Apa Kabar EmPhikuu

Hyaaa..... ga kerasa sudah 6 bulan. Lama juga ga mampir sini. Kangeeeen.
Kemarin sempat tracking bentar, ternyata my oldfriends pada ngumpul di sini semyyuaa. Hai..hai... (Halah alay bgt...)
Mari ngemphi lagi. uhuk..huk...temans.

Rindu...Rindu..Rindu...Kamu

Selamat pagi Sir G

Hari ini aku sedang ingin diam. Tak ingin bercakap dengan siapapun. Aku hanya ingin di sampingmu, merasakan sejauh mana hati ini membawaku kepadamu, meski kita berjauhan.

Sir G,
Entah bisa merengkuhmu atau tidak. Aku merasa engkau teramat jauh. Tapi engkau tahu, betapa aku merindukanmu akhir-akhir ini. Bersabar menunggu janjimu sampai tak tau lagi hingga kapan aku bisa seteguh ini.

G,
Kemarin, dan kemarinnya lagi, kusempatkan membuka tulisanmu. Sudah lama aku tak membacanya, sejak percakapan kita yang terakhir. Duniaku membuat aku lupa bagaimana mengeja setiap cinta yang kau tuliskan disana, tapi hatiku akan selalu ingat jalan kembali kepadamu. Dan kau tahu itu.


Ah, bait-bait ini mengingatkanku padamu, lagi. Entah kenapa. Jangan tanya aku. dan aku mulai merindumu lagi..

When things go wrong, as they sometimes will,
When the road you're trudging seems all uphill,
When the funds are low and the debts are high,
And you want to smile, but you have to sigh,
When care is pressing you down a bit-
Rest if you must, but don't you quit.

Life is queer with its twists and turns,
As every one of us sometimes learns,
And many a fellow turns about
When he might have won had he stuck it out.
Don't give up though the pace seems slow -
You may succeed with another blow.

Often the goal is nearer than
It seems to a faint and faltering man;
Often the struggler has given up
Whe he might have captured the victor's cup;
And he learned too late when the night came down,
How close he was to the golden crown.

Success is failure turned inside out -
The silver tint in the clouds of doubt,
And you never can tell how close you are,
It might be near when it seems afar;
So stick to the fight when you're hardest hit -
It's when things seem worst that you must not quit.

-NN-

Sir G
Aku masih ingin berlama-lama denganmu disini, meski hanya rasa yang bisa kujumpai. Bukan engkau. tapi aku harus pergi. Kutunggu kau malam nanti. Di sini.

gambar

Perempuan

Kau dimana?

Rumahmu
ada di hatimu...sendiri...
Kau kandung hidup
karena kaulah sang hidup
jika duka membuat sedih,
kembalilah

hei..kau dimana?

jangan biarkan dunia
dicengkeram muram,
karena kaulah... senyuman
rumah bagi setiap pelukan
yang mencari bahagia

perempuan..
temukan hatimu,
agar kau bisa kembali
dan ku tak perlu bertanya

kau dimana?

K E S U C I A N

Cak Nun pernah memberikan catatan dalam hidupku, bahwa sebagai orang maiyah, kita harus bisa menemukan kesucian pekerjaan kita, agar pekerjaan kita ini nikmat, agar kita bisa menemukan semua yang kita cari dalam hidup ini, yaitu kebenaran, kesucian, kerja keras, dan kebahagiaan.
Suci itu berarti ketepatan fungsi di ruang dan waktu, bahwa sucinya olah raga adalah pada sikap sportifnya, sucinya moral adalah pada sikap jujurnya, dan sucinya ilmu adalah pada sikap ilmiahnya.
Kita memang bukan orang suci, tapi bawalah kesucian kemana saja.

