Part 1
BLOGGING: PROMOTING LEARNER AUTONOMY AND INTERCULTURAL COMPETENCE THROUGH STUDY ABROAD.
By Lina Lee
This study studies the effectiveness of using a combined modalities of asynchronous computer-mediated communication (CMC) through blogs and face-to-face (FTF) interaction through ethnographic interviews with native speakers supports autonomous learning as the result of a reflective and social process. The results show that blogs afforded students to work independently and reflect on cultural issues.However, teacher’s guidance is required as they might have difficulties to articulate a different point of view.
INTRODUCTION
The traditional teacher-driven classroom has become pedagogically limited in making language learning a student-centered instruction that stresses the learners’ capacity to learn autonomously. According to Little (2003), autonomy entails decision-making, critical reflection and social interaction. They are responsible for their own learning and are actively involved in the learning process by setting personal goals. While there are many ways to foster autonomous learning, computer-assisted language learning (CALL) is increasingly recognized as a powerful means for developing learner autonomy. Given that blogs are asynchronous CMC, students construct knowledge at their own pace, which enables them to reflect on the content. It increases students’ participation and motivation because they are intended not only for a sole instructor but rather for a broad audience. The combination of two modes of communication (CMC and FTF) was used to optimize students’ learning potential according to their learning styles and personal needs. Importantly, blogs and ethnographic interviews enabled students to develop cultural insights independently and collaboratively outside of class. The study examined the impact of reflective blogs on self-directed learning from students’ perspectives. Furthermore, the factors that affected autonomous learning within the virtual learning environment were explored.
REVIEW OF RELATED LITERATURE
Learner autonomy has been defined in a number of ways, it emerges from the concept that an individual’s taking control of his or her own learning and is often manifested by the ability to take initiative, monitor progress and evaluate learning outcomes (Benson, 2001; Benson & Voller, 1997; Holec, 1981; Little, 2003). According to Little (1994), learner autonomy is “the product of interdependence rather than independence” (p. 435), which underscores the dynamics between collective and individual actions. Similarly, Benson (2001) maintains that autonomy is supported by the social constructivism of active learning. Autonomy does not mean that learners work in isolation. Rather, they socially construct knowledge by actively engaging in the process of learning. Through social interactions, learners develop a capacity to analyze, reflect upon and synthesize information to create new perspectives.
Other researchers highlight the importance of self-management (Rubin, 2001), self-motivation (Dickinson, 1995; Lamb, 2004; Ushioda 2006), self-confidence (Wenden, 2002) and learning strategies (Oxford, 2003) for learning autonomy. As shown in the aforementioned concepts and skills, the notion of autonomy covers a relatively large number of constructs widely accepted by L2 practitioners as pedagogical principles. For the purpose of the current study, self-directed, critical reflection and cognitive engagement through social interactions are the key principles of autonomous learning for the blog project. The following discussion focuses on autonomy in CALL for out-of-class learning supported by a social constructivist approach.
Among other approaches to intercultural learning, blog technology has been increasingly used to foster cross-cultural communication and awareness (e.g., Carney, 2007; Ducate & Lomicka, 2008; Elola & Oskoz, 2008; Lee, 2009b). Research findings have revealed that blogs afford students the opportunity cultural knowledge from different perspectives (Elola & Oskoz, 2008; Pinkman, 2005). For example, using task-based activities, Lee (2009b) in her recent study of Spanish-American telecollaboration demonstrated how group blogs empowered students by raising cultural awareness through ethnographic interviews. Despite the favorable results, Carney argues that blogs open a new online discussion forum rather than a deeper cultural exchange due to the post-comment structure of blogs that results in brief exchanges and lack of continuity. Thus, teachers need to find ways, such as using guided questions, to stimulate students’ higher order thinking to build upon further discussions.
Based on these research findings, it appears that the use of combined modes of CMC via blogs and FTF interaction with L1s holds great potential for fostering self-directed learning1 within the context of study abroad. This study investigates the role of learner autonomy and its pedagogical impact. The study was designed to address three major questions using social constructivism as a theoretical framework:
1. How do students view the effectiveness of using CMC (blogs) and FTF (ethnographic interviews) for intercultural learning in support of self-directed learning?
