日本語会話

Postingan terkahir yang berhubungan dengan kegiatan tulis menulis saya selama kuliah satu semester ini. Namanya sih Japanese Conversation class, tapi ada semacam sakubun (writing) yang harus kita tulis sebelum kita presentasikan di depan kelas. Sakubun yang pertama tentang pengalaman pribadi di Jepang yang berkesan lalu sakubun yang kedua tentang hasil interview dengan orang Jepang tentang hal aneh yang kita temui selama di Jepang.

作文　１

 ”日本をどう思いますか”ともし日本人に聞かれたら”日本はとても便利と思います”と答えるかもしれません。なぜ日本は便利ですか。便利というのはいろんな意味がありますから、日本の公共交通機関に付いておはなしたいと思います。

インドネシアでは車とかバイクの運転ができなかったらとても大変です。私は運転できなくて遠いところまでいけません．ときどきバスに乗っても汚かったりうるさかったりです。そして長い時間またな駆ればなりません。だから、どこかへ連れて行ってくれるように両親とか友達頼んでいました。
日本に来て、電車とかバスとか地下鉄もあるし、すぐ乗れるし、自分で遠いところまでいけるからとてもうれしいです。 時間は守っているし、きれいだし、私は日本の公共交通機関を使って楽しんでいます。
でもひとつ困った経験がありました。私は国へ帰ったので大きなスーツケース持っていました。安かったですから、空港までバスに乗ろうと思いました。しかし、スーツケースが重すぎて、どうしてももちあげられなかったです。こんな悩みがあっても誰も助けてくれませんでした。今ままで日本ではどこでも誰かが助けてくれました。どうしてこんなとき誰も助けてくれなかったでしょうか。
もし、そのとき日本人に頼んだら助けてくれるかもしれません。日本人は頼まなければ助けてくれません。インドネシア人だったら、頼まなくてもすぐ助けます。こんな文化違いは本当に勉強になりました。

作文２

私は夕方に日本人とペットが一緒に散歩してとてもかわいがっていることに気が付きました。そしてペットは自分の子供みたい荷大切に飼っていると思っています。このペットについて日本人の方に質問しました。その結果と私の意見をまとめて発表します。

まず、日本人の女の人が本当に働いているなら子供を産まないでペットを飼うかどうか聞いてみました。４人のうち二人がペットと子どもは関係がないといっていました。みんなは結婚した後やっぱり子土間がほしいですが、女の人が子供を産めないという場合もあるそうです。もしその女の人が働いていたら問題がありません。しかし仕事がなければずっと家にいて、ご主人が働いてたら、さびしくなりますからペットを飼うことになるそうです。ほかの二人はそういうことがあるかもしれないといっていました。ペットはいつも近くにいて、私たちの言葉のとおりにして、世話があまり大変じゃない層です。子供はペットに比べたら世話をするためにもっとお金がかかって、いつか親と離れて、ときどき親の言葉を聞かないそうです。

また、ペットを家族だと思っているから、子供みたいに大切に飼っているそうです。同じ食べ物を食べて、洋服を着て、とてもかわいがっています。冬は寒くてペットも寒いと思っているから、ペットの家にﾍｰﾀｰ もつけるそうです。ペットがなくなったらお葬式もするそうです。

またペットを飼っている人は若い人だけじゃなくて、高齢者もよく飼っているそうです。一番の理由は一人暮らしでとてもさびしいですから、ペットを飼うと毎日らのしくなるそうです。

そしてペットの数と子供の数を比べたら同じぐらいだと説明したら日本人がびっくりしていました。４人のうち二人はそんなことはないといっていました。子供の数がもっと多いはずだといっていました。ほかの二人は残念だとも言っていました。これからももっとペットを飼う人が増えたら子供のほうが少なくなってしまうかもしれません。これから日本の将来はちょっと心配だそうです。

最後にわかったと私の考えたことについてお話したいと思います。このトピック選んだのはニュースを見てペットの数は子供の数より多いと聞いたときにとてもおどろいたからです。日本人にとってペットは単なるペットではありません。ペットは自分の家族だと思っているから子供みたいに大切に飼っています。 今のペットは人間と同じ食べ物を食べて、いい洋服を着て、病気だったら病院へ連れて行って、それはお金もかかるはずです。それならペットよりも子供があったほうがいいと思います。子供は親と互いにｺﾑﾆｹｰｼｮﾝをとることができるし、大人になれば親を守ります。たぶんg日本ではペットが子供の役割をすることは変わることがあるかもしれません。

