PRACTICAL TEACHING REPORT February 16, 2008
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PRACTICAL TEACHING REPORT
(Romlan Syukur)
A. INTRODUCTION
This year, Post Graduate UHAMKA especially English Departemen ,for the students who take TEFL with Mr. Hartoyo, Ph.D , have to take the practical teaching for them. There are two schools which welcome this program. The first school is SMPN Jakarta and the second one is SMP Labschool Kebayoran. In this occation I’d like to write about the former school.
Labschool consists of play group, kindergarten, Junior High School, and Senior High School. There are two Labschool schools in Rawamangun and there are also two Labschool schools in Kebayoran Baru. The Labschool Junior High address is at Jl. KH. Ahmad Dahlan 14 Kebayoran Baru , Jakarta.
Labschool has a motto to establish the school culture to shape the students having spiritual, cultural, scientific and social strength. That is why at the entrance of Labschool we haave the words “ Iman, Ilmu and Amal”, meanining strong conviction to God, high educational knowledge and enthusistic spirit to become worthy world citizen.
Labschool strongly believes in the balance of process and product of educational pursue and on the strength of intellectual, spiritual, social and emotional intelligence, so that all the members of Labschool ( students, teachers, PTA, including staffs) will be beneficial for the future of Indonesia.
B. THE CLASS ROOM
The class room is clean and cool enough, there are two air conditions. There are many pictures the product of teaching process, like signing : Wake up, Be active Listening, Speaking English , please! , There are also two cupboards for teacher, computer , soundsystem (speaker) tape recorder , English distionary, hand books etc.
THE PROCESS OF TEACHING :
BEFORE ENTERING THE CLASS ROOM
Last Friday, January 25, 2008 Our group consist of 5 persons students from Post Graduate Uhamka University those are . Mr. Alaidin, Mrs. Wirhayati, Ms Tami, Mr. Desmal and Mr. Romlan Syukur (host) visited to Labschool Junior High with the main purpose to practical Teachinng English there. At 08.00 am. We gathered in the meeting room at the second floor, to discuss about our scenario on that day. The result was :
1. Mr. Romlan entered the class room to tell the students that he would invite his
friends from Uhamka to practical teaching there
2. Mr. Alaidin would teach in the class 7B at 08. 30 about Writing Skill
3. Mr. Desmal would introduce his friends to the students ( 1 minute)
4. Ms Tami , Mrs. Wirhayati and Mr. romlan would be observers
5. After Presenting Material, Mr. Desmal would give motivation to the students
6. At. 10.00 the class ended, we went back to Meeting room
7. At. 10.30 , Ractical Teaching for the second session.
8. Ms Tami would teach the class 7D ( 10.30) the language skill was speaking skill.
9. Before the teacher and observer coming , Mr. Romlan told the target class that he
would invited his friends to come and do practical teaching.
ENTERING THE CLASS ROOM
When the teachers entered the class room, all students stood up aand said salam after that they sang “ Welcome song”
Welcome sir,
Welcome Mum,
Welcome every body
Feel at home
Take your time
Enjoy your selves
Let’ have fun together
Let ‘s have joy forever 2x
Celebrate our hapinness 2x
The song itself is composed by romlan syukur.
BEFORE TEACHING
After listening a welcome song , Mr. Romlan Syukur told the students that all the teachers are his friends , they are all post graduate students of UHAMKA. Then Mr. Romlan asked Mr. Alaidin to introduced himself and the others. After intruduction session , Mr. Alaidin gave a short speech about the main purpose of his teaching that day. He said that the students would learn about Writing describtion.
WHILE TEACHING
Mr. Alaidin started the lesson by asking questions to the students. He asked them about their holiday. He asked directley to some students who seated in front row. Some students answered just staying at home, some other going overseas . After that, Mr. Alaidin lead the students by telling that when we plan to go picnic or holiday we have to prepare many things that we want to bring , as usual we put all the things in out bagpack.
