The purpose of this study was to investigate the effects of information and communication technology (ICT) on school from teachers’ and students’ perspectives. The focus was on three main subject matters: on ICT use and competence, on teacher and school community, and on learning environment and teaching practices. The study is closely connected to the national educational policy which has aimed strongly at supporting the implementation of ICT in pedagogical practices at all institutional levels.
The phenomena were investigated using a mixed methods approach. The qualitative data from three cases studies and the quantitative data from three statistical studies were combined. In this study, mixed methods were used to investigate the complex phenomena from various stakeholders’ points of view, and to support validation by combining different perspectives in order to give a fuller and more complete picture of the phenomena. The data were used in a complementary manner.
The results indicate that the technical resources for using ICT both at school and at homes are very good. In general, students are capable and motivated users of new technology; these skills and attitudes are mainly based on home resources and leisuretime use. Students have the skills to use new kinds of applications and new forms of technology, and their ICT skills are wide, although not necessarily adequate; the working habits might be ineffective and even wrong. Some students have a special kind of ICT-related adaptive expertise which develops in a beneficial interaction between school guidance and challenges, and individual interest and activity. Teachers’ skills are more heterogeneous. The large majority of teachers have sufficient skills for everyday and routine working practices, but many of them still have difficulties in finding a meaningful pedagogical use for technology. The intensive case study indicated that for the majority of teachers the intensive ICT projects offer a possibility for learning new skills and competences intertwined in the work, often also supported by external experts and a collaborative teacher community; a possibility that “ordinary” teachers usually do not have. Further, teachers’ good ICT competence help them to adopt new pedagogical practices and integrate ICT in a meaningful way.
The genders differ in their use of and skills in ICT: males show better skills especially in purely technical issues also in schools and classrooms, whereas female students and younger female teachers use ICT in their ordinary practices quite naturally. With time, the technology has become less technical and its communication and creation affordances have become stronger, easier to use, more popular and motivating, all of which has increased female interest in the technology.
There is a generation gap in ICT use and competence between teachers and students. This is apparent especially in the ICT-related pedagogical practices in the majority of schools. The new digital affordances not only replace some previous practices; the new functionalities change many of our existing conceptions, values, attitudes and practices. The very different conceptions that generations have about technology leads, in the worst case, to a digital gap in education; the technology used in school is boring and ineffective compared to the ICT use outside school, and it does not provide the competence needed for using advanced technology in learning.
The results indicate that in schools which have special ICT projects (“ICT pilot schools”) for improving pedagogy, these have led to true changes in teaching practices. Many teachers adopted student-centred and collaborative, inquiry-oriented teaching practices as well as practices that supported students' authentic activities, independent work, knowledge building, and students' responsibility. This is, indeed, strongly dependent on the ICT-related pedagogical competence of the teacher. However, the daily practices of some teachers still reflected a rather traditional teacher-centred approach. As a matter of fact, very few teachers ever represented solely, e.g. the knowledge building approach; teachers used various approaches or mixed them, based on the situation, teaching and learning goals, and on their pedagogical and technical competence. In general, changes towards pedagogical improvements even in wellorganised developmental projects are slow. As a result, there are two kinds of ICT stories: successful “ICT pilot schools” with pedagogical innovations related to ICT and with school community level agreement about the visions and aims, and “ordinary schools”, which have no particular interest in or external support for using ICT for improvement, and in which ICT is used in a more routine way, and as a tool for individual teachers, not for the school community.
This study,commissioned by the Department for Education and Skills (DfES), was designed
to investigate the effects of information and communication technologies (ICT) on pupil
motivation. The aims were to examine impacts of ICT on motivation and related issues such
as learning outcomes, behaviour, school attendance and to quantify any impacts where
possible. The study also set out to consider the ways in which ICT can best be used by
teachers to enhance motivational impacts for pupils, especially for those disaffected with
traditional forms of learning.
A sample of 17 schools from across England, which had been identified as using ICT in
motivational ways, was selected for detailed study. A range of research methods was adopted,
including a large quantitative survey of pupils. It was the intention that learning was considered
within a wider social and community context as well as in an educational context. Evidence was
therefore gathered from sources within social and community settings as well as within schools.
Minggu, 27 Februari 2011
Kamis, 29 Juli 2010
Love is Blind by ARMADA band
salahkah bila aku mencintaimu
dan berharap engkau kan jadi milikku
walau banyak yang bilang kau tak pantas untukku
dan berharap engkau kan jadi milikku
walau banyak yang bilang kau tak pantas untukku
reff:
sayang ku mohon jangan tolak cintaku
jiwa ragaku ini hanya untukkmu
aku rela berkorban demi cintamu itu
sayang ku mohon jangan tolak cintaku
jiwa ragaku ini hanya untukkmu
aku rela berkorban demi cintamu itu
biarlah orang berkata apa
manusia tiada yang sempurna
kuterima kau apa adanya
yang penting aku bahagia
manusia tiada yang sempurna
kuterima kau apa adanya
yang penting aku bahagia
Melangkah Lagi by Gita gutawa
This song makes the spirit!
