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APPLYING SEX
EDUCATION AS COMPULSORY IN THE NATIONAL CURRICULUM OF INDONESIA
(ABDULLAH)
Immoral actions are getting
increased day by day notably in our country, Indonesia. Obscenity, ravishment,
and free sex are representative of it. Moreover, the arsonists of those immoral
actions are mostly from teenager. Definitely those cases make us worried as a
part of the society. What will happen with the youth if those cases occur
continuously? Let’s imagine it!
What should we do to make it out?
As the first step, we have to analyze why this cases occur then formulate
preventing action. In fact, those cases appear because the teenagers are not
familiar with the word “sex”, so that they explore their mind by doing immoral
action.
Sex is a taboo thing to be
expostulated. So that’s why, best part of us do not want to talk about that. As
result, we especially the youth do not understand much more about it. Whereas,
by understanding sex, we can constrain even eliminate those cases. Yet, we must
know what sex we mean and why we must know it.
One of the ways to acquaint sex
to the teenager is applying sex as an education or sex education as compulsory
in national curriculum. It’s not an easy thing to be carried out because it’s
against with our culture. Sex education in curriculum means putting sex
education as a subject in learning process class such as in junior and senior
high school. By applying it as education, we can resuscitate them about perils
of free sex. Applying sex education in curriculum does not mean that we direct
them to do immoral action but to guide them to avoid it. By sex education, we
also teach them about their body and how to keep it. so that, they can prevent
their self to exploit it in immoral thing.
Acquainting sex in early age for
teenager is crucial thing for them. It’s not the time any more to esteemed sex
as a taboo thing because sex is a human being. Yet, the understanding of sex
should be expanded to prevent some negative things may occur. Sex education is
not a kind of pornography but one way to against pornography. So that’s way, we
can’t judge it only from the label (sex) but we have to consider the positive
effects can be resulted. Finally, I would like to say sex education as
compulsory in national curriculum is an effective way to restrain from immoral
actions.
applying sex education as compulsory in the national curriculum of indonesia
abdullah
immoral actions are getting increased day by day notably in our country indonesia obscenity ravishment and free sex are representative of it moreover the arsonists of those immoral actions are mostly from teenager definitely those cases make us worried as a part of the society what will happen with the youth if those cases occur continuously let imagine it
abdullah
immoral actions are getting increased day by day notably in our country indonesia obscenity ravishment and free sex are representative of it moreover the arsonists of those immoral actions are mostly from teenager definitely those cases make us worried as a part of the society what will happen with the youth if those cases occur continuously let imagine it
what should we
do to make it out as the first step we have to analyze why this cases occur then formulate preventing action in fact
those cases appear because the teenagers are not familiar with the word sex so that they explore their mind by doing immoral action
sex is a taboo thing to be expostulated so that is why best part of us do not want to talk about that as result we especially the youth do not understand much more about it whereas by understanding sex we can constrain even eliminate those cases yet we must know what sex we mean and why we must know it
sex is a taboo thing to be expostulated so that is why best part of us do not want to talk about that as result we especially the youth do not understand much more about it whereas by understanding sex we can constrain even eliminate those cases yet we must know what sex we mean and why we must know it
one of the
ways to acquaint sex to the teenager is applying sex as an education or sex education as compulsory in national curriculum it is not an easy thing to be carried out because it is against
with our culture sex education in curriculum means putting sex education as a subject in learning process class such as in junior and senior high school by applying it as education we can resuscitate them about perils of free sex applying sex education in curriculum does not mean that we direct them to do immoral action but to guide them to avoid it by sex education we also teach them about their body and how to keep it so that
they can prevent their self to exploit it in immoral thing
acquainting sex in early age for teenager is crucial thing for them it is not the time any more to esteemed sex as a taboo thing because sex is a human being yet the understanding of sex should be expanded to prevent some negative things may occur sex education is not a kind of pornography but one way to against pornography so that is way we can not judge it only from the label sex but we have to consider the positive effects can be resulted finally i would like to say sex education as compulsory in national curriculum is an effective way to restrain from immoral actions
RESUME
RESUME OF CALL
UNIT 1: Introduction to Computer-Assisted Language
Learning.
