Foundation of Literature

Name : Septi Mardiana

NPM : 06211210665

Class : B / IV

Subject : Foundation of Literature

: Novel

Author : Louis L’amour

Title : Ride the River

Publisher : Bantam Books

City publish : New York

Year : 1983

Page : 184

Summary :

Echo Sackett was young, she was a woman. She was a Sackett, and in the great tradition of her bold ancestors, Echo Sackett’s name in deeds would live on for generations yet to come. A sure had with a horse, a dead shot with a rifle, and fast with her wits. Echo Sackett must travel to the Tennessee mountain country where ruthless killers will stop at nothing to cheat her out of her heritance. Like at true Sackett Echo rises to the challenge - fighting back and standing tall - proving that like every other Sackett she is one to ride the river with.

Media Pembelajaran Bahasa Inggris ( unit 7 )

Name : Septi Mardiana

NPM : 06211210665

Class : B / IV

Subject : Media Pembelajaran Bahasa Inggris

UNIT 7

BLOGS, WIKIS AND PODCASTS

Social Software

Although these three tools are different, we are grouping them together in this chapter as they have certain features in common when applied to the classroom:

1.They can be set up and used by teachers and and/or learners.

2.They can be used to connect learners to other communities of learners, for example to a class in class n another country.

3.The ideas and content can be generated and created by learners, either individually or collaboratively.

Blogs in language teaching

An edublog can be set up and used by a teacher, by individual learners or by class. A teacher may decide to use a blog to provide their learners with news and comments on who were unable to attend, study tips, and so on. In this case, learners will access and Read, and possibly add comments to, the blog outside the classroom. A blog set up and learners to write comments in the blog. A teacher may encourage their learners to each set up and maintain their own individual blogs. Learners can be asked to post to their bogs once or twice a week, or however often the teacher judges convenient, and content can range from comments on current affairs to descriptions of daily activities. Other learners, from the same class, from other classes or even from classes in other countries, can be encouraged to post comments and reactions to student blog postings. Type of blog is the class blog, one by an entire class. Again, this blog can be used to post comments on certain topics or on class work or on any other issue the teacher thinks interesting and relevant to earners. In class blog learners all post to the same blog.

How to stare using blogs with learners

A simple blogs project that you can use with learners of all levels is to get your students to set up their own student blogs, writing about themselves, their interests, family, home, and country and so on, and including some photos.

Wikis in language teaching

A wiki is like having a publicly accessible word processing document available online, which anyone can edit. Essentially a wiki is not linear, like a blog. A blog consists of a number of postings, which are published on one web page, in reverse chronological order with the most recent posting at the top. A wiki has a non-linear structure, and pages may link back and forwards to other pages.

How to start a wiki with learners

The best way to start using a wiki with a group of learners is to set up a simple collaborative writing project. A topic that we have found works well is that of ‘(in) famous people’, in which pairs of learners write short descriptions of famous people that contain a number of humorous factual errors. These descriptions are then ‘corrected’ by another pair. Podcast directories are one place to start looking for podcasts. You or your learners can click on a category and scroll though a list of podcasts, listening to and subscribing to any that interest you. A podcast directory aimed specifically at teachers of English is English caster (http:// www.englishcaster.com).there are two main uses of podcasts in teaching. Firstly, learners can listen to podcasts made by others and, secondly, they can produce their own podcasts. It is becoming increasingly common in tertiary education, for example, for professors to record lectures as podcasts, so that students who miss a class can download the lecture pod casts for later listening on their computers or mobile devices like an MP3 player. The language teacher can direct their learners to podcasts already available on the internet, for self- study purposes, or even use them for listening in class via a computer.

Media Pembelajaran Bahasa Inggris ( unit 7 )

Name : Septi Mardiana

NPM : 06211210665

Class : B / IV

Subject : Media Pembelajaran Bahasa Inggris

UNIT 8

ONLINE REFERENCE TOOLS

Dictionaries and thesauruses

Dictionaries

Whether your students are using bilingual, semi-bilingual or monolingual learners dictionaries in paper or electronic form, there is no denying that there is a far greater range of dictionary reference tools available than was the case even ten years ago. It is not the intention of this section to advice on the use of dictionaries in the classroom, bus rather to outline some of the features that electronic dictionaries include and to show how they have developed beyond the printed page. The one thing we would say about these hand-held electronic dictionaries is that their content is often inaccurate and that, if you can you should advise your students on the range of products before they purchase, as you probably have done in the past with paper dictionaries. A thesaurus can do wonders for writing projects. It can encourage learners to be more adventurous in their creative writing at the same time as helping he to analyses their output more critically.

