- Karya-karya ilmuwan muslim dalam bidang filsafat dan sains yang dialihbahasakan ke bahasa Barat termasuk Spanyol sehingga penduduk Barat dapat menambah wawasan pendidikan mereka. Masa ini berlangsung dari abad ke-12 dan ke-13.
- Metode dan teori sains melalui penelitian dan eksperimen yang dilakukan ilmuwan muslim.
- Kontribusi dalam bidang matematika, seperti sistem notasi dan desimal.
- Buku-buku terjemahan yang diadopsi oleh Bangsa Barat, misalnya karya Ibnu Sina tentang kedokteran yang digunakan sebagai materi pokok pendidikan Barat sampai abad ke-17 M.
- Berkat kegigihan dan kecerdasannya, para ilmuwan muslim secara tidak langsung telah memotivasi Barat untuk mengembangkan kebudayaan mereka. Seperti renaisans dan budaya Romawi Kuno.
- Universitas-universitas di Eropa yang sekarang ini banyak didirikan merupakan pengembangan dari lembaga-lembaga pendidikan Islam yang didirikan sebelumnya.
- Ketika barat masih berkutat dengan kegelapan, umat Islam telah berhasil melestarikan pemikiran dan kebudayaan Romawi-Persia (Greco Helenistic).
- Para sarjana dan ilmuwan Barat menuntut ilmu dari lembaga-lembaga pendidikan Islam yang kemudian dibawa ke negaranya.
- Kontribusi umat Islam dalam bidang kesehatan, sanitasi, dan makanan kepada dunai Barat pada masa itu.
Minggu, 04 Februari 2018
Kontribusi Islam Dalam Peradaban Dunia
Kolom Siswa
Februari 04, 2018
LECTORA INSPIRE AS AN AUDIO VISUAL MEDIA IN TEACHING ENGLISH
Kolom Siswa
Februari 04, 2018
Erwin Hari Kurniwan
Universitas Islam Kadiri Kediri, EAST JAVA
Abstract
Teacher plays greater role to
bring about students especially for their academic achievement. Relating to
students’ achievement, teacher needs to be creative in creating an interesting
media as a source of teaching learning process. Many teachers get confused when
they adopt or create the media, which appropriate with the teaching learning
process. Rank
(2011:1) says that ICT is now widely used in the
teaching and learning of English, as it is in all areas of the curriculum. However, as most English
teachers would acknowledge, there is still much more to do to
make effective and enjoyable use of the technology.
One of media used by the teacher
is audiovisual media. There are many audiovisual adopted, adapted or created by
the teacher. The teacher can get it from internet, create using power point, or
buy the e-learning media from publisher. Nowadays many software used to create audiovisual media. One
of the software used to create this media is by using Lectora. Lectora is
an e-learning development tool, also known as authoring software,
developed by Trivantis Corporation. By using this, teacher can create an
interactive media that can be used in the classroom, on-line in web, and
self-study by students. By using this media, teacher can create and collaborate
among the visual, audio, audiovisual content and test in a single file. It is
also used for the conversion of Microsoft PowerPoint presentations into e-learning
content. Lectora also enables users to utilize an array of multi-media
files to create more engaging content.
This paper mainly discusses the
basic guideline on how to work with Lectora
related to creating the pages consist of visual, audio, audio visual and test
in a single file. From this, the teacher is able in selecting material, editing
material, and publishing it into a single file opened by students’ PC or laptop
with adobe flash player only.
Key words: audiovisual media, teaching English, and Lectora
A.