CALL
is the acronym for computer-assisted language learning. Although, as we will
see below, the field or significant parts of it sometimes go by other names,
CALL seems to be the most widely accepted generic term. In this foundation
course, CALL will be used in a broad sense to refer to any endeavour involving
the computer in some significant way in language teaching and learning. The
development of CALL is through three phases. They are behaviouristic,
communicative, and integrative CALL. CALL also has some other term such as
·
CALL
- Computer-assisted language learning, sometimes expanded as computer-aided
language learning
·
CELL
- Computer-enhanced language learning: suggests the computer's role is to make
learning better
· TELL
- Technology-enhanced language learning: this accommodates more than just
computers, often bringing in video and seeing the computer as just one part of
a larger system. It is increasingly popular as a generic term: for instance,
while TESOL has a CALL Interest Section, California TESOL has a TELL Interest
Group.
·
TALL
- Technology-assisted language learning: variant of CALL and TELL
·
CALI
- Computer-assisted language instruction: with "instruction" in it,
it's more teaching oriented
·
CBLT
- Computer-based language training: views elements of language learning as
"training" and tends to use an approach with definable, measurable
objectives
· IT
and ICT - Information Technology/Information and Communication Technologies are
common acronyms outside of language teaching, particularly in Europe; sometimes
this is presented as IT or ICT for LT (Language Teaching)
·
NBLT
- Network-Based Language Teaching: focuses on computer-mediated communication
and the web
·
DLL
- Digital Language Learning : encompasses computers and other digital devices
· MALL
- Mobile Assisted Language Learning: learning with mobile devices like mobile
phones and mp3 players
UNIT 2: Courseware Evaluation, Development, and Implementation
Courseware refers to software that is used to
support formal language learning. In practice, courseware has been used
to refer to everything from complete software packages that can be used without
a teacher to software that is just a part of a language learning course,
sometimes a minor or optional supplementary part.
three dimensions of tutorial CALL are
developing courseware, evaluating courseware, and implementing courseware.
· EVALUATION
MODULE: Evaluation involves three kinds of considerations. A crucial aspect is
to understand what the courseware does first before attempting to judge it:
this is, not surprisingly, difficult to do because as soon as we start
interacting with a program we want to judge it.
·
DEVELOPMENT
MODULE: Courseware development refers to the process of going from the idea of
creating a piece of tutorial software through the final product. It should be
informed by general principles of instructional design.
· IMPLEMENTATION
MODULE: Implementation considerations are relevant during the evaluation
process, but they become crucial when deciding how best to use software that is
available.
UNIT 3: CMC (Computer Mediated Communication)
computer-mediated
communication, or CMC, computers
are a means through which teachers communicate with learners, learners
communicate with one another and learners may even communicate with native
speakers. That communication takes place through variations in the following
elements: timing (synchronous or asynchronous), number and patterning of
participants (one to one, one to many, or many to many), and medium (text,
voice, or video).
Asynchronous
text. The first use of CMC in language teaching almost certainly came
through email exchanges from teachers to students and among students within
classes. Email is an example of asynchronous communication, in that the
interaction is not in real time. Synchronous
Text. With synchronous text, or chat, the messages are exchanged in text
form, but in real time.
UNIT 4: CALL on the Web
Web represents the largest collection
(by far!) of material that is accessible almost anytime and anywhere by almost
anyone having a browser equipped computer and an Internet connection. The Web
is also where you find the most common tool applications for CALL, in
particular the browsers and online video players that give access to a
seemingly endless collection of both dedicated and authentic English language
material. Disadvantages of the web are:
·
Text-based
material on the Web is sometimes not as easy to read as material in paper
format
·
Sound
and video sometimes take a noticeable time to transfer, even on fast
connections.
