Selamat pagi cikgu :)

As Salam...

Ehh...lama betul tak bersiaran...busy la...sape cakap cikgu banyak free time goyang2 kaki, mmg nak kene cili mulut dia.

Masuk sekolah baru, byk nak kene adapt..lotihhhh...tp setiap skolah ada budaya sendiri, ada ranking yg nak dipertahankan. sekolah aku ni, raking ke 11 dari 68 sekolah kot...so kau paham la terkangkang kiap cikgu2 buat keje, program, karnival etc. weekend pon ig group n whatsapp tung tang tung tang x benti...xde life weiii...kehidupan sosialku punah ranah...Selagi belum tutup mata, keje..keje..keje..lillahitaala.

baru jejak kaki sehari, dah dpt task jadik emcee perhimpunan bulanan, kau rasa?? tak terkejut beruk aku..adoii..layannn...new broom katanya...nak kasi can cikgu baru..alahaiii....whatever la...

jawatankuasa lain jgn ckp..cikgu cikgi sedia maklum pepaham udah ler... semoga dipermudahkan urusan harian kat skolah n.. dah cuba keluar, gembira for 6 yrs dok ipg n utm..tp sudahnya berpatah balik ke bidang perguruan di sekolah..semuanya aturan Allah.. rezeki di sini..hhmm...kene cuba suka, kalau x..x jadi. Mcm mana nak kasi suka, ttpkan aim..so xde la meraban sangat..sbb kau tau kau ada aim nak achieve. x kisah la aim apa2..GC ka...kau  nak jadi PK ka...nak aim jadik pengetua pon buleh aihh....berangan itu free mekk...gituuuuu....nanti sambung balik..daaa

Kenapa n=30 utk pilot/experimental test?

Selama ni tau 30 jek, sebab musabab x pasti..ini penjelasannya, terima kasih Dr OT.

mcm mana nak interpret t test spss output

As salam...ni pon topik basi ni..tp nak masuk jugak kat sini..sbb bila lama tinggal..mampuih lupa semua..setiap kali sambung blaja, setiap kali repeat balik mende ni..lupa sbb x amalkan..yelah...kita buka guna spss nak beli barang kat tesco kan..hahahahahah...

Ckp pasal t test kan..kompom2 la statistik kan..selalunya org xde masalah nak dptkan result guna spss..pastu..nak interpret...menggagau x reti..spss tu bagi result dlm bentuk nombor..kalau x reti baca maksud nombor tu..xde maknanya...

basicnya t test ada 3 jenis..semua org slalunya dah familiar kan..simple t test..independent t test dan sekor lagi..dependent  test a.k.a paired t test...

sblm syok2 ber t test..pastikan data korg2 ni semuanya normally distributed eh..bell atau gaussian shape..bukan skewed ke kiri atau kanan..graph bentuk m ke v ke..bukan ek..itu kene dipastikan..how ler?? kau buat la NORMALITY TEST guna spss tu haa..... tp kalau tgk dari bacaan varians..pon dah boleh agak juga nanti data kita jenis mcm mana..normal atau not normally distributed...mende varians tu??

Varians tu ialah satu bacaan yang menunjukkan mcm mana data tu disperse/bertabur/berselerak daripada min..eh...sebelum kau kompius..min tu purata..benda yg sama

makanya, kalau nilai varians kau besar..maknnaya lagi jauhla tersebar data2 tu daripada min..so..xde maknalah min itu..maksudnya lagi..sampel kau tu tidak homogenus..bila x homogenus maknanya not normally distributed..so xleh la pakai t test..sbb test ni parametrik, apply utk data normal saje..data tidak normal..silalah pi buat non parametrik test..ngerti??

t test ni guna utk tengok mean difference (perbezaan min)..jadi basicnya ko kene buat descriptive stats dulu..maknanya kene tau berapa mean, mod, varians semua2 tu..yg basic2..sbb ada kalau melalui descriptive stats..sah2 nampak ada mean different yg sagt besar dan jelas..x payah la gedik nak continue dgn t test..t test ni inferential stats..

cth output spss

kau tekan2 spss..keluar table ni..acaner nak baca??
1. ko tgk figure pada sig colume..tu levene test punya reading..sbb nilai levene test tu 0.582 (p>0.05), lebih besar dr significant 0.05..maka varians ada sama...maknanya kita akan amil bacaan equal variance (row atas) utk tgk t test value pulak..
2. kat ni t test value dia 0.14 (p>0.05), kita accept null hypotesis dengan rumusan bahawa tiada perbezaan min antara.....ko sambung ayat tu ikut variable kajian masing2 ye....

kalau mcm ni pulak???

sama aje la...
1. pi tgk kat Levene test bah sig tu..apsal?? sbb figure ni akan tentukan kita akan amik bacaan t test dr row atas atau bawah. Dalam kes ni, nilai sig Levene test ialah p=0.006 (p>0.05)..so..bacaan kita mesti dari row pertama.
2. bacaan t test..nampak 0.000..sah2 la p<0.005, so kita reject null hypothesis..dengan rumusan bahawa wujud perbezaan min antara.....ko sambung ayat tu ikut variable korg.....
perbezaan ini bermakna tau.. meaning...

cth: lelaki skor 50, perempuan skor 54
berapa beza?? 4 je kan...tp bila buat t test,,wujud perbezaan yg signifikan sbbP<0.05, so bermakna wujud perbezaan yg signifikan walau nilai kecil

senang kan!!
dah..kbye!

