FINAL TASK 2 ( explain about software)

Sukmawati lestari

PBI 4

20401108099

Explain about my software

HAI ....!!! HOW ARE YOU ...?
    In this opportunity, I'll Share TALKIT Software. Namely Software to learn and practice pronunciation (PRONAUNSATION) in English language pronunciation is issued as a stranger. we just want to type a word we say. WHAT ARE ......!!! and this software to directly read from his voice.lebih NATIVE SPEAKER, So, for my friends who want belejar proper English pronunciation (Pronaunsation), software is very suitable for the guide, to be more fluent in english pronunciation ... !

 This is software is offline so u can be use whenever without internet connection. And more easy to used it, Just type a word you want say..

FINAL TASK 1( RESUME OF CALL )

SUKMAWATI LESTARI

PBI 4

20401108099

 FINAL TASK  CALL (RESUME)

Call in the broad sense used for any attempt or effort that involves computers. What-what is there in the said computer what is the use of computers. in language teaching and a number of ways to the field of CALL conceptualized, is to share or use a computer in accordance with the functional role of the teacher who popularized the concept since the year (1997). A program or a flashcard vocabulary in grammar exercises which represent the use of tutors. Where a computer has a function in several ways. language learning activities involve a word processor, email program, or each machine like google will represent the use of tools, where the computer does not have more functions.

Call already there in 1960 with a mainframe-based and practice, especially those based on the PLATO system Universuty Illinois. What remains is a benefit to learn the language outside the university. Until the spread of the micro to the educational setting in the early 1980s. Early programs were written by the developer of teachers in the Apple II, IBM PC, and the BBC computer, and often distributed for free programs, commercial. If available, usually quite expensive but generally more stable and technically. There is some work being done by an interactive laser disk over time that provides functionality for multimedia. traditional language laboratory to begin to answer the computer lab will be dedicated to learning the language, which is a trend that continues today.

The scope of CALL is as follows:

·          A researcher: the second language acquistion, human computer interaction, what works for CALL.

·          As consumers of CALL software to use web development classes or activities to the work program.

·         As a director, helping students find and use the CALL materials or additional web resources.

·         As a manager of computer-mediated communication between learners within and outside the classroom.

·         As a software developer or web, either from scartch or add new marerials to exist for the template.

·         As a coach to help students develop software, web sites and general computer literacy.

·          As an expert for your Liaison program, help teachers and administration with the implementation of the call.

·          As a professional consultant CALL and external projects, conducting software review journals, making conference presentations, writing papers, interpreting, and applying CALL research and provide input into the field in general.

In CALL we also know the term "courseware". Courseware can be interpreted as referring to the software used to support formal learning courseware bahasa.Didalam practices have been used to refer to everything from complete software that only part of language learning program, or sometimes a small supplementary or optional parts. we will use the term interchangeably with tutorial software to include software that is designed in the language learning process.
It turned out that after learning more about CALL I got a lot of knowledge and terms in the previous CALL I do not know. So many functions and usefulness of this study CALL, do I really feel the benefits are great. Some parts of the CALL function along with them as follows:
• Synchronous Text

With synchronous text, or chat, messages in the cream / exchanged in the form of text but in real time. Initial studies are built around the types of CMC chat programs, exchange was part of an integrated environmental system Deadalus writing. Students can conduct a discussion

Sync on the computer using this tool. The theory that illustrates the three functions to perform synchronously teams are:

a.   Production Function: Working together to solve common tasks,

b.    Group Well-being: Maintaining interaction or communication between team / group.

c.   Member Support: Coordination and mutual help in a difficult situation.

• Asynchronous Audio

Asynchronous audio is the interaction that are done as text or interaction with other words it's just chatting in this chat using voice. One example of voice interaction is asynchronous voice messaging services offered by a number of sites in gratis.Dengan use this, the students with their computer just turn on the voice mail can leave a message for others or for the teacher.

The process of communication includes verbal and nonverbal components.components of verbal and non-verbal communication that is:

Components of verbal communication:

1. Intonation

2. Pitch

3. Volume of speech

Component of non-verbal communication:

1. Body language (body language)

2. Expressions (expression)

3. Posture (body postures)

4. Gestures (body movements)

Other than these terms and their functions CALL above, in this CALL we also can find many web. In this CALL we can find various types of web, apart from that we also can understand the Profit and loss WEB it. The disadvantages of the alternative web are as follows:

·         Text of this web-based material is sometimes not easy to read as an ingredient in paper format because the font color and background options.

