Teaching foreign language especially English must have good method or technique to make the English material can be delivered and comprehended well by students.
A professional teacher must be able to find out what is the suitable teaching method for his students. Various kinds activities have to be conducted by a techer in order to create exciting and attractive English class.
Utilizing computer is one of the best choice in teaching and learning English. Since, computer has many programs to be implemented to assist teachers and students to learn English.
In many school in many countries, computer has been utilized to help students to understand the material they learn. For example, when a teacher wants to teach about color and if he teaches for pre – school students, using computer are very demanded. As it is known, children in early age cannot sit in proper for such hours, so it is important for teachers to utilize the computer in teaching and learning process. Since, The computer has various interactive and interesting programs which can make children feel excited and fun.
The unique property of the computer as a medium for education is its ability to interact with the student.Books and recordings can tell a student what rules are and what the right solutions are, but they can notanalyze the specific mistakes the student has made and react in a manner which leads him not only correctsolution (Nelson, et al, 1976).
In a certain condition, the computer can subtitute a teacher to provide material, assist a student how to comprehend the material, and give more information. Another good things of the computer are effective and effecient in delivering material.
In a particular case, the computer may act as a teacher or tutor, providing material, guiding a student how tolearn it, and giving more information and explanations. Another significant benefit obtained from the computer is that can be a very effective and effecient reference book. It can also be utilised to communicate visuallywith students (Hartoyo, 2006).
In addition to above statement, Kenny, et al, (1984) said
Acting as a tutor, however, is only on of the computer’s possible roles. The computer can be a partner for the learner to play educational games with, or, less glamorously, it can be a very efficient reference book.Or it can be used to generate example, to illustrate cwertain operations, or to stimulate conversation.
1. Learning by playing
In recent years, many software companies have developed a great new way to learn – computer games. These programs are amazing for learning many different languages, including English, since the games are a fun and interactive way to learn all factors of the language. With these new advances, reading language books and listening to boring cassette is no longer the only way to learn English.
The best thing to do when searching for one of these programs is to look for a complete software suite. Most of these games will start out with basic sounds and will use fun flash animated games to help you learn English. You can begin on the elementary level or start with a more advanced level if you already have some experience with English. Choose a system that includes vocabulary, grammar, writing, games, and projects, so that you’ll be able to cover every aspect of the learning process. Start with a simple vocabulary learning game, then advance to grammar lessons, and finally practice putting together the words you have learned.
One of the biggest advantages of computer-based English programs is that there are many different types of games, from traditional “Hang Man” to advanced memorization games. And although they may sound like fun, users are often amazed at how much they can learn just by seeing the words over and over. In fact, games that offer repetition in viewing words usually work better in developing a core set of English words to build on.
When it comes to games, you may not even realize that you’re learning! The games in many “learn English” software programs go to a very advanced level – including character and role playing games. Many people become so involved in the games that they no longer realize the point is to find words or build them – it becomes just like any other game. However, while you’re busy playing, your brain is storing away all the words, sounds, and grammar rules you’re seeing.
Games are also an excellent way for children to learn English. If you start them at a young age, many kids won’t even realize they’re playing educational games. There are games geared for any interest children may have – you may be able to find fun games that allow your children to “feed” words to colorful dinosaurs, or others where your children practice clothing terms by dressing their computer characters.
2. Advatages and disadvanteges of using Computer
2. 1. The Advantages
Together with significant technological improving, computer network technology is now expanding its influence on various aspects of life including government, business, economics, and undoubtedly, education as well. Under such a circumstance, there has been a great increase of interest in using computers and its applications not only in Information Technology classrooms but also in the field of language teaching and learning. The role of computers in language instruction has become an important matter involving language teachers around the world. In order to have a more perspective on this issue, let us discuss some of the advantages and disadvantages of using computer network technology in language teaching.
In terms of advantages, first of all, computer network technology tools such as the Internet, e-mail, chat rooms, and the Word Wide Web can be used to provide students with a strong motivation for learning the language. Since motivation is considered as playing a key role in the success of language learners (Gardner and Lambert, 1972), one of the language teachers’ responsibilities is to provide activities which the learners will find intrinsically motivating. Supporting the students to use the Internet in their learning process, meanwhile, is a motivational push to students who get bored with the traditional classroom teaching method in which they have information spoon-fed to them. The Internet can help language teachers povide motivation for the students as stated by Chun & Brandl, 1992, “the interactive and multimedia capabilities of the Internet make it a motivating learning tool”. E-mail and Internet chat rooms are interactive and allow students to communicate quickly and easily with their classmates, their teacher, and even with native speakers of the target language through “keypal projects” (Robb, 1996), or collaborative projects. Besides, with an abundance of interactive activities on the Internet and the World Wide Web, our students can now play games and learn the language at the same time. This kind of learning experience was impossible before the development of the computer network technology.
