The school curriculum and the National Curriculum

Where and when the National Curriculum applies

The National Curriculum applies to pupils of compulsory school age in community and foundation schools, including community special schools and foundation special schools,and voluntary aided and voluntary controlled schools.It is organised on the basis of four key stages1, as shown here.

Promoting skills across the National Curriculum 

At all key stages, pupils learn, practise, combine, develop and refine a wide range of skills in their work across the National Curriculum. Some of these skills are subject specific (painting in art and design), some are common to several subjects (enquiry skills in science, history and geography). 

Some skills are universal, for example the skills of communication, improving own learning and performance,and creative thinking.These skills are also embedded in the subjects of the National Curriculum and are essential to effective learning. Opportunities for teaching and learning all these skills across the key stages can be identified when planning. Pupils can be encouraged to reflect on what and on how they learn, and how these skills can be applied to different subjects, different problems and real-life situations.

Key skills 

Six skill areas are described as key skills because they help learners to improve their learning and performance in education, work and life. These key skills are embedded in the National Curriculum.

Communication

The key skill of communication includes skills in speaking, listening, reading and writing. Skills in speaking and listening include the ability to speak effectively for different audiences; to listen, understand and respond appropriately to others; and to participate effectively in group discussion. Skills in reading and writing include the ability to read fluently a range of literary and non-fiction texts and to reflect critically on what is read; and the ability to write fluently for a range of purposes and audiences, including critical analysis of their own and others’ writing. Opportunities for developing this key skill are provided through English in particular and through pupils’use of language across the curriculum.

Application of number

The key skill of application of number includes developing a range of mental calculation skills and the ability to apply them within a variety of contexts. Skills include developing the understanding and use of mathematical language related to numbers and calculations in order to process data, solve increasingly complex problems and explain the reasoning used. Pupils need to be able to apply calculation skills and the understanding of number to problems in other National Curriculum subjects and to real-life situations. Opportunities for developing this key skill are provided explicitly in mathematics.

Information technology

The key skill of information technology includes the ability to use a range of information sources and ICT tools to find, analyse, interpret, evaluate and present information for a range of purposes. Skills include the ability to make critical and informed judgements about when and how to use ICT for maximum benefit in accessing information, in solving problems or for expressive work. The ability to use ICT information sources includes enquiry and decision-making skills, as well as information-processing and creative thinking skills and the ability to review, modify and evaluate work with ICT. Opportunities for developing this key skill are provided explicitly through the subject of ICT and through pupils’use of ICT across the curriculum.

Working with others

The key skill of working with others includes the ability to contribute to smallgroup and whole-class discussion, and to work with others to meet a challenge. If pupils are to work with others they must develop social skills and a growing awareness and understanding of others’needs.All subjects provide opportunities for pupils to cooperate and work effectively with others in formal and informal settings, to appreciate the experience of others and consider different perspectives, and to benefit from what others think, say and do.

Improving own learning and performance

The key skill of improving own learning and performance involves pupils reflecting on and critically evaluating their work and what they have learnt, and identifying ways to improve their learning and performance. They need to be able to identify the purposes of learning, to reflect on the processes of learning, to assess progress in learning,to identify obstacles or problems in learning and to plan ways to improve learning.All subjects provide opportunities for pupils to review their work and discuss ways to improve their learning.

Problem solving

The key skill of problem solving involves pupils developing the skills and strategies that will help them to solve the problems they face in learning and in life. Problem solving includes the skills of identifying and understanding a problem, planning ways to solve a problem, monitoring progress in tackling a problem and reviewing solutions to problems.All subjects provide pupils with opportunities to respond to the challenge of problems and to plan, test, modify and review the progress needed to achieve particular outcomes.

 

 

 

 

 

 

 

 

 

URALIC LANGUAGE

 

Uralic languages, family of more than 20 related languages, all descended from a Proto-Uralic language that existed 7,000 to 10,000 years ago. At its earliest stages, Uralic most probably included the ancestors of the Yukaghir language. The Uralic languages are spoken by more than 25 million people scattered throughout northeastern Europe, northern Asia, and (through immigration) North America. The most demographically important Uralic language is Hungarian, the official language of Hungary. Two other Uralic languages, Estonian (the official language of Estonia) and Finnish (one of two national languages of Finland—the other is Swedish, a Germanic language), are also spoken by millions.

 

Finnic

Finnish

Finnish, together with Swedish (an unrelated North Germanic language), serves as a national language of Finland. It is now spoken by more than 5,000,000 people, including about 95 percent of the inhabitants of Finland plus some 265,000 Finns in North America, Sweden, and Russia. It is also recognized as an official language in Russia’s Karelian region, alongside Russian.

Finnish as the common language of the Finns is not the direct descendant of one of the original Baltic-Finnic dialects; rather, it arose through the interaction of several separate groups in the territory of modern Finland. These included the Häme; the southwestern Finns (originally called Suomi), who appear to be close relatives to the Estonians because they arrived directly from across the Gulf of Finland; and the Karelians, perhaps themselves a blend of Veps and more western Finnic groups. Early Russian chronicles refer to these as jemj, sumj, and korela. The intermixture of the three groups is still reflected in the distribution of the five main modern dialects, which form a western and an eastern area. The western area contains the southwestern dialect (near Turku), Häme (south-central), and a northern dialect subgroup (largely a mixture of the other two plus eastern traits). The eastern area consists of the Savo dialect (perhaps a blend of the original Karelian and Häme dialects) and a southeastern dialect, which strongly resembles Karelian. The Finnish word for their land and their language is suomi, the original meaning of which is uncertain. The first use of the term Finn (fenni) is found in the 1st century ce in Tacitus’s Germania, but this usage is generally considered to refer to the ancestors of the Sami, who have also been labeled Finns at various times. (The province of Norwegian Lappland is called Finnmark.)