Theories of Problem Solving

** teori problem solving dtg dr 2 ni je..yg lain2 tu model..paham takkkkk..jgn kompius lagi

** sbb research focus ialah PS strategy..kita pilih Newell & Simon (1972) hoccay..ingat tuu

Many current views of problem solving, such as described in Keith Holyoak and Robert Morrison'sCambridge Handbook of Thinking and Reasoning (2005) or Marsha Lovett's 2002 review of research on problem solving, have their roots in Gestalt theory or information processing theory.

Gestalt Theory. The Gestalt theory of problem solving, described by Karl Duncker (1945) and Max Wertheimer (1959), holds that problem solving occurs with a flash of insight. Richard Mayer (1995) noted that insight occurs when a problem solver moves from a state of not knowing how to solve a problem to knowing how to solve a problem. During insight, problem solvers devise a way of representing the problem that enables solution. Gestalt psychologists offered several ways of conceptualizing what happens during insight: insight involves building a schema in which all the parts fit together, insight involves suddenly reorganizing the visual information so it fits together to solve the problem, insight involves restating a problem's givens or problem goal in a new way that makes the problem easier to solve, insight involves removing mental blocks, and insight involves finding a problem analog (i.e., a similar problem that the problem solver already knows how to solve). Gestalt theory informs educational programs aimed at teaching students how to represent problems.

Information Processing Theory. The information processing theory of problem solving, as described by Allen Newell and Herbert Simon (1972), is based on a humancomputer metaphor in which problem solving involves carrying out a series of mental computations on mental representations. The key components in the theory are as follows: the idea that a problem can be represented as a problem space—a representation of the initial state, goal state, and all possible intervening states—and search heu-ristics—a strategy for moving through the problem space from one state of the problem to the next. The problem begins in the given state, the problem solver applies an operator that generates a new state, and so on until the goal state is reached. For example, a common search heuristic is means-ends analysis, in which the problem solver seeks to apply an operator that will satisfy the problem-solver's current goal; if there is a constraint that blocks the application of the operator, then a goal is set to remove the constraint, and so on. Information processing theory informs educational programs aimed at teaching strategies for solving problems.

source:http://www.education.com/reference/article/problem-solving1/

IBL vs PBL vs CBL

We see IBL as a pedagogy which best enables students to experience the processes of knowledge creation. The core ingredients of an IBL approach that most researchers are in agreement with are:

• learning is stimulated by inquiry, i.e. driven by questions or problems;
• learning is based on a process of constructing knowledge and new understanding;
• it is an 'active' approach to learning, involving learning by doing;
• a student-centred approach to teaching in which the role of the teacher is to act as a facilitator;
• a move to self-directed learning with students taking increasing responsibility for their learning; and
• the development of skills in self-reflection.

Several modes of IBL are discussed in the literature. One framing we find useful is that of Staver and Bay (1987) who distinguish between structured, guided and open inquiry. Their definitions were particularly oriented towards problem solving, but we broaden their categories to allow exploration of issues. Thus we distinguish between:

• structured inquiry – where teachers provide an issue or problem and an outline for addressing it
• guided inquiry – where teachers provide questions to stimulate inquiry but students are self-directed in terms of exploring these questions
• open inquiry – where students formulate the questions themselves as well as going through the full inquiry cycle as given in Figure 1.

*CBL (guided inquiry) over PBL (open inquiry)

The relationship between IBL, problem-based learning (PBL), and case-based learning (CBL) is less clear. Problem-based learning has a well developed literature base but like IBL, the definition of the term is contested and again there are a variety of approaches that fall under the umbrella term of PBL. All approaches may begin with a question, although open inquiry often starts with a general theme or issue from which students develop a particular question to be addressed. The timescale for IBL (over weeks or months) is typically much longer than for either PBL (hours to weeks) or CBL (minutes to hours). Whilst open inquiry promotes student choice in terms of the topic of learning, in PBL and CBL, the content and skills to be learned are usually far more prescribed. CBL and PBL are thus akin to structured and guided forms of IBL. In all approaches the teacher’s role is one of a facilitator. Given these relations between the three approaches, the research team decided that PBL was a more prescriptive form of IBL, and CBL a more focussed form of PBL, giving a nested hierarchy within the realm of active learning (Figure 2).

Figure 2: Proposed relation between inquiry-based 

learning (IBL), problem-based learning (PBL) and case-based learning (CBL). IBL, PBL and CBL fall in the realm of active learning; PBL is a subset of IBL and CBL is a subset of PBL (adapted from Spronken-Smith et al., 2008).

Herreid (2007) provides 11 basic rules for case-based learning.

1. Tells an engaging Tstory.
2. Focuses on an interest-arousing or controversial issue
3. Set in the past five years
4. Creates empathy with the central characters.
5. Includes quotations. There is no better way to understand a situation and to gain empathy for the characters
6. Relevant to the reader.
7. Must have pedagogic utility.
8. Conflict provoking.= Requires the reader/viewer to use information in the case to address the problem
9. Decision forcing.= Requires the reader/viewer to think critically and analytically to address the problem
10. Has generality.
11. Is short, Brevity – has just enough information for a good analysis

Why Use Case-Based Learning?

