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Thursday, October 30, 2014

The Pencil by Ali Majod

After recess Mr Jamal returned to the classroom. His pupils saw him coming and quickly scrambled to their desks. They sat there quitely, their noisy chatter turned to silence.

         He stopped in front of the door, glanced over the classroom, then slowly entered. His heavy footsteps attracted the children's attention. From the corners of their eyes, they stared at his shiny, black shoes with a curiosity that could not be satisfied.

          "Stand up," the class monitor called out and everyone stood up. Some of the pupils were leaning to one side, others were doubled over, some were standing on one foot, while still others were half-sitting and half-standing. One pupil continued munching on a piece of cake he
had stuffed into his mouth.

          "Good morning, sir!" The classroom echoed with the voices of thirty-five pupils.

          "Good morning! Now sit down and take out your geography books." The narrow classroom was steaming hot and the overcrowded condition made it even worse. Already a variety of odours was noticeable.

          Mr. Jamal approacahed his desk and sat down, all the while wiping away the pespiration. When the monitor saw that the teacher was seated, he came up to Mr. Jamal's desk.

          "During recess some boys were fighting, sir." "Who were they? From what class?"

          It was Wednesday and Mr. Jamal was the teacher on duty. Any matters relating to the pupils were his responsibility.

          "Our class, sir."

         "Who were they? Tell me their names."

         "Zahid and Dollah Udin, sir."

         Everyone in class stole a look at the two boys whose name had been mentioned, then they truend their attention back to Mr. Jamal. Sobs were heard from a corner of the room, and the pupils glanced around once more. Udin Dolah was crying.

         "Zahid and Dolah, come up front!" The teacher commanded in a threatening tone. The pupils could inteprete every inflection of his voice.

         Filled with fear and anxiety, the two boys who had been fighting went forward slowly. Zahid went first. Dollah followed, crying louder and louder.

          "Why were you fighting?"

          The two boys were silent. Only Dolah's sob could be heard. the other children held their breath and looked to see what was going to happen. The room was silent.

          "Why were you two boys fighting?"
       
        "Dolah stole my pencil, sir."
       
          "That's not so, sir. he says my pencil is his."
       
          "Whose pencil is it."
       
          "Mine, sir," Zahid quickly replied.
       
          "Mine, sir," Dolah answered.

          "Dolah, bring the pencil here."

          Dolah rushed back to his desk and began looking in his bag for the pencil. When he found it, he stoped crying.

          "Okay," said Mr. Jamal, unconsciously twiddling with the pencil that he had just been given. It was an unusually long pencil. He kept blinking his eyes, trying to think of something to say.

          "All right, now. Is there any way that either of you can prove it's your pencil?"

          "Yes, sir. I craved something on it with a knife," Dolah answered confidently.

          "And you, Zahid?"

          "Err... there's something carved on it with a knife," Dolah answered confidently.

          "Zahid is just copying what I said, sir."

          "What did you carved on it, Zahid?"

          "Err... " He just shook his head.

          "Dolah?"

          "The letter 'D', sir. That's my initial."

          "Correct, Dolah, it is your pencil. Zahid, you did wrong in three ways: you stole a pencil, lied about it and then you hit the boy you had stolen it from. So, you will be recieve three strokes of the rattan as your 'reward'."

          Zahid accepted his "reward" like a man, all the while staring wide-eyed at his teacher. Then he returned to his desk. His face was sad as he contemplate what had happened. Tears began to roll down his cheeks; he cried silently.

          Mr. Jamal was proud of himself because he had solved the problem with such wisdom. It was like a story from Tales of One Thousand and One Nights.

          Classroom activities returned to normal. Whenever the pupils were doing their written assignments, Mr. Jamal used this time to sit at his desk and read. He said he was preparing for an examination. While Mr. Jamal was absorbed in his own studies, Zahid would go over and glare fiercely at his enemy.
       
          "You are really great at lying!"

          "Hoorey for you! You got three strokes of the rattan! Hoorey for you!"

          "Hoorey! Hell! You stole my pencil and carved your initial on it. Then you claimed it was yours. You must think you're pretty smart."

          For some reason - perhaps because he was upset - Zahid hit Dolah on the shoulder, knocking him sprawling against his desk. Dolah immediately let out a yell. Zahid was frightened, so he ran back to his own desk and sat there, pretending to be minding his own business.

          "What's going on?" Mr. Jamal asked, slamming hi book down on the desk.

          "Zahid hit me, sir." Then Dolah started crying because the teacher had seemed to sympathize with him.

           Mr. Jamal ordered Zahid to come up to his desk. Zahid walked slowly.

          "What did you do?"

          "He took my pencil and..."

          "I mean just now."

          "Nothing. He stole my pencil, so..."

          "I didn't ask that. I asked what did you do just now? Do you understand?"

          "Mr. Jamal pushed down Zahid's songkok. Dust flew everywhere. Zahid's head was almost swallowed up by his songkok, which went down down over his eyes and half of his nose.

          "You hit Dolah again, didn't you?"

          Zahid was somewhat startled, but the expression on his face didn't change.

          "He stole my pencil, then he scratched it all up and craved his initial on it."

          "I didn't ask you if he stole your pencil. Admit it - you hit Dolah!"

          The boy remained silent. Only his eyelids moved like a small house lizard eating whitewash off the wall. He had the look of determination on his face.

          "All right, you good-for-nothing - now tell the truth!"

          Still Zahid remained as silent as a tree stump. He pretended to look ignorant and stupid.

          "I mean it - admit what you did!" threatened Mr. Jamal, while pulling on one of Zahid ears.

          Everyone in the class stopped working and began watching the drama that was taking place between their teacher and Zahid. Some of them were holding their breath.

          "I hit Dolah," Zahid confessed with a quiver in his voice. Dolah smiled triumphantly.

          "So that is what happened! Are you going to do it again?" Then he pinched the boy's stomach and tugged at it, forcing Zahid foward. The pain was terrible. Zahid's face and ears turned red.

          "No," he answered, with a feeling of defeat.

          As Zahid returned to his desk, he glanced at Dolah with anger-filled eyes and jaws tightly clinched. He felt like taking Dolah by the neck and choking him.

          He could not stand to see that thief go free but there was nothing he could do since the teacher had believed Dolah. Zahid had really wanted that pencil - and he had worked hard to get it.

          It was a very special pencil, twice as long as an ordinary one; it had a curved plastic handle and a large eraser.

          He had wanted that unusual pencil since he first saw it in the bookstore. That was surely not wishing for too much! On his way home, he imagine how proud he would be to own such a pencil.