 

as, Soyot, and Taigi.

Ugric

Hungarian

Hungarian, the official language of Hungary, remains the primary language of the fertile Carpathian Basin. Bounded by the Carpathian Mountains to the north, east, and southwest, the Hungarian language area is represented by several million speakers outside the boundaries of Hungary—mostly in Romanian Transylvania and in Slovakia. To the south a substantial Hungarian population extends into Croatia and Serbia, and other large Hungarian populations exist in Austria and Ukraine. Hungarian emigrant communities are found in many parts of the world, especially in North America, Israel, and Australia.

The ancestors of the Hungarians, following their separation from the other Ugric tribes, moved south into the steppe region below the Urals. As mounted nomads, in contact with and often in alliance with Turkic tribes, they moved westward, reaching and conquering the sparsely settled Carpathian Basin in the period 895–896. The Hungarians came under the influence of Rome through their first Christian king, Stephen (István) I, in 1001, and the use of Latin for official purposes continued into the 19th century. Following a Hungarian defeat at the Battle of Mohács in 1526, Hungary was occupied by Turkish forces, who were replaced by German Habsburg domination in the late 17th century. Concern for a common literary medium, closely tied with Hungarian nationalism, began in the late 18th century. More recent foreign influences on the language were suppressed and replaced by native words and constructions. The literary form received a broad dialect base, facilitating its use as a national language.

 

Khanty

Khanty (Hanti), previously known as Ostyak (/ˈɒstiæk/),^[3] is the language of the Khant peoples. It is spoken in Khanty–Mansi and Yamalo-Nenets autonomous okrugs as well as in Aleksandrovsky and Kargosoksky districts of Tomsk Oblast in Russia. According to the 1994 Salminen and Janhunen study, there were 12,000 Khanty-speaking people in Russia.

The Khanty language has a large number of dialects. The western group includes the Obdorian, Ob, and Irtysh dialects. The eastern group includes the Surgut and Vakh-Vasyugan dialects, which, in turn, are subdivided into thirteen other dialects. All these dialects differ significantly from each other by phonetic, morphological, and lexical features to the extent that the three main "dialects" (northern, southern and eastern) are mutually unintelligible. Thus, based on their significant multifactorial differences, Eastern, Northern and Southern Khanty could be considered separate but closely related languages.

 

The Mansi language (previously, Vogul and also Maansi) is spoken by the Mansi people in Russia along the Ob River and its tributaries, in the Khanty–Mansi Autonomous Okrug and Sverdlovsk Oblast. According to the 1989 census, there were 3,184 Mansi-speaking people in Russia.

The base dialect of the Mansi literary language is the Sosva dialect, a representative of the northern dialect. The discussion below is based on the standard language. Fixed word order is typical in Mansi. Adverbials and participles play an important role in sentence construction. The written language was first published in 1868 and was revised using a form of Cyrillic in 1937.

 

 

Mordvin

Mordvin, with some 393,000 speakers (of the 843,000 Mordvins reported in 2010), is the fourth largest Uralic group. The Mordvins are widely scattered over an area between the Oka and Volga rivers, some 200 miles southwest of Moscow. Less than half of their number live within the republic of Mordoviya. Mordvin has two main dialects, Moksha and Erzya, which are sometimes considered separate languages. Both have literary status. Although the Mordvins do not have a common designation for themselves beyond the two dialect names, the name Mordens appears in the 6th-century Getica of Jordanes and is no doubt related to the Permic word for ‘man,’ murt/mort.

Mari

Mari (formerly known as Cheremis) is currently maintained by more than 500,000 speakers (approximately three-fourths of the ethnic Mari). They live primarily in an area north of the Volga between Kazan and Nizhny Novgorod, northeast of the Mordvin area, especially within Mari El republic. Mari El’s three main dialects are the Meadow dialect, used by the largest group north of the Volga and the basic dialect of the republic; Eastern Mari, used by a small group near Ufa, originally speakers of the Meadow dialect who emigrated in the late 18th century; and the Mountain dialect, to the west and on the south bank of the Volga. The Mountain and Meadow dialects both serve as literary languages and differ from each other only in minor details.

The Permic languages

Speakers of the three closely related Permic languages, Udmurt, Komi, and Permyak, number some 600,000. Udmurt is concentrated largely in the vicinity of the lower Kama River just east of Mari El republic, in Udmurtiya. Only very minor dialectal differences are found within Udmurt.

The Komi language area extends into the Nenets and Yamalo-Nenets autonomous okrugs far to the north. Lesser groups of Komi are found as far west as the Kola Peninsula and east of the Urals. Two major dialects are recognized, although the differences are not great: Komi (Zyryan), the largest group, which serves as the literary basis within Komi republic; and Komi-Yazva, spoken by a small, isolated group of Komi to the east of Komi-Permyak autonomous okrug and south of Komi republic. Permyak (also called Komi-Permyak) is spoken in Komi-Permyak, where it has literary status.

Samoyedic

Nenets, with the largest number of speakers of all the Samoyed languages, has grown substantially in size over the past century, from some 9,200 speakers in 1897 to about 22,000 in 2010. Two distinct groups of Nenets differ in dialect as well as in cultural traditions: the Forest Nenets, a smaller, more-concentrated group in the wooded area north of the central Ob River; and the Tundra Nenets, a group whose territory stretches roughly 1,000 miles eastward from the White Sea. These are the “Samoyadj” of Nestor’s chronicles, but little is known of the history of any of the Samoyed peoples until recent centuries.

