nothing changes....
even it becomes worse....
Selasa, 19 Oktober 2010
Senin, 18 Oktober 2010
did I make a mistake????
Where'd the days go? When all we did was play and the stress that we were under wasn't stress at all.. You see millions of people with millions of cares and I struggle to the train to make my way home. I look at the people as they sit there alone.
bagi yg suka anak2 dan pengen jadi Young Learner Teacher
MANAGING CLASSROOM FOR YOUNG LEARNER IN LEARNING ENGLISH AS THEIR SECOND LANGUAGE
Maria Asumpta Deny K. (07 1214 036)
Sanata Dharma University
Abstract
The major purpose of this paper is to reveal how to implement classroom strategies in managing classroom in teaching English as foreign Language to young learner. English as Foreign Language is implemented as one of the subjects to learn for young learner in Indonesia. Unfortunately, beyond the implementation, the fact that not all pupils enjoy learning English occurs. Realizing that fact, teacher should find a strategy to attract students’ attention and motivation to learn EFL. Moreover, teacher should use classroom strategies in order to manage the classroom well.
I. INTRODUCTION
A. Background of the problem
Nowadays, English takes very important roles in education. English is not only studied by junior or senior high school students but also by young learner such as elementary and kindergarten students. English as Foreign Language is implemented as the compulsory subject to learn in Indonesia. The aim of the implementation is to achieve the informational level of literacy which expects students to be able to use English to access accumulated knowledge and use English in informal and formal contexts. Therefore, they have learned English from they are young. English is a popular subject in playgroup or kindergarten presently.
Unfortunately, beyond the implementation, the fact that not all pupils enjoy learning English occurs. Besides the students should face new language for them to learn, the way of teaching often existing which is purely only transferring knowledge takes part in forming the stressful environment to students especially for young learner. Considering the boredom atmosphere experienced by young learner during the teaching and learning process, the knowledge cannot be received effectively. Moreover, the goal of the teaching and learning process will not be achieved.
To cover this problem, young learner teacher is expected to find a creative strategy to apply in teaching and learning process. Teacher is challenged to be able to bring an attractive strategy in class. Moreover, one of the biggest challenges facing teachers of young learners is classroom management. There are some ways to make an attractive teaching and learning process real. Teacher can use classroom management strategies to teach and involve students to learn English. Besides, it is an appropriate strategy to implement in teaching English to young learner in Indonesia.
B. Identification of the problem
An inappropriate strategy implemented in teaching English as Foreign Language to young learner students often comes as a problem. The way of teaching which usually occurs in class such as teacher-centered that is fully transferring knowledge without considering attention span and then followed by assignment or practice makes young learner bored during the teaching and learning process. The boredom environment experienced by young learner, therefore, takes part in how successful the young learner receives the lesson. Besides, young learner has some characteristics that are not had by adult such as love to play, musical, have an egocentric, have a short span of concentration, physically active, imaginative, curious and have great capacity of learning.
C. Limitation of the problem
By using classroom strategies, teacher can teach effectively. It is because teacher knows the problem according to the character of the children and the situation at that time so that teacher can use an appropriate strategy. It is provide enjoyable learning environment in transferring the material. Therefore the major focus on this paper is how to implement classroom strategies in teaching English as foreign Language to young learner.
D. Formulation of the problem
Regarding the fact that in teaching young learner teacher needs an attractive strategy to apply, this paper wants to address a question which is how are the implementations of classroom strategies in teaching English as Foreign Language to young learner?
E. Objective of the paper
This paper is aimed on providing information about how classroom strategies used as an appropriate way to teach English as Foreign Language to young learner. All of the strategies for teaching and learning activity also consider about its benefit. Therefore, this paper also states the benefit of using classroom strategies as an attractive teaching and a fun way.
F. Benefits of the paper
This paper hopefully can be useful for teachers or teacher candidates as a part of creating an enjoyable learning environment in teaching English as Foreign Language to young learner.
II. REVIEW OF LITERATURE
As stated by Helena Agustin in her paper entitled Competence, Process, and Assessment Standards: Towards autonomy in ELT, there are four literacy levels implemented in Curriculum Based Competence. They are performative, functional, informational, and epistemic level. Performative level is implemented in Elementary School, whereas functional level is applied in Junior High School. She goes to say that informational level is implemented in Senior High School whereas epistemic level is applied in University.
