Foundation of Literature

Name : Nurasiah Hilmi

NPM : 06211210284

Class : B/IV

Subject : Foundation of Literature (Short Story)

Author : Joan Aiken

Title : The Green Flash

Year : 1957

Publisher : Dell Publishing Co., Inc

City Publish : New York

Reflection :

THE DREAMER

Mr. Bodkin was considering of a present for his wife birthday. It was pressure cooker or the electric bedwarmer. When he asked his wife about birthday present, Mrs. Bodkin, his wife told him about her dreams. Her dreams which were becoming more and more frequent and occupied a larger and larger part of the domestic scene. Mr. Bodkin felt fairly certain, however that his wife had not yet begun to equate her dreams with her real experiences. If the dreams could be stopped in time, there was a good chance of calamity being averted. I think this story is quite complicated. It’s not easy to understand. I have not yet heard the same story like this.

Unit 7 (Blogs, Wikis and Podcasts)

Name : Nurasiah Hilmi

NPM : 06211210284

Class : B/IV

Subject : Media Pembelajaran Bahasa Inggris

Blogs, Wikis and Podcasts

· Social Software

Blogs, wikis and podcasts are all examples of social software, computer tools which allow people to connect, to communicate and to collaborate online. All of these tools are easy to set up and use, with no specialist technical knowledge required. These tools engender a sense of social responsibility, with learners working collaboratively on content. Also, the public nature of the content created using these internet tools ensures that accuracy and appropriacy become more important to learners.

· Blogs in Language Teaching

Blog used in education are known as edublog. An edublog can be set up and used by a teacher, by individual learners or by a class. A teacher may decide to use a blog to provide their learners with news and comments on issues, extra radign practice or homework, online links, a summary of a class for learners who were unable to attend, study tips and so on. A teacher may encourage their learners to each set up and maintain their own individual blogs. Learners can be asked to post to their blogs once or twice a week, or however often the teacher judges convenient, and content can range from comments on current affairs to descriptions of daily activities.

· How to Start Using Blogs with Learners

1. Setting up a sample blog (1-2 hours)

2. Setting up student blogs (1 hour)

3. Posting to and visiting blogs (1 hour)

4. Follow up (2-3 hours or several lessons)

· Wikis in Language Teaching

A wiki lends itself especially well to collaborative writing. The mechanics of using a wiki are relatively simple: Learners can add new pages to a wiki, as well as edit previous entries/pages. One of the advantages of a wiki is that when a web page in a wiki is edited, changed or even deleted by mistake, previous versions of the page are automatically saved.

· How to Using a Wiki with Learners

1. Preparation before lesson (approximately 30-60 miutes)

2. Description (approximately 1 hour)

3. Corrections (approximately 1 hour)

· Podcasts in Language Teaching

There are two main uses of podcasts in teaching. Firstly, learners can listen to podcasts made by others and secondly, they can produce their own podcasts. The language teacher can direct their learners to podcasts already available on the internet, for self-study purposes, or even use them for listening in class via a computer. These can be EFL/ESL podcasts made especially for learners, such as those found at the Englishcaster directory or authentic podcasts.

· How to Create Learner Podcasts

1. Setting up a podcast page (approximately 30 minutes)

2. Creating learner podcasts (approximately 45-60 minutes)

3. Listening to learner podcasts (approximately 45-60 minutes)

4. Follow up (3-4 subsequent lessons)

Foundation fo Literature

Name : Nurasiah Hilmi

NPM : 06211210284

Class : B/IV

Subject : Foundation of Literature (UTS)

Title : Right on Time

Author : Pauline Mclynn

City Publish : London

Year : 2002

Publisher : Headline Book Publishing

Page : 343 pages

Intrepid private eye Leo Street is on the trail of an adulterous husband when her clapped-out car causes her cover to be blown. It’s time to draft in Ciara Gillespie, the teenage tear away whom she befriended on her last case. At first, Ciara’s methods of surveillance leave a lot to be desired, but soon she is unearthing the secret life of an obstetrician who likes to of able in genetic ingathering with Ciara in control, Leo’s free to pursue other matters, such as who is making anonymous phone calls to her friend Maeve, and why there is pandemonium at the local crèche. Then she accepts an invitation from Andy Raynor – an old flame she is never fully extinguished – and sparks begin to fly.