Pagi ini, kau awali harimu
Dengan kesedihan yang begitu dalam
Biar ku usap air matamu
Ku kan ada di sini, selalu bersamamu
Dengan kesedihan yang begitu dalam
Biar ku usap air matamu
Ku kan ada di sini, selalu bersamamu
Angkatlah wajahmu, tebarkan senyummu
Terus melangkah, jangan menyerah
Melangkah lagi, jangan berhenti
Kau kan mengerti
Makna terbaik dari semua yang tlah terjadi
Kau kan mengerti
Makna terbaik dari semua yang tlah terjadi
Terus melangkah, jangan menyerah
Melangkah lagi, jengan berhenti
Kau kan sadari
Rahasia indah yang tersimpan di hari nanti
Kau kan sadari
Rahasia indah yang tersimpan di hari nanti
Teruslah melangkah, jangan menyerah
Dan biarlah semua yang tlah berlalu
Jangan kau sesali, sambutlah hari baru
Tegakkan wajahmu, tumbuhkan asamu
Jangan kau sesali, sambutlah hari baru
Tegakkan wajahmu, tumbuhkan asamu
Teruslah melangkah, jangan menyerah
Proud of You by Fiona Fung
Love in your eyes
Sitting silent by my side
Going on Holding hand
Walking through the nights
Hold me up Hold me tight
Lift me up to touch the sky
Teaching me to love with heart
Helping me open my mind
I can fly
I'm proud that I can fly
To give the best of mine
Till the end of the time
Believe me I can fly
I'm proud that I can fly
To give the best of mine
The heaven in the sky
Stars in the sky
Wishing once upon a time
Give me love Make me smile
Till the end of life
Hold me up Hold me tight
Lift me up to touch the sky
Teaching me to love with heart
Helping me open my mind
I can fly
I'm proud that I can fly
To give the best of mine
Till the end of the time
Believe me I can fly
I'm proud that I can fly
To give the best of mine
The heaven in the sky
Can't you believe that you light up my way
No matter how that ease my path
I'll never lose my faith
See me fly
I'm proud to fly up high
Show you the best of mine
Till the end of the time
Believe me I can fly
I'm singing in the sky
Show you the best of mine
The heaven in the sky
Nothing can stop me
Spread my wings so wide
Sitting silent by my side
Going on Holding hand
Walking through the nights
Hold me up Hold me tight
Lift me up to touch the sky
Teaching me to love with heart
Helping me open my mind
I can fly
I'm proud that I can fly
To give the best of mine
Till the end of the time
Believe me I can fly
I'm proud that I can fly
To give the best of mine
The heaven in the sky
Stars in the sky
Wishing once upon a time
Give me love Make me smile
Till the end of life
Hold me up Hold me tight
Lift me up to touch the sky
Teaching me to love with heart
Helping me open my mind
I can fly
I'm proud that I can fly
To give the best of mine
Till the end of the time
Believe me I can fly
I'm proud that I can fly
To give the best of mine
The heaven in the sky
Can't you believe that you light up my way
No matter how that ease my path
I'll never lose my faith
See me fly
I'm proud to fly up high
Show you the best of mine
Till the end of the time
Believe me I can fly
I'm singing in the sky
Show you the best of mine
The heaven in the sky
Nothing can stop me
Spread my wings so wide
Senin, 26 Juli 2010
new friends !
ini KETWA KETIWI community
nggak JAIM deh ! yang JAIM pergi noh ke laut , disini nggak ada batasan , kita bebas ngebuang stress-stress numpuk tuntutan masa depan (ceileeeeh) ..
PENTAAAAA ! (semboyan gila kami , jangan heran yooo rek )
5 menit cukup untuk mengawali hari yang BENAR-BENAR menguras tenaga dan otak , garing deh ! -_-
pulangnya kami always selalu nongkrong di kantin buat ngeborong ice cream ! nggak peduli flu + radang yang udah beler :D PENTING HAPPY ! yey
they are my SPIRIT ! go go go !
Sabtu, 13 Maret 2010
Jangan Sobek Kalendernya (jokes)
Mao Mao nilai-nilai ujian hariannya sangat jelek. Karena itu, ketika ujian akhir semesteran sudah di depan mata, ia tak bisa tenang. Dia merasa sangat tidak siap sehingga ketakutan menghadapi ujian.
Hingga, pada saat hari ujian tiba, Mao Mao terlihat sedang duduk terdiam di depan kalender. Wajahnya menatap kalender itu dalam-dalam. Saat disapa ibunya untuk makan pagi, ia hanya diam saja.
