Terima Kasih, EDSA!

SURAT KEPUTUSAN

Nomor : 08/SK.LPJ-Kongres/EDSA/I/2012

 

Tentang

PENGESAHAN LAPORAN PERTANGGUNGJAWABAN

KONGRES HIMPUNAN MAHASISWA PROGRAM STUDI

PENDIDIKAN BAHASA INGGRIS

ENGLISH DEPARTMENT STUDENT ASSOCIATION (EDSA)

UNIVERSITAS AHMAD DAHLAN YOGYAKARTA

TAHUN 2013

Bismillahirrahmanirrahim

Dengan mengharap rahmat dari Allah SWT dan syafa’at Nabi Muhammad SAW, Kongres Himpunan Mahasiswa Program Studi Pendidikan Bahasa Inggris English Department Student Association (EDSA) Universitas Ahmad Dahlan Yogyakarta Tahun 2013 setelah :

Menimbang :
  1. Bahwa untuk melihat, mengevaluasi, dan menilai perkembangan dalam suatu organisasi diperlukan adanya Laporan Pertanggungjawaban;
  2. Bahwa Kongres EDSA Universitas Ahmad Dahlan Periode 2013-2014 telah mendengar dan menilai Laporan Pertanggungjawaban Ketua EDSA Periode 2012-2013;
  3. Bahwa untuk memberikan kepastian hukum, kesepakatan tersebut perlu ditetapkan dalam surat keputusan.
Mengingat :
  1. Anggaran Dasar dan Anggaran Rumah Tangga KBM UAD;
  2. Tata Tertib Kongres KBM UAD Tahun 2010.
Memperhatikan : Usul dan saran yang berkembang dalam Sidang Pleno III;

 

MEMUTUSKAN

Menetapkan : PENGESAHAN LAPORAN PERTANGGUNGJAWABAN KEPENGURUSAN EDSA UNIVERSITAS AHMAD DAHLAN YOGYAKARTA PERIODE 2012/2013.Pertama : Menetapkan bahwa Laporan Pertanggungjawaban Kepengurusan EDSA Periode 2012/2013 diterima.Kedua   : Dengan demikian Kepengurusan EDSA UAD Periode 2012/2013 beserta pengurus dinyatakan Demisioner.

Ketiga       : Keputusan ini berlaku sejak tanggal ditetapkan dan akan ditinjau ulang apabila diperlukan.

Ditetapkan di: Auditorium Kampus II UADTanggal: 27 Januari 2013Pukul: 18.00

27 Januari 2013

Berdasarkan Surat Keputusan di atas, Kepengurusan EDSA UAD Periode 2012/2013 resmi dinyatakan selesai pada pukul 18.00. Finish!

Sedih? Pasti! Tapi seperti inilah hidup yang harus dijalani. Aku harus “mau” meninggalkan Kotak Biru yang kucintai itu. Cinta pertamaku di UAD. Sedikit berlebihan kelihatannya, tetapi inilah kenyataan yang sebenarnya. Jika boleh, aku enggan meninggalkan Kotak Biru. But I realize that I have to go. I have to leave my comfort zone to grow. No growth in comfort zone and no comfort in growth zone. Aku harus berkembang. Jadi, mau tidak mau aku harus meninggalkan EDSA yang telah kuanggap sebagai zona amanku.

Tanpa kusadari, waktu sedemikian cepat berlalu. Seperti baru kemarin aku mengikuti Program Pengenalan Kampus (P2K) dan terpesona dengan jaket coklat EDSA UAD Periode 2010/2011. Seperti baru kemarin aku mengikuti serangkaian tes masuk EDSA. Seperti baru kemarin aku mengikuti tes Public Speaking, Tes Baca Al-Qur’an, dan Interview. Seperti baru kemarin aku melonjak-lonjak kegirangan karena dinyatakan diterima sebagai pengurus EDSA Periode 2011/2012. Seperti baru kemarin aku shock karena ditunjuk menjadi Sekretaris II, mendampingi mba Novia sebagai Sekretaris I. Seperti baru kemarin aku mengenal Pak Heri sebagai Ketua, mas Faisal sebagai Wakil Ketua, mba Nisa sebagai Bendahara I, dan Unul sebagai Bendahara II. Seperti baru kemarin aku mengenal mba Mlathi sebagai Koordinator Divisi Akademik, mba Vita sebagai Koordinator Divisi Penalaran, mas Fatah sebagai Koordinator Divisi Al-Islam dan Kemuhammadiyahan, dan mas Handung sebagai Koordinator Divisi Minat dan Bakat. Seperti baru kemarin aku mengenal mba Fefri, Hany, Aji, mas Aflah, mba Nuno, dan mba Siti sebagai anggota Divisi Akademik. Seperti baru kemarin aku mengenal mba Apsus, mas Eko, mas Anjar, mba Rianti, mas Sigit, dan mba Imah sebagai anggota Divisi Penalaran. Seperti baru kemarin aku mengenal Dina, mba Noe, mba Uyunk, dan mas Rizal sebagai anggota Divisi Al-Islam dan Kemuhammadiyahan. Seperti baru kemarin aku mengenal Erlin, Zuhri, mba Nela, mas Inu, dan mba Rini sebagai anggota Divisi Minat dan Bakat.