Name : Nurasiah Hilmi
NPM : 06211210284
Class : B/IV
Subject : Foundation of Literature

Longing by Matthew Arnold

Come to me in my dreams, and then
By day I shall be well again!
For so the night will more than pay
The hopeless longing of the day.

Come, as thou cam'st a thousand times,
A messenger from radiant climes,
And smile on thy new world, and be
As kind to others as to me!

Or, as thou never cam'st in sooth,
Come now, and let me dream it truth,
And part my hair, and kiss my brow,
And say, My love why sufferest thou?

Come to me in my dreams, and then
By day I shall be well again!
For so the night will more than pay
The hopeless longing of the day.

Reflection

This poetry has content about the man who had longing to has someone special in his life. He dreamed the woman whom cares about his fate. He always hopes every time. He always hopes the woman of his dreams will come in his life. But unfortunately, his longing was hopeless. I think this poetry is easy to understand. The content of this poetry is simple and common. The content of this poetry has similarity with the fate of my friend. He wants to have a girl friend that can fill his days. But he just hopes. He didn't try to seek his love. He is shy and he wasn't has bravery to try it. And up to now, he doesn’t get the woman of his dreams.

Biopgraphy of Robert Louis Stevenson

Name : Nurasiah Hilmi

NPM : 06211210284

Class : B/IV

Subject : Foundation of Literature (UTS)

Biography

Of

Robert Louis Stevenson

Stevenson was born on November 13, 1850 in Edinburgh as the son of Thomas Stevenson, joint-engineer to the Board of Northern Lighthouses. Since his childhood Stevenson suffered from tuberculosis. In 1867 he entered Edinburgh University to study engineering, but changed to law and in 1875 he was called to the Scottish bar. During these years his first works were published in The Edinburgh University Magazine (1871) and The Portfolio (1873). Instead of practicing law, Stevenson devoted himself to writing travel sketches, essays, and short stories for magazines. An account of his canoe tour of France and Belgium was published in 1878 as An Inland Voyage, and Travels With A Donkey In The Cervennes appeared next year. In 1879 Stevenson moved to California with Fanny Osbourne, whom he had met in France. They married in 1880, and after a brief stay at Calistoga, which was recorded in The Silverado Squatters (1883), they returned to Scotland, and then moved often in search of better climates. Stevenson became famous with the romantic adventure story Treasure Island, which appeared in 1883. Among his other popular works are Kidnapped (1886), The Strange Case Of Dr. Jekyll And Mr. Hyde (1886) and The Master Of Ballantrae (1889). He also contributed to various periodicals, including The Cornhill Magazine and Longman's Magazine, where his best-known article "A Humble Remonstrance" was published in 1884. It was a reply to Henry James's 'The Art of Fiction' and started a lifelong friendship between the two authors. From the late 1880s Stevenson lived with his family in the South Seas, in Samoa. Fascinated by the Polynesian culture, Stevenson wrote several letters to The Times on the islanders' behalf and published novels like The Beach Of Falesa (1893) and The Ebb-Tide (1894), which condemned European colonial exploitation. Stevenson died on December 3, 1894, in Vailima, Samoa. His last work, Weir Of Hermiston (1896), was left unfinished.

USING WEBSITES

Name : Nurasiah Hilmi

NPM : 06211210284

Class : B/IV

Subject : Media Pembelajaran Bahasa Inggris

USING WEBSITE

· Using Website in the Classroom

Using website is one of the easiest and least stressful ways of getting started with technology in the classroom. There is a large and constantly expanding collection of resources on the web, at a variety of levels and covering and amazing array of topics. You can choose from authentic sources or ELT-specific sites, monolingual or multilingual sites, sites with multimedia, or just simple text, for those on slower connections. The web is a source of content which can be used as a window on the wider world outside your class, and is-of course- a readily available collection of authentic material.

· ELT Website or Authentic Website?

There are plenty of ELT websites which provide content that your learners can use, for example language practice activities they can do on their own. They provide valuable opportunities for more controlled language work and are often a great help to learners who need to brush up on certain aspects of the language or to prepare for an exam. Such sites are often ideal for homework, access to the internet permitting.

