Discover the Benefits of Whole Class Instruction

Discover the Benefits of Whole Class Instruction Whole group instruction is direct instruction using traditional textbooks or supplemental materials with minimal differentiation in either content or assessment. It is sometimes referred to as whole class instruction. It is typically provided through teacher-led direct instruction. The teacher provides the entire class with the same lesson regardless of where any particular student is. The lessons are typically designed to reach the average student in the classroom. The Teaching Process Teachers evaluate understanding throughout the lesson. They may reteach certain concepts when it appears that many students in the class do not understand them. The teacher will likely provide student learning activities designed to practice new skills, and that will also build on previously learned skills. In addition, whole group instruction is a great opportunity to review previously learned skills to help a student maintain their proficiency in using them. Whole group instruction is easy to plan for. It takes a lot more time to plan for a small group or individual instruction than it does for an entire group. Addressing the whole group takes one plan, where addressing small groups of students takes multiple plans or approaches. The key to planning for whole group instruction is two part. First, the teacher must develop a lesson that engages students throughout the entirety of a lesson.  Second, the teacher must be able to teach the concepts in such a way that the majority of the class grasp the information that is being presented.  Doing these two things helps decrease the amount of time needed for reteaching and/or small group instruction. The First Step in a System Whole group instruction is a terrific tool for introducing new material. Introducing concepts in a whole group setting gives the teacher the opportunity to present the basic material to every student at once. Many students will pick up these new concepts through whole group instruction, particularly if the lessons are dynamic and engaging. Trying to introduce a new concept in a small group setting is both cumbersome and repetitive.  Whole group instruction ensures that every student is exposed to key concepts and new information on a particular topic. It should, however, serve a first step in the learning process. Whole group instruction helps determine a baseline for learning and assessment. Within any class, there are going to be students who pick up new concepts quickly and those who take a little more time. Teachers utilize the information gained from whole group instruction to plan for the future. Teachers must conduct both informal and formal assessments as they move throughout a whole group lesson. If the teacher is receiving little to no feedback from students when questions are posed, the teacher probably needs to go back and try a different approach.  When a majority of the class seems to have grasped a topic, the teacher should then beg to focus on strategic small group or individual instruction. Whole group instruction is most effective when it is immediately followed by small group instruction. Any teacher who does not see value in both whole group and small group instruction is limiting their effectiveness. Whole group instruction should occur first, for many of the reasons discussed above, but it should immediately be followed with small group instruction.  Small group instruction helps solidify the concepts learned in the whole group setting, allows the teacher identify struggling students, and take another approach with them to help them master the content.

Instructions and Page Layout Principles Essay Example | Topics and Well Written Essays - 1250 words

Instructions and Page Layout Principles - Essay Example Instructions and Page Layout Principles The intended audience for the instruction set are users with very limited knowledge of computer who wish to install Skype into their computers. These users may either have Microsoft Windows, Macintosh or Linux operating systems installed in their computers. †¢ The title of the instruction set â€Å"How to Install Skype Software† does not clearly indicate the type of device that the installation guide is meant to be for e.g. a computer, smart phone, etc. †¢ In step 1, it is vaguely mentioned to download the software from its official site. As there is no direct download link on the home page of the site, the instruction could prove to be ambiguous for the target audience. †¢ The instructions are slightly misleading for the target audience. The actual process is slightly different from the options specified in the instruction set. The option to ‘save’ or ‘run’ is not encountered when the instructions are followed. †¢ In Step 1, a reference to the â€Å"Resources† section is made to download the software from. The â€Å"Resources† section does not contain any download link. The document presented a set of technically sound instructions. The process of formulating instructions correctly and without confusions for the intended audience was explained in detail. An actual set of instructions with confusing and inaccurate instructions was considered and revised in accordance to the intended audience. Relevant images were also used to assist removing any chances of confusions.

