FIND THE DIFFERENCES” PICTURE AS MEDIA TO TEACH SPEAKING DESCRIPTIVE TEXT TO THE SEVENTH GRADERS

Abstrak It is known that English is an international language which has been used by countries all over the world. Nowadays, many teachers agree that students should learn to speak English as a second language when interacting with others. It aims to make students capable of keeping track of where English is used by all walks of life and activities. A good teacher is a teacher who is able to create a fun learning environment, be a motivational speaker, and passion. In brief, English teacher should be creative in developing their teaching learning process to create good atmosphere, improve the students’ speaking skill, give attention to the speaking components. Studying English will be better with practicing speaking. To most people, mastering the art of speaking is the single most important aspect of learning a second or foreign language, and success is measured in terms of the ability to carry out a conversation in the language. There are many ways to teach speaking. Teaching speaking can be done through dialogues, pictures, games, etc. The teacher should choose a suitable way such as: using picture. There is a phrase that describes a picture means a thousand words. One of the alternative pictures in teaching speaking is using "find differences" pictures. This is a type of pictures that can be used to teach speaking because the students will explore the differences containing in the two pictures and describe the differences based on theirs in the images. The writer includes some definition of key term to support the readers understanding this thesis easily. They are as follow: “Find the differences” picture: Sets of two pictures that show similar people or related situations. Speaking is to express taught a loud using the voice or talk. Descriptive text a text which use to describe person, thing and place. Keyword: Find the differences” picture, speaking, descriptive text

The Impact of the Christian Faith on Library Service

The library profession is in flux and uncertainty due to its lack of a well-founded philosophy of service. The Christian faith provides the necessary philosophical framework. Three implications follow from the application of a Christian worldview to library practice. First, Christian librarians should provide access to collections that will allow students to integrate faith and learning. Second, they should demonstrate love and concern for library users by offering diligent, humble service.Third, they should teach students the ethical use of information resources. Christianity has an impact on “library service” in three areas. First, the word library presumes a collection of library materials: books, periodicals, microfilms, motion pictures, cassettes, records, and other forms of media. Second, the word service signifies the way the librarian goes about helping people find answers to their information needs.Third, correct use of library resources connotes proper library ethics. Before this paper discusses these three areas, it will be useful to survey the current state of library philosophy

THE IMPACT OF MOBILE GADGET IN EFL LEARNING: PERCEPTIONS OF EFL UNDERGRADUATES

AbstractMost of young people are enthusiasticin having the most recent mobile gadgets just to boast among their peers. They likely utilize them to make phone calls, take pictures, listen to songs, watch videos, or surf the internet access for learning or just entertainment. In a technologically advanced country like Indonesia, the third and fourth generation (3G, 4G) mobile devices are available at affordable prices, and people of all streams find it necessary to own a mobile gadget for connecting and communicating.  Moreover, it has become a common trend among undergraduates to carry a mobile gadget to the classroom as well.In this paper, the researcher emphasize the potential of mobile gadgets as a learning tool for students and have incorporated them into the learning environment.The present study examines the application of mobile gadgetin EFL learning and investigates the perceptions of EFL students about mobile gadget in learning activity.  A field study was conducted on thirty undergraduatestudents majoring in accounting study Serang Raya University.  The methodology of data collection included a self-report for students and teachers’ and students’ questionnaire. Findings of the research are significant for EFL teachers and researchers for introducing innovative methods and helpful materials for the English classroom.Keywords: Mobile gadget, students’ perception, teachers’ perception.

Understanding pictures : a study in the design of appropriate visual materials for education in developing countries.