To provide students with a relevant opportunity to see theory in practice. Real world or authentic contexts expose students to viewpoints from multiple sources and see why people may want different outcomes. Students can also see how a decision will impact different participants, both positively and negatively.

To require students to analyze data in order to reach a conclusion. Since many assignments are open-ended, students can practice choosing appropriate analytic techniques as well. Instructors who use case-based learning say that their students are more engaged, interested, and involved in the class.

To develop analytic, communicative and collaborative skills along with content knowledge. In their effort to find solutions and reach decisions through discussion, students sort out factual data, apply analytic tools, articulate issues, reflect on their relevant experiences, and draw conclusions they can relate to new situations. In the process, they acquire substantive knowledge and develop analytic, collaborative, and communication skills.

Many faculty also use case studies in their curriculum to teach content, connect students with real life data, or provide opportunities for students to put themselves in the decision maker's shoes.

Research has shown that case-based learning has been very successful at providing a context for abstract material. Cases also provide an ‘experience’ for students that can be transformed into learning through reflection or experimentation. Case-based learning has been linked with the effective development of critical thinking, problem solving, clinical reasoning and analysis, which in turn are characteristics of a deep approach to learning. It also can be used to facilitate a model of self-directed and reflective learning that serves students very well in future courses and careers. (Dunne and Brooks, 2004).

Designing Case Study Questions

Cases can be more or less “directed” by the kinds of questions asked—these kinds of questions can be appended to any case, or could be a handout for participants unfamiliar with case studies on how to approach one.

• What is the situation—what do you actually know about it from reading the case? (Distinguishes between fact and assumptions under critical understanding)
• What issues are at stake? (Opportunity for linking to theoretical readings)
• What questions do you have—what information do you still need? Where/how could you find it?
• What problem(s) need to be solved? (Opportunity to discuss communication versus conflict, gaps between assumptions, sides of the argument)
• What are all the possible options? What are the pros/cons of each option?
• What are the underlying assumptions for [person X] in the case—where do you see them?
• What criteria should you use when choosing an option? What does that mean about your assumptions?

Managing Discussion and Debate Effectively

• Delay the problem-solving part until the rest of the discussion has had time to develop. Start with expository questions to clarify the facts, then move to analysis, and finally to evaluation, judgment, and recommendations.
• Shift points of view: “Now that we’ve seen it from [W’s] standpoint, what’s happening here from [Y’s] standpoint?” What evidence would support Y’s position? What are the dynamics between the two positions?
• Shift levels of abstraction: if the answer to the question above is “It’s just a bad situation for her,” quotations help: When [Y] says “_____,” what are her assumptions? Or seek more concrete explanations: Why does she hold this point of view?”
• Ask for benefits/disadvantages of a position; for all sides.
• Shift time frame—not just to “What’s next?” but also to “How could this situation have been different?” What could have been done earlier to head off this conflict and turn it into a productive conversation? Is it too late to fix this? What are possible leverage points for a more productive discussion? What good can come of the existing situation?
• Shift to another context: We see how a person who thinks X would see the situation. How would a person who thinks Y see it? We see what happened in the Johannesburg news, how could this be handled in [your town/province]? How might [insert person, organization] address this problem?
• Follow-up questions: “What do you mean by ___?” Or, “Could you clarify what you said about ___?” (even if it was a pretty clear statement—this gives students time for thinking, developing different views, and exploration in more depth). Or “How would you square that observation with what [name of person] pointed out?”
• Point out and acknowledge differences in discussion—“that’s an interesting difference from what Sam just said, Sarah. Let’s look at where the differences lie.” (let sides clarify their points before moving on).

Source:

• http://www.queensu.ca/ctl/what-we-do/teaching-and-assessment-strategies/case-based-learning
• http://www.usask.ca/gmcte/case-based
• Herreid, C. F. (2007). Start with a story: The case study method of teaching college science. NSTA Press.
• http://pt.slideshare.net/Learning_Instruction/casebasedlearning/4

Problem-Based Learning: What and How Do Students Learn? (Hmelo-Silver, 2004)

Hmelo-Silver, C. E. (2004). Problem-Based Learning: What and How Do Students Learn?Educational Psychology Review, 16(3), 235-266.

Souce: http://kanagawa.lti.cs.cmu.edu/olcts09/sites/default/files/Hmelo-Silver_2004.pdf

1.  Problem-based learning (PBL) is an instructional method in which students learn through facilitated problem solving ~~ Psychological research and theory suggests that by having students learn through the experience of solving problems, they can learn both content and thinking strategies.
2. work in collaborative groups -- Collaborative problem-solving groups are a key feature of PBL
3. engage in self-directed learning (SDL) and then apply their new knowledge to the problem and reflect on what they learned and the effectiveness of the strategies employed
4. teacher acts to facilitate the learning process rather than to provide knowledge

GOALS OF PBL 

Problem-based curricula provide students with guided experience in learning through solving complex, real-world problems. PBL was designed with several important goals (Barrows and Kelson, 1995). It is designed to help students 

1) construct an extensive and flexible knowledge base; 

2) develop effective problem-solving skills; One indicator of effective problem-solving skills is the ability to transfer reasoning strategies to new problems.

3) develop self-directed, lifelong learning skills; 

4) become effective collaborators; and 

5) become intrinsically motivated to learn..

PBL is one of a family of approaches that include anchored instruction and project-based science.

