The Direct Method

INTRODUCTION

Since the Grammar - Translation Method was not very effective in preparing students to use the target language communicatively, the Direct Method became popular.
The Direct Method has one basic rule : No translation is allowed. In fact, the Direct Method receives its name from the fact that meaning is to be conveyed directly in the target language through the use of demonstration and visual aids, with no recourse to the students’ native language ( Diller 1978 ).

EXPERIENCE


THINKING ABOUT THE EXPERIENCE

1.Observation => The students read aloud a passage about United States geography.
Principle => Reading in the target language should be taught from the beginning of language instruction ; however the reading skill will be developed through practice with speaking. Language is primarily speech. Culture consists of more than the fine arts ( e.g. the students study geography and cultural attitudes ).

2.Observation => The teacher points to a part of the map after each sentence is read.
Principle => Objects ( e.g. realia or pictures ) present in the immediate classroom environment should be used to help students understand the meaning.

3.Observation => The teacher uses the target language to asks the students if they have a question. The students use the target language to ask their questions.
Principle => The native language should not be used in the classroom.

4.Observation => The teacher answers the students’ questions by drawing on the blackboard or giving examples.
Principle => The teacher should demonstrate not explain or translate. It is desirable that students make a direct association between the target language and meaning.

5.Observation => The teacher asks questions about the map in the target language, to which the students reply in a complete sentence in the target language.
Principle => Students should learn to think in the target language as soon as possible. Vocabulary is acquired more naturally if students use it in full sentences, rather than memorizing word lists.

6.Observation => Students ask questions about the map.
Principle => The purpose of language learning is communication ( therefore students need to learn how to ask questions as well as answer them ).

7.Observation => The teacher works with the students on the pronunciation of ‘Appalachian. ’
Principles => Pronunciation should be worked on right from the beginning of language instruction.

8.Observation => The teacher corrects a grammar error by asking the students to make a choice.
Principle => Self – correction facilitates language learning.

9.Observation => The teacher asks questions about the students ; students ask each other questions.
Principle => Lesson should contain some conversational activity – some opportunity for students to use language in real contexts. Students should be encouraged to speak as much as possible.

10.Observation => The students fill in blanks with prepositions practiced in the lesson.
Principle => Grammar should be taught inductively. There may never be an explicit grammar rule given.

11.Observation => The teacher dictates a paragraph about United States geography.
Principle => Writing is an important skill, to be developed from the beginning of language instruction.

12.Observation => All of the lesson of the week involve United States geography.
Principle => The syllabus is based on situation or topics, not usually on linguistic structures.

13.Observation => A proverb is used to discuss how people in the U.S. view punctuality.
Principle => Learning another language also involves learning how speakers of that language live.

REVIEWING THE PRINCIPLES

1.The goals of teachers who use the Direct Method are :
Intend that students learn how to communicate in the target language. In order to do this successfully, students should learn to think in the target language.

2.Although the teacher directs the class activities, the student role is less passive than in the Grammar – Translation Method. The teacher and the students are more like partners in the teaching / learning process.

3.Some characteristics of the teaching / learning process are :
Teachers who use the Direct Method believe students need to associate meaning and the target language directly. In order to do this, when the teacher introduces a new target language word or phrase, he demonstrates its meaning through the use of realia, pictures, pantomime; he never translates it into the students’ native language. Students speak in the target language a great deal and communicate as if they were in real situations. In fact, the syllabus used in the Direct Method is based upon situations ( for example, one unit would consist of language that people would use at a bank, another of the language that they use when going shopping ) or topics ( such as geography, money or the weather). Grammar is taught inductively, the students are presented with examples and they figure out the rule or generalization from the examples. An explicit grammar rule may never be given. Students practice vocabulary by using new words in complete sentence.

4.The initiation of the interaction goes both ways, from teacher to students and from students to teacher, although the latter is often teacher directed. Students converse with one another as well.

5.The feelings of the students dealt with by
There are no principles of the method which relate to this area.

6.Language is primarily spoken not written. Therefore, students study common, everyday speech in the target language . They also study culture consisting of the history of the people who speak the target language, the geography of the country or countries where the language is spoken, and information about the daily lives of the speakers of the language.

7.Vocabulary is emphasized over grammar. Although work on all four skills ( reading, writing, speaking, and listening ) occurs from the start, oral communication is seen as basic. Thus the reading and writing exercises are based upon what the students practice orally first. Pronunciation also receives attention right from the beginning of course.