Introduction
Now
days we enter to the 21st century categorized by the emergence of
second wave of globalization. As we know that globalization was stimulated by
industrial technology and by information and communication (ICT). The development of ICT has led teachers to
take new perspective in their teaching. They are now posed to more challenging world,
which requires that they be literate in ICT, and skillful in using ICT based
resources and facilities in their teaching (Suherdi, 2012:2). Realizing that teachers
plays greater role to bring about students related to their academic achievement,
teacher needs to be creative in creating an interesting media as a source of
teaching learning process. Teaching creativity to everyone is vitally important
if we desire a good life for all. Creativity is typically seen as an inherited
disposition. (Bartel, 2014)
Knowing how to manage ICT from an
ever-widening array of resources and in proliferating formats is essential. To
be fully prepared to function productively in a technology-oriented society,
students must develop not only fundamental computer skills but also proficiency
in using a variety of technology tools to solve problems, make informed
decisions, and generate new knowledge. The development of these skills, as in
other basic areas of knowledge, is the responsibility of the schools and their
instructional staff. Yet many of our teachers and educators lack the necessary
skills themselves to be comfortable in playing a leadership role in the
integration of technology into classrooms. Many teachers get confused when they
adopt or create the media, which appropriate with the teaching learning process.
Rank (2011:1) says that ICT is now widely
used in the teaching and learning of English, as it is in all areas of the
curriculum. However, as most English teachers would acknowledge, there is still
much more to do to make effective and enjoyable use of the technology. It is
the purpose of this book to provide a very diverse set of inspirations and
starting points so that we can make full use of this considerable potential. According
to Ranasinghe and Leisher (2009), integrating ICT into the classroom begins
when a teacher prepare lessons that use ICT in meaningful and relevant ways.
Technological aids should support the curriculum rather than dominate it.
Ranasinghe and Leisher say that ICT should assist the teacher in creating a
collaborative learning environment. Capper (2003) points out that many teachers
who have access to the technology will not use it because they do not have
technical knowledge and are satisfied with their current approach to teaching.
He says that these teachers either find many difficulties while using
technology or they do not have sufficient time to gather relevant lessons
supported by technology. An effective integration of teaching aids and
methodology elevates the learning environment.
Teachers needs to be familiar with the media.
There are some medium used, such as visual, audio and audiovisual. One of popular media used by the teachers is
audiovisual media. There are many audiovisual adopted, adapted or created by
the teacher. The teacher can get it from internet, create using power point, or
buy the e-learning media from publisher.
Nowadays many software used to create audiovisual media.
Lecora is a new software applied in Indonesia.
Lectora is an e-learning development tool, also known as authoring
software, developed by Trivantis Corporation. By using this, teacher can create
an interactive media that can be used in the classroom, on-line in web, and
self-study by students. By using this media, teacher can create and collaborate
among the visual, audio, audiovisual content and test in a single file. It is
also used for the conversion of Microsoft PowerPoint presentations into
e-learning content. Lectora also enables users to utilize an array of multi-media
files to create more engaging content.
B.
Discussion
1.
Audio Visual Media
Media actually plays an important role in
teaching learning process. Through various and skillful uses of media, learning
material can be more interesting and easily transferred. Arsyad (2011)
emphasized that learning process can become more dynamic and will reach the
required target if it is added with media, such as audiovisual, printed,
projector, film, games. Yassaei (2012) added that the most popular way to
create meaningful context in teaching English is by using media, which can be
presented in various formats, such as, printed, audio, and visual.
Audio visual media can be gotten from TV,
VCD/DVD, Youtube, or creating. According to Gilakjani (2011), the difficulties
faced by EFL learners in classrooms are lack of motivation, lack of exposure to
the target language, lack of emphasis on pronunciation by teachers and the
influence of sounds and rules of learners’ first language on English. Most of
the EFL teachers are aware that native speakers’ accent, rhythm and intonation
used in the audio materials pose a difficulty to the undergraduate students. In
this context it is important to have an awareness of students’ approach towards
audio-visual aids and resources. An understanding of students’ views on these
teaching aids gives scope for necessary modifications in the classroom
teaching-learning process for effective audio- visual enrichment. Since
audio-visual resources are designed and introduced to improve the language
proficiency of the students, an
understanding of how these resources are effective in classroom learning
environment would be beneficial while designing and integrating audio-visual
resources
2.
Teaching English using ICT
The perspectives of the technologist, social scientist,
and critical analyst offer teachers food for thought about their roles in the
changing world of technology. Some members of the profession have adopted the
stance of the technologist, projecting and promoting great possibilities for
the future while highlighting the successes of today’s on-line learning
opportunities for English language learners (Chapelle, 2003:19).
