How to Read the Article

1. Get to know your audience. Decide who you need to write for before proceeding with planning or writing an article. Writing for an academic audience vs. writing for pre-teens is very different and you will need to plan accordingly.

2. Get to know your audience. Decide who you need to write for before proceeding with planning or writing an article. Writing for an academic audience vs. writing for pre-teens is very different and you will need to plan accordingly.

3.Be unique. If you are writing an article about something that other people are also writing about, try to be unique in how you approach the material. You should add to the conversation, not exist alongside it. This will draw your readers in and keep them coming back for more.

• Write about your topic in a way that no one has ever written about it before. You can take a different tone, a more visual approach, or any number of other methods of altering the material.
• Bring new ideas to the topic. Make suggestions or offer information that other people don’t have. This will give people a reason to read your work over others. 

4. Be passionate. You should care about the topic you choose to write about. Your enthusiasm will show in your writing and it will be much more engaging for your readers. You may even be able to make them care about something they did not care about previously, like current events or historical concepts.

Research Your Idea

1. Learn the basics. Get the general explanation of whatever you are trying to write about. This will give you a basic framework for what to look for as you research. You can use a website like Wikipedia, read newspaper articles or a book, or talk to someone knowledgeable on the subject. It will depend what you are writing about. 
2. Find reliable sources. Now that you know what to look for, research your topic. You can use the internet, a library, conduct interviews, watch documentaries, or whatever you feel is appropriate to teach you everything you need to know about your topic. Be an expert!

• You can do research online very easily. However, you should be wary. Draw only from reliable sources like reputable newspapers, experts on the topic, government websites, or university websites. 
• Look for information that lists other sources, since this will help back up any claims made by your source. These materials can also be acquired in print and the same precautions should be taken there. 

3. Get different types of material. During your research, look for material that isn’t text. This can be used or altered to add to your article. You can look for data to make your own charts or templates, take photographs to match your text, or anything else which you feel might help your readers understand the information better and make them care about the topic as much as you do.

Write Your Article

1. Decide your length. Does this article have a word count? Do you need to fill a certain number of pages? Consider what type of content you’re writing about and how much space that can fill, as well as how much needs to be written in order to cover the topic adequately, before proceeding with writing your article.
2. Outline your article. Before you begin formal writing, you will want to outline your article. This outline, which will break down which information goes where, will serve as a roadmap and help you see where more information may be needed. 
   3. Pay attention to style, structure and voice. You will want to write with a style, structure, and voice which makes sense for the type of article you are writing. Evaluate your audience to determine what the best method would be to present your information to them.
   • For example, a newspaper article will need to offer information in a narrative, chronological format and be written with accessible but not overly-colloquial language. An academic article will need to follow the general 5-paragraph essay format and be written with high, formal language. A how-to, like WikiHow articles, can be written in more informal language which is intended to connect with readers on a personal level and should follow a format which allows for the breakdown of information into clearly visible sections and steps.

   4. Edit your work. Before you submit your work, you will want to do some editing and revision. If time allows, wait for a day or two before editing. This will allow the information to filter out of your brain, so that you will be less likely to read the text with what you intended to write rather that what you actually wrote (skipping words, writing the wrong word, etc.). Reading aloud can also help with this.
   • Read over your text for spelling and grammar mistakes.
   • When that is done, make sure the structure makes sense and the information is broken down in a logical manner. Can someone new to the material follow and understand what you are saying? Make sure you do not include any contradictory information or information which appears to be contradictory.
   • Rewrite sections or the entire thing as necessary. Revisions like this are commonly needed, so don’t feel like you’ve failed or are incompetent.
   5. Make it better. Add to the amazing text you’ve written with videos, pictures, charts, and any other visual or audio material which you found or made in the course of your research. This will make your information more engaging and easier to understand.Submit your work. When you’ve finished, submit your work in the appropriate manner.
   • 6. Ignore the trolls. People like to get angry about other people’s opinions. It’s just a part of life. The internet has made this even easier and far more vicious and common. If your article is submitted online, you may find that people post negative comments about what you have said. Even with journal articles, you will have colleagues disagree with you and use very complex language to essentially call you schoolyard names. The healthiest practice with trolls is to ignore them. You can’t please everybody.
   