Next, computer network technology provides students with opportunities to have access to authentic materials and information about the target language culture, which may be missing from many course books. As an understanding of culture is vital in language learning and may help enhance understanding of the target language, current pedagogical theories stress the importance of integrating culture into the language classroom (Canale & Swain, 1981). In this circumstance, computer network technology offers great advantage as it allows easier access to the target language and culture. It has the potential to bring people and places to the classroom, thus adding realism, authentic sociocultural and sociolinguistic information and help students have a real sense of immersion. It also provides students with a multimedia mirror on the target culture in that “it can bring the sounds, words, and images of the foreign language, embedded in their culture, into the classroom” (Atkinson, 1992, cited in Hackett, 1996, p. 17), and thus, can help expose students to international communication and new cultures as well as break down stereotypes. Computer Mediated Communication (CMC), and particularly e-mail and tele-conferencing in the language classroom can “provide authentic communication, which helps develop students’ communicative, literacy, and critical thinking skills” (Kelm, 1992; Kern, 1995, in Singhal, 1998).
Besides, the emergence of computer network technology has also made a significant contribution to language teaching and learning. CALL (Computer Assisted Language Learning) software and programs have the potential to improve learner autonomy in that they provide students with the power to control the speed, rate, timing, and order of tasks in a language program, and allows students to work at their own level. Furthermore, Little (1996) states that information technology can play an important role in the development of learner autonomy as it facilitates the students’ learning and provides students with the opportunity to use what they have learned. CALL software programs have been designed for the purpose of language teaching while other tools such as the Internet, e-mail, etc. also promote student-centered language learning (Gonglewski, Meloni, & Brandt, 2003) and help students develop their communicative skills as well. What is more, CALL programs also provide learners with a variety of choice in terms of which aspects of the target language such as grammar, vocabulary, pronunciation, etc. they want to practise or what skills (listening, speaking, reading, writing) they want to develop, and which topics they are interested in. Thanks to this kind of new technology, learners can manage their own learning at their own speed and based on their own choice. This helps learners to take more responsibility for their own learning, which leads to greater autonomy and a more learner-centred language classroom.
Another advantage is that computer network technology also provides both teachers and students with easier access to information all over the world through the use of the Internet and the World Wide Web. The World Wide Web can be considered the library at one’s fingertip as stated by Mills (1995), “there are tremendous search capabilities of the Web which allow instant access to up-to-date information on just about any topic imaginable”. The Internet and the World Wide Web also provide supplemental language activities which can help students with additional practice in specific areas of language learning. These include reading tests and comprehension questions, grammar exercises, pronunciation exercises possible thanks to multimedia capabilities of the Internet, vocabulary tests, cloze tests, and so forth. Students can search the Web for such web sites, or teachers can recommend good ones for them. In addition, language teachers can also post lecture notes and handouts on the Web so that students can easily have access to them either at the university or at home if they have computers and internet connections. This allows students to keep up with materials on the Web while they are unable to attend classes. What is more, the World Wide Web allows teachers with web design skills to put up a website containing information and content of their choice for the purpose of language teaching. For example, teachers can design web sites with texts for the students to read through and with tasks they are encouraged to perform so as to enhance their language skills if they have the appropriate training or inclination.
In the field of language teaching, the computer network technology also offers language teacher a significant advantage in that it gives teachers a better chance for professional development. Beside the tremendous search capability, the computer network technology helps language teachers develop their knowledge and keep up with trends in language teaching. Teachers can read online newsletters, journals, papers and publications related to the field of language teaching, join discussion groups, mailing lists, audio and video conferencing so that they can share ideas, discuss concerns and exchange resources with other colleagues all over the world. So as to keep up with new trends of professions, language teachers can also join professional organizations, read the publications, and attend their conferences. Therefore, the computer network technology in general, and the Internet and the World Wide Web in particular, is a very useful tool for language teachers to improve their language teaching skills.
Up to this point, the above discussion has described some of the potential benefits and advantages brought about by the computer network technology and how it can be used in language teaching and learning.
2.2. The Disadvantages
However, such discussion will not be enough if we do not tell the disadvantages and problems related to the use of the computer network technology in the language classroom as the use of the computer network for education is not without problems. The following are some of the possible problems language teachers and students may encounter when trying to use computer network technology and its tools for the purpose of language teaching and learning.
First of all, given the nature of the Web, the reality that anyone with access to it can upload information on it, it is inevitable that there is room for incorrect information which we may somehow and sometimes come across. This means that users should always question the reliability of the available information on the Web. If students do not realize this problem, they may learn wrong facts or data. Besides, as the Internet provides access to all types of issues and topics, there are also inappropriate sites that students may visit accidentally or deliberately, particularly the pornographic sites. This is very dangerous as it may result in various problems especially among kids and adolescents. It is therefore the teacher’s responsibility to teach students to be critical in their judgment of the material available on the Web so as to make it a useful tool for their research and study.
