MY POSTER PRESENTATION (NOVEL)

Animal Ark

Mare in the Meadow

Written Report - Journal

Title	Using Communicative Games in Improving Students’ Speaking Skill
Presented by	Hana Muslimah
Gap	This research focuses on the appropriate way to increase students’ speaking skill. The result shows that students’ speaking skill better in both their condition, fluency, enthusiasm, confidence. This research could make a funny and enjoyable way in teaching speaking as well as can make the teacher more creative in teaching speaking skill. However, It is also to investigate /analyze/improve/find out the effectiveness of this game in another skill or another issues.
Title of your research	Encouraging Students’ Activeness to speak through Communicative Games by
Rationale	One of the most common problems that most students face when learning a language is their inability to speak it. Their inability make them inactive when learning English were conducted in the class. Communicative Games can be an alternative way to overcome students’ difficulties in learning how to speak English. In fact, they can improve their speaking skills be more active. However, talking about communicative games cannot be separated from those two terms;” communicative” and “game”. The word communicative refers to the communicative approach in which teaching-learning activity avoids the concentration towards grammar and vocabulary but emphasizes on the significance of language function (Harmer, 200). In other words, these activities will involve students in real communication, where the achievement of their communicative task is more important than the accuracy of language they use. Besides, it will indirectly make students willing to get involved in every activity in the classroom that will make them have to get used to being active. Therefore, it can give positive impact towards students’ motivation and classroom atmosphere which in line with Michael J Wallace (1987), language games are used for increasing emphasis on the importance of motivation and the appropriate kind of positive effective atmosphere in the classroom. Keyword:   Communicative Games, EFL Classroom, Speaking, Activeness
Your Research Question(s)	1.      What kinds of communicative games that are appropriate with young learners? 2.      How does the Communicative Games Used in encouraging students become active? 3.      Is Communicative Games encourage the students become active?

My Reading Log-Journal

Day 1 Monday Date : 08 Mei 2017
Time	19.00-20.00
First Title	LANGUAGE SHIFT AND MAINTENANCE AMONG CHINESE COMMUNITY IN SURABAYA: A CASE OF NON-MIGRANT COMMUNITY
Sources	http://jurnalmahasiswa.unesa.ac.id/index.php/language-horizon/article/view/7665
Background	Surabaya is known as urban city which the center of business, industry, trade, and center of education. This is one of the most favorable places where businessman or business woman begin their career, place of education, and for job seeker. Surabaya is the second larger city after Jakarta and the capital of the province of East Java, and with total of population reaching over 3 million which make Surabaya is called as an urban city (http://www.surabaya.go.id/profilkota/index.php?id=22). While Lowenstein (1977:23) said that In general, populations in places of 2,500 or over were urban; those in places of less than 2,500 were rural This makes English become an important language choice by people in Surabaya and perhaps people will try to learn English to get a better future in life because the competition is real in urban areas. Chinese is one of ethnics which exist in Surabaya for a very long time ago. The first language brought in Surabaya was Mandarin because the Chinese at the first time was the result of migration. Meanwhile, the elder did not teach Mandarin as well as language inherited. This is happen because they do not living in China where Mandarin position as first and dominant language spoken. So, the situation is Mandarin does not function as the first language for young generation in Surabaya. In addition, it is considered too difficult with all its grammars, pronunciations, and intonations. It is said by Constance’s letter in Liu (2005:140) wrote that English was easier than Chinese because English only had twenty-six letters while Chinese had many characters and did not have a spelling system. So, the language most spoken by Chinese in Surabaya today is Indonesian and it is considered as mother tongue that inherits to the next generation. In this case, Chinese people, who see a future must be a better future and life  will think that English is needed to be learnt because there would be a competitor in urban city and must follow the modern era which make English is used almost in every places whether written or oral. Besides getting an English subject at school, parents might also put their children to the course, learning English and use it at home in daily communication. This use of language is chosen and spoken because of some favors. This is leading Chinese community tend to shift Indonesian into English. It is when people use a particular language in a particular area because of some favors. Chaer and Agustina (1995: 190) said that language shift is usually happened in a country or in an area which gives a big hope for the better social economic life.
Research question (s)	(1) what language is used by Chinese family in Surabaya (2) what factors that contribute Chinese family choose English? (3) how does the Chinese family maintain the Indonesian language?
Research procedure	The subjects in this study were 3 Chinese families in Surabaya who were born in Surabaya and living for the next of three generation for the first migration in Surabaya. The three Chinese families were multilingualism who able to speak three languages: Indonesian, Mandarin, and English. In this case, Indonesia was their mother tongue, not Mandarin. The sources of the data in this study were 3 Chinese families in Surabaya. They were parents and children. The data were information and opinion from each member and its parents. The data of research question number one, two and three are opinion and information about language used, factors contribute language shift, and the way of maintaining the Indonesian. The data are gotten from observation, Interview and questionnaires that are given to the subjects of the study; parents and children. Since the subjects of this study were humans, the writer collected the data in the form of written and oral words from the subjects being observed. Besides that, the instruments and tools were used to support to the data collection technique. There are two kinds of techniques applied in this study; questionnaires, interview. The three instruments were used to answer the three research question; (1) language used by Chinese family in Surabaya, (2) factors contributes language choice, and (3) the maintaining of Indonesian language. After that the data that had been obtained will be transcribed, and then classified the data. The last process is analyzing the data with the theory used in this study.
