ICT Final Test-Digital Magazine

Here is the link of our Digital Magazine

https://joom.ag/StRQ

Members of the group
1. Winda Aditya Puspitasari (page 2-7)
2. Nur Fitriyanti (page 8-12)
3. Ismi Suciati Maghfiroh (13-19)

Example of Translation Techniques

Here is the example of translation techniques

1. Amplification
 

SL (English)	TL (Indonesian)
Employees of all industries took part in the conference	Karyawan-karyawan dari semua cabang industri mengambil bagian dalam konferensi tersebut
There are many Indonesian at the ship	Banyak warga negara Indonesia di kapal itu
Everything is up to you!	Semuanya terserah Anda sendiri!
Spaghetti (Italian Food)	Makanan Italia berupa mie yang di sajikan dengan saus daging tomat dan ditaburi dengan keju
Bangers and Mash	Makanan berisi sosis yang disajikan di atas kentang tumbuk

 2.  Transposition
 

SL (English)	TL (Indonesian)
After many bankruptcies, the crisis was ended by government regulation of the tulip trade	Setelah beberapa kali kebangkrutan, krisis tersebut diakhiri oleh  peraturan pemerintah mengenai perdagangan tulip
I have no control over this condition	Saya tidak dapat mengendalikan kondisi ini
Trade Secrets and Confidential	Rahasia dagang
Clean the furniture, please!	Tolong bersihkan mebel-mebel tersebut!
You must get the money	Uang itu harus kamu dapatkan
All of her muscle felt like stone	Seluruh ototnya terasa seperti membatu.

3. Modulation 
 

SL (English)	TL (Indonesian)
Nobody doesn’t like it	Semua orang menyukainya
I cut my finger	Jariku teriris
There was no comparison	Tiada Banting
The problem is hard to solve	Masalah itu sukar (untuk) dipecahkan
I will submit the report tomorrow morning	laporan itu akan saya sampaikan besok pagi
It’s a good idea to have your travel agent make reservations a year in advance	Ada baiknya agen perjalanan wisata Anda melakukan pemesanan setahun di muka

4. Adaptation

SL (English)	TL (Indonesia)
As white as snow	Seputih kapas
His leg felt like a stone	Tungkai kakinya seperti terpaku
He is crazy about her, He is stuck on her	Dia tergila-gila padanya
Jack of legs	Laki-laki yang tinggi
Give you a bell	Menelpon mu

Intructions with Technologies for Middle School Classrooms

Middle school is also known as intermediate school or junior high school is a school for students older than elementary school but yet high school. Middle school teachers educate students, typically in sixth through eighth grades. Middle school teachers help students build on the fundamentals they learned in elementary school and prepare them for the more difficult curriculum they will face in high school. Middle school students have more independence and freedom than elementary school students. However, the expectations and responsibilities placed upon middle school students are much greater than those of elementary school students. Students in middle school may find that subjects are a bit more challenging than they were in elementary school.

Technology is very much part of language learning throughout the world at all different levels. We are as likely to find it in the primary sector as much as in adult education. Technology, when used appropriately, can help make the English and language arts classroom a site of active learning and critical thinking and further student connections with the past. Technology can be used to enable students to explore fundamental curriculum issues and answer core questions.

Teaching with technology can deepen student learning by supporting instructional objectives. Teachers can use technology to enable students to meet people of different cultures, explore ancient and modern worlds, do authentic primary-source research, problem-solve through inquiry-based activities, and much more. Students can use the Internet, electronic databases and other online sources to gather information. Teachers and learners can go online to read or listen to material about different areas of interest, and can then write or speak about what they have discovered, telling others in the class or other classes elsewhere in the world. Technology use allows many more students to be actively thinking about information, making choices, and executing skills than is typical in teacher-led lessons. Moreover, when technology is used as a tool to support students in performing authentic tasks, the students are in the position of defining their goals, making design decisions, and evaluating their progress.

What is still sometimes an issue is the reliability of these technologies for classroom use. This can discourage teachers from making use of technology as often as they would want to. It's compounded by the fact that, if these teachers are working in schools, they are faced with classes of learners who may, on the surface at least, appear to be more digitally competent than their teachers are. Learners can therefore challenge their teachers, in ways that put the latter off using the technologies that could potentially make such a difference to what happens in the classroom.

Online Social Media Applications for Language Teaching & Learning

Online Social Media Applications for Language Teaching & Learning

Social media tools, such as Twitter, Facebook, and YouTube, are changing the way students and faculty communicate, share ideas, and build networks. Social Media can be an effective tool for teaching and learning in higher education. It can help connect students to information and help them generate a dialogue with their teacher and other students about a course. The interest in social media is increasing, and the educational community is looking to harness the potential of these resources to improve teaching and learning while also being mindful of privacy concerns.

There are so many applications supports in teaching and learning language as follow:

Ø  Edublogs

Edublogs is a blogging service specializing in blogs for educational institutions. The site is designed for students, teachers and educators, as well as entire schools, districts or universities. Users can maintain a free blog on the site with limited features, storage space and advertising displayed on the blog by the site. A Pro paid plan is available which allows more storage space, allows the user to remove the advertising on up to 30 free blogs, and which adds more features. The Pro plan is ideal for individual teachers to add and maintain student blogs for their class. A Campus plan is available for schools, districts and universities which offers a blogging platform usable by an entire institution.

