? sudah berpuluh-puluh tahun bu , kita kan sudah seperti keluarga bu. Kenapa bapak Jis tega sekali melakukan ini pada saya dan suami saya , ya ampun bu”.
“ saya juga tidak tahu bu apa maunya bapak , mengapa ia tega melakukan ini pada kalian , saya selalu berbicara padanya mengenai ini , tapi ia telah mengatakan bahwa rumah ini telah di jual dan di beli oleh rekannya , saya juga sebagai istri tak bisa berbuat apa –apa walau bagaimana pun bapak tetap suami saya “.
“maafkan saya pak , bu , saya tidak bisa berbuat apa-apa , maafkan saya (sambil menitikkan air mata)”.
“tolong maafkan saya , suami , dan keluarga saya , tolong maafkan kami (masih menangis)”.
“ ya sudahlah mau bagaimana lagi , mungkin ini belum rezeki kami bu , ibu tenang saja , saya dan suami selalu memaafkan ibu dan keluarga , kita kan sudah seperti keluarga bu (sambil menghela napas , dan tatapan kosong )”.
“ terima kasih bu ,terima kasih (masih menangis , mencium tangan , dan memeluk ibunya ina)”.
Di lain kesempatan , jis dan ayahnya ina bertemu dan membicarakan masalah yang sama
“ Pak Jis , ada apa pak sebenarnya ? kenapa begini pak ? bukannya bapak telah berjanji untuk memberikan rumah ini pada saya , ada apa sebenarnya pak ?”.
“ maafkan saya pak , saya membatalkan semuanya , begini pak ,ada rekan saya yang ingin membeli rumah tersebut , saya sudah menawarkan padanya , saya harap bapak mengerti lah , dia itu rekan saya , saya tak enak lah , dan lagipula rekan saya itu pun akan membeli dengan harga yang pantas , sesuai dengan kondisi sekarang lah “.
“apa ? pak Jis , kalau boleh saya tahu , berapa yang pak jis inginkan , saya akan memberikannya pak , ayolah , kita kan sudah seperti keluarga pak , sudah dua puluh tahun lebih kita saling mengenal , tak bisa kah pak jis mempertimbangkannya lagi ? lagi pula juga kami sekeluarga sudah nyaman di sini ,anak-anak dekat dengan neneknya , pertimbangkan lagi lah pak ?”.
“aduh sekali lagi maaf pak , saya sudah deal dengan rekan saya tersebut . bapak pasti mengerti lah “.
“Ya ampun pak , ini membuat saya kecewa , gampang sekali bapak merubah keadaan “.
“Pak , bapak pasti mengerti lah ,saya tahu bapak pasti mengerti kan ( sambil tertawa sedikit)”.
“ Ya sudahlah pak jis , harus bagaimana lagi , kalau semua ini memang sudah keputusan bapak , saya bisa berbuat apa (tersenyum hampa)”.
“pak oh ya , saya beri bapak tenggang waktu sampai juli untuk segera meninggalkan rumah (tersenyum simpul).
“ terima kasih pak jis , permisi , assalamualaikum (tersenyum hampa)”.
“walaikumsalam”.
Begitulah perih yang keluarga ina dapatkan . setelah berpuluh –puluh tahun setia pada mereka . mudah saja seorang jis merubah keadaan dalam waktu singkat ,mengingkari janjinya. Subhanallah. Betapa tak punya hati nurani sedikit pun pada keluarga ina , laki-laki tua yang selalu hidup dengan keduniawiannya.
“tok,tok,tok (terdengar suara ketuk pintu) , assalamualaikum , permisi “.
“walaikumsalam”.
“misi dek , saya yang punya rumah ini sekarang , saya boleh masuk liat-liat rumah ?”.
(seorang wanita dewasa mengunjungi rumah keluarga ina dengan tampilan yang cukup up to date ,dengan kacamata di atas kepala dan sebuah mobil yang terparkir di halaman)”.
“maaf , gak bisa ,ibu dan ayah gak ada di rumah ,maaf”.
“ tapi saya yang punya rumah ini, saya udah beli rumah ini , saya mau liat-liat aja kok ,masa gak boleh ?”.
“ maaf bu , tapi ayah dan ibu gak ada di rumah , maaf bu ( kata jo ,kakak tertua ina , tegas)”.
“tapi ,saya mau liat aja”.
“maaf bu, maaf “
“ ya udah , misi (lalu bergegas begitu saja)”.
“Assalamualaikum “
“walaikumsalam , bu , yah , tadi yang punya rumah ini datang ke sini , katanya mau liat-liat rumah”.
“oh , terus di suruh masuk gak ina ? “.
“gak , abisnya kan ibu dan ayah gak ada di rumah , makanya di larang masuk , tadi kata bang jo juga gitu”.
“ya ampun neng , kenapa? Orang mah suruh masuk aja , kasian kan dia jauh-jauh datang ke sini ,Cuma liat rumah aja kan , kenapa di tahan , aduh”.
“Ya Allah , kenapa juga tuh si jo ngelarang , jadi orang tuh jangan kaku –kaku , simple aja , aduh ,udah sarjana kan tuh anak , masih aja salah sikap , kasian kan tuh orang jauh-jauh datang , gak apa na , dia liat rumah , orang rumah ini udah jadi miliknya, haknya dial ah , aduh ampun nih anak”.
“lain kali jangan begitu neng , kalau dia datang suruh aja masuk , mari bu masuk , silakan , gitu neng “.
“ iya , iya , orang tadi ina sama bang jo berdua doang di rumah , kata bang jo jangan masuk , gak ada ibu dan ayah , ya udah (kesal).”
“ ya udah, ya udah “.
Hmmm mungkin jo punya alasan kenapa ia melarang masuk , mungkin ia belum bisa menerima bahwa rumah yang ia tempati dari kecil kini telah menjadi milik orang lain. Perasaan seorang anak pun jauh lebih perih di banding perasaan orang tuanya . rumah yang telah memberinya kenangan manis yang selalu melekat di hati beralih menjadi pahit. Baik , mungkin untuk sebagian orang hal pindah rumah itu biasa saja dan biasa saja , tapi bagi ina dan keluarga berat rasanya.
“ assalamualaikum”.
“walaikumsalam , eh ada kamu da”.
“lo , ada apa nih , kok beres-beresin barang , emang udah mau pindah ( kaget karena baru pulang kuliah )”.
“iya ina , kata ibu dan ayah , kita suruh beresin-beresin barang nih , barang pecah belah , biasa pajangan –pajangan , guci-gucinya ibu, ya udah kamu bantuin dong ! masih banyak nih(suruh osi(kakak ketiga ina ) tegas)”.
“ iya kak , ada aku dara (sepupunya ina) , aku kan tadi lagi main ke sini , eh ternyata kak osi lagi beres-beres , ya udah aku bantuin deh (tersenyum)”.
“ntar dulu kenapa kak osi , aku capek kan , baru pulang kuliah , mana panas banget hari ini (menghela napas )”.
“ya udah tapi ntar bantuin lo , awas kalau enggak ( tegas)”.
“iya , iya , tenang aja “.
Beberapa hari sebelumnya , terlihat kesibukan yang lain .
“ ayo ,ayo sini bang , sini ,sini (sapa ibunya ina kepada supir angkot )”.
“ini bang , ini , tanaman yang harus di angkut ! dari sebelah sini dulu yang bang ! hati –hati tanaman saya rusak ! “.
“iya bu , tenang aja , sama saya mah gak rusak(sambil mengangkut tanaman) “.
“ya , tapi tetap hati-hati , saya pencinta tanaman soalnya “.
“iya bu , tenang aja , saya ngerti(sambil mengangkut tanaman) “.
“sebelah sana bang , ayo ! nah ini bang , hati –hati “.
“ sip bu , santai (sambil mengangkut tanaman)“.
“ada lagi tuh , paling ujung , tolong di angkut juga bang ! “.
“ ok bu , tenang aja sama saya teh ( sambil berjalan dan mengankut tanaman)”.
“udah semua bang tanaman saya di angkut?”.
“udah bu , udah , langsung berangkat nih bu ?”.
“iya , iya , tunggu sebentar bang , saya mau bilang suami saya dulu ! “.
“okeh “.
“yah , ayah , ibu berangkat ya , ke lotus (nama jalan rumah baru), tolong jaga rumah bentar ya yah ! asalamualaikum ( lalu bergegas pergi )”.
“ iya , bu , walaikumsalam , hati –hati bu !”.
Hari berikutnya , masih saja sibuk pindah rumah !
“ibu kemana sih ya ? kok belum pulang-pulang ?”.
“ibu ke lotus , nginep dia di sana jagain rumah !”.
“betah banget dia yah , udah tanamannya dulu yang perhatiin , cinta banget kayaknya “.
“jangan di bilang na , kayak yang gak tahu ibu aja ! “.
“ayah mau ke sana juga ?”.
“nggak deh , nanti aja na , kalau sudah beres semuanya “.
“bagus , bagus yah , bagus (tersenyum sambil mengangguk-angguk kepala)”.
Beberapa minggu sebelumya , ibunya ina akhirnya berhasil mendapatkan rumah baru di jalan lotus !
“gimana bu , udah dapat rumahnya?”.
“udah yah , udah ! rumahnya sih sederhana , kecil , tapi nyaman kok lingkungannya ! tahu lah kalau di daerah sana orangnya gak serese di sini yah (senyum)”.
“iya bu , ayah tahu lah “.
“jadi berapa semuanya ?”.
“sekitar delapan juta lah per tahun , ayah ketemu mami (pemilik rumah baru) aja besok ! liat orangnya , nanya-nanya, ngobrol-ngobrol gitu yah ! orangnya baik kok yah , cina-cina gitu ! tapi dia orang islam sepertinya yah ! di tinggal suaminya dia , anaknya tiga , udah pada kawin semua ,tapi yang satu udah meninggal , gara-gara main arung jeram , sekarang dia tinggal sama anaknya yang lain ! oh iya yah , ini surat perjanjian kontrak rumahnya , periksa aja dulu , siapa tahu ada yang salah ? “.
“iya , iya , sini ayah pelajari dulu , ya udah nanti ayah main deh ke sana “.
“kok nanti yah ? besok aja , kenapa ?”.