After that the teacher ( Mr. Alaidin) took some thing from the teacher table, it was an English hand book . The title is Snapshot. He showed the book to the students. He told them that they were going to read a dialogue on unite 11. Then the students took their English book from their own bags. When the students had prepared all the books, the teacher checked once again, whether theye were ready or not with their handbook. Everything was Ok, the teacher asked the students to look at the picture on unit 11. and invited some students to read the conversation. While some students were reading the conversation, the rest of them were listening. After reading the text, the teacher asked the students again whether they understood the text or not. Most of them they knew it. Next, he asked the students to look at the picture again because he wanted to ask some questions about it. The first question What ‘s color of the bag? Who lost the bag? Where he lost the bag?
All the students could answer the questions, then the teacher told the students again that after discussion about the conversation they were planed to write a description about the picture. The instruction was “ What is your opinion about the picture?”
At the begining the students seemed still confused with the instruction, then the teacher repeat once again that they just wrote about their own opinion about the picture. The activities spent 15 minutes. While the students were writing the teacher moving around to check his students’ work.
The teaching-learning process run smoothly all the students did their work well.
They wrote their opinion in a piece of paper, if they finished they had to submit it to the teacher, then he asked to write it on the whiteboard. There were two students be voluteers to write down their opinion. Next , the teachers asked the students to read silently the text after that he tried to read louldy to the rest of the class and checked the grammar together.
CLOSING THE LESSON
To close the lesson the teacher asked the students to collect their composition.
Then Mr. Romlan asked Mr. Desmal to conclude the practical teaching by giving some advice to the students How important of mastering English. He also asked the students why did we have to learn English. Some of the students answers because English is an International language, English is also used in HiTech era. The symbols in the compures are also use English.
Mr. Desmal also told about his experiences when he was the first time learning English, in his time student learnt English at secondary level ( SMP), at that time he read a newspaper it was about Londan, in his mind he wanted to go there, then he learnt hard especially English . When he grown up he become a n English teacher, then he got a scholarship to study in Britain ( his dream come true). Once again strong motivation to achive something will make it true in the future. Therefore, Today if your English is poor your future is not happy, if your English is good enough you will get a better future, English plus Computer. Keep on studying, practice youe English in and out side the class room.
Then the bell rang, mr. Romlan asked the students to sing “ Thank you song”
Thank you ever so much
Thank you ever so much
Thank you ever
Thank you ever
Thank you ever
So much
After that the students left the classroom by shaking hands with the teacher.
The first session has done ! Bravo mR. Alaidin
Then we went back to the meeting room again to discuss about the result of Practical teaching who presented by Mr. Alaidin.
Some comments :
|
NO |
Strengthness |
Weakness |
Suggestion |
|
1 |
Having good self confidence |
|
Ok |
|
2 |
Smiling, feel happy and friendship |
|
Ok |
|
3 |
Building Knowledge by greeting and asking questions |
|
Ok |
|
4 |
Involving the students: To answer the questions, read a dialogue, write a dialogue, give opinion etc. |
Some students , especially, on the back row , less attention |
Move around and check if the students work well or not |
|
5 |
Joint construction : Ask students to work in pairs/ group |
Not many students were able to perform their works |
Try to involve the students |
|
6 |
Modeling : the teacher gave an example of opinion |
|
Give more detail for the modeling text |
|
7 |
Independent construction |
Independent construction : no one come forward to tell about the relationship between his experience with the lesson that day |
Asked students to do this part activities to know how far that they grab the lesson |
SESSION TWO ( 10.30)
Time : 10.30
Class : 7D
School : SMP Labschool Kebayoran
Language Skill : Writing skills
Teacher : Ms Tami
Observer : Romlan Syukur, Wirhayati, Desmal, and Alaidin
ENTERING THE CLASS ROOM
The students as usual welcome their teacher by singing “Welcome song” then continued by proclaiming the 7 basic values of Labschool lead by the class-captain.
