Ketawa bareng Aliana

Aliana (A) Mama (M) Papa (P) Eyang (E)

Saat sedang menonton TV, bagaimana laba-laba membuat rumahnya.
M : Lihat tuh Al, laba-laba bikin rumah sendiri, pinter ya
A : Perut laba-laba isinya benang ya Ma?


M : Kepala isinya apa Al?
A : Kotak


M : Al, mama bikin roti enak loh
A : Aliana sukanya roti ga enak


Mama ganti baju lengan panjang karena kedinginan. Aliana langsung nyeletuk,
"Mama mau kemana? pakai baju rumah aja".


M : Sini Al, mama sisirin rambutnya
A : Aliana mau jelek, mau brintik teyus


Aliana sedang maen puzzle, sudah selesai tapi di pojok puzzle ada gambar botol terpotong.
A : Mama ini napa? mana puzzle nya yg lain (dikiranya masih ada bagian lain, belum selesai gambarnya)
M : Sudah selesai kok, Aliana pinter
A : Belum, ini botolnya belum beney (masih suka membaca r dengan y atau w)
M : Sudah Al, sudah selesai
A : BELUM!
M : Ya memang begitu
A : Nggakk!! Mana nih lainnya, carik! carik! (sibuk bongkar2 kotak mainannya)
Mama mikir alasan yang tepat
M : Al, itu botolnya pecah, tinggal separuh
A : Hmm.. BENEY! (sambil ketawa)


A : Haschii!
M : Alhamdu...?!
A : Lillah
M : Yarkamu...?!
A : Kallah!
M : Yahdiku...?!
A : mulan
(Eyangnya ada yang namanya Yang Yadi, waktu ketemu di rumah Yang Yut, Yang Yadi sedang kemulan dan Aliana inget terus)


M : Al, sudah malam, tidur Nak!
A : Ndak mau, mau bacak bacak teyus
Dan benar hingga jam 2.00 belum mau lepas sama bukunya.


Waktu hunting mobil lihat-lihat di internet
M : Aliana mau mobil yang mana
A : Mau yang mewah (maksudnya merah, tapi r suka terbaca w) -tapi sambil nunjuk BMW 523i bukan yang sedan merah kecil, twingo-


Saat Aliana masih suka bilang k jadi p
A : Papa mau pemana Pa?
P : Ke bawah, buang sampah dulu ya
A : Pe bawah sama siapa?
P : Sendiri, sampah bau, Papitz tunggu dulu ya, cuma sebentar kok
A : Ya, Papitz maen-maen di pemah aja


M : Mama pergi dulu ya, assalamu alaikum
P : Papa ke toilet dulu ya
A : Trus Papitz ngapain?


Waktu musim panas, saat suhu 30 derjat celcius
A : Pepala Papitz pusing lali
M : Mandi aja yuk
A : Ndak mau, Papitz mau pe bibliotek (ngadem di perpus deket rumah)


Mama dan Aliana di Bibliothek. Ada Miffy seri terbaru di rak, langsung mama ambil,
sementara Aliana diam-diam mengambil buku anatomi untuk anak-anak dan mendekat ke mama dan bilang, "Mama bacak Miffy, Papitz bacak buku skeleton"


Mama dan Aliana duduk-duduk santai, Aliana nempel di perut mama
A : Peyut mama ada adiknya
M : Mana?
A : Ini, Tahu! (sambil nunjuk lalu nempelin telinga ke perut, seperti di buku-buku)
M : Ada suara adiknya?
A : Ada, oe oe
M : Adik keluarnya gimana ya?
A : Peyutnya dibuka pakai piso, trus keluar deh adiknya, TARAA!!
(akibat kebanyakan ikut lihat video sectio)
M : Trus kalau sudah keluar adiknya perut mama bolong dong
A : Dokteynya kan ada ma
M : :-)


