Overall Reflection.

The subject of Computer Application in Language Studies introduced the students the methods of learning English using applications in the computers. Throughout the semester, we were taught to use many possible methods such as using corpus, concordancer, online journal or software, internet blogging and many others to help in completing our assignments and presentations. At the same time, we got to discover many new computer applications that are useful in teaching, learning, research and even crime investigations. We are more aware of the importance of computer applications in language learning and teaching. We found various ways for helping us in learning second language as computer applications served lot of concordance for us. The knowledge that we gain is worthy as we gain the experiences of working in a group, shared different knowledge among us. We get to learn on how to be creative in designing blog and trying to make it interesting for readers. Thank you so much to madam Rozina for giving us the opportunity being in this class. Thank you also for all group members that lead by syahida. Thank you.

Everyman: Drama

 

Assignment 3 : Concordance

 

Reflection on Concordance

                The first positive words that come to my head are relief, glad, anxious and extremely happy. It’s like an unexpected thing in the world when our group had succeeded presenting it. Firstly, our group has struggling so much in searching towards concordance. Secondly, we are really aliens towards this software where we never use it before, no one talks about that and nobody seems to care on it. I feel like wanted to scream loudly when I get this topic. I can feel like my breath is stuck over the throat when I stand on the floor presenting Concordance. Our lovely group has done this beautifully, so much effort been insert and so much tolerates been planted during prepared the presentation. Thank you so much for an awesome presentation all of you!

Assignment 2 - Analysis on Chatroom Conversations

Comparison between Spoken and Written Language

Literature Review

Spoken and written are two different languages where there are lots of differences between both. Teenagers tend to produce simple conversation in chat room where everyone is using short forms, emoticons, and also slangs. Article written by Guy Merchant entitled Teenage Girls and Internet Chat rooms, illustrates how the use of popular electronic communication is resulting in linguistic innovation within new, virtual social networks in a way that reflects more wide-reaching changes in the communication landscape. He also stated that, the data illustrate how rapid written conversations which combine features of face-to-face talk with explorations in interactive writing and the exchange of additional digital information, such as image files and web addresses, are enabling these young people to develop sophisticated and marketable literacy skills.

It seems that written language has been corrupted in chat room when teenagers love to follow the trend for ditching grammar, spelling and vowels in their written language. They actually used spoken language in written form in chat room because it is somehow a conversation although they are not facing each other. Unlike formal written language, the language used is more accurate and using academic structure of writing. This is because we do not talking in formal writing. In chat room, they are actually talking in writing. Observations in his study showed frequent use of features like vowel reduplication, expletives, non-standard punctuation, and capitalization. Abbreviations and emoticons were also regularly used. Here, the supportive tone is provided by punctuation and the use of emoticons, which substitute for some of the paralinguistic features that one might expect in a similar face-to-face interaction. The creative phonic spelling (‘thanx’ and ‘wot’), slang (‘cool’) and abbreviations (gr8 as for great) that are used here are also a distinctive feature of many chat rooms.

The second article written by Rebekah Willet and Julian Sefton-Green said that, chat room conversations which are actually written texts are conversational and reflect spoken language. Participants create various text images such as emoticons or ways of writing to reflect speaking by using capital letters to denote shouting, for example. Furthermore, because chat room conversations happen in real time, the writing has to be produced very quickly. They also claim that, nine various new language forms have developed, such as acronyms (btw = by the way), the use of numbers as words or parts of words (gr8 = great), and phonetic spelling (e.g. wots up = what’s up). Another form of language, particularly used in those chat rooms which filter out swear words or sexually explicit language, is the use of intentional misspellings, or the use of symbols to represent letters (a33= ass). These examples were taken by them from 'Habbohotel' whose filtering system is apparently updated on a daily basis.

            Thus, both female and male teenagers seems to be tend to use this kind on language while they are writing, where actually it is talking in chat rooms. Those examples of language can be said as ‘teenage language’.  Moreover, if among them do not know how to use this kind of language, people look at them as outdated because they did not follow the trend nowadays. These articles give a same conclusion where written and spoken language brings a lot of differences which we can make a comparison between them. Written language in chat rooms is actually a form of spoken language used by teenagers in this globalization era. It is one of the forms that they used to express their thought and feelings. They tend to share everything in web medium rather than using face-to-face medium.