foto diambil dari sini

Misteri Bahasa dan Otak Manusia

Selama ini yang kudengar tentang fungsi bahasa adalah bahasa sebagai alat komunikasi, tapi seiring dengan perjalananku mengikuti kelas Prof. Djawanai, anggapan itu bergeser sedikit demi sedikit. Bahasa manusia bukan lagi semata-mata sebagai alat komunikasi tapi lebih dari itu, yaitu sebagai alat penciptaan simbol.
Manusia memang diberi kemampuan berbahasa untuk menciptakan simbol. Simbol-simbol yang kemudian diberi makna. Kemampuan inilah yang membedakan bahasa manusia dengan bahasa makhluk lainnya. Hewan juga memiliki bahasa dan mereka juga menggunakan bahasa mereka untuk berkomunikasi dengan sejenisnya. Tetapi sejauh ini, mereka tidak bisa mengungkapkan bahasa mereka dengan begitu kompleksnya seperti fenomena yang terjadi dalam bahasa manusia.
Inilah yang memunculkan tanya, apakah sesuatu yang ada dalam otak manusia itu? Sesuatu yang mampu menciptakan alat yang sedemikian rupa hebatnya.
Tak bisa dipungkiri bahwa bahasa itu merupakan suatu hal yang kompleks karena untuk mempelajari sebuah bahasa ya memakai bahasa itu sendiri. Seingatku tak ada ilmu di dunia ini yang memakai dirinya untuk mempelajari dirinya sendiri. (upsss keluar narsisnya.)
Di lapangan, terdapat bukti bahwa orang yang cerdas dan berpendidikan tinggi sekalipun belum tentu bisa menguasai bahasa dengan baik, sedangkan di sisi lain ada seseorang yang hanya lulusan SMA tapi dia mampu menyihir setiap orang dengan kata-kata yang disampaikannya. So, it means that talking and understanding a language doesn't depend on being intelligent or having a large brain, but it depend on being human. Lalu kita diperkenalkan dengan istilah humaniora. Then, pertanyaan selanjutnya untuk menguak misteri bahasa dan otak ada pada diri kita sendiri yaitu 'humani' ora? Agar kita tidak berada pada taraf human wae ora.

IMPORT BLOG

Olalala....

"There's always a first time for everything".
and.... today is the first time i know that i can import my older blog to MP.
mwahaha, a little bit blog-illiterate perhaps, but don't worry, i'm a fast learner hehehe...
sooooo.... can't wait longer anymore. i just did it. if you read the dates and you found that they came before April'09, it means that they came from postings of my older blog..

My Acrostic POEM

E xcellent friend with elegant wit -any takers? huehehehehe...
L ovable being in this world
I ndependent woman for most of my jobs, (but, for some cases, still need someone else
to rely on) :D
A ble to cook a simple cake recipe for vacation fun activities
N aughty, but only in the old days when I was a wee bairn
A miable teacher and an outstanding-to-be writer with lots of dreams to pursue.

(it sounds like a narcism victim hahaha...)
my mom said that I'm a priceless lucky creature in this universe...(xixixi :D)
Now, I'm striving to find out my Love and to sow the love in every single path and highway I choose in my life.just come and see me.you'll know me soon, dear friends.

A Warming-Up Writing in 2009

Hayyyaaa....kena hiatus lama bener sembuhnya nih.

Just wanna make the commitment for writing everyday, but these days i'm tied up all day.
aza..aza... fighting....hehehehe

"ARISAN" : CLOSER friends, NICER moments...

It's us (MaYono, Mis Mei, me, Nana), at the first round of arisan in nana's house. Where's Mia? Ouch.. she was taking our picture).






trat..tat...tatt.... this is Mia, among us, in our picture.

THE BATTLE...

It seems clear for me that life sometimes doesn't run as smooth as we want. There will be some free wills that change it.
This year i decided to start my master degree. on that time, i thought that it will be an easy thing to handle both working and studying in the same time and the same share. in fact, i need more power to keep this work going well. Indeed.... the battle has just been started....between heart and responsibility.

MY SISTA GRADUATION DAY..