Another thing is the problem of information overload. Finding the information we want is not an easy task at all. Searching for material online can sometimes be quite time-consuming and frustrating. As previously stated, the World Wide Web is one great big, wonderful library. However, once we enter it, we can easily get lost and do not know which way to go. This is due to the fact that there is no cataloguing system for the Web. Search engines can be of great help, but if we search for a common word or term, we can end up with more references than we can manage. Consequently, teachers should provide students with addresses of good and useful web sites so that they can know what to look for and save their time.
Another issue to consider is that teacher’s knowledge of information technology is also crucial in determining the success of implementing computer network technology in language teaching. A certain level of technical expertise is required from teachers in order to use this technology in teaching. However, language teachers, especially those in my country including myself, usually feel an anxiety for the computer due to little experience with computers and insufficient computer skills. As a result, we usually do not feel confident enough to use the Internet and the web-based teaching and learning programs in our teaching. This is worth taken into consideration and also requires school administrators to support and set budget for training in this area so as to successfully apply computer network technology into the field of language teaching and learning.
Also, we should take into account the problem of face-to-face interaction. Teaching and learning, especially language teaching and learning, involves a lot of human interactions. Although the computer network technology and the Internet can provide students with interactive activities as stated above, it is very difficult for learners to learn a language successfully by interacting with machines like computers only. Human interactions not only rely on speech, but also on other factors such as facial expressions, gestures, eye contacts, body language, context and situation, etc. The inanimate computers certainly cannot provide students with this kind of human interaction whereas a teacher can do so with ease. If the teacher stands in front of a class, he or she can easily recognize students who do not understand certain parts of the lecture or the lesson by their facial expressions and thus, can go back and re-explain those points to the student whereas a computer cannot do so.
In addition, technology is not always as reliable as it should be. As we all know, technical considerations for Internet based instruction include computer types, network connections, data transfer rates, etc. The nature of the network systems and computers themselves can sometimes be a disadvantage. Accessing the Web is sometimes very slow as in the case of my own teaching context in Vietnam. Sound, video, or animations may take an eternity to download. There may be a time when even though the teacher has an optimal server and connection, he/ she may still be limited in the sort of graphics and files that can be presented due to the learner’s setup and access. As the students may have slow connection to the Internet, the teacher has to limit the designs to keep it useable by the lowest common access method. What is more, in some countries or some remote areas, computer network technology is a luxury that is not easily affordable. Costs related to training, as well as on-line costs of using a provider are issues that can affect the implementing such a technology in schools, especially when there is little funding (Singhal, 1997).
Last but not least, we should also consider the fact that computer network faults, especially when attacked by viruses such as the recent virus Sasser, can cause loss of data, and even leads to loss of resources. This will be a problem to teachers and students if our teaching depends too much upon the network.
Those are some of the disadvantages that I think should be taken into account if computer network technology is to be successfully implemented into the language classrooms.
Despite its own limitations and disadvantages, it should be realized that the educational potential of the computer network technology is immense with the benefits as previously mentioned. However, it is the responsibility of language teachers to fully understand its assets as well as liabilities so as to make the most of the computer technology and its tools in enhancing the language teaching and learning process.
Filed under: ICT Assignment, Mid test
Retrieved on December 16, 2010 from http://vinaagustinasyah.wordpress.com/2010/02/23/using-call-as-media-in-teaching-and-learning-language/
Kamis, 16 Desember 2010
CALL Use in the ESL/EFL Classroom By Kenneth Beare, About.com Guide
There has been much debate over the use of computer assisted language learning (CALL) in the ESL/EFL classroom over the past decade. As you are reading this feature via the Internet (and I am writing this using a computer), I will assume that you feel that CALL is useful to your teaching and/or learning experience.
There are many uses of the computer in the classroom. In today's feature I would like to provide some examples of how I like to use CALL in my teaching. I find that CALL can be successfully employed not only for grammar practice and correction, but also for communicative activities. As most of you are familiar with the programs that offer help with grammar, I would like to focus on the use of CALL for communicative activities.
Successful communication learning is dependent on the student's desire to participate. I'm sure most teachers are familiar with students who complain about poor speaking and communication skills, who however, when asked to communicate, are often reluctant to do so. In my opinion, this lack of participation is often caused by the artificial nature of the classroom. When asked to communicate about various situations, students should also be involved in the actual situation. Decision making, asking for advice, agreeing and disagreeing, and compromising with fellow students are all tasks that cry out for "authentic" settings. It is in these settings that I feel CALL can be used to great advantage. By using the computer as a tool to create student projects, research information and provide context, teachers can employ the computer to help students become more involved in the task at hand, thereby facilitating the necessity of effective communication within a group setting.
Exercise 1 Focus on Passive Voice
Generally, students coming from around the world are more than happy to speak about their native country. Obviously, when speaking about a country (city, state etc.) the passive voice is required. I have found the following activity using the computer to be of great assistance in helping students focus on the correct use of the passive voice for communication and reading and writing skills.