19 Januari 2012
Pengurus EDSA UAD Periode 2011/2012

Seperti baru kemarin aku masih merasa menjadi “adik” ketika tiba-tiba aku dan sembilan “adik” lainnya harus menjadi “kakak” dengan formasi yang berbeda seperti ini:

Pengurus EDSA UAD Periode 2012/2013

Dan, lagi-lagi seperti baru kemarin aku mengenal 24 anggota baru EDSA UAD Periode 2012/2013, seperti Sitra sebagai Sekretaris II dan Iwan sebagai Bendahara II. Seperti baru kemarin aku mengenal Sita, Shila, Iqbal, Nisha, dan Anggi sebagai anggota Divisi Akademik. Seperti baru kemarin aku mengenal Anis, Liya, Rani, Rini, mba Vera, dan Widya sebagai anggota Divisi Penalaran. Seperti baru kemarin aku mengenal Zulmi, Jumi, Mustangin, dan Yuli sebagai anggota Divisi Al-Islam dan Kemuhammadiyahan. Seperti baru kemarin aku mengenal Miko, Nuha, Putri, Muthi’, dan Wahyu sebagai anggota Divisi Minat dan Bakat.

Dan tiba-tiba, semua itu harus diakhiri dengan foto seperti ini:

27 Januari 2013
Pengurus EDSA UAD Periode 2012/2013

Dengan linangan air mata, aku benar-benar harus meninggalkan Kotak Biru, meninggalkan 10 kawan-kawan yang harus meneruskan perjuangan kami. Iwan, Miko, Widya, Shila, Jumi, Rani, Yuli, Iqbal, Putri, dan Wahyu. Selamat, kalian telah resmi menjadi Pengurus EDSA Periode 2013/2014 🙂

Aku, sedikit pun tak pernah menyesal menjadi bagian dari mereka.

Terima kasih, Allah. Kau beri aku kehidupan yang luar biasa melalui orang-orang yang tidak biasa.

Terima kasih, Allah. Kau beri aku kesempatan untuk menjadi seorang adik meski aku tahu aku tak cukup baik untuk kakak-kakakku yang baik.

Terima kasih, Allah. Kau beri aku kesempatan untuk menjadi seorang sahabat meski aku tahu aku tak cukup baik untuk sahabat-sahabatku yang baik.

Terima kasih, Allah. Kau beri aku kesempatan untuk menjadi seorang kakak meski aku tahu aku tak cukup baik untuk adik-adikku yang baik.

Terima kasih, Allah. Kau beri mereka kedua mata untuk melihatku.

Terima kasih, Allah. Kau beri mereka kedua telinga untuk mendengarkanku.

Terima kasih, Allah. Kau beri mereka sepotong hati untuk mencintaiku.

Terima kasih, Allah. Kau beri mereka kedua tangan untuk menghapus air mataku, untuk menggenggam tanganku, untuk menguatkanku.

Terima kasih, Allah. Kau beri mereka dua pundak yang bisa kujadikan tempat bersandar.

Terima kasih, Allah. Kau beri mereka kedua kaki untuk berjalan dan berlari bersamaku, tidak untuk meninggalkanku.

Terima kasih, Allah. Terima kasih.

Maafkan aku yang selalu merasa kurang.

Maafkan aku yang tak selalu bersyukur atas nikmat-Mu.

Maafkan aku yang tak selalu bisa menggunakan karunia-Mu dengan baik.

Maafkan aku yang tak selalu bisa melihat mereka melalui kedua mataku.

Maafkan aku yang tak selalu bisa mendengarkan mereka melalui kedua telingaku.

Maafkan aku yang tak selalu bisa mencintai mereka dengan sepotong hatiku.

Maafkan aku yang tak selalu bisa menghapus air mata mereka, tak selalu bisa menggenggam tangan mereka, tak selalu bisa menguatkan mereka dengan kedua tanganku.

Maafkan aku yang tak selalu mengizinkan mereka bersandar di pundakku.