WE'VE BEEN WAITING FOR THIS MOMENT LONG TIME AGO.....
SISTERS ACT.
Well, it's the hard time for us when she moved to Jakarta, especially on the first month. We missed each other badly.










My loving siblings, (my bro and sist). We've shared countless moments together to complete each other and to realize the meaning of love. Yeah...blood is thicker than water.

ENHANCING YOUR TEACHING EFFECTIVENESS

Source Unknown

Accurately assessing your students' developmental state can direct your planning and impel your teaching. For instance, recognizing a 16-year-old's concern about his appearance and his standing among his peers may promote your rapport with him and eliminate learning barriers.

Keep in mind that chronologic age and developmental stage are not always related. Throughout life, people move sequentially through developmental stages, but most people also fluctuate somewhat among stages, often in response to outside stressors. These stressors can cause a person to regress temporarily to an earlier stage. Sometimes a person may not achieve the task expected of his chronologic age. So you will need to address your students at their current developmental stages, not at the stages at which you would expect them to be because of their chronological ages.

In some situations, hopefully most, you will have time to sit down and develop a formal teaching plan. In others, you will be confronted with a "teachable moment" when the student is ready to learn and is asking pointed questions. Invariably, these moments seem to come at the most inopportune times. At times like these, you face the dilemma: to teach or not to teach. Having a knowledge of basic learning principles will help you take best advantage of these moments. Here are some principles proven to enhance teaching and learning.

Seize the moment

Teaching is most effective when it occurs in quick response to a need the learner feels. So even though you are elbow deep in something else, you should make every effort to teach the student when he or she asks. The student is ready to learn. Satisfy that immediate need for information now, and augment your teaching with more information later.

Involve the student in planning

Just presenting information to the student does not ensure learning. For learning to occur, you will need to get the student involved in identifying his learning needs and outcomes. Help him to develop attainable objectives. As the teaching process continues, you can further engage him or her by selecting teaching strategies and materials that require the student's direct involvement, such as role playing and return demonstration. Regardless of the teaching strategy you choose, giving the student the chance to test his or her ideas, to take risks, and to be creative will promote learning.

Begin with what the student knows

You will find that learning moves faster when it builds on what the student already knows. Teaching that begins by comparing the old, known information or process and the new, unknown one allows the student to grasp new information more quickly.

Move from simple to complex

The student will find learning more rewarding if he has the opportunity to master simple concepts first and then apply these concepts to more complex ones. Remember, however, that what one student finds simple, another may find complex. A careful assessment takes these differences into account and helps you plan the teaching starting point.

Accommodate the student's preferred learning style

How quickly and well a student learns depends not only on his or her intelligence and prior education, but also on the student's learning style preference. Visual learners gain knowledge best by seeing or reading what you are trying to teach; auditory learners, by listening;and tactile or psychomotor learners, by doing.

You can improve your chances for teaching success if you assess your patient's preferred learning style, then plan teaching activities and use teaching tools appropriate to that style. To assess a student's learning style, observe the student, administer a learning style inventory, or simply ask the student how he or she learns best.

You can also experiment with different teaching tools, such as printed material, illustrations, videotapes, and actual equipment, to assess learning style. Never assume, though, that your student can read well -- or even read at all.

Sort goals by learning domain

You can combine your knowledge of the student's preferred learning style with your knowledge of learning domains. Categorizing what the students need to learn into proper domains helps identify and evaluate the behaviors you expect them to show.

Learning behaviors fall in three domains: cognitive, psychomotor, and affective. The cognitive domain deals with intellectual abilities. The psychomotor domain includes physical or motor skills. The affective domain involves expression of feeling about attitudes, interests, and values. Most learning involves all three domains.

Make material meaningful

Another way to facilitate learning is to relate material to the student's lifestyle -- and to recognize incompatibilities. The more meaningful material is to a student, the quicker and easier it will be learned.

