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Educational Technology and other Learning Resources by Mr. Dadan
Educational Technology and other
Learning Resources
A. Introduction
Nowadays, technology development contribute and it uses in all aspects of human life. It is relatively easy to find people supporting the use technology for learning foreign language. The history of educational technology has been marked by a succession of teaching innovations. Educational technology is most simply and comfortably defined as an array of tools that might prove helpful in advancing student learning. Educational technology relies on a broad definition of the word "technology". Technology can refer to material objects of use to humanity, such as machines, hardware or utensils, but it can also encompass broader themes, including systems, methods of organization, and techniques (http://www.Wikipedia.com).
We all familiar with the technology: technology can make our students smarter and more creative. Technology is becoming increasingly important in both personal and professional lives, and our learner using technology more and more. Educators in the context of language teaching always try hard to find the ways to make language learning more enjoyable and attractive for learners. Different activities, games, and interesting stories helped language teachers to achieve this aim trough many years and still do (Kilickaya, 2007). When teacher provides opportunities for students to work on digital multimedia project, Green (2002: 2) addresses three technology foundation standards for students;
1. Students use technology instrument in order to enhance learning, productivity and promote creativity.
2. Students use productivity instrument to collaborate in constructing technology enhanced model, prepare publication, and produce other creative works.
3. Students use variety of media and formats to communicate information and ideas effectively to the audiences.
In the context of language education, a great deal of emphasizes now focuses on online learning, and it is touted the great liberator by freeing students and teachers to accomplish learning in new and exciting ways. Teaching and learning online beneficial pedagogically and technically, its mean that learners can get access to native speaking content, collaborate with world wide partners anywhere, anytime, (Davis, 2006). On line learning seems to offer a highly personalised experience where the participant have full control of their study with regard to both content and method. These mean that learners can choose time and place for self-study tutorial, and peer discussion and even negotiate their assignment with their teacher (Pennarola 2007). Before teachers implement the technology in the classroom, we need to find out about learner skills and degrees of experience. For learner with low level information technology skills it better to start with simple word processing task (track changes), and go to the basic e-mail and searching to internet can be introduced. Try to pair up more technically experienced learners with the absolute novices for any ICT classwork, so that the more experienced users help the less experienced ones (Dudeney & Hockly, 2007: 11)
B. Discussion
1. The technology pyramid
When we walk into the classroom around the world, we will see some technology equipment such as overhead projectors (OHP), interactive whiteboards (IWB), and computers with the Internet access. The teachers assign their students to find anything out. They can get them by using search engine like Google, Yahoo, and the findings can be shown to the whole class on the IWB. Unfortunately, there are still many schools do not have facility as a good and complete as others schools have. Others school maybe only have whiteboard or even blackboard and it isn’t in very good condition
In some circumstances where neither teachers nor students have anything at all in term of educational technology or teaching aid Jill and Charles Hadfield represent these differing realities in a ‘reversed pyramid’ of sources (see figure 1). Limitation of technology is not the case because there is a lot of things that we can do with minimal or even without resources. Anything which is existed in our environment can be used as teaching and learning media and it needs teacher creativity to use such things as teaching and learning media. The most important that the students them selves can be used as source material whether as participants, informants and imaginers. According to Hadfield & Hadfield (2003:34) in Harmer (2002:176), students’ internal world is ‘the riches, the deepest seam of gold that we have’. Indeed they propose turning they pyramid the other way up (see figure 2).
Teachers should not see the technology as methodologies for learning, but rather as media to help them in whatever approaches and techniques we have chosen to use. And we need to remind ourselves constantly of the fact that many classrooms both in the developing world (i.e. Indonesia) do not have access to very modern technology. This is not the reason that we can not reach the goal of learning English successfully.
Language laboratories, videos
Computer, Power Point
Cassette recorders, OHPs,
Photocopiers.
Whiteboards, book
Paper and pens
Blackboard
Nothing
Figure 1: Reverses resource pyramid
People
Real life
Blackboard
Paper and pens
Whiteboards, books
Cassette recorders, OHPs,
Photocopiers.
Language laboratories, videos,
Computers, Power Point
Figure 2: Other way up resources pyramid
2. The students themselves, objects, pictures, and things
The most useful resources in the classroom are the students themselves. Trough their thoughts and experiences they bring the outside world into the room, and this is the powerful resource. We can ask them what they would do in certain situation or get them to act out scenes from their lives, and we can get them to share information about their different countries (multilingual class). Students can also be very good resources for explaining and practicing meaning.
a. Realia
With beginner or particular children, using realia is helpful for teaching the meaning of word or for stimulating students’ activity. Teacher comes to the class with plastic fruit, cardboard clock faces or two telephones to help stimulate phone conversation. Object that intrinsically interesting can provide a good starting-point for a variety of language work and communication activities.
The limitation on this things which we bring to class are the size and quantity of the objects themselves and the students’ tolerance, especially adults learners because they don’t like are being treated are childishly.
b. Pictures
Pictures can be taken from books, newspaper, and magazines, or photograph to facilitate learning process. Pictures can be in the form of flashcards, cue cards, photograph or illustration. Some times teachers also use projected slides, images from OHP, or projected computer images, and teachers also draw pictures on the board to help explanation and language work. Pictures can be used in multiplicity ways, as follows:
• Drills: flashcards are particularly useful for drilling grammar items, four cueing different sentences and practicing vocabulary.
• Communication games: pictures are useful for a variety of communication activities, especially where these have a game like feel, such as describe and draw activities, where one student describes a picture and a partner has to draw same picture without looking the original. Teacher sometimes use picture for creative writing.
Figure 3; Communication games http://www.mes-english.com/games.php
• Understanding: pictures can be used for presenting and checking of meaning. We can check students understanding by asking them to select the picture which best match up to the context.
• Ornamentation: pictures are often used to make work more appealing. Reading text will be adorned by a photograph; pictures enhance the text, giving readers (students) an extra visual dimension to what they are reading. If the pictures are interesting, they have the power (at least for the more visual oriented) to engage students.
• Prediction: pictures are useful for getting students to predict what is coming next in a lesson. Students might look at a picture and try to guest what it shown, this use of pictures has the advantages of engaging students in the task to follow.
• Discussion: pictures can encourage question such as: What is it showing? Picture can also be used for creative language use, whether they are in a book or on cue cards. We might ask students to write description of a picture to invent conversation between two people.
The choice and using of the pictures is depend on our taste, but we should consider in our mind three qualities that pictures need to possess if they use to engage students and useful linguistically. First, the pictures should be appropriate not only for the purposes in hand but also for the classes they are being used for. Second, the picture should be visible clearly. Third, the pictures should be durable and they can be used many times.
c. Cards
Cards in this sense, can range from carefully prepared pieces of thick paper which have been laminated to make them into reusable resource to small strips of paper which the teacher brings in for one lesson only. There are three significances especially mentioning:
• Matching and ordering: cards are especially good for matching questions and answers or two halves of a sentence. This matching can be on the basis of topic, lexis or grammatical construction. Using cards is especially good for kinaesthetic learner.
• Selecting: Cards work well if we want students to speak on the spot or use particular words or phrases in a conversation or in sentences.
• Card games: we can turn the card selection into a game by introducing a competitive element – having students in pairs play against each other or against other pairs.
d. Cuisenaire rods
Invented by Belgian educator Caleb Gattegno, these small blocks of wood or plastic of different length, each length is different colour. The rods are featureless, and are only differentiated by their length and colour, so it needs an imagination when we use it (both teacher and students). Simple they may be, but they are useful for a wide range of activities. Follows are some rods’ function for teaching English:
• The rods can be used to demonstrate words stress. It shows where the stress should be.
• Rods can be used to teach preposition.
• Rods are also useful for demonstrating colour, comparatives, superlatives, and a whole range of other semantic and syntactic areas, especially with people who respond well to visual or kinaesthetic activities.
3. The course book
a. Course book or no coursebook
• Benefits: good course books are carefully prepared to offer a coherent syllabus, satisfactory language control, motivating texts, audio cassettes/CDs and other accessories such as video/DVD material, CD-ROMs and extra resource material. According to Thanasoulas (1999), coursebook is looked upon as an indispensable vehicle for foreign language acquisition whose validity and significance are seldom impugned. Many students working on a coursebook feel secure and have a sense progress and achievement.
• Restriction: course books, used inappropriately, compel learning styles and content on classes and teachers alike, appearing to be “fait accompli” more than which they can have a little control. Thanasoulas (1999) says that course book sometimes becomes bone of contention between publisher and foreign language schools. There are many schools and teachers pledging allegiance to a specific publisher or book, which has a little to do with the educational process itself. Many of these publishers and school owners are actuated solely by greed, and place most teachers and students in jeopardy. ‘Do it yourself” approach is one of the solution to the disadvantages of coursebooks because it is extremely attractive approach. It offers students a dynamic and varied program. It will greatly enhance their motivation and their trust in what they are being asked to do.
b. Using coursebooks
The most important aspect of course books use is for teachers to try to engage the students with the content they are going to be dealing with. This means arousing the students’ interest in a topic, and making sure that they know exactly what we want them to do before we get them open their books and disappear, head down in the pages, while we are still trying to talk to them. They are two main ways the teachers can do this:
• Omit and replaces: the first decision we have to make is whether to use a particular coursebooks lesson or not. Although there is nothing wrong with omitting or replacing coursebooks material, it becomes irksome for many students if it happens to often, especially when they have had to buy books themselves.
