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Wednesday, January 4, 2017

DESKRIPSI NASKAH LOMBA TELLING STORY THE LEGEND OF BATU MENANGIS

DESKRIPSI NASKAH LOMBA
TELLING  STORY
THE LEGEND OF BATU MENANGIS



KATA  PENGANTAR


            Puji syukur kami panjatkan kehadirat Tuhan Yang Maha Esa, sehingga penulisan naskah lomba Telling story yang berjudul LEGEND OF BATU MENANGIS dapat terselesaikan.
            Kami berharap naskah cerita ini dapat bermanfaat bagi perkembangan anak didik terutama peningkatan budi pekerti baik saat ini maupun dimasa yang akan datang.
            Terlebih kami berharap untuk bisa ikut memberikan sedikit ilmu dan wacana sebagai sumbangsih dari anak bangsa yang juga pendidik sehingga bisa menumbuhkan jiwa patriotisme pada generasi penerus bangsa tanpa harus memusnahkan sejarah akar budaya bangsa.
            Namun tanpa bantuan dari berbagai pihak, tidak mungkin karya ini dapat terselesaikan. Untuk itu  ucapkan terima kasih yang tulus kami sampaikan kepada semua pihak yang tidak bisa kami sebutkan satu persatu yang mendukung kesussesan karya ini.





                                                                                                                   Kediri, 25 November 2016



                                                                                                                                   Penyusun








SINOPSIS CERITA
LEGEND OF BATU MENANGIS
 







            Di sebuah desa terpencil, hiduplah seorang ibu dan putrinya. Putrinya itu sangat cantik, tapi dia memiliki perilaku yang sangat buruk. Dia sangat malas untuk membantu pekerjaan ibunya. Setiap hari gadis itu hanya menghabiskan waktunya dengan mempercantik dirinya dan mengagumi kecantikannya di cermin, sementara ibunya harus bekerja keras untuk mencari nafkah untuk mendukung kehidupan mereka. Selain malas, dia juga sangat manja. Dia selalu meminta untuk diberikan sesuatu dan jika dia tidak diberikan, dia akan menangis. Tentu saja, situasi ini membuat ibunya sedih tapi bagaimanapun juga dia masih mencintai putrinya.
 







Suatu hari, gadis itu meminta ibunya untuk membeli gaun untuknya. Pada awalnya ibunya menolak permintaannya karena dia tidak punya cukup uang. Namun, karena ibunya dipaksa menuruti permintaanya, ia memenuhi permintaan putrinya. Kemudian ibunya meminta putrinya untuk menemaninya ke pasar. “Baiklah, tapi aku tidak ingin berjalan di samping ibu. Ibu harus berjalan dibelakangku, aku malu jika orang lain melihat” katanya. Meskipun ibunya sedih, ia terus mematuhi permintaannya. Jadi mereka pergi ke pasar untuk membeli gaun untuk putrinya. Gadis itu berjalan di depan sementara ibunya berjalan
dibelakangnya dan membawa keranjang dalam perjalanan mereka kepasar.

Meskipun mereka adalah ibu dan anak, mereka tampak sangat berbeda. Seolah-olah mereka tidak berasal dari keluarga yang sama. Bahkan mereka tampak seperti bos dan pembantu. Bagaimana tidak bisa seperti itu? Putrinya berpakaian indah dan mengenakan
gaun yang sangat bagus. Sementara ibunya tampak tua dan mengenakan pakaian yang sangat sederhana.
 









Dalam perjalanan ke pasar, seorang pria menyapa mereka. “Hei gadis cantik, apakah itu ibumu?” tanya pria itu. “Tentu saja bukan. Dia adalah pelayanku, “kata gadis itu. Ibunya sedih mendengar jawabannya, tapi dia diam meskipun hatinya menangis. Sepanjang jalan gadis cantik terus ditanyai oleh orang-orang tentang ibunya. Tapi gadis itu selalu mengatakan bahwa wanita tua di belakangnya adalah asistennya.

            Akhirnya sang ibu tak tahan lagi mendengar jawaban yang keluar dari putrinya. Lalu ia berdoa kepada Tuhan. “Tuhan, hukumlah anak itu yang tidak tahu terima kasih ini.” Katanya. Segera kaki gadis itu berubah menjadi batu. Perubahan itu datang perlahan-lahan dari kakinya hingga kepalanya. Melihat kakinya berubah menjadi batu, gadis itu berteriak “ ohhhh tidak ! apa yang terjadi dengan kakiku ? Dia berteriak. Lalu dia menangis dan menyadari bahwa ia telah melakukan sesuatu yang buruk kepada ibunya. “ ibu,! Maafkan aku. Maafkan aku! Dia menangis panik. Gadis itu terus menangis dan menangis. Tapi sudah terlambat. Seluruh tubuh akhirnya menjadi batu. Ibunya sedih melihat apa yang terjadi pada putrinya tapi dia tidak bisa melakukan apa-apa lagi. Meskipun ia telah menjadi batu seluruhnya, orang masih bisa melihat air matanya.
Itulah sebabnya batu itu bernama batu menangis.
 









