BAB I
PENDAHULUAN
A. Latar Belakang Masalah
Didalam lingkungan keluarga terjadi dan terbentuk hubungan timbale balik interaksi antara manusia satu dengan manusia yang lain. Untuk itu harus ada usaha tiap anggota keluarga untuk menjaga keserasian hubungan dengan lingkungannya, manakala keserasian hubungan manusia dengan sekitarnya terganggu. Suatu missal pengaruh pendidikan yang kurang baik maka hal itu akan mengganggu kesejahteraan hidup, terlebih-lebih pada anak yang masih dalam taraf proses belajar.
Kelurga merupakan salah satu wadah bagi anak untuk memperoleh pendidikan yang pertama dan utama, dan orang tua akan ayah dan ibu sebagai penanggung jawab keluarga. Namun dalam mendidik anak dalam lingkup suatu keluarga tidak semata-mata hanya tergantung pada orang tua, melainkan peran dari seluruh anggota keluarga yang lain, misalnya kakek, nenek, kakak atau yang lain yang serumah.
Orangtua atau bapak ibu sebagai penanggung jawab dalam keluarga apabila kurang berhati-hati dalam membimbing dan mengevaluasi akan terjadi suatu hal yang tidak kita inginkan, misalnya anak sering membolos, anak sering melakukan hal-hal yang kurang baik. Hal semacam ini disebabkan kurangnya perbaikan orang tua terhadap anak tersebut. Sehubungan dengan hal tersebut maka perlu sekali pendidikan keluarga anak, mengingat anak dibesarkan dalam lingkungan keluarga.
Diantara factor-faktor tersebut lingkungan keluarga merupakan factor yang sangat penting dan paling dominan. Mengingat bahwa pendidikan berlangsung seumur hidup dan dilaksanakan dalam lingkungan keluarga, oleh karena itu pendidikan yang terjadi dalam lingkungan keluarga merupakan pendidikan yang pertama dan utama bagi perkembangan kepribadian anak. Didasarkan pada pandangan empiris bahwa pendidikan sangat berkuasa terhadap perkembangan abak. Salah satu dari aliran ini adalah John Locke yang dikenal dengan teori Tabularusa yang menganggap bahwa kelahiran manusia tidak disertai pembawaan apa-apa dan mpendidikanlah yang akan mewarnai kertas putih yang masih kosong putih itu. Hal ini dapat kita buktikan bahwa pada lingkungan-lingkungan dimana kondisi dan situasinya kurang baik akan menumbuhkan orang-orang yang kurang baik, demikian sebaliknya.
Sehubungan dengan latar belakang diatas, maka peneliti ingin mengungkapkan Pengaruh Lingkungan Keluarga Terhadap Pembentukan Kepribadian Siswa di SDN Suwalan Kecamatan Jenu Kabupaten Tuban.
B. Identifikasi Masalah
Dalam penelitian ini masalah yang perlu diidentifikasi adalah “Apakah ada keserasian dalam keluarga dalam mendidik anak?
C. Batassan Masalah
Untuk menghidari adanya pembahasan yang kurang tepat dalam proposal ini, maka sangat dibutuhkan batasan masalah dalam judul ini agar lebih jelas dan tegasa sasarannya dan batasan masalahnya adalah:
1) SDN Siwalan Kecamatan Jenu Kabupaten Tuban
2) Data yang digunakan adalah data tahun ajaran
3) Peran serta aktif keluarga dalam pembentukan kepribadian anak
D. Rumusan Masalah
Bertolak dari identifikasi dan pembatasan masalah diatas, selanjutnya dapat dirumuskan beberapa masalah yang akan diupayakan pemecahanya melalui penelitian, diantaranya:
1) Apakah dan pengaruh yang cukup kuat antara kondisi lingkungan keluarga terhadap pembentukan kepribadian siswa di SDN Suwalan Kecamatan Jenu Kabupaten Tuban?
2) Apakah kondisi lingkungan keluarga mempunyai pengaruh yang positif terhadap motivasi belajar siswa di SDN Suwalan kecamatan Jenu Kabupaten Tuban?
E. Tujuan dan Manfaat Penelitian
1. Tujuan Penelitian
a) Tujuan Umum
Penelitian ini bertujuan memperoleh gambaran mengenai pengaruh kondisi lingkungan keluarga terhadap pembentukan kepribadian dan motivasi belajar siswa dengan mengambil contoh di lingkungan SD Negeri Suwalan Kecamatan Jenu.
b) Tujuan Khusus
Penelitian ini bertujuan untuk:
Mengungkapkan pengaruh kondisi lingkungan keluarga terhadap pembentukan kepribadian anak.
Mengungkapkan pengaruh kondisi lingkungan keluarga terhadap motivasi belajar siswa.
2. Manfaat Penelitian
Bagi Siswa
Siswa pada akhirnya semakin lebih memahami arti penting peranan kondisi lingkungan keluarga didalam pertumbuhan kepribadianya serta motivasi belajarnya.
Bagi Guru
Melalui hasil penelitian ini guru akan merasa lebih yakin bahwa kondisi lingkungan keluarga sangat besar perannya dalam pertumbuhan dan pembentukan kepribadian dan motivasi belajar.
Bagi orang tua
Melalui hasil penelitian ini dengan didukung oleh nilai-nilai yang telah diyakininya, pun orang tua diharapkan semakin meningkatkan kualitas pembinaannya terutama terhadap pembentukan kepribadian anak.
BAB II
LANDASAN TEORI
A. Lingkungan Keluarga
1.1 Pengertian dan peranan keluarga
Didalam lingkungan keluarga terbentuk hubungan timbale balik atau interaksi manusia yang satu dengan yang lain dan setiap orang yang terlibat didalamnya harus merasa terpanggil untuk selalu berupaya menjaga keserasian disamping kenyataan itu, dalam keluarga bukan semata-mata diupayakan untuk menciptakan interaksi dan komunikasi maupun keserasian belaka, namun terdapat fungsi yang lebih penting dalam kaitannya dengan pertumbuhan anak-anak baik secara fisik maupun psikisnya.
1.2 Fungsi keluarga
a) Fungsi Yuridis
Fungsi dimaksudkan bahwa didalam lingkungan keluarga terjadi pertemuan dua jenis kelamin yang benarkan oleh norma-norma social dan ajaran agama.
b) Fungsi Edukasi
Yang dimaksudkan yakni bahwa keluarga merupakan contoh bagi anak-anaknya untuk mendapatkan pendidikan dan pengalaman yang pertama dan utama dari keluarga tersebut.
c) Fungsi Ekonomi
Maksudnya keluarga merupakan suatu kesatuan konsumtif yang mengatur kehidupan sehari-hari.
d) Fungsi Rekeasi
Yakni bahwa keluraga merupakan tempat untuk melepaskan lelah bagi anggota keluarga yang sudah beraktifitas sehari-hari.
e) Fungsi Sosial
Yakni keluarga sebagai alat sosialisasi dan membentuk sikap-sikap yang baik bagi anak.
f) Fungsi Religius
Maksudnya, bahwa keluarga merupakan tempat bagi upaya menumbuhkembangkan jiwa kerohanian (keagamaan).
B. Motivasi Belajar
Sardiman AM (1986: 39) mengungkapkan bahwa, motivasi belajar adalah keinginan seseorang untuk belajar, yang didalam hal ini meliputi dua hal:
- Mengetahui apa yang dipelajari
- Memahami apa dan mengapa hal tersebut patut dipelajari.
Berdasarkan apa yang diungkapkan Sardiman AM diatas memberikan pemahaman bagi kita bahwa motivasi itu dorongan atau keinginan, yang dalam kaitannya dengan belajar atau motivasi belajar berarti dorongan atau keinginan untuk melakukan aktivitas belajar.
- Fungsi dan Ciri Motivasi
Fungsinya dengan kata lain dapat diungkapkan bahwa adanya usaha yang tekun dan terutama didasarkan pada motivasi maka seseorang dalam belajar akan sangat menentukan tingkat pencapaian prestasinya.
Adapun cirri-ciri motivasi sebagaimana digambarkan Sardiman AM (1986: 82-83), sebagai berikut:
1) Tekun menghadapi tugas
(tidak lekas putus asa atau dapat bekerja terus menerus dalam waktu lama)
2) Ulet menghadapi kesulitan
Tidak memerlukan dorongan dari luar untuk berprestasi sebaik mungkin (tidak putus asa dengan prestasi yang dicapai)
3) Menunjukan minat terhadap bermacam-macam masalah
4) Lebih senang bekerja mandiri
5) Cepat bosan pada tugas-tugas yang rutin
6) Dapat mempertahankan pendapatnya
7) Tidak mudah melepaskan hal-hal yang diyakininya
8) Senang mencari dan memecahkan masalah
C. Kerangka Berpikir dan Hipotesis Penelitian
1. Kerangka Berpikir
Keluarga merupakan tempat pendidikan yang pertama dan utama bagi anak, sebab dari sinilah anak untuk pertama kalinya dibentuk hingga memiliki karakteristik kyang unik. Pada umumnya suatu keluarga sudah pasti berupaya untuk menciptakan kondisi lingkungan keluarga sebaik-baiknya. Namun karena sesuatu hal ada kalanya sebuah keluarga gagal untuk mencapai tujuan tersebut.
2. Hipotesis
Berdasarkan hasil kajian teori dan dasar pemikiran diatas maka dapat dirumuskan hipotesis penelitiannya sebagai kesimlpulan sementara yang kebenarannya masih perlu dikaji dan dibuktikan melalui penelitian diantaranya sebagai berikut:
- Kondisi lingkungan keluarga sangat berpengaruh terhadap pembentukan kepribadian siswa.
- Kondisi lingkungan keluarga sangat berpengaruh terhadap motivasi belajar siswa
BAB III
METODOLOGI PENELITIAN
A. Jenis dan Rancangan Penelitian
Penelitian ini untuk mengetahui peranan keluarga terhadap pembentukan kepribadian anak di SDN Suwalan Kecamatan Jenu Kabupaten Tuban dan yang digunakan dalam penelitian ini adalah pendekatan kuantitaif atau data-data yang berupa angka, yang selanjutnya akan diolah dan di analisis dengan teknik tertentu, yakni teknik analisis statistika.
B. Lokasi dan Waktu Penelitian
1) Lokasi Penelitian
Penelitian ini dilakukan di SDN Suwalan Kecamatan Jenu Kabupaten Tuban, sedangkan yang menjadi sasaran penelitiannya adalah seluruh siswa SDN yang bersangkutan.
2) Waktu Penelitian
Waktu penelitian diperkirakan memakan waktu satu bulan.
C. Populasi dan Sampel
1) Populasi penelitian
Semua obyek yang diteliti atau yang jelas sasaran di sebut populasi (Winarmo 1963), dalam penelitian ini populasi yang akan menjadi obyek penelitian adalah siswa kelas I sampai dengan kelas VI dilingkungan Sekolah Dasar Negeri (SDN) Suwalan Kecamatan Jenu Kabupaten Tuban yang berjumlah 40 siswa.
2) Sampel
Sample adalah sebagian dari keseluruhan individu atau subjek populasi yang diteliti yang dapat diwakili populasi tersebut (Musyafiqul, 1992: 23)
Untuk sekedar ancer-ancer maka apabila syubyeknya kurang dari 100, lebih baik diambil semua, sehingga penelitiannya merupakan penelitian populasi. Selanjutnya jika jumlah subyeknya besar dapat diambil antara 10-15% atau 20-25% atau lebih. (suharsimi Ari Kunto (1992:107))
Berdasarkan kutipan diatas maka oleh karena jumlah sub populasi dalam penelitian ini kurang dari 100 maka sample penelitiannya ditetapkan 100% dari sub populasi 40 siswa, artinya seluruh populasi akan diteliti.
D. Jenis dan Sumber Data
1) Jenis Data
Jenis data yang digunakan dalam penelitian ini adalah
a) Data Kuantitatif
Data yang berupa data siswa yang lingkungan keluarga baik dan keluarga yang kurang baik.
b) Data Kualitatif
Data pendukung berupa gambaran umum kegiatan belajar diSDN Suwalan.
2) Sumber Data
a) Data Primer
Data yang bersumber dari SDN Suwalan
b) Data Sekunder
Data yang bersumber dari studi pustaka dan literature.
E. Teknik pengumpulan Data
Dalam penelitian ini dipergunakan metode sebagai berikut: untuk keseluruhan data variabel (variabel bebas dan terikat) akan dihimpun dengan menggunakan teknik/ metode angket) kuesioner yang artinya suatu penyelidikan mengenai masalah yang dilakukan dengan jalan mengedarkan suatu pertanyaan berupa formulir untuk dijawab atau ditanggapi.
