THE COMPUTER BASED READING

CLASSROOM

ARTICLE
Submited to fulfill the English task of English one leature guided by
Mr Drs. H. M. JOHN DIEN TH. SH. M.M.Pd

Composed by:

Group : 1

Nama : R ANDI RACHMAT FAUZI

NIM : 170302

Nama : MASJUDIN

NIM : 1702

AKADEMI MANAJEMEN INFORMATIKA dan KOMPUTER

AMIK-YPAT
Purwakarta
2019
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THE CONTENTS of The Papers

PREFACE........................................................................................................................................ ii

UNIT ONE I .................................................................................................................................. 1

Introductions............................................................................................................................... 1

1.1 Background of The Papers ..................................................................................................

1.2 Problem of The Papers .......................................................................................................

1.3 Purpose of The Papers .......................................................................................................

UNIT TWO II ..............................................................................................................................

Explanation................................................................................................................................

2.1 Why The Computer Can Only Respond To Certain Intructions .........................................

2.2 Computer Roles For Users ...............................................................................................

2.3 A Tern Often Found In Computer .....................................................................................

UNIT THREE III .........................................................................................................................

CLOSING ....................................................................................................................................

Bibliography ..............................................................................................................................
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PREFACE

Thank to Almighty God who has given His bless to the writer for finishing the

English paper assignment entitled “The Computer-Based Reading Classroom”.

The author also wishes to express his deep and sincere gratitude to those who have

guided in completing this paper. This English paper contains some examples of some basic

programmers in a computer. Examples of terms in programming are provided in this paper.

Hopefully, this article can help readers to expand their knowledge of reading English.

Purwakarta, Februari 10, 2019

Author
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UNIT ONE I

INTRODUCTION

1.1 Background of The Papers

Information technology and computers at this time have shown significant

progress. This technology in principle is to serve the information needs in a timely

manner (fast), accurate (accurate), and right on target (relevant). Information

meets the needs on time if they can be available when needed, requiring process

speed. Appropriate requirements will be met if the resulting information is correct

so as to support the correct decision making. While the use of such information

can only be felt if given to the right people and really need it, so the information

must also be relevant to the users.

The development of computer technology not only includes the technology

used, but also penetrated to the development method of information systems and

concepts that are part of the infrastructure of a system and information

technology. The development of computer technology to date has gone through

three waves of change

1.2 Problem of the papers

1.2.1. Why use a computer

1.2.2. How important is the user's computer to the user?

1.2.3. Understanding and terminology on computer?

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1.3 Purpose of the papers

1.3.1. To be able to know how much computer ability

1.3.2. To know the benefits of the computer

1.3.3. To know the term on the computer and its meaning

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UNIT TWO II

EXPLANATION
2.1 The computer based reading classroom

Helen Sawchuck is a reading teacher at the Willistown Middle School. He school,

like many acroos the nation, has begun acquiring microcomputers for students
use. She has observed from afar the computer, mounted on an audiovisual cart for
wasy transfer among classrooms and looking like a small, gray box with a
typewriter-like keyboard and television-like monito attached to it by cables.

Each week, the computer is brought to a different classroom. So far,

mathematics teachers have monopolized it, using it to introduce computer literacy.
Student learn the parts that make up a computer and are introduced to BASIC, a
programing language that comes with the computer. They are occasionally
allowed to play simple video games. A few students who show special talent and
interest study programming more intensively.

The school principal has encouraged helen to start using computers in her
reading classes. Neighboring schools have reported dramatic gains in reading-
achievement test scores as a result of computer – based programs. The principal
has offerend helen a modest budged to acquire similar programs and test thern in
her reading classes.

Helen is willing to try computers but is not totally convided of their value
in reading intstruction. She is also somewhat intimidated by them, havig enough
difficulty operating some of the audiovisual equipment already in the reading
cnter. She is apprehensive about running a computer and wonders whether she
will have to learn a programming language. After all, it has been years since she
took a mathematics course. The few magazine articles she has read about
computers are filled with strange jargon likes “bytes,” “buffers,” and “disks.”

Helen attends the state reading conference, hoping to gain insight into
computer reading programs for her school. While computer exhibits were rare at a
reading conference a few years earlier, this time several major publishers, and
numerous small ones, are exhibiting computers – based reading programs.

