Teaching Writing Recount through Daily Activity
BY:
ULFAH FITRI IKAYATI
07211210401
FACULTY OF TEACHING LEARNING AND EDUCATION
UNIVERSITY OF IBN KHALDUN
ENGLISH DEPARTMENT
Prepare
Bismillahirrahmanirrahim
In the name of Allah SAW who has given the merciful and blessing. Because of his helps the writer could finish this paper. Shalawat and salam we sent to our prophet Muhammad SAW, his family, companions and followers who are loyal and committed to Islam.
In this occasion, the writer is very much indebted to those who have helped her so kindly. The writer expresses the greatest gratitude to:
• My beloved parents who have given spirit and their love.
• Mr. Cunong N Suraja, as the lecture of “writing in professional context II”, who has given me the knowledge in studying writing.
• All of my friends, who have given spirit, shared the knowledge and experience.
The writer realizes that this paper is still far from being perfect; therefore the writer welcome any suggestions and critics in order that the faults, mistakes and errors in this paper can be minimized. Finally the writer hopes that this paper can be useful and give a significant contribution for the writer especially and for the people who read generally.
Bogor, 27 December 2009
The writer
Chapter I
Introduction
The English language is the important language in the world for international communication. In Indonesia, English must be learned at schools as the first foreign language. For most student it is nor easy to learn English. They must pay attention in order to master it.
There are four language skills: listening, speaking, reading and writing. One of four skills that are used frequently beside the speaking skill is writing. Writing is a kind of expression media and a means of communication. That is why writing is very essential to be learned by student to make good relationship with other people.
There are many kinds of writing activity that we can write, for example final paper, research paper, poetry, short or long story, passage or short massage. Thus, writing a recount.
In this paper, the writer chooses the topic “teaching writing recount through daily activity”. It can help the student to develop their writing. Teaching recount through daily activity not to difficult because writing recount is happen in student activity. Furthermore, writing recount requires considerable ability to examine their own thinking for flaws based on their experiences. The students take the opinion of the teacher as guides in learning to think critically about their own words.
Chapter II
Theoretical Background
A. Writing Ability
Language is often interpreted as an instrument of communication. People need it to interact and to communicate each other because they are social human beings. The people need the other person to help in any condition and situation, to share thought, idea, concept and feeling, to extend massage, to explain anything and problem, to invite the other to do or don’t do something and so on. In this case, language relates someone’s massage and feeling to other people. They communicate using two main ways: spoken language or writing language.
1. Definition of Writing
Writing seems to parallel skill like bicycling in a number of ways. We are supposed to learn basic writing skill at the beginning of our college careers that we can use in our later work, much as we learn basic bicycling skill before we attempt to enter race.
2. The Purpose of Writing
There are four purpose why people write: the first purpose in writing is “to inform” anything such as fact, data, event, suggestion and so on. By those are hopped that reader gets new knowledge and competency about all in this word. The second is “to persuade” the reader. By writing, a writer hopes that reader can establish his/her attitude whether he/she agrees or support the writer’s persuasion. The third is “to educate” the reader. To educate is one of purpose in writing because by writing, someone knowledge will be added. Finally is “to entertain” the reader. There are many writing which can entertain someone when he/she reads them, such as: anecdote, short story, and funny experience.
B. Recount
Recount tells the reader what happened. Recount retells events for the purpose of informing or entertaining. They retell a past event Recounts begin by telling the reader who was involved, what happened, where this event took place and when it happened. This is called the orientation.
Generic structure:
Orientation : provides the setting and introduces participants.
Events : tell what happened, in what sequence.
Re-orientation : optional-closure of event.
Significant lexicogrammatical features:
Focus on specific participants
Use of material processes
Circumstances of time and place
Focus on temporal sequence
Example of writing recount:
Recreation to the Zoo
Last Sunday, my family and I went to Ragunan zoo. It is just out side our town. When we got there, we parked our car. We walked toward the entrance gate and paid the entrance fee. Since it was so crowded, we had to stand in a long queue. Then, we continued our walk toward the animal cages. There are some beautiful tigers and big lions. They are fierce animals, so they are put in strong cages.
After that, we walked to other cages. There we saw some other animals, such as a horned rhinoceros, giraffes, and tapirs. We also saw tame animals like birds, deer, etc. finally, we had a rest and our meals on a mat under a big tree. We could feel the fresh air. We left Ragunan at 5 pm. We were tired, but we were really happy.
Chapter III
Finding Data
Teaching Writing Recount through Daily Activity
1. Preparation/ Pre-Writing
In preparing for writing, writer gave some topics before teaching and learning process. Then the writer gave the explanation about topics, and determined the appropriate from of writing or composition according the topic. Each story contain a topic sentence that idea is usually stated, in general from tells to expect in the story. As Mr. Joy, Mr. Red in his book “ the process in composition” stated: some topics are too broad to be covered in simple essay” story this topic need to be narrowed as you begin to narrow your topic decided what method of developing you could use to present your topic to your audience (1982:43).
2. Whilst-Writing
After the topic is determined the teacher read the topic, and the student followed him, in this stage, the writer just want to know their pronunciation. After reading, the writer asked to the student to make some sentences from the key words, when the students finished making sentences, the writer prepared the key sentences and he wanted the student to make the key sentences into the story.
By the step above, the writer wished that the student could remember the words and the sentences given by the writer especially in using structure until to become a story.
In teaching writing recount through daily activity, many kinds of ways how to write recount based on our daily activity, such as by diary studies and journals. Journals and diary studies are becoming increasingly popular as tools for gathering information about teaching and learning. While it may be distinguish between them, diary studies and journal interchangeably.
• Diary studies
Bailey (1989) said that “a first-person account of a language learning or teaching experience documented through regular, candid entries in a personal journal and then analysed for recurring pattern or salient events”.
From the definition, we know that diaries can be employed to monitor either the learning process or the teaching process or both. Diaries kept by learners about their learning experiences can provide information and insight into language learning which is unlikely to be obtained by other means. This can be seen in the following case study of a second-language.
• Journals
Francis A. Hubbard said: “Journals can be used simply as storage for free writing, and they have powerful effect when used this way. They have some other effects, too, because they allow for reflection and analysis. Journals can be tailored to suit you, and they should be, because the benefits come from activities that make sense you. Journals have powerful effect in personal context, as well:
1) If you have two classes on related themes, write in the journal about the connection and overlaps you notice.
2) As you take notes on some reading for a class, use only the left-hand pages for the actual notes.
3) If you know what the topic of a future teacher is, prepare a mini teacher on the topic yourself from source not presented in the class.”
Once you had a successful learning experience through a journal activity, you have some information about how writing can help you learn.
There are more opinion about teaching writing recount in learning process,are:
Joe Louis said, “there are some people that, if they don’t know, you cann’t tell “em”. For one thing, the direct benefits are not the same for everyone; different people find that writing does different things for them. In addition, the benefits are almost impossible to understand oe believe until you have experienced them, so Louis is right again: until you know, no one can tell you why writing will by important to you and in what ways.
The most we can do in writing class is to help the student find out and experience what writing can do for you. Then once discover what you will use writing for, you will learn techniques and strategies much more easily beacuse they won’t seem arbitrary. They will connect directly to what you really want to do.
A best-selling book provides an example what talking about. Every year in this country more than five million blank journals and diaries are sold. Many people has discovered, entirely on their own, that keeping a diary or journal lets them watch themself as they live their lives and gives them the chance to live more fully, regardless of how they actually keep the diary and make entries in it.
We know from recent research that people improve their writing more easily and more quickly when they are learning for internal reason, for their own purposes and for immediate benefit.
Research also show that learn by doing. It is especially true of writing, apparently, that lots of talk about writing isn’t as much help as little actual doing of it, in situations as realistics as as possible.
Based on the opinion and experience of Isnani Rakhmawati is the genre used by the writer to teach writing skill to the students was recount genre. While the type of writing performance used by the writer was guided writing. The writer used four steps in teaching recount genre. First, the writer only asked the students to make a simple recount text based on a topic. Second, the writer gave some pictures and asked the students to make the recount text based on the pictures. Third, the writer give also some pictures and certain vocabulary and asked the students to make the text recount based on the pictures and the vocabulary. The last, the writer gave some pictures, including a certain paragraph in Indonesian language and jumbled sentences in English and asked the students to compose them into a good paragraph. The best steps should be just in opposite order. Most of the students got some difficulties such as grammatical use, vocabulary use, punctuation use, and the influence of Indonesian language. During the process, the writing skill of the student especially in writing the recount genre improved. It was proven by looking at the students’ writing in the end of the meeting.
Chapter IV
Analysis
The best way to teach writing recount through daily activity both diary studies and journal are becoming increasingly popular about teaching and learning. Because both them are really good to application writing recount. But in our country is very little applicated this way. The teachers considered that this ways to difficult for student. A key assumption of particular kind of writing activity is that language use will improve with awareness. As we speak and write, much of what happen linguistically must be automatic. But all the parts, from generating ideas to proof reading, seem to benefit from de-automating. The activities to bring attention to the ways we get ideas, the ways we reason, the ways we structure and arrange, and above all the ways writing for us.
As the result many teacher in other country application writing recount through daily activity as same as opinion of Joe Louis. The activities, of course, do not need to be done in Toto. Some can be left to student to read and think about. He has tried to include a sufficient number so that no one activity is critical. And even activities are written out; they may not always need a full-length response. Sometimes a few minutes suffice to articulate the necessary points. This is not true of the information-gathering activities which send students out in all directions and then bring them back to compare each has found.
To be consistent with his approach to writing, he has written a textbook which cannot be followed exactly or step by step. Instead, he has supplied materials and suggested experiences, out of which readers can create their own courses from which students can construct their own.
Chapter V
Conclusion
Writing seems to parallel skill like bicycling in a number of ways. We are supposed to learn basic writing skill at the beginning of our college careers that we can use in our later work, much as we learn basic bicycling skill before we attempt to enter race.
BIBLIOGRAPHY
• http: WWW. Google.com
• Hubbard, How Writing Works, New York: St. Martin’s Press .
• Nunan D, (1989) Understanding Language Classrooms, Sydney: Prentice Hall
Saturday, January 9, 2010
Wednesday, January 6, 2010
Selecting Reading can assist student increasing their ability
Writing Professional Context 2
“Selecting Reading can assist student increasing their ability”.
Created by :
Meita Septiani
07211210085
University of Ibn Khaldun Bogor
Faculty of Teaching and Science Education
English Educational
Introduction
Learning is a change process of knowledge, skill, values and behavior as the result of experience and training motivation. Principally learning acts are directed to achieve the objective education; this process is done through several medium, which make that change possible. Learning English language it is very important, especially English language constitute of international. Now days sophisticated because selecting reading more than use in the learning of English language. However, to achieve those objectives, every element that concerned in education process, directly or not, have to each other support one another. and also every tool which is used in education process a ways have to adjusted with the real need, until those tools are still suitable to be used in achieving the education objectives. In recent years, the needs for studying English get improved, this requirement along with the student objectives study English, namely, to obtain the work, to get the information. From these basic skills, according to the writer, reading skills is the important one in this era, because much information can be reached by reading, and most of information today is available in a text form. Learning is the most vitally key term in every act education.
Theoretical background.
Unfortunately not all reading is just for pleasure. When you are reading a textbook or manual, or report or other material that have to read for school or work, you may need to underline, take notes, and read some parts over again, in order to retain what you are reading. However, if you have developed the habit of reading for pleasure, you will find that the cognitive techniques you need will come naturally, and that you will understand a lot better than before. According to the reader response theory, the readers bring their interests, personal backgrounds, and prior experiences to the reading process. Research related to self-selection of reading materials shows that through this shift in power, learners take greater ownership in their learning process and their motivation to read increases. In this study, learner perceptions of such shift in decision-making power were examined among teacher education students.
It was found that this shift in power contributed to their professional development to become a more critical reader. One form of this decision-making power is to provide students the opportunity to select their own reading and learning materials. According to reader response theorists, the readers bring their interests, personal backgrounds, and prior experiences to the reading process. Based on the readers' purposes of reading, the reading strategies they employ may vary. Schema theorists also suggest that different readers have different prior experiences and knowledge and the readers' schemata will determine how the readers construct their understanding of the reading materials. Thus, in order to relate students with varied backgrounds to the reading materials and to motivate them to read and construct meaning, the students should have choices or are allowed to select their own reading materials. Research related to self-selection of reading materials, such as reading workshops where students read self-selected literature during sustained silent reading and later share what they read with their peers, showed that through this shift in power, students take greater ownership in their learning process and their motivation to read increases. From the problems dealing with English with reading text above, will try to make a research on reading teaching with the title: “Selecting Reading can assist student increasing their ability”.
a. The understanding of Reading
Therefore, learning language is not learning vocabulary and grammar as knowledge only, but to apply this knowledge in communication activities. One of the communication activities is reading books. Reading is a complex information process in which the readers interact with text in order to recreate a meaningful discourse. Reading is also one of the most supportive factors in English learning process. The understanding of reading is a process of making out the meaning of written language reading is an active process related to problem solving. Reading is a form of communication, information an ideas, which are exchanged between the writer and reader in the act of communicating. Too much new information in a story makes it difficult to read, regardless of the interest level; a passage that contains relatively little new information can be boring. Part of the effort to find a suitable interesting of reading passages, that the teacher attempt to discover if the passage will: Tell the students things they don’t already know, Introduce them to new and relevant ideas, make them think about things before they haven’t thought, Help them to understand the way other people feel or think (e.g., people with different backgrounds, problems, or attitudes from their won), Make them want to read for themselves (to continue a story, find out more about a subject, and soon). The survey data were initially analyzed and organized by the assessment tool available in Blackboard. Blackboard calculated percentages of answers of multiple answer items and generated a report that listed all responses to each open-ended item. Then, these data were re-organized into three categories: (a) positive, (b) neutral, no response or not applicable and (c) negative by the researchers. Generally speaking, positive responses referred to responses that supported the research critique assignment and negative responses referred to responses that disagreed with the components or administration of the research critique assignment.
Motivation to Read, when the students selected research articles to read, "the topic of the article" was the most important criterion. This was consistent with the responses of other items related to students' preference of having the opportunity to select their own research articles or being assigned a particular research article. Clearly, students felt that it was important that the article/reading materials were specifically related to their own practices or areas of interests. Contributions to Professional Growth. The results of the survey also indicated that the students did recognize the connections between the research critique assignment and their professional growth. In addition, most of the students commented that reading current research was a good way to build their theoretical knowledge, improve their practices, encourage preliminary thoughts on their master's projects, or help them be more informed consumers of research studies. Encouraging continual professional growth is notably an important goal of teacher education programs. As indicated by the findings of this study, relating reading materials and learning to students' lives, experiences and interests is highly valued and critical to extend learning beyond the classroom. Learning becomes more meaningful when the materials are relevant and owned by the learner. With shared decision-making described in this study, the learners had the power to apply and extend their newly acquired knowledge. While teacher educators try to convey this notion/principle to present and future teachers, it is helpful to model it in their own practices. Although small in scope, it is hoped that the results of this study may provide useful information for course improvement as well as program design.
According to the reader response theory, the readers bring their interests, personal backgrounds, and prior experiences to the reading process. Research related to self-selection of reading materials shows that through this shift in power, learners take greater ownership in their learning process and their motivation to read increases. In this study, learner perceptions of such shift in decision-making power were examined among teacher education students. It was found that this shift in power contributed to their professional development to become a more critical reader. Most people would say the most critical task in education is teaching students how to read fluently. Since the best way to gain and practice this skill is to read more, the challenge then lies in selecting the right book for the right student at the right time. That was the challenge we were determined to meet when we implemented a new reading-materials selection system at Brush Middle school, located in the rural, northeast plains of Colorado. Serving 360 youngsters in grades six to eight, teachers at the school are in the midst of a district-wide, systemic staff development initiative that is focused on using student assessment data too effectively.
The topic of a reading article is an important factor to consider. Teacher may feel that a wide variety of topic would be helpful to maintain student to interest and motivation. Reading comprehension is the result of the interaction between the perception of graphic symbols that represent language and the reader language skills and knowledge of the word. Reading comprehension is not an easy thing to achieve, it depends on the factors that can influence the student. There is some degree in reading comprehension, to divide: Discerning is the ability to find or recognize fact and ideas or bits of information, in printed materials depends on their perceptual skills, because it made possible by the ability of eyes to take in printed symbols which can then be associated with their intended meaning. The mind functions analyze words meaning, and decide whether they represent in idea that should be remembered. The second Relating it is involves associating information with past experiences. It is the ability to relate the information with the past experiences which essential to the development all abilities in reading to make a comparison among ideas and to answer the questions based the material. The third Interpreting It is concerns with evaluating its significance in terms of reader’s current needs.
The fourth Retaining is the ability to keep information in mind, when the students are reading a passage, they are looking for some information, and then they locate them in their mind. The fifth Recalling Is the ability to think of the facts, ideas or other information learned in the past. When the information is needed, the students remember it, and they can express in their explanation. The sixth Organizing Is the ability to put facts or ideas into relevant order, the effective readers recognizes the purpose of the text as a whole and understands the relation among sentences. The seventh Expressing is the ability to communicate the facts of ideas through speech and writing, its ultimate objectives in comprehension. In reading comprehension process, the students are asked to find facts or ideas, and the teachers ask them to explain in speech or writing.
Strategies for reading improvement:
1. Read about things that interest you. If you are interested in what you are reading about, the words will come alive, and you will be motivated to understand. You will feel satisfaction in accomplishing a task that you enjoy, and which you consider meaningful. The more you read, the better you will become at reading. Just get started and it will become a habit, as long as you are interested in what you are reading.
2. Read material that is at your level or just a little difficult for you. Read material that you find easy to read, or just a little challenging. Looking up many unknown words in a conventional dictionary is tedious, and the results of the dictionary search quickly forgotten. It is better to stay within your comfort zone and keep reading. Soon you will be able to take on more difficult content.
3. Learn to read in depth, stay on the same subject for a while. If you are familiar with the subject you are reading about, you will understand better. Do not just read short articles. Commit to books. Stay with one author for at least one book. If the subject matter is new to you, you should even try to read a few different books or articles about the same subject, before you move on. This way you will meet the same vocabulary and ideas often, helping you to learn. You will also be able to get deeper into the subject and your reading confidence will grow.