Kelakuan aneh Mao Mao mengundang tanya ibunya. Maka, ibunya pun menyelidik, mencari tahu mengapa anaknya terdiam di depan kalender. Saat itu, sang ibu melihat kalender ternyata belum disobek tanggalnya, masih menunjukkan tanggal kemarin. Saat ibu akan menyobek tanggal kalender untuk menyesuaikan tanggal, Mao Mao buru-buru mencegah. "Mama tidak boleh menyobek kalender ini."
Ibu pun bertanya, "Loh, bukannya ini tanggalnya sudah berganti?"
Mao Mao spontan menjawab, "Kalau Mama sobek, aku harus ujian!"
Hingga, pada saat hari ujian tiba, Mao Mao terlihat sedang duduk terdiam di depan kalender. Wajahnya menatap kalender itu dalam-dalam. Saat disapa ibunya untuk makan pagi, ia hanya diam saja.
Kelakuan aneh Mao Mao mengundang tanya ibunya. Maka, ibunya pun menyelidik, mencari tahu mengapa anaknya terdiam di depan kalender. Saat itu, sang ibu melihat kalender ternyata belum disobek tanggalnya, masih menunjukkan tanggal kemarin. Saat ibu akan menyobek tanggal kalender untuk menyesuaikan tanggal, Mao Mao buru-buru mencegah. "Mama tidak boleh menyobek kalender ini."
Ibu pun bertanya, "Loh, bukannya ini tanggalnya sudah berganti?"
Mao Mao spontan menjawab, "Kalau Mama sobek, aku harus ujian!"
make your dreams come true
Seorang anak laki-laki bernama Monty Robert yang duduk di bangku SMU mendapat tugas dari gurunya untuk membuat karangan mengenai cita-citanya. Ia pun menulis karangan setebal tujuh halaman yang memaparkan tujuannya untuk memiliki suatu peternakan secara terperinci dan ia bahkan menggambarkan sebuah sketsa tentang peternakan seluas dua ratus acre, yang memperlihatkan lokasi seluruh bangunan, kandang, dan jalur pacuan. Kemudian ia melukis denah yang mendetil untuk rumah seluas empat ribu kaki persegi yang akan terletak di peternakan dambaan hati seluas dua ratus acre itu. Ia benar-benar mencurahkan isi hatinya ke dalam subyek itu dan pada keesokan harinya ia menyerahkan karangan itu kepada gurunya. Dua hari kemudian ia menerima tulisannya kembali.
Di halaman depan tertera huruf F besar dengan catatan yang berbunyi, ‘Temui aku seusai jam sekolah.’
Guru itu berkata, “Ini adalah impian yang tidak realistis untuk anak muda seperti kamu. Kamu tidak punya uang. Kamu tidak memiliki sumberdaya. Peternakan kuda menuntut banyak uang. Kamu harus membeli tanah. Kamu harus membayar harga kuda bibit yang asli, kemudian kamu juga harus mengeluarkan biaya untuk kuda pacek yang mahal. Kamu sama sekali tak akan pernah dapat melakukannya.’
Lantas si guru menambahkan, ‘Kalau kamu mau menulis ulang karangan ini dengan tujuan yang lebih membumi, aku akan meninjau kembali nilaimu.’
Anak laki-laki itu pulang dan berpikir keras lama sekali tentang hal itu. Ia bertanya kepada bapaknya mengenai apa yang sebaiknya ia tempuh. Bapaknya berkata, ‘Camkan, Nak, kamu harus membulatkan tekadmu tentang ini. Bagaimana pun, aku pikir ini adalah keputusan yang sangat penting bagimu.’
Akhirnya setelah menimbang-nimbang selama seminggu, anak itu menyetorkan tulisan yang sama, tidak membuat perubahan sedikit pun.
Ia berkata, ‘Anda dapat mempertahankan nilai F itu dan saya akan mempertahankan impian saya.’
Impian yang dinilai tidak realistis oleh guru tersebut ternyata bisa dicapai oleh Monty. Suatu waktu ternyata guru tersebut sempat membawa tiga puluh orang anak berkemah di tanah peternakannya yang berdiri rumah seluas empat ribu kaki seperti yang dicita-citakannya.
Sumber: Chicken Soup for the Soul: Menjadi “Kaya” dan Bahagia Berhati-hatilah Anda dengan pencuri impian (dream stealer) karena orang-orang ini berada di sekitar Anda.
Pencuri impian seringkali mengatakan bahwa impian Anda tidak realistis. Jangan biarkan impian Anda menjadi rapuh karena pendapat seperti itu. Kejarlah impian Anda dan jangan sekali-kali mengejar impian orang lain yang dipaksakan kepada kita.
