tag:blogger.com,1999:blog-68530764361400358362024-03-12T18:52:57.217-07:00Widya Kusumy words are my worldAnonymoushttp://www.blogger.com/profile/09172424075290416965noreply@blogger.comBlogger22125tag:blogger.com,1999:blog-6853076436140035836.post-61238600692909160252016-09-18T08:18:00.000-07:002016-09-18T08:18:16.003-07:00Let ‘OSPEK’ Return to its Khittah<div class="MsoNormal">
<span style="font-family: "times new roman";">School break will
be over soon. It means the euphoria of going back to school is started. In few
days, students are getting busy preparing their school days and going back to
campus. One of the traditions is having an orientation week, or popular known
as ‘ospek’. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "times new roman";">In general, ‘ospek’
aims at introducing newly admitted first year students into their new campus
atmosphere academically, socially and culturally. It means that there are such process-oriented
activities in which later they will have a clear depiction about academic
environment, social life and cultural differences.</span></div>
<div class="MsoNormal">
<a name='more'></a><br /></div>
<div class="MsoNormal">
<span style="font-family: "times new roman";">Yet, the practice
of ‘ospek’ has destroyed the sanctity of its principles. During the orientation
program, the upperclassmen who have legitimate rights from campus, mistreat
their rights. They welcome freshmen by making them fit into the school
community. In doing so, they subject their juniors to verbal and physical
abuse. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "times new roman";">Some factors may
nurture this typical orientation program. Firstly, it is seen as a campus
tradition that has been inherited for decades. This is becoming the most
prominent reason why this ‘ospek’ is mushrooming and continuously being
implemented by the latter generation.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "times new roman";">Secondly, it
deals with public approval. It may be surmised, public grant this typical
orientation as a part of educational system. Even, it is reflected in the
condition in which parents help their children preparing for ‘ospek’.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "times new roman";">Lastly, it is related
to the psychological acknowledgment both positively and negatively. Some may
enjoy the practice of ‘ospek’ and try to act up in order to appeal their senior
attention, while the others are frightening.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "times new roman";">However, one of
the incidents that finally resulted a public criticism was the death of a
student at a state institution during the orientation program in 2007. The
parents, who reported the abusive acts, were able to raise the public
awareness. Since then, it has been accounted for deadly incidents. Students at
some universities were reportedly dead during the orientation program. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "times new roman";">Of course, this
deadly orientation program has been breaking the Indonesian Law Number 23 Year
2002 article 54 on child protection “Children attending school must be
protected against violence and abuse from teachers, school managers,
schoolmates both in the schools and in other educational institutions”. Not to
mention, it is a crime.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "times new roman";">It is of note
that there are no conditions and reasons that allow violence and abuse to
happen. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "times new roman";">Indeed, ‘ospek’
which has been growing for years left big scars and created new stigma for
society. It leads to the negative stereotypes in which ‘ospek’ is
interconnected to injustice and discrimination. And, it causes parents become
more cautious before sending their children to some institutions. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "times new roman";">To surmount this problem, it is crucial
to bring the concept of ‘ospek’ back to its <i style="mso-bidi-font-style: normal;">khittah</i>.
In its origin word, <i style="mso-bidi-font-style: normal;">khittah</i> is
defined as underlying principles or roots. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "times new roman";">In principle, ‘ospek’
should function as a means to provide incoming students an initial
understanding about campus life as a place to seek knowledge, cultivate intellectual
curiosity or critical thinking and promote social responsibilities.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "times new roman";">We may reflect
from other cultures and learn how other campuses around the world host the
orientation program and welcome their new students. Some good examples, like
having a campus tour to know the program and facilities offered by the
university or participating games held by the orientation leaders. All programs
make the transition from school life to campus life are more comfortable and
smooth. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "times new roman";">Needless to say,
it is very different with the practice of ospek in Indonesia. It is far from
what so-called as verbal and physical abuse and it is close to intellectual and
social opportunities.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "times new roman";">Hence, it
triggers a new controversial issue in society whether it is useful or useless
tradition? Whether it is needed to be erased or not? In my opinion, let ospek
return to its <i style="mso-bidi-font-style: normal;">khittah</i>.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "times new roman";">There are two
practical methods to do so. Firstly, implementing the new practice of ospek
would necessitate more social control. Those who send their children to school
need to be aware with the school life. Parents are required to have intense
communication with their children and ask simple questions. <i style="mso-bidi-font-style: normal;">How did you enjoy your orientation today? Did
your seniors treat you well?<o:p></o:p></i></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "times new roman";">Secondly, teachers/lecturers,
staff, and school board members need to be sensitive and responsive with hazing
orientation program. If it is necessary, they should cut the upperclassmen
legitimate power and take over the orientation focus. Thus, the program is on
the right track.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<!--[if gte mso 9]><xml>
<o:OfficeDocumentSettings>
<o:AllowPNG/>
</o:OfficeDocumentSettings>
</xml><![endif]-->
<!--[if gte mso 9]><xml>
<w:WordDocument>
<w:View>Normal</w:View>
<w:Zoom>0</w:Zoom>
<w:TrackMoves/>
<w:TrackFormatting/>
<w:PunctuationKerning/>
<w:ValidateAgainstSchemas/>
<w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid>
<w:IgnoreMixedContent>false</w:IgnoreMixedContent>
<w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText>
<w:DoNotPromoteQF/>
<w:LidThemeOther>EN-US</w:LidThemeOther>
<w:LidThemeAsian>JA</w:LidThemeAsian>
<w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript>
<w:Compatibility>
<w:BreakWrappedTables/>
<w:SnapToGridInCell/>
<w:WrapTextWithPunct/>
<w:UseAsianBreakRules/>
<w:DontGrowAutofit/>
<w:SplitPgBreakAndParaMark/>
<w:EnableOpenTypeKerning/>
<w:DontFlipMirrorIndents/>
<w:OverrideTableStyleHps/>
<w:UseFELayout/>
</w:Compatibility>
<m:mathPr>
<m:mathFont m:val="Cambria Math"/>
<m:brkBin m:val="before"/>
<m:brkBinSub m:val="--"/>
<m:smallFrac m:val="off"/>
<m:dispDef/>
<m:lMargin m:val="0"/>
<m:rMargin m:val="0"/>
<m:defJc m:val="centerGroup"/>
<m:wrapIndent m:val="1440"/>
<m:intLim m:val="subSup"/>
<m:naryLim m:val="undOvr"/>
</m:mathPr></w:WordDocument>
</xml><![endif]--><!--[if gte mso 9]><xml>
<w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true"
DefSemiHidden="true" DefQFormat="false" DefPriority="99"
LatentStyleCount="276">
<w:LsdException Locked="false" Priority="0" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Normal"/>
<w:LsdException Locked="false" Priority="9" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="heading 1"/>
<w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 2"/>
<w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 3"/>
<w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 4"/>
<w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 5"/>
<w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 6"/>
<w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 7"/>
<w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 8"/>
<w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 9"/>
<w:LsdException Locked="false" Priority="39" Name="toc 1"/>
<w:LsdException Locked="false" Priority="39" Name="toc 2"/>
<w:LsdException Locked="false" Priority="39" Name="toc 3"/>
<w:LsdException Locked="false" Priority="39" Name="toc 4"/>
<w:LsdException Locked="false" Priority="39" Name="toc 5"/>
<w:LsdException Locked="false" Priority="39" Name="toc 6"/>
<w:LsdException Locked="false" Priority="39" Name="toc 7"/>
<w:LsdException Locked="false" Priority="39" Name="toc 8"/>
<w:LsdException Locked="false" Priority="39" Name="toc 9"/>
<w:LsdException Locked="false" Priority="35" QFormat="true" Name="caption"/>
<w:LsdException Locked="false" Priority="10" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Title"/>
<w:LsdException Locked="false" Priority="1" Name="Default Paragraph Font"/>
<w:LsdException Locked="false" Priority="11" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Subtitle"/>
<w:LsdException Locked="false" Priority="22" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Strong"/>
<w:LsdException Locked="false" Priority="20" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Emphasis"/>
<w:LsdException Locked="false" Priority="59" SemiHidden="false"
UnhideWhenUsed="false" Name="Table Grid"/>
<w:LsdException Locked="false" UnhideWhenUsed="false" Name="Placeholder Text"/>
<w:LsdException Locked="false" Priority="1" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="No Spacing"/>
<w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading"/>
<w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List"/>
<w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1"/>
<w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2"/>
<w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1"/>
<w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2"/>
<w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1"/>
<w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2"/>
<w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3"/>
<w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List"/>
<w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading"/>
<w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid"/>
<w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 1"/>
<w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 1"/>
<w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 1"/>
<w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 1"/>
<w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 1"/>
<w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 1"/>
<w:LsdException Locked="false" UnhideWhenUsed="false" Name="Revision"/>
<w:LsdException Locked="false" Priority="34" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="List Paragraph"/>
<w:LsdException Locked="false" Priority="29" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Quote"/>
<w:LsdException Locked="false" Priority="30" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Intense Quote"/>
<w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 1"/>
<w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 1"/>
<w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 1"/>
<w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 1"/>
<w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 1"/>
<w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 1"/>
<w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 1"/>
<w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 1"/>
<w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 2"/>
<w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 2"/>
<w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 2"/>
<w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 2"/>
<w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 2"/>
<w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 2"/>
<w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 2"/>
<w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 2"/>
<w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 2"/>
<w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 2"/>
<w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 2"/>
<w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 2"/>
<w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 2"/>
<w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 2"/>
<w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 3"/>
<w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 3"/>
<w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 3"/>
<w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 3"/>
<w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 3"/>
<w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 3"/>
<w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 3"/>
<w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 3"/>
<w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 3"/>
<w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 3"/>
<w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 3"/>
<w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 3"/>
<w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 3"/>
<w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 3"/>
<w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 4"/>
<w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 4"/>
<w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 4"/>
<w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 4"/>
<w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 4"/>
<w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 4"/>
<w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 4"/>
<w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 4"/>
<w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 4"/>
<w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 4"/>
<w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 4"/>
<w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 4"/>
<w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 4"/>
<w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 4"/>
<w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 5"/>
<w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 5"/>
<w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 5"/>
<w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 5"/>
<w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 5"/>
<w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 5"/>
<w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 5"/>
<w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 5"/>
<w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 5"/>
<w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 5"/>
<w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 5"/>
<w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 5"/>
<w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 5"/>
<w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 5"/>
<w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 6"/>
<w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 6"/>
<w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 6"/>
<w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 6"/>
<w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 6"/>
<w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 6"/>
<w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 6"/>
<w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 6"/>
<w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 6"/>
<w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 6"/>
<w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 6"/>
<w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Subtle Emphasis"/>
<w:LsdException Locked="false" Priority="21" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Intense Emphasis"/>
<w:LsdException Locked="false" Priority="31" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Subtle Reference"/>
<w:LsdException Locked="false" Priority="32" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Intense Reference"/>
<w:LsdException Locked="false" Priority="33" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" Name="Bibliography"/>
<w:LsdException Locked="false" Priority="39" QFormat="true" Name="TOC Heading"/>
</w:LatentStyles>
</xml><![endif]-->
<!--[if gte mso 10]>
<style>
/* Style Definitions */
table.MsoNormalTable
{mso-style-name:"Table Normal";
mso-tstyle-rowband-size:0;
mso-tstyle-colband-size:0;
mso-style-noshow:yes;
mso-style-priority:99;
mso-style-parent:"";
mso-padding-alt:0in 5.4pt 0in 5.4pt;
mso-para-margin:0in;
mso-para-margin-bottom:.0001pt;
mso-pagination:widow-orphan;
font-size:12.0pt;
font-family:Cambria;
mso-ascii-font-family:Cambria;
mso-ascii-theme-font:minor-latin;
mso-hansi-font-family:Cambria;
mso-hansi-theme-font:minor-latin;}
</style>
<![endif]-->
<!--StartFragment-->
<span style="font-family: "times new roman"; font-size: 12.0pt;">At last but no least, now
is the time for us to leave behind the hazing ospek and move to new practice
that is based on its <i>khittah.</i></span><br />
<!--EndFragment-->
Anonymoushttp://www.blogger.com/profile/09172424075290416965noreply@blogger.com5tag:blogger.com,1999:blog-6853076436140035836.post-72600855579582789392012-07-18T19:49:00.004-07:002012-07-18T19:49:31.901-07:00Governmental Reaction Towards Multiethnicity in Indonesia<br />
<div style="text-align: center;">
<span style="background-color: white;">by </span></div>
<div style="text-align: center;">
<span style="background-color: white;">Virgiawan Adi & Widya Kusu</span></div>
<span class="Apple-tab-span" style="white-space: pre;"> </span><br />
<div style="text-align: justify;">
Multiethnic as one component of national identity is complex problem which remains unsolved. The complexity here means a result of number ethnic group and race amongst the nation. From Sabang to Merauke, we can see that Indonesia has around 700 ethnic groups (Tilaar, 2007, p.xvii) where each ethnic group has different social and cultural activity. Of course, the government sees this phenomenon as a trigger to disunity or tribalism in which the fanatics to their own ethnic may create prejudice (Tilaar, 2007, p.xxv) and conflict. As long as we concern, since its independence day around 67 years ago government has created many policies to carry this nation from that aforementioned issue. One big question is then raised up. How does the government react towards this multiethnic phenomenon from time to time? </div>
<a name='more'></a><br />
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
The historical background of multiethnic is started since its independence which means that every ethnic group was united under the same flag, Indonesia. We feel that the declaration of independence means the declaration of national identity. Our Founding Father, Soekarno, has determined policy as the strategy to unite the nation i.e. interethnic marriage. In his book Di Bawah Bendera Revolusi (1965, p.5), he mentions that “then only love your nation, participate to idea of love all ethnic, and have interethnic marriage”. It is the concept of uniting ethnic groups in Indonesia to be one. There are lots of benefits from this interethnic marriage such as reduce the negative judgment. Interethnic marriage functions to minimize act of judging and assessing people from different culture. Once, two people decide to get married and declare to be husband and wife then they need to have egalitarian relationship. Like another couples who are from the same ethnics, they who conduct interethnic marriage want to have a harmonic life. They need to respect each other and leave ego behind in order to avoid a conflict in a family. They will learn how to muffle their emotion if they see a small thing can trigger a big conflict. Husband and wife are able to mix their culture and bring into home in order to warm the relationship between husband and wife. They will learn each other about the culture. We assume that the acculturation process is happened here in which two different cultures are combined and united. We can see the fusion of the ethnic ego.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
During the new order regime, the main ethnic problem in Indonesia was discrimination against Tiong Hoa ethnic group. This problem was mainly caused by the communist party revolution (G30SPKI) which tried to overthrow the incumbent government at that time. This communism revolution led the assumption of the government that communism threatened Pancasila as national ideology and Indonesia as a nation. Then, with the emergence of China as a big communist’s nation, the government of Indonesia put communism label to every Tiong Hoa people in Indonesia. Based on Anggana (2011. p. 8), they received 3 dimensional discrimination such as (a) culture: Tiong Hoa people were forced to fully assimilate their culture with Indonesian, it implied that they couldn’t demonstrate any kinds of their culture, (b) politic: Tiong Hoa people were forbidden to serve as civil servant and military personnel Moreover with the issue of letter of citizenship evidence. The government treated them as if they were strangers, (3) economy: actually economic dimension was the only freedom given by the government. However, this freedom created stigma that Tiong Hoa people were economic animal. </div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
In our opinion, this ethnic discrimination was the form of simplistic generalization of the dominant group, the government, toward the dominated, Tiong Hoa people. Why was the discrimination merely simplistic generalization? Because the government simply generalized that if communism was from China, then all people coming from China were communists and wanted to disseminate communism. Collins points out that Brittan and Maynard claim "domination always involves the objectification of the dominated; all forms of oppression imply the devaluation of the subjectivity of the oppressed" (Collins, 1986, p.18). This simplistic generalization of the dominant group didn’t take into account or even devaluated the subjectivity of each Tiong Hoa people. Each Tiong Hoa man or woman is a different subject, and each of them might have different approach toward communism ideology. Just because they came from China, it doesn’t mean that each of them wants to disseminate communism. Being a communist never correlates with the willingness to spread it and threatened Indonesia.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
Intersectionality theory suggests that the oppression based on race, gender, class, and ability don’t act independently, and they are interrelated and created multiple discrimination. It happened in Indonesia at the peak of Soeharto regime which was during 13th and 14th of May, 1998. Chinese ethnic discrimination led in to physical oppression and abuse to female Chinese. Many women were raped and killed without being able to prosecute the perpetrators as they were considered as the weakest part of Chinese ethnic. </div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
In the present time, in the hand of Susilo Bambang Yudhoyono, multiethnic challenges emerge in Indonesia such as the revival of ethno-nationalism in the provinces of Aceh (in the northern Sumatra), Irian Jaya, “religious” violence between the majority Muslims and minority Christians on the eastern Maluku Islands and Poso (Central Sulawesi) and Sampit interethnic massacre which involved Madura and Dayak tribe. The solution offered by our government did not touch the core problems. The facts showed that Poso case which was considered to end on 2000, it relapsed again on 2003 (Aditjondro, 2004, p.1). The internal displacement solution in which one of the conflicting people are sent back home to their origin such as conflicting Maduranese in East Kalimantan were sent back to Madura island also could not solve the problems. Instead it created new internal conflict within Maduranese themselves problems. Tilaar (2004, p.14) states that inter ethnic conflict occurred due to cultural clash as a result of the absences of the positive communication from those ethnics.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
The current government is always trying the new solution to overcome inter ethnic problem such as broaden the principle of decentralization. It means that not only the provincial government which has power to its society but also each regional and district has the same power. They are authorized to have autonomy to create the civic society (Tilaar, 2004, p.11) in their community. The central government is responsible to watch the mechanism of the implementation of this autonomy whether in the right tract or not. </div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
Not only inter ethnic conflict, Indonesia in the present time faces the challenge of defending cultural heritage from being claimed by neighboring country such as Malaysia. It seems to be the nature of Indonesia to unite under the same threat, as Tilaar (2004, p.34) argues that Indonesia people united putting aside the difference while facing the common enemy such as colonialism and imperialism. To face the claim of Indonesia cultural heritage, Indonesian people altogether are condoning Malaysia to condoning Malaysia to defend Indonesian culture.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
Reflecting from the past, learning from the present, we predict how Indonesia face it future. Both of us agree that there is a tendency that Indonesian people will understand multiethnic differences much better. The democracy that the Indonesian people respect will be continued. The future government will continue the regional autonomy. Having hard power in the new order era and soft power era makes people have more choice. Indonesian people are smart people who prefer to use his logic than his muscle to solve problem. They will use consolidation to interact and communicate their culture as the guideline to act and behave in the society. One day, a hope is symbolised in aforementioned picture will come true. Whatever our ethnic group whether Batak, Manado, Java, Ambon, Papua, or Blaster (Indonesia mix with Western), we will say we are Indonesia. A principle of unity in diversity will come true.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
References:</div>
<div style="text-align: justify;">
Aditjondro, GJ. (2004). Kerusuhan Poso dan Morowali, Permasalahan dan Jalan Keluarnya. Paper Presented in “Penerapan Keadaan Darurat di Aceh, Papua, dan Poso dalam Pemilu 2004”. Jakarta.</div>
<div style="text-align: justify;">
Anggana, Andy. 2011. Mengubah Pelabelan dan Pembedaan Etnis Tionghoa di Indonesia dalam Tinjauan Sejarah dan Konteks Ekonomi Politik. Jakarta: Lentera Filsafat. </div>
<div style="text-align: justify;">
Collins, P.H. (1986). Learning From the Outsider Within: The Sociological Significance of Black Feminist Thought. Social Problems, 33 (6). S14–S32.</div>
<div style="text-align: justify;">
Soekarno. (1965). Di Bawah Bendera Revolusi I (tjetakan IV). Jakarta: Balai Pustaka.</div>
<div style="text-align: justify;">
Tilaar, HAR. (2004). Multikulturalism. Jakarta: Universitas Negeri Jakarta Press.</div>
<div style="text-align: justify;">
Tilaar, HAR. (2007). Mengindonesia Etnisitas dan Identitas Bangsa Indonesia (Tinjauan dari Perspectif Ilmu Pendidikan). Jakarta: Rineka Cipta.</div>Anonymoushttp://www.blogger.com/profile/09172424075290416965noreply@blogger.com4tag:blogger.com,1999:blog-6853076436140035836.post-47605489831064488052012-07-18T16:07:00.001-07:002012-07-18T16:07:03.173-07:00Indonesia Mengajar: A Program for Social Justice in Education<br />
Social justice for the whole people of Indonesia. This is the fifth principle of our ideology, Pancasila. This principle is symbolized by the image of rice paddy and cotton which means that every single person shares the same happiness which emphasizes an egalitarian relationship for majority and minority groups. This idea was basically from our founding father, the first president – Soekarno. He encouraged Indonesian people to have equality in many aspects such as education. Since the very beginning of our nation’s independence, the principle of social justice in education was elaborated in the constitution, Undang-Undang Dasar (UUD) 1945. For example, UUD 1945 article 30 emphasizes a national education system in which “Each citizen has the right to an education”. Unfortunately, this principle remains distant, since the right to education is only for those who afford to buy it, while the others, who cannot afford it, can only peek in and see the class interactions from outside the windows, like the main character in the movie “Denias”. This is symbolic of many other Deniases in remote areas spreading from Sabang to Merauke who have a passion for studying and are intelligent but cannot afford these opportunities. Do they deserve an inferior education? Do only Javanese people merit a good education? No.<br />
<br />
<a name='more'></a><br /><br />
It is a shame if we treat kids differently based on from their ethnic groups and economical conditions, whether they are Javanese or Papuan, whether they are light or dark, whether they are rich or poor. All kids from diverse groups need to have equal opportunities to learn (Bank in Bassey, 2010). Civic action has started to respond this multicultural principle under the flag of Indonesia Mengajar Program (Indonesia Teaching Program). In line with Bassey’s argument (2010) that we need to take an action such as volunteering and doing charity work, Anies Baswedan since 2010 initiated a program to teach kids in remote areas outside of Java such as Sumatera, Kalimantan, Sulawesi, and Papua. His concern for social justice in education drives him to ask fresh graduate students or in-service teachers from Indonesian universities to take part and contribute in this program. Like a candle, we are in charge of setting the kids’ dreams on fire and not let it blow out.<br />
<br />
There are two ways for people to come and join this program: volunteering work and donating some money.<br />
