Rumput Kering

Hari ini pnantianku terhenti,
Aku dgn baju hitam ku dsni,
Bgitu kelam, dan
Sunyi
Hari ni kau sematkan cincin itu d jarinya, tp bkn djariku,

Entah apa kau ingat aq atau tidak, dan janji2 mu,
Dsna kau tersenyum lebar dan dsni aku terpuruk dkamar
Dg isak tangis sedihku,
Karna hadiah luka dr mu,,
Aq mencba ikhlas dan tegar ku d0akan sm0ga kau..
Bahagia..
Kan ku trima smua kpahitan ini,,
Kau untk sang mawar..
Bkn untk ku yg hanya se0rang rumput ilalang....

saya gak tau mau nulis apahhhh

jadi saya mau nyanyi lagunya NIdji yang dosakah aku



dosakah aku mencintaimu…
mendampingimu…inginkanmu…

aku manjadi…diri sendiri…
tak peduli…apa kata dunia…
ku nanti hari ketika…
cinta datang…cinta menang…

jadi sayangku…bertahanlah…
bila terkadang mulutnya kejam…

peluklah aku…jangan menyerah…
mereka bukan hakim kita…

bintang yang mempertemukan kita…
cinta yang mempertahankan kita…
ooh…tuhan dengarkan doa…
dari cinta yang terlarang…

rasa yang mempersatukan kita…
cinta yang mempertahan kita…
ooh…tuhan dengarkan doa…
dari cinta yang terlarang…

cinta dan rasa bersatu di doa…
berharap cinta kita yang terlarang…
berharap cinta kita yang kan menang…

c.i.n.t.a

Cinta itu bkan nafsu, melainkan pengabdian dan pen90rbanan...

Cinta bkan tanpa materi tetapi bth materi, namun bkan bergelimang,
Sdkt namun b'arti...

C!nta itu tanpa syarat...
Tetapi k'ikhlasan hti & mampu menerima k'kurangan sese0rang seutuh nya...

Cinta itu slalu berjalan seiring sjlan
Bkn brda d'dpn atau d'blakang..

Cinta itu bkn krn ia tampan atau cantik melainkan rasa nyaman...

Cinta itu bkan krn pendektan yg lma tetapi rasa yg berbda yg tmbul d'dlm hti..

Tips Melupakan mantan Pacar

Putus cinta memang hal yang menyakitkan enggak heran kalo qta bsa nagis segari semalam lantaran kehilanagn orang yang kita sayang... tapi terkadang kita harus bersikap dewasa..dan berlapang dada.... meskipun itu sulit...

naahhh sekarang kamu..kamu enggak usah bingung kerena ada tips yang bisa kamu palikasikan

pertama : Jgn terlalu dipikirkan / berlarut larut....
kedua : Santai masih ada sahabat yg nemenin disaat u senang n sedih....
ketiga : Percaya ama Jodoh ditangan Tuhan....
keempat : Selalu yakin apa yg udah hilang pasti akan datang lebih baik lagi....



cayoooooo smagadh yuaaaa.....

Communicative language teaching

Communicative language teaching (CLT) is an approach to the teaching of second and foreign languages that emphasizes interaction as both the means and the ultimate goal of learning a language. It is also referred to as “communicative approach to the teaching of foreign languages” or simply the “communicative approach”.

Classroom activities used in CLT

Example activities

* Role play
* Interviews
* Information gap
* Games
* Language exchange
* Surveys
* Pair work
* Learning by teaching

However, not all courses that utilize the communicative language approach will restrict their activities solely to these. Some courses will have the students take occasional grammar quizzes, or prepare at home using non-communicative drills, for instance.

Critiques of CLT

One of the most famous attacks on communicative language teaching was offered by Michael Swan in the English Language Teaching Journal on 1985[2]. Henry Widdowson responded in defense of CLT, also in the ELT Journal (1985 39(3):158-161). More recently other writers (e.g. Bax[3]) have critiqued CLT for paying insufficient attention to the context in which teaching and learning take place, though CLT has also been defended against this charge (e.g. Harmer 2003[4]).

Often, the communicative approach is deemed a success if the teacher understands the student. But, if the teacher is from the same region as the student, the teacher will understand errors resulting from an influence from their first language. Native speakers of the target language may still have difficulty understanding them. This observation may call for new thinking on and adaptation of the communicative approach. The adapted communicative approach should be a simulation where the teacher pretends to understand only what any regular speaker of the target language would and reacts accordingly.

Sejarah sepeda

Sejarah sepeda bermula di Eropa. Sekitar tahun 1790, sebuah sepeda pertama berhasil dibangun di Inggris. Cikal bakal sepeda ini diberi nama Hobby Horses dan Celeriferes.

Keduanya belum punya mekanisme sepeda zaman sekarang, batang kemudi dan sistem pedal. Yang ada hanya dua roda pada sebuah rangka kayu. Bisa dibayangkan, betapa canggung dan besar tampilan kedua sepeda tadi. Meski begitu, mereka cukup menolong orang-orang – pada masa itu – untuk berjalan. Penemuan fenomenal dalam kisah masa lalu sepeda tercipta berkat Baron Karl Von Drais.

