Wednesday, May 21, 2025

"Still, I Have You"

 "Still, I Have You"

Can he understand, truly hear,
When English words fall far from clear?
Asked in ways both kind and plain,
Yet all attempts just end in strain.

His grammar shakes, his meaning lost,
Clarity comes at a heavy cost.
Yet still he speaks with utmost pride,
As if the world is on his side.

He pushes thoughts with hardened tone,
As if no minds but his are known.
Dismissive glare, a stubborn face,
As though his thoughts must set the pace.

He mocks correction, shrugs at truth,
Rejects the insight of the youth.
He stands as if he is the sun,
The source from which all thoughts must run.

He wears the mask of sage and guide,
But blind to wisdom others hide.
He claims to teach, yet fails to see
The strength in soft humility.

And through it all, in quiet grace,
You hold my soul in your embrace.
You see the battles I must fight,
To stay composed, to choose what's right.

Must be strong when words cut deep,
When peace feels far and hard to keep.
Must be patient in the storm,
When logic breaks from stubborn form.

Must let it go, release the flame,
Not get consumed by silent blame.
Though pride may win today’s debate,
I trust in time, and not in hate.

Still, I have you through rising pain,
A gentle hand in heavy rain.
You lift my eyes from low defeat,
And help my weary heart repeat:

That not all battles must be won,
And not all trials can be undone.
Some people speak, yet never hear—
Their truth is loud, but never clear.

Yet in your grace, I find my way,
Through sharpest night and hardest day.
You give me strength to stand once more,
To calmly walk through any war.

His voice may boom, his stance be tall,
But pride precedes the hardest fall.
Let him boast and think he knows,
While I plant seeds the spirit sows.

My silence is not born of fear,
But strength that few can see or hear.
I know that wisdom doesn't shout—
It listens deep, and waits it out.

I do not need to prove I’m right,
Nor dim his fire to show my light.
For truth will stand, when noise is through,
And in that truth, I still have you.

So let him wear his crown of air,
While I remain in quiet care.
Let him preach and fill the room,
I’ll tend the roots while he seeks bloom.

In stillness, I have learned to grow,
To rise above what brings me low.
To feel the burn, then let it pass,
Like footprints fading in the grass.

Each moment tests my patient will,
Yet through it all, you're with me still.
A whisper in the mind’s cold storm,
A steady hand, a faithful form.

So as he rants, and claims the stage,
I’ll turn another, wiser page.
Not every fight must end with flame—
Not every truth requires a name.

In your grace, I see the light,
That turns my darkness into might.
With every breath, I rise anew—
He may not see, but I see you.

Still, I have you. My heart holds fast,
Through every shadow that is cast.
The world may shout, deny what’s true,
But I have grace.
And I have you.

Tuesday, May 20, 2025

Whispers in the Wind


His talks go places, far and wide,

Twisting through clouds where thoughts abide.

They leave me puzzled, standing still,

Chasing echoes against my will.

Just realize that I’ve been here,

Since the first tie, since the first cheer.

A journey long, yet unclear still,

A silent climb, a test of will.

I must accept, I must embrace,

That he walks in a different pace.

He speaks with layers, woven deep,

With words that scatter as I sleep.

He holds much wisdom in his tone,

A crown of thoughts he calls his own.

He needs to speak, to set things free,

While I just wish for clarity.

They gather near, they praise his voice,

In every phrase, they find a choice.

They talk like him, they nod, agree—

While I stand lost, invisibly.

Must be strong, I whisper low,

Must be patient, let winds blow.

Once I dreamed of fitting in,

But now I drift, too loud within.

Still… there is him — a silent prayer,

We’ll ask a hug to meet us there.

A shield for soul, for mind, for heart,

To soothe the worlds he tears apart.

Must be strong, I say again,

As rivers rise with hidden rain.

Must be patient, let it pass,

This aching hour will not last.

He doesn’t see the storms I hide,

Nor how I walk the waves inside.

But still I hope, still I believe,

There’s space for me beneath his sleeve.

To be heard, not just endure,

To find a bond steady and pure.