* Inductively review the passive structures in class (or introduce the passive structures)
* Provide a text example, focusing on a specific location, that includes many passive voice structures
* Have students read through the text
* As a follow up, have students separate passive voice and active voice examples
* Using a program such as Microsoft Encarta or any other multimedia encyclopaedia, (or the Internet) have students working in small groups find information about their own nation (or any city, state etc.)
* Based on the information they have found, students then write a short report together at the computer (using a spell check, communicating about formatting etc.)
* Students then report back to the class presenting their report created at the computer
This exercise is a perfect example of involving students in an "authentic" activity that focuses on communication skills while at the same time including a grammar focus, and uses the computer as a tool. Students have fun together, communicate in English and are proud of the results they achieve - all ingredients for successful inductive learning of the passive voice in a communicative manner.
Exercise 2 Strategy Games
For younger learners of English, strategy games can be one of the most effective ways to get students to communicate, agree and disagree, ask for opinions and generally use their English in an authentic setting. Students are asked to focus on the successful completion of a task such as solving riddles (Myst, Riven) and developing strategies (SIM City).
* Choose a strategy game such as a SIM or mystery
* Have students divide into teams
* Create a specific task in the game itself, such as the completion of a certain level, the creation of a certain type of environment, the solving of a specific riddle. This is important for providing a framework and specific language needs/goals for a common ground in the classroom.
* Have students complete the task.
* Have students come together in the classroom and compare strategies.
Once again, students who find it difficult to participate in a classroom setting (Describe your favourite holiday? Where did you go? What did you do? etc.) generally become involved. The focus is not on their completing a task which can be judged as correct or incorrect, but rather on the enjoyable atmosphere of team work which a computer strategy game provides.
These are just a two examples of the various ways in which a computer can be used as a tool with which students are encouraged to participate in satisfying communicative experiences. Below are further links providing information on the use of the computer in the classroom
Q & A Using Software in the Adult ESL Classroom
Written by Susan Gaer Santa Ana College, School of Continuing Education, this article "addresses basic CALL questions". Provided by the ERIC Digest at the National Clearinghouse for ESL Literacy Education (NCLE).
C.A.L.L. Links
Links to CALL journals and information on line from your About.com Guide.
FAQ about CALL
An introductory discussion concerning some of the most commonly asked questions and opinions about Computer Assisted Language Learning by your About.com Guide.
Teaching Resources
* Teaching English as a Second Language Teaching Theories and Techniques
* Teaching English - ESL Teaching Theory, Resources, Employment and Techniques
* Top English Teaching Materials - Teacher Resource Books for K - 12 ESL Learners
Alternate Teaching Methods
* Multiple Intelligences in the ESL Classroom
* Whole brain learning, suggestopedia and NLP - Overview of various brain funct...
* Using Music in the ESL Classroom
Related Articles
* Computer Use in the ESL Classroom
* How To Use a Computer in Class
* Learning Disabilities - Teaching Strategies for Learning Disabled Students
* Use a Computer in Class
* Gifted Children and Computers - Helping Gifted Children Work Smart
Kenneth Beare
Guide since 1997
Kenneth Beare
ESL Guide
Retrieved on December 16, 2010 from http://esl.about.com/od/esleflteachingtechnique/a/t_usecall.htm
There are many uses of the computer in the classroom. In today's feature I would like to provide some examples of how I like to use CALL in my teaching. I find that CALL can be successfully employed not only for grammar practice and correction, but also for communicative activities. As most of you are familiar with the programs that offer help with grammar, I would like to focus on the use of CALL for communicative activities.
Successful communication learning is dependent on the student's desire to participate. I'm sure most teachers are familiar with students who complain about poor speaking and communication skills, who however, when asked to communicate, are often reluctant to do so. In my opinion, this lack of participation is often caused by the artificial nature of the classroom. When asked to communicate about various situations, students should also be involved in the actual situation. Decision making, asking for advice, agreeing and disagreeing, and compromising with fellow students are all tasks that cry out for "authentic" settings. It is in these settings that I feel CALL can be used to great advantage. By using the computer as a tool to create student projects, research information and provide context, teachers can employ the computer to help students become more involved in the task at hand, thereby facilitating the necessity of effective communication within a group setting.
Exercise 1 Focus on Passive Voice
Generally, students coming from around the world are more than happy to speak about their native country. Obviously, when speaking about a country (city, state etc.) the passive voice is required. I have found the following activity using the computer to be of great assistance in helping students focus on the correct use of the passive voice for communication and reading and writing skills.
* Inductively review the passive structures in class (or introduce the passive structures)
* Provide a text example, focusing on a specific location, that includes many passive voice structures
* Have students read through the text
* As a follow up, have students separate passive voice and active voice examples
* Using a program such as Microsoft Encarta or any other multimedia encyclopaedia, (or the Internet) have students working in small groups find information about their own nation (or any city, state etc.)
* Based on the information they have found, students then write a short report together at the computer (using a spell check, communicating about formatting etc.)
* Students then report back to the class presenting their report created at the computer
This exercise is a perfect example of involving students in an "authentic" activity that focuses on communication skills while at the same time including a grammar focus, and uses the computer as a tool. Students have fun together, communicate in English and are proud of the results they achieve - all ingredients for successful inductive learning of the passive voice in a communicative manner.