Von Drais yang tercatat sebagai mahasiswa matematik dan mekanik di Heidelberg, Jerman berhasil melakukan terobosan penting, yang ternyata merupakan peletak dasar perkembangan sepeda selanjutnya. Oleh Von Drais, Hobby Horse dimodifikasi hingga mempunyai mekanisme kemudi pada bagian roda depan. Dengan mengambil tenaga gerak dari kedua kaki, Von Drais mampu meluncur lebih cepat saat berkeliling kebun. Ia sendiri menyebut kendaraan ini dengan nama, Draisienne. Beritanya sendiri dimuat di koran lokal Jerman pada 1817.

Proses penciptaan selanjutnya dilakukan Kirkpatrick Macmillan. Pada tahun 1839, ia menambahkan batang penggerak yang menghubungkan antara roda belakang dengan ban depan Draisienne. Untuk menjalankannya, tinggal mengayuh pedal yang ada. James Starley mulai membangun sepeda di Inggris di tahun 1870. Ia memproduksi sepeda dengan roda depan yang sangat besar (high wheel bicycle) sedang roda belakangnya sangat kecil. Sepeda jenis ini sangat populer di seluruh Eropa. Sebab Starley berhasil membuat terobosan dengan mencipta roda berjari-jari dan metode cross-tangent. Sampai kini, kedua teknologi itu masih terus dipakai. Buntutnya, sepeda menjadi lebih ringan untuk dikayuh.

Sayangnya, sepeda dengan roda yang besar itu memiliki banyak kekurangan. Ini menjadi dilema bagi orang-orang yang berperawakan mungil dan wanita. Karena posisi pedal dan jok yang cukup tinggi, mereka mengeluhkan kesulitan untuk mengendarainya. Sampai akhirnya, keponakan James Starley, John Kemp Starley menemukan solusinya. Ia menciptakan sepeda yang lebih aman untuk dikendarai oleh siapa saja pada 1886. Sepeda ini sudah punya rantai untuk menggerakkan roda belakang dan ukuran kedua rodanya sama.

Namun penemuan tak kalah penting dilakukan John Boyd Dunlop pada 1888. Dunlop berhasil menemukan teknologi ban sepeda yang bisa diisi dengan angin (pneumatic tire). Dari sinilah, awal kemajuan sepeda yang pesat. Beragam bentuk sepeda berhasil diciptakan. Seperti diketahui kemudian, sepeda menjadi kendaraan yang mengasyikkan.
Di Indonesia, perkembangan sepeda banyak dipengaruhi oleh kaum penjajah, terutama Belanda. Mereka memboyong sepeda produksi negerinya untuk dipakai berkeliling menikmati segarnya alam Indonesia. Kebiasaan itu menular pada kaum pribumi berdarah biru. Akhirnya, sepeda jadi alat transpor yang bergengsi.

Pada masa berikutnya, saat peran sepeda makin terdesak oleh beragam teknologi yang disandang kendaraan bermesin (mobil dan motor), sebagian orang mulai tertarik untuk melestarikan sejarah lewat koleksi sepeda antik. Rata-rata, sepeda lawas mereka keluaran pabrikan Eropa. Angka tahunnya antara 1940 sampai 1950-an. Dan mereka sangat cermat dalam merawatnya.

Di masyarakat kita, sepeda lawas itu dikenal dengan beberapa sebutan, seperti ontel, jengki, kumbang dan sundung. Kalau jengki itu kan asalnya dari kata jingke (bahasa Betawi, artinya berjinjit), jadi waktu naiknya kita harus berjingke saking tingginya. Kalau ontel, ya artinya diontel atau dikayuh.

Total Phsycal Respon

Total Physical Response

Total physical response (TPR) is a method developed by Dr. James J. Asher, a professor emeritus of psychology at San José State University, to aid learning second languages. The method relies on the assumption that when learning a second or additional language, language is internalized through a process of codebreaking similar to first language development and that the process allows for a long period of listening and developing comprehension prior to production. Students respond to commands that require physical movement. TPR is primarily intended for ESL/EAL teachers,although the method is used in teaching other languages as well.The method became popular in the 1970s and attracted the attention or allegiance of some teachers, but it has not received generalized support from mainstream educators. According to Asher, TPR is based on the premise that the human brain has a biological program for acquiring any natural language on earth - including the sign language of the deaf. The process is visible when we observe how infants internalize their first language. It looks to the way that children learn their native language. Communication between parents and their children combines both verbal and physical aspects. The child responds physically to the speech of their parent. The responses of the child are in turn positively reinforced by the speech of the parent. For many months the child absorbs the language without being able to speak. It is during this period that the internalization and codebreaking occurs. After this stage the child is able to reproduce the language spontaneously. With TPR the language teacher tries to mimic this process in class. The method also promises double efficiency in terms of rate of learning, according to several studies in the literature and referenced in the above book.

