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Sabtu, 30 Juni 2012

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Kamis, 28 Juni 2012

THE EXAMPLE OF CONVERSATION WITH FRIEND


Om Swastyastu.
Good Morning Bali Tv viewers. We are comeback again in the program “ An Interactive Dialogue “ still with me Putu Sri Darmayanti will accompany you 30 minutes later. Today we will discuss the hot issue in Bali , that is “ The Increasing Popularity of HIV AIDS “ . Well, in the studio we have the arrival of speaker is Mrs. Ni Made Paridayanti. She is the chairman of The Commission for the Eradication of HIV AIDS.
Ama    : Good Morning Mrs. Parida. How are you today?.
Parida  : Good Morning, I am fine thank you.
Ama    : Well, we directly to our topic today. Mrs. We know that people who suffering HIV AIDS, day after day always increase especially in Bali. How is your opinion with this phenomenon?            
Parida  : Thanks. Before that, I would like to inform you that people who suffering HIV AIDS in Bali always increase. In 2004 the sufferer about 4000 people, increase to be 7000 people in 2010, and until now its more than 7000 people. HIV AIDS has caused the death  of people in Indonesia more than 25 million.
Ama    : This phenomenon is very terrible to us. How exactly HIV AIDS is ? Why it is regarded as very frightening disease  for all of people in the world Mrs. ?
Parida  : HIV AIDS is a disease that can cause death. HIV is Human Immunodeficiency Virus is virus that to weaken the immunity system in human body. People who suffering this will become vulnerable to infection of opportunistic. While, AIDS is Acquired Immune Deficiency Syndrome, where this disease step by step will damage the immunity system in  human body.
Ama    : How do viruses spread so quickly Mrs. ? We always see in real life , that people who suffering HIV AIDS is forbidden close to us, or we always to avoid them, because in our mind that we will be infected if we close to them. Is it right Mrs. ?
Parida  : That is wrong perception. The society inclined make wrong perception to judge  the sufferer of HIV AIDS.  As we know that  HIV AIDS and similar viruses are generally transmitted through direct contact between the layers of skin, bloodstream, and also with body fluids which containing HIV.
Ama    : So we will never infected that virus through touch each other or through the air ?
Parida  : Yes, that’s right. So we don’t worry about it.
Ama    : OK. How about with pregnant mother that suffering HIV AIDS and also sexual intercourse. Is it influential at all ?
Parida  : It is very influential at all. The infection of HIV AIDS can occur through blood transfusion , sexual intercourse ( vaginal , anal , oral ), contaminated needles. Besides that, between pregnant mother and her baby during pregnancy , childbirth, or breast feeding and the other form of contact with body fluids.
Ama    : So the infection of HIV AIDS only caused by direct contact Mrs. ?
Parida  : Yes. But, we often see in social life, that social punishment to the sufferer of HIV AIDS is more severe than the other deadly disease. Sometimes, that punishment also received by the volunteer who treating the patient of HIV AIDS.
Ama    : May be because the society don’t know how HIV AIDS exactly.
Parida : We also can’t judge them, because they don’t know. So, I and all of my friends from the Commission for the Eradication of HIV AIDS always do  compaign and illumination to the society about what is HIV AIDS.
Ama    : Oooooo,,,,oooo,,,,ooo,,oooo like that. But we often see that many people work as a sexual commercial worker. Because right know people will do anything to fulfill their daily need. Most of the men like do sexual intercourse with the PSK. How about with this phenomenon?
Parida  : This is big problem for us. We must know that heterosexual factor or sexual intercourse with many people is the most factor that caused HIV AIDS. We should not do sexual intercourse with other, because we don’t know which people are infected, which people are not.
Ama    : As we know. To prevent HIV AIDS is very complex. So, what should we do?
Parida  : We are should work together to resolve this problem. As we know that HIV AIDS is very terrible.
Ama    : Its very difficult. Right Mrs,? As chairman of Commission for Eradication of HIV AIDS, what have you done to decrease the growth of HIV AIDS sufferer.
Parida  : Well, we are from Commission for eradicating of HIV AIDS already done something, like giving illumination and many solutions to decrease it. We hope the society could join with us to resolve this big problem. Recently we are focus to build a clinic that will be establish for the prevention of HIV AIDS from the pregnant mother to her baby. That now focused on the area with highest cases such : Singaraja, Denpasar, and Badung.
Ama    : Why do  you build the clinic just for pregnant mother to her baby. What about the other clinic. Will be the next project?
Parida  : Sure. HIV AIDS is very terrible to us. The sufferer of HIV AIDS especially the babies are very  high. A lot of babies who died of  HIV AIDS infected.
Ama    : Woww that’s terrible. I am sorry to hear that. How do we prevent this
 Virus ? Is there a cure of this disease?
Parida  : HIV AIDS is one of the deadly disease that until now has not found the cure. However, there are 5 steps that we can do to prevent the infection of HIV AIDS.
·         Avoid free sex. Someone who often do free sex will be infected of HIV AIDS.
·         Every man or woman must be faithful to their partners. Don’t ever do sexual intercourse to the other.
·         If we can’t keep our desire to do sexual intercourse, we should use condom. That’s one alternative to reduce the risk of infection of HIV AIDS.
·         Avoid the use of syringe alternately.
·         Avoid infection through blood transfusion.
Ama    : Woww that’s easy step that everyone could do that.
Well Bali Tv viewers, 30 I have accompanied you. Before I close this dialogue, Mrs. Do you have last message that you want to say to the viewers.
Parida  : Thank you very much. I just want to inform to you that HIV AIDS is  dangerous for us that can cause death. So, from now please avoid the virus of AIDS and don’t ever avoid the people who suffering AIDS.
Thank for your coming Mrs. And I hope all people know about how HIV AIDS actually.
I’m so sorry if I have made some mistakes. We will meet next week on the same program.
Thank you for watching and Om Shanty Shanty Shanty Om





