Weina Agnestya

How to Intergrate Grammar with Communicative Language Teaching

Posted by Weina Agnestya Fauline Stefani Putri | Labels: Teaching

Grammar is important in communication. With the correct grammar, we can express our ideas clearly and meaningful. Therefore, schools do not only focus in communication teaching, but also grammar. According to Pekoz (2008), “grammar teaching, like teaching the four skills, should involve pre-, while-, and post stages in attempt to provide integrated learning environments”. Teaching method which involves those stages is Communicative Language Teaching (CLT).

The first stage is pre-grammar stage, which the teacher introduces the topic by giving the students some examples based on the real life, such as telling the students about phenomenon that usually happens in life, or experience in the past time. It is important to stimulate students’ curiosity. The teacher had better use teaching aids like pictures, videos, or things in the classroom. It will attract students’ attention and make them easier to catch the point. Subsequently, the teacher tells the students about the aim of studying the topic.

The second stage is while-grammar stage, which “the teacher tells them [the students] they are going to learn a new structure (for the purpose of noticing) but does not mention the name of structure (for motivational purposes)” (2008). Then, the teacher tells them about the topic by using the teaching aids (pictures, videos, etc). However, the teacher doesn’t tell the topic directly. The teacher should give examples or clues to stimulate students’ curiosity, because the students must construct the knowledge by themselves. When teaching, the teachers should ask the students about what he/she has taught repeatedly. It is helpful to ensure that all students have understood the lesson.

The last stage is post-grammar, which the teacher gives an exercise to the students about the material. In this stage, the teacher should divide the students into some groups and give a role play. It is useful to train students to apply the knowledge in the real life.

In conclusion, CLT gives opportunities to the students to construct their knowledge by themselves. Agree with O’Neill’s (2000) statement that “good communicative teaching is learner-centered, not teacher-centered”. The teacher only stimulates the students to construct the knowledge by giving example or clue. In addition, “the classroom and the behavior of teachers and learners in the classroom should be as similar as possible to the behavior of people in the ‘real world’ outside the classroom” (2000), because what the students learn will be applied in their real life.

References:

O'Neill, R. (2000, March 23). Communicative Language Teaching. Retrieved May 5, 2012, from Ted Power English Language Learning and Teaching: http://www.btinternet.com/~ted.power/esl0404.html

Pekoz, B. (2008). Integrating Grammar for Communicative Language Teaching. The Internet TESL Journal , 1-5.

Types of Learning Styles

Posted by Weina Agnestya Fauline Stefani Putri | Labels: Writing

Abstract

Learning style is the most appropriate way of studying for people. There are three types of learning style: visual, auditory, and kinesthetic. Visual learners learn from something they see. Auditory learners learn from something they hear. While kinesthetic learners learn by touching and moving something. It is important for people to know their learning style. It will help them to reach a better achievement.

Keywords: learning style, visual, auditory, kinesthetic.

I. Introduction

Studying is really important for students. They can get a lot of knowledge through studying. However, studying is sometimes boring for them. It is influenced by some factors, such as physic, emotion, and situation (DePorter, 2001, p. 111). Therefore, the teachers or the parents should not force them to study, because each child has their own way to study, or learning style. Learning style is the key for people to make studying activities seem easier by using their own modalities: visual, auditory, and kinesthetic. This article is going to explain the definition of learning styles; types of learning styles; and some benefits of knowing your learning styles.

II. Discussion

Many experts have definitions of learning styles. The author cites three definitionss from scientists. According to Stewart and Feliceti (1992) learning style is “educational conditions under which a student is most likely to learn”. In addition, Wikipedia (n.d.) defines learning style as “different ways that a person can learn. It’s commonly believed that most people favor some particular method . . .” Another idea by Fleming (n.d.) that states “some students remember best materials they've seen, some remember things they've heard, while others remember things they've experienced”. From the definitions, the author concludes that learning style is way of learning which is most favorable and most compatible with the learners’ condition. For example, visual-learning students like to study with visual aids, such as pictures, colors, etc. so they can recall more information. For this type of learner, visual aids improve the ability to recall information more completely.

