Lesson Plan - Narrative for SHS

This is the Lesson Plan I made with my partner - Diana Puji Utami, when we were doing Teaching Practicum in Satya Wacana Christian Senior High School. I hope this lesson plan can inspire the other English teachers. :)

^{I. STANDARD COMPETENCE}      

Students are able to :

1.    Understand the meaning in a short functional and monologue text in the forms of narrative, explanation, and discussion in the real – life context (Listening)

2.    Convey the meaning in short functional and monologue texts in the forms of narrative, explanation, and discussion in the real – life context (Speaking).

3.    Understand the meaning of functional functional texts and essays in the forms of narrative, explanation, and discussion in the real-life context and access knowledge (Reading).

4.    Convey the meaning in written monologue textsin the forms of narrative, explanation, and discussion accurately, fluently, and acceptably in the real – life context (Writing).

^{II. BASIC COMPETENCE}

Students are able to:

1.    Respond the meaning in the monologue texts using various spoken language accurately, fluently, and acceptably in the real-life context in the forms of narrative, explanation, and discussion (Listening).

2.    Convey the meaning in the monologue texts using various spoken language appropriately, fluently, and acceptably in the real-life context in the forms of narrative, explanation, and discussion (Speaking).

3.    Respond the meaning and rhetorical sequences in the essay using various written language accurately, fluently, and acceptably in the real-life context and access the knowledge in the texts in the forms of narrative, explanation, and discussion (Reading).

4.    Convey the meaning and rhetorical sequences in the monologue texts by using various written language accurately, fluently, and acceptably in the real-life context in the texts in the forms of narrative, explanation, and discussion (Writing).

^{III. LEARNING OBJECTIVE}

1.      Given listening exercise, students in a group of 4-5 students are able to fill in blanks with the noun phrases they hear correctly.

2.      Given a narrative story of “The Man and the Serpent”, students individually are able to underline the noun phrases in the text.

3.      Given a sentence using a transition word, students individually are able to continue the sentence by using an appropriate transition word orally and accurately.

4.      Given Gap – filling worksheets about narrative text, students in a group are able to identify the use of transition words correctly.

5.      Given comprehension questions about the Narrative text, students indivudually are able to answer the question correctly.

^{IV. LEARNING INDICATORS}

At the end of the lesson, students are able to:

1.      fill in the blanks of a narrative text in a group of 4-5 students by listening to the recording with 100% accuracy

2.      underline noun phrases in the narrative story of “The Man and the Serpent” accurately

3.      continue the sentence by using an appropriate transition word orally and accurately when given a sentence using a transition word

4.      identify the use of transition words correctly when given gap – filling worksheets about narrative text

5.      answer the question individually correctly when given comprehension questions about the Narrative text 

^{V. TEACHING MATERIALS}

1.      Recording of the story “The Wolf in the Sheep’s Clothing” (attached on CD)

2.      Listening worksheet (attachment 2)

3.      A narrative text of “The Man and the Serpent” (attachment 5)

4.      30 Transition gap – filling worksheets (attachment 7) from the Narrative text  “Please All and You Will Please None”.

5.      A narrative text of “Please All and You Will Please None” taken from a handbook Look Ahead (attachment 10).

6.      30 worksheets included the comprehension questions (attachment 8).

^{VI. TEACHING AID}

1.      Power Point Presentation: explanation, example, and answer keys (attachment 11)

 ^{VII. TEACHING METHODS}

·         Communicative Language Teaching (CLT)

·         Present, Practice, Produce (PPP)