8.The role of the students’ native language is
The students’ native language should not be used in the classroom.

9.Evaluation accomplished by :
In the Direct Method, students are asked to use the language, not to demonstrate their knowledge about the language. They are asked to do so using both oral and written skills. For example, the students might be interviewed orally by the teacher or might be asked to write a paragraph about something they have studied .

10.The teachers respond to students errors by
The teacher, employing various techniques, tries to get students to self – correct whenever possible.

REVIEWING THE TECHNIQUES

Reading aloud
Students take turns reading sections of a passage, play, or dialog out loud. At the end of each student’s turn, the teacher uses gestures, pictures, realia, examples, or other means to make the meaning of the section clear.

Question and answer exercise
This exercise is conducted only in the target language. Students are asked questions and answer in full sentences so that they practice new words and grammatical structures. They have the opportunity to ask questions as well as answer them.

Getting students to self-correct
The teacher of this class has the students self-correct by asking them to make a choice between what they said and an alternative answer he supplied. There are, however, other ways of getting students to self-correct . For example, a teacher might simply repeat what a student has just said, using a questioning voice to signal to the student that something was wrong with it. Another possibility is for the teacher to repeat what the student said, stopping just before the error. The student knows that the next word was wrong.

Conversation practice
The teacher asks students a number of questions in the target language, which the students have to understand to be able to answer correctly. In the class observed, the teacher asked individual students questions about themselves. The questions contained a particular grammar structure. Later, the students were able to ask each other their own questions using the same grammatical structure.

Fill-in-the-blank exercise
This technique has already been discussed in the Grammar-Translation Method, but differs in its application in the Direct Method. All the items are in the target language ; furthermore, no explicit grammar rule would be applied. The students would have induced the grammar rule they need to fill in the blanks from examples and practice with earlier parts of the lesson.

Dictation
The teacher reads the passage three times. The first time the teacher reads it at a normal speed, while the students just listen. The second time he reads the passage phrase by phrase, pausing long enough to allow students to write down what they have heard. The last time the teacher again reads at a normal speed, and students check their work.

Map drawing
The class included one example of a technique used to give students listening comprehension practice. The students were given a map with the geographical features unnamed. Then the teacher gave the students directions such as the following, ‘Find the mountain range in the West. Write the words “ Rocky Mountains” across the mountain range.’ He gave instructions for all the geographical features of the United States so that students would have a completely labeled map if they followed his instruction correctly. The students then instructed the teacher to do the same thing with a map he had drawn on the blackboard. Each student could have a turn giving the teacher instructions for finding and labeling one geographical feature.

Paragraph writing
The teacher in this class asked the students to write a paragraph in their own words on the major geographical features of the United States. They could have done this from memory, or they could have used the reading passage in the lesson as a model.

The Grammar - Translation Method

English words that look like Spanish words are called ‘cognates ’.
For example :
The English ‘-ty’ often corresponds to the Spanish endings –dad and –tad.
The word possibility is the same as the Spanish posibilidad.

The rule for use of a direct object with two-words ( phrasal verbs ) :
If the two-words verb is separable, the direct object may come between the verb and its particle. However, separation is necessary when the direct object is pronoun.
If the verb is inseparable, then there is no separation of the verb and particle by the object.

For example :

John put away his book.
or
John put his book away / John put it away.
but not
John put away it.
(because ‘put away’ is a separable two-word verb).
The teacher went over the homework.
but not
The teacher went the homework over.
(because ‘go over’ is an inseparable two-word verb).

THINKING ABOUT THE EXPERIENCE.

This has been just a brief introduction to the Grammar- Translation Method. To see what we have learned about The-Grammar Translation Method, we can make a number of observations, which from them we will try to identify the principles of the Grammar-Translation Method.

1. Observation => The class is reading an excerpt from Mark’s Twain Life on the Mississippi.
Principle => A fundamental purpose of learning a foreign language is to be able to read literature written in it. Literary language is superior to spoken language, Students’ study of the target language is limited to its literature and fine arts.

2. Observation => Students translate the passage from English to Spanish.
Principle => An important goal is for students to be able to translate each language into the other. If students can translate from one language into another, they are considered successful language learners.

3. Observation => The teacher asks students in their native language if they have any questions. A student asks one and is answered in her native language.
Principle => The ability to communicate in the target language is not a goal of foreign language instruction.

