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Archive for Juli, 2008

Professors’ reluctance to teach undergraduates

Posted by JASMANSYAH pada Juli 28, 2008

Professors’ reluctance to teach undergraduates

Opinion and Editorial – October 29, 2005

A. Chaedar Alwasilah, Bandung

Teaching and research are inherent in faculty development. University professors, in other words, should have both teaching and research skills. However, it is not always easy to develop the ideal balance. In general, there are three groups of faculty on campus, as follows:

First, there are professors who are committed to teaching but not to research.

Second, there are professors who only want to give lectures to graduate students, assuming that graduate teaching confers more prestige.

Third, due to their expertise, some professors are often tempted to ignore their teaching responsibilities. Temptations include seminar invitations or consulting jobs. This phenomenon should be seen as public recognition of the individuals and, indirectly, of the universities they represent.

Among the three, the second type seems to pose the most serious problem, as it could water down the quality of undergraduate education, which is the critical period of higher education. We have noticed the growth of new graduate programs at some universities to the detriment of long-established undergraduate programs.

From my experience, what alumni in the U.S. really value from their college years is neither the curriculum nor the subject matter of the courses. What they value most includes the groups they joined, the professors and students they met, and the friendships they made. Obviously, it is the lecturer — the most permanent actor on campus — who plays the most decisive role in higher education.

In many universities here, the number of PhD holders does not necessarily guarantee the quality of undergraduate education, which is very critical for developing students to live in a changing and fragmented society.

Unfortunately, at the university level, teaching skills are not as valued as research. Apparently no college professor loses his or her job because of substandard teaching. This could account for the low quality of college graduates throughout Indonesia.

It is high time to include teaching skills as part of the criteria for the selection and promotion of faculty members. We cannot assume that a bright PhD holder will have excellent teaching skills. In most cases, it is the students who are best placed to judge their lecturers.

Teaching is a process where knowledge, skills, values and attitudes are explored using available resources. These available resources include books, journals, human beings, physical objects, etc. that provide information necessary for attaining the purpose of teaching. Through the medium of modern information technology (IT), resources are now virtually unlimited and accessible around the clock.

Abundant resources have defined teaching as a flexible process that goes beyond the physical bounds of class and campus. The nature of the available resources also has brought about a new approach to teaching — a big shift from professors framing the way students collect necessary information to a situation where students are empowered to voluntarily find the necessary and the latest information.

Evidently, the first task of teaching is to provide students with the skills to collect and sort information. This underscores the substantial role of IT and the importance of establishing IT as a mandatory course at the undergraduate level.

Teaching has become a multidimensional engagement as the information gathered has become more complex. The variety of information is as unlimited as the interests of the students. Thus, teaching has become more challenging for both professors and students. Both sides learn new things and learn from each other different ways of seeing and doing things.

The new dimensions of teaching as described above essentially define course objectives. Thanks to the Internet we can access knowledge, skills, values and approaches necessary for establishing national or international standards, which should be met by students.

In other words, the objectives and the criteria for passing a course are subject to continued review and can be modified immediately. Consequently, a syllabus might be changed not only at the beginning of a semester but also during the semester, while teaching is already underway.

It is universally acknowledged that the teaching process opens possibilities for both professors and students to explore new dimensions, structures and application of theories, procedures, skills and so on. Information provides them with new insight, knowledge, skills and attitudes; at the same time, it creates the possibility for doubt and curiosity on the part of students.

Thus, teaching serves as a springboard for doing research. The topics discussed during the teaching process can generate new problems or thoughts on the part of professors and students.

From the discussions above, several conclusions follow. To be meaningful, teaching undergraduate students should provide them with skills for critically selecting and sorting information. Teaching should enable them to develop the attitudes of trust and skepticism.

The demands of teaching are now complicated by fast-flowing information and uncertainties in contemporary society. Therefore, college professors ought to be among the best-educated members of society. Finally, we need to strike a balance between teaching and research, graduate and undergraduate teaching, and pure research and applied research.

The writer is a professor of language education at the Indonesian University of Education (UPI) in Bandung. He can be reached at chaedar@bdg.centrin.net.id.

Source: The Jakarta Post

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JUST WISUDA

Posted by JASMANSYAH pada Juli 28, 2008

WISUDA SARJANA, 14 JANUARI 2002

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FOTO DE FAIZ-2

Posted by JASMANSYAH pada Juli 28, 2008

FAIZ MUHAMMAD TSAQIF ALTHAF, LAHIR SUKABUMI: 22 APRIL 2007. PUTRA PERTAMA: JASMANSYAH DAN NANI NAFISAH.

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Batu Mulia VS. Pejabat..???

Posted by JASMANSYAH pada Juli 26, 2008

Adakah peran Batu Mulia bagi Pejabat ??

Batu Mulia dan Batu Akik merupakan salah satu unsur perhiasan yang terkadang menjadi domain dalam setiap jenis dan pernik dari perhiasan yang berupa gelang, cincin, giwang, dan kalung. Sudah menjadi sesuatu yang biasa bila rakyat biasa, baik petani, pelajar, sampai pejabat di Indonesia ini memakai perhiasan yang mengikutkan unsur Batu Mulia dan Batu Akik. Tapi rupanya para Presiden Republik Indonesia dan para pejabat pemerintah lainnya juga gemar menggunakan Batu Mulia dan Batu Akik dalam agenda kegiatan kesehariannya. Ada sesuatu yang cukup unik bila kita memiliki waktu luang untuk memikirkan dan membayangkannya. Seorang Presiden yang pasti diliputi kesibukan yang sangat luar biasa, masih menyempatkan diri untuk menggunakan Batu Mulia dan Batu Akik yang melingkar dijari kiri atau sebelah kanan sebagai pelengkap penampilan sehari-hari.

Yang menjadi pertanyaan adalah hanya sekedar pelengkap penampilan, atau ada “sesuatu” dibalik batu Cincin yang dikenakan oleh Para Presiden kita? Coba kita tengok penampilan dari Presiden RI pertama, yaitu Soekarno. Menurut infonya beliau memiliki beberapa koleksi Batu Mulia dan Batu Akik, dan mungkin sekarang masih tersimpan rapi di Blitar. Kemudian Presiden RI kedua yaitu Soeharto. Presiden yang berkuasa 32 th ini rupanya juga mengenakan cincin yang melingkar di jari manisnya, Habibie, sebagai seorang scientist yang juga cendikiawan serta pakar teknologi tak luput dari kelengkapan penampilan dengan cincin Batu Mulia yang melingkar apik di jari manis sebelah kanan.

Kita tengok juga penampilan Mantan Presiden Gusdur, Megawati, dan Presiden kini yang terpilih yaitu SBY. Semua pemimpin Negara Indonesia ternyata menggunakan Batu Mulia dan Batu Akik dalam penampilan sehari-hari. Belum lagi para Wakil Presiden seperti Adam Malik, Umar W, Hamzah Haz, serta para calon presiden, seperti Agum Gumelar, dan Wiranto. Kembali kita bertanya, ada apa dengan Batu Mulia dan Batu Akik yang ternyata tidak hanya memiliki tempat di hati rakyat, tapi juga para pemimpinnya.

Mitos seputar Batu Mulia dan Batu Akik di lingkaran Pemimpin

Sudah menjadi berita umum, bahwa yang namanya Batu Mulia atau Batu Akik tidak hanya dipergunakan sebagai perhiasan, tapi juga memiliki suatu aura tertentu yang dapat mempengaruhi si pemakai saat berhadapan dengan khalayak ramai.. Maka dengan sekilas analisis singkat tersebut, maka cukup beralasan para pemimpin Indonesia juga senang dan berkenan memakai Batu Mulia dan Batu Akik menjadi bagian dari penampilan sehari-hari.

Negara Indonesia ini cukup unik, dan hal ini tidak lepas dari perjalanan sejarah Indonesia sejak jaman Pra Sejarah – Jaman Kerajaan – sampai dengan Jaman Reformasi seperti sekarang ini. Sejak jaman dulu yang namanya Indonesia memiliki cerita-cerita panjang tentang hal-hal yang bersifat supranatural, tengoklah Keris Mpu Sendok, Tombak Kiai Plered, dan sebagainya. Rupanya hal-hal supranatural itu tidak bisa lepas dari aktivitas beberapa elemen aktivitas walaupun tidak sepenuhnya hal itu diyakini.

Selain dari khasiat dan mitos yang menyertainya, pastilah para pemimpin tentu saja memiliki strata ekonomi yang berada di level 1, tak heran bila cincin yang dikenakan oleh para pemimpin kita pasti bukan sembarang cincin dan yang jelas harganya sangat mahal. Bayangkan , Batu permata jenis kelas satu seperti mirah delima (ruby) atau safir (blue saphhire) yang kualitasnya bagus, harganya tidak akan kurang dari US $ 200 per karat. Ukuran mata cincin yang dipakai pada umumnya tidak kurang dari 10 karat . Jadi minimal aksesoris tersebut berharga $2000 atau ekuivalen Rp.14.000.000. Ini belum termasuk tatahan berlian, dan logam yang digunakan untuk pengikatnya (biasanya emas putih, atau emas). Ditambah lagi fakta bahwa, harga suatu batu permata tidak hanya bergantung dari kualitas standard (warna, cacat, clarity ), tapi juga tergantung pada hal-hal yag sifatnya sangat-sangat subyektif, misalnya : “star” yaitu pola bintang pada pemantulan cahaya natural, pola “urat” batuan yang terkadang secara alamiah membentuk “gambar” tertentu , kepercayaan pemakai terhadap “khasiat” batu permata tersebut dstnya. Bisa jadi ini mungkin sisa-sisa kultur dinamisme yang masih eksis dimasyarakat kita Hebatnya, justru karena unsur-unsur subyektif ini, harga batu permata bisa berlipat-lipat dari harga yang ditaksir secara “standard”. Tidak heran bila ada seseorang yang “gila” terhadap batu permata tertentu, berani membayar milyaran rupiah terhadap batu permata yang disukainya. Walaupun secara “standard” harga, batu permata tersebut mungkin harganya”cuma” puluhan juta misalnya.