2. To what extent do blogs promote learner autonomy through social and cognitive engagement?
3. What factors affect how students learn independently and collaboratively within the virtual learning environment?
METHODOLOGY
Context of the Study
The project involved the students from the U.S. who participated in two study abroad programs sponsored by the Center of Modern Languages (CML) at the University of Granada in Spain. The researcher and a partner teacher were resident directors and they taught similar courses regarding the language and culture of Spain. . Blog technology was used to foster critical reflection on cross-cultural issues, whereas FTF interviews offered real-time intercultural dialogue with L1s. Within this context, it was hoped that the combined CMC and FTF modalities would empower students to take charge of their own learning through a socially mediated learning environment. A training session on how to use Blogger was provided to the students in a computer lab and a class discussion of how to conduct ethnographic interviews took place at the beginning of the semester.
Participants
Sixteen American students from two study abroad programs in Spain participated in the project in the fall of 2009. All participants completed a questionnaire concerning their personal, educational, and linguistic backgrounds. They ranged from 18 to 22 years of age.
Tasks
Three types of blogs were created for the project: (1) PERSONAL blogs, (2) a CLASS blog and (3) a PROJECT blog using a combination of free and teacher-assigned topics. Teacher-assigned topics were used to engage students in discussing and debating on cross-cultural issues, whereas free topics gave them a certain degree of freedom in decision-making and personal choice.
Procedure
At the beginning of the semester, the instructor informed the students that they were required to use blogs to carry out various tasks in order to develop their intercultural competence. In addition to personal blogs, the researcher set up a class blog to open an exchange space where students shared and negotiated their understanding of intercultural issues through responses with comments. For weekly assignments, students read topic-specific readings, participated in cultural activities.
Data Collection and Analysis
Data collected from blog entries, reflective reports, and post surveys were used to report the affordable and challenging aspects of the blog project in relation to learner autonomy and intercultural learning. Selective postings from class blogs were analyzed to find occurrences of cognitive presence during social interactions. Analyses were undertaken by means of descriptive statistics and content analysis.
RESULTS AND DISCUSSION
To answer the first research question, the effectiveness of blogs and ethnographic interviews for intercultural learning from students’ points of view was considered by exploring key constructs of learner autonomy using post surveys and reflective essays in conjunction with quotes from personal blogs. Class blog postings were analyzed for evidence of cognitive engagement to address the second research question. By discussing affordances and challenges that students perceived while carrying out the blog project, various factors that affected how they learned independently and collaboratively in the virtual learning environment were identified to respond to the third research question.
Students’ Perceptions of Self-Directed Learning: Affordances and Challenges
The finding suggests that procrastination and the lack of easy computer access contributed to the student’s perception of learner autonomy. Moreover, a few students were frustrated by not being able to participate actively in the blogs. One student, for example, expressed her disappointment in the reflective essay. The comments confirms those reported in previous studies of CMC indicating that the accessibility of the internet becomes essential for network-based learning and further affects students’ motivation.
Furthermore, the results suggest that the use of L1 should be an option because it would allow students to better reflect on their cross-cultural perspectives, as argued by CMC researchers (Elola & Oskoz, 2008; O’Dowd, 2006). The decision whether or not to use L1 should be subject to learning objectives. In this case, blogging was to develop cultural insights rather than linguistic gains. Thus, it would be appropriate to allow for the use of the L1 option.
One of the beneficial effects of the blog project was the development of critical thinking. Students found that blogs allowed them to engage in the process of self-reflection that helped them understand, generate and analyze cross-cultural similarities and differences
High motivation and positive attitudes towards the learning context including the learning task and affective support promote learner autonomy. Students repeatedly pointed out in their reflective reports that they enjoyed using both teacher-assigned and free topics. For example, this student noted: “I really liked how free topics allowed me to write about issues that interested and concerned me the most and teacher-assigned readings drew my attention to focus on specific aspects/issues of the Spanish culture.” Topic choice appears to be motivational to the students.
LIMITATIONS AND FUTURE STUDIES
One limitation of this study is that the data collection included only one type of Web 2.0 tool. Further studies might consider the investigation of learners’ perceptions of autonomous online learning using other social networking tools, such as wikis or Tweets. The study included only L1s from Spain. Future research might include L1s from other Spanish-speaking countries, such as those of Latin America. This would illuminate how the target culture influences the way students socially construct meaning with others (e.g., sociolinguistic issues and lexical variation). In addition, given the complexity of self-directed learning, it is not possible to generalize from the findings of the current study which aspects of autonomous learning are the most prominent in the context of CMC.
