KELAHIRAN ALIKA KHAIRA RAMADHANI

Udah kaya buku diary aja. Ceritanya dari awal menikah aja deh. Jadi teringat momen bahagia pernikahanku itu, perkenalan yang singkat lalu diresmikan dengan pernikahan. Makasih banget sama pak Dadi, Uwa Luth, adikku si Dyah yg udh nganterin ke sekolahan sebagai assessor tata boga, dan lain lain yang berperan dalam memperkenalkan dan menjodohkanku dengan kak Mufid yang baiiik banget. Sebelum menikah tuh saya haid tanggal 23 September 2015, suci dari haid tanggal 2 Oktober 2015. Lalu 2 hari setelah masa suci, kami menikah pada tanggal 4 Oktober 2015. Nah setelah itu kan harusnya tanggal 23 Oktober (satu bulan setelah haid tgl 23 september) kan harusnya haid yah.. tapi ini belum juga haid sampai bulan November ngga haid.. maka aku tes kehamilan dengan testpack dan taraaa hasilnya positif hamil (Alhamdulillah). Kata bidanku HPHT (hari pertama haid terakhir) tanggal 23 September 2015  dan HPL (hari perkiraan lahir) tanggal 30 Juni 2016.

Masa-masa hamil tidak terlalu menyusahkan sih, tidak terasa mual hebat, tapiiiii saya selalu sakit badan entah nyeri otot atau nyeri tulang pokoknya sering pegel-pegel ngga jelas selama hamil 1-9 bulan :’( . Juga sering sakit gigi sejak hamil 2 bulan sampai hamil 4 bulan. Sakit gigi berhenti, lanjut sering batuk-batuk sejak hamil 4 bulan sampai hamil 8 bulan. Pas 9 bulan ngga kuat duduk lama-lama, ngga kuat berdiri lama-lama (tapi kalau jalan-jalan pagi kok kuat hehe), pokoknya perasaan kaya masuk angin dan nyeri otot lebih parah lagi sampai-sampai kak Mufid selalu pijitin badanku dan punggungku lebih dari 1x dalam sehari, dan itu setiap harii.. dulu-dulu sih (bulan-bulan sebelumnya) ngga tiap hari kaya gini..

Oia hampir aja lupa, waktu hamil kira-kira 5 bulan, sahabatku Dewi Fitri Mutiarasari mengajakku ikut senam hamil bersama lactamil. Lumayan kan senam hamil sambil dapet kaos, tas, susu lactamil, kupon doorprize, buku, pensil, foto-foto, makan siang, kartu ponta alfamart dan pulsa 20rb. hehe

Untungnya, alhamdulillahirobbilalamiin, ketika usia kehamilanku 35 minggu atau menjelang 9 bulan, kak mufid sedang libur panjang karena menjelang memasuki bulan suci ramadhan walau kadang tetep berangkat si karena ada penerimaan siswa baru dan sanlat (kak Mufid kerjanya jadi guru). Nah selama aku hamil tua, kak Mufid selalu menemaniku sambil membantu ibuku membuat kue kering bersama adikku juga. Kak Mufid juga ikut memasarkan kue kering tapi utk dijual lagi oleh guru di mts. Kita sering jalan jalan pagi sambil foto-foto dengan perutku yang besaar duh sangat menyenangkan sekali. Kita juga sangat menikmati gerakan-gerakan dede bayi dari dalam perutku. Benar-benar kuasa Allah ada manusia di dalam perutku, kami sangat terharu.

Selama itu pula kami sambil belanja-belanja keperluan bayi tapi serba sedikit-sedikit ngga banyak-banyak apalagi keluarga bilang pamali kalau belanja keperluan bayi kalau bayinya belum lahir. Selain itu, saya juga dikasih keperluan bayi dari sahabatku sejak SMP yaitu Gita Rosita. Saya sudah siapkan bekal untuk dibawa ketika melahirkan nanti takutnya rawat inap atau gimana. Di dalam tas pink, sudah diisi baju bayi 4, popok bayi 4, bedong bayi 4, sarung tangan dan sarung kaki bayi, topi bayi, perlak, handuk, selimut bayi, kain panjang 2, baju daster berkancing depan 2, potongan ayat quran untuk dibaca-baca suamiku, fotokopi ktp, fotokopi kartu keluarga, kartu bpjs dan buku KIA.

Oia, ini bacaan yang kita kumpulkan dan kita baca selama masa hamil, melahirkan dan pasca melahirkan :

Doa Ketika Hamil

1.    Q.S Furqan 74

رَبَّنَا هَبْ لَنَا مِنْ أَزْوَاجِنَا وذُرِّيَّتِنَا قُرَّةَ أَعْيُنٍ وَاجْعَلْنَا لِلْمُتَّقِيْنَ إِمَامًا.

“Ya tuhan kami, anugerahlanlah kepada kami dan keturunan kami sebagai penyenang hati kami, dan jadikanlah kami beriman bagi orang-orang yang bertaqwa.

2.    QS. Ali Imran 35

إِذْ قَالَتِ امْرَأَتُ عِمْرَانَ رَبِّ إِنِّي نَذَرْتُ لَكَ مَا فِي بَطْنِي مُحَرَّرًا فَتَقَبَّلْ مِنِّي ۖ إِنَّكَ أَنْتَ السَّمِيعُ الْعَلِيمُ

(Ingatlah), ketika isteri 'Imran berkata: "Ya Tuhanku, sesungguhnya aku menazarkan kepada Engkau anak yang dalam kandunganku menjadi hamba yang saleh dan berkhidmat (di Baitul Maqdis). Karena itu terimalah (nazar) itu dari padaku. Sesungguhnya Engkaulah Yang Maha Mendengar lagi Maha Mengetahui".