Pada saat Presiden Soeharto berkuasa, sudah menjadi rahasia umum, bahwa Soeharto adalah seorang yang percaya terhadap kekekuatan-kekuatan Supranatural. Ini direpresentasikan lewat adanya beberapa penasehat “spiritual” yang kebanyakan adalah “dukun-dukun” kejawen. Orang yang percaya pada kekekuatan Supranatural , umumnya juga percaya bahwa cincin batu “tertentu” akan punya “khasiat” tertentu. Yang jelas sewaktu Soeharto berkuasa, cincin mirah delima yang sering dipakai dijarinya adalah batu permata dengan kualitas kelas satu yang harganya jelas mahal. Karena bagi seorang nomor 1 di Indonesia tidak akan memakai barang sembarangan terkait harga apalagi kekuatan yang meliputinya.

Menjelang kepulangan Mantan Presiden Soeharto beberapa waktu lalu, beredar informasi bahwa Kyai Enung, nama aslinya Nurjaya, ahli spiritual dari Desa Panimbang, Kabupaten Pandeglang, Provinsi Banten. Dia meminta anak-anak Soeharto untuk mencari dan menemukan guru spiritual yang memberikan batu akik Ki Alip Cukur kepada Soeharto. Jika guru itu sudah meninggal, harus dicari pewaris ilmu sang guru.

”Kasihan beliau. Secara medis, seharusnya beliau sudah berpulang ke Rahmatullah (meninggal – red). Tetapi kepulangannya itu terhalangi batu akik yang telah menyatu dengan beliau. Batu akik ini harus dicabut oleh yang memasangnya atau pewaris ilmu guru tersebut,” demikian Kyai Enung menganalisis.Menurut penerawangannya, Soeharto punya sejumlah guru spiritual, namun yang paling berpengaruh pada kondisi kesehatannya adalah batu akik Ki Alip Cukur yang konon berwarna hitam. ”Batu ini diperoleh dari seorang guru spiritual di Jombang, Jawa Timur. Cobalah cari ke sana. Memang perkataan saya ini irasional, tetapi lebih baik anak-anak Pak Harto mencobanya seraya mengikhlaskan kepergian beliau,” katanya.

Dia memperkirakan Soeharto tidak memegang Batara Karang yang berpengaruh seperti mampu membuat segan pihak lawan atau orang-orang di sekitarnya dan ampuh untuk menghindari ”serangan-serangan gaib”. Batara Karang juga mempunyai ciri pemegangnya sulit meninggal, jika tidak dilepas oleh gurunya.

Batu akik yang dikenal dengan nama Ki Alip Cukur ini bisa dipakai sebagai perhiasan di cincin. Tetapi paling ampuh jika batu akik ini dijadikan bahan sebagai susuk yang dimasukkan ke dalam tubuh manusia. Karena digunakan bertahun-tahun, batu tersebut akhirnya menyatu dengan tubuh yang bersangkutan. Benar atau tidaknya Wallahu’alam.

Dikesempatan lain, coba perhatikan dijari Gus Dur kini ada satu cincin berwarna hijau (mungkin Zamrud) sewarna dengan Organisasi yang mengusung beliau menjadi Presiden yaitu PKB. Sedangkan Ibu Megawati cenderung menggunakan batu Cincin yang berwarna hitam (bisa jadi safir hitam).

Terlepas dari apa “khasiat” supernatural cincin Soeharto, Habibie, Gus Dur, Ibu Mega, sampai dengan SBY, dan sederet pejabat papan atas lainnya, yang jelas bagi saya batu permata sendiri cuma sekedar ikatan kimia antara beberapa elemen mineral batuan dan beberapa elemen logam, yang tersusun dalam struktur tertentu. Sedangkan ada tidaknya peran penting Batu Mulia terkait dengan kewibawaan dan kebijaksanaan beliau, Wallahu’alam. Semua kekuatan berasal dari Allah Ta’alaa dan kembali kepada Allah Ta’alaa….

SUMBER: http://satrio74.wordpress.com

Posted in BERITA UPDATE | 32 Comments »

Tuan Guru Bajang: Demi Ishlahul Ummah melangkah di Jalur Perjuangan Syariah

Posted by JASMANSYAH pada Juli 26, 2008

Tuan Guru Bajang , Demi Ishlahul Ummah melangkah di Jalur Perjuangan Syariah

tuan-guru-bajang-dan-bulan-bintang-media.jpg
Jabatan menteri agama pernah disandang oleh Tokoh Kita kali ini yang bernama lengkap TGKH Muhammad Zainul Majdi, MA. Koalisi Muda Parlemen Indonesia (KMPI) yang membentuk kabinet bayangan tentu tidak asal comot ketika memilih Tuan Guru Bajang sebagai menteri agama , dalam proses penyusunan Shadow Government KMPI melakukannya secara terukur melalui seleksi, kesediaan dan kecakapan. Secara obyektif ulama muda kharismatik yang juga anggota DPR RI asal Partai Bulan Bintang ini dinilai mampu menduduki pos penting itu.
Tuan Guru Bajang adalah penerus perjuangan Maulana Syaikh Zainuddin Abdul Madjid, pendiri Nahdlatul Wathan (NW) yang merupakan ormas Islam terbesar dan memiliki peran menentukan di Nusa Tenggara Barat. Semangat pergerakan yang mengalir dalam diri TGB mengingatkan kita kepada sosok Kiai Haji Mas Mansur, seorang ulama besar dan salah satu pejuang terbaik bangsa yang sesungguhnya juga pemrakarsa berdirinya Madrasah Nadhlatul Wathan di Surabaya.
Tuan Guru Bajang maupun Tuan Guru Mas Mansur tumbuh dan dibesarkan dalam lingkungan yang agamis, sama – sama menyadari pentingnya bekal ilmu yang memadai untuk memandu ummat, menuntut ilmu di almamater yang sama yakni Universitas Al Azhar Cairo (mesir) bahkan TGB mendapat gelar MA dan menjadi kandidat doktor, keduanya adalah ulama yang berketetapan hati bahwa Politik adalah alat dakwah dan media perjuangan sementara perjuangan penegakan syariat Islam harus digelorakan tanpa mengesampingkan kewajiban untuk senantiasa melindungi hak – hak ummat lain yang menjadi minoritas.
Islam yang Rahmatan lil Alamin tidak terjadi dengan sendirinya melainkan sebuah cita – cita yang secara Istiqomah harus diperjuangkan.
Pandangan TGB yang luas tentang Politik
Sesungguhnya seluruh wilayah kehidupan adalah lahan untuk dakwah. Termasuk wilayah politik. Apabila kemaslahatan dakwah menuntut kita untuk memanfaatkan politik, maka terjun ke politik adalah satu keniscayaan. Ketika kita melihat peluang untuk ishlahul ummah (memperbaiki umat) dapat dilakukan melalui jalur politik, maka hal itu harus dilakukan.
Politik (siyasah) dalam pandangan Islam adalah salah satu instrumen atau alat perjuangan. Maka dalam Islam dikenal as-siyasah asy-syar’iyyah yang menerangkan posisi politik sebagai alat dakwah. Politik dalam Islam adalah politik etis yang mengedepankan cara-cara yang positif dalam mencapai tujuan. Politik dalam Islam tidak dan bukanlah politik yang menghalalkan segala cara. Para nabi, seperti Nabi Sulaiman, Nabi Yusuf bahkan Nabi Muhammad SAW berpolitik. Mereka menjadi pemimpin (raja). Itu tidak menyebabkan mereka berkurang derajat justru semakin mulia di sisi Alloh SWT. Zaman sekarang, politik sering dianggap kotor karena banyak diisi oleh orang-orang yang berpolitik dengan cara kotor, walaupun tentu tidak semuanya. Politik bisa menjadi baik apabila diisi oleh orang-orang baik. Politik itu seperti wadah atau gelas. Diisi racun menjadi mudharat. Diisi madu menjadi bermanfaat.
Sekilas tentang Tuan Guru Bajang
KH. Muhammad Zainul Majdi, MA, alias Tuan Guru Bajang Lahir di Pancor – Lombok Timur pada tanggal 31 Mei 1972 M / 18 Rabiul Akhir 1392 H, merupakan putra ketiga dari pasangan H.M.Djalaluddin, SH dengan Ummi Hajjah Siti Rauhun Zainuddin Abdul Madjid. Mengenyam pendidikan dasar di SDN 2 Mataram, Madrasah Tsanawiyah dan Aliyah di Madrasah Mua’allimin Nahdlatul Wathan Pancor, Ma’had Daarul Qur’an Wal Hadist Nahdlatul Wathan Pancor. Kemudian melanjutkan study di Fakultas Ushuluddin Jurusan Tafsir dan Ilmu-Ilmu Al Qur’an Universitas Al Azhar Cairo (Mesir) dan lulus meraih gelar Lc pada tahun 1995 dan Master of Art (MA) pada tahun 2000. Sejak tahun 2002 menjadi kandidat doktor di Fakultas Ushuluddin Jurusan tafsir dan Ilmu-Ilmu Al Qur’an Universitas Al Azhar Cairo (Mesir). Pada Tahun 1997 Tuan Guru Bajang menikahi Hajjah Rabiatul Adawiyah, SE putri KH. Abdul Rasyid Abdullah Syafii, Pimpinan Perguruan Islam Pondok Pesantren As Syafiiyah Jakarta dan telah dikarunia 4 orang putra dan putri.
Selain Aktivitas dakwahnya yang makin luas baik di Nusa Tenggara Barat maupun di Jakarta dan sekitarnya, TGB juga mendapat sejumlah kepercayaan dari ummat yaitu sebagai Ketua Umum Pengurus Besar Nahdlatul Wathan dan Anggota Komisi X DPR-RI periode 2004 – 2009, beliau juga memangku amanat sebagai Rektor Institut Agama Islam Hamzanwadi (IAIH) Pancor – Lombok Timur, Ketua Yayasan Pendidikan Hamzanwadi dan Pimpinan Pondok Pesantren Darun Nahdlatain Nahdlatul Wathan Pancor.