Web & Social Media Essay Example | Topics and Well Written Essays - 1250 words

Web & Social Media - Essay Example lemented through the proper identification of keywords, checking keywords, re-checking keywords and customising keywords as per requirements (WordStream, Inc., 2009). The on-site SEO technique of keyword research and analysis has been selected for ranking of my website owing to the reason that it provides the benefits of determining the behaviours of the people in accessing websites online and discovering more specific keyword queries rewarding better user satisfaction (SEOmoz, Inc., 2014). The on-site SEO technique of keyword research and analysis helped in ranking a website through the creation of a solid foundation based upon which, entire content creation ought to take place, which eventually results in high-ranking of search engines (SEOmoz, Inc., 2014). It can be affirmed that the business world has been changing in this modern day context with the introduction and the subsequent adoption of pioneering technological advancements. In this similar concern, relating to recent changes in the modern world, the on-site SEO technique, i.e. keyword research and analysis, possesses the ability to perform various significant activities. These activities comprise predicting variations in demand, responding towards transforming business market conditions and producing the contents, products and/or services that the web searchers are already aggressively seeking (SEOmoz, Inc., 2014). Apart from the above-elaborated keyword research and analysis SEO technique, another off-site SEO technique can be observed in terms of content writing and optimisation. Conceptually, this particular technique is regarded as a writing piece, which is mainly powered by certain specific keywords that facilitate the individuals to visit any particular webpage (Slideshare Inc., 2014). The implementation of content writing and optimisation as an off-site SEO technique evidently aids in ranking a website based upon its content presented to attract the visitors. In this regard, the particular

IT Professional Responsibilities toward the Society Essay

IT Professional Responsibilities toward the Society - Essay Example Nevertheless, metadata can be dangerous if the document gets passed on to others electronically. This can happen, for instance, during the submission of an electronic document into a court, distribution of the documents among the adverse groups, or during the document’s circulation to the opposing counsel during negotiations. â€Å"The document’s metadata may contain hidden information that the sender would not want to share with the recipients, such as comments on revisions or the time and by whom the comments were made† (Day et al., 2008, p. 12). Computing professionals assume this responsibility to be very careful in their handling of the metadata for their own safety, safety of their coworkers, and of the whole society. The responsibilities of the computing professionals extend beyond compliance with the policies and goals of their company to include the interests of the society at large. â€Å"Lack of security awareness and training, operating system design and security, open source issues, design complexity and multiple layer approach are some of the current issues with ICT† (Beqiri, n.d.). Computing professionals need to have a firm hold over all these areas to secure the information whose leakage may put the future of the society in the hands of the enemies. The responsibility of computing professionals toward members of their profession and the society translates into the broader area of business ethics. Over the passage of time, organizations have become quite experienced and informed about the delicate nature of information technology issues. This has brought a change in the employers’ attitude toward what skills they want in the information technology professionals. â€Å"When employers of newly qualified information systems professionals are asked what it is they would most like them to know, the answer is very rarely

My Personal Culture

My Personal Culture Introduction The typical cave discovery tells us how people lived thousands of years ago. Likewise a familys personal history tells the story of the family but it also indirectly records society and how it affected them as individuals, as a family, and as a community. Many families take great care to safeguard their family stories and pass them down to future generations through recorded documents and oral history. This ensures that all future generations are aware of the struggles and hardships endured by their ancestors that shaped the early generations. Family history was most often recorded by those who had inherited their wealth or social status and others, who had inherited nothing, would often suppress their family history as a matter of shame. The Webb family boasts no family historian, genealogist, or biographer. Those that are aware of the facts have long passed and the few that remain can only reveal bits and pieces of fading memories. This paper is an attempt to piece together the mem ories, stories, and historical data of the time to tell the story of my family. Life in a company town With the construction of railroad lines in the first decades of the new century coal mining operations and coal towns began springing up almost overnight. To accommodate the influx of workers mine owners had to offer housing and other luxuries to the families migrating to the newly established communities (Buckley, 2004). The majority of Southwest Virginias mountain residents lived settled sparsely in hollows (â€Å"hollers†) between the hills, along creek beds, and on hillsides so many companies had to entice workers from outside the region to move their families into areas that appeared unlivable. This was easier for companies mining in the Appalachian fields since the area accounted for over 90% of the total amount of coal mined in the United States