F. Instrument Penelitian
Instrumen yang akan digunakan dalam upaya pengumpulan data ini, berupa pertanyaan/ pernyataan yang dikembangkan dari indikator-indikator yang bersumber dari definisi operasional masing-masing variabel penelitian.
G. Teknik Analisis Data
Sebagaimana diatas telah disinggung bahwa data-data penelitian ini kana diperoleh dengan menggunakan metode statistika. Hal ini sesuai dengan data-data variable yang berhimpun yang berupa data angka, sebab sebagai mana diketahui bersama bahwa “statistika selalu bekerja dengan angka-angka”.
Adapun teknik analisis data ini dimaksudkan untuk melakukan uji hipotesis peenelitian, sehingga penelitian teknik analisis yang akan digunakan harus memperhatikan rumus hipotesis penelitiannya.
Senin, 31 Januari 2011
THE ERRORS ANALYSIS USING ADJECTIVE CLAUSES BY THE THIRD SEMESTER STUDENTS OF PGRI RONGGOLAWE UNIVERSITY AT TUBAN
CHAPTER I
INTRODUCTION
1.1 Background of the Study
English is an international language, which is used by most people all over the world, taught and learnt in many countries either as second language or foreign language. Language are not just a symbols. They also often comform to rough a grammar, or system of rules, used to manipulate the symbols. While a set of symbols may be used for expression or communication, it is primitive and relatively unexpressive, because there are no clear or regular relationships between the symbols. Because a language also often has a grammar, it can manipulate its symbols to express clear and regula relationships between them. (www.wikipedia .or.com,accessed on june 15 2008).
In Indonesia, English is the first foreign language which is taught and learnt from elementary school until university. The objective and purpose of teaching English is students are able to communicate with English either spoken or written. In other words the students have the English skill in listening, speaking, reading, and writing.
In university especially in English Department, all of the fours skills and whatever that supports to reach the purpose of teaching English are taught intensively and completely, but there are some students still have limit in understanding each skill.
One of skills that become problem the student is writing especially in understanding and using English grammar. Grammar deals with the organization or morphemic units into meaningful combinations. There is a fact that it cannot be denied that the use of language is governed by rules. Manser defines grammar as the rules for farming word and making sentences (1991:182).
As for as the writer knows the students often make errors in doing items of English grammar. Hendrickson (1980: 155) states that many language educators have proposed that foreign language, teachers should expect many errors from their students and should accept those errors as a natural phenomenon integral to the process of learning a second language Even though their teacher or lectures have given the pattern clearly and also examples that are related to the material.
There are many kinds of English Grammar which are learnt by the students. Adjective clause is one of lessons in English Grammar that is taught and learnt by the fourth semester students of English Department at UNIROW Tuban, but it is still found mistakes or errors in doing items of adjective clauses. Corder ( 1973:257) states that errors are breaches of the code, meaning, they are against the grammatical rules of the language and result in unacceptable utterance.
Adjective clauses are consists two parts. Adjective clauses that do not require commas are called “essential adjective clauses that require commas are called “non essential”. Non essential adjective clauses are more common in writing than speaking. Many students ignore in writing of non essential adjective clauses. Therefore they still often made errors when did the items of non essential adjective clauses.
Error analysis is one way to know the errors that are made by the students. Based on Keating (1981:212) errors analysis involves collecting errors, studying them in various ways and suggesting possible cause.
According to the argument above, the writer thinks what important to correct errors in using adjective clauses. That is why the writer chooses “THE ERRORS ANALYSIS IN USING ADJECTIVE CLAUSES BY THE THIRD SEMESTER STUDENTS OF PGRI RONGGOLAWE UNIVERSITY AT TUBAN” as the title of her skripsi.
1.2 Statement of the Problem
According to the background of the study above, the writer has some problems that are going to be answered as follow:
1. What errors in using non essential adjective clauses are made by the fourth semester students?
2. How far is the students’ ability in understanding each term of non essential adjective clauses?
1.3 Objective of the Study
Based on the statement of the problems above, the writer has some purposes:
1. To find out what students’ errors in doing items of non essential adjective clauses.
2. To describe how far students’ ability in understanding each term of non essential adjective clauses.
1.4 Limitation of the Study
Limitation is very useful for the writer to determine the problems that will be an analyzed, so the writer only tries to explain the errors analysis in using adjective clauses by the fourth semester students of PGRI Ronggolawe University at Tuban.
1.5 Significance of the Study
The writer expects that this study will be useful for the lecturers, students and also the readers who read the result of the study.
1. To the lecturers
The results of this study is intended to become an input for them for the importance of giving more exercises about adjective clauses.
2. To the students
The writer hopes the students will be able to do adjective clause items well.
1.6 Definition of the Key Terms
In order to lead the readers of the study to have a better understanding of it, the writer will explain the definition of the main terms. Those are:
1. Error analysis involves collecting errors, studying them, classifying then in various ways and suggesting possible cause ( Keating, 1981:212).
2. Adjective clause is dependent clause that modifies a noun. It describes, identifies, or gives further information about a noun. Adjective clauses that require commas are called “non essential” ( Azar, 1993:238)
3. Fourth semester is a grade of English Department.
4. PGRI Ronggolawe University is a name of the university is located on Jl. Manunggal No. 61 Tuban.
There are six kinds of sample.They are
1 Random Sampling
It is the way to take the sample where each of research unity from population has the same chance to choose the sample.
2. Systematic Sampling
It is taking sample only take the first element while another is chosen by the certain form.
3. Stratafied Random Sampling
It is taking sample where the population is taken by devided into separate strata or stage with the same chance.
4. Cluster Sampling
It is taking by groups of individual in the population.
5. Sequential Sampling
It is use the way to take the sample from the little sample then it is analyzed. If the researcher feels uncertain the sample will be developed to big.
6. Purposive Sampling
It is taking sample by attention the certain characteristic of population.
For these research, the writer chooses purposive sampling technique. So to take this sample ,the researcher should know the characteristic of each sample. The writer focused on morning class of English Department and found thirty three students as her sample.
CHAPTER II
REVIEW OF RELATED LITERATURE
4 The Definition of Errors
5 Error Analysis
6 The Significance of the Learners’ Errors
7 The Causes of Errors
i. Interlingual Errors
ii. Intralingual Errors
8 The Categories of Errors
i. Communicative Effect Taxonomy
ii. Linguistic Category
iii. Surface Strategy
iv. Comparative Taxonomy
9 Adjective Clauses
i. Punctuation of Adjective Clauses
ii. Expression of Quantity in Adjective Clauses
iii. Noun + of which
iv. Using which to Modify A whole Sentence
v. Reduction of Adjective Clauses to Adjective Phrases: Introduction
vi. Changing An Adjective Clause to An Adjective Phrase
CHAPTER III
RESEARCH METHOD
In this chapter the researcher would explain how the research method used here, the researcher tries to observe the third semester students of PGRI Ronggolawe Uiversity Tuban in order to know their ability in understanding grammar especially adjective clause lesson.
3.1 Research Design
In this study, the researcher only uses the test about non essential of adjective clauses.
Based on the explanation above the writer used both of qualitative and quantitative method, the writer want to analyze the errors in using adjective clauses and quantitative method to determine the frequency of errors made by the students.
3.2 Population and Sample
3.2.1 Polpulation
The population of this study is all of third semester, students of English Department in UNIROW Tuban. There are five classes consisting of A, B, C, D, and E class.
3.2.2 Sample
Sample is part of population that will be investigated and the sample must have at least one similar characteristic either natural or unnatural.
3.3 Instrument of the Study
To collect the data the researcher will use some instruments. The researcher hopes by using that instruments the researcher will be able to collect and analyze the data the researcher needs and will get a good result. That instrument is writing test in multiple choice items.
3.4 Procedure of Collecting Data
First the researcher would ask permission to chairwoman of English Department. Then meet the lecturer of class which has been chosen by the researcher, and also ask permission for giving some test outside from lesson process in the class.
3.5 Data Analysis
After the researcher collects the data she needs, the researcher has to process and analyse it in order to get information and a good result.
The data were in the form of errors in the use of adjective clauses found in the stdents’ answer sheet of multiple choice items. The test consisted of 20 items. After the students answer sheet had been collected, the data processing procedure was carried out. Each item the students could answer correctly would be given score five, if an item was answered wrongly zero was given. So, the maximum score is 100 when all items have answered correctly and the minimum score is zero when all items have been answered wrong.
To know the students mastery level in the use of adjective clause the writer calculated by using the formula as follows:
n x 100 = %
N
Notes:
n = the correct answer in each adjective clauses
N = the total item in each adjective clauses
The classification of score levels.
Interval Percentage
Classification
85% - 100%
75% - 84%
60% - 74%
40% - 59%
0% - 39% Very Good
Good
Fair
Poor
Very Poor
According to Levin and Fox ( 1991: 24-26), the formula used for calculating percentage is as follows:
f x 100 = %
N
Notes:
n: The number of error of each types x 100%
The total number of error
After tabulated the data, the writer describes the result of the data analysis to answer the research problems.
BIBLIOGRAPHY
Richard, Jack C. 1970. Error Analysis. London: Longman Group Limited.
Keating, Douglas Mc. 1981. Error Analysis. Great Britain: William Collins Sons and CO, Ltd.
Hadi, Sutrisno. 1988. Methodology Riset, Jilid I. Yogyakarta: Universitas Gajah Mada.
Azar, Betty Schramfer. 1993. Understanding and Using English Grammar. Jakarta: Binarupa Aksara.
Thompson, Aj, and Martinett, A.V. 1986. A Practical English Grammar. London: Oxford University Press.
Corder, S. Pit. 1967. The Significance of Learners Errors. Errors Analysis Ed. Jack Richards London: Longman Group Limited.
Lado, Robert. 1961. Language Testing: The Construction and use of Foreign Language Test. London: Longman Group Limited.
Corder, SP. 1974. Idiosyncratic Dialects and Error Analysis: Perspective on Second Language Acquisition. London: Longman Group Limited.
INTRODUCTION
1.1 Background of the Study
English is an international language, which is used by most people all over the world, taught and learnt in many countries either as second language or foreign language. Language are not just a symbols. They also often comform to rough a grammar, or system of rules, used to manipulate the symbols. While a set of symbols may be used for expression or communication, it is primitive and relatively unexpressive, because there are no clear or regular relationships between the symbols. Because a language also often has a grammar, it can manipulate its symbols to express clear and regula relationships between them. (www.wikipedia .or.com,accessed on june 15 2008).
In Indonesia, English is the first foreign language which is taught and learnt from elementary school until university. The objective and purpose of teaching English is students are able to communicate with English either spoken or written. In other words the students have the English skill in listening, speaking, reading, and writing.
In university especially in English Department, all of the fours skills and whatever that supports to reach the purpose of teaching English are taught intensively and completely, but there are some students still have limit in understanding each skill.
One of skills that become problem the student is writing especially in understanding and using English grammar. Grammar deals with the organization or morphemic units into meaningful combinations. There is a fact that it cannot be denied that the use of language is governed by rules. Manser defines grammar as the rules for farming word and making sentences (1991:182).
As for as the writer knows the students often make errors in doing items of English grammar. Hendrickson (1980: 155) states that many language educators have proposed that foreign language, teachers should expect many errors from their students and should accept those errors as a natural phenomenon integral to the process of learning a second language Even though their teacher or lectures have given the pattern clearly and also examples that are related to the material.
There are many kinds of English Grammar which are learnt by the students. Adjective clause is one of lessons in English Grammar that is taught and learnt by the fourth semester students of English Department at UNIROW Tuban, but it is still found mistakes or errors in doing items of adjective clauses. Corder ( 1973:257) states that errors are breaches of the code, meaning, they are against the grammatical rules of the language and result in unacceptable utterance.
Adjective clauses are consists two parts. Adjective clauses that do not require commas are called “essential adjective clauses that require commas are called “non essential”. Non essential adjective clauses are more common in writing than speaking. Many students ignore in writing of non essential adjective clauses. Therefore they still often made errors when did the items of non essential adjective clauses.
Error analysis is one way to know the errors that are made by the students. Based on Keating (1981:212) errors analysis involves collecting errors, studying them in various ways and suggesting possible cause.
According to the argument above, the writer thinks what important to correct errors in using adjective clauses. That is why the writer chooses “THE ERRORS ANALYSIS IN USING ADJECTIVE CLAUSES BY THE THIRD SEMESTER STUDENTS OF PGRI RONGGOLAWE UNIVERSITY AT TUBAN” as the title of her skripsi.
