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....
Kamis, 27 Mei 2010
Sabtu, 15 Mei 2010
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…
Kamis, 13 Mei 2010
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..
Sabtu, 08 Mei 2010
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.....
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.
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.
Selasa, 13 April 2010
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.
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.
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