以上です。

Cultural Studies

Lanjutan dari postingan sebelumnya. Writing yang kedua ini tugas akhir matkul cultural studies. Di matkul ini kita belajar budaya Jepang zaman dulu dari segi literaturnya. Contohnya kita menganalisis Tale of Genji, cerita yang menurutku lumayan bejat *sebenernya ada yang lebih bejat lagi, menjijikkan pokoknya* dan sadar kenapa Jepang punya produksi film/buku/komik porno yang lumayan tinggi di dunia karena ternyata sejak zaman dulu isi cerita dari literatur mereka ya mepet-mepet sama yang beginian. Memang nggak semua kayak gitu sih tapi kayaknya banyak yang temanya model gini.
Di writing ini aku ngambil topik tentang giri dari cerita Chusingura.

Loyalty Based on Chûshingura Story and Islamic Values

Kanadehon Chûshingura (The Treasury of Loyal Retainers), popularly known as Chûshingura, is a Japanese puppet play (bunraku [文楽] or ningyō jōruri [人形浄瑠璃] ) written by Takeda Izumo II, Miyoshi Shôraku, and Namiki Sôsuke in 1748 . The story is mainly about loyalty and revenge story, based upon events that occurred at the beginning of the eighteenth century. At Edo Castle, Asano Naganori, the lord of Ako (now part of Hyogo Prefecture), drew his sword against Kira Yoshinaka, the shogun's chief of protocol. The shogun immediately ordered Asano to commit suicide and omitted Asano's domain. Because of  that, about 300 retainers suddenly found themselves out of a job. But, this incident did not mean the end of their loyalty to Asano. In December of the following year, 47 of the masterless samurai, led by Oishi Kuranosuke, avenged the death of their lord by slaying Kira. The men then gave themselves up to the shogunate, and a few weeks later were ordered to commit suicide. This story then was adapted into bunraku which Ko no Moronô represents Kira Yoshinaka, Enya Hangan Takasada represents Asano Naganori and Oboshi Yuranosuke represents Oishi Kuranosuke.

What makes this story really popular is that Japanese audiences admire the characteristic of giri that is shown by the retainers to their masters.  Giri, or loyalty, is the principal ethic of  bushido (the way of the warrior). According to Ruth Benedict in her book “The Chrysanthemum and the Sword: Patterns of Japanese Culture”, giri has many meanings : forcing someone to take revenge and to commit suicide in order to purify his name, killing himself, his family, and his life for the sake of honor, self-control, self-esteem, loyal and willing to die for the sake of his master.” The idea of Chûshingura focuses on the last meaning, loyalty to the master even the master already died. “Griffis was quiet right in stating that whereas in China Confucian ethics made obedience to parents the primary human duty, in Japan precedence was given to loyalty…,” (Nitobe,83). Concept of giri was also introduced by Yamaga Soko in some of his books dealing with "the warrior’s creed" (bukyō) and "the way of the gentleman" (shidō). According to review by Columbia University’s scholar, Yamaga Soko emphasizes that devotion to duty as the most important aspect of a samurai’s life and believed that the samurai class should assume moral leadership in society.

Here, the writer picks up three names among all characters which are appeared in Chûshingura to be evaluated. They are Kakogawa Honzo Yukikuni, Wakanosuke’s chief retainer ; Hayano Kampei, Enya’s retainer; and Oboshi Yuranosuke, Enya’s chief retainer.

Firstly, let us evaluate Kakogawa Honzo Yukikuni who is Wakanosuke’s chief retainer. Wakanosuke told Honzo that he wanted to kill Moronô and asked Honzo not to do anything to stop his plan. Honzo just said that he really supported Wakanosuke’s idea. However, as soon as Wakanosuke departs, Honzô disobeys his master and rushes to Moronô’s mansion to arrange for an apology from Moronô. He bribed Moronô in order to avoid any incidents which might occur later on such as the enforced suicide of Wakasanosuke and the confiscation of all his assets. In the writer’s point of view, Honzo is not a loyal samurai because his action, bribing someone, does not reflect moral values that samurai should have. Samurai has  many honorable values which are held in his daily life  and bribing is not one of them. Actually Honzo’s purpose is good because he just wanted to protect his master. But if he is really loyal to his master, he would respect Wakanosuke’s decision, obey his master’s words, and take the consequences of his master’s action. Is not bribing the same as lying to his master?

