MENEMPUH SISA WAKTU

Ambilkan Bulan, Bu

noreply@blogger.com (Unknown) — Mon, 09 Oct 2023 09:45:00 +0000

Ciptaan A.T Mahmud, 1969

Ambilkan bulan, Bu (2x)
Yang s'lalu bersinar di langit

Di langit, bulan benderang
Cah'yanya sampai ke bintang

Ambilkan bulan, Bu
Untuk menerangi tidurku yang lelap di malam g'lap

Ambilkan bulan, Bu (2x)
Yang s’lalu bersinar di langit

Di langit, bulan benderang,
Cah'yanya sampai ke bintang.

Ambilkan bulan, Bu (3x)
Oh, oh

Di langit, bulan benderang
Cah'yanya sampai ke bintang

Ambilkan bulan, Bu
Untuk menerangi tidurku yang lelap di malam g'lap (2x)

Inventa Una Poesia

noreply@blogger.com (Unknown) — Mon, 09 Oct 2023 09:04:00 +0000

C’è un gabbiano che plana in montagna
e un cammello che sta al polo nord
c’è la pioggia che sale e non bagna
ma che dico non lo so
Eppure c’è
una spiaggia di neve in agosto
e una luna che abbronza lassù
Un deserto che non trovi un posto
Forza dai prova anche tu

Lasciamo sotto i bianchi
le penne e i fogli bianchi
le gomme e le matite e puntiamo il naso in su
Pensaci ....

C’è se ti guardi attorno
c’è tutto quello che non c’è
Sai cos’è è un po’ di te
Pensaci

C’è tra le nuvole un’idea
è una specie di magia
falla tua la fantasia
Inventa una poesia
Sentirai quanta energia

C‘è un oceano dentro un’aquario
e una stella marina nel Po
un alpino che fa il marinaio
o il contrario che ne so

Prendiamo i fogli i bianchi
Le penne sotto i banchi
Una poesia si inventa immaginandosi di più
Eccoci

C’è se ti guardi attorno c’è
tutto quello che non c’è
Sai cos’è
è un po’ di te
Pensaci

C’è tra le nuvole un’idea
È una specie di magia
falla tua la fantasia

Inventa una poesia anche tu
che colori di più ogni angolo buio del cielo
perché in rima se vuoi
i tuoi sogni coi miei
perché insieme noi ce la faremo!

Falla tua
la fantasia
Inventa una poesia 2x
Qualunque cosa sia
Falla tua la fantasia
Inventa una poesia!

Zip-a-dee-doo-dah

noreply@blogger.com (Ratih Soe) — Fri, 08 Sep 2023 08:20:00 +0000

The hit song from From Walt Disney's "Song of the South" released in 1946 was "Zip-a-Dee-Doo-Dah", which won the 1947. Academy Award for Best Song and is frequently used as part of Disney's montage themes, and which has become widely used in popular culture. The film inspired the Disney theme park attraction Splash Mountain. The film was a combination of live action and animation. Disney hired vaudeville and radio actor James Baskett to portray Uncle Remus.

Full movie located at: http://www.youtube.com/watch?v=2BtjW7...

Zip-a-dee-doo-dah zip-a-dee-ay

My oh my what a wonderful day

Plenty of sunshine heading my way

Zip-a-dee-doo-dah zip-a-dee-ay

My oh my what a wonderful day

Plenty of sunshine heading my way

Zip-a-dee-doo-dah zip-a-dee-ay

Mr bluebirds on my shoulder

It's the truth its actual

And everything is satisfactual

Zip-a-dee-doo-dah zip-a-dee-ay

Wonderful feeling

Wonderful day

Zip-a-dee-doo-dah zip-a-dee-ay

My oh my what a wonderful day

Plenty of sunshine heading my way

Zip-a-dee-doo-dah zip-a-dee-ay

Mr bluebirds on my shoulder

It's the truth its actual

And everything is satisfactual

Zip-a-dee-doo-dah zip-a-dee-ay

Wonderful feeling

Wonderful day

Zip-a-dee-doo-dah zip-a-dee zip-a-dee-ay

Zip-a-dee-doo-dah

Mr bluebirds on my shoulder

It's the truth its actual

Everything is satisfactual

Zip-a-dee-doo-dah zip-a-dee-ay

My oh my what a wonderful day

Plenty of sunshine heading my way

Zip-a-dee-doo-dah zip-a-dee-ay

What a wonderful feeling

What a wonderful day

What a wonderful feeling

What a wonderful day

What a wonderful feeling

What a wonderful day

Hahauesama, Ogenki Desuka? (Ikkyu-san closing theme song)