Exercise 2 Strategy Games
For younger learners of English, strategy games can be one of the most effective ways to get students to communicate, agree and disagree, ask for opinions and generally use their English in an authentic setting. Students are asked to focus on the successful completion of a task such as solving riddles (Myst, Riven) and developing strategies (SIM City).
* Choose a strategy game such as a SIM or mystery
* Have students divide into teams
* Create a specific task in the game itself, such as the completion of a certain level, the creation of a certain type of environment, the solving of a specific riddle. This is important for providing a framework and specific language needs/goals for a common ground in the classroom.
* Have students complete the task.
* Have students come together in the classroom and compare strategies.
Once again, students who find it difficult to participate in a classroom setting (Describe your favourite holiday? Where did you go? What did you do? etc.) generally become involved. The focus is not on their completing a task which can be judged as correct or incorrect, but rather on the enjoyable atmosphere of team work which a computer strategy game provides.
These are just a two examples of the various ways in which a computer can be used as a tool with which students are encouraged to participate in satisfying communicative experiences. Below are further links providing information on the use of the computer in the classroom
Q & A Using Software in the Adult ESL Classroom
Written by Susan Gaer Santa Ana College, School of Continuing Education, this article "addresses basic CALL questions". Provided by the ERIC Digest at the National Clearinghouse for ESL Literacy Education (NCLE).
C.A.L.L. Links
Links to CALL journals and information on line from your About.com Guide.
FAQ about CALL
An introductory discussion concerning some of the most commonly asked questions and opinions about Computer Assisted Language Learning by your About.com Guide.
Teaching Resources
* Teaching English as a Second Language Teaching Theories and Techniques
* Teaching English - ESL Teaching Theory, Resources, Employment and Techniques
* Top English Teaching Materials - Teacher Resource Books for K - 12 ESL Learners
Alternate Teaching Methods
* Multiple Intelligences in the ESL Classroom
* Whole brain learning, suggestopedia and NLP - Overview of various brain funct...
* Using Music in the ESL Classroom
Related Articles
* Computer Use in the ESL Classroom
* How To Use a Computer in Class
* Learning Disabilities - Teaching Strategies for Learning Disabled Students
* Use a Computer in Class
* Gifted Children and Computers - Helping Gifted Children Work Smart
Kenneth Beare
Guide since 1997
Kenneth Beare
ESL Guide
Retrieved on December 16, 2010 from http://esl.about.com/od/esleflteachingtechnique/a/t_usecall.htm
Kamis, 19 Agustus 2010
The Inheritance of Loss: Novel
The Inheritance of Loss
By: Kiran Desai
Kiran Desai’s The Inheritance of Loss springs at you with the many-splendored colours of life in the North-Eastern part of India, Kalimpong to be exact. It is tragic, comic and a dark reminder of how insurgency, extremism is threatening to wreck this once-peaceful region of India. In fact, the threat of violence looms large throughout the novel, in the very words of characters that seem to have something lacking in them, just the feeling that their lives aren’t fulfilled.
Picturesque, but crumbling Chuo Oyu is the abode where young Sai is sent to after her parents’ death to live with her grandfather, the retired judge Bomanbhai Patel, who is living out the last phase of a life of a taciturn man who during his training in Civil Service in England didn’t speak to anyone for years and has painful memories of how he mistreated his wife to death, which he is trying to atone. He had sent his wife back home where his daughter was born. This daughter, a scientist, who never met her father lived all her life in hostels married Sai’s father, an orphan, who was also a scientist. The couple then go to work in Russia where Sai was born and both her parents die leaving her grandfather as the only caretaker and relation Sai has in the world.
Sai is being tutored by Gyan, in Chuo Oyu, who being a Ghurkha is sympathetic to the Ghurkha national Liberation Front (GNLF) which is violently demanding a separate homeland in this North-Eastern region. Gyan reports to his friends that the judge has two rifles in his house and one night they come and rob the house and humiliates him and his cook. The judge and the cook have a common bond that runs back to the days when the former was a district collector in a remote area where he went hunting for patridges and would write fake entries in his diary about the number of patridges he killed, whereas the truth was that he was a poor shot and killed none.
The situation in Kalimpong is shown to be getting worse as the militancy gains ground and the sisters Noni and Lola are coerced into harbouring terrorists in their house and they even come and poach on their property, building hutments over it. There are demonstrations where Khukri knives are brandished as the GNLF men demand a separate homeland. The irony of how they masquerade for what is according to them “a noble” cause, using insurgency and murder of innocents is brought out very well by the author.
Perhaps the most potent message that the novel conveys is of how a band of youth recruited by goons can threaten peace in a sleepy and peaceful haven and is only waking up to the new realities of life. These youth are inspired by re-runs of karate movies of Jackie Chan and the violent movies of Rambo. It’s a sad reflection of modern life. The novel’s principal comment, made lucidly clear, according to this writer, is how media can corrupt the youth and sow in them the ideals of violence and mayhem, manipulated by a few misguided individuals.