Result/ Findings	The three Chinese families were known as multilingual families because they were able to speak in three languages; Mandarin, Indonesian and English. These languages have its position and function towards these families. The position and function of these languages will be explained below: Mandarin Language Mandarin was one of languages that were used by three Chinese families in Surabaya. Mandarin still considered as minority language and not all people in Surabaya understood and wanted to spoke this language. As the result, Mandarin was only spoken by people who able to speak this language, such us Chinese who worked at international Chinese company and Mandarin teacher who used Mandarin in teaching and learning method in school and Mandarin course places. It had been spoken also by the elder who had been living in Surabaya in past time but it did not now. The children also argued that Chinese was important but they did not speak it because they were not living in country where Mandarin is positioning as Majority. This opinion was gotten from the subject of the study that both children and parents were giving the same opinion about their ethnic language. In this case, mother A only used Mandarin with her friends but only a little. This was because she did not speak well and it was too difficult. Mandarin language was only a sign to show her identity. Indonesian Language Indonesian language is the majority language that is spoken by people in Surabaya. Since Mandarin did not inherit to the three Chinese families, Indonesian was known as their mother tongue. Mother tongue is the language that is used and taught by parents to their children in daily activities and the result of mother language usually comes up as the first language of the children and parents.  It proved that the three Chinese families used Indonesian as mother language because they were living in the area where Indonesian was used by people surrounding. In addition, the old generation also taught them spoke Indonesian. So, Indonesian was recognized as Chinese mother tongue. English Language English was the language that was also used by three Chinese families. English was becoming their language because it had an important role in many aspects: education and job opportunities. It was also known as International language and positioned as foreign language. English was one of foreign languages that are taught at every school since a long time.it was seen that Child C learnt English since she was a child. And it was also her language used. English became a dominant language to family A because they used to speak English almost in many domains: church, home, and working area. Father A supported his statement that English was also used at home in order to fluent their family English speaking. And it was strongly said that “wajib itu mbk meskipun gak setiap hari (it is a must even not in everyday communication)”.  So, from the statement above, English is recognized as their dominant language. It was proven that three Chinese families were multilingual families because they were able to speak in three languages; Mandarin, Indonesian, and English. Indonesian was their mother tongue because it is inherited through generations. Mandarin was their ethnic language that is functioned to show their identity, and English was used as their dominant language use. In this case, they are considered as multilingualism, this is the ability of speaking more than two languages. Factors of Choosing English Language There were several factors why did three Chinese families choose English as their language communication. The factors are represented in the form of tables which consists of; modern era, communication, education, future carrier, and language habit. Here are some factors why did these families choose English. Modern Era, Communication, Education, Future Carrier, Language Habit, Attitude and Values, Demographic, Economic and Political, Social.
Conclusion	Three Chinese families are known as multilingual families because they are able to speak in three languages; Mandarin, Indonesian, and English language. Mandarin is known as their ethnic language because it has a function to show their identity. Indonesian is known as their mother tongue because it inherits through generations. English, on the other hand is known as their dominant language because the intensity of using English was more than Mandarin and Indonesian. Regards to the multilingual family, they use the three languages in different domains and addressees. There are some factors that support these families choose English as language in communication. They are modern era, communication, education, future carrier, and language habit. In addition, the choice of English because of those factors gives a precursor for these three Chinese families, especially for the children. It is also shown that they tend to shift into English. The factors contribute language shift appear in three Chinese families that show the precursor to shift into English. The factors are attitude and values, social, demographic, and economic and political. The choice of English becomes the precursor of these families to shift into English. The shifting may be happen if the children show the negative attitude towards Indonesian which can be said that they abandon their mother tongue and replace it with the new language. The positive attitude that is showed by three Chinese families is the way to maintain Indonesian. Besides, Indonesian language is known as mother tongue of each family, it is considered as the majority language used by Surabaya people. So, these make three Chinese families maintain Indonesian language.
The amount of paragraphs	55 (contain of short paragraphs)
What makes you interested in this journal	It is examines about language shift and maintenance.
Comment after reading	I never know before if English was easier than Chinese because English only had twenty-six letters while Chinese had many characters and did not have a spelling system for Chinese young generation.
New Vocabularies found	Precursor, tremendously, inherited, exposure, repertoire, rural.