noreply@blogger.com (Ratih Soe) — Thu, 07 Sep 2023 10:19:00 +0000

Adik-adik, lagu Jepang ini menceritakan tentang anak laki-laki yang terpisah dari ibunya selama bertahun-tahun. Sedih banget ya? Yuk, kita jadi anak yang berbakti.

Hahauesama, ogenki desuka?
Yoube sugi no kozue ni akaruku hikaru hoshi hitotsu mitsukemashita
Hoshi wa mitsumemasu hahaue noyoni totemo yasashiku
Watashi wa hoshi ni hanashimasu kujike masen yo otoko no ko desu
Sabishiku nattara hanashi ni kimasu ne itsuka tabun
Sorede wa mata otayorishimasu, hahauesama
Ikkyu

Hahauesama, ogenki desuka?
Kinou otera no ko nekonga tonari no mura ni morawarete ikimashita
Ko neko wa nakimashita kaasan neko ni shigami tsuite
Watashi wa iimashita nakuno wa oyoshi sabishikunai sa
Otoko no ko daro kaasan ni aeru yo itsuka kitto
Sorede wa mata otayorishimasu, hahauesama
Ikkyu

Kimbap Family 17-an

noreply@blogger.com (Unknown) — Thu, 17 Aug 2023 13:20:00 +0000

2019

2020

You can only watch this on YouTube

2021

2022

2023

Il Drago Raffreddato

noreply@blogger.com (Unknown) — Sun, 09 Oct 2022 09:29:00 +0000

Che trambusto stamattina nel bosco,
Un tuono, un lampo, uno schiocco un po' losco,
I folletti han fatto un salto sul letto
E anche l'orco ha preso un bello spaghetto.

Ma che rimbombo, che scoppio, che botto
Un gran frastuono, un gran quarantotto
Che donfusione, che subbuglio che scompiglio
Fugge il lupo, l’unicorno e il coniglio

E’ colpa della strega, no, no, no!
Lo yeti si e’svegliato, no, no, no!

C’e’il drago raffredato
Che con uno starnuto
Il faggio ha bruciacchiato, etciu!
Il drago raffredato
Con un solo starnuto
Un lago ha prosciugato, etciu!

Mail saggio barbagianni

Sapiente di malanni
Ha gia ‘la medicina, la clorofilla blu
Il vecchio barbagianni,
Dottore dei malanni
Gli dala clorofilla blu

Ma tutti sanno che al drago

Il porcospino gli vuol fare la puntura
Ma tutti sanno che al drago fa paura,
Mamma orsa gli prepara una tisana,
E tre cipolle vuol dargli la rana.

Il procione porta un pezzo di sapone
E la talpa sette gocce di limone
Il barbagianni dice che non ne puo piu
Al drago serve la clorofilla blu

Gli serve anche un caffe, no, no, no!
Gli diamo il vin brule, no, no, no!
C’e’il drago raffredato
Che con uno starnuto
Il faggio ha bruciacchiato, etciu!

Il drago raffredato

Con un solo starnuto
Un lago ha prosciugato, etciu!

