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Using drawing for the betterment comprehension of the Reported Speech

Participants:

Meeting 1

Class: 12 Science 3

Day/Date: Thursday /07/02/2013 

Time: 07.00 -08.30

N: 41 (12 Male, 29 Female)

Age: 16-17 years old

 

                In the meeting the students are asked to read a text entitled “The Wolf and the Crane”. The text is taken from Look Ahead 3: An English Course for Senior High School Students Year XII, page 141-142, published by Erlangga, written by Th. M Sudarwati and Eudia Grace.

                The text comes in the cloze text where there are 11 words missing from the text. The students read the text and at the same time fill in the blanks with the words provided and had been explained at the beginning of the lesson. The students devote their 10 minutes to read and fill in the blanks. As soon as they finished filling in the blanks, the teacher leads the students to discuss on the answer wrote in the blanks.

The activity is continued by the questions and answers to understand the content of the text. The students are given five questions with five options to pick as the best answer to the questions. The questions is asking what character that the wolf has, when the major complication arose, what the word ‘badly’ means, why the crane changed her mind, and in what way that some people like the wolf. Most of the students could answer well, except finding the synonym of ‘badly’. They thought that the word ‘badly’ is from ‘bad’.  The effect of this they answered that ‘badly’ means ‘very awful’.

The students then are asked to read again the text and now they are asked to mark the SAYING VERBS. The teacher reminds them about ACTION VERBS, THINKING VERBS, and LINKING VERBS that they had already learnt in the previous semester. The teacher shows the students paragraph 3 line 1 of the text, it says “What a nasty bone!” he complained. The teacher explained that COMPLAINED is the example of saying word. The teacher shows the students a short article taken from The Jakarta Post to show that saying verbs are also used in the text of News Item besides in Narrative. The article is as follows.

Jakarta Police destroy drugs worth Rp 11 billion

The Jakarta Post, Jakarta | Jakarta | Thu, February 07 2013, 7:26 AM

The Jakarta Police destroyed on Wednesday illegal drugs with a street value of more than Rp 11 billion (US$1.13 million), which had been seized in a series of raids between December 2012 and January.

City police spokesman Sr. Comr. Rikwanto said on Wednesday that the force wanted to prevent the drugs from being used in the future. He expressed his hope that police would destroy more illegal drugs in the future.

The drugs destroyed included 5 kilograms of crystal methamphetamine; 90 Happy Five pills; 12,826 Ecstasy pills; and 6 kilograms of marijuana.

“The narcotics were owned by 15 suspects, all of whom are present here today,” Rikwanto said. “Our officers are making them destroy their own drugs, in the hope it will act as a deterrent.”

Officials from the prosecutors’ offices and courts in Jakarta, who had provided the permits for the drugs to be destroyed, were also present to witness the event.

http://www.thejakartapost.com/news/2013/02/07/jakarta-police-destroy-drugs-worth-rp-11-billion.html

 

The students can mention the saying verbs used in the Wolf and the Crane text. Then, the students are asked to write down the direct speech used in the wolf and the crane in a columns. The first column is provided for the direct speech and the second one for the indirect speech. The students work in partner to change the direct speech into indirect speech.

 

Plan for Meeting 2

The students in group of four discuss the change of direct speech into indirect speech. It seems that many students made many mistakes and get confused with the reported speech. Even though the reported speech itself has been given in the third semester.

The teacher explains the change of direct speech into indirect speech. Then the teacher asks the students to draw. For example, the student draws a wolf and makes a bubble above his head and fills the bubble with the sentence said by the wolf such as “ What a nasty bone!”, and they write the indirect speech for that bubble direct speech to be ” The wolf complained that it was a nasty bone”. Hopefully the use of drawing will help the students to change easily the direct and indirect speech.

 

 

 

 

Higher Order Thinking Skill (HOTS)

Higher Order Thinking Skills (HOTS) is a kind of thinking where critical, logical, metacognitive and creative thinking involves. It is used to investigate the problem, to learn something you are not sure with, to learn a question and to face a dilemma. If HOTS is involved in the teaching and learning process, it assists the students’ growth and provides the ability to do self-monitoring, open-minded, and flexible attitudes.

            The word ‘critic’ derived from kriticos (Latin) means discerning judgment or thinking first before you decide. In English as ‘criterion’ means standard. One who is critical means one who analyses and judge things in a very careful way. Besides, she will also consider the advantages or merit and disadvantages of doing things. In the learning and teaching context, a question that is posed by a student can be a measurement of critical thinking. A critical student is not the one who directly asks you question, since the question itself might be a tool for that student to hide her real misunderstanding and lack of understanding toward the material being delivered by her teacher. On the contrary, a critical student is the one who criticizes, asks, and evaluates the learning experience. Or in other words, a critical thinker student will be very ‘careful, deliberate determination of whether we should accept, reject, or suspend judgment about a claim and on the degree of confidence with which we accept or reject it’ (Moore and Parker, 1995, p.4). Then, a critical thinker, pose a question based on articulately intellectual standards. He will not ask question without knowing the qualification of his own question. Related to this, a critical thinker has a skillful thinking that is conducive to good judgment because it is sensitive to context, relies on criteria, and it is self correcting (Lipman, cited in Nosich, 2001, p.46). And the last, a critical thinker shows the ability to connection between her questions and the merit of it. As McPeck (1981, p.13) argues that a critical thinker is always thinking about X, manifest itself in connection with some identifiable activity or subject area and never in isolation.

            Based on the three characters of critical thinker mentioned above, it can be said that critical thinker lies in everyone; it is not part of western culture as it was assumed so far. Emilia (2012), states that ‘everyone is a critical thinker to some extend’.  Everyone will become a critical thinker regardless where she/he is from. If scaffolding and taught explicitly on how to be a critical thinker is given, everyone will become a critical thinker.  In the teaching and learning process, teacher can teach students to be critical thinker by showing them that a critical thinker has an argument to propose. Argument is not ‘a kind of verbal battle, or disagreement between two persons (Kurfiss, 1988, Boylan, 1988, Diestler, 2001, Eemeren, et el, 2002), but a series of statement and reasons that interconnected where each of the statement and reason supported each other to make firm the speaker’s stand (Toulmin, et al, 1984, p.14).