4. If you have trouble reading, listen first. Many great works of literature were written to be read out loud. Learn to appreciate the art of the narrator. Listen to audio books or audio files of the material that you are reading. This will help make difficult content seem more familiar. If you can hear the new words and phrases that you are reading, you will have an easier time understanding and remembering them. Hearing the rhythm of someone reading a text will help your own reading.
5. Let your imagination get involved. Good readers get engrossed in their reading and let it trigger their imagination. Learn to enjoy your reading without asking too many questions or analyzing too much. It will just spoil the sensual enjoyment of the reading experience. You do not need to predict or analyze. Just enjoy and look forward to absorbing the information, ideas and thoughts expressed by the writer.
6. Don’t worry about what you don’t understand. Most of your reading should be for pleasure. You can enjoy reading without understanding all of what you read. You may even understand some things in your own personal way. Neither you nor a teacher needs to “monitor” your understanding. Learn to enjoy reading, even while feeling that you do not fully understand or remember what you have read.
7. Recognize that the key is to read a lot. You may develop a system for keeping track of new words that you encounter in your reading, using lists, or Flash Cards, or other memory systems available on the Internet or elsewhere. However, the main growth in your vocabulary and reading skill will come just from reading as much as you can. So learn to enjoy reading and read a lot. Keep reading, and you will become a better reader.
Unfortunately not all reading is just for pleasure. When you are reading a textbook or manual, or report or other material that have to read for school or work, you may need to underline, take notes, and read some parts over again, in order to retain what you are reading. However, if you have developed the habit of reading for pleasure, you will find that the cognitive techniques you need will come naturally, and that you will understand a lot better than before.
b. Teaching Learning Process
In English teaching learning process, there is an interaction between teacher and students, students and students, and also student an environment. The teaching learning process usually run well, except when some components that related to teaching learning process such the motivation of the students, the interesting material, the clear explanation from the teacher and others are not present. The English teaching learning process is intended to develop students’ language skills in communication process. In reading teaching, the teacher gives the meaning of the difficult vocabulary that related to topic to stimulate student’s knowledge, and sometimes the teacher choose some students to read loudly and the other students listening. After that, the teacher asks to the students to read the whole topic silently to comprehend the topic. Focused only on the speaking skill and denied the others there are some reading tasks but this tasks also in dialogue form and is not focused on make the students have a reading skill, namely to comprehend the reading materials.
c. Selecting Reading Passage for Student
The purpose of selecting reading passage is to achieve reading comprehension. Reading comprehension can be defined a process through of thought which readers become aware of an idea understand in the term of their experiential background and interprets in relation to their own needs in purpose. In English teaching process, The objective of this curriculum is not only to make the students know about English, but also to enable them to use English as language for communication.
In teaching Reading skill, for example the teacher have to give student a supplementary reading material outside the English texts book used. This could happen because the lack of reading material and also inappropriate reading material for students. Example:
Supplementary Reading 1
I have two hands. Both are right hand and left hand. Each hand has five fingers, they are: thumb, index/fore/point finger, middle finger, ring finger and little finger. Index finger is between thumb and middle finger. I put a ring on the ring finger. I take and write some thing with the right hand. The right hand is stronger than the left hand. The left hand is weaker than the right hand.
Supplementary Reading 2
PARTS OF THE BODY
The head is on the shoulders. The hair is on the head. My hair is black. I have black hair. Your hair is fair. You have fair hair. The eyes are in the head. We have two eyes and two ears. This is the right eye and this is the left one and we have two shoulders. The nose is between the mouth and the eyes. The mouth is below the nose. The nose is above the mouth. The neck is between the head and the shoulders. The back is behind, between the two shoulders. The chest is in front.
Supplementary Reading 3
BOROBUDUR
Borobudur is one of the largest and most beautiful monuments are Asia. Constructed during the golden age of the Calendar dynasty in the eight century and dedicated to the glory of Buddha it combined the influences of many rich cultures. After century of neglect a large part of the moment has overgrowth with lichen. And Borobudur has in danger of disappearing altogether. Is structure was beginning to crumble because of the tropical climates, earthquakes and landslide. For the Indonesia people Borobudur is not only a temple. Is is very advanced civilization a long time ago. Indonesia will continue to develop the environment of the temples for the purpose of education; the temple, the archaeology garden, museum and the library will draw more attention from scientist and researches as well as tourist.
Supplementary Reading 4
THE YEAR
There are twenty fours in a day. A week contains seven days, which are Sunday, Monday, Tuesday, Wednesday, Thursday and Wednesday, Thursday, Friday, and Saturday. Thirty or thirty-one days make a month. 365 make year. The year begins on the 1” of January and ends on the 31* of December. If you want to see which day of the week or which day of the month it is, you loo9k at the calendar. We work six days a week, one day each week, on Sunday, we do not work because it is a day of rest or we usually call it as holiday. We all like the holidays because we can go to the country or the sea-side and have a rest a way from of our usually work
From the reading comprehension above the writer concludes that the English teachers have tried to give their students a good supplementary reading. But the supplementary reading above did not include all selection factors as the expert has suggested. From those supplementary reading, according to the writer, the writer, the first, the second and the third tittles are the most appropriate supplementary reading for student. Because, it almost includes all selection factors of reading passage even, in the third tittles (Parts of the Body) the exploitability factor is not present. Even this reading passage has the interest, culture suability and good topic inside.
CONCLUSION AND SUGGESTIONS
The English teaching process the student runs well. But the English textbooks used of student do not accommodate the whole of English basic skills. Big part of this book is speaking skill and only a little part intended to reading, listening and writing skills. The English teachers in senior high school have selected the reading passage that given to the student, but the selection factors used by the teachers. All the selecting reading factors as suggested by the linguist. In fact, this selecting reading factor is very important to help the student to improve reading skill in English. To the English teacher of the student, the teachers not only have to more creative in teaching process but also more selective give the teaching material complements for reading skill the teacher should pay their attention to selection factors as noted by linguist, for the selecting reading passage is very important to make the student easier comprehend the reading of material.
Reference
1. Dorothy J. Mc. Ginnis E Smith, Analyzing and Treating Reading for Academic Purpose, Mass ; Addison Wesley
2. Harris, Albert J. and sipay, Edward R, How to Increase Reading Ability, New York; Longman Inc.
3. Kennedy, C. Eddy, Methods In Teaching Developmental Reading: New York; F.E. peacock publisher Inc.
4. Nuttal, Christine, Teaching Reading Skill in Foreign Language, London; Heinemann educational books.
“Selecting Reading can assist student increasing their ability”.
Created by :
Meita Septiani
07211210085
University of Ibn Khaldun Bogor
Faculty of Teaching and Science Education
English Educational
Introduction
Learning is a change process of knowledge, skill, values and behavior as the result of experience and training motivation. Principally learning acts are directed to achieve the objective education; this process is done through several medium, which make that change possible. Learning English language it is very important, especially English language constitute of international. Now days sophisticated because selecting reading more than use in the learning of English language. However, to achieve those objectives, every element that concerned in education process, directly or not, have to each other support one another. and also every tool which is used in education process a ways have to adjusted with the real need, until those tools are still suitable to be used in achieving the education objectives. In recent years, the needs for studying English get improved, this requirement along with the student objectives study English, namely, to obtain the work, to get the information. From these basic skills, according to the writer, reading skills is the important one in this era, because much information can be reached by reading, and most of information today is available in a text form. Learning is the most vitally key term in every act education.
Theoretical background.
Unfortunately not all reading is just for pleasure. When you are reading a textbook or manual, or report or other material that have to read for school or work, you may need to underline, take notes, and read some parts over again, in order to retain what you are reading. However, if you have developed the habit of reading for pleasure, you will find that the cognitive techniques you need will come naturally, and that you will understand a lot better than before. According to the reader response theory, the readers bring their interests, personal backgrounds, and prior experiences to the reading process. Research related to self-selection of reading materials shows that through this shift in power, learners take greater ownership in their learning process and their motivation to read increases. In this study, learner perceptions of such shift in decision-making power were examined among teacher education students.
It was found that this shift in power contributed to their professional development to become a more critical reader. One form of this decision-making power is to provide students the opportunity to select their own reading and learning materials. According to reader response theorists, the readers bring their interests, personal backgrounds, and prior experiences to the reading process. Based on the readers' purposes of reading, the reading strategies they employ may vary. Schema theorists also suggest that different readers have different prior experiences and knowledge and the readers' schemata will determine how the readers construct their understanding of the reading materials. Thus, in order to relate students with varied backgrounds to the reading materials and to motivate them to read and construct meaning, the students should have choices or are allowed to select their own reading materials. Research related to self-selection of reading materials, such as reading workshops where students read self-selected literature during sustained silent reading and later share what they read with their peers, showed that through this shift in power, students take greater ownership in their learning process and their motivation to read increases. From the problems dealing with English with reading text above, will try to make a research on reading teaching with the title: “Selecting Reading can assist student increasing their ability”.
a. The understanding of Reading
Therefore, learning language is not learning vocabulary and grammar as knowledge only, but to apply this knowledge in communication activities. One of the communication activities is reading books. Reading is a complex information process in which the readers interact with text in order to recreate a meaningful discourse. Reading is also one of the most supportive factors in English learning process. The understanding of reading is a process of making out the meaning of written language reading is an active process related to problem solving. Reading is a form of communication, information an ideas, which are exchanged between the writer and reader in the act of communicating. Too much new information in a story makes it difficult to read, regardless of the interest level; a passage that contains relatively little new information can be boring. Part of the effort to find a suitable interesting of reading passages, that the teacher attempt to discover if the passage will: Tell the students things they don’t already know, Introduce them to new and relevant ideas, make them think about things before they haven’t thought, Help them to understand the way other people feel or think (e.g., people with different backgrounds, problems, or attitudes from their won), Make them want to read for themselves (to continue a story, find out more about a subject, and soon). The survey data were initially analyzed and organized by the assessment tool available in Blackboard. Blackboard calculated percentages of answers of multiple answer items and generated a report that listed all responses to each open-ended item. Then, these data were re-organized into three categories: (a) positive, (b) neutral, no response or not applicable and (c) negative by the researchers. Generally speaking, positive responses referred to responses that supported the research critique assignment and negative responses referred to responses that disagreed with the components or administration of the research critique assignment.
Motivation to Read, when the students selected research articles to read, "the topic of the article" was the most important criterion. This was consistent with the responses of other items related to students' preference of having the opportunity to select their own research articles or being assigned a particular research article. Clearly, students felt that it was important that the article/reading materials were specifically related to their own practices or areas of interests. Contributions to Professional Growth. The results of the survey also indicated that the students did recognize the connections between the research critique assignment and their professional growth. In addition, most of the students commented that reading current research was a good way to build their theoretical knowledge, improve their practices, encourage preliminary thoughts on their master's projects, or help them be more informed consumers of research studies. Encouraging continual professional growth is notably an important goal of teacher education programs. As indicated by the findings of this study, relating reading materials and learning to students' lives, experiences and interests is highly valued and critical to extend learning beyond the classroom. Learning becomes more meaningful when the materials are relevant and owned by the learner. With shared decision-making described in this study, the learners had the power to apply and extend their newly acquired knowledge. While teacher educators try to convey this notion/principle to present and future teachers, it is helpful to model it in their own practices. Although small in scope, it is hoped that the results of this study may provide useful information for course improvement as well as program design.
According to the reader response theory, the readers bring their interests, personal backgrounds, and prior experiences to the reading process. Research related to self-selection of reading materials shows that through this shift in power, learners take greater ownership in their learning process and their motivation to read increases. In this study, learner perceptions of such shift in decision-making power were examined among teacher education students. It was found that this shift in power contributed to their professional development to become a more critical reader. Most people would say the most critical task in education is teaching students how to read fluently. Since the best way to gain and practice this skill is to read more, the challenge then lies in selecting the right book for the right student at the right time. That was the challenge we were determined to meet when we implemented a new reading-materials selection system at Brush Middle school, located in the rural, northeast plains of Colorado. Serving 360 youngsters in grades six to eight, teachers at the school are in the midst of a district-wide, systemic staff development initiative that is focused on using student assessment data too effectively.
The topic of a reading article is an important factor to consider. Teacher may feel that a wide variety of topic would be helpful to maintain student to interest and motivation. Reading comprehension is the result of the interaction between the perception of graphic symbols that represent language and the reader language skills and knowledge of the word. Reading comprehension is not an easy thing to achieve, it depends on the factors that can influence the student. There is some degree in reading comprehension, to divide: Discerning is the ability to find or recognize fact and ideas or bits of information, in printed materials depends on their perceptual skills, because it made possible by the ability of eyes to take in printed symbols which can then be associated with their intended meaning. The mind functions analyze words meaning, and decide whether they represent in idea that should be remembered. The second Relating it is involves associating information with past experiences. It is the ability to relate the information with the past experiences which essential to the development all abilities in reading to make a comparison among ideas and to answer the questions based the material. The third Interpreting It is concerns with evaluating its significance in terms of reader’s current needs.
The fourth Retaining is the ability to keep information in mind, when the students are reading a passage, they are looking for some information, and then they locate them in their mind. The fifth Recalling Is the ability to think of the facts, ideas or other information learned in the past. When the information is needed, the students remember it, and they can express in their explanation. The sixth Organizing Is the ability to put facts or ideas into relevant order, the effective readers recognizes the purpose of the text as a whole and understands the relation among sentences. The seventh Expressing is the ability to communicate the facts of ideas through speech and writing, its ultimate objectives in comprehension. In reading comprehension process, the students are asked to find facts or ideas, and the teachers ask them to explain in speech or writing.
Strategies for reading improvement:
1. Read about things that interest you. If you are interested in what you are reading about, the words will come alive, and you will be motivated to understand. You will feel satisfaction in accomplishing a task that you enjoy, and which you consider meaningful. The more you read, the better you will become at reading. Just get started and it will become a habit, as long as you are interested in what you are reading.
2. Read material that is at your level or just a little difficult for you. Read material that you find easy to read, or just a little challenging. Looking up many unknown words in a conventional dictionary is tedious, and the results of the dictionary search quickly forgotten. It is better to stay within your comfort zone and keep reading. Soon you will be able to take on more difficult content.
3. Learn to read in depth, stay on the same subject for a while. If you are familiar with the subject you are reading about, you will understand better. Do not just read short articles. Commit to books. Stay with one author for at least one book. If the subject matter is new to you, you should even try to read a few different books or articles about the same subject, before you move on. This way you will meet the same vocabulary and ideas often, helping you to learn. You will also be able to get deeper into the subject and your reading confidence will grow.
4. If you have trouble reading, listen first. Many great works of literature were written to be read out loud. Learn to appreciate the art of the narrator. Listen to audio books or audio files of the material that you are reading. This will help make difficult content seem more familiar. If you can hear the new words and phrases that you are reading, you will have an easier time understanding and remembering them. Hearing the rhythm of someone reading a text will help your own reading.
5. Let your imagination get involved. Good readers get engrossed in their reading and let it trigger their imagination. Learn to enjoy your reading without asking too many questions or analyzing too much. It will just spoil the sensual enjoyment of the reading experience. You do not need to predict or analyze. Just enjoy and look forward to absorbing the information, ideas and thoughts expressed by the writer.
6. Don’t worry about what you don’t understand. Most of your reading should be for pleasure. You can enjoy reading without understanding all of what you read. You may even understand some things in your own personal way. Neither you nor a teacher needs to “monitor” your understanding. Learn to enjoy reading, even while feeling that you do not fully understand or remember what you have read.
7. Recognize that the key is to read a lot. You may develop a system for keeping track of new words that you encounter in your reading, using lists, or Flash Cards, or other memory systems available on the Internet or elsewhere. However, the main growth in your vocabulary and reading skill will come just from reading as much as you can. So learn to enjoy reading and read a lot. Keep reading, and you will become a better reader.
Unfortunately not all reading is just for pleasure. When you are reading a textbook or manual, or report or other material that have to read for school or work, you may need to underline, take notes, and read some parts over again, in order to retain what you are reading. However, if you have developed the habit of reading for pleasure, you will find that the cognitive techniques you need will come naturally, and that you will understand a lot better than before.
b. Teaching Learning Process
In English teaching learning process, there is an interaction between teacher and students, students and students, and also student an environment. The teaching learning process usually run well, except when some components that related to teaching learning process such the motivation of the students, the interesting material, the clear explanation from the teacher and others are not present. The English teaching learning process is intended to develop students’ language skills in communication process. In reading teaching, the teacher gives the meaning of the difficult vocabulary that related to topic to stimulate student’s knowledge, and sometimes the teacher choose some students to read loudly and the other students listening. After that, the teacher asks to the students to read the whole topic silently to comprehend the topic. Focused only on the speaking skill and denied the others there are some reading tasks but this tasks also in dialogue form and is not focused on make the students have a reading skill, namely to comprehend the reading materials.
c. Selecting Reading Passage for Student
The purpose of selecting reading passage is to achieve reading comprehension. Reading comprehension can be defined a process through of thought which readers become aware of an idea understand in the term of their experiential background and interprets in relation to their own needs in purpose. In English teaching process, The objective of this curriculum is not only to make the students know about English, but also to enable them to use English as language for communication.
In teaching Reading skill, for example the teacher have to give student a supplementary reading material outside the English texts book used. This could happen because the lack of reading material and also inappropriate reading material for students. Example:
Supplementary Reading 1
I have two hands. Both are right hand and left hand. Each hand has five fingers, they are: thumb, index/fore/point finger, middle finger, ring finger and little finger. Index finger is between thumb and middle finger. I put a ring on the ring finger. I take and write some thing with the right hand. The right hand is stronger than the left hand. The left hand is weaker than the right hand.
Supplementary Reading 2
PARTS OF THE BODY
The head is on the shoulders. The hair is on the head. My hair is black. I have black hair. Your hair is fair. You have fair hair. The eyes are in the head. We have two eyes and two ears. This is the right eye and this is the left one and we have two shoulders. The nose is between the mouth and the eyes. The mouth is below the nose. The nose is above the mouth. The neck is between the head and the shoulders. The back is behind, between the two shoulders. The chest is in front.
