TEACHING NARRATIVE PARAGRAPH FOR SECOND GRADE OF SENIOR HIGH SCHOOL THROUGH EMAIL
by Zeva Andini
Chapter I
Background
English used as guidance for any instruction or any communication in the world involve relationship, business, networking etc. so most of people think that English become a main need language after their mother tongue because it has many advantage in many aspect.
The most important reason for teaching writing is that it is a basic language skill, just as important as speaking, listening and reading. Students need to know how to write letter, how to put written reports together, they need to know some of writing’s special convention such as punctuation, paragraph construction, just as the need to know how to pronounce spoken English appropriately.
Media through email is one of the most important things for teachers to teaching writing effectively. In this case, email can make the students more effective for study writing and developing their knowledge and skills, because writing is a way that a student can express their ideas.
Statement of problem
Some students acquire a language in a purely oral/ aural way, but others benefit greatly from seeing the language written down. The visual demonstration of language construction is invaluable for both their understanding of how it all fits together and as an aid to committing the new language shortly after they have studied it. In other words, writing reinforces the grammatical structures, idioms and vocabulary that students have learned.
Using email allows us to keep in touch with other teachers around the world via mailing lists and discussion groups, thus helping in our professional development. It also allows us to communicate with our learners outside the classroom.
The actual process of writing helps students in acquiring a language because the process demands them to think and choose the sentences as well as words that they will use to express the ideas. This mental activity that students go through in order to construct proper written texts is all part of ongoing learning experience. Thus, the relationship between writing and thinking makes writing a valuable part of any language courses
Many learners have problem incorrectly of spelling, forming letters, punctuating, using grammar, joining sentences and choosing the wrong vocabulary. Also, cannot arrange the ideas using appropriate language like using the correct forms of language.
Narrative paragraph is one of the seven types of paragraphs. It differs from others in its use of informal language and lack of descriptive analysis all information is contained in action determined by predicates, mode, and pace of the story. And the big problem that students cannot to improve their languages in writing English skill.
CHAPTER II
THEORETICAL BACKGROUND
Teaching Narrative Paragraph through Email
Teaching is not only transferring knowledge or tough to the student, but it is guiding the students in order that they are able to be success. The process of teaching has three main components, the components are teacher who teacher, students who accept the knowledge and the last is material or knowledge it self which is taugh.
Narrative by Catherine Kohler Riessman presents the reader with a strong rationale for conducting qualitative research in the humanities from the perspective of the personal experience narrative. Notion of re-presenting to a reader or audience from personal lived experience in order to make meaning from that experience is a theme often stated in this monograph.
According to Dvorak quoted in Lee & Vanpatten (1995: 214) states that writing will be used as a generic term to refer to all the various activities that involves transferring thought through paper. Writing that focuses primarily on the conventions of language forms. Grammatical or lexical structures will be termed transcription. The term composition will refer to the skills involved in effectively developing and communicating an idea or making a point.
To improve in teaching writing English skill, there are many methods used in teaching learning process. It is base on the use of method is adjusted with the materials that will be taught. Teachers should always prepare the suitable teaching method before presenting the materials in the class.
Narrative paragraphs are most distinctively used in fiction. Such as, the students will contain all necessary components of action development: protagonist, setting, goal, obstacle, climax and resolution. Narrative paragraphs simply tell a story or relay a sequence of events. Generally, these events are told in chronological order that is the order in which they happened.
However, a narrative paragraph most often tells a story in order to illustrate or demonstrate a point. This include in paragraph as group of related sentences that discuss one and usually only one main idea. Using email as media is one of the most important things for teachers to teaching narrative paragraph effectively and successful.
And to write an effective narrative paragraph, the author must be creative yet concise. A well-written narrative paragraph will appeal to readers because of the author is thorough knowledge of the subject and ability to communicate effectively.
Based on the research it can be concluded that the result of the student achievement showed that teaching narrative paragraph that could improve the achievement. The student was getting better and it indicates that the teaching learning process was successful.
Benefits of using email in teaching narrative paragraph
Most of us probably wrote emails in both our personal and professional lives, and the same thing is true for many of our learners. Email allows us to keep in touch with other teachers around the world via mailing lists and discussion groups, thus helping in our professional development. It allow us to communicate with learners outside the classroom, for example setting, receiving, marking, and returning homework and other written assignment.
Teaching narrative paragraph through email the students are able to express their idea to write narrative paragraph, because narrative paragraph is one of the seven types of paragraphs. It differs from others in its use of informal language and lack of descriptive analysis all information is contained in action determined by predicates, mode, and pace of the story.
And to write an effective narrative paragraph, the author must be creative yet concise. A well-written narrative paragraph will appeal to readers because of the author is thorough knowledge of the subject and ability to communicate effectively.
One of the biggest advantages of using email with learners from the teachers’ point of view is that the technology is relatively simple to use, and most of our learners will already be familiar with it. If our learners are not familiar with email, it is not difficult to teach them to use it, and the technology is both ubiquitous and free.
Basic Email Skill in teaching Narrative Paragraph
Before starting to use email with learners, you will need to check that your learners have certain basic skills in place. Learners need to be familiar not only with the mechanics of sending and receiving email in teaching narrative paragraph and also attachment, but also with the kind of language used in email, as well as the rules of engagement or netiquette, required in email use. Basic skills may be considered in two groups: communication skills and technical; skills.
• Communication skills
It is a good idea to remind learners that, as in traditional letter writing, there are levels of formality in email writing. An email written to enquire about a job vacancy will have a different level of formality to an email sent to a close friend. While the email to a friend may include abbreviations, emoticons, misspellings or lower-case characters, such as these are entirely inappropriate for a more formal email.
Composing an email has the added advantage for learners of allowing them to draft and edit before sending that the text of narrative paragraph. Research shows that this part of the writing process, so much easier than with pen and paper, is something that learners appreciate. But communication by email is of course still very fast. And make the simple ways of writing English skill in narrative paragraph.
• Technical skills
Apart from basic word processing and typing skills, learners will need to have an email account. Many learners will already have a personal or work email account that they will be willing to use for their language class work, but others may need help with setting up a new email account.
There are several free, web-based email services, through which it is easy to set up and use an email account. The best known are Yahoo, Hotmail, or Google Mail, although Google Mail currently requires you to receive an invitation from an already registered Google Mail user for you to be able to open an account.
Technology Improves Narrative Paragraph in Writing Skills
Improves narrative paragraph in English Writing Skills Tool can make life easier mostly for those who spend much of their time writing emails, articles and other digital documents. English writing is an art; however, any of us can make it effective in any field of life if we constantly keep on improving it. In the following article you will learn about new ideas on how you can quickly proofread your daily writing assignments.
Technology in language teaching is not new. Indeed, technology has been around in language teaching for decades. The use of technology in the class room is becoming increasingly important, and it will become a normal part of ELT (English Language Teaching) practice in the coming years and it will improves English writing skill.
There are many reasons:
Internet access- either in private home, or at internet cafes-is becoming increasingly available to learners.
English, as an international language, is being used in technologically mediated context.
The internet offer excellent opportunities for collaboration and communication between learners who are geographically dispersed.
Technology is offered with published materials such as course books and resources books for teacher.
Learners increasingly expect language school to integrate technology into teaching.
Technology offers new ways for practicing language and assessing performance
Technology is becoming increasingly mobile. It can be used not only in the class room, lecture hall, computer room or self-access center; it can also be used at home, on the way to school and in internet cafés.
Using a range of Information and communication Technology tools can give learner exposure to and practice in all of the four main languages skill-speaking, listening, writing and reading.
CHAPTER III
FINDING DATA
Email in language teaching
An account is given of a three-year study of the use of email for teaching purposes within two courses forming part of a psychology degree, in order to compare course delivery via email with delivery via ‘traditional’ lectures. The courses were a first year ‘Psychology and IT’ course, which was taught entirely via email and a second year ‘Cognitive Psychology’ course, parts of which were taught by email and part by lectures, some of which were supported by emailed summaries. Although there were drawbacks to the use of email for teaching, the email method was felt to have been successful, as was confirmed by generally positive student feedback.
The examination performance of two successive student cohorts on an multiple-choice question (MCQ) paper was studied. In one cohort the poorest part-time students performed better on material taught by email than by teachers, while in the other cohort there was some evidence for lectures supported by emailed 1000-word summaries producing better performance. However, in this second cohort MCQ performance deriving from emailed lectures was worse than that deriving from other delivery formats.
The big of one important that used email needs to have a clear purpose for learners. There is not much point taking a class of learners who regularly meet face-to-face to a computer room during class time simply used email teach other via computer when student can do so more effectively.
Types of Email
There are several types of email you can create.
• POP/IMAP account. Email sent to this type of account will be stored on the server. Users then will be able to download their email by using email client software or check their mails by using webmail.
• Email forwarder. This type of email accounts will forward any incoming mail to another email address. For example, you can forward your emails to your account with a local ISP, but you can use the address associated with your domain, not your ISP.
• Mailing list. Mailing list consists of its members' email addresses. Any email sent to a mailing list account will be distributed to its members. Our mailing list system is fully automatic, for example a user can become a member by themselves, email bounces are handled automatically, etc.
• Auto responder. Auto responder wills immediate reply any incoming email with a given message. Besides that, the incoming message can be forwarded to another email address as well.
• Email bouncer. This type of email account will simply reject any incoming email, just like when this account has not been made. For a reason why this email type is sometimes necessary, please refer to the section called “Default Mail Handler” for more information.
• Email black hole. These types of email account will simple discards any incoming emails.
• Custom mail handler. An advanced user can use dynamic email processing by using custom mail handler. To use this feature, you need a working knowledge on how our email server (qmail-1.03) works.
Ways in using Email
1. Using email with learners out of class
There are many ways of using email with learners, from simple administrative tasks such as the submission of assignments or homework via email, to more complex email project involving classes in different countries over a number of weeks, a semester or even over an academic year. Below we outline some ideas for using email outside the classroom. The ideas require learners to have their own email accounts, and access to a computer outside class time, either at home or work, in a self-access centre, or in an internet café.
• Learners can submit class work as attachments by email, which can be marked by the teacher, and returned by email. Learners can also share class work or assignment by email.
• The teacher can email learners a summary of class work, plus homework or extra material or updates on classes, after each class or on a regular basis a teacher blog can also work well.
• The teacher can email learners regular newsletter about the class and themselves. This is especially useful for keeping in touch with learners during holidays. The emails could include diary or journey type information about what the teacher has been doing in their spare time, and be sent to learners weekly, fortnightly or monthly. Learners can be encouraged to send each other emails of this type, too either to the whole class or to a partner.
• Learners can use email to prepare before class. For example, the teacher can ask pairs to prepare information on a topic, which they can do via email.
• Learners can use email to send queries about a topic, or a grammar area, to the teacher before a class. This can help the teacher prepare a class that focuses on and addresses specific learner issues.
• Email can be used as a collaborative writing tool. For example, in groups, learners are asked to produce a story based on a painting, with learner 1 starting the story, which is then forwarded to learners 2, who adds to the story, then forwards it to learner 3, who adds to it, and so on. It is important to ensure that all group members are copied into the story from the beginning, and that each learner knows when it is their turn to contribute.
2. Using email with learners during class
Using email during class time is worth doing if more complex projects are being set up and if your learners have limited access to computers outside the classroom. Below we describe two examples of data collection projects. These can run over several classes, weeks or even months and require quite a lot preparation on the part of the teacher.
A data collection project requires learners to send emails to real companies, individuals, organizations or websites to solicit information. This information is then collated for comparison, and a presentation or written report is prepared on the topic.
Given that the chances of unsolicited emails not being answered is high, it is important to ensure that choose a topic that requires the learners to send emails that stand a good chance of receiving a response.
Chapter III
Conclusion
Teaching narrative paragraph through email the students are able to express their idea to write narrative paragraph, because narrative paragraph is one of the seven types of paragraphs. It differs from others in its use of informal language and lack of descriptive analysis all information is contained in action determined by predicates, mode, and pace of the story.
And to write an effective narrative paragraph, the author must be creative yet concise. A well-written narrative paragraph will appeal to readers because of the author is thorough knowledge of the subject and ability to communicate effectively. Write emails in both our personal and professional lives, and the same thing is true for many of our learners. Email allows us to keep in touch with other teachers around the world via mailing lists and discussion groups, thus helping in our professional development.
Suggestion
The important thing is English learners to use technologies in practicing writing English. Narrative paragraph using email must be practiced. Cause email is one of the most used and useful Information and Communication Technology (ICT) tools around today. This way will be very effective to improve students writing English skill. And this can help the students to express their ideas in narrative paragraph writing used the email.
References
Dudeney, Gavin & Nicky Hockly. 2007. How to Teach English with Technology. Edinburgh Gate: Pearson Education Limited.
Harsyaf, Hj. Nurmaini M.Y, Zakhwan Izmi. 2009. Teaching Writing. Jakarta: the Minister National of Education Decree.
Calhoun Emily F. 2000. Teaching beginning reading and writing. United State of Amerika.
Harmer, Jeremy. 2004. How to Teach English. Edinburgh Gate: Pearson Education Limited.
Hyland, K. 2003. Second Language Writing. Cambridge: Cambridge University Press.
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Tuesday, July 19, 2011
TEACHING ENGLISH VOCABULARY OF ANIMAL THROUGH LION KING MOVIE
TEACHING ENGLISH VOCABULARY OF ANIMAL THROUGH LION KING MOVIE
by WAHYUNING
CHAPTER I
Introduction
In learning language, vocabulary is a significant thing because it carries massage to convey ideas or information. Learning a foreign language requires the student to learn its vocabulary. Without adequate knowledge of English vocabulary, student are not able to communicate well in English. Student cannot deliver or receive massages effectively. Vocabulary has important role in learning a foreign language, as it one of the language component in communicative competence. Vocabulary is very important element in language learning ; since it supports the four Language skills (reading, speaking, listening, and writing). (www://karya-ilmiah.um.ac.id/index.php/disertasi/article/view/6223.21-june at 0.23 am)). Concerning the statement above, it means that the students have to mastery of vocabulary; it is the base element in learning language. The vocabulary has a big influenceIning language especially in language skill. In learning as teacher not only feel responsible for our own use of language. We also feel compelled to focus on vocabulary study so that our students are exposed to rich, expressive language . As teacher the academic proving ground that looms most closely for our student. However most teachers have goals larger than having their students do well in tests. Theacher want to involve their student in productive vocabulary instruction because they know the value of well- chosen words. Vocabulary instruction is one of those educational arenas in which research. Whernever we think of language and language learning we usually think of mastering the vocabulary –of learning the “words”. Mastering vocabulary is not difficult , it depends on our will, yet other aspect of language should be considered such as sound and grammar. As one of language elements vocabulary is suppossed to be practiced so that we can speak the language well. A good vocabulary goes hand in hand with our ability to think logically and to learn easily and quickly. A good vocabulary and our ability to use word correctly and effectively can be our passport to words of interesting and exciting. Large vocabulary help us express our ideas precisely in communication. Many students find difficulty in mastering English vocabulary . Some factors are they do not understand The English vocabulary, the meaning and how to relate in the senctence . Beside that they do not how vocabulary use it. Sometimes making mistake, being laughed by their friend. And lack of confidence of theirown abilities. For this reason, the teacher can use effective methods that encourage student to take apart actively in the class. There is a method that can be used by the teacher to improve the student’s English vocabulary. It is doing watching video of King Movie. According to the reason above, i decided to compose this miniscrip by giving its title : “ Teaching English Vocabulary of Animal Through Lion King Movie”.
CHAPTER II
Theoretical Background
A. Notion of Teaching Vocabulary
Vocabulary is one of the language components which support the teaching and learning of the four language skills (listening, speaking, reading, and writing). Teaching is the activities of educating, instructing or teaching activities that impart knowledge or skill. But the meaning of teaching its large and has different difinition. Its depond on the context or major that relation or corelation with concerned sentence. Most people knows teaching is teacher’s activities in school or place to looking for knowledge or science or in formal education. Teaching always relate with education and knowledges, science, or skill. If learners do not have enough vocabulary they cannot understand what they listen, read, or write. Meanwhile, many difficulties and obstacles would be found when teaching vocabulary. There are some key principles of teaching vocabulary: Build a large sight of vocabulary, integrated new words with previous word, facilitate imaging, make a new word “real” by connecting them to student’ words, use variaty technique.