BEFORE TEACHING
The teacher opened the lesson by greeting the students, then she told about the material that she was going to teach that day. She distributed a small card, the card contain a story . the students had to arrange it into a good order. The faster the winner.
WHILE TEACHING
The teacher asked the students to be more active by asking them many questions, she also used multi media ( laptop and LCD), she played game : , song game, card game.
The main purpose of the lesson was telling about feeling, such as happy, sad, tired, etc. The ffirst part , She gave cards to some students then she invited them to come forward to read the cards in a good order. The second part, she asked the students to write down about their feeling at that time, if they have done it, she invited him or her to come forward to read it .
CLOSING
She asked the students to collect the task and she would give it to the real teacher.
Comments :
|
no |
Aspects |
Strength |
Weaknesses |
|
1 |
Building knowledge of the field |
She opened the lesson by greeting |
A bit nervous, the voice was too soft |
|
2 |
Modeling |
She gave modeling, show the text through media (LCD) |
|
|
3 |
Joint Construction of text |
She gave some exercises by using the cards etc. She asked the students to work in group |
|
|
4 |
Independent Construction of text |
Checked the students ‘s tasks |
|
|
5 |
Class management |
Involving all the students |
|
ANALYSIS
1. Teaching is an interesting job but if the teacher is lack of motivation to improve him/ her self ,the students will get nothing , the class will be boring and the students will get bored, therefore teacher needs more practice to improve themselves.
2. Lesson study is an alternative way to improve the quality of teaching for the teachers
3. Teaching is hard job too, it needs a lot of equipments or tools. The main tools are good books.
4. To help the teachers , another alternative way is using computer assisted learning language ( CALL)
LESSON PLAN February 16, 2008
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LESSON PLAN
YEAR / SEMESTER : 2008/SEMESTER III
CLASS : 7 Grade ( Kelas 7)
THEME : Do I have to?
RESOURCES AND MEDIA : Hand book “snapshot 1” Laptop, LCD,
BASIC COMPETENCE : Talk about jobs
INDICATORS:
Able to response household jobs
Teacher : Romlan Syukur
TEACHING AND LEARNING ACTIVITIES
|
NO |
FOR PRINCIPLES OF TEACHING |
PROCESS |
|
A |
Building Knowledge of the field |
|
|
1 |
Open the lesson by greeting the students |
Good morning class, how are this morning? Are you OK? I hope we are all fine today. It’s our lucky day. Say it together ! I am lucky and happy today!!! I am ready to study ,yes!!! |
|
2 |
Grammar Vocabulary items: Present and past simple : Houshold Jobs |
ü Show Ss the example in the book and elicit a further example ü Ss in pairs match the phrases to the picture and complete the sentences ü Check the answers with the whole class. Do this in random order, e.g 9,4,6.3 etc. to help students really concentrate on this activity
|
|
3 |
Modeling of the text ( Reading and Listening skills) : Read and Listen : Listen to Luke and his mother while you read the magazine article |
ü Ask Ss : Do you always agree with your parents? If not what do you disagree about? Encourage discussion with the whole class ü Ask Ss : Which household jobs do you think Luke and his mother disagree about? Ss discuss the question and note down their answers, then read the article. ü Ask: Were you right? |
|
4 |
Comprehension : Make a list of all the job which Luke and tania do to help their Parents |
ü Set the task in the Student Booster. Ss read the text again and make their list. They check in pairs ü Play the tape as a final check. Elicit the answers from the whole class. Ask Ss: Do you think Luke does as much Tania? Should they do the same amount of household? |
|
5 |
Vocabulary: horrible, things, remove plates from, very untidy, a pile |
ü In pairs , Ss find the words or phrases in the text. Go through the answers with the whole class. |
|
6 |
Listening : Useful phrases Langauge note : goes bananas= get very angry, it smells foul, lots of stuff, all over the place, it’s not much to ask |
ü Ask Ss : can you remember who said these phrases? Ss discuss in pairs ü Tell them to check with the article and aalso check the meaning of the phrases. Encourage ss to use their dictionaries ü Check the answers with the whole class, explaining as necessary. |
|
7 |
Building the construction Grammar ( Verb have to present simple)
|