Cerita yang dapat dipetik dari legend of Batu Menangis yaitu :
            Cerita teladan yang mengandung pesan-pesan moral yang dapat dijadikan sebagai pedoman dalam kehidupan sehari-hari.
Akibat yang ditimbulkan dari sikap durhaka terhadap orang tua, adalah hidupnya menjadi sengsara, oleh karena itu seorang anak harus hormat dan patuh kepada ke dua orang tuanya karena doa ibu akan didengar oleh Allah.













THE LEGEND OF CRYING STONE

            In a vilage, there lived a mother and a daughter. Her daughter was very beautiful, but she had very bad behavior. She was very lazy to help her mother work.
Everyday the girl was just spending her time by beutifg yinherself and admiring her beauty in the mirror, while her mother had to work hard to earn a living to support their life. Beside lazy, she was also very spoiled. She always asked to be given something and if she wasn’t, she would cry. Of course, that situation make her mother sad but somehow she still loved her daughter.
            * Pretty ! Let’s help mother works in the field ! (asked mother)
            - No mother ! I won’t go to the field. (answer pretty)
            * Aren’t you pity to see mother pretty ? (asked Mother)
            - No ! but mother had been old work in the field. Because no one won’t men interested
              Mother.
One day, the girl asked her mother. To buy new gown for her. At first, her mother rejected her request because she did not have enough money. Nevertheles, because her mother was forced to obey her request. She fulfilied her daughter request. Then her mother asked her daughter to accompany her to the market.
            - Mother, where is that commission ?
            * Don’t pretty this money to buy our necessary life today.
            - Mother ! but my face powder have been done. I must buy new powder.
            * Oh.....you are very noughty. She only westy the money.
            * So, let’s accompany mother to market Pretty.
            - I won’t go to market togather mother.
            * Mother doesn’t know. What you mean ? about your tool pulchritude.
            - all right, but I don’t want to walk beside you.
              You should walk behind me. I’m embarrassed if others see me (she said)
*Why pretty ?
-I’m ashame to another people if walking beside mother.
*why are you shy pretty ? this is your mother.
-you should in the mirrow ! please your face that older and the clothes is dirty.
-I’m ashame have mother likes that.
Although her mother was sad, she continued to obey her request. So they went to the market to buy gown for her daughter. The girl walking in front  while her mother was walking behind her and carrying a basked on their waay to the market.
They were a mother and a doughter, they looked very different,as if they did not come from the sane family. Even, they looked like a boos and maid. How couldn’t be like that? Her daughter dressed up beautifully and wore a very nice gown. While her mother looked old and wore very simple dress.
            On the way to the market a man greeted them.
·         Hey pretty girl,   Is that your mother ?
-          Of course she is not. She is my servant (said girl)
His mother was sad to hear her. But she was silent though her heart was crying. Along the street the beautiful girl always said that the old woman behind. Her was assistant.

            Finally, the mother could not bear any longer to hear the answer that comes out of her daughter mouth. Then she pryed to god “LORT, PUNISH THIS UNGRATEFUL CHILD” She said.
Immediately the girl’s legs turned to be stone. The girl screamed.
·         Ohhhhhhh no ! what happened to my legs ?
Then she cried and realized that she had done something bad to her mother.
·         Mom, forgive me. Please for give me !
She cried in panic. The girl kept crying and crying but it was too late.
The whole body eventually become a stone. Her mother was sad to see what happened to her daughter but she could not do anything else. Although she had become the rock completely, people can still she her tears. That was why the stone name Batu menangis.



English Drama

Kelompok  2
Damara Ilham             as         The owner of villa (husband)
Rizky Ramahdani       as         Dani (Teenagers)
Ahmad Fatih               as         Indra (Teenagers)
Urmila Arini                as         Mila (Teenagers)
Tri Nanda Bella          as         Bella (Teenagers)
Agustin Rahmawati    as         Rahma (Teenagers)
Rusita Puspita             as         Puspi (Teenagers)