Maafkan aku yang tak selalu bisa berjalan dan berlari bersama mereka dengan kedua kakiku.

Terima kasih atas segalanya. Cinta, pengorbanan, pengertian, kasih sayang, kesabaran, dan entahlah. Beribu-ribu terima kasih dan ucapan maaf tak akan pernah mampu menggantikan segala yang telah kalian beri dalam mewarnai hidupku yang tak cukup berwarna.

Kalian tahu? Aku mencintai kalian lebih dari yang kalian tahu. Dan, rasa-rasanya kalian tidak perlu tahu.

La Tahzan, Optimis Hati dan KEEP FIGHTING!!! \(^o^)/

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Alin’s Bulletin

8 Januari 2013

11.00. EDSA.

Last minute!

Dengan wajah sok tenang, aku mulai mengerjakan tugas akhir News and Report Writing Class: membuat buletin secara individu. Baiklah, baiklah, baiklah. Kali ini aku benar-benar terlambat menyadari kebodohanku. Alin, wake up! Buletin itu harus dikumpulkan pukul 14.30 dan aku baru saja mulai mengerjakan pukul 11.00. But, wait! Akan lebih tepat jika yang kutulis adalah aku baru saja (mendapatkan mood untuk) mulai mengerjakan pukul 11.00. Ya, karena aku adalah seorang yang moody, maka apa-apa yang kukerjakan harus menunggu mood-ku membaik dulu, tidak peduli apapun.

Oh, come on! Sepertinya kebiasaanku ini cukup merepotkan hari ini. Baiklah, go on!

EDSA sepi. Maklum, hari-hari ujian akhir. Semuanya sibuk. Sibuk belajar, sibuk mengerjakan tugas. Hanya aku yang sibuk berkutat dengan laptop hitam manis yang setia menemaniku menggulingkan tugas-tugas semester V yang susah diungkapkan dengan kata-kata.

Yep! Buka Corel Draw. Ouch! Aku buta tentang program yang satu ini. Baiklah, it’s too late to regret what I’ve done. No one’s there.

Aku mulai mengerjakan sebisaku, dengan ingatan-ingatan yang tak bisa diandalkan. Halaman pertama selesai, halaman kedua baru setengah tiba-tiba………laptop hang!

Subhanallah. Ulang lagi dari awal.

Lalu datanglah pahlawan berkacamata tanpa kuda putih memasuki Kotak Biru. Pucuk dicinta ulam pun tiba.

Kesempatan emas, pikirku. Tanpa babibu, aku pun meminta bantuannya untuk membantuku dalam mengerjakan buletin.

Aku memulai lagi dari awal.

“Sedikit-sedikit di-save, Lin,” katanya.

“Ya, Om,” jawabku sekenanya.

Unfortunately, ketika aku memencet tombol Ctrl + S ….

“Lho, ini kok kayak gini?” tanyaku heran.

“Kenapa?”

5 tahun kemudian….

Software-mu trial ya?” tanyanya.

Nggak tau, ini yang kemarin dikasih Isna,” jawabku polos.

“Iya, Lin. Ini trial. Nggak bisa di-save.”

Yaaahh, gimana dong? Ngulang lagi?”

“Iya, mau gimana lagi? Nih pake laptop-ku.”

“Padahal udah hampir selesai.”

Udah buruan kerjain, masih ada waktu kok.”

Jadilah aku memulai lagi dari awal. Akhirnya, pukul 14.22 buletinku siap dicetak. Ini dia barang buktinya.

Alin’s Bulletin

Thanks a bunch, Fikri 🙂

Journalism Class: Small but Special

In PBI, there are two selective courses for the fifth semester students. They are Children Language Teaching Methodology (CLT Methodology) and News and Report Writing. CLT Methodology is a continuity of Children Language Acquisition (CLA), while News and Report Writing is a continuity of Introduction to Journalism in the fourth semester.

In the academic year 2012/2013, News and Report Writing Class is conducted by Sucipto, M.Pd., B.I. There are 23 students in his class. He lectured the students to make news which can attract the readers to read it. According to Marlin Dwinastiti, one of the students in his class, joining his class is always amazing. She said that Sucipto always gives her something new and also gives her challenges in every meeting.

Alin, as she is usually called, claimed that her writing ability increased during joining Journalism Class. She knew and understood what she didn’t know before. She knew how to make an interesting title for news and how to make news based on very simple event. She added that she had a lot of experiences during the class process. For instance, when she had to meet the informant, she had to be confident and polite. Her experiences in meeting new people in order to get information to create news are not usual experiences. Not all people want to run helter-skelter in getting new information, but she did it since she loves traveling and sightseeing.