Concordance’s and corpuses for language analysis

A Concordance’s is similar to search engine in many respects. Essentially, it is small program that can examine large quantities of text for patterns and occurrences of particular words or phrases. Concordance’s are often considered to be the domain of the language researcher or the kind of tool used by writers of grammar references and weighty linguistic tomes. And indeed they are primarily used in this domain.

Use in class

You can use the corpus for generating test material such as cloze exercises and exam practice materials. at higher levels, a corpus can serve as a useful reference tool in the classroom for the more intricate examples of language use. Example. ‘What’s the difference between glisten and glitter?’ parallel concordancers, which compare texts in two or more languages, can also be useful for examining how structures are dealt with in and first and second languages.

Translators for language analysis

Translation software is still in its infancy and at the time of writing remains unreliable and in many instances of dubious quality.

Encyclopedias for research and project work

It used to be the case that having access to an encyclopedia meant also needing to have a large set of shelves on which to store all of the volumes. This collection of volumes then became a small CD-ROM sitting next to our computers, and these days is more likely to be a collection of web addresses to useful and authoritative sources online. Informational reference sites based on printed material are a good starting point and here we would include paper-bused volumes such as the Encyclopedia Britannica, as wall as Microsoft Encarta, Which was originally published on CD-ROM.

Short story ( Foundation of Literature )

Name : Septi Mardiana

NPM : 06211210665

Class : B / IV

Subject : Foundation of Literature

Author : Kahlil Gibran

Title : Secrets of the heart

Year : 1975

Publisher : Citadel Press

City Publish : America

SLAVERY

This short story narrate the slavery in human life in world, where the world many challenges and barricades to be being faced and experienced carefully so that not being lost then day. Here in human life have to fight against whisper from devil which will make the slave man and make man as the friend in world hereafter which there there's only circumstantial sorrow and weep and regret at heart. So on this story narrated that the how difficult of he fight against invitation and whisper from Satan which will make her as the slave. hence here narrated also that religious service man before death of to come fetch and before man follow whisper from Satan which will mislead him.

Foundation of Literature

Name : Septi Mardiana

NPM : 06211210665

Class : B / IV

Subject : Foundation of Literature

Author : Robert Browning

City Publish : London

Page : 6

Two in the Campagna

I wonder how you feel to-day

As I have felt since, hand in hand,

We sat down on the grass, to stray

In spirit better through the land,

This morn of Rome and May?

For me, I touched a thought, I know,

Has tantalized me many times,

(Like turns of thread the spiders throw

Mocking across our path) for rhymes

To catch at and let go.

Help me to hold it! First it left

The yellow fennel, run to seed

There, branching from the brickwork's cleft,

Some old tomb's ruin: yonder weed

Took up the floating weft,

Where one small orange cup amassed

Five beetles, -blind and green they grope

Among the honey meal: and last,

Everywhere on the grassy slope

O traced it. Hold it fast!

The Champaign with its endless fleece

Of feathery grasses everywhere!

Silence and passion, joy and peace,

An everlasting wash of air-

Rome's ghost since her decease.

Such life here, through such lengths of hours,

Such miracles performed in play,

Such primal naked forms of flowers,

Such letting nature have her way

While heaven looks from its towers!

How say you? Let us, O my dove,

Let us be unashamed of soul,

As earth lies bare to heaven above!

How is it under our control?

To love or not to love?

I would that you were all to me,

You that is just so much, no more.

Nor yours nor mine, nor slave nor free!

Where does the fault lie? What the core

O' the wound, since wound must be?

I would I could adopt your will,

See with your eyes, and set my heart

Beating by yours, and drink my fill

At your soul's springs, - your part my part

In life, for good and ill.

No. I yearn upward, touch you close,

Then stand away. I kiss your cheek,

Catch your soul's warmth, - I pluck the rose

And love it more than tongue can speak-

Then the good minute goes.

Already how am I so far

Our of that minute? Must I go

Still like the thistle-ball, no bar,

Onward, whenever light winds blow,

Fixed by no friendly star?

Just when I seemed about to learn!

Where is the thread now? Off again!

The Old trick! Only I discern-

Infinite passion and the pain

Of finite hearts that yearn.

Summary     :

This represents one of Browning's more abstract poems. Returning to some of the themes developed in "Porphyria's Lover," albeit in a very different context, "Two in the Campagna" explores the fleeting nature of love and ideas. The speaker regrets that, just as he cannot ever perfectly capture an idea, he cannot achieve total communion with his lover, despite the helpful erotic suggestions of nature. Though our hearts be finite, we yearn infinitely; the resulting pain serves as a reminder of human limitations.

Porphyria's Lover

The rain set early in tonight,

The sullen wind was soon awake,

It tore the elm-tops down for spite,

And did its worst to vex the lake:

I listened with heart fit to break.

