Cerita PPLku

 Berawal dari sebuah pertemuan di joglo perpustakaan membahas PPL di sebuah SMP negeri di kota Batu tahun 2011. Aku bertemu mereka, keluarga baruku.

 Kami bantu membantu, bahu membahu untuk menjalankan tugas kependidikan. Yang hasilnya adalah kami harus merusakkan dua buah telivisi di ruang multimedia. Inilah rujak pertama yang kami gagas, sungguh sedap.

 Kunjungan ke kebun Pak Rudi yang selalu kami nanti. Kebun apel jeruk jambu.. di bawah kaki gunung arjuna yang berhawa segar kami menikmati apel-apel batu gratis.

 Kunjungan ke rumah Danang yang bertemakan hari lebaran. hihihi. Kami ini rombongan penghabis jajan lebaran.

 Akhirnya semua cerita itu harus diakhiri pula. Kami menempuh jalan masing-masing. Kembali ke kampung halaman, tetap stay di Malang, ke luar pulau Jawa untuk perantauan, atau pun tugas mengabdi untuk negeri pertiwi ini. Cerita ini akan selalu berarti bagiku, karena kalian adalah sangat istimewa bagiku, terutama kau yang pasti tahu aku menyebut namamu.

 Terima kasih Tuhan atas momen ini. Engkaulah Maha segalanya, Maha Tahu apa yang terbaik untuk umat-Mu.

DANDELLION UNGU 1

Sebuah Kisah Dandellion Ungu di Penghujung Tahun Kelabu


Desember 25th, 2013

Selamat malam, aku ingin menyapa
Menyapamu walaupun mata tak berjumpa
Bagiku itu semua tak jadi apa
Karna aku tahu kau merasakan apa yang aku rasa

Pikirku melayang
Karna aku selalu terbayang
Senantiasa terkenang
Akan sahabat yang ada di seberang

Ingin aku ulang waktu
Tuk menjawab kegalauan hati yang tak menentu
Teringat selalu akan dirimu
Wahai sang kupu biru yang dinanti oleh dandellion ungu

Aku dandellion ungu
Yang merindukan tegur sapamu
Walaupun mungkin kau tak mau memberikan hatimu
Aku rela hanya mengagumi dirimu

Dandellion bertanya,
Akankah dia akan menemukan kupu yang dipujanya
Yang akan membawa seluruh bagian dari hatinya
Terbang melayang menggapai cita dan cintanya

Si kupu akan pergi
Tak tahu kapan kembali
Jika pun kembali akankah ia akan menemui dandellion lagi?
Aku tak tahu aku tak peduli

Rasa sakit memendam rasa
Rasa pahit yang tak bisa sirna padam begitu saja
Terus bergetar merasuk sukma
Namun itulah yang ada di depan mata

Pada-Mu aku mengadu
Mengadu akan hatiku yang sedang tak menentu
Tak menentu karna sebuah rindu
Rindu mendalam pada si Kupu-kupu biru

Dandellion ungu berkata
Terbang wahai engkau si kupu biru
Aku tak kan menghalangimu
Walaupun engkau menghapus aku dari ingatanmu
Aku akan tetap cinta pada dirimu dalam hatiku
dan maafkanlah aku karna aku tidak bisa menghapus rasa ini pada dirimu

Pergilah pergi
Bangunlah negeri ini
Berikan warna warnimu pada anak pertiwi
Berikan cahya terang dan senyum yang selalu terukir di pipi

Biarkan angin yang membawa pesanku
Biarkan hujan yang menghapus airmataku
Biarkan tanah yang mengubur cintaku
Biarkan rumput yang menjadi teman setiaku

THE BALKAN WOMEN ON THE STAGE

"The Balkan Women" adalah drama yang mengisahkan kehidupan Amina dan Samira Jusic (ibu dan anak perempuan) yang harus mendekam di penjara karena telah dituduh terlibat dalam aksi pengeboman. Dalam penjara itulah si Samira, seorang anak perempuan yang masih sangat labil,  berkenalan dengan Jela Kaljano, yang membuatnya menjadi gadis yang pemberani namun gegabah.

