Sunday, October 26, 2008

PARODY

The connection between literature and reality has been dicscussed by some of the great literary critics. Some of them sometimes contributed a contradictory conclussions. The great Greek philosopher, Plato was the first person who had a concern to this problem. He viewed a literature as an immitation so that he underestimated it. He argued that the world is not less than a reflection or immitation. If literature is an immitation of the world, it has twice immitation or it is immitation of immitation. It is clearly that literature is far from the truth because it is twice removed.

Plato’s explanation invited a protest from his pupil Aristoteles. Mulluk (1969:5) stated that Aristoteles argued that literature as an immitation is the objective representation of life. The writer uses an imagination to create the work of literature. Through the inspiration of reality, literature is derived from imagination

and imitates the imagination into the work. The writer not only expresses their words about what happen, but it can be about what may happen of things that are possible in the probability and necessity. Moreover, Sir Phillip Shidney in Mulluk (1969: 6) said that literature does not imitate, but creates: it is the reader who imitates what the writer creates.

Literature is not mere imitation of imitation but it can create more than reality. It can explore more deeply into reality and also parody of reality. Deeply exploration can be seen in the way the literature deconstructs or reveals something behind reality more than annalist or historian. Parody is used by the writer to ridicule the reality itself with the power of imagination.

According to Bartaile in Piliang (1998: 137) this world is no more than a parody, all the things that appear is fundamentally a parody about something else. The parody occurs because the difference principle in the language. Everything consists of two things that oppose each other. For instance, black and white and black will make a parody about white and so does the white. This difference system is called binary opposition which was found by structuralist Ferdinand de Seassure (Guerin: 2002). In the drama of “the bomber” we can find that the drama as an art makes a parody about reality.

Parody of reality in this drama script contains an abnormality or something that does not make sense into context of reality. This explores such an inversion and chaos situation. There is no longer limitation and it happens like a common sense to humanity. This situation actually can be related into the thought of postmodernism. The movement of this thought has broken down the border of modernism in some aspects. Vattimo (1988) said that postmodernism is derived from Nietzhe declaration about the death of God and the devaluation of great values. In this case, Nietzhe refused the absolute truth and led him into anti value and anti truth. This happened because the world is full of limitation and obtains the work of human. Postmodernist refuses the universalism that exists for along time. Because of no absolute truth, people now can make the truth (will to power) by themselves without reflecting into another.

Jean Baudrilliard in his book Simulation (1983) commented a parody of reality as a simulation. It is signed with the development of extreme democratization; it gives not only a freedom to choose something but also gives an opportunity to create everything. This condition of course creates many things which have not been found before. By the spirit of democracy, everybody extremely can actuate without the limitations. Simulation gradually will have such a contradiction and confusion in the reality.

Referring to the thought of post-modern and simulation, this drama serves a parody by using those concepts. The situation can be seen in the characters of the drama every character shows their estrangement and do the action as normally. It seems very chaos and gives the impression of hyper-reality

COMPUTER ASSISTED LANGUAGE LEARNING

Integrating Learning Technologies into the English Learning Area


Setting the Scene


To us falls the task of breaking a frame many of us are deeply attached to. But we have no choice: we must act now to shape a digital culture of empowerment and difference, or we will be swept away, wordless into a matrix, where the future may well be a Databoot - stamping on the human interface, forever.

(McDaid, 1991)



English Learning Area Outcomes

The English Learning Area Statement and the Outcomes and Standards Framework focus on:

  • The need for students to become competent and critical users of language through their engagement with and study of a wide variety of texts.
  • A broad notion of "text" as any form of written, spoken or visual communication involving language (including computer-based technologies, their products and systems).
  • Learning about language, how it works as a social process and how to use it effectively in a variety of forms and situations.
  • The development of function and critical literacy skills to equip students to control, understand, reflect on and critically analyse their own and others' use of language.
  • The development of high levels of literacy to meet the challenges of new technologies and the proliferation of new and different forms of communication.
  • Identifying the attitudes, values and beliefs in texts that they listen to and read, and reflect on their own attitudes, values and beliefs that influence their interpretation and responses.
  • The development of effective speaking, listening, viewing, reading and writing skills.


Computer Based Technologies in the English Classroom

The introduction of effective computer based technologies into the English classroom provides opportunities to address the outcomes of the English Learning Area.

The critical factor will be the ways in which teachers integrate these technologies into teaching and learning activities.

This must be driven by the needs of the student and not just by what the technology can do.

The development of new technologies has produced a proliferation of new and different forms of communication. Students will need high levels of literacy to meet these challenges.

(Curriculum Framework 1998)

The English Learning Area has a special role to play in developing students' literacy because it focuses clearly on language and how it works for a variety of purposes, contexts and audiences.

The development of literacy skills will enable students to become critical, reflective, competent and adaptable users of language. Students will then be equipped with the language skills to adapt to the increasingly complex communication demands of the new information technologies.

The English Learning Area outcomes in the Curriculum Framework and the Outcomes and Standards Framework incorporate the concepts, skills and processes indicated above.


Teaching & Learning in an Outcomes Focused Environment

A successful teaching and learning program in an outcomes focused environment integrating technology in English would also need to:

  • Promote innovative and student-centred approaches to learning.
  • Develop individual and group learning programs as a consequence of recognising the diversity of students needs and learning styles.
  • Develop a balance of specifically focused and open-ended tasks.
  • Embed the use of technology in the learning outcomes for students.
  • Provide opportunities for integrated learning or cross curricula links.
  • Ensure that the technology improves the teaching and learning program and learning effectiveness.
  • Take an enquiry-based and problem-solving approach to learning.
  • Provide opportunities for students to evaluate and shape technological developments.
  • Link activities to a school plan that is focused on student outcomes.


Learning Technologies & English

The Matrix below indicates some ways in which students can be given the learning opportunities to address the concepts , skills and processes of English by using technology. The matrix highlights the English strands of Speaking and Listening, Viewing, Reading and Writing and the interrelated substrands of Use of Texts, Contextual Understanding, Conventions and Processes and Strategies.

The Matrix (drawing examples from the Technology Focus Schools Three Lesson Plans and the Innovative Schools) illustrates how English outcomes can be addressed using appropriate technologies.

Where particular strands or substrands were not represented in this material, additional examples have been added by way of illustration. The examples represent activities that integrate technology across the strand and substrand outcomes in the English Learning Area.

Computer or other technology based activities need to be designed to meet the outcomes from the Curriculum Framework and Student Outcome Statements in English , taking into consideration the age, prior experience and level of development of the students.

Many of the activities and suggestions indicated in the matrix above are appropriate for different phases of schooling. What has to be taken into consideration is the degree of complexity of the texts chosen, the sophistication of the analysis required of students and the level of independence students are required to demonstrate in the selection and use of computer-based learning technologies. It is these understandings that will need to be taken into account when using the eight levels of the Student Outcome Statement levels to make a judgement about the individual student's level of achievement.

While the activities and examples listed in the above matrix are separated, it is necessary to keep in mind the interrelatedness of the strands and substrands. Many of the activities described enable the modes of speaking, and listening, viewing, reading and writing to occur across the four substrands.

The pointers in the Student Outcome Statements often use examples from learning technologies to illustrate ways in which students might demonstrate performance in relation to a particular outcome. As the pointers are neither prescriptive nor exhaustive, additional pointers could be written to elaborate and illustrate the incorporation of computer based technologies in a particular school context.

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