Nenets alone among the Samoyedic languages can claim a native literature, although both it and Selkup have been in written form since the 1930s. Evidence of the cultural prestige of certain Nenets tribes is seen in the adoption of a Samoyed language by Khanty speakers on the Yamal Peninsula. Enets is spoken by a dwindling group of fewer than a hundred Samoyeds near the mouth of the Yenisey River, just east of the Nenets. Nganasan, spoken by the northernmost Eurasian people, is found north and east of the Enets-speaking group, centring on the Taymyr Peninsula. The number of Nganasans has remained fairly constant, and they seem to have a high degree of ethnic identity, though less than 20 percent of some 900 Nganasans still claimed Nganasan as their mother tongue in the 2010 census.

Selkup, the last of the southern Samoyed languages, is represented by scattered groups of speakers who live on the central West Siberian Plain between the Ob and the Yenisey. Less than half of the 4,200 Selkup recorded in the 2010 census spoke Selkup.

Yukaghir: a probable relative

The Yukaghir, in two small areas of Sakha republic and Magadan oblast (province) of northeastern Siberia, had reached 1,600 by the 2010 census. But at the same time the number of Yukaghir speakers had dwindled to 370.

 

 

 

Intructional Media

Implementation of the Media Audio Visual in Learning English

Arranged by:

Lioni Marianti (140203024)

PBI/UNIT 01/2014

 

 

 

 

 

 

 

 

 

 

Teacher Training and Education Faculty

Islamic State University of UIN Ar-Raniry

Banda Aceh 2017

 

Preface

First of all, thanks to Allah SWT because od the help of Allah, writer finished writing the paper entitled “Implementation of the Media Audio Visual in Learning English” right in the calculated time.

The purpose i writing this paper is to fulfill the assigment that given by Mrs. Qudwatin Nisak as lecture in Intructional Media major.

In arranging this paper, the writer trully get lots challenges and obstructions but with help of many individuals, those obstructions could passed. Writer also realized there are still many mistakes in process of writing this paper.

Because of that, the writer says thank you to all individuals who help in  the purpose of writing this paper. Hopefully Allah replies all helps and bless you all. The writer realized that this paper still imperfect in arrangment and the content. Then the writer hope the criticism from the readers can help the writer in perfecting the next paper. Last but not the least hopefully, this paper can help the readers to gain more knowledge about intructional media major.

 

                                                                        Banda Aceh, june 12, 2017

 

                                                                                    author

 

 

 

 

1. Introduction

Learning process occurs because of the interaction between a people with the environment. Therefore, learning can happen anytime and anywhere. One of the marks a person has learned is that there is a change in the person's behaviour that may be caused by a change in his or her level of knowledge, skill and attitude wherever and whenever. In this case, educators are required to be able to apply the tools that exist, and also the possibility of some of these tools in accordance with the changing times. Educational technology as a way of teaching using technological tools can be utilized maximally in an education during learning. Such as television, radio, film, overhead projector, video, computer and tape recorder. This tool in the usual teaching methodology is called props and / or audio visual teaching tools.

In learning, teachers are required to make the learning process conducive. One is the use of appropriate learning methods. In the selection of learning methods, of course an educator needs a learning medium that can help a teacher in delivering messages to students, so that messages can be more clearly and easily understood by learners.

Audio visual learning is one of the learning media that enables two senses of students, namely the sense of sight and the senses of the listener. So the percentage of student learning outcomes can be increased to 50% better than the learning done by teachers with conventional methods (lectures) or even learning done by students by reading their own references (self-taught).

The audio-visual media used by English teachers in learning is a kind of short films. It is assumed that the students 'audio-visual media become more interested, especially if the students are presented with some short-duration films, have a good story contain, and contain an easy-to-understand language that will be able to attract students' interest in understanding the subject matter. But in this case the teacher must really be able to choose a movie that is in accordance with the intended learning objectives.

The use of audio visual media can serve as a learning media that can help teachers in delivering messages or lessons so that students can understand the lesson delivered then an educator must choose and use audio visual media in teaching and learning process in order to achieve the goals achieved. The instructional media chosen based on the predefined instructional goals generally refers to one combination of one of the cognitive, affective, and psychomotor domains. For that with the media audio visual learning can also play a role in improving student motivation and achievement by taking into account the learning objectives to be achieved.

2. Discussion

Audio-visual media is prepared early in order for learning to run more effectively and efficiently. Preparation of audio visual media planning can include the preparation of the LCD, and a power point that contains learning materials that will be delivered in the classroom. The effectiveness of learning with this audio-visual media as stated by Amir Hamzah (2000: 11), that media or audio-visual tools are "audible" means that it can be heard and visible means can be seen. Audio-visual tools are helpful for making the way of communication to be effective. Audio-visual media is an affordable form of teaching media, learning becomes more effective and efficient.

English Language Teachers carry out classroom learning with audio visual media referring to existing syllabus and RPP that have been compiled. Power point media usage also adjusts the subject matter. Teachers see the condition of students in the classroom, whether students are interested or mediocre. English Language Teachers deliver the material also never widen beyond the SK / KD that has been determined, so focus on the main material.

English Language Teachers planning for English Learning with Audio Visual Media is intended to make learning English well and smoothly. Good for teachers in delivering materials and students easier in understanding the subject matter. Planning of learning audio visual media include syllabus, RPP, media used, laptop, and power point.

1.  Reasons to choose Audio-based media in the learning process.

Teaching can be viewed as an effort by the teacher for students to learn. While the meaning of learning itself is the process of behavioural through experience. The experience can be a direct experience and indirect experience. Effective learning requires good planning. Therefore the media used in the learning process also requires good planning.