When glided in Porphyria; straight

She shut the cold out and the storm,

And kneeled and made the cheerless grate

Blaze up and all the cottage warm;

Which done, she rose, and from her form

Withdrew the dripping cloak and shawl,

And laid her soiled gloves by, untied

Her hat and let the damp hair fall,

And, last, she sat down by my side

And called me. When no voice replied,

She put my arm about her waist,

And made her smooth white shoulder bare,

And all her yellow hair displaced,

And, stooping, made my cheek lie there,

And spread, o'er all, her yellow hair,

Murmuring how she loved me--she

Too weak, for all her heart's endeavor,

To set its struggling passion free

From pride, and vainer ties dissever,

And give herself to me forever.

But passion sometimes would prevail,

Nor could tonight's gay feast restrain

A sudden thought of one so pale

For love of her and all in vain:

So, she was come through wind and rain.

Be sure I looked up at her eyes

Happy and proud; at last I knew

Porphyria worshiped me: surprise

Made my heart swell and still it grew

While I debated what to do.

That moment she was mine, mine, fair,

Perfectly pure and good: I found

A thing to do, and all her hair

In one long yellow string I wound

Three times her little throat around,

And strangled her. No pain felt she;

I am quite sure she felt no pain.

As a shut bud that holds a bee,

I warily oped her lids: again

Laughed the blue eyes without a stain.

And I enlightened next the tress

About her neck; her cheek once more

Blushed bright beneath my burning kiss:

I propped her head up as before

Only, this time my shoulder bore

Her head, which droops upon it still:

The smiling rosy little head,

So glad it has its utmost will,

That all it scorned at once is fled,

And I, its love, am gained instead!

Porphyria's love: she guessed not how

Her darling one wish would be heard.

And thus we sit together now,

And all night long we have not stirred,

And yet God has not said a word!

Summary :

Porphyria's Lover, which first appeared in 1836, is one of the earliest and most shocking of Browning's dramatic monologues. The speaker lives in a cottage in the countryside. His lover, a blooming young woman named Porphyria, comes in out of a storm and proceeds to make a fire and bring cheer to the cottage. She embraces the speaker, offering him her bare shoulder. He tells us that he does not speak to her. Instead, he says, she begins to tell him how she has momentarily overcome societal strictures to be with him. He realizes that she "worship[s]" him at this instant. Realizing that she will eventually give in to society's pressures, and wanting to preserve the moment, he wraps her hair around her neck and strangles her. He then toys with her corpse, opening the eyes and propping the body up against his side. He sits with her body this way the entire night, the speaker remarking that God has not yet moved to punish him.

Home-Thoughts, From Abroad

Oh, to be in England,

Now that April's there,

And whoever wakes in England

Sees, some morning, unaware,

That the lowest boughs and the brushwood sheaf

Round the elm-tree bole are in tiny leaf,

While the chaffinch sings on the orchard bough In England - now!

And after April, when May follows,

And the whitethroat builds, and all the swallows -

Hark! Where my blossomed pear-tree in the hedge

Leans to the field and scatters on the clover

Blossoms and dewdrops - at the bent spray's edge -

That's the wise thrush; he sings each song twice over,

Lest you should think he never could recapture

The first fine careless rapture!

And though the fields look rough with hoary dew,

All will be gay when noontide wakes anew

The buttercups, the little children's dower,

-        Far brighter than this gaudy melon-flower!

Summary :

"Home-Thoughts, From Abroad" celebrates the everyday and the domestic, taking the form of a short lyric. The poet casts himself in the role of the homesick traveler, longing for every detail of his beloved home. At this point in his career, Browning had spent quite a bit of time in Italy, so perhaps the longing for England has a bit of biographical urgency attached to it. The poem describes a typical springtime scene in the English countryside, with birds singing and flowers blooming. Browning tries to make the ordinary magical, as he describes the thrush's ability to recreate his transcendental song over and over again.

Memorabilia

Ah, did you once see Shelley plain,

And did he stop and speak to you?

And did you speak to him again?

How strange it seems, and new!

But you were living before that,

And you are living after,

And the memory I started at--

My starting moves your laughter!

I crossed a moor, with a name of its own

And a certain use in the world no doubt,

Yet a hand's-breadth of it shines alone

'Mid the blank miles round about:

For there I picked up on the heather

And there I put inside my breast

A moulted feather, an eagle-feather--

Well, I forget the rest.

Summary :

According to historical anecdote, this poem stems from an encounter Browning had with a person who had once met the poet Percy Bysshe Shelley (Shelley died quite young, when Browning himself was only ten). Browning reacted with awe when the man described his meeting with the famed poet, and the man is said to have laughed at him for this reaction. This short lyric relates Browning's feelings about this encounter to his feelings at walking across a moor and finding an eagle's feather.

