Teaching Vocabulary in Superlative Adjective for Elementary School through Crosswords Puzzle
by SELPHIANA HAYAT
CHAPTER I
INTRODUCTION
A. Background of Study
In this modern era, people demand to have more than one language. Language as a tool for communication between other people takes an important role in our daily activities. Without communication, we will be left behind. Communication in foreign language is a bridge to get information, knowledge and culture. Indonesia as a developing country has realized that English as an international language is needed to be mastered by Indonesian people.
English is essential to be taught for the younger people, for this case. Students from the beginner up to the senior high school level. Indeveloping the student ability in mastering English. It cannot be separated from vocabulary mastery. Because it can be a measurement of students understand in English.
Teaching vocabulary in superlative adjective can be done through some ways or some techniques. One of is by implementing of crossword puzzle in teaching activities. In this case, students allow finding similar words, which has relationship to the main word. They can work in group or individually. They learn to share knowledge and information about targeted content, and willingly do this because it is naturally following part of the class activity.
By implementing the crossword puzzle in teaching vocabulary in superlative adjective indirectly students might be improved their knowledge of English vocabulary, at least it will be raised their self confidence for expressing themselves. Openly, especially in speaking practice. Students can share their knowledge and experience from other, including respectful listening and appropriate sharing of personal perspective. Students also reported that their understanding of concepts were expressed and considered, at least we hope students can do not only developing their vocabulary but also they are able to practice either in speaking or understanding of meaning words.
The crossword puzzle technique is a suitable technique for the students in elementary level for improving their vocabulary mastery. To be proved how far the crossword puzzle could be influenced student vocabulary skill. In this paper the writer tries to elaborate every thing related to the technique of implementing crossword puzzle and its effect for increasing student vocabularies skill.
B. Identification of The Problem
Based on the problem background and limitation above, the writer states the problem as follow. How is the process of teaching vocabulary in superlative adjective for special-needed students in inclusion program especially through cross-word puzzle technique? Does teaching vocabulary in superlative adjective through crossword puzzle improve the special-needed student vocabulary? How is the teacher and students’ response to the teaching of English through Crossword Puzzle?
The writer limits the study above, how to improve vocabulary in superlative adjective for the students at the elementary school, through crossword puzzle technique in teaching learning English for the class at elementary school.
CHAPTER II
THEORITICAL BACKGROUND
A. The Definition of Vocabulary
Vocabulary is one of the language components. It supports the teaching and learning of four skill of reading, listening, speaking and writing. As the language component, vocabulary must be taught in a prefer way. Vocabulary skill involved deducing meaning from the context use of dictionary, word formation coining and ignoring unfamiliar words, vocabulary activities involved guessing, word association, crossword puzzle, cline, word classification, and rid dies. Students can learn many new words by reading extensively on their own the more children write on their own, the more words they encounter and the more meanings they learn.
Vocabulary is the central of language teaching and learning. It plays an important role in the four language skills. It gives contribution to the learners to perform or practice their skills better. It means that by mastering the vocabulary, the learners will able to produce so many sentences easily either in spoken or written one. It is impossible for the learners to perform their English well if their vocabularies are very poor. They will find any difficulties in expressing or mastering their language skills because of having too limited vocabularies.
Therefore vocabulary mastery must be on the first priority in English language teaching and learning. Without mastering the vocabulary, the learners will be difficult to master the other language skills. Nowadays, English has been introduced in Elementary School Curriculum as the School Local Content Decision. There are many schools which have involved this subject as one of their local content. Although it is taught in Elementary School, the students are expected to acquire language competence including listening, speaking, reading and writing. Because the general objective of teaching English in the Elementary School is to prepare children to have competitive value in this global era and to introduce English at early ages.
B. The Definition of Superlative Adjectives
An Adjective is to give more information about noun. An adjective will describe the noun by giving its size, composition, color, age, shape, weight, and other. Superlative adjectives are used to compare at least three things or three groups of things. When we want to state that something is at the highest or the lowest degree, than we use superlative adjectives. In other words that the superlative adjectives state that something is the most, there can't be anymore or that something is the least, there can't be any less.
A superlative adjective expresses the extreme to highest degree of quality. We use a superlative adjective to describe the extreme quality of one thing in a group of things. In the example below, “biggest” is the superlative adjective from of the adjective “big” example is the biggest. Personality adjectives are adjectives that we use to describe a person and their character or personality. A superlative adjective compress three or more nouns. This takes the comparison of noun to the biggest degree.