Di penjara itulah Samira menemukan masa lalunya yang sangat pahit sekaligus melukis masa depan yang lebih pahit. Berada di bawah tekanan yang  bertubi, Samira tidak mampu berpikir sehat. Dan itu membawa dampak yang sangat fatal - Dia dengan berani telah meracuni sang Kolonel wanita yang ternyata dia adalah ibu kandung dari si Samira.

Di samping tokoh di atas, terdapat satu tokoh lain yaitu Jovan Vlaco. Sebagai seorang Letnan yang harus menginterogasi setiap tahanan, dia mampu membaca mimik wajah dan gerak-gerik si tersangka. Dia sadar dan tahu bahwa Samira lah yang terlibat dalam aksi pemboman yang telah menewaskan sejumlah tentara. Dia terkenal sangat keras. Namun, di balik itu semua, dia memendam sebuah luka dalam hati yang tidak bisa terkatakan kepada dunia luar.

Pada akhirnya, si kolonel tewas karena racun, Jela harus dihukum mati, Amina dan Samira harus kena sasaran tembak sang Letnan, dan sang Letnan pulalah yang mengakhiri drama ini dengan tidak menyisakan seoranga tokoh pun. Semua nyawa melayang meninggalkan raga yang hanya bersifat fana'.

JOURNAL AS PART OF AUTHENTIC ASSESSMENT

Journals

Today, journals occupy a prominent role in a pedagogical model that stresses the importance of self-reflection in the process of students taking control of their own destiny. A journal is a log (or “account”) of one’s thoughts, feelings, reactions, assessments, ideas, or progress toward goals, usually written with little attention to structure, form, or correctness.

Models of journals use in educational practice have sought to tighten up this style of journal in order to give them some focus (Staton at al., 1987). The result is the emergence of a number of categories or purposes in journal writing, such as the following:

·      Language-learning logs

In English language teaching, learning logs have the advantages of sensitizing students to the importance of setting their own goals and then self-monitoring their achievement.

·      Grammar journals

These types of journals are especially appropriate for courses and workshops that focus on grammar.

·      Responses to readings

These journals have the specified purpose of simple responses to readings (and/or to other material such as lectures, presentations, films, and videos).

·      Strategies-based learning logs

The specialized journals that focus on strategies that learners are seeking to become aware of and to use in their acquisition process and are closely allied to language-learning logs. 

·      Self-assessment reflections

With the possibility of a few stimulus questions, students’ journals can extend beyond the scope of simple one-word or one-sentence responses.

·      Diaries of attitudes, feelings, and other affective factors

The affective states of learners are important element of self-understanding.

·      Acculturation logs  

Because culture and language are so strongly linked, awareness of the symptoms of acculturation stages can provide keys to eventual language success.

Most classroom-oriented journals are what have now come to be known as dialog journals. They imply an interaction between a reader (the teacher) and the students through dialogues or responses. Journals obviously serve important pedagogical purposes: practice in the mechanics of writing, using writing as a “thinking” process, individualization, and communication with the teacher.

It is important to turn the advantages and potential drawbacks of journals into positive journals into positive general steps and guideline for using journals as assessment instruments as follows:

·      Sensitively introduce students to the concept of journal writing.

Show the students examples of journal entries and give specific topics and schedules for writing in order to make them comfortable with the process.

·      State the objective(s) of the journal.

Integrate journal writing into the objectives of the curriculum in some way, especially if journal entries become topics of class discussion.

·      Give guidelines on what kinds of topics to include.

Give clear guidelines to ease the students in including the topics into their journals.

·      Carefully specify the criteria for assessing or grading journals.