during the 1920s (Buckley, 2004). The early success of extracting ‘black diamonds would be short lived as the onset of such tragic events as World War I and the Great Depression subdued king coal. The early days of coal town living was never discussed amongst my family. My grandfather was born just one year after the fighting in World War I ceased and he lived to survive many other tragic events in American history but never recounted any tales outside living in a coal camp with his family. It is unclear where he was originally from as he never talked about his days growing up or his parents except to tell his fathers name in brief stories of glory days gone by. An interview with his youngest daughter did not shed any light on his mysterious past. She recalls growing up in the same small town in Southwest Virginia but she struggled to recount her experiences growing up in a mining community. My mother was not able to provide much more detail and only confirmed the information I had already attained. Historical fact paints a good picture of their experience and may help explain why family history was not more of a priority. It is unclear whether the family purposefully chose to conceal this time in history or not. The premise may have been to protect future generations from the dark days of struggle the family endured. Only those who have left this life know that answer and those of us who remain must speculate. The coal mining towns were typical of industrial towns in other parts of North America and Western Europe. The houses were usually identical, functional and of simple design. The mining towns were representative of frontier communities. Initially there were few amenities but as the towns grew conditions improved. Schools were opened in the mining towns soon after families arrived in the district. Hotels, a post office, retail businesses, banks, newspapers and churches and sometimes and opera house or theatre were features of all the major communities. Lodges were important in many communities and the members performed a variety of social and cultural functions in the towns (Buckley, 2004). The company store was not just the local grocery store. It was often the center of life in a coal mining town. Every town had one, and everyone shopped there. The company store was usually located near the railroad tracks in the town. Everything that a family might want or need could be bought in t he store, from food to clothing, from hardware supplies and the miners tools to furniture and appliances. My grandfather often compared the company store to our modern day mall and would describe his days of shopping after having received just over two dollars for a whole days work. I never remember hearing my family tell stories about hardship or struggle. In fact, I do not recall ever hearing my grandparents or parents talk about tragedy and triumph, good conquering evil, or good vs. bad. It is as though my entire ancestry had taken a vow of silence. There were no discussions around the dinner table, no meaningful conversations about future goals, and no retelling of early family experiences. Even my earliest memories capture only a glimpse of the events that shaped our familys values. Since the days of my great-grandfather all that seems to have been known was working and living in a coal town. This was considered such laborious work but it seemed to appeal to my ancestors. The code of silence not only encompassed family values but permeated every aspect of family life and living. There were never discussions about diversity of religion, gender, race, or nationality. Even the major events of the time did appear to strike the heart of our family. It is as thou gh they had shut off the world around them and relished in one anothers presence. My father was a stern man. He did not speak much but he had an aura about him that did not require him to. Working around the home was expected and long hours were customary. Dinner had to be prepared and ready to serve as he arrived home from work and the menu always consisted of the family staple: pinto beans and corn bread. Although never spoken we understood that we did not question our father. His rule was not a democracy and at times he ruled with an iron fist. As boys we were expected to do the ‘manly work around the home and our sister was expected to take care of the house and learn to cook. I believe education intimidated my father. He dropped out of school at 13 years of age and never returned. He struggled to read and write and may have compensated by entrenching himself in his trade. There was only one high school graduate in three generations of males in our family. Young men were expected to drop out of school, if necessary, and go to work in a coal mines. In the last 100 years there have only been two college graduates in our family and those experiences were not celebrated. Education was never criticized openly but neither was it lauded in the eyes and ears of the children. I never remember relationships being very important in our family. Affection was not shown openly and never discussed in the presence of children. Those who were married seemed to love one another but did not use words to express their fondness. It was simply understood that their devotion coexisted. This lack of communication carried over in all the relationships within the family. Sitting down to have a meaningful conversation was not something anyone considered doing. Somehow, as children, each of us knew that significant communication was not valued by our parents or grandparents. Parents simply had a way of looking at a child that communicated it was time to stop and toe the line or suffer the consequences. The consequences were most often administered by the males in the family and each of them had a difficult time maintaining control and would often discipline in ways that would be considered child abuse today. For example, I can remember my grandfather laughing while he was t elling