ü Ask Ss to look at the examples in the grammar box, or write examples of each category ü Point out that the form with “have to” is different from “must” Have/ has to + infinitive, e.g. he must do his homework. He has to do his homework. ü Ss in pairs write their own examples for he and they. Elicit example from the class. ü Check Ss are using haave / has correctly |
|
8 |
Join construction of text Practice |
ü Tell Ss to look at the list of Luke and Tania’s jobs which they made for ex 3. ü Elicit or give Luke has to tidy his bedroom. Ask Ss: Does he want to empty the rubbish? (no) Why does he di it? ( His mother tells him to) ü Elicit one or two other examples of what Luke has to do from the whole class ü Ss practice all their examples for Luke in pairs : Luke has to clean the fish tank, take the dog for a walk, empty the rubbish, tidy his bedroom, put his dirty clothes into the wash, wash the car |
|
9 |
Independent Construction of text
( writing skill) |
ü Ask Ss : Do you have to do the same jobs as Luke and tania at home? Elicit one or two examples from the whole class. ü Ss make lists individually. ü Make ssure Ss understand that the duties are listed using the -ing fform of the verb, but they must use the infinitive to reply to the question What does he /sshe have to do? ü Ask Ss : What are the best and the worst things about each person’s job? Imagine you are going to do work experince, which of these jobs do you wanta/ why? What other job do you think is a realy good job? |
Teaching English as a Foreign Language February 16, 2008
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Subject : Teaching English as a Foreign Language
Lecturer : Mr. Hartoyo, M.A, Ph.D.
Student : Romlan Syukur
Part A:
- What is your opinion about the application of communicative approach in Indonesia?
- What is your opinion about correcting students directly?
- What is your opinion about implicit and explicit grammar?
- Explain more detail about some theories that underlies the important of grammar!
Answer :
- My opinion about the application of Communicative approach in Indonesia
First positive side the concept of Communicative approach especially for the English teachers in Indonesea. They are able to teach English be more meaningful , more contectual and interesting. Communicative approach make many teachers change their the way to teach. They have to give as real and natural information as possible. The impact are the students become more challenging to learn English, Many students are happy when they have to practice English with their teachers and friends.
Second negative side of the implementation of Communicative Appraoch in Indonesia are There are still many teachers not teaching with this approach. The factors are 1. Lack of supporting community which many of them speak Bahasa Indonesia in and out side of the class room 2. insufficiency of the native speakers with whom the students can communicate in English 3. Lack of support learning materials which give a native like model for the students in learning English 4. the focus of the English teaching in Indonesia is still directed to equip students with reading ability ( Hartoyo,2006, 17)
- My opinion about correcting students directly
First , as a teacher we must know appropriately when we have to lead our students to the right tract and when we have to teach them to know something new and even we have to know when we can play together. Therefore as a good teacher we must be able to create or make a good relationship with our students , if out students make something wrong or make some mistakes they will trust us to correct them. So correcting students directly is no problem as far as the teachers have a good relationship and reasons. The second , the teachers must know the condition and situation, when they have to correct it, and don’t forget to ask permition too, before correcting the mistakes
- My opinion about implicit and explicit grammar are
First , Both of them are correct , we as the teachers have to know when we have teach the grammar implicitly and explicitly. E.g If we teach our children under 10 years olds it would be more effectively by using implicitly instruction, they will be more interested in listening story, talking about hobby, playing game etc. but if the teachers want to teach about the basic concept of English like patterns etc. it will be more effective by using explicitly grammar instruction but then the teachers have to make or design teaching learning process as natural as possible.
Second, Explicitly grammar instruction will be more acceptable for teaching adult that they are able to differentiate between correct and wrong grammar, adult learn something through consious process while children learn something through subconsious .
