Base Case Assembly

Course of work.

A. Introduction.

Current curricula of the disabled heavily used in language teaching. The problem is as far broader definition of work that almost everything that involves dealing in connection with students. How to design and select the work is not yet clear and active communication can promote the excessive costs of the trades accuracy (Richard 2001:163).

Indonesia are related. There follow the course of 2006 (Kurikulum Tingkat Satuan Education) by learning how to work learning is an especially large operation, communication as "The purpose of developing the work of students the ability to communicate.

Course work is how to work with known Krahnke (1981.1982) Candlin and Murphy (1986) and Johnson (1982) is the type of work it, content activities that students do not use Sun noninstructional opportunities outside of school learning. . Job differs from other activities. Others on the level have. noninstructional. Objectives and performance measures. placed as in the real world into the classroom. (Krahnke, 1987).

Is lot of research and teaching in the twenty years of use in the language of the work of teaching, especially in terms of interaction between the learner. (Eg Breen, 1987; Prabhu, 1987, Nunan 1989).

As Willis (2004) points out, results of major change programs. EFL instruction in the century. 20 as a result of the research, closed Finch (2006), which follows.

1. Although the language seems to develop independently of the doctrine.
2. Language learners are based. Within their own built-in program that does not take account of the special structure and the influence of the mother tongue is
3. Teaching is not and can not be determined. How to develop learners (Reference Skehan, 1996).
4. Students need not learn what teachers teach. (References Allwright, 1984).
5. First learners do not get the structure and learn how I use this communication system, but actually find themselves in the learning process. Communication (Ellis Reference. 2003 P.14).

In addition, results of the research. psycho - Found social language and linguistics.

1. Motivation is a key Issue in language learning skills and encourage the students are important for language teachers. (Dornyei, 2001, p. 1 and references in Finch, 2006).
2. Cooperation is more effective competition as a means of promoting effective learning. (Kohn, 1992 claims in Finch 2006).
3. Students learn more in each group based on the social interaction with a new production process of psychological complex that no advanced life working in isolation. (Vygotsky 1989, p. 61 claims in Finch 2006).

This paper covers. (A) the meaning of work (second) segment. (3) the nature of my work. (4) Framework for design of a work A, (5) job classification (6) The material, the work (7) or and (8) program through the creation of jobs.

B. Content.

1. Definition of work.

Let us see the sense in the context of a few experts in teaching and learning methods.

The Long (1985).

The work is part process for themselves or others are either free or reward. Therefore, samples of work, including painting. Fence, decorated children, bought the book fair form of footwear to the airline. borrow books and test, type the text. Weight patients. Characters Art Hotel for destinations in favor of the road and help people cross the street. In other words, the work "means hundreds. And a of the things that people in everyday life at work and at play, while Work "is what people will tell you that when you ask them and they are not linguists.

By Nunan (1989):.

Communications "section in connection with the class in understanding the. Handle, manufacture or interest in the target language while their attention on the meaning and not as a main image The work should focus a complete stand-alone communication skills in their own right "Made.

And the Bygate, Skehan and Lovers (2001).

"A job is an activity that the language with a focus on means to achieve, to learn the objects ".

A component task.

The importance of the language features of the four elements work, to targets. Input (speech or otherwise) arising from the activities. Input and final implications for the role of teachers and learners. (Nunan 1989, p. 47).

Candlin (1987) referred Nunan 1990:47) shows that the work, have a role in your settings. Follow-up actions and recommendations. Input refers to them information presented in the work with the role between the participants in the work setting refers to the class. And out - of - class in operating a small step and the work to follow, carried out by students. The aim of the work and ideas mean evaluation work

Shavelson and Stern (1981) claimed in Nunan 1990), the general planning, education planning. TESOL especially recommend the design of the work. Consider the following items.

- Content - to teach the subject.

- Material - what the student can manage to watch.

- Activities - to do what students and teachers in between classes.

- Target - To work the teachers of the general purpose. (These are very general and vague, as the target).

- Students - its capacity. Needs and interests is important.

- Community, social - and the class as a whole. s'groupness.

(Shavelson and Heck 1981: 478).

Wright (1987, in Nunan 1990) show that the works are only two minor components have. This is information that the materials can also teachers or students, and questions to know what information to to do

A feature of the work.

View the nature of the work of the positive and negative qualities. Positive characteristics: (1) teach, as it may be more efficient. And widely disseminated. (2) is suitable for learners of all ages and backgrounds. (3) address critical issues directly by the user and the actual Learning activities. (4) the ability to operate with the appropriate learning skills, language skills should be as a result of the nature of teaching and learning to work. (5) the Great learning be effective when the students participate in activities. Out - of - class is quite similar. (Social or technical). (6) the work particularly useful to learn for students who do not Used as an additional way of learning in the classroom or the need to learn life skills, culture and thinking with language.

