Linguistic is the scientific study of language and includes study of phonology, morphology and syntax.
Phonemics is the study of sound, it units of meaningful sound in a language. Linguistics is the International Phonetic Alphabet (IPA) direct present of the sound found in human language. Phonology is study of the sound used by speakers of a particular language.
How speech is produce:
The sounds of English are for by vibration of the vocal cord. When the vocal cords are both close together as the air passes together through them, voicing occurs. When the vocal cords are hold apart, no voicing will occur.
Phonemes are divided into vowels and consonants. Vowels sounds depend on the movement and different positioning of the lips and tongue as air floats freely to them. There are 3 types of vowels (short, long, and reduce).
• There are 6 short or “Lax” vowels. Lax for first, the most attention of the mouth and lips as sounds is produce. The vowel sound in the word “pit, pet, pat, putt, put and pot” that present these various vowels.
• The Long vowels sounds are produce by moving the tongue from one part of the mouth to another. These sounds are called Diphthong (two sounds) as two sounds as produce when they are spoken. It always presented as 2 matter, such as:
‘ee’ in beet
‘ai’ in bait
‘oo’ in boot
‘oa’ in boat
‘oy’ in boy
‘ie in bite
‘ou’ in bout
• The Reduce vowels come into 4 ideas. The Ə (shwa) in about and hesitate sound made when speaker says umm… Word I is a high essential vowels, it can be heard in the second syllable of med/i/cine.
Tuesday, April 3, 2012
Thursday, March 1, 2012
Materials and Classroom Environment for Successful Language Teaching/Learning
Each motivation theory offers slightly different recommendations for teachers, but all are useful in thinking about how to create a learning environment that is motivating for the learners. Motivation is the ‘neglected heart’ of our understanding of how to design instruction (Keller 1983, quoted in Dorney, 2001: 116). In any social encounter involving two or more people, there are certain power relationships ‘which are almost always asymmetrical’ (Wright, 1987: 17). Because motivating classroom is also about the teacher and learners relationship, the materials in teaching and learning process should be select properly and develop based on the need.
Most teachers believe that interesting materials will motivate the students more. However, it should be support by the classroom environment. Materials control teaching and learning process, yes it is, and classroom environment need to arrange in such a manner to build-up students interest. Kitao wrote in his article that students, a teacher, materials, teaching methods and evaluation are five important components in language instruction. Teachers are able to form cohesive and coherent group, also succeed in turning both curriculum and group goals. Forming, storming, norming and performing are the group processes and motivation in teaching/learning strategies. Both teacher and students finding out what behavior is acceptable, end the conflict between sub-group and rebellion against the leader, develop a sort cohesion and create a great deal of interpersonal activity by resolved most problems. Creating, generating, maintaining and encouraging are great framework design for motivational strategies. In addition, materials are one of the most important influences on what goes-on in the classroom. Its the center of instruction. Good materials, both commercial and non-commercial are publishable in classroom environment to enrich the students’ conception. However, materials those are appropriate for a particular class need to have an underlying instructional philosophy, approach, method and technique which suit the students and their needs (Kitao 1997).
Clarify that language is identity of the speaker, it is used to convey to others. Learning a language, especially foreign language, is something complicated but fun. Many things are implicit for a language. Language learners have to learn about culture, people, environment, and many other things that related to the language use and existence to avoid misunderstanding. It could be something difficult. So that, the teacher have to ‘hold the steer’ to help the students enjoy the learning and share it in a diverting way. With a pleasant and supportive classroom atmosphere, appropriate teacher behavior, good teacher–student rapport, selected and developed materials a motivational conditions will be create and the great power will be exist in the classroom.
Compared article
Kitao, K., & Kitao, S. K. April 1997. Selecting and Developing Teaching/Learning Materials. Kyoto, Japan. Doshisha University.
http://iteslj.org/Articles?Kitao-Materials.html
Thanasoulas, D. November 2002. Motivation and Motivating in the Foreign Language Classroom. akasa74@hotmail.com
http://iteslj.org/Articles?Thanasoulas-Motivation.html
List of References
Brown, H. Douglas. __. Teaching by Principles: An Interactive Approach to Language Pedagogy (second edition). __. Longman
Dickie, J. April 1989. A System of Tasks for Language Learners. Singapore. RELC Seminar
Opp-Beckman, L., & Klinghammer, S. 2006. Shaping The Way We Teach English: Successful Practice Around the World, Instructor’s Manual. Washington DC. United Stated Department of State.
