Leadership Training for Children

Children should not only learn about the theory of knowledge in the classroom. They should also know how to appreciate and respect others who have different perspective that they have. That is why the children need to get basic leadership training so they can develop their  potential of leadership skill. They need to be involved in the activities that help them not only to identify their strength and weakness but also to teach them how to develop organizational skill and work with others. Later in the future, it will be great investment for them.

My students got this topic for their learning. They learnt that leader is different with boss. They act very differently in a number of ways. Their skill in building relationship, the way they make decision will make the differences clearer. As for the example, if there is a damage the boss blames others but a leader work to help repair it and understand what happened as a reflection that it will not happen again in the future. I ever met this kind of person who always said “Don’t blame me,” “I don’t know,” and “It’s your fault and your responsibility” whenever the problem came out. Those words came out from her mouth then made me think: yes, she is the boss but she is not a leader. She definitely lost my respect as her behavior do not show what the leader is like. Based on this experience it is really important to give understanding to the students about how to be good leader to gain the respect from the others. They have to give up their ego by not thinking that they are always right, not always wanting to do everything in their way only, etc.

For the leadership training, there were some games and activities to train the students the leadership skill. They were divided into two activities: indoor and outdoor. In indoor, my students played  blind walk, taking a cap, etc. For outdoor, they had flying fox, leaking pipe, etc. They like to play those games. But the most important thing was they learnt about team-working, negotiating, and planning.  

one of the leadership games in the classroom

nicholas was walking on the rope under the rain

"Leadership is an action, not a position." 

(Donald McGannon)

A Tale from Mempawah City (2)

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Raja Kodung membalas tatapan mata Putri Banyu Mustari dengan tanpa keraguan sedikitpun. “Sebagai raja aku tidak akan pernah mengingkari sumpah yang telah kubuat. Apabila memang benar jari tanganku yang kodung ini bisa disembuhkan, tentulah aku akan menepati ikrarku itu.” Dengan kata-katanya Raja Kodung berhasil meyakinkan Putri Banyu Mustari.

            “Kalau begitu saya akan membawa Paduka ke istana saya. Disanalah saya akan mengobati penyakit Paduka.” Putri Banyu Mustari melangkah menuju sebuah gua. Raja Kodung mengikutinya dari belakang.

Sesampainya di dalam gua, Raja Kodung begitu takjub karena ternyata gua itu sangatlah luas. Di dalamnya terdapat sebuah istana yang megah dan indah. Istana itu terdiri dari tiga bagian, yaitu bagunan utama, sayap kanan, dan sayap kiri. Dinding-dindingnya dipenuhi dengan ukiran-ukiran dan batu-batu permata yang berkilau. Tangga-tangganya terbuat dari batu granite sehingga terlihat kokoh. Singgasana yang terletak di bangunan utama terlihat menawan bertahtakan emas. Karpet merah bahkan terbentang didepannya.

Di istana itulah Raja Kodung mendapatkan pengobatan dari Putri Banyu Mustari.  Akhirnya, dengan izin Yang Maha Kuasa, tangan Raja Kodung dapat sembuh dan menjadi utuh. Wajah Raja Kodung berbinar cerah karna harapannya untuk memiliki fisik yang sempurna menjadi kenyataan. Ia tak hentinya bersyukur kepada Yang Maha Kuasa atas anugerah yang diterimanya. Setelah itu, sesuai dengan janjinya, ia menikahi Putri Banyu Mustari. Dari pernikahan tersebut, mereka dikaruniai oleh beberapa orang anak.

Beberapa tahun setelah pernikahan mereka yang bahagia, timbulah kerinduan di hati Raja Kodung akan keluarga dan rakyat di negerinya yang berada di daratan. Sebagai raja dari Kerajaan  Bangkule Rajankng, ia masih memiliki kewajiban untuk memimpin rakyatnya. Ia ingin sekali kembali memimpin kerajaannya tetapi ia juga tidak ingin meninggalkan Putri Banyu Mustari dan anak-anaknya. Selama beberapa waktu hal ini membuatnya menjadi sulit tidur dan kehilangan selera makan. Hingga pada suatu kesempatan ketika mereka semua sedang berkumpul di taman istana, akhirnya ia mengutarakan apa yang ada di hati dan pikirannya kepada Banyu Mustari.

            “Istriku, aku sangat bahagia bila bersama denganmu dan anak-anak kita.” Raja Kodung memegang erat kedua tangan istrinya, Putri Banyu Mustari.

Melihat wajah Raja Kodung yang tidak seperti biasanya, seakan-akan ada batu besar yang diletakkan di atas kepalanya, Banyu Mustari tahu ada hal besar yang ingin disapaikan suaminya. “Suamiku, aku tahu ada hal yang mengganjal di benak dan batinmu belakangan ini. Andai tidak kau katakan kepadaku, bagaimana aku bisa membantumu mengatasi permasalahan yang sedang kau hadapi.” Putri Banyu Mustari menuntun Raja Kodung untuk duduk disebuah kursi yang terbuat dari batu berwarna-warni yang sangat indah. Dihadapannya terdapat sebuah meja bundar yang terbuat dari batu berwarna yang serupa. Mereka duduk saling berhadapan, saling menatap. Tak sedetik pun Banyu Mustari melepaskan genggaman tangan suaminya dari tangannya. “Katakanlah.”

Raja Kodung menghembuskan nafas. “Sebenarnya aku sangat merindukan negeriku. Aku ingin tahu bagaimana kabar keluarga dan rakyatku. Ingin sekali rasanya aku pulang dan memerintah kerajaanku Bangkule Rajankng kembali.”

Seketika itu juga, mendunglah wajah Putri Banyu Mustari. Raja Kodung yang melihat kesedihan di wajah istrinya cepat-cepat berkata, “Jangan salah sangka istriku. Bukan berarti aku tidak bahagia berada di sini. Kau dan anak-anak adalah bagian dari hidupku. Aku sangat bahagia memiliki kalian.” Raja Kodung terdiam sebentar. “Akan tetapi, sebagai raja aku memiliki kewajiban yang harus kutunaikan pada rakyatku. Selain itu, kerinduanku pada kerajaanku begitu kuat menarikku.”

            Pecahlah tangis Banyu Mustari. “Jadi apakah Baginda akan meninggalkan hamba dan anak-anak?” Airmata sudah membasahi pipinya. Dengan sigap dihapuslah buliran air mata itu oleh Raja Kodung dengan jemarinya.

            “Tentu saja tidak istriku. Aku pasti akan membawamu dan anak-anak ke kerajaanku. Bagaimana mungkin kau bisa berpikir bahwa aku akan meninggalkanmu disini sementara aku kembali ke kerajaanku seorang diri.” Raja Kodung berusaha menghibur istrinya.

Suasana menjadi hening. Wajah Putri Banyu Mustari semakin murung. Bibirnya bergetar berusaha menahan agar tangisnya tidak semakin menjadi. “Maafkan saya Baginda. Tapi perlu Baginda ketahui bahwa ketika Baginda kembali ke daratan, maka itu adalah saat terakhir Baginda melihat saya dan anak-anak.”

Mendengar kata-kata Putri Banyu Mustari, terkejutlah hati Raja Kodung karena ia sama sekali tidak menyangka kalimat tersebut akan keluar dari mulut istrinya. “Istriku, mengapa kamu berkata seperti itu? Apakah kamu tidak mengizinkan aku untuk kembali ke daratan?”

Putri Banyu Mustari menggelengkan kepalanya. “Tentulah saya berkata demikian bukan karena saya tidak mengizinkan Baginda untuk kembali kepada kerajaan dan rakyat Baginda di daratan, melainkan karna disana bukanlah dunia saya dan anak-anak sehingga kami tidak bisa tinggal disana.”

Dengan sigap Raja Kodung berkata, “Kalau begitu aku akan kembali lagi kesini mengunjungi kalian.”