Volunteering can be difficult to do for the first and second month. The program, which requires a year away from friends and family, can become a challenge. My cousin, Ana Rahmawati, participated in the program, and she reported that just like other volunteers, she spent her mornings assisting a group of kids. She lectured Aceh kids who used to live in a conflict area and sometimes their memories frightened them again. I agree with Bassey’s argument (2010) that the most serious problems for students are powerlessness, violence, poverty, and seeing culture as an area of conflict (2010). My cousin also emphasized these problems as challenges. She accepted that her main duty there was to enact pedagogical equity and attempt prejudice reduction (Bassey, 2010). She insisted we cannot compare these kids with the kids in metropolitan areas. If kids 8 and 9 years old in Jakarta or other big cities are able to count, these kids in remote place are not. Equity based pedagogy is a necessity. If those lucky urban kids learn from books, video lessons and other modern devices, these kids learn through nature. For science and social studies, they did outside classroom activities. They observed whether a plant had fiber roots or not, how many community animals they encountered, and the name of stone they found. They studied with experiential learning which increases understanding to around 90% (Talbot, 2007) where rich kids only learn passively from media like discovery channel. Her work there was not only about pedagogic equality but also prejudice reduction. This was uneasy since students’ parents and society have negative stereotypes of Javanese people. When Aceh declared their willingness to be an independence country through the Free Aceh Movement (GAM), many soldiers came. Unfortunately, their coming became a great disaster for the society. They killed the rebellious people and raped the girls. Ana devoted her year to reduce this prejudice. Quickly, she gained these kids’ trust and connected with them. She never treated them as inferior based on where they came, their ethnic group or what local languages they spoke.<br />
<br />
Implementing multicultural ideas about pedagogical equity and prejudice reduction are not easy to do. Ana’s experience demonstrates that it needs more struggles, more beliefs, and more people to devote their time to action that can make the dream of the fifth principle of Pancasila – social justice for the whole people of Indonesia in education come true.<br />
<br />
References<br />
Bassey, M.O. (2010). Education for Civic Citizenship and Social Justice: A Critical Social Foundations Approach. Education as Change 14(2), pp. 247-257.<br />
Denias, Senandung di atas Awan. Produced and distributed by Alenia Pictures.<br />
Indonesia Mengajar. https://indonesiamengajar.org<br />
Talbot, CJ. (2007). Studying at a Distance: A Guide for Students. Berkshire, England: McGraw-Hill Press.<br />
Undang-Undang Dasar 1945. Available at http://portal.mahkamahkonstitusi.go.id<br />
Anonymoushttp://www.blogger.com/profile/09172424075290416965noreply@blogger.com0tag:blogger.com,1999:blog-6853076436140035836.post-67583897978051624422012-07-03T08:02:00.001-07:002012-07-03T08:02:08.163-07:00I Let my Orphanage Students to speak<br />
Every kid needs to speak up and every teacher needs to listen. This idea is clearly the emphasis in Campano’s (2007) article “Honoring Student Stories”. This “kernel” of idea leads to a rapid popcorn explosion of questions. How do you get those kids to speak about their feelings? How do you invite them? How do you support them?<br />
<br />
<a name='more'></a><br /><br />
Making kids share their ideas can be uneasy work to do. My very first experience in pre-service teacher training program answered aforesaid questions. Like other Indonesian students, my students wore the same uniform every single day from Monday to Saturday. This uniformity blinded my eyes to reality. In the very beginning weeks, I only focused on the academic content, preparing strategies, approaches, and methods to do my best teaching. I focused on myself and did not pay much attention to the students’ background. I wondered why the students got bad score and did not concentrate fully on the lessons I gave. Was it because of my teaching ability? No. A shocking moment happened when one of students invited me home to visit. Most of my students were living in an orphanage. Some came from poor families and the others from a worse situation - they did not have any parents. Those kids lived depended on donation from society.<br />
<br />
After the first visit, I made a commitment to make class become their second home where they could be comfortable to stay and live. The willingness to be their professional teacher just disappeared and changed to a desire to be their friends. I never lived in the orphanage, but I knew exactly what they needed and I should do. As Campano (2007) stresses, I needed to find books and stories that would be familiar to them and address their lived circumstances (p.52). In the classroom, I opened my lessons with unfunny jokes, bad experiences and silly stories – anything to reduce the power that I had as a teacher and the social gap between us. At first, maybe they thought that changing my style was odd. Maybe they were suspicious about what I did, but I continued, and finally I got to them.<br />
<br />
One time, I browsed on YouTube to look for some Upin - Ipin videos – Malaysian animation and picked one that enabled me to modify into their story. Using Windows Movie Maker, I dubbed the sounds and changed the conversation. I intentionally created a script in which I could include some students’ names into the video. In the original video, is Ishan, one of the characters, shows how proud is that he has lots of money that his father gave him because he was able to complete his fasting in Ramadan. To me, the green money that he holds is like an invitation letter for a birthday party. With my brother’s help, I recorded our voices with my mobile phone to make easier transferring the conversations. I made the tone of the original video down and replaced with our voices. It took about 6 hour for me to edify ten minutes video. I was glad since they showed happy expression.<br />
<br />
Another example of modifying curriculum to include the students was when I taught them to recount their story of life. Campano (2007) encourages inviting the students to share the stories to better understand how the students can use their background knowledge to gain access to curricular content (p.50). After giving an example about my own happy and bad experiences, I gave them two construction papers for each. I asked them to do a project in which they tell their own feelings about staying in an orphanage. I asked them to write the concept in Bahasa and then translate it into English. I let them to write about their happiest and the saddest moments like the way I did. I told them that happiest moment when I got first rank for the first time when I was elementary students. I still remembered how happy I was at that time when my parents gave me a Barbie as a present. I played the Barbie in the afternoon with friends. And, the saddest moment was when I lost my grandfather. I felt guilty of having a bad prayer to God. It happened when I was senior high school students with many home work to do. I wished I had a strong reason to escape from the class on that day. My pray was answered. I got a phone call from mom, and she said that my grandfather passed away. I was absent for the class with very bad reason.<br />
<br />
The week after I gave the assignment, they came with varied stories. Like the painful memories I shared, they came with their stories of losing a father, mother, and sisters. They also shared the happiest moments in their life such as living together with friends in an orphanage, reciting chapters in the Holly Quran, and having vacation to the city. We shared the stories from one kid to another. I let every kid to narrate their own stories. I listened to their stories and learned how I should treat them.<br />
<br />
If we want to understand the kids, we need to listen to them, and not judge or assess them from the very beginning. If they make a mistake, it might be the result of their personal life. As teachers, we not only need to know and understand their personality but also treat and honor them as well as we honor ourselves.<br />
<br />
References<br />
Campano. (2007). Honoring Student Stories. <br />Anonymoushttp://www.blogger.com/profile/09172424075290416965noreply@blogger.com0tag:blogger.com,1999:blog-6853076436140035836.post-50428196185206726642012-06-27T13:23:00.003-07:002012-06-27T13:32:12.682-07:00Enhancing Professional Growth of Pre-service Teachers in Indonesia: An Adoption of the U.S. Professional Development School<b style="background-color: white; text-align: justify;"><span style="background-color: white;">1. </span><span style="background-color: white;">Introduction</span></b><br />
<div style="text-align: justify;">
Pre-service teachers are long term investment and asset in educational context. They are prepared to be professional teachers to respond poor quality in education. They function as agent of change in society to reform education better. In the forthcoming years, they occupy themselves as teachers who fill the retired teacher’ positions. They hold great responsibility in which education demands more to solve unanswered problems. They are asked to widen their knowledge, skills and abilities by conducting field experiences. Just like in the US, pre-service teachers in Indonesia also need to accomplish field experiences. Despite of some similarities, field experiences in the US and Indonesia are different in many ways. I assume that field experiences in the US have better perspectives and practices than in Indonesia. The US has implemented Professional Development School (PDS) approach, in which this approach has ideal characteristics of teacher education programs, strong policy which creates relation between universities and schools seen from the worldwide perspective. In this paper, I adopt the PDS model to enhance the pre-service teacher’s professionalism in Indonesia. </div>
<a name='more'></a><br />
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<b>2. Professional Development School</b></div>
<div style="text-align: justify;">
Professional Development School (PDS) has been initiated by the Holmes Group in 1986 (Boyle-Baise, 2008, p.311). As an pre-service teacher training program, PDS is seen as a program focuses on the academic achievement and has a clear direction in which the model demands the pre-service students to act and behave as professionals. I assume that it is because PDS offers good mentality for pre-service teachers in which PDS tries to change the mindset not just as teachers but also as professionals. This professionalism notion is clear seen from PDS perspectives when they are implemented in the real practices. </div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<b>a. Perspectives</b></div>
<div style="text-align: justify;">
Boyle and Baise elaborate that PDS sticks on four perspectives of mastery content knowledge, learning through inquiry, collaboration/partnership, and accountability for students learning (2008, p. 316). Mastery content knowledge is compulsory for teachers. I cannot imagine if they do not really understand about the content and the materials, what will they do? And how do they conduct the instruction? Will it run smoothly? Will their pupils gain something from their classes? I do not think so. Just like a key that enable us to open the door, mastery the content helps pre-service teachers to start having quality in giving instruction in the classroom. Learning through inquiry gives more beneficial for pre-service teachers. It is since inquiry or research enables these pre-service teachers to see the weaknesses of their teaching and help them to reflect and enhance the quality in teaching. Just like an eight in numerical order, they do a daily inquiry to understand their teaching style which strategies, methods, approaches fits for students. Collaboration or partnership. Schools and universities attempt to maintain the collaboration by being symbiotic. They create a bridge in which it enables pre-service teachers do the field experiences. Universities benefit since they have a place to train the students in the real condition, while schools can improve the schools system including academic stuff. Accountability is associated with responsibility teachers to promote students’ motivation to learn and to have good academic achievement. In my view, the perspectives above are good in which enable pre-service teachers to see what the future education demands them. </div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<b>b. Practices</b></div>
<div style="text-align: justify;">
The PDS has been used widely in the USA. It might be because the perspectives of the four ideal characteristics meet the reality. As Boyle-Baise depiction, the data shows that PDS teacher candidates performed at the competent level while non-PDS candidates performed at a minimum satisfactory level (2008, 323). With the competent level in content knowledge and teaching and always behaving as inquirers to look for the best methods for teaching, I assume that it is not hard for pre-service teachers to instruct their class well. Then, no doubt if in the future the students who are taught by these PDS students will have better academic achievement.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<b>3. Field Experiences in Indonesia</b></div>
<div style="text-align: justify;">
In Indonesia, pre-service teacher training programs are commonly called as PPL (Field Experience Practice). In many cases, PPL offers three-months field experiences for pre-service teachers which the specific time is usually determined by the universities. PPL also has principles but tend to abstract and difficult to be implemented practice.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<b>a. Principles</b></div>
<div style="text-align: justify;">
Unlike the PDS, the implementation of PPL does not have the clear principles. Some reading that I find from the undergraduate university gives blur elaboration. In the manual of PPL, pre-service teachers are demanded to be professionals with requirements such as (1) have morality, (2) mastery the subject, (3) mastery pedagogical competence....(14) fight for students’ business and (15) do reflection and improvement in his/her practice (Unnes, 2011, pp.90-91). I really do not understand about the principles of it. Why don’t they have simple but applicable principle? </div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<b>b. Practices</b></div>
<div style="text-align: justify;">
Many universities just send pre-service teachers to schools without needing to pass standard. It means that it is difficult to know their mastery on content knowledge and instruction ability. It is of course uneasy to recognize teacher readiness to teach. It contradicts with the US in which Federal since 1990 used Teacher Report Cards to require teacher education programs to report the passes rates of teacher candidates on content exams (Boyle-Baise, 2008, p.316).</div>
<div style="text-align: justify;">
</div>
<div style="text-align: justify;">
<b>4. Adoption of Professional Development Schools according to Indonesia</b></div>
<div style="text-align: justify;">
I come to an idea that Professional Development Schools is problem solving for Indonesia. Having so many unsolved problems, I argue and agree if pre-service teachers training programs need to adopt the PDS’s concept, as follows:</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<i>Mastery content knowledge.</i> In line with the implementation of PDS in the US, our government needs to determine standard of the mastery content knowledge. Pre-service teachers in PPL need to accomplish a set of test which covers content knowledge and pedagogical competence. Pre-service teachers are not only to pass the written test but also microteaching test. In Indonesia, yes we have microteaching test but we don’t have written test. And another weakness is based on my personal experience. There is only one lecturer as an assessor and around 20 pre-service teacher candidates in one room for conducting microteaching. The lecturer usually sits in the corner to see our performance. I feel that we are not really evaluated since we do not have feedback for our performance. Based on that fact, I want to government takes control on the standard then all universities create their own assessment, both written and microteaching assessment. It is because pre-service teachers have big responsibility for Indonesia future. They will educate the very young generation which means they contribute to create the human resources. If this nation wants to have better future, they really need to control it. Only those who are able to accomplish the requirements are allowed to teach, but who are not meet, they can take the next test. </div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<i>Learning Through Inquiry.</i> This principle is amazing idea for me. I have already known that the PDS has this principle. In Indonesia, the teacher’s supervisor, or the lecturer do not encourage us to act as inquirers. PDS projects focus on the collaborative inquiry as a vehicle for developing teachers and for enhancing students’ achievement (Boyle-Baise, 2008, p.322). I strongly agree if the pre-service teachers work with the school teachers to conduct a research about any problems they meet in classroom activities. It is the chance especially for less-experienced pre-service teachers to experience research and learn from school teachers. They plan, act, observe and reflect. With knowing their weaknesses, they try new techniques or strategies and reflect whether the techniques have significant improvement or not. </div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<i>Collaboration/Partnership</i>. In Indonesia, many universities entwine relation with schools. But, there is only one drawbacks of the implementation PPL, i.e. one-way relationship. I feel that the collaboration in Indonesia merely tend to be ‘domination model’ (Eisler, 2009, p.135) in which universities are on the top and the schools are bottom. I remembered my PPL’s experience, only three times the faculty members visited the school, i.e. first is the first day we came to school, second is when lecturers gave score to us, and third is the last day we left school. Universities tend to have dominant power than schools. This is of course not good idea, in which it raises inegalitarian relationship. I assume that it will be good if the collaboration that happens between universities and schools in Indonesia in are partnership model with non-hierarchical system. </div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<i>Accountability</i>. Pre-service teachers accountable for students’ academic achievements. In Indonesia, pre-service teachers see how parents demand school teachers to be responsible for their students’ achievement. Teachers are directly accountable with to students’ parents and community (World Bank, 2010, p.12) especially in the national examination. Teachers must foster students to pass the minimum score which has been determined by the government. They are monitored to do well and if they fail in making students pass the exam, they were labeled as non qualified teachers. </div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<b>5. Conclusion </b></div>
<div style="text-align: justify;">
To sum up, pre-service teacher training program in Indonesia is at a critical condition and need to be renewed. By adopting the PDS models, we can reduce the bad point of teacher training (PPL) we already have. I do believe that we start to change the perspective of PPL program now, we can grow the professionalism inside of pre-service teachers.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<b>References</b></div>
<div style="text-align: justify;">
Boyle-Baise, M. & Mclntyre, DJ. (2008).What kind of experience? Preparing teachers in PDS or community settings. In M. Cochran-Smith, S. Feiman-Nemser & JD Mclentrye (Eds.), Handbook of research on teacher education: Enduring questions in changing context (pp.307-329). New York: Routledge.</div>
<div style="text-align: justify;">
Eisler, R. (2009). Education for a partnership world: Building cultures of piece. In H.S. Shapiro (Ed.), Education and hope in troubled times (pp. 259-271). New York: Routledge.</div>
<div style="text-align: justify;">
Unnes. (2011). Pedoman PPL Universitas Negeri Semarang. Semarang: Unnes Press.</div>
<div style="text-align: justify;">
World Bank and Indonesian Ministry of National Education. (2008). Transforming Indonesia’s Teaching Force. Washington, DC :World Bank.</div>Anonymoushttp://www.blogger.com/profile/09172424075290416965noreply@blogger.com0tag:blogger.com,1999:blog-6853076436140035836.post-23598773086020399502012-06-27T13:19:00.001-07:002012-06-27T13:31:47.131-07:00No Child Left Behind: An Act of Good and Bad<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 36.0pt;">
<span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">Since the
federal government issued No Child Left Behind Act in 2001, many pros and cons
spread among the nation. This arguable issue, of course, triggers not only the
federal concerns but also local and parents. Some may leave question, why
should it be nationalized schooling system? What is the aim for having the
system? An article of “Power and Control at the State and National Level by Joy
Spring” drives me to an idea of ‘A Nation at Risk 1983’ </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">about</span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"> quality of the
educational system’ (Spring, 2008, p.226). I did not understand what the
quality of education system that the nation mean until I watched ABC TV video
entitled ‘Master Teacher’. Some scenes lead me to questions. How could a grade
four student not understand the word ‘out’? How could the girl write ‘betaus’
instead of ‘because’? Indeed, these scenes opened my eyes about the reasons of
No Child left Behind. However, some still refute the Act and others show their agreement.
By making a clear line on the positive and negative points on funding, academic
standard and assessment, I will bring this paper into concise conclusion.</span></div>
<a name='more'></a><o:p></o:p><br />
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 36.0pt;">
<i><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">Funding</span></i><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">. I question how
the existence of NCLB Act could not change the funding system. The statistics
of revenue for public elementary and secondary in 2008-2009 remain lower at 9.5
percent (US Census Bureau, 2011). However, it twists my idea. Funding is really
important factor in implementing the NCLB Act. How the federal with these small
proportion funding encourage schools can hire good teachers, train them to be
qualified in developing curriculum according to the standard and assessment in
order to improve students achievement? Here, I can see the federal shows
responsibility about the Act. Under NEA umbrella, federal provides more
‘Low-Income private Voucher schools’ in which taxpayer dollars are used to
reduce class size, enhance teacher quality and provide every student with
books, computers, and safe and orderly school (Spring, 2008, p. 190). I am
thinking that reducing class size, providing every student with books are easy
to do, but enhance teacher quality is uneasy work. Boyle and McIntyre argue
that teachers need to have more exemplary teacher preparation and professional
development program (2008, p.313). Federal needs to </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">subsidy</span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"> more sufficient
funding for NCLB runs smoothly</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">, doesn’t it?</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">
</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 36.0pt;">
<i><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">Standard and assessment.</span></i><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">
Since 2011, federal government has announced an official website about the
standard which each state can adopt it. Among the 50 states, five of them i.e.
Minnesota, Nebraska, Texas, Virginia, and Alaska (Core Standard, 2011) still
prefer to use the state standard system</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">
instead of the national standard</span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">. I am wondering, how
could this standard is not compulsory? It is brilliant idea if the all states adopt
it, isn’t it? </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">Each </span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">state compete</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">s</span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"> each others to show
the students’ best performance to achieve the standard through testing system
or assessment.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 36.0pt;">
<span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">I personify an
assessment as a ruler which details the numbers very accurately. When we want
to make a line from one spot to another, we sometimes draw very good line but
sometimes do not. Why? Obviously just like a ruler, an assessment shows
imperfection on its implementation. It has strong points and weaknesses. In my
understanding s</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">o</span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">
forth, two basic notions of the assessment are named as high-stakes test and
low-stakes test. The former which is done annually for grade 3 to 8 has more
consequences than the latter which is only for grade 4 and 8. Indeed, it is because
high</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">-</span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">stake testing able to
make a school being label as </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">‘</span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">failing
school</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">’</span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">. I see the concept of labeling
school may bring good and negative at the same time, competition and cheating. This
would be good since every single school competes and wants to achieve the good
score. But, low performance schools legalize cheating such as erasing incorrect
responses and changing into correct response, and supplying hints for the correct
answer (Popham in Spring, 2008, p.232). It may be a good idea </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">to have </span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">intensive monitoring by
a sudden superintendent visit and changing teachers for the test. Take one
county as an example. If</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"> one</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">
<span lang="EN-US">county has around 18 schools, the teachers in school A may supervise
kids in school B. School A teachers give </span></span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">more supervising </span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">and watch to students
to the last minutes. In my perspective, it may at least reduce numbers of
school administration cheating. </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">It
is because the teacher will minimize the interaction to the students since they
do not know each other and they do not want to this kids have higher score than
his/her pupils.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 36.0pt;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">It
is very hard to give a judgment on the No Child Left Behind Act. Just like two
sides of a coin, the Act presents advantages and disadvantages at the same
time. So, do you agree with the No Children Left Behind Act? State your point!<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<b><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">References<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 0cm; margin-top: 0cm; text-align: justify; text-indent: -1.0cm;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">Boyle & McIntyre. (2008)
What kind of experience? Preparing teacher in PDS or community setting. In <i>M.C. Smith, et al. (eds), Handbook of
Research on Teacher Education Third Edition, pp. 307-329. </i>New York: Routledge.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 0cm; margin-top: 0cm; text-align: justify; text-indent: -1.0cm;">
<span lang="EN-US" style="background-color: white; color: #3b3b3a; font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">National
Governors Association Center for Best Practices, Council of Chief State</span><span lang="EN-US" style="background-color: white; color: #3b3b3a; font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"> </span><span lang="EN-US" style="background-color: white; color: #3b3b3a; font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">School Officers</span><span style="background-color: white; color: #3b3b3a; font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">. (2010). </span><i><span lang="EN-US" style="background-color: white; color: #3b3b3a; font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">Common Core State
Standards</span></i><span style="background-color: white; color: #3b3b3a; font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">. Washington DC. </span><span lang="EN-US" style="background-color: white; color: #3b3b3a; font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">National Governors Association Center for Best
Practices</span><span style="background-color: white; color: #3b3b3a; font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"> Publiser. Retrieved from </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">www.corestandard.org<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 0cm; margin-top: 0cm; text-align: justify; text-indent: -1.0cm;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">Master Teacher, ABC TV video<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 0cm; margin-top: 0cm; text-align: justify; text-indent: -1.0cm;">
<span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">Spring, J. (2008). <i>American Education</i>. Boston: McGraw-Hill. </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 0cm; margin-top: 0cm; text-align: justify; text-indent: -1.0cm;">
<span class="A6"><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">U.S.</span></span><span class="A6"><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"> </span></span><span class="A6"><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">Census
Bureau</span></span><span class="A6"><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">. (2011). </span></span><span class="A6"><i><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">Public Education Finances:</span></i></span><span class="A6"><i><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"> </span></i></span><span class="A6"><i><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">2009</span></i></span><span class="A6"><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"> (</span></span><span class="A6"><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">G09-ASPEF</span></span><span class="A6"><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">). Washington DC. </span></span><span class="A6"><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">U.S.
