Bunda…
Kau seperti matahari yang memancarkan kehangatan
Kaulah gemerlap bintang dilangit malam cerah
Kaulah rembulan yang menyinari malam
Kaulah....
Ah... sungguh terlalu banyak hal indah yang dapat aku ungkapkan untuk menggambarkanmu bunda!
Bahkan mungkin kau lebih dari semua gambaran itu...
Saya rasa tidak akan pernah ada satu makhluk pun di dunia ini yang gak pernah merasakan pengorbanan seorang makhluk yang biasa kita sebut ibu...
Kawan...ketahuilah sungguh ibumu lah orang pertama yang memberikan kasih sayang padamu! Ibu yang telah memulai sebuah pengorbanan ketika seorang bayi masih dalam kandungan. Bagaimana ibu harus rela membopong beban berat di rahimnya kemana-mana, ketika tidur pun tidak nyeyak karena beban di rahimnya itu, bagaimana beliau rela untuk menahan kesakitan, berjuang diantara hidup dan mati untuk melahirkan sang buah hati tercinta. Setelah itu merawat, memelihara...hingga sang buah hati tercinta tumbuh menjadi dewasa.
Begitulah...sehingga tak heran ketika baginda Rasul SAW ditanya oleh seorang sahabat ”siapakah yang paling pantas untuk dihormati” maka lisan yang mulia itu mengatakan ibumu....ibumu....ibumu.....
Karena Islamlah peninggi derajat para ibu.!
Kawan...tanyakanlah dengan jujur pada dirimu, bagimanakah cinta dan sayang saya, kamu, loe, kita pada ibu? Sedalam lautkah? Seluas samuderakah? Semurni embunkah? Atau hanya sebatas cahaya remang, kecil dan mudah padam. Dan sungguh jika cinta dan sayang loe, gue, saya, kita Cuma sebatas cahaya remang, maka itu berarti kita belum dapat memahami pengorbanan seorang ibu untuk makhluk yang kita sebut manusia.
Ingatkah semua kasih sayang ibu kepada kita?
Ibu, ummi, mama, mother, bunda, enyak,. Sungguh saya gak peduli kita panggil dia apa, namun yang terpenting bagamana curahan cinta, penghormatan dan kasih sayang kita buat dia.
Dan ketahuilah kawan...walaupun tidak terbersit cinta kita kepada bunda, sesungguhnya cinta dan sayang bunda kepada mu tak akan pernah luntur. Sekalipun engkau mengabaikannya atau membentaknya, karena engkau buah hatinya, dambaanya untuk meraih syurga-Nya.
Kasih ibu itu seperti lingkaran
Terus berputar tak ada ujung...
Kasihnya seindah hamparan gemerlap bintang di langit malam
Damainya menyelimuti seperti kabut pagi
Menghangatkan bagaikan mentari pagi
Sungguh...kawan, pantaskah bagi kita memperlakukan ibu kita dengan penuh keangkuhan, kebengisan atau kemunafikan. Tidakkah kita menyadari cintanya telah kita rasakan dan menjadi bagian diri ini?
Damai,...itulah wajah bunda ketika saya menatapnya sewaktu saya masih kecil dulu. Wajahnya selalu memancarkan kedamaian dan kasih sayang yang tidak pernah padam.
Wajah bunda damai, sejuk selayaknya awan putih yang berarak di langit biru nan cerah...sungguh belaianya meneduhkan dan tak pernah berubah hingga kini saya dewasa.
Bunda engkaulah jalan ku menuju syurga...
Engkaulah yang pertama kali mengatakan sayang ketika banyak orang membenci ku.
Engkaulah yang pertama mempercayai ketika banyak orang mengingkari ku.
Engkaulah penyemangat diri, ketika kaki ini sudah lelah berjalan menyusuri setapak kehidupan ini. Dan...
Engkaulah penjaga cinta Allah kepada anakmu ini....
Thanks ya bunda...
