Analysis of Factors Causing Food Insecurity in Probolinggo District

Luthfiyah Nurlaela

Home Economic Department, Engineering Faculty

Surabaya State University

Surabaya, Indonesia

luthfiyahN@yahoo.com

Choirul Anna Nur Afifah

Home Economic Department, Engineering Faculty

Surabaya State University

Surabaya, Indonesia

annardn59@gmail.com

Abstract— This study aimed to identify the potential of local food in the community, food availability and distribution, and family food consumption (levels of energy and protein consumption) in the food insecurity region; and to analyze the causes of food insecurity in the District of Probolinggo. The research is descriptive qualitative. Data was collected using interview, observation, and documentation. Research conducted in Alas Pandan and Bimo villages (subdistrict of Pakuniran) and Jatisari village (subdistrict of Kuripan). The villages have serious condition in food insecurity. The number of respondents is 45 families. The potential local food are rice, corn, cassava, mango, and banana. The staple food availability in family level is good. Access for gaining food mostly by buying. Food distribution in family and community is good, i.e. 62,2%. The levels of energy and protein consumption are still under nutritional adequacy rate. Causes of food insecurity in the district Probolinggo are: a) the low of family food availability on food source of protein, vitamin, and mineral; b) levels of energy and protein consumption of community is under the RDA; c) the low of income; d) the low of education; and e) lack of community access to technology mainly food processing technology.

Keywords- availability; distribution; food consumption; food insecurity

I. INTRODUCTION

the fulfillment of food needs in the context of food security is the pillar for the formation of qualified human resources are needed to improve the nation's competitiveness in the global landscape in Indonesia (Suryana, 2004). To achieve food security required the availability of food in quantity and quality, affordable distributed and safely consumed for every citizen to prop up its activities on a daily basis all the time because the food security system consists of sub-systems, availability, distribution and consumption subsystem (Saliem, et al; 2002).

Increasing population, the narrowness for agriculture and climate change cause of food being one indicator important of welfare a nation. Of food in family containing understanding the food sufficient and available in a number which can meet consumption family. Tercukupinya food needs will not mean if food distribution and consumption food populations still low. Food distribution is not limited in the spreading and fair distribution food sources in several regions, but they have also reaching up on a level family. Food consumption affected by many factors. The rate of consumption [5]; more determined by quality and quantity of food consumed. Food quality reflect the nutrient substance needed by the body, contained in foods the food reflects the amount of any quantity in a nutrient foods. Food consumption less impact on low nutrition status of people at risk the emergence and malnutrition ( malnutrition ). Food vulnerability is the condition of not enough food a society. According to the food and agriculture organization (FAO); and act number 7 1996 about food the front lines can be defined that individuals or household people have no access economy ( revenue inadequate or food prices, unaffordable ) not having access physically to obtain food pretty normal life healthy, and productive good quality and quantity.

Probolinggo is district with wide area 1.696.166,90 ha of his capital kraksaan. There are at least 98 village in sixteen sub-district in thousand probolinggo is categorized front lines. Map food scarcity probolinggo district 2007 issued council food security east java cooperate with university brawijaya calamity find there are two sub-districts being entire villages including front lines. Sub-district it is pakuniran and kuripan. The research activity focused on family in three village with category very prone food, namely village pedestal pandanus and villages bimo (pakuniran subdistrict ) and village jatisari (kuripan subdistrict).

Purpose activity this research are 1) identify potentials local food in society, 2) knowing of food level family in the proneness food, 3) dig information about food distribution in family and community, 4) food consumption aware family (levels of consumption of energy and protein consumption levels), and 5) conducting an analysis of the causes of food insecurity based on data availability, distribution and consumption of food. This research is expected to be a guideline or reference for the basic driving force of development and policy makers in the intervention to the community in the area of food insecurity, source literature for students in community nutrition lecture activities, as well as references for further research or development related to community food security.

II. METHOD

The kind of research is descriptive qualitative, by cross sectional design. Determining the location done in purposif, with consideration the region in category very front lines so elected two villages in sub-district pakuniran, namely Alas Pandan village and Bimo village, and one village in sub-district kuripan, namely jatisari village.

Research subjects is families who have toddlers in the village of Alas Pandan, Bimo and the village of Kuripan Village, each village taken as many as fifteen families so that the number of respondents was 45, elements of the Government that Kecamatan, village of Pakuniran devices and Food Security Agency and Kuripan Regency Probolinggo.

Data collection was carried out through interviews, observation, and documentation. Research instrument used in the form of observation sheet and questionnaire. The Data collected in the form of primary data about the potential for local food, family characteristics, availability (food list or inventory method), distribution and consumption of food (recall 2x24 hours). According to the Department of health RI (1990) level/degree of food consumption is said to be good if & gt; 100 RDA, medium = 80-99, lack of RDA = 70-80 deficit and if RDA & lt; 70 RDA. Secondary Data in the form of a monograph of the village and the result of weighing a toddler from May 2011 until June 2012. The data analysis done on a descriptive qualitative, where data are presented in the form of percentage for exposing and illustrating the observation results obtained.

III. RESULT AND DISCUSSION

The General State Of The Region.

The village has an area of Alas Pandan 197.4 Ha. The base area of Pandan are generally in field area 104.7, tegal 48.7 Ha, and estates area 18 Ha. Villagers Alas Pandan totaled 1,886 people or 746 families. The majority of the inhabitants of livelihood as farmers edged 280 people and peasants, 466 people, as a seller, entrepreneur, civil servants, a builder, driver/taxi, and so on. In terms of educational level, there were 838 people did not finish elementary school, 619 people finished primary school, 207 people finished junior high school, 86 people finished senior high school and 118 people College. Principal agricultural community such as rice, cassava, mango, banana, and teak. From these results, the community has been expanding into several industries such as the manufacture of household to make cassava, Tempe and industry furniture also develops in the village though still in small scales and marketing is, but has medapat intensive training from the related institutions ( dept. of industry ).