“si ibu gimana nih , besok tuh ayah kerja , ngantor “.
“oh iya , maaf ibu lupa “.
“ ya udah , yang penting udah di bayar kan rumahnya ?”.
“udah yah , masa iya nggak ! gila apa ibu kalau belum di bayar mah (senyum)”.
Di lain kesempatan !
“ ina , ayah sama ibu mau ke lotus dulu ya , bentar , mau liat rumah , ketemu mami juga , kamu sama kakak jagain rumah ya ! jangan ke mana-mana ! “.
“iya yah ok ! ayah juga jangan lama-lama ! ya paling ina ke rumah emak (sapaan neneknya ina , ibunya ibu ina ), kan masih ada abang ini di rumah , kalau bisa pulangnya beli makanan yah ? kue-kue gitu lah ! ok !”.
“iya , iya , ya udah ayah berangkat ya , assalamualaikum “.
“walaikumsalam”.
Beberapa minggu sebelumnya, telah terjadi pembicaraan antara ibunya ina dengan keluarganya !
“Assalamualaikum , pa kabar mak ? sehat –sehat aja “.
“walaikumsalam , alhamdulilah teh , emak sehat –sehat aja , teteh sehat ? ada berita apa nih? Kok baru main teh ?”.
“alhamdulilah mak , sehat juga ! ini mak , saya mau bilang , saya mau pindah rumah mak ke daerah depan mak , deket pasar dije , jaya , jaya , lotus deket tk , deket rumahnya si cantika , mamanya , deket tk ! udah dapet kok rumahnya mak “.
“ya allah kenapa teh ? kok mendadak ?
“enggak kok mak , nggak kenapa-kenapa ! emang pengen pindah aja mak , rumahnya bu nu banyak masalah mak , sengketa ! udah di beli orang lain mak , ya terpaksa pindah mak , emang belum rezeki mak , susah, ya anggap aja cari suasana baru lah mak , biar gak bosen (senyum simpul)”.
“(menghela napas) ya ampun teh , tega banget tuh orang ! ya udah sabar ya teh ! barang udah di angkutin teh ? emak boleh ya , main ke rumah baru ? pengen liat !”.
“belum mak ,lagian jatuh temponya masih dua bulan lagi , santai dulu mak , yang penting sih rumah udah dapet “.
“oh , ya udah , gak apa “.
“kenapa teh ?bener teh mau pindah ? mendadak banget sih teh ( sapa u’ang , adiknya )”.
“iya teh , bener? Ya allah (sedikit sedih , sapa wanti ,adik iparnya ,istrinya u’ang).”
“iya ang , ti , bener ! rumahnya ada masalah , emang belum , bukan rezeki “.
“pak jis teh ? emang dasar tua bangka tuh gak tahu diri , jahat banget dia “.
“iya , ang , lu tahu kan , dia orangnya gimana , curang banget ! gua sih kesian aja sama istrinya , baik banget ang , bu nu ! kesian gua , udah tua , masih aja dia di sakiti suaminya !”.
“ya emang udah begitu teh , mau di apain lagi , kalau suaminya emang gila , ngomel-ngomelin laki kan dosa teh ! ntar di sangka istri durhaka lagi (tertawa)”.
“lu bisa aja wanti , hahaha”.
“ya udah teh ntar kalau mau ngangkut-ngangkut barang , hubungin saya aja teh “.
“siap ang , tenang aja “.
“iya teh ama u’ang aja biar bantuin , ram juga boleh teh , siapa aja teh ! “.
“iya mak , iya “.
Lain hari ..
“mana teh yang mau di angkut ? tv dulu apa lemari dulu ?(Tanya ca , adiknya)”.
“dua-duanya ca ,ya udah masuk aja ! jo , ci(kakak kedua ina) , bantuin om sana ! hati –hati ngangkatnya , jangan sampai ke senggol ! “.
“iya bu , santai aja “.
“ mana lagi teh yang harus u’ang ama ram angkat ?”.
“oh , itu tuh , kulkas , kulkas , tualet,tualet ! “.
“hati-hati ang , ram , bawanya , pelan-pelan , berat tuh !(sapa ayah ina tegas)”.
“iya bang , tenang aja sama kita mah “.
“udah semua ang , ram ? kalau udah langsung berangkat nih ?”.
“belum ca , masih ada lagi kan teh ?”.
“apaan lagi ya ram ,ini kali ya, barang pecah belah , piring-piring , iya , angkut tuh sekalian “.
“oh iya , jo , ci , sini bantuin ayah sama om nih , sini “.
“beres bos”.
“yah , ayah piring-piring jangan di bawa semua , ntar caca mau makan pake apaan ? caca (adik bungsu ,satu-satunya ina) kan masih mau tinggal di sini”.
“iya yah , ina kan masih mau tinggal di sini lebih lama ! udah , udah , sisain kek , berapa gitu , sendok , garpu , air minum , aqua , botol-botol jangan di bawa semua !”.
“ya ampun , ya udah , ya udah “.
“eh iya , ayah , tempat tidur , kasur-kasur angkut deh , u’ang , ram , tolong bongkarin dulu , jo , ci , temenin “.
“kasur mah jangan dulu bu , kan katanya anak-anak masih mau tinggal di sini , biar ayah temenin mereka , kasian bu “.
“aduh ya udah , kerangka , papan , tempat tidur deh , kayu-kayunya ang , ram , tolong bongkarin ! kenapa juga sih kalian masih betah di sini , rumah ini udah tua , jelek , lapuk , ketahuan nih jeleknya , pas barang-barang di bongkar, udah kenapa sih pada cepet pindah kalian , jangan buat ibu sedih nih ! “.
“bodo , biarin , orang masih betah tinggal di sini , emang mau di paksa , ina belum mau pindah , titik (sebel , sedih )”.
“iya , caca juga bu , lagian kenapa sih buru-buru banget , nyantai aja bu ! masih lama ini kan ?”.
“ya udah , ya udah , terserah , yang penting ibu di lotus , nginep , kalau kalian mau main , silakan (tegas) , bagus malah “.
“iya ,iya bu , santai aja kenapa sih kayak caca , ya udah besok besok deh caca nginep di sana temenin ibu , sama ayah juga”.
“ jo , ci , kamu mau pindah juga kan ?”
“aduh bu nggak deh , belum , cici di sini aja dulu ya ! nanti ya bu “.
“belum bu , jo juga masih mau di sini ! ya udah nanti jo , nginep di lotus deh , jagain , sehari , semalam , biar ibu , di sini dulu , istirahat , ama ayah , adik-adik “.
“ya udah , terserah kamu aja jo “.
“osi , kamu mau ikut ibu ke lotus gak ?”.
“gak sekarang deh bu , masih betah di sini , nanti aja deh , nanti ya bu “.
“ya udah , heran deh , sama anak-anak , kenapa sih masih kekeuh aja tinggal di sini , heran , bikin orang tua jadi sedih aja (kesel)”.
“gimana ang , ram , udah rapih semua ? langsung berangkat deh ?
“udah ca , nih udah kelar , teh langsung aja ya ! biar u’ang , ram , jo , cici , jagain barang-barang di pick up”.
“iya , ya , udah di ikat belum tuh semuanya ? hati-hati jatuh “.
“udah teh , tenang aja , udah ram ikat kok , beres bos ! ya udah , jo , ci , langsung deh naek ke pick up , ayo “.
“sip om “.
“ya udah bang , saya berangkat dulu ya , assalamualaikum”.
“iya yah , ibu sama ca berangkat dulu ya , ayah gak kemana-mana kan ? jagain rumah ya! Assalamualaikum (bergegas begitu saja)”.
“walaikumsalam”.
“eh , mau kemana kamu ina , caca ?”.
“ke rumah emak yah , main , ketemu dara , irkip , dika “.
“biasa yah , sepupu-sepupu , ya udah , kak ina , ayo ( pergi begitu saja)”.
MY OWN WORDS IN MY MIND…
Living together with family during 20 years
Many experiences that I’ve through
Many succeses and failureness that we’ve got
Just pretend if we’re had sadness that we used to be
The life is cruel and miserable
it will be a complicated rule
when we’ve got a split hair sometimes
suddenly it remind me to back in past
immediately…
how can I imagine this?
I don’t know why ,, I just wonder to back..
can I ??
what ever ,, don’t hear me ,,
its just idle talk and idle away..
just my dream to hopefully
right now..
Many experiences that I’ve through
Many succeses and failureness that we’ve got
Just pretend if we’re had sadness that we used to be
The life is cruel and miserable
it will be a complicated rule
when we’ve got a split hair sometimes
suddenly it remind me to back in past
immediately…
how can I imagine this?
I don’t know why ,, I just wonder to back..
can I ??
what ever ,, don’t hear me ,,
its just idle talk and idle away..
just my dream to hopefully
right now..
DISCUSSION
“Epilepsy (from the Ancient Greek ἐπιληψία (epilēpsía) — "to seize") is a common chronic neurological disorder characterized by recurrent unprovoked seizures. These seizures are transient signs and/or symptoms of abnormal, excessive or synchronous neuronal activity in the brain. About 50 million people worldwide have epilepsy, with almost 90% of these people being in developing countries. Epilepsy is more likely to occur in young children, or people over the age of 65 years, however it can occur at any time. As a consequence of brain surgery epileptic seizures may occur in recovering patients.”
“Epilepsy is usually controlled, but cannot be cured with medication, although surgery may be considered in difficult cases. However, over 30% of people with epilepsy do not have seizure control even with the best available medications. Not all epilepsy syndromes are lifelong – some forms are confined to particular stages of childhood. Epilepsy should not be understood as a single disorder, but rather as syndromic with vastly divergent symptoms but all involving episodic abnormal electrical activity in the brain.”
“Epilepsies are classified in five ways:
1. By their first cause (or etiology).
2. By the observable manifestations of the seizures, known as semiology.
3. By the location in the brain where the seizures originate.
4. As a part of discrete, identifiable medical syndromes.
5. By the event that triggers the seizures, as in primary reading epilepsy or musicogenic epilepsy. “
“In 1981, the International League Against Epilepsy (ILAE) proposed a classification scheme for individual seizures that remains in common use. This classification is based on observation (clinical and EEG) rather than the underlying pathophysiology or anatomy and is outlined later on in this article. In 1989, the ILAE proposed a classification scheme for epilepsies and epileptic syndromes. This can be broadly described as a two-axis scheme having the cause on one axis and the extent of localization within the brain on the other. Since 1997, the ILAE have been working on a new scheme that has five axes:
1. ictal phenomenon,(pertaining to an epileptic seizure)
2. seizure type,
3. syndrome,
4. etiology,
5. impairment.”
