The Tenets are important concepts or guiding principles that are basic to the Quantum Learning system. These ideas are woven throughout the fabric of the system, and as a result will be rediscovered in many applications and strategies. The Tenets are specifically designed to improve our practice in the classroom by directing our focus. We recommend that you post them in a place where you will see them on a regular basis.
The first Tenet is "Everything Speaks." This concept reminds us that everything we do in the classroom sends a message to students. The way we greet students first thing in the morning or at the beginning of a class sends a message. The way we handle an incorrect response from a student given in front of peers sends a message. Our Environment, the Atmosphere we create, the Design of our lesson delivery or educational tasks, how we dress, the way we listen, or the character traits we model all send messages to our students. By being constantly aware of this important principle we tend to be more deliberate and proactive in orchestrating the messages students receive. This helps us better manage the variables that contribute to an optimal classroom atmosphere and learning environment.
"Everything is on Purpose" is the second Tenet and it follows logically from the one before it, "Everything Speaks." If everything speaks, then it follows that we want to be purposeful with everything we do in the classroom to get the desired outcome. A focus on the Tenet, "Everything is on Purpose", encourages a greater awareness of all the variables that influence learning. It is this Tenet that helps us to begin to see our role in the classroom differently. We are not in the classroom to dispense knowledge - we are there to orchestrate learning. We are striving to get masterful in this orchestration, and even small variables and details become important to us.
"Experience Before Label" is an important principle that influences our lesson design and delivery. It means that we involve students in an experience or elicit an experience that they can relate to before we attempt to attach it to any symbolic language or label. From a scientific perspective we are creating schema or a new neural network in the brain before attaching the label. It can also mean that we move the students to inquiry where they are seeking the label or concept before we give it to them. For example, a math teacher may involve students in a real-life situation in which they are trying to solve a problem but having difficulty based on what they already know. They may begin to look for a new formula or principle to help them accomplish the solution. This state of inquiry or searching would be an ideal time for the teacher to introduce the new concept, and this process would be called "Experience Before Label." In a literature class a teacher may have students experience writing from a talented author before introducing the literary concept of mood. A science teacher may have students experience or observe the laws of motion before actually labeling them.
Experience Before Label is about creating a teachable moment. It is about getting students emotionally involved and questioning with questions such as Why? When? Where? What? How? The word label in this principle refers to the information we want students to learn - the facts, the formulas, the new terms, the sequence, the reasons, etc. When we design our instruction using "Experience Before Label," we are using a brain-considerate strategy that attaches the learning to previously established schema, evokes proper emotional learning states, maximizes the use of inquiry, and bridges the content to the students' world.
The "Acknowledge Every Effort" Tenet places a strong emphasis on reinforcing effort in the classroom. By acknowledging effort the professional educator places a strong focus on effort. This focus on effort has many benefits in the educational arena. By acknowledging effort and creating a focus on effort we help our students to know that we consider good consistent effort the hallmark of a good student.
One very significant benefit with a focus on effort relates to our students' self-efficacy. Self-efficacy is our students' concept of what they are capable of accomplishing and relates to their views of their own abilities.When we define a student as one who gives good consistent effort we are asking the student to do something he or she can do. This is because effort is a choice. Even though some students may not be able to compete with the student sitting next to them in achievement scores, they can choose to give effort, and if effort is the sign of a good student then they can consider themselves good students. By asking students to give good consistent effort we are asking them to do something they know they can choose to do. How satisfied would you be as a professional educator if all your students did was give 100% effort? Most of us could live with that!
The last Tenet is "If It's Worth Learning It's Worth Celebrating." These celebrations occur inside the student and are orchestrated by the professional educator. It is the good feeling students have about their own progress and their contributions to the learning of others. It includes the joy, excitement, and passion for learning that permeates the classroom atmosphere. It includes the positive acknowledgments the students receive for their effort and participation. It may be enhanced by such things as small as a comment by the teacher expressing appreciation for accomplishment or by an entire group joining together in a cheer, a special event or a rewarding activity. It should be an ongoing and consistent principle operating in the classroom. It reinforces motivation and the message, "This is important."
source:
Quantum learning
The Impact of Quantum Learning
The Impact of Quantum Learning
by Bobbi DePorter
The perpetual question facing our education system is how to improve students' academic performance on standardized tests, enhance teachers' instructional techniques and increase student achievement overall. What's working and by what evidence?
A recent study, Quantum Learning's Impact on Achievement in Multiple Settings, was completed by William Benn. Benn, an External Evaluator for Program Improvement Schools, approved by the California Department of Education, studied the impact of the Quantum Learning model on 18 schools in four states.
The schools were chosen for their degree of commitment to Quantum Learning. All had implemented Quantum Learning over a number of years with a majority of their staff participating. High implementation and 'buy-in' from staff is a key component that correlates to the success of any method.
New Lexington Elementary School in the El Monte School District in California was one of the schools chosen for the study. New Lexington began conducting the Quantum Learning school wide reform model during the 2001-2002 school year and have continued through 2003. The results of the Academic Performance Index (API) scores from 2001 and 2002 indicate that New Lexington made statistically and educationally significant gains in academic achievement compared to 44 comparison schools. It also showed gains based on SAT-9 results. New Lexington Principal, Karen Smith commented, "Quantum Learning strategies played a key role in raising our students' literacy levels. In addition, I'm seeing a renewed sense of energy and purpose in my teachers' classrooms that truly helps to 'hook' students. When I see students get excited about learning, I get excited too."
In all 18 schools, Benn's study found that the Quantum Learning model demonstrated a consistent pattern of positive impact on student achievement. These outstanding results ranged from statistically and educationally significant gains in reading, mathematics, writing to more comprehensive measures of core academic achievement. Students whom attend schools that use the Quantum Learning model show a pattern of greater achievement than comparison sample students that have not been taught these strategies.
What is the Quantum Learning (QL) model?
Quantum Learning is a comprehensive model that covers both educational theory and immediate classroom implementation. It integrates research-based best practices in education into a unified whole, making content more meaningful and relevant to students' lives.
Quantum learning is about bringing joy to teaching and learning with ever-increasing 'Aha' moments of discovery. It helps teachers to present their content a way that engages and energizes students. This model also integrates learning and life skills, resulting in students who become effective lifelong learners – responsible for their own education.
The FADE model—Foundation, Atmosphere, Design, Environment—creates the context of Quantum Learning. We know when the context is strong, it 'fades' into the background and creates the structure for learning to occur.
Quantum Learning begins with a strong foundation built on the principles of the 8 Keys of Excellence. It holds the beliefs that: All people can learn, people learn differently, and learning is effective when it is joyful, engaging and challenging. The 8 Keys of Excellence include: Integrity, Commitment, Failure Leads to Success, Ownership, Speak with Good Purpose, Flexibility, This Is It!, and Balance. The 8 Keys of Excellence can be integrated into all subjects and grade levels. The 8 Keys are best implemented when parents and community leaders support and reinforce the Keys.
The Quantum Learning framework for student learning is expressed in 5 Tenets of Learning:
Everything Speaks: Everything, from surroundings and tone of voice to distribution of materials, conveys an important message about learning.
Everything is On Purpose: Everything we do has an intended purpose.
Experience Before Label: Students make meaning and transfer new content into long-term memory by connecting to existing schema. Learning is best facilitated when students experience the information in some aspect before they acquire labels for what is being learned.
Acknowledge Every Effort: Acknowledgment of each student's effort encourages learning and experimentation.
If It's Worth Learning, It's Worth Celebrating!: Celebration provides feedback regarding progress and increases positive emotional associations with the learning.
Quantum Learning creates an empowering atmosphere of trust, safety and a sense of belonging. Establishing engaging, focused traditions creates a sense of belonging and safety and is an effective strategy for classroom management, focusing attention and motivating students to increase participation in learning. Each school day begins with a morning routine and purposeful first statement. These routines are designed to immediately focus students and create resourceful learning states.
Quantum Learning Design Frame
The QL Design Frame that drives the presentation and facilitation of content was formulated from many years of research on effective delivery methods and is the structural frame upon which content is designed to ensure student mastery. The elements (that are aligned with Dr. Georgi Lozanov's learning cycle) are:
Enroll—Use teacher moves that capture the interest, curiosity and attention of the students.
Experience—Create or elicit a common experience, or tap into common knowledge to which all learners can relate. Experience before Label creates schema on which to build new content.
Learn & Label—Present, sequence and define the main content. Students learn labels, thinking skills and academic strategies. Students add new content to their existing schema.
Demonstrate—Give students an opportunity to demonstrate and apply their new learning.
Review and Reflect—Use a variety of effective, multi-sensory review strategies and empower students to process their new content through reflection.
Celebration—Acknowledge the learning. It cements the content and adds a sense of completion.
Quantum Learning creates a supportive physical environment that enhances and reinforces learning. Ideal learning environments include proper lighting, purposeful color, positive affirmation posters, plants, props and music. These elements are easy to include in one's classroom, and students enjoy learning more in a comfortable setting.
The key is to create empowering school environments that build engaging and dynamic communities of learning. The results are enhanced teacher capacity and increased student achievement.
source:
the impact of Quantum learning
by Bobbi DePorter
The perpetual question facing our education system is how to improve students' academic performance on standardized tests, enhance teachers' instructional techniques and increase student achievement overall. What's working and by what evidence?
A recent study, Quantum Learning's Impact on Achievement in Multiple Settings, was completed by William Benn. Benn, an External Evaluator for Program Improvement Schools, approved by the California Department of Education, studied the impact of the Quantum Learning model on 18 schools in four states.
The schools were chosen for their degree of commitment to Quantum Learning. All had implemented Quantum Learning over a number of years with a majority of their staff participating. High implementation and 'buy-in' from staff is a key component that correlates to the success of any method.
New Lexington Elementary School in the El Monte School District in California was one of the schools chosen for the study. New Lexington began conducting the Quantum Learning school wide reform model during the 2001-2002 school year and have continued through 2003. The results of the Academic Performance Index (API) scores from 2001 and 2002 indicate that New Lexington made statistically and educationally significant gains in academic achievement compared to 44 comparison schools. It also showed gains based on SAT-9 results. New Lexington Principal, Karen Smith commented, "Quantum Learning strategies played a key role in raising our students' literacy levels. In addition, I'm seeing a renewed sense of energy and purpose in my teachers' classrooms that truly helps to 'hook' students. When I see students get excited about learning, I get excited too."
In all 18 schools, Benn's study found that the Quantum Learning model demonstrated a consistent pattern of positive impact on student achievement. These outstanding results ranged from statistically and educationally significant gains in reading, mathematics, writing to more comprehensive measures of core academic achievement. Students whom attend schools that use the Quantum Learning model show a pattern of greater achievement than comparison sample students that have not been taught these strategies.
What is the Quantum Learning (QL) model?
Quantum Learning is a comprehensive model that covers both educational theory and immediate classroom implementation. It integrates research-based best practices in education into a unified whole, making content more meaningful and relevant to students' lives.
Quantum learning is about bringing joy to teaching and learning with ever-increasing 'Aha' moments of discovery. It helps teachers to present their content a way that engages and energizes students. This model also integrates learning and life skills, resulting in students who become effective lifelong learners – responsible for their own education.
The FADE model—Foundation, Atmosphere, Design, Environment—creates the context of Quantum Learning. We know when the context is strong, it 'fades' into the background and creates the structure for learning to occur.
Quantum Learning begins with a strong foundation built on the principles of the 8 Keys of Excellence. It holds the beliefs that: All people can learn, people learn differently, and learning is effective when it is joyful, engaging and challenging. The 8 Keys of Excellence include: Integrity, Commitment, Failure Leads to Success, Ownership, Speak with Good Purpose, Flexibility, This Is It!, and Balance. The 8 Keys of Excellence can be integrated into all subjects and grade levels. The 8 Keys are best implemented when parents and community leaders support and reinforce the Keys.
The Quantum Learning framework for student learning is expressed in 5 Tenets of Learning:
Everything Speaks: Everything, from surroundings and tone of voice to distribution of materials, conveys an important message about learning.
Everything is On Purpose: Everything we do has an intended purpose.
Experience Before Label: Students make meaning and transfer new content into long-term memory by connecting to existing schema. Learning is best facilitated when students experience the information in some aspect before they acquire labels for what is being learned.
Acknowledge Every Effort: Acknowledgment of each student's effort encourages learning and experimentation.
If It's Worth Learning, It's Worth Celebrating!: Celebration provides feedback regarding progress and increases positive emotional associations with the learning.
Quantum Learning creates an empowering atmosphere of trust, safety and a sense of belonging. Establishing engaging, focused traditions creates a sense of belonging and safety and is an effective strategy for classroom management, focusing attention and motivating students to increase participation in learning. Each school day begins with a morning routine and purposeful first statement. These routines are designed to immediately focus students and create resourceful learning states.
Quantum Learning Design Frame
The QL Design Frame that drives the presentation and facilitation of content was formulated from many years of research on effective delivery methods and is the structural frame upon which content is designed to ensure student mastery. The elements (that are aligned with Dr. Georgi Lozanov's learning cycle) are:
Enroll—Use teacher moves that capture the interest, curiosity and attention of the students.
Experience—Create or elicit a common experience, or tap into common knowledge to which all learners can relate. Experience before Label creates schema on which to build new content.
Learn & Label—Present, sequence and define the main content. Students learn labels, thinking skills and academic strategies. Students add new content to their existing schema.
Demonstrate—Give students an opportunity to demonstrate and apply their new learning.
Review and Reflect—Use a variety of effective, multi-sensory review strategies and empower students to process their new content through reflection.
Celebration—Acknowledge the learning. It cements the content and adds a sense of completion.
Quantum Learning creates a supportive physical environment that enhances and reinforces learning. Ideal learning environments include proper lighting, purposeful color, positive affirmation posters, plants, props and music. These elements are easy to include in one's classroom, and students enjoy learning more in a comfortable setting.
The key is to create empowering school environments that build engaging and dynamic communities of learning. The results are enhanced teacher capacity and increased student achievement.
source:
the impact of Quantum learning
Pertanyaan bagi ummat kristen
membaca buku berjudul Berdakwah dengan jalan debat saya ambil beberapa yang menarik dari pernyataan ustadz insan mokoginta yang dulu beragama katolik terus keluar dari agamanya dan pindah ke Islam. berikut ini pertanyaan yang dikemukakan oleh ustadz insan :
Pro Kontra Paket Pelajaran 7/7 2005 di Inggris
Departemen Bidang Anak-Anak, Sekolah dan Keluarga di Inggris menuai kecaman karena akan memberikan paket pelajaran 7/7 2005 pada siswa-siswi sekolah dengan dalih sebagai cara untuk melawan ekstrimisme di negara itu. 7/7 2005 mengacu pada insiden ledakan bom di kota London yang terjadi pada tanggal 7 Juli tahun 2005 lalu.
Paket pelajaran ini membuat berang banyak orang di Inggris, karena para siswa sekolah ditugaskan untuk membuat presentasi tentang insiden serangan bom yang menewaskan 52 orang tersebut. Mereka juga diminta untuk membuat ringkasan tentang motif para pelaku melakukan serangan bahkan dibolehkan untuk membuat perkiraan sendiri apa motif serangan bom itu.
Sejumlah pihak di Inggris mengecam pengajaran 7/7 2005. Jacqui Putnam, korban selamat dalam insiden ledakan bom tersebut mempertanyakan apa pentingnya mengajarkan anak-anak untuk menempatkan diri mereka di posisi para pelaku yang telah melakukan tindakan yang tidak manusiawi. “Pastinya masih ada cara lain yang lebih baik untuk mencapai tujuan mereka,” kata Putnam.
Kritik juga dilontarkan Patrick Mercer, ketua Commons Terrorism Sub-Committee. “Apa manfaatnya berpura-pura jadi seorang pelaku bom bunuh diri jika hal semacam itu justeru mengaburkan tujuan dari pengajaran untuk melawan ekstrimisme. Bayangkan apa yang akan terjadi jika kita meminta anak-anak berpura-pura berperan sebagai Hitler,” tukas Mercer.
Muslim Inggris yang juga anggota parlemen Khalid Mahmood mengatakan, pengajaran semacam itu hanya akan mendorong keyakinan orang pada sesuatu yang sebenarnya sedang dicegah oleh pemerintah Inggris. “Pemerintah seharusnya melihat peristiwa itu dari sisi para korban,” kata Mahmood.
Sail Suleman yang menyusun paket pengajaran 7/7 2005 membela diri bahwa paket pengajaran itu sama pentingnya dengan cara-cara lain yang dilakukan untuk mencegah ekstrimisme. “Kami melihat bagaimana orang bisa sangat ekstrim. Mengapa anak-anak muda melakukan apa yang dilakukan para pelaku bom bunuh diri itu? Apa tekanan yang mereka dapatkan dari teman-teman main mereka? Harapannya, kami mendorong para siswa untuk menghindar dari teman-teman semacam itu,” dalih Suleman.
“Paket pengajaran itu ingin menciptakan sebuah lingkungan, dimana akan ada diskusi tentang ekstrimisme sehingga orang akan mengerti apa yang harus dilakukannya untuk menjadi warga negara yang baik,” sambung Suleman.
Suleman mendapat dukungan dari Tahir Alam, jurubicara bidang pendidikan Muslim Council of Britain. Menurut Alam, dengan mengetahui motif para pelaku bom bunuh diri bisa membantu untuk mengetahui apa akar penyebab ekstrimisme.
Tapi, karena menuai kritik dan kecaman dari banyak pihak, pemerintah Inggris akhirnya membatalkan paket pengajaran itu dan meminta maaf pada para kerabat korban bom bunuh diri 7 Juli 2005. (ln/iol)
Paket pelajaran ini membuat berang banyak orang di Inggris, karena para siswa sekolah ditugaskan untuk membuat presentasi tentang insiden serangan bom yang menewaskan 52 orang tersebut. Mereka juga diminta untuk membuat ringkasan tentang motif para pelaku melakukan serangan bahkan dibolehkan untuk membuat perkiraan sendiri apa motif serangan bom itu.
Sejumlah pihak di Inggris mengecam pengajaran 7/7 2005. Jacqui Putnam, korban selamat dalam insiden ledakan bom tersebut mempertanyakan apa pentingnya mengajarkan anak-anak untuk menempatkan diri mereka di posisi para pelaku yang telah melakukan tindakan yang tidak manusiawi. “Pastinya masih ada cara lain yang lebih baik untuk mencapai tujuan mereka,” kata Putnam.
Kritik juga dilontarkan Patrick Mercer, ketua Commons Terrorism Sub-Committee. “Apa manfaatnya berpura-pura jadi seorang pelaku bom bunuh diri jika hal semacam itu justeru mengaburkan tujuan dari pengajaran untuk melawan ekstrimisme. Bayangkan apa yang akan terjadi jika kita meminta anak-anak berpura-pura berperan sebagai Hitler,” tukas Mercer.
Muslim Inggris yang juga anggota parlemen Khalid Mahmood mengatakan, pengajaran semacam itu hanya akan mendorong keyakinan orang pada sesuatu yang sebenarnya sedang dicegah oleh pemerintah Inggris. “Pemerintah seharusnya melihat peristiwa itu dari sisi para korban,” kata Mahmood.
Sail Suleman yang menyusun paket pengajaran 7/7 2005 membela diri bahwa paket pengajaran itu sama pentingnya dengan cara-cara lain yang dilakukan untuk mencegah ekstrimisme. “Kami melihat bagaimana orang bisa sangat ekstrim. Mengapa anak-anak muda melakukan apa yang dilakukan para pelaku bom bunuh diri itu? Apa tekanan yang mereka dapatkan dari teman-teman main mereka? Harapannya, kami mendorong para siswa untuk menghindar dari teman-teman semacam itu,” dalih Suleman.