The village is located on the slopes of Bimo Arjuno and includes mountainous terrain or hills to an agrarian agroekologi. Total area 465,5 Ha Bimo Village fields or moor is the widest part (206 Ha) then a forest of teak 136,8 Ha. The main types of Community agriculture rice, cassava, bananas, teak and mango. A mainstay of the range chicken farming village of Bimo results. Villagers Bimo consists of 625 people men and women, with a total of 534 families as much as 430 families. Percentage inhabitant of largest was adult as many as 759 people (65,71%). Livelihood population main as farmers and farm laborer 375 people (86,81%). Number of resident there are elementary and finished elementary is also high is 108 people (16,05%) and 376 people (55,87%), known only 18 people (2,67%) who until in level university mention the percentage of poor families in village bimo still high (73,5%), this are reflected of condition houses that walled bamboo or wood still dominate, namely as many as 54,9%. Jatisari village is the only village in the Sub-District of Kuripan which includes categories very prone. The village includes a hilly area that is mostly dry land/tegal 737,86 Ha, 483 teak forest and rice field rainwater 4.43 Ha. Village jatisari hamlet, is divided into 65 neighborhood units and 26 neighborhood unit.

The characteristics of the economy of the community at large-eyed livelihood as self-employment (workshop), a builder, pedicabs, farmers, peasants and taxi driver. The Data shows the village of monograph almost 90% of the community includes a poor family. The results of the agricultural community is cassava Besides rice and corn. Forested areas are generally planted with teak trees.

The Potential of Local Food Communities.

Local food community was greatly influenced by the agroecology region. Ecological factors have a very dominant role towards the formation of food consumption patterns [6]. Pakuniran and Kuripan Subdistrict is areas with agricultural region agroecology. Food in the form of rice and tubers, especially yams and cassava, taro dominated the local food community, however rice production has not been able to meet the needs of the whole population so that the availability of rice as a staple food still must be met from other regions. Some regions, especially the village of Bimo also planting corn as a result of his farm. This data in accordance with Arsiniawati [3] which states that all districts/cities in East Java, put rice as the staple food maize, although in the form of rice, maize (a mixture of rice and maize) as well as ampok or aron (corn) are still commonly found in Probolinggo District among others.

Animal food sources that are generated in the form of a lot of chicken, beef and goat the next. Animal food in the form of a chicken or the egg that is consumed is the result of society's own livestock, while cows are more used to help cultivate their farmland.None of the results generated by the fisheries community land and the sea. Most of community more consume fish be processed salted fish). Type of vegetable that is often found in water convolvulus, cassava leaves, mustard greens, spinach, and so on. In Pakuniran Subdistrict, mango and banana into a fairly promising local commodities. Some mango plantations are found, but still limited consumed/sold the community in the form of fresh, they haven't been able to develop it into a product that is worth the economic high. Unlike the case with banana, Pakuniran subdistrict community has been able to develop the entrepreneurial banana (banana to make) that can sustain their household economy.

The Availability of Food Family.

The availability of food family is considered the family of the ability to fulfill the needs of a group of cereal grains, pangannya the tubers, panga animal, oils and fats, fruit /seeds fatty, nuts, sugar, and fruits and vegetables. The availability of food family be judged from availability of foodstuffs in the period one week. Such as rice grains become main society, staple food partly (about 46.6%) the family also provides of corn for processed into nasi corn as an alternative to substitute rice. Cassava is sort of the most numerous consumed, but more often used as food an interlude and entrepreneurial (cassava chip).

A kind of food animal that is widely available is a chicken and eggs, next fish. The availability of fish in the family rarely in form of fresh fish but preserved, in the form as of salted fish. Some fresh fish that is often found here was a fish fresh-water or river, which is a lele or mujair fish. Food products other animal is milk, who is also available but limited only on 17,7 % of the family.

TABLE 1. Food availability in family per week

Kind of Food	(%) Food Availability per week
	<3 days	3-5 days	>5 days
Paddy/rice	0	0	100
Corn	53,3	2,2	44,4
Cassava	73,3	17,8	8,9
Noodle	97,8	2,2	0
Chicken	77,8	15,6	6,7
Beef	100	0	0
Fish	40,0	11,1	48,9
Egg	42,2	26,7	31,1
Vegetable oil	6,7	2,2	91,1
Coconut/coconut milk	91,1	4,4	4,4
Peanut	91,1	2,2	6,7
Soybean curd	17,8	8,9	73,3
Tempe	40,0	8,9	51,1
Sugar	6,7	4,4	88,9
Watercress	77,8	13,3	8,9
Cassava leaf	66,7	15,6	17,8
Lettuce	97,8	0	2,2
Spinach	84,4	6,7	8,9
Banana	100	0	0
Papaya	100	0	0

Data shows that the whole family having good availability of rice, soybean curd, sugar and oil for frying. While little food available in family is beef, chicken, noodles, coconut/coconut milk, soybean curd, lettuce, spinach, bananas and papayas. And virtually food source of protein (either animal or vegetable) and food source of vitamins and minerals (vegetable and fruit) is food group should be increased its availability.

Food distribution family.

Food distribution family one of them is determined from access family obtain food. Family access to food in sub-district pakuniran kuripan and carried out largely by purchasing family so that ability to obtain food closely related to purchasing power or family income so family with high income be easy obtain food compared with the family lower-income.

The ability of the family to provide for and obtain food won ' t be effective if not supported by the distribution of good food to all family members. The distribution of good does not mean the food must be consumed in equal amounts to all the family but food to be distributed properly in every time (as breakfast, lunch and dinner), a kind of food divided evenly to all the family members as well as a quantity of food consumed adjust by nutrition needs family members. Based on the answers given the family about food distribution, then known there are 62,2% family having good food distribution; 31,1% having fair food distribution and 6.7% family with food distribution less well.

Food consumption.

Major indicators from family food consumption seen from energy consumption level and protein consumption level. Composition and kosumsi food someone influenced knowledge nutritional and health  [6]. The results of a survey conducted by the food consumption of Probolinggo district at 2010 known that the energy consumption population with an agricultural region is 1944,8 cal/capita/day while data recall the overall population of energy consumption in Pakuniran and Kuripan sub-district is 1979,17 cal/capita/day. Although this figure look higher than energy consumption inhabitant of Probolinggo district but compared Recommended Dietary Allowances (RDA) 2005 that energy consumption level inhabitant of Indonesia actually 2150 cal/capita/day, so the rate is still low.

Consumption protein population known 53,82 grams /capita/day. While the survey food consumption in Probolinggo  district 2010 with agricultural region is 56.3 grams /capita/day and RDA protein consumption according to 2005 55 grams/capita/day. It is describe in general protein consumption population in pakuniran and kuripan sub-district should participate for lack of consumption protein in long time caused a lot of nutrition problems mainly in infants and toddlers.