The human resources approach to national development has challenged educators to find ways of communicating with village people that do not rely on the written word. Pictures are being used increasingly as a way to deliver messages to illiterate groups. Recent cross-cultural research has shown, however, that many of the assumptions made about the kinds of information that can be delivered through pictures needs to be re-examined. Part I of the study sets forth the rationale for using pictures in nonformal educational settings and examines two current approaches to the problem of picture perception. The constructive theory maintains that pictures are inherently ambiguous and require active interpretation on the part of the viewer. The registration theory suggests that pictures give information which derives from the ecology of light. In this view, the recognition of graphic depictions is considered to be a fairly passive matter and a gift allowed to us by the environment. The evidence of cross-cultural research in picture perception which fives support to each of these positions is reviewed. Part I also discusses cross-cultural studies of intelligence and examines a body of literature which demonstrates that the intellectual demands of village life are often such that they do not stimulate some of the higher cognitive processes identified by Piaget. The author takes the position advanced by Piaget and Vygotsky that the development of conceptual awareness advances from an intuitive level to one of conscious understanding. Bruner\u27s thesis concerning three modes of learning is also discussed. The traditional modes of learning in village settings are enactive (learning by doing) and iconic (learning by modeling). Symbolic learning which is learning by being told, usually takes place out of the context of ongoing action and, as such, is a radical departure from traditional practice. Like written language, pictures provide a form of symbolically coded experience, and in many cases the learner must be consciously aware of the cures of pictorial expression and how they are used, in order to properly decode their meaning. Part II details an empirical study carried out in Nepal with four samples of adult subjects: villagers with no schooling, villagers wit some primary or secondary schooling, workers in a furniture factory in the capital city of Kathmandu, and students at Tribhuvan University\u27s Institute of Engineering. A series of sixteen experiments was carried out. The abilities tested were the recognition of depicted objects, the understanding of spatial relationships in concrete situations, and the comprehension of pictorial space. In an effort to avoid introducing arbitrary graphic conventions, photographs and line drawings based on photographs were primarily used as the pictorial stimuli. The recognition of familiar objects in pictures was found to be a great deal easier than the comprehension of pictorial space. The village samples showed a generally poor understanding of euclidian and projective relationships both with regard to real objects and in interpreting pictures. The furniture factory workers and the engineering students performed at higher levels on all experiments, showing that environmental influences or specific experiences of some kind are important both in the development of spatial abilities and in the understanding of pictorial space. On the other hand, topological relationships in pictures were easily grasped by almost all of the villagers. The author concludes that perspective information was understood at only an intuitive level by the majority of the villagers tested and could not be consciously applied to the interpretation of spatial relationships in pictures. Projective information was consistently interpreted topologically by most of the village subjects. The author suggests that the recognition of familiar objects in pictures is largely an ability which does not require special learning, but that the interpretation of pictorial space is an active process which calls for conscious awareness of projective principles . Recommendations for the design of visual materials for use in nonformal educational settings are made

Vision of a Visipedia

The web is not perfect: while text is easily searched and organized, pictures (the vast majority of the bits that one can find online) are not. In order to see how one could improve the web and make pictures first-class citizens of the web, I explore the idea of Visipedia, a visual interface for Wikipedia that is able to answer visual queries and enables experts to contribute and organize visual knowledge. Five distinct groups of humans would interact through Visipedia: users, experts, editors, visual workers, and machine vision scientists. The latter would gradually build automata able to interpret images. I explore some of the technical challenges involved in making Visipedia happen. I argue that Visipedia will likely grow organically, combining state-of-the-art machine vision with human labor

Make it Simple

[Excerpt] All citizens of the European Union have a democratic right to participate in the social and economic life of the society in which they live. Access to information about their society’s culture, literature, laws, local and national policies and ethos is fundamental in order to take part in mainstream life. Only informed citizens can influence or monitor the decisions that affect their lives and the lives of their families. This applies also to information about the policies and work of the European Union which are increasingly influencing the lives of its citizens. Furthermore, the new Information Society” makes it vital to be able to use and to understand the information systems being developed today

Akin House Curriculum Development and Living History Programming

This unit plan is comprised of a variety of inquiry-based lessons that explore the culture and way of life of the Native Americans who occupied New England. After studying the Akin house documents, materials, and narratives, I chose to focus my unit on the land and the people who came before the Akin family so that students will learn the long-view of our rich New England history

Languages learning at Key Stage 2: a longitudinal study

This is the final report of a 3 year longitudinal study of the teaching of French, German and Spanish at Key Stage 2, funded from 2006-2009 by the Department for Children Schools and Families. The report covers the attitudes of teachers and children towards languages; the organisation and administration of languages within primary schools; current practice in the teaching of languages; the development of children's intercultural understanding; children's attainment in target language oracy and literacy; and concludes with a discussion of the future sustainability of languages in the primary curriculum and steps needed to secure this