Lagi-lagi Putri Banyu Mustari menggeleng. “Sekembalinya Baginda ke daratan, Baginda tidak mungkin lagi kembali ke Negeri Banyu Mustari, negeri alam gaib ini.

Bertambahlah keterkejutan Raja Kodung mendengar pernyataan istrinya. Matanya terbelalak dan lidahnya kelu. Ia menelan ludah lalu bertanya, “Sekalipun aku merindukan kalian, apakah aku tetap tidak mungkin untuk bertemu lagi dengan kalian walau hanya sekejap?”

Senyap. Tidak ada lagi suara yang keluar dari mulut keduanya. Tidak jauh dari tempat mereka berdua berada, terdengar gelak tawa anak-anak mereka yang sedang bermain bersama. Dua pasang mata bergerak mengamati wajah anak-anak itu yang terlukis oleh keceriaan. Raja Kodung memandang mereka dengan wajah cemas dan tertekan. Ia tidak siap jika tidak bisa lagi melihat mereka di kemudian hari. Sementara itu Banyu Mustari pun juga tidak tega apabila anak-anaknya nantinya tidak dapat betemu lagi dengan ayahanda mereka. Akhirnya Putri Banyu Mustari pun angkat bicara.

“Ada satu cara agar Baginda dapat bertemu kembali dengan saya dan anak-anak apabila nanti Baginda rindu dengan kami.”

Wajah Raja Kodung kembali cerah. Matanya berbinar. Kesedihan di raut mukanya tersapu oleh potongan harapan untuk tetap bisa bertemu dengan istri dan anak-anaknya meskipun ia telah kembali ke daratan nantinya. “Apakah itu, istriku?”

“Jika nanti Baginda merindukan saya dan anak-anak, maka siapkanlah sebutir telur ayam kampung yang masih mentah, sebatang paku, sebutir buah kemiri, seulas sirih selengke, sejumput berteh padi, dan beras kuning yang sudah dilumuri minyak bauh. Setelah itu buanglah semua benda tersebut ke dalam sungai Mempawah.” Persyaratan yang diminta oleh Putri Banyu Mustari disambut dengan anggukan kecil dari raja Kodung.

Akhirnya, dengan penuh keharuan Putri Banyu Mustari melepas Raja Kodung untuk kembali ke kerajaannya di daratan. Namun sebelum mereka benar-benar berpisah Putri Banyu Mustari membisikkan sesuatu di telingan Raja Kodung.

“Seandainya nanti di permukaan sungai Mempawah muncul buaya-buaya kuning, janganlah keturunan Baginda mengganggunya. Karena sesungguhnya buaya-buaya kuning tersebut adalah keturunan Baginda dengan saya.

Pesan terakhir istrinya tersebut selalu diingat oleh Raja Kodung. Kemudian, ia pun sampai ke istananya. Kembalinya Raja Kodung ke istana menimbulkan rasa heran di benak setiap orang karena Raja Kodung telah begitu lama menghilang dari negeri Mempawah tua, namun kemudian kembali tanpa kurang apapun bahkan jari tangannya telah utuh dan tidak ada tanda-tanda bahwa jari tangan tersebut pernah buntung. Meskipun begitu, rasa sukacita mereka akan kembalinya Raja Kodung lebih besar dibanding rasa keheranan mereka atas apa yang terjadi pada Raja mereka. Raja Kodung disambut dengan penuh antusias dan kegembiraan oleh seluruh keluarga, warga istana, dan rakyatnya. Semenjak itulah Raja Kodung mulai menduduki kembali tahtanya dan kembali memimpin kerajaannya.

Di sela-sela kesibukannya memerintah kerajaan Bangkule Rajakng, Raja Kodung selalu teringat akan istrinya Bayu Mustari dan anak-anaknya. Ketika rasa rindunya tidak tertahan lagi, Raja Kodung memerintahkan para pelayan istana untuk menyiapkan benda-benda yang dipesankan istrinya untuk dibuang ke dalam suangai Mempawah. Benda-benda seperti; sebutir telur ayam kampung yang masih mentah, sebatang paku, sebutir buah kemiri, seulas sirih seleke, sejumput berteh padi, dan juga beras kuning yang sudah dilumuri minyak bauh, akan menjadi media ritual untuk mempertemukan Raja Kodung dengan istri dan anak-anaknya yang ada di dasar sungai Mempawah.

Barang-barang tersebut kemudian dibawa oleh Raja Kodung ke tepian sungai Mempawah kemudian dibuang dengan cara yang penuh kesopanan. Tidak berapa lama setelah semua benda itu tenggelam ke dalam air sungai Mempawah, air sungai tersebut yang mulanya tenang menjadi beriak-riak dan berbuih tebal. Setelah itu muncullah beberapa ekor buaya ke permukaan sungai. Sisik buaya-buaya tersebut berwarna kuning. Melihat buaya-buaya tersebut, Raja Kodung sama sekali tidak terkejut karena apa yang ia lihat sekarang sama persis dengan apa yang dipesankan istrinya. Buaya-buaya kuning tersebut adalah istri dan anak-anaknya.

Buaya yang paling besar berukuran lebih dari 8 meter. Dikepalanya terdapat mahkota bertabur permata yang sama persis seperti yang dimiliki putri Banyu Mustari. Buaya-buaya yang lainnya berukuran lebih kecil sekitar 5 meter dan tidak memakai mahkota. Sorot mata buaya-buaya tersebut seolah-olah menyiratkan kerinduan yang sangat besar kepada Raja Kodung.

Raja Kodung berlutut dengan salah satu kaki menjadi tumpuannya. Buaya-buaya tersebut berenang mendekati Raja Kodung sehingga menimbukan riak di air dan membuat keruh air sungai. Mereka terus berenang dengan perlahan hingga hampir tidak ada jarak diantara mereka. Kaki depan mereka menapak daratan. Terlihat kuku-kuku mereka yang tajam dan runcing. Sementara itu, setengah badan mereka masih berada di bawah air. Tanpa rasa takut, Raja Kodung membelai buaya-buaya itu satu persatu dengan penuh kasih sayang. 

   “Terimakasih karena kalian telah bersedia datang. Kalian harus tahu, seperti apapun wujud kalian, aku akan selalu mencintai dan mengasihi kalian.” Kedua tangan Raja Kodung masih mengelus lembut kepala salah satu buaya yang memakai mahkota yangmana merupakan penjelmaan istrinya, Putri Banyu Mustari. Di tangannya, kulit buaya itu terasa keras dan kasar. Namun, hal ini tidak sedikitpun mengurangi perasaannya kepada Banyu Mustari.

Walaupun tidak ada yang bisa diucapkan oleh para buaya kuning tersebut, mata mereka menunjukkan pemahaman yang dalam. Butiran-butiran air mata menggenang dan menetes dari mata mereka sebelum akhirnya mereka masuk kembali ke dalam air sungai. Pertemuan tersebut meskipun singkat tetapi cukup untuk mengobati kerinduan Raja Kodung terhadap istri dan keturunannya.

Semenjak itu, Raja Kodung memerintahkan kepada seluruh rakyatnya agar tidak pernah mengganggu semua buaya kuning yang ada atau muncul di permukaan sungai Mempawah. Selain itu ia pun rutin melakukan acara pemanggilan buaya-buaya kuning yang merupakan istri dan keturunan-keturunannya. Hal ini dilakukannya semata-mata karena rasa sayangnya kepada istri dan keturunan-keturunannya. Kabiasaannya ini dikenal oleh rakyat Mempawah sebagai ritual “buang-buang.”

Raja Kodung berharap agar keluarganya yang berada di darat selalu mengkomunikasikan semua peristiwa yang terjadi di daratan kepada saudara-saudara yang berada di dalam alam gaib melalui pelaksanaan adat buang-buang. Bahkan hingga saat ini sebagian besar mayarakat Mempawah masih melaksanakan ritual ini sebagai pengingat bahwa manusia tidak hidup sendiri di dunia ini melainkan masih terdapat alam lain yang tidak dapat dilihat oleh manusia biasa. Selain itu hal ini juga dilakukan sebagai bentuk pengormatan kepada alam dan lingkungan yang merupakan sumber kehidupan manusia.

