Tarbiyah

Terimakasih Tuhan. Engkau telah mempertemukanku dengan orang-orang penuh iman ini dan menyjukkan. kita bertemu karena Allah dan kita berpisah jua karena Allah. sekian lama aku berada di jalan dakwah bersama kalian terlebih bersama Murabbiku tercinta, yang lembut dan penuh cinta. tak bosan untuk terus mengingatiku dan memberiku nasehat. Membuat ku tak bisa melepaskan dekapan ukhuwah yang hangat ini.

Sungguh indah rasanya terus bergandengan tangan meneruskan perjuangan bersama mereka. Teman-teman Atthairah cintaku. Disana ada murabbiku yang penuh kasih sayang, membina tanpa lelah, semoga Allah balas dengan syurgaNya. Ada sahabat-sahabatku, martini yang super cerewet dan tak mau kalah tapi ngangenin. Ada Asfirah yang lembut tapi juga tegas. Ada ulfa yang kece abis tapi tetap santun. Ada siska yang cantik dan juga ramah. Ada Nurul fitri yang manis dan pintar. Ada wilda yang baik dan kalem, ada kak Ariyana yang kepo plus imut. lalu ada kak oja yang perkasa (tapi jangan salah k' oja pintar mengurus rumah dan seorang penulis).

Macam ragam memang, tapi kita tetap satu hati, satu tujuan, satu tekad yaitu mencari keridhoan Allah. Terus berusaha memperbaiki diri dan mencoba untuk tetap berada dijalan dakwah ini. 



 Murabbiku..
Ditengah redupnya hati
kau datang meneranginya
Disaat aku mulai lelah
kau beri wejangan yang menentramkan
Dikala Aku kehilangan
kau hangatkan aku dengan dekapan ukhuwahmu
kau basuh aku dengan siraman nasihatmu
kau peluk aku erat hingga akupun tak ingin pergi.

Teman-temanku
kalian penguatku
kalian penyadarku
kalian pengingatku
kalian penyemangatku

 Ku temukan cinta dan rindu yang membelaiku lembut penuh mesra seraya berkata  ISTIQOMAHlah dalam DAKWAH ini., meski perjuangan masih panjang, namun tetaplah bertahan dan bersiap siagalah.

EAP II

Reading Comprehension for Older Readers

by Sharon Vaughn an Meaghan Edmosds

vol.41. No.3, January 2006 

This Journal that overview of a multifariousness comprehension strategy for older reader to get meaning from text. This journal also useful for assisting students in organizing key concepts, vocabulary, and information from text.  When reading, we need to able to read comprehension. So that the reader can get meaning from written text. 

Reading to learn is a struggle for many students especially students with learning disabilities ( LD: Bryant, Vaughn, Linan-thomson, ugel & Hamff 2000; Gestren, Fuchs, Wiliiam & Baker 2001)

As a teacher should know lucky and how comprehension lucky. So that, it can Help teacher plan instruction that meets students needs. 

According to Carlisle & Rice, 2002; National Institute for
Literacy, 2001; National Reading Panel, 2000. that  there are some barriers to understanding reading material that should we know, they are:

• decoding words, including structural analysis;
• reading text with adequate speed and accuracy
(fluency);
• understanding the meanings of words;
• relating content to prior knowledge;
• applying comprehension strategies; and
• monitoring understanding

So, there are some strategies that's provide readings comprehension to enhance students understanding of text. first strategies is Collaborative Strategies Reading (CSR). Here are four strategies students as part of CSR: 

1. Preview. (make the student recall what they already known about the topic and guess what the passage might be about),

2. Click and Clunk ( identifying difficult words and concepts in
the passage and using fix-up strategies when the text
does not make sense)
3. Get the gist (during reading, restate the most important
idea in a paragraph or section)

4. Wrap-up (after reading, summarize what has been
learned and generate questions). 

Second strategies is Graphic Organizers. this strategies like a representation diagrams or outline that assists students in organizing prior knowledge. reflecting on key concepts and vocabulary and organizing what they learned from reading text. Graphic organizers include such as practices as semantic mapping, semantic feature analysis, cognitive maps, story maps, advanced organizers, visual and Venn diagram.

This journal provide the strategies to understanding comprehension, this appropriate just for a student who have difficulties in reading comprehension but not to the special need students that who have disabilities with their ability or brain to input some lesson or anything.

EAP II resume of Assessing English Language Learners for a Learning Disability or a language Issue

Assessing English Language Learners for a Learning Disability or a language Issue

by Sarah Maria Fisher

Teacher should know about their English Language Learners (ELLs) who have difficulty with learning English. Teacher also awareness of their English Language Learners backgrounds and the expected progress of language learning then offer them the help that is needed.

English Language Learners luck in resource to test the ELLs in their L1 for learning disabilities. as a result, these learning disabled learners will continue to have difficulties,

 According to this journal, this journal study about diagnosed student learning disabilities and decide is it learning disabilities or language issue. As soon as students with learning disabilities is diagnosed, it's better.  so that, the treatment can designed for the student who have learning disabilities to English learner or they will have in overcoming. In addition, some teacher who are not trained to understand how second language learning takes place may hing that the ELL is show learner or just was not yet acquired enough English.

Since, learning disabilities are best treated earlier rather than later, it is important that all teacher involved with ELL students be aware of how they are coming along in their learning. It is also helpful to test Ells in their L1 to see if a learning disability exists in the L1. Teacher  can obtain more background information regarding an ELL's diagnosis wil allow the teacher and student to make the needed adjustments in teaching style and learning style (Fisher 2009:18)


source: https://www.hpu.edu/CHSS/English/TESOL/ProfessionalDevelopment/200980TWPfall09/tesolwpssvol7issue2_Fall09/7_2Fisher.pdf

Bermula dari sini aku jadi mengerti proses pendisiplinan diri itu sangatlah sulit apalagi dalam hal belajar. menyesakkan dada memang ketika melihat orang lain begitu hebat sedangkan aku untuk melangkah selangkah lebih ke depan saja kepayahan. Tak hayal aku selalu tertinggal jauh.