SUMMARY AND CONCLUSION
In closing, this study contributes to the field of using digital technology for intercultural learning and its impact on learner autonomy, although the results reported from thisstudy cannot be generalized to other settings. Without a doubt, the combination of CMC via blogging and FTF through interviews with L1s offered promising benefits to study abroad students, as they individually and collaboratively participated in blog activities.
LINK FOR THE PAPER
LINK FOR THE PAPER
Introduction
Speakers
of a language coin new words on the basis of other words or word-forming
elements on a daily basis. For example, English speakers turn adjectives like blue
into nouns by adding the suffix -ness, yielding blueness, or
form compounds by joining existing words, as in computer screen. Some of
these words may eventually make it into the common vocabulary of the speakers,
but many newly coined words are never more widely used.
Word-formation
processes are to a large extent rule-governed, but one observes that some of
these processes (or affixes) are quite often used to coin new words, whereas
others are less often used, or not used at all for this purpose. For example,
it seems that no new noun can be formed in Modern English with the help of the
suffix -th (as in depth or length), while the nominal
suffix -ness, which is similar in function, is found very often in new
formations.
In linguistics, productivity is
the degree to which native speakers use a particular
grammatical process, especially in word
formation. Since use to produce novel or new or non-established
structures is the clearest proof of usage of a grammatical process, the
evidence most often appealed to as establishing productivity is the appearance
of novel forms of the type the process leads one to expect, and many people
would limit the definition offered above to exclude use of a grammatical
process that does not result in a novel structure. Thus in practice, and, for
many, in theory, productivity is the degree to which native speakers use a particular
grammatical process for the formation of novel structures. A productive
grammatical process defines an open class, one which admits new words or
forms. Non-productive grammatical processes may be seen as operative
within closed classes, but only previously formed and learned structures
show the results of those processes.
Productivity
is closely tied to regularity in meaning. These are dealt with in formal generality,
formal regularity and semantic regularity. One aspect of vocabulary in English
and perhaps in all languages is dislike of exact synonyms, and the implication
of this word formation is discussed in semantic blocking. Some processes of
inflection and derivation are more widely used than others. For example, among
ways of forming abstract nouns from adjectives, -ness as in greyness,
happiness and richness is more widely used than –ity as in sensitivity
and purity or –th as in depth and length.
In
the following the paper will look at morphological productivity in shape which
is formal generality and formal regularity and also the analysis of corpus that
have been gathered by the students. The corpus is based on entries that a particular
blog created and analysis of formal generality and formal regularity as sub
components of productivity will be quantified in the paper.
Literature
Review
The
traditional teacher-driven classroom has become pedagogically limited in making
language learning a student-centred instruction that stresses learners’
capacity to learn autonomously. There are many ways to foster autonomous
learning, computer-assisted language learning (CALL) is increasingly recognized
as a powerful means for developing learner autonomy (Benson, 2004, Lee, 2005;
Murphy, 2006; O’Rourke & Schwienhorst, 2003). Blogs, for example, are used
in various ways depending on their pedagogical purposes. Personal blogs are
collections of online journals that foster self-expression and self-reflection
(e.g., Lee, 2010; Yang, 2009), whereas collective blogs involving an entire
class or small groups promote interactive and collaborative learning (Lee,
2009b). Blogs have been increasingly implemented in L2 instruction across
contexts. Research findings have shed light on our understanding of the
effectiveness of blogs for developing reading and writing skills (e.g., Bloch,
2007; Churchill, 2009; Ducate & Lomicka, 2008; Lee, 2010; Murray &
Hourigan, 2006).
Morphological
productivity is the property of a morphological process to give rise to new
formations on a systematic basis. The article by University of Siegen discusses
the nature of this property, addressing the question whether productivity is a
qualitative or a quantitative notion, how productivity can be measured and
whether productivity of a process is a primitive, non-derivable property of
word formation rules, or an epiphenomenon resulting from independent forces.
Taking into account the way complex words are stored and processed in the
mental lexicon, it is argued that the productivity of a given process emerges
as a syndrome of proper-ties, with pars ability, relative frequency, semantic
and phonological transparency as important factors. Finally, restrictions on
productivity are discussed.
