Jumat, 22 Maret 2013

pinus of love


GUNCANGAN ITU MASIH TERASA

Babak baru dimulai. Kedua pasang tangan itu bergandengan. Mereka saling memiliki. Kiena tak akan merasa menjadi kambing congek lagi sekarang. Begitu juga dengan Dany, sahabatnya kini telah ada yang menjaga. Billy, yang ikut tersenyum dalam hati setelah rentetan kejadian yang berjalan begitu cepat sehingga mengubah semuanya.
Pagi itu seperti biasa Dany dan Kiena berangkat sekolah dengan sepeda masing-masing. Pagi yang cerah.
“Nih,”
Billy segera membuka buku secret yang mereka buat setiap minggu.
“Jangan dibuka sekarang! Malu tahu…” Dany merebut buku dari tangan Billy dan segera menutupnya kembali.
“Ya udah, aku buka nanti tengah malam kalau kamu udah tidur.”
“Ya nggak usah malam-malam banget kali.”
Billy spontan mengacak-acak rambut Dany dan Danypun berteriak kecil. Dibelakangnya Kiena ikut tersenyum.
“Ehmm, gue duluan deh. Lama-lama disini, jadi gigit jari nih.” Kiena mempercepat langkahnya dan melambaikan tangan kepada keduanya ala putri Indonesia.
“Eh eh eh…” Billy menarik tangan Kiena.
“Kenapa? Lo mau gue ngacir disini lihatin kalian berdua?”
Billy yang tersenyum dengan ekspresi marah Kiena kemudian juga mengacak-acak rambut Kiena tanpa rasa bersalah.
“Aduh Dan, pacar siapa sih ini usil banget!”
Dany tertawa melihat keakraban mereka berdua. “Kalau gue peratiin, kalian cocok juga tuh pacaran.”
Kalimat yang mengejutkan telinga Kiena juga Billy. Keduanya saling pandang. Hanya kisaran detik.
“Gue? Pacaran sama dia? Bisa tiap hari gue makan gombalan gitarnya.” Kiena segera membela diri dan pergi berlalu.
v   
Apakah harus setiap bertemu seperti ini. Berpura-pura akrab untuk sahabat. Tapi sampai kapan. Semakin sering bertemu semakin pula ingin menghindar. Ingin menyatakan bahwa perasaan itu salah. Rasa yang setiap saat datang mengejutkan. Atau hanya akan terus seperti ini sampai nanti.
“Na, minggu depan anak teater mau ada pertemuan dengan SMA 4.”
“Hhhh?”
“Kamu mau ikut?”
“Jurnalis juga?”
“Enggak sih. Tapi Billy nawarin buat ikut. Kan ada Dany juga. Nanti disana kita bisa sharing sama anak teater dan ketemu sama anak jurnalisnya.”
“Boleh, udah lama nggak ada kegiatan jadi lupa sama jurnalis.”
“Kalau sama ketuanya?”
“Hah?”
“Lupa juga?”
“Rolan apaan sih? Nggak lucu.”
Satu semester berpacaran kedua pasangan itu nampak baik-baik saja. Terutama Dany dan Rolan.
“Na, ntar pulang sekolah mampir kerumah ya.”
“Tumben banget, ada apa nih.”
“Mama buat kue. Dany sama Billy sekalian biar rame.”
“Wah, kacau tuh kalau ada Dany. Dia pemakan segala. Hahaha…”
“Asal nggak makan kamu aja…”
v   
“Siang tante!!!” Ketiga suara cempreng itu terdengar kencang di telinga mama Rolan.
“Wah, Rolan bawa pasukan ya. Kebetulan tante bikin kue percobaan. Ayo sini,masuk dulu.”
“Pada langsung masuk ke kamar gue aja.”
“Permisi tante…” dua perempuan dan satu laki-laki itu mengikuti langkah Rolan.
Diruang tengah mamanya telah menyiapkan kue serta minuman untuk mereka. “Rolan! Jangan lama-lama di dalam kamarnya ya. Makanannya mama taruh meja.” Teriak mama pada Rolan yang masih berada di dalam kamar dengan ketiga temannya.
“Udah lo semua nggak usah sungkan.”