THE END

A Tale from Mempawah City

Have you ever been to Mempawah city in West Kalimantan?

Some people call Mempawah city as Bestary City or the earth of Galaherang. This city is divided into two by Mempawah River. They are “Mempawah hilir” and “Mempawah Timur.” The name of Mempawah itself comes from the words of “Mempelam Paloh”, a tree that can be found easily around that place. But I will not talk about the history of Mempawah city. I prefer to tell you a short story that not many people know, even people in west Kalimantan. There is a tale in Mempawah about yellow crocodile. People only know it from the older people. It is retold from one person to others. I am going to tell you this but at the first place I will apologize if the story is not 100% correspond with the original story as this is only narrative story based on what people believe happened in the past even though it is difficult to believe. For this one, I will retell it in Bahasa Indonesia so people in Indonesian archipelago can enjoy read it. But later, I will consider to make the English version. Please, enjoy it.

Buaya Kuning Sungai Mempawah

Alkisah, di sebuah kerajaan Bangkule Rajakng, negri Mempawah Tua, bertahtalah seorang raja yang bernama Patih Nyabakng yang  memiliki kesaktian yang luar biasa. Namun sayang, ia memiliki cacat fisik berupa jari tangan yang tidak sempurna. Hal inilah yang membuatnya mendapatkan gelar dari rakyatnya sebagai Raja Kodung.

Demi menyembuhkan cacat fisiknya, Raja Kodung telah melakukan banyak cara. Ia bahkan telah banyak menghubungi ahli pengobatan untuk menyembuhkan penyakitnya. Akan tetapi, tak satupun dari ahli pengobatan tersebut yang berhasil mengobatinya. Mendapati dirinya yang tak kunjung sembuh, hati Raja Kodung diliputi oleh kegelisahan dan kesedihan. Di tengah keputusasaannya itulah sang Raja kemudian terdorong untuk melakukan sumpah. Ia memanggil seluruh hambanya yang ada dikerajaannya untuk menjadi saksi sumpah yang akan ia ikrarkan.

     “Barangsiapa yang mampu untuk menyembuhkan penyakit fisikku ini, bila ia lali-laki maka akan aku angkat sebagai saudara kandung. Tetapi apabila ia wanita maka ia akan kujadikan istri,” kata Raja Kodung dengan lantang dan penuh keyakinan.

Tak berapa lama setelah Raja Kodung mengucapkan sumpahnya, terbersit keinginan Raja Kodung untuk melakukan kebiasaannya menjala ikan dan udang di sungai Mempawah. Ternyata walaupun memiliki jari yang buntung, Raja Kodung sangatlah ahli dalam menebar jala. Ia selalu mendapatkan hasil yang berlimpah ketika menjala ikan.

Ditemani oleh beberapa orang pengawal, pergilah Raja Kodung ke sungai Mempawah. Sungai Mempawah ini berbentuk memanjang yangmana bermula dari Kabupaten Landak (Kecamatan Mempawah Hulu) hingga bermuara pada Laut Natuna di Kabupaten Mempawah (Kecamatan Mempawah Hilir). Cuaca sedang cerah saat itu. Air sungai mengalir dengan tenang. Airnya memang terlihat agak coklat karena dasar sungainya yang berlumpur tetapi cukup bersih untuk dapat digunakan dalam kegiatan sehari-hari seperti mandi dan mencuci baju. Pepohonan di sekitar sungai pun masih lebat sehingga menambah keasrian sungai. Tak hanya itu, batu-batuan besar dan pohon-pohon kelapa yang tinggi menjulang pun semakin melengkapi keindahan pemandangan sungai. Tak begitu jauh dari tempat Raja Kodung dan pengawalnya berada, anak-anak riang gembira bermain air di sungai sementara ibu-ibu mereka sedang asik mencuci baju.

Raja Kodung memilih daerah sungai yang dalam sebagai tempat menjala ikan. Biasanya, Raja Kodung tak butuh waktu lama untuk menjaring ikan-ikan besar seperti belida atau patin dan udang-udang galah yang ada di sungai. Namun pada hari itu, bahkan ketika matahari sudah berada tinggi di atas kepala,  dan anak-anak beserta ibu-ibu mereka sudah pulang kerumah masing-masing,  Raja Kodung tetap tidak berhasil mendapatkan hasil seekor ikanpun.

Raja Kodung pantang untuk kembali ke kerajaan sebelum ia berhasil mendapatkan ikan dan udang seperti biasanya. Ia pun kembali menebarkan jalanya. Akan tetapi, ketika Raja Kodung hendak menarik jala yang telah ditebarnya tersebut, jala itu tersangkut oleh sesuatu yang berada di kedalaman sungai. Walaupun ia berusaha keras untuk menarik jala itu, jala nya tetap tidak mau terlepas.

Kedua alis Raja Kodung saling bertaut. Ia tampak sangat keheranan dengan apa yang terjadi pada jalanya karena baru kali itulah jalanya tersangkut begitu kuat oleh sesuatu yang seakan menarik jalanya dari dalam dasar sungai.

     “Apa yang membuat jalaku tersangkut?” Raja Kodung bertanya dengan suara pelan, lebih kepada dirinya sendiri. “Ini benar-benar tidak seperti biasanya.” Ia memandang sekilas kepada para pengawalnya yang selalu setia menemaninya lalu berujar, “Aku akan menyelam ke dasar sungai untuk mengetahui apa yang terjadi pada jalaku.” Raja Kodung pun kembali menatap sungai Mempawah yang tak terusik sedikitpun oleh permasalahan yang sekarang ia hadapi.

Mengingat kesaktian yang dimiliki oleh Raja Kodung, para pengawal mengangguk menyetujui keinginan raja untuk memeriksa dasar sungai. Tanpa berbasa-basi, Raja Kodung segera menceburkan dirinya kedalam sungai. Dengan ilmu yang dimilikinya, Raja Kodung sama sekali tidak mengalami kesulitan ketika harus bernafas di dalam air. Ia juga tidak mengalami masalah karena harus menyelam ke dasar sungai dengan masih berpakaian lengkap berupa kemeja lengan panjang berwarna hijau dengan celana panjang berwarna senada dan dilengkapi dengan sarung bercorak insang yang dilingkarkan di pinggang setengah tiang.

Setelah menyelam ke dasar sungai, Raja Kodung mulai menyusuri sungai untuk mencari pucuk jalanya yang tersangkut. Tampak bebatuan yang memenuhi dasar sungai dan rumput-rumput sungai yang melambai-lambai terkena arus air yang lambat.  Sesekali ikan nila dan ikan cupang berenang melewatinya. Bahkan, disana juga terlihat jelas ketika ikan tapah yang menjadi predator bagi ikan-ikan lain yang lebih kecil keluar dari lubang persembunyiannya. Ikan tapah ini berukuran besar, hampir mencapai 2 meter. Selain memiliki kepala dan mulut yang lebar, ikan ini juga memiliki sepasang duri dan sirip belakang yang panjang. Seandainya saat itu Raja Kodung hanya berjalan-jalan biasa, tentulah ia akan berhenti sebentar untuk menikmati pemandangan dasar sungai. Akan tetapi, sedikitpun perhatian Raja Kodung tidak teralih dari pencarian pucuk jalanya yang terkait.

Sesampainya Raja Kodung di dasar sungai yang paling dalam, yang sulit dijangkau oleh kemampuan manusia biasa, ia berhasil menemukan pucuk jalanya. Ia begitu terkejut begitu mengetahui apa yang membuat pucuk jalanya tersangkut. Ternyata bukan batu sungai yang menyebabkan jalanya tersangkut, melainkan karena jala tersebut sedang dipegang oleh seorang wanita. Wanita tersebut berparas amat cantik. Meskipun begitu, penampilannya jauh dari penampilan gadis kebanyakan. Wanita yang mempesona tersebut tidak menyanggul rambutnya melainkan membiarkan rambut hitam panjangnya tergerai. Selain itu baju kurung berwarna merah dan kain yang dipakainya tampak sangat indah. Perhiasan yang dipakainya berupa kalung bersusun tiga yang melingkari lehernya yang jenjang, gelang berukir di kedua pergelangan tanganya dan mahkota bertabur permata di kepalanya semakin menambah pesona wanita itu.