· Sound
and video are typically compressed to speed up transfer: depending on the
degree of compression and other factors they can be of noticeably lower quality
than the original. This can affect their suitability for supporting language
learning.
· Because of the way that HTTP (Hypertext Transfer
Protocol) works, on most pages every click is a request that has to go back to
the original server.
·
Because of this delay, interactivity is limited
compared to what is possible with disks or CD-ROMs.
·
Down servers or broken links may lead to
frustration.
· The sheer amount of material can make it hard to
find what you want, though developing skill with a search engine.
·
The Web is dynamic and often as unpredictable as
the humans behind it.
·
Sites and applications that used to be free and
only supported by text ads
· As is widely known, the accuracy of Web sources
is often questionable (the present one excepted of course).
Advantages of the web are:
·
There
is anytime, anywhere access (for some people at least).
·
There
are enormous amounts of free material.
·
Material
can be found that is current.
·
Language
reference and other learning support materials can be found.
·
Student
and teacher publication opportunities exist.
·
A
cultural window is opened through the authentic material readily available.
· Meaning
technologies, such as transcripts, dictionaries, and translators, exist to aid
comprehension of material.
·
Increasing
amounts of audio and video allow building of comprehension skills beyond
reading.
·
Previous
disk-based activities (like tutorial exercises) and Internet-based activities
(like email) can often be handled through the Web.
UNIT 5: CALL and Language Skills
Skills-oriented language teaching
remains a common approach for classes as well as for self-learning, and
computer-assisted language learning is no exception.
·
ESL
PORTALS: Because of the enormous number of English teachers and learners, there
are quite a few multi-skill collections for ESL.,A few, such as
www.manythings.org by the Kelly brothers (http://aitech.ac.jp/~lkelly/ and
http://aitech.ac.jp/~ckelly/) are mostly labors of love for students and
colleagues around the world
· LISTENING:
Listening is potentially one of the most promising areas for CALL development.
This is because multimedia computing has everything standard audio and video
have with the addition of a variety of meaning technologies such as text
support, hyperlinked glossaries, and even translations
· SPEAKING:
In terms of direct practice of speaking, recent developments on the web
have allowed for voice chat sites which make it possible for learners and
teachers to interact through the Internet in distance education courses.
Asynchronous speaking practice is possible through www.wimba.com, using
Internet voice mail, or simply attaching sound files to email.
· READING
: In the early days of CALL, reading software was designed to improve skills in
order to transfer them to paper materials. More recently, reading in digital
form is becoming more and more common.
· WRITING:
Writing was revolutionized for everyone with word processing, and the addition
of spell checkers has been quite helpful. Grammar and style checkers are much
less useful to date, and using a thesaurus can be counterproductive if students
aren't trained in their limitations. Writing has also been a common skill
taught as a course through distance education using the Internet.
· GRAMMAR:
Grammar practice was perhaps the earliest use of CALL. Today grammar work is
largely focused on the following:
1.
Workbook-style
2.
Grammar
test prep materials
3.
CD-ROMs
accompanying grammar textbooks
4.
Online
courses and references
5.
Hypertext-linked
grammar notes accompanying readings
6.
Grammar
portals such as www.esltower.com/
·
CPRONUNCIATION:
Pronunciation work is generally of three types.
1.
Listen,
repeat/record, and compare.
2.
Visualization
3.
ASR
(automatic speech recognition) scoring
· VOCABULARY:
Vocabulary activities have been around since the early days of CALL in the form
of electronic flashcards (linking L2 word to L1 translation or L2 word to L2
definition)
UNIT 6: CALL
Research
Research has continued in all areas
of CALL but recently has focused on several identifiable areas, such as:
· Computer
mediated communication; especially, interaction in synchronous chat settings
and email in tandem settings
· Visual,
text and sound annotation to promote comprehension and vocabulary acquisition
·
Effectiveness
of online collaborative and constructivist activities, including development of
communities
There are several avenues available
to teachers in the role of researchers of their own classroom or students such
as:
· Observation.