“Paket pengajaran itu ingin menciptakan sebuah lingkungan, dimana akan ada diskusi tentang ekstrimisme sehingga orang akan mengerti apa yang harus dilakukannya untuk menjadi warga negara yang baik,” sambung Suleman.
Suleman mendapat dukungan dari Tahir Alam, jurubicara bidang pendidikan Muslim Council of Britain. Menurut Alam, dengan mengetahui motif para pelaku bom bunuh diri bisa membantu untuk mengetahui apa akar penyebab ekstrimisme.
Tapi, karena menuai kritik dan kecaman dari banyak pihak, pemerintah Inggris akhirnya membatalkan paket pengajaran itu dan meminta maaf pada para kerabat korban bom bunuh diri 7 Juli 2005. (ln/iol)
Mencoba memahami bahasa hacker
Entry post ini bukan mau mengajari bikin surat cinta tapiMencoba memahami bahasa hacker yang sedang falling in love dan terus bikin love letters..
saya baca bola-bali tapi koq susah ya memahaminya tetapi linguistically this is very interesting and unique to investigate....
baca ajah ya...
Judul: surat cinta seorang hacker
Seandainya hatimu adalah sebuah system, maka aku akan scan kamu untuk
mengetahui port mana yang terbuka Sehingga tidak ada keraguan saat aku
c:\> nc -l -o -v -e ke hatimu,tapi aku hanya berani ping di belakang
anonymouse proxy, inikah rasanya jatuh cinta sehingga membuatku
seperti pecundang atau aku memang pecundang sejati whatever!
Seandainya hatimu adalah sebuah system,
ingin rasanya aku manfaatkan vulnerabilitiesmu, pake PHP injection
Terus aku ls -la; find / -perm 777 -type d,sehingga aku tau kalo di
hatimu ada folder yang bisa ditulisi atau adakah free space buat aku?.
apa aku harus pasang backdor “Remote Connect-Back Shell”jadi aku
tinggal nunggu koneksi dari kamu saja, biar aku tidak merana seperti ini.
Seandainya hatimu adalah sebuah system,
saat semua request-ku diterima aku akan nogkrong terus di bugtraq
untuk mengetahui bug terbarumu maka aku akan patch n pacth terus,aku
akan jaga service-mu jangan sampai crash n aku akan menjadi firewallmu
aku akan pasang portsentry, dan menyeting error pagemu ” The page
cannot be found Coz Has Been Owned by Someone get out!” aku janji gak
bakalan ada macelinious program atau service yang hidden, karena aku
sangat sayang dan mencintaimu.
Seandainya hatimu adalah sebuah system,
jangan ada kata “You dont have permission to access it” untuk aku,
kalau ga mau di ping flood Atau DDos Attack jangan ah….! kamu harus
menjadi sang bidadari penyelamatku.
Seandainya hatimu adalah sebuah system, …?
Tapi sayang hatimu bukanlah sebuah system,
kamu adalah sang bidadari impianku, yang telah mengacaukan systemku!
Suatu saat nanti aku akan datang n mengatakan kalau di hatiku sudah
terinfeksi virus yang Menghanyutkan, Ga ada anti virus yang dapat
menangkalnya selain …kamu.
sumber : tidak diketahui
saya baca bola-bali tapi koq susah ya memahaminya tetapi linguistically this is very interesting and unique to investigate....
baca ajah ya...
Judul: surat cinta seorang hacker
Seandainya hatimu adalah sebuah system, maka aku akan scan kamu untuk
mengetahui port mana yang terbuka Sehingga tidak ada keraguan saat aku
c:\> nc -l -o -v -e ke hatimu,tapi aku hanya berani ping di belakang
anonymouse proxy, inikah rasanya jatuh cinta sehingga membuatku
seperti pecundang atau aku memang pecundang sejati whatever!
Seandainya hatimu adalah sebuah system,
ingin rasanya aku manfaatkan vulnerabilitiesmu, pake PHP injection
Terus aku ls -la; find / -perm 777 -type d,sehingga aku tau kalo di
hatimu ada folder yang bisa ditulisi atau adakah free space buat aku?.
apa aku harus pasang backdor “Remote Connect-Back Shell”jadi aku
tinggal nunggu koneksi dari kamu saja, biar aku tidak merana seperti ini.
Seandainya hatimu adalah sebuah system,
saat semua request-ku diterima aku akan nogkrong terus di bugtraq
untuk mengetahui bug terbarumu maka aku akan patch n pacth terus,aku
akan jaga service-mu jangan sampai crash n aku akan menjadi firewallmu
aku akan pasang portsentry, dan menyeting error pagemu ” The page
cannot be found Coz Has Been Owned by Someone get out!” aku janji gak
bakalan ada macelinious program atau service yang hidden, karena aku
sangat sayang dan mencintaimu.
Seandainya hatimu adalah sebuah system,
jangan ada kata “You dont have permission to access it” untuk aku,
kalau ga mau di ping flood Atau DDos Attack jangan ah….! kamu harus
menjadi sang bidadari penyelamatku.
Seandainya hatimu adalah sebuah system, …?
Tapi sayang hatimu bukanlah sebuah system,
kamu adalah sang bidadari impianku, yang telah mengacaukan systemku!
Suatu saat nanti aku akan datang n mengatakan kalau di hatiku sudah
terinfeksi virus yang Menghanyutkan, Ga ada anti virus yang dapat
menangkalnya selain …kamu.
sumber : tidak diketahui
New Enlightment, Pencerahan baru
efleksi selanjutnya setelang entry post berjudul menyetel hati dulu baru pikiran positif ada pencerahan lanjutan yaitu singkatan UMS kampus saya dulu yang sering saya panjangkan menjadi Universitas Mengerikan Sekali. kenapa begitu? karena ada pola pikir yang salah saat saya belajar dan bekerja di sana. saya terlalu banyak menuntuk fasilitas dari kampus sementara saya sendiri belum maksimal memberi yang terbaik untuk institusi. Nah sekarang sudah beda banget setelah jumpa ustadz-ustadz dan ulama, membuat refleksi diri dan mbaca buku Quantum Ikhlasnya Pak Erbe sentanu saya coba sekarang mengartikan UMS sebagai Universitas Menyenangkan Syekali.
menyetel hati dulu, baru pikiran positif
Membaca buku Quantum ikhlasnya pak erbe sentanu dan semua artikel tentang positive feeling membuatku memiliki wawasan baru bahwa yang terpenting kita harus selalu beramal atau bertindak apa saja ikhlas karena Allah dan semua itu didasari dengan keyakinan bahwa jika kita memang berniat positif maka akan positif juga pikiran dan tindakan kita. jika semua udah disetel secara positif maka akhwal atau keadaan di sekitar kita akan jadi positif.
kalo udah begini aku jadi inget bahwa orang terkenal seperti napoleon bonapate walopun dia kafir tetapi kalo dia Islam dia akan jadi orang hebat bukan hanya di dunia tapi juga di akhirat. aku inget pepatah terkenalnya "Impossible can only be found in the dictionary of idiot' bagi dia tidak ada kata impossible untuk setiap keinginan dia. coba kalo dia pengen masuk sorga dengan pepatahnya itu wah jadi orang hebat bener...
btw, buat my students of the last semester (last generation but the best..:D) cobalah menyetel hatimu bahwa kamu insyaAllah pasti akan lulus dengan nilai baik, dapet kerjaan yang bagus dan dapet jodoh yang solih atau solihah tergantung gendernya...InsyaAllah pikiran kita jadi positif dan semua gerak aktifitas diri kita kearah yang positip pula..
ingatlah apa yang akan terjadi dalam hidup kita tergantung persangkaan kita pada Allah SWT. jika jiwa kita positif Allah akan positifkan jiwa kita dan kita akan jadi orang yang kaya hati...
semoga oh semoga...
kalo udah begini aku jadi inget bahwa orang terkenal seperti napoleon bonapate walopun dia kafir tetapi kalo dia Islam dia akan jadi orang hebat bukan hanya di dunia tapi juga di akhirat. aku inget pepatah terkenalnya "Impossible can only be found in the dictionary of idiot' bagi dia tidak ada kata impossible untuk setiap keinginan dia. coba kalo dia pengen masuk sorga dengan pepatahnya itu wah jadi orang hebat bener...
btw, buat my students of the last semester (last generation but the best..:D) cobalah menyetel hatimu bahwa kamu insyaAllah pasti akan lulus dengan nilai baik, dapet kerjaan yang bagus dan dapet jodoh yang solih atau solihah tergantung gendernya...InsyaAllah pikiran kita jadi positif dan semua gerak aktifitas diri kita kearah yang positip pula..
ingatlah apa yang akan terjadi dalam hidup kita tergantung persangkaan kita pada Allah SWT. jika jiwa kita positif Allah akan positifkan jiwa kita dan kita akan jadi orang yang kaya hati...
semoga oh semoga...
Kristenisasi dan Kejahatan-Kejahatannya
Ketika Orde Baru jaya, banyak para pejabat yang tidak percaya adanya kristenisasi besar-besaran yang telah terjadi di Indonesia. Tetapi setelah dikeluarkan buku "Fakta dan Data" tentang kristenisasi di Indonesia oleh Dewan Dakwah Islamiyah Indonesia, semua pihak terperangah dan yakin bahwa pihak misionaris zending telah bekerja keras siang-malam untuk mengkristenkan umat Islam secara khusus.
Pada Orde Reformasi mereka semakin berani melakukan kristenisasi secara terbuka bahkan keji. Mereka menggunakan Al-Qur`an dan Hadits dengan diputarbalikkan untuk membenarkan ajaran sesat mereka, dan untuk mengelabui umat Islam. Gerakan kristenisasi bergerilya dengan kedok "dakwah ukhuwwah" dan "shirathal mustaqim" secara gencar dan tersembunyi, gerakan itu dikoordinasi oleh Yayasan NEHEMIA yang dipelopori Dr. Suadi Ben Abraham, Kholil Dinata dan Drs. Poernama Winangun alias H. Amos.
Mereka telah mengeluarkan beberapa buku diantaranya:
1. Upacara Jama`ah Haji
2. Ayat-ayat yang menyelamatkan
3. Isa `alaihis salam dalam pandangan Islam
4. Riwayat singkat pusaka peninggalan Nabi Muhammad saw
5. Membina kerukunan umat beragama
6. Rahasia jalan ke surga
7. Siapakah yang bernama Allah itu?
Isi buku-buku dan brosur tersebut di atas diantaranya:
• Upacara Ibadah Haji adalah penyembahan berhala tertutup
• Islam agama khusus untuk orang Arab, Al-Qur`an kitab suci orang Arab dan Nabi Muhammad saw adalah nabi untuk orang Arab yang mengajarkan penyembahan berhala dan tidak akan selamat di akhirat
• Tuhan orang Islam adalah batu hitam (hajar aswad)
• Waktu sholat sangat kacau dan Al-Qur`an tidak relevan
• Nabi Muhammad saw memperkosa gadis dibawah umur
• Al-Qur`an untuk Iblis, Injil petunjuk bagi umat Islam yang taqwa
• Bapaknya Yesus adalah Allah subhanahu wa ta`ala
• Semua umat masuk Neraka kecuali umat Kristen
• Nabi Muhammad saw wafat mewariskan kitab Injil
• Khadijah, istri Nabi Muhammad saw beragama kristen
Sanggahan terhadap tuduhan-tuduhan keji tersebut:
• Ibadah Haji dituduh sebagai penyembahan berhala tertutup, itu tuduhan keji. Tidak bolehnya orang non muslim ke Mekkah bukan untuk menutupi upacara ibadah haji. Dan ibadah haji itu tidak ada penyembahan berhala seperti dituduhkan H. Amos orang Kristen. Namun itu perintah langsung dari Allah swt yang artinya:"Hai orang-orang yang beriman, sesungguhnya orang musyrik itu najis, maka janganlah mereka mendekati Masjidil Haram sesudah tahun ini".(Q.S. At-Taubah: 28). Tuduhan itu juga bertentangan dengan kenyataan, karena upacara ibadah haji ditayangkan pula ke berbagai negara di dunia lewat televisi. Terbukti tak ada penyembahan berhala dalam upacara ibadah haji dan tidak tertutup.
• Nabi Muhammad saw dituduh hanya rasul untuk bangsa Arab, dan tidak akan selamat di akhirat. Tuduhan itu sangat jahat,
karena Allah swt telah menegaskan dalam Al-Qur`an yang artinya: "Dan Kami tiada mengutusmu (Muhammad) melainkan menjadi rahmat bagi semesta alam". (Q.S. Al-Anbiya:107). "Dan tiadalah Kami mengutus engkau (Muhammad) melainkan untuk seluruh manusia sebagai pemberi peringatan, tetapi kebanyakan manusia tidak mengetahui." (Q.S.Saba`:28). "Al-Qur`an adalah suatu peringatan untuk semesta alam." (Q.S. At-Takwir 27 dan Al-Qalam 52). "Dan Kami turunkan Al-Qur`an kepadamu (Muhammad) supaya engkau jelaskan umat manusia, apa-apa yang diturunkan kepada mereka, supaya mereka berpikir." (Q.S. An-Nahl 44). "Muhammad bukanlah bapak salah seorang laki-laki di antara kamu, tetapi dia adalah utusan Allah dan penutup nabi-nabi, dan adalah Allah Maha mengetahui segala sesuatu." (Q.S. Al-Ahzab 40)
• Tuduhan tentang Nabi Muhammad saw tidak selamat di akhirat, maka harus dibacakan sholawat, itu tuduhan keji pula. Bisa diperbandingkan dengan keadaan bahwa bayi yang meninggal dunia pasti selamat akan masuk surga. Namun bayi yang meninggal itu tetap disholati dan didoakan. Orang yang mensholati, mendoakan dan menguburkan mayit bayi ini akan mendapat pahala.
Terhadap bayi yang belum berjasa saja harus didoakan, apalagi terhadap seorang Nabi saw, yang telah sangat berjasa bagi umat manusia. Ini sudah pas dari segi ajaran agama maupun akal yang mau menerimanya.
• Tuduhan bahwa Islam mengajarkan penyembahan berhala batu hitam bernama Hajar Aswad, itu tuduhan yang amat keji dan licik. H. Amos memutarbalikkan fakta, Hajar Aswad dianggap sebagai berhala yang disisakan setelah 359 berhala dihancurkan, dengan mengutip hadits Bukhori tanpa disertai teksnya. Ternyata H. Amos sebagai orang Kristen bohong, karena Hajar Aswad bukan termasuk berhala. Teksnya Hadits Bukhari nomor 832, terjemahnya:
"Dari Ibnu `Abbas ra katanya: "Ketika Rasulullah saw mula-mula tiba di Makkah, beliau enggan hendak masuk Ka`bah karena di dalamnya banyak patung. Beliau memerintahkan supaya mengeluarkan patung-patung itu, maka dikeluarkan mereka semuanya termasuk patung Nabi Ibrahim dan Isma`il yang sedang memegang Azlam (alat untuk mengundi). Melihat itu Rasulullah saw bersabda:
"Terkutuklah orang yang membuat patung itu!, Demi Allah sesungguhnya mereka tahu bahwa keduanya tidak pernah melakukan undian dengan Azlam, sekali-kali tidak". Kemudian beliau masuk ke dalam Ka`bah, lalu takbir di setiap pojok dan beliau saw sholat di dalamnya". (Shahih Bukhari No. 832)
• Tuduhan tentang waktu sholat sangat kacau, itu tuduhan yang sangat mengada-ada. Penuduh membentrokkan ayat-ayat dengan hadits Bukhari tanpa mau memahami Q.S. Al-Isra 78 dan Q.S. Hud 114, dibentrokkan dengan hadits Bukhari nomor 211, lalu dikomentari bahwa yang dipakai hadits, bukan Al-Qur`an. Maka dituduh kacau. Padahal kalau mau memahami, ayat-ayat maupun hadits tersebut semuanya bermakna bahwa sholat wajib adalah 5 waktu sehari semalam, yaitu Shubuh, Dhuhur, Ashar, Maghrib, dan `Isya.
• Nabi Muhammad saw dituduh memperkosa gadis dibawah umur, itu tuduhan yang sangat menghina. Tuduhan itu hanya menunjukkan kebencian yang amat sangat, dan tidak bisa mengemukakan bukti-bukti larangan tentang menikahi gadis dalam batasan umur. Padahal umur 9 tahun seperti `Aisyah yang mulai diajak berumah tangga oleh Nabi saw setelah dinikahi pada umur 6 tahun, itu tidak ada larangan. Sedangkan gadis-gadis Arab-pun dalam usia 9 tahu sudah mungkin sekali haid, berarti dewasa. Jadi tuduhan itu hanyalah kebencian yang membabi buta.
Tuduhan-tuduhan lain yang mereka lontarkan terhadap Islam sifatnya sama; hanyalah kebencian dan kebohongan belaka. Orang-orang yang mau berpikir pasti paham bahwa tuduhan-tuduhan mereka itu menunjukkan betapa rendahnya moral mereka.
Tiga Serangkai Musuh Islam
Kristenisasi, Orientalisme dan Penjajahan menjadi tiga serangkai, yang tidak dapat dipisahkan. Masing-masing mempunyai tugas untuk menghancurkan umat Islam.
Kristenisasi bertugas untuk merusak aqidah; orientalisme memporak-porandakan pemikiran Islam; dan penjajahan melumpuhkan fisik.
Mereka berkehendak memadamkan cahaya (agama) Allah dengan mulut (ucapan-ucapan) mereka, dan Allah tidak menghendaki selain menyempurnakan cahaya-Nya, walaupun orang-orang kafir tidak menyukai. (Q.S. At-Taubah 32)
Tujuan utama missionaris Zending adalah menyeret orang-orang Islam ke Kristen. Jika hal itu sulit dilakukan, maka akan ditempuh dengan upaya bagaimana cara mengaburkan pengertian Islam bagi kaum muslimin. Misionaris bertindak sebagai antek-antek dan mata-mata penjajah Barat demi merusak kesatuan Islam. Tujuan itu diperjelas oleh Pendeta Simon, bahwa misionaris adalah faktor penting sebagai penghancur kekuatan persatuan umat Islam.
Negara yang pertama kali mengembangkan kristenisasi adalah Belanda, yang pernah menjajah Indonesia dan memecah Jawa menjadi kawasan-kawasan yang dibangun untuk gereja dan sekolahan. Kemudian langkah tersebut diikuti oleh negara Eropa lainnya.
Memperkosa dan Memurtadkan
Kejahatan kristenisasi itu, kini dilengkapi dengan kenyataan kristenisasi yang sangat menghina umat Islam, yaitu memperkosa muslimah murid Madrasah Aliyah di Padang yang selanjutnya dimurtadkan. Khairiyah Enisnawati alias Wawah (17 thn) pelajar Madrasah Aliyah Negeri (MAN) 2 Gunung Pangilun, Padang, Sumatera Barat adalah salah satu dari 500 orang Minang yang dimurtadkan. Gadis berjilbab itu diculik, diperkosa dan dipaksa keluar dari agamanya lewat misi rahasia yang dijalankan sekelompok orang Kristen, di rumah Salmon seorang Jemaat Gereja Protestan di Jl. Bagindo Aziz Chan, Padang tempat memaksa Wawah untuk membuka jilbab dan masuk Kristen.