Foundation of Literature

Name : Septi Mardiana

NPM : 06211210665

Class : B / IV

Subject : Foundation of Literature

Author : Kevin Brock

Title : Sonnet for Ann Isabella

Year : 2004

City Publish : London

Sonnet for Ann Isabella

When I reflect upon my vain conceit

And wonder why I praise my skill in duel,

This boasting, to my ears, sounds harsh and cruel

For out of hauteur I have found defeat.

So removed from right, who could I entreat

That would not call me villain, or a fool?

A noble head and gentle heart must rule,

A child’s smile o’er prize is the greater feat.

I claim no right to that, which I am held,

Yet such a fame may I forever seek

To earn the mark which she believes I own.

My sojourn ends only when I am kill’s,

And my reward is but to grow more weeks,

That I might bear my unworthy renown.

Summary :

This poem narrate the sonnet for Ann Isabella, he say that the arrogance is till now useless and wonder why him praise his skill duel indium. And he listen voice which firm from the ear. For out of hauteur he has found defeat. And he request who did can assist he so that not to speak of a fool or criminal. And he get command from the soft heart, he get one smile of child of as present but consciousness him. He will not get the rights, But all that’s he still expect can be searched with trusts which he having. He sojourn ends only when he is kill’s, and my reward is but to grow more weeks, that I might bear my unworthy renown.

Foundation of Literature

Name : Septi Mardiana

NPM : 06211210665

Class : B / IV

Subject : Foundation of Literature (UTS)

Author : J. Wallis Martin

Title : Dancing with the uninvited guest

Publisher : Great Britain

City publish : London

Year : 2002

Page : 371 pages

Lyndle hall lies in the heart of North Umbria, a decaying manor house surrounded by lightless forests. It is from here that eighteen-year-old girl disappears-along with Lyndle’s owner. Evidence indicates that the two did not, as assumed, run off together, and when the investigating detective meets the tormented Nicholas Herrol, his fears for the girl’s fate deepen. Parapsychologist Audrah Sidow is convinced there is nothing on earth for which there is no rational explanation. But then the police are no longer searching for a living girl, they are searching for a body. And Audrah must discover what lies at landless dark heart.

Reflection ( UTS )

Name : Septi Mardiana

NPM : 06211210665

Class : B

Subject : Foundation of literature

Reflection

Author : William Blake

Title : The fly

Year : 1999

Publish : London

THE FLY

Little fly

Thy summers play,

My thoughtless hand

Has brushed away

Am not I

A fly like thee?

Or art not thou

A man like me?

For a dance

And drink and sing

Till some blind hand

Shall brush my wing.

If thought is life

And strength and breath;

And the want

Of thought is death;

Then am I

A happy fly,

If I live,

Or if I die.

Summary :

This poem narrate the life a fly, what playing at summer, and a fly taking a fancy to it because one dance, the beverage and hymn, so some people blind hand. And fly say; is wing tie fly have to be the, if the idea was lived and strength and breath, lacking of from idea of fly concerning death. And fly feel whether it one happy fly. If the natural life like this. If thought is life and strength and breath, and the want of thought is death. And it nor know about feeling which actually it experiencing the life because it still hesitate or ask whether happy it present or not with life he is experiencing.

Comment :

I think this poem is very good because the story lyric not and verbiage continue, besides the poem is also easy to be understood, comprehend and digested, groove the poem according to I also very good. The title is also hardly simple and easy to be understood, comprehended by me and possible also others, because title only one word that is fly. And the story nor digress from the title becoming this poem only narrate one topic that is fly. And this poem also in character shortened, clearly and compact, what facilitating I to comprehend this poem and understand content which written in this poem better although not yet too perfection but the purposes and objectives InsyaAllah I can understand.

Experience :

I have never experienced this as of case occurrence, and have never regretted life which has been given by God to me. What is given by God that is which I experiencing patiently and full of temptation and challenge. Although I have ever experienced is people taking a fancy to I but in life of me, I have never regretted if is people liking but I considering to be temptation and I also have to arrest; detain itself so that I frown upon it with in. and don't complicate the problem. And assume this problem as problem of big not because every man surely experienced and answer to him with different each mind. So fair that in human life.

UTS ( Biography of Sir Walter Releight )

Name : Septi Mardiana

NPM : 06211210665

Class/smt : B / IV

Subject : Foundation of Literature

“Biography of Sir Walter Raleigh”

Raleigh mixed scholarship with soldiering from an early age, fighting on the Protestant side in the French Wars of religion before attending Oriel College, Oxford. In 1580 his courage and outspoken manner distinguished him in a campaign against Irish rebels in Munster, and he soon attracted the attention of Elizabeth I.