Scene 1
Narrator                      : At 07.00 PM. In the Night before exam some of the teenager Dhani, Damara, Rahma, Mila, and Nada are hanging out in “Lord Cafe” everybody are enjoying the gathering but Rahma as usual she comes late. At 07.30 PM Rahma just come at the gathering and come on them.
Rahma                         : Hello guys (expressing), long time no see, I miss you all. (Come close to them)
Fatih                            : hah…? Long time no see? I thaught we were just met in the class this morning. Hmmm … I have an idea how if we going to get some refreshing after exam? (by star eyes)
Mila, Nanda, Dani      : What? Where? How about now? (They said together)
Nanda                         : (hhmmm) I know the place that make us feel free
Dani                            : Where is it? I taught we have to going to cold, fresh place
Mila                             : Bogor, Puncak. I have friend in there
Fatih                            : Nice, know call him/her, than tell that will go there for a week
Mila                             : all right (searching phone contact)
Hhhmmm guys we got bad news I don’t have his contact. Maybe later, I will call him
All                               : Ooohhhhh………..
Nanda                         : Now, let’s talk another topics
Narrator                      : At 10.00 PM, one by one of them are going home to prepare their last exam, but Rahma still stay at that cafe for about 15 minutes and she is thinking something for their planning.
Rahma                         : I think we can to go to an island…. Yeahh ! New island! I think I have ever heard a new island in Pulau seribu. Yes… I’ll tell them (say in heart)
Narrator                      : Rahma is going home by herself
Scene 2                        : On the next daythey meet again at “Lord Cafe”. The are talking about their planning again. In that second gathering Rahma tell them what is her planning for their holiday. They decide to agree with Rahma’s palning, but one of them taht is Nanda, She doesn’t agree with that planing. Eventhough Nanda doesn’t agree she still follow her friends.
Mila                             : Hi guys!
Nanda, Dani, Fatih      : Hi!!! (They said together)
Rahma                         : Guys, how if we go holiday in one of island in pulau seribu. I’ve ever heard that there is a new island over there
Nanda                         : But…it still a new island
Dani                            : But it still a fantastic journey because it still a little people that know about that island (excited)
Rahma                         : So how about you Fatih , Mila?
Mila                             : Just up to you…. I just follow you all
Fatih                            : Yes up to you
Rahma                         : OK. We can go there next week

Scene 3
Narator                       : The next week they begin their holiday to go to a nem island. They go there by a boat. They are verry happy except Nanda, she is still confuse and she feels her is something wrong with their planning.
Mila                             : I can’t wait to stay in the villa
Rahma                         : That’s right, I agree with you do you agree with us, if we are going to island Nda?
Nanda                         : Hhhmm….Hmmm…… actually I disagree cause I feel something wrong with our plan
Rahma, Mila, Fatih, Dani : Whats wrong ? (Loudly)
Nanda                         : I don’t know but I just feel like that. Don’t you feel it?
Fatih                            : No. I don’t feel anything. After this we will arrive at villa, prepare yourself and your bag guys!
Narrator                      : After a few hours they arrive in the small island and they are walking to go the villa. When they arrive at the villa, the villa’s keeper is welcoming on them.
Sita                              : Welcome to my paradise! Let’s feel free to this villa! If you need something just call me!
Dani                            : Do you life alone here? (starred eyes)
Sita                              : No. I life here with my husband
Dani                            : So where is your husband?
Sita                              : He is preparing the boot
(Mila, Rahma, and Nanda laughing)
Scene 4
Narator                       :  In the evening they make a bornfire in the villa’s yard and having     
                                      some convorsation while theyare having fun together.
Fatih                             :  So, what will we do tomorrow ?
Rahma                         :  How about we going to beach for while and fishing ? (while holding    
                                      dhani’s hand)
Mila                             : yeach,,, that’s good idea it’s better than we stay here.
                                    (they continue singing, cooking, and talking about many topic, then…)
Rahma                         : a moment. I got a call (her cellphone was rang)
Nanda                          : okey. Take it easy (while smilling)
Dani                            : look at my meat. Its over cook (hahaha)
Fatih                            : i`ll go to bathroom a moment. (go to bathroom)
                                    (after a hours)
Milla                            : where`s they both go for an hours?
Dani                            : maybe fatih was sleep now. Its already 00.00, I don’t know how   
about rahma.
Milla                            : better we sleep now. We need to have a rest before we go to beach  
                                        tomorrow
Nanda                          : that’s like a good idea. (smilling and go to villa and all of them was
                                      sleep in their own room)
Narator                       : Mila and Nanda are going to their room without Rahma, after they arrive at their room they are looking for Rahma, but they can’t find it and theythink that Rahma is still calling with her boyfriend. So they decide to go to sleep and not waiting for Rahma.
(Rahma and Nanda talking in the room )
Scene 5
Narator           : On the next morning when they prepare to go to the beach they realize that
Rahma is not with them. They decide to looking for Rahma, and also they come to the villa’s keeper.
Nanda             : where is she go? She not in her room right now.
Milla                : I was looking in bathroom and she was not in there. I suppose she was
    missing from this villa.
Fatih: I was looking in the villa backyard and she was not here. Better we ask to villa keeper. Maybe they know about her.
Dani : i`ll ask them with nanda. ( dani go to villa keeper house with nanda and ask them about rahma)
(In villa keeper house.)
Dani : excume me, anybody there? (knock the door)
Damara : anyproblem? (they come from right side of house )
Nanda : ah uhmm,,, we have problem to be honest.
Damara : whats problem?
Dani : our friend was missing last night or maybe this morning.
Damara : really? Dont you ever looking her in the beach?maybe she was playing in beach
Nanda: No way, all of us was staying at room in the night, and no body go out.
Damara: um, i smell there is something with you guys.
Dani : hei sir, dont to much talk. Now help us and lets find my friend ASAP.
Damara : Allright, Calm, i will call some friend to help us too. Lets go
Dani and Nanda : Nice, okey we go.

