Minggu, 06 Desember 2009

Hidup Jangan Tertidur

Untuk dapat menikmati hidup, hal terpenting yang perlu Anda lakukan adalah SADAR. Inti kepemimpinan adalah kesadaran. Inti spiritualitas adalah kesadaran. Banyak orang yang menjalankan hidup ini dalam keadaan "tertidur". Mereka lahir, tumbuh, menikah, mencari nafkah, membesarkan anak, dan akhirnya meninggal dalam keadaan "tertidur". Analoginya adalah seperti orang yang terkena hipnotis. Anda tahu dimana menyimpan uang. Andapun tahu persis nomor PIN anda. Dan andapun menyerahkan uang Anda pada orang yang tidak dikenal. Anda tahu, tapi tidak sadar. Karena itu, anda bergerak bagaikan robot-robot yang dikendalikan orang lain, lingkungan, jabatan, uang, dan harta benda. Pengertian menyadari amat berbeda dengan mengetahui. Anda tahu berolahraga penting untuk kesehatan, tapi Anda tidak juga melakukannya. Anda tahu memperjual belikan jabatan itu salah, tapi Anda menikmatinya. Anda tahu berselingkuh dapat mengahancurkan keluarga, tapi Anda tidak dapat menahan godaan. Itulah contoh tahu tapi tidak sadar. Kematian mungkin merupakan suatu stimulus terbesar yang mampu menyentakkan kita. Banyak tokoh terkenal meninggal begitu saja. Mereka sedang sibuk memperjual belikan kekuasaan, saling menjegal, berjuang meraih jabatan, lalu tiba-tiba saja meninggal. Banyangkan kalau Anda sedang menonton film di bioskop. Pertunjukan sedang berlangsung seru ketika tiba-tiba listrik padam. Petugas bioskop berkata: "silahkan Anda pulang, pertunjukkan selesai!". Anda protes, bahkan ingin menunggu sampai listrik hidup kembali. Tapi, si Penjaga hanya berkata tegas, "pertunjukan sudah selesai, listriknya tidak akan pernah hidup kembali." Hidup ini seringkali menipu dan meninabobokan orang. Untuk menjadi bangun kita harus sadar mengenai tiga hal, yaitu siapa diri kita, darimana kita berasal, dan kemana kita akan pergi. Untuk itu kita perlu sering mengambil jarak dari kesibukan kita dan melakukan kontemplasi. Ada sebuah ungkapan yang menarik dari filsuf Prancis, Teilhard de Chardin, "kita bukanlah manusia yang mengalami pengalaman-pengalaman yang manusiawi. Manausia bukan makhluk bumi melainkan makhluk langit. Kita adalah makhluk spiritual yang kebetulan ssedang menempati rumah kita di bumi. Tubuh kita sebenarnya hanyalah rumah sementara bagi jiwa kita. Tubuh diperlukan karena merupakan salah satu syarat untuk bisa hidup di dunia. Tetapi tubuh ini lama-lama akan rusak dan akhirnya tidak dapat digunakan lagi. Pada saat itulah jiwa kita akan meninggal rumah untuk mencari rumah yang lebih layak. Keadaan ini kita sebut meninggal dunia. Jangan lupa ini bukan berarti mati karena jiwa kita tidak pernah mati. Yang mati adalah rumah kita atau jasad kita.

