Name : Sadhya Permeiswari
Class : 5.1
Subject : IMALT
1. Teaching media mean all tools which may be used by teacher to deliver teaching material to students in teaching learning process to reach certain learning goals. Media is engage students in learning and provide a richer experience. Interactive media, such as SMART Boards, allow students to move items around on a screen for illustrative purposes, a definite plus for those who are considered visual learners.
There are 7 types of teaching media :
a. Graphic Media: any kinds of printed media. Such as, books, pictures, photographs, maps, charts, posters, graphs, diagrams.
b. Display Media: a board used to show information in small group, e.g., chalkboard, bulletin board, flannel board, and peg boards.
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c. Three Dimensional Media: A the medium that has 3D shape. For example, models, objects, specimens, puppets.
d. Projected Media: a kind of media that need projector to show the messages. For example, slides, filmstrips, transparencies, films, video tapes, gramophones, records.
e. Audio Media: media that just can be heard. Such as, radio, audio cassettes, gramophones, records.
f. Video Media: this media is combination between audio and visual, e.g., TV, videocassettes, CD, computers.
g. Activity Media: media that can act some activity. For example, fieldtrips, dramatization, demonstration, and role-playing.
2. Because Media are flexible, they can be used for all level of students and in all subjects. Teaching media also can encourage students to take more responsibility for and control over their own learning, engage in joint planning of the syllabus, and take longer-term perspectives on their own learning.
3. - The ability to develop relationships with their students.
- Patient, caring, and kind personality.
- Knowledge of learners.
- Dedication to teaching.
- Engaging students in learning.
4. Media can be a component of active learning strategies such as group discussions or case studies. Media could be a a film clip, a song you hear on the radio, podcast of a lecture or newspaper article. Students can also create their own media. For example, student video projects can be a powerful learning experience.
The use of media to enhance teaching and learning complements traditional approaches to learning. Effective instruction builds bridges between students' knowledge and the learning objectives of the course. Using media engages students, aids student retention of knowledge, motivates interest in the subject matter, and illustrates the relevance of many concepts.
Final Test IMALT
Name : Sadhya Permeiswari
Class : 5.1
Subject : CCU
1. First, it’s fairly common when confronting cultural differences, for people to rely on stereotypes. Stereotypes are often pejorative (for example Italians always run late), and they can lead to distorted expectations about your counterpart’s behavior as well as potentially costly misinterpretations. You should never assume cultural stereotypes going into a negotiation.
Instead of relying on stereotypes, you should try to focus on prototypes—cultural averages on dimensions of behavior or values. There is a big difference between stereotypes and prototypes.
For example, it is commonly understood that Japanese negotiators tend to have more silent periods during their talks than, say, Brazilians. That said, there is still a great deal of variability within each culture—meaning that some Brazilians speak less than some Japanese do.
Thus, it would be a mistake to expect a Japanese negotiator you have never met to be reserved. But if it turns out that a negotiator is especially quiet, you might better understand her behavior and change your negotiating approach in light of the prototype. In addition, awareness of your own cultural prototypes can help you anticipate how your counterpart might interpret your bargaining behavior. It’s not just about being aware of their culture, but also how yours might be viewed.
A second common reason for cross-cultural misunderstandings is that we tend to interpret others’ behaviors, values, and beliefs through the lens of our own culture. To overcome this tendency, it is important to learn as much as you can about the other party’s culture. This means not only researching the customs and behaviors of different cultures but also by understanding why people follow these customs and exhibit these behaviors in the first place.
Just as important, not only do countries have unique cultures, but teams and organizations do, too. Before partaking in any negotiation, you should take the time to study the context and the person on the other side of the bargaining table, including the various cultures to which he belongs—whether the culture of France, the culture of engineering, or his particular company’s corporate culture. The more you know about the client, the better off you will do in any negotiation.
2. Culture in language learning is not an expendable fifth skill, tacked on, so to speak, to the teaching of speaking, listening, reading, and writing. It is always in the background, right from day one, ready to unsettle the good language learners when they expect it least, making evident the limitations of their hard-won communicative competence, challenging their ability to make sense of the world around them.
The teaching of culture is not akin to the transmission of information regarding the people of the target community or country—even though knowledge about (let alone experience of) the “target group” is an important ingredient. It would be nothing short of ludicrous to assert that culture is merely a repository of facts and experiences to which one can have recourse, if need be. Furthermore, what Kramsch herself seems to insinuate is that to learn a foreign language is not merely to learn how to communicate but also to discover how much leeway the target language allows learners to manipulate grammatical forms, sounds, and meanings, and to reflect upon, or even flout, socially accepted norms at work both in their own or the target culture.