“Ya karena nggak punya sungkan, gue sama Dany laper nih. Kita keluar dulu yah.” Billy tiba-tiba menyeret tangan Dany dan mengajaknya keluar kamar.
Hanya tinggal Rolan dan Kiena berada di kamar. Keduanya saling diam. Kiena berusaha memecah suasana. Dia menuju ke meja belajar Rolan dan melihat-lihat komponen yang ada. Sementara Rolan masih menyibukkan dirinya dengan membereskan baju-baju yang terlihat sedikit berantakan.
“Na, aku sambil beresin baju-baju aku ya. Jadi nggak enak nih di lihat sama kamu.”
“Rolan, kamu bilang seperti itu, emang aku ini siapa kamu sih.” Kiena tersenyum.
Rolan reflek menjatuhkan baju-baju yang dipegangnya kemudian berjalan kearah Kiena dan memeluknya sangat erat.
“Dan, hp aku di kamu nggak?”
“Aku dari tadi nggak bawa kok. Di kamar Rolan kali.”
Billy berjalan menuju ke kamar Rolan. Pintu memang sengaja tidak di tutup sehingga aktivitas apapun di dalam kamar akan terlihat dari luar. Termasuk yang satu ini. Rolan masih memeluk erat Kiena ketika Billy tak sengaja telah sampai di depan pintu.
Rupanya Kiena mengetahui keberadaan Billy. Dia ingin segera melepaskan pelukan Rolan. Namun dari luar Billy seolah tak mengijinkan.
Tetap dekap erat Ki. Dia butuh kamu…
Kiena tersenyum kemudian Billy meninggalkannya tanpa mendapatlan hp yang ia cari.
“Rolan, keluar yuk. Kayaknya anak-anak pada nungguin kita tuh.”
Rolan yang merasa sangat malu karena terlalu lama memeluk perempuan yang selama ini dukaguminya. Sementara menunggu Rolan membersihkan baju-bajunya Kiena melihat satu kotak yang berada di laci meja belajar Rolan. Ia kaget karena menemukn fotonya ada di dalamnya.
“Rolan?”
“Hmm?”
“Kenapa bisa ada disini?”
“Oh, itu aku dapat dari Billy. Karena tahu aku suka sama kamu, dia kasih foto itu buat aku Na.”
Kapan Billy ambil foto itu?
“Billy itu bukan Cuma baik, tapi dia juga care. Bahkan, dia juga yang mengusulkan untuk kita camping ke hutan pinus karena tahu kamu sangat suka dengan tempat itu. Sehingga lebih sesuai dengan cerita kamu, Na. dia juga yang berhasil kasih support aku buat nembak kamu.”
“Na?”
“Na?”
Kiena tercengang dengan semua pernyataan yang baru saja di dengarnya.
“Na? Kamu kenapa?”
“Eh, iya. Billy itu orangnya baik. Sangat baik.”
Rolan merasa pikiran Kiena tak sedang berada disana dengannya. “Ya udah, gabung sama anak-anak yuk.”
Keluar dari kamar Rolan wajah Kiena tampak berbeda. Itu yang dilihat Billy. Tatapan tajam kearahnya membuat Billy penasaran.
“Yang baru dapat pelukan.”
“Bil, sini lo ikut gue!” Kiena menyeret Billy menjauhi ruang tamu. Dany yang sibuk dengan majalah yang asyik di bacanya. Rolan yang berbelok kearah dapur setelah keluar dari kamar.
“Kenapa?”
“Apa, Ki?”
“Kenapa foto gue ada di Rolan?”
“Ya, hal yang wajar kalau pacar kamu punya foto kamu.”
“Kenapa lo ambil foto gue dan lo kasih ke dia?”
“Ki, masalahnya apa sih?”
“Masalahnya, kenapa lo selalu ikut campur dalam hubungan gue sama Rolan. Lo itu siapa? Lo Cuma teman gue dan nggak lebih. Jadi lo nggak seharusnya campurin urusan gue sama dia!” Rasa amarah menguasai emosi Kiena.
Belum sempat mencicipi kue buatan mama Rolan Ia langsung pergi ke dapur dan berpamitan.