Classroom Usage
In the classroom the teacher and students take on roles similar to that of the parent and child respectively. Students must respond physically to the words of the teacher. The activity may be a simple game such as Simon Says or may involve more complex grammar and more detailed scenarios. TPR can be used to practice and teach various things. It is well suited to teaching classroom language and other vocabulary connected with actions. It can be used to teach imperatives and various tenses and aspects. It is also useful for story-telling.Because of its participatory approach, TPR may also be a useful alternative teaching strategy for students with dyslexia or related learning disabilities, who typically experience difficulty learning foreign languages with traditional classroom instruction.
According to its proponents, it has a number of advantages: Students will enjoy getting up out of their chairs and moving around. Simple TPR activities do not require a great deal of preparation on the part of the teacher. TPR is aptitude-free, working well with a mixed ability class, and with students having various disabilities. It is good for kinæsthetic learners who need to be active in the class. Class size need not be a problem, and it works effectively for children and adults.
However, it is recognized that TPR is most useful for beginners, though it can be used at higher levels where preparation becomes an issue for the teacher. It does not give students the opportunity to express their own thoughts in a creative way. Further, it is easy to overuse TPR-- "Any novelty, if carried on too long, will trigger adaptation." It can be a challenge for shy students. Additionally, the nature of TPR places an unnaturally heavy emphasis on the use of the imperative mood, that is to say commands such as "sit down" and "stand up". These features are of limited utility to the learner, and can lead to a learner appearing rude when attempting to use his new language. Of course, as a TPR class progresses, group activities and descriptions can be used which continue the basic concepts of TPR into full communication situations.

Prosesi Pernikahan adat sunda

Perkawinan adalah prosesi yang paling sakral...dan setiap daerah mamiliki ritual masing. Demikian pula pada upacara perkawinan adat Sunda di Jawa Barat, ada hal-hal yang masih tetap dipertahankan, namun ada pula yang sudah mulai dihilangkan atau dikurangi intensitasnya. Misalnya saja tata cara adat sewaktu melamar, atau nanyaan, nyawer, huap lingkung, seserahan dan sebagainya. Kalaulah ada, tapi sudah mengalami perobahan atau setidak-tidaknya disesuaikan dengan lingkungan jaman, kemampuan pemangku hajat, serta situasi dan kondisi setempat.

Dalam upacara perkawinan adat Sunda, pada hari perkawinan atau pernikahan, calon pengantin pria diantar dengan iring-iringan dari suatu tempat yang telah di tentukan menuju ke rumah calon pengantin wanita. Bila pe ngantin pria berdekatan rumah dengan pengantin wanita maka calon pengantin pria langsung menuju ke rumah calon pengan tin wanita.

Iring-iringan rombongan calon pengantin pria di jemput oleh pihak calon pengantin wanita. Dalam iring-iring an tersebut calon pengantin pria dipayungi. Hal ini disebabkan lazimnya upacara pernikahan dilangsungkan di rumah orang tua calon pengantin wanita. Pada upacara pernikahan terdapat dua bagian upacara yaitu upacara akad nikah dan upacara adat pernikahan.

Sebelum acara akad nikah dimulai, terlebih dahulu diada kan upacara penjemputan calon pengantin pria. Hal ini ada lah sebagai adat sopan santun atau tatakrama yang telah menjadi kebiasaan umum, yaitu adanya saling menghar gai. Untuk persiapan penjemputan, orang tua calon pengan tin wanita membentuk panitia yang terdiri dari dua kelom pok, yaitu:

Kelompok I terdiri dari: 1. Seorang membawa payung dan lengser; 2. Seorang membawa baki berisi mangle atau rangkaian bunga melati sebagai kalung. 3. Dua mojang membawa tempat lilin. 4. Dua mojang membawa bokor berisi perlengkapan upaca ra sawer dan nincak endog. 5. Dua bujang sebagai pengawal (gulang-gulang)/ jagasatru.

Kelompok II terdiri dari:
1. Para mojang (dara atau gadis) dan bujang remaja ber baris di sisi kanan kiri pintu halaman yang akan dila lui oleh rombongan calon pengantin pria sampai ke de pan pintu rumah.
2. Rombongan calon pengantin pria tiba, kemudian mereka dijemput di luar halaman oleh rombongan yang dipim pin lengser.

Pembawa payung segera memayungi calon pengantin pria dengan didampingi oleh dua gulang-gu lang. Di sebelah depannya lagi seorang dayang berjalan membawa baki yang berisi kalungan bunga. Paling de pan ialah lengser yang biasanya berjalan sambil mena ri dengan diiringi oleh alunan gamelan degung.

Mereka berjalan bersama-sama menurut irama game lan menuju pintu halaman rumah. Di pintu gerbang halaman rumah, rombongan berhenti sebentar. Orang tua calon pengantin wanita telah siap ber ada di sana. Setelah calon pengantin pria datang, ibu calon pengantin wanita mengalungkan bunga kepada ca Ion menantunya. Selanjutnya rombongan bergerak lagi sambil di-taburi aneka ragam bunga oleh para mojang dan bujang yang berderet di kedua sisi jalan.

Dengan didampingi oleh calon mertuanya, pengantin pria dibawa masuk ke ruangan akad nikah dan dipersi lakan duduk di kursi yang telah disiapkan. Selanjutnya pembawa acara mempersilakan kedua orang tua calon pengantin, saksi, petugas dari Kantor Urusan Agama serta beberapa orang tua dari kedua belah pihak yang di anggap perlu, untuk duduk di tempat yang telah disedia kan. Calon pengantin wanita dipersilakan duduk di samping calon suaminya yang selanjutnya segera di lanjutkan upacara Akad Nikah.

Menurut peraturan agama, perkawinan dianggap sah apabi la pada waktu akad nikah dihadiri oleh: 1. Kedua calon pengantin; 2. Wali, yaitu bapak dari kedua calon pengantin atau wakil yang ditunjuk olehnya; 3. Saksi, sedikitnya dua orang; 4. Petugas khusus dari urusan keagamaan yaitu Penghulu, Pastur/Pendeta yang akan mengesahkan perkawinan.

