reflective essay

My Own Experience After Known EIT

I have been a student at Tridinanti University of Palembang  for 5 semesters, and over the course of my stay I have grown and learned more that I thought possible. I had taken numerous English courses and though I knew exactly what I was headed for-was I ever wrong. Going through the English program has taught me so much more than stuff about literature and language, it has taught me how to be me. I have learned here how to write and express Technology , how to think for Technology , and how to find the answers to the things that I don't know. Most importantly I have learned how important literature and language are.

According  to my own experience ,from first semester until four semester I din’t know anything about how to make Email, Blog, Internet , and etc. Then using E-tools. I always get someone else to make me something related to Electronic. I feel so stupid when I have to rely on other people to make me Emails, but after I learned EIT , I feel a lot of things that I get and progress towards myself what I get I have been able to create an Email, Blog and using E-tools. EIT make me more creative and able to channel my talent to design something. Using  E-tools that could be a good lesson for me that when I teach later I could use E-tools in the teaching and learning process.

               Indeed , I know that my ability to write and express my ideas, thoughts and knowledge has grown stronger each semester.  The papers I wrote when I first started learn  EIT were bland and short. On the other hand I had been can be using E-tool in my own way. Thank you for my lecturer and my friend which has helped me in learning EIT. English Instructional Technology has changed a novice teachers’ thought that it gave some mode to teach in different way.

final writting

The Importance of Using Authentic Materials in TEFL

       The importance of  using  authentic materials in an EFL classroom is what many teachers involved in foreign language teaching have discussed in recent years. We have heard persuasive voices insisting that the English presented in the classroom should be authentic, not produced for instructional purposes. Generally, what this means is materials which involve language naturally occurring as communication in native-speaker contexts of use, or rather those selected contexts where standard English is the norm: real newspaper reports, for example, real magazine articles, real advertisements, cooking recipes, horoscopes, etc. Most of the teachers throughout the world agree that authentic texts or materials are beneficial to the language learning process, but what is less agreed is when authentic materials should be introduced and how they should be used in an EFL classroom.

       Then, The definitions of authentic materials are slightly different in literature. What is common in these definitions is 'exposure to real language and its use in its own community'. Rogers (1988) defines it as 'appropriate' and 'quality' in terms of goals, objectives, learner needs and interest and 'natural' in terms of real life and meaningful communication (p. 467). Harmer (1991), cited in Matsuta (n.d., para. 1) defines authentic texts as materials which are designed for native speakers; they are real text; designed not for language students, but for the speakers of the language. Jordan (1997, p. 113) refers to authentic texts as texts that are not written for language teaching purposes. Authentic materials is significant since it increases students' motivation for learning, makes the learner be exposed to the 'real' language as discussed by Guariento & Morley (2001, p. 347).

    In addition,  the main advantages of using authentic materials are (Philips and Shettlesworth 1978; Clarke 1989; Peacock 1997, cited in Richards, 2001): (1).they have a positive effect on learner motivation. (2).they provide authentic cultural information. (3).they provide exposure to real language. (4).they relate more closely to learners ' needs. (5).they support a more creative approach to teaching. We can claim that learners are being exposed to real language and they feel that they are learning the 'real' language. These are what make us excited and willing to use authentic materials in our classrooms, but while using them, it is inevitable that we face some problems.

        Next , disadvantages of using authentic materials are Richards (2001, p. 253) points out that alongside with these advantages, authentic materials often contain difficult language, unneeded vocabulary items and complex language structures, which causes a burden for the teacher in lower-level classes. Martinez (2002) mentions that authentic materials may be too culturally biased and too many structures are mixed, causing lower levels have a hard time decoding the texts. There comes the question of when authentic materials should be introduced and used in a classroom; in other words, can we use authentic materials regardless of our students' level?

      When using authentic materials at which level  Guariento & Morley (2001) claim that at post-intermediate level, the use of authentic materials is available for use in classroom. This might be attributed to the fact that at this level, most students master a wide range of vocabulary in the target language and all of the structures. They also note that at lower levels, the use of authentic materials may cause students to feel de-motivated and frustrated since they lack many lexical items and structures used in the target language. Matsuata (n.d.) states that the use of authentic materials is a burden for the instructors teaching beginning students as they have to spend a lot of time to prepare for authentic materials regarding the ability level of the students.

