dedex

         Technology is a collection of tools, including the engine, modifications, arrangements and procedures used by humans or as a tool to help smooth any person. The technology is often used is teknilogi Internet or network (website) are often on call google. Internet technologies most often or a lot of users instead of adults and teenagers only but the kids were able to use or operate Internet technology. Technology provides many benefits to its users. The advantage of using internet technology we are able to access any especially in education, especially for students who are looking for a task d many google. Not only have the advantage there must be disadvantages. The disadvantage of internet technology and more users access the Internet misuse in such negative terms.

             Although many Internet technologies disadvantages than advantages but for me the internet is a very useful technology and education bergunabagi especially for a teacher. I just realized after studying Teaching English Language Learners through Technology (often called EIT). Lessons EIT provides many technological knowledge, especially for a teacher. This lesson, I was taught how to create a blog and post them, who first signed up to google mail (gmail), open bloggers, bloggers we already open and enter al mat gmail we have registration. After I taught mngubah open profile picture, display, how to post and so on. The influence that I can from this lesson increasing knowledge and creativity in the field of internet technology. I think the internet technology is often used for social networks like facebook, but only Internet technology as a very modern teaching media and facilitate the delivery of materials or lessons to students. So, Internet technology as a medium in a very modern teaching and as a novice teacher, we should have to be inovative and creative in teaching with technology media internet                                                                                                                                  

            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). The main advantages of using authentic materials are (Philips and Shettlesworth 1978; Clarke 1989; Peacock 1997, cited in Richards, 2001):

·         They have a positive effect on learner motivation.

·         They provide authentic cultural information.

·         They provide exposure to real language.

·         They relate more closely to learners ' needs.

·         They support a more creative approach to teaching.

          Authentic materials are even more relevant for students who have the aim of going to the country itself. If they are to function in the foreign society they will have to get accustomed to all the trivial reading items that they will encounter every day. So if the students actually need to be able to communicate and interact socially in the target language environment, authentic materials seem an essential preparation for their task. Being able to cope with an English train timetable, to tell if they have the right ticket, to know which notices are important and addressed to them and which are not, all these are vital to their communicative purpose.

          There are some advantages and disadvantages to use authentic materials in TEFL. Richards (2001, p. 253) points out that alongside with these disadvantages, 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.

          Authentic materials provide the following benefits:

           There are many ways to find authentic material and you don’t have to search far to find it. Here are a few examples of original native material that can be used in the classroom: newspapers, literature, video, TV, surveys, guest speakers, cultural quizzes / tests, role plays / dramatizations, songs, anecdotes, travel brochures, menus, catalogues, real estate pamphlets, phone books, CDs, the Internet, illustrations and so on.

            The  use authentic material effectively in the classroom. According 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.

               According to the findings of the survey carried out by Chavez (1998), learners enjoy dealing with authentic materials since they enable them to interact with the real language and its use. Also they do not consider authentic situations or materials innately difficult. However, learners state that they need pedagogical support especially in listening situations and when reading literary texts such as the provision of a full range of cues (auditory and visual including written language)

               There are some use authentic material effectively in the classroom

1. Use recent material that is not dated

2. Choose material that you can find several copies of

3. Choose relatively short/concise material

4. Laminate or choose material that will be able to withstand over time

5. Choose material that is appropriate for the age level

6. Questions/exercises to accompany the activity

7. Have students work in groups

8. Introduce authentic material to the class

                 In brief, authentic materials designed for the needs of learners to interact with the real target language or languages. Learning by using authentic materials can provide benefits to learners. Learners are motivated to study harder, and teachers will be creative in teaching the use of a foreign language to students

Refference

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.

Richard, J.C. (2001). Curriculum development in language teaching. Cambridge:

             Cambridge University Press.

           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). The main advantages of using authentic materials are (Philips and Shettlesworth 1978; Clarke 1989; Peacock 1997, cited in Richards, 2001):

·         They have a positive effect on learner motivation.

·         They provide authentic cultural information.

·         They provide exposure to real language.

·         They relate more closely to learners ' needs.

·         They support a more creative approach to teaching.