Sebenarnya untuk agama Islam dapat dilaksanakan di Kantor Urusan Agama Islam atau di mesjid tetapi boleh juga dilaksa nakan di rumah orang tua calon pengantin wanita. Adakalanya calon pengantin wanita tidak perlu ditemukan pada waktu akad nikah. Untuk calon pengantin yang beragama Kristen harus dilaksanakan di ge reja.

Setelah semua persiapan selesai dan tertib, protokol/pem bawa acara menyerahkan acara akad nikah kepada petugas KUA. Juru rias pengantin mengerudungi kepala kedua calon pengantin dengan sehelai kerudung putih. Demikianlah akad nikah mulai berlangsung dengan dipimpin oleh petugas KUA.

Tata upacara akad nikah telah diatur oleh petugas KUA. Da lam upacara akad nikah ini tuan rumah hanya mempersiapkan tempat upacara saja dan memberikan sejumlah uang adminis trasi sesuai dengan ketentuan umum.

Mas kawin bagi masyarakat Sunda tidak terlalu diutama kan, dan hal ini tergantung kemampuan calon pengantin pria dan biasanya telah dirundingkan pada waktu melamar atau pada waktu seserahan.
Adapun mas kawin calon pengantin pria dapat berbentuk uang, barang seperti emas, alat-alat sembayang atau Kitab Suci dan lain-lain. Dengan demikian upacara akad nikah selesai, ditutup dengan doa dan ucapan terima kasih kepada Penghulu, Pastor atau Pendeta dan para saksi-saksi.

Community language learning

Community language learning (CLL) is an approach in which students work together to develop what aspects of a language they would like to learn. The teacher acts as a counsellor and a paraphraser, while the learner acts as a collaborator. Community language learning methode take its principles from de general Counselling – Learning approach developed by A Charles Currant. Curran studied adult learning for many years. He was also Influeced by Carl Rogers humanistic psykology ( Rogers 1951 ; brown 1994). And he found that adults often free threatened by a new learning situation. Tey are Thhretened by the change inherent by a new learning and by the fear that they will appear foolish.

A languagge counselor does not mean someone trained in psycology ; it means some one who is skillfull understander of the struggle students face as they atempt to internalized another language. The teacher who can understand can indicate his acceptance of the student. By understanding students fears and being sensitive to them, can help sstudents to overcome their negative feeling and turn them into positive energy further their learning .

There are 5 stages of development in this method.
1.“Birth” stage: feeling of security and belonging are established.
2.As the learner’s ability improve, they achieve a measure of independence from the parent.
3.Learners can speak independently.
4.The learners are secure enough to take criticism and being corrected.
5.The child becomes an adult and becomes the knower.
And the goals for the teacher who use the community langeuage learning methode want their students to learn how used the target language commuticatively in addition , they want their students about their own learning , to take increasing responsibility for it, and to learn how to learn from one another. All of these objectives can be accomplished in a nondefensive manner if a teacher and learner(s) treat each other as whole persons, valuing thought and feelings.

Tips memilih baju untuk postur badan lebar

uhhhhhhhh soal berat badan sangat sensitif bagi wanitaa... karena percaya diri seorang wanita di pengaruhi juga dengan berat badan..... terkadang sampai stress memikirkan masalh itu..... tapi jangan khawatir... aq ada tips untuk mensiasatinya


cekiidotttttttttt......




TIPE BADAN LEBAR / GEMUK

Garis horizontal dan vertikal dibuat dengan lebar yang sama. Mana yang terlihat lebih kurus dan mana yang terlihat lebih gemuk?
Hindari Baju dengan Corak Garis Vertikal
Garis vertikal akan membuat Anda terlihat lebih lebar dan gemuk. Pilihlah garis horizontal untuk menghasilkan efek kurus. Padankan dengan jeans gelap atau celana bahan berwarna hitam untuk menegaskan kesan langsing.
Catatan : Penelitian terakhir menemukan bahwa efek psikologis corak garis pada baju yang diyakini selama ini ternyata kurang tepat. Dampak psikologis yang dipercaya adalah : garis horizontal menghasilkan efek lebar, sebaliknya garis vertikal menghasilkan efek kurus. Sedangkan penelitian tersebut membuktikan bahwa yang terjadi adalah sebaliknya, garis horizontal menghasilkan kesan kurus, dan garis vertikal menghasilkan kesan gemuk.
Beli Pakaian yang Pas di Badan
Jangan memakai baju yang ketat (press body). Juga jangan biasakan untuk memaki baju yang oversize. Kebiasaan kurang tepat pria berpostur besar adalah dengan menutupnya dengan kaos extra size. Ini hanya akan membuat anda terlihat lebih besar (terkecuali profesi Anda adalah rapper). Cukup pilih baju yang pas jatuh di badan, tidak terlalu besar (over size) dan tidak terlalu kecil.
Pilih Warna Senada untuk Baju dan Celana
Intinya adalah bagaimana membuat pandangan orang sekitar terhadap Anda mengalir dari atas ke bawah, sehingga badan terlihat proporsional (selain gemuk, juga panjang). Baju dan celana dengan 2 warna kontras, seperti hitam dan putih, menimbulkan kesan mencolok & memisahkan badan menjadi 2 bagian (bagian atas dan bawah), sehingga postur Anda terlihat besar. Pilih warna-warna yang senada dalam padu padan baju dan celana.
Hindari Baju/Kemeja Berkerah Kecil
Baju berkerah kecil ataupun turtleneck (kerah menutupi leher) membuat postur tubuh terlihat gempal dan pendek. Sebaliknya, Baju dengan kerah berbentuk V (V-neck) membuat postur terlihat lebih langsing. Dan juga membuat anda terlihat memiliki leher yang panjang.
Perhatikan Pilihan Sablon / Corak
Jangan memakai baju dengan corak / sablon terlalu ramai. Karena akan menarik perhatian dan mengalihkan pandangan ke bagian perut Anda (yang lebar). Tterkecuali Anda sedang berlibur ke pantai Hawaii.