Gereja itu dipimpin Pendeta Willy, sedang Salmon adalah jemaat yang juga karyawan PDAM Padang. (lihat Dialog Jumat, 6 Agustus 1999). Dengan aneka kelicikan, kebrutalan dan bahkan pemerkosaan seperti tersebut di atas, jumlah orang Kristen di Indonesia makin menanjak secara drastic. Dari hanya 2,8% pada tahun 1931 menjadi 7,4% pada 1971 dan hampir 10% pada 1990. Kebrutalan dan kebiadaban mereka itu menimbulakan aneka konflik pula secara bertubi-tubi. Diantaranya kerusuhan antara Muslimin dan Nasrani di Dili Timor Timur (1994), Maumere NTT (1995), Surabaya dan Situbondo Jatim (1996), Tasikmalaya (1997), Ketapang dan Kupang, serta Ambon dan Sambas (1999). (Ibid. hal 4)
Pertemuan 300 pimpinan gereja dari 50 negara di Singapura, Januari 1989, kemudian pada 6 Januari 1991 dilancarkan apa yang disebut Dekade Evangelisasi, yakni "Manifestasi Kristus kepada gentiles (non Kristen)". Berdasarkan interpelasi angka Gereja dari 5.100.000.000 penduduk dunia dewasa ini, orang Kristen berjumlah 1.665.000.000. Berarti ada sekitar 3.435.000.000 penduduk dunia yang harus dikristenkan, menurut mereka. (Media Dakwah, Agustus 1999, hal. 16)
Dari memperkosa muslimah lalu memurtadkan, sampai mengamen di bus-bus kota dengan lagu Gerejani telah mereka gencarkan. Maka benar dan terbuktilah firman Allah swt: "Orang-orang Yahudi dan Nasrani tidak akan senang kepada kamu hingga kamu mengikuti agama mereka". (Q.S. Al-Baqarah 120).
Apa upaya kita dalam menghadapi kejahatan kristenisasi?
Rujukan:
1. Muallaf Meluruskan Pendeta, H. Insan L.s. Mokoginta, Yayasan Muhtadin, Jakarta, 1998
2. Muallaf Membimbing Pendeta ke Surga, H. Insan L.S. Mokoginta, Yayasan Muhtadin, Jakarta, 1998
3. Pendeta menghujat, Muallaf meralat, H. Insan L.s. Mokoginta, FAKTA, Jakarta, 1999
4. Islam dan Kristen di Indonesia, M. Natsir, Media Dakwah
sumberipun: situs BEM STIBA
Pada Orde Reformasi mereka semakin berani melakukan kristenisasi secara terbuka bahkan keji. Mereka menggunakan Al-Qur`an dan Hadits dengan diputarbalikkan untuk membenarkan ajaran sesat mereka, dan untuk mengelabui umat Islam. Gerakan kristenisasi bergerilya dengan kedok "dakwah ukhuwwah" dan "shirathal mustaqim" secara gencar dan tersembunyi, gerakan itu dikoordinasi oleh Yayasan NEHEMIA yang dipelopori Dr. Suadi Ben Abraham, Kholil Dinata dan Drs. Poernama Winangun alias H. Amos.
Mereka telah mengeluarkan beberapa buku diantaranya:
1. Upacara Jama`ah Haji
2. Ayat-ayat yang menyelamatkan
3. Isa `alaihis salam dalam pandangan Islam
4. Riwayat singkat pusaka peninggalan Nabi Muhammad saw
5. Membina kerukunan umat beragama
6. Rahasia jalan ke surga
7. Siapakah yang bernama Allah itu?
Isi buku-buku dan brosur tersebut di atas diantaranya:
• Upacara Ibadah Haji adalah penyembahan berhala tertutup
• Islam agama khusus untuk orang Arab, Al-Qur`an kitab suci orang Arab dan Nabi Muhammad saw adalah nabi untuk orang Arab yang mengajarkan penyembahan berhala dan tidak akan selamat di akhirat
• Tuhan orang Islam adalah batu hitam (hajar aswad)
• Waktu sholat sangat kacau dan Al-Qur`an tidak relevan
• Nabi Muhammad saw memperkosa gadis dibawah umur
• Al-Qur`an untuk Iblis, Injil petunjuk bagi umat Islam yang taqwa
• Bapaknya Yesus adalah Allah subhanahu wa ta`ala
• Semua umat masuk Neraka kecuali umat Kristen
• Nabi Muhammad saw wafat mewariskan kitab Injil
• Khadijah, istri Nabi Muhammad saw beragama kristen
Sanggahan terhadap tuduhan-tuduhan keji tersebut:
• Ibadah Haji dituduh sebagai penyembahan berhala tertutup, itu tuduhan keji. Tidak bolehnya orang non muslim ke Mekkah bukan untuk menutupi upacara ibadah haji. Dan ibadah haji itu tidak ada penyembahan berhala seperti dituduhkan H. Amos orang Kristen. Namun itu perintah langsung dari Allah swt yang artinya:"Hai orang-orang yang beriman, sesungguhnya orang musyrik itu najis, maka janganlah mereka mendekati Masjidil Haram sesudah tahun ini".(Q.S. At-Taubah: 28). Tuduhan itu juga bertentangan dengan kenyataan, karena upacara ibadah haji ditayangkan pula ke berbagai negara di dunia lewat televisi. Terbukti tak ada penyembahan berhala dalam upacara ibadah haji dan tidak tertutup.
• Nabi Muhammad saw dituduh hanya rasul untuk bangsa Arab, dan tidak akan selamat di akhirat. Tuduhan itu sangat jahat,
karena Allah swt telah menegaskan dalam Al-Qur`an yang artinya: "Dan Kami tiada mengutusmu (Muhammad) melainkan menjadi rahmat bagi semesta alam". (Q.S. Al-Anbiya:107). "Dan tiadalah Kami mengutus engkau (Muhammad) melainkan untuk seluruh manusia sebagai pemberi peringatan, tetapi kebanyakan manusia tidak mengetahui." (Q.S.Saba`:28). "Al-Qur`an adalah suatu peringatan untuk semesta alam." (Q.S. At-Takwir 27 dan Al-Qalam 52). "Dan Kami turunkan Al-Qur`an kepadamu (Muhammad) supaya engkau jelaskan umat manusia, apa-apa yang diturunkan kepada mereka, supaya mereka berpikir." (Q.S. An-Nahl 44). "Muhammad bukanlah bapak salah seorang laki-laki di antara kamu, tetapi dia adalah utusan Allah dan penutup nabi-nabi, dan adalah Allah Maha mengetahui segala sesuatu." (Q.S. Al-Ahzab 40)
• Tuduhan tentang Nabi Muhammad saw tidak selamat di akhirat, maka harus dibacakan sholawat, itu tuduhan keji pula. Bisa diperbandingkan dengan keadaan bahwa bayi yang meninggal dunia pasti selamat akan masuk surga. Namun bayi yang meninggal itu tetap disholati dan didoakan. Orang yang mensholati, mendoakan dan menguburkan mayit bayi ini akan mendapat pahala.
Terhadap bayi yang belum berjasa saja harus didoakan, apalagi terhadap seorang Nabi saw, yang telah sangat berjasa bagi umat manusia. Ini sudah pas dari segi ajaran agama maupun akal yang mau menerimanya.
• Tuduhan bahwa Islam mengajarkan penyembahan berhala batu hitam bernama Hajar Aswad, itu tuduhan yang amat keji dan licik. H. Amos memutarbalikkan fakta, Hajar Aswad dianggap sebagai berhala yang disisakan setelah 359 berhala dihancurkan, dengan mengutip hadits Bukhori tanpa disertai teksnya. Ternyata H. Amos sebagai orang Kristen bohong, karena Hajar Aswad bukan termasuk berhala. Teksnya Hadits Bukhari nomor 832, terjemahnya:
"Dari Ibnu `Abbas ra katanya: "Ketika Rasulullah saw mula-mula tiba di Makkah, beliau enggan hendak masuk Ka`bah karena di dalamnya banyak patung. Beliau memerintahkan supaya mengeluarkan patung-patung itu, maka dikeluarkan mereka semuanya termasuk patung Nabi Ibrahim dan Isma`il yang sedang memegang Azlam (alat untuk mengundi). Melihat itu Rasulullah saw bersabda:
"Terkutuklah orang yang membuat patung itu!, Demi Allah sesungguhnya mereka tahu bahwa keduanya tidak pernah melakukan undian dengan Azlam, sekali-kali tidak". Kemudian beliau masuk ke dalam Ka`bah, lalu takbir di setiap pojok dan beliau saw sholat di dalamnya". (Shahih Bukhari No. 832)
• Tuduhan tentang waktu sholat sangat kacau, itu tuduhan yang sangat mengada-ada. Penuduh membentrokkan ayat-ayat dengan hadits Bukhari tanpa mau memahami Q.S. Al-Isra 78 dan Q.S. Hud 114, dibentrokkan dengan hadits Bukhari nomor 211, lalu dikomentari bahwa yang dipakai hadits, bukan Al-Qur`an. Maka dituduh kacau. Padahal kalau mau memahami, ayat-ayat maupun hadits tersebut semuanya bermakna bahwa sholat wajib adalah 5 waktu sehari semalam, yaitu Shubuh, Dhuhur, Ashar, Maghrib, dan `Isya.
• Nabi Muhammad saw dituduh memperkosa gadis dibawah umur, itu tuduhan yang sangat menghina. Tuduhan itu hanya menunjukkan kebencian yang amat sangat, dan tidak bisa mengemukakan bukti-bukti larangan tentang menikahi gadis dalam batasan umur. Padahal umur 9 tahun seperti `Aisyah yang mulai diajak berumah tangga oleh Nabi saw setelah dinikahi pada umur 6 tahun, itu tidak ada larangan. Sedangkan gadis-gadis Arab-pun dalam usia 9 tahu sudah mungkin sekali haid, berarti dewasa. Jadi tuduhan itu hanyalah kebencian yang membabi buta.
Tuduhan-tuduhan lain yang mereka lontarkan terhadap Islam sifatnya sama; hanyalah kebencian dan kebohongan belaka. Orang-orang yang mau berpikir pasti paham bahwa tuduhan-tuduhan mereka itu menunjukkan betapa rendahnya moral mereka.
Tiga Serangkai Musuh Islam
Kristenisasi, Orientalisme dan Penjajahan menjadi tiga serangkai, yang tidak dapat dipisahkan. Masing-masing mempunyai tugas untuk menghancurkan umat Islam.
Kristenisasi bertugas untuk merusak aqidah; orientalisme memporak-porandakan pemikiran Islam; dan penjajahan melumpuhkan fisik.
Mereka berkehendak memadamkan cahaya (agama) Allah dengan mulut (ucapan-ucapan) mereka, dan Allah tidak menghendaki selain menyempurnakan cahaya-Nya, walaupun orang-orang kafir tidak menyukai. (Q.S. At-Taubah 32)
Tujuan utama missionaris Zending adalah menyeret orang-orang Islam ke Kristen. Jika hal itu sulit dilakukan, maka akan ditempuh dengan upaya bagaimana cara mengaburkan pengertian Islam bagi kaum muslimin. Misionaris bertindak sebagai antek-antek dan mata-mata penjajah Barat demi merusak kesatuan Islam. Tujuan itu diperjelas oleh Pendeta Simon, bahwa misionaris adalah faktor penting sebagai penghancur kekuatan persatuan umat Islam.
Negara yang pertama kali mengembangkan kristenisasi adalah Belanda, yang pernah menjajah Indonesia dan memecah Jawa menjadi kawasan-kawasan yang dibangun untuk gereja dan sekolahan. Kemudian langkah tersebut diikuti oleh negara Eropa lainnya.
Memperkosa dan Memurtadkan
Kejahatan kristenisasi itu, kini dilengkapi dengan kenyataan kristenisasi yang sangat menghina umat Islam, yaitu memperkosa muslimah murid Madrasah Aliyah di Padang yang selanjutnya dimurtadkan. Khairiyah Enisnawati alias Wawah (17 thn) pelajar Madrasah Aliyah Negeri (MAN) 2 Gunung Pangilun, Padang, Sumatera Barat adalah salah satu dari 500 orang Minang yang dimurtadkan. Gadis berjilbab itu diculik, diperkosa dan dipaksa keluar dari agamanya lewat misi rahasia yang dijalankan sekelompok orang Kristen, di rumah Salmon seorang Jemaat Gereja Protestan di Jl. Bagindo Aziz Chan, Padang tempat memaksa Wawah untuk membuka jilbab dan masuk Kristen.
Gereja itu dipimpin Pendeta Willy, sedang Salmon adalah jemaat yang juga karyawan PDAM Padang. (lihat Dialog Jumat, 6 Agustus 1999). Dengan aneka kelicikan, kebrutalan dan bahkan pemerkosaan seperti tersebut di atas, jumlah orang Kristen di Indonesia makin menanjak secara drastic. Dari hanya 2,8% pada tahun 1931 menjadi 7,4% pada 1971 dan hampir 10% pada 1990. Kebrutalan dan kebiadaban mereka itu menimbulakan aneka konflik pula secara bertubi-tubi. Diantaranya kerusuhan antara Muslimin dan Nasrani di Dili Timor Timur (1994), Maumere NTT (1995), Surabaya dan Situbondo Jatim (1996), Tasikmalaya (1997), Ketapang dan Kupang, serta Ambon dan Sambas (1999). (Ibid. hal 4)
Pertemuan 300 pimpinan gereja dari 50 negara di Singapura, Januari 1989, kemudian pada 6 Januari 1991 dilancarkan apa yang disebut Dekade Evangelisasi, yakni "Manifestasi Kristus kepada gentiles (non Kristen)". Berdasarkan interpelasi angka Gereja dari 5.100.000.000 penduduk dunia dewasa ini, orang Kristen berjumlah 1.665.000.000. Berarti ada sekitar 3.435.000.000 penduduk dunia yang harus dikristenkan, menurut mereka. (Media Dakwah, Agustus 1999, hal. 16)
Dari memperkosa muslimah lalu memurtadkan, sampai mengamen di bus-bus kota dengan lagu Gerejani telah mereka gencarkan. Maka benar dan terbuktilah firman Allah swt: "Orang-orang Yahudi dan Nasrani tidak akan senang kepada kamu hingga kamu mengikuti agama mereka". (Q.S. Al-Baqarah 120).
Apa upaya kita dalam menghadapi kejahatan kristenisasi?
Rujukan:
1. Muallaf Meluruskan Pendeta, H. Insan L.s. Mokoginta, Yayasan Muhtadin, Jakarta, 1998
2. Muallaf Membimbing Pendeta ke Surga, H. Insan L.S. Mokoginta, Yayasan Muhtadin, Jakarta, 1998
3. Pendeta menghujat, Muallaf meralat, H. Insan L.s. Mokoginta, FAKTA, Jakarta, 1999
4. Islam dan Kristen di Indonesia, M. Natsir, Media Dakwah
sumberipun: situs BEM STIBA
SMS Gratong eh Gratis
www.sms-anda.com/
ini khusus bagi pengguna, pemakai dan pengedar :D IM3 dan Mentari..
untuk yang umumnya umum klik yang ini
http://sms.cyberphreaking.com/
SYLLABUS untuk mata kuliah ESP
SYLLABUS
Subject English For Specific Purposes
Department: English Department
Program :Strata 1 (S-1)
Credit : 3 Credit
Purpose of The Study :
The Students are intended to understand any models, designs, methods, and evaluation tools for English Specific Purposes in order to design project out line.
Topics and Reading Assignments :
1. Introduction to the course : Whats is ESP
2. The origin; The Development of ESP; ESP : Approach not product.
3. Language and Description.
4. Theories of Learning
5. Needs analysis
6. Mid Term Exam
7. Approaches to course design
8. The Syllabus
9. Materials Evaluation
10. Materials Design
11. Methodology
12. Evaluation
13. The Role of Esp Teacher : Orientation
14. Final Exam
Requirements :
1. The Student must read any related literatur to enrich certain abilities on ESP.
2. The Students are suggested to take part in class discussion actively to take broad understanding on the given lecture.
3. The Students must read any realted journal to give broad understanding of the ESP.
4. Please submit your assignment on time.
Assessment :
You will be graded from A through D map out as follows :
Class Works and Participation : 15%
Mid Term Exam : 30%
Final Exam : 30%
Project : 25%
Suggested Reading :
1. Hutchinson, Tom. And Alan Waters. 1990. English For Specific Purposes: A Learning-Centered Approach. Csmbridge University Press: New York.
2. Dubin, Fraida. 1986. Course Design : Development Programs and Materials for Language Learning. Cambridge University Press.
3. Subyato-Nababan, Sri Untari. 1993. Metodologi Pengajaran Bahasa. PT Gramedia Pustaka Utama. Jakarta.
4. Prof. Dr. IskandarWassid. 2008. Strategi Pembelajaran Bahasa. PT Remaja Rosdakarya. Jakarta.
5. Little Wood, William. 1981. Communicative Language Teaching. Cambridge Iniversity Press. London
6. Woodward, Tessa.1999. Planning Lessons and Courses. Cambridge University Press.
Subject English For Specific Purposes
Department: English Department
Program :Strata 1 (S-1)
Credit : 3 Credit
Purpose of The Study :
The Students are intended to understand any models, designs, methods, and evaluation tools for English Specific Purposes in order to design project out line.
Topics and Reading Assignments :
1. Introduction to the course : Whats is ESP
2. The origin; The Development of ESP; ESP : Approach not product.
3. Language and Description.
4. Theories of Learning
5. Needs analysis
6. Mid Term Exam
7. Approaches to course design
8. The Syllabus
9. Materials Evaluation
10. Materials Design
11. Methodology
12. Evaluation
13. The Role of Esp Teacher : Orientation
14. Final Exam
Requirements :
1. The Student must read any related literatur to enrich certain abilities on ESP.
2. The Students are suggested to take part in class discussion actively to take broad understanding on the given lecture.
3. The Students must read any realted journal to give broad understanding of the ESP.
4. Please submit your assignment on time.
Assessment :
You will be graded from A through D map out as follows :
Class Works and Participation : 15%
Mid Term Exam : 30%
Final Exam : 30%
Project : 25%
Suggested Reading :
1. Hutchinson, Tom. And Alan Waters. 1990. English For Specific Purposes: A Learning-Centered Approach. Csmbridge University Press: New York.
2. Dubin, Fraida. 1986. Course Design : Development Programs and Materials for Language Learning. Cambridge University Press.
3. Subyato-Nababan, Sri Untari. 1993. Metodologi Pengajaran Bahasa. PT Gramedia Pustaka Utama. Jakarta.
4. Prof. Dr. IskandarWassid. 2008. Strategi Pembelajaran Bahasa. PT Remaja Rosdakarya. Jakarta.
5. Little Wood, William. 1981. Communicative Language Teaching. Cambridge Iniversity Press. London
6. Woodward, Tessa.1999. Planning Lessons and Courses. Cambridge University Press.
The Origins of ESP
The Origins of ESP
Certainly, a great deal about the origins of ESP could be written. Notably, there are three reasons common to the emergence of all ESP: the demands of a Brave New World, a revolution in linguistics, and focus on the learner (Hutchinson & Waters, 1987).
Hutchinson and Waters (1987) note that two key historical periods breathed life into ESP. First, the end of the Second World War brought with it an " ... age of enormous and unprecedented expansion in scientific, technical and economic activity on an international scale · for various reasons, most notably the economic power of the United States in the post-war world, the role [of international language] fell to English" (p. 6). Second, the Oil Crisis of the early 1970s resulted in Western money and knowledge flowing into the oil-rich countries. The language of this knowledge became English.
The general effect of all this development was to exert pressure on the language teaching profession to deliver the required goods. Whereas English had previously decided its own destiny, it now became subject to the wishes, needs and demands of people other than language teachers (Hutchinson & Waters, 1987, p.7).
