Everyone need knowledge: Tutuwaru, Negeri Lawyaru di Pulau Leti

Everyone need knowledge: Tutuwaru, Negeri Lawyaru di Pulau Leti: Tutuwaru, Negeri Lawyaru di Pulau Leti        Tutuwaru adalah sebuah desa di Pulau Leti, Kabupaten Maluku Barat Daya ( Southwest Of M...

Tutuwaru, Negeri Lawyaru di Pulau Leti

Tutuwaru, Negeri Lawyaru di Pulau Leti

       Tutuwaru adalah sebuah desa di Pulau Leti, Kabupaten Maluku Barat Daya (Southwest Of Moluccas) tepatnya di provinsi Maluku. Dengan kepadatan penduduk sekitar kurang lebih 300 jiwa, terletak di bagian barat pulau Leti (nus leti), berbatasan dengan desa Luhulely (Riwalely) di sebelah timur, sebelah utara dengan desa Tomra (Dai Tioma) , sebelah selatan dengan area hutan dan laut serta sebelah barat dengan desa Nuwewang (Awiara).

      Oleh masyarakat di Nus Leti menyebutnya sebagai 'desa belakang gunung' hal ini disebabkan karena berada di area terpencil. Namun uniknya desa Tutuwaru memiliki beberapa lokasi wisata natural yang masi perawan dan murni secara alam, yakni : 

1. Pantai Lumut (lumut beach) 

    Jarak dari desa Tutuwaru ke panta lumayan jauh berkisar 2,4 km. meiliki panorama yang indah dengan pasir putih terhampar luas sekitar 300 meter. Ditempat ini masyarakat biasanya menjadikanny sebagai tempat peknik. 

2. Pantai Watalidan dan Nurkuma (Watalidan dan Nurkuma beach) 

    lokasi pantai ini sebagian besar dimiliki oleh marga Karutraram sekitar 67% ke arah laut. Kedua pantai ini memiliki pemandangan unik dengan hamparan pasir cokelat muda dan tanjung yang maha murni secara alam. Dari lokasi ini juga dapat ditemukan sub-spesies Vicus Benjamina. 

3. Tanjung Garam (The Cape of Salt) 

   Tanjung garam memiliki keunikan tersendiri dalam hal wisata. disebut tanjung garam karena tanjung ini memproduksikan garam secara alamiah pada bulan july-oktober dengan hamparan garam di atasnya. Tanjung garam karena menjorok ke Laut maka tidak pernah mengalami efek dari pasang maupun surut air laut. Namun ini bisa disebutkan sebagai tempat wisata yang menantang. Sangat cocok untuk chalenger dan tourist mancanegara.

    Masyarakat di Desa ini juga memiliki seni tersendiri dari seni anyaman.

Unbreakable Relationship by Renhard Saupia

UNBREAKABLE RELATIONSHIP

(Written by: Renhard Saupia and Mikhael Y. Mada)

“Unbreakable Relationship” is a drama talks about three persons Michael, Juliet and Richard which has influenced by The Darkness plan: evil, pain and destruction. Devil believes that relationship of human beings is the great power of them. Human can be strong and powerful as long as they keep their relationship and they wouldn’t breakable by anyone includes The Darkness. 

            There are five characteristics namely: Michael acted by Mikael Y. Mada, Juliet acted by Priska Dos Santos, Richard acted by Renhard Saupia, Alice acted by Florida P. Ferrao and Sally acted by Florensiana Hoar.

           

Characters:

1.  Mikhael Yovantrisno Mada as Michael

2.  Priska Dos Santos as Juliet

3.  Renhard Saupia as Richard

4.  Florida Pereira Ferrao as Alice

5.  Florenciana Hoar as Sally  

Narrator:         In the beginning, the earth is started in peace, love and happiness. Human beings love, help and care each other. The Evil does not have power to destroy the relationship among them, year by year, the century came and gone……………….

Narrator:         The great problem began to attack human beings since they were hate, killing and destroying each other. Do they can hold their relationship?

The Darkness: (laugh arrogantly) ha ha ha ha ha ……… human’s relationships are lie. Their Love is nothing. Their friendships are empty such as their soul. I will come to destroy them and take them into the darkness. (Thundering sound and scream noise)

Silence for seconds……………

Narrator:          The Devil goes around the world and broken human’s life. Do they can keep their relationships?

Michael:     family..??? ha ha ha ha ha ha .. That a small hell. Are you sure, you will save there? All Story, about happiness family is nothing. There is not happiness only, suffering and pain.

Juliet:       That’s truth one. All people said that love is wonderful. Do you believe that? Love is full of lie, hypocrite, and full of falseness. Stop love each other and you will find the light.

Richard:     Did you trust your friend? They are parasite. They only need you when they are in trouble or problems but when they are getting fun, you will be the first person that unremembered by them.