De-suggestopedia

De-suggestopedia is an approach to education whose primary objective is to tap the extraordinary reserve capacities we all possess but rarely if ever use. This method utilises techniques from many sources of research into how best we can learn. The Bulgarian scientist, Dr. Georgi Lozanov, for example, has demonstrated that through a carefully “orchestrated” learning environment including most importantly a specially-trained teacher, the learning process can be accelerated by a factor of three to ten times enjoyably. Such results are possible through the proper use of suggestion. The suggestive-desuggestive process allows students to go beyond previously held beliefs and self-limiting concepts concerning the learning process and learn great quantities of material with ease and enjoyment.
The artful use of suggestion as a means of facilitating the learning and communication process is, of course, and has always been, a part of nearly all effective teaching and persuasive communication. Not until the past twenty years, however, has the phenomenon of suggestion begun to be methodically researched and tested as to how it can and does affect learning. At the centre of these developments is the work of Lozanov. For more than 20 years he has been experimenting with accellerative approaches to learning, has founded the Institute of Suggestology in Sofia, Bulgaria and has authored the book: Suggestology and the Outlines or Suggestopedia (Gordon and Breach, New York, 1997).
SUGGESTOPEDIA is the study of these suggestive factors in a learning situation.
We are constantly, surrounded by suggestive influences. If we study them and become aware of them, then we are in a better position to “choose” which ones we want to influence us. Lozanov maintains that a suggestopedic teacher spends most of the time de-suggesting the students, i.e., freeing them from any nonfacilitating influences from their past. From birth on we are influenced by parents, friends, teachers, society, the media, the weather, the food we eat and the political environment in which we live.
Successful classroom atmosphere
For a successful classroom atmosphere, Lozanov maintains these three elements should be present:
PSYCHOLOGICAL
A nurturing, supportive atmosphere in which the student feels free to try out the new information, be inventive with it, make mistakes without being put down, and, in general, enjoy the learning experience.
EDUCATIONAL
The material should be presented in a structured fashion, combining the Big Picture, Analysis and Synthesis. Every moment should be a didactic experience even when the learning process is not that apparent.
ARTISTIC
The classroom should not be cluttered with too many posters and unnecessary objects, otherwise we don’t see them. We go into overwhelm. Good quality pictures should be displayed and changed every few days. Music can be played as the students enter the room, and during the breaks. Plants and flowers add to a pleasant atmosphere. If the chairs are arranged in a U-shape, there is a better communication possible between the teacher and students and among the students themselves.
Music
Music as a suggestive, relaxing medium. Lozanov researched a wide variety of means for presenting material to be learned which would facilitate the mentally relaxed, receptive state of mind he had found to be optimal for learning.
Yoga exercises, breathing techniques, special speech intonations were all tried with varying degrees of success. None of them, however, was found acceptable by nearly all cultural norms and belief systems.
Music proved to be the ideal medium, both for the purpose or creating a mentally relaxed state and for providing a vehicle for carrying the material to be learned into the open, receptive mind.
Music can become a powerful facilitator of holistic full-brain learning. After conducting numerous controlled experiments using a wide variety of music, Lozanov concluded that music of the Classical and Early Romantic periods was most effective for the first presentation of material to be learned. The music of Hayden, Mozart and Beethoven is dramatic, emotionally engaging, and ordered, harmoniously structured. It stimulates, invites alertness, and its harmony and order evoke ease and relaxation. For the second concert presentation of material Lozanov found that Baroque music was especially suited. The music of Bach, Händel, Vivaldi, Telemann, Corelli (among others) has a less personal, more rigorously structured quality, providing a background of order and regularity which supports very well the more straight-forward presentation of material during the second concert.
Means of Suggestion
1. A carefully orchestrated physical environment: an uncrowded room, aesthetically pleasing, well lighted, plants, fresh air, …
2. The teacher / doctor thoroughly trained in the art of suggestive communication -
a) with a well-developed sense of authority. (more details below)
b) the ability to evoke a receptive, playful-, child-like state in the students / patients
c) a mastery or double-plane behaviour, especially the ability to use appropriately and purposefully suggestive language, voice intonation, facial and body expression
3. Music:
4. Carefully integrated suggestive written materials.
5. Visual stimuli: posters, pictures, charts, illustrations.
The arts offer us the greatest examples of unified suggestive expression, and we should make every effort to integrate them into the learning environment.
The goals of teacher who use desuggestopedia
To accelerate the process of learning a foreign language for everyday communication
To desuggest learners’ psychological barriers
To activate learners’ ‘paraconscious’ part of the mind
The role for the students and the teacher
The teacher’s role:
authority—being confident and trustable
security—affording a cheerful classroom atmosphere
The students’ role:
relaxed—following the teacher’s instruction easily role play—enjoying in the new identity freely

The feelings of the students
Relaxed--psychological barriers are desuggested.
Confident--the target language comes naturally.
--Success is obtainable.
Secure--assumption of a new identity

comparison the silent way & audiolingual method

INTRODUCTION
The Silent Way is a method of Language teaching devised by Caleb Gattegno. This method is well-known for its materials such as Cuisenaire rods and Fidel Charts. Gattegno had taken the idea of Cuisenaire rods which were first developed by Georges Cuisenaire, a European educator who used them for the teaching of math. The most prevailing difference of this method from previous ones is giving more importance to learning.