Time	22.00-23.00
Second Title	MOTIVATING STUDENTS THROUGH EDMODO (A Blended Learning in Grammar Class)
Sources	https://eprints.uns.ac.id/26408/1/output38.pdf
Background	Motivation has a very crucial role in a learning process, expecially related to the students’ achievement in mastering a particular subject, for example, in learning English. It is able to lead to the assumption that without any motivation a student or even a lecturer will not achieve what they want to reach. It is in line what is said by Brown (2008:183) that “...Motivation is the main star in second language learning around the world.” Therefore, as an educator or a lecturer, they have to be able to motivate their own students in order that they can own a good language skill by the maximum effort. The assumption is certainly not false because it is almost uncountable that a study or research conducted toward human being showed that motivation is generally a learning key (Weiner, Deci, Maslow in Brown, 2008:183). However, as an educator, the lecturer needs to innovate how to build students’ motivation to learn. It is not easy because students generally only want to have “A” rather than achieve a deep understanding related to the subject they are learning with. Besides, the mentioned description is related to dimension in which there are two motivations influencing students to achieve learning objectives, intrinsic and extrinsic motivation. Brown (2008:188) says, “Motivation is the degree to which the learner is intrinsically or extrinsically motivated to succeed in a particular activity.” Hence, the researchers in this study are intented to observe what becomes the students’ motivation aims and how to motivate them to learn, especially learning English grammar.
Research question (s)	How to motivate students to learn?
Research procedure	Observation and questionnaires were used to collect the data. Observation was done to investigate students’ activities in edmodo in English grammar class. Questionnaires were used to know the implications of the use of edmodo, students’ motivation, internet access, implications of the use of edmodo, and academic advisory outside the class. It was distributed through edmodo randomly to 50 students of English Department students because it has a feature namely polls. Thus, the students could fill it directly after it was posted by the lecturer. Data obtained would be analysed through the theory of Good et al. in Dai and Sternberg (2004:42) and Ford in Brophy (2004:8) related to students’ motivation in learning process. Questionnaires’ results were analysed in the form of percentage, and this is aimed at answering research questions.
Result/ Findings	The use of edmodo in grammar class affected to students social side and task goal. For instance, they used to expressed what they felt toward their results. Various expressions were used by students after submitting in edmodo. One of the students said,”I love learning in edmodo”, and “Need hardwork to get good result.” These expressions affected to the others to comment one another to share about assignments they submitted related to how they solve learning problems. This is in line with the theory proposed by Ford in Brophy (2004:8) saying that motivation covers, Integrative social relationship goals which consist of belongingness, social responsibility (meeting one’s ethical and social obligations), equity (promoting fairness and justice), and resource provision (giving material and social support to others) Task goals which consist of mastery, task creativity, management (handling everyday tasks with organization and efficiency), material gain, and safety. In other words edmodo could create a good social relationship among pupils and lecturers. Statement no 18 in Table 3 shows that students mostly have to cope with problems of learning by reading some references, or discussing in edmodo. In other words, they are independent learners who can initiate to go online in edmodo in order that they could share and discuss with other friends to have refreshments. What have been captured is in line with Mas low’s theory (2000:10) in which that human being needs for selfactualization. “Even if all these needs are satisfied, we may still often (if not always) expect that a new discontent and restlessness will soon develop, unless the individual is doing what he is fitted for. A musician must make music, an artist must paint...” It means that everyone needs to actualize themselves in order to achieve what has been set previously and better result.
Conclusion	This article has conclusions related to both affective and cognitive doamin. The results of this study show that students with learning goal have better learning achievement than those having performance one. Moreover, edmodo builds their motivation in achieving; (1) affective, (2) cognitive, (3) integrative social relationship, (4) and task goals. Students can be discipline and responsible in joining grammar class. They could submit each assignment punctually because each posting had its own deadline, so they could not neglect the given assignment or quiz. They could also be active in edmodo in order that they reached better understanding toward learning problems they faced. In other words, they built social relationship among all students from different classes taking grammar in edmodo. The lecturers are also able to optimize in providing students academic advisory through edmodo. Therefore, Edmodo, contributes positively in English grammar class. Both lecturers and students need to be aware to the development of technology. The innovations of technolgy can help lecturers design teaching learning process interesting,but the good preparations have to be done in order to involve students when they are learning. However, the students’ readiness in technolgy should also be considered when it is used, so the class can run well.
The amount of paragraphs	16 paragraphs
What makes you interested in this journal	Pak Junjun suggested me to read this journal that made by himself and Pak Komara.
Comment after reading	It’s very motivated me because my groups’ research have a similar topic about technology.
New Vocabularies found	Punctually, advisory, restlessness.

Day 2 Tuesday Date : 09 Mei 2017
Time	09.00-10.00
Second Title	LOCAL LANGUAGES IN INDONESIA: LANGUAGE MAINTENANCE OR LANGUAGE SHIFT?
Sources	www.linguistik-indonesia.org/images/files/2.pdf
Background	Since independence, Indonesian has increasingly been spoken as a second language by most of the population and more recently increasingly as a first language as well, coexisting alongside other native languages in the archipelago. Lewis, Simons, and Fenning (2013) identify several hundred languages (706 distinct languages at the current count) that are spoken throughout the archipelago. While in some cases the languages are very closely related, none are mutually intelligible; that is, they are described as distinct languages, not dialects. Most of these seven hundred languages are members of the Austronesian language family and thus related to the languages of the Philippines, Malaysia, the indigenous languages of Taiwan, as well as the languages of the Pacific Islands. In Eastern Indonesia, where there is the greatest diversity, many of the languages are Papuan, related to the languages of Papua New Guinea. Roughly 10 percent of the languages of the world are spoken in Indonesia, making it one of the most multilingual nations in the world.
