Pidato Pernikahan Minke dan Annelis

*Naskah pidato pernikahan Minke dan Annelis.* 

(Saya memerankan tokoh sebagai Minke dalam buku Bumi Manusia karangan Pramoedya Ananta Toer).

Selamat malam dan terima kasih ku kepada Tuan Residen, Tuan direktur, guru besarku Magda Peters, dr. Martinet, sahabat-sahabatku dari keluarga De la croix, sahabat ku beserta adik kecil ku tercinta Jean Marais dan May, Tuan dan Mevrow Telinga, beserta hadirin semua yang tiada pernah ku sebutkan satu persatu. Hari ini saya 'Minke' ingin mengucapkan terima kasih kepada Bunda ku tercinta. Seorang yang penuh kasih, tiada pernah memarahi, selalu bersama ku walau dalam keadaan genting. Bunda restuilah anak yang kurang ajar ini, yang tiada cakap dalam melayu.

Dalam kesempatan ini aku ingin menyampaikan sesuatu pada Bunda, yang merupakan judul pidato ku saat ini "Sahaya menang Bunda dan sahaya tiada akan lari dari cobaan". Disini, hari ini anak mu bersanding dengan boneka ku Annelis menjadi pasangan paling berbahagia. Banyak peluh, sesak yang tak terelakkan dan sakit yang tak kepalang untuk mempertahankan Annelisku. Cinta sahaya yang tulus kepada anak Indo keturunan Nyai.

Hari ini adalah kemenangan sahaya yang akan menjadi sejarah dalam hidup sahaya juga Annelis tentunya. Ketika banyak orang mencemooh, ketika banyak mata memandang sahaya tajam. Sahaya berdiri dengan penuh keyakinan, karena sahaya merasa benar. Lihatlah Bunda anak mu tiada lari sedikitpun dan lihatlah guruku Magda Peters, aku bertanggung jawab atas pilihanku. Hari ini aku amat berbahagia membuat semua orang menyadari antara pribumi dan indo tiada akan ada perbedaan jika memiliki cinta yang tulus.

Jika ku kembali mengingat kali pertama perjumpaan dengan Annelis, kecantikan kreol, sikapnya yang malu-malu membuat ku terbayang-bayang akan ciptaan yang mempesona ini. Dirinya yang begitu indah selalu bergelayut manja di pelupuk mata. Dalam batinku menyeru "indahnya ciptaanmu ini, seorang anak keturunan Nyai, namun bukan sembarang Nyai". Bagiku Nyai sendiri sangat istimewa. Beliau adalah Nyai pertama yang ku temui, sebagai seorang yang tangguh, pekerja keras dan cerdas walau tiada pernah duduk di bangku sekolah. Dari situlah aku berpikir untuk bersikap adil mulai dari pikiran lalu tindakan. Bagiku beliau adalah Nyai yang terhormat. Perkenalan yang singkat, semua terjadi begitu saja, bukanlah hal sulit untuk merebut hati boneka ku Annelis, tapi upaya penuh  untuk sampai ke pernikahan ini, karena itulah ku anggap cintaku adalah pengorbanan.

Sebagai anak keturunan residen dan bersekolah di HBS, ayahku memiliki harapan yang jauh setelah aku lulus sekolah. Dengan segala penghormatan sahaya , sahaya ucapkan mohon maaf kepada ayahanda. Sahaya menikah bukan berarti sahaya tiada mampu lagi berkarya dan menunjukkan yang terbaik, terlebih sahaya sudah memiliki teman yang akan dapat sahaya ajak berdiskusi untuk masa depan kami. Ayah, sahaya mohon restuilah anak yang lancang ini di hari yang membahagiakan ini, seperti Ibunda yang tiada menghakimi dan percaya atas semua keputusanku.

Sekali lagi, sahaya mohon untuk Ayah, Bunda, Mama dan para hadirin di sini restuilah kami dan do'akan lah kami untuk mengarungi bahtera rumah tangga kami. Semoga sahaya dapat menjadi nahkoda yang baik dan bijaksana, semoga Annelisku akan menjadi perhiasan terindah di bumi ini dan melahirkan Minke dan Annelis kecil yang kan menambah riang pelayaran kami. 

Malam yang dingin ini, bulan tersenyum indah dan bintangpun menemani, menyaksikan peraduan kami. Akhir kata, ku ucapkan untuk semua yang terjadi dan terlibat hingga di hari ini. "Hidup adalah pengorbanan dan janganlah lari dari cobaan".