Selasa, 13 Oktober 2009

Koleksi Judul Skripsi Bahasa Inggris

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BUCK,S THE LONG LOVE:INDIVIDUAL PSYCHOLOGICAL PERSPECTIVE INDRIWATI KILBAREN * FAMILY INFLUENCES IN THE MAJOR CHARACTER OF PERSONALITY DEVELOPMENT IN BARBARA CHARTLAND'S A HAZARD OF HEARTS: A BEHAVIORIST APPROACH LIA OKTAFIA * ANXIETY IN AUTUMN IN NEW YORK MOVIE WRITEN BY ALLISON BURNETT AND DIRECTED BY JOAN CHEN;PSYCONALITIC APPROACH Andriani Fatmawati * A SEMIOTIC STUDY OF TRAFFIC SIGNS ARIA USIANI * OPPESSION AGAINT WOMEN IN NICHOLAS KHAZAN ENOGH DIRECTED BY MICHAEL APTED: LIBERAL FEMINIST APPROACH ANA IKE INDRAWATI * DEFENSE MECHANISM IN PATTY JENKINS' MONSTER:A PSYCHOANALYTIC APPROACH AMALIA WIDYANINGSIH * HARRY POTTER'S AMBITION IN J.K ROWLING'S HARRY POTTER AND THE CHAMBER OF SECRETS:AN INDIVIDUAL PSYCHOLOGICAL APPROACH DUWI HASTUTIK * AN ERROR ANALYSIS ON CONSTRUCTING WH-QUESTIONS MADE BY THE FIRST YEAR STUDENTS OF SMA MUHAMMADIYAH 2 KLATEN I 2006/2007 ACADEMIC DILI MURDANINGSIH * CLASS STRUGGLE IN ELIZABETH GASKELL'S MARY BARTON: A MARXIST APPROACH SITI RAFI'ATUN * TEACHING ORAL ENGLISH THROUGH DISCUSSION AT SLTPN 3 CEPER KLATEN DWI ROH HANDAYANI * DESCRIPTIVE STUDY ON THE TEACHING ENGLISH AT SMK MUHAMMADIYAH 1 SUKOHARJO RENNI WIDIYASTUTI * A STUDY ON "BEYOND CENTRE AND CIRCLE TIMES (BCCT)" METHODS USED TO IMPROVE SPEAKING IN KINDERGARTEN CIPTA MANDIRI KEBAKRAMAT ERWAN SUMIYANTO * A STUDY OF REGISTER USE IN SKATE BOARDING SPORT :SOCIOLINGUISTIC APPROACH ALFIN AMALIAH ZAHROH * SOCIO-PRAGMATICS ANALYSIS OF APOLOGIZING UTTERANCE ON ARISTOCRATIC MOVIE MANUSCRIPT DIAN PUSPITA ANGGRAENI * ANALYSIS OF READING COMPREHENSION OF ENGLISH NARRATION IN THE STUDENTS OF UMS THE ACADEMIC YEAR 2006/2007 NINIK ULFIYATI * a descriptive analysis of registers used in football championship ARIE KURNIAWAN * DEFENSE MECHANISM IN STEVEN SPIELBERG'S MOVIE "WARS OF THE WORLD": PSYCHOANALITIC APPROACH FEBRIANTI INDRASARI * AN ANALYSIS ON FIGURATIVE LANGUAGE USED IN LORD BYRON'S POEMS RATNA HAPSARI * STRUGGLE FOR A HPPINESS FOR A HAPPINESS IN KATE CHOPIN'S THE AWAKENING: AN INDIVIDUAL PSYCHOLOGICAL APPROACH BINTI KHOIRIAH * RIGHTS INJUSTICE IN NATHANIEL HAWTHORNE'S THE SCARLET LETTER: A FEMINIST APPROACH ABDILLAH DENY MERDEKAWATI * A STUDY ON THE ROLES OF INTONATION IN CONVERSATION OF PRETTY WOMAN FILM LILIS KUSUMAWATI * A STUDY ON ABUSIVE LANGUAGE IN DRAMA FILMS RINA PURWANINGSIH * LADY CARRINGTON'S ANXIETY IN D.H. LAWRENCE'S ST.MAWR:A PSYCHO ANALITIC PERSPECTIVE ENDANG SRI SULASTRI * ANXIETY OF GERTRUDE IN D.H LAWRENCE'S "SONS AND LOVERS":A PSYCHOANALYTIC PERSPECTIVE SITI MAIMUNAH * A STRUGGLE FOR HARMONIOUS LIFE OF FAYE THAYER IN DANIELLE STEEL`S FAMILY ALBUM: A LIBERAL FEMINIST PERSPECTIVE NURYANI * STRUGGLE TO SURVIVE OF WLADYSLAW SZPILMAN IN ROMAN POLANSKI`S THE PIANIST HUMANISTIC PSYCHOLOGICAL APPROACH MUHAMMAD RIFAI * TEACHING SPEAKINGUSING CARTOON FILM TO THE FIRST YEAR STUDENTS OF MTsN GONDANGREJO KARANGANYAR 2005/2006 ACADEMIC YEAR ENY SUMEKAR * AN ANALYSIS ON FIGURATIVE LANGUAGE USED IN WILLIAM BLAKE'S POEMS DWI HENRI W A * INCREASING STUDENT'S PRONUNCIATION IN SPEAKING CLASS THROUGH LISTEN AND REPEAT ; AN ACTION RESEARCH AT THE SIX YEARS STUDENTS OF SD N PREMULUNG CATUR WULANDARI * AMBITION IN TENNESSEE WILLIAMS' THE GLASS MENAGERIE: AN INDIVIDUAL APPROACH SITI SHOFYATUN * A DESCRIPTIVE STUDY ON ENGLISH TEACHING LEARNING PROCESS IN ACCELERATED CLASS AT SMP N 2 SURAKARTA ISNAINI KURNIAWATI * THE INFLUENCE OF SAMURAI'S LIFE OVER NATHAN ALGREN IN JOHN LOGAN'S THE LAST SAMURAI : BEHAVIORIST APPROACH SEFTY DWI RATMAWATI * ANXIETY IN D.H LAWRENCE LADY CHATTERLEY'S LOVER : PSYCHOANALYTIC APPROACH DAROJAH * THE ANALYSIS OF READING COMPREHENTION QUESTIONS OF ENGLISH TEXTBOOK FOR SECOND YEAR STUDENTS OF YUNIOR HIGH SCHOOL M ALEX ARSYAD * SYMBOLISM IN NATHANIEL HAWTHORNE'S THE HOUSE OF THE SEVEN GABLES NANIK WIDIYA KUSUMA WATI * THE adultery OF EMMA ROUAULT IN GUSTAVE FLAUBERT'S MADAME BOVARY (PSYCHOANALYTIC APPROACH ) ARDIANTO * AN ANALISYS OF THE TRANSLATION OF IDIOMATIC EXPRESSIONS IN THE NOVEL 'E-LOVE' BY CAROLINE PLAISTED LINDA ATUTI * A STUDY ON THE COMPETENCE OF USING RELATIVE PRONOUNS AT THE SECOND YEAR STUDENTS OF SMK BATIK 1 SKA ON THE 2005/2006 ACADEMIC YEAR YAYUK PRIHARTATI * AN ANALYSIS OF THE VIOLATIONS OF POLITENES PRINCIPLES USED IN ENGLISH CONVERSATION IN DONALD DUCK COMIC RETNO MARUTI * THE INFLUENCE OF SOCIAL STATUS IN JAY GATSBY'S LIFE STYLE IN F.SCOOT FITZGERALD'S THE GREAT GATSBY : SOCIOLOGICAL APPROACH PUJI ASRI ISWATI * DEFENSE MECHANISM IN THOMAS HARDY'S THE MAJOR OF THE CASTERBRIDGE NUR FATMAWATI SUTRISNO * A SEMANTIC STUDY OF METAPHORICAL LANGUAGE USED IN THE JOSH GROBAN CLOSER ALBUM EKVAN PRASETYO * THE EFFECTIVENESS OF ERROR CORRECTION FEEDBACK IN IMPROVING THE WRITING SKILL OF THE SECOND YEAR STUDENTS OF SLTP NEGERI 1 BAKI SUKOHARJO IN 2005/2006 ACADEMIC YEAR FATMAWATI * IAGO'S OBSSESIVISM IN SHAKESPEARE'S OTHELLO:AN INDIVIDUAL PSYCHOLOGICAL APPROACH winarsih retnasari * defense mechanism of major character in cast away movie TUTIK WINARSIH A SOCIO-PRAGMATIC ANALYSIS OF APOLOGY AND FORGIVENESS UTTERANCES IN POPULAR MOVIE MANUSCRIPTS * A SOCIO-PRAGMATIC ANALYSIS OF APOLOGY AND FORGIVENESS UTTERANCES IN POPULAR MOVIE MANUSCRIPTS DIAN PUSPA RUSSEDIYANI * THE INFLUENCE OF ENGLISH SOCIETY ON JANE AUSTIN'S EMMA: A SOCIOLOGICAL APPROACH SUGIARTI * IMPROVING STUDENTS' VOCABULARY MASTERY IN LEARNING ENGLISH USING CONTEXTUAL TEACHING AND LEARNING (CTL): A CLASSROOM ACTION RESEARCH AT THE FOURTH YEAR STUDENTS OF SD DJAMA'ATUL ICHWAN (DJI) SURAKARTA IN 2006/2007 ACADEMIC YEAR DWI WAHYUNI * ETHNIC PREJUDICES IN PAUL HAGGIS' CRASH: A SOCIAL PSYCHOLOGICAL APPROACH YULI BRATYASTUTI * ANXIETY AS REFLECTED IN FRIEDERICH DUERRENMATTS' THE VISIT: A PSYCHOANALYTIC APPROACH MUFIDAH KAKANDARI A SOCIO PRAGMATIC ANALYSIS OF THE UTTERANCES OF EXPRESSING ANGER IN MOVIE MANUSCRIPTS * A SOCIO PRAGMATIC ANALYSIS OF THE UTTERANCES OF EXPRESSING ANGER IN MOVIE MANUSCRIPTS WIDIYANTI ANJAR WARDANI SITI ZUHRIAH MARYADI 9 MEI 2006 * A SOCIO PRAGMATIC STUDY OF PERSUASION UTTERANCES IN POPULAR MOVIE MANUSCRIPTS LAELA DWI A. DRS. M. THOYBI MAULY HALWAT 9 MEI 2006 * STRUGGLE FOR BEING FREE MAN IN MARK TWAIN'S "THE ADVENTURE OF HUCKLEBERRY FINN":MARXIST APPROACH FEBRINA KUSUMAWATI * A STUDY ON THE USE OF LEXICAL HEDGES IN ALICE IN WONDERLAND: SOCIOLINGUISTIC APPROACH RODHOTUS SALAMIYATUL MURTAFIAH * ANALYSIS OF ENGLISH EXPRESSIONS IN GOODS ADVERTISEMENT IN "KOMPAS"(PRAGMATICS APPROACH) Dra.MALIKATUL LAILA, M. Hum 9 MEI 2006 SITI AMINAH * TEACHING ENGLISH GRAMMAR THROUGH SONG AND PICTURE TO THE FIRST YEAR STUDENTS OF SMP MUHAMMADIYAH 11 NOGOSARI 2005/ 2006; A CLASSROOM ACTION RESEARCH MUANNISA LATHIFAHANUM * A CONFLICT OF LOVE IN JANE AUSTEN'S SENSE AND SENSIBILITY: A MARXIST APPROACH IKA YUANITA AGUSTININGSIH * LEARNING STRATEGY TO DEVELOP SPEAKING SKILL USED BY STUDENT OF SMPN 1 GIRIWOYO: A CASE STUDY DHIKA SATRIAWAN * AN EXPERIMENTAL STUDY ON 'FIFTEEN MINUTES READING' BEFORE CLASS TO IMPROVE VOCABULARY MASTERY I THE SECOND YEAR STUDENTS OF SMA NEGERI III SRAGEN RINDANG BAHTIAR * A PRAGMATICS ANALYSIS ON THE DIRECTIVE UTTERANCES IN THE ENGLISH TRANSLATION OF TRADITION OF BUKHARI SUSWONO * QUEST FOR MEANING OF EXISTENCE IN JOSEPH CONRAD'S LORD JIM: EXISTENTIALIST PERSPECTIVE ORVILLE FAIZ WAHYUDY * DEFENSE MECHANISM IN DANIEL DEFOE'S ROXANA OR THE FORTUNATE MISTRESS: PSYCHOANALITIC APPROACH EKO HERI SISWANTO * COMPARISON BETWEEN THE NOVEL AND THE MOVIE OF MARIO PUZO'S THE GODFATHER; STRUCTURAL ANALYSIS TAUFIK RAHMAN FITRIANTO * PATRIOTISM IN STEPHEN CRANE'S THE RED BADGE OF COURAGE: SOCIOLOGICAL PERSPECTIVE TARTO * A STUDY OF THE IMPLEMENTATION OF TEACHING ENGLISH TO CHILDREN BY USING VIDEO ARUM PUTRI RAHAYU * A STUDY ON THE DIFFICULTIES IN BUILDING INTERROGATIVE SENTENCES FACED BY THE FIRST YEAR STUDENTS OF SMP MUHAMMADIYAH 5 SURAKARTA AGUS PRABOWO * INCREASING VOCABULARY MASTERY THROUGH CARTOON FILM;AN ACTION RESEARCH AT THE FOURTH YEAR STUDENT OF SD NEGERI SEKIP 1 SURAKARTA DEWI SETYA RINI * THE USE OF MOVING PICTURES IN TEACHING VOCABULARY OF TK TUNAS RIMBA 1 PEMALANG IN THE ACADEMIC YEAR AT 2006/2007 FITRIYATUN NUR JANNAH * JOHN KNOWLES' WORLDVIEW IN A SEPARATE PEACE: A GENETIC SRTUCTURALISM APPROACH SUTINAH * THE CONTENT VALIDITY OF THE ENGLISH FINAL TEST IN UAN SMA 2005 BASED ON THE COMPETENCY-BASED CURRICULUM AND THE DISTRIBUTION OF THEIR COGNITIVE LEVEL HEKSI INDARTI * THE CONSTRAINT FACED BY ENGLISH TEACHER IN IMPLEMENTING COMPETENCY-BASED CURRICULUM AT 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Nur R * ANXIETY IN STEPHEN CRANE"S THE RED BADGE OF COURAGE: A PSYCHOANALYTIC PERSPECTIVE GESANG ARI K * A STUDY ON LORD JIM'S ANXIETY IN JOSEPH CONRAD'S LORD JIM : A PSHCHOANALYTIC APPROACH AGUS PRAMONO * A DISCRIPTIVE STUDY ON CONSTRUCTION OF PHRASE IN ENGLISH VOCVATIONAL ADVERTISEMENT IN KOMPAS NEWSPAPER DWI NOVITA KURNIAWATI * THE INFLUENCE OF FATAL MARRIAGE ON THE MAJOR CHARACTER'S PERSONALITY IN GEORGE ELIOT'S MIDDLEMARCH:A BEHAVIORIST PERSPECTIVE KHOTIMAH * SYMBOLISM OF ERNEST HEMINGWAY'S THE OLD MAN AND THE SEA FITRI CAHYA UTAMI * ANXIETY IN WILLIAM SHAKESPEARE'S HAMLET A PSYCHOANALITYC APPROACH DYAH NUR B * THE FAMILY'S INFLUENCES ON REVENGE BEHAVIOUR ON THE MAJOR CHARACTER'S PERSONALITY DEVELOPMENT IN WILLIAM SHAKESPEARE'S THE TRAGEDY OF HAMLET PRINCE OF DENMARK:A BEHAVIORIST APPROACH SRI HANDAYANI P. * A DISCOURSE ANALYSIS OF "YOUR LETTERS" IN THE JAKARTA POST NEWSPAPER UPIT TRIE ESTRINI * SYMBOLISM ON GERARD MANLEY HOPKINS POEMS A SEMIOTICS APPROACH JULIARI PURNSARI * A 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SCHOOL UMI AHDILAH RAHMAWATI * DEFENSE MECHANISM IN JAMES CAMERON TITAIC MOVIE : PSYCHOANALYTIC APPROACH ERNA PURNIAWATI * A DESCRIPTIVE STUDY ON TEACHING VOCABULARY BY USING " WORD SAVING " APPROACH TO INPROVE VOCABULARY MASTERY OF THE SIXTH YEAR STUDENTS OF SDN MOJOKERTO 3 IN 2006 / 2007 ACDEMIC YEAR. 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Selasa, 02 Juni 2009