Allow immediate application of knowledge

Giving the student the opportunity to apply his or her new knowledge and skills reinforces learning and builds confidence. This immediate application translates learning to the "real world" and provides an opportunity for problem solving, feedback, and emotional support.

Plan for periodic rests

While you may want the students to push ahead until they have learned everything on the teaching plan, remember that periodic plateaus occur normally in learning. When your instructions are especially complex or lengthy, your students may feel overwhelmed and appear unreceptive to your teaching. Be sure to recognize these signs of mental fatigue and let the students relax. (You too can use these periods - to review your teaching plan and make any necessary adjustments.)

Tell your students how they are progressing

Learning is made easier when the students are aware of their progress. Positive feedback can motivate them to greater effort because it makes their goal seem attainable. Also, ask your students how they feel they are doing. They probably want to take part in assessing their own progress toward learning goals, and their input can guide your feedback. You will find their reactions are usually based on what "feels right."

Reward desired learning with praise

Praising desired learning outcomes or behavior improves the chances that the students will retain the material or repeat the behavior. Praising your students' successes associates the desired learning goal with a sense of growing and accepted competence. Reassuring them that they have learned the desired material or technique can help them retain and refine it.

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/enhance.htm

INTRODUCTION TO TEXT TYPES; a whole overview

We find so many texts. Some of us just read them, and the others try to make them written. Based on generic structure and language feature dominantly used, texts are divided into several types. They are narrative, recount, descriptive, report, explanation, analytical exposition, hortatory exposition, procedure, discussion, review, anecdote, spoof, and news item. These variations are known as GENRES.

NARRATIVE
Purpose: To amuse/entertain the readers and to tell a story
Generic Structure:
1. Orientation
2. Evaluation
3. Complication
4. Resolution
5. Reorientation
Dominant Language Features:
1. Using Past Tense
2. Using action verb
3. Chronologically arranged

RECOUNT
Purpose: to retell something that happened in the past and to tell a series of past event
Generic Structure:
1. Orientation
2. Event(s)
3. Reorientation
Dominant Language Features:
1. Using Past Tense
2. Using action verb
3. Using adjectives

EXPLANATION
Purpose: To explain the processes involved in the formation or working of natural or socio-cultural phenomena.
Generic Structure:
1. General statement
2. Explanation
3. Closing
Dominant Language Features:
1. Using Simple Present Tense
2. Using action verbs
3. Using passive voice
4. Using noun phrase
5. Using adverbial phrase
6. Using technical terms
7. Using general and abstract noun
8. Using conjunction of time and cause-effect.

REPORT
Purpose: to presents information about something, as it is.
Generic Structure
1. General classification
2. Description
Dominant Language Feature
1. Introducing group or general aspect
2. Using conditional logical connection
3. Using Simple Present Tense

DESCRIPTIVE
Purpose: to describe a particular person, place or thing in detail.
Dominant Generic Structure:
1. Identification
2. Description
Language Features:
1. Using Simple Present Tense
2. Using action verb
3. Using adverb
4. Using special technical terms

ANALYTICAL EXPOSITION
Purpose: To reveal the readers that something is the important case
Generic Structure:
1. Thesis
2. Arguments
3. Reiteration/Conclusion
Dominant Language Features:
1. Using modals
2. Using action verbs
3. Using thinking verbs
4. Using adverbs
5. Using adjective
6. Using technical terms
7. Using general and abstract noun
8. Using connectives/transition

HORTATORY EXPOSITION
Purpose: to persuade the readers that something should or should not be the case or be done
Generic Structure:
1. Thesis
2. Arguments
3. Recommendation
Dominant Language features:
1. Using Simple Present Tense
2. Using modals
3. Using action verbs
4. Using thinking verbs
5. Using adverbs
6. Using adjective
7. Using technical terms
8. Using general and abstract noun
9. Using connectives/transition