A superlative adjective compares three or more nouns. This takes the comparison of nouns to the highest degree. An example would be: “My mother’s cooking is the best.” The rules for making superlative adjectives are almost identical to the rules for making comparative adjectives. They are:
• One syllable words - add “est” to the word. Remember that it is sometimes necessary to double the final consonant. Examples are: strong to strongest and big to biggest.
• One syllable words ending with an “e” - only add “st” like fine to finest or rare to rarest.
• Two syllable words ending with a “y” - change the “y” to an “i” and add “est.” Two examples are crazy to craziest and silly to silliest.
C. The Definition of Crossword Puzzle
Puzzles are teaching techniques which bring their own motivation with them. They challenge learners and focus attention on language. Puzzle can be consists of a word circle puzzle, a word square puzzle, and crossword puzzle. Crossword puzzle is making an art form, and very few people are really good at it. Teaching vocabulary in superlative adjective for elementary school through crossword puzzle can be improving many words for the student English vocabulary. And than with the teaching superlative adjective can help any teacher in elementary school, and also make a student is not boring in the class with the simple learning. Crossword puzzles is an arrangement of numbered squares to be filled in with words, a letter to each square, so that a letter appearing in a word placed horizontally is usually also part of a word placed vertically: numbered synonyms and definitions are given as clues for the word.
Vocabulary is not a syllabus list of words that teachers prepare for their learners to memorize and learn by heart. Memorizing may be good and useful as a temporary technique for tests, but not for learning a foreign language. Language students need to learn vocabulary of the target language in another way. If we are really to teach students what words mean and how they are used, we need to show them being used together in context. Words do not just exist on their own, they live together and they depend upon each other. Therefore, teaching vocabulary correctly is a very important element in language learning. Correct vocabulary instruction involves vocabulary selection, word knowledge and techniques.
The need to improve vocabulary instruction, the high but less than perfect relationship among the vocabularies There is no question that people who have large speaking vocabularies generally tend to have large listening, reading, and writing vocabularies; likewise people who are limited in one of these aspects are likely limited in other aspects as well.
CHAPTER III
ANALYSIS AND FINDING DATA
A. Use Superlative Adjective
Superlative adjective is including one of teaching vocabulary and there are relationships between teaching vocabularies with superlative adjective. One way of describing a person or thing is by saying that they have more of a particular quality than someone or something else. It is also possible to describe someone or something by saying that they have more of a particular quality than any other of their kind. We do this by using superlative adjectives, which are formed by adding -est at the end of the adjective and placing the before it, or placing the most before the adjective,
Example:
- He’s the most intelligent man I’ve ever met.
- This is the biggest piece of cake
B. Forming Superlatives Adjectives
1. One syllable adjectives generally form and the superlative by adding -est, Example:
Adjective Superlative
soft the softest
cheap the cheapest
• Note that if a one syllable adjective ends in a single vowel letter followed by a single consonant letter, the consonant letter is doubled, example: big? Biggest.
• If an adjective ends in -e, this is removed when adding - est, example: wide? Widest.
• If an adjective ends in a consonant followed by -y, -y is replaced by -i when adding - est, example: dry? Driest.
2. More and most are sometimes used with one syllable adjectives as an alternative to the - est form when we particularly want to emphasize the comparison, or if the adjective occurs with another adjective which has more than one syllable.
3. Two syllable adjectives which end in -y usually form the comparative by adding -er and the superlative by adding -est, (note the change of -y to -i in the superlative) example:
Adjective Superlative
lucky the luckiest
pretty the prettiest
4. Two syllable adjectives ending in -ed, -ing, -ful, or -less always form the superlative with most, e.g.:
Adjective Comparative Superlative
worried more worried the most worried
As a general rule, most other two syllable adjectives also form comparatives and superlatives with more and most, apart from those ending in -y (see 3 above). However a few two-syllable adjectives can take either - est or most. Here are five of the most common examples:
Adjective Superlative
common the commonest/most common
narrow the narrowest/most narrow
5. Adjectives which have three or more syllables always form the superlative with most.
6. The following adjectives have irregular comparative and superlative forms.
Adjective Superlative
good the best
bad the worst
The usual superlative forms of the adjective old are oldest. However the alternative forms elder and eldest are sometimes used. Eldest are generally restricted to talking about the age of people, especially people within the same family, and are not used to talk about the age of things, example: It’s the oldest/eldest castle in Britain.
7. Superlatives of compound adjectives are generally formed by using most, Example: Going skiing was the most nerve-wracking experience I’ve had.