Until then, I hold my ground,

In the silence, in the sound.

There is him — a beacon, dim,

A guide I trust, though I can't swim.

So I wait, arms open wide,

For his hug to stem the tide.

To comfort soul, to quiet mind,

In that moment, peace I’ll find.

Prof Ray wisdom

 

Prof Ray wisdom

Paper- make something simple into complicated 

Politician - turn something complicated into daily phenomenon

Paper- only important for lecturers, not important for country


If you cannot explain something to a 6 yo, then you don’t understand that thing




Don’t give kid/students/people a direct answer, give them clues, so they will understand how to find answer

They will have the feeling of wonder

Their minds will ask whys’

If they understand the problem, they will understand how to solve them

Give them task then give them time to do confirmation of their knowledge

Scaffolding

 

I. Pengertian Scaffolding

Scaffolding adalah teknik pembelajaran yang berasal dari teori Vygotsky tentang Zona Perkembangan Proksimal (ZPD), di mana dosen memberikan dukungan sementara kepada mahasiswa saat mereka belajar keterampilan atau konsep baru, sampai mahasiswa mampu melakukannya secara mandiri.

Dalam konteks pembelajaran Bahasa Inggris, scaffolding membantu mahasiswa berpindah dari ketergantungan ke kemandirian dalam memahami dan menggunakan bahasa secara aktif, baik dalam keterampilan menyimak, berbicara, membaca, maupun menulis.


II. Tujuan Scaffolding dalam Mata Kuliah Bahasa Inggris

  1. Meningkatkan kemampuan mahasiswa dalam memahami dan menggunakan bahasa Inggris secara bertahap.

  2. Membantu mahasiswa mengatasi kesulitan berbahasa Inggris melalui strategi pembimbingan yang disesuaikan.

  3. Mendorong kepercayaan diri mahasiswa dalam berbicara dan menulis dalam Bahasa Inggris.

  4. Memfasilitasi pembelajaran aktif, kolaboratif, dan reflektif.


III. Komponen Scaffolding

  1. Kontinjensi (Contingency): Dukungan diberikan sesuai dengan kebutuhan mahasiswa pada saat itu.

  2. Fading (Pengurangan Bertahap): Dukungan dikurangi seiring meningkatnya kemampuan mahasiswa.

  3. Transfer of Responsibility: Tanggung jawab belajar secara bertahap dialihkan kepada mahasiswa.


IV. Bentuk dan Teknik Scaffolding dalam Pembelajaran Bahasa Inggris

1. Modeling (Pemberian Contoh)

  • Kegiatan: Dosen memberikan contoh penggunaan grammar, pengucapan, atau menulis esai.

  • Contoh: Dosen menunjukkan bagaimana membuat kalimat present perfect, lalu mahasiswa meniru.

2. Think-Aloud (Berpikir Keras)

  • Kegiatan: Dosen mengutarakan proses berpikir saat membaca teks atau menulis paragraf.

  • Manfaat: Mahasiswa belajar strategi kognitif dalam memahami teks bahasa Inggris.

3. Guided Practice (Latihan Terbimbing)

  • Kegiatan: Mahasiswa mengerjakan latihan dengan bantuan dosen.

  • Contoh: Menjawab pertanyaan reading comprehension dengan bimbingan tanya jawab dosen.

4. Use of Graphic Organizers

  • Kegiatan: Menggunakan mind maps, Venn diagrams, story maps untuk menyusun ide menulis atau memahami bacaan.

5. Questioning Techniques (Teknik Bertanya)

  • Kegiatan: Dosen memberi pertanyaan bertahap dari mudah ke sulit untuk menggali pemahaman.

  • Contoh: Dari pertanyaan fakta menuju analisis pada teks bacaan bahasa Inggris.

6. Peer Collaboration (Kolaborasi Teman Sebaya)

  • Kegiatan: Mahasiswa berdiskusi dalam kelompok kecil untuk menyelesaikan tugas menulis, percakapan, atau grammar.

  • Contoh: Role play percakapan dalam kelompok.