The second key reason cited as having a tremendous impact on the emergence of ESP was a revolution in linguistics. Whereas traditional linguists set out to describe the features of language, revolutionary pioneers in linguistics began to focus on the ways in which language is used in real communication. Hutchinson and Waters (1987) point out that one significant discovery was in the ways that spoken and written English vary. In other words, given the particular context in which English is used, the variant of English will change. This idea was taken one step farther. If language in different situations varies, then tailoring language instruction to meet the needs of learners in specific contexts is also possible. Hence, in the late 1960s and the early 1970s there were many attempts to describe English for Science and Technology (EST). Hutchinson and Waters (1987) identify Ewer and Latorre, Swales, Selinker and Trimble as a few of the prominent descriptive EST pioneers.
The final reason Hutchinson and Waters (1987) cite as having influenced the emergence of ESP has less to do with linguistics and everything to do psychology. Rather than simply focus on the method of language delivery, more attention was given to the ways in which learners acquire language and the differences in the ways language is acquired. Learners were seen to employ different learning strategies, use different skills, enter with different learning schemata, and be motivated by different needs and interests. Therefore, focus on the learners' needs became equally paramount as the methods employed to disseminate linguistic knowledge. Designing specific courses to better meet these individual needs was a natural extension of this thinking. To this day, the catchword in ESL circles is learner-centered or learning-centered.
Sumberipun niki nggih: www.iteslj.org
Certainly, a great deal about the origins of ESP could be written. Notably, there are three reasons common to the emergence of all ESP: the demands of a Brave New World, a revolution in linguistics, and focus on the learner (Hutchinson & Waters, 1987).
Hutchinson and Waters (1987) note that two key historical periods breathed life into ESP. First, the end of the Second World War brought with it an " ... age of enormous and unprecedented expansion in scientific, technical and economic activity on an international scale · for various reasons, most notably the economic power of the United States in the post-war world, the role [of international language] fell to English" (p. 6). Second, the Oil Crisis of the early 1970s resulted in Western money and knowledge flowing into the oil-rich countries. The language of this knowledge became English.
The general effect of all this development was to exert pressure on the language teaching profession to deliver the required goods. Whereas English had previously decided its own destiny, it now became subject to the wishes, needs and demands of people other than language teachers (Hutchinson & Waters, 1987, p.7).
The second key reason cited as having a tremendous impact on the emergence of ESP was a revolution in linguistics. Whereas traditional linguists set out to describe the features of language, revolutionary pioneers in linguistics began to focus on the ways in which language is used in real communication. Hutchinson and Waters (1987) point out that one significant discovery was in the ways that spoken and written English vary. In other words, given the particular context in which English is used, the variant of English will change. This idea was taken one step farther. If language in different situations varies, then tailoring language instruction to meet the needs of learners in specific contexts is also possible. Hence, in the late 1960s and the early 1970s there were many attempts to describe English for Science and Technology (EST). Hutchinson and Waters (1987) identify Ewer and Latorre, Swales, Selinker and Trimble as a few of the prominent descriptive EST pioneers.
The final reason Hutchinson and Waters (1987) cite as having influenced the emergence of ESP has less to do with linguistics and everything to do psychology. Rather than simply focus on the method of language delivery, more attention was given to the ways in which learners acquire language and the differences in the ways language is acquired. Learners were seen to employ different learning strategies, use different skills, enter with different learning schemata, and be motivated by different needs and interests. Therefore, focus on the learners' needs became equally paramount as the methods employed to disseminate linguistic knowledge. Designing specific courses to better meet these individual needs was a natural extension of this thinking. To this day, the catchword in ESL circles is learner-centered or learning-centered.
Sumberipun niki nggih: www.iteslj.org
English for Specific Purposes: What does it mean? Why is it different?
English for Specific Purposes: What does it mean? Why is it different?
Laurence Anthony
Dept. of Information and Computer Engineering, Faculty of Engineering
Okayama University of Science, 1-1 Ridai-cho, Okayama 700, Japan
anthony 'at' ice.ous.ac.jp
1. Growth of ESP
From the early 1960's, English for Specific Purposes (ESP) has grown to become one of the most prominent areas of EFL teaching today. Its development is reflected in the increasing number of universities offering an MA in ESP (e.g. The University of Birmingham, and Aston University in the UK) and in the number of ESP courses offered to overseas students in English speaking countries. There is now a well-established international journal dedicated to ESP discussion, "English for Specific Purposes: An international journal", and the ESP SIG groups of the IATEFL and TESOL are always active at their national conferences.
In Japan too, the ESP movement has shown a slow but definite growth over the past few years. In particular, increased interest has been spurred as a result of the Mombusho's decision in 1994 to largely hand over control of university curriculums to the universities themselves. This has led to a rapid growth in English courses aimed at specific disciplines, e.g. English for Chemists, in place of the more traditional 'General English' courses. The ESP community in Japan has also become more defined, with the JACET ESP SIG set up in 1996 (currently with 28 members) and the JALT N-SIG to be formed shortly. Finally, on November 8th this year the ESP community came together as a whole at the first Japan Conference on English for Specific Purposes, held on the campus of Aizu University, Fukushima Prefecture.
2. What is ESP?
As described above, ESP has had a relatively long time to mature and so we would expect the ESP community to have a clear idea about what ESP means. Strangely, however, this does not seem to be the case. In October this year, for example, a very heated debate took place on the TESP-L e-mail discussion list about whether or not English for Academic Purposes (EAP) could be considered part of ESP in general. At the Japan Conference on ESP also, clear differences in how people interpreted the meaning of ESP could be seen. Some people described ESP as simply being the teaching of English for any purpose that could be specified. Others, however, were more precise, describing it as the teaching of English used in academic studies or the teaching of English for vocational or professional purposes.
At the conference, guests were honored to have as the main speaker, Tony Dudley-Evans, co-editor of the ESP Journal mentioned above. Very aware of the current confusion amongst the ESP community in Japan, Dudley-Evans set out in his one hour speech to clarify the meaning of ESP, giving an extended definition of ESP in terms of 'absolute' and 'variable' characteristics (see below).
Definition of ESP (Dudley-Evans, 1997)
Absolute Characteristics
1. ESP is defined to meet specific needs of the learners
2. ESP makes use of underlying methodology and activities of the discipline it serves
3. ESP is centered on the language appropriate to these activities in terms of grammar, lexis, register, study skills, discourse and genre.
Variable Characteristics
1. ESP may be related to or designed for specific disciplines
2. ESP may use, in specific teaching situations, a different methodology from that of General English
3. ESP is likely to be designed for adult learners, either at a tertiary level institution or in a professional work situation. It could, however, be for learners at secondary school level
4. ESP is generally designed for intermediate or advanced students.
5. Most ESP courses assume some basic knowledge of the language systems
The definition Dudley-Evans offers is clearly influenced by that of Strevens (1988), although he has improved it substantially by removing the absolute characteristic that ESP is "in contrast with 'General English'" (Johns et al., 1991: 298), and has included more variable characteristics. The division of ESP into absolute and variable characteristics, in particular, is very helpful in resolving arguments about what is and is not ESP. From the definition, we can see that ESP can but is not necessarily concerned with a specific discipline, nor does it have to be aimed at a certain age group or ability range. ESP should be seen simple as an 'approach' to teaching, or what Dudley-Evans describes as an 'attitude of mind'. This is a similar conclusion to that made by Hutchinson et al. (1987:19) who state, "ESP is an approach to language teaching in which all decisions as to content and method are based on the learner's reason for learning".
3. Is ESP different to General English?
If we agree with this definition,, we begin to see how broad ESP really is. In fact, one may ask 'What is the difference between the ESP and General English approach?' Hutchinson et al. (1987:53) answer this quite simply, "in theory nothing, in practice a great deal". When their book was written, of course, the last statement was quite true. At the time, teachers of General English courses, while acknowledging that students had a specific purpose for studying English, would rarely conduct a needs analysis to find out what was necessary to actually achieve it. Teachers nowadays, however, are much more aware of the importance of needs analysis, and certainly materials writers think very carefully about the goals of learners at all stages of materials production. Perhaps this demonstrates the influence that the ESP approach has had on English teaching in general. Clearly the line between where General English courses stop and ESP courses start has become very vague indeed.
Rather ironically, while many General English teachers can be described as using an ESP approach, basing their syllabi on a learner needs analysis and their own specialist knowledge of using English for real communication, it is the majority of so-called ESP teachers that are using an approach furthest from that described above. Instead of conducting interviews with specialists in the field, analyzing the language that is required in the profession, or even conducting students' needs analysis, many ESP teachers have become slaves of the published textbooks available, unable to evaluate their suitability based on personal experience, and unwilling to do the necessary analysis of difficult specialist texts to verify their contents.
4. The Future of ESP
If the ESP community hopes to grow and flourish in the future, it is vital that the community as a whole understands what ESP actually represents. Only then, can new members join with confidence, and existing members carry on the practices which have brought ESP to the position it has in EFL teaching today. In Japan in particular, ESP is still in its infancy and so now is the ideal time to form such a consensus. Perhaps this can stem from the Dudley-Evans' definition given in this article but I suspect a more rigorous version will be coming soon, in his book on ESP to be published in 1998. Of course, interested parties are also strongly urged to attend the next Japan Conference on ESP, which is certain to focus again on this topic.
5. References
Dudley-Evans, Tony (1998). Developments in English for Specific Purposes: A multi-disciplinary approach. Cambridge University Press. (Forthcoming)
Hutchinson, Tom & Waters, Alan (1987). English for Specific Purposes: A learner-centered approach. Cambridge University Press.
Johns, Ann M. & Dudley-Evans, Tony (1991). English for Specific Purposes: International in Scope, Specific in Purpose. TESOL Quarterly 25:2, 297-314.
Strevens, P. (1988). ESP after twenty years: A re-appraisal. In M. Tickoo (Ed.), ESP: State of the art (1-13). SEAMEO Regional Language Centre.
www.antlab.sci.waseda.ac.jp
Laurence Anthony
Dept. of Information and Computer Engineering, Faculty of Engineering
Okayama University of Science, 1-1 Ridai-cho, Okayama 700, Japan
anthony 'at' ice.ous.ac.jp
1. Growth of ESP
From the early 1960's, English for Specific Purposes (ESP) has grown to become one of the most prominent areas of EFL teaching today. Its development is reflected in the increasing number of universities offering an MA in ESP (e.g. The University of Birmingham, and Aston University in the UK) and in the number of ESP courses offered to overseas students in English speaking countries. There is now a well-established international journal dedicated to ESP discussion, "English for Specific Purposes: An international journal", and the ESP SIG groups of the IATEFL and TESOL are always active at their national conferences.
In Japan too, the ESP movement has shown a slow but definite growth over the past few years. In particular, increased interest has been spurred as a result of the Mombusho's decision in 1994 to largely hand over control of university curriculums to the universities themselves. This has led to a rapid growth in English courses aimed at specific disciplines, e.g. English for Chemists, in place of the more traditional 'General English' courses. The ESP community in Japan has also become more defined, with the JACET ESP SIG set up in 1996 (currently with 28 members) and the JALT N-SIG to be formed shortly. Finally, on November 8th this year the ESP community came together as a whole at the first Japan Conference on English for Specific Purposes, held on the campus of Aizu University, Fukushima Prefecture.
2. What is ESP?
As described above, ESP has had a relatively long time to mature and so we would expect the ESP community to have a clear idea about what ESP means. Strangely, however, this does not seem to be the case. In October this year, for example, a very heated debate took place on the TESP-L e-mail discussion list about whether or not English for Academic Purposes (EAP) could be considered part of ESP in general. At the Japan Conference on ESP also, clear differences in how people interpreted the meaning of ESP could be seen. Some people described ESP as simply being the teaching of English for any purpose that could be specified. Others, however, were more precise, describing it as the teaching of English used in academic studies or the teaching of English for vocational or professional purposes.
At the conference, guests were honored to have as the main speaker, Tony Dudley-Evans, co-editor of the ESP Journal mentioned above. Very aware of the current confusion amongst the ESP community in Japan, Dudley-Evans set out in his one hour speech to clarify the meaning of ESP, giving an extended definition of ESP in terms of 'absolute' and 'variable' characteristics (see below).
Definition of ESP (Dudley-Evans, 1997)
Absolute Characteristics
1. ESP is defined to meet specific needs of the learners
2. ESP makes use of underlying methodology and activities of the discipline it serves
3. ESP is centered on the language appropriate to these activities in terms of grammar, lexis, register, study skills, discourse and genre.
Variable Characteristics
1. ESP may be related to or designed for specific disciplines
2. ESP may use, in specific teaching situations, a different methodology from that of General English
3. ESP is likely to be designed for adult learners, either at a tertiary level institution or in a professional work situation. It could, however, be for learners at secondary school level
4. ESP is generally designed for intermediate or advanced students.
5. Most ESP courses assume some basic knowledge of the language systems
The definition Dudley-Evans offers is clearly influenced by that of Strevens (1988), although he has improved it substantially by removing the absolute characteristic that ESP is "in contrast with 'General English'" (Johns et al., 1991: 298), and has included more variable characteristics. The division of ESP into absolute and variable characteristics, in particular, is very helpful in resolving arguments about what is and is not ESP. From the definition, we can see that ESP can but is not necessarily concerned with a specific discipline, nor does it have to be aimed at a certain age group or ability range. ESP should be seen simple as an 'approach' to teaching, or what Dudley-Evans describes as an 'attitude of mind'. This is a similar conclusion to that made by Hutchinson et al. (1987:19) who state, "ESP is an approach to language teaching in which all decisions as to content and method are based on the learner's reason for learning".
3. Is ESP different to General English?
If we agree with this definition,, we begin to see how broad ESP really is. In fact, one may ask 'What is the difference between the ESP and General English approach?' Hutchinson et al. (1987:53) answer this quite simply, "in theory nothing, in practice a great deal". When their book was written, of course, the last statement was quite true. At the time, teachers of General English courses, while acknowledging that students had a specific purpose for studying English, would rarely conduct a needs analysis to find out what was necessary to actually achieve it. Teachers nowadays, however, are much more aware of the importance of needs analysis, and certainly materials writers think very carefully about the goals of learners at all stages of materials production. Perhaps this demonstrates the influence that the ESP approach has had on English teaching in general. Clearly the line between where General English courses stop and ESP courses start has become very vague indeed.
Rather ironically, while many General English teachers can be described as using an ESP approach, basing their syllabi on a learner needs analysis and their own specialist knowledge of using English for real communication, it is the majority of so-called ESP teachers that are using an approach furthest from that described above. Instead of conducting interviews with specialists in the field, analyzing the language that is required in the profession, or even conducting students' needs analysis, many ESP teachers have become slaves of the published textbooks available, unable to evaluate their suitability based on personal experience, and unwilling to do the necessary analysis of difficult specialist texts to verify their contents.
4. The Future of ESP
If the ESP community hopes to grow and flourish in the future, it is vital that the community as a whole understands what ESP actually represents. Only then, can new members join with confidence, and existing members carry on the practices which have brought ESP to the position it has in EFL teaching today. In Japan in particular, ESP is still in its infancy and so now is the ideal time to form such a consensus. Perhaps this can stem from the Dudley-Evans' definition given in this article but I suspect a more rigorous version will be coming soon, in his book on ESP to be published in 1998. Of course, interested parties are also strongly urged to attend the next Japan Conference on ESP, which is certain to focus again on this topic.
5. References
Dudley-Evans, Tony (1998). Developments in English for Specific Purposes: A multi-disciplinary approach. Cambridge University Press. (Forthcoming)
Hutchinson, Tom & Waters, Alan (1987). English for Specific Purposes: A learner-centered approach. Cambridge University Press.
Johns, Ann M. & Dudley-Evans, Tony (1991). English for Specific Purposes: International in Scope, Specific in Purpose. TESOL Quarterly 25:2, 297-314.
Strevens, P. (1988). ESP after twenty years: A re-appraisal. In M. Tickoo (Ed.), ESP: State of the art (1-13). SEAMEO Regional Language Centre.
www.antlab.sci.waseda.ac.jp
English for Specific Purposes - Introduction
English for Specific Purposes - Introduction
ESP (English for Specific Purposes) has been referred to as "applied ELT" as the content and aims of any course are determined by the needs of a specific group of learners. ESP is often divided into EAP (English for Academic Purposes) and EOP (English for Occupational Purposes). Further sub-divisions of EOP are sometimes made into business English, professional English (e.g. English for doctors, lawyers) and vocational English (e.g. English for tourism, nursing, aviation, bricklaying). You will find special sections for Business English and English for Academic Purposes elsewhere on this website.
According to Dudley-Evans (2001) the absolute characteristics of ESP are:
* ESP is designed to meet the specific needs of the learners.
* ESP makes use of the underlying methodology and activities of the specialism it serves.
* It is centred not only on the language (grammar, lexis, register), but also the skills, discourses and genres appropriate to those activities.
ESP practitioners are also becoming increasingly involved in intercultural communication and the development of intercultural competence.
For Dudley-Evans (2001) the defining characteristic of ESP is that teaching and materials are based on the results of a needs analysis. The key questions are:
* What do students need to do with English?
* Which of the skills do they need to master and how well?
* Which genres do they need to master either for comprehension or production purposes?
Traditionally ESP courses were typically designed for intermediate or advanced adult learners. Nowadays many students can start to learn academic or vocational English at an earlier age and at a lower level of proficiency.
ESP has become increasingly important as:
* There has been an increase in vocational training and learning throughout the world.
* With the spread of globalisation has come the increasing use of English as the language of international communication. More and more people are using English in a growing number of occupational contexts.
* Students are starting to learn and therefore master general English at a younger age, and so move on to ESP at an earlier age.
An increasing number of learners are taught in English medium schools using approaches such as CLIL (Content and Language Integrated Learning).
In some English speaking countries governments are launching initiatives to help economic migrants obtain the practical English skills necessary to function in the workplace. For example, the new ESOL for Work Qualifications in the UK are designed to help employers and employees access courses which offer them the functional language skills demanded across a variety of employment sectors. Content includes topics such as customer care and health and safety.
Some teachers are afraid of making the transition from teaching general English to teaching ESP. There is also the danger that the novice ESP teacher will only use materials that they feel comfortable with and will not stretch their learners.
Bell (2002) argues that the depth of knowledge of a subject matter that a teacher requires depends on a number of variables which include:
* How much do the learners know about their specialism?
* Are the students pre-experience or post-experience learners?
* How specific and detailed are the language, skills and genres that the learners need to learn?
Although you perhaps don't need to be an expert in a specialist area, you do need to have some awareness and feel for a particular vocational area. Bell (2002) advocates the three Cs for helping teachers to improve their knowledge and skills in a particular area of ESP.
* Curiosity
The teacher should be interested in the subject area and want to learn more.
* Collaboration
Teachers should seek out subject specialists, show them their work and ask for their feedback.
* Confidence
Confidence will grow as teachers explore the new subject matter, engage with subject specialists and learn from their learners.
Harding (2007) stresses that the general skills that a general English teacher uses e.g. being communicative, using authentic materials and analysing English in a practical way are also applicable to ESP. He also suggests that teachers should:
* Think about what is needed and don't just follow an off-the-shelf course or course book.
* Understand the nature of their students' subject area.
* Work out their language needs in relation to their specialism.
* Use contexts, texts, situations from their subject area.
* Use authentic materials.
* Make the tasks as authentic as possible.
* Motivate the students with variety, relevance and fun.
* Take the classroom into the real world and bring the real world into the classroom.
Like it or not, the days of the EFL generalist teacher may be numbered, so it might just be time to explore the possibility of working in ESP!