• To change or not to change: when we decide to use course books lesson, we can, of course, do so without making any substantial changes to the way it is presented. We might decide to use the lesson but to change it to make it more appropriate four our students. We can make some addition, re-writing, replacing activities, re-ordering, and reducing.
We are aware that coursebooks have very important role to play in the classroom. It is a repository of ideas which the teachers and students can draw on and avail themselves (Thanasoulas). Using course books appropriately is an art which becomes clearer with experience. The options we have discussed for course books use are summarised in figure:
No change add
Yes Re-write
Change Replace activities
Use the Re-order
Coursebook? Omit Reduce
No
4. Ways of showing, listening and finding out, and ways of composing
A. Ways of Showing
Day by day, technology has changed the way that teachers and students are able to show each other things in the classroom. Banye (2006) says that pictures have been used to sharpen learners’ awareness of similarities and differences and increases their understanding and speaking vocabularies. It is now clear that mental imagery is useful for both reading and listening comprehension. We will look at four major presentation aids.
1. The board
The board is the most adaptable piece of classroom teaching equipment. It has been evolution from traditional chalk-dust (blackboard) to Interactive whiteboard (IWB). We can use boards for a variety of different purposes, including:
• Note-pad: teachers can write things up on the boards during the lesson. They might be words that can be remembered by the students, phrases that have not understood or seen before, or topics and phrase which they have elicited from students when trying to build up a composition plan.
• Explanation aid: board can be used fore explanation. We can show the relationship between an affirmative sentence and a question by drawing connecting arrows.
Example: He is swimming in the river.
Is he swimming in the river?
• Picture frame: boards can be used for drawing pictures even those are not artistically. Making pictures can be done whenever it is required because the board is always there, helping the students to understand concepts and words.
• Public workbook: students can come up to the board ad write fill in item, or arrange sentence. Teachers sometimes write mistakes and students have to observe and ask the class to correct the mistakes. That technique involves the whole class to see the correctness which has been made.
• Game board: some games can be played by using the boards
• Noticeboard: teachers and students can display things on boards. It is especially useful if the boards are metallic so that magnets can be used.
When we write on the board, it should be clear and easy to decipher; we should well organized the materials. It is not wise to turn our back to the class while writing on the board. This tends to demotivating and may cause the class become restless. It is better to involve the students with boards as much as possible.
2. The overhead projector (OHP)
OHP is still retains a unique versatility as a teaching aid. Anything can set on overhead transparencies: we can show whole texts or grammar exercise, picture, students’ writing, etc. One of the major advantages of overhead projector is that we don’t have to show everything on an OHT all at once. We can cover some of the transparencies with paper or card, and we can blank out what we don’t want the students to see. Even overhead projectors are versatile they still pose some problems, too. They need electricity, of course, and bulbs do fail from time to time. When images projected onto shiny surfaces, they can be uncomfortable to look at, and it can be very difficult to make out details.
3. The flip chart
Flip chart works best in two particular situations. First, a teacher, group leader or group scribe stand at the flip chart and records the points that are being made. Second, the participant – because they can see what is being written up – can then ask for changes to be made. Students can walk around the classroom seeing what the different groups have written when an activity is finished.
4. Computer-based presentation technology
Computers have changed the world of classroom presentation. The two crucial pieces of hardware are a computer and a data projector. Anything on our computer screen can be shown to the whole class using data projector to put up an enlarged version of it on screen or white wall. One of the major technological developments in the last a few years has been the interactive whiteboard (IWB). The advantages of IWB, first, teachers and students can write on the board that the images are being projected onto, and they can be manipulated images on the board. Second, what appears on the board can be saved or printed so that anything written up or being shown there can be looked at again (Dudeney & Hockly, 2007: 122).
The critics of IWB worry about the amount of money they cost. There are also worries about projector beams affecting the eyes of teachers who frequently looking directly at them.
figure 4: Interactive Whiteboard
B. Ways of listening
Students get language input from listening to each other and from any visiting teachers, lecturers, or classroom guests. It is common for teachers and students to listen to recorded audio material on cassette recorders. Tape recorders are versatile, cheap and convenient, and efficient. We can rewind and fast forward, they are easy to use.
MP3 players, iPods, mobile phones have revolutionized access listening, especially for individual listeners. A podcast is an audio and/or video file that is ‘broadcast’ via the Internet and can be downloaded to computer or mobile device such as an MP3 player for listening/viewing. The word podcast comes from combining iPod and broadcast, iPod being the brand name for the Apple portable MP3 player (Dudeney & Hockly, 2007: 86).The availability of podcasts means that students and teacher can listen to arrange of material whenever they want to on devices that are so small and not difficult to carry around. Teachers and students can go to site for ESL/EFL material.
Figure 5: Podcasting: Technical component and interactions
C. Ways of finding out
It has never been easy to find things out in as it in the twenty-first century. The wide range of reference material both online and offline is almost infinite. This is especially useful for language learners
1. Dictionaries
We can access dictionaries in book form, on CD-ROMS, electronic handsets, and on the web site.
• Paper dictionaries: dictionaries printed in book form, and it can be either monolingual or bilingual. On paper dictionaries we can find an explanation of words meaning (definition), word groups, collocation and lexical phrase, and how to pronounce the words (British or American).
• CD-ROMs: this dictionary can include a significantly greater amount of information and have huge advantage. Users no longer have to search alphabetically, but they can type in word or phrase and it will appear on the screen, together with features such as collocation information, more corpuses and also they can hear the words being spoken and, perhaps, record them selves to compare with the spoken original.
• Electronic pocket dictionary: small electronic dictionaries which can be put in the pocket. Electronic dictionaries have some improvement. The screens are bigger, user can hear the words being spoken too, and there are extras such as spellcheckers, currency converters.
• Online dictionaries: this dictionary has almost same using as CD-ROMs dictionary, but users should make registration process first before they use this.
1 dictionary results for: realia
Dictionary.com Unabridged (v 1.1) - Cite This Source - Share This
re•a•li•a - Show Spelled Pronunciation[ree-ey-lee-uh, -al-ee-uh, rey-ah-lee-uh] Pronunciation Key - Show IPA Pronunciation
–plural noun
1. Education. objects, as coins, tools, etc., used by a teacher to illustrate everyday living.
2. Philosophy. things that are real.
________________________________________
[Origin: 1945–50; < LL reālia real (things), neut. pl. of reālis; see REAL1 ]
Dictionary.com Unabridged (v 1.1)
Based on the Random House Unabridged Dictionary, © Random House, Inc. 2006.
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Figure 6: CD ROM Dictionary Figure 7: Online Dictionary http://edition.tefl.net/category/articles/
2. Concordancers
Concordances are especially useful for students and teachers who want to do word research, and we can use them to design material. According to Dudeney & Hockly (2007: 105) concordance is similar to search engine which essentially, a small program that can examine large quantities of text for patterns and occurrences of particular words or phrase. Concordancing involves the use of the program itself and a corpus, or large body of text to be analysed. Here is when the word ‘hospital’ occur in a corpus of spoken English.
Multiple Concordances (Corpus=BNC_Written.txt)
| hospital | ________________________________________
Hits: 010
[001] aid the care of the staff at Ipswich HOSPITAL and Denise helped him through the m
[002] fe and new baby -- born in the same HOSPITAL -- connected to a drip. Donna, 21
[003] e funds for the Great Ormond Street HOSPITAL. Mrs June Goodier, one of the org
[004] Steve Palmer is to enter a Cambridge HOSPITAL for a thigh operation. The 24-year-
[005] ed over for the Great Ormond Street HOSPITAL. Mrs June Goodier, one of the org
[006] to spend their first days of life in HOSPITAL and can't go home for several weeks
[007] This merely mentions that Browne's HOSPITAL held property at Wothorpe. Although
[008] Whitefriary stood on the site of the HOSPITAL, an important monastic site with a
[009] apel in All Saints' church, and the HOSPITAL of St. Thomas and St. John (now Lord
[010] ry and the Greyfriars site ( now the HOSPITAL). Others run from the crypt at 13 S
________________________________________
Figure: 8 Multi-Concordance © All Rights Reserved Tom Cobb, UQAM
3. Searching the internet
Nowadays, the internet has become the greatest source of information. To figure out the exact site of information in the internet need some skills, because we can go straightly to the point what we are going to search. They offer more than million sites and the vast majority of them would be irrelevant, so we should have good skill in selecting the relevant material what we need. They are two particular kinds of sites what we are going to discuss.
• Using encyclopedias: from this we students can be asked to locate the capital city, main language, politic, economy, etc. students can use wikipedia, encyclopedia, britanica.com. A wiki is a collaborative web space, consisting of a number of pages that can be edited by any user. The term comes from the Hawaiian word for ‘quick’ (Dudeney & Hockly, 2007: 86)
Figure 9: Pbwiki: http://pbwiki.com
• Webquest: webquest are mini project in which a large percentage of the input and material is supplied from the internet. It can be teacher-made or learner-made, depending on the learning activity the teacher decide on (Dudeney & Hockly, 2007:54). In webquest teacher has prepare an introduction and then given students’ clickable sites to visit. There are usually four main phase to webquest: introduction phase, task phase, process phase, evaluation phase.