· How to Find Useful Websites

There are three basic ways of searching on the internet:

1. Search Engines
2. Subject Guides
3. Real Language Searches

· How to Evaluate Websites

There are various standard criteria for judging websites which can serve as a starting point for your evaluation:

1. Accuracy
2. Currency
3. Content
4. Functionality

· Planning Lessons Using the Internet

Planning a web-based lesson, rather than one where the web content plays an ancillary role is not intrinsically different from planning a more traditional one. We like to divide a typical web-based session into three parts (www): warmer, web, what next.

· Working with Lower Levels of Language Proficiency

A familiar worry for lower levels is how much of a given text the students will understand. Lower-level learners often feel they have to understand everything and this will lead to problems, if not dealt with beforehand.

Choosing the right websites can go some way towards raising their comfort levels, though you may need to have shorter lessons than the higher level one described above. Websites which are more suitable for lower levels will include:

1. Websites with simple, clearly presented text.
2. Websites with non-linguistic data which is easy to interpret.
3. Websites with visual – a task can based around the visuals only.
4. ELT websites, where the content has been written, edited and prepared with this audience in mind.

· Web Teaching Dos and Don’ts

Planning carefully and adopting a structured approach to the way you use websites in the classroom should give you the confidence to try out different ways of introducing your learners to internet content.

Most of the time you will be using websites to provide your learners with knowledge and content which they perhaps do not know, or would normally not have access to, or to supplement more traditional course materials. This can be highly motivating for them, leading to more language production and a higher stake in the success of the class.

It is worth bearing in mind that it is not necessarily the ‘all-singing, all-dancing’ websites – ones with a lot of animation, video, audio or other multimedia content – which will be of most interest or use in your classrooms. Don’t discount simple text-based websites which might be very beneficial in your own context. Apart from anything else, they are less likely to malfunction or cause problems when you go top use them.

Reflection

Name : Nurasiah Hilmi
NPM : 06211210284
Class : B/IV
Subject : Foundation of Literature


Tittle : Markheim
Author : Robert Louis Stevenson


The story involves mysterious stranger who may be the devil. It is also possible that the stranger is an angel, come to turn Markheim from his crimes (or to save the life of the servant). Or it may be that Markheim is overridden with guilt, and only imagining the stranger, who may be a manifestation of Markheim's own conscience. I think the story is good as the matter of introspection for ourselves. I myself has experience, I sometimes even often imagines the stranger come to me, who is manifestation of my conscience. Because of it, I can realize my mistake.

Word Processors in the Classroom

Name : Nurasiah Hilmi

NPM : 06211210284

Class : B/IV

Subject : Media Pembelajaran Bahasa Inggris

Word Processors in the Classroom

1. Why used word processors?

Yet word processors can be used in many inventive ways, by both teachers and students. Teachers can prepare, create, store and share materials for their classes by using a word processing program, and learners can use a word processing program both in and outside the classroom, to practice writing skills, grammar and other language points, as well as to present their work. Also most teachers and learners these days will be familiar with the basic functions of a word processing program, and know how to create, save and store documents, which makes a program like this a good starting point.

A lot of the activities we will be examining here envisage one or two learners to a computer, but with some thought they can be adapted to the single-computer classroom, or assigned as homework if your learners have access to computers at home.

2. Word processors for teachers : creating materials

· Inserting images and links

Two of the things you will probably want to do when creating materials are to incorporate images into your worksheets to brighten them up, and to include links to websites which your students can go to for further research or practice.

· Creating forms

A form is a word document which has interactive elements in it, resembling closely the kinds of simple exercises you might find on the internet. These elements can include (among others) drop-down menus for making choices, text entry fields where your learners can type in text, and buttons to select one of a set of choices.

Forms can be very useful for making collections of basic exercises, and are a solid introduction to the more complex area making web-based interactive materials. The advantage of creating activities using forms is that it is simple. The disadvantage is that you cannot build in feedback to your students.

· Using Track Changes

Teachers can use Track changes to provide feedback on a learner’s written work. The learner’s text can be corrected by the teacher using track changes, or comments added suggesting how the learner might improve their own work. Track changes also offer possibilities in term of peer review and correction of written work.

· Using Markin

This is another Windows program that aids the corrections of word processed work from learners. It comes with a series of tools for making up grammar mistakes, spelling errors, word order and other common errors, using a series of abbreviations which will be familiar to most teachers and different colors for different types of errors.