Acronyms in ESP
CLIL (Content and Language Integrated Learning)
EAP (English for Academic Purposes)
EBP (English for Business Purposes)
ESAP (English for Specific Academic Purposes)
EGAP (English for General Academic Purposes)
EMP (English for Medical Purposes)
EOP (English for Occupational Purposes)
EPP (English for Professional Purposes)
EST (English for Science and Technology)
EVP (English for Vocational Purposes)
EWP (English for/in the Workplace)
References
Bell, D (2002) ‘Help! I've been asked to teach a class on ESP!' in IATEFL Voices, Issue 169, Oct/Nov
Dudley-Evans, T (2001) ‘English for Specific Purposes' in The Cambridge Guide to TESOL, Cambridge University Press
Harding, K (2007) English for Specific Purposes, Oxford University Press
www.eachingenglish.org.uk
ESP (English for Specific Purposes) has been referred to as "applied ELT" as the content and aims of any course are determined by the needs of a specific group of learners. ESP is often divided into EAP (English for Academic Purposes) and EOP (English for Occupational Purposes). Further sub-divisions of EOP are sometimes made into business English, professional English (e.g. English for doctors, lawyers) and vocational English (e.g. English for tourism, nursing, aviation, bricklaying). You will find special sections for Business English and English for Academic Purposes elsewhere on this website.
According to Dudley-Evans (2001) the absolute characteristics of ESP are:
* ESP is designed to meet the specific needs of the learners.
* ESP makes use of the underlying methodology and activities of the specialism it serves.
* It is centred not only on the language (grammar, lexis, register), but also the skills, discourses and genres appropriate to those activities.
ESP practitioners are also becoming increasingly involved in intercultural communication and the development of intercultural competence.
For Dudley-Evans (2001) the defining characteristic of ESP is that teaching and materials are based on the results of a needs analysis. The key questions are:
* What do students need to do with English?
* Which of the skills do they need to master and how well?
* Which genres do they need to master either for comprehension or production purposes?
Traditionally ESP courses were typically designed for intermediate or advanced adult learners. Nowadays many students can start to learn academic or vocational English at an earlier age and at a lower level of proficiency.
ESP has become increasingly important as:
* There has been an increase in vocational training and learning throughout the world.
* With the spread of globalisation has come the increasing use of English as the language of international communication. More and more people are using English in a growing number of occupational contexts.
* Students are starting to learn and therefore master general English at a younger age, and so move on to ESP at an earlier age.
An increasing number of learners are taught in English medium schools using approaches such as CLIL (Content and Language Integrated Learning).
In some English speaking countries governments are launching initiatives to help economic migrants obtain the practical English skills necessary to function in the workplace. For example, the new ESOL for Work Qualifications in the UK are designed to help employers and employees access courses which offer them the functional language skills demanded across a variety of employment sectors. Content includes topics such as customer care and health and safety.
Some teachers are afraid of making the transition from teaching general English to teaching ESP. There is also the danger that the novice ESP teacher will only use materials that they feel comfortable with and will not stretch their learners.
Bell (2002) argues that the depth of knowledge of a subject matter that a teacher requires depends on a number of variables which include:
* How much do the learners know about their specialism?
* Are the students pre-experience or post-experience learners?
* How specific and detailed are the language, skills and genres that the learners need to learn?
Although you perhaps don't need to be an expert in a specialist area, you do need to have some awareness and feel for a particular vocational area. Bell (2002) advocates the three Cs for helping teachers to improve their knowledge and skills in a particular area of ESP.
* Curiosity
The teacher should be interested in the subject area and want to learn more.
* Collaboration
Teachers should seek out subject specialists, show them their work and ask for their feedback.
* Confidence
Confidence will grow as teachers explore the new subject matter, engage with subject specialists and learn from their learners.
Harding (2007) stresses that the general skills that a general English teacher uses e.g. being communicative, using authentic materials and analysing English in a practical way are also applicable to ESP. He also suggests that teachers should:
* Think about what is needed and don't just follow an off-the-shelf course or course book.
* Understand the nature of their students' subject area.
* Work out their language needs in relation to their specialism.
* Use contexts, texts, situations from their subject area.
* Use authentic materials.
* Make the tasks as authentic as possible.
* Motivate the students with variety, relevance and fun.
* Take the classroom into the real world and bring the real world into the classroom.
Like it or not, the days of the EFL generalist teacher may be numbered, so it might just be time to explore the possibility of working in ESP!
Acronyms in ESP
CLIL (Content and Language Integrated Learning)
EAP (English for Academic Purposes)
EBP (English for Business Purposes)
ESAP (English for Specific Academic Purposes)
EGAP (English for General Academic Purposes)
EMP (English for Medical Purposes)
EOP (English for Occupational Purposes)
EPP (English for Professional Purposes)
EST (English for Science and Technology)
EVP (English for Vocational Purposes)
EWP (English for/in the Workplace)
References
Bell, D (2002) ‘Help! I've been asked to teach a class on ESP!' in IATEFL Voices, Issue 169, Oct/Nov
Dudley-Evans, T (2001) ‘English for Specific Purposes' in The Cambridge Guide to TESOL, Cambridge University Press
Harding, K (2007) English for Specific Purposes, Oxford University Press
www.eachingenglish.org.uk
How is English for Specific Purposes (ESP) different from English as a Second Language (ESL), also known as general English?
How is English for Specific Purposes (ESP) different from English as a Second Language (ESL), also known as general English?
The most important difference lies in the learners and their purposes for learning English. ESP students are usually adults who already have some acquaintance with English and are learning the language in order to communicate a set of professional skills and to perform particular job-related functions. An ESP program is therefore built on an assessment of purposes and needs and the functions for which English is required .
ESP concentrates more on language in context than on teaching grammar and language structures. It covers subjects varying from accounting or computer science to tourism and business management. The ESP focal point is that English is not taught as a subject separated from the students' real world (or wishes); instead, it is integrated into a subject matter area important to the learners.
However, ESL and ESP diverge not only in the nature of the learner, but also in the aim of instruction. In fact, as a general rule, while in ESL all four language skills; listening, reading, speaking, and writing, are stressed equally, in ESP it is a needs analysis that determines which language skills are most needed by the students, and the syllabus is designed accordingly. An ESP program, might, for example, emphasize the development of reading skills in students who are preparing for graduate work in business administration; or it might promote the development of spoken skills in students who are studying English in order to become tourist guides.
As a matter of fact, ESP combines subject matter and English language teaching. Such a combination is highly motivating because students are able to apply what they learn in their English classes to their main field of study, whether it be accounting, business management, economics, computer science or tourism. Being able to use the vocabulary and structures that they learn in a meaningful context reinforces what is taught and increases their motivation.
The students' abilities in their subject-matter fields, in turn, improve their ability to acquire English. Subject-matter knowledge gives them the context they need to understand the English of the classroom. In the ESP class, students are shown how the subject-matter content is expressed in English. The teacher can make the most of the students' knowledge of the subject matter, thus helping them learn English faster.
The term "specific" in ESP refers to the specific purpose for learning English. Students approach the study of English through a field that is already known and relevant to them. This means that they are able to use what they learn in the ESP classroom right away in their work and studies. The ESP approach enhances the relevance of what the students are learning and enables them to use the English they know to learn even more English, since their interest in their field will motivate them to interact with speakers and texts.
ESP assesses needs and integrates motivation, subject matter and content for the teaching of relevant skills.
The responsibility of the teacher
A teacher that already has experience in teaching English as a Second Language (ESL), can exploit her background in language teaching. She should recognize the ways in which her teaching skills can be adapted for the teaching of English for Specific Purposes. Moreover, she will need to look for content specialists for help in designing appropriate lessons in the subject matter field she is teaching.
As an ESP teacher, you must play many roles. You may be asked to organize courses, to set learning objectives, to establish a positive learning environment in the classroom, and to evaluate student s progress.
Organizing Courses
You have to set learning goals and then transform them into an instructional program with the timing of activities. One of your main tasks will be selecting, designing and organizing course materials, supporting the students in their efforts, and providing them with feedback on their progress.
Setting Goals and Objectives
You arrange the conditions for learning in the classroom and set long-term goals and short-term objectives for students achievement. Your knowledge of students' potential is central in designing a syllabus with realistic goals that takes into account the students' concern in the learning situation.
Creating a Learning Environment
Your skills for communication and mediation create the classroom atmosphere. Students acquire language when they have opportunities to use the language in interaction with other speakers. Being their teacher, you may be the only English speaking person available to students, and although your time with any of them is limited, you can structure effective communication skills in the classroom. In order to do so, in your interactions with students try to listen carefully to what they are saying and give your understanding or misunderstanding back at them through your replies. Good language learners are also great risk-takers , since they must make many errors in order to succeed: however, in ESP classes, they are handicapped because they are unable to use their native language competence to present themselves as well-informed adults. That s why the teacher should create an atmosphere in the language classroom which supports the students. Learners must be self-confident in order to communicate, and you have the responsibility to help build the learner's confidence.
Evaluating Students
The teacher is a resource that helps students identify their language learning problems and find solutions to them, find out the skills they need to focus on, and take responsibility for making choices which determine what and how to learn. You will serve as a source of information to the students about how they are progressing in their language learning.
The responsibility of the student
What is the role of the learner and what is the task he/she faces? The learners come to the ESP class with a specific interest for learning, subject matter knowledge, and well-built adult learning strategies. They are in charge of developing English language skills to reflect their native-language knowledge and skills.
Interest for Learning
People learn languages when they have opportunities to understand and work with language in a context that they comprehend and find interesting. In this view, ESP is a powerful means for such opportunities. Students will acquire English as they work with materials which they find interesting and relevant and which they can use in their professional work or further studies. The more learners pay attention to the meaning of the language they hear or read, the more they are successful; the more they have to focus on the linguistic input or isolated language structures, the less they are motivated to attend their classes.
The ESP student is particularly well disposed to focus on meaning in the subject-matter field. In ESP, English should be presented not as a subject to be learned in isolation from real use, nor as a mechanical skill or habit to be developed. On the contrary, English should be presented in authentic contexts to make the learners acquainted with the particular ways in which the language is used in functions that they will need to perform in their fields of specialty or jobs.
Subject-Content Knowledge
Learners in the ESP classes are generally aware of the purposes for which they will need to use English. Having already oriented their education toward a specific field, they see their English training as complementing this orientation. Knowledge of the subject area enables the students to identify a real context for the vocabulary and structures of the ESP classroom. In such way, the learners can take advantage of what they already know about the subject matter to learn English.
Learning Strategies
Adults must work harder than children in order to learn a new language, but the learning skills they bring to the task permit them to learn faster and more efficiently. The skills they have already developed in using their native languages will make learning English easier. Although you will be working with students whose English will probably be quite limited, the language learning abilities of the adult in the ESP classroom are potentially immense. Educated adults are continually learning new language behaviour in their native languages, since language learning continues naturally throughout our lives. They are constantly expanding vocabulary, becoming more fluent in their fields, and adjusting their linguistic behaviour to new situations or new roles. ESP students can exploit these innate competencies in learning English.
Copyright © 2005 Lorenzo Fiorito. This article is for educational purposes only. It may be freely redistributed in its entirety provided that this copyright notice is not removed.
About the author:
Lorenzo Fiorito is a Lecturer in English Language and Linguistics at the University of Naples and European projects manager for Aries Formazione.
www.usingenglish.com
The most important difference lies in the learners and their purposes for learning English. ESP students are usually adults who already have some acquaintance with English and are learning the language in order to communicate a set of professional skills and to perform particular job-related functions. An ESP program is therefore built on an assessment of purposes and needs and the functions for which English is required .
ESP concentrates more on language in context than on teaching grammar and language structures. It covers subjects varying from accounting or computer science to tourism and business management. The ESP focal point is that English is not taught as a subject separated from the students' real world (or wishes); instead, it is integrated into a subject matter area important to the learners.
However, ESL and ESP diverge not only in the nature of the learner, but also in the aim of instruction. In fact, as a general rule, while in ESL all four language skills; listening, reading, speaking, and writing, are stressed equally, in ESP it is a needs analysis that determines which language skills are most needed by the students, and the syllabus is designed accordingly. An ESP program, might, for example, emphasize the development of reading skills in students who are preparing for graduate work in business administration; or it might promote the development of spoken skills in students who are studying English in order to become tourist guides.
As a matter of fact, ESP combines subject matter and English language teaching. Such a combination is highly motivating because students are able to apply what they learn in their English classes to their main field of study, whether it be accounting, business management, economics, computer science or tourism. Being able to use the vocabulary and structures that they learn in a meaningful context reinforces what is taught and increases their motivation.
The students' abilities in their subject-matter fields, in turn, improve their ability to acquire English. Subject-matter knowledge gives them the context they need to understand the English of the classroom. In the ESP class, students are shown how the subject-matter content is expressed in English. The teacher can make the most of the students' knowledge of the subject matter, thus helping them learn English faster.
The term "specific" in ESP refers to the specific purpose for learning English. Students approach the study of English through a field that is already known and relevant to them. This means that they are able to use what they learn in the ESP classroom right away in their work and studies. The ESP approach enhances the relevance of what the students are learning and enables them to use the English they know to learn even more English, since their interest in their field will motivate them to interact with speakers and texts.
ESP assesses needs and integrates motivation, subject matter and content for the teaching of relevant skills.
The responsibility of the teacher
A teacher that already has experience in teaching English as a Second Language (ESL), can exploit her background in language teaching. She should recognize the ways in which her teaching skills can be adapted for the teaching of English for Specific Purposes. Moreover, she will need to look for content specialists for help in designing appropriate lessons in the subject matter field she is teaching.
As an ESP teacher, you must play many roles. You may be asked to organize courses, to set learning objectives, to establish a positive learning environment in the classroom, and to evaluate student s progress.
Organizing Courses
You have to set learning goals and then transform them into an instructional program with the timing of activities. One of your main tasks will be selecting, designing and organizing course materials, supporting the students in their efforts, and providing them with feedback on their progress.
Setting Goals and Objectives
You arrange the conditions for learning in the classroom and set long-term goals and short-term objectives for students achievement. Your knowledge of students' potential is central in designing a syllabus with realistic goals that takes into account the students' concern in the learning situation.
Creating a Learning Environment
Your skills for communication and mediation create the classroom atmosphere. Students acquire language when they have opportunities to use the language in interaction with other speakers. Being their teacher, you may be the only English speaking person available to students, and although your time with any of them is limited, you can structure effective communication skills in the classroom. In order to do so, in your interactions with students try to listen carefully to what they are saying and give your understanding or misunderstanding back at them through your replies. Good language learners are also great risk-takers , since they must make many errors in order to succeed: however, in ESP classes, they are handicapped because they are unable to use their native language competence to present themselves as well-informed adults. That s why the teacher should create an atmosphere in the language classroom which supports the students. Learners must be self-confident in order to communicate, and you have the responsibility to help build the learner's confidence.
Evaluating Students
The teacher is a resource that helps students identify their language learning problems and find solutions to them, find out the skills they need to focus on, and take responsibility for making choices which determine what and how to learn. You will serve as a source of information to the students about how they are progressing in their language learning.
The responsibility of the student
What is the role of the learner and what is the task he/she faces? The learners come to the ESP class with a specific interest for learning, subject matter knowledge, and well-built adult learning strategies. They are in charge of developing English language skills to reflect their native-language knowledge and skills.
Interest for Learning
People learn languages when they have opportunities to understand and work with language in a context that they comprehend and find interesting. In this view, ESP is a powerful means for such opportunities. Students will acquire English as they work with materials which they find interesting and relevant and which they can use in their professional work or further studies. The more learners pay attention to the meaning of the language they hear or read, the more they are successful; the more they have to focus on the linguistic input or isolated language structures, the less they are motivated to attend their classes.
The ESP student is particularly well disposed to focus on meaning in the subject-matter field. In ESP, English should be presented not as a subject to be learned in isolation from real use, nor as a mechanical skill or habit to be developed. On the contrary, English should be presented in authentic contexts to make the learners acquainted with the particular ways in which the language is used in functions that they will need to perform in their fields of specialty or jobs.
Subject-Content Knowledge
Learners in the ESP classes are generally aware of the purposes for which they will need to use English. Having already oriented their education toward a specific field, they see their English training as complementing this orientation. Knowledge of the subject area enables the students to identify a real context for the vocabulary and structures of the ESP classroom. In such way, the learners can take advantage of what they already know about the subject matter to learn English.
Learning Strategies
Adults must work harder than children in order to learn a new language, but the learning skills they bring to the task permit them to learn faster and more efficiently. The skills they have already developed in using their native languages will make learning English easier. Although you will be working with students whose English will probably be quite limited, the language learning abilities of the adult in the ESP classroom are potentially immense. Educated adults are continually learning new language behaviour in their native languages, since language learning continues naturally throughout our lives. They are constantly expanding vocabulary, becoming more fluent in their fields, and adjusting their linguistic behaviour to new situations or new roles. ESP students can exploit these innate competencies in learning English.
Copyright © 2005 Lorenzo Fiorito. This article is for educational purposes only. It may be freely redistributed in its entirety provided that this copyright notice is not removed.
About the author:
Lorenzo Fiorito is a Lecturer in English Language and Linguistics at the University of Naples and European projects manager for Aries Formazione.
www.usingenglish.com
How is ESP different from general English language courses?
1. The words and sentences learned, the subject matter discussed, all relate to a particular field or discipline, for example, a lawyer writing a brief, or a diplomat preparing a policy paper. The courses make use of vocabulary and tasks related to the field such as negotiation skills and effective techniques for oral presentations.
2. ESP programs use printed and audio-visual materials that are specially designed to meet the needs of a specific group of learners, usually adults. Typical ESP textbooks are English for Corporate Communications and English for Information Systems.
3. Tuition for an ESP course may be somewhat higher than that of a general English language course. (The specialized teaching, requiring professionals, the broad range of supporting activities and facilities explain this higher cost.) In general, the course will conform to the length of a school's regular English language programs (semester length, 4-, 6-, or 8-week summer sessions) although a highly specialized course lasting only two or three weeks might be designed to meet the needs of a specific group.
Apart from differences in ESP programs' duration and cost, these courses have a common purpose: to increase students' skill and confidence in using English.
Who should enroll in ESP programs?
Generally, older, more advanced students should consider ESP instead of a more general English language course. Students should note, however, that most courses assume a strong English language background. Many require that applicants be at a High Intermediate or Advanced level of skill.
sumberipun: www.studyusa.com
2. ESP programs use printed and audio-visual materials that are specially designed to meet the needs of a specific group of learners, usually adults. Typical ESP textbooks are English for Corporate Communications and English for Information Systems.
3. Tuition for an ESP course may be somewhat higher than that of a general English language course. (The specialized teaching, requiring professionals, the broad range of supporting activities and facilities explain this higher cost.) In general, the course will conform to the length of a school's regular English language programs (semester length, 4-, 6-, or 8-week summer sessions) although a highly specialized course lasting only two or three weeks might be designed to meet the needs of a specific group.
Apart from differences in ESP programs' duration and cost, these courses have a common purpose: to increase students' skill and confidence in using English.
Who should enroll in ESP programs?
Generally, older, more advanced students should consider ESP instead of a more general English language course. Students should note, however, that most courses assume a strong English language background. Many require that applicants be at a High Intermediate or Advanced level of skill.
sumberipun: www.studyusa.com
Bedanya Kata "House" dan "Home"
Dalam bahasa Inggris kata "rumah" memiliki dua kata yang sering dipake yaitu House dan Home. Kata "house" artinya rumah secara fisik. hanya dari segi bangunannya saja, sedangkan kata "Home" adale rumah secara pyschologis. artinya dari segi kaitan jiwa, hubungan batin antar anggota keluarga. ada kehangatan di situ.Mangkenye ada istile "Homesick" gak ada "HOuseSick". itu lho penyakit kanget rumah alias penyakit HOmeSickness. trus kalo keluarge ancur berantakan namanya "Broken Home" bukan "BrokenHouse". kalo broken house mah rumah kena gempa. udah jadi damage semua. jadi ruin dan beneath the remains.trus kalo bicara agama Islam, ada hadist nabi;Rumahku adalah sorgakuapa hubungan sabda Rasulullah SAW dengan bedanya kata HOuse dan Home? My Lovely Ustadz menjelaskan bahwa Rumah beliau adalah rumah secara psikologis. di rumah beliau tak ada perabotan mahal. tak ada perhiasan mahal dan makanan lezat bahkan sampai akhir hayat beliau belum pernah dahar roti dari bahan yang lembut. smua bahannya dari bahan yang kasar tetapi belum merasakan real happiness in this dunya and akhirot...
