Learn How to Win Scholarship

To win a scholarship application you need a true strategy. The students that win the most scholarships may not have more positive qualities than you, but they use the following strategy to get noticed by the scholarship committees:

Get Prepared:
Get letters of recommendation from teachers or guidance counselor or leaders in your community. Choose these wisely (make copies).
Get a copy of your high school or college transcript (make copies).
Get involved in your community or in school activities or in your church. If your time is limited due to personal circumstances, working to help with family expenses is also an advantage.
Start writing an essay about your goals and what you have done to date to achieve them. Think about what makes you unique.
Get a picture of yourself. A school picture is perfect. Anything smaller than a wallet size head shot, will do.

Buy some clear plastic binders.

The goal here is to have numerous packages made up ahead of time, ready to submit to the various scholarship committees.The package will include:
* a clear plastic binder and within the package* the scholarship application ( you will have to insert this later when you have received each individual application)* followed by an essay that gets you noticed* followed by your transcript (some scholarships do not require this, but if it’s impressive, send it)* followed by letters of recommendation and then* place you picture in the front inside cover(on top of the application) in the lower left hand corner (this is not a requirement, but it helps to put a face to the person, for the scholarship committee deciding who receives the awards)

Get Organized:
Begin researching scholarships that match your criteria. Consider using a scholarship search service, like our service – infoBeasiswa.net
Once you have the scholarships for which you want to apply, keep track of the deadlines.
Create a chart to keep on top of all dates.

The chart should include:
* Scholarship name and phone number* Date application must be received by scholarship committee* Date you requested the application* Date you received the application* Date application with above package was mailed* Date you called the Scholarship Agency to verify they received your application package

Get Noticed:
As important as being prepared and organized, it is equally important that you have an essay that gets you noticed.
Even if you feel you master the english language, your essay should be critique by someone who has experience in essay writing.
Ask an english professor to review your essay or consider using an essay editing service.

Get Prepared, Get Organized, Get Noticed, Be Persistent and Don’t Give Up!

How to get a scholarship

1 Step One
Start looking for scholarships at least one year before entering college.
2 Step Two
Consider whether you are a member of an underrepresented group, in financial need, or interested in certain fields of study. Scholarships are available for those with special talents in many areas, including sports, art, science and music.
3 Step Three
Think about applying for a fellowship – a scholarship for graduate students – if you want to go to graduate school.
4 Step Four
Recognize what you can expect from a scholarship when you apply for it. Some schools offer to pay all your expenses, while others only pay for room and board.
5 Step Five
Use a No. 2 pencil to complete the application form.
6 Step Six
Be prepared to answer general questions such as name, address, social security number, date of birth, citizenship status and marital status.
7 Step Seven
Provide any necessary financial information such as total family income, number of children in your household, and number of children in college. Round dollar amounts to whole number values.
8 Step Eight
Supply information about the talent required by the scholarship for which you are applying.
9 Step Nine
Mail all the paperwork to the address listed on the application.
10 Step Ten
Endure the weeks or months of waiting to find out whether you got the scholarship and how much money you will receive from it.
Tips & Warnings
Talk to your school counselor; he or she is paid to help you make decisions about your future.