the story of throwing large rocks at his boys after they had gotten into trouble. He was laughing as he remembered hitting them with the rocks. Spillover from company town experience My grandfather survived the Great Depression but I do not believe he was unscathed. He was a teenager at the time and forced to give up his childhood and enter the workforce at a very early age. He would tell stories of being 13 and working in coal using picks and donkeys pulling small cars in water up to his chest just to make enough money to help feed his family for the day. For as long as I can remember my grandfather was an alcoholic. He drank from the time he woke up in the morning until he fell asleep at night. I believe he wanted to avoid the scars from so many years of hard living. Unfortunately, each generation that followed mirrored his reluctance to talk about the issues that made life difficult. He had become complacent living in a coal town and his children had become content because it was the only life they knew. In a sense he served the family as he had been served by the company. Each of his children lived in homes that were similar and each of his boys worked long h ours in the coal mines starting around the age of 13. The girls stayed at home to help keep the house, tend the garden, and prepare meals for their brothers. I never remember our family talking about religion but it must have been important to our community because there are six churches in an area that is only 0.2 square miles (Bureu, 2000). Each hollow has its own small church with many of them still functioning today despite having a population of just over a thousand residents. Religion was a taboo subject although no one in the family ever forbade it. There was a sense that no subject was worthy of discussing openly as a family. This would fall in line with the ideology of our earliest remembered ancestor Andrew Webb. Church and the idea of God were not promoted nor denied amongst our family. The attitude resembled the same attitude of the character John Walton from the television series The Waltons. The men in our family were very good-natured and wise, but also fearless, ready to stand up to a challenge and tell it like it is. This personality sometimes causes him to get very brash, even towards his children and wife on occasion, a nd he can also get into the mindset of a workaholic when heavily stressed. They were somewhat non-religious although there were brief moments when God was acknowledged as Creator. The code of silence established by my ancestors runs deep in our family. The current generation does not communicate any differently than those before us. Most often the family can be found together in the midst of tragedy and then the visits are short lived. Family reunions have never been a priority. Although most of the family lives in the county communication is almost nonexistent. Even while gathering information for this paper I found it difficult to talk to relatives about our family history. We had never discussed such things and the idea of having to ask for information about our ancestral past was daunting. There are times I am very aware that my attitude and communication style, or lack thereof, closely mimics that of my ancestors. It is a daily struggle to do things differently and one that sees moments of victory and defeat. I work each day to better communicate with my children. It seemed much easier when they were younger children. As they get older it becomes more of a task for me to communicate because I do not have any experiences to compare it to. My father never talked to me and never allowed his children to see him cry. My children have seen their father show a range of emotions. This has not always been an easy task and one that takes thought on my part. I am careful to explain to them that emotions are a natural and healthy way to promote self care and are every part of being a man. I also explain that there are times when emotions are not appropriate and should be subdued until a more appropriate time to show them. This is something I can never remember my grandfather or father ever discussing. Their lack of doing has made raising children more difficult and stressful. The major difference in our home as compared to what I am aware of in my parents home and grandparents home is a willingness b y my wife and I to talk to our children when they have questions. When they are not asking questions we are. This keeps the lines of communication open and hopefully will instill in them a greater sense of family and increase their world view. Becoming a sensitive multicultural counselor At the age of 18 I enlisted in the United States Army. There was a passion in my heart to move beyond what I knew growing up. I knew there was more to the world around me than coal. My only experience with other cultures came from brief encounters in school and television. I was fortunate to have the opportunity to enlist and move outside the box that had been built by my great grandfather and propagated by those who would follow in his footsteps. A whole new world was opening up before me and my life has been enriched by the adventure. As I look back I am dumbfounded. My parents had never spoken of other cultures or about how we should interact with people of a different race, ethnicity, or sexual orientation. I often hear people use the term culture shock when being thrust into a different culture for the first time. This is something I did not experience after enlisting. I had never been around people of color, Mexicans, Latinos, or Puerto Ricans but I did not experience uneasines s in my new environment. There was something deep inside of me that made this new experience right. I cannot explain where it came from or who had instilled this inner strength in me but I believe it was this inner strength that made this major life transition successful. This is a strength I take with me into the counseling field. Through counseling I