Majority of respondents having medium level of protein consumption (37.8%). If connected with the availability of food family especially on source of protein in general only available less than three days in a week so that data describes food source of protein availability having a significant relation between the level of protein consumption society.

The Cause of  Food Insecurity in Probolinggo District.

Realization of food security produced some element the subsystem interact: food availability, food distribution  and food consumption [1]. The approach taken to build third subsystems was coordination and community empowerment in participatory. The identification challenged the cause of insecurity in pakuniran and kuripan sub-district, Probolinggo based on the data has been obtained is:

1) a lack of food availability as a source of protein ( beef, chicken, fish and tempe ) as well as a source of vitamins and minerals (coconut/coconut milk, watercress, lettuce, spinach, bananas and papayas ).

2) the level of energy consumption and protein majority people are still under the criteria adequate nutrition.

3) the low income people and it difficult to fulfill their food nutrition for family

4) low education society so that knowledge and awareness about the importance of food or nutritive also less, and the difficulty they get jobs adopted.

5) lack of public access for technology especially the processing producing stuff.

Identification by way of referring to the problem effort or an alternative solution that can be done is an educational program nutritional and health care for the community. A form of activity can include counseling, training and the development of a device formal education that integrated in school curriculum. The program not only aim is to raise public awareness about food and nourishment so that implicates to improve the quality of food consumption, but also a manner to eliminate the problem of malnutrition in toddlers and poor preventive measures the onset of food scarcity and give the impact of food sustainability.

  

CONCLUTIONS AND RECOMENDATIONS

Conclutions. 1) Potential local food is rice, corn, cassava as staple food, banana and mango for fruit and chicken and eggs on animal food, 2) the availability of food at the level of the family including good is rice, oil, soybean curd and sugar. While the food is sold as cow, a little available chicken, noodles, coconut/coconut milk, watercress, sawi, spinach, bananas and papayas, 3) access get food carried by buying and food distribution, including good family and community 4) Energy consumption level the overall population is 1979,17 cal /capita/day and rate of consumption protein average 53,82 grams/capita/day or still below the adequate nutrition, and 5) the cause of food insecurity in probolinggo district are lack of  food availability families at source of protein vitamins and minerals, the level of energy consumption and protein people who are below criteria, the low income and community education, and lack of public access for technology

Recommendation.1) The need for coordinated with education dept. district probolinggo and social institutions related to increase knowledge society on nutrition and socialization through different lines health and education. 2) Designing and devices promotion and education on food security through various education.

References

[1]   Anonimous, 2001. Rencana Strategis dan Program Kerja Pemantapan Ketahanan Panga Tahun 2001-2004. Badan Bimas Ketahanan Pangan. Departemen Pertanian.

[2]  Anonimous, 2010. Analisis Pola Konsumsi Pangan Wilayah Berbasis Pola Pangan Harapan (PPH) 2010 Kabupaten Probolinggo. Badan Ketahanan Pangan dan Penyuluh Pertanian Kabupaten Probolinggo.

[3]  Arsiniawati M. Brata-Arbai, dkk. 2001. Kajian Mutu dan Gizi sera Khasiat Makanan Tradisional Jawa Timur. Laporan Penelitian kerjasama antara Fakultas Teknologi Pertanian Universitas Brawijaya Malang dan Badan Ketahanan Pangan Jawa Timur. Tidak diterbitkan.

[4]  Nindyowati, E. 2001. Kebijakan dan Program Pembangunan dalam Mewujudkan Ketahanan Pangan. Makalah yang disampaikan dalam Seminar Nasional Makanan Tradisional, di NICE Center Graha Pena Building Surabaya, 27 Oktober 2001.

[5]   Soediaoetama, A Djaeni. 1996. Ilmu Gizi II. Jakarta: PT. Dian Rakyat

[6]  Suhardjo, 1989. Sosio Budaya Gizi. Departemen aaapendidikan dan Kebudayaan. 

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A PASSION FOR TEACHING

Luthfiyah Nurlaela

Home Economics Department, Faculty of Engineering, Surabaya State University

Kampus Ketintang, Jalan Ketintang, Surabaya, Indonesia, 60230

luthfiyahn@yahoo.com

Abstract— Passion is defined as “any kind of feeling by which the mind is powerfully affected or moved” (Oxford Dictionary, 1989). Sustaining the passion for teaching is intimately connected with their commitment; and commitment is related to their sense of professional emotional identity. It is the combination of the emotional and intellectual which results in teaching at its best, characterized as “passion for teaching” (Day, 2007). A passionate teacher is highly motivated, has full of energy and enthusiasm about his/her teaching, about the students and their learning and has a deep sense of commitment to providing the best possible opportunities for every student. The article discusses definition of passion for teaching, factors influence the passion, and the effort we should do to sustain the passion for teaching. The discussion is based-on the result of brainstorming in the 3^rd Regional Forum Seameo Innotech in Quezon City, Manila, at March 22nd -24th, 2011. The writer has a chance to participate the forum, and met participants from 9 countries of South-East Asia, i.e. Indonesia, Malaysia, Singapore, Cambodia, Lao, Vietnam, Brunei, Thai, Philippine.  The great quote from the forum is: “Being world class doesn’t mean going international and showing our best out there. Being world-class is passion and commitment to our profession. Being world-class is giving our best to our country and our people. For teachers, being world-class starts right inside the classroom.”

Keywords: motivated, passionate and effective teacher

I.           Introduction

It is well known that during and after the colonial era, a teaching job was highly respected and dreamed of by many of parents in this country for their children’s future job. Teachers or generally called Gurus owned a high social status in the society. In a rural and remote areas, where usually no definite home numbers, names of blocks or streets let alone home telephone, there was hardly any difficulty for a stranger to find a teacher’s dwelling. That is simply because within the radius of more than 3 kilometers, a GURU was well recognized by most people in the neighborhood.

As the time went by, the noble status of being a teacher “declined” in a way that many people didn’t want to be a teacher anymore. The job as a teacher was by far underrated as earning low salary and giving no promising prosperity. Being a teacher was indeed still respected but many refused to be one or made it a very last choice when better jobs had not been owned yet.

But it is not until the last five years that a job as a teacher has regained its noble status. Many people has recently been so eagerly willing to be educational personnel or suggesting their children to choose that job for them. Consequently, institutes and universities that produce GURUs, that were formerly underrated have been flooded with students having dream of being teachers.