Terima kasih _

Principle For Teaching Reading Skills

www.readingandwritingclub.blogspot.com

Do you know that when we teach something, it has some principles?
It also happening in teaching reading skills.
When you want to teach reading as a second language or foreign language you have to consider some principles to make your teaching is good.

Here, I want to mention those principles: 

• In an integrated course, don't overlook a specific focus on reading skills.

Give time for students to do silent reading that can develop a sense of fluency. Silent reading also becomes an excellent method for self-instruction on the part of learner.

• Use technique that are intrinsically motivating.

Just focus on the goals, choose material that is relevant with the goals also the interest of students.
You also can use LEA (Language Experience Approach), it is the famous one to motivating approach for reading instruction.
 LEA referred to where students create their own material for reading.

• Balance authenticity and readability in choosing text.

Authenticity is if you give a real story for the students which already edited to language proficiency level of students. Meanwhile the simplified text is make story/ passage/ essay simpler than the original one, but actually it become more difficult.
Christine Nuttall (1996) offered three criteria for choosing reading texts:

1. Suitability of content--> students will find interesting, enjoyable, challenging, and appropriate for their goals in learning English.
2. Exploitability--> a text that facilitates the achievement of certain language and content goals.
3. Readability--> a text with lexical and structural difficulty that will challenge students without overwhelming them.

• Encourage the development of reading strategies.

To what extent are you getting your students to use all these strategies?

• Include bottom-up and top-down techniques

Make sure you give enough classroom time to focusing on the building blocks of written language, geared appropriately for each level.

• Follow the SQ3R sequence.

SQ3R following five steps:

1. Survey: Skim the text to everview of the main ideas
2. Question: Reader ask her/ his wishes to get out of the text
3. Read: Read the text while looking for answers
4. Recite: Write the point of the passage
5. Review: Assess the importance of what one has just read and incorporate it into long-term associations

• Plan on prereading, during-reading and after reading phases

1. Before you read: Introduce the topic, encourage your students to skimming and scanning, predicting the main idea.
2. While you read: Giving students a sense of purpose for reading rather than just reading because your ordered it.
3. After you read: Comprehension questions are just one form of activity appropriate for postreading.

• Build as assessment aspect into your techniques.

It is important for reading to be able to accurately assess students' comprehension and development of skills.
Consider some of the following overt responses that indicate comprehension:

1. Doing: reader respond physically command
2. Choosing: reader select alternative posed orally or in writing
3. Transferring: reader summarize what they have read
4. Answering: answer the questions
5. Considering: reader make a note or outline
6. Extending: reader provide the end of story
7. Duplicating: reader translate the passage into her/ his native language
8. Modeling: for example --> reader puts together a toy after reading directions for assembly
9. Conversing: reader engage a conversation that indicate the information

All right, that's all about the reading skills principles. A lot but very useful I think for teacher.

So, if you want to teach reading in your classroom, please consider those principles.

Characteristics of written language from writer (student) point of view

Did you know that to learn English as a second language or foreign language have some characteristics?

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May be not all English teacher realized about it, but these characteristics are very common in students writing process. 

This written actually is design for English teacher to make them realized and consider about some characteristics and hopefully, by the end of this post English teacher could help their students to create a good written either in English as a second/ foreign language or written in their first language. So that student's written will be better :)

Well. Pay attention with these characteristics:

1. Permanence -- means when students write something they already set in their mind have to finish in one session. They don't think that they can edit or revised their written to be better because students think their written would be permanence. In this case teacher perhaps notice for all of students that they just write everything come in their mind and they can edit it to finish their written.
2. Production time -- This part is crucial issue for me. In this part students think about the deadline. The possibility case in here is students just only focus on the deadline not for the content of their written. As the result, their written will not maximal and they can not or elaborate their written. Again this is also job for teacher to push students think about the process of learning rather than the result.
3. Distance -- have a relationship  with the audience anticipation. Before students start to write they have to know who will be read their written. If they write for teenager it also influence the word, phrases and sentences that will use.
4. Orthography -- This part is talk about the technical of appearance. After writer consider about the word, phrase and sentence that they will use students also consider about the font, size and also the picture. All appearance have to connect with the topic and target of the reader.
5. Complexity -- This is talk about the the sentence whether students use simple sentence, combine or complex sentence. We as a teacher will know the students progress of learning. And for the academic writing, students should provide reference.
6. Vocabulary -- Talk about word richness. We (teacher) can see what a new vocabulary that they already acquired. 
7. Formality -- This is complex conventions for academic writing (describe, explain, compare, criticize, argue, etc). If the writer create academic writing it means the product have to formal. Because of that the language that they use have to formal and polite. The font or size have to consistent with the guideline that they use (APA stlye, MLA etc).