One company offers a full computers – based reading curriculum, in

cluding diagnostic test to determine student needs, drill keyed individual skill, and
a management system that provides detailed information on the progress of each
student. The price of the curriculum is high, but the sales representative points out
that it includes a computer specifically designed for tis program and several
student terminals. In the brounchure photograps, children work diligently at
individual terminals, and imprenssive-looking charts show their academic gains.
Helen watches a demonstration of the program. Workbook-style questions appear
on the screen, and the computer corrects student mistakes immediately.
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A second company has adopted a different approach. It sell a series of short

programs that are to be used with a small personal computer. The sales
representative slides a square card called a “disk” into the machine, types in
mysterious-looking commands, and the lesson begins on a television screen. This
program also asks questions, but it reinforces correct answers with cute, animated
pictures. A small shark-like monster, moving across the screen and eating up the
correct responses, evokes smiles of amusement in the audience.

A third company emphasizes computerized reading games such as word-search

puzzles, cryptograms, and “hangaman” spelling games. The computer rapidly
generates new challenges, scores the correctness of student responses, and praises
high scores. The games resemble those helen’s student have played for years
using pencil and paper. Nevertheless, the computers versions seem more exciting.
The sales representative poins out that the content of each gane correlates with the
reading vocabulary in the basal readers of major publishers. There are options that
allow helen to add her own words to the activites. While the activites look
interesting, she wonders if they are worth the price-particulary since they can
easily be replicated using inexpensive ditto handouts.

A fourth company does not offer reading software, but advertises a programming
language called PILOT, which is supposed to simplify writing computer-based
lessons. The sales representative claims that, with this language, helen can write
her own lessons for the class. The sales demontrations seem simple enough, and
the computer displays look impressive, but the lessons generated look disturbingly
like the work-book exercises that generally bore her students.

Helen also attends some conference presentations,. In one, a university researcher

describes an exciting array of futuristic devices, including machines that read
aloud to students, show movies with strange special effects, and presset text in
unusual ways. Helen doubts whether any of these innovations are practical for her
school and whether her school can afford them. She also wonders whether the
teacher of the future will merely operate a room full of machines.

Helen’s doubts are representative of those entertained by reading teachers

throught the nation. Computers are increasingly common in classroom. While
their role in mathematics is self-evident, their role in reading and language arts
instruction is less obvious. After all, computers work with numbers, while reading
involves letters.

Some of helen sawchuck’s worries stem from the popular myths that surrounds
computers and their operation. For many people, computers are sinister, invisible
beasts. Whenever a problem arises in Helen’s charge account, the store claims it’s
a computer error. News stories about unseen computer banks that hold vast
amounts of personal information foster the image of the computer as big brother.
Motion picture and television frequently portray computers as dangerous monsters
that destroy their creators or initiate global war.
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With such strong negative impressions, people forget that computers are
tools, no different in that respect from other machines. Computers are no more
effective than the people who control them. An auto mechanic can use computer-
based analyzers to tune an engine. The equipment makes the job easier and faster
but cannot prevent the mechanic from incorrectly tuning the engine. Likewise,
compute can facilitate education, but only if teachers become skilled in their
appropriate use.

The thought of computer-based reading intstruction evokes for helen the

image of a room with row after row of terminals. Before each terminal sits a child
mesmerized by the computer displays. While the children become adept at
computer-based skills,they lose the ability to interact with each other.

Following the advice of her principal, helen visit Ray Hernandes’s fourth-
grade class in a nearby community. His class is organized into several learning
stations, two of which have computers. During the day, children rotate through
these stationsn. At the computer stations, children may work in pairs if they wish.

In the first period, helen watches two boys, Tom and Brian, use a
computer-based spelling game. The computer presents a scrambled word on the
screen along with helpful clues. The boys get points for typing the word rapidly
and correctly. They eagerly take turns guessing, each trying to outscore the other.
Even when it is Brian’s turn, Tom cannot resist volunteering aadditional clues and
advce. They talk nonstop thourghout the session.

In the next period a girl, Maria, plays a computer-based adventure game in

which the computer present a block of text, followed by a series of choices. When
maria selects one option, the computer displays the section of text that
incorporates the cosequences of her decision and poses a new challenge. Maria
wins the game when she discovers a path to the buried treasure. Several times she
calls on monica, the class expert in this game, for advice on how to respond to
certain episodes.

In the third period, two gifted students, martins and heather, are editing a
classroom newspaper. They review the report on a recent field trip and discuss
ways to make the story more appealing to readers. Heather decides that it needs a
more personal focus and martin wants to add an example. They go to the
computer and enter some commands to display the current draf of the story. In a
few minutes they revise the story, and computer neatly reprints it wih the desired
changes in place.