- Some thories underlies the important of grammar are …
First , Van Patten (1993:45) suggests that “ we should focus not on whether a role exists for grammar study in second language acquisition but rather on what kind of grammar instruction would be useful to learners.
Second , Scott, 1989 , which assumes that students will automatically and naturally develop the grammatical competency they require to perform their communicative competence.
Third, Celce-Murcia (1991) suggests that grammatical instruction might need to be presented although she agrees with Canale and Swain (1980) that communicative competence should also be taken into account and should include four competences : sociolinguistic competence, discourse competence, linguistic competence, and strategic competence.
Forth, Hartoyo, M.A, Ph.D. suggests that for the teaching of English as a foreign Language in Indonesia since Indonesian students need to learn English grammar to support their academic studies , and since the findings show that knowledge of grammar contributes significantly to improvement in the use of those features in writing, it is recommended that grammar should be taught along with communicative skills.
EURO TALK CD English Program October 1, 2007
Posted by romlansyukur in Mid-semester.add a comment
Subject : ICT
Lecturer: Mr. Hartoyo, MA, Ph.D
Student : Romlan Syukur
Class : B
CD : Learn English Pasca Sarjana
Aim : Giving comment to 4 CD CALL program
After watching CD entitle “EURO TALK” I will try to analyze by using Principles for designing and testing the CALL program ( Hartoyo,2006).
There are five principles :
1. Interactivity
2. Usability
3. Content Appropriateness
4. Effectiveness
5. Performance
My comment :
Interactivity :
Talking about “interactivity” Euro Talk Program is very interactive, it is able to stimulate the user. Let see, when the user click the program, he or she may choose the topic that he likes most. There are 9 topic which are very familiar in our daily life, such as : First words, Food, Colors, Phrases, Body, Numbers, Time, Shopping, and Countries. Each of them has five sections ; word practice, Speaking practice, print picture dictionary, easy game and hard game. All the section are very attractive, interactive, useful and meaningful.
Usability:
Euro program is flexible tools , ease and inherent interest of the program. When you want to use this program it is very easy to follow the instruction. You may choose topic that you want to know and to learn just click the symbol or sign then you will see the topic as soon as possible. For example, you want to learn about “Food” so you just click the symbol “food” then you will find information about “ Food” and in this topic you can explore your language skill by practicing ; word practice, speaking practice, print picture dictionary and easy or hard game.
Content Appropriateness:
The content of Euro talk program is very comprehensive set of communication skills in the English language. Throughout each topic and section, the content of this program is very suitable for students who are beginners up to advance .Each lesson or section challenges students to learn more and more, and it also encourages the students to advanced their knowledge. Each section of Euro Talk provides five practical components to make the user ‘ learning experience more interesting and successful. It includes a variety of exercises to be used for drilling to strengthen the students’ competence in English.
Effectiveness :
Effectiveness refers to how effectively the program assists language learners to improve their mastery of grammar.
I think Euro Talk program is very effective to improve the user English competence not only grammar but also vocabulary and accuracy too. As you know every topic consist of five sections ; “Word practice” that can sharpen and add students’ vocabulary, Speaking practice it can improve the students’ speaking skill, Easy and Hard game can advanced our students knowledge and thinking skills.
Performance :
As we know that performance or attractiveness refers to the presentation, lay out of the screen, the color, and the illustrations ( picture, diagram, charts, etc).
To tell you the truth, after watching “Euro Talk” I can conclude that this program is very attractive, the lay out is very perfect, colorful and the illustration is very good. The sound or voice is very clear enough, the speaker here are native speaker, it is really eye catching , like when the speaker say “Red” then “Red apple” picture appears. The other plus point of Euro Talk is many activities or choices , using native speaker, very interesting and challenging more than that it makes students fun and happy.
My comment about CD Issue in English Pasca Sarjana
This CD contain a lot of information about how to learn English , it is started from level one until level four. To operate this program is very simple and easy, but before using this program we have to install first so we can enter or click the procedure of this program.
