Kompetisi RUMAH AMAN GEMPA UNTUK INDONESIA adalah sebuah organisasi non profit yang membantu saudara saudara kita di seluruh tanah air terutama yang mengalami musibah gempa.
Kami mengadakan sebuah kompetisi yang bertujuan untuk memasyarakatkan pembangunan rumah yang aman dari gempa. Kegiatan ini murni kegiatan amal, sehingga kami sangat membutuhkan uluran tangan teman teman sekalian untuk mensukseskan acara ini.
Kompetisi ini diperuntukkan bagi para jurnalis, blogger, maupun masyarakat umum.
Tema Khusus
1. Rumah aman gempa sebagai ikhtiar menyelamatkan nyawa dan harta
2. Perlunya konsep rumah aman gempa di Indonesia
3. Apa dan bagaimana rumah aman gempa?
4. Kearifan lokal masyarakat tradisional dalam menciptakan rumah aman gempa
5. Memasyarakatkan rumah aman gempa di Indonesia

TOTAL HADIAH Rp. 17 juta
Hadiah disediakan untuk 1 orang dengan karya terbaik pada setiap kategori.
• Juara kategori Media Online : Rp 3.000.000
• Juara kategori Televisi : Rp 5.000.000
• Juara kategori Print Media : Rp 3.000.000
• Juara kategori Radio : Rp 3.000.000
• Juara kategori Multimedia Nonformal (Facebook-YouTube): Rp 3.000.000

1. Lomba dibuka untuk karya audio, audio visual, tulis, dan foto yang terbit sejak 30 Agustus-15 Oktober 2010.
2. Karya berbahasa asing wajib menyertakan terjemahan bahasa Indonesia.
3. Peserta wajib mengirimkan kliping karya untuk jurnalis, URL situs untuk kategori umum/blogger, atau CD/DVD untuk media radio dan televisi
4. Peserta wajib menyertakan formulir CV yang disediakan oleh panitia.
5. Peserta wajib menyertakan kartu pers (bagi jurnalis) atau identitas lainnya (bagi masyarakat umum/blogger).
6. Tidak ada pembedaan kategori peserta, antara jurnalis dan masyarakat umum/blogger.
7. Karya yang dikirimkan sudah dipublikasikan di media cetak, online, televisi, radio, dan khusus untuk kategori Multimedia Nonformal di media alternatif (blog, facebook, youtube dll) pada periode Januari - 10 Oktober 2010.
8. Peserta kompetisi dapat mengirimkan maksimum 3 (tiga) judul karya
9. Lomba ini tidak diperuntukkan bagi panitia

Peserta wajib mengisi formulir pendaftaran yang telah disediakan panitia dan melampirkan karya dalam bentuk kliping (media cetak dan online) atau CD/DVD (media radio dan televisi) ke:

KOJI Communications
Jl. Prof. Dr. Soepomo 1A, Komplek BIER Menteng Dalam,
Jakarta Selatan
Telp (021) 8370 2660
atau melalui email

* Mencantumkan kategori kompetisi pada pojok kiri atas amplop/pada judul email
* Batas akhir penerimaan karya selambat-lambatnya 15 Oktober 2010
* Pengumuman pemenang akan disebarluaskan melalui rilis media dan milis


1. Penjurian akan dilakukan secara sportif, obyektif, transparan, dan professional.
2. Seluruh karya yang masuk akan dinilai berdasarkan: kesesuaian tema, kelengkapan informasi, teknis penyajian, dan sudah pernah dipublikasikan.
3. Keputusan juri bersifat mutlak dan tidak dapat diganggu gugat.
Untuk formulr, silahkan buka link berikut:

Untuk info lebih lanjut, silahkan kunjungi :hxxp://

Kalau tidak sempat mengikuti kompetisi ini, anda bisa juga mensuport pemasyarakatan rumah aman gempa dengan cara memasang banner rumah aman gempa di website/blog anda dengan mengunjuangi halaman berikut:

Effectiveness of eLearning

Here is a list of seven ways of assessing the effectiveness of online learning, as well as suggestions for improvement in course design:

1. Target Audience: The target named and addressed? In the literature, even early in the eLearning program, the target audience should be mentioned to provide context to the audience.

Like many courses, there are often multiple audiences. Although it is possible to use a support during several hearings, seek exceptions or phrases that say "if you're a. ..." which can be annoying.

Suggestion: Instead of trying to make a "one size fit all, of course, create a smooth sound for an audience and adjust content to meet the second hearing directly. If you use a rapid development of the deployment tool / content, you can update the courses (and audio components) easily.