TEACHER and LEARNER ROLES
a)     Teacher Roles
√ The teacher should be silent as much as possible in the classroom to encourage the learner to produce as much language as possible.
√ The teacher is expected to create an environment that encourages student’s risk taking that facilitates learning.
√ The teacher should give only what help is necessary. In other words, the teacher makes use of what students already know. The more the teacher does for the students what they can do for themselves, the less they will do for themselves (Larsen-Freeman 1986).
b)     Learner Roles
√ The learner is expected to become ‘independent, autonomous, and responsible’ in language.
√ Learners are expected to interact with each other and suggest alternatives to each other. They must learn to work cooperatively rather than competitively. The teacher’s silence encourages group cooperation.
 √ In order not to miss what the teacher says, learners must give the teacher their attention. Learner-attention is a key to learning.
As Long (1987) states under the skilful direction of the teacher, learners will provide each other with correct models and encourage each other’s initiative. Thus, this method fosters interdependence and cooperation among learners at the same time it promotes independence from the teacher and reliance on what knows to learn what one does not know. 
 

THE GENERAL PRINCIPLES AND CHARACTERISTICS OF THE METHOD
√ A cardinal principle of the Silent Way is respect for the students’ capacity to work out language problems and recall information on their own with no verbalization and minimal help from the teacher.
√ Errors are indispensable and natural part of the learning process. Self-correction and peer-correction are emphasized. The teacher corrects the language only as a last resort.
√ Teachers can help more frequently and more effectively if they stop interfering.
√ Repetition consumes time and encourages the scattered mind to remain scattered. If the teacher avoids repetition strictly, this will force alertness and concentration on the part of the learners. By this way the efficiency in learning will be increased and the time will be saved for further learning (Gattegno 1972 as cited in Oller and Amato: 1983). This principle is against ALM.
√ Type of interaction: student-student verbal interaction is desired and encouraged. The teacher’s silence is one way to achieve this.
√ Students’ native language: native language can be used to give instructions when necessary. Also native language can be used during the feedback sessions (at least for beginner levels). If the native language is not very essential then it is avoided.
√ Evaluation: although the teacher does not have to give a formal test, s/he assesses student learning all the time. One criterion of whether or not students have learned is their ability to transfer what they have been studying to new contexts.
 
ADVANTAGES AND DISADVANTAGES
a) Advantages
√ This method fosters cooperative learning between individuals.
√ It embodies a new approach to education in general, a respect for the individual and an awareness of the individual’s extraordinary cognitive powers.
√ If it is succeeded to teach the language the by using the rods without repeating too much, it will really save time and energy for both teachers students. The advocates of the Silent Way claim that the short-term memory is used artificially but well. The self-esteem of the students will be increased and this will enhance learning. By this way students will say ‘I learned instead of I was taught well.’ (Demircan1990).
 
b) Disadvantages
√ It would seem necessary for a teacher to gain a good deal of training and skill in order to apply the Silent Way to the teaching of a total grammar in all its complexity, if such a broad application is, in fact, possible.
√ This method can be benefited by the teacher only in small groups of students. The teacher can gain ability in this method by trying. The teacher is expected to enrich the materials on his/her own.
√ For some teachers the rigidity of the system (no repetitions by the teacher, no answers by the teacher etc.) may be meaningless.
√ For some learners, one limitation is the approach to language basics which begins with seemingly irrelevant discussions about rods and which involves silence and concentration and games with the teacher about meaning. Students’ expectations and need for immediately relevant language learning may force teachers to abandon the approach (Celce-Murcia 1979).
√ How such a method would in the average classroom situation, or how successfully it might be used at more advanced levels is a question mark left in our minds.
√ Language is separated from its social context and taught through artificial situations usually by rods.