3. Word processing activities for learners

· Using word processors for creative writing

Word processors lend themselves well to creative writing both in and outside the classroom. It includes dictionary, grammar and thesaurus tool. The basic advantage of using word processors in writing activities is the ability to model texts, share texts, produce them collaboratively and engage in peer and teacher editing on a more interactive level. Word processing activities will put the emphasis on the process of writing rather than on the final written product.

· Using word processors for language practice

Word processors are not only capable of enhancing writing skills, but can also be excellent tools for introducing or practicing language. The ability to move words and chunks of text around the page easily can guide learners towards a deeper understanding of how the language works. The ability to undo and redo moves and edits means that experimentation is easier and less time-consuming. When used in conjunction with grammar exercises, word processors can active ‘noticing’ skills, increasing awareness of language structures and encouraging learners to play with the language.

· Further activities

a. Dictation

b. Noticing activity

c. Collaborative writing activity

· Using word processors for presenting work

One final use of word processors to consider is that of encouraging learners to put their word processed documents into a presentation package, possibly as part of a portfolio of their work.

4. Using word processors : considerations

There are some potential downsides to using word processors – not the least of which is working with mixed technological ability classes where typing skills may play a large part in performance anxiety and in the pace at which activities are carried out. Some attention must be paid to not putting too much pressure on your learners to perform too quickly. Trying to introduce too much too quickly into your word processing classes may ultimately make them more challenging than they should be, and frustrating for your learners.

Jacobean Literature

Name : Nurasiah Hilmi
NPM : 06211210284
Class : B/IV
Subject : Foundation of Literature


Tittle : Markheim
Author : Robert Louis Stevenson
City publish : London
Year : 1887
Publisher : Chatto and Windus




Summary :

The story opens in an antique store, where the proprietor (called a "dealer") is complaining that his customer, a shifty man named Markheim, is bothering him on Christmas day. The dealer believes that Markheim is a thief, come to pawn stolen goods. Markheim claims that he has come this time not to sell, but to buy a Christmas present for a woman he will soon marry. Somewhat inredulous but willing to make sale, the dealer presents a mirror. Markheim takes fright at his own reflection, claiming that no man wants to see what a mirror shows him. Markheim is strangely reluctant to end the transaction, trying to draw the dealer into conversation on one pretext or another; but when the dealer insists that Markheim must buy or leave, Markheim consents to buy. The dealer turn his back, and Markheim pulls out a knife and stabs him to death. Markheim searches the dead body for keys and goes to the upper rooms where the dealer lived to look for money. As he searches, he hears footsteps on the stairs, and a man opens the door and asks,"Did you call me?". The stranger is clearly supernatural; he says that he has watched Markheim his whole life. He tells Markheim that the servant has left her friends early and is returning to the store, so Markheim had best hurry. Markheim tries to justify his life and conduct to the stranger, entering into the discussion of the nature of good and evil. The servant returns, and she knocks on the door. Markheim retorts that if he has lost the love of good, he still hates evil, and can still do one worthwhile thing by ending his life. Markheim opens the door and tells the servant that he has killed her master, and he told to the servant “You had better go for the police”.

Technology in the Classroom

Name : Nurasiah Hilmi

NPM : 06211210284

Class : IV/B

Subject : Media Pembelajaran Bahasa Inggris

Technology in the Classroom

v Technology in language teaching

Computer-based materials for language teaching, often referred to as CALL (computer Assisted Language Learning), appeared in the early 1980s. Early CALL programs typically required learners to respond to stimuli on the computer screen and to carry out tasks such as filling in gapped texts, matching sentence halves and doing multiple choice activities. The CALL approach is one that is still found on many published CD-ROMs for language teaching.

As access to Information and Communications Technology (ICT) has become more widespread, so CALL has moved beyond the use of computer programs to embrace the use of the Internet and web-based tools. He term TELL (Technology Enhanced Language Learning), appeared in the 1990s, in response to the growing possibilities offered by the Internet and communications technology.