 

In the selection of learning methods would require a learning media that can help a teacher in delivering messages can be more clearly and understood by students. In addition, learning media can generate motivation and interest in learning new in students. One of the media that can be used in learning is audio visual. This media has more ability, because this media relies on two senses at once, namely the sense of hearing and the senses of vision. With the media is expected to generate motivation in learning and clarify the material delivered.

There are many advantages of video when used as a medium of learning among them according to Nugent (2005) in Smaldino et al. (2008: 310); video is a suitable medium for various learning sciences, such as classes, small groups, even one student alone. That, cannot be separated from the current state of the students who grew in the embrace of television culture, where at least every 30 minutes to show different programs. Therefore, a video with duration of only a few minutes can provide more flexibility for teachers and can direct learning directly to the needs of students.

 

In addition, according to Smaldino himself, learning with multi-voice video can be aimed at various types of learners. Text can be displayed in different languages ​​to explain the video content. Some DVDs even offer the ability to show an object from different points of view. Disc also provides search index facility through title, topic, trace or code-time for faster search.

Videos can also be used for almost any topic, type of learners, and any sphere: cognitive, affective, psychomotor, and interpersonal. In the cognitive domain, learners can observe the dramatic recreation of historical events of the past and the actual recording of current events, because the elements of colour, sound and motion here are able to make the characters feel more alive. In addition, watching videos, after or before reading, can strengthen students' understanding of teaching materials.

Moreover, the benefits and other characteristics of video or film media in improving the effectiveness and efficiency of the learning process, among them are (Munadi, 2008: 127, Smaldino, 2008: 311-312):

1. Overcoming distance and time
2. Being able to describe past events realistically in a short time
3. Can bring students adventure from one country to another, and from one to another.
4.  Can be repeated when necessary to add clarity
5. The message he delivered was quick and memorable.
6. Develop the thoughts and opinions of the students
7. Developing the imagination
8. Clarify the abstract and provide a more realistic explanation
9. Able to play the main media for documenting social reality that will be dissected in the classroom
10. Able to act as a storyteller that can provoke the creativity of learners in expressing their ideas.

 

1.  Implementation of learning English with audio visual media.

In the implementation phase of this English learning, it is started by English teachers systematically after the compilation of learning planning. English teachers start learning by referring to the SK / KD that has been determined and preparing teaching materials and learning software so that it can be used in learning audio visual media including for power point. After preparing some learning tools, English teachers provide early guidance so that students know the core learning objectives that will be implemented in the classroom, by explaining the main material topics so that students have an overview of how the learning with audio visual media is intended. English Language Teachers also explain the main points that become the purpose of implementation of learning by using audio visual media are complete to students. Early explanation of the learning mechanism by English teachers is expected to gradually be able to explain and change the perception, understanding and change of students' knowledge with the use of audio visual media.

 

Furthermore, the English teacher also arranges the Implementation of English Learning with Audio-Visual Media in the classroom so that the teacher can deliver the complete material within the available time. In this case the English teacher refers to the lesson plans that have been prepared at the time of the lesson planning in the timing of delivery of material. Implementation of English Language Learning with Audio Visual Media has certain advantages compared with learning using conventional or other methods. These advantages make the teacher should be more eager to deliver the subject matter. Students also become more active and eager to learn.

1.  Benefits of Using Audio-Visual Media (Film or Video)

Some of the benefits of using Audio-based visual media (movies or video) are due to the advantages or advantages of the media, including:

• Movies and videos can complement the basic experiences of students as they read, discuss, practice, and more. Film is a substitute for nature and can even show objects that are not normally seen, such as the way the heart works when it pulsates;
• Film and video can describe a process that can be seen repeatedly if deemed necessary.
• Besides encouraging and enhancing motivation, movies and videos inculcate attitudes and other affective aspects.
• Movies and videos that contain positive values ​​can invite thinking and discussion in groups of students.
• Movies and videos can present dangerous events when viewed directly;
• Movies and videos can be shown to large or small groups, heterogeneous groups, and individuals.

 

1.   Constraints encountered using audio visual media.
2. Requires time and careful planning
3. The task of the teacher becomes heavy, because in addition to have to plan the lesson material that will be presented also have to master the various tools of demonstration media / media teaching tools various means of demonstration and other communication tools.
4. Procurement of means of demonstration equipment requires adequate cost and maintenance
5. The tendency to assume that teaching through various teaching tools / media is wasteful, even time consuming.

 

3. Conclusion

In learning activities, media can be defined as something that can bring information and knowledge in the interaction that takes place between educators and learners. Various media can be divided into 3, by their nature, their range of capabilities, and by means or techniques of use. The function of the use of learning media in the learning process can generate new desires and interests, generate motivation and stimulation of learning activities, and even bring psychological influences on students. The use of instructional media will greatly help the effectiveness of the learning process and the delivery of messages and content of the lesson at that time.

Audio visual media consists of silent audio visual, the media that displays sound and still images such as sound frame film (sound slide), sound movie film. Audio visual motion, the media that can display the elements of sound and moving images. . This media has more ability, because this media relies on two senses at once, namely the sense of hearing and the senses of vision. With the media is expected to generate motivation in learning and clarify the material delivered.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

DAFTAR PUSTAKA

Amir Hamzah. 1999. Media Audio-Visual. Jakarta: PT. Gramedia

Arsyad, Azhar. 2002. Media Pembelajaran. Jakarta: Raja Grafindo Persada.

Fathurrohman dan Sutikno. 2010. Strategi Belajar Mengajar. Bandung: Refika Aditama.

 

Vilma Tafani. 2009. Teaching English Through Mass Media. Acta Didactica Napocencia Journal, Volume 2 Number 1, 2009. Received 22 February 2009.