Scene 6            : (after all conversation, all of them starting to looking for rahma. They were surrounding the island. In the evening they are getting a good news that Rahma already found, but she find when she was died. They find a pieces of paper in Rahma’s bodyand it’s written by word “k-a-c-a”
Mila                 : hey i don’t believe if rahma death. Oh God what is happening in here? ( crying )
Dhani              : mila calm down, don’t always crying.  Hey whos bringing the word ,can I see ?
Nanda              : here dhan .
dhani               : oh thanks.     
Narator            : Dhani reads the word while thinking of that word. Suddenly when Dhany standing in front of the mirror the villa’s keeper is run into Dhany and She know what is the meaning of that word.
 Dhani             : what is the meaning of this paper. I think I ever know this word.
Sita                  : heeey. . .wait I know what that word is. This is ACAk it means Random.  
                          This is indonesian word.
Mila                 : oh my god, whos the next ..
Dhani              : sttsst , enough its better if we go now.
Nanda             : ok (they back to their room)
SCENE 7
Narrator          : In the night when they are in the living room they reaize taht Dhany is not with them. Suddenly a villa’s keeper is screaming.
Sita                  : Oh My God!!! No!!! Somebody please help!
Nanda             : oh no way dhani......
Mila                 : why it can be happened....
Sita                  : he was gone, i dont get his heartbeat.(shock)
Mila                 : Hell no, what the hell villa is that! Two of us die without any reason. I dont
                          want like them, really we need to get out of here! Right now!
Sita                  : No, wait, please. It never happen since the villa was buit and every single
person as visitor come to home by safety. This non make a sense . I’m pretty  sure!
Nanda             : so you think i believing with you? There is something wrong in here.
Mila                 : i damn swear tonight i must go out from this , aku benar-benar tidak sudi stay
here for this wrong place. Im pretty sure that you (point toward sita) are the murderer of my friends for gift place of sacrifice.
Nanda             : Now let’s clear things away as soon as possible and go out of this place, right
now!!
Narrator          : Nanda dan Mila  are in hurry leaving that villa. When they are in the room to take their bag Nanda see the person looks like Dahni and Rahma
Mila                 : Fuck with this damn holiday (emosi poll campur koplok)
Nanda             : okey , calm lets go from here(go to car)
(meet the mask of murderer (Fatih as) stopping the car)
Mila                 : Hei look!! Who the hell is that?! (pointing the person)
Nanda              : Oh My God, i want still alive, I think that what we did was wrong. We should hit against him. (take a drive and gaspol)
Mila                 : we must ask for other people to help us cause I can’t die as like this. (confused and panik)
Nanda              : shit,,,, this car can’t starter, how can we do ask help in other people, that is so far with a city and the only one street is we must run away.
Mila                 : yes,, i agree with you so start now , 1,2,3........(open the door in the car and run away)
A view kilometers.........
Nanda : milaaa,,,,, please I can’t run so quickly, I’am tired better you run away first, don’t think about me.
Mila : I didn’t want we must together, please..
Narrator : nanda give understand to mila, and mila receive it so run away leave nanda, but fatih was quickly to find them.
Mila                 : Oh My God , where am I ? i don’t know this place it’s so danger for me ,God help me.(Face so sad)
Suddenly fatih behind her but mila didn’t know if the people who is wear a topeng ‘FATIH’
And mila still talking with him.
Fatih                : hay, what are you doing, it’s danger for you cause you’re alone and the place is so horor.(after said he is laugh.hahhahha)
Mila                 : really ,,, i don’t know this place, cause i’am break with my friends.
Fatih                : who is your friends ?? (pura-pura tidak mengerti)
Mila                 : so,, i’am come here with my fucking friends there are 5 people, and we want to holiday in some place but my friends was die, i don’t know how can it be but there is my friend stay with me and we was break cause she can’t strong to run away so she said to me to leave her and i don;t know where is she.
Fatih : ohhhh,,, like this.Okey I know your friends...
Mila : you know my friends ??? (seriously) whereis she ?
Fatih                : you must follow me and i will give your questions where is your friends. (bad intend)
Mila                 : where will you teke me ? (confusing)
Fatih                : i will take you in to save places .
Mila                 : are you sure ?
Fatih                : yes, come on hurry up. (will running )
Narator : Mila  and fatih go to that places. A few minute latter they arrive in that places, suddenly fatih direclty attack mil until die, and mila’s body in the jungle.
SCENE 8
Narator : nanda looking for mila in the jungle and nanda found the mila’s corpse.
Nanda : oh my god mila died .( while crying )
Nanda running to looking for help with screaming.
Nanda : help me help me !!!!!!!!
Narator : unfortunately nanda meet misterius person,  nanda still running and the  isterius person run after nanda. A few kilometers nanda until the road, there is a car and she stop the car.
Nanda : please stop please ,, help me !! ( while crying and blocking the car )
Sita and damara  : ohh nanda what happent with you ?
Nanda : please help me, someone try to kill me, and i found mila’s corpse in there.
(Suddenly nnda attacked by misterius man , and damara get out from the car and helping nanda .
Fatih and Damara : (fighting until fatih lose )
Damara : who are u (damara open his mask) damara very suprised because he is fatih
Damara sita nanda (crying) why you did it fatih 
Fatih (silent)
Police coming but fatih running from damara at the moment there truck and automaticly the truck cross fatih and he die
The end