          Authentic materials are even more relevant for students who have the aim of going to the country itself. If they are to function in the foreign society they will have to get accustomed to all the trivial reading items that they will encounter every day. So if the students actually need to be able to communicate and interact socially in the target language environment, authentic materials seem an essential preparation for their task. Being able to cope with an English train timetable, to tell if they have the right ticket, to know which notices are important and addressed to them and which are not, all these are vital to their communicative purpose.

          There are some advantages and disadvantages to use authentic materials in TEFL. Richards (2001, p. 253) points out that alongside with these disadvantages, 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.

          Authentic materials provide the following benefits:

           There are many ways to find authentic material and you don’t have to search far to find it. Here are a few examples of original native material that can be used in the classroom: newspapers, literature, video, TV, surveys, guest speakers, cultural quizzes / tests, role plays / dramatizations, songs, anecdotes, travel brochures, menus, catalogues, real estate pamphlets, phone books, CDs, the Internet, illustrations and so on.

            The  use authentic material effectively in the classroom. According 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.

               According to the findings of the survey carried out by Chavez (1998), learners enjoy dealing with authentic materials since they enable them to interact with the real language and its use. Also they do not consider authentic situations or materials innately difficult. However, learners state that they need pedagogical support especially in listening situations and when reading literary texts such as the provision of a full range of cues (auditory and visual including written language)

               There are some use authentic material effectively in the classroom

1. Use recent material that is not dated

2. Choose material that you can find several copies of

3. Choose relatively short/concise material

4. Laminate or choose material that will be able to withstand over time

5. Choose material that is appropriate for the age level

6. Questions/exercises to accompany the activity

7. Have students work in groups

8. Introduce authentic material to the class

                 In brief, authentic materials designed for the needs of learners to interact with the real target language or languages. Learning by using authentic materials can provide benefits to learners. Learners are motivated to study harder, and teachers will be creative in teaching the use of a foreign language to students

Refference :

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.

Richard, J.C. (2001). Curriculum development in language teaching. Cambridge:

            Cambridge University Press.

Use of Mobile Phone In English Classroom

          These  days  it  seems  mobile phones  are  used  everywhere by  everyone,  which  leads  to the obvious question: How can mobile phone  technology  support  learning in  the  second  language  classroom? The answer is “in a number of ways” because  mobile  phones  come  with ever-increasing  functions  that  most students  are  adept  at  using.  In  this article I describe 20 practical ways to use mobile phones to support second language  learning,  both  inside  and outside  the  classroom.  Most  of  the activities will work with most mobile phones  and  do  not  require specialknowledge  or  additional  software  or hardware. I will also discuss drawbacks such as cost, increased workload, and other problems that might impact the use  of  phones  in  the  classroom,  and will suggest ways of mitigating them

           Recent  interest  in  the  potential for mobile phones and other portable devices to support learning and teaching  has  been  driven  by  the  fact  that mobile  phones  are  relatively  cheap and increasingly powerful (Chinnery 2006;  Kukulska-Hulme  and  Traxler 2005). Another benefit is that learners  are  used  to  working  with  them,  often  more  so  than  with  computers. 

           Before asking students to pull out their cell phones in class, you need to have a plan. As with any other teaching activity, ask yourself what you are trying to achieve. Are you focusing  on  speaking,  listening,  reading,  writing, or some combination of the four skills? Or do you  simply  want  students  to  reflect  on  their language use outside the classroom? Start by identifying  a  specific  teaching  objective  and then structure a mobile phone activity around that.  Ask  yourself  if  there  is  an  added  value to using a phone for the activity you have in mind. If there is none, perhaps it is better to find an alternative.

           Following  are  some  potential  problems associated  with  using  mobile  phones  in  the classroom, along with some possible solutions and suggestions

References

Chen,  N.  S.,  S.  W.  Hsieh,  and  Kinshuk.  2008. Effects  of  short-term  memory  and  content representation  type  on  mobile  language  learning. Language  Learning  and Technology 12  (3): 93–113.

Chinnery, G. 2006. Going to the MALL: Mobile language  learning. Language  Learning and Technology10 (1): 9–16Kukulska-Hulme,  A.,  and  J.  Traxler,  eds.  2005. Mobile  learning:  A  handbook  for  educators  and trainers. London: Routledge.

HayoreinDersis Head of Language and Learning Support at Middlesex University in London and editor of the journal Innovation in Language Learning and Teaching. His webpage is www.innovationinteaching.or