Monty Robert dalam cerita yang baru saja Anda baca berani mempertahankan impiannya walaupun ia harus menerima nilai F dan pada ahirnya ia membuktikan bahwa impiannya bisa terwujud tanpa harus terpengaruh oleh penilaian gurunya apalagi terpengaruh dengan berbagai alasan yang bisa menghambat kesuksesannya. Jika anda mempunyai impian itu berarti Anda sudah menempuh langkah pertama yang dibutuhkan untuk sukses karena sangat tidak mungkin Anda bisa mewujudkan impian Anda jika Anda sendiri tidak mempunyai impian.
Jika Anda belum mempunyai impian, temukan impian Anda. Bangunlah kepercayaan dalam diri Anda bahwa impian Anda bisa tercapai. Kepercayaan ini sangat dibutuhkan karena kepercayaan yang kuat akan menggerakkan pikiran Anda untuk mencari jalan dan sarana serta cara untuk mewujudkan impian Anda.
Kejarlah impian Anda dengan tindakan yang berkomitmen sehingga impian Anda tidak memudar atau bahkan mati. Seperti yang dikemukakan oleh Judy Wardell Halliday bahwa “Impian menjadi kenyataan saat kita menjaga komitmen kita terhadapnya.” Kembangkan sikap yang melampaui kemampuan Anda, maka impian Anda yang dikatakan orang lain mustahil tidak hanya mungkin tetapi juga pasti bisa Anda wujudkan. Pada tahun 1950, Walter Elias Disney atau yang kita kenal dengan nama Walt Disney mempunyai impian untuk membangun taman impian bagi anak-anak. Impian Walt ini dianggap gila oleh rekan-rekannya sesama pengusaha, namun Walt tetap dengan pendiriannya. Taman bermain ini akhirnya bisa diwujudkan pada tahun 1955 di Anaheim, California.
Pada waktu pembukaan, Walt Disney mengatakan dalam pidatonya bahwa “Kesuksesan dimulai ketika kita mulai mencipakan impian jauh ke depan. Dan saat kita berkomitmen untuk mencapai impian itu, maka selanjutnya impian itu yang akan menjadi magnet dan menarik kita ke sana.”
Eleanor Roosevelt pernah berkata, “The future belongs to those who believe in the beauty of their dreams." Ya, masa depan hanyalah milik orang-orang yang percaya akan keindahan mimpi-mimpi mereka.
Langganan:
Postingan (Atom)
Minggu, 27 Februari 2011
The purpose of this study was to investigate the effects of information and communication technology (ICT) on school from teachers’ and students’ perspectives. The focus was on three main subject matters: on ICT use and competence, on teacher and school community, and on learning environment and teaching practices. The study is closely connected to the national educational policy which has aimed strongly at supporting the implementation of ICT in pedagogical practices at all institutional levels.
The phenomena were investigated using a mixed methods approach. The qualitative data from three cases studies and the quantitative data from three statistical studies were combined. In this study, mixed methods were used to investigate the complex phenomena from various stakeholders’ points of view, and to support validation by combining different perspectives in order to give a fuller and more complete picture of the phenomena. The data were used in a complementary manner.
The results indicate that the technical resources for using ICT both at school and at homes are very good. In general, students are capable and motivated users of new technology; these skills and attitudes are mainly based on home resources and leisuretime use. Students have the skills to use new kinds of applications and new forms of technology, and their ICT skills are wide, although not necessarily adequate; the working habits might be ineffective and even wrong. Some students have a special kind of ICT-related adaptive expertise which develops in a beneficial interaction between school guidance and challenges, and individual interest and activity. Teachers’ skills are more heterogeneous. The large majority of teachers have sufficient skills for everyday and routine working practices, but many of them still have difficulties in finding a meaningful pedagogical use for technology. The intensive case study indicated that for the majority of teachers the intensive ICT projects offer a possibility for learning new skills and competences intertwined in the work, often also supported by external experts and a collaborative teacher community; a possibility that “ordinary” teachers usually do not have. Further, teachers’ good ICT competence help them to adopt new pedagogical practices and integrate ICT in a meaningful way.
The genders differ in their use of and skills in ICT: males show better skills especially in purely technical issues also in schools and classrooms, whereas female students and younger female teachers use ICT in their ordinary practices quite naturally. With time, the technology has become less technical and its communication and creation affordances have become stronger, easier to use, more popular and motivating, all of which has increased female interest in the technology.
There is a generation gap in ICT use and competence between teachers and students. This is apparent especially in the ICT-related pedagogical practices in the majority of schools. The new digital affordances not only replace some previous practices; the new functionalities change many of our existing conceptions, values, attitudes and practices. The very different conceptions that generations have about technology leads, in the worst case, to a digital gap in education; the technology used in school is boring and ineffective compared to the ICT use outside school, and it does not provide the competence needed for using advanced technology in learning.