Seluruh amanat yang diembannya menunjukkan dedikasi perjuangannya yang besar tidak hanya bagi warga Nahdlatul Wathan dan NTB melainkan demi sebuah pencapaian yang tertinggi untuk ummat, bangsa dan negara.Selamat Berjuang Tuan Guru…Selamat Datang Fajar Kebangkitan Syariah di Belahan Timur Indonesia.

sUMBER: http://bulanbintang.files.wordpress.com

Posted in PROFILE GUBERNUR NTB BARU | 6 Comments »

PROFILE TUAN GURU BAJANG

Posted by JASMANSYAH pada Juli 26, 2008

KH. M. ZAINUL Majdi, MA atau yang akrab disapa Tuan Guru Bajang (lahir di Pancor,   Lombok Timur, 31 Mei 1972; umur 36 tahun) adalah gubernur Nusa Tenggara Barat terpilih. Beliau terpilih sebagai gubernur pada Pemilihan kepala daerah NTB 2008 dengan berpasangan dengan Ir. Badrul Munir MM sebagai wakil gubernur dan diusung oleh 2 partai Islam yaitu Partai Bulan Bintang (PBB) dan Partai Keadilan Sejahtera (PKS).

Zainul Majdi adalah anak dari pasangan HM Djalaluddin SH, seorang pensiunan birokrat Pemda NTB dan Hj. Rauhun Zainuddin Abdul Madjid, putri TGH. M. Zainuddin Abdul Madjid, pendiri organisasi Islam terbesar di NTB, Nahdlatul Wathan (NW). Istri beliau adalah Hj. Robiatul Adawiyah, SE yang merupakan salah satu puteri KH. Abdul Rasyid Abdullah Syafi’i, pemimpin Ponpes As Syafiiyah, Jakarta.

Sebagai cucu pendiri organisasi Nahdlatul Wathan (NW), Zainul Majdi tumbuh dewasa dalam suasana pendidikan pesantren. Setelah menempuh pendidikan di Ma’had Darul Qur’an Wal Hadist NW Pancor, Majdi melanjutkan pendidikan di Jurusan Tafsir dan ilmu-ilmu Al Qur’an, Fakultas Usuluddin, Universitas Al-Azhar, Kairo Mesir sampai memperoleh gelar master.

Sebelum terpilih sebagai Gubernur NTB, sejak 1999 Zainul Majdi telah aktif bergerak di bidang dakwah. Di tahun yang sama ia juga mulai menduduki jabatan Ro’is Am Dewan Tanfidziyah PBNW. Selain itu, ia juga merupakan Ketua YPH. PPD NW Pancor dan anggota DPR RI mewakili NTB periode 2004-2009 dari Fraksi PBB.

Sumber: http://id.wikipedia.org/wiki/Tuan_Guru_Bajang_KH_M_Zainul_Majdi

Posted in PROFILE GUBERNUR NTB BARU | 8 Comments »

DEDE FAIZ: PUTRA I: JASMANSYAH & NANI NAFISAH

Posted by JASMANSYAH pada Juli 24, 2008

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MAMA & DEDE FAIZ

Posted by JASMANSYAH pada Juli 24, 2008

NANI NAFISAH (JASMANSYAH’S WIFE) & HER SON FAIZ M. TSAQIF ALTHAF

Posted in GALERY FHOTO, Uncategorized | 1 Comment »

FAIZ M. TSAQIF ALTHAF

Posted by JASMANSYAH pada Juli 24, 2008

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FINAL TEST OF ICT: THE IMPORTANCE OF MEDIA (COMPUTER) IN TEACHING ENGLISH

Posted by JASMANSYAH pada Juli 24, 2008

THE IMPORTANCE OF MEDIA (COMPUTER) IN TEACHING ENGLISH

By: Jasmansyah

Submitted to fulfill the FINAL TEST of ICT in LANGUAGE TEACHING

Lecturer: Hartoyo, MA., Ph.D

1. Introduction

The development of science and technology, especially in information communication and technology is very fast. The development of it is applied in teaching activities in order to get a better result. Teaching is not only about paper, white//black board, marker, map, and picture. Teaching is about transferring knowledge to the students. In order to get a good result, the teacher should use the effective teaching aid. A teaching aid is a tool used by teachers, facilitators, or tutors to help learners improve reading and other skills, illustrate or reinforce a skill, fact, or idea, and relieve anxiety, fear, or boredom, since many teaching aids are like games. There are many kind of teaching aids such as : chalkboard or whiteboard, map, overhead projector, computer, charts, calendars, flash chard, posters, slides, flip chart, etc, but the writer believe that the best one among them is a computer.

2. Objective

The goal of this paper is to answer why the computer is the best aid in teaching English. What are the advantages and disadvantages of it and how to overcome the problems?

3. Literature Review

The topic to be discussed in this paper is “THE IMPORTANCE OF MEDIA (COMPUTER) IN TEACHING ENGLISH“. Information technology ( IT ) as defined by the information Technology Association of America ( ITAA ), is study, design, development, implementation, support or management of computer-based information systems, particularly software applications and computer hardware. In short, IT deals with the use of electronic computers and computer software to convert, store, protect, process, transmit and retrieve information, securely. Computer is a more interactive aid compared with others, such as tape recorder, film projectors, and such common equipment – marker and white board. Hartoyo ( 2005, p. 12 ) quotes Nelson, et al ( 1976 ) states that the unique property of the computer as a medium for education is its ability to interact with the student.` The computer can be a partner for the learner to play educational games with, or, less glamorously. It can be used to generate example, to illustrate certain operations, or to stimulate conversation.( Hartoyo, 2005 ). In addition to above statement, Hartoyo ( 2005, p. 22 ) quotes Ahmad, et al, (1985 ) said : It may communicate with the student visually by displaying text, graphics ( diagrams, graph, line drawings ) or video images on screen; it may also present sound, in the form of speech, music or other audio output.

4. Analysis

The development of information Technology ( IT ) has permeated the application of computers as a teaching aid in the learning process. A computer is used for the sake of facilitating students in learning, such as learning language. There are many advantages of using the computer as a teaching aid in teaching and learning English if we compare with among other ones. They are:

1. It is a more interactive aid compared with others, such as tape recorder, film projectors, and such common equipment – marker and white board;

2. in a particular case, the computer may act as a teacher or tutor, providing material, guiding a student how to learn it, and giving more information and explanations;

3. The computer is also more flexible

Computer is a more interactive aid compared with others, such as tape recorder, film projectors, and such common equipment – marker and white board. Books and recording can tell a student what the rules are and what the right solutions are, but they cannot analyze the specific mistakes the student has made and react in a manner which leads him not only correct solution. Computer is an interactive instruction technique whereby a computer is used to present the instructional material and monitor the learning that take place. By using computer, students and computer can interact each other, and in which the student are given a freedom to choose any topic of information and even, to become a troubles – shooter of their own problems. Being involve in the process of distance education also means for students that they must be active all the time , they forced to do the exercises, comment certain ideas, everybody can and must take his turn, there no bell ringing to end the lesson, time does not run out for written , discussion and others. As an assistive technology, a handicapped individual might use to communicate verbally. Despite the fact that an individual may not be able to speak or write, they can still communicate with the general public and in traditional classroom setting with a computer system that speaks at the touch of a bottom. Without this availability of this kind of technology in the classroom, many physically disabled individuals would not be able to be part of a traditional classroom environment. Beside that teachers can have their students learn by exploring web tasks online.

The computer may act as a teacher or tutor, providing material, guiding a student how to learn it, and giving more information and explanations. As a tutor, it can also be utilized to communicate visually with students. The computer can be a partner for the learner to play educational games with, or, less glamorously. It can be used to generate example, to illustrate certain operations, or to stimulate conversation. Students absent from ordinary classes because of illness, traveling, sport men, pupils educated at home. In almost all of these cases young people cannot be present in the classes, but there can be some connection to the school and their classmates, not only to get the materials from the tutor but also some further explanations, discussions, assignments and others.

In Revelatory grammar computers play a much more relevant role. Here, computers are not only used to give traditional exercises a new format, but they directly help to enhance acquisition by means of many resources they offer and thanks to their motivating power. Not many people object now days to the fact that a novel in paper format will never be replaced by novel displayed on the computer screen. The pleasure of reading comfortably on an armchair, turning pages quietly forwards to check some idea previously read- is not one that can be equally attained through a screen . Maybe this preference for the printed page is a matter of habit, and it is quite probable that the day will arrive when laptop computers, or even more modern artifacts, will become so widespread as to substitute books. With these computers, people will be able to read as comfortably as they choose sitting on a sofa or even lying on the beach, or under the trees at the park. Students also prefer doing intensive reading in the computer rather than in books. Thus, for example, computer activities which involve rebuilding or rearranging texts have proved their value, not to mention the act of reading the instructions that are included in a CD game so that players know what to do in order to be able to play effectively. And even more effective intensive reading in the computer can be when the texts that students face are messages sent by the characters of an interactive computer program. The enormous amount of specific software that has been created for learning English includes the possibility of teaching and training the skill of speaking and listening. The problem is that, rather then being truly interactive, the activities designed for improving listening and speaking are mainly based on drills. Thus, learners have the possibility of enacting dialogues – generally of the question-answer type with characters belonging to the program, but these are indeed closed dialogues; that is, learners cannot ask or answer whatever they want, but they have to limit themselves to predetermined texts. Nevertheless, despite the lack of true/real interaction, this experience has been proved to be highly motivating, since many of the graphic environments that the programs offer turn out to be quite realistic.