~~ all three approaches use a common problem and rely on the teacher to help guide the learning process. They differ in terms of the type and role of the problem, the problem-solving process, and the specific tools that are employed

There are at least two key issues that go to the heart of all of these approaches to learning through problem solving. 

• First, all the approaches emphasize that learners are actively constructing knowledge in collaborative groups. 
• Second, the roles of the student and teacher are transformed. The teacher is no longer considered the main repository of knowledge; she is the facilitator of collaborative learning. The teacher helps guide the learning process through open-ended questioning designed to get students to make their thinking visible and to keep all the students involved in the group process. In anchored instruction and project-based science, the teacher does some direct instruction, often when students need information for the problem-solving activities.The SDL emphasis is a distinguishing feature of PBL. In PBL, students become responsible for their own learning, which necessitates reflective, critical thinking about what is being learned (Bereiter and Scardamalia, 1989). In PBL, students are asked to put their knowledge to use and to be reflective and self-directed learners.

The Role of the Problem

• To foster flexible thinking, problems need to be complex, ill-structured, and open-ended; to support intrinsic motivation, they must also be realistic and resonate with the students’ experiences. A good problem affords feedback that allows students to evaluate the effectiveness of their knowledge, reasoning, and learning strategies. 
• The problems should also promote conjecture and argumentation. Problem solutions should be complex enough to require many interrelated pieces and should motivate the students’ need to know and learn. As students generate hypotheses and defend them to others in their group, they publicly articulate their current state of understanding, enhancing knowledge construction and setting the stage for future learning (Koschmann et al., 1994).
• Good problems often require multidisciplinary solutions.
• Good problems also foster communication skills as students present their plans to the rest of their class. Multidisciplinary problems should help build extensive and flexible knowledge because information is not learned in isolation.

The Role of the Facilitator

• In PBL, the teacher/facilitator is an expert learner, able to model good strategies for learning and thinking, rather than an expert in the content itself. The facilitator scaffolds student learning through modeling and coaching, primarily through the use of questioning strategies
• Facilitators progressively fade their scaffolding as students become more experienced with PBL until finally the learners adopt many of the facilitators’ roles ~~ Although the facilitator fades some of his or her scaffolding as the group gains experience with the PBL method, s/he continues to monitor the group, making moment-to-moment decisions about how best to facilitate the PBL process. 
• The facilitator is responsible both for moving the students through the various stages of PBL and for monitoring the group process. This monitoring assures that all students are involved and encourages them both to externalize their own thinking and to comment on each other’s thinking (Hmelo-Silver, 2002; Koschmann et al., 1994). 
• The PBL facilitator (a) guides the development of higher order thinking skills by encouraging students to justify their thinking and (b) externalizes self-reflection by directing appropriate questions to individuals. The facilitator plays an important role in modeling the problem solving and SDL skills needed for self-assessing one’s reasoning and understanding. The facilitator directly supports several of the goals of PBL. First, s/he models the problem solving and SDL processes. Second, the facilitator helps students learn to collaborate well. An underlying assumption is that when facilitators support the learning and collaboration processes, students are better able to construct flexible knowledge.

**The role of the facilitator is extremely important in modeling thinking skills and providing metacognitive scaffolding. 

Teaching & Learning Approach/ Strategy/ Technique/ Method

As Salam..

Note utk diri sendiri..mohon jangan kompius...ya ampunnnn

Source:

1. http://www.slideshare.net/justindoliente/principles-of-teaching-33070911
2. http://www.slideshare.net/switlu/different-approaches-and-methods?username=diyana7@live.utm.my
3. http://www.slideshare.net/jaezek1804/selection-use-of-teaching-strategies-different-approaches

Designers Should Enhance Students’ Ill-Structured Problem-Solving Skills

 Identifying Questions to Investigate

Designers Should Enhance Students’ Ill-Structured Problem-Solving Skills

Namsoo Shin & Steven McGee
Copyright © 2003.
http://www.cotf.edu/vdc/entries/ILLPS.html

---

What are ill-structured problems?

Ill-structured problems are ones students face routinely in everyday life. They include important social, political, economic, and scientific problems (Simon, 1973). In order to resemble situations in the real world, ill-structured problems have unclear goals and incomplete information (Voss, 1988).
Students who develop robust solutions for ill-structured problems usually engage in the following processes: a) define the problem, b) generate possible solutions, c) evaluate the alternative solutions by constructing arguments and articulating personal beliefs, d) implement the most viable solution, and e) monitor the implementation (Jonassen, 1997; Shin, Jonassen, & McGee, 2003; Sinnott, 1989).

Why is ill-structured problem solving important?

• Enhance cognitive skills.
  Well-developed domain knowledge is a primary factor in solving ill-structured problems (Jonassen, 1997; Roberts, 1991). In solving ill-structured problems, students apply their domain knowledge in a meaningful way instead of storing a chunk of concepts in a memory (White & Frederiksen, 1998).

• Enhance metacognitive skills.
  Ill-structured problems require solvers to control and regulate the selection and execution of a solution process (Brown, Bransford, Ferrara, & Campione, 1983; Flavell, 1987; Gick, 1986; Jonassen, 1997; Jacobs & Paris, 1987). In the ill-structured problem-solving processes, students employ their metacognitive skills, such as change strategies, then modify plans and reevaluate goals in order to reach a optimal solution (White & Frederiksen, 1998).