PROCEDURE
Purpose: to help readers how to do or make something completely
Generic Structure:
1. Goal/Aim
2. Materials/Equipments
3. Steps/Methods
Dominant Language Features:
1. Using Simple Present Tense
2. Using Imperatives sentence
3. Using adverb
4. Using technical terms

DISCUSSION
Purpose: to present information and opinions about issues in more one side of an issue (‘For/Pros’ and ‘Against/Cons’)
Generic Structure:
1. Issue
2. Arguments for and against
3. Conclusion
Dominant Language Features:
1. Using Simple Present Tense
2. Use of relating verb/to be
3. Using thinking verb
4. Using general and abstract noun
5. Using conjunction/transition
6. Using modality
7. Using adverb of manner

REVIEW
Purpose: to critique or evaluate an art work or event for a public audience
dominant Generic Structure:
1. Orientation
2. Evaluation
3. Interpretative Recount
4. Evaluation
5. Evaluative Summation
Dominant Language features:
1. Focus on specific participants
2. Using adjectives
3. Using long and complex clauses
4. Using metaphor

ANECDOTE
Purpose: to share with others an account of an unusual or amusing incident
Generic Structure:
1. Abstract
2. Orientation
3. Crisis
4. Reaction
5. Coda.
Dominant Language Features:
1. Using exclamations, rhetorical question or intensifiers
2. Using material process
3. Using temporal conjunctions

SPOOF
Purpose: to tell an event with a humorous twist and entertain the readers
Generic Structure:
1. Orientation
2. Event(s)
3. Twist
Dominant Language Features:
1. Using Past Tense
2. Using action verb
3. Using adverb
4. Chronologically arranged

NEWS ITEM
Purpose: to inform readers about events of the day which are considered newsworthy or important
Dominant Generic Structure:
1. Newsworthy event(s)
2. Background event(s)
3. Sources
Dominant Language Features:
1. Short, telegraphic information about story captured in headline
2. Using action verbs
3. Using saying verbs
4. Using adverbs : time, place and manner.

Celebrity Collage by MyHeritage

MyHeritage: Family trees - Genealogy - Celebrities - Collage - Morph

Sayembara Menulis Novel DKJ 2008

Sayembara Menulis Novel Dewan Kesenian Jakarta 2008

Untuk merangsang dan meningkatkan kreativitas pengarang Indonesia dalam penulisan novel, Dewan Kesenian Jakarta kembali menyelenggarakan Sayembara Menulis Novel. Lewat sayembara ini, DKJ berharap akan lahir novel-novel terbaik, baik dari pengarang Indonesia yang sudah punya nama maupun pemula, yang memperlihatkan kebaruan dalam bentuk dan isi.

Ketentuan Umum

- Peserta adalah warga negara Indonesia (dibuktikan dengan Kartu Tanda Penduduk atau bukti identitas lainnya).
- Peserta boleh mengirimkan lebih dari satu naskah.
- Naskah belum pernah dipublikasikan dalam bentuk apa pun, baik sebagian maupun seluruhnya.
- Naskah tidak sedang diikutkan dalam sayembara serupa
- Naskah dan judul ditulis dalam bahasa Indonesia yang baik
- Tema bebas

Ketentuan Khusus

- Panjang naskah minimal 100 halaman A4, 1,5 spasi, Times New Roman 12
- Peserta menyertakan biodata dan alamat lengkap dalam lembar tersendiri, di luar naskah
- Lima salinan naskah yang diketik dan dijilid dikirim ke:

Panitia Sayembara Menulis Novel DKJ 2008
Dewan Kesenian Jakarta
Jl. Cikini Raya 73
Jakarta 10330
Telp. 021-3193 7639 / 316 2780
- Batas akhir pengiriman naskah: 31 Agustus 2008 (cap pos atau diantar langsung)