Figure 10: http://www.instantprojects.org/index.php http://webquest.org/index.php
D. Ways of composing
1. Word processing, word editing
Yet, word processing can be used in many inventive ways, by both teachers and students. Teacher can prepare, create, store and share materials for their classes by using word processing program, and learners can use a word processing program both in and outside the classroom, to practice writing skills, grammar and other language points, as well as to present their work. Word processor work allows teachers go give feedback in different way. We can use Track Changes in Microsoft Word to show where things have gone wrong or simply give comments and correction in a different font colour from the students’ original one. (Dudeney & Hockly, 2007: 19)
Figure 11: Track changes
2. Mousepals, chat and blogging
Penpals have now morphed into mousepals and keypals; students can send each other e-mails instead of letters. Chat is a tool that allows for synchronous real time, communication over the Internet. When talking about chat, we need to distinguish between text and audio chat, and between public and private chat. There are several different types of chat that are can set up with learners. One way of classifying educational chat: free topic chats, collaborative, task-oriented chats, informative or academic chats, practice chats (Dudeney & Hockly, 2007: 72).
Blogs, is an example of social software, computer tools which allow people to connect, to communicate and to collaborative online (Dudeney & Hockly, 2007: 86). Blogs is essentially a web page with regular diary or journal entries. Teacher sometimes write a blog to tell students how they are doing and what should do next.
Figure 12: keypals, chat and blogs
3. Authoring
Internet provides many sites that allow us to download software to enable us to design our own based material. An authoring tools is an installable program that allow us to create materials in electronic format which can then distributed on a CD-ROM, DVD, floppy disc or through a web page to your learner. Authoring tools usually feature a simple design interface, with drag-and drop elements allowing us to add pictures, sounds, and video material to the screen. (Dudeney & Hockly, 2007: 129). By using this software provided, teachers can create different variety of exercises. The most famous authoring tool is Hot Potatoes. This is a small Window or Macintosh programs that create variety exercise and can be download freely for educational purpose (http://hotpot.uvic.ca/).
Figure 13: Hot Potatoes software
4. Designing websites
Teachers and students can design their own website and put it on the world wide web, anyone permitted to call it. Using of website is the one of the easiest ways of getting started with technology in the classroom. According Dudeney and Hockly (2007: 27) the web is a source of content which can be used as a window on the wider world outside the class, and it is of course a readily available collection of authentic materials. There are so many ELT websites which provide content can we use as teaching and learning resources.
5. Practicing language on the internet and on CD-ROM
Nowadays, the internet development has been reshaping all aspects of society, for example on-line advertising, marketing and so on. A. majority of university students in the industrialized countries use the internet to share the ideas, conduct research, and collaborate in the production of knowledge. In developed countries now are wired for the internet to reform education in order to take better advantage of information technology. According to Warschauer (2000: 7) there are five main reasons to use the Internet for English teaching.
1. Authenticity: language learning is most successful when it takes place in authentic, meaningful context.
2. Literacy: the ability to read, write, communicate, research, and publish on the internet.
3. Interaction: the Internet provides opportunities for students to interact 24 hours a day with native and non native speakers from around the world.
4. Vitality: the Internet can inject an element of vitality into teaching and motivate students as they communicate in a medium that is flexible, multimodal, constantly changing, and connected to their real life need.
5. Empowerment: by mastering the Internet teacher and students can be autonomous lifelong learner who can find what they need it and collaborate with others to construct new knowledge.
What is exactly CD-ROM? Short for ‘Compact Disc Read-Only Memory’, it looks like and audio CD but contains multimedia files that are programmed to use text, images, audio, and video to provide interactivity. CD-ROMs are primarily designed for learners to work on alone as follow-up to lesson. (Dudney & Hockly, 2007: 13). Particularly CD-ROMs providing grammar practice activities, listening, and reading materials for learners. Unfortunately, CD-ROMs are less effective on speaking practice, because learners can’t interact with CD-ROMs to reply what he/she says or asks.
Kilickaya (2007) conducted research to find out the the learners’ perception as regards the use of Computer Assisted Language for TOEFL preparation on Turkish Learners. He interviewed participant in the experimental group (17 participants). The participants were asked, “Did you feel comfortable working with CALL?” There are eight participant (47%) said that they did not felt comfortable working with computers. They claimed that they were not to having computers as an instructional tool in the learning and teaching process. Oppositely, nine (53) participants said that they comfortable while working with computers. Some of them said that they were used to having computer in their high school and they have English course software. “Was CALL motivating to you?” There are 14 participants (82%) claimed that they found CALL motivating. However, three of the participant (18%) mentioned the necessity of having teacher in the classroom. They claimed that the interaction, the computer provide was artificial and they were sometimes bored with same feedback style (like “this is wrong, please try again” etc) and he could not get answers to specific questions and that was the beyond the capacity of the computers. Twelve learners (71%) thought that listening skill was the most suitable one to practice using CALL approach because the computer could be helpful and traditional classrooms generally listening skill was ignored or given little importance. Five participants (29%) claimed that CALL was more appropriate to practice structure of the target language that they were learning. All participants claimed reading skill and reading activities were not appropriate for CALL. They said that they hate reading on screen and ignored reading activities.
To discover the participants’ opinion on classes which used CALL they were asked “Would you like to have more classes presented using a CALL approach?” Most the participants 13 (77%) said that they would like to have CALL classes provided that they were incorporated into the regular classes, especially where listening skills are practiced. Four participants (23%) did not want to have classes using a CALL approach because they were not friendly to use. In response to the question, “What were your feelings toward CALL before/after having a class presented using a CALL approach?” Seven participants (41%) said that they had negative feeling while eight participants (47%) claimed that they had neither positive and negative feelings before having class using CALL approach. Oppositely two participants (12%) said that they had positive feeling. Five participants (29%) said that they had still negative feelings toward CALL after being exposed to it. However, 12 participants (71%) explained that they had positive feelings.
6. Virtual learning from e-mails to simulated environment
Next few years will be in the area of distributed learning and training, the cost of a few computers and a good Internet connection are far lower more than the traditional approach of transporting participant and tutors to a location for face-to-face training (Dudeney & Hockly, 2007: 152). E-mail is the easiest way in organizing teaching, swapping material and giving feed back to the students. Teacher can set assignment, after students submit the assignment via e-mail, teacher give feed-back on students’ works. E-mail typically can be used outside class time. There are many ways of using e-mail with learners, from simple administrative tasks such as submission of assignment or homework, to more complex e-mail projects, involving classes in different countries (Dudeney & Hockly, 2007: 64). The advantages of using e-mail are relatively easy to use and students are familiar with this.
The key of virtual learning concept is the course delivery and course work take place virtually, using the internet. Virtual Learning environment (VLE) is a web based which course content can be stored in web sites and access by learners on the internet (Dudeney & Hockly, 2007: 137). The sample of VLE is Second Life. In Second Life there are also opportunities for more complex events such as seminars, and conferences, as various combinations of media types are possible, from Power Point presentation, through audio and video streaming media, to various interaction types like quizzes, feedback forms and questionnaire (Dudeney & Hockly, 2007: 154).
Figure 14: Virtual room in Second Life
3. Synthesis/Comments—criticism & position
Technology improvement has affected to all aspect of human live. It offers a great opportunity for us to access information easier and more effective. From such information we can use them as teaching learning resources. In line with the improvement of technology, teachers should be able to up-grade their competence on teaching methodology, computer literacy, and utilizing others technology devices.
There are so many kind of technology can be used as teaching and learning aid from the simplest technology such as realia, blackboard, and Cuisenaire rods until the most sophisticated technology such as CD ROM, Internet connection, and Interactive Whiteboard. On choosing teaching and learning aid and resources teachers have to consider students need. The teachers should not impose to use high technology as a teaching aid if the students are still not able to use such technology. It can break students’ learning motivation and complicate their mind. I agree with the using of technology as teaching and learning aid, because of some reasons:
1. It facilitates us in giving explanation to the students in ways of showing, listening, finding out and composing.
2. It can improve students’ motivation in learning process because learning circumstances more interesting, attractive and dynamic.
3. It can improve students’ creativity; students interact directly with other participant without waiting for teachers’ command or instruction (self study).
However, the implementation of technology faces some problems beside some advantages they have, especially in Indonesian educational context. For the example the using of IWB, university in Indonesia still not use this device yet even in outstanding university such as UPI Bandung. It cause the matter of cost, it is very expensive. So we can imagine of the others university or schools which have a little budget and gap from the technology civilization. Not all colleges or schools have modern or high technology devices (Interactive Whiteboard, Internet connection, etc.) as teaching aids. There are still many colleges and schools which are a part from the city and technology civilization do not have such technologies. So these can obscure students and teachers’ “space act” in getting information that can be used as teaching and learning resources.
All these problems and obstacle we have righteously do not obscure us to create effective, innovative and interesting teaching and learning process. We have to motivate ourselves to be more creative and innovative in using the existed technologies even they just simple technology. The most important thing that the teachers should keep in their mind is how they motivate, encourage their students to study and to create creative and innovative learning process.