Some compound adjectives have a first element consisting of an adjective which would normally form a comparative or superlative in one word, either by adding - est, or by an irregular form. Such compound adjectives can therefore form a superlative by using these changes to the first adjective, rather than by using most, example:
Adjective Superlative
good-looking the best-looking
8. Some adjectives which already have a superlative meaning do not usually occur with - est or most, unless we want to give special emphasis, often for humorous effect.
C. The Opposites of Superlative Adjective Forms
Superlative forms with - est and most are always used to talk about a quality which is greater in amount relative to others. If we want to talk about a quality which is smaller in amount relative to others, we use the forms the least (the opposite of superlative the most). Less is used to indicate that something or someone does not have as much of a particular quality as someone or something else. Superlatives are not generally used in this way in formal speech and writing.
CHAPTER IV
CONCLUSION
Vocabulary is an important part of the English teaching process. It is supposed to be a very effective communicative device as it carries the highest level of importance within peoples “verbal interaction”. Vocabulary gives contribution to the learners to perform or practice their skills better. It means that by mastering the vocabulary, the learners will able to produce so many sentences easily either in spoken or written one. A superlative adjective expresses the extreme to highest degree of quality. We use a superlative adjective to describe the extreme quality of one thing in a group of things. In the example below, “biggest” is the superlative adjective from of the adjective “big” example is the biggest. Crossword puzzle is an arrangement of numbered squares to be filled in with words. And than this paper explained about use superlative adjective, forming superlative adjective, opposite of superlative adjective form.
BIBLIOGRAPHY
McCarten, Jeanne. (2007). Teaching Vocabulary Lesson from the Corpus Lesson for the Classroom. Cambridge. Cambridge University Press, 18; 19.
Maxwell, Kerry G and Clandfield, Lindsay. (2000). Comparative and superlative adjectives.
Nation, I. S. P. (2001). Learning Vocabulary in Another Language. Cambridge: Cambridge University Press.
Nation, I. S. P. (1990). Teaching and Learning Vocabulary. United State. Heinle & Heinle Publisher, 253; 59.
Pikulski, J. John and Templeton, Shane. (2004). Teaching and Developing Vocabulary. Unites State. Houghton Mifflin Company. 3; 4
Suryana, Dedi. (1990). Teaching Vocabulary.
Thornbury, Scott: How to teach Vocabulary, Longman, 2002
www.ebookteachingvocabulary.com
www.ebooksuperlativeadjective.com
Monday, July 18, 2011
Teaching Grammar Noun Phrase through Magazine
Teaching Grammar Noun Phrase through Magazine
by RUKOYAH
CHAPTER I
INTRODUCTION
A. Background of Study
For most writing purposes noun phrases can be treated as single grammatical units performing the work of a noun in the sentence. Noun phrases may serve as subjects, direct objects, indirect objects, complements or objects of prepositions.
A noun phrase is a phrase whose head is a noun or a pronoun accompanied by modifiers. Noun headword pre-modifiers include determiners, articles, demonstratives, numerals, possessives and quantifiers. The noun headword post-modifiers can be complements, other phrases or relative clauses.
Noun Phrases Examples: The hockey coach is happy. The process of writing an English sentence is much easier when the writer starts with a basic thought and systematically experiments with all of the sentence types and English parts of speech, phrases, clauses and verb tenses to see how to accurately express the complete thought.
B. Identification of the Problem
Based on the problem background and limitation above, the writer states the problem as follow. How is the process of teaching grammar of noun phrase for special-needed students?
CHAPTER II
THEORITICAL BACKGROUND
A. Definition of Teaching Grammar
Grammar is central to the teaching and learning of languages. It is also one of the more difficult aspects of language to teach well.
Many people, including language teachers, hear the word "grammar" and think of a fixed set of word forms and rules of usage. They associate "good" grammar with the prestige forms of the language, such as those used in writing and in formal oral presentations, and "bad" or "no" grammar with the language used in everyday conversation or used by speakers of nonprestige forms.
Language teachers who adopt this definition focus on grammar as a set of forms and rules. They teach grammar by explaining the forms and rules and then drilling students on them. This results in bored, disaffected students who can produce correct forms on exercises and tests, but consistently make errors when they try to use the language in context.
Other language teachers, influenced by recent theoretical work on the difference between language learning and language acquisition, tend not to teach grammar at all. Believing that children acquire their first language without overt grammar instruction, they expect students to learn their second language the same way. They assume that students will absorb grammar rules as they hear, read, and use the language in communication activities. This approach does not allow students to use one of the major tools they have as learners: their active understanding of what grammar is and how it works in the language they already know.
