SUMMARY TED BY KELLY MC GONIGAL

The speaker in this ted is kelly, she talks about strees. She said that she is a health psycologist, and her mission is to help people be happier and healthier. For years she has been telling people, stress makes you sick. It increases the risk of everything from the common cold to cardiovascular disease. Basically, she has turned stress into the enemy, but  she has changed her mind about stress, and   she wants to change yours.

The speaker talks about the study that made her rethink her whole approach to stress. She tells the audiences about some bad news first. People who experienced a lot of stress in the previous year had a 43 percent increased risk of dying, but that was only true for the people who also believed that stress is harmful for your health. People who experienced a lot of stress but did not view stress as harmful were no more likely to die. In fact, they had the lowest risk of dying of anyone in the study, including people who had relatively little stress. Now the researchers estimated that over the eight years they were tracking deaths, 182,000 Americans died prematurely, not from stress, but from the belief that stress is bad for you.

From the researches that the speaker explain in the ted, a belief about stress can make so much difference to someone's life expectancy. How would that extend to advice, like, if someone is making a lifestyle choice between, say, a stressful job and a non-stressful job, does it matter which way they go.  It's equally wise to go for the stressful job so long as you believe that you can handle it, in some sense, and one thing we know for certain is that chasing meaning is better for your health than trying to avoid discomfort. And the speaker says that's really the best way to make decisions, is go after what it is that creates meaning in your life and then trust yourself to handle the stress that follows.

Summary ted by Terry Moore

The speaker talks about why is it that the letter X represents the unknown?

He tells about his experience when he learned language about six year ago. He would learn Arabic, which turns out to be a supremely logical language. To write a word or a phrase or a sentence in Arabic is like crafting an equation, because every part is extremely precise and carries a lot of information. That's one of the reasons so much of what we've come to think of as Western science and mathematics and engineering was really worked out in the first few centuries of the Common Era by the Persians and the Arabs and the Turks. This includes the little system in Arabic called al-jebra. And al-jebr roughly translates to "the system for reconciling disparate parts." Al-jebr finally came into English as algebra. 

            The Arabic texts containing this mathematical wisdom finally made their way to Europe — which is to say Spain — in the 11th and 12th centuries. And when they arrived there was tremendous interest in translating this wisdom into a European language. But there were problems. One problem is there are some sounds in Arabic that just don't make it through a European voice box without lots of practice.  Also, those very sounds tend not to be represented by the characters that are available in European languages. Here's one of the culprits. This is the letter Sheen (ﺵ), and it makes the sound we think of as SH — "sh." It's also the very first letter of the word shalan, which means "something" just like the the English word "something" — some undefined, unknown thing. The problem for the Medieval Spanish scholars who were tasked with translating this material is that the letter SHeen and the word shalan can't be rendered into Spanish because Spanish doesn't have that SH,that "sh" sound. So by convention, they created a rule in which they borrowed the CK sound, "ck" sound,from the classical Greek in the form of the letter Kai. Later when this material was translated into a common European language, which is to say Latin, they simply replaced the Greek Kai with the Latin X. And once that happened, once this material was in Latin,it formed the basis for mathematics textbooks for almost 600 years. But now we have the answer to our question. Why is it that X is the unknown? X is the unknown because you can't say "sh" in Spanish.

summary TED by Jay Walker

         I would like to make a summary about Ted that I have listened, it is about “Manias”. The speaker starts talking about mania with Beatle mania. Beatle mania is close with the word historical teenagers, crying, screaming, pandemonium. Sports mania: deafening crowds, all for one idea, get the ball in the net. Religious mania: there’s rapture, there’s weeping, there’s visions.  Manias can be good, manias can be alarming or manias can be deadly. The speaker said that the world has a new mania, a mania for learning English. The people from Latin America, India, Southeast Asia, and most all in China are trying to learn English worldwide. The Chinese students practice their English by screaming it, they start leaning in the third grade by law. So that’s why this year Chine will become the world largest English speaking country. They believe that with English they can get an opportunity for a better life, a job, to be able to pay for school, or put better food on the table.

          Jay Walker in his public speaking said that English is the world’s second language. Your native language is your life. But with English you can become part of a wider conversation: a global conversation about global problem, like climate change or poverty, or hunger or disease. The world has other universal languages. Mathematics is the language of science. Music is the language of emotions. And now English is becoming the language of problem-solving. Not because American is pushing it, but because the world pulling it. So English mania is a turning point. Like the harnessing of electricity in our cities, or the fall of the Berlin Wall, English represents hope for better future. A future where the world has a common language to solve its common problems.

The Visit school report Instructional Media by Rika Wahyuni

The observation about instructional media

at SMP N 8 Darussalam

 I did an observation at SMP N 8 Darussalam, On April, 29 2017 to students at second year, especially class of VIII₂, about an instructional media that the teacher used in the class.

Based on the observation at SMP N 8 Darussalam , teacher used  a course book as the media in the class, the book that used in the class is “when English rings a bell”.

The textbook “when english rings a bell” is designed by the goverment  appropriate with the curriculum 2013. The teacher chooses this book as the main material in teaching learning process in the class.

During the class, the teacher only used this book as the media. For the first, the teacher reviewed the previous material about tenses, especially about present tense and past tense. It did for ten minutes. Next, the teacher  continued the material at that day about collecting information. The teacher explained the material in that book in front of the class, and asked them some questions related to the material to make sure that the students understand the material well.

After explaining the material, the teacher asked the students to do the exercise in the book in pairs, and then wrote it in the book, after that they had to submit it to the teacher.