Based on the quotes , the writer opinion are epilepsy is one of disease is causes of brain , unwell brain , when your brain system unbalance , you get sudennly attack and it makes hurt. You lost your control and fall . as we know this disease is can be happen for everyone not only child but mature also. the suddenly attack causes of your neurological system. Once your brain system damage , it make your destroy for after . in the world many people get epilepsy , this case often happen in developing countries 90 % with 50 million people not except uk . although epilepsy is not often in uk but many people used to be has. For the solution the serious epilepsy people can through the brain surgeon.
Epilepsy is common to control but not always with medicine , although you already has been with surgeon but still difficult to solve. Furthermore over 30% people is not can be already health although they are take a suitable medicine , why ? because not each epilepsy syndrom get longlife , some of them was died when child. Really its so sad but at list we already has been take treatment before.
Epilepsy is hard to understand for people who is get it. Why ? because there are so crowded system into brain but its different with other syndrom for different sign into activity brain.
Epilepsies are divided into five case :
1 By the first cause or etiology
2 By the semiology
3 By the seizure originates
4 By the medical syndrom
5 By the musicogenic epilepsy
In 1981 “International League Against Epilepsy” or ILAE announcement about the information epilepsy seizure common use . there are five things , based on observation and pathophysicology. In 1989 ILAE annoucement about the epilepsies and epilepsies syndrom , there are :
1. ictal phenomenon,(pertaining to an epileptic seizure)
2. Seizure types
3. Syndrome
4. Etiology
5. Impairment
CAUSES
“The diagnosis of epilepsy usually requires that the seizures occur spontaneously. Nevertheless, certain epilepsy syndromes require particular precipitants or triggers for seizures to occur. These are termed reflex epilepsy. For example, patients with primary reading epilepsy have seizures triggered by reading. Photosensitive epilepsy can be limited to seizures triggered by flashing lights. Other precipitants can trigger an epileptic seizure in patients who otherwise would be susceptible to spontaneous seizures. For example, children with childhood absence epilepsy may be susceptible to hyperventilation. In fact, flashing lights and hyperventilation are activating procedures used in clinical EEG to help trigger seizures to aid diagnosis. Finally, other precipitants can facilitate, rather than obligately trigger, seizures in susceptible individuals. Emotional stress, sleep deprivation, sleep itself, heat stress, alcohol and febrile illness are examples of precipitants cited by patients with epilepsy. Notably, the influence of various precipitants varies with the epilepsy syndrome. Likewise, the menstrual cycle in women with epilepsy can influence patterns of seizure recurrence. Catamenial epilepsy is the term denoting seizures linked to the menstrual cycle”
“Occasionally (in approximately 30% of cases) the cause of epilepsy is known, in which case it is called 'symptomatic epilepsy'. Common causes are brain damage (resulting from a head injury or the brain being starved of oxygen), scarring of the brain tissue, a tumour, or chemical / hormonal imbalances. Some types of epilepsy are inherited, and Epilepsy Research UK is funding a lot of research to discover the exact genes responsible. For example :
Dr Kate Everett, at University College London, is trying to pinpoint one of the culprit genes for childhood absence.”
“In addition, Epilepsy Research UK arranges technical workshops and scientific meetings to encourage collaboration between researchers. We work closely with other epilepsy charities to ensure that epilepsy is recognised in Government health and social care policy.”
“Developments in drug therapy and medical scanning, along with major breakthroughs in the study of the human genome, mean that great progress has been made in understanding the causes of epilepsy in recent years. These are exciting times in epilepsy research and Epilepsy Research UK is proud to be supporting some of the key researchers in the UK, who are pushing forward our knowledge of epilepsy. Even greater advances will be made in the coming years and the research that we fund will be at the forefront of developments to control, and perhaps even cure, epilepsy. “
EFFECTS
“Effectiveness - The definition of "effective" varies. FDA-approval usually requires that 50% of the patient treatment group had at least a 50% improvement in the rate of epileptic seizures. About 20% of patients with epilepsy continue to have breakthrough epileptic seizures despite best anticonvulsant treatment.”
“Safety and Side Effects - 88% of patients with epilepsy, in a European survey, reported at least one anticonvulsant related side effect. Most side effects are mild and "dose-related" and can often be avoided or minimized by the use of the smallest effective amount. Some examples include mood changes, sleepiness, or unsteadiness in gait. Some anticonvulsant medications have "idiosyncratic" side-effects that can not be predicted by dose. Some examples include drug rashes, liver toxicity (hepatitis), or aplastic anemia. Safety includes the consideration of teratogenicity (the effects of medications on fetal development) when women with epilepsy become pregnant”.
Based on the quotes of causes and effect the writer opinion is , first about the causes , the diagnosis about epilepsy is happen when the patient get suddenly attack by spontanious situation. Where each syndrom epilepsy different treatment to occur. Its called reflex epilepsy , like a patient with primary reading epilepsy must be take triggers by diagnosis or reading. The patient must be take photosensitive epilepsy to limit seizure by flashing lights. So the people who is has reflex epilepsy you can take this treatment for your health. In other case , like a children or childhood absence epilepsy usually easy to get spontanious seizure and take hyperventilation as a treatment. Actually flashing lights and hyperventilation common use in clinical EEG to help seizure , and sure its benefit to us. Shortly precipitant can facilitate people who is get emotional stress , unbalance life , sleep disturbance , alcohol , and also woman with epilepsy syndrome can influence menstrual cycle.
Sometimes at least 30% epilepsy case is known the causes , there are ‘symptomatic epilepsy’ usually cause by brain damage based on head injury or less oxygen , worried with dry brain or the brain more thin , a tumour or unbalance hormon. Some types of epilepsy causes by family , one blood. And epilepsy research UK found the solution about this problem to treatment patient with this epilepsy by genes formulation. Based on :
Dr. Kate Everret , at University College London , is trying to find what is the worst causes and why it can be happen about the genes for childhood absence.
In addition , Epilepsy Research UK held workshop , meeting , sharing , with public and follow them to know and understand epilepsy . if any people get epilepsy , or has problem with it you can share with doctor and sure this moment very benefit to us . why ? because not only share , but charities for epilepsy people , recognized by Government health and social care policy.
Medical for drug theraphy and medical scanning , is the new science for human genome , it means this way hopefully more growth and growth . because there are give us about the causes of epilepsy recent year. Sure research uk , want to this science can be help people to disolve epilepsy and also make epilepsy case be easily to solve , to finish .
Second , about the effects of epilepsy are effectiveness , the meaning of “effective” varies FDA approval common happen with 50 % of patient treatment group , they are had increase percentase of epileptic seizures at least 50 %. About the 20 % of patient epilepsy next to step new , take the anticonvulsant treatmeant.
Safety and side effect , 88% of patient with epilepsy in Europe , announce at least one acticonvulsant have related side effect. Most of them soft and related to dose. Sometimes can be decrease and solve this case with using intensive solution. Like a mood changes or unwell soul , sleep disturbance , and scare to fast walking. Some anticonvulsant medications have “idiosyncratic” about the side effect is unknown by dose. Otherwise , drugrashes , hepatitis , about the safety consist of the consideration of teratogenicity or the fetal effects of medication when epilepsy women pregnant.
“Epilepsy is usually controlled, but cannot be cured with medication, although surgery may be considered in difficult cases. However, over 30% of people with epilepsy do not have seizure control even with the best available medications. Not all epilepsy syndromes are lifelong – some forms are confined to particular stages of childhood. Epilepsy should not be understood as a single disorder, but rather as syndromic with vastly divergent symptoms but all involving episodic abnormal electrical activity in the brain.”
“Epilepsies are classified in five ways:
1. By their first cause (or etiology).
2. By the observable manifestations of the seizures, known as semiology.
3. By the location in the brain where the seizures originate.
4. As a part of discrete, identifiable medical syndromes.
5. By the event that triggers the seizures, as in primary reading epilepsy or musicogenic epilepsy. “
“In 1981, the International League Against Epilepsy (ILAE) proposed a classification scheme for individual seizures that remains in common use. This classification is based on observation (clinical and EEG) rather than the underlying pathophysiology or anatomy and is outlined later on in this article. In 1989, the ILAE proposed a classification scheme for epilepsies and epileptic syndromes. This can be broadly described as a two-axis scheme having the cause on one axis and the extent of localization within the brain on the other. Since 1997, the ILAE have been working on a new scheme that has five axes:
1. ictal phenomenon,(pertaining to an epileptic seizure)
2. seizure type,
3. syndrome,
4. etiology,
5. impairment.”
Based on the quotes , the writer opinion are epilepsy is one of disease is causes of brain , unwell brain , when your brain system unbalance , you get sudennly attack and it makes hurt. You lost your control and fall . as we know this disease is can be happen for everyone not only child but mature also. the suddenly attack causes of your neurological system. Once your brain system damage , it make your destroy for after . in the world many people get epilepsy , this case often happen in developing countries 90 % with 50 million people not except uk . although epilepsy is not often in uk but many people used to be has. For the solution the serious epilepsy people can through the brain surgeon.
Epilepsy is common to control but not always with medicine , although you already has been with surgeon but still difficult to solve. Furthermore over 30% people is not can be already health although they are take a suitable medicine , why ? because not each epilepsy syndrom get longlife , some of them was died when child. Really its so sad but at list we already has been take treatment before.
Epilepsy is hard to understand for people who is get it. Why ? because there are so crowded system into brain but its different with other syndrom for different sign into activity brain.
