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)”.
Rabu, 28 April 2010
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.’
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