How about Hayano Kampei, one of Enya’s retainer? At first he wished to kill himself by way of apology for neglecting his duty to dally with Okaru begged him to go her home together and Kampei finally agreed because he was really ashamed for not being able to protect his master. In fact, we often see this kind of behavior in daily life for instance some Japanese prime ministers resigned before his tenure runs out  because he felt he was incompetent to do the duty as a good prime minister  and may be this is one of values held by  Japanese people  demonstrate their responsibility. But, the writer thinks this action is not the right way to show loyalty. If Kampei was really loyal then at least he would choose to stay beside his master even after he did wrong. Even though in the end he was happy because he  managed to have his name included among along with the other retainers involved in the vendetta before he died,  it would be better if since beginning he could pay his mistake by supporting Enya Hangan and not even once leaving him.

The last character here is Oboshi Yuranosuke, Enya’s chief retainer, which is the leader of the vendetta. This character demonstrate the real meaning of giri or loyalty. Because since beginning,  he maintained his master’s dying wish to be avenged on Moronô and he tried by all means such as gathering other retainers and arranging strategy in order to complete that mission. He even left his wife and his son in order to be concentrate in his duty.  His choice waiting for almost two years and spending time in the pleasure quarters before killing Ko no Moronô is a smart way to disguise the actual mission. He just prepared well the whole plans so that in the day everything went perfectly.  It was a pride for him after killing Moronô and placing the head of Moronô at the Enya’s grave even he knew that he had to commit seppuku after doing all of these.

The ethic of giri or loyalty can be found also in Islamic values. Walaa’ (loyalty, allegiance) is amongst the key concepts of the Islamic aqeedah which every Muslim must understand and hold close to their hearts. In essence it means the loyalty to Allah, to His Messenger and to the believers. As samurai’s loyalty to his master, His Messenger,Prophet Muhammad, also have many companions who are very faithful, loyal, and sincere to him. For instance is the story below which shows how loyal  His companion to Him. One day the holy Prophet was saying His prayers in the Kaba. Abu Jahl and some other chiefs of Makkah were sitting in the courtyard of the Kaba. “I must finish with Muhammad today,” said Abu Jahl. So saying, he took a long piece of cloth. He put it around the holy Prophet’s neck then twisted it hard. Abu Bakr, one of His companion, happened to see this from a distance. He at once ran to the help of the Prophet. Thereupon Abu Jahl and the other enemies of Islam beat Abu Bakr very badly. He did not regain his sense for several hours. And when he did come to himself, the first question he asked was, “Is the Prophet well?” Abu Bakr did not care about his own suffering. He was glad that he was able to save the Prophet’s life.

From the story above, we know that the companion is really loyal to Prophet Muhammad. He even did not ignore his condition because no matter how he should protect the Prophet and he was willing to die for Him. Even after Prophet Muhammad died, His companions still held His words and continued spreading His message. So actually,  giri and walaa’ share quite similar value, that is loyal to your master. This loyalty remains forever even the master already died and it could be demonstrated in various ways in form of protecting the master or maintaning and applying the master’s values throughout his life. The main difference between these two ethics probably is that in walaa’, there is no revenge or suicide to purify either your name or your master’s name.

References:

Benedict,Ruth.1967. The Chrysanthemum And the Sword: Patterns of Japanese Culture.Boston: Houghton Mifflin Harcourt.

Nitobe, Inazo. 2007. Bushido:The Soul of Japan. Minneapolis: Filiquarian Publishing LLC.