Epilepsies are divided into five case :
1 By the first cause or etiology
2 By the semiology
3 By the seizure originates
4 By the medical syndrom
5 By the musicogenic epilepsy
In 1981 “International League Against Epilepsy” or ILAE announcement about the information epilepsy seizure common use . there are five things , based on observation and pathophysicology. In 1989 ILAE annoucement about the epilepsies and epilepsies syndrom , there are :
1. ictal phenomenon,(pertaining to an epileptic seizure)
2. Seizure types
3. Syndrome
4. Etiology
5. Impairment
CAUSES
“The diagnosis of epilepsy usually requires that the seizures occur spontaneously. Nevertheless, certain epilepsy syndromes require particular precipitants or triggers for seizures to occur. These are termed reflex epilepsy. For example, patients with primary reading epilepsy have seizures triggered by reading. Photosensitive epilepsy can be limited to seizures triggered by flashing lights. Other precipitants can trigger an epileptic seizure in patients who otherwise would be susceptible to spontaneous seizures. For example, children with childhood absence epilepsy may be susceptible to hyperventilation. In fact, flashing lights and hyperventilation are activating procedures used in clinical EEG to help trigger seizures to aid diagnosis. Finally, other precipitants can facilitate, rather than obligately trigger, seizures in susceptible individuals. Emotional stress, sleep deprivation, sleep itself, heat stress, alcohol and febrile illness are examples of precipitants cited by patients with epilepsy. Notably, the influence of various precipitants varies with the epilepsy syndrome. Likewise, the menstrual cycle in women with epilepsy can influence patterns of seizure recurrence. Catamenial epilepsy is the term denoting seizures linked to the menstrual cycle”
“Occasionally (in approximately 30% of cases) the cause of epilepsy is known, in which case it is called 'symptomatic epilepsy'. Common causes are brain damage (resulting from a head injury or the brain being starved of oxygen), scarring of the brain tissue, a tumour, or chemical / hormonal imbalances. Some types of epilepsy are inherited, and Epilepsy Research UK is funding a lot of research to discover the exact genes responsible. For example :
Dr Kate Everett, at University College London, is trying to pinpoint one of the culprit genes for childhood absence.”
“In addition, Epilepsy Research UK arranges technical workshops and scientific meetings to encourage collaboration between researchers. We work closely with other epilepsy charities to ensure that epilepsy is recognised in Government health and social care policy.”
“Developments in drug therapy and medical scanning, along with major breakthroughs in the study of the human genome, mean that great progress has been made in understanding the causes of epilepsy in recent years. These are exciting times in epilepsy research and Epilepsy Research UK is proud to be supporting some of the key researchers in the UK, who are pushing forward our knowledge of epilepsy. Even greater advances will be made in the coming years and the research that we fund will be at the forefront of developments to control, and perhaps even cure, epilepsy. “
EFFECTS
“Effectiveness - The definition of "effective" varies. FDA-approval usually requires that 50% of the patient treatment group had at least a 50% improvement in the rate of epileptic seizures. About 20% of patients with epilepsy continue to have breakthrough epileptic seizures despite best anticonvulsant treatment.”
“Safety and Side Effects - 88% of patients with epilepsy, in a European survey, reported at least one anticonvulsant related side effect. Most side effects are mild and "dose-related" and can often be avoided or minimized by the use of the smallest effective amount. Some examples include mood changes, sleepiness, or unsteadiness in gait. Some anticonvulsant medications have "idiosyncratic" side-effects that can not be predicted by dose. Some examples include drug rashes, liver toxicity (hepatitis), or aplastic anemia. Safety includes the consideration of teratogenicity (the effects of medications on fetal development) when women with epilepsy become pregnant”.
Based on the quotes of causes and effect the writer opinion is , first about the causes , the diagnosis about epilepsy is happen when the patient get suddenly attack by spontanious situation. Where each syndrom epilepsy different treatment to occur. Its called reflex epilepsy , like a patient with primary reading epilepsy must be take triggers by diagnosis or reading. The patient must be take photosensitive epilepsy to limit seizure by flashing lights. So the people who is has reflex epilepsy you can take this treatment for your health. In other case , like a children or childhood absence epilepsy usually easy to get spontanious seizure and take hyperventilation as a treatment. Actually flashing lights and hyperventilation common use in clinical EEG to help seizure , and sure its benefit to us. Shortly precipitant can facilitate people who is get emotional stress , unbalance life , sleep disturbance , alcohol , and also woman with epilepsy syndrome can influence menstrual cycle.
Sometimes at least 30% epilepsy case is known the causes , there are ‘symptomatic epilepsy’ usually cause by brain damage based on head injury or less oxygen , worried with dry brain or the brain more thin , a tumour or unbalance hormon. Some types of epilepsy causes by family , one blood. And epilepsy research UK found the solution about this problem to treatment patient with this epilepsy by genes formulation. Based on :
Dr. Kate Everret , at University College London , is trying to find what is the worst causes and why it can be happen about the genes for childhood absence.
In addition , Epilepsy Research UK held workshop , meeting , sharing , with public and follow them to know and understand epilepsy . if any people get epilepsy , or has problem with it you can share with doctor and sure this moment very benefit to us . why ? because not only share , but charities for epilepsy people , recognized by Government health and social care policy.
Medical for drug theraphy and medical scanning , is the new science for human genome , it means this way hopefully more growth and growth . because there are give us about the causes of epilepsy recent year. Sure research uk , want to this science can be help people to disolve epilepsy and also make epilepsy case be easily to solve , to finish .
Second , about the effects of epilepsy are effectiveness , the meaning of “effective” varies FDA approval common happen with 50 % of patient treatment group , they are had increase percentase of epileptic seizures at least 50 %. About the 20 % of patient epilepsy next to step new , take the anticonvulsant treatmeant.
Safety and side effect , 88% of patient with epilepsy in Europe , announce at least one acticonvulsant have related side effect. Most of them soft and related to dose. Sometimes can be decrease and solve this case with using intensive solution. Like a mood changes or unwell soul , sleep disturbance , and scare to fast walking. Some anticonvulsant medications have “idiosyncratic” about the side effect is unknown by dose. Otherwise , drugrashes , hepatitis , about the safety consist of the consideration of teratogenicity or the fetal effects of medication when epilepsy women pregnant.
MY FAVOURITE MUSIC
Pop is my favourite music. I like pop because easy listening , interesting lyrics , can be trend setter to younggeneration. Maybe , many people don’t like pop because sometimes pop over cry , but whatever happens I still like pop. Without pop my life I standard and flat. One of group band got a pop genre is “Sheila On 7”.
Sheila on 7 is one of my favourite band since I’m elementary school till now. I don’t know why I like Sheila on 7 , maybe they music is good , interesting lyrics , wonderfyul performance. They are also kind to their fans , which is called as “Sheila Gank”. Maybe now they are not famous again , but they still active and productive.
Furthermore , now they are launching a new album “menentu arah” with the first single “Betapa”. The genre of music still pop but in this album they want to more explain the expression about their selves and making a proof for their fans.
Why the real fans , because some years ago Sheila on 7 were still famous and a lot of people liked them but now just a few real fans. Between the all personels of Sheila on 7 , I like Duta among , because he has good and his voice his characteristic , he’s charming attractive on stage , unique , and can make his fans want to have more spirit , self confidence , show their expression , make a proof if you want to their do everything like a hero , and is important practice , practice , and practice . maybe , this is enough about my favourite music , pure of my heart , Honestly I feel calmdown if I listen Sheila On 7 music.
Sheila on 7 is one of my favourite band since I’m elementary school till now. I don’t know why I like Sheila on 7 , maybe they music is good , interesting lyrics , wonderfyul performance. They are also kind to their fans , which is called as “Sheila Gank”. Maybe now they are not famous again , but they still active and productive.
Furthermore , now they are launching a new album “menentu arah” with the first single “Betapa”. The genre of music still pop but in this album they want to more explain the expression about their selves and making a proof for their fans.
Why the real fans , because some years ago Sheila on 7 were still famous and a lot of people liked them but now just a few real fans. Between the all personels of Sheila on 7 , I like Duta among , because he has good and his voice his characteristic , he’s charming attractive on stage , unique , and can make his fans want to have more spirit , self confidence , show their expression , make a proof if you want to their do everything like a hero , and is important practice , practice , and practice . maybe , this is enough about my favourite music , pure of my heart , Honestly I feel calmdown if I listen Sheila On 7 music.
WHAT IS THE TOTAL PHYSICAL RESPONSE (DISCUSS)
There are several methods being practiced today that have in common an attempt to apply these observations to foreign language instruction. One such method is Krashen and Terrell’s Natural Approach. Emphasis is placed on student’s developing basic communication skills and vocabulary through their receiving meaningful exposure to the target language. The students listen to the teacher using target language communicatively from the beginning of instruction. They do not speak at first. The teacher helps her students to understand her by using pictures and occasional words in the students native language and by being as expressive as possible.
Another method that fits within the Comprehension Approach is Winitz and Reed’s self instructional program and Winitz ‘ The Learnables. In this method , students listen to tape- recorded words , phrases , and sentence while they look at accompanying pictures. The meaning of the utterance is clear from the context the picture provides. The students are asked to respond in some way , such as pointing to each pictures as it is described , to show that they understand the language to which they are listening , but they do not speak. Stories illustrated by pictures are also used as a device to convey abstract meaning.
A new method , called the Lexical Approach , also fits within the comprehension Approach. Developed by Michael Lewis the Lexical Approach is less concerned with student production and more concerned that students receive abundant comprehensible input.
A fourth method , James Asher’s Total Physical Response (TPR) , is the one we will examine in detail here in order to see how the principles of the Comprehension Approach are put into practice. On the basis of his research , Asher reasoned that the fastest , least stressful way to achieve understanding of any target language is to follow directions uttered by the instructor (without native language translation).
About the teacher and students , in this case the teacher enters the room and take a seat in the back of the room. Teacher takes attendance and introduces the method will use to study English. When teachers explain about the material , then teacher will you a command to do something in English and students do the actions.
About the goals of teachers who use TPR , teachers believe in the importance of having their students enjoy their experience in learning to communicate in a foreign language. In fact , TPR was developed in order to reduce the stress people feel when studying foreign languages and there by encourage students to persist in their study beyond a beginning level of proficiency.
The way to do this , Asher believes , is to base foreign language learning upon the way children learn their native language.
About the role of the teacher and what is the role of the students are initially , the teacher is the director of all the student behaviour. The students are imitators of her nonverbal model. At some point ( usually after ten to twenty hours of instruction) , some students will be ‘ready to speak.’ At that point there will be a role reversal with individual students directing the teacher and the others students.