Although the use of ICT by language teachers is still not widespread, the use of technology in the classroom is becoming increasingly important, and it will become a normal part of EL practice in the coming years.

v Attitudes to technology

A large part of the negative attitudes teachers have towards technology is usually the result of a lack of confidence, a lack of facilities or a lack of training, resulting in an inability to see the benefit of using technologies in the classroom. It is also often the case that teachers may not be fully in control of their work situations. A teacher may want to use more technology in their teaching, but the school may not have the facilities or on the other hand, a teacher may be instructed to start using technology for which they feel unprepared or untrained.

v Implementing ICT in the classroom

If there is only one computer in the classroom, you will need to use the Internet to download and print out materials to use offline with classes. Technology-based activities you can do by printing off materials include: using websites, Internet-based project work, Email keypal project using the teacher's email account, a class blog, etc.

If the learners have very low Information Technology (IT) experience and skill, you need to first find out about your learners' IT skills and degrees of experience, and then start off by using the simplest technologies in the classroom. For learners with zero or very low IT skills, or literacy issues, a good place to start is with simple word processing tasks.

v Skills and equipment for getting started

By reading this book, and trying out the activities suggested with your learners (with plenty of step by step help provided in the tutorials on the CD-ROM if you feel you need it), you should be able to greatly increase your ICT skills set, and to feel a lot more confident about using technology in the classroom.

You will also need some essential equipment in order to get the most out of this book, and to start to implement technology with your learners: at least one computer, an Internet connection, a printer, an audio card in the computer, and a headset for every computer, basic software.

Renaissance Period

Name : Nurasiah Hilmi
NPM : 06211210284
Class : IV/B
Subject : Foundation of Literature (Renaissance Movie)


Tittle : Lady Jane
Year : 1986


Summary :

Upon the death of King Henry VIII, the matter of royal succession throws England into chaos. Anxious to keep England true to the Reformation, John Dudley, a Protestant minister, arranges for the marriage of his son, Guildford (Cary Elwes), to Lady Jane Grey (Helena Bonham Carter), the King's fifteen year-old great niece. Although first hostile to each other, Guildford and Jane soon fall in love. However, their peace is threatened when Henry's legitimate daughter Princess Mary, by his first wife, the Catholic Catherine of Aragon, and her supporters rally around and crown her Queen. The film chronicles, fairly accurately, Jane's growth, during her extremely short reign, from a bookish intellectual to a confident, and politically progressive young woman who refuses to conform to the religious hypocrisies of 16th Century England

Old English Poetry

Name : Nurasiah Hilmi
NPM : 06211210284
Class : IV/B
Subject : Foundation of Literature

Old English Poetry

Beowulf is often referred to as the first important work of literature in English, even though it was written in Old English, an ancient form of the language that slowly evolved into the English now spoken. Most students encountering Beowulf read it in a form translated into modern English. Still, a familiarity with the rudiments of Anglo-Saxon poetry enables a deeper understanding of the Beowulf text. Old English poetry is highly formal, but its form is quite unlike anything in modern English. Each line of Old English poetry is divided into two halves, separated by a caesura, or pause, and is often represented by a gap on the page. Old English poetry often features a distinctive set of rhetorical devices. The most common of these is the kenning, used throughout Beowulf. A kenning is a short metaphorical description of a thing used in place of the thing's name; thus a ship might be called a "sea-rider," or a king a "ring-giver. " Some translations employ kennings almost as frequently as they appear in the original. Others moderate the use of kennings in deference to a modern sensibility. But the Old English version of the epic is full of them, and they are perhaps the most important rhetorical device present in Old English poetry.

Renaissance Literature (Poetry)

Name : Nurasiah Hilmi

NPM : 06211210284

Class : IV/B

Subject : FOUNDATION OF LITERATURE

Tittle : When I was Young and Fair

Author : Elizabeth

City Publish : British

Year : 1533-1603

Publisher : Web Development Group, Information Technology Services

When I was Young and Fair

When I was fair and young, and favor graced me,

Of many was I sought their mistress for to be.

But I did scorn them all, and said to them therefore,

"Go, go, go, seek some otherwhere; importune me no more."

How many weeping eyes I made to pine in woe;

How many sighing hearts I have not skill to show,

But I the prouder grew, and still this spake therefore:

"Go, go, go, seek some otherwhere; importune me no more."

Then spake fair Venus' son, that brave victorious boy,

saying: You dainty dae, for that you be so coy,

I will so pluck your plumes as you shall say no more:

"Go, go, go, seek some otherwhere; importune me no more."

As soon as he had said, such change grew in my breast

That neither night nor day I could take any rest.

Wherefore I did repent that I had said before:

"Go, go, go, seek some otherwhere; importune me no more."