Most teachers believe that interesting materials will motivate the students more. However, it should be support by the classroom environment. Materials control teaching and learning process, yes it is, and classroom environment need to arrange in such a manner to build-up students interest. Kitao wrote in his article that students, a teacher, materials, teaching methods and evaluation are five important components in language instruction. Teachers are able to form cohesive and coherent group, also succeed in turning both curriculum and group goals. Forming, storming, norming and performing are the group processes and motivation in teaching/learning strategies. Both teacher and students finding out what behavior is acceptable, end the conflict between sub-group and rebellion against the leader, develop a sort cohesion and create a great deal of interpersonal activity by resolved most problems. Creating, generating, maintaining and encouraging are great framework design for motivational strategies. In addition, materials are one of the most important influences on what goes-on in the classroom. Its the center of instruction. Good materials, both commercial and non-commercial are publishable in classroom environment to enrich the students’ conception. However, materials those are appropriate for a particular class need to have an underlying instructional philosophy, approach, method and technique which suit the students and their needs (Kitao 1997).
Clarify that language is identity of the speaker, it is used to convey to others. Learning a language, especially foreign language, is something complicated but fun. Many things are implicit for a language. Language learners have to learn about culture, people, environment, and many other things that related to the language use and existence to avoid misunderstanding. It could be something difficult. So that, the teacher have to ‘hold the steer’ to help the students enjoy the learning and share it in a diverting way. With a pleasant and supportive classroom atmosphere, appropriate teacher behavior, good teacher–student rapport, selected and developed materials a motivational conditions will be create and the great power will be exist in the classroom.
Compared article
Kitao, K., & Kitao, S. K. April 1997. Selecting and Developing Teaching/Learning Materials. Kyoto, Japan. Doshisha University.
http://iteslj.org/Articles?Kitao-Materials.html
Thanasoulas, D. November 2002. Motivation and Motivating in the Foreign Language Classroom. akasa74@hotmail.com
http://iteslj.org/Articles?Thanasoulas-Motivation.html
List of References
Brown, H. Douglas. __. Teaching by Principles: An Interactive Approach to Language Pedagogy (second edition). __. Longman
Dickie, J. April 1989. A System of Tasks for Language Learners. Singapore. RELC Seminar
Opp-Beckman, L., & Klinghammer, S. 2006. Shaping The Way We Teach English: Successful Practice Around the World, Instructor’s Manual. Washington DC. United Stated Department of State.
Saturday, July 9, 2011
EduCamp (Part 2)
An EduCamp requires good Internet connectivity. This is a critical aspect for the workshop because an inoperative network has negative effects on the experience of participants. It is also important to consider the convenience of wireless versus fixed connection. Two factors are involved: mobility and reliability. Fixed connections mean less mobility but usually higher reliability. this do not mean that a wireless connection is unreliable, just that support for fixed connections for such a high number of people is a more complex demand.
The EduCamp acknowledges learning as chaotic, continuous, and complex, made possible by co-creation and connected specialization. Additionally, it recognizes the impossibility of having certainty, accepting uncertainty and ambiguity as essential and unavoidable aspect of the process. all these elements are part of the way Siemens defines learning (2006, p. 39).
The role of the participants mirrors the expected role of a learner in what is proposed by Downes as a possible network pedagogy (Downes, 2006). They are part of an authentic environment, are involved in observation and emulation of good practice, and engage in conversation about practice. It is somewhat difficult to talk about the role of the facilitator, which certainly is different from that expected in a longer educational process. However, the elements of transparent work (modeling and demonstration) mentioned by Downes are visible, as is the involvement in network activity.
The EduCamp acknowledges learning as chaotic, continuous, and complex, made possible by co-creation and connected specialization. Additionally, it recognizes the impossibility of having certainty, accepting uncertainty and ambiguity as essential and unavoidable aspect of the process. all these elements are part of the way Siemens defines learning (2006, p. 39).
The role of the participants mirrors the expected role of a learner in what is proposed by Downes as a possible network pedagogy (Downes, 2006). They are part of an authentic environment, are involved in observation and emulation of good practice, and engage in conversation about practice. It is somewhat difficult to talk about the role of the facilitator, which certainly is different from that expected in a longer educational process. However, the elements of transparent work (modeling and demonstration) mentioned by Downes are visible, as is the involvement in network activity.
