Jumat, 02 Januari 2009
SIARAN RADIO DAN PENGAJARAN BAHASA INGGERIS
Banyak lembaga penyiaran yang kini memanfaatkan bahan siaran pelajaran Bahasa Inggeris sebagai pelengkap bahan ajar di sekolah. BBC, ABC adalah dua di antara lembaga penyiaran publik yang melakukan itu. Anda punya pengalaman mengenai penggunaan bahan ajar untuk materi listening, speaking, writing dan reading ? Silahkan kirimkan pengamalan anda pada blog ini... Apa yang anda sampaikan mudah mudahan bermanfaat bagi yang lain. Silahkan. Salam Kabul Budiono
The Use of Computer in Teaching-learning ESL
TWENTY PRACTICAL USES OF A COMPUTER FOR THE EFL PROFESSIONAL
compiled by Kabul Budiono
This paper is a list of the uses that I have for my computer as a high school teacher of English as a foreign language.
This is not a how to guide. Nor do I offer an evaluation for of any of my teaching ideas; suffice to say that none of the suggestions is particularly groundbreaking, and that if they have not yet been tried and tested, similar activities have.
Classroom Suggestions
1) To make worksheets
I start with perhaps the most obvious use of a computer, to make teaching resources for classroom use. Some worksheets that I make are to support the language learning aims of the syllabus, while others are made to more closely meet the students' needs or wants, by allowing them to be part of the resource creating process.
For example, to review a topic, or a language structure, I hand out slips of paper and ask students to write down two or three questions that they would like to ask their classmates. In a preformatted Excel page, it is a relatively easy task to quickly type, sort and edit the students' questions, before pasting into PageMaker and printing. These questions can be used for pair work, group work, quizzes, class discussions, or to play board games such as Snakes and Ladders, or its Japanese equivalent, Sugoroku. Similarly, student generated word lists can be used to play TV games such as Blockbusters (see Cribb, 2001) and Attack 25 (on Japanese TV).
2) To play DVDs
You can, of course, play DVDs from a DVD player. I use my computer to play short interesting sections of DVD movies that have a clear language learning point worthy of study. The advantage of DVDs over videocassettes is that you can choose whether or not to show subtitles, and also choose the language in which the subtitles can be viewed. Generally speaking, my students learn best by watching first with no subtitles, then with Japanese subtitles to get the gist, and finally with English subtitles to focus more closely on form.
3) To show movie trailers
This is similar to 2, except that with movie trailers you usually don't have the option of displaying subtitles. The great advantage of showing trailers is that they are short, succinct, self-contained, topical, free and readily available over the Internet. The language, if narrated, is invariably clear, and the actors are usually famous. Students can gain great confidence in realizing that movie English is accessible to them, and that repeated exposure outside class, which is often inevitable, can only further enhance their listening skills and confidence. In fact, the video trailers of A.I., Harry Potter and Jurassic Park 3 that we studied this term in class proved so popular that I made an audio-visual room for my web site (Elvin, 1999), and uploaded the videos, together with their scripts, so that my students would be able to access them any time they choose.
4) To play enhanced CDs
It is perhaps easier to play a CD from a CD player than via a computer hooked up to the speakers of a TV. I usually play CD music from a CD player. I play enhanced CDs from my computer because it allows me to not only play the music, but also to access short video clips of interviews with the artists. Some of these interviews have clearly been created with an international audience in mind, to the extent that the language is accessible even to students of junior high school. In a recent class, my students watched the Backstreet Boys introduce themselves, say how old they are, where they are from and where they live now, and answer questions about their favorite colors and food (Backstreet Boy's World, 1997). It was a student's dream, and (if you can bear them) a teacher's dream.
5) To play MP3 files
Songs are consistently the most popular classroom activity among my students regardless of their age. I use songs to complement a lesson's topic, structure or vocabulary, and also just for fun. If I play a song for fun, then usually I feel more comfortable with a student choosing the music. MP3s are used when neither the student making the request nor I have the music among our collections.
For example, recently, one of my students asked me if she could listen to the theme song of the drama series Friends. It took less than twenty minutes to search the Internet for the lyrics, download the song, and make a listening exercise for it (see Griffee, 1995). Sometimes, for pedagogical reasons, and occasionally, for reasons of personal taste, it is not always possible to acquiesce to their demands, but usually I enjoy listening to songs that my students like. In this case, the song was an excellent choice, and we made good use of it in the classroom.
