I’m Gloria anak muya(A120090) and Nicholas anak nyagang (A120585)  has done our reaches on language teaching and learning. This is what we found in our assignment.

Definition of concordance is an alphabetical list of the principal words used in a book or body of work, with their immediate contexts. Because of the time and difficulty and expense involved in creating a concordance in the pre-computer era, only works of special importance, such as the works of Shakespeare, had concordances prepared for them.

Even with the use of computers, producing a concordance (whether on paper or in a computer) may require much manual work, because they often include additional material, including commentary on, or definitions of, the indexed words, and topical cross-indexing that is not yet possible with computer-generated and computerized concordances.

However, when the text of a work is on a computer, a search function can carry out the basic task of a concordance, and is in some respects even more versatile than one on paper.

A bilingual concordance is a concordance based on aligned parallel text.

These are the example; “he was reckoned very Handsome; his person much admired”

As a conclusion, concordance is the language corpus that has been use as the basis of dictionaries and teaching materials. It is also help in the vocabulary, how the rules in the concordance have being applied into writing since early age.

5^th Posting

Hai I’m Gloria and in my 5^th posting I would like to express my experience towards online test.

According to OLT text book, as we know online test construction is the team constructed the placement test using the LeaningCare web-based system.First of all, giving opportunity to take online quiz is a very excited experienced. I feel very nervous and afraid that I not have enough time to complete the entire question. Besides that, the question was in Bahasa Malaysia and I couldn’t understand some the words being used these consequences that I get not good enough marks. However, these online tests give me another chance to take once again the quiz and surprisingly I have improved my mark.

Before me was taking this test I feel nervous, but after that I enjoyed doing the online quizzes. If I compare it to textbox it is better to do online, because with a textbox, my mind will go everywhere.

However, I get a low mark in first quizzes because some of the question was in Bahasa Malaysia (BM) because it’s name totally different from English term. For example, in English we call diskette which I familiar with the name whereas in BM it’s called ‘cakera liut’.

In my opinion, this online test has the advantages. Firstly, according to OLT textbook, IT was rise and spread of English Language for global communication. Therefore, the mastery of English is seen to be instrument for developing location such as Malaysia to gain competitive edge in the global market. So that, in my opinion online test was very useful to us as student, so that in the future we will able to do something like this because we are already trained in the University.

      4^th POSTING  

Hai I’m Gloria (A120090), we meet again in this fourth posting.  

1) Do you think that blogging activity improves your writing skill?If yes what area if not why            

            Absolutely yes, undeniable that blogging activity has improved my writing skill in many ways. Firstly, before I have learned about blogging, I did not know much about other websites that we can search to find information that can help me in my writing. Before this, I had so many troubles in doing my writing, this is because I still weak in vocabulary, grammar and the quality of my writing. Now, I realized that how useful computer were in my efforts to learn how to write in English. There are many websites that we can explore such as www.eslcafe.com, www.usingenglish.com, www.manythings.org and so on which can help me on how to improve my writing skill. In addiction, in this website content many article that I can read and use to increase my writing in many ways. On the other hand, the course that I had study that is SKBE 1033 Written Communication, where in this course it need me to write more as essay in the assignment. After I  have learn about blog and learn to access to other web site to fine many article that most of it is very helpful for me to read and apply it to my Written Communication SKBE 1033. 

  2) Do you think that blog is a useful learning experience for you? If yes to what extend is it useful, enjoyable, practical and effective.

3^rd POSTING

The impact of using ICT towards health.

Hai, I’m Gloria and I have chosen this topic:  The impact of using ICT towards health. (Radiation, reading speed, hearing aids).  