Problem Based Learning in Mathematics

Problem-Based Learning (PBL) describes a learning environment where problems drive the learning. That is, learning begins with a problem to be solved, and the problem is posed is such a way that students need to gain new knowledge before they can solve the problem. Rather than seeking a single correct answer, students interpret the problem, gather needed information, identify possible solutions, evaluate options, and present conclusions. Proponents of mathematical problem solving insist that students become good problem solvers by learning mathematical knowledge heuristically.
Students’ successful experiences in managing their own knowledge also helps them solve mathematical problems well (Shoenfeld, 1985; Boaler, 1998). Problem-based learning is a classroom strategy that organizes mathematics instruction around problem solving activities and affords students more opportunities to think critically, present their own creative ideas, and communicate with peers mathematically (Krulik & Rudnick, 1999; Lewellen & Mikusa, 1999; Erickson, 1999; Carpenter et al., 1993; Hiebert et al., 1996; Hiebert et al., 1997).
PBL AND PROBLEM SOLVING
Since PBL starts with a problem to be solved, students working in a PBL environment must become skilled in problem solving, creative thinking, and critical thinking. Unfortunately, young children’s problem-solving abilities seem to have been seriously underestimated. Even kindergarten children can solve basic multiplication problems (Thomas et al., 1993) and children can solve a reasonably broad range of word problems by directly modeling the actions and relationships in the problem, just as children usually solve addition and subtraction problems through direct modeling.
Those results are in contrast to previous research assumptions that the structures of multiplication and division problems are more complex than those of addition and subtraction problems. However, this study shows that even kindergarten children may be able to figure out more complex mathematical problems than most mathematics curricula suggest. PBL in mathematics classes would provide young students more opportunities to think critically, represent their own creative ideas, and communicate with their peers mathematically.
PBL AND CONSTRUCTIVISM
The effectiveness of PBL depends on student characteristics and classroom culture as well as the problem tasks. Proponents of PBL believe that when students develop methods for constructing their own procedures, they are integrating their conceptual knowledge with their procedural skill.
Limitations of traditional ways of teaching mathematics are associated with teacher-oriented instruction and the “ready-made” mathematical knowledge presented to students who are not receptive to the ideas (Shoenfeld, 1988). In these circumstances, students are likely to imitate the procedures without deep conceptual understanding. When mathematical knowledge or procedural skills are taught before students have conceptualized their meaning, students’ creative thinking skills are likely to be stifled by instruction. As an example, the standard addition algorithm has been taught without being considered detrimental to understanding arithmetic because it has been considered useful and important enough for students to ultimately enhance profound understanding of mathematics. Kamii and Dominick(1998), and Baek (1998) have shown, though, that the standard arithmetic algorithms would not benefit elementary students learning arithmetic. Rather, students who had learned the standard addition algorithm seemed to make more computational errors than students who never learned the standard addition algorithm, but instead created their own algorithm.
STUDENTS’ UNDERSTANDING IN PBL ENVIRONMENT
The PBL environment appears different from the typical classroom environment that people have generally considered good, where classes that are well managed and students get high scores on standardized tests. However, this conventional sort of instruction does not enable students to develop mathematical thinking skills well.
Instead of gaining a deep understanding of mathematical knowledge and the nature of mathematics, students in conventional classroom environments tend to learn inappropriate and counterproductive conceptualizations of the nature of mathematics. Students are allowed only to follow guided instructions and to obtain right answers, but not allowed to seek mathematical understanding. Consequently, instruction becomes focused on only getting good scores on tests of performance. Ironically, studies show that students educated in the traditional content-based learning environments exhibit lower achievement both on standardized tests and on project tests dealing with realistic situations than students who learn through a project-based approach (Boaler, 1998).