There are three types of learning styles: visual, auditory, and kinesthetic. Visual learners are people who learn something by seeing the object. They will easily understand the material if it is explained by using pictures and colors. For example, if they are showed diagram, they will quickly understand it. The other learning style is auditory learners. They understand best through hearing. For instance, when the teacher reads a text loudly, they will easily understand it. The last type is kinesthetic learners. They learn best with their sense of touch–involving physic. They are using and moving the body when study. For example, when they are asked to demonstrate something, they will do it well. They will understand the lesson more when in a teaching includes games or simulations (Meier, 2002).

Knowing your learning style is useful. First, you will be easier to construct information with the appropriate style. Second, you will be more confident because you know a lot of things after knowing your learning style. Third, you will enjoy your learning because you learn with your technique so it can decrease pressure (LangVid, 2010). Fourth, it is obvious that you will get higher score.

III. Conclusion

Learning styles is involving our best modality to study in order to make studying easier. Although one of our modality is better than the others, it doesn’t mean that we only can study with that modality. We can combine our modality, as long as we feel comfort when studying. LangVid Language Training (2010) states that “knowing your learning style is not meant to limit you, but expand you–by helping you to work, learn and live more efficiently”.

References:

DePorter, B., & Hernacki, M. (2001). Quantum Learning: Unleashing The Genius In You. Bandung: Kaifa.

Fleming, G. (n.d.). Learning Style. Retrieved June 12, 2012, from Homework Tips: http://homeworktips.about.com/od/homeworkhelp/a/learningstyle.htm

J. Nicholl, M., & Rose, C. (1997). Accelerated Learning for the 21st Century. Bandung: Nuansa.

Kelly, M. (n.d.). Kinesthetic Learners. Retrieved June 12, 2012, from About.com: http://712educators.about.com/od/learningstyles/p/kinesthetic.htm

LangVid Tranining. (2010). Retrieved May 23, 2012, from Studying Style: A guide to learning style: http://www.studyingstyle.com/learning-style-benefits.html

Learning Styles. (2012, June 12). Retrieved May 20, 2012, from Wikipedia: http://en.wikipedia.org/wiki/Learning_styles

Meier, D. (2002). The Accelerated Learning Handbook. Bandung: Kaifa.

O'Neill, R. (2000, March 23). Communicative Language Teaching. Retrieved May 5, 2012, from Ted Power English Language Learning and Teaching: http://www.btinternet.com/~ted.power/esl0404.html

Comparison between American and Indonesian Consumers’ Preferences

Posted by Weina Agnestya Fauline Stefani Putri | Labels: Cross Cultural Understanding

Indonesia and United State are different country. They are located in two different continents. Indonesia is in Asia, while United State is in America. Thus, their cultures and behaviors are different. Each of them has their own uniqueness. However, they are not totally different. We can find some similarities between them, especially in consumers’ preferences. There are four things that Indonesian and American consumers like in choosing things. They are comfort, cleanliness, novelty, and convenient.

First of all, Indonesian and American like comfort. It is maybe influenced by the ancestors’ life, whose life was difficult and was not comfortable, so their descents are motivated to create a better life. For that reason, they are aware of comfort as their consideration in choosing things. For instance, if they are going to buy new clothes, they will examine the fabric of the clothes, whether the fabric is comfortable or not. However, Indonesians also consider the price of the thing they are going to buy. They prefer cheap things to expensive ones. When they find a suitable and comfort thing, they will check the price tag. If the price is too expensive, the will change their mind to buy it. Some Indonesians also like buying unoriginal things, like DVDs. We can easily find it anywhere. The reason why they buy unoriginal DVDs is because it is cheaper to watch DVD than going to cinema to watch movie. They also can watch the movie like a hundred times. The quality of unoriginal DVDs is quite good. It is forbidden, but the government seems not serious to prevent it.

The second similarity of Indonesian and American is cleanliness. American’s cleanliness is perhaps influenced by the Puritans heritage. They believe that everyone must cleanse their body from the dirt and evil. They do not only keep their bodies, but also their stuff, houses, and even pets. They also love cleanliness for the sake of beauty and healthy, and so do Indonesian. However, in my opinion, cleanliness in Indonesia and America is not the same. American is cleaner than Indonesia. It shown from the public places in Indonesia, where garbage, such as plastics, mineral water bottles, papers, tissues, are spread everywhere. Indonesians seem do not care about the cleanliness, because they like to throw rubbish carelessly, instead of throwing the rubbish to a trash can. Furthermore, many public places do not provide trash cans.