THE INTERNET ©Ratih Soe '16 for LIA

noreply@blogger.com (Unknown) — Fri, 13 Mar 2020 06:08:00 +0000

Barney - Just Imagine (Imagination Island)

noreply@blogger.com (Unknown) — Thu, 26 Sep 2019 09:38:00 +0000

Hangman

noreply@blogger.com (Unknown) — Wed, 11 Sep 2019 11:08:00 +0000

Hangman provided by TheFreeDictionary.com

Match Up

noreply@blogger.com (Unknown) — Wed, 04 Sep 2019 11:06:00 +0000

Match Up provided by FreeThesaurus.com

Word Trivia

noreply@blogger.com (Unknown) — Tue, 03 Sep 2019 06:29:00 +0000

Today's topic: stall

loge - A booth or stall; also a box in a theatre. More...
cage - Came to English from Latin cavea, "enclosure for animals; coop, hive, or stall"—or "dungeon." More...
install - Its earliest sense was "place in office by seating in a stall or official seat," from Old French estaler, "to place," from estal, "place." More...
pedestal - Comes from Old Italian piedestallo, a conflation of pie de stallo, "foot of a stall." More...

Word Trivia provided by FreeThesaurus.com

Idiom of the Day

noreply@blogger.com (Unknown) — Mon, 02 Sep 2019 06:27:00 +0000

broken record

A person or thing that repeats itself over and over again. Likened to vinyl records that when severely scratched (i.e., "broken") can loop over the same recorded segment endlessly.

Idiom of the Day provided by TheFreeDictionary.com

Ja Leuleu Ja

noreply@blogger.com (Unknown) — Sun, 01 Sep 2019 11:30:00 +0000

Ja leuleu ja
Tulak tuja eman gog
Seureuh leuweung bay
Jambe kolot bug
Ucing katinggang songsong ngek

Word of the Day

noreply@blogger.com (Unknown) — Sun, 01 Sep 2019 05:57:00 +0000

corrode
Definition:	Cause to deteriorate due to the action of water, air, or an acid.
Synonyms:	rust, eat

Word of the Day provided by TheFreeDictionary.com

Daily Grammar Lesson

noreply@blogger.com (Unknown) — Fri, 30 Aug 2019 06:23:00 +0000

Daily Grammar Lesson provided by TheFreeDictionary.com

Spelling Bee

noreply@blogger.com (Unknown) — Wed, 28 Aug 2019 07:23:00 +0000

Spelling Bee provided by TheFreeDictionary.com

Content Based Instruction

noreply@blogger.com (Unknown) — Wed, 21 Aug 2019 08:18:00 +0000

Dr. Muna Alkhateeb

Content based instruction (CBI) is a teaching approach that focuses on learninglanguagethrough learningaboutsomething.AlthoughCBI is not new, there has been an increased interest in it becauseit has proven very effective in ESL and EFLprograms around the world.Content-Based Instruction (CBI) is “an approach to second language teaching in which teaching is organized around the content or information that students will acquire, rather than around a linguistic or other type of syllabus” (Richards & Rodgers, 2001, p.204). In other words, CBI involves integrating the learning of language with the learning of content simultaneously; here, content typically means academic subject matter such as math, science, or social studies.