KEUTAMAAN IBADAH SHOLAT

Sidang Jum’at yang berbahagia! Melalui mimbar khutbah Jum’at ini kami mengajak kepada hadirin sekalian, marilah kita meningkatkan taqwa kepada Allah SWT, dengan taqwa yang sebenar-benarnya, yakni dengan melaksanakan semua perintah Allah serta menjauhi segala larangan-Nya. Untuk mencapai kriteria taqwa antara lain kita laksanakan perintah sholat lima waktu sebagai pokok pangkal segala peribadatan dan segala bukti ketaatan seorang hamba kepada Khlaiqnya. Hadirin sidang Jum’at yang berbahagia! Seperti kita ketahui, bahwa tidak ada suatu perintah yang sangat dipentingkan oleh Al-Qur’an sebagaimana sholat ini. Al-Qur’an telah menyatakan kefardhuan sholat dengan berbagai susunan kata. Kadang-kadang dengan perintah tegas, dan terkadang dengan memuji-memuji orang sholat dan mencela orang yang meninggalkannya, sehingga dapat dipahamkan bahwa sholat itu adalah tiang agama Islam, juga sholat merupakan ibadah yang paling utama dari ibadah-ibadah lainnya, karena dalam ibadah sholat mengandung beberapa keistimewaan. Adapun beberapa keistimewaan sholat adalah sebagai berikut: 1. Sholat merupakan tiang agama: sebagaimana sabda Nabi Muhammad Saw: “Sholat itu tiang agama. Barangsiapa yang mendirikan sholat, sungguh ia telah mendirikan agama; dan barangsiapa yang meninggalkan sholat, sungguh ia telah meruntuhkan agama” (HR. Baihaqi) 2. Sholat lima waktu difardhukan dimalam mi’raj Seluruh fardhu dan ibadah lain selain ibadah sholat, diperintahkan oleh Allah SWT kepada Nabi melalui malaikat Jibril. Hanya sholat sendirilah yang diperintahkan secara langsung oleh Allah kepada Nabi Muhammad Saw yaitu pada saat beliau mi’raj ke langit. Hal ini menunjukkan bahwa sholat adalah suatu ibadah yang laur biasa dan istimewa. 3. Sholat merupakan akhir wasiat Rasulullah Saw: Sewaktu beliau akan meninggalkan dunia yang fana ini, beliau berwasiat yang terakhir kepada kita para Umatnya. Sebagaimana disebutkan dalam hadits riwayat Ahmad: “Adalah di antara akhir wasiat Rasulullah Saw ialah tetaplah kamu memelihara shalat dan tetaplah kamu berbuat baik kepada hamba sahayamu” 4. Sholat merupakan permulaan amal yang dihisab di akhirat kelak dan merupakan akhir ibadat yang ditinggalkan umat di Dunia. Bersabda Nabi: “Amalan yang mula-mula dihisab dari seorang hamba di hari kiamat ialah sholat. Jika sholatnya diterima, maka diterimalah amalan-amalan yang lain, jika sholatnya ditolak, maka ditolaklah amalan-amalan yang lain. (HR. Tabrani). 5. Sholat paling utamanya Syi’ar Islam dan sholat merupakan tali perhubungan yang paling kuat antara hamba lansung dengan Allah SWT sang Pencipta Sekalian Alam. Sidang Jum’at yang berbahagia! Di samping beberapa keistimewaan dalam ibadah sholat, juga mengandung beberapa hikmah, antara lain dalam suatu hadits ada keterangan : Asholatu Mi’rajul Mu’minin” sholat itu adalah mikrajnya (tangga)nya kaum mukmin. Dengan menggunakan tangga itu umat islam bias meningkat, yaitu bertambah kuat keimanannya dan bertambah tinggi nilai rohaninya, juga sholat bisa menjadi pendorong ke arah kemajuan di dunia. Marilah kita renungkan hikmah apa yang terkandung dibalik ibadah sholat itu. Sebelum kita melakukan sholat, kita wajib berwudu dulu, dan wajib bersih dari segala najis baik yang ada pada badannya, pakaiannya, dan tempat yang akan digunakan sebagai tempat sholat. Perintah ini mendorong umat islam untuk hidup sehat dengan meningkatkan kebersihan dan kesehatannya. Sholat dilakukan pada waktu tertentu, tidak boleh dilakukan pada sembarang waktu, oleh karenanya diperlukan alat pengukur waktu. Dengan demikian umat islam mahir dalam hal mengukur waktu. Dan yang lebih penting melalui dorongan ibadah sholat ialah dapat membentuk manusia paripurna yang berbudi luhur dan berakhlak mulia, karena fungsi sholat adalah sebagai benteng dari perbuatan maksiat, keji, dan munkar, sebagaimana Firman Allah SWT: “dan dirikanlah sholat, karena sholat dapat mencegah dari perbuatan keji dan munkar” (QS. Al-Ankabut; 45) Sidang Jum’at yang berbahagia! Tiap kali Al-Qur’an menerangkan perihal sholat kaum munafik, cukup dengan dikatakan ‘MUSHOLLIN’ artinya orang yang sholat, tetapi setiap memerintahkan dan mensifatkan sholat orang mukmin, maka dikatakan ‘MUQIMASHOLAH’ artinya yang mendirikan sholat. Sebagaimana tercantum dalam Al-Qur’an: “Ya Tuhanku, jadikanlah aku anak cucu orang yang tetap mendirikan sholat. Ya Tuhan kami perkenakanlah do’a kami” (QS. Ibrahim: 40). Marilah kita berusaha sekuat tenaga agar sholat meningkat kepada derajat MUQIMASHOLAH, sehingga menumbuhkan keteguhan iman, berakhlak mulia serta dapat mendorong cara hidup dan berfikir yang lebih maju. Bila semua itu sudah menjadi kenyataan , maka itu suatu tanda bahwa kita telah meningkat dari orang yang Cuma sekedar sholat menjadi orang yang benar-benar mendirikan sholat.