The results indicate that in schools which have special ICT projects (“ICT pilot schools”) for improving pedagogy, these have led to true changes in teaching practices. Many teachers adopted student-centred and collaborative, inquiry-oriented teaching practices as well as practices that supported students' authentic activities, independent work, knowledge building, and students' responsibility. This is, indeed, strongly dependent on the ICT-related pedagogical competence of the teacher. However, the daily practices of some teachers still reflected a rather traditional teacher-centred approach. As a matter of fact, very few teachers ever represented solely, e.g. the knowledge building approach; teachers used various approaches or mixed them, based on the situation, teaching and learning goals, and on their pedagogical and technical competence. In general, changes towards pedagogical improvements even in wellorganised developmental projects are slow. As a result, there are two kinds of ICT stories: successful “ICT pilot schools” with pedagogical innovations related to ICT and with school community level agreement about the visions and aims, and “ordinary schools”, which have no particular interest in or external support for using ICT for improvement, and in which ICT is used in a more routine way, and as a tool for individual teachers, not for the school community.
This study,commissioned by the Department for Education and Skills (DfES), was designed
to investigate the effects of information and communication technologies (ICT) on pupil
motivation. The aims were to examine impacts of ICT on motivation and related issues such
as learning outcomes, behaviour, school attendance and to quantify any impacts where
possible. The study also set out to consider the ways in which ICT can best be used by
teachers to enhance motivational impacts for pupils, especially for those disaffected with
traditional forms of learning.
A sample of 17 schools from across England, which had been identified as using ICT in
motivational ways, was selected for detailed study. A range of research methods was adopted,
including a large quantitative survey of pupils. It was the intention that learning was considered
within a wider social and community context as well as in an educational context. Evidence was
therefore gathered from sources within social and community settings as well as within schools.
The phenomena were investigated using a mixed methods approach. The qualitative data from three cases studies and the quantitative data from three statistical studies were combined. In this study, mixed methods were used to investigate the complex phenomena from various stakeholders’ points of view, and to support validation by combining different perspectives in order to give a fuller and more complete picture of the phenomena. The data were used in a complementary manner.
The results indicate that the technical resources for using ICT both at school and at homes are very good. In general, students are capable and motivated users of new technology; these skills and attitudes are mainly based on home resources and leisuretime use. Students have the skills to use new kinds of applications and new forms of technology, and their ICT skills are wide, although not necessarily adequate; the working habits might be ineffective and even wrong. Some students have a special kind of ICT-related adaptive expertise which develops in a beneficial interaction between school guidance and challenges, and individual interest and activity. Teachers’ skills are more heterogeneous. The large majority of teachers have sufficient skills for everyday and routine working practices, but many of them still have difficulties in finding a meaningful pedagogical use for technology. The intensive case study indicated that for the majority of teachers the intensive ICT projects offer a possibility for learning new skills and competences intertwined in the work, often also supported by external experts and a collaborative teacher community; a possibility that “ordinary” teachers usually do not have. Further, teachers’ good ICT competence help them to adopt new pedagogical practices and integrate ICT in a meaningful way.
The genders differ in their use of and skills in ICT: males show better skills especially in purely technical issues also in schools and classrooms, whereas female students and younger female teachers use ICT in their ordinary practices quite naturally. With time, the technology has become less technical and its communication and creation affordances have become stronger, easier to use, more popular and motivating, all of which has increased female interest in the technology.
There is a generation gap in ICT use and competence between teachers and students. This is apparent especially in the ICT-related pedagogical practices in the majority of schools. The new digital affordances not only replace some previous practices; the new functionalities change many of our existing conceptions, values, attitudes and practices. The very different conceptions that generations have about technology leads, in the worst case, to a digital gap in education; the technology used in school is boring and ineffective compared to the ICT use outside school, and it does not provide the competence needed for using advanced technology in learning.
The results indicate that in schools which have special ICT projects (“ICT pilot schools”) for improving pedagogy, these have led to true changes in teaching practices. Many teachers adopted student-centred and collaborative, inquiry-oriented teaching practices as well as practices that supported students' authentic activities, independent work, knowledge building, and students' responsibility. This is, indeed, strongly dependent on the ICT-related pedagogical competence of the teacher. However, the daily practices of some teachers still reflected a rather traditional teacher-centred approach. As a matter of fact, very few teachers ever represented solely, e.g. the knowledge building approach; teachers used various approaches or mixed them, based on the situation, teaching and learning goals, and on their pedagogical and technical competence. In general, changes towards pedagogical improvements even in wellorganised developmental projects are slow. As a result, there are two kinds of ICT stories: successful “ICT pilot schools” with pedagogical innovations related to ICT and with school community level agreement about the visions and aims, and “ordinary schools”, which have no particular interest in or external support for using ICT for improvement, and in which ICT is used in a more routine way, and as a tool for individual teachers, not for the school community.