Lain-lain

- Para Pemenang akan diumumkan dalam Malam Anugerah Sayembara Menulis Novel DKJ 2008 di Taman Ismail Marzuki, Jakarta, pada akhir Desember 2008
- Hak Cipta dan hak penerbitan naskah peserta sepenuhnya berada pada penulis
- Keputusan Dewan Juri tidak dapat diganggu gugat dan tidak diadakan surat-menyurat
- Pajak ditanggung pemenang
- Sayembara ini tertutup bagi anggota Dewan Kesenian Jakarta Periode 2006—2009

Hadiah

Juara I Rp 20.000.000
Juara II Rp 15.000.000
Juara III Rp 12.500.000

source: http://duniaanda.com/sayembara-menulis-novel-dewan-kesenian-jakarta-2008.htm#more-105

Sayembara Menulis

DIPERPANJANG HINGGA
31 OKTOBER 2008!

TEMA

QUO VADIS KEBUDAYAAN DAYAK.

TUJUAN

Sayembara menulis ini diselenggarakan dengan maksud menggugah para insan yang peduli terhadap eksistensi kebudayaan Dayak baik pada masa lampau, kini maupun masa yang akan datang. Para peserta diharapkan mampu memberikan pemikiran kritis tentang konsep-konsep dasar dan implementasinya tentang bagaimana peningkatan dan pengembangan kebudayaan Dayak saat ini maupun yang akan datang.

PESERTA

Sayembara ini terbuka untuk umum terkecuali aktivis Institut Dayakologi.

PERSYARATAN DAN KETENTUAN

1. Karya tulis merupakan karya asli dari penulis dan belum pernah dipublikasikan di media mana pun serta belum pernah dipresentasikan di forum apapun.
2. Aspek keaslian (orisinalitas) dari karya tulis akan menjadi salah satu prioritas penilaian.
3. Peserta hanya dapat mengirimkan 1 (satu) karya tulis.
4. Semua karya tulis yang dikirim sepenuhnya akan menjadi hak milik panitia sayembara termasuk hak ciptanya.
5. Keputusan tim juri adalah final dan tidak dapat diganggu gugat.
6. Jenis karya tulis sepenuhnya menjadi kreativitas peserta sesuai kualifikasi dan spesifikasinya (bebas memilih apakah esai/opini, makalah/jurnal, semi ilmiah atau ilmiah).
7. Panjang tulisan minimal 10 halaman, maksimal 20 halaman.
8. Format tulisan: tipe huruf (font) Times New Roman, font size 12 dan 2 spasi.
9. Batas waktu penerimaan karya tulis oleh panitia adalah pada tanggal 31 Oktober 2008, pukul 17.00 WIB.
10. Karya tulis disusun menggunakan Bahasa Indonesia atau Bahasa Inggris yang baik dan benar.
11. Karya tulis tidak hanya mencakup pembahasan secara teoritis tetapi juga penerapan, pengembangan atau implementasi atas teori yang dibahas di dalamnya.
12. Tim juri akan menetapkan 10 (sepuluh) calon finalis untuk kemudian menetapkan 3 (tiga) orang pemenang dan 1 (satu) orang dengan kriteria karya tulis menarik. Surat penetapan sebagai pemenang akan dikirimkan kepada masing-masing finalis.
13. Ketiga pemenang dan 1 (satu) karya tulis berkriteria menarik juga akan diumumkan melalui Majalah Kalimantan Review, Harian Pontianak Post, Ruai TV, Radio Sonora dan Radio Rama.
14. Tulisan dikirim berupa file elektronik atau print out ke alamat:
PANITIA SAYEMBARA MENULIS Institut Dayakologi
Kompleks Bumi Indah Khatulistiwa
Jl. Budi Utomo Blok B No. 4
Pontianak 78241
Email: sayembaramenulis@dayakology.org

PENGHARGAAN

Uang tunai:
1. Terbaik Pertama: Rp. 5.000.000,-
2. Terbaik Kedua: Rp. 3.000.000,-
3. Terbaik Ketiga Rp. 1.000.000,-
4. Karya tulis berkategori menarik: Hadiah hiburan