Komentar alumni Chevening Award from British Council
Komentar alumni Chevening:
"Pengalaman yang sangat mengesankan adalah ketika saya mengalami masalah pribadi, British Council menyediakan staff-nya untuk berkonsultasi, which was very great."
Aisyah Sileuw, Forest Management Auditor
"Tambahan Ilmu yang sangat berharga, karena bidang yang saya ambil belum banyak berkembang di Indonesia. Program Chevening bahkan mungkin menjadi satu-satunya kesempatan buat saya memperoleh hal istimewa ini - Mendapat List contact-person dari para ahli yang saya yakini akan berguna di kemudian hari - Melihat 'dunia luar' yang tentu saja memberikan persepsi-persepsi baru serta tambahan wawasan."
Antasiswa W. Rosetyadewi, Dokter Hewan
"Khususnya buat saya adalah bagaimana berjuang untuk bisa berhasil dalam mengikuti perkuliahan dalam kondisi meninggalkan anak di Indonesia. Selain itu pengalaman lain adalah bagaimana bisa 'bersaing' dng teman2 dari berbagai macam negara yang mayoritas umurnya masih dibawah 30 dalam berdiskusi, bergaul dan belajar; mengatur & menikmati hidup dengan uang saku yang pas, kesempatan bertemu dengan para ahli dalam seminar2 gratis di kampus, keleluasaan mendownload jurnal2 ilmiah secara gratis dari perpustakaan kampus dan penghargaan yang luarbiasa sebagai pelajar misalnya diskon beli buku, masuk museum, tiket pesawat dll."
Arryati Ramadhani, Engineer
"Saya ketemu dengan chevening scholars dari negara lain. Penerima beasiswa chevening memang pilihan dan unggul dalam bidangnya masing-masing Orang UK juga sangat respect dan mempunyai pandangan yang sangat positif ke penerima beasiswa chevening. London, memang kota yang tidak habis di ekplore dalam setahun."
Asnawi Abdullah, Dosen
"Mendapat kesempatan bekerja di Parlemen Inggris. Pengalaman survive dalam budaya, iklim dan lingkungan yang berbeda Hidup sendiri jauh dari keluarga."
Deddy Yevri Sitorus, Project Manager - UNDP
"Interaksi dengan lintas expertise dalam dan luar negeri. Diskusi dan kerjasama yang dilakukan benar-benar menyadarkan akan ketidaksempurnaan manusia dan kebutuhan kerjasama antar sesama untuk menyelesaikan masalah-masalah kemanusiaan. Hal ini membuat saya seolah-olah mempunyai horizon yang meluas dalam menjalani kehidupan."
Denies Syahruddin, Senior Counselor HR Industrial Relations
"Bisa menjalin hubungan baik dengan orang Inggris yang terkenal 'reserved'. Keterlibatan saya di kegiatan kampus dan kegiatan sosial di masyarakat (e.g. gereja, club tennis meja lokal) banyak mengubah cara pandang saya tentang Inggris (baik orang maupun budayanya). Pandangan saya tentang Inggris menjadi sangat-sangat positif. Banyak nilai-nilai 'sosio-kultur' yang saya gali dan ingin saya terapkan dalam hidup."
Doan Nainggolan, Dosen
"Pengalaman yang paling berkesan adalah proses survival serta adaptasi dengan lingkungan dan budaya yang baru. Dalam proses tersebut, saya harus memiliki self-confidence yang memungkikan saya bisa menggali potensi/kemampuan, baik dari sisi akademis maupun sosial,serta memugkinkan bagi saya untuk mensejajarkan diri dengan student dari negara lain. Proses tersebut sangat bermanfaat dalam kehidupan saya hingga saat ini."
Erny Murniasih, PNS di Departemen Keuangan
"Banyak sekali, baik sebelum berangkat ke Inggris maupun selama berada disana. Salah satunya, pertemuan East-Midlands Chevening Scholars di Nottingham City Council bersama Wali Kota Nottingham dimana saya bisa bertemu dengan semua Chevening Scholars dari berbagai negara."
Hakimul Ikhwan, Dosen
"Secara akademik, saya beruntung bisa kuliah di kampus kelas dunia dengan pengajar kelas dunia di salah satu pusat pendidikan dunia. Secara sosial, saya beruntung bisa hidup di kota tua metropolitan multikultur dengan segala dinamikaya yang sudah cukup terbukti bisa mengatasi kompleksitas permasalahannya."
Israr Ardiansyah, Campaigner (Sustainable Community Development)
"Pengalaman berkesan adalah terjadinya perubahan etika kerja, dimana saya banyak belajar dari kesempatan saya bersekolah di Inggris. Kerja keras menjadi etika utama di Inggris, dan ini sangat berkesan dan memberikan dampak positif dalam hidup saya."
Kurniawati Azizah, Software Engineer
"Program ini menambah kepercayaan diri. Meski saya orang Indonesia yang berasal dari negara 'berkembang' dan berlatar belakang pesantran, asal mampu membawakan diri, saya bisa sejajar dengan 'bule' atau bahkan lebih dari mereka. Sederhananya, sekarang saya menjadi 'warga dunia'.
Kelemahan paling utama dari program ini adalah kurang intensifnya BC dalam memaksimalkan para alumni Chevening. Padahal, kita ini pasti akan sangat mendukung program yg bisa membangun sinergi antar alumni. Kita masih sangat kalah dengan dengan alumni amarika atau bahkan alumni timur Tengah. Sayang."
Noor Huda Ismail
"Belajar untuk menjadi competitive di dunia international. Di LSE saya menempuh pelajaran bersama dengan mahasiswa dari seluruh dunia dan mereka memiliki latar belakang akademis yang sangat tinggi. Ini memacu saya untuk menjadi lebih baik dan mampu bersaing dengan mereka."
Pauline Pramudija, Consultant
"Bertemu dan berkenalan dengan teman-teman penerima beasiswa telah meningkatkan kualitas berjaringan saya. Selain itu, ilmu dan pengalaman selama saya belajar di UK telah memperkaya pemahaman saya baik dari segi pengetahuan maupun kehidupan pribadi."
Prayekti Murharjanti, Peneliti
"Memahami sistem edukasi yang diterapkan Inggris, dan tentunya saya mendapatkan kesempatan menyerap informasi, ide kreatif dan sistem dari hidup selama satu tahun di Inggris."
Rusli Eddy, Marketing Director
"Chevening Award Scholarship encountered me with many priceless experiences from various walks of lives. As a master degree student in University of Glasgow, I learnt a lot. Not only in International Politics, as my field of expertise, also other life skills. We used to be debating, writing, and learning how to express our argument in a logic and structural manner. As I got back to Indonesia, it's really useful for me in contributing to my surrounds communities based on my field of expertise, and very supportive for my professional career development."
Silva Ayunita Basuki, Consultant in Public Affairs and Strategic Communications
"Dengan bertemu sesama mahasiswa internasional yang memiliki berbagai latar belakang sosial, ekonomi dan ideologi, memberi semangat untuk semakin menghargai perbedaan."
Suzanna Eddyono, Dosen
"Iklim ilmiah yang begitu luar biasa di Universitas, terutama di University of Bristol. Seminar-seminar ilmiah yang diadakan secara rutin benar-benar menambah wawasan saya akan bidang yang saya tekuni. Selain itu, saya merasa benar-benar menjalankan suatu penelitian di bidang Fisika. Selain itu, berkenalan dengan teman-teman satu rumah dari berbagai negara juga terasa begitu berkesan...bener deh! Begitu banyak cerita yang kita bagi bersama. Begitu banyak hal yang telah kita lalui bersama."
Wipsar Sunu Brams Dwandaru, M.Sc, Dosen Fisika F MIPA UNY
Cerita ne Alumni Chevening awards
Chevening.or.id
"Pengalaman yang sangat mengesankan adalah ketika saya mengalami masalah pribadi, British Council menyediakan staff-nya untuk berkonsultasi, which was very great."
Aisyah Sileuw, Forest Management Auditor
"Tambahan Ilmu yang sangat berharga, karena bidang yang saya ambil belum banyak berkembang di Indonesia. Program Chevening bahkan mungkin menjadi satu-satunya kesempatan buat saya memperoleh hal istimewa ini - Mendapat List contact-person dari para ahli yang saya yakini akan berguna di kemudian hari - Melihat 'dunia luar' yang tentu saja memberikan persepsi-persepsi baru serta tambahan wawasan."
Antasiswa W. Rosetyadewi, Dokter Hewan
"Khususnya buat saya adalah bagaimana berjuang untuk bisa berhasil dalam mengikuti perkuliahan dalam kondisi meninggalkan anak di Indonesia. Selain itu pengalaman lain adalah bagaimana bisa 'bersaing' dng teman2 dari berbagai macam negara yang mayoritas umurnya masih dibawah 30 dalam berdiskusi, bergaul dan belajar; mengatur & menikmati hidup dengan uang saku yang pas, kesempatan bertemu dengan para ahli dalam seminar2 gratis di kampus, keleluasaan mendownload jurnal2 ilmiah secara gratis dari perpustakaan kampus dan penghargaan yang luarbiasa sebagai pelajar misalnya diskon beli buku, masuk museum, tiket pesawat dll."
Arryati Ramadhani, Engineer
"Saya ketemu dengan chevening scholars dari negara lain. Penerima beasiswa chevening memang pilihan dan unggul dalam bidangnya masing-masing Orang UK juga sangat respect dan mempunyai pandangan yang sangat positif ke penerima beasiswa chevening. London, memang kota yang tidak habis di ekplore dalam setahun."
Asnawi Abdullah, Dosen
"Mendapat kesempatan bekerja di Parlemen Inggris. Pengalaman survive dalam budaya, iklim dan lingkungan yang berbeda Hidup sendiri jauh dari keluarga."
Deddy Yevri Sitorus, Project Manager - UNDP
"Interaksi dengan lintas expertise dalam dan luar negeri. Diskusi dan kerjasama yang dilakukan benar-benar menyadarkan akan ketidaksempurnaan manusia dan kebutuhan kerjasama antar sesama untuk menyelesaikan masalah-masalah kemanusiaan. Hal ini membuat saya seolah-olah mempunyai horizon yang meluas dalam menjalani kehidupan."
Denies Syahruddin, Senior Counselor HR Industrial Relations
"Bisa menjalin hubungan baik dengan orang Inggris yang terkenal 'reserved'. Keterlibatan saya di kegiatan kampus dan kegiatan sosial di masyarakat (e.g. gereja, club tennis meja lokal) banyak mengubah cara pandang saya tentang Inggris (baik orang maupun budayanya). Pandangan saya tentang Inggris menjadi sangat-sangat positif. Banyak nilai-nilai 'sosio-kultur' yang saya gali dan ingin saya terapkan dalam hidup."
Doan Nainggolan, Dosen
"Pengalaman yang paling berkesan adalah proses survival serta adaptasi dengan lingkungan dan budaya yang baru. Dalam proses tersebut, saya harus memiliki self-confidence yang memungkikan saya bisa menggali potensi/kemampuan, baik dari sisi akademis maupun sosial,serta memugkinkan bagi saya untuk mensejajarkan diri dengan student dari negara lain. Proses tersebut sangat bermanfaat dalam kehidupan saya hingga saat ini."
Erny Murniasih, PNS di Departemen Keuangan
"Banyak sekali, baik sebelum berangkat ke Inggris maupun selama berada disana. Salah satunya, pertemuan East-Midlands Chevening Scholars di Nottingham City Council bersama Wali Kota Nottingham dimana saya bisa bertemu dengan semua Chevening Scholars dari berbagai negara."
Hakimul Ikhwan, Dosen
"Secara akademik, saya beruntung bisa kuliah di kampus kelas dunia dengan pengajar kelas dunia di salah satu pusat pendidikan dunia. Secara sosial, saya beruntung bisa hidup di kota tua metropolitan multikultur dengan segala dinamikaya yang sudah cukup terbukti bisa mengatasi kompleksitas permasalahannya."
Israr Ardiansyah, Campaigner (Sustainable Community Development)
"Pengalaman berkesan adalah terjadinya perubahan etika kerja, dimana saya banyak belajar dari kesempatan saya bersekolah di Inggris. Kerja keras menjadi etika utama di Inggris, dan ini sangat berkesan dan memberikan dampak positif dalam hidup saya."
Kurniawati Azizah, Software Engineer
"Program ini menambah kepercayaan diri. Meski saya orang Indonesia yang berasal dari negara 'berkembang' dan berlatar belakang pesantran, asal mampu membawakan diri, saya bisa sejajar dengan 'bule' atau bahkan lebih dari mereka. Sederhananya, sekarang saya menjadi 'warga dunia'.
Kelemahan paling utama dari program ini adalah kurang intensifnya BC dalam memaksimalkan para alumni Chevening. Padahal, kita ini pasti akan sangat mendukung program yg bisa membangun sinergi antar alumni. Kita masih sangat kalah dengan dengan alumni amarika atau bahkan alumni timur Tengah. Sayang."
Noor Huda Ismail
"Belajar untuk menjadi competitive di dunia international. Di LSE saya menempuh pelajaran bersama dengan mahasiswa dari seluruh dunia dan mereka memiliki latar belakang akademis yang sangat tinggi. Ini memacu saya untuk menjadi lebih baik dan mampu bersaing dengan mereka."
Pauline Pramudija, Consultant
"Bertemu dan berkenalan dengan teman-teman penerima beasiswa telah meningkatkan kualitas berjaringan saya. Selain itu, ilmu dan pengalaman selama saya belajar di UK telah memperkaya pemahaman saya baik dari segi pengetahuan maupun kehidupan pribadi."
Prayekti Murharjanti, Peneliti
"Memahami sistem edukasi yang diterapkan Inggris, dan tentunya saya mendapatkan kesempatan menyerap informasi, ide kreatif dan sistem dari hidup selama satu tahun di Inggris."
Rusli Eddy, Marketing Director
"Chevening Award Scholarship encountered me with many priceless experiences from various walks of lives. As a master degree student in University of Glasgow, I learnt a lot. Not only in International Politics, as my field of expertise, also other life skills. We used to be debating, writing, and learning how to express our argument in a logic and structural manner. As I got back to Indonesia, it's really useful for me in contributing to my surrounds communities based on my field of expertise, and very supportive for my professional career development."
Silva Ayunita Basuki, Consultant in Public Affairs and Strategic Communications
"Dengan bertemu sesama mahasiswa internasional yang memiliki berbagai latar belakang sosial, ekonomi dan ideologi, memberi semangat untuk semakin menghargai perbedaan."
Suzanna Eddyono, Dosen
"Iklim ilmiah yang begitu luar biasa di Universitas, terutama di University of Bristol. Seminar-seminar ilmiah yang diadakan secara rutin benar-benar menambah wawasan saya akan bidang yang saya tekuni. Selain itu, saya merasa benar-benar menjalankan suatu penelitian di bidang Fisika. Selain itu, berkenalan dengan teman-teman satu rumah dari berbagai negara juga terasa begitu berkesan...bener deh! Begitu banyak cerita yang kita bagi bersama. Begitu banyak hal yang telah kita lalui bersama."
Wipsar Sunu Brams Dwandaru, M.Sc, Dosen Fisika F MIPA UNY
Chevening.or.id
Pilih Kuliah di Luar Negeri atau Dalam Negeri
Kuliah Sambil Bekerja BANYAK pelajar Indonesia yang ingin sekali melanjutkan kuliah di luar negeri.Masing-masing negara memiliki karakteristik berbeda.Alasan utama karena kualitas pendidikan yang lebih baik.
Konsultan pendidikan internasional dari ANZ, Mimi Ang, mengatakan, secara umum, kualitas pendidikan di luar negeri, terutama Amerika Serikat (AS), Eropa,Australia, dan beberapa negara maju di Asia memang lebih baik dibandingkan Indonesia.
“Secara umum lebih baik, tetapi ada juga perguruan tinggi yang peringkatnya di bawah perguruan tinggi yang maju atau elite di Indonesia,”katanya. Mimi mengungkapkan, negaranegara seperti Australia, Selandia Baru, Inggris, Kanada, dan Amerika Serikat masih menjadi pilihan utama pelajar Indonesia untuk melanjutkan sekolah ke luar negeri.
Salah satu penyebabnya karena bahasa Inggris adalah bahasa asing yang diajarkan di kurikulum sekolah Indonesia sehingga kendala bahasa relatif lebih mudah diatasi. “Ini berbeda dengan beberapa negara, seperti Jerman yang menggunakan bahasa Jerman,”katanya.
Karena kendala ini, beberapa negara-negara yang tidak menggunakan bahasa Inggris sebagai bahasa pengantar kuliah kini sudah mulai menggunakan bahasa Inggris, salah satunya Belanda.Meski belum semuanya, namun sejak 1998, negeri kincir angin itu sudah menggunakan bahasa Inggris sebagai bahasa pengantar. Salah satu negara favorit untuk melanjutkan kuliah adalah Australia.
Mimi menjelaskan, satu penyebabnya adalah Australia yang relatif dekat dengan Indonesia dibanding negara berbahasa Inggris lain. “Ini membuat home sick mahasiswa Indonesia atau orangtua yang ingin mengunjungi anaknya relatif bisa teratasi,” katanya. Untuk menyelesaikan kuliah S1 di Australia dibutuhkan waktu rata-rata 4 tahun dan S2, 1–2 tahun.
Biaya per tahun untuk S1 adalah Rp108–269 juta per tahun dan S2 sekitar Rp126–314 juta per tahun. Itu masih khusus biaya kuliah,belum biaya lain. Dengan biaya itu, pemerintah Australia tampaknya sadar perlu aturan pendukung agar biaya itu tidak membebani mahasiswa.
Aturan pendukung itu adalah pemberian aturan yang lebih longgar soal waktu kerja part time bagi mahasiswa. Jika masa kuliah, mahasiswa hanya boleh bekerja maksimal 20 jam per minggu. Jika liburan,mahasiswa boleh bekerja lebih dari 20 jam per minggu. Biasanya, upah kerja part time adalah Rp71.000–134.000 per jam.
Selain itu,pemerintah Australia juga memberikan perpanjangan visa selama 18 bulan bagi mereka yang telah lulus kuliah (baik S1 atau S2). Perpanjangan visa ini untuk memberikan kesempatan bagi mereka untuk mencari pekerjaan di sana. Di Inggris hampir sama dengan di Australia,namun gelar sarjana dapat ditempuh selama tiga tahun dan gelar master hanya dengan satu tahun.
Gelar tersebut dapat diraih dalam waktu singkat karena sistem yang diterapkan secara intensif sehingga lebihefisiendarisegiwaktudanbiaya. Hanya saja, biaya kuliah di Inggris jauh lebih mahal. Untuk S1 perlu Rp130–445 juta dan S2 Rp131–427 juta per tahun.
Khusus siswa yang belajar minimal enam bulan di Inggris akan mendapatkan pelayanan kesehatan gratis serta izin untuk mencari kerja paruh waktu (part-time job) maksimal 20 jam per minggu selama masa kuliah dan lebih dari 20 jam selama masa liburan.
Efektif sejak Mei 2006, pemerintah Inggris melalui Prime Minister Initiative (PMI) memberikan kesempatan bagi seluruh siswa internasional yang menempuh pendidikan pascasarjana (S2) di Inggris memperolehizinuntuktinggaldanbekerja secara profesional di Inggris selama 12 bulan tambahan setelah lulus.