Since this paper focuses on the young learner, therefore performative level as the performing level implemented in Elementary School will be discussed deeper. According to Helena Agustin, in the performative level, learners are expected to:
• use English to access accumulated knowledge.
• use English in informal and formal contexts.
By considering the goal to achieve in teaching Elementary School students, teacher should be able to apply appropriate technique and strategy to manage good classroom. However, it is not an easy job for teacher. Besides focusing on the goal to reach, teacher should also pay attention on students. As an example, teacher should be able to comprehend the characteristics of young learner. By understanding the characteristics of young learner, teacher can maximize the success of managing the classroom. As cited in www.ierg.net, young learners generally have some characteristics, such as:
• They are interested in learning activities
• They need opportunities for self-expression
• They want to take individual responsibility for learning and progress towards targets
• They have short attention span.
The understanding both goal to achieve in Elementary School grade and general characteristics of the students, teacher can start to find, choose and apply
an appropriate strategy to apply in managing classroom in teaching EFL to Senior young learner. According to Linse 2005: 187, one of the biggest challenges facing teachers of young learners is classroom management but teacher can use classroom strategies to manage the classroom.
III. DISCUSSION
A. Classroom Management Strategies
There are some strategies in order to make a fun and effective classroom, which are:
1. Establish clear rules at the beginning of the year
At the first time teacher meets with the students in the classroom, it is better to make the rules between teacher and students. It should be made by both of the teacher and the students. It is better because young learner will appreciate knowing what your expectations are. If they have known about which activity is not allowed and which is allowed so that they will try to behave well.
Whenever possible, the rules should be consistent among different teachers. It is importance because young learner has an imitation character. Although they have known the rules, but if there are some friends act in a bad way, young learner will easily follow their bad attitude. If all off the teacher and students in every class have the same rules, teacher will easily give a warning if one of the students break the rules. Besides, the consequences for breaking the rules should also be consistent among the faculty and staff.
Communicate the rules to learners as well as their parents are also an important role in learning process. Young learner has low ability in catching an announcement so that it is better to give the announcement in two ways. The first way is orally. It is done in the classroom together with other students. In this part, teacher can explain more about each rule. And the second way is giving the rules in a written form. It is given to the parents so that parents will object a warning that is given to their children.
2. Teach the concept of appropriate and inappropriate behavior
The terms good behavior and bad behavior are relative and can be problematic. Make sure you comment on the appropriateness of your learners’ behavior and not on the children themselves. So that tries to use the language carefully. For example, Tedi is running in the classroom. Teacher should give the comment on Tedi’s attitude not on the Tedi his self. The comment should be “Tedi, running in the classroom is not good.” The comment is not “Tedi, you are bad.” Correcting behavior and providing feedback is important. The feedback should be specific and related to what they are doing.
3. Offer rewards judiciously
Rewards are given for good work. It is important to instill in the learners some sense of pride in their own accomplishment rather than a reliance on external gratification. But, teacher must think twice to give a reward for their students. They should think about the positive and negative effect of the reward given. Issue of candy or chocolate as a regular reward is not good for children. Their parents may forbid their children to eat candy or chocolate because both of them can damage their teeth. One of the examples of good rewards is giving a “star” that is made by kertas emas. It is cheap and students will be happy to have one of the “starts”.
4. Plan more than you think you will need
Always be sure to have enough activities to keep children engaged, paying attention, or on-task. Nothing leads to chaos more quickly than children who don’t have anything to do. One of the characters of children is do not have long attention spans and easily get bored so teacher must have many plans of activity to fulfill the learning process. Not every child is going to enjoy or learn from the same type of activities. In this case, teacher should have a trick in solving this problem. There are some children who like in a noisy activities but the other may like a quiet activities. So that teacher is better to use large group, small group and individual activities one after another. It is because it can cover the children’s entire characteristic.
5. Know when to use L1
It is in the English class, so minim using the first language. Teacher should use first language only in emergency situations such as there is an earthquake or a fire. The language of instruction should stick in English because it is the effective method to improve students’ vocabulary. Although teacher speaks very slowly and gives a demonstration, it helps students in understanding the English.
B. Two types of problematic behavior
There are two types of problematic behavior in young learner which are children who are disruptive and children who turn inward. To solve those two types of children behavior, there are some approaches to working with problematic behavior. They are dealing with anger, strategies to help children control impulses, thinking about inward children and building on strengths.