          "It would last a year," he whispered.

          The teacher never paid any attention to Zahid when he raised his hand in class and he was always too shy to speak out. But he never blamed Mr. Jamal. "I'm so small," he said softly, "who would ever take notice of me?"

          But perhaps that pencil would make a difference. If he raise it high enough, the teacher would take notice and ask him questions too.

          The eraser was huge. All of his friends could borrow the pencil, especially Siti, Zainab, Budin and Samad. He wouldn't care how many people borrowed it. In fact, the more who used it, the happier he would be.

          But how would he ever get it? He raced back to the bookstore. He had to ask a question.

          "Sir, how much is that pencil?"

          "It's not expensive, only fifty cents."

          Zahid shrugged his shoulders. he had only five cents. Still there was hoped. Perhaps his grandmother would have enough money.

          He ran home and told her how much he wanted the pencil.

          "Zahid, you already have a pencil."

          "But, Grandmother, it is so short."

          "What's wrong with a short pencil? We're not rich."

          "My teacher always grumbles and says that my pencil is as short as the hair in his nose."

          His grandmother did have a little money. She had the two dollars that would be needed to pay the fee for “Parents Day”, which would soon be held at the school.

          "Zahid, you don’t have school the day after tomorrow, do you?"

          "No, I don’t."

          "Why don’t you go along with your Uncle Teh when he taps the rubber trees? You could collect the scraps."

          Zahid agreed. If he earned more than fifty cents, he could buy a ruler as well. His old one was so chewed up that the edge looked like a saw blade.

          He bought the pencil. The first time he held his new possession, his hands trembled and he jumped with delight. He smiled broadly. He wanted to tell everyone about his good fortune.

          At school he proudly showed his pencil to several of his friends. Some shared his happiness; others envied him.

          A few days later, the highly-prized pencil was missing. Zahid was sad and told his closest friends what had happened, but it was obvious that they could do nothing to help him.

          The next day, he saw Dolah using a long pencil, just like the one he had lost. But his was a little different – the red paint had all been scrapped off.

          "Where did you get your pencil?" Zahid inquired.

          "My father bought it for me yesterday."

          "Why did you scrape all the paint off?"

          "So it wouldn’t look like yours."

          "Mine has disappeared."

          "That’s why I scrapped off the paint – so you wouldn’t say I stole yours."

          "Can I have a look at it?"

          "No."

          "Why is the eraser already worn down?"

          "I’ve been using it."

          "You couldn’t have used it that much."

          "I made a lot of mistakes last night."

          "That’s my pencil. I know it is."

          "No, it’s not. My father bought it for me."

          "How much did he pay for it?"

          "How should I know?"

          "I didn’t ask him."

          "If he had really bought it for you, you would have asked him."

          "I’m not going to listen to any more of your questions."

          "Just answer this one – if you got it yesterday, why is it already so short?"

          Dolah didn’t answer. He tried to run off, but Zahid grabbed him by the shoulder.

          "Did you steal my pencil?"

          "No!"

          "Yes, you did! That’s my pencil!"

          "It’s not either! It’s mine!"

          Zahid grabbed the pencil. Dolah grabbed it back from him, and he fell to the ground. Zahid immediately jumped up and started hitting Dolah. The other children came and stood around in a circle, cheering them on. The shouting grew louder and louder.

          Zahid had lost the fight because he was so small and he suffered a second defeat at the hands of the teacher when he returned to class.

          The schools bell rang. Zahid started for home as fast as he could. Dolah called out to him, but he didn’t pay any attention. He slammed the door with a bang. He was angry and hurting as well.

          Mr. Jamal also called him, but Zahid ran down the stairs and kicked over a flower pot. It broke and scattered all over the concrete floor. He raced off as fast as a wild stallion.

          Zahid stopped at the junction of the road. He looked around and hid in the weeds and grass beside the road. He was preparing an ambush for Dolah.

          The boy he had been waiting for passed by and Zahid sprang out at him like a hungry tiger. Dolah fell to the ground. Immediately, Zahid began hitting him, first in the stomach and then on the jaw.

          The other children tried to break up the fight but without success. The two boys kept on fighting. Zahid’s intense anger increased his strength and although he ended up bruised and bloody, he finally won.

          Dolah was completely exhausted. Zahid then opened Dolah’s bag. He looked for the pencil. He found it. Then he broke it into bits and threw the pieces into the river. Afterwards, he ran home as swiftly as lighting.

          As soon as he reached home, he went and hugged his grandmother around the neck. Then he buried his head in her lap, without saying a word. He felt sad and dejected, deeply hurt.

          That night, the small boy was feverish and often mumbled in his sleep about the pencil. Maybe it was because of his cuts and bruises. All night long his old grandmother kept watch over him; frequently tears would flood her eyes.

          The fever lasted three days. His short, plumpish body had shrivelled somewhat, causing him to look even smaller then before.

          When he was well, he returned to school, but he was no longer the quite Zahid he had once been. A change had come over him. If was as though the fever had created a new Zahid.

          Every few minutes, one of Mr. Jamal’s pupils would cry out, is despair, "Teacher, Zahid won’t let me do my work", "Teacher, Zahid pulled my hair", "Teacher, Zahid smeared ink on my nose", "Teacher, Zahid hit me",  "Teacher, Zahid this… Zahid that…".

          Once or twice Mr. Jamal warned him, "Zahid, stay in your seat," and then tried to ignore him. But after having his ears pounded by dozens of complaints, Mr. Jamal became angry and instructed Zahid to come up to his desk.

          "Zahid, you’ve turned into a little monster!"

          In reply, Zahid merely lifted his eyebrows and gazed off into space. He was really putting on a show. From time to time, he sniggered. No one could fathom his thoughts.

          "If you don’t have a book or a pencil, then go home. You are better off staying at home and sleeping. What’s the use of coming to schools if you’re are going to act like a brat?"

          The teacher’s threats didn’t bother him at all. His face remained expressionless and empty. Once in a while, he would stare spitefully at his teacher and wish, "If you were only my size, I’d take you on too, just as I did Dolah."

          "Stand here until school is out," Mr. Jamal commanded. Zahid headed for the corner, with his head down, but on his lips there was a smile. He strutted, as though mocking the command given by his teacher. Mr. Jamal became furious.

          When school was out, Dolah was waiting for him. But Zahid was in luck, because he happened to be carrying a piece wood to protect himself.

          "Don’t come any closer, or I’ll knock your head off!"