Supplementary Reading 3
BOROBUDUR
Borobudur is one of the largest and most beautiful monuments are Asia. Constructed during the golden age of the Calendar dynasty in the eight century and dedicated to the glory of Buddha it combined the influences of many rich cultures. After century of neglect a large part of the moment has overgrowth with lichen. And Borobudur has in danger of disappearing altogether. Is structure was beginning to crumble because of the tropical climates, earthquakes and landslide. For the Indonesia people Borobudur is not only a temple. Is is very advanced civilization a long time ago. Indonesia will continue to develop the environment of the temples for the purpose of education; the temple, the archaeology garden, museum and the library will draw more attention from scientist and researches as well as tourist.
Supplementary Reading 4
THE YEAR
There are twenty fours in a day. A week contains seven days, which are Sunday, Monday, Tuesday, Wednesday, Thursday and Wednesday, Thursday, Friday, and Saturday. Thirty or thirty-one days make a month. 365 make year. The year begins on the 1” of January and ends on the 31* of December. If you want to see which day of the week or which day of the month it is, you loo9k at the calendar. We work six days a week, one day each week, on Sunday, we do not work because it is a day of rest or we usually call it as holiday. We all like the holidays because we can go to the country or the sea-side and have a rest a way from of our usually work
From the reading comprehension above the writer concludes that the English teachers have tried to give their students a good supplementary reading. But the supplementary reading above did not include all selection factors as the expert has suggested. From those supplementary reading, according to the writer, the writer, the first, the second and the third tittles are the most appropriate supplementary reading for student. Because, it almost includes all selection factors of reading passage even, in the third tittles (Parts of the Body) the exploitability factor is not present. Even this reading passage has the interest, culture suability and good topic inside.
CONCLUSION AND SUGGESTIONS
The English teaching process the student runs well. But the English textbooks used of student do not accommodate the whole of English basic skills. Big part of this book is speaking skill and only a little part intended to reading, listening and writing skills. The English teachers in senior high school have selected the reading passage that given to the student, but the selection factors used by the teachers. All the selecting reading factors as suggested by the linguist. In fact, this selecting reading factor is very important to help the student to improve reading skill in English. To the English teacher of the student, the teachers not only have to more creative in teaching process but also more selective give the teaching material complements for reading skill the teacher should pay their attention to selection factors as noted by linguist, for the selecting reading passage is very important to make the student easier comprehend the reading of material.
Reference
1. Dorothy J. Mc. Ginnis E Smith, Analyzing and Treating Reading for Academic Purpose, Mass ; Addison Wesley
2. Harris, Albert J. and sipay, Edward R, How to Increase Reading Ability, New York; Longman Inc.
3. Kennedy, C. Eddy, Methods In Teaching Developmental Reading: New York; F.E. peacock publisher Inc.
4. Nuttal, Christine, Teaching Reading Skill in Foreign Language, London; Heinemann educational books.
The Importance of Vocabulary in English Learning
Paper
The Importance of Vocabulary
in English Learning
Created by:
HELENA FARISKA PUTRI
NPM : 07211210417
TEACHING AND EDUCATION FACULTY
ENGLISH EDUCATION PROGRAM
IBN KHALDUN UNIVERSITY
BOGOR
2010
The Importance of Vocabulary in English Learning
A. Introduction of Vocabulary
The notion seems uncontroversial; most people would agree that reading is a useful learning experience. Certainly, the treachery arguments are familiar: Reading takes us beyond ourselves; we broaden our perspectives, learn new facts and come to a better understanding of the world and our place in it. Furthermore, so the argument goes, there is an important fringe benefit: reading increases our vocabulary knowledge. Texts introduce us to new words, and in many cases, we can deduce their meanings from the written context. Presumably, we remember some of these new meaning associations, especially if we continue to read and meet the new items in context again. It seems reasonable to assume that this beneficial by-product of reading is also available to learners reading in a second language. It is informed that the most complex thing of English is vocabulary. So, vocabulary is a vital aspect in language, because it appears in every skill of language listening, speaking, reading and writing skill. Many people realize that their vocabulary is limited so that they have difficulties in expressing their idea.
Mastering vocabulary is very important for the students who learn English as a foreign language. That is why everybody who learns English or a certain language should know the words. The mastery of vocabulary can support them in speaking when they are communicating to people can write and translate the meaning of words when they definite English. If they do not know the meaning of words, they will not be able to speak, write and translate anything English. The students can be said gaining progress in English, the mastery of vocabulary.
a. Background of Vocabulary
Vocabulary is very important thing because it can listing of the words used in some enterprise, a language user's knowledge of words and the system of techniques or symbols serving as a means of expression (as in arts or crafts); "he introduced a wide vocabulary of techniques". Vocabulary also the set of words they are familiar with in a language. A vocabulary usually grows and evolves with age, and serves as a useful and fundamental tool for communication and acquiring knowledge.
A usually alphabetized and explained collection of words e.g. of a particular field, or prepared for a specific purpose, often for learning; The collection of words a person knows and uses; The stock of words used in a particular field; The words of a language collectively. Refers to the words we must know to communicate effectively.
b. Kinds of vocabulary
Vocabulary can be divided into two groups, passives and actives vocabulary. Passives vocabulary contains all the words that we understand when we read or listen, but which we do not use or can not remember in our own writing or speaking. Active vocabulary contains all the words we understand and use.
The same as the word, active vocabulary is vocabulary we can call up and use in writing or conversation without having to think very much about it. passive vocabulary is
Vocabulary we can recognize when we hear it but can not remember when we actually have to produce it. These words are easily forgotten since the connection between them and our memory is weak. Besides that, vocabulary can be divided based on word group those are: Noun, Pronoun, Adjective, Verb, Adverb.
Initially, in the infancy phase, vocabulary growth requires no effort. Infants hear words and mimic them, eventually associating them with objects and actions. This is the listening vocabulary. The speaking vocabulary follows, as a child's thoughts become more reliant on its ability to express itself without gestures and mere sounds. Once the reading and writing vocabularies are attained – through questions and education – the anomalies and irregularities of language can be discovered.
In first grade, an advantaged student knows about twice as many words as a disadvantaged student. Generally, this gap does not tighten. This translates into a wide range of vocabulary size by age five or six, at which time an English-speaking child will know about 2,500–5,000 words. An average student learns some 3,000 words per year, or approximately eight words per day. After leaving school, vocabulary growth plateaus. People may then expand their vocabularies by reading, playing word games, participating in vocabulary programs.
c. Second Language Vocabulary Acquisition
A vocabulary is defined as "all the words known and used by a particular person". However, the words known and used by a particular person do not constitute all the words a person is exposed to. By definition, a vocabulary includes the last two categories of this list :
1. Never encountered the word.
2. Heard the word, but cannot define it.
3. Recognize the word due to context or tone of voice.
4. Able to use the word but cannot clearly explain it.
5. Fluent with the word – its use and definition.
Learning vocabulary is one of the first steps of learning a second language, yet one never reaches the last step of vocabulary acquisition. Whether in one’s native language or a second language, the acquisition of new vocabulary is a continuous process. Many methods can help one acquire new vocabulary.
Although memorization can be seen as tedious or boring, associating one word in the native language with the corresponding word in the second language until memorized is still one of the best methods of vocabulary acquisition. By the time students reach adulthood, they generally gather a number of personalized memorization methods. Although many argue that memorization does not typically require the complex cognitive processing that increase retention. It does typically require a plethora of repetition. Other methods typically require more time and longer to recall.
Some words cannot be easily linked through association or other methods. When a word in the second language is phonologically or visually similar to a word in the native language, one often assumes they also share similar meanings. Though this is frequently the case, it is not always true. When faced with a false cognate, memorization and repetition are the keys to mastery. If a second language learner relies solely on word associations to learn new vocabulary, that person will have a very difficult time mastering false cognates. When large amounts of vocabulary must acquired in a limited amount of time, when the learners needs to recall information quickly, when words represent abstract concepts or are difficult to create as a mental image, or when discriminating between false cognates, rote memorization is the method to use.
d. The benefits learning vocabulary
Not just another thing that mastering English is a must. Facts proved that mastering the English language is very important and in learning English language we have to learn vocabulary. As for some of the advantages vocabulary is easier to learn English, meaning more vocabulary before practice reading, speaking, listening and writing.
B. Factors affecting word learnability:
Vocab learning – not random, rather subject to certain regularities. Acquisition of lexis influenced by two major variables :
1. Interlexical: variables related to the interaction between the new word.
2. Intralexical: a set of variables stemming from the word itself.
a. Similarity of form
Cognates, words that are similar both in form and meaning in the same context. For example, martyr and mártír in Hungarian (also exotic vs. egzotikus, emancipation vs. emancipáció). False or Deceptive cognates words similar in form but different in meaning.
b. Connotations
In English adequate very often has a strong negative connotation, of something being enough, but only just. It is in fact normally used as a criticism. Thus, megfelelő may not be the proper equivalent for this word in all contexts, as it does not have a negative connotation in Hungarian. Similarly, propaganda in English is the means a government uses to make the general public believe what the government wants them to believe, whether it is true or false. Thus, this word is primarily used in a derogatory sense. The same word in Hungarian (propaganda), however, can also be used in the sense of publicity.
c. Collocational difference
For example, in American English first floor means number one at ground level. In British English, cream, tea is not understood as tea you drink with whipped cream but it refers to a full meal that consists of a scone, some jam, butter and whipped cream which you eat while drinking English tea with milk. These strange meanings are usually culturally motivated.
Intralexical factors affecting vocabulary learning:
• Familiar phonemes
• Regularity in pronunciation
• Fixed stress
• Consistency of sound-script
• relationship
• Inflextional regularity
• Derivational regularity
• Morphological transparency
• Generality (the word can be used in a large number of context)
• Register neutrality
• One form for one meaning
• Presence of foreign phonemes
• Irregularity in pronunciation
• Variable stress
• Incongruency in sound-script
• relationship consider e.g. the
• letter ‘o’ in love, chose, woman,
• Inflexional complexity
• Derivational complexity
• Deceptive morphological
• transparency
• Similarity of lexical forms
• historical/historic, affect/effect,
• industrial/industrious
• Specificity (the word can only be used in specific contexts)
• Register restrictions, idiomaticity
• One form with several
C. Stages of vocabulary learning:
First essential step is encountering new words. If learners are motivated to learn certain words out of interest or need, they are likely to be learnt more easily. The way or context in which a word is presented as well as the number of times a word is encountered will affect whether it is learnt or not. Learners seem to need various encounters with the same word in multiple sources rather than in just one source.
Second step is getting a clear image of the form of the vocabulary item. This image may be visual or auditory or both. Very often learners tend to associate new words with words that sound. Third step is getting the word meaning. The level of distinctions that must be made in word definitions vary across situations and learner levels. Low level learners may be satisfied to grasp quite general meanings while advanced learners need more specific definitions in order to be able to see differences between near synonyms. Fourth step is consolidation of form and meaning in memory. Various memory strategies (see in Oxford, R. 1990. Language Learning Strategies. Newbury House) are available that help consolidate the connection between word form and meaning. Fifth step is using the words. Ensures that learners gain confidence as autonomous language users, but at the same time they can refine their language knowledge in general.
a. Stages of presenting vocabulary
1. Setting up a context, which is relevant to learners’ interest and age, builds on or incorporates learners’ experience.
2. Elicitation of the target vocabulary item (i.e. trying to get the target item from the learners first) in order to enhance their involvement as well as to help them fit the new item in their existing vocabulary knowledge.
3. Choral and/or individual repetition (this may be optional at higher levels) in order to standardise pronunciation.
4. Consolidation / concept check questions, which are aimed to check whether meaning has been properly understood and to provide further meaningful opportunities for learners to use the item in context.
5. Board record for later reference.
b. Practising vocabulary :
Having used any of the vocabulary presentation techniques in class, we cannot really say that learners have learnt the new items. Encountering a new vocabulary item once will not guarantee that it will be remembered. Learners need plenty of opportunities in order to acquire a new vocabulary item. In a vocabulary presentation lesson, the teacher should provide meaningful controlled practice for learners so that they could recognise, manipulate and use the new vocabulary items. Vocabulary practice should be regular, carefully planned and should not involve too many words at one time. Many simple vocabulary practice activities are based around the following ideas.
• discussions, communicative activities and role-play requiring use of the words
• making use of the vocabulary in written tasks More specific exercise types:
• matching pictures to words
• matching parts of words to other parts, e.g. beginnings and endings
• matching words to other words, e.g. collocations, synonyms, opposites, sets of related words, etc.
• using prefixes and suffixes to build new words from given words
• classifying items into lists
• using given words to complete a specific task
• filling in crosswords, grids or diagrams
• filling in gaps in sentences
• memory games
The importance of recycling previously presented vocabulary is obvious. Revision activities can easily be incorporated into the lesson by way of five-minute activities or warmers. These activities can successfully aid students’ recall of the new words and develop their retrieval systems.
Vocabulary revision activities : listing or categorising items, vocabulary quizzes, noughts and crosses, brainstorming round an idea, guessing games, etc.
Reference :
Barnhart, Clarence L. (1968). The World Book Dictionary. Clarence L. Barnhart. 1968 Edition. Published by Thorndike-Barnhart, Chicago, Illinois.
Flynn, James R. (2008). Where Have All the Liberals Gone?: Race, Class, and Ideals in America. Cambridge University Press; 1st edition. ISBN 978-0521494311.
Lenkeit, Roberta. Cultural Anthropology (3rd. ed.)
Liu, Na and I.S.P. Nation. Factors affecting guessing vocabulary in context, RELC Journal, 1985,16 1, pp. 33-42.
Miller, B. (1999). Cultural Anthropology(4th. ed.,pg 315). New York: Allyn and Bacon.
Schonell, F. J., I. G. Meddleton and B. A. Shaw, A Study of the Oral Vocabulary of Adults, University of Queensland Press, Brisbane, 1956.
West, Michael (1953). A General Service List of English Words. Longman, Green & Co., London.
The Importance of Vocabulary
in English Learning
Created by:
HELENA FARISKA PUTRI
NPM : 07211210417
TEACHING AND EDUCATION FACULTY
ENGLISH EDUCATION PROGRAM
IBN KHALDUN UNIVERSITY
BOGOR
2010
The Importance of Vocabulary in English Learning
A. Introduction of Vocabulary
The notion seems uncontroversial; most people would agree that reading is a useful learning experience. Certainly, the treachery arguments are familiar: Reading takes us beyond ourselves; we broaden our perspectives, learn new facts and come to a better understanding of the world and our place in it. Furthermore, so the argument goes, there is an important fringe benefit: reading increases our vocabulary knowledge. Texts introduce us to new words, and in many cases, we can deduce their meanings from the written context. Presumably, we remember some of these new meaning associations, especially if we continue to read and meet the new items in context again. It seems reasonable to assume that this beneficial by-product of reading is also available to learners reading in a second language. It is informed that the most complex thing of English is vocabulary. So, vocabulary is a vital aspect in language, because it appears in every skill of language listening, speaking, reading and writing skill. Many people realize that their vocabulary is limited so that they have difficulties in expressing their idea.
Mastering vocabulary is very important for the students who learn English as a foreign language. That is why everybody who learns English or a certain language should know the words. The mastery of vocabulary can support them in speaking when they are communicating to people can write and translate the meaning of words when they definite English. If they do not know the meaning of words, they will not be able to speak, write and translate anything English. The students can be said gaining progress in English, the mastery of vocabulary.
a. Background of Vocabulary
Vocabulary is very important thing because it can listing of the words used in some enterprise, a language user's knowledge of words and the system of techniques or symbols serving as a means of expression (as in arts or crafts); "he introduced a wide vocabulary of techniques". Vocabulary also the set of words they are familiar with in a language. A vocabulary usually grows and evolves with age, and serves as a useful and fundamental tool for communication and acquiring knowledge.
A usually alphabetized and explained collection of words e.g. of a particular field, or prepared for a specific purpose, often for learning; The collection of words a person knows and uses; The stock of words used in a particular field; The words of a language collectively. Refers to the words we must know to communicate effectively.
b. Kinds of vocabulary
Vocabulary can be divided into two groups, passives and actives vocabulary. Passives vocabulary contains all the words that we understand when we read or listen, but which we do not use or can not remember in our own writing or speaking. Active vocabulary contains all the words we understand and use.
The same as the word, active vocabulary is vocabulary we can call up and use in writing or conversation without having to think very much about it. passive vocabulary is
Vocabulary we can recognize when we hear it but can not remember when we actually have to produce it. These words are easily forgotten since the connection between them and our memory is weak. Besides that, vocabulary can be divided based on word group those are: Noun, Pronoun, Adjective, Verb, Adverb.
Initially, in the infancy phase, vocabulary growth requires no effort. Infants hear words and mimic them, eventually associating them with objects and actions. This is the listening vocabulary. The speaking vocabulary follows, as a child's thoughts become more reliant on its ability to express itself without gestures and mere sounds. Once the reading and writing vocabularies are attained – through questions and education – the anomalies and irregularities of language can be discovered.
In first grade, an advantaged student knows about twice as many words as a disadvantaged student. Generally, this gap does not tighten. This translates into a wide range of vocabulary size by age five or six, at which time an English-speaking child will know about 2,500–5,000 words. An average student learns some 3,000 words per year, or approximately eight words per day. After leaving school, vocabulary growth plateaus. People may then expand their vocabularies by reading, playing word games, participating in vocabulary programs.
c. Second Language Vocabulary Acquisition
A vocabulary is defined as "all the words known and used by a particular person". However, the words known and used by a particular person do not constitute all the words a person is exposed to. By definition, a vocabulary includes the last two categories of this list :
1. Never encountered the word.
2. Heard the word, but cannot define it.
3. Recognize the word due to context or tone of voice.
4. Able to use the word but cannot clearly explain it.
5. Fluent with the word – its use and definition.
Learning vocabulary is one of the first steps of learning a second language, yet one never reaches the last step of vocabulary acquisition. Whether in one’s native language or a second language, the acquisition of new vocabulary is a continuous process. Many methods can help one acquire new vocabulary.
Although memorization can be seen as tedious or boring, associating one word in the native language with the corresponding word in the second language until memorized is still one of the best methods of vocabulary acquisition. By the time students reach adulthood, they generally gather a number of personalized memorization methods. Although many argue that memorization does not typically require the complex cognitive processing that increase retention. It does typically require a plethora of repetition. Other methods typically require more time and longer to recall.