Jumat, 15 Mei 2009

Public Speaking Class Resources

Tips for persuasive speech topics, informative speeches, and more Public speaking is not everybody's favorite class. Most students have a fear of public speaking and come into class the first day thinking it's going to be painful. However, public speaking skills are very important in the working world, so taking a public speaking course in college can be beneficial to just about everybody. I taught public speaking to college students for many years, and trust me, it doesn't have to be painful. And here's a little secret: if you follow instructions and listen to your instructor's feedback, getting a good grade in public speaking is not hard! Most instructors have sympathy for public speaking students and grade their speeches with some leniency. Here are some tips for doing well in a public speaking class: Read the assignment sheets carefully. Public speaking instructors usually give very specific criteria, including how many sources you have to include and how many visual aids to use. Be sure you understand all the criteria and follow the instructions carefully in your speech. Remember, delivery isn't everything. Delivery is how you use your voice and body to present the speech to an audience. This is important. However, students sometimes place too much importance on delivery and not enough on the content of the speech. The speech needs to be well written and interesting. Choose interesting topics. Brainstorm to find interesting topics that haven't been overused. (Here's some help with how to choose a great topic for a persuasive speech and tired persuasive speech topics to avoid.) Also, make sure your topic is appropriate for the assignment. If you're not sure, ask. Practice. An absolute must. Practice your speeches at least three times before you deliver them in class. I'm not kidding. Practice and time yourself. When you practice, make sure you're within the assigned time limit. If you are not, fix your speech until you are. Write a great speech outline. Your instructor will require you to write a detailed outline before you give your speech. This is not busywork! One of the biggest problems students have with speeches is organization. Your outline will help you organize your speech. Use great visual aids. First of all, your visual aids have to be easy to see and look professional. But perhaps more importantly, your visual aids need to help convey the ideas of the speech. A list of your three main points isn't a very useful visual aid because it doesn't demonstrate anything. Speak loudly and slowly. By far, this is the most common problem that students have with delivery. Unless you are told otherwise, do not read your speech word for word. Students often do this because they are nervous. Unfortunately, reading a speech word for word is a terrible way to establish good rapport with the audience. Use sources to increase your credibility. When you cite a source, be sure to tell the audience who the source is and why your source is trustworthy. For example, if you're giving a speech about lung cancer, say, "According to Dr. Jane Doe, Vice President of the American Lung Association...." Give information and examples in your speech that the audience can relate to. An example: when I taught in Minnesota, a student gave a speech about the need for better public transportation, and she wanted to use an overhead of a traffic jam in California, where she was from. I suggested she use a more local overhead. So she did, and showed the class an overhead of a traffic jam on I-94, which ran through campus. Everyone could relate.

Public Speaking Peer Evaluations

If you're teaching a public speaking class, you know that being a great speaker is about more than just what you sound like in the front of the room. It's about knowing what makes a good speech and what makes a poor speech-- and being able to incorporate these ideas into your own work. Whether you're teaching middle, high school, or college students, you need to be able to teach your students how to analyze other speeches effectively. One great way to do this is to play examples of great public speeches in your class and have your students discuss them. However, you also have a great source of sample speeches for your students to analyze right in your classroom-- their peers' speeches! By listening to the work of their peers and evaluating good points and bad points, they have to think critically about the criteria for the assignment and the qualities of an excellent speech. In addition, they also have to work on their listening skills-- an area in which most students in this high-tech world need practice. Public Speaking Peer Evaluation Comparison Papers For this paper, have students compare at least two of their fellow students' speeches-- one they feel is fairly strong, and one they feel is fairly weak. Alternately, you can also assign a third speech that they feel is of average quality. Another option is to assign students to evaluate their own speech and to compare it to 1-3 of their classmate's speeches. If you want, you can build requirements into this speech that make it necessary for students to be in attendance and paying attention. For example, you can require that students analyze three speeches that are given during three different class periods. Of course, it goes without saying that this assignment needs to be anonymous. Assure your students that no one but you will see the contents of this paper, and stick to that. Nonetheless, you'll want to discourage your students from using this as an opportunity to write nasty things about their peers. This assignment needs to be guided by a list of specific questions. If you ask your students to evaluate each other's speeches without asking them to evaluate specific criteria, many of them will only pay attention to delivery. The questions you ask will vary based on the level of student, and will also vary depending on what you are emphasizing most on this assignment. Here are some of the questions you might ask

How to Teach Speaking

A new teacher who has been observing some of my classes lately as part of her ESL Teacher training asked me this question the other day: "How do I teach speaking?". At first I thought it was a joke question, because to me the answer seemed so simple, but when I realized that it was a serious question, I had to stop and think about if for a second. At first glance, teaching speaking simply involves providing your students with as many chances to speak as is possible - sometimes in a controlled context, and sometimes in a free context. The first thing to keep in mind is that when we are helping our language students learn to speak English, we are not actually teaching them to speak. Unless they are infants, they already know how to do that. What we are really helping them with falls into three categories improving fluency (speaking smoothly) improving pronunciation (saying words properly) improving enunciation (Saying words/phrases clearly - I think this includes word and sentence intonation) Some would say that vocabulary, grammar, and cultural usage also fall into how we teach speaking, but I'd say that while they are critical, they are not only in the domain of speaking. Speaking is about using our mouth and vocal cords to make sounds that people understand as language. It certainly involves other elements like grammar and vocabulary, but they aren't the core of it. So, back to the main question of how to teach speaking. Let's look at each of the three elements I mentioned above Improving Fluency Fluency comes from practice - plain and simple. However it needs to be practice that involves extended use of the language and use of extended sentences. You can not build fluency by repeating single words or short phrases. Fluency at its heart relates to being able to speak for longer periods of time in a smooth way. Broadly speaking, here are a few things that can help build fluency: speeches or presentations group discussions role plays negotiations and debates interviews and meetings chatting in small groups Improving Pronunciation Pronunciation is the ability to say words properly with the correct sounds in the correct places. This is a skill that can take a VERY long to develop, but with consistent work and practice, it can be done. There are two keys to proper pronunciation 1) tons of native speaker input and 2) tons of speaking by the learner with native speakers. However, practice and lessons that target specific trouble areas can make a huge difference in a student's ability to deal with issues in pronunciation. working on specific vowels working on trouble consonants (e.g. th for French speakers) working on understanding movement and location of mouth and tongue when making sounds Improving Enunciation Enunciation is speaking clearly - perhaps better understood by its opposite which is mumbling or slurring words. Enunciation is a very important aspect of speaking in that poor enunciation can make someone almost impossible to understand. Again improvements in enunciation come from exposure to native speakers, and plenty of natural practice. Of course focused work targeting problem areas can help a great deal as well. Things that can be done to help with enunciation include: focused work on trouble word combinations working on reductions (want to –> wanna) working on sentence level stress points working on word level stress points (e.g. differences between noun/verb forms of same word record/record) working on sentence level intonation patterns As you may have noticed I haven't provided any specific lesson ideas on how to teach speaking. There are literally hundreds of different activities that you can use in myraid different situations. There isn't one right way, or even one right sequence. Just be sure to give your students plenty of time for talking freely, supplement this with targeted exercises and practice, and actively encourage your students to listen to and speak with as many native speakers as they possibly can on a regular basis.