          Zahid kept threatening to hit Dolah with the piece of wood. Dolah was too frightened to come any closer, so he went to look for a piece of wood too. Meanwhile, Zahid ran home as fast as his feet could carry him.

          That afternoon, Zahid  asked his grandmother for some money. He told her it was for a book, but when he arrived at the store, his eyes caught hold of a long, red pencil. Suddenly, he felt sad again and tears rolled down his cheeks.

          No longer did he need a new book, or a pencil or even a ruler. None of the things could help him the most. At last he spotted it – a three inch pocketknife under the glass counter. He bought it right away.

          The knife would be just what he needed to keep Dolah away from him. And he might even get more used out of the knife than the pencil. Children are scared of knives, so he would make the blade as sharp as he study.

          He continued going to school, but not to study. His primary victims were children smaller than himself. He would laugh when they let out a cry or a scream.

          He dumped oil into the aquarium on the class nature table, pulled out the ferns and bean plants and then sliced up the preserved centipedes and snakes.

          He enjoyed the feeling of accomplishment. He felt free at last. Things would even been better, if he were as big as Dolah. Yes, if he were that big, he would run amok at the slightest provocation.

          Zahid was often punished for what he did. But none of the punishments ever seemed to affect him and sometimes his bravery got next to Mr. Jamal. Perhaps, Zahid was too stubborn for his own good.

          For example, Zahid would often put his hands in his pocket while being punished, thinking perhaps the knife was some sort of magic charm giving him extra strength to endure the pain. His face revealed strong determination.

          On one occasion, Mr. Jamal sternly told him to return to his desk after his punishment, and he released his anger by stabbing his knife into the desk in front of him. The knife stood straight up. He imagined it was sticking in his teacher’s chest and a broad smile come across Zahid’s face.

          Mr. Jamal had seen it all, but he acted though he has not noticed a thing. “Only God knows what’s wrong with that boy,” he thought, “but my, how I’d like to tear him to bits!”

          Finally, Zahid cut Dolah with his knife. This was a serious offence, and as a result, he was taken to the school principal. Even before this happened, Mr. Jamal had already recommended that Zahid be sent to reform school.

          Dolah’s hands was quickly bandaged, and Zahid was taken into the principal’s office.

          For some while Mr. Berahim did nothing but look straight at Zahid. He was thinking of all the things that Mr Jamal had told him about Zahid. How he had broken the flower pot, how he had ruined the projects on the nature table, how he had disturbed all the other children, how he had become careless in his schoolwork, and finally, how he had deliberately cut Dolah with his knife.

          Several times Mr. Berahim coughed and placed his glass on the table. He was trying to think of the right thing to say to this small boy.

          At last he pretended to be looking for his pocket knife so he could sharpen his pencil.

         "Zahid, do you have a knife?" he asked with a smile.

         The boy shook his head. Mr. Berahim was certain that he would not give up the possession he prized so highly.

         "If you do, please lend it to me, so I can sharpen my pencil."

         Zahid didn’t know what to do. He was afraid of the principal. With a trembling hand, he reached down into the pocket of his pants. He handed the knife to Mr. Berahim who accepted it with a smile.

         "Is your knife sharp, Zahid?"

         The boy nodded his head.

         "What do you do with such a sharp knife?"

         Zahid shook his head. He didn’t quite understand what was going on.

         "Mr. Jamal told me that you used to be a good pupil."

         The boy was quite. Only his eyelids flickered. The rhythmic sound of children reading in the next room could be heard; they were reading as loudly as they could.

         "Lately you haven’t been a good student, have you?"

         Zahid shook his head again.

         "Who is the best student in your class?"

         "Safian."

         "Would you like to be as smart as he is?"

         Zahid shook his head again. He was still afraid of the principal.

         "Why not?"

         Once more he shook his head. His was really stubborn.

         "Does your grandmother ever give you any money?"

        The boy nodded.

         "How much?"

         Sometimes only five cents."

        "Did you buy a book with the money?"

         Zahid shook his head.

        "Did you buy a pencil? An eraser."

        "No."

        "What did you buy with it?"

        Once he shook his head.

        "Did you buy a knife?"

        "Yes."

        "What for?"

        "Err, Dolah…” and he quickly shook his head gain.

         "What Dolah are you talking about?

         "The one in my class."

         "Are you afraid of him?"

         "Yes."

         "What did Dolah do to you?"

         "He stole my pencil, then…"

         Zahid couldn’t hold back his feelings any longer. He broke down and started crying. He remembered his grandmother, who had spoken to him in the same way that the principal is now doing. His grandmother was kind; the principal seemed just like her.

         He recalled the pencil that he had treasured to much, and how he had been forced to break it, into pieces. He thought of Dolah and Mr. Jamal.

         "Don't worry, Zahid. I’ll look into the matter. But if Dolah is guilty, what will you do to him?"

         "Nothing, sir. I just want Mr Jamal to know that the pencil was mine, not Dolah’s."

         "Okay, you may return to your classroom."

         After the boy had left, Mr. Berahim want to see Mr Jamal. They talked about the pencil.

         The two boys were brought to the principal’s office. Mr. Berahim threats were successful. Dolah confessed everything; the full truth had finally come to light.

          "Perhaps the whipping that he didn’t deserve brought back memories of a sad childhood experience." Mr Berahim explained to Mr. Jamal when they were alone.

          "A sad childhood experience?" Mr Jamal asked in astonishment.

          "You may not know. His father is terribly mean and Zahid hates him. He may have thought you as his father."

          "Oh now I see what you mean. Does he live with his mother?"

          "Oh! Now he lives with his grandmother. His parents are separated."

          "Do you think that his grandmother has spoiled him?"

          "There is no doubt about it"

          "Then he’s not altogether to be blamed!"

          "That’s right. And it’s evident that he has turned his hatred upon you. You can understand  how that happened."

          "There is one thing still puzzling me, sir."

          "Why did Dolah cry so much and try so hard to convince me that the pencil was his?"

          "Because he wanted to cover up for what he had done."

          "I see."

          "But never mind. It’s all over now. I’m confident that you can do what is necessary to bring the situation back to normal again."

          Mr Jamal nodded once more. He had learned much form his experience.

          "People who are short and small are always very sensitive," Mr. Berahim said, with a twinkle in his eyes. He felt good about the whole thing, although this was by no means the first experience he had had.

          Mr Jamal attitude toward Zahid changed. He allowed him a little more freedom and would even let him get away with disturbing the other children form time to time. If Zahid didn’t have a pencil or paper, Mr Jamal would give him what he needed.