4. Observation => Students write out the answers to reading comprehension questions.
Principle => the primary skills to be developed are reading and writing. Little attention is given to speaking and listening, and almost none to pronunciation.

5. Observation => The teacher decides whether an answer is correct or not. If the answer is incorrect, the teacher selects a different student to supply the correct answer or the teacher herself gives the right answer.
Principle => The teacher is the authority in the classroom. It is very important that students get the correct answer.

6. Observation => Students translate new words from English into Spanish.
Principle => It is possible to find native language equivalents for all target language words.

7. Observation => Students learn that English ‘-ty’ corresponds to –dad and –tad in Spanish.
Principle => Learning is facilitated through attention to similarities between the target language and the native language.

8. Observation => Students are given a grammar rule for the use of a direct object with two-word verbs.
Principle => It is important for students to learn about the form of the target language.

9. Observation => Students apply a rule to examples they are given.
Principle => Deductive application of an explicit grammar rule is a useful pedagogical technique.

10. Observation => Students memorize vocabulary.
Principle => Language learning provides good mental exercise.

11. Observation => The teacher asks students to state the grammar rule.
Principle => Students should be conscious of the grammatical rules of the target language.

12. Observation => Students memorize present tense, past tense, and past participle forms of one set of irregular verbs.
Principle => Wherever possible, verb conjugations and other grammatical paradigms should be committed to memory.

REVIEWING THE PRINCIPLES

1) The goals of teachers who use the Grammar-Translation Method are :
- A fundamental purpose of learning a foreign language is to be able to read literature written in the target language. Before that, students need to learn about the grammar rules and vocabulary of the target language.
- It is believed that studying a foreign language provides students with good mental exercise which helps developed their minds.

2) The roles are very traditional. The teacher is the authority in the classroom. The students do as she says so they can learn what she knows.

3) Some characteristics of the teaching / learning process are :

Students are taught to translate from one language to another. Often what they translate are readings in the target language about some aspect of the culture of the target language community. Students study grammar deductively, they are given the grammar rules and examples, are told to memorize them, and then are asked to apply the rules to other examples. They also learn grammatical paradigms such as verb conjugations. They memorize native-language equivalents for target-language vocabulary words.

4) Most of the interaction in the classroom is from the teacher to the students. There is little student initiation and little student-student interaction.

5) The feelings of the students dealt with by
There are no principles of the method which relate to this area.

6) Literary language is considered superior to spoken language and is therefore the language that students study. Culture is viewed as consisting of literature and the fine arts.

7) Vocabulary and grammar are emphasized. Reading and writing are the primary skills that the students work on. There is much less attention given to speaking and listening. Pronunciation receives little, if any, attention.

8) The role of the students’ native language is :
The meaning of the target language is made clear by translating it into the students’ native language. The language that is used in class is mostly the students’ native language.

9) Evaluation accomplished by :
Written tests in which students are asked to translate from their native language to the target language or vice versa are often used. Questions about the target culture or questions that ask students to apply grammar rules are also common.

10) The teacher respond to student errors by :
Having the students get the correct answer is considered very important. If students make errors or do not know an answer, the teacher supplies them with the correct answer.

REVIEWING THE TECHNIQUES

Translation of a literary passage
Students translate a reading passage from the target language into their native language that provides the focus for several classes : vocabulary and grammatical structures in the passages are studied in subsequent lessons. It may be excerpted from some work from the target language literature, or teacher may write a passage carefully designed to include particular grammar rules and vocabulary. The translation may be written or spoken or both. Students should not translate idioms and the like literally, but rather in a way that shows that they understand their meaning.

Reading comprehension questions
Students answer questions in the target language based on their understanding of the reading passage. Often the questions are sequenced so that the first group of questions asks for information contained within the reading passage. In order to answer the second group of questions, students will have to make inferences based on their understanding of the passage. This means they will have to answer questions about the passage even though the answers are not contained in the passage itself. The third group of questions requires students to relate the passage to their own experience.

Antonym / synonyms
Students are given one set of words and are asked to find antonyms in the reading passage. A similar exercise could be done by asking students to find synonyms for a particular set of words. Or students might be asked to define a set of words based on their understanding of them as they occur in the reading passage. Other exercises that ask students to work with the vocabulary of the passage are also possible.

Cognates
Students are taught to recognize cognates by learning the spelling or sound patterns that correspond between the languages. Students are also asked to memorize words that look like cognates but have meanings in the target language that are different from those in the native language. This technique would only be useful in languages that share cognates.