            In the teaching process, the explicit teaching to guide students to be critical thinker can be started by informing them that their argument should provide topic, issue, reasons, fact or opinion and intellectual standards. The students who do not know the topic well, they will not be able to evaluate, talk or discuss about the issue being discussed, they will propose only commonsense. Let’s take ‘abortion’ as an example. When the students do not know much about the topic, they will directly mention that abortion is illegal and taboo to be discussed as it is violated to norm and ethics. To avoid this, teacher guides students to read from various sources on abortion and scaffolding the students to know and understand what they are reading. Then, teacher pose a question such as ‘should abortion be legalized?’ to leave the topic into the issue, where specific statement is introduced in the question form. After that, guide the students to find some for and against reasons towards the question posed. To be able to provide an array of pros and cons statement on abortions, the students have to read a lot on the topic. After readings, the students may come with the sentence like ‘I think abortion should be legalized if the fetus endangers the mother’s life’. Even though this sentence is open to critique since it is an opinion, but at least the student has started with what they know from reading, not from their commonsense. When this kind of sentence appears, teacher must assist the student to move from opinion to fact. To change the sentence form the opinion to fact it needs a critical thinker standard. The sentence must cover (1) clarity, (2) accuracy, (3) relevance, (4) precision, (5) depth, and (6) breadth. The opinion that moves into fact is based on intellectual standard of critical thinking will appear to be ‘according to Jacob (2012) in the Health magazine on December edition 2012 mentioned that died fetus inside the womb will endanger the mother’s life’.

If a student wrote ‘there is a great deal of violence on TV’, this sentence has clarity, it mentions that there is a great deal of violence on TV. But, it does not have accuracy, how many is ‘a great deal’, and ‘what program of TV that talks about violence”, it is not precise ‘which TV channel, when is the program appear.

            Critical thinking can also be tested to the students by posing questions. The questions to check clarity may come as:

–          Is the idea easily understood?

–          Is the information free from confusion or ambiguity or vagueness?

–          Are concrete and specific examples given/

Meanwhile for accuracy, teacher can ask:

–          Is the information free from errors, mistakes or distortion?

–          Does information have conformity with the fact or truth?

–          Do the words describe the way things actually are?

To check relevance, the questions to be used are:

–          Does the thinking focus in what is important?

–          How does the point relate to the topic at hand?

Precision can be checked by

–          Is the thinking precise?

–          Is the reasoning detailed enough?

Besides posing questions to train students’ critical thinking, students can also be trained to think actively by inviting students to use their intelligence, knowledge, and their ability to observe the situation of life by integrating the new information with their availably information. The students who think actively, they can:

–          Getting involved in potentially useful projects and activities instead of remaining disengaged.

–           Taking initiative in making decisions on their own instead of passively to be told what to think or do

–          Following through on their  commitments instead of giving of when they encounter difficulties

–           Taking responsibilities for the consequences of their decisions rather than unjustifiably blaming others or events beyond their control.

Assisting students to think critically, teacher scaffolding student to think from fact, to interpretation, synthesize, analysis, evaluation, and application. In the ‘fact’ level ask the students to describe who, when, what, where. Describing activity leads student to think critically as they must describe in detail about what they are describing.

Then, to make the students able to come to ‘interpret level’, give the students these tasks or questions

–          Retell … in your own words

–          What is the main idea of …?

–          What is the time sequence relating the following events: ..?

–          What are the steps in the process of growth or development in ..?

–          How would you compare and contrast .. and …?

–          What was the cause of … / the effect of ..?

‘Synthesize level’ can be assisted by these questions:

–          What would you predict/ infer from?

–          What ideas can you add to ..?

–          How would you create/ design a new ..?

–          What might happen if you combine … with … ?

–          What solutions/ decisions would you suggest for …?

‘Analysis level’ can be aided by giving the students:

–          What are the parts or features of ..?

–          Classify …according to …

–          Outline/ diagram/ web ….

–          What evidence can you present to support ..?

–          What are the possible alternatives for …

–          Explain the reason why you think …

‘Evaluation level’

–          How would you evaluate … and what standards would you use?

–          Do you agree with …? Why or why not ?

–          How would you decide about …?

–          What criteria would you use to assess …?

‘Application level”

–          How would you apply this rule/ principle to …?

And the last, teaching strategy to support HOTS can be carried out by:

–          Instructional communication. The teacher provides a very clear teaching instruction for every task. A clear teaching instruction must come from a clear lesson planning. In a clear lesson plan, it is stated the organization of activity, clarity of the explanation, modeling for critical skill, example on critical thinking application, feedback, and adaptability based on the students’ ability.

–          Scaffolding. The teacher provides ‘learning and thinking strategies’ through: rehearsal,  elaboration, organization (teacher designs a program specifically to train a certain critical thinking skill)

–          Direct instruction

–          Asking strategy: all students can be asked, the questions may about a dilemma, new problem, ask students to propose a question, start from easy question, provide ‘wait-time’ as not all students equip with a similar ability in answering questions

–          Feedback

–          Team activities: students discussion, peer tutoring, cooperative learning

–          Computer mediation: provide access to information and data. Computer assisted instruction can be integrated with the regular teaching so that it can improve students motivation and achievement and at the same time it develop students’ point of view toward learning process.

Using Dialogue Journal to Invite Students to Write: A Classroom Action Research

Using Dialogue Journal to Invite Students to Write

BASTIAN DAYS

His appearance attracts all eyes.  With 2 meters and 2 centimeter height, he can steal all eyes to focus on his extraordinary tall-body.  This 24-year old Germany is Bastian completed with his dread-lock hair style. He said that he loves reggae music as it offers peace in its lyrics whereas this world full of war.

I met him for the first time at 08/08/2012 (Tuesday) when a friend of mine introduced him as a volunteer to teach at my class during his travel. My students and I welcomed him happily. The first class session was with Science-1. The topic was abortion. The students were given a prompt to share ideas their ideas on the pros and cons towards abortion.

I gave Bastian 15 minutes to take turn-taking with my students on his personal identity. My students were so curious about him. They asked a lot of questions.  And through the students’ questions I learned that Bastian is a professional software development in a small company in German, single at the moment, seeing Cianjur as a nice town with full-smile citizen and friendly people.  He made two statements that a bit shocked the class. The first was his statement that religion is not a must in German and abortion is legal until 14 weeks.

The class session was closed by taking picture with him (taking picture with foreigner is something common in my countryJ, as it is a rare occasion for Indonesian to have foreigner around the classroom).

The second session was with Science-3. The topic was about good teacher. Bastian mentioned that there are good and terrible teachers.  He tried to recall his memory to his high school time, and then he said that, ‘Eight years ago, there were 50 % of good teachers”. He added that terrible teacher was also perhaps 50%, such as Chemistry teacher. This happened probably because a student had bad experience with the teacher like the first impression created a barrier in student’s mind and it is very hard to break that again and then do not see the teacher as new opportunity to learn something. He offered a solution by saying that student must accept his role as student and always try his best, keep calm, and be a good friend with the teacher. He ended by mentioning that he himself a shy student; he loves if the teacher accepts him just the way he is. As he is shy, he will not raise hand, and perhaps this will cause teacher not give him good grade since teacher want activity, and a student who does not raise hand means he has not any activity.