Analysis video 

Seongbok Elementary School Open Class

 

In the video documentary 'Seongbok Elementary School Open Class', this lasted 38 minutes 47 seconds. Video learning in the classroom is the story of a male teacher who has a passion for teaching students who totalled 14 students. In the video shows the condition of learning English are taught by a teacher with students less attention to the teacher while teaching. The lack of knowledge of the English language resulted in poor children to use English in their neighbourhood.

               With the introduction of the English language to students in the form of theory and games, many of them learned about the theory of knowledge of the English language accompanied with the game. Video leaning also have seen a message of social control. Message control is seen from this video proves that a person has the right to know or learn English from an early age, on the basis of the willingness and urge all parties it will run smoothly. Our caring teachers and the community towards the English language is lacking, because we assume that English is a language that is not important, so they are less familiar with the name of the English language. Most of them are also enthusiastic in learning English are taught by the teacher.

               At the beginning of the opening of the video teacher who teaches elementary school students have high spirits. But when she greets her students only a few students who answered, and she shows her students how to respond with force with infantile and weak. Asked the teacher tried again with the spirit and sound of loud students instantly answered with vigour. In this case a teacher trying to bring their students to follow the lessons with the spirit, the things done by the teacher to make students eager to learn and not negligent with their busyness, although initially they seibuk with their own affairs - each. Who does not forget those carried out by the teacher is she asking 'are you happy', well actually the question we have to do every time we want to start learning, so that we know how happy they are to the English language. When teachers begin the roll students one by one, no one answered the pronoun less appropriate is 'here' nah when students are less precise in the pronunciation of 'here' teachers are trying to fix the wrong students with correct pronunciation and repeat with all the other students. In this case proves that a teacher students are very concerned about how the correct pronunciation in English, although only one word. It also occurs when one of the students do not attend school because of illness, they answered it quite right that 'I no' then the teacher correct it by using the phrase 'he is not here' and he asked why his friend did not come? Suddenly the students raised his hand but could not answer, but the teacher gives an example by pretending to cough and nausea, so as to make the students answered that his 'hungry' and the teacher asked one of the other students, and he replied 'sick'. Through practices conducted by the teacher to make students easy to understand vocabulary would they talk?

               When entering into the theory section, the teacher shows a drawing on the blackboard and asks the students, what is this? Then the teacher told them all stand to make two lines to follow a game called 'spy game' he divided the two groups, when his teacher asked, are you ready? And no one answered so as to make the teacher shaking both his hand to ask if all is ready, yes we are ready 'in this case the attitude of a teacher in the face of current student will do a learning through games and there is a miraculous students are not ready, he brings the atmosphere with them so that they are keen to follow.

               In learning through games short of teachers trying to see the Traffic students through movement he made, there are some students who do not know a lot of tenses to 2 but the teacher tried to persuade the students to remember the shape second word with the instructions that he uses, so this easier for students to know the form of the second and third words.

               In the guessing game images showed images of teachers and on the outboard on the board, it was also a teacher makes a sentence that will put any words on the picture. After the teacher asked past tense in the picture, no one can answer and no one cannot answer, just guess the reaction of students as they can, while the teacher is persuaded that students can guess the past tense in the picture. Efforts to persuade the student teacher is a great way to be applied at school, because the manner of a teacher to practice immediately and persuade the students to want to know what should be studied in English. The sentence written on the blackboard, the teacher told the students to practice with friends, well this way practice make students easy and quick to remember the lessons given by the teacher.

            At the time of the teacher facing student error, he tried to persuade the students to repeat the phrase with pick between one images and, when response old student, the teacher again makes its own movement so that students easily understand.​

 

The enchanting music of sign language by Christine Sun Kim (2015)

TED Talks 

https://www.youtube.com/watch?v=2Euof4PnjDk&t=15s

He said if music is a favourite symbol if the play with musical instrument will be seen symbol of music clarity. French sign language brought to America mixed culturally with the local language now known ASL (America Sign Language).

Christine was born a deaf boy, and she was taught that sound was not part of life and she believed it. But for now the sound is a part of life that is thought of every day. Living with a deaf person who has to deal with rules, behaviours and norms in his environment.

In the culture of the deaf, movement equals sound. And that is a sign or symbol of staff in ASL. Now the sound begins to enter in his art, because the sound should not be heard in the ear but can also be felt tactically or visually experienced even as and idea.

There is a great culture around oral language. And just because he does not use his literal voice to communicate, in the eyes of the people as if he has absolutely no voice. So he needs to work with an individual who can support him as an equal and become my voice. And in doing so, he can maintain relevance in today's society.

So at school, at work and institutions, she works with many different ASL translators. And their voices became voice and identity. And their voices hold value and currency. Ironically, by borrowing their voices, he can maintain a temporary currency form, such as taking a loan with a very high interest rate.

So with a voice as my new art medium, I dig into the music world. And he was surprised to see the similarity between music and ASL. For example, musical notes cannot be captured and fully expressed on paper. And the same goes for concepts in ASL. Both are highly spatial and deeply affected - meaning that subtle changes can affect the overall meaning of both the sign and the sound.

However, in this day and age, we live in a very sportive world. And just because ASL has no voice for it, it automatically does not have a social currency. We need to start thinking harder about what defines the social currency and let ASL develop its own currency form - no sound. And this might be a step towards a more inclusive society. And maybe people will understand that you do not need to be deaf to learn ASL, nor do you need to hear to learn music.