Deductive application of rule
Grammar rules are presented with examples. Exceptions to each rule are also noted. Once students understand a rule, they are asked to apply it to some different examples.

Fill-in-the-blanks
Students are given a series of sentences with words missing. They fill in the blanks with new vocabulary items or with items of a particular grammar type, such as prepositions or verbs with different tenses.

Memorization
Students are given lists of target language vocabulary words and their native language equivalents and are asked to memorize them. Students are also required to memorize grammatical rules and grammatical paradigms such as verb conjugations.

Use words in sentences
In order to show that students understand the meaning and use of a new vocabulary item, they make up sentences in which they use the new words.

Composition
The teacher gives the students a topic to write about in the target language. The topic is based upon some aspect of the reading passage of the lesson. Sometimes, instead of creating a composition, students are asked to prepare a precis of the reading passage.

BOSSCHA OBSERVATORY

If we plan to spend our holiday with walking around in Bandung, especially in Lembang, West Java, we can visit to Bosscha observatory. At there, beside we can not only walking around and inhale the fresh air in Malabar tea plantation, but also enrich our knowledge about stars, meteors, planets, asteroids, lunar, sun, etc. This observatory located in Lembang, West Java, about 15 km in the Northern city of Bandung with the geographical coordinates 1070 36’East Longitude and 60 49’South Latitude. It was established on the land area of 6 hectares by the Nederlandsch Indische Vereeniging Sterrenkundige ( NISV ), and located at an altitude of 1310 meters above sea level or at a height of 630 m from plato Bandung. It is a circle-shaped building with the fingers 7 m with half a meter of selasar on the side of it. Bosscha observatory established by the Nederlandsch Indische Vereeniging Sterrenkundige ( NISV ) who want to promote Science Astronomy in Dutch East Indies. At the meeting NISV, Karel Albert Rudolf Bosscha, a landowner in the Malabar tea plantation, are willing to become donors of the main building and the purchase of binocular stars. As the award for K.A.R Bosscha’s service, the observatory is the name given Bosscha Sterrenwacht. The development of this observatory took more than 5 years, from the year 1923-1928. Its international publication was in 1933. However, after the World War II, the observatory must close. And can operate again after the war and the renovation because of war damage to it. On October 17th 1951, NISV give this observatory to the government of Indonesia. And after the Bandung Institute Technology ( ITB ) was established in 1959, Bosscha observatory became part of the ITB. And since that time, Bosscha work as research institutions and formal education in Astronomy. The other facilities that we can enjoy in this place are the five large telescopes were installed in Bosscha :
1) The Zeiss double refractor.
This telescope is mainly used to observe visual binary stars, conduct photometric studies on eclipsing binaries, image lunar craters, observe planets ( Mars, Saturn and Jupiter ) and to observe comet details and other heavy bodies. Its tube was made by Carl Zeiss with 1.5 meters diameter. Iside the tube, there are two telescopes which have two objective lenses with a diameter of 60 cm ( 23.6 in ) each and a focal length of 10.7 m ( 35 ft ). Although the size of the telescope’s tube is very large, it still can be moved to any direction by just using a hand.
2) The Schmidt Telescope ( nicknamed : Bima Sakti telescope ).
This telescope is used to study galactic structure, stellar spectra, asteroid studies, supernovae, and to photograph heavy bodies. The main lens diameter is 71.12 cm ( 28 in ), the correcting bi-concave and convex lens is 50 cm ( 19.7 in ) with a spectral prism with a prime angle of 6.10 degrees for stellar spectra, a wedge sensitometer and a film recorder.
3) The Bamberg Refractor.
This telescope is used to determine stellar magnitude, stellar distance, and photometric studies of eclipsing stars, solar imaging, and others. It is equipped with a photoelectric photometer a 37 cm ( 14.6 in ) lens diameter and a 7 m ( 23 ft ) meter focal length.
4) The Cassegrain GOTO.
This was a gift from the Japanese government. This computer controlled telescope can automatically view objects from a database and this was the first digital telescope is also equipped with a photometer and spectrometer-spectrograph.
5) The Unitron refractor.
This telescope is used for observing hilal, lunar eclipse, solar eclipse and sunspot photography, and also other objects. Lens diameter is 13 cm ( 5.1 in) and a focal length 87 cm ( 34.3 in ).