In conclusion  that learners feel better with authentic materials helping them involve in the 'real' language as long as we, as teachers, provide them with pedagogical support. In order to achieve this, we have a wide range of choices. Martinez (2002) suggests that teachers may use authentic materials for the learners to listen for the gist of the information presented and also he adds that by using authentic materials teachers will have the opportunity to encourage students to read for pleasure especially certain topics of their interest. Matsuta (n.d.) claims that using audio-visual materials aiding students' comprehension is beneficial since it will prevent students especially beginning ones from being frustrated about authentic materials. Materials such as popular and traditional songs will help us to create a non-threatening environment. Guariento & Moley (2001) suggest that authentic materials should be used in accordance with students' ability and adds that suitable tasks can be given to learners in which total understanding is not important. According to Jordan (1997), in the earlier stages, non-authentic materials can be used, but stresses that upon students' dealing with materials from their own subject area, authentic materials should be introduced.

I.                 Introductory Paragraph

              Ø  Topic                     : The importance of using Authentic Materials in TEFL.

              Ø  Main idea              : The importance of using authentic materials in a EFL 

                                                  classroom is what many teachers involved in foreign 

                                                  language.

              Ø  Thesis Statement  : Most of the teachers throughout the world agree that 

                                                  authentic texts or material are beneficial to the 

                                                  language learning process but what is less agreed is 

                                                  when authentics materials should be introduced.

II.               Body Paragraph

        a)     Definitions of the authentic materials

                Ø  According to Roger  (1988)

                Ø  According to Harmer (1991)

                Ø  According to Jordan (1997)

       b)     The Advantages of authentics material

               Ø  Have a possitive effect

               Ø  Provide authentic cultural information

               Ø  Provide exposure to real language

               Ø  Relate more closely to learner’ needs

               Ø  Support a more creative approach to teaching

       

        c)     The Disadvantages of authentic material

               Ø  Contain difficult language

               Ø  Unneeded vocabulary items

                Ø  Lower –level classes

III.             Concluding Paragraph

    In conclusion, that learners feel better with with authentic materials helping them involved in the real language as long as we as teachers provide them with pedagogical support.

                                             

References

Chavez, M. (1988). Learner's perspectives on authenticity. International Review of  Applied  

             Linguistics in Language Teaching, 36(4), 277ff.

Guariento, W. & Morley, J. (2001).Text and task authenticity in the EFL classroom. ELT  

             Journal 55(4), 347-353.

Biography of Lecturer

Biografy of lecturer

Drs. HRM Safruddin, M.Si

Drs. HRM Safruddin, M.Si is a lecturer in Palembang. The best lecturer graduated  which was familiarly called sir SAF ,was born in Palembang ,3 januari 1960. His wife was named Nety Herawati,the only child of a partner R.HM Zein and Nyayu Hj.Nayu. He had four sons called Ismail, Hamdi, Tanzila and Zikri.

He started his study when he was five years old in 1^st Palembang Elementary School (SDN 1 Palembang). He was graduated and he was continued his study in 8 Palembang (SMPN 8 Palembang). Then he continued his study in 3^rd Palembang Senior High School (SMAN 3 Palembang). He finished  and he countinued again for his First Degree(S1) in Bachelor of Arts FPBS- IKIP in Yogyakarta and then he countinued again for his Second Degree (S2) English Education in Yogyakarta too. And finally , he countinued for Prof Pasca Sarjana (S3) in University of Indonesia.

Now ,he works as a lecturer in any University for example: Lecturer in Faculty of Techniq in 1980-1982, AIP, AAP University of Tridinanti, University of Muhammadyah, MDP Rajawali, UIGM, Bina Husada and University of PGRI. He also served as Secretary of Ikatan Sarjana KOSGORO in South Sumatra and became Vice Chairman of Library in South Sumatra. He hasn’t achievment maybe he had forgotten.

In his carrerr, he served as :

·       Leader of Sekretariat AIP Perbankan in Palembang

·       Vice Chairman Director AAP Perbankan in Palembang

·       Leader of Financial Bureau AAP Tridinanti

·       Leader of Library AAP Tridinanti in Palembang

·       Leader of Library in University of Tridinanti Palembang

·       Chairman Language Institute in University of Tridinanti Palembang

·       Chairman of the Department of English

·       PDI FKIP in University of Tridinanti

In conclusion, beside his job ,he is a busineesman or entrepreneur. He has colecting invitations printing.it’s being in front of the Agung Mosque in Palembang. He was very enjoyed with his job. He was very happy and loved it. Drs. HRM Safruddin, M.Si in the best lecturer and entrepreneur. He was born here in Palembang and he lived in Palembang.