TEACHING YOUNG LEARNERS

I. How to Choose a Game

Students may wish to play games purely for fun. Teachers, however, need more convincing reasons. 'Teachers need to consider which games to use, when to use them, how to link them up with the syllabus, textbook or programme and how, more specifically, different games will benefit students in different ways (Khan, J.1996).' The key to a successful language game is that the rules are clear, the ultimate goal is well defined and the game must be fun.Below are some questions which we might consider as we choose a game:
  • Which language does the game target?
  • Which skills does it practice? The language skill focus could be any one of the major skills of listening, speaking, reading or writing.
  • What type of game is it?
  • What's the purpose for using it?
  • Does it fit the students? How could I simplify or make it more complex if necessary? Many games require modification in use when the students' need are taken into consideration.
  • How much interaction and participation is there? Maximum involvement is something we are pursuing.
  • Do I like the game myself?

II. Hints and Suggestions

  • When giving instructions to beginners, a few words in the mother tongue would be the quickest way to make everything clear. More English exposure is needed at a later stage.
  • Games are best set up by demonstration rather than by lengthy explanation.
  • It is very important not to play a game for too long. Students will begin to lose interest. It is best to stop a game at its peak.

III. The "Magic Matchbox" Game

This is a guessing game played by teams to practice numbers.
  • Exponent: How many? There are…
  • Additional benefits: genuine communication; hidden drilling; teamwork
  • Language needed: numbers 1 to 11
  • Time: 10 to 15 minutes
  • Material: 1 matchbox; 11 toothpicks per person
  • Preparation
    1. The teacher challenges the students to count the 11 toothpicks in his/her hand. To model the game, the teacher then puts some into the matchbox, shakes it and asks the students to guess how many are inside.
    2. The teacher explains how to play the game in the students native language if necessary.
    3. The teacher divides the class into two teams, giving each team an English name, eg. the Roosters and the Monkeys. Then the teacher write the the team names on the board for scoring during the game.
    4. If the class has a large number of students, this is one way to get smaller teams. Choose 10 players from each team by chanting together a 'choosing rhyme' such as the following:
      • One, two, three, four,
      • O-U-T, OUT!
      • (The student chosen is the one you are pointing at on the word OUT!)
    5. Each player secretly puts no more than 11 toothpicks into his/her matchbox.
  • During the Game
    1. The first player from the Roosters stands up, shakes the matchbox in his/her hand. His/her team members shout together 'How many?.' The Monkeys then give the answer by replying 'There are…'.
    2. If the guess is the correct number, the Monkeys wins a point. If not, the Roosters get the point.
    3. Then switch roles. This time the Monkeys ask and the Roosters guess.
    4. The game continues until all the players get a turn.
    5. The teacher keeps a record of the points on the board. The team with the most points wins.

Reference

  • Khan, J. 1996 'Using games in teaching English to young learners' in (eds)Brumfit, C, Teaching English to Children. From Practice to Principle England: Longman

academic writing

LANGUAGE FOCUS: THE VOCABULARY SHIFT
A distinctive feature of academic writing style is choosing the more formal  alternative  when  selecting  a  verb,  noun,  or  other  part  of speech.
Verbs
English  often  has  two  (or  more)  choices  to  express  an  action  or occurrence.  The  choice is often between a phrasal or prepositional verb (verb + preposition) and a single verb, the latter with Latinate origins.  Often  in lectures  and  other instances  of everyday  spoken English,  the verb  +  preposition is used; however,  for written academic style, the preferred choice is a single verb wherever possible.
This  is  one  of the  most  dramatic  stylistic  shifts  from  informal  to formal style.
Researchers looked at the way strain builds up around a fault.
(less formal style)
Researchers observed the way strain accumulates around a fault.
(academic style)