Shortly , this method is good and interesting to discuss , because this method have different way to teach and there are intensive relation between teacher and students . why ? because in case , teacher and students is a partner and each help both of them.
Another method that fits within the Comprehension Approach is Winitz and Reed’s self instructional program and Winitz ‘ The Learnables. In this method , students listen to tape- recorded words , phrases , and sentence while they look at accompanying pictures. The meaning of the utterance is clear from the context the picture provides. The students are asked to respond in some way , such as pointing to each pictures as it is described , to show that they understand the language to which they are listening , but they do not speak. Stories illustrated by pictures are also used as a device to convey abstract meaning.
A new method , called the Lexical Approach , also fits within the comprehension Approach. Developed by Michael Lewis the Lexical Approach is less concerned with student production and more concerned that students receive abundant comprehensible input.
A fourth method , James Asher’s Total Physical Response (TPR) , is the one we will examine in detail here in order to see how the principles of the Comprehension Approach are put into practice. On the basis of his research , Asher reasoned that the fastest , least stressful way to achieve understanding of any target language is to follow directions uttered by the instructor (without native language translation).
About the teacher and students , in this case the teacher enters the room and take a seat in the back of the room. Teacher takes attendance and introduces the method will use to study English. When teachers explain about the material , then teacher will you a command to do something in English and students do the actions.
About the goals of teachers who use TPR , teachers believe in the importance of having their students enjoy their experience in learning to communicate in a foreign language. In fact , TPR was developed in order to reduce the stress people feel when studying foreign languages and there by encourage students to persist in their study beyond a beginning level of proficiency.
The way to do this , Asher believes , is to base foreign language learning upon the way children learn their native language.
About the role of the teacher and what is the role of the students are initially , the teacher is the director of all the student behaviour. The students are imitators of her nonverbal model. At some point ( usually after ten to twenty hours of instruction) , some students will be ‘ready to speak.’ At that point there will be a role reversal with individual students directing the teacher and the others students.
Shortly , this method is good and interesting to discuss , because this method have different way to teach and there are intensive relation between teacher and students . why ? because in case , teacher and students is a partner and each help both of them.
WHAT IS THE COMMUNITY LANGUAGE LEARNING (DISCUSS)
The method we will examine in this chapter advises teachers to consider their students as ‘whole persons.’ Whole – person learning means that teachers consider not only their students ‘intellect , but also have some understanding of the relationship among students ‘feelings , physical reactions , instinctive protective reactions , and desire to learn. The Community Language Learning Method takes its principles from the more general Counseling-Learning approach developed by Charles A. Curran. Curran studied adult learning for many years. He was also influenced by Carl Rogers ‘ humanistic psychology (Rogers 1951 ; Brown 1994 ) , and he found that adults often feel threatened by a new learning situation. They are threatened by the change inherent in learning and by the fear that they will appear foolish.
The community language learning is the way of teacher to teach their students to be more active on speak. the goals of teachers who use the community language learning method are the teacher wants their student to learn how to use the target language communicatively. In addition , they want their students to learn about their own learning , to take increasing responsibility for it , and to learn how to learn from one another. All of these objectives can be accomplished in a nondefensive manner if a teacher and learner (s) treat each other as whole persons , valuing both thoughts and feelings.
About the role of teacher and what is the role of the students are the teacher’s initial role is primarily that of a counselor. This does not mean that the teacher is a therapist , or that the teacher does no teaching. Rather , it means that the teacher recognizes how threatening a new learning situation can be for adult learners , so he skillfully understanda and supports his students in their struggle to master the target language. Initially the learners are very dependent upon the teacher. It is recognized , however , that as the learners continue to study , they become increasingly independent. Community language learning methodologists have identified five stages in this movement from dependency to mutual interdependency with the teacher. In stages I , II , and III , the teacher focuses not only on the language but also on being supportive of learners in their learning process. In stage IV , because of the students’ greater security in the language and readiness to benefit from corrections , the teacher can focus more on accuracy. It should be noted that accurary is always a focus even in the first three stages ; however , it is subordinated to fluency. The reverse is true in Stages IV and V.
About the some characteristics of the teaching / learning process are according to Curran , there are six elements necessary for nondefensive learning. The first of these is security. Next is aggression , by which Curran means that students should be given an opportunity to assert themselves , be actively involved , and invest themselves in the learning experience. One way of allowing for this in the lesson we observed was for students to conduct their own conversation. The third element is attention. One of the skills necessary in learning a second or foreign language is to be able to attend to many factors simultaneously. To make this skill easier to learn , especially at the beginning of the learning process , the teacher helps to narrow the scope of attention. Recall that the teacher in our lesson asks the students not to copy the transcript while he was writing it on the blackboard. Instead , he wanted them to attend to what he was writing and to add what translation they may have recalled in order to complete the transcript.
The fourt element , reflection , occurred in two different ways in our lesson. The first was when the students reflected on the language as the teacher read the transcript three times. The second was when students were invided to stop and consider the active experience they were having. Retention is the fifth element , the integration of the new material that takes place within the whole self. The last elements is discrimination , sorting out the differences among target language forms. We saw this element when the students were asked to listen to the Human Computer and attempt to match their pronunciation to the computer’s.
If we want to discuss about this case , I think this case suitable to teacher to make their student be more active and communicative. We can see the example :
“whenever one of you would like to say something , raise your hand and I will come behind you. I will not be a participant in the conversation except to help you say in English what you want to say. Say what you want to say in Indonesian; I will give you the English translation. I will give you the translation in phrases, or “chunks.” Record only the chunks , one at a time. After the conversation , when we listen to the recording, your sentence will sound whole. Only your voices in English will be on the tape. Since this is your first English conversation , you may want to keep it simple. We have ten minutes for this activity.’
The community language learning is the way of teacher to teach their students to be more active on speak. the goals of teachers who use the community language learning method are the teacher wants their student to learn how to use the target language communicatively. In addition , they want their students to learn about their own learning , to take increasing responsibility for it , and to learn how to learn from one another. All of these objectives can be accomplished in a nondefensive manner if a teacher and learner (s) treat each other as whole persons , valuing both thoughts and feelings.
About the role of teacher and what is the role of the students are the teacher’s initial role is primarily that of a counselor. This does not mean that the teacher is a therapist , or that the teacher does no teaching. Rather , it means that the teacher recognizes how threatening a new learning situation can be for adult learners , so he skillfully understanda and supports his students in their struggle to master the target language. Initially the learners are very dependent upon the teacher. It is recognized , however , that as the learners continue to study , they become increasingly independent. Community language learning methodologists have identified five stages in this movement from dependency to mutual interdependency with the teacher. In stages I , II , and III , the teacher focuses not only on the language but also on being supportive of learners in their learning process. In stage IV , because of the students’ greater security in the language and readiness to benefit from corrections , the teacher can focus more on accuracy. It should be noted that accurary is always a focus even in the first three stages ; however , it is subordinated to fluency. The reverse is true in Stages IV and V.
About the some characteristics of the teaching / learning process are according to Curran , there are six elements necessary for nondefensive learning. The first of these is security. Next is aggression , by which Curran means that students should be given an opportunity to assert themselves , be actively involved , and invest themselves in the learning experience. One way of allowing for this in the lesson we observed was for students to conduct their own conversation. The third element is attention. One of the skills necessary in learning a second or foreign language is to be able to attend to many factors simultaneously. To make this skill easier to learn , especially at the beginning of the learning process , the teacher helps to narrow the scope of attention. Recall that the teacher in our lesson asks the students not to copy the transcript while he was writing it on the blackboard. Instead , he wanted them to attend to what he was writing and to add what translation they may have recalled in order to complete the transcript.
The fourt element , reflection , occurred in two different ways in our lesson. The first was when the students reflected on the language as the teacher read the transcript three times. The second was when students were invided to stop and consider the active experience they were having. Retention is the fifth element , the integration of the new material that takes place within the whole self. The last elements is discrimination , sorting out the differences among target language forms. We saw this element when the students were asked to listen to the Human Computer and attempt to match their pronunciation to the computer’s.
If we want to discuss about this case , I think this case suitable to teacher to make their student be more active and communicative. We can see the example :
“whenever one of you would like to say something , raise your hand and I will come behind you. I will not be a participant in the conversation except to help you say in English what you want to say. Say what you want to say in Indonesian; I will give you the English translation. I will give you the translation in phrases, or “chunks.” Record only the chunks , one at a time. After the conversation , when we listen to the recording, your sentence will sound whole. Only your voices in English will be on the tape. Since this is your first English conversation , you may want to keep it simple. We have ten minutes for this activity.’
Sabtu, 10 April 2010
WHAT IS THE COMMUNITY LANGUAGE LEARNING (DISCUSS)
The method we will examine in this chapter advises teachers to consider their students as ‘whole persons.’ Whole – person learning means that teachers consider not only their students ‘intellect , but also have some understanding of the relationship among students ‘feelings , physical reactions , instinctive protective reactions , and desire to learn. The Community Language Learning Method takes its principles from the more general Counseling-Learning approach developed by Charles A. Curran. Curran studied adult learning for many years. He was also influenced by Carl Rogers ‘ humanistic psychology (Rogers 1951 ; Brown 1994 ) , and he found that adults often feel threatened by a new learning situation. They are threatened by the change inherent in learning and by the fear that they will appear foolish.
The community language learning is the way of teacher to teach their students to be more active on speak. the goals of teachers who use the community language learning method are the teacher wants their student to learn how to use the target language communicatively. In addition , they want their students to learn about their own learning , to take increasing responsibility for it , and to learn how to learn from one another. All of these objectives can be accomplished in a nondefensive manner if a teacher and learner (s) treat each other as whole persons , valuing both thoughts and feelings.
About the role of teacher and what is the role of the students are the teacher’s initial role is primarily that of a counselor. This does not mean that the teacher is a therapist , or that the teacher does no teaching. Rather , it means that the teacher recognizes how threatening a new learning situation can be for adult learners , so he skillfully understanda and supports his students in their struggle to master the target language. Initially the learners are very dependent upon the teacher. It is recognized , however , that as the learners continue to study , they become increasingly independent. Community language learning methodologists have identified five stages in this movement from dependency to mutual interdependency with the teacher. In stages I , II , and III , the teacher focuses not only on the language but also on being supportive of learners in their learning process. In stage IV , because of the students’ greater security in the language and readiness to benefit from corrections , the teacher can focus more on accuracy. It should be noted that accurary is always a focus even in the first three stages ; however , it is subordinated to fluency. The reverse is true in Stages IV and V.