7. Sentence Starters / Writing Frames

  • Kegiatan: Memberikan kalimat pembuka atau kerangka menulis agar mahasiswa tidak kebingungan memulai.

  • Contoh:

    • "I agree with your opinion because..."

    • "First, I want to explain that..."

8. Feedback and Correction

  • Kegiatan: Dosen memberikan umpan balik bertahap yang bersifat membangun.

  • Contoh: Mengoreksi kalimat mahasiswa dengan menyoroti struktur atau kosakata.


V. Tahapan Penerapan Scaffolding

TahapDeskripsiContoh Praktik
1. Pengenalan (Preparation)Dosen menjelaskan tujuan dan memberikan konteksMenjelaskan tujuan membaca artikel opini
2. Demonstrasi (Modeling)Dosen memperagakan keterampilanMenunjukkan cara membuat summary
3. Kolaborasi (Joint Construction)Dosen dan mahasiswa menyusun bersamaMenulis paragraf pembuka bersama
4. Praktik Mandiri (Independent Practice)Mahasiswa mencoba sendiri dengan supervisi minimalMahasiswa menulis esai pendek secara mandiri
5. Evaluasi dan RefleksiMahasiswa merefleksi hasil kerja dengan umpan balikDiskusi kelas tentang kesulitan dan strategi belajar

VI. Penerapan Scaffolding dalam Empat Keterampilan Bahasa

A. Listening

  • Gunakan rekaman pendek, lalu panjang.

  • Sediakan pertanyaan pendahuluan sebelum mendengar.

  • Beri transkrip sebagian sebagai penuntun awal.

B. Speaking

  • Role play dengan skrip → tanpa skrip.

  • Gunakan sentence starters.

  • Latihan dialog berpasangan dengan koreksi langsung.

C. Reading

  • Skimming dan scanning latihan terbimbing.

  • Sorot kosa kata penting, beri glosarium.

  • Gunakan guided questions untuk memahami isi teks.

D. Writing

  • Dosen memberi outline dan kerangka esai.

  • Mahasiswa menyusun draft dengan umpan balik bertahap.

  • Gunakan rubrik sebagai acuan kerja mandiri.


VII. Kelebihan Scaffolding

  • Adaptif terhadap kemampuan individu mahasiswa.

  • Meningkatkan motivasi belajar.

  • Membantu mahasiswa mengembangkan strategi metakognitif.

  • Memfasilitasi pembelajaran kolaboratif.


VIII. Tantangan Penerapan

  • Membutuhkan waktu dan perencanaan yang matang.

  • Dosen perlu terlatih dalam memberikan dukungan yang tepat.

  • Tidak semua mahasiswa merespons bantuan dengan cara yang sama.

  • Harus disesuaikan dengan level mahasiswa (pemula vs menengah).


IX. Contoh Kasus Praktik

Mata Kuliah: English for Academic Purposes
Topik: Menulis Paragraf Argumentatif
Langkah-langkah Scaffolding:

  1. Dosen menunjukkan contoh paragraf.

  2. Dosen dan mahasiswa bersama-sama menganalisis struktur.

  3. Mahasiswa menyusun topik dan ide dalam kelompok.

  4. Mahasiswa menulis draft pertama dengan bantuan frame.

  5. Mahasiswa revisi berdasarkan umpan balik dosen.


X. Penutup

Scaffolding dalam pembelajaran Bahasa Inggris bukan hanya sekadar memberikan bantuan, tetapi merancang pengalaman belajar yang progresif, sehingga mahasiswa berkembang dari penerima pasif menjadi pengguna aktif bahasa Inggris. Teknik ini sangat relevan diterapkan dalam mata kuliah Bahasa Inggris di perguruan tinggi, baik untuk mahasiswa PGSD, pendidikan bahasa, maupun lintas jurusan.

You Are the Greatest

 You Are the Greatest

(A Poem in 50 Verses)

You are the greatest,
Yet he forces his idea still.
You are the greatest,
Such actions bring a bitter chill.

You are the greatest,
His pride spills like a flood.
You are the greatest,
But too much gut, too little good.