          At first, it was difficult for Zahid to make it up with his teacher, but kind word have a way of melting a person’s heart. “Whoever speaks to me like as she does must be a good person like grandmother," Zahid thought.

          Zahid was embarrassed to take on responsibility of being in charged of the classroom blackboard but Mr. Jamal had assigned him to do it and he had to accept it. There was no other choice.

          When it was a story time, Mr Jamal would have Zahid sit beside him. Sometimes he would use Zahid as an example of what children ought to be like.

          Then one day during recess, Mr Berahim asked Zahid to come to his office.

          "I want to give you a present."

          "Thank you very much, sir," he replies, his face all aglow.

          Mr. Berahim picked up two pencils just like the one that had been stolen. Both of them were red.

          As Zahid accepted the present, tears rolled down his cheeks. He couldn’t say for sure – it struck deep down in his heart. Then he smiled.

          After recess, Mr Jamal entered his classroom. He no longer had the habit of standing outside the door and looking before entering. He would always go straight in.

          When it was time for the children to do their written assignments, he couldn’t stop smiling as he noticed Zahid and Dolah using pencils just alike. “Children are really good at heart, if they are only given a chance,” he thought, his eyes moist with tears.

Reblogged and corrected from http://thepencilform1.tripod.com/version_text.htm by Sarip Dol

Tuesday, February 19, 2013

SAYEMBARA PUISI GKLN 2013


Syarat-syarat penyertaan sayembara

1. Sayembara ini terbuka kepada semua warga Malaysia yang menepati salah satu daripada syarat berikut :

     a) Sedang mengikuti pengajian/bekerja di mana-mana negara timur tengah seperti berikut :
         1) Jordan
         2) Mesir
         3) Syria
         4) Morocco
         5) Arab Saudi
 
     b) Menamatkan pengajian dari negara-negara di atas dalam tempoh tidak melebihi satu tahun dari tarikh tutup penyertaan.

2. Tema sayembara adalah 'Kisah Kita'. Tafsiran terhadap tema sayembara adalah bebas dan bersesuaian.
 
3. Karya asli penulis (bukan saduran atau terjemahan) dan belum pernah tersiar atau terbit di mana-mana media cetak. Sekiranya karya tersebut pernah disiarkan di blog/facebook, harap dapat menarik balik karya dari laman tersebut sebelum keputusan diumumkan. 

4. Peserta bebas menghantar seberapa banyak puisi untuk penilaian, tetapi setiap peserta hanya layak memenangi satu hadiah. Karya-karya lain yang baik akan dipilih untuk dibukukan dalam antologi.

5. Setiap karya yang dihantar tidak akan dipulangkan dan pihak penganjur berhak menyiarkan karya tersebut (di buletin, facebook, majalah, weblog dan yahoogroup GKLN) tanpa perlu izin rasmi penulis, namun hak cipta karya tetap di tangan penulis. 

6. Panjang puisi adalah bebas, tetapi mestilah tidak kurang daripada 10 baris. 

7. Beberapa karya terpilih (samada menang atau tidak) akan dipertimbangkan untuk dibukukan dalam antologi GKLN 2013.
   
8. Tarikh tutup penyertaan adalah pada 31 Mac 2013. 
   
9. Terma dan syarat tertakluk pada pindaan.


10. Hantarkan penyertaan anda ke [penulisanirbid@gmail.com] beserta butiran berikut :
 
- Nama dan Nama Pena
- Umur dan tarikh lahir
- Alamat di Malaysia
- Jurusan dan tahun pengajian
- Universiti/Kolej
- Tarikh tamat pengajian dan tempat kerja (jika berkenaan)


 HADIAH YANG MENANTI PEMENANG!

Pertama: RM 200 (karya pemenang akan dibukukan dalam antologi GKLN)

Kedua : RM 170 (karya pemenang akan dibukukan dalam antologi GKLN)

Ketiga: RM 150 (karya pemenang akan dibukukan dalam antologi GKLN)


3x Hadiah Saguhati: RM 50 setiap satu (karya pemenang akan dibukukan dalam antologi GKLN)


*** Karya-karya terpilih (walaupun tidak memenangi hadiah) akan dibukukan dalam antologi puisi GKLN 2013

Saturday, December 1, 2012

Belajar Membaca,Menulis dan Berhitung mengikut singkapan Tafsir Al-Quran.

Belajar Membaca,Menulis dan Berhitung mengikut singkapan Tafsir Al-Quran.


Bismillahirahmanirrahim,
Untuk mempelajari 'ilmu-ilmu yang tersebut itu mestilah ada dasar yang utama sekali, iaitu pandai membaca,menulis,dan berhitung.Ini kerana Ilmu -ilmu itu dituliskan ke dalam buku-buku,sdang untuk membahagi-bahagikan pusaka , berniaga mestilah pandai berhitung dan untuk mengetahui kiblat (ka'abah) di negeri Mekkah, mestilah dipelajari pula ilmu-ilmu tersebut.

Antara ayat-ayat (Dalil) yang berhubung dengan proses sunnatullah ini,Membaca-menulis-dan menghitung terdapat dalam surah-surah yang bakal saya sebutkan secara terperinci di bawah ini.

96 : 01 - Al-Alaq
" Bacalah (Ya Muhammad) dengan nama Tuhan-Mu yang telah menciptakan."

Tafsirannya :-

Surah inilah yang mula-mula turun kepada Nabi Muhammad SAW, iaitu ketika Baginda berada di atas bukit di gua Hira' di Negeri Mekah.Walaupun Nabi Muhammad sejak kecilnya tidak pernah menyembah berhala,sebagaimana yang telah diperlakukan oleh kaumnya.Maha Suci Allah tyang telah menyelamatkan akidahnya tanpa pengetahuan Baginda.Setelah umur Baginda berusia 40 tahun, maka pergilah baginda ke gua Hira' untuk  mengingati Allah dan bersedih hati kerana memikirkan nasib kaumnya, yang telah rosak binasa tentang kepercayaannya, pergaulannya, serta budi pekerti mereka.

Ketika Baginda mengingati Allah di gua Hira' itu, maka datanglah Malaikat Jibril dengan perutusan dari Allah Taala untuk menyampaikan wahyu yang pertama itu.Lalu berkata Malaikat kepada Baginda saw  : 

Malaikat Jibril : " Bacalah!"

Maka Nabi Muhammad saw menjawab : " Saya tidak pandai membaca."

Lalu disuruh lagi Malaikat Jibril : " Bacalah!" 

