LANGUAGE TEACHING MEDIA ICT BASED MEDIA

It is submited in Language Teaching Media lesson Lecturer : Mrs. Catharina Elmayantie, M.Pd

Arranged by : ELMY SRN.1101120644

THE STATE ISLAMIC COLLEGE OF PALANGKA RAYA THE DEPARTEMENT OF EDUCATION ENGLISH DEPARTEMENT 2013 / 2014

PREFACE

Praise to God all praise belongs to Allah SWT. Which has provided a healthy favor and had the grace and blessings we could finish the paper that had the title ICT Based Media Writer would like to thank all our friends who have been taking part in the making of this paper is to finish eating, and also to all those who helped in the completion of this paper. For the perfection of this paper, writer needs criticism and suggestions from readers as I am only human who makes mistakes. Hopefully this paper for dear readers.

Palangka Raya, October

,2013

Writer

TABLE OF CONTENT

PREFACE .......................................................................................................... i TABLE OF CONTENT ..................................................................................... ii DISCUSSION A. DEFINITION ...................................................................................... 1 B. KINDS OF ICT BASED MEDIA ........................................................ 1 a. The Web ........................................................................................ 1 b. E-Mail ........................................................................................... 4 c. Corpora and Corcodancing ............................................................. 5 C. Advantages and Disadvantages of ICT Based Media ............................ 7

CONCLUSION .................................................................................................. 8 REFERENCES

ii

DISCUSSION A. Definition ICT Stands for "Information and Communication Technologies" refers to technologies that provide access to information through telecommunications1. ICT has provoked an unprecedented excitement among the language teaching community, inspiring a daunting body of literature (both electronic and print based) in a relatively short time span. This proliferation both reflects, and is an attempt to keep pace with, the rapidly changing ICT landscape. The information and communication technologies most commonly used for language pedagogy are the Internet such as the web and electronic mail (e-mail), and corpora, and these are the three covered here. The use of synchronous communication in chat rooms for language learning is less established and the type of language it contains arguably too unformed to be of real value for language learning2.

B. Kinds of ICT Based Media

The ICT most commonly used for language pedagogy are the Internet such as :

a. The Web

The web is source of content which can be used a window on the wider world outside your class, and it is one of courses a readily

http://www.techterms.com/definition/ict (access on oct 1st ,2013 at 01.00 pm)

Mishan, Freda. Designing Authenticity into Language Learning Materials. 2005 UK: Intellect Book. Pdf.hal 242

available collection of authentic material. It also makes your student to learn easily by web. While sites is a set of services on cyberspace which serve several useful information, education, culture, social etc3.

1. Using the Web for language learning

In discussing the use of the Web for language learning a useful starting point is the distinction between exploiting it as a resource and as a medium (see Conacher and Royall 1998: 38). As a resource, the Web offers sites which contain material produced for native speakers and these sites fall roughly into three categories. The first is material not written for the Internet, which has been transferred to it either directly or in abridged form. Poetry, song lyrics, books, film scripts and some journal articles all fall into this category. The second category is material not written originally for the Internet but adapted for it. This includes newspapers and journals, many of which publish adapted online versions in conjunction with their hard copy versions. The third category is material written specifically for the Internet, such as the material found on personal, institutional, commercial and informative sites e.g. government sites, medical, financial and tourist information, and so on4.

33

Gavin Dudeney, Nicky Hockly, How to teach English with Technology. 2008., England:Pearson Education Limited England ,hal 27
4

Ibid.hal 242

2. Culture on the Web

The Web is a repository of a huge range of cultural products in electronic form, and as such is an invaluable resource of authentic texts for teachers and learners. Samples of all the cultural products covered in this book can be found online: Literature http://www.bibliomania.com/ The broadcast media http://www.bbc.co.uk/ http://www.rte.ie/ http://www.cnn.com/ Newspapers http://www.newsd.com/ Advertising http://www.adslogans.co.uk/ Songs http://www.lyrics.com/ Film (film scripts and clips) http://www.script-o-

rama.com/table.shtml The Web offers students the opportunity for virtual travelling without having to pay for a ticket, as Vogel puts it (2001:135). The many self-conscious culture sites with tourist level cultural information (heritage, folk lore, folk songs, recipes, etc).

3. The Useful Websites for Learners http://www.examenglish.com/TOEFL/TOEFL_PBt.html http://englishenglish.com/englishtest.htm http://www.easyenglish.com/ http://www.anglomaniacy.pl/tests.htm

b. E-mail( Electronic Mail) E-mail is a means of sending a letter sent through the Internet. By regular mail senders usually need to pay per delivery (by buying stamps), but electronic mail is generally the cost is the cost to pay for the Internet connection. Social media platforms or social media are the most common terms for (Hi-Tech) ICT based communication platforms such as Twitter and Facebook. Those platforms are most commonly accessed through the Internet, and it is also the oldest and best-established form of electronic communication. It is today the largest communication system in the world, with an estimated 605.6 million users worldwide.19 It is the only computer technology to consist of human-to-human, rather than human-to-machine communication. It is also the most stable and easy to use5.