In CBI, the language is utilized as the medium for teaching subject content (Mohan, 1986). The language learning objectives are achieved through content learning. The syllabi in most CBI courses are derived from content areas, and vary widely in detail and format. In a word, CBI is a method of teaching language and content in tandem.CBI requires better language teachers. Language teachers must be knowledgeable in content areas and be able to elicit knowledge from students. In addition, language teachers have such responsibility as to keep context and comprehensibility foremost in their instruction, to select and adapt authentic materials for use in class, to provide scaffolding for students’ linguistic content learning, and to create learner-centered classrooms (Stryker & Leaver, 1993).CBI requires better learners as well. Students are hypothesized to become autonomous and independent in CBI, so that they are conscious of their own learning process and can take charge of their learning. Furthermore, students are expected to support each other in collaborative modes of learning. Finally, students need to make commitment to this new approach to language learning (Stryker & Leaver, 1993). Typically, the materials in CBI are used with the subject matter of the content course. It is recommended that “authentic” materials are identified and utilized. There are two implications of authenticity. One implication is that the materials are similar to those used in native-language instruction; the other relates to the use of newspaper and magazine articles and any other media materials “that were not originally produced for language teaching purposes” (Brinton et al., 1989).Some realia such as tourist guidebooks, technical journals, railway timetables, newspaper ads, or TV broadcasts are also recommended by many CBI practitioners (Richards & Rodgers, 2001).CBI in language teaching has been widely used in a variety of different settings since 1980s such as English as Specific Purpose (ESP) Programs for Students with limited English Proficiency (SLEP), Language for Specific Purposes (LSP), immersion programs, and ESL/EFL Language Programs. Since CBI refers to an approach rather than a method, no specific techniques or activities are associated with it. At the level of procedure, teaching materials and activities are selected according to the extent to which they match the type of program. Finally, CBI provides the opportunity for teachers to match students’ interests and needs with interesting, comprehensible, and meaningful content (Brinton et al., 1989).What is Content based Instruction?Content-based teaching differs from traditional language classes because language comes second to the content. In other words, the teacher runs a course on current affairs, or American history, or fiction writing, through which students also learn English. It’s important to note that English ends up as subordinate to the material, although the teacher must recognize and be prepared to help students with language skills.Types of content based instruction:The Sheltered Model: It is used at university where the goal of teachers is to enable their ESL students to study the same content material as regular English L1 students. Sheltered CBI is called “sheltered” because learners are given special assistance to help them understand regular classes.The Adjunct Model: Undertaken by ESL teachers.The aim of Adjunct classes is to prepare students for“mainstream” classes where they will join English L1 learners.The Theme Based Model: These classes can be taught by EFL teachers who create content material based on the needs and interests of the students.Other types of teaching may fall within the realm of CBI. English for Specific Purposes and Task based instruction are both examples of CBI.Content based lesson:Because of the nature of the content, all four skills get integrated. It’s important to note that the content continues through the whole course, not just a handful of lessons. A course on shopping one day, using the bank on another day, and making hotel reservations in English at a different class session is an example of a CBI class.An example ofCBI lesson can be approached following these steps:

Preparation

A subject of interest is chosen.

Finding suitable sources that deal with different aspects of the subject. These could be websites, reference books, audio or video of lectures or even real people.

The lesson

Using small groups

Assigning each group a small research task and a source of information in the target language to use to help them fulfil the task.

groups sharing and comparing information.

A result in the form of an end product such as a report or presentation of some kind.Advantages

Language learning becomes more interesting and motivating.CBI offer a wide educational knowledge to learners in the form of the different topics instructed.It helps students develop valuable study skills such as note taking, summarizing andextracting key information from texts.Developing collaborative skills, especially when using group work, which can have great social value.DisadvantagesCBI implicit language instruction can confuse learners and may give them the impression that they are notactuallylearning language.Overuse of native language can be a problem in some parts of the lesson.Finding information sources and texts that lower levels can understand can be difficult.In a nutshell, although CBI is a challenging approach for both teachers and students, the outcome of its implementation can be rewarding and motivating.

Content-Based Instruction

noreply@blogger.com (Unknown) — Wed, 21 Aug 2019 08:10:00 +0000

Nik Peachey, teacher, trainer and materials writer, The British Council

In recent years content-based instruction has become increasingly popular as a means of developing linguistic ability.

It has strong connections to project work, task-based learning and a holistic approach to language instruction and has become particularly popular within the state school secondary (11 - 16 years old) education sector.

What is content-based instruction?
The focus of a CBI lesson is on the topic or subject matter. During the lesson students are focused on learning about something. This could be anything that interests them from a serious science subject to their favourite pop star or even a topical news story or film. They learn about this subject using the language they are trying to learn, rather than their native language, as a tool for developing knowledge and so they develop their linguistic ability in the target language. This is thought to be a more natural way of developing language ability and one that corresponds more to the way we originally learn our first language.

What does a content-based instruction lesson look like?
There are many ways to approach creating a CBI lesson. This is one possible way.
Preparation
Choose a subject of interest to students.
Find three or four suitable sources that deal with different aspects of the subject. These could be websites, reference books, audio or video of lectures or even real people.
During the lesson
Divide the class into small groups and assign each group a small research task and a source of information to use to help them fulfil the task.
Then once they have done their research they form new groups with students that used other information sources and share and compare their information.
There should then be some product as the end result of this sharing of information which could take the form of a group report or presentation of some kind.