Let the students know what kinds of criteria that will be used to assess their journals. Furthermore, maintain reliability by adhering conscientiously to the criteria that you have set up.

·      Provide optimal feedback in your responses.

McNamara (1998, p.39) recommended three different kinds of feedback to journals:

§  Cheerleading feedback, in which you celebrate successes with the students or encourage them to preserve through difficulties.

§  Instructional feedback, in which you suggest strategies or materials, suggest ways to fine-tune strategy use, or instruct students to their writing.

§  Reality-check feedback, in which you help the students to set more realistic expectations for their language abilities.

·      Designate appropriate time frames and schedules for review.

It is essential to budget enough time within a curriculum for both writing journals and for your written responses. Therefore, set schedules for submitting journal entries periodically, return them in short order.

·      Provide formative, washback-giving comments.

Journals are the most formative of all the alternatives in assessment. They are day-by-day (or at least weekly) chronicles of progress whose purpose is to provide a thread of continuous assessment and reassessment, to recognize mid-stream direction changes, and or to refocus on goals. Therefore, it is might be better for giving credit for the process of actually writing the journal, and possibly a distinction might be made among high, moderate, and low effort or quality. But to accomplish the goal of positive feedback, narrative summary comments and suggestions are clearly in order.   

2004 CURRICULUM

Background

·         Goverment wanted to improve the national education system to create a society which is able to compete and adapt with the development of era.

·         Goverment wanted to concern not only in the aspect of academic competence but also in moral aspect as well as art, and sport.

Guideline

·         The forth change of UUD 1945 paragraph 31 about education

·         TAP MPR No. IV/MPR tahun 1999

·         UU No. 22 tahun 1999

·         PP No 25 tahun 2000

·         GBHN tahun 1999

Basic Principle

The basic principle of KBK is communicative competence model, which was presented by Celce-Murcia, Dornyei, and Thurrell (1995). In this principle, language is a communication tool so that the language model constructed is a model which prepares students to communicate by using language and participate in the society in which the language is used.

Elements of Communicative Competence Model:

a.       Discourse Competence

a Spoken and written communicative competence

b.      Linguistics Competence

a Competence to use grammar, vocabularies, pronunciation, punctuation, etc.

c.       Socio-Cultural Competence

a Competence to select the appropriate deployment of linguistic resources.

d.      Actional Competence

a Competence of carrying out/understanding communicative intent by performing and interpreting speech acts and speech events

e.       Strategic Competence

a Competence in communication breakdown

Curriculum 2004 of English Instruction for SMP

A. Name of Curriculum	Kurikulum Berbasis Kompetensi
B. Target	To be able to use English to communicate oral and written fluently and accurately based on social context.
C. Objective	Developing the communicative competence in that language focusing on oral and written competence. The competence covers listening, speaking, reading, and writing. Encourage the essence and the important of English as one of the foreign languages that can be used as learning equipment. Developing the understanding about interrelationship between language and culture and also broadening the culture firmament. So that the students have the concept of cross culture understanding and involved in the cultural variety.
D. Sequence of Skill	Listening, Speaking, Reading, and Writing
E. Actional Competence	Listening Comprehend various meaning (interpersonal, ideational, textual) in various oral instructional texts and monologue especially in form  descriptive, narrative, spoof/recount, procedure, report, and anecdote.
	Speaking Express various meaning (interpersonal, ideational, textual) in various oral instructional texts and monologue especially in form descriptive, narrative, spoof/recount, procedure, report, and anecdote.
	Reading Comprehend various meaning (interpersonal, ideational, textual) in various oral instructional texts and monologue especially in form  descriptive, narrative, spoof/recount, procedure, report, and anecdote
	Writing Express various meaning (interpersonal, ideational, textual) in various oral instructional texts and monologue especially in form descriptive, narrative, spoof/recount, procedure, report, and anecdote.
F. Discourse Competence	This competence refers to the ability of applying some devices to produce a well-organized text. Devices: Coherence, Cohesive, structure, genre, Contextual.
G. Linguistic Competence	This competence refers to the ability of applying grammar, vocabulary, pronunciation, and spelling appropriately.
H. Socio cultural Competence	This competence refers to the ability to deliver message correctly and appropriately based on the socio cultural context related to the communicative activity.
I. Strategy Competence	This competence refers to the ability and skill to apply various strategies in communication.
J. Material	Thematic, Text type: Descriptive, Narrative, spoof/ recount, procedure, report, and anecdote.
K. Method	Teachers are able to use any kinds of methods.