The last session was with Science-4. The topic was about the pros and cons towards censorship for imported film. The students and I learned a lot about the how Germany sees film as an art where no censorship is applied. The film is a film, and it is to be watched, any scenes there are not to be followed but to be enjoyed.

The first meeting with Bastian gave good impression on Germany and things relates to German. The students invited Bastian to have break-fasting together.

I can say something funny about the science classes, especially Science-4. Every time I teach them, they always remind me about the TIME. The president of the class always said, ’Ms, it is ten (or fifteen) minutes for English to over”. I wondered why he always did that. I thought it was because they studied in the Language Laboratory so that it would need some time to wear shoes and returned to the class. I was totally wrong! Thing that made the Science-4 left language laboratory as soon as possible, it is because the upcoming lesson in Bahasa Indonesia. I sometimes talked to my self, this Bahasa Indonesia teacher must be a GOOD teacher. The reason for this is very clear. She can make the student punctual with the time and sits in the class neatly waiting for her coming. She is also good teacher as she makes the students join her class in a serious way. I think, I cannot be like Bahasa Indonesia teacher. For me, teaching is an art. And as an art, it needs special touch and special way to deal with the students’ uniqueness. Furthermore, to tell you the truth, I cannot put serious (=rigid) face to my students, as I believe the students need fun and hope for teacher’s love. I will laugh at myself if I teach using serious faceJ.

The second time, I met Bastian was on August 10th, 2012. It was the school breakfasting-together agenda with whole teachers of Smanda. The agenda was a bit weird to me. As a part of Smanda teacher, I was not be informed what agenda would be. To my surprise, at around 4.30 in the afternoon, there were some 80 orphans came to the hall. I heard that they were the unfortunate children from somewhere around the rail station area. Again, to my surprise, as I sat with Bastian, I was asked to do impromptu activities, which were making the orphans entertained by us (Bastian and I). You can imagine how crazy it was for both Bastian and I, but we tried. Bastian said ‘uh… I am shy person; I give up if I must handle these 80 children”. I responded it by smiling since I also did not know what to say.

The orphans were given an envelope (money I guess), some snacks and another simple kid’s food. They were very cute.  They sang some Arabic words song that I did not understand, maybe the song was about praising Prophet Muhammad. They looked very happy. Inside my heart, I spoke to myself, the government should responsible for these cute children to give them good life and bright future. Unfortunately, where the government when they are needed, no one knows. What I know, these children must work very hard so that they can eat. I heard some of them selling plastic bags (keresek plastic-bag) to keep them alive. Of course they do not think about school; school probably will become a luxurious and expensive thing to be afforded by them. Get three thousand per day is enough for them. Some others take a job as shoe cleaner.

Can you imagine if the young generations do not get education, a big problem will arise in the future? They are as old as your brothers and sisters. While your brothers and sisters go to school and study and weave a better future by getting good education. They go to the street, railway station, garbage dumping area, to search for food, they will not think about education, future, being a doctor, an engineer or another professional and stable job. They will grow with your brothers and sisters. Your brothers and sisters enjoy their teenager lives; these orphans also enjoy their teenagers’ lives, but perhaps by starting selling their bodies, selling their religion, stealing and other social pathologies activities. The worse, they perhaps trap your brothers and sisters with their tricky offer such as drugs.

My imagination above is too far. Don’t worry as I did. What I imagined will not come into existence if the government and ‘the have’ try to save these orphans. In the right hands, these children will grow as good part of this nation. Even, perhaps, they can exceed our brothers and sisters in their achievement. For now, just pray that they are in good hands and pray also, that you become rich people and can save another generations from damaging this nation.

In this picture, only some of the children did singing. I tried very hard to understand what they were singing, but alas, I could not understand. They sang Arabic (perhaps) song. Something came into my mind ‘how can they say something they did not understand?’ In my point of view, someone can say something if they really understand what they are being said. Remembering words without understand their meaning sounds a bit useless to me. Maybe my opinion surprises you. I guess, it will be perfect if we can say the words in any language and at the same time we understand what we are saying. Once, there was a stupid thing happened. In a big mosque, there was a group of santri (clerics) sang a song proudly using Arabic language. At that time, an Arab was one of the audiences. He was very surprised and felt a bit insulted. He said that the song being sung by the clerics were about something related to sexual activity. This is the danger of singing or saying something not in our own language. Once, I also experienced this kind of embarrassing situation. A puberty neighbor of mine sang an English song, in the middle of the day, when the sun shines brightly. He sang very loudly, and I think some Indonesian teenagers did this when they are in love (=do not care the environment and sang loudly without thinking others). He sang like this “I will make love to you, like you want me too bla…bla…bla” My ears red hearing this. ((I think you understand English, so you know what this lyric means)).

Then, August 11th, 2012. Bastian and I were invited to Pandu’s birthday party. It was in Teras Kita. It is near Tapal Kuda. Once, I went to Tapal Kuda to take my children swimming. But I know nothing about Teras Kita. The party was so big and crowded. Many policemen were everywhere. One of students informed me that Pandu’s father is a Kasatreskrim. Kasatreskrim has nothing to do with ice cream, and it will not appear in your test! I asked my husband what Kasatreskrim means, my husband laughed and said ‘how come you didn’t know such thing, it relates to criminal thing, blablabla!’ I just put SNAIL smile when I was listening to his explanation.

The Teras Kita building consists of two main buildings. The first is a restaurant where everyone can have meal and enjoy the scenery of turning big road and seeing vehicles run. Another one is karaoke building, where everyone can sing their favorite song. Unlucky me, I am not good at singing. Bastian said that he did not like pop song, so he said no to this karaoke singing chance.  And I almost forgot, at the back of the restaurant building there are some unfinished building, it is like a villa. There are about four and all of them face the east. There are many rich people recently who put their money on villa + restaurant + entertainment. This person also, put their money to build Teras Kita, and of course this business will attract Cianjuran peoples. But what comes to your mind when you hear the word karaoke in relation to Cianjur as gerbang marhamah town. Isn’t this a contradictory situation? On one side, Cianjur devotes to be good Muslim follower, meaning avoid worldly satisfaction, on the other side, Teras Kita provides Cianjurans with temptation and causes to get far from heavenly life.