Thus, if learners concentrate on the activity, they may feel up to a certain extent just as if they were really speaking to a hostess in the airport, or to a bobby in Market square. Out of the above-mentioned interactive programs, there are many other programs that offer the possibility of listening to English, mainly with an America accent-in the case of the majority of games-or with British accent. These programs include, among others, many encyclopedias and the already mentioned games. In grammar any language item is used to potentate the target language, and this obviously includes, for example, the instructions are written in English, if the programs that have to be installed by the students are the latest version of a game or simply one that they really like. We can imagine the interest that they are going to put in order to quickly understand the instruction for the installation. If the teacher wants to potentate group work, then s/he just will have to arrange groups of students working with the same computer ( it has been advised that no more than three students should work with the same computer ). Soon, the teacher will witness how enthusiastically students collaborate in order to achieve the desired goal.

Many other advantages of computer as a teaching aid is also flexibility for the students so they can work at their own speed, at the time that is best for them. In the case of writing on the computer, that now day the majority of the students – mainly in primary education are used to using a keyboard. So the process of writing is not problem. So teachers can take advantage of enjoyment that the students find in manipulating computers. Writing an essay on paper has not the same attractiveness for them than writing it with a word processor. To this, we have to add the advantages that the word processors attach to writing task. First of all, mistakes can be corrected much more easily. On the other hand, students do not have to give much importance to the order in which they write their ideas, since they can easily change text order, and thus rearrange ideas, as many times as they want. Beside the grammar and spelling correction devices that word processors incorporate can be active whenever teachers consider necessary. This way, students are made aware of the mistakes or errors they have made, and have the possibility of either checking or trying to guess the correct option. With Web-based instruction, they can work at home, at school, or anywhere there is a computer which internet connection used with a distance learning . It allows students with handicaps or learning disabilities the opportunity to learn in a less restrictive environment. Also students who enroll in courses via computer, including web-based which benefit them in many aspect of their life. Computer is programmed so that it adapts to student’s individual needs. It acquires information about the students current knowledge of a subject and his/her goals in learning the subject and then creates a user profile based on his knowledge. It can adjust itself to the individual student. Web-based instruction is unique in that students and/ or instructors can communicate with each other anywhere in the world within second via internet. There are specific activities of distance learning (conferencing, chatting, on line task) that can make the ordinary classes more interesting or give students the opportunity to learn and practice in a different way. Perhaps teacher who are involved in distance education change in ordinary classes a bit ; become tutors, don’t teach so much and explain everything, but guide the students to find the rules and explanation themselves. Besides allowing students and teachers more flexibility as far as time and place are concerned, there are other advantages off distance education when using computers, and internet tools. A great amount of information can be stored , updated, multiplied, transferred very quickly. On the other hand there is also disadvantage teaching English using computer as a teaching aid.
The disadvantage of utilizing computer as teaching aid in teaching English is the need to own or have access to a computer with the necessary RAM and operating system, physical problems such as carpal-tunnel syndrome and eye disorders ( caused by sitting in front of the computer screen for long periods of time without blinking ), prohibitive cost of education software, and the lack of human interaction in the learning process.

5. Summary and Recommendation

Most teachers still rely on, chalk and blackboard. But over the years, more and more technical inventions have shaped the educational aids with teachers surround themselves. Maybe it is high time for teacher too find a place for the computer to make our teaching more effective, emphasizing its ability to interact with the students. My experience as a teacher proved that whatever they live, teacher voice similar doubts, hope, and problems. Teachers are deeply concerned about keeping abreast of the best, most modern methods of teaching, modern aids, etc. I shall try to prove that we can fulfill students’ expectation by using computers as teaching aids and that this can be done even in a countries or villages, where computers are relative rare in the teaching process. The computer can be a partner for the learners to play educational games with, or it can be used to generate examples, to illustrate certain operations, or to stimulate conversation. In computer labs, students tend to form groups of two or three around a single computer, even when there are enough computers available for each student to use one individually. One reason may be that students using computers do not feel that the work they do on the computer is their own private property. They become relaxed about pooling information and seeking help from their friends.

A computer can analyze the specific mistakes the student made and react in a different way from the usual teacher this leads the students not only to self correction. But also to understanding the principles behind correct solution. A computer gives individual attention to the learner and replies immediately to questions or commands. It acts as a tutor and guides the learner towards the correct answer while adapting the material to his/her performance. Another significant benefit obtained from computer is that it can be a very affective and efficient reference book. It can also be utilized to communicate visually with students. “ Acting as a tutor or teacher , providing material, guiding a student how to learn it, and giving more information and explanations. So it is imperative that the computer as a teaching aid be designed well from the start. Computer must bridge different learning styles to be fully effective; therefore, it should offer different types of examples and ways to solve the problems. Instructors and students using and web-based learning must be sure to give frequent feedback. Another approach is to combine the traditional classroom with computer or the internet. Studies have shown that combining technology with the standard classroom approach actually improve student performance ( Christmann 325 ).

BIBLIOGRAPHY

Computer Assisted Language Learning http://www.terra.es/personal/ nostat/
Distance Learning And teaching http://www2..arnes.si/-oskksavokl2/distance/html
Hartoyo. ( 2005) Individual differences in Computer-Assisted Language Learning ( CALL )
Journal of Effective Teaching , Vol. 2. No. 2, 1998 PDF Version
K.Stewart,Trudy Using Teching Aids http://www.sil.org/lingualinks/literacy/ImplementAliteracyProgram/Using Teaching Aids.htm
Mirescu.Simona Computer Assisted Instruction In language Teching http://exchange.state.gov/forum/vols/vol35/nol/p53.htm
Richards,Jack.C and Rodgers, Theodore,S. 1989. Approach and Methods in Language Teaching. Combridge University Press. Cambridge.
Webster Encyclopedic Unabridged dictionary of the English Language

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SEMINAR NASIONAL PASCASARJANA UHAMKA

Posted by JASMANSYAH pada Juli 24, 2008

SEMINAR NASIONAL PASCASARJANA UHAMKA E-mail


Thursday, 13 September 2007
ImageJakarta (6/9). Pembangunan nasional dalam bidang pendidikan adalah upaya mencerdaskan kehidupan bangsa dan meningkatkan kualitas manusia Indonesia yang beriman, bertakwa dan berakhlak mulia serta menguasai ilmu pengetahuan, teknologi dan seni dalam mewujudkan masyarakat yang madani.
Untuk menjamin perluasan dan pemerataan akses, peningkatan mutu dan relevansi, serta tata pemerintahan yang baik dan akuntabilitas pendidikan yang mampu menghadapi tantangan sesuai tuntutan perubahan kehidupan local, nasional dan global maka perlu dilakukan peningkatan mutu guru dan dosen secara berkesinambungan. Karena guru dan dosen mempunyai peran, fungsi dan kedudukan yang strategis dalam pembangunan nasional dalam bidang pendidikan sangat perlu dikembangkan menjadi profesi yang berkualitas dan bermartabat. Diharapkan melalui guru dan dosen yang berperan sebagai agen pembelajaran dapat dilahirkan manusia yang beriman dan bertakwa kepada Tuhan YME, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri serta menjadi warga Negara Indonesia yang demokratis dan bertanggung jawab.

Image Image Image

Sebagaimana dilaksanakan oleh Program Pascasarjana, Universitas UHAMKA baru-baru ini yaitu Seminar Nasional Pendidikan dengan tema “Sertifikasi Guru dan Anggaran Pendidikan menuju Milenium Development goals 2015”, dalam rangka memahami kebijakan pendidikan nasional dalam menghadapi tantangan global. Dihadiri oleh sekitar 80 orang peserta dari kalangan mahasiswa pascasarjana dan praktisi pendidikan, seminar ini menghadirkan Prof. Anwar Arifin (Wakil Ketua Komisi X DPR RI), Dr. Fasli Jalal (Dirjen PMPTK) dan H. Margani M. Mustar, M.Si (Kadis Dikmenti DKI Jakarta) sebagai pembicara.

Melalui seminar ini diharapkan peserta dapat memahami bagaimana seharusnya mengimplementasikan UU Guru dan Dosen terkait dengan sertifikasi guru dan anggaran pendidikan yang disediakan oleh pemerintah saat ini. Dirjen PMPTK, Fasli Jalal juga menekankan bahwa secara bertahap proses  sertifikasi guru akan dilaksanakan dan tunjangan profesional sebagai penghargaan bagi guru yang sudah bersertifikat akan dibayarkan sesuai dengan anggaran yang disediakan oleh pemerintah. (Penulis : Yulie/Setditjen)

Last Updated ( Wednesday, 02 January 2008 )

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Posted by JASMANSYAH pada Juli 24, 2008

GRAMMAR IN THE TEACHING OF EFL IN INDONESIA: Theories and Findings of Empirical Studies

July 5, 2007 at 8:48 am | In Books published | No Comments

GRAMMAR

Summary

This book attempts to provide an enrichment of the English as a Foreign Language (EFL) learning Literature, particularly the roles of grammar in the context of the Teaching of English as Foreign Language in Indonesia. It encompasses the discussion on theories underlying the importance of grammar in language instruction and a number empirical studies supporting the explicit grammar instruction. Following the review of empirical of empirical studies, is a brief report of study focusing on the investigation of the effectiveness of the explicit grammar instruction delivered by utilizing a self-access Computer-Assisted Language Learning (CALL) program in assisting Indonesian students to improve their mastery of English grammar.€ This book is intended as a reference book for those whose job is related to the teaching of English and those engaged in the research and development of EFL teaching and learning.