3. A stereotype is a thought that someone has about specific types of individuals that may or may not accurately reflect reality. Stereotypes can also be thought of like caricatures, which are pictures that exaggerate certain features while oversimplifying others and end up distorting the essence of an individual. Many stereotypes are widely held but they are also overgeneralised images or ideas about a particular type of person. Any time we group individuals together and make a generalisation or judgment about them without knowing them, this is an example of a stereotype.
A prejudice is an opinion - usually an unfavourable one - that was formed before having any evidence and that is not based on reason or experience. While a stereotype is a thought about a person or group of people, a prejudice relates to feelings and attitudes about that person or group of people. Prejudices are often rooted in the idea that certain types of people are worth less or are less capable than others.
Final Test CCU
CCU meeting 8
Name : Sadhya Permeiswari
Class : 5.1
Please answer the questions below briefly:
1. Give your own idea/opinions about:
a. Culture
Ø Culture is the characteristics and knowledge of a particular group of people, encompassing language, religion, cuisine, social habits, music and arts.
b. Interculture
Ø people who have different cultural backgrounds.
c. Cross culture
Ø comparison between two or more different cultures or cultural areas.
d. Multiculture
Ø something that incorporates ideas, beliefs or people from many different countries and cultural backgrounds.
2. Give one example of cultural conflict and offer the solution for its adjustment!
ü Conflict of the entry of culture from outside into the country which can result in the forgetting of Indonesian culture. This conflict can occur because of differences in cultural understanding, etc.
Ø Globalization is inevitable, because it is something that is constantly evolving. The most appropriate way of handling is we have to filter out what is right and what is wrong. We must adapt to the new culture without forgetting the old.
3. How do you define:
a. Mosaic
Ø mosaic is a society in which ethnic groups retained their separate identities but together from the large community.
b. Melting pot
Ø The melting pot is a society in which ethnic groups blend and become one group
c. Stereotype
Ø a specific belief or assumption about individuals based solely on their membership in a group.
d. Prejudice
Ø Prejudice is a negative attitude and feeling toward an individual based solely on one’s membership in a particular social group
CCU meeting 8
Quiz & Task 1 IMALT
Name : Sadhya Permeiswari
Class : 5.1
Task : IMALT
QUIZ
1. Why is media an effective pathway for communication?
Media holds your students' attention and makes challenging subjects more understandable.
Using media is like listening to a lecture.
Media takes less time to implement.
You can use media instead of tests.
WORKSHEET
1. Where can you find videos on most any subject imaginable?
a. ITunes
b. YouTube and Ted.com
c. Yahoo.com
d. Facebook
2. What kind of media can you use if you want students to document their experiences on a field trip?
a. CD
b. maps
c. video
d. audio books
TASK 1
1. The Definition of Media (Give your own definitions of media!)
The media is a tool for conveying information to the recipient and anything that can be used to transmit messages from sender to recipient so as to stimulate thoughts, feelings, attention for effective and efficient communication.
2. Offline Media in ELT and its research findings (Find three articles about offline media in ELT!)
Ø BILINGUAL OFFLINE GAME-BASED TEACHING MEDIA FOR SCIENCE SUBJECT
http://ejournal.unp.ac.id/index.php/selt/article/view/6991
Ø VIDEO ANIMATION AS TEACHING MEDIA IN ELT
Ø The role of music and songs in teaching English vocabulary to students
3. Online Media in ELT and its research findings ((Find three articles about online media in ELT!)
Ø YouTube as a Media in English Language Teaching (ELT) Context: Teaching Procedure Text
Ø Role of Media-Assisted-ELT to the Non-native Speakers’ Classrooms:
An Analytical Approach
Ø English Language Teaching (ELT) and Integration of Media
Technology
4. Current Research on ICT in ELT (What can you draw for the current research trend in media of ELT ?)
Ø Use of Social Media as Learning Media
5. The Advantages of ICT in ELT (Define some advantages of ICT in ELT)
A. the use of information and communication technology makes it easier for teachers to dig deeper information about the subject matter presented. This is because this media allows its users to get a variety of literature from various sources which can then be summed up into a complete and unified whole about a material. This does not mean the assumption that teachers do not have complete knowledge of a material but as a form of motivation that invites teachers to update their information and knowledge at any time, because knowledge develops from time to time and of course various developments will also exist. in the material and its relationship in the present context that the teacher must know.