Some words cannot be easily linked through association or other methods. When a word in the second language is phonologically or visually similar to a word in the native language, one often assumes they also share similar meanings. Though this is frequently the case, it is not always true. When faced with a false cognate, memorization and repetition are the keys to mastery. If a second language learner relies solely on word associations to learn new vocabulary, that person will have a very difficult time mastering false cognates. When large amounts of vocabulary must acquired in a limited amount of time, when the learners needs to recall information quickly, when words represent abstract concepts or are difficult to create as a mental image, or when discriminating between false cognates, rote memorization is the method to use.
d. The benefits learning vocabulary
Not just another thing that mastering English is a must. Facts proved that mastering the English language is very important and in learning English language we have to learn vocabulary. As for some of the advantages vocabulary is easier to learn English, meaning more vocabulary before practice reading, speaking, listening and writing.
B. Factors affecting word learnability:
Vocab learning – not random, rather subject to certain regularities. Acquisition of lexis influenced by two major variables :
1. Interlexical: variables related to the interaction between the new word.
2. Intralexical: a set of variables stemming from the word itself.
a. Similarity of form
Cognates, words that are similar both in form and meaning in the same context. For example, martyr and mártír in Hungarian (also exotic vs. egzotikus, emancipation vs. emancipáció). False or Deceptive cognates words similar in form but different in meaning.
b. Connotations
In English adequate very often has a strong negative connotation, of something being enough, but only just. It is in fact normally used as a criticism. Thus, megfelelő may not be the proper equivalent for this word in all contexts, as it does not have a negative connotation in Hungarian. Similarly, propaganda in English is the means a government uses to make the general public believe what the government wants them to believe, whether it is true or false. Thus, this word is primarily used in a derogatory sense. The same word in Hungarian (propaganda), however, can also be used in the sense of publicity.
c. Collocational difference
For example, in American English first floor means number one at ground level. In British English, cream, tea is not understood as tea you drink with whipped cream but it refers to a full meal that consists of a scone, some jam, butter and whipped cream which you eat while drinking English tea with milk. These strange meanings are usually culturally motivated.
Intralexical factors affecting vocabulary learning:
• Familiar phonemes
• Regularity in pronunciation
• Fixed stress
• Consistency of sound-script
• relationship
• Inflextional regularity
• Derivational regularity
• Morphological transparency
• Generality (the word can be used in a large number of context)
• Register neutrality
• One form for one meaning
• Presence of foreign phonemes
• Irregularity in pronunciation
• Variable stress
• Incongruency in sound-script
• relationship consider e.g. the
• letter ‘o’ in love, chose, woman,
• Inflexional complexity
• Derivational complexity
• Deceptive morphological
• transparency
• Similarity of lexical forms
• historical/historic, affect/effect,
• industrial/industrious
• Specificity (the word can only be used in specific contexts)
• Register restrictions, idiomaticity
• One form with several
C. Stages of vocabulary learning:
First essential step is encountering new words. If learners are motivated to learn certain words out of interest or need, they are likely to be learnt more easily. The way or context in which a word is presented as well as the number of times a word is encountered will affect whether it is learnt or not. Learners seem to need various encounters with the same word in multiple sources rather than in just one source.
Second step is getting a clear image of the form of the vocabulary item. This image may be visual or auditory or both. Very often learners tend to associate new words with words that sound. Third step is getting the word meaning. The level of distinctions that must be made in word definitions vary across situations and learner levels. Low level learners may be satisfied to grasp quite general meanings while advanced learners need more specific definitions in order to be able to see differences between near synonyms. Fourth step is consolidation of form and meaning in memory. Various memory strategies (see in Oxford, R. 1990. Language Learning Strategies. Newbury House) are available that help consolidate the connection between word form and meaning. Fifth step is using the words. Ensures that learners gain confidence as autonomous language users, but at the same time they can refine their language knowledge in general.
a. Stages of presenting vocabulary
1. Setting up a context, which is relevant to learners’ interest and age, builds on or incorporates learners’ experience.
2. Elicitation of the target vocabulary item (i.e. trying to get the target item from the learners first) in order to enhance their involvement as well as to help them fit the new item in their existing vocabulary knowledge.
3. Choral and/or individual repetition (this may be optional at higher levels) in order to standardise pronunciation.
4. Consolidation / concept check questions, which are aimed to check whether meaning has been properly understood and to provide further meaningful opportunities for learners to use the item in context.
5. Board record for later reference.
b. Practising vocabulary :
Having used any of the vocabulary presentation techniques in class, we cannot really say that learners have learnt the new items. Encountering a new vocabulary item once will not guarantee that it will be remembered. Learners need plenty of opportunities in order to acquire a new vocabulary item. In a vocabulary presentation lesson, the teacher should provide meaningful controlled practice for learners so that they could recognise, manipulate and use the new vocabulary items. Vocabulary practice should be regular, carefully planned and should not involve too many words at one time. Many simple vocabulary practice activities are based around the following ideas.
• discussions, communicative activities and role-play requiring use of the words
• making use of the vocabulary in written tasks More specific exercise types:
• matching pictures to words
• matching parts of words to other parts, e.g. beginnings and endings
• matching words to other words, e.g. collocations, synonyms, opposites, sets of related words, etc.
• using prefixes and suffixes to build new words from given words
• classifying items into lists
• using given words to complete a specific task
• filling in crosswords, grids or diagrams
• filling in gaps in sentences
• memory games
The importance of recycling previously presented vocabulary is obvious. Revision activities can easily be incorporated into the lesson by way of five-minute activities or warmers. These activities can successfully aid students’ recall of the new words and develop their retrieval systems.
Vocabulary revision activities : listing or categorising items, vocabulary quizzes, noughts and crosses, brainstorming round an idea, guessing games, etc.
Reference :
Barnhart, Clarence L. (1968). The World Book Dictionary. Clarence L. Barnhart. 1968 Edition. Published by Thorndike-Barnhart, Chicago, Illinois.
Flynn, James R. (2008). Where Have All the Liberals Gone?: Race, Class, and Ideals in America. Cambridge University Press; 1st edition. ISBN 978-0521494311.
Lenkeit, Roberta. Cultural Anthropology (3rd. ed.)
Liu, Na and I.S.P. Nation. Factors affecting guessing vocabulary in context, RELC Journal, 1985,16 1, pp. 33-42.
Miller, B. (1999). Cultural Anthropology(4th. ed.,pg 315). New York: Allyn and Bacon.
Schonell, F. J., I. G. Meddleton and B. A. Shaw, A Study of the Oral Vocabulary of Adults, University of Queensland Press, Brisbane, 1956.
West, Michael (1953). A General Service List of English Words. Longman, Green & Co., London.
Sunday, January 3, 2010
THE APLICATION OF INTERACTIVE LEARNING IN TECHING SIMPLE PRESENT TENSE
By
SITI SOFAH
07211210246
ENGLISH EDUCATION PROGRAM TEACHING AND EDUCATION FACULTY
IBN KHALDUN UNIVERSITY BOGOR
2010
INTRODUCTION
Learning in order to communicate is now commonplace. Recent trend in teaching English program show the growing concern among educator for the importance of communicative approach as applied in teaching English. Through communicative approach, students are supposed to have communicative competence in using English.
Teaching for communication mans teaching students to do things through language and mastering the grammatical structure necessary to achieve that and. Consciousness of correct grammatical forms and the way the forms are use is necessary to facilitate communication. It is the support system for all communication. Thought we may be concentrating on communication in our teaching. The ultimate source of accuracy in any language is grammar.
These statements above show hat grammar keep an important role in communication. But, in fact, learning English grammar is boring for the students. The technique use in teaching learning process in monotones here the student just memorizing style of expressing by making sentences base on the pattern of grammar without giving opportunity to express their own meaning in communicative rile life. To modify positively the situation of the classroom and to make the teaching learning process lively, the writer would like to propose an alternative approach rather than teacher centered approach that is the one which common know under the term “Interactive Learning”. This approach will give students opportunity to play an active role throughout the whole teaching learning process.
Most learners fine the form of the simple present tense that we use for expressing present time in English particularly complex. They often continue to make mistakes because the lack knowledge of using the –s, -es morpheme on the third singular person and using auxiliary present (do and does) that constitutes an asset of mastering the simple present tense.
THEORITICAL BACKGROUND
A. interactive learning
In the era of communicative language teaching interaction is, in fact, the heart of communication is all about. We sent message, we receive them, and we interpret them in a context. We negotiated meaning, and we collaborate to accomplish certain purposes. Interactive learning is one of the principled approaches of communicative language teaching. Interaction is viewed as significant because it is argued that only though interaction the learner can decompose the teaching learning structure and derive meaning from classroom events, interaction gives learners the opportunities ti in corporate structure into their own speech, and the meaningfulness for learner of classroom event of any kind, whether thought of as interactive or not will depend on the extent to which communication has been jointly constructed between the teacher and the learner.
The simple present tense is one of the discussions of grammar.
The English simple present tense is quite flexible. The flexibility of time reference should come as no surprise since in fact this tense has not limited by particularizing context. The speakers always have the option, though, of using this tenses in more specific contexts. By applying interacting learning in teaching simple pesent tense students not only know about the rule, and the meaning but also students can use present tense contextually.
B. patterns of classroom interaction
In less formal situation it involves imaginative planning with student input. In either case, the teacher has a number of options drawn from the experience of predecessors and Contemporaries. (for some, see rivers) how can teachers select judiciously from this great variety of proposed approaches and Techniques? What kinds of guidelines can they follow?
First, in all teaching, comes the student- the raison d’etre of teaching. The teacher needs to consider the age of the students, their scholastic background, their culturally absorbed ways of learning, and their objectives in studying the language (to communicate orally, for instance; to read specialized text; to learn about other peoples and cultures; or to prepare for study abroad) without engorging the political and social Pressures (including career opportunities) that are largely determining their motivation. Only after such matters have been taken into account and decision made about the kind of course that will meet the student’s needs in their particular situation will teacher begin to reflect on appropriate ways of selecting and presenting material, so that the objectives of the student may be achieve. At this point, approach, design, and Produce become of interest.
Furthermore, each teacher has a personality to express. Teacher are Individual who teach and interact most effectively when what they are doing conforms to what they feel most comfortable doing. Some teachers love play-acting and leading students out into expressive performance; other are indirect leaders, providing almost imperceptible encouragement for self-expression; still to others can orchestrate assure and vigorous Activity. We have all seen extremely successful language classes taught by teachers favoring most diverse approaches, where very different activates were taking place; et interaction was stimulated, event and quite unexpected ways.
Teachers should not be looking for the one best method for teaching Language or helping students learn language), but rather the most appropriate approach, design of material , or set of procedure in a Particular case. Teachers need to be flexible, with a repertoire of teach of technique they can employ as circumstance dictate, while keeping interaction central interaction between teacher and student, student and teacher, student and student, student and authors of text and student and the community that speak the language and in the future, student and computer program. Observation has shown that the most common type of classroom interaction is that known as ‘IRF’-‘Initiation- Response-feedback’: the teacher initiation an exchange, usually in from of a question, one of the students answers, the teacher gives feedback (assessment, correction, comment).initiation the next question-and so on (Sinclair and coulthard.1975).
DATA
A. The principle of Interaction
According to H. Douglas Brown, interaction is the collaborative exchange of thought, feelings, or ideas between to or more people, resulting, in a reciprocal effect on each other. Theories of communicative competence emphasize the importance of interaction as human being use language in various context to “negotiate” meaning, or simply stated, to get an idea out of one person’s head and into the head of another person and vice versa.
Exercise puts communication on a par with correctness, turning the study of grammar into a social activity.
Teaching for interaction means teaching student to use the target language and mastering the grammatical structure is necessary to facilitated communication. When learner engaged in conversation, the grammatical structure in language is displayed more clearly and made more accessible. Interaction involves not just expression of one’s own ideas but comprehension of those of others. One listens to others; one responds; others listen and respond.
The interactive approach frees the instructor as well as the student. The instructor’s role is to act as a coach who organized, encourages, and guides student interaction. Teachers need to be flexible while keeping interaction central- interaction between teacher and students, student and teacher, student and student.
In structure a theory of interaction in the language classroom. Consider the following selected relationship:
Automatical : true human interaction is best accomplished when focal attention, Is one meaning and messages and not on grammar and other linguistic forms. Learners are thus freed from keeping language in a controlled mode and can more easily proceed to automatic modes and processing.
Intrinsic Motivation: As students become engaged with in other in speech acts of fulfillment and self actualization, their deepest drives are satisfied. And as they more fully appreciated their own competence to use language, they can develop a system of self reward.
Strategic Investment : Interaction requires the use of strategic language competence both to make certain decisions on how to say or writer or interpret language, and to make repair when communication pathways are blocked. The spontaneity of interactive discourse requires judicious us of numerous strategies for production and comprehension.
Risk taking : Interaction requires the risk or Filing to produce intended meaning, of failing to interpret intended meaning (on the part of someone else), of being laught at, of being shimmed or rejected. The reward, of course, are great and worth the risks.
Interlanguage : The complexity of interaction entails a long developmental process of acquisition. Numerous errors or production and comprehension ill be a part of this development. And the role of teacher feedback is crucial to the developmental process.
Communicative Competence: All of the elements of communicative competence (grammatical, discourse, sociolinguistic, pragmatic, and strategic) are involved in human interaction. All aspect must work together for successful communication to take place. At the end of the first and every other chapter, Brown provides "Topics for Discussion, Action, and Research" which encourage readers to interact both with the text itself, with classmates, and with their own beliefs, convictions, and ideas. In his chapter on "The Present: An Informed Approach" Brown offers topics which invite readers to compare their responses with a partner, to observe an ESL class, to share their ideas in a small group, to write out definitions of their own, and to think back -- with certain criteria and characteristics in mind -- on lessons that they themselves may have taught. He attempts, in other words, to bring as much reflection, discussion, and interaction as he can (within the confines of the printed word) into this enterprise of learning to teach by principle.
B. The Principle of Practice
At appropriate points throughout the book, Brown includes opportunities for the reader to try to put into practice some of the ideas or principles which he has been discussing. In the chapter on "Techniques and Materials," for example, he reproduces a few pages from a typical course book and then asks his readers to think about the kinds of lesson plans they might draw up from such materials or the kinds of techniques and exercises they might employ to best effect with their students. Elsewhere he talks about the exciting but complex task readers would have before them if their teaching situation allowed them to actually choose the textbook themselves. He refers to extensive and comprehensive textbook evaluation checklists and then provides an abridged form of such a checklist for illustration. He invites readers, as they read through this form, to "think of an ESL textbook that you are reasonably familiar with and ask yourself how well that book meets the criteria" (p. 149). He provides, in other words, opportunities to practice and to make practical application even within the confines of the book itself.
C. The Principle of Accessibility
The book is written and formatted in such a way that the content is easy to follow and retain, and additional information appears close to hand. This is accomplished in part by the usual conventions of headings, subheadings, and bold typeface, but also by Brown's frequent use of numbering systems, categories, and lists. It is especially useful to have the annotated suggestions "For Your Further Reading" at the end of each chapter (rather than collected at the end of the book), and also it is useful to have supplementary illustrations or materials appended to the chapter itself (for example, charts of English vowels and consonants attached to the chapter on teaching oral communication skills). Brown includes, where appropriate and in the appropriate place, sample excerpts from ESL textbooks for practice tasks or for questions and thinking. Another factor which contributes to this "sense of accessibility" is that Brown makes specific references throughout the book to particular sections of his Principles of Language Learning and Teaching (1994) so that a reader who wishes an expanded or theoretical explanation of a point can easily find it.
D. The Principle of the Integrated Whole
Implicit in much of Brown's discussion of the interactive approach is the integrated nature of language itself and of the language learning classroom. Reading does not exist separately from writing, or listening from speaking; the students do not exist separately from their social or educational contexts, from their teachers, families, friends, classmates. He talks further about the various aspects of lesson planning and the importance of each aspect to the overall whole. Likewise, the book itself can be viewed overall as an integrated whole. The principles do not exist separately from the pedagogy or the practices; the ideas for classroom activities do not exist separately from what lies outside the classroom door; the theories do not exist separately from the practical realities of whether or not there is an overhead projector available to the teacher or a supply of chalk for the blackboard (or markers for the whiteboard!) The book itself proceeds from its foundations what the principles are and how they were derived over long years of experiences by language teachers through the contexts in which we teach language to the designing and implementing of classroom techniques and the practicalities of the language classroom. Brown does all this without losing either his "train of thought" or his facility with words. And he concludes with a reminder that for all of us, continuing our teacher education is a matter of lifelong learning.
ANALISIS
Looking back over these twelve principles of recommendation, it becomes apparent that experienced teachers too can benefit from reading this book. It would serve them well as a review and as an opportunity: a review of their own beliefs about effective language teaching and an opportunity to reflect on their own practices in the classroom. It serves too, perhaps, as an articulate and coherent reminder: that we are, in Brown's words, "not merely" language teachers but "much more than that. " We are agents for change "in a world in desperate need of change: change from competition to cooperation, from powerlessness to empowerment, from conflict to resolution, from prejudice to understanding, and while that in itself may seem overwhelming to many of us, we can take reassurance from Brown's notion of classroom energy. By understanding what some of the variables are in classroom management, you can take some important steps to sharpening your skills as a language teacher. And then, as you improve some of those identifiable, overtly observable skills, you open the door to the intangible, to art, to poetics, to the invisible sparks of energy that kindle the flames of learning and perhaps that is something all of us language teachers can do, whether we are teachers in training or teachers with many years of classroom experience. We can be "energetic" in the classroom; we can sharpen our skills; we can improve on identifiable, overtly observable things; we can open the door to the intangible.
A. Initiating Interaction through Questioning
The most important key to create an interactive classroom is initiation of interaction by the teaching, mainly within initiation-response-feedback pattern described before. Raymond F. comeau has divided instructor-to-student interactive oral grammar activities into: physical demonstration, choral responses, creative completions, and contextual cues.
1. Reasons for Questioning
- To provide a model for language or thinking.
- To find out something from the learners (facts, ideas. opinions
- To check or to test understanding. Knowledge or skill.
- To get learners to be active in their learning, etc.