The communicative competence model balances these extremes. The model recognizes that overt grammar instruction helps students acquire the language more efficiently, but it incorporates grammar teaching and learning into the larger context of teaching students to use the language. Instructors using this model teach students the grammar they need to know to accomplish defined communication tasks.
B. Definition of Noun Phrase
In this study, I opt for a functional and structuralise perspective. First of all, I describe the grammatical and morphological properties of elements of the noun phrase then classify them according to their functional roles. I then analyse the relations between noun phrase components and the way in which expansions. Determiners and modifiers are organised around the noun and its substitutes. Of the syntagme: l’ensemble d’unités significatives plus étroitement reliées entre elles qu’avec le reste de l’énoncé, plus, éventuellement, l’élément qui le relie à cet énoncé. To this, assumption that the noun phrase (NP) is so called because the word which is HEAD, (its main part) is typically a noun. The noun can act as subject, object, or complement of a clause or as prepositional complement. This study also takes into consideration the role played by pronominal components which are referred to here as noun substitutes since they act like nouns in hard and fast theoretical framework would no doubt have provided a rigid analysis. From the moment a theoretical framework in which one sets out to make a grammatical different syntactic positions. Concern related to the theoretical framework adopted for this study. Attempting at all costs to mould the grammar of Vince into a description is adopted, one runs the risk of confining oneself within the limits of the framework. In addition to using the functionalist and structuralise models as a starting point for the grammatical and morphological descriptions of the components of the NP, this study also takes advantage of the generative approach to language analysis. For instance, in an attempt to provide an in-depth study of NPs modified by relative clauses, terms such as movement, syntactic gap and extra position were applied insofar as they provided a coherent description.
CHAPTER III
ANALYSIS AND FINDING DATA
A. Types of noun phrase
As well as the fundamental distinction between countable and uncountable nouns in English, there also exist some other types of nouns which have specific grammatical properties, as described below:
Countable / uncountable nouns
Some concrete nouns are countable when they refer to a separate, individual item, and uncountable when they refer to a substance related to that item, e.g.:
The little boy was throwing stones. (countable)
The fire place is made of stone. (uncountable)
There was a pile of newspapers on her desk. (countable)
I like eating fish and chips out of newspaper. (uncountable)
I’d like a glass of water. (countable)
The explosion had cracked the glass in the window. (uncountable)
Nouns denoting food and drink often behave in this way, e.g.:
Two coffees please. (countable)
I’ve never liked the taste of coffee. (uncountable)
Could you peel some potatoes? (countable)
Serve this dish with mashed potato. (uncountable)
There are some nouns which have a countable sense describing a specific example of something, and an uncountable sense which refers to a related action or idea in general, e.g.:
Sam did a lovely drawing at school today. (countable)
Sam has always been good at drawing. (uncountable)
I could hear a noise coming from the kitchen. (countable)
A disadvantage of the house is the constant noise from the road. (uncountable)
This news confirmed one of my worst fears. (countable)
Authority ought not to be based on fear. (uncountable)
That was a very interesting experience. (countable)
I knew from experience that there was no point in arguing. (uncountable)
This dictionary is one of their best publications. (countable)
The publication of the dictionary has been delayed. (uncountable)
Singular nouns
There are some nouns which describe concepts which are either unique or only ever talked about as a single idea.. These nouns only occur in the singular form, and are referred to as singular nouns. Singular nouns behave like the singular form of countable nouns. They can be used with the definite article the, the indefinite article a / an, and sometimes occur with possessive or demonstrative pronouns, e.g.:
The sun was beginning to set.
There was a very relaxed atmosphere.
The project was his brainchild.
Nouns formed from verbs relating to activities which you do not usually do more than once at a time are often singular nouns:
Suddenly he broke free from her grasp.
I had a browse through the magazines on the table.
Have a listen to this CD I bought!
Plural nouns
There are some nouns in English which are considered to be inherently plural. These nouns are referred to as plural nouns. They can be used with the definite article the, possessive or demonstrative pronouns, and words like some and any. Often they refer to things which we think of as consisting of two parts, e.g.:
You’ve broken my binoculars.
Can you pass me the scissors?
Those trousers are too big.
I’ve bought some new jeans.
Many other plural nouns also end in –s, and always refer to concepts which are thought of as consisting of more than just one thing, e.g.:
All the hotel rooms have private facilities.
We were sitting in very pleasant surroundings.
He was found in possession of stolen goods.