3.    QS. Ali Imran 38

هُنَالِكَ دَعَا زَكَرِيَّا رَبَّهُ قَالَ رَبِّ هَبْ لِي مِنْ لَدُنْكَ ذُرِّيَّةً طَيِّبَةً إِنَّكَ سَمِيعُ الدُّعَاءِ

Di sanalah Zakariya berdoa kepada Tuhannya, dia berkata: "Ya Tuhanku, berilah aku keturunan yang baik dari sisi-Mu. Sesungguhnya Engkau Maha Mendengar doa.

4.    QS. Ibrahim 40

رَبِّ اجْعَلْنِي مُقِيمَ الصَّلَاةِ وَمِنْ ذُرِّيَّتِي رَبَّنَا وَتَقَبَّلْ دُعَاءِ

Ya Tuhanku jadikanlah aku dan anak cucuku orang-orang yang tetap mendirikan shalat. Ya Tuhan kami perkenankanlah doaku.

5.    QS. Ash Shaffat: 100

رَبِّ هَبْ لِي مِنَ الصَّالِحِينَ

Ya Tuhanku, anugrahkanlah kepadaku (seorang anak) yang termasuk orang-orang yang saleh

6.    Q.S Luqman 12-19

7.    Q.S Yusuf 1-6 dan 21-35

8.    Q.S Maryam 16-40

Doa Hendak Bersalin (Melahirkan Anak)

1.    Alfatihah

2.    Ayat kursi

3.    Al-ikhlas

4.    Al-falaq

5.    An-nas

6.    Al-insyiroh

7.    Doa nabi yunus

لاَإِلٰهَ إِلاَّ أَنْتَ سُبْحَانَكَ إِنِّي كُنْتُ مِنَ الظَّالِمِيْنَ

“Tidak ada tuhan yang berhak disembah kecuali engkau maha suci engkau, sesungguhnya aku adalah termasuk diantara orang-orang yang berbuat aniaya”

8.    Doa mudah bersalin

رَبِّ يَسِّرْ وَ لاَ تُعَسِّرْ فَإِنَّ تَيْسِيْرَ كُلِّ عَسِيْرٍ عَلَيْكَ يَسِيْرٌ, اللّٰهُمَّ تَمِّمْ بِالْخَيْرِ, بِرَحْمَتِكَ يَا أَرْحَمَ الرَّاحِمْيْنَ

“Ya tuhanku, permudahkanlah dan jangan kau sukarkan karena engkaulah yang maha memudahkan, segala yang susah adalah mudah bagi-Mu, ya Allah, sempurnakanlah dengan kebaikan, dengan rahmatmu ya arhamar Rahimiin”

9.    Do’a untuk mempermudah dan melancarkan melahirkan

حَنَّاوَلَدَ تْ مَرْيَمَ وَمَرْيَمُ وَلَدَ تْ عِيْسَى اُخْرُجْ اَيُّهَا الْمَوْلُوْدُ بِقُدْرَةِ اْلمَلِكِ اْلمَعْبُوْدِ

“ Hannaa Waladat Maryama Wa Maryama Waladat ‘Iisaa Ukhruj Ayyuhal Mauluudu Biqudrotil Malikil Ma’buudi“.

Artinya :“Hana melahirkan Maryam, sedangkan Maryam telah melahirkan ‘Isa. Keluarlah (lahirlah) hai anak dengan sebab kekuasaan Raja (Allah) yang disembah “.

Keterangan : Telah diceritakan bahwa Nabi ‘Isa bin Maryam ‘Alaihis Salam dan Nabi Yahya bin Zakaria ‘Alaihis Salam pada suatu hari berjalan bersama-sama pergi kesuatu daerah. Sesampainya didaerah itu beliau mendengar suara wanita mengerang-erang kerana menemui kesulitan dalam bersalin. Maka Nabi ‘Isa berkata kepada Nabi Yahya : “ Bacakanlah do’a tersebut diatas kepadanya “. Kemudian setelah dibacakan do’a tersebut lahirlah anak yang masih didalam kandungannya dengan mudah “.

Do’a ini di baca ketika seorang ibu sudah terasa mau melahirkan, di baca tiga kali jangan bernafas, ini semua di baca sampai tujuh kali, berarti jumlah bacaanya adalah 21 kali, insyaallah dengan idzin Allah jabang bayi akan segera keluar dengan mudah dan selamat.

Doa Untuk Bayi Baru Lahir

Adzan dan Iqomat untuk bayi yang baru lahir

Bayi yang baru lahir sebelum di Adzani dan di qomati, agar bayi tersebut jangan dulu terlalu banyak di pegang oleh orang, apalagi orang yang banyak dosa. Karena bayi yang baru lahir adalah masih suci, semua tulang-tulangnya dan badanya masih terbuka lagi suci, apabila di pegang oleh orang yang banyak dosanya, maka bayi tersebut akan terkejut sehingga tulang-tulang dan badanya semua akan menutup rapat, maka dari pada itu sebelum ruh dan tulang, badanya semua menutup hukumnya sunah untuk bayi di adzani telinga kananya dan di qomati telinga kirinya, karena mengikuti apa-apa yang sudah di lakukan oleh Nabi Muhammad saw. Beliau Adzan di telinga kanan dan Iqomah di telinga kiri cucunya yang bernama syayidina Husain ketika baru di lahirkan dari ibunya sayidatina Siti Fatimah ra. Supaya yang pertama di dengarkan oleh bayi yang baru di lahirkan ke dunia ini tersebut tidak lain hanya Taqbir, shahadat tauhid dan shahadat Rasul, karena menolak dari pada godaanya Iblis/Syaithan yang bernama Ummi Sibyan dan Syaithan sewaktu mendengar kalimat tersebut langsung pergi.

Adapun syarat yang Adzan dan Iqomat tersebut harus laki-laki Muslim, apabila laki-laki muslim tidak ada, boleh perempuan islam dan bayi yang di adzani dan di Qomati juga harus bayi orang islam.