This study,commissioned by the Department for Education and Skills (DfES), was designed
to investigate the effects of information and communication technologies (ICT) on pupil
motivation. The aims were to examine impacts of ICT on motivation and related issues such
as learning outcomes, behaviour, school attendance and to quantify any impacts where
possible. The study also set out to consider the ways in which ICT can best be used by
teachers to enhance motivational impacts for pupils, especially for those disaffected with
traditional forms of learning.
A sample of 17 schools from across England, which had been identified as using ICT in
motivational ways, was selected for detailed study. A range of research methods was adopted,
including a large quantitative survey of pupils. It was the intention that learning was considered
within a wider social and community context as well as in an educational context. Evidence was
therefore gathered from sources within social and community settings as well as within schools.
Kamis, 29 Juli 2010
Love is Blind by ARMADA band
salahkah bila aku mencintaimu
dan berharap engkau kan jadi milikku
walau banyak yang bilang kau tak pantas untukku
dan berharap engkau kan jadi milikku
walau banyak yang bilang kau tak pantas untukku
reff:
sayang ku mohon jangan tolak cintaku
jiwa ragaku ini hanya untukkmu
aku rela berkorban demi cintamu itu
sayang ku mohon jangan tolak cintaku
jiwa ragaku ini hanya untukkmu
aku rela berkorban demi cintamu itu
biarlah orang berkata apa
manusia tiada yang sempurna
kuterima kau apa adanya
yang penting aku bahagia
manusia tiada yang sempurna
kuterima kau apa adanya
yang penting aku bahagia
Melangkah Lagi by Gita gutawa
This song makes the spirit!
Pagi ini, kau awali harimu
Dengan kesedihan yang begitu dalam
Biar ku usap air matamu
Ku kan ada di sini, selalu bersamamu
Dengan kesedihan yang begitu dalam
Biar ku usap air matamu
Ku kan ada di sini, selalu bersamamu
Angkatlah wajahmu, tebarkan senyummu
Terus melangkah, jangan menyerah
Melangkah lagi, jangan berhenti
Kau kan mengerti
Makna terbaik dari semua yang tlah terjadi
Kau kan mengerti
Makna terbaik dari semua yang tlah terjadi
Terus melangkah, jangan menyerah
Melangkah lagi, jengan berhenti
Kau kan sadari
Rahasia indah yang tersimpan di hari nanti
Kau kan sadari
Rahasia indah yang tersimpan di hari nanti
Teruslah melangkah, jangan menyerah
Dan biarlah semua yang tlah berlalu
Jangan kau sesali, sambutlah hari baru
Tegakkan wajahmu, tumbuhkan asamu
Jangan kau sesali, sambutlah hari baru
Tegakkan wajahmu, tumbuhkan asamu
Teruslah melangkah, jangan menyerah
Proud of You by Fiona Fung
Love in your eyes
Sitting silent by my side
Going on Holding hand
Walking through the nights
Hold me up Hold me tight
Lift me up to touch the sky
Teaching me to love with heart
Helping me open my mind
I can fly
I'm proud that I can fly
To give the best of mine
Till the end of the time
Believe me I can fly
I'm proud that I can fly
To give the best of mine
The heaven in the sky
Stars in the sky
Wishing once upon a time
Give me love Make me smile
Till the end of life
Hold me up Hold me tight
Lift me up to touch the sky
Teaching me to love with heart
Helping me open my mind
I can fly
I'm proud that I can fly
To give the best of mine
Till the end of the time
Believe me I can fly
I'm proud that I can fly
To give the best of mine
The heaven in the sky
Can't you believe that you light up my way
No matter how that ease my path
I'll never lose my faith
See me fly
I'm proud to fly up high
Show you the best of mine
Till the end of the time
Believe me I can fly
I'm singing in the sky
Show you the best of mine
The heaven in the sky
Nothing can stop me
Spread my wings so wide
Sitting silent by my side
Going on Holding hand
Walking through the nights
Hold me up Hold me tight
Lift me up to touch the sky
Teaching me to love with heart
Helping me open my mind
I can fly
I'm proud that I can fly
To give the best of mine
Till the end of the time
Believe me I can fly
I'm proud that I can fly
To give the best of mine
The heaven in the sky
Stars in the sky
Wishing once upon a time
Give me love Make me smile
Till the end of life
Hold me up Hold me tight
Lift me up to touch the sky
Teaching me to love with heart
Helping me open my mind
I can fly
I'm proud that I can fly
To give the best of mine
Till the end of the time
Believe me I can fly
I'm proud that I can fly
To give the best of mine
The heaven in the sky
Can't you believe that you light up my way
No matter how that ease my path
I'll never lose my faith
See me fly
I'm proud to fly up high
Show you the best of mine
Till the end of the time
Believe me I can fly
I'm singing in the sky
Show you the best of mine
The heaven in the sky
Nothing can stop me
Spread my wings so wide
Senin, 26 Juli 2010
new friends !