As teacher, we should understand or knows about the material that the teacher will teach to the student. And the way to teach, the teacher should know the method to teach with good or run well. Because if the teacher understand well and prepare the material or subject that they want to explain to the student ofcourse can influence the success of teaching the student and suitable with planing. Teacher have to realize that teaching vocabulary is not only giving a new word related with the topeng
B. Notion of vocabulary
Elfrida and Michael L (2005:95) give difinition The word vocabulary itself can be confusing. They took difinition from Fountoukidis, & Polk, 1985, Sometimes educators talk about a "sight vocabulary" or a set of the most common words in English (e.g., Fry, Fountoukidis, & Polk, 1985). It is certainly important for children to recognize instantly a set of 100 or 300 or more words in print, especially because a small number of words (105, according to Adams, 1990) accounts for 50% of the words children encounter in a typical reading passage. I believe that these different vocabularies have different demands and should be taught in different ways. Vocabulary can be defined as the range (or repertoire) of values in any field of bibliographic description and, in a more extended sense, the range of types in a set at any level (word, field, collection, and library). But in vocabulary there are some problem In other meaning of vocabulary actually is not always clear. Meanwhile Cruse (2006:190) mentions that what contitutes a word different from language to language and even within a single language. Schmitt (2000: 19) who points out that “ One of the keys in learning a foreign language is mastery the second language’s vocabulary. Vocabulary is not usually regarded a vocabulary in king movie, digital or otherwise. Vocabulary in lion king movie discourse is more often concerned with the names of animals, natural, weather, and the activities of the animals in that movie. But in this paper we take a closer look at what can be said about "vocabulary" in lion king movie, especially the names of animals, activities of the animals,and make simple sentence that concerned with the story of lion king movie.
C. Notion of Movie
Movie is one type of audio visual media, in addition to the film. That many developed for the purposes of learning, usually packaged in the form of VCD.
. A movie is a communicative instrument between a teacher and his/her students in the class. With movie can make the students more understand about the problems and they will keep it for a long time. The movie helps the students study more effectively, actively, and enjoyably. Harmer, J (2001:136)
A movie is also representation of anything (stories, feeling, description etc)
D. Kinds of Vocabulary
Scoft Thombury (2002:1-4) relate vocabulary that dealing with the user of the language, which the writer summarizes as follows:
1. General Vocabulary
The words that are used in the general, it means that these vocabularies there are no limited of user and field. And it has general meaning and using.
2. Special Vocabulary
The words that are used in the certain field, job, or profession. Or special science, or technology. For example : economic, medicine, politicians and so on.
From all of kinds of vocabulary above, people can understand that vocabulary is not only an individual word but vocabulary also has many kinds and can divide into based on categories, user, form, and function.
E. Teaching English Vocabulary of Animal Through Lion King Movie
In Indonesia educational system, English is taught at the elementary level usually introduce at the first grade students. Some teachers try to make English learning more interesting by using media such as TV programs or movie. Actually the teachers can start from simple way in learning English by using visual media such as newspaper, short story and magazine. But teaching using movie is more interesting and the students easy to understand what is the point or mean in that movie. These media to teach English as an alternative way to support the existing materials in the school. The movie in here is lion king movie as example in teaching vocabulary. I just take the point of that movie and what in my mind. Not whole of the movie. If the teacher focus in vocabulary, they can use the stories of that film. The student try to mention the kind of vocabulary that they knows and they watch the movie, answer question and the teachers would like to teach speaking, they can make conversation or retell the story or what happen after watching the movie, they can make simple sentence using vocabulary that related which that movie. Beside that they can be able to mention the kinds of animal, what do they do or activities?, understan and knows kind of sound animals.
F. The Problem in Learning Vocabulary
Achieving thorough vocabulary knowledge is a goal that may never be
reached, even by intelligent adults. Even though we, as educated adults,
know thousands of words, there are always words that we see or hear that we
do not know. Certainly if someone wants to be able to communicate with another person in English, she or he has to have enough stocks of words or vocabularies and understand yhe meaning of that words.. The process of communication may be likened to the flow of traffic on a four-lane high ways, of themselves do not take anything where.
Vocabulary as base element of language has significant act in communication. As long as the writer observed by reading a lot of books there are many kinds of problem faced by the student in learning English especially vocabulary. First problem are understanding and memorizing . Most of students have found difficulties inunderstanding and memorizing words because they do not know the meaning of the words when they are learning it. The second problem is distinguishing the spelling between one word and the other. The students have frequently found some similar words and sounds in English. Those things make them feel confused. Because they are similar one to another. Related words to another words the student confuse too. The last problem is applying the words that have been learned into the sentence and the students sometimes unconfidence with their ability or to practice in front of the class even with their classmate.
To anticipate those problems teacher needs give a better way to the students to enhance their vocabulary stock and the way of teaching effectively.
G. The Teaching and Learning of Vocabulary:
Persistent issues
Four issues are particularly persistent in discussions among vocabulary instruction, as evident in the chapters in this volume: (a) the number of words that should be taught, (b) the particular words that should be taught, (c) the vocabulary learning of two groups of students—English-Language Learners and potentially at-risk students, and (4) the role of independent reading in vocabulary learning. These are not the only issues in vocabulary research and instruction, but these four issues are those that consistently underlie the presentation of issues and solutions by authors in this volume and in broader educational circles. We examine each one in turn.
H. The rule of Media
In teaching learning process teacher should becreative to make student interested in learning even when teaching foreign language that they think is difficult. If the teachers still use conventional method they should change it, and use the other method that are more interesting and protect students from being bored in learning foreign language.
One way to make the teaching active and interesting is by using interesting media. According to Arif S. Sadiman et.al (2007:7) Media is all of the things which could be used to convey the message from the sender to the receiver, so it can stimulate the thinking, feeling, talent, and also the students attention in order that the learning process occur.
Media adalah segala sesuatu yang dapat digunakan untuk memyalurkan pesan dari pengirim ke penerima, sehingga dapat merangsang pikiran, perasaan, perhatian, dan minat serta perhatian siswa sedemikian rupa sehingga proses belajar terjadi.
From the text above, media has important role in teaching learning process. If the teachers use it, they can use various media from the simple and low level untill at the high level. For instance : visual media , audio media, and audio- visual media like television and film. Beside there are many the advantages of media, Kasihani (2008: 101) explain the advantages of media , among others:
1. To build the motivation of student
2. To increas quality in teaching learning process
3. To make interesting and interactive learning process.
So, it is clear media has very important role and good influence in teaching learning process.
CHAPTER III
FINDING DATA
Using Lion King Movie in Teaching English Vocabulary of Animal Through Lion King Movie” seems easy, but I have analyzed about this method, and I found some difficulties in using it. First, The second, I have to think whether the students know about the pictures exactly. I should use the clear pictures in order to make the students see clearly and they do not confuse what the pictures are. The third, I should consider whether the students will get challenge in learning using these connective pictures, because the students usually like the challenge in their learning.
I found the difficulties in preparing this method. However, I should also think about advantages and disadvantages. Everyone likes learning using pictures through the game, because they can find the challenge and its fun as long as or after playing it. The advantages of using connective game are effective in improving speaking skills for the students. First, problem are understanding and memorizing . Most of students have found difficulties inunderstanding and memorizing words because they do not know the meaning of the words when they are learning it. The second problem is distinguishing the spelling between one word and the other. The students have frequently found some similar words and sounds in English. Those things make them feel confused. Because they are similar one to another. Related words to another words the student confuse too. The last problem is applying the words that have been learned into the sentence and the students sometimes unconfidence with their ability or to practice in front of the class even with their classmate. But because using movie the student curious to watching on the TV. Because they never study before using media or instrument when while they are studying. the pictures in that movie make the students more creative in making sentence to say. They can imagine any activities that the animal do if i ask question and give them to make sentence which related the activities of the animals in that movie. They can reveal their ideas and make it as good as possible. The second, the interesting pictures make the students more interested in learning English. They can learn pleasantly although they study in the class. The third, the students can increase their vocabularies by making many different sentences for the movie. The last, the students learn to analyze the pictures and try to express anything after they saw the pictures. They can analyze what happen in that movie, and it can stimulate their mind.
The disadvantages of using the connective pictures do not affect more for the students. First, I need more space to put the pictures in the class, because I have to use big enough pictures in order to be seen by the students. The second, I need more time in preparing the pictures, and the students need more time to think about the pictures and express their ideas.
After analyzing the Lion king movie, I got much more advantages that will be got by the students than the advantages. I command the students to make a connection between animal vocabulary with the activities of that animal and how many animals are there and try to account it together with other student. So, if I want to use Media to teaching English vocabulary of animal by using lion king movie I can find and use many ways and method thatcan improve and master the vocabulary.
CHAPTER III
CONCLUSION
Teaching English Vocabulary of Animal Through Lion King Movie”. in learning English is one of the effective methods that can be used by a teacher or other people. Some pictures in that movie give the learners considerable support in the language needed for the learning, and other advantage offer a stimulus and context, but there is specific language focus or support . the pictures in that movie make the students more creative in making sentence to say. They can imagine any activities that the animal do if i ask question and give them to make sentence which related the activities of the animals in that movie. They can reveal their ideas and make it as good as possible. The second, the interesting pictures make the students more interested in learning English.
SUGGESTIONS
For the success application using Lion king movie the writer propose the following suggestions:
1. Lion King movie is interesting movie and funnies it can make student happy and interesting
2. The kinds of animal in that movie is common in our inveronment.
3. Lion King Movie is good and educative contents for student which can improving their ability in animal vocabularies.
REFERENCES
Arif.S.Sadiman,et.al.2007. Media pendidikan. Jakarta: PT. Raja Grafindo Persada.
Coursen. R. 2009. Teaching Shakespare with film and television. United States Of America: Greenwood Press.
Nancy Frey, Douglas Fisher. 2008. Teaching visual literacy: using comic books, graphic, and more to develope comprehension and thinking skills. United states of america: Corwin Press.
Alan,S. Marcus, Richard J, Scott Alan. 2010. Teaching history with film: Strategies for secondary social studies. New York: Tylor and Francis Group.
Hiebert, H. Elfrieda, Kamil, L. Michael. 2005. Teaching and learning vocabulary bringing research to practice. Marwah, new jersey: Lawrence ertbaum associates inc.
(www://karya-ilmiah.um.ac.id/index.php/disertasi/article/view/6223.21-june at 0.23am))
by WAHYUNING
CHAPTER I
Introduction
In learning language, vocabulary is a significant thing because it carries massage to convey ideas or information. Learning a foreign language requires the student to learn its vocabulary. Without adequate knowledge of English vocabulary, student are not able to communicate well in English. Student cannot deliver or receive massages effectively. Vocabulary has important role in learning a foreign language, as it one of the language component in communicative competence. Vocabulary is very important element in language learning ; since it supports the four Language skills (reading, speaking, listening, and writing). (www://karya-ilmiah.um.ac.id/index.php/disertasi/article/view/6223.21-june at 0.23 am)). Concerning the statement above, it means that the students have to mastery of vocabulary; it is the base element in learning language. The vocabulary has a big influenceIning language especially in language skill. In learning as teacher not only feel responsible for our own use of language. We also feel compelled to focus on vocabulary study so that our students are exposed to rich, expressive language . As teacher the academic proving ground that looms most closely for our student. However most teachers have goals larger than having their students do well in tests. Theacher want to involve their student in productive vocabulary instruction because they know the value of well- chosen words. Vocabulary instruction is one of those educational arenas in which research. Whernever we think of language and language learning we usually think of mastering the vocabulary –of learning the “words”. Mastering vocabulary is not difficult , it depends on our will, yet other aspect of language should be considered such as sound and grammar. As one of language elements vocabulary is suppossed to be practiced so that we can speak the language well. A good vocabulary goes hand in hand with our ability to think logically and to learn easily and quickly. A good vocabulary and our ability to use word correctly and effectively can be our passport to words of interesting and exciting. Large vocabulary help us express our ideas precisely in communication. Many students find difficulty in mastering English vocabulary . Some factors are they do not understand The English vocabulary, the meaning and how to relate in the senctence . Beside that they do not how vocabulary use it. Sometimes making mistake, being laughed by their friend. And lack of confidence of theirown abilities. For this reason, the teacher can use effective methods that encourage student to take apart actively in the class. There is a method that can be used by the teacher to improve the student’s English vocabulary. It is doing watching video of King Movie. According to the reason above, i decided to compose this miniscrip by giving its title : “ Teaching English Vocabulary of Animal Through Lion King Movie”.
CHAPTER II
Theoretical Background
A. Notion of Teaching Vocabulary
Vocabulary is one of the language components which support the teaching and learning of the four language skills (listening, speaking, reading, and writing). Teaching is the activities of educating, instructing or teaching activities that impart knowledge or skill. But the meaning of teaching its large and has different difinition. Its depond on the context or major that relation or corelation with concerned sentence. Most people knows teaching is teacher’s activities in school or place to looking for knowledge or science or in formal education. Teaching always relate with education and knowledges, science, or skill. If learners do not have enough vocabulary they cannot understand what they listen, read, or write. Meanwhile, many difficulties and obstacles would be found when teaching vocabulary. There are some key principles of teaching vocabulary: Build a large sight of vocabulary, integrated new words with previous word, facilitate imaging, make a new word “real” by connecting them to student’ words, use variaty technique.
As teacher, we should understand or knows about the material that the teacher will teach to the student. And the way to teach, the teacher should know the method to teach with good or run well. Because if the teacher understand well and prepare the material or subject that they want to explain to the student ofcourse can influence the success of teaching the student and suitable with planing. Teacher have to realize that teaching vocabulary is not only giving a new word related with the topeng
B. Notion of vocabulary
Elfrida and Michael L (2005:95) give difinition The word vocabulary itself can be confusing. They took difinition from Fountoukidis, & Polk, 1985, Sometimes educators talk about a "sight vocabulary" or a set of the most common words in English (e.g., Fry, Fountoukidis, & Polk, 1985). It is certainly important for children to recognize instantly a set of 100 or 300 or more words in print, especially because a small number of words (105, according to Adams, 1990) accounts for 50% of the words children encounter in a typical reading passage. I believe that these different vocabularies have different demands and should be taught in different ways. Vocabulary can be defined as the range (or repertoire) of values in any field of bibliographic description and, in a more extended sense, the range of types in a set at any level (word, field, collection, and library). But in vocabulary there are some problem In other meaning of vocabulary actually is not always clear. Meanwhile Cruse (2006:190) mentions that what contitutes a word different from language to language and even within a single language. Schmitt (2000: 19) who points out that “ One of the keys in learning a foreign language is mastery the second language’s vocabulary. Vocabulary is not usually regarded a vocabulary in king movie, digital or otherwise. Vocabulary in lion king movie discourse is more often concerned with the names of animals, natural, weather, and the activities of the animals in that movie. But in this paper we take a closer look at what can be said about "vocabulary" in lion king movie, especially the names of animals, activities of the animals,and make simple sentence that concerned with the story of lion king movie.
C. Notion of Movie
Movie is one type of audio visual media, in addition to the film. That many developed for the purposes of learning, usually packaged in the form of VCD.
. A movie is a communicative instrument between a teacher and his/her students in the class. With movie can make the students more understand about the problems and they will keep it for a long time. The movie helps the students study more effectively, actively, and enjoyably. Harmer, J (2001:136)
A movie is also representation of anything (stories, feeling, description etc)
D. Kinds of Vocabulary
Scoft Thombury (2002:1-4) relate vocabulary that dealing with the user of the language, which the writer summarizes as follows:
1. General Vocabulary
The words that are used in the general, it means that these vocabularies there are no limited of user and field. And it has general meaning and using.
2. Special Vocabulary
The words that are used in the certain field, job, or profession. Or special science, or technology. For example : economic, medicine, politicians and so on.
From all of kinds of vocabulary above, people can understand that vocabulary is not only an individual word but vocabulary also has many kinds and can divide into based on categories, user, form, and function.
E. Teaching English Vocabulary of Animal Through Lion King Movie
In Indonesia educational system, English is taught at the elementary level usually introduce at the first grade students. Some teachers try to make English learning more interesting by using media such as TV programs or movie. Actually the teachers can start from simple way in learning English by using visual media such as newspaper, short story and magazine. But teaching using movie is more interesting and the students easy to understand what is the point or mean in that movie. These media to teach English as an alternative way to support the existing materials in the school. The movie in here is lion king movie as example in teaching vocabulary. I just take the point of that movie and what in my mind. Not whole of the movie. If the teacher focus in vocabulary, they can use the stories of that film. The student try to mention the kind of vocabulary that they knows and they watch the movie, answer question and the teachers would like to teach speaking, they can make conversation or retell the story or what happen after watching the movie, they can make simple sentence using vocabulary that related which that movie. Beside that they can be able to mention the kinds of animal, what do they do or activities?, understan and knows kind of sound animals.
F. The Problem in Learning Vocabulary
Achieving thorough vocabulary knowledge is a goal that may never be
reached, even by intelligent adults. Even though we, as educated adults,
know thousands of words, there are always words that we see or hear that we
do not know. Certainly if someone wants to be able to communicate with another person in English, she or he has to have enough stocks of words or vocabularies and understand yhe meaning of that words.. The process of communication may be likened to the flow of traffic on a four-lane high ways, of themselves do not take anything where.