Raja Kodung begitu terkejut karena ia tidak pernah membayangkan jika jalanya ternyata ada ditangan wanita yang kecantikannya seperti rembulan di malam hari. Selain itu ia tidak pernah melihat ada seorang manusia pun yang dapat hidup di dasar sungai.

    “Selamat datang di Negeri Banyu Mustari, paduka yang mulia Raja Kodung” Wanita cantik itu memberi hormat. Ternyata Raja Kodung tidak hanya masuk ke dalam dasar sungai tetapi juga masuk ke dalam alam gaib.

Dengan diliputi rasa heran yang teramat besar Raja Kodung mengajukan pertanyaan yang ada di kepalanya kepada wanita itu tanpa meninggalkan rasa hormatnya. “Wahai putri yang cantik jelita, siapakah anda sebenarnya? Kenapa engkau menahan pucuk jalaku? Dan kenapa engkau tahu bahwa aku adalah Raja Kodung, raja dari Mempawah?”

Wanita cantik itu tersenyum. “Nama saya adalah Banyu Mustari, paduka. Saya adalah penguasa sungai ini. Karena itulah negeri ini disebut sebagai negeri Banyu Mustari.”

Raja Kodung terdiam mendengar penjelasan putri Banyu Mustari.

Putri Banyu Mustari melajutkan penjelasannya. “ Mengenai Raja Kodung, tidak ada satupun makhluk di dunia ini yang tidak tahu baginda raja Mempawah yang sakti mandraguna seperti Raja Kodung.” Lagi-lagi Puti Banyu Mustari tersenyum menampilkan deretan giginya yang berderet rapi dan putih.

     “Lalu apa maksud putri menahan jalaku?” Raja Kodung tampak begitu tidak sabar ingin mengetahui alasan Putri Banyu Mustari menahan jalanya.

     “Wahai paduka yang mulia Raja Kodung, saya menahan pucuk jala itu karena saya ingin menolong paduka raja sekaligus menjawab sumpah yang pernah paduka ucapkan” Suara Banyu Mustari terdengar begitu halus dan merdu ketika memberikan penjelasan.

Illustration: Raja Kodung and Putri Banyu Mustari

Mendengar penjelasan sang Putri, Raja Kodung teringat akan janji yang pernah diucapkannya bahwa siapapun yang mampu menyembuhkan penyakit yang ia derita, maka ia akan mengangkatnya menjadi saudara apabila laki-laki, dan menjadikannya istri apabila seorang wanita.

        “Jika saya sanggup menyembuhkan penyakit yang Paduka Raja Kodung derita, apakah Paduka akan menepati janji yang sudah Paduka ucapkan untuk menjadikan saya sebagai istri Paduka?” Putri Banyu Mustari menatap mata Raja Kodung untuk memastikan bahwa raja benar-benar akan menepati janjinya.

TO BE CONTINUED...

TIPS

Solving The problem of Bad Smell in your Armpit

Do you have a problem with your armpit? Does it smell bad even though you are not sweating? Don’t be worried because you can solve it with lime betel (kapur sirih). Just take a table spoon of lime betel and then dissolve it with two glasses of water. Stir it. Let the part of lime betel settle until there is a clear part of water. This clear water separated from the settled lime betel can be used to solve the problem of your armpit which has bad smell. Just rub it twice a day. As a result, you will not have bad smell in your armpit anymore ;)

How to Get Rid Body Odor

It is really annoying if you or one of your friends has body odor. If you find this problem, you can try this way. Take two handful of early ylang flowers, one ounce of lesser galangal that is washed and grated first. Put all of them in a saucepan together with one and half teaspoon of salt, one tablespoon of sugar, three lemons (squish it and take the water from it), and three glasses of water. Boil all of the ingredients until only two glasses of water left in the saucepan. You can drink this water, then. Do this way once a week until you can get rid your body odor.

Short Paper

Information Communication and Technology (ICT)

for the Improvement of  Education in Indonesia

A. Introduction

We are living in the digital era. The use of technology can not be separated from our daily life.  The digital era has transformed the way we communicate, seek for information, learn something, etc. In education, the role of Information Communication and Technology (ICT) can not be omitted. According to a United Nation report (1999) ICT covers internet service provision, telecommunications equipment and services, information technology equipment and services, media and broadcasting, libraries and documentation centres, commercial information providers, network-based information services, and other related information and communication activities. So, ICT is not only refers to computers or computing related activities even though they play significant role in modern information management.

In educative process, the use of ICT has been devided into two categories. They are ICTs for education and ICTs in education education. In ICTs for education, the development of ICT is specified for teaching and learning process. On the other hand, in ICTs in education, general components of ICT are adopted in teaching learning process.  There are so many products of ICT that can be used for students and teachers. They are email, teleconferencing, audio conferencing, audiocassettes, CD ROMs, etc. They can improve the quality of teaching learning process. They can also change the conventional teaching which only relies on textbooks and teachers who give lectures and presentation in front of the class.

Being aware of the importance of ICT for education in Indonesia, the government put ICT in the curriculum 2013. According to permendikbud 65/2013 the implementation of curriculum 2013 should be supported by ICT as media to deliver knowledge for every single subject. After the implementation of curriculum 2013, ICT is no longer as a subject, but rather as medium of learning. The ICT as a compulsory high school subject was scrapped.

There are always good things and bad things for this decision. The integration of ICT in education is a good improvement for education in Indonesia. But, The bad thing is the students of Indonesia will only be consumer, not the creator of technology. Learning ICT a a subject is also important, so the students will be more active, knowledgeable, and be able to develop their skill to be more competitive. By learning ICT in systematic way, the students can improve their ability in technology and then they will be able to find resources for learning by their own.

However, there are still challenges and limitation for ICT ‘s implementation in developing country such as Indonesia. These challenges are limitation on cost, training for teachers, access provided, infrastructure, etc. It will be a big question whether Indonesia is ready or pretend to be ready for technology.

B. Objectives

This essay propose description about ICT In education in Indonesia to help teachers and students have better understanding about ICT for education. Besides, it aims to discuss about the implementation of ICT in Indonesia.

C. Review of Related Literature

1. The Development of ICT

Infoemation and communication technology (ICT) is a technological tools and resources that can be used to communicate and manage the information. According to UNESCO (2004) ICT is a technology which is used to communicate, create, manage, and distribute the information. In the aspect of information, ICT can be used as a tool to manipulate and manage the information. Then, in the aspect of communication, ICT can be used as a device to process and transfer the data.

2. The importance of ICT in education

ICT is essential in education. It plays important role to the improvement of teaching and learning process. It brings new insight for the students and teachers that learning can be meaningful and interesting

“ICT make natural tools in education because of the simple and fundamental fact that learning is largely based on dealing with information......................Even more importantly, ICT can be used for other types of information processing, previously marginal in the traditional school, but now becoming more and more essensial, like project planning, or the search for new information outside school textbooks, as well as in the processes of so-called creative writing (drawing, constructing).” (Somenov, 2005, p. 30)

ICT can become a facilitator for the knowledge and enhance the educational systems. It can reduce the isolation of knowledge. There will be open access to new knowledge by having ICT in education system. People from the poor countries can still have access for information and communication. “Using ICTs we can provide access to geographically distributed information sources and to remote sources of instruction, and even access digital libraries and knowledge networks” (Bracey, 2005). It is clear that by using ICT the quality of education will be higher because the students and the teachers are able to gain more knowledge not only from the books but also from many sources such as electronic library or websites.