Do’a untuk bayi yang baru dilahirkan

Bayi yang baru lahir beberapa hari sebaiknya membuat acara syukuran dengan Shadaqah membuat nasi dan lauk pauknya dengan alakadarnya, sebelum acara syukuran shadaqah di bagikan terlebih dahulu di do’akan untuk bayi agar menjadi anak yang shaleh atau shaleha selamat berkah dunia akherat, adapun caranya adalah :

• Membaca surat Al-fathehah yang di hadiahkan kepada Nabi Muhammad saw.
• Al-fateha di hadiahkan kepada para A’ulia, dan Syekh Abdul qadir jailani
• Al-fateha di hadiahkan kepada para nabi, A’ulia, Ulama, para syuhada, Shalihin, dan semua muslim/muslimat
• Al-fateha Khususon...

Dan di teruskan membaca Do’a Shalawat Munjiyat 7 kali Insyaallah menjadi anak yang sholeh, shaleha.

Do’a mecukur/memotong rambut bayi 
Inilah do’anya :

بِسْمِ اللهِ الرَّحْمنِ الرَّحِيْمِ, اَللهُمَّ نُوْرُالسَّمَوَاتِ وَنُوْالشَّمْسِ وَاْلقَمَرِ,اَللهُمَّ سِرُّاللهِ, نُوْالنُّبُوَّةِ رَسوْلُ اللهِ صَلَّى اللهِ عَلَيْهِ وَسَلَّمَ

Dan di sunahkan Shadaqah Emas atau perak sebesar menurut berat bobot rambut itu, sesuai dengan sabda Nabi Muhammad saw yang artinya : Rasulullah bersabda kepada putrinya syayidatina Fatimah ra. Supaya menimbang rambutnya syayidina Husain, dan memerintahkan supaya shadaqah sesuai dengan bobot timbangan rambut tersebut. (kitab I’anathalibin juz 2 Shahifah 338).

Cara menanam Ari-Ari 
Cara memendam ari-ari adalah yang pertama ari-ari harus di cuci terlebih dahulu sampai bersih dan suci, terus di bungkus dengan kain dan di masukan dalam pendil atau wadah yang ada tutupnya, lalu di kubur dalam tanah dengan membaca Shalawat, Shahadat, dan membaca surat Al-fateha.

Di sunahkan Aqiqah untuk anak yang baru lahir
Kepada orang tua apabila punya anak di sunahkan Aqiqah yaitu di sembelihkan Kambing/Domba bagi anak laki-laki 2 ekor kambing, bagi anak perempuan di sunahkan 1 ekor kambing, sesuai dengan syarat-syarat dan ketentuan syari’at islam. sabda Nabi Muhammad saw. Yang artinya :
“Anak bayi itu di gadaikan dengan Aqiqah yang di sembelih, maka dari pada itu anak bayi yang baru lahir 7 hari dari kelahiranya, di potong rambut kepalanya, dan di berikan nama dengan nama yang bagus”.

Menurut keterangan Imam Ahmad bin Hanbali yang dimaksud dengan”di gadaikan” adalah apabila anak bayi tersebut tidak di Aqiqahkan, nanti pada hari qiamat Allah SWT. Tidak mengidzinkan untuk memberi syafaat kepada kedua orang tuanya, atau Aqiqah tersebut bisa melepaskan godaan syaithan supaya bisa selamat menuju akhirat.

Do’a menyembelih Aqiqah
Ketika akan menyembelih Aqiqah di sunahkan membaca :

بِسْمِ اللهِ الرَّحْمَنِ الرَّحِيْمِ, اَللهُمََّ صَلِّ عَلى سَييِّدِناَ مُحَمَّدٍ وَعَلى اَلِ سَيِّدِنَا مُحَمَّد,اَللهُمَّ رَبِّى اِنَّ هَدِهِ عَقِيْقَةُ.... بِنْ ... دَمُّهَا بِدَ مِّهِ وَلَحْمُهَا بِلَحْمِهِ  وَعَظْمُهَا بِعَظْمِهِ وَجِلْدُ هَابِجِلْدِهِ وَشَعْرُهَا بِشَعْرِهِ اَللهُمَّ اجْعَلُهَافِدَاءً .... بِنْ .... مِنَ النَّارِ

Do’a untuk walimah Aqiqah
Acara walimah/puputan biasanya tuan rumah mengundang tetangga-tetangga, kerabat, saudara, dan lain sebagainya, membaca Diba’ barjanji, dan memberikan nama yang bagus untuk bayi dan di do’akan supaya bayi tersebut kelak menjadi anak yang sholeh-shaleha.
Inilah Do’anya :

اللهم اِنَّانَسْئَلُكَ السَّلاَمَةَ فِى الدُّنْيَا وَالدِّيْنِ وَالزِّيَادَةَ وَاْلبَرَكَةَ فِى اْلعِلْمِ واَرْزُقِ اْلمَرْزُوْقِيْنَ اِلَهِى اِنَّكَ قَدْعَلَّمتَ ادَمَ اْلاَسْمَاءَكُلَّهَا. وَقَدْاَمَّرَنَا نَبيُّكَ مُحَمَّدٌّ صَلَّى اللهُ عَلَيْهِ وَسَلَّمَ بِاِحْسَانِهَا فَهَا نَحْنُ نُسَمِّى هَذَاْلوَ لَدَ بِاِسْمِ يُنَاسِبُ اَهْلَ اْلبَلَدِ.... اِلَهِى اَصْبَحْنَاعَلى فِطْرَةِ اْلاِسْلاَ مِ وَعَلى دِيْنِ نَبِيِّنَا مُحَمَّدٍصَلَى اللهُ عَلَيْهِ وَسَلَّمَ وَعَلى مِلَّةِاَبِيْنَااِبْرَاهِيْمَ حَنِيْفَا مُسْلِمًاوَمَاكَانَ مِنَ اْلمُشْرِ كِيْنَ. اَللهُمَّ اِنََّانَسئَلُكَ لِسَانًاذَاكَرًوَقَلْبًاشَاكِرًاوَبَدَنًاصَابِرًاوَزَوْجَةً تُعِيْنُنَافِىالدُّنْيَاوَاْلاَخِرَةِ. وَنَعُوْذُبِكَ يَارَبَّنَامِنْ وَلَدٍ يَكُوْنَ عَلَيْنَاسَيِّدًا.وَمِنْ اِمْرَاَةٍ تُشَيِّبُنَاقَبْلَ وَقْتِ اْلمَشِيْبِ. وَمِنْ مَالٍ يَكُوْنُ عَذَابًالَنَاوَوَبَالاًعَلَيْنَا. وَمِنْ جَارٍاِنْ رَاَى مِنَّاحَسَنَةً كَتَمَهَا. وَاِنْ رَاَى مِنَّاسَيِّئَةًاَفْشَاهَا. تَقَبَلْ مِنَّاعَقِيْقَتَنَا. رَبََّنَابِرَحْمَتِكَ يَااَرْحَمَ الرَّاحِميْنَ