The cook’s son Biju is away in the US as an illegal immigrant, working in hotels run by shady Indian characters, being paid low, working all days of the month to chase his dream. But he finds that he hasn’t made any friends, and his relations are away in India. The idea of migration is well portrayed in these sections. Biju’s and Sai’s life become the leit motif of the novel with Sai being shielded from the childhood she hasn’t had neither in the convent nor in Chuo Oyu where she is a virtual prisoner and pines away for the love of the elusive Gyan, immersed in his poverty and ideals. There is a poignant section in the book when she goes in search of her absent lover and sees the depravity in which he lives.
Biju’s life is even more of that of a prisoner of his own conscience. Though he lives in New York he hasn’t the time to see the country, lives in poverty where he has to sleep in shifts, or on the floor of the hotel he works, and even has to serve beef which he detests. His friend the philandering Saeed Saeed is a colourful character from Zanzibar who is tormented by friends referred to him from his home country, as is Biju by his father the cook from India, who recommends to him stray wastrels who want to immigrate to the US from India. These “tribes” come to US for the first time and are desperate to make a living and like Biju is willing to undergo any torment to make ends meet. The novel truly depicts their sad lives.
The good father Booty who lives with Uncle Potty is found to be an illegal alien, though he has lived all his life in Kalimpong, trying to make it into the dairy capital of India. But he is thwarted by the ever present Amul brand of the original dairy capital of India – Anand. Father Booty is sent back to Switzerland for overstaying, and Kalimpong descends into mayhem with no food available, not even bread, and is overrun by terrorists and the military.
Much speculation has gone on in the media about the portrayal of Kalimpong, of how the denizen of the town hasn’t taken kindly to its portrayal by the author. But this writer feels that the novel has a valid point to make, of how an author can use artistic licence to make his/her point though it may be somewhat in the extreme. The author is primarily writing a work of fiction and not a factual account. It is a story of imaginary characters, though the settings may be real and the world he/she creates is unreal, and hints at his/her view of the truth.
She encapsulates the essence of Indian thought and thinking in this oeuvre of vivid colours of the literary spectrum. For example when the judge loses his dog and goes around asking if anyone has seen it, and the men whisper behind his back, “Sala, he is bothered about a dog, when people are dying here.” How typical.
A definite must read, even if only for Kiran Desai’s devastating wit, charming style, and the way she keeps the pace going. Desai is an author of the new breed who use multiple question marks “???” and multiple exclamation marks, “!!!” throughout the text. I think it jars and should have been avoided. The need is for subtlety and not overt exaggeration. What I also found jarring was the intimate description of the characters including some of the disconcertingly intimate habits of the judge and that of Gyan. Was the author following a stereotype here? Don’t now. However, given the Booker Award and all the salient points the novel makes, a not to be missed novel by a true artisan of the word.
By: Kiran Desai
Kiran Desai’s The Inheritance of Loss springs at you with the many-splendored colours of life in the North-Eastern part of India, Kalimpong to be exact. It is tragic, comic and a dark reminder of how insurgency, extremism is threatening to wreck this once-peaceful region of India. In fact, the threat of violence looms large throughout the novel, in the very words of characters that seem to have something lacking in them, just the feeling that their lives aren’t fulfilled.
Picturesque, but crumbling Chuo Oyu is the abode where young Sai is sent to after her parents’ death to live with her grandfather, the retired judge Bomanbhai Patel, who is living out the last phase of a life of a taciturn man who during his training in Civil Service in England didn’t speak to anyone for years and has painful memories of how he mistreated his wife to death, which he is trying to atone. He had sent his wife back home where his daughter was born. This daughter, a scientist, who never met her father lived all her life in hostels married Sai’s father, an orphan, who was also a scientist. The couple then go to work in Russia where Sai was born and both her parents die leaving her grandfather as the only caretaker and relation Sai has in the world.
Sai is being tutored by Gyan, in Chuo Oyu, who being a Ghurkha is sympathetic to the Ghurkha national Liberation Front (GNLF) which is violently demanding a separate homeland in this North-Eastern region. Gyan reports to his friends that the judge has two rifles in his house and one night they come and rob the house and humiliates him and his cook. The judge and the cook have a common bond that runs back to the days when the former was a district collector in a remote area where he went hunting for patridges and would write fake entries in his diary about the number of patridges he killed, whereas the truth was that he was a poor shot and killed none.
The situation in Kalimpong is shown to be getting worse as the militancy gains ground and the sisters Noni and Lola are coerced into harbouring terrorists in their house and they even come and poach on their property, building hutments over it. There are demonstrations where Khukri knives are brandished as the GNLF men demand a separate homeland. The irony of how they masquerade for what is according to them “a noble” cause, using insurgency and murder of innocents is brought out very well by the author.