Summary :

This poetry stories about a dainty dame. She is so coy. And she pined in woe. There are many men who want to be her mistress. But she always scorned them all, and she always said to them therefore "go, go, go, seek some other where; importune me no more". At the ed she met fair Venus’ son, the brave victorious boy. And she repented that she had said before.

Name : Nurasiah Hilmi
NPM : 06211210284
Class : IV/B
Subject : MediaPembelajaran Bahasa Inggris

Learning and teaching is the concern of the trained teacher. But learning is a complex process. It can however be defined as a change in disposition; a relatively permanent change in behavior overtime and this is brought about by experience. Learning can occur as a result of newly acquired skill, knowledge, perception, facts, principles, new information at hand etc. Adeyanju, (1997). Learning can be reinforced with learning aids of different variety because they stimulate, motivate as well as arrest learner's attention for a while during the instructional process.
Learning aids are instructional materials and devices through which teaching and learning are done in schools. Examples of learning aids include visual aids, audio-visual aids, real objects and many others. The visual aids are designed materials that may be locally made or commercially produced. They come in form of wall-charts illustrated pictures, pictorial materials and other two dimensional objects. The aids help to maintain student interest and bridge the gap between drill and communication. There are also audio-visual aids. These are teaching machines like radio, television, and all sorts of projectors with sound attributes.
It is interesting to note that a large percentage of trained teachers and those undergoing professional training courses can teach with some of the learning aids. They do so consciously because they know that the use have positive effect on learning outcomes as their cognate experiences during teaching practice supervision reveals. In an on-going action research by investigators in Winneba District, a survey sample of teachers with several years of teaching experience of between (03) and twenty-five (25) years, claim that learning aids improve methodology. They also claim that learning aids reduce their talk and chalk method.
These concepts are equally valid for any learning situation.
a)Using Music in the Classroom
Six years ago researchers reported that people scored better on a standard IQ test after listening to Mozart. You would be surprised at how much music can also help English learners. The use of music in the classroom can make the entire learning process more enjoyable and can stimulate "right" brain learning. Six years ago researchers reported that people scored better on a standard IQ test after listening to Mozart. Other tests soon followed: Rats raised on Mozart run through mazes faster and more accurately. People with Alzheimer's disease function more normally if they listen to Mozart and the music even reduces the severity of epileptic seizures. Just think of all the times you have used music to help you study for tests, think clearly about something, relax from daily stress, etc. If you think about it, using music in the ESL EFL classroom is a pretty logical thing to do considering how helpful it can be to the learning process.
Setting the scene Musically
Using music to introduce an exercise is a great way to activate vocabulary and get students thinking in the right direction. Take a piece of music or song which you associate with a certain activity or place ("New York, New York" sung by Frank Sinatra) and play the first 30 seconds of the piece. You will be surprised at how quickly associations come to students' minds - many more than if you introduced the lesson by saying, "Today we are going to talk about New York City".
A wonderful example of this can be found in any broadcast of "Morning Edition" by National Public Radio. Each story is ended with a selection of music which in some way relates to that story. This music is repeated after a commercial and before the next story. In this way, listeners are subtly encouraged to reflect on the story they have just heard.
"Headway Intermediate", a popular EFL student's book published by Oxford Press, gives another great example of setting the scene musically. Every extended listening is preceded and followed by a short snippet of related music - usually the beginning bars and the final tones of a given piece. These little touches do wonders to add atmosphere to an otherwise familiar classroom setting.
Using Music Selectively To Enhance Concentration
The most important point to remember when using music to accompany learning is that it be an aid to learning and not a distraction. Let me give an example, if your class is doing a grammar exercise and you want to use some music in the background to help students concentrate, choose music which employs regular periods (repeated phrases and patterns) - something like Hayden or Mozart, maybe Bach. Choosing abrasive, disharmonic music will distract students while their brains try to make sense of the disharmony. Choosing something melodic which employs musical patterns will not distract. Not only will this type of music not distract, the regular patterns of the music also help to underline the repetetive nature of grammar.
Another example of using music selectively would be written descriptive exercises in which students need to use their imaginations. You can set the scene musically which will help stimulate their imagination. Let's say students need to describe their life as young children. Ravel's "Mother Goose Suite" playing softly in the background will help them return to those simpler times through its sweet harmonies and simple structures. Listening to Shostokovitch, on the other hand, would put them right off!
Here are some suggestions for appropriate music for different activities:
Grammar - Mozart, Haydn, Bach, Handel, Vivaldi
Imagination exercises (descriptive writing, speaking) - Ravel, Debussy, Satie
Current Situation, News in the World - Rap (for inner cities and their problems), Ethnic Music from the discussed countries (you would be surprised at how many people quickly associate the type of music with a part of the world)
Making Future Plans - Fun upbeat jazz ("Take Five" by Dave Brubeck)
Discussing "Serious" issues - the "serious" Germans: Beethoven, Brahms - even Mahler if you are adventurous!
Use your imagination and you will quickly find that your students will be using their imaginations to improve their English - usually without being aware of it.
b)The Brain: An overview
A visual explanation of the different parts of the brain, how they work and an example ESL EFL exercise employing the specific area.
c)Brain Gym
The brain is an organ and can be physically stimulated to improve learning. Use these simple exercises to help your students concentrate better and improve their learning abilities.
d)Using Colored Pens
The use of colored pens to help the right brain remember patterns. Each time you use the pen it reinforces the learning process.
e)Helpful Drawing Hints
"A picture paints a thousand words" - Easy techniques to make quick sketches that will help any artistically challenged teacher - like myself! - use drawings on the board to encourage and stimulate class discussions.
f)Suggestopedia: Lesson Plan
Introduction and lesson plan to a "concert" using the suggestopedia approach to effective/affective learning.