Integrating the Learning of Micro-skills
Two technologies were employed here, video and blogs. Videos could serve as a good mode of inquiry that allows respondents to review rich contents that include various aspects of teaching: pedagogy, climate, management, classroom characteristics and student characteristics (Colestock & Sherin, 2009). The amount of attention given by teachers to each domain was different with instructional strategies receiving more concerns than other aspects. Colestock and Sherin found that teachers applied different strategies in interpreting teaching videos and subsequently developed their professional view of teaching through their interpretation and discussion. Video technology has also been implemented in micro-teaching to show examples of teaching or case-based learning by illustrating the actual and complex teaching environment.Videos allow pre-service teachers to learn teaching skills and teacher-student interaction through modelling and developing problem solving skills through observing the case in video playback (Kpanja, 2001; Lee & Wu, 2006). Video recording and playback is a useful technology to improve reflection in teaching (Akalin, 2005; Albrecht & Carnes, 2006; Benton-Kupper, 2001). Video-enabled and video-oriented discussion followed by critical reflection helped pre-service teachers to identify areas for improvement in professional growth (Fernandez, 2010; Kpanja, 2001). As a result, they could develop an increased awareness of their instructional strengths and weaknesses by observing the videos. The use of videos allows student teachers to have evidence-informed discussion and this fostered reflective practices among teachers (Albrecht & Carnes, 2006; Fernandez, 2010).
Blogs are a well accepted learning technology in education. Similar to online discussion forums, which allow participants to post their thoughts and subsequently read and comment on what is posted, blogs foreground the individual’s thoughts and cater to a much wider audience – anyone who happens to find the blog online can read and comment. As such, the fundamental difference between writing for an online discussion forum and a blog is that a blogger writes to a diverse and probably unknown audience. In education, the use of blogs is still being explored and developed (Jonassen, 2000) and this is also the case in teacher education. Duffy and Bruns (2006) proposed that technologies like blogs, wikis and RSS promote desirable practices such as collaborative content creation and reflection of learning experiences, and enable peer and formative evaluation to take place. Hernandez-Ramos (2004) carried out a comparative study between the use of blogs and online discussion to promote reflection in an instructional technology course in a teacher preparation program. His study reported that while teachers prefer blogs to online discussion forums in their reflection, the availability of information to a wider audience resulted in some apprehension in using blogs.
However, once the teachers become familiar with using blogs, they reflected on events ranging from their reactions to the time spent with their students, to their own professional learning and classroom management strategies. Pre-service teachers worked on an individual blog to reflect on the videos presented to them. Peers reading these blogs will be able to gain diverse perspectives from watching the same videos and reading the blogs. Shih (2010) used a blended learning approach using video-based blogs and found that students in the English Public Speaking course were able to enhance their learning motivation and encouraged their cooperation with their peers. He also reported that the video-based blogs helped students overcome their fear in public speaking. This is a relevant finding for this study since pre-service teachers have to overcome their fear of public speaking when they start teaching.
In conclusion, by integrating the learning of micro-skills through video technology and reflection using blogs; it aims to examine exactly what forms of reflection pre-service teachers engage in with regard to learning teaching skills.
Blogs are a well accepted learning technology in education. Similar to online discussion forums, which allow participants to post their thoughts and subsequently read and comment on what is posted, blogs foreground the individual’s thoughts and cater to a much wider audience – anyone who happens to find the blog online can read and comment. As such, the fundamental difference between writing for an online discussion forum and a blog is that a blogger writes to a diverse and probably unknown audience. In education, the use of blogs is still being explored and developed (Jonassen, 2000) and this is also the case in teacher education. Duffy and Bruns (2006) proposed that technologies like blogs, wikis and RSS promote desirable practices such as collaborative content creation and reflection of learning experiences, and enable peer and formative evaluation to take place. Hernandez-Ramos (2004) carried out a comparative study between the use of blogs and online discussion to promote reflection in an instructional technology course in a teacher preparation program. His study reported that while teachers prefer blogs to online discussion forums in their reflection, the availability of information to a wider audience resulted in some apprehension in using blogs.
However, once the teachers become familiar with using blogs, they reflected on events ranging from their reactions to the time spent with their students, to their own professional learning and classroom management strategies. Pre-service teachers worked on an individual blog to reflect on the videos presented to them. Peers reading these blogs will be able to gain diverse perspectives from watching the same videos and reading the blogs. Shih (2010) used a blended learning approach using video-based blogs and found that students in the English Public Speaking course were able to enhance their learning motivation and encouraged their cooperation with their peers. He also reported that the video-based blogs helped students overcome their fear in public speaking. This is a relevant finding for this study since pre-service teachers have to overcome their fear of public speaking when they start teaching.