Perhaps the most potent message that the novel conveys is of how a band of youth recruited by goons can threaten peace in a sleepy and peaceful haven and is only waking up to the new realities of life. These youth are inspired by re-runs of karate movies of Jackie Chan and the violent movies of Rambo. It’s a sad reflection of modern life. The novel’s principal comment, made lucidly clear, according to this writer, is how media can corrupt the youth and sow in them the ideals of violence and mayhem, manipulated by a few misguided individuals.
The cook’s son Biju is away in the US as an illegal immigrant, working in hotels run by shady Indian characters, being paid low, working all days of the month to chase his dream. But he finds that he hasn’t made any friends, and his relations are away in India. The idea of migration is well portrayed in these sections. Biju’s and Sai’s life become the leit motif of the novel with Sai being shielded from the childhood she hasn’t had neither in the convent nor in Chuo Oyu where she is a virtual prisoner and pines away for the love of the elusive Gyan, immersed in his poverty and ideals. There is a poignant section in the book when she goes in search of her absent lover and sees the depravity in which he lives.
Biju’s life is even more of that of a prisoner of his own conscience. Though he lives in New York he hasn’t the time to see the country, lives in poverty where he has to sleep in shifts, or on the floor of the hotel he works, and even has to serve beef which he detests. His friend the philandering Saeed Saeed is a colourful character from Zanzibar who is tormented by friends referred to him from his home country, as is Biju by his father the cook from India, who recommends to him stray wastrels who want to immigrate to the US from India. These “tribes” come to US for the first time and are desperate to make a living and like Biju is willing to undergo any torment to make ends meet. The novel truly depicts their sad lives.
The good father Booty who lives with Uncle Potty is found to be an illegal alien, though he has lived all his life in Kalimpong, trying to make it into the dairy capital of India. But he is thwarted by the ever present Amul brand of the original dairy capital of India – Anand. Father Booty is sent back to Switzerland for overstaying, and Kalimpong descends into mayhem with no food available, not even bread, and is overrun by terrorists and the military.
Much speculation has gone on in the media about the portrayal of Kalimpong, of how the denizen of the town hasn’t taken kindly to its portrayal by the author. But this writer feels that the novel has a valid point to make, of how an author can use artistic licence to make his/her point though it may be somewhat in the extreme. The author is primarily writing a work of fiction and not a factual account. It is a story of imaginary characters, though the settings may be real and the world he/she creates is unreal, and hints at his/her view of the truth.
She encapsulates the essence of Indian thought and thinking in this oeuvre of vivid colours of the literary spectrum. For example when the judge loses his dog and goes around asking if anyone has seen it, and the men whisper behind his back, “Sala, he is bothered about a dog, when people are dying here.” How typical.
A definite must read, even if only for Kiran Desai’s devastating wit, charming style, and the way she keeps the pace going. Desai is an author of the new breed who use multiple question marks “???” and multiple exclamation marks, “!!!” throughout the text. I think it jars and should have been avoided. The need is for subtlety and not overt exaggeration. What I also found jarring was the intimate description of the characters including some of the disconcertingly intimate habits of the judge and that of Gyan. Was the author following a stereotype here? Don’t now. However, given the Booker Award and all the salient points the novel makes, a not to be missed novel by a true artisan of the word.
I can’t...
Ketika ku mulai bisa menerima keadaan bahwa aku harus hadapi semuanya sendiri,
Bayanganmu kembali menyulam semua asa yang pernah kita rajut bersama...
Tak sanggup ku diamkan teriakan hati yang meronta-ronta menginginkanmu...
Tak bisa ku redam perihnya jiwa yang rindu akan sosokmu..
Kau berubah...
Jauh lebih baik dari eloknya purnama malam ini...
Kunang-kunangpun kagum akan binar senyummu...
Bintangpun iri akan kerlip pesona di wajahmu...
Apa karena tiadanya ku, sehingga kau begitu elok, sang pujangga???
Kalau iya, aku bersyukur...
Akupun mulai menata hidupku lagi...
Bukan karena kebebasan yang kau berikan,
Tapi karena ingin tampilkan yang terbaik dari sisiku...
Dengan tiadanya kamu...
Aku pngen tunjukkan k dunia bahwa I’m fine...
I can face the world without you...
But then, again,
I can’t...
Because of you, I’m running out of reasons to cry...
I’m out of my mind...
I’m jealous of those surrounding you...
Apapun yang kan terjadi,
Kau tetap segalaku....
Because I love you...
Now, today, and forever...
Bayanganmu kembali menyulam semua asa yang pernah kita rajut bersama...
Tak sanggup ku diamkan teriakan hati yang meronta-ronta menginginkanmu...
Tak bisa ku redam perihnya jiwa yang rindu akan sosokmu..
Kau berubah...
Jauh lebih baik dari eloknya purnama malam ini...
Kunang-kunangpun kagum akan binar senyummu...
Bintangpun iri akan kerlip pesona di wajahmu...
Apa karena tiadanya ku, sehingga kau begitu elok, sang pujangga???