Government Printing Office</span></span><span class="A6"><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">. Retrieved from www.census.gov<o:p></o:p></span></span></div>Anonymoushttp://www.blogger.com/profile/09172424075290416965noreply@blogger.com0tag:blogger.com,1999:blog-6853076436140035836.post-38430501725892995992012-06-27T13:17:00.005-07:002012-06-27T13:31:33.389-07:00Charter Schools: No One Size Fits All<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 36.0pt;">
<span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">Since the first
time the idea proposed by Ray Budde in 1970, charter schools become hot topic
to be discussed. These schools attract parents’ interests. It is fairly easy to
understand that parents, who want better life for their kids, feel very
ambivalent towards the school choice. Thus, this idea triggers pros and cons
spread among the society. By describing positive and negative points on benefits
and drawbacks, I will bring this discussion into concise conclusion.</span><br />
<span style="background-color: white;"></span><br />
<a name='more'></a>Charter schools
have been one of school choices to respond the poor quality of public schools.
A good stereotype has been formed in the society in which these schools provide
the quality education. John Adams argues that charter schools increase
opportunities for learning and access to quality of education for all students
(Buckley and Schneider, 2009, p.268). These schools offer a fascinating idea of
funding and curriculum system.</div>
<o:p></o:p><br />
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 36.0pt;">
<span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">Just like public
schools, charter schools are publicly funded. Even, since <i>No Child Left Behind Act</i> in 2001, Federal Government provided $300
million to support both local and state charter schools (Spring, 2008, p.197). Not
to mention, the current US president, Obama allocated $4.35 billion to the <i>Race to the Top</i> to entice states into
adopting and expanding charter schools (Mora & Christianakis, 20011, p.94).
If we calculate, Obama gives allocation tenfold increase. Obviously, I can see
Obama gives his support on the existence of these charter schools. It is good to
know that there is a trust from the federal, is not it?<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 36.0pt;">
<span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">In contrast to
the public schools with lots of restriction, these schools benefit the
curriculum greatly. They are freed and not subjected to rules to organize the
school system. They have more freedom to manage the curriculum. Thus, charter
schools are free to experiment with different methods of instruction and school
organization (Spring, 2008, p.196). Take a look at a short video of Tennessee
Public Charter School that I have downloaded. This school uses its autonomy to
discipline the students by using 2 minutes transition to read books or their
notes when standing in a line and queuing. They train their students to make
good habit in reading.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 36.0pt;">
<span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">Another benefit
is non-discrimination. Charter schools cannot be affiliated with a religious
institution and they do not discriminate on the basis of age, race, gender,
religion, ethnic origin, or disability (Spring, 2008, p.197). Black, White,
Hispanic, Asia, Christians, Jews, Moslems are able to enter the schools. The
aforesaid video shows an Afro-American girl wearing head scarf together with
others is paying attention to the lesson. I assume that this school teaches the
kids not to treat their friends differently.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 36.0pt;">
<span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">In my opinion,
it is good idea since it makes some parents be able to take a livable breath.
They are able to make a choice to send their children in charter schools.
Instead of sending children to private schools which need more expenses or
public schools which yield dissatisfaction, they, who are satisfied with the
system offered, send their kids to charter schools. It is proven by State of
Charter Movement report that there were about 1 million students enrolled in
approximately 3,400 charter schools (Spring, 2008, p.196). It is a fantastic
number for new schooling system. The aforementioned video shows two
Afro-American and White parents of Tennessee Public Charter School say the same
idea ‘<i>The door was opened, and I have an
option for this opportunity</i>’. I assume, some parents like the school very
much, isn’t it? <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 36.0pt;">
<span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">However, no one
size fits all. The claim of charter schools to provide good education cannot be
accepted for some. They maybe argue that the school quality does not always
meet the reality for some. I have seen main weakness of the implementation charter
schools. It is apparently seen from academic performance. Many reports show an
accurate data about academic performance of charter school students compare to
public schools. <i>New York Times</i> has
the same finding to the <i>National Center
for Education Statistics</i> that the charter schools’ achievement in reading
and math of students was lower than public schools (Spring, 2008, p.200). Zimmer
and Buddin conducted a study to two charter schools, namely Los Angeles Unified
School District and San Diego Unified School Districts and found that these two
charter schools are doing little to improve the test score of students (2005,
p.26). These studies maybe drives some parents to rethink twice before sending
to charter schools.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 36.0pt;">
<span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">It is very hard
to give a judgment on charter schools whether good or not. Just like two sides
of a coin, charter schools present advantages and disadvantages. We cannot
generalize that if charter school A performs badly in assessment then the
charter school B will be bad too, inversely. So, which school do you prefer?
You choose!<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<b><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">References<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 0cm; margin-top: 0cm; text-align: justify; text-indent: -1.0cm;">
<span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">Buckley J & Schneider M. (2009). <i>Charter Schools: Hope or Hype?</i> Princeton:
Princeton University Press.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 0cm; margin-top: 0cm; text-align: justify; text-indent: -1.0cm;">
<span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">Mora, R & Christianakis M. (2011). Charter Schools, Market Capitalism, and
Obama's Neo-liberal Agenda. <i>Journal of Inquiry & Action in Education
4(1). </i>Retrieved from
journal.buffalostate.edu</span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 0cm; margin-top: 0cm; text-align: justify; text-indent: -1.0cm;">
<span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">Spring, J. (2008). <i>American Education</i>. Boston: McGraw-Hill. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 0cm; margin-top: 0cm; text-align: justify; text-indent: -1.0cm;">
<span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">www.tncharterschools.org</span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 0cm; margin-top: 0cm; text-align: justify; text-indent: -1.0cm;">
<span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">Zimmer, R & Buddin R. (2005). <i>Charter School Performance in Urban District
– Are They Closing the Achievement Gap?</i> Santa Monica, CA: RAND Corporation.</span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"><o:p></o:p></span></div>Anonymoushttp://www.blogger.com/profile/09172424075290416965noreply@blogger.com0tag:blogger.com,1999:blog-6853076436140035836.post-84032807334210193652012-06-27T13:16:00.002-07:002012-06-27T13:29:03.544-07:00Grammar of Schooling: A Conservative Idea fits for Indonesia<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 36.0pt;">
<span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">Having glimpse title
of an article “Why the Grammar of Schooling Persists by David Tyack & Larry
Cuban” questions me why most western people doubt it. I am thinking and
contemplating that its system gives more benefits to Indonesia rather than John
Dewey’s idea about progressive education. Why I say so? </span></div>
<a name='more'></a><br />
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 36.0pt;">
<span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">In my reading,
the grammar of schooling offers ideas of ‘graded school’ and ‘Carnegie unit’.
The former explains that pupils’ competences were graded by test in order to
determine whether they were ready to the higher level or not (Tyack & Cuban,
1995, p.89). Of course, it is burdening concept so forth but my personal
experience in junior school level would help to explain why graded school must
be persisted. In eleven years past, my economic teacher told us to have
self-study for ‘just’ practice test. None realized that it became the ‘real’
regular test until it came. Most of students got lower score than they
expected. It was clear that most pupils do not have a responsibility as a
scholar i.e. to study. They will study if they face the monthly, mid-term,
semester test or national examination. The idea of giving students such testing
is to give more pressure to them. Imagine how if the grading system is
diminished even vanished from our educational system? Students with lower
responsibility will attend the class for nothing. With the system, students
will at least witness the others’ passion which yields more benefits such as students’
competition. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 36.0pt;">
<span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">Another notion
is seen from the teacher’s readiness. It is because Indonesian teachers do not
ready to have the new system in which need teachers’ creativity to construct
their class. Bjork argues that the political condition of New Order and
Javanese tradition of ‘top-down’ approach (2005, p.9) have rooted in their ways
of thinking. Even though the dynamic curriculum of School-Based Curriculum
(KTSP) which enables teachers to discharge their duties in a predictable
fashion and to cope with the everyday tasks (Tyack and Cuban, 1995, p.86) they are
still using the old fashion instruction i.e. delivering their lesson, attending
staff meetings, and not devoting their non-teaching time to instruction related
activities (Bjork, 2005, p.89). It was because teachers were not well-prepared
to have a sudden curriculum. They were on their comfort zone in which the past
curriculum provided anything for them, but now they are not. I witnessed an aged
teacher very convenient implemented the conventional method for her instruction.
Students were asked to open particular pages on their textbook, listen to the
instruction, and do some practices. On my visit a month ago as a student who
conducted an observation, I asked about the way her teaching. She realized that
the current curriculum demands more than the conventional teaching style. As I
remembered, she argued that she had minimum training hours about approaches,
methods, and techniques of conducting an instruction which fitted for her.
Moreover, she added that such strategies were often related to ICT where she
had big problems to master it. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 36.0pt;">
<span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">The latter
concept of grammar of schooling is Carnegie unit. This concept details more
about standard measurement of time and credit which simply defined as the Carnegie
unit (Pritchett in Tyack and Cuban, 1995, p. 92). The Carnegie unit is
well-organized concept to be implemented in Indonesia. There is no specific
time when it was the first time had been used. However, this concept is fully
adopted in the university level until now. The concept of implementing standard
measurement of time is simply because the Carnegie unit educates students to be
more discipline. With the time allotment, students come on time and do not
leave the class before it ended. It then gives positively effects for teacher
to engage and attract students on their lesson. I experienced it in the
undergraduate study. He was my lecturer, who conducted full and partial
attendance system by students’ coming time. I remembered, he said if we enabled
to come on time, we got full attendance and if we missed the first fifteen
minutes then, we are accounted as partial. He consistently used this military
program, just like a magic, it worked. For the credit system, I argue it must
be persisted to. I </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">disagree</span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">
Sheppard’s idea that credits are nothing more than the equivalent of
educational ‘coin of realm’ (Hunt, et al, 2000, p.137). Credit point is good
system for Indonesian students since it gives more priority to clever students
to accelerate themselves by having more credit than others. From grade 1 of
elementary level to grade 12 of secondary school, those students sit in the
same class with the same knowledge with less clever students without having
more chance to develop themselves. </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 36.0pt;">
<span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">I agree with
Bjork’s perspective when he conducted a research in Indonesia that Indonesia
and the west have traditionally occupied ‘different conceptual universes’
(2005, p.84). If the US says that grammar of schooling as an old-fashion and
conventional system, it does not mean the same for Indonesia. Indeed, the
concept of graded school and Carnegie unit are always becoming a win-win
solution for the education system in Indonesia at least in the forthcoming
years.<b><o:p></o:p></b></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm;">
<b><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">References<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 0cm; margin-top: 0cm; text-align: justify; text-indent: -1.0cm;">
<span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">Bjork, C. (2005).<i> Indonesian Education: Teachers, Schools, and Central Bureaucracy</i>.
NY: Routledge.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 0cm; margin-top: 0cm; text-align: justify; text-indent: -1.0cm;">
<span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">Hunt, T.C., et al. 2010<i>. Encyclopedia of Educational Reform and
Dissent 1</i>. California: Sage Publications, Inc.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 0cm; margin-top: 0cm; text-align: justify; text-indent: -1.0cm;">
<span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">Tyack, D.,& Cuban, L. (1995). <i>Tinkering toward Utopia</i>. Cambridge, MA:
Harvard University Press.</span></div>Anonymoushttp://www.blogger.com/profile/09172424075290416965noreply@blogger.com0tag:blogger.com,1999:blog-6853076436140035836.post-36564887836159899332012-06-27T13:14:00.003-07:002012-06-27T13:27:26.192-07:00Local Content Curriculum: Immature program for Teachers<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 36.0pt;">
<span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">LCC is a way of
educational reform. Since its coming the existence of LCC influenced to the
teachers’ contribution in the education system. Teachers are not only demanded
to revise their teachers’ identity but also need to transform it. I assume that
it needs a very hard work and an extra energy to erase the assumption of
teachers as civil servants in which they need to be loyal to the country and
change the primary duty related to the instruction. I see this as </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">this </span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">program </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">is immature for teachers seen from</span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">
facts about teachers </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">based on</span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">
my own experiences.</span></div>
<a name='more'></a><o:p></o:p><br />
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 36.0pt;">
<span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">The stereotype
of civil servants create bigger and bigger problem. Many want to be teachers
especially </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">civil </span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">servant</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">s</span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"> in order to have <i>job security</i>. I recited what Bjork found
in his research. “As long as there no serious
problems, I will not be fired, most teachers are safe here” (Bjork, 2005,
p.90). Once people passed the civil servant </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">admission test</span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">, they would be safe. They only conduct their class
only based on assumption of ‘as long as I can accomplish’. They do not have the
feeling </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">to be an</span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"> agent</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"> of change</span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"> to make their students’ life to be more colorful and dynamics. The only
thing they pay more attention is do not make mistake thus they will not be
punished. This view must be stopped. Giving label and punishment are maybe not
good idea but they are must. They drive me to personal arguments that government
needs to implement a status of <i>temporary
civil servants</i> in which teacher will be </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">supervised anually</span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"> and assessed </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">every five </span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">year</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">s</span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">. They will be assessed by watching their performance
in mastery content and pedagogical competence (Boyle-Baise, 20008, p.312). </span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">If
they perform well, they will earn more incentive but if they don’t their status
as civil servants can be diminished. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 36.0pt;">
<span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">Another argument
is seen from <i>classroom instruction</i>.
Ideally, teachers instruct in the classroom by different strategies, method,
approach such as the use of video technology and hypermedia, case methods, autobiography,
and portfolio (Charter & Andres, 1996; Darling-Hammond et al., 2005;
Grossman, 2005 in Zeichner & Conklin, 2008, p.279) in order to attract the
students. They need to prepare materials well before coming to the class. But,
what I found in</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"> my </span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">field
</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">experience</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"> <span lang="EN-US">is
positively correlated with Bjork’s opinion where many teachers do not take
their ‘free time’ to prepare materials for their next classes. </span></span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">And, </span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">mostly teachers’
students as well as the supervisor’ teachers did not prepare the lesson well.
We used our time to chat with other friends, watch television program, eat in
the canteen, sleep, or just read newspapers and novels and do not do
instruction-related activity such as preparing media, designing materials, and
reading the content. Many teachers argue that it was because the salary cannot
afford to buy the daily needs and media for teaching. As Lortie say, teachers
often endure unpleasant work conditions, low pay, and feelings of isolation in
exchange for the ‘physics rewards’ they derive from their interaction with
children (Bjork, 2006, p.133). Government responds it by giving more welfare
through teacher certification program. Government doubles the salary and gives
more money</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"> to teachers</span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">.
I feel that teacher’s certification is good idea where the incentive</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"> salary</span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"> help</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">s</span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"> teacher’s family to live.</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"> Then, </span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">some try to change the
habits, start to use media, techniques, in order to show their respect to the
government, but the others still use the conservative technique that is
lecturing. </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">Why do they do next?<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 36.0pt;">
<span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">Another fact is
seen from <i>training hours</i>. Government
offer many programs, not only in the small scope such as regency, but also in
the provincial office or even in national scope for teacher to increase their
instruction in class. They are gathered to have new understanding about their
instruction. It is good thing where many teachers can share their experience
and take benefits of them. Teachers also train by professional how to conduct
well-prepared instruction to pull the students’ interest. But, unfortunately
only some teachers have the different training hours. Once teachers involve their
selves in the teaching activity, they will continue their steps and leave
behind the others. Some teacher will have good instruction while the others do
not. I argue that it is because some teachers have high motivation and the
others lack of it.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 36.0pt;">
<span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">To sum up,
government has encourage</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">d</span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">
teachers to certain ways of improving teachers’ contribution but teachers’
readiness is unsolved obstacle. This problem is not only government homework
but also teachers need to concern. A big question comes across my idea, when do
teachers contribute a</span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"> </span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">lot,
then? You name it.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 0cm; margin-top: 0cm; text-align: justify; text-indent: -1.0cm;">
<b><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;">References<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 0cm; margin-top: 0cm; text-align: justify; text-indent: -1.0cm;">
<span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;">Bjork, C. (2005).<i> Indonesian Education: Teachers, Schools, and Central Bureaucracy</i>.
NY: Routledge.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 0cm; margin-top: 0cm; text-align: justify; text-indent: -1.0cm;">
<span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;">Bjork, C. (2006). Transferring authority
to local communities in Indonesia: Ambitius plans, mixed results. In C Bjork
(Ed.) <i>Educational decentralization: Asian
experiences and conceptual contribution</i> (pp. 129-148), NY: Springer.</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 0cm; margin-top: 0cm; text-align: justify; text-indent: -1.0cm;">
<span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;">Boyle-Baise, M. & Mclntyre, DJ.
(2008).What kind of experience? Preparing teachers in PDS or community
settings. In M. Cochran-Smith, S. Feiman-Nemser & JD Mclentrye (Eds.), <i>Handbook of research on teacher education:
Enduring questions in changing context</i> (pp.307-329). New York: Routledge.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 0cm; margin-top: 0cm; text-align: justify; text-indent: -1.0cm;">
<span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;">Zeichner, K. & Coklin, HG. (2008).
Teacher education programs as sites for teacher preparation. In M.
Cochran-Smith, S. Feiman-Nemser & JD Mclentrye (Eds.), <i>Handbook of research on teacher education: Enduring questions in
changing context</i> (pp.307-329). New York: Routledge.<o:p></o:p></span></div>Anonymoushttp://www.blogger.com/profile/09172424075290416965noreply@blogger.com0tag:blogger.com,1999:blog-6853076436140035836.post-62785044079337508802012-06-27T13:12:00.004-07:002012-06-27T13:30:50.121-07:00Local Content Curriculum: Why does MOEC Need to Persist it?<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 36.0pt;">
<span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">Discussing with
the colleagues about the Local Content Curriculum (LCC) has brought my thinking
to 1994. Released by the MOEC, this program has puzzled teachers. Some maybe
refute the curriculum, but I personally support the existence of the
curriculum. I will show the reasonable arguments </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">seen from 2 perspectives </span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">why </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">I agree that </span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">the policy
makers continue the notion principles of LCC in current curriculum.</span></div>
<a name='more'></a><o:p></o:p><br />
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 36.0pt;">
<span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">The first
argument is seen from <i>political perspective</i>.
Being under political condition of New Order for 32 years and Javanese
tradition of ‘top-down approach’ (Bjork, 2005, p.9) makes teachers face difficulty
to adopt LCC. Policy makers seem do not see this obstacle as a big problem but rather
</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">tend</span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"> to encourage teachers
to out </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">of the box named</span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"> comfort zone in
which in the past they only explained the information in textbooks given by
MOEC (UNDP in Bjork, 2005, p.31). </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">Here,
I can see </span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">MOEC want to delegate their authority to
the localities. Like all sector of government, in educational system, the
primary responsibility would shift from direction to coordination (Bjork, 2006,
p.129). Some maybe do not realize about this, but </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">others </span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">agree to the political
power sharing. MOEC has reduced their power in order to balance their power
with the localities. MOEC allows provincial office to take a role and
responsibility for coordinating LCC curriculum, monitoring its implementation,
devising assessment tools, training teachers (Bjork, 2005, p.30) and the main
actors i.e. teachers need to </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">explore
themselves as</span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"> innovative as they can. Teachers should
create their curriculum which comprise of syllabus, lesson plan, and learning
materials as the foundation of the educational system. They need to act as
educational leaders and decision makers in the selection of LCC activities and
programs. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 36.0pt;">
<span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">The second
argument is seen from the <i>social perspective</i>.
I do agree with the Bjork’s statement that the existence of LCC is to reduce
the percentage of student existing the system by increasing the number of
vocational schools (2005, p.31). Why I do say so? Indeed, many children who
come from low income family cannot afford the school fees in the general high
school </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">(SMU) or see that SMU does not able to give bright
future, then parents are able to seen their kids to vocational</span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">
schools</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"> (SMK)</span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">. To some parents, it
is just like win-win solution where their kids get something to learn and train
their ability while parents see that those kids’ capability </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">can </span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">be used in the </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">labor market</span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"> after they
finish they study. Take a look at my neighborhood, as an example. I live in </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">an </span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">industrial city where
lots of big factories such as Coca-Cola, Nissin, Ara Shoes, so on</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">.</span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"> Indeed, many young
people are now deciding to study in </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">SMK</span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">
rather than end up on </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">SMU</span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">.
Some study engineering, computer, hospitality, or tailoring. What I have found
out that the existence of </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">SMK</span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">
is reducing numbers of jobless people and increasing numbers of people work.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 36.0pt;">
<span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">Beside the </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">aforementioned argument, </span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">socially
we can see that LCC creates tighter links between curricula and local
conditions (Bjork, 2005, p.33). It demands to insert the local needs into the
curriculum. If where go to the north in Jepara city, most people there need to
be master in sculpturing and shaping stone, wood or any other hard materials.
Some schools provide lesson to deepen their knowledge about woods, stone,
patterns, how to curving. Or Solo, where almost young kids are learning to make
batik. They will learn about the type of sheet, utensil they need</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">,</span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"> or patterns of it. I
assume both Jepara </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">and</span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">
Solo people maybe have already known from parents or just the neighborhood, but
schools teach more. Teachers would give more widen your knowledge of it.
Students will be taught </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">not only </span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">to
produce things but how to promote our works and to be </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">marketable merchandise</span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">,
thing that they maybe don’t learn from home.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 36.0pt;">
<span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">The last
argument </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">still seen from social
perspective is</span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"> LCC able to <i>increase community involvement</i> in the schools (Bjork, 2005, p34). Before
LCC’s coming, some parents are out of educational system. Parent</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">s</span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"> will only be gathered
about how much money each child needs to pay</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">
fees</span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">. They do not come </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">to</span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"> discuss</span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"> </span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">but they come only </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">to </span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">listen the faculty. For
some p</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">arents</span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">, it would not be big
deal, but others </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">who come from
loweer income family </span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">will feel burden. LCC
allows and increase community involvement in the schools. Some schools have <i>school committee</i> in which parents create
a union to make control towards the fees. The community involvement is just not
there. Some parents would be invited in the class activity as experts of local
needs. Take the afore</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">said</span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">
example of Jepara and Solo. If </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">our </span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">parents
have ability in sculpturing or creating batik, there are big possibilities for
school to invite them</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"> to teach and
instruct sudents</span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">. Parents would be more care to
their kids’ achievement since there is no boundary between schools and parents.</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"> Thus, I can see</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"> </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">that </span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">the school as the heart
of the community (Boyle-Baise, 2008, p.308).</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 36.0pt;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"> <span lang="EN-US">To sum up, I do agree that
LCC yields more benefits to every level such as authorities, provincial
offices, teachers and students. The curriculum demands all to concern and show
their responsibility. Thus, changing to the good curriculum from old-fashion
curriculum, why not?</span></span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<b><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">References<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 0cm; margin-top: 0cm; text-align: justify; text-indent: -1.0cm;">
<span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;">Bjork, C. (2005).<i> Indonesian Education: Teachers, Schools, and Central Bureaucracy</i>.