am able to once again experience a journey into a variety of different cultures. I believe I am also able to listen to others as they tell their story. I spent a lifetime listening but believe that through my experiences in the military my listening skills have been honed so that I can truly hear what people are saying. My experiences strengthen my belief that I am not judgmental towards those I counsel. I avoid reading client histories before a meeting because I do not want to make rash judgments about who the individual is. I have found that the individual is nothing I expected and only vaguely resembles what I read in documentation after our initial meeting . I do believe that another strength I bring to the counseling field is my willingness to learn from others. I do not see myself as being master of anything but a student of all things. One skill I took from my ancestors that increases my success in the counseling field is my work ethic. My work ethic may very well be the greatest tool passed down by my family but it also lends itself to great struggles and stress. I sometimes allow myself to be taken advantage of by others in order to complete a task. My basic belief is that we should prefer our brother in matters of life and success. This is not necessarily our biological brother but more a reference to the people around us. There are times when I am silent and should not be. The silence creates a wall between the client as well as co-workers. Accompanying the silence is an inner critical voice that is often harsh and unrelenting. This causes me to question interventions I use with clients and to doubt the skills I have gained through experience and education. I am also not readily accepting of my own heritage. I feel like I fight daily to prove to myself and the world that I am not following in the footsteps of those before me because I do not like where they have been. This could create a problem when working wit h families that have children rebelling against family norms. I might see myself being more sympathetic to a young person trying to come out from under a bleak ancestral tree. I might also be more tempted to be satisfied with surface problems and avoid digging deeper with clients and their families to get to the underlying issues. This would be placing a Band-Aid on their mental health problems and not facilitating solutions. Having brothers that followed in the footsteps of our ancestors made choosing a different path more difficult. To my knowledge I am the only male in our family to ever graduate from high school. Everyone else dropped out to work in the coal industry by the time they entered their freshman year and most before leaving elementary. This would make me the first male to enroll in college and the first member of our family, male or female, to graduate with a Masters Degree and the only member of our family working in a profession that requires licensure. Breaking away from the generational pattern has not been an easy task. I chose to stay in the same community that I grew up in and our family name is not prominent or known for contributions to better the community. An advantage is that I am very familiar with the culture of our area but I have also been privileged to experience a variety of different cultures and learn from them. I owe this success to my decision to enlist in the military just after finishing high school. This did not allow me time to settle for what was acceptable in the community and it challenged me to move outside my comfort zone. The reward has been an expanded world view. I have experienced other cultures that many in my community will only know from books and movies. As I write this paper I am reminded of the character Peter Petrelli from the television series Heroes. He is a dreamer that always believed he was meant for something more than the existence he knew. I too have believed that I was destined for something more than coal towns and mining. Innately, whether we voice it or not, as human beings we have a desire to make our lives matter, to count for something. And yet, while the desire is there, it can be very challenging to determine how to make a difference and feel content with our offering to humanity. Recruiting providers to the area is difficult and time consuming. Those who do decide to work in the area often choose to leave after only a short stay or they simply do not understand the culture. I am able to incorporate my experiences in other cultures with a complete understanding of the indigenous culture. With an increased knowledge ba se I am able to work at passing on to my children an increased understanding of other cultures while respecting the culture of their ancestors. This ensures a lasting legacy for future generations of our family that choose to live in this community. Conclusion At the age of 40 I am much like my father. I am a stern man and would prefer to be a man of few words. My wife of 17 years, my opposite, compliments me very well and is the main reason I do not rule my house with an iron fist like my father. We fit together like gears in a wheel. She does however prefer the more traditional roles for women and would much rather stay home to cook, clean, and take care of our two children than work. Next to my wife my two sons have had the greatest impact on my life. Seeing them born really reinforced my belief that we have to be responsible, hard working caretakers of a very precious treasure. I wanted them to see that education was important so I returned to college when I was well into my 30s. My wife and I want them to know that family is important so we do a lot of things together as a family. We talk to one another and to each of them daily because we want them to value communication within the family. Mather, Black, and Sanders (2007) wanted to dispel the mistaken belief that people from the Appalachian region had boxed themselves off from mainstream American culture. They point to stereotypes and fictional Appalachian tales â€Å"invented by local color writers† (Black, et.al.) as the source of confusion about the people living in the area. We work each day to ensure our children understand their culture but we also encourage them to be open to different cultural experiences so their lives will be richly rewarding. BIBLIOGRAPHY Black, D., Mather, M., Sanders, S. (2007). Standards of Living in Appalachia, 1960 to 2000. Washington: Populaton Reference Bureu. Buckley, G. (2004). History of Coal Mining in Appalachia. Encyclopedia of Energy , 1, 1-12. Bureu, U. C. (2000). U.S. Census Bureu American FactFinder. Retrieved July 30, 2009, from American FactFinder: factfinder.census.gov