Atas kesakitan yang engkau dera ketika melahirkan buah hatimu ini...
Atas setiap gelas susu hangat yang selalu engkau suguhkan ditiap hari...
Atas setiap kue, pisang goreng, singkong rebus yang engkau sajikan untuk buah hatimu mengawali harinya...
Atas setiap kumandang cinta di tiap subuh, sebuah kumandang cinta yang sangat aku rindukan untuk membangunkan anak nakal ini dari buaian alam mimpinya, (maaf bunda kadang aku kesiangan)
Atas lantunan do’a yang selalu engkau panjatkan, do’a yang selalu sama, do’a untuk kebahagiaan buah hatimu...
Atas setiap butir keringat dan air mata yang terjatuh membasahi tanah, ketika kau mencari penghidupan untuk anakmu ini....
Atas setiap kepercayaan....
Atas semua cerita indah pengantar anakmu kealam mimpi...
Atas setiap nasihat, didikan dan bimbingan....
Atas setiap kasih sayang, dan senandung indah....
Yang sungguh sampai kapan pun diri ini tak akan pernah sanggup untuk membalasnya...
Walau setetes...
Bunda....sungguh begitu banyak cerita indah semasa kecil tentang mu...
Saat buah hati mungilmu ini terus meronta seraya memukul tubuhmu karena marah padamu, tetap engkau tidak menunjukkan kemarahan di wajahmu.
Engkau jugalah yang merelakan dirimu tidak dapat merasakan kelezatan makanan karena engkau memberikannya kepada buah hatimu ini,....dan engkau tetap tersenyum tulus kepada buah hatimu...tanpa dendam....dan hangat....
Sehangat pelukanmu yang mampu membangkitkan kembali semangat buah hatimu... saat diri ini seakan mulai lelah berjuang menghadapi hidup, dan senyum itu tetap setia menemani buah hatimu kala senang kala derai airmata! I will never forget it mom!
Dan bunda sungguh aku tetap berharap senyum dan kasih sayang mu tetap menemaniku hingga ujung waktu....
Ya rabbi...
Diri ini tak mampu membalas semua kasih sayangnya kepadaku,..
Ya rabbi...
Berjuta untaian maaf tak pernah bisa menebus dosaku padanya. Hanya cinta dan kasih sayang-Mu yang sepadan membalas semua itu...
Dan Ya Allah
aku berharap agar Engkau kelak mengumpulkan kami kembali di tempat yang indah di Syurga-Mu kelak....amin.
Rabbighfirlii wa li walidayya…..
Warhamhumaa kama rabbayanii saghiiraa….
Dari:
Buah hatimu yang merasakan cintamu (fayi').
Wednesday, February 17, 2010
Monday, November 23, 2009
Encouraging Reading Habits on diverse perspective of literature
Encouraging Reading Habits on diverse perspective of literature
Encouraging adolescent students to love reading is the primary challenge many teachers put at the top of their daily "To Do" list. Teaching adolescents to read and instilling a love of reading is a unique combination of talent, skill, care and determination. Teachers should fully understand of what their students are, how to encourage their reading habits and what they should not do to decrease their motivation in reading.
As children grow to be adolescents, their skills increase, the type of books and how they read will change and develop. Some will read one book at a time; others may have two or three going at once. If it works for those adolescents, it's alright. Some will take a book wherever they go, others may read only in a certain spot at a certain time. Again, they will have some ownership and develop their own reading characteristics.
As they grow, they may see that they are living in differences. Then, they try to find identity to be theirs. It may happen in multicultural education. The realization may impact reading habits. They will not hit books, if they think those books can not represent them any way.
In reading, it is undeniable to comprehend all the book. But, there are some obstacles to make students love their books, and one of them is something who related to region diversity, such as culture, ethnic, and nationality. When they read a book, which they do not have any senses in relation to the book, they will not love it.
