Sabtu, 12 Januari 2013
HOW TO TEACH WRITING OF NARATIVE TEXT FOR SENIOR HIGH SCHOOL
CHAPTER I : INTRODUCTION
A. The meaning of writing
Writing is anything written or printed; anything expressed in characters or letters
and the activity of putting something in written . Writing also a hobby of someone.
CHAPTER II : CONTENT
B. How To Teach Writing : These are some methods for generating writing ideas
One of the most important things to remember when teaching writing is that writing is a process.Very few native speakers will ever start writing at the top of the first page and continue straight through until they finish at bottom of the last one. The first step in the writing process is coming up with our thoughts and ideas, also known as prewriting. Prewriting helps students gather ideas and give them a bank of possibilities for their writing. This way, as students write they do not have to make decisions simultaneously about content and language. The teacher help the students get a head start before they write with any of these three methods for prewriting.
C. The Technique to teach writing
1. Brainstorming
Brainstorming is similar to freewriting in that you write down everything you can think of without considering whether it is valid, good or useable. The difference between freewriting and brainstorming is that freewriting takes on a format that looks something like a paragraph, while brainstorming usually results in a list of words and phrases. When brainstorming, it isn't necessary to keep writing continuously; just jot down ideas that seem related to your topic
2. Free writing
Free writing is an individual activity for getting thoughts from your head on to paper. Explain the concept of stream of consciousness to the students and tell them that free writing is simply putting on paper every thought that is going through their heads. Like with brainstorming, anything goes. The goal of this activity is to never let your pen or pencil stop writing.
D. Teaching Writing Skills
The most important factor in writing exercises is that students need to be personally involved in order to make the learning experience of lasting value. Encouraging student participation in the exercise, while at the same time refining and expanding writing skills, requires a certain pragmatic approach. The teacher should be clear on what skills he/she is trying to develop. Next, the teacher needs to decide on which means (or type of exercise) can facilitate learning of the target area. Once the target skill areas and means of implementation are defined, the teacher can then proceed to focus on what topic can be employed to ensure student participation. By pragmatically combing these objectives, the teacher can expect both enthusiasm and effective learning.
E. Process Writing Activities
a- Pre-writing: A Place to Start
b- Planning: Organizing for Drafting
c- Drafting: A Time to Indulge
d- Post-writing: Preparing To Go Public
Process Writing Activities
a- Pre-writing: A Place to Start
Pre-writing, the first stage in the writing process, begins long before the writer puts thoughts into writing. The experiences, observations, and interactions that students have prior to entering the classroom have an impact upon what they will write and how they will write it. Within the classroom, pre-writing prompts and activities can be integrated into the writing process as scaffolds by teachers to help students generate ideas for their writing and to practice the thinking skills inherent in the activity.
To initiate thinking and generate possible writing topics, it is important for students to explore ideas for writing topics using a variety of pre-writing strategies, such as the following:
- Brainstorming
- Interviewing a person knowledgeable about the topic
- Listening to music
- Reading about and researching the topic
b. Planning: Organizing for Drafting
After students have generated some ideas, they must decide what they will say about their chosen topic. Students develop an initial plan for the product they will compose. As they do so, they must consider the purpose, audience, point of view, and format because these elements have implications for both the planning and the drafting of the written product. To develop an initial plan for drafting, students organize the information they have generated during pre-writing by using such structures as outlines, story frames, maps, diagrams, charts, and concept webs.
c. Drafting: A Time to Indulge
At this point in the process, the emphasis is on content and meaning rather than on mechanics and conventions. This is the time for writers to get down their ideas and thoughts, composing rough drafts based upon pre-writing and planning activities and considerations. As they compose, writers begin to determine what to include and exclude, and make initial decisions about how these ideas will be organized. During the drafting stage of the writing process, meaning begins to evolve.
d. Post-writing: Preparing To Go Public
When students have an authentic audience and purpose, they want to rework their written drafts, polishing them for presentation or publication. Going public means taking a huge risk; the student's self-esteem is on the line, so the decision about how and with whom to share their writing must be up to the student writer. Teachers may encourage students to share certain pieces or determine the number of pieces that students are required to share or publish within a set time period, but ultimately the decision about which pieces to share, and with whom, should be left up to the writer.