Teman pembaca Media ngaji yang di muliakan Allah, semoga dengan artikel ini kita dapat bertambah ilmunya dan bermanfaat Amin

Lanjuut, Saya sangat waswas karena sudah tanggal 30 Juni 2016 (HPL) atau seminggu sebelum idul fitri kan harusnya saya melahirkan bayiku tapi kok belum terasa tanda-tandanya. Sempet sih terasa sakit perut berkali-kali tapi saya kena diare bukan mau melahirkan :,( . Tapi kata bidan nggapapa lagipula kalau berdasarkan hasil USG, hari perkiraan lahirnya tanggal 11 Juli 2016 masih 2-3 minggu lagi karena bagi mesin USG mungkin bayiku terhitung masih ringan. Tapi kalau melihat kondisiku yang kecil dan kurus begini, berat badan janin 2,8 kg itu sudah cukup berat. Maka saya disuruh diet gula supaya bayi tidak terlalu besar didalam.

INILAH SAATNYA, Akhirnya, di hari senin, tanggal 4 Juli 2016, atau 29 Ramadhan 1437 H, atau 2 hari menjelang idul fitri, atau 4 hari melewati HPL, saya mulai merasakan tanda-tandanya. Ketika saya ikut makan sahur, sempet merasa sakit perut cuma beberapa detik aja dan itupun cuma 1x. setelah kenyang saya tidur jam setengah 5 subuh, bangun-bangun jam 9 pagi dan ada keputihan. Yah selama hamil saya memang keputihan. Hari itu beberapa kali saya merasa sakit perut tapi juga sering BAB. Takutnya kontraksi palsu atau karena mau pup aja. Lagipula kuperiksa tidak ada lendir darah dan tidak ada air ketuban yang keluar dari tubuhku jadi kukira ah jangan terlalu berharap banget sampai-sampai bikin status bbm “dede jangan bikin PHP ya, kita harus kerjasama kita pasti bisa”. Tapi pukul 14.00 siang tuh kok sakitnya sering ya dan sakitnya itu di perut depan bawah. Tapi kuperiksa dikamar mandi tetap ngga ada yg keluar dari tubuhku entah darah atau ketuban. Kubilangin sama ibuku dan suamiku tapi kata mereka istirahat aja dulu semoga memang tanda-tanda mau melahirkan tapi ditunggu dulu ya dirumah kalau kaya gini mah masih lama. Saya jg masih shalat dzuhur. Perut jadi sering sakit ada kali yah tiap 20 menit sekali. Dan akhirnya pas saya mau shalat ashar, saya periksa di kamar mandi ternyata ada sedikit bercak darah/ flek seperti haid. Langsung deh kuumumkan ke keluarga. Sepulang dari masjid, kak Mufid langsung membawaku ke IGD puskesmas. Kata ibu ga usah bawa-bawa tas besar dulu takutnya disuruh balik lagi lagipula jarak ke IGD deket. Setelah sampai, saya diperiksa katanya udah bukaan 2, saya disuruh stay di IGD, dan kak mufid melengkapi persyaratan administrasi. Setelah kak Mufid sampai ksini lagi, eeeh si kartu bpjs belum difotokopi, suamiku pergi lagi untuk fotokopi tapiii pada tutup karena yang punya fotokopian udah pada mudik. Alhasil lamaaaa banget cari fotokopian yang buka, sekalian belanja makanan seperti roti dan minuman. Kak Mufid sampai ke IGD pukul 17.30 menjelang magrib, saya diperiksa lagi udah bukaan 4. Saya masih bisa makan roti dan minum menemani suamiku berbuka puasa walau perut sakit banget. Saat suamiku shalat magrib, kulihat pasien yang mau melahirkan disebelahku juga sama sedang menahan sakit sendirian. Dia datang ke IGD jam 5 subuh tadi dan sampai sekarang masih bukaan 2 aja. Padahal saya aja yang datangnya ashar sekarang udah bukaan 4. Saya kasihan saya tawarkan makanan tapi dia bilang saat begini udah ngga pengen makan. Akhirnya pukul 19.00 malam saya diperiksa lagi katanya bukaan 5. Saya ditinggalin bidan. Eeeh ketika pukul 19.30 malam tu sakitnya bangett sampe pengen ngeden terus. Saya dimarahi bidan katanya ngga boleh ngeden dulu baru bukaan 6 nanti vagina bisa bengkak menutupi jalan lahir. Tapi susah banget menahan sakitnya. Tiap merasa sakiit terutama sakit pinggang, saya tanpa sadar ngeden. Tiap dilarang bidan saya malah marah hehe, saya bilang ini tu sakiiiit kapan siih boleh ngedennya. Lama-lama saya kalap saya merasa sedang sekarat sakitnya tuh parah banget sambil teriak minta ampun. Ampun ya Allah, ampun ibu, ampun ka mufid. Pokoknya udah ampun-ampunan selama ada kali 30 menitan. Tiba-tiba bidan senior datang langsung pegang vaginaku dan terasa lebar lalu aku disuruh ngeden sekuatnya ternyata kepala bayi udah mulai keluar daritadiiiii coba huh. Dan Alhamdulillah bayiku lahir pada pukul  20.15 malam atau ba’da isya. Alhamdulillah anugerah yang sangat indah. Sedangkan pasien disebelahku masih bisa jalan jalan kaki padahal badannya lebih besar dan dia mau melahirkan anak kedua tapi sejak subuh tadi sampai isya belum juga keluar. Sedangkan saya datang ashar lahirnya pas isya melahirkan dalam waktu 5 jam aja. Bidan juga sering ninggalin aku karena dikira melahirkannya masih lama karena kan saya mau melahirkan anak pertama dan badanku kurus lagi jadi dikira masih lama. Kudoakan agar pasien disebelahku cepet lahiran. Akhirnya dia melahirkan esok harinya di hari selasa jam 5 subuh dengan selamat. Alhamdulillah.