Demikian kedua kalinya Nabi Muhammad saw menjawab : " Saya tidak pandai membaca."

kejadian ini berlaku berulang -ulang kali sehingga genap tiga kali soalan yang sama diajukan tetap diberikan jawapan yang sama.
Sehinggalah dibacakan Jibril alaihi salam ayat 1-5 daripada surah Al-Alaq ini dan diulangi oleh Nabi Muhammad saw sesudah itu.

Hikmah ayat 1-5 dari Surah Al-Alaq:-

Ayat ini menganjurkan kepada kita,supaya setiap orang,baik lelaki atau perempuan mesti pandai membaca dan menulis dengan pena(kalam),Oleh sebab itu di negeri-negeri yang berkemajuan dan keterdepan telah diadakan satu peraturan, iaitu 'memaksa' ibu bapa menghantar anak-anak mereka ke sekolah.Ini bertujuan,sekurang-kurangnya ke sekolah rendah, supaya umum orang pandai membaca dan menulis.

Di Jepun, telah ada di sana 99% yang pandai menulis dan membaca,sdang orang yang buta huruf hanya 1% sahaja.Ini bermakna tiap-tiap dalam 100 orang cuma seorang sahaja yang buta huruf.
Berkisar pula purata Buta huruf dan kemerosotan yang berlaku di negara kita sendiri,Malaysia.

Petikan Ahkbar, ( Di Serawak)

Buta Huruf di Malaysia meningkat - MAPIM


Buta huruf di kalangan pelajar sekolah kebangsaan dan menengah kini sudah mencecah ratusan ribu dan Kementerian Pelajaran Malaysia wajib mencari pendekatan baru untuk mengu-rangkan sindrom itu daripada terus meningkat.

Presiden Mimbar Permuafakatan Ibu Bapa Malaysia (MAPIM) Negeri Sarawak, Wan Zain Syed Mohdzar berkata ramai ibu bapa yang melihat bahawa sistem pendidi-kan wajib diolah dengan pendekatan yang lebih berkesan dalam menghadapi sindrom buta huruf itu.

Namun katanya, terdapat sekolah-sekolah yang membenarkan dan menempatkan jumlah 50 pelajar berbanding dengan jumlah 25 orang yang sepatutnya dalam sesebuah kelas.

“Jumlah pelajar yang ramai seperti itu sudah tentunya menimbulkan keadaan yang kurang kondusif untuk pembelajaran dan pengajaran dijalankan,” katanya dalam satu kenyataan semalam.

Justeru, katanya, pihak kementerian terbabit wajib memberi keutamaan sama ada berusaha menambah bilangan kelas atau sebaliknya.

“Kalau semua sekolah ingin mencapai sekolah berprestasi tinggi seperti Sekolah Kebangsaan (SK) Ulu Lubai yang hanya mempunyai kurang lebih 30 pelajar pada keseluruhannya, maka Kementerian Pelajaran harus mencari jalan mengurangkan jumlah pelajar dalam setiap bilik darjah,” ujarnya.

Beliau menegaskan per-ubahan dasar pendidikan juga dilihat sebagai sebahagian daripada penyumbang sindrom buta huruf itu terus berlaku.

Wan Zain menambah satu ketika semua mata pelajaran di sekolah diajar dalam Bahasa Inggeris (BI) kecuali Bahasa Malaysia (BM).

“Menteri terbabit bertukar kurikulum… sekolah bertukar dari BI ke BM. Di sam-ping itu, perubahan bermula dari KLSR ke KBSR kemudian Sains dan Matematik dalam BI kini diperkenalkan BIBM dan akhirnya KSSR di mana sudah tentu mempunyai impak atas tahap (standard) pendidikan pelajar itu sendiri, “ katanya.

Beliau menarik perhatian KSSR juga memberi kesan dan tekanan terhadap barisan pendidik dengan menggunakan ‘system filing’ yang diwajibkan terhadap setiap pelajar.

Difahamkan setiap guru selain dari tugas mengajar terpaksa menyediakan sembilan fail untuk setiap pelajar dan guru-guru terlibat dalam mengendalikan sistem itu terpaksa mengeluarkan wang sendiri untuk menyediakan fail bagi setiap pelajar.

Katanya, kelas-kelas pemulihan oleh guru-guru pakar sudah tentu turut mampu membantu mereka.

Dalam proses menimba ilmu, tegasnya, peranan ibu bapa di peringkat awal amat penting sebelum anak-anak mereka memasuki peringkat institusi pendidikan lebih tinggi.

“Sumber ilmu yang ber-mula dari kedua ibu bapa adalah peringkat utama dan pertama dalam memupuk dan mendidik minat anak mereka mengikuti proses belajar dan pembelajaran.

“Kecacatan salah satu pe-ringkat sumber ilmu di pe-ringkat awal akan melunturkan minat anak-anak mereka sehingga boleh berlaku keciciran seawal tahap satu dan dua persekolahan,” kata-nya.

Malah, beliau juga men-dakwa bahawa tabiat pemakanan pelajar yang kurang seimbang wajar diberi perhatian.

Justeru, kempen dan pe-nyediaan makanan di sekolah-sekolah perlu dipantau oleh Jabatan Kesihatan agar makanan yang telah dilarang tidak dijual kepada pelajar-pelajar seperti keropok, snek dan sebagainya.

Sehubungan itu, katanya, MAPIM amat berterima kasih kepada penganjur St. Benildus Learning Centre di St Joseph Kuching kerana telah meng-ambil langkah yang patut dicontohi oleh sekolah-sekolah lain dalam usaha mengurangkan sindrom buta huruf di kalangan pelajar.

“MAPIM percaya bahawa kerajaan juga akan memberi sokongan atas daya usaha itu dengan menyediakan dana khas bagi pelajar yang kurang berkemampuan,” katanya. -Masdarwahid