He became the Queen's favorite at court, receiving a knighthood in 1585 as well as numerous other favours, and huge estates in Ireland. He took part in many expeditions abroad, including attempts to establish colonies in both North and South America, and several literary works resulted from these travels. Raleigh was a very cultured man, and a close friend of the poet Edmund Spenser, whom he met in Ireland in 1580. He was also linked with a group known as the 'School of Atheism', whose circle included Christopher Marlowe and George Chapman.

Raleigh’s fiery character ensured that his fortunes at court were very unstable; in 1592 a jealous Queen Elizabeth imprisoned him for a short time for marrying one of her maids of honor, Elizabeth Throckmorton. He eventually regained favour with Elizabeth, but his enemies successfully conspired against him when James I ascended the throne. Raleigh was convicted of treason and spent the next thirteen years in the Tower of London. He passed his time in prison by writing several books, including A Discourse of War and his History of the World. The History was intended for ordinary readers, not just experts, and its outspoken criticisms of unjust king’s amount to an indirect attack on James I.

In 1616 he was released from the Tower to lead a gold-hunting expedition to Guiana. The trip was his last chance to prove his worth to King James, but it was a spectacular disaster. Raleigh was struck down by a tropical fever and the officer he entrusted with command not only failed to find any gold, but attacked and burned a Spanish settlement, an action which had been strictly forbidden by the King. Raleigh’s eldest son was killed in the fighting, and the officer later committed suicide. Returning home in disgrace, Raleigh was beheaded outside Westminster Hall. The poem 'Even such is Time' is traditionally said to have been composed on the eve of his execution. ..

Media Pembelajaran Bahasa Inggris

Name : Septi Mardiana
NPM : 06211210665
Class/smt : B / IV
Subject : Media pembelajaran bahasa inggris

Summry of using websites

USING WEBSITES

Using websites in the classroom

In this chapter we look at the basic skill set needed for effective use of the Internet with your students and take a closer look at the process for introducing the Internet into your teaching.

Using website is one of the easiest and least stressful ways of getting started with technology in the classroom.

The web is a source of content which can be used as a window on the wider world outside your class, and is – of course – a readily available collection of authentic material.

Indeed, you can use wet pages in the classroom in a variety of ways:

· as printed pages, with no computers

· with one computer with an Internet connection

· in a computer lab with a set of networked and connected computers

ELT websites or authentic websites?

Authentic sites also provide an ideal opportunity to work through the issues of `total comprehension' that plenty of learners have to deal with at some point in their studies. They can be guided towards being comfortable with understanding the content of a site and identifying what they need to know or find out without getting bogged down in having to understand every word on the screen.

How to find useful websites

a. Search engines

b. Subject guide

c. Real language searches

How to evaluate websites

1. Accuracy

2. Currency

3. Content

4. Functionality

Planning lessons using the Internet

A movie star is a sample lesson plan based on this structure. You can use this as a template for your own planning. It is worth noting that there is nothing intrinsically different from the more traditional course book approach here – perhaps the major value of this material is its intrinsic motivational element: real actors being interviewed for a real programme. This, plus the contemporary nature of most website content, make the web an ideal source of material.

a. A lesson plan – Movie stars

b. Warmer

c. Web

d. What next

Working with lower levels of language proficiency

Choosing the right websites can go some way towards raising their comfort levels, though you may need to have shorter lesson than the higher level one described above. Websites which are more suitable for lower levels will include

· Websites with simple, clearly presented text.

· Websites with non-linguistic data which is easy to interpret (e.g. data in the form of a chart, such as a weather page).

· Websites with visuals – a task can be based around the visuals only.

· ELT websites, where the content has been written, edited and prepared with this audience in mind.

a. Borrowed words

This is a low-level lesson concentrating on different languages and the words they have contributed to English. The language areas covered are countries and languages.

b. Warmer

Ask your learners if they know of any words in their own language that have come from other languages. Build up a chart on the board. You may need to help with the English versions.

c. Web

Give each pair, some time to ask and answer the questions, and complete the table. Provide feedback on a model table on the board and help out with any vocabulary problems which `nay have arisen.

d. What next

An additional follow-up project idea is for learners to ‘collect’ English words they find ­in their environment, if they live in a non-English speaking country, e.g. English words on TV, or on advertising billboards and signs. These could be added to a poster in the classroom.

Web teaching dos and don'ts

Planning carefully and adopting a structured approach to the way you use websites in the classroom should give you the confidence to try out different ways of introducing your learners to Internet content.