 ^{VIII. TEACHING PROCEDURES}

NO	ACTIVITIES					TIME	TEACHER’S NAME
	TEACHER		STUDENTS
Pre-Teaching (4 minutes)
1.	Greets and checks students’ attendance list		Respond the teacher		3’		Sharon and Diana
2	Gives information about the topic and sub-topic to discuss in the class		Pay attention to the teacher’s explanation		1’		Sharon and Diana
Whilst-Teaching ( 81 minutes)
1	Gives instruction about listening exercise (attachment 1)		Pay attention to the instruction		1’		Sharon
2	Distributes the worksheet of listening exercise (attachment 2)		Receive the worksheet		1’
3	Plays the recording of “The Wolf in Sheep’s Clothing” (attached on CD) twice and asks students to fill in the blanks		Listen to the recording and fill in the blanks		10’
4	Asks students to exchange their answer sheet and discuss the answer together		Exchange their answer sheet and discuss the answer together		3’
5	Asks students to recall their knowledge about Noun Phrase		Recall their knowledge about Noun Phrase		2’
6	Explains about Noun Phrase (attachment 3)		Pay attention to the teacher explanation		5’
7	Gives instruction about the Exercise 2 (attachment 4)		Pay attention to the instruction		1’
8	Distributes the worksheet of Exercise 2 (attachment 5)		Receive the worksheet		1’
9	Asks students to do the Exercise 2		Do the Exercise 2		10’
10	Asks students to exchange their answer sheet and discuss the answer together		Exchange their answer sheet and discuss the answer together		3’
11	Summarizes the previous materials and leads students to the next material (Transition words).		Pay attention		2’		Diana
12	Builds students’ background knowledge about (Transition words)by asking students and writes the words on the board.		Respond the teacher		5’
13	Asks students to repeat the transition words on the board.		Repeat the teacher		2’
14	Points one student to create a sentence using a transition word on the board and asks the other student to continue the sentence by using the transition word also.		Create and continue the sentence		3’
15	Distributes agap – filling exercise of transition words (attachment 6)and ask students to work in a group of three.		Receive the worksheet		1’
16	Explains the instruction of the exercise (attachment 7)		Pay attention		1’
17	Asks students to do the exercise		Do the exercise		5’
18	Discusses the exercise as a whole class by asking a student to read each paragraph.		Read their work		6’
19	Asks students to open their handbook (attachment 10) and leads them to the next activity.		Open and Pay attention		1’
20	Distributes reading comprehension worksheets for students (attachment 8) as a quiz.		Receives the worksheets		1’
21	Explains the instruction of the quiz (attachment 9)		Pay attention		1’
22	Asks students to do the reading comprehension quiz individually.		Do the quiz		10’
23	Discusses the answer as the whole class by asking students to exchange their work with other friends.		Discuss the answer		5’
24	Asks students to count the score of the worksheet they corrected to be submitted and graded.		Score and submit the worksheets		1’
Post-Teaching ( 5 minutes)
1		Summarizes today’s lesson		Pay attention		2’	Sharon and Diana
2		Asks students whether there is any question or not		Respond the teacher’s question		2’	Diana
3		Gives information about the material for the next meeting		Pay attention		0,5’	Sharon
4		Greets students		Greet the teacher		0,5’	Sharon and Diana
TOTAL						90’

 ^{IX. TEACHING SOURCES}

1.      English handbook “Look Ahead” for third year of Senior High School

2.      English handbook “Developing English Competency” for Senior High School Grade XII

^{X.  TEACHING ASSESSMENT}

1.      Instrument

Indicator	Technique	Format	Instrument	Score
-       Students are able to find noun phrases in the narrative story of“The Man and the Serpent” accurately -       Students are able to answer the question individually correctly when given comprehension questions about the Narrative text.	Written Written	Text True false and Short Answer Question	Underline the Noun Phrases 5 True False and 5 Short Answer Question	100 100

2.      Rubric

a)      Exercise 2 – Underline the noun phrases

Description	SCORE
One Correct Answer	1
One Incorrect Answer	0

Total Score : (13 correct answer : 13) x 100 points = 100

b)     Reading Comprehension

Description	SCORE
One Correct Answer	10
One Incorrect Answer	0

Total Score : 10 correct answer x 10 points = 100 points

 ^{XI. ANSWER KEYS}

1.      Listening Exercise

The Wolf in Sheep’s Clothing

A wolf found (1) great difficulty in getting at the sheep owing to (2) the vigilance of the shepherd and (3) his dogs. But one day it found (4) the skin of a sheep that had been flayed and thrown aside, so it put it on over its pelt and strolled down among the sheep. The lamb that belonged to the sheep, whose skin the wolf was wearing, began to follow the wolf in (5) the sheep’s clothing; so leading the lamb a little apart, he soon made (6) a meal of her, and for some time he succeeded in deceiving the sheep and enjoying (7) hearty meals.