Jadi, putri pertamaku lahir pada hari senin 4 Juli 2016 atau 29 Ramadhan 1437 pukul 20.15 wib secara normal dengan berat badan bayi 3 kg. Tapi kata keluargaku karena sudah malam (malam selasa) jadi terhitungya tanggal 30 Ramadhan 1437 H. Dan ternyata pakai bpjs memang tidak dipungut biaya samasekali yah hehe alias gratisss. Eh tapi kan tiap bulan harus bayar yah huft ga jadi gratis. Oia di IGD sempet bayar pampers 3x sih 45rb, satu pampers besar yang biasa dipakai lansia itu harganya 15rb/unit.. hmm..

Pasca melahirkan, saya sangat trauma dengan rasa sakit. Selanjutnya saya merasakan sakit jahitan luar dalam pada vagina saya. Saya tidak berani turun dari tempat tidur bahkan untuk pipis. Kak Mufid yang mengangkat tubuhku untuk pindah. Sedangkan untuk pipis, saya pipis di pampers dewasa diatas tempat tidur huhuhu.. Rasa sakit yang teramat sangat tuh terjadi selama 5 hari, setelah itu saya pakai betadine di vagina atas saran dari teman fb di forum fb. Akhirnya saya lumayan bebas bergerak dan berjalan. Alhamdulillah suamiku dan ibuku selalu ada disampingku mengerjakan semuanya. Apalagi suamiku mau mencuci popok yang ada pupnya, mau juga mencuci celanaku yang kena darah. Karena ibuku sibuk banget kan menjelang idul fitri, hari idul fitri dan pasca idul fitri ibuku tuh sibuuuk banget dengan tamu-tamu. Alhamdulillah suamiku selalu mencucikan semua keperluanku, melayaniku yang masih trauma, Berganti-gantian dengan ibuku. Adik-adikku juga sangat berperan dalam mengasuh bayiku, menggendong-gendong bayiku disaat saya belum kuat mengasuh bayiku. Terimakasih semuanya.

Lalu pada tanggal 17 Juli 2016, kami adakan syukuran+aqiqah (perempuan kan cuma 1 kambing ini) putri kami yang diberi nama Alika Khaira Ramadhani artinya kalau ngga salah ya, yaitu kehormatan dan kebaikan yang lahir pada bulan ramadhan hehe… kira-kira begitu yah.. Nama panggilannya Alika, tapi adikku mau panggil anakku dengan panggilan Kaira hehe.

Sekian dulu, nanti disambung lagi pas Alika ulang tahun atau mungkin pas Alika mulai ngoceh atau mungkin pas mulai bisa duduk hehe..

UNDANGAN PERNIKAHAN

UNDANGAN PERNIKAHAN
OVI SOVINA EKAWATI S. Pd & MUHAMMAD ADE MUFID GUNAWAN S. Pd

MENGAJAR DENGAN LAGU (B.Inggris dan Agama Islam)

Ini Koleksi lagu-lagu bahasa inggris dan lagu agama yang sering kugunakan untuk mengajar di sekolah. Kudapatkan dari berbagai sumber (teman, murid, fb)

NAME OF DAYS

(Naik naik ke puncak gunung)

Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday.

IF YOU'RE HAPPY

(Kalau kau suka hati injak bumi)

If you're happy and you know it clap your hands

If you're happy and you know it clap your hands

If you're happy and you know it

Then your face will surely show it

If you're happy and you know it clap your hands

ONE & ONE

(satu-satu aku sayang Ibu)

One and one I love my Mother

Two and two I love my Father

Three and three I Love brother sister

One, Two and Three I love my family

TWINKLE-TWINKLE

Twinkle-twinkle little stars

How i wonder what you are

Up above the sky so high

Like a diamond in the sky

Twinkle-twinkle little stars

How i wonder what you are

ARE YOU SLEEPING

Are you sleeping, are you sleeping

Brother John, brother John

Morning bells are ringing

Morning bells are ringing

Ding dong ding

NAME OF FRUITS

(Are you sleeping)

Watermelon, watermelon

Papaya, papaya

Banana, banana, banana, banana

Orange juice, orange juice.

Ini untuk pelajaran di madrasah diniyah

4 KHALIFAH

(becak)

Oleh Nunung Muniroh

Ada 4 Kholifah

Sahabat rasulullah

Yang pertama adalah

Abu bakar as- siddiq

Dua, Umar bin khattab

Tiga, utsman bin affan

Empat, empat, ali bin abi thalib

KITAB- KITAB ALLAH

(Pelangi- pelangi)

Oleh Ilma Nur Afiani

Kitab- kitab Allah

Itu ada 4

Taurot zabur injil

Dan juga Alqur’an

Taurat nabi Musa

Zabur nabi Daud

Injil nabi Isa

Alquran nabi Muhammad

Alquran kitabku

30 juz

114 jumlah suratnya

Apakah kau tahu

Berapa ayatnya

6666

PUTRA PUTRI NABI

(mana dimana anak kambing saya)

Oleh Ayu Gendiz

Putra putri nabi

Ada 7 orang

3 laki laki

4 perempuan

Pertama qasim,

Abdullah, ibrahim

Zainab, ruqayyah

Ummu kultsum, Fathimah

TEPUK WUDLU

(kalau kau suka hati)

Baca bismillah sambil cuci tangan

Kumur kumur, cuci hidung, basuh muka,

Tangan sampai ke siku,

Rambut, dua telinga,

Terakhir cuci kaki, lalu doa

Amiin

SHALAT

(burung hantu àmatahari terbenam hari mulai malam... )

Oleh Lidya Damayanti

Terdengar suara azan

Sedang berkumandang

Memanggil kita untuk

Mengerjakan shalat

Subuh..