About the some characteristics of the teaching / learning process are according to Curran , there are six elements necessary for nondefensive learning. The first of these is security. Next is aggression , by which Curran means that students should be given an opportunity to assert themselves , be actively involved , and invest themselves in the learning experience. One way of allowing for this in the lesson we observed was for students to conduct their own conversation. The third element is attention. One of the skills necessary in learning a second or foreign language is to be able to attend to many factors simultaneously. To make this skill easier to learn , especially at the beginning of the learning process , the teacher helps to narrow the scope of attention. Recall that the teacher in our lesson asks the students not to copy the transcript while he was writing it on the blackboard. Instead , he wanted them to attend to what he was writing and to add what translation they may have recalled in order to complete the transcript.
The fourt element , reflection , occurred in two different ways in our lesson. The first was when the students reflected on the language as the teacher read the transcript three times. The second was when students were invided to stop and consider the active experience they were having. Retention is the fifth element , the integration of the new material that takes place within the whole self. The last elements is discrimination , sorting out the differences among target language forms. We saw this element when the students were asked to listen to the Human Computer and attempt to match their pronunciation to the computer’s.
If we want to discuss about this case , I think this case suitable to teacher to make their student be more active and communicative. We can see the example :
“whenever one of you would like to say something , raise your hand and I will come behind you. I will not be a participant in the conversation except to help you say in English what you want to say. Say what you want to say in Indonesian; I will give you the English translation. I will give you the translation in phrases, or “chunks.” Record only the chunks , one at a time. After the conversation , when we listen to the recording, your sentence will sound whole. Only your voices in English will be on the tape. Since this is your first English conversation , you may want to keep it simple. We have ten minutes for this activity.’
The community language learning is the way of teacher to teach their students to be more active on speak. the goals of teachers who use the community language learning method are the teacher wants their student to learn how to use the target language communicatively. In addition , they want their students to learn about their own learning , to take increasing responsibility for it , and to learn how to learn from one another. All of these objectives can be accomplished in a nondefensive manner if a teacher and learner (s) treat each other as whole persons , valuing both thoughts and feelings.
About the role of teacher and what is the role of the students are the teacher’s initial role is primarily that of a counselor. This does not mean that the teacher is a therapist , or that the teacher does no teaching. Rather , it means that the teacher recognizes how threatening a new learning situation can be for adult learners , so he skillfully understanda and supports his students in their struggle to master the target language. Initially the learners are very dependent upon the teacher. It is recognized , however , that as the learners continue to study , they become increasingly independent. Community language learning methodologists have identified five stages in this movement from dependency to mutual interdependency with the teacher. In stages I , II , and III , the teacher focuses not only on the language but also on being supportive of learners in their learning process. In stage IV , because of the students’ greater security in the language and readiness to benefit from corrections , the teacher can focus more on accuracy. It should be noted that accurary is always a focus even in the first three stages ; however , it is subordinated to fluency. The reverse is true in Stages IV and V.
About the some characteristics of the teaching / learning process are according to Curran , there are six elements necessary for nondefensive learning. The first of these is security. Next is aggression , by which Curran means that students should be given an opportunity to assert themselves , be actively involved , and invest themselves in the learning experience. One way of allowing for this in the lesson we observed was for students to conduct their own conversation. The third element is attention. One of the skills necessary in learning a second or foreign language is to be able to attend to many factors simultaneously. To make this skill easier to learn , especially at the beginning of the learning process , the teacher helps to narrow the scope of attention. Recall that the teacher in our lesson asks the students not to copy the transcript while he was writing it on the blackboard. Instead , he wanted them to attend to what he was writing and to add what translation they may have recalled in order to complete the transcript.
The fourt element , reflection , occurred in two different ways in our lesson. The first was when the students reflected on the language as the teacher read the transcript three times. The second was when students were invided to stop and consider the active experience they were having. Retention is the fifth element , the integration of the new material that takes place within the whole self. The last elements is discrimination , sorting out the differences among target language forms. We saw this element when the students were asked to listen to the Human Computer and attempt to match their pronunciation to the computer’s.
If we want to discuss about this case , I think this case suitable to teacher to make their student be more active and communicative. We can see the example :
“whenever one of you would like to say something , raise your hand and I will come behind you. I will not be a participant in the conversation except to help you say in English what you want to say. Say what you want to say in Indonesian; I will give you the English translation. I will give you the translation in phrases, or “chunks.” Record only the chunks , one at a time. After the conversation , when we listen to the recording, your sentence will sound whole. Only your voices in English will be on the tape. Since this is your first English conversation , you may want to keep it simple. We have ten minutes for this activity.’
Rabu, 31 Maret 2010
MAKE A SUMMARY ON THE DESUGGESTOPEDIA
INTRODUCTION
The methods present in this and the next chapters are illustrative of that which Celce-Murcia (1991) calls an affective-humanistic approach , an approach in which there is respect for students ‘ feelings. The originator of this method , Georgi Lozanov , believes as does Silent Way’s Caleb Gattegno , that language learning can occur at a much faster rate than ordinarily transpires. The reason for our inefficiency , Lozanov asserts , is that we set up psychological barriers to learning : we fear that we will be unable to perform , that we will be limited in our ability to learn , that we will fail.
Desuggestopedia , the application of the study of suggestion to pedagogy , has been developed to help students eliminate the feeling that they cannot be successful or the negative association they may have toward studying and , thus , to help them overcome the barriers to learning .
EXPERIENCE
The first thing we notice when we enter the classroom is how different this room is compared with all the other classrooms we have been in so far . Everything is bright and colorful . there are several posters on the walls. Most of them are travel posters with scenes from the United Kingdom ; a few , however , contain grammatical information. One has the conjugation of the verb ‘to be’ and the subject pronouns ; another has the object and possessive pronouns. There is also a table with some rhythm instruments on it. Next to them are some hats , masks, and other props.
The teacher greets the students in Arabic and explains that they are about to begin a new and exciting experience in language learning. She says confidently , ‘You won’t need to try to learn. It will just come naturally.
‘First , you will all a get to pick new names –English ones. It will be fun , ‘she says. Besides , she tells them. They will need new identities (ones they can play with ) to go along with this new experience. She shows the class a poster with different English names printed in color in the Roman alphabet. The students are familiar with the Roman alphabet from their earlier study of French. There are men’s names in one column and women’s names in another. She tells them that they are each to choose a name. She pronounces each name and has the students repeat the pronunciation. One by one the students say which name they have chosen and the teacher appears pleased with their choices.
Next , she tells them that during the course they will create an imaginary biography about the life of their new identity. But for now , she says , they should just choose a profession to go with the new name. using pantomime to help the students understand. The teacher acts out various occupations , such as pilot , singer , carpenter , and artist. The students choose what they want to be.
REVIEWING THE PRINCIPLES
Let us now follow our usual procedure of reviewing the principles of a method by answering our ten questions.
1. What are the goals of teachers who use Desuggestopedia ?
2. What is the role of the teacher ? what is the role of the students ?
3. What are some characteristics of the teaching / learning process ?
4. what is the nature of student-teacher interaction ? what is the nature of
student-student interaction
5. How are the feelings of the students dealt with ?
etc
REVIEWING THE TECHNIQUES AND THE CLASSROOM SET-UP
If you find Desuggestopedia’s principles meaningful . you may want to try some of the following techniques or to alter your classroom environment. Even if they do not all appeal to you , there may be some elements you could usefully adapt to your own teaching style.
- Classroom set-up
- Peripheral learning
- Positive suggestion
- Choose a new identity
CONCLUSION
What connection , if any , can you make between Desuggestopedia and your approach to teaching ? Does it make sense to you that when your students are relaxed and comfortable , their learning will be facilitated ? should the teacher’s role be one of being a respected and trusted authority ? should direct and indirect suggestions be used ? should learning be made as enjoyable as possible ? which , if , any , of the other principles of Desuggestopedia do you accept ?
The methods present in this and the next chapters are illustrative of that which Celce-Murcia (1991) calls an affective-humanistic approach , an approach in which there is respect for students ‘ feelings. The originator of this method , Georgi Lozanov , believes as does Silent Way’s Caleb Gattegno , that language learning can occur at a much faster rate than ordinarily transpires. The reason for our inefficiency , Lozanov asserts , is that we set up psychological barriers to learning : we fear that we will be unable to perform , that we will be limited in our ability to learn , that we will fail.
Desuggestopedia , the application of the study of suggestion to pedagogy , has been developed to help students eliminate the feeling that they cannot be successful or the negative association they may have toward studying and , thus , to help them overcome the barriers to learning .
EXPERIENCE
The first thing we notice when we enter the classroom is how different this room is compared with all the other classrooms we have been in so far . Everything is bright and colorful . there are several posters on the walls. Most of them are travel posters with scenes from the United Kingdom ; a few , however , contain grammatical information. One has the conjugation of the verb ‘to be’ and the subject pronouns ; another has the object and possessive pronouns. There is also a table with some rhythm instruments on it. Next to them are some hats , masks, and other props.
The teacher greets the students in Arabic and explains that they are about to begin a new and exciting experience in language learning. She says confidently , ‘You won’t need to try to learn. It will just come naturally.
‘First , you will all a get to pick new names –English ones. It will be fun , ‘she says. Besides , she tells them. They will need new identities (ones they can play with ) to go along with this new experience. She shows the class a poster with different English names printed in color in the Roman alphabet. The students are familiar with the Roman alphabet from their earlier study of French. There are men’s names in one column and women’s names in another. She tells them that they are each to choose a name. She pronounces each name and has the students repeat the pronunciation. One by one the students say which name they have chosen and the teacher appears pleased with their choices.
Next , she tells them that during the course they will create an imaginary biography about the life of their new identity. But for now , she says , they should just choose a profession to go with the new name. using pantomime to help the students understand. The teacher acts out various occupations , such as pilot , singer , carpenter , and artist. The students choose what they want to be.
REVIEWING THE PRINCIPLES
Let us now follow our usual procedure of reviewing the principles of a method by answering our ten questions.