Darken Hall: (laugh louder) hihihihihi……… I have success to break them. You will go down deeper in the darkness and evil will catch. (Screaming of men)

Narrator:       Human never realize that their lives under devil’s attack. How long they can realize it..?

Michael:     The Relationship of love and friendship are nothing, empty and full of lie. I believe that you will find a true relationship in love and friendship, but it’s unfound in family.

Juliet:          Are you sure? I think you are totally wrong in your assumption.  

Richard:          I think so, she is right. We exist in this world because of family. Without it, you never know about everything around you.

Michael:          Hmm (sarcastic, while shake of his head). Ha ha. ha ha………unbelievable, I tell you all, family is only a tool to create us. If there is a real relationship in the family, why I never find it?

(Suddenly, Alice and Sally come and speak)

Alice: I am sorry, but I think you make mistaken. Everything is based on you. People around you like: parents, friends and your mate never make mistake. They love you so much.

Michael: (silence)

Juliet and Richard: (have no expression)

Sally: (in and speak directly) yes. Alice. The power of relationship in Love, friendship and Family is more than your complain and your comment. Be patient friend (wipe her hand to Juliet)

Juliet: are you sure? But I never found Love in people around me (angrily to Sally).  

Michael: Shut up your mouth (pointed to Alice). My parents never understand me. They talk about love, care and respect to me but it’s never working in me….  

Richard: (cut Michael’s voice) Yeah…… How come you say friends love us? ha. Ha. Ha……… I damn friendship.

Alice: But… (Want says something)

Richard: shut up your mouth…..Go to the hell with you! Shit…… (Shaking head and go out)

Narrator: Human does not trust each other. They only grumble . . . without aware of them the Darkness comes and makes plan to take their life.

The Darkness: (laugh with scream sound and scare of human being in all over the world) this world has under controlled by me. Human never realize that themselves has killed step by step. Ha…ha…ha…ha…

In a second…………….

Alice: wait… The true relationship is coming from your pure heart.

Sally:  yeah…. You must get up. Don’t let anyone drag you down.

Michael & Richard: So, what should we do? (Speak at once)

Alice: Go away in your life. Build an unbreakable relationship with all people around you.

Narrator: The relationship of family, love and friendship is unbreakable if everyone honor, care and help each other.

Narrator: It’s prove that human being are able to defeat Darkness by true relationship.

for more open www.drama.com

The E N D !!!!

Instructional Design-Origins of Systematically Designed Instruction and Identifying An Instructional Goal

INSTRUCTIONAL DESIGN

Chapter I

Origins of Systematically Designed Instruction

          Systematically designed in instruction provides teachers with statement of exact skills to be learned. These two types of defenitions reflect in part the two traditions which have contributed the most to the growth of systematically designed instruction . These two approaches may be characterized as the humanistic approach and the behavioral science or system approaches to instruction.

          Most teachers view themselves as humanist.  Survey indicate that many select the teaching profession because of their interest in helping student. Teachers are almost always concern about the feelings, attitudes, beliefs, and values of student, that is, about those things which make an individual distinctly human. The importance of the interactive relationship between the teacher and the student and emphasize such aspects of the educational process as flexibility and adaptability, methods of learning, self-actualization, discovery methods, and promotion of student’s individuality.

          Some teachers prefer a behavioral approach to teaching. This individual tend to view the teacher as one responsible for instruction in cultural heritage, social responsibilities, and specific subject matter. This type of teacher emphasize  a carefully prepared lesson plan, logically organized material, and specific educational objectives and tends to emphasized “getting the correct answer”. 

          Both these instructional aproaches –humanistic and the behavioral –empasized the significance of individual differences and necessity for providing appropriate instruction to student. More and more teachers esspecially in elementary school level, have begun to individualize their instruction in the classroom. The integration of humanistic and behavioristapproaches means a change in the teacher’s role. Obviously, the teacher must be concerned with the act of teaching. While skills of of implementation and evaluation of instructon are crucial to the teacher, an equally critical skill is that instructional design principles that have been succesfully applied by professional instructional designers can prove equally valuable to the instructor.

          The types of instructional materials which are typically used in systematically designed instuction have come to be referred to as modules.  Various componenets of a building are built an assembled in a factory and shipped to the construction site. A module is a self-contained or self-instructional unit of instruction that has an intergratde theme, provides students with information needed to acquire specified knowledge and skills, and serves as one component of a total curriculum.

          Most instructor would agree with the defenition given above. However they would differ on a number of the specific characteristics of modules. Some designers will insist that a module instruction should include at least two alternative conceptual presentations of the instructional materials and preferably two or more modes of presentation to accomodate individual differences.