Vocabulary as base element of language has significant act in communication. As long as the writer observed by reading a lot of books there are many kinds of problem faced by the student in learning English especially vocabulary. First problem are understanding and memorizing . Most of students have found difficulties inunderstanding and memorizing words because they do not know the meaning of the words when they are learning it. The second problem is distinguishing the spelling between one word and the other. The students have frequently found some similar words and sounds in English. Those things make them feel confused. Because they are similar one to another. Related words to another words the student confuse too. The last problem is applying the words that have been learned into the sentence and the students sometimes unconfidence with their ability or to practice in front of the class even with their classmate.
To anticipate those problems teacher needs give a better way to the students to enhance their vocabulary stock and the way of teaching effectively.
G. The Teaching and Learning of Vocabulary:
Persistent issues
Four issues are particularly persistent in discussions among vocabulary instruction, as evident in the chapters in this volume: (a) the number of words that should be taught, (b) the particular words that should be taught, (c) the vocabulary learning of two groups of students—English-Language Learners and potentially at-risk students, and (4) the role of independent reading in vocabulary learning. These are not the only issues in vocabulary research and instruction, but these four issues are those that consistently underlie the presentation of issues and solutions by authors in this volume and in broader educational circles. We examine each one in turn.
H. The rule of Media
In teaching learning process teacher should becreative to make student interested in learning even when teaching foreign language that they think is difficult. If the teachers still use conventional method they should change it, and use the other method that are more interesting and protect students from being bored in learning foreign language.
One way to make the teaching active and interesting is by using interesting media. According to Arif S. Sadiman et.al (2007:7) Media is all of the things which could be used to convey the message from the sender to the receiver, so it can stimulate the thinking, feeling, talent, and also the students attention in order that the learning process occur.
Media adalah segala sesuatu yang dapat digunakan untuk memyalurkan pesan dari pengirim ke penerima, sehingga dapat merangsang pikiran, perasaan, perhatian, dan minat serta perhatian siswa sedemikian rupa sehingga proses belajar terjadi.
From the text above, media has important role in teaching learning process. If the teachers use it, they can use various media from the simple and low level untill at the high level. For instance : visual media , audio media, and audio- visual media like television and film. Beside there are many the advantages of media, Kasihani (2008: 101) explain the advantages of media , among others:
1. To build the motivation of student
2. To increas quality in teaching learning process
3. To make interesting and interactive learning process.
So, it is clear media has very important role and good influence in teaching learning process.
CHAPTER III
FINDING DATA
Using Lion King Movie in Teaching English Vocabulary of Animal Through Lion King Movie” seems easy, but I have analyzed about this method, and I found some difficulties in using it. First, The second, I have to think whether the students know about the pictures exactly. I should use the clear pictures in order to make the students see clearly and they do not confuse what the pictures are. The third, I should consider whether the students will get challenge in learning using these connective pictures, because the students usually like the challenge in their learning.
I found the difficulties in preparing this method. However, I should also think about advantages and disadvantages. Everyone likes learning using pictures through the game, because they can find the challenge and its fun as long as or after playing it. The advantages of using connective game are effective in improving speaking skills for the students. First, problem are understanding and memorizing . Most of students have found difficulties inunderstanding and memorizing words because they do not know the meaning of the words when they are learning it. The second problem is distinguishing the spelling between one word and the other. The students have frequently found some similar words and sounds in English. Those things make them feel confused. Because they are similar one to another. Related words to another words the student confuse too. The last problem is applying the words that have been learned into the sentence and the students sometimes unconfidence with their ability or to practice in front of the class even with their classmate. But because using movie the student curious to watching on the TV. Because they never study before using media or instrument when while they are studying. the pictures in that movie make the students more creative in making sentence to say. They can imagine any activities that the animal do if i ask question and give them to make sentence which related the activities of the animals in that movie. They can reveal their ideas and make it as good as possible. The second, the interesting pictures make the students more interested in learning English. They can learn pleasantly although they study in the class. The third, the students can increase their vocabularies by making many different sentences for the movie. The last, the students learn to analyze the pictures and try to express anything after they saw the pictures. They can analyze what happen in that movie, and it can stimulate their mind.
The disadvantages of using the connective pictures do not affect more for the students. First, I need more space to put the pictures in the class, because I have to use big enough pictures in order to be seen by the students. The second, I need more time in preparing the pictures, and the students need more time to think about the pictures and express their ideas.
After analyzing the Lion king movie, I got much more advantages that will be got by the students than the advantages. I command the students to make a connection between animal vocabulary with the activities of that animal and how many animals are there and try to account it together with other student. So, if I want to use Media to teaching English vocabulary of animal by using lion king movie I can find and use many ways and method thatcan improve and master the vocabulary.
CHAPTER III
CONCLUSION
Teaching English Vocabulary of Animal Through Lion King Movie”. in learning English is one of the effective methods that can be used by a teacher or other people. Some pictures in that movie give the learners considerable support in the language needed for the learning, and other advantage offer a stimulus and context, but there is specific language focus or support . the pictures in that movie make the students more creative in making sentence to say. They can imagine any activities that the animal do if i ask question and give them to make sentence which related the activities of the animals in that movie. They can reveal their ideas and make it as good as possible. The second, the interesting pictures make the students more interested in learning English.
SUGGESTIONS
For the success application using Lion king movie the writer propose the following suggestions:
1. Lion King movie is interesting movie and funnies it can make student happy and interesting
2. The kinds of animal in that movie is common in our inveronment.
3. Lion King Movie is good and educative contents for student which can improving their ability in animal vocabularies.
REFERENCES
Arif.S.Sadiman,et.al.2007. Media pendidikan. Jakarta: PT. Raja Grafindo Persada.
Coursen. R. 2009. Teaching Shakespare with film and television. United States Of America: Greenwood Press.
Nancy Frey, Douglas Fisher. 2008. Teaching visual literacy: using comic books, graphic, and more to develope comprehension and thinking skills. United states of america: Corwin Press.
Alan,S. Marcus, Richard J, Scott Alan. 2010. Teaching history with film: Strategies for secondary social studies. New York: Tylor and Francis Group.
Hiebert, H. Elfrieda, Kamil, L. Michael. 2005. Teaching and learning vocabulary bringing research to practice. Marwah, new jersey: Lawrence ertbaum associates inc.
(www://karya-ilmiah.um.ac.id/index.php/disertasi/article/view/6223.21-june at 0.23am))
Teaching Reading Narrative Text through Fable
Teaching Reading Narrative Text through Fable
By Suryani Desi Nurawaliyah
CHAPTER I
INTRODUCTION
A. Background of study
In an interview organized around the comprehension of a story adapted from a natural text and the identification of story theme, adolescent students with learning disabilities (LDs) performed below the level of same-age students without LDs and at the same level as younger students without LDs matched on standardized reading comprehension scores. However, on 1 sensitive measure of theme identification (incipient awareness of theme), the LDs scored below the younger students without LDs as well. The LDs also made more idiosyncratic importations during their summarizing and discussing of the story, and such importations were associated with poorer theme identification. The findings suggest that LDs have specific difficulty with "getting the point," perhaps because they build up less effective text representations through the inappropriate use of background knowledge or intrusion of personal points of view. (PsycINFO Database Record (c) 2010 APA, all rights reserved).
B. Identification of the Problem
Based on the problem background and limitation above, the writer states the problem as follow. How to response the students and the teachers from teaching reading narrative text through fable?
CHAPTER II
THEORITYCAL BACKGROUND
A. Definition of Teaching Reading
Reading is an activity with a purpose. A person may read in order to gain information or verify existing knowledge, or in order to critique a writer's ideas or writing style. A person may also read for enjoyment, or to enhance knowledge of the language being read. The purpose(s) for reading guide the reader's selection of texts.
Reading is an interactive process that goes on between the reader and the text, resulting in comprehension. The text presents letters, words, sentences, and paragraphs that encode meaning. The reader uses knowledge, skills, and strategies to determine what that meaning is.
Reader knowledge, skills, and strategies include
• Linguistic competence: the ability to recognize the elements of the writing system; knowledge of vocabulary; knowledge of how words are structured into sentences
• Discourse competence: knowledge of discourse markers and how they connect parts of the text to one another
• Sociolinguistic competence: knowledge about different types of texts and their usual structure and content
• Strategic competence: the ability to use top-down strategies (see Strategies for Developing Reading Skills for descriptions), as well as knowledge of the language (a bottom-up strategy)
The purpose(s) for reading and the type of text determine the specific knowledge, skills, and strategies that readers need to apply to achieve comprehension. Reading comprehension is thus much more than decoding. Reading comprehension results when the reader knows which skills and strategies are appropriate for the type of text, and understands how to apply them to accomplish the reading purpose.
B. Definition of Narrative Text
Narrative is central to children’s learning. They use it as a tool to help them organize their ideas and to explore new ideas and experiences. Composing stories, whether told or written, involves a set of skills and authorial knowledge but is also an essential means for children to express themselves creatively and imaginatively.
The range of narrative that children will experience and create is very wide. Many powerful narratives are told using only images. ICT texts tell stories using interactive combinations of words, images and sounds. Narrative poems such as ballads The Highwayman tell stories and often include most of the generic features of narrative. Narrative texts can be fiction or non-fiction. A single text can include a range of text types, such as when a story is told with the addition of diary entries, letters or email texts.
C. Definition of Fable
A fable is a short, pithy animal tale, most often told or written with a moral tagged on in the form of a proverb. Thus to convey a moral is the aim of most fables, and the tale is the vehicle by which this is done, providing both an illustration of and compelling argument for the moral. As a specific development in form and content of the animal tale, the fable is comparatively sophisticated and does not originate as a folktale, though it may make use of folk material, and once composed may be absorbed into a culture and exchanged as traditional oral folklore.
CHAPTER III
ANALYSIS AND FINDING DATA
A. Generic Structure of Narrative Text
Purpose: To amuse/entertain the readers and to tell a story (menghibur pembaca / menyampaikan sebuah cerita). example: folk tale (dedap durhaka) , fable (kancil dan buaya), fairy tale (cinderella)
Generic Structure:
1. Orientation : introducing the characters of the story, the time and the place the story happen (who, what, when, and where)
2. Complication : a series of events in which the main character attempts to solve the problem.
3. Resolution : the ending of the story containing the solving problem.
Dominant Language Features:
1.Using Past Tense
2. Using action verb
3. Chronologically arranged
B. Example of Fable (Short Story)
By Brett Nicholas Moore
Wednesday, October 25, 2006
Rated "R" by the Author.
To all you children's writers out there, I apologize for this one.
From Tales of Brother Goose
Once upon a time, there was a gentleman who married the meanest lady in the land. She had two daughters from a previous marriage. They were considered by everybody to be just like their mother. The man had only one young daughter from his previous marriage. She was a kind and gentle soul and, therefore, was much prettier than her two stepsisters.
After the wedding, the stepmother began to unleash her fury on her new young daughter, who made her own daughters seem rotten by comparison. The stepmother gave the young girl all the worst jobs in the house; she was forced to clean the feces off her dinner plate, scrub the urine out of her drinking glass, and try her damnedest to get the stains out of her parents’ bed sheets. The poor girl was commanded to sleep on the floor in the dingy basement, while her sisters slept in nice warm beds in clean rooms. She had endured the abuse as long as she could until she finally retreated to her father for help. Her father told her he wanted to help, but he was powerless to do anything because he suffered from a debilitating disorder called pussy whippedness. She did not know what that was, but felt that it must be a horrible affliction for her father did not look well.
After her chores were finished, she would sit by the fireplace among the cinders. One day, her sisters were trying to think of a way to humiliate her. They soon started calling her Cinder whore, which eventually turned into Cinderella.
The next week, the King’s son the Prince invited the most fashionable sphincters in the land to a party. It may sound funny now but in those days “sphincter” was a respectable term meaning “the crack part of the ass”. Cinderella’s sisters were invited. The invitation excited them so that they spent all the day fussing over which gowns and hairstyles suited them the finest. Poor Cinderella was ordered to help her sisters get ready for the party by ironing their gowns and dressing their hair, though she was only allowed to wear rags herself.
CHAPTER IV
CONCLUSION
The goal of this paper was to provide a brief introduction to the current research activity in the areas of storytelling and instruction. Much of the work and connections identify end here were made by participants from settings in academia, government, and industry at a Storytelling as Instructional Method workshop held in Mesa, Arizona in 2007. Methods and research in case-, narrative-, scenario-, and problem-based learning uncover a wealth of resources, applications and challenges common to this mode of instruction. Interest in storytelling as instruction continues to build for at least two reasons. First, technological advances are such that communication and interactivity are easier to facilitate (Jenkins, 2006), high-fidelity and media rich learning environments are becoming more and more common (Gee, 2007), and this contributes to the belief that life and learning in the Information Age will differ significantly from that of the Industrial Age (Reigeluth, 1999). Second, research into learning continues to indicate the value and effectiveness of the four methods of storytelling in general. While there is still some disagreement (Kirschner, Sweller, & Clark, 2006), many are finding that learners embedded in contextual, authentic, real world problems are more engaged, draw on more resources, and transfer learning more effectively (Barnes, Christensen, & Hansen, 1994; Davis, Sumara, & Luce- Kapler, 2008; National Research Council, 2000; Prevou, & Colorado, 2003).
BIBLIOGRAPHY
Beretta, A. (1991). Theory construction in SLA: Complementarity and opposition. Studies in Second Language Acquisition, 13 (4), 493-511.
Brown, D. (1994). Teaching by principles: An interactive approach to language pedagogy. Englewood Cliffs, NJ: Prentice-Hall Regents.
Chamot, A.U. (1995). The teacher's voice: Action research in your classroom. ERIC/CLL News Bulletin, 18 (2).
Doff, A. (1988). Teach English: A training course for teachers. Cambridge: Cambridge University Press.
Harmer, J. (1991). The practice of English language teaching. London: Longman.
Kramsch, C. (1993). Context and culture in language teaching. New York: Oxford University Press.
Kramsch, C. (1995). Embracing conflict versus achieving consensus in foreign language education. ADFL Bulletin, 26(3), 6-12.
Lightbown, P., & Spada, N. (1992). How languages are learned. Oxford: Oxford University Press.
Richards, J., & Lockhart, C. (1994). Reflective teaching in second language classrooms. New York: Cambridge University Press.
Rivers, W. (1988). Teaching French: A practical guide. Lincolnwood, IL: National Textbook Company.
Sandrock, P. (1995). Foreign language education at the crossroads: Bringing coherence to the journey of a lifetime. In R. Donato & R. M. Terry (Eds.), Foreign language learning: The journey of a lifetime (pp. 167-188).
Schön, D. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
Seldin, P. (1991). The teaching portfolio: A practical guide to improved performance and promotion/tenure decisions. Bolton, MA: Anker Publishing.
Wallace, M. J. (1991). Training foreign language teachers: A reflective approach. New York: Cambridge University Press.
By Suryani Desi Nurawaliyah
CHAPTER I
INTRODUCTION
A. Background of study
In an interview organized around the comprehension of a story adapted from a natural text and the identification of story theme, adolescent students with learning disabilities (LDs) performed below the level of same-age students without LDs and at the same level as younger students without LDs matched on standardized reading comprehension scores. However, on 1 sensitive measure of theme identification (incipient awareness of theme), the LDs scored below the younger students without LDs as well. The LDs also made more idiosyncratic importations during their summarizing and discussing of the story, and such importations were associated with poorer theme identification. The findings suggest that LDs have specific difficulty with "getting the point," perhaps because they build up less effective text representations through the inappropriate use of background knowledge or intrusion of personal points of view. (PsycINFO Database Record (c) 2010 APA, all rights reserved).
B. Identification of the Problem
Based on the problem background and limitation above, the writer states the problem as follow. How to response the students and the teachers from teaching reading narrative text through fable?
CHAPTER II
THEORITYCAL BACKGROUND
A. Definition of Teaching Reading
Reading is an activity with a purpose. A person may read in order to gain information or verify existing knowledge, or in order to critique a writer's ideas or writing style. A person may also read for enjoyment, or to enhance knowledge of the language being read. The purpose(s) for reading guide the reader's selection of texts.
Reading is an interactive process that goes on between the reader and the text, resulting in comprehension. The text presents letters, words, sentences, and paragraphs that encode meaning. The reader uses knowledge, skills, and strategies to determine what that meaning is.
Reader knowledge, skills, and strategies include
• Linguistic competence: the ability to recognize the elements of the writing system; knowledge of vocabulary; knowledge of how words are structured into sentences
• Discourse competence: knowledge of discourse markers and how they connect parts of the text to one another
• Sociolinguistic competence: knowledge about different types of texts and their usual structure and content
• Strategic competence: the ability to use top-down strategies (see Strategies for Developing Reading Skills for descriptions), as well as knowledge of the language (a bottom-up strategy)
The purpose(s) for reading and the type of text determine the specific knowledge, skills, and strategies that readers need to apply to achieve comprehension. Reading comprehension is thus much more than decoding. Reading comprehension results when the reader knows which skills and strategies are appropriate for the type of text, and understands how to apply them to accomplish the reading purpose.