Pendidikan Berkarakter itu Penting

Karakter yang berkualitas perlu dibentuk dan dibina sejak usia dini. Usia dini merupakan masa kritis bagi pembentukan karakter seseorang, penanaman moral melalui pendidikan karakter sedini mengkin kepada anak-anak adalah kunci utama membangun bangsa. Menurut para pakar penelitian anak dalam perkembangan otak manusia (neouroscience) apabila pada usia dini pada anak tidak diberi pendidikan, pengasuhan, stimulasi yang baik maka akan berpengaruh terhadap struktur perkembanagn otaknya, hal ini terjadi karena perkembangan otak amat pesat terjadi pada usia dibawah 7 tahun dimana 90 persen otak sudah terbentuk pada usia ini.
Karakter berasal dari kata yunani charassein yang berarti mengukir sehingga terbentuk suatu pola artinya memiliki karakter yang baik adalah tidak secara otomatis dimiliki setiap manusia begitu ia dilahirkan tetapi memerlukan proses panjang melalui pengasuhan dan pendidikan. Anak akan tumbuh menjadi pribadi yang berkarakter dapat terwujud jika anak tumbuh dilingkungan yang berkarakter, fitrah anak yang terlahir suci dapat dikembangakan secara optimal, ini memerlukan peran serta semua pihak keluarga, sekolah dan seluruh komponen yang ada dalam masyarakat contoh lembaga keagamaan, perkumpulan olah raga, komunitas bisnis dan lain-lain. Oleh karena itu pendidikan karakter disekolah terutama usia TK dan SD juga perlu dilakukan tentunya sesuai dengan tahap perkembangan umur anak.

Kelebihan dari pendidikan karakter  untuk anak usia dini adalah menjadikan anak meiliki karakter yang baik dalam kehidupan anak,menjadikan anak pribadi yang berkarakter dengan lingkungan yang mendukung yang menbentuk karakter anak tersebut.
Kekurangngannya adalah kurangnya perhatian atau kerja sama antara orang tua dan lingkungan dimana anak tinggal dalampembentukan karakter pribadi anak yang baik.
 Menurut saya dalam pendidikan karakter anak usia dini ini harus ada kerja sama antara orang rua dengan guru, orang tua dengan masyarakat dimana anak tinggal dan sebagainya sehingga pendidikan karakter dapat menjadikan anak menjadi pribadi berkarakter sesuai dengan perkembangan anak.

Thursday, December 22, 2016

pendidikan berkebutuhan khusus

                                         Pendidikan Bagi Anak bekebutuhan Khusus

Pada masa kini jumlah anak berkebutuhan khusus di Indonesia terus meningkat jumlahnya. Pada Hari Autis Sedunia yang jatuh pada 8 April lalu diketahui bahwa prevalensi anak berkebutuhan khusus saat ini mencapai 10 anak dari 100 anak. Berdasarkan data ini menunjukkan 10 persen populasi anak-anak adalah anak berkebutuhan khusus dan mereka harus mendapatkan pelayanan khusus.

Anak yang dikategorikan sebagai anak berkebutuhan khusus adalah anak-anak yang mengalami keterbelakangan mental, ketidakmampuan belajar atau gangguan atensi, gangguan emosional atau perilaku, hambatan fisik, komunikasi, autisme, traumatic brain injury, hambatan pendengaran, hambatan penglihatan, dan anak-anak yang memiliki bakat khusus.

"Mereka secara fisik, psikologis, kognitif atau sosial terhambat dalam mencapai aktualisasi potensinya secara maksimal," ucap Dra Psi Heryanti Satyadi MSi saat acara seminar bertema "Mengatasi Anak Berkebutuhan Khusus/Special Needs" yang diselenggarakan KiddyCuts.

Psikolog yang berpraktik di Jalan Paku Buwono VI Nomor 84 Kebayoran Baru ini juga mengatakan, eningkatnya populasi anak berkebutuhan khusus ini salah satunya karena perubahan gaya hidup. "Banyak penyebab meningkatnya angka populasi ini. ang pertama adalah karena semakin banyaknya orang yang peduli terhadap anak berkebutuhan khusus dan adanya perubahan gaya hidup yang memang berbeda pada zaman dulu," ujarnya psikolog dari I Love My Psychologist ini.