The Punishment Suits The Crime For Dante :: Dante Alighieri Inferno

The Punishment Suits the Crime   Ã‚  Ã‚  Ã‚  Ã‚  In the Inferno, Dante takes us on a journey through Hell. Dante describes the sins and the punishment in great detail. He puts the severity of the sins in a particular order, where the further one goes down, the more severe the sin. The order that Dante puts the sins in are: incontinence, violence, fraud, and betrayal. This paper will discuss two groups of sins, incontinence and fraud, and how severe the punishment for each sin is determined. In particular, it will compare the sin of gluttony in the third circle and divining in the fourth pouch of the eight circle.   Ã‚  Ã‚  Ã‚  Ã‚  The first group of sins are the incontinent sins. These are located in the second through fifth rings. These sins are primarily concerned with sins of the body. These sins also show a lack of restraint.   Ã‚  Ã‚  Ã‚  Ã‚  The sin of gluttony is found among the incontinent sins. Gluttony, by definition, is excess, such as food and drink, for example. God has given us all that we need on Earth, but that doesn't mean that we are supposed to have excessive gratification. When Dante and Virgil enter the third Circle where the gluttons are found, Dante acknowledges that it is "a realm of cold and heavy rain-a dark, accursed torrent eternally poured with changeless measure and nature" (Inferno, p. 45). The harsh and endless rain may be connected to the sin of gluttony. Since these sinners experienced excess on Earth, then they too are punished with an excess of rain in Hell. Dante also notices that "the soil they drench gives off a putrid odor" (Inferno, p. 45). The punishment of wallowing filth may also be connected to the sin of gluttony. Since they indulged in filth on Earth, then they shall wallow in filth for all eternity in Hell. The gluttons are also tortured by the three-headed dog Cerberus, the mythological guardian of Hell.   Ã‚  Ã‚  Ã‚  Ã‚  Dante meets a sinner named Ciacco while in this third circle. He says to Dante, "Your city, so full of envy that the sack spills over.

Applied linguistic and language learning Essay

Today, linguistics is developed rapidly. Another aspect related to the fields of language study is also growing. Studies on language not only covers one aspect only, but has extended to areas or aspects outside the language associated with the use of language and human life. Linguistic theory is a branch of applied linguistics that focuses on the general theory and methods common in language research. Branches of linguistics can be divided into phonology, morphology, syntax, and semantics. Therefore, applied linguistics can be applied in any field. One is education related to language learning. According to Bloom & Lahey (Owen, 1992:14), language is very complex systems that can be well understood with elaborate an element or component functions. Language can be divided into three principal, though not equally important components: patterns, content, and usability. When people use language, it encodes the ideas (semantics), ie, it uses a symbol of sounds, words, and so represent an actual incident, object, or relationship. To communicate these ideas to others, the use of certain patterns, which include such an important part together with the corresponding sounds (phonology), the appropriate word order (syntax), and the prefix and suffix appropriate word (morphology) to clarify more specific. Speaker uses components to receive certain communications purposes, such as searching for information, get information or to get a response (pragmatics). To discuss more in depth the relationship of applied linguistics and language learning,  the following is mentioned several things that become problems in this study. The question is as follows: 1. What is the applied linguistics? 2. What are the objects of study that applied linguistics? 3. How is the relationship between applied linguistics with language learning? II. REVIEW OF RELATED LITERATURE 2. 1 Definition of Applied Linguistics The words applied/ apply, worthily to apply, which means Wearing or Using could also be interpreted tread, use, and deploy. Word meaning Applied = put to practical use. Word applied derived from compounding of applied linguistics. There are also linguists who disagree with the term applied linguistics, for example, Spolsky (1978) in Pateda (2011), he is more likely to agree with the terms of educational linguistics. The reasons of it, the scope of applied linguistics are broader than linguistic education, because applied linguistics also related to the translation, lexicography, language planning and other aspects. The term applied linguistics refers to a variety of activities that involve some aspects related to the language problem solving or addressing some of the concerns related to language. The object of applied linguistics study is not another language, that are the human language that serves as (1) communication systems that use speech as a medium, (2) human language daily, (3) the language that is used daily by humans as members of a particular community, or in English is called with an ordinary language or a natural language. This means the spoken language as the primary object of linguistic, whereas written language as a secondary