1. What are the goals of teachers who use Desuggestopedia ?
2. What is the role of the teacher ? what is the role of the students ?
3. What are some characteristics of the teaching / learning process ?
4. what is the nature of student-teacher interaction ? what is the nature of
student-student interaction
5. How are the feelings of the students dealt with ?
etc
REVIEWING THE TECHNIQUES AND THE CLASSROOM SET-UP
If you find Desuggestopedia’s principles meaningful . you may want to try some of the following techniques or to alter your classroom environment. Even if they do not all appeal to you , there may be some elements you could usefully adapt to your own teaching style.
- Classroom set-up
- Peripheral learning
- Positive suggestion
- Choose a new identity
CONCLUSION
What connection , if any , can you make between Desuggestopedia and your approach to teaching ? Does it make sense to you that when your students are relaxed and comfortable , their learning will be facilitated ? should the teacher’s role be one of being a respected and trusted authority ? should direct and indirect suggestions be used ? should learning be made as enjoyable as possible ? which , if , any , of the other principles of Desuggestopedia do you accept ?
Sabtu, 27 Maret 2010
WALAUPUN DI BILANG KAMPUNGAN TETAPI MEMILIKI KEPRIBADIAN ..
Entah mengapa tidak dulu tidak sekarang orang tua selalu saja menasehati anaknya dengan hal ini itu , yang terkadang tidak masuk akal , saya tahu terkadang orang tua selalu ingin yang terbaik untuk anaknya , selalu ingin anaknya berwibawa dan memiliki kepribadian di mata siapapun . namun nyatanya untuk mewujudkan hal itu bukanlah hal mudah . terkadang anak selalu memiliki perbedaan -perbedaan prinsip dengan orang tuanya . dari hal yang sepele saja misal,, perdebatan masalah makanan , minuman , hingga ke masalah yang sifatnya prinsipil , seperti masalah menutup aurat bagi seorang muslimah , tidak boleh berduaan kalau bukan muhrimnya , tidak boleh berpacaran , karena ketiganya setan , dan mendekati zina , anak perempuan tidak boleh pulang larut malam apapun alasannya , tidak boleh di antar jemput oleh teman laki-lakinya , lebih baik jalan kaki , itu menandakan adanya ciri khas dan wibawa pada seorang perempuan . apapun itu , sebenarnya biarlah Tuhan YME yang membalasnya , setiap amal perbuatan , pasti ada balasannya..
mengenai seorang anak perempuan yang tidak boleh mengajak teman laki-lakinya untuk main ke rumah , yang tidak boleh di antar jemput oleh laki-laki bukan muhrimnya, yang terkadang mereka belum mampu menutup auratnya , tetapi sesungguhnya mereka memiliki harga diri dan kepribadian di dalamnya. ada satu kisah dimana seorang anak perempuan yang sudah mampu menutup auratnya dengan sempurna , mengajak beberapa teman laki-lakinya berkunjung ke rumah , mereka di perbolehkan meminjam handuk dan mandi , ya walaupun memang ada teman perempuan lainnya juga.. tapi apakah ini pantas di lakukan oleh orang seperti itu??
ada satu kisah lagi dimana seorang laki-laki yang notabennya , memiliki adik perempuan berjilbab , membawa kekasihnya dan berpacaran di dalam rumahnya sendiri , bersenda gurau , padahal orang tua dan adiknya berada di luar rumah . apakah itu pantas di lakukan ? apakah itu mencerminkan sosok seorang muslim yang baik ? entah mengapa orang tuanya pun tidak melarang , dan hanya berkata " tak apa lah , kan ada adik perempuannya ini " waw,, suatu perkataan yang mempunyai banyak makna di dalamnya ??
sungguh suatu fenomena yang ajaib ,, di kala orang tuanya berjilbab , adiknya pun berjilbab ,, kenapa harus dan masih saja terjadi fenomena seperti ini ?? apakah orang tuanya selalu membangga-banggakan anaknya , tak mau kalah dengan majas hiperbola , selalu menampilkan kebaikan padahal busuk di depan orang lain , tak peduli keluarga atau bukan keluarganya sendiri..
ya mungkin beberapa dari mereka merasa ibadahnya sudah baik , berjilbab , seperti sok alim , tapi tidak bisa menjaga kepribadian dan wibawanya di hadapan laki-laki sekalipun itu teman atau sahabatnya sendiri..
dan menyalahkan perempuan lain yang tak berjilbab ,selalu beranggapan bahwa mereka seperti perempuan rata-rata yang gampang di perdaya oleh laki-laki , selalu beranggapan bahwa tidak baik ,, tidak memiliki karakter dan kepribadian serta wibawa sebagai seorang perempuan..
namun faktanya mereka yang berjilbab lah yang tidak mampu menjaga kehormatannya di hadapan laki - laki , yang tidak bisa menjaga harga diri , tampaknya saja alim , religius , namun terbukti kan sekarang ..
biarlah jika ada orang yang bilang , "iya , dia gak malu , udah tua juga , bukannya pakai jilbab , bukannya insaf , malu dong , udah baligh juga , tidak mencerminkan muslimah yang baik " ..
biar sajalah .. mereka bersua seperti apa ,, masalah menutup aurat adalah masalah yang sangat sensitif dan prinsipil , cuma orang yang bersangkutan dan Tuhan yang tahu .. yang terpenting , bagaimana sebisa mungkin ,,
perempuan yang belum berjilbab harus mau dan mampu bahwa kalian lebih punya harga diri dan tidak seperti perempuan murahan dan kebanyakan .. sekalipun kalian belum berjilbab , tapi bukan berarti cap buruk bisa menerpa kalian .. dan jangan biar sekalipun hal itu terjadi ,,lakukan lah hal baik dan bermanfaat untuk cerminan diri kalian ..
maaf , cerita ini bukan untuk menyinggung siapa pun ,jadi jangan pernah merasa tersinggung, jadikanlah cerita ini sebagai pelajaran baik untuk masa depan ,, demi mencerminkan ahklak dan kepribadian yang lebih baik lagi ..
Terima kasih ..
mengenai seorang anak perempuan yang tidak boleh mengajak teman laki-lakinya untuk main ke rumah , yang tidak boleh di antar jemput oleh laki-laki bukan muhrimnya, yang terkadang mereka belum mampu menutup auratnya , tetapi sesungguhnya mereka memiliki harga diri dan kepribadian di dalamnya. ada satu kisah dimana seorang anak perempuan yang sudah mampu menutup auratnya dengan sempurna , mengajak beberapa teman laki-lakinya berkunjung ke rumah , mereka di perbolehkan meminjam handuk dan mandi , ya walaupun memang ada teman perempuan lainnya juga.. tapi apakah ini pantas di lakukan oleh orang seperti itu??
ada satu kisah lagi dimana seorang laki-laki yang notabennya , memiliki adik perempuan berjilbab , membawa kekasihnya dan berpacaran di dalam rumahnya sendiri , bersenda gurau , padahal orang tua dan adiknya berada di luar rumah . apakah itu pantas di lakukan ? apakah itu mencerminkan sosok seorang muslim yang baik ? entah mengapa orang tuanya pun tidak melarang , dan hanya berkata " tak apa lah , kan ada adik perempuannya ini " waw,, suatu perkataan yang mempunyai banyak makna di dalamnya ??
sungguh suatu fenomena yang ajaib ,, di kala orang tuanya berjilbab , adiknya pun berjilbab ,, kenapa harus dan masih saja terjadi fenomena seperti ini ?? apakah orang tuanya selalu membangga-banggakan anaknya , tak mau kalah dengan majas hiperbola , selalu menampilkan kebaikan padahal busuk di depan orang lain , tak peduli keluarga atau bukan keluarganya sendiri..
ya mungkin beberapa dari mereka merasa ibadahnya sudah baik , berjilbab , seperti sok alim , tapi tidak bisa menjaga kepribadian dan wibawanya di hadapan laki-laki sekalipun itu teman atau sahabatnya sendiri..
dan menyalahkan perempuan lain yang tak berjilbab ,selalu beranggapan bahwa mereka seperti perempuan rata-rata yang gampang di perdaya oleh laki-laki , selalu beranggapan bahwa tidak baik ,, tidak memiliki karakter dan kepribadian serta wibawa sebagai seorang perempuan..
namun faktanya mereka yang berjilbab lah yang tidak mampu menjaga kehormatannya di hadapan laki - laki , yang tidak bisa menjaga harga diri , tampaknya saja alim , religius , namun terbukti kan sekarang ..
biarlah jika ada orang yang bilang , "iya , dia gak malu , udah tua juga , bukannya pakai jilbab , bukannya insaf , malu dong , udah baligh juga , tidak mencerminkan muslimah yang baik " ..
biar sajalah .. mereka bersua seperti apa ,, masalah menutup aurat adalah masalah yang sangat sensitif dan prinsipil , cuma orang yang bersangkutan dan Tuhan yang tahu .. yang terpenting , bagaimana sebisa mungkin ,,
perempuan yang belum berjilbab harus mau dan mampu bahwa kalian lebih punya harga diri dan tidak seperti perempuan murahan dan kebanyakan .. sekalipun kalian belum berjilbab , tapi bukan berarti cap buruk bisa menerpa kalian .. dan jangan biar sekalipun hal itu terjadi ,,lakukan lah hal baik dan bermanfaat untuk cerminan diri kalian ..
maaf , cerita ini bukan untuk menyinggung siapa pun ,jadi jangan pernah merasa tersinggung, jadikanlah cerita ini sebagai pelajaran baik untuk masa depan ,, demi mencerminkan ahklak dan kepribadian yang lebih baik lagi ..
Terima kasih ..
COMPARE THE AUDIO-LINGUAL METHOD AND THE SILENT WAY
The Audio-lingual Method , like the Direct method we have just examined , is also an oral – based approach. However , it is very different in that rather than emphashizing vocabulary acquisition through exposure to its use in situations , the Audio-Lingual Method drills students in the use of grammatical sentence patterns. It also , unlike the direct method , has a strong theoretical base in linguistics and psychology. Charles fries (1945) of the university of Michigan led the way in applying principles from structural linguistics in developing the method , and for the this reason , it has sometimes been reffered to as the ‘Michigan Method.”