Sabtu, 21 Maret 2009

Soal Paket Bulan Ke

Translate these sentences into English! 1. Apakah kamu pergi ke sekolah setiap hari? 2. Dua tahun yang lalu, ayahku menemukan seekor buaya. 3. Arwan mengendarai sepeda motor kemarin. 4. Apakah surat sudah ditulis oleh mereka? 5. Mereka telah mencuci baju selama dua jam. 6. Apakah ibuku akan sedang menggambar pada jam 7 malam besok? 7. Zahra sudah bekerja di perusahaan ini selama empat tahun. 8. Afgan telah membaca buku matematika selama 1 jam ketika aku memanggilnya. 9. Ketika Dewi Persik tiba kemarin, Mandra sudah sedang menunggunya selama tiga jam di terminal bus Borobudur. 10. Suaminya akan pergi ke Karimunjawa bulan depan. 11. Sepanjang malam besok dia (p) sedang (akan) menangis. 12. Miss. Rara (akan) sudah menamatkan belajarnya bulan depan. 13. Mr. Dulkamdi (rencananya) akan mengundang Wiro sableng kemarin. 14. Apakah kita (rencananya) akan sedang membayar hutang kita Minggu lalu? 15. Apakah (rencananya) Parjo sudah membuka pintu sebelum Painem mandi Minggu lalu? Find the error then correct it! 1. My sister will be swim in the swimming pool. 2. Do you knew the way from here to SPEC? 3. They will have finish their homework. 4. Your best friend always watch television everyday. 5. Did you kissed a monkey yesterday? 6. Will you come here today? 7. Tomorrow will am Monday. 8. That new mosque is building beside my house yesterday afternoon. 9. Have we be calling by our mother many times? 10. Would they be report the news on TV at noon yesterday? Move to the other tenses! a. He has been working there with his uncle. F.(-) : ....................................................... Ps.(?) : ....................................................... b. Will they pass the final exam? Pr.(-) : ....................................................... Ps.F.(+) : ....................................................... c. Mr. And Mrs. Smith knew him well. Pr.Pf.(-) : ....................................................... Pr.(?) : ....................................................... d. On of them would have gotten it succesfully. Pr.C.(+) : ....................................................... Ps.(-) : ....................................................... e. My parents will allow me to go with you. F.Pf.(-) : ....................................................... Ps.F.(?) : .......................................................