“Journalism class is small but special,” she concluded. (Alin)

Alin’s Bulletin: Page 4

Workshop in the Road

The second mini workshop in News and Report Writing Class was workshop of photography with Dinda Ayu Lestari P., a fifth semester student of PBI. The workshop was carried out on Tuesday, 25th December 2012 in Campus 2 UAD at 12.00-15.00. For the students who couldn’t attend the workshop, they should have their own workshop with their own informant.

Marlin Dwinastiti—called Alin—had her own workshop of photography with Iqbal Ghofari. Iqbal is a third semester student of PBI. On Sunday, 6th January 2013, they and their 3 friends went to Malioboro and Solo Street to look for Batik’s textile and practice by using the camera at once. They were using DSLR Nikon which was borrowed from the Language Laboratorium of Campus 2 UAD.

Iqbal introduced the parts of the camera and told Alin how to use them. Alin tried to use and took pictures then. They were practicing at 12.30-16.00. (Alin)

Alin’s Bulletin: Page 3

The Silent Way as A Method in TEFL

ABSTRACT

“Teachers teach that students learn” is the teachers’ philosophy in Indonesia in teaching English as a foreign language. Most of Indonesian teachers are still using teacher-centered approaches in their classroom. As the writer has experienced in learning English for many years, she felt uncomfortable with this approach. The students do not have any opportunities to share their ideas, opinions, etc. during the learning process. Consequently, the students are not able to transfer what they have mastered in the classroom to the real-life situation. There is an approach that can create a more student-centered classroom called The Silent Way (SW). This approach allows the students to have opportunities in practicing the target language by discovering or creating, not remembering and repeating. The method in SW is the teacher keeps silent to allow the students have opportunities in practicing English. He keeps silent to make the students speak more in English. Although the teacher keeps silent, he keeps monitoring the students and corrects them when they do mistakes in applying English. One of the advantages of using this approach is the students do not have to memorize the materials.

Key Word: The Silent Way, student-centered classroom

INTRODUCTION

As a student who has learned English for many years, the writer has experienced that most of the Indonesian teachers are still using teacher-centered approaches in their classroom. The teacher dominates the class by explaining the materials too much and the students are quiet to listen to the teacher’s explanation. “Teachers teach that students learn” is the teachers’ philosophy in describing how they manage the class. The way they implement the philosophy makes most Indonesian students use these three habits in learning English as their foreign language: formation, memorization and repetition. The teachers often forget to give the students opportunities to practice in their class. Consequently, the students are not able to transfer what they have already learned in the class to communicative use outside it or in the real-life situations. It means that this learning process has not achieved the goal yet in making the students able to communicate in the target language. Benjamin Franklin’s words “Tell me and I forget, teach me and I remember, involve me and I learn” represents the Silent Way approach to make the class more effective.

This article will explore how the Silent Way creates a more student-centered classroom and allow them to have opportunities in practicing the target language by discovering or creating, not remembering and repeating. The learning hypotheses underlying Gattegno’s work could be stated as follows:

  1. Learning is facilitated if the learner discovers or creates rather than remembers and repeats what is to be learned.
  2. Learning is facilitated by accompanying (mediating) physical objects.
  3. Learning is facilitated by problem solving involving the material to be learned.

(Richard and Rodgers, 2001: 81)

An overview which includes the Silent Way’s history, theory and principles will be given first. Then, this article will discuss the Silent Way in practice. Finally, there will be a reflection on how the Silent Way improves the students’ ability in using target language in communication.

ENGLISH TEACHING IN INDONESIA

As stated in the introduction, the teachers in Indonesia are still using the teacher-centered approaches in teaching English in their classroom. It is supported by the writer’s experiences in learning English for about 10 years. Many students who learn English as their foreign language feel uncomfortable with teacher-centered approaches used by their teachers since they cannot share their ideas, opinions, expressions, etc. during the learning process. The teachers are talking too much in the classroom and the students are usually taking some notes in their books to remember and repeat what they have learned. That’s why most of the students are not able to use English since they are only taking notes without practicing English in their class.

THE SILENT WAY

In the 1950s, Caleb Gattegno, an educational designer of reading and mathematics programs, developed a method of language teaching called the Silent Way. It is based on the premise that the teacher should be silent as much as possible in the classroom but the learner should be encouraged to produce as much language as possible (Richard and Rodgers, 2001: 81). When the teacher is silent, it means that he is giving the students opportunities to practice the target language in the class as stated by Gattegno (1976: 80), silence is considered the best vehicle for learning, because in silence students concentrate on the task to be accomplished and the potential means to its accomplishment. Repetition (as opposed to silence) “consumes times and encourages the scattered mind to remain scattered”.