REFRENCES

1) © 2008 EBSCO Industries, Inc. All rights reserved      

 Title:

REFERENCES  

European Journal of Information Systems (2007) 16, 695–711. doi:10.1057/palgrave.ejis.3000715  

 3) An epidemic of pain in an Australian radiology practiceJeanette Van Akkeren¹ and Bruce Rowlands²1.    ¹University of the Sunshine Coast, Queensland, Australia 2.    ²Griffith University, Brisbane, AustraliaCorrespondence: Jeanette Van Akkeren, University of the Sunshine Coast, Queensland, Australia. Tel: +6 175 499 7226; E-mail: jvanakke@usc.edu.auReceived 28 February 2007; Revised 15 July 2007; Re-revised 19 August 2007; Accepted 27 September 2007.    Top of page

2^nd POSTING 

 COMPUTERIZED WRITING 

Hai, I’m Gloria (A120090), I have find some article or activities that related to computer assisted writing and let us see what it is all about. 

INTRODUCTION

1) DEFINATION OF COMPUTERIZED WRITING          

Computerized assisted writing is about, Educational computing has undergone a change of focus regarding how the microcomputer should be used in language arts, and especially in writing. No longer are computers seen as tutors and drillers. Instead, educators now are realizing that the computer is a tool for handling information. A word processor can become the centerpiece for an effective writing curriculum, encouraging early language production and providing students with opportunities to connect reading and writing. When integrating advanced technology into any curriculum, the teacher must always be aware that it cannot “eliminate” problems. But with instruction and support from the teacher and peers, most students can experience success in writing through the use of a word processor. Besides that, as a tool for practice in writing, the word processor’s usefulness is unparalleled. Writing researchers have long advised that the key to fluent writing is to write as much as possible. The key to exact writing is to revise repeatedly. 

Computer-Assisted Instruction and Writing

 What Is Computer-Assisted Instruction?“Computer-assisted instruction” (CAI) refers to instruction or remediation presented on a computer. Many educational computer programs are available online and from computer stores and textbook companies. They enhance teacher instruction in several ways.

What Does CAI Look Like for Writing?

Computer-Assisted Writing Instruction Computer programs for writing help students with developing ideas, organizing, outlining, and brainstorming. Templates provide a framework and reduce the physical effort spent on writing so that students can pay attention to organization and content.The example at the right, similar to the program Inspiration, demonstrates how a student has organized her writing. Her topic is the Chesapeake Bay. She thinks about three main ideas for her topic: food, fun, and jobs. Next, she adds supporting details for each of her three main ideas. Now she can compose her paragraph. Programs like Inspiration or Kidspiration are fun because students can use pictures, change the shape or colors of the circles, and change the chart into an outline.   Computer Programs for Writing a) Word prediction

• Student-specific programs that identify words that student uses repeatedly; when the student types the first few letters, the program lists frequently used words that start with those letters
• speeds up the typing process

b) Speech-to-text

• student speaks into a microphone and the program types the words
• program must be “trained” to the student’s word pronunciation and speech style
• student must be taught how to use the program
• increased speed from thought to text

c) Text-to-speech

• student can hear what she has typed to check if it says what she wants it to say
• good for editing

 d) Spell-checker

• helps student identify misspelled words
• automatically corrects words if the teacher set the program that way

e) Thesaurus

• offers student other words that mean the same as the word he or she is using

            adds variety to student’s writing and increases student vocabulary 

2) How can one improve their writing using the computer? 

    Newman (1984) has discusses two important issues: The first is the relationship of recent research on learning to write to word processing. Newman says writing improves more “by experimenting with many aspects of the process at the same time” than by mastering separate skills and blending them. Word processing allows rapid alteration and manipulation of the text, helping writers sustain the mental images they are trying to capture while experimenting with language.

The search/replace capability encourages synonym substitution, and the immediate access to a clean copy stimulates further language play. Newman’s second point is that there is a difference between using computers for drill and practice and using them for word processing. With drill and practice software, the computer is in charge–this software tells the user what to do and controls what is learned. With word processing, however, it is the learner who exerts control both in using the computer and learning to write. The word processor was designed for revising and manipulating language. For inexperienced writers (who tend to make corrections at the word level), proofreading is easier on the computer. As writers become more experienced, they tend to make more complex changes.