THE EXAMPLE OF APLICATION LETTER


To     : Human Resources Manager

Dear Sir / Madam,

I am replying to the information that I have heard and I will be grateful if you give me the opportunity to improve my skill and knowledge. For your consideration, I enclose my brief personal data, some important documents, and a recent photograph.
Thank you very much for your attention to consider my application. I am looking forward to hearing your answer soon.






                                                                   Sincerely yours


Ni Made Paridayanti

Communicative Language Teaching and Learner Centered Curricula.


3.3 Communicative Language Teaching and Learner Centered Curricula.
The develop of learner -  centered  language teaching came with the advent of communicative language teaching. In fact, this is more a cluster of approaches than a single methodology , with grew out of the dissatisfaction with structuralism and the situational methods of the 1960s. However, a basic principle underlying all communicative approaches is that learners must learn not only to make grammatically correct , propositional statements about the experiential world , but must also develop the ability to use language to get things done.
While the learners have to be able to construct grammatically correct structures ( or reasonable approximations of target language structures ) , they also have to do much more. In working out what this ‘ much more ‘ entails, linguists and sociolinguists began to explore the concept of the speech situation.

In so doing they were able to articulate some of the ways in which language is likely be influenced by situational variables.  Among the more important of these variables are the situation itself, the topic of conversation, the conversational purpose, and, probably the most important of all, the relationship between interlocutors in an interaction. All of these interact in complex ways in communicative interaction. 
There is a strong and a weak version of communicative language teaching .
Ø  The weak version of communicative language according to Howatt  :
·         Stresses the importance of providing learners with opportunities to use their English for communicative purposes and, characteristically , attempts to integrate such activities into a wider program of language teaching.

Ø  The weak version of communicative language according to Littlewood :
·         The structural view of language has not been in any way superseded by the functional view. However, it is not sufficient on its own to account for how language is used as a means of communication. Let us take as an example a straight forward sentence such us ‘ Why don’t you close the door ?’.
From a structural view point, it is unambiguously an interrogative. Different grammars may describe it in different ways, but none could argue that its grammatical form is that of declarative or imperative . From a functional viewpoint, however, it is ambiguous. In different circumstance it may appear to function as a question ­– for example, the speaker may genuinely others , it may function as a command.