Appropriate questioning in an interactive classroom can fulfill a number of different functions (adapted from christenbury & Kelly 1983 and kinsella 1991)
a. Teacher’s questioning gives the students opportunity to produce language comfortably without having to risk initiating language themselves. It is very scary for students to have to initiate conversation or topics for discussion.
b. Teacher’s question can serve to initiate a chain reaction of student interaction among themselves. One question may be all that is need to start a discussion; without the initial question, however, student will be reluctant to initiate the process.
c. Teacher’s question give the instructor immediate feedback about the student comprehension. After posing the question, a teacher can use the student response to diagnose linguistic or content difficulties. Grammatical or phonological problem areas, for examples, may be exposed through the student response and give the teacher some specific information about what to treat.
d. Teacher question provide student it opportunities o fine out what they think by hearing what they say. As hey are nudged into responding to questions about say, reading or a film, they can discover what their own opinion and reaction are. This self discovery can be especially useful for prewriting activity.
2. Student to student interaction
Student to student interaction is base on peer relationships, which allow the maximum degree of communication. Any instructors who have witnessed the lively personal interchange between student working together in small groups and experience the excellent results know the value of fostering small group dynamics in the classroom. The following is a way in which instructor can interact with their student.
B. SIMPLE PRESENT TENSE
Form of the simple present tense
a. The Verb Be in the Simple Present Tense
The verb be has three forms in the simple present tense (am, are, is ). These forms are usually contracted in spoken informal written English (I-am/’m, you/we/they-are/’re, He/She/It-is/’s). and add not or n’t after be to negative form.
Question Word Be/be+not Subject be Not
Affirmative Mary is a Student
Negative You Are/Aren’t not There
Question
Where Is
Isn’t
Is John
Mary
john In the library
b. use the –s form with third person singular subjects (He, She, It) in the simple present tense. And add does not or doesn’t to negative form.
Question word Does or Doesn’t Subject Does not or Doesn’t Base Form Base form +s
Affirmative The Race Starts In Paris
Negative She Doesn’t Get up early
Question
Why Does
Doesn’t
Does This machine your plane she Make
Leave
come a
Noise?
at
three?
late
C. The usage of the Simple Present Tense
The simple present usually doesn’t refer to a particular time. Use the simple present for facts and general statements that include the present and are true at any time.
Summer follows spring. Gases expand when heated
My cousin lives in Oregon
He owns a truck
My father works in a bank. My sister wears glasses
In the preceding examples, the facts are true at any time. Because the simple present is sometimes using for an unspecified time, it sometimes contrasts with the present continuous tense. The simple present refers to a relatively long or permanent period, whereas the present continuous refers to a relatively short or temporary period.
a. The simple present is used you indicate a habitual action, event, or condition, as in the following sentences.
My grandmother sends me new letters each spring
How often do you go to the dentist? I go every sick month
Do you ever eat meat? No, I never eat meat.
b. The simple present can also be used to refers to a future events that are schedules or expected.
The premier arrives on Tuesday afternoon.
Classes and next week.
The publisher distributes the galley proofs next Wednesday
The lunar eclipse begins in exactly 43 minutes
When events are no schedules or expected, use the will or going to future tense
Our team will win (not wins) on Sunday
It will probably rain (not rains) this weekend
When a future tense (will or going to) is use in the main clause of a sentence, the
Verb in the dependent clause use the simple present to express future meaning
MAIN CLAUSE DEPENDENT CLAUSE
The band will play before the game begins
She’ll work while he studies
c. The simple present tense is also use for proclamations and announcements.
The xyz Department Store announces a sale of floor samples
d. The most common use the simple present is in technical or scientific writing or other types of “non-fiction” or factual writing.
A perfect verb phrase consists of a form of the auxiliary verb have and the past participle of the main verb.
Taste This food Tastes good The chef is tasting the sauce
Small These flowers smell good Don is smelling the roses
See I see a butterfly. Do you see it? The doctor is seeing a patient
Feel the cat’s fur feels soft Sue is feeling the cat’s fur
Look she looks cold. I’ll lend her my coat I’m looking out the window
Appear He appears to be asleep the actor is appearing on the stage
Weigh a piano is heavy. It weights a lot the grocer is weighing the bananas
Be I am hungry Tom is being foolish
CONCLUSION SUGGESTION
A. Conclusion
The variables can be defined as whole objects that will be observe. Variables can be classified into two kinds: independent and dependent variable. Independent variable is variable selected by the researcher to determine their effect or relationship with dependent variable and dependent variable is observed to determine with effect. The independent of this study is the application of interactive learning and the dependent variable is teaching simple present tense.
Operational definition of variable is a researcher’s change to explain how each variable is being define with respect to the construct in question.
B. Suggestion
There are some suggestions that can be given in relation to the writer’s conclusion.
The suggestions are as follow:
1. The English teacher should promote interactive learning in English teaching learning process.
2. The English should have the comprehensive knowledge about all sort of teaching methods to get teaching more effective.
3. The English teacher are encourage to have their lesson to be will prepare well organized, so that the lesson running well.
4. The English teacher should be creative in developing the teaching learning activities in classroom to make the class alive.
5. The English teacher should encourage the student to be active participating in teaching learning process and drawing student into discussion.
6. The English teacher should try using small group discussion that would be make students active
7. real live of materials are needed in the presentation of the lesson
BIBLIOGRAPHY
Azar, Betty Schrampfer.1993.Understanding and Using English Grammar. Jakarta. Binarupa aksara & Prentice-hall. Inc.
Brown, H. Douglas. 2001. Teaching by principle; an Interactive approach To language Pedagogy. Second Edition New York. Longman Group Ltd.
Byrne. Don. 1987. Techniques For Classroom Interaction. London. Longman
Bing, Jannet Mueller. 1989. Grammar Guide; English Grammar in context. London. Macmillan Publisher.
Martin, Parrot. 2000. Grammar for English Language Teachers. Cambridge University Press. New York.
www.techinglearning.com
By
SITI SOFAH
07211210246
ENGLISH EDUCATION PROGRAM TEACHING AND EDUCATION FACULTY
IBN KHALDUN UNIVERSITY BOGOR
2010
INTRODUCTION
Learning in order to communicate is now commonplace. Recent trend in teaching English program show the growing concern among educator for the importance of communicative approach as applied in teaching English. Through communicative approach, students are supposed to have communicative competence in using English.
Teaching for communication mans teaching students to do things through language and mastering the grammatical structure necessary to achieve that and. Consciousness of correct grammatical forms and the way the forms are use is necessary to facilitate communication. It is the support system for all communication. Thought we may be concentrating on communication in our teaching. The ultimate source of accuracy in any language is grammar.
These statements above show hat grammar keep an important role in communication. But, in fact, learning English grammar is boring for the students. The technique use in teaching learning process in monotones here the student just memorizing style of expressing by making sentences base on the pattern of grammar without giving opportunity to express their own meaning in communicative rile life. To modify positively the situation of the classroom and to make the teaching learning process lively, the writer would like to propose an alternative approach rather than teacher centered approach that is the one which common know under the term “Interactive Learning”. This approach will give students opportunity to play an active role throughout the whole teaching learning process.
Most learners fine the form of the simple present tense that we use for expressing present time in English particularly complex. They often continue to make mistakes because the lack knowledge of using the –s, -es morpheme on the third singular person and using auxiliary present (do and does) that constitutes an asset of mastering the simple present tense.
THEORITICAL BACKGROUND
A. interactive learning
In the era of communicative language teaching interaction is, in fact, the heart of communication is all about. We sent message, we receive them, and we interpret them in a context. We negotiated meaning, and we collaborate to accomplish certain purposes. Interactive learning is one of the principled approaches of communicative language teaching. Interaction is viewed as significant because it is argued that only though interaction the learner can decompose the teaching learning structure and derive meaning from classroom events, interaction gives learners the opportunities ti in corporate structure into their own speech, and the meaningfulness for learner of classroom event of any kind, whether thought of as interactive or not will depend on the extent to which communication has been jointly constructed between the teacher and the learner.
The simple present tense is one of the discussions of grammar.
The English simple present tense is quite flexible. The flexibility of time reference should come as no surprise since in fact this tense has not limited by particularizing context. The speakers always have the option, though, of using this tenses in more specific contexts. By applying interacting learning in teaching simple pesent tense students not only know about the rule, and the meaning but also students can use present tense contextually.
B. patterns of classroom interaction
In less formal situation it involves imaginative planning with student input. In either case, the teacher has a number of options drawn from the experience of predecessors and Contemporaries. (for some, see rivers) how can teachers select judiciously from this great variety of proposed approaches and Techniques? What kinds of guidelines can they follow?
First, in all teaching, comes the student- the raison d’etre of teaching. The teacher needs to consider the age of the students, their scholastic background, their culturally absorbed ways of learning, and their objectives in studying the language (to communicate orally, for instance; to read specialized text; to learn about other peoples and cultures; or to prepare for study abroad) without engorging the political and social Pressures (including career opportunities) that are largely determining their motivation. Only after such matters have been taken into account and decision made about the kind of course that will meet the student’s needs in their particular situation will teacher begin to reflect on appropriate ways of selecting and presenting material, so that the objectives of the student may be achieve. At this point, approach, design, and Produce become of interest.
Furthermore, each teacher has a personality to express. Teacher are Individual who teach and interact most effectively when what they are doing conforms to what they feel most comfortable doing. Some teachers love play-acting and leading students out into expressive performance; other are indirect leaders, providing almost imperceptible encouragement for self-expression; still to others can orchestrate assure and vigorous Activity. We have all seen extremely successful language classes taught by teachers favoring most diverse approaches, where very different activates were taking place; et interaction was stimulated, event and quite unexpected ways.
Teachers should not be looking for the one best method for teaching Language or helping students learn language), but rather the most appropriate approach, design of material , or set of procedure in a Particular case. Teachers need to be flexible, with a repertoire of teach of technique they can employ as circumstance dictate, while keeping interaction central interaction between teacher and student, student and teacher, student and student, student and authors of text and student and the community that speak the language and in the future, student and computer program. Observation has shown that the most common type of classroom interaction is that known as ‘IRF’-‘Initiation- Response-feedback’: the teacher initiation an exchange, usually in from of a question, one of the students answers, the teacher gives feedback (assessment, correction, comment).initiation the next question-and so on (Sinclair and coulthard.1975).
DATA
A. The principle of Interaction
According to H. Douglas Brown, interaction is the collaborative exchange of thought, feelings, or ideas between to or more people, resulting, in a reciprocal effect on each other. Theories of communicative competence emphasize the importance of interaction as human being use language in various context to “negotiate” meaning, or simply stated, to get an idea out of one person’s head and into the head of another person and vice versa.
Exercise puts communication on a par with correctness, turning the study of grammar into a social activity.
Teaching for interaction means teaching student to use the target language and mastering the grammatical structure is necessary to facilitated communication. When learner engaged in conversation, the grammatical structure in language is displayed more clearly and made more accessible. Interaction involves not just expression of one’s own ideas but comprehension of those of others. One listens to others; one responds; others listen and respond.
The interactive approach frees the instructor as well as the student. The instructor’s role is to act as a coach who organized, encourages, and guides student interaction. Teachers need to be flexible while keeping interaction central- interaction between teacher and students, student and teacher, student and student.
In structure a theory of interaction in the language classroom. Consider the following selected relationship:
Automatical : true human interaction is best accomplished when focal attention, Is one meaning and messages and not on grammar and other linguistic forms. Learners are thus freed from keeping language in a controlled mode and can more easily proceed to automatic modes and processing.
Intrinsic Motivation: As students become engaged with in other in speech acts of fulfillment and self actualization, their deepest drives are satisfied. And as they more fully appreciated their own competence to use language, they can develop a system of self reward.
Strategic Investment : Interaction requires the use of strategic language competence both to make certain decisions on how to say or writer or interpret language, and to make repair when communication pathways are blocked. The spontaneity of interactive discourse requires judicious us of numerous strategies for production and comprehension.
Risk taking : Interaction requires the risk or Filing to produce intended meaning, of failing to interpret intended meaning (on the part of someone else), of being laught at, of being shimmed or rejected. The reward, of course, are great and worth the risks.
Interlanguage : The complexity of interaction entails a long developmental process of acquisition. Numerous errors or production and comprehension ill be a part of this development. And the role of teacher feedback is crucial to the developmental process.
Communicative Competence: All of the elements of communicative competence (grammatical, discourse, sociolinguistic, pragmatic, and strategic) are involved in human interaction. All aspect must work together for successful communication to take place. At the end of the first and every other chapter, Brown provides "Topics for Discussion, Action, and Research" which encourage readers to interact both with the text itself, with classmates, and with their own beliefs, convictions, and ideas. In his chapter on "The Present: An Informed Approach" Brown offers topics which invite readers to compare their responses with a partner, to observe an ESL class, to share their ideas in a small group, to write out definitions of their own, and to think back -- with certain criteria and characteristics in mind -- on lessons that they themselves may have taught. He attempts, in other words, to bring as much reflection, discussion, and interaction as he can (within the confines of the printed word) into this enterprise of learning to teach by principle.
B. The Principle of Practice
At appropriate points throughout the book, Brown includes opportunities for the reader to try to put into practice some of the ideas or principles which he has been discussing. In the chapter on "Techniques and Materials," for example, he reproduces a few pages from a typical course book and then asks his readers to think about the kinds of lesson plans they might draw up from such materials or the kinds of techniques and exercises they might employ to best effect with their students. Elsewhere he talks about the exciting but complex task readers would have before them if their teaching situation allowed them to actually choose the textbook themselves. He refers to extensive and comprehensive textbook evaluation checklists and then provides an abridged form of such a checklist for illustration. He invites readers, as they read through this form, to "think of an ESL textbook that you are reasonably familiar with and ask yourself how well that book meets the criteria" (p. 149). He provides, in other words, opportunities to practice and to make practical application even within the confines of the book itself.
C. The Principle of Accessibility
The book is written and formatted in such a way that the content is easy to follow and retain, and additional information appears close to hand. This is accomplished in part by the usual conventions of headings, subheadings, and bold typeface, but also by Brown's frequent use of numbering systems, categories, and lists. It is especially useful to have the annotated suggestions "For Your Further Reading" at the end of each chapter (rather than collected at the end of the book), and also it is useful to have supplementary illustrations or materials appended to the chapter itself (for example, charts of English vowels and consonants attached to the chapter on teaching oral communication skills). Brown includes, where appropriate and in the appropriate place, sample excerpts from ESL textbooks for practice tasks or for questions and thinking. Another factor which contributes to this "sense of accessibility" is that Brown makes specific references throughout the book to particular sections of his Principles of Language Learning and Teaching (1994) so that a reader who wishes an expanded or theoretical explanation of a point can easily find it.
D. The Principle of the Integrated Whole
Implicit in much of Brown's discussion of the interactive approach is the integrated nature of language itself and of the language learning classroom. Reading does not exist separately from writing, or listening from speaking; the students do not exist separately from their social or educational contexts, from their teachers, families, friends, classmates. He talks further about the various aspects of lesson planning and the importance of each aspect to the overall whole. Likewise, the book itself can be viewed overall as an integrated whole. The principles do not exist separately from the pedagogy or the practices; the ideas for classroom activities do not exist separately from what lies outside the classroom door; the theories do not exist separately from the practical realities of whether or not there is an overhead projector available to the teacher or a supply of chalk for the blackboard (or markers for the whiteboard!) The book itself proceeds from its foundations what the principles are and how they were derived over long years of experiences by language teachers through the contexts in which we teach language to the designing and implementing of classroom techniques and the practicalities of the language classroom. Brown does all this without losing either his "train of thought" or his facility with words. And he concludes with a reminder that for all of us, continuing our teacher education is a matter of lifelong learning.
ANALISIS
Looking back over these twelve principles of recommendation, it becomes apparent that experienced teachers too can benefit from reading this book. It would serve them well as a review and as an opportunity: a review of their own beliefs about effective language teaching and an opportunity to reflect on their own practices in the classroom. It serves too, perhaps, as an articulate and coherent reminder: that we are, in Brown's words, "not merely" language teachers but "much more than that. " We are agents for change "in a world in desperate need of change: change from competition to cooperation, from powerlessness to empowerment, from conflict to resolution, from prejudice to understanding, and while that in itself may seem overwhelming to many of us, we can take reassurance from Brown's notion of classroom energy. By understanding what some of the variables are in classroom management, you can take some important steps to sharpening your skills as a language teacher. And then, as you improve some of those identifiable, overtly observable skills, you open the door to the intangible, to art, to poetics, to the invisible sparks of energy that kindle the flames of learning and perhaps that is something all of us language teachers can do, whether we are teachers in training or teachers with many years of classroom experience. We can be "energetic" in the classroom; we can sharpen our skills; we can improve on identifiable, overtly observable things; we can open the door to the intangible.
A. Initiating Interaction through Questioning
The most important key to create an interactive classroom is initiation of interaction by the teaching, mainly within initiation-response-feedback pattern described before. Raymond F. comeau has divided instructor-to-student interactive oral grammar activities into: physical demonstration, choral responses, creative completions, and contextual cues.
1. Reasons for Questioning
- To provide a model for language or thinking.
- To find out something from the learners (facts, ideas. opinions
- To check or to test understanding. Knowledge or skill.
- To get learners to be active in their learning, etc.
Appropriate questioning in an interactive classroom can fulfill a number of different functions (adapted from christenbury & Kelly 1983 and kinsella 1991)
a. Teacher’s questioning gives the students opportunity to produce language comfortably without having to risk initiating language themselves. It is very scary for students to have to initiate conversation or topics for discussion.
b. Teacher’s question can serve to initiate a chain reaction of student interaction among themselves. One question may be all that is need to start a discussion; without the initial question, however, student will be reluctant to initiate the process.
c. Teacher’s question give the instructor immediate feedback about the student comprehension. After posing the question, a teacher can use the student response to diagnose linguistic or content difficulties. Grammatical or phonological problem areas, for examples, may be exposed through the student response and give the teacher some specific information about what to treat.
d. Teacher question provide student it opportunities o fine out what they think by hearing what they say. As hey are nudged into responding to questions about say, reading or a film, they can discover what their own opinion and reaction are. This self discovery can be especially useful for prewriting activity.
2. Student to student interaction
Student to student interaction is base on peer relationships, which allow the maximum degree of communication. Any instructors who have witnessed the lively personal interchange between student working together in small groups and experience the excellent results know the value of fostering small group dynamics in the classroom. The following is a way in which instructor can interact with their student.