4. Conclusion
After read this chapter, I can conclude that there are so many resources which can be used in English language teaching and learning process from the simplest to the most sophisticated or highest technologies. However, from the existed resources, we should be able to choose the best and most appropriate technology and resources for our students to be implemented in our class. The sophisticated of the high technology doesn’t guaranty that the teaching and learning process will be successful, it still needs teachers’ creativity and innovation in managing their classroom. In global era teachers demanded to literate on technology in order to develop their competence. When the teachers have good competence on teaching methodology and literacy of high technology, they expected to implement their competence in transforming the knowledge to the students.
Teachers have to be more active in the way of upgrading their competence. They should keep on learning and keep abreast of technology development. They should always up date their mind with the newest information trough reading an article, browsing or searching in the web sites and involve in teachers’ cyber or world wide community such as NCTE site for the American’s teacher or we can download to www.moodle.org.
Technology is very useful both for teachers and students to assist their teaching and learning process. Unfortunately, in some development countries such as Indonesia are still not able to keep abreast of the technology improvement. It should not become the obstacle for us in improving our competence, there are so many ways to improve our competence and we should not give up on the condition. We should have creative and innovative thinking, everything can be used as teaching aid, it depends on our creativity in creating the teaching aids and resources.
Bibliography
Harmer, J. (2002). The Practice of English Language Teaching. Malaysia: Pearson Education Limited.
Dudeney, G. & Hockly, N. (2007). How to … teach English with technology. Essex: Pearson Education Limited.
Green, T. & Brown, A. (2002). Multimedia Projects in the Classroom. California: Corwin Press Inc.
Warschauer, M., Shetzer, H., Meloni, C. (2000). Internet for English Teaching. Virginia: TESOL Inc.
Internet
Banye, A. (2006). Global Teaching: A World of Method. [Online] http://anthonybanye.com/Resources/GLOBAL%20TEACHING.pdf [October 9, 2008]
Davis, R. (2006). Utopia or Chaos? The Impact of Technology on Language Learning. IATEFL Poland Computer Special Interest Grout [Online] Vol. 6, Issue 4 (Nopember). http://www.iatefl.org.pl/call/j_article26.htm#article1 [October 9, 2008]
Kilickaya F. (2007). The Effect of Computer Assisted Language Learning on Turkish Achievement on the TOEFL Exam. IATEFL Poland Computer Special Interest Group [Online] Vol. 7, Issue 1 (Feb.). http://www.iatefl.org.pl/call/j_27soft.htm [September 16, 2008]
Pennarola C. (2007). A Guide Tour of EFL Websites. http://www.iatefl.org.pl/call/j_web27.htm#web1 IATEFL Poland Computer Special Interest Group [Online] Vol. 7, Issue 1 (Feb.). [September 16, 2008]
Thanasoulas, B. (1999) Coursebooks: take it or leave it. [Online] http://edition.tefl.net/category/articles/ . [September 16, 2008]
http://moodle.org/other/dEntremont_Final_Paper.pdf (virtual learning)
http://www.blackboard.com/resources/k12/K-12_Learning_in_the_21st_Century.pdf (learning at 21 century)
http://www.gamesforgroups.com/communicationgames.htm (comunication games)
http://www.mes-english.com/games.php (communication games)
http://www.teachingenglish.org.uk/talk/questions/flash-cards (flashcard)
http://www.tomsnyder.com/whiteboard/pdf/WB_Research.pdf (Interactive whiteboard)
http://www.glasscampus.com/tutorials/pdf/Teaching.pdf (flip chart teaching)
http://www.learningtechnologies.ac.uk/e_ffective_teaching/summaryreports/reportl.pdf (efective teaching flip)
http://www.teachingenglish.org.uk/files/teacheng/choosing-a-coursebook.pdf (choosing coursebook)
Learning Resources
A. Introduction
Nowadays, technology development contribute and it uses in all aspects of human life. It is relatively easy to find people supporting the use technology for learning foreign language. The history of educational technology has been marked by a succession of teaching innovations. Educational technology is most simply and comfortably defined as an array of tools that might prove helpful in advancing student learning. Educational technology relies on a broad definition of the word "technology". Technology can refer to material objects of use to humanity, such as machines, hardware or utensils, but it can also encompass broader themes, including systems, methods of organization, and techniques (http://www.Wikipedia.com).
We all familiar with the technology: technology can make our students smarter and more creative. Technology is becoming increasingly important in both personal and professional lives, and our learner using technology more and more. Educators in the context of language teaching always try hard to find the ways to make language learning more enjoyable and attractive for learners. Different activities, games, and interesting stories helped language teachers to achieve this aim trough many years and still do (Kilickaya, 2007). When teacher provides opportunities for students to work on digital multimedia project, Green (2002: 2) addresses three technology foundation standards for students;
1. Students use technology instrument in order to enhance learning, productivity and promote creativity.
2. Students use productivity instrument to collaborate in constructing technology enhanced model, prepare publication, and produce other creative works.
3. Students use variety of media and formats to communicate information and ideas effectively to the audiences.
In the context of language education, a great deal of emphasizes now focuses on online learning, and it is touted the great liberator by freeing students and teachers to accomplish learning in new and exciting ways. Teaching and learning online beneficial pedagogically and technically, its mean that learners can get access to native speaking content, collaborate with world wide partners anywhere, anytime, (Davis, 2006). On line learning seems to offer a highly personalised experience where the participant have full control of their study with regard to both content and method. These mean that learners can choose time and place for self-study tutorial, and peer discussion and even negotiate their assignment with their teacher (Pennarola 2007). Before teachers implement the technology in the classroom, we need to find out about learner skills and degrees of experience. For learner with low level information technology skills it better to start with simple word processing task (track changes), and go to the basic e-mail and searching to internet can be introduced. Try to pair up more technically experienced learners with the absolute novices for any ICT classwork, so that the more experienced users help the less experienced ones (Dudeney & Hockly, 2007: 11)
B. Discussion
1. The technology pyramid
When we walk into the classroom around the world, we will see some technology equipment such as overhead projectors (OHP), interactive whiteboards (IWB), and computers with the Internet access. The teachers assign their students to find anything out. They can get them by using search engine like Google, Yahoo, and the findings can be shown to the whole class on the IWB. Unfortunately, there are still many schools do not have facility as a good and complete as others schools have. Others school maybe only have whiteboard or even blackboard and it isn’t in very good condition
In some circumstances where neither teachers nor students have anything at all in term of educational technology or teaching aid Jill and Charles Hadfield represent these differing realities in a ‘reversed pyramid’ of sources (see figure 1). Limitation of technology is not the case because there is a lot of things that we can do with minimal or even without resources. Anything which is existed in our environment can be used as teaching and learning media and it needs teacher creativity to use such things as teaching and learning media. The most important that the students them selves can be used as source material whether as participants, informants and imaginers. According to Hadfield & Hadfield (2003:34) in Harmer (2002:176), students’ internal world is ‘the riches, the deepest seam of gold that we have’. Indeed they propose turning they pyramid the other way up (see figure 2).
Teachers should not see the technology as methodologies for learning, but rather as media to help them in whatever approaches and techniques we have chosen to use. And we need to remind ourselves constantly of the fact that many classrooms both in the developing world (i.e. Indonesia) do not have access to very modern technology. This is not the reason that we can not reach the goal of learning English successfully.
Language laboratories, videos
Computer, Power Point
Cassette recorders, OHPs,
Photocopiers.
Whiteboards, book
Paper and pens
Blackboard
Nothing
Figure 1: Reverses resource pyramid
People
Real life
Blackboard
Paper and pens
Whiteboards, books
Cassette recorders, OHPs,
Photocopiers.
Language laboratories, videos,
Computers, Power Point
Figure 2: Other way up resources pyramid
2. The students themselves, objects, pictures, and things
The most useful resources in the classroom are the students themselves. Trough their thoughts and experiences they bring the outside world into the room, and this is the powerful resource. We can ask them what they would do in certain situation or get them to act out scenes from their lives, and we can get them to share information about their different countries (multilingual class). Students can also be very good resources for explaining and practicing meaning.
a. Realia
With beginner or particular children, using realia is helpful for teaching the meaning of word or for stimulating students’ activity. Teacher comes to the class with plastic fruit, cardboard clock faces or two telephones to help stimulate phone conversation. Object that intrinsically interesting can provide a good starting-point for a variety of language work and communication activities.
The limitation on this things which we bring to class are the size and quantity of the objects themselves and the students’ tolerance, especially adults learners because they don’t like are being treated are childishly.
b. Pictures
Pictures can be taken from books, newspaper, and magazines, or photograph to facilitate learning process. Pictures can be in the form of flashcards, cue cards, photograph or illustration. Some times teachers also use projected slides, images from OHP, or projected computer images, and teachers also draw pictures on the board to help explanation and language work. Pictures can be used in multiplicity ways, as follows:
• Drills: flashcards are particularly useful for drilling grammar items, four cueing different sentences and practicing vocabulary.
• Communication games: pictures are useful for a variety of communication activities, especially where these have a game like feel, such as describe and draw activities, where one student describes a picture and a partner has to draw same picture without looking the original. Teacher sometimes use picture for creative writing.
Figure 3; Communication games http://www.mes-english.com/games.php
• Understanding: pictures can be used for presenting and checking of meaning. We can check students understanding by asking them to select the picture which best match up to the context.
• Ornamentation: pictures are often used to make work more appealing. Reading text will be adorned by a photograph; pictures enhance the text, giving readers (students) an extra visual dimension to what they are reading. If the pictures are interesting, they have the power (at least for the more visual oriented) to engage students.