Plural nouns are sometimes formed from adjectives when describing a group of people which share a particular characteristic, e.g.:
The rich are the only ones who will benefit.
This hospital is designed to meet the needs of the aged.
Collective nouns
Nouns which refer to groups of things or people (e.g: government, team, staff) are often referred to as collective nouns. They differ from plural nouns in that they have the special property of being able to occur with either a singular or plural verb, depending on whether we think of them as a single, collective concept, or a collection of individual things or people, e.g.:
My favorite team is losing.
His team is all wearing red.
The committee hasn’t made a final decision.
The committee has all agreed.
Note that in American English, collective nouns usually occur with a singular verb, e.g.:
Which team is winning/wearing red?
This thesis recommends an analysis in terms of familiarity and the ability of interlocutors to identify NP reference in order to fully grasp the concepts of definiteness and specificity, grammatical and semantic terms which become inoperative in the analysis of determiner less NPs. It is thus posited that determiner less NPs be characterised as previously thought of, known, foreseeable or easily localisable entities. Their use emphasises the consciousness of the speaker with respect to the listener’s degree of familiarity vis-à-vis the referent, which allows the latter to successfully identify it. The null determiner +N combination refer to a wide range of entities:
1. A NP that is previously thought of by the interlocutor and which appears as a second mention or anaphoric cross reference;
2. A NP that is not yet thought of by the interlocutor but about which the speaker will be careful to provide sufficient information in first mentions with anaphoric force;
3. A unique NP which is easily identifiable since it is the only representative existing in the cultural or geographic space of the listener.
4. A generic NP which has several representatives. The listener will make the necessary selection in order to reconstruct the meaning of the utterance if need be. This phase of meaning reconstruction is necessary as it is omitted by the speaker who prefers to rely on the intrinsic capacity of the linguistic sign to refer;
5. A NP which the speaker hopes the listener will eclipse in order to focus his/her attention on the clause as a whole and not on the predicate which is geographically anchored in situ and which forms one with the verb or the preposition collocated with the noun.
B. Noun phrase detection is traditionally done in two steps.
1. Parts of speech of each word in the document are assigned;
2. A fixed pattern of part of speech tags are searched for, and word/tag pairs matching the pattern, are pulled out from the text as noun phrases.
Note that this approach certainly works for more than just noun phrases, however, this is traditionally the focus of phrase detection: namely, the detection and tagging of noun phrases. For noun phrases, this pattern or regular expression is the following:
(Adjective | Noun)* (Noun Preposition)? (Adjective | Noun)* Noun
This regular expression is read in the following manner: Zero or more adjectives or nouns, followed by an option group of a noun and a preposition, followed again by zero or more adjectives or nouns, followed by a single noun. A sequence of tags matching this pattern ensures that the corresponding words make up a noun phrase.
CHAPTER IV
CONCLUSION
This thesis presents some obvious limitations since it focuses almost exclusively on the description of the NP. Consequently, many aspects remain unaccounted for, namely, the ways in which the VP may influence the semantics or the syntax of the NP. This aspect will be examined in subsequent studies. Likewise, this study does not claim to offer a comparative approach to creolistics. However, interesting parallels are drawn between VinC and other English-lexicon creoles of the Caribbean, albeit in simple terms. Since those creoles are well documented, the reader can make appropriate comparisons, and consequently, draw conclusions about the similarities or divergences between VinC and these creoles. In the immediate future, my intention is to make a translated copy of this grammatical description available to the partners in education and culture in SVG so that those who wish to formalise their knowledge of VinC will find, in this thesis, the tools to do so. More formally, a contrastive approach vis-à-vis standard English will enable us, as educators, to make the population of SVG cognizant of the differences between VinC and standard English. Such an approach could better prepare teachers of English to deal with problems hindering bilingualism in their learners. This study of NPs is meant to offer a wealth of didactic prospects.
BIBLIOGRAPHY
MARTINET, André. 1985. Syntaxe générale. Paris: Armand Colin. 266p.
EDWARDS, Esther. 1997. Caribbean Cultural Poems and Parlance in Vincentian
Dialect. Vol. 1 : Vincentian Life, New York: Esther’s Cultural Productions. 81p.
NAM SPEAKS. New Artist Movement (various dates) - Literary Magazine. Saint
Vincent and the Grenadines: NAM.
BICKERTON, Derek. 1981. Roots of Language. Ann Arbor, MICH: Karoma.
351p.
CHAUDENSON, Robert. 1992. Des Iles, des hommes, des langues. Paris: L’Harmattan. 309p.