Foundation of Literature

Name : Septi Mardiana
NPM : 06211210665
Class/smt : B / IV
Subject : Foundation of literature

Author : Lady Jane
Title : The death of king Henry VIII

Summary :

Upon the death of King Henry VIII, the matter of royal succession throws England into chaos. anxious to keep England true to the reformation, John Dudley, a protestant minister, arranges for the marriage of his son, Guildford (Cary Elwes) to Lady Jane Grey ( Helena Bonham carter), the king's fifteen year-old great niece. Although first hostile to each other, Guildford and Jane soon fall in love. However, their peace is threatened when Henry's legitimate daughter Princess Mary, by his first wife, the Catholic Catherine of Aragon, and her supporters rally around and crown her queen. The film chronicles, fairly accurately, Jane’s growth, during her extremely short reign, from a bookish intellectual to a confident and politically progressive young woman who refuses to conform to the religious hypocrisies of 16th Century England. I thing the story is very good, the story is easy to understand and the story continue. I did not have the same experience because the story it is about kingdom and I did not live in kingdom’s eavironment.

Word Processors in the Classroom

Name : Septi Mardiana

NPM : 06211210665

Class : B/IV

Subject : Media Pembelajaran Bahasa Inggris

Word Processors in the Classroom

Why use word processors?

In many ways it may seem paradoxical to devote an entire chapter to the use of word processors, when there are so many other more exciting software tools one could turn to. Yet word processors can be used in many inventive ways, by both teachers and students. Teachers can prepare, create, store and share materials for their classes by using a 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 processors for teachers: creating materials

As a teacher, you may already use a word processing program to prepare worksheets and materials for your learners. You may also use one for correcting, editing and providing feedback on your learners' digitally submitted written work. In this section, we will look at both of these two `teacher' uses of word processors.

1. Inserting images and links

2. Creating forms

3. Using Track Changes

4. Using Markin

Word Processing Activities for Learners

Below are a few simple word processing tips worth bearing in mind and sharing with your tearners:

· Encourage your students to save their documents in a consistent way, naming them with their own name and a description of what the document contains, e.g.

· With the price of external USB pen drives falling rapidly, it is advisable for _learners too keeper-copy-of their work on one for themselves, so that your copy at work is the master copy, but another is stored safely off-site.

· Make sure that you check with whoever looks after your centre's computers - if you are lucky enough to have such a facility - that files are not deleted on a daily basis. Plenty of good work has-been lost this way.

· Be prepared to deal with some computing terminology: hard drive, c drive, printer, word processor, save, print-Before each introductory class, try to identify tie computer-related vocabulary that is likely to occur, and make sure that your students understand it.

1. Using word processors for creative writing

2. Using word processors for language practice

3. Further activities

a. Dictation

b. Noticing activity

4. Collaborative writing activity

5. Using word processors for presenting work

Using word processors: considerations

You should also not expect great success with these cycles of revision and peer correction if your learners are not used to doing such activities away from the computer.

Starting with simple activities, such as the ones we looked at in the first section of this chapter, and getting your learners used to the mechanics of word processing before moving on to the more creative side, will help with this process, as will a good grounding in the writing process in the more traditional fashion.

More ideas for exploiting word processors in the classroom. can be found at the following addresses:.

Foundation of Literature

Name : Septi Mardiana
NPM : 06211210665
Class/ smt : B/ IV

Author : Elizabeth Barrett Browning
Title : How do I love thee ?
Year : 1999
City Publish : Londo

How do I love thee? let me count the ways.
I love thee to the depth and breadth and height
My soul can reach, when feeling out of sight
for the ends of being and ideal grace.
I love thee to the level of every day's
Most quiet nedd, by sun and candle-light.
I love thee freely, as men strive for right.
I love thee purely, as they turn from praise.
I love thee with the passion put to use
In my old griefs, and with my childhood's faith.
I love thee with a love I seemed to lose
With my lost saints. I love thee with the breath,
Smiles, tears, of all my life; and, if God choose,
I shall but love thee better after death.

Summary :

I shall but love thee better after death. This story narrate the story a men being taking a fancy to a woman which hardly he taking a fancy and he loving. And he narrate him love him the woman how to. With many struggle and sacrifice and getting the woman. In here you are poem tell way of he love the woman, he love woman that heartily and pure. and he too will not lose time to love the woman before he is dead. And regret then day. He also hardly hope woman that also reciprocate the love because if the love reciprocated hence he feel very be happy.

Foundation of Literature

Name : Septi Mardiana
NPM : 06211210665
Class : B
Semester: IV

Renaissance Poetry
Author : Ben Jonson
Title : To Celia
Year : 1573-1637
Page : Medieval History

Drink to me only with
Thine eyes,
And I will pledge with mine;
Or leave a kiss but in the cup
And I'll not look for wine.

The thirst that from the soul doth
Rise
Doth ask a drink divine;
But might I of Jove's nectar sup,
I would not change for thine.