·         Voice and video sometimes take noticiable to accelerate the transfer, even on fast connections. new forms of streaming has improved dramatically, but this website still does not ROOM-responsive as a CD, DVD or hard drive on a TV or other digital video recording.

·          Sites and applications that used to be free and only supported by the text ads that can easily overlook that require subscription fees increangsingly (so you do not get their ads), or require users to watch ads before they load the desired material.

·         Not only that, the discussion of this CALL memgetahui some reason we can use the Web for language learning activities, including:

·          Anytime, anywhere (for some)

·         Most of the ingredients in getting it free (free).

·         Language reference and other materials to support learning is now very easy to find.

·         Students and teachers have the same opportunities.

·         Window open culture through authentic materials you have available.
 Some authentic language materials that can be found on the Web are:ü

·         general news sites CNN Such us (www.ccn.com) and the New York Times (www.nytimes.com) have rich have presences.

·          Podcast at (www.podcast.com) and lots of entertainment and news sites.

·         Online video www.youtobe.com http://video:google.com banks.

·          Google news: http://news, google.com. an excellent technique for more advanced students is that they can go to google to find information, find the information interesting and read it, and follow up by reading three or more versions of the news in English from different online sources.

WBLL is a language learning involves the use of the web and exploitation of web materials, resources, applications or tools. WBLL occurred in the activities on the web. Is  one of the important activities are well designed to maximize WBLL language learning activities. WBLL activities that can be integrated into ESL classes, while reporting the results of a project WBLL is explored, selected and developed the Web activities for ESL learners and investigate the usefulness of the Web activities in ESL classes. The types of activities in WBLL ask are:

·         Pre-created web adopt interactive language exercises that have been made by others and are easily accessible on the web.

·         The task of web-based activities utilizing a variety of web resources for authentic communication, information, collection, and problem solving tasks.

·         Teacher-made using a specially created web activities modified the language practice by classroom teachers themselves for their own students.
Next we will discuss how the skills taught before we are in for using a computer. There are some skills that need to be noticed among them as follows:

·          listening skills is a promising potential for the development of this CALL. Since competence has good multimedia audio and video standards and that the possessed teleh have different meanings assistive technologies such as text and even translation.

·         Skills to speak, in terms of direct practice talk, recent developments on the web has made it possible for sites that allow the sound image to students and teachers to berinteraks Internet in distance education programs.

·         The skills of reading, in the early days of CALL, software designed to improve reading skills in order to transfer the tasks in web forms. More recently, reading digital is becoming more and more of the public.

·         Writing skills, is a revolution for all people with a word processor, and the addition of spell checkers have been quite helpful. writing skills are also taught as a general distance education using the internet.

·         Practice grammar was probably the initial use of CALL.

Pronunciation

·         Vocabulary, this activity has been around since the early days of CALL in the form of an electronic card.

·         Culture, this is a huge area to teach foreign languages ​​in which authentic cultural material accessible on the web.

·         Practice activities, select one of the skill areas of great interest to you. after reviewing some of the sources mentioned above, find some other sources on your own website and complete for their potential to integrate into or complement your classroom activities.

The CALL is learning how to increase First of all that should be done is to master all the skills to listen, read, write and so on. With a good mastery of us will be easier to operate a computer. However, do not get out of that perseverance and tenacity also become a factor for increase potential in computer operation. In my opinion, so far, that's a good way to improve the quality of learning that is to understand it first and then apply it.

                                          

Critical Analysist’s

                                       Prespective of Technolog

                                             As not Neutral

Take the perspective of researching technology futurist technology that has undergone changes to make predictions about things to come. Futurists such as getting a reputation for their interpretation of the purpose and results of the project developed within the framework of artificial thought in the middle of 1990 in a single text introduce example the authors state that the ultimate goal of this research is to develop people who are humble and potential. Some statements are more modest goal is to make computers more useful and allow it to provide more potential.