F. The Application to teach Writing for Senior High School
Narrative Text
A narrative is a written text that happened in past time and the writer wants to amuse and entertain the reader. There are various kinds of narratives such as fairy stories, mysteries, science fictions, romance, horror, etc. This type of text can be found in short story books, magazines, novels, movies etc. Narrative is popular because they present a plot which consists of complications and resolutions. They make people feel curious and anxious with the ends of the stories.
The generic structure of narrative usually has four components (but the one is optional):
(1) Orientation, (2) Complication (3) Resolution and (4) Re-orientation (it is optional).
A. Generic Structure of Narrative
1. Orientation : sets the scene and introduces the participants (characters) of the
story, the time and place the story happened (Who, what, when and where)
2. Complication : a crisis arises. A series of events in which the main character
attempts to solve the problem.
3. Resolution : the crisis is resolved, for better or worse.
4. Re-orientation: it is optional. The ending of story. It sometimes contains the solution.
B. Generic Features
1. A narrative focuses on specific participants.
2. There are many action verbs.
3. It usually uses Past Tense
4. Linking words are used, related with time
5. There are sometimes some dialog and the tense can change
6. Descriptive language is used to create listener’s or reader’s imagination
7. Temporal conjunctions are also used.
Narrative Cinderella Story Cinderella
Once upon a time, there was a girl called Cinderella. Cinderella is lived happily with her mother and father until her mother died. Feel that Cinderella needs a mother figure in his life, Cinderella’s father remarries to a woman who has two daughters of her own.
Unfortunately, Cinderella's father dies and she lived only with her stepmother and stepsisters. They were very bossy, she had to do all the housework. One day on invitation to the hall come to the family.
The King invited for all the eligible ladies in the kingdom so as to find Prince a wife. Her stepsisters would no let her go. Cinderella was sad. The stepsisters went to the hall without her. Fortunately, the fairy Godmother came and helped her to get to the hall with the wave of magic wand, helped prepared Cinderella for the hall. The fairy does warn her that is magic will end at a stroke of midnight, so she must leaved the hall before than.
At the hall all people surprised when Cinderella arrived. And then the Prince invited Cinderella to danced. He fell in love with her.
All of a sudden, the clock star to chime that is a midnight. Cinderella hastily runs away, dropped a glass slipper as she does so. Cinderella escapes, with nothing from the night left, except from the other glass slipper, which had not changed back.
Prince Charming orders his love to be found by means of the odd shoe, and the Grand Duke is sent around the land getting every girl in the land to try on the glass slipper to see if it fits.
Eventually the Grand Duke reaches the residence of Cinderella, but she is nowhere to be seen. The stepsisters frantically try to get the glass slipper to fit so as to wed into royalty, but compatible nothing that. The Grand Duke is about to leave as Cinderella finally appears. He orders the messenger to brought forth the glass slipper, yet the stepmother in a last minute attempt to prevent her stepdaughter from better things, causes the messenger to trip, thus broken the fragile shoe into pieces. Yet the arrogant woman hadn't betted on Cinderella produced the other glass slipper, which fits onto Cinderella's foot perfectly.
Very soon, wedding bells ring, and Cinderella married her prince, and they live happily ever after.