Kozma (2008) in (Schuermann, 2009, hal. 14) has identified important reasons for investing in ICT for education.

-          To support economic growth mainly by developing human capital and increasing the productivity of the workforce.

-          To promote social development by sharing knowledge, fostering cultural creativity, increasing democratic participation, improving access to government services and enhancing social cohesion.

-          To advance educational reform, i.e. major curriculum revisions, shifts in pedagogy or assessment changes.

-          To support educational management and accountability, with an emphasis on computer-based testing and the use of digital data and management systems.

From Kozma opinion, it is stated that one of important reasons ICT has to be invested is ICT advances educational reform. It means that later in the future teaching and learning process will be more efective because ICT can help the education to be reformed by doing revision to the curriculum in order to be better or by changing the way to assess students according to students need.

3. The differences between conventional teaching and teachin using ICT

Here is a brief list of what teachers and learners do in the traditional classroom of the old school. (Somenov, 2005, p. 100)

·         Teachers speak, learners listen.

·         Teachers talk to learners, who listen to and supposedly perceive, understand and memorize what is said. Often, this is all that teachers do on a strictly formal, technical-operational plane.

·         Teachers write letters, numbers, words and phrases on the chalkboard to help students hold fcats in their short- and long-term memories.

·         Teachers paste (clip) to the chalkboard, or hang on the wall, posters with pre-written (printed) letters, words and numbers, and then point to them with their finger or a pointer while giving explications, explanations, and instructions.

In such classroom students are not required or expected to: (Somenov, 2005, p. 101)

·         Do anything besides follow a teacher’s presentations and instructions expressed in oral and written words (texts) until they can assimilate and reproduce verbally the knowledge and skills required

·         Draw in language or mathematics workbooks except perhaps for geometry, or drawing primitive diagrams for science (in most cases, learners are not taught to acquire drawing skills).

·         Manipulate or transform three-dimensional objects, other than, perhaps paper, scissors, glue, and pencils.

So, in the traditional classroom there is nothing interesting for the students because all of the activities are prescribed by teacher with little variation activities. Besides,there is no link between theory and practice which makes the learning becomes not relevant to the real life.

In contrast, ICT offer more active and creative learning. It contributes to the contructivist learning. The role of teacher will be limited. It is no longer teacher centered but it changes to students centered because the students have more responsibility in their learning. Gradually, the learning about computer will be learning with computer.

4. The advantages of ICT

ICT offers many advantages especially for education. In teaching and learning process, it cannot be avoided that some of students in one classroom are different in the style of learning or slow in learning something. ICT can help to facilitate them in teaching and learning process. As Somehow (2005) “ICT offer numerous advantages and provide opportunities for : facilitating learning for children who have different learning styles and abilities, including slow learners, the socially disadvantaged, the mentally and physically handicapped, the talented, and those living in remote rural areas” (p.161). Further he also states that ICT can make learning more effective, involve more senses in a multimedia context and more connections in a hypermedia context. In addition, it can provide a broader international context for approaching problems.

The advantages of ICT discussed above make the use of ICT in school become important. ICT is not only beneficial for teachers but also for learners. In teaching and learning process, ICT may change the interaction of teacher and students from teacher centered to students centered. The learning experience will be more interesting for the students. As a result the motivation of students to study will increase. If the students have motivation to study they will be more active in learning and more independent in finding resources for knowledge. At this point, the quality of education will be raised.

5. Challenge in the implementation of ICT in teaching learning

In implementing the use of ICT in Indonesia especially in the field of education, there are still many challenges that need to be solved.

a)      Teachers’ qualification in ICT

Teachers who have crucial role in the implementation of ICT at school need training. Not all teachers can use ICT well. Even though they have an access to technology in their school, they still need to learn and gain the learning experience about it. The teachers need training to use email, web-based discussion  forum, computer conferencing system, moodle to make them able to teach at distance through virtual learning. If they able to use them, they can create learning environment inclusive of the technology.

The training for the teachers is not simple as it takes years. According to (Marshall, 2003)the core of the teacher training program lasts for three years. In this training program, there are three strands involved: basic ICT skills workshops, in classroom session, and microcentre sessions. In ICT skill workshop the teacher will learn about basic software and educational software. It will be done in the first two years. During the three years of core training, there will be classroom session where there is collaboration working between teacher and students in the implementation of pedagogical activities supported by ICT. The third strand, microcentred session the facilitator and the students will have the meeting to reflect and design the relation to the integration of ICT in their teaching.

The process of teaching and learning can be changed to be better by helping the teacher to have different perspective and letting them into the knowledge about network. Training program is only the first part of learning. According to Jennifer James in (Bracey, 2005, hal. 23) there is ideational scaffolding about eight new skills that need to be taught by teachers: seeing with new eyes, recognizing the future, harnessing the power of myths and sybols, speeding up your response time, understanding the past to know the fututre, doing more with more or less, mastering new forms of intelligence, and profiting from diversity. All of those skills will lead to new kinds of teaching practice. Development using ICT can be a way among them to cahange the teaching and learning process to the better way.

But once again, the effort to give training to teachers will meet other challenges such as cost, access, and language

b)      Access

The quality and the quantity of infrastructures in Indonesia are still in poor condition. It gives the effect in gettting the access to information especially for those who live in remote area. The schools in remote area even have difficulty to get the electricity facility. It will be more difficult for them to have access on internet. If it is compared to the schools in town, they can get access to the internet easier. However, their access to the internet is still limited only during IT lesson in the computer lab.

c)      Cost

The hardware, software and maintenance for the ICT are expensive. They are still unafforable for most of the schools in Indonesia. Besides, “ICT hardware and software were initially designed and developed for non-educational purposes, and are thus poorly fitted physically for ordinary classrooms” (Somenov, 2005, p. 186). Without maintenance support and inadequate software, the computers available will not work sufficiently. It means that access to technology plays important role for the students’ experience.

ICT in education cost a lot of money. It require large capital investment. For developing country such as Indonesia which has unstable economic, it will be difficult to balance the goal of ICT for education with economic condition realities.

D. Analysis

In curriculum 2013, ICT is no longer as subject but it becomes a tool of learning. This newest curriculum removes the subject of IT in Junior high school and senior high school and in vocational school. For this decision, it becomes controversial. In one side, there is improvement in education of Indonesia because there is integration of technology in every subject of school. On another side there is deterioration since ICT is the skill that becomes the key of the future but the students cannot learn about it in systematic way. There are steps to be competence in ICT skill. First, the students have to learn about it. Next, they will learn it. Last, they will learn with it. After they can learn with ICT, the students will be independent and lifelong learner as they can decide what they want to learn and how to find the information about it.

If ICT is integrated to the education of Indonesia, it will bring much improvement in the face of Indonesia education. It will help the teachers and the students in teaching learning process as they are led to the real life context learning. Besides, it will make the students to get open access on new information and knowledge. They will not left behind from students in others country because they can have the same sources for being knowledgeable about anything in the world.

The problem is not in how great technology we have but how skillful we use technology. Even though we have great technology but can not use it, it will be useless. So, that issue become the problem in Indonesia education where ICT as subject is terminate since curriculum 2013 is implemented. ICT is only become tool in learning. If the use of ICT in Indonesia school can be balance as subject and as tool in learning, it will be better for the future of Indonesian students. They can learn about ICT in ICT subject and then they can apply it as tool in another subject.

In the era of globalization, it cannot be omitted that ICT is important in any field, especially education. It is great to see that the government aware about it and has a good will to make education in Indonesia  literate in technology by implementing curriculum 2013. Years after that, what is the achievement got from its implementation? It is still far from what we expected. It should make the government reflect to what is achieved now. Are we ready for technology integration at school while the infrastructure is not. Plan without action is nothing. If the government cannot provide the fund for good infrastructue and ICT implementation, the condition of our education will stay or maybe be deteriorate.

E. Summary and Reccomendation

ICT plays an important role in education. It has the potential to improve the quality of teaching learning process. It facilitate the absorption of knowledge and bring the opportunity to enhance educational system. Indonesia as developed country try to implement this ICT in schools. But there is limitation in doing this as the teacher lack of training and the equipment is expensive.