   

Tutorial Wondershare Quiz Creator

 Tutorial Wondershare Quiz Creator

Pengertian Wondershare Quiz Creator

Wondershare Quiz Creator aplikasi yang bisa kitagunakan untuk membuat soal multimedia interaktif, denganaplikasi ini kita bisa membuat quiz yang interaktif dengan mudah, serta fleksibel out put- nya. Wondershare Quiz Creator 4 ada Software Untuk Membuat Quiz Elektronik Yang Kemudian Bisa Di Publish Secara Online Dalam Bentuk Flash/swf. Ini merupakan tools yang dapat digunakan untuk membuat kuis interraktif berbasis

Kegunaan Dari Wondershare Quiz Creator : software ini digunakan untuk membuat soal secara digital menurut websites aslinya wondershare software memiliki kemampuan :

1.      Membuat soal / survey dengan animasi flash

2.      Untuk wondershare Quiz creator 4.0.1 kita bisa menggunakan secara offline tanpa adanya koneksi internet.

Kelebihan  dari Wondershare Quz creator :

1.      Mengaploud nya secara online

2.      User dapat melakukan editing secara visual dan melihat hasilnya secara langsung.

3.      User dengan mudah melakukan drag dan drop objek – objek tersebut seperti ukuran tulisan, warna tulissan dan lain-lain.

4.      Wondershare Quiz creator memungkinkan untuk menambah / menintegrasikan file-filw multimedia kedalam kuis yang dibuat, serta dapat melihat dan menganalisa hasil dari laporan kuis tersebut.

Kekurangan dari Wondershare Quiz creator :

Kadang software ini dibeberapa komputer tidak mampu menampilkan preview dan tidak bisa bekerja dengan baik. Software ini juga kurang tepat apabila digunakan untuk soal berbentuk listening dan writing.

INSTALASAI WONDERSHARE QUIZ CREATOR

Versi : 4.1.0

Proses Instalasi :

1.      Buka master wonder share anda :

2.      Instal Wondershare Quiz dengan double klik pada Master Software :Quizcreator _ 4.1.0.exe

3.      Setelah muncul kotak Setup Wizard seperti dibawah ini, pilih Next untuk memulai proses Installasi.  Klik next Pada menu :

4.      Pada menu Lisence Agreement pilih “ I accept the agrement “ kemudian lanjutkan dengan klik Next

                                                                                                                          

5.      Lanjutkan proses installasi dengan klik Next, kemudian pilih Additional icons: pilih Create a desktop icon – For all users, kemudian lanjutn dengan klik Install

6.      Untuk melanjutkan proses installasi dengan klik next, sampai pada proses instalasi Wondershare Quiz Creator telah complete dan klik Finishuntuk mengakhiri proses installasi.

7.      Setelah master wondershare Quiz creator terinstal lanjutka dengan proses aktivasi Program Wondershare yang measih belum terdaftar (Unregistered) agar menjadi terdaftar (Registered), tapi sebelum melakukan aktifasi ini pastikan jika tidak ada koneksi internet pada komputer / laptop (koneksi internet mati )

8.      Isi E-mail pada isian License e-mail kemudian pilih salah satu key Registered Number yang sudah tersedia. (serial Number tersedia di master Wondershare Quiz creator)

9.      Setelah terisi semua, maka langkah selanjutnya adalah Register untuk aktivasi Wondershare QuizCreator

10.  Wondershare siap untuk digunakan.

CARA PENGGUNAAN WONDERSHARE QUIZ CREATOR

1.      Klik double (2x) menu wondershare Quiz creator

          

2.      Setelah mengklik icon wondershare Quiz creator maka akan muncul tampilan seperti  ini, dan klik menu “create a new Quiz” “

 

3.      Setelah itu akan muncul tampilan seperti ini :

Pada tampilan ini akan muncul beberapa type soal yang bisa digunakan :

1.      True / False, Untuk membuat pertanyaan dengan mode menjawab benar atau salah

2.       Multiple Choice, Untuk membuat pertanyaan dengan jawaban pilihan ganda single (jawaban benar hanya satu)

3.      Multiple Response, Untuk membuat pertanyaan dengan jawaban pilihan ganda multiple answers (jawaban benar lebih dari satu)

4.      Fill In The Blank, Untuk membuat pertanyaan dengan cara menjawab mengisi area yang kosong. Dengan alternative jawaban yang sudah di set.