The third similarity is novelty. Both of Indonesian and American like something new and different. They think that brand new things can increase their pride. If they do not have enough money to buy new things, maybe because the price is very expensive, they can buy it with using credit. There are many shops offering credit for their customers. In addition, they like improving old things, for example, they like improving old cars by changing the color of the cars, or adding some features in it, like GPS–Global Positioning System, a satellite navigation system that provides location and time information anywhere. Many Indonesians also like recycling. They recycle garbage like plastics or plastics bottles to become new things, such as bags, indoor ornaments, etc. Recycling does not only help them to save their money, but also to save the world.

The last similarity is convenience. Electronics are one sample of convenience thing. Not only American and Indonesian like using electronics, but also people around the world like using electronics to help them to do activities. Washing machines, microwave ovens, food processors, etc. are electronics that help them to reduce their time spent on housework. They also like fast-food restaurants, like McDonald’s, KFC (Kentucky Fried Chicken), Pizza Hut, Hoka Hoka Bento, etc. Those restaurants serve foods like fried chickens, salads, burgers, pizzas, sandwiches, spaghettis, less than fifteen minutes. Besides, the restaurants also offer ‘take-away service’, which the customers order the foods and they can bring it to their homes.

In conclusion, both American and Indonesian like comfort, cleanliness, novelty, and convenient. However, in my opinion, American is better than Indonesian. American like buying original stuff because they appreciate the producers and their government firmly bans it. In the view of cleanliness, America is cleaner than Indonesia. Indonesian seem ignoring their environment. That is why, flood is usual disaster that happens in Indonesia because of the ignorance of Indonesians to keep their environment.

References:

(2008, August). Retrieved October 25, 2012, from Yahoo! Answers: http://answers.yahoo.com/question/index?qid=20090120141721AAkCO44

Datesman, M. K. American Ways, An Introduction to American Culture. Longman.

Global Positioning System. (2012, October 25). Retrieved October 2012, 25, from Wikipedia: http://en.wikipedia.org/wiki/Global_Positioning_System

Stuff That The Indonesian always Like. (n.d.). Retrieved October 25, 2012, from Indonesian Prefer: http://indoprefers.blogspot.com/2009/08/stuffs-that-indonesian-always-love.html

An Analysis of Jenny Joseph's Warning

Posted by Weina Agnestya Fauline Stefani Putri | Labels: Poem, Poet

Warning

By Jenny Joseph

When I am an old woman I shall wear purple
With a red hat which doesn't go, and doesn't suit me.
And I shall spend my pension on brandy and summer gloves
And satin sandals, and say we've no money for butter.
I shall sit down on the pavement when I'm tired
And gobble up samples in shops and press alarm bells
And run my stick along the public railings
And make up for the sobriety of my youth.
I shall go out in my slippers in the rain
And pick flowers in other people's gardens
And learn to spit row more fat
And eat three pounds of sausages at a go
Or only bread and pickle for a week
And hoard pens and pencils and beermats and things in boxes.

But now we must have clothes that keep us dry
And pay our rent and not swear in the street
And set a good example for the children.
We must have friends to dinner and read the papers.

But maybe I ought to practice a little now?
So people who know me are not too shocked and surprised
When suddenly I am old, and start to wear purple.

Jenny Joseph’s “Warning” is a dramatic poem which expresses emotion to describe something. The poem describes the life of old people which is unhappy. Old people act like children because the lack of fun. They must follow social rules so people can accept them. They cannot enjoy their life because they grow older and they are not as strong as young people. Through the poem, Jenny tries to tell people that although responsibilities and commitments must be obeyed, people need a time to enjoy their life and live in a life they wish, even when they get older.

In detail, the poem is telling about old people’s life and they don’t like it. The first stanza is telling about some things that old people do. They wear purple and red hat which is a symbol of the change from the responsibility of life to the happier life of the elderly. They live in a simple way. They are weak as they are old, so they cannot do many things. They use stick or wheelchair to help them to do activities. They spend the days by enjoying the nature and writing some notes for their children. They are wise and always advise younger people. Second stanza tells how older people must follow social rule. They must look nice and authoritative to everyone. They must be good models, wise, and respected to younger people. They must stay in social rules whether they like it or not. They must because they need to be accepted to the sociality. Third stanza shows that the author of the poem needs to prepare herself to live in her old age. She was thirty when she wrote the poem.