B. SIMPLE PRESENT TENSE
Form of the simple present tense
a. The Verb Be in the Simple Present Tense
The verb be has three forms in the simple present tense (am, are, is ). These forms are usually contracted in spoken informal written English (I-am/’m, you/we/they-are/’re, He/She/It-is/’s). and add not or n’t after be to negative form.
Question Word Be/be+not Subject be Not
Affirmative Mary is a Student
Negative You Are/Aren’t not There
Question
Where Is
Isn’t
Is John
Mary
john In the library
b. use the –s form with third person singular subjects (He, She, It) in the simple present tense. And add does not or doesn’t to negative form.
Question word Does or Doesn’t Subject Does not or Doesn’t Base Form Base form +s
Affirmative The Race Starts In Paris
Negative She Doesn’t Get up early
Question
Why Does
Doesn’t
Does This machine your plane she Make
Leave
come a
Noise?
at
three?
late
C. The usage of the Simple Present Tense
The simple present usually doesn’t refer to a particular time. Use the simple present for facts and general statements that include the present and are true at any time.
Summer follows spring. Gases expand when heated
My cousin lives in Oregon
He owns a truck
My father works in a bank. My sister wears glasses
In the preceding examples, the facts are true at any time. Because the simple present is sometimes using for an unspecified time, it sometimes contrasts with the present continuous tense. The simple present refers to a relatively long or permanent period, whereas the present continuous refers to a relatively short or temporary period.
a. The simple present is used you indicate a habitual action, event, or condition, as in the following sentences.
My grandmother sends me new letters each spring
How often do you go to the dentist? I go every sick month
Do you ever eat meat? No, I never eat meat.
b. The simple present can also be used to refers to a future events that are schedules or expected.
The premier arrives on Tuesday afternoon.
Classes and next week.
The publisher distributes the galley proofs next Wednesday
The lunar eclipse begins in exactly 43 minutes
When events are no schedules or expected, use the will or going to future tense
Our team will win (not wins) on Sunday
It will probably rain (not rains) this weekend
When a future tense (will or going to) is use in the main clause of a sentence, the
Verb in the dependent clause use the simple present to express future meaning
MAIN CLAUSE DEPENDENT CLAUSE
The band will play before the game begins
She’ll work while he studies
c. The simple present tense is also use for proclamations and announcements.
The xyz Department Store announces a sale of floor samples
d. The most common use the simple present is in technical or scientific writing or other types of “non-fiction” or factual writing.
A perfect verb phrase consists of a form of the auxiliary verb have and the past participle of the main verb.
Taste This food Tastes good The chef is tasting the sauce
Small These flowers smell good Don is smelling the roses
See I see a butterfly. Do you see it? The doctor is seeing a patient
Feel the cat’s fur feels soft Sue is feeling the cat’s fur
Look she looks cold. I’ll lend her my coat I’m looking out the window
Appear He appears to be asleep the actor is appearing on the stage
Weigh a piano is heavy. It weights a lot the grocer is weighing the bananas
Be I am hungry Tom is being foolish
CONCLUSION SUGGESTION
A. Conclusion
The variables can be defined as whole objects that will be observe. Variables can be classified into two kinds: independent and dependent variable. Independent variable is variable selected by the researcher to determine their effect or relationship with dependent variable and dependent variable is observed to determine with effect. The independent of this study is the application of interactive learning and the dependent variable is teaching simple present tense.
Operational definition of variable is a researcher’s change to explain how each variable is being define with respect to the construct in question.
B. Suggestion
There are some suggestions that can be given in relation to the writer’s conclusion.
The suggestions are as follow:
1. The English teacher should promote interactive learning in English teaching learning process.
2. The English should have the comprehensive knowledge about all sort of teaching methods to get teaching more effective.
3. The English teacher are encourage to have their lesson to be will prepare well organized, so that the lesson running well.
4. The English teacher should be creative in developing the teaching learning activities in classroom to make the class alive.
5. The English teacher should encourage the student to be active participating in teaching learning process and drawing student into discussion.
6. The English teacher should try using small group discussion that would be make students active
7. real live of materials are needed in the presentation of the lesson
BIBLIOGRAPHY
Azar, Betty Schrampfer.1993.Understanding and Using English Grammar. Jakarta. Binarupa aksara & Prentice-hall. Inc.
Brown, H. Douglas. 2001. Teaching by principle; an Interactive approach To language Pedagogy. Second Edition New York. Longman Group Ltd.
Byrne. Don. 1987. Techniques For Classroom Interaction. London. Longman
Bing, Jannet Mueller. 1989. Grammar Guide; English Grammar in context. London. Macmillan Publisher.
Martin, Parrot. 2000. Grammar for English Language Teachers. Cambridge University Press. New York.
www.techinglearning.com
USING ADJECTIVE CLAUSE IN INSTRUCTIONAL ACTIVITY
USING ADJECTIVE CLAUSE
IN INSTRUCTIONAL ACTIVITY
By
AHMAD FAHMI
07211210404
ENGLISH DEPARTMENT
FACULTY EDUCATION SCIENCE AND TEACHING
UNIVERSITAS OF IBN KHALDUN
BOGOR
2009
Using Adjective Clause in Instructional Activity
A. Introduction
In the learning process we need to know and understand about what we teach our students, one of which will be explained in this activity is the adjective clause, one of the grammar. This is very important for us where we will see and understand the adjective on the use and function, in this will also explain how the use of the adjective clauses in these learning activities must be understood. And we will try to analyze this adjective clause carefully. And starting today to learn is not too late for us to learn one clause we will know and understand. Keep trying and do not give to get something because we are trying then it will be the gain in accordance with what we expect, success for all.
Writer
Ahmad Fahmi
B. Theoretical Foundation
a. Instructional Activities
Instructional Activities refers to teaching and teaching-related activities such as curriculum development; preparing for and conducting class meetings, including: laboratory, studio, clinical, practicum, or shop practice; developing instructional materials; preparing and grading assignments and examinations; conferring with students about coursework; non-credit and community services instructional offerings; engaging in other teaching-related activities; academic advising and career counseling of students; recruiting students; evaluating student transcripts and life experience equivalencies; assisting students in planning their programs of study; advising student groups; serving as a mentor to individual students; other related student life and student support activities; and other "hours arranged" such as credit by examinations and independent study.
I began with a power point presentation about these sounds. A little introduction to them, I explained how my students pronounce these sounds, and show them words that contain them.
The PowerPoint included two major activities. The first one was that they saw two similar words on the slide; each word is connected with a picture that explains its meaning. I would pronounce one of them and the students had to say what this word was. This activity aimed to see initially whether the students learned from the previous instructional slides.
The other activity was about the song "Mary had a little lamb." The students would watch the video clip of the song and read the transcription of it at the same time. Then we together would discover which word in the song has either one of these specified sounds. Though they enjoyed the song, they had some difficulty finding out the right words. This experiencing of difficulty seems to be normal since they are second language learners, but my aim of the activity was that they should have a better sense of these vowels.
b. Differentiated instruction (sometimes referred to as differentiated learning) involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials so that all students within a classroom can learn effectively, regardless of differences in ability.
Differentiated instruction, according to Carol Ann Tomlinson (as cited by Ellis, Gable, Greg, & Rock, 2008, p. 32), is the process of “ensuring that what a student learns, how he/she learns it, and how the student demonstrates what he/she has learned is a match for that student’s readiness level, interests, and preferred mode of learning”. Differentiation stems from beliefs about differences among learners, how they learn, learning preferences and individual interests (Anderson, 2007).
C. Data
a. Clause
a clause is a pair or group of words that consist of a subject and a predicate, although in some languages and some types of clauses, the subject may not appear explicitly as a noun phrase. It may instead be marked on the verb (this is especially common in null subject languages). The most basic kind of sentence consists of a single clause; more complicated sentences may contain multiple clauses, including clauses contained within clauses.
Clauses are often contrasted with phrases. Traditionally, a clause was said to have both a finite verb and its subject, whereas a phrase either contained a finite verb but not its subject (in which case it is a verb phrase) or did not contain a finite verb. Hence, in the sentence "I didn't know that the dog ran through the yard," "that the dog ran through the yard" is a clause, as is the sentence as a whole, while "the yard," "through the yard," "ran through the yard," and "the dog" are all phrases. However, modern linguists do not draw the same distinction, as they accept the idea of a non-finite clause, a clause that is organized around a non-finite verb.
b. Adjective
The adjective is a modifier that has the grammatical property of comparison.
There are many pairs of adjectives ending in –ing and –ed. Adjectives like new/large/round/wooden are fact adjectives. They give us objectives information about something. Adjectives like nice/beautiful are opinion adjectives usually go before fact adjectives
c. Adjective clauses
An adjective clause is a dependent clause that modifies a noun. It describes, indentifies, or gives further information about noun. (an adjective clause is also called a relative clause
1. Adjective clauses perform the same function in sentences that adjectives do: they modify nouns.
2. A sentence which contains one adjective clause and one independent
clause is the result of combining two clauses which contain a repeated noun. You can combine two independent clauses to make one sentence containing an adjective clause by following these steps:
a) You must have two clauses which contain a repeated noun (or pronoun, or noun and pronoun which refer to the same thing).
b) Delete the repeated noun and replace it with a relative pronoun in the clause you want to make dependent. See C. below for information on relative pronouns.
c) Move the relative pronoun to the beginning of its clause (if it is not already there).
d) Put the adjective clause immediately after the noun phrase it modifies (the repeated noun):
3. The subordinators in adjective clauses are called relative pronouns.
a. These are the most important relative pronouns: who, whom, that, which.
These relative pronouns can be omitted when they are objects of verbs. When they are objects of prepositions, they can be omitted when they do not follow the preposition.
WHO replaces nouns and pronouns that refer to people. It cannot replace nouns and pronouns that refer to animals or things. It can be the subject of a verb. In informal writing (but not in academic writing), it can be used as the object of a verb.
WHOM replaces nouns and pronouns that refer to people. It cannot replace nouns and pronouns that refer to animals or things. It can be the object of a verb or preposition. It cannot be the subject of a verb.
WHICH replaces nouns and pronouns that refer to animals or things. It cannot replace nouns and pronouns that refer to people. It can be the subject of a verb. It can also be the object of a verb or preposition.
THAT replaces nouns and pronouns that refer to people, animals or things. It can be the subject of a verb. It can also be the object of a verb or preposition (but that cannot follow a preposition; whom, which, and whose are the only relative pronouns that can follow a preposition).
b. The following words can also be used as relative pronouns: whose, when, where.
WHOSE replaces possessive forms of nouns and pronouns (see WF11 and pro in Correction Symbols Two). It can refer to people, animals or things. It can be part of a subject or part of an object of a verb or preposition, but it cannot be a complete subject or object. Whose cannot be omitted?
WHEN replaces a time (in + year, in + month, on + day,...). It cannot be a subject. It can be omitted.
WHERE replaces a place (in + country, in + city, at + school,...). It cannot be a subject. It can be omitted but a preposition (at, in, to) usually must be added.
4. Adjective clauses can be restrictive or nonrestrictive.
a) A restrictive adjective clause contains information that is necessary to identify the noun it modifies. If a restrictive adjective clause is removed from a sentence, the meaning of the main clause changes. A restrictive adjective clause is not separated from the main clause by a comma or commas. Most adjective clauses are restrictive; all of the examples of adjective clauses above are restrictive.
b) A nonrestrictive adjective clause gives additional information about the noun it modifies but is not necessary to identify that noun. If a nonrestrictive adjective clause is removed from a sentence, the meaning of the main clause does not change. A nonrestrictive adjective clause is separated from the main clause by a comma or commas. The relative pronoun that cannot be used in nonrestrictive adjective clauses. The relative pronoun cannot be omitted from a nonrestrictive clause.
5. Adjective clauses can often be reduced to phrases. The relative pronoun (RP) must be the Subject of the verb in the adjective clause. Adjective clauses can be reduced to phrases in two different ways depending on the verb in the adjective clause.
D. Analysis
Adjective Clauses -- analyzing
1a. relative pronoun = SUBJECT of the adjective clause:
E/N noun/pronoun WH/S V
N a single man, who lived to a very advanced age,
N this eldest daughter, whose advice was so effectual,
E business which requires my immediate attendance
E no companion that could make amends
1b. ADJECTIVE PHRASE (reduced from a clause like 1a): (Did you find any of these? Probably not. See the questions below for suggestions.)
E/N noun/pronoun no WH/S no be /V
N Mr. Henry Dashwood, ....the legal inheritor of the Norland estate,
E the thousand pounds .... belonging to each of the girls
1c. ADJECTIVE PHRASE moved BEFORE the subject (nonessential only) (reduced from a clause like 1a): (you also probably didn't find any of these. See the suggestions below.)
no WH/S no be or V, S V
lowering her voice a little, she said ...
affecting to take no notice of what passed, she internally resolved henceforward to ..
2a. relative pronoun = OBJECT in the adjective clause:
E/N noun/pronoun WH/O S V
E a man whom I can really love
N the old lady..., whose possessions he was to inherit,
E complaints ... which politeness had hitherto restrained
E all that he and Marianne could say
2b. relative pronoun OMITTED (essential only) (from a clause in which the relative pronoun is NOT the SUBJECT) (Did you find any of these? See below)
E/N noun/pronoun no WH/O S V
E The assistance he thought of
3. PREPOSITION + relative pronoun:
E/N noun/pronoun Prep WH/OP S V
N Miss Dashwood, by whom he was sitting,
N their visitor, towards whose amusement he felt himself bound to contribute,
E this dear parlour in which our acquaintance first began
4. WHERE/WHEN/WHY as relative pronoun:
E/N noun/pronoun WH/Adv S V
E a place where everything reminded her of former ..
N the park, where they were to breakfast,
N dinner time, when she entered the room ...
5. Q/N + of + relative pronoun (nonessential only):
noun/pronoun, QorN/SorO of WH/OP (S) V
High hills, some of which . were open ...
two daughters, both of whom she had lived to see ..
the garden, the gate of which . had been left open...
6. Clauses beginning with which that modify an entire proposition: (non-essential)
proposition, which
SorO (S) V
... they had the pleasure of sitting down nearly twenty to table, which Sir John observed with great contentment.
E. Conclusion and Suggestion
In the adjective clause learning is very important, because adjective clause is one type of grammar, when we think that a success is success, with us trying to learn the adjective clause is also the premises we have increased our knowledge of grammar. Each learning activity, usually you'll notice that what we learn will be very useful to us in the future, with this, too, that the Active learning activities are more stressed the ability adjective clause.
In each article, if there is something wrong or less true, for that I wish there was, suggestion, constructive criticism of this paper to be better in the future.
F. Reference
Frank, Marcella. 1972. Modern English, New Jersey : Prentire – Hall. Inc.
Murphy, Raymond. 1985. English Grammar In Use, New York : The press syndicate of the university of Cambridge.
Frymer, Jack. 1965 . The nature of educational method, Ohio : charles E, Merrill Books. Inc.
Azar, betty schrampfer. 1989. Undestanding and Using Using English Grammar, New Jersey 07632 : Prentire- Hall. Inc.
Http : // en. Wikipedia. org
IN INSTRUCTIONAL ACTIVITY
By
AHMAD FAHMI
07211210404
ENGLISH DEPARTMENT
FACULTY EDUCATION SCIENCE AND TEACHING
UNIVERSITAS OF IBN KHALDUN
BOGOR
2009
Using Adjective Clause in Instructional Activity
A. Introduction
In the learning process we need to know and understand about what we teach our students, one of which will be explained in this activity is the adjective clause, one of the grammar. This is very important for us where we will see and understand the adjective on the use and function, in this will also explain how the use of the adjective clauses in these learning activities must be understood. And we will try to analyze this adjective clause carefully. And starting today to learn is not too late for us to learn one clause we will know and understand. Keep trying and do not give to get something because we are trying then it will be the gain in accordance with what we expect, success for all.
Writer
Ahmad Fahmi
B. Theoretical Foundation
a. Instructional Activities
Instructional Activities refers to teaching and teaching-related activities such as curriculum development; preparing for and conducting class meetings, including: laboratory, studio, clinical, practicum, or shop practice; developing instructional materials; preparing and grading assignments and examinations; conferring with students about coursework; non-credit and community services instructional offerings; engaging in other teaching-related activities; academic advising and career counseling of students; recruiting students; evaluating student transcripts and life experience equivalencies; assisting students in planning their programs of study; advising student groups; serving as a mentor to individual students; other related student life and student support activities; and other "hours arranged" such as credit by examinations and independent study.
I began with a power point presentation about these sounds. A little introduction to them, I explained how my students pronounce these sounds, and show them words that contain them.
The PowerPoint included two major activities. The first one was that they saw two similar words on the slide; each word is connected with a picture that explains its meaning. I would pronounce one of them and the students had to say what this word was. This activity aimed to see initially whether the students learned from the previous instructional slides.
The other activity was about the song "Mary had a little lamb." The students would watch the video clip of the song and read the transcription of it at the same time. Then we together would discover which word in the song has either one of these specified sounds. Though they enjoyed the song, they had some difficulty finding out the right words. This experiencing of difficulty seems to be normal since they are second language learners, but my aim of the activity was that they should have a better sense of these vowels.
b. Differentiated instruction (sometimes referred to as differentiated learning) involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials so that all students within a classroom can learn effectively, regardless of differences in ability.
Differentiated instruction, according to Carol Ann Tomlinson (as cited by Ellis, Gable, Greg, & Rock, 2008, p. 32), is the process of “ensuring that what a student learns, how he/she learns it, and how the student demonstrates what he/she has learned is a match for that student’s readiness level, interests, and preferred mode of learning”. Differentiation stems from beliefs about differences among learners, how they learn, learning preferences and individual interests (Anderson, 2007).
C. Data
a. Clause
a clause is a pair or group of words that consist of a subject and a predicate, although in some languages and some types of clauses, the subject may not appear explicitly as a noun phrase. It may instead be marked on the verb (this is especially common in null subject languages). The most basic kind of sentence consists of a single clause; more complicated sentences may contain multiple clauses, including clauses contained within clauses.