These “reorganizational” changes involve moving sentences and paragraphs around, reorganizing whole sections of articles, inserting new materials, and discarding writing that no longer fits or serves. Even a beginner can use the delete, strikeover, and insert functions to make simple changes. Later, with a brief period of practice, more complex changes, such as changing the order of the sections in a paper or adding passages written in another draft, can be made. Ideally, freewriting also can be done at the computer. This would encourage students to engage in learning and self-discovery rather than to focus upon the mechanics of exact writing.

The word processor can release the writer from restraints that inhibit the free flow of words and ideas. Students can feel free to take risks in their writing because they see that they can always change their minds. The word processor has helped realize the advantages offered in process writing. Rewriting and revising are allowed to be the cognitive processes they should be, rather than being dominated by the mechanical aspects of actually putting words down on paper.

Students learn to approach their writing errors from a different point of view by struggling to understand what causes problem phrases, sentences, or paragraphs. Besides revising and editing, another benefit of using a word processor is that multiple copies can be printed for reading in peer-editing groups. Final copies can be displayed on a writing bulletin board or in a collection of writings, without any student’s work showing to a disadvantage because of poor handwriting. And the additional benefit to the student is having an audience other than the teacher. Teachers may be concerned with the fact that only one student at a time can use the word processor and printer. Many activities can be structured so as to allow “advisers” to work with the person typing.

Researchers have described this “sharing” process as central to writing instruction. Working in a group helps make writing an interactive activity. Children receive immediate feedback from others, making them aware of the need for clarity and for expressing their ideas so that they can be understood by others. This interactive feedback is extremely helpful to writers engaged in revision. It also provides each writer with experience in helping others revise their writings. Composition teachers have recognized that word processing is revolutionizing writing. Revision, long advocated but ignored by both teachers and students as too mechanical and painful, is now possible by pressing a few keys.

However, computers do not change the central role of the teacher. If writing and revision can be made easier through effective writing instruction and word processing, then, hopefully, students will begin to write because they enjoy it rather than because they are forced to do so. In addiction, computer programs are interactive and can illustrate a concept through attractive animation, sound, and demonstration. They allow students to progress at their own pace and work individually or problem solve in a group. Computers provide immediate feedback, letting students know whether their answer is correct. If the answer is not correct, the program shows students how to correctly answer the question. Computers offer a different type of activity and a change of pace from teacher-led or group instruction.

Other than that, computer-assisted instruction improves instruction for students with disabilities because students receive immediate feedback and do not continue to practice the wrong skills. Computers capture the students’ attention because the programs are interactive and engage the students’ spirit of competitiveness to increase their scores. Also, computer-assisted instruction moves at the students’ pace and usually does not move ahead until they have mastered the skill. Programs provide differentiated lessons to challenge students who are at risk, average, or gifted.Word processors are excellent tools for students who find handwriting tedious.

Often, students with disabilities have difficulty with all the requirements for the writing process. They have trouble organizing their thoughts and then retaining those thoughts long enough to put them on paper. Their handwriting must be neat enough and their spelling and grammar correct enough to convey their message, tasks that they may find difficult.  If students are taught to type early in elementary school and taught to use these programs, the writing process can become less frustrating. This is not to say that students should not be taught how to spell and to use proper grammar. Students can learn to use these programs to increase the speed from thought to paper to make the process less stressful for them. It can increase their vocabulary and their attitude toward writing. Students with disabilities may actually find they enjoy the writing process.There are many ways how writing using computer can help student in their academic writing course. 