Memperkuat Profesionalisme Kepemimpinan Pemuda

Dalam sejarah perjuangan bangsa Indonesia, pemuda selalu menempati peran yang sangat strategis dari setiap peristiwa penting yang terjadi. Bahkan dapat dikatakan bahwa pemuda menjadi tulang punggung dari keutuhan perjuangan melawan penjajahan Belanda dan Jepang ketika itu. Peran tersebut juga ttap disandang oleh pemuda Indonesia hingga kini; selain sebagai pengontrol independen terhadap segala kebijakan yang dibuat oleh pemerintah dan penguasa, pemuda Indonesia juga secara aktif melakukan kritik, hingga mengganti pemerintahan apabila pemerintahan tersebut tidak lagi berpihak ke masyarakat. Hal ini dapat dilihat pada kasus jatuhnya Pemerintahan Soekarno oleh gerakan pemuda, yang tergabung dalam kesatuan-kesatuan aksi mahasiswa dan pemuda tahun 1966. hal yang sama juga dilakukan oleh pemuda dalam menumbangkan pemerintahan Soeharto 32 tahun kemudian. Peran yang disandang pemuda Indonesia sebagai agen perubahan (Agent of Change) dan agen kontrol social (Agent of Social Control) hingga saat ini masih sangat efektif dalam memposisikan peran pemuda Indonesia. Sebab, sebagai sebuah negara dengan wilayah yang besar dan pendidikan politik masyarakatnya yang relatif rendah, setiap pemerintahan yang berkuasa di Indonesia akan cenderung melakukan penyimpangan dalam setiap kebijakannya. Hal ini dimungkinkan karena masyarakat sebagai stakeholder Republik Indonesia secara politis belum cukup aktif dalam mengupayakan pengkontrolan terhadap kebijakan dan prilaku politik penguasanya, sehingga peran pemuda dalam hal ini menjadi sangat penting dalam menstimulus partisipasi politik rakyat dalam upaya mengontrol setiap kebijakan yang dibuat penguasa. Pasca Pemerintahan Orde Baru yang dipimpin oleh Soeharto tumbang, peran dan tanggung jawab pemuda Indonesia jauh lebih kompleks. Karena transisi demokrasi menjadi salah satu agenda yang penting untuk dikawal. Sebagai negara yang tengah menjalani peralihan dari negara otoriter-militeristik ke negara yang menganut sistem demokrasi, Indonesia sangat rawan dengan konflik. Konflik yang paling kentara adalah konflik horizontal, konflik antara masyarakat dengan kelompok masyarakat yang lain. Selama kurun waktu dari 1998 hingg 2001, konflik horizontal menjadi pekerjaan rumah pemerintah Indonesia, dan tentu saja pemuda Indonesia menuntut untuk segera dicarikan solusinya. Konflik yang terjadi di Poso, Sulawesi Tengah, Ambon, Maluku, di Kalimantan Barat dan Tengah, serta pergolakan daerah untuk menuntut pemerintahan sendiri seperti yang dilakukan oleh Gerakan Aceh Merdeka (GAM), dan Organisasi Papua Merdeka (OPM), dipicu oleh ketidaksiapan elit politik yang dulu mendukung pemerintahan Orde Baru dalam pengembangan sistem demokrasi yang menjadi pilihan rakyat Indonesia setelah 32 tahun lebih berada dibawah bayang-bayang pemerintahan otoriter yang menindas. Makalah ini akan menguraikan perihal peran dan tanggung jawab pemuda Indonesia dalam komitmennya menjaga persatuan dan kesatuan bangsa, serta sikap, komitmen, dan keberpihakan pemuda Indonesia kepada masyarakat. Dalam makalah ini juga akan membahas periodisasi kepemimpinan pemuda Indonesia dari masa pergerakan nasional hingga sekarang, serta permasalahan yang dihadapi dan jalan keluar yang dilakukan sebagai upaya untuk memperkuat jati diri dan profesionalisme kepemimpinan pemuda Indonesia di masa yang akan datang. II. Periodisasi Kepemimpinan Pemuda di Indonesia Benedict Anderson, seorang Indonesianist mengungkapkan bahwa sejarah Indonesia adalah sejarah pemudanya. Pernyataan Ben Anderson ini tak salah memang apabila dikaitkan dengan sejarah panjang bangsa Indonesia, di mana pemuda menjadi aktor dari setiap langkah perjalanan bangsa Indonesia. Pernyataan Ben Anderson ini tak salah memang apabila dikaitkan dengan sejarah panjang bangsa Indonesia, di mana pemuda menjadi aktor utama dari setiap peristiwa penting yang terjadi di Indonesia. Herbert Feith, Seorang Indonesianist lainnya menyatakan bahwa: Pemikiran politik modern (pemuda) di Indonesia diawali oleh bangkitnya nasionalisme modern. Hal itu dimulai antara tahun 1900-an dan 1910-an, dengan munculnya sekelompok kecil mahasiswa dan cendikiawan muda yang memandang dunia modern sebagai tantangan terhadap masyarakat dan menganggap diri mereka sebagai pemimpin potensial di masa yang akan datang…, Dalam tahun-tahun 1920-an jumlah mereka (pemuda-pen) meningkat agak pesat, begitu pula alienasi mereka terhadap kekuasaan koonial; banyak di antara mereka , khususnya yang menuntut ilmu di luar negeri, dipengaruhi oleh pelbagai ideologi seperti sosialisme, komunisme, reformisme Islam, dan nasionalisme India, China, dan Jepang. Apa yang dikemukakan oleh Ben Anderson dan Herbert Feith adalah sebuah keniscayaan sejarah, mengingat sejak jaman pergerakan nasional hingga saat ini, pemuda selalu menjadi tonggak dan aktor dari pendorong perubahan tersebut. hal ini terlihat dari uraian periodisasi di bawah ini. a. Pergerakan Nasional Seperti yang dikatakan oleh Feith, bahwa benih-benih nasionalisme tumbuh seiring dengan dibuatkannya kebijakan-kebijakan politik etis yang merupakan bentuk dari politik balas budi pemerintahan kolonial Belanda kepada rakyat Indonesia ketika itu. Akibat dari kebijakan tersebut maka benih nasionalisme yang tumbuh karena interaksi dengan dunia luar serta pembelajaran yang dilakukan oleh segenap pemuda ketika itu. Soetomo, Soekarno, Hatta, Sjahrir, Natsir, dan lain-lain menjadi bagan yang tak terpisahkan dari upaya rakyat Indonesia ketika itu untuk lepas dari belenggu penjajahan. Soetomo kemudian mendirikan Budi Utomo, sebuah organisasi dengan corak modern didirikan sebagai upaya untuk membangun kesejahteraan masyarakat di pedalaman Jawa. Soekarno mendirikan Partai Nasional Indonesia (PNI) dengan tujuan yang sangat jelas; mencapai Indonesia Merdeka, sementara Sjahrir dan Hatta melanjutkan perjuangan PNI setelah Soekarno masuk ke tahanan pemerintah kolonial. Sedangkan Natsir bersma-sama tokoh pergerakan nasional yang berbasis Islam lainnya bersatu dan mendorong munculnya organisasi-organisasi Islam yang bertujuan untuk kesejahteraan umat. Dari Sarekat Islam (SI), Nahdlatul Ulama (NU), Muhamadiyah, Perti, dan lain-lain yang di masa penjajahan Jepang bersama-sama mendirikan Majelis Syuro Muslimin Indonesia (Masyumi) yang kelak akan menjadi partai Islam terbesar dalam sejarah bangsa Indonesia, karena merupakan representasi politik dari organisasi Islam di Indonesia. Ada lima karakteristik kepemimpinan periode pergerakan nasional ini, yaitu: pertama, kepemimpinan pemuda masa pergerakan nasional selalu diliputi keinginan untuk mewujudkan Indonesia merdeka, lepas dari segala penjajahan dan kolonialisme. Kedua, kepemimpinan kaum muda masa pergerakan nasional selalu bereksperimen dengan berbagai ideologi yang berkembang saat itu. Sebagaimana diketahui bersama, saat pergerakan nasional berlangsung, ideologi masuk ke Indonesia seperti aliran arus sungai yang mempengaruhi pola pikir kaum muda saat itu, baik yang berideologi reformis Islam seperti Natsir, nasionalisme keindonesiaan sebagaimana Soekarno tegaskan dalam setiap kesempatan ketika itu, komunisme yang dianut oleh Semaun, Alimin, Tan Malaka, Amir Sarifuddin, dan lainnya, ataupun sosialisme yang dianut oleh Hatta dan Sjahrir. Ketiga, kepemimpinan kaum muda era pergerakan nasional juga lebih banyak menampilkan watak radikalisme dari pada sikap kooperatif. Hal ini ditandai dengan ditangkapnya beberapa tokoh pergerakan nasional yang memperjuangkan kemerdekaan Indonesia. Keempat, kepemimpinan kaum muda jaman pergerakan nasional juga selalu menampilkan wajah kooperatif dengan pelbagai perbedaan ideology, apabila memiliki tujuan yang sama; kemerdekaan Indonesia. Sikap kooperatif terhadap organisasi yang berbeda ideologi ini merupakan bentuk dari penggalangan kekuatan untuk kemerdekaan Indonesia. Dan yang kelima, kepemimpinan kaum muda jaman pergerakan nasional juga selalu memiliki cetak biru (blue print) Indonesia masa depan. Terlepas apakah cetak biru tentang Indonesia yang dicita-citakan berlandaskan kepada keyakinan ideologi yang dianutnya. b. Revolusi Kemerdekaan Kedatangan Jepang ke Indonesia memecah sebagian besar kaum muda Indonesia ketika itu, sebab sebagian besar pemuda di masa itu sangat percaya bahwa Jepang merupakan pahlawan yang akan membebaskan Indonesia dari cengkraman kolonialisme Belanda. Ada tiga kelompok pemuda setelah Jepang menjajah Indonesia. Pertama, kelompok pemuda yang percaya dengan ramalan Jayabaya, seorang raja Jawa kuno yang meramalkan akan datang ras- kuning yang akan membebaskan Indonesia dari penjajahan kulit putih. Kelompok pemuda ini banyak yang bekerja dan menjadi pegawai di perusahaan dan jawatan yang dikuasai oleh Jepang seperti radio, kantor berita, dan lain-lain. Tokoh-tokoh pemuda yang terkemuka dari kelompok pemuda ini adalah: Adam Malik (pernah menjadi menteri luar negeri dan wakil presiden RI), Soekarni, A.M. Hanafi, Sayuti Melik, Chaerul Saleh, dan sebagainya. Kedua, kelompok pemuda yang memilih tidak bekerja sama dengan Jepang, maupun pemerintahan Belanda di pengasingan. Kelompok pemuda ini banyak berasal dari mahasiswa kedokteran masa itu, kelompok ini juga banyak