The approach provides the students to discover or create what is to be learned, not remember and repeat it. The Silent Way uses color charts and the colored Cuisenaire rods, small pieces of wood which vary in length and color. By using the wall charts coloring the different letters, each sound of the functional vocabulary is always represented by the same color. When the teacher uses a pointer to indicate the words on the charts, the students can work out their pronunciation by looking at the colors. Some principles of the Silent Way are as follows:

  1. The teacher should start with something the students already know and build from that to the unknown.
  2. Language learners are intelligent and bring with them the experience of already learning a language.
  3. Language is not learned by repeating after a model.
  4. Students’ actions can tell the teacher whether or not they have learned.
  5. Students should learn to rely on each other and themselves.
  6. The teacher works with the students while the students work on the language.
  7. The teacher makes use of what students already know.
  8. Learning involves transferring what one knows to new contexts.
  9. Reading is worked on from the beginning but from what students have learned to say.
  10. Silence is a tool.
  11. Meaning is made clear by focusing students’ perception, not through translation.
  12. Students can learn from one another.
  13. If the teacher praises (or criticizes) students, they will be less self-reliant.
  14. Errors are important and necessary to learning.
  15. If students are simply given answers, rather than being allowed to self-correct, they will not retain them.
  16. Students need to learn to listen to themselves.
  17. At the beginning, the teacher needs to look for progress, not perfection.
  18. A teacher’s silence frees the teacher to closely observe the students’ behavior.
  19. Students learn they must give the teacher their attention in order not to miss what he/she says.
  20. Students should engage in a great deal of meaningful practice without repetition.
  21. The elements of the language are introduced logically, expanding upon what students already know.
  22. Students gain autonomy in the language by exploring it and by making choices.
  23. Language is for self-expression.
  24. The teacher can gain valuable information from student feedback.
  25. Some learning takes place naturally as we sleep.
  26. The syllabus is composed of linguistic structures.
  27. The structures of the syllabus are not arranged in a linear fashion, but rather are constantly being recycled.
  28. The skills of speaking, reading, and writing reinforce one another.

(Larsen-Freeman, 2000: )

The advantages of this way are:

  1. The Silent Way belongs to a tradition that views learning as a problem-solving, creative, discovering activity, in which the learner is a principal actor rather than a bench-bound listener.
  2. The rods and the color-coded pronunciation charts (called Fidel charts) provide physical foci for student learning and also create memorable images to facilitate student recall. In psychological terms, these visual devices serve as associative mediators for student learning and recall.
  3. The Silent Way is also related to a set of premises that we have called “problem-solving approaches to learning.”

(Richard and Rodgers, 2001: 81)

CONCLUSION

In conclusion, the Silent Way is a great approach to make a more student-centered classroom. The activity in the Silent Way allows students to find many ways in expressing the situation in the target language. The goals of the teacher’s silence are the students’ progress in learning English, such as the students can practice the language, they are curious about it and they begin to explore it actively.

REFERENCES

Gattegno, C. 1976. The Common Sense of Teaching Foreign Languages. New York: Educational Solutions.

Larsen-Freeman, Diane. 2000. Techniques and Principles in Language Teaching Second Edition. New York: Oxford University Press.

Richard, Jack C. and Rodgers, Theodore S. 2001. Approaches and Methods in Language Teaching Second Edition. USA: Cambridge University Press.

Who’ll Be the Next Leader of EDSA?

After selecting the 24 new members through Open Recruitment which has been held on 23rd and 25th December 2012, EDSA and Election Commission (KPU) are now preparing the Students’ Election (PEMILWA). Two pairs of candidates are Ikhwan Listiyanto as Leader with Jatmiko Saputro as Vice Leader and Widya Destiara as Leader with Jumiyati as Vice Leader. They are all members of EDSA.

The Candidate Debates have been carried out on Sunday, 6th January 2013 in Hall Campus 2 Ahmad Dahlan University (UAD). The two pairs were asked by the panelists, Heri Setiawan (the Governor of BEM FKIP) and Dina Mardliani (the Leader of EDSA), about their vision and missions. Besides the panelists, they were also asked by the participants who had joined the event. The Candidate Debates were held at 08.00 to 11.00.

The two pairs of candidates have a chance to campaign and promote themselves until Tuesday, 8th January 2013. On Wednesday, 9th January 2013, no campaign allowed and all attributes should be cleaned. On Thursday, 10th January 2013, all of students of English Education Study Program (PBI) have a right to vote one of the pairs once. Four Polls (TPS) will be provided to maximize the party of democracy for students of PBI. (Alin)

Alin’s Bulletin: Page 1