3) EXAMPLE OF SOFTWARE WRITING 

www.whitesmoke.com 

 English Composition

 Do you need to write an English composition?  Let WhiteSmoke help.  The only all-in-one writing software on the market provides you with every English writing tool you need in order to produce and submit the best English composition.  You won’t need help from Cliffs for an AP English language composition course when you have WhiteSmoke by your side!How can WhiteSmoke help you write your English composition?  For starters, you can learn better ways to succeed with different kinds of academic English writing from WhiteSmokes? online English and writing lessons.  There are introductory topics like how to write a paragraph, how to write an introduction, and how to write a conclusion.  If you need to know how to write a term paper or how to write an essay, you will find information about these topics, too.  Don’t forget to check out the information about punctuation (like commas and other punctuation marks) and proper English grammar (like using gender neutral language and prepositions correctly) for more composition help.After you have completed some language learning and written your English composition, proofread at the highest level with WhiteSmoke.  Use the English grammar check, spelling check, and ever-improving punctuation check for the best English writing.  Trust WhiteSmoke to catch errors and suggest corrections for your work, and master language for your English composition. Insert high level vocabulary and use precise synonyms in your writing, too.  Search in WhiteSmoke?  Online English language dictionary for synonyms from the thesaurus.  Add meaning with the most suitable words for your English composition topics.  Allow WhiteSmoke? Patented artificial intelligence server to scan and understand your words, then suggest context-related adjective and adverbs for writing enhancement.When you use the WhiteSmoke comprehensive writing solution to write your English composition, you will save valuable time because it works with just one click.  You’ll also get rid of the need for a guide to English composition like Worrier’s or Barron’s.  WhiteSmoke writing software provides every writer with one-click access to necessary proofreading tools, plus revolutionary enrichment and dictionary features.   Improve your academic writing today, and succeed with your English compositions and examinations. 

5) THE ACTIVITIES

 http://iteslj.org/Articles/Tutunis-ContentBased.html

Charles Kelly’s Online Quiz Generator

What does this page do?

From this page you can generate a quiz that can be printed to paper or put online in various formats.

How do I generate a quiz?

For best results, read all of the steps below before trying to generate a quiz.

Step 1: Type the quiz data in your word processor or text editor.

Read the the “about” page to find out how to format the data.

Step 2: Put your data in the box below.

- -
NOTE There should be NO RETURNS before the first line of data.NOTE There should be one and only one RETURN after the last line. If you get an error, this is the probably where you made your mistake.

Step 3: Choose the kind of quiz you want to generate.

1.    Use the quiz in your classroom. o        Generate a page for printing to paper. / Include the answer key for the teacher. 2.    Create a quiz that can be put on your own web server. o        Charles Kelly’s Self-study Quiz Format
Similar to a4esl.org/q/h/ o        GIFT format (For those using Module)
For multiple choice questions, up to 5 choices, feedback included if tabbed.o        Marmo Soemarmo’s JavaScript Quiz
Similar to ~linguist/jscript/Mchoice.htm
NOTE: Only up to the first 3 choices will be used. (Excess choices will be gracefully ignored.)o        John McKendrick’s Java Quiz Applet
Similar to http://www.manythings.org/jq/
NOTE: Only up to the first 3 choices will be used. (Excess choices will be gracefully ignored.)
Download the applet from: http://www.teilhard.com/software/java.htmlo        Data formatted for David Griffiths’ QuizShow
Similar to http://www.manythings.org/qs/verbs.html
This is only the data, it’s an external file accessed by a Java applet. This format also requires that all questions have the same number of choices.3.    Generate a quiz that can be contributed to a4esl.org.
These must be hosted on our web server.o        Charles Kelly’s JavaScript Quiz Format
Similar to a4esl.org/q/j/)o        Charles Kelly’s Flash Quiz for a4esl.org.
Similar to a4esl.org/q/f/)4.    If the data is formatted as a bilingual word list, try these.o        Self-study Word List Quiz
Note: This will change the above multiple-choice data into a “fill-in-the-blank” self-study quiz as well.o        Flashcard-like Word List Quizo        Vocabulary List5.    Still Very Experimental.o        Hot Potatoes XML Format

Step 4: Click the button to generate the quiz.

Step 5: Save or print the resulting web page.

• If you generated the “For printing to paper” quiz, you have 2 options.
  • Copy it and paste it into your word processor. You can further edit the document or you can print it “as is” (minus the answers) for your students.
  • Print it from the web page. With a pair of scissors, cut off the answers before duplicating the quiz for your students.
• If you generated a quiz for the web, then save the resulting page “as source.”