• Prediction: pictures are useful for getting students to predict what is coming next in a lesson. Students might look at a picture and try to guest what it shown, this use of pictures has the advantages of engaging students in the task to follow.
• Discussion: pictures can encourage question such as: What is it showing? Picture can also be used for creative language use, whether they are in a book or on cue cards. We might ask students to write description of a picture to invent conversation between two people.
The choice and using of the pictures is depend on our taste, but we should consider in our mind three qualities that pictures need to possess if they use to engage students and useful linguistically. First, the pictures should be appropriate not only for the purposes in hand but also for the classes they are being used for. Second, the picture should be visible clearly. Third, the pictures should be durable and they can be used many times.
c. Cards
Cards in this sense, can range from carefully prepared pieces of thick paper which have been laminated to make them into reusable resource to small strips of paper which the teacher brings in for one lesson only. There are three significances especially mentioning:
• Matching and ordering: cards are especially good for matching questions and answers or two halves of a sentence. This matching can be on the basis of topic, lexis or grammatical construction. Using cards is especially good for kinaesthetic learner.
• Selecting: Cards work well if we want students to speak on the spot or use particular words or phrases in a conversation or in sentences.
• Card games: we can turn the card selection into a game by introducing a competitive element – having students in pairs play against each other or against other pairs.
d. Cuisenaire rods
Invented by Belgian educator Caleb Gattegno, these small blocks of wood or plastic of different length, each length is different colour. The rods are featureless, and are only differentiated by their length and colour, so it needs an imagination when we use it (both teacher and students). Simple they may be, but they are useful for a wide range of activities. Follows are some rods’ function for teaching English:
• The rods can be used to demonstrate words stress. It shows where the stress should be.
• Rods can be used to teach preposition.
• Rods are also useful for demonstrating colour, comparatives, superlatives, and a whole range of other semantic and syntactic areas, especially with people who respond well to visual or kinaesthetic activities.
3. The course book
a. Course book or no coursebook
• Benefits: good course books are carefully prepared to offer a coherent syllabus, satisfactory language control, motivating texts, audio cassettes/CDs and other accessories such as video/DVD material, CD-ROMs and extra resource material. According to Thanasoulas (1999), coursebook is looked upon as an indispensable vehicle for foreign language acquisition whose validity and significance are seldom impugned. Many students working on a coursebook feel secure and have a sense progress and achievement.
• Restriction: course books, used inappropriately, compel learning styles and content on classes and teachers alike, appearing to be “fait accompli” more than which they can have a little control. Thanasoulas (1999) says that course book sometimes becomes bone of contention between publisher and foreign language schools. There are many schools and teachers pledging allegiance to a specific publisher or book, which has a little to do with the educational process itself. Many of these publishers and school owners are actuated solely by greed, and place most teachers and students in jeopardy. ‘Do it yourself” approach is one of the solution to the disadvantages of coursebooks because it is extremely attractive approach. It offers students a dynamic and varied program. It will greatly enhance their motivation and their trust in what they are being asked to do.
b. Using coursebooks
The most important aspect of course books use is for teachers to try to engage the students with the content they are going to be dealing with. This means arousing the students’ interest in a topic, and making sure that they know exactly what we want them to do before we get them open their books and disappear, head down in the pages, while we are still trying to talk to them. They are two main ways the teachers can do this:
• Omit and replaces: the first decision we have to make is whether to use a particular coursebooks lesson or not. Although there is nothing wrong with omitting or replacing coursebooks material, it becomes irksome for many students if it happens to often, especially when they have had to buy books themselves.
• To change or not to change: when we decide to use course books lesson, we can, of course, do so without making any substantial changes to the way it is presented. We might decide to use the lesson but to change it to make it more appropriate four our students. We can make some addition, re-writing, replacing activities, re-ordering, and reducing.
We are aware that coursebooks have very important role to play in the classroom. It is a repository of ideas which the teachers and students can draw on and avail themselves (Thanasoulas). Using course books appropriately is an art which becomes clearer with experience. The options we have discussed for course books use are summarised in figure:
No change add
Yes Re-write
Change Replace activities
Use the Re-order
Coursebook? Omit Reduce
No
4. Ways of showing, listening and finding out, and ways of composing
A. Ways of Showing
Day by day, technology has changed the way that teachers and students are able to show each other things in the classroom. Banye (2006) says that pictures have been used to sharpen learners’ awareness of similarities and differences and increases their understanding and speaking vocabularies. It is now clear that mental imagery is useful for both reading and listening comprehension. We will look at four major presentation aids.
1. The board
The board is the most adaptable piece of classroom teaching equipment. It has been evolution from traditional chalk-dust (blackboard) to Interactive whiteboard (IWB). We can use boards for a variety of different purposes, including:
• Note-pad: teachers can write things up on the boards during the lesson. They might be words that can be remembered by the students, phrases that have not understood or seen before, or topics and phrase which they have elicited from students when trying to build up a composition plan.
• Explanation aid: board can be used fore explanation. We can show the relationship between an affirmative sentence and a question by drawing connecting arrows.
Example: He is swimming in the river.
Is he swimming in the river?
• Picture frame: boards can be used for drawing pictures even those are not artistically. Making pictures can be done whenever it is required because the board is always there, helping the students to understand concepts and words.
• Public workbook: students can come up to the board ad write fill in item, or arrange sentence. Teachers sometimes write mistakes and students have to observe and ask the class to correct the mistakes. That technique involves the whole class to see the correctness which has been made.
• Game board: some games can be played by using the boards
• Noticeboard: teachers and students can display things on boards. It is especially useful if the boards are metallic so that magnets can be used.
When we write on the board, it should be clear and easy to decipher; we should well organized the materials. It is not wise to turn our back to the class while writing on the board. This tends to demotivating and may cause the class become restless. It is better to involve the students with boards as much as possible.
2. The overhead projector (OHP)
OHP is still retains a unique versatility as a teaching aid. Anything can set on overhead transparencies: we can show whole texts or grammar exercise, picture, students’ writing, etc. One of the major advantages of overhead projector is that we don’t have to show everything on an OHT all at once. We can cover some of the transparencies with paper or card, and we can blank out what we don’t want the students to see. Even overhead projectors are versatile they still pose some problems, too. They need electricity, of course, and bulbs do fail from time to time. When images projected onto shiny surfaces, they can be uncomfortable to look at, and it can be very difficult to make out details.
3. The flip chart
Flip chart works best in two particular situations. First, a teacher, group leader or group scribe stand at the flip chart and records the points that are being made. Second, the participant – because they can see what is being written up – can then ask for changes to be made. Students can walk around the classroom seeing what the different groups have written when an activity is finished.
4. Computer-based presentation technology
Computers have changed the world of classroom presentation. The two crucial pieces of hardware are a computer and a data projector. Anything on our computer screen can be shown to the whole class using data projector to put up an enlarged version of it on screen or white wall. One of the major technological developments in the last a few years has been the interactive whiteboard (IWB). The advantages of IWB, first, teachers and students can write on the board that the images are being projected onto, and they can be manipulated images on the board. Second, what appears on the board can be saved or printed so that anything written up or being shown there can be looked at again (Dudeney & Hockly, 2007: 122).
The critics of IWB worry about the amount of money they cost. There are also worries about projector beams affecting the eyes of teachers who frequently looking directly at them.
figure 4: Interactive Whiteboard
B. Ways of listening
Students get language input from listening to each other and from any visiting teachers, lecturers, or classroom guests. It is common for teachers and students to listen to recorded audio material on cassette recorders. Tape recorders are versatile, cheap and convenient, and efficient. We can rewind and fast forward, they are easy to use.
MP3 players, iPods, mobile phones have revolutionized access listening, especially for individual listeners. A podcast is an audio and/or video file that is ‘broadcast’ via the Internet and can be downloaded to computer or mobile device such as an MP3 player for listening/viewing. The word podcast comes from combining iPod and broadcast, iPod being the brand name for the Apple portable MP3 player (Dudeney & Hockly, 2007: 86).The availability of podcasts means that students and teacher can listen to arrange of material whenever they want to on devices that are so small and not difficult to carry around. Teachers and students can go to site for ESL/EFL material.
Figure 5: Podcasting: Technical component and interactions
C. Ways of finding out
It has never been easy to find things out in as it in the twenty-first century. The wide range of reference material both online and offline is almost infinite. This is especially useful for language learners
1. Dictionaries
We can access dictionaries in book form, on CD-ROMS, electronic handsets, and on the web site.
• Paper dictionaries: dictionaries printed in book form, and it can be either monolingual or bilingual. On paper dictionaries we can find an explanation of words meaning (definition), word groups, collocation and lexical phrase, and how to pronounce the words (British or American).
• CD-ROMs: this dictionary can include a significantly greater amount of information and have huge advantage. Users no longer have to search alphabetically, but they can type in word or phrase and it will appear on the screen, together with features such as collocation information, more corpuses and also they can hear the words being spoken and, perhaps, record them selves to compare with the spoken original.
• Electronic pocket dictionary: small electronic dictionaries which can be put in the pocket. Electronic dictionaries have some improvement. The screens are bigger, user can hear the words being spoken too, and there are extras such as spellcheckers, currency converters.
• Online dictionaries: this dictionary has almost same using as CD-ROMs dictionary, but users should make registration process first before they use this.
