IMPROVING THE STUDENTS RECOUNT TEXT WRITING SKILL THROUGH COOPERATIVE LEARNING METHOD

IMPROVING THE STUDENTS RECOUNT TEXT WRITING SKILL THROUGH COOPERATIVE LEARNING METHOD

CHAPTER I

INTRODUCTION

A.    The Background of the Study

Writing is one of four skills in English which skill should be given much attention in teaching language and teach it previously to the students. In order that they are not let behind and can take a role in the modern society. However, the writing skill is a complex and sometimes difficult to teach; it requires mastery of not only grammatical and rhetorical devices but also of the conceptual and judgment element. There are many various skills necessary for good writing composition. It has five general components of main ideas. They are language use, mechanical skill, statement of content, stylistic skill, and judgment skill[1]

There are many reasons why writing is necessary to teach. One of them is to transmit ideas to people, especially to those who are a distance in time and space. Another reason is the writing process help you sort out and organize random thoughts, clarify what you really think and develop ideas. That is why people want to write because writing can be a media to communicate with others in one community or wider world. If someone can write well, he or she can communicate with a???????????????????

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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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improve the students’ writing proficiency through collaborative writing

CHAPTER I

INTRODUCTION

A.    Background

           Language is the most important thing for people as a means of communication. It is basically a means of both oral and written communication. People use language to express their ideas and wishes to others’ people such as when they need others help so that close relation among members of the group can be carried. It is important to learn English because it is an international language which is used in many countries over the world and widely used in many sectors such as information, trade, education, etc.

     In Indonesia, English has an important role especially in education. Therefore, English is taught as the first foreign language in all levels of schools and language courses. In school, English has been taught as a local content. Since The Basic Course Outlines of the 2004 Curriculum (2004: 7) in Nurhawaeni states

that the objective of learning English at junior high school as a local content is to develop students' communication ability in the context of school. It means that the students are expected to be able to make simple transactional and interpersonal conversation which is potentially needed to communicate in the context of school. Here, the teacher plays important role since he has to be able to set students interest and motivation in learning English in order to develop students’ ability to communicate using all the resources they have already acquired to interact with others about their needs and interest.

      In this study, the writer will focus on teaching writing in Junior high school considering that in learning language writing is the skill that students acquire in first to write something. Writing is important to support learning English especially in enriching vocabulary and gaining a large portion of their education. Therefore the writer considers that writing can be taught at junior high schools.

There are four skill should be mastered in learning English; speaking, reading, listening and writing. Writing will provide a basis for development of other language skills.

Due to the importance of writings explained above, the teachers have to develop students’ writing ability since it is the first stage they learned English. By developing students’ ability to writing well, the teachers develop their students’ ability to become more independent learners, as the students will be able to reproduce language accurately and refine their understanding of grammar and develop their own vocabulary. The better students improve their writing ability, the better they reach the achievement in writing  Teachers, therefore, should explore a new productive strategy in brightening writing classes in order to encourage students in learning writing skill. They should create interesting and entertaining materials to motivate the students’ active responds in doing writing exercise. After the teaching and learning process and all the materials are given to the students, there is an expectation that students will make a progress in their study. To know whether the students make some progress in their study, it is useful for teacher to conduct a test or an examination at the end of a program. So the students will be motivated to learn and master the materials which have been taught by the teacher.

There are many reasons for getting students’ to write, both in and outside class. Writing gives they more thinking time then they get when they attempt spontaneous conversation. This allows them more opportunity for language processing, that is thinking about the language. When thinking about writing, it is helpful to make a distinction between writing for learning and writing for writing. In the case of the former, writing is used as a practice tool to help students practice and work with language they have been studying. When we are give example, ask a class to write five sentences using by using a given structure, or using five of the new words they have been learning. Writing activity like this are designed to give reinforcement to the students. This is particularly need a mix of visual and kinesthetic activity.

The kinds of writing we ask student to do will depend as most other things do, on their age, level learning styles and interests. We won’t get beginners to try to put together a complex narrative composition in English; we probably won’t ask a class of advanced business students to write a poem about their mothers (unless we have specific reasons for doing this). In order to help students write successfully in different styles.

In helping the students to write, we need to consider with the gender. A gender is a type of writing which members of a discourse community would instantly recognize for what it was. Thus we recognize a small add in newspaper the moment we see it because, being members of a particular group, or community, we have seen many such texts before and are familiar with the way they are constructed.????   

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Jigsaw Groups

Jigsaw Groups
Jigsaw groups are a method of organising students so that the whole class can conduct an in-depth study
of a topic or issue within a relatively short period of time. Topics are analysed and broken down into
discrete research tasks or activities. These tasks form the pieces of an information ‘jigsaw’. A group of
students is allocated one of the jigsaw tasks to investigate. Each expert jigsaw group then reports the
results of its findings back to the other groups, thus gradually building up a detailed and complete
‘picture’ of the topic.
Planning
1. Identify the topic to be investigated.
2. Divide the topic into jigsaw segments to be researched.
3. Divide the students into small groups, with as close to equal numbers in each group as possible, eg
a class of 30 students would have five groups of six students if the topic divided into five research
segments.
4. Identify and locate resources for each segment of the topic (ie each jigsaw group).