The article discusses definition of passion for teaching, factors influence the passion, and the effort we should do to sustain the passion for teaching. The discussion is based-on the result of brainstorming in the 3^rd Regional Forum Seameo Innotech in Quezon City, Manila, at March 22nd -24th, 2011. The writer has a chance to participate the forum, and met participants from 9 countries of South-East Asia, i.e. Indonesia, Malaysia, Singapore, Cambodia, Lao, Vietnam, Brunei, Thai, Philippine.

II.         the meaning of passion for teaching

Passion is defined in the Oxford Dictionary (1989) as ‘any kind of feeling by which the mind is powerfully affected or moved’. It is a driver, a motivational force emanating from strength of emotion. People are passionate about things, issues, causes, people. Being passionate creates energy, determination, conviction, commitment and even obsession in people. Passion can lead to enhanced vision (the determination to fulfill a deeply held goal) but it can also restrict wider vision and lead to the narrow pursuit of a passionately held goal at the expense of other things.

Sustaining the passion for teaching is intimately connected with their commitment; and commitment is related to their sense of professional emotional identity. It is the combination of the emotional and intellectual which results in teaching at its best, characterized as “passion for teaching” (Day, 2004; 2007). A passionate teacher is highly motivated, has full of energy and enthusiasm about his/her teaching, about the students and their learning and has a deep sense of commitment to providing the best possible opportunities for every student.

Premised on Bandura’s theory of self-efficacy , which states that a person’s beliefs in his/her ability to succeed in a particular task influences how he/she performs that task, Teachers with a strong sense of self-efficacy demonstrate the following behaviors: 1) view challenging problems as tasks to be mastered which means willingness to continuously new and creative teaching practices; 2)develop deeper interest in the activities in which they participate; 3) form a stronger sense of commitment to their interests and activities or get involved not only in improving one’s students performance but also of other students; and 4) recover quickly from setbacks and disappointments. On the other hand, teachers with a weak sense of self-efficacy manifest the following: 1) avoid challenging tasks; 2) believe that difficult tasks and situations are beyond their capabilities; 3) focus on personal failings and negative outcomes; and 4) quickly lose confidence in personal abilities (Bandura, 1994; Quijano, 2011).

We must firstly have passion in order that we become a great teacher. Passion is loving what we do and loving what we teach. But more importantly, passion is conveying our love to our students in a ways that impacts their lives.  Passion also means that we share our knowledge of the subject with our students as a partner in the learning process.

A passionate teacher will figure out what material is most important for the students to learn and make sure that the material is well understood by them. The passion is about how we the teachers make the students interested in the subject.  It is also important to have a passion for our students.  To have a passion for the students means everything we do in the classroom is for them.  That is to say, the students are the most important people in the classroom.

III.        factors influence the passion for teaching

There are many factors which help or hinder effective teaching and learning. As Day (2007) states, not least among these are the family histories and circumstances of the parents, the students, the leadership and learning culture of the school, the effects of government policies, the perceived  relevance and value of the curriculum, behavior in the classroom and staff room, relationships with students, parents and the wider community, and teachers’ knowledge, skills and competencies. Yet the primary factors in good teaching which is effective are much more than these. They are the inner qualities of the teacher; a continuing striving for excellence (in herself and others); a caring for and fascination with growth; and a deep commitment to providing the best possible opportunities for each pupil.

Moreover Fried (1995) states, passion and practicality are not opposing notions; good planning and design are as important as caring and spontaneity in bringing out the best in students. Although not the whole story, passion, uncomfortable as the word may sound, is at the heart of what teaching is or should be.

According to Ratnam and Aw Wai Lin (2011), participants from Singapore, the vision of Singapore Teachers is to Lead, Care and Inspire. It is about leading through the words and deeds, caring for the students and peers and touching the lives of the future generations. Most of the passionate and motivated teachers are people who have taken on teaching not just as another job but as a calling. These excellent teachers prepare their students for life. They are role-models of commitment to continual learning and enterprise. They are those who inspire both their students and peers; are also exemplary of a life-long learner, a reflective practitioner and continually make effective connection between their learning, reflection and practice. As individuals and as a community of professionals, they seek to deepen their expertise and collaborate with peers to forge strong bonds of as a fraternity, taking pride in their work and profession. Many of the good stories from these motivated and passionate teachers are captured in the online education news http://www.schoolbag.sg/teachers/.

What are the success factors and important elements of a motivated, passionate and effective teacher in Thailand? Yuthtamanop (2011) states there are self-worth, confidence, caring and sharing, and student success. Teachers with healthy self-worth are able to feel good about themselves, appreciate their own worth work, and take pride in their abilities, skills, and accomplishments. What make teachers confidence are knowledge, well-organize and responsibility for learning. A good teacher will build relationships with his/her students; relationships that consist of mutual trust and respect. This can be seen as an essential element of the learning process. If a student respects and trusts his or her teacher, they will trust and respect the message and knowledge that teacher imparts to them. Not only just to get students to be able to do higher math but also do well in life, give inspiration to succeed. Effective teachers understand of building community of learners . Love to share their new knowledge with colleagues. They are self-motivated visionaries who strive to build partnerships with members of school and community and also understand important of building effective relationship with parent and community members so that the entire surrounding community is the classroom. Student success is a key factor considers on the passion of teacher. It is strongly supporting teacher confidence, promoting their pride and encouraging them to keep going on their work to make it better. Obviously, the most important part of passionate teacher is the student. It is what teaching is all about. Being a passionate teacher, you will continuously be thinking is the way you are presenting this material most beneficial for your students, how you evaluate students and bring out the excellence in every person and give the students recognition when they have reached that point. It is also important to make learners become self-confident achievers and understand the world around them.

According to participants from Malaysia (Syarifah-Bee Aboo-Bakar & Choong Kam Foong, 2011), the teachers agree that teaching is highly emotive – very personal. ‘Teaching is touching the heart’. It is the feeling that they can make a difference. It is ‘selfsatisfaction… like walking on air’ when you can make a child learn when everyone else says he is a lost case’. What this teacher seems to say is that teachers need not only engage their job with their heads but also with their hearts. These passionate teachers seemed to be highly motivated by teaching challenging students. “It is not how many ‘As’. I see them improving”. These teachers were given ‘bottom classes’ in ‘bottom schools’. But they do not see them as ‘problems’ but as challenges. One of them says, ‘the more the system breaks down, the more dysfunctional the kids are, …( the more I) keep the teacher going… I don’t care so much about the system – I just try to pick the kids up.”