1 dictionary results for: realia
Dictionary.com Unabridged (v 1.1) - Cite This Source - Share This
re•a•li•a - Show Spelled Pronunciation[ree-ey-lee-uh, -al-ee-uh, rey-ah-lee-uh] Pronunciation Key - Show IPA Pronunciation
–plural noun
1. Education. objects, as coins, tools, etc., used by a teacher to illustrate everyday living.
2. Philosophy. things that are real.
________________________________________
[Origin: 1945–50; < LL reālia real (things), neut. pl. of reālis; see REAL1 ]
Dictionary.com Unabridged (v 1.1)
Based on the Random House Unabridged Dictionary, © Random House, Inc. 2006.
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Figure 6: CD ROM Dictionary Figure 7: Online Dictionary http://edition.tefl.net/category/articles/
2. Concordancers
Concordances are especially useful for students and teachers who want to do word research, and we can use them to design material. According to Dudeney & Hockly (2007: 105) concordance is similar to search engine which essentially, a small program that can examine large quantities of text for patterns and occurrences of particular words or phrase. Concordancing involves the use of the program itself and a corpus, or large body of text to be analysed. Here is when the word ‘hospital’ occur in a corpus of spoken English.
Multiple Concordances (Corpus=BNC_Written.txt)
| hospital | ________________________________________
Hits: 010
[001] aid the care of the staff at Ipswich HOSPITAL and Denise helped him through the m
[002] fe and new baby -- born in the same HOSPITAL -- connected to a drip. Donna, 21
[003] e funds for the Great Ormond Street HOSPITAL. Mrs June Goodier, one of the org
[004] Steve Palmer is to enter a Cambridge HOSPITAL for a thigh operation. The 24-year-
[005] ed over for the Great Ormond Street HOSPITAL. Mrs June Goodier, one of the org
[006] to spend their first days of life in HOSPITAL and can't go home for several weeks
[007] This merely mentions that Browne's HOSPITAL held property at Wothorpe. Although
[008] Whitefriary stood on the site of the HOSPITAL, an important monastic site with a
[009] apel in All Saints' church, and the HOSPITAL of St. Thomas and St. John (now Lord
[010] ry and the Greyfriars site ( now the HOSPITAL). Others run from the crypt at 13 S
________________________________________
Figure: 8 Multi-Concordance © All Rights Reserved Tom Cobb, UQAM
3. Searching the internet
Nowadays, the internet has become the greatest source of information. To figure out the exact site of information in the internet need some skills, because we can go straightly to the point what we are going to search. They offer more than million sites and the vast majority of them would be irrelevant, so we should have good skill in selecting the relevant material what we need. They are two particular kinds of sites what we are going to discuss.
• Using encyclopedias: from this we students can be asked to locate the capital city, main language, politic, economy, etc. students can use wikipedia, encyclopedia, britanica.com. A wiki is a collaborative web space, consisting of a number of pages that can be edited by any user. The term comes from the Hawaiian word for ‘quick’ (Dudeney & Hockly, 2007: 86)
Figure 9: Pbwiki: http://pbwiki.com
• Webquest: webquest are mini project in which a large percentage of the input and material is supplied from the internet. It can be teacher-made or learner-made, depending on the learning activity the teacher decide on (Dudeney & Hockly, 2007:54). In webquest teacher has prepare an introduction and then given students’ clickable sites to visit. There are usually four main phase to webquest: introduction phase, task phase, process phase, evaluation phase.
Figure 10: http://www.instantprojects.org/index.php http://webquest.org/index.php
D. Ways of composing
1. Word processing, word editing
Yet, word processing can be used in many inventive ways, by both teachers and students. Teacher can prepare, create, store and share materials for their classes by using word processing program, and learners can use a word processing program both in and outside the classroom, to practice writing skills, grammar and other language points, as well as to present their work. Word processor work allows teachers go give feedback in different way. We can use Track Changes in Microsoft Word to show where things have gone wrong or simply give comments and correction in a different font colour from the students’ original one. (Dudeney & Hockly, 2007: 19)
Figure 11: Track changes
2. Mousepals, chat and blogging
Penpals have now morphed into mousepals and keypals; students can send each other e-mails instead of letters. Chat is a tool that allows for synchronous real time, communication over the Internet. When talking about chat, we need to distinguish between text and audio chat, and between public and private chat. There are several different types of chat that are can set up with learners. One way of classifying educational chat: free topic chats, collaborative, task-oriented chats, informative or academic chats, practice chats (Dudeney & Hockly, 2007: 72).
Blogs, is an example of social software, computer tools which allow people to connect, to communicate and to collaborative online (Dudeney & Hockly, 2007: 86). Blogs is essentially a web page with regular diary or journal entries. Teacher sometimes write a blog to tell students how they are doing and what should do next.
Figure 12: keypals, chat and blogs
3. Authoring
Internet provides many sites that allow us to download software to enable us to design our own based material. An authoring tools is an installable program that allow us to create materials in electronic format which can then distributed on a CD-ROM, DVD, floppy disc or through a web page to your learner. Authoring tools usually feature a simple design interface, with drag-and drop elements allowing us to add pictures, sounds, and video material to the screen. (Dudeney & Hockly, 2007: 129). By using this software provided, teachers can create different variety of exercises. The most famous authoring tool is Hot Potatoes. This is a small Window or Macintosh programs that create variety exercise and can be download freely for educational purpose (http://hotpot.uvic.ca/).
Figure 13: Hot Potatoes software
4. Designing websites
Teachers and students can design their own website and put it on the world wide web, anyone permitted to call it. Using of website is the one of the easiest ways of getting started with technology in the classroom. According Dudeney and Hockly (2007: 27) the web is a source of content which can be used as a window on the wider world outside the class, and it is of course a readily available collection of authentic materials. There are so many ELT websites which provide content can we use as teaching and learning resources.
5. Practicing language on the internet and on CD-ROM
Nowadays, the internet development has been reshaping all aspects of society, for example on-line advertising, marketing and so on. A. majority of university students in the industrialized countries use the internet to share the ideas, conduct research, and collaborate in the production of knowledge. In developed countries now are wired for the internet to reform education in order to take better advantage of information technology. According to Warschauer (2000: 7) there are five main reasons to use the Internet for English teaching.
1. Authenticity: language learning is most successful when it takes place in authentic, meaningful context.
2. Literacy: the ability to read, write, communicate, research, and publish on the internet.
3. Interaction: the Internet provides opportunities for students to interact 24 hours a day with native and non native speakers from around the world.
4. Vitality: the Internet can inject an element of vitality into teaching and motivate students as they communicate in a medium that is flexible, multimodal, constantly changing, and connected to their real life need.
5. Empowerment: by mastering the Internet teacher and students can be autonomous lifelong learner who can find what they need it and collaborate with others to construct new knowledge.
What is exactly CD-ROM? Short for ‘Compact Disc Read-Only Memory’, it looks like and audio CD but contains multimedia files that are programmed to use text, images, audio, and video to provide interactivity. CD-ROMs are primarily designed for learners to work on alone as follow-up to lesson. (Dudney & Hockly, 2007: 13). Particularly CD-ROMs providing grammar practice activities, listening, and reading materials for learners. Unfortunately, CD-ROMs are less effective on speaking practice, because learners can’t interact with CD-ROMs to reply what he/she says or asks.
Kilickaya (2007) conducted research to find out the the learners’ perception as regards the use of Computer Assisted Language for TOEFL preparation on Turkish Learners. He interviewed participant in the experimental group (17 participants). The participants were asked, “Did you feel comfortable working with CALL?” There are eight participant (47%) said that they did not felt comfortable working with computers. They claimed that they were not to having computers as an instructional tool in the learning and teaching process. Oppositely, nine (53) participants said that they comfortable while working with computers. Some of them said that they were used to having computer in their high school and they have English course software. “Was CALL motivating to you?” There are 14 participants (82%) claimed that they found CALL motivating. However, three of the participant (18%) mentioned the necessity of having teacher in the classroom. They claimed that the interaction, the computer provide was artificial and they were sometimes bored with same feedback style (like “this is wrong, please try again” etc) and he could not get answers to specific questions and that was the beyond the capacity of the computers. Twelve learners (71%) thought that listening skill was the most suitable one to practice using CALL approach because the computer could be helpful and traditional classrooms generally listening skill was ignored or given little importance. Five participants (29%) claimed that CALL was more appropriate to practice structure of the target language that they were learning. All participants claimed reading skill and reading activities were not appropriate for CALL. They said that they hate reading on screen and ignored reading activities.
To discover the participants’ opinion on classes which used CALL they were asked “Would you like to have more classes presented using a CALL approach?” Most the participants 13 (77%) said that they would like to have CALL classes provided that they were incorporated into the regular classes, especially where listening skills are practiced. Four participants (23%) did not want to have classes using a CALL approach because they were not friendly to use. In response to the question, “What were your feelings toward CALL before/after having a class presented using a CALL approach?” Seven participants (41%) said that they had negative feeling while eight participants (47%) claimed that they had neither positive and negative feelings before having class using CALL approach. Oppositely two participants (12%) said that they had positive feeling. Five participants (29%) said that they had still negative feelings toward CALL after being exposed to it. However, 12 participants (71%) explained that they had positive feelings.