Advanced Academic English Writing

Satu bulan ini aku ngerasa produktif sekali menulis, karena tuntutan tugas sih haha. Yang pertama final writing buat kelas English. Nyelesain kelas ini juga rasanya penuh perjuangan *halah* .Mau nggak mau matkul English ini harus diambil karena matkul wajib. Gurunya sih enak-enak aja, cuma karena bahasa Inggris saya masih belepotan *makanya belajar chaa* dan lagi harus menulis dan berbicara dalam kelas rasanya jadi beban tersendiri. But anyway this class has finished alhamdulillaah :)

 The Differences in Evaluation System of Students Achievement       

 Between Indonesia and Japan

Indonesia and Japan have similarities in terms of general basic education system  which includes primary school  and secondary school which is divided into two levels : junior high school and senior high school. Indonesia has its own name for each level of study, they are Sekolah Dasar (primary school), Sekolah Menengah Pertama (junior high school), and Sekolah Menengah Atas (senior high school) which means Shougakkou, Chuugakkou, and Koukou in Japanese. This basic education system take 12 years in total. Primary school takes 6 years whereas secondary school takes three years for each level. Even though the general basic education system between these two countries is quite similar, there is a difference in how the schools evaluate the students achievement in primary and secondary school. 

In Indonesia, each school conducts final exam every year in every level to decide whether the students deserve to go the higher level or not. For instance, if the school determines that the students have to get average score at least 70 above in the final exam to pass and a fifth grade student got 65 in his final exam, he could not continue to the sixth grade and would have to stay in the same class for a year. The same rule also applies if the students want to go from elementary school to junior high school, from junior high school to senior high school, and from senior high school to university. Yet, the exam is not the usual exam. It is called as national examination and maybe it is one of the most important examination for the students. This  examination is conducted by the government under the Ministry of Education and it evaluates some subjects based on subjects that students have taken in their classes such as mathematics, English, Bahasa Indonesia, natural science, and social science. Once the result of this test has come out, this score determines whether the students can graduate from the previous school or  have to retake the same class again for a year.

Compared to Indonesia education system for primary and secondary school, Japan has a different way to evaluate the students. Japanese schools have adopted an automatic promotion system wherein students move on the next grade based on age. According to Adeluna’s report about education in Japan, “One thing that is interesting in Japanese education system is basic education (shougakkou)  did not recognize any final exam . Students who have completed the study in the first grade will automatically continue to the second grade, and so on. There is no final exam because the elementary and junior high schools (chuugakkou) are still included in the compulsory education, so the students who have completed their studies at the primary level can go directly to the junior high school.”

So, how do teachers evaluate their students? Of course, there is still an evaluation process. The teachers do the occasional test to see the students’ ability in the lesson. In the junior high school and senior high school, there are exams like mid test and final test which are held to evaluate students but they are not mandatory. Only some prefectures are carrying out these tests. A final test is held simultaneously for three days, and the test material was made by the school based on the standards of the Educational Board in the prefecture. Assessment of students is not only based on the results of the final test, but on the accumulation of daily test scores, extra-curricular activities, a mid-term test and a final test. With this kind of system, of course, almost 100% of students can graduate and continue to the next level.

The question is which one is better : doing a kind of test such as a so-called national examination or adopting automatic promotion system? 

Firstly, let us evaluate the national examination in Indonesia. National examination is aimed to measure and maintain the quality of education nationwide. Fitry Mayanti states, “In short, we can say that National Examination is a legal measuring instrument specified by National Education Ministry as the determinant of students’ passing grade in primary and secondary schools, and it is a rightful national standard and has the same right for every student who has this certificate of National Examination.”  Fitry basically says that if many students passed the national examination, it is one of indication that the schools could apply the standard national education curriculum properly. For this reason, the government argues that the national examination will be needed constantly, whatever the constraints are. But, is it fair to conduct national examinations for education standards when in fact there are many children in Indonesia who cannot get good education? Look at the schools’ condition outside Java Island and we could realize that there is till no such  thing as an education standard in Indonesia. Moreover, national examination seems irrelevant to the national curriculum ,which the teacher should measure three aspects of student learning : cognitive, affective, and psychomotor, since it only examines four to six subjects among all subjects which are being taught at school and the questions are all in multiple choice form. How could the government judge the students’ achievement by conducting this kind of test? In his writing, Rasheed maintains that, “National examination is narrowing the definition of education. Education does not only covers cognitive faculty. It also covers attitude, personality, and skills. Hence, determining whether a student passes his education by means of National Exam only is not in line with the comprehensive definition of education.” Furthermore, national examination in Indonesia is a big source of pressure not only for the students but also for the teachers. Many students are stressed and some commit suicide because they fail in the national examination. Students somehow do anything in order to pass this examination and instead of studying hard they choose to cheat. “Because the exam decides whether a student would pass or not, the students cheat in the exam in order to get good result. Besides, schools were also pushed to pass as many of their students as possible because the number of students that can pass and the average result of the exam they could get determined their prestige and reputation among the public. For this reason, the schools demanded that their teachers help the students to cheat in the exam”, as Rasheed wrote in his writing about pros and cons of national exam. Is this behavior called as education to educate people so that they could have moral values? This is really contradictory with the Act of Republic Indonesia Number 20, Year 2003 on National Education System which states, “The 1945 Constitution has mandated that the Government organize and run one national education system, based on legal framework, strengthen the people’s faith and piety to God the Almighty and their moral character as a means for enhancing the intellectual capacity of the nation.” 