As
this paper highlights the usage of morphological productivity in shape that is
used in a particular blog, reviewing these literatures have been a great help
for the researcher to establish this research. There are quiet few studies on
the morphological productivity and incorporating blog or computer mediated
communication in learning language. Thus, this paper will be added as one of
the sources that provide an extra piece of information to the linguistics area.
Research
Objective
The
central point of this research with regard to the nature of productivity is
that the productivity in shape of an affix can be formally regularity but does
not imply generality of the words. This paper wants to show that regular forms
in derivational process tend to be regular but not general; however, it can be
general and regular at the same time.
Methodology
- Instrument
Throughout this paper, we have used morphological
productivity in shape to analyze our data. We referred to McCarthy’s
Introduction to Morphology and relate it with our data. We classified our data
in a table and justified the possibility of productivity used in the blog.
- Sampling
We have chosen a blog entitled ‘Peliks’ (peliks.blogspot.com) in regards to her uniqueness of
conveying message to her readers. In her blog, she shares lots of her
experience throughout her life. She has been using code switching in most of
her posts and it attracts the readers to read her blog.
Data
Analysis
The
data has been collected and analysed in the Table 1 (Appendix). We have
selected certain data to be analysed in regards to this finding. We choose
noun-forming suffix –al and adverb-forming suffix –ly that are
frequently used in the entry of the blog compared to the other word classes.
Formal
regularity mainly revolves around derivational processes. It is a process where
the kind of base can be applied regularly to a word class such as noun. It
shows there is regularity in forming a word, for example, suffix –en in lessen,
strengthen and darken. The verb-forming suffix –en can attach
only to monosyllabic bases that end in plosives or fricatives. This process of
adding suffix –en is an example of formal regularity. In this blog, formal
regularity can be seen in the usage of noun-forming suffix –al in the
entry of the blog. The noun-forming suffix –al can be attached to bases
whose final syllable is stressed. The noun-forming suffix –al can be
found in tutorial, denial and natural. Thus these actual nouns
are all formally regular as these words’ final syllable is stressed. However,
there are also other word classes that are ended with suffix –al such as
several and magical. The former word is a pronoun while the
latter is an adjective. These show that there is no formal generality of suffix
–al in the sense that one cannot specify or generalize that suffix –al
is the structure of a noun. Thus, -al suffixation is formally
regular without being highly general.
Nonetheless,
if a derivational process can be formally regular without being highly general,
there is also a process which can be formally general without being formally
regular. This would be the situation of a process that is used in the formation
of relatively many lexemes, but so randomly that one cannot distinguish any
formal or structural characteristics shared by the bases that undergo it. It
can be seen in the adverb-forming –ly suffix could be attached not only
to adjectives but also to nouns and verbs. For example, nicely, naturally and
hurriedly can be seen in the entry of the blog. Unlike the derivational
process whereby a process is formally regular without being highly general, non-native
speakers or readers might manage to guess or identify that suffix –ly is
generally used for adverb regardless the word class. The learners or readers
can take that in practice, although not by definition, formal generality
presupposes formal regularity, but not vice versa.
Conclusion
All in all, this paper has reached its objective that
is to show that regular forms in derivational process tend to be regular but not
general. However, it can be general and regular at the same time. The blog in a
way, other than conveying the author’s message, helps reader to enhance their
vocabulary and in the same time, attracts reader to learn English. Since she is
using code switching correctly, readers are advised to neglect her spellings
since her spellings are written based on how she pronounce it according to
certain accent.
Bibliography
Carstairs-McCarthy, A. (2002). An
introduction to English morphology: Words and their structure. Edinburgh:
Edinburgh University Press.
Plag, I. (1999). Morphological
productivity: Structural constraints in English derivation. Berlin: Mouton de
Gruyter.