2.      Exercise 2

The Man and the Serpent

A Countryman’s son by accident trod upon a Serpent’s tail, which turned and bit him so that he died. The father in a rage got his axe, and pursuing the Serpent, cut off part of its tail. So the Serpent in revenge began stinging several of the Farmer’s cattle and caused him severe losses. Well, the Farmer thought it best to make up with the Serpent, and brought food and honey to the mouth of its lair, and said to it: “Let’s forget and forgive; perhaps you were right to punish my son, and take vengeance on my cattle, but surely I was right in trying to avenge him; now that we are both satisfied why should not we be friends again?”

“No, no,” said the Serpent; “take away your gifts; you can never forget the death of your son, nor I forget the loss of my tail.”

3.      Exercise – Gap Filling

Please All and You Will Please None

A Man and his son were once going with their Donkey to market. As they were walking along, a countryman passed them and said: "You fools, what is a Donkey for but to ride upon?"

So the Man put the Boy on the Donkey and they went on theirway.  But soon they passed a group of men, one of whom said: "See that lazy youngster, he lets his father walk while he rides."

So the Man had his Boy get off, and got on himself.But they hadn't gone far when they passed two women, one of whom said to the other: "Shame on that lazy lout to let his poor little son trudge along."

The Man didn't know what to do, but at last he took hisBoy up before him on the Donkey.  By this time they had come to the town, and the passers-by began to jeer and point at them. The Man stopped and asked what they were scoffing at.  The men said: "Aren't you ashamed of yourself for overloading that poor donkey with you and your hulking son?"

The Man and Boy got off and tried to think what to do.  They thought and they thought, till at last they cut down a pole, tied the donkey's feet to it, and raised the pole and the donkey to their shoulders.  They went along amid the laughter of all who met them till they came to Market Bridge, when the Donkey, getting one of his feet loose, kicked out and caused the Boy to drop his end of the pole.  In the struggle the Donkey fell over the bridge, and so did The Man and The Boy.

Finally an old man who had followed them said, "That will teach you: Please all, and you will please none.”

4.      Reading Comprehension

I.         True/False

1.      False

2.      True

3.      False

4.      False

II.      Comprehension Question

5.      The man, the son, the donkey, and group of people(passers - by)

6.      Because the man and the son took a donkey but they did not get on it.

7.      Because there was a countryman saying them ‘fools’ not to get on the donkey.

8.      They cut a pole and tied the donkey’s feet to it and raised the pole and the donkey to their shoulders.

9. The word ‘it’ refers to the word ‘pole’

10. To entertain / amuse the readers about the story.

Salatiga, 27 August 2013

      English Teachers,

Diana Puji Utami                                                                                   Sharon Angela Ivana S.

ATTACHMENT 1 – Guideline

Listening Exercise – Fill in the Blanks by Arranging Jumbled Noun Phrases

Aim     : to enable students in filling in the blanks with the noun phrases that they hear correctly

Time   : 10 minutes

Level   : Senior High School Grade XII

Preparation

1.      Recording of “The Wolf in Sheep’s Clothing” (attached on CD)

2.      Incomplete story text of “The Wolf in Sheep’s Clothing” (attachment 2)

3.      6 blank paper

4.      6 envelopes

Procedure

1.      Asks students to make a group of 4-5 students

2.      Distributes worksheet of listening exercise and jumbled noun phrases on envelope

3.      Asks students to listen carefully to the recording of “The Wolf in Sheep’s Clothing” and arrange jumbled noun phrases on the blank paper given

4.      Plays the recording of “The Wolf in Sheep’s Clothing” twice and asks students to compete with other groups and arrange the jumbled noun phrase in correct order

5.      Asks the group who has done to say “BINGO!”

6.      Discusses the answer as a whole class

ATTACHMENT 2 – Worksheet

Listening Exercise – Fill in the Blanks

The Wolf in Sheep’s Clothing A wolf found (1) __________ in getting at the sheep owing to (2) __________ and (3) ____________. But one day it found (4) ____________ that had been flayed and thrown aside, so it put it on over its pelt and strolled down among the sheep. The lamb that belonged to the sheep, whose skin the wolf was wearing, began to follow the wolf in (5) ____________; so leading the lamb a little apart, he soon made (6) ____________, and for some time he succeeded in deceiving the sheep and enjoying (7) ____________.