         Skill oriented language teaching remains a common approach for classes as well as for self learning and computer assisted language learning is no exception. Many of these are for free, but like everything else that’s free on the web, the sites need to be looked at carefully for their pedagogical value. Once you understand what they do, try to judge their fit to your potential students and your own  teaching approach. You can also use them to get ideas for your own future CALL materials development.

·         Listening

Listening is potentially  one of the most promising areas for CALL development. This is because multimedia computing has everything standard audio and video  have with the addition of a variety of meaning technology  such us text support, hyperlinked glossaries, and even translations.

·         Speaking

In terms of direct practice of speaking. Recants development of the web have allowed for voice chat sites which make it possible for learners and teachers to interact through the internet in  distance education course.

·         Reading

In the early days of CALL, reading software was designed to improve skills in order to transfer them to paper materials. More recently, reading in digital form is becoming more and more common.

·         Writing

Writing has revalorized for everyone with word processing, and addition of spell checkers has been quite helpful. Grammar and style checkers are much less useful to date, and using a thesaurus can be counterproductive if students’ aren’t trained in their limitations. Writing has also been a common skill thought as a course through distance education using the internet.

·         Grammar

Grammar practice was perhaps the earliest use of CALL.

·         Pronunciation

·         Vocabulary activities have been around since the early days of CALL in the form of electronic flashcard.

·         Culture

This is a huge area for foreign language teaching, where authentic culture materials are readily accessible through the web.

·         Practice Activity

Select one skill area that particularly interest you. After reviewing some of the sources mentioned above, fin several other web sources on your own and review them for their potential to integrate into or supplement your class activity.

                   So far we have been going through this course with the implicit assumption that CALL works, that teaching language using computers in some way makes learning “better”. But what exactly is “better?” here are some possible interpretations:

·         Learners pick up language knowledge or skills faster or with less effort (learning efficiency)

·         Learns pick up what is targeted, retain language knowledge or skills longer, and/or learn more of what they need (effectiveness)

·         Learners can get materials or experience interactions that would otherwise be difficult or impossible (access)

·         Learners can learn with more or less equal effectiveness across a wider ra in it more of times/places (convenience)

·         Learners enjoy the language learning process more or are willing to engage in it more (motivation)

·         Learners require less space, less teacher space, less teacher time, or less expensive materials (intuitional efficiency)

Research has continued in all areas of CALL but recently has focused on several identifiable areas, such us:

·         Computer mediated communication; especially, interaction in synchronous chat settings and in tandem settings.

·         Visual text and sounds annotation to promote comprehension and vocabulary acquisitions

·         Effectiveness of online collaborative and constructivist activities, including development of communities.

CALL has given us some amazing possibilities for improving language learning. However, these possibilities create a problem. Absent a teacher, students using computers are typically given more control over their own learning. Due to the newness of computer environments and the range of choices in my CALL applications, they are arguably unprepared to take on this responsibility. The result is that students may not use the computers in ways that are effective for achieving language learning objectives, and it is even less likely that they will use them in ways that are most effective.

Technical Training

Training can be divided at least into two areas: technical and pedagogical. Technical training naturally includes general computer literacy (which can be a major issue or not depending on your setting and students), but of greater interest here is learning technical skill and knowledge of particular value to language learning.

Pedagogical Learning

In a2004 paper (Hubbard, 2004), I make a case for giving training not just on technical aspects but also on pedagogical ones, that is, how to use the tutorial software or tool effectively to meet specific learning objectives. To this end, I offer a set of five principles for learner training summarized below: 

·         Experiences CALL yourself.

·         Give learners teaching training.

·         Use a cyclical approach.

·         Use collaborative debriefings.

·         Teach general exploitation strategies.

Of course, in order to be effective at training students, it is necessary to thoroughly do analyze the software, task or activity you are assigning. You need to be sure that you can make the connections between given actions and learning objectives before you can expect your students to do so on their own.