 

 

Txtng is killing language. JK!!! by Jhon McWhorter (2013)

TED Talks

https://www.youtube.com/watch?v=UmvOgW6iV2s ​

When one thinks about texting, one thinks of written words typed on a cell phone, and of teenagers and young adults today. Technology is so ingrained in today’s society that to the younger generations, texting shorthand and having conversations without verbally speaking is the norm. The younger generations have, and still are, growing up with technology while technology is developing alongside humanity. Words like “LOL” and “hashtag” are so common, that one can not only see it being used in texting, but also in everyday speech. Some see this as the decline of humanity’s literacy, but it may not actually be what they suspect. John McWhorter, in his TED talk “Txtng is Killing Language. JK!!!” brings to light a whole new understanding of this supposed decline of literacy. McWhorter’s TED talk clarifies that today’s communication technology has not caused literacy to decrease; it has actually allowed humanity to grow as a society and as a result, a new language has appeared in the form of texting..

Technology is a growing field in today’s society. Technology has become a major factor in the way human society is run. Stocks are controlled through computers, millions of emails are sent out every day, many people would go through their daily life lost without their smartphones, and many people’s lives would become much more difficult than it is with all of the helpful gizmos and gadgets available to everyday people. This large reliance on technology for some is simply a fact of everyday life, but to others, it is a threat to human society. Literacy is one aspect that some believe is threatened by technology, specifically the use of cell phones and texting. Niall Ferguson, in his article “Texting Makes U Stupid,” discusses one of society’s fears about texting. Ferguson states that, due to texting, “half of today’s teenagers don’t read books – except when they’re made to” (Ferguson 11). Ferguson is voicing society’s concern that texting may be causing literacy in the younger generations to slowly decrease. This concern seems to have amplified as time has gone by due to the way that the relationship between technology and culture has developed.

This technology culture is what McWhorter indirectly addresses in his TED talk. McWhorter is a linguist and a professor at Columbia. As an author of several books on language and race, including What Language Is (And What It Isn’t and What It Could Be), McWhorter studies “how language has evolved – and will evolve – with social, historical and technological developments” (“John McWhorter”). With his past research, McWhorter explains in his TED talk that texting is not bad writing. It isn’t even writing. Texting is a form of “fingered speech” (Txtng is Killing Language. JK!!! 5:20). McWhorter states that it is a new language all in itself, and it has developed alongside of technology and texting.

To persuade his audience that texting is a whole new language, McWhorter uses the personal credentials, or more generally an ethos, proof. McWhorter’s credentials are made apparent simply uses the high reputation of TED talks to persuade viewers that he knows what he is talking about when he presents to them. Indirectly, McWhorter is using TED’s and his own personal credentials to help prove his point about texting as a new language. This “credentials” proof of ethos is the use of authoritative or knowledgeable sounding credentials, luring the viewer to the conclusion that this source is legitimate and knows what it is talking about. The most obvious use of this proof is the fact that McWhorter is voicing his ideas on a TED talk. TED talks are very well known and have a great reputation. One Forbes article explains that the TED philosophy is simplicity and authenticity, and if one “combine(s) both with a remarkable TEDx organizer and speaker… one get(s) the 18 minute presentation equivalent of a Hollywood blockbuster” (Fidelman 1). TED talks are so well known that if one goes to one, one expects an amazing speaker with a well-thought out and legitimate presentation, and McWhorter uses this credibility to help prove his point. 

How to make stress your friend by Kelly McGonigal (2013)

TED Talks

https://www.youtube.com/watch?v=RcGyVTAoXEU 

Kelly has been treating stress as a disease that makes people sick, but has now changed her tune. A study assessed people’s feelings of stress, their attitude towards stress, and correlated against public death records. The people most likely to die were more stressed, but they also believed that stress was harmful to their health. People who were highly stressed but didn’t believe it was harmful were the least likely group to die. The study shows it isn’t stress that kills people, it’s the belief that stress is harmful. By reshaping how you think about stress, you can retool your body’s response.

When stressed, your heart beats faster, you breathe faster, and you’ll break out into a sweat. Normally we’d view these as signs that you’re not coping well, but people could also be taught that your body is preparing for action. By pumping more blood and breathing more you are preparing for something difficult, and ready to take on any challenge.

The harmful part of stress is a restriction of blood vessels, which is associated with cardiovascular disease. When people learn to see stress as a positive, the blood vessels do not constrict. The body response looks more like it is full of joy.

The next time you are stressed, think about it as your body preparing you for the challenge. Stress makes you social. Octytocin is a neural hormone that primes you to strengthen relationships, and help your friends. It is also known as ‘the cuddle hormone’. But Oxytocin is also released as a stress response – to make you want to tell someone you are struggling. Oxytocin is also received in the heart, to strengthen, heal and protect it from the effects of stress. As you release more of this hormone by being stressed or helping others, you increase your stress resilience.

Another study looked at how stressed people were, how much time they had spent helping family / friends / their community, and correlated with public death records. For the general respondants, each major stressful crisis increased the risk of dying by 30%. However, people who spent time caring for others had no increase in risk of death due to stress.

The results of stress are changed by your mindset. When you think of stress as a benefit it acts that way. When you help others, you build resilience to stress. When given a choice between a stressful job and one that is less stressful, Kelly recommends that you follow the one that gives you the most meaning, and trust yourself to handle the stress that results.

Three ways to learn English by Jamila Lyiscott (2014)

https://www.ted.com/talks/jamila_lyiscott_3_ways_to_speak_english?utm_source=tedcomshare&utm_medium=referral&utm_campaign=tedspread

This video for you today entitled ‘3 ways to speak English.’ This video is rich with culture, linguistic diversity, and spirit. This video also presents a “spoken word” poem. Spoken word is a type of poetry that is performance-based. It is similar to preforming a monologue in a play. Spoken word poetry also often involves word play and storytelling. This type of poetry originated in America among African-Americans in Harlem, a neighbourhood of New York City.