In planning the lesson they are going to
teach, teachers identify, review and selct ICT media that suit their teaching
agenda. Now, in teaching phase, they should put the plans into practice. While
in teaching stages, there are three stages most relevant to language teaching:
modeling, practicing, and performing.
Suherdi (2012:98) states that while many
Indonesian schools are not well-ICT equipped, it is wise to start with, what is
possible to take the best advantages of ICT-based resources. English teaching
cannot be alienated from ICT simply because the teachers do not want to. It
is now a must and hence it is compulsory
for teachers to be familiar with ICT and for teachers colleges to incorporate
ICT in their teaching learning process in order to make their students deserve
to get for their better future.
3.
Lectora Inspire
Lecora
Inspire is a new software applied in Indonesia. Lectora Inspire is
an e-learning development tool, also known as authoring software,
developed by Trivantis Corporation. By using this, teacher can create an
interactive media that can be used in the classroom, on-line in web, and
self-study by students. By using this media, teacher can create and collaborate
among the visual, audio, audiovisual content and test in a single file. It is
also used for the conversion of Microsoft PowerPoint presentations into
e-learning content. Lectora Inspire also enables users to utilize an array of
multi-media files to create more engaging content.
This
paper mainly discusses the basic guideline on how to work with Lectora related
to creating the pages consist of visual, audio, audio visual and test in a
single file. From this, the teacher is able in selecting material, editing
material, and publishing it into a single file opened by students’ PC or laptop
with adobe flash player only.
The
first use of Lectora Inspire is to make presentation as like in Microsoft Power
Point. This is done simply after we open the Lectora Inspire, we can choose the
lay out New Blank Title, Design Wizard, or My Template. In this case, I suggest
you to choose New Blank Title, because we can choose the layout based on our
desire. Still in Title 1, you can click menu design and you can choose title
theme as you like. In this section, you can also add image or sound in the
title page.
Graphic 1 Designing Title Themes
After
that we can change the logo and course title as we like just by clicking the
logo and clicking delete button on the keyboard. Now toy can add image/logo by
clicking Insert menu and then clicking image. Now you can choose the logo/image
as you like. Before drag it to the position, you should click position and size
menu, then click on maintain ratio to release the weight and height ratio when
you want to resize the image/logo as you like. Now you can resize by editing
the size in height and weight value or by dragging the image to the size you
need. You can change the Course Title by clicking twice and type the title you
want.
Graphic 2 Changing the Logo
Now
decide how many pages you want to perform in your presentation. For example you
need 5 pages, includes test page. Now you can click Page 1 in Title Explorer, then click
menu Home, after that click Page several time as the pages you need.
Graphic 3 Adding Pages in Course
Title
The
following section, you can give connection button to relate among the pages in our
presentation (make hyperlink). Click insert menu, after that
click button, choose the style of button. After clicking next we can determine
the number of buttons you need the align button, and the spacing between
buttons. After clicking next, we can rename the button, choosing the color, and
rollover button. Do this section to all button we need. After all, drag the
buttons to the area we want to stick them. Now we should give action in order
we can make hyperlink among the buttons. Now select one of the buttons, go to Action menu, click on Action
and Target. Then, you can choose Go To and determine to what page the shortcut
link it.
Graphic 4 Giving Action to the
Button
Now
you can fill every page with what we
desire to present related to teaching learning process. We can add picture,
mp3, format, text, flash format, or even movie from your file, or YouTube. In
this case, click on the page 1 in Title Explorer, then, click on the Insert
menu, then click on the media we want. The process is similiar to every pages
we need.
After all, you can go to View menu
and click on Preview to test the result. When you feel satiesfied with it, you
can publish it into exe format, CD Rom, or other format. Here just go to Home,
and choose publish. Enjoy, the presentation can be created sucessfully.