 

CREATIVE WRITING

Creative Writing Activities for Short Stories

1. Color Coded. Ask students to write a short story that begins with the word "blue," and in which the first word of every paragraph is a color. Use the "color word" only once in each paragraph, but suggest the colar in as many ways as possible. For example: The world had turned grey. Nothing but mud and asphalt surrounded the unpainted house, little more than a box made of concrete blocks. Charlie, dressed in faded work pants, rubber boots, and a thick wool sweater, steadied himself with a hand on the top rail of a weathered cedar fence. Behind him, nothing but ash-coloured sky, bare trees, and plumes of smoke belching from the factory in the distance. A lone sparrow rested on a branch, one beady eye watching.
2. Turn a poem into a short story. A poem uses tight language to convey emotional or intellectual ideas in an imaginative and new way. A single poem can provide a rich source of creative writing ideas for fiction writers who can use specifics in the poem as a starting point for a narrative. Using the poem of their choice for inspiration, have group members create a character, a setting, a situation, and a character goal, from the poem and write a short story. For example, a whimsical visual poem by the late poet bp nichol contains only two words, blob and plop. If you write the word blob, draw a line under it and align the word plop under it, the visual suggestion is that of the word blob reflected in water, and overturned, to plop. (It's a clever little poem that has to be reproduced visually for its full effect.)
   What sort of character do these two words suggest, in what setting, and what situation? What would a character in this setting and situation want more than anything else, and what obstacles would he or she have to overcome to attain that goal? With these components or ones inspired by a more conventional poem, individuals may construct a story.
   
3. Dictionary Detail. A somewhat easier creative writing activity is to have each individual choose ten random words from a dictionary and use them to suggest a character, a setting, and a problem. Put the character into a situation where the problem is not easily overcome and write a short story.
   
   
4. Unusual Sretches Often ideas come when strange or contradictory words or phrases are strung together. When you use this creative writing activity, provide a list of mixed nonsense proverbs and have students literalize them and write a paragraph on whichever one fires their imagination. Explain that the paragraph needn't be perfect or polished but should "free their muse."

   [a] Beauty visits once a year.
   [b] Bad news is the best medicine.
   [c] Silence makes the heart grow fonder.
   [d] Strike while the head wears the crown.
   [e] A rolling stone is worth two in a bush.
   [f] Uneasy lies the head that gathers moss.
   [g] A penny is the mother of invention.

   Creative Writing Activities for Dialogue
   
   
5. Persuasive Dialogue. Dialogue needs some form of tension or suspense to hold reader interest. Sometimes suspense is created intrinscially, as when readers know more than the character, and sometimes it is created extrinsically, through character conflict. Imagine two characters. One wants to do something and the other does not. Or one wants something the other has. Write a dialogue between these two characters, where one character is determined not to give in to the other, to create extrinsic tension.
   
   
6. Argumentative Dialogue. Dialogue simulates real conversation, it is not an exact copy. Dialogue must be pared back to remove redundancies, mistakes, and filler words. To illustrate this, pair individuals off and provide each pair with a subject of debate. Whichever side one's character will take, the other's must take the opposing view. Have each pair politely and respectfully debate their subject for five or ten minutes. When the time is up, have each individual transcribe the dialogue as closely as possible. Then have them remove all niceties such as please and thank you, any repetition, all filler words, etc., to capture the essence of the argument rather than the argument in its entirety. When they have finished, have both members of each pair read their transcriptions aloud to see how the accounts differ. If you have time for a "Part II" to this exercise, have each pair revise their dialogue set to include "beats," or the the "action tags" that show the small actions characters take as they engage in dialogue.
   
   Creative Writing Activities for Character Development
   
7. Know Your Characters. This exercise may be used in pairs or small groups and is designed to test how well each writer knows his or her characters. Have a writer ask the person next to him a question about his or her protagonist. This individual will answer the question and then ask a question of another person, who will answer and ask a question of someone else. During this creative writing activity, encourage group members to ask questions that reveal character, rather than only questions about appearance. For example, someone might ask "How does your character express anger?" or "Has your character ever shoplifted?"
   The answers may be kept short or, if you have time, answers may explain the "why" of the response, such as "My character suppresses his anger because when he was a teenager, in a fit of rage, he slammed the car door as hard as he could and caught his dog in the door as the dog tried to jump out after him. This broke his dog's spine, and the animal had to be put to sleep. Ever since, the character avoids confrontation, and when faced with the anger of another turns pale and stutters."
8. Memorable Characters. An individual in the group names a character from a book or short story and explains in detail what made this character memorable. Then, using word association, the person next to him or her picks up on something the first individual said, tells the group what triggered the association, and then names another character, providing a similar explanation.
   