The Wolf in Sheep’s Clothing A wolf found (1) __________ in getting at the sheep owing to (2) __________ and (3) ____________. But one day it found (4) ____________ that had been flayed and thrown aside, so it put it on over its pelt and strolled down among the sheep. The lamb that belonged to the sheep, whose skin the wolf was wearing, began to follow the wolf in (5) ____________; so leading the lamb a little apart, he soon made (6) ____________, and for some time he succeeded in deceiving the sheep and enjoying (7) ____________.

The Wolf in Sheep’s Clothing A wolf found (1) __________ in getting at the sheep owing to (2) __________ and (3) ____________. But one day it found (4) ____________ that had been flayed and thrown aside, so it put it on over its pelt and strolled down among the sheep. The lamb that belonged to the sheep, whose skin the wolf was wearing, began to follow the wolf in (5) ____________; so leading the lamb a little apart, he soon made (6) ____________, and for some time he succeeded in deceiving the sheep and enjoying (7) ____________.

The Wolf in Sheep’s Clothing A wolf found (1) __________ in getting at the sheep owing to (2) __________ and (3) ____________. But one day it found (4) ____________ that had been flayed and thrown aside, so it put it on over its pelt and strolled down among the sheep. The lamb that belonged to the sheep, whose skin the wolf was wearing, began to follow the wolf in (5) ____________; so leading the lamb a little apart, he soon made (6) ____________, and for some time he succeeded in deceiving the sheep and enjoying (7) ____________.

great	difficulty	his	dogs	hearty	meals
the	vigilance	of	the	shepherd
the	skin	of	a	sheep
the	sheep’s	clothing
a	meal	of	her

great	difficulty	his	dogs	hearty	meals
the	vigilance	of	the	shepherd
the	skin	of	a	sheep
the	sheep’s	clothing
a	meal	of	her

great	difficulty	his	dogs	hearty	meals
the	vigilance	of	the	shepherd
the	skin	of	a	sheep
the	sheep’s	clothing
a	meal	of	her

ATTACHMENT 3

NOUN PHRASE EXPLANATION

A phrase is a noun and its modifiers. Noun can be modified by adjectives, articles, determiners, participles and infinitives.

The word that is modified is often called the head word. Words that come before the head word are called premodifiers. Words that come after it are called postmodifiers.

Topic:	Premodifier	Noun	Postmodifier
Possessive Noun Adjective Adjective of Comparison Adjective Clause Noun Present Participle Past Participle Prepositional Phrase	(the) girl's (a) big (the) eldest (the) crocodile (the) dining (the) cursed	Stepmother belly daughter (the) water man room goddess (a) hole	where he caught himself a lot of fish in the entrance

Another example:

·         An old grandmother

·         A gold snail

·         The eldest daughter

·         The fence hole

·         An awful beggar

·         A handsome man

·         Delicious food on the table

ATTACHMENT 4 – Guideline

Activity 2 – Underline the Noun Phrases

Aim     : to enable students in underlining the noun phrases in the narrative text of “The Man and the Serpent”

Time   : 10 minutes

Level   : Senior High School Grade XII

Preparation

1.      Narrative text of “The Man and the Serpent”(attachment 5)

Procedure

1.      Asks students to work individually

2.      Distributes worksheet of Exercise 2

3.      Asks students to underline noun phrases in the story text of “The Man and the Serpent”

4.      Asks students to exchange their work and discuss the answer as a whole class

ATTACHMENT 5 – Worksheet

Activity 2 – Find the Noun Phrases

Name : ____________________                                                     Class/No.: ______________ The Man and the Serpent A Countryman’s son by accident trod upon a Serpent’s tail, which turned and bit him so that he died. The father in a rage got his axe, and pursuing the Serpent, cut off part of its tail. So the Serpent in revenge began stinging several of the Farmer’s cattle and caused him severe losses. Well, the Farmer thought it best to make up with the Serpent, and brought food and honey to the mouth of its lair, and said to it: “Let’s forget and forgive; perhaps you were right to punish my son, and take vengeance on my cattle, but surely I was right in trying to avenge him; now that we are both satisfied why should not we be friends again?” “No, no,” said the Serpent; “take away your gifts; you can never forget the death of your son, nor I forget the loss of my tail.”