6) To show a PowerPoint presentation
I use PowerPoint in the classroom as a visual stimulus to facilitate language acquisition and to promote discussion or debate.
This year, I have shown slides of my hometown to introduce myself to new students, slides of animals I photographed on safari in Africa to stimulate interest in a unit of my textbook (Elvin, 1998), and slides of Nagasaki to give my senior students the opportunity of taking a long turn to talk about their school trip. (This activity works best if students are given the choice of working alone or in a pair, and are given time to make a few notes.)
To be honest, it took a while trawling the Internet for suitable, good quality images of Nagasaki, but I believe it was worth it. Unless the destination of the school trip changes, I will be able to use the same presentation with next year's students.
Management Suggestions
7) To make a seating plan
I make a seating plan for all my classes because I want to address my students by their first name, and because I want to convey to them that I care about them as individuals.
Many students loathe having their picture taken by the school photographer. My students very much like having their picture taken if a friend is allowed to take it. Consequently, I usually prepare a pair work or group work activity for the lesson in which I want to collect the students' photos, and while I am monitoring the activity, students take turns to photograph each other. After class, I upload these digital images to my computer and use Photoshop and PageMaker to make an A4 color print of a class of happy, smiling students. Next lesson, the whole class is relaxed and settled.
8) To make a database
I have a few databases that serve me for various purposes. I have databases of students' language, of researchers' quotes, of teaching ideas that I have yet to try, and of my own large filing cabinet of resources. My databases allow me to manage large amounts of information and to help my addled head remember where I keep things. The database that I use most is the one that manages my filing cabinet. I used Claris Works to create nine fields; four are language related (topic, function, skill area and language structure), three are referential (worksheet number, worksheet title, and student level), and two are organizational (student arrangement, and materials required). When I want to introduce a new topic, function or grammatical structure, for example, I do a quick search of my database to see what I already have.
9) To evaluate a test
No test would be complete without a check on its reliability. I use Excel to quickly calculate the mean and standard deviation, and to compute the internal consistency of the test by determining the Kuder-Richardson 21 reliability coefficient. I use the KR-21 because it is easy to calculate, requiring only the test mean, number of test items and standard deviation (For more information on testing, see Brown, 1996). I also use Excel to make a graph of the students' results. This allows students to see where they stand in relation to their peers without violating their right to privacy.
10) To grade students
I want my grading system to be transparent to my students. With my senior electives, we even discuss what aspects of learning a language are important before we negotiate category weightings. Grades, after all, should be part of a student's learning process in that they should highlight the student's strengths and weaknesses and suggest possible areas for future focus. I use Gradekeeper (Ethier, 2001) because of its ease of use and functionality, and because it allows me to print out personal itemized test scores for each of my students, and summaries of grades and attendance records for homeroom teachers. In future, provided parents, teachers and students agree, I may use Gradekeeper to post students' password protected scores to the Internet.
edited from the article of Chris Elvin
Chris Elvin has a Master's degree in TESOL from Temple University, Japan. He is the author of Now You're Talking, published by EFL Press, and the editor of The School House, the JALT Junior and Senior High School Special Interest Group newsletter. He is currently teaching at Caritas Gakuen in Kanagawa, and St. Dominic's Institute in Tokyo. He can be reached at celvin@gol.com .
Return to http://www.eflclub.com/elvin.html .
compiled by Kabul Budiono
This paper is a list of the uses that I have for my computer as a high school teacher of English as a foreign language.
This is not a how to guide. Nor do I offer an evaluation for of any of my teaching ideas; suffice to say that none of the suggestions is particularly groundbreaking, and that if they have not yet been tried and tested, similar activities have.
Classroom Suggestions
1) To make worksheets
I start with perhaps the most obvious use of a computer, to make teaching resources for classroom use. Some worksheets that I make are to support the language learning aims of the syllabus, while others are made to more closely meet the students' needs or wants, by allowing them to be part of the resource creating process.
For example, to review a topic, or a language structure, I hand out slips of paper and ask students to write down two or three questions that they would like to ask their classmates. In a preformatted Excel page, it is a relatively easy task to quickly type, sort and edit the students' questions, before pasting into PageMaker and printing. These questions can be used for pair work, group work, quizzes, class discussions, or to play board games such as Snakes and Ladders, or its Japanese equivalent, Sugoroku. Similarly, student generated word lists can be used to play TV games such as Blockbusters (see Cribb, 2001) and Attack 25 (on Japanese TV).