Analysis on Chatroom conversation 

Spoken language is best described as the tools that people use for the sake of communication and information transfer in their daily life. People do speak for the purpose of asking, greeting, thanking, and so on. For example, a morning with a smile to your neighbour is rather dull than you say “Hello!” or “Morning Mrs Poh”. The effect of spoken language is rather positive and it is a better tool for someone to express their feeling and anxiety. People next to you, for example would never know on why are you keep silence. They may think that you are may be sick, or unhappy, or angry towards something. But if the spoken language has been interjected with this matter, people would understand your situation better and any resolution could be made in single moment. For example, you said” I’m sad” or “I wanna be alone please”. People may leave you alone and let yourself free for doing anything, or they may come and try to calm you down. However, written language is greatly known for informative purpose and factual used.  Written language usually differs from spoken language in terms of casualty and tone. Spoken language would bring the exact intended meaning as compared to written language. For example, the usage of pause in twenty, three cent stamps in spoken language would bring the meaning of there is twenty pieces of three cent stamps than in written twenty three cents stamps. It seems ambiguous and different people would interpret it differently.  The use of spoken language applied in written forms is widely known among the teenagers. This is due to reason of language applied in chatting, short message services and many more. Later, it becomes a trend for people to write their new develop knowledge into papers and assume as it is legal. For those whom still using formal written language may get the same effect as to those whom still used a formal spoken language. They may be labeled as outdated, nerd, or they may be a symbol to be laughed on.

Let us summarize on the use of spoken language in written forms which has been used widely among teenagers during chatting on line. There are several points that could be issued upon this matter which are the use of short forms, emotional insertion in spoken language to written in chat room, the omission of certain marks and emoticons to express feelings.

First and foremost is the use of short forms in chatting. For example, “y” is use instead of “why”, you has been shortened into “u”, so on and so forth. Spoken language in comparison does not need this short form. Perhaps, if they made any shortened, the meaning would be totally different and the message may be interfered or somehow irrelevant. But there is adaptation that has been made from written language to spoken forms. For example, Paris Hilton “fyi” is a short form for “for your information.

The second point is emotional insertion in spoken language to written in the chat room. For example, “hiiiii!!!!!”, They prefer to use “hiiiii!!!” instead of “hi!” which consists of many “i” to indicate the happiness or any emotional ties in their greeting. If there are only one “h” letters plus an ‘i” letters will bring a decent tone, expressionless as compared to the other one. That will make the rest of people understand that the person cheerful and friendly. Possibly, they want attention from the other chatters. There are so many chatters in the conversation and nothing would make them bold unless if they apply this trick.

The third point is the omission of certain marks. For example, they tend to omit the question marks for questions, exclamation marks for expressions, coma for pauses and so on. This situation may be caused of they want to avoid any difficulties in typing. The act of pressing “shift” button and number 1 for “!” for example, may take a longer time. Chat needs a feedback in a glance; thus, this omission would simplify the typing of those chatters.

Last but not least, the emoticons use to express feelings. For example,  , so on and so forth. It helps to gives an idea to the other person of our thoughts and feelings. For example, “” makes people know that the person is joking and instead of using “hihi” to symbolize that the person is laughing,  Other than that, the use of abbreviation like “lol” simplifies the idea of laughing. Plus, it is makes the difference in appearance in the chat box, so that it looks plenty than too much crowded with letters. Furthermore, the emoticons are always available in the chat box so that it brings easiness towards the chatters to express their feelings. 