In contrast to conventional classroom environments, a PBL environment provides students with opportunities to develop their abilities to adapt and change methods to fit new situations. Meanwhile, students taught in traditional mathematics education environments are preoccupied by exercises, rules, and equations that need to be learned, but are of limited use in unfamiliar situations such as project tests. Further, students in PBL environments typically have greater opportunity to learn mathematical processes associated with communication, representation, modeling, and reasoning (Smith, 1998; Erickson, 1999; Lubienski, 1999).
TEACHER ROLES IN THE PBL ENVIRONMENT
Within PBL environments, teachers’ instructional abilities are more critical than in the traditional teacher-centered classrooms. Beyond presenting mathematical knowledge to students, teachers in PBL environments must engage students in marshalling information and using their knowledge in applied settings.
First, then, teachers in PBL settings should have a deep understanding of mathematics that enables them to guide students in applying knowledge in a variety of problem situations. Teachers with little mathematical knowledge may contribute to student failure in mathematical PBL environments. Without an in-depth understanding of mathematics, teachers would neither choose appropriate tasks for nurturing student problem-solving strategies, nor plan appropriate problem-based classroom activities (Prawat, 1997; Smith III, 1997).
Furthermore, it is important that teachers in PBL environments develop a broader range of pedagogical skills. Teachers pursuing problem-based instruction must not only supply mathematical knowledge to their students, but also know how to engage students in the processes of problem solving and applying knowledge to novel situations. Changing the teacher role to one of managing the problem-based classroom environment is a challenge to those unfamiliar with PBL (Lewellen & Mikusa, 1999). Clarke (1997), found that only teachers who perceived the practices associated with PBL beneficial to their own professional development appeared strongly positive in managing the classroom instruction in support of PBL.
Mathematics teachers more readily learn to manage the PBL environment when they understand the altered teacher role and consider preparing for the PBL environment as a chance to facilitate professional growth (Clarke, 1997).
CONCLUSIONS
In implementing PBL environments, teachers’ instructional abilities become critically important as they take on increased responsibilities in addition to the presentation of mathematical knowledge. Beyond gaining proficiency in algorithms and mastering foundational knowledge in mathematics, students in PBL environments must learn a variety of mathematical processes and skills related communication, representation, modeling, and reasoning (Smith, 1998; Erickson, 1999; Lubienski, 1999). Preparing teachers for their roles as managers of PBL environments presents new challenges both to novices and to experienced mathematics teachers (Lewellen & Mikusa, 1999).
REFERENCES
Boaler, J. (1998). Open and closed mathematics: student experiences and understandings. “Journal for Research on Mathematics Education,” 29 (1). 41-62.
Carpenter, T., Ansell, E. Franke, M, Fennema, E., & Weisbeck, L. (1993). Models of problem solving: A study of kindergarten children’s problem solving processes. “Journal for Research in Mathematics Education,” 24 (5). 428-441.
Clarke, D. M. (1997). The changing role of the mathematics teacher. “Journal for Research on Mathematics Education,” 28 (3), 278-308.
Erickson, D. K. (1999). A problem-based approach to mathematics instruction.”Mathematics Teacher,” 92 (6). 516-521.
Hiebert, J., Carpenter, T. P., Fennema, E., Fuson, K., Human, P., Murray, H., Olivier, A., & Wearne, D. (1996). Problem solving as a basis for reform in curriculum and instruction: The Case of Mathematics. “Educational Researcher,” 12-18.
Hiebert, J. Carpenter, T. P., Fennema, E., Fuson, K., Human, P., Murray, H., Olivier, A., & Wearne, D. (1997). Making mathematics problematic: A rejoinder to Prawat and Smith. “Educational Researcher,” 26 (2). 24-26.
Krulik, S., & Rudnick, J. A. (1999). Innovative tasks to improve critical- and creative-thinking skills. In I. V. Stiff (Ed.), “Developing mathematical reasoning in grades K-12.” Reston. VA: National Council of Teachers of Mathematics. (pp.138-145).
Lewellen, H., & Mikusa, M. G. (February 1999). Now here is that authority on mathematics reform, Dr. Constructivist! “The Mathematics Teacher,” 92 (2). 158-163.
Lubienski, S. T. (1999). Problem-centered mathematics teaching. “Mathematics Teaching in the Middle School,” 5 (4). 250-255.
Prawat, R. S. (1997). Problematizing Dewey’s views of problem solving: A reply to Hiebert et al. “Educational Researcher.” 26 (2). 19-21.
Schoenfeld, A. H. (1985). “Mathematical problem solving.” New York: Academic Press.
Smith, C. M. (1998). A Discourse on discourse: Wrestling with teaching rational equations. “The Mathematics Teacher.” 91 (9). 749-753.
Smith III, J. P. (1997). Problems with problematizing mathematics: A reply to Hiebert et al. “Educational Researcher,” 26 (2). 22-24.