I sent thee late a rosy wreath,
Not so much honoring thee
As giving it a hope that there
It could not withered be;
But thou thereon didst only
Breathe

And sent’st it back to me;
Since when it grows,
And smells, I swear,
Not of itself, but thee!

Summary:

This story narrate the someone wishing give the as of beverage cup is next of the eye to Celia, and her not will give the beverage to others again except Celia. He forecast that one beverage cup is a source of stronger for her. Although overdue he send a series of rose colored flower he still hope Celia still will receive it although her know the flower for Celia is not too mean, but that is a hope for him to get Celia. And if the flower reinstated to me hence he swear the flower is rotten because of his arms Celia.

Beowulf Poetry
1999 Beowulf May field
Title : The Monday Night Side Street Showdown

Last night
I saw a crime wave

He was walking up the street, twenty paces ahead of me
Seventeen years old
And ugly for his age.

Three times he turned
And looked back down the street at me.

I was on my way home
Carrying a supermarket bag
With a carton of semi-skimmed milk, a jar of pasta sauce
And two rolls of toilet paper.

I was smoking a cigarette
And had an urgent need for the crapper
There wasn't much time

I looked back at the crime wave
With the face of someone who doesn't need to carry a gun.
If he put one foot out of line
I was ready to shower him with
Hot, stinking shit.

He didn't fancy his chances
And ran home to the safety of his mother.

When I arrived home,
I put the milk in the fridge, the pasta sauce in the cupboard
And took the toilet paper upstairs to the bathroom.

As I relived my bowels
I made a mental note
To form a gang
For social gatherings,
Weekend sporting activities
And routine vigilante duties.

Summary :

This poem narrate that is someone story when 'The Monday night side street show down' there is something happened at himself. And when it the story make the ruthenium is always remember him. And he/she by then wish something poison fulfills which he/she expects. He/she feel age of seventeen year is badness of the age, and when Sunday the night at the time of he/she turn around rearward the ness he/she feel is a badness faction with not someone face ought to carry a gun, and by then also he/she have cold feet and wish to quickly get up to house for to help himself and prepare food for it is milky and bring food from supermarket. Dan by then him/her make a gangway for social gatherings, weekend sporting activities and routine vigilante duties.

MEDIA PEMBELAJARAN BAHASA INGGRIS

Name : Septi Mardiana

NPM : 06211210665

Class : B

Semester: IV

Summary of Technology in The Classroom

Technology In The Classroom

Technology in language teaching

Technology in language teaching is not new. Indeed, technology has been around in language teaching for decades - one might argue for centuries, if we classify the blackboard as a form of technology. Tape recorders, language laboratories and video have been in use since the 1960s and 1970s, and are still used in classrooms around the world.

Although the use of ICT by language teachers is still not widespread, the use of technology in the classroom is becoming increasingly important, and it will become a normal part of ELT practice in the coming years. There are many reasons for this:

q Internet access - either in private homes, or at Internet cafes - is becoming increasingly available to learners.

q Younger learners are growing up with technology, and it is a natural and integrated part of their lives. For these learners the use of technology is a way to bring the outside world into the classroom. And some of these younger learners will in turn become teachers themselves.

q English, as an international language, is being used in technologically mediated contexts.

q Technology, especially the Internet, presents us with new opportunities for authentic tasks and materials, as well as access to a wealth of ready-made ELT materials.

q The Internet offers excellent opportunities for collaboration and communication between learners who are geographically dispersed.

q Technology is offered with published materials such as course books and resource books for teachers.

q Learners increasingly expect language schools to integrate technology into teaching.

q Technology offers new ways for practicing language and assessing performance.

q Technology is becoming increasingly mobile. It can be used not only in the classroom, lecture hall, computer room or self-access centre, it can also be used at home, on the way to school and in Internet cafes.

q Using a range of ICT tools can give learners exposure to and practice in all of the four main language skills - speaking, listening, writing and reading.

Attitudes to technology

Many people are afraid of new technology, and, with the increasing presence of the Internet and computers, the term technophobe has appeared to refer to those of us who might be wary of these new developments.

Here are our responses to these comments:

1. Timetable when you are going to use the computer room well in advance, and use a booking form which covers several months or a term.

2. Some computer-based work can be done alone, for example using CD-ROMs (see Chapter 9), but a lot of ideas for using technology and the Internet explored in this book involve pair- and small-group work.

3. This is an often-heard remark, and reflects a very real lack of training in the classroom use of technology in ELT.

4. This remark is often true for teachers who teach younger adults, or young learners, and who, like the teacher making comment 3, may have received no training in the use of technology.