A. Answer this question with the right answer
1. Who was the girl in this story?
2. What were the character of her stepsister?
3. Why Cinderella was sad?
4. Where was her stepsister go?
5. Who helped Cinderella to go to the hall?
B. Correct this sentences True or False
1. Cinderella dance without the prince (…)
2. Cinderella went to the hall (…)
3. She lived with her stepsisters (…)
4. Godmother came and helped her to get to the hall (…)
5. They lived happily ever after (…)
C. Find the antonym of the following from the above text
1. Once upon a time 5. Prince
2. Bossy 6. Happily
3. Went 7. After
4. Love 8. Sad
D. Find the synonym of the following from the above text
1. Happily a. The end
2. Bossy b. Completely
3. Kingdom c. Evil
4. Fortunately d. Gladly
5. Finally e. Royal
6. Perfectly f. Lucky
7. Very soon g. Immediately
8. Woman h. Lady
9. Try i. Attempt
10. Sad j. Tragic
MAKALAH TEFL semester 5 ni..
semoga bermanfaat buat teman-teman
:)
A. The meaning of writing
Writing is anything written or printed; anything expressed in characters or letters
and the activity of putting something in written . Writing also a hobby of someone.
CHAPTER II : CONTENT
B. How To Teach Writing : These are some methods for generating writing ideas
One of the most important things to remember when teaching writing is that writing is a process.Very few native speakers will ever start writing at the top of the first page and continue straight through until they finish at bottom of the last one. The first step in the writing process is coming up with our thoughts and ideas, also known as prewriting. Prewriting helps students gather ideas and give them a bank of possibilities for their writing. This way, as students write they do not have to make decisions simultaneously about content and language. The teacher help the students get a head start before they write with any of these three methods for prewriting.
C. The Technique to teach writing
1. Brainstorming
Brainstorming is similar to freewriting in that you write down everything you can think of without considering whether it is valid, good or useable. The difference between freewriting and brainstorming is that freewriting takes on a format that looks something like a paragraph, while brainstorming usually results in a list of words and phrases. When brainstorming, it isn't necessary to keep writing continuously; just jot down ideas that seem related to your topic
2. Free writing
Free writing is an individual activity for getting thoughts from your head on to paper. Explain the concept of stream of consciousness to the students and tell them that free writing is simply putting on paper every thought that is going through their heads. Like with brainstorming, anything goes. The goal of this activity is to never let your pen or pencil stop writing.
D. Teaching Writing Skills
The most important factor in writing exercises is that students need to be personally involved in order to make the learning experience of lasting value. Encouraging student participation in the exercise, while at the same time refining and expanding writing skills, requires a certain pragmatic approach. The teacher should be clear on what skills he/she is trying to develop. Next, the teacher needs to decide on which means (or type of exercise) can facilitate learning of the target area. Once the target skill areas and means of implementation are defined, the teacher can then proceed to focus on what topic can be employed to ensure student participation. By pragmatically combing these objectives, the teacher can expect both enthusiasm and effective learning.
E. Process Writing Activities
a- Pre-writing: A Place to Start
b- Planning: Organizing for Drafting
c- Drafting: A Time to Indulge
d- Post-writing: Preparing To Go Public
Process Writing Activities
a- Pre-writing: A Place to Start
Pre-writing, the first stage in the writing process, begins long before the writer puts thoughts into writing. The experiences, observations, and interactions that students have prior to entering the classroom have an impact upon what they will write and how they will write it. Within the classroom, pre-writing prompts and activities can be integrated into the writing process as scaffolds by teachers to help students generate ideas for their writing and to practice the thinking skills inherent in the activity.
To initiate thinking and generate possible writing topics, it is important for students to explore ideas for writing topics using a variety of pre-writing strategies, such as the following:
- Brainstorming
- Interviewing a person knowledgeable about the topic
- Listening to music
- Reading about and researching the topic
b. Planning: Organizing for Drafting
After students have generated some ideas, they must decide what they will say about their chosen topic. Students develop an initial plan for the product they will compose. As they do so, they must consider the purpose, audience, point of view, and format because these elements have implications for both the planning and the drafting of the written product. To develop an initial plan for drafting, students organize the information they have generated during pre-writing by using such structures as outlines, story frames, maps, diagrams, charts, and concept webs.
