Malam Ini Adalah Malam Penentuan;Perjalanan ke Timur

Malam ini rencananya mau berdiskusi dengan Adri dan Sitari untuk menentukan mau memilih perjalan ke barat atau ke timur. Keduanya punya lebih masing masing, tapi aku sih lebih pengen perjalanan ke timur dengan naik kereta yang didalem kereta banyak bakul jajanan nya.

ini buat perjalanan ke timur

ATAU MAU PILIH YANG LAIN

ini buat perjalanan ke barat

Naik naik ke Puncak Gunung Sumbing,Tapi Gak Sampai Puncak

#PART1

Ada long weekend lagi di bulan april, biar tidak mubadzir di manfaatkan buat naik gunung saja. Kebetulan juga sedang banyak hal yang bikin hati nyesek dan gununglah tempat yang cocok buat ngilangin rasa nyesek itu. Dari awal rencana berangkat bareng bareng berenam naik bis, akhirnya cuman berdua yang naik bis sisanya naik motor. It doesn’t matter lah, ntar juga bakal ketemu di base camp juga, mau beda cara kesananya  kalo emang udah kudu ketemu entar juga bakal ketemu. Enam enamnya udah berkumpul dan siap untuk mendaki, dan mendadak dapat kabar kalau GUNUNG SINDORO DI TUTUP, dengan alasan sindoro masih dalam status waspada ditakutkan masih ada gas beracun di puncaknya kata penjaga basecampnya. Udah jauh jauh naik bis masak mau nyerah gitu aja cuman gara gara dikasih tau sindoro ditutup. Disinilah peranan dari “pantang nyerah atau realistis” terhadap  keadaan di uji coba. Kamu mau realistis buat nyerah dan gak jadi naik sindoro karena kemungkinan gas beracun tadi atau kamu mau tetep kekeuh buat naik, karena gas beracun itu adanya cuman di atas jam sepuluh pagi jadi aman semisal kita waktu sunrise udah dipuncak terus jam delapan paginya turun lagi. Atau kalau mau ada pilihan ketiga yaitu, tetep naik gunung tapi pindah ke gunung sumbing. 

                                                 formasi awal waktu mau naik gunung sumbing

Jam 5 sore kita mulai naik, lima dari enam anak ini gak ada yang pernah naik ke sumbing dan jadilah kita nyasar. Jalan di gunung itu sama isinya kanan kiri pohon semua, padahal udah dikasih peta sama penjaga basecamp tapi tidak banyak membantu. Jadilah beneran kita nyasar di tengah hutan antah baratah magrib magrib pula pas kesasar, ya gakpapa karena waktu itu bareng bareng berenam, jadi gak berasa takut sama sekali. Tapi tetep aja di saat seperti inilah “ego tiap anak muncul”.  Ada yang pengen turun lagi ke basecamp takut tambah nyasar jauh, ada yang pengen diberhentiin bentar nunggu waktu magribnya selesai biar pikiran agak adem dulu, ada yang pengen kekeuh nerusin  jalan dengan alesan gak mau buang buang waktu keburu malem, ada juga yang cuman bisa manut karena udah ada leadernya jadi cukup percaya aja sama leader  mau gimana ya ayo aja. Setelah berusaha buat nyari jalan biar bisa kembali ke jalur yang bener ternyata gak ada hasilnya, karena memang dari jalan awal udah salah jalur, yang seharusnya lewat jalur baru ini malah lewat jalur lama yang emang mungkin udah gak pernah dipakai pendaki lainya. Akhirnya kita putuskan untuk briefing dan berhenti sebentar, dan gak lama ada segerombolan orang yang ternyata juga nyasar. 

Oke perjalanan dilanjutkan bersama yang nyasar tadi,jadi rame banget akhirnya gerombolannya.  Kebetulan banget malam itu lagi ada supermoon, jarang jarang bisa liat bulan dalam bentuk sempurna dan sinarnya yang terang banget. Terangnya senter gak ada apa apanya dibandingkan sama yang satu ini,jadi gak masalah waktu itu lupa bawa senter juga.

 "BERBAGI WAKTU DENGAN ALAM MAKA KAU AKAN TAHU SIAPA DIRIMU YANG SEBENERNYA" karena kalau lagi naik gunung semua sifat orang kelihatan jelas,

Communicative competence

Communicative competence is a concept introduced by Dell Hymes and discussed and redefined by many authors. Hymes' original idea was that speakers of a language have to have more than grammatical competence in order to be able communicate effectively in a language; they also need to know how language is used by members of a speech community to accomplish their purposes.