There are two figurative of the poem. The first is irony. It is shown on the meaning of the poem. The first stanza is telling about how old people’s life is peaceful and happy. But the second and third stanza shows that their life is not fun as it seems. The old people must follow social standard in order to make them acceptable in the sociality. The second figurative is symbol. It is shown in the first stanza line 1 and 2 “When I am an old woman I shall wear purple
With a red hat . . .” As explained above, it is a symbol of the changing of life when people get old.

Some words or phrases in this poem contain dennotative and connotative meanings. “Make up for the sobriety of my youth” mean that old people must speak about good and wise things to advise and support young people. ”Clothes that keep us dry” means that old people must keep their behavior for they are examples for young people. “Practice” in line 1 of the third stanza, means that the author should prepare herself to be an old woman.

There are four imageries of the poem: visual, tactile, kinesthetic of movement, and kinesthetic of feeling. “Old woman”, “purple”, “red hat”, “summer gloves”, “rain”, “gardens”, “hoard pens and pencils” are visual imagery. “Satin sandals” is tactile imagery. “Sit down”, “press alarm bells”, “gobble up”, “pick flowers”, “eat”, “pay our rent”, “set a good example”, “practice” are imagery of kinesthetic of movement. “Sobriety”, “shocked and surprised” is imagery of kinesthetic of feeling.

An Analysis of Hughes' Mother to Son

Posted by Weina Agnestya Fauline Stefani Putri | Labels: Poem, Poet

Mother to Son

by Langston Hughes

Well, son, I'll tell you:

Life for me ain't been no crystal stair.
It's had tacks in it,
And splinters,
And boards torn up,
And places with no carpet on the floor—
Bare.
But all the time
I'se been a-climbin' on,
And reachin' landin's,
And turnin' corners,
And sometimes goin' in the dark
Where there ain't been no light.
So, boy, don't you turn back.
Don't you set down on the steps.
'Cause you finds it's kinder hard.
Don't you fall now—
For I'se still goin', honey,
I'se still climbin',
And life for me ain't been no crystal stair

Hughes’s Mother to Son tells the reader about a mother that advices her son to struggle in his life. The mother has gone through the hard life, and she is able to survive, so she ensures her son to keep trying hard in his life.

The words in the poem are metaphor which the author tries to portray how the mother’s hard life with a hard road. “Life for me ain’t been no crystal stair” express that life is as not as easy we can imagine. “It’s had tacks in it, and splinters, and boards torn up, and places with no carpet on the floor—Bare”. They imply that there are many obstacles in the life. She tells her son about how hard the life is because she has experienced it. She thinks that her son maybe will experience it. She wants her son to be ready to face the life. “But all the time I’se been a-climbin’ on, and reachin’ landin’s, and turnin’ corners, and sometimes goin’ in the dark, where there ain’t been no light”. The mother keeps trying, so she is able to pass the obstacle. “So, boy, don’t you turn back. Don’t you set down on the steps. . . . Don’t you fall now—For I’se still goin’, honey, I’se still climbin’,” She wants her son not to give up. ‘Cause you finds it’s kinder hard” According to the mother, the son’s life is better than hers.

Through this poem, the author wants the readers to understand that every mother always cares about her children. Mother always advices her children about many things. Maybe it sounds bored for the children, but above all, the mother really cares for her children’s future.

In this poem, the author wants to portray the journey of the mother’s life. Thus, the author uses connotation to give the poem a realistic meaning. The author uses ‘crystal stair’ to say that the mother life has not been beautiful. Then, the author uses ‘tacks’, ‘splinters’ which means something that can cause pain. To represent the damage in life, the author uses ‘The torn up boards’. The author then uses ‘no carpet on the floor’ and ‘Bare’ to imply coldness and loneliness. To represent struggle in life, the author uses ‘I’se been a-climbin’ on’. ‘reachin’ landin’s’ means achieving the goals in life; ‘turnin’ corners’ means trying something new; ‘dark’ can represent obstacles; ‘no light’ represents unexplored; ‘don’t you turn back’ means not to run away from life; and ‘set down on the steps’ to state not to give up.