Habis nonton video tentang roket
M : Telpon Uti yuk
A : Mau!
M : Ini, Aliana ngomong ya
A : Halo Grandma Rocket! Ini little rocket! Little roket bajuknya meyah, uti roket bajunya apa?
U : Ungu
A : BENEY!
Dan semenjak ini Aliana menyebut Utinya, Uti Rocket atau Grandma Rocket


Pergi jalan-jalan ke toko bunga,
M : Al, how many flower pots are there?
A : Wan tu sri for faif sig siete occo nuewe


Saat hendak mengaji dan membaca al fatihah
M : Bis -langsung disahut Aliana-
A : mika allahumma ahya


M : Kamu makannya banyak Nak, juara!
A : Sekalam kamu mik susu coklat (menirukan yang biasa mama papanya bilang)
M : Ambil dulu ya
A : Mau dingin ma
M : OK, ini. Siapa ya yang pinter kalau makan habis trus minum susu???
A : KAMU!
(ini nih masalah Aliana, tidak mengenal kata aku)


Aliana nunggu mama masak tapi malah maenan gula
M : Al, mama masak ya, kamu nonton tivi aja ya
A : Mau!
Setelah sudah selesai masak
M : Al, mandi yuk sama mama
A : Mama masak teyus aja


Aliana bermain dokter-dokteran
M : Pasiennya berapa Al?
A : Enam puluh
(satu-satunya bilangan di luar dua puluh yang dia tahu)


Eyang dan Aliana hendak naik duluan ke lantai atas perpustakaan memakai lift. Mamanya sedang mengembalikan buku. Saat sudah selesai dan hendak menyusul Aliana ke atas naik lift juga. Pintu lift terbuka.
M : Lho? kok Aliana belum sampai atas? Maen-maen lift ya?
A : Yang uti gak bisa, Aliana juga, mama bisa.
(Maklum liftnya perpustakaan memakai tanda -1,0,+1, maAlia juga tadi lupa belum memberi tahu caranya)


M : Al, mandi yuk
A : Nggak mau! mau maen-maen teyus
M : Nanti jadi jelek loh
A : Mau, mau jelek teyus
M : Ya udah ayok mandi biar jelek
A : Hmm... mau -sambil jalan menuju KM-


A : Papitz mau mandi kayak di rumah hotel
M : Mau renang apa hujan-hujanan?
A : Mau! renang sama hujan-hujanan


Antrian di kasir panjang banget
M : Aliana tunggu mama di kursi pojok itu ya, di sini orang besar semua
A : Aliana sudah besay jugak
M : Ya sudah tapi sabar ya
Setelah selesai antri dan menuju ke toko roti
M : Aliana mau roti yang mana? Donut putih ya biar cepat besar
A : Ndak mau! Aliana mau kecil teyus


Di dekat ruang coba di toko ada mesin fotokopi, ada anak muda sedang fotokopi cukup banyak
A : Ma, omnya sedang ngepyin kayak mama. Haaa..besay yayi mesinnya... so big mami, so big!
-dengan tampang terkagum-kagum-


Aliana maen masak-masakan
M : Masak apa Al
A : Soto
M : Buat siapa?
A : Pampos
M : Mama gak dikasih?
A : Mama makan kobisnya aja ya


Waktu demam piala dunia
M : Gol Al, lihat tuh gol
Tampak muncul tulisan pencetak gol dan 2 gambar kecil bendera negara yang bertanding
A : Wow! Germany! sama bendera apa ma, rumahnya kanguru???
M : Aus
A : tralia...
Begitulah saat WM 2010, kita menikmati pertunjukan, Aliana menikmati belajar bendera
(padahal tidak ada yang menyuruh)


Aliana maen dokter-dokteran
M : Star kenapa? kakinya copot lagi? (gara-gara lihat Laura Stern)
A : Star sudah sembuh, pakek tensoplas aja. Pampos sekalam yang sakit, kakinya harus dioperasi trus pakai gips (gara-gara semalam lihat Knochen-Doc di TV)


Aliana ngajarin mamanya menghafal bendera saat Fussball Fieber
A : Ma, bendera South Africa kaya apa hayo?
M : Kayak apa ya?
A : Kayak huruf wai (Y) pebalik

A : Kalau yang ada sun-nya di tengah?
M : Apa ya?
A : Argen..??
M : Tina!
A : Beney!