NY: Routledge.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 0cm; margin-top: 0cm; text-align: justify; text-indent: -1.0cm;">
<span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;">Bjork, C. (2006). Transferring authority
to local communities in Indonesia: Ambitius plans, mixed results. In C Bjork
(Ed.) <i>Educational decentralization: Asian
experiences and conceptual contribution</i> (pp. 129-148), NY: Springer.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 0cm; margin-top: 0cm; text-align: justify; text-indent: -1.0cm;">
<span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;">Boyle-Baise, M. & Mclntyre, DJ.
(2008).What kind of experience? Preparing teachers in PDS or community
settings. In M. Cochran-Smith, S. Feiman-Nemser & JD Mclentrye (Eds.), <i>Handbook of research on teacher education:
Enduring questions in changing context</i> (pp.307-329). New York: Routledge.<o:p></o:p></span></div>Anonymoushttp://www.blogger.com/profile/09172424075290416965noreply@blogger.com0tag:blogger.com,1999:blog-6853076436140035836.post-76700652763610601982012-06-01T18:34:00.003-07:002012-06-01T18:34:42.469-07:00The Ungaran Farm School<br />
<b>SCHOOL PROFILE</b><br />
<ul>
<li>School Name : The Ungaran Farm School</li>
<li>Institution type<span class="Apple-tab-span" style="white-space: pre;"> </span> : Secondary Vocational School – Vocational Education and Training (VET)</li>
<li>Academic Program<span class="Apple-tab-span" style="white-space: pre;"> </span>: Agricultural Education</li>
<li>Length of Study<span class="Apple-tab-span" style="white-space: pre;"> </span>: 3 years</li>
</ul>
<b>INTRODUCTION</b><br />
For many decades, it has been known that Indonesia is one of agrarian country with 70% from 186 million hectares used to the agricultural sector (Widiarta, 2009). It means that agriculture cannot be neglected and its big potency becomes Indonesian people livelihoods. The Indonesian Statistic Central Committee claimed that in 2007 around 42.5% from 95.5 million people work in agricultural sector which doubled than work trade sector at 20.13% and is much higher than industrial and service sector, at 12.46% and 11.90%, respectively (Widiarta, 2009). It can be clearly seen that the agriculture become core sector to support Indonesian living.<br />
<br />
It is believed that the proportion of people work in the agricultural sector will yield potencies and be beneficial to support national demands on food. In fact, over a period of ten years, statistics shows that the national food security cannot fulfill its demands within the nation. Government has imported rice and other natural products from Thailand to foster household food consumption. Of course, it will bring drawbacks rather than the positive effects.<br />
<br />
As an educational practitioner, I offer a solution to overcome the problems. I have an idea to develop Vocational Educational and Training (VET) school in agricultural sector. I believe that education has its right to educate people how to cultivate their farming land which can produce agricultural and bring back our role as an international leader in food supplier.<br />
<br />
Semarang Regency, as well, which administratively borders to Kendal and Temanggung in the west, Salatiga in the south and Semarang city in the north, has one forth around 24.417ha for farm area from the total of Semarang Regency area of 95.02ha (wikipedia). The natural conditions such as air temperature which is relatively cold, fertile ground indicator then positively support my idea to build a vocational school namely, ‘The Ungaran Farm School’. <br />
<a name='more'></a><br />
<br />
<b>SCHOOL DESCRIPTION<span class="Apple-tab-span" style="white-space: pre;"> </span></b><br />
The Ungaran Farm School is an independent and private educational institution to serve Semarang people and the surrounding with good quality of education. Major educational programs include Agricultural Science, Agribusiness, Horticulture & Crop Science, and Agricultural Engineering. The School prepares its graduates for prominent roles in community life and in the agriculture and food sectors by teaching farming and business practices that are economically viable, ecologically sound and socially responsible.<br />
<br />
<b>VISION<span class="Apple-tab-span" style="white-space: pre;"> </span></b><br />
To become a prominent and leader farm school for preparing intellectual, skillful, professional, competitive and religious manpower by implementing programs locally relevant and culturally appropriate.<br />
<br />
<b>MISSION</b><br />
1.<span class="Apple-tab-span" style="white-space: pre;"> </span>Educate students to gain high intelligence and knowledge.<br />
2.<span class="Apple-tab-span" style="white-space: pre;"> </span>Unlock students’ potential and train them with life skills.<br />
3.<span class="Apple-tab-span" style="white-space: pre;"> </span>Foster students to be professional and success practitioners.<br />
4.<span class="Apple-tab-span" style="white-space: pre;"> </span>Develop strategic, adaptable and competitive students and have entrepreneurship traits.<br />
5.<span class="Apple-tab-span" style="white-space: pre;"> </span>Engage students with religion education to be moral and religious people.<br />
6.<span class="Apple-tab-span" style="white-space: pre;"> </span>Accommodate students with content, context, global issues and local priorities.<br />
<br />
<b>FUNDAMENTAL PRINCIPLES</b><br />
The ideas to develop and evolve The Ungaran Farm School have been underlain by the basic principles. These foundations, of course, have met the concise and clear the aforementioned vision and mission. Thus, the fundamental bases comprising philosophy basis, education basis, religion basis, law basis, economy bases, psychology basis, and social culture basis will be elaborated and detailed as follows. <br />
<br />
<b>EDUCATIONAL BASIS</b><br />
The present education has demanded practitioners to determine an accurate formula of educational basis. As an educator and the founder of this school, I prefer to consider these three theories, namely Behaviorism, Cognitive, and Constructivism, which base on my future institutions.<br />
<br />
Behaviorism is the preferred learning theory on which to base my vocational school. It is because the primary goal of my institution to prepare people for world of work. Some instructional activities align with this theory are active responding, required practice, and shaping as well as task analysis such as behavioral objectives, modular instruction based upon linear programming, criterion-referenced evaluation (MacFarland, 1985). Thus, vocational educators will base their instructional program on the principles of behaviorism.<br />
<br />
Cognitive assumes that learning is an internal mental process comprising insight, information processing, memory, and perception where learners need to think, synthesize, and analyze them. The theory will be beneficial as a foundation to build instructional design to develop student’s capacity and skills in the form of real practice.<br />
<br />
Constructivism sees that learning is a process how people make sense of their experience (Merriam and Caffarella 1999, 260). This is a combination effect of using a person’s cognitive abilities and insight to understand their environment. In say so, this concept is easily translated into a self-directed learning style, where the individual has the ability to take in all the information and the environment of a problem and learn.<br />
<span class="Apple-tab-span" style="white-space: pre;"> </span><br />
<b>PHILOSOPHY BASIS</b><br />
The philosophy of development of The Ungaran Farm School as agricultural vocational school begins with an inspiration of great thinkers, namely Aristotle and R.F. Johnstone.<br />
<br />
Aristotle, a Greek philosopher who lived in the era of 384BC – 322BC. He suggests in his book Nicomachean Ethics that the aim of Aristotle’s ethic is to be practical knowledge, but not theoretical. His phenomenal sayings look education as a reason, education as a habit. It is obvious that anything that we have to learn, we need to actual do and experience. In this principle, he has argued a strong principle that education enables learners to experience the knowledge through experiential learning. Then, this idea becomes the basic principle for vocational school which tends to have more practice than theory.<br />
<br />
R.F. Johnstone, An American thinker, has conceptual his ideas beneath the Philadelphia Society for Promoting Agriculture in 1780. He has promoted agricultural education and attributed many early assumptions in the US about agricultural practices and agricultural education to the British. One of the first efforts made to arouse the minds of farmers of this country was that of the men who organized the New York State Agricultural Society in 1835. Those men had observed the good effects of the Royal Agricultural Society of England and resolved to awaken in their own State and country a spirit of inquiry similar to that which had been aroused by their English prototype.<br />
<br />
Those both thinkers’ ideas are then developed in legal rules by the Smith-Hughes Act in 1917. This Act brings passage that the purposes of this act are (1) to provide for the promotion of vocational education, (2) to provide for cooperation with the states in the promotion of vocational education in agriculture and industry, (3) to provide for cooperation with the states in the preparation of teachers of vocational subjects, (4) to appropriate money and regulate its expenditure.<br />
<br />
Thus, the aforementioned ideas have conceptualized my views on developing an agricultural vocational school.<br />
<br />
<b>RELIGIOUS BASIS</b><br />
The Ungaran Farm School has put religious basis as crucial role in education process. It is attested that the core function of religion as a shaper and controller students’ morality. The fundamental basis of religion is from Pancasila and the 1945 Constitution. This preference was influenced by the principles of Bhinekka Tunggal Ika which means diversity in unity.<br />
<br />
Pancasila, the five basic principles of the Republic Indonesia has reflected religion in the very first principles of Believe in the One and Only God. With this idea, the proposed Ungaran Farm School provides to the establishment to the 5 religions namely Islam, Christians, Protestant, Hindus, and Buddha.<br />
<br />
The 1945 Constitution, Chapter XI Article 29 has explained that (1) The State shall be based upon the belief in the One and Only God, (2) The State guarantees all persons the freedom of worship, each according to his/her own religion or belief.<br />
<br />
To implement these latitudinarian or liberty of conscience, the establishment of education relies and bases on their belief.<br />
<br />
<b>LAW BASIS</b><br />
Indonesian Governments has shown their commitments at the World Education for achieving basic education for all since its independent day.<br />
<br />
<ol>
<li>The 1945 Constitution of Indonesia, Article 31, Section (1), of which states that each and every citizen shall have the fundamental right to education. It opens access to education at all levels and all forms-formal, non-formal, as well as informal, for all the citizens of Indonesia. </li>
<li>National Education System Number 20 Article 1 Section (11) in which states that Formal education means an education stream, which is structured and has levels, encompassing basic education, secondary education, and higher education.</li>
<li>National Education System Number 20 Chapter V Article 12 Section (1b) of which states that Every learner in an educational unit is entitled to obtain education services in accordance with his/her talent, interest, and ability.</li>
<li>National Education System Number 20 Chapter VI Article 15 part 1 in which states that Types of education include general education, vocational education, academic education, professional education, vocational and technical education, religious education, and special education.</li>
<li>National Education System Number 20 Chapter VI Article 15 part 1 in which states that Types of education include general education, vocational education, academic education, professional education, vocational and technical education, religious education, and special education.</li>
<li>National Education System Number 20 Chapter VI Article 18 part 3 in which states that (2) Secondary education comprises general secondary education and vocational secondary education; (3) Secondary education takes the form of senior general secondary schools, that is, Sekolah Menengah Atas (SMA) as well as Madrasah Aliyah (MA), and senior vocational secondary schools, that is, Sekolah Menengah Kejuruan (SMK), as well as Madrasah Aliyah Kejuruan (MAK), or other schools of the same level.</li>
</ol>
<br />
<b>ECONOMIC BASIS</b><br />
The Ungaran Farm School, which is broadly known as independent and private vocational school, puts the economy as a crucial factor. With the minimum government financial aid, The Ungaran Farm School is established with private sector supported, students’ annual tuition fee, and contribution from the society. Economic framework sees that vocational training expense more cost than other school types (Tsang, 1997). It is because the budget is utilized for prepare students for specific types of job an career which is used direct and indirect costs personal cost such as cost for instructional materials and utilities, building, equipment, furniture and land.<br />
<br />
<b>PSYCHOLOGY BASIS</b><br />
The Ungaran Farm School sees psychology basis as important factors. It is because psychology aspect defines students’ personality according to their role in the society. Students who ages of 15 to 18 tend to have personality model namely pedagogy – psychology (Leonardo Project, 2002). This personality traits model emphasizes the factors of successful professional orientation in considerations of interests and abilities:<br />
<br />
<ol>
<li>Interest is an emotional expression of the personality. Students can own both a spontaneous interest, and an intentional focusing of attention. It might be affected by curiosity and desire. Their interest becomes permanent if they can benefit from it in the form of material intellectual, or emotional advantages.</li>
<li>Ability is a measure of being able to perform well. Students’ quality and level are partly defined by inborn inclinations, partly by conscious improvement (learning and practicing) and at the same time by environmental effects. Each ability can be measured and improved during the theoretical and practical learning process. Functioning of the interests and abilities is important as it forms the bases for success in their career choices and the success at work if the person is able to combine personal characteristics with professional requirements (studies and examinations) concerning the development of abilities during the training.</li>
</ol>
<br />
<br />
<b>SOCIAL – CULTURE BASIS</b><br />
The establishment of this school is closely related to the social-culture. They can explore concept of social interaction when they interact with class members and discover culturally-based likenesses and differences. Students begin to identify the cultural basis for ways on life in their community. They also learn to analyze the specific aspects of culture, such as language and beliefs, and the influence of culture on human behavior.<br />
<br />
They need to understand and use complex cultural concepts such as adaptation, assimilation acculturation, diffusion and dissonance (NSCC). Besides that, the purposive education aims at (1) preserving the culture heritage of the extended family, the clan and the tribe, (2) adapting students to their physical environment, (3) teaching students how to control the culture and use it, (4) explaining to students their future and community, depend on the understanding and perpetuation of the institution, laws, language and values inherited from the past (Mazonde).<br />
<br />
<b>COURSE OVERVIEW</b><br />
The Ungaran Farm School offers courses which are specifically designed to professionals in agricultural. These courses include normative, adaptive, and productive studies are intensive and constantly engaging, challenging students to solve complex designed problems. We also offer students study programs which are intensive, in-depth, and hands on opportunities for deepening students understanding. Students are expected to spend between 40 hours per week engage in the learning and assessment activities (such as attending lectures, assigned readings, group research / discussion, forum activity, workplace learning, assignments or examinations).<br />
<br />
<b>CURRICULUM</b><br />
The Ungaran Farm School covers detailed course outline in the form of weekly lesson timetable ruled by Minister of Education no 22 dated 23 March 2006, as follows:<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="http://3.bp.blogspot.com/--zPo0sE-1OE/T8lq2nMvKsI/AAAAAAAAAG4/IQVEMpBXqpw/s1600/1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="http://3.bp.blogspot.com/--zPo0sE-1OE/T8lq2nMvKsI/AAAAAAAAAG4/IQVEMpBXqpw/s640/1.jpg" width="562" /></a></div>
<div class="separator" style="clear: both; text-align: center;">
</div>
<br />
<b>TEACHING LEARNING METHODS</b><br />
Agricultural Education program is underpinned by the learning and education principles:<br />
<br />
<ol>
<li>Experiential Learning: Teachers use a learner-centered approach that focuses on applying concepts by solving real-life problems or performing authentic tasks. Agriculture, consumer and environmental sciences provide a context to make learning relevant, to solve real-life problems, to make pertinent decisions, and to connect individuals with viable career options.</li>
<li>Inquiry-Based Learning: Teachers use a learner-centered approach that requires learners to discover through questions and collaboration instead of direct instruction. Teachers take the role of facilitators of learning instead of the primary source of knowledge. This approach will help students develop experimental and analytical skills that will be important in any field of science.</li>
<li>Science-Based Content: Curriculum will be developed that teaches the application of knowledge of one or more fields of science in order to solve practical problems. Topics can range from the applied sciences (e.g. life, physical, chemical, earth, and environmental sciences) to the social sciences (e.g. communication, economics, marketing, management, and sociology).</li>
<li>Personal and Organizational Development: Teachers will assist individuals and teams with acquiring the cognitive, social and emotional skills and abilities needed to be competent and productive. The Learner will reflect on past experiences, analyze the impact of those experiences on various aspects of one’s life, develop a plan of action for growth, and implement that plan.</li>
<li>Community-Based Education: Educational programs will be developed based on the values of the local community that utilize available assets to build human, social, cultural, and natural capital for that community. Learners will be taught pragmatic ways to produce food and energy from plants, animals and natural resources and create innovative uses of science and technology for the good of the community.</li>
<li>Outreach Education: Strategies and educational materials will be developed to increase awareness of and about the agricultural, consumer and environmental sciences. In a variety of educational settings, individuals of all ages learn and apply scientific and practical knowledge through integrated, experiential and service learning activities.</li>
</ol>
<br />
<br />
<b>FACILITIES</b><br />
The Ungaran Farm School provides facilities for support the teaching and learning process.<br />
<span class="Apple-tab-span" style="white-space: pre;"> </span><br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="http://2.bp.blogspot.com/-QwxMk15QXxA/T8ls0RXbHLI/AAAAAAAAAHA/nRo9ENhA2mE/s1600/2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="http://2.bp.blogspot.com/-QwxMk15QXxA/T8ls0RXbHLI/AAAAAAAAAHA/nRo9ENhA2mE/s640/2.jpg" width="624" /></a></div>
<br />
<br />
<b>STUDENTS’ EXTRACURRICULAR ACTIVITIES</b><br />
The Ungaran Farm School offers students to participate in extracurricular activities in order to increase their odds of being more engaged in school, make better grades, and succeed in college, regardless of their social or economic background. Common extracurricular activities include:<br />
(1)<span class="Apple-tab-span" style="white-space: pre;"> </span>boy scout<br />
(2)<span class="Apple-tab-span" style="white-space: pre;"> </span>sports<br />
(3)<span class="Apple-tab-span" style="white-space: pre;"> </span>music (gamelan)<br />
(4)<span class="Apple-tab-span" style="white-space: pre;"> </span>research club<br />
(5)<span class="Apple-tab-span" style="white-space: pre;"> </span>debate<br />
<br />
<b>FIELD PROJECT</b><br />
The Ungaran Farm School attempts to design a semiannual field project which focuses on the community-based activities in particular agricultural and environment education for youth and training. These activities include:<br />
(1)<span class="Apple-tab-span" style="white-space: pre;"> </span>Agricultural Seminar<br />
(2)<span class="Apple-tab-span" style="white-space: pre;"> </span>Horticulture Seminar and Training<br />
(3)<span class="Apple-tab-span" style="white-space: pre;"> </span>Entrepreneurship and Agribusiness Excursion<br />
(4)<span class="Apple-tab-span" style="white-space: pre;"> </span>Gathering Vocational School, Yes! We Can<br />
<br />
<b>CONCLUSION</b><br />
The Ungaran Farm School is a vocational school which creates skillful manpower in agricultural education. With the abovementioned vision and mission which are elaborated in the curriculum, this school serves students with the good quality of education. It is believed that students choose the right place to study and train themselves, where needs meet solutions.<br />
<br />
<b>REFERENCES</b><br />
Georgia Agriculture Education. January 2000. Georgia Agriculture Education Facility Plans. Available online at: http://www.gadoe.org/<br />
<br />
Leonardo Project Transnational Vocational Counseling. 2002. Vocational Guidance in Hungary Available online at: www.programkontoret.se<br />
<br />
MacFarland, T.W. 1985. A Rationale for the Use of Behaviorism in Vocational Education. Available online at: www.eric.ed.gov.<br />
<br />
Mazonde, I.N. Culture and Education in the Development of Africa. Available online at: http://unpan1.un.org<br />
<br />
Merriam, S. B., & Caffarella, R. S. 1999. Learning in adulthood: A comprehensive guide. (2nd ed.). San Francisco, CA: Jossey-Bass.<br />
<br />
Tsang, MC. 1997. The Cost of Vocational Training. Available online at http://www.tc.columbia.edu/faculty/tsang/Files/11.pdf<br />
<br />
Widiarta, Aero, et al. 2009. Peasant Empowerment through Social Capital Reinforcement: Road to Sustainable OrganicAgriculture Development (Case Study:Indonesian Peasant Union, Cibereum Situleutik Village, Dramaga Bogor, West Java Indonesia). Asian Journal of Food and Agro-Industry, S297-S306. Available online at: www.ajofai.info<br />
<br />
www.ncss.org/standards/strands<br />
<br />
www.wikipedia.com<span class="Apple-tab-span" style="white-space: pre;"> </span><br />Anonymoushttp://www.blogger.com/profile/09172424075290416965noreply@blogger.com0tag:blogger.com,1999:blog-6853076436140035836.post-63374862657280075842012-06-01T17:37:00.002-07:002012-06-01T17:40:41.410-07:00Twister Tongue (Seri A1)<ol>
<li>A big black bear sat on the big black bug.</li>
<li>A big black bear bit a big black bug and the big black bug bled black blood.</li>
<li>A big black bug bit a big black dog on his black nose!</li>
<li>A big bug bit the little beetle but the little beetle bit the big bug back.</li>
<li>A bitter biting bittern, bit a better brother bittern, and the bitter better bittern, bit the biter back. And the bitter bittern, bitten, by the better bitten bittern, said: “I’m a bitter biter bit, alack!”</li>
<li><a name='more'></a>A black bloke’s back brake-block broke.</li>
<li>A black bug’s blood.</li>
<li>A bloke’s bike back brake block broke.</li>
<li>A bloke’s back bike brake block broke.</li>
<li>A box of biscuits, a box of mixed biscuits, and a biscuit mixer.</li>
<li>A box of biscuits, a batch of mixed biscuits.</li>
<li>A box of mixed biscuits, a mixed biscuit box.</li>
<li>A canner, exceedingly canny, one morning remarked to his granny, a canner can can anything that he can, but a canner can’t can a can, can he?</li>
<li>A canner can can anything that he can, but a caner can’t can a can, can he?</li>
<li>A cat snaps a rat’s paxwax.</li>
<li>A certain young fellow named Beebee wished to marry a lady named Phoebe. But, he said “I must see what the minister fee be Before Phoebe Beebee”.</li>
<li>A cheap ship trip.</li>
<li>A cricket critic.</li>
<li>A cup of proper coffee in a cooper coffee cup.</li>
<li>A dosen double damask dinner napkins.</li>