Appendix
TENTANG HIJAB
Saturday, August 20,
2011
so far my first year of
being a 'hijaber' had been an amazing experience. an eye-opener.
i remember how the first few days of wearing tudung, i didn't know how to belit the selendangs so that it doesn't move. i remember the struggle and the long process of trying to belit my shawls nicely. it was a challenge even, to make my friends treat me indifferently from before. of course, i understand some of them feel they can't talk about certain subjects with me anymore because of my 'new appearance'.
the thing is, i am still the same person.
maybe i have changed, i don't know. but whatever it is, i only pray the changes are for the better.
anyway, after asyik fail je pakai tudung belit even while watching tutorials on youtube, i've decided to just wear it as comfortably as i can, ignoring the trend then. soon after that, i made that video tutorial.
but i realised after how i was 'bashed' in youtube and my blog, i did not cover my aurat properly.
some comments hurt me to the core and made me depressed too for a while because i couldn't understand ; i pakai tudung ni, lagi ramai nak condemn condemn. bila i free hair bukan main orang suka dress i la, suka rambut la, etc etc. aurat yang i dulu suka nak tunjuk, takde lak orang marah. skang dah tutup, ramai lak nak comment. aneh kan?
that did not stop me from making videos though and after several videos, i admit, i terhanyut. i was noob then. i was overwhelmed with the attention i got from my videos that i got over my head. lagi lagi after the scarflets. we got called for photoshoots, we received invitations to events, and all that jazz. in the beginning, it was very exciting. but alas, it's very misleading..
at one point, dato' gave me a 'reality check'. he made me think, and he made me realise how i've strayed from my intention.
to be closer to Allah SWT.
so i'm taking myself into that direction again. however, some damages has been done.
i notice more and more hijabers are into photoshoots. i notice that photographers have 'muslimah photoshoot' or sewaktu dengannya. i realise there are contests in facebook yang the grand prize mesti ada 'photoshoot'. and then, the participants mesti ada yang gambar memang dari photoshoot ngan photographer mana entah siap watermark kat picture tu kan. and i notice some proudly call themselves 'model muslimah'.
kalau nak ikutkan definition 'muslimah', it means a muslim woman. regardless of the person being a hijaber or not, a muslim woman is a muslim woman.
but for some reason, in this generation, muslimah immediately means a hijaber. aneh.
i myself am a woman, so i know and completely understand the need to look good as a hijaber (especially) because dressing up and being covered from head to toe is not as easy as those who choose not to be covered. so it's like a challenge kan.
don't have to be in denial la..
everyone have that "i nak nampak lawa" moments. even guys (hehee!). so when i said "some damages has been done", i meant that, in one way or another, i had probably encouraged hijabers to think fashion and photoshoots are.. good..
i used to make statements like "who says muslim women can't dress up? who says women with hijab can't model?".
now i feel like slapping myself, because it should be "i wear the hijab, i cover myself up, because i am a muslim". i should respect the hijab for what it represents and not make it seem like its just a cloth on my head like an accessory.
the purpose of hijab is to cover our aurat and wearing it makes it obvious to everyone that we are muslim whereas dressing up, wearing make up, looking pretty basically is only for our self-satisfaction.
and in my opinion, it's not wrong to want to look good. not at all.
it's not wrong to like photoshoots or whatever self-vanity related activities.
fashion is fun to follow too, i get it, but it's making us lose focus.
for example, we go online and we look at lookbook to know what's the latest trends. we get inspired, we hurriedly head on to a shopping mall or blogshop and hang around looking for that piece of clothing we pictured. then we spend money. sometimes distracted punya pasal, solat tak khusyuk. sometimes nak sangat baju tu, sampai solat pun tinggal. the same goes to modelling.
fashion becomes an obsession. modelling becomes a passion.
beautification becomes a necessity.
muka bogel takde eyeliner pun dah rasa resah. dapat gambar photoshoot, rasa bangga sampai upload merata-rata (blog, tumblr, facebook, twitter, etc) expecting people to tell you how good you're looking. parallel to that, jadi riak, and riak is salah satu attributes yang Allah SWT hina.