Media Education

Name : Nurasiah Hilmi
NPM : 06211210284
Class : IV/B
Subject : Media Pembelajaran Bahasa Inggris

Media comes from medium, a way through which one can communicate with the other. So letters, posters, emails, public meetings are forms of media. There is also mass media whereby you communicate with a large number of people, it includes TV, News, internet
Media education is the process through which individuals become media literate - able to critically understand the nature, techniques and impacts of media messages and productions.
Media education acknowledges and builds on the positive, creative and pleasurable dimensions of popular culture. It incorporates production of media texts and critical thinking - decoding, analyzing, synthesizing and evaluating media - to help us navigate through an increasingly complex media landscape. That landscape includes not only traditional and digital media, but also popular culture texts such as toys, fads, fashion, shopping malls and theme parks.
Media education isn't about having the right answers: rather, it's about asking the right questions. Because media issues are complex and often contradictory and controversial, the educator's role isn't to impart knowledge, but to facilitate the process of inquiry and dialogue.
This role of the teacher as a facilitator and co-learner in a student-centered learning process is not only the model for media education; it has also become an accepted new critical pedagogy. Today, the chief challenges are to locate and evaluate the right information for one's needs and to synthesize what one finds into useful knowledge or communication. Media education - with techniques of critical thinking, creative communication and computer, visual and aural literacy skills at its core - is a key part of a 21st century approach to learning.

British Literature

Name : Nurasiah Hilmi
NPM : 06211210284
Class : IV/B
Subject : Foundation of Literature

British literature is literature from the United Kingdom, the Isle of Man and the Channel Islands. By far the largest part of this literature is written in the English language, but there are also separate literatures in Latin, Welsh, Scottish Gaelic, Scots, Cornish, Manx, Jèrriais, Guernésiais and other languages. Northern Ireland is the only part of Ireland still part of the United Kingdom and it possesses literature in English, Ulster Scots and Irish. Irish writers have also played an important part in the development of English-language literature.
The earliest form of English literature developed after the settlement of the Saxons and other Germanic tribes in England after the withdrawal of the Romans and is known as Old English or Anglo-Saxon. The most famous work in Old English is the epic poem Beowulf. The only surviving manuscript is the Cotton manuscript. The precise date of the manuscript is debated, but most estimates place it close to the year 1000.(The oldest surviving text in English is Cædmon's Hymn).
In the later medieval period a new form of English now known as Middle English evolved. This is the earliest form which is comprehensible to modern readers and listeners, albeit not easily.
The most significant Middle English author was the poet Geoffrey Chaucer who was active in the late 14th century. His main works were The Canterbury Tales and Troilus and Criseyde.
The multilingual audience for literature in the 14th century can be illustrated by the example of John Gower, who wrote in Latin, Middle English and Anglo-Norma.