object of linguistics, as written language can be considered as â€Å"derivative† of spoken language. The following is mentioned several sciences related to applied linguistics as the object of his studies that are: (1) Applied Linguistics or the sciences of language aspects, and in this case the language used in the literal sense. This is called pure linguistic, (2) the sciences of language, and in this case, the term language used in a figurative or metaphorical sense. Examples of science that category is kinesic and paralinguistic. Kinesic is the science of body motion/ gesture/ body language, such as head nods, hand signals and others. Paralinguistic is a science that focuses on specific activities that accompany the pronunciation of the language, such as wheezing breath, clicking sound, laughing, small coughing, astonished forms such as ehm, anu, apa itu, apa ya and so forth, (3) Science on the opinions of the language. Metalinguistic, for example, the science that discuss the ins and outs of â€Å"language† used to describe language that is reflected in terms of linguistic theory studies, linguistics methods study, etc. , (4) The sciences of the language sciences. Which belong to this category are studies that specialize in linguistics itself, just as the study of the history of linguistics, linguistic studies in the twentieth century and others. The four types of knowledge mentioned above, the only number (1) who could be called as a purely linguistic knowledge because it’s really language, while the others are not a science of language in daily terms. It could be argued that the language be applied linguistics object studied from various aspects. Those include aspects of sounds, morphemes and words, phrases and sentences as well as meaning. Branch of linguistics which studies of sound is phonological. Morpheme or word level studied in morphology. Phrases/ sentences discussed in syntax. Whereas meaning studied in separate science called as semantics. Thus, it can be said that linguistic branches in terms of â€Å"tataran† consist of phonology, morphology, syntax and semantics. Based on the above, it appears that applied linguists focused more on the application of linguistics in language teaching. This means that the applied linguistic closely related to: (1) the application of linguistic in the field of a practical use, (2) not applied linguistic theory, but the application of the theory that is linguistic theory, (3) the goal of improving the practical tasks with focusing on language. 2. 2 Definition Language Learning According Degeng (1997), Learning is an attempt to learn student. Teachers should be able to select appropriate learning strategies in any kind of learning activity, so it will be the actual achievement of learning objectives. Gilstrap and Martin (1975) also stated that the teacher’s role is more closely related to the success of learners, especially with respect to the ability of teachers to define learning strategies. Learning a language is essentially a study of communication. Therefore, learning the language is directed to enhance the learner’s ability to communicate, both orally and in writing (Department of Education, 1995). This is relevant to the curriculum in 2004 that the competence of language learning directed into four, sub-aspects namely reading, speaking, listening, and listening. Brown (2000:7) suggested reconsidering some of the traditional definitions. Dictionary ‘ present ‘ reveals that learning is the acquisition of knowledge, (acquiring or getting of knowledge of a subject or a skill by study, experience, or instruction). 2. 3 The Relationship between Applied Linguistics and Language Learning The link between applied linguistics and language teaching, Soenardji explained as follows: a scientific analysis of the various symptoms formulated into rules phonologic, morphological and syntactic processing into instructional materials in language teaching. According Basiran (1999) purpose of language learning is to improve the communication skills of learners in a variety of communication contexts. Capabilities developed are comprehension of meaning, the role, the power of interpretation, assess, and express themselves with language. All of them are grouped into language, understanding, and use. To achieve the objectives above, language learning should recognize the principles of language learning that is then manifested in their learning activities, as well as make these aspects as a guide in their learning activities. Principles of language learning can be summarized as follows: (1) Learners will learn best when treated as individuals who have needs and interests, (2) Learning is given the opportunity participated in communicative language use in a variety of activities, (3) Learning is when he intentionally focused learning to shape, skills, and strategies to support language acquisition process, (4) Learning is deployed in the data socio-cultural and direct experience with being part of a culture of the target language, (5) If aware of the role and nature language and culture, (6) If given appropriate feedback regarding their progress, and (7) If given the opportunity to manage their own learning (Aminuddin, 1994). In language teaching there are terms and concepts need to be understood in the proper sense, for example, approaches, methods, and techniques. The approach is a set of assumptions regarding the nature of language, and language learning. The method is an overall plan in a systematic presentation of language based approaches is determined. While the technique are specific activities that are implemented in the classroom, in harmony with the methods and approaches that have been. Thus the approach is axiomatic, a method is procedural, and technique is operational. III. PROBLEM & DISCUSSION Generally, it can be stated that linguistics is the science of language, or the science that makes language as an object of its study, as stated Martinet (1987:19) study