Examples of Chatroom Conversations

35__male: any female wanna chat with me on yahoooo
Botzy: YAYS has joined. Welcome!
Botzy: Xerxes has joined. Welcome!
iloveu: m23 here
karyis: hi pooja
Botzy: muimui has joined. Welcome!
marianne: hiey team
Botzy: Fun21 has left.
jakes: say espanol
Botzy: katsuiyoki has joined. Welcome!
teampunishment1977: how are ya
ilol_cute: hhaaaii...any malay boy here???
Botzy: neil45 was idle for too long and has been disconnected.
chitu: what??????????
marianne: im good
keviv: espanol
komalll: '''''''
Botzy: rose_92 has joined. Welcome!
jakes: yeah
Botzy: nnnnnn has joined. Welcome!
Botzy: Helal has joined. Welcome!
raj_30_india: hi komalll
karyis: hi shipraaaaaaa
Ola: i'm back
Botzy: suchitra has joined. Welcome!
Hwang: Wow
teampunishment1977: good to hear
pasyluv3: hy any ladies here
Botzy: vineet_2222 has joined. Welcome!
praveen_20: any one here for friendly chat
sexysexy: JUST SHUT UR YAP
chitu: yes
jakes: say something
Botzy: lvesluts has joined. Welcome!
ayaana: thank u ankit_86 -
Botzy: ajay has joined. Welcome!
shanya: hi
pynk: hi
35__male: any female wanna chat with me on yahoooo
Botzy: I'm female... But it would not make any difference , I am what I am.
Botzy: a_simple_guy has joined. Welcome!
Pooja~20: dnt knw
keviv: something
Hwang: In this place, a lot of people are chating with each other
jackmortin: alisa_22_f>
marianne: hola
frmumbaiwithlove: so hws lyf chitu??
Botzy: harisali3 has left.
Hwang: Amagzing ^^
Siddtharth: hiiii allll
praveen_20: any one here for friendly chat
marianne: yeah...tks
Helal: Hi all!Anygirl from Dhaka?
Botzy: sparsh_21 was idle for too long and has been disconnected.
a_simple_guy: hiii 2 alll..
Botzy: justlauren17 has joined. Welcome!
Botzy: cutehandsome has joined. Welcome!
jakes: hola marianne
ayaana: hi harisali3 -
Botzy: jharna222 has joined. Welcome!
teampunishment1977: no prob
momson: hi any indian guy willing to chat about real family se x
a_simple_guy: happy v day..
marianne: @ jakes
raj_30_india: hi jharna
justlauren17: hi again
ikkhybeliebers: aduh d kacangin
jakes: how ya doing
chitu: wht happen???
praveen_20: any one here for friendly chat
Botzy: minah was idle for too long and has been disconnected.
Botzy: karyis has left.
Botzy: sweetie32 has joined. Welcome!
marianne: hacer el bien
chitu: in which standard u r
Botzy: varshasethi has joined. Welcome!
lovelylegs: is any1 from USA?
ayaana: r u mad iloveu
marianne: Y tu? @ jakes
rose_92: praveen_20> hi
a_simple_guy: any1 interested in decent chat??..plz whisper..
momson: hi
Botzy: 7854754 has joined. Welcome!
YAYS: hi
chitu: wht? n u r nt doing ur studies
ikkhybeliebers: hy, who have facebook or twitter???

Botzy: Ammar_Ahmed has joined. Welcome!
damayantee: hi - get a free blog at http://www.chatting.com/blogs
YAYS: who wants to chat me ?
pasyluv3: hot_bella>hy hud
Siddtharth: qlucklich valentinstag
jakes: hows ya life there?
Botzy: pink_flower was idle for too long and has been disconnected.
ayaana: hi sandeep what do udo?
chiller: im chiller
chiller: hi ayann
chitu: so v can b frends
Amon: Hi all!Anygirl from Bangladesh is here?
22_roleplay_boy: girls whisper me for roleplay
marianne: lol.....i dont know if you are still talking to me
Botzy: abhinav_delhi has joined. Welcome!
ayaana: im frm hyd nu?
justlauren17: cool
Botzy: suchitraa has joined. Welcome!
chiller: ind
jakes: yeah i am talking to ya
chiller: tamil
Botzy: frmumbaiwithlove has left.
mayank35: hi 2 all of u
Botzy: nnnnnn was idle for too long and has been disconnected.
Botzy: vijay_tamil has joined. Welcome!
rose_92: [haris_01 ->hi
chiller: hi jakes
marianne: oh good
chiller: hi rose
Botzy: pup22 has joined. Welcome!
marianne: and yourself out there?
Botzy: DHScheer15 has left.
7854754: any girl from chennai here to do hot chat pm me
Botzy: vivak has joined. Welcome!
cutehandsome: hi......wish u romanceful valentines day to everyboby ...............
marianne: not a fluent spanish speaker.....pmer
jakes: i have been doing well,, just work pressure
manisht36: i m fine what about u