<li>A fat hen. A fet hen, a couple of ducks. A fat hen, a couple ducks, three brown bears. A fat hen, a couple ducks, three brown bears, four more chairs. A fat hen, a couple ducks, three brown bears, four more chairs, five fat frivolous females. A fat hen, a couple ducks, three brown bears, four more chairs, five fat frivolous females, six simple simons sitting on a stump. A fat hen, a couple ducks, three brown bears, four more chairs, five fat frivolous females, six simple simons sitting on a stump, seven Simbad the sailors sailing sailing the seven seas. A fat hen, a couple ducks, three brown bears, four more chairs, five fat frivolous females, six simple simons sitting on a stump, seven Simbad the sailors sailing sailing the seven seas, eight egotistical ecologists evaluating the earths expectancy. A fat hen, a couple ducks, three brown bears, four more chairs, five fat frivolous females, six simple simons sitting on a stump, seven Simbad the sailors sailing sailing the seven seas, eight egotistical ecologists evaluating the earths expectancy, nine nude Nubian on gnats knuckles and nicotine. A fat hen, a couple ducks, three brown bears, four more chairs, five fat frivolous females, six simple simons sitting on a stump, seven Simbad the sailors sailing sailing the seven seas, eight egotistical ecologists evaluating the earths expectancy, nine nude Nubian on gnats knuckles and nicotine, ten, a skunk sat on a stump, the skunk thunk the stump stunk and the stump thunk the skunk stunk so the stinking skunk got off the stinking stump. A fat hen, a couple ducks, three brown bears, four more chairs, five fat frivolous females, six simple simons sitting on a stump, seven Simbad the sailors sailing sailing the seven seas, eight egotistical ecologists evaluating the earths expectancy, nine nude Nubian on gnats knuckles and nicotine, ten, a skunk sat on a stump, the skunk thunk the stump stunk and the stump thunk the skunk stunk so the stinking skunk got off the stinking stump, eleven if you stick stock of liquor in your locker it is slick to put a lock upon your stock, or some joker who is quicker is gonna trick you of your liquor if you fail to lock your liquor with a lock.</li>
<li>A fat thrush flies through thick fog.</li>
<li>Aluminum, linoleum. Aluminum, linoleum. Aluminum, linoleum.</li>
<li>Amidst the mist and coldest frosts, with stoutest wrists and loudest boasts. He thrusts his fist against the posts. And still insists he sees the ghost.</li>
<li>An Ape hates grape cakes.</li>
<li>An elephant was asphyxiated in the asphalt.</li>
<li>An old seabear sits on the pier and drinks a pint of beer.</li>
<li>Ann and Andy’s anniversary is in April.</li>
<li>Any noise annoys an oyster but a noisy noise annoys an oyster more.</li>
<li>Are you copper-bottoming ‘em my man?’ “No, I’m aluminiuming ‘em ma’am” </li>
<li>Are our oars oak?</li>
<li>Around the rugged rocks the ragged rascal ran.</li>
<li>As he gobbled the cakes on his plates, the greedy ape said as the ate, the greene green grapes are, the keener keen apes are to gobble green grape cakes, they’re great.</li>
<li>As one black bug, bled blue, black blood. The other black bug bled blue.</li>
<li>What to do to die today at a minute or two ‘til two. A thing distinctly hard to say yet harder still to do. For they’ll beat a tattoo at twenty to two. With a rattatta tattatta tattatta too. And the dragon will come when he hears the drum. At a minute or two ‘til two today. At a minute or two ‘til two.</li>
</ol>
Source: BEIKS Dictionary<ol>
</ol>Anonymoushttp://www.blogger.com/profile/09172424075290416965noreply@blogger.com0tag:blogger.com,1999:blog-6853076436140035836.post-54821850246242087542012-05-30T20:03:00.000-07:002012-05-30T20:03:03.170-07:00GAGA(LNYA) REPRESENTASI BUDAYA BARAT<br />
<div align="center" class="MsoNormal" style="line-height: 150%; margin-bottom: 0.0001pt; text-align: justify; text-indent: 48px;">
</div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: 0.0001pt; text-indent: 36pt;">
<a href="http://1.bp.blogspot.com/-lBj_dU0LzP8/T8TkmL7jfCI/AAAAAAAAAGg/zb0w43uujfk/s1600/Gaga.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="http://1.bp.blogspot.com/-lBj_dU0LzP8/T8TkmL7jfCI/AAAAAAAAAGg/zb0w43uujfk/s320/Gaga.jpg" width="144" /></a><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;"></span><br />
<div style="text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;"><span style="font-size: 12pt; line-height: 150%; text-indent: 36pt;">Gaun
panjang nanelegan dengan dominasi warna hijau lemon yang dikenakan saat turun
dari bandara Sungshan Taipe, Taiwan, Rabu 16 Mei 2012, tak serta-merta mengubah
sosok unik dan nyentrik Lady Gaga di tengah santernya pemberitaan bakal
konsernya di Indonesia.</span></span></div>
<div style="text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;"><span style="font-size: 12pt; line-height: 150%; text-indent: 36pt;"><br /></span></span></div>
<div style="text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;"><span style="font-size: 12pt; line-height: 150%; text-indent: 36pt;">Eskalasi
wacana kedatangannya awal Juni ini yang semula menjadi trending topik
pemberitaan sebulan terakhir kini tinggal menyisakan kekecewaan bagi penggemar
dan promotor karena batalnya konser tersebut. Para </span><i style="font-size: 12pt; line-height: 150%; text-indent: 36pt;">Little Monster</i><span style="font-size: 12pt; line-height: 150%; text-indent: 36pt;">-sebutan untuk penggemar Gaga yang sudah jauh-jauh
hari memesan tiket kini harus berdesak-desakan lagi mengembalikan tiket/</span><i style="font-size: 12pt; line-height: 150%; text-indent: 36pt;">refund</i><span style="font-size: 12pt; line-height: 150%; text-indent: 36pt;"> ke penyelenggara. Promotor
pastinya menjadi pihak yang paling dirugikan secara finansial karena batalnya
konser. Namun, apakah kerugian finansial tersebut akan sebanding dengan
keuntungan secara sosial-kebudayaan masyarakat kita? Tentu ini pilihan yang
sulit, jika harus mengorbankan generasi muda kini yang telah teracuni dan
terombang-ambingkan oleh penjajahan psikis yang disebut hedonisme.</span></span><br />
<a name='more'></a></div>
</div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: 0.0001pt; text-indent: 36pt;">
<div style="text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%; text-indent: 36pt;"><br /></span></div>
<div style="text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%; text-indent: 36pt;">Agak
disayangkan memang dari 120 artis internasional yang datang ke Indonesia, baru
konser Gagalah yang dicibir dan terganjal masalah perizinan. Konstelasi
pro-kontra penyanyi yang selalu tampil maksimal di setiap aksi panggungnya ini
justru diduga menjadi indikasi utama penyebab tidak diturunkan izin konsernya. Paling
tidak penyelenggara harus mengantongi izin dari lima pihak yakni Imigrasi,
Kementrian Tenaga Kerja, </span><i style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%; text-indent: 36pt;">venue</i><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%; text-indent: 36pt;">, Polri,
dan Polda/Polres tempat </span><i style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%; text-indent: 36pt;">venue</i><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%; text-indent: 36pt;">. Wajar memang jika konser tersebut gagal karena Polri
sebagai pemilik otoritas keamanan di negeri ini tidak ingin sampai kecolongan.
Pasalnya Polri juga harus memperhitungkan betul eskalasi tekanan publik yang
kontra khususnya dari beberapa ormas yang sedari awal wacana ini bergulir sudah
mengecam keras lewat pemberitaan media.</span></div>
</div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: 0.0001pt;">
<div style="text-align: justify;">
<b style="line-height: 150%;"><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;"><br /></span></b></div>
</div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: 0.0001pt;">
<div style="text-align: justify;">
<b style="line-height: 150%;"><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;">Dikotomi Barat dan Timur</span></b></div>
</div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: 0.0001pt; text-indent: 36pt;">
<div style="text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;">Lady
Gaga adalah salah satu penyanyi yang dianggap paling kontroversial sepanjang
tahun 2012 seperti yang dilansir dalam <i><a href="http://www.voaindonesia.com/media/video/692119.html">LiputanBerita VoA – Kontroversi Lady Gaga</a></i> terbitan 18 Mei 2012. Bagaimana tidak? Penyanyi
dengan nama asli Stefani Joanne Angelina Germanotta ini dianggap sebagai cerminan
dan representasi budaya barat. Dikotomi barat dan timur sampai kapanpun memang
tidak pernah ada ujungnya ketika dikaitkan dengan adat dan kebiasaan. Datangnya
<i>the Mother Monster</i> ini diduga akan
merusak tatanan dan adab masyarakat masyarakat timur khususnya Indonesia. Aksi
panggung dan lirik lagunya juga dianggap menodai nilai-nilai ketimuran. Jualan
seni dalam aksinya lebih mempertontonkan kevulgaran daripada nilai seni yang
universal. Bukan hanya perbedaan latar budaya, gaya hidup barat juga menjadi
pemicu yang mencolok penyanyi kelahiran New York 26 tahun yang lalu ini dicaci.
Lalu, bagaimana sebenarnya gaya hidup orang barat sebenarnya?<o:p></o:p></span></div>
</div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: 0.0001pt; text-indent: 36pt;">
<div style="text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;"><br /></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://4.bp.blogspot.com/-L4IwRKL8wwI/T8TnU2MJH4I/AAAAAAAAAGs/c0iimmTip6c/s1600/gabungan1.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="230" src="http://4.bp.blogspot.com/-L4IwRKL8wwI/T8TnU2MJH4I/AAAAAAAAAGs/c0iimmTip6c/s400/gabungan1.jpg" width="400" /></a></div>
<div style="text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;">Setidaknya
ada tiga hal yang paling mendasar dikotomi itu dibangun. Pertama adalah cara
berpakaian. Masyarakat barat lebih memiliki kebebasan yang ‘luar biasa’ dalam
mengekspresikan diri daripada masyarakat timur yang cenderung konservatif
mempertahankan warisan budaya lokal yang sampai sekarang justru dianggap
sebagai kekayaan budaya. Indonesia misalnya populer dengan baju kebaya, Jepang
dengan Kimono, Korea dengan Hanbok, China dengan Cheongsam. Masing-masing
memiliki kekuatan ciri dan corak yang diharmonikan dengan kearifan lokal
setempat. Baju-baju tradisional itu pun memiliki kesamaan yakni atasan dengan
lengan panjang dan model rok yang menutup hingga mata kaki. Pastinya model
tersebut juga sangat berterima dengan tuntunan agama dan sistem religi
setempat. Di Indonesia misalnya yang dominan adalah pemeluk ajaran Islam,
mereka mengenal suatu batasan yang dinamakan aurat. Aurat menurut ajaran Islam
adalah bagian badan yang tidak boleh diperlihatkan. Baju-baju tersebut tentunya
secara sengaja diciptakan untuk menutupi bagian tubuh yang semestinya tidak
ditampilkan. Berbeda dengan ragam mode pakaian barat yang dominan
memperlihatkan bagian yang semestinya tidak diperlihatkan di depan umum. Hal
ini tercermin dari pakaian yang dikenakan oleh pelantun hits lagu <i>Just Dance</i> ini. Baik di keseharian maupun penampilan di atas
panggung Gaga berani tampil dengan pakaian yang serba minim, meskipun
menurutnya itu dilakukan bukan tanpa sebab. <o:p></o:p></span></div>
</div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: 0.0001pt; text-indent: 36pt;">
<div style="text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%; text-indent: 36pt;"><br /></span></div>
<div style="text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%; text-indent: 36pt;">Semua
perform dan dandanan yang unik selalu memiliki makna penting yang ingin dia
sampaikan kepada masyarakat. Salah satu aksi panggungnya yang cukup membuat
heboh pemberitaan kala itu adalah ketika tampil di ajang MTV Video Musik Award
2009. Secara khusus dia menyanyikan tembang “Paparazzi” dengan balutan pakaian
minim serba putih dan wig pirang. Aksi panggungnya seolah menggambarkan
teatrikal ‘berdarah’ meninggalnya Lady Diana akibat ulah paparazzi. Bukan Lady
Gaga jika di keseharian hidup tidak menyuguhkan gaya uniknya. Gaga pernah memamerkan
topi berbentuk lobster keperak-perakan pada sebuah jamuan makan malam di
Restoran Chow London. Seolah mata publik dibuat menunggu kehebohan-kehebohan
yang dibuatnya. Namun salah satu kehebohan yang benar-benar menampar muka
masyarakat dunia adalah adegan di salah satu videonya yang berjudul </span><i style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%; text-indent: 36pt;">Marry the Night</i><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%; text-indent: 36pt;">. Gaga berani
menanggalkan pakaiannya untuk mengekspresikan isi lagu tersebut. Tentu saja, kontroversi
ini bagi masyarakat timur dianggap menohok gaya berbusana masyarakat timur yang
menganggap tabu hal demikian. Apa jadinya jika </span><i style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%; text-indent: 36pt;">style</i><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%; text-indent: 36pt;"> yang seperti itu menjadi berterima hanya karena ‘cinta buta’ jutaan
penggemarnya dan menjadi pembiasaan yang masif. Ujungnya akan terjadi degradasi
dan pembalikan budaya. Sungguh tidak bisa dibayangkan.</span></div>
</div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: 0.0001pt; text-indent: 36pt;">
<div style="text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%; text-indent: 36pt;"><br /></span></div>
<div style="text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%; text-indent: 36pt;">Perbedaan
mendasar yang kedua terlihat dari interaksi sosial-kemasyarakatan. Bukanlah hal
yang tabu, apabila dunia barat dekat dengan seks bebas. Seks bebas di sebagian
kalangan menjadi simbol mengekspresikan rasa cinta. Parahnya, legitimasi seks
bebas tercermin kuat dalam kebanyakan tayangan yang mereka produksi. Ciuman,
tinggal dalam satu rumah, hingga hubungan badan menjadi bagian yang selalu ada
dalam sebuah film </span><i style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%; text-indent: 36pt;">trademark</i><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%; text-indent: 36pt;"> barat. Dampak
dikotomi ini mengarah pada </span><i style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%; text-indent: 36pt;">culture shock</i><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%; text-indent: 36pt;">,
karena adat masyarakat timur hanya mengenal interaksi yang seperti itu dalam ikatan
pernikahan yang sah. Pastinya interaksi yang demikian jika dilakukan di luar
pernikahan tentu saja bertentangan dengan nilai-nilai dan norma agama. Wajar
saja masyarakat Asia beramai-ramai mengecam dan mengutuk isi video klip Gaga
yang vulgar mengumbar sensualitas dan erotisme. Salah satu video yang ramai
diperbincangkan yakni </span><i style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%; text-indent: 36pt;">Alejandro</i><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%; text-indent: 36pt;">
garapan Steven Klein karena menampilkan hubungan intim pria dan wanita. Tidak
itu saja, dalam syair berjudul </span><i style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%; text-indent: 36pt;">Born This
Way</i><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%; text-indent: 36pt;"> justru menjustifikasi dirinya mendukung kaum homoseks. Simak saja lirik
</span><i style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%; text-indent: 36pt;">No matter gay, straight, or bi, lesbian,
transgendered life, I’m on the right track baby, I was born to survive.</i><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%; text-indent: 36pt;">
Gaga memilih kata-kata yang blak-blakan untuk menggambarkan bahwa homoseksual
adalah benar dan manusiawi.</span></div>
</div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: 0.0001pt; text-indent: 36pt;">
<div style="text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;"><br /></span></div>
<div style="text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;">Perbedaan
mendasar yang terakhir yakni tentang pandangan terhadap agama. Bangsa timur adalah
bangsa yang sangat teguh dalam hal pengakuan terhadap Tuhan dan menjunjung
tinggi keyakinan yang dianutnya. Sebagian besar masyarakat Asia bahkan menjadi
representasi kekuatan atau basis agama tertentu. Misalnya Cina, Korea, dan
Thailand merupakan pemeluk agama Budha yang taat, mayoritas masyarakat
Singapore dan Filipina beragama Kristen, sedangkan Malaysia, Indonesia, dan
Brunei menganut agama Islam. Agama bagi bangsa timur lebih direpresentasikan
sebagai pegangan dan panutan hidup. Perintah dan larangan menurut agama menjadi
<i>jihad</i> (usaha yang luar biasa) bagi
pemeluknya. Lain halnya masyarakat barat yang menurut pandangan konservatif menganggap
agama sebagai sebuah kebudayaan kuno yang diajarkan dan diwariskan dari
generasi ke generasi. Pandangan ini yang membuat sebagian bangsa barat tak
beragama. Akibatnya, bukan lagi menganggap agama sebagai hal yang penting
tetapi lebih dari itu menjurus pada penghinaan atau pelecehan terhadap agama
tertentu. Hal itu secara nyata dilakukan oleh Gaga dalam <i>Judas</i> yang membuat geram banyak negara terutama di Asia. <i>And Judas is the demon I cling to, I cling
to...But I’m still in love with Judas, baby</i>. Tentu saja, lirik tersebut
membuat umat Kristen marah. Belum lagi lagu <i>Bad
Romance </i>yang dinilai melahirkan ajaran sesat karena liriknya dianggap mengandung
konspirasi agama yang melibatkan setan. Belum lagi <i>Alejandro</i> yang membuat gerah karena syairnya melukiskan sosok
Alejandro sebagai Tuhan dan Fernando sebagai Jesus yang membela dan melindungi
manusia. <o:p></o:p></span></div>
</div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: 0.0001pt; text-indent: 36pt;">
<div style="text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;"><br /></span></div>
<div style="text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;">Jika
melihat keadaan bangsa kita saat ini, alangkah baiknya jika kita lebih kritis
dengan wacana tersebut. Sebuah putusan bijak apabila hal-hal yang bisa memicu degradasi
moral dan budaya permisif dihilangkan termasuk konser Gaga. Pembatalan konser
Gaga mungkin saja menyisakan kerugian dan penyesalan namun itu lebih baik
daripada meraup keuntungan instan tetapi menuai kerugian jangka panjang di
tengah gencarnya pemerintah menggalakkan pendidikan karakter bagi generasi
muda.<i> So, should Gaga plan to come to
Indonesia again?</i><o:p></o:p></span></div>
</div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: 0.0001pt; text-align: right; text-indent: 36pt;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;">(Widya Kusu dan Rangga Asmara)</span><br />
<span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;"><br /></span><br />
<span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;"><br /></span><br />
<div style="text-align: left;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;">Sumber: </span></div>
<div style="text-align: left;">
<a href="http://www.voaindonesia.com/content/konser-lady-gaga-di-indonesia-dibatalkan/1105809.html" style="line-height: 150%; text-align: right; text-indent: 36pt;">http://www.voaindonesia.com/content/konser-lady-gaga-di-indonesia-dibatalkan/1105809.html</a></div>
</div>Anonymoushttp://www.blogger.com/profile/09172424075290416965noreply@blogger.com3tag:blogger.com,1999:blog-6853076436140035836.post-49914928354975012102012-05-18T17:45:00.001-07:002012-05-24T05:52:00.626-07:00SENSE PROPERTIES (Analytic, Synthetic, and Contradictory Sentences)<div style="text-align: -webkit-auto;">
<span style="text-align: justify;"> </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%; text-align: justify;">In daily
life, people communicate and need to reach practical agreement on the meanings
of words they use in order to yield effective and meaningful communication. It
is known that some show their disagreement about the rule of constructing a
meaning from a word. However, we find that we as speakers or hearers understand
all words since people who involved in the conversation are having
indispensable hard core of meaning. Thus, this vital meaning is called as </span><b style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%; text-align: justify;">sense of expression</b><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%; text-align: justify;">.</span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;"> In semantics, experts argue there
are two main ways of teaching sense of expression such as sense relation with
other expression and <b>sense properties</b>.
Sense properties consists of two words which have literal meaning i.e. <b>sense</b> and <b>property</b>. The former means a meaning conveyed or intended while the
latter is defined as a quality or trait belonging and especially peculiar to an
individual or thing (merriam-webster.com). I propose that sense properties
refer to <b>a quality or trait belongs to
conveyed meanings</b>. The quality of conveyed meaning usually can be done if a
language is uttered or written in a sentence not in a word. It is because sentence
meaning is proposition which means possess literal meaning or locution while a
word is only a concept. Hurford and Heasley suggest that there are three ways
of identifying a quality of a sentence such as analytic, synthetic, and
contradictory. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br />
<a name='more'></a><br /></div>
<div class="MsoListParagraph" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 18.0pt; margin-right: 0cm; margin-top: 0cm; mso-add-space: auto; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;">
<b><span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;">A.<span style="font-family: 'Times New Roman'; font-size: 7pt; font-weight: normal; line-height: normal;"> </span></span></b><b><span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;">Analytic
Sentences<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 36.0pt;">
<span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;">An analytic sentence is one that is necessarily true, as a result of the
senses of the words in it (Hurford and Heasley, 1983:91). It means that <i>those belong to analytic sentences are absolute
true sentences</i>. Take a look at the examples below.<o:p></o:p></span><br />
<div class="separator" style="clear: both; text-align: center;">
<a href="http://2.bp.blogspot.com/-NfkWYL5Nwsc/T7btazPPQSI/AAAAAAAAACU/G7l1yYkUXDk/s1600/images.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="" border="0" height="149" src="http://2.bp.blogspot.com/-NfkWYL5Nwsc/T7btazPPQSI/AAAAAAAAACU/G7l1yYkUXDk/s200/images.jpg" title="Lions are animals" width="200" /></a></div>
<br />
<span style="font-family: 'Times New Roman', serif; line-height: 150%; text-align: -webkit-auto; text-indent: 36pt;"><br /></span><br />
<span style="font-family: 'Times New Roman', serif; line-height: 150%; text-align: -webkit-auto; text-indent: 36pt;"><br /></span><br />
<span style="font-family: 'Times New Roman', serif; line-height: 150%; text-align: -webkit-auto; text-indent: 36pt;"><br /></span><br />
<span style="font-family: 'Times New Roman', serif; line-height: 150%; text-align: -webkit-auto; text-indent: 36pt;">Lions are animals</span></div>
<br />
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 36.0pt;">
<a href="http://4.bp.blogspot.com/-55rL11LgY5Q/T7btZ_q7_zI/AAAAAAAAACM/7a2xzRxwBcA/s1600/images+(1).jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="170" src="http://4.bp.blogspot.com/-55rL11LgY5Q/T7btZ_q7_zI/AAAAAAAAACM/7a2xzRxwBcA/s200/images+(1).jpg" width="200" /></a><br />
<br />
<br />
<br />
<br />
<span style="font-family: 'Times New Roman', serif; font-size: 16px; text-align: center; text-indent: 0px;">Pigeons are birds</span>
<br />
<span style="font-family: 'Times New Roman', serif; font-size: 16px; text-align: center; text-indent: 0px;"><br /></span><br />
<span style="font-family: 'Times New Roman', serif; font-size: 16px; text-align: center; text-indent: 0px;"><br /></span><br />
<span style="font-family: 'Times New Roman', serif; font-size: 16px; text-align: center; text-indent: 0px;"><br /></span><br />
<span style="font-family: 'Times New Roman', serif; font-size: 16px; text-align: center; text-indent: 0px;"><br /></span><br />
<span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%; text-indent: 36pt;">The aforementioned examples are analytic sentences. Some agree but some
may question <i>why?</i> It is because
people include young and adult, men and women, suburb or urban will have the
same concepts of anim</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%; text-indent: 36pt;">als which </span><i style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%; text-indent: 36pt;">anything
that lives and moves</i><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%; text-indent: 36pt;"> (CALD) </span><i style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%; text-indent: 36pt;">produces
sounds</i><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%; text-indent: 36pt;">. Then, none will hesitate that lions are animals. It is because
lions are lived things which can move from one spot to another spot and produce
</span><i style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%; text-indent: 36pt;">roar and growl </i><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%; text-indent: 36pt;">sound. Then it is deliberately
clear that lions are animals. </span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 36.0pt;">
<span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;">The same explanation also can explain why pigeon are birds. Everyone has
the same perception or concept about birds. Bird is <i>a creature with feathers, and wings, and usually able to fly </i>(CALD).
