RESEARCH METHOD SONG TO ENHANCE YOUNG LEARNERS ENGLISH SKILL - Repository UNIKAMA

KONFERENSI NASIONAL SASTRA, BAHASA BUDAYA KS2B 2016 | 155 opportunity to journal about their learning experiences and to read and remark on the experiences of others. The group will be asked to maintain a wiki for its collaborative work. At the end of the semester, each student will deposit their final work into the colleges repository and their materials will be available to anyone on the internet. The repository will also be used to allow the student to create an e-portfolio. Each e-portfolio will have a persistent URL that will allow students to direct potential employers to examples of their work. For technological tools to support and enhance the learning experience, robust ubiquitous computer networks must be developed to make sophisticated scenarios not only possible but actual. In order for communication tools such as blogs, wikis, instant messaging, chat, and virtual classrooms to be used effectively, experienced instructional designers need to work with lecturers to ensure that scale-able learning environments are developed. The technology that the lecturers use to teach their classes needs to be complex enough to support their needs, but not so complicated that the students spend all their time learning how to use the technology and not learning the subject. Lecturers should provide students with the tools they need to have a complete group learning experience even though they are physically removed from each other. Using both the technological tools and the Virtual Classroom software as a superstructure around which to develop their assignments and class time, the lecturers is creating gathering places for online learning communities to form and develop. By requiring students to meet in these places, lecturers are developing a group of users who are comfortable with these technologies. As they progress through the program, these users should become comfortable and adept in this environment. Overall, lecturers should create a space that takes advantage of current technology to simulate a traditional, physical, face-to-face learning environment. Learning in this environment is obviously a two-way, online process. Lecturers should learn from their students experiences and their responses to questions become more reflective and deliberate. In this setting, lecturers must engage in a deeper level of mental processing as they formulate their questions and respond to those of students.

D. CONCLUSION

The confluence of new pedagogies, new technologies, and new theories of learning are enabling entirely new models of teaching and learning and that this change is of sufficient magnitude to be described as an educational transformation and paradigm shift. Some suggested tools provided by the sophisticated technology which are possible to be used in language class include blog a weblog or a web application which contains periodic time-stamped posts on a common webpage; bulletin board system a computer system that allows users to perform activities such as downloading software and data, uploading data, reading news, and exchanging messages with other users; chat a form of instant communication over the Internet; instant messenger conversation that happens in real- time; email a method of composing, sending, and receiving messages over electronic communication systems; virtual learning environments software systems designed to facilitate management of online educational courses; and wiki a web application that allows users to add content, as on an internet forum, but also allows anyone to edit the content. By continuing to explore uses for older technologies and by developing plans to employ new technologies, education professionals are creating an environment where technological tools are now simply a part of the learning space. They are tools to be used at the point of need and technologies to support multiple learning theories and styles. REFERENCES Brown, G. and Atkins, M. 2002. Effective Teaching in Higher Education. New York: Taylor Francis e-Library Brown, H.D. 2007. Teaching by Principles: An Interactive Approach to Language Pedagogy 3rd ed.. New York: Pearson Education, Inc. Cradler, J. 1994. Summary of Current Research and Evaluation Findings on Technology and Education . San Francisco, CA: Far West Laboratory. Merriam, S. B. 2001. Andragogy and self-directed learning: Pillars of adult learning theory. New Directions for Adult Continuing Education, 89: 3-14. Orey, M. 2010. Emerging Perspectives on Learning, Teaching, and Technology. Switzerland: Jacob Foundation. Prior, L. 2003. Using Documents in Social Research. London: Sage. Whittaker, C. 2013. Introduction. In Tomlinson, B and Whittaker, C Ed.. Blended Learning in English Language Teaching: Course Design and Implementation page 9-24. British Council.