What are the advantages of content-based instruction?
It can make learning a language more interesting and motivating. Students can use the language to fulfil a real purpose, which can make students both more independent and confident.
Students can also develop a much wider knowledge of the world through CBI which can feed back into improving and supporting their general educational needs.
CBI is very popular among EAP (English for Academic Purposes) teachers as it helps students to develop valuable study skills such as note taking, summarising and extracting key information from texts.
Taking information from different sources, re-evaluating and restructuring that information can help students to develop very valuable thinking skills that can then be transferred to other subjects.
The inclusion of a group work element within the framework given above can also help students to develop their collaborative skills, which can have great social value.

What are the potential problems?
Because CBI isn't explicitly focused on language learning, some students may feel confused or may even feel that they aren't improving their language skills. Deal with this by including some form of language focused follow-up exercises to help draw attention to linguistic features within the materials and consolidate any difficult vocabulary or grammar points.
Particularly in monolingual classes, the overuse of the students' native language during parts of the lesson can be a problem. Because the lesson isn't explicitly focused on language practice students find it much easier and quicker to use their mother tongue. Try sharing your rationale with students and explain the benefits of using the target language rather than their mother tongue.
It can be hard to find information sources and texts that lower levels can understand. Also the sharing of information in the target language may cause great difficulties. A possible way around this at lower levels is either to use texts in the students' native language and then get them to use the target language for the sharing of information and end product, or to have texts in the target language, but allow the students to present the end product in their native language. These options should reduce the level of challenge.
Some students may copy directly from the source texts they use to get their information. Avoid this by designing tasks that demand students evaluate the information in some way, to draw conclusions or actually to put it to some practical use. Having information sources that have conflicting information can also be helpful as students have to decide which information they agree with or most believe.

Conclusions
While CBI can be both challenging and demanding for the teacher and the students, it can also be very stimulating and rewarding. The degree to which you adopt this approach may well depend on the willingness of your students, the institution in which you work and the availability of resources within your environment. It could be something that your school wants to consider introducing across the curriculum or something that you experiment with just for one or two lessons. Whichever you choose to do I would advise that you try to involve other teachers within your school, particularly teachers from other subjects. This could help you both in terms of finding sources of information and in having the support of others in helping you to evaluate your work.

Lastly, try to involve your students. Get them to help you decide what topics and subjects the lessons are based around and find out how they feel this kind of lessons compares to your usual lessons. In the end they will be the measure of your success.

Biwar Si Pemberani - Ratih Sumiratingratri (AyoDI)

noreply@blogger.com (Unknown) — Mon, 17 Jun 2019 12:32:00 +0000

Teks & Video: Mukti Mulyana

       Pada acara Dongeng Kejutan yang diadakan di Perpustakaan Kementerian Pendidikan dan Kebudayaan pada Sabtu, 21 April 2018, yang bertepatan dengan Hari Kartini, Ratih membawakan dongeng berjudul Biwar Si Pemberani. Dongeng tersebut bertemakan keberanian seorang anak laki-laki kecil, Biwar dari tanah Papua.

       Dongeng Kejutan merupakan kegiatan para relawan dari Ayo Dongeng Indonesia, para penjaga mimpi untuk mendongeng secara terbuka di tempat-tempat umum. Ayo Dongeng Indonesia (AyoDI) adalah komunitas sosial yang berkomitmen pada kampanye kegiatan mendongeng bagi anak di Indonesia untuk keceriaan, inspirasi, memotivasi dan pengembangan imajinasi.
       Cikal bakal komunitas AyoDI dalam awal pendiriannya didukung oleh Perpustakaan Kementerian Pendidikan dan Kebudayaan Republik Indonesia, IKAPI (Ikatan Penerbit Indonesia) dan Perpustakaan Nasional sebagai penyelenggara Indonesia Book Fair yang memfasilitasi secara penuh kegiatan awal peluncuran komunitas ini di Istora Senayan.

