The Application of Contra-Tricentric Method to Improve the Students’ Speaking Ability (A Classroom Action Research)

CHAPTER I

INTRODUCTION

This chapter present background, problem statement, objective of the research, significance of the research, scope of the research.

A.    Background

Language is the most important aspect in human interaction. People communicate and interaction with others using the language. In widely community, English has become international language. Most of the community in the whole word use English in order; they can communicate with others who have different language. From this English language is important to be teaching and learning by the students. And as the form of our government’s response toward this case, English language is put in the educational system in our country and it is teaching from elementary school until university and become a compulsory subject. In other

word, English has become a part of our life because it is very important vehicle for developing the country. Therefore, every one must be able to use it in speaking.

In the fact, one problem that usually find is that the students are capable of structure or reading, but still have the lack of speaking. Speaking is one of complex skills need to train continuously and surely in conductive situation, it is one of skills that become priority in English learning process. Without it learning process cannot be willing to work wither in class. Speaking is the process of building and sharing meaning of contexts (Chaney,??????? ????????

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INCREASING THE STUDENTS’ WRITING ABILITY THROUGH SEND A PROBLEM METHOD (classroom action research/PTK)

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????????    ????????

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Improving Reading Comprehension through Discovery learning method

CHAPTER   I

INTRODUCTION

A.    Background

We know  that  the English  language as  means of  international  communication   and it becomes  more  important  nowadays. Therefore the government of Indonesia places this language. In the curriculum not only the secondary schools, senior high school but also at in universities or institutes.

English as a foreign language involve four skills in language learning, they are: reading, listening, speaking, and writing. Beside the  four language  skills above , reading is importance to students  whose mother tongue  is not  English because they almost  do not opportunity  to hear or to speak  that language so in This  research, the  researcher  will  concern  with  reading skill. Richard (1998:35)

Reading is a flexible for the students, because they can get information from the text they have read. Reading   also is an active process indentifying   important ideas comparing. Nuttal (1998:89)

Reading skill are the ability to analyze, evaluate and synthesize what one read. They are the ability to see relationship of ideas and use them as an old reading (Halvonson  :1992:38)   reading consist  of some strategies to help  the reader evaluate and understand the content of the material.

Problem mostly occurs to the students when reading book. Sometimes students were facing a book but do not read at all. they just can mention symbol word without getting any idea from the book. The researcher herself experienced  when reading a book without any comprehension tends to feels sleepy

As the explanation above. The observation result when the researcher conducted teaching practice in IPA of SMAN 18 Makassar, the student reading comprehension skill still poor. Only a few of student can comprehend or can understand what they have read especially English text. It because many factors such as the student consider that English is a subject that very difficult, bored and scare because meaning and letters are different. The other factor is the teacher always uses the same method to teach  English subject like the direct method. It is also make  the students more  bore to study English. As value of observation is the class room the student has score 5.5. This score is a poor category. In this research the aim is to solve this problem until the student have a good score. While the standard curriculum is 6.5 the researcher wants  to achieve  the score  at 7.0 target  in learning reading comprehension. 

What a teacher has to consider as a prime important task how to design the reading course with strategies and techniques  to facilitate the students to comprehend to concept from the author’s mind in the text. There have been a lot of techniques and strategies  discussed by many expert dealing with reading comprehension. One of the technique to be offered here is Discovery Learning Method  in which students are learning how to interact with the text  they read. Mayer  (2003: 186)  point  out  that  the  Discovery  learning  method   is  a  teaching technique  that  encourages  students   to take  more  active  role  in  their  learning  process  by   answering   a  series  of  questions  or  solving  problems   designed  to  introduce   a  general concept.

Reading for general comprehension is a skill that involves absorbing the content   of the text . As the reader , we are not looking  for  specific  points  only, but  rather than it, we need  to began Based  on  explanation  above, the  writer  was  interesting  in conducting  entitle  “Improving Reading  Comprehension through  Discovery  learning of the students  at??????????????????????????

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THE USE OF ENGLISH COMICS TO IMPROVE STUDENTS’ ABILITY IN STORY RETELLING

THE USE OF ENGLISH COMICS TO IMPROVE STUDENTS’ ABILITY

IN STORY RETELLING

A. Background

English is an important means of communication, which is used by many countries in this world. It plays an important role as an international language. This is why the Indonesian government chooses English as the first foreign language to be taught in schools (Ramelan, 1992:3). English is introduced as a compulsory subject to be taught from the seventh year of Junior High School up to the twelfth year of students and as a local content subject in Elementary school.

The writer wants to discuss one of the many problems connected with English learning. English learning problems can take place both at home and at school. The teacher and the students are different, and therefore, we might find different motivations for learning as well. At school, the problems may appear when the class consists of a big number of students. The noisy class does not only disturb the students who really want to study, but also influence the students’ concentration to the subject given in class. The condition like this can make the students feel bored and do not like to study. At home, the problems may appear

when they recall the subjects from school and they still do not understand the lesson and none of the people at home can help them. If this condition continues they will feel very bored and not interested in studying English. In this case the teacher’s role is very important, that is to encourage them to study harder and better.