Research question (s)	-          How has the increased used of Indonesian as a second language and increasingly a first language affected widespread societal multilingualism in Indonesia? -          Has this resulted in stable or increased multilingualism or is a shift underway toward greater monolingualism? -          What has happened to the number of speakers of local languages? Is Indonesian expanding at the expense of local languages?
Research procedure	We are undertaking two projects to contribute to these goals. In the first, Bahasa Kita, we have developed a language use questionnaire for use throughout Indonesia. This questionnaire (Cohn et al. 2013, Kuesioner Penggunaan Bahasa Sehari-hari) builds on previous questionnaires that have been developed for use in Indonesia and elsewhere (most notably the Middle Indonesia Project conducted by Errington and colleagues with a questionnaire developed by Tadmor.)5 It includes questions about personal background, including the geographic, ethnic, religious, educational and linguistic background of the respondent, their parents, their grandparents, and their spouse and children. It also asks about their level of mastery of different languages, their use of technology, and their language use in 34 different domains. Finally, we include 14 attitude questions with a 5-point response scale from strongly agree to strongly disagree. The questionnaire offers a way to gain a broad overview and look at conditioning factors, providing connections between individual choices and community level decisions. The questionnaire can be completed online or in hard copy and is available at http://lingweb.eva.mpg.de/jakarta/kuesioner.php. An English version of the questionnaire is also available if scholars would like to use it in other linguistic settings.
Result/ Findings	Javanese is by far the most widely spoken local language in Indonesia and by most counts, it is also the most widely spoken first language in Indonesia (surpassing Indonesian, though it is difficult to get an accurate estimate of the number of first language speakers of Indonesian). The current estimated number of speakers of Javanese is 84.3 million (Lewis et al.2013), making it the 10th most widely spoken language in the world.4 Although it is the only language in this group that is not a national or official language of a country, on the EGIDS vitality scale, Javanese is rated as 2 (Provincial), at the “safe” end of the scale. Its position as one of the most widely spoken languages in the world can been seen in its location in the “language cloud” locating individual languages in the space created by plotting EGIDS levels against language speaker population for the languages of the world (available for each individual language entry in the current online edition of Ethnologue). The factors that favor strong maintenance of Javanese include, into addition to the size of the speaker population, the existence of dense speaker communities and the cultural and political dominance of the Javanese people. If any language of Indonesia is “safe”, it seems that Javanese should be. In fact, in the 1980’s there was concern both about whether Javanese people would learn Indonesian and whether Indonesian was overly influenced by Javanese. Yogyakarta”, looks at the effect of class and gender on the language choice and use of Javanese and/or Indonesian. She finds that “Young Javanese [in Yogyakarta] are shifting in language use from Javanese to Indonesian (and to some extent from High Javanese to Low Javanese)” (2006:2). The patterns of usage she finds show that both children and adults fall along a continuum from most Javanese to most Indonesian as follows: Low Javanese – Low & High Javanese – Low Javanese & Indonesian - Low & High Javanese & Indonesian – Indonesian. Among school-aged children. Working class children use more Javanese, while middle class children use more Indonesian. Looking at gender, boys use more Javanese, while girls use more Indonesian. Among adults, we also see class and gender differences. The middle class parents of both sexes almost all use Low & High Javanese as well as Indonesian; while in the case of the working class parents, the majority of mothers show this pattern; while the majority of fathers are reported being more oriented to Javanese using Low & High Javanese. There is a large difference between mothers and fathers with both working class and middle class mothers using Indonesian in their repertoire. This is particularly striking for the middle class mothers, 88% of whom use Indonesian with their children. Especially noteworthy is that the mothers’ patterns of language use with older members of the family are different from those with their children. Zentz highlights the multifaceted role of English in terms of social indexicality, “commodified linguistic resources”, economic interests and values, and educational policy and particularly internationalization of state education standards. In Zentz’s study, it is attitudes about English more than its actual use that affect the linguistic ecology. She finds that the actual effects on language use are somewhat peripheral (except among subgroups who are really fluent), but the social and economic values are clear. Thus this is another level of influence on the perceived value of local varieties of language. Together, shifts away from Krama, shifts from Javanese to Indonesian more generally, and increased interest in and orientation to English, all contribute to what appears to be dramatic and rapid shifts in intergenerational transmission from current Javanese speakers to their current and future children.