Many agree that pigeon’s body is covered by feathers, and it also has two wings
to help it flies from one place to another place. Thus, pigeon’s creature meets
a requirement as a bird.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 36.0pt;">
<br /></div>
<div class="MsoListParagraph" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 18.0pt; margin-right: 0cm; margin-top: 0cm; mso-add-space: auto; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;">
<div class="separator" style="clear: both; text-align: center;">
</div>
<b style="line-height: 150%; text-indent: -18pt;"><span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;">B.<span style="font-family: 'Times New Roman'; font-size: 7pt; font-weight: normal; line-height: normal;"> </span></span></b><b style="line-height: 150%; text-indent: -18pt;"><span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;">Synthetic
Sentences</span></b></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 36.0pt;">
<span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;">Some will ask about sentence contains unclear statement whether true or
false. Hurford and Heasley argue that sentence which is not analytic, but may
be either true or false, depends on the way the world is a synthetic sentence. <i>I assume that synthetic sentences
potentially give more informative statement. </i>See the examples below.<o:p></o:p></span><br />
<a href="http://3.bp.blogspot.com/-GM_ysO5Z2V8/T7bv-Mk1LkI/AAAAAAAAACo/NQQyvfE0_tw/s1600/201201271343341.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="http://3.bp.blogspot.com/-GM_ysO5Z2V8/T7bv-Mk1LkI/AAAAAAAAACo/NQQyvfE0_tw/s200/201201271343341.jpg" width="156" /></a><span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;"><br /></span><br />
<span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;"><br /></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 36.0pt;">
<div style="text-align: center; text-indent: 0px;">
<br /></div>
</div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 36.0pt;">
<span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;"><br /></span><br />
<span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%; text-align: center; text-indent: 2px;">Susilo Bambang Yudhoyono is the president of Indonesia.</span><br />
<span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;"><br /></span><br />
<span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;"><br /></span><br />
<span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;"><br /></span><br />
<span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;"><br /></span><br />
<a href="http://4.bp.blogspot.com/-RTOx4jqV9vk/T7bwBA39CgI/AAAAAAAAAC0/0NNRLMfwY_E/s1600/sukhoi-super-jet-100-_120511190557-338.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="118" src="http://4.bp.blogspot.com/-RTOx4jqV9vk/T7bwBA39CgI/AAAAAAAAAC0/0NNRLMfwY_E/s200/sukhoi-super-jet-100-_120511190557-338.jpg" width="200" /></a><span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;"><br /></span><br />
<span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;"><br /></span><br />
<span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%; text-align: center; text-indent: 0px;">Sukhoi Superjet 100 missed over mt. Salak.</span><br />
<span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;"><br /></span><br />
<span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;"><br /></span><br />
<span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;"><br /></span><br />
<span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%; text-indent: 36pt;">The aforesaid examples are synthetic sentences. Some will ask </span><i style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%; text-indent: 36pt;">why do not those examples above belong to
analytic sentences? Don’t they contain an absolute truth?</i></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 36.0pt;">
<span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;">Here, my arguments. The former sentence which states Susilo Bambang
Yudhoyono (SBY) is the president of Indonesia is true sentence for a certain
people. Only some know that SBY is having authority to govern Indonesia. How
about Englishmen or Polish people who do not have an interest about Indonesia.
Of course they do not the president of Indonesia. Another real case in Bali can
prove the statement that SBY is the president of Indonesia becomes synthetic
sentence. In 25th October 2011, there is a gardener with his bicycle went across
of SBY when he gave his speech in Bali. This man is an Indonesian person, but
he seems do not who his president is. Then, this becomes strong evidence that
not all people over the world or even Indonesian people know that SBY is the
Indonesian president. Thus, this statement turns out to be synthetic sentence. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 36.0pt;">
<span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;">The identical argument is given for the latter example which states that
Sukhoi Superjet 100 missed over mt. Salak. This is update information for the
Indonesian people. However, I argue that not all Indonesian know that news.
People in the remote area, who do not have television or radio to access information,
will not know this news. It may be happen for Papua people. They may be not
knowing what Sukhoi Superjet is 100 or where mt. Salak is. Then, the
information statement tends to be synthetic sentence.<o:p></o:p></span><br />
<span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;"><br /></span></div>
<div class="MsoListParagraph" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 18.0pt; margin-right: 0cm; margin-top: 0cm; mso-add-space: auto; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;">
<b><span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;">C.<span style="font-family: 'Times New Roman'; font-size: 7pt; font-weight: normal; line-height: normal;"> </span></span></b><b><span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;">Contradictory
Sentence<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 36.0pt;">
<span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;">In contrast with analytic sentences, Hurford and Heasley argue about a
contradictory sentence. A contradiction is a sentence that is necessarily
false, as a result of the senses of the words in it. <i>If those belong to analytic sentences are absolute true sentences, then
those included in contradictory sentence</i>. Take a look at the examples
below.<o:p></o:p></span><br />
<div class="separator" style="clear: both; text-align: center;">
<a href="http://4.bp.blogspot.com/-EJd-dXIYTqc/T7bv_wp2CvI/AAAAAAAAACw/Zuq1ikNnRfw/s1600/healthy-boy.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="http://4.bp.blogspot.com/-EJd-dXIYTqc/T7bv_wp2CvI/AAAAAAAAACw/Zuq1ikNnRfw/s200/healthy-boy.jpg" width="133" /></a></div>
<span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;"><br /></span><br />
<span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;"><br /></span><br />
<span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;"><span style="text-align: center; text-indent: 0px;">The boy is female</span></span><br />
<span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;"><span style="text-align: center; text-indent: 0px;"><br /></span></span><br />
<span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;"><span style="text-align: center; text-indent: 0px;"><br /></span></span><br />
<span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;"><span style="text-align: center; text-indent: 0px;"><br /></span></span><br />
<span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;"><span style="text-align: center; text-indent: 0px;"><br /></span></span><br />
<span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;"><span style="text-align: center; text-indent: 0px;"><br /></span></span><br />
<span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;"><span style="text-align: center; text-indent: 0px;"><br /></span></span><br />
<a href="http://4.bp.blogspot.com/-b8TMMexk2K0/T7btd07cZ1I/AAAAAAAAACc/0nhjUU83XAA/s1600/jellyfish.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="133" src="http://4.bp.blogspot.com/-b8TMMexk2K0/T7btd07cZ1I/AAAAAAAAACc/0nhjUU83XAA/s200/jellyfish.jpg" width="200" /></a><span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;"><span style="text-align: center; text-indent: 0px;"><br /></span></span><br />
<span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;"><span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; text-align: center; text-indent: 0px;">Jellyfish are </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; text-align: center; text-indent: 0px;">plants</span></span><br />
<span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;"><span style="text-align: center; text-indent: 0px;"><br /></span></span><br />
<span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;"><span style="text-align: center; text-indent: 0px;"><br /></span></span><br />
<span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;"><span style="text-align: center; text-indent: 0px;"><br /></span></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 36.0pt;">
<span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;"><br /></span><br />
<span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;"><br /></span><br />
<span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;">The two examples are contradictory sentences. Of course</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;">,</span><span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;">
reading the two examples above tickles my notion. <i>How come the sex of boy is female? Doesn’t the sex for all boys are
males and for girls are females? </i>And <i>how
come jellyfishes are vegetables? Don’t they belong to animals?</i> <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 36.0pt;">
<span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;">The statement “The boy is female” is contradict with factual data. Many
argue and agree that boys are defined as <i>male
child, more generally, a male of any age (CALD)</i>. People will argue and
agree that the sex of all boys is males. None will show their hesitation about
it. Everyone in every side of the world realises about it. Not only the
literate people but also those who are not will automatically know the truth
and say that the statement is wrong. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 36.0pt;">
<span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;">The </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;">equal argument also can explain
why the statement of “Jellyfish are vegetables” is contradictory sentence. In
CALD, jellyfishes are defines as <i>a sea
animal with a soft oval almost transparant body</i>. Based on the definition
above, of course, it is positively that jellyfishes belong to animal not a
plant. As an animal, jelly fish can moves using its tentakel. this statement
tends to contradict with the facts. Thus, this one is also contradictory
sentence.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 36.0pt;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;">After
knowing the definition, examples and elaboration. It is hoped that we
understand about the concept of sense properties in the term of analytic,
synthetic, and contradiction sentences. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 36.0pt;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;">Reference:<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 0cm; margin-top: 0cm; text-indent: -1.0cm;">
<span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;">Hurford, JR & Heasley, B. 1983. Semantics: A
coursebook. London: Cambridge University Press.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 0cm; margin-top: 0cm; text-indent: -1.0cm;">
<span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;">www.merriam-webster.com<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 0cm; margin-top: 0cm; text-indent: -1.0cm;">
<span lang="EN-GB" style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;">www.dictionary.cambridge.org<o:p></o:p></span></div>Anonymoushttp://www.blogger.com/profile/09172424075290416965noreply@blogger.com1tag:blogger.com,1999:blog-6853076436140035836.post-68867030952062328172012-04-12T17:45:00.002-07:002012-05-23T21:14:24.170-07:00Pros and Cons of Mass Media<br />
<div class="MsoNormal" style="margin-bottom: 10.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; text-indent: 0cm;">
<b><span style="font-family: Cambria, serif;">Compare the advantages and disadvantages of
three of the following as media for communicating information. State which you
consider to be the most effective. (comics, book, radio, television, film,
theater). Give reasons for your answer and include any relevant examples from
your own knowledge.<o:p></o:p></span></b></div>
<div class="MsoNormal" style="margin-bottom: 10.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; text-indent: 0cm;">
<b><span style="font-family: Cambria, serif;"></span></b></div>
<a name='more'></a><b><br /></b><br />
<div class="MsoNormal" style="margin-bottom: 10.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; text-indent: 0cm;">
<span style="font-family: Cambria, serif;">For many
decades, mass media have been used as a means to communicate and deliver an
information. It is believed the existence of mass media such as book, radio,
and television are able to elaborate an event happened in a place quickly and
accurately. However, many pros and cons are getting along with them and
difficult to be sepatared. Thus, the argument will be discussed by providing
benefits and disadantages of mass media.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 10.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; text-indent: 0cm;">
<span style="font-family: Cambria, serif;">Many argue
mass media as an incredible and tremendous findings have more positive points
rather than negatives. It is attested by many that books details an old and new
information which relevant to an Indonesian adage that books as windows open
and link to new world. Many assume that reading a book not only will widen your
knowledge but also pump up your reading ability better. However, some believe
that reading a book waste time. Professionals who have a hectic schedule have
to provide an extra time to read a book. <o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 10.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; text-indent: 0cm;">
<span style="font-family: Cambria, serif;">Compare to
radio, an electronics will inform a current issues and information without
providing an extra time. Take listening the radio on a car, for example.
Businessmen are able to know what has just happened in the side of the world by
turning on th tube while driving a car to the office. It also will activate
human audio system effectively. Many research done to prove that people who
often use their ears more than eyes are able manage the sensibility of their sense
of sounds better. On the contrary, many argue that radio has been categorised
as old findings which shows a slight increasing in its development system. <o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 10.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; text-indent: 0cm;">
<span style="font-family: Cambria, serif;">Another
electronic device has been considerably assumed as popular mass media is
television. Many argue that television serves a lot of benefits than other type
of mass media. It is arguable that televison patrons both audio and visual
system. It gives more accurate and current information as well as radio rather
than book. It involves in activating senses of sounds and visual. However, it
tends to provocate people to be more addicted than others. It will give bad
effects especially for students. A lot of attraction is preserved by television
programmes. <o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 10.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; text-indent: 0cm;">
<span style="font-family: Cambria, serif;">After analyzing
of arguments, it is believed that radio has been considered as most effective
mass media reliant on its benefit rather than others. <o:p></o:p></span></div>Anonymoushttp://www.blogger.com/profile/09172424075290416965noreply@blogger.com0tag:blogger.com,1999:blog-6853076436140035836.post-52527735815390624122012-04-12T17:43:00.002-07:002012-04-12T17:43:18.698-07:00Environment<br />
<div class="MsoNormal" style="margin-bottom: 10.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; text-indent: 0cm;">
<b><span style="font-family: "Cambria","serif"; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Damage to the environment is an inevitable
consequence of worldwide improvements in the standard of living. Discuss.<o:p></o:p></span></b></div>
<div class="MsoNormal" style="margin-bottom: 10.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; text-indent: 0cm;">
<b><span style="font-family: "Cambria","serif"; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;"></span></b></div>
<a name='more'></a><b><br /></b><br />
<div class="MsoNormal" style="margin-bottom: 10.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; text-indent: 0cm;">
<span style="font-family: "Cambria","serif"; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">It is
undoubtable that for many decades, human’s standards of living are always
changing to highest level. For many centuries ago, the human’s needs are only
limited to food, clothes, and housing. Nowadays, people focus is not only
limited on how I am not hungry and starve to death but also the quality of the
food; or, I not only feel warm and comfortable but also what kind of materials
is used leather or just a cotton; and, I not only have place to save me from
wild and dangerous animals but also how large my house is.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 10.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; text-indent: 0cm;">
<span style="font-family: "Cambria","serif"; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Those
prospective above doesn’t belong to someone. Most of people become greedy. They
only think their own needs of living without realizing that their standards of
living damage the environment. How many trees and forests are cut down for
preserving human’s housing system? How many animals are killed? Forest
destruction in Kalimantan Island, Indonesia, for example, causes big flood.
Major numbers of log is preserved to make houses and its furniture. Major trees
are proceeded to make a paper and now we are using it for doing IELTS writing
test. Animals, just like Orang Utan, are really difficult to be found.
Indonesian government is making lots of regulations to conserve and protect
forest and animals.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 10.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; text-indent: 0cm;">
<span style="font-family: "Cambria","serif"; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">The example
above is categorized as a small destruction case. However, we cannot continue
this wrong act. People who are given brain should think how to stop bad action.
How do people change their own standard of living and pay more attention to the
environment? The concept of ‘Back to Nature’ must be applied in each aspect of
life. Food, for example, we can limit our routine in consuming a piece of meat
per day into a piece of meat per week. In say so, we can wear clothes made from
cotton and not from leather. In addition, we can plant at least a tree in our
backyard.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 10.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; text-indent: 0cm;">
<span style="font-family: "Cambria","serif"; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Basically,
it is easy to say and difficult to do. We can ask ourselves and families to
stop the destruction and love environment. Let’s start to change our living to
save environment. <o:p></o:p></span></div>Anonymoushttp://www.blogger.com/profile/09172424075290416965noreply@blogger.com0tag:blogger.com,1999:blog-6853076436140035836.post-45123667970734413682012-04-12T17:40:00.003-07:002012-04-12T17:40:58.404-07:00Television<br />
<div class="MsoNormal" style="margin-bottom: 10.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; text-indent: 0cm;">
<b><span style="font-family: Cambria, serif;">Television has had a significant influence on
the culture of many societies. To what extent would you say that television has
positively or negatively affected the cultural development of your society?<o:p></o:p></span></b></div>
<div class="MsoNormal" style="margin-bottom: 10.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; text-indent: 0cm;">
<b><span style="font-family: Cambria, serif;"></span></b></div>
<a name='more'></a><b><br /></b><br />
<div class="MsoNormal" style="margin-bottom: 10.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; text-indent: 0cm;">
<span style="font-family: Cambria, serif;">For years,
it is well known that the existence of television is being controversial. Not
only positively but also negatively, the cube electronics are fundamentally
made and admitted as a beginning sign of modern era. Nowadays, lots of negative
effects get together with the positives. Despite of its difficulty, it is
important to keep separately those. One point of views which often being forgot
is from cultural development. <o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 10.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; text-indent: 0cm;">
<span style="font-family: Cambria, serif;">Giving
positive judging to television is important and needed to do. It has grew and
developed for many centuries, now, is showing its quality. In Indonesia where
thousands culture spread out, it becomes linker and connector from Sabang to
Merauke. A television show entitled ‘Belajar Indonesia’ lets me understand more
about my country. Understandably, some people used to respect on their own
culture as the highest level and disregard others. The shows may help those to
know and respect more. Here, television builds and develops someone from mental
and subconscious aspects.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 10.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; text-indent: 0cm;">
<span style="font-family: Cambria, serif;">Comparing to
the positive aspects, television also creates negative impacts. In cultural
development aspect, major numbers of Indonesian youth, for example, enjoy their
life by following others countries, giving more appreciation to foreign music
and so on. It is not fully bad or even worse. Television, here, actually tries
to give its function in introducing other culture. In says so, you may get to
know their lifestyle. <o:p></o:p></span></div>
<div style="border-bottom: solid windowtext 1.0pt; border: none; mso-border-bottom-alt: solid windowtext .75pt; mso-element: para-border-div; padding: 0cm 0cm 1.0pt 0cm;">
<div class="MsoNormal" style="border: none; margin-bottom: 10.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; mso-border-bottom-alt: solid windowtext .75pt; mso-padding-alt: 0cm 0cm 1.0pt 0cm; padding: 0cm; text-indent: 0cm;">
<span style="font-family: Cambria, serif;">To sum up,
depend on those two aspects television still has lots of positive sides. As
modern people who live in developing centuries, people should be honest in
showing attitude toward television.<o:p></o:p></span></div>
</div>Anonymoushttp://www.blogger.com/profile/09172424075290416965noreply@blogger.com0tag:blogger.com,1999:blog-6853076436140035836.post-42398262641303059392012-04-12T17:39:00.000-07:002012-04-12T17:39:12.835-07:00Globalization<div class="MsoNormal" style="margin-bottom: 10.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; text-indent: 0cm;">
<b><span style="font-family: Cambria, serif;">Even though globalization affects the world’s economies in a
positive way, its negative side should not be forgotten. Discuss.</span></b><span style="font-family: Cambria, serif;"><o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 10.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; text-indent: 0cm;">
<b><span style="font-family: Cambria, serif;"></span></b></div>
<a name='more'></a><b><br /></b><br />
<div class="MsoNormal" style="margin-bottom: 10.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; text-indent: 0cm;">
<span style="font-family: "Cambria","serif"; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Nowadays,
‘globalization’ becomes popular term not only in big countries such as USA and
China but also in developed countries just like in South East Asia countries.