In addition, students’ problems are not only from the classroom environment but also from the students themselves. The reality we often see is that, in fact, many students master the theory better than practice. For example, in speaking, they may have the knowledge of how to speak, but in practice they find difficulties. They lack self confidence. To build their confidence, students need more practice so that teachers are suggested to create and use interesting method. One of such the methods is story retelling. Generally, story retelling is liked by the students because they like stories. It is also an appropriate method for the

students at their age.

In order to make story retelling more interesting, good media are needed. The term ‘media’ is defined by Brown: J. W, Richard B. L, Fred F: H (1969: 2-3) as tools or the physical things used by a teacher to facilitate the instruction. According to Gerlach and Elly (1980: 245), to select the appropriate media, the teacher must consider the characteristics of the students, which directly related to the learning process such as verbal abilities, visual and audio perception skills. Other factors which also ought to be considered in media selection come from our instructional system model, that is, the organization of groups, the time available and the space in which the media will be used (Gerlach and Elly: 255).

Comic is one of the many media to teach story retelling. Comics are an art form using a series of static images in fixed sequence. Using English comics as a means for teaching story retelling can be very pleasing and interesting for the students. By using English comics students will be more interested and more active in learning. They will feel something new and different from what they usually get in their class. The writer hopes that with the use of English comics they will be active as participants and they have more a chance to express their minds, emotions, feelings and attitudes.

Improving the Students’ Ability to Write Paragraph by Using Flowchar

CHAPTER I

INTRODUCTION

            This chapter deals with background, problem statement, objective, significance, and scope of the research.

A.    Background

English language has a central role in developing intellectual, social, and emotional competence to students. It is also an important tool in learning and developing sciences, technology, and art. Language learning is expected to help students to recognize themselves, their culture and another culture. Besides, it also helps students to express their idea, thought, and feeling. In addition, they are able to participate in society and even to find and also use their analectic and imaginative ability.

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In the competence based curriculum, the students are expected to be able to communicate. The ability to communicate is the ability to understand and produce discourse of which it can be realized in four language skills, namely listening, speaking, reading, and writing. Moreover those four skills should be applied in real life. Hence, English subject needs to develop those skills. In order that, the students are able to communicate and make discourse in English language in certain literacy level.

Writing is one of the language skills that play an important role in human communication. The important of writing is coming to be more and more recognized. It is through the written mark that links with the outside word are formed.

There is no doubt that English writing is important as the other three-language skill. The ability to write is frequently demanded in many occasions in our life.  For many reasons writing skill is crucial to most people. Adelstein and Vipal (1980) express that in all subjects in our life or in all profession, the ability to write or express oneself clearly is essential basic for success. Writing is crucial meaning of human communication. It is used to communicate with other people in society and to express our feeling and opinions. Writing means of both communication and self expression.

Heaton in Noni (1984:126) states that many students still encounter difficulties in writing because it is complex and difficult. In studying English, many students who study in the tertiary level still often make errors in writing through they have learned it for many times, even years.

In writing we need a good idea in order to produce a composition or written material. If students have no good ideas they will get boring and not interesting in it. For writing subject, students must have idea about what will they write and how far they know about the topic, sometimes they have to choose one theme and then decide one topic, finding the appropriate word to express an idea.

Writing through process helps students become aware of their skills. Pulitzer Pricze Winner, Donal Murray in Supriadi (2008) say that creative writing is not only to communicate information, but also to make the reader care about that in formation, makes his felling, experiences, gets under his skin must be developed by encouraging students to discover who they are and what they have to say. After that, they put words into sentences, into paragraph and paragraps into free of composition.

Because of the difficulties of writing, teacher should give more attention to teach writing skill to increase the students’ ability to write. One of the way of increasing the students’ attention in writing is to provide media, which are interesting to them. One kind of useful media in teaching process is visual aids like ficture, flowchart, etc.

In relation to the importance of meaningful material, the researcher has an alternative to use flowchart. Especially flowchart to help the students to express their idea or opinion in to written form, but sometimes they have a limited idea and make their writing dead.

Flowchart using fictures symbolizes or signs for kinds of work and certain function. It fictures only essential commands and is effective to design structured programs. The use of flowchart can be used as on alternative media in writing because it serves both visual aids and minds mapping.

Refering to the explanation above, the writer is interested to conduct a research at SMP Negeri 4 Makassar. So through flowchart, it tends help the students to express their ideas easier. Experienced writers often return to flowchart whenever they are stuck for ideas or words. It gives them writing power.  

Based on the explanation above, the writer carries out the research under the title “tImproving the Students’ Ability to Write Paragraph by Using Flowchar of the Second Year Students at SMP Negeri 4 Makassar”

B.     Problem Statement

Based on the previous background, the writer formulates a research question as follows:

1.      Is the flowchart effective to improve the students’ ability of the second year students at SMP Negeri 4 Makassar to write paragraph?