2) To play DVDs
You can, of course, play DVDs from a DVD player. I use my computer to play short interesting sections of DVD movies that have a clear language learning point worthy of study. The advantage of DVDs over videocassettes is that you can choose whether or not to show subtitles, and also choose the language in which the subtitles can be viewed. Generally speaking, my students learn best by watching first with no subtitles, then with Japanese subtitles to get the gist, and finally with English subtitles to focus more closely on form.
3) To show movie trailers
This is similar to 2, except that with movie trailers you usually don't have the option of displaying subtitles. The great advantage of showing trailers is that they are short, succinct, self-contained, topical, free and readily available over the Internet. The language, if narrated, is invariably clear, and the actors are usually famous. Students can gain great confidence in realizing that movie English is accessible to them, and that repeated exposure outside class, which is often inevitable, can only further enhance their listening skills and confidence. In fact, the video trailers of A.I., Harry Potter and Jurassic Park 3 that we studied this term in class proved so popular that I made an audio-visual room for my web site (Elvin, 1999), and uploaded the videos, together with their scripts, so that my students would be able to access them any time they choose.
4) To play enhanced CDs
It is perhaps easier to play a CD from a CD player than via a computer hooked up to the speakers of a TV. I usually play CD music from a CD player. I play enhanced CDs from my computer because it allows me to not only play the music, but also to access short video clips of interviews with the artists. Some of these interviews have clearly been created with an international audience in mind, to the extent that the language is accessible even to students of junior high school. In a recent class, my students watched the Backstreet Boys introduce themselves, say how old they are, where they are from and where they live now, and answer questions about their favorite colors and food (Backstreet Boy's World, 1997). It was a student's dream, and (if you can bear them) a teacher's dream.
5) To play MP3 files
Songs are consistently the most popular classroom activity among my students regardless of their age. I use songs to complement a lesson's topic, structure or vocabulary, and also just for fun. If I play a song for fun, then usually I feel more comfortable with a student choosing the music. MP3s are used when neither the student making the request nor I have the music among our collections.
For example, recently, one of my students asked me if she could listen to the theme song of the drama series Friends. It took less than twenty minutes to search the Internet for the lyrics, download the song, and make a listening exercise for it (see Griffee, 1995). Sometimes, for pedagogical reasons, and occasionally, for reasons of personal taste, it is not always possible to acquiesce to their demands, but usually I enjoy listening to songs that my students like. In this case, the song was an excellent choice, and we made good use of it in the classroom.
6) To show a PowerPoint presentation
I use PowerPoint in the classroom as a visual stimulus to facilitate language acquisition and to promote discussion or debate.
This year, I have shown slides of my hometown to introduce myself to new students, slides of animals I photographed on safari in Africa to stimulate interest in a unit of my textbook (Elvin, 1998), and slides of Nagasaki to give my senior students the opportunity of taking a long turn to talk about their school trip. (This activity works best if students are given the choice of working alone or in a pair, and are given time to make a few notes.)
To be honest, it took a while trawling the Internet for suitable, good quality images of Nagasaki, but I believe it was worth it. Unless the destination of the school trip changes, I will be able to use the same presentation with next year's students.
Management Suggestions
7) To make a seating plan
I make a seating plan for all my classes because I want to address my students by their first name, and because I want to convey to them that I care about them as individuals.
Many students loathe having their picture taken by the school photographer. My students very much like having their picture taken if a friend is allowed to take it. Consequently, I usually prepare a pair work or group work activity for the lesson in which I want to collect the students' photos, and while I am monitoring the activity, students take turns to photograph each other. After class, I upload these digital images to my computer and use Photoshop and PageMaker to make an A4 color print of a class of happy, smiling students. Next lesson, the whole class is relaxed and settled.
8) To make a database
I have a few databases that serve me for various purposes. I have databases of students' language, of researchers' quotes, of teaching ideas that I have yet to try, and of my own large filing cabinet of resources. My databases allow me to manage large amounts of information and to help my addled head remember where I keep things. The database that I use most is the one that manages my filing cabinet. I used Claris Works to create nine fields; four are language related (topic, function, skill area and language structure), three are referential (worksheet number, worksheet title, and student level), and two are organizational (student arrangement, and materials required). When I want to introduce a new topic, function or grammatical structure, for example, I do a quick search of my database to see what I already have.