B. with information and communication technology used by teachers in teaching will provide stimulus to students to learn and create a conducive and controlled class. The use of this media makes teachers not monotonous, fixated on explaining material from A to Z, so that students are fixated on listening to what the teacher explains. It provides space for students to not only use the sense of hearing but also involve seeing and so on, inviting students to use senses, and trying to do activities that will shape learning experiences. If students have been stimulated, their interest in learning will emerge. The emergence of interest in learning will have an impact on positive activities carried out by students, such as trying to find out why this is and why is this, what is the solution for this, or what can be done with this material. So that no student is preoccupied with negative activities such as disturbing friends, chatting and making noise, indifferent or sleeping in class.
C. Information and communication technology used by teachers in the teaching process can lead students to achieve various achievements. It is the duty of a teacher, a teacher to guide students, to help students develop what they have and what they can. There are students who can actually make achievements but need to "intervene", guidance from the teacher. If the teacher does not take this role, the students' potentials will not emerge and be honed. This is where the importance of using information and communication technology in the teaching process for a teacher. Teachers who are mobile with information and communication technology will allow them to get as much access to information that can be used to direct the talents of their students. Then the number of programs that can be presented by this information and communication technology-based media can give birth to a creative thinking process, give birth to new ideas that can be developed by students and teachers to make achievements. As an example, look at the achievements achieved by Indonesian students and teachers at both the national and international levels. Of course, all of this is supported by the current information and communication technology.
6. Possible SPACE for Research (Try to find the possible topic for research of media ICT in ELT)
Ø USE OF MULTIMEDIA IN THE LEARNING PROCESS
7. Concluding Remarks (make a conclusion from your own reading materials)
Ø The teaching and learning process in the classroom can make students bored if the teacher is usedthe same method from the first meeting to the last meeting. To avoid this, it is recommended that teachers be creative to use and create various methods. This can be achieved by the teacher concerned with the assistance of the use of information and communication technology. With diversity the method used, the students would not be bored anymore. Students who are not bored will have enthusiasm high in following the teaching and learning process in the classroom.
Quiz & Task IMALT
1. Kaskus.co.id
2. Indolinear.com
3. Cmsconnect.com
Paraphrase about the Essay
-Original text :
Hoax has a definition thats a news or statement that has invalid information or fale news that does not have certainty that is deliberately distributed to make the situation into a scene and cause fear.
Paraphrase :
Hoax has a definition that is a news or proclamation that has invalid data or fale news that doesn't have conviction that is purposely circulated to cause the circumstance into a ruckus and cause dread.
-Original text :
By seeing hoax on social media can result in losses for individuals and groups in the office where he works.
Paraphrase :
By observing deception via web-based networking media can bring about misfortunes for people and gatherings in the workplace where he works.
-Original text :
On social media or the internet especially internet criminals or commonly called cyber crime.hoax are usually used as facilitators of their crime on the internet or on social media.
Paraphrase :
Via web-based networking media or the web particularly web lawbreakers or normally called digital crime.hoax are typically utilized as facilitators of their wrongdoing on the web or via web-based networking media.
-Original text :
Public fraud is usually intended to attract the sympathy of people who believe in the hoax.
Paraphrase :
Public fraud is generally planned to pull in the compassion of individuals who put stock in the deception.
The Data & paraphrase
Sadhya Permeiswari about Hoax
Dont say Maybe !
semoga bermanfaat .
Deskripsi semantic dalam hakikat kebahasaan harus mencatat fakta dari suatu arti atau makna, linguistic reference, dan pada keadaan yang sebenarnya.
Karena Semantik dianggap sesuatu yang aneh dan bukan bagian dari grammar.
Hingga Katz dan Fodor dan article mereka yang begitu berpengaruh,”The structure of a semantic theory”
WHAT ARE MEANING AND REFERENCE?
Penggunaan kata “mean” pada kedua contoh tersebut menunjukkan 2 tipe penting dari meaning itu sendiri, yaitu linguistic meaning dan speaker’s meaning.
Linguistik meaning merupakan arti sebenarnya dari apa yang diekspresikan. Sedangkan speaker’s meaning dapat berbeda dari linguistic meaning tergantung dari speaker itu sendiri, apakah ia berbicara secara harfiah atau arti yang sebenarnya (Literally) atau tidak ( nonliterally).
Kembali ke pembicaraan awal yang membicarakan tentang makna sebuah Meaning kita harus tetap mengingat bahwa meaning dari sebuah kata bisa beragam melewati dialek dan di berbagai macam pembicara. Contoh : kata “Bonnet”, untuk American English kata tersebut berarti salah satu jenis topi. Sementara untuk British English “Bonnet” itu berarti kap penutup mesin mobil atau motor. Jadi Bonnet itu tidak bisa ditetapkan menjadi suatu arti tetap untuk semua jenis bahasa Inggris.