However, if those students just set up to see differences of them from others, they will have no respect to see and to adjust the different situations. Then, possible problems will rise; prejudice, racial, and stereotype. Consequently, teachers should know how to decrease prejudice from their classroom. Thus, reading diverse literature includes culturally, ethnically, and nationality can be one way to bridge the gap.
In my experience, the first thing to do by all teachers is selecting literature, which can cover diverse perspective. Fortunately, nowadays, there are many YA novels in print that present both good stories and diverse perspectives. I find that a well-selected piece of YAL embodies the essence of the concept and expresses it in ways that young adult can identify with much more than any single poster, audio-visual aid or mini-lecture those teachers might give.
In classroom, if teachers use literature reflective of the young adult experience from diverse cultural perspectives, actually they can demonstrate to their students that they care of them as individuals or as members of society. So they can ask their students to care of each other.
Furthermore, if teachers have selected YA novels, they can step to let their students find certain books that can represent them. At any rate, actually they need to develop ownership towards their choice. Moreover, independent reading for young adult is a right choice as they grow up. Teachers also need to recognize that forcing students to read texts they do not like, do not trust, or do not value just for the sake of introducing them to diverse culture that may affect their negative attitudes toward members of those cultures. So, let them enjoy their thinking to develop their reading characteristics.
Then, let those students to share their feeling about the novels they have read. Feeling that is shared to all members of classroom, will create the classroom develop tolerating and appreciating diverse value. They will respect each other and more realize to the diversity that surrounds.
It is a good way since from the sharing activity, so many things they can understand. Through reading-sharing activity, however, students can examine various cultures values of such topics as the conception of family, the role of each family member, the view of technology, science, religious view, and political view, moral and philosophical beliefs. Those values actually need understanding by all students. Teachers should make them understand that they can not live alone, do something lonely, but need friends to help them. And they may come from diversity, so the only way can they live is by appreciating and tolerating the diversity. If teachers can manage the multicultural classroom wisely, in my experience, students will have appreciation to each other in cover of diverse perspective.
Encouraging adolescent students to love reading is the primary challenge many teachers put at the top of their daily "To Do" list. Teaching adolescents to read and instilling a love of reading is a unique combination of talent, skill, care and determination. Teachers should fully understand of what their students are, how to encourage their reading habits and what they should not do to decrease their motivation in reading.
As children grow to be adolescents, their skills increase, the type of books and how they read will change and develop. Some will read one book at a time; others may have two or three going at once. If it works for those adolescents, it's alright. Some will take a book wherever they go, others may read only in a certain spot at a certain time. Again, they will have some ownership and develop their own reading characteristics.
As they grow, they may see that they are living in differences. Then, they try to find identity to be theirs. It may happen in multicultural education. The realization may impact reading habits. They will not hit books, if they think those books can not represent them any way.
In reading, it is undeniable to comprehend all the book. But, there are some obstacles to make students love their books, and one of them is something who related to region diversity, such as culture, ethnic, and nationality. When they read a book, which they do not have any senses in relation to the book, they will not love it.
However, if those students just set up to see differences of them from others, they will have no respect to see and to adjust the different situations. Then, possible problems will rise; prejudice, racial, and stereotype. Consequently, teachers should know how to decrease prejudice from their classroom. Thus, reading diverse literature includes culturally, ethnically, and nationality can be one way to bridge the gap.
In my experience, the first thing to do by all teachers is selecting literature, which can cover diverse perspective. Fortunately, nowadays, there are many YA novels in print that present both good stories and diverse perspectives. I find that a well-selected piece of YAL embodies the essence of the concept and expresses it in ways that young adult can identify with much more than any single poster, audio-visual aid or mini-lecture those teachers might give.
In classroom, if teachers use literature reflective of the young adult experience from diverse cultural perspectives, actually they can demonstrate to their students that they care of them as individuals or as members of society. So they can ask their students to care of each other.