As a negative way. (1) problems with the teacher or student teaching experience. (Work 2) learning as a resource on textbooks. (3), since TBL is not that many students want and expect from the language, they might resist or object to this teaching (4) evaluation of the TBL is difficult. But it is easy to measure Language skills

1. Framework for the design of work.

Course of the construction work as needed. Feature work will be included in the curriculum. To achieve this will help to organize to determine the nature of their material, their sequence and their use of suitable criteria for assessing the degree of difficulty for the learners. What is in the provision of programs that all work contained sufficient. unfocused working languages, but the elements a data frame of a form of language features and functions of language are included in the design of the curriculum.

1. Classification of the work.

Important works by a number of reasons. First, it is on a variety of insurance-based, design of programs available, to ensure that a variety of jobs and of course Second, you can use to specify the type needs or the needs a group of students. The third is in the trial version offers teachers in their classrooms to the system. Try to see what kind of work work work for students.

The diffusion

Willis (1996). Offer a few different. Educational work of the analysis of the different types of jobs, which usually into the document textbook. Type Displays the type of study must be carried out in practice. Jobs.

• The result is a complete list of such items.
• Ordering and sorting is concerned with the classification hierarchy. Or document categorization.
• Comparison of labor wholesalers, such as differences or similarities in detail.
• Problems that need work, such as intellectual property. Events or problems logic puzzle.
• Personal experiences a job that the students to speak freely about himself and is able to exchange their experiences.
• Creative Jobs, projects often involve multiple steps can include many types of work before and have some of the research.

Willis acknowledged that this section is not exhaustive is. But arguments will help a variety of live.

By saying

Through the rhetorical theory Rhetoric of work pulling the separate Domain of discourse in a variety of narrative structure and properties of language Teach - by his description of the report. And so on. Such programs are often based on academic (ZB Arnaudet 1984) and is often associated with specific language functions. Written in such technical means to classify the sample is an advantage of the forensic classification by the domain of discourse that appears acceptable. The factors that negotiation of meaning and quality of learning and production. The advantage is that the design itself To give a particular purpose of the course. Needs can often with a particular domain in terms of identifying where they need to master.

Many alternative theories for the satisfaction of the division of labor. rhetorically, is the concept of the type specified by the use of Swales (1990 in Ellis 2003:212) as "class of activities and communication back to the common objectives of certain communications. "specimens of the species that not only the structure and format. However, due to communication problems, but it is more or less of the master. Examples of types of political speech formula. Resume good / bad news for the medical advice by phone and text Radio controlled flight. Swales shows, such as type analysis can be used effectively to describe the nature of the discourse. Found in the definition of accounting and development of this type of research articles. He suggests that the vehicle for teaching educational types of jobs.

By the knowledge

Think how the division Tasks according to the type of operating various types of intellectual work involved. Prabhu (1982) Three different types of work usually depends on the nature of mental Activity are related. .

• - Activity transferred data gaps with "information from others or from any other form or from one to another. - Generally as the encryption or decryption of data or a language
• - Activity room argument on "driving new information from information obtained by extrapolating a few. Weniger, real or perceived reason of the relationship or form."
• - Activities to identify opening "and articulating personal preference. Feelings or behavior in response to the situation ".

BY Psycholinguistic.

By psycholinguistic. Jobs create the typology of potential accidents at work study The system is "psycholinguistic in the sense that, depending on the type of interaction has shown to influence, to understand the students the possibility. Input, feedback maintain and modify their production. Types.

• Interactant relationship: this concerns the exchange of data and oily materials to achieve similar differences. During the one-and two-way work to define this type of research, when the relationship between the request and appeal for negotiations, which means to count on is.
• Will interaction: This refers to the need to work together to provide the information requested and whether this is an option.
• The concern that the work is geared to participate in the adoption of a single or let you disagree with them.
• Result Options: This refers to the scope of The work to attend the meeting work objectives.

General framework.

Account of the job classification is clear that the only accepted classification is currently organized does not work and no resolution on the election of the most important. To create a typology as the best work recognized the general framework for the number of the key dimensions of the work. The following figure is an attempt to such general rhetorical framework pull it to think and typologies to psycholinguistic. Described above.

Material, the work

In the Estaires and Zanon (1994) framework for the development of such agencies' Theme . Use Select a region or to determine interest "as a starting point. Also a central element in the preparation. The" final "authority," the Heart "of the work.

Select theme is based on a high level. The educational objectives of the course work in general or specific skills. L2 in Case of the former approach of choice for content. Will (a) familiar topics, and (2) interest in (3) relevance. Prediction find the general topic of learning situations ค่ะ.