• Enhance argumentation skills.
  Since ill-structured problems require students to consider alternative solutions, successful students providing evidence for their solution (Voss, 1988; Voss & Post, 1988; Jonassen, 1997). Therefore, students gain practice justifying their solution in a logical way to persuade others.

How does a designer create ill-structured problems?

• Design a complicated problem that we face in everyday life.
  Ill-structured problems should come from a real-life situation in which there is no obvious right answer. Problems should be authentic and relevant to students (Howard, McGee, Shin, & Shia, 2001). Ill-structured problems should include vaguely defined goals. The information available to the decision maker should be incomplete or ambiguous (Wood, 1993). Problems should make it unclear which concepts, rules, and principles are necessary for the solution.

• Design a problem including multiple solutions and perspectives. 
  Ill-structured problems must allow alternative solutions instead of one correct answer (Meacham & Emont, 1989). Additionally, ill-structured problems should allow students to pursue different procedures for solving the problem. These various procedures will come from allowing different perspectives based on students’ perceptions and interpretations of the nature of the problem. 

References
Brown, A. L., Bransford, J., Ferrara, R., & Campione, J. (1983). Learning, remembering, and understanding. In P.H. Musen (Ed.), Handbook of child psychology: Vol. III (pp. 77-166). New York: Wiley.

Flavell, J. H. (1987). Speculations about the nature and development of metacognition. In F. Weinert & U.R. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 21-29). Hillsdale, NJ: Erlbaum.

Gick, M. L. (1986). Problem-solving strategies. Educational Psychologist, 21, 99-120.

Howard, B., McGee, S., Shin, N, & Shia, R (2001). The triarchic theory of intelligence and computer-based inquiry learning. Educational Technology Research and Development, 49(4), 49-69.

Jacobs, J. E., & Paris, S. G. (1987). Children’s metacognition about reading: Issues in definition, measurement, and instruction. Educational Psychologist, 22, 255-278.

Jonassen, D. H. (1997). Instructional design models for well-structured and ill-structured problem-solving learning outcomes. Educational Technology: Research and Development, 45(1), 65-94.

Meacham, J. A., & Emont, N. M. (1989). The interpersonal basis of everyday problem solving. In J. D. Sinnott (Ed.), Everyday problem solving: Theory and applications (pp. 7-23). New York: Praeger.
Roberts, D. A. (1991). What counts as an explanation for a science teaching event? Teaching Education, 3, 69-87.

Shin, N., Jonassen, H. D., & McGee, S. (2003). Predictors of well-structured and ill-structured problem solving in an astronomy simulation. Journal of Research in Science Teaching, 40(1), 6-33.

Simon, H. A. (1973). The structured of ill-structured problem. Artificial Intelligence, 4, 1981-201.

Sinnott, J. D. (1989). A model for solution of ill-structured problems: Implications for everyday and abstract problem solving. In J. D. Sinnott (Ed.), Everyday problem solving: Theory and applications (pp. 72-99). New York: Praeger.

Voss, J. F. (1988). Problem solving and reasoning in ill-structured domains. In C. Antaki (Ed.), Analyzing everyday explanation: A casebook of methods (pp. 74-93). London: SAGE Publications.
Voss, J. F., & Post, T. A. (1988). On the solving of ill-structured problems. In M. T. H. Chi, R. Glaser, & M. J. Farr (Eds.) The nature of expertise. Hillsdale, NJ: Lawrence Erlbaum.

White, B. Y., & Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16(1), 3-18.

Wood, P. K. (1993). Inquiring systems and problem structures: Implications for cognitive developments. Human Developments, 26, 249-265.

ouhhh...i need "ME" time

As Salam...

 This is me everyday....

I need to rejuvenate myself...

 So..obviously...

Can't wait to be home again...I'm looking forward for ..

Chit chatting over coffee and ..err...food of course...

After finish recharging all my needs...

I will go back to my so called prison life...

this cycle will continue...

Ya Allah..pls keep me sane throughout this journey..

Desperately need to GOT

Insyaallah

Deja vu..tp ko deja moss :p

As Salam…

So far pancaindera masih berfungsi baik..alhamdulillah...Nak buat entry iklan kejap..

Terasa mcm deja vu..oh bukan..bukan...tp ini more like a rerun....jgn salah guna..sebok sebut deja vu..makna sebenar ko tak tau...org sebut deja vu ko nak deja vu jugak..sudah..ko amik aje deja moss!!..main ckp je kan..pisang berbuah 2 kali ko kata deja vu..bukan laaaa….

Pasaipa gelak besar ni…mcm mana x gelak...melihat seseorg..yg pernah mengata seseorang lain atas perilakunya yg kurang manis di mata dan kurang tepat dijiwa..tp skrg…dia pon lebih kurang aje..mcm mana tuh…aku perhatikan aje..hhmmm...setelah di compare n contrast...sama je lebih kurang korg ni … sorang skor mmg out 10/10…  sorg ok sket kot sbb skor nya baru 8/10…hahahhahaha..kbai..

P/S: Meludah ke langit..ketepek jatuh atas muka sendiri..eh..ye ke?? harusla never mengaku kannn...