Name : ____________________                                                     Class/No.: ______________ The Man and the Serpent A Countryman’s son by accident trod upon a Serpent’s tail, which turned and bit him so that he died. The father in a rage got his axe, and pursuing the Serpent, cut off part of its tail. So the Serpent in revenge began stinging several of the Farmer’s cattle and caused him severe losses. Well, the Farmer thought it best to make up with the Serpent, and brought food and honey to the mouth of its lair, and said to it: “Let’s forget and forgive; perhaps you were right to punish my son, and take vengeance on my cattle, but surely I was right in trying to avenge him; now that we are both satisfied why should not we be friends again?” “No, no,” said the Serpent; “take away your gifts; you can never forget the death of your son, nor I forget the loss of my tail.”

ATTACHMENT 6 - Exercise Guideline

Transition Words– Gap Filling

Aim                 : To check students’ understanding in using transition words in a narrative text

“Please All and You Will Please None”(attachment 10) correctly.

Participants    : Students work the exercise in a couple or a group of 3 students.

Time               : 5 minutes

Preparation    :

·         30 Transition gap – filling worksheets (Attachment 7) from the Narrative text  “Please All and You Will Please None”.

Procedure      :

·         The teacher asks students to work in a group of 2 – 3 students.

·         The teacher distributes the gap – filling worksheets toeach group.

·         The teacher explains the instruction of the exercise and asks them if there is any unfamiliar or difficult vocabulary.

·         Then, the teacher asks students to do the exercise within 5 minutes.

·         After that, the teacher discusses the answer as a whole class by asking some students to read one paragraph of the text.

ATTACHMENT 7 - Exercice

Transition Gap – Filling Worksheet

Please fill in the gap below by choosing one correct transition word provided.

*the word can be used more than onceif needed.

 Once                So                    Soon                At Last                                    Finally

Please All and You Will Please None

  A Man and his son were __________ going with their Donkey to market.As they were walking along, a countryman passed them and said: "You fools, what is a Donkey for but to ride upon?"

_________ the Man put the Boy on the Donkey and they went on theirway.  But ________ they passed a group of men, one of whom said: "See that lazy youngster, he lets his father walk while he rides."

________ the Man had his Boy get off, and got on himself.But they hadn't gone far when they passed two women, one of whom said to the other: "Shame on that lazy lout to let his poor little son trudge along."

The Man didn't know what to do, but _______ he took his Boy up before him on the Donkey.  By this time they had come to the town, and the passers-by began to jeer and point at them. The Man stopped and asked what they were scoffing at. The men said: "Aren't you ashamed of yourself for overloading that poor donkey with you and your hulking son?"

The Man and Boy got off and tried to think what to do.  They thought and they thought, till _______ they cut down a pole, tied the donkey's feet to it, and raised the pole and the donkey to their shoulders.  They went along amid the laughter of all who met them till they came to Market Bridge, when the Donkey, getting one of his feet loose, kicked out and caused the Boy to drop his end of the pole.  In the struggle the Donkey fell over the bridge, and so did The Man and The Boy.

_________ an old man who had followed them said, "That will teach you: Please all, and you will please none.”

ATTACHMENT 8 - Quiz

Reading Comprehension Worksheet

Name   : _________________________                                Class/No : _______________

I.     Decide whether the following statements are True or False! Write T or F in the brackets!

1.      The boy let his father walk while he rode.                                                                  [    ]

2.      Both the man and the boy got on the donkey, then.                                                  [    ]

3.      Finally, The man, the boy, and the donkey walk together.                                        [    ]

4.      The donkey fell over the bridge.                                                                                 [    ]

II.  Answer the the following questions!

5.      Who were involved in the story?

_____________________________________________________________________

6.      Why did the countryman consider the man and his son fools?

_____________________________________________________________________

7.      Why the man asks the boy to ride on the donkey?

_____________________________________________________________________

8.      How did the man and the boy do to take the donkey?

_____________________________________________________________________

9.      What does the word “it” in paragraph 5, line 3, refer to?

_____________________________________________________________________

10.  What is the main purpose of the story?

_____________________________________________________________________

Good Luck J

ATTACHMENT 9 – Quiz Guideline

Reading Comprehension

The purpose                : To check students’ comprehension on reading of a given text, “Please All and You Will Please None”(attachment 10).