5. The use of technology in the classroom does not replace using traditional materials such as a black/whiteboard or a course book - rather, technology tools are used to complement and enhance regular classroom work. Imagine that a unit in the course book deals with animals in danger of extinction.

6. This dislike and fear of computers is often expressed by teachers who have had negative experiences with technology in the past.

7. Making new materials from scratch can be time-consuming, both for paper based classes and for classes using technology.

Implementing ICT in the classroom

As we know, teachers have varying levels of access to computers and technology, and teach in all sorts of contexts to all sorts of learners. Here are some of the questions you may be asking yourself about using technology in the classroom.

How can I use ICT with my class if there is only one computer in the school?

Introducing a rota or booking system for the computer with your colleagues will ensure equal use for all the teachers in the school. You will need to use the Internet mainly as a resource with your learners, accessing the Internet to download and print out materials to use offline with classes.

What can I do if my learners have very low Information Technology (IT) experience and skills?

You need to first find out about your learners' IT skills and degrees of experience, for example by means of a questionnaire, and then start off by using the simplest technologies in the classroom.

I teach classes of 30+ students. How can I use computers with such large groups?

You will need to have access to a minimum number of computers, with no more than four learners per computer doing small-group work online. Large classes, with more than 30 students, can be divided into two groups - while one group is doing online computer room work, the other group is doing paper-based work. The two groups then change over. You will be able to implement most of the tools and activities described in this book.

I'm keen to use ICT in the classroom, but don't know where to start! Could you suggest what I try first?

If you don't have much experience of ICT, we would suggest starting with simple tools and projects in class, such as using websites (see Chapter 3), or using ready-made materials for language learners, such as web quests (see Chapter 4). You might also want to start using email with your learners, simply for receiving and marking work, or for simple collaborative writing projects (see Chapter 5).

I don't have much time for material preparation. What chapters in this book would you recommend I read first?

Using ICT-based activities does not mean that completely new materials need to be prepared for every class. The Internet has a wealth of ready-made materials available - you simply need to know how to find them! First hone your Internet search and evaluation skills (see Chapter 3), then look for ready-made materials to use with your classes, such as web quests (see Chapter 4) or technology-based courseware (see Chapter 9), or use simple tools that need little or no preparation, such as email (see Chapter 5) or chat (see Chapter 6).

What types of ICT tools and activities would you recommend as best for young learners?

All of the ICT tools, and many of the activities, discussed in this book are suitable for use with young learners - indeed many of today's young learners arc more tech-savvy than their teachers! You might want to ask your young learners what tools they already know or use, and start off by using those. Many teenagers, for example, will already be familiar with email, instant messaging and chat, and perhaps even with blogs. For younger learners, you may want to use some of the ready-made materials and websites available on the Internet for this age group. There are also plenty of web quests on a range of topics available for younger learners.

I'd like to use the Internet to put my learners in touch with learners in other countries. How can I do this?

Several Internet tools provide an excellent way to put learners in contact with learners from other countries and cultures, as well as providing them with realistic and motivating opportunities to practice their English.

My learners need to use the computer room mainly for self-study or research, without a teacher being present. What can they do on their own?

There may be times when learners are scheduled to work alone on computers in a self access centre. Typically, CD-ROMs (see Chapter 9) are provided for these occasions. In some schools students can access content placed on a central school server via an Intranet. However, if the computers are linked to the Internet, learners can also be encouraged to work on Internet-based projects in pairs, such as:

q web quests (see Chapter 4).

q electronic materials developed by the teacher especially for these students (see Chapter 10).

q research for later presentation to the class, using online dictionaries or other reference tools (see Chapter 8).

They could also be listening to pod casts, preparing and updating their personal blogs or developing a class wiki (see Chapter 7), or even using text chat (see Chapter 6).

Silts and equipment for getting started

The basic skills you do need to have in place before you start reading this book are how to use a simple word processing program (e.g. Microsoft Word), how to use email and how to access and use the Internet. By reading this book, and trying out the activities suggested with your learners (with plenty of step-by-step help provided in the tutorials on the CD­ROM if you feel you need it), you should be able to greatly increase your ICT skills set, and to feel a lot more confident about using technology in the classroom.

You will also need some essential equipment in order to get the most out of this book, and to start to implement technology with your learners:

q at least one computer (preferably one per two students).

q an Internet connection.

q a printer.

q an audio card in the computer, and a headset (audio and microphone) for every computer.

q basic software (a word processing program, a web browser like Internet Explorer, Firefox, Safari or Mozilla, and an email program).

Of course, few of us are lucky enough to be able to choose how our computer facilities look, but it may be possible for you to make some small changes in the work environment so that it's more comfortable to work in the room, and easier to teach in. It's well worth considering how your institution's computer room could be made more user-friendly for You and your classes