To run this program you may start from the instruction Getting Started , then you may choose the language skill that you want to learn . You may click Listening, Vocabulary, Grammar, Speaking, or Writing.
After watching this CD “Issues in English “ my comment are :
Interactivity:
This program used the principle of interactivity, it means that the user is involved actively to run the program. It can stimulate interaction between the computer and the user. For example , when the language skill is about writing , the user instruct to fill in or to write on the computer and the user has to use the correct grammar , if it is correct there is a sign and voice correct if the answer is wrong there is a sign too that indicate your answer is not true. This program is also interactive because there are many alternative or choices about the language skills, and to do it is really easy and simple we just click the symbol or the sign.
Usability:
Talking about usability (flexibility) I think the “Issue in English” is also usability. Why? It is easy and very simple to run or navigate this program. You can imagine that the user can learn English starting from basic level up to advanced level. The user can learn about Listening, Vocabulary, Grammar, Speaking, and Writing. It means that the user may choose any kind of language skill he or she wants to learn, it is very flexible and simple.
Content Appropriateness
The content of “Issue in English” I think it is very comprehensive program , the user can learn many alternatives to master it. For example, at level four, there are many kinds of model that we can duplicate or imitate if we want to introduce or tell a story or information
Performance
The performance ( attractiveness) refers to the presentation, lay out of the screen, the color, and illustration ( picture, diagram, etc) I think , Issue in English is very good in performance. The way the native speaker talk are very natural, the lay out of this program is good enough but not really eye catching, because the color is not so bright . The illustration is also good .
Why do I be a teacher? September 29, 2007
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WHY DO I BE A TEACHER?
(Romlan Syukur)
My name is Romlan Syukur. I am from a farmer family in Lampung. Both my mam and dad were traditional farmers. There were eight people in my family. I learnt a lot from my family background how hard to be a farmer. Most of my relatives in that small villages were farmers too, and I noticed that most of their children followed their parents footsteps. Now I realized that I am a lucky person. Even though my parents are farmers but I am not a farmer anymore I am able to change my life. I choose be a teacher as my profession. Actually there are many reasons why I choose teacher as my profession. First, since I was in elementary school I saw many adults around my life, many of them were teachers. Some of them were ustadz, they taught me how to read and write Arabic especially Al-Qur’an. Some others were formal teachers. Just for example Early in the morning I went to school until afternoon, then went to farm to help my parents, in the evening my brother and I went to mosque to learnt Al-quran and Islamic teaching. So I got a lot of models from my surrounding , people who like helping children to be having well manner ‘ teachers ‘
Second , when I was mature enough and had graduated from senior high school in Lampung , I migrated to Jakarta to continue my study. In my mind ,at that time, I had to study to improve my life , I didn’t strong enough to be a farmer , my muscles were to weak to dig hole, cut trees, cultivate rice etc. so the alternative way to change my condition later on was I had to be scholar, I had to continue my study till I got certificate strata 1, then it would be easier for me to seek a job , that was in my mind. Then I started my new life in Jakarta. Here I lived with my brothers . The oldest one is Mr. Ismail, he was great brother and very kind and helpful he always motivated me to be a successful man, so he forced me to learn English . He said by mastering English it would be helpful to seek a job in Jakarta. Then I took an English course. As usual, I went to English course twice a week. One day I got a new English teacher, he was from Padang, west Sumatra. He was very calm, kind , active, creative and peaceful, I like the way he spoke , cool, calm and confident. Some other day then I asked him , “ Sorry sir, may I asked you “ where did you study before becoming a teacher?” then he just looked at me and smiled…. Why did you asked me like that Romlan, he replayed? Do you want to be a teacher , like me? I didn’t answer his question I just waited his explanation . in a few minute he started to explain about his educational background. He told me that he was graduated from IKIP Muhammadiyah Jakarata , it was not far from block A in South Jakarta. Then I imagined if I were a teacher I had been able to help my self and my students . Beside that I would be easier to enter PARADISE because GOD the Almighty love and like a kind and helpful person. And being a teacher must be kind and helpful person. After that meeting I become eager to be a teacher . Until one evening , after praying Maghrib I asked my Lord ‘ Oh Lord ! Help me , show me the right way , not to let me live in uncertainty life , You are everything for me . Then I continued my study to IKIP Muhammadiyah Jakarta I was graduated in 1994. Now I can conclude that I am very happy to be a teacher because I can and always meet fresh, energetic, smart, cute, initiative, helpful, talkative, and even lazy, dull people, all in one in my life. The last but not least, Being a teacher make my life meaningful, colorful, beautiful , joyful and hopefully that will get blessing from GOD, the most gracious and the Msot Merciful , Amin.