Conclusion	In addition, languages with large speaker populations are more likely to be written, and already have historical records and documentation. Nevertheless, rapid language shift of the type that we discuss above will have a profound impact. Large languages, even one such as Javanese with 84 million speakers, are at risk of greatly reduced numbers of fluent speakers and loss of the full richness of linguistic knowledge and tradition, although there may be many ways in which Javanese continues to be vital and integral to the linguistic ecology (as highlighted by Musgrave n.d., Goebel 2005, Zentz 2012, and others). Language is not a monolithic entity; rather it resides in a system of linguistic and social ecology (in the sense discussed by Mufwene 2012). The impact of shifts in patterns of use may be non-uniform across facets of the language, as in the case of Krama vs. Ngoko, or might disproportionately affect certain segments of the population, such as the more rapid patterns of shift seen in middle class women. At the same time, different languages already serve distinct social and cultural functions. As pointed out by Zentz (2012), local, national, and global languages offer different opportunities linguistically and socially. The situation of language endangerment worldwide has demonstrated the critical importance of language documentation. What the complexity of the Javanese situation highlights is the need not only for documentation, but also for studies that address language use and language attitudes. Fuller study of local patterns of language use will help us to understand the complex factors that contribute to language vitality. Ideally such studies will be able to both document the rate of change by looking at generational differences in language use patterns, as well as examine the factors that contribute to change.
The amount of paragraphs	43
What makes you interested in this journal	I learned about language maintenance, shif and endengerment two weeks ago, so I want to know about that issues in Indonesia.
Comment after reading	As I expected, girls and young people in Indonesia is the most used to use Bahasa Indonesia.
New Vocabularies found	Archipelago, diversity, glimpse, vernacular, stipulated, impede, prevalent, schematized, spheres, reassuring, interchangeably, exhibits

Day 3 Wednesday Date : 10 May 2017
Time	16.00-17.00
First Title	How can the use of Technology enhance writing in the classroom?
Sources	www.reflectivepractitioner.pbworks.com/f/sandolo.pdf
Background	Writing is used on an everyday basis to communicate what one thinks and feels. In this particular study, I researched how the use of technology enhances writing abilities in the classroom. New forms of technology are being created each day and it is important for educators to incorporate these technologies into the classroom. By integrated technology, educators are providing more opportunities and strategies to increase their students‟ abilities to write more detailed and grammatically correct essays. According to Heath, “a literacy event is any occasion in which a piece of writing is integral to the nature of the participants‟ interactions and their interpretative process” (1982). While students create their writings, they should be able to be active participants and team players during writing time. Peer interaction and one to one conferences with the teacher are crucial for the students to become skilled writers while using technology. The main focus of my research is to determine how technology enhances the one‟s writing ability. In my experience with the current position that I hold, I have seen tremendous outcomes while allowing the students to incorporate the word processor into their writing program. There are so many students that do not care for writing. Many of them think that it is a waste of time. My goal for these students is to show them that writing can be a fun process by giving them the right tools and strategies to use while writing. Since using technology, such as Facebook or Blogging is a popular trend in the present time, I want to show the students how to incorporate technology into their every day writing assignments for school.
Research question (s)	How can the use of technology enhance writing in the classroom?
Research procedure	I observed Shane as he goes through the writing program with the use of a word processor. Shane attends Sylvan once a week for the writing program, so my goal is to observe him two to three times. Each observation will be for an hour. The teaching methods that are going to be utilized are; first I am going to take a look at what Shane produces without the use of a word processor and then I am going to compare it the work he produces with the use of a word processor. After working with Shane I will look at the length and the complexity of the sentences along with grammar and spelling. When teaching Shane, he will be in a small group with no more than three students. To ensure credibility I will be able to handle the challenges that myself or Shane run into while producing his writing According to Mills, “The credibility of the study refers to the researcher's ability to take into account the complexities that present themselves in a study and to deal with patterns that are not easily explained” (2007). Guba's (1981) “second criteria of transferability refers to qualitative researchers' beliefs that everything they study is context bound and that the goal of their work is not to develop "truth" statements that can be generalized to larger groups of people. To facilitate the development of descriptive, context-relevant statements.” Shane will be able to take the tools and strategies that he learns at Learning Center A into his current and future classroom. During conferences with Shane‟s parents, I will ask them to provide writing assignments that were done at school and I will communicate with his teacher. When writing about dependability, I will keep track of all the documentation that I collect and keep track of what worked and what did not work during my research. I will be using Learning Center A‟s writing rubric and notes that are taken after Shane writes each essay. Data Collection While completing my action research, I observed Shane and his writing to see how he had developed as a writer over the course of 2 months. Observing Shane, I looked at the attitude he portrayed during his writing hour along with the actual documentation of his writings. While observing his attitude, I noticed his facial expressions as while as his physical demeanor. I also observed a first grade classroom in the Great Central School district whose teacher is integrating technology into her classroom during their writing block. In the classroom at Great, I took field notes of the actions the students took while using the computer during their writing time. Also I interviewed the classroom teacher and asked her what changes she has seen in her students‟ writing since the computer was introduced to them. I took field notes during observations and interview.