1. Dealing with anger
It’s important for children to know that it’s okay to feel angry but not okay to allow their anger to explode. There are many different reasons children feel angry such as tension at home, disappointment, frustration, feeling cornered or attacked emotionally. Try to empathize with a child’s feelings and show the empathy. At the same time you can bring a broader perspective and calmness to the situation that may enable the child to think more clearly.
2. Strategies to help children control impulses
Teacher should help students to acknowledge the problem. Consider that expectations at home may be different from those at school. Help children understand what is expected of them in the classroom and how they can meet those expectations. Besides, observe the children if there is a problem between children. When you speak to a child once about a specific undesirable behavior, make it clear that if he or she chooses to repeat that behavior, there will be consequences.
3. Thinking about inward children
Children who turn inward tend to fall between the cracks because they make so little noise. A particular quiet child may barely tune in to classroom activities. Sometimes inward children get caught up in a cycle unsure of what to do and how to do it even when they are willing to try. The steps teacher takes to show a child you’re interested the efforts you make to bridge the gap, whether it is a meeting of minds or of smiles may positively affect the child not only this year, but for years and years to come.
4. Building on strengths
If teachers are having difficulty with a particular student, try to step back and observe her as if teachers have never seen her before. Write down as many positive qualities or strengths as you can. Note a few behaviors you wish could change. Concentrate on only rewarding the positive for a day or two. Keep the positive reinforcement going as long as you can, then choose one of the behaviors you’re hoping you can change.
IV. CONCLUSION
A. Summary
English as Foreign Language is one of the subjects to learn for young learner in Indonesia. The aim of the implementation is to achieve the performative level of performance which is expected students to be able to use English to access accumulated knowledge and use English in informal and formal contexts.
Unfortunately, beyond the implementation, the fact that not all pupils enjoy learning English occurs. Besides the students should face new language for them to learn, the way of teaching often existing which is purely only transferring knowledge takes part in forming the stressful environment to students. The stressful environment, therefore, takes part in how successful the students receive the lesson. Students who are already in stressful and boredom environment will not be easy to receive the lesson. If they are bored, unconsciously, they will refuse the lesson.
Realizing that fact, teacher should find a strategy to attract students’ attention to learn EFL by managing the classroom. Moreover, some strategies are used in order to motivate students in joining the learning process.
B. Implication
This paper will give more information about using strategies in managing classroom for young learner. It is importance because it can influence their motivation in joining the learning process.
C. Suggestion
The classroom strategies for young learner are an effective way to increase students’ ability in English so that the writer suggests to the teachers or teachers candidate to use classroom strategies if they are going to teach young learner.
REFERENCES
http://www.eslcafe.com/idea/index.cgi?display:998385852-2522.txt
http://www.ierg.net/confs/2004/Proceedings/Kusumarasdyati.pdf
Clarizio, Harvey F.1934.Toward Positive Classroom Discipline.Canada:John Wiley & Sons, Inc.
Maria Asumpta Deny K. (07 1214 036)
Sanata Dharma University
Abstract
The major purpose of this paper is to reveal how to implement classroom strategies in managing classroom in teaching English as foreign Language to young learner. English as Foreign Language is implemented as one of the subjects to learn for young learner in Indonesia. Unfortunately, beyond the implementation, the fact that not all pupils enjoy learning English occurs. Realizing that fact, teacher should find a strategy to attract students’ attention and motivation to learn EFL. Moreover, teacher should use classroom strategies in order to manage the classroom well.
I. INTRODUCTION
A. Background of the problem
Nowadays, English takes very important roles in education. English is not only studied by junior or senior high school students but also by young learner such as elementary and kindergarten students. English as Foreign Language is implemented as the compulsory subject to learn in Indonesia. The aim of the implementation is to achieve the informational level of literacy which expects students to be able to use English to access accumulated knowledge and use English in informal and formal contexts. Therefore, they have learned English from they are young. English is a popular subject in playgroup or kindergarten presently.
Unfortunately, beyond the implementation, the fact that not all pupils enjoy learning English occurs. Besides the students should face new language for them to learn, the way of teaching often existing which is purely only transferring knowledge takes part in forming the stressful environment to students especially for young learner. Considering the boredom atmosphere experienced by young learner during the teaching and learning process, the knowledge cannot be received effectively. Moreover, the goal of the teaching and learning process will not be achieved.