Book Analysis : Individual Differences September 29, 2007
Posted by romlansyukur in Article.add a comment
BOOK ANALYSIS
TITLE : INDIVIDUAL DIFFERENCES
In Computer Assisted Language Learning
WRITER : : Hartoyo, M.A.,Ph.D
By : Romlan Syukur
INTRODUCTION
I have often heard about ICT , I usually know it from radio, television, internet, magazine, newspapers, friends and any other resources. Nowadays, people are used to talking about it. They talk about the benefit of it, other talk about negative effect of it. However, we often hear about ICT , a lot of us are afraid of it. To tell you the truth this experience happened to me, before I took ICT in Education with Mr. Hartoyo I am hardly ever used internet or email, I my mind at that time is playing internet is time consuming, useless and so on and I think that’s reason is make sense because when I tried to search the information I need to sit and spend for about one or two hours just wait and wait. But now I have changed my paradigm , after taking part in Mr/ Hartoyo lecturing I realize that ICT is a mean it is a tool to make our life easier, more effective, more efficient , more comfortable and more attractive. ICT depends on us the users. Therefore when we are asked to present a material from Mr. Hartoyo’s book we get a lot of information and experience how important ICT is.
OBJECTIVE
The objective of this paper is to analysis Mr. Hartoyo’s book especially about strength and weaknesses of it.
STERENGNESS
I think the strength of this book is so many but here I will try to analysis from the title of this book. The title can be read, it’s clear enough and I think the reader will be easier to grasp the information. The second is talking about Mechanics . The writer makes no mistakes in capitalization or punctuation, so paragraph by paragraph is exceptionally easy to read it means that this book is used the high quality of academic writing standard. The third is grammar. There are almost no grammatical errors. The writer makes no errors in spelling that distract the reader from content , it is really good book in grammar . The forth is sources . All sources have strong data, the writer used fact credible and cited correctly. Let see in unit two, the writer cited mire than 20 sources, it is really written by using high academic standard. The fifth is content. Talking about the content of this book is really deep in content. This book is all supportive facts accurately. The writer seems to write from his knowledge and experience, focus, and supported by detailed information.
WEAKNESSES
Talking about weaknesses of this book, I think it’s a hard job. Why? Because the writer has succeed to use the academic standard for writing his book. Here I only want to give a bit suggestion about this book. There are two suggestion from me. Number one if this book is going to sell in public I think it will be better if the cover is more eye catching. The combination between brown and black make the reader bit hard to choose it. Number two I think the citation and quotation are too many . We can see it in page 11, here the writer prove the data by citing more than 20 sources, in fact, sometimes, the reader just want to know about the content not the sources
CONCLUSION
Individual; Differences in Computer Assisted Learning (CAL) written by Hartoyo,M.A., Ph.D is really good book. It fulfill a high academic standard, how the writer cites or quoate and show the evidence is really clear and give strong data. The diction is excellence ; easy to understand and vary in words, simple but high in quality of information, grammatically correct, it is hard to find the weaknesses of this book.