Zuhur..

Ashar, maghrib, isya

Jangan

Jangan

Jangan ditinggalkan

PEKERJAAN

(becak)

Oleh : Azka Nur Rohman

Ustadzun itu guru

Tilmidzun itu murid

Thobibun itu dokter

Fallahun itu petani

Syurtiyun itu polisi

Askarun itu tentara

Taajirun itu pedagang

Shoyyadun itu nelayan

BENDA LANGIT

(naik naik ke puncak gunung)

Oleh Resty S Dewi

Najmun bintang

Qamarun bulan

Syamsun matahari

Kaukabun planet

Sahaabun awan

Qozahin pelangi

WARNA- WARNA

(disini senang disana senang)

Oleh ovi sovina hehe :D

Launun warna

Ahmarun merah

Abyadun putih

Aswadun hitam

Ashfarun kuning

Ahdorun hijau

Azroqun biru

Asmarun coklat

Wardiyyun merah jambu

Banafsajiyyun ungu

Burtuqoliyyun oren

Romadiyyun abu abu

Presentasi Skripsi Bahasa Inggris

buka situs slideshare ku..

http://www.slideshare.net/ovisovina/using-repetition-drill-to-improve-students-pronunciation-skill

bisa didownload sebagai contoh proposal skripsi berbahasa inggris

SUMMARY OF APPROACHES AND METHODS IN LANGUAGE TEACHING (Jack C. Richards and Theodore S. Rodgers)

SUMMARY OF

APPROACHES AND METHODS  IN LANGUAGE TEACHING

(Jack C. Richards and Theodore S. Rodgers)

Proposed to fulfill the Comprehensive Assignment

Ovi Sovina Ekawati

102300914

TBI C/ VIII

ENGLISH EDUCATION DEPARTMENT

FACULTY OF EDUCATION AND TEACHERS

THE STATE INSTITUTE FOR ISLAMIC STUDIES

“SULTAN MAULANA HASANUDDIN BANTEN”

1435 A.H/ 2014 A.D

I.            MAJOR TRENDS IN TWENTIETH-CENTURY LANGUAGE TEACHING

1.    A brief history of language teaching

In the sixteenth century, French, Italian, and English gained in importance as a result of political changes in Europe, and Latin gradually became displaced as a language of spoken and written communication. The study of classical Latin (the Latin in which the classical works of Virgil, Ovid, and Cicero were written) and an analysis of its grammar and rhetoric became the model for foreign language study from the seventeenth to the nineteenth centuries.

Toward the mid-nineteenth century several factors contributed to a questioning and rejection of the Grammar-Translation Method. Linguists too became interested in the controversies that emerged about the best way to teach foreign languages, and ideas were fiercely discussed and defended in books, articles, and pamphlets.

Other reformers toward the end of the century likewise turned their attention to naturalistic principles of language learning, and for this reason they are sometimes referred to as advocates of a "natural" method.

2.    The nature of approaches and methods in language teaching

He identified three levels of conceptualization and organization, which he termed approach, method, and technique:

-          An approach is a set of correlative assumptions dealing with the nature of language teaching and learning.

-          Method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach.

-          A technique is implementational that which actually takes place in a classroom. Techniques must be consistent with a method, and therefore in harmony with an approach as well.

3.    The Oral Approach and Situational Language Teaching

-          Language teaching begins with the spoken language. Material is taught orally before it is presented in written form.

-          The target language is the language of the classroom.

-          New language points are introduced and practiced situationally.

-          Vocabulary selection procedures are followed to ensure that an essential general service vocabulary is covered.

-          Items of grammar are graded following the principle that simple forms should be taught before complex ones.

-          Reading and writing are introduced once a sufficient lexical and grammatical basis is established.

4.    The Audiolingual Method

The learner's activities must at first be confined to the audiolingual and gestural-visual bands of language behavior. Recognition and discrimination are followed by imitation, repetition and memorization.

The use of drills and pattern practice is a distinctive feature of the Audiolingual Method. Various kinds of drills are used includes the following:

-          Repetition. The student repeats an utterance aloud as soon as he has heard it.

-          Inflection. One word in an utterance appears in another form when repeated.

-          Replacement. One word in an utterance is replaced by another.

-          Restatement. The student rephrases an utterance and addresses it to someone else, according to instructions.

-          Completion. The student hears an utterance that is complete except for one word, then repeats the utterance in completed form.

-          Transposition. A .change in word order is necessary when a word is added.

-          Expansion. When a word is added it takes a certain place in the sequence.

-          Contraction. A single word stands for a phrase or clause.

-          Transformation. A sentence is transformed by being made negative or interrogative or through changes in tense, mood, voice, aspect, or modality.

-          Integration. Two separate utterances are integrated into one.

-          Rejoinder. The student makes an appropriate rejoinder to a given utterance.

-          Restoration. The student is given a sequence of words that have been culled from a sentence but still bear its basic meaning.

II.            ALTERNATIVE APPROACHES AND METHODS

1.    Total Physical Response

Total Physical Response (TPR) is a language teaching method built around the coordination of speech and action; it attempts to teach language through physical (motor) activity. Procedures includes :

-          Review. This was a fast-moving warm-up in which individual students were moved with commands.

-          New commands. These verbs were introduced.

-          Role reversal. Students readily volunteered to utter commands that manipulated the behavior of the instructor and other students ....