taken from http://www.ericdigests.org/2004-3/math.html

Oppressed Education

” Looking into the common educations in Indonesia”
Plenty of theories about education that was taught for the teaching student who was following knowledge to the tertiary institution. Theories that were studied almost all referred in the interaction between the educator and participants educated. Not only that, but, the development of participants educated also received the focus from almost the theory whole that was taught. Moreover in the aim of national education Indonesia personally according to government law no 20 year 2003 ” Aim to expand competitor educated to in order to become the godly and religious human being to God, Behavior , healthy, bookish, capable, creative, self-supporting and become the democratic citizen and also hold responsible.
In existing in reality, this is very difficult to be done. It’s because of the imitating habit which grows at education culture itself. Existing teachers in this time a lot represent the old teachers. Old system and law which at a period of/to them college applied in this time have experienced of a lot of change. Unfortunately the changes received the not better response so as the development of the method of teaching them to not follow the existing path. While way of their teacher that suspected as represent of the teaching method taught in the era of Dutch colonialization. This is why education system in this time still be related/relevant with the education model applied by former colonization era. One of the causes that was complained about since beforehand was the change in the system almost each Mendiknas change. The change and the finishing of the available system it was considered deviated too far from the system that beforehand. Therefore, the teachers in the level of the executive more liked to use their teaching method personally. The method taught like this was adoption from their teacher’s teaching method personally that was received when they learned to teach. Whereas their teacher’s method it was warned was the method taught the colonial Dutch time. This why the education system at this time was still related to the educational model that was applied when the colonization time beforehand.
After we knew that the learning models at this time still was linked with the colonization time learning method, we see its study process. This caused the problem if still continued to be applied. At this time, we were prosecuted to have the expertise that could compete with the international market. With the available education system, we could only produce the skilled workers but was in the worker’s lowered class. If it still last, forever we could only export manual laborers in order to satisfy the requirement for manpower in the market.
Indonesian must begin in realized this situation. It’s not longer the time for us to educate a multiple-skilled workers. At this time, we must begin to be focused in education specific ability oriented that could fill the international standard. So each individual must be given special provisions that will give him the creating freedom based on what skill that he/ she expert in. Eventually this capacity that will distinguish the individual from the other individual.
If beforehand a car mechanic could repair all part of the car but did not spread everywhere. At this time we must think how educated a mechanic who knew all part of the car but had the special expertise in the certain part. For example, a mechanics knew all part of the car but he had the specialization in the part engine tune up. Whereas if having the problem moreover he must hand over in other mechanics that had the specialization to the component. This must also begin to be applied in the level of basic education. Especially to the primary school. If nowadays one class was only taught by a teacher then this habit must begin to be changed. As being applied to the junior high school and the senior high school.
Some time before stood the anti corruption school. Why the anti corruption school? Because the school was our first place learned to carry out corruption. Not only the student but the teacher. Why was like this? Consciously or not, we trained ourselves for corruption with the habit to enter late and outside the class was earlier. When minor matters like that became the habit then will change to the mental attitude. As a result, this attitude will clear our life field that was other not only was trapped. When at one time we were given by the belief then we little by little processed to take what not our right. Starting from time and than into the material. The process like when we were in the classroom. This will become a habit that was regarded as natural and did not cause the problem.
We have to start to realize that the education in Indonesia were an oppressed education. The existing system only accommodates the market demand for skilled man power. On the other hand, both the expert and the process to make the skilled power personally be ignored. The expert with the expertise especially precisely not always being accommodated his opportunity to work. The higher standard of payment was became the most reason for many factory to chose the skilled power with lower education grade. Whereas the deliberate expert was brought in from other country. The process of making the skilled power personally just as banded as the skilled power expert them self. Many children of the school age that cannot finish their education because of the high educational cost. They usually end to the street child or the blue-collar worker the level was lowest. For that we need our government concern as well as any other company that needed educated and skilled manpower to develop this abandon potential recourses.

Still i don’t know what to be

Look what I found in : http://www.kompas.com/kompas-cetak/0705/25/humaniora/3556075.htm 

Guru Pelapor Kecurangan Diminta Mengundurkan Diri

Jakarta, Kompas – Perjuangan para guru yang masih memiliki hati nurani sebagai pendidik terkait kecurangan pelaksanaan ujian nasional atau UN lalu terus di-“goyang”. Kini ada indikasi pembelokan isu lewat tudingan pencemaran nama baik terhadap mereka yang bersuara keras untuk membongkar kebobrokan UN.

Di Medan, para pendidik yang tergabung dalam Komunitas Air Mata Guru—kelompok guru yang pertama kali mengungkapkan adanya kecurangan terstruktur dalam pelaksanaan UN 2007 di daerah ini—mulai merasakan hal itu. Mereka yang berjuang demi “bersih”-nya pendidikan di Sumatera Utara, kini mulai diposisikan seperti pesakitan dan dinilai telah mencemarkan nama baik sekolah. Beberapa guru bahkan diminta istirahat mengajar.