Participants                            : All twelfth grade students (Science class 1).

Time Allocation         :10 minutes

Preparation                            :

·         A text of “Please All and You Will Please None”taken from a handbook Look Ahead.

·         30 worksheetsincluded the questions (attachment 8).

Procedures                 :

·         The teacher asks some students to read each paragraph of the text “Please All and You Will Please None” from students’ handbook.

·         After that, the teacher asks students whether there are any difficult vocabulary in the text.

·         Next, the teacher distributes the worksheets and question sheets for each students.

·         The teacher gives a chance for students to read the questions first and to ask if there is difficult vocabulary of the questions.

·         The teacher asks students to answer the question in the worksheet within 10 minutes.

·         Then, the teacher asks students to exchange their worksheets with other friends.

·         The teacher discusses the answers in a whole class. One correct answer will be worth 10 points and an incorrect answer will be zero.

·         The teacher asks students to count the total point of the worksheet they corrected.

·         The teacher takes the worksheets back to be graded as a quiz.

ATTACHMENT 10 – Narrartive text

Please All and You Will Please None

A Man and his son were once going with their Donkey to market. As they were walking along, a countryman passed them and said: "You fools, what is a Donkey for but to ride upon?"

So the Man put the Boy on the Donkey and they went on their way.  But soon they passed a group of men, one of whom said: "See that lazy youngster, he lets his father walk while he rides."

So the Man had his Boy get off, and got on himself. But they hadn't gone far when they passed two women, one of whom said to the other: "Shame on that lazy lout to let his poor little

son trudge along."

The Man didn't know what to do, but at last he took his Boy up before him on the Donkey. By this time they had come to the town, and the passers-by began to jeer and point at them. The Man stopped and asked what they were scoffing at. The men said: "Aren't you ashamed of yourself for overloading that poor donkey with you and your hulking son?"

The Man and Boy got off and tried to think what to do. They thought and they thought, till at last they cut down a pole, tied the donkey's feet to it, and raised the pole and the donkey to their shoulders.  They went along amid the laughter of all who met them till they came to Market Bridge, when the Donkey, getting one of his feet loose, kicked out and caused the Boy to drop his end of the pole.  In the struggle the Donkey fell over the bridge, and so did the man and the boy.

            Finally an old man who had followed them said, “That will teach you: Please all, and you will please none."

What Would Jesus Do

Saat keadaan baik-baik saja, dengan mudah kita berkata "TUHAN adalah Gembalaku yang baik".. Tapi bagaimana jika kita sedang mengalami hal yang buruk? Bisa kah kita tetap memuji Tuhan? Bisa kah kita tetap bersyukur? Bisakah kita tetap berdoa mengandalkan TUHAN?

naah... Seringkali dalam keadaan dalam masalah, kita salah mengajukan doa kita kepada TUHAN..

Pertanyaan yang sering muncul ketika kita berdoa adalah:
"APA YANG HARUS AKU LAKUKAN, TUHAN?"
Pertanyaan tersebut adalah pertanyaan yang salah,, Dalam pertanyaan itu terkandung makna bahwa kita yang bekerja, mengandalkan pemikiran, point of view, kekuatan kita.. Yang seharusnya kita tnya dalam doa kita adalah:
"APA YANG AKAN ENGKAU LAKUKAN, TUHAN?"

Pertanyaan ini mengundang TUHAN untuk lebih bekerja dalam kehidupan kita, kita minta sudut pandang ALLAH dalam menghadapi persoalan.. Dan tentunya kita sebagai anak-Nya mau kehendak TUHAN yang jadi atas kehidupan kita..

Jadi, mulailah mengganti pertanyaan dalam doa kit supaya kehendak TUHAN sajalah yang jadi dalam kehidupan kita..