1.2 Statement of the Problem
According to the background of the study above, the writer has some problems that are going to be answered as follow:
1. What errors in using non essential adjective clauses are made by the fourth semester students?
2. How far is the students’ ability in understanding each term of non essential adjective clauses?
1.3 Objective of the Study
Based on the statement of the problems above, the writer has some purposes:
1. To find out what students’ errors in doing items of non essential adjective clauses.
2. To describe how far students’ ability in understanding each term of non essential adjective clauses.
1.4 Limitation of the Study
Limitation is very useful for the writer to determine the problems that will be an analyzed, so the writer only tries to explain the errors analysis in using adjective clauses by the fourth semester students of PGRI Ronggolawe University at Tuban.
1.5 Significance of the Study
The writer expects that this study will be useful for the lecturers, students and also the readers who read the result of the study.
1. To the lecturers
The results of this study is intended to become an input for them for the importance of giving more exercises about adjective clauses.
2. To the students
The writer hopes the students will be able to do adjective clause items well.
1.6 Definition of the Key Terms
In order to lead the readers of the study to have a better understanding of it, the writer will explain the definition of the main terms. Those are:
1. Error analysis involves collecting errors, studying them, classifying then in various ways and suggesting possible cause ( Keating, 1981:212).
2. Adjective clause is dependent clause that modifies a noun. It describes, identifies, or gives further information about a noun. Adjective clauses that require commas are called “non essential” ( Azar, 1993:238)
3. Fourth semester is a grade of English Department.
4. PGRI Ronggolawe University is a name of the university is located on Jl. Manunggal No. 61 Tuban.
There are six kinds of sample.They are
1 Random Sampling
It is the way to take the sample where each of research unity from population has the same chance to choose the sample.
2. Systematic Sampling
It is taking sample only take the first element while another is chosen by the certain form.
3. Stratafied Random Sampling
It is taking sample where the population is taken by devided into separate strata or stage with the same chance.
4. Cluster Sampling
It is taking by groups of individual in the population.
5. Sequential Sampling
It is use the way to take the sample from the little sample then it is analyzed. If the researcher feels uncertain the sample will be developed to big.
6. Purposive Sampling
It is taking sample by attention the certain characteristic of population.
For these research, the writer chooses purposive sampling technique. So to take this sample ,the researcher should know the characteristic of each sample. The writer focused on morning class of English Department and found thirty three students as her sample.
CHAPTER II
REVIEW OF RELATED LITERATURE
4 The Definition of Errors
5 Error Analysis
6 The Significance of the Learners’ Errors
7 The Causes of Errors
i. Interlingual Errors
ii. Intralingual Errors
8 The Categories of Errors
i. Communicative Effect Taxonomy
ii. Linguistic Category
iii. Surface Strategy
iv. Comparative Taxonomy
9 Adjective Clauses
i. Punctuation of Adjective Clauses
ii. Expression of Quantity in Adjective Clauses
iii. Noun + of which
iv. Using which to Modify A whole Sentence
v. Reduction of Adjective Clauses to Adjective Phrases: Introduction
vi. Changing An Adjective Clause to An Adjective Phrase
CHAPTER III
RESEARCH METHOD
In this chapter the researcher would explain how the research method used here, the researcher tries to observe the third semester students of PGRI Ronggolawe Uiversity Tuban in order to know their ability in understanding grammar especially adjective clause lesson.
3.1 Research Design
In this study, the researcher only uses the test about non essential of adjective clauses.
Based on the explanation above the writer used both of qualitative and quantitative method, the writer want to analyze the errors in using adjective clauses and quantitative method to determine the frequency of errors made by the students.
3.2 Population and Sample
3.2.1 Polpulation
The population of this study is all of third semester, students of English Department in UNIROW Tuban. There are five classes consisting of A, B, C, D, and E class.
3.2.2 Sample
Sample is part of population that will be investigated and the sample must have at least one similar characteristic either natural or unnatural.
3.3 Instrument of the Study
To collect the data the researcher will use some instruments. The researcher hopes by using that instruments the researcher will be able to collect and analyze the data the researcher needs and will get a good result. That instrument is writing test in multiple choice items.
3.4 Procedure of Collecting Data
First the researcher would ask permission to chairwoman of English Department. Then meet the lecturer of class which has been chosen by the researcher, and also ask permission for giving some test outside from lesson process in the class.
3.5 Data Analysis
After the researcher collects the data she needs, the researcher has to process and analyse it in order to get information and a good result.
The data were in the form of errors in the use of adjective clauses found in the stdents’ answer sheet of multiple choice items. The test consisted of 20 items. After the students answer sheet had been collected, the data processing procedure was carried out. Each item the students could answer correctly would be given score five, if an item was answered wrongly zero was given. So, the maximum score is 100 when all items have answered correctly and the minimum score is zero when all items have been answered wrong.
To know the students mastery level in the use of adjective clause the writer calculated by using the formula as follows:
n x 100 = %
N
Notes:
n = the correct answer in each adjective clauses
N = the total item in each adjective clauses
The classification of score levels.
Interval Percentage
Classification
85% - 100%
75% - 84%
60% - 74%
40% - 59%
0% - 39% Very Good
Good
Fair
Poor
Very Poor
According to Levin and Fox ( 1991: 24-26), the formula used for calculating percentage is as follows:
f x 100 = %
N
Notes:
n: The number of error of each types x 100%
The total number of error
After tabulated the data, the writer describes the result of the data analysis to answer the research problems.
BIBLIOGRAPHY
Richard, Jack C. 1970. Error Analysis. London: Longman Group Limited.
Keating, Douglas Mc. 1981. Error Analysis. Great Britain: William Collins Sons and CO, Ltd.
Hadi, Sutrisno. 1988. Methodology Riset, Jilid I. Yogyakarta: Universitas Gajah Mada.
Azar, Betty Schramfer. 1993. Understanding and Using English Grammar. Jakarta: Binarupa Aksara.
Thompson, Aj, and Martinett, A.V. 1986. A Practical English Grammar. London: Oxford University Press.
Corder, S. Pit. 1967. The Significance of Learners Errors. Errors Analysis Ed. Jack Richards London: Longman Group Limited.
Lado, Robert. 1961. Language Testing: The Construction and use of Foreign Language Test. London: Longman Group Limited.
Corder, SP. 1974. Idiosyncratic Dialects and Error Analysis: Perspective on Second Language Acquisition. London: Longman Group Limited.
AN ANALYSIS OF FIGURATIVE LANGUAGE ON JAKARTA POST
CHAPTER I
INTRODUCTION
1.1 Background of the Study
Figurative language is language that uses words or expressions with a meaning that is different from the literal interpretation. When a writer uses literal language, he or she is simply stating the facts as they are. Figurative language, in comparison, uses exaggerations or alterations to make a particular linguistic point. Figurative language is very common in poetry, but is also used in prose and nonfiction writing as well.
The objectives of the study are to describe the type of figurative language and to clarify the implicature of the figurative language on Jakarta Post. The type of this research is descriptive qualitative research. In collecting the data, the writer uses documentation method by selecting the figurative languages which can be found in Jakarta Post.
To achieve the objectives, the writer classifies the data based on the type of figurative language and applies pragmatic context to describe the implicature. The results of the study show that regarding the (1) types of figurative language, the writer found the types of figurative languages as follows: hiperbole, personification and imagery.
Using figurative language helps you write with expression and feeling; your writing will capture the heart and mind of all!
1.2 Statement of the Problem
Well, Regarding to the background of the study above, I managed to get some kinds of questions that always bugged me :
1.2.1 What is a Figurative Language
1.2.2 How to make a Figurative Language
1.2.3 How to use Figurative Language in writing news
1.2.4 How to Identify the Figurative Language especially in Newspaper
1.3 Purpose of the study
Based onthe statemen above, the purpose of the study are :
1.3.1 To find out what is a Figurative Language
1.3.2 To find out how to make a Figurative Language
1.3.3 To be able to write a news using Figurative Language
1.3.4 Able to identify Figurative Language especially which written in Newspaper
1.4 Significance of the Study
This study is significant because the result is intend to become on input for :
1.4.1 The Teacher
This study is intended to become a source of information for using Figurative language and improve it with the certain techniques in teaching English, so they can teach effectively and find out the appropriate methods of teaching Figurative Language. As the result, the students will be able to learn faster. As a note, the writer (my self ^_^) hope the teacher to find out the best methods to teach student to understand Figurative Language and this method seem a great method ATM IMO (I mean based on the equipment and condition). Feel free to try this method or develop it into the greater way.
1.4.2 To the Student
The students are expected to become competent readers which able to identify the figurative Language in newspaper very well. Having lots of informations about it can help them to learn Figurative Langiuage very fast. However, to achieve that goal, students need to be able to know on how to identify and write Figurative Language.
It is expected this method will bring the light in the darkness for them as the knowledge in Figurative Language can save them from certain situation.
1.5 Limitation of the Study
The Study will only focuses on how to identify the Figurative Language and how to use it. It is not only limited in newspaper but it will explain on how insert it in any writing things. It will not specifically cover on how to use it into poem and ‘any of the kinds’ as the news and the poem are different.
However writing news and story is almost the same but not identical, so the writer will limit it on how to identify and using Figurative Language.
To make it even clear, the writer will limit it into Identifying the Figurative Language in Jakarta Post Only and hope the reader will understand on how to make it. The writer believe if the readers able to identify it (especially in newspaper), they will have no problem placing it into writing news or the other kinds.
1.6 The Definitions of key terms
The definitions of key terms are stated below in order to make everything clear and avoid any miss interpretation of term.
• Analysis
Here are the meaning of Analysis based on OnlineDictionary.com, Cambridge and Oxford Dictionary
1. The process of separating a whole into its parts to discover their function, relationship
2. An investigation of the component parts of a whole and their relations in making up the whole
3. the abstract separation of a whole into its constituent parts in order to study the parts and their relations
• Jakarta Post
Jakarta Post is a daily English language newspaper in Indonesia. With an average circulation of around 50,000 copies, it is the largest English language newspaper in Indonesia. The paper is owned by PT Bina Media Tenggara, and the head office is in the nation's capital, Jakarta. The newspaper was launched on 25 April 1983 (http://en.wikipedia.org/wiki/The_Jakarta_Post)
• Writing
Writing is the representation of language in a textual medium through the use of a set of signs or symbols (known as a writing system) (http://en.wikipedia.org/wiki/Writing)
• Reading
Reading is a complex cognitive process of decoding symbols for the intention of deriving meaning (reading comprehension) and/or constructing meaning (http://en.wikipedia.org/wiki/Reading_(process))
• Identify
To recognize or be able to name (someone or something), or to prove who or what (someone or something) is. (Pocket Digital Cambridge Dictionary of American English)
• News
Information about something. It can be digital but usually printed or broadcast report of information about important events in the World, the Country, or the local Area. (Pocket Digital Cambridge Dictionary of American English)
• Newspaper
Newspaper is regularly printed document consisting of news reports, articles, photographs and advertisement that are printed on large sheets of paper folded together but not permanently joined. (Pocket Digital Cambridge Dictionary of American English)
CHAPTER II
REVIEW OF RELATED THEORY
2.1 A Brief Explanation of Figurative Language
The term "figurative language" refers to bypassing the literal meaning to deepen, broaden, or bring about new ideas or insights into a word or phrase. In many ways, figurative language is a description, in which abstract terms are used in place of concrete description. This type of language appeals to one's imagination and creates visual images to display the impact of what is being written. Figurative language can include many words and phrases, and there are several types of figurative language. Most commonly, it can refer to making comparisons, repeating sounds, exaggerating or creating an appeal to the senses
Figurative language and all of its types are used in writing to convey emotion, create mental pictures and even replace reality. It is used to add description and feeling to a piece of writing. It can create an unconventional image that goes beyond how something is normally perceived. Figurative language is used in all types of writing, most often in poetry. But it is also used in everyday speech. Often, when speaking, individuals add in lots of figurative language when describing a person, place or event, or when telling a story.
Figurative Language is a use of a language that diverges from its normal meaning, or a phrase with a specialized meaning not based on the literal meaning of the words in it such as a metaphor, simile, or personification. Figurative Languange often provide emphasis, freshness of expression, or clarity. However, clarity may also suffer from their use, as any figure of language introduces an ambiguity between literal and figurative interpretation
It is important to understand what is the figurative language itself before we make an analysis in the media like in Jakarta Post.
Figurative language refers to a way of using description to create a special image and bring out one's emotions. It is also closely linked to the senses. There are several types of figurative language. Figurative language is an important part of writing and is also widely used in speech.
In other words, Whenever you describe something by comparing it with something else, you are using figurative language.
Any language that goes beyond the literal meaning of words in order to furnish new effects or fresh insights into an idea or a subject. The most common figures of speech are simile, metaphor, and alliteration.
many of these Figurative language is often associated with literature--and with poetry in particular. But the fact is, whether we're conscious of it or not, we use figures of speech every day in our own writing and conversations.