   
9. Name That Character Give each small group or pair a photograph of a person. The photographs can be close up headshots, distance shots, or activity shots. Ask each group to suggest a name for the character, based on whatever they can learn or intuit from the image. The groups should discuss this for several minutes and then choose a spokesperson to present the group decision to the class with an explanation of why they chose the name they did.
   
   Creative Writing Activities to Encourage Dramatization (Show Don't Tell)
   
   
10. Show and Tell Learning to "show" rather than "tell" is an important writing skill, but showing is not always appropriate, and there is also a place for narrative summary, particularly between active scenes. Discuss the appropriate use of dramatization and narrative summary, and provide students with an example of each. Then present individuals or small groups with a statement that inappropriately "tells," such as "Jane was angry with her father." Have them change the telling into active showing by writing a passage that first dramatizes the statement. Then have them summarize the same passage in vivid and appropriate detail. When everyone has finished, have each individual or a member from each group read the passages aloud to the entire class or workshop.
    
    Creative Writing Activities for Setting or Description
11. Everything but the Eyes Many of us are visually oriented. We forget that others may respond equally well to a sense of smell or hearing. Ask writers to describe a place of importance to them using sensory details of taste, smell, hearing or touch. Anything except the visual.
    
    
12. Photo Shuffle This exercise encourages vivid description and also illustrates how perception will vary from person to person. Have each member in the class or workshop bring in a photograph or image, along with a short written passage describing what the image signifies to the individual. Collect the images, shuffle them and pass them out, so that no one has the image with which he or she arrived. Now have each person write a passage that describes the subject or event shown in the photo and what it signifies. Then have each individual read his work aloud. Following this, ask the owner of the image explain what the photo meant to him or her.
    
    
13. Skimping on Adjectives
Creative writing instructors often caution against using too many adverbs, but adjectives too can become problematic if overused. To combat that, have students or workshop members perform a simple creative writing activity: Describe something in detail without using adjectives. Note—the use of color is permitted.

Creative Writing Activities That Put the Focus on Diction


14. Consider the extraordinary sentence below, by Vladimir Nabokov, from his novel Pnin. The brook in the gully behind the garden, a trembling trickle most of the time, was tonight a loud torrent that tumbled over itself in its avid truckling to gravity, as it carried through corridors of beech and spruce last year's leaves, and some leafless twigs, and a brand-new, unwanted soccer ball that had recently rolled into the water from the sloping lawn after Pnin disposed of it by defenestration. (p.108)
    Ask students to name the ways this sentence imitates or draw parallels with the brook it describes?
15. Word String Good diction can make the difference between an ordinary piece of writing and a spectacular one. This exercise is designed to have individuals notice the language used in a piece of writing and encourages them to expand their own repertoires. Distribute a short story to everyone in the group and have them read it. Ask them to make an A-Z list of appealing words from the story, one word for each letter of the alphabet. When everyone has finished, suggest a starting word, and have someone choose a word from his or her list that begins with the final letter of your original word. Have each person in turn add a word that begins with the final letter of the word that came before it. Alternatively, have them create a piece of flash fiction one word at a time, with each student contributing where possible.
    
    
16. Alphabetical Sentence To spark new and unusual ideas, have students work alone or in small groups to write a sentence where each subsequent word begins with the next letter of the alphabet. For instance: "Acids, bases, compounds" Dorothy explains, "for group homework." Instantly jaded, knowing long monosyllabic nonsense oozes, pupils quickly revolt.
    Have students go on for as long as they are able (X,Y, Z can get a little tricky), and then if you like, have them work in the reverse direction. Or ask them to use the idea, setting, or character that resulted to write a short piece of fiction. Such limited constraints will sometimes yield fresh and surprising concepts or descriptions.
    
    
17. Removing Stale Similes To inspire fresh language and avoid phrases such as "melt like butter," "fresh as a daisy" and "slippery as an eel," make a list of the beginning of similes, similar to the example below, and have students complete these phrases with new comparisons that help lift the prose. As cold as __________
    As unpredictable as ______________
    White like a _______________
    As an accompanying creative writing exercise, a discussion of what a simile should not be would have value. Students could choose the worst simile they can find from sites such as The Manbottle. They could then explain to the others why the simile does not work.