When we arrived, the party has already started. A Kyai was preaching about something, I did not know what he was preaching, but the audiences were many. Some are men with policemen uniform and some others were ladies with Muslim’s outfits. Pandu’s mom welcomed us and asked us to join the preaching, but I chose to sit in the hut and enjoyed the evening. Preaching is suitable for elderly people, right? And I think, preaching is every where during Ramadan time. I always listen to Quraisy Syihab explanation on the Koran every 3 o’clock in morning. I think, what Pa Quraisy did is a very noble deed. He gave a very clear explanation on every verses of the holly Koran. The way he explaining also makes his audience smart and thinks cleverly. That’s what Indonesia needs now, a smart kyai who can make his audience think cleverly.

The students were placed in the Karaoke building to do breakfasting and had some karaoke song. Bastian and I just enjoyed the food. The squid was so delicious. Bastian commented that squid (fish) was so interesting. My stomach was so full. And Pandu is a very gentle man; he escorted us to Smanda to go home. Bastian asked to stop at Interlingua. Ayu accompanied him. You know, Ayu sent me a text to tell her regret for not helping Bastian to cross the road. I replied her text saying “don’t worry, if Bastian can cross the country from German to Indonesia, so he can also cross Cianjur’s road”.

At August 13th, 2012 (Monday), Bastian and I went to Cibodas Park with some of Science-3 students. I explained Bastian that Cibodas means Ci is water and bodas is white. Bastian guessed that white-water name come because the water fall makes the water looked white. That day was the first day of Bastian in his 25 years old. On Sunday (12/08/2012) Bastian had his 25.

We left Smanda at around nine in the morning by public transportation for Cibodas. After around an hour, the car approached the gate, and each person has to pay 2 thousand rupiahs. Then at the main gate each of us has to pay 6 thousand rupiahs.  I tried to bargain with the gate-man, and he agreed that we paid only 60 thousand from 96 thousand rupiahs. When we entered the park, the park was so empty. Fadil said ‘wow great, we hire the entire park just for ourselves!’

Bastian wanted to try flying-fox, but the men said that the area is being fixed to prepare for the Lebaran day. Then we walked to the Moss Garden. Some men were cleaning the garden. We tried touching the moss bed. It is very soft just like bed. Bastian said that in German there is moss too.

I headed to the green house, and it was empty too. I handed my camera to Fadil and he took some pictures. I think he had a talent to be a photographer as he made some good picture.

We passed through a very big tree. The four of us tried to hold it; I guess the diameter must be around 3 meters. Before that, we take ‘check point’ on the falling-tree. Everyone took their position to be captured by the camera. There was a lot of fun, but our stomach could not lie. We felt tired easily as we felt hungry. It was around 11 when we sat near the pool. While we served Bastian food to have his lunch, a guy from Italy passed us by. I did not know what the students said to him, but Jackomo (the 29-Italian man) and his guide Henry stopped and joined us. Bastian and Jackomo took their lunch together and we left them for having dzuhur pray and Ade became our imam. After we got our energy back, we continued our travel to water fall. Now the journey was lighter, as there was two bules with us.

When we are about to arrive at the water fall, an Arabian family was there. And on the water fall, a Japanese family was having their lunch. Imagine, we were very hungry, and the Japanese family, ignore us, just eating and eating, I could only smile. We spent some time in the water fall, tried to enjoy the beauty of the water which at that time almost dry and the water flow slowly.

Here you can see (the picture on the right) that the water is almost dry. When it is in the wet season, the water almost reaches the outer part of the river, but now you can see only stone scattered everywhere. I think, Fadil took this picture to remind us-Indonesian- to look back and see the nature closely. Dry-river is symptom of water scarcity. I heard in the future, one day, people will fight for a drop of water; water will become the most expensive thing to buy. Now, people fight for fuel, even a country makes a war just to get the source of fuel. If we treat the nature as we are now, then we will see people make war for water.

I think we do not need to wait for too long to see the water become an expensive thing. Now you can compare a gasoline per liter costs Rp. 4.500, and one liter of mineral water costs around Rp. 3.000 (60ml of mineral water cost Rp. 2.500). In the year 2012, a liter of water cost Rp. 3.000, what about 10 years from now? The water is as expensive as the gasolines will not an imagination.

Sometimes, as Indonesian-we are too confident that water will be available all the time. Actually it won’t. In the dry season, some people in central Java walk 15 kilometers just to get a pail of water. They use water only for important thing, such as cooking, drinking, not enough for bathing! As Indonesian, we must immediately fix this situation unless our younger sisters and brothers will not get enough water because we had used them up and left nothing for them.

Suddenly, I remembered Bastian’s question. He asked whether I know why Indonesian’s government subsidizes the gasoline, where the money is from. I could not give any answer, as I know nothing about where and how the government provides money for gasoline. Bastian said that one liter of gasoline in German cost almost equal to 18.000 rupiah. I felt Bastian question is worth to reconsider, how the government subsidizes the gasoline while it is sold very expensive in another country. There must be something wrong with our government policy. As wrong as in its way to handle water. Why the government does not take a serious action to preserve water. In my personal point of view, in the school, it will be more useful to teach students to plant and nurture trees. The students get good grades if they can grow the trees well during their 3 years in their school-time, rather than being taught environmental education (PLH) that equip students with nothing unless waste their time and take action to the environment.

Well, let’s go back to the journey. We had great moments at Cibodas. The students and bules played some ‘impromptu’ game, like remembering names. It was hard for me to remember the entire students name at once. So you can imagine it will be even harder for bule to remember the entire names. And it does! You know, I could not stop laughing when Jackomo tried to pronounce Fachmi’s name. He pronounced it become something else. Thank God, the students did not know the meaning of it (???). I just talked to Jackomo informing his mistakenly-spelling and he got surprised with that, then we talked and talked and talked, we did not realize if the students were watching us and waited for the translationJ.

It was about four in the afternoon we left Cibodas. We said goodbye to Jackomo and Henry. It was about to leave when a bad news arrive. Arif motor-bike got some troubles; I heard its oil-tank blew up and stop working.  I felt guilty, but I could do nothing to fix his motorbike, then it was decided that girls left earlier with public transportation, meanwhile boys were stayed around Balakang-Cipanas market to get an open truck to carry the motor-bike. I just prayed that Arif’s parents did not get angry with Arif or me-the teacher. I got off at Hypermart’s roundabout.  Breakfasting time was over; we drank water from the same mineral bottle glass when we were at the public transportation. I drank some water from Hanna’s bottle. Then, Bastian and I walked to have breakfasting at Delarisa café. I took Bastian there as I had promised ex-12 science-3 class students to meet them there. The café was full with ex-science three students. I saw almost all the students arrived. It made me happy; their class-unity caused them to be together and met me there. Bastian was given mango-juice and sea-food with shrimp on it plus a cone of rice with small cut of chicken and tofu. Bastian asked me how to eat shrimp. I said, ‘just avoid eating its legs’. Suddenly I remember, at Pandu’s birthday he ate squid, and now he ate shrimp. Maybe he thought that Indonesian eats a lot of fish in their dish.