Berbagi Cerita Baik 2018

noreply@blogger.com (Unknown) — Tue, 30 Oct 2018 05:48:00 +0000

Harmoni Amourest - Luar Biasa [Full HD]

noreply@blogger.com (Unknown) — Wed, 14 Dec 2016 09:01:00 +0000

Cipt. Irawan Wijayanto

Saat kau rapuh sebenar-benarnya jatuh
Yakinlah ada kekuatan yang 'kan membuatmu tegar berdiri
Semua jawaban ada di hening bening hatimu
Kau pasti mampu melewatinya
Yakinlah kau luar biasa

REFF:
Hidup ini indah penuh warna-warni
Tetaplah melangkah dan s'lalu tersenyum
Kar'na waktu tak 'kan terulang kembali
Dunia kan terus berputar

Usap air matamu, hapuskanlah dukamu
Ada jalan keluar bila kau mencoba
Kar'na Tuhan tak 'kan mungkin mengujimu
Di luar batas mampumu

There's A Hero by Billy Gilman

noreply@blogger.com (Ratih Soe) — Mon, 10 Oct 2016 08:58:00 +0000

There's a flower in the smallest garden, reaching for the light
There's a candle in the darkest corner, conquering the night

There is amazing strength in a willing hand
There are victories that you've never planned
There's a hero in everybody's heart

There's a fire inside of everybody, burning clear and bright
There's a power in the faintest heartbeat that cannot be denied
Go on and trust yourself, you can ride the wind
You're gonna take your dreams where they've never been
There's a hero in everybody's heart

Go on and trust yourself, you can ride the wind
You're gonna take your dreams where they've never been
There's a hero in everybody's heart

Indonesian Folktales: Proses Panjang yang Mendebarkan

noreply@blogger.com (Ratih Soe) — Mon, 19 Oct 2015 19:30:00 +0000

indonesianfolktales.com

      Di awal 2015, sejak ide website ini dicetuskan oleh Benny Rhamdani dan didukung oleh Ali Muakhir, orang-orang yang ditunjuk secara terbuka di Forum Penulis Bacaan Anak terus merapatkan barisan, mengayun langkah bersama. Pertama adalah para penyeleksi naskah: Nurhayati Pujiastuti, Dian Kristiani, Bambang Irwanto, dan Iwok Abqary, lalu para editor: Veronica Widyastuti, Tethy Ezokanzo, Herlina Sitorus, Aan Diha, dan Triani Retno. Para anggota termasuk saya, berbondong-bondong mengirim naskah. Tentu saja kami berharap naskah kami diterima.
     Saya senang sekali ketika saya diminta menerjemahkan naskah saat sedang dalam penantian. Rupanya website ini akan disajikan dalam dua bahasa: Indonesia dan Inggris. Saya sangat bersemangat karena ini artinya, jika seandainya naskah saya tak lolos audisi, saya tetap akan punya ruang untuk ikut berkontribusi. Alhamdulillah naskah yang saya kirim diterima. Setelah menerima versi revisi dari Editor, saya mulai menerjemahkan naskah saya sendiri, dengan harapan bisa nyolong start sedikit demi sedikit.

    Selanjutnya berhimpunlah para admin Sunday English Fever di grup Forum Penulis Bacaan Anak yaitu Agnes Bemoe, Krismariana Widyaningsih, Maharani Aulia, Selviya Hanna, Rini Lasman, Erna Fitrini dan saya di grup tertutup. Lalu kami membagi tugas, disesuaikan dengan kesanggupan masing-masing. Berhubung kami semua punya tenggat dan keterbatasan masing-masing, setelah dipikir-pikir dan dirasakan, ternyata kami perlu bala bantuan dalam penerjemahan. Maka kami pun buka lowongan audisi penerjemah di grup Forum Penulis Bacaan Anak dan berhasil menjaring downline *halah* yaitu Sari Nursita, Diah Dwi Arti, dan Dameria Damayanti. Tantangan berikutnya timbul. Siapa yang bisa memeriksa hasil terjemahan kami nanti? Akhirnya kami sepakat untuk saling memeriksa naskah cerita yang telah diterjemahkan.
     Man proposes, God disposes. Di bulan Februari 2015, Kantor menyuruh saya menggarap sebuah pertunjukan dalam bahasa Inggris tentang sejarah bahasa Indonesia yang akan dipentaskan di Hyatt Regency Yogyakarta di malam budaya pembukaan konferensi internasional. Sungguh, ini tugas tambahan yang membuat gundah gulana... Jangan salah, bukan saya tak cinta sastra Indonesia. Masalahnya banyaaak sekali yang harus saya persiapkan mulai dari menulis dan merevisi skenario, menyiapkan lagu, aransemen musik, membuat koreo, mencari pengisi suara, rekaman, membagi tugas pemain dan kru, merancang properti, tata letak panggung, endebre-endebre. Dan itu artinya, waktu dan perhatian saya mau tak mau tercurah ke sana. Padahal di kantor, departemen kami sedang bersiap menggulirkan tiga program baru. Itu artinya akan ada tiga seri yang sedang digodok silabusnya dan konsep bukunya. Urusan pekerjaan rutin di kantor perlahan tapi pasti mulai terpinggirkan, apalagi soal web Indonesian Folktales.