5.      Macthing, Untuk membuat pertanyaan dengan cara menjawab memasangkan dua kata/kalimat kiri dan kanan.

6.      Sequence, Untuk membuat pertanyaan dengan cara menjawab mengurutkan jawaban dari atas kebawah

7.      Word Bank, Untuk membuat pertanyaan dengan cara menjawab memasangkan kata-kata yang ada dengan kalimat pernyataan

8.       Clik Map, Untuk membuat pertanyaan dengan bentuk pertanyaan berupa gambar dan menjawabnya dengan cara mengklik pada area tertentu pada gambar sesuai dengan pertanyaannya.

9.      Short Essay, membuat pertanyaan isian yang simple beberapa mapel cocok dengan jenis pertanyaann tertentu

10.  Blank Page, ini digunakan untuk soal tentang writing/ menulis.

4.      Ada beberapa type Question tersebut pilih salah satu sesuaikan dengan skill dan materi yang akan diberikan , sebagai contoh klik “True/False”

 

5.      Kemudian masukkan soal pada kotak : Enter the Question

6.      Untuk menambahkan gambar maka klik icon “add image” pada samping kotak enter the question :

7.      Tambahkan jawaban pada enter the answer, klik jawaban yang benar  :

8.      Setelah soal, jawaban, gambar diisi klik icon save untuk menyimpan soal tersebut :

Apabila sudah tersimpan klik close pada pojok kana atas                                           

9.      Maka akan muncul tampilan seperti ini, kemudian klik menu “Save”

10.  Muncul tampilan seperti dibawah ini,, pilih dimana anda akan menyimpan file ini dan tulis nama file yang akan anda simpan :

11.  Klik menu save maka akn tersimpan :

Wonder share anda sudah tersimpan.

Untuk mempublish Wondershare Quiz langkah-langkahnya sebagai berikut :

1.      Buka wondershare yang sudah anda simpan tadi

Apabila sudah terbuka maka klik menu publish

2.      Setelah muncul tampilan seperti dibawah ini pilih salah satu untuk penyimpanan yaitu publish quizcreator online, Web, LMS, EXE/CD, Word/EXCEL.

Pilih sesuai kebutuhan anda. Contohnya apabila file anda berbentuk EXE / CD maka clik “ EXE / CD” pada menu publish to my computer.

Klik publish maka akan muncul tampilan seperti ini :

Setelah itu buka file yang telah anda publish tadi :

Buka file tersebut :

Inilah tampilan dari Quiz yang telah anda buat.

SELAMAT MENCOBA

Modern Methods of Teaching Listening Skills

Effective, modern methods of teaching listening skills encompass everything from interactive exercises to multimedia resources. Listening skills are best learned through simple, engaging activities that focus more on the learning process than on the final product. Whether you are working with a large group of students or a small one, you can use any of the following examples to develop your own methods for teaching students how to listen well.

Interpersonal Activities

One effective and nonthreatening way for students to develop stronger listening skills is through interpersonal activities, such as mock interviews and storytelling. Assign the students to small groups of two or three, and then give them a particular listening activity to accomplish. For example, you may have one student interview another for a job with a company or for an article in a newspaper. Even a storytelling activity, such as one that answers the question "What was your favorite movie from last year?" can give students the opportunity to ask one another questions and then to practice active listening skills.