The term has become fundamental and basic element in our society. It has
affected for Economics, Education and Culture, even in Politics. However, we
have to be able to differ in what aspects this ‘globalization’ affects
positively and negatively.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 10.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; text-indent: 0cm;">
<span style="font-family: "Cambria","serif"; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Starting
with the good impacts, it is easily to say that globalization gives us lots of
simplicity and fastness. In Economics world, the term has helped the big
countries in widen its power to developed countries. In Harmony with it, the
education and culture in a country can to be learned in a distance and without
moving our chair once. A young US girl
can learn a Japanese tradition only by turning on her computer and connecting
to internet modem. Furthermore, in a political term, countries can help a non
stabilized country to overcome from domestic problems such as in Middle East. <o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 10.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; text-indent: 0cm;">
<span style="font-family: "Cambria","serif"; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">It is
important to us not to ignore the bad side from globalization. The easies given
from globalization often make people tend to act lazily and don’t want to do
something a bit difficult. In the
Economics, the small countries don’t have any opportunities to develop their
country well. They look like under shadow of super power countries and can’t
get out from the circle. In Education world, a student can’t count a
mathematics problem without a calculator. In addition, globalization will
politicize a country to be more powerful.<o:p></o:p></span></div>
<span style="font-family: "Cambria","serif"; font-size: 11.0pt; mso-ansi-language: IN; mso-ascii-theme-font: major-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: major-latin;">In short, however there are many good and bad impacts
of globalization to our life, it is important for us to choose wisely. We can
learn a lot good side from the globalization without disregarding to the bad
side. </span>Anonymoushttp://www.blogger.com/profile/09172424075290416965noreply@blogger.com0tag:blogger.com,1999:blog-6853076436140035836.post-73319991579822234772012-04-12T17:15:00.002-07:002012-04-12T17:21:17.203-07:00Gila“Orang gila, Orang gila.”<br />
<br />
Segerombolan anak kecil meneriakiku dengan kata itu. Orang gila yang benar saja? Apa mereka tak tahu bahwa sesungguhnya aku adalah calon artis terkenal yang bisa membanggakan desa mereka. Aku memutuskan keluar untuk lebih serius berlatih peran secara alami. Hanya itu saja.<br />
<br />
“Orang gila, orang gila.”<br />
<br />
Apa-apaan ini. Aku sudah tidak tahan dengan ucapan mereka. Aku sudah berada di puncak kemarahanku dan tinggal meletupkannya ke arah mereka, ke arah anak-anak kurang hajar itu.<br />
<a name='more'></a><br />
Api kilatan marah muncul di mataku. Aku membuncahkan segala perasaanku pada mereka. Dan kulihat mereka takut. Hahaha. Aku menang. Mereka memang pengecut. Baru dilabrak sedikit saja sudah lari dan bersembunyi di balik pohon. Aku tahu mereka benar-benar sangat ketakutan.<br />
<br />
Aku melanjutkan langkah kakiku. Enak saja mereka menggangu latihanku menjadi orang gila. Aku harus menghayati peran. Aku tersenyum kemudian berjalan dengan riang. Aku melihat anak-anak kecil mulai keluar dari balik pohon dan mengikutiku dengan langkah perlahan. Surprise. Mereka kaget sekali ketika aku membalikkan badan. Memang mereka pikir aku benar-benar gila dan bisa dibohongi begitu saja.<br />
<br />
“Heh”<br />
<br />
Aku baru menggertak dengan satu kata mereka kembali berlari menjauhiku. Aku menang. Aku tertawa lagi. Mereka takut sekali padaku. Mereka lari ke rumah orang tua masing-masing. Mereka pasti sedang menceritakan omelanku pada orang tua mereka masing-masing. <br />
<br />
Dasar tukang wadul.<br />
<br />
Aku merebahkan badanku sejenak pada sebuah batu besar di pinggir kali. Aku mengamati pantulan wajahku dari air sungai yang masih jernih itu. Menurutku wajahku cantik, bahkan paling cantik di desa ini dan cocok untuk menjadi artis terkenal seperti Meriam Belina ataupun Lidya Kandau. Aku memerciki wajahku dengan air itu dengan perasaan bahagia. Perasaan bahagia bahwa aku sebentar lagi jadi terkenal.<br />
<br />
Aku berjalan kembali, meneruskan perjalananku yang sempat terhenti tadi. Kini gairahku untuk menjadi terkenal semakin menggila. Aku tak terlalu yakin akan bisa sampai di lokasi syuting kapan, tapi aku yakin aku pasti bisa.<br />
<br />
Tanpa sengaja, aku melihat artis pujaanku lewat dengan BMW di depan mataku.<br />
<br />
“Hei, aku akan jadi terkenal sepertimu!” aku memekik keras sekali.<br />
<br />
Orang di sekitarku memandangku dengan perasaan jijik dan nanar. Mereka menggelengkan kepala kemudian pergi meninggalkanku begitu saja. Aku mendengar mereka berkata lirih “Dasar orang gila”. Memang siapa yang gila? Aku benar-benar heran pada mereka. Aku akan bersikap wajar kalau anak kecil memanggilku dengan sebutan orang gila. Tapi, mereka, orang-orang dewasa ini sudah bisa berpikir secara kritis dan analisis bahwa aku sedang berlatih peran sebagai orang gila. Aku yakin suatu saat jika aku benar-benar terkenal, mereka akan mengagung-agungkanku. Dasar orang kok sukanya menjilat ludah sendiri.<br />
<br />
Aku berjalan terus berjalan. Aku tak tahu kerumunan macam apa yang sedang ada dihadapanku. Tampak olehku mereka terus berdecak kagum sambil terus berusaha mengambil gambar. Aku mencoba menerobos mereka. Mereka pergi menjauh. Mereka lari tunggang-langgang persis apa yang dilakukan anak-anak kecil di desaku. Namun, kali ini mereka berlari menjauh dan tak bersembunyi di balik pohon. Mereka langsung tancap gas kendaraan mereka. Aku memandang berkeliling.<br />
<br />
Ya, tempat itu sedang ada proses syuting pembutan film. Aku sedang melihat bagaimana garangnya kemarahan sang sutradara karena pemainnya sama sekali tak berkualitas. Pemain itu sedang memerankan anak desa yang gila dan tak lebih. Goblok. Sungguh peran itu sangat mudah dimainkan. Kan gampang tinggal tertawa dan menangis saja.<br />
<br />
Aku tertawa membahana. Mereka kaget dan benar-benar panik melihat kedatanganku, tapi justru tidak bagi sang sutradara. Dia melihat tajam ke arahku. Aku tak tahu tapi aku merasa senang. Aku berharap mereka akan menggantikan peran pemainnya denganku.<br />
<br />
Aku terus tertawa bahkan lebih lantang dari tadi. Kemudian menangis sejadinya. Kembali aku tertawa dan menangis lagi. Aku tahu aku akan jadi artis. Ya, sutradara itu masih mengawasiku dengan sorotan tajam.<br />
<br />
Ntah apa yang dia katakan pada pemainnya. Dia meminta untuk mengawasiku juga. Menatap dan menonton actingku. Hampir semua kru dan pemain menatap tajam ke arahku. Aku benar-benar merasa puas. Mereka menonton actingku dengan seksama.<br />
<br />
Aku semakin asyik. Aku merasa tertantang. Aku yakin setelah ini mereka akan menawariku kontrak film atau sinetron.<br />
<br />
Aku kembali menatap sang sutradara. Dia berkata sangat lirih kepada orang yang baru dimarahinya tadi. Namun, aku masih bisa menangkap sedikit pembicaraan mereka. Sutradara meminta dia untuk beracting sepertiku.<br />
<br />
“Nah, kau lihat orang itu! kau harus seperti dia. Ini kesempatanmu. Ada oarng gila sungguhan di hadapanmu. Kau berlatihlah dari dia.”<br />
<br />
Sang sutardara diam sejenak.<br />
<br />
“Bagaimana kau sudah mengerti kan? Sudah sejak minggu lalu aku memintamu langsung survei sendiri melihat tingkah orang gila dan itu tak kau gubris sama sekali. Dan sekarang kau memang beruntung ada orang gila dan dia berhenti di depan kita untuk diamati tingkah lakunya.”<br />
<br />
Pemain itu mengangguk. “Aku sudah siap”<br />
<br />
“Stand bye, camera and ACTION”<br />
<br />
Kurang hajar. Sopan sekali mereka mengataiku orang gila. Dasar sutradara tak tahu etika. Aku ini bukan orang gila. Pemain handal sepertiku harusnya yang main. Aku bisa memainkan peran sebagai orang gila dengan sepenuh hati.<br />
<br />
Aku mengerutu sambil berjalan meninggalkan lokasi syuting. Awas kau ya, umpatku dalam hati. Aku yakin film kalian tak akan ditonton.<br />
<br />
Aku berjalan tak tentu arah, tak melihat ke depan. Pandanganku masih menunduk menatap jalan aspal. Aku merasakan sesak. Mereka menganggapku orang gila. Tak ada satu pun yang menganggap aku waras. Aku tersentak kaget. Sebuah sedan bewarna merah metalik datang ke arahku dengan kecepatan tinggi menubruk tubuh lunglai ini. Seketika tubuhku ambruk. Terdengar bunyi bedebum yang begitu keras.<br />
<br />
Seluruh jiwaku sepertinya melayang. Jiwa ini terlepas dari raganya. Aku melihat dengan pedih. Orang di sekelilingku membiarkan tubuhku di tepi jalan mengeluarkan darah. Mereka bahkan tak menutup tubuhku dengan sarung ataupun kardus. Mereka membiarkan jasadku dirubung lalat. Aku menjerit. Jiwaku menjerit. Pedih. Mereka tak peduli padaku, pada orang yang mereka anggap GILA.Anonymoushttp://www.blogger.com/profile/09172424075290416965noreply@blogger.com0tag:blogger.com,1999:blog-6853076436140035836.post-56392240969288176882012-04-12T12:48:00.002-07:002012-04-12T13:47:28.802-07:00PGPS (Read: Pinter Goblog Penghasilan Sama)<div>
Akronim <i>PGPS</i> telah mengalami pergesaran dari makna literal. Kini, <i>PGPS</i> menjadi sebuah celetukan yang mengandung unsur sarkasme bagi sebagian guru. <i>PGPS</i> yang mengacu pada <i>Peraturan Gaji Pegawai Sipil </i>berubah menjadi sindiran kasar bagi guru yang tidak mempunyai kemampuan yang mumpuni di bidangnya. <i>Pinter Goblog Penghasilan Sama. </i>Sungguh ironis memang. Namun, seiring dengan perkembangan kesejahteran guru yang ditawarkan pemerintah, banyak orang melirik untuk bidang pekerjaan ini. Hal ini bukan karena <i>passion</i> mereka untuk menjadi seorang pendidik yang baik, tetapi lebih mengarah pada perspektif gaji yang menggiurkan. Semua itu erat kaitannya dengan sertifikasi guru yang menjadi mahadewanya para guru. <i>Pinter Goblog Penghasilan Sama.</i><br />
<a name='more'></a></div>
<div>
<br /></div>
<div>
Tidak sulit untuk membuktikan kebenaran akronim <i>PGPS </i>sarkasme ini. Lihat saja betapa <i>bobrog-</i>nya sistem pengajaran guru <i>PGPS</i> ini. Para guru mengajar dengan asal-asalan dan cenderung semaunya sendiri tanpa memperhatikan kaidah ataupun moral yang ingin dicapai pemerintah. Bukanlah hal aneh lagi bila guru-guru <i>PGPS </i>level tingkat pendidikan dasar, menulis di papan tulis sama ruwetnya dengan tulisan dokter untuk resep pasien. Ntah hal ini karena para guru tersebut tidak bisa menulis rapi atau karena memang tidak terlalu bersemangat mengajar. Hal ini bertolak belakang dengan masa anak-anak di tahun 1990an dimana para guru memberikan contoh menulis huruf <i>gedrig </i>maupun <i>latin </i>dengan begitu telaten. Sebuah keterampilan mendasar yang sangat diperlukan bagi siswa sekolah dasar. </div>
<div>
<i><br /></i></div>
<div>
<i>Pinter Goblog Penghasilan Sama </i>sangat terlihat dari kemampuan tiap individu untuk memaparkan dan mengelaborasikan kurikulum KTSP 2006 menjadi silabus dan RPP. Sebuah pertanyaan menguak tentang seberapa tahu mereka tentang konsep dasar dari kurikulum ini. <i>Guru Kreatif. </i>Para guru <i>PGPS </i>dijejalkan berbagai macam informasi tentang pengembangan silabus, RPP dan bahkan bahan ajar melalui berbagai macam pelatihan guru mulai dari tingkat regional hingga nasional. Seperti menyaksikan anggota DPR yang sedang rapat paripurna, para guru <i>PGPS </i>ini pun memilih tempat duduk yang lebih strategis. Para guru lebih memilih tidur di pojokan belakang ruang ketimbang mendengarkan penjelasan yang mereka anggap bertele-tele mengenai isu hangat dalam dunia pendidikan. Kalau diperkenankan meminjam istilah medis, guru <i>PGPS</i> ini melakukan berbagai kasus <i>malpraktek. </i>Bedanya, dalam dunia medis hal ini mengakibatkan kecacatan fisik pasien tersebut dan dalam dunia pendidikan hal ini menyebabkan kecacatan intelektualitas bagi generasi penerus bangsa. </div>
<div>
<br /></div>
<div>
Asumsi saya sederhana, dimana para guru <i>PGPS </i>ini mau mengubah cara pandang mereka sendiri. Meskipun cenderung sulit dilakukan, mereka harusnya menumbuhkan mentalitas malu pada diri sendiri sehingga mereka mau berusaha dan terus gigih memperbaiki diri. Seperti teori klasik behaviourisme, dimana stimulus yang baik akan menghasilkan respon yang baik, guru selayaknya menstimuli anak didiknya dengan suguhan pembelajaran yang berkualitas untuk menghasilkan generasi yang lebih baik. Happy Teaching.</div>Anonymoushttp://www.blogger.com/profile/09172424075290416965noreply@blogger.com0tag:blogger.com,1999:blog-6853076436140035836.post-2120807438807321872012-04-03T17:38:00.000-07:002012-04-12T13:31:10.431-07:00Cerpenis GadunganKubanting bolpoint-ku di atas kasur. Huh, susah bener sih nulis cerpen apalagi kalau aku disuruh nulis novel. Bisa mampus aku. Yang pasti impossible. Mana mungkin aku bisa nulis, aku kan gak ada bakat sama sekali. Kayaknya dulu mba Ira waktu SMA gak pernah ada tugas kayak ini, tapi kenapa sekarang harus ada tugas begitu-an. Mana besok pagi sebelum bel tanda masuk, tugas itu harus sudah ngumpul di meja Pak wira. Aku terus saja mengutuki guru itu. Emangnya setiap anak punya kemapuan dan bakat sama. Enggak kan? So, kenapa aku harus repot-repot nulis.<br />
<br />
Tiba-tiba kilatan ide gila masuk dalam otakku. Well, kalau sampai nanti malam aku bener-bener gak dapat ilham, aku bakal nyalin cerpen dari salah satu majalah teens-ku yang edisi lumayan sudah kolot. Good. Pasti gak ada yang bakalan tahu. Aku merasa seneng banget. Ternyata permasalahan ini bener-bener bisa diselesaikan secara simple. Toh, bukan salahku kalau aku melakukan hal ini. Suer deh, aku gak bermaksud begitu. Well, aku melakukan ini dengan terpaksa. Gak mungkin seorang Sesti, anak paling TOP terutama kalau pelajaran bahasa Indonesia gak bisa nulis cerpen. Bisa jatuh reputasiku. <br />
<a name='more'></a><br /><br />
Aku merasa harus merayakan ide gila ini. Aku menyalakan komputer dan mulai asyik memainkan permainan Spider Solitaire, mungkin kedengaran aneh, tapi begitulah caraku merayakan segala sesuatu. Kau tahu kan betapa mengasyikkannya permainan itu. Permainan kartu itu benar-benar menggairahkan, dan seolah merupakan energi ekstra buatku. Aku akui ini lebih baik. Bukankah candu game lebih baik daripada candu narkoba. Papa sering memarahiku karena penyakit ini belum sembuh juga. Well, karena setiap aku menghidupkan komputer pastilah permainan itu yang kutuju pertama kali. <br /><br />
“Sesti, mau jadi apa kamu, bandar judi, hah?”<br /><br />
Namun. Aku tetap saja bebal. Tak pernah sedikitpun terlintas di benakku, aku bakal menjalani karirku di masa depan sebagai bandar judi dan semacamnya, apalagi memikirkannya secara serius. Yang bener saja?<br /><br />
“Apa papa mau aku jadi bandar judi? Well, kalau itu mau papa, aku akan coba memikirkannya dengan serius apakah itu akan membuatku kaya di masa depan.” Kataku waktu papa mulai menginterogasiku malam itu. Memangnya papa tidak akan kecewa jika aku benar-benar jadi bandar judi.<br /><br />
Waktu perayaan telah habis. Well, akan lebih baik buatku untuk menyelesaikan tugas itu sekarang.<br />
Bukankah lebih cepat lebih baik. Aku melangkahkan kaki menuju gudang. Rasanya benar-benar membuatku ingin muntah, mencium aroma udara ruangan yang luar biasa apeknya karena sudah lama tidak dibuka. Aku memakai slayer yang tadi kuambil dari kamar mba Ira. Dengan begini, penyakit bersin-bersinku gak bakalan kambuh. Semoga. <br /><br />
Aku membuka satu-persatu majalah yang ada. Mencoba memilah-milih cerpen yang paling standar yang ada. Well, kataku. Mungkin ini bagus, gak kelihatan buatan orang yang profesional, tapi cukup membuatku mendapat pujian dari pak Wira. <br /><br />
Aku menyalin cerita itu dalam kertas folio. Banyak juga, batinku. Empat halaman folio. Cukup membuat tanganku sedikit kram. Ok. Dengan begini tak ada yang bakal menyangka aku tak dapat menulis cerita. Well. Aku memasukkan tugasku itu dalam tas. Mungkin lebih baik, aku meneruskan membaca novel karya Meg Cabot-Pahlawan Amerika, All-American Girl. You know, meskipun aku bukan orang Amerika tapi aku begitu menyukai mereka, dan jika kau tanya pendapatku apa yang kusukai dari orang Amerika, well aku akan menjawab bahwa cara mereka beridealisme itu sangat keren, di sana semua orang bisa mengungkap ide apapun bahkan ketika kau orang miskin sekalipun.<br /><br />Pagi ini, aku memutuskan berangkat lebih awal. Well, karena aku ingin melihat tugas sahabatku yang, you know jika kau jadi aku yang punya sahabat yang mempunyai IQ sama denganmu secara tidak langsung kau akan bersaing secara nilai bukan (setidaknya itu menurutku). So, aku ingin melihat hasil pekerjaannya. Sangat ingin bahkan.<br /><br />
“Hei, Anne, boleh lihat tugas cerpenmu?”<br /><br />
Anne menyodorkan bukunya ke arahku. Well, menurutku pekerjaannya lumayan baik, tapi pekerjaanku lebih baik. Ok. Aku ngaku pekerjaan hasil nyontekku memang lebih baik. Tapi, sekali lagi tak ada yang tahu kan?<br /><br />
“Hei”, celetuk Andy, ketua kelas kami “kumpulkan segera pekerjaan kalian”<br /><br />
“Okay, tapi jangan bentak-bentak dong!” protes Juliet.<br /><br />
Pekerjaan itu semuanya terkumpul di tangan Andy, kecuali pekerjaanku. Aku masih memegang erat kertas pekerjaanku seolah aku mendapatkan sesuatu yang berharga dan tak ingin memberikan benda itu pada siapapun.<br /><br />
“Hei, Sesti, kau mau mengumpulkan pekerjaanmu atau tidak?” <br /><br />
“Well, okay. Nih tugasku, thanks!”<br /><br />
“Ok class, ini udah semua kan?”<br /><br />
“Ya” suara koor kelas menggelegar. <br /><br />Jujur saja jam pelajaran olahraga kali ini tak terlalu menyenangkan, ya itu karena aku gak terlalu minat latihan basket untuk sekarang dan sampai kapanpun. Kau tahu kan, mana ada anak yang suka dan memasukkanmu dalam tim kalau kau tak bisa memasukkan bola ke dalam ring basket. Well, karena kau hanya diberi kaki pendek yang gemuk dan jauh dari sempurna, seperti yang dimiliki Britney Spears ataupun Christina Aguilera.<br />“Ok class, silahkan menuruskan pelajaran selanjutnya, dan kelas saya cukup sampai di sini.” Ucap pak Gusti, guru olahraga kami. Fiuuuh. Akhirnya selesai juga. Aku terus saja mengelap keningku yang sebenarnya tak terlalu basah oleh keringat. <br /><br />“Okay, tadi saya sudah membaca tugas kalian, ya meskipun hanya sekilas saja.” ucapan pak Wira di depan kelas “dan sebenarnya tugas ini saya berikan kepada kalian untuk mengukur kemampuan menulis kalian karena saya akan mengikutsertakan tiga cerpen terbaik dalam lomba cerpen tingkat kota”<br /><br />
Terdengar tepukan dalam kelas. Semua tampak bersemangat ya kecuali aku. Tadinya aku kira ini hanya tugas sekolah biasa tapi tampaknya aku dalam masalah besar.<br /><br />
“Okay, setiap kelas akan dipilih wakilnya yang kemudian akan dipilih lagi mana yang paling bagus diantara murid kelas sebelas.” Untuk sementara Pak Wira menghentikan bicaranya. “Okay, saya sudah memilih dari kelas ini tapi saya juga minta persetujuan dari setiap anggota kelas dengan cara voting, karena itu saya minta satu persatu anak maju untuk membacakan cerita masing-masing.”<br /><br />
Satu persatu anak maju. Dan setiap anak maju selalu saja dikomentari oleh kelas. Tanganku mulai berkeringat dingin dan aku juga merasakan bahwa wajahku pucat. Bagaimana tidak, kau menyotek hasil karya orang lain dan menganggapnya sebagai hasil karyamu. <br /><br />
“Prasesti Aswadana”. Damn. This is my turn. Aku berdiri dan melangkahkan kakiku. Agak gemetar memang, tapi kurasa tak ada yang tahu. Aku mulai membacakan pekerjaanku, dan seluruh kelas tampaknya menjadi terbengong-bengong. Aku tak tahu kenapa tapi aku merasakan ketakutan yang luar biasa.<br />
<br />
Terdengar applaus dari setiap sudut. Kau tahu mereka memujiku. Mereka memuji hasil contekanku. Dan sekarang aku benar-benar merasakan ketakutanku memuncak, hanya ada satu yang aku inginkan bahwa ada teman lain yang mendapatkan applaus sekeras applaus buatku tadi.<br /><br />
“Okay, tadi kita sudah mendengar cerita dari kalian masing-masing, dan saya meminta menurut kalian siapa yang pantas untuk menjadi wakli kelas kita untuk diseleksi kembali di tingkat sekolah?”<br /><br />