Result/ Findings	Each student gave the same positive reinforcement that I was looking for to answer my question of whether or not technology enhances writing. The research showed the physical ease of writing, revising, and editing one‟s work. It also showed the students‟ interest in initiating their own revisions before the teacher graded their work and it increased engagement and length of the students’ writing pieces. Everyone was in agreement that technology makes writing easier because of spell/grammar check and it is neater. One statement that Shane stated while making revisions was, “it was easier for me to find my mistakes after I type it.” In the survey, 82% of the participants preferred to write an essay on a Word document than writing one on paper because it is easier and faster. One participant stated “I prefer a word processor because my arm gets tired writing, plus there is word count and an online thesaurus.” Composing one‟s work on the computer takes time at first because you need to learn the keys, but once you learn, you do not need to have the added stress of making sure you are forming your letters correctly and making sure that you have enough space between each word because the computer does it for you. While working with Shane, two of his biggest issues when you first glanced at his hand written pieces of writing were letter formation and word spacing. From what was seen from the above work, even though the teacher from Great Elementary did not plan for the students to revise their work again, they did. On the second draft the students were able to read their work more clearly so it was easier for them to notice what they needed to add and take out of their original piece of writing. When the students revised their work, they added in more detail to make their biographies clearer to the reader as well as change word placement. Looking at the data, it indicates that students have an easier time making self corrections and revisions when they type their writing pieces due to neatness and word space. Analyzing the writing samples and surveys, it is to be concluded that not only are self revisions happening, but also the length of writing pieces are extending. According to the survey, many of the participants stated that while typing an essay on the computer (Word program) it is easier due to the fact that it has spell/grammar check as well as a word counter. By having these features, students have the ability to spice up their work and make it more presentable for the reader. One student that complete the survey stated, “When you type, you can write more and can easily go back and see your mistakes and then fix them.” This writing sample from Shane indicates how the self corrections and the tools that were used on the Word program spiced up his ability to write a clear and precise essay.
Conclusion	By looking at all the data that was collected in my research I have made a conclusion that it is highly important to incorporate technology into the classroom while learning to write and while creating essays. After conducting my research and analyzing my data I believe that word processors should be part of every classroom to support students, especially those who have motor skills issues, because the findings of my research indicate that students are more apt to write because the physical act is less difficult. This is consistent with Van Leeuwen and Gabriel‟s (2007) findings that tell the reader that students with stronger writing skills can sustain their focus while writing with paper and pencil, but those who do have motor skill delays have an easier time working with the word processor due to the fact that they do not have to stress about pencil grip, letter formation, and word spacing. This is so because these students are able to perform certain strokes on the keyboard to formulate the words and thoughts they want to express. According to the National Commission on Writing (2006) they state, the “use of blogs and wikis have increasingly provided an expanded motivation to write.” Bromely (2005), Martin (2008), Kinzer & Verhoeven (2008), Halsey (2007), Lee & O‟Rourke (2006), and Van Leeuwen & Gabriel (2007) claim that technology has affected both what is written and how it is written and continues by claiming that because technology has made it easier to compose and revise, student are becoming better writers and readers. The majority of my participants in the research made the same distinctions about technology and writing. Gatzke and LeDrew (2008) study stated that she “loved using the computer to write their books. It made the writing, spelling, and changing (revising) easier” (p. 290).
The amount of paragraphs	53
What makes you interested in this journal	This journal is about techlonogy and I like to read journal about the use of technology in teaching English.
Comment after reading	This is so interesting. We can use this method to teach writing in English classroom.
New Vocabularies found	Archipelago, diversity, glimpse, vernacular, stipulated, impede, prevalent, schematized, spheres, reassuring, interchangeably, exhibits,

Day 4 Thursday Date : 11 May 2017
Time	13.00-14.00
First Title	Language Shift An Analysis of Factors Involved in Language Shift
Sources	https://globaljournals.org/GJHSS_Volume12/10-Language-Shift-An-Analysis.pdf
Background	Language death occurs in unstable bilingual or multilingual speech communities as a result of language shift from regressive minority language to dominant majority language. "A language is said to be dead when no one speaks it any more. It may continue to have existence in recorded form, of course--traditionally in writing, more recently as part of a sound or video archive (and it does in a sense 'live on' in this way)--but unless it has fluent speakers one would not talk of it as a 'living language’(David Crystal).It is the speakers who determine the future of native language. Owing to the genesis of speakers’ outlook and value system, the main determinant of language shift—the attitude towards the mother or native tongue, is evolved. This attitude speaks of speakers’ choice of and their aptitude towards their own native tongue, ultimately dictates the future of the language. Despite the facts that both languages are poles apart from each other in respect of their scripts, sentence structure, and lexicological items, and, as our data shows, majority of the people is not in the favour of this shift, people are heading towards English. Poor result in English at every level also demonstrates the level of difficulty in learning English language but the problem is that this trend is taking rest at nowhere.
Research question (s)	Are the former colonial languages a useful bond with the international community and necessary for state formation and national unity internally? Are they a bridge head for Western interests, permitting the continuation of a global system of marginalization and exploitation? Why we call Faisalabad as Manchester or Bhalwal as California of Pakistan? Why do we say that Waris Shah is Shakespeare of Punjabi? Why not we say Shakespeare is Waris Shah of English?