B. Definition of Narrative Text
Narrative is central to children’s learning. They use it as a tool to help them organize their ideas and to explore new ideas and experiences. Composing stories, whether told or written, involves a set of skills and authorial knowledge but is also an essential means for children to express themselves creatively and imaginatively.
The range of narrative that children will experience and create is very wide. Many powerful narratives are told using only images. ICT texts tell stories using interactive combinations of words, images and sounds. Narrative poems such as ballads The Highwayman tell stories and often include most of the generic features of narrative. Narrative texts can be fiction or non-fiction. A single text can include a range of text types, such as when a story is told with the addition of diary entries, letters or email texts.
C. Definition of Fable
A fable is a short, pithy animal tale, most often told or written with a moral tagged on in the form of a proverb. Thus to convey a moral is the aim of most fables, and the tale is the vehicle by which this is done, providing both an illustration of and compelling argument for the moral. As a specific development in form and content of the animal tale, the fable is comparatively sophisticated and does not originate as a folktale, though it may make use of folk material, and once composed may be absorbed into a culture and exchanged as traditional oral folklore.
CHAPTER III
ANALYSIS AND FINDING DATA
A. Generic Structure of Narrative Text
Purpose: To amuse/entertain the readers and to tell a story (menghibur pembaca / menyampaikan sebuah cerita). example: folk tale (dedap durhaka) , fable (kancil dan buaya), fairy tale (cinderella)
Generic Structure:
1. Orientation : introducing the characters of the story, the time and the place the story happen (who, what, when, and where)
2. Complication : a series of events in which the main character attempts to solve the problem.
3. Resolution : the ending of the story containing the solving problem.
Dominant Language Features:
1.Using Past Tense
2. Using action verb
3. Chronologically arranged
B. Example of Fable (Short Story)
By Brett Nicholas Moore
Wednesday, October 25, 2006
Rated "R" by the Author.
To all you children's writers out there, I apologize for this one.
From Tales of Brother Goose
Once upon a time, there was a gentleman who married the meanest lady in the land. She had two daughters from a previous marriage. They were considered by everybody to be just like their mother. The man had only one young daughter from his previous marriage. She was a kind and gentle soul and, therefore, was much prettier than her two stepsisters.
After the wedding, the stepmother began to unleash her fury on her new young daughter, who made her own daughters seem rotten by comparison. The stepmother gave the young girl all the worst jobs in the house; she was forced to clean the feces off her dinner plate, scrub the urine out of her drinking glass, and try her damnedest to get the stains out of her parents’ bed sheets. The poor girl was commanded to sleep on the floor in the dingy basement, while her sisters slept in nice warm beds in clean rooms. She had endured the abuse as long as she could until she finally retreated to her father for help. Her father told her he wanted to help, but he was powerless to do anything because he suffered from a debilitating disorder called pussy whippedness. She did not know what that was, but felt that it must be a horrible affliction for her father did not look well.
After her chores were finished, she would sit by the fireplace among the cinders. One day, her sisters were trying to think of a way to humiliate her. They soon started calling her Cinder whore, which eventually turned into Cinderella.
The next week, the King’s son the Prince invited the most fashionable sphincters in the land to a party. It may sound funny now but in those days “sphincter” was a respectable term meaning “the crack part of the ass”. Cinderella’s sisters were invited. The invitation excited them so that they spent all the day fussing over which gowns and hairstyles suited them the finest. Poor Cinderella was ordered to help her sisters get ready for the party by ironing their gowns and dressing their hair, though she was only allowed to wear rags herself.
CHAPTER IV
CONCLUSION
The goal of this paper was to provide a brief introduction to the current research activity in the areas of storytelling and instruction. Much of the work and connections identify end here were made by participants from settings in academia, government, and industry at a Storytelling as Instructional Method workshop held in Mesa, Arizona in 2007. Methods and research in case-, narrative-, scenario-, and problem-based learning uncover a wealth of resources, applications and challenges common to this mode of instruction. Interest in storytelling as instruction continues to build for at least two reasons. First, technological advances are such that communication and interactivity are easier to facilitate (Jenkins, 2006), high-fidelity and media rich learning environments are becoming more and more common (Gee, 2007), and this contributes to the belief that life and learning in the Information Age will differ significantly from that of the Industrial Age (Reigeluth, 1999). Second, research into learning continues to indicate the value and effectiveness of the four methods of storytelling in general. While there is still some disagreement (Kirschner, Sweller, & Clark, 2006), many are finding that learners embedded in contextual, authentic, real world problems are more engaged, draw on more resources, and transfer learning more effectively (Barnes, Christensen, & Hansen, 1994; Davis, Sumara, & Luce- Kapler, 2008; National Research Council, 2000; Prevou, & Colorado, 2003).
BIBLIOGRAPHY
Beretta, A. (1991). Theory construction in SLA: Complementarity and opposition. Studies in Second Language Acquisition, 13 (4), 493-511.
Brown, D. (1994). Teaching by principles: An interactive approach to language pedagogy. Englewood Cliffs, NJ: Prentice-Hall Regents.
Chamot, A.U. (1995). The teacher's voice: Action research in your classroom. ERIC/CLL News Bulletin, 18 (2).
Doff, A. (1988). Teach English: A training course for teachers. Cambridge: Cambridge University Press.
Harmer, J. (1991). The practice of English language teaching. London: Longman.
Kramsch, C. (1993). Context and culture in language teaching. New York: Oxford University Press.
Kramsch, C. (1995). Embracing conflict versus achieving consensus in foreign language education. ADFL Bulletin, 26(3), 6-12.
Lightbown, P., & Spada, N. (1992). How languages are learned. Oxford: Oxford University Press.
Richards, J., & Lockhart, C. (1994). Reflective teaching in second language classrooms. New York: Cambridge University Press.
Rivers, W. (1988). Teaching French: A practical guide. Lincolnwood, IL: National Textbook Company.
Sandrock, P. (1995). Foreign language education at the crossroads: Bringing coherence to the journey of a lifetime. In R. Donato & R. M. Terry (Eds.), Foreign language learning: The journey of a lifetime (pp. 167-188).
Schön, D. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
Seldin, P. (1991). The teaching portfolio: A practical guide to improved performance and promotion/tenure decisions. Bolton, MA: Anker Publishing.
Wallace, M. J. (1991). Training foreign language teachers: A reflective approach. New York: Cambridge University Press.
Teaching Skimming Reading By Using E-book for Senior High School
Teaching Skimming Reading By Using E-book for Senior High School
by Siti Papat Patimah
R I
INTRODUCTION
I.I Background of the Study
Using E-book is one of the easiest and least stress ways of getting started with technology in the class room. The e-book is source of content which can be used as a window on the wider world outside the student’s class, and of course a readily available collection of authentic material. Such as, it is a much large repository of content than would previously have been readily available to the student. Another Advantage of this tool is that the students do not necessarily have to rely on a constant internet connection if their bear in mind that it possible to save local copies of websites on their computer, or print out potentially useful pages for later use.
Skimming a text for gist can help you formulate questions to keep you interacting with the text. Basically, skimming is the most rudimentary form of reading. The object of skim reading is not to necessarily comprehend all that is being read, but rather to familiarize yourself, as quickly as possible, with the text being read. In this regard, skimming materials, by reading the index, subject headings and sub-headings, allows you to prepare yourself so that when the time comes, you can race ahead and speed read at pace as you are already familiar with the text. Consequently, your overall reading speed will be vastly improved.
CHAPTER II
THEORETICAL FOUNDATION
The government of Indonesia chooses English as one of the compulsory subject in both senior and junior high school. It is obligatory subject for the student to learn from the first year of junior up to senior high school. Moreover, English has been learned not only by university students but also by elementary students. There are four major language skills that the students should master, namely speaking, listening, reading and writing. Reading skill needs to be developed intensively in the classroom because it is a bridge to understand scientific books that the students have to read. Meanwhile, in English classes in SMA, reading is learned in order to get meaning from a lot of reading passages with various genres of text. The second year students are required to master reading texts with five different genres, namely report, narrative, and hortatory exposition.
When student read a text, they sometimes do not know what the text about. They are not able to understand the idea of the selection of the text they have read. The basic course Outline Supplement for the teaching at English of SMU (GBPP) states that aims of reading are to find the idea of the text, to get general figure about the content of the text, to find main ideas, to find supporting details, to make inferences, to interpret word meaning, phrase, and sentences related to the text, to get enjoyment. In other words, when the student read a text, they have to get information or message from the text.
Using E-book is one of the easiest and least stress ways of getting started with technology in the class room. The e-book is source of content which can be used as a window on the wider world outside the student’s class, and of course a readily available collection of authentic material. Such as, it is a much large repository of content than would previously have been readily available to the student. Another Advantage of this tool is that the students do not necessarily have to rely on a constant internet connection if their bear in mind that it possible to save local copies of websites on their computer, or print out potentially useful pages for later use. Indeed, they can use websites in variety of ways:
As Printed pages, with no computer.
With one computer with one an internet connection.
In a computer lab a set of network and connected computers.
There are three basic ways of searching on the e-book:
• Search Engines
• Subject guides
• Real language searches
It is important that both teacher and learners see the use of the e-book as an interim part of the learning process, rather than as occasional activity which has nothing to with their regularly study program. With some learners there may be some resistance to regular computer use in the class room.
Having ascertained responses on why users might use and read an e-textbook, and cognoscente of their preferences for reading the printed text, the study sought to explore further the issues associated with the difficulties participants encountered when using e-textbooks. Three discrete but inter-related fields are discernable: issues associated with the screen display and display aesthetics, issues associated with distraction due to loss of concentration, issues associated with the physiological and ergonomic factors associated with reading from the screen, and the challenges of managing the use of multiple titles concurrently. It is interesting to note throughout these sections, a general agreement with views expressed by librarians on the software interfaces of the collections, and the authors reiterate their comments in that report that the librarians were largely expressing their perceptions of the use by their users (Armstrong & Lonsdale, 2009, 8).
The only reference in a focus group to an e-book reader came from an academic who was involved with developing the e-ink screen technology. Although he could imagine using a reader for leisure reading, he doubted that it was something to be used for academic work because of the screen size. The issue of editions and currency was raised by the librarians spoken to for the Observatory collection management report, which stated that a “significant theme that emerged was the fact that the textbook provided electronically may be an older edition – sometimes older than print editions already in the collection – affecting its perceived value and, thus, its use” (Armstrong & Lonsdale, 2009, 2.5.2). While the issue of editions did not figure greatly in the user discussions, it is worth including a summary of the points made by users. Although the issue of out-of-date e-books also came up regularly in the Observatory Exit Survey, out-of-date library paper-books were mentioned very many more times – something that is also mentioned in the first focus group excerpts below (in Section 3.4).
The combination of these two methods allows you grater comprehension of what you are reading. Having ascertained that skimming will increase out reading speed, we now need to know how to skim read, whilst there are many different methods adopted to skim reading like read the index of a text means note that it is essential that you do this so that you get the general idea of what the next is about.
• Read the introduction paragraph of the text
• Read each heading in the text
• Read each subheading in the text etc.
Skimming is done at a speed three to four times faster than normal reading. People often skim when they have lots of material to read in a limited amount of time. Use skimming when you want to see if an article may be of interest in your research. And skimming is a process of speed reading that involves visually searching the sentences of a page for clues to meaning. For some people, this comes naturally, and usually cannot be acquired by practice. Skimming is usually seen more in adults than in children. It is conducted at a higher rate (700 words per minute and above) than normal reading for comprehension (around 200-230 wpm), and results in lower comprehension rates, especially with information-rich reading material. There are many strategies that can be used when skimming. Some people read the first and last paragraphs using headings, summarizes and other organizers as they move down the page or screen. You might read the title, subtitles, subheading, and illustrations.
Reading lists were mentioned in other institutions as an access route to e-textbooks. The two quotations which follow both additionally highlight access issues to do with library-subscription resources and the use of, and dependence on, them by academics. In one case the problem was to do with concurrent use, and in the other the issue of titles or collections being removed by the publisher or no longer licensed by the library while academic links still existed to them, an issue that was also picked up in the E-book collection management in UK universities: focus groups report (Armstrong & Lonsdale, 2009, 5.5).
Don't read the whole text word-for-word. Use as many clues as possible to give you some background information. There might be pictures or images related to the topic, or an eye-catching title. Let your eyes skim over the surface of the text and, whilst thinking about any clues you have found about the subject, look out for key words.
1. Read the title, subtitles and subheading to find out what the text is
about.
2. Look at the illustrations to give you further information about the topic.
3. Read the first and last sentences of each paragraph.
4. Don’t every word or every sentence. Let you eyes skim over the text.
Taking in keyword.
5. Continue to think about the meaning of the text.
It is clear that multimedia can genuinely add value to an e-textbook that is not possible in paper books. That this has long been understood for some subjects is clear from the enclosed CD-ROMs in numbers of paper textbooks. It is also clear that when e-textbooks are simply facsimiles of the print original, there is little likelihood that this kind of added value will be available. Interactive exercises were discussed as a missed opportunity, for the reason stated above. Where they had been used elsewhere, students found them invaluable.
CHAPTER III
ANALYSIS DATA
Although the need for the most recent edition of a textbook may appear to push students towards purchase, there are a variety of other reasons, largely to do with cost, that often militate against purchase. There is a long-standing and fundamental understanding by universities and publishers that students need to buy at least some of their own textbooks. This was emphasised in a recent report, which stated “There remains an expectation at UK universities that students will need to purchase some of their course material, and most prospectuses make mention of this and suggest a notional figure” (Content Complete & OnlyConnect, 2009).
The use of e-books by students for ascertaining facts (as opposed to prolonged reading to increase knowledge) is common. However, the third excerpt demonstrates that in some institutions, at least, students are prepared to read longer pieces. Some students had specific reasons for their decisions to use e-books.
Well, I like e-books more when I’m doing the research, because for my field anyway, most of the books now in print [and in the library?] the topics are kind of limited, but for e-books you find almost everything. (Student)
I use it, well, I’m doing research all the time for the work we have to do, because there is a lot self-directed study. But obviously we are all graduates on this course… We do study sessions [in] problem-based learning (PBL), so we each focus on a specific to research. And also if you want to do background reading for the lectures. But it’s mostly the PBL stuff. (Student)
I would use the e-book, it’s quite good for tutorials, like computer programming. It has a lot descriptions and photos, and you can run it up alongside another window if you are doing the programming… my project on a new computer programming language I’d never done before, so I had to do a lot of background work on it. And so I had some e-books which do tutorials, and then you can have the e-book on half of the screen, and on half have the software you use to write the programme. Then you can run along the steps, and keep track of where you are with it. (Student)
E-books can be useful if you’re researching for an essay and all the print copies are unavailable in the library (Student)
It depends what I’m going to do with the book – if I need a quotation from the book I know electronic is best; but if it’s a book I have to decide if I can read it – if it’s electronic, Yes, I can look through contents, and then I will get paper because I need to read the whole book. (Student)
The ease with which information can be found in e-books, using the search facility, makes them ideal when reference-style queries and the quick extraction of facts are required.
Finding information is much easier with the e-books, mainly because you have a different mode of searching and you’re having to search through the book, so it becomes easier for individual like me to search for some particular keyword and search it through e-books than going through each and every page in a paper-based system. (Student)
But then it’s easier from the electronic version because you can pinpoint, you can search out things very easily. And then actually you can just take a note of those things and just make your own notes with that, so I find it more easy because in the book you have to flip the pages and search across. So that indexing is much better in the electronic version. (Student)
This emphasis on easy access, ease of use and the convenience of having source material in the same place as the assignment is clear.
Again, for the easy access. It’s the ease of accessibility, and also when you are writing up, I think it’s also the ease of navigation, which I think would sort of tip my scales towards the e-book. (Student)
I would say I prefer reading through the electronic versions, reading it through the laptop rather than carrying the physical book with me. Because I’m always on my laptop most of the time. (Student)
Somewhat at odds with statements made by librarians in the E-book collection management in UK universities: focus groups report that in some institutions there is a “discernible and growing demand from academic staff who do contribute directly to the selection process” – a process often begun by the library (Armstrong & Lonsdale, 2009, 2.2.2), the academic focus groups gave the overall impression that academics do not participate actively or systematically in the selection of e-textbooks for the library. Obviously, there are exceptions to this generalisation, but for the most part academics – despite their involvement in the selection of print titles – felt unable to help with e-books, mostly as they did not possess the skills to do so.
In the absence of promotions for, and trials of, new e-textbooks, and the skills to evaluate them, it not surprising that many academics are not more pro-active. Many of the focus group participants did not know how to find out what was available – where to look in order to find new e-books. There is even a hint in the following excerpt that the reading list may be driven by existing library availability, which would possibly tend to preclude the addition of e-books.
