IMPROVING THESTUDENTS’ ABILITY TO WRITE DESCRIPTIVE PARAGRAPH THROUGH PICTURE WORD INDUCTIVE MODEL (PWIM) AT THE SECOND YEAR STUDENTS

IMPROVING THESTUDENTS’ ABILITY TO WRITE DESCRIPTIVE PARAGRAPH THROUGH PICTURE WORD INDUCTIVE MODEL (PWIM) AT THE SECOND YEAR STUDENTS

CHAPTER I

INTRODUCTION

A.      Background

English, as a worldwide language, plays an important role in the development of science and technology. English as foreign language involves four skills, namely: speaking, writing, reading and listening. In teaching English, those skills must be taught interestedly as much a possible. These component can not be separated because they are important taught integrated. Gunnarsson (1997:5) states speaking, writing, reading and listening overlap one another and in some cases certain learning in one progression is a prerequisite for learning in another. The interrelationship between them also mean that no one strand should be considered on its own.

In Indonesia, English is taught as a foreign language and become a compulsory subject focusing from the elementary school up to university levels. As we know English teaching used in elementary school up to university levels, are : oral and written. Oral communication is a two way process between speaker and listener (or listen) and involve the productive skill of speaking and receptive skill of understanding (or listening with understanding).

In listening comprehension, we don’t only need to involve any overt responses on the part of the students; on the other hand dictation involves the ability not only to understand a sequence of text read aloud but also to reproduce it in writing.Zemach and Islam (2006:1) states writing is an important form of communication in day-to-day life. Writing is also one of the most difficult skills to master both first language and second language. Students can find it challenging to find ideas to include in their writing.

Some researchers have shown that the result of the students writing at school is still poor, especially in writing paragraph. The students often make errors in grammar, such as errors in the choice of tenses, nouns pronouns and vocabulary. It was happen because they are rarely done in writing exercise.

One reason for learning to write is to transmit ideas to other people, especially those who are at a distance of space.  In learning language, writing helps the students reinforce the grammatical structure, idioms and vocabulary. When the students write, they also????????

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THE TEACHER AND LEARNER TALK IN THE CLASSROOM INTERACTION (descriptive qualitative)

CHAPTER I

INTRODUCTION

 1.1 Background of the Study

English is one of the international languages. It has an important role in  the world. Most people use English to communicate with other people from other countries. Science, technology, art and  culture development also cannot be separated to the role of this language. For those reasons English has been taught at every level of education in Indonesia as the first foreign language (Ramelan, 1992:3). 

Since English has become an urgent need in Indonesia as a means to develop Indonesian people quality, it is  taught earlier at school beginning from elementary schools as a local content up to third grade of senior high schools. But unfortunately even though various methods and approaches have been tried out to reach the purpose, the result has not been satisfactory yet. The objectives of English teaching  cover the four language skills: listening, speaking, writing,  and reading through the  mastery of the language components: vocabulary, grammar, and pronunciation.

As we people know that final result of teaching is affected by some factors, they are: learners, the teacher, time allotment, material, the use of visual aid, methodology, teaching material and interaction between the teacher and students in the classroom.  Interaction is viewed as significant as it is argued that: only through interaction can the learners decompose the target language structures and derive meaning from classroom events , interaction gives learners the opportunities to incorporate target language structures to their own speech (the scaffolding principle) and the meaningfulness for learners of classroom events of any kinds whether thought of as interactive or not, will depend on the extend to which communication has been jointly constructed between the teacher and the learners (Craig Chaudron, 1998 : 10)

From the statements above it can be  inferred that classroom interaction includes all of the classroom events, both verbal interaction and non-verbal interaction. The verbal interaction takes place because of the teacher and learners talk, while non-verbal interaction covers  gestures or facial expression by the teacher and learners when they communicate without using words. These two kinds of talk are important; they dominate the classroom events and influence students’ foreign language acquisition.

Learners learn not only through comprehensible input but also their own output. But a  good lesson is not one in which students do all or even most of  the talking. Some lesson may be good if they are carefully structured in such away that students do a good deal of talking and at the same time get a lot of feedback from the teacher, both formally and informally. But this is by no means true for all lessons.