What are the success factors and important elements of the motivated, passionate and effective teacher? According to Pengiran Othman & Wee Ying Tan (2011), participants from Brunei Darussalam, an effective teacher has been considered, as a perfectionist, encouraging, approachable and caring, other time as intelligent, enthusiastic, funny, clever, affective, understanding, open and with a relaxed style while teaching. There is no single, simple ‘effective teacher characteristics’ as individual teachers vary considerably in their effectiveness in the teaching and students make different amounts of progress with different teachers. But most would agree that the essential characteristic of effective teachers is that their students learn academically and grow personally in the ways identified as desirable in a particular society and in the curriculum.

A passionate and efficacious teacher is considered as main part of the social environment of the classroom as well as school, because teacher is the first drive in influencing on the learning motivation of students (Socheata & Tann Munna, 2011). According to the important role of teacher, MoEYS of Cambodia  set the 7 criteria based of good teacher as follows: 1) good teacher always empathy toward students and communities. Good teacher always understand and resonate with their feeling and emotions; 2) good teacher must be positive mental attitude. Good teacher must be able to think more on the positive and smile when facing problem; 3) good teacher be able to acknowledge for change, for new ways or approaches to improve the teaching, to get more quality in education; willing to listen to other’s developed ideas; 4) good teacher be as the window through which many young people will see their future. Good teacher must be a fine role model in class, in school and in society; 5) good teacher be able to motivate the students by using creative and inspirational methods of teaching; 6) good teacher must accomplish at least 95% of class preparation; and 7) good teacher look to increase day to day the commitment, and improve the professional knowledge base.

How about in Indonesia? What are the success factors and important elements of the motivated, passionate and effective teacher in Indonesia? We have interviewed a number of teachers letting them analyze and recall what factors that have motivated or will motivate them. The followings are the findings ensued from the interviews and that according to those teachers as motivating factors: 1) sufficient salary; 2) comfortable atmosphere; 3) appreciation and promotion; and 4) well motivated and successful pupils (Nurlaela & Sigit Wiyono, 2011).

·         Sufficient salary. Among the teachers that we happened to interview, the first aspect to motivate according to them is a salary commensurate with their worth. This is perhaps understandable since it is generally acknowledged that teacher salaries are low compared to other civil servants with similar qualifications. By giving teachers sufficient salary, their financial problems at home will be a less burden on their part. We believe that a teacher cannot perform his duties well if s/he is not properly compensated. His mind will wander thinking on how he can provide the daily needs of his family and many other money-related matters. It is not uncommon then that many of them take a second job to make ends meet. This low level of remuneration and unhealthy financial problem affect teacher motivation, attendance, and performance. And if this phenomenon continues, the students are likely to be the first to “suffer”. The nation-wide quality of education, as a macro implication, will definitely decline as well.

·         Comfortable atmosphere. A comfortable environment, in which a teacher is able to express and apply his skill as an educator optimally and safely is another aspect that can motivate a teacher. This can mean both a harmonious relationship among the principal, administrator and all staff as well as sufficient infrastructures including instructional materials like board markers, good white board, computer sets, etc. Still relevant with comfortable feeling, a teacher should also feel safe over his/her family regarding their health, education, and the future. Therefore, sufficient health insurance program, children’s education and family allowance should also be provided. To a greater extent, a comfortable atmosphere also means a good school management and healthy bureaucracy system of local/district government.

·         Appreciation and promotion. Appreciation is the greatest gift of all. When a teacher has done something well, s/he feels a sense of accomplishment and even personal growth. It might be an intrinsic reward that s/he gets right from his/her own soul. Yet, an extrinsic reward like appreciation from the principal in terms of both appreciation and perhaps promotion as well as from colleagues is also important. Teachers, like students are also individuals who long for encouraging words and praises no matter how small their contribution and achievement are. Good reward will make more accomplishment. However, when a teacher has done something with an unsatisfying result, s/he is unlikely to be reluctant to accept suggestions and proper feedback. They will not get irritated being criticized or evaluated provided that fair and good communication is carried out.

·         Well motivated and successful pupils. Another aspect that motivates us is motivated students. Enthusiasm of our students play an important role in the classroom as the teacher will feel that s/he is performing his job well. Competing hand raisings, enthusiastic questions, or curious and eager look on our students’ faces are rain drops from the sky in a long dry season. We feel a personal satisfaction seeing cheerful faces in our class though often times that does not reflect a satisfying result in terms of learning target on assessment day.

 IV.  the effort we should do to sustain the passion for teaching

A.    Passionate Teacher

To be a passionate teacher, we have to do at least the following things: 1) be creative and innovative in using teaching media and method; 2) be a good model and care for the students; and 3) maintain and upgrade professional skills.

·         Be creative and innovative in using teaching media and method. We cannot rely on our excellent skill on e.g., lecturing when teaching since not all our students have good auditory learning modality. Explaining, describing, or narrating a subject/topic in words will only benefit a group of students while others might experience total confusion. On the other hand, teaching a subject/topic with great visualization but less or poor explanation can also put another group of students in a serious trouble. We must be aware that our students have different learning modalities. Some are prone to be auditory and others have stronger preference on the use of visualization. And still others will tend to learn best by the optimum use of their body movements/kinetics. This phenomenon is even more complicated when a student may have more than one learning modalities. One student may tend to be visual-kinetic while someone right next to him is perhaps pure auditory. Imagine that our large-sized class can consist of 30 to 40 students. This means a large number of different individuals with different learning modalities. How is it that our subject can be an interesting one when we the teachers do not accommodate these “demands”? Therefore, a good teacher will have to use a variety of media and methods in his/her class. Old newspaper can be a means of teaching Bahasa, waste paper or tissue can be best models to teach water characteristic (capillarity) in science, and a slice of bread or an apple is able to be used to lessen an abstract concept of fractions in a math class. And there are still many other reachable media a teacher can use in the classroom to make his/her subject well understood. One occasion we might use an over-head projector or LCD and another day we can use fun indoor games that require physical activities.

·         Be a good model and care for the students. As stated previously that being a passionate means that the students are interested in our subject. And it is unlikely that our students will get interested in our subject unless we are someone whom the students love or always wait for. And the students will not love and respect us unless we show our love and care to them. Being a teacher is not enough to have only competence in terms of content and transfer of knowledge. Teachers are always engaged in multi-tasking; as a facilitator, an advisor, a counselor, a friend, a parent, and many others. Perhaps there is no other job where we are to perform the many and the many and varied tasks as a teacher. Those multi tasks will mean nothing to our students when we are unable to perform any of them well. As a friend for example; if the students do not see us as someone they can trust and share with, then we fail. How could we get our students to accept us as their substitute parents (that makes us respected) if we cannot maintain our good manner and behavior in our daily lives?