Step 6: Contribute the quiz to a4esl.org. (Optional)

Paste the same data that you put in the above box into the web form, and then click the “submit” button.

Reminder

Save your original data file. You may want to use it again in the future. You can easily add or delete questions from the same file and re-generate the quiz.

 5) CONCLUSION

According to Online and OFFLine writing course by Nuraihan Mat Daud and Ainol Marziah Zubairi page 7 OTL, in fact, the number of studies on the use of tools that are available on the Internet is fast growing. In my opinion, online writing can help student to improve their writing skill because student will be explore the issues or topic, identify the issues, formulate a thesis statement, gather information and apply argumentative writing skills. For me, I like writing using computer tools and I enjoy surfing internet.   

I Gloria anak muya (A120090) and Nicholas anak nyagang (A120585) my partner has decide to choose the topic best on reading comprehension.

Reading comprehension.

The Pink by Patricia Polacco

http://www.authorama.com/grimms-fairy-tales-32.html

There was once upon a time a queen to whom God had given no children. Every morning she went into the garden and prayed to God in heaven to bestow on her a son or a daughter. Then an angel from heaven came to her and said: ’Be at rest, you shall have a son with the power of wishing, so that whatsoever in the world he wishes for, that shall he have.’ Then she went to the king, and told him the joyful tidings, and when the time was come she gave birth to a son, and the king was filled with gladness.Every morning she went with the child to the garden where the wild beasts were kept, and washed herself there in a clear stream. It happened once when the child was a little older, that it was lying in her arms and she fell asleep. Then came the old cook, who knew that the child had the power of wishing, and stole it away, and he took a hen, and cut it in pieces, and dropped some of its blood on the queen’s apron and on her dress. Then he carried the child away to a secret place, where a nurse was obliged to suckle it, and he ran to the king and accused the queen of having allowed her child to be taken from her by the wild beasts.

When the king saw the blood on her apron, he believed this, fell into such a passion that he ordered a high tower to be built, in which neither sun nor moon could be seen and had his wife put into it, and walled up. Here she was to stay for seven years without meat or drink, and die of hunger. But God sent two angels from heaven in the shape of white doves, which flew to her twice a day, and carried her food until the seven years were over.The cook, however, thought to himself: ’If the child has the power of wishing, and I am here, he might very easily get me into trouble.’ So he left the palace and went to the boy, who was already big enough to speak, and said to him: ’Wish for a beautiful palace for yourself with a garden, and all else that pertains to it.’ Scarcely were the words out of the boy’s mouth, when everything was there that he had wished for. After a while the cook said to him: ’It is not well for you to be so alone, wish for a pretty girl as a companion.’ Then the king’s son wished for one, and she immediately stood before him, and was more beautiful than any painter could have painted her. The two played together, and loved each other with all their hearts, and the old cook went out hunting like a nobleman. The thought occurred to him, however, that the king’s son might some day wish to be with his father, and thus bring him into great peril. So he went out and took the maiden aside, and said: ’Tonight when the boy is asleep, go to his bed and plunge this knife into his heart, and bring me his heart and tongue, and if you do not do it, you shall lose your life.’ Thereupon he went away, and when he returned next day she had not done it, and said: ’Why should I shed the blood of an innocent boy who has never harmed anyone?’ The cook once more said: ’If you do not do it, it shall cost you your own life.’ When he had gone away, she had a little hind brought to her, and ordered her to be killed, and took her heart and tongue, and laid them on a plate, and when she saw the old man coming, she said to the boy: ’Lie down in your bed, and draw the clothes over you.’ Then the wicked wretch came in and said: ’Where are the boy’s heart and tongue?’ The girl reached the plate to him, but the king’s son threw off the quilt, and said: ’You old sinner, why did you want to kill me? Now will I pronounce thy sentence. You shall become a black poodle and have a gold collar round your neck, and shall eat burning coals, till the flames burst forth from your throat.’ And when he had spoken these words, the old man was changed into a poodle dog, and had a gold collar round his neck, and the cooks were ordered to bring up some live coals, and these he ate, until the flames broke forth from his throat. The king’s son remained there a short while longer, and he thought of his mother, and wondered if she were still alive. At length he said to the maiden: ’I will go home to my own country; if you will go with me, I will provide for you.’ ’Ah,’ she replied, ’the way is so long, and what shall I do in a strange land where I am unknown?’ As she did not seem quite willing, and as they could not be parted from each other, he wished that she might be changed into a beautiful pink, and took her with him. Then he went away to his own country, and the poodle had to run after him.