DEWAN JURI

1. John Bamba
2. Nico Andasputra
3. Stefanus Masiun
4. Priyono Pasti
5. Abdon Nababan

INFORMASI

Untuk informasi lebih lanjut dapat menghubungi:
PANITIA SAYEMBARA MENULIS Institut Dayakologi
Kompleks Bumi Indah Khatulistiwa
Jl. Budi Utomo Blok B No. 4
Pontianak 78241
Telp. (0561) 884567
Fax. (0561) 883135
Email: sayembaramenulis@dayakology.org
(Contact Person: Frans Lakon - 081345797272, Andika Pasti - 081352067468, Anton - 08125753661)


source: http://www.dayakology.org/sayembara/

Pisang Gepeng

Bahan:
5 bh pisang tanduk
100 gr margarin
50 gr gula halus

Cara membuat:Pisang Gepeng

Bahan:
5 bh pisang tanduk
100 gr margarin
50 gr gula halus

Cara membuat:
1. Kupas pisang hingga bersih.
2. Panaskan margarin, masukkan pisang, masak hingga pisang layu, balik-balik hingga rata. Angkat pisang, gepengkan pisang hingga datar.
3. Masukkan kembali dalam margarin masak hingga berwarna kecokelatan. Angkat, sajikan dengan taburan gula halus.

Untuk 5 orang

1. Kupas pisang hingga bersih.
2. Panaskan margarin, masukkan pisang, masak hingga pisang layu, balik-balik hingga rata. Angkat pisang, gepengkan pisang hingga datar.
3. Masukkan kembali dalam margarin masak hingga berwarna kecokelatan. Angkat, sajikan dengan taburan gula halus.

Untuk 5 orang

source: http://www.tabloidnova.com/article.php?name=/pisang-gepeng&channel=sedap%2Fkue%2Fresep_hari_ini

Hosh...hosh...

Kyaa.... tadi abis maghrib baru sampai jogja. Lumayang...masih kerasa capeknya. tapi terobati karena hati senang...ketemu bapak...ma nenek, maen ampe puas ma para keponakan...

Sandera 1

“Kenapa tho kamu nggak mau dengerin omongan bapak?”

“Bukannya Lia nggak mau dengerin bapak, tapi ini memang sudah jadi keputusan Lia, Pak.”

“Keputusan apa? Mbok ya dipikir dulu dengan matang.”

“Sudah Lia pertimbangkan, Pak. Berkali-kali malah. Dan Lia tetap pada pilihan Lia.”

“Kamu itu memang keras kepala. Kalo milih itu mbok ya lihat-lihat… yang prospektif buat masa depan.”

“Menurut Lia itu juga prokpektif. Lagipula Lia sudah terlanjur suka.”

“Suka aja nggak cukup jadi modal, Nduk.”

“Iya, Lia tahu Pak. Lia juga tidak asal pilih. Lia udah gede Pak. Sudah bisa nentuin pilihan Lia sendiri. Kenapa sih Bapak tidak percaya sama pilihan Lia?”

“Bukannya Bapak tidak percaya. Bapak itu Cuma ndak ingin kamu nyesel di kemudian hari. Kamu itu baru anak kemarin sore. Belum banyak makan asam garam kehidupan ya Nduk.”

“Udah, bapak tenang aja. Lia cinta sama pilihan Lia. Lagipula, nggak ada salahnya kan?”

“Lalu apa yang kamu harapkan dari pilihanmu itu? Apa dia bisa membuatmu bahagia?

“Lia pikir … iya bapak.”

“Ya sudah kalo itu sudah jadi keputusanmu.”
...to be continued

Acknowledgements of My Thesis

Alhamdulillahirabbil ‘alamin. I would like to start off my words here by thanking Allah SWT, The Cherisher, The Merciful and The Sustainer, for His mercy, love, and strength granted for me so that I have been able to finish this thesis.