Author’s Preface

This book attempts to provide an enrichment of the English as a Foreign Language (EFL) learning Literature, particularly the roles of grammar in the context of the Teaching of English as a Foreign Language in Indonesia. It encompasses the discussion on theories underlying the importance of grammar in language instruction and a number of empirical studies supporting the explicit grammar instruction. Following the review of theories and empirical studies, is a brief report of a study focusing on the investigation of the effectiveness of explicit grammar instruction delivered by utilizing a self – access Computer – Assisted Language Learning (CALL) program in assisting Indonesian students to improve their mastery of English grammar. The last part of this book offers some recommendations and implications. This book is intended as a reference book for those whose job is related to the teaching of English and those engaged in the research and development of EFL teaching and learning. Most parts of this book are originally derived from my Ph.D research study “EFL Self Access Computer – Assisted Language Learning for Indonesian Students: an Experimental Study”(199 8) supervised by Dr. Howard Nicholas and Dr. Lloyd Holliday, La Trobe University, Melbourne, Australia. Some practical experience, however, is merged and integrated into some of the parts of this book to make it more comprehensive. The idea of synthesising some parts of my dissertation into this book is due to my colleagues’ urging and my intention to share with the readers my ‘contradictory’ ideas. In addition, this book intends to highlight the roles of grammar in the era of the communicative approach in language teaching that reverberates in every corner of this country. The information presented here is not intended to be a panacea for coping with the problems of the teaching of English as a Foreign Language nor is it intended to be prescriptive; this book is simply a resource from which the readers, particularly English teachers, are expected to make further and more productive efforts to improve the results of the Teaching of EFL in Indonesia.

Sumber: http://hartoyo.wordpress.com/category/books-published

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Posted by JASMANSYAH pada Juli 24, 2008

ACADEMIC WRITING: Integrating Grammar into Basic Writing Skills

July 5, 2007 at 6:46 am | In Books published | No Comments

acad

Summary

Academic writing covers primarily knowledge of grammatical features necessary and required to develop writing skills. It emphasises the mastery of knowledge of fundamental grammatical features and their usage and application to writing. The materials have been organized in such a way that enables the learners to gain proper knowlegde and concept of English grammar, and be able to use the correct grammar in the writing academic and scientific essays.This book is suitable for those who intend to develop writing skills, particularly students of the English departement, academic scholars, and those whose jobs are related to writing a report or article in English.

Preface

Being good at written English, beside spoken English, constitutes a dream of every learner of English as a Foreign Language, particularly in Indonesia. Some students have often devoted their time to do anything to acquire this writing skill. Nevertheless, their gains are not always satisfactory; some students are even feeling very frustrated as their efforts end up with no significant improvement. My interviews with a number of Indonesian learners of English in regard to the difficulty in English writing skill imply that grammar constitutes one of the most prominent language components they need in writing. They frequently make ‘choppy’ and inaccurate sentences due to incorrect use and some missing grammatical features. Their sentences are often not understandable, unreadable, and even meaningless. Therefore, equipping the students with sufficient knowledge of fundamental English grammatical features in context prior to developing their grammatical mastery into writing skill is likely to be salient. This book, Academic Writing Book 1, is an integrated part of a three – book series intended to provides learners of English the knowledge of some fundamental English grammatical features and their application in writing. Hence, to gain better writing skill the learners are encouraged to possess and gradually learn all three books.

Sources: http://hartoyo.wordpress.com/category/books-published

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Posted by JASMANSYAH pada Juli 24, 2008

INDIVIDUAL DIFFERENCES: In Computer – Assisted Language Learning (CALL)

July 5, 2007 at 8:07 am | In Books published | No Comments

b2.jpg

Summary

This book is addessed to those who are concerned with the utilization of multimedia and computer technology for the sake of learning purposes, which in a modern academic setting, known as Computer – Assisted Learning (CAL). The initial part of this book provides the historical review of the hypertext system which encompasses concept of the hypertext and hypermedia and application of hypertext in education, particulary in language learning. This book also provides a discussion on Computer – Assisted Language Learning (CALL) that includes the discussion on advantages of CALL, and a discussion of individual differences in CALL Following the discussion on CALL is review highlighting the importance of individual differences in language lerning, particulary in the context of CALL and some technical aspects and principles of designing CALL.

Preface

At the beginning of this preface, I would like to share my long journey and experience about why I am interested in utilising computer and multimedia for the sake of educational and learning purposes. Following this is a brief explanation about the idea of writing this book. Finally, overall information of the whole book is presented to provide a clear description on what this book is all about. I used to be a novice person who knew nothing about a hypertext system, multimedia and computer technology. Before going to the U.K. to pursue my study, I was a bit nervous every time I used a computer; feeling so worried about breaking the computer and having troubles with it. All my worries went away after I got used to using it – practising a lot, using computers very often, and seeking assistance whenever I was in trouble, until I felt a computer is a part of my life. My interest in Computer – Assisted Language Learning (CAL) initially started when I was attending the lecture of “Computer and Information” at the Department of Information Studies, the University of Sheffield (U.K.) in 1992 from which I began to realise that computers can be utilised to facilitate learning, particularly learning language. Since then, I have gotten more interested in knowing more about merging computers and multimedia into language learning, until I could finally create a computer – assisted learning program using hypertext system: a CAL tutorial program for learners of English. I got more confident when the users of my CAL program responded positively towards the program I had created. Moreover, encouragement given by my Ph.D. supervisors, Dr. Howard Nicholas and Dr. Lloyd Holliday, had a particular role in stimulating my interest in this area. This brief story of my journey of bringing computers and multimedia into a language classroom, should not be seen as a frustrating process, but a challenging one; a challenging process in altering “knowing nothing” about a hypertext system, multimedia and computer technology into “knowing something” about them, and even loving them. This book is addressed to those who are concerned with the utilisation of multimedia and computer technology for the sake of learning purposes, which in a modern academic setting, known as Computer – Assisted Learning (CAL). The book provides you with theories, empirical studies and practical plans of action. In part 1, I begin by establishing the historical review of the hypertext system which encompasses concept of the hypertext and hypermedia, advantages of hypertext, problems with hypertext, and discussing the application of hypertext in education, including the application of hypertext in language learning. Part 2 provides a discussion on Computer – Assisted Language Learning (CALL) that includes the discussion on computers and language learning, issues regarding the change of methods of language teaching, the underlying considerations of CALL, advantages and disadvantages of CALL, and students’ views and perceptions towards the CALL program. Part 3 is devoted to a discussion of individual differences in CALL which starts by reviewing models of second language learning and their variables, models with independent learner variables, and models with interdependent learner variables. Following this review is a summary highlighting the importance of individual differences in language learning, particularly in the context of CALL. Part 4 presents a technical aspect of designing CALL which comprises initial planning and principles for designing and testing the CALL program. Part 5 provides a summary of the book which highlights the roles of individual differences in CALL and some points to be taken into consideration when designing the CALL program. Finally, I do hope that this book will be able to serve as a reference for anyone who is interested in learning, designing and developing CALL.

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Posted by JASMANSYAH pada Juli 24, 2008

SUPERVISI PENDIDIKAN: Mewujudkan Sekolah Efektif dalam Kerangka Manajemen Berbasis Sekolah

July 5, 2007 at 8:49 am | In Books published | No Comments

Ind

Ringkasan

Buku Supervisi Pendidikan : Mewujudkan Sekolah Efektif dalam Kerangka Manajemen Berbasis Sekolah, merupakan buku referensi yang terdiri dari dua bagian. Bagian pertama memuat beberapa hal yang merupakan filosofi dan pertimbangan mendasar mendasar perlunya supervisi pendidikan, paradigma baru sistem pembinaan dan pengembangan pendidikan, Manajemen Berbasis Sekolah (MBS). Sedangkan bagian kedua, membahas hal – hal yang bersifat teknis mengenai supervisi pendidikan sesuai dengan kondisi nyata di lapangan. Buku ini sangat penting bagi pejabat Dinas Pendidikan, pengawas, kepala sekolah, guru dan siapa saja yang pekerjaannya terkait dengan supervisi pendidikan, untuk mengetahui filosofi, konsep dasar dan teknik serta aspek – aspek supervisi di bidang pendidikan sejalan dengan paradigma baru sistem pengelolaan dan pembinaan pendidikan.