To cover this problem, young learner teacher is expected to find a creative strategy to apply in teaching and learning process. Teacher is challenged to be able to bring an attractive strategy in class. Moreover, one of the biggest challenges facing teachers of young learners is classroom management. There are some ways to make an attractive teaching and learning process real. Teacher can use classroom management strategies to teach and involve students to learn English. Besides, it is an appropriate strategy to implement in teaching English to young learner in Indonesia.
B. Identification of the problem
An inappropriate strategy implemented in teaching English as Foreign Language to young learner students often comes as a problem. The way of teaching which usually occurs in class such as teacher-centered that is fully transferring knowledge without considering attention span and then followed by assignment or practice makes young learner bored during the teaching and learning process. The boredom environment experienced by young learner, therefore, takes part in how successful the young learner receives the lesson. Besides, young learner has some characteristics that are not had by adult such as love to play, musical, have an egocentric, have a short span of concentration, physically active, imaginative, curious and have great capacity of learning.
C. Limitation of the problem
By using classroom strategies, teacher can teach effectively. It is because teacher knows the problem according to the character of the children and the situation at that time so that teacher can use an appropriate strategy. It is provide enjoyable learning environment in transferring the material. Therefore the major focus on this paper is how to implement classroom strategies in teaching English as foreign Language to young learner.
D. Formulation of the problem
Regarding the fact that in teaching young learner teacher needs an attractive strategy to apply, this paper wants to address a question which is how are the implementations of classroom strategies in teaching English as Foreign Language to young learner?
E. Objective of the paper
This paper is aimed on providing information about how classroom strategies used as an appropriate way to teach English as Foreign Language to young learner. All of the strategies for teaching and learning activity also consider about its benefit. Therefore, this paper also states the benefit of using classroom strategies as an attractive teaching and a fun way.
F. Benefits of the paper
This paper hopefully can be useful for teachers or teacher candidates as a part of creating an enjoyable learning environment in teaching English as Foreign Language to young learner.
II. REVIEW OF LITERATURE
As stated by Helena Agustin in her paper entitled Competence, Process, and Assessment Standards: Towards autonomy in ELT, there are four literacy levels implemented in Curriculum Based Competence. They are performative, functional, informational, and epistemic level. Performative level is implemented in Elementary School, whereas functional level is applied in Junior High School. She goes to say that informational level is implemented in Senior High School whereas epistemic level is applied in University.
Since this paper focuses on the young learner, therefore performative level as the performing level implemented in Elementary School will be discussed deeper. According to Helena Agustin, in the performative level, learners are expected to:
• use English to access accumulated knowledge.
• use English in informal and formal contexts.
By considering the goal to achieve in teaching Elementary School students, teacher should be able to apply appropriate technique and strategy to manage good classroom. However, it is not an easy job for teacher. Besides focusing on the goal to reach, teacher should also pay attention on students. As an example, teacher should be able to comprehend the characteristics of young learner. By understanding the characteristics of young learner, teacher can maximize the success of managing the classroom. As cited in www.ierg.net, young learners generally have some characteristics, such as:
• They are interested in learning activities
• They need opportunities for self-expression
• They want to take individual responsibility for learning and progress towards targets
• They have short attention span.
The understanding both goal to achieve in Elementary School grade and general characteristics of the students, teacher can start to find, choose and apply
an appropriate strategy to apply in managing classroom in teaching EFL to Senior young learner. According to Linse 2005: 187, one of the biggest challenges facing teachers of young learners is classroom management but teacher can use classroom strategies to manage the classroom.
III. DISCUSSION
A. Classroom Management Strategies
There are some strategies in order to make a fun and effective classroom, which are:
1. Establish clear rules at the beginning of the year
At the first time teacher meets with the students in the classroom, it is better to make the rules between teacher and students. It should be made by both of the teacher and the students. It is better because young learner will appreciate knowing what your expectations are. If they have known about which activity is not allowed and which is allowed so that they will try to behave well.
Whenever possible, the rules should be consistent among different teachers. It is importance because young learner has an imitation character. Although they have known the rules, but if there are some friends act in a bad way, young learner will easily follow their bad attitude. If all off the teacher and students in every class have the same rules, teacher will easily give a warning if one of the students break the rules. Besides, the consequences for breaking the rules should also be consistent among the faculty and staff.
Communicate the rules to learners as well as their parents are also an important role in learning process. Young learner has low ability in catching an announcement so that it is better to give the announcement in two ways. The first way is orally. It is done in the classroom together with other students. In this part, teacher can explain more about each rule. And the second way is giving the rules in a written form. It is given to the parents so that parents will object a warning that is given to their children.