Curriculum 2004 of English Instruction for SMA

A.    Name of Curriculum	:  Kurikulum Berbasis Kompetensi (KBK)
B.     Target	:  The SMA graduates are expected to be able to access any information in the target language.
C.     SMA Divisions	:   IPA (science)     IPS  (social)     Bahasa (Language)
D.    Objective	: 1.  Developing the students’ ability to communicate in both passively and actively. 2.  Make the students realize that English is one of the most important foreign language in academic field 3.  Developing the students’ understanding between language and culture. 4. To achieve the competence of the target language.
E.     Sequence of skills	:   listening à speaking à reading à writing
F.          - Standard Competence/ Actional Competence -          Linguistic Competence -          Socio-Cultural Competence -          Strategic Competence -          Discourse Competence	:  1.  Listening         Understanding interpersonal, ideational, and textual meaning in interactional text and monologue in form of descriptive, narrative, spoof/recount, procedure, report, news item, anecdote, analytic exposition, hortatory exposition, explanation, discussion, commentary, and review. 2.  Speaking         Express interpersonal, ideational, and textual meaning in interactional text and monologue in form of descriptive, narrative, spoof/recount, procedure, report, news item, anecdote, analytic exposition, hortatory exposition, explanation, discussion, commentary, and review. 3.  Reading Understanding  interpersonal, ideational, and textual meaning in interactional text and monologue in form of descriptive, narrative, spoof/recount, procedure, report, news item, anecdote, analytic exposition, hortatory exposition, explanation, discussion, commentary, and review. 4.  Writing Express interpersonal, ideational, and textual meaning in interactional text and monologue in form of descriptive, narrative, spoof/recount, procedure, report, news item, anecdote, analytic exposition, hortatory exposition, explanation, discussion, commentary, and review. The ability to use grammar, vocabulary, intonation, pronunciation, punctuation, etc. The ability to use English in social- cultural context. Communication breakdown The ability to use English in both oral and written communicatively.
G.    Material	:    Communicative text types in form of descriptive, narrative, spoof/recount, procedure, report, news item, anecdote, analytic exposition, hortatory exposition, explanation, discussion, commentary, and review.
H.    Addition Material for Program Bahasa	:    In this program, students are introduced to the literature products. Students have to be able to make Reader Response, students can develop competence to respond the literature product and use the language esthetic.
I.       Method	:    Student Centered Learning Activities: small group discussion, Simulasi/Demonstrasi,  Discovery Learning, Cooperative Learning, Contextual Instruction, Project-Based Learning, Problem-Based Learning/Inquiry.

Obstacle of KBK

Lack of socialization to the education practitioners so that the teachers cannot implement KBK appropriately.

Groups Comments

In our opinion, Competence-Based Curriculum is a good government’s effort to improve the education in Indonesia. Government wants to change the education system from the teacher-centered to the students-centered method. By implementing KBK, the students are expected to be more creative and active in achieve their own knowledge thus they can get the competence. However, both teachers and students have not been ready yet. This curriculum is functioned as a bridge to the KTSP. So, we should not judge that KBK is totally failed since it guides to the KTSP.

KBK is also an effort to give autonomy in each region in order to decide the most suitable education policy. Yet, the government contradicts autonomy of each region by the existence of National Examination.