Botzy: varshasethi was idle for too long and has been disconnected.
jakes: ok online prob
chintu_jiya: @@@@@----hello alllllll----@@@@@
Botzy: adithyaa85 has joined. Welcome!
7854754: any girl from chennai here to do hot chat pm me
praveen_20: any one here for friendly chat
YAYS: hello
~Alisha~:
Botzy: Jakky has joined. Welcome!
chintu_jiya: @@@@@----dil le ke aaya hun...main hun chintu jiya....any gal.....?
Botzy: curvy has joined. Welcome!
chocoholic1: starburst
sohnikudi: hi guyzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzz
U_AND_I_: hey
jakes: so tell me about yourself
Michgirl201035: hey all
Botzy:
Botzy: princess19 has joined. Welcome!
KUNAAL_23: meri sabhi bahenon ko V_day mubarak ho !!!!
muimui: hai
damayantee: ok
Botzy: arabic_man has joined. Welcome!
Michgirl201035: happy valentines day all
sohnikudi: ny punjabii guyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy
jakes: it would get something silly
Botzy:
Michgirl201035: hi choco
Botzy: NANCY_33 has joined. Welcome!
damayantee: sis wat c do
Botzy: ra89 has joined. Welcome!
Botzy: ~Aryan has joined. Welcome!
Botzy: naveen54 has joined. Welcome!
Botzy: ashishpatel has joined. Welcome!
jakes: yeah
~Aryan: hi to all
chocoholic1: hi michgirl
Botzy: megaxxxhornyman has joined. Welcome!
jakes: you are late to reply
ayaana: hello frm were r u vijay_tamil -
a_simple_guy: any1 interested in decent chat??..plz whisper..
Botzy: prshannt has left.
ashishpatel: hiiiiiiiiiiiiiiiiii
~Aryan: how r u all
damayantee: lots guys asking only age so i told in pub
shanya: sabhi bro's ko valentine ki shub kamnaye
Botzy: fendy has joined. Welcome!
Botzy: Arvind_chaudhary has joined. Welcome!
adithyaa85: Happy Valentines day
mayank35: fine n u
Botzy: nikitas has joined. Welcome!
jakes: ok
Botzy: laura2000 has joined. Welcome!
Botzy: rocksboiling has joined. Welcome!
Botzy: sweetyyy has joined. Welcome!
~Aryan: hey shanya
Adi_Delhi_: any gd girl free for chat
Siddtharth: hiiii alll
Botzy:
jakes: keep asking questions
Botzy: OnEdge has joined. Welcome!
princess19: hiii, 19 yrs f, any indian
Adi_Delhi_: any gd girl free for chat
arabic_man: hellooooooooooooooooooooo
Botzy: mini_23 was idle for too long and has been disconnected.
Botzy: sweetdreamgurl has left.
chitu: kaun hai
Botzy: Remu was idle for too long and has been disconnected.
Botzy: yngman4fun has joined. Welcome!
laura2000: Happy Valentine's Day
Botzy: Devipriya22 has joined. Welcome!
yngman4fun: be my valentine
Devipriya22: ANy tamilans
Botzy: fem261 has joined. Welcome!
Botzy: ejat has joined. Welcome!
jakes: sweden
Botzy: lveitloose has joined. Welcome!
curvy: hello
Devipriya22: to sex chat
Botzy: ~Alisha~ has left.
megaxxxhornyman: hi, i'm back peeps... fell asleep last night....
muimui: hai
sweetyyy: hiiiiiiiiiii
jakes: silly faces to make someone happy
fendy: pa kbr swet
hottguy: hiiii sweetyyyyy
jakes: i am staying in sanfancizco now
praveen_20: any one here for friendly chat
Arvind_chaudhary: Happy Valentines Day Friends
sweetyyy: ott guy.......hello
hotgranny: sexy chat the more sexy u can
vijay_tamil: any hot girls here??any hot girls here??
Botzy: Ekram has joined. Welcome!
hottguy: whisper me
doctor_25M: i will be 26 in april
Botzy: MENI has joined. Welcome!
ayaana: sure aryan -
Botzy: gunjan72 has joined. Welcome!
good_frend2: hiiiiiiiiiiiiiiiiiiiiii

Reference:

Merchant, G. (2002). Teenage girls and internet chatrooms. Talk presented at
Media and Literacy seminar, Sheffield, 9 July. Retrieved February 10, 2011 from http://www.shef.ac.uk/content/1/c6/05/05/23/merchant.pdf.

SAS: CRC. Semantics and Sociolinguistics: Chat Room Colloquial. Retrieved February 12, 2011 from http://a.parsons.edu/~julia/thesis/sept1.pdf.

Willett, R. & Sefton-Green, J. Living and Learning in Chatrooms (or does informal learning have anything to teach u. Retrieved February 10, 2011 from http://www.wac.co.uk/sharedspaces/chatrooms.pdf. 

Reflection on Assignment 2

We feel relieved after finished this assignment because it seems very difficult in finding the corpus itself, to be exact, the appropriate chat room conversation. The conversation in the chat room is hard to find, as they are using inappropriate words in their conversation. However, it is really fun when it comes to the part of analyzing the conversation because we got to know various new language forms have developed among teenagers nowadays. It is interesting where we never thought about such words as we are not really into chat rooms. We learn a lot of new thing after doing this assignment!