2.2 Kinds of Figurative Language
To achieve the objectives, the writer classifies the data based on the type of figurative language and applies pragmatic context to describe the implicature. The results of the study show that regarding the types of figurative language in Jakarta Post, the writer found the types of figurative languages as follows: Imagery, Hiperbole
1. Imagery
Language that appeals to the senses. Descriptions of people or objects stated in terms of our senses
Some of people think Tobacco as the best silent killer
Chelsea is the devil
Manchester United is the chicken
We can describe anything as what we want. Imagery describes anything into our sense.
2. Simile
Simile is when you compare two nouns (persons, places or things) that are unlike, with "like" or "as."
“Soccer is like boxing”
Sadness is as happy as laughter.
"The water is like the sun."
"The water is like the sun" is an example of simile because water and the sun have little in common, and yet they're being compared to one another. The "is" is also part of what makes this stanza an example of simile.
3. Metaphor
A figure of speech which involves an implied comparison between two relatively unlike things using a form of be. The comparison is not announced by like or as
Tobaccoes is a mountain of gold.
The road was a ribbon of moonlight
The teacher is a hero without badge
To identify Metaphor, We can see the two unlike things combined with ‘Be’
4. Hyperbole
An exaggerated statement used to heighten effect. It is not used to mislead the reader, but to emphasize a point.
There are an estimated 700,000 tobacco farmers in the country and hundreds of thousands of workers employed by cigarette companies.
She’s said so on several million occasions
attended by about 10,000 tobacco farmers at Temanggung Square on Saturday.
We can easily indicate the three of them as hyperbole because the three of them heighten the fact.
5. Idioms
Idioms is Language specific expressions. It is already exist. To understand about it we should read Dictionary covering about Idioms like Cambridge and Oxford Idioms Dictionary.
Hit the jackpot = have great or unexpected success
Improve the shinning Hour = make good use of time
Kill two birds with one stone = Achieve two aims at one
CHAPTER III
METHODOLOGY
3.1 Research Design
Based on background of the study, the author (myself) trying to identify the figurative language in the Jakarta Post. The research done using descriptive qualitative design by checking the news in jakarta post and identify the Figurative Language.
3.2 Subject of the Study
1. Population
Population is ato him. It does only group of person or individual having quality or characteristics in common (Hadi. 1982:220). What is mean by population according to him, it ddoes only refer to person or human beings, but it can also refer to animals or things. In this study, the population is the Jakarta Post.
2. Sample
Sample is part of population that present all the population and it must be equal in characteristic at all subject (Ary, 1979:129). A sample is a part of population from which the research data are drawn.the sample is hoped to present which the Population since the generalization of research result is for the population.
In this research, the research takes cluster sampling. It is just 4 news from thousands of news.
Here are the chosen sample:
Tobacco farmers rally against `extinction'
Suherdjoko, The Jakarta Post, Temanggung | Mon, 05/10/2010 1:00 PM | Headlines
RI men's, women's teams crush Australia
Agnes Winarti, The Jakarta Post, Kuala Lumpur | Mon, 05/10/2010 1:00 PM | Headlines
Chelsea beats Wigan 8-0 to win Premier League
The Associated Press, London | Mon, 05/10/2010 12:02 AM | Headlines
3. Research Procedure of Collecting the Data and Data Analysis.
To get specific information about the Figurative Language, the Researcher uses Observation and Analysis.
1. Observation
The writer observe news in Jakarta Post using Laptop. While observing, the newspaper was collected randomly.
The observation took the news from date may 10 2010.
2. Analysis
The sample from several news from Jakarta Post is being Analized an documented.
3.3 Procedure of Collecting and Analysis the Data
The data of this study is obtained from the instrument stated previously.
1. Collecting the Data
The writer collecting the data by write down the Figurative Language from the randomly chosen news in Jakarta Post. Data was collected based on the Figurative Language found in it.
2. Data Analysis
The collected data was Analized by observing (comparing the data with the explanation from Figurative Language earlier)
Lots of Figurative Language was found like in the example in the Chapter II.
Here are some of them taken from sample 1:
"It's not a political move. We just want to protect tobacco farmers. I've talked to Magelang and Wonosobo Regents. They agreed. The others will follow," Hasyim said after joining a mass prayer attended by about 10,000 tobacco farmers at Temanggung Square on Saturday.
There are an estimated 700,000 tobacco farmers in the country and hundreds of thousands of workers employed by cigarette companies.
"They should know tobacco farmers are also citizens who have rights to live. So, don't issue regulations that would kill us," he said.
References
http://www.ehow.com/about_5470479_definition-figurative-language.html
http://en.wikipedia.org/wiki/Figures_of_speech
http://idioms.thefreedictionary.com/
http://grammar.about.com/od/fh/g/figuresterms.htm
http://www.thejakartapost.com/news/2010/05/10/chelsea-beats-wigan-80-win-premier-league.html
http://www.thejakartapost.com/news/2010/05/10/ri-men039s-women039s-teams-crush-australia.html
http://www.thejakartapost.com/news/2010/05/10/tobacco-farmers-rally-against-extinction039.html
http://www.thejakartapost.com/news/2010/05/10/strong-quake-quickens-pulses-aceh-does-little-else.html
http://en.wikipedia.org/wiki/Identification
http://grammar.about.com/od/mo/g/metaphorterm.htm
http://grammar.about.com/od/fh/g/hyperboleterm.htm
http://grammar.about.com/od/mo/g/metaphorterm.htm
http://grammar.about.com/od/fh/g/figlangterm.htm
http://grammar.about.com/od/qaaboutrhetoric/f/faqmetaphor07.htm
INTRODUCTION
1.1 Background of the Study
Figurative language is language that uses words or expressions with a meaning that is different from the literal interpretation. When a writer uses literal language, he or she is simply stating the facts as they are. Figurative language, in comparison, uses exaggerations or alterations to make a particular linguistic point. Figurative language is very common in poetry, but is also used in prose and nonfiction writing as well.
The objectives of the study are to describe the type of figurative language and to clarify the implicature of the figurative language on Jakarta Post. The type of this research is descriptive qualitative research. In collecting the data, the writer uses documentation method by selecting the figurative languages which can be found in Jakarta Post.
To achieve the objectives, the writer classifies the data based on the type of figurative language and applies pragmatic context to describe the implicature. The results of the study show that regarding the (1) types of figurative language, the writer found the types of figurative languages as follows: hiperbole, personification and imagery.
Using figurative language helps you write with expression and feeling; your writing will capture the heart and mind of all!
1.2 Statement of the Problem
Well, Regarding to the background of the study above, I managed to get some kinds of questions that always bugged me :
1.2.1 What is a Figurative Language
1.2.2 How to make a Figurative Language
1.2.3 How to use Figurative Language in writing news
1.2.4 How to Identify the Figurative Language especially in Newspaper
1.3 Purpose of the study
Based onthe statemen above, the purpose of the study are :
1.3.1 To find out what is a Figurative Language
1.3.2 To find out how to make a Figurative Language
1.3.3 To be able to write a news using Figurative Language
1.3.4 Able to identify Figurative Language especially which written in Newspaper
1.4 Significance of the Study
This study is significant because the result is intend to become on input for :
1.4.1 The Teacher
This study is intended to become a source of information for using Figurative language and improve it with the certain techniques in teaching English, so they can teach effectively and find out the appropriate methods of teaching Figurative Language. As the result, the students will be able to learn faster. As a note, the writer (my self ^_^) hope the teacher to find out the best methods to teach student to understand Figurative Language and this method seem a great method ATM IMO (I mean based on the equipment and condition). Feel free to try this method or develop it into the greater way.
1.4.2 To the Student
The students are expected to become competent readers which able to identify the figurative Language in newspaper very well. Having lots of informations about it can help them to learn Figurative Langiuage very fast. However, to achieve that goal, students need to be able to know on how to identify and write Figurative Language.
It is expected this method will bring the light in the darkness for them as the knowledge in Figurative Language can save them from certain situation.
1.5 Limitation of the Study
The Study will only focuses on how to identify the Figurative Language and how to use it. It is not only limited in newspaper but it will explain on how insert it in any writing things. It will not specifically cover on how to use it into poem and ‘any of the kinds’ as the news and the poem are different.
However writing news and story is almost the same but not identical, so the writer will limit it on how to identify and using Figurative Language.
To make it even clear, the writer will limit it into Identifying the Figurative Language in Jakarta Post Only and hope the reader will understand on how to make it. The writer believe if the readers able to identify it (especially in newspaper), they will have no problem placing it into writing news or the other kinds.
1.6 The Definitions of key terms
The definitions of key terms are stated below in order to make everything clear and avoid any miss interpretation of term.
• Analysis
Here are the meaning of Analysis based on OnlineDictionary.com, Cambridge and Oxford Dictionary
1. The process of separating a whole into its parts to discover their function, relationship
2. An investigation of the component parts of a whole and their relations in making up the whole
3. the abstract separation of a whole into its constituent parts in order to study the parts and their relations
• Jakarta Post
Jakarta Post is a daily English language newspaper in Indonesia. With an average circulation of around 50,000 copies, it is the largest English language newspaper in Indonesia. The paper is owned by PT Bina Media Tenggara, and the head office is in the nation's capital, Jakarta. The newspaper was launched on 25 April 1983 (http://en.wikipedia.org/wiki/The_Jakarta_Post)
• Writing
Writing is the representation of language in a textual medium through the use of a set of signs or symbols (known as a writing system) (http://en.wikipedia.org/wiki/Writing)
• Reading
Reading is a complex cognitive process of decoding symbols for the intention of deriving meaning (reading comprehension) and/or constructing meaning (http://en.wikipedia.org/wiki/Reading_(process))
• Identify
To recognize or be able to name (someone or something), or to prove who or what (someone or something) is. (Pocket Digital Cambridge Dictionary of American English)
• News
Information about something. It can be digital but usually printed or broadcast report of information about important events in the World, the Country, or the local Area. (Pocket Digital Cambridge Dictionary of American English)
• Newspaper
Newspaper is regularly printed document consisting of news reports, articles, photographs and advertisement that are printed on large sheets of paper folded together but not permanently joined. (Pocket Digital Cambridge Dictionary of American English)
CHAPTER II
REVIEW OF RELATED THEORY
2.1 A Brief Explanation of Figurative Language
The term "figurative language" refers to bypassing the literal meaning to deepen, broaden, or bring about new ideas or insights into a word or phrase. In many ways, figurative language is a description, in which abstract terms are used in place of concrete description. This type of language appeals to one's imagination and creates visual images to display the impact of what is being written. Figurative language can include many words and phrases, and there are several types of figurative language. Most commonly, it can refer to making comparisons, repeating sounds, exaggerating or creating an appeal to the senses
Figurative language and all of its types are used in writing to convey emotion, create mental pictures and even replace reality. It is used to add description and feeling to a piece of writing. It can create an unconventional image that goes beyond how something is normally perceived. Figurative language is used in all types of writing, most often in poetry. But it is also used in everyday speech. Often, when speaking, individuals add in lots of figurative language when describing a person, place or event, or when telling a story.
Figurative Language is a use of a language that diverges from its normal meaning, or a phrase with a specialized meaning not based on the literal meaning of the words in it such as a metaphor, simile, or personification. Figurative Languange often provide emphasis, freshness of expression, or clarity. However, clarity may also suffer from their use, as any figure of language introduces an ambiguity between literal and figurative interpretation
It is important to understand what is the figurative language itself before we make an analysis in the media like in Jakarta Post.
Figurative language refers to a way of using description to create a special image and bring out one's emotions. It is also closely linked to the senses. There are several types of figurative language. Figurative language is an important part of writing and is also widely used in speech.
In other words, Whenever you describe something by comparing it with something else, you are using figurative language.
Any language that goes beyond the literal meaning of words in order to furnish new effects or fresh insights into an idea or a subject. The most common figures of speech are simile, metaphor, and alliteration.
many of these Figurative language is often associated with literature--and with poetry in particular. But the fact is, whether we're conscious of it or not, we use figures of speech every day in our own writing and conversations.
2.2 Kinds of Figurative Language
To achieve the objectives, the writer classifies the data based on the type of figurative language and applies pragmatic context to describe the implicature. The results of the study show that regarding the types of figurative language in Jakarta Post, the writer found the types of figurative languages as follows: Imagery, Hiperbole
1. Imagery
Language that appeals to the senses. Descriptions of people or objects stated in terms of our senses
Some of people think Tobacco as the best silent killer
Chelsea is the devil
Manchester United is the chicken
We can describe anything as what we want. Imagery describes anything into our sense.