of the science of human language. Linguistics often called general linguistics, linguistic science means that not only examines a language course, but examining the intricacies of language in general, the language became a tool of social interaction of humans, which is the French term called â€Å"langage†. For example, words in Indonesian â€Å"Perpanjang† can be analyzed into two morphemes, namely the â€Å"per-â€Å" and â€Å"panjang†. Morpheme per- referred to as the causative morpheme because it gives the sense of ‘ caused so ‘ extended meaning ‘ caused something to be long ‘. As a means of human communication, language is a system that is at once systematic and systemic. What is meant by systemic is that language is not a single system, but also consists of several subsystems of phonology, morphology, and syntax. As a science, linguistics also has a long history. Language learning activities result in an attempt to learn the language learners with effective and efficient manner. Efforts can be made and the purpose of analysis and study of the students’ characteristics, analysis of learning resources, establish a strategy of organizing, learning content, learning delivery strategy set, set a learning management strategy, and establish procedures for the measurement of learning outcomes. Therefore, every teacher must have skills in choosing learning strategies for each type of learning activity. Thus, selecting appropriate learning strategies in any kind of learning activity, the expected achievement of learning objectives can be met. A language learning program that is comprehensive and integrated cannot escape from giving input linguistic and cultural aspects at the same time. This is necessary so that students can apply their linguistic skills and language skills in a cultural context, as embraced by the community. In the process of language learning, there are a number of variables, which is both linguistic and nonlinguistic nature, which can determine the success of the learning process. Variables it is not a thing apart and stand on their own, but is interconnected, related, so it is a system network. Language learning successes namely called principles of learning, which can be grouped into the principles of psychological students, and the nature of linguistic material. Psychological principles include motivations, their own experience, curiosity, analysis and synthesis of individual distinction. Thus, it can be concluded that applied linguistics is associated with both Indonesian language learning and second language taught to students. One study applied linguistics is contrastive analysis is very useful for educators in determining what material will be delivered in the language learning, which is adapted to the similarities and differences between the native language of students with second language students will learn. In the error analysis, easier for students to use second language and to correct any errors that may occur in the use of the second language, so that minimize the occurrence of errors in language. Analyzing language also helps in determining the method to be used in language learning.. IV. CONCLUSION Applied linguistics is the utilization of knowledge about natural language produced by students of language that is used to increase keberhasilgunaan practical tasks that use language as a core component. The object of study of applied linguistics is not another language, the human language that serves as a communication system that uses speech as a medium; human language daily, a language that is used daily by humans as members of a particular community, or in English is called with an ordinary language or a natural language. For the purposes of language learning, applied linguistics focused on: (1) theoretical grains that have strong validity in linguistics, and (2) a wide range of possibilities and alternatives to guide the implementation of language teaching. Possibilities and alternatives were sought to be consistent and in line with the theoretical point in linguistics. Based on the above, it can be said that applied linguistics is associated with both Indonesian language learning or second language is taught to students. One study applied linguistics is contrastive analysis is very useful for educators in determining what material will be delivered in language learning that is adapted with similarities and differences between the native language of students with second language students will learn. In  the error analysis, easier for students to use second language and to correct any errors that may occur in the use of the second language, so that minimize the occurrence of errors in language. Analyzing language also helps in determining the method to be used in language learning. REFERENCES Aminuddin. Semantics: Introduction to the Study of Meaning. New York: New Light in 1994. Basiran, Mokh. Is the Indonesian Sued GBPP 1994 curriculum ? London: Department of Education, 1999. Brown. Principles of Language Learning and Teaching. New Yersey: Prentice Hall, 2000. Cresswell, J. W. Research Design: Qualitative and Quantitative Approaches. London: SAGE Publicational, 1998. Degeng, I. N. S. Learning Strategies Organizing Content with Elaboration Model. Malang: Teachers’ Training College and IPTDI, 1997. Department of Education. Guidelines for Teaching and Learning in elementary school. Jakarta: Primary School Development Project, 1995 Hornby, a U. S. Oxford Advanced Learner’s Dictionary (5th edition). Oxford: Oxford University Press, 1995. Martinet, Andre. Linguistics: Introduction. London: Canisius, 1987 Moleong, Lexi J. Qualitative research methodology. London: Teen Rosydakarya 2007 Owen, Robert. Organizational Behavior in Educational Administration. New York: Prentice Hall, 1992. Pateda, Mansoer and Jeni Pulubuhu. Applied Linguistics. Gorontalo: Viladan, 2011. Robert L. And William R. Gilstrap Martin. Current Strategies for Teachers. California: Goodyear Publishing Company, 1975