Di zaman sekarang ini, banyak orang tua yang hanya memiliki sedikit waktu untuk keluarga. Hal tersebut juga berdampak pada anak-anak yang menjadi kurang perhatian, terutama pada anakanak yang berkebutuhan khusus. "Anak berkebutuhan khusus merupakan anak yang memang secara signifikan berbeda dalam beberapa dimensi yang penting dari fungsi kemanusiaannya," papar psikolog yang berpraktik di Kawasan Kelapa Gading ini.

Penyebab seorang anak mengalami keterbelakangan mental ini disebabkan beberapa hal. Antara lain dari dalam dan dari luar. Jika dari dalam adalah karena faktor keturunan.

Sedangkan dari luar memiliki banyak penyebab. Penyebab dari luar ada beberapa faktor. Satu di antaranya karena maternal malanutritisi (malanutrisi pada ibu). Ini biasanya terjadi pada ibu hamil yang tidak menjaga pola makan yang sehat, keracunan atau efek substansi.

Hal tersebut bisa memicu kerusakan pada plasma inti, kerusakan pada otak waktu kelahiran, gangguan pada otak. Misalnya tumor otak, bisa juga karena gangguan fisiologis seperti down syndrome.

"Penyebab dari luar juga bisa. Misalnya karena pengaruh lingkungan dan kebudayaan. Biasanya ini terjadi pada anak yang dibesarkan di lingkungan yang buruk. Kasus abusif, penolakan atau kurang stimulasi yang ekstrem dapat berakibat pada keterbelakangan mental," katanya.

Pada umumnya, anak-anak yang berkebutuhan khusus dan sebagian anak normal mengembangkan suatu bentuk perilaku yang perlu perhatian dan penanganan secara khusus dan hati-hati.

Perilaku tersebut bisa saja terjadi karena anak merasa frustrasi tidak dapat mengekspresikan dirinya dengan kata-kata yang komunikatif agar dipahami orang lain. Akhirnya amarahnya meledak dan mengamuk.

"Banyak anak berkebutuhan khusus mengalami masalah serius dalam pengendalian perilaku dan memerlukan bantuan untuk mengendalikan ledakan-ledakan perilaku agresif, yang tidak relevan dengan situasi sosial sehari-hari," papar ibu dua anak ini.

Dokter ahli kejiwaan Dr Ika Widyawati SpKJ (K) mengatakan, anak yang perlu penanganan khusus tidak harus belajar di sekolah khusus. Mereka bisa saja disekolahkan di sekolah umum bersama anak normal lainnya.

What is ESP

1.     What is ESP ?

English for specific purposes (ESP) is a sphere of teaching English language including Business English, Technical English, Scientific English, English for medical professionals, English for waiters, English for tourism, English for Art Purposes, etc.  Aviation English as ESP is taught to pilots, air traffic controllers and civil aviation cadets who are going to use it in radio communications.[2] ESP can be also considered as an avatar of language for specific purposes.
Robinson’s (1991: 3) definition of ESP is based on two criteria: 1) ESP is normally ‘goal-directed’, and 2) ESP courses develop from a needs analysis which aim to specify what exactly it is that students have to do through the medium of English, and a number of
characteristics which explain that ESP courses are generally constrained by a limited time period in which their objectives have to be achieved and are taught to adults in homogenous classes in terms of the work or specialist studies that the students are involved in. Each of these definitions have validity but also weaknesses. Considering Hutchinson and Water’s definition, Anthony (1997) noted that it is not clear where ESP courses end and General English courses begin because numerous non-specialist ESP instructors use ESP approach in that their syllabi are based on analysis of learner needs and their own specialist personal knowledge of English for real communication. Strevens’ definition, by referring to content in the second absolute characteristic, may confirm the impression held by many teachers that ESP is always and necessarily related to subject content.
Robinson’s mention of homogenous classes as a characteristic of ESP may lead to the same conclusion. However, much of ESP work is based on the idea of a common-core of language and skills belonging to all academic disciplines or cutting across the whole activity of business. ESP teaching should always reflect the underlying concepts and activities of the discipline. Having all these on mind, Dudley-Evans and St John (1998) modified Strevens’ definition of ESP

1.  Absolute characteristics:
a.       ESP is designed to meet specific needs of the learner
b.      ESP makes use of the underlying methodology and activities of the disciplines it serves.
c.        ESP is centred on the language (grammar, lexis, register), skills, discourse and genres appropriate to these activities.

2.      Variable characteristics:
a.       ESP may be related or designed for specific disciplines
b.      ESP may use, in specific teaching situations, a different methodology from that of general English
c.       ESP is likely to be designed for adult learners, either at a tertiary level institution or in a professional work situation; it could be used for learners at secondary school level
d.      ESP is generally designed for intermediate or advanced learners; and
e.       Most ESP courses assume basic knowledge of the language system, but it can be used with beginners.

2.       TYPES OF ESP

ESP is traditionally been divided into two main areas according to when they take place:
1.       English for Academic Purposes (EAP) involving pre-experience, simultaneous/inservice and post-experience courses.
2.       English for Occupational Purposes (EOP) for study in a specific discipline (pre-study, in-study, and post-study) or as a school subject (independent or integrated). Pre-experience or pre-study course will omit any specific work related to the actual discipline or work as students will not yet have the needed familiarity with the content; the opportunity for specific or integrated work will be provided during inservice or in-study courses.