2. Pedagogically Sound: Is it the courses effectively its promise?

If the course is supposed to teach problem solving, it provides information and the opportunity for learners to test their new skills in a realistic context engaging.

Is the course in a logical sequence with an outstanding balance so that there is a reason for the dissemination of information? The indices of inquiry well built at the beginning of each lesson to discuss: the objectives, information - for example - the problem-solving opportunity - Review - sequencing comments.

Suggestion: Give people the opportunity to try new skills in multiple scenarios; do not expect to win the jurisdiction of a single example.

3. User Interface: How is intuitive and the navigation system? Are you able to explain to the learner in just a few sentences couple? Look to the use of the word or clues icon. The simpler the layout, the more focused the learner will be placed on learning content. Colors are used as visual cues to the learner?

Suggestion: Less is more. Entertainment least on the screen that does not shine teaching content and engage learners.

4. Appropriate use of multimedia elements: Does adding audio or video are the learning experience more education or is it just fluff? Just because you add a Flash interaction does not mean he is in a better learning experience for the learner.

Suggestion: use Flash, audio and video sparingly to enhance learning, not distract learners.

5. Interactive Components: The course provides opportunities for learners to engage not just be passive observers? Instead of simply watching a tutorial auto run or hit the Next button, look for opportunities throughout the lesson to get learners to take a decision, resolve a problem, or click on a hotspot for lead them to become active learners.

Suggestion: teach a concept, show an example of the concept in action in a realistic and then give the learner a question or activity that relates to the activity.

6. Rating: Is there an evaluation component to the lesson and the course?

Always include some type of evaluation component to the end of the course. This shows that the learner has reached a certain level of competence. Monitor the learners and their levels of achievement to justify the investment in the creation of online courses.

Suggestion: Start with a pre-test and post-test, it may be the same test to demonstrate the difference of courses.

7. Guest students: Is feedback a part of the course? Even a well-constructed course will receive feedback from learners to provide feedback information on the overall efficiency and more use of color, navigation, examples and correct audio / video segments.

Suggestion: Gather information and periodically review the entry to foster the development of future training.

Online Evaluation

Online evaluation might be the one that we use in next few years. Because by doing this system, we have a lot of benefit in economic or academic ways. The system is using information technology, in this case computer and networking to do the evaluation. Just like my IT lecturer do (Pak Deden) Using email, mailing list and also blog as his evaluation method. But now, there are some great systems, like online test, which provide some test and you can see your score in few seconds after answering the questions. What a great system for earth right? Beside it is low cost technology, it also can reduce three chopping to provide our paper.
These are some positive effect by doing this evaluation method:

  1. Supports paperless to reduce paper usage in daily life.
  2. Improving the IT skills of students and educators, because they are enjoined to be able to operate on Computers and the Internet with either
  3. Creator does not need to do a valuation problem, because the exam results will be directly sent to the email-makers about
  4. No more difficult to distribute to students about the test
  5. No need to type questions with difficulty, because in making the matter is already available form of questions (multiple choice, true / phase, essay, and others similar)
  6. Test can only be performed one time only for every student, if the value of the test results under the standard, then students can directly conduct a remedial question that has been created.
  7. Students do not need to collect the answer sheet, because if the time is up it will automatically calculated automatically.
  8. Students can not cheat with other students, because each will perform an exam, they are prompted to enter your ID and Password each.
  9. Students can do the test in accordance with the wishes of students, of course, no limit date and time. So, students can be better prepared for the exam.
Beside all the positive effects, these also some negative effects if we do this kind of evaluation.

  1. If there are students who are good at hacking, could - be worth if they hack the system.
  2. Students can help other students by giving their username or password
  3. Students can open their book or try to find out the answer on Google.
  4. Students have to pay for this kind of test. Yes of course, nothing free on this world, right?

The entire problem above can be overcome by giving a convenient time to them.

Technology in Teaching English

Make your English students have access to all high technology toys like iPod, MP3 or MP4? How about a PC, digital camera or cell phone with picture-making capacity? What about access to an audio file, digital voice recorder or analog (tape)? The use of these devices and other high-tech toys, a lot of fun, effective learning projects can be assigned to and undertaken by your students.

Here are some suggestions that could be used starting with the ESL (English as a Second Language), EFL (English as a Foreign Language) or the learning of foreign languages:

1. Your EFL or foreign learners can prepare for tests, oral presentations or written on why or why not, they should use their high tech toys in the classroom, as well as tips on how they could actually do.