Group Activities

Larger group activities also serve as a helpful method for teaching listening skills to students. You can begin with a simple group activity. For the first part, divide students into groups of five or larger and instruct them to learn one hobby or interest of at least two other group members. Encourage them to ask clarifying questions during the activity, and you may allow them to take notes if helpful. However, as time passes and their skills grow, you should limit students to only writing notes after the completion of the first part of the group activity. For the second part, have the students sit in a large circle, and then have each individual student share the name and the hobby or interest of the group members that she or he met. This second part of the group activity can also lend itself to additional listening exercises. For example, you may ask students to name a number of the hobbies and interests identified during the sharing session.

Audio Segments

You can also teach listening skills through audio segments of radio programs, online podcasts, instructional lectures and other audio messages. You should model this interactive listening process in class with your students, and then instruct them to repeat the exercise on their own. First, instruct students to prepare for listening by considering anything that they will want to learn from the content of the audio segment. Once they have written down or shared these ideas, then play the audio segment, allowing the students to take notes if helpful. Once they have gained confidence and experience, repeat this activity but instruct students to not take notes until the completion of the audio segment. You can use shorter or longer audio segments, and you can choose more accessible or more challenging material for this type of exercise.

Video Segments

Another helpful resource for teaching listening skills are video segments, including short sketches, news programs, documentary films, interview segments, and dramatic and comedic material. As with audio segments, select the portion and length of the video segment based on the skill level of your students. With your students, first watch the segment without any sound and discuss it together. Encourage the students to identify what they think will be the content of the segment. Then, watch the segment again, this time with sound, allowing students to take notes if helpful for their skill level. After the completion of the video segment, you can have students write a brief summary of the segment, or you can take time to discuss as a group how the segment compares with the students' expectations.

Instructional Tips

Whatever method you use for teaching listening, keep a few key instructional tips in mind that will help both you and your students navigate the learning process. One, keep your expectations simple, as even the most experienced listener would be unable to completely and accurately recall the entirety of a message. Two, keep your directions accessible and build in opportunities for students not only to ask clarifying questions, but also to make mistakes. Three, help students navigate their communication anxiety by developing activities appropriate to their skill and confidence level, and then strengthen their confidence by celebrating the ways in which they do improve, no matter how small.

Teaching ELL: Speaking Strategies

Being able to speak English fluently is critical to our ELLs’ success both inside and outside the classroom. ELLs must pass a speaking portion of a language proficiency assessment to score out of ESOL services and be fully immersed in mainstream classes without support.

We always see a number of students, from every cultural background, who are too shy to speak up in the classroom or to answer a question, even when they have the answer. These strategies help all students improve their language development in a supportive, encouraging way. At the end of the list are some strategies specific to helping ELLs acquire and use oral language.

• Model language by saying aloud and writing the ideas and concepts you’re teaching.
• Model what a fluent reader sounds like through focused read-alouds.
• Be explicit. Give each activity you do a name, the simplest and most accurate name that you can, and then repeat the activity, so students can learn the verbal and written cues and procedures.
• Tell students what they are learning about each day and whether they will be reading, writing, listening, or speaking.
• Make expectations clear for behavior, written assignments, independent practice, and group work. Write key expectations on a chart and keep the chart posted for reference.Use a rubric whenever possible to help students evaluate their behavior and work.
• Have students retell stories aloud. Record their retellings in their own words to create a language experience chart that can be used for future reading and writing lessons with this group.
• Teach choral speaking and reading (poetry may be the most accessible format with which to begin).
• Sing or read songs. Children can bring in a favorite song to perform alone or as a group, but make sure you have heard the song first and can approve it.
• Have students read and perform Readers Theater scripts.
• Practice dictation, especially for learning spelling. Allow students to take turns dictating, too. Use full sentences for contextualizing the spelling words.
• Experiment with speaking and writing in different tenses and using different types of expressive language. For example, say the same word or phrase using a tone that is happy, sad, angry, and so forth. Use facial expressions—a smile, frown, or quizzical look—to embed more meaning in your speech. For beginners, hold up picture cards showing expressive faces and have them act out these expressions.
• Explain by showing, not just telling. Act it out if you have to or use visual tools such as sketches and diagrams or actual objects.
• Correct content, not grammar. To model proper grammar and syntax, restate or rephrase students’ questions or statements. You can do this in writing too.