EXPERIENCE
As we enter the classroom , the first thing we notice is that the students are attentively listening as the teacher is presenting a new dialog , a conversation between two people. The students know they will be expected to eventually memorize the dialog the teacher is introducing. In this case the teacher and student is active , using drill method.
REVIEWING THE PRINCIPLES
In this case tells about the point we should turn to the questions we have answered for each method we have considered so far . the questions are :
What are the goals of teachers who use the audio-lingual method , what is the role of the teacher ?what is the role of the students? , what are some characteristics of teaching / learning process? , what is the nature of the student –teacher interaction ? what is the nature of student-student interaction? , how are the feelings of the students dealt with ? , etc.
REVIEWING THE TECHNIQUES
In this case tells about the techniques , if you agree with the above answers , you may wish to implement the following techniques ; of course even if you do not agree , there are may be techniques described below that you already using or can adapt to your approach. Such as : Dialog memorization , Backward build-up (expansion ) drill , Repetition drill , Chain drill , Single-slot substitution drill , etc.
The Silent Way , although people did learn languages through the Audio-Lingual Method (and indeed it is still practiced today) , one problem with it was students inability to readily transfer the habits they had mastered in the classroom to communicative use outside it. Furthermore , the idea that learning a language meant forming a set of habits was seriously challenged in the early 1960s. for a while in the early 1970s there was great interest in applying this new Cognitive Approach to language teaching and materi to apply it ) and inductive (learners discover the rules from the examples and then practice it ) grammar exercises. However , no language teaching method ever really developed directly from the Cognitive Approach instead , a number of innovative methods emerged.
EXPERIENCE
As we take our seats , the teacher has just finished introducing the Silent Way in Portuguese. The teacher walks to the front of the room , takes out a metal pointer and points to a chart hanging above the blackboard. The chart has a black background and is covered with small rectangular blocks arranged in rows.
REVIEWING THE PRINCIPLES
In this case tells about the Silent Way has a great many principles. Such as the question : What are the goals of teachers who use the silent way ? , what is the role of the teacher? What is the role of the students ? , what are some characteristics of the teaching/learning process ? , what is the nature of student-teacher interaction ? what is the nature of student-student interaction ? , how are the feelings of the students dealt with ? etc.
REVIEWING THE TECHNIQUES AND THE MATERIALS
In this case tells about Sound-color chart , Teacher’s silence , Peer correction , Rods
CONCLUSION
The conclusion is if we want to compare with the audio-lingual method and the silent way , there we know about the audio-lingual method using a different way / method , in this case audio-lingual method using an active method , the teacher and student is active , when the teacher explain the picture and said the word , like “this is tomato , this is red”. Using a drill way. Sure this way different with silent way , this way is suitable to student who has a less , like Autis , SLB , or student is so active personality , always speak whole the subject begin until end . in this way , the teacher is give the student activity , like a work together , reading the book , or anything to make active student to be silent. Shortly , both of this method is good and important to use for suitable student , hope this way can be benefit to us.
EXPERIENCE
As we enter the classroom , the first thing we notice is that the students are attentively listening as the teacher is presenting a new dialog , a conversation between two people. The students know they will be expected to eventually memorize the dialog the teacher is introducing. In this case the teacher and student is active , using drill method.
REVIEWING THE PRINCIPLES
In this case tells about the point we should turn to the questions we have answered for each method we have considered so far . the questions are :
What are the goals of teachers who use the audio-lingual method , what is the role of the teacher ?what is the role of the students? , what are some characteristics of teaching / learning process? , what is the nature of the student –teacher interaction ? what is the nature of student-student interaction? , how are the feelings of the students dealt with ? , etc.
REVIEWING THE TECHNIQUES
In this case tells about the techniques , if you agree with the above answers , you may wish to implement the following techniques ; of course even if you do not agree , there are may be techniques described below that you already using or can adapt to your approach. Such as : Dialog memorization , Backward build-up (expansion ) drill , Repetition drill , Chain drill , Single-slot substitution drill , etc.
The Silent Way , although people did learn languages through the Audio-Lingual Method (and indeed it is still practiced today) , one problem with it was students inability to readily transfer the habits they had mastered in the classroom to communicative use outside it. Furthermore , the idea that learning a language meant forming a set of habits was seriously challenged in the early 1960s. for a while in the early 1970s there was great interest in applying this new Cognitive Approach to language teaching and materi to apply it ) and inductive (learners discover the rules from the examples and then practice it ) grammar exercises. However , no language teaching method ever really developed directly from the Cognitive Approach instead , a number of innovative methods emerged.
EXPERIENCE
As we take our seats , the teacher has just finished introducing the Silent Way in Portuguese. The teacher walks to the front of the room , takes out a metal pointer and points to a chart hanging above the blackboard. The chart has a black background and is covered with small rectangular blocks arranged in rows.
REVIEWING THE PRINCIPLES
In this case tells about the Silent Way has a great many principles. Such as the question : What are the goals of teachers who use the silent way ? , what is the role of the teacher? What is the role of the students ? , what are some characteristics of the teaching/learning process ? , what is the nature of student-teacher interaction ? what is the nature of student-student interaction ? , how are the feelings of the students dealt with ? etc.
REVIEWING THE TECHNIQUES AND THE MATERIALS
In this case tells about Sound-color chart , Teacher’s silence , Peer correction , Rods
CONCLUSION
The conclusion is if we want to compare with the audio-lingual method and the silent way , there we know about the audio-lingual method using a different way / method , in this case audio-lingual method using an active method , the teacher and student is active , when the teacher explain the picture and said the word , like “this is tomato , this is red”. Using a drill way. Sure this way different with silent way , this way is suitable to student who has a less , like Autis , SLB , or student is so active personality , always speak whole the subject begin until end . in this way , the teacher is give the student activity , like a work together , reading the book , or anything to make active student to be silent. Shortly , both of this method is good and important to use for suitable student , hope this way can be benefit to us.
Sabtu, 20 Maret 2010
THE DIRECT METHOD
As with the Grammar-Translation Method , the Direct Method is not new. Its principles have been applied by language teachers for many years. Most recently , it was revived as a method when the goal of instruction became learning how to use a foreign language to communicate. Since the grammar-translation method was not very effective in preparing students to use the target language communicatively , the direct method became popular.
The direct method has one very basic rule : No translation is allowed. In fact , the direct method receives its name from the fact that meaning is to be conveyed directly in target language through the use of demonstration and visual aids , with no recourse to the students ‘ native language (Diller 1978 ).
The teacher is calling the class to order as we find seats toward the back of the room. He has placed a big map of the united states in the front of the classroom. He asks the students to open their books to a certain page number. The lesson is entitled ‘Looking at a Map.’ As the students are called on one by one , they read a sentence from the reading passage at the beginning of lesson. The teacher points to the part of the map the sentence describes after each has read his sentence.
In this case the teacher is passive and students are active , if the students want to know and still don’t understand about the subject , students can ask the teacher and she or he will answer and explain about your question. This method is correct to silent student , to be more active.
About reviewing the principles , consist about “ what are the goals of teachers who use the direct method ? , what is the role of the teacher ? , what are some characteristics of the teaching /learning process ? , what is the nature of student-teacher interaction ? what is the nature of student-student interaction ? etc.
About reviewing the techniques tells about “reading aloud , question and answer exercise , getting students to self-correct , conversation practice , etc.
The direct method has one very basic rule : No translation is allowed. In fact , the direct method receives its name from the fact that meaning is to be conveyed directly in target language through the use of demonstration and visual aids , with no recourse to the students ‘ native language (Diller 1978 ).
The teacher is calling the class to order as we find seats toward the back of the room. He has placed a big map of the united states in the front of the classroom. He asks the students to open their books to a certain page number. The lesson is entitled ‘Looking at a Map.’ As the students are called on one by one , they read a sentence from the reading passage at the beginning of lesson. The teacher points to the part of the map the sentence describes after each has read his sentence.
In this case the teacher is passive and students are active , if the students want to know and still don’t understand about the subject , students can ask the teacher and she or he will answer and explain about your question. This method is correct to silent student , to be more active.
About reviewing the principles , consist about “ what are the goals of teachers who use the direct method ? , what is the role of the teacher ? , what are some characteristics of the teaching /learning process ? , what is the nature of student-teacher interaction ? what is the nature of student-student interaction ? etc.
About reviewing the techniques tells about “reading aloud , question and answer exercise , getting students to self-correct , conversation practice , etc.
THE GRAMMAR – TRANSLATION METHOD
The Grammar-Translation Method is not new. It has had different names , but it has been used by language teachers for many years. At one time it was called the Classical Method since it was first used in teaching of the classical languages , Latin and Greek ( Chastain 1988 ). Earlier in this century , this method was used for the purpose of helping students read and appreciate foreign language literature. It was also hoped that , through the study of the grammar of the target language , students would become more familiar with the grammar of their native language and that this familiarity would help them speak and write their native language and that this familiarity would help them speak and write their native language better. Finally , it was thought that foreign language learning would help students grow intellectually , it was recognized that students would probably never use target language , but the mental exercise of learning it would be beneficial anyway.
Announcing the next activity , the teacher asks the students to turn the page in their text. There is a list of words there. The introduction to the exercise tells the students that these are words taken from the passage they have just read. The students see the words ‘ambition,’ ’career,’ ‘wharf,’ ‘tranquil,’ ‘gorgeous,’ ‘loathe,’ ‘envy,’ and ‘humbly,’. They are told that some of these are review words and that others are new to them. The students are instructed to give the Spanish words for each of them. This exercise the class does together. If no one knows the Spanish equivalent , the teacher gives it. In part 2 of this exercise , the students are given English words like ‘love,’noisy,’’ugly,’and proudly,’ and are directed to find the opposites of these words in the passage.
Reviewing the principles tells about what are the goals of teachers who use the Grammar-translation method ? , what is the role of the teacher ? what is the role of the students ? , what are some characteristic of teaching / learning process ? what is the nature of student-teacher interaction ? what is the nature of student-student interaction ? etc. about reviewing the techniques explains about “translation of a literary passage , reading comprehension questions , antonyms / synonyms , cognates , etc. and then the conclusion is you have now had an opportunity to examine the principles and some of techniques of the Grammar-Translation Method. Try to make a connection between what you have understood and your own teaching situation and beliefs.
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