Estaires and Zanon (1994), the topic will be "issued on the topic areas near or are also organized for students. Estaires Zanon and specific Themes for each area as instructed by the teacher with whom they work spirit. For example, topics on "Student" and "Birthday" Related eat '. Habits "and" as the work of your body. Course topics will be selected on / for a particular group of learners at the level of the students Ability depend. Locked topics are suitable for beginners and students learning about far in advance and the local culture and interests.

No. 2 job.

Design course content must facilitate a series of steps to maximum learning. In this way the complexity is to examine the individual. Make that the employee can meet the level of student development.

No work in several trouble evaluation criteria, especially the use Widdowson (1990 record) that we are not qualified enough version of the intellectual sophistication, to create these criteria and concluded that the curriculum work of the same Problems that face language curriculum - can not simulate in the order of language.

There is, three groups of factors which students work to be different. First, complex tasks Robinson (2001:. 29) Notes:.

Work is the result of complex reasoning and attention to other information . Process To determine the structure of the work of language learning. These differences in the demand for data processing of design has a relatively fixed and invariant.

Complex work may account for the variability study. - Internal, as the variance on the same route at different operations.

Second, t ask, Robinson. Identifying factors associated with an individual learner. This applies to work as easy or difficult for the difference. Trouble for the variance between the students account. And the last step method. The teaching job. These steps may increase or relieve placed students. These include the first such activity before teaching vocabulary needed. Process or operation is similar to the routine with the help of teachers and time for planning is a way to plan for students, before the operation.

Factors associated with it.

Input Medium

By the middle of the entrance information in the drawing or painting, which can decrypt the private time of the study will be presented more easily available than the information. Pak to decrypt online. But the truth of this assertion is based on the level of the students in his ability. L2 Prabhu (1987 in Ellis 2003: 222) in the student Teaching program recorded. Communicative. (Start of high school, India). Find a job easier submitted in writing to mouth. You can also suspects that input image easier to words to it is not to be, language resources. "Working with pictures and diagrams often figure in the design of the curriculum for the limited ability of the learner. (For example, Prabhu 1987).

The complexity of the code.

The complexity of the code. Your word is a complex sentence, it is likely to understand the ability of students to influence. Text with high frequency words and low subordination. Chapter easier to understand, low-frequency vocabulary and Sentence structure.

 

Intellectual sophistication.

Complex is of crucial importance for understanding the complexity of the code. This applies both to the needs of the intellectual content of the processing of imported materials. Brown et al (1984) suggest that the two-dimensional The first type is data. This is "work" would have changed how information and activities. Events in video or "abstract" work is The actual data in the opinion or attitude adjustment is necessary. The second dimension of Brown et al concerns run the amount of information being processed. - The number of different Elements or relationships.

Depends on the context.

Robinson (1995) supports his claim to the complexity of context-free education L1 and L2 shows that the words "and the" will later evolutionary Nunan (1989) notes that the table and chart drawing easy to understand, to . Support

Familiarity information.

Familiar "information" with "problematic drug use related "as" a complex task. "It concerns the relationship between the pattern has a global and knowledge each student. Comments Prabhu (1987: 88 in Ellis 2003: 223) that "students know the world more or less difficult work for them, depending on whether they are more or less familiar with the goals and products. Limited Kind of work "involved.

Factors relating to working conditions.

Conditions affect the meaning of the negotiations.

Markee (1997: 98 in Ellis 2003: 224) notes that "some psycholinguistic. Difficult to complete than others. He bases this claim out, that one job. Promote the negotiation of meaning at least two jobs.

Needs work.

A Needs of the conditions was some attention is the specific charge that the work on one or the pair

Fashion discourse.

Skehan (2001) proposed that increasing labor dialogic the accuracy and complexity and more work. monological more fluent.

Factors associated with the process. Operations.

Why the need.

The three types of jobs Prabhu. (1987) explains, that the work to close information gap - Easy to identify, to establish gaps and difficult areas to work. - Intermediate. In the case of for work Reasons. Prabhu is important to have given special reasons. Complex.

"Distance" between data and information that a number of measures It is available in the trigger context. Assumes or calculated as a measure of the difficulty of the task.

Factors associated with work.

Moderate results.

The center of the factors that may affect a complex task. Picture and write a product may prove easier especially oral products. If after about a kind of offers This depends on the individual problems of students with different media.

The scope of the results.

Literature complex relationship with the opening and closing no. With the intuitive easy to close in which the participants learn "response" will direct their attention on the economy and might.

Domain of discourse about the results.

Level of complexity these domains of discourse is needed on the degree of detail in the product. Instructions on how to more or less complex depending on the number and content of the specific commands.

 

The complexity of the results.

Skehan (2001: 173) show the complexity the key factors in the decision. He reviews.

Some work. To the effect that to make simple, easy decision. Many others must decide which facet of the case or the positions of the arguments in the class can only premiums effective learners if possible expectations of others. And others

Features affect job performance affects the complex, the argument to do.