1. Using E-Mail for language learning

E-mail allows for communication between students in a context where the teacher's role is no longer at the center (Patrikis, 1995). In e-mail communication, foreign language learners can experience increased control over their own learning, since they can choose the topic and change the direction of the discussion. The end goal is to communicate with another person in the foreign language rather than to produce a mistake-free composition6.It is also the most stable and easy to use, and requires the least amount of hardware, software and memory. As such, it is often the first, and sometimes the only, form of ICT that some people encounter. For all these
5

Mishan, Freda. Designing Authenticity into Language Learning Materials. 2005 UK: Intellect Book. Pdf.hal 250 6 http://iteslj.org/Techniques/Meloni-Email.html (access on October 29th ,2013 at 05.00 am)

reasons, it is hardly surprising that its potential for language learning was quickly spotted by practitioners. The by now standard pedagogy for using e-mail for language learning is tandem learning , whereby two learners with different L1s work together in order to learn about each others language, culture, character and possibly personal and professional life 7.

2. The Websites for learners connecting to other countries by e-mail http://www.bconnex.net/~kidworld./keypals13.htm http://www.mylanguageexchange.com/penpals.asp

c. Corpora and Concordancing The corpus - a computer database storing a collection of texts, and the concordancer the program which manipulates it, are probably the ICT systems least exploited for language learning (Rzeau 2001: 147). Yet a TL corpus provides the largest single resource of authentic language available to the language learner, and the concordancer constitutes a flexible, user-directed and user-friendly tool for exploring it. The reasons why teachers (and learners) are so circumspect about using corpora and concordancing - and the arguments in favour of their use will become apparent below. Corpora are electronic databases containing texts which have been either downloaded from other electronic sources (the Internet, CD ROM etc.), scanned from paper into electronic form, or transcribed from audiotapes of the spoken language. Corpora are tagged morphosyntactically - that is, there is a code which gives the part of speech of each word - using tagging systems such as the mark-up
7

Ibid .hal 250

language SGML (Standard Generalised Markup Language). The largest corpora contain millions of words: the Cambridge International Corpus (CIC) contains over 600 million words at time of writing; the COBUILD Bank of English, runs to 450 million words; the British National Corpus (BNC) consists of 100 million words. More modest corpora can be built by teachers or learners themselves using such programs as WordSmith Tools25 or MonoConc26.The concordancing software used to handle these huge quantities of data have the capacity to sort and present it in a number of ways. For instance, they can generate statistically sorted word lists (showing, for instance, the 100 most frequently occurring words in a given text/corpus). The most useful facility as far as language learning is concerned, is the capacity to search for key words - a single word (such as cup) or a word string (e.g. cup of tea) - for which they can generate collocation lists (the words most commonly used with the key word/string), or key word in context (KWIC) conconcordances. A KWIC concordance lists a series of (separate and unrelated) lines from a corpus, each of which displays an occurrence of the key word (or wordstring) within this one-line context. The occurrence of the key word in the lines is aligned vertically, thus appearing as a column on screen (or on the page when printed). This mode of presentation makes the key word stand out and its collocations and syntactic restrictions can be examined by looking at its context - the phrases to the left or the right side of the column.

C. Advantages and Disadvantages of ICT Based Media a. Advantages 1. General benefits Greater efficiency throughout the school Communication channels are increased through e-mail, discussion groups and chat rooms. Regular use of ICT across different curriculum subjects can have a beneficial motivational influence on students learning.

2. The Usage of ICT help improve the quality of education Motivating to learn Facilitating the acquisition of basic skill Enchancing teacher training Through ICT, the picture can easily be used for teaching and improve student memory. Through ICT, the teacher can easily explain complex referrals for student understanding. Through ICT, teachers should make an interactive session and make lessons more interesting, which may increase student attendance and concentration.8

b. Disadvantages
8

Provision may be complicated machine. Too expensive. Complicated to no experience teaching using ICT tools. The Internet connection must be available.

http://ict-adv.diasadv.blogspot.com (access on October 27th ,2013 at 03.00 pm)

CONCLUSION

As we know that ICT

Stands for "Information and Communication

Technologies". It is also a large umbrella term that covers all the technical equipment to process and communicate information. ICT consists of language pedagogy are the Internet such as : a. The Web b. E-Mail (Electronic Mail) c. Corpora and Concordancing The important one in high technology are advantages and disadvantages of media what you have been explained especially ICT based media such as : a. Advantages of ICT based media are General benefits and Facilitating the acquisition of basic skill, enchancing teacher training etc ; While b. Disadvantages of ICT based media are too expensive and the internet connection must be available.

REFERENCES Mishan, Freda. Designing Authenticity into Language Learning Materials. 2005 UK: Intellect Book. Pdf Gavin Dudeney, Nicky Hockly, How to teach English with Technology. 2008., England:Pearson Education Limited.Pdf http://www.techterms.com/definition/ict (access on oct 1 st ,2013 at 01.00 pm) http://iteslj.org/Techniques/Meloni-Email.html (access on October 29th ,2013 at 05.00 am) http://ict-adv.diasadv.blogspot.com (access on October 27th ,2013 at 03.00 pm)