Clauses are often contrasted with phrases. Traditionally, a clause was said to have both a finite verb and its subject, whereas a phrase either contained a finite verb but not its subject (in which case it is a verb phrase) or did not contain a finite verb. Hence, in the sentence "I didn't know that the dog ran through the yard," "that the dog ran through the yard" is a clause, as is the sentence as a whole, while "the yard," "through the yard," "ran through the yard," and "the dog" are all phrases. However, modern linguists do not draw the same distinction, as they accept the idea of a non-finite clause, a clause that is organized around a non-finite verb.
b. Adjective
The adjective is a modifier that has the grammatical property of comparison.
There are many pairs of adjectives ending in –ing and –ed. Adjectives like new/large/round/wooden are fact adjectives. They give us objectives information about something. Adjectives like nice/beautiful are opinion adjectives usually go before fact adjectives
c. Adjective clauses
An adjective clause is a dependent clause that modifies a noun. It describes, indentifies, or gives further information about noun. (an adjective clause is also called a relative clause
1. Adjective clauses perform the same function in sentences that adjectives do: they modify nouns.
2. A sentence which contains one adjective clause and one independent
clause is the result of combining two clauses which contain a repeated noun. You can combine two independent clauses to make one sentence containing an adjective clause by following these steps:
a) You must have two clauses which contain a repeated noun (or pronoun, or noun and pronoun which refer to the same thing).
b) Delete the repeated noun and replace it with a relative pronoun in the clause you want to make dependent. See C. below for information on relative pronouns.
c) Move the relative pronoun to the beginning of its clause (if it is not already there).
d) Put the adjective clause immediately after the noun phrase it modifies (the repeated noun):
3. The subordinators in adjective clauses are called relative pronouns.
a. These are the most important relative pronouns: who, whom, that, which.
These relative pronouns can be omitted when they are objects of verbs. When they are objects of prepositions, they can be omitted when they do not follow the preposition.
WHO replaces nouns and pronouns that refer to people. It cannot replace nouns and pronouns that refer to animals or things. It can be the subject of a verb. In informal writing (but not in academic writing), it can be used as the object of a verb.
WHOM replaces nouns and pronouns that refer to people. It cannot replace nouns and pronouns that refer to animals or things. It can be the object of a verb or preposition. It cannot be the subject of a verb.
WHICH replaces nouns and pronouns that refer to animals or things. It cannot replace nouns and pronouns that refer to people. It can be the subject of a verb. It can also be the object of a verb or preposition.
THAT replaces nouns and pronouns that refer to people, animals or things. It can be the subject of a verb. It can also be the object of a verb or preposition (but that cannot follow a preposition; whom, which, and whose are the only relative pronouns that can follow a preposition).
b. The following words can also be used as relative pronouns: whose, when, where.
WHOSE replaces possessive forms of nouns and pronouns (see WF11 and pro in Correction Symbols Two). It can refer to people, animals or things. It can be part of a subject or part of an object of a verb or preposition, but it cannot be a complete subject or object. Whose cannot be omitted?
WHEN replaces a time (in + year, in + month, on + day,...). It cannot be a subject. It can be omitted.
WHERE replaces a place (in + country, in + city, at + school,...). It cannot be a subject. It can be omitted but a preposition (at, in, to) usually must be added.
4. Adjective clauses can be restrictive or nonrestrictive.
a) A restrictive adjective clause contains information that is necessary to identify the noun it modifies. If a restrictive adjective clause is removed from a sentence, the meaning of the main clause changes. A restrictive adjective clause is not separated from the main clause by a comma or commas. Most adjective clauses are restrictive; all of the examples of adjective clauses above are restrictive.
b) A nonrestrictive adjective clause gives additional information about the noun it modifies but is not necessary to identify that noun. If a nonrestrictive adjective clause is removed from a sentence, the meaning of the main clause does not change. A nonrestrictive adjective clause is separated from the main clause by a comma or commas. The relative pronoun that cannot be used in nonrestrictive adjective clauses. The relative pronoun cannot be omitted from a nonrestrictive clause.
5. Adjective clauses can often be reduced to phrases. The relative pronoun (RP) must be the Subject of the verb in the adjective clause. Adjective clauses can be reduced to phrases in two different ways depending on the verb in the adjective clause.
D. Analysis
Adjective Clauses -- analyzing
1a. relative pronoun = SUBJECT of the adjective clause:
E/N noun/pronoun WH/S V
N a single man, who lived to a very advanced age,
N this eldest daughter, whose advice was so effectual,
E business which requires my immediate attendance
E no companion that could make amends
1b. ADJECTIVE PHRASE (reduced from a clause like 1a): (Did you find any of these? Probably not. See the questions below for suggestions.)
E/N noun/pronoun no WH/S no be /V
N Mr. Henry Dashwood, ....the legal inheritor of the Norland estate,
E the thousand pounds .... belonging to each of the girls
1c. ADJECTIVE PHRASE moved BEFORE the subject (nonessential only) (reduced from a clause like 1a): (you also probably didn't find any of these. See the suggestions below.)
no WH/S no be or V, S V
lowering her voice a little, she said ...
affecting to take no notice of what passed, she internally resolved henceforward to ..
2a. relative pronoun = OBJECT in the adjective clause:
E/N noun/pronoun WH/O S V
E a man whom I can really love
N the old lady..., whose possessions he was to inherit,
E complaints ... which politeness had hitherto restrained
E all that he and Marianne could say
2b. relative pronoun OMITTED (essential only) (from a clause in which the relative pronoun is NOT the SUBJECT) (Did you find any of these? See below)
E/N noun/pronoun no WH/O S V
E The assistance he thought of
3. PREPOSITION + relative pronoun:
E/N noun/pronoun Prep WH/OP S V
N Miss Dashwood, by whom he was sitting,
N their visitor, towards whose amusement he felt himself bound to contribute,
E this dear parlour in which our acquaintance first began
4. WHERE/WHEN/WHY as relative pronoun:
E/N noun/pronoun WH/Adv S V
E a place where everything reminded her of former ..
N the park, where they were to breakfast,
N dinner time, when she entered the room ...
5. Q/N + of + relative pronoun (nonessential only):
noun/pronoun, QorN/SorO of WH/OP (S) V
High hills, some of which . were open ...
two daughters, both of whom she had lived to see ..
the garden, the gate of which . had been left open...
6. Clauses beginning with which that modify an entire proposition: (non-essential)
proposition, which
SorO (S) V
... they had the pleasure of sitting down nearly twenty to table, which Sir John observed with great contentment.
E. Conclusion and Suggestion
In the adjective clause learning is very important, because adjective clause is one type of grammar, when we think that a success is success, with us trying to learn the adjective clause is also the premises we have increased our knowledge of grammar. Each learning activity, usually you'll notice that what we learn will be very useful to us in the future, with this, too, that the Active learning activities are more stressed the ability adjective clause.
In each article, if there is something wrong or less true, for that I wish there was, suggestion, constructive criticism of this paper to be better in the future.
F. Reference
Frank, Marcella. 1972. Modern English, New Jersey : Prentire – Hall. Inc.
Murphy, Raymond. 1985. English Grammar In Use, New York : The press syndicate of the university of Cambridge.
Frymer, Jack. 1965 . The nature of educational method, Ohio : charles E, Merrill Books. Inc.
Azar, betty schrampfer. 1989. Undestanding and Using Using English Grammar, New Jersey 07632 : Prentire- Hall. Inc.
Http : // en. Wikipedia. org
USING ADVERB CLAUSE IN INSTRUCTIONAL ACTIVITY
USING ADVERB CLAUSE
IN INSTRUCTIONAL ACTIVITY
By
Fitrian Yandy
07211210408
ENGLISH DEPARTMENT
FACULTY EDUCATION SCIENCE AND TEACHING
UNIVERSITAS OF IBN KHALDUN
BOGOR
2009
A. Introduction
Every body has learned their language since they were children, especially their mother language. Communication is a part of human’s daily activities through communication by using language, besides communication by using language, writing also of very importance in instructional activity. With our article can expression feeling our heart to public. in our English article must pay attention word structure, and sentence such as we must understand part of speech. Part of speech like noun, verb, adjective and adverb. With pay attention sentence structure, our sentence will easy understand by reader. Moreover writing English is also very important for us, especially in the world of education and working world we should write English.
B. Theoretical
Definition :
Instructional Activities
We want to help you discover activities that are enjoyable and educational, that will motivate students and will help them understand important scientific concepts. These "activities to stimulate learning" can occur in a specific discipline (such as biology, geology, astronomy, chemistry, or physics) or in a multi-disciplinary context.
Instructional Activities refers to teaching and teaching-related activities such as curriculum development; preparing for and conducting class meetings, including: laboratory, studio, clinical, practicum, or shop practice; developing instructional materials; preparing and grading assignments and examinations; conferring with students about coursework; non-credit and community services instructional offerings; engaging in other teaching-related activities; academic advising and career counseling of students; recruiting students; evaluating student transcripts and life experience equivalencies; assisting students in planning their programs of study; advising student groups; serving as a mentor to individual students; other related student life and student support activities; and other "hours arranged" such as credit by examinations and independent study.
I began with a power point presentation about these sounds. A little introduction to them, I explained how my students pronounce these sounds, and show them words that contain them.
The PowerPoint included two major activities. The first one was that they saw two similar words on the slide; each word is connected with a picture that explains its meaning. I would pronounce one of them and the students had to say what this word was. This activity aimed to see initially whether the students learned from the previous instructional slides.
The other activity was about the song "Mary had a little lamb." The students would watch the video clip of the song and read the transcription of it at the same time. Then we together would discover which word in the song has either one of these specified sounds. Though they enjoyed the song, they had some difficulty finding out the right words. This experiencing of difficulty seems to be normal since they are second language learners, but my aim of the activity was that they should have a better sense of these vowels.
Differentiated instruction (sometimes referred to as differentiated learning) involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials so that all students within a classroom can learn effectively, regardless of differences in ability.[1]
Differentiated instruction, according to Carol Ann Tomlinson (as cited by Ellis, Gable, Greg, & Rock, 2008, p. 32), is the process of “ensuring that what a student learns, how he/she learns it, and how the student demonstrates what he/she has learned is a match for that student’s readiness level, interests, and preferred mode of learning”. Differentiation stems from beliefs about differences among learners, how they learn, learning preferences and individual interests (Anderson, 2007).
Adverb
An adverb is a part of speech. It is any word that modifies any part of language other than a noun (modifiers of nouns are primarily adjectives and determiners). Adverbs can modify verbs, adjectives (including numbers), clauses, sentences and other adverbs.
Adverbs typically answer questions such as how?, in what way?, when?, where?, how? and to what extent?. In English, they often end in -ly. This function is called the adverbial function, and is realized not just by single words (i.e., adverbs) but by adverbial phrases and adverbial clauses.
An adverb may be a sentence element in its own right:
They treated her well.
Alternatively, an adverb may be contained within a sentence element (here part of the subject element):
An extremely tall woman entered the room.
Adverbial
n grammar an adverbial is a word (an adverb) or a group of words (an adverbial phrase or an adverbial clause) that modifies or tells us something about the sentence or the verb. The word adverbial is also used as an adjective, meaning 'having the same function as an adverb'. Look at the examples below:
Danny speaks fluently. (telling us more about the verb)
Adverbials operate at sentence level as sentence elements, as in the example below:
Lorna ate breakfast yesterday morning. (SUBJECT + VERB + OBJECT + ADVERBIAL)
The form of adverbials
In English, adverbials most commonly take the form of adverbs, adverb phrases, temporal noun phrases or prepositional phrases. Many types of adverbials (for instance reason and condition) are often expressed by clauses.
James answered immediately. (adverb)
James answered in English. (prepositional phrase)
James answered this morning. (noun phrase)
James answered in English because he had a foreign visitor. (adverbial clause)
An adverbial is a construction that modifies, or describes, verbs. When an adverbial modifies a verb, it changes the meaning of that verb. Word groups that are also considered to be adverbials can also modify verbs: for example, a prepositional phrase,a noun phrase, a finite clause or a non-finite clause.[1]
In every sentence pattern, the adverbial is a clause element that tells where, when, why, or how. There can be more than one adverbial in a sentence. In addition, the same adverbial can be moved to different positions in a sentence.
One way to analyze sentence structure is to think in terms of form and function. Form refers to a word class--such as noun, verb, adjective, adverb, and preposition--as well as types of phrases, such as prepositional phrase, nominal clause, and adverbial clause. Function refers to the function of the form in a sentence. For example, the function of a prepositional phrase in a sentence may be adverbial; that is, it modifies a verb.
Types of adverbials which form sentence elements
Adverbials are typically divided into four classes:
adverbial complements (i.e. obligatory adverbial) are adverbials that render a sentence ungrammatical and meaningless if removed.
John put the flowers in a vase.
adjuncts: these are part of the core meaning of the sentence, but if omitted still leave a meaningful sentence.
John helped me with my homework.
conjuncts: these link two sentences together.
John helped so I was, therefore, able to do my homework.
disjuncts: these make comments on the meaning of the rest of the sentence.
Surprisingly, he passed all of his exams.
Adverbial phrase
An adverbial (or adverbial phrase) is a linguistic term for a group of more than one word operating adverbially, when viewed in terms of their syntactic function.
Compare the following sentences:
I'll go to bed soon.
I'll go to bed in an hour.
I'll go to bed after one more TV Tropes article.
In the first, soon is an adverb (as distinct from a noun or verb), and it is an adverbial (as distinct from a subject or object). Clearly, in the second sentence, in an hour has the same syntactic function, though it does not contain an adverb; therefore, a preposition and a noun (preceded by its article) can function together as an adverbial. Such a multi-word adverbial may be called an adverbial phrase. In the third sentence, we see a whole clause functioning as an adverbial. It could also be called an adverbial phrase, but is more
C. Data
Clause
In grammar, a clause is a pair or group of words that consist of a subject and a predicate, although in some languages and some types of clauses, the subject may not appear explicitly as a noun phrase. It may instead be marked on the verb (this is especially common in null subject languages). The most basic kind of sentence consists of a single clause; more complicated sentences may contain multiple clauses, including clauses contained within clauses.
Clauses are often contrasted with phrases. Traditionally, a clause was said to have both a finite verb and its subject, whereas a phrase either contained a finite verb but not its subject (in which case it is a verb phrase) or did not contain a finite verb. Hence, in the sentence "I didn't know that the dog ran through the yard," "that the dog ran through the yard" is a clause, as is the sentence as a whole, while "the yard," "through the yard," "ran through the yard," and "the dog" are all phrases. However, modern linguists do not draw the same distinction, as they accept the idea of a non-finite clause, a clause that is organized around a non-finite verb.
Functions of dependent clauses
Under this classification scheme, there are three main types of dependent clauses: noun clauses, adjective clauses, and adverb clauses, so-called for their syntactic and semantic resemblance to nouns, adjectives, and adverbs, respectively. In the following English examples, dependent noun clauses are shown in bold:
"What you say is not as important as how you say it."
"I imagine that they're having a good time."
"I keep thinking about what happened yesterday."
(The word that is optional in the second sentence, highlighting a complication in the entire dependent/independent contrast: "They're having a good time" is a complete sentence, and therefore an independent clause, but "that they're having a good time" is a dependent clause.)
An adjective clause modifies a noun phrase. In English, adjective clauses typically come at the end of their noun phrases and usually have a relative pronoun forming a relative clause. The pronoun can sometimes be omitted to produce a reduced relative clause:
"The woman I saw said otherwise."
"I found the book that she suggested to me."
An adverb clause typically modifies its entire main clause. In English, it usually precedes (in a periodic sentence) or follows (in a loose sentence) its main clause. The following adverb clauses show when (with the subordinating conjunction "when") and why (with the subordinating conjunction "because"):
"When she gets here, all will be explained."
"She worried because they were already an hour late."
The line between categories may be indistinct, and, in some languages, it may be difficult to apply these classifications at all. At times more than one interpretation is possible, as in the English sentence "We saw a movie, after which we went dancing," where "after which we went dancing" can be seen either as an adjective clause ("We saw a movie. After the movie, we went dancing.") or as an adverb clause ("We saw a movie. After we saw the movie, we went dancing."). Sometimes the two interpretations are not synonymous, but are both intended, as in "Let me know when you're ready," where "when you're ready" functions both as a noun clause (the object of know, identifying what knowledge is to be conveyed) and as an adverb clause (specifying when the knowledge is to be conveyed).
Adverbial clause
An adverbial clause is a clause that functions as an adverb. In other words, it contains subject (explicit or implied) and predicate, and it modifies a verb.
I saw Joe when I went to the store. (explicit subject I)
He sat quietly in order to appear polite. (implied subject he)
According to Sidney Greenbaum and Randolph Quirk, adverbial clauses function mainly as adjuncts or disjuncts. In those functions they are like adverbial phrases, but in their potentiality for greater explicitness, they are more often like prepositional phrases (Greenbaum and Quirk,1990):
We left after the speeches ended. (Is it an adverbial clause, adverbial phrase or preposition phrase?)
We left after the end of the speeches.(Is it an adverbial clause, adverbial phrase or preposition phrase?)
Contrast adverbial clauses with adverbial phrases, which do not contain a clause.
I like to fly kites for fun
Kinds of adverbial clauses
kind of clause Usual conjunction Function Example
time clauses when, before, after, since, while, as, until These clauses are used to say when something happens by referring to a period of time or to another event. Her father died when she was young.
conditional clauses if, unless These clauses are used to talk about a possible situation and its consequences. If they lose weight during an illness, they soon regain it afterwards.
Purpose clauses in order to, so that, in order that These clauses are used to indicate the purpose of an action. They had to take some of his land so that they could extend the churchyard.
reason clauses because, since, as, given These clauses are used to indicate the reason for something. I couldn't feel anger against him because I liked him too much.
result clauses so..that These clauses are used to indicate the result of something. My suitcase had become so damaged on the journey home that the lid would not stay closed.
concessive clauses although, though, while These clauses are used to make two statements, one of which contrasts with the other or makes it seem surprising. I used to read a lot although I don't get much time for books now
place clauses where, wherever These clauses are used to talk about the location or position of something. He said he was happy where he was.
clauses of manner as, like, the way These clauses are used to talk about someone's behaviour or the way something is done. I was never allowed to do things the way I wanted to do them.
clauses of exclamations what a(an), how, such, so Exclamations are used to express anger, fear, shock, surprise etc. They always take an exclamation mark (!). What horrible news! How fast she types! You lucky man!
