so beautiful

Whether I'm right or wrong There's no phrase that hits Like an ocean needs the sand Or a dirty old shoe that fits And if all the world was perfect I would only ever want to see your scars

You know they can have their universe We'll be in the dirt designing stars
And darlin' you know You make me feel so beautiful
Nowhere else in the world
I wanna be You make me feel so beautiful
Whether I'm up or down
There's no crowd to please
I'm like a faith without a clause to believe in it
And if all the world was smiling
I would only ever want to see your frown
You know they can sail away in sunsets We'll be right here stranded on the ground
Just happy to be found You make me feel so beautiful
Nowhere else in the world I wanna be You make me feel so beautiful
I have lost my illusions I have drowned in your words
I have left my confusion to a cynical world
I am throwing myself at things
I don't understand Discover enlightenment holding your hand
You are.. So Beautiful

Pramoedya ananta Toer

Haaii sobaat smua,kali ini gue sebagai mahasiswa sastra pengen mengulas sedikit tentang salah satu maestro sastra yang terkenal di indonesia,bahkan bukan hanya di indonesia aja,melainkan di dunia,

Ialah Pramoedya ananta toer ,atau yang akrab dipanggil pram ini.Beliau lahir di Blora,Jawa Tengah tepatnya tanggal 6 februari 1925.secara luas dianggap sebagai salah satu pengarang yang produktif dalam sejarah sastra indonesia. Pramoedya telah menghasilkan lebih dari 50 karya dan diterjemahkan ke dalam lebih dari 41 bahasa asing.
Nama asli Pramoedya adalah Pramoedya Ananta Mastoer, sebagaimana yang tertulis dalam koleksi cerita pendek semi-otobiografinya yang berjudul Cerita Dari Blora. Pramoedya menempuh pendidikan pada Sekolah Kejuruan Radio di surabaya, dan kemudian bekerja sebagai juru ketik untuk surat kabar jepang di jakarta selama pendudukan jepang di indonesia.
Pada masa kemerdekaan Indonesia, ia mengikuti kelompok militer di Jawa dan kerap ditempatkan di Jakarta pada akhir perang kemerdekaan. Ia menulis cerpen serta buku di sepanjang karir militernya dan ketika dipenjara belanda di Jakarta pada 1948dan 1949.
Pada 1960-an ia ditahan pemerintahan Soeharto karena pandangan pro-Komunis Tiongkoknya. Bukunya dilarang dari peredaran, dan ia ditahan tanpa pengadilan di nusakambangan di lepas pantai Jawa, dan akhirnya di pulau buru di kawasan timur Indonesia.
Selain pernah ditahan selama 3 tahun pada masa kolonial dan 1 tahun pada masa orde lama, selama masa orde baru Pramoedya merasakan 14 tahun ditahan sebagai tahanan politik tanpa proses pengadilan.
Ia dilarang menulis selama masa penahanannya di pulau buru, namun tetap mengatur untuk menulis serial karya terkenalnya yang berjudul bumi manusia, serial 4 kronik novel semi-fiksi sejarah Indonesia.

Semenjak orde baru berkuasa, Pramoedya tidak pernah mendapat kebebasan menyuarakan suaranya sendiri, dan telah beberapa kali dirinya diserang dan dikeroyok secara terbuka di koran.
Sampai akhir hayatnya ia aktif menulis, walaupun kesehatannya telah menurun akibat usianya yang lanjut dan kegemarannya merokok. Pada 30 april 2006 pukul 08.55 Pramoedya wafat dalam usia 81 tahun.

data ini gue ambil dari situs ensiklopedia bebas,kalo mau tau lebih lanjut kalian bisa cari tau informasi lainnya di situs tersebut,karna gue hanya ambil sedikit tentang masa hidupnya.

Community language learning

Community language learning
is an approach in which students work together to develop what aspects of a language they would like to learn. The teacher acts as a counsellor and a paraphraser, while the learner acts as a collaborator, although sometimes this role can be changed.This method was developed by Charles E. Curran, a professor of psychology at Loyola University. This method refers to two roles: that of the knower (teacher) and student (learner).
Teachers who use the Community Language Learning Method want their students to learn how to use the target language communicatively.The teacher's initial role is primarly that of a counselor.This does not mean that the teacher is a therapist.Rather,it means that the teacher recognizes how threatening a new learning situation can be for adult learners.
some characteristics of the teaching or learning process are :

• students typically have a conversation using their native language.
• teacher helps them express what they want to say by giving them to target language translation in chunks.

According to Curran,there are six elements nessecary for nondefensive learning,such as ;

1. security
2. aggression
3. attention
4. reflection
5. retention
6. discrimination

The most important skills are understanding and speaking the language at the beginning,with reinforcement through reading and writing.

suggestopedia,,

Suggestopedia is a teaching method which is based on a modern understanding of how the human brain works and how we learn most effectively. It was developed by the Bulgarian doctor and psychotherapist Georgi Lozanov.
The term 'Suggestopedia', derived from suggestion and pedagogy, is often used loosely to refer to similar accelerated learning approaches. However, Lozanov reserves the title strictly for his own method, and he has his own training and certification facilities. Suggestopedia was originally applied mainly in foreign language teaching, and it is often claimed that it can teach languages approximately three times as quickly as conventional methods.
Some of the key elements of Suggestopedia include a rich sensory learning environment (pictures, colour, music, etc.), a positive expectation of success and the use of a varied range of methods: dramatised texts, music, active participation in songs and games, etc.
Suggestopedia adopts a carefully structured approach, using four main stages as follows:
Presentation

First Concert - "Active Concert"
Second Concert - "Passive Review"
Practice

ANGEL

i sit and wait,does an angel contemplate my fate

and do they know the places where we go

when we're gray and old,

cos' i've been told that salvation lets their wings untold.

so when i'm lying in my bed,

thought running through my head and i feel love is dead.

i'm loving angels instead.

and through it all she offers me protection a lot of love and affection,

wheter i'm right or wrong and down the waterfall,

whetever it may take me,

i know that life wont break me

when i'm come to call,

i'm loving angels instead..

desugesstopedia

What is De-suggestopedia?