2. Ask students to write an abstract individual or make an oral presentation of a favorite song on your iPod, MP3 or MP4.

3. Another useful task for EFL learners to describe the action, the institution or the scenario of music or other kinds of videos on their MP4 player.

4. Get learners to give a speech written or oral of a popular artist or band with the song and / or examples of music video.

5. How about having your class write an advertisement or commercial describing the features and benefits of your digital camera, iPod, cell phone, MP3 player or MP4. They may record, film and produce their "commercial" using whatever high-tech devices are available.

6. For an interesting project senior class, you can assign students to conduct a series of survey marks what / makes and models of digital technology products for your EFL class. The following is a report or original presentation of a certain type.

7. Have each of your students to describe what they like and / or do not like a high-tech toy they own. They could then explain why and how they overcome all the shortcomings "or dislikes they may have and how they affect them.

8. Your students can make an oral, audio-visual or written about how high-tech toys are useful in business and education. They can explain how their parents, siblings, friends, neighbors, etc. to use these items.

9. Past, present and future: Students can explain orally, in writing or by audio-visual presentation, what they or others they know, in the past without the devices they have now, what if they currently use their devices for, and what they think these devices will grow in the future. Students can draw pictures, create collages in their presentations. My courses and really get into this kind.

10. Another interesting project outside of class that appeals to many English and foreign language learners is for you to spend on surveys of high technology websites, stores, shops and vendors for different brands, makes and models a particularly high-tech toy for the different characteristics and prices. They can then report these findings to the class using tables, graphs, images and photos.

The use of these devices and other high-tech toys like iPods, MP3 and MP4 players, personal computers (desktop or laptop), digital cameras or mobile phones with capabilities of shooting and audio, digital or analog tapes (voice recorders), home projects, this fun, effective learning can be assigned to and undertaken by your English learning a foreign language to enrich and enliven your classes. Try one or more of these suggestions, modified according to your class and teaching situation in one of your sessions of class.

Learn to Speak English

The acquisition of a language is not simple, whether it's your first language or a second one. Regardless of what a lot of non-native English speakers the world over like to think, learning English is not easy, either. Those who wrongly think that to learn to speak English isn't difficult will find out quickly how wrong they are.

First, learning English at a basic, communicative level is admittedly not as difficult as learning some languages is. So many people around the world speak English that many different accents and pronunciations are found even amongst native speakers. Because it's often easy to pick up conversational English, people make the mistake of thinking learning English is easy.

Second, there are many rules in English. Both grammar and sentence must adhere to strict rules. But nearly every rule has exceptions. And these exceptions often have no discernible logic to them. So, English has lots of flexibility, as well. This leads to many inconsistencies in when and how the rules are enforced. And it makes rote memorization impossible as a method to learn English.

Next, the pronunciation is also inconsistently followed. Because of its fluidity, pronunciation can differ greatly within even nearby regions of native-speaking countries. But mastering English pronunciation is essential to successfully mastering the language. Because of the fluidity, however, mastering the pronunciation is hard. It takes practice and diligence. And then more of each.

A fourth difficulty is recognizing the correct structure, grammar, and vocabulary usage, even when what is correct doesn't necessarily sound right. An example is split infinitives. It is taught in English class not use split infinitives, yet split infinitives are common in spoken English. This is because they're often used for emphasis or because it's thought to sound better.

A fifth issue is knowing when to use colloquial English and when to use proper English. Because celebrities often use proper English wrongly, this isn't easy. Many who are learning pick this up and then try to imitate. On the other hand, many professionals or academics don't know how to use slang or speak colloquially.

A sixth problem when studying English is the language "masters" out there claiming that theirs is the best method for learning English fast. This is false, regardless of what scientific facts they present showing how effective their curriculum is. Don't listen to these charlatans. Learning English, as with learning any language, is not easy and learning it properly takes time, patience, practice, and good teaching.

Finally, English is a fun language. Listening to non-native speakers is not difficult for native speakers. We're used to hearing a variety of accents from our fellow native speakers. Therefore, if you intend on learning to speak English, even the barest of efforts will allow you even basic communicative abilities.

On the other hand, if you want your skills to progress, it will require what all things require in order to master them. A stable base of the rudimentary, daily pronunciation practice, acquisition of new vocabulary every day, and not being afraid of making mistakes. Remember, though, learning to speak English is not simple. However, it can seem easy if you work hard.