Research procedure	Instrument used to collect data was a questionnaire comprising ten questions about the causes, nature and consequences of this shifting phenomenon, along with some space for the respondents of comment freely. This questionnaire was distributed among the people of varying age group different educational and social background. Our respondents were mainly from University of Sargodha, including both students and teachers, and then common people from Sargodha, Faisalabad and Lahore.
Result/ Findings	The result of our research is, to some extent, in agreement with Marxist assumption about the formation and function of social mechanismthat assumes that infrastructure of society is economy and society creates, shapes, and develops its superstructures according to its economical milieu. The growing social trend of heading towards English can be comprehended by taking economy as shaping agent of social behavior. This line of reasoning leads us to another point that English is not an end in itself. It is, rather, a means towards another end; economic security and this economic security is intricately linked with social prestige, cultural superiority and psychological satisfaction.
Conclusion	The present lingual scenario of Punjab is very complicated. On the one hand, there is a consensus that native language should be saved by giving it its due position because English is a foreign language, endangering our native language and culture. And also it is causing problems for our students as they have to, coercively, learn it. For this, there are seminars, symposiums, discussions, forums and articles, urging the masses to do their part for their language. But, on the other hand, English is escalating in all direction, taking no notice of the concerns of the natives. In short, when majority is against it, then why is it so popular? The answer, deducted by our research, is that language shift is a social phenomenon and social phenomena are the result of cumulative work of historical, cultural, social, economic and psychological factors. At present, these shaping elements of society are in such an arrangement that is auspicious for English. Religion is also one of the major shaping elements of a society but on an overall social canvas, its influence is relatively feeble. As we can see that Arabic is religiously sacred language for Punjabis, but Arabic is not enjoying the same position as that of English. Reason is that Arabic fulfills spiritual needs while English can fulfill physical and material needs, and as Maslow propounds in his ‘Hierarchy of Needs’, physical needs are our immediate concerns. Any language that has economic considerations attached with it, will enjoy superior position.
The amount of paragraphs	36 (consist of a long paragraph in each paragraphs)
What makes you interested in this journal	I’m just too curious about language shift.
Comment after reading	I still don’t really understand about this journal in some points. I think I must to read this journal again.
New Vocabularies found	Incubating, utilitarian, cope, sprouts, extinction, vernaculars,

Day 5 Friday Date : 12 May 2017
Time	20.00-21.00
First Title	Key Issues in Teaching EFL/ESL Intensive Reading: A Videotaped Self-Observation Report
Sources	https://www.academia.edu/18745660/Key_Issues_in_Teaching_EFL_ESL_Intensive_Reading_A_Videotaped_Self-Observation_Report
Background	Self-observation or self-monitoring can be a mediating tool for teachers to do vibrant professional development, and more crucially, self-observation can be used to foster “an awareness of what the teacher’s current knowledge, skills, and attitudes are and the use of such information as the basis for self-appraisal” (Richards & Farrell, 2005, p. 34). Richards and Farrell elaborate that self observation enables a teacher to record her or his own teaching practices, thereby providing an objective, descriptive, and critical account of it. Further, Stanley (1998) argues that self-observation is one of the most powerful tools for a teacher to practice reflective teaching. In this regard, a teacher can look at what she or he did in the classroom, think about why she or he did it, and reflect if it worked. In short, self-observation can provide a language teacher with a venue for doing reflection-inaction, reflection-on-action, and reflection-for-action. These terms mean that a teacher can examine when she or he looks at her or his teaching in the moment (reflect-in-action) or in retrospect (reflect-on-action) in order to examine the reasons and beliefs underlying their actions and generate alternative actions for the future (reflect-for-action).
Research question (s)	How the intensive reading lesson could be integrated with other language skills and what roles a teacher, students, and teaching materials played? How all of the reading class activities analyzed were connected to the SLA theories?