All right, that's all about the characteristics of written language from student's view.

Let's make our student's writing better by our help :)

Director in drama

What do you know about director?
Have you ever been a director in a drama or theater?
What is director actually?

Well.....

Director is one of the element of drama. We can say director is a main person who controls how a play is performed. That's why director is one important thing that support drama successfully.

Basically the concepts of director are:

• Director give the example of how to look and play about drama.
• Director should be interprets the script and may change a play's time period or geographic location
• Director have to set the mood of the play through pacing of the show, use of the colors of designer's  work, and other creative choices
• The director meets with designers and explains the emotional state and time period, which carry the message the director wants. Designers develop set, lighting, and costume designs for the director. 
• In production meetings the director works with the designers for scenery, costumes, lighting, and sound so the designs incorporate the director's concept of the production.  
• Director select the cast to through rehearsal to finished production
• The director is limited by

1. the theatre's budget for the production
2. the type of stage and whether it works with the director's concept

For truly information click here

The above is tells about director and the concepts of director. So, how to be a good director?

Let's watch the short movie how to be a good director

                                                                                          

Happy arrange group :)

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In teaching learning process, sometimes we do individual task and group task. Individual task is very common in Indonesia especially. I remember start from elementary until graduate from secondary school I often got individual task. How about group work? Sometimes we use this method right? Do you know to assign students to make a group have an art? There is some strategies to make assign group interesting for students.

 1. Turn to your partner

This is the first way to make a group. Student just share/ discuss with her/ his friend beside her/ him.

2. Number off

In here students are numbered off' according to the group size/ number of group required. Then all students with the same number will be in the same group.

3. Lines up/ count off

Students line up in order, using given criteria. For example the house number, the birth day, weight etc.

4. Match up

It is quite similar with the previous strategy (Lines up/ count off). this way is student find other people who share a given criteria. For example; eye or hair color, number family member or color of clothing. And students who have similar criteria will be in the same group.

5. Grouping card

Students need to matching cards. It could be a symbol, color, the similarities of part of speech or something like that.

6.Round the clock

Student are each given a clock face. They organize the partner for each of the 12 hours on the clock.For example, the teacher said 'Mira (who is stand on 3 o'clock) work with your 5 o'clock partner'.

7. Jigsaw pieces

Every students are give a piece of puzzle of picture then they have to find the remaining of picture or puzzle. The picture also can be relate to the topic, that we will discuss.

8. Lucky dip

Teacher bring a box that collected of objects that can be grouped, such as color buttons. Students select them 'lucky dip' style and then students who get the same color will be the same group.

9. String partners

The students hold a pile of lengths of string in their hand (held in center so that both of string can be pick up by students). The number of string should be equal to half the class. if the class consist of 30 students so the number of string should be 15. Students pick the string, if they get the same string means that they are in the same group.

See, there are so many strategies to grouping and make it different and more interesting for students. Some strategies above are not familiar in Indonesia. On the other hand I have consult with my lecturer with this topic and she said that "grouping strategies is not familiar for Indonesia because teachers in Indonesia is very rarely to assign student to make a group, because they think that work in group are noise, wasting time, and just some students will work in their group. But actually it depend on how teacher conduct the lesson it self". Then I totally agree with her.

So, for all of you are teacher or teacher candidate happy arrange group in your class :)

Technology to support teaching learning at SMAIT NURUL FIKRI

For the period of teaching assistant I observed the islamic secondary high school (SMAIT NURUL FIKRI) which is located in Depok. This school has many facilities to support teaching learning process. It has e-learning room, laboratory and LCD that are available to use.

In two weeks actually, I just observed X-D class. In that grade all of students are learned about text procedure. In the first week they had cooking demonstration and the second week they have test to cover the materials.

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During those two weeks I just saw a stove as a technology that they used in the classroom. The stove was very safe because the fuel is gas and it is "portable" so we can take it wherever we go. This stove is not use a tube to distribute gas from the gas itself to the stove, but the gas is put in the side of stove. The packaging of gas itself is in the bottle, so it is not like a stove in our house. This stove also easy to use so that all students can demonstrate it well.