c. Drafting: A Time to Indulge
At this point in the process, the emphasis is on content and meaning rather than on mechanics and conventions. This is the time for writers to get down their ideas and thoughts, composing rough drafts based upon pre-writing and planning activities and considerations. As they compose, writers begin to determine what to include and exclude, and make initial decisions about how these ideas will be organized. During the drafting stage of the writing process, meaning begins to evolve.
d. Post-writing: Preparing To Go Public
When students have an authentic audience and purpose, they want to rework their written drafts, polishing them for presentation or publication. Going public means taking a huge risk; the student's self-esteem is on the line, so the decision about how and with whom to share their writing must be up to the student writer. Teachers may encourage students to share certain pieces or determine the number of pieces that students are required to share or publish within a set time period, but ultimately the decision about which pieces to share, and with whom, should be left up to the writer.
F. The Application to teach Writing for Senior High School
Narrative Text
A narrative is a written text that happened in past time and the writer wants to amuse and entertain the reader. There are various kinds of narratives such as fairy stories, mysteries, science fictions, romance, horror, etc. This type of text can be found in short story books, magazines, novels, movies etc. Narrative is popular because they present a plot which consists of complications and resolutions. They make people feel curious and anxious with the ends of the stories.
The generic structure of narrative usually has four components (but the one is optional):
(1) Orientation, (2) Complication (3) Resolution and (4) Re-orientation (it is optional).
A. Generic Structure of Narrative
1. Orientation : sets the scene and introduces the participants (characters) of the
story, the time and place the story happened (Who, what, when and where)
2. Complication : a crisis arises. A series of events in which the main character
attempts to solve the problem.
3. Resolution : the crisis is resolved, for better or worse.
4. Re-orientation: it is optional. The ending of story. It sometimes contains the solution.
B. Generic Features
1. A narrative focuses on specific participants.
2. There are many action verbs.
3. It usually uses Past Tense
4. Linking words are used, related with time
5. There are sometimes some dialog and the tense can change
6. Descriptive language is used to create listener’s or reader’s imagination
7. Temporal conjunctions are also used.
Narrative Cinderella Story Cinderella
Once upon a time, there was a girl called Cinderella. Cinderella is lived happily with her mother and father until her mother died. Feel that Cinderella needs a mother figure in his life, Cinderella’s father remarries to a woman who has two daughters of her own.
Unfortunately, Cinderella's father dies and she lived only with her stepmother and stepsisters. They were very bossy, she had to do all the housework. One day on invitation to the hall come to the family.
The King invited for all the eligible ladies in the kingdom so as to find Prince a wife. Her stepsisters would no let her go. Cinderella was sad. The stepsisters went to the hall without her. Fortunately, the fairy Godmother came and helped her to get to the hall with the wave of magic wand, helped prepared Cinderella for the hall. The fairy does warn her that is magic will end at a stroke of midnight, so she must leaved the hall before than.
At the hall all people surprised when Cinderella arrived. And then the Prince invited Cinderella to danced. He fell in love with her.
All of a sudden, the clock star to chime that is a midnight. Cinderella hastily runs away, dropped a glass slipper as she does so. Cinderella escapes, with nothing from the night left, except from the other glass slipper, which had not changed back.
Prince Charming orders his love to be found by means of the odd shoe, and the Grand Duke is sent around the land getting every girl in the land to try on the glass slipper to see if it fits.
Eventually the Grand Duke reaches the residence of Cinderella, but she is nowhere to be seen. The stepsisters frantically try to get the glass slipper to fit so as to wed into royalty, but compatible nothing that. The Grand Duke is about to leave as Cinderella finally appears. He orders the messenger to brought forth the glass slipper, yet the stepmother in a last minute attempt to prevent her stepdaughter from better things, causes the messenger to trip, thus broken the fragile shoe into pieces. Yet the arrogant woman hadn't betted on Cinderella produced the other glass slipper, which fits onto Cinderella's foot perfectly.
Very soon, wedding bells ring, and Cinderella married her prince, and they live happily ever after.