2. Simile
Simile is when you compare two nouns (persons, places or things) that are unlike, with "like" or "as."
“Soccer is like boxing”
Sadness is as happy as laughter.
"The water is like the sun."
"The water is like the sun" is an example of simile because water and the sun have little in common, and yet they're being compared to one another. The "is" is also part of what makes this stanza an example of simile.
3. Metaphor
A figure of speech which involves an implied comparison between two relatively unlike things using a form of be. The comparison is not announced by like or as
Tobaccoes is a mountain of gold.
The road was a ribbon of moonlight
The teacher is a hero without badge
To identify Metaphor, We can see the two unlike things combined with ‘Be’
4. Hyperbole
An exaggerated statement used to heighten effect. It is not used to mislead the reader, but to emphasize a point.
There are an estimated 700,000 tobacco farmers in the country and hundreds of thousands of workers employed by cigarette companies.
She’s said so on several million occasions
attended by about 10,000 tobacco farmers at Temanggung Square on Saturday.
We can easily indicate the three of them as hyperbole because the three of them heighten the fact.
5. Idioms
Idioms is Language specific expressions. It is already exist. To understand about it we should read Dictionary covering about Idioms like Cambridge and Oxford Idioms Dictionary.
Hit the jackpot = have great or unexpected success
Improve the shinning Hour = make good use of time
Kill two birds with one stone = Achieve two aims at one
CHAPTER III
METHODOLOGY
3.1 Research Design
Based on background of the study, the author (myself) trying to identify the figurative language in the Jakarta Post. The research done using descriptive qualitative design by checking the news in jakarta post and identify the Figurative Language.
3.2 Subject of the Study
1. Population
Population is ato him. It does only group of person or individual having quality or characteristics in common (Hadi. 1982:220). What is mean by population according to him, it ddoes only refer to person or human beings, but it can also refer to animals or things. In this study, the population is the Jakarta Post.
2. Sample
Sample is part of population that present all the population and it must be equal in characteristic at all subject (Ary, 1979:129). A sample is a part of population from which the research data are drawn.the sample is hoped to present which the Population since the generalization of research result is for the population.
In this research, the research takes cluster sampling. It is just 4 news from thousands of news.
Here are the chosen sample:
Tobacco farmers rally against `extinction'
Suherdjoko, The Jakarta Post, Temanggung | Mon, 05/10/2010 1:00 PM | Headlines
RI men's, women's teams crush Australia
Agnes Winarti, The Jakarta Post, Kuala Lumpur | Mon, 05/10/2010 1:00 PM | Headlines
Chelsea beats Wigan 8-0 to win Premier League
The Associated Press, London | Mon, 05/10/2010 12:02 AM | Headlines
3. Research Procedure of Collecting the Data and Data Analysis.
To get specific information about the Figurative Language, the Researcher uses Observation and Analysis.
1. Observation
The writer observe news in Jakarta Post using Laptop. While observing, the newspaper was collected randomly.
The observation took the news from date may 10 2010.
2. Analysis
The sample from several news from Jakarta Post is being Analized an documented.
3.3 Procedure of Collecting and Analysis the Data
The data of this study is obtained from the instrument stated previously.
1. Collecting the Data
The writer collecting the data by write down the Figurative Language from the randomly chosen news in Jakarta Post. Data was collected based on the Figurative Language found in it.
2. Data Analysis
The collected data was Analized by observing (comparing the data with the explanation from Figurative Language earlier)
Lots of Figurative Language was found like in the example in the Chapter II.
Here are some of them taken from sample 1:
"It's not a political move. We just want to protect tobacco farmers. I've talked to Magelang and Wonosobo Regents. They agreed. The others will follow," Hasyim said after joining a mass prayer attended by about 10,000 tobacco farmers at Temanggung Square on Saturday.
There are an estimated 700,000 tobacco farmers in the country and hundreds of thousands of workers employed by cigarette companies.
"They should know tobacco farmers are also citizens who have rights to live. So, don't issue regulations that would kill us," he said.
References
http://www.ehow.com/about_5470479_definition-figurative-language.html
http://en.wikipedia.org/wiki/Figures_of_speech
http://idioms.thefreedictionary.com/
http://grammar.about.com/od/fh/g/figuresterms.htm
http://www.thejakartapost.com/news/2010/05/10/chelsea-beats-wigan-80-win-premier-league.html
http://www.thejakartapost.com/news/2010/05/10/ri-men039s-women039s-teams-crush-australia.html
http://www.thejakartapost.com/news/2010/05/10/tobacco-farmers-rally-against-extinction039.html
http://www.thejakartapost.com/news/2010/05/10/strong-quake-quickens-pulses-aceh-does-little-else.html
http://en.wikipedia.org/wiki/Identification
http://grammar.about.com/od/mo/g/metaphorterm.htm
http://grammar.about.com/od/fh/g/hyperboleterm.htm
http://grammar.about.com/od/mo/g/metaphorterm.htm
http://grammar.about.com/od/fh/g/figlangterm.htm
http://grammar.about.com/od/qaaboutrhetoric/f/faqmetaphor07.htm
A STUDY ON THE USE OF LI IN ENGLISH CLASS OF THE ELEVENTH YEAR STUDENTS OF MA DARUL AFKAR SENDANG HARJO BRONDONG LAMONGAN
CHAPTER I
INTRODUCTION
1.1 Background of the Study
Language is media of communication. It suggests that people need to communicate and recognition of language would provide very powerful motivation for learning language. For example, English as a foreign language and Indonesian is a first language.
Now days, the English language is very useful in many aspects. It is not only language for communication and interaction among other people all over the world but also language for studying science, technology, economic, and language for education.
Realizing how important the English language is many people try to increase their English language skill by learning it. In Indonesia, the English language is taught from elementary school until university level. It becomes a compulsory subject. As a foreign language that is taught in the class, of course there are difficulties faced by the English teacher and the students in teaching learning process. One of them is the difficulties to understand its language.
There are many factors that cause the students to have difficulties in understanding L2 (English language). Besides it is a foreign language the luck of competence in vocabulary, structure, and pronunciation also impact the teaching learning process. Therefore, to make the teaching and learning process becomes more effective with some of the students’ weakness, lots of the English teachers use LI (mother tongue) in English class.
A number of studied shown that the students sometimes prefer if their English teacher use LI in English class because it helps them in learning a foreign language. Moreover, Schweers (1999) has investigated the use of LI in L2 classroom in spanish context. He found that using LI has led to positive attitudes toward the process of learning English and better yet, encourage students to learn more English. Similar research was done by Tang (2002) in Chinese context. Her result indicate that the students and teachers responded positively toward its use. Moreover, Budiyana et al (2002) conducted study with EFL students and their teachers to investigate their attitudes to ward using LI (Bahasa Indonesia) in L2 classroom. The result indicate that they agreed that Indonesian language should be used in EFL classroom. The majority of the respondents found it useful to use Bahasa Indonesia to translate difficult words (80%) and to explain the difficult concepts (78%) it similar with teachers’ opinion. The data shown that 65% of the teachers use LI (Bahasa Indonesia) to translate difficult word. In addition, by using LI, the students are able to understand the instruction and new vocabulary better. From data of the research, there was clear indication that the use of LI or mother tongue would facilitate the learning of English language. The study on the use of Bahasa Indonesia in ELT classroom was also done by Pasaribu (2000)
However, the use of LI in English class is controversial issue and the LI seems to have no rule to play. The idea of avoiding the LI in English class teaching is closely connected with appearance of the direct method which has one very basic role: no translation is allowed so that only use English in English class.
The use of LI is considered with teacher’s failure to teach English properly. But the reality is different, Harboard (1987: 351) says, there is inevitable interaction between the mother tongue and the target language particularly in English class. It means the use of LI limited in certain situation. Budiyana et al (2002) argued that the use of Bahasa Indonesia is felt to help the students fairly much in studying English in the class room if it is not too frequently. Auerbach (1998: 19) says “ ……. The use of LI naturally give way to increasing use of English”. It means that LI can improve the use of English language.
Based on the background above, the researcher wants to know the attitude of both students and English teacher toward the use of Bahasa Indonesia in English class. How often and on what occasions it is used. Finally, the writer chooses the title “A Study on the Use of LI in English Class of the Eleventh Year Students of MA Darul Afkar Sendang Harjo Brondong Lamongan”.
1.2 Statement of the Problem
The writer will make limitation of the research problem. It is intended to avoid the broad problem. According to the background of the study above, the statement of the problem can be formulated as follow:
1.2.1 How often is LI used in English class?
1.2.2 What are the occasions that LI is used in English class?
1.3 Objective of the Study
Based on the statement of the problem above, the researcher wants to states the objective of the study bellow:
1.3.1 To know how often in LI used in English class.
1.3.2 To know the occasions that LI is used in English class.
1.4 Significant of the Study
This study is mainly intended to help English teacher in using LI (Bahasa Indonesi) in English class. The result of this study will give detail information about the frequency and the occasions of Bahasa Indonesi is used in English class.
In addition, the result are useful for other researchers as information to conduct an action research to know the use of LI in English class.
1.5 Limitation of the Study
In this study, the researcher just investigates the use of LI (Bahasa Indonesia) in English classroom and it is carried out at MA DARUL AFKAR Sendang Harjo Brondong Lamongan.
1.6 Definition of key Term
To avoid misunderstanding of the concept used in this study, it is necessary for the writer to provides some definition of the term used in this title of the study.
1.6.1 A Study : The systematic and objective analysis and according of controlled observation that may led to the development of generalization, principle, resulting in prediction, and possibility ultimate control of wants (John W. Best, 1982: 16).
1.6.2 The use of LI : a condition of which Indonesia language is used by a teacher in teaching English.
1.6.3 L2 : target language or foreign language that is learned or taught.
CHAPTER II
REVIEW OF REALTED LITERATURE
2.1 Factor Affecting Second Language Learning
2.1.1 Characteristic of good language learners
2.1.2 Intelligence
2.1.3 Personality
2.1.4 Motivation and attitudes
2.1.5 Age
2.2 The Problem of Learning Foreign Language
2.3 The Influence of LI in L2 Learning
2.4 The use of LI in English Class
CHAPTER III
RESEARCH METHOD
3.1 Research Design
The design of this research is descriptive. It tries to investigate, describe, and interpret phenomena of the use of LI in English classroom. Arikunto (1993: 203) states that descriptive analysis is non hypothesis research.
3.2 Subject of the Study
The subject of the study are the English teachers and all of the eleventh year students of MA Darul Afkar Sendang Harjo Brondong Lamongan. There are an English teacher and a class that consists of 40 students.
3.3 The Data Collecting Technique
To find out the data completely the researcher tries to get some information by several ways:
3.3.1 Classroom Observation
The observation is intended to know how often and on what occasions Bahasa Indonesia is used. To obtain more authentic classroom data, the teacher and the students are not informed of the observation purpose before hand.
3.3.2 Interview
The interview is given to the English teacher to discover his attitude to ward using Bahasa Indonesia in English class.
3.3.3 Questionnaire
To get and invite the students to participate in observation, the researcher gives the questionnaire about their attitudes toward using Bahasa Indonesia in English class.
3.4 Data Analysis Procedure
Technique of analyzing the data mean the ways, which are used to manage or analyze the result of the research, so that the result of the research has meaning.
To analyze the data, the researcher will use the following steps:
1. The researcher makes observation of the use the of LI in English class
2. After doing observation, the researcher gives interview to the English teacher and gives the questionnaire to the students.
3. The data were obtained through observation and interview were analyzed by using descriptive analysis.
4. Questionnaire data obtained from the students are completed in term of percentage.
P : Percentage
F : Frequency of respondent answer
N : Number of Respondent
BIBLIOGRAPHY
Averbach, E.R. 1993. Rexamining English Only in the ESL Classroom. TESOL Queaterly 27: 9 – 31.
Best, W. John. 1982. Research in Education. New Delhi Prentice – Hall of India. Private Limited.
Budiyana, Y.E, Ritonga, Y, and Suratno, A. 2002. The Use of Bahasa Indonesia in the EFL Class. In ELT Journal
Harbord, J. The Use of the Mother Tongue in the Classroom in ELT Journal. Vol. 46, No. 4, 1992: 350 – 355.
INTRODUCTION
1.1 Background of the Study
Language is media of communication. It suggests that people need to communicate and recognition of language would provide very powerful motivation for learning language. For example, English as a foreign language and Indonesian is a first language.
Now days, the English language is very useful in many aspects. It is not only language for communication and interaction among other people all over the world but also language for studying science, technology, economic, and language for education.