5. Prepare task cards, set a time frame for the exercise and arrange a suitable setting for the final
presentations.
6. Decide the sequence of the final presentations.
7. Devise/select appropriate ways of researching and presenting information.
Managing
1. Explain the process to students.
2. Assign each student to a jigsaw group and explain that the purpose of each group is to learn as
much as possible about the topic on the task card.
3. Students discuss what they already know about the topic, noting questions they have or areas to be
researched.
4. Explain to students that each expert jigsaw group will need to access and read source materials, make
a summary of key points, work cooperatively and decide how their information will be presented.
5. Students could then simply work as a collaborative group, assigning roles, eg scribe, illustrator and
sharing research tasks.  As an alternative, students in each group may choose to work initially as
individuals, dividing the assigned task into individual segments for research. The individual students
then report their findings to their jigsaw groups. The groups then discuss key points/features and
reach a consensus about the contents of their final group report and how it will be presented.
6. Monitor each group’s progress and assist as necessary.
7. Each jigsaw group presents its findings in the order pre-determined by the teacher, perhaps
displaying their work in the classroom.  Members of other jigsaw groups can take notes during
presentations, ask questions of the presenter(s) etc.
8. Share and reflect on the students’ contributions. Summarise and question to form a complete
coverage of the topic.
9. Evaluate such aspects as group dynamics; the contribution of individuals to the group; the balance
of information acquired on the topic.Jigsaw Groups
Jigsaw groups are a method of organising students so that the whole class can conduct an in-depth study
of a topic or issue within a relatively short period of time. Topics are analysed and broken down into
discrete research tasks or activities. These tasks form the pieces of an information ‘jigsaw’. A group of
students is allocated one of the jigsaw tasks to investigate. Each expert jigsaw group then reports the
results of its findings back to the other groups, thus gradually building up a detailed and complete
‘picture’ of the topic.
Planning
1. Identify the topic to be investigated.
2. Divide the topic into jigsaw segments to be researched.
3. Divide the students into small groups, with as close to equal numbers in each group as possible, eg
a class of 30 students would have five groups of six students if the topic divided into five research
segments.
4. Identify and locate resources for each segment of the topic (ie each jigsaw group).
5. Prepare task cards, set a time frame for the exercise and arrange a suitable setting for the final
presentations.
6. Decide the sequence of the final presentations.
7. Devise/select appropriate ways of researching and presenting information.
Managing
1. Explain the process to students.
2. Assign each student to a jigsaw group and explain that the purpose of each group is to learn as
much as possible about the topic on the task card.
3. Students discuss what they already know about the topic, noting questions they have or areas to be
researched.
4. Explain to students that each expert jigsaw group will need to access and read source materials, make
a summary of key points, work cooperatively and decide how their information will be presented.
5. Students could then simply work as a collaborative group, assigning roles, eg scribe, illustrator and
sharing research tasks.  As an alternative, students in each group may choose to work initially as
individuals, dividing the assigned task into individual segments for research. The individual students
then report their findings to their jigsaw groups. The groups then discuss key points/features and
reach a consensus about the contents of their final group report and how it will be presented.
6. Monitor each group’s progress and assist as necessary.
7. Each jigsaw group presents its findings in the order pre-determined by the teacher, perhaps
displaying their work in the classroom.  Members of other jigsaw groups can take notes during
presentations, ask questions of the presenter(s) etc.
8. Share and reflect on the students’ contributions. Summarise and question to form a complete
coverage of the topic.
9. Evaluate such aspects as group dynamics; the contribution of individuals to the group; the balance
of information acquired on the topic.

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Group Work strategy

Group Work
Group work is a teaching and learning strategy that encourages students to participate in achieving a
shared goal. A range of grouping strategies is possible, the appropriateness of each will depend on the
nature of the shared goal and the needs of the students. Successful group work increases the
opportunities for students to interact with each other and to value each member’s contribution.
Planning
1. Identify the task or purpose of the activity.
2. Determine the structure of the group to suit the task or purpose, eg mixed ability, gender, ability,
friendship, interests or talents, needs.
3. Decide on the size of the group to suit the task or purpose, eg individuals, pairs, threes
.
4. Consider students who should be grouped to meet their particular needs and to foster positive
group dynamics, eg students who are quiet, dominant, disruptive; students with special talents or
specific support needs.
5. Ensure that adequate resources are accessible to all groups.
6. Consider using additional spaces available inside or outside the classroom.
Managing
1. Ensure that the students are comfortable by initially working in pairs, then small groups.
2. Ensure that students have experienced a variety of roles within various groups, eg leader, recorder,
observer, researcher, illustrator, before being expected to negotiate their own roles.
3. Communicate the overall goal, and the necessary tasks to be performed.
4. Clarify the parameters of the task, eg time available, conventions of group work, resources to be used.
5. Monitor group dynamics and progress. Be flexible and prepared to intervene and restructure if necessary.
6. Provide feedback to groups as they are working and at the completion of the activity.

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