The poem, definitely, uses imagery. There are three imageries in the poem: kinesthetic, visual, and tactile. ‘tell’, ‘climbin’’, ‘reachin’’, ‘landin’’, ‘goin’’ are kinesthetic imagery which include sense of movement. ‘dark’, ‘no light’, and ‘crystal stair’ are visual imagery. ‘tacks’, ‘splinters’, and ‘boards’ are tactile imagery.

I KNOW HOW TO TEACH ENGLISH THROUGH THE NATURAL APPROACH

Posted by Weina Agnestya Fauline Stefani Putri | Labels: TEFL

BASIC THEORY OF THE NATURAL APPROACH

A. Theory of Language

The primary function of language is for communicating meanings and messages. The Natural Approach focuses on teaching communicative abilities. The Natural Approach is different with other methods of language teaching, such as the Audiolingual Method. Audiolingual Method viewed grammar as the central component of language. The Natural Approach emphasizes the primacy of meaning and the important of vocabulary.

B. Theory of Learning

Krashen and Terrell make continuing reference to the theoretical and research base claimed to underlie the natural approach.

1. The Acquisition/Learning Hypothesis

It claims that there are two distinctive ways of developing competence in a second or foreign language. First, acquisition refers to unconscious process that involves the naturalistic development of language proficiency through understanding language and through using language for meaningful communication. Second, learning refers to a process in which conscious rules about a language are developed.

2. The Monitor Hypothesis

It claims that we may call upon learned knowledge to correct ourselves when we communicate (conscious learning).

3. The Natural Order Hypothesis

It claims that the acquisition of grammatical structures proceeds in a predictable order.

4. The Input Hypothesis

It claims to explain the relationship between what the learner is exposed to of a language (the input) and language acquisition. It involves four main issues:

a. The hypothesis relates to acquisition, and not to learning.

b. People acquire language best by understanding input that is slightly beyond their current level of competence.

c. The ability to speak fluently cannot be taught directly, rather it “emerges” independently in time, after the acquirer has built up linguistic competence by understanding input.

d. Comprehensible input refers to utterances that the learner understands based on the context in which they are used as well as the language in which they are phrased.

5. The Affective Filter Hypothesis

There are three kinds of affective or attitudinal variables related to second language acquisition.

a. Motivation: Learners with high motivation generally do better.

b. Self-confidence: Learners with self-confidence and a good self-image tend to be more successful.

c. Anxiety: Low personal anxiety and low classroom anxiety are more conductive to second language acquisition.

These five hypotheses have obvious implications for language teaching:

a. As much comprehensible input as possible must be presented.

b. Whatever helps comprehension is important.

c. The focus in the classroom should be on listening and reading; speaking should be allowed to “emerge”.

d. In order to lower the effective filter, student work should center on meaningful communication rather than on form.

e. Input should be interesting and so contribute to a relaxed classroom atmosphere.

C. Objectives

The Natural Approach “is for beginners and is designed to help them become intermediates”. It has the expectation that students will be able to understand the speaker of the target language and to convey their requests and ideas. However, since the Natural Approach is offered as a general set of principles applicable to a wide variety of situations, specific objectives depend on learner needs and the skills (reading, writing, listening, or speaking) and level being taught.

D. Syllabus

Krashen and Terrell (1983) approach course organization from two points of view:

1. First, they list some typical goals for language courses and suggest which of these goals are the ones at which the Natural Approach aims. They list such goals under four areas:

ü Basic personal communication skills: oral (e.g. listening to announcement in public place)

ü Basic personal communication skills: written (e.g. reading and writing personal letter)

ü Academic learning skills: oral (e.g., listening to lecturer)

ü Academic learning skills: written ( e.g., taking notes in class)

2. Second point of view holds that “the purpose of a language course will vary according to the needs of the students and their particular interest.” In setting communication goals, the Natural Approach instructors expect the students to deal with a particular set of topics in a given situation. The Natural Approach instructors do not organize the activities of the class about a grammatical syllabus. From this point of view, it is difficult to specify communicative goals that necessarily fit the needs of all students. Content selections should aim to create a low affective filter by being interesting and fostering a friendly, relaxed atmosphere, should provide a wide exposure to vocabulary that may be useful to basic personal communication, and should resist any focus on grammatical structures. The necessary grammatical structures are automatically provided in the input.

E. Activity Types

Learners remain silent during the first stage. This does not mean they are inactive. What they do in this stage is to understand the teacher talk that focuses on objects in the classroom or on the content of pictures. Students are only expected to respond to teacher commands without having to say anything. The purpose of the beginning stage is not to make students perfect but to help them proceed to the next stage.