Di Belanda,kebijakan untuk kerja part time lebih ketat. Jika di luar musim panas, mahasiswa internasional hanya boleh kerja 10 jam per minggu. Saat musim panas, waktunya lebih panjang, yaitu maksimal 8 jam per hari.Minimnya waktu kerja part time inibertujuanagarmahasiswa internasional lebih fokus ke kuliah mereka.
Sama seperti di Inggris, Belanda juga memberikan perpanjangan visa selama 12 bulan bagi mahasiswa internasional. Perpanjangan ini untuk memberikan kesempatan bagi mereka mendapatkan pekerjaan di sana. Lama waktu studi di Belanda, hampir sama dengan Indonesia, yaitu 4 tahun untuk S1 dan 2 tahun untuk S2.
Hanya saja,keuntungan di Belanda adalah biaya kuliah yang lebih murah. Untuk S1, butuh biaya Rp34–102 juta per tahun dan S2 Rp73–219 juta per tahun. Yan Soesilo dari konsultan pendidikan asing Anzac mengatakan, sebaiknya setiap mahasiswa yang ingin kuliah di luar negeri tidak hanya menentukan pilihan berdasarkan biaya saja.
Pertimbanganlain,sepertijarak, juga jurusan yang diambil juga dipertimbangkan.“ Jurusan itu penting karena di tiap-tiap negara itu ada spesialisasi, atau mereka itu paling jago pada bidang-bidang tertentu,” ungkapnya.
Belanda, misalnya terkenal dengan hukumnya. Yang harus dipertimbangkan juga adalah kemudahan mobilitas.Seperti di Belanda,mahasiswa yang kuliah di sana tidak perlu diributkan dengan persoalan visa untuk bepergian ke negara-negara lain.
Belanda dan 15 negara lain telah membuat kesepakatan Schangen di mana mereka bisa bepergian ke negaranegara itu tanpa mengurus visa baru.Kemudahan ini memberikan kesempatan untuk menjelajah Eropa dan berkenalan dengan peradaban mereka.
Siapkan Mental dan Kemampuan Memasak
MELANJUTKAN kuliah ke luar negeri, tentu perlu persiapan. Selain kesiapan biaya dan mental, kemampuan memasak ternyata memegang peranan penting.
Berliana Gressy Septianti, 27, yang kini menjadi dosen di Fakultas Psikologi Universitas Airlangga (Unair) Surabaya mengaku kesulitan beradaptasi dengan makanan saat kuliah di Australia. Makanan di sana terasa aneh di mulutnya.
“Saya tidak tahu, semua makanan itu terasa aneh saja di mulut. Saya sudah coba paksa, tetap saja tidak bisa. Jadi saya cukup lama melawan lapar,” kata Gressy lalu tertawa. Gressy waktu itu mendapatkan beasiswa master dari Ausaid untuk berkuliah di Curtin University, Perth, Australia, selama 2 tahun.
Persoalan makanan ini cukup mengganggunya sebab dia mengaku orang yang doyan makan. Sialnya, Gressy mengaku tidak bisa konsentrasi penuh jika perut sedang kosong. “Bukan persoalan uang. Kalau uang, kita bisa dapat uang dengan mudah di Australia. Tetapi, kalau makanan tidak cocok, buat apa juga punya uang,” kilahnya. Karena terdesak situasi, Gressy pun terpaksa belajar memasak.
“Saya terpaksa belajar memasak. Kalau tidak, saya tidak bisa survive di sana,” tuturnya. Berkat kuliah di Australia, perempuan asal Malang ini mengaku kini lumayan mahir memasak. Hampir semua masakan Indonesia bisa dibuatnya. Sekarang dia tengah memperluas kemampuan dengan memasak masakan Italia, Meksiko, juga Spanyol.
Pentingnya kemampuan memasak juga dilontarkan Silvia Yulianti yang sedang menyelesaikan studi magisternya di kampus Unesco – IHE, Delf, Belanda. “Benar sekali itu, kemampuan memasak harus kita asah sebelum pergi. Itu sangat membantu sekali,” katanya.
Sama seperti Gressy, Silvia yang mendapatkan beasiswa StuNed juga mengaku tidak bisa memasak saat berangkat ke Belanda. Tetapi, berkat keterpaksaan di Belanda, dia kini mengaku bisa memasak.
“Mungkin saya harus ke Belanda dulu biar bisa memasak,” katanya. Selain menyelamatkan dari rasa lapar, kemampuan memasak itu ternyata juga bisa menekan biaya hidup. Menurut Silvia, dengan memasak, setidaknya bisa berhemat antara 30%–40% per bulan. Biaya hidup di Belanda sendiri rata-rata Rp9–13 juta per bulan.
“Lumayan, selain berhemat kita juga mendapatkan keahlian baru,” tukasnya. Keduanya sepakat bahwa persiapan mental penting untuk kuliah di luar negeri. Sebab, di sana, mereka akan dipaksa untuk mandiri. Persiapan mental ini juga penting untuk menghadapi lingkungan baru dengan beragam orang dari berbagai macam latar belakang budaya yang berbeda-beda.
Hanya saja, Gressy menyarankan agar mahasiswa Indonesia yang kuliah di luar negeri tidak merasa minder atau rendah diri bahwa mereka tidak punya kecerdasan yang sama dengan orangorang lain.
“Pengalaman saya, kita punya kemampuan yang sama kok. Tidak ada bedanya. Asal kita mau bekerja keras, tidak ada persoalan,” tegasnya. Namun, untuk bisa bersaing dengan baik. Keduanya mengingatkan agar kemampuan berbahasa Inggris benarbenar disiapkan. Tanpa kemampuan ini, semuanya akan sia-sia. “Kalau biaya pasti harus disiapkan. Itu tidak perlu dibahas lagi,” tutup Gressy. (Helmi Firdaus)
Source: http://www.seputar-indonesia.com/edisicetak/pendidikan/kuliah-sambil-bekerja-2.html
Konsultan pendidikan internasional dari ANZ, Mimi Ang, mengatakan, secara umum, kualitas pendidikan di luar negeri, terutama Amerika Serikat (AS), Eropa,Australia, dan beberapa negara maju di Asia memang lebih baik dibandingkan Indonesia.
“Secara umum lebih baik, tetapi ada juga perguruan tinggi yang peringkatnya di bawah perguruan tinggi yang maju atau elite di Indonesia,”katanya. Mimi mengungkapkan, negaranegara seperti Australia, Selandia Baru, Inggris, Kanada, dan Amerika Serikat masih menjadi pilihan utama pelajar Indonesia untuk melanjutkan sekolah ke luar negeri.
Salah satu penyebabnya karena bahasa Inggris adalah bahasa asing yang diajarkan di kurikulum sekolah Indonesia sehingga kendala bahasa relatif lebih mudah diatasi. “Ini berbeda dengan beberapa negara, seperti Jerman yang menggunakan bahasa Jerman,”katanya.
Karena kendala ini, beberapa negara-negara yang tidak menggunakan bahasa Inggris sebagai bahasa pengantar kuliah kini sudah mulai menggunakan bahasa Inggris, salah satunya Belanda.Meski belum semuanya, namun sejak 1998, negeri kincir angin itu sudah menggunakan bahasa Inggris sebagai bahasa pengantar. Salah satu negara favorit untuk melanjutkan kuliah adalah Australia.
Mimi menjelaskan, satu penyebabnya adalah Australia yang relatif dekat dengan Indonesia dibanding negara berbahasa Inggris lain. “Ini membuat home sick mahasiswa Indonesia atau orangtua yang ingin mengunjungi anaknya relatif bisa teratasi,” katanya. Untuk menyelesaikan kuliah S1 di Australia dibutuhkan waktu rata-rata 4 tahun dan S2, 1–2 tahun.
Biaya per tahun untuk S1 adalah Rp108–269 juta per tahun dan S2 sekitar Rp126–314 juta per tahun. Itu masih khusus biaya kuliah,belum biaya lain. Dengan biaya itu, pemerintah Australia tampaknya sadar perlu aturan pendukung agar biaya itu tidak membebani mahasiswa.
Aturan pendukung itu adalah pemberian aturan yang lebih longgar soal waktu kerja part time bagi mahasiswa. Jika masa kuliah, mahasiswa hanya boleh bekerja maksimal 20 jam per minggu. Jika liburan,mahasiswa boleh bekerja lebih dari 20 jam per minggu. Biasanya, upah kerja part time adalah Rp71.000–134.000 per jam.
Selain itu,pemerintah Australia juga memberikan perpanjangan visa selama 18 bulan bagi mereka yang telah lulus kuliah (baik S1 atau S2). Perpanjangan visa ini untuk memberikan kesempatan bagi mereka untuk mencari pekerjaan di sana. Di Inggris hampir sama dengan di Australia,namun gelar sarjana dapat ditempuh selama tiga tahun dan gelar master hanya dengan satu tahun.
Gelar tersebut dapat diraih dalam waktu singkat karena sistem yang diterapkan secara intensif sehingga lebihefisiendarisegiwaktudanbiaya. Hanya saja, biaya kuliah di Inggris jauh lebih mahal. Untuk S1 perlu Rp130–445 juta dan S2 Rp131–427 juta per tahun.
Khusus siswa yang belajar minimal enam bulan di Inggris akan mendapatkan pelayanan kesehatan gratis serta izin untuk mencari kerja paruh waktu (part-time job) maksimal 20 jam per minggu selama masa kuliah dan lebih dari 20 jam selama masa liburan.
Efektif sejak Mei 2006, pemerintah Inggris melalui Prime Minister Initiative (PMI) memberikan kesempatan bagi seluruh siswa internasional yang menempuh pendidikan pascasarjana (S2) di Inggris memperolehizinuntuktinggaldanbekerja secara profesional di Inggris selama 12 bulan tambahan setelah lulus.
Di Belanda,kebijakan untuk kerja part time lebih ketat. Jika di luar musim panas, mahasiswa internasional hanya boleh kerja 10 jam per minggu. Saat musim panas, waktunya lebih panjang, yaitu maksimal 8 jam per hari.Minimnya waktu kerja part time inibertujuanagarmahasiswa internasional lebih fokus ke kuliah mereka.
Sama seperti di Inggris, Belanda juga memberikan perpanjangan visa selama 12 bulan bagi mahasiswa internasional. Perpanjangan ini untuk memberikan kesempatan bagi mereka mendapatkan pekerjaan di sana. Lama waktu studi di Belanda, hampir sama dengan Indonesia, yaitu 4 tahun untuk S1 dan 2 tahun untuk S2.
Hanya saja,keuntungan di Belanda adalah biaya kuliah yang lebih murah. Untuk S1, butuh biaya Rp34–102 juta per tahun dan S2 Rp73–219 juta per tahun. Yan Soesilo dari konsultan pendidikan asing Anzac mengatakan, sebaiknya setiap mahasiswa yang ingin kuliah di luar negeri tidak hanya menentukan pilihan berdasarkan biaya saja.
Pertimbanganlain,sepertijarak, juga jurusan yang diambil juga dipertimbangkan.“ Jurusan itu penting karena di tiap-tiap negara itu ada spesialisasi, atau mereka itu paling jago pada bidang-bidang tertentu,” ungkapnya.
Belanda, misalnya terkenal dengan hukumnya. Yang harus dipertimbangkan juga adalah kemudahan mobilitas.Seperti di Belanda,mahasiswa yang kuliah di sana tidak perlu diributkan dengan persoalan visa untuk bepergian ke negara-negara lain.
Belanda dan 15 negara lain telah membuat kesepakatan Schangen di mana mereka bisa bepergian ke negaranegara itu tanpa mengurus visa baru.Kemudahan ini memberikan kesempatan untuk menjelajah Eropa dan berkenalan dengan peradaban mereka.
Siapkan Mental dan Kemampuan Memasak
MELANJUTKAN kuliah ke luar negeri, tentu perlu persiapan. Selain kesiapan biaya dan mental, kemampuan memasak ternyata memegang peranan penting.
Berliana Gressy Septianti, 27, yang kini menjadi dosen di Fakultas Psikologi Universitas Airlangga (Unair) Surabaya mengaku kesulitan beradaptasi dengan makanan saat kuliah di Australia. Makanan di sana terasa aneh di mulutnya.
“Saya tidak tahu, semua makanan itu terasa aneh saja di mulut. Saya sudah coba paksa, tetap saja tidak bisa. Jadi saya cukup lama melawan lapar,” kata Gressy lalu tertawa. Gressy waktu itu mendapatkan beasiswa master dari Ausaid untuk berkuliah di Curtin University, Perth, Australia, selama 2 tahun.
Persoalan makanan ini cukup mengganggunya sebab dia mengaku orang yang doyan makan. Sialnya, Gressy mengaku tidak bisa konsentrasi penuh jika perut sedang kosong. “Bukan persoalan uang. Kalau uang, kita bisa dapat uang dengan mudah di Australia. Tetapi, kalau makanan tidak cocok, buat apa juga punya uang,” kilahnya. Karena terdesak situasi, Gressy pun terpaksa belajar memasak.
“Saya terpaksa belajar memasak. Kalau tidak, saya tidak bisa survive di sana,” tuturnya. Berkat kuliah di Australia, perempuan asal Malang ini mengaku kini lumayan mahir memasak. Hampir semua masakan Indonesia bisa dibuatnya. Sekarang dia tengah memperluas kemampuan dengan memasak masakan Italia, Meksiko, juga Spanyol.
Pentingnya kemampuan memasak juga dilontarkan Silvia Yulianti yang sedang menyelesaikan studi magisternya di kampus Unesco – IHE, Delf, Belanda. “Benar sekali itu, kemampuan memasak harus kita asah sebelum pergi. Itu sangat membantu sekali,” katanya.
Sama seperti Gressy, Silvia yang mendapatkan beasiswa StuNed juga mengaku tidak bisa memasak saat berangkat ke Belanda. Tetapi, berkat keterpaksaan di Belanda, dia kini mengaku bisa memasak.
“Mungkin saya harus ke Belanda dulu biar bisa memasak,” katanya. Selain menyelamatkan dari rasa lapar, kemampuan memasak itu ternyata juga bisa menekan biaya hidup. Menurut Silvia, dengan memasak, setidaknya bisa berhemat antara 30%–40% per bulan. Biaya hidup di Belanda sendiri rata-rata Rp9–13 juta per bulan.
“Lumayan, selain berhemat kita juga mendapatkan keahlian baru,” tukasnya. Keduanya sepakat bahwa persiapan mental penting untuk kuliah di luar negeri. Sebab, di sana, mereka akan dipaksa untuk mandiri. Persiapan mental ini juga penting untuk menghadapi lingkungan baru dengan beragam orang dari berbagai macam latar belakang budaya yang berbeda-beda.
Hanya saja, Gressy menyarankan agar mahasiswa Indonesia yang kuliah di luar negeri tidak merasa minder atau rendah diri bahwa mereka tidak punya kecerdasan yang sama dengan orangorang lain.
“Pengalaman saya, kita punya kemampuan yang sama kok. Tidak ada bedanya. Asal kita mau bekerja keras, tidak ada persoalan,” tegasnya. Namun, untuk bisa bersaing dengan baik. Keduanya mengingatkan agar kemampuan berbahasa Inggris benarbenar disiapkan. Tanpa kemampuan ini, semuanya akan sia-sia. “Kalau biaya pasti harus disiapkan. Itu tidak perlu dibahas lagi,” tutup Gressy. (Helmi Firdaus)
Source: http://www.seputar-indonesia.com/edisicetak/pendidikan/kuliah-sambil-bekerja-2.html
The Islamic Missionary Movement Tablighi Jama`at in Europe
he Tablighi Jama`at is a transnational Islamic missionary and lay preaching movement, which was founded in 1926 by Maulana Muhammad Ilyas in Mewat, India. It is associated with the purist theological tradition of the Islamic seminary at Deoband in the north Indian state of Uttar Pradesh. The movement's global headquarters are located in the Nizamuddin area of Delhi, India. It has an estimated 12 million followers across the world. For earlier research on the movement see the project description and a photo essay on Pakistan. There are also articles online on the movement written by this author.The Central Mosque (Markazi Masjid) in Dewsbury, North-West England, is known to be the seat of the European headquarters of the Tablighi movement (Tablighi Markaz). It is located in the Savile Town area and also houses an Islamic seminary (Jami`a Ta`lim-u'l-Islam) teaching about 200 boys to become a religious scholar (`alim), or cleric in the Deoband tradition. The school was founded in 1982 by the Tablighi elder Muhammad Zakariyya.
The bookshop Darul Kutub located next to the Tablighi Centre in Savile Town, Dewsbury, trades in Islamic books and specialises in supplying the teaching material for Deobandi Islamic schools (madrasas) in Britain. It also keeps a steady supply of books on the Tablighi movement in English and Urdu, printed in India, Pakistan, South Africa and Britain. It also trades in cassettes with recordings of Tablighi elders at their various congregations at the Tablighi Centre and elsewhere.
Savile Town is strongly marked by the Tablighi presence whose lay preachers can be recognised by their traditional South Asian Muslim dress.
This mosque on Christian street in East London served as the Tablighi centre until it became to small for the growing number of adherents. It is also called Markazi Mosque, i.e. Central Mosque, like the one in Dewsbury, indicating its connection with a Tablighi centre (markaz).
The new Tablighi Centre for London is now based in the Masjid-i Ilyas in East London named after the founder of the movement. It is however so far little developed as a religious centre. Its main attraction is its vast space where it can accommodate the growing number of believers attending the traditional Thursday night ceremonies (shab-e juma').
Leicester in England is another centre of public Islamic life in Britain with a strong Tablighi presence.
The Islamic Dawah Academy in Leicester (www.idauk.org) was founded by Shaykh Muhammad Salim Dhorat who runs his own programme of Islamic preaching (da`wa), teaching also secondary-level (madrasa) and graduate-level (Jami`a Riad-u'l-`Ulum) Islamic classes. The centre's students support the Tablighi activities (above). Dhorat's cassettes are circulated by an Islamic bookshop connected with the centre (below). The centre has successfully conducted for many years its own Tablighi-style annual youth congregations (Tarbiyati Conferences) which are also attended by Tablighi elders from various countries.
Another school aligned with the Tablighi movement is the Islamic school (Darul Ulum al-Arabiyya al-Islamiyya) in Bury, Holcombe, north England (www.inter-islam.org). It was founded at the order of the Tablighi elder Maulana Zakariyya by his disciple Maulana Yusuf Motala in 1974. Today it teaches more than 300 boys to become Deobandi clerics. The students actively participate in the preaching tours of the Tablighi Jama'at. The school is considered to be the reference institution (madr-e `ilmi) of other Deobandi schools with Tablighi affiliation in Britain.
The London Markaz
The Sunday Times (London) has an article today with an update on plans by Tablighi Jamaat to build a gigantic mosque complex, called the London Markaz, on a 10-acre site in Newham, a mere 500 yards from the site of the 2012 Olympic games. The Markaz' size and ambition are as noteworthy as Tablighi Jamaat's agenda is dubious.
The project's backers hope the mosque and its surrounding buildings would hold a total of 70,000 people, only 10,000 fewer than the Olympic stadium. Its futuristic design features wind turbines instead of the traditional minarets, while a translucent latticed roof would replace the domes seen on most mosques. The complex is designed to become the "Muslim quarter" for the Games, acting as a hub for Islamic competitors and spectators.
With a built area of 180,000m2, the site is 1km in length and sits on the banks of the Channelsea River in proximity to the London 2012 Olympic sites.