It is an approach to education whose primary objective is to tap the extraordinary reserve capacities we all possess but rarely if ever use. This method utilises techniques from many sources of research into how best we can learn. The Bulgarian scientist, Dr. Georgi Lozanov, for example, has demonstrated that through a carefully “orchestrated” learning environment including most importantly a specially-trained teacher, the learning process can be accelerated by a factor of three to ten times enjoyably. Such results are possible through the proper use of suggestion. The suggestive-desuggestive process allows students to go beyond previously held beliefs and self-limiting concepts concerning the learning process and learn great quantities of material with ease and enjoyment.

, History,

The artful use of suggestion as a means of facilitating the learning and communication process is, of course, and has always been, a part of nearly all effective teaching and persuasive communication. Not until the past twenty years, however, has the phenomenon of suggestion begun to be methodically researched and tested as to how it can and does affect learning. At the centre of these developments is the work of Lozanov. For more than 20 years he has been experimenting with accellerative approaches to learning, has founded the Institute of Suggestology in Sofia, Bulgaria and has authored the book: Suggestology and the Outlines or Suggestopedia (Gordon and Breach, New York, 1997).


The teacher is the authority in the classroom; she controls and guides the language behaviors of students. She is also responsible for providing her students with good imitation.
The role of students is the imitators; they imitate the teacher’s pronunciation and follow teacher’s directions.
Provided students with bright and cheerful environment. Posters or drawings are hung around the room in order to take advantage of students’ peripheral learning. Posters and drawings will be changed with each lesson topic. Pictures of each vocabulary will strengthen students’ memorization of the word.

The compare between The audio-lingual method and The Silent Way

THE AUDIO-LINGUAL METHOD

Is an oral-based approach.The audio-lingual method drills student the use of grammatical sentence patterns.It also,unlike the Direct method,has a strong theoritical base in linguistics and pyshology.The audio-lingual method is a style of teaching of using in teaching foreign languages.It based on behaviorist theory.

Like the Direct method,the audio-lingual method advised that students be taught a language directly,without using the students native language to explain a new words or grammar in the target language.

Applied to language instruction,and often within a the context of language-lab,this mean that the instructur would the present correct model of a sentence and the student would have repeat it.The teacher would then by continue by presenting a new words for the students for the sample in the same structure.In audio-lingualism,there is no explicit grammar instruction everything is simply memorize is form,The idea is for the student to practice a particular construct until they can use it spontanueously.This type of activity,for the foundation of language learning,is in direct opposition with communicative language teaching.

The role of the teacher is directing and controling the language behavior of the student.She is also responsible for providing the students with a good model for immitation.The characteristics of the teaching or learning process is grammar is induced from the examples given,explicit grammar rules are not provided.

The techniques are :

• dialog memorization
• backward build up(expansion)drill
• repetition drill
• chain drill
• single-slot subtitution drill
• multiple-slot subtitution drill
• transformation drill
• question and answer drill
• use of minimal pairs
• complete the dialog
• grammar game

The Silent Way is an approach to foreign-language learning designed to enable students to become independent, autonomous and responsible learners. It is part of a more general pedagogical approach to teaching and learning created by Caleb Gattegno, and operated by Educational Solutions Worldwide Inc. It is constructivist in nature, leading students to develop their own conceptual models of all the aspects of the language.

With The Silent Way, each sound in the new language is assigned a unique color. Once students have been introduced to the colors, they can determine the pronunciation of any word regardless of spelling. This is one way that the approach facilitates autonomous learning.

The main objective of a teacher using The Silent Way is to optimize the way students exchange their time for experience. Gattegno considered this to be the basic principle behind all education: "Living a life is changing time into experience." Experiencing the language means exploring it independently, experimenting, and speaking as much as possible. If students experience mistakes, and experience successes, they will retain the information much better than if they had memorized it.

The students are guided into developing their own "inner criteria" of what is right in the new language. They are encouraged to use all their mental powers to make connections between sounds and meanings in the target language. In a Silent Way class, the students express their thoughts and feelings about concrete situations created in the classroom by themselves or the teacher.

The approach is called The Silent Way because the teacher remains mainly silent, to give students the space they need to practice speaking in the new language. In this approach, it is assumed that the students' previous experience of learning their mother tongue will contribute to learning the new foreign language. The acquisition of the mother tongue brings awareness of what language is, and this is carried over to second language learning. The awareness of what language is includes the use of non-verbal components of language such as intonation, melody, breathing, inflection, the convention of writing, and the combinations of letters for different sounds. Rods, pictures, objects or situations are aids used for linking sounds and meanings in The Silent Way.