Otot kakiku benar-benar lemas kini, dan kau bakal merasakan hal yang sama ketika kau diposisiku. Betapa tidak, kau menjiplak hasil karya orang lain dan kau terpilih sebagai wakil kelas dalam lomba menulis cerpen. Damn. Aku harus gimana. Aku merasakan kecemasan semakin merundungi diri dan berharap kau bukan masuk tiga besar yang bisa mewakili sekolah, kalau tidak kau benar-benar dalam masalah besar. Sangat besar bahkan. <br /><br />
Setiap anak di kelas memandang takjub pada diriku. Mereka bertanya dengan serentetan pertanyaan yang nyaris membuatku muntah. <br /><br />
“Bagaimana caranya menulis cerpen sebagus punyamu? Berapa lama waktu yang kau butuhkan untuk mendapatkan ilham? Apakah kau tak ingin menjadi terkenal dengan tulisanmu itu, maksudku apakah kau tak pernah bermaksud mengirim hasil karyamu itu?”<br /><br />
“Well, sorry banget, aku tak tahu harus menjawab apa, tapi yang pasti kepalaku pusing berat dan aku mau segera pulang. Sorry banget!” Aku mengambil tasku dan langsung memutuskan cabut tanpa berpamitan pada Anne. Aku berjalan setengah berlari dan kalau aku memikirkan kejadian tadi rasanya kepalaku hampir meledak. <br /><br />
Aku tak tahu harus melakukan apa, tapi yang pasti aku tak bisa mengikuti lomba menulis cerpen dengan karya orang lain, karena jelas aku telah melanggar hak cipta orang lain. Devil yang ada di tubuhku terus saja mendorong niatku untuk tetap memakai cerpen itu. Namun, angle tetap saja menghalangi niat itu, dan aku melakukan persetujuan dengan angle, dan bersikap tak peduli pada devil dan melambai dengan memunggungginya. Sopan, jelas tidak kalau itu kau lakukan pada orang dan angle, tapi kalau buat devil, tentu saja sangat dianjurkan, kalau tidak, kau akan melihatnya mengiba-iba padamu untuk meminta belas kasihan.<br /><br />
Pertama yang harus kau lakukan adalah, angle mulai memberiku petunjuk, carilah data dari internet ataupun buku bagaimana cara menulis cerpen yang baik. Carilah data seakurat mungkin, baca dan pahami. <br />Well, kalau begitu lebih baik kumulai dengan search engine. Aku mulai menyalakan komputermu dan menyambungkannya dengan layanan internet. Simple kan? Hemm, great, aku menuliskan MENJADI CERPENIS dengan huruf kapital, ya, walau aku tahu ini sama sekali tak ada pengaruhnya kau menggunakan huruf kapital atau tidak. Berulang kali aku mengubah keyword-nya. Tetap saja aku merasa kurang puas, ya karena penjelasan mereka kurang detail. So, aku memutuskan besok sepulang sekolah aku akan mampir di toko buku dekat sekolah dan mencari apa yang aku butuhkan.<br /><br />
Hemm, kelihatannya menarik. Aku mengambil salah satu buku pedoman. Mungkin lebih baik aku membeli buku referensi kumpulan cerpen remaja. Mungkin ini akan lebih baik. Aku mengambil beberapa buku kumpulan cerpen. Well, aku tahu aku harus membawa bekal selama seminggu ini karena uang jatahku seminggu habis untuk membeli buku dan hanya cukup untuk transport pulang-pergi ke sekolah. <br /><br />
Okay, ouw, hemm. aku mulai membaca buku yang aku beli. Hanya ada ekspresi-ekspresi yang menandakan bahwa menulis tidak mudah dan tidak sukar. Hal yang bisa aku simpulkan adalah pertama menulislah apa yang kau bisa, bukan apa yang kau mau. Kedua, jangan pernah berhenti menulis. Ya, ada atau tidaknya ide, kau harus tetap menulis. Ketiga, dan sekaligus yang paling aku sukai, bacalah referensi, karena dengan begitu akan meningkatkan kemapuan katamu. Keempat, minta komentar sebanyak mungkin bahkan kalau bisa dari musuh bebuyutanmu sekalipun. Karena mereka itu berkata jujur tanpa berusaha menghibur. Hanya itu, that’s all. Damn. Aku beli buku mahal-mahal dan aku hanya bisa menyimpulkan empat poin di atas.<br /><br />
Well, aku mulai memikirkan tema. Apa yang aku bisa berarti sesuatu yang kau ketahui. Teens. Pastilah sangat menarik. Okay, what abaout the character and characterization? Bukankah lebih baik aku buat garis besar tokohnya. Hemm, aku mulai menggumam sendiri. Dunia remaja identik dengan cinta, sangat dekat, tapi karena ini untuk mewakili sekolah haruslah yang berhubungan dengan dunia pendidikan dan menitikberatkan pada sekolah. <br /><br />
Aku mulai membuat daftar pemeran dan sifatnya. Karakter utama : Smart boy, yang mempunyai pacar yang sangat cantik tapi kurang pandai, dan sang pria mengajari pacarnya hingga ia menjadi pintar. Aku terus saja mengotak-atik ide cerita tersebut. Sederhana tapi bagaimana cara membuat greget dalam cerita itu. Bingung. Aku memutuskan tidur sambil terus berharap keajaiban akan datang. Dan kau tahu itu apa kan?<br /><br />“Ses, dipanggil pak Wira” pekik Andy sang ketua kelas “tampaknya kau terpilih mewakili sekolah dalam lomba menulis cerpen itu.”<br /><br />
“Anne, kau tahu apa yang aku harapkan?” dia menggeleng tapi kemudian menjawab.<br /><br />
“Kau pasti menginginkan ini, kau terpilih ya kan?”<br /><br />
Aku diam, tapi tak mampu berkata apa-apa lagi. Yang pasti aku bakal sangat senang kalau aku tidak terpilih mewakili sekolah. Tapi apa yang aku dengar justru berbalik dengan impianku. Aku terpilih atas sekali lagi hasil contekkanku. Namun, tetap saja aku tak bisa menghindar. Well, kau disana bersama dua orang temanmu yang bakal mewakili sekolah. So, mau tak mau aku menerima keputusan itu.<br /><br />
“Pak, bolehkah saya mengganti cerpen itu dengan sesuatu yang lebih fresh?”<br /><br />
Ya, hanya kata itu yang sanggup kutanyakan. Aku benar-benar merasa bersalah kalau aku memakai cerpen itu. Aku merasa lega, karena pak Wira mengijinkanku.<br /><br />Okay, aku mencoba menyemangati diri. Well, apapun itu aku tak boleh mengecewakan sekolah. Mereka memilihku meski aku tidak jujur. Well, aku mulai bergumam sendiri. Tapi, mencari ide cerita hampir membuatku konyol sama seperti ketika Pak Wira memberikan tugas itu minggu lalu. Tapi bedanya kali ini aku benar-benar merasa tolol. Kau tahu kenapa kan?<br /><br />
Pikiranku jauh lebih payah. Bahkan benar-benar payah. Aku harus memberikan ceritaku segera, ya karena date linenya adalah lusa. Aku benar-benar hampir benar-benar menemukan ide ketika mama berteriak dari meja makan. Dan, aku benar-benar tidak dapat mengingat satupun bahkan ide yang sempat melintas di benakku beberapa hari yang lalu menghilang kini. Kenapa aku lupa menulis garis besar cerita itu kemarin? Aku terus memaki diriku. <br /><br />
Arggghhhh. Aku gemas, ini ulah mama dan mama harus bertanggung jawab. Aku senang karena aku bisa minta ganti rugi. Aku berlari menuruni tangga. Dengan wajah jutek, aku minta pertanggungjawaban. Aku gak mau tahu pokoknya mama harus bantu.<br /><br />
“Bantu gimana?”<br /><br />
“Pokoknya mama harus kasih ide cerita.”<br /><br />
“Kok gitu?” mama terus menjawab tanpa merasa bersalah sekalipun.<br /><br />
“Karena mama udah menghilangkannya” aku menarik napas jengkel “mama yang membuat semuanya hilang”<br /><br />
Aku melihat mama dengan alis mengernyit sebelah.<br /><br />
“Well, mama tadi membuyarkan ideku, mama memanggilku, ingat?”<br /><br />
Mama tertawa terbahak-bahak. Aku tak habis pikir memang ada yang aneh. Aku cuma minta pertanggungjawaban atas semua ini, that’s all. <br /><br />
“Atau aku mau cerita tentang kehidupan mama, ya seorang mama yang selalu berteriak kepada anaknya?” nadaku mungkin terdengar sedikit mengancam tapi mama sudah kelewat batas.<br /><br />
“Ok, tapi apa menariknya cerita itu?”<br /><br />
“Pasti menarik, karena aku akan membuat judul...” aku diam tiba-tiba saja otakku ini memproses lagi setelah berhenti sepersekian detik “MAMAKU GURITAKU.”<br /><br />
“Well, maafkan mama, tapi tadi mama tak bermaksud seperti itu. Tapi kenapa tak kau coba menulis kisah mama waktu muda, betapa mama seperti putri angsa dan papa adalah pangeran kodok”<br /><br />
Papa yang dari tadi asyik membaca koran, ikut berkomentar. Dan alhasil, mereka bertengkar sendiri. <br />Hemm, boleh juga judulnya putri angsa dan pangeran kodok. Well, kayaknya boleh juga. Aku memutuskan makan secepat kilat dan kembali ke kamar untuk memelototi komputerku. Dan aku mulai mengetik yang rasanya seperti pikiran telah membimbingku. Sebaris dua baris. Hei, aku memekik sendiri senang. Aku sudah mendapatkan satu halaman. Aku terus saja menekan tombol-tombol di keybaordku. Aneh. Magic.<br />
<br />
Rasanya tanganku benar-benar ringan. Aku tahu mungkin ini tak akan sebagus dengan cerita hasil contekanku tapi kelihatannya aku berhasil membuat tulisanku sendiri. Bisikan begitu kuat. Apapun yang terjadi besok pagi cerita ini harus selesai karena aku akan mendiskusikannya dengan Anne. Dan, aku akan memberi tahu kecuranganku.<br /><br />
Well, aku bisa mengerjakan sesuai ketentuan minimal 7 halaman A4, font 12, Times new Roman, spasi 1,5 pt. Great. Aku benar-benar bangga terhadap diriku sendiri. Aku mendengar bunyi kretek-kretek dari mesin printer-ku. Ya, seburuk apapun kau, tolong bertahanlah dan bantu aku. Aku tak tahu harus bagaimana kalau printer-ku kembali ngadat. Aku memohon seolah-olah printer adalah makhluk hidup. <br /><br />
Ouwh. Aku lega sekali. Aku memberi kecupan pada prnterku tanda sayang. Aku memasukkannya hati-hati sekali diantara buku matematikaku agar tidak rusak. Well, ini waktunya tidur. Night Sesti.<br /><br />“Hei, ini lumayan juga”. Anne memang baik, dia tak menghardikku dan dia telah berjanji bakal menyembunyikan kecuranganku tempo hari. “Tapi, bolehkah aku bantu membuatnya jadi lebih baik?”<br /><br />
“Tentu saja” jawabku bersemangat.<br /><br />
“Well”, dia melanjutkan “kalau kau mau mendengar saranku cukup simple, kita ganti judul saja, maksudku putri kodok dan pangeran angsa, lucu kan?”<br /><br />
“Tapi kedengarannya aneh?”<br /><br />
“Justru itu, kau akan medapatkan nilai plusnya”<br /><br />
Aku diam. “Menurutmu begitu?” aku setengah merasa gundah apakah aku punya waktu untuk itu semua.<br />
<br />
Hello, date linenya besok pagi, ingat?<br /><br />
“Itu tak mungkin Anne!”<br /><br />
“Kenapa? Karena date linenya besok?”<br /><br />
“Tenang saja semuanya pasti kita lalui, aku bantu kamu.”<br /><br />Aku kini duduk dibelakang komputer dan berusaha mengikuti saran Anne. Ses, kau cukup menukarkan tokohnya, dan mengganti beberapa kata dengan kata yang lain. Anne, telah memilihkan beberapa kata yang cocok di atas tulisanku, dia juga membubuhkan beberapa kalimat. Aku berusaha menyalin itu ke dalam komputer. Aku membaca ulang siapa tahu ada salah ketik atau bagaimana. Aku tersenyum pada komputer dan printerku. Dan kini tulisanku menjadi lebih baik dan yang pasti lebih konyol. Bukankah sudah ketahuan dari judulnya? <br /><br />“Anne, thanks ya! Semuanya berjalan baik dan semuanya berkat bantuanmu. Dan kau tahu betapa puas Pak Wira akan pekerjaanku. Dan ini aku juga mencetak untukmu”<br /><br />
“Hei, kau harus membubuhkan tanda tanganmu di sini”<br /><br />
“Kenapa?”<br /><br />
“Karena kalau kau menang kau akan terkenal, dan aku akan bilang aku telah mendpatkan tanda tanganmu secara ekslusif”<br /><br />
Kami tertawa bersama. Puas sekali aku mampu melewati ini semua bersama.<br /><br />“Selamat pagi anak-anak!” panitia lomba juri berdiri di depan podium untuk mengumumkan hasilnya.<br />
<br />
“Sekarang ini generasi kita benar-benar sudah maju pemikirannya, dan tentu saja tepuk tangan untuk kalian semua, karena kalian adalah yang terbaik dari yang baik. Namun, tidak semua anak bisa menang dalam kesempatan ini, meskipun begitu kalian tidak boleh menyerah karena kalian bisa menjadi cerpenis bahkan novelis terkenal kalau kalian mau melatih bakat kalian”<br /><br />
Terdengar tepukan antusias dari seluruh peserta. Dan kadang mereka menambah suara-suara supaya terdengar lebih meriah.<br /><br />
“Ok, sekarang saatnya saya mengumumkan juaranya.”<br />Terdengar begitu keras detak jantungku, seolah jantungku ini memakai microphone. Dan aku merasa semua orang juga merasakan hal yang sama. <br /><br />
“Well, pemenang juara ketiga adalah Monika Larasati” <br />Sesosok tubuh kecil dengan rambut dikucir kuda berjalan dari belakangku menuju podium untuk berbaris di sana.<br /><br />
“Pemenang kedua adalah Madestu Gozhali” <br />Aku melirik ke arah temanku, dia berhasil menjadi juara. Aku melihat seringainya malu-malu tapi pasti berjalan di depanku dan menuju podium.<br /><br />
“Okay sebelum menuju juara satu, kita akan mengumumkan juara harapan dulu”<br />Sekali lagi terdengar suara-suara dari peserta. Namun, kali ini terdengar suara huuuu yang cukup lama.<br /><br />
“Well, untuk juara harapan satu, Ryan Putrajasa.” Orang itu berdiam sejenak untuk memberikan kesempatan peserta memberikan applaus. “Juara harapan kedua, Paulina Esteralia” dia kembali diam. “Dan untuk juara harapan tiga, Prasesti Aswadana.”<br /><br />
Tubuhku bergetar hebat, aku berhasil masuk sebagai juara. Pak Wira menepuk pundakku dan menyalamiku persis yang ia lakukan untuk temanku Madestu Gozhali. Aku melangkahkan kaki dengan masih gemetar menuju podium. Aku bahkan tak terlalu memperhatikan siapa yang menjadi juara, karena aku terlalu sibuk bergemetar. <br /><br />“Anne, kau tahu aku juara harapan tiga!” suaraku setengah berteriak saking senangnya begitu menelponnya.<br /><br />
“Aku tahu Ses, kau pasti bisa! Selamat ya!”<br /><br />Aku masih begitu senang, dan ingin segera memeluk Anne untuk berterima kasih dan menraktirnya semangkok bakso dan segelas jus mangga kesukaannya.<br /><br />
“Anne!” teriakku tanpa memedulikan teman-temanku.<br /><br />
Kami berpelukan cukup lama, bahkan tak sadar aku menangis bahagia di pundaknya dan tak ingin melepasnya. Sangat bahagia.<br /><br />
“Kau ingin menraktirku bukan?” senyumnya menggodaku.<br /><br />
“ Ya.” <br /><br />
Aku menyeretnya ke kantin. Aku tak peduli kalau jam pertama aku harus bolos, karena aku benar-benar gembira.<br /><br />
“Well, mari kita bersulang, UNTUK SESTI”<br /><br />
cheers.Anonymoushttp://www.blogger.com/profile/09172424075290416965noreply@blogger.com1tag:blogger.com,1999:blog-6853076436140035836.post-25238206167382413382011-09-06T20:48:00.000-07:002012-04-12T13:39:31.024-07:00Cerpen Buat AyahAku mulai menyesap kembali rokokku yang terakhir. Aku hampir menghabiskan dua pak rokok malam ini. Sungguh nikmat ketika menyesapnya dan menghembuskan kembali ke udara dalam bentuk bulatan-bulatan kecil. Ya, aku suka sekali melepaskan segala kepenatan yang melanda hari-hariku yang membosankan dengan menyesap rokok. Pikiranku kembali melayang seperti hari-hari sebelumnya mengikuti hempasan rokok dan ambyar ketika bulatan kecil itu menjadi hilang.<br /><br />Kupandangi anak-anakku satu-persatu yang sudah mulai tumbuh menjadi dewasa. Yang pertama sudah hampir menyelesaikan SMA-nya dan sebentar lagi akan melanjutkan entah kemana. Namun, dia sendiri bingung apalagi aku seorang yang sudah tua. Sebenarnya, ingin sekali aku bisa membantunya memilih pendidikan apa yang pas untuk menyambung hidupnya kelak. Tapi, apakah yang terbaik menurutku apakah yang terbaik buatnya kelak.<br /><a name='more'></a><br />Yang kedua sekaligus yang terakhir baru duduk kelas dua SMP. Tingkah lakunya terkadang benar-benar membuatku marah. Hampir selalu ada tingkahnya membuatku jengkel. Ingat betul aku akan kejadian itu, ketika dia terlibat tawuran antar sekolah yang mengakibatkan salah seorang temannya harus merasakan empat belas jahitan di lengannya. Beruntung sekali anakku tak mengalami cidera apapun. Namun, justru tingkahnya itulah yang membuatku harus menjadi seorang ayah yang lebih bertanggung jawab.<br /><br />Tak terasa hidup sangat singkat. Perjalanan sang waktu tak pernah dan tak akan pernah berhenti. Apalagi membuatnya menjadi mundur. Air mataku mulai menetes teringat satu-persatu kenangan dalam hidupku. Aku merasa baru saja aku melamar seorang wanita desa dan menjadikannya isteriku. Wanita yang sangat halus dan peka perasaannya. Wanita cantik yang akan menjadi ibu dari anak-anakku kelak. Baru saja aku memperoleh buah hati kami. Buah hati yang sangat kami impikan setelah bertahun-tahun aku menahkodai bahtera rumah tanggaku. Baru saja aku berusaha menata hidup kami menjadi lebih baik. Namun, kini usia telah memakanku. Aku sudah tidak seperti dulu lagi. Yang masih terus bersemangat menjalanai hidup. Dimana otot-ototku masih kekar yang mampu untuk melakukan segala aktivitas apapun. Kini, Umurku pun sudah kepala empat dan tahun depan sudah kepala lima. <br /><br />Kusesap kembali rokokku ini. Air mataku masih saja terus menetes. Kali ini kubiarkan pikiranku kembali pada kejadian beberapa minggu yang lalu. Aku tak bisa meminta uangku kembali. Aku baru saja ditipu oleh seorang tetangga sekaligus teman ngobrolku di kala malam. Agus. Ya, Agus benar-benar teman yang biadab. Tega-teganya dengan alasan bisnis dan kerjasama bersama dia menipuku. Uang sepuluh juta milik isteriku ludes, tak kembali. Uang itu sebenarnya hasil pinjam dari bank untuk melunasi hutang kami pada adik isteriku.<br /><br />Aku memang senang sekali menjadi makelar tanah. Kami memang sering melakukan bisnis berjualan tanah dengan adiknya itu. Modal darinya dan tugasku adalah mencarikan pembeli untuknya. Entah kenapa tanah itu tak juga terjual. Biasanya paling lama aku mampu menjual tanah hanya sekitar enam bulan. Namun, untuk kali ini sudah dua tahun ini belum laku juga. Dengan terpaksa kami pinjam dari bank, menjual barang kami yang kiranya mampu untuk mengembalikan uang adiknya itu. Karena itu pulalah hubungan kekerabatan kami menjadi renggang. Berkelahi lewat telepon dengan adiknya. Dan yang paling parah, isteriku sering menangis tengah malam. Aku tak mengerti dengan cara apa aku harus mempersatukan kakak-beradik itu.<br /><br />Agus. Kau benar-benar telah menghancurkan keluargaku. Ya, karena alasan teman mau-maunya aku dibohongi olehmu. Kau benar-benar paham karakterku. Kau memanfaatkannya. Kau tahu aku orang yang mudah percaya dan gampang trenyuh apalagi dengan teman sendiri. Kerjasama apa? Semuanya gombal. Bulsyiiit. Ya, aku tahu bodohnya diri ini mau-maunya tanpa ada surat perjanjian yang syah dan jelas untuk kerja sama ini. Jelas tak mungkin bagiku, untuk membawa perkara ini ke pengadilan. Aku pasti bakal kalah. Tak ada bukti yang dapat membelaku.<br /><br />Hatiku benar-benar hancur. Waktu itu niatku ingin memberi kejutan kepada isteriku. Ingin rasanya memberikan kado spesial padanya ketika ulang tahun pernikahan kami. Namun, segalanya telah sirna kini. Apalagi keluarga Agus ikut menutupi keberadaanya. Mereka sering berdalih Agus tidak ada di rumah, sedang tugas keluar kota atau apalah. Tuhan, aku tahu dia sedang bersembunyi di dalam kamar di rumah barunya itu. Tuhan, mereka sedang bersembunyi dariku.<br /><br />Mataku semakin sembab kini. Kuhapus air mataku. Tuhan, tolong aku. Persoalan ekonomi ini benar-benar menyesakkanku. Uangku telah kabur entah kemana, kabur bersama Agus. Dia kabur untuk menghindariku. Kabur akan tanggung jawabnya mengembalikan semua uangku. Mungkin jika Agus tak mau mengembalikan uang itu padaku di dunia ini, aku berharap dia akan menanggung hutangnya di akhirat nanti untuk mempermudah jalanku ketika dihisab kelak. Setiap asap yang kutiupkan ke udara kembali mengingatkanku pada persoalan-persoalan yang sedang kuhadapi. Pelik bagiku, bagi keluargaku. Maafkan aku, isteriku. Maafkan aku anak-anakku. Aku bukanlah seorang suami dan ayah yang baik.<br /><br />Air mataku berakhir ketika anakku memintaku untuk mengajarinya matematika. Aku tersentak sadar dari khayalanku. Namun, kuteruskan sedikit harapanku kali ini. Aku hanya mampu berharap semoga persoalan ekonomi ini mampu terselesaikan. Dan aku mampu merukunkan dua kakak beradik itu seperti sediakala. Aku juga berharap mempunyai sedikit uang untuk menyekolahkan kalian hingga menjadi orang yang dapat membahagiakan kami selaku orang tua kalian. Aku sayang kalian. Isteriku dan anak-anaku tercinta. Doakan aku memperoleh rejeki yang halal besok pagi buat menyambung hidup kita menjadi lebih baik.<br /><br />Dengan semangat aku mengajarinya matematika yang lumayan sulit sebenarnya bagiku untuk menjelaskan kepadanya. Aritmatika. Namun, aku menyerah. Aku memanggil anak pertamaku untuk membantu adiknya mengerjakan dua puluh nomor pekerjaan rumahnya itu.<br /><br />Telepon rumah berdering. Aku diberi tahu oleh temanku yang kebetulan yang mengerti tentang persoalan penipuan ini sekaligus anggota polres. Aku tahu bahwa ternyata agus tak hanya menipuku. Dia juga menipu banyak orang. Aku juga tahu bahwa dia akan menerima hukuman sepuluh tahun penjara atas segala perbuatan yang dilakukannya.<br /><br />Ada sedikit gurat kegembiraan dalam wajahku. Ya, aku senang dia di hukum. Walau aku tahu dia dulunya adalah teman ngobrolku di kala malam. Teman yang bermuka dua. Yang kini, telah menjadi orang termunafik yang pernah aku temui dalam hidupku ini. Maaf, mungkin kejam bagimu tapi kau dulu yang memulainya. Memulai menipuku.Anonymoushttp://www.blogger.com/profile/09172424075290416965noreply@blogger.com0