In conclusion, by integrating the learning of micro-skills through video technology and reflection using blogs; it aims to examine exactly what forms of reflection pre-service teachers engage in with regard to learning teaching skills.
Friday, July 8, 2011
Integrating book, computer, and robot in language learning
There are difficulties in learning English in non-English-speaking contexts. First, much of the content material is de-contextualized from its daily use. Students learn
vocabularies, syntaxes, and grammars without knowing when and how to use them.
Samaras and Gismondi (1998) suggested that learning takes place in the continual
interactions with the surrounding environment. To help students learn English, therefore, one should consider delivering the instruction in a real context. Second,
computer-assisted learning systems may lack enough interactivity to help motivate
students to actively participate in the learning activities. Chang, Chan and Yang (2007)suggested that a learning system with high interactivity benefits students’ reading performance. Also, a learner-oriented instructional design will motivate students to learn with the computer system (Mitsoni, 2006). Third, as Liu (2000) noticed, learners often have insufficient practice in spoken English after class, which results in a situation where students are not confident in speaking English. Part of the reason is that students were not motivated to use English language after class. A computer-assisted learning system, thus, should be able to engage students in practicing their oral English in the real context simulated by the computer system.
Considering all of the above issues, an effective English learning environment should be able to motivate students to actively participate in learning activities (Coller & Shernoff, 2009; Coller & Scott, 2009) and to enhance their engagement in learning(Kebritchi & Hirumi, 2008). Both verbal and pictorial representations can be used in learning materials to foster students’ understanding (Chen & Chung, 2008).
In this present study, a humanoid robot was employed due to its high versatility in
enhancing cognitive and social interactions (Billard, 2003; Birk, Poppinga &
Pfingsthorn, 2009; Pierris & Lagoudakis, 2009). An English learning environment
integrated with book, computer and robot was proposed to deliver textual content,
multimedia, and motions all at the same time in an interactive fashion. Students may
benefit from the presented multimodal information, as well as social cues, from the
system to help them learn. The purpose of this study was, therefore, to (1) design and implement the integration of book, computer, and robot in a learning environment and(2) evaluate the usability and feasibility of the proposed system in English learning practices.
vocabularies, syntaxes, and grammars without knowing when and how to use them.
Samaras and Gismondi (1998) suggested that learning takes place in the continual
interactions with the surrounding environment. To help students learn English, therefore, one should consider delivering the instruction in a real context. Second,
computer-assisted learning systems may lack enough interactivity to help motivate
students to actively participate in the learning activities. Chang, Chan and Yang (2007)suggested that a learning system with high interactivity benefits students’ reading performance. Also, a learner-oriented instructional design will motivate students to learn with the computer system (Mitsoni, 2006). Third, as Liu (2000) noticed, learners often have insufficient practice in spoken English after class, which results in a situation where students are not confident in speaking English. Part of the reason is that students were not motivated to use English language after class. A computer-assisted learning system, thus, should be able to engage students in practicing their oral English in the real context simulated by the computer system.
Considering all of the above issues, an effective English learning environment should be able to motivate students to actively participate in learning activities (Coller & Shernoff, 2009; Coller & Scott, 2009) and to enhance their engagement in learning(Kebritchi & Hirumi, 2008). Both verbal and pictorial representations can be used in learning materials to foster students’ understanding (Chen & Chung, 2008).
In this present study, a humanoid robot was employed due to its high versatility in
enhancing cognitive and social interactions (Billard, 2003; Birk, Poppinga &
Pfingsthorn, 2009; Pierris & Lagoudakis, 2009). An English learning environment
integrated with book, computer and robot was proposed to deliver textual content,
multimedia, and motions all at the same time in an interactive fashion. Students may
benefit from the presented multimodal information, as well as social cues, from the
system to help them learn. The purpose of this study was, therefore, to (1) design and implement the integration of book, computer, and robot in a learning environment and(2) evaluate the usability and feasibility of the proposed system in English learning practices.
Technology-enhanced language learning
A language itself comprises a complex scheme with multiple interrelated components. Vocabulary, grammar, and pronunciation (sounds) are three basic components of a language (Grauberg, 1997). Learning a language requires one to have knowledge of these three components in a language scheme, knowledge of how they are used, and knowledge of how the three components can be orchestrated for reception (understanding a received input) and expression (producing an output) (Berninger & Richards, 2002; Grauberg, 1997). In practice, listening, reading, speaking, and writing are four skills rendering these three components in reception and expression; the former two are receptive skills for understanding, and the latter two productive skills for expression. These four skills of learning a language should be equally emphasized.