There are several reccomendation that can be given relate to the advancement of ICT in Indonesia education face, they are:

1.      The teachers should get training about ICT because the role of teacher in the ICT implementation is vital.

2.      The availability of facility at school should be accommodated.

3.      The government should be more serious in manage the infrastructure especially for the remote areas.

Bibliography

Bracey, B. &. (2005). Harnessing the Potential of ICT for Education: A Multistakeholder Approach. New York: The United Nations Information and Communication Technologies Task Force.

Marshall, G. &. (2003). Learning in School, Home and Community: ICT for Early and Elementary Education. New York: Springer.

Schuermann, F. &. (2009). Assessing the effects of ICT in education: Indicators, criteria, and benchmarks for international comparisons. France: European Union.

Somenov, A. (2005). Information and Communication Technologies in Schools. France: UNESCO.

Mini Research in Tunas Bangsa School Pontianak

STUDENTS’ GRAMMATICAL ERROR IN WRITING RECOUNT TEXT

AND THEIR PERCEPTION ABOUT THE PROBLEM THEY HAVE

ABSTRACT

The purpose of this study was to investigate students grammatical error in writing recount text and their perception about writing problem they have. In this study, there were 12 participants, 6 male and 6 females. They are primary students in grade 5. They were students in Tunas Bangsa School which use English as a medium of instruction. They have learnt English since primary 1. The general nature of this study was qualitative and quantitative in nature as essay writing test and questionnaire were implemented for data collection. The findings revealed that grammar is the main problem for the students. The result suggest that students need to have reinforcement for the use of past form in their sentences.

INTRODUCTION

Writing is not only an important skill in language learning process but also the most complicated activity. It is because in writing the students should integrate their previous knowledge in order to create a good composition. The same opinion mentioned by Allen & Corder, 1974) that writing is “the most difficult of the language abilities and skills to acquire” (177). In the first language, writing skill is difficult. It is more difficult to write in foreign language. The students not only need to know how to generate and organize the ideas but also they have to know a great amount of vocabulary and the grammar rules.

In addition, for making a well structured writing, the students need to know about grammar because the use of logical order of the sentences and appropriate transition signal contained in the paragraph will make the paragraph writing easier to read. So, writing requires integrated mastery of comprehension of topic and mastery of sentence structure in grammar.

The requirement of mastery of sentence structure in making well structured paragraph writing makes the errors in students’ writing cannot be avoided. Errors in writing is different with mistake in which that the errors made by students because of inadequate knowledge of taget language and make it hard for the students to correct it by themselves. On the other hand, the mistake is made not because the students do not have competence knowledge of target language so that they can correct it by themselves. According to Brown mistakes refer to “a failure to utilize a known system correctly” (1994a: 205). So, because the mistakes are recognized by the students, they do not need speacial treatment. On the opposite, the errors need to be given special treatment since only the teacher who are able to locate them.

A clear distinction between errors and mistakes is made by (Norrish, 1983) that states errors are “systematic deviation when a learner has not learnt something and consistently gets it wrong.” Because the students have not learnt the correct form, they tend to make errors systematically. On the other hand, mistakes is defined as “inconsistent deviation” beacuse the students inconsistently use one form that they have learnt before.

The problem of disability to self correctness the language errors can be solved by doing error analysis. By analysing the students’ error in writing, the students will recognize the significance of errors which occur in their writing and are expected to make some improvements in their writing so that they can communicate well  through written language in the future. The error analysis is not only valuable for the students but also for the teachers. “Errors can tell the teacher how far towards the goal the learner has progressed and consequently, what remains for him or her to learn. So, students errors are valuable feedbacks.” (Corder, 1974, hal. 125). By knowing the progress of the students’ writing, the teacher will be able to indicate the point of weakness in students’ writing and able to make judgement whether it is necessary for the teacher to have remedial teaching. In line with Corder, Lim (1976) also stated that “one of the aims of error analysis is to help teachers assess more accurately what remedial work would be necessary for English as a Second Language (ESL) students preparing for an English Language test, so as to help these students avoid the most common errors.”

The purpose of this study is to know students problem in writing recount text by analysing the error they make and to examine students perception about the writing problem they have. By analysing the errors in their writing it is expected to give clear picture about the area of difficulty of recount text writing. The understanding of the area of difficulty then is supported by the perception of students about their problem in writing recount text to give further explanation about the students’ problem.

LITERATURE REVIEW

There are many causes and sources of errors. According to (Richards J. C., 1974)  in the paper titled “The Study of Learner English” there are seven sources of errors. They are language transfer, intralingual interference, sociolinguistic situation, modality, age, successions of approximative systems, and universal hierarchy of difficulty. In language transfer, there is influence from the language that has been acquired before to the target language. Intralingual errors can be caused by overgeneralization, ignorance of rule restrictions, incomplete application of rules, and semantic errors such as building false concepts/systems.

Error analysis has stages. According to Corder (1974) there are three stages in error analysis. They are data collection, descripton, and explanation. At first, thecorpus language followed by the identification of error are selected. After that, the errors are classified. Each error is analysed grammatically and each different types of error is explained. Another steps for error analysis are proposed by Gass & Selinker (1994, p.67) that they are collecting data, identifying errors, classifying errors, analyzing source of error, and remediating for errors. In collecting the data, it can be from students compositions. Then, the errors in those compositions can be identified. After identifying the errors, those errors can ne classified based on the types (subject verb agreement, articles, tense, etc.)

Writing includes numerous consideration and choice to be made regarding “higher level skills”, such as content, structure and organization, and “lower level skills”, suh as punctuation and choice of appropriate vocabulary items and grammatical structures, which are the term used by (Richards, 2002). The subjects of my study are my students in primary five. They started to learn English from primary one. However, they are considered as lower level skills. Because of this consideration, I will only analyse the error in their grammatical error, appropriate vocabulary, and punctuation.

Generaly there are some modeld of text. First is descriptive text. It refers to passage which has intention to describe something to the reader. Second, narrative text. It is used to entertain the reader about th story. Third is recount text. It tells about past even or past experience.  The focus of my students writing is recount text form because they will be easily explore the idea of their writing.

Recount text has three main factors. They are orientation, list of event, and re-orientation. In orientation, the students tell about the people, the setting, and the situation so that the reader will have awareness about what the story is about. In the lis of event, the students describe the events that happened in the past based on the order. In re-orientation, the students summary the story and tell about their impression of the experience. That is why in my students writing there are only three paragraphs writing. It because they want to complete the generic structure of recount text.

METHODOLOGY

In order to address the research questions for this study qualitative method was chosen to analyse the error the students made in writing recount text. In addition, quantitative approach was also used through the questionnaire because it was used to know students perception about writing problems they have.

In this study, there were 12 participants, 6 male and 6 females. They are primary students in grade 5. They were students in Tunas Bangsa School which use English as a medium of instruction. They have learnt English since primary 1.

This study involve collecting qualitative and quantitative data via two main methods: 1) writing test, 2) questionnaire

FINDING AND DISCUSSION

Merriam (1998) and Marsall and Rossman (1989) contend that data collection and analysis must be simultaneous process in qualitative research. They claim that qualitative data analysis entails classifying things, persons, and events and the properties that characterize them. This section will describe how the data collected in this study are analyzed. This include the analysis of data from writing test and questionnaire.

The main objective of this study is to analyse students’ grammatical errors. In the following section, examples of students grammatical errors were collected for the purpose of analysis. The errors were identified and categorized into diferent error types. The errors were counted and rated in percentage of frequency.

1. Verb Tense and Form

High error rates in this study occured within the error category of verbs. This finding may explain that the use of English verbs was a major learning difficulty for the students. The use of verb tense shows that the students still find a difficulty when and how to use the verb tense and the form of the verb especially past form to express past experience. There are some verbs that misused in the sentences.