A. Answer this question with the right answer
1. Who was the girl in this story?
2. What were the character of her stepsister?
3. Why Cinderella was sad?
4. Where was her stepsister go?
5. Who helped Cinderella to go to the hall?
B. Correct this sentences True or False
1. Cinderella dance without the prince (…)
2. Cinderella went to the hall (…)
3. She lived with her stepsisters (…)
4. Godmother came and helped her to get to the hall (…)
5. They lived happily ever after (…)
C. Find the antonym of the following from the above text
1. Once upon a time 5. Prince
2. Bossy 6. Happily
3. Went 7. After
4. Love 8. Sad
D. Find the synonym of the following from the above text
1. Happily a. The end
2. Bossy b. Completely
3. Kingdom c. Evil
4. Fortunately d. Gladly
5. Finally e. Royal
6. Perfectly f. Lucky
7. Very soon g. Immediately
8. Woman h. Lady
9. Try i. Attempt
10. Sad j. Tragic
MAKALAH TEFL semester 5 ni..
semoga bermanfaat buat teman-teman
:)
MUJIZAT MASIH ADA
Sally berumur 8 tahun ketika dia mendengar
orang-tua nya sedang berbicara mengenai adik lelakinya, Georgi yang
menderita sakit parah.
Hanya operasi yang sangat mahal bisa menyelamatkannya, tapi mereka tak punya biaya untuk itu.
Sally mendengar ayahnya berkata, “Hanya keajaiban yang bisa menyelamatkannya”.
LaluSally mengambil celengan dari tempat persembunyiannya,
lalu dikeluarkannya semua isi celengan ke lantai dan menghitung semua uangnya.
Lalu dengan membawa uang tersebut,
Sally menyelinap keluar dan pergi ke sebuah apotik.
“Apa yang kamu perlukan, nak?” tanya apoteker
“Saya mau bicara mengenai adikku,
Dia sakit & saya mau membeli keajaiban untuknya”, jawab Sally
“Apa yg kamu katakan?
“Ayahku mengatakan hanya keajaiban yang bisa menyelamatkan jiwanya. Jadi berapa harganya?”
“Kami tidak menjual keajaiban, adik kecil”
“Saya punya uang. Katakan saja berapa harga keajaiban?”
Secara kebetulan disamping Sally berdiri seorang pria berpakaian rapi. Pria itu mendengarkan percakapan itu dan bertanya,
“Keajaiban jenis apa yang dibutuhkan oleh adikmu?”
“Saya tak tahu” jawab Sally.
Lalu air mata mulai menetes di pipinya....
“Saya hanya tau dia sakit parah dan ayah mengatakan bahwa ia membutuhkan operasi.
Tapi orang tua-ku tak mampu untuk membayarnya,
tapi saya punya uang”
“Berapa uang yang kamu punya?”, tanya pria tersebut.
“Satu dollar dan sebelas sen,” jawab Sally dengan bangga.
“Kebetulan sekali,” kata pria itu sambil tersenyum,
“Satu dollar dan sebelas sen....harga yg tepat untuk membeli keajaiban yang dapat menolong adikmu”
Dia lalu mengambil uang itu dari Sally,
kemudian memegang tangan Sally dan berkata:
“Bawa saya kepada adikmu, saya mau bertemu dengannya dan orang tua-mu”.
Pria itu adalah Dr. Carlton Armstrong,
seorang ahli bedah terkenal.
Operasi dilakukannya tanpa biaya
Dan butuh waktu yang tak lama Georgi kembali ke rumah dalam keadaan sehat.
Orang tua-nya nya sangat bahagia.
Sally tersenyum...
Dia tau pasti berapa harga keajaiban tsb,
Satu dollar dan sebelas sen....ditambah dengan kasih dan keyakinan.
Mujizat masih ada....dan tetap ada.....
Karena Yesus hidup...dan peduli pada setiap jeritan hati kita.
Datang padaNYA....
and expect a miracle!
