Foundation of Literature

Name : Wawat Srinawati

NPM : 06211210255

Smt / Class : IV / B

Little : Romeo and Juliet

Author : William Shakespeare

My myth is very similar to the story of Romeo and Juliet by Shakespeare. Romeo and Juliet is about two teenage “star-crossed” lovers who despite their family’s rivalry, wed. During their plan, they fall victim to themselves with a simple miscommunication. They end up commit suicide not able to live with out each other. The two stories are similar in their tragic endings. Although I believe that Romeo and Juliet is mach sadder than my myth, I’d like to believe that maybe Shakespeare heard about unlike my myth, When Juliet “dies” she’s really not dead, so when Romeo killed himself it was so heartbreaking. Where as in my myth, when the girl kills herself, it’s more romantic than tragic. It’s the idea of them together forever in the form of a tree vine. Both stories make you itch for that kind of love. To be so in love with someone that you would kill yourself if you lost him or her, It’s little bit scary too. Although I wish for that kind of love sometimes, I also know that I wouldn’t want my whole life to revolve around what someone else’s life is. That’s why I think these stories are so popular , we can live out that fantasy with out taking risks in real life.

Media Pembelajaran Bahasa Inggris

WORD PROCESSORS IN THE CLASS ROOM

• Why use word processors?

Yet word processors can be used in many inventive ways, by both teachers and student.

Teacher can prepare, create, store and share materials for their classes by using a word processing program, and learners can use a word processing program both in and outside the classroom, to practice writing skills, grammar and other language points, as well as to present their work.

• Word processors for teacher : creating materials.

As a teacher, you may already use a word processing program to prepare worksheets and materials for your learners. You may also use one for correcting, editing and providing feedback on your learners’ digitally submitted written work.

Examined specific word processing tools such as inserting image and link, creating forms, and using TrackChanges.

• Word processing activities for learners

- Using word processors for creative writing

Word processors themselves well to creative writing both in and outside the classroom.

If your learners are engaged in any kind of creative writing, then spell-checkers would seem to be of help in the same way that we often encourage the use of dictionaries, and professional people and other writes will use these tools as a matter of course in their day-to-day work.

- Using word processors for language practice

Word processor are not only capably of enhancing writing skills, but can also be excellent tools for introducing for practicing language.

The use of word processors in our teaching not only serves as an aid to language practice or for the improvement of writing skills, but also teachers value ICT skills which will carry through into other areas of their lives.

- Using word processors for presenting work

One final use of word processors to consider is that of encouraging learners to put their word processed documents into a presentation package, possibly as part an ePortfolio of their work.

• Using word processors :consider

There are some potential downsides to using word processors-not the least of which his working with mixed technological ability classes where typing skills may play large part in performance anxiety and in the pace at which activities are carried out. Some attention must be paid to not putting to much pressure on yours learners to perform too quickly.

Foundation Of Literature

Name : Wawat Srinawati

NPM : 06211210255

Smt/Class : IV/B

Author : Stephen Howe

Title : The New Imperial History Reader

Summary.

The new Imperial Histories Reader

The story talking about the new imperial history brings together a sample of same the key articles and debates which have shaped the field of imperial history. Divided into four part, the first section explains the new imperial history and discussed the influences from outside history and some of the intellectual battles that have been contested in the area. Part two looks at a number of themes that have been influential in new imperial history-feminism, sexuality, globalization, ecology, post colonialism, whilst part three looks at various countries in turn - India, the Caribbean, Africa and the Middle East.
The story concludes by looking at the impact of imperial history in terms of contemporary global politics. This reader is the perfect companion for any student interested in empires and global history.

Foundation Of Literature

Name : Wawat Srinawati

NPM : 06211210255

Smt/Class : IV/B

Author : Stephen Howe

Title : The New Imperial History Reader

Summary.

The new Imperial Histories Reader

The storytalking about the new imperial history brings together a sample of same the key articles and debates which have shaped the field of imperial history. Divided into four part, the first section explains the new imperial history and discussed the influences from outside history and some of the intellectual battles that have been contested in the area. Part two looks at a number of themes that have been influential in new imperial history-feminism, sexuality, globalization, ecology, post colonialism, whilst part three looks at various countries in turn - India, the Caribbean, Africa and the Middle East.

The story concludes by looking at the impact of imperial history in terms of contemporary global politics.

This reader is the perfect companion for any student interested in empires and global history.

Media Pembelajaran Bahasa Inggris

Name : Wawat Srinawati

NPM : 06211210255

Smt/Class :IV/B

SUMMARY:

TECHNOLOGY IN THE CLASSROOM

Technology in the classroom there are :

- Technology in Language teaching

- Attitudes to technology

- Implementing ICT in the classroom

- Skills and equipment for getting started

1. Technology in Language teaching

Technology in language teaching is not new. Indeed, technology has been around in language teaching for decades-one might argue for centuries, if we classify the blackboard as a form of technology. Tape recorders, language laboratories and video have been in use since the 1960s and 1970s, and are still used in classroom the world.

Although the use of ICT by language teachers is still not widespread, the use of technology in the classroom is becoming increasingly important, and it will become a normal part of ELT practice in the coming years.