Ø  Edmodo

A teacher is able to pose a question and students were able to respond and discuss it, often times at home. Teachers were able to post assignments and students were able to see them all the time, even when they are absent. Edmodo helped us make the transition to going paperless.

Ø  Moodle

Moodle is a free online learning management system, providing educators around the world with an open source solution for e-learning that is scalable, customisable and secure with the largest selection of activities available. Moodle is supported by an active network of certified Moodle Partners to assist with support and an active community of developers, users and supporters.

Ø  Google Forms

A Google Form is a great way to gather information related to meetings or conferences, for example. Before a meeting, collect the names and contact information for attendees. The day of a meeting, survey people to streamline your lunch order. After the meeting, use a survey to get feedback on conference sessions and gather suggestions for improvement.

Ø  Animoto

Animoto provides an array of tools for creating videos in your classroom. Animoto automatically analyzes music, photos and video clips, and orchestrates a custom video, leaving you free to focus on the content and narrative of your videos. Animoto makes it easy to share your videos via email, on a blog/website, exported to YouTube, or downloaded to a computer for use in presentations.

BLENDED LEARNING

The blended learning is a formal education program in which a student learns at least in part through online learning, with some element of student control over time, place, path, and/or pace; at least in part in a supervised brick-and-mortar location away from home; and the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience. On the other hand, blended learning is a term increasingly used to describe the way e-learning is being combined with traditional classroom methods and independent study to create a new, hybrid teaching methodology. 

Blended Learning Models

1)    Face-to-Face driver

Teachers deliver most of the curriculum in face-to-face classes. However, they also produce online resources to supplement or revise course material, which students can study at home, in the classroom or in the lab.

2)      Rotation

The students rotate between a period of face-to-face tuition and a period of online study. In some case, online study may be done remotely (at home, for example).

3)      Flex

In this model, most learning is done in the online environment. Face-to-face teaching is still available, but for small groups or individuals on an as-needed basis.

4)      Online lab

All course material and teaching is done online, but in a physical classroom on computer lab. Teachers interact with students online (through pre-recorded videos, audio and video conferences or discussion forums and email.

5)      Self-blend

A fully individualized approach, in this model the students takes online classes a la carte. Much of the learning is done online, but the student will still attend face-to-face classes.

6)      Online driver

Students work mainly online in a remote location and come into school for optional or required face-to-face classes.

A Learning Model

There is a general consensus among education innovators that blended learning has three primary components:

• In-person classroom activities facilitated by a trained educator.
• Online learning materials, often including pre-recorded lectures given by that same instructor.
• Structured independent study time guided by the material in the lectures and skills developed during the classroom experience.

A course created in a blended learning model uses the classroom time for activities that benefit the most from direct interaction. Traditional education (especially at the college level) tends to place an emphasis on delivering material by way of a lecture, while in a blended learning model lectures can be videotaped ahead of time so the student can watch on their own time. The classroom time is more likely to be for structured exercises that emphasize the application of the curriculum to solve problems or work through tasks.

GLOBAL EDUCATION NETWORK

Nowadays, technology and telecommunications network are growing rapidly. All jobs always need technology and telecommunications networks , including in education . Technology is very important in education to access information. The rapid development of global technological capacity and abilities create opportunities for students worldwide.

The Milken Foundation identifies five criteria that characterize a scenario for technology acquisition, informed use, productive output, and contributions to development. Those considering acquiring new or additional technology should consider these questions as a framework. First, what is it that technology will do for students and educators that is compelling enough to make all the effort worthwhile? (The Incentives). Second, what is it that communities need in order to make informed decisions and wise use of technology and telecommunications for improvements in learning? (Capacity building). Third, what is getting in the way of educators and students effectively using technology and how can we fix the system to get rid of these barriers? (System Changing). Fourth, what is it that we need in order to ensure that all students have the opportunity to learn in a technology-enriched learning environment? (Mandates). Fifth, how will we know it when we see it? What does success look like in terms of student performance? What indicators will we be using? How will the data be collected? What evidence will be analyzed and evaluated against which benchmarks? (Benchmarking) (Milken Foundation, 1998.)

There are practical implications for school administrators in developing countries. The existence of instant communication is now a practical reality rather than just a theoretical possibility. Practicing administrators all over the globe possess the means to improve educational delivery systems. The implications represent a new found power, particularly potent in developing countries where gains in education can provide substantial economic gains and where access to educational opportunities provides more significant benefits than the incremental improvements in industrialized countries.

The development of technology and telecommunication networks can improve student’s language skill through student-student conversation. The introduction of Peer-to-Peer video conferencing using devices students are familiar with can increase personal interaction. By Peer-to-Peer Video conferencing offers opportunities to increase communication skills and language learning. Social interaction helps build connections for a better world. It also creates the opportunity for students to build an international network of friends and contacts. A contact network can help students to develop business leads, find new job opportunities, and increase their knowledge of other countries and cultures. Communication through speaking is a very important element. Through the use of Peer-to-Peer video conferencing, students can study new languages and to learn about cultural differences while building a global support network.