Student: I put mines pencil on that desk.
Teacher: I put my pencil on that desk, too.
OR
Student: Who go to bring lunch count today?
Teacher: Hmmm, let’s see . . . Who is going to bring the lunch count to the office today?

• To express proper intonation and pitch, be aware that you modulate your voice, make adjustments in tone, and use a range of pitch with everything you say to your students. We do this naturally anyway; for example, our voices rise at the end of a question.
• When asking questions, give choices for the answer. This will also help you check for understanding especially in the earlier stages of language acquisition. For example, ask, “Would you like pizza or a bagel for lunch?” Or, after reading a story, ask, “Did the first pig build his house of bricks or straw?”
• Respond to the interests of the children. Provide reading, speaking, listening, and writing
  activities and opportunities in which students can share their hobbies and interests.
• Encourage students to describe, summarize, define, contrast, and compare by modeling. Be sure to show and not just tell when teaching a new concept, idea, or vocabulary.
• Be your own glossary. If you use an unfamiliar word, define it for the class as part of your lesson.
• Don’t assume that students truly understand the subject being discussed just because they are nodding and even answering your questions. Monitor what you say to make sure that they understand. When in doubt, ask the class to restate the directions you’ve given or the ideas you’ve presented.
• Ask students to give multiple meanings of a particular word or tell whether it can be labeled a verb or a noun. This will help students sharpen their grammar skills and place ideas in the context of your discussion.
• Develop vocabulary over time, in different learning contexts—use the target words in large and small groups and one-on-one formats. Post vocabulary words in the room on chart paper.

• ESL and ELL, Curriculum Development, Listening and Speaking, Communication and Language Development, New Teacher Resources, Teacher Tips and Strategies
• Skills:
  Listening and Speaking

Teaching Speaking Strategies for Developing Speaking Skills

Students often think that the ability to speak a language is the product of language learning, but speaking is also a crucial part of the language learning process. Effective instructors teach students speaking strategies -- using minimal responses, recognizing scripts, and using language to talk about language -- that they can use to help themselves expand their knowledge of the language and their confidence in using it. These instructors help students learn to speak so that the students can use speaking to learn.

1. Using minimal responses

Language learners who lack confidence in their ability to participate successfully in oral interaction often listen in silence while others do the talking. One way to encourage such learners to begin to participate is to help them build up a stock of minimal responses that they can use in different types of exchanges. Such responses can be especially useful for beginners.

Minimal responses are predictable, often idiomatic phrases that conversation participants use to indicate understanding, agreement, doubt, and other responses to what another speaker is saying. Having a stock of such responses enables a learner to focus on what the other participant is saying, without having to simultaneously plan a response.

2. Recognizing scripts

Some communication situations are associated with a predictable set of spoken exchanges -- a script. Greetings, apologies, compliments, invitations, and other functions that are influenced by social and cultural norms often follow patterns or scripts. So do the transactional exchanges involved in activities such as obtaining information and making a purchase. In these scripts, the relationship between a speaker's turn and the one that follows it can often be anticipated.

Instructors can help students develop speaking ability by making them aware of the scripts for different situations so that they can predict what they will hear and what they will need to say in response. Through interactive activities, instructors can give students practice in managing and varying the language that different scripts contain.

3. Using language to talk about language

Language learners are often too embarrassed or shy to say anything when they do not understand another speaker or when they realize that a conversation partner has not understood them. Instructors can help students overcome this reticence by assuring them that misunderstanding and the need for clarification can occur in any type of interaction, whatever the participants' language skill levels. Instructors can also give students strategies and phrases to use for clarification and comprehension check.

By encouraging students to use clarification phrases in class when misunderstanding occurs, and by responding positively when they do, instructors can create an authentic practice environment within the classroom itself. As they develop control of various clarification strategies, students will gain confidence in their ability to manage the various communication situations that they may encounter outside the classroom.