·         Maintain and upgrade professional skills. Joining seminars, workshops and the likes on contemporary method or model of teaching will upgrade and expose us to new inputs and knowledge for a better performance in the classroom. Those out-class activities will also allow us to have a change of environment. Being confined in the four corners of classroom for one entire school year will result to boredom in the long run. Sometimes, for more experienced teachers, the topic being attended at a workshop is not really a new one, but it will still serve as a recharging activity. Moreover, those forums can be a means to expose them to others and have the chance of meeting new friends, thus making them motivated and happy.

B.    Effective Teachers

An effective teacher is the one that meets the following traits: 1) a depth of knowledge about the subject; and 2) competence on teaching and learning areas. 

• ·         A depth of knowledge about the subject.  An effective teacher must have a good content knowledge. A math teacher, for example, must possess sufficient knowledge upon that subject before s/he is given change and trusted to transform that knowledge to his/her students. In this case, a degree on mathematics discipline is generally considered sufficient for a candidate to perform as a math teacher in schools though most of state-run schools require an educational degree background for their teachers as it is stipulated in the new regulations. Private schools have a consideration that their teachers, even though many of them don’t possess educational discipline background, are still able to do their job as good teachers because they are also to attend upgrading forums dealing with teaching skills like teaching methodology and curriculum. They send their teachers to workshops and seminars in order to keep up with those from educational discipline background..
• ·         Competence on teaching and learning areas.  An effective teacher has to be able to see his profession from a global and wider view. By doing so, we would not be like a group of blind people having to figure out what an elephant looks like that each of us describe it differently based on the beast body part we are holding. We must recognize and possess sufficient knowledge of our profession areas in order that suitable decisions and actions in the classroom practices can be made. An effective teacher should have some knowledge about: 1) educational ends and purposes; 2) curriculum; and 3) pedagogical and learner characteristics.
• Pedagogical knowledge has to do with our models or methodology of teaching as well as professional decision following objective assessments. Effective teachers having good pedagogical knowledge will consider the followings: good preparation; the use of a variety of media  and method of teaching; good communication skill; confidence; recognizing students’ characteristics; and commitment.
• Teachers of excellent commitment will make effective ones. All The previous aspects of effective teachers are those categorized as competence aspect. Along with competence aspect, there exists commitment aspect needed by a teacher to carry out his/her job effectively. A teacher with less competence might be learning during his/her teaching process and gaining what attributes a competent teacher owns later on. But one with less commitment will be unlikely to do his job well. Not only that the way he/she teaches will be less interesting for the absence of passion resulting in poor atmosphere of nurturing the students to develop, the teacher himself will not be growing and developing into a great one since s/he does not love what s/he teaches or worst: not loving the students and not accepting himself as an educator.

V.  Conclusion

Teaching is not only a profession. It is a mission. It is a passion and what is a passion? It is working beyond compliance. It is working with commitment, with a happy heart.

Passion is fundamental to commitment, resilience and effectiveness. If teachers are to sustain their commitment, resilience and effectiveness - their passion for teaching -

they and those responsible for their training, education and leadership must be encouraged to build understandings of the cognitive and emotional contexts in which they work in order to increase their capacities to manage these. It is in everyone’s interest to ensure that the inner values, qualities and purposes which form the foundation for passion among effective teachers, and which find their expression in the vision, knowledge, expectations and practices which children and young people experience, are developed and nurtured.

The great quote from the forum is: “Being world class doesn’t mean going international and showing our best out there. Being world-class is passion and commitment to our profession. Being world-class is giving our best to our country and our people. For teachers, being world-class starts right inside the classroom.”

References

[1]     Day, C.. A Passion for Teaching. London: RoutledgeFalmer. 2004.

[2]     Day, C. “A passion for teaching”. Paper presented in Public lecture: General Teaching Council for Northern Ireland, 30th April 2007

[3]     Fried, R. L. The Passionate Teacher: A Practical Guide. Boston, Mass: Beacon Press.. 1995.

[4]     Nurlaela, L. & Sigit Wiyono. “Rediscovering the passion for teaching in Southeast Asia: The Indonesian case”. Paper presented in the 3^rd Regional Forum Seameo Innotech in Quezon City, Manila, at March 22nd -24th, 2011.

[5]     Pengiran Othman & Wee Ying Tan. “Rediscovering the passion for teaching in Southeast Asia: The Brunei Darussalam case”. Paper presented in the 3^rd Regional Forum Seameo Innotech in Quezon City, Manila, at March 22nd -24th, 2011.

[6]     Ratnam, M & Wai Lin Aw. “Rediscovering the passion for teaching in Southeast Asia: The Singapore case”. Paper presented in the 3^rd Regional Forum Seameo Innotech in Quezon City, Manila, at March 22nd -24th, 2011..

[7]     Socheata, S & Tan Munna. “Rediscovering the passion for teaching in Southeast Asia: The Cambodian case”. Paper presented in the 3^rd Regional Forum Seameo Innotech in Quezon City, Manila, at March 22nd -24th, 2011..

[8]     Syarifah-Bee Aboo-Bakar & Choong Kam Foong. “Rediscovering the passion for teaching in Southeast Asia: The Malaysian case”. Paper presented in the 3^rd Regional Forum Seameo Innotech in Quezon City, Manila, at March 22nd -24th, 2011.

[9]     Yuthtamanop, S. “Rediscovering the passion for teaching in Southeast Asia: The Thailand case”. Paper presented in the 3^rd Regional Forum Seameo Innotech in Quezon City, Manila, at March 22nd -24th, 2011..

[10]  Quijano, YS. “Sustaining positive energy and motivation for teaching”. Paper presented in the 3^rd Regional Forum Seameo Innotech in Quezon City, Manila, at March 22nd -24th, 2011.

        

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Gagal Mendarat dan Tutug Oncom

Agenda saya hari ini ke Bandung. Memenuhi undangan P2TK Dikdas untuk menyusun pedoman pemberian insentif bagi guru-guru SM-3T. Ada 1000 orang guru SD dan SMP yang akan diberi insentif pada tahun 2014 ini. Mereka yang khusus bertugas di wilayah timur Indonesia, antara lain Papua, Maluku, NTT, dan lain-lain.