The Audiolingual Method
This method is based on the principles of behavior psychology. It adapted many of the principles and procedures of the Direct Method, in part as a reaction to the lack of speaking skills of the Reading Approach.
New material is presented in the form of a dialogue. Based on the principle that language learning is habit formation, the method fosters dependence on mimicry, memorization of set phrases and over-learning. Structures are sequenced and taught one at a time. Structural patterns are taught using repetitive drills. Little or no grammatical explanations are provided; grammar is taught inductively. Skills are sequenced: Listening, speaking, reading and writing are developed in order. Vocabulary is strictly limited and learned in context. Teaching points are determined by contrastive analysis between L1 and L2. There is abundant use of language laboratories, tapes and visual aids. There is an extended pre-reading period at the beginning of the course. Great importance is given to precise native-like pronunciation. Use of the mother tongue by the teacher is permitted, but discouraged among and by the students. Successful responses are reinforced; great care is taken to prevent learner errors. There is a tendency to focus on manipulation of the target language and to disregard content and meaning.
Hints for Using Audio-lingual Drills in L2 Teaching
1. The teacher must be careful to insure that all of the utterances which students will make are actually within the practiced pattern. For example, the use of the AUX verb have should not suddenly switch to have as a main verb.
2. Drills should be conducted as rapidly as possibly so as to insure automaticity and to establish a system.
3. Ignore all but gross errors of pronunciation when drilling for grammar practice.
4. Use of shortcuts to keep the pace o drills at a maximum. Use hand motions, signal cards, notes, etc. to cue response. You are a choir director.
5. Use normal English stress, intonation, and juncture patterns conscientiously.
6. Drill material should always be meaningful. If the content words are not known, teach their meanings.
7. Intersperse short periods of drill (about 10 minutes) with very brief alternative activities to avoid fatigue and boredom.
8. Introduce the drill in this way:
a. Focus (by writing on the board, for example)
b. Exemplify (by speaking model sentences)
c. Explain (if a simple grammatical explanation is needed)
d. Drill
9. Don’t stand in one place; move about the room standing next to as many different students as possible to spot check their production. Thus you will know who to give more practice to during individual drilling.
10. Use the "backward buildup" technique for long and/or difficult patterns.
--tomorrow
--in the cafeteria tomorrow
--will be eating in the cafeteria tomorrow
--Those boys will be eating in the cafeteria tomorrow.
11. Arrange to present drills in the order of increasing complexity of student response. The question is: How much internal organization or decision making must the student do in order to make a response in this drill. Thus: imitation first, single-slot substitution next, then free response last.

Hmmmm................ apa sih yang menyebabkan qta bermimpi.... terkadang pada saat qta tidur qta mengalami mimpi..... baik mimpi burukkkk..... mimpi indahhhhh sampai mimpi ,,,,, ( sensor ) hihihihi

Untuk lebih jelas mari qta cari tau proses nya di bawah ini..... cekidot......................
Mimpi biasanya didefinisikan sebagai proses
dari bayangan, perasaan, pergerakan dan pikiran yang kita alami saat
tertidur. Mimpi dapat dialami pada setiap fase dalam tidur kita, dan
tidak harus selalu melibatkan rangsang tertentu (misalnya rangsang
visual). Mimpi disebabkan oleh proses biologis internal dalam tubuh.
Beberapa penelitian menunjukkan bahwa sel otak besar pada bagian
belakang otak secara periodik pecah dalam selang waktu sekitar 90 menit
dan mengirimkan rangsangan (stimuli) yang bersifat random ke bagian
korteks (batang) pada otak. Sebagai akibatnya, bagian memori, sensorik,
kontrol saraf, dan kesadaran pada otak terstimulasi secara acak yang
berdampak adanya rangsangan pada puncak bagian korteks pada otak. Menurut
penelitian ini, proses di atas mengakibatkan kita mengalami apa yang
kita sebut sebagai mimpi.
Sebagian psikoterapis berpendapat bahwa saat
rangsangan neurologis dari otak memicu proses terjadinya mimpi, isi
atau representasi dalam mimpi dapat berasal dari kebutuhan, keinginan,
atau harapan dari alam bawah sadar dan kehidupan sehari-hari pada orang
yang mengalami mimpi tersebut. Karena itu sebagian psikoterapis
beranggapan bahwa mimpi merupakan cetusan dari alam bawah sadar
seseorang. Penjelasan ini dikenal sebagai penjelasan "phenomenological-clinical", atau "top-down". Di lain pihak, penjelasan neurologis atau "bottom-up", menyatakan bahwa mimpi sama sekali tidak memiliki arti khusus. Di antara keduanya terdapat pendekatan yang disebut "context analysis"
yang menjelaskan dan mengklasifikasikan representasi yang ditemukan
seseorang dalam mimpinya, seperti manusia, rumah, kendaraan, pohon,
kendaraan, tanpa interpretasi yang mendalam mengenai detil objek
tersebut. Perbedaan antara representasi telah ditemukan antara
mimpi yang dialami pria dan wanita, serta mimpi yang dialami manusia
dalam berbagai tingkatan pertumbuhan. Mengenai arti perbedaan tersebut
saat ini masih dalam penelitian.
Hmmm Dah tau kan............ okehhhhhhhhh sampai ketemu di tips selanjut nya yahhhhhhhhhhhh

Tips Untuk Mata Berkantung

Mata adalah jendela hati..............mata juga bagin dari bagin kecantikan wanita.......tapi apa jadinya ketika mata aindah anda berkantung..................uppzzzzzzzzzzzz.... masalah yang satu ini memang sangat mengganggu untuk para wanita khususnya.............

hal ini disebakan karena adanya pelebaran pembuluh darah di bawah kulit yang disebabkan oleh kurang tidur, kelelahan dan faktor genetik. dan bisa juga karena adanya hiperpigmentasi atau pembentukan melanin, misalnya akibat seringnya terpapar sinar matahari atau bias, juga setelah terkena peradangan alias alergi serta pelebaran yang diakibatkan kegemukan atau obesitas dan kelelahan kulit,

tapiii jangan khawatir di bawah ini...

ada tips untuk menyiasati ....