2. Attitudes to technology.

A large part of the negatives attitudes teachers have towards technology is usually the result of a lack of confidence, a lack of facilities or a lock of training, resulting in an inability to see the benefit of using technologies in the classroom. It is also often the case that teachers may not be fully in control of their work situation. A teacher may want to news more technology and their teaching but the school may not have the facilities, or, on the other hand, a teachers may be instructed to star using technology for which they fell unprepared on untrained.

3. Implementing ICT in the classroom

You will need to used the internet mainly as a resource with your learners accessing the internet to download and print out material to used offline with classes. Technology –based activities you can do by printing by of materials include:

- Using website

- Internet based project especially web quest offline

- Emile keypad projects using the teachers Emil account

- A class blog with learners preparing their contribution on paper in the teacher

typing them into the computer.

- Using online reference tools such as concordance on paper

- Electronically produced materials printed out for learners.

4. Skills and equipment for getting started.

The basic skills you do need to have in place before with star reading this book are how to use a simple work processing program (e.g. Microsoft word), How to new Emil and how to access and use the internet, and trying out the activities suggested with your learners ( with plenty of step by step help provided in the tutorials on the CD-ROM if you feel you need it ), you should be able to greatly increase your ICT skills set, and to feel a lot more confident above using technology in the classroom.

You will also need some essential equipment in order to get the most out of this book, and to star to implement technology with your learners:

- At lest one computer (preferably one per two student)

. - An internet connection

- A printer

- An audio card in the computer and a handset ( audio and microphone for every computer

- Basic software ( a word possessing program, web browser like internet explorer, firebox, safari or mozilla, and an Emil program .

Foundation Of Literature

Name : Wawat Srinawati
NPM : 06211210255
Smt / Class : IV / B

Author : Aeron Davis
Title : The Mediation Of Power

After I read The Mediation Of Power provides textbook range and accessibility whilst delivering advanced thinking and new critical directions. Its ten chapter cover a broad range of common media and communications topics including :

• Policy and regulation
• Media production and political economy
• Media-source relations and elite media management
• Cultures
• Ideology and discourse
• Mediated politics and political communication
• Citizenship and mediated mobilization
• New and alternative media
• Media audience and effects

Each caper provides case studies, new media research, as well as literature from outside the discipline. New studies in communications are combine with contempory theory and perspectives from politics, sociology, economics, anthropology and culture studied.

Foundation Of Literature

Name : Wawat Srinawati
NPM : 06211210255
Renaissance literature
Romeo and Juliet
By : William Shakespear
The story Romeo and Juliet combines swordfighting, disguise,misunderstanding, tragedy, humor, and some of the most romantic,language found in literature all in the name of true love.On the streets of Verona Benvolio tries to persuade Mercutio that it's best to stay out of the way of the Capulets and a quarrel, but Mercutio jokingly claims that Benvolio is as much of a quarreler as anyone. . . . Tybalt, looking for Romeo, is challenged to a fight by Mercutio, but then Romeo appears. . . . Tybalt challenges Romeo to fight. Romeo refuses, but Mercutio steps forward and fights Tybalt. As Romeo is trying to stop the fight, Tybalt gives Mercutio a wound, then runs away. Mercutio dies. Romeo is ashamed of himself for letting Mercutio do the fighting, and when Tybalt returns, Romeo kills him. Benvolio has a hard time getting the dazed Romeo to leave the scene. . . . Benvolio tells the Prince what happened. Lady Capulet wants Romeo's life, but the Prince levies fines and exiles Romeo.
Juliet persuades her mother and the Nurse to leave her alone. She agonizes over everything that could go wrong, is terrified by visions of the grave, and drinks to Romeo.
The Capulets and their servants are busily preparing for the wedding. Paris' musicians are heard, and Capulet sends the Nurse to awaken Juliet.
Romeo expects good news from Verona, but receives the news that Juliet is dead. He buys poison of an apothocary and says that he intends to return to Verona and join Juliet in death.
Friar John explains to Friar Laurence why he was unable to deliver Friar Laurence's letter to Romeo. Friar Laurence sends Friar John to get a crowbar and makes plans to be there when Juliet awakes, write again to Romeo in Mantua, and hide Juliet in his cell until Romeo arrives.
Paris comes to Juliet's grave to strew flowers and weep. He sends his Page a ways off, to act as a look-out. Paris promises to visit Juliet's grave every night, then the Page whistles to warn him that someone is coming. Paris sees a torch and withdraws into the darkness to see who else has come to Juliet's grave. . . . Romeo sends Balthasar away with a letter for Romeo's father, and starts to open the tomb. Paris comes forward and tries to arrest Romeo. They fight, and Romeo kills Paris. As he is dying, Paris asks to be laid next to Juliet. Romeo does this, pledges his love to Juliet, takes the poison, and dies. . . . Friar Laurence comes and finds Romeo and Paris dead. Juliet awakes and Friar Laurence tries to persuade her to come out of the grave, but being afraid of being found there by the watchmen, he runs away. Juliet kills herself with Romeo's dagger. . . . Paris' Page brings the watchmen to the monument of the Capulets. Watchmen find Balthasar and Friar Laurence. Prince Escalus arrives, then Capulet, Lady Capulet, and Montague. Friar Laurence tells his story, which is confirmed by Balthasar, Paris' Page, and the letter from Romeo to his father. Montague promises to build a golden statue of Juliet, and Capulet promises to build one of Romeo.