melakukan kerja-kerja bawah tanah bersama Sjahrir. Tokoh-tokoh pemuda terkemuka dari kelompok pemuda ini antara lain; Subadio Sastrosutomo, Daud Jusuf, Sumitro Joyohadikusumo, dan lain-lain. Ketiga, kelompok pemuda yang memilih menjalin hubungan dengan pemerintah Belanda di pengasingan, dan melakukan perlawanan terhadap pendudukan Jepang. Kelompok ini juga disubsidi oleh pemerintah Belanda di pengasingan. Tokoh pemuda yang terkenal dari kelompok ini adalah Amir Sjarifuddin dan kelompok pemuda komunis binaannya. c. Masa Pemerintahan Soekarno Karakteristik dari kepemimpinan pemuda Indonesia masa Pemerintahan Soekarno adalah menginduk kepada partai-partai politik yang tumbuh subur ketika itu. Banyak dari pemuda ketika itu percaya bahwa dengan menginduk ke partai politik tertentu maka upaya untuk membangun basis kepemimpinan pemuda saat itu akan dengan sendirinya berjalan. Hampir semua partai besar seperti Partai Nasional Indonesia (PNI), Masyumi, Partai Komunis Indonesia (PKI), hingga partai-partai kecil memiliki organ kepemudaan yang berafiliasi ke partai bersangkutan. Namun langkah tersebut dirasakan oleh para pemuda kurang strategis, ketika Soekarno menerapkan demokrasi terpimpin, dimana figur Soekarno menjadi simbol tunggal negara. Langkah-langkah yang dilakukan oleh pemuda ketika itu adalah melakukan pengkritisan terhadap setiap kebijakan yang dibuat oleh Soekarno maupun anggota kabinetnya. Akan tetapi, sebagaimana diketahui bersama bahwa langkah melakukan pengkritisan terhadap kebijakan yang dibuat oleh Soekarno maupun anggota kabinetnya berujung pada konflik pemuda ketika itu, sebagian memilih berada di samping Soekarno, sebagian lain memilih berhadap-hadapan dengan Soekarno. Konflik antar organisasi pemudapun pecah, bahkan telah mengarah kepada kriminalisme. Upaya untuk saling menjelek-jelekkan antar organisasi terjadi secara sistematis. Pemuda Rakyat, Gerakan Mahasiswa Nasional Indonesia (GMNI), Barisan Pendukung Soekarno (BPS), berlawanan dengan Himpunan Mahasiswa Islam (HMI), serta organisasi pemuda partai yang tidak mendukung kepemimpinan Soekarno seperti Pemuda Perti, Pemuda Persis, Pemuda Katolik, Pemuda Kristen, dan lain sebagainya. Situasi ini berakhir dengan tumbangnya Pemerintahan Soekarno oleh kekuatan unjuk rasa pemuda dan mahasiswa, serta tekanan militer. Perlu diketahui juga bahwa kelompok pemuda yang anti-Soekarno mendapat dukungan dari militer yang memang sejak lama tidak menyukai kebijakan Soekarno yang condong dekat dengan Partai Komunis Indonesia (PKI), dimana Soekarno juga menolak pembubaran PKI pasca pemberontakan 30 September 1965 yang memakan korban sejumlah Jenderal dari kalangan militer. d. Masa Pemerintahan Soeharto Dapat dikatakan bahwa masa Pemerintahan Soeharto, kaum muda mengalami bulan madu politik yang singkat. Perbedaan ideologi di tubuh organisasi pemuda yang selama Pemerintahan Soekarno dibiarkan tumbuh seirama dengan perkembangan bangsa, mulai dibatasi. Hal ini memang terkait dengan adanya penyederhanaan partai yang dilakukan oleh Pemerintah Soeharto. Pembentukan Komite Nasional Pemuda Indonesia (KNPI) sebagai organisasi payung bagi organisasi kepemudaan yang ada menjadi salah satu bentuk pengekangan dan pembatasan hak-hak politik pemuda dan organisasi lainnya. Salah satu yang paling kentara adalah adanya konflik internal di masing-masing organisasi pemuda, Himpunan Mahasiswa Islam (HMI) terbelah menjadi dua organisasi, yakni HMI yang setuju dengan ideologi Pancasila yang dipaksakan oleh Pemerintah Soeharto, dengan HMI Majelis Penyalamatan Organisasi (HMI-MPO) yang masih mempertahankan Islam sebagai asas organisasi. Organisasi lain yang juga mengalami perpecahan adalah Gerakan Mahasiswa Nasional Indonesia (GMNI), yang pro kepada keputusan Pemerintahan Soeharto dengan yang menolak keputusan tersebut. Organisasi-organisasi pemuda yang menolak kebijakan Soeharto, kemudian dicap sebagai organisasi pemuda yang tidak bersih dan bukan tidak mungkin diberi cap komunis. Keputusan untuk me-nonideologi-kan senua organisasi pemuda ini kemudian menghasilkan perlawanan-perlawanan terhadap kebijakan yang dibuat oleh Pemerintahan Soeharto kala itu.. Ada tiga karakteristik organisasi pemuda pasca pembentukan KNPI. Pertama, organisasi pemuda yang menerima kebijakan yang dibuat dalam menyatukan ideologi, yakni ideologi Pancasila terhadap semua organisasi kepemudaan. Organisasi tersebut antara lain: HMI, GMNI, PMII, PMKRI, GMKI, dan berbagai organisasi pemuda yang loyal terhadap kebijakan pemerintahan. Kedua, organisasi pemuda yang berbasis di kampus. Organisasi pemuda ini mampu bersembunyi dibalik organisasi kemahasiswaan yang formal. Organisasi kampus ini justru dalam kurun waktu 32 tahun Pemerintahan Soeharto banyak melakukan perlawanan dan penolakan terhadap setiap kebijakan yang dibuat oleh Pemerintahan Orde Baru tersebut. Tercatat berbagai peristiwa politik yang dilakukan oleh mahasiswa dalam melakukan oposisi terhadap kebijakan yang dibuat oleh Soeharto, seperti: Peristiwa Lima Belas Januari (Malari) 1974 yang menyebabkan kerusuhan dan sentimen anti produk Jepang. Peristiwa tahun 1978, yakni serbuan aparat militer dan kepolisian terhadap kampus-kampus di Jakarta, Bandung, Yogyakarta, dan sebagainya. Serta yang terakhir, ketika ribuan massa dari berbagai kampus menduduki gedung DPR/MPR serta simbol kenegaraan lainnya di berbagai kota, yang mengakibatkan Presiden Soeharto, yang berkuasa lebih dari 32 tahun itu mengundurkan diri dari kursi kepresidenan. f. Masa Kepemimpinan Orde Reformasi Tumbangnya kekuasaan Presiden Suharto pada tahun 1998, merupakan satu titik balik proses keterbukaan politik di Indonesia. Presiden Habibie yang melanjutkan kepemimpinan mantan Presiden Suharto hingga Pemilihan Umum tahun 1999 melakukan satu perubahan drastis dalam sistem politik di Indonesia. Pemilihan Umum di tahun 1999 melahirkan pemimpin-pemimpin politik baru dalam tubuh Parlemen dan sistem kepartaian di Indonesia, dan melahirkan Presiden baru dari kalangan tokoh Islam yakni Abdurrahman Wahid. Kepemimpinan Presiden Abdurrahman Wahid sendiri tidak bertahan lama. Euphoria reformasi yang diikuti oleh konflik politik antara Parlemen dengan Eksekutif melahirkan proses impeachment terhadap pemerintahan Abdurrahman Wahid pada tahun 2001. Ia kemudian digantikan oleh Megawati Sukarnoputri, Wakil Presiden Republik Indonesia yang berasal dari kalangan nasionalis. Pada era reformasi ini, kehidupan berorganisasi dibebaskan oleh pemerintah. Lembaga SIUPP yang selama ini menjadi alat kontrol bagi media massa di Indonesia dihapus oleh pemerintah, dwifungsi ABRI yang selama ini menjadi legitimasi bagi faksi tentara untuk berpolitik juga dihapuskan, Partai-partai politik dibebaskan untuk memilih ideologi kepartaiannya, dan dibangunnya sistem pemerintahan desentralisasi yang membuka akses politik masyarakat jauh lebih besar untuk terlibat dan mengawasi kinerja pemerintahan di daerahnya. Reformasi ini juga menyentuh beragam kelompok kepemudaan yang menyadari perlunya perubahan sistem organisasi mereka. Organisasi-organisasi kepemudaan yang selama ini berada dibawah payung KNPI mulai memisahkan diri dan menjalankan gerak organisasinya sesuai dengan ideologi yang diinginkan. HMI kembali menggunakan Islam sebagai azas organisasi, GMNI kembali menggunakan azas nasionalisme-marhaen, dan lain sebagainya. Beberapa organisasi kepemudaan tetap mempertahankan ideologi Pancasila, akan tetapi aura perubahan keras kali ini menghadapkan organ-organ ini pada kondisi sosial politik riil yang juga dihadapi oleh beragam kelompok di masyarakat. Hiruk pikuk dunia politik yang baru menikmati kebebasannya di Indonesia tidak serta merta memberikan suatu perbaikan sistem pemerintahan yang bersih dan berpihak kepada perubahan yang didesakkan pada tahun 1998. Pertarungan politik antara Pimpinan Legislatif dengan Eksekutif yang telah menjatuhkan Presiden Abdurrahman Wahid dari kursi kekuasaannya di tahun 2001 menunjukkan bahwa para pemimpin Order Reformasi ini tidak memiliki satu kedewasaan politik dalam melakukan perubahan politik di Indonesia. Partai-partai politik dengan beragam ideologinya sepanjang lima tahun terakhir ini harus diakui telah gagal memberikan satu contoh bahwa perbedaan ideologi dapat mendewasakan pola berpikir para pemimpin bangsa. Pertikaian politik berkepanjangan yang mengesampingkan perbaikan ekonomi dan kesejahteraan rakyat, merupakan satu agenda utama yang kini menjadi dasar bergeraknya beragam organisasi pemuda di Indonesia saat ini. Mereka melancarkan kecaman dan kritik untuk memperingatkan para pemimpin Indonesia, bahwa ada hal utama yang telah terlupakan akibat perilaku politik mereka. Disamping itu, kiprah pemuda dalam era reformasi ini juga ditekankan pada pengawalan proses perubahan sistem politik Indonesia agar tidak jatuh kembali ke dalam rejim otoriter. Pemuda Indonesia saat ini dihadapkan pada tantangan membangun kedewasaan berpolitik masyarakat agar mereka dapat bertindak sebagai pengawas dan pengontrol kebijakan pemerintah. Pemuda tidak dapat bergerak sendirian mengawal perubahan politik di Indonesia karena mereka nantinya dapat terjerumus ke dalam jebakan politik. Dalam sistem politik liberal multipartai