Do not worry to much.. 1 Korintus 10: 13

God bless you..

Don't give up so easily! You still have your own knees to pray!

Pi-eS #Bulan Pertama

Pi-eS

Edisi: Bulan Pertama+

Tiga bulan bekerja di Sekolah Tunas Daud Denpasar dengan status SINGLE membuat guru-guru menjadi "agen perjodohan".. Dari yang bercanda (kenalin para "Mr. Single" di event ultah sekolah) sampai ke yang serius (kenalin ke adeknya).. :p Aku si seneng-seneng aja, berasa like a Princess.. Hihihi.. Yang mau jodohin serius itu aja awalnya ga kaya' serius.. Maklumlah guru satu ini susah dibedain kapan ngomong serius dan kapan ngomong bercanda.. (Peace pak! :D)Karena aku mikirnya cuma bercandaan, aku ga yang terlalu mikirin.. eee ternyata beneran dikenalin.. :o

Perkenalan Sederhana

Perkenalan sederhana dimulai dengan berderingnya handphone ku bulan Oktober lalu... Ya mungkin bekisar di minggu pertama.. Awalnya si males kenalan sama ni cowo.. Kenapa? Kar'na maen telpon2 aja.. Dari mana coba aku mau angkat telponnya kalo ga tau dia ini adek nya pak Guru.. (Heran juga napa ga SMS dulu to tell who he is) Keesokan paginya, pak Guru datang dan bertanya kenapa telpon dari adeknya ga diangkat... Baru dah nyadar kalo yang nelpon kemarin itu adeknya..

Terkesan tidak pantang menyerah, adeknya pak Guru ini nelpon lagi.. Jelas, ga tak angkat.. Walaupun sudah tau tu nomor adeknya Pak Guru, tetep aja males kenalan via telpon.. :D Akhirnya SMSlah dia (agak lupa si duluan aku yang SMS karna penasaran, atau dia duluan).. SMSan deh kami berdua, tapi Ga-Je, alias Ga Jelas.. Tiba-tiba dia ga bales SMS ku, aneh bin ajaib, mau kenalan tapi SMSnya ga dibales.. Karna ga ambil pusing, ya terserahlah ya dia mau bales ato ga.. Yang penting aku udah baik mau SMS.. :D

Perjumpaan Simpel

Display Picture of Peter Udayana

Besok2nya itu SMS lagi dia.. Singkat cerita si dia minta pin BBM n ngajak ketemuan.. Bener males dah ketemu ma cowo, sendirian pula.. Mana ngajak ketemunya di Lumintang, sekalian jogging.. Ya ampun.. *trauma pingsan abis jogging* Nolak.. Nolak.. Nolak.. Muncullah pikiran untuk mengajukkan tempat yang sekiranya cowo males ke sana, GRAMEDIA.. Pikirku si jaranglah cowo yang mau ketemuan di toko buku.. Ternyata aku salah besar.. Dia malah suka banget ke toko buku! Terpojoklah dan mau ga mau ketemu sama dia.. Hari itu hari Kamis, tapi lupa tanggal berapa.. :D

Tadinya janjian aku pake seragam kerja, tapi karna ada satu-dua hal aku ke Gramedia pake baju maen (ga bilang-bilang ke dia).. Dan si dia gaya banget bilang sudah hapal muka ku jadi dia ga bakal susah-susah buat nemuin aku..

Sesampainya aku di Gramedia, berkelilinglah aku melihat-lihat buku-buku, peralatan kantor, dkk.. Beberapa menit berlalu membuat aku sampai ke bacaan anak-anak.. Tiba-tiba ada sesosok laki-laki yang menghampiri (lumayan kaget juga).. Ngobrollah kami mengitari Gramedia itu.. Dia yang lebih dominan ngomong (ga begitu suka ngomong juga si akunya), he seems know everything.. Sampai pada saatnya dia nawarin untuk makan di SS (gegara dia baca status ku di BBM yang pingin maem ca jamur khas SS).. Because I feel so comfortable and safe (I don't know why)..jadi ya OK saja buat pergi dinner berdua.. Makan bareng juga membuat aku mulai mengenal seperti apa Peter itu.. Banyak ide buat diperbincangkan.. Suka maem tempe n sambel.. Makan yang 'nyengke' without malu-malu.. Sedangkan saat-saat itu aku cuma bisa senyum liat Peter.. Dia cuma yang tanya "napa dari tadi cuma senyam senyum?" Ga tau juga si kenapa senyum-senyum aja.. Entah yang emang murah senyum, atau karna yang lain? *don't know* Setelah selesai makan, pulanglah kami..