  In this picture (even isn’t very clear), you can see Ibep at the front, then left to the right Ansori, Bastian, Eka, Erlis; then left to the right standing  Ica, Yeti, Diva, Nadia, Gani, Dylan, Akew, Ms B, Agung, Reza, Puji, Elsa. I can’t recognize who stand at the back row.The picture was taken at the front of Delarisa café on its parking lot.

After gathering with ex-science three, I said goodbye to everyone including Bastian. I went home and went back to my house-wife life.

UJI KOMPETENSI GURU

UJI KOMPETENSI GURU (UKG)

                Berdasarkan kepentingan pemerintah untuk melakukan pemetaan kompetensi guru Indonesia, maka dilakukanlah Uji Kompetensi Guru (UKG) secara on line dan off line. Kegiatan ini sebagai tindak lanjut atas dikucurkannya pencairan dana sertifikasi bagi para guru yang secara signifikan tidak mengubah output menjadi lebih baik. Hasil Ujian Nasional (UN) tidak menunjukkan perubahan pengalaman belajar siswa, bahkan lebih buruk lagi, dicurigai UN telah dimanipulasi dengan beredarnya kunci jawaban. Sehingga evaluasi skala nasional ini hasilnya tidak mencerminkan hasil pembelajaran yang sesungguhnya.

                Pemerintah mendengungkan bahwa UKG hanya diberikan kepada para guru yang telah lulus sertifikasi baik secara portofolio ataupun PLPG. Sedangkan bagi para guru yang belum memperoleh uji sertifikasi dan masih harus mengikuti kegiatan PLPG, maka diberikan Uji Kompetensi Awal (UKA) yang setara dengan UKG.

                Pemerintah seperti telah merasa terkecoh dengan meluluskan sertifikasi para guru lewat portofolio. Alasan untuk ini, katanya ternyata ditemukan beberapa guru telah melakukan kecurangan yang sangat tidak cerdas. Yakni memalsukan beberapa sertifikat serta data-data pedagogik lainnya sehingga lulus hanya dengan diwakili lembaran-lembaran kertas saja. Memperbaiki keadaan ini, maka diputuskan bahwa guru sebaiknya diberi pelatihan keprofesian (PLPG) sehingga secara tidak langsung kompetensi para guru meningkat dan pantas menyandang gelar guru profesional dan sekaligus mendapatkan pencerahan dan penyegaran melalui kegiatan pelatihan.

                Setelah sertifikat keprofesionalan guru diedarkan dan dipegang oleh para guru, pemerintah kembali kelimpungan. Sesungguhnya seperti apa gambaran kompetensi guru-guru pada saat ini, belum diketahui. Padahal, pemerintah telah membuat rambu-rambu bahwa guru harus menguasai empat kompetensi, yaitu (1) profesional, (2) pedagogik, (3) kepribadian, dan (4) sosial. Menyadari ada bolong, maka pemerintah segera membuat Penilaian Kinerja Guru (PKG) yang mulai diberlakukan tahun 2013. Pada PKG, pemerintah memberikan rincian menyoal gambaran kinerja dan gambaran guru profesional. Seperti misalnya, untuk menjadi guru profesional, dalam hal perangkat pembelajaran saja, guru harus memiliki paling tidak 13 jenis pelengkap pengadministrasian yang dibuat oleh guru secara individu.

                Kini, pemerintah menyelenggarakan UKG, dalam kurun waktu 30 Juli sampai 4 Agustus 2012 katanya. Sekolah-sekolah penyelenggaraan UKG telah ditentukan, kartu-kartu peserta UKG telah disebar ke setiap sekolah. Maka terjadilah chaos diantara para guru. Sebagian menyikapi UKG dengan diam saja, ada pula yang dengan menggerutu, ada pula yang menyambutnya dengan sikap sinis dan menganggap bahwa kegitan ini tidak lain adalah proyek. Proyek pada lingkungan pendidikan memiliki konotasi negatif. Proyek diartikan sebuah kegiatan untuk buang-buang uang, menghabiskan dana untuk mendukung keuntungan segelintir pihak. Sedangkan guru adalah korbannya.

                Kisi-kisi UKG memuat pengevaluasian pada wilayah kompetensi profesional dan pedagogik. Sedangkan kompetensi sosial dan kepribadian, tidak diperhitungkan. Atau dengan kata lain, menjadi guru, cukup bisa ngajar (kompetensi pedagogik) dan pintar (profesional), urusan bermoral, tidak peduli, wearing innocent smile, tidak diurus. Kompetesi sosial dan kepribadian guru diabaikan.

                Menjelang UKG dilaksanakan, kehebohan merebak disetiap kantor guru. Setiap percakapan hanya dikhususkan untuk UKG saja, percakapan lain, maaf, untuk sementara tidak mendapat tempat. Para guru mengeluhkan ‘apa yang harus dihapalkan’. Inilah gambaran guru kita, masih tidak ragu-ragu mengucapkan kata ‘menghapal’. Menghapal merupakan metode pembelajaran yang telah lama ditinggalkan. Menghapal hampir tidak jauh dengan metode drilling  atau tubian, yakni sebuah kegiatan memperoleh pengalaman belajar dengan cara meminta siswa diberi latihan berulang-ulang supaya ingat. Sesuatu yang diperoleh melalui hapalan tentu saja perlahan-lahan akan lupa seiring semakin banyaknya urusan yang harus dipikirkan oleh para guru. Sekarang para guru masih memikirkan apa yang harus dihapal untuk uji kompetensi, ironis!!!

                Ketakutan yang mengahantui para guru diekspresikan dengan ajakan ‘boikot UKG’ dan ‘gagalkan UKG’. Jika melihat kekhawatiran yang diungkapkan pada paragraf sebelumnya yakni ‘ketidaktahuan apa yang harus dihapal’, ungkapan boikot UKG, sangat masuk akal. Jika boikot disetujui, maka guru-guru yang khawatir ini akan lepas dari vonis penentuan posisi kompentensi dirinya yang akan terpetakan secara nasional. Dengan kata lain, zona nyaman mereka tidak terganggu.