As you know, flexibility is one sign of a power reader. Fluent readers are able to adapt their reading skills to meet the demands of the reading task before them, varying rates of speed and levels of comprehension to suit their purpose for reading. Readers often encounter a great deal of material that they would like to cover either because they are interested in a particular topic or simply because they want to stay current in their field or with local, national, and world events. When good readers want to cover large amounts of material quickly, they skim. To skim is pass quickly over material as quickly as you can while getting a general, holistic view of the content.
Skimming is not for situations where a high level of comprehension is required, but is very useful when it may be appropriate to accept a level of comprehension somewhat lower than that obtained at average reading speeds. You should aim for the main idea(s), the outline, the major supporting details, and an idea of the organizational pattern. Previously we have discussed using skimming to preview material prior to a more in-depth reading. Unlike preview skimming, overview skimming is the mode to use when you are not planning to eventually read the entire work. Overview skimming will be your only reading of the selection and is most useful for relatively easy to moderately difficult material. Skimming is most useful for obtaining a surface understanding and is not recommended for in-depth understanding or analysis.
The importance of the catalogue as a means to locating e-books is evident; indeed, the recent survey by Springer reported that in one university “the average number of eBook chapter downloads per month more than doubled after eBook MARC records were loaded into the library catalog.” (Springer, 2008) The report also highlighted the fact that “users begin their search for eBooks at different places depending on the institution” so that while a second institution was also dominated by the OPAC, in a third the various Google options beat the OPAC into second place by a few percentage points.
The institutional variations may be due to a number of reasons, including library training and induction, and the way in which e-books are presented or made available through the library website or the VLE. In one university, for example, it seems that e-books are only listed by collection, so that there would need to be a subsequent search within the collection.
In several focus groups, such was the confusion of some students over the means of access, that they volunteered to demonstrate the process online in order to clarify their responses. In undertaking the demonstration it was clear that they had not been able to distinguish between the various access routes, for example in one institution, describing the OPAC as the web site and MetaLib as a catalogue. Some users prefer access directly through a list of e-book titles provided on the library web pages or portal, and see the catalogue as a way of alerting the uninitiated to the presence of e-books alongside books.
A key objective of the study was to investigate the ways in which users interrogate e-textbooks in order to locate specific content. The behaviour of academic staff and students in establishing access strategies and using search facilities and tables of contents constituted the major focus. Abdullah and Gibb (2009) have compared back-of-book indexes, tables of contents and search, and conclude that the first is more efficient compared to tables of contents and full-text searching for finding information in e-books, but that there was insufficient evidence to support the hypothesis that it is more effective.
Although back-of-book indexes were scarcely mentioned in the focus groups, their paper makes the important point, of which there is an echo below, that the index is important because it directly identifies and groups together scattered topics in the document, organises the information into an alphabetic structure, and “distinguishes important topics from random occurrences of information,” which a search facility is unable to do.
For most people the decision on how to locate something in an e-book is inextricably bound up with the nature of that something. It is clear that there are those who will always use the table of contents or will always use the search facility, but the message most often repeated was that it depends on what information you need. The perception that whole e-books could not be searched as they were delivered to the workstation on a page-by-page basis resulted in access via the table of contents for one academic and one student (different institutions).
Reviewing all of the focus group transcriptions provides an approximate quantitative analysis. Tables of contents and searching are used equally as a means of access to e-textbook content; only about half of those using the table of contents used the facility to expand chapter headings to subsections, and very few users of the search facility, apparently felt the need to use advanced searching techniques. Two academics and two students spoke of using the back-of-book index, and as few respondents relied on browsing.
Despite the comments above from the academics who use the e-book in the same way as any paper-based book, one paper-based approach, browsing, is not normally perceived as being as easy as with print-on-paper, although in some instances it will work for a particular task. Despite quite elaborate search features which are built into the e-book platforms – usually including the possibility of advanced searching, there remain – as was demonstrated in the Super Book pilot – a few students who either do not notice it, or are so programmed into using browser or PDF-reader ‘Control-F’ searching that they do not see it. While this probably works for them most of the time, it raises the possibility of searches which either produce too many hits or none because the searching has not be undertaken appropriately.
One response to searching – whether simple or advanced – was that it offers an access to the content for which the book and its content was not designed. Textbooks are designed to be read rather than used as a reference tool, and there is an inherent danger in extracting information without the chapter context: Within the literature on defining the purpose of the e-book, there is the implicit belief that e-books are designed to be read on screen (Armstrong, 2008), although anecdotal evidence does suggest that this is frequently not the case, and that users will transfer text to other sources for reading.
Reading on the screen is largely associated with accessing short pieces of text, or for checking details rather than for reading extended textual content. Occasionally it may be associated with scrutinizing an e-textbook, for example when a lecturer is making a decision whether or not to recommend the work to a student: There was little evidence of downloading of sections or whole e-textbooks. Several major reasons were identified, first, the need to download only the more complex illustrative material. Another motive, similar to that associated with the value of printing out, is the ability to highlight/make notes on the electronic copy. Once again, there is a view being imparted that the e-textbook titles which academics and students have used did not permit electronic note taking, although this facility is becoming increasingly common in e-books:
Research undertaken in 1998 identified twelve specific types of added value found in e-books, including: resource links; links to reviews; author biographies; and links to curricula, professors’ or other educational sites (Armstrong and Lonsdale, 1998, p.35). More recent research in the academic sector has emphasised the potential of e-books to offer educational institutions added value such as additional exercises, demonstrations, assessment materials (Education for Change Ltd et al, 2003, p.48), and the great value of these texts as instruments for research and reference. The study investigated the perceptions of the participants as to the perceived value of the various software features that are available in e-textbook platforms.
At the end of the sequence of questions in the focus group interview schedule, we offered participants the opportunity to reflect on the deliberations, and to contribute their ideas and suggestions on ways of enhancing their experience of using e-textbooks. There was a considerable discussion on this question, and responses can be grouped into the following sections:
• issues associated with the content of the e-textbook, it’s interface and design,
• the critical mass of published titles,
• promotion and marketing, and
• The training needs of students and academic staff.
Implicit in the responses of participants are matters that do require the attention of the various stakeholders: e-publishers and aggregators, libraries, academic departments, and the JISC, and recommendations pertaining to these matters are offered in the Conclusion to the report.
Certainly, the value of audio content was also implicit in some of the responses discussed earlier regarding the significance of multimedia content. Whilst the construct of a spoken audio e-textbook may not be viable or even desirable, the following observations offer insights into how some students wish to enhance their time reading, and perhaps afford publishers an opportunity to reflect of the issue.
Students understood the value of citation assistance, but frequently found it was the wrong kind of assistance, either failing to match the institutional citation style or expecting cut-and-paste rather than export to commonly-available bibliographic software. Although a few participants liked the note-taking facility, most did not, or at least did not use it. Some academics were more direct in their condemnation of the systems, on the basis of encouraging poor research skills and plagiarism, and because of system risks associated with scattered notes, convenience and need.
CHAPTER IV
CONCLUSION
The use of the e-textbooks is primarily related to needs for brief information and quick fact extraction, and there is a clear suggestion that e-textbooks are not being used for extended reading. Consequently the e-textbook is usually preferred to the printed textbook only when it is to be used for short periods of time. High value is placed on the interactive features of e-textbooks, and also on the facility to search for information.
E-book is still perceived as the preferred format for extended reading for several reasons including:
o the powerful attraction of the innate familiarity and of the physical entity that is the e-book;
o it facilitates greater concentration;
o it is more conducive than the e-textbook to certain forms of reading such as scanning; and
o the printed page is also seen to be more conducive to note making, annotation and highlighting.
Although some participants indicated their preference for using multiple printed textbooks, many academics and students were able to accommodate this task with e-textbooks only. This was normally undertaken using multiple browser tabs, although it was acknowledged that multiple screens make the task even easier.
Both students and academics accessed content in e-textbooks using search and tables of contents about equally. Advanced searching and the expanding of the table of contents were almost never used. Simple search (as it is currently implemented) is not an appropriate tool for access because of the tendency to provide much chaff with the wheat. One academic proposed an important hypothesis that using the search facility in a textbook is equivalent to using that textbook as a reference work / encyclopaedia, which is inappropriate use as textbooks are not written as encyclopaedia; they are written to be read rather than mined for facts.
REFERENCE
Abdullah, N. and F. Gibb (2008) Students’ attitudes towards e-books in a
Scottish Higher Education Institute: Part 1 – Web survey. Library Review 57 (8): 593-605.
Abdullah, N. and F. Gibb (2008) Students’ attitudes towards e-books in a
Scottish Higher Education Institute: Part 2 – Follow up survey. Library Review 57 (9): 679-689.
Abdullah, N. and F. Gibb (2009) Students’ attitudes towards e-books in a Scottish
Higher Education Institute: Part 3 – Search and browse tasks. Library Review 58 (1): 17-27.
Armstrong, Chris (2008) Books in a virtual world: The evolution of the e-book
and its lexicon. Journal of Library and Information Science 40 (3): 193-206.
Armstrong, C. J. and Lonsdale, Ray. (1998) The publishing of electronic scholarly
monographs and textbooks. A supporting study in the JISC eLib Programme. Report G5. London: Library Information Technology Centre. pp.vi + 88.
Armstrong, Chris and Ray Lonsdale (2009) E-book collection management in UK
universities: focus groups report, Information Automation Limited, Final Report, November 2009, London: JISC Collections. Available at: www.jiscebooksproject.org/reports
Content Complete Ltd & OnlyConnect Consultancy (2009) Study on the
Management and Economic Impact of e-Textbook Business Models on Publishers, e-Book Aggregators and Higher Education Institutions: Phase One Report. London: JISC.
Education for Change Ltd, University of Stirling Centre for Publishing Studies, &
University of Stirling Information Services (2003) A Strategy and Vision for the Future for Electronic Textbooks in UK Further and Higher Education: A Study Prepared for the Joint Information Systems Committee (JISC) e-Books Working Group. London: JISC e-Books Working Group, August 2003. PDF available at:
http://www.jisc.ac.uk/uploaded_documents/Annex_E_E_Textbooks_Strategy_final_report.pdf (24/04/2009)
Buzan (2000) The Speed Reading Book. BBC Ltd
Cunningham, A. E., Stanovich, K. E., & Wilson, M. R. (1990). Cognitive
variation in adult college students differing in reading ability. In T. H. Carr & B.A. Levy (Eds.), Reading and its development: Component skills approaches (pp. 129–159). New York: Academic Press.
Dudeney, Gavin and Nicky Hockly. 2007. How to teach English with technology.
Edinburgh Gate: pearson education limited.
by Siti Papat Patimah
R I
INTRODUCTION
I.I Background of the Study
Using E-book is one of the easiest and least stress ways of getting started with technology in the class room. The e-book is source of content which can be used as a window on the wider world outside the student’s class, and of course a readily available collection of authentic material. Such as, it is a much large repository of content than would previously have been readily available to the student. Another Advantage of this tool is that the students do not necessarily have to rely on a constant internet connection if their bear in mind that it possible to save local copies of websites on their computer, or print out potentially useful pages for later use.
Skimming a text for gist can help you formulate questions to keep you interacting with the text. Basically, skimming is the most rudimentary form of reading. The object of skim reading is not to necessarily comprehend all that is being read, but rather to familiarize yourself, as quickly as possible, with the text being read. In this regard, skimming materials, by reading the index, subject headings and sub-headings, allows you to prepare yourself so that when the time comes, you can race ahead and speed read at pace as you are already familiar with the text. Consequently, your overall reading speed will be vastly improved.
CHAPTER II
THEORETICAL FOUNDATION
The government of Indonesia chooses English as one of the compulsory subject in both senior and junior high school. It is obligatory subject for the student to learn from the first year of junior up to senior high school. Moreover, English has been learned not only by university students but also by elementary students. There are four major language skills that the students should master, namely speaking, listening, reading and writing. Reading skill needs to be developed intensively in the classroom because it is a bridge to understand scientific books that the students have to read. Meanwhile, in English classes in SMA, reading is learned in order to get meaning from a lot of reading passages with various genres of text. The second year students are required to master reading texts with five different genres, namely report, narrative, and hortatory exposition.
When student read a text, they sometimes do not know what the text about. They are not able to understand the idea of the selection of the text they have read. The basic course Outline Supplement for the teaching at English of SMU (GBPP) states that aims of reading are to find the idea of the text, to get general figure about the content of the text, to find main ideas, to find supporting details, to make inferences, to interpret word meaning, phrase, and sentences related to the text, to get enjoyment. In other words, when the student read a text, they have to get information or message from the text.
Using E-book is one of the easiest and least stress ways of getting started with technology in the class room. The e-book is source of content which can be used as a window on the wider world outside the student’s class, and of course a readily available collection of authentic material. Such as, it is a much large repository of content than would previously have been readily available to the student. Another Advantage of this tool is that the students do not necessarily have to rely on a constant internet connection if their bear in mind that it possible to save local copies of websites on their computer, or print out potentially useful pages for later use. Indeed, they can use websites in variety of ways:
As Printed pages, with no computer.
With one computer with one an internet connection.
In a computer lab a set of network and connected computers.
There are three basic ways of searching on the e-book:
• Search Engines
• Subject guides
• Real language searches
It is important that both teacher and learners see the use of the e-book as an interim part of the learning process, rather than as occasional activity which has nothing to with their regularly study program. With some learners there may be some resistance to regular computer use in the class room.
Having ascertained responses on why users might use and read an e-textbook, and cognoscente of their preferences for reading the printed text, the study sought to explore further the issues associated with the difficulties participants encountered when using e-textbooks. Three discrete but inter-related fields are discernable: issues associated with the screen display and display aesthetics, issues associated with distraction due to loss of concentration, issues associated with the physiological and ergonomic factors associated with reading from the screen, and the challenges of managing the use of multiple titles concurrently. It is interesting to note throughout these sections, a general agreement with views expressed by librarians on the software interfaces of the collections, and the authors reiterate their comments in that report that the librarians were largely expressing their perceptions of the use by their users (Armstrong & Lonsdale, 2009, 8).
The only reference in a focus group to an e-book reader came from an academic who was involved with developing the e-ink screen technology. Although he could imagine using a reader for leisure reading, he doubted that it was something to be used for academic work because of the screen size. The issue of editions and currency was raised by the librarians spoken to for the Observatory collection management report, which stated that a “significant theme that emerged was the fact that the textbook provided electronically may be an older edition – sometimes older than print editions already in the collection – affecting its perceived value and, thus, its use” (Armstrong & Lonsdale, 2009, 2.5.2). While the issue of editions did not figure greatly in the user discussions, it is worth including a summary of the points made by users. Although the issue of out-of-date e-books also came up regularly in the Observatory Exit Survey, out-of-date library paper-books were mentioned very many more times – something that is also mentioned in the first focus group excerpts below (in Section 3.4).
The combination of these two methods allows you grater comprehension of what you are reading. Having ascertained that skimming will increase out reading speed, we now need to know how to skim read, whilst there are many different methods adopted to skim reading like read the index of a text means note that it is essential that you do this so that you get the general idea of what the next is about.
• Read the introduction paragraph of the text
• Read each heading in the text
• Read each subheading in the text etc.
Skimming is done at a speed three to four times faster than normal reading. People often skim when they have lots of material to read in a limited amount of time. Use skimming when you want to see if an article may be of interest in your research. And skimming is a process of speed reading that involves visually searching the sentences of a page for clues to meaning. For some people, this comes naturally, and usually cannot be acquired by practice. Skimming is usually seen more in adults than in children. It is conducted at a higher rate (700 words per minute and above) than normal reading for comprehension (around 200-230 wpm), and results in lower comprehension rates, especially with information-rich reading material. There are many strategies that can be used when skimming. Some people read the first and last paragraphs using headings, summarizes and other organizers as they move down the page or screen. You might read the title, subtitles, subheading, and illustrations.
Reading lists were mentioned in other institutions as an access route to e-textbooks. The two quotations which follow both additionally highlight access issues to do with library-subscription resources and the use of, and dependence on, them by academics. In one case the problem was to do with concurrent use, and in the other the issue of titles or collections being removed by the publisher or no longer licensed by the library while academic links still existed to them, an issue that was also picked up in the E-book collection management in UK universities: focus groups report (Armstrong & Lonsdale, 2009, 5.5).
Don't read the whole text word-for-word. Use as many clues as possible to give you some background information. There might be pictures or images related to the topic, or an eye-catching title. Let your eyes skim over the surface of the text and, whilst thinking about any clues you have found about the subject, look out for key words.
1. Read the title, subtitles and subheading to find out what the text is
about.
2. Look at the illustrations to give you further information about the topic.
3. Read the first and last sentences of each paragraph.
4. Don’t every word or every sentence. Let you eyes skim over the text.
Taking in keyword.