This poem is about the performer’s (Jamila Lyiscott) experience of speaking English three ways: at home with her family, at school/work, and with friends. It artfully tells the story about how we all have different dialects, words, phrases, and tones of speech that we use depending on the context of who we are speaking to in a given situation. Dr. Lyiscott’s experience of navigating the use of different dialects is one that many Americans and ESL learners experience. In this poem she will also introduce you to a dialect of English you may never have heard before.

In her spoken word essay you will hear Dr. Lyiscott use the word “articulate” a number of times. So, it is important that you know what this means, both literally and in the context of the poem, the poet, and her African-American heritage.

The word “articulate” (an adjective) is defined as “a person with the ability to speak fluently and coherently.” When a person speaks articulately they are said to speak “properly” or “well.”

The context the word “articulate” has in this poem is something that you as an ESL speaker may not be aware of. The United States is still a white-dominant society, in which throughout the history of this country (and present day) people who are not white have been treated as less-than or not as good as white people (often to horrific extremes) in many circumstances. So, when a white person tells a black person that she or he is “articulate” there is a subtle, or not-so-subtle, message that the white person expects the black person to be not articulate. That is, the white person is surprised that the black person speaks so clearly and similar to the white person. In sum, telling this poet that she is articulate is not really a complement, it is an insult.

I hope you enjoy this wonderful piece of spoken word. I highly recommend that you first read through the transcript of this poem. You can find the transcript here. Reading through the transcript first will give you some familiarity with the words before you hear them. Second, when you watch the video, I recommend that you choose to watch the performance with English subtitles. You can choose to have the subtitles present by clicking on the subtitle icon in the lower right hand-corner of the video screen. Lastly, if you want to listen to the poem a second time, you may want to see the subtitles in your native language. But, definitely use the English subtitles first :). 

Learn to read Chinese...with ease by ShaoLan (2013)

https://www.youtube.com/watch?v=R8pH1e5NQaU

 

Shao Lan lived and grew up in Taiwan as a calligraphy princess; he was fascinated with Chinese characters. But unlike other people who do not understand the script as through the Chinese wall so difficult to understand the script. Since he was 5 years old, he began studying the script every day for the next 15 years. In China, the learned man knows 200,000 characters. And the audience only needs 1.000 letters to understand basic script by simply learning traffic signs, restaurant menu, understand the main idea on the internet page or newspaper.

The test done to the audience is more than 8 characters, with the practice of opening the mouth and it is an explanation of the mouth. And the one who is walking, the burning fire is described as a symbol of the script. Other parables are poho, sun and moon, until the door symbol in the cowboy world.

            Another symbol of the script is that if the person who goes back then "follows." And as the old saying goes, two are friends, three are crowds. If one stretches both hands it means "the thing is this big." Dian also says one tree is a tree, two trees mean bushes, and three trees mean forest.

Other prosperity described in the script is the sun, for them the sun of the source of prosperity, the two suns together, the prosperous, the three suns, the sparkling. There are sun and moon shining together, meaning light. The symbol is a khaligrafi of the characters in China.

The script actually contains a cultural element possessed by China, which describes the country's political war.

How to learn? From mistake by Diana Laufenberg (2010)

TED Talks

 

 

How to learn from the mistake that Diana talks about, how she tells about her teaching experience from one place to another. Beginning his journey begins with his grandmother who gets information from the book, from a teacher and grandmother he goes to a place to get information, and that's how his grandmother learned. Memory when he was little who has a set of encyclopaedias in his home. Encyclopaedias are used when they need information quickly so they do not have to wait in the library for information.

When he was in high school and started teaching, Diana used the internet as an educational tool. From Wisconsin moved to Kansas, where he had the opportunity to teach with his favourite lessons, the American Government. The first year he taught, students was not very interested in the American government system, in the second year he changed the strategy by giving them an authentic experience that enabled them to learn on their own. In this way he succeeds in making his students self-sufficient and doing it one step ahead.

From Kansas moved to Arizona and taught in Flagstaff for several years, and he taught with junior high school students. But what is taught is not American Government but about Geography. The strategy used by him with an effective learner is the making of a film performed directly by his or her students, who tells a person in their life, or in their story. And also told them to fill out the sounds of the movies they made.

From Arizona to Pennsylvania, where teaching Science Leadership Academy, a school in collaboration with the Franklin Institute and a school in Philadelphia. This is a public school level 9 to 12 but with different teaching. In Philadephilia has a one-on-one laptop program, so children carry a laptop every day, taken home to gain access to information. Providing information to students with a thought in encouraging children to fail some of the learning process. We are dealing with the world of education with madness to culture.

The project creates the info-graphics they create as a form of visual learning that is intructions, and seeks completion within a period of 2 to 3 days. And it is the work of students who consistently do it.

Regarding student learning, learning can be seen from areas where children's ideas are allowed to go to school to get information. When we see children coming to school just to get information and not about learning from experience, encouraging students' voices and accepting failures, we lose goals. And all the things about the education system with the standard tests, which we only know that how we do this better and it's time we did it.

The linguistic genius of babies by Patricia Kuhl (2010)

TED Talks

https://www.ted.com/talks/patricia_kuhl_the_linguistic_genius_of_babies?utm_source=tedcomshare&utm_medium=referral&utm_campaign=tedspread​

The linguistic genius of babies described by Patricia Khul illustrates how the ease of language learned by a baby with their research. A mother in India speaks Koro which is the language of her area, she talks to her baby using Koro language. To preserve the local language or commonly called the mother tongue needs to be preserved and talk to the baby itself. When talking to the baby there lays the critical puzzle described by Patricia Kuhl.

