CHAPTER 2 WORD PROCESSORS IN THE CLASSROOM

The usage of words processors is very useful for both language teacher and learners. It is very effectively and creatively use in classroom. For teacher, words processors can help for prepare worksheet and material. Teacher can also use it for correcting, editing and providing feedback for your learners. Then for learners, words processors can help them to do simple activities like doing writing, saving and storing documents. The activities can be creative writing, listening exercise, dictation, noticing activity, collaborative writing activity and presenting works. Teachers can use the words processors with the simple activities like getting your learners used the mechanic of words processing before moving on to the more creative side.

Foundation of Literature

Rismayanti Dewi Solihat
06211210028
Class B

Title: The Jew of Malta

Author: Christopher Marlowe

Year: 1589/1580

Character: Barabas, Abigall: Barabas's daughter, Mathias: Lodowick's friend. He shares a mutual love with Abigall, Ferneze: The governor of Malta, Lodowick: Ferneze's son. As with Mathias, he desires to marry Abigall, Ithamore: A Turkish slave captured by the Spanish navy, bought by Barabas to help carry out his evil plots, Calymath: The Turkish leader, son of the Sultan.

Summary:

The Jew of Malta tells about Barabas, he is a man owning more wealth than all of Malta. Malta is located in the Mediterranean within Southern Europe. When the Turkish sultan's son Selim Calymath arrive to demand tribute, however, Barabas's wealth is seized. He begins a campaign to the Maltese governor, Ferneze, who robbed him. With the aid of his daughter, Abigail, he recovers some of his former assets and buys a Turkish slave, Ithamore, who appears to hate Christians as much as Barabas. Barabas try to revenge for the robbery by using his daughter's beauty to embitter the governor's son, Lodowick, and his friend, Mathias, against each other, leading to a duel in which they both die. Finally they confront and stab each other. Ithamore himself, however, is lured into disclosing his secrets and blackmailing Barabas by a beautiful prostitute and her criminal friend. Barabas poisons all of them in revenge, but not before the governor is apprised of his deeds. Barabas escapes execution by feigning death, and then helps an advancing Turkish army to sack Malta, for which he is awarded governorship of the city. He then turns on the Turks, allowing the Knights of Malta to kill the Turkish army. The Maltese, however, turn on Barabas and kill him as they regain control of Malta.

SUMMARY TECHNOLOGY IN THE CLASSROOM

RISMAYANTI DEWI SOLIHAT
06211210028
CLASS B


TECHNOLOGY IN LANGUAGE TEACHING
Teach language with computer based material known as CALL (Computer Assisted Language learning). CALL program can carry out task to learners. The best known CALL activities are text reconstruction. Activities in the computer offer the learners feedback, more sophisticated feedback, such as showing why learners is mistaken and offering the remedial activities.
The use of technology in the classroom is very important. The reasons are internet access is easy to find, technology is a common thing today, and English is being used in technology mediated context, have new opportunities for authentic tasks, materials, collaboration and communication between learners, technology offers new way for practicing language, technology can be used anywhere, ICT tools can give learners to practice in all of the four language skills.

ATTITUDES TO TECHNOLOGY
Some people become technophobia because they can keep up with new development. Teachers also show this negative attitude because, the result of lack of confidence, alack of facilities or lack of training.
Here is some way to overcome this problem.
o Use a booking form
o Use single computer fro whole class or small group
o Knowing to use email, word processing program and the internet
o Ask some help to you learners
o Technology can be used to do the complementary activities
o Encourage the technophobia teachers
o Collaborate with other school

IMPLEMENTATING ICT IN THE CLASSROOM
First, introducing the booking system to you colleagues. Second, apply technology based activities. Third, using technology based activities. Second, find out your leaner’s IT skills. Fourth, have access to a minimum number of computers. Fifth, start with the simple tools and project in class. Sixth, start using technology that your learners know. Seventh, set up a project between your learners with other learners from other countries via email and joining an online teacher development group. The last, let student to do their work alone without teacher using web quest, electronic materials developed by teacher online dictionaries or other reference tools.

SKILLS AN DEQUIPMENT FOR GETTING STARTED
Before stating use technology, we need to have the basic skills. We need to know how to use word processing program, internet and email. You also need to have some essential equipment: at least one computer, an internet connection, a printer and audio card I your computer and basic software.

Foundation of Literature

Rismayanti Dewi Solihat
06211210028
Class B

Summary of Beowulf’s Story

Beowulf was the son of Ecgpeow, a young warrior of the swedish in Geatland. The Danish king Hrothgar’s court was terrorized by a monster called Grendel. Beowulf left Geatland( West Gotaland) and sailed to Zealand with other fourteen warriors to tried figth the Grendels.
When night came, Grendel came to Heorot, one of the place in the Danish kingdom. Beowulf with other warriors attacked the Grendel when he came. Grendel died and that mada the mother of Grendel was angry. The Grendel’s mother wanted to revenge. But at last, Beowulf could win the battle.
After Beowulf’s victory. He and other warriors went back to Geatland and became a king of his own people there. Beowulf ruled the Geats for 50 years, his kingdom was terrorized by a dragon whose treasure had been stolen from his hoard in a burial mound. Beowulf finally slew the dragon by cutting him in half with a dagger, but was mortally wounded by being stabbed with the poisonous horn of the dragon and dies soon after.
The main protagonist, whose name is Beowulf, encounters a number of characters in this poem and Hrootgar, the king of the Danes, including the antagonist Grendel and Grendel Mother's.