Example of errors in verb tense and form:

* ......my second brother celebrate his graduation.                 (celebrated)

* we stay 2 days in there                                                        (stayed)

* After that we play a kite with my brother...                         (played)

From he examples before, it is clear that the students do not understand the right form of the past tense. They inserted the present simple instead of adding past verb to tell about past experience.

* I always fall but my brother help me.                                   (fell - helped)

* ....and we eating at cafe and went to airport.                        (ate)

* .......then my grandma sit beside my right.                           (sat)

In this example, the students have difficulty to change the verb into irregular verb in past form. So, instead of change the verbs into the past form, they just write it in the present form or change it into gerund verb ing.

The student’s difficulty in the area of grammar is crucial because in constructing words and sentences the students need to know the rule. The existence of grammar is very important as it can describe the language. The structure of English language is different with the structure of Indonesian language. There is different in combining the words and phrases. That is why the students have to know the rules and word changes in grammar to improve their skill in English especially writing skill.

This problem was in line with students perception of their problem in English writing. In the statement of “I have difficulty in memorizing irregular verbs,” 58. 33% of students agree with it.  Moreover, some students said that grammar is the most difficult problem for them. One of the students said “Grammar difficulty is the most difficult problem because I don’t know many grammar.” Another student stated that “It is the most difficult problem because I not undestand and not to concentrate.” Even from their writing when they stated their reason in thinking that grammar is difficult, it can be seen that their grammar is not really good. Another student even cannot differentiate the use of simple present and simple past tense in writing their reason. “It is difficult because my grammar is sometimes was wrong.” It means that the students have problem in the area of tense. They need to have improvement in tenses knowledge especially in simple past tense.

* I no needed to lived in the hotel                              (did not need)

* ...and no needed to spent more money.                   (did not need)

From the examples above, it can be seen that the students tried to express negative sentence in simple past but then they formed it in the wrong way by only added no and change the verb to the past form.

From the questionnaire, it was known that 50% of students have problem in making negative sentences using appropriate tenses. But the other 50 % also stated that they don’t have a problem to change the sentence into negative. It means that the students also still need to have reinforcement in changing positive sentence into negative sentence.

2. Subject Verb Agreement

The most common type of error made by students is subject verb agreement. In English sentences, the subject and the verb phrase shold agree in number and person.

Example of errors in subject verb agrement:

The plural subject does not agree with singular verb.

* I and my mom, dad and my 2 brothers we was vacation....                        (were)

* Me and my family was going to Hongkong.                                               (were)

* In there the facilities was very nice.                                                            (were)

In the case of subject verb agreement, the students still make errors. The lack understanding of subject verb agreement. Subject and verbs must agree with one another in number (singular or plural). That is why in sentences, if the subject singular the verb must also be singular. If a subjec is plural, the verb must also be plural.  For this agreement between subject and verb, the students do not pay attention to the subject followed by the verb. They still use singular verb for plural subject or vice versa.

In the statement of “I have difficulty in subject verb agreement (eg. She has, she was, they have, they were, etc),” there are 58.33% of students who agree with that statement. Only 16.67% and 25% of students disagree and srongly disagree with that statement. Based on the calculation it is clear that the students have problem in the area of subject verb agreement.

3. Word Order

* I and my family went to hotel Ibis.                                                 (Ibis Hotel)

* Mr. Edys’s family went to the apartment season city.                    (season city apartment)

In declarative sentence, the subject of sentence comes directly in front of the verb. Noun phrase can contain of two elements. They can be determiner and noun, or modifier and noun.

4. Preposition

* At 16 June 2014 .....                                                                         (on)

* We arrived at Kuala Lumpur on 5.00 pm                                        (at)

* Then at afternoon we....                                                                   (in)

* When I at the hotel at the Kuching...                                              (in)

There are three types of preposition: place, time, and movement. From the students writing, many of them used preposition of time and place but none of them used preposition of movement. In preposition of movement, they still have difficulty to differentiate it. It is evident that they used inappropriate preposition of time and place in their sentences.

For the use of preposition, 75% of students admitted that they have difficulty in using correct preposition. Only 25% stated that they don’t think using that using preposition is difficult. From this percentage, it can be concluded that most of students still have problem in the area of preposition. They need to have practice in using correct preposition (place, time, and diration) in their sentences.

5. Article

* At 9:00 o’clock we eaten a poridge.                                                (porridge)

* .......at the Kuching I take a rest there.                                             (Kuching)

* Then we went zoo the transportation.                                             (transportation)

From the first example of error in article, the student misused article a to refer to uncountable noun of porridge. Article a or an can only be used for singular countable noun. In another example, the article “the” in front of name of city “Kuching” is not appropriate. 

6. Plurality

* ....to the market to buy 3 bottle of water, candy, fruit, and tooth paste.

*. ...there are so many Place I can visit.

* we buy some foods.

Students may not realize that determiners such as some and many require plural nouns. Lack of training may be the reason the errors still happened. Nouns form the plural by adding the suffix –s (place/places) or –es (bus/buses). It is easy because the students only need to add –s or –es in the verb. But, there is also an exception in the verb of have. The singular verb of “to have” for third singular person (he/she/it) is has. There are also irregular plural in Englis such as ox/oxen or child/children. For the irregular plural form, cahanging the singular noun to plural noun form is not as easy as adding –s or –es. If the students do not know the rules of plurality, they will have difficulty in changing singular to noun form in their writing.

.More than 60 percent of students agreed that they have difficulty in using plural nouns correctly. On the other hand, 25% and 8.33% of students sadi that they disagree and strongly disagree with this statement. Their statement of the difficulty in plural nouns revealed that the use of determiner followed by plural nouns should be explained more in the classroom.

7. Misuse of Auxiliary

* It’s like went to the ocean park, disney land, and beijing.

* It’s was the best day ever in my life

For the use of auxiliary, there was confusion in using it since the students used double auxiliari. Auxiliary verbs are called helping verbs. They are always associated with the verbs. Thise auxiliaries are “be”, “have”, and “do.” If the students do not understand the principle of the use of English auxiliary verbs, the will misapply the the function of each auxiliary everytime they write. From above examples, the students made error by placing verb after auxiliary verb.  In the rule of grammar, auxiliary verbs can be inserted to explain about adjective, noun, or adverb.  So, if there is a verb, auxiliary verb can not be added in the sentence.

From the questionnaire filled by students, it was known that the students think that English writing skill is important for them. ”I think skill of writing in English is very important for me.” From this statement, 58.33% students agree and 41.67% students strongly agree with it. It means that the students aware that they really need to have skill in writing. Then, 58.33% of students agree and 25% of students strongly agree that they need to improve their skill in English writing. Only 8.33 students disagree with it. Eventhough they aware the importance of English wriitng and want to be able to improve their skill, they tend to not having a motivation on it. It was showed in the statement of “I think writing diary in English help me to be able to write well.”  Fifty percent of students strongly disagree with this statement. Only 16. 67% of students agree and strongly agree with this statement. So, eventhough they know that the students do not have any interest to improve their writing skill through diary writing. One of them even said “I think writing diary is bad for writing.”

Their lack of interest can be caused by the difficulty in organizing ideas while writing. In the statement of “I have difficulty in organizing my ideas when I write story,” there are 66,67% of students stated that they agreed with this statement. There are only 33.33% of students who did not agree with this statement. One of the student said that “Lack of ideas is the most difficult problem because difficult for the topic and the ideas.”  Another students said that “sometimes I forgot my ideas.”

CONCLUSION

In writing recount text, he students have problems in the area of using appropriate tenses, subject verb agreement, word order, preposition, article, plurality, and misuse auxiliary. They have awarness of the importance of writing skill and they also know their difficulties in writing. But eventhough they aware of their weaknesses they tend to avoid writing practice especially if they have to write the diary. They still do not aware that it can help them to improve their writing skill in writing recount text because they have to tell about their past experience. The most difficult problem for the students is grammar. They still can not use appropriate tense in their sentence writing of recount text. For this problem they need to have a lot of practice to use past form in their sentences.