***
Petikan Akhbar, 


Malaysia Boleh Capai Dewasa 100 Peratus Celik Huruf Pada 2012

Posted on the December 12th, 2010 under Berita Tempatan by Pinvader
TAWAU: Malaysia boleh mencapai sasaran celik huruf 100 peratus pada kalangan dewasanya lebih awal pada 2012, berbanding sasaran pada 2016.
Timbalan Menteri Kemajuan Luar Bandar dan Wilayah Datuk Hasan Malek berkata ia berdasarkan usaha agresif dan pencapaian program Pendidikan Literasi Fungsian (PLF) yang dilaksana Jabatan Kemajuan Masyarakat (Kemas).
“Bilangan golongan buta huruf di negara kita ini sudah tidak ramai. Sasaran kita untuk mengenal pasti golongan buta huruf ini dibuat hingga jauh ke pedalaman termasuk di rumah-rumah panjang di Sarawak.
“Kajian (terbaru) yang dijalankan oleh Pertubuhan Pendidikan, Saintifik dan Kebudayaan Bangsa-Bangsa Bersatu (Unesco) menunjukan bahawa pada masa ini Malaysia telah mencapai 96 peratus celik huruf di kalangan orang dewasa,” katanya kepada pemberita, di sini, Ahad.
Beliau sebelum itu mewakili menterinya Datuk Seri Mohd Shafie Apdal merasmikan Hari Literasi Luar Bandar Peringkat Kebangsaan di sini.
Turut hadir ialah Pembantu Menteri Kewangan Sabah yang juga Anggota Dewan Undangan Negeri (Adun) Apas Datuk Tawfiq Abu Bakar Titingan, Anggota Parlimen Silam Salleh Kalbi dan Adun Tanjung Batu Datuk Hamisa Samat.
Mengulas lanjut, Hasan berkata Malaysia berada di hadapan berbanding beberapa negara jiran dalam pembasmian buta huruf, dan di tempat kelapan berdasarkan laporan Unesco.
Terdahulu, Ketua Pengarah Kemas Datuk Puhat Mat Nayan dalam ucapannya berkata sehingga tahun ini, terdapat 25 kelas bagi golongan buta huruf disediakan di seluruh Sabah dan Sarawak.
Daripada jumlah itu 10 berada di Sabah manakala bakinya di Sarawak, kata beliau.Program PLF merupakan pendekatan Kemas untuk membantu golongan dewasa yang buta huruf menguasai 3M (Membaca, Menulis dan Mengira) menerusi kelas bagi orang dewasa khususnya di pedalaman.
Kelas celik huruf untuk orang dewasa di Sabah dan Sarawak dikendalikan di bawah Kemas manakala di Semenanjung dikendalikan oleh Kementerian Pelajaran.-BERNAMA
Source: mStar 
***
Jika kita soroti kisah dari akhbar di atas, masalah buta huruf masih lagi menjadi kekangan kepada negara yang ingin membangun 10 hingga ke 20 tahun akan datang.Namun msalah yang berlaku ini hanya terjadi di dalam kalangan masyarakat luar bandar yang masih hidup secara nomad(berpindah randah) walaupun jumlahnya kecil,namun kesan kepada popuulasi pembangunan intelek negara semakin membimbang,Namun Alhamdulillah,kerajaan yang bertanggung jawab telah ' memaksa' golongan yang terawal untuk menhantar generasi mereka mempelajari 3 kuasa ilmu ini.
Oleh sebab itu,menyeru kepada setiap negeri diadakan sekolah tambahan bagi sesiapa yang dewasa tetapi masih mahu untuk mempelajari asas ilmu kemahiran ilmu ini.Sekiranya pemerintah tidak mewajibkan sedemikian,Perlu setiap individu tersebut mewajibkan diri sendiri kerana setiap diri dan sanubari itu sangat-sangat memerlukan ilmu ini,kerana kewajipan ke atas diri sendiri itu terlebih kuat berbanding mewajibkan keatas orang lain.
Namun,jika diperhatika hikmah Allah menjadikan Nabi Muhammad saw itu tidak pandai menulis dan membaca , ini kerana ia sebagai mu'jizat bagi Baginda saw.Jika Bagainda panda membaca dan menulis, tentu sahaja akan ada tentangan dan tuduhan orang yang menggangap bahwa Kitab Suci Alquran ini ditulis oleh Baginda.Nauzubiilah dan Alhamdulillah Allah Maha Bijaksana dalam pentadbiranNya.
Oleh itu, suka citanya kita seharusnya berbangga dan bersyukur menjadi yang terpilih menjadi seorang yang dapat menguasai tiga ilmu asas itu dalam kehidupan seharian kita.Dengan menengahkan persoalan ini,dapatlah kita membantu manusia yang lainnya untuk memahami sekitar ilmu Allah yang lain dan lebih tinggi dengan bertujuan membantu manusia pembaca,penulis dan penghitung mengangkat kalimah Allah di tempatnya.Mari kita sma-sama berusaha menyediakan diri untuk membantu mereka.
:: 3M | MEMBACA-MENULIS-MENGHITUNG ::-
Selingan buat pengunjung portal rasmi Kelab Penulisan Irbid :
Disediakan oleh:
Saidah Hafizah Mohd Hanapi,
Setiausaha KPI'12/13.

Friday, November 23, 2012

Kepimpinan Kelab 2012/2013

Penasihat
Ainul Arina Mardhiah Binti Mohd Noor

Pengerusi
Abdullah Abrar Bin Haron
077 925 5049

Timbalan Pengerusi I
Nur Afza Najwa Binti Abd Hamid
077 532 3297

Timbalan Pengerusi II
Amir Siddiq Bin Hasnan
077 940 1029

Setiausaha
Saidah Hafizah Binti Mohd Hanapi
077 628 1748

Bendahari
Mohammad Haniff Zikri Bin Mohd Nahrawi

Unit Program Dan Teknikal
Mohd Shafiq Bin Said
077 943 3970

Unit Promosi Dan Publisiti
Wan Nurul Izzah Binti Wan Ali
077 674 5610

Unit Penerbitan Dan Tugas-tugas Khas
Rabiatul 'Adawiyah Binti Zairi
077 674 5608










*Tertakluk kepada sebarang perubahan. Kemas kini 24 November 2012.

Thursday, January 12, 2012

Aktiviti Kembara Menulis







Tentu ramai dari kita yang suka berjalan, mengembara melihat tempat orang. Tentu ramai yang gemar menikmati pandangan indah pantai-pantai, lautan luas, atau sekeping senja di akhir hari. Tentu juga ramai yang suka menelusuri sejarah ketamadunan Islam, semangat juang yang tertinggal dan segala tumpah darah yang tertimbus. 


Alangkah ruginya musim cuti ini kalau kita biarkan semua ini sekadar berlalu di mata, dan menyinggah di minda. Lupakah kita, segala yang terkesan itu mendidik hati? 


Abadikanlah segala pengalaman cuti kita dalam bentuk tulisan buat tatapan masa hadapan. 


Maka, kali ini kelab penulisan membawakan aktiviti yang menarik untuk anda cuti musim sejuk ini, Aktiviti Kembara Menulis . Aktiviti ini bertujuan untuk mengasah lagi bakat ahli dalam penulisan. Apa yang harus anda lakukan hanyalah tulis segala kenangan manis, kenangan pahit, pengajaran, keresahan, pengalaman anda sepanjang cuti ini menjadi sebentuk tulisan tidak kiralah dalam apa bentuk sekalipun.
  • cerpen
  • puisi
  • catatan
  • artikel
  • ulasan
  • travelog
  • dll
Di sini kami sertakan beberapa contoh tulisan. 