Tudingan dan ancaman sanksi lantaran bersuara lantang mengungkap kecurangan UN juga dialami sejumlah guru di Bandung, Jawa Barat. Salah seorang guru berstatus pegawai negeri sipil (PNS) di sana malah dikabarkan akan dikenai sanksi administratif berupa penundaan kenaikan pangkat selama satu tahun.

Diminta “istirahat”

Mesrayani Sinaga, guru SMP FM 1 Medan, Kamis (24/5), mengungkapkan bahwa ia sudah diminta kepala sekolahnya untuk “secara dewasa” beristirahat mengajar. Ini terjadi karena saat Komunitas Air Mata Guru bertemu dengan Panitia Ad Hock III DPD di Medan, beberapa waktu lalu, Mesrayani menyebut asal sekolahnya di depan ratusan warga pendidikan yang hadir.

Akibatnya, ia dinilai mencemarkan nama baik sekolah. Kepala sekolah, kata Mesrayani, beralasan bahwa sudah ada 10 orangtua siswa yang akan memindahkan anaknya ke sekolah lain jika sekolah tempatnya mengajar bermasalah. “Padahal, kami kan mengungkap kecurangan saja,” ujar Mesrayani di depan anggota DPRD Sumut, Abdul Hakim Siagian dan Irfan Fachruddin, yang mengunjungi Kantor Komunitas Air Mata Guru di Jalan Sei Merah Nomor 6, Medan.

Sebelumnya, Patar Tambunan juga mendapat peringatan serupa. Rekan mengajar Mesrayani ini malah diminta mengundurkan diri. Adapun Neny Tarigan, guru SMA Nasrani 3 Medan, mendapat ancaman dilaporkan ke polisi oleh pihak yayasan. Ancaman ini dia ketahui lewat pernyataan pihak yayasan di sebuah surat kabar terbitan Medan.

Daud Hutabarat, Sekretaris Komunitas Air Mata Guru, menilai investigasi kasus kecurangan UN di Medan oleh Inspektorat Jenderal Depdiknas sudah diskenariokan. “Ini sangat menyakitkan. Secara pribadi saya sangat kecewa, pemerintah sepertinya tidak serius,” kata Daud.

Pada Juni nanti, DPRD Sumatera Utara berencana mengagendakan bertemu dengan Komunitas Air Mata Guru terkait laporan adanya intimidasi dan pengistirahatan guru dari sekolah. Komunitas diminta memaparkan kronologi intimidasi dan kecurangan yang berlangsung.

“Kami akan melihat perkembangannya. Jika situasi memang mendesak, pertemuan bisa diajukan,” kata Abdul Hakim, Wakil Ketua Komis A DPRD Sumut.

Malah diberi sanksi

Di Bandung, Sekretaris Jenderal Federasi Guru Independen Indonesia (FGII) Iwan Hermawan juga terancam mendapatkan sanksi. Pada saat pelaksanaan UN, melalui media massa, Iwan—yang ditugaskan sebagai pemantau UN oleh Dewan Pendidikan Kota Bandung—memperingatkan para murid agar tidak mengikuti kunci jawaban palsu yang beredar.

Belakangan, Iwan mendapatkan fotokopi laporan hasil investigasi UN dan terdapat daftar indikasi pelanggaran yang terjadi di Jabar. Namun, dalam kolom “tindak lanjut” laporan itu ada disposisi petinggi Depdiknas agar dirinya dikenai sanksi administratif berupa penundaan pangkat selama satu tahun. Iwan juga diharuskan mencabut penyebaran informasi tentang kebocoran UN di media massa. (wsi/ine)

Still Searching For Goals In My Life

Reading from : http://www.vhrmedia.net/home/index.php?id=view&aid=4691&lang=

Komunitas Air Mata Guru Diteror

Jakarta – Guru-guru dari Sumatera Utara yang membongkar kecurangan dalam pelaksanaan Ujian Nasional 2007 dihujani intimidasi, ancaman, dan teror. Para guru yang tergabung dalam Komunitas Air Mata Guru tersebut mengadu ke Komnas HAM Jakarta, Selasa (8/5).
 