Directors :
1923-1940 : Dr.J.Voute
1940-1942 : Dr.Aernout de Sitter
1942-1946 : Prof.Dr.Masashi Miyaji
1946-1949 : Prof.Dr.J.Hins
1949-1958 : Prof.Dr.Gale Bruno van Albada
1958-1959 : Prof.Dr.O.P.Hok and Santoso Nitisastro
( temporary officers )
1959-1968 : Prof.Dr.The Pik Sin
1968-1999 : Prof.Dr. Bambang Hidayat
1999-2004 : Dr.Moedji Raharto
2004-2006 : Dr.Dhani Herdiwijaya
2006-now : Dr.Taufiq Hidayat

Mount Leuser National Park

If we go to Sumatra Island, we can visit one of tourism place such as Mount Leuser National Park. Mount Leuser National Park is one of the largest national parks in the world, containing over 800,000 hectares of virgin rain forest. The park is home to orangutans, gibbons, monkeys, elephants, tigers, and among the last of the Sumatra rhinoceros. There are research facilities for the study of primates, birds and insects, the orangutans rehabilitation center at Bukit Lawang being the most popular with tourists. The Leuser National Park of Mount Leuser is probably the wildest in Indonesia, located in Southeast Aceh. It can be reached from either Kutacane, or Takengon. Nanggroe Aceh Darussalam ( NAD) Province that consisted in Mount Leuser National Park , Southeast Aceh Regency, South Aceh, Aceh Singkil, Southeast Aceh, Gayo Lues, Aceh Tamiyang, whereas Sumatra Province that consisted in Mount Leuser National Park , Dairy Regency, Karo and Langkat. This national park has three functions : the life support protection system, the various conservation of kinds of plants and animals with their ecosystems, the use eternally biological sources & its ecosystem. This magnificent national park has a wealth of flora and fauna. The Leuser ecosystem has an enormous level of biodiversity. It contains at least 127 mammal species, including the Sumatran elephant, Sumatran tiger, Sumatran rhinoceros, and Sumatran orangutan. About 8500 different plant species grow in the beach, swamp, lowland, mountain and alpine ecosystem of the Leuser ecosystem of the 10.000 plant species recorded in the West Indo – Malayan region, 45% are found in the Leuser ecosystem. Spectacular plants such as Rafflesia ( the largest flower in the world ) and Amorphophallus ( the tallest flower in the world ) are among the plants protected there. The Leuser ecosystem is an outstanding wilderness in Aceh Northern Sumatra. It is one of the richest expanses of tropical rain forest in Southeast Asia. More than 2,5 million hectares in size, it is the last place on earth where elephants, rhinos, tigers, clouded leopards, and orangutans are found within one area. The first official statement of intent to protect the Leuser ecosystem was signed in 1934. The Leuser International Foundation ( a non-profit non-government organization )was established in the late 1990’s when the ecosystem was seriously under threat from illegal logging and wildlife poaching. Geographically, the Leuser ecosystem lies between 3-4,5 North and 96,5-98 East. It covers approximately 2,6 million hectares of tropical rain forest, encompassing 890.000 hectares of designated national park, as well as extensive areas of protection and production forest. The ecosystem contains two major volcanoes, three lakes, and nine major river systems that flow to the East and West coasts of the islands. Actually, it’s a collection of various nature reserves and forests ; Nature Reserve Kappi, Nature Reserve Kluet, Sikundur Langkat Wildlife Reserve, Ketambe Research Station, Singkil Barat and Dolok Sembilin. Most parts of the national park lie in the Southeast Aceh region, other parts are situated in the East Aceh region, South Aceh, and Langkat. Mount Leuser National Park comprises more than 100 kilometers of the Bukit Barisan Mountains. Because of that, the park consist of steep, almost inaccessible mountainous terrain. The altitude ranges from 0 meter, in Kluet ( South Aceh, to 3,381 meter, on top of the mount Leuser ( Southeast Aceh ). The Alas River cuts the park into an Eastern and Western half. Apart from mountains, we find several other ecosystems : beach forest, swamp areas, lowland rain forest. In Bukit Lawang is the orangutan Rehabilitation Station and in Ketambe stands the Ketambe research station. Mount Leuser consist of combination : Mount Leuser Widlife Reserve ( 416.500 hectares ), Kluet Wildlife Reserve ( 20.000 hectares ), West Langkat Wildlife Reserve ( 51.000 hectares ), South Langkat ( 82.985 hectares ), Sekundur Wildlife Reserve ( 60.600 hectares ), Kappi Wildlife Reserve ( 142.800 hectares ), Gurah Tour Park ( 9.200 hectares ), Limited Protection & Production Forest ( 291.707 hectares ). So, are you a true explorer ? Let’s prove it by yourself here.