Ø  The strong version of communicative language according to Howatt :
·         Class time should be spent not on language drills or controlled practice leading towards communicative language use, but in activities which require learners to do in class what they will have to do outside.

                    Characteristics  of Traditional and Communicative Approaches.



Traditional approaches


Communicative approaches

1.      Focus in learning :

v  Focus is on the language as a structured system of grammatical patterns.



v  Focus in on communication.

2.      How language item are selected :

v  This is done on linguistic criteria alone.

v  This is done the basis of what language items the learner needs to know in order to get thing done.

3.      How language items are sequenced:
v  This is determined on linguistic grounds.

v This is determined on other grounds, with the emphasis on content, meaning and interest.
4.      Degree of coverage :
v  The aim is to cover the ‘whole picture’ of language structure by systematic linear progression.
v    The aim is to cover, in any particular phase, only what the learner needs and sees important.
5.      View of language:
v  A language is seen as a unified entity with fixed grammatical patterns and a core of basic words.
v   The variety of language is accepted, and seen as determined by the character of particular communicative contexts.
6.      Type of language used :
v  Tends to formal and bookish.
v   Genuine everyday language is emphasized.
7.      What is regarded as a criterion of success :
v  Aim is to have students produce formally correct sentences.
v    Aim is to have students communicative effectively and in a manner appropriate to the context they are working in.



8.      Which language skills are emphasized  :
v  Reading and writing
v  Spoken interactions are regarded as at least as important as reading and writing.
9.      Teacher/ Student roles :
v  Tends to be teacher – centered.
v  .Is student – centered.
10.  Attitude to errors :
v  Incorrect utterance are seen as deviations from the norms of standard grammar.
v  Partially correct and incomplete utterances are seen as such rather than just ‘ wrong’.
11.  Similarity / dissimilarity to natural language learning:
v  Reverses the natural language learning process by concentrating on the form of utterances rather than on the content.
v  Resembles the natural language learning process in that the content of the utterance is emphasized rather than the form.

3.4 Communicative Language Teaching – The Teacher’s Perspective.

The study undertaken by Swaffar, Arens , and Morgan was designed to test the salience for foreign language teachers of the distinction between rationalist and empiricist approaches to language learning. Results indicated that the methodological debate which had assumed great prominence during the 1960s and 1970s and which resulted in a number of large- scale though inconclusive studies may have been based on false assumption about the salience of different methodological practice for classroom teachers.
·         Swaffar et  al conclude that:
Methodological labels assigned to teaching activities are, in themselves, not informative, because they refer to a pool of classroom practices which are universally used.

·         Quinn said that a survey instrument was constructed which consisted of statements typifying either ‘ traditional’ or ‘ communicative’ practices. There were also two buffer questions. Teachers were asked to rate each statement according to a five point scale. ( this was adapted from the Swaffar et al. The  instrument is reproduced below:
v  Subjects for the study were 60 full time and part time teachers with the Australian Adult Migrant Education Program.
v  We shall be looking at several studies of AMEP teachers in this work, it might be as well to make a short digression to describe the context in which the teachers work.

The AMEP is one of the largest single- language program in the world. The AMEP receives its funding and policy direction from the Australian Government Department of Immigration and Ethnic Affair. Learning arrangements and course types vary greatly , from full time intensive to part time courses. Program delivery occurs through :
v  Face to face teaching
v  Self access and individualized learning centers
v  A distance education program
v  A home tutor scheme.
According to the result of the survey about Traditional and Communicative Activities, demonstrate quite clearly that, for the group of teachers surveyed , the concept of ‘ communicative  language teaching’ is salient, with the three non communicative and one of the buffer statements being accorded ‘ trivial incidental use’.
In developing a learner centered philosophy for the AMEP Ingram stated that :
Rather than being an arbitrary academic exercise , the course followed should be responsive to the learner’s needs emanating from his stage of language development and his personal interests and aspirations. Thence, it must capitalize on the learner’s natural and acquired learning strategies and ensure, through community involvement , that any bridge between the learner and the Australian community is bridged and any sense of undesirable alienation is reduced. More recently Brindley ( 1984) has built on the work of Ingram and others. The strength of Brindley’s work is that brings together theory and practice.