adegan penutup The Magic of G-12

   Alhamdulillah setelah berminggu-minggu berpacu dalam emosi akibat konsep yang terus menerus diubah, delapan hari di Jogja untuk latihan intensif dan melakukan persiapan lain berbuah akhir yang membahagiakan. Latihan dan persiapan lain berjalan lancar. Guru-guru, siswa-siswi dan pasukan karyawan LIA Jogja memang luar biasa! Kami sungguh tim dadakan yang sangat kompak. Kerja keras dan kenekatan kami berbuah standing ovation, dan apresiasi di luar ekspektasi. Senang? Tentu. Puas? Pasti. Tapi... sepulang dari Jogja, saya harus segera berlari mengejar ketinggalan dari teman-teman penulis di kantor. Maklumlah, saya ini penulis buku pelajaran dan tes yang bergulat dengan tenggat ketat setiap minggunya. Dan setelah dua bulan terakhir otak saya tumpah untuk operet Gurindam 12, sekarang saya harus banting setir lalu tancap gas dengan gigi lima, mengejar ketinggalan dari rekan-rekan penulis di kantor.
   Lalu apa kabar penerjemahan website cerita rakyat? Saya mengalami mabuk administrasi akut berkali-kali. Siapa harus tukar terjemahan dengan siapa? Dan beberapa kali saya nyaris menerjemahkan naskah-naskah yang sudah diterjemahkan, baik oleh saya sendiri maupun orang lain. Belum cukup sampai di situ, Kantor mendadak dapat order buku pelajaran dari sebuah sekolah swasta. Tidak tanggung-tanggung, buku percakapan untuk SMP dan SMA, kelas 7 sampai kelas 12. Itu artinya tulisan yang harus kami hasilkan menjadi 3x lipat. Pusing pala Barbie.
     Tapi saya harus tetap bersyukur dan terus berjuang. Walaupun kemudian laptop saya sempat rusak parah dan harus opname, lalu radang sendi saya juga sempat kumat sehingga boro-boro ngetik, tangan kesenggol aja sakitnya minta ampun. Dari ujung jari sampai bahu, rasanya seperti baru diinjak-injak tentara satu batalyon *lebay*
     Di balik kesulitan ada kemudahan. Selalu. Dan satu per satu kejutan manis terjadi di grup Tim Indonesian Folktales:

Maman Mantox menyatakan kesanggupan mengilustrasi 20 cerita.
Sari Nursita ternyata menguasai web designing, sehingga bisa menemani Iwok Abqary menggulirkan website. Ini memacu semangat kami hingga adrenalin meroket. Kerja keras yang kami rajut bersama dari ujung ke ujung selama ini, mulai tampak wujud nyatanya.
Dameria Damayanti ternyata pandai menggambar, sehingga selain dihujani naskah-naskah bahasa Inggris untuk dikoreksi, dia juga ikut mengilustrasi sambil terus menerjemahkan naskah-naskah.
Maharani Aulia selalu berhasil meng-convert naskah-naskah yang tak terbaca sehingga dapat dicerna mata.
Rita Agustina, rekan penulis di kantor yang pandai menggambar, mendadak menawarkan diri untuk ikut mengilustrasi pada sebuah perjalanan kerja.

karya Maman Mantox

Bambang Irwanto berhasil menjaring ilustrator-ilustrator baru untuk meringankan beban Maman Mantox dan Dameria Damayanti.