Bibliography

Corder, S. P. (1974). Error Analysis. In J. P. B. Allen and S. P. Corder (eds.) Technique in Applied Lingistics(The Edinburgh Course in Applied Linguistics: 3. London: Oxfor University Press.

Norrish, J. (1983). Language learners and their errors. London: The Macmillan Press.

Richards, J. a. (2002). Methodology in Language Teaching: An Anthology of Current Practice. Cambridge: Cambridge University Press.

Richards, J. C. (1974). The Study of Learner English. In J. C Richards (ed.) Error Analysis. Perspectives on second language acquisition.

 Samples of Students’ Essay:

Sample 1

I and my mom, dad, and my 2 brother, we was vacation to Jakarta. I went to Jakarta because my second brother celebrate his graduation, and shopping with my family[A1] . The first, we went to my home and went to Bogor for visited my family, and we went to brasco for shopping. We were went to villa for take a rest. We stay 2 days in there and we went to shopping again. After that we play a kite with my brother in bogor garden and we went to villa.

At the morning I and my family went to hotel Ibis. We stay in there 3 days and we went to taman Anggrek for playing ice sketing, in there I always fall. But my brother help me. After we play we went to restaurant and I ate Sushi and my father ate Sushi too, my 2 brother ate sate and my mom too.[A2]  We went to taman mini and we saw all birds and the adat home and I play a train that in the sky. I and my 2 brother play that and we went to hotel.

At the morning we put our T-Shirt in our own bag and we went to Mangga dua because the ticket (was) at 1:00 o’clock, and we eating at cafe and went to airport. I stay in Jakarta (for) 6 day and we fly to Pontianak, and I fly use garuda Indonesia airplane.

Sample 2

This was about my vacation to Singapore. I went to Singapore to visit my dad. I went there with my mom & my grandma. I went there last holiday. I went to Singapore twice airplane. Then we went to the waiting room.

I used Tiger airplane & I heard from my mom that this plane was from Singapore. My mom sat beside the windows and sat in the middle then my grandma sit beside my right. I and mom slept in the plane until we arrived in Singapore. I arrived there around 2.00 used Singapore time. Then we went to hotel. I sat down and then I lait down & closed my eyes. Then we rest & 7.00 pm we will had dinner.[A3] 

Then tomorrow I went to bugis village. I bought many souvenir in that shop. Then, tomorrow I went to Singapore zoo. I went to a place where it’s so cool inside, then I rode a hourse and gave a food to goat. Then my mom say that only go to Singapore just for giving goat eat[A4] . I was just laughting. Then we went home & I also went to Sentosa but it’s to early so I, mom & my grandma went to mall using ARV. I watched Minion. And then on the other day I just when to mall.

Sample 3

Me and my family was going to Hongkong. In There, There is my aunty there. I no needed to lived in the hotel and no needed to spent more money.[A5]  I’m going for 2 weeks in There.

In Hongkong we Had a very fun day. Its like went to the ocean park, disney land, and beijing. Its very nice there, the tree was green, no pollution, and the other. But the price for your Life was hard. I went there when I was 6th. We also went to the highest mountain in Hongkong. We always used train as our transportation.

In there the facilities was very nice. I filled I wanna stay in there but I still needed to school. I felt so tired. Beside that I am very happy.

Sample 4

I and my family went to Puncak. We went to Jakarta and visited in hotel for 1 day. And the next day in the morning we use car for went to Puncak. At noon we arrived at Puncak. We rented a villa at Puncak for 3 days. At afternoon we travelling. We went to Mountain. At 8:00 clock we eaten a chicken and rice then we went home at 10:45. We went home and sleeping.

The next day in the morning we exercise in front of the villa. At 9:00 clock we eaten a poridge. And I take a shower and we went to the zoo. We gave a carrot to camel and see honey bear. Then, at afternoon we eaten a rice that the shape like a animals. We went to “Toko Oleh-Oleh Khas Puncak” and we bought a t-shirt. Gantungan kunci.

This our last day in Puncak. We prepare our t-shirt and things. And we went inside the car. After that we went to Airport from Jakarta to Pontianak.

Sample 5

At 16 June 2014 me, my parents and my friend went to China. First we went to Supadio airport. We flew to Kuching. We had arrived at Kuching, then we go to Starbuck cafe for 30 minutes. After 3o minutes we flew to Kuala Lumpur. We arrived at Kuala Lumpur on 5.00 pm, then me and my friend parents went to shopping. After shopping we went to a hotel then I slept. Me, my parents and my friend woke up at 3.00 am to get ready for the flight to Cina, Shenzen. At the airport we waited for the plane. When waiting we eat and play our ipad at the airport. When the plane has arrived we all flew to China, Shenzen.

In Shenzen the tourist picked us up at the airport. We would stay at Shenzen for 4 days. The first day at Shenzen we went to a restaurant and we ate at the restaurant. After eating at the restaurant we went to see a big statue. Before seeing the statue we must to walked up to the top of the mountain. At the top of the mountain we took a picture with the big statue. Me and my friend Richard went down first. My parents and my other friend were lost. So the tourist went pick them up. After picking them up we went to a hotel and take a rest at the hotel.

The second day I went to play coaster and other. After that I went back to the hotel and sleep. The next day our parents went to shopping. After shopping we went to a restaurant. After eating at the restaurant we went back to the hotel then sleep. The next day we went to the bus station and rode to Hongkong. In Hongkong we went to a hotel we play games. At night we walk at the street, we buy some foods. Then we went back to the hotel. The next day we went to ocean park, we have fun there. The next day we went to disney land we also have fun there. The end of the day we flew back.

Sample 6

Mr. Edy and his wife were on vacation. Her daughter followed his vacation. They went to Jakarta for 3 days. Mr. Edy bought 3 tickets from his phone. Mr. Edy likes to have a vacation. On Friday night Mr. Edy, Mrs. Edy and his daughter was went to the airport. Then we went to the transportation.

His daughter waited 10 minutes, then it floated up and up. It makes her scare, so she slept in the plane. It takes 1 hour and 30 minutes. She arrived at 12:45. Mr. Edy’s family went to the apartment season city. Then his daughter slept in one room. The next day we went for swim then we get ready for going to the mall. After we are ready we went to (CP) central park mall. When I arrived in that mall, I ate in The Duck King. It’s yummy. Then I went shopping with my mom. I went to bought some choclates. Then I went to Starbucks. Then, we went to the apartment to get ready because we went to Pontianak again. Then we went to the airport. We gave tickets to the man. Then we went to the plane.

I felt exited and happy when I jakarta. When I in the plane I felt scare. It’s fun in (CP) Central Park. I wish it will be more fun.

Sample 7

A week ago I went to Kuching. I went there to go to the Doctor. But I also go to another place. When I at the hotel at the Kuching I take a rest there. At night I went to the Food places at there I ate chicken wing, fried filet chicken and another food. After I ate my father bring me to the market to buy 3 big bottle of water, candy, fruit, and tooth paste.

I went there by using car and I went there with my father, grand mother, and my aunt. When I went back to hotel I watch televition and sleep. The second day I went to the doctor. After I went to the doctor I and my father bring my grand mother to the hospital. After go to hospital I went to mall. And I also had put my thing in the hotel and I also ate. At night I sleep.

The third ay I went home. I had a lot of thing to bring it home. I like Kuching because it is fun at there there are so many Place I can visit. At there I also ever walk at night I buy some food when I walking with my father. I like at Kuching.

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 [A1]I went to Jakarta because my second brother celebrated his graduation. Besides, I wanted to go for shopping with my family.

 [A2]After playing, we went to restaurant. My father and I ate Sushi. My brothers and my mom ate sate.

 [A3]Then, we took a rest because at 7 pm we would have dinner.

 [A4]Just to feed the goat

 [A5]I didn’t need to stay in the hotel and spent more money.

Primary 5 students with Dr. Rifka in discussion about reproduction