He went to the tower in which his mother was confined, and as it was so high, he wished for a ladder which would reach up to the very top. Then he mounted up and looked inside, and cried: ’Beloved mother, Lady Queen, are you still alive, or are you dead?’ She answered: ’I have just eaten, and am still satisfied,’ for she thought the angels were there. Said he: ’I am your dear son, whom the wild beasts were said to have torn from your arms; but I am alive still, and will soon set you free.’ Then he descended again, and went to his father, and caused himself to be announced as a strange huntsman, and asked if he could offer him service. The king said yes, if he was skilful and could get game for him, he should come to him, but that deer had never taken up their quarters in any part of the district or country. Then the huntsman promised to procure as much game for him as he could possibly use at the royal table. So he summoned all the huntsmen together, and bade them go out into the forest with him. And he went with them and made them form a great circle, open at one end where he stationed himself, and began to wish. Two hundred deer and more came running inside the circle at once, and the huntsmen shot them. Then they were all placed on sixty country carts, and driven home to the king, and for once he was able to deck his table with game, after having had none at all for years.Now the king felt great joy at this, and commanded that his entire household should eat with him next day, and made a great feast. When they were all assembled together, he said to the huntsman: ’As you are so clever, you shall sit by me.’ He replied: ’Lord King, your majesty must excuse me, I am a poor huntsman.’ But the king insisted on it, and said: ’You shall sit by me,’ until he did it. Whilst he was sitting there, he thought of his dearest mother, and wished that one of the king’s principal servants would begin to speak of her, and would ask how it was faring with the queen in the tower, and if she were alive still, or had perished. Hardly had he formed the wish than the marshal began, and said: ’Your majesty, we live joyously here, but how is the queen living in the tower? Is she still alive, or has she died?’ But the king replied: ’She let my dear son be torn to pieces by wild beasts; I will not have her named.’ Then the huntsman arose and said: ’Gracious lord father she is alive still, and I am her son, and I was not carried away by wild beasts, but by that wretch the old cook, who tore me from her arms when she was asleep, and sprinkled her apron with the blood of a chicken.’ Thereupon he took the dog with the golden collar, and said: ’That is the wretch!’ and caused live coals to be brought, and these the dog was compelled to devour before the sight of all, until flames burst forth from its throat. On this the huntsman asked the king if he would like to see the dog in his true shape, and wished him back into the form of the cook, in the which he stood immediately, with his white apron, and his knife by his side.

When the king saw him he fell into a passion, and ordered him to be cast into the deepest dungeon. Then the huntsman spoke further and said: ’Father, will you see the maiden who brought me up so tenderly and who was afterwards to murder me, but did not do it, though her own life depended on it?’ The king replied: ’Yes, I would like to see her.’ The son said: ’Most gracious father, I will show her to you in the form of a beautiful flower,’ and he thrust his hand into his pocket and brought forth the pink, and placed it on the royal table, and it was so beautiful that the king had never seen one to equal it. Then the son said: ’Now will I show her to you in her own form,’ and wished that she might become a maiden, and she stood there looking so beautiful that no painter could have made her look more so.And the king sent two waiting-maids and two attendants into the tower, to fetch the queen and bring her to the royal table. But when she was led in she ate nothing, and said: ’The gracious and merciful God who has supported me in the tower, will soon set me free.’ She lived three days more, and then died happily, and when she was buried, the two white doves which had brought her food to the tower, and were angels of heaven, followed her body and seated themselves on her grave. The aged king ordered the cook to be torn in four pieces, but grief consumed the king’s own heart, and he soon died. His son married the beautiful maiden whom he had brought with him as a flower in his pocket, and whether they are still alive or not, is known to God.   