*slaps myself real hard*
how la like that?
what will happen if the younger generations who wears the hijab terjebak with all this craze and influenced by it, thinking that looking good, being fashionable and photoshoots are more important than learning/improving? how about when they start to crave for fame?
i worry that they will spend more energy on being beautiful and getting noticed, hence become more materialistic and self-obsessed than they should be, forgetting the fact that whatever were given naturally, are blessings from Allah SWT.
then what's the reason of wearing the hijab? what happened to 'modesty'?
nak cantik, boleh. nak fashionable, boleh. nak buat pape pun, boleh.
tapi dalam Islam, it's best to keep everything in moderation.
kan?
i remember how the first few days of wearing tudung, i didn't know how to belit the selendangs so that it doesn't move. i remember the struggle and the long process of trying to belit my shawls nicely. it was a challenge even, to make my friends treat me indifferently from before. of course, i understand some of them feel they can't talk about certain subjects with me anymore because of my 'new appearance'.
the thing is, i am still the same person.
maybe i have changed, i don't know. but whatever it is, i only pray the changes are for the better.
anyway, after asyik fail je pakai tudung belit even while watching tutorials on youtube, i've decided to just wear it as comfortably as i can, ignoring the trend then. soon after that, i made that video tutorial.
but i realised after how i was 'bashed' in youtube and my blog, i did not cover my aurat properly.
some comments hurt me to the core and made me depressed too for a while because i couldn't understand ; i pakai tudung ni, lagi ramai nak condemn condemn. bila i free hair bukan main orang suka dress i la, suka rambut la, etc etc. aurat yang i dulu suka nak tunjuk, takde lak orang marah. skang dah tutup, ramai lak nak comment. aneh kan?
that did not stop me from making videos though and after several videos, i admit, i terhanyut. i was noob then. i was overwhelmed with the attention i got from my videos that i got over my head. lagi lagi after the scarflets. we got called for photoshoots, we received invitations to events, and all that jazz. in the beginning, it was very exciting. but alas, it's very misleading..
at one point, dato' gave me a 'reality check'. he made me think, and he made me realise how i've strayed from my intention.
to be closer to Allah SWT.
so i'm taking myself into that direction again. however, some damages has been done.
i notice more and more hijabers are into photoshoots. i notice that photographers have 'muslimah photoshoot' or sewaktu dengannya. i realise there are contests in facebook yang the grand prize mesti ada 'photoshoot'. and then, the participants mesti ada yang gambar memang dari photoshoot ngan photographer mana entah siap watermark kat picture tu kan. and i notice some proudly call themselves 'model muslimah'.
kalau nak ikutkan definition 'muslimah', it means a muslim woman. regardless of the person being a hijaber or not, a muslim woman is a muslim woman.
but for some reason, in this generation, muslimah immediately means a hijaber. aneh.
i myself am a woman, so i know and completely understand the need to look good as a hijaber (especially) because dressing up and being covered from head to toe is not as easy as those who choose not to be covered. so it's like a challenge kan.
don't have to be in denial la..
everyone have that "i nak nampak lawa" moments. even guys (hehee!). so when i said "some damages has been done", i meant that, in one way or another, i had probably encouraged hijabers to think fashion and photoshoots are.. good..
i used to make statements like "who says muslim women can't dress up? who says women with hijab can't model?".
now i feel like slapping myself, because it should be "i wear the hijab, i cover myself up, because i am a muslim". i should respect the hijab for what it represents and not make it seem like its just a cloth on my head like an accessory.
the purpose of hijab is to cover our aurat and wearing it makes it obvious to everyone that we are muslim whereas dressing up, wearing make up, looking pretty basically is only for our self-satisfaction.
and in my opinion, it's not wrong to want to look good. not at all.
it's not wrong to like photoshoots or whatever self-vanity related activities.
fashion is fun to follow too, i get it, but it's making us lose focus.
for example, we go online and we look at lookbook to know what's the latest trends. we get inspired, we hurriedly head on to a shopping mall or blogshop and hang around looking for that piece of clothing we pictured. then we spend money. sometimes distracted punya pasal, solat tak khusyuk. sometimes nak sangat baju tu, sampai solat pun tinggal. the same goes to modelling.
fashion becomes an obsession. modelling becomes a passion.
beautification becomes a necessity.
muka bogel takde eyeliner pun dah rasa resah. dapat gambar photoshoot, rasa bangga sampai upload merata-rata (blog, tumblr, facebook, twitter, etc) expecting people to tell you how good you're looking. parallel to that, jadi riak, and riak is salah satu attributes yang Allah SWT hina.