5. Continue to think about the meaning of the text.
It is clear that multimedia can genuinely add value to an e-textbook that is not possible in paper books. That this has long been understood for some subjects is clear from the enclosed CD-ROMs in numbers of paper textbooks. It is also clear that when e-textbooks are simply facsimiles of the print original, there is little likelihood that this kind of added value will be available. Interactive exercises were discussed as a missed opportunity, for the reason stated above. Where they had been used elsewhere, students found them invaluable.
CHAPTER III
ANALYSIS DATA
Although the need for the most recent edition of a textbook may appear to push students towards purchase, there are a variety of other reasons, largely to do with cost, that often militate against purchase. There is a long-standing and fundamental understanding by universities and publishers that students need to buy at least some of their own textbooks. This was emphasised in a recent report, which stated “There remains an expectation at UK universities that students will need to purchase some of their course material, and most prospectuses make mention of this and suggest a notional figure” (Content Complete & OnlyConnect, 2009).
The use of e-books by students for ascertaining facts (as opposed to prolonged reading to increase knowledge) is common. However, the third excerpt demonstrates that in some institutions, at least, students are prepared to read longer pieces. Some students had specific reasons for their decisions to use e-books.
Well, I like e-books more when I’m doing the research, because for my field anyway, most of the books now in print [and in the library?] the topics are kind of limited, but for e-books you find almost everything. (Student)
I use it, well, I’m doing research all the time for the work we have to do, because there is a lot self-directed study. But obviously we are all graduates on this course… We do study sessions [in] problem-based learning (PBL), so we each focus on a specific to research. And also if you want to do background reading for the lectures. But it’s mostly the PBL stuff. (Student)
I would use the e-book, it’s quite good for tutorials, like computer programming. It has a lot descriptions and photos, and you can run it up alongside another window if you are doing the programming… my project on a new computer programming language I’d never done before, so I had to do a lot of background work on it. And so I had some e-books which do tutorials, and then you can have the e-book on half of the screen, and on half have the software you use to write the programme. Then you can run along the steps, and keep track of where you are with it. (Student)
E-books can be useful if you’re researching for an essay and all the print copies are unavailable in the library (Student)
It depends what I’m going to do with the book – if I need a quotation from the book I know electronic is best; but if it’s a book I have to decide if I can read it – if it’s electronic, Yes, I can look through contents, and then I will get paper because I need to read the whole book. (Student)
The ease with which information can be found in e-books, using the search facility, makes them ideal when reference-style queries and the quick extraction of facts are required.
Finding information is much easier with the e-books, mainly because you have a different mode of searching and you’re having to search through the book, so it becomes easier for individual like me to search for some particular keyword and search it through e-books than going through each and every page in a paper-based system. (Student)
But then it’s easier from the electronic version because you can pinpoint, you can search out things very easily. And then actually you can just take a note of those things and just make your own notes with that, so I find it more easy because in the book you have to flip the pages and search across. So that indexing is much better in the electronic version. (Student)
This emphasis on easy access, ease of use and the convenience of having source material in the same place as the assignment is clear.
Again, for the easy access. It’s the ease of accessibility, and also when you are writing up, I think it’s also the ease of navigation, which I think would sort of tip my scales towards the e-book. (Student)
I would say I prefer reading through the electronic versions, reading it through the laptop rather than carrying the physical book with me. Because I’m always on my laptop most of the time. (Student)
Somewhat at odds with statements made by librarians in the E-book collection management in UK universities: focus groups report that in some institutions there is a “discernible and growing demand from academic staff who do contribute directly to the selection process” – a process often begun by the library (Armstrong & Lonsdale, 2009, 2.2.2), the academic focus groups gave the overall impression that academics do not participate actively or systematically in the selection of e-textbooks for the library. Obviously, there are exceptions to this generalisation, but for the most part academics – despite their involvement in the selection of print titles – felt unable to help with e-books, mostly as they did not possess the skills to do so.
In the absence of promotions for, and trials of, new e-textbooks, and the skills to evaluate them, it not surprising that many academics are not more pro-active. Many of the focus group participants did not know how to find out what was available – where to look in order to find new e-books. There is even a hint in the following excerpt that the reading list may be driven by existing library availability, which would possibly tend to preclude the addition of e-books.
As you know, flexibility is one sign of a power reader. Fluent readers are able to adapt their reading skills to meet the demands of the reading task before them, varying rates of speed and levels of comprehension to suit their purpose for reading. Readers often encounter a great deal of material that they would like to cover either because they are interested in a particular topic or simply because they want to stay current in their field or with local, national, and world events. When good readers want to cover large amounts of material quickly, they skim. To skim is pass quickly over material as quickly as you can while getting a general, holistic view of the content.
Skimming is not for situations where a high level of comprehension is required, but is very useful when it may be appropriate to accept a level of comprehension somewhat lower than that obtained at average reading speeds. You should aim for the main idea(s), the outline, the major supporting details, and an idea of the organizational pattern. Previously we have discussed using skimming to preview material prior to a more in-depth reading. Unlike preview skimming, overview skimming is the mode to use when you are not planning to eventually read the entire work. Overview skimming will be your only reading of the selection and is most useful for relatively easy to moderately difficult material. Skimming is most useful for obtaining a surface understanding and is not recommended for in-depth understanding or analysis.
The importance of the catalogue as a means to locating e-books is evident; indeed, the recent survey by Springer reported that in one university “the average number of eBook chapter downloads per month more than doubled after eBook MARC records were loaded into the library catalog.” (Springer, 2008) The report also highlighted the fact that “users begin their search for eBooks at different places depending on the institution” so that while a second institution was also dominated by the OPAC, in a third the various Google options beat the OPAC into second place by a few percentage points.
The institutional variations may be due to a number of reasons, including library training and induction, and the way in which e-books are presented or made available through the library website or the VLE. In one university, for example, it seems that e-books are only listed by collection, so that there would need to be a subsequent search within the collection.
In several focus groups, such was the confusion of some students over the means of access, that they volunteered to demonstrate the process online in order to clarify their responses. In undertaking the demonstration it was clear that they had not been able to distinguish between the various access routes, for example in one institution, describing the OPAC as the web site and MetaLib as a catalogue. Some users prefer access directly through a list of e-book titles provided on the library web pages or portal, and see the catalogue as a way of alerting the uninitiated to the presence of e-books alongside books.
A key objective of the study was to investigate the ways in which users interrogate e-textbooks in order to locate specific content. The behaviour of academic staff and students in establishing access strategies and using search facilities and tables of contents constituted the major focus. Abdullah and Gibb (2009) have compared back-of-book indexes, tables of contents and search, and conclude that the first is more efficient compared to tables of contents and full-text searching for finding information in e-books, but that there was insufficient evidence to support the hypothesis that it is more effective.
Although back-of-book indexes were scarcely mentioned in the focus groups, their paper makes the important point, of which there is an echo below, that the index is important because it directly identifies and groups together scattered topics in the document, organises the information into an alphabetic structure, and “distinguishes important topics from random occurrences of information,” which a search facility is unable to do.
For most people the decision on how to locate something in an e-book is inextricably bound up with the nature of that something. It is clear that there are those who will always use the table of contents or will always use the search facility, but the message most often repeated was that it depends on what information you need. The perception that whole e-books could not be searched as they were delivered to the workstation on a page-by-page basis resulted in access via the table of contents for one academic and one student (different institutions).
Reviewing all of the focus group transcriptions provides an approximate quantitative analysis. Tables of contents and searching are used equally as a means of access to e-textbook content; only about half of those using the table of contents used the facility to expand chapter headings to subsections, and very few users of the search facility, apparently felt the need to use advanced searching techniques. Two academics and two students spoke of using the back-of-book index, and as few respondents relied on browsing.
Despite the comments above from the academics who use the e-book in the same way as any paper-based book, one paper-based approach, browsing, is not normally perceived as being as easy as with print-on-paper, although in some instances it will work for a particular task. Despite quite elaborate search features which are built into the e-book platforms – usually including the possibility of advanced searching, there remain – as was demonstrated in the Super Book pilot – a few students who either do not notice it, or are so programmed into using browser or PDF-reader ‘Control-F’ searching that they do not see it. While this probably works for them most of the time, it raises the possibility of searches which either produce too many hits or none because the searching has not be undertaken appropriately.
One response to searching – whether simple or advanced – was that it offers an access to the content for which the book and its content was not designed. Textbooks are designed to be read rather than used as a reference tool, and there is an inherent danger in extracting information without the chapter context: Within the literature on defining the purpose of the e-book, there is the implicit belief that e-books are designed to be read on screen (Armstrong, 2008), although anecdotal evidence does suggest that this is frequently not the case, and that users will transfer text to other sources for reading.
Reading on the screen is largely associated with accessing short pieces of text, or for checking details rather than for reading extended textual content. Occasionally it may be associated with scrutinizing an e-textbook, for example when a lecturer is making a decision whether or not to recommend the work to a student: There was little evidence of downloading of sections or whole e-textbooks. Several major reasons were identified, first, the need to download only the more complex illustrative material. Another motive, similar to that associated with the value of printing out, is the ability to highlight/make notes on the electronic copy. Once again, there is a view being imparted that the e-textbook titles which academics and students have used did not permit electronic note taking, although this facility is becoming increasingly common in e-books:
Research undertaken in 1998 identified twelve specific types of added value found in e-books, including: resource links; links to reviews; author biographies; and links to curricula, professors’ or other educational sites (Armstrong and Lonsdale, 1998, p.35). More recent research in the academic sector has emphasised the potential of e-books to offer educational institutions added value such as additional exercises, demonstrations, assessment materials (Education for Change Ltd et al, 2003, p.48), and the great value of these texts as instruments for research and reference. The study investigated the perceptions of the participants as to the perceived value of the various software features that are available in e-textbook platforms.
At the end of the sequence of questions in the focus group interview schedule, we offered participants the opportunity to reflect on the deliberations, and to contribute their ideas and suggestions on ways of enhancing their experience of using e-textbooks. There was a considerable discussion on this question, and responses can be grouped into the following sections:
• issues associated with the content of the e-textbook, it’s interface and design,
• the critical mass of published titles,
• promotion and marketing, and
• The training needs of students and academic staff.
Implicit in the responses of participants are matters that do require the attention of the various stakeholders: e-publishers and aggregators, libraries, academic departments, and the JISC, and recommendations pertaining to these matters are offered in the Conclusion to the report.
Certainly, the value of audio content was also implicit in some of the responses discussed earlier regarding the significance of multimedia content. Whilst the construct of a spoken audio e-textbook may not be viable or even desirable, the following observations offer insights into how some students wish to enhance their time reading, and perhaps afford publishers an opportunity to reflect of the issue.
Students understood the value of citation assistance, but frequently found it was the wrong kind of assistance, either failing to match the institutional citation style or expecting cut-and-paste rather than export to commonly-available bibliographic software. Although a few participants liked the note-taking facility, most did not, or at least did not use it. Some academics were more direct in their condemnation of the systems, on the basis of encouraging poor research skills and plagiarism, and because of system risks associated with scattered notes, convenience and need.
CHAPTER IV
CONCLUSION
The use of the e-textbooks is primarily related to needs for brief information and quick fact extraction, and there is a clear suggestion that e-textbooks are not being used for extended reading. Consequently the e-textbook is usually preferred to the printed textbook only when it is to be used for short periods of time. High value is placed on the interactive features of e-textbooks, and also on the facility to search for information.
E-book is still perceived as the preferred format for extended reading for several reasons including:
o the powerful attraction of the innate familiarity and of the physical entity that is the e-book;
o it facilitates greater concentration;
o it is more conducive than the e-textbook to certain forms of reading such as scanning; and
o the printed page is also seen to be more conducive to note making, annotation and highlighting.
Although some participants indicated their preference for using multiple printed textbooks, many academics and students were able to accommodate this task with e-textbooks only. This was normally undertaken using multiple browser tabs, although it was acknowledged that multiple screens make the task even easier.
Both students and academics accessed content in e-textbooks using search and tables of contents about equally. Advanced searching and the expanding of the table of contents were almost never used. Simple search (as it is currently implemented) is not an appropriate tool for access because of the tendency to provide much chaff with the wheat. One academic proposed an important hypothesis that using the search facility in a textbook is equivalent to using that textbook as a reference work / encyclopaedia, which is inappropriate use as textbooks are not written as encyclopaedia; they are written to be read rather than mined for facts.
REFERENCE
Abdullah, N. and F. Gibb (2008) Students’ attitudes towards e-books in a
Scottish Higher Education Institute: Part 1 – Web survey. Library Review 57 (8): 593-605.
Abdullah, N. and F. Gibb (2008) Students’ attitudes towards e-books in a
Scottish Higher Education Institute: Part 2 – Follow up survey. Library Review 57 (9): 679-689.
Abdullah, N. and F. Gibb (2009) Students’ attitudes towards e-books in a Scottish
Higher Education Institute: Part 3 – Search and browse tasks. Library Review 58 (1): 17-27.
Armstrong, Chris (2008) Books in a virtual world: The evolution of the e-book
and its lexicon. Journal of Library and Information Science 40 (3): 193-206.
Armstrong, C. J. and Lonsdale, Ray. (1998) The publishing of electronic scholarly
monographs and textbooks. A supporting study in the JISC eLib Programme. Report G5. London: Library Information Technology Centre. pp.vi + 88.
Armstrong, Chris and Ray Lonsdale (2009) E-book collection management in UK
universities: focus groups report, Information Automation Limited, Final Report, November 2009, London: JISC Collections. Available at: www.jiscebooksproject.org/reports
Content Complete Ltd & OnlyConnect Consultancy (2009) Study on the
Management and Economic Impact of e-Textbook Business Models on Publishers, e-Book Aggregators and Higher Education Institutions: Phase One Report. London: JISC.
Education for Change Ltd, University of Stirling Centre for Publishing Studies, &
University of Stirling Information Services (2003) A Strategy and Vision for the Future for Electronic Textbooks in UK Further and Higher Education: A Study Prepared for the Joint Information Systems Committee (JISC) e-Books Working Group. London: JISC e-Books Working Group, August 2003. PDF available at:
http://www.jisc.ac.uk/uploaded_documents/Annex_E_E_Textbooks_Strategy_final_report.pdf (24/04/2009)
Buzan (2000) The Speed Reading Book. BBC Ltd
Cunningham, A. E., Stanovich, K. E., & Wilson, M. R. (1990). Cognitive
variation in adult college students differing in reading ability. In T. H. Carr & B.A. Levy (Eds.), Reading and its development: Component skills approaches (pp. 129–159). New York: Academic Press.
Dudeney, Gavin and Nicky Hockly. 2007. How to teach English with technology.
Edinburgh Gate: pearson education limited.
TEACHING A NARRATIVE TEXT FOR THIRD GRADE OF SENIOR HIGH SCHOOL THOUGH BLOGGER
TEACHING A NARRATIVE TEXT FOR THIRD GRADE OF SENIOR HIGH SCHOOL THOUGH BLOGGER
by SITI MASLIA
CHAPTER I
INTRODUCTION
A. BACKROUND
In written cycle, there are writing aspects, writing convention and kind of writing. The students must understand the unity and coherence in a paragraph. The students should have insight about writing. The students should be effective writer in writing a paragraph. According to Barbara Fassler, writing is effective when it accomplishes its purpose for its audience ( Walvoord, Barbara E. Fassler, 1985 : 2 ). It could help them to find as fast as the ideas, inspires, grammar, and vocabulary.
Writing is the symbolic representation of language in storable graphic form, is a comparatively recent cultural development having occured within the past five thousand years and oldly in certain parts of the world(wiliam O’Grady:2005) . Narrative is one of types of writing.
In order to, learn narrative is important for student who learns English. Narrative, according to Labov ( 1972) via Riessman, Catherine K.(1993: 17) assumes all narratives are stories about a specific past event, and they have common properties ( described below ). Narrative told past event, beginning with “once upon a time” and ending “they lived happily ever after”.
A blog (short for weblog) is a personal online journal that is frequently updated and intended for general public consumption. Teaching a narrative text for third grade of senior high school through blogger will develop student skill in writing English not only that with science and technology student will learn easily. Therefore they can speak and use English well.
B. PURPOSES
• To help student of first grade senior high school learn writing english
• To help teachers in teaching writing english most better
• To improve writing skill the students
CHAPTER II
METHODOLOGY AND THEORY
Narrative Theory according to some linguists as follow :
1. Labov ( 1972) via Riessman, Catherine K.(1993: 17) assumes all narratives are stories about a specific past event, and they have common properties ( described below )
2. Young (1987) Riessman, Catherine K.(1993: 17) via argued that for consequential sequencing: one event causes another in the narrative, although the links may not always be chronological.
Narrative in General Meaning as follow :
To amuse the readers/listeners with actual or imaginary experince in different ways.