Folklor

Folkor 1

Bentuk lagu rakyat

Asal Warungawi Cianjur Jawa Barat; Sunda

 Ma, tarasi tutung  (Bu terasi gosong)

Keun, urang balikeun (Tidak apa-apa, kita balik)

Ma, si anu pundung ( Bu, si anu marah)

Keun, urang kawinkeun ( tidak apa-apa, kita nikahkan)

 Bentuknya seperti teka teki. Dua baris awal berupa cangkang dan dua baris akhir berupa  eusi. Tujuannya adalah untuk membuat anak gadis yang marah tidak jadi marah. Misalnya karena suatu hal ada anak gadis yang merasa kesal dan marah. Adik atau kakak si gadis melaporkan kemarahan ini pada ibunya. Si pelapor akan menyanyikan lagu di atas, selain untuk menyampaikan keadaan yang sebenarnya yakni kemarahan si gadis, juga berseloroh bahwa kalau marah tidak apa-apa, nanti kemarahannya akan selesai jika dinikahkan.

 

Folklor 2

Bentuk lagu rakyat bertimbun

Daerah Jawa Barat Suku Sunda

 

Bang kalima-lima gobang bang

Bangkong rayap di sawah wah

Wahai tukang bajigur gur

Guru sakola desa sa

Saban poe ngajar jar

Jarum paranti ngaput put

Putri nu gareulis lis

Lisung kadua halu lu

Luhur kapal udara ra

Ragrag di jakarta ta

Tahun dua hiji ji

Jiwa rek ka mekah kah

Kahar dua rebu bu

Buah meunang ngala la

Lauk meunang nyobek bek

Beker meunang muter ter

Terus ka cikampen pen

Pena reujeung kalam lam

Lampu reujeung damar mar

Maru kangjeng dalem lem

Lempa lempi lempong

Ngadu pipi jeung nu ompong

 

 Foklor 3

Kacaritakeun aya pejabat-pejabat luhur nagara sadunya keur naek kapal. Keur ditengah-tengah perjalanan kapalna aya masalah, baling-baling nu kenca cenah teu muter. Atuh satiap pajabat nu aya dina kapal eta pahibut ngasongkeun jalan kaluar. Ceuk urang Amerika “Keun tenang we, ku urang rek dikirim ahli komputer, engke tangtu kapanggih  kudu kumaha mereskeunna”. Ari ceuk urang Jepang “Alah, sakitu mah tenang we, ke ku urang dikirim ahli nano teknologi, tong melang, ku manehna mah masalah gede ge, beres”. Kabeh ngarasa reugreug, tapi nu matak heran naha urang Indonesia mah cicing wae, atuh terus we ditanya, ari pok teh ngajawab kieu ,” euh, ke heula, abdi nembe bade rapat kango ngadamel panitia pengawas kecelakaan udara!”

 Menyindir bangsa Indonesia yang tidak cepat tanggap terhadap keadaan darurat. Ketika ada suatu masalah bukannya segera diselesaikan, tetapi malah berkumpul  membuat panitia, sementara masalah besar yang harus ditangani dibiarkan. Kondisi ini terjadi pada masa setelah pemerintahan Orde Baru lengser. Banyak masalah yang muncul pada level negara, salah satunya adalah korupsi.  Seperti masalah yang melilit Bank Century. Masalah Bank ini tidak kunjung selesai, pemerintah hanya membuat tim ini-itu serta panitia ini-itu yang menghabiskan banyak rupiah, tetapi kasus yang sebenarnya tidak pernah tersentuh.

 

Folklor 4

Tatarucingan (teka teki) yang semua jawabannya  salah

Mun maneh dina hiji waktu keur dijalan  keur ngeunah leumpang, aipek manggih tai munding, rek kumaha?

Jawaban 1. Rek terus we leumpang.

Salah : api-api leumpang nyah, engke maneh balik deui, tai mundingna dicokot ku maneh.

Jawaban 2. Ah antep we.

Salah: heueuh ku maneh diantep da era mun kanyahoan mun maneh sok nyokotan tai munding.

Jawaban 3. Cicing we.

Salah: maneh cicing nungguan tai munding, paingan atuh dan maneh mah kabeukina tai munding.

HOW TO TEACH LISTENING

Listening adalah kemampuan receptive yang harus dikuasai setiap pembelajar bahasa asing, termasuk Bahasa Inggris. Bagi siswa kegiatan belajar Listening merupakan kegiatan yang tidak begitu dinantikan. Mengingat kegiatan Listening pada umumnya tidak saja membosankan bagi siswa, tetapi juga membosankan bagi guru. Gambaran pembelajaran listening hanya seputar:(1) guru memperdengarkan recorded-voice, (2) siswa diminta menyimak, (3) Siswa dituntun dan dituntut untuk memahami apa yang disamapaikan speaker, (4) guru repot menyiapkan bahan ajar listening dan jengkel dengan gangguan teknis akibat alat yang tidak berfungsi normal.

Bagi siswa SMA kemampuan receptive (listening skill) diuji sebagai bagian dari soal Ujian Nasional. Jumlah soal sebanyak 15 dengan durasi test antara 25-30 menit. Mengantarkan siswa untuk menjadi peecaya diri pada saat UN listening section, menuntut agar guru memberikan materi ajar listening sebagai ajang latihan dan persiapan ujian.

Di bawah ini disajikan solusi sederhana untuk pengajaran listening tanpa menggunakan laboratorium bahasa. Penyajian materi listening hanya membutuhkan: (1) SUARA (voice) guru, (2) ruangan yang relatif tidak berisik. Langkah-langkah pengjaran yang dibutuhkan mencakup:
1. Pilih materi yang akan diajarkan. Materi dapat diambil dari: (1) buku sumber, (2) internet, (3) authentic material seperti Berita, iklan Tv atau radio, (4) Penggalan interview, (4) jokes, (5) talk show, (6) lagu.
2. Setelah materi ditentukan, terlebih dahulu dibaca dan dihitung berapa lama waktu yang dibutuhkan untuk membaca teks tersebut.
3. Tentukan apa yang diharapkan dikuasai siswa setelah mendengarkan teks.
4. Buat lembar exercise untuk mengecek listening comprehension
5. Jika terdapat kata-kata atau frasa yang dianggap terlalu sulit, sederhanakan terlebih dahulu, atau dapat juga diganti voice kalimatnya.
6. Sebelum listening dimulai, bekali siswa dengan schemata (background information) dapat dengan cara : (1) menunjukkan gambar yang berkaitan dengan teks, (2) memberikan pertanyaan yang nanti berkaitan dengan teks, (3) berikan judul, minta siswa untuk menebak/mengira-ngira (guess) teks yang akan diberikan tentang apa, (4) pre-teach kosa kata yang dianggap sulit.
7. Teks dibacakan sebanyak tiga kali dengan tujuan:
a) Siswa mendengarkan (yang ke satu) tanpa diberi worksheet. Perhatian difokuskan pada menduga gambaran umum isi teks yang sedang diperdengarkan.
b) Siswa diberi handout yang berisi pertanyaan mengenai isi terks. Berikan waktu kepada siswa untuk memahami soal-soal yang diberikan. Perdengarkan teks untuk ke dua kalinya. Pada saat yang sama siswa memberikan jawaban. Untuk kemudahan sebaiknya soal meminta jawaban dalam bentuk pilihan a, b, c, atau d.
c) Perdengarkan teks untuk ke tiga kalinya. Siswa dapat memastikan jawaban yang dibuatnya benar atau tidak.
8. Jangan meminta siswa untuk hanya memahami isi teks. Tapi berikan kegiatan yang berkaitan dengan isi teks.
9. beri waktu untuk berdiskusi mengenai isi teks. Berikan kegiatan tambahan berupa pekerjaan rumah.