3.       FEATURES OF ESP COURSES

Considering the characteristics of ESP courses, Carver (1983) states that there are three characteristics common to ESP courses:

1.       Authentic materials – the use of authentic learning materials is possible if we accept the claim that ESP courses should be offered at an intermediate or advanced level. The use of such materials, modified by teachers or unmodified, is common in ESP, especially in selfdirected studies or research tasks. The students are usually encouraged to conduct research using a variety of different resources including the Internet.

2.       Purpose-related orientation – refers to the simulation of communicative tasks required by the target situation. The teacher can give students different tasks - to simulate the conference preparation, involving the preparation of papers, reading, note-taking and writing. At Faculty of Agronomy in Cacak, English course for Agribusiness Management involves students in the tasks of presenting a particular agricultural product, logo creation, negotiating with the clients (suppliers and buyers), telephone conversation. They also practice listening skills, though the application is restricted because they employ newly acquired skills during their ESP classes with their colleagues and teacher.

3.       Self-direction – means that ESP is concerned with turning learners into users. For self – direction, it is necessary that teacher encourage students to have a certain degree of autonomy – freedom to decide when, what, and how they will study. For high-ability learners it is essential to learn how to access information in a new culture.

Since ESP courses are of various types, depending on specific scientific field or profession, and have specific features, teachers teaching such courses need to play different roles and acquire certain knowledge.

4.       ROLES OF ESP TEACHERS

As ESP teaching is extremely varied some authors (Dudley-Evans and St John, 1998) use the term “practitioner” rather than “teacher” to emphasize that ESP work involves much more than teaching. ESP practitioner can have several roles.

a.       The ESP practitioner as a teacher ESP is a practical discipline with the most important objective of helping students to learn. However, the teacher is not the primary knower of the carrier content of the material. The students, especially where the course is specifically oriented towards the subject content or work the students are engaged in, may know more about the content than the teacher. The teacher has the opportunity to draw on students’ knowledge of the content in order to generate communication in the classroom. When the teaching is a specific course on, for example, how to write a business report, it is vital that the teacher adopts the position of the consultant who has the knowledge of communication practices but needs to “negotiate” with the students on how best to explore these practices to meet the objective they have. The relationship is much more of a partnership. In some situations the role of ESP teacher extends to giving one-to-one advice to students (e.g., in non-English speaking countries students will have to publish in international journals and need advice in both language and discourse issues). ESP teachers need to have considerable flexibility, be willing to listen to learners, take interest in the disciplines or professional activities the students are involved in, and to take some risks in their teaching.

b.       The ESP practitioner as course designer and material provider Since it is rarely possible to use a particular textbook without the need for supplementary material – sometimes no really suitable published material exists for identified needs - ESP practitioners often have to provide the material for the course. This involves selection of published material, adapting material if it is not suitable, or writing it. ESP teachers also need to assess the effectiveness of the teaching material used whether it is published or self-produced. However, since the teachers are encouraged by their employees to write new material there is a danger of constant re-invention of the wheel; advantages of published materials are ignored even when they are suitable for a given situation.

c.       The ESP practitioner as researcher Research has been particularly strong in the area of EAP (genre analysis). Regarding the research into English for Business Purposes, there is a growing interest in investigating the genres, the language and the skills involved in business communication. ESP teachers need to be in touch with the research. Teachers carrying out a needs analysis, designing a course, or writing teaching materials need to be capable of incorporating the findings of the research, and those working in specific ESP situations need to be confident that they know what is involved in skills such as written communication.

d.       The ESP practitioner as collaborator It is believed that subject-specific work is often best approached through collaboration with subject specialist. This may involve cooperation in which ESP teacher finds out about the subject syllabus in an academic context or the tasks that students have to carry out in a work or business situation. Or it may involve specific collaboration so that there is some integration between specialist studies or activities and the language. It might involve the language teacher specifically preparing learners for the language of subject lectures or business presentations. Another possibility is that a specialist checks and comments on the content of teaching materials that the ESP teacher has prepared. The fullest collaboration is where a subject expert and a language teacher team-teach classes; in EAP such lessons might help with the understanding of subject lectures or the writing of examination answers, essays or theses, while in EOP they might involve the language teacher and a business trainer working together to teach both the skills and the language related to business communication.

e.       The ESP practitioner as evaluator The ESP practitioner is often involved in various types of evaluation - testing of students, evaluation of courses and teaching materials. Tests are conducted 1) to assess whether students have the necessary language and skills to undertake a particular academic course or career which is important in countries such as the UK, USA, Australia where large numbers of international students do postgraduate course or research and need internationally required tests, e.g. International English Language Test Service (IELTS), Test of English as a Foreign Language (TOEFL), and 2) to asses the level of their achievement – how much learners have gained from a course. Evaluation of course design and teaching materials should be done while the course is being taught, at the end of the course and after the course has finished, in order to assess whether the learners have been able to make use of what they learned and to find out what they were not prepared for. Evaluation through discussion and on-going needs analysis can be used to adapt the syllabus.