Language representation can be distinguished into four levels according to its complexity (Berninger & Richards, 2002; Sakai, 2005), ranging from sub word (e.g.,phonemes, morphemes), word (e.g., semantics, morphology), clause (e.g.,syntax/grammar), and up to discourse/text (e.g., conversation). Language learning starts with lower-level representations such as words, then to higher-level representations such as sentences and discourse, in both the receptive and expressive forms. This study adopted the above mentioned concepts and theories in the designs of the learning activities for the system we developed.
Computer technologies have been used in language learning since the 1960s. Warschauer (1996) suggested that the computer can serve in language learning as a tutor, a stimulus, or a tool for possible learning benefits such as multimedia practice with feedback, individualization, collaboration, fun factors, and integration of a variety of resources (Warschauer & Healey, 1998). A technology-enhanced environment for language learning is capable of offering enhanced input, interaction, and linguistic output to learners (Chapelle, 2009). The enhanced input for language learning refers to its versatile manifestation of the content (what linguistic information to be shown) and form (how the information can be shown). The interactivity provided by the computer system can result in an interaction between learner and learner, learner and computer,or within the learner’s mind. The linguistic output refers to the oral and written form of language production. Chapelle (2009) suggested that all three features of computer assisted language learning should be considered and integrated in the learning activities.
There have been a considerable number of studies investigating how computer technology may benefit students’ language learning. Laufer and Hill (2000), for example, designed a computer-assisted language learning dictionary incorporating multiple lexical information (i.e.,explanation in English, translation into first language,sound, root, and other information) for EFL students in Hong Kong and Israel. They analyzed students’ log files of accessing lexical information, and found that different people have different lookup preferences, and that the use of multiple lexical information in the dictionary seemed to reinforce retention. Likewise, Klassen and Milton (1999) found that a multimedia-enhanced learning mode improves students’ listening skills. Akbulut (2007) found that students learning vocabulary with associated pictures or videos performed better in the vocabulary test than those who learned only with textual definition (Akbulut, 2007). Similarly, in Chun and Plass’(1996) study, a higher rate of incidental learning was found in students who learned words annotated with text and pictures than those with text and video or text only. Also, they found a correlation between looking up a certain annotation type and using that type as a retrieval cue for remembering words. This finding is consistent with earlier studies of the redundancy effect in brain literacy (Berninger & Richards, 2002)and multimedia learning (Mayer, 2001; Mayer & Moreno, 2003), that multiple ways of representing information and procedures is a general principle in brain organization. Students who were able to form redundant connections tend to be better readers (Berninger, 1994).
Language representation can be distinguished into four levels according to its complexity (Berninger & Richards, 2002; Sakai, 2005), ranging from sub word (e.g.,phonemes, morphemes), word (e.g., semantics, morphology), clause (e.g.,syntax/grammar), and up to discourse/text (e.g., conversation). Language learning starts with lower-level representations such as words, then to higher-level representations such as sentences and discourse, in both the receptive and expressive forms. This study adopted the above mentioned concepts and theories in the designs of the learning activities for the system we developed.
Computer technologies have been used in language learning since the 1960s. Warschauer (1996) suggested that the computer can serve in language learning as a tutor, a stimulus, or a tool for possible learning benefits such as multimedia practice with feedback, individualization, collaboration, fun factors, and integration of a variety of resources (Warschauer & Healey, 1998). A technology-enhanced environment for language learning is capable of offering enhanced input, interaction, and linguistic output to learners (Chapelle, 2009). The enhanced input for language learning refers to its versatile manifestation of the content (what linguistic information to be shown) and form (how the information can be shown). The interactivity provided by the computer system can result in an interaction between learner and learner, learner and computer,or within the learner’s mind. The linguistic output refers to the oral and written form of language production. Chapelle (2009) suggested that all three features of computer assisted language learning should be considered and integrated in the learning activities.