When students feel ready to produce speech, the teacher asks questions and elicits one word answers. This is the second stage where the teacher asks yes/no questions, either- or questions, and wh-questions that require single word utterances. Students are not expected to use a word actively until they have heard it many times. Pictures, charts, advertisements are utilized to proceed to the third stage where acquisition activities are emphasized (e.g., group work and whole class discussion).

F. Learner Roles

Learners’ roles change according to their stage of linguistic development. In the pre-production stage, students participate in the language activity without having to respond in the target language. In the early-production stage, students respond to either-or questions, use single words and short phrases, and use fixed conversational patterns. In the speech-emergent stage, students involve themselves in role play and games, contribute personal information and opinions, and participate in group problem solving.

Learners have four kinds of responsibilities in the Natural Approach classroom:

1. Provide information about their specific goals so acquisition activities can focus on the topics and situations most relevant to their needs.

2. Take an active role in ensuring comprehensible input. They should learn and use conversational management techniques to regulate input.

3. Decide when to start producing speech and when to upgrade it.

4. Where learning exercises (i.e., grammar study) are to be a part of the program, decide with the teacher the relative amount of the time to be devoted to them and perhaps even compete and correct them independently.

G. Teacher Roles

There are three crucial roles for the Natural Approach teacher. Firstly, the teacher is the primary source of input that is understandable to the learner. It is the teacher that attempts to maintain a constant flow of comprehensible input. If s/he maintains students' attention on key lexical items or uses context to help them, the students will 'naturally' be successful. Secondly, the teacher creates a friendly classroom atmosphere where there is a low affective filter. Thirdly, the teacher chooses the most effective materials and employs a rich mix of classroom activities.

H. Roles of Materials

The primary goal of materials in the Natural Approach is to make classroom activities, and to promote comprehension and communication. The materials should help the acquirer to understand, by fostering real communications among the learners. Materials come from the world rather than from textbooks. Pictures and other visual aids are essential, because they supply the content for communication. They facilitate the acquisition of a large vocabulary within the classroom. Other recommended materials include schedules, brochures, advertisements, maps, and books at levels appropriate to the students.

My Idol in Pond’s Teens Concert

Posted by Weina Agnestya Fauline Stefani Putri | Labels: David Archuleta

Ga laen dan ga bukan DAVID ARCHULETA

Gw udah ngefans sm dia dr kelas 3 SMA. Gw inget banget, gw mulai suka David pas gw denger ‘Crush’nya dia. Gw penasaran bgt sm yg nyanyiin ini. Suatu saat gw nonton TV, trus TV nayangin video ‘Crush’nya David. Semakin sering gw ngliat videonya, makin suka gw sm David.. sejak saat itu gw suka sm David.. Trus gw download lagu2nya. Nyari video2nya di Youtube..Nyari info ttg David.. Saat itulah gw baru tau kalo dia itu Runner Up American Idol.. ya ampuuunn. Ketinggalan bgt ya guaa :’(

Trus gw sempet denger kalo David tuh mo konser di Jakarta. Tp ternyata itu cm kabar burung -,- Gw mikir2, mungkin gak ya gw bs ngliat David scra langsung?? Kayaknya ga mungkin deh.. Tambah gak yakin lah gw pas kemaren Bruno Mars dateng gw ga bs liat :’( Bruno Mars aja ga bs, apalgi David :’( Tp, ternyata oh ternyata, gw bs ngliat David lwt PTC 2011. Dengan mulusnya gw dapetin tiket, en dpt ijin dr nyokab bwt nonton konser. Tadiny gw udah ga yakin bs nonton. Gw takut ga dpt ijin dr nyokab. Ternyata nyokab ngijinin.. bener2 ga ada halangan dah bwt ngliat David di PTC..

Ga perlu gw ceritain lagi yg ttg penampilan David di PTC.. udah pasti T.O.P B.G.T. lahh.. Bener2 terharu gua bs ngliat David.. Pokoke yg gw rasain: “I’m the happiest girl in the world!”

THANK YOU POND’S FOR MAKING MY DREAMS CAME TRUE.. DON’T STOP MAKING ANOTHER DREAMS COME TRUE.. ♥♥♥