Hanya operasi yang sangat mahal bisa menyelamatkannya, tapi mereka tak punya biaya untuk itu.
Sally mendengar ayahnya berkata, “Hanya keajaiban yang bisa menyelamatkannya”.
LaluSally mengambil celengan dari tempat persembunyiannya,
lalu dikeluarkannya semua isi celengan ke lantai dan menghitung semua uangnya.
Lalu dengan membawa uang tersebut,
Sally menyelinap keluar dan pergi ke sebuah apotik.
“Apa yang kamu perlukan, nak?” tanya apoteker
“Saya mau bicara mengenai adikku,
Dia sakit & saya mau membeli keajaiban untuknya”, jawab Sally
“Apa yg kamu katakan?
“Ayahku mengatakan hanya keajaiban yang bisa menyelamatkan jiwanya. Jadi berapa harganya?”
“Kami tidak menjual keajaiban, adik kecil”
“Saya punya uang. Katakan saja berapa harga keajaiban?”
Secara kebetulan disamping Sally berdiri seorang pria berpakaian rapi. Pria itu mendengarkan percakapan itu dan bertanya,
“Keajaiban jenis apa yang dibutuhkan oleh adikmu?”
“Saya tak tahu” jawab Sally.
Lalu air mata mulai menetes di pipinya....
“Saya hanya tau dia sakit parah dan ayah mengatakan bahwa ia membutuhkan operasi.
Tapi orang tua-ku tak mampu untuk membayarnya,
tapi saya punya uang”
“Berapa uang yang kamu punya?”, tanya pria tersebut.
“Satu dollar dan sebelas sen,” jawab Sally dengan bangga.
“Kebetulan sekali,” kata pria itu sambil tersenyum,
“Satu dollar dan sebelas sen....harga yg tepat untuk membeli keajaiban yang dapat menolong adikmu”
Dia lalu mengambil uang itu dari Sally,
kemudian memegang tangan Sally dan berkata:
“Bawa saya kepada adikmu, saya mau bertemu dengannya dan orang tua-mu”.
Pria itu adalah Dr. Carlton Armstrong,
seorang ahli bedah terkenal.
Operasi dilakukannya tanpa biaya
Dan butuh waktu yang tak lama Georgi kembali ke rumah dalam keadaan sehat.
Orang tua-nya nya sangat bahagia.
Sally tersenyum...
Dia tau pasti berapa harga keajaiban tsb,
Satu dollar dan sebelas sen....ditambah dengan kasih dan keyakinan.
Mujizat masih ada....dan tetap ada.....
Karena Yesus hidup...dan peduli pada setiap jeritan hati kita.
Datang padaNYA....
and expect a miracle!
20 BERKAT
1. Mengapa saya berkata
"Saya tidak bisa" jika Alkitab mengatakan bahwa saya bisa melakukan
segala sesuatu di dalam Dia yang memberi kekuatan kepada saya (Fil 4:13)?
2. Mengapa saya merasa kurang
jika saya tahu bahwa Allah akan memenuhi segala keperluan saya menurut kekayaan
dan kemuliaanNya dalam Kristus Yesus (Fil 4:19)?
3. Mengapa saya harus merasa
takut jika Alkitab berkata bahwa Tuhan tidak memberi saya roh ketakutan,
melainkan roh yang membangkitkan kekuatan, kasih, ketertiban (2 Tim 1:7)?
4. Mengapa saya harus merasa
kurang iman jika saya tahu bahwa Allah telah mengaruniakan kepada saya ukuran
iman tertentu (Rom12:3)?
5. Mengapa saya menjadi lemah
jika Alkitab berkata bahwa Allah adalah terang dan keselamatan saya dan bahwa
saya akan tetap kuat dan akan bertindak (Maz 27:1, Dan 11:32)?
6. Mengapa saya harus membiarkan
iblis menang atas hidup saya jika Roh yang ada di dalam saya lebih besar dari
pada roh yang ada di dalam dunia (1 Yoh 4:4)?