“Arti dari setiap ekspresi adalah mengenai objek yang sesungguhnya yang dimaksudkan.”
Meskipun slogan tersebut menggambarkan fakta bahwa kita menggunakan bahasa untuk membicarakan dunia, namun masalahnya untuk mengidentifikasi meaning sebagai reference. Apabila kita percaya bahwa meaning dari suatu ekspresi adalah referentnya, maka kita akan menghadapi konsekuensi:
Mentalist Theory of Meaning
“Arti dari setiap ekspresi E merupakan sebuah ide atau ide-ide, I(saya), diasosiasikan dengan E di pikiran pembicara”
Kesimpulannya,sangatlah bijak apabila kita mengatakan bahwa tidak ada teori yang sangat bagus untuk mendeskripsikan apa itu meaning dan semua teori yang telah disurvey tersebut merupakan pernyataan yag tidak menyatu. Tapi kedepannya masih ada banyak riset tentang
Reference itu terbagi atas dua, yaitu speaker’s reference dan linguistic reference.
Speaker’s reference mencakup apa yang pembicara tujukan ketika menyampaikan sesuatu, dan speaker’s reference bisa saja sama dengan apa yang pembicara indikasikan. Seperti contoh, sesuatu ditujukkan kepada George Washington dengan menggunakan The First President. Ini dapat terjadi walaupun sesuatu yang diindikasikan tidak sama dengan semantic reference. Yang perlu ditekankan bahwa denotations merupakan segala sesuatu dan kejadian yang ada di dunia ini. Dengan kata lain word or phrase denotes adalah segala sesuatu dan peristiwa yang dapat dijelaskan dengan kata-kata.
WHAT IS REFERENCE?
Konsep dari teori ini bahwa suatu ekspresi mengacu pada apa yang diacukannya berdasarkan atas suatu hubungan historis antara kata yang diucapkan dan memberi gelar pada objek dengan nama tersebut. Ini menunjukkan bahwa penggunaannya diteruskan dari satu pembicara ke pembicara lain dari generasi ke generasi.Kedua teoti tersebut memiliki kekurangan dan kelebihannya. The Description Theory banyak digunakan untuk menjelaskan kata yang termasuk dalam Noun dan Adjective. Sedangkan The Historical Chain Theory lebih banyak digunakan pada proper names, dan dapat digunakan dalam ekspresi seperti she, he, that, dll.
Semantic property lainnya yaitu ambiguity atau biasa diartikan sebagai lexical ambiguity. Contohnya ada pada halaman 247 nomor (5). Kemampuan untuk menentukan ambiguity tidak mudah pada saat berkomunikasi. Keberhasilan dalam berkomunikasi sangat bergantung pada pemahaman antara pendengar dan pembicara dalam mengenali adanya kemungkinan kata yang ambigu.
MEANING RELATIONS
4. Antonymous merupakan lawan arti dari sebuah kata. Contoh 9 hal 249. Tetapi tidak semua hal yang berlawanan merupakan lawan arti kata. Seperti cat dan dog, kedua hal ini selalu bertentangan tetapi bukan berarti dia berantonim.
5. Semantic field. Walaupun selompok kata tidak bersinonim tetapi ia dapat menjelaskan tentang kejadian yang sama sehingga dapat disebut sebagai semantic fileds. Contohnya : color terms ( red,green,blue,yellow), kinship terms (mother,father,sister,brother). Istilah semantic field juga dapat diperluas dengan mengaitkan kata tersebut dengan kata yang memiliki kedekatan arti misalnya pada “plant names”, “animal names”, dsb.
Karena kalimat itu tersusun dari kata-kata dan phrase, kita mengharapkan dengan serangkaian semantics properties dan relations dari sebuah kata maupun phrase juga mampu membawa kedalam kalimat tersebut. Jika sebuah kalimat diartikan sebagai sebuah hasil pemikiran yang komplit,maka hal ini tidak berguna,tetapi kalimat ternyta memiliki fungsi yang unik.Sehingga kita bisa mengharapkan untuk menemukan property semantic atau hubungan nya yang unik di dalam sebuah kalimat.
TRUTH PROPERTIES
Suatu kalimat dikatakan linguistically true jika kebenarannya ditentukan semata-mata oleh semantics dan tidak perlu diuji lagi faktanya.
Masih berkaitan dengan entailment terdapat truth relation yang lain yaitu semantic presupposition. Semantic presupposition adalah hubungan antara dua kalimat yang memiliki kesamaan.