Realizing how important the English language is many people try to increase their English language skill by learning it. In Indonesia, the English language is taught from elementary school until university level. It becomes a compulsory subject. As a foreign language that is taught in the class, of course there are difficulties faced by the English teacher and the students in teaching learning process. One of them is the difficulties to understand its language.
There are many factors that cause the students to have difficulties in understanding L2 (English language). Besides it is a foreign language the luck of competence in vocabulary, structure, and pronunciation also impact the teaching learning process. Therefore, to make the teaching and learning process becomes more effective with some of the students’ weakness, lots of the English teachers use LI (mother tongue) in English class.
A number of studied shown that the students sometimes prefer if their English teacher use LI in English class because it helps them in learning a foreign language. Moreover, Schweers (1999) has investigated the use of LI in L2 classroom in spanish context. He found that using LI has led to positive attitudes toward the process of learning English and better yet, encourage students to learn more English. Similar research was done by Tang (2002) in Chinese context. Her result indicate that the students and teachers responded positively toward its use. Moreover, Budiyana et al (2002) conducted study with EFL students and their teachers to investigate their attitudes to ward using LI (Bahasa Indonesia) in L2 classroom. The result indicate that they agreed that Indonesian language should be used in EFL classroom. The majority of the respondents found it useful to use Bahasa Indonesia to translate difficult words (80%) and to explain the difficult concepts (78%) it similar with teachers’ opinion. The data shown that 65% of the teachers use LI (Bahasa Indonesia) to translate difficult word. In addition, by using LI, the students are able to understand the instruction and new vocabulary better. From data of the research, there was clear indication that the use of LI or mother tongue would facilitate the learning of English language. The study on the use of Bahasa Indonesia in ELT classroom was also done by Pasaribu (2000)
However, the use of LI in English class is controversial issue and the LI seems to have no rule to play. The idea of avoiding the LI in English class teaching is closely connected with appearance of the direct method which has one very basic role: no translation is allowed so that only use English in English class.
The use of LI is considered with teacher’s failure to teach English properly. But the reality is different, Harboard (1987: 351) says, there is inevitable interaction between the mother tongue and the target language particularly in English class. It means the use of LI limited in certain situation. Budiyana et al (2002) argued that the use of Bahasa Indonesia is felt to help the students fairly much in studying English in the class room if it is not too frequently. Auerbach (1998: 19) says “ ……. The use of LI naturally give way to increasing use of English”. It means that LI can improve the use of English language.
Based on the background above, the researcher wants to know the attitude of both students and English teacher toward the use of Bahasa Indonesia in English class. How often and on what occasions it is used. Finally, the writer chooses the title “A Study on the Use of LI in English Class of the Eleventh Year Students of MA Darul Afkar Sendang Harjo Brondong Lamongan”.
1.2 Statement of the Problem
The writer will make limitation of the research problem. It is intended to avoid the broad problem. According to the background of the study above, the statement of the problem can be formulated as follow:
1.2.1 How often is LI used in English class?
1.2.2 What are the occasions that LI is used in English class?
1.3 Objective of the Study
Based on the statement of the problem above, the researcher wants to states the objective of the study bellow:
1.3.1 To know how often in LI used in English class.
1.3.2 To know the occasions that LI is used in English class.
1.4 Significant of the Study
This study is mainly intended to help English teacher in using LI (Bahasa Indonesi) in English class. The result of this study will give detail information about the frequency and the occasions of Bahasa Indonesi is used in English class.
In addition, the result are useful for other researchers as information to conduct an action research to know the use of LI in English class.
1.5 Limitation of the Study
In this study, the researcher just investigates the use of LI (Bahasa Indonesia) in English classroom and it is carried out at MA DARUL AFKAR Sendang Harjo Brondong Lamongan.
1.6 Definition of key Term
To avoid misunderstanding of the concept used in this study, it is necessary for the writer to provides some definition of the term used in this title of the study.
1.6.1 A Study : The systematic and objective analysis and according of controlled observation that may led to the development of generalization, principle, resulting in prediction, and possibility ultimate control of wants (John W. Best, 1982: 16).
1.6.2 The use of LI : a condition of which Indonesia language is used by a teacher in teaching English.
1.6.3 L2 : target language or foreign language that is learned or taught.
CHAPTER II
REVIEW OF REALTED LITERATURE
2.1 Factor Affecting Second Language Learning
2.1.1 Characteristic of good language learners
2.1.2 Intelligence
2.1.3 Personality
2.1.4 Motivation and attitudes
2.1.5 Age
2.2 The Problem of Learning Foreign Language
2.3 The Influence of LI in L2 Learning
2.4 The use of LI in English Class
CHAPTER III
RESEARCH METHOD
3.1 Research Design
The design of this research is descriptive. It tries to investigate, describe, and interpret phenomena of the use of LI in English classroom. Arikunto (1993: 203) states that descriptive analysis is non hypothesis research.
3.2 Subject of the Study
The subject of the study are the English teachers and all of the eleventh year students of MA Darul Afkar Sendang Harjo Brondong Lamongan. There are an English teacher and a class that consists of 40 students.
3.3 The Data Collecting Technique
To find out the data completely the researcher tries to get some information by several ways:
3.3.1 Classroom Observation
The observation is intended to know how often and on what occasions Bahasa Indonesia is used. To obtain more authentic classroom data, the teacher and the students are not informed of the observation purpose before hand.
3.3.2 Interview
The interview is given to the English teacher to discover his attitude to ward using Bahasa Indonesia in English class.
3.3.3 Questionnaire
To get and invite the students to participate in observation, the researcher gives the questionnaire about their attitudes toward using Bahasa Indonesia in English class.
3.4 Data Analysis Procedure
Technique of analyzing the data mean the ways, which are used to manage or analyze the result of the research, so that the result of the research has meaning.
To analyze the data, the researcher will use the following steps:
1. The researcher makes observation of the use the of LI in English class
2. After doing observation, the researcher gives interview to the English teacher and gives the questionnaire to the students.
3. The data were obtained through observation and interview were analyzed by using descriptive analysis.
4. Questionnaire data obtained from the students are completed in term of percentage.
P : Percentage
F : Frequency of respondent answer
N : Number of Respondent
BIBLIOGRAPHY
Averbach, E.R. 1993. Rexamining English Only in the ESL Classroom. TESOL Queaterly 27: 9 – 31.
Best, W. John. 1982. Research in Education. New Delhi Prentice – Hall of India. Private Limited.
Budiyana, Y.E, Ritonga, Y, and Suratno, A. 2002. The Use of Bahasa Indonesia in the EFL Class. In ELT Journal
Harbord, J. The Use of the Mother Tongue in the Classroom in ELT Journal. Vol. 46, No. 4, 1992: 350 – 355.
A STUDY ON THE TECHNIQUES OF TEACHING VOCABULARY TO THE FIFTH STUDENTS OF SD MUHAMMADIYAH 1 BANCAR IN THE 2007/2008 ACADEMIC YEAR
A STUDY ON THE TECHNIQUES OF TEACHING VOCABULARY TO THE FIFTH STUDENTS OF SD MUHAMMADIYAH 1 BANCAR
IN THE 2007/2008 ACADEMIC YEAR
CHAPTER I
INTRODUCTION
In this chapter, the researcher presents introduction which consists of background of the study, statement of the problems, purposes of the study, significance of the study, limitation of the study, and definition of the key terms.
1.1 Background of the Study
A language is a meaningful way for communication (Soekemi, 1995:4). It means that a language is sound, which is produced, connected between the kinds of sounds the speakers of a language make and their culture. (A language is an instrument for communication).
English as foreign language is taught in Indonesia from elementary school until university level. They are some reasons why English has been taught in elementary school that is introduction English in early years is profitable for their basic in studying English furthermore. Another important reason is from psychological and linguistic point of view. The psychological conditions of the tenth years old and under children have good memory.
In addition, English subject can be taught in elementary school if it is needed by society and supported by a teacher who has ability to teach, so that at the end of elementary school the student has capacity of reading, writing, listening, and speaking in English. And to support for skill – language, it is needed language component that is vocabulary.
Vocabulary as one of the important aspect of English language will make the students easy to communicate to each other and master other aspects of language.
As we have known that in the English curriculum elementary students have to master vocabulary at least 500 words and to develop pupil’s vocabulary. The teacher must have teaching technique so that they can receive English easily, however the students must develop vocabulary themselves too. Actually that vocabulary is the foundation to learn English and vocabulary is one of the component of language, there is no language without vocabulary.
Vocabulary in English as a foreign language is taught at school for the purpose of providing the students the four language skills, they are listening, speaking, reading and writing. Some general statements say that techniques of teaching reading comprehension and other (Mujiono, 1993)
This study mainly concerns with the techniques of teaching English vocabulary at elementary school. Moreover, the role of the teacher’s competence of mastering the various techniques is very important to make the students to be able to do or achieve the aim of the instructional program on mastering vocabulary. Ur (1996) states “It is better to teach vocabulary in separated, spaced sessions than to teach it all at once”.
The writer may say that vocabulary is the important elements of language and it should be taught effectively and purposefully. To do it effectively, the teacher must have both theoretical and knowledge about subject matter. That theoretical are cognitive theory and creative construction theory. Ryan and Cooper (1984: 302) stated “To do this effectively the teacher must have theoretical, knowledge about learning and human behavior and knowledge about subject matter be taught”.
The writer believes that English is really important for the beginner and the interaction of teacher and learners are needed in teaching learning process.
In this skripsi, the writer tries to describe the Techniques of Teaching Vocabulary to the Fifth Year Students of SD MUHAMMADIYAH 1 BANCAR.
1.2 Statement of the Problems
The writer intents to investigate the following matters:
1. What kinds of techniques are used by the teacher in teaching English vocabulary?
2. How does teacher apply the techniques in classroom?
3. How are the students attitude towards the techniques applied by the teacher?
1.3 Purposes of the Study
Based on the statement of the problems above, the purposes of the study are:
1. To described kind of techniques used by the teacher in teaching English vocabulary.
2. To described the implementation of those techniques in classroom.
3. To described the response from the students about this techniques.
1.4 Significance of the Study
The finding of the study are expected to give valuable information to serve as a feedback which contributes to improve the techniques in teaching learning process and finding the best the techniques of teaching English vocabulary and improve the knowledge about vocabulary items. The head master and the English teacher of SD MUHAMMADIYAH 1 BANCAR would know how well the teaching and learning has fulfilled the need of the pupil and achieve the goal of learning and teaching English.
1.5 Hypothesis
Hypothesis is primary answer of research problem, and it must be tested to get its truth. And usually it is used in research because the research will be directed to the problem being researched.
Based ob the opinion above, the writer feels it is necessary to state some hypothesis. Concerning with the research problem, the writer formulates the hypothesis as follows:
If student mastery English vocabulary, they will be more active in teaching and learning process and can use or develop four English skills.
The students is more interested in learning vocabulary with this techniques.
If students mastery English vocabulary, they can be successful in their English study in Elementary School.
1.6 Limitation of the Study
This study that is carried out at SD MUHAMMADIYAH 1 BANCAR focuses on the aspect of English Language and also the techniques, because of limited times and energy, the writer limited the problem as follow:
1. The kind of techniques in teaching English vocabulary at SD MUHAMMADIYAH 1 BANCAR.
2. The implementation of those techniques on the fifth year students at SD MUHAMMADIYAH 1 BANCAR.
1.7 Definition of Key Terms
To avoid misunderstanding in the interpretation of words used in this research, the terms used are as follow:
1. Study : The activity of the learning or gaining knowledge from book (Hornby As, 1995: 187)
2. Techniques : The ways of presenting the material of vocabulary to the students that take places in the classroom (Prasasti Enik, 2004: 6)
3. Teaching : The activities done by the teacher in presenting English material (Horny As, 1974: 150)
4. Vocabulary : List of words with their meanings, especially at the back of a book used for teaching a foreign language. (Hornby As, 1992 : 46)
CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the researcher presents about definition of vocabulary, vocabulary as words and their meaning, kinds of vocabulary, the techniques of teaching vocabulary, and the theory of teaching and learning language for your learner.
Definition of the Vocabulary
The are many definitions of vocabulary that come from linguist actually one is not really different from the other. Gairns and Redman (1992:44) state “At a very basic level of survival in a foreign language, we can satisfy many of our needs with vocabulary and a bilingual dictionary”. “Other opinion from Hornby (1992: 46) state “Vocabulary means total number of word in a language used by a person”. In this case, Webster’s (1982: 53) as quoted by Widodo (1005: 10) gives better definitions is better. It defines vocabulary as “All the words of a language similarly”.
From definitions above, the writer employs vocabulary as her field of study because it is regarded as the key in learning language especially English. People can express their idea if they have enough vocabularies. On the other hand, if some one has very few vocabulary they will get difficulties in using English.