Assignment 1 : Summary and Analysis

Summary on Learner Perceptions of Interactive Whiteboards in EFL Classrooms

            The purpose of the study is to acquire the feedback from the students in using the Interactive Whiteboards in the classes for English as Foreign Language. From the study, it provides the information on how well the Interactive Whiteboard will be able to help in the process of learning English.  In addition, the study offers the data on how the students perceive this method of learning as an efficient method in learning English to the non-native speakers. By conducting the study, the efficiency of Interactive Whiteboard use in the English class can be proven to be favourable or otherwise.

            In acquiring the data for the study, there are two methods used by the researchers which are through the interview and questionnaire. The first method, the interview, is conducted to 26 students in Tunisia and Lebanon which are taken from different classes. They are interviewed with the same question of “What is it like learning English in a class with an Interactive Whiteboard?” by the researchers. For the second method, a questionnaire is given to 100 participants from the several British Council teaching centers mainly from South Korea. The question given is in open-ended question on “What do you like or dislike about learning with an Interactive Whiteboard?” to the participants (Michael Orr, 2008). All of the data collected are divided and arranged according to the similar feedback by the respondents. The results later on, grouped into the answers of positive and negative feedbacks by the respondents.

            In supporting the study, there is one previous research provided, claiming that Interactive Whiteboard as a tool in teaching, increase value of experience and motivation to the students in the classroom (Michael Orr, 2008). Another statement made by Department for Education and Skills (2007, p.6) "there are three key themes that dominate thinking about the role of Interactive Whiteboards in changing pedagogy" provides that the themes are increased pace of delivery, new use of multimedia; and an interactive teaching style (Michael Orr, 2008). Added to these, according to Glover, Miller and Averis (2004), they stated that teachers see Interactive Whiteboards as superior traditional to traditional boards because of the possibility of using multiple screens, annotation of the screen as the lesson proceeds, "drag and drop", "hide and reveal", colour shading and the capability to recall previous stages in the lesson (Michael Orr, 2008). Thus, all of the studies verify that the application of Interactive Whiteboard in the teaching process will be more beneficial and interesting in the learning of English.

            Finally, based on the overall findings acquired, 82% of the results from the question are in agreement with the study which is Interactive Whiteboard gives positive impact more than the negative impact in the learning process and they support the Interactive Whiteboard as a positive method to be used in teaching process. 49% of the 82% respondents agree that the Interactive Whiteboard offers efficient teaching methods with its good visual quality and linked directly to the internet which can attracts the students. They also supports that the Interactive Whiteboard gives faster and better understanding in learning English. The rest of the percentages on the other hand show positive feedbacks on the physical contribution on the use of Interactive Whiteboard such as offers cleanliness of the classroom and enhancement in the skills of technology.

            In conclusion, Interactive Whiteboard use in learning process presents the students with improved understanding on the subject alongside being skillful with the technology. The method allows the students to be more critical and creative in their thinking skills. In fact, the students will be more interested in learning English as the Interactive Whiteboard offers more fun and fascinated learning process rather than dull and boring traditional methods of learning.

Computer back then is a tutor, but it turns out as a pupil, until lastly became a tool. Initially, computer becomes a tutor at the point when it becomes the medium of teaching the students. It also gains more attraction for the students where they tend to focus more on the screen rather than the book or the teacher itself. Moreover, IWB which consists of the drag, audio, video function can elaborate on certain ideas better. If there are any difficulties that the student faced, they could easily access to the internet so that the learning processes happened were much clearer. The use of teacher as a tutor seems trivial. Cutrim Schmidt makes explicit reference to the use of peripherals. These are a slate for remote manipulation of the board and wireless voting buttons which allow the teacher to move away from the board relinquishing control to the learners where this is considered useful for achievement of lesson objectives. Using the peripherals, the material on the board can be manipulated and responded to directly by the learners without the teacher being present out front mediating the interaction. The computer, after that became just as the pupil. It helps the students and be together with them in solving their problems, guiding them in browsing the answers and information. IWB is just like a pupil since it needs a guide from the teacher to narrow down the scope of learning. As far as we know, even the excellent IWB is basically made by people. Thus, needs people to underline over certain subject matters otherwise they all remain as a medal that people gain for their brilliant mind and innovative art. In simple words, every benefit that the students gain from the IWB is all comes from the proficiency of the teacher itself. Lastly, computer becomes the tool of the language learning process when the students and the teachers themselves are so depend on the IWB in order to deliver the learning materials and subject concerns. Glover, Miller and Averis (2004) report that teachers see IWBs as superior to traditional boards because of the possibility of using multiple screens, annotation of the screen as the lesson proceeds, "drag and drop", "hide and reveal", colour shading and the capability to recall previous stages in the lesson (Michael Orr, 2008).