The east London complex would have by far the largest capacity of any religious building in Britain. The biggest at present is the Baitul Futuh in Morden, Surrey, which holds about 10,000 worshippers. Liverpool's Anglican cathedral, the largest Christian place of worship, has a capacity of 3,000. The three-storey mosque will be designed to accommodate more than 40,000 worshippers. Its sweeping roof is intended to evoke tented cities. The complex would include a garden, school, library and accommodation for visiting worshippers. Islamic calligraphy would cover the walls and ceilings, the washing areas would have cascading water to mimic a stream, and the complex's buildings would be adapted to allow extra worshippers during festivals such as Eid, accommodating a further 30,000 visitors.
The Times says that the project is expected to cost over £100 million, with donations now being solicited in Britain and elsewhere. But British Muslim sources estimate the cost at £300 million, and note that this is not much less than the £420 million King Hassan of Morocco spent on his sea-side mosque, which is the most expensive modern mosque in the world. (The Saudis have spent considerably more renovating the mosques in Mecca and Medina.)
Comments: (1) Should this project come to fruition, it will surely be the outstanding symbol of Islam in Europe, at least until an even larger and more expensive complex outdoes it.
(2) Currently the London Muslim Centre in Whitechapel, opened in June 2004, holds the title for the UK's grandest mosque compound. As I earlier described it, "the six-storey building can hold 10,000 worshippers and includes a gym, a library, crèche and classrooms." But what is of greater interest is that "center members raised about £4 million (of the total £10 million), with the bulk of funding coming from taxpayers via such public agencies as the European Development Fund, the London Borough of Tower Hamlets, and the London Development Agency." One can only wonder how much the European, British, and London taxpayer will put out for the Markaz.
(3) That the largest Islamic house of worship in Great Britain is already over three times larger than the largest Christian counterpart speaks volumes about the spirit and ambition of British Muslims; that they are planning one almost 25 times bigger reinforces the point many times over. (November 27, 2005)
July 17, 2006 update: TheLondon Development Agency and the local town are said to be "very much in favour" of the Markaz plan, moving it closer to reality. But not everyone is pleased. "It will rival, if not exceed St Paul's, and perhaps be the most dominant [religious] site for the whole of London," notes Patrick Sookhdeo of the Barnabas Fund. "The local people have not been consulted. They are going to have their community handed over."
Aug. 20, 2006 update: In the course of a major article on the Tablighi Jamaat (titled "Army of darkness"), the Sunday Telegraph provides an update on the Markaz:
The Tablighi is in advanced discussions with the London Development Agency (LDA) for the construction of a giant, 70,000-capacity mosque complex - Europe's biggest and the centrepiece of an "Islamic Village" - in the east London borough of West Ham. If it goes ahead - at an estimated cost of £100 million-£200 million - it will become London's biggest religious site. Ken Livingstone, the London mayor, is a supporter, as, it appears, is the LDA and, once again, much of the money is likely to come from the Saudis.
Comment: How can one resist noting that this "Islamic Village" will come into existence in a borough called West Ham?
Sep. 24, 2006 update: A battle royal is developing over the Markaz, reports the Observer.
Sep. 25, 2006 update: In a skeptical piece on the London Markaz, "The shadow cast by a mega-mosque," a town councillor representing the Christian People's Alliance who lives about a mile from the 16-acre site on which the Markaz is to be built, Alan Craig, notes two developments: Even though formal permission for the Markaz has not yet been given, "Muslims are moving into the area in preparation. The Savile Town area of Dewsbury where Tablighi Jamaat is currently based is now more than 90 per cent Muslim." Second, close to where the mosque location, the Kingsway International Christian Centre, Europe's biggest evangelical church, accommodating 12,000 worshippers, is being torn down to make way for the Olympic stadium.
Whether or not Tablighi Jamaat will get permission to build the Markaz, because it is so large, will be decided not by the local Newham town councilors but by the London Thames Gateway Development Corporation, a public body funded by the Department for Communities and Local Government, whose board is appointed by the secretary for communities and local government, currently Ruth Kelly. Should the board corporation approve the Markaz proposal, that is that, with no right of appeal. Should it reject the plan, however, Tablighi Jamaat can appeal to the Government. Patrick Sookhdeo of the institute for the Study of Islam and Christianity notes that the outcome is a foregone conclusion: "The corporation has already said that the new mosque will make West Ham a ‘cultural and religious destination'." The Conservative spokesman on planning for the London Assembly, Tony Arbour, complained: "For this major decision to be taken by a quango is undemocratic. Local residents have been shut out of the process."
http://www.danielpipes.org/blog/
The project's backers hope the mosque and its surrounding buildings would hold a total of 70,000 people, only 10,000 fewer than the Olympic stadium. Its futuristic design features wind turbines instead of the traditional minarets, while a translucent latticed roof would replace the domes seen on most mosques. The complex is designed to become the "Muslim quarter" for the Games, acting as a hub for Islamic competitors and spectators.
With a built area of 180,000m2, the site is 1km in length and sits on the banks of the Channelsea River in proximity to the London 2012 Olympic sites.
The east London complex would have by far the largest capacity of any religious building in Britain. The biggest at present is the Baitul Futuh in Morden, Surrey, which holds about 10,000 worshippers. Liverpool's Anglican cathedral, the largest Christian place of worship, has a capacity of 3,000. The three-storey mosque will be designed to accommodate more than 40,000 worshippers. Its sweeping roof is intended to evoke tented cities. The complex would include a garden, school, library and accommodation for visiting worshippers. Islamic calligraphy would cover the walls and ceilings, the washing areas would have cascading water to mimic a stream, and the complex's buildings would be adapted to allow extra worshippers during festivals such as Eid, accommodating a further 30,000 visitors.
The Times says that the project is expected to cost over £100 million, with donations now being solicited in Britain and elsewhere. But British Muslim sources estimate the cost at £300 million, and note that this is not much less than the £420 million King Hassan of Morocco spent on his sea-side mosque, which is the most expensive modern mosque in the world. (The Saudis have spent considerably more renovating the mosques in Mecca and Medina.)
Comments: (1) Should this project come to fruition, it will surely be the outstanding symbol of Islam in Europe, at least until an even larger and more expensive complex outdoes it.
(2) Currently the London Muslim Centre in Whitechapel, opened in June 2004, holds the title for the UK's grandest mosque compound. As I earlier described it, "the six-storey building can hold 10,000 worshippers and includes a gym, a library, crèche and classrooms." But what is of greater interest is that "center members raised about £4 million (of the total £10 million), with the bulk of funding coming from taxpayers via such public agencies as the European Development Fund, the London Borough of Tower Hamlets, and the London Development Agency." One can only wonder how much the European, British, and London taxpayer will put out for the Markaz.
(3) That the largest Islamic house of worship in Great Britain is already over three times larger than the largest Christian counterpart speaks volumes about the spirit and ambition of British Muslims; that they are planning one almost 25 times bigger reinforces the point many times over. (November 27, 2005)
July 17, 2006 update: TheLondon Development Agency and the local town are said to be "very much in favour" of the Markaz plan, moving it closer to reality. But not everyone is pleased. "It will rival, if not exceed St Paul's, and perhaps be the most dominant [religious] site for the whole of London," notes Patrick Sookhdeo of the Barnabas Fund. "The local people have not been consulted. They are going to have their community handed over."
Aug. 20, 2006 update: In the course of a major article on the Tablighi Jamaat (titled "Army of darkness"), the Sunday Telegraph provides an update on the Markaz:
The Tablighi is in advanced discussions with the London Development Agency (LDA) for the construction of a giant, 70,000-capacity mosque complex - Europe's biggest and the centrepiece of an "Islamic Village" - in the east London borough of West Ham. If it goes ahead - at an estimated cost of £100 million-£200 million - it will become London's biggest religious site. Ken Livingstone, the London mayor, is a supporter, as, it appears, is the LDA and, once again, much of the money is likely to come from the Saudis.
Comment: How can one resist noting that this "Islamic Village" will come into existence in a borough called West Ham?
Sep. 24, 2006 update: A battle royal is developing over the Markaz, reports the Observer.
Sep. 25, 2006 update: In a skeptical piece on the London Markaz, "The shadow cast by a mega-mosque," a town councillor representing the Christian People's Alliance who lives about a mile from the 16-acre site on which the Markaz is to be built, Alan Craig, notes two developments: Even though formal permission for the Markaz has not yet been given, "Muslims are moving into the area in preparation. The Savile Town area of Dewsbury where Tablighi Jamaat is currently based is now more than 90 per cent Muslim." Second, close to where the mosque location, the Kingsway International Christian Centre, Europe's biggest evangelical church, accommodating 12,000 worshippers, is being torn down to make way for the Olympic stadium.
Whether or not Tablighi Jamaat will get permission to build the Markaz, because it is so large, will be decided not by the local Newham town councilors but by the London Thames Gateway Development Corporation, a public body funded by the Department for Communities and Local Government, whose board is appointed by the secretary for communities and local government, currently Ruth Kelly. Should the board corporation approve the Markaz proposal, that is that, with no right of appeal. Should it reject the plan, however, Tablighi Jamaat can appeal to the Government. Patrick Sookhdeo of the institute for the Study of Islam and Christianity notes that the outcome is a foregone conclusion: "The corporation has already said that the new mosque will make West Ham a ‘cultural and religious destination'." The Conservative spokesman on planning for the London Assembly, Tony Arbour, complained: "For this major decision to be taken by a quango is undemocratic. Local residents have been shut out of the process."
Islam in Britain
Islam is the largest minority religion in the United Kingdom with a total of 1,591,000, (or 2.8% of the total population) Muslims.
The first large group of Muslims in Britain arrived about 300 years ago. They were sailors recruited in India to work for the East India Company, and so it's not surprising that the first Muslim communities were found in port towns. Ships' cooks came too, many of them from Sylhet in what is now Bangladesh. There are records of Sylhetis working in London restaurants as early as 1873.
The first Muslim community which permanently settled in the United Kingdom consisted of Yemeni sailors who arrived in ports such as Swansea, Liverpool and South Shields shortly after 1900. Later some of them migrated to inland cities like Birmingham and Sheffield where there are 23,819 Muslims.
Mosques also appeared in British seaports at this time; The first mosque in Britain is recorded as having been at 2 Glyn Rhondda Street, Cardiff, in 1860[6]. From the 1950s, with large immigration to Britain from the former colonies of Britain, large Muslim populations developed in several British towns, and cities.
In England 40% of Muslims live in London, where they make up 8.5% of the population. There are also large numbers of Muslims in Birmingham, Manchester, Bradford, Luton, Slough, Leicester and the mill towns of Northern England. In Scotland there are significant Muslim populations in Glasgow (17667, 3.1%), East Renfrewshire (1897, 2.1%), Dundee (2846, 2.0%) and Edinburgh (6801, 1.5%). In Wales most Muslims live in Cardiff (11261, 3,7%), but there are also significant numbers in Newport (3492, 2.6%) and Swansea (2167, 1.0%). Muslims are concentrated in urban areas, where they make up 3.3% of the population; In rural areas the proportion of the population is less than 0.1%.
The local authorities with a Muslim population greater than 10% are:
* London Borough of Tower Hamlets 36.4% 71,389
* London Borough of Newham 24.3% 59,293
* Blackburn with Darwen 19.4% 26,674
* Bradford 16.1% 75,188
* London Borough of Waltham Forest 15.1% 32,902
* Luton 14.6% 26,963
* Birmingham 14.3% 139,771
* London Borough of Hackney 13.8% 27,908
* Pendle 13.4% 11,988
* Slough 13.4% 15,897
* London Borough of Brent 12.3% 32,290
* London Borough of Redbridge 11.9% 28,487
* City of Westminster 11.8% 21,346
* London Borough of Camden 11.6% 22,906
* London Borough of Haringey 11.3% 24,371
* Oldham 11.1% 24,039
* Leicester 11.0% 30,885
* London Borough of Ealing 10.3% 31,033
* Kirklees 10.1% 39,312
The Savile Town area of Dewsbury is often seen as the Muslim centre of the country, being "some 97-100% Muslim"[11] and having the largest Islamic seminary in the country with the Markazi mosque, one of the largest purpose-built mosque in Europe. It is also one of the most orthodox centers of Muslim learning in the West.[12] Most large cities have one area that is a majority Muslim even if the rest of the city has a fairly small Muslims population; see, for example, Harehills in Leeds.
Pakistani Kashmiris from the Mirpur district (part of Pakistan Administered Kashmir, Northern Pakistan) were the first South Asian Muslim community which settled in Britain permanently. The first of them arrived in Birmingham and Bradford in the late 1930s. Immigration from around the district of Mirpur grew from the late 1950s onwards. It was accompanied by immigration from other parts of Pakistan, mainly the north of the Punjab and the area around Attock in the North-West Frontier Province province of Pakistan.
People of Pakistani ethnic background are particularly strong in the West Midlands, West Yorkshire, Lancashire/ Greater Manchester and industrial towns in South East England like Luton, Slough and Oxford. There are also many Muslims from the Sylhet region of Bangladesh and from the Gujerat region of India living in Britain. The Sylhetis, (who speak a dialect of Bengali) are concentrated in Tower Hamlets, London. However, they also possess significant communities in Luton, Birmingham, Manchester, Oldham, Hyde, Bradford, Keighley and Sunderland. There are large numbers of Gujerati Muslims in Dewsbury, Blackburn, Bolton and Preston.
Apart from these peoples, a considerable portion of South Asian Muslims trace their origins back to South Asian communities in East Africa that either simply moved or were forced out due to anti-Indian activities of African revolutionaries in countries such as Uganda and Zanzibar.
There are also communities of Somali, Nigerian and other Subsaharan African peoples, especially in London as well as Bosnian and Albanian Muslims from Kosovo in Britain. Since the Iraq War, there has been an increase in the number of Kurds in Britain. Again, they may be concentrated in certain areas, such as the Ravensthorpe area of Dewsbury.
MCB
The Muslim Council of Britain (MCB) is an unincorporated association founded in 1997 with the following aims:
1. To promote co-operation, consensus and unity on Muslim affairs in the UK.
2. To encourage and strengthen all existing efforts being made for the benefit of the Muslim community.
3. To work for a more enlightened appreciation of Islam and Muslims in the wider society.
4. To establish a position for the Muslim community within British society that is fair and based on due rights.
5. To work for the eradication of disadvantages and forms of discrimination faced by Muslims.
6. To foster better community relations and work for the good of society as a whole.
7. It was inaugurated on 23 November at Brent Town Hall.
As an umbrella organisation it unites many national, regional, local and specialist organisations and institutions from different ethnic and sectarian backgrounds within UK Islamic society. The Muslim Council of Britain has condemned the war in Iraq. It also condemns terrorism by Muslims and non-Muslims alike.
http://www.iqracentre.org/
The first large group of Muslims in Britain arrived about 300 years ago. They were sailors recruited in India to work for the East India Company, and so it's not surprising that the first Muslim communities were found in port towns. Ships' cooks came too, many of them from Sylhet in what is now Bangladesh. There are records of Sylhetis working in London restaurants as early as 1873.
The first Muslim community which permanently settled in the United Kingdom consisted of Yemeni sailors who arrived in ports such as Swansea, Liverpool and South Shields shortly after 1900. Later some of them migrated to inland cities like Birmingham and Sheffield where there are 23,819 Muslims.
Mosques also appeared in British seaports at this time; The first mosque in Britain is recorded as having been at 2 Glyn Rhondda Street, Cardiff, in 1860[6]. From the 1950s, with large immigration to Britain from the former colonies of Britain, large Muslim populations developed in several British towns, and cities.
In England 40% of Muslims live in London, where they make up 8.5% of the population. There are also large numbers of Muslims in Birmingham, Manchester, Bradford, Luton, Slough, Leicester and the mill towns of Northern England. In Scotland there are significant Muslim populations in Glasgow (17667, 3.1%), East Renfrewshire (1897, 2.1%), Dundee (2846, 2.0%) and Edinburgh (6801, 1.5%). In Wales most Muslims live in Cardiff (11261, 3,7%), but there are also significant numbers in Newport (3492, 2.6%) and Swansea (2167, 1.0%). Muslims are concentrated in urban areas, where they make up 3.3% of the population; In rural areas the proportion of the population is less than 0.1%.
The local authorities with a Muslim population greater than 10% are:
* London Borough of Tower Hamlets 36.4% 71,389
* London Borough of Newham 24.3% 59,293
* Blackburn with Darwen 19.4% 26,674
* Bradford 16.1% 75,188
* London Borough of Waltham Forest 15.1% 32,902
* Luton 14.6% 26,963
* Birmingham 14.3% 139,771
* London Borough of Hackney 13.8% 27,908
* Pendle 13.4% 11,988
* Slough 13.4% 15,897
* London Borough of Brent 12.3% 32,290
* London Borough of Redbridge 11.9% 28,487
* City of Westminster 11.8% 21,346
* London Borough of Camden 11.6% 22,906
* London Borough of Haringey 11.3% 24,371
* Oldham 11.1% 24,039
* Leicester 11.0% 30,885
* London Borough of Ealing 10.3% 31,033
* Kirklees 10.1% 39,312
The Savile Town area of Dewsbury is often seen as the Muslim centre of the country, being "some 97-100% Muslim"[11] and having the largest Islamic seminary in the country with the Markazi mosque, one of the largest purpose-built mosque in Europe. It is also one of the most orthodox centers of Muslim learning in the West.[12] Most large cities have one area that is a majority Muslim even if the rest of the city has a fairly small Muslims population; see, for example, Harehills in Leeds.
Pakistani Kashmiris from the Mirpur district (part of Pakistan Administered Kashmir, Northern Pakistan) were the first South Asian Muslim community which settled in Britain permanently. The first of them arrived in Birmingham and Bradford in the late 1930s. Immigration from around the district of Mirpur grew from the late 1950s onwards. It was accompanied by immigration from other parts of Pakistan, mainly the north of the Punjab and the area around Attock in the North-West Frontier Province province of Pakistan.
People of Pakistani ethnic background are particularly strong in the West Midlands, West Yorkshire, Lancashire/ Greater Manchester and industrial towns in South East England like Luton, Slough and Oxford. There are also many Muslims from the Sylhet region of Bangladesh and from the Gujerat region of India living in Britain. The Sylhetis, (who speak a dialect of Bengali) are concentrated in Tower Hamlets, London. However, they also possess significant communities in Luton, Birmingham, Manchester, Oldham, Hyde, Bradford, Keighley and Sunderland. There are large numbers of Gujerati Muslims in Dewsbury, Blackburn, Bolton and Preston.
Apart from these peoples, a considerable portion of South Asian Muslims trace their origins back to South Asian communities in East Africa that either simply moved or were forced out due to anti-Indian activities of African revolutionaries in countries such as Uganda and Zanzibar.
There are also communities of Somali, Nigerian and other Subsaharan African peoples, especially in London as well as Bosnian and Albanian Muslims from Kosovo in Britain. Since the Iraq War, there has been an increase in the number of Kurds in Britain. Again, they may be concentrated in certain areas, such as the Ravensthorpe area of Dewsbury.
MCB
The Muslim Council of Britain (MCB) is an unincorporated association founded in 1997 with the following aims:
1. To promote co-operation, consensus and unity on Muslim affairs in the UK.
2. To encourage and strengthen all existing efforts being made for the benefit of the Muslim community.
3. To work for a more enlightened appreciation of Islam and Muslims in the wider society.
4. To establish a position for the Muslim community within British society that is fair and based on due rights.
5. To work for the eradication of disadvantages and forms of discrimination faced by Muslims.
6. To foster better community relations and work for the good of society as a whole.
7. It was inaugurated on 23 November at Brent Town Hall.
As an umbrella organisation it unites many national, regional, local and specialist organisations and institutions from different ethnic and sectarian backgrounds within UK Islamic society. The Muslim Council of Britain has condemned the war in Iraq. It also condemns terrorism by Muslims and non-Muslims alike.
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