Patar Tambunan, guru SMAN 17 Medan, mengungkapkan teror terhadap mereka juga datang dari siswa. Ancaman itu disampaikan siswa yang tertangkap basah menerima jawaban dalam Ujian Nasional 2007. “Di situ saya kan mengawas. Kemudian saya mendapati satu siswa menerima jawaban. Langsung saya ambil. Setelah itu saya diancam,” katanya.
 
Dia menuturkan dirinya tidak mengetahui mekanisme pelaporan siswa yang tertangkap basah menerima jawaban saat Ujian Nasional berlangsung. Sebab, pada saat pembekalan yang ditekankan orang-orang subrayon SMA di daerahnya adalah bagaimana menutup mata saat kecurangan terjadi dan bukan menjelaskan fungsi pengawas dan mekanisme pengawasan.
 
Selain Patar Tambunan, tujuh guru yang lain juga mendapat tekanan dari sekolah masing-masing untuk menutup mulut. Mereka diancam dan disuruh membuat surat pengunduran diri dan diancam dipecat. Sebagian besar guru ini masih berstatus calon pegawai negari sipil dan honorer.
 
Para guru tersebut mengadu ke Komnas HAM didampingi Parlindungan Purba, anggota Dewan Perwakilan Daerah asal Sumut. Parlindungan menyatakan akan ke Sumatera Utara pada 14 Mei nanti untuk menelusuri kecurangan dalam penyelenggaran Ujian Nasional 2007. Anggota  Komnas HAM Habib Chirzin dan Jayadi Damanik berjanji memproses pengaduan para guru ini. (E1)

Am I still on my goal to be a teacher?

When there is no justice anymore to the place that I thougt save and secure to create future leader better than I am.

Jesus Of Suburbia

[Part 1]
I’m the son of rage and love
The Jesus of suburbia
From the bible of none of the above
On a steady diet of
Soda pop and Ritalin
No one ever died for my sins in hell
As far as I can tell
At least the ones I got away with

But there’s nothing wrong with me
This is how I’m supposed to be
In a land of make believe
That don’t believe in me

Get my television fix
Sitting on my crucifix
The living room of my private womb
While the moms and Brads are away
To fall in love and fall in debt
To alcohol and cigarettes
And Mary Jane to keep me insane
And doing someone else’s cocaine
 

And there’s nothing wrong with me
This is how I’m supposed to be
In a land of make believe
That don’t believe in me

[Part 2: City Of The Damned]

At the center of the Earth
In the parking lot
Of the 7-11 where I was taught

The motto was just a lie
It says home is where your heart is
But what a shame
Cause everyone’s heart
Doesn’t beat the same
It’s beating out of time

City of the dead
At the end of another lost highway
Signs misleading to nowhere
City of the damned
Lost children with dirty faces today
No one really seems to care

I read the graffiti
In the bathroom stall
Like the holy scriptures of a shopping mall
And so it seemed to confess
It didn’t say much
But it only confirmed that
The center of the earth
Is the end of the world
And I could really care less

City of the dead
At the end of another lost highway
Signs misleading to nowhere
City of the damned
Lost children with dirty faces today
No one really seems to careeeeee

[Part 3: I don’t care]

I don’t care if you don’t
I don’t care if you don’t
I don’t care if you don’t care
[x4]

I don’t careeeeeeeeee

Everyone is so full of shit
Born and raised by hypocrites
Hearts recycled but never saved
From the cradle to the grave
We are the kids of war and peace
From Anaheim to the middle east
We are the stories and disciples
Of the Jesus of suburbia
Land of make believe
That don’t believe in me
Land of make believe
And I don’t believe
And I don’t care!
I don’t care! [x4]

[Part 4: Dearly beloved]

Dearly beloved are you listening?
I can’t remember a word that you were saying
Are we demented or am I disturbed?
The space that’s in between insane and insecure
Oh therapy, can you please fill the void?
Am I retarded or am I just overjoyed
Nobody’s perfect and I stand accused
For lack of a better word, and that’s my best excuse