-          Reading and writing. The instructor wrote on the chalkboard each new vocabulary item and a sentence to illustrate the item. Then she spoke each item and acted out the sentence. The students listened as she read the material. Some copied the information in their notebooks.

2.    The Silent Way

The Silent Way is based on the premise that the teacher should be silent as much as possible in the classroom but the learner should be encouraged to produce as much language as possible.

-          Learning is facilitated if the learner discovers or creates rather than remembers and repeats what is to be learned.

-          Learning is facilitated by accompanying (mediating) physical objects.

-          Learning is facilitated by problem solving involving the material to be learned.

3.    Community Language Learning

In Curren's method, teachers consider students as “whole persons,” with intellect, feelings, instincts, physical responses, and desire to learn. Learners become members of a community - their fellow learners and the teacher - and learn through interacting with the community. As with most methods, CLL combines innovative learning tasks and activities with conventional ones. They include:

-          Translation.

-          Group work.

-          Recording.

-          Transcription. Students transcribe utterances and conversations they have recorded for practice and analysis of linguistic forms.

-          Analysis.

-          Reflection and observation. Learners reflect and report on their experience of the class, as a class or in groups.

-          Listening. Students listen to a monologue by the teacher.

-          Free conversation.

4.    Suggestopedia

Suggestopedia is a specific set of learning recommendations derived from Suggestology, which Lozanov describes as a "science, concerned with the systematic study of the nonrational and/or nonconscious influences" that human beings are constantly responding to. Lozanov lists several expected teacher behaviors that contribute to these presentations :

-     Show absolute confidence in the method.

-     Display fastidious conduct in manners and dress.

-     Organize properly and strictly observe the initial stages of the teaching process this includes choice and play of music, as well as punctuality.

-     Maintain a solemn attitude toward the session.

-     Give tests and respond tactfully to poor papers (if any).

-     Stress global rather than analytical attitudes toward materiaL

-     Maintain a modest enthusiasm.

5.    Whole Language

The term Whole Language was created in th 1980s by a group of U.S. educators concerned with the teaching of language arts, that is, reading and writing in the native language. The Whole Language movement is strongly opposed to these approaches to teaching reading and writing and argues that language should be taught as a "whole." "If language isn't kept whole, it isn't language anymore".

The major principles underlying the design of Whole Language instruction are as follows :

-     The use of authentic literature rather than artificial, specially prepared texts and exercises designed to practice individual reading skills.

-     a focus on real and natural events rather than on specially written stories that do not relate to the students' experience.

-     the reading of real texts of high interest, particularly literature.

-     reading for the sake of comprehension and for a real purpose.

-     writing for a real audience and not simply to practice writing skills.

-     writing as a process through which learners explore and discover meaning.

-     the use of student-produced texts rather than teacher-generated or other-generated texts.

-     integration of reading, writing, and other skills.

-     student-centered learning: students have choice over what they read and write, giving them power and understanding of their world.

-     reading and writing in partnership with other learners.

-     encouragement of risk taking and exploration and the acceptance of errors as signs of learning rather than of failure.

6.    Multiple Intelligences

Multiple Intelligences (MI) refers to a learner-based philosophy that characterizes human intelligence as having multiple dimensions that must be acknowledged and developed in education. Gardner posits eight native "intelligences," which are described as follows:

-     Linguistic: the ability to use language in special and creative ways, which is something lawyers, writers, editors, and interpreters are strong.

-     Logical/mathematical: the ability to think rationally, often found with doctors, engineers, programmers, and scientists.

-     Spatial: the ability to form mental models of the world, something architects, decorators, sculptors, and painters are good.

-     Musical: a good ear for music, as is strong in singers and composers.

-     Bodily/kinesthetic: having a well-coordinated body, something found in athletes a.nd craftspersons .

-     Interpersonal: the ability to be able to work well with people, which is strong in salespeople, politicians, and teachers.

-     Intrapersonal: the ability to understand oneself and apply one's talent successfully, which leads to happy and well-adjusted people in all areas of life.

-     Naturalist: the ability to understand and organize the patterns of nature.

There is a basic developmental sequence that has been proposed (Lazear .l991} as an alternative to what we have elsewhere considered as a type of "syllabus" design. The sequence consists of four stages:

-     Stage 1: Awaken the Intelligence. Through multisensory experiences touching, smelling, tasting, seeing, and so on -learners can be sensitized to the many-faceted properties of objects and events in the world that surrounds them.

-     Stage 2: Amplify the Intelligence. Students strengthen and improve the intelligence by volunteering objects and events of their own choosing and defining with others the properties and contexts of experience of these objects and events.

-     Stage 3: Teach with/for the Intelligence. At this stage the intelligence is linked to the focus of the class, that is, to some aspect of language learning. This is done via worksheets and small-group projects and discussion.

-     Stage 4: Transfer of the Intelligence. Students reflect on the learning experiences of the previous three stages and relate these to issues and challenges in the out-of-class world.

7.    Neurolinguistic Programming

NLP is a collection of techniques, patterns, and strategies for assisting effective communication, personal growth and change, and learning. It is based on a series of underlying assumptions about how the mind works and how people act and interact.

Four key principles lie at the heart of NLP (O'Connor and McDermott 1996; Revell and Norman 1997).

-     Outcomes: the goals or ends. NLP claims that knowing precisely what you want helps you achieve it. This principle can be expressed as "know what you want."

-     Rapport: a factor that is essential for effective communication maximizing similarities and minimizing differences between people at a nonconscious level. This principle can be expressed as "Establish rapport with yourself and then with others."

-     Sensory acuity: noticing what another person is communicating, consciously and non verbally. This can be expressed as "Use your senses. Look at, listen to, and feel what is actually happening."

-     Flexibility: doing things differently if what you are doing is not working: having a range of skills to do something else or something different. This can be expressed as "Keep changing what you do until you get what you want."

8.    The lexical approach

A lexical approach in language teaching refers to one derived from the belief that the building blocks of language learning and communication are not grammar, functions, notions, or some other unit of planning and teaching but lexis, that is, words and word combinations.