There have been a considerable number of studies investigating how computer technology may benefit students’ language learning. Laufer and Hill (2000), for example, designed a computer-assisted language learning dictionary incorporating multiple lexical information (i.e.,explanation in English, translation into first language,sound, root, and other information) for EFL students in Hong Kong and Israel. They analyzed students’ log files of accessing lexical information, and found that different people have different lookup preferences, and that the use of multiple lexical information in the dictionary seemed to reinforce retention. Likewise, Klassen and Milton (1999) found that a multimedia-enhanced learning mode improves students’ listening skills. Akbulut (2007) found that students learning vocabulary with associated pictures or videos performed better in the vocabulary test than those who learned only with textual definition (Akbulut, 2007). Similarly, in Chun and Plass’(1996) study, a higher rate of incidental learning was found in students who learned words annotated with text and pictures than those with text and video or text only. Also, they found a correlation between looking up a certain annotation type and using that type as a retrieval cue for remembering words. This finding is consistent with earlier studies of the redundancy effect in brain literacy (Berninger & Richards, 2002)and multimedia learning (Mayer, 2001; Mayer & Moreno, 2003), that multiple ways of representing information and procedures is a general principle in brain organization. Students who were able to form redundant connections tend to be better readers (Berninger, 1994).
Sunday, July 3, 2011
Using ICT to Help Students Learn and Use English
Technology develops rapidly. It is available anywhere and for any purposes. It also provides some ease for teaching. Teachers have got some possibilities to make a good use of technology for their teaching. If I as a teacher of English subject I try to be open with this development. I try to learn how to get benefit of using technology in helping my students learn English and use their English. Based on research I find have many students comments when learning English using technology. These comments are not far from what scholars says about learning using technology. They are: making students autonomous, independent, providing choices, giving fun and enlarging students' horizon.
Sometimes activities of using technology for learning with students, however, they could be no longer new to others. My point is that trying new ways of teaching. I hope that those will make students enjoy their learning and facilitate them to learn. For this reason I want to share some of activities from my experiences when I visit some schools and teachers in there teach the students with some activities, such as :
Using interactive software.
When it has been installed in a language laboratory. She just learn how to operate it and how can students learn using it. She duty then, just introduce the way to operate it. Then decide the target students have to achieve when learning using it. While students work with it is just monitor. Finally check their achievements.
Asking students to explore the web to get source of learning.
After letting students learn from the text models she provide, she ask her students to find similar models from the website. It is possible to be done after she observe that there are some internet cafe surrounds. Most students are happy with this kind of task. They have to download the texts and deconstruct them.
Asking students to submit their assignment via email
When she noticed that the ninth grade of middle school, students learn how to make an email address, she ask them to try to submit their assignments via email. She has done it since 2 years ago. She asked her students to compose a text then submit it. Nowadays, most of students use a mobile phone equipped with camera. She then asked them to make a video of themselves when they are producing monologue telling the way to do something.
Using a software to deconstruct text
When she got the copy of this software, she still did not what she has to do with this. After trying to explore it she found that she could ask her students to use it to deconstruct texts and then reconstruct different texts. She just introduce the way to operate this software and show how to explore the icons. My research on this showed her that students have very high speed and excellent navigation on technology. It works. It shows that it helps her students in developing their competence in constructing texts.
Sometimes activities of using technology for learning with students, however, they could be no longer new to others. My point is that trying new ways of teaching. I hope that those will make students enjoy their learning and facilitate them to learn. For this reason I want to share some of activities from my experiences when I visit some schools and teachers in there teach the students with some activities, such as :
Using interactive software.
When it has been installed in a language laboratory. She just learn how to operate it and how can students learn using it. She duty then, just introduce the way to operate it. Then decide the target students have to achieve when learning using it. While students work with it is just monitor. Finally check their achievements.
Asking students to explore the web to get source of learning.
After letting students learn from the text models she provide, she ask her students to find similar models from the website. It is possible to be done after she observe that there are some internet cafe surrounds. Most students are happy with this kind of task. They have to download the texts and deconstruct them.
Asking students to submit their assignment via email
When she noticed that the ninth grade of middle school, students learn how to make an email address, she ask them to try to submit their assignments via email. She has done it since 2 years ago. She asked her students to compose a text then submit it. Nowadays, most of students use a mobile phone equipped with camera. She then asked them to make a video of themselves when they are producing monologue telling the way to do something.
Using a software to deconstruct text
When she got the copy of this software, she still did not what she has to do with this. After trying to explore it she found that she could ask her students to use it to deconstruct texts and then reconstruct different texts. She just introduce the way to operate this software and show how to explore the icons. My research on this showed her that students have very high speed and excellent navigation on technology. It works. It shows that it helps her students in developing their competence in constructing texts.
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