One of the guidelines to analyze the interaction activities is by using Flanders’ Interaction Analysis Categories (FIAC). FIAC is a concept which states that teaching will be effective depending to a large degree on how directly and indirectly teachers influence the learners’ behaviors. Based on the FIAC, there are three categories in the classroom interaction, they are: teacher talk, students talk, and  no/all talk. Teacher talk includes accept feeling, praises, accept/ uses ideas of  students, ask question, lecturing, giving direction and criticizing. Student talk  includes student talk response and student talk initiation. And no/all talk is the situation which is in silence. (Allwright and Bailey, 1991: 202)

It is clear that the active role of both the teacher and learners is absolutely needed to create a good interaction because everyone will learn something better if he experiences it by himself. The learners have  to learn the knowledge about English from the teacher, be active in responding the teacher’s questions, and introducing their own ideas. Besides, the teacher must be creative in using teaching methods and techniques to support his talk in order to be interesting to be learned by the learners. Those are not easy tasks for many teachers, because as Goodman said that language appears sometimes to be so easy to learn and at other times so hard (Goodman, 1986:39). If the teacher fails, he cannot achieve the teaching-learning objectives. 

With all of these backgrounds, I want to study the teacher and learners talk in the classroom interaction in the English ?????????????????????????????????????

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The Use of Short Play in Teaching Speaking (Descriptive)

CHAPTER I

INTRODUCTION

A.  Background

Language consists of some elements namely grammar, structure, vocabulary, pronunciation, and spelling. Those elements cannot neglect in the teaching of the language skill. Among those language elements the writer focuses her attention on speaking.

English as an international language plays an important role for communication in Indonesia; it is becoming more and more important with the involvement of the government. In the teaching English, the English teachers are insisted to be creative to design many communicative activities in the classroom that motivate students to use the language actively and productively. Anyhow, it is not easy for the teachers to guide the students to speak English in that classroom. Especially in speaking class since many students are frightening to give small talk in the classroom (Vasille, in Muliati 1990: 5).

It is not enough for the students to hear or to listen to the speech only, however, the teachers should make on effort to create their ideas interesting with various activities, methods techniques and material in order to improve the students’ speaking skill, in this sense, one activity that can be expected to help students in improving their speaking skill with performing short play in the classroom. Because speaking is one of the important factors to increase the mastery of English of any new language.

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TEACHING LISTENING COMPREHENSION TO THE FOURTH GRADERS OF ELEMENTARY SCHOOL STUDENTS BY USING THE TOTAL PHYSICAL (descriptive study with pre-experimental research by using one-shot case study)

CHAPTER I

INTRODUCTION

            This paper is a research report written as partial fulfillment of the requirement for acquiring an undergraduate degree in education, majoring on the teaching English as foreign language. The research concerns  with the teaching English at elementary school in Indonesia with the population from SDN Jinggotan Kembang Jepara. It focuses on teaching listening comprehension, one of English skills.

1.1 Background of the Study

English is the first foreign language  to be taught in Indonesia (Ramelan, 1992:2). In recent years, English has become the most popular language in the world. It is needed to develop sciences, technology, art, and culture. In addition to, the science of technology and trade are conveyed using English. Kerfoot, as

quoted by Halt (1997:118), states with confidence that although the hegemony of English in political spheres may be reduced, English will still hold the key to economic advancement. Consequently, Indonesian people have to learn English because of the role it plays in the international communication.

Formally, the teaching of English as  a foreign language has begun at the secondary level. Considering the importance of English, it seems to be rather late for several reasons. First, English has become an urgent need for Indonesian people as a means of communication. They need English for an international communication???????????????????

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THE APPLICATION OF THE PROCESS OF CHECKING AND DISCUSSING A PROBLEM RESOLVING STRATEGY OF THE BEGINNER TRANSLATORS (DESCRIPTIVE QUALITATIVE)

CHAPTER I

INTRODUCTION

This chapter presents some points related to translation and translation studies.

1.1 Background of the Study

Sabrany Rahmadie (1988) stated that when we talk about language skills we normally refer to listening, speaking, reading and writing. However, there is another important skill in language learning that we seem to neglect, namely translation. The latest, the closest statement also argued by Mathieu Guidere (2004). He stated that translation formed part of linguistic studies. However, during the last few decades, it has been institutionally associated with “Language Sciences”, which represent a vast and very dynamic field in which interdisciplinary plays a key role. On the other hand, Izak Morin (2005) stated that Translation and

interpretation are communication skills that a person acquires through involvement in actual translation and interpretation work. 

Moreover, translation is not only an instrument or a technique for learning foreign language, but it is also an instrument in transmitting culture. For example, in nineteenth century German culture was absorbing Shakespeare. In this century a centrifugal world literature has appeared, consisting of the work of a small???????????????

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