Narrative Text Organization:
1. Orientation ( who were involved in the story, when and where )
2. Complication ( a problem arises and followed by other problems )
3. Resolution ( provide solution )
Definition of blogger
1. Definition of "blog:" A blog is a journal (online diary) made available on the Internet/web by any individual. Most blogs are maintained by people who know nothing about web site design or development.
2. Meaning of "blogger:" A "blogger" is a person who has and maintains a blog.
3. Meaning of "blogging?" "Blogging" is the active updating of a blog by the person who maintains the postings (usually a non-professional).
4. Definition of "blog postings:" Information posted on a blog is usually in chronological order with the most recent additions featured first.
5. What is a "weblog?:" The original term, a WeBlog is just another name for a blog. The term "blog" evolved from "web log."
6. Define Phlog: A Phlog (also known as a photo log) is a collection of photographs, photos, pictures and/or images posted by the "blogger" to a blog for the world to see.
RESULT ( FINDING DATA )
In the teaching writing for third grade of senior high school, I take one of some lesson about types text. Narrative, according to Labov ( 1972) via Riessman, Catherine K.(1993: 17) assumes all narratives are stories about a specific past event, and they have common properties ( described below ). Most scholars treat narratives as descrete units, with clear beginnings and endings, as detachable from the surrounding discourse rather than as situated events. From definition we know that narrative is story about happens in the past. An other definition, Young (1987) Riessman, Catherine K.(1993: 17) via argued that for consequential sequencing: one event causes another in the narrative, although the links may not always be chronological. Narrative told past event, beginning with “once upon a time” and ending “they lived happily ever after”. Although some writers narrative said that are classic examples in folktales of bracketing devices.
Well, that are some definition about narrative.
Narrative as learning material for teaching writing
Narrative is stories about past event. In general meaning, narrative text is to amuse the readers/listeners with actual or imaginary experince in different ways. All narrative story do in the past and has happy ending base explanation above. Narrative is also about a beautiful princess, a handsome prince, a kingdom, a gueen, and fairies.
For example, the story of Cinderela below!
CINDERELLA
Once upon a time, there was a young girl named Cinderella. She lived with her step mother and two step sisters. The step mother and sisters were conceited and bad tempered. They treated Cinderella very badly. Her step mother made Cinderella do the hardest works in the house; such as scrubbing the floor, cleaning the pot and pan and preparing the food for the family. The two step sisters, on the other hand, did not work about the house. Their mother gave them many handsome dresses to wear.
One day, the two step sister received an invitation to the ball that the king’s son was going to give at the palace. They were excited about this and spent so much time choosing the dresses they would wear. At last, the day of the ball came, and away went the sisters to it. Cinderella could not help crying after they had left.
“Why are crying, Cinderella?” a voice asked. She looked up and saw her fairy godmother standing beside her, “because I want so much to go to the ball” said Cinderella. “Well” said the godmother,” you’ve been such a cheerful, hardworking, uncomplaining girl that I am going to see that you do go to the ball”.
Magically, the fairy godmother changed a pumpkin into a fine coach and mice into a coachman and two footmen. Her godmother tapped Cinderella’s raged dress with her wand, and it became a beautiful ball gown. Then she gave her a pair of pretty glass slippers. “Now, Cinderella”, she said; “You must leave before midnight”. Then away she drove in her beautiful coach.
Cinderella was having a wonderfully good time. She danced again and again with the king’s son. Suddenly the clock began to strike twelve, she ran toward the door as quickly as she could. In her hurry, one of her glass slipper was left behind.
A few days later, the king’ son proclaimed that he would marry the girl whose feet fitted the glass slipper. Her step sisters tried on the slipper but it was too small for them, no matter how hard they squeezed their toes into it. In the end, the king’s page let Cinderella try on the slipper. She stuck out her foot and the page slipped the slipper on. It fitted perfectly.
Finally, she was driven to the palace. The king’s son was overjoyed to see her again. They were married and live happily ever after.
Back to our explannation about narrative, it has Generic structures for write narrative text. The text organization are Orientation ( who were involved in the story, when and where ), Complication ( a problem arises and followed by other problems ), and Resolution ( provide solution ). The structure of narrative can be describe as follow :
The Story of Sangkuriang and Tangkuban Perahu Mountain
1. Orientation ( who were involved in the story, when and where )
e.g Once, there was a kingdom in Priangan Land. Lived a happy family. They were a father in form of dog,his name is Tumang, a mother which was called is Dayang Sumbi, and a child which was called Sangkuriang.
2. Complication ( a problem arises and followed by other problems )
e.g Complication 1
One day, Dayang Sumbi asked her son to go hunting with his lovely dog, Tumang. After hunting all day, Sangkuriang began desperate and worried because he hunted no deer. Then he thought to shot his own dog. Then he took the dog liver and carried home. Soon Dayang Sumbi found out that it was not deer lever but Tumang's, his own dog. So, she was very angry and hit Sangkuriang's head. In that incident, Sangkuriang got wounded and scar then cast away from their home.
Complication 2
Years go bye, Sangkuriang had travel many places and finally arrived at a village. He met a beautiful woman and felt in love with her. When they were discussing their wedding plans, the woman looked at the wound in Sangkuriang's head. It matched to her son's wound that had left several years earlier. Soon she realized that she felt in love with her own son.
Complication 3
She couldn't marry him but how to say it. Then, she found the way. She needed a lake and a boat for celebrating their wedding day. Sangkuriang had to make them in one night. He built a lake. With a dawn just moment away and the boat was almost complete. Dayang Sumbi had to stop it. Then, she lit up the eastern horizon with flashes of light. It made the cock crowed for a new day.
3. Resolution ( provide solution )
e.g Sangkuriang failed to marry her. She was very angry and kicked the boat. It felt over and became the mountain of Tangkuban Perahu Bandung.
The structures can build a construction of narrative text. First, build orientation which has information about who, when and where to relate these sentences. Second, make complication which begin a problem and a problem arises and followed by other problem. Third, make resolution to provide solution with “ happy ending “ for example “ they lived happily ever after”. So, your construction sentences can build a narrative text. In writing narrative use some languages features, as follow:
• The use of noun phrases e.g a beatiful prince, a handsome prince
• The use of connectives e.g first, before, that ,then, finally
• The use of adverbial phrases of time and place e.g in the garden, two days ago
• The use of simple past tense e.g he walked away from the village
• The use of action verbs e.g walk, sleep, wake up
• The use of saying verb e.g say, tell, ask
• The use of thingking verbs, feeling verbs, verbs of senses e.g she felt hungry, she thought she was clever, she smelt something burning
Blogger as medium education for student
The medium is through website. In this teaching writing a narrative text for third grade of senior high school through Blogger.
A blog (a blend of the term web log) is a type of website or part of a website. Blogs are usually maintained by an individual with regular entries of commentary, descriptions of events, or other material such as graphics or video. Entries are commonly displayed in reverse-chronological order. Blog can also be used as a verb, meaning to maintain or add content to a blog.
Most blogs are interactive, allowing visitors to leave comments and even message each other via widgets on the blogs and it is this interactivity that distinguishes them from other static websites.
Many blogs provide commentary or news on a particular subject; others function as more personal online diaries. A typical blog combines text, images, and links to other blogs, Web pages, and other media related to its topic. The ability of readers to leave comments in an interactive format is an important part of many blogs. Most blogs are primarily textual, although some focus on art (art blog), photographs (photoblog), videos (video blogging), music (MP3 blog), and audio (podcasting). Microblogging is another type of blogging, featuring very short posts.
History
The term "weblog" was coined by Jorn Barger on 17 December 1997. The short form, "blog," was coined by Peter Merholz, who jokingly broke the word weblog into the phrase we blog in the sidebar of his blog Peterme.com in April or May 1999.Shortly thereafter, Evan Williams at Pyra Labs used "blog" as both a noun and verb ("to blog," meaning "to edit one's weblog or to post to one's weblog") and devised the term "blogger" in connection with Pyra Labs' Blogger product, leading to the popularization of the terms.
Blog (weblog)
A blog (short for weblog) is a personal online journal that is frequently updated and intended for general public consumption. Blogs are defined by their format: a series of entries posted to a single page in reverse-chronological order.Blogs generally represent the personality of the author or reflect the purpose of the Web site that hosts the blog. Topics sometimes include brief philosophical musings, commentary on Internet and other social issues, and links to other sites the author favors, especially those that support a point being made on a post.
Blogger is feature in the worldwide to help user learning and do anything else. Website can develop our skill to learning much about the world without some difficulties. In this paper the writer use Blogger as media for learn especially writing. Internet is high technology to help human study, work, and everythings. Internet will help student or children studying and it give much knowledge, science, and thought.
The address is Http//www.Blogger.com. The user can enter with join to Google/Gmail. The steps such as :
• Klik menu on windows, then choose internet explorer
• After the internet explorer open, enter the address in the top home. Then klik enter.
• After the home Blogger open, you can imediately to sign in or create new account.
• Klik new account, there is a box to enter the requirments such as name, date of birth , your E-mail and so on.
• After that klik ok. You have been members of Blogger.
That is steps to how be a member of Blogger.
Third grade of Senior High School
The purposes are students in third grade of senior high school. The student of senior high school at about 17-19 years old. In the third grade of senior high school, student learn about narrative text. Narrative text is learnt by them as one of learning material in Bahasa Inggris. Bahasa Inggris is one of subjects for national examination. It is important to learn narrative text because it can be question tests of Bahasa Inggris.
Teaching a narrative text for third grade of senior high school through Blogger
Writing english especially essay are difficulties for student. And student will bored without playing. The insvestigation of study is to know that bogger can be medium education for student in the teaching writing a narrative text. With blogger student will enjoy and interest to learn English. In order, blog can be media education student in the school.
A blog is a journal (online diary) made available on the Internet/web by any individual. Most blogs are maintained by people who know nothing about web site design or development. Topics sometimes include brief philosophical musings, commentary on Internet and other social issues, and links to other sites the author favors, especially those that support a point being made on a post.
Narrative stories are for example kabayan story below:
“ Kabayan story “
One day Kabayan and his wife went outlets. At the moment they see the beautiful scenery. At that moment his wife was pregnant. They saw a snail on the market. His wife asked for the Kabayan buy snails. Si Kabayan refused because he did not have money.
Teaching writing narrative text is one of learning material. English language is subject that be learnt by teacher English. A narrative text is lesson that can be test in the national examination. Moreover, narrative is very important for student in the senior high school because they will get a test of English. So, teaching a narrative text for third grade of senior high school is very important. In English language, there are four language skills. There are speaking, reading, listening and writing. Writing is the symbolic representation of language in storable graphic form, is a comparatively recent cultural development having occured within the past five thousand years and oldly in certain parts of the world(wiliam O’Grady:2005) . In writing there are some genres or kinds of texts such as report, recount, narrative, explanation and the others. In teaching skills, teaching writing is one of difficulties. Margie S. Berns 1984 ( via J.K Richards : 1986 ), an expert in the field of communicative language teaching , writes in expalining firth’s that “ language is interaction “it is interpersonal activity and has a clear relationship with society.
With science and technology, the teaching learning process in the class will more easily, and the student will more interest and enjoy learn English. Teaching a narrative text through blogger is just innovation and development technology in the Globalization. Teacher English just teach the student to answer the test, speaking, school, and so on. But it depends on student itself. Below is one kind of narrative text to be analysis that narrative is interest, because it aims to amuse and entertain. And teaching a narrative text through blogger will easily to be understood by student in senior high school in year xii.
The Myth of Malin Kundang
A long time ago, in a small village near the beach in West Sumatra, a woman and her son lived. They were Malin Kundang and her mother. Her mother was a single parent because Malin Kundang's father had passed away when he was a baby. Malin Kundang had to live hard with his mother.
Malin Kundang was a healthy, dilligent, and strong boy. He usually went to sea to catch fish. After getting fish he would bring it to his mother, or sold the caught fish in the town.
One day, when Malin Kundang was sailing, he saw a merchant's ship which was being raided by a small band of pirates. He helped the merchant. With his brave and power, Malin Kundang defeated the pirates. The merchant was so happy and thanked to him. In return the merchant asked Malin Kundang to sail with him. To get a better life, Malin Kundang agreed. He left his mother alone.
Many years later, Malin Kundang became wealthy. He had a huge ship and was helped by many ship crews loading trading goods. Perfectly he had a beautiful wife too. When he was sailing his trading journey, his ship landed on a beach near a small village. The villagers recognized him. The news ran fast in the town; “Malin Kundang has become rich and now he is here”.
An old woman ran to the beach to meet the new rich merchant. She was Malin Kundang’s mother. She wanted to hug him, released her sadness of being lonely after so long time. Unfortunately, when the mother came, Malin Kundang who was in front of his well dressed wife and his ship crews denied meeting that old lonely woman. For three times her mother begged Malin Kundang and for three times he yelled at her. At last Malin Kundang said to her "Enough, old woman! I have never had a mother like you, a dirty and ugly woman!" After that he ordered his crews to set sail. He would leave the old mother again but in that time she was full of both sadness and angriness.
Finally, enraged, she cursed Malin Kundang that he would turn into a stone if he didn't apologize. Malin Kundang just laughed and really set sail.
In the quiet sea, suddenly a thunderstorm came. His huge ship was wrecked and it was too late for Malin Kundang to apologize. He was thrown by the wave out of his ship. He fell on a small island. It was really too late for him to avoid his curse. Suddenly, he turned into a stone.
Many believe that a story can teach a society certain moral value. Most stories are built in narrative. Because it is a narrative story, it must consist of complication. That complication, in fact, is the moral value which likes to be taught.
Orientation; the first paragraph is set to be the story introduction. Reading the orientation, reader will know that the story is characterized with Malin Kundang and his mother. Wes Sumatra is set as the place.
Complication; this is the main element of narrative story. From the Malin Kundang myth, we know that there are more than one complication. Many stories are composed with multi complications. They are minor complication and major complication. When Malin Kundang and her mother did life hard, it can be the minor complication. this hard life in the first time was solved by his successful trading as new merchant. However this narrative sotry is more interesting when we see the major complication among the participants- Malin Kundang denied his mother after being successful merchant. In every story, complication must be ended; happy ending or sad one.
Resolution; this is the end of the story, the sad ending one. Malin Kundang faces his curse of turning into a stone.
Form example above, we can write draft writing narrative text, after that enter into www.Blogger.com. Students can write narrative text anything as steps to learning English. Every student of third grade of Senior High School can study Writing English with Blog easily.
Finally, writer hope this method can building and develop writing skill student of senior High School in the year XII.
CHAPTER IV
CONCLUSION
Base on the result data finding above, the writer conclude that blogger give easily technology for student. The student can learn enjoy, comfort, and easy.
REFERENCES
R.R Jordan. 1999. Academics writing Course ( Study skills in English ). Cambridge: Cambridge University Press.
M.Sudarwati, Th. & Grace, Eudia. 2007. Look Ahead Book 3 An English Course for Senior High School Student Year XII Science and Society Program. Jakarta: Erlangga.
Harmer, Jeremy .1991. The practice of English language Teaching new edition. United State of America: Longman Publishing New York.
Redman, Pefer. 2001. Good Essay Writing A social Sciences Guide. London: Sage Publications.
Richard, Jack C. And Rodgers, Theodore, s (1986) Approaches and Method in language teaching . Cambridge : Cambridge CUP.
Arsyad, azhar. 1997. Media belajar dan Pembelajaran Bahasa Inggris. Jakarta: PT Raja Grafindo Persada.
O’grady , William et al. editors. 2005. Contemporary Linguistics: An Introduction. 5 th Edition . Boston.
Rosa, Alfred and Eschholz, Paul. 1995. Model for Writers Sort Essay for Composition 5 th Edition. New York: ST. Martin’s Press.
Wishon, George E. & Burks, Julia M. 1980. Let’s Write Revised Edition. United States of America, New York: Litton Educational Publishing Inc.
Frank, Marcella. 1972. Modern English a practical reference guide. United states of America, New York: Prentice-Hall, International.
by SITI MASLIA
CHAPTER I
INTRODUCTION
A. BACKROUND
In written cycle, there are writing aspects, writing convention and kind of writing. The students must understand the unity and coherence in a paragraph. The students should have insight about writing. The students should be effective writer in writing a paragraph. According to Barbara Fassler, writing is effective when it accomplishes its purpose for its audience ( Walvoord, Barbara E. Fassler, 1985 : 2 ). It could help them to find as fast as the ideas, inspires, grammar, and vocabulary.
Writing is the symbolic representation of language in storable graphic form, is a comparatively recent cultural development having occured within the past five thousand years and oldly in certain parts of the world(wiliam O’Grady:2005) . Narrative is one of types of writing.
In order to, learn narrative is important for student who learns English. Narrative, according to Labov ( 1972) via Riessman, Catherine K.(1993: 17) assumes all narratives are stories about a specific past event, and they have common properties ( described below ). Narrative told past event, beginning with “once upon a time” and ending “they lived happily ever after”.