Bali Bird Park

If we vacation in Bali, especially in Singapadu village, Gianyar, we can visit to Bali Bird Park, the only one of bird park in Bali. Only with 15 minutes to the East from Denpasar, we can arrive in Batu bulan, that is the location bird park. Opening hour : Park & Restaurant 9 a.m – 05.30 p.m daily except Balinese New Year ( Nyepi ). Ticket price : Adult US$ 21.5 + 10 % service charge, children ( 2 – 12 years old ) US$ 10.5 + 10% service charge, baby under 2 years free. This 3 hectares park was opened on October 1995 and established by Putu Sidarta. It collects around 1000 the best world’s collection birds from 250 species and various exotic reptiles. Here, we can enjoy the adventure as we trip around in Indonesia, Latin America and South Africa, because we can find the exotic birds from Papua, Javanese eagle, birds from Sumatera & the others. In other part, there are two kinds of species from South America : Scarlet Macaw & Toucan or the species from Africa such as Konyo Grey Parrot & the other birds. Not only that, we can see lively local birds that kept as the Bali’s icon, Jalak Bali called “ Si Minah “. Birds in this park are keep in bird cages and life freely. That cages separatedly based on its habitats & grouped based on its various to be known easily where they are come from. We can also see the numerous of lakes decorated with fishes, water plants collection, water birds, black geese, flamingo, pelican, etc. In the mid of the lake, there is a giant lotus, Victoria regia comes from Florida, USA. The other facilities that we can enjoy in this park : the park constructed like rainforest named Bali Rainforest Free Fight Bird Show where the air’s humidity are very felt because of shutly trees and fallen rain from the top of the cage, Basic Instinct, Guyu – Guyu Corner, Komodo Experience, Papua Rainforest Feeding, Lory Feeding, Pelican Feeding, Meet the Bird Stars. According to Sales & Marketing Director of Bali Bird Park & Rimba Reptile, Mr. Bayu Yustisia, start December 20th, 2008 Bali Bird Park & Rimba Reptile had 4D animation theatre building named Avian 4D theatre with 120 seats capacity and completed with digital electronic high technology, high definiton projector, 6 x 4 meters screen & 8 modern and sophisticated sound systems. This theatre is a cooperation between Bali Bird Park & Rimba Reptile with Mahaka Entertainment dedicated as the education & entertainment facility for whole family. The first film will be played is Rilly’s Sky Adventure with 15 minutes duration & 10 times a day. In this film, we will be told a story about a group of ducks are doing a migration journey with the main player, Rilly. So, what are you waiting for ? Let’s prepare yourself for more adventure !!

jenuh ?? tuangin aja unek2 kamu daLam tuLisan

Kadang2 kita sering merasa jenuh karena rutinitas yang sama tiap hari...
bangun pagi, mandi, makan, berangkat ke tempat aktivitas, makan Lagi, puLang, mandi Lagi, tidur...
bayangin deh kLo tu terjadi slama 7 hari dLm seminggu / 29-30 hari dLm sebuLan / 365 hari dLm setahun....hmmmhf boring bgt ga sih...
but, in fact, that a real Life exactLy human's Life circLe @_@..
sebenarnya banyak bgt cara buat ngusir si jenuh ini, salah satunya ya sisip in kegiatan rutin kamu tadi dgn melakukan kegiatan2 yang kamu senengin...
for exampLe, kLo kamu Lg pusing krn banyak masaLah n kamu ngerasa bisa "plong" kLo kamu tuangin smua yang ada di otak kamu daLam bentuk tuLisan, ya Let's pour n write it into a piece of paper ( ga usah takut or grogi mw ni tuLisan bagus or ga, berguna or ga, kLo orang Sunda biLang mah sabodo teuing aLias sebodo amat, forget it )
the important point is ur bored can disappear, so u'LL continue ur job anymore...
pokoknya kLo kamu udah ngerasa muLai jenuh, do whatever that u Like, it's a simpLe way, isn't it ? Let's try it n u'LL see...hope u'LL feeL better...^^