A : Yang ada moon sama wuhunya apa ma? (wuhu: little starnya Dora)
M : Warnanya apa?
A : Wuhu dan moonnya putih. Apa hayo??? Turrr...
(sebenarnya ga ikut WM tapi di mall ada bendera ini juga dan Aliana tanya)

A : Kalau wuhunya kecil, warnanya kuneng?
M : Berapa wuhunya?
A : One star. Kameee..

A : Yang wuhunya hitam ma?
M : Apa ya???
A : Cobak tanyak papa
M : Apa pa?
P : Ghaaa
A : Na!

A : Kalau yang ada globenya apa ma?
M : Globe? -mikir-
A : Blue globe! Braaa..
M : sil!
A : Rumahnya siapa ma?
M : ???
A : Amazon rumahnya pirannn! ha! (ternyata disambungin sama gambar globenya)

A : Yang ada sirkel merahnya apa ma?
M : Mama tahu! Jeee
A : pang! Beney!

A : Yang kaya di ambulance bendera apa ma?
M : ??? Ambulance??? Hmm... mama tahu, swiss bukan?
A : Bukan! squid! -ngotot-
M : Squid kan temennya sponge bob
A : Richtig!

M : Yang ada crownnya merah apa Al? -gantian mamanya yang tanya-
A : Apa hayo apa??? -sepertinya lupa-
M : Sepa
A : nyol! rumahnya siapa ma -dijawab sendiri- Do! raaa! I speak english and spanish too, i love them both how about youuuuu

A : Yang ada buyungnya apa ma?
M : Yang kaya itali?
A : Iya, tapi ada buyungnya
M : Mexi

A : Yang ada sun-nya ada wambut-wambutnya apa ma?
M : Rambutnya kuning?
A : Beney!
M : Uruuu

A : Kayak bajuknya Conni, garis-garis mewah putih
M : Rumahnya Oso? (special agent Oso)
A : Ameee

M : Meja bulat ada kursi-kursinya Al?
A : Koree

-Untung peserta WM cuma 16-

Characteristics Checklist for Gifted Children

OFTEN THE EARLIEST identification of gifted children takes place by simple observation of the child's behaviour by an educational professional, a parent or friend. Far from undermined by being subjective, identification by characteristic traits is generally accurate, and is less intrusive or conspicuous than other methods. It also readily allows types of giftedness to be detected, and is often valuably used with young children. Nonetheless subjective elements are certainly involved particularly in comparisons with other children of the same age.

The following lists were adapted from one compiled from various sources. Note it is not expected that any gifted child will show all the traits listed in any section.

Characteristic traits are listed by broad category of giftedness. These are:

General intellectual ability

• is an avid reader
• has avid interest in science or literature
• provides very alert, rapid answers to questions
• has a wide range of interests
• is secure emotionally
• is venturesome, wanting to do new things
• tends to dominate peers or situations
• is an entrepreneur - readily makes money on various projects or activities
• needs little outside control - applies self discipline
• is resourceful - solving problems by ingenious methods
• is creative in new ideas, seeing associations, pursuing innovations
• displays a great curiosity about objects, situations or events
• has the capacity to look into things and be puzzled
• is involved with many exploratory type activities
• reveals originality in oral and written expression
• is perceptually open to his or her environment
• displays a willingness to accept complexity
• has the capacity to use knowledge and information other than to memorise
• shows superior judgement in evaluating things
• is a good guesser
• makes good grades in most subjects
• learns rapidly, easily and efficiently
• uses a lot of commonsense
• retains and uses information which has been heard or read
• uses a large number of words easily and accurately
• asks many questions of a provocative nature
• has a power of abstraction, conceptualisation and synthesis
• has an interest in cause-effect relations
• has a liking for structure, order and consistency
• has a power of concentration, an intense attention that excludes all else
• is persistent
• has a high energy level
• is independent
• is friendly and outgoing