ALLEYNE, Mervyn. 1980. Comparative Afro-American. Ann Arbor: Karoma. 253p.
www.ebookteachinggrammar.com
by RUKOYAH
CHAPTER I
INTRODUCTION
A. Background of Study
For most writing purposes noun phrases can be treated as single grammatical units performing the work of a noun in the sentence. Noun phrases may serve as subjects, direct objects, indirect objects, complements or objects of prepositions.
A noun phrase is a phrase whose head is a noun or a pronoun accompanied by modifiers. Noun headword pre-modifiers include determiners, articles, demonstratives, numerals, possessives and quantifiers. The noun headword post-modifiers can be complements, other phrases or relative clauses.
Noun Phrases Examples: The hockey coach is happy. The process of writing an English sentence is much easier when the writer starts with a basic thought and systematically experiments with all of the sentence types and English parts of speech, phrases, clauses and verb tenses to see how to accurately express the complete thought.
B. Identification of the Problem
Based on the problem background and limitation above, the writer states the problem as follow. How is the process of teaching grammar of noun phrase for special-needed students?
CHAPTER II
THEORITICAL BACKGROUND
A. Definition of Teaching Grammar
Grammar is central to the teaching and learning of languages. It is also one of the more difficult aspects of language to teach well.
Many people, including language teachers, hear the word "grammar" and think of a fixed set of word forms and rules of usage. They associate "good" grammar with the prestige forms of the language, such as those used in writing and in formal oral presentations, and "bad" or "no" grammar with the language used in everyday conversation or used by speakers of nonprestige forms.
Language teachers who adopt this definition focus on grammar as a set of forms and rules. They teach grammar by explaining the forms and rules and then drilling students on them. This results in bored, disaffected students who can produce correct forms on exercises and tests, but consistently make errors when they try to use the language in context.
Other language teachers, influenced by recent theoretical work on the difference between language learning and language acquisition, tend not to teach grammar at all. Believing that children acquire their first language without overt grammar instruction, they expect students to learn their second language the same way. They assume that students will absorb grammar rules as they hear, read, and use the language in communication activities. This approach does not allow students to use one of the major tools they have as learners: their active understanding of what grammar is and how it works in the language they already know.
The communicative competence model balances these extremes. The model recognizes that overt grammar instruction helps students acquire the language more efficiently, but it incorporates grammar teaching and learning into the larger context of teaching students to use the language. Instructors using this model teach students the grammar they need to know to accomplish defined communication tasks.
B. Definition of Noun Phrase
In this study, I opt for a functional and structuralise perspective. First of all, I describe the grammatical and morphological properties of elements of the noun phrase then classify them according to their functional roles. I then analyse the relations between noun phrase components and the way in which expansions. Determiners and modifiers are organised around the noun and its substitutes. Of the syntagme: l’ensemble d’unités significatives plus étroitement reliées entre elles qu’avec le reste de l’énoncé, plus, éventuellement, l’élément qui le relie à cet énoncé. To this, assumption that the noun phrase (NP) is so called because the word which is HEAD, (its main part) is typically a noun. The noun can act as subject, object, or complement of a clause or as prepositional complement. This study also takes into consideration the role played by pronominal components which are referred to here as noun substitutes since they act like nouns in hard and fast theoretical framework would no doubt have provided a rigid analysis. From the moment a theoretical framework in which one sets out to make a grammatical different syntactic positions. Concern related to the theoretical framework adopted for this study. Attempting at all costs to mould the grammar of Vince into a description is adopted, one runs the risk of confining oneself within the limits of the framework. In addition to using the functionalist and structuralise models as a starting point for the grammatical and morphological descriptions of the components of the NP, this study also takes advantage of the generative approach to language analysis. For instance, in an attempt to provide an in-depth study of NPs modified by relative clauses, terms such as movement, syntactic gap and extra position were applied insofar as they provided a coherent description.