          In addition, some instructors would argue that a module should be strictly self-contained. That is, a student should be able to achieve all the objectives which are stated in the module without interacting wiyh the teacher or other individuals. Other instructors will specifically include in the design of the module the participation of peers, teachers, and outsiders in order to involve the student in variety of interactive activities. 

          The system approach models are an outgrowth of over twenty years of research into learning process. Each component of the model is based upon theoritical or research outcomes which demonstrate the effectiveness of that component. The model bring together in one coherent whole many of the contest that you may have already encountered in variety of educational situations.

          Componenets of the systems approach model are:

a.    Identifying an instructional goal. The first step in the model is to determine what it is that you want students to be able to do when they have completed your instruction.

b.    Conducting an instructional analysis. Identify the instructional goal, analyze it in order to identify the subordinate skills that a student must learn in order to achieve that goal.

c.    Identifying entry behaviors and characteristics.   In addition to identifyng the substance of the content which must be included in the instruction.

d.   Writing performance objectives. Identified in the instructional analysis to identify student’s skills.

e.    Developing criterion-refernced test. Then, develop assesment instruments which are parallel to and measure the student’s ability to achieve what you describe in the objectives.

f.    Developing an instructional strategy. The strategy will include section on preinstructional activities, presentation of information, practice and feedback, testing , and follow trough activities.

g.    Developing and selecting instruction. In this step teachers or designers will utilize their strategy to produce the instructional module.

h.    Design and conducting the formative evaluation, revising instruction and conducting summative evaluation.

Chapter 2

 Identifying An Instructional Goal

          Many states have general educational goals stated for their programs. These goal statement so general that it is almost impossible to design instruction to meet the goals. It is often necessary for a particular school or school district to develop its own statement of educational philosophy and goals which is specific to the students are also too general for the designer.

          School goals are often converted into curriculum guides which will, if properly used, result in student learning consistent with goals. The curriculum guides become the general outline for the course of instruction. At this level, however, the designer can begin to derive specific kinds of behaviors which student should be able to accomplish as a result of the instructional program.

          In recent years statements the school district goals have been supplemented by needs assesment studies.  Another source of instructional goals is that expert opinion.  In a number of content areas, subject-matters-experts have been employed to identify critical topics in a defined decipline. Instructor who work in adult continuing education programs may need to depend upon interest surveys to identify skills and knowledge which adults wish to learn in nonformal or continuing education.

          Instructional goals describe what students will be able to do after studying the unit, not what teachers will do during the unit. The instructional goal for one module may describe the skills a student must perform as the curriculum  builds toward high level of skills, knowledge and understanding. The building process can be achieved  through integrating several modules, using instructional goals to interrelate various module one to another.

          Specialized help is available for instructor at all levels of education . those teaching in colleges and universities usually have collegues who are considered specialist  in certain content areas. Another consideration to determine whether the instructional goal describe two or more related or separate kinds of behavior.  This is certainly acceptable and in no way should result in stating a new goal. Another area of concern in identifying an instructional goal is the availability of students.

          A final concern of matching the instructional goals to student is identifying areas where they have had difficulty learning in the past. Experienced instrutors can identify particular concepts, principles, and problem-solving  tasks which almost always prove to be difficult topics may be ideally suited for a module.

          All the factors listed  above are important in selecting an instructional goal for a module. Experience indicates that of these factors are of extreme importance to the person who is developing a first module: magnitude of content to be covered, subject-matter expertise, and availabiality of a students.

          Three characteristics of instructional goals should be considered. They are (1) wheteher the goal is behavior and nonbehavior; thet is it describe what the student wil do; (2) whether the goal is too large, too small or just right for your purpose and your students’ needs; and (3) whether the goal the goal you have chosen is “fuzzy” or clear.

          In general, goal statement shoulde describe behaviors that someone could observe a student doing. Behavioral goals have as their outcome a behavior which can be directly observed and measured as evidence of whether the behavior has been acquired.

          Nonbehavioral goal statements describe outcomes that are not directly observable and therefore are hard to measure and should be avoide if possible. An example of a nonbehavioral goal statement would be : “students will appreciate watercolor paintings”.  Nonbehavioral goal statements can sometimes be indirectly measured by making inferences about the meaning of a person’s behavior. For example, if a person always chose watercolor, or to paint with watercolor can be observed-these are all behavioral outcomes.

          Many considerations must be made to determine whether a peace of instruction will be too large, too small, or just right for intended students. Factors relating to the length of time available for instructional activities and practice, the logical sectioning of content, the type of learning activity, and must all be considered before judgements about the correct size of instructional “chunk” be made.

          Instruction for the goal could be fit into one hour if the goal were restated thusly: “the student will be able to describe in his or her own words the five main activities related to scientific  investigation and tge purpose for each activity”. This type of information goal may serve as an overview to instruction on scientific methods and may serve as an organizer for students’ thoughts; however, it will not teach students to carry out scientific investigation.