9) To evaluate a test
No test would be complete without a check on its reliability. I use Excel to quickly calculate the mean and standard deviation, and to compute the internal consistency of the test by determining the Kuder-Richardson 21 reliability coefficient. I use the KR-21 because it is easy to calculate, requiring only the test mean, number of test items and standard deviation (For more information on testing, see Brown, 1996). I also use Excel to make a graph of the students' results. This allows students to see where they stand in relation to their peers without violating their right to privacy.
10) To grade students
I want my grading system to be transparent to my students. With my senior electives, we even discuss what aspects of learning a language are important before we negotiate category weightings. Grades, after all, should be part of a student's learning process in that they should highlight the student's strengths and weaknesses and suggest possible areas for future focus. I use Gradekeeper (Ethier, 2001) because of its ease of use and functionality, and because it allows me to print out personal itemized test scores for each of my students, and summaries of grades and attendance records for homeroom teachers. In future, provided parents, teachers and students agree, I may use Gradekeeper to post students' password protected scores to the Internet.
edited from the article of Chris Elvin
Chris Elvin has a Master's degree in TESOL from Temple University, Japan. He is the author of Now You're Talking, published by EFL Press, and the editor of The School House, the JALT Junior and Senior High School Special Interest Group newsletter. He is currently teaching at Caritas Gakuen in Kanagawa, and St. Dominic's Institute in Tokyo. He can be reached at celvin@gol.com .
Return to http://www.eflclub.com/elvin.html .
TAHUN BARU - sebuah catatan
Seorang yang berusia 79 tahun, menjawab pertanyaan tentang umurnya. Dengan penuh keyakinan ia menjawab " Umur saya 10 tahun". Si penanya heran dan sedikit gusar, karena merasa pertanyaannya dijawab dengan main main. Tetapi ketika ia mencoba meminta penjelasan lebih lanjur, orang tua itu menegaskan; " ya saya merasa baru 10tahun, sebab 60 tahun hidup saya sebelumnya tidak saya gunakan demi kebaikan. Baru sepuluh tahun terakhir inilah saya memamahami makna hidup yang sebenarnya dengan melakukan kebaikan dan perbaikan. Dialogtentangt umuyr itu, konon terjadi pada jaman dinasti Abasyiah. Takmenjadi soal kapan itu terjadi, namun relevansi mengenainya masih tetap terasa sampoai kapanpun bagi siapapun yang merasa bahwa umur baru bermakna jika si empunya memanfaatkannya dengan baik. Memasuki tahun baru, apakah Hijriyah maupun masehi, soal umur mestinya menjadi perenungan sebagai ganti pesta hura hura yang biasa dilakukan........
Senin, 15 Desember 2008
KHOTBAH IDUL ADHA SAYA, YANG PERTAMA
Assalamualaikum. Alhamdulillah, untuk pertama kali dalam hidup saya, saya berkesempatan menyampaikan khutbah Iedul Adha. Tepatnya pada 10 Dzulhijjah 1429H di Mesjid An Nur Komplek RRI Tanjung Duren....
LEMBAGA PENYIARAN PUBLIK, DAPATKAH
Sejak diundangkannya Undang Undang Nomor 32 tentang Penyiaran yang ditindak lanjuti dengan dikeluarkannya PP 12/2005 tentang Lembaga Penyiaran Publik RRI, resmilah RRI menjadi Lembaga Penyiaran Publik. Namun dalam aplikasinya, sudahkah prinsip dan sifat penyiaran publik teraplikasi dengan baik. Jika belum, apa kendalanya ?
Kamis, 19 Juni 2008
Radio, masihkah diperlukan ?
Masihkah radio diperlukan ? Pertanyaan bernada skeptis ini muncul pertama kali, ketika televisi lahir. Media layar kaca itu, sepertinya bakal mengambil alih peran radio, yang cuma sekedar menyajikan suara. Namun berpuluh tahun kemudian, radio masih saja ada. Penggunanya tetap saja banyak. Di mobil, ketika terjebak kemacetan di jalan jalan kota besar, orang mendengarkan radio. Di rumah, tetap banyak saja orang menguping. Ketika internet lahir, radio malahan bisa diakses secara lebih mudah melalui fasilitas audio streaming. Melalui, media ini, saya Kabul Budiono, juga ingin mengajak anda membicarakan, mengomentari dan atau bahkan mempelajari media yang satu ini dengan berbagai seluk beluknya. Jadi, kami kembali ke studio........
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