Prakata

Manajemen Berbasis Sekolah yang merupakan refleksi pergeseran paradigma sistem pengelolaan dan pembinaan pendidikan dari centralized system menuju decentralized system menuntut kesadaran, komitmen, dan keterlibatan semua pemangku kepentingan (stakeholders) pendidikan untuk saling bekerja sama dan membangun sinergi mewujudkan sekolah efektif. Supervisor, sebagai salah satu pemangku kepentingan pendidikan, memiliki peran yang amat penting dalam mewujudkan sekolah efektif dalam kerangka Manajemen Berbasis Sekolah, yang ditandai oleh pembelajaran yang bernuansa Aktif, Senang, Interaktif dan Kreatif sehingga Efektif (ASIK – Efektif) dalam mencapai tujuan pembelajaran. Peran dan keberadaan supervisor semakin diperlukan tidak hanya untuk memberikan bimbingan, bantuan dan pembinaan kepada guru untuk meningkatkan kinerja dalam pengelolaan pembelajaran, tetapi yang lebih penting adalah sebagai “perekat” (glue) bagi warga sekolah, sehingga dapat saling bekerja sama mendukung tercapainya tujuan sekolah. Namun demikian, implementasi supervisi di lapangan masih sangat bervariasi. Bahkan di beberapa sekolah, supervisi tidak dapat berjalan dengan optimal dan efektif dikarenakan oleh beberapa faktor, antara lain kurang memadainya pengetahuan, keterampilan dan pengalaman supervisor, termasuk pengawas dan kepala sekolah, maupun pemahaman guru tentang supervisi yang belum memadai. Oleh karena itu, baik supervisor maupun guru dan pihak – pihak yang disupervisi perlu secara pro aktif menambah pengetahuan dan pemahaman mereka tentang supervisi agar terjalin keterpaduan dan kerjasama sinergi dalam menunjang pelaksanaan supervisi di sekolah.Buku ini merupakan buku referensi bagi supervisor (pengawas, penilik, kepala sekolah), guru atau siapa saja yang pekerjaannya terkait dengan kegiatan supervisi di bidang pendidikan. Buku ini memuat filosofi dan pertimbangan mendasar perlunya supervisi pendidikan, mulai dari reformasi pendidikan, paradigma baru sistem pembinaan dan pengembangan pendidikan, Manajemen Berbasis Sekolah (MBS) dan sekolah efektif, peran supervisi dalam mewujudkan sekolah efektif dalam kerangka MBS. Di samping itu, buku ini juga memuat hal – hal yang lebih bersifat teknis mengenai supervisi pendidikan, yang disesuaikan dengan paradigma baru supervisi pendidikan, serta kiat – kiat dan saran bagaimana supervisor dapat melaksanakan supervisi dengan baik dan efektif. Saya berharap buku ini dapat memberikan manfaat bagi supervisor – pengawas, penilik, kepala sekolah – dan guru, serta pihak – pihak lain yang terkait dengan kegiatan supervisi sebagai salah satu bahan rujukan untuk menambah wawasan tentang supervisi pendidikan.

Sumber: http://hartoyo.wordpress.com/category/books-published

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MR. HARTOYO’S BOOKS

Posted by JASMANSYAH pada Juli 24, 2008

ustralian Studies

June 25, 2008 at 11:38 am | In Books published | No Comments

Preface

This book is primarily written for Indonesian students who are interested in knowing more about their geographically southern neighbour, Australia. It is to provide an introductory insight on how Australians live, what they eat, how they use their environment, how they form their government and their education system as well as how they live together in a multicultural society.

It is probably only more or less 200 years ago that Indonesia and Australia have set out on different course which factors have influenced their social and economic developments profoundly. Those different parameters have influenced their human relationship and their relationship with their living and working environment. This in turn has affected how they allocate their time, how they socialise and even their consumption patterns.

Due to the advancement of the electronic media, easier communication and travel, it has become straightforward to do a virtual or even real island hopping from Australia to Indonesia or other regions in the Pacific. In the 21st century it is apparent that due to this technological advancement cultures are not anymore growing unconnectedly, but that cultures are increasingly intermingling to form a multicultural Pacific-Asian culture with only merely regional variations. It is not only technological advancement which has helped to diminish the cultural gap but even also by the education system of both Australia and Indonesia. Their national education policies have instigated that the Indonesian language is being taught in many primary school, secondary and universities in Australia while the English language is being taught in many educational institutions in Indonesia.

It has been noticed that due to technological advancement Australia has entered the Indonesian home with life pictures of the Australian landscapes and Australian endemic animals on television, while fast food chains have introduced western flavours to Indonesian taste buds. The same counts for Australia where “nasi goreng” doesn’t require to be translated as “fried rice”. Just as the Indonesian landscapes of Bali or the Borobudur stupa in Java, which don’t need any further introduction to the Australian public.

In compiling this book difficult choices had to be made in what to include and what to exclude as it is our aim to produce a concise book which covers essential material which could assist lecturers in preparing course material for an Australian Social Study subject or project. At the same time an attempt was made to create an enjoyable book for anyone who is interested in Australia or to expand a library with a handy up to date reference book. Your comments on this publication would be very much appreciated and will be taken in consideration in the next updated issue.

Semarang, January 2008

Hartoyo

J. J Richard Weintré

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MY PROFILE

Posted by JASMANSYAH pada Juli 24, 2008

Name : Jasmansyah, Call name: Jasman. Place and Date of Birth: Lombok, 01-01-1977, Address: Perum Griya Mangkalaya, Blok 2-C/14 Cisaat Sukabumi Jawa Barat. email : jasman-faiz@plasa.com, http://www.jasmansyah-faiz.blogspot.com CP. 081572765478, 0266-7103574, 7110800. Activities: a Civil Servant (PNS) at a Public Senior High School (SMAN) in Sukabumi West Java (SMAN 1 Sagaranten), an English teacher at Pesantren KH. ABDULLAH SYAFI’IE AS-SYAFI’IYAH Sukabumi Jabar. Moreover, I’m a lecturer at some private universities/institutes, like: STAI Al-Masudiyah Sukabumi, AMIK CBI Sukabumi. I’m also active as General secretary of LSM LP2SD (Lembaga Penelitian & Pengkajian Sumberdaya) Sukabumi. education: SDN 1 Sepit Kec. Keruak Lombok Timur NTB, graduated in 1990. MTs. NW Sepit Kec. Keruak Lotim NTB, graduated in 1993. In 1996 I graduated from MA Muallimin NW Pancor Lotim NTB, religion department. In 2002, I graduated from STKIP Hamzanwadi Selong Lotim NTB, English Department. Now I have one nice wife : NANI NAFISAH (alumni of IPB). on April 22, 2007 Allah SWT give us a smart son. His name is FAIZ MUHAMMAD TSAQIF ALTHAF. Ambition: I want to be a useful person for everyone.

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HOW TO CREATE BLOG WITH WORDPRESS

Posted by JASMANSYAH pada Juli 24, 2008

Web Design dengan Blog di www.wordpress.com

June 25, 2008 at 11:52 am | In News for Students of UHAMKA | No Comments

Sekilas Blog

Ahli psikologi James W. Pennebeker pernah melakukan riset tentang curhat-curhatan terhadap ribuan orang dari berbagai usia dan latar belakang. Hasil riset di simpulkan bahwa dalam kondisi stres, beban pikiran seseorang bisa berkurang hingga separuhnya kalau orang itu mencurahkan isi hatinya. Pennebeker menyimpulkan bahwa bercerita melalui tulisan yang ditulis sejujur-jujurnya merupakan terapi yang mujarab.

Pennebeker menganjurkan seseorang yang kerap tegang, menuliskan perasaan, pikiran, uneg-unegnya, ke dalam catatan semacam diari.

Di internet, ada satu situs web yang menyerupai diari karena ditulis kronologis. Situs web seperti itu disebut dengan webblog-disingkat menjadi blog.

Definisi blog menurut Webopedia (www.webopedia.com) adalah suatu halaman web berisi jurnal yang merefleksikan personaliti pembuatnya dan bisa diakses oleh orang banyak. Menurut Webopedia, blog biasa di-uptade setiap hari.

Di Wikipedia, blog dijelaskan sebagai tipe situs web yang isinya seperti jurnal, diurutkan terbalik secara kronologis. Isinya adalah komentar atau berita tentang subjek tertentu, mulai dari hal-hal “berat” seperti politik sampai yang “ringan” seperti makanan.

Blog, seperti dijelaskan di Wikipedia, bisa berisi teks, gambar, link ke blog lain, atau media lain yang memiliki hubungan dengan yang sedang dibicarakan. Suatu blog bahkan bisa berisi kombinasi teks, gambar, dan media lain.

Perkembangan Blog

Bentuk blog mulai muncul sekitar tahun 1993. Situs web The National Center for Supercomputing Application (NCSA)-Pusat Supercomputing Amerika Serikat-yang beralamat http://archive.ncsa.uiuc.edu/SDG/Software/Mosaic/Docs/old-whats-new-0693.html, memiliki situs berbentuk blog. Halaman situs web itu menampilkan hal-hal baru di situs web NCSA.

Salah satu blogger (sebutan untuk orang yang membuat blog) bangkotan yang terkenal adalah Justin Hall. Bahkan oleh Majalah New York Times, pria kelahiran Chicago, 16 Desember 1974, ini disebut sebagai penemu blog personal (the founding father of personal blog). Hall membuat situs web Links from the Underground yang beralamat www.links.net pada tahun 1994.

Tahun 1993 dan 1994, istilah weblog dan blog belum dikenal. Istilah weblog dibuat oleh John Barger (www.robotwisdom.com) ditahun 1997.

Istilah blog kemudian dibuat oleh Peter Merholz (www.peterme.com). Dengan maksud bercanda, pada pertengahan 1999, Merholz memecah weblog menjadi we blog. Kata itu kemudian diadopsi sebagai kata benda dan kata kerja. Sebagai kata benda, blog berarti, situs website yang berlandaskan blog. Sedangkan sebagai kata kerja, blog berarti membuat weblog.

Awal 1999, penggunaan blog di Internet sudah mulai menjamur. Sebagai contoh, seperti tertulis di Wikipedia, situs web Xanga (www.xanga.com) yang diluncurkan tahun 1996 cuma melayani 100 diari pada tahun 1997. Akan tetapi, pada Desember 2005, Xanga melayani lebih dari 50 juta diari.

Merebaknya penggunaan blog itu kemudian memicu munculnya perangkat-perangkat untuk ngeblog. Tahun 1999, programmer asal Amerika Serikat Brad Firzpatrick, membuat LiveJournal (www.livejournal.com). Kira-kira pada waktu yang nyaris bersamaan, Evan Williams dan Meg Hourihan-keduanya dari Pyra Labs-membuat Blogger (www.blogger.com). Tahun 2003, Blogger dibeli oleh Google.