Furthermore, if teachers have selected YA novels, they can step to let their students find certain books that can represent them. At any rate, actually they need to develop ownership towards their choice. Moreover, independent reading for young adult is a right choice as they grow up. Teachers also need to recognize that forcing students to read texts they do not like, do not trust, or do not value just for the sake of introducing them to diverse culture that may affect their negative attitudes toward members of those cultures. So, let them enjoy their thinking to develop their reading characteristics.
Then, let those students to share their feeling about the novels they have read. Feeling that is shared to all members of classroom, will create the classroom develop tolerating and appreciating diverse value. They will respect each other and more realize to the diversity that surrounds.
It is a good way since from the sharing activity, so many things they can understand. Through reading-sharing activity, however, students can examine various cultures values of such topics as the conception of family, the role of each family member, the view of technology, science, religious view, and political view, moral and philosophical beliefs. Those values actually need understanding by all students. Teachers should make them understand that they can not live alone, do something lonely, but need friends to help them. And they may come from diversity, so the only way can they live is by appreciating and tolerating the diversity. If teachers can manage the multicultural classroom wisely, in my experience, students will have appreciation to each other in cover of diverse perspective.
Sunday, November 1, 2009
The Importance of Teaching Young Adult Literature in EFL Classroom
Heri septiawan
06211210263
Curriculum and Material Development
The Importance of Teaching Young Adult Literature in EFL Classroom
As termed by linguists, language is a means of communication, so language study means study how to communicate by using the language. The sort of communication is that there must be more than one people; one as a sounds maker with his or her mouth (or hand movements in sign language, or pen marks in written language) and the other listening (or watching or reading). Therefore, communication appears in social context. Or it cannot appear in isolation.
In consideration of the language function, language study is not merely study grammar of formal language, but the way to use the language in communicating with others. By doing so, English teaching must not come back to the traditional point of view; that just emphasize the teaching of formal English grammar. However, it should be in relation to the nature of language itself, to communicate. Or it should be based on Communicative competence.
The main concern for EFL teachers is to build communicative competence. The competence is more than acquiring mastery of structure and form. It also involves acquiring the ability to interpret discourse in all its social and cultural contexts. Yet, in my experience, it is obvious that many EFL speakers cannot comprehend the creativity, resourcefulness, and the nature of English itself, even the Standard English. As a result, teaching literature in EFL classroom can be a useful tool to develop their linguistics knowledge of English.
The benefit of connecting this linguistic study to the literature is that students experience how their language works; the language awareness, through an attractive works, not boring and that can only be found in reading. Teaching English through boring works just carry them to the space where their creativity, critical thinking may not appear, and English literature an interesting way to build students’ linguistics knowledge.
In my experience, at least, literature has two benefits; firstly, from the content written within the literature, and secondly, from teachers’ creativity to manage the literature in classroom. The content of literature should project the way of what young adult lives. It may appear from the characteristics which young adult has. On the other word, the literature should be consistent with the needs, interests, developmental stages and intellectual level of the students. The fulfilment of the characteristics will draw young adult closer to interact fully with the chosen book.
When the young adult encounters an interesting book, it will make language study more fun and attractive. A writer may use colourful vocabularies in order to make their readers in a great spirit to read it. Many things can be learned from a book. It usually contains culture, which related to language varieties used in the book. As a result, students will have more language awareness. They will understand that English is not only from one variation, but it has so many varieties. Besides that, their orthographic and phonologic knowledge can be impacted through the study. In short, their linguistic development is really built.
However, the content of the book cannot be responded properly by the students, if the English teacher cannot manage the way to use the literature effectively and creatively in the classroom. If so, it may kill the enthusiasm of students in teaching the language. To overcome the problem, firstly, a teacher should use a wide range of authentic texts to introduce learners to a variety of types and difficulties of English language. Secondly, literary discourse sensitises readers to the processes of reading e.g. the use of schema, strategies for intensive and extensive reading etc. In this way let students give response of what they read; it is to show they understanding and quality of the book. And, lastly, literary texts prioritise the enjoyment of reading. Let them enjoy it and see the book as the way to improve their English.