Research procedure	The entire teaching procedures were based on the following lesson plan: A Lesson Plan for an Intensive Reading Class Date : March 19, 2008 Time : 47 Minutes Class : Mixed ability (ESL college students in different fields of study) Level of Proficiency : Intermediate Subject : English Language Language Focus : Intensive reading comprehension Genre : A short story Text Type : Narrative Topic : Searching for a Missing Husband Goal : Students will be able to apply such basic reading skills as literal comprehension, reorganization, referential comprehension, evaluation, and appreciation when reading the assigned text. Prerequisites : The students have sufficient schemata, and they have already known scanning and skimming skills. Sources : - Online stories from ESL Fast Web - Teacher-made materials Materials : - Student worksheets - LCD + Screen Procedures Pre-reading (12 minutes) - Start the lesson - Distribute quiz worksheets to the students - Activate students’ background knowledge - Introduce the students some qualities of a character and vocabularies in the text - Ask the students to predict what a topic they are going to read While-reading (31) - Distribute reading texts - Get the students to read the text silently - Have the students discuss the reading questions in pairs/groups - Have the whole class discussion Post-reading (4 Minutes) - Explain assignments for the next class period - Close the lesson
Result/ Findings	Videos and reflection have a close relationship because videos can serve as a mediating tool for critical and focused reflection. In addition, videos allow one to understand observational contexts when looking at videotaped data. In such a way, videotaped data enable one to recall what she or he observed, thereby enhancing a degree of reflexivity because videotape data can be played many times. Video recording can also enhance the validity or trustworthiness of the one’s interpretation of being observed or done because the use of reflection and video recording altogether can be a means of method and data triangulation. By considering the reasons for blending videos and reflection, both are potentially applied to doing self observation or self appraisal for one’s own teaching and reflective teaching. Both videos and reflection can be powerful tools for doing qualitative studies like ethnographic research, ethnographic classroom research, classroom action research, ethnographic classroom observation, participant observation, and ethnographic narrative inquiry (e.g., ethnographic auto-ethnography). Thus, videos and reflection can be tools for doing teacher professional development through reflective teaching and selfobservation and carrying out qualitative research so as to improve or maintain teaching quality, thereby allowing teachers to better serve their students in higher educational contexts.
Conclusion	Overall, in the reading lesson, the students participated in the pre-, while-, and postreading activities, and they engaged in dialogic interactions for meaning negotiation. In this regard, the students not only comprehended the global understanding of the text, but also developed their reading comprehension skills. More importantly, teacher scaffolding may be of great help to building a personally and academically enhancing classroom communication atmosphere.
The amount of paragraphs	48 paragraphs
What makes you interested in this journal	The key issues of this journal is something new for me. So, I want to know and learn from this journal.
Comment after reading	It’s seems a simple research but during and after I read this, this journal is very detail and a little bit complicated but it’s quite easy to understand.
New Vocabularies found	Vibrant, inferential, tailored, thereby, inferential, corroborate, schemata, appraisal

Day 6 Saturday Date : 13 May 2017
Time	19.00-20.00
First Title	Supervisor Use of Video as a Tool in Teacher Reflection
Sources	www.academicworks.cuny.edu/cgi/viewcontent.cgi?article=1002&context=hc_pubs
Background	Video analysis of teaching has been common practice for many years. Initially, however, how supervisors were to guide teachers in analyzing video records had not been defined. We noted that our TESOL supervisors had not Experienced video based reflection in their own teaching careers and reported uncertainty in using video as a component of their practicum supervision.
Research question (s)	(1) what practices supervisors employed when engaging in post--‐observation conferencing with teachers and their video records (2) What supervisors’ internal reflective processes involved as they worked to support candidates’ reflection.
Research procedure	Building on the research literature that has emerged in recent years showing clearly positive effects on teacher learning when video review is a part of reflection, our study sought to examine the role of the supervisor in that process. In particular, wewere interested in understanding more about what supervisors attended to as they viewed teacher candidates’ videos how they approached candidates when trying to encourage their reflection on their practice, and their own reflective processes regarding their work as supervisors engaging with video as a tool in their supervision. To probe deeply into supervisors’ practice, we turned to qualitative methodologies and a participant pool of TESOL supervisors with whom we could spend extensive time and solicit reflective pieces in a safe community.
Result/ Findings	Video clearly holds great potential for use as a tool in the kind of supervision that moves teacher reflection forward, yet its potential is not fully being tapped. Because familiarity with ways to observe classroom practice resides primarily in the expertise of supervisors rather than teachers, the process still feels burdensome to supervisors, and they begin to then question the usefulness and efficiency of video in the supervision cycle. However, our findings also illuminate several exciting ways forward in teacher reflection. Supervisors all agreed that the video review enabled them to direct teachers to specific moments in the lesson, provided teachers more time to think over their lesson prior to entering into the POC, and gave supervisors insight into what teachers were noticing.
Conclusion	Each of the moments that constitute the supervision of teachers provides room for interpretation, improvement, and challenge. By investigating the attitudes towards and practices of using video, our research seeks to surface the dilemmas and opportunities that arise from the multifaceted work of supervising teacher candidates with video review. And despite some degree of reluctance to engage in video observation, the results of the research show that the inclusion of video review in the observation cycle can augment in--‐person, live observations by prompting both supervisors and candidates to focus on candidate and student classroom behaviors that might otherwise go unnoticed. Given the ubiquity of supervision as a lever in teacher reflection, developing a deeper understanding of the complex and nuanced work of supervisors and the ways in which supervisors can facilitate teacher learning, is a timely and needed endeavor.
The amount of paragraphs	34 paragraphs
What makes you interested in this journal	I want to learn more about reflection in teaching.
Comment after reading	I think I if I become a teacher or lecturer someday, I’l try to use video as a tool in my reflection.
New Vocabularies found	Emerged, sought, probe, expense, disrupted, pool, enroll, debrief, cadre, vignettes, conversely, vulnerable, disembodiment, vulnerability, haltingly, inadvertently, anchored, solicit, resides, burdensome, endeavor