Foundation of Literature ( Renaissance Era)

RISMAYANTI DEWI SOLIHAT

06211210028

Class B

CHRISTOPER MARLOWE’S POEM (1599) and the SUMMARY

THE PASSIONATE SHEPHERD TO HIS LOVE

Come live with me, and be my love;
And we will all the pleasures prove
That hills and valleys, dales and fields,
Woods, or steepy mountain yields.

And we will sit upon the rocks,
Seeing the shepherds feed their flocks
By shallow rivers, to whose falls
Melodious birds sing madrigals.

And I will make thee beds of roses
And a thousand fragrant posies;
A cap of flowers, and a kirtle
Embroidered all with leaves of myrtle;

A gown made of the finest wool
Which from our pretty lambs we pull;
Fair-lined slippers for the cold,
With buckles of the purest gold;

A belt of straw and ivy-buds,
With coral clasps and amber-studs:
And if these pleasures may thee move,
Come live with me, and be my love.

The shepherd-swains shall dance and sing
For thy delight each May-morning:
If these delights thy mind may move,
Then live with me and be my love.

This poem tells about a shepherd that loves a woman. The shepherd asks the woman to live with him. The shepherd promises her happiness if she wants to live with him. The shepherd tries to describe about a beautiful life with him in the countryside, and about what she will get from his flocks, like a gown made of the finest wool and a belt of straw and ivy-buds, without mentioning the dangers that could happen in the field like wolves, etc.

ROBERT BURNS’ POEMS and the SUMMARY

A Red, Red Rose

O my Luve's like a red, red rose
That's newly sprung in June;
O my Luve's like the melodie
That's sweetly played in tune.

As fair art thou, my bonnie lass,
So deep in luve am I;
And I will luve thee still, my dear,
Till a' the seas gang dry:

Till a' the seas gang dry, my dear,
And the rocks melt wi' the sun;
I will luve thee still, my dear,
While the sands o' life shall run.

And fare thee weel, my only Luve,
And fare thee weel awhile!
And I will come again, my Luve,
Tho' it ware ten thousand mile.

This poem tells us about a man who loves a woman, the man compare the woman with a rose. He said he will always love the woman until the end of time and no matter what will happen the man still loves the woman.

English Teaching Aids

RISMAYANTI DEWI SOLIHAT

06211210028
CLASS B

SEMESTER 4

ENGLISH TEACHING AIDS

English teaching aid is a media that can help children in learning English so that, children can see the real thing what they learn not only imagine the thing. English teaching aids can be a material or an equipment.

Here are some the equipment:

Alphabet books, it is used to help transfer reading skills from one language to another, or to introduce the sounds and letters of an alphabet. it help learner found new vocabulary.

1. Calendars, they are a popular item in most parts of the world. A calendar usually contains numbers, text, and illustrations, with those we can make stories from the illustration and stuff like that. it can be used for writng exercise.


2. Poster, it is an informative, often decorative way to attract attention to the information it contains. There are some ways to use posters in a literacy program: to display information or instructions and to teach some kinds of information. Make learner learn about finding detail information.


3. Tape or CD, it is used if we want to teach listening. we can do fill in the blank exercise. It can be a guided fantasy, prepare a text, read it out loud while the song's being played, ask them to imagine exactly what you are reading and let their imagination flows along with the song. This is very relaxing!


4. – Electronic Postcards
   – Online Writing Labs (OWLs)
   – Keypals
   – Mailing Lists
   – ChatBots
   – MOO
   – Media News
   – Web Searching (Webquests)
   – Students’ recordings


5. Hand out, for routine execise


6. One aid that is convenient, portable, uses no electricity, can be used effectively in light or dark and is available all the time. Yes, the teacher him or herself! So teacher is also an aid in teaching.

Summary of british literature

RISMAYANTI DEWI SOLIHAT
06211210028
SEMESTER 3
FOUNDTION OF LITERATURE
BRITISH LITERATURE

British literature is literature from the United Kingdom, the Isle of Man and the Channel Islands. 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 the literature is also in English, Ulster Scots and Irish. Irish writers have also played an important part in the development of English-language literature.
Old English or Anglo Saxon Era
English Literature, literature produced in England, from the introduction of Old English by the Anglo-Saxons in the 5th century to the present. This period extends from about 450 to 1066, the year of the Norman-French conquest of England. The earliest known English poem is a hymn on the creation; Bede attributes this to Cædmon (fl. 658–680), who was, according to legend, an illiterate herdsman who produced extemporaneous poetry at a monastery at Whitby. This is generally taken as marking the beginning of Anglo-Saxon poetry. Much of the poetry of the period is difficult to date, or even to arrange chronologically; for example, estimates for the date of the great epic Beowulf.Beowulf is both the first English literary masterpiece and one of the earliest European epics written in the vernacular, or native language, instead of literary Latin. It was owned by Sir Robert cotton. Sir Robert bound Beowulf with four other MSS in a combined codex known as Cotton MS.Vitellius A.xv between the 8th century and the late 10th century. Beowulf, the rousing Old English poem of man and monster.
The haunted mere is one of the poems of Beowulf lines 1308-1382, it was translated by Allan Sullivan and Timothy Murphy, now in the Longmans Anthology of British Literature. This excerpt was published on this site in 1999 by permission of the authors