However, some people argue that national examination is still necessary to some extent.  For instance students are encouraged and motivated to study more in order to pass this examination. Because national examination has a national standard all over the country, students who pass this examination could gain confidence since they could compete with other Indonesian students and of course their parents would proud of them too. Similar to the students, the school especially the teachers would do the best to teach for the success of their students. Other reason is until now there is not any examination beside national examination that can be a standard evaluation for all schools in Indonesia since graduation requirements  vary each school. 

Let us move to evaluate automatic promotion system in Japan. In my opinion, this system is designed for uniformity purpose so that every student in the same age gets the same education process. This system does not recognize any students who failed and had to repeat the same class because everyone must continue to higher level together.  According to research which is conducted by Center for US-Japan Comparative Social Studies,the uniformity of Japanese education system is one key to the success of Japanese education, “Japanese primary and secondary schools have produced a workforce with solid knowledge and a strong work ethic.  There are many reasons for this success: longer school days, a uniformly high standard of curriculum, excellent teachers, active parental involvement in education, and respect for education.  During the 1980s and the early 1990s, foreign scholars and journalists praised Japanese education for producing an educated and industrious workforce for economic and technological success.”  This kind of uniformity in education is also discussed by Ichikawa Shogo in his paper “Distinctive Features of the Japanese Education System” , “It is also claimed that egalitarianism and group  consciousness in the schools contribute to a high standard of student achievement, but that at the same time, they hamper the development of  individuality and  creativity. In the same way, while centralized educational  administration and finance are  criticized as the main cause of the  uniformity in Japanese education, it is also considered to be helpful in maintaining a high national standard of education with few differences in conditions  throughout the country.”  Maybe this system sounds nice for students because they could pass to higher level automatically. It also prevents jealousy or low self esteem  among students if some of them could not continue to the higher level. But, this system  also causes low motivation to compete with each other thus they do not want to study hard. 

Even though there is not any national examination in Japanese education system, the school sometimes still conducts final exam. But, the main point here is that the graduation requirements are not purely based on final exam but on the accumulation of daily test scores, extra-curricular, mid exam and final exam, also considered as a whole requirements for the students to pass. As the Center for US-Japan Comparative Social Studies states, “The government administers the educational system in order to produce educated and responsible citizens.  First, schools transmit knowledge, and develop the cognitive, physical, emotional, and social skills of students.  Secondly, schools train students to become responsible citizens.  The Japanese government regards the human capital of the Japanese people as the nation’s most valuable natural resource.” 

In sum, the writer prefers combining these two country’s education system than choosing one of them to evaluate students’ achievement at school because each system has its own advantages and disadvantages so it is really hard to choose which one is better. The national examination could be done as long as there is educational equity across the country. But, this examination does not specify 100% of student graduation but the accumulation of daily test scores, extra-curricular, mid exam and final exam are also being considered as graduation requirements.

References

Adeluna.2012. Pendidikan di Jepang.Retrieved on January 16 2013, from http://japanlunatic.do.am/index/pendidikan_di_jepang/0-296

Center for US-Japan Comparative Social Studies (2005), Japanese Education in the 21st Century.

Ichikawa Shogo (1991), Distinctive Features of Japanese Education. NIER Occasional Paper, National Institute for Educational Research

Mayanti, Fitri. 2009. National Examination : Controversy Policy. Retrieved on January 16 2013, from http://fitrymayanti.blogspot.jp/2009/12/national-examination-controversy-policy.html

Rasheed. 2009. Pros and Cons of National Exam (Unas). Retrieved on January 16 2013, from http://abdorasheed.wordpress.com/2009/11/30/pros-and-cons-of-national-exam-unas/

 Thanks buat yang udah bantuin nyariin data buat nyelesain writing ini :p

 

A message

Assalamufalaikum wr wb.