Using mobile phone in the classrom

Using cell phones in the classroom when computers are not available (by Fabiana Casella)

Feb 5th, 2014

by Barbara.

                   

Fabiana Laura Casella is a passionate English teacher from Argentina, blessed mother of two, and very interested in ELT, Education, Literature, History, Psychology, Music and being a Connected Educator. She has been teaching English to all levels of children, teenagers and adults since she got her Bachelors Degree in Teaching English as a Foreign Language. Between 2001 and 2008, she moved to the United States with her family, where she taught Middle and High School ESL and High School Spanish. Fabiana believes that getting involved in social media and staying in touch with educators around the world has made her grow as a teacher tremendously. You can follow Fabiana on Twitter (@FLCasella) and learn more about her class projects on her blog.

Fabiana  wanted to share her job with other schoolls. Internet and technology in class has made major changes in daily teaching experience. She got a message from a friend and had the opportunity to write the idea of high-tech at the low tech. He felt proud and have the support.  The first she started at a school that does not have a computer or tablet in the classroom, there is only a laboratory used for computing its class. So when he decided to ask parents and students agree with the use of cell phones or smartphones. They answer  "yes" Why not ". Actually they are very supportive, and she taught about how to open an account in Edmodo in order to protect your identity online students, with this she can invite her students  download Edmodo and could join her group but mostly some students can not log in with ease, and the students help each providing instruction in the English language support and use the target language outside the classroom context .Since they started using phone her in class her students and she has been working on interesting projects and education together with other teachers and students throughout  in world. In March 2013, I decided to start studying a Specialization in Education and ICT delivered by the Ministry of Education, so now I have a much more “formal” tuition. “If there is a will, there is a way” is one of my favorite English proverbs, and I believe that this is especially true in teaching.

Resources

http://www.teachingvillage.org/2014/02/05/using-cell-phones-in-the-classroom-when-computers-are-not-available-by-fabiana-casella/

'' Plus  and Minus Integrating Technology into the English Classroom "

1. plus of Integrating technology into the english classrom

 I suppose we must, as a future primary school teachers, to know the mode of operation thereof. This reality challenges us more, because teachers modify their learning in relation to educational technology. We must, as soon as possible, to face this reality. Even today, we can see that some educators do not include little or virtually no ICT in their teaching. The reason for which they do not use them, is possibly because they do not yet see the value. That’s why the company should provide new markers to better understand the future generation.The computer allows students to have access to more comprehensive sources of information. They learn basic skills related to information retrieval. In class, the teacher and the manual are not the only sources of information. Several choices are available to them. Moreover, the integration of tics in the classroom can allow us, as a future teacher, to instruct students and to socialize more with respect to websites.There are many advantages to integrate information technology into the classroom. The constant evolution of these allows us to consider options for future primary school teachers. Of course, one must own and know the use that we can do in the classroom since have sophisticated tools. It is essential to make good use in our classes, because the technologies are the next generation. Educate and socialize students, is it not the primary mission of the school? I think so, and that is why I agree with the integration of these tools in schools. Moreover, the use of ICT has had many impacts on students. According to researchers, they improve the motivation and the pleasure of learning from some things they know well.

2. Minus of integrating technology into the english classroom

Teachers may have difficulty in relation to the integration thereof. They ask some préparation.Celle must be strong so that children do not use technology for purposes other than education and learning. The teacher must have control at all times on the navigation of students during school hours. It can make them understand that all websites are not reliable or acceptable. In short, students need to make better use. When writing on the computer, it can not be two people at once. Therefore, the integration of technology has its limits.

To conclude, I strongly believe that the integration of educational technology and communication is a good way to attract the interest of young students. With all kinds of tools, we are able to control what children are doing but we must keep a constant watch for it does not use their technological tool inappropriately during school hours. There, with the constant evolution of these, the advantages and disadvantages to using them. We must still, as a teacher of primary education at all times on new technology compared to what’s coming in the future generation as it is almost here.