Specific academic aptitude

• shows similar characteristics to general intellectual ability but concentrated around one or a few fields
• has a long attention span in areas of interest
• learns rapidly, easily and with less repetition in one or a few specific areas (probably not all subject areas)
• likes or loves one or a few areas of knowledge
• likes to study some subjects more than others
• spends time voluntarily beyond ordinary assignments on projects of interest to him or her
• is able to extend learning from these key areas to various situations somewhat unrelated in orientation
• is able to show broad perspective on one or more subject areas
• is able to judge own and others' relative abilities in key areas of interest
• seeks assistance of others beyond his or age peers in extending knowledge in areas of interest

Creative thinking and production

• is fluent in producing and elaborating on ideas
• makes unusual associations between remote ideas
• is flexible in thinking patterns
• senses when problems exist
• acts spontaneously, intuitively
• tolerates ambiguity and uncertainty
• senses inconsistencies and discontinuities
• readily guesses and makes hypotheses
• juggles or redefines elements of a problem or task
• can show intense concentration on a task
• retains own ideas in a discussion or collaboration
• provides multiple solutions or responses to problems
• is uninhibited in expression, sometimes radical
• is intellectually playful, interested in fantasy, imagination
• always trying to adapt or improve things
• has a keen sense of humour, seeing humour in situations others don't
• doesn't mind being different
• doesn't accept authoritarian pronouncements without own judgement
• asks provocative questions, challenges parents, teachers, written and other authorities
• is bored with memorisation and recitation
• displays energy, sometimes disruptively
• produces unexpected, sometimes "silly" responses
• is considered, and perhaps resented, by some peers as "crazy"
• can show unusual degrees of originality, concentration and persistent hard work on projects that capture their interest and imagination

Leadership

• can stimulate and arouse others
• organises others
• recognises skills and abilities possessed by others
• interacts with others easily showing social skills
• recognises and can articulate the goals of a group
• can articulate ideas clearly
• can listen to others empathetically
• understands how people feel and how groups function
• can give directions clearly and effectively
• exercises authority reliably and responsibly
• can adopt non-leadership roles within a group
• can establish the mood of a group
• supports others in a group when appropriate
• can coordinate the work of several individuals
• is often asked for ideas and suggestions
• is looked to by others when something must be decided

Psychomotor ability

• is rhythmic
• is athletic
• likes to play physically
• has a suitable body build
• is coordinated, balanced and confident in physical activities
• is inventive in constructing or modifying games
• is energetic
• is able to understand the intellectual aspects of psychomotor activities
• demonstrates endurance, stamina and persistence in physical activities
• demonstrates prowess in physical activities common amongst age peers

Visual and performing arts

Music

• has good sense of rhythm
• is well-coordinated
• discriminates musical and other sounds well
• understands musical relationships
• enjoys musical activities and demonstrates musical feeling
• shows tonal memory
• responds readily to rhythm, melody and harmony
• uses music to express feeling or experience
• makes up original tunes
• enjoys dance and dramatic activities with musical elements

Dramatics

• demonstrates interest and enjoyment in dramatic activities
• readily shifts into role of another character, animal or object
• uses voice to reflect changes in mood
• demonstrates understanding of conflict when acting out a dramatic event
• communicates feelings by means of facial expressions, gestures and bodily movements
• enjoys evoking emotional responses from listeners
• demonstrates ability to dramatise feelings and experiences
• brings a dramatic situation to a climax with a well-timed ending when telling a story

Art

• draws a variety of objects
• puts depth into drawing, showing planning and good proportion
• treats art seriously and enjoys it
• shows originality in modes of undertaking art
• is willing to try out new materials and experiences
• pursues art in spare time
• uses art to express feelings and experiences
• is interested in other people's art, both appreciating it and criticising it
• likes to model three dimensionally with clay, soap carving, plasticine etc

source: austega.com

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