When your students are using software or doing a computer-based task in a lab
or other venue where you can--watch them. You can look over their shoulder,
check their interactions, and make brief notes of what you notice. Interact
with the students as they interact with the software. This can give you
feedback on the effectiveness of a given piece of software, CALL exercise, or
CALL task, and it can also help you determine student training needs.
· Tracking.
Some software has built-in tracking features. If you are using a discussion
board, all student posts can be reviewed. Some chat programs also allow the
sessions to be logged for later review.
·
Student
surveys. Ask specific questions about usage--note that it's best to do this as
soon as possible after a CALL session sense memories fade rapidly.
·
Pre-
and post-testing to evaluate outcomes of the use of technology.
·
Student
journals. Getting students to keep a reflective journal of their experiences
with software or other CALL activities is useful both for them and to the
teacher.
UNIT 7: CALL Learner Training
CALL has given us some amazing
possibilities for improving language learning. However, these possibilities
create a problem. Absent a teacher, students using computers are typically
given more control over their own learning. Due to the newness of computer
environments and the range of choices in many CALL applications, they are
arguably unprepared to take on this responsibility. The result is that students
may not use the computers in ways that are effective for achieving language
learning objectives, and it is even less likely that they will use them in ways
that are most effective.
One way out of this dilemma is to
spend time training learners in dealing appropriately with this new
environment. In the process, we may be able not only to help them with their
CALL use, but also help them in general to become more effective autonomous
learners.
There three alternatives to CALL learner training. They are:
·
One
solution is to try to build software in such a way that it adapts to the
learner on a number of different levels: language proficiency, computer
proficiency, learning style, topical interest, motivational type and intensity,
and so on. This was an early promise of CALL software; however, arguably we
have not even come close to realizing such a program, and the degree of
software-directed adaptation remains low or non-existent in currently available
materials.
· A
second alternative is to take the philosophical position that learners have a
right to self-discovery and that left alone they will naturally move to the
strategies that work for them and that are consonant with their learning style.
This would mean that given a tutorial program with a set of help options, they
would make use of the ones that are most efficacious for them and ignore the
others. It seems highly unlikely that this would be the case for most students.
· A
third alternative is to acknowledge that learners would profit from training
but that it's just too much trouble to train them since it obviously takes a
lot of time away from other aspects of language learning and there's no
guarantee it will be successful. This may indeed be the case in some instances,
but this should be determined on a case by case basis, using at least a rough
cost vs. benefit analysis.
SOFTWARE
SOFTWARE
“BALABOLKA” software
(presented by ABDULLAH)
In
Russian, "Balabolka" means "chatterer." In software, it
means a free text-to-speech (TTS) utility based on the Microsoft Speech API
(SAPI) but with changes designed to improve speech articulation and clarity.
Balabolka can save onscreen text in a variety of sound files as well as read
text from the clipboard, Word documents, PDFs, HTML files, and more. Users can
apply a special substitution list that can make changes to pronunciation,
spelling, and other parameters. It can change the rate, pitch, and accent of
the speaking voice.
Balabolka
can save the synchronized text in external LRC files or in MP3 tags inside the
audio files. When an audio file is played with players on a computer or on
modern digital audio players, the text is displayed synchronously (at the same
way, as lyrics for songs).
This software conduces to improve
some skills like reading, listening, speaking. This software integrates those
skills through a simple way. The mechanism of this software is very easy. After
finishing installation, we may run the program by two steps. The first step is
to input the file that we will read and listen from our computer, and click
play. And the second step is writing directly in the clipboard what we want to
read and listen then click play. One of the benefits of this software is that
we can save the file we listen and read in audio file like MP3, so that we can
use it as instructional material in teaching learning process. It means by this
software, we can create own instructional materials.
Even the appearance of this software
is not really attractive, but it has amazing benefits. Not only English, but
also this software provides other languages such as Spanish, Russian, Korean,
Dutch, French, Japanese, and others. To download this software and the features
just click this link http://www.cross-plus-a.com/balabolka.htm
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