There are many benefits to using literature in the EFL classroom. It can widen learners’ understanding of their own and other cultures; it can create opportunities for personal expression as well as reinforce learners’ knowledge of lexical and grammatical structure. Moreover, good strategies built by teacher can help students analyse and interpret language in context in order to recognize not only how language is manipulated but also why. the use of literature in the language classroom offers foreign language learners the opportunity to develop not only their linguistic and communicative skills but their knowledge about language in all its discourse types. The use of literary texts in the language classroom can be a potentially powerful pedagogic tool.
06211210263
Curriculum and Material Development
The Importance of Teaching Young Adult Literature in EFL Classroom
As termed by linguists, language is a means of communication, so language study means study how to communicate by using the language. The sort of communication is that there must be more than one people; one as a sounds maker with his or her mouth (or hand movements in sign language, or pen marks in written language) and the other listening (or watching or reading). Therefore, communication appears in social context. Or it cannot appear in isolation.
In consideration of the language function, language study is not merely study grammar of formal language, but the way to use the language in communicating with others. By doing so, English teaching must not come back to the traditional point of view; that just emphasize the teaching of formal English grammar. However, it should be in relation to the nature of language itself, to communicate. Or it should be based on Communicative competence.
The main concern for EFL teachers is to build communicative competence. The competence is more than acquiring mastery of structure and form. It also involves acquiring the ability to interpret discourse in all its social and cultural contexts. Yet, in my experience, it is obvious that many EFL speakers cannot comprehend the creativity, resourcefulness, and the nature of English itself, even the Standard English. As a result, teaching literature in EFL classroom can be a useful tool to develop their linguistics knowledge of English.
The benefit of connecting this linguistic study to the literature is that students experience how their language works; the language awareness, through an attractive works, not boring and that can only be found in reading. Teaching English through boring works just carry them to the space where their creativity, critical thinking may not appear, and English literature an interesting way to build students’ linguistics knowledge.
In my experience, at least, literature has two benefits; firstly, from the content written within the literature, and secondly, from teachers’ creativity to manage the literature in classroom. The content of literature should project the way of what young adult lives. It may appear from the characteristics which young adult has. On the other word, the literature should be consistent with the needs, interests, developmental stages and intellectual level of the students. The fulfilment of the characteristics will draw young adult closer to interact fully with the chosen book.
When the young adult encounters an interesting book, it will make language study more fun and attractive. A writer may use colourful vocabularies in order to make their readers in a great spirit to read it. Many things can be learned from a book. It usually contains culture, which related to language varieties used in the book. As a result, students will have more language awareness. They will understand that English is not only from one variation, but it has so many varieties. Besides that, their orthographic and phonologic knowledge can be impacted through the study. In short, their linguistic development is really built.
However, the content of the book cannot be responded properly by the students, if the English teacher cannot manage the way to use the literature effectively and creatively in the classroom. If so, it may kill the enthusiasm of students in teaching the language. To overcome the problem, firstly, a teacher should use a wide range of authentic texts to introduce learners to a variety of types and difficulties of English language. Secondly, literary discourse sensitises readers to the processes of reading e.g. the use of schema, strategies for intensive and extensive reading etc. In this way let students give response of what they read; it is to show they understanding and quality of the book. And, lastly, literary texts prioritise the enjoyment of reading. Let them enjoy it and see the book as the way to improve their English.
There are many benefits to using literature in the EFL classroom. It can widen learners’ understanding of their own and other cultures; it can create opportunities for personal expression as well as reinforce learners’ knowledge of lexical and grammatical structure. Moreover, good strategies built by teacher can help students analyse and interpret language in context in order to recognize not only how language is manipulated but also why. the use of literature in the language classroom offers foreign language learners the opportunity to develop not only their linguistic and communicative skills but their knowledge about language in all its discourse types. The use of literary texts in the language classroom can be a potentially powerful pedagogic tool.
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