Pertemuan di Sekolah

Dilain hari. dengan alasan jadi wali ponakan presentasi di sekolahan, dia sekalian bertemu dengan ku.. Lagi-lagi hari kamis.. Itu yang nunggunya deg-deg'an, gelisah, ga karuan lah.. *mungkin sudah mulai ada rasa tertarik dengan Peter* Kami ngobrol dan lunch bersama.. Menyenangkan.. (jujur)

Perjalanan Singkat

Di depan Hard Rock Cafe

Lalu, pada tanggal 25 Oktober 2014 kami janjian to have saturday night together.. Dan ga bayangin kalo pada akhirnya kita makan di daerah mau ke Kuta dan sekalian ke Pantai Kuta + Hard Rock Cafe (Depannya doang).. :D

Di Pantai Kuta itulah mulai ada 'benang merah'.. Yang bener-bener ngrasa klop.. Bener-bener yang enjoy, full of joy, full of happiness, secure, and comfort  saat jalan sama dia..
Sampai-sampai tidak terasa waktu hari itu sudah mau habis dan harus segera pulang..

Perbincangan Serius

Keesokan harinya, Minggu, 26 Oktober 2014 dia menemani ku makan siang di Depot Rama.. Lama-lama perbincangan kami sampai ke titik dimana kami memutuskan untuk berkomitmen.. Di malam harinya saat BBM-an pun Peter mengulang perbincangan siang itu.. Saat malam itu kami sepakat untuk serius dalam komitmen ini.. Sebutan "sayang", "honey", "I love you", dan yang paling penting "God bless you" mulai menghiasi hari-hari kami.. :)

Paket Special

First cooking gift from him <3

Hari-hari kami lalui, mulai deh tau kalo Peter ini bisa masak.. Hari itu hari Kamis (again!) 30 Oktober 2014.. Dia janji mau dateng nganter makanan.. Dan dia memasakkan sesuatu untuk ku.. Believe me! Enak banget! TOP BGT.. Laki-laki yang aku inginkan memang laki-laki yang bisa masak.. :p *langsung centangin list kriteria pendamping hidup* Yang paling menyentuh lagi, dia yang rela bawain makanan jauh-jauh dari selatan ke utara yang menempuh waktu 30 menit.. I know he wants to show how much he loves me.. :) Berapa lama pun waktu yang dia tempuh itu ga berarti. yang penting misi dia untuk memberikan cooking gift dan menunjukkan kalo dia mengasihi aku terpenuhi..

Puasa Seminggu

Dalam menjalin hubungan, temtu kami menyisipkan hal-hal rohani seperti berpuasa.. Kami memutuskan untuk berpuasa seminggu (10-16 Nov 2014).. Dalam berpuasa ini kami membawa our relationship ke dalam pokok doa agar kehendak TUHAN yang jadi dan kami sepakat untuk tidak berjumpa selama seminggu.. Luar biasanya lagi, dia menitipkan ke tetangga kamar mess mie yang enak banget (kebetulan pingin maem mie waktu itu)..

P.S

Kalo mau sebutin satu-satu itu buanyak banget hal-hal berkesan sebulan ini.. Dia yang bisa multi function; as brother, as best friend, and of course as my man.. :) Although I still don't know our future, the thing is I'm very grateful to have you.. Thank you for loving me just the way I am.. God bless you, my man.. :)

Karangan Bunga Pertama (9 Nov 2014) 

Makanan yang dibawa ke mess

Narsis di deket Pos Satpam Gereja (22 Nov)

Narsis sebelum Kebaktian KGC Dimulai  (22 Nov)

Setelah Mission Complete  (22 Nov)

23 Nov 2014

Tantangan dari Gereja  (22 Nov)

26 Nov 2014

26 Nov 2014