Vocabulary as Words and their Meaning
Finoechiaro (1989: 68) as quoted by Widodo (1005: 11) state “Words become meaningful only when studied and considered in context, that is with all the other surround them and helping to give them their meanings”.
In this items, the writer tries to describe about the words and their meaning focusing on five items:
2.2.1 Polysemy, Homonym
According to Gairns and Redman (1992:14):
Polysemy : we use this term to describe a single word from with several different but closely related meanings. In English, for example, we can talk about the “head” of a person, and the “head” of pin, on the “head” of an organization.
Homonym : when a single word has several different meanings, which are not closely related, we use the term homonym e.g. a file/fail/ may be used for keeping papers in, or may be tool for cutting or smoothing hard substances.
2.2.2 Synonym, Antonym, Hyponym
Synonym : items that mean the same, or nearly the same; for example; bright, smart; may serve as synonyms of intelligent (Ur, 1996:62). According to Yule (1987:95) states “Synonym is two or more terms, with very closely related meaning which are often, but not always, intersubstitutable in sentences”, as quoted by Widodo (1005:12)
Antonyms : items that mean the opposite, e.g. rich is and antonym of poor (Ur, 1996:62). “Antonym is a word of opposite meaning (Kustoyo, 1998:28) as quoted by Widodo (2005:13).
Hyponyms : items that serve as specific examples of a general concept; dog, lion, mouse are hyponyms of animal.
2.2.3 Multi-Word Verb
Gairn and Redman (1992:33) state that we are using this term to describe the large number of English vocabulary consisting of two, or sometimes three parts:
A “base” Verb-Preposition e.g. look into (investigate), get over (recover from)
A “base” Verb and Adverbial Particle (Phrasal Verb) e.g. break down (collapse), call of (cancel).
A “base” Verb-Adverbial Particle-Preposition e.g. put up with (tolerate).
As the writer example illustrate that there are Verb-Preposition combination that meaning is not clear from the individual parts; this probably explains why certain grammar book and course writers include semantically opaque preposition verbs in the treatment of phrasal verb. In our experience the distinction does not pose of significance the teaching problem, but if you to pursue the different the writer refer you to one of the grammar books listed in the bibliography. For the reader the writer will use the term “Phrasal Verb” when referring specially to verb-adverbial particle, and multi-word verb to include semantically opaque prepositional verbs as well.
In some cases phrasal verbs retain the meaning of their individual verb and particle e.g. sit down, while in others the meaning can not be deducted from an understanding of the constituent parts e.g. take in (deceive or cheat some body). It is this later category that creates most difficulty and contributes to the mystique which surrounds multi-word verb for many foreign learners. Also contributing to the mystique is the fact that many phrasal verbs have-multiple meaning e.g. pick up can mean lift, acquire, collect, etc. grammatically, students need to know whether a transitive multi word verb is phrasal or preposition. This is because phrasal verbs are separable.
e.g. take off your hat take it off
take your hat off (but not take off it)
while the prepositional verb are not:
e.g. look after the children
look after them.
(but not ‘look the children after or look them after’)
Finally, there is question of style, some command phrasal verb are informal and have one-word equivalents which are preferred in more formal contexts (e.g. put off/ postpone; get long means manage). Students will need to be aware of restrictions of these kinds.
2.2.4 Idiom, Collocation
An Idiom is a sequence of word which operates as single semantic unit and like many multi-words verb the meaning of the whole can not be deduced from an understanding of the parts e.g. never mind, hang on, under the weather, etc. (Gairns and Redman, 1992:35)
Collocation according to Ur (1996: 61) is “the typical of the particular items are another factor that makes a particular combination sound “right” or “wrong” in a given context.
2.2.5 Componential Analysis
According to Gairns and Redman (1992:40) componential analysis is a systematic means of examining sense relations. If the writer take items from the same semantic field (and which therefore have some features it common with each other) the writer can, by breaking them down into their constituent parts, examine the similarities and differences between them.
Example : Boy = + human + male + child
Girl = + human – female + child
Kinds of Vocabulary
There are two kinds of vocabulary:
Active vocabulary is vocabulary that often used by a person to express his idea and sense. Example: cry, laugh, and so on.
Passive vocabulary is vocabulary that often best present it quite quickly with a simple example. If it is appears as part of a text or dialog, we can often leave student to guess the word from the context Cristina (1998:43)
Gairns and Redman (1992) divided vocabulary into two kind’s namely respective vocabulary and productive vocabulary.
Respective vocabulary means language items, which can only recognized and comprehended in the context of reading and listening materials.
Productive Vocabulary means language items, which the learner can recall and use appropriately in speech and writing (these terms are often called passive and active vocabulary).
From that opinions shown that actually those vocabularies almost the same with active and passive vocabulary.
The Techniques of Teaching Vocabulary
Before discussing the technique of presenting materials for young learners. It is important to know that teaching English to the elementary school students is different from teaching English secondary or high school students. Kasbolah (1995 : 25) as quoted by Purwati (2003 : 13) points out that the goal of teaching English as the local content for the elementary school students should be stressed on building the positive point of view toward English. Furthermore, he said that the materials for the beginners should contain mostly some activities, such as singing, playing games, and reading poems. Brumfit (1991: 5 – 6) says that in teaching a second language words not enough, so we need a lot of object to work. Furthermore, he suggest to let the students play the language and make the variety the classroom.
The techniques of teaching vocabulary is a procedure or a collection way used in the classroom teaching vocabulary (Hubbard – Jones – Thornton: 31) (as quoted by Prasasti, 2004: 15). From the meaning techniques above the writer has assumption that techniques are very important and most needed in the teaching learning process.
In this study the writer can mention some techniques for teaching vocabulary, they are:
Say the word clearly and write it on the board.
Get the class to repeat the word in.
Translate the word into the students own language.
Ask student to translate the word.
Draw a picture to show what the word means.
Give example to show how the word is used.
Ask question using the new word.
In showing the meaning of words, there are three ways to showing the meaning of new words:
By showing the a real object
Anything that is ready in the classroom; furniture, clothes, part of the body. Also many object that can be brought into food (grapes, mango, orange) small object from home (soap, cups, keys, cupboard).
By showing a picture
This can be done in two ways:
By drawing a picture on the board
By showing a picture prepared before the lesson
From above, we can combine different techniques, they are:
Picture on the board (interesting, so the student remember it)
Facial expression (gives meaning clearly) e.g. (show how “smile” is used as a verb)
Translation (to make sure everyone understand)
Point out that each technique is very quick (a few seconds), and they all reinforce each other. For example:
Teacher : Look, they are smiling. Now look at me. I’m smiling (show by facial expression smile). We smile when we are happy. Smile (gesture)
Students : Smile
Teacher : Good. What does it mean? (student give translation)
By explanation
Explanation the meaning of vocabulary item can be very difficult, especially at beginner and elementary levels. But we can be used. It is worth remembering that explaining the meaning of word use, which are relevant. If the writer explaining the meaning of “mate” (friend) we have to points out that is a colloquial word used in informal contexts and that it is more often used for males than for females according to Jeremy Harmer (1996: 162) as quoted by Widodo (2005: 20).
The Theory of Teaching and Learning Language for Your Learner
The last few years have seen a growing tendency among children in Indonesia to learnt English. Although English has been taught to SD (Primary School) students in some private school, most of these children learn English from non-formal education. It is kind of education that make use of and benefits from this trend and situation. We, at International Language Programs, for example, started this program in June 1989 and it has been a successful and business.
It is since the new curriculum (1994) was introduced that school could teach English formally at primary level. This curriculum reflects the recognition of teaching English from an early age and hopefully stops the controversies on this matter.
This paper is intended as a basis for the further study of teaching English to children in particular those who sit at the primary level or early years of the SMP (Secondary School) and searches for better approaches towards this matter. It examines what teaching is like and how to do it.
Some facts about children and adults
The different between children and adult:
Children like playing and moving whereas adults seem reluctant to move and regard playing as childish.
Children can absorb new things easily whereas adults find it difficult to absorb new things.
Children feel at ease dealing with one thing at a time whereas adults are eager to know a lot of things at one time.
Children get bored easily whereas adults can spend a long time doing something especially if it is of their interest.
Children also differ in their knowledge background from adults. Adults have gained some k knowledge of it as they learn at school or from other sources.
Teaching activities
Children differ from adults in many ways. Consequently, teaching them requires different approaches. The above fact about children have to be accommodated according and activities in class should be in line with these facts. The following are points to consider when teaching children:
Teach One Thing at a time
Activities Should Vary
Lessons Should be Interesting
Lessons Recycle
Teaching/ Learning Stages
According to Harmer (1983) about learning stages in English lessons:
Introducing a new language
Practice
Communicative activities
Writing Activities
Unlike adults, children cannot automatically write what they hear or say. This is, again, because they are new to the language and not familiar with it. Their writing skills are also shaky as they are still learning to write. This skill, therefore, has to be built up gradually. Special attention has to be paid to spelling. Any (speaking) practice should not involve much writing. If it does (as it can be avoided) the teacher has to make sure that his students are familiar with the spelling. If not, it will inhibit the smoothness and fluency of the activity. For children, writing can be copying, completion, answering question, telegraph writing, writing dictation. The teacher should not be too strict about spelling mistakes.
Teaching Preposition
This preparation often takes longer than the teaching it self and involves a lot of thought. Preparation includes: lesson-planning; seeking, choosing, cutting, and sticking pictures; writing, developing, and typing material; photo –copying, and so on. This certainly requires time-devotion, skill, and experience on the part of the teacher(s). the availability of aids, books, and resources is also essential.
Application at School
One of the most important requirements is qualified teachers. At least two qualifications are needed from the teacher:
A qualification in English is essential as the teacher is the model for his students. He relates to them and they learn to speak from him.
A teaching qualification is includes a sound knowledge of how to teach children and the ability to implement it in class.
IN THE 2007/2008 ACADEMIC YEAR
CHAPTER I
INTRODUCTION
In this chapter, the researcher presents introduction which consists of background of the study, statement of the problems, purposes of the study, significance of the study, limitation of the study, and definition of the key terms.
1.1 Background of the Study
A language is a meaningful way for communication (Soekemi, 1995:4). It means that a language is sound, which is produced, connected between the kinds of sounds the speakers of a language make and their culture. (A language is an instrument for communication).
English as foreign language is taught in Indonesia from elementary school until university level. They are some reasons why English has been taught in elementary school that is introduction English in early years is profitable for their basic in studying English furthermore. Another important reason is from psychological and linguistic point of view. The psychological conditions of the tenth years old and under children have good memory.
In addition, English subject can be taught in elementary school if it is needed by society and supported by a teacher who has ability to teach, so that at the end of elementary school the student has capacity of reading, writing, listening, and speaking in English. And to support for skill – language, it is needed language component that is vocabulary.
Vocabulary as one of the important aspect of English language will make the students easy to communicate to each other and master other aspects of language.
As we have known that in the English curriculum elementary students have to master vocabulary at least 500 words and to develop pupil’s vocabulary. The teacher must have teaching technique so that they can receive English easily, however the students must develop vocabulary themselves too. Actually that vocabulary is the foundation to learn English and vocabulary is one of the component of language, there is no language without vocabulary.
Vocabulary in English as a foreign language is taught at school for the purpose of providing the students the four language skills, they are listening, speaking, reading and writing. Some general statements say that techniques of teaching reading comprehension and other (Mujiono, 1993)
This study mainly concerns with the techniques of teaching English vocabulary at elementary school. Moreover, the role of the teacher’s competence of mastering the various techniques is very important to make the students to be able to do or achieve the aim of the instructional program on mastering vocabulary. Ur (1996) states “It is better to teach vocabulary in separated, spaced sessions than to teach it all at once”.
The writer may say that vocabulary is the important elements of language and it should be taught effectively and purposefully. To do it effectively, the teacher must have both theoretical and knowledge about subject matter. That theoretical are cognitive theory and creative construction theory. Ryan and Cooper (1984: 302) stated “To do this effectively the teacher must have theoretical, knowledge about learning and human behavior and knowledge about subject matter be taught”.
The writer believes that English is really important for the beginner and the interaction of teacher and learners are needed in teaching learning process.
In this skripsi, the writer tries to describe the Techniques of Teaching Vocabulary to the Fifth Year Students of SD MUHAMMADIYAH 1 BANCAR.