ini KETWA KETIWI community
setiaphari , abis kumpul house masing masing kami ngadain ritual (yang bisa dibilang gila-gilaan) . anggota yang baru datang harus siap-siap mental , karna kl nggak bisa syok denger ketawanya kita yang ngalahin nenek lampir (ebuseeet dah! )
nggak JAIM deh ! yang JAIM pergi noh ke laut , disini nggak ada batasan , kita bebas ngebuang stress-stress numpuk tuntutan masa depan (ceileeeeh) ..
PENTAAAAA ! (semboyan gila kami , jangan heran yooo rek )
5 menit cukup untuk mengawali hari yang BENAR-BENAR menguras tenaga dan otak , garing deh ! -_-
pulangnya kami always selalu nongkrong di kantin buat ngeborong ice cream ! nggak peduli flu + radang yang udah beler :D PENTING HAPPY ! yey
they are my SPIRIT ! go go go !
nggak JAIM deh ! yang JAIM pergi noh ke laut , disini nggak ada batasan , kita bebas ngebuang stress-stress numpuk tuntutan masa depan (ceileeeeh) ..
PENTAAAAA ! (semboyan gila kami , jangan heran yooo rek )
5 menit cukup untuk mengawali hari yang BENAR-BENAR menguras tenaga dan otak , garing deh ! -_-
pulangnya kami always selalu nongkrong di kantin buat ngeborong ice cream ! nggak peduli flu + radang yang udah beler :D PENTING HAPPY ! yey
they are my SPIRIT ! go go go !
Sabtu, 13 Maret 2010
Jangan Sobek Kalendernya (jokes)
Mao Mao nilai-nilai ujian hariannya sangat jelek. Karena itu, ketika ujian akhir semesteran sudah di depan mata, ia tak bisa tenang. Dia merasa sangat tidak siap sehingga ketakutan menghadapi ujian.
Hingga, pada saat hari ujian tiba, Mao Mao terlihat sedang duduk terdiam di depan kalender. Wajahnya menatap kalender itu dalam-dalam. Saat disapa ibunya untuk makan pagi, ia hanya diam saja.
Kelakuan aneh Mao Mao mengundang tanya ibunya. Maka, ibunya pun menyelidik, mencari tahu mengapa anaknya terdiam di depan kalender. Saat itu, sang ibu melihat kalender ternyata belum disobek tanggalnya, masih menunjukkan tanggal kemarin. Saat ibu akan menyobek tanggal kalender untuk menyesuaikan tanggal, Mao Mao buru-buru mencegah. "Mama tidak boleh menyobek kalender ini."
Ibu pun bertanya, "Loh, bukannya ini tanggalnya sudah berganti?"
Mao Mao spontan menjawab, "Kalau Mama sobek, aku harus ujian!"
Hingga, pada saat hari ujian tiba, Mao Mao terlihat sedang duduk terdiam di depan kalender. Wajahnya menatap kalender itu dalam-dalam. Saat disapa ibunya untuk makan pagi, ia hanya diam saja.
Kelakuan aneh Mao Mao mengundang tanya ibunya. Maka, ibunya pun menyelidik, mencari tahu mengapa anaknya terdiam di depan kalender. Saat itu, sang ibu melihat kalender ternyata belum disobek tanggalnya, masih menunjukkan tanggal kemarin. Saat ibu akan menyobek tanggal kalender untuk menyesuaikan tanggal, Mao Mao buru-buru mencegah. "Mama tidak boleh menyobek kalender ini."
Ibu pun bertanya, "Loh, bukannya ini tanggalnya sudah berganti?"
Mao Mao spontan menjawab, "Kalau Mama sobek, aku harus ujian!"
make your dreams come true
Seorang anak laki-laki bernama Monty Robert yang duduk di bangku SMU mendapat tugas dari gurunya untuk membuat karangan mengenai cita-citanya. Ia pun menulis karangan setebal tujuh halaman yang memaparkan tujuannya untuk memiliki suatu peternakan secara terperinci dan ia bahkan menggambarkan sebuah sketsa tentang peternakan seluas dua ratus acre, yang memperlihatkan lokasi seluruh bangunan, kandang, dan jalur pacuan. Kemudian ia melukis denah yang mendetil untuk rumah seluas empat ribu kaki persegi yang akan terletak di peternakan dambaan hati seluas dua ratus acre itu. Ia benar-benar mencurahkan isi hatinya ke dalam subyek itu dan pada keesokan harinya ia menyerahkan karangan itu kepada gurunya. Dua hari kemudian ia menerima tulisannya kembali.