Personally I think, the usage of this stove is effective because it can help students to visualize how text procedure is, if we apply it in the real life situational. By this technology students not only get the knowledge about text procedure but also get the experience about text procedure in the daily life.It so interesting and all of my students in my class (X-D) are excited and they pay attention when their friend told them how to make something. Basically the goal of cooking demonstration is to assess the speaking skill of students. That's why my master teacher makes it like cooking TVshow program. It has done!! They still cook and in the same time they explained the ingredients and steps for the audiences. So the use of stove is effective in this case because the expectation of my master teacher was reached.

The using of stove is also appropriate because in the proper condition. My master teacher brought it to explain text procedure which tells about how to do something and possible for her to ask students for explaining how to make something (cook).

If I were a teacher in that school with the same condition maybe I will maximize the use of LCD because my master teacher didn't explain what is text procedure, what is the differences if we compare to the other text. I want to maximize the use of slide presentation to explain the lesson so that my students are not only capable in practical but also in the knowledge of lesson. On the other hand, I think it's wasting time if we talk about text procedure in two weeks although many kinds of text that we have to cover it in a semester. I think if we use slide presentation effectively and explain about all of the text and divided students into groups, then each group have to expert in one kind of text, it is more effective. I said that because the students have prior knowledge about the text since the were in the junior high school. I want to make them expert in one text and to make them also capable on the other text. I want to make it like a jigsaw or gallery work so that all group will cover all of the text during two weeks. To explain the text, students are allow to use song, or the other kind of tools to make it easier to understand. The last is because this school has e-learning room, I want to maximize the using of this room. I want to take online discussion or online quiz or something like that to engage and make them understand about kinds of text.

Five Helping Behavior to Effective Teaching (Burden & Byrd, 2007)

www.matcmadison.edu

Last post, I wrote about five key behaviors to effective teaching.  Now, I want to mention five helping behaviors to effective teaching.

1. Using students ideas and contribution

In this part teacher cover many things such as: acknowledging, modifying, applying, comparing and summarizing students response. By this helping teacher can encourage students participation and promote the goal of lesson.

For example:

Teacher: Jane, what is procedure text?

Jane: A kind of text which tell how to do something.

Teacher: Good Jane!

             Let's take a look this poster, it is an example of procedure text, tell how to do something like Jane said. Text procedure divided into three parts the first is goal (The title of text), the second is mention about material/ ingredients and  what is the next Nurul?

Nurul: The last is part which is showing procedure text, it is mention the process how to make.............

Teacher: So, text procedure have three parts the first is title as a goal, ingredients/ material and the last is mention the process. Then if you want to make text procedure you have to make sure those part within the text.

First by putting Jane's response, the teacher applied Jane's answer by taking it to the next step. Second, by repeating what Jane said, teacher did acknowledge. And the last is by having another response from students teacher made a summary so that, the concept was provided.

2. Structuring

In short is, take the material in the last meeting as a hook and continue it to make a coherence in what will be going in the classroom and at the end teacher give a summary.

In this part we have to know the differences between content questions and process questions

Content question: an example is when teacher want to know the understanding of students or recall last material.

Process question: The question that focuses on how and why. you need to analyze and synthesize information. Not a question that has one word answer. Process question also has different purposes for which questions can be asked. to problem-solve, to guide, to arouse curiosity, to encourage creativity, to analyze, to synthesize, and to judge.  For these goals, content is not and end itself but a means of achieving higher-order goals.

4. Probing

Probing is keep asking students until you get the idea.

Probing may take the form of general question or can include other expressions that elicit clarification of an answer, solicit information or redirect students response.

Generally, students achievement is greatest when the eliciting, soliciting and redirecting occur in cycles. The purpose of this cycle is to promote inquiry or independent discovery of the content of the lesson. This helping behavior usually used to shift a discussion to some higher thought level.

5. Enthusiasm

Teacher enthusiasm in the classroom also influence the students.

Enthusiasm is the teacher's power, energy, participation or contribution, excitement and interest during the whole lesson. Enthusiasm including the teacher's gesture, eye contact, her/ his vocal and animation. A teacher enthusiasm was found to be related to student achievement (Bettencourt, Gillet, Gall, & Hull, 1983; Cabello & Terrell, 1994).