5.       TRAINING OF ESP TEACHERS
Most teacher training courses contain four basic elements:

1.      Selection, initial and terminal, is necessary because not every human being would become an adequate language teacher. Each teacher has continuing responsibility throughout a career which can last for thirty years or longer. This responsibility makes it essential that potentially ineffective individuals should be discouraged from entering the profession by adequate pre-training or post-training selection procedures.

2.      Continuing personal education. Teachers should be well-educated people. Minimum standards accepted for teachers vary from country to country. There are variations in how the trainee’s personal education is improved – either simultaneously with his/her professional training; or consecutively where first two or three years of study with no elements of training as a teacher are followed by the fourth year containing methodology of foreign language teaching or one year post-graduate course of teacher training; or, as in many countries, by in-service courses. Either way, the assumption is that graduates’ level of education is to be regarded as insufficient.


3.      General professional training as an educator and teacher. This element involves what all teachers need to know regardless of which subject they teach – the components are as follows:
a.      educational psychology, the study of child development, social psychology, and the principles of educational thought – the component intended to lead the trainee to understanding of the nature of education.
b.      an outline of the organization of education in a particular country – the teacher should be aware of the different kinds of schools, of normal and unusual pathways through educational network, of responsibility, control and finance, of sources of reform and change, of the main features of history of education in the country where he will teach.
c.       an awareness of the moral and rhetorical function of the teacher: the building of standards, character, enthusiasm
d.      knowledge of, and skill in, class management, discipline and handling of various groups of students
e.       knowledge of, and skill in, basic instructional techniques, and understanding teacher-learner interaction
f.        Acceptance of the fundamental need for the preparation of lessons
g.      understanding the role of curriculum, syllabus and teaching materials
h.      a teacher should be committed to keeping in touch with the teaching profession.

4.      Special training as a teacher of a foreign or second language. The complexity of this training which constitutes the core of most teacher training courses can be made simpler if the distinction is to be made between three aspects of it. They are:
4.1   The skills component which includes three different skills required by the teacher:
a.       command of the language the teacher is teaching – this component must ensure that teacher’s command of foreign language is at least adequate for class purposes.
b.       teaching techniques and classroom activities – the major part of teacher training is to assimilate a great body of effective techniques
c.       the management of learning – it is a crucial part of teacher’s classroom skills to learn how to assess from moment to moment the progress of each individual in the class and how to manage the classroom activities so that most able learners are not frustrated by being held back, while the slowest are not depressed by being left behind.
The skills component requires practical training in performing the skills themselves. There is a great range of activities which can be summarized as follows:
a.       the observation of specially-devised demonstrations of specific techniques and of complete lessons.
b.       the observation of actual class
c.       practice in the preparation of lesson plans
d.       micro-teaching – the teaching (by the trainee) of several items or techniques with the possible use of camera recordings
e.       peer group teaching (i.e. teaching fellow-trainees) as a form of exercise
f.        being a teacher’s assistant in real class.
g.       teaching real classes under supervision
h.       discussion of the trainee’s teaching
i.        post-training, in-service courses of various kind (ESP courses for teaching EMP or EBP).

4.2   The information component – the needed body of information can be divided into three parts:
a.       information about education – about different approaches to the task of teaching language;
b.       information about the syllabus and materials he will be using – the syllabus, the prescribed textbooks, other teaching materials (readers, workbooks, etc.) and aids (flashcards, wallcharts as well as tape recorders and language labs) make up the tools of the teacher’s profession;
c.       information about language – when the teacher enters his course of training, his understanding of the nature of language is likely to be scanty; this information refers to knowledge of normal stages in the infant’s acquisition of his mother tongue, the existence of common speech defects and whose job is to treat them, relation between speech and writing, literacy and education, notions of the ‘correctness’ and social judgments on language, language variety including dialects and accents, language in contact, artificial language, language and thought, and many more. The information content can be learned from reading or lectures.

4.3         The theory component – the language teaching profession makes connection with theoretical studies in several disciplines such as linguistics, psychology, psycholinguistics, sociolinguistics, social theory, education.
The theoretical studies are likely to find a place when the trainee has attained a sufficient level of personal education and when he is preparing to teach high-level learners. Alternatively, they can be included in postgraduate teacher training as the interdisciplinary approach of applied linguistics which integrates appropriate parts of the disciplines most relevant to language teaching.

The theory component can be assimilated from discussion, practice in solving problems, tutorial explanations and time to absorb new ways of thinking. Currently, in Serbia ESP teacher training courses are run as in-service courses; as high-education level courses they are for the first time included in new curriculum as an optional subject in fundamental academic studies (the fourth year of study) at the institutions dealing with educating language teachers, Faculty of Philology in Belgrade in particular (Faculty of Philology, 2006).