Raya

As Salam…

Haii…sebelum cerita panjang..MB ingin mengucapkan Selamat Hari Raya..maaf ler kalau ada entry yang menyakitkan hati..rasa sentap ke hape…tapi…kalaukan..sape mcm cili harusla dia yg rasa pedas kan…kan…hikhikhik…

Org dok kata kita beraya selama sebulan….iskh…kemaruk nau nak beraya ngalahkan budak2…sv di UTM ckp yg sunnah raya pada hari pertama jek…hari raya ke-2 org dh start puasa sunat…hihihihihi..Pada aku sendiri …hmmm…hari raya ni utk budak2..utk yg dewasa lebih kepada berkumpul dgn family..tp skrg ni kan…adik beradik dah kawen2..ada time depa beraya di kampong mertua..so priority aku jumpa mama dan abah….

Zaman gawat ni…ramai org mula berjimat..ada yg kata kedai2 masih penuh, org masih galak bershopping tp senarionya…shopping mall dah x sepenuh dulu…jalan TAR tu mmg sokmo penuh tiap2 tahun tp tahun  ni bertambah penuh..yela..org berebut nak harga runtuh..kat sana la yg murah..org beli dgn harga yg lebih murah sbb nak jimat..jdi kalau ada sape2 yg kata org mesia ni masih boros..x betulla…yg  shopping di jalan TAR tu org biasa2..org sederhana..org susah..bukan datin2 atau puan sri..senang citer suasana meriah x mcm dulu..meriah dalam keadaan sederhana seadanya…aku sendiri xde baju raya…tak kesahla..bukan budak2…aku x bogel pagi dah cukup bagus…raya ni yg happy budak2..yg dah bangka2..sila la sambut dengan penuh kesyukuran…kan…

Hari tu..ada terbaca satu post kat FB..budak2 skrg hadap sgt ngan duit raya..dtg umah org beraya..biasalah budak2 collect duit raya kan..tp adab tu mcm dah x berapa nak ada…mindsetnya pi beraya kene dpt duit raya..kalau x dpt..hatta dpt sekali pun tp amaun yg sikit..masing2 muncung…heyy…ko ingat org cap duit ker…bersyukurla tuan rumah tu mau bersedekah..merasalah korg duit raya..

Masa zaman2 aku dulu, kalau dpt angpau raya, paling cepat pon dalam kereta baru berani koyak angpau nak tgk duit dalamnya…budak2 skrg…depan umah dia dah heboh koyak angpau..dah bersepah depan umah dgn envelope duit raya koyak..tu belum yg ckp kuat2.. “Hah…2 ringgit jer…” iskhh…kalau ada yg buat mcm ni…mmg tahun depan ko akan ku blacklist.. nahas! Takpun ku pilih2 jer..yg senonoh dpt la..yg x ku pekenan..ko hadap je la sirap sejuk ngan kuih raya tuh..

Ohh..berbalik pad apost FB yg aku baca tuh..kejiranan org biasa2..budak2 heboh nak beraya tp bermotifkan kumpul duit raya..sampai x bukak pintu jiran tu dibuatnya..sbb apa..sbb x mampu nak bagi duit raya..org tu ibu tunggal ke mcm mana ntah..tp pendek cerita agak susah juga…aku x heran dia x bukak pintu..sbb aku pon maybe akan buat benda yg sama…tp nanti ada yg kata..tetamu bawak rahmat..bawak berkat dan rezeki..mmg betul lah tu…tp kalau tetamu mcm ni..pikir patploh kali jugak dibuatnya…aku bukan nak nafikan adab meraikan tetamu…cumanya tamu2 zaman skrg byk yg dah x berapa nak beradab di rumah org..parents zaman skrg pon kene la ajar anak kalau salam dgn org, itu bukan tiket utk dapat duit raya...ni kalau beraya x bawak anak semua..siap ckp..ada 3 lagi kat umah x ikut...so what?? sejak bila uolls jadi angpow collector utk anak2..haihh..aku x paham budaya nih...yg nak memberi tu niat nak beri dengan ikhlas...tp kalau dikomen2 diperli2 duit raya singgit..jatuh air muka org tu..silap2 jatuh x ikhlas sbb hati sudah sentap..harus blacklist nama kau thn depan..kita tak tau apa kesusahan org..maybe dalam nak hulur duit raya sbb nak jaga air muka, maybe dia dah ikat perut sbb bajet x cukup...dah tu..yg dapat tu x reti nak bersyukur...x patut...x patut...

Itu belum ditanya lagi soalan2 cepu emas..pasal jodoh..pasal anak…pasal kerja…ehhh..hari raya ni..berkumpul beramah mesra dan bermaaf2an..bukan berkepoh2 dan bergossip2an..ngerti??!!

P/S: Back to daily routine..sudah2 la tu..oohh..pic semua ehsan dr google..

Petua Halau Anai-Anai

As Salam..

Ni dapat dr FB....lupa perkongsian dari sape...tp sbb berguna info ni..aku nak share jugak...
Ada yg dah cuba berjaya..so ni  kira alternatif selain panggil pest control...kos nak bayar depa ni bukan murah..makan riban2 jugak..

Masa di rumah lama..kami ada masalah ni...dah la bilik tu kami letak present kawin..so bykla yg rosak dan terpaksa dibuang..rugi sgt2...cisbedebah betul!

Masa tu la aku rasa..kalau ada bela sekor dua anteater kan bagus..anteater ni walau besau..mknnya semut dan anai-anai..longhair pulak tu...arr..aku kan suka mende2 berbulu long hair ni...berjodoh sungguh aku ngan mende ni...