During the class, students did the exercise  cooperatively. They submitted the task  in the end of the class and they clearly understand the materials that the teacher explains in the class.

Instructional Media (PART II)

1.      Maket

The teacher will teach the student about a material “descriptive text” by using this media. The material that the teacher provides in the class depend on the KD 3.10Memahami tujuan, struktur teks, dan unsur kebahasaan dari teks deskriptif lisan dan tulis tentang orang, binatang, dan benda, sangat pendek dan sederhana.

The teacher provides a miniature of a big house that the teacher made by herself. Next,  the teacher explains to the students about the teacher purpose by providing the miniature in their class, and then the student need to explain or describe the miniature after listening the teacher istructions, like mentioned all parts of the house and the other explanation or description.

2.      Audio Visual

 

In this section, the teacher will teach the second grade student of junior high school with the material of narrative text, based on the KD 3.6 Memahami tujuan, struktur, dan unsur kebahasaan dari jenis teks naratif, lisan dan tulis, berbentuk fabel, pendek dan sederhana. The material will be prepared by using audio visual as the media in the class.

The rules of using this media are: firstly, the teacher will explain the material. After understanding the material, the teacher will play a video of narrative story about “ Lion and mouse”. Before playing the video, the teacher gives a worksheet to the students and then explain them what should they do. The video will be played twice. First, when the students have to complete the worksheet, and the second when the teacher discuss the students’ answering. 

3.     Audio

 

The teacher uses audio media to teach the student about animals. This material is for the first grade student of junior high school. The material is depend on the KD 3.5 Memahami tujuan, struktur teks, dan unsur kebahasaan dari teks lisan dan tulis untuk menyebut nama dan jumlah binatang, benda, dan bangunan publik yang dekat dengan kehidupan siswa sehari-hari.

The audio that the teacher provided in the class is taken from 123listening.com. 

Thus, the teacher will give the student a worksheet that needed to complete by the student by listening the audio. The students will follow the teacher’s instruction to complete the worksheet.

4.      Board games

The teacher provides this board games to make the students more understand the material of past tense. The teacher will divide the students into several groups depend on the number of the students in the class. The rules of this game, first the students have to search some words related to the verb of present tense in the board. Next, after the students find the words, they have to construct some words that the teacher has provided in some cards into a sentence of past tense. The group that is faster will be the winner.

5.      tecnhology based internet

  https://www.proprofs.com/games/ . This is the link of the website that the teacher used.

The teacher can use this web to provide some games to help a  teaching learning process based on the material that the teacher provide in the class. The teacher can create their own game depend on the material. 

Instructional Media (PART I)

1.      Printed media (magazine)

The teacher uses a magazine as an instructional media in the class. The teacher will teach the first grade student of junior high school about the material “ introduction”, based on KD 3.2 Memahami tujuan, struktur teks, dan unsur kebahasaan dari teks lisan dan tulis untuk perkenalan diri, dengan sangat pendek dan sederhana.

The teacher will use this media as the student exercise. After the teacher teaches or explains the student about introduction material, such as how to mention their name, how to ask someone’s name, and how to make a conversation about introduction in the class. After understanding the material, the teacher will ask the student to analyze the introduction of someone that teacher gives in a magazine. The students just need to mention the name, the age and address of the person’s introduction. The student will do the exercise in pairs.

2.      pictures

        

The teacher will teach the first grade student of junior high school about a material “descriptive text” by using this media. The material that the teacher provides in the class depend on the KD 3.10Memahami tujuan, struktur teks, dan unsur kebahasaan dari teks deskriptif lisan dan tulis tentang orang, binatang, dan benda, sangat pendek dan sederhana.

The teacher will use the first picture for the example in the class when the teacher explains the material about descriptive text. The teacher will guide the student to describe the picture in the class by mentioning or giving some vocabularies related to the picture. Afterward, the teacher will give an example how to describe the picture. For the exercise of the student, the teacher will give the second picture, after that the student must make a descriptive text related to the picture by their own work.

The Prospect of ELT in Indonesia

 The Opportunity for Higher Education

Lack of preparation is not the fault of institutions of higher education. Most colleges, especially the less selective schools at the community college level, have poured time and money into providing remedial courses to help underprepared students succeed, but the effort has done little to overcome the dropout problem. There have also been experiments with providing community college students with various supports such as counseling, the creation of “learning communities” that keep students together for mutual support, or providing extra financial resources to help meet living costs. However, these programs are costly and have had only modest success (Bettinger, Boatman, & Long, 2013).  Building on success  makes sense to focus on higher learning to build on the successes achieved in expanding primary and secondary education. As Islamic Development Bank (2013) mentioned that, “A 'tried and tested' approach of investing in buildings and equipment, backed up by a programme of staff training and curriculum development,has been highly effective”.

 In the near term, more could be done to better inform students and their families about available options, including the availability of financial aid for well-prepared students from low-income families; the importance of matching one’s interests and skills with what different institutions have to offer; and the availability of more work-focused career and technical training for those most likely to drop out of college saddled with too much debt. Islamic Development Bank (IsDB)(2013) told that they support to Islamic higher education in Indonesia has shown that offering Islamic education alongside a science and technology curriculum will prepare students for the challenges of the knowledge economy and the requirements of a competitive labour market. IsDB channels 59% of its education funding in Indonesia through the Islamic system to help raise standards and equip students with excellent qualifications. Islamic education is managed by the Ministry of Religious Affairs while the conventional system is overseen by the Ministry of Education (IsDB, 2013).