Creation of three courses.

Planning Program must include the following. Methods.

1. The starting point is the goal. (S) of the course focus on teaching (general or specific purposes). Focused skills (listening, speaking, Literacy training for students). And emphasis on language (focus or concentrate).
2. Designers must choose a variety of jobs, and Identify it to do specific work. Result of this step is a list of the jobs on hold and described in terms of overall activity, the students need. To continue.
3. The third step is to identify the order in detail by using the options in relation to the conditions and processes. The selection is are motivated by the consideration of the value. psycholinguistic. The various options considered and the practice of teaching specific context.
4. Last Work in progress.

C. Some relevant information. From other sources.

After researching the use of some of the work.

Carless, DR (2003), "Factors in the implementation of the primary school classroom." Case studies that to try the quality of the Asia-Pacific region to introduce the communication or describe how the work has often proved to be a problem in South Korea (Li, 1998) Hong Kong (Carless, 1999; Evans, 1996) in Japan. (Browne and Wada, 1998; Gorsuch, 2001), China (Hui, 1997; Liao, 2000) in Vietnam. Ellis (1996; Kramsch and Sullivan, 1996) and Indonesia. (Tomlinson, 1990).

Operational factors. Teaching Jobs Teacher job understanding the attitude of classroom teaching and learning materials, teacher influenced the preparation of the work. Of textbooks and the subject and the language of the students.

Bruton, A. (2006) detailed or specified. for - Task Based Instruction? Answer to Littlewood. "Bruton analysis. Lttlewood (2004) proposed methods of work Liitlewood two dimensions of participation and the focus at work, where necessary. Activities in the classroom.

Finch, A. (2006), "the task objectives through high school textbooks focused interactive Form. Research shows that learning is possible and useful to recognize, too. (The students) will participate in the form of interactive activities, such as students to work to participate. In the learning process and benefit from better awareness of what they have learned and why they have learned.

Cheng - Jun W. (2006) "" design. Communications for the College English. "June Cheng concluded that the design has proven communication in foreign language teaching support for students The effective capacity to do the language, what to do. Communication Design offers change from time to traditional students from a number of previous failures communicate to learn.

D. Summary

The course of planning working hours or a series of teaching and learning. Target Material has been established for the programming language Curriculum Task - based can, in teaching or learning to communicate can be used. To organizing student work. Be They finished in the target language. Activity or work of the target language, such as problem solving operated with puzzles, reading maps and directions, or the reading series How to assemble and toys. (A Richard 2001: 161).

Course of work. It is the task that is specifically designed to facilitate second language. Learning and one for each task or activity, the basic unit of design courses. The theory of learning a second language provides a basis for planning work program. Long and Crookes (1991, claiming 43 in Richard 2001) that the work: "The car capable of samples of target language learners offer. - input, we must remold By using the intellectual property can be processed online. - And for the provision of insights and opportunities in the manufacturing of hard secondary

Ref

Khranke, K. 1987 Design Guidelines. Syllabus for foreign languages. New Jersy, USA. : Prentice Hall, Inc,.

, D. (1989) Design Nunan learning and communication. Cambridge: Cambridge University Press

Richard, JC 2,001th curriculum development in language teaching. Cambridge: Cambridge Language Education.

Allen, andValette ED, RM 1972nd teaching methods. : Foreign Language and English as a second language. New York: Harcourt Brace Jovanovich, Inc.

Richard, JC and Renandya, 2002 WA methods in language teaching. Cambridge: Cambridge University Press.

Nunan, D. 1988th Centric courses; A study of second language learning and teach-in. Cambridge: Cambridge University Press.

, JC 2,001th Richard approaches and methods in language teaching. Cambridge: Cambridge University Press.

R. 1997th Second Language Acquisition, Ellis, Oxford: Oxford University Press.

permendiknas Kumpulan. And a handbook on the SNP KTSP 2008th

Kurikulum. GBPP 1994 Depdiknas's.

About the Author

The writer is an English teacher of high school in Batam , Indonesia. (Teacher of SMAN 1 Batam)- Indonesia

PC assembly language help or not.

_loop: MOV EAX print_string, input_prompt read_char call mov ebx, eax orEBX, 20h cmpEBX I je_first_case'cmpEBX. n'je_second_case'cmpEBX, f'je_third_case'cmpEBX, 'x' je_end_main jmp_default_case. This is my code. I let the user select options and then I see the string as an option and return to this loop. But after I do this and then went back to the loop and skip more and directly to _default_case. This means that my power user error. What is this? It's not a keyboard or buffer. I had this problem before in C + + and never find out how to fix it.

Years since I've looked at the language. Assembler, this is only a guess. : Mov ebx, eax? Should not "mov eax, ebx" do?

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