Babies and other genius children learn the language of the mother's decline systematically. But after puberty they are far from language learning, this is where the scientists want to be meticulously. Where the period of development of a baby master the sounds used in their language. By studying how the voice is learned, it has a model for language, where there is childhood for social, emotional and cognitive development. We have learned the baby language using the same technique throughout the world that is sound. They train babies who sit on their parents' lap to turn their heads when the "ee" sound changes from "ah" if they do so precisely then the black box is on and the panda pound drum bear, a tool for their research.

Babies around the world distinguish all sounds from all languages, no need what country and what language we use. They can distinguish sounds from our own language, in their research on American babies and Japanese infants tested to hear the words "ra" and "la" which sounds important to English but not to Japanese. If the baby is six to eight months, the baby is really equal. Two months later, something extraordinary happened. Infants in the United States are much better and babies in Japan are much worse, but the baby group is preparing the language to be learned.

The development of baby voice that has been learned is that babies listen to us speak, listening to the mother speak is a universal language used to talk with children. When babies listen to them take statistics on the language they hear, and babies are very sensitive to statistics.

They run a control group on infants at the Laboratory, so groups of babies listen to English and Mandarin, whatever puts in front of them, they will take the statistics and show them learning the language. Baby brain diversions learn the language by using audio to learn their statistics. They see changes that occur in infants if you are in front of the television. And they also have a machine to test the baby that is magneto encephalography.

Knowledge of the baby's brain development undergoes emotional changes while learning to speak, and parents have interventions for children who have difficulty learning. In investigating the child's brain, we reveal the profound truth about what it means to be human, and in the process we can help keep our own mind open to learning our entire lives.

Don’t insist on English by Patricia Ryan (2010)

TED Talk

https://www.ted.com/talks/patricia_ryan_ideas_in_all_languages_not_just_english?utm_source=tedcomshare&utm_medium=referral&utm_campaign=tedspread

 

In the video Patricia Ryan talks about some languages ​​that have been lost. He lived and taught in the Bay for 30 years. At that time he saw many changes regarding English as the language of globalization of the world.

He tells his friend who teaches in Abu Dhabi, who takes his students to the garden to learn natural vocabulary. The students learn all the words of the local plants to use them for personal use, from which he sees to learn the language needs to be across the generations of their grandparents.

English as an indisputable language in the world, English is related to the many changes that occurred in the Gulf as he taught there. Patricia Ryan and with 25 of her friends at Recruit by the British Council, and they are the first non-Muslims to teach in Kuwait's state-run school. They are brought to teach English there, because the government wants to modernize the country and to empower its citizens through education.

Patricia sees teaching English as a profitable practice to become a big international business, not just foreign languages ​​in the school curriculum and there is no dominant English language as a mother tongue that has been bandwagon into English on Earth. Yes why not, because English is the best language in the world. Studying English is one of them for education at universities in the UK and America, so everyone wants to have an English education naturally.

Being an English teacher is like a gatekeeper, must teach English well enough. And how to teach about research in English, books in English and journals in English, but only delft-fulfilling prophecy is only a requirement for English. And about the translator of the golden age of Islam who translated from Latin and Greek into Arabic, Persian translated into German from European and Romantic Language. He likes that English is a global language, and he does not use other languages ​​as the obstacle course of all.

For the world does not have to pass English test to be able to speak English, because the TOEFL test is from England for American test. Now the test is exploding, and there are many other English tests and tests. Millions of students take the test every year. Recently he saw education "The Great Divide" and find out why everyone wants to focus on learning English. They want to give children the best chance in life. And to do that, they need western education.

SUMMARY KOMUNIKASI PEMASARAN

CHAPTER 11

Evaluation of Media: Television and Radio

Advantages of Television Advertising​

Some advantages of television advertising include the following:

• Television reaches very large audiences – usually much larger than the audience your local newspaper reaches, and it does so during a short period of time.
• Since there are fewer television stations than radio stations in a given area, each TV audience is divided into much larger segments, which enables you to reach a larger, yet, more diverse audience.
• It has the ability to convey your message with sight, sound and motion, and can give a product or service instant validity and prominence.

Television always has been a popular medium for large retailers, but because of lowered production costs and the ability of cable to reach smaller market areas, its use by small and medium size businesses is becoming more popular. Television is often referred to as the “king” of the advertising media. It has proven its power to influence human behavior again and again. But it is also the “king” of advertising costs as well.

Advantage: Strong Impact

Television advertising uses audio and visual effects to create a lasting impact. Marketers interact color, sound, sight, drama and motion to ensure that their message is strong and persuasive. Additional tactics and props, such as attractive models, elaborative sets, enchanting graphics and audio-visual effects further enhance impact.

Advantage: Mass Coverage

According to an article published in the New York Times, 96.7 percent of American households own television sets. This amounts to more than 300 million people who have access to television. Cable networks, 24-hour programs and satellite channels have further hiked television viewership in the country, making the television a substantially lucrative mode of conveying an advertisement.

 

Limitation: Intrusive

Consumers often bemoan the intrusive nature of television advertisements and find ways to avoid commercials. This limits the effectiveness of television advertising. Consumers either take time out during a commercial to make a trip to the refrigerator or surf programs on other channels. Furthermore, different technological innovations enable consumers to block advertisements all together. The V-chip is a device that consumers can program to block unwanted content on television, including advertisements. TiVo is another similar device that allows users to store television programs without commercials.

 

Limitation: High Costs

Television advertising costs more than other forms of media, such as radio, magazine, newspaper and Internet advertising. Quality commercials are expensive to produce. Typical production costs range between $200,000 to more than $1 million for each commercial, writes William Arens in his book "Contemporary Advertising." Airtime costs are equally high, ranging from $200,000 to $400,000 for a 30-second slot, according to Arens. These costs can prevent detailed messages from being delivered and most advertisements end up being brief and fleeting.