The second function is to make a Test
or Survey. First click on test and Survey menu. After that click Test. Now go
to Menu Test, choose behaviour, click Show Feedback for Each Question if you
want the student get feedback every time he answer every question.if you do not
want to give response as like corrent or wrong please do nor click on it. Click on Student Must Answer Each Question
when you want student to answer all question before he submit the result. Click
on time test if you want to give limitation time in doing the test.
Graphic 5 Giving Feedback to the
Test
Now click on
the result menu in test menu. Click on Grade the test if you want to give
passing grade for the test. You can determine the passing grade by editing the
Lowest Passing Score. After that on Test result, click on show Test Result to
show the rusult of his test wheter correct or wrong, and click on Only Show
Score in Result if we just want to see the score without confirm his work
whether correct or not.
Graphic 6 Giving Passing Grade and
Score Result
After that
click on Page 1 in the Title Explorer in the Test 1. Click on Test&Survey,
then click on Add Question. Determine the model of the test. If we would like
to choose the multiple choice you can choose Multiple Choice. Now click on
. The other models are: True and
False, Multiple response, Fill in the blank, etcetera.
Graphic 7 Deciding the model of test
Now fill the
question in the form as in graphic 8 and determine the correct answer by
clicking select choice to edit, and click on the correct answer. Do not forget
to give Point Value for each question. Click OK.
Graphic 8 Filling the test
If you need a
text to support test, put a text above
the question as like filling the text in the page. Click on Insert menu then Text
Block. Fill the text Block in the page with the text. You can type as like in
Microsoft Word.
Graphic 9 Example of the test with
text
You
can edit the last page of the test with some word to guide the student what to
do after finishing doing the test as in Grapic 10. After
all we can test it and publish it into exe format or other format.
Graphic 10 Example the Last Test
Page
The
third function is to import presentation form other format. In this time, let’s
import from power point presentation. Open Lectora Inspire,
click on File, then Import, the choose PowerPoint. Choose the file that you
want to import. Then click on OK. Now decide the New Title Name and new Title
Location to save the file. Then click on Next. Decide the title Size of the
pages that you wish to import, decide the transition among the pages, and
images format of the pages. And Click OK
Graphic 11 Process of impoting
PowerPoint
C.
Conclusion and suggestion
Teachers are in demand for being
professional. One of the qualities that shows teachers’ competency is their
ability in ICT. ICT enhances the
development of teachers as they can make a use of it for teaching devices and
as the tool for material providence. Teacher is benefited from the existence of
Lecota Inspire. The software gives the opportunity for teachers to select, to
modify, and even to create the media for classroom benefit. To be sure,
teachers can use Lectora Inspire not only before teaching but also during the
teaching-learning process as well. However, teachers have to be accustomed to
using any tools provided in the Lecora Inspire. Furthermore, teachers should
not have the feeling of easily satisfied of what has been mastered in Lectora
since that there are still lot of facilities that are still needed more
training in using it. Teachers or users of Lectora Inspire are recommended to
share their knowledge and skills to their peer teachers for the better fluency
of maximizing it.
References:
Arsyad, A. (2011). Media Pembelajaran. Jakarta: PT.
Rajagrafindo Persada.
Bartel, M. 2014. Teaching
Creatively. Retrieved from https://people.goshen.edu/~marvinpb/arted/tc.html
Capper, J. 2003. Complexities and
Challenges of Integrating Technology in the Curriculum. TechKnowLogia.
Chapelle, A.C. 2003. English
Language Learning and Technology. Amsterdam: John
Benjamins Publishing Company
Gilakjani,
A. B. (2011). A study on the situation of pronunciation instruction in ESL/EFL
classrooms. Journal of Studies in Education,
1.
Ranasinghe, A. I. & Leisher,
D. 2009. The Benefit of Integrating Technology into the Classroom.
International Mathematical Forum, 4, (40), 1955-1961.
Suherdi, D. 2012. Toward the 21st
Century English Teacher Education: An Indonesian Perspective. Bandung:
Celtics Press.
Yassaei, S.
(2012). Using Original Video and Sound Effect to Teach English. English
Teaching Forum, 1, 12-16.
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