2.      Are the students interested in using flowchart to write paragraph?

C.    Objective of the Research

To find out whether or not of the using of flowchart can improve the ability of the second year students of SMP Negeri 4 Makassar to write paragraph. Moreover, it is to find out the students’ interest to write paragraph by using flowchart.

D.    Significance of the Research

The result of this research is expected to be a piece of useful information for teaching in general, in particular for those who teach English in SMP Negeri 4 Makassar. In addition, it is intended to find out the ability of the second year students to write paragraph and apply flowchart as one alternative media in teaching writing.

E.     Scope of the Research

This research is under applied linguistics and restricted to the use of flowchart in improving the ability of the second year students of SMP Negeri 4 Makassar to write paragraph.

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role play

CHAPTER I

INTRODUCTION

A.    Background

Language is primarily speech. Consequently, spoken English should be given a properly position. From the four language skills, the researcher focuses her attention on speaking since it has an important role in communication. Widdowson in Bahraeni (2003:1) states that “an act of communication through as a part of dialogue or rather forms of verbal exchange interaction involve not just those of others, one listen and others respond direct or indirectly”.According to Brumfit and Johnson (1983), “the difficulty is that the ability to compose sentences is not the only ability we need to communicate. Communication only take place when we make use of sentences to perform a variety of different acts of an essentially”.

In teaching English, it is necessary to develop teaching techniques especially in teaching speaking because the technique of teaching influences the students’ success. Therefore, that teacher of English may select suitable method, technique and material to teach.

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Littlewood in Richard and Rodger (1986:66) states “one of the most characteristics features of communicate language teaching is that it pays systematic attention of functional as well as structural aspects of language”. We can use grammatical sentences and structural sentences, when we will be communicate in speaking.

Role-Playing is simultaneously interesting and useful to students because it emphasizes the “real-world side of science. It challenges them to deal with complex problems with no single “right” answer and to use a variety of skills beyond those employed in a typical research project. In particular, role-playing presents the students a valuable opportunity to learn not just the course content, but other perspectives on it.

The problem with teaching pure, undiluted information is that afterwards, the students, if they paid attention, will be left asking “what is it for? What does it mean?” Role-playing enables them to start answering these questions and to start expanding them: “what does it mean to a farmer in Nigeria, to a coal miner in Ohio, to an oak population in the Balkans. “Information, alone, rarely makes people change their minds, but personal experience often does. Role-playing, like any good inquiry approach, transforms the content of education from information into experience.

The creative aspect of the exercise will make it seem more like play than like work. The pressure to solve a problem or to resolve a conflict for their character can motivate a student far more typical of the pressure that will be on them in real life. Role-playing exercises are particularly useful in courses for non-majors to emphasize the intersection between science and daily life. Popular geosciences role-playing scenarios generally deal with hazards and environmental issues that combine natural and social sciences. (http://serc.carleton.edu/introgeo/roleplyaing/reasons.html)

The indicator needs to decide the context for the exercise and the role(s) that the students will play. If the students are taking human roles, the context is generally a specific problem such as global warming or dealing with an active volcano. Lessons need to be carefully explained and supervised in order to involve the students and to enable them to learn as much as possible from the experience. However, a well-done scenario never runs the same way twice, teaches people things they might not ordinarily have learned, and tends to be fun for all involved.

Like any inquiry-based exercise, role-playing needs to be followed by a debriefing for the students to define what they have learned and to reinforce it. This can be handled in reflective essays, or a concluding paragraph at the end of an individual written assignment, or in class discussion before the role-play began. (http://serc.carleton.edu/introgeo/roleplaying/howto.html)

The researcher considers a phenomenon among the students of Junior high school who learn speaking. Almost all of them wish to speak, but they find it difficult to express their ideas. This condition inspires the researcher to infer that role Play can make students participate actively in speaking English.

B.     Problem Statements

Relation to the background above, the researcher proposes research questions as follows:

1.      How does the use of Role-Play Technique significantly improve the students’ speaking ability?

2.      How does the use of Role-Play Technique effective to improve the students’ speaking ability?

C.    Objective of the Research

1.      Whether or not the use of Role-Play can significantly improve the students’ speaking ability.

2.      Whether or not the Role-Play Technique is effective to improve the students’ speaking ability.

D.     Scope of the Research

The scope of the research is restricted the effectiveness of Role Play Technique  in improving the students’ speaking ability of MTs Syekh Yusuf.

E.     Significance of the Research

The findings of the research are expected to be significant for the students who are learning English because they will be get high motivation in learning speaking using the Role Play Technique and for the teachers this is one technique that can be used in teaching speaking.

F.     Definition of term

1.      Role-Play technique is a technique of the teaching and learning in which the students are given certain roles to play.

2.      Speaking

That speakers or seem to speak (Simon and Sekuster, 1996:1287).

3.      Ability

The physical or mental power or skill needed to do something. (Paul Prouter, 1995:2).