7. Mengapa saya harus pasrah
kalah jika Alkitab berkata bahwa Allah dalam Kristus selalu membawa kita di
jalan kemenanganNya (2 Kor 2:14)?
8. Mengapa saya harus kekurangan
hikmat jika Kristus sendiri telah menjadi hikmat bagi saya dan Allah akan
memberi hikmat jika saya minta padaNya (1 Kor 1:30; Yak 1:5)?
9. Mengapa saya harus depresi
jika saya dapat mengingat bahwa saya dapat berharap pada Allah yang kasih
setiaNya tidak habis-habisNya setiap pagi (Rat 3:21-23)?
10. Mengapa saya harus kuatir,
resah, dan rewel jika saya dapat menyerahkan segala kekuatiran saya pada Tuhan
yang memelihara saya (1 Pet 5:7)?
11. Mengapa saya harus selalu
hidup dalam beban jika saya tahu bahwa di mana ada Roh Allah, ada kemerdekaan,
dan Kristus telah memerdekakan kita (2 Kor 3:17; Gal 5:1) ?
12. Mengapa saya harus merasa
terhukum jika Alkitab berkata bahwa saya tidak ada lagi di bawah penghukuman
sebab saya di dalam Kristus (Rom 8:1) ?
13. Mengapa saya harus merasa
sendirian jika Yesus berkata Ia akan selalu menyertai saya, tidak akan
membiarkan dan tak akan meninggalkan saya (Mat 28:20; Ibr 13:5)?
14. Mengapa saya harus merasa
terkutuk atau merasa saya menjadi korban nasib sial jika Alkitab berkata bahwa
Kristus telah menebus kita dari kutuk hukum taurat sehingga oleh iman kita
menerima Roh yang telah dijanjikan itu (Gal 3:13-14) ?
15. Mengapa saya harus merasa
tidak puas dalam hidup ini jika saya,seperti Paulus, bisa belajar untuk menjadi
puas dalam segala keadaan (Fil 4:11) ?
16. Mengapa saya harus merasa
tidak layak jika Kristus telah dibuat menjadi dosa karena kita, supaya di dalam
Dia kita dibenarkan oleh Allah (2 Kor 5:21) ?
17. Mengapa saya merasa takut
disiksa orang jika saya tahu bahwa jika Allah di pihak saya tidak ada yang akan
melawan saya (Rom8:31) ?
18. Mengapa saya harus bingung
jika Allah adalah Raja Damai dan Ia memberi saya pengetahuan melalui RohNya
yang diam di dalam kita (1 Kor 14:33;2:12)
19. Mengapa saya harus
terus-menerus gagal dan jatuh jika Alkitab berkata bahwa sebagai anak Allah
saya lebih daripada orang-orang yang menang dalam segala hal, oleh Dia yang
telah mengasihi saya (Rom8:37)?
20. Mengapa saya harus membiarkan
tekanan hidup mengganggu saya jika saya dapat punya keberanian karena tahu
Tuhan Yesus telah menang atas dunia dan penderitaan (Yoh 16:33)? " Diamlah
dan ketahuilah,bahwa Akulah Allah ! " (Mazmur 46:11a)
So, teman-teman ku terkasih berkat TUHAN yang banyak itu harus kita syukuri yah :)
Memulai Hal yG Baru itu Menyenangkan
Bagiku mendapatkan ilmu baru itu sangat menyenangkan.
Seperti memulai membuat blog ini..
:)
Awalnya saya tidak tahu cara membuatnya dan menggunakannya, dan saya tetap mencoba dan bertanya-tanya pada teman, khusunya adik saya Riama yang akhirnya membuat saya tau membuat blog dan tahu menggunakannya..Terimakasih adik qu sayang:)Didalam hati saya sangat senang, karena saya mendapatkan ilmu baru sekarang.
Dan melalui blog saya yang baru ini, saya akan berbagi ilmu dengan teman-teman sekalian..
:)
Gb
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