6. Virtual learning from e-mails to simulated environment
Next few years will be in the area of distributed learning and training, the cost of a few computers and a good Internet connection are far lower more than the traditional approach of transporting participant and tutors to a location for face-to-face training (Dudeney & Hockly, 2007: 152). E-mail is the easiest way in organizing teaching, swapping material and giving feed back to the students. Teacher can set assignment, after students submit the assignment via e-mail, teacher give feed-back on students’ works. E-mail typically can be used outside class time. There are many ways of using e-mail with learners, from simple administrative tasks such as submission of assignment or homework, to more complex e-mail projects, involving classes in different countries (Dudeney & Hockly, 2007: 64). The advantages of using e-mail are relatively easy to use and students are familiar with this.
The key of virtual learning concept is the course delivery and course work take place virtually, using the internet. Virtual Learning environment (VLE) is a web based which course content can be stored in web sites and access by learners on the internet (Dudeney & Hockly, 2007: 137). The sample of VLE is Second Life. In Second Life there are also opportunities for more complex events such as seminars, and conferences, as various combinations of media types are possible, from Power Point presentation, through audio and video streaming media, to various interaction types like quizzes, feedback forms and questionnaire (Dudeney & Hockly, 2007: 154).
Figure 14: Virtual room in Second Life
3. Synthesis/Comments—criticism & position
Technology improvement has affected to all aspect of human live. It offers a great opportunity for us to access information easier and more effective. From such information we can use them as teaching learning resources. In line with the improvement of technology, teachers should be able to up-grade their competence on teaching methodology, computer literacy, and utilizing others technology devices.
There are so many kind of technology can be used as teaching and learning aid from the simplest technology such as realia, blackboard, and Cuisenaire rods until the most sophisticated technology such as CD ROM, Internet connection, and Interactive Whiteboard. On choosing teaching and learning aid and resources teachers have to consider students need. The teachers should not impose to use high technology as a teaching aid if the students are still not able to use such technology. It can break students’ learning motivation and complicate their mind. I agree with the using of technology as teaching and learning aid, because of some reasons:
1. It facilitates us in giving explanation to the students in ways of showing, listening, finding out and composing.
2. It can improve students’ motivation in learning process because learning circumstances more interesting, attractive and dynamic.
3. It can improve students’ creativity; students interact directly with other participant without waiting for teachers’ command or instruction (self study).
However, the implementation of technology faces some problems beside some advantages they have, especially in Indonesian educational context. For the example the using of IWB, university in Indonesia still not use this device yet even in outstanding university such as UPI Bandung. It cause the matter of cost, it is very expensive. So we can imagine of the others university or schools which have a little budget and gap from the technology civilization. Not all colleges or schools have modern or high technology devices (Interactive Whiteboard, Internet connection, etc.) as teaching aids. There are still many colleges and schools which are a part from the city and technology civilization do not have such technologies. So these can obscure students and teachers’ “space act” in getting information that can be used as teaching and learning resources.
All these problems and obstacle we have righteously do not obscure us to create effective, innovative and interesting teaching and learning process. We have to motivate ourselves to be more creative and innovative in using the existed technologies even they just simple technology. The most important thing that the teachers should keep in their mind is how they motivate, encourage their students to study and to create creative and innovative learning process.
4. Conclusion
After read this chapter, I can conclude that there are so many resources which can be used in English language teaching and learning process from the simplest to the most sophisticated or highest technologies. However, from the existed resources, we should be able to choose the best and most appropriate technology and resources for our students to be implemented in our class. The sophisticated of the high technology doesn’t guaranty that the teaching and learning process will be successful, it still needs teachers’ creativity and innovation in managing their classroom. In global era teachers demanded to literate on technology in order to develop their competence. When the teachers have good competence on teaching methodology and literacy of high technology, they expected to implement their competence in transforming the knowledge to the students.
Teachers have to be more active in the way of upgrading their competence. They should keep on learning and keep abreast of technology development. They should always up date their mind with the newest information trough reading an article, browsing or searching in the web sites and involve in teachers’ cyber or world wide community such as NCTE site for the American’s teacher or we can download to www.moodle.org.
Technology is very useful both for teachers and students to assist their teaching and learning process. Unfortunately, in some development countries such as Indonesia are still not able to keep abreast of the technology improvement. It should not become the obstacle for us in improving our competence, there are so many ways to improve our competence and we should not give up on the condition. We should have creative and innovative thinking, everything can be used as teaching aid, it depends on our creativity in creating the teaching aids and resources.
Bibliography
Harmer, J. (2002). The Practice of English Language Teaching. Malaysia: Pearson Education Limited.
Dudeney, G. & Hockly, N. (2007). How to … teach English with technology. Essex: Pearson Education Limited.
Green, T. & Brown, A. (2002). Multimedia Projects in the Classroom. California: Corwin Press Inc.
Warschauer, M., Shetzer, H., Meloni, C. (2000). Internet for English Teaching. Virginia: TESOL Inc.
Internet
Banye, A. (2006). Global Teaching: A World of Method. [Online] http://anthonybanye.com/Resources/GLOBAL%20TEACHING.pdf [October 9, 2008]
Davis, R. (2006). Utopia or Chaos? The Impact of Technology on Language Learning. IATEFL Poland Computer Special Interest Grout [Online] Vol. 6, Issue 4 (Nopember). http://www.iatefl.org.pl/call/j_article26.htm#article1 [October 9, 2008]
Kilickaya F. (2007). The Effect of Computer Assisted Language Learning on Turkish Achievement on the TOEFL Exam. IATEFL Poland Computer Special Interest Group [Online] Vol. 7, Issue 1 (Feb.). http://www.iatefl.org.pl/call/j_27soft.htm [September 16, 2008]
Pennarola C. (2007). A Guide Tour of EFL Websites. http://www.iatefl.org.pl/call/j_web27.htm#web1 IATEFL Poland Computer Special Interest Group [Online] Vol. 7, Issue 1 (Feb.). [September 16, 2008]
Thanasoulas, B. (1999) Coursebooks: take it or leave it. [Online] http://edition.tefl.net/category/articles/ . [September 16, 2008]
http://moodle.org/other/dEntremont_Final_Paper.pdf (virtual learning)
http://www.blackboard.com/resources/k12/K-12_Learning_in_the_21st_Century.pdf (learning at 21 century)
http://www.gamesforgroups.com/communicationgames.htm (comunication games)
http://www.mes-english.com/games.php (communication games)
http://www.teachingenglish.org.uk/talk/questions/flash-cards (flashcard)
http://www.tomsnyder.com/whiteboard/pdf/WB_Research.pdf (Interactive whiteboard)
http://www.glasscampus.com/tutorials/pdf/Teaching.pdf (flip chart teaching)
http://www.learningtechnologies.ac.uk/e_ffective_teaching/summaryreports/reportl.pdf (efective teaching flip)
http://www.teachingenglish.org.uk/files/teacheng/choosing-a-coursebook.pdf (choosing coursebook)
example of task in language assesment
A. Multiple Choice
Put the cross on the correct answer !
1. ‘ You look tired. Why don’t you take a rest?’
‘I wish…; I have to finish this report.’
a. I would be able
b. I can
c. I will be able
d. I had been able
2. Sigit : How old is this museum? It looks strong and beautiful.
Euis : well, may be it……in 1850.
a. Built
b. Had built
c. Was building
d. Was build
3. We would not have lost our bag, if we……it in the hotel.
a. Left
b. Had left
c. Leave
d. Have left
4. Ian : Which is your mother, Sarah?
Sarah : the one… is coming here.
a. Who
b. Which
c. Whom
d. Whose
5. Sigit : I am having a party next Sunday.
Would you like to come?
Sarah : of course.
The underlined expression shows…
a. Intention
b. Schedule
c. Promise
d. Arrangement
B. True / False
Put the circle on the correct answer !
1. Every night the watchman turns on all the lights and walks around the building T/ F every half an hour.
2. He is sundanese, so he can’t spoken English well. T / F
3. Neither John nor they are going to Bali. T / F
4. Sandi, would got a big surprise if he got a good mark. T / F
5. I have been sick since two days ago. T / F
C. Matching
Match sentences on the left to the words in the right !
1. Building where rooms and meals are provided for travellers. a. Hospital
2. Place for a meeting ofpeople in order to to buy and sell goods. b. Hotel
3. Building or large room for meeting, concerts, meals, etc. c. Museum
4. Place where people are treated for illness or injuries. d. Hall
5. Building in which objects of art, history, or science are shown. e. Library
f. Market
The answer :
A. Multiple Choice
1. D
2. D
3. B
4. A
5. D
B. True / False
1. True
2. False
3. True
4. False
5. True
C. Matching
1. B
2. F
3. D
4. A
5. C
Put the cross on the correct answer !
1. ‘ You look tired. Why don’t you take a rest?’
‘I wish…; I have to finish this report.’
a. I would be able
b. I can
c. I will be able
d. I had been able
2. Sigit : How old is this museum? It looks strong and beautiful.
Euis : well, may be it……in 1850.
a. Built
b. Had built
c. Was building
d. Was build
3. We would not have lost our bag, if we……it in the hotel.
a. Left
b. Had left
c. Leave
d. Have left
4. Ian : Which is your mother, Sarah?
Sarah : the one… is coming here.
a. Who
b. Which
c. Whom
d. Whose
5. Sigit : I am having a party next Sunday.
Would you like to come?