Besides, I fell so indebted to many people who played a part in my thesis accomplishment. Without them, this ‘little masterpiece’ would have never been done as better as I just did. Thus, let me appreciate them all to express my gratitude to them.

First, I would like to express my gratitude to both my consultants, Dr. Gunawan, my first consultant, and Drs. Suharso, my second consultant, for their time, and knowledge. Patiently, they had guided me in developing ideas, correcting misplaced words, improper dictions and structures, as well as shared their knowledge. But, the most important thing for me is they showed me how to research myself, both inside and outside.

Second, my gratitude is also addressed to my family. To my loving Mom and Dad, I want to say “I know, it was too late for me to present you this. But thank you for trusting me on it. This is the way I learn. Finally, I did it. This is for you”. To my lovely sister ‘Niek’ and brother ‘Ayik’ I also want to say “Thanks for trusting me. Your great supports gave me strength. Actually, the hardest failure comes from oneself. Ganbatte kudasai ne”.

Third, many respects are also devoted to all lecturers at the English Language Education Department who always guided me during my study here and taught me about many priceless things in this life. You do help me to sign out the blind maps of my life.

Fourth, my massive thanks also go to persons who inspire and comfort me during this thesis-making-process. Thanks: to Charlie’s angels plus (Ifa Carter, Oepyx Archer,and Isti Awien) with the words “Thanks for the belief we share together. You put a smile on my face and a spring in my step.”; to Anis Ich with the words “Thanks. You are like a magic book for me. I never get enough to read every single line in your pages.”; to Sholihin with the words “Thanks for a bunch of knowledge about writing. It means a lot to me. ”; to Mbak Zaki with the words “Thank you for bringing me to Maiyah Land and introducing me to the fresh sensation of the Kyai Kanjeng’s Mocopat Syafaat among the exhausting days of my thesis making. This does brighten my days.”; to A-14B sweet gals (especially to Mbak Ambar, Rina, Lina, Inun, Andri, Yukyak, Vetty, Nurul, Yuli, Juleha, Gina, Wantie, Lastri and Windha) with the words“Thanks for giving me a hommy place away from home.”; to Khafidz, with the words “You colored my days. You’re still the best friend that anyone could have. Thanks for all.” ; to the 99ers (especially for Ririn, Naser, Prast, Siti, Nisfi, Suci, Ika, Inoeng) with the words “Thank you for the solid friendship, you bring me back to earth if I get a little too full of myself” ; to Vima, with the words “You give me the inspiration to reach for my dreams. Thanks for being my partner as well as my competitor.”; to Ms. Pupud, with the words “Thank you for teaching me. You make each day a new beginning, filled with wonder and joy.”

Fifth, I also would like to thanks to EDSA, Shield Magazine, Relung Theatre, Seven Theatre, UKM Penelitian, PSJ UGM, Aliyya, Syafaat Centre, Hafara Sunday School, Pesantren Raudhatul Muttaqien, my fellows and students in SD Muhammadiah Sapen, SDN Mejing II, Puri Bahasa as well, and also special for Anjar Ndut, Noey, Iwied, Isti Egi, Zartini, Younee, Marcee, Ms.Eko, Budi and Andi, with the words “Thanks for helping me making a better portrait of Eli. You all are my puzzles of love. Each part of you complete my life journey.”. To Gunawan Fans Club’s members I want to say“I expect you all a sweet reunion someday“, to my informants “You enlighten my load. Thank you for being so cooperative with me.” ; to everybody who had ever helped me but I could not mention your name one by one, I want to say“Thank you. It is hardly possible for me to mention you all by name. Once again, thank you. May Allah bless you.

Finally, it is needless to say that my thesis is still far from being perfect eventhough I have made my best. Though it is so, I expect that this thesis contributes benefits to all readers and those who are involved in this

Jogjakarta, 10 January 2007

The writer