CHAPTER III
ANALYSIS AND FINDING DATA
A. Types of noun phrase
As well as the fundamental distinction between countable and uncountable nouns in English, there also exist some other types of nouns which have specific grammatical properties, as described below:
Countable / uncountable nouns
Some concrete nouns are countable when they refer to a separate, individual item, and uncountable when they refer to a substance related to that item, e.g.:
The little boy was throwing stones. (countable)
The fire place is made of stone. (uncountable)
There was a pile of newspapers on her desk. (countable)
I like eating fish and chips out of newspaper. (uncountable)
I’d like a glass of water. (countable)
The explosion had cracked the glass in the window. (uncountable)
Nouns denoting food and drink often behave in this way, e.g.:
Two coffees please. (countable)
I’ve never liked the taste of coffee. (uncountable)
Could you peel some potatoes? (countable)
Serve this dish with mashed potato. (uncountable)
There are some nouns which have a countable sense describing a specific example of something, and an uncountable sense which refers to a related action or idea in general, e.g.:
Sam did a lovely drawing at school today. (countable)
Sam has always been good at drawing. (uncountable)
I could hear a noise coming from the kitchen. (countable)
A disadvantage of the house is the constant noise from the road. (uncountable)
This news confirmed one of my worst fears. (countable)
Authority ought not to be based on fear. (uncountable)
That was a very interesting experience. (countable)
I knew from experience that there was no point in arguing. (uncountable)
This dictionary is one of their best publications. (countable)
The publication of the dictionary has been delayed. (uncountable)
Singular nouns
There are some nouns which describe concepts which are either unique or only ever talked about as a single idea.. These nouns only occur in the singular form, and are referred to as singular nouns. Singular nouns behave like the singular form of countable nouns. They can be used with the definite article the, the indefinite article a / an, and sometimes occur with possessive or demonstrative pronouns, e.g.:
The sun was beginning to set.
There was a very relaxed atmosphere.
The project was his brainchild.
Nouns formed from verbs relating to activities which you do not usually do more than once at a time are often singular nouns:
Suddenly he broke free from her grasp.
I had a browse through the magazines on the table.
Have a listen to this CD I bought!
Plural nouns
There are some nouns in English which are considered to be inherently plural. These nouns are referred to as plural nouns. They can be used with the definite article the, possessive or demonstrative pronouns, and words like some and any. Often they refer to things which we think of as consisting of two parts, e.g.:
You’ve broken my binoculars.
Can you pass me the scissors?
Those trousers are too big.
I’ve bought some new jeans.
Many other plural nouns also end in –s, and always refer to concepts which are thought of as consisting of more than just one thing, e.g.:
All the hotel rooms have private facilities.
We were sitting in very pleasant surroundings.
He was found in possession of stolen goods.
Plural nouns are sometimes formed from adjectives when describing a group of people which share a particular characteristic, e.g.:
The rich are the only ones who will benefit.
This hospital is designed to meet the needs of the aged.
Collective nouns
Nouns which refer to groups of things or people (e.g: government, team, staff) are often referred to as collective nouns. They differ from plural nouns in that they have the special property of being able to occur with either a singular or plural verb, depending on whether we think of them as a single, collective concept, or a collection of individual things or people, e.g.:
My favorite team is losing.
His team is all wearing red.
The committee hasn’t made a final decision.
The committee has all agreed.
Note that in American English, collective nouns usually occur with a singular verb, e.g.:
Which team is winning/wearing red?
This thesis recommends an analysis in terms of familiarity and the ability of interlocutors to identify NP reference in order to fully grasp the concepts of definiteness and specificity, grammatical and semantic terms which become inoperative in the analysis of determiner less NPs. It is thus posited that determiner less NPs be characterised as previously thought of, known, foreseeable or easily localisable entities. Their use emphasises the consciousness of the speaker with respect to the listener’s degree of familiarity vis-à-vis the referent, which allows the latter to successfully identify it. The null determiner +N combination refer to a wide range of entities:
1. A NP that is previously thought of by the interlocutor and which appears as a second mention or anaphoric cross reference;
2. A NP that is not yet thought of by the interlocutor but about which the speaker will be careful to provide sufficient information in first mentions with anaphoric force;
3. A unique NP which is easily identifiable since it is the only representative existing in the cultural or geographic space of the listener.
4. A generic NP which has several representatives. The listener will make the necessary selection in order to reconstruct the meaning of the utterance if need be. This phase of meaning reconstruction is necessary as it is omitted by the speaker who prefers to rely on the intrinsic capacity of the linguistic sign to refer;
5. A NP which the speaker hopes the listener will eclipse in order to focus his/her attention on the clause as a whole and not on the predicate which is geographically anchored in situ and which forms one with the verb or the preposition collocated with the noun.
B. Noun phrase detection is traditionally done in two steps.
1. Parts of speech of each word in the document are assigned;
2. A fixed pattern of part of speech tags are searched for, and word/tag pairs matching the pattern, are pulled out from the text as noun phrases.
