BANGUNAN SEJARAH SANG BAPAK PENDIDIKAN

     

Cerahnya sinar mentari siang itu senada dengan iring-iringan warna orange yang memadati jalan. Mereka adalah rombongan mahasiswa jurnalistik jurusan Pendidikan Bahasa Inggris Universitas Ahmad Dahlan (UAD) tahun 2009 yang pada siang itu, Sabtu (17/12) akan mengunjungi Museum Dewantara Kirti Griya (MDKG) yang berlokasi di Jalan Tamansiswa 25 Yogyakarta. Suasana kekeluargaan sangat terasa saat Ki Agus Purwanto, pengelola Bagian Teknis dan Pemanduan MDKG menyambut kedatangan mahasiswa UAD tersebut.

            Rasa penasaran para mahasiswa itu seolah terjawab ketika Agus dengan sabar menjelaskan sejarah berdirinya museum tersebut. Pertanyaan-pertanyaan antusias mereka pun satu per satu dijawabnya dengan detail.  Agus Pun melanjutkan ceritanya sambil mengjak para mahasiswa masuk ke dalam museum.

            Pada mulanya, rumah gaya Jawa-Eropa klasik tersebut adalah tempat tinggal Ki Hadjar Dewantara. Pada tahun 1958 saat pelaksanaan rapat pamong Tamansiswa, beliau mengusulkan agar tempat tinggalnya kelak dijadikan museum. Keinginan beliau ditanggapi dengan baik, dan dilaksanakan setelah beliau wafat tahun 1959. Sejak 1960, Tamansiswa berusaha untuk mewujudkan gagasan almarhum. Setelah melalui proses yang cukup panjang, pada tanggal 2 Mei 1970 Museum Tamansiswa diresmikan dan dibuka oleh Nyi Hadjar Dewantara dengan nama “Dewantara Kirti Griya”. Menurut Agus, Kirti mempunyai arti harfiah “kerja”, yang berarti kerja atau jerih payah Ki Hadjar Dewantara. MDKG tentu saja telah melakukan beberapa kali renovasi. Agus menambahkan, sekalipun mengalami berkali-kali renovasi, MDKG termasuk museum memorial, sehingga bentuk fisik dan tata letak perabotan dibuat sama seperti ketika Ki Hadjar Dewantara masih hidup. Terakhir, Agus menambahkan museum mendapatkan bantuan dari Dinas Kebudayaan untuk renovasi, sehingga sudah wangun untuk dikunjungi.

Tugas Scientific Writing CLT

Kunthi Talibrata                   (09004498)                                       Scientific Writing/P

Patria Handung Jaya           (09004503)

COMMUNICATIVE LANGUAGE TEACHING: THEORY,

PRACTICE AND PERSONAL EXPERIENCE

What is Communicative Language Teaching?

            We already realized that there are so many methods for teaching English. However, most of them are still centered to the teacher. It doesn’t give benefit for the students because they become passive learners. In 1960, a new method called Communicative Language Teaching was revealed. The origins of Communicative Language Teaching (CLT) are to be found in the change in the British language teaching tradition dating (Richards 2001: 153). Some experts believe that this is the best method for teaching English, because CLT means little more than an integration of grammatical and functional teaching (Richards 2001: 155). It means that CLT not only focuses on grammatical uses and how teacher lecturing, but also focuses on how the students improve their skill and practice directly in four-language skills.

            Before applying CLT in learning process, the teacher should comprehend what CLT is.

Based on Savignon (2002: 7) Communicative language teaching (CLT) refers to both processes and goals in classroom learning. Here, teachers should focus not only on the students’ result, but also the teacher should consider the process how the student achieve the goal of learning process such as by doing discussion, pair work, etc. By this method, the students’ role is more important and the learning process can be student-centered.

CLT in Practice

            It is not easy to apply CLT, because this method consists of four-language skills, so it means that all activities done by teachers should contain all aspects of four-language skills. In his paper “Communicative Language Teaching Today”, Richard states some class activities in CLT, such as task-comletion activities, information gathering activities, opinion-sharing activities, information-transfer activities, reasoning-gaps activities and role play.

            From all activities, role play is considered the most interesting activities. Based on Whitebread (2008) role play is play a part (either their own or somebody else’s) in a specific situation. It becomes interesting, because it contains writing (writing a script), reading (memorizing the script), speaking (delivering the dialogue), and listening (get and understand the point of what other character say). Finally, role play is one of a whole gamut of communicative technique which develop fluency in language students, which promotes interaction in the classroom and which increases motivation (Whitebread; 2008).

            Role play is one of the techniques which emphasize the student to be more active in the learning process. From the explanation above, we can conclude that by using CLT method, the students will be easy to get the learning goal and they can improve more their basic skill in the class. In this method, teachers only facilitate the communication process among the learners in the classroom. It means, we can make the class more focus on student-centered.

Reference

Richard, Jack C & Theodore S. Rodgers. 2001. Approach and Methods in Language Teaching. United Kingdom: Cambridge University Press.

Whitebread, D., and Penny coltman. 2008. Teaching and Learning in The Early Years. Newyork: Routledge Taylor and Francis Group

            http://www.professorjackrichards.com/pdfs/communicative-language-teaching-today-v2.pdf ( December 16^th 2011)

            http://yalepress.yale.edu/yupbooks/pdf/0300091567.pdf (December 16^th 2011)

Langit Tak Ku Raih, Bumi Tak Ku Pijak

Cerpen Patria Handung Jaya

            Tak ada perkembangan sama sekali. Setelah berbulan-bulan Fira mengenal Wahyu, hubungan mereka masih saja abu-abu. Harapan yang seolah diberikan Wahyu kepadanya mungkin hanya tinggal selembar harapan yang tak akan pernah jadi kenyataan. Sebagai seorang wanita yang telah menginjak angka 21 tahun, perasaan Fira tentu saja berkecamuk.

“Aku harus mempunyai pegangan” cetusnya tegas!

Fira tentu saja mempunyai satu alasan kuat mengapa ia mati-matian mempertahankan Wahyu. Pikirannya melayang, ia mengingat kembali awal pertemuannya dengan Wahyu 4 bulan yang lalu. Tak ada yang mengira bahwa acara tahunan yang diselenggarakan oleh kampus itu mengubah segalanya. Tak ada yang special dari Wahyu ketika Fira menatap matanya saat pertama kali bertemu. Ia hanya mengenal lelaki berkulit sawo matang itu sebagai ketua panitia dalam acara tersebut. Sampai suatu ketika, seorang kawan Wahyu menyeletuk,