Maka setelah menjalani hari-hari dengan hati yang sesak oleh rasa bersalah dan waswas, akhirnya saya berhasil menyerahkan terjemahan dan koreksi terakhir saya ke Tim. Selesailah website ini! Akhirnya Indonesian Folktales berhasil diluncurkan di hari kedua Frankfurt Book Fair. Walaupun agak terlambat dan belum semua ilustrasinya selesai dikerjakan, tetap saja kami bahagia. Tim yang hebat!

Saya ingin mengutip ungkapan kebahagiaan Sari Nursita: ...Puncak itu bernama Indonesian Folktales. Saya bahagia bisa mencapainya bersama-sama teman-teman semua.Tentu masih banyak puncak lainnya. Tapi untuk sekarang ini... Di batas cakrawala yang berkilau... Mari kita nikmati bersama mentari pagi ini, teman-teman.

What's Wrong with the Term "Second Language Writers"?

noreply@blogger.com (Ratih Soe) — Mon, 19 Oct 2015 02:37:00 +0000

Paul Kei Matsuda

Chandler, AZ, United States

It's this very question that requires critical scrutiny. If some people feel there is anything negative or pejorative about it, that means they have implicitly accepted the idea that being an L2 writer is somehow negative. By avoiding the term without challenging the negative perception, people are inadvertently perpetuating the problem.

It's important to focus on positive aspects of L2 writing and writers, but that cannot be the only thing we do to address the issue. If we ignore the challenges they face, and the need to learn and develop to accomplish their own purposes, or if we simply dismiss other people's negative perceptions and feed them the "correct way" to talk about the issue, we are simply evading the real issue.

I don't do what I do to feel good about myself. I prefer to face the real challenges, even though other people may not see it as pleasant or fashionable. While some may prefer to gentrify the discourse, someone has to do the real work of understanding the situation as it is and promote that understanding so appropriate responses can be developed. It is this kind of work I choose to engage in.

I accept second language writers as they are--with all their amazing accomplishments and daunting challenges they face. I am a second language writer. And I'm proud of it.

Mengemas Kenangan

noreply@blogger.com (Unknown) — Mon, 07 Sep 2015 19:30:00 +0000

Di antara serpihan yang terserak, keping cemerlang itu berpendar
Melesat, menghampiri, lalu menyesaki benak
Menyapu setiap sudut dalam perjalanan ke masa silam
Memunguti sisa-sisa mimpi yang tercecer
Memburamkan pandangan
Memutar kembali peristiwa lalu yang tak henti berkelebat
Menghirup sepenuh haru aroma manis yang pernah melenakan
Mencecap setiap rasa yang datang silih berganti
Meraba jejak-jejak perjalanan yang bertebaran di sana-sini
Merutuki diri untuk bodohnya satu dusta yang dulu terucap
Dusta atas nama ketidakpercayaan pada luasnya kemungkinan
Dusta yang meluluhlantakkan sebuah harga diri, kepercayaan, harapan
Dan makna
Maka ruang dan waktu harus terentang
Begitu lebar, panjang, melelahkan dan menyesakkan
Hingga langkah sempat limbung dan akal sehat terombang-ambing
Perih menusuk laksana duri menancapi otak
Tapi mengapa sesal itu terus saja menghunjam,
setelah maaf diberikan tulus dalam genggam?

Angkat dagu!
Ini saatnya mengemas kenangan
Karena sekarang semua telah mendarat di tempat yang seharusnya
Beranjak
Dan melanjutkan perjalanan
Lalu menatap keping yang sama
Dengan rasa yang baru dari hati yang lapang
Sekuat baja
Semurni emas

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What's Wrong with the Term "Second Language Writers"?

Mengemas Kenangan