Oh...wahai rakyat sekalian...tgk betul2..ini anteater tau..bukn dinosaur berbulu ke hape...aku teringat kes wombat disangka babi yg kecoh kat fb tu...ehh...simpan sikit bodoh tu..buat malu jer..tu la ..suh blajar, tengok dokumentari animal planet ke hape..ko sibuk berdrama suamiku itu..suamiku ini...gigih nak nyanyi, dar yg tua samai yg ke nyanyuk..yg kecil heboh ngan bintang kecil la..bintang cilik la...yg remaja ber akademi fantasia..yang dah tuan bangka x abis2 dengan kilauan emas...itu je la pandainya pon...

Anteater..Anteater..Anteater..

PETUA HALAU ANAI-ANAI DARI RUMAH

Boleh cuba mana-mana cara berikut :

1. Garam Dapur
Taburkan saja garam di sarang anai-anai, tetapi cara ini kurang efektif dan kurang berkesan kerana garam hanya berada permukaan saja. Dupaya lebih berkesan, campur garam dengan air dan tembakau. Biarkan semalaman dan sembur di tempat-tempat yang berpotensi ada anai-anai.

2. Air Kapur sirih
Sifat panas dari kapur akan sangat tidak disukai anai-anai kerana ianya memiliki kulit tipis dan lembut. Oleh itu, air kapur sirih ini sangat-sangat efektif untuk membasmi rayap. Caranya sangat mudah, siramkan air kapur sirik ke kayu yang di serang atau juga terus ke sarangnya.

3. Air Cucian Beras
Memanfaatkan air pertama dari basuhan beras untuk mengusir anai-anai. Siramkan saja ke sekeliling sarang rayap.

4. Minyak Tanah
Minyak tanah sekarang ini mungkin sukar dijumpai kerana kita dah tak menggunakan lampu pelita. Carilah di kedai dan gunakan minyak tanah untuk mengusir anai-anai. Caranya cukup mudah, semburkan minyak tanah di kayu yang telah di serang anai-anai atau juga semburkan di sarang-sarang anai-anai ini. Agar lebih berkesan, tambahkan minyak serai dengan campuran minyak tanah.

5. Tembakau
Tembakau bermanfaat untuk membunuh tungau yang biasanya menyerang anak kecil jika bermain di rumput. Tembakau inilah juga berkesan terhadap anai-anai. Untuk lebih efektif, anda boleh mencampur tembakau dan air lalu di biarkan satu malam (semalaman) agar memperoleh larutan tembakau. Semburkan air campuran itu pada kayu yang di serang atau juga ke sarangnya.

P/S: Selamat mencuba!

pepandai jerr

As Salam...

Maap ler...entry basi..ala..xde mood..byk mende nak bercerita tp jari2 ni semua tgh berpuasa hatta kemalasan melanda..jari2 ni so far hanya bergerak untuk masak dan tekan2 remote astro..haaaa..acaner tuuu..

Skrg ni, kalau bukak fb atau ig, penuhla..iklan baju raya..kuih raya..kasut raya, perfume raya..ehh...bila time raya tiba2 je semua kene baru, sempena raya kekdahnya, ada yg jual khemah raya (apakah??)..akuarium raya free ikan 3 ekor...semua2la dapat tambahan raya kat blkg....termasukla perkara yg aku rasa mcm xde kene mengena jek...semua berebut2 buat sales sempena ramadhan, jualan harga runtuh aidilfitri..hhmm...byk benar duit depa nih..depa x merasa ke tgh gawat...tp kemeriahan dah berkurang, x mcm tahun sebelumnya..sedikit sebanyak ramai yang terkesan dgn kejatuhan duit mesia tuh..kesian kita...

Pastu..tgk2 ada g circulate pasal kuih dr China la..kuih x halal la..bangla cabut sticker la hape..ehh...jgn la suka suki share jer..sekali rupanya itu produk tempatan...buat naya je pada pengusaha..tak baik korg nih...

Sejak puasa nih..mende peberet aku petai..hhmm..selalu mmg suka..tp kali ni extra suka..teruk..terukk...dah berapa kali dok ualng menu sambal tumis petai..kalau x ikan bilis..ku bedal udang..teruk nau selera berpuasa kali ni...

Raya kali ni...hmm...biasa2 jer...prof ckp..jgn tinggal thesis lebih dr 3 hari. kalau tidak nanti momentum nak menulis ilang..arr...takut aku...tp..takkan x boleh raya...sorg lagi ckp..oii..raya yg sunnah sehari je...x payah la nak leret berminggu2...sudahnya...baju pon x heran nak carik..mindset aku mmg 3 thn ni raya dah segala cuti lain-lain biasa jek..ada perkara lain yg perlu diberi keutamaan..penat berulang KL-JB dah x berapa terasa mcm awal2 dulu..dah biasa..ada kala aku gigih balik hari..mcm main2 kan...ehehhehe..

p/s: abah big boss masih di hosp..so bertambah x meriah la raya...tp..x kesahla...hari raya ni yg happy budak2..yg dewasa mi..biasa2 sudahla..tp bila memikirkan expenses nak raya..terasa mcm...nak lari pi holiday..takpun skip je..meaning aku beraya sendiri di rumah sendiri tgk tv...apa?? uolls kata aku kera sumbang?? lantaklaaa...x heran....x kudis ponn..

Terkunci lagi!

As Salam...