[Part 5: Tales of another broken home]

To live and not to breathe
Is to die In tragedy
To run, to run away
To find what you believe
And I leave behind
This hurricane of fucking lies
I lost my faith to this
This town that don’t exist

So I run
I run away
To the light of masochist
And I leave behind
This hurricane of fucking lies
And I walked this line
A million and one fucking times
But not this time

I don’t feel any shame
I won’t apologize

When there ain’t nowhere you can go
Running away from pain
When you’ve been victimized
Tales from another broken home

You’re leaving…
You’re leaving…
You’re leaving…
Ah you’re leaving home…

PILIHAN LURAH TELAGA AIR

Semua orang yang berada di ruangan menjadi diam bagai dihipnotis ketika tamu itu mulai berbicara.

“Jadi, saudara-saudara sekalian harap maklum. Satu bulan lagi akan diadakan pemilihan lurah baru di kelurahan kita ini. Sebab kiat semua ngerti to, jabatan lurah sedang kosong,” ucapnya. Lalu beliau mulai membicrakan hal-hal tentang pemilihan lurah itu sendiri termasuk calon-calon yang akan dipilih.

“Oleh sebab itu, saya disini istilahnya minta bantuan saudara-saudara untuk mendukung atau kasarannya milih Pak Saridja sebagai lurah yang akan datang. Wong beliau sendiri saya kira lebih baik dari calon-calon yang lain. Selain itu, beliau juga kan putra daerah ya to?” ungkapnya dengan logat jawa yang kental. Diam menyekap mulut para pemuda itu untuk sejenak. Berikir, menimbang dan mungkin menghitung laba.

“Maaf, begini pak,” sebuah suara dari bibir pemuda bernama Andri.

“Kami bersedia dan siap untuk mendukung Pak Saridjo. Namun, kami minta bantuan dan kerelaan beliau untuk membangun jalan di sebelah timur kampung kita itu pak.”

“Baiklah, nanti kami konsultasikan dahulu dengan beliau. Tapi anda juga mesti ingat, harus konsekuen lho! Kalau sudah dibantu, ya harus benar-benar milih. Jangan mencla-mencle.”

“Itu nanti ada duitnya ngga’ pak?” celetuk yang lain, disambut dengan senyum simpul dari seluruh anggota.

“Hal ini masih dalam pertimbangan keluarga sehingga saya belum mampu mengatakan ya atau tidaknya,” jawab tamu itu.

“Mungkin ini saja yang dapat kami sampaikan dan sudilah kiranya saudara-saudara mau mendukung Bapak Saridja. Kalau ada salah kata kami mohon maaf yang sebesar-besarnya. Terima kasih atas waktu yang diberikan,” kata-kata penutup manis namun panjang dan membujuk diucapkan tamu itu.

“Terimakasih atas informasi yang disampaikan. Semoga rekan-rekan dapat memilih calon sesuai dengan aspirasi rekan-rekan semuany,” ketua pemuda menutup rapat setelah semua agenda terlaksana.

“Selesai juga,” ucapku dalam hati.

“Mana sudah jam sepuluh lagi.”

Hari yang sangat melelahkan bagiku. Setelah seharian berkutat dengan kuliah, lalu rapat-rapat keorganisasian siang tadi akhirnya rapat ini selesai sudah. Tak ku sangka aku bisa menjadi orang sok sibuk juga. Jadwal apel malam mingguku pun harus mengantri dan bahkan aku batalkan. Akhirnya aku bisa pulang dan bersantai menunggu besok untuk pergi ke rumah calon istriku itu.

“Mas, bs t4ku ga?cpt ptg!” sebuah pesan tiba-tiba muncul di layar ponselku. Tumben denokku itu sms selarut ini, minta aku kesana lagi. Langsung aku ambil motor kesayanganku lalu meluncur ke arah kota. Maklum, rumahnya berada hamper di tengah-tengah kota.

“Ada apa nduk?” tanyaku setelah sampai di rumah calon mertuaku.

“Simbah sakit, kamu ada duit ngga?”

“Aduh, brengsek!” makiku dalam hati.