A blog (short for weblog) is a personal online journal that is frequently updated and intended for general public consumption. Teaching a narrative text for third grade of senior high school through blogger will develop student skill in writing English not only that with science and technology student will learn easily. Therefore they can speak and use English well.
B. PURPOSES
• To help student of first grade senior high school learn writing english
• To help teachers in teaching writing english most better
• To improve writing skill the students
CHAPTER II
METHODOLOGY AND THEORY
Narrative Theory according to some linguists as follow :
1. Labov ( 1972) via Riessman, Catherine K.(1993: 17) assumes all narratives are stories about a specific past event, and they have common properties ( described below )
2. Young (1987) Riessman, Catherine K.(1993: 17) via argued that for consequential sequencing: one event causes another in the narrative, although the links may not always be chronological.
Narrative in General Meaning as follow :
To amuse the readers/listeners with actual or imaginary experince in different ways.
Narrative Text Organization:
1. Orientation ( who were involved in the story, when and where )
2. Complication ( a problem arises and followed by other problems )
3. Resolution ( provide solution )
Definition of blogger
1. Definition of "blog:" A blog is a journal (online diary) made available on the Internet/web by any individual. Most blogs are maintained by people who know nothing about web site design or development.
2. Meaning of "blogger:" A "blogger" is a person who has and maintains a blog.
3. Meaning of "blogging?" "Blogging" is the active updating of a blog by the person who maintains the postings (usually a non-professional).
4. Definition of "blog postings:" Information posted on a blog is usually in chronological order with the most recent additions featured first.
5. What is a "weblog?:" The original term, a WeBlog is just another name for a blog. The term "blog" evolved from "web log."
6. Define Phlog: A Phlog (also known as a photo log) is a collection of photographs, photos, pictures and/or images posted by the "blogger" to a blog for the world to see.
RESULT ( FINDING DATA )
In the teaching writing for third grade of senior high school, I take one of some lesson about types text. Narrative, according to Labov ( 1972) via Riessman, Catherine K.(1993: 17) assumes all narratives are stories about a specific past event, and they have common properties ( described below ). Most scholars treat narratives as descrete units, with clear beginnings and endings, as detachable from the surrounding discourse rather than as situated events. From definition we know that narrative is story about happens in the past. An other definition, Young (1987) Riessman, Catherine K.(1993: 17) via argued that for consequential sequencing: one event causes another in the narrative, although the links may not always be chronological. Narrative told past event, beginning with “once upon a time” and ending “they lived happily ever after”. Although some writers narrative said that are classic examples in folktales of bracketing devices.
Well, that are some definition about narrative.
Narrative as learning material for teaching writing
Narrative is stories about past event. In general meaning, narrative text is to amuse the readers/listeners with actual or imaginary experince in different ways. All narrative story do in the past and has happy ending base explanation above. Narrative is also about a beautiful princess, a handsome prince, a kingdom, a gueen, and fairies.
For example, the story of Cinderela below!
CINDERELLA
Once upon a time, there was a young girl named Cinderella. She lived with her step mother and two step sisters. The step mother and sisters were conceited and bad tempered. They treated Cinderella very badly. Her step mother made Cinderella do the hardest works in the house; such as scrubbing the floor, cleaning the pot and pan and preparing the food for the family. The two step sisters, on the other hand, did not work about the house. Their mother gave them many handsome dresses to wear.
One day, the two step sister received an invitation to the ball that the king’s son was going to give at the palace. They were excited about this and spent so much time choosing the dresses they would wear. At last, the day of the ball came, and away went the sisters to it. Cinderella could not help crying after they had left.
“Why are crying, Cinderella?” a voice asked. She looked up and saw her fairy godmother standing beside her, “because I want so much to go to the ball” said Cinderella. “Well” said the godmother,” you’ve been such a cheerful, hardworking, uncomplaining girl that I am going to see that you do go to the ball”.
Magically, the fairy godmother changed a pumpkin into a fine coach and mice into a coachman and two footmen. Her godmother tapped Cinderella’s raged dress with her wand, and it became a beautiful ball gown. Then she gave her a pair of pretty glass slippers. “Now, Cinderella”, she said; “You must leave before midnight”. Then away she drove in her beautiful coach.
Cinderella was having a wonderfully good time. She danced again and again with the king’s son. Suddenly the clock began to strike twelve, she ran toward the door as quickly as she could. In her hurry, one of her glass slipper was left behind.
A few days later, the king’ son proclaimed that he would marry the girl whose feet fitted the glass slipper. Her step sisters tried on the slipper but it was too small for them, no matter how hard they squeezed their toes into it. In the end, the king’s page let Cinderella try on the slipper. She stuck out her foot and the page slipped the slipper on. It fitted perfectly.
Finally, she was driven to the palace. The king’s son was overjoyed to see her again. They were married and live happily ever after.
Back to our explannation about narrative, it has Generic structures for write narrative text. The text organization are Orientation ( who were involved in the story, when and where ), Complication ( a problem arises and followed by other problems ), and Resolution ( provide solution ). The structure of narrative can be describe as follow :
The Story of Sangkuriang and Tangkuban Perahu Mountain
1. Orientation ( who were involved in the story, when and where )
e.g Once, there was a kingdom in Priangan Land. Lived a happy family. They were a father in form of dog,his name is Tumang, a mother which was called is Dayang Sumbi, and a child which was called Sangkuriang.
2. Complication ( a problem arises and followed by other problems )
e.g Complication 1
One day, Dayang Sumbi asked her son to go hunting with his lovely dog, Tumang. After hunting all day, Sangkuriang began desperate and worried because he hunted no deer. Then he thought to shot his own dog. Then he took the dog liver and carried home. Soon Dayang Sumbi found out that it was not deer lever but Tumang's, his own dog. So, she was very angry and hit Sangkuriang's head. In that incident, Sangkuriang got wounded and scar then cast away from their home.
Complication 2
Years go bye, Sangkuriang had travel many places and finally arrived at a village. He met a beautiful woman and felt in love with her. When they were discussing their wedding plans, the woman looked at the wound in Sangkuriang's head. It matched to her son's wound that had left several years earlier. Soon she realized that she felt in love with her own son.
Complication 3
She couldn't marry him but how to say it. Then, she found the way. She needed a lake and a boat for celebrating their wedding day. Sangkuriang had to make them in one night. He built a lake. With a dawn just moment away and the boat was almost complete. Dayang Sumbi had to stop it. Then, she lit up the eastern horizon with flashes of light. It made the cock crowed for a new day.
3. Resolution ( provide solution )
e.g Sangkuriang failed to marry her. She was very angry and kicked the boat. It felt over and became the mountain of Tangkuban Perahu Bandung.
The structures can build a construction of narrative text. First, build orientation which has information about who, when and where to relate these sentences. Second, make complication which begin a problem and a problem arises and followed by other problem. Third, make resolution to provide solution with “ happy ending “ for example “ they lived happily ever after”. So, your construction sentences can build a narrative text. In writing narrative use some languages features, as follow:
• The use of noun phrases e.g a beatiful prince, a handsome prince
• The use of connectives e.g first, before, that ,then, finally
• The use of adverbial phrases of time and place e.g in the garden, two days ago
• The use of simple past tense e.g he walked away from the village
• The use of action verbs e.g walk, sleep, wake up
• The use of saying verb e.g say, tell, ask
• The use of thingking verbs, feeling verbs, verbs of senses e.g she felt hungry, she thought she was clever, she smelt something burning
Blogger as medium education for student
The medium is through website. In this teaching writing a narrative text for third grade of senior high school through Blogger.
A blog (a blend of the term web log) is a type of website or part of a website. Blogs are usually maintained by an individual with regular entries of commentary, descriptions of events, or other material such as graphics or video. Entries are commonly displayed in reverse-chronological order. Blog can also be used as a verb, meaning to maintain or add content to a blog.
Most blogs are interactive, allowing visitors to leave comments and even message each other via widgets on the blogs and it is this interactivity that distinguishes them from other static websites.
Many blogs provide commentary or news on a particular subject; others function as more personal online diaries. A typical blog combines text, images, and links to other blogs, Web pages, and other media related to its topic. The ability of readers to leave comments in an interactive format is an important part of many blogs. Most blogs are primarily textual, although some focus on art (art blog), photographs (photoblog), videos (video blogging), music (MP3 blog), and audio (podcasting). Microblogging is another type of blogging, featuring very short posts.
History
The term "weblog" was coined by Jorn Barger on 17 December 1997. The short form, "blog," was coined by Peter Merholz, who jokingly broke the word weblog into the phrase we blog in the sidebar of his blog Peterme.com in April or May 1999.Shortly thereafter, Evan Williams at Pyra Labs used "blog" as both a noun and verb ("to blog," meaning "to edit one's weblog or to post to one's weblog") and devised the term "blogger" in connection with Pyra Labs' Blogger product, leading to the popularization of the terms.
Blog (weblog)
A blog (short for weblog) is a personal online journal that is frequently updated and intended for general public consumption. Blogs are defined by their format: a series of entries posted to a single page in reverse-chronological order.Blogs generally represent the personality of the author or reflect the purpose of the Web site that hosts the blog. Topics sometimes include brief philosophical musings, commentary on Internet and other social issues, and links to other sites the author favors, especially those that support a point being made on a post.
Blogger is feature in the worldwide to help user learning and do anything else. Website can develop our skill to learning much about the world without some difficulties. In this paper the writer use Blogger as media for learn especially writing. Internet is high technology to help human study, work, and everythings. Internet will help student or children studying and it give much knowledge, science, and thought.
The address is Http//www.Blogger.com. The user can enter with join to Google/Gmail. The steps such as :
• Klik menu on windows, then choose internet explorer
• After the internet explorer open, enter the address in the top home. Then klik enter.
• After the home Blogger open, you can imediately to sign in or create new account.
• Klik new account, there is a box to enter the requirments such as name, date of birth , your E-mail and so on.
• After that klik ok. You have been members of Blogger.
That is steps to how be a member of Blogger.
Third grade of Senior High School
The purposes are students in third grade of senior high school. The student of senior high school at about 17-19 years old. In the third grade of senior high school, student learn about narrative text. Narrative text is learnt by them as one of learning material in Bahasa Inggris. Bahasa Inggris is one of subjects for national examination. It is important to learn narrative text because it can be question tests of Bahasa Inggris.
Teaching a narrative text for third grade of senior high school through Blogger
Writing english especially essay are difficulties for student. And student will bored without playing. The insvestigation of study is to know that bogger can be medium education for student in the teaching writing a narrative text. With blogger student will enjoy and interest to learn English. In order, blog can be media education student in the school.
A blog is a journal (online diary) made available on the Internet/web by any individual. Most blogs are maintained by people who know nothing about web site design or development. Topics sometimes include brief philosophical musings, commentary on Internet and other social issues, and links to other sites the author favors, especially those that support a point being made on a post.
Narrative stories are for example kabayan story below:
“ Kabayan story “
One day Kabayan and his wife went outlets. At the moment they see the beautiful scenery. At that moment his wife was pregnant. They saw a snail on the market. His wife asked for the Kabayan buy snails. Si Kabayan refused because he did not have money.
Teaching writing narrative text is one of learning material. English language is subject that be learnt by teacher English. A narrative text is lesson that can be test in the national examination. Moreover, narrative is very important for student in the senior high school because they will get a test of English. So, teaching a narrative text for third grade of senior high school is very important. In English language, there are four language skills. There are speaking, reading, listening and writing. Writing is the symbolic representation of language in storable graphic form, is a comparatively recent cultural development having occured within the past five thousand years and oldly in certain parts of the world(wiliam O’Grady:2005) . In writing there are some genres or kinds of texts such as report, recount, narrative, explanation and the others. In teaching skills, teaching writing is one of difficulties. Margie S. Berns 1984 ( via J.K Richards : 1986 ), an expert in the field of communicative language teaching , writes in expalining firth’s that “ language is interaction “it is interpersonal activity and has a clear relationship with society.
With science and technology, the teaching learning process in the class will more easily, and the student will more interest and enjoy learn English. Teaching a narrative text through blogger is just innovation and development technology in the Globalization. Teacher English just teach the student to answer the test, speaking, school, and so on. But it depends on student itself. Below is one kind of narrative text to be analysis that narrative is interest, because it aims to amuse and entertain. And teaching a narrative text through blogger will easily to be understood by student in senior high school in year xii.
The Myth of Malin Kundang
A long time ago, in a small village near the beach in West Sumatra, a woman and her son lived. They were Malin Kundang and her mother. Her mother was a single parent because Malin Kundang's father had passed away when he was a baby. Malin Kundang had to live hard with his mother.
Malin Kundang was a healthy, dilligent, and strong boy. He usually went to sea to catch fish. After getting fish he would bring it to his mother, or sold the caught fish in the town.
One day, when Malin Kundang was sailing, he saw a merchant's ship which was being raided by a small band of pirates. He helped the merchant. With his brave and power, Malin Kundang defeated the pirates. The merchant was so happy and thanked to him. In return the merchant asked Malin Kundang to sail with him. To get a better life, Malin Kundang agreed. He left his mother alone.
Many years later, Malin Kundang became wealthy. He had a huge ship and was helped by many ship crews loading trading goods. Perfectly he had a beautiful wife too. When he was sailing his trading journey, his ship landed on a beach near a small village. The villagers recognized him. The news ran fast in the town; “Malin Kundang has become rich and now he is here”.
An old woman ran to the beach to meet the new rich merchant. She was Malin Kundang’s mother. She wanted to hug him, released her sadness of being lonely after so long time. Unfortunately, when the mother came, Malin Kundang who was in front of his well dressed wife and his ship crews denied meeting that old lonely woman. For three times her mother begged Malin Kundang and for three times he yelled at her. At last Malin Kundang said to her "Enough, old woman! I have never had a mother like you, a dirty and ugly woman!" After that he ordered his crews to set sail. He would leave the old mother again but in that time she was full of both sadness and angriness.
Finally, enraged, she cursed Malin Kundang that he would turn into a stone if he didn't apologize. Malin Kundang just laughed and really set sail.
In the quiet sea, suddenly a thunderstorm came. His huge ship was wrecked and it was too late for Malin Kundang to apologize. He was thrown by the wave out of his ship. He fell on a small island. It was really too late for him to avoid his curse. Suddenly, he turned into a stone.
Many believe that a story can teach a society certain moral value. Most stories are built in narrative. Because it is a narrative story, it must consist of complication. That complication, in fact, is the moral value which likes to be taught.
Orientation; the first paragraph is set to be the story introduction. Reading the orientation, reader will know that the story is characterized with Malin Kundang and his mother. Wes Sumatra is set as the place.
Complication; this is the main element of narrative story. From the Malin Kundang myth, we know that there are more than one complication. Many stories are composed with multi complications. They are minor complication and major complication. When Malin Kundang and her mother did life hard, it can be the minor complication. this hard life in the first time was solved by his successful trading as new merchant. However this narrative sotry is more interesting when we see the major complication among the participants- Malin Kundang denied his mother after being successful merchant. In every story, complication must be ended; happy ending or sad one.
Resolution; this is the end of the story, the sad ending one. Malin Kundang faces his curse of turning into a stone.
Form example above, we can write draft writing narrative text, after that enter into www.Blogger.com. Students can write narrative text anything as steps to learning English. Every student of third grade of Senior High School can study Writing English with Blog easily.
Finally, writer hope this method can building and develop writing skill student of senior High School in the year XII.
CHAPTER IV
CONCLUSION
Base on the result data finding above, the writer conclude that blogger give easily technology for student. The student can learn enjoy, comfort, and easy.
REFERENCES
R.R Jordan. 1999. Academics writing Course ( Study skills in English ). Cambridge: Cambridge University Press.
M.Sudarwati, Th. & Grace, Eudia. 2007. Look Ahead Book 3 An English Course for Senior High School Student Year XII Science and Society Program. Jakarta: Erlangga.
Harmer, Jeremy .1991. The practice of English language Teaching new edition. United State of America: Longman Publishing New York.
Redman, Pefer. 2001. Good Essay Writing A social Sciences Guide. London: Sage Publications.
Richard, Jack C. And Rodgers, Theodore, s (1986) Approaches and Method in language teaching . Cambridge : Cambridge CUP.
Arsyad, azhar. 1997. Media belajar dan Pembelajaran Bahasa Inggris. Jakarta: PT Raja Grafindo Persada.
O’grady , William et al. editors. 2005. Contemporary Linguistics: An Introduction. 5 th Edition . Boston.
Rosa, Alfred and Eschholz, Paul. 1995. Model for Writers Sort Essay for Composition 5 th Edition. New York: ST. Martin’s Press.
Wishon, George E. & Burks, Julia M. 1980. Let’s Write Revised Edition. United States of America, New York: Litton Educational Publishing Inc.
Frank, Marcella. 1972. Modern English a practical reference guide. United states of America, New York: Prentice-Hall, International.
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