Hari..slps sekian lama baru ada time sikit nak hapdet blog ni...kekdahnya..smlm dah selamat present proposal MMPU...hadoii,,separuh nyawa rasaya....ptg tu jugak jumpa sv apa yg patut..mlm tu kengkononnya nak open table..release tension +reward diri...tp lain pulak yg jadik...

Bahana dah ting tong beberapa hari..balik bilik semua telentang kepenatan...haihh..kene siap awal plak nak pi makan kat Pendas ke mana ntah..lepas golek2...pi la mandi..ada kawan ni lepak kat bilik...aku x kisah..aku suka je ada kawan kan...aku pesan la...aku nak mandi dulu..dan aku expect dia tunggu la aku balik mandi then ganti..sbb aku x bawak kunci..so pi la mandi aku dengan gembiraaaa...tiba2..makcik ni dtg toilet...kocoh2 nak terkencing...dia tanya..."Anaaaa..ko bawak kunci tak??!!" Hah..terberenti aku tgh syok2 mandi..kau..bisu..membeku...Allaahhhhh..ni mesti bilik aku dah terkunci dari dalam nihhhh....aku continue mandi dengan rasa sendu..mcm mana nie...henpon semua dalam bilik..sesambil pikir..apa nak buat..apa nak buat...sblm ni dah pernah terkunci bilik jugak..yg menciknya..setiap kali tu la aku dlm keadaan serba kekurangan...adoii....ku tutup atas...bawah bukak..ku tutup bawah atas bukak...at least this time aku ada towel..drpd hari tu...mmg ala2 victoria secret sangattt...ihik ihik :p

Aalaaaaaa....hancur harapan nak pi mkn sedap...aku siap pesan ngan kawan...pi la makan tanpa kami...sbb sepertinya x sempat ..mana nak mintk kunci dengan felo la...sadis..dalam kepala dah pikir..kawan dok mkn sedap...mesti aku mkn mee goreng hostel sambil nanges sbb kene tinggal...

Rupa2nya tidakkk...depa tunggu.haaa...suka...suka...smpat la settle kan apa yg patut..dlm kol 8 lebih baru gerak pi kedai seafood tu...

Gembira...gembira....nasib baik x kene tinggal..kehehhehe...

Dah settle..lepas ni menghadap hazab yang lain... pasal kes yang berlaku tu.idokla aku salahkan kawan aku..sbb mende dah nak jadi..cuma lepas ni...pi mana2 mmg kene gantung kunci kat leher.. Dont worry anis..aku x marah...tp mmg akan jadi bahan sampai 3 thn yg akan dtg...tak lupa Nannanera..ko mmg driver pujaan weolls...hakhakhak...

Oohh..sangat merindui si mokmok ni...Chachi...rindunya...minggu depan mama balik ya....Rindu Chachi...rindu sgt2...

Daa...

Enjoy the pain...

As Salam...

Haii...hhmmm...uollss apa bikin....aku?  hhmmm..kalau ckp dah berlumut berkulat kat sini aci tak? hehehehehe...hhmm..life is hard....hhmm...mengeluh je...x baik mengeluh...tp tu la...nampak sangat jiwa n minda belum betul2 kuat...Ya Allah..permudahkan la semua...harap2 apa yg dicari menjelmakan diri..cant wait utk dpt my 'aha!' moment...

Hidup dah ok..walau ada sikit kucar kacir sana sini...so many things to be done..yet so little time...ehh...kenapa mcm bongok sgt manage masa nih?? tp tula..aku cuba susun ikut tertib..yg dahulu didahulukan..yg kemudian dikemudiankan...multi tasking mcm sotong tangn lapan pon..kalau kepala dah penat..semua x jalan..powernap je jawapnya...hari tu dpt ceramah free..dari dekan..dr koordinator..enjoy the pain katanya....adoii..yela..tgh enjoying la nih...

fave song..motivasi diri sendiri...bukan susah nak susah..bukan senang nak senang..

Hampir ke situ - Mendua

Aku sadar bukan mudah..Untuk mengejar mimpi indah

Pernah suatu ketika dulu..Ku punya harapan besar

Kini aku tak pasti...Dapatkah ku miliki

Sudah jauh kita tempuh...Kekalkanlah impian lalu

Mungkin ada hikmah Yang akan menunggu Di penghujung jalan

Biar nanti kecewa...Setidak-tidaknya cuba

Jika halangan menduga perjalanan kita..Janganlah kau putus asa

Karena ku ada di sisi setia menemani...Andai semangatmu gugur

Genggamlah tanganku..Kita hampir ke situ

Adakala ku terasa..Ketabahan tak setegar

Tetapi apakan gunanya..Berhenti separuh jalan

Percayalah padaku..Aku yakin kita mampu

Biar orang katakan...Rapuhnya harapan

Bukan mereka tentukan lagi..Kau ada aku dan aku punya kamu

Amanlah akhirnya tetap bersama

P/S: saya mau GOT ...pleaseee...sob..sob...sob.. sv aku bukan calang2 org..sape org multimedia/creative media kalau x kenal nama dia.maknanya x khatam lagi ler...sgt senior dan mmg ilmu penuh di dada...benda2 ni semua hujung jari dia...Prof Larson tu kengkawan dia jek kat MIT tu..makkk...serammmm nih....patutnya kene happy walau mcm hazab..berguru dgn org hebat..harap2 ada auranya yg lekat kat aku nih..x dpt banyak..dpt sipi2 pon jadi laaaaa..