Hingga sekarang, jumlah blog terus bertambah. Berbagai topik diangkat, tergantung minat si blogger(PC+).


Membuat Website Blog dengan http://www.wordpress.com

Ada banyak alternatif layanan pembuatan website, salah satu yang terpopuler adalah wordpress (http://www.wordpress.com) dan blogger (http://www.blogger.com). Mengapa memilih http://www.wordpress.com? WordPress menyediakan beberapa menu yang menarik dan cukup mudah untuk mengoperasikannya serta dilengkapi fasilitas free (gratis dalam membuat situs blog). Dengan bandwith + 50 Mb, menjadikan wordpress banyak diminati. Di samping penyediaan kapasitas yang besar, tersedia juga feature tambahan dan template, tanpa iklan, dan yang menarik adalah user dapat update dalam bentuk teks maupun gambar sekaligus, yaitu dengan copy – paste, dan hasilnya dapat dilihat langsung di internet. Tidak mengherankan kalau wordpress dimanfaatkan sebagai “catatan harian” (diary) oleh user, sehingga sesama pembuat blog dapat tukar informasi atau sebagai ajang unjuk berkomunikasi. Tidak hanya itu saja, fasilitas ini juga dapat digunakan sebagai media untuk belajar, memasukkan ideologi, karya monumental, dan sejenisnya baik bermakna positif maupun negatif, tergantung user blog.

Anda penasaran?. Mari kita mencoba membuat website dengan www.wordpress.com, ikuti langkah-langkah sebagai berikut.

1. Pastikan anda telah membuka situs wordpress di http://www. wordpress.com, ingat jangan sampai salah mengetikkan pada alamatnya.

2. Inilah tampilan http://www.wordpress.com, selanjutnya buat account baru, dengan cara klik “Sign Up Now!”,

Berbeda dengan edisi sebelumnya, yaitu ketika user membuka www.wordpress.com langsung dihadapkan pada pilihan “Start your free WordPress blog”, yang mana www.wordpress.com memberikan layanan gratisan dalam membuat website blog.

3. Langkah selanjutnya adalah isi form registrasi yang telah disediakan www. wordpress.com

Masukkan username serta e-mail Anda. Anda tidak boleh mengarang, e-mail yang dibutuhkan adalah yang masih aktif, contoh: janky_04@yahoo.com.

Di bawah e-mail address, akan muncul agreement, yaitu dengan memberi tanda [√] pada kotak yang tersedia di depan “I have read and agree to the fascinating term of service”. Setelah memberi tanda setuju, anda dapat melanjutkan perintah pengisian form selanjutnya dengan mengklik next.

Namun demikian, adakalanya ketika Registrasi terdapat peringatan bahwa username maupun e-mail address yang dimasukkan salah atau kebetulan telah digunakan user lain. Registrasi yang salah/telah dipakai user lain pasti dihighlight yang mempermudah user untuk membetulkan. Ketentuan pengisian username minimal 4 karakter (bisa huruf maupun angka).

Dan ketika Registrasi diterima, maka yang muncul adalah anda diminta untuk memberikan nama pada title blog anda. Title dapat dilihat manakala blog anda sudah on-line, yaitu sebagai header blog. Dalam contoh ini adalah Nailim sebagai title blognya.

Dengan meng-klik Signup, anda telah berhasil melakukan Registrasi, dan akan nampak pada halaman selanjutnya, perintah untuk memeriksa keaktifan e-mail anda, sebagaimana gambar berikut.

Sementara menunggu (+ 30 menit) perintah selanjutnya, e-mail anda harus masih diaktifkan, karena melalui e-mail anda tersebut, pihak www. wordpress.com akan memberikan tanda kesepakatan (agreement acceptance) sekaligus password pribadi anda. Langkah selanjutnya adalah mengaktifkan Registrasi, dengan cara klik http://www.wordpress.com/activate/…….

Langkah berikutnya adalah melihat dan mencatat username anda sendiri serta password yang telah diberikan pihak www.wordpress.com.

Namun pada edisi revisi kali ini, ketika user sudah sign up, maka pihak www.wordpress.com akan memberikan pernyataan bahwa “your account is now active!”. Di sinilah user diminta untuk memeriksa email-nya, karena username, password, dan beberapa link penting akan diberitahukan melalui email tersebut.

4. Walaupun resigistrasi sudah berhasil, namun perlu dicek hasil Registrasi tersebut, yaitu pada www.izza2004.wordpress.com secara langsung yang diberikan oleh www. wordpress.com tentang bisa/tidaknya aktivasi blog yang sudah dibuat, yaitu dengan cara login.

5. Ketika anda meng-klik www.izza2004.wordpress.com., maka akan muncul halaman, yang untuk membukanya diharuskan login sesuai dengan username, misalnya username: izza2004; password: ie90s6. Kalau anda susah mengingat password yang diberikan oleh www.wordpress.com, alangkah baiknya anda mengganti sendiri dengan klik “up date your profile or change your password”.

6. Ketika login berhasil, maka akan muncul halaman baru yang menyuguhkan menu di taskbar, yaitu my account, my dashboard dan new post.

7. Dengan kehadiran 3 menu tersebut, anda bebas memilih. Untuk menyajikan suguhan supaya dapat dinikmati teman atau orang lain di dunia, maka anda cukup klik my dashboard, di sana akan muncul beberapa menu, yaitu dashboard, write, manage, comments, blogroll, presentation, users, option, dan upgrades.

8. Beberapa menu tersebut akan menjawab pertanyaan besar anda, mengapa web saya masih mulus? Supaya teman anda tidak kecewa dengan kekosongan web anda karena kering informasi maupun animasi gambar, klik write untuk membuat menu yang dapat dinikmati oleh teman, misalnya anda ingin mempublikasikan siapa diri anda, ketik my profile di bawah tulisan categories, lalu klik add>>, seketika itu di bawahnya akan muncul my profile. Untuk mengaktifkannya, anda cukup mencawang my profile dan pada sisi kiri, anda dapat memberi judul pada menu title, dan dapat memberikan isi pada menu post. Untuk mengetahui hasil dari profile anda, cukup dengan klik save dan publish, maka anda dapat melihat hasilnya dengan klik view site di menu taskbar.

Web yang isinya teks saja, akan terkesan kering dan statis, maka anda dapat menambah gambar, video, dan sebagainya. Cara anda persiapkan dulu file yang akan dipadukan dengan teks tersebut, setelah filenya siap, anda cukup klik browse pada menu write. Browse akan mencari di mana letak file yang anda simpan dan siap dieksekusi, supaya anda tidak lupa dengan file yang anda gunakan, maka anda dapat memberikan nama pada title tersebut. Setelah file selesai dieksekusi, klik upload.

Dengan demikian halaman web di atas tidak hanya teks yang terlihat, namun ada gambar yang dapat dinikmati. Untuk melihat hasil dari upload gambar tersebut, dapat meng-klik menu view site.

Dengan demikian, ketika teman anda atau orang lain mau mengakses web anda, di halaman pertama sudah disuguhkan informasi serta visualiasasi gambar.

Nah…..sekarang Web anda sudah dapat dinikmati teman anda maupun orang lain. Namun demikian perlu diingat bahwa jangan pernah lupa sign out, manakala anda telah selesai mengupload atau memanage website anda, dengan sign out halaman web anda akan aman dari orang yang tidak bertanggung jawab, yaitu dengan telah tertutupnya halaman web anda.

Untuk menambah kekayaan dan kemahiran dalam mengolah website, anda sesering mungkin otak-atik sendiri. Pantang menyerah….., dunia sekarang dalam genggamanmu.

Selamat mencoba


Ber e-mail di Yahoo!

Bagaimana membuat e-mail di Yahoo?

1. Pastikan anda telah membuka situsnya yahoo

2. Pada address bar ketik http://www.yahoo.com

3. Pilih Sign Up. Jangan salah klik, Sign-up berarti “anda baru mendaftar”, sedangkan sign-in berarti anda akan memasuki account anda sendiri (anda sudah terdaftar di yahoo).

4. Sebelum masuk sign up, anda dapat memilih Yahoo! Indonesia agar tampilan dan proses pendaftaran selanjutnya menggunakan bahasa Indonesia.

5. Sebelum mengisi formulir, Anda dapat memilih lokasi pendaftaran.

1) Lakukan pengisian formulir pendaftaran (registration form) sesuai data diri Anda.

2) Nama Depan

3) Nama Belakang

4) Jenis Kelamin

5) ID Yahoo @yahoo.co.id

6) Sandi

7) Masukkan lagi sandi

6. Gulung halaman dan lanjutkan pengisian pada daftar pertanyaan “Jika Anda Lupa Sandi…”. Isi dengan jawaban yang benar-benar anda ingat karena jawaban Anda menjadi kunci bila lupa pada sandi atau password. Pilih pertanyaan lalu tulis jawabannya (minimal empat karakter) isi tanggal lahir, kode pos, negara, dan bila ada Email Alternatif. Kolom selanjutnya adalah beberapa penawaran (tidak usah diisi karena hanya berisi iklan).

7. Kolom selanjutnya adalah Verifikasi Pendaftaran Anda. Masukkan kode yang ditunjukkan oleh yahoo (ditulis tidak beraturan), contoh adalah GMCU. Dan kolom terakhir adalah Ketentuan Layanan, (baca seperlunya) lalu klik tombol Saya Setuju.