The modules in this section identify eight aspects of communicative competence. They are grouped together in two groups of four:

Linguistic aspects Phonology and orthography Phonological competence is the ability to recognize and produce the distinctive meaningful sounds of a language, including: Consonants, vowels, tone patterns, intonation, patterns, rhythm patterns, stress patterns    , any other supra segmental features that carry meaning Related to phonological competence is orthographic competence, or the ability to decipher and write the writing system of a language.  Example   In Korean there are three kinds of velar stops: aspirated, fortis and lenis. It is important to be able to distinguish these sounds, because there are a number of different words that are pronounced the same, except for the difference in these stops. It is also important to be able to pronounce these consonants correctly so that Korean speakers can tell which word the language learner means. Grammar Grammatical competence is the ability to recognize and produce the distinctive grammatical structures of a language and to use them effectively in communication. Example Learners of French need to learn to understand the different time references of sets of words such as je partais, je parte, je parterai, and to be able to make appropriate time reference when speaking or writing. Vocabulary Lexical competence is the ability to recognize and use words in a language in the way that speakers of the language use them. Lexical competence includes understanding the different relationships among families of words and the common collocations of words. Example   Learners learning English need to be able to recognize the concept of chair and what makes it different from a stool, a sofa, or a bench. They also need to know that a chair is a piece of furniture, and that there are various kinds of chairs, including easy chairs, deck chairs, office chairs, rocking chairs and so on. They also need to understand how chair is now used in an extended sense for what used to be termed a chairman, especially when referring to a woman, as in Julie Wright is the chair of the committee.  Discourse (textual) Discourse competence is used to refer to two related, but distinct abilities. Textual discourse competence refers to the ability to understand and construct monologues or written texts of different genres, such as narratives, procedural texts, expository texts, persuasive (hortatory) texts, descriptions and others. These discourse genres have different characteristics, but in each genre there are some elements that help make the text coherent, and other elements which are used to make important points distinctive or prominent. Learning a language involves learning how to relate these different types of discourse in such a way that hearers or readers can understand what is going on and see what is important. Likewise it involves being able to relate information in a way that is coherent to the readers and hearers.     Pragmatic aspects Functions Functional competence refers to the ability to accomplish communication purposes in a language. There are a number of different kinds of purposes for which people commonly use language. Examples   Greeting people is one purpose for which we use language. What we actually say in English could be Good morning, Hi, How ya doin, or Yo, depending on who we are and who we are talking to. Variations Sociolinguistic competence is the ability to interpret the social meaning of the choice of linguistic varieties and to use language with the appropriate social meaning for the communication situation. Examples   When greeting someone in a very formal situation an American might say, Hello, how are you? or Nice to see you again, but if he were meeting a friend in an informal situation it would be much more appropriate to say Hi, or Hey, whatcha been doing? Interactional skills Interactional competence involves knowing and using the mostly-unwritten rules for interaction in various communication situations within a given speech community and culture. It includes, among other things, knowing how to initiate and manage conversations and negotiate meaning with other people. It also includes knowing what sorts of body language, eye contact, and proximity to other people are appropriate, and acting accordingly.  Examples   A conversation with a checker at the check-out line in a grocery store in the US or England shouldn't be very personal or protracted, as the purpose of the conversation is mainly a business transaction and it would be considered inappropriate to make the people further back in the queue wait while a customer and the checker have a social conversation. Other cultures have different rules of interaction in a market transaction. Cultural framework Cultural competence is the ability to understand behavior from the standpoint of the members of a culture and and to behave in a way that would be understood by the members of the culture in the intended way. Cultural competence therefore involves understanding all aspects of a culture, but particularly the social structure, the values and beliefs of the people, and the way things are assumed to be done. Examples   It is impossible to speak Korean or Japanese correctly without understanding the social structure of the respective societies, because that structure is reflected in the endings of words and the terms of address and reference that must be used when speaking to or about other people.     source: http://www.sil.org/lingualinks/languagelearning/otherresources/gudlnsfralnggandcltrlrnngprgrm/AspectsOfCommunicativeCompeten.htm