Phylosophy

I know nothing about Philosophy. It is a world that I never visit. I just heard that Philosophy is a very delicate and difficult subject to learn, and I feel a bit afraid because of that.

When I entered the class to join the lecture this morning, what a shame! I came late. My mind had walked ahead, it told me that I would meet a man with white long beard, hold a thick book and wear spectacles as my lecturer. I was 100% wrong! My lecturer is not like that. He is a unique man, and all my imaginations about scared lesson vanish.

I include the word ‘unique’ to describe my lecturer, as he is unique, indeed. He said,”I will wait for 3 seconds to be asked, and if you fail to give me questions I will give you another 3 seconds.”

What he said knock my head to use teaching precious time to teach not to wait for uncertain thing. I look at myself as a teacher. When I teach, I give more than 2 minutes for my students to come with question(s). What I did all these years is called wasting time in purpose.

Besides unique, my lecture is also very smart. He is the only lecturer who said that it will be no UAS (Semester Final Test). I consider this as a blessing. No test! But he added,”you must submit 1 entry of assignment each and every week.” I postponed my happiness then.

I tried to find out why he made a very different MoU with the learners from other lecturers. Then I can conclude that he is really SMART person. My first reason is when a teacher begins his first lesson by making MoU such as inform the students the tolerate percentage of absence, the material for each meeting, what material should be read, and how the assignment should be made. Indirectly he sets the rules and shows how to manage the class, so that it will not only put the class in manageable level but also establish understanding amongst the learners.

The second one is that no test but entry a reflective journal for every meeting. It means that a new method for assessing students’ ability and potential will be applied.

Test is usually carried out to find out how far the learner had achieved the minimum target. When it is done through namely mid and final test, the result of both tests does not represent the real competency of the student because they do not check the consistency of pupils’ performance. The measurement focus on result not the process. Whereas the test itself is a process to collect information to determine the achievement of the learner (Permendiknas No. 20; 2007).

When the assessment is taken from the journals, it meets the requirement above. Through journal, teacher can follow and intervene to the improvement of students, take writing proficiency as the example. So the final test is not a must anymore, since journals that are submitted help teacher classify and place student in the right class performance.

Another reason is that he shifts the responsibility for learning from teacher to students. Through journals he shows that the central in education is the learner. He directed me to write what I experience in his class. He did not ask much, but the effect is huge to me. I am the one who never write, force to write, and must submit my writing. After years I did not read to learn; now I sit and try to read again. He said that he will give feedback to my writing by giving comments on COL aspects. This encourages self-directed learning, because the comments will help to minimize my errors in the future and maximize my clarity in my writing.

The last reason I propose is that every response journal I submit become my media to communicate with my lecturer. I am lack of access to native speaker for authentic communication especially in writing. Submitting journals and then read the comments on them are empowering the learner.

My first meeting with my lecturer means a lot to me. I even have an idea to do a research from his teaching. I wonder if writing journals help the SPs students in improving their writing ability. Improve means change. I would like to know the change of the first writing (entry 1) until the 16th writing after comments or feedbacks are given. But I do not know how to conduct research for non- test data, and I am also in doubt whether the writings can be borrowed to be studied.

Negotiations in the first meeting inspire my own teaching later. I must do this too in, so that I can successfully handle my excitable children in my class. I will have my students to define rules (MoU) on my first lesson and post all the MoUs in their note book. My students can access and read the MoU easily and I will stick to them. Stick in the sense of be consistent in applying the MoU. I do not need to give punishment to remind my students when they break the rule, but show the consequences for all good and bad behavior is another positive way to show consistency.

So far I have applied consistency for my students when they break the MoU. let say Miss A comes late more than 10 minutes. She may enter the class. As soon as she enters the class, the president of the class clap his hands 3 times and says, ‘stand up!’. (Clapping hands to attract attention that someting is happening). All the students including me-the teacher stand up. We directly clap hands 3 times. President of the class said,” the MoU no.4 states we must come on time, and it has been broken. Miss A, please ask for apologizes”. Then Miss A will ask for apologizes for breaking the MoU, then all of us sit down. In the 3 first meetings, I still have 2 or 3 students come late. But after I apply this, no one come late. They said that they do not want everyone stand up and state the rule they breaks.

What my lecture did this morning challenge me to manage and handle my class better. I must al least  inform my students 3 things in the first meeting, they are: 1) what material they will get in a year, so I must give the the copy of silabus. 2) What kind of test I will give and how many times in a year I will do that. And 3) what basic competence that my students should have after studying a year with me.

I think I learn and inspire a lot from my first meeting this morning.

Karakter Bangsa

Masihkah adakah karakter bangsa?

Karakter adalah ciri yang membedakan dari sesuatu yang lain. Karakter bangsa adalah ciri pembeda dari satu bangsa dari bangsa lainnya. Karakter tumbuh bersama eksistensi dan budaya bangsa itu sendiri. Ketika kita berbicara karakter bangsa Indonesia, maka dalam benak kita tergambar secara utuh sosok unik spesifik yang menampilkan sintesa internal dan eksternal seorang Indonesia secara individual ataupun secara komunal.

Karakter terinternalisasikan ke dalam diri seseorang sehingga menjadi ciri khususnya melalui pembiasaan. Dimulai sejak lahir dan berproses terus sehingga membentuk paten untuk kemudian menjadi individu yang utuh. Karena karakter terbentuk melalui proses, ini mengindikasikan adanya masa pemerolehan awal sebelum menjadi bagian yang tidak terpisahkan dari dirinya. Masa pembentukan awal karakter dimulai sejak lahir. Anak-anak pada awalnya mendapatkan bentukan langsung dari orangtua yang mengasuhnya. Mereka meniru atau mengimitasi semua yang didengar, dilihat, atau dirasanya.