Contoh catatan.

Pinggir Venice, Itali.

"Sahabat, cuba kau lihat nun hujung sana. Horizon itu, seolah ada
sesuatu yang ia sembunyikan. Sesuatu yang satu hari aku rasa aku akan faham."

"Mungkin tiada yang ia sembunyikan. Dan kau tidak perlu mencari. Jawapan itu akan tiba bila kau bersedia. Jawapan yang sebenarnya telah lama ada pada diri.

Bayu nyaman, lembut awan , gulungan ombak kecil, dan laut biru tenang ini turut mendengar bicara kita tentang rasa kau itu.
Dan mereka turut berbicara. Bahasa alam. Bahasa Tuhan.
Pendengarnya, seperti yang kau tahu...insan yang memerhatikan."

Menerima, sahabat, sebenarnya juga sebahagian dari memberi.


Contoh Sajak
Bocadillas Dar Barak
Sebuah kedai kecil,
di hujung simpang jalan,
Aminah ibunya,
Ahmad abangnya,
Hamzah adiknya.

Entah apa rahsia kalian,
membuai asyik,
mengalirkan sebegini tenang.

Apa mungkin,
dari segulung schish kebab,
secawan segar lemonida,
malap terang lilin sebatang,
alun muzik terpilih,
dan ukir biru indah terpandang?

Atau sebenarnya,
kalian punya cinta,
yang tersisa dari Sultan Al Hambra,
namun masih teguh menyala,
buat semua pengunjung Granada ?

Dan Aminah,
saat memanggilmu "ummi"
aku tahu jawapannya.

Granada, Sepanyol
Haniff Zikri

Madina Az-Zahra
I
sayangku
biar pohon ini membuah salji untukmu
untukmu.
agar terubat rindumu pada dingin salju.
pada salju.

tinggallah dalam mahligai ini
kubina taman seindah mimpi
perempuan-perempuan buatmu
pemuda-pemuda yang mengawal
kekal-lah.
menjadi bunga terindah
menghias hidupku.

II
runtuhan Madinah Az-zahra
lambang cinta manusia.
masih kekalkah kasih mesra,
seribu tahun lagi?

Cordoba, Sepanyol
SADIS


Tips sebelum , semasa , dan selepas kembara :


1. Sebelum

Cari maklumat tentang tempat cuti anda dari internet, buku-buku atau pengalaman orang yang telah pergi. Cari perkara yang menarik agar anda berasa teruja untuk ke sana. Perkara yang menarik itu boleh jadi apa sahaja, sejarah; suasana; pemandangan; masyarakat; dll.

Adalah lebih digalakkan bercuti bersama rakan yang juga mahu menulis.

2. Semasa

Tulislah apa sahaja yang terlintas dalam minda. Perkara-perkara baru yang anda lihat dan anda baca.
Perkara inilah yang kelihatan kecil ketika bercuti menjadi kenangan yang besar selepas cuti. Dan itulah tulisan menjadi jendela untuk kita memandang kembali kenangan-kenangan itu.

3. Selepas

Baca semula tulisa-tulisan anda, dan baiki.

Seterusnya nanti kita akan saling berkongsi karya sepanjang kembara menulis ini di dalam kelab.

Tentu menarik.

Selamat bercuti, dan selamat menulis!

Monday, December 26, 2011

Preview : Bengkel Penulisan Puisi

25 Disember 2011

Kelab Penulisan Irbid buat telah berjaya melangsungkan bengkel penulisan puisi. Doktor Ainul Arina Mardiah Mohamad Noor telah dijemput untuk menyampaikan ceramahnya. Terima kasih diucapkan kepada beliau.

Profile Penceramah.



Berikut merupakan isi-isi penting sepanjang bengkel dijalankan.

1. Falsafah dan Pemikiran Puisi

Puisi mampu menjentik rasa keindahan yang tersimpan dalam hati setiap insan. Oleh sebab itu, puisi sering menjadi satu agen penyebar idea dan agenda.

Puisi juga telah lama digunakan sebagai satu bahan dakwah yang berkesan, juga sebagai inspirasi membakar semangat perjuangan sejak berkurun lagi. Disamping, puisi menjadi bukti rasa kecintaan kepada sesuatu yang akhirnya membawa kembali kepada cintakan Ilahi.

2. Maksud Puisi/Sajak

i." Sajak adalah bentuk sastera yang kental dengan muzik bahasa serta kebijaksanaan penyair dan tradisinya" (Muhammad Haji Salleh)

ii. " Sajak tidak berbicara segalanya dan tidak kepada semua." (Baha Zain)

iii. "Kata-kata terbaik dalam susunan yang terbaik" (Samuel Taylor Coleridge)

3. Pembinaan Puisi

a. Asas bahasa

Puisi terbahagi kepada dua jenis; denotatif dan konotatif. Denotatif ialah puisi yang jelas, terus dan tidak mempunyai maksud yang lebih mendalam, berbeza dengan konotatif yang membawa maksud yang lebih dalam dan harus diteliti dengan baik.

Puisi kaya dengan gaya bahasanya, antara yang selalu diguna-pakai untuk menghasilkan puisi yang baik ialah;

- rima
- inversi
- metafora dan simile
- anafora, epifora, repitisi
- personifikasi
- hiperbola
- unsur bunyi; asonansi dan aliterasi

b. Tema dan persoalan

Penulis puisi yang baik haruslah membawa tema dan persoalan yang berkualiti, meluas dan membina. Tema dan persoalan yang baik boleh diraih dengan pemerhatian yang teliti dan pengkajian terhadap sesuatu perkara, bahan bacaan, masyarakat, kehidupan mahupun alam.

c. Bentuk puisi

Bentuk puisi meliputi beberapa aspek utama :

i. Binaan luar - puisi yang baik haruslah ekonomis dan ambiguitis

ii. Sudut pandangan - puisi mempunyai pelbagai sudut pandangan seperti orang pertama, orang kedua, orang ketiga dan sudut pendangan serba tahu.

iii. Nada - Pelbagai nada digunakan bagi menghidupkan puisi antaranya romantis, melankolis, sinis, protes, dan patriotik.

4. Red flag. 

Perkara-perkara yang perlu dielakkan sepanjang penulisan puisi ialah :

1. Klise


Mengunakan ayat-ayat yang sudah biasa, senang dan membosankan. Ayat yang tidak asli.