2. Teach the concept of appropriate and inappropriate behavior
The terms good behavior and bad behavior are relative and can be problematic. Make sure you comment on the appropriateness of your learners’ behavior and not on the children themselves. So that tries to use the language carefully. For example, Tedi is running in the classroom. Teacher should give the comment on Tedi’s attitude not on the Tedi his self. The comment should be “Tedi, running in the classroom is not good.” The comment is not “Tedi, you are bad.” Correcting behavior and providing feedback is important. The feedback should be specific and related to what they are doing.
3. Offer rewards judiciously
Rewards are given for good work. It is important to instill in the learners some sense of pride in their own accomplishment rather than a reliance on external gratification. But, teacher must think twice to give a reward for their students. They should think about the positive and negative effect of the reward given. Issue of candy or chocolate as a regular reward is not good for children. Their parents may forbid their children to eat candy or chocolate because both of them can damage their teeth. One of the examples of good rewards is giving a “star” that is made by kertas emas. It is cheap and students will be happy to have one of the “starts”.
4. Plan more than you think you will need
Always be sure to have enough activities to keep children engaged, paying attention, or on-task. Nothing leads to chaos more quickly than children who don’t have anything to do. One of the characters of children is do not have long attention spans and easily get bored so teacher must have many plans of activity to fulfill the learning process. Not every child is going to enjoy or learn from the same type of activities. In this case, teacher should have a trick in solving this problem. There are some children who like in a noisy activities but the other may like a quiet activities. So that teacher is better to use large group, small group and individual activities one after another. It is because it can cover the children’s entire characteristic.
5. Know when to use L1
It is in the English class, so minim using the first language. Teacher should use first language only in emergency situations such as there is an earthquake or a fire. The language of instruction should stick in English because it is the effective method to improve students’ vocabulary. Although teacher speaks very slowly and gives a demonstration, it helps students in understanding the English.
B. Two types of problematic behavior
There are two types of problematic behavior in young learner which are children who are disruptive and children who turn inward. To solve those two types of children behavior, there are some approaches to working with problematic behavior. They are dealing with anger, strategies to help children control impulses, thinking about inward children and building on strengths.
1. Dealing with anger
It’s important for children to know that it’s okay to feel angry but not okay to allow their anger to explode. There are many different reasons children feel angry such as tension at home, disappointment, frustration, feeling cornered or attacked emotionally. Try to empathize with a child’s feelings and show the empathy. At the same time you can bring a broader perspective and calmness to the situation that may enable the child to think more clearly.
2. Strategies to help children control impulses
Teacher should help students to acknowledge the problem. Consider that expectations at home may be different from those at school. Help children understand what is expected of them in the classroom and how they can meet those expectations. Besides, observe the children if there is a problem between children. When you speak to a child once about a specific undesirable behavior, make it clear that if he or she chooses to repeat that behavior, there will be consequences.
3. Thinking about inward children
Children who turn inward tend to fall between the cracks because they make so little noise. A particular quiet child may barely tune in to classroom activities. Sometimes inward children get caught up in a cycle unsure of what to do and how to do it even when they are willing to try. The steps teacher takes to show a child you’re interested the efforts you make to bridge the gap, whether it is a meeting of minds or of smiles may positively affect the child not only this year, but for years and years to come.
4. Building on strengths
If teachers are having difficulty with a particular student, try to step back and observe her as if teachers have never seen her before. Write down as many positive qualities or strengths as you can. Note a few behaviors you wish could change. Concentrate on only rewarding the positive for a day or two. Keep the positive reinforcement going as long as you can, then choose one of the behaviors you’re hoping you can change.
IV. CONCLUSION
A. Summary
English as Foreign Language is one of the subjects to learn for young learner in Indonesia. The aim of the implementation is to achieve the performative level of performance which is expected students to be able to use English to access accumulated knowledge and use English in informal and formal contexts.
Unfortunately, beyond the implementation, the fact that not all pupils enjoy learning English occurs. Besides the students should face new language for them to learn, the way of teaching often existing which is purely only transferring knowledge takes part in forming the stressful environment to students. The stressful environment, therefore, takes part in how successful the students receive the lesson. Students who are already in stressful and boredom environment will not be easy to receive the lesson. If they are bored, unconsciously, they will refuse the lesson.