*slaps myself real hard*
how la like that?
what will happen if the younger generations who wears the hijab terjebak with all this craze and influenced by it, thinking that looking good, being fashionable and photoshoots are more important than learning/improving? how about when they start to crave for fame?
i worry that they will spend more energy on being beautiful and getting noticed, hence become more materialistic and self-obsessed than they should be, forgetting the fact that whatever were given naturally, are blessings from Allah SWT.
then what's the reason of wearing the hijab? what happened to 'modesty'?
nak cantik, boleh. nak fashionable, boleh. nak buat pape pun, boleh.
tapi dalam Islam, it's best to keep everything in moderation.
kan?
i apologise deeply if
ever i made you think that hijab is a fashion statement..
it's not.
it's a religious
statement.
if i can go back to the past, i would give my noob self a good flying kick!
and i apologise if in this post, i offended anyone. it's not my intention to attack anyone (directly or indirectly) but it is mine to share my observations and experiences.
salam.
ps: i hope i made sense throughout this post.. coz i'm writing without planning. straight from the heart la camtu. sedih dengan diri sendiri and sedih dengan apa dah jadi ngan dunia hijab. and again i'm sorry.
pps: those of you who questions my niat, siap nak i prove myself ("actions speaks louder than words" etc etc), know that i don't have any obligation nor intention to prove anything to anyone. i only want to change for Allah SWT to see, for He is All Seer and we, i'm afraid, are not. please don't judge me from what i've written. thank you for your support/encouragement! ='D
if i can go back to the past, i would give my noob self a good flying kick!
and i apologise if in this post, i offended anyone. it's not my intention to attack anyone (directly or indirectly) but it is mine to share my observations and experiences.
salam.
ps: i hope i made sense throughout this post.. coz i'm writing without planning. straight from the heart la camtu. sedih dengan diri sendiri and sedih dengan apa dah jadi ngan dunia hijab. and again i'm sorry.
pps: those of you who questions my niat, siap nak i prove myself ("actions speaks louder than words" etc etc), know that i don't have any obligation nor intention to prove anything to anyone. i only want to change for Allah SWT to see, for He is All Seer and we, i'm afraid, are not. please don't judge me from what i've written. thank you for your support/encouragement! ='D
PERSPEKTIF ORANG YANG
TAK BERTUDUNG PASTU PAKAI TUDUNG
Thursday, September 2,
2010
Assalamualaikum Ustazah!
bismillahirahman
nirrahim.. (anda sambung la ya baca Al-fatihah)
dulu ni cara kita greet
Ustazah masa kelas agama bila kat skolah. dulu kelas agama kena gi surau. girls
kena pakai tudung.
dulu slalu menyampah
pakai tudung sebab pakai yang kain licin tu. bila tengah cakap or baca doa or
buat pafa, tudung ke depan, rambut rambut pun terkeluar. pastu kena tarik tarik
dari belakang.
buat malu ok?
macam noob kot.
anyway! sebagai pompuan
yang nak ber-image wanita bertudung, kena la buat several changes kan. so ni
sedikit sebanyak the changes i have to make. teehee!
1. lifestyle.
i used to hug my
friends when i see them. i'm sorry if this sounds inappropriate, tapi itu lah
cara orang Damansara. orang KL, i tak tau camane. it's just a harmless gesture,
a way we all dah familiar with as a gesture of appreciating the friendship ties
that has never been forgotten. itu la orang orang saya. sesama lelaki dan
perempuan.
skang takleh la kan.
salam je and sengih sengih sebab rasa awkward bila ngan laki. ngan pompuan,
peluk je. wo ai ni. haha!!
2. dressing.
biasanya nak keluar
buat errands, pakai baju rumah and sarung je jeans. ala nak lawa lawa pahal?
ingat ada paparazzi ke? setakat gi hantar kunci or amik adik debab, who cares
kan? tapi now kena pakai cardigan, jeans tu pasti, and then sarung tudung.
kalau gi family outing or dating, lama gak la belek baju. jeans sume nak skinny, baju sume nak short sleeve. haih.. kena improvise!! BAJET YUNA!
oh yes.
3. belit tudung.
Astaghfirullah.. nak lilit shawl ni bukan senang.. i takmo beli apa-nama-spesis-tudung-yang-sarung-je-siap-ada-oning-lagi sebab mahal. can only afford to buy shawls and selendangs at the moment. hidup bujang kan. heee.. haritu almost kena tinggal family, alamat lilit shawl lama sangat. seluar pun tak pakai lagi..
respect la korang korang yang belit shawl macam benda tu senang like amik resit dari cashier. kagum..