Kalau iya, aku bersyukur...
Akupun mulai menata hidupku lagi...
Bukan karena kebebasan yang kau berikan,
Tapi karena ingin tampilkan yang terbaik dari sisiku...
Dengan tiadanya kamu...
Aku pngen tunjukkan k dunia bahwa I’m fine...
I can face the world without you...
But then, again,
I can’t...
Because of you, I’m running out of reasons to cry...
I’m out of my mind...
I’m jealous of those surrounding you...
Apapun yang kan terjadi,
Kau tetap segalaku....
Because I love you...
Now, today, and forever...
teruntukmu, cinta...
Teringat ketika pertama ku melihat wajahmu.
Teringat ketika pertama kau tersenyum padaku
Kau melangkah ke arahku, dan ku pun tersipu malu…
Ingat ketika kita pertama bersama
Kita punya semua…..
Saat2 kita bicara, dan kita punya malam yg indah
Sangat indah rasanya ketika bersamamu.. dan akupun memutuskan bahwa kaulah yg ku tunggu selama ini…
Aku tahu kau mencintaiku karna kau mengatakannya padaku
Aku tahu kau mencintaiku karna perasaanmu mengatakan..
Dan ketika kau melihatku, mata mu mengucapkan segalanya…
Ingat ketika mengurai mimpi2 bersama..
Ingat ketika kau jatuh cinta padaku…
Sangat indah rasanya ketika kau ucap kata cinta,
Karna ku pun merasa begitu…
Teringat ketika pertama kau tersenyum padaku
Kau melangkah ke arahku, dan ku pun tersipu malu…
Ingat ketika kita pertama bersama
Kita punya semua…..
Saat2 kita bicara, dan kita punya malam yg indah
Sangat indah rasanya ketika bersamamu.. dan akupun memutuskan bahwa kaulah yg ku tunggu selama ini…
Aku tahu kau mencintaiku karna kau mengatakannya padaku
Aku tahu kau mencintaiku karna perasaanmu mengatakan..
Dan ketika kau melihatku, mata mu mengucapkan segalanya…
Ingat ketika mengurai mimpi2 bersama..
Ingat ketika kau jatuh cinta padaku…
Sangat indah rasanya ketika kau ucap kata cinta,
Karna ku pun merasa begitu…
Kamis, 02 Juli 2009
Untuk Seseorang Yang Selalu Di Hati
Banyak hal yang ingin kuungkap…
entah harus dari mana kumemulai…
semua yang terjadi belakangan membuat suasana hatiku sangat tak menentu…
Aku yang selalu bertanya-tanya tentang arti sikap yang kau ambil, memutuskan untuk menjauh dariku…
Tapi aku tak mampu menerka kenapa…
Aku menghubungimu bukan ingin mengusik ketentraman hidupmu…
Tapi sungguh sulit utkku melupakanmu,
Apalagi pergi menjauh dari semua tentangmu…
Menghilangkan semua kebiasaan yang kau cipta untukku…
Aku sadar bahwa aku hanyalah serpihan dari masa lalumu…
Tapi entah mengapa ku tak sanggup begini…
Aku tlah bergantung padamu…
Dengarkan aku…
Aku tak bisa tanpamu…
Aku terbiasa akanmu…
Mengertilah….
Mungkin kau harus memberiku sedikit waktu agar kubisa bernafas tanpamu…
Akar kau bisa jalani hidup seperti sebelum kau mengenalku…
Dan aku…
Aku kan baik-baik saja…
Tak perlu kau hiraukan…
Karna aku percaya akan kekuatan cinta…
Meski kau membenciku saat ini,
Aku yakin bahwa hanya aku yang ada di hatimu…
Begitupun aku…
entah harus dari mana kumemulai…
semua yang terjadi belakangan membuat suasana hatiku sangat tak menentu…
Aku yang selalu bertanya-tanya tentang arti sikap yang kau ambil, memutuskan untuk menjauh dariku…
Tapi aku tak mampu menerka kenapa…
Aku menghubungimu bukan ingin mengusik ketentraman hidupmu…
Tapi sungguh sulit utkku melupakanmu,
Apalagi pergi menjauh dari semua tentangmu…
Menghilangkan semua kebiasaan yang kau cipta untukku…
Aku sadar bahwa aku hanyalah serpihan dari masa lalumu…
Tapi entah mengapa ku tak sanggup begini…
Aku tlah bergantung padamu…
Dengarkan aku…
Aku tak bisa tanpamu…
Aku terbiasa akanmu…
Mengertilah….
Mungkin kau harus memberiku sedikit waktu agar kubisa bernafas tanpamu…
Akar kau bisa jalani hidup seperti sebelum kau mengenalku…
Dan aku…
Aku kan baik-baik saja…
Tak perlu kau hiraukan…
Karna aku percaya akan kekuatan cinta…
Meski kau membenciku saat ini,
Aku yakin bahwa hanya aku yang ada di hatimu…
Begitupun aku…
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