1.2 Statement of the Problems
The writer intents to investigate the following matters:
1. What kinds of techniques are used by the teacher in teaching English vocabulary?
2. How does teacher apply the techniques in classroom?
3. How are the students attitude towards the techniques applied by the teacher?
1.3 Purposes of the Study
Based on the statement of the problems above, the purposes of the study are:
1. To described kind of techniques used by the teacher in teaching English vocabulary.
2. To described the implementation of those techniques in classroom.
3. To described the response from the students about this techniques.
1.4 Significance of the Study
The finding of the study are expected to give valuable information to serve as a feedback which contributes to improve the techniques in teaching learning process and finding the best the techniques of teaching English vocabulary and improve the knowledge about vocabulary items. The head master and the English teacher of SD MUHAMMADIYAH 1 BANCAR would know how well the teaching and learning has fulfilled the need of the pupil and achieve the goal of learning and teaching English.
1.5 Hypothesis
Hypothesis is primary answer of research problem, and it must be tested to get its truth. And usually it is used in research because the research will be directed to the problem being researched.
Based ob the opinion above, the writer feels it is necessary to state some hypothesis. Concerning with the research problem, the writer formulates the hypothesis as follows:
If student mastery English vocabulary, they will be more active in teaching and learning process and can use or develop four English skills.
The students is more interested in learning vocabulary with this techniques.
If students mastery English vocabulary, they can be successful in their English study in Elementary School.
1.6 Limitation of the Study
This study that is carried out at SD MUHAMMADIYAH 1 BANCAR focuses on the aspect of English Language and also the techniques, because of limited times and energy, the writer limited the problem as follow:
1. The kind of techniques in teaching English vocabulary at SD MUHAMMADIYAH 1 BANCAR.
2. The implementation of those techniques on the fifth year students at SD MUHAMMADIYAH 1 BANCAR.
1.7 Definition of Key Terms
To avoid misunderstanding in the interpretation of words used in this research, the terms used are as follow:
1. Study : The activity of the learning or gaining knowledge from book (Hornby As, 1995: 187)
2. Techniques : The ways of presenting the material of vocabulary to the students that take places in the classroom (Prasasti Enik, 2004: 6)
3. Teaching : The activities done by the teacher in presenting English material (Horny As, 1974: 150)
4. Vocabulary : List of words with their meanings, especially at the back of a book used for teaching a foreign language. (Hornby As, 1992 : 46)
CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the researcher presents about definition of vocabulary, vocabulary as words and their meaning, kinds of vocabulary, the techniques of teaching vocabulary, and the theory of teaching and learning language for your learner.
Definition of the Vocabulary
The are many definitions of vocabulary that come from linguist actually one is not really different from the other. Gairns and Redman (1992:44) state “At a very basic level of survival in a foreign language, we can satisfy many of our needs with vocabulary and a bilingual dictionary”. “Other opinion from Hornby (1992: 46) state “Vocabulary means total number of word in a language used by a person”. In this case, Webster’s (1982: 53) as quoted by Widodo (1005: 10) gives better definitions is better. It defines vocabulary as “All the words of a language similarly”.
From definitions above, the writer employs vocabulary as her field of study because it is regarded as the key in learning language especially English. People can express their idea if they have enough vocabularies. On the other hand, if some one has very few vocabulary they will get difficulties in using English.
Vocabulary as Words and their Meaning
Finoechiaro (1989: 68) as quoted by Widodo (1005: 11) state “Words become meaningful only when studied and considered in context, that is with all the other surround them and helping to give them their meanings”.
In this items, the writer tries to describe about the words and their meaning focusing on five items:
2.2.1 Polysemy, Homonym
According to Gairns and Redman (1992:14):
Polysemy : we use this term to describe a single word from with several different but closely related meanings. In English, for example, we can talk about the “head” of a person, and the “head” of pin, on the “head” of an organization.
Homonym : when a single word has several different meanings, which are not closely related, we use the term homonym e.g. a file/fail/ may be used for keeping papers in, or may be tool for cutting or smoothing hard substances.
2.2.2 Synonym, Antonym, Hyponym
Synonym : items that mean the same, or nearly the same; for example; bright, smart; may serve as synonyms of intelligent (Ur, 1996:62). According to Yule (1987:95) states “Synonym is two or more terms, with very closely related meaning which are often, but not always, intersubstitutable in sentences”, as quoted by Widodo (1005:12)
Antonyms : items that mean the opposite, e.g. rich is and antonym of poor (Ur, 1996:62). “Antonym is a word of opposite meaning (Kustoyo, 1998:28) as quoted by Widodo (2005:13).
Hyponyms : items that serve as specific examples of a general concept; dog, lion, mouse are hyponyms of animal.
2.2.3 Multi-Word Verb
Gairn and Redman (1992:33) state that we are using this term to describe the large number of English vocabulary consisting of two, or sometimes three parts:
A “base” Verb-Preposition e.g. look into (investigate), get over (recover from)
A “base” Verb and Adverbial Particle (Phrasal Verb) e.g. break down (collapse), call of (cancel).
A “base” Verb-Adverbial Particle-Preposition e.g. put up with (tolerate).
As the writer example illustrate that there are Verb-Preposition combination that meaning is not clear from the individual parts; this probably explains why certain grammar book and course writers include semantically opaque preposition verbs in the treatment of phrasal verb. In our experience the distinction does not pose of significance the teaching problem, but if you to pursue the different the writer refer you to one of the grammar books listed in the bibliography. For the reader the writer will use the term “Phrasal Verb” when referring specially to verb-adverbial particle, and multi-word verb to include semantically opaque prepositional verbs as well.
In some cases phrasal verbs retain the meaning of their individual verb and particle e.g. sit down, while in others the meaning can not be deducted from an understanding of the constituent parts e.g. take in (deceive or cheat some body). It is this later category that creates most difficulty and contributes to the mystique which surrounds multi-word verb for many foreign learners. Also contributing to the mystique is the fact that many phrasal verbs have-multiple meaning e.g. pick up can mean lift, acquire, collect, etc. grammatically, students need to know whether a transitive multi word verb is phrasal or preposition. This is because phrasal verbs are separable.
e.g. take off your hat take it off
take your hat off (but not take off it)
while the prepositional verb are not:
e.g. look after the children
look after them.
(but not ‘look the children after or look them after’)
Finally, there is question of style, some command phrasal verb are informal and have one-word equivalents which are preferred in more formal contexts (e.g. put off/ postpone; get long means manage). Students will need to be aware of restrictions of these kinds.
2.2.4 Idiom, Collocation
An Idiom is a sequence of word which operates as single semantic unit and like many multi-words verb the meaning of the whole can not be deduced from an understanding of the parts e.g. never mind, hang on, under the weather, etc. (Gairns and Redman, 1992:35)
Collocation according to Ur (1996: 61) is “the typical of the particular items are another factor that makes a particular combination sound “right” or “wrong” in a given context.
2.2.5 Componential Analysis
According to Gairns and Redman (1992:40) componential analysis is a systematic means of examining sense relations. If the writer take items from the same semantic field (and which therefore have some features it common with each other) the writer can, by breaking them down into their constituent parts, examine the similarities and differences between them.
Example : Boy = + human + male + child
Girl = + human – female + child
Kinds of Vocabulary
There are two kinds of vocabulary:
Active vocabulary is vocabulary that often used by a person to express his idea and sense. Example: cry, laugh, and so on.
Passive vocabulary is vocabulary that often best present it quite quickly with a simple example. If it is appears as part of a text or dialog, we can often leave student to guess the word from the context Cristina (1998:43)
Gairns and Redman (1992) divided vocabulary into two kind’s namely respective vocabulary and productive vocabulary.
Respective vocabulary means language items, which can only recognized and comprehended in the context of reading and listening materials.
Productive Vocabulary means language items, which the learner can recall and use appropriately in speech and writing (these terms are often called passive and active vocabulary).
From that opinions shown that actually those vocabularies almost the same with active and passive vocabulary.
The Techniques of Teaching Vocabulary
Before discussing the technique of presenting materials for young learners. It is important to know that teaching English to the elementary school students is different from teaching English secondary or high school students. Kasbolah (1995 : 25) as quoted by Purwati (2003 : 13) points out that the goal of teaching English as the local content for the elementary school students should be stressed on building the positive point of view toward English. Furthermore, he said that the materials for the beginners should contain mostly some activities, such as singing, playing games, and reading poems. Brumfit (1991: 5 – 6) says that in teaching a second language words not enough, so we need a lot of object to work. Furthermore, he suggest to let the students play the language and make the variety the classroom.
The techniques of teaching vocabulary is a procedure or a collection way used in the classroom teaching vocabulary (Hubbard – Jones – Thornton: 31) (as quoted by Prasasti, 2004: 15). From the meaning techniques above the writer has assumption that techniques are very important and most needed in the teaching learning process.
In this study the writer can mention some techniques for teaching vocabulary, they are:
Say the word clearly and write it on the board.
Get the class to repeat the word in.
Translate the word into the students own language.
Ask student to translate the word.
Draw a picture to show what the word means.
Give example to show how the word is used.
Ask question using the new word.
In showing the meaning of words, there are three ways to showing the meaning of new words:
By showing the a real object
Anything that is ready in the classroom; furniture, clothes, part of the body. Also many object that can be brought into food (grapes, mango, orange) small object from home (soap, cups, keys, cupboard).
By showing a picture
This can be done in two ways:
By drawing a picture on the board
By showing a picture prepared before the lesson
From above, we can combine different techniques, they are:
Picture on the board (interesting, so the student remember it)
Facial expression (gives meaning clearly) e.g. (show how “smile” is used as a verb)
Translation (to make sure everyone understand)
Point out that each technique is very quick (a few seconds), and they all reinforce each other. For example:
Teacher : Look, they are smiling. Now look at me. I’m smiling (show by facial expression smile). We smile when we are happy. Smile (gesture)
Students : Smile
Teacher : Good. What does it mean? (student give translation)
By explanation
Explanation the meaning of vocabulary item can be very difficult, especially at beginner and elementary levels. But we can be used. It is worth remembering that explaining the meaning of word use, which are relevant. If the writer explaining the meaning of “mate” (friend) we have to points out that is a colloquial word used in informal contexts and that it is more often used for males than for females according to Jeremy Harmer (1996: 162) as quoted by Widodo (2005: 20).
The Theory of Teaching and Learning Language for Your Learner
The last few years have seen a growing tendency among children in Indonesia to learnt English. Although English has been taught to SD (Primary School) students in some private school, most of these children learn English from non-formal education. It is kind of education that make use of and benefits from this trend and situation. We, at International Language Programs, for example, started this program in June 1989 and it has been a successful and business.
It is since the new curriculum (1994) was introduced that school could teach English formally at primary level. This curriculum reflects the recognition of teaching English from an early age and hopefully stops the controversies on this matter.
This paper is intended as a basis for the further study of teaching English to children in particular those who sit at the primary level or early years of the SMP (Secondary School) and searches for better approaches towards this matter. It examines what teaching is like and how to do it.
Some facts about children and adults
The different between children and adult:
Children like playing and moving whereas adults seem reluctant to move and regard playing as childish.
Children can absorb new things easily whereas adults find it difficult to absorb new things.
Children feel at ease dealing with one thing at a time whereas adults are eager to know a lot of things at one time.
Children get bored easily whereas adults can spend a long time doing something especially if it is of their interest.
Children also differ in their knowledge background from adults. Adults have gained some k knowledge of it as they learn at school or from other sources.
Teaching activities
Children differ from adults in many ways. Consequently, teaching them requires different approaches. The above fact about children have to be accommodated according and activities in class should be in line with these facts. The following are points to consider when teaching children:
Teach One Thing at a time
Activities Should Vary
Lessons Should be Interesting
Lessons Recycle
Teaching/ Learning Stages
According to Harmer (1983) about learning stages in English lessons:
Introducing a new language
Practice
Communicative activities
Writing Activities
Unlike adults, children cannot automatically write what they hear or say. This is, again, because they are new to the language and not familiar with it. Their writing skills are also shaky as they are still learning to write. This skill, therefore, has to be built up gradually. Special attention has to be paid to spelling. Any (speaking) practice should not involve much writing. If it does (as it can be avoided) the teacher has to make sure that his students are familiar with the spelling. If not, it will inhibit the smoothness and fluency of the activity. For children, writing can be copying, completion, answering question, telegraph writing, writing dictation. The teacher should not be too strict about spelling mistakes.
Teaching Preposition
This preparation often takes longer than the teaching it self and involves a lot of thought. Preparation includes: lesson-planning; seeking, choosing, cutting, and sticking pictures; writing, developing, and typing material; photo –copying, and so on. This certainly requires time-devotion, skill, and experience on the part of the teacher(s). the availability of aids, books, and resources is also essential.
Application at School
One of the most important requirements is qualified teachers. At least two qualifications are needed from the teacher:
A qualification in English is essential as the teacher is the model for his students. He relates to them and they learn to speak from him.
A teaching qualification is includes a sound knowledge of how to teach children and the ability to implement it in class.
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