'Angin yang sepoi-sepoi bahasa terasa dingin menampar-nampar pipiku' - Contoh ayat klise.

Harus diletakan lebih 'effort' untuk menghasilkan ayat yang lebih menarik. Ini contoh ayat yang saya buat, dan diterima penceramah.

'Angin mencium lembut bagai sutera menyelimut'

Cuba bayangkan angin selain daripada menjadi 'angin'. Bayangkan angin mempunyai kaki, tangan atau mulut. Maka penggunaan diksi akan lebih segar dan menarik.

'Bertiup kini angin mesra dan bersih meluhuri takhta dan panji bangsa merdeka' (Menyemai Hikmah, SN A. Samad Said)

'awan curiga yang ditiup angin sangsi dari langit utara menggugurkan hanyir darah di laman pondok' (Perawan Selatan, Shahrunizam Abd Talib)

2. Lewah

Menghasilkan ayat yang panjang dan meleret-leret. Puisi yang baik ialah yang ekonomis dan ambiguitis. Kurangkan kata imbuhan yang tidak perlu dan kata ganda yang tidak perlu.

'Aku mencari dirinya' boleh diperbaiki menjadi 'kucari dia'. 

3. Tanda baca dan tatabahasa

Penulis harus mengambil berat penggunaan tanda baca dan tatabahasa dalam penulisan puisi. Tanda baca yang salah dapat menghilangkan nada bacaan dan maksud yang ingin disampaikan.

Perhatikan perbezaan ayat-ayat di bawah :

i. Women without her man is nothing.

ii. Women without her man, is nothing.

iii. Women, without her, man is nothing.

Mitos : setiap baris perlu diakhiri dengan koma dan nokhtah hanya boleh diletakkan di hujung rangkap.

Sebenarnya di dalam penulisan puisi, koma tidak semestinya di setiap baris dan nokhtah tidak semestinya di hujung rangkap. Sebagai contoh boleh dilihat di dalam puisi Al Wahn nukilan Fahd Razy.

(Perhatikan tanda koma)
Rindu- tidak perlu kudakapi,
  pergilah bersama bahtera noda,
  kenangan silam semanis hempedu,
  bak gumpalan awan hitam
  menutup mentari cinta tenggelam.

(Perhatikan tanda nokhtah)
Yang mengapung adalah buih yang melata
raput tanpa cinta satu umat
dan tekad seribu jasad. Kini perjalanan sejarah
yang jauh meninggalkan madrasah
nabawiyah...

4. Citra bercampur.

Menggunakan imej-imej yang tidak sekufu dan memeningkan pembaca.

Hidupku adalah perahu usang di lautan
Sesekali singa dugaan menerpa
Onak dan ranjau juga menyapa
Dan aku kehausan di gurun perjalanan
Mencari setitik air yang tak
berkunjungan. 

Boleh dibaiki menjadi

Hidupku adalah perahu usang di lautan
Sesekali ombak dugaan menerpa
Ribut dan badai juga menyapa
Dan aku kehausan di samudera
pelayaran
Mencari setitik air yang tak berkunjungan.


5. Ayat Bombastik

Mengunakan kata-kata yang indah dan luarbiasa bagi 'membungakan' ayat tanpa membawa maksud yang jelas dan bernas. 

Contoh ayat : "Dalam hal ini, beliau memfasiqkan bahawa keputusan itu terpaksa dibuat oleh kerajaan walakin mendapat tentangan daripada pihak pembangkang namun baginya ia katarsis."

6. Perlambangan mengarut.

Mengunakan lambang-lambang yang tidak sesuai dan tidak dapat diterima. 

Contoh : 'Senja...aku bangkit menjadi hamba yang bersemangat!'

Sebenarnya tidak ada yang dapat dilihat membawa semangat dengan kata senja. 

Contoh lain : 'Ia datang bagai harimau menggoncang' , 'Ikan-ikan berterbangan gembira sendiri'. 

7. Prosa vs Puisi

Menulis puisi haruslah diiringi dengan maksud yang dalam, tidak prosaik (straight-forwad) dan tidak personal.

Contoh 'puisi' prosaik;

Terbit matahari pagi tadi
Aku buka almari
aku terlihat pada baju kurung putih
Putih sekali
Yang punya manik-manik kecil

Selalunya puisi-puisi prosaik, andai disusun semula bakal menjadi sebuah cerita yang 'plain'.

"Terbit matahari pagi tadi aku buka almari. Kemudian, aku terlihat pada baju kurung putih, putih sekali yang punya manik-manik kecil."

8. Pengulangan yang lemah

Pengulangan yang lemah di dalam puisi sebenarnya menunjukkan ketidakcintaan penulis terhadap puisinya. Menunjukkan penulis malas berfikir dan membuat puisi dengan sambil lewa.

Contoh pengulangan yang lemah :

Pagi ini aku merindui
kampungku yang cantik
kampungku yang indah
kampungku yang permai

Pengulangan yang baik pula, menguatkan lagi sebuah puisi itu. Sebagai contoh di dalam puisi 'Seketika Aku Membaca Bahasa Kebesaran-Mu' oleh Fadh Razy;

Seketika aku menjentik maujud gunung-Mu;
   yang bergetar itulah kerdil insaniku.

Seketika aku menghembus gelojak mentari-Mu;
   yang terpadam itulah ketakburan batiniku.

Seketika aku menghambat keliaran angin-Mu;
   yang rebah itulah gelojoh peribadiku.

Seketika aku membakar pesona bulan-Mu;
   yang garing itulah ghairah duniawiku.

Seketika aku meneroka tegar belantara-Mu;
   yang terkoyak itulah nafsu manusiawiku.

(ila akhir...)

Begitulah 'red flag' yang harus dihindari para penulis puisi. 

Antara nasihat penceramah, "Puisi bukanlah kerja lima minit. Tulis dan simpan, perap dahulu, dan baiki dari masa ke masa."

Wallahualam. Semoga bermanfaat. 








Monday, December 19, 2011

Bengkel Penulisan Puisi

Assalamualaikum...

Dibawakan khas dan istimewa untuk ahli Kelab Penulisan Irbid.



Tarikh : 24 Disember 2011 (sabtu)
Masa : 12 tgh/hari - 3 petang
Tempat : PUSKOM

Sebarang pertanyaan,hubungi :
Amir Siddiq : 0779401029
Ainaa Syahirah : 0777714163





Moga bermanfaat untuk semua! (^_~)