4. gelak.
i ni kuat gelak. bukan setakat volume je, gaya pun nak hebat. skang sebab ada shawl, bila gelak tu control sikit. dah image ayu, perangai kena ayu gak la kan.
padahal sebenarnya pin cocok double chin bila gelak besar..
5. kena terima pandangan orang lain.
pandangan, i mean by orang yang tengok i. i tak tau la i perasan ke apa kan. bila free hair kan (kih kih!), orang tengok i macam i ni a bitch ke apentah. and i know a lot of people nye first impression of me is that i'm sombong. haprak la korang. i cool kot! kan? malu..
tapi bila ada scarf ni, orang tengok i cam i ni rainbow or something magical. Mrs Potter kah? ahaha!!
ada a few people tegur i, ingat kan i ni orang arab. ya habibi, do i look arabian to u?
je m'appelle maria! je ne parle pas arab! hahaha!! tak biasa la orang tengok i macam i ni rainbow. =p (tak biasa tapi suka!)
kalau gi family outing or dating, lama gak la belek baju. jeans sume nak skinny, baju sume nak short sleeve. haih.. kena improvise!! BAJET YUNA!
oh yes.
3. belit tudung.
Astaghfirullah.. nak lilit shawl ni bukan senang.. i takmo beli apa-nama-spesis-tudung-yang-sarung-je-siap-ada-oning-lagi sebab mahal. can only afford to buy shawls and selendangs at the moment. hidup bujang kan. heee.. haritu almost kena tinggal family, alamat lilit shawl lama sangat. seluar pun tak pakai lagi..
respect la korang korang yang belit shawl macam benda tu senang like amik resit dari cashier. kagum..
4. gelak.
i ni kuat gelak. bukan setakat volume je, gaya pun nak hebat. skang sebab ada shawl, bila gelak tu control sikit. dah image ayu, perangai kena ayu gak la kan.
padahal sebenarnya pin cocok double chin bila gelak besar..
5. kena terima pandangan orang lain.
pandangan, i mean by orang yang tengok i. i tak tau la i perasan ke apa kan. bila free hair kan (kih kih!), orang tengok i macam i ni a bitch ke apentah. and i know a lot of people nye first impression of me is that i'm sombong. haprak la korang. i cool kot! kan? malu..
tapi bila ada scarf ni, orang tengok i cam i ni rainbow or something magical. Mrs Potter kah? ahaha!!
ada a few people tegur i, ingat kan i ni orang arab. ya habibi, do i look arabian to u?
je m'appelle maria! je ne parle pas arab! hahaha!! tak biasa la orang tengok i macam i ni rainbow. =p (tak biasa tapi suka!)
so all of you yang
tanya "is it permanent?"
for now, it isn't. but
i'll wear it as long as i can.
i've had a taste of
what it's like to wear tudung and i although i like it (honest, i do!), tapi i
think bukan sekarang la. nak jadi permanent, i mean.
atas sebab tertentu
which i hope people can respect by not asking.
kalau ada yang tak puas
hati, mahu lecture i, silakan. tapi my grave is my grave.
but thank you for all of your support! akan ku pakai tudung selama Bulan yang Suci ini, tapi after this, jangan "eik, aritu pakai, skang tak pakai?" kalau nampak i tak pakai la. again, it's not permanent, but i will wear it as long as i can.
but thank you for all of your support! akan ku pakai tudung selama Bulan yang Suci ini, tapi after this, jangan "eik, aritu pakai, skang tak pakai?" kalau nampak i tak pakai la. again, it's not permanent, but i will wear it as long as i can.
don't say i didn't warn
you.
=)
so itulah perspektif saya, yang sebelum ni tak pakai tudung (or shawl), pastu skang pakai.
=D
so itulah perspektif saya, yang sebelum ni tak pakai tudung (or shawl), pastu skang pakai.
=D
Analysed Data
Table 1
Table 1
Word
Classes
|
Productivity
|
Total
|
Noun
|
tutorial
several
denial
|
3
|
Adjective
|
magical
|
1
|
Adverb
|
Indifferently
nicely
comfortably
properly
proudly
immediately
completely
especially
probably
basically
hurriedly
deeply
directly
indirectly
|
14
|
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