Tentu saja tidak hanya saya yang diundang, tapi semua anggota tim MBMI Dikti. Dalam tim MBMI itu, ada perwakilan dari UNP, UNJ, UPI, UNY, Unnes, dan Undiksha. Satu-satunya koordinator PPG dan SM-3T yang ada di tim itu hanya saya. Yang lain adalah koordinator PPG Kolaboratif, PPGT, PR1, Dekan, dan anggota tim PPG dan SM-3T Dikti, termasuk tim IT. Seluruhnya ada tujuh belas orang.

Saya berangkat dengan menumpang Garuda, yang seharusnya boarding pada 11.10, tetapi terlambat sekitar dua puluh lima menit. Cuaca mendung, dan awak pesawat  menginformasikan kalau akan terjadi guncangan-guncangan kecil dan sedang sepanjang perjalanan. Ya, sejak musim penghujan ini, cuaca buruk kerap mewarnai penerbangan, sehingga terjadinya guncangan-guncangan selama terbang nyaris tak terhindarkan.

Begitu duduk, saya langsung membuka Kompas. Membaca berita bencana di Jakarta dan di banyak wilayah di Indonesia yang lain. Banjir, tanah longsor, di mana-mana. Korban berjatuhan. Kerugian materiil tak terhingga. Pengungsi membludak, terbanyak di Jakarta, tiga puluh ribu jiwa lebih.

Di bagian lain, ARB dengan Golkar-nya semakin berkibar (maksudnya mengibarkan diri). SBY dikecam karena dinilai kurang tanggap pada bencana. Dan lain-lain. Dan lain-lain...dan saya tertidur.

Begitulah saya. Membaca di pesawat lebih sebagai pengantar tidur. Saya termasuk orang yang pintar memanfaatkan waktu selama perjalanan. Begitu duduk di pesawat, di kereta, di bus, di mana saja, kalau niat tidur, saya akan cepat tidur. Pulas. Tapi kalau niat membaca atau menulis, juga betah berjam-jam, meski pun yang lain sedang tidur.

Sampai tiba-tiba pramugari menawarkan air minum tambahan. Seperti biasa, saya memilih jus apel tanpa es. Roti di kotak coklat tidak saya sentuh. Bosan. Dari zaman dal sampai hari ini, rotinya nggak pernah ganti. Mbok sekali-sekali ganti serabi atau oncom goreng gitu...hehe.

Menurut informasi dari awak pesawat, seharusnya pesawat mendarat di Husein Sastranegara pada 12.50. Dan benar. Pesawat menurun. Petak-petak sawah terhampar di bawah sana. Rumah-rumah berderet, gentengnya yang berwarna oranye cerah seperti barisan oncom yang dijemur (wakak...oncom lagi). Rasanya landasan sudah tinggal sejengkal saja ketika tiba-tiba pesawat menderu. Naik lagi. Ya, saya bisa merasakan, pesawat tidak lagi menuju bawah, tapi menuju sebaliknya. Naik. Kencang. Menjauh dari petak-petak sawah dan rumah-rumah. Jauh sekali. Sampai tidak kelihatan. Kecuali mega-mega dan awan yang hitam pekat di luar. Juga baris-baris air yang memenuhi jendela pesawat. 

Dan benar. Setelah menunggu agak lama, awak pesawat mengumumkan, pesawat gagal terbang karena cuaca buruk. Pesawat hanya berputar-putar saja di atas bandara, dan akan mencoba mendarat lagi bila cuaca sudah memungkinkan. Hanya dua puluh menit, tetapi rasanya lamaaa sekali. Mendung gelap dan guncangan-guncangan kecil membuat waktu seperti berjalan begitu lambat. 

Alhamdulilah, pada sekitar pukul 13.00, akhirnya Garuda pun mendarat. Landasan basah. Bandung basah. Gerimis baru saja berhenti menyisakan genangan-genangan sepanjang jalan menuju gedung terminal. Saya menarik tas koper kecil saya melanggar genangan-genangan itu. 

Tak berapa lama, saya duduk manis di dalam taksi, melaju menuju Hotel Horison. Jalan macet berkali-kali. Perut terasa lapar. Ada pisang rebus di tas untuk mengganjal perut. Lumayan. Tapi warung dan resto-resto, juga rombong-rombong makanan di sepanjang jalan itu sangat menggoda saya. 

Untuk urusan makanan, Bandung adalah miniatur NKRI. Semua makanan, mulai dari Sabang sampai Merauke, sepertinya ada. Lihat saja. Soto Suramadu (pasti yang jual orang Madura nih), Batagor Burangrang (kebetulan ada di jalan Burangrang), Bakso Enggal Malang, Gudeg Yogya Ojo lali Mbok Yem, Nasi Timbel Komplit Suramadu (Aduh, ini namanya rada ngawur...mana ada nasi timbel di Suramadu hehe), Paket Penyet, Pisang Ijo, Sate Padang, Ayam Betutu, Nasi Soto Bandung, dan masih banyak lagi. Oya, ada juga, serabi rasa kinca dan oncom. Ya, akhirnya, serabi dan oncom bertemu dalam satu sajian. Andaikata mungkin, ingin rasanya saya melompat dari taksi dan membeli sekardus serabi rasa oncom itu... 

Setelah sekitar satu jam bertaksi ria, akhirnya sampailah saya di Hotel Horison. Lapor ke panitia, menyerahkan surat tugas, SPPD, tiket dan boarding pass, dan makan. Wow, menunya...membangkitkan selera. Tapi saya tidak mau serakah. Saya hanya mengambil sepiring karedok, sepiring nasi tutug oncom, cumi-cumi masak cabe hijau, sambal, buah potong dan es kelapa muda. 

Tutug oncom, adalah makanan khas Sunda. Oncom dibakar. Cabe, bawang, kecur, dibakar juga, lalu digerus sampai halus. Oncom yang sudah dibakar, dihaluskan bersama bumbu. Kemudian dicampurkanlah bumbu itu ke nasi yang masih ngebul-ngebul, dipenyet-penyet sampai rata. Siap disantap dengan karedok, sambal terasi dan ikan asin. Sedap nian.

Alhamdulilah. Meski sempat tegang karena gagal mendarat tadi, ketegangan itu telah terbayar dengan sepiring nasi tutug oncom...