Dengan mengklik saya setuju, berarti anda telah mendaftarkan e-mail anda ke yahoo. Sebagian besar kasus pendaftaran gagal, dikarenakan tidak tuntas dalam mengisi formulir pendaftaran atau pada ID Yahoo, karena berbenturan dengan e-mail yang sudah dimiliki oleh orang lain.

8. Bila pendaftaran sukses akan tampil seperti halaman di bawah ini. Klik tombol Lanjutkan ke Surat Yahoo!

9. Dengan demikian, anda telah memiliki e-mail, untuk mencobanya silakan masuk melalui sign in, dan masukkan nama anda pada username dan password sebagaimana pada saat anda registrasi. Setelah anda dapat masuk, terserah anda mau diapakan e-mail anda, dapat berkirim surat, gambar, dll.

Selamat mencoba dan penuh kreativitas!

Sumber: http://hartoyo.wordpress.com/category/news-for-students-of-uhamka

Posted in HOW TO DESIGN BLOG | Leave a Comment »

MID TEST: COMPUTER ASSISTED LANGUAGE LEARNING

Posted by JASMANSYAH pada Juli 24, 2008

COMPUTER ASSISTED LANGUAGE LEARNING:

ITS STRENGTHS AND WEAKNESSES

By: Jasmansyah

Submitted to fulfill the MID TEST of ICT in LANGUAGE TEACHING

Lecturer: Hartoyo, MA., Ph.D

Learning is a social activity. It requires many activities and it involves not only students and a teacher but also students and other students or even the students and educational media. Language learning can be done without being accompanied by a real teacher. A computer can act as if it is a teacher. Many teachers conduct teaching learning process through a computer as a medium. Computer can be a good medium to help the students learn English in an easier and interesting way. Through a computer, students can learn more than the language itself, they will be given a chance to know more about the language; here, I try to discuss the use of computer in teaching English. Of course, there are some advantages and disadvantages of utilizing computer in language learning process.

Computer Assisted Language Learning (CALL) relates to the use of computers for language teaching and learning. CALL offers many advantages for both teachers and students in learning language. First, computers can provide instructions, feed-back, and testing in grammar, vocabulary, writing, pronunciation, and other dimensions of language and culture learning. In this case, the teacher will only be a facilitator. He or she has been much helped by a computer. The teacher can easily control the activities of learning being done by his students. The programs that are installed and connected to the server will be easily controlled by a teacher. Not only that, a computer can also provide reading access to written audio and visual materials relate to the language and culture being studied by students. CALL also offers freedom for users to choose any topics of information available within the package (Hartoyo, 2006:27). A study conducted by Amstrong (2003) shows that learning achievement can be increased up to 50 percent when a teaching learning process utilizes CALL. Second, because of CALL’s flexibility of time, it can allow the students to determine what particular topics and how long they want to learn. Hence, students who miss the class because of some reasons, for instance illness, still have an opportunity to learn the particular topic taught in the classroom because the programs are available in the CALL program (Hartoyo, 2006:30). It can stimulate an individual interactive learning program, so both ‘fast and slow’ learners can take the benefit from it. The third, CALL can give a new role to teaching materials. Out of the content of CALL, teaching materials are really passive. Although the students said or did could influence in any deep sense the linear progression of the contents in CALL, materials adapt themselves to the requirements of the individual students; that is they become interactive (Peter, 1993:5).

Despite the fact that there are some advantages of utilizing computers in language learning, there are also a bit of disadvantages of CALL. The CALL program is considered to be much less handy. It is much different from traditional books that are small enough to be carried around and studied wherever and whenever students wish, on a train, on a bus, at home, in the middle of the night, or in a dentist’s waiting room (Anzel et al, 1992). Furthermore, at current time most of students do not possess their own computer at home; therefore, they just used computers available in their schools in which the opening hours are very restricted. Working long hours with computers also can make students’ eyes strain and tiring. It may, sometimes, account for the eye irritation and pain. CALL sometimes decreases the interaction among students or what we call the social aspect of schooling. It can not promote physical activities. Besides that, CALL is costly enough for the programmers or teachers. A lot of funds have to be provided to buy some equipments, design programs, and for its maintenance. The school with limited budget will find some obstacles in funding the CALL program. To create a program of CALL must have at least forty computers for one class capacity. Of course, lots of money needed for building computer laboratory. A lot of money is also needed to train teachers, especially English teachers, since there are only a few of English teachers who can operate computers as well as its new software.

In conclusion, the use of computers in language learning has so many advantages that we as English teachers must utilize it in a real teaching learning process to maximize students’ language potentiality. Talking about its weaknesses, we, as teachers, must inform to stake holders about the urgency of utilizing CALL in teaching learning process since most of the weaknesses come from the financial point. A school can train some English teachers to be able to operate computer as long as there is enough budget to do the program.

References

Anzel, Betina and A.H. Jucker. (1992). Learning Linguistics with Computers: in
Individual Differences in CALL by Hartoyo, 2: 31.

Amstrong, Thomas. (2003). Setiap Anak Cerdas: Panduan Membantu Anak Belajar
dengan Memanfaatkan Multiple Intellegence, Terjemahan Rina Buntaran.
Jakarta: Gramedia Pustaka Utama.

Hartoyo. (2006). Individual Differences in Computer Assisted Language Learning
(CALL). Semarang: Universitas Negeri Semarang Press.

Peter, Scrimshaw. (1993). Language, Classroom, and Computers. London: British
Library Cataloguing in Data Publication.

Posted in ICT TASKS | Leave a Comment »

TASK 1: COMPARING CD PROGRAMS

Posted by JASMANSYAH pada Juli 24, 2008

TASK of ICT

ANALYZING THE STRENGTHS  AND THE WEAKNESSES OF FOUR

CD PROGRAMS IN TEACHING AND LEARNING ENGLISH INTERACTIVELY

By Jasmansyah

I. INTRODUCTION

In the last few years, IT (Information and Technology) had influenced in whole aspect of human life. It influenced the education field too. Further, the implementation of IT in education is the developing of many kinds of media in teaching and learning activity. Many programs had been offered to the teacher for helping them along the teaching and learning process.

However, not the entire program that had been offered is appropriate in applying in the class. Sometimes, it needs many adjustments. So, in this paper, the writer will explain the strengths and weaknesses for each program in order to discover the best program for teaching and learning activity.

II. THE RESULT OF COMPARING FOUR CD

1. EASY TO SING
a. The Strengths:

  1. This program is interesting because the students can sing together. It happens because the song was completed by the text.
  2. It can diminish the boringness along the teaching learning activities
  3. It can melt the frozen situation between teacher and student
  4. It is not only fun but also the students get some vocabularies from the song indirectly.
  5. They can learn new concept (structure and vocabularies) unconsciously
  6. It is easy to remember because of fun
  7. It can drill the students’ pronunciation unconsciously.

b. The weaknesses:

  1. It will be boring if the song was played more than three times;
  2. Sometimes, not all the songs are using a good structure and vocabularies. So, the teacher should be careful in choosing the good song;
  3. It is rather difficult to adjust between the materials that had learned in class with the song. Sometimes, not only the material but the meaning of the song should be more paid attention by the teacher.

2. SPEAK ENGLISH
a. The Strengths:

  1. This program is interesting, simple and easy to operate;
  2. It gives a good example by using the illustration of the native speaker;
  3. There is a students’ record so it gives a chance to the students to measure their ability in speaking;
  4. It gives the differentiations of two cultures (British and American style), so it will enrich the students’ language. It happens because of various style of language;
  5. It is a good media for teaching speaking;
  6. This program is good in designing the material because it uses the contextualized situation;

b. The weaknesses:

  1. It is less written instruction so at the first time, it will make the users confuse to use it;
  2. It makes the students confuse because of the using of two styles of languages;

3. LEARN ENGLISH
a. The Strengths:

1. By using this program, the students will be asked to learn by playing. This program is using the concept learning by playing indirectly;

2. The program is using the good steps in giving material because it is started with the example, speaking practice then the follow up giving the games;

3. Interesting, full of color, simple to use;

4. Good in organizing material because based on one topic

b. The weaknesses:

  1. Too focus on speaking meanwhile the topic of CD is about learning English;
  2. There is no written instruction;
  3. It is too fast in speaking practice so it does not give a chance to repeat;
  4. It is better to include four skills in that CD not only for speaking and listening nut also for reading and writing;
  5. It is too much game, so it will be afraid if the students directly to play games rather than learn the material first.

4. ISSUE IN ENGLISH
a. The Strengths:

  1. This CD was completed with the syllabus of teaching so it will make the teacher and learner easier in searching the appropriate material;
  2. This program is created to measure four skills in language – listening, speaking, reading and writing;
  3. The program is interesting and stimulating the learner to try it. It happens because the program was arranged per topic;
  4. The program is good in giving the feed-back or reward to the students who give the right answer.

b. The weaknesses:

  1. It will easy for students to guess the right answer because the program was set up by giving many changes to the students in picking up the right answer;
  2. In the end of program, there is no total score for each competence;
  3. It is rather complicated to run this program;
  4. The program does not appropriate for using in a big class. It can be used if only the students have their own personal computer

III. THE CONCLUSION

In teaching English as foreign language, media is an important role in achieve a target of teaching English for learners. The availability of CD programs in English learning, will bring new atmosphere in the process of learning, and will make the learning process become more useful, fun, and attractive. By using media (for example: CD program) will gives big chance for the students to practice and also knowledge about all of the competence in English includes listening, speaking, reading and writing in many types of test. It also gives reinforcement and reward for the students who give the right answer. Dealing with some CD programs in teaching and learning English, they have some advantages and also weaknesses. The advantages and the weaknesses of four CD programs that had been discussed before, could be seen as a field to learn and improve it become better and better, by creating new programs that help students in learning English.

Posted in ICT TASKS | 3 Comments »

 
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