The role of collocation is also important in lexically based theories of language. Collocation refers to the regular occurrence together of words. Many other lexical units also occur in language. For example:

-     binomials: clean and tidy, back to front

-     trinomials: cool, calm, and collected

-     idioms: dead drunk, to run up a bill

-     similes: as old as the hills

-     connectives: finally, to conclude

-     conversational gambits: Guess what!

9.    Competency-Based Language Teaching

Competencies consist of a description of the essential skills, knowledge, attitudes, and behaviors required for effective performance of a real-world task or activity. The competency descriptions at each stage are divided into four domains :

-     Knowledge and learning competencies

-     Oral competencies

-     Reading competencies

-     Writing competencies

III.            CURRENT COMMUNICATIVE APPROACHES

1.    Communicative Language Teaching

The Communicative Approach in language teaching starts from a theory of language as communication. The goal of language teaching is to develop "communicative competence."

Linguistic theory is concerned primarily with an ideal speaker-listener in a completely homogeneous speech community, who knows its language perfectly and is unaffected by such grammatically irrelevant conditions as memory limitation, distractions, shifts of attention and interest, and errors (random or characteristic) in applying his knowledge of the language in actual performance.

Some of the characteristics of this communicative view of language follow:

-     Language is a system for the expression of meaning.

-     The primary function of language is to allow interaction and communication.

-     The structure of language reflects its functional and communicative uses.

-     The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse. .

2.    The Natural Approach

The Natural Approach belongs to a tradition of language teaching methods based on observation and interpretation of how learners acquire both first and second languages in nonformal settings. Such methods reject the formal (grammatical) organization of language as a prerequisite to teaching.

The Natural Approach "is for beginners and is designed to help them become intermediates." It has the expectation that students will be able to function adequately in the target situation. They will understand the speaker of the target language (perhaps with requests for clarification), and will be able to convey (in a non-insulting manner) their requests and ideas. They need not know every word in a particular semantic domain, nor is it necessary that the syntax and vocabulary be flawless -but their" production does need to be understood. They should be able to make the meaning clear but not necessarily be accurate in all details of grammar.

3.    Cooperative Language Learning

Cooperative Learning is an approach to teaching that makes maximum use of cooperative activities involving pairs and small groups of learners in the classroom. Cooperative learning is group learning activity organized so that learning is dependent on the socially structured exchange of information between learners in groups and in which each learner is held accountable for his or her own learning and is motivated to increase the learning of others.

Cooperative Learning in this context sought to do the following:

-     raise the achievement of all students, including those who are gifted or academically handicapped.

-     help the teacher build positive relationships among students.

-     give students the experiences they need for healthy social, psychological, and cognitive development.

-     replace the competitive organizational structure of most classrooms and schools with a team-based, high-performance organizational structure.

Johnson et aL., (1994: 4-5) describe three types of cooperative learning groups.

1.    Formal cooperative learning groups. These last from one class period to several weeks. These are estqblished for a specific task and involve students working together to achieve shared learning goals.

2.    Informal cooperative learning groups. These are ad-hoc groups that last from a few minutes to a class period and are used to focus student attention or to facilitate learning during direct teaching.

3.    Cooperative base groups. These are long term, lasting for at least a year and consist of heterogeneous learning groups with stable membership whose primary purpose is to allow members to give each other the support, help, encouragement, and assistance they need to succeed academically.

4.    Content-Based Instruction

Content-Based Instruction (CBI) refers to an approach to second language teaching in which teaching is organized around the content or information that students will acquire, rather than around a linguistic or other type of syllabus.

CBI It is the teaching of content or information in the language being learned with little or no direct or explicit effort to teach the language itself separately from the content being taught.

The term content refers to the substance or subject matter that we learn or communicate through language rather than the language used to convey it. Many CBI practitioners recommend the use of tourist guidebooks, technical journals, railway timetables, newspaper ads, radio and TV broadcast, and so on, and at least one cautions that “textbooks are contrary to the very concept of CBI- and good language teaching in general”.

5.    Task-Based Language Teaching

Task-Based Language Teaching (TBLT) refers to an approach based on the use of tasks as the core unit of planning and instruction in language teaching.

Task-Based Language Teaching proposes the notion of "task" as a central unit of planning and teaching. Although definitions of task vary in TBLT, there is a commonsensical understanding that a task is an activity or goal that is carried out using language, such as finding-a solution to a puzzle, reading a map and giving directions, making a telephone call, writing a letter, or reading a set of instructions and assembling a toy.

Tasks are activities which have meaning as their primary focus. Success in tasks is evaluated in terms of achievement of an outcome, and tasks generally bear some resemblance to real-life language use. So task-based instruction takes a fairly strong view of communicative language teaching.

6.    The post-methods era

A method, on the other hand, refers to a specific instructional design or system based on a particular theory of language and of language learning. It contains detailed specifications of content, roles of teachers and learners, and teaching procedures and techniques. It is relatively fixed in time and there is generally little scope for individual interpretation. Methods are learned through training. The teacher's role is to follow the method and apply it precisely according to the rules.

However, methods offer some advantages over approaches, and this doubtless explains their appeal. Because of the general nature of approaches, there is often no clear application of their assumptions and principles in the classroom, as we have seen with a number of the approaches described in this book. Much is left to the individual teacher's interpretation, skill, and expertise. Consequently, there is often no clear right or wrong way of teaching according to an approach and no prescribed body of practice waiting to be implemented. This lack of detail can be a source of frustration and irritation for teachers, particularly those with little training or experience. Methods, on the other hand, solve many of the problems beginning teachers have to struggle with because many of the basic decisions about what to teach and how to teach it have already been made for them. Moreover, method enthusiasts create together a professional community with a common purpose, ideology, and vernacular.

Learners bring different learning styles and preferences to the learning process, that they should be consulted in the process of developing a teaching program, and that teaching methods must be flexible and adaptive to learners’ need and interest.