 

Saya menulis email ini dalam perjalanan kembali dari Tokyo ke Jakarta. Senang sekali bisa berdiskusi dengan teman-teman di PPI kemarin. Setiap kali perjalanan pulang sesudah berdiskusi dengan teman-teman mahasiswa yang sedang belajar di luar negeri, ada kenangan yang khusus. 

 

Diskusi di Kobe kemarin malam mengingatkan saya pada masa-masa kuliah dulu. Saat itu setiap kali ada dialog dengan siapa saja yang datang dari tanah air tercinta, maka banyak urusan di kampus saya jadwal ulang agar bisa pergi ke pertemuan, sekadar untuk mendengar kabar terbaru dari tanah air dan berdiskusi tentang Indonesia kita.

 

Memang waktu saya kuliah itupun sudah ada internet, sudah ada kabar terbaru yang real-time tetapi tetap saja sebuah tatap muka itu adalah obat kangen kampung halaman.

 

Pesawat terbang memang sanggup menerbangkan badan kita ke negeri yang jauh, tapi ia takkan pernah berhasil membawa pergi hati dan pikiran dari Indonesia. Sejauh apapun badan pergi, hatinya, pikirannya selalu tertinggal di Indonesia.

 

Dalam diskusi PPI malam itu saya tersadarkan lagi bahwa sedang bertemu dan menyaksikan sebuah generasi baru, generasi amat terdidik. Anda semua mewakili sebuah generasi baru Indonesia yang akan ikut mendorong perubahan.

 

Seperti saya katakan malam itu, kalau diukur maka hitungan kilometer jarak anda dengan Indonesia amat-amat jauh. Tapi saya yakin sekali Indonesia kita ada amat dekat dengan benak, dengan hati dan dengan semangat anda.

 

Selama ini hampir seluruh energi dan perhatian anda dipakai untuk belajar, meneliti atau menulis tapi saya amat yakin bahwa cahaya Indonesia itu selalu hidup di dada anda.

 

Anda sesungguhnya sedang mewakili kita semua untuk meraih ilmu pengetahuan, mengambil best-practice dari manapun. Setiap hari senin jutaan anak-anak sekolah mengucapkan Pembukaan UUD 1945, sesungguhnya mereka sedang menyebutkan tentang anda dan kita semua.

 

Republik ini berjanji akan mencerdaskan dan mensejahterakan. Sebagian dari kita sudah mendapatkan janji itu. Anda yang saat ini sedang belajar di negeri-negeri termaju di dunia ini sesungguhnya adalah anak-anak bangsa yang kepadanya janji kemerdekaan itu sudah dibayar lunas: telah tercerdaskan, tersejahterakan, telah menjadi bagian dari dunia yang amat raya dan tentu terlindungi.

 

Bagi kita yang sudah merasakan janji kemerdekaan, rasanya tidak pantas lagi untuk sekadar mengidentifikasi dan mendiskusikan apalagi mengutuk terus kekurangan bangsa kita.

 

Daftar kekurangan kita panjang. Tapi ingat, semua bangsa yang maju hari ini dulunya juga pernah tertinggal. Hanya lewat usaha kolektif yang serius dan dimulai dengan mengubah kualitas manusianya maka mereka bisa meraih kemajuan seperti sekarang.

 

Mengubah Indonesia itu sesungguhnya mengubah manusia Indonesia. Manusia Indonesia yang terdidik dan tercerahkan adalah kunci untuk mempercepat pelunasan semua Janji Kemerdekaan kita.

 

Kita yang sudah merasakan manfaat pendidikan ini tidak boleh menjadi beban bagi republik, sebaliknya kita harus menjadi motor pendorong. Jangan pilih lipat tangan tapi pilih turun tangan untuk membenahi Indonesia kita.