You are the greatest,
When others speak, he twists their aim.
You are the greatest,
To make their thoughts just fuel his flame.

You are the greatest,
Swear to God, it's hard to see.
You are the greatest,
How blind can arrogance truly be?

You are the greatest,
How does one get lost like that?
You are the greatest,
Where others walk, he lays a trap.

You are the greatest,
We offer truth—he builds a wall.
You are the greatest,
But still, I pray he does not fall.

You are the greatest,
Even greatness calls his name.
You are the greatest,
But still, he plays a petty game.

You are the greatest,
Let this spark ignite in me.
You are the greatest,
To walk a path where truth walks free.

You are the greatest,
I’ll build a realm with open gates.
You are the greatest,
Not one of fear, nor one of fates.

You are the greatest,
The world must know how far we've come.
You are the greatest,
That learning can't be struck or numbed.

You are the greatest,
Let them see through what is fake.
You are the greatest,
Give them clues for wisdom’s sake.

You are the greatest,
Not by force, but gentle light.
You are the greatest,
Give them puzzles, make it bright.

You are the greatest,
Let them learn with open eyes.
You are the greatest,
Let them chase their questions high.

You are the greatest,
Let them find what you once sought.
You are the greatest,
Let their world be richly taught.

You are the greatest,
Let them roam through endless skies.
You are the greatest,
Where no thought is bound or tied.

You are the greatest,
Truth and kindness as your throne.
You are the greatest,
In this quest, you walk alone.

You are the greatest,
Not because you shout or scream.
You are the greatest,
But because you dare to dream.

20 mei 25 selasa

 



meeting prof tina group

allahguakbar

Top 10 Negara Tujuan TKI/TKW/PMI Indonesia

 

Top 10 Negara Tujuan TKI/TKW/PMI Indonesia

  1. Malaysia

    • Sektor: Perkebunan, konstruksi, domestik

    • Mudah diakses, bahasa mirip, banyak kebutuhan tenaga kerja manual.

  2. Taiwan

    • Sektor: Pabrik, perawat lansia (caregiver), domestik

    • Gaji lebih tinggi dan perlindungan tenaga kerja yang lebih baik dibanding negara lain di Asia.

  3. Hong Kong

    • Sektor: Pekerja rumah tangga (PRT), perawat lansia

    • Gaji tinggi, kontrak jelas, sistem hukum cukup baik.

  4. Arab Saudi

    • Sektor: PRT, konstruksi, supir pribadi

    • Negara tradisional tujuan PMI, meskipun perlindungan masih jadi isu penting.

  5. Uni Emirat Arab (UEA)

    • Sektor: PRT, sektor jasa, keamanan

    • Dubai dan Abu Dhabi jadi tujuan utama.

  6. Singapura

    • Sektor: PRT, caregiver, sektor jasa

    • Lokasi dekat dan gaji kompetitif.

  7. Kuwait

    • Sektor: PRT, keamanan, jasa

    • Masih jadi destinasi meskipun ada tantangan dalam perlindungan pekerja.

  8. Qatar

    • Sektor: Konstruksi, PRT, hospitality

    • Banyak pekerja di proyek besar seperti stadion dan hotel.

  9. Korea Selatan

    • Sektor: Pabrik, pertanian, perikanan (via program EPS)

    • Gaji tinggi dan peluang belajar bahasa.

  10. Jepang

  • Sektor: Caregiver (Kaigo), pabrik, magang teknis (technical intern)

  • Melalui skema Gino Jisshusei dan Specified Skilled Worker (SSW).


Catatan Tambahan:

  • Negara-negara di atas bisa berubah posisi tiap tahun tergantung pada kebijakan migrasi, hubungan bilateral, dan permintaan tenaga kerja.

  • Jenis kelamin pekerja sering mempengaruhi negara tujuan:

    • Perempuan dominan di sektor PRT dan caregiving (Hong Kong, Taiwan, Arab Saudi)

    • Laki-laki banyak bekerja di konstruksi dan manufaktur (Malaysia, Korea Selatan)