Question,

Write a short answer to the question given below.

1.      What is the moral value in this story?

2.      What are the power that boy have?

3.      Why his mother was put at the tower?

4.      From the story we know that the cook attend to kill the boy, why did he try to kill the boy?

Activity.

1.      Divide the class into 5 groups.

2.      Each group discusses the plot of the story.

3.      Each group have to share their work.

·        After that, each group should discuss what characteristics does boy show?

·        If you had an opportunity how would you end this story?

·        Look at the vocabulary on this story. Does this help you know what the story is about? Can you classify the words?

·        Vocabulary – identifies interesting or unfamiliar words in the reading and leads a discussion about the new words.

·        Literary luminary- relates the new words back to the context of the passage, and provides supporting definitions by accessing a dictionary or other media sources.

·        Connector – makes a connection between the meaning of the words as used in the context of the text and prior knowledge or understanding.

·        Discussion director- facilitates the discussion among members of the group.

·        Summarizer- records and reports the group’s activities to the whole class; similar to a secretary or reporter.

   Explanation according to the story. What both of us had found, in this story or article; is a reading for pleasure, for example; “There was once upon a time a queen to whom God had given no children” this text show that this story for the reader to read for pleasure only. Whole of this story told that there was a kingdom where the king and her queen had no son or daughter. Until they given a child.  

The activities on this story help student and the reader to think creatively how to analyze the story given as what had given on activity session and also student can learn a new word as to define the on vocabulary where the student has being ask to identify unfamiliar word so that can help them to gain more knowledge and understanding on how to use the new word and to write a better sentence or essay in their future writing. In addition, student also being ask to use their creativity to write the end of the story according to their own knowledge, this is good to student to help them on their thinking area on other subject or in any situation they are in. This story also help student because it is easier to understand the meaning, with connector activity, student may able to make a connection between the words that use in their writing in any of their subject. Furthermore, student also able to understand the moral value that they can apply it in their daily day’s. Under the activity, it helps the student to practice their public speaking while they share what they had done in the group before.

                                                  Definition of weblog

         According to the text book Online Teaching and Learning in ELT  , blog is a “web page that serves as a public accessible personal journal for an individual. Typically updated daily, blogs often reflect the personality of author” (www.webopedia.com) Blogis not like an e-mail and it should write in proper sentences. The introduction of weblog has enable me to write up how Ict is related to langguage. Besides, the term itself is relatively new and with the increasing popularity of blogs in the field of journalism, a whole list of terminology such as blogging, blogger, crisis blog, group blog and blogger ecosystem have emerged (www.samizdata.net/blog) 

              My plan towards weblog

        My plan is to write more about the assingment and decorate my blog as good as possible. My plan is to conger the blog and write information in the blog so that I can sharing my own space or journal in the blog.  Besides, I can create my own journal in the blog. Writing a journal is an important means of gathering information about events (actions, feelings and interpretation) and that I uses this information to access practice can support reflective practice. The moment I master the blog I will also improve my language using blog. Other than that, in the field of education, blogging has too brought interest in learners to write. Ward (2004.8) state that ’student are excited about writing again because the whole world is watching their writing teacher” (Online teaching and Learning in ELT). Other than that, my plan is to create a good blogs as many as I can, because I find that writing my own blog while doing this course was an enjoyable exprience and helped me to understand what I was learning

Apart from that, I will use wisely the space given to me. I realize that writing blog is the way of expressing my views, ideas, thought and opinions. Besides, for me writing blogs is an  effective way to devepling as an ELT professional.

What I’m going to post    

      I will post something that link or related to my language and technology subject SKBP 1023. I will writing my own blogs for the purpose of SKBP 1023 of sharing ideas with my coursemate and also as an mu opportunity to express my own views and thought. i realized that writing blogs helped me to gain confidence in expressing my own personal views and my opinions.

My desinged and decorated blog

        I will decorate my blog as interactive as i can. 

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