Sarah : of course.
The underlined expression shows…
a. Intention
b. Schedule
c. Promise
d. Arrangement
B. True / False
Put the circle on the correct answer !
1. Every night the watchman turns on all the lights and walks around the building T/ F every half an hour.
2. He is sundanese, so he can’t spoken English well. T / F
3. Neither John nor they are going to Bali. T / F
4. Sandi, would got a big surprise if he got a good mark. T / F
5. I have been sick since two days ago. T / F
C. Matching
Match sentences on the left to the words in the right !
1. Building where rooms and meals are provided for travellers. a. Hospital
2. Place for a meeting ofpeople in order to to buy and sell goods. b. Hotel
3. Building or large room for meeting, concerts, meals, etc. c. Museum
4. Place where people are treated for illness or injuries. d. Hall
5. Building in which objects of art, history, or science are shown. e. Library
f. Market
The answer :
A. Multiple Choice
1. D
2. D
3. B
4. A
5. D
B. True / False
1. True
2. False
3. True
4. False
5. True
C. Matching
1. B
2. F
3. D
4. A
5. C
elements of prose by trans23
1. Plot is a structure of what happens in the story. It’s basically another term for structure.
There are 5 ( Five ) steps of plot, that is :
i. Exposition : The opening portion that sets the scene, introduces the main characters, tells us what happened before the story opened.
ii. Complication : Intriduce a problem or conflict.
iii. Conflict : Some scene in a story.
iv. Climax : Problems reaches it’s peak.
v. Resolution : The Problem is solve.
2. Point of View is to identify the narrator of a story, describing any parts he plays in the events and any limits placed upon his knowledge.
3. Tone and Style
i. Tone is to communicate amusement, anger, affection, sorrow and to implies the feelings of the author in a story (by the any character).
ii. Style is the way of the author to expressed the story. ( individual trait or characteristics that a piece of writing exhibits “managing language”)
4. Stream of Conciousness is a kind of selective omniscience : the presentation of thoughts and sense imprssion in a life like fashion – not in a sequence arranged by logic, but mingled randomly.
5. Character is presumably in imagined person who inhabits a story – although that simple definition may admit to a few exceptions (human personalities that become familiar to us).
6. Theme is whatever general idea or insight the entire story reveals or seldom so obvious, that is a theme need not be a moral or a message, it may be what the happenings add up to, what the story about.
There are 5 ( Five ) steps of plot, that is :
i. Exposition : The opening portion that sets the scene, introduces the main characters, tells us what happened before the story opened.
ii. Complication : Intriduce a problem or conflict.
iii. Conflict : Some scene in a story.
iv. Climax : Problems reaches it’s peak.
v. Resolution : The Problem is solve.
2. Point of View is to identify the narrator of a story, describing any parts he plays in the events and any limits placed upon his knowledge.
3. Tone and Style
i. Tone is to communicate amusement, anger, affection, sorrow and to implies the feelings of the author in a story (by the any character).
ii. Style is the way of the author to expressed the story. ( individual trait or characteristics that a piece of writing exhibits “managing language”)
4. Stream of Conciousness is a kind of selective omniscience : the presentation of thoughts and sense imprssion in a life like fashion – not in a sequence arranged by logic, but mingled randomly.
5. Character is presumably in imagined person who inhabits a story – although that simple definition may admit to a few exceptions (human personalities that become familiar to us).
6. Theme is whatever general idea or insight the entire story reveals or seldom so obvious, that is a theme need not be a moral or a message, it may be what the happenings add up to, what the story about.
Kamis, 06 Mei 2010
PERATURAN, HUKUM DAN HAK DALAM USAHA
1. Pemborong harus mematuhi semua aturan hukum yang berlaku, peraturan, dan peraturan dalam pekerjaan yang sedang digarap. Pemborong juga harus mengganti rugi PERUSAHAAN dari klaim atau tanggung jawab atas setiap kerugian, kerusakan atau tindakan hukum yang timbul sehubungan dengan kegagalan yang harus dipatuhi.
2. Pemborong menjamin bahwa pekerjaan itu memiliki semua lisensi yang sah dan izin yang memungkinkan pemborong untuk melakukan pekerjaan / jasa yang telah diperhitungkan.
3. Jika lisensi Pemborong yang ada dan / atau izin dicabut dengan menerbitkan otoritas, PERUSAHAAN berhak untuk mengakhiri ini segera tanpa kompensasi apapun, selain kompensasi yang masih harus dibayar sebagaimana dimaksud dalam Pasal 5 untuk kinerja / layanan yang harus diselesaikan sampai dengan tanggal pemutusan/batas waktu .
KONDISI/SYARAT TENAGA KERJA
1. Pemborong bertanggung jawab atas semua anggotanya/teknisi ahli untuk melaksanakan pekerjaan / jasa yang diberikan berdasarkan perjanjian dan memastikan bahwa personel tersebut mengamati perilaku yang baik dan sesuai dengan kualifikasi personel Pemborong.
2. Pemborong harus mematuhi dan menghimbau personil untuk mematuhi kebijakan keselamatan PERUSAHAAN dan peraturan keselamatan lainnya yang berlaku. kebijakan keselamatan PERUSAHAAN yang tersedia di Badan/Departemen Keselamatan, Kesehatan dan Lingkungan Perusahaan (COMPANY’s Safety, Health, and Environment (SHE) Department).
2. Pemborong menjamin bahwa pekerjaan itu memiliki semua lisensi yang sah dan izin yang memungkinkan pemborong untuk melakukan pekerjaan / jasa yang telah diperhitungkan.
3. Jika lisensi Pemborong yang ada dan / atau izin dicabut dengan menerbitkan otoritas, PERUSAHAAN berhak untuk mengakhiri ini segera tanpa kompensasi apapun, selain kompensasi yang masih harus dibayar sebagaimana dimaksud dalam Pasal 5 untuk kinerja / layanan yang harus diselesaikan sampai dengan tanggal pemutusan/batas waktu .
KONDISI/SYARAT TENAGA KERJA
1. Pemborong bertanggung jawab atas semua anggotanya/teknisi ahli untuk melaksanakan pekerjaan / jasa yang diberikan berdasarkan perjanjian dan memastikan bahwa personel tersebut mengamati perilaku yang baik dan sesuai dengan kualifikasi personel Pemborong.
2. Pemborong harus mematuhi dan menghimbau personil untuk mematuhi kebijakan keselamatan PERUSAHAAN dan peraturan keselamatan lainnya yang berlaku. kebijakan keselamatan PERUSAHAAN yang tersedia di Badan/Departemen Keselamatan, Kesehatan dan Lingkungan Perusahaan (COMPANY’s Safety, Health, and Environment (SHE) Department).
the advantages in learning english
one of the advantages of why people learn english is we can get a nice job and we know that english is international language so it is very important to learn especially to communicate with other people..
Cigarette Smoking Pro and Con
This article will explain the pros and cons of cigarette smoking. There are both good and bad things that come with smoking. Not everything is bad with smoking.
Most smokers know that smoking is bad for your health, but people tend to forget that smoking has some positive sides as well. Lets take a look at the cigarette smoking pros and cons. First the Pro:
• Most cigarette smokers feel they have a strong bonding with other smokers. It is easy to get together and talk while you smoke.
• Smoking gives the smoker a sense of gratification.
• The nicotine in the cigarette gives the smoker a good relaxing feeling. This has proven to be very good against stress.
• Holding the cigarette gives the smoker a feel of comfort and keeps the mind busy.
Now to the Con and They are a Lot More:
• Smoking leaves a really bad smell in your clothes, car, hair, mouth and in your home.
• Your lunges will slowly get worse and your condition will follow
• Most smokers tend to get an annoying cough during day and night
• The nicotine can make you feel sick or dizzy if you get too much or too little
• You will slowly get a yellow tone on your skin, fingernails and teeth
• You will run out of energy faster and your motivation will go down
• You might loose the sense of smell and taste (partly or totally)
• Your cigarette can start a fire if you fall asleep or forget it somewhere
• You are costing yourself a fortune just to keep smoking every day
• In worse case you might end up with cancer and die from long-term smoking
Most smokers know that smoking is bad for your health, but people tend to forget that smoking has some positive sides as well. Lets take a look at the cigarette smoking pros and cons. First the Pro:
• Most cigarette smokers feel they have a strong bonding with other smokers. It is easy to get together and talk while you smoke.
• Smoking gives the smoker a sense of gratification.
• The nicotine in the cigarette gives the smoker a good relaxing feeling. This has proven to be very good against stress.
• Holding the cigarette gives the smoker a feel of comfort and keeps the mind busy.
Now to the Con and They are a Lot More:
• Smoking leaves a really bad smell in your clothes, car, hair, mouth and in your home.
• Your lunges will slowly get worse and your condition will follow
• Most smokers tend to get an annoying cough during day and night
• The nicotine can make you feel sick or dizzy if you get too much or too little
• You will slowly get a yellow tone on your skin, fingernails and teeth
• You will run out of energy faster and your motivation will go down
• You might loose the sense of smell and taste (partly or totally)
• Your cigarette can start a fire if you fall asleep or forget it somewhere
• You are costing yourself a fortune just to keep smoking every day
• In worse case you might end up with cancer and die from long-term smoking
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