Realizing that fact, teacher should find a strategy to attract students’ attention to learn EFL by managing the classroom. Moreover, some strategies are used in order to motivate students in joining the learning process.
B. Implication
This paper will give more information about using strategies in managing classroom for young learner. It is importance because it can influence their motivation in joining the learning process.
C. Suggestion
The classroom strategies for young learner are an effective way to increase students’ ability in English so that the writer suggests to the teachers or teachers candidate to use classroom strategies if they are going to teach young learner.
REFERENCES
http://www.eslcafe.com/idea/index.cgi?display:998385852-2522.txt
http://www.ierg.net/confs/2004/Proceedings/Kusumarasdyati.pdf
Clarizio, Harvey F.1934.Toward Positive Classroom Discipline.Canada:John Wiley & Sons, Inc.
nothing special
this is a special day for us,, but you treat me as other people...
where is your care?? I cannot feel it...
OR you just forget all the things between us... may be,, throw all of the memories away....????
I have done my part,, my best I can do..
where is your care?? I cannot feel it...
OR you just forget all the things between us... may be,, throw all of the memories away....????
I have done my part,, my best I can do..
sedih
saat yg kayak gini pengennya ada yg merhatiin... banyakk tugas,, besok ujian,, lagi sakit,, harus 2 kali bolak bolak rumah sakit...
yaahhh,, positive thinking aja lahh.... mungkin lagi sibuk sampai gaa sempet tanyaa kabarr :D
yaahhh,, positive thinking aja lahh.... mungkin lagi sibuk sampai gaa sempet tanyaa kabarr :D
Minggu, 17 Oktober 2010
bosen
merasakan titik jenuh kuliah.. tugas rasanya bukan lagi beban dalam kuliah tapi menjadi makanan sehari-hari yang harus selalu dikerjakan.. kadang aku ngrasa kalau rutinitasku sangatlah monoton... yaaaa,, emg tugas yang diberikan pasti ada manfaatnyaa... tapi rasanyaa bosen dengan semua rutinitas yang ga ada akhirnyaa... pengen cepet melalui proses yang panjang ini.... tapi masalah muncul di saat study'ku di tahun akhir...
hanyaa doa dan keajaiban yang bisa membantuku...
ternyata semakin tinggi masa kuliah,, bukannya semakin santai tapi semakin rumit dan ribet....
KULIAH tidak seenak dan seasyikk yang ku bayangkan...
but,, it is my choice and I have to take the consequence..
-tangan Tuhan pasti siap menopangku-
hanyaa doa dan keajaiban yang bisa membantuku...
ternyata semakin tinggi masa kuliah,, bukannya semakin santai tapi semakin rumit dan ribet....
KULIAH tidak seenak dan seasyikk yang ku bayangkan...
but,, it is my choice and I have to take the consequence..
-tangan Tuhan pasti siap menopangku-
Senin, 14 Juni 2010
kesalah pahaman
selasa siang,, June 15, 2010
pulang dari kampus pengennya sih ngajak sang pacar makan bareng... eehh,, sampai rumah malah terima sms yg sngatlah membuat kaget... alhasil gaa jadi makan bareng malah pertengkaran yg ada... sangatlah menyedihkan,, rumit dan membuat kecewa...
kesalahanku yg membuat semua jadi runyam.. ini salah satu sifat jelekku... sering nglakuin salah tapi jarang sadar kalau salah... DAMN!!!!!!
berharap semua akan baik2 aja... semoga dia mau maafin dan aku ga ngulangi semua salahku... pengen kayak hari2 kemarin... sangatlah merasakan kenyamanan dan kedamaian...
ohh God helps me...
wish everything will be okay...
dalam nama Yesus aku percaya semua akan baik2 saja...
pulang dari kampus pengennya sih ngajak sang pacar makan bareng... eehh,, sampai rumah malah terima sms yg sngatlah membuat kaget... alhasil gaa jadi makan bareng malah pertengkaran yg ada... sangatlah menyedihkan,, rumit dan membuat kecewa...
kesalahanku yg membuat semua jadi runyam.. ini salah satu sifat jelekku... sering nglakuin salah tapi jarang sadar kalau salah... DAMN!!!!!!
berharap semua akan baik2 aja... semoga dia mau maafin dan aku ga ngulangi semua salahku... pengen kayak hari2 kemarin... sangatlah merasakan kenyamanan dan kedamaian...
ohh God helps me...
wish everything will be okay...
dalam nama Yesus aku percaya semua akan baik2 saja...
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