Di halaman depan tertera huruf F besar dengan catatan yang berbunyi, ‘Temui aku seusai jam sekolah.’
Guru itu berkata, “Ini adalah impian yang tidak realistis untuk anak muda seperti kamu. Kamu tidak punya uang. Kamu tidak memiliki sumberdaya. Peternakan kuda menuntut banyak uang. Kamu harus membeli tanah. Kamu harus membayar harga kuda bibit yang asli, kemudian kamu juga harus mengeluarkan biaya untuk kuda pacek yang mahal. Kamu sama sekali tak akan pernah dapat melakukannya.’
Lantas si guru menambahkan, ‘Kalau kamu mau menulis ulang karangan ini dengan tujuan yang lebih membumi, aku akan meninjau kembali nilaimu.’
Anak laki-laki itu pulang dan berpikir keras lama sekali tentang hal itu. Ia bertanya kepada bapaknya mengenai apa yang sebaiknya ia tempuh. Bapaknya berkata, ‘Camkan, Nak, kamu harus membulatkan tekadmu tentang ini. Bagaimana pun, aku pikir ini adalah keputusan yang sangat penting bagimu.’
Akhirnya setelah menimbang-nimbang selama seminggu, anak itu menyetorkan tulisan yang sama, tidak membuat perubahan sedikit pun.
Ia berkata, ‘Anda dapat mempertahankan nilai F itu dan saya akan mempertahankan impian saya.’
Impian yang dinilai tidak realistis oleh guru tersebut ternyata bisa dicapai oleh Monty. Suatu waktu ternyata guru tersebut sempat membawa tiga puluh orang anak berkemah di tanah peternakannya yang berdiri rumah seluas empat ribu kaki seperti yang dicita-citakannya.
Sumber: Chicken Soup for the Soul: Menjadi “Kaya” dan Bahagia Berhati-hatilah Anda dengan pencuri impian (dream stealer) karena orang-orang ini berada di sekitar Anda.
Pencuri impian seringkali mengatakan bahwa impian Anda tidak realistis. Jangan biarkan impian Anda menjadi rapuh karena pendapat seperti itu. Kejarlah impian Anda dan jangan sekali-kali mengejar impian orang lain yang dipaksakan kepada kita.
Monty Robert dalam cerita yang baru saja Anda baca berani mempertahankan impiannya walaupun ia harus menerima nilai F dan pada ahirnya ia membuktikan bahwa impiannya bisa terwujud tanpa harus terpengaruh oleh penilaian gurunya apalagi terpengaruh dengan berbagai alasan yang bisa menghambat kesuksesannya. Jika anda mempunyai impian itu berarti Anda sudah menempuh langkah pertama yang dibutuhkan untuk sukses karena sangat tidak mungkin Anda bisa mewujudkan impian Anda jika Anda sendiri tidak mempunyai impian.
Jika Anda belum mempunyai impian, temukan impian Anda. Bangunlah kepercayaan dalam diri Anda bahwa impian Anda bisa tercapai. Kepercayaan ini sangat dibutuhkan karena kepercayaan yang kuat akan menggerakkan pikiran Anda untuk mencari jalan dan sarana serta cara untuk mewujudkan impian Anda.
Kejarlah impian Anda dengan tindakan yang berkomitmen sehingga impian Anda tidak memudar atau bahkan mati. Seperti yang dikemukakan oleh Judy Wardell Halliday bahwa “Impian menjadi kenyataan saat kita menjaga komitmen kita terhadapnya.” Kembangkan sikap yang melampaui kemampuan Anda, maka impian Anda yang dikatakan orang lain mustahil tidak hanya mungkin tetapi juga pasti bisa Anda wujudkan. Pada tahun 1950, Walter Elias Disney atau yang kita kenal dengan nama Walt Disney mempunyai impian untuk membangun taman impian bagi anak-anak. Impian Walt ini dianggap gila oleh rekan-rekannya sesama pengusaha, namun Walt tetap dengan pendiriannya. Taman bermain ini akhirnya bisa diwujudkan pada tahun 1955 di Anaheim, California.
Pada waktu pembukaan, Walt Disney mengatakan dalam pidatonya bahwa “Kesuksesan dimulai ketika kita mulai mencipakan impian jauh ke depan. Dan saat kita berkomitmen untuk mencapai impian itu, maka selanjutnya impian itu yang akan menjadi magnet dan menarik kita ke sana.”
Eleanor Roosevelt pernah berkata, “The future belongs to those who believe in the beauty of their dreams." Ya, masa depan hanyalah milik orang-orang yang percaya akan keindahan mimpi-mimpi mereka.
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