Product versus process oriented. According to Kern and Warschauer, 2000, “this came in the form of dialogues and pattern drills, grammar translation, audio-lingual teaching, in order for learners to produce automatic, correct response to linguistic stimuli (Michael Orr, 2008). Even speaking, reading and writing emphasized the linguistic product rather than on processes. “In our case, we have agreed that there is more processes oriented involved than product itself. This is due to reason it emphasize on the process which is using the IWB as a learning tools that further gives profits to the new learners and making the teaching process understandable. Plus, it makes the process becomes more attractive. It is proved when firstly, Kennewell and Morgan in 2003 highlighted that “IWBs are widely perceived to improve teaching and learning, adding value to the learner's experience in the classroom and increasing motivation (Michael Orr, 2008). Secondly, Yates quoted on 2006 that “thus whole class teaching with the IWB is seen as making it easier to structure the teacher student dialogue in order to push the development of higher order thinking skills. Multiple screens mean problems can be tackled in different ways, each approach worked through and saved. The thinking process followed is thus available for analysis and leads to the development of valuable metacognition.” (Michael Orr, 2008).

The use of IWB in EFL Classrooms can be underlined as learner centered. Learners got many benefits as IWB been a "wow" factor to the class and they appreciate modern technology more. This is because, the using of IWB allows for interactivity by making use of the different ways of manipulating the applications that are running on the screen. Like for example, they can layer pictures or text, overwriting, highlighting, hiding, revealing, dragging and dropping texts and pictures as well. Moreover, this situation also allows the learners to manipulate the information on the screen. They can do this from their seat or taking the pen and working at the IWB in front of the class. Learners got benefits more when IWB also give good quality computer graphics which allow for the visualization of concepts that is otherwise difficult to represent and also allow for the showcasing of learners' presentations. Besides that, they can print off anything that appears on the board and give copies for them instead of using the traditional way of writing in the book which wasting their time copying and also the learning process might be slower. This is because teachers need to wait for the students copying what those appear in the usual whiteboard, which are necessarily many of them. The article highlighted that Armstrong et al. (2005) focus on interaction as the "give and take between pupils and teacher which goes beyond a superficial learning scenario to a stimulating interplay which leads to new formulations and new understanding" (p.457) (Michael Orr, 2008). Thus, the use of IWB in language learning as learner centered gives extremely benefits for early language learning among students.  

Reference:

Michael Orr. (2008, February). Learner Perceptions of Interactive Whiteboards in EFL Classrooms. Vol. 9, No. 2. Retrieved January 11, 2011 from http://callej.org/journal/9-2/orr.html.

Reflection on Assignment 1

CALL teaches us to be updated with several gigs that appears apparently. Whiteboard of EFL is one of the gigs that we meant. This new tools are about to emphasize on the easiness of learning process inside the classroom. It helps us dealing with dragging in and out the info so that any works would be faster, simpler and enjoyably. Apart  from that, we can say that this assignment is an interesting assignment plus it is a simple one where we only have to summarize the study on learner Perceptions of Interactive Whiteboards in EFL Classrooms. Using one article on that particular topic, we analyze on how the study is done. On the other hand, we know new knowledge about interactive whiteboards where it helps a lot in learning and teaching. If previously, teacher deals with chalk and later marker for teaching,  nowadays, teacher could only sit and click over certain icon so that the teaching and learning process may begin.  The article is easy to understand, thus, we took a short time in doing this task. Overall, we enjoyed in working on this assignment!

Lesson Plan

Prologue: Islamization of Knowledge

Islam teaches their ummah to practice good deeds and repent for every wrongdoings they have committed.

This is due to reason that good deeds will follow us even after we died. As in this play, Everyman begging for wealth, money, and all of his worldly matters to be with him in the grave but unfortunately, they refused. They all were just a worldy companions of Everyman. 

"Then, as to those who Believed and did righteous Deeds, their Lord will Admit them to His Mercy: That will be the Achievement for all to see."

(45 : 30)

"Allah accepts the repentance of those who do evil in ignorance and repent soon afterwards; to them, Allah turn in mercy.."

(4 : 17)