Increasing the students’ writing ability through Send a Problem method (Classroom Action Research)

CHAPTER I

INTRODUCTION

A.    Background

Writing is expression of the writer’s idea by producing graphic symbols to form words, words to sentences, sentence to paragraphs on the paper, so the reader can follow what the writer means. ( Kroma and Byrne in Baya, 2006:13)

The ideas in symbol form as what Kroma and Byrne says above, may come from the writer’s felling or may come from the prior knowledge of the writer, such as; the result of reading book or magazine, watching TV, or even come from a discussion and seminar. The symbols can be expressed such on a paper in order that it can be consumed by someone or public.

Of course that writing has a special contribution whether for the reader or the writer itself

. Martin in Axelrod said that writing has a special contribution to the way of people think. When we write, we compose meaning. We put together facts and ideas and make something new, whether in a letter home, in a college essay, or in a memo to the boss. When we write, we create a complex web of meaning in which sentences have different relationships to each other. (Axelrod and Cooper, 1985:2)

He continued that writing also contributes uniquely to the way we learn. When we take notes during lectures or as we read, writing enables us to store new information in memory. Talking notes permits us later to review far tests or to find information for an essay.

Although writing has a great contribution, however it is not easy to make a good or appropriate writing. According to Heaton, in making a good and appropriate writing in English, it needs many abilities. Besides language use ability (the ability to write correct and appropriate sentences) and mechanical ability (the ability to use correctly punctuation and spelling), conceptual and judgmental ability are also needed (J.B. Heaton, 1991:135).???????

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COMPARATIVE STUDY ON WRITING SKILL BETWEEN STUDENTS WHO USE MONOLINGUAL DICTIONARY AND THOSE WHO USE BILINGUAL DICTIONARY

ABSTRACT

This study is comparative study on writing skill between students who use monolingual dictionary and those who use bilingual dictionary

The subjects consisted of two groups; students who used monolingual dictionary numbering 33 students and students who use bilingual dictionary numbering 33 students. Random sampling was used to get the samples for both of the groups. The data concerning to the students’ achievement in writing skill. The data were collected by distributing the test to the samples. Each group, then, did the writing test with a number of 20 item tests. There were two hypotheses to be examined: working

hypothesis and null hypothesis. The working hypothesis (Ha):

“There was a significant difference on writing skill between students who use monolingual dictionary and those who use bilingual dictionary”. The null hypothesis (Ho): “There was no significant difference on writing skill between students who use monolingual dictionary and those who use bilingual dictionary”

The formula to measure this comparison was using t-test. The result of the t-test formula was 2.434. Since the obtained value (2.434) was higher than the table value (1.67); that was = 2.434 > 1.67, it means that the null hypothesis was rejected. The result proved that students' writing skill taught by using monolingual dictionary were better than students taught by using bilingual dictionary.

In conclusion, the study accepted the working hypothesis and refused the null hypothesis. It shows that there was a significant difference on writing skill between students who use monolingual dictionary and those who use bilingual dictionary. The material that teacher uses for teaching can influence the students' achievement in writing class. It was expected that the English teachers of the school should think smartly how to improve the students' writing skill. We as the English teacher have to know that one important factor that influences the students' writing skill achievement is vocabulary mastery. The slight difference can be seen from the means of both groups. From the calculation, the mean of the experimental group is higher than the  controlled group. It means that using monolingual dictionary is better than using bilingual dictionary in L2 learners

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AN ERROR ANALYSIS OF ENGLISH VOICELESS PLOSIVE CONSONANTS [p], [t], [k] PRONOUNCED (Classroom Action research)

ABSTRACT

The final project mainly aims at determining the dominant errors made by the students in pronouncing the words containing English voiceless plosive consonants. This study was conducted because in Indonesia have one variant  only. On the other hand, in English has more than one variant. They are aspirated and not aspirated. Therefore, it is possible that the students find some difficulties to pronounce the words containing English voiceless plosive consonants. 

 A pronunciation test was used to gather the data. Twenty four (24) sentences were pronounced by the students. The students’ pronunciation were transcribed into phonetic transcription and then analyzed. The test was given to 33 students as the samples or 14.6% out of the fifth semester  students of the English Department of UNNES in the academic year of 2008/2009  numbering 226 students. A purposive random sampling was used to get the samples. 

The errors were classified into two categories. They are English voiceless plosives consonants [p], [t], and [k] in stressed syllable and English voiceless plosive consonants [p], [t], and [k] in unstressed syllable. Based on the analysis, the mean or proportion of the errors made by the 33  students in pronouncing English voiceless plosive consonants [p], [t], and [k] was 35.61%. Meanwhile, they made 53.28% errors out of the English voiceless plosive consonants in stressed syllables and 17.93% errors out of the English voiceless plosive consonants in unstressed syllables. 

From the analysis of students’  wrong pronunciation, the writer took some conclusions. The students are “excellent” in pronouncing English voiceless plosive consonants [p], [t], and [k] in unstressed  syllables but the students are “fair” in pronouncing English voiceless plosive consonants [p], [t], and [k] in stressed syllables. 

 Based on the result of the research, it could be suggested that for the teachers, they should be good model in pronouncing English sounds, pay more attention to their student’s pronunciation  and teach them more about English sounds. For the students, they should learn and practice more in pronouncing English sounds especially English voiceless plosive consonants [p], [t] and [k].

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THE EFFECTIVENESS OF PRE READING PLAN STRATEGY IN IMPROVING STUDENT’S RAEDING COMPREHENSION ( Classroom Action Research)

CHAPTER 1

INTRODUCTION

A.      Background

Reading is one of the important aspects that influence the students’ success in learning English because by reading students can increase their vocabulary and mainly goals of the teaching English in Indonesia to enable the students to use English for communication and to read English and references in English.

For the students who want to develop and extend their knowledge, Reading  Comprehension skill is a fundamental skill in obtaining progress. The students can extend their knowledge by reading books. Through reading, the students can improve their knowledge in many fields and sciences.

Reading is an active process of identifying important ideas, comparing, evaluating, and applying them. ( Mc. Whorter, T. Kathleen : 1999 ) therefore, in reading paragraph, we have  to try to comprehend the main idea of the reading material, without comprehending the paragraph; it will be difficult to understand  what we have read or what the writer means or what reading material.

In teaching and learning English reading process, the comprehension toward the material is the main goals, but the fact show that the majority of the students encounter the problem in comprehending the English texts.

By looking at this fact, the English teachers are expected to always make some effort to help the students to improve their reading comprehension; teachers must give variation in teaching them in reading class. If the students are only taught to read and memorize the grammatical pattern, they will get bored, so variations are really needed to overcome boredom. Byne ( 1998 ; 130 – 132 ) states that students seem to learn better when they are engaged

In teaching reading the teachers find some problems. Edythia (1998) states that it is the fact that the students who study English may be fluent readers in their native language, but they cannot transfer the skills in reading English. When they read an English text, they tend to know or focus to the words rather than??????????????

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