Baru aku mau muntah soal duit. Kenapa sekarang ada masalah seperti ini. Kacau! Mataku terpejam sesaat. Terbayang akan apa yang disampaikan tamu pada pertemuan pemuda tadi sore. Pikiranku melayang pada calon lurah baru yang bisa menjadi sumber dana bagi simbah. Aku mungkin miskin, tapi otakku sangat bisa ku andalkan. Dengan modal otak dan mulut mungkin dia mau membantuku jika aku membantunya menjadi lurah. Ah, mungkin.

“Pak, saya ingin matur sama Bapak. Itu pak, soal pilihan lurah nanti. Terus terang saja pak, saya ingin dan bisa membantu bapak agar bisa menang. Mungkin lebih dari Tim Sukses yang bapak punya. Saya jamin itu,” ucapku lantang sambil sesumbar di hadapan Saridjo.

“Kamu ini bisa saja. Imbalannya?”

“Saya ingin minta bantuan dana dari bapak untuk biaya berobat simbah saya ke rumah sakit. Tidak banyak kok. Sepuluh juta saja. Dan saya jamin bapak pasti menang kali ini,” seolah aku ini yang menentukan siapa yang akan menjadi lurah. Setelah sekian menit dan dengan mulut yang hamper berbusa karena meyakinkan dia, akhirnya mau juga Saridjo buka mulut.

“Ok, aku beri lima juta dulu. Sisanya nanti setelah aku jadi lurah dan mungkin kamu akan aku beri bonus nanti. Tapi kalau sampai aku kalah kamu harus ganti rugi tiga kali lipatnya. Deal?”

“Deal. Tapi kalau bapak berkenan saya ingin meminta uang lima juta itu sekarang,” ucapku sehalus mungkin. Aman. Simbah bisa segera masuk rumah sakit, pikirku.

“Ok,” Saridjo masuk ke rumahnya dan mengambil uang sebanyak 5 juta rupiah cash. Tak lupa ia menitipkan sebuah ancaman halus bagiku. Jika aku tidak bisa menjadikan dia lurah maka matilah aku. Dapat dari mana duit 30juta itu. Namun, kalau berhasil, 15 juta masuk kantong itu pasti.

“Persetan, itu bisa dipikir besok,” hatiku mulai menenangkan diri. Aku segera mohon diri dengan memberikan janji muluk yang aku harap bisa membuatnya terbang dan melupakan ancamannya itu.

Aku muak dengan semua money politics ini. Tapi, apa mau dikata. Simbah sakit. Berobat juga harus pake duit. Aku hanya orang miskin yang  pintar bicara dan membual. Kerja aku belum punya, apalagi uang sebesar itu. Sebagai petani, tentu aku tak bisa meminta uang sebesar itu pada orang tuaku. Bisa sekolah saja aku sudah sangat berterima kasih. Duh Gusti, bagaimana ini. Tuhan. Aku hampir lupa dengan Dia. Setelah semua usai, aku akan mulai menemuinya lagi. Mungkin Dia masih mau memaafkan semua salahku. Kata-Nya Dia Maha Pengampun. Aku berharap masih bisa bertemu Dia untuk meminta maaf.

Dua bulan berlalu. Aku dan ‘mulut besarku’ telah berhasil membuat sebagian besar warga terbujuk. Berbagai cara mulai nasionalisme, pembodohan serta segala bualanku telah membuat mereka takhluk. Saridjo menang telak. Uang 20 juta bahkan telah mengalir lancar ke kantongku. Simbah bahkan sudah sembuh seperti dulu lagi. Semua uang aku berikan pada calon istriku. Aku lebih percaya dia untuk mengurus semua keperluanku Namun dibalik semua itu, aku merasa ada sesuatu yang mengganjal. Suara hatiku kini mulai terdengar kembali.

“Memang kemana dia selama ini?”

“Tuhan maafkan aku. Semua dosa yang telah aku perbuat,” ucapku lirih dalam kesunyian. Hari ini suara adzan subuh terasa menyejukkan hati.

In memories of Endra. Jogja, 2005

DEDICATED TO ALL THE BEAUTIFUL NIGHT THAT EVER CAME TO THIS SHORT LIFE