Pada masa kekinian, dalam lingkungan keluarga tidak saja orangtua yang memberikan asuhan, tetapi hadir “new religion” yaitu televisi. Istilah new religion atau agama baru diartikan untuk mengacu pada kenyataan bahwa banyak penonton televise meniru dan melakukan yang ditayangkannya dan bahkan menjadi fanatic karenanya. Televise memberikan sumbangan yang besar pada pembentukan awal bangsa ini. Para orangtua merasa senang ketika mereka melihat anaknya “ada dirumah” (menonton TV). Mereka tidak merasa sedang mengkhianati darahdagingnya dengan membiarkan mereka akrab dengan karakter-karakter imaginative yang menjauhkan Indonesia dari dunia anak-anaknya. Para balita dengan serius menonton Naruto, Doraemon, Kapten Tsubasa, Ipin Upin dan sederet tayangan lainnya yang sejenis. Maka ketika mereka memasuki dunia PAUD, mainan yang mereka beli, tas dan sepatu yang mereka pakai, obrolan,  tidaklah jauh dari karakter-karakter  ini yang menemani paling tidak selama 60 menit setiap harinya.

Ketika kita menengok ke dunia pendidikan kita, muncul sebuah pertanyaan. Mengapa pendidikan, khususnya pendidikan tinggi (tertiarty level) tidak memberikan sumbangan bagi pembangunan karakter bangsa ini? Sebagai contoh kecil, kita memiliki universitas dengan jurusan Sastra Indonesia. Kompetensi para lulusan tidak diarahkan untuk mampu membuat naskah cerita kartun yang bernuansa Indonesia. Kompetensi yang diminta berlabel epistemic yakni kemampuan untuk berwacana untuk mengungkapkan pengetahuan (Wells, 1987), bukan kompetensi functional atau menggunakan bahasa untuk menyelesaikan masalah sehari-hari. Maka tidak mengherankan para lulusannnya bertengger mengawang dengan dalih mereka ilmuwan yang harus bersikap ilmiah, tidak berurusan dengan film kartun. Mereka membiarkan kesastraan Indonesia diganti dengan “bahasa terjemahan” yang terdengar kaku (rigid) bagi telinga pengguna bahasa Indonesia. Bahasa terjemahan pada film anak-anak sangat artificial bahasa yang dipaksakan hadir untuk memenuhi gerak mimic tanpa mempertimbangkan kaidah bahasa Indonesia. Saat ini dibutuhkan segera untu membuat kerjasama antara para civitas sastra dengan computer animasi untuk segera membuat film-film kartun yang bernuansa Indonesia agar anak-anak Indonesia mengenal budaya dan karakter melalui tokoh-tokohnya. Jangan membiarkan anak-nak Indonesia akrab dengan karakter IPin Upin sehingga virusnya mulai merangsek ke tatanan bahasa. Anak-anak mulai menirukan gaya bicara pin Ipin, dan yang menyedihkan anak-anak merasa bangga jika memakai baju yang bergambar mereka. Lebih mengharukan lagi, ketika mereka merengek meminta mainan, yang diminta upin ipin. Upin dan Ipinisasi secara perlahan membuahkan karakater bangsa Indonesia yang berbau non-nasionalis.

Contoh lainnya, anak-anak TK (PAUD pada umumnya) berebut membeli mainan “murah” produk China. Mobil-mobilan, robot-robotan, sampai kembang api pun semuanya bukan produksi Indonesia. Padahal jika kita tengok lebih dalam, banyak sekali mainan yang dapat dibuat oleh bangsa ini mengingat banyaknya ‘orang pintar’ pada bidang ini. Mengapa para lulusan teknik tidak menciptakan mainan saja? Agar uang anak-anak Indonesia tidak lari ke luar negeri.

Anak-anak yang sedang membentuk karakter bangsanya, dikerubuti oleh elemen-elemen yang malah menjauhkan mereka dari karakter bangsa ini. Tayangan film kartun asing, drama dan lagu-lagu Korea, Manga Jepang setiap hari akrab menemani bangsa ini, adalah contoh kecil pembentuk yang mengakibatkan muncul karakter-karakter non-Indonesia. Munculnya gagasan memberikan Pendidikan Karakter dan Budaya Bangsa (PBKB) kepada anak-anak Indonesia mengindikasikan bahwa karakter dan budaya pada bangsa ini belum terbentuk sehingga harus diajarkan. Sangat memprihatinkan jika “jujur, toleran, cinta damai, bersahabat dan karakter lainnya harus disisipkan dalam pelajaran.  Karakter dapat dibentuk mulai dari rumah melalui tauladan. Kita tida membutuhkan akdemisi-akademisi epistemistis tetapi para fungsionalis membumi yang mampu menjawab tantangan dan kebutuhan sehari-hari sehingga bangsa ini tidak menjadi bangsa yang kehilangan karakter.

Waktu

Waktu memiliki satuan ukuran, mulai dari detik, menit, jam, hari, minggu, bulan, tahun dan seterusnya. Waktu walaupun bisa diukur tetapi bersifat gaib, karena tidak ada yang bisa memegangnya.

Ukuran waktu sama tetapi persepsi terhadap waktu tidaklah sama. Seseorang dapat mengatakan bahwa waktu itu pendek. Contoh, ketika dia menonton sepak bola piala dunia, dari detik ke detik terasa sangat cepat, sehingga dia tidak merasakan jika waktu untuk bermain telah habis. Sedangkan seseorang yang lain mangaku bahwa waktu itu panjang atau lama. Misalnya ketika dia sedang menunggu sesuatu, dia merasakan dari detik ke detik teramat lama bahkan dia merasa bosan dengan waktu.

Dapatkah waktu diperlambat atua dipercepat? Waktu dapat diperlambat persepsinya. Seorang pemain silat atau bela diri lainnya mampu membuat persepsi waktu lebih lambat dibandingkan orang bisaa yang membutuhkan 20 detik untuk berkedip.  Seorang pemain silat ketika berkonsentrasi, dia mampu melihat gerakan yang tak mampu diikuti oleh gerak mata tak terlatih  seolah geraknya lambat sehingga dia mampu melakukan gerakan tangkisan atau serangan sesuai kebutuhan setalah dia mampu membaca gerak lawan.

Seekor lalat mampu menangkap gerak lebih banyak dibandingkan dengan manusia dalam satu satuan waktu. Dalam satu detik manusia mampu menangkap 60 images sehingga menjadi sebuah gambar yang utuh,s edangkan lalat menangkap 2.000 images. Maka tak heran lalat melihat gerak dengan cara yang berbeda dengan manusia. Dia melihat segala sesuatunya berjalan sangat lambat. Ketika manusia memukulkan kertas untuk mengusir seekor lalat, hampir selalu tidak berhasil, ini terjadi karena kecepatan waktu yang dialami manusia dan lalat tidak sama.