Hotel Horison, Bandung, 20 Januari 2014

Wassalam,
LN

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Big Bird, Macet dan Mie Goreng Jawa

Akhirnya GA yang saya tumpangi mendarat di Bandara Soekarno Hatta. Jakarta mendung. Kondisi ini sudah terasa sejak masuk pesawat di Bandara Juanda tadi, saat awak pesawat menginformasikan tentang kondisi cuaca berawan yang diprediksikan akan menemani sepanjang perjalanan. Dan benar, sepanjang perjalanan tadi, lampu kenakan sabuk pengaman hanya beberapa menit saja padam. Pesawat seperti sedang melaju di atas jalan makadam.  

Setelah melepas hajat kecil di toilet, saya keluar menuju pangkalan taksi. Antrian orang yang menunggu taksi blue bird yang biasanya panjang, sepi. Tumben. Saya melenggang dengan suka hati. Berarti tidak perlu lama ngantri. Tapi ternyata, alamaakk... Blue bird terkena macet dan perlu berjam-jam untuk sampai di bandara. Kondisi taksi yang lain juga begitu. Heran. Seharusnya, sesuai namanya, blue bird tidak harus terhalang macet. Mestinya kan dia bisa terbang... Apa maksudnya bernama blue bird kalau ternyata terbang saja tidak bisa... Hehe.....

Saya ditanya petugas, "Ibu mau ke mana?" 
"Ke Sahid".
"Ibu, kami antar ke pangkalan blue bird saja, karena taksinya lagi kena macet semua". Petugas berbaju biru itu menunjuk bus biru yang sewarna dengan taksi blue bird. Bus itu di bagian lambungnya ada tulisannya "Big Bird". Oh, ini toh, induk semangnya blue bird. Saya bayangkan, big bird itulah yang melahirkan banyak blue bird.

Saya mengikuti petugas yang membawakan koper kecil saya, masuk big bird. Di dalam, penumpang sudah penuh, tapi masih ada kursi untuk saya. Saya pikir, daripada menunggu blue bird yang tidak jelas kapan datangnya, mending naik big bird saja menuju pangkalan. Kalau petugas berani menggiring kami menuju pangkalan, mustinya karena kami dijamin akan dapat taksi di sana.

Dan benar. Lumayan, ada banyak taksi, cukup untuk kami semua sebus. Aman.

Saya pun duduk manis di taksi. Dengan bapak supir yang ramah. Baru beberapa menit melaju, pak supir bilang. "Dibuang ke atas, bu, ternyata tol bawah ditutup".

Saya melihat tiga polisi dan beberapa petugas yang lain sedang mengatur lalu lintas. Mengarahkan semua kendaraan mengambil jalur kiri, lewat atas. Beberapa traffic cone berderet. Menutup akses menuju tol bawah. Saya pastikan, penyebabnya adalah banjir.

Pak Supir menghidupkan radio. Siaran dari Elshinta menginformasikan berbagai tempat di Jakarta yang dilanda banjir. Langsung dari para pengendara yang sedang terjebak banjir. Arta Gading menuju Tanjung Priuk macet sudah tiga jam. Cakung ke arah Tanjung Priuk juga macet, lebih dari sembilan jam. Semua terjebak kemacetan karena volume kendaraan dan genangan air serta banjir. Tol bandara ke arah Pluit diarahkan lewat atas karena tol bawah juga tergenang air.

Macet, itulah kondisi yang sudah saya duga. Hampir satu jam di dalam taksi, saya masih belum beranjak dari jalan tol di kawasan bandara. Pak Supir beberapa kali menguap karena ngantuk dan bosan. Mobil hanya beringsut sedikit demi sedikit. 

Mungkin seperti saya, pak supir itu mengantuk dan lapar. Saya membunuh waktu dengan SMS-an. Dengan Mas Rohman, membicarakan dua buku yang sudah di-layout dan siap naik cetak. 'Peta Pangan Olahan Kabupaten Sidoarjo' (buku hasil kajian kerjasama dengan Kabupaten Sidoarjo), dan buku 'Senandung Anak Sulung', buku kumpulan puisi mahasiswa PPG SM-3T program studi Pendidikan Bahasa Indonesia. 

Di antara pembicaraan kami, mas Rohman bilang, "bu, sudah tahu Jakarta banjir kok malah ke Jakarta". Saya jawab, "justeru karena banjir itu, mas, saya harus inspeksi...".
"Kalau gitu jangan lupa bawa pelampung, bu."
"Saya bawa perahu karet, mas.."

Saya juga memantau anak-anak Himapala yang sedang melakukan perjalanan Pataka, dalam rangka ulang tahun Himapala yang ke 36. Mereka berjalan dari 0 mdpl sampai ke Puncak Welirang. Ternyata mereka sedang mendekat ke arah Tanggulangin, dan di sana makan siang sudah disiapkan mas Rukin. Olala...beruntunglah anak-anak itu, dapat makan siang gratis. Sedangkan saya, lagi lapar-laparnya, mau makan siang pakai duit saja kok ya tidak ada..

Untunglah, tiba-tiba ada penjual kacang goreng dan manisan mangga. Nggak tahu dari mana bapak-bapak penjual itu, tiba-tiba dia nongol begitu saja dan mengetuk-ngetuk jendela taksi. Tapi kehadirannya bagai malaikat pembagi rezeki saja...

Akhirnya, setelah berkendara dua jam lebih, sampailah saya di Hotel Grand Sahid di kawasan Panglima Sudirman. Lega rasanya. Sore nanti, pukul 16.00, pembukaan rapat koordinasi tim MBMI (Maju Bersama Mencerdaskan Indonesia) akan dilaksanakan. Masih ada waktu beberapa saat. Salat, makan, dan bertemu dengan peserta PPG SM-3T yang minta dibawakan buku-buku. 

Begitu masuk kamar, saya langsung menelepon room service. Pesan mie goreng jawa. Sepertinya enak disantap di siang yang suwejuk ini. Di buku menu dijelaskan, mie goreng jawa adalah 'stir-fried egg noodles with chicken and prawns, beef meatball served with satay'. Enak kan? Apa lagi kalau disantap dengan pelengkap acar dan cabe rawit. Nyam...nyam... 

Dan Jakarta masih juga mendung. Muram. Tapi tak semendung dan semuram hati saya. Sebentar lagi akan ada yang mengirim mie goreng jawa....

Wassalam,
LN

Grand Sahid Hotel, Jakarta, 17 Januari 2014

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