 

Seperti saya sampaikan kemarin bahwa iuran terbesar untuk pendidikan itu bukan bea-siswa, bukan buku, bukan fasilitas belajar tapi iuran kehadiran. Kehadiran anda sebagai inspirasi adalah iuran terbesar. Anda memang tinggal jauh dari Indonesia tapi hadirkan diri anda di kelas-kelas tempat dulu anda pernah belajar. Jadikan diri anda yang sudah mendapatkan kesempatan untuk belajar di kampus-kampus terkemuka ini sebagai inspirasi. Sama sekali bukan untuk menyombongkan diri, tetapi untuk menanamkan bibit mimpi, iuntuk menjadi motivasi bagi adik-adik sebangsa.

 

Buatlah rekaman movie singkat tentang kegiatan anda. Gambaran saat belajar, saat di laboratorium, di kelas, di perpustakaan, di kampus dan di mana saja tempat sekarang anda menuntut ilmu. Jelaskan itu semua sebagai cerita, sebagai narasi kegiatan anda. Lalu kirimkan rekaman itu ke SD, SMP atau SMA anda atau yang lain. Jangan takut dianggap menyombongkan diri, tegaskan bahwa rekaman ini anda kirimkan untuk adik-adik sebangsa agar mereka kelak bisa melampaui keberhasilan anda.

 

Anda kirimkan rekaman ini sebagai iuran anda untuk menghadirkan mimpi di kelas-kelas di kampung halaman anda dan di manapun di negeri tercinta ini. Titipkan pesan disana bahwa Anda jauh dari tanah air tapi tidak pernah lupa dan akan selalu mendorong kemajuan bagi Indonesia.

 

Perjalanan anda di Kobe dan di manapun anda belajar tidak akan terlupakan. Jadikan masa di gpengasinganh ini sebagai masa membawa bekal ilmu sebesar-besarnya untuk memberikan makna pada saudara sebangsa.

 

Jika anda telah selesai belajar, anda tidak harus pulang cepat-cepat. Selesai kuliah langsung pulang itu baik-baik saja, tapi sesungguhnya pulang sesaat sesudah lulus membuat anda hanya bisa membawa pulang ilmu dari kampus dan selembar ijazah bukti telah tamat.

 

Menurut saya, jika usia masih muda apalagi jika belum ada kewajiban yang harus ditunaikan di tanah air maka akan lebih baik jika anda bisa mencari peluang untuk bekerja dan mencari pengalaman dahulu. Bekerja di institusi yang bagus di negeri maju bisa meluaskan wawasan, menambah jaringan di bidang anda.

 

Dengan begitu kelak saat pulang anda bisa membawa juga pengalaman bekerja dengan standard profesionlisme yang tinggi dan membawa jaringan yang anda bangun selama bekerja. Kehadiran anda di Indonesia kelak akan lebih berpotensi untuk memberikan manfaat dan makna yang jauh lebih besar. Silahkan anda pertimbangan sesuai dengan kondisi dan situasi yang anda hadapi.

 

Selamat belajar, selamat meneruskan perjalanan mulia di tempat-tempat jauh. Kemarin malam saat anda semua memperkenalkan diri, saya perhatikan wajah anda anda satu per satu. Saya menyaksikan anak-anak bangsa yang sedang jauh dari rumah asalnya, jauh dari keluarganya.

 

Setiap anda menyebutkan bidang ilmu yang sedang dipelajari, dalam hati saya mengatakan pada anda terdapat tanda akumulasi pahala dan didikan yang luar biasa dari orang-tua, dari para guru dan dari lingkungan tempat anda tumbuh.

 

Kini Anda sedang jauh dari mereka semua untuk meraih ilmu pengetahuan, pengalaman; ya anda pergi jauh untuk belajar, untuk menjawab tantangan zaman dengan mempelajari ilmu-ilmu termutakhir di bidangnya.

 

Anda sedang melewati jalan mulia. Jaga stamina: stamina fisik, stamina intelektual dan stamina moral. InsyaAllah anda kelak akan meraih kemuliaan.

 

Keluarga di tanah air tentu bangga dengan keberhasilan studi Anda, tapi saya yakin mereka akan lebih bangga saat keberhasilan studi itu menjadi awal baru kiprah anda untuk tetap memberikan makna pada saudara sebangsa.

 

Salam hangat dari tanah ibu.

 

Salam,

 

Anies Baswedan

 

 

Selalu terkesan dengan kata-katanya Pak Anies. Nambah bahan pertimbangan buat nyusun masa depan nih. Thank you Pak!