D. Analysis
Adverb Clauses: Introduction
Summary List of Word Used To Introduction Adverb Clauses
Time Cause and effect Opposition condition
after because even though if
before since although unless
when now that though only if
while as whether or not
as as/so long as even if
by the time(that) in as much as whereas providing (that)
since while provided (that)
until in case (that)
as soon as so (that) in the event
once in order that
as/so long as
whenever
every time (that)
the first time (that)
the last time (that)
the next time (that)
(a) When we were in New York, we saw several
Plays
(b) We saw several plays when we were in New
York When we were in New York is an adverb clause. It is dependent clause. It cannot stand alone as a sentence. It must be connected to an independent clause
Punctuation : When an adverb clause precedes an independent clause, as in (a), a comma is used to separate the clauses, when the adverb clause follows, as in (b), usually no comma is used.
(c) Because he was sleepy, he went to bed
(d) He went to bed because he was sleepy Like when, because introduce an adverb clause, because he was sleepy is an adverb clause.
Using adverb clauses to show time relationships
After (a) After she graduates, she will get a job.
(b) After she (had) graduated, she got a job. A present tense, not a future is used in an adverb clause of time. Notice examples (b) and (d) (See chapter 1 for tense usage in future time clauses
Before (c) I will leave before he comes
(d) I ( had) left before he come
When (e) When I arrived, he was talking on the phone
(f) When I got there, he had already left.
(g) When it began to rain, I stood under a tree
(h) When I was in Chicago, I visited the
Museum
(i ) When I see him tomorrow, I will ask him When = at the time
(Notice the different time relationships expressed by the tenses
While as (j) While I was walking home, it began to rain
(k) As I was walking home, it began to rain While as = during that time
By the time (l) By the time he arrived, we had already left.
(m) By the time he comes, we will already have left. By the time = one event is completed before another event. (notice the use of the past perfect and future perfect in the main clause)
Since (n) I haven’t seen him since he left this
Morning. Since= from that time to the present (notice The present perfect tense is used in the main clause.
Until
Till (o) We stayed there until we finished our work
(p) We stayed there till we finished our work Until, till = to that time and then no longer (till is used primarily in speaking rather than writing)
As soon as
Once (q) As soon as it stops raining, we will leave
(r) Once it stops raining, we will leave As soon as, once = when one event happen, another event happens soon afterward
As long as (s) I will never speak to him again as long as I
Live
(t) I will never speak to him again as long as I
Live As long as, so long as = during all that time, from beginning to end
Whenever
Every time (u) Whenever I see her, I saw hello
(v) Every time I see her, I saw hello Whenever = every time
The first time
The last time
The next time (w) The first time I went to New York, I went to an
Opera
(x) I saw two plays the last time I went to New
York
(y) The next time I go to New York, I’m going to
See a ballet Adverb clauses can be introduced by the following
first
second
The third time
last
next
E. Conclusion
Adverb clause is part of little grammar include to language component also aim to language skill that is writing So on study adverb clause we must understand the connector of the sentence example time explanation, cause and effect, opposition and condition. in study activity adverb clause explain that on write to need comprehension clause such as comprehension adverb clause.
Study activity adverb clause will reached if we have understood conjunction or connector that explained in data and analysis, with understand clause we on write will very easier on in develop essay.
F. Reference
Azar, betty schrampfer. 1989. Undestanding and Using Using English Grammar, New Jersey 07632: Prentire- Hall. Inc.
Murphy, Raymond. 1985. English Grammar In Use, New York: The press syndicate of the university of Cambridge.
Frank, Marcella. 1972. Modern English, New Jersey: Prentire – Hall. Inc.
Frymer, Jack. 1965. the nature of educational method, Ohio: Charles E, Merrill Books. Inc.
Http: // en. Wikipedia. Org
IN INSTRUCTIONAL ACTIVITY
By
Fitrian Yandy
07211210408
ENGLISH DEPARTMENT
FACULTY EDUCATION SCIENCE AND TEACHING
UNIVERSITAS OF IBN KHALDUN
BOGOR
2009
A. Introduction
Every body has learned their language since they were children, especially their mother language. Communication is a part of human’s daily activities through communication by using language, besides communication by using language, writing also of very importance in instructional activity. With our article can expression feeling our heart to public. in our English article must pay attention word structure, and sentence such as we must understand part of speech. Part of speech like noun, verb, adjective and adverb. With pay attention sentence structure, our sentence will easy understand by reader. Moreover writing English is also very important for us, especially in the world of education and working world we should write English.
B. Theoretical
Definition :
Instructional Activities
We want to help you discover activities that are enjoyable and educational, that will motivate students and will help them understand important scientific concepts. These "activities to stimulate learning" can occur in a specific discipline (such as biology, geology, astronomy, chemistry, or physics) or in a multi-disciplinary context.
Instructional Activities refers to teaching and teaching-related activities such as curriculum development; preparing for and conducting class meetings, including: laboratory, studio, clinical, practicum, or shop practice; developing instructional materials; preparing and grading assignments and examinations; conferring with students about coursework; non-credit and community services instructional offerings; engaging in other teaching-related activities; academic advising and career counseling of students; recruiting students; evaluating student transcripts and life experience equivalencies; assisting students in planning their programs of study; advising student groups; serving as a mentor to individual students; other related student life and student support activities; and other "hours arranged" such as credit by examinations and independent study.
I began with a power point presentation about these sounds. A little introduction to them, I explained how my students pronounce these sounds, and show them words that contain them.
The PowerPoint included two major activities. The first one was that they saw two similar words on the slide; each word is connected with a picture that explains its meaning. I would pronounce one of them and the students had to say what this word was. This activity aimed to see initially whether the students learned from the previous instructional slides.
The other activity was about the song "Mary had a little lamb." The students would watch the video clip of the song and read the transcription of it at the same time. Then we together would discover which word in the song has either one of these specified sounds. Though they enjoyed the song, they had some difficulty finding out the right words. This experiencing of difficulty seems to be normal since they are second language learners, but my aim of the activity was that they should have a better sense of these vowels.
Differentiated instruction (sometimes referred to as differentiated learning) involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials so that all students within a classroom can learn effectively, regardless of differences in ability.[1]
Differentiated instruction, according to Carol Ann Tomlinson (as cited by Ellis, Gable, Greg, & Rock, 2008, p. 32), is the process of “ensuring that what a student learns, how he/she learns it, and how the student demonstrates what he/she has learned is a match for that student’s readiness level, interests, and preferred mode of learning”. Differentiation stems from beliefs about differences among learners, how they learn, learning preferences and individual interests (Anderson, 2007).
Adverb
An adverb is a part of speech. It is any word that modifies any part of language other than a noun (modifiers of nouns are primarily adjectives and determiners). Adverbs can modify verbs, adjectives (including numbers), clauses, sentences and other adverbs.
Adverbs typically answer questions such as how?, in what way?, when?, where?, how? and to what extent?. In English, they often end in -ly. This function is called the adverbial function, and is realized not just by single words (i.e., adverbs) but by adverbial phrases and adverbial clauses.
An adverb may be a sentence element in its own right:
They treated her well.
Alternatively, an adverb may be contained within a sentence element (here part of the subject element):
An extremely tall woman entered the room.
Adverbial
n grammar an adverbial is a word (an adverb) or a group of words (an adverbial phrase or an adverbial clause) that modifies or tells us something about the sentence or the verb. The word adverbial is also used as an adjective, meaning 'having the same function as an adverb'. Look at the examples below:
Danny speaks fluently. (telling us more about the verb)
Adverbials operate at sentence level as sentence elements, as in the example below:
Lorna ate breakfast yesterday morning. (SUBJECT + VERB + OBJECT + ADVERBIAL)
The form of adverbials
In English, adverbials most commonly take the form of adverbs, adverb phrases, temporal noun phrases or prepositional phrases. Many types of adverbials (for instance reason and condition) are often expressed by clauses.
James answered immediately. (adverb)
James answered in English. (prepositional phrase)
James answered this morning. (noun phrase)
James answered in English because he had a foreign visitor. (adverbial clause)
An adverbial is a construction that modifies, or describes, verbs. When an adverbial modifies a verb, it changes the meaning of that verb. Word groups that are also considered to be adverbials can also modify verbs: for example, a prepositional phrase,a noun phrase, a finite clause or a non-finite clause.[1]
In every sentence pattern, the adverbial is a clause element that tells where, when, why, or how. There can be more than one adverbial in a sentence. In addition, the same adverbial can be moved to different positions in a sentence.
One way to analyze sentence structure is to think in terms of form and function. Form refers to a word class--such as noun, verb, adjective, adverb, and preposition--as well as types of phrases, such as prepositional phrase, nominal clause, and adverbial clause. Function refers to the function of the form in a sentence. For example, the function of a prepositional phrase in a sentence may be adverbial; that is, it modifies a verb.
Types of adverbials which form sentence elements
Adverbials are typically divided into four classes:
adverbial complements (i.e. obligatory adverbial) are adverbials that render a sentence ungrammatical and meaningless if removed.
John put the flowers in a vase.
adjuncts: these are part of the core meaning of the sentence, but if omitted still leave a meaningful sentence.
John helped me with my homework.
conjuncts: these link two sentences together.
John helped so I was, therefore, able to do my homework.
disjuncts: these make comments on the meaning of the rest of the sentence.
Surprisingly, he passed all of his exams.
Adverbial phrase
An adverbial (or adverbial phrase) is a linguistic term for a group of more than one word operating adverbially, when viewed in terms of their syntactic function.
Compare the following sentences:
I'll go to bed soon.
I'll go to bed in an hour.
I'll go to bed after one more TV Tropes article.
In the first, soon is an adverb (as distinct from a noun or verb), and it is an adverbial (as distinct from a subject or object). Clearly, in the second sentence, in an hour has the same syntactic function, though it does not contain an adverb; therefore, a preposition and a noun (preceded by its article) can function together as an adverbial. Such a multi-word adverbial may be called an adverbial phrase. In the third sentence, we see a whole clause functioning as an adverbial. It could also be called an adverbial phrase, but is more
C. Data
Clause
In grammar, a clause is a pair or group of words that consist of a subject and a predicate, although in some languages and some types of clauses, the subject may not appear explicitly as a noun phrase. It may instead be marked on the verb (this is especially common in null subject languages). The most basic kind of sentence consists of a single clause; more complicated sentences may contain multiple clauses, including clauses contained within clauses.
Clauses are often contrasted with phrases. Traditionally, a clause was said to have both a finite verb and its subject, whereas a phrase either contained a finite verb but not its subject (in which case it is a verb phrase) or did not contain a finite verb. Hence, in the sentence "I didn't know that the dog ran through the yard," "that the dog ran through the yard" is a clause, as is the sentence as a whole, while "the yard," "through the yard," "ran through the yard," and "the dog" are all phrases. However, modern linguists do not draw the same distinction, as they accept the idea of a non-finite clause, a clause that is organized around a non-finite verb.
Functions of dependent clauses
Under this classification scheme, there are three main types of dependent clauses: noun clauses, adjective clauses, and adverb clauses, so-called for their syntactic and semantic resemblance to nouns, adjectives, and adverbs, respectively. In the following English examples, dependent noun clauses are shown in bold:
"What you say is not as important as how you say it."
"I imagine that they're having a good time."
"I keep thinking about what happened yesterday."
(The word that is optional in the second sentence, highlighting a complication in the entire dependent/independent contrast: "They're having a good time" is a complete sentence, and therefore an independent clause, but "that they're having a good time" is a dependent clause.)
An adjective clause modifies a noun phrase. In English, adjective clauses typically come at the end of their noun phrases and usually have a relative pronoun forming a relative clause. The pronoun can sometimes be omitted to produce a reduced relative clause:
"The woman I saw said otherwise."
"I found the book that she suggested to me."
An adverb clause typically modifies its entire main clause. In English, it usually precedes (in a periodic sentence) or follows (in a loose sentence) its main clause. The following adverb clauses show when (with the subordinating conjunction "when") and why (with the subordinating conjunction "because"):
"When she gets here, all will be explained."
"She worried because they were already an hour late."
The line between categories may be indistinct, and, in some languages, it may be difficult to apply these classifications at all. At times more than one interpretation is possible, as in the English sentence "We saw a movie, after which we went dancing," where "after which we went dancing" can be seen either as an adjective clause ("We saw a movie. After the movie, we went dancing.") or as an adverb clause ("We saw a movie. After we saw the movie, we went dancing."). Sometimes the two interpretations are not synonymous, but are both intended, as in "Let me know when you're ready," where "when you're ready" functions both as a noun clause (the object of know, identifying what knowledge is to be conveyed) and as an adverb clause (specifying when the knowledge is to be conveyed).
Adverbial clause
An adverbial clause is a clause that functions as an adverb. In other words, it contains subject (explicit or implied) and predicate, and it modifies a verb.
I saw Joe when I went to the store. (explicit subject I)
He sat quietly in order to appear polite. (implied subject he)
According to Sidney Greenbaum and Randolph Quirk, adverbial clauses function mainly as adjuncts or disjuncts. In those functions they are like adverbial phrases, but in their potentiality for greater explicitness, they are more often like prepositional phrases (Greenbaum and Quirk,1990):
We left after the speeches ended. (Is it an adverbial clause, adverbial phrase or preposition phrase?)
We left after the end of the speeches.(Is it an adverbial clause, adverbial phrase or preposition phrase?)
Contrast adverbial clauses with adverbial phrases, which do not contain a clause.
I like to fly kites for fun
Kinds of adverbial clauses
kind of clause Usual conjunction Function Example
time clauses when, before, after, since, while, as, until These clauses are used to say when something happens by referring to a period of time or to another event. Her father died when she was young.
conditional clauses if, unless These clauses are used to talk about a possible situation and its consequences. If they lose weight during an illness, they soon regain it afterwards.
Purpose clauses in order to, so that, in order that These clauses are used to indicate the purpose of an action. They had to take some of his land so that they could extend the churchyard.
reason clauses because, since, as, given These clauses are used to indicate the reason for something. I couldn't feel anger against him because I liked him too much.
result clauses so..that These clauses are used to indicate the result of something. My suitcase had become so damaged on the journey home that the lid would not stay closed.
concessive clauses although, though, while These clauses are used to make two statements, one of which contrasts with the other or makes it seem surprising. I used to read a lot although I don't get much time for books now
place clauses where, wherever These clauses are used to talk about the location or position of something. He said he was happy where he was.
clauses of manner as, like, the way These clauses are used to talk about someone's behaviour or the way something is done. I was never allowed to do things the way I wanted to do them.
clauses of exclamations what a(an), how, such, so Exclamations are used to express anger, fear, shock, surprise etc. They always take an exclamation mark (!). What horrible news! How fast she types! You lucky man!
D. Analysis
Adverb Clauses: Introduction
Summary List of Word Used To Introduction Adverb Clauses
Time Cause and effect Opposition condition
after because even though if
before since although unless
when now that though only if
while as whether or not
as as/so long as even if
by the time(that) in as much as whereas providing (that)
since while provided (that)
until in case (that)
as soon as so (that) in the event
once in order that
as/so long as
whenever
every time (that)
the first time (that)
the last time (that)
the next time (that)
(a) When we were in New York, we saw several
Plays
(b) We saw several plays when we were in New
York When we were in New York is an adverb clause. It is dependent clause. It cannot stand alone as a sentence. It must be connected to an independent clause
Punctuation : When an adverb clause precedes an independent clause, as in (a), a comma is used to separate the clauses, when the adverb clause follows, as in (b), usually no comma is used.
(c) Because he was sleepy, he went to bed
(d) He went to bed because he was sleepy Like when, because introduce an adverb clause, because he was sleepy is an adverb clause.
Using adverb clauses to show time relationships
After (a) After she graduates, she will get a job.
(b) After she (had) graduated, she got a job. A present tense, not a future is used in an adverb clause of time. Notice examples (b) and (d) (See chapter 1 for tense usage in future time clauses
Before (c) I will leave before he comes
(d) I ( had) left before he come
When (e) When I arrived, he was talking on the phone
(f) When I got there, he had already left.
(g) When it began to rain, I stood under a tree
(h) When I was in Chicago, I visited the
Museum
(i ) When I see him tomorrow, I will ask him When = at the time
(Notice the different time relationships expressed by the tenses
While as (j) While I was walking home, it began to rain
(k) As I was walking home, it began to rain While as = during that time
By the time (l) By the time he arrived, we had already left.
(m) By the time he comes, we will already have left. By the time = one event is completed before another event. (notice the use of the past perfect and future perfect in the main clause)
Since (n) I haven’t seen him since he left this
Morning. Since= from that time to the present (notice The present perfect tense is used in the main clause.
Until
Till (o) We stayed there until we finished our work
(p) We stayed there till we finished our work Until, till = to that time and then no longer (till is used primarily in speaking rather than writing)
As soon as
Once (q) As soon as it stops raining, we will leave
(r) Once it stops raining, we will leave As soon as, once = when one event happen, another event happens soon afterward
As long as (s) I will never speak to him again as long as I
Live
(t) I will never speak to him again as long as I
Live As long as, so long as = during all that time, from beginning to end
Whenever
Every time (u) Whenever I see her, I saw hello
(v) Every time I see her, I saw hello Whenever = every time
The first time
The last time
The next time (w) The first time I went to New York, I went to an
Opera
(x) I saw two plays the last time I went to New
York
(y) The next time I go to New York, I’m going to
See a ballet Adverb clauses can be introduced by the following
first
second
The third time
last
next
E. Conclusion
Adverb clause is part of little grammar include to language component also aim to language skill that is writing So on study adverb clause we must understand the connector of the sentence example time explanation, cause and effect, opposition and condition. in study activity adverb clause explain that on write to need comprehension clause such as comprehension adverb clause.
Study activity adverb clause will reached if we have understood conjunction or connector that explained in data and analysis, with understand clause we on write will very easier on in develop essay.
F. Reference
Azar, betty schrampfer. 1989. Undestanding and Using Using English Grammar, New Jersey 07632: Prentire- Hall. Inc.
Murphy, Raymond. 1985. English Grammar In Use, New York: The press syndicate of the university of Cambridge.
Frank, Marcella. 1972. Modern English, New Jersey: Prentire – Hall. Inc.
Frymer, Jack. 1965. the nature of educational method, Ohio: Charles E, Merrill Books. Inc.
Http: // en. Wikipedia. Org
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