THE USE OF COMPUTER IN EDUCATION THROUGH COMPUTER ASSISTED LEARNING September 29, 2007
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THE USE OF COMPUTER IN EDUCATION THROUGH COMPUTER ASSISTED LEARNING
Writen by Romlan Syukur
INTRODUCTION
E-learning, Educational Technology, Information and Communication Technology, Computer Aided Learning, Computer Aided Assessment, Computer Mediated Communication – these terms and others are bandied about in recent years .
The use of the term Information and Communication Technology (ICT) rather than Information Technology (IT) emphasises this change. Computers now facilitate communication between people as well as between people and programs or people and data.
Those who were involved in developing CAL packages in earlier decades usually point out that there is nothing new under the sun – which the lessons we are learning today about using the Internet for teaching were learnt before. Others would go further and point out that distance education with print has also covered a lot of the ground before and it is only because most lecturers are only accustomed to the face to face setting that they stumble into well mapped pitfalls when beginning to use internet technologies to teach. All of this is true but it is also true that using the Internet for teaching brings new challenges and necessitates the development of additional teaching skills.
The arrival of the Internet made communication between machines much easier and a number of open protocols and applications were developed to make use of this. Of these, Email was the forerunner and there can be few academics and students that do not have access to this now. Email has its limitations and it was the World Wide Web that really brought the world of networked computers to the general public. The open standards of many of the technologies and the ease with which anyone could publish information encouraged participation by all and we need to remember what is about these technologies that makes them attractive when we try to deploy them for education. However, initially, a relatively small number of University lecturers adopted it for a range of teaching purposes but even fewer did more than post information about their courses or actual lecture notes – usually not modified in any way to take advantage of the strengths of the media such as hypertext.
One of the strengths and principle attractions of the Web is that it can provide authoring access to anybody and this is quite different from the one-way nature of education through CAL or any other media that predated it. The fact that the technology facilitates this does not of course mean that it will take place but then this is true of any educational forum.
Objective
The main objective of this paper is about the advantages of Computer Assisted Learning. As we know that The Computer Assisted Learning (CAL) program refers to the learning involving the utilization of the computer. In this point, the utilization of the computer is primarily directed to make provision to a language learning. There are many advantages of Computer Assisted Learning , such as CAL encourages users (students) to develop a non sequential reading habit. It allows users to make their own decisions to develop a selective and critical reading habit which enable them to scan a large amount of information (Hartoyo,2006).
Computer Assisted Learning (CAL)
The term Computer Assisted Learning (CAL) covers a range of computer-based packages, which aim to provide interactive instruction usually in a specific subject area, and many predate the Internet. These can range from sophisticated and expensive commercial packages to applications developed by projects in other educational institutions or national initiatives to simple solutions developed by individuals with no funding or support to tackle a very local problem. The amount of time and money invested in development is high and partly because of the very subject specific nature of the education market as well as the very personalised nature of the teaching process – particularly at FE and HE level – means that commercial success is difficult to achieve and work done in one subject area rarely transfers to others subject areas.In general, the use of computers in education through CAL has been sporadic a great deal of effort was expended with little general impact. Many of those academics that took part in that earlier crusade are now cynical about the effectiveness of computers in teaching.There are still good reasons to use CAL rather than Internet based technologies. CAL is run either straight from a CD or floppy disk drive, or over a local network so the constraint of the internet – slow download times for multimedia materials may not apply. This, coupled with the fact that CAL technology has been around a bit longer, means that CAL packages have the potential to offer more advanced, interactive, multimedia learning experiences than it is currently reasonable to expect from the Web. This has been changing as Web technologies develop and bandwidths improve but there are currently many things that can only be achieved with CAL rather than the Web and CAL has been an integral part of the curriculum in many departments at Warwick for some time. Analysis Nowadays many projects and activities utilize Computer Assisted Learning (CALL), especially in educational institution. People are used to search information from Internet,
Conclusion
To sum up, CAL is very important for students and teachers. It is an alternative way to maximize and motivate them selves . Many advantages for students and teachers if they eager to use it. CALL offers freedom for user to choose any topic. main objective of this paper is white