Choose  a  verb  from  the  list  that  reduces  the  informality  of each sentence. Note that you may need to add tense to the verb from the list.
assist      reduce       create          investigate       raise
establish       increase        determine         fluctuate         eliminate
1.  Expert Systems can help out the user in the diagnosis of problems.
2.  This program was set up to improve access to medical care.
3.  Research expenditures have gone up to nearly $350 million.
4.  The use of optical character readers (OCRs) should cut down the number of problems with the U.S. mail service.
5.  Researchers have found out that this drug has serious side effects.
6.  Building a nuclear power plant will not get rid of the energy problem completely.
7.  Researchers have been looking into this problem for 15 years now.
8.  This issue was brought up during the investigation.
9.  Engineers can come up with better designs using CAD.
10.  The emission levels have been going up and down.



Reduce  the  informality  of each  sentence  by  substituting  a  single verb for the one in italics.
1.  The implementation of computer-integrated-manufacturing (CIM) has brought about some serious problems.
2.  The process should be done over until the desired results are achieved.
3.  Plans are being made to come up with a database containing detailed environmental information for the region.
4.  Subtle changes in the earth's crust were picked up by these new devices.
5.  Proposals to construct new nuclear reactors have met with great resistance from environmentalists.

Nouns and Other Parts of Speech
English has  a very rich vocabulary derived from many languages. Because of this, there may be more than one way to express an idea. You should strive to choose words that are less informal in nature and also precise. In lectures, you will likely heartless formal speech; however, in writing you should use a more formal form if one exists.
Which  of the  underlined  words  would  be  more  suitable  for  an  academic  paper?
1.  The government has made good I considerable progress in solving environmental problems.
2.  We got I obtained encouraging results.
3.  The  results  of a  lot of I  numerous  different projects  have been pretty  good  I  encouraging.
4.  A loss  of jobs  is  one  of the  things  that  will happen  I consequences  if the  process  is  automated.
Supply  a  more  academic  word  or  phrase  for  the  one  underlined  in each  sentence.
5.  The reaction of the officials was sort of negative.
6.  The  economic outlook is  mighty  nice.
7.  The  future  of Federal funding is  up  in  the  air.
8.  America's  major automakers  are  planning to get  together on the research  needed  for  more  fuel  efficient  cars.
Language Focus: Formal Grammar and Style
The followings are  some nonvocabulary-related recommendations for maintaining  a  formal  academic  writing  style.
1. Avoid contractions.
Export  figures  won't improve until the economy is  stronger. →
Export  figures  will  not  improve  until  the  economy is  stronger.
2.  Use  the  more  appropriate formal negative forms.
not . . . any —> no
not. . . much —> little
not . . . many —> few

The  analysis  didn't yield  any  new  results.  —>
The  analysis yielded no  new results.
The  government  didn't  allocate  much  funding  for  the  program.  —>
The  government  allocated  little  funding  for  the  program.
This problem doesn't have many viable solutions. —>This  problem  has few  viable  solutions.
3.  Limit  the  use  of  "run  on"  expressions,  such  as  "and  so  forth" and "etc."
These semiconductors can be used in robots, CD players, etc. —>
These  semiconductors can be used in robots,  CD  players, and other electronic  devices.
4. Avoid addressing the reader as "you" (except, of course, if you are writing a textbook).
You can see the results in Table 1. -»
The results can be  seen in Table  1.
5.  Limit the use of direct questions.
What can be done to lower costs? —>
We now need to consider what can be done to lower costs, or
We now need to consider how costs may be lowered.
6.  Place adverbs within the verb.
Adverbs  often  are  placed  midposition  rather  than  in  the  initial  or
final  positions.  In  informal  English,  adverbs  often  occur as  clauses
at the beginning or end of sentences.
Then the solution can be discarded. —*
The  solution  can then  be  discarded.
The blood is withdrawn slowly. —*
The  blood  is slowly  withdrawn.