. Untuk kantung mata atau mata sembab, maka dapat menggunakan teknik rias mata berikut untuk meperbaiki penampilan:

Setelah menggunakan alas bedak, Anda dapat menutupi kantung mata dengan menggunakan concealer. Perlu diingat, agar tidak terlalu tebal menggunakan concealer untuk menutupi kantung mata karena akan menimbulkan tumpukan dan kerutan yang tidak alami. Pilih concealer yang warnanya mendekati warna alas bedak agar terlihat alami.
Gunakan bedak tabur untuk meratakan warna pada daerah bawah mata.
Pilih eyeliner dengan warna yang tidak terlalu gelap agar area mata tidak terlihat semakin gelap. Warna coklat tua cocok digunakan, baurkan secara alami pada mata.



selamat mencobaaaaaaaaaa

The Direct Method

The Direct Method

Introduction

The direct method is not new. It principles have been applied by language teachers for many years . most recently , it was revived as a method when the goal of instruction became learning hoe to use a foreign language to communicate. The direct method was established in germany and france around 1900. Characteristic features of the direct method are teaching vocabulary through pantomiming reaL – life o
bjectsan other visual materials approach (i.e having learners find out rules through the persentationoa adequate linguistic forms in target language), centraity spoken language ( including a native a like – like pronunciation ) focus on question answer patterns teacher – centeredness
The Direct Methode has one very basic rule : No translation is allowed.in fact, the direct method receives its name from the fact that meaning is to be conveyed directly in that target language through the use of demonstration and visual aids, with no recourse to the students’ native language ( Diller 1978).

Principles
Classroom instruction are conducted exclusively in the target language
Taught the vocabulary and sentences everyday. Vocabullary is acquired more naturally if students use it in full sentences, rather than memorizing word list

Oral communication skills are built up in a carefully traded progression organized around question an answer . the native language shouldn used in the classroom
Grammar should be taught inductively. New teaching points are introduced oraly .
Concrete vocabulary is taught through demonstration , object, and pictures ; abstrack vocabulary is taught by association of ideas. Both of speech and listening comprehensions is taught .
Correct grammar and pronunciation are emphasized. Student should be speaking at least 80 % of the time durrimg the lesson
Students are taught from inception to ask question as well as anwer them

The goals of teachers who use the Direct method
The teachers who use the direct method intend that students learn how to communicate in the target language . in order to do this successfully, students shouke learn to think in the target language.

my blacken heart

My dream have broken
I'm with my black dress in here
So dark, and
Quiet
today you pinned the ring in her finger,not in mine

I wonder what you remember me or not, and your promises,
in there you smiled broadly and I slumped in my room
With sobs woe,
because your gift wounds,,
I try my sincere and brave to pray for u, i hope you get your happines

I'll eccept this bitterness all
You for the roses ..
Not for me who just a grass

Ratna

The Grammar Translation Method


Introduction

The grammar translation method is not new. It has been used by language teachers for many years . At one time it was called the “Classical Method” it was first used in latin 7 greek ( chastain 1988) Erlier in this century, this method was used for the purpose of helping students need and apreciate foreign language, students would become more familiar with the grammar of their native languange and that this familiarity would hael them speak and write their native languange bettter


Experience

as we enter the clasroom, the class is in the midlle of reading in their text book. And the teacher do the methode like :

Each student is called on to red a few lines from the passages.
After they have finished reading they are asked to trasnlate to indonesia the few lines they have just read . The teacher help them with new vocabulary items .
The teacher ask student in their native language if they have any question.
Ask the students to write out the answer to reading comprehension question
The teacher decides wether an answer is correct or not , if the answer not correct the teacher select another student to get the correct answer.
Student translate new words from english to native languange, for exampel translate from enlish to indonesia
Students are given a grammar rule for the use of direct object with two words verbs
Student apply a rule to example they are given
Ask the student to memorize vocabulary
Ask the students to state the grammar rule
Students memorize the present tense, past tense, and past participle forms of one set of irregullar verbs.



The goals of the tecahers who use the grammar translation method is a fundamental purposes of learning a foreign languange is to be abble to read literature written in the target language. To do this, students need to learn about grammar rules vocabullary of the target language. The teacher is the authority in the class, and the students do as she says so they can learn what she knows. Students are taught to translate from ano language to another.






Reviewing the techniques

Below is an expanded description of some of these techniques :

Translation of a literary passage
student translate a reading passage from the target language into their native language. The reading passage then provides the focus several classes : vocabullary and grammatical structures in the passage are studied in subsequent lessons

Reading comprehension questions
students answer question in the target language based on their understanding of the reading passage. Often the question are sequenced so that the first group of question asks for information contained within the reading passage. In order to answer the secon group of question, student will have make inferences baseo on their understanding of their passage.

Antonyms / Synonims
students are given one set of words and are asked to find antonyms in the reading passage.

Cognates
student are taught to recognice cognates by learning the spelling or sound patterns that correspond between the language

Deductive application of rule
Grammar rule are presented with example. Exception to each rule are also noted. Once students understand a rule, they asked to apply it some different examples.

Fill in the blank
students are given a series of sentences with words missing.they fill in the blank with the new vocabullary items or with items of particullar grammar type , such as prepositon or verbs with different tenses

Memorization
students are given list of target language vocabullary words and their native language equivalent and are asked to memorize them. Students are also required to memorize grammatical rukes grammar paradigms such as veb conjugations

Use words in sentences
In order to show that students understand the meaning and use of a new vocabullary item, they make up, they make up sentences in which they use the new words


Composition
The teacher gives the students a topic to write about in the target languange. The topic is based upon some aspect of the lesson. Sometimes, instead of creating a composition, students are asked to prepare a precis of the reading.