During a break, helen plies Ray Hernandes with questions. Her enthusiasm
and her growing interst in computer-based instruction are evident. Ray confirms
that most children prefer to use the computer with a friend even when the
computer program is designed for individual participation. They transform it into
a cooperative game by taking turns, or by working together to complete a task.
The computer has inspired many new friendships, as conversations extend to other
activities. Overall, ray believes that the computer has simulated social interaction
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among his fourth-grades. Indeed, his only complaint is that he occasionaly needs
to tone down the discussions, which have a tendency to be lively. By the end of
the day, helen is intrigued by what she has witnessed among ray’s fourth-grades.
She would like to bring some of this excitement to her own reading classes. Ray’s
comments suggested that she didn’t have to be a computer scientist to operate
computers. This dispels her lingering fear. Encouraged by the day’s event, helen
reslves to embark on a new adventure with computer-based instruction.

2.2 Why use a computer to teach reading

Books, magazine, and other print media are fairly inexpensive, portable, durable,
attractive, and efficient. A typical paperback book of 250 pages, selling for about
five dollars, contains over 10,000 words and can provide readers with several day
of enjoyment. A classroom can be supplied with a broad diversity of printed
material at an annual cost of about $70 per student. Why introduce computers into
the reading classroom when books serve reading so effectively?

2.2.3 Novelty

Novelty is the advantage most often associated with computers. Computers

transform the dullest task into an adventure. Children who say they hate reading
or matheathics practice these skills without complaint on a computer. While
novelty may be a powerful force, its influence is ephemeral. As children and
adults become accustomed to this new technology, their interst in computer-based
reading activities will wane if these activities fail to address their reading needs
and fail to exploit fully the computer’s potential.

2.2.3 Dynamic text

52
You ride with the gold shipment to san Francisco. On the first day of the trip,
you have to go through a pass between two great rock wall. You round a bend
only to find that the trail has been mostly washed out by a flash flood. It is
getting late in the day. Scotty Macleod, the driver of the coach, asks if you
think he should try to get through even though you may get stuck.
While inspecting the trail, you find evidence of a recent campfire. It could
mean bandits are in the area-and this would be an ideal place for a holdup

If you tell scotty he should try to get through as fast as possible, turn to
page 80
If you decide to wait and try to find out whether there are bandits nearby, turn to
page 100
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One characteristic of computers more likely to ensure their survival in the

classroom is the capacity to change substantially the nature of print. Books are
inherently static: the reader cannot rearrange the structure or contens of most
printed material. Computers, on the other hand, are dynamic. They can be
programmed to adjust their contents to the interests and needs of the user. A
dynamic storybook format can encourage greater student participation in the polt
development. While a few writers have attemped to create such stories in
traditional print media, the result, as showing in fig 1.1 has usually been
somewhat awkward.

The same story format is more simply executed on a computer. The

computer program records the student’s selection and displays the appropriate
page of text automatically. In the western story shown in fig . 1.1, the computer
could store information about the hero’s earning, winnings at the gambling table
and supplies. This information shapes the option available in latter parts of the
story.

2.2.3 Flexible Descriptions

In content-area reading, the concept of dynamic text can be adapted to provide

a more flexible approach in the presentation of new information :

When we eat food, our bodies cannot use the nutrients immediately. Food myst first be
digested. Digestion stars in the mouth where the teeth grind the food into a soft pulp. This is
aided by savila which moistens the food and starts tto break down the food cells into simpler
nutrients. Meanwhile, the taste buds test that the food is good to eat. If the food is spoild or
otherwise unfit to eat, it will have a bad taste to most people …

Ready: Define Saliva

Saliva Suh-lie-vuh

Saliva is the fluid given off by the salivay glands which are located inside the mouth,
underneath the tongue. Saliva consist of mixture of water and acids which help to break the
food into simpler form. Saliva serves to soften food before it is swallowed.

Ready: show salivary glands

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Ready: Continue

Here, the science text is transformed from a linear presentation of narrative

to a matrix of information that a reade may explore freely.

UNIT THREE III

CLOSING

3.1 CONCLUSION

Computers work with certain rules that require programs as software and

brainware as controllers (operators). The process of working the computer

experiencing a cycle that is input - process - output. Input is processed by the

computer is a binary number that is number 1 and 0 which then issued into an

information.
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Benefits of computer lessons in everyday life are numerous and very

helpful, simplify, speed up the work-human work such as in the Field of

Education, Health, industry, transportation, Sports, logistics services, and so forth.

Programming also often uses certain terms that are known only in

computer programming, such as input, output, processing, program, data, digit.

3.2 ADVICES FOR READERS

The author recommends to the reader if this reading coincides with the exercise.

So that all the materials contained in this paper can be absorbed perfectly.