di Indonesia saat ini, tidak dikenal istilah kawan atau lawan politik abadi. Elite politik di Indonesia memiliki kecenderungan untuk berusaha memenuhi kepentingan politik pribadi dan kelompoknya. III. Permasalahan Yang Dihadapi oleh Organisasi Pemuda Lahirnya organisasi-organisasi pemuda dengan beragam ideologi, sangat dipengaruhi oleh euphoria kebebasan yang lahir sejak tahun 1998. Akan tetapi, euphoria kebebasan berorganisasi dengan menerapkan kebebasan menganut ideologi ini justru memunculkan tantangan-tantangan baru bagi organisasi kepemudaan tersebut. Tantangan pertama adalah lahirnya beragam organisasi kepemudaan yang kemudian menyurutkan nama besar organisasi kepemudaan yang dulu diperhitungkan dalam kancah politik di Indonesia. Organisasi-organisasi yang dulu merupakan onderbow partai seperti GMNI, GMKI, PMKRI, dan yang lainnya kini harus berhadapan dengan organ-organ onderbouw partai baru atau organ kepemudaan lain dalam sistem politik multipartai. Sebagai satu contoh, Banteng Muda Indonesia sebagai organ simpatisan dari PDI-P, kini memberikan satu tantangan serius bagi sejumlah organ kepemudaan lain yang memiliki ideologi nasionalisme-marhaenn seperti GMNI, atau ke organ kepemudaan lain yang berideologi Pancasila seperti GMKI, FKPPI, dan lainnya. Keberadaan HMI sebagai organisasi kepemudaan dengan ideologi Islam kini juga memperoleh satu tantangan serius dari beberapa organisasi kepemudaan yang memiliki ideologi sama seperti KAMMI, Gerakan Pemuda Ka’bah (GPK), Pemuda Muhammadiyah, dan lainnya. Organisasi kepemudaan dengan warna ideologi marxisme kini juga saling berkompetisi di Indonesia. Ini terbukti dengan adanya Liga Mahasiswa Nasional untuk Demokrasi (LMND) yang berazaskan marxis atau Pergerakan Indonesia (PI) yang menggunakan azas Sosial Demokrat. Lahirnya organ-organ kepemudaan ini menjadi satu indikator kebebasan berserikat dan berorganisasi yang diatur penuh oleh Negara, namun di sisi lain memunculkan kembali permasalahan klasik organisasi kepemudaan. Masalah tersebut adalah tantangan kedua yang harus dihadapi organisasi kepemudaan saat ini, yakni ideologisasi kader organisasi yang tidak tuntas. Salah satu kunci kemajuan organisasi disamping loyalitas kader tentunya adalah kemajuan dari kader itu sendiri. Kultur senioritas keanggotaan, patronase, dan sistem kepemimpinan sentralistik pada akhirnya melahirkan bias ideologi dan kepemimpinan dalam organisasi kepemudaan. Analisa penulis mengenai hal ini kedepannya adalah bahwa kebutuhan akan ideologi dalam organisasi kepemudaan hanya menjadi sebuah gaya hidup dan kebanggan semu tokoh pemuda yang dipatronkan, dibandingkan sebagai sebuah kebutuhan sosial politik organisasi. Tantangan ketiga adalah bagaimana mempersiapkan generasi muda menghadapi tantangan dan perubahan global. Dunia saat ini mengenal pasar sebagai ideologi sistem ekonomi dunia. Apabila tidak dapat bergerak sesuai dengan keinginan pasar, maka dapat dipastikan akan terhempas dari sistem ekonomi dunia. Tantangan seperti inilah yang belum menjadi isu strategis bagi organisasi-organisasi kepemudaan di tingkat nasional. Tantangan pasar global ini harus dicari solusi dan metodenya oleh organisasi kepemudaan agar generasi muda kedepannya dapat menghadapi tantangan tersebut dan tidak terhempas oleh persaingan pasar. Ideologi pasar dari sistem ekonomi dunia secara perlahan juga mempengaruhi sistem politik sebuah negara. Indonesia telah memperoleh pelajaran yang cukup baik sepanjang keterikatannya dengan IMF selama puluhan tahun. Pelajaran berharga seperti inilah yang seharusnya dapat mengembangkan pemikiran dan profesionalisme generasi muda dan organisasi kepemudaan. Tantangan keempat adalah lambatnya regenerasi akibat pola patronase dan senioritas dalam organisasi kepemudaan. Patronase dan senioritas pada akhirnya membuahkan sikap introvert dan minder dari generasi yang jauh lebih muda karena mereka tidak memiliki ruang untuk mengekspresikan kemampuan mereka. Disamping itu, sikap patronase akan melahirkan bias mengenai pemahaman tentang demokrasi. Bagaimana mungkin memperjuangkan demokrasi jika mereka tidak menemukan ruang demokrasi dalam organisasi mereka? Mengutip tulisan Soe Hok Gie, seorang tokoh pemuda Indonesia tahun 1960-an yang banyak terlibat aktif dalam aksi-aksi mahasiswa menjatuhkan Presiden Soekrano, ….mahasiswa Indonesia berperan ibaratnya seorang resi (guru agama yang ahli bela diri—pen) atau seorang sheriff yang turun ke kota menyelamatkan rakyatnya ketika bandit-bandit datang dan mengancam keselamatan kota. Setelah bandit-bandit tersebut tewas atau melarikan diri, maka resi atau sheriff pergi meninggalkan kota tersebut dan kembali ke tempat tinggalnya. (Soe Hok Gie: Catatan Harian Seorang Demonstran. 1967:…..) Penulis menganalisa bahwa pola pemikiran seperti ini masih dianut oleh sebagian besar pemuda dan mahasiswa Indonesia. Dunia kampus sangat terbuka bagi pemuda yang ingin mempelajari beragam ideologi, namun lembaga kemahasiswaan di kampus tidak dapat memenuhi gairah mereka sebagai satu wahana aktivitas yang ideologis. Mahasiswa dibatasi oleh status dan waktu studi yang tidak lama sedangkan ikatan ideologi tidak pernah lekang oleh waktu. IV. Tawaran Solusi Soekarno, founding father Indonesia dan Presiden pertama Republik Indonesia pernah menyampaikan dalam sebuah pidatonya bahwa ia sanggup mengguncangkan dunia hanya dengan sepuluh pemuda yang hatinya berkobar. Tidak ada yang pernah meragukan Soekarno sebagai “juru bicara” negara-negara dunia ketiga di tengah ancaman perang dingin, dan tidak ada yang pernah meragukan kemampuannya untuk mengguncang dunia dengan kharisma dan kepemimpinannya menyatukan ratusan suku-bangsa yang ada di Indonesia. Ia memiliki keyakinan terhadap generasi muda Indonesia sebagai calon pemimpin dunia. Akan tetapi mencetak generasi muda yang memiliki hati berkobar dan sanggup mengguncangkan dunia bukanlah pekerjaan mudah. Iklim sosial-politik yang kondusif bagi pemuda untuk berkiprah diperlukan agar regenerasi kepemimpinan dan sistem edukasi bagi generasi muda dapat berjalan secara berkelanjutan. Regenerasi kepemimpinan kaum muda dalam organisasi kepemudaan harus berpijak pada fair-competition. Kesempatan harus diberikan kepada generasi muda yang memiliki kemampuan dan kapabilitas dan tidak berdasarkan senioritas. Disamping itu, mereposisikan peran negara dalam kehidupan organisasi kepemudaan akan mendukung atau menghancurkan ruang hidup organisasi-organisasi tersebut. Selama lebih dari 30 tahun, negara mengendalikan kehidupan berorganisasi kaum muda sebelum jatuhnya Presiden Suharto dari kursi kekuasaannya. Organisasi kepemudaan sendiri, idealnya berada pada koridor netral terhadap semua kepentingan pemerintahan dan kelompok-kelompok politik. Ini akan berpengaruh pada pembangunan sikap kritis dan konstruktif terhadap Negara dan pemerintahan yang berkuasa. Pemilihan keyakinan dan ideologi organisasi kepemudaan ada baiknya dibebaskan oleh negara dan diinisiasi oleh organisasi-organisasi kepemudaan di tingkat nasional. Negara tidak perlu campur tangan dalam urusan internal organisasi pemuda agar nuansa kehidupan organisasi kepemudaan menjadi lebih dinamis. Akan tetapi ada efek samping yang harus dihindari sedapat mungkin, yakni ideologi organisasi sebagai gaya hidup semata. Di Indonesia, dengan beragamnya idoelogi yang dianut oleh ratusan organisasi kepemudaan, maka efek samping ideologi sebagai gaya hidup semata juga muncul. Ada organisasi kepemudaan yang menggunakan Islam sebagai ideologi namun bercorak militeristik seperti Barisan Serba Guna Pemuda Ansor, atau organisasi kepemudaan nasionalis yang bercorak militeristik seperti FKPPI, Pemuda Panca Marga, dan lain sebagainya. Titik tekan dibebaskannya pemilihan ideologi oleh organisasi adalah agar mereka dapat berhadapan langsung dengan tantangan dunia saat ini. Perancis dan Jerman sudah berhasil memodifikasi ideologi Sosialisme mereka agar dapat berhadapan dengan kapitalisme Amerika dan Inggris dalam persaingan pasar bebas. Bagaimana dengan Asia? Disinilah peran pemuda harus dioptimalkan untuk dapat berdialektika dengan beragam ideologi dunia dan mengembangkan sayap jaringan kepemudaan agar dapat memperoleh gambaran situasi global dan menentukan langkah kedepan organisasi kepemudaan. V. Penutup Memperkasa kemampuan pemuda dalam menghadapi tantangan global sedianya harus datang dari kalangan pemuda itu sendiri. Pembentukan pemuda yang hatinya berkobar sebagaimana diinginkan oleh Sukarno untuk mengguncang dunia tidak dapat dilahirkan apabila tidak ada inisiatif dan kesadaran dari kalangan pemuda sendiri untuk memperkasa dirinya sendiri. Dalam sistem ekonomi dunia saat ini, negara-negara maju yang hanya berjumlah dua puluh persen menikmati delapan puluh persen kekayaan alam yang ada di dunia ini dan sisanya diperebutkan oleh delapan puluh persen negara-negara miskin dan berkembang. Tantangan dunia global saat ini bertambah berat terutama dikaitkan dengan kondisi keamanan secara umum. Tantangan-tantangan seperti inilah yang harus direspon oleh kaum muda di berbagi belahan dunia untuk mempersiapkan diri mereka sebagai bagian dari perkembangan dunia global. Sejarah dunia akan ditentukan oleh sejarah pemudanya.