Note that this approach certainly works for more than just noun phrases, however, this is traditionally the focus of phrase detection: namely, the detection and tagging of noun phrases. For noun phrases, this pattern or regular expression is the following:
(Adjective | Noun)* (Noun Preposition)? (Adjective | Noun)* Noun
This regular expression is read in the following manner: Zero or more adjectives or nouns, followed by an option group of a noun and a preposition, followed again by zero or more adjectives or nouns, followed by a single noun. A sequence of tags matching this pattern ensures that the corresponding words make up a noun phrase.
CHAPTER IV
CONCLUSION
This thesis presents some obvious limitations since it focuses almost exclusively on the description of the NP. Consequently, many aspects remain unaccounted for, namely, the ways in which the VP may influence the semantics or the syntax of the NP. This aspect will be examined in subsequent studies. Likewise, this study does not claim to offer a comparative approach to creolistics. However, interesting parallels are drawn between VinC and other English-lexicon creoles of the Caribbean, albeit in simple terms. Since those creoles are well documented, the reader can make appropriate comparisons, and consequently, draw conclusions about the similarities or divergences between VinC and these creoles. In the immediate future, my intention is to make a translated copy of this grammatical description available to the partners in education and culture in SVG so that those who wish to formalise their knowledge of VinC will find, in this thesis, the tools to do so. More formally, a contrastive approach vis-à-vis standard English will enable us, as educators, to make the population of SVG cognizant of the differences between VinC and standard English. Such an approach could better prepare teachers of English to deal with problems hindering bilingualism in their learners. This study of NPs is meant to offer a wealth of didactic prospects.
BIBLIOGRAPHY
MARTINET, André. 1985. Syntaxe générale. Paris: Armand Colin. 266p.
EDWARDS, Esther. 1997. Caribbean Cultural Poems and Parlance in Vincentian
Dialect. Vol. 1 : Vincentian Life, New York: Esther’s Cultural Productions. 81p.
NAM SPEAKS. New Artist Movement (various dates) - Literary Magazine. Saint
Vincent and the Grenadines: NAM.
BICKERTON, Derek. 1981. Roots of Language. Ann Arbor, MICH: Karoma.
351p.
CHAUDENSON, Robert. 1992. Des Iles, des hommes, des langues. Paris: L’Harmattan. 309p.
ALLEYNE, Mervyn. 1980. Comparative Afro-American. Ann Arbor: Karoma. 253p.
www.ebookteachinggrammar.com
ADDING VOCABULARY THROUGH THE PICTURE
ADDING VOCABULARY THROUGH THE PICTURE
by Ratih Agustin
CHAPTER I
INTRODUCTION
Media Understanding comes from the Latin medius, which literally means 'middle', 'medium', or 'introduction'. More specifically, the notion of media in teaching and learning tend to be interpreted as a means of graphic, photographic, or electronically to capture, process, and reconstruct the visual or verbal information. AECT (Associati for Education and Communication Technology, 1977) defines as all forms of media and channels used separately convey the message or information. Aside from being a messenger or delivery system, the media is often replaced with the word mediator according to Fleming (1987: 234) is the cause or means of intervening in the two parties and propitiate him.
The term mediator, the media show the function or role, namely to organize an effective relationship between the two main parties in the process of learning, namely the students and content. In short, the media are tools that deliver or send. Learning is a process of interaction between students and the environment, which involves the communication process. In addition teachers need to build a full interaction with gives the widest possible opportunity to interact with detail. In this writing discuss about the increasing vocabulary through picture, and how far the picture can influence mind to reinforcement in long-memory. Absolutely, those are can helps the teacher in vocabulary teaching. How does adding vocabulary through picture?
CHAPTER II
Theoritical background
Imam Sutari Barnadib in Ramayulis (2008: 58) suggests that educators are any people who know influence others to reach maturity educators. To be able to actualize the goals of education, educators have a responsibility to give people achieve that goal. The presence or teacher educators in the world of education is very important, because not only obligations but also to transform knowledge. knowledge is necessary to internalize the values of the value / imam on learners. The form values are internalized at least include such as the value of ethics (moral), social aesthetic, economic, politics, knowledge, pragmatic and value of the god.
Learning is a process of interaction between students and the environment, which involves the communication process. In addition teachers need to build a full interaction with gives the widest possible opportunity to interact with detail. Mistakes that often occur during the learning process, teachers use only one-way pattern of interaction, namely the teacher to student. Interaction patterns thus may the creativity of students, so teachers need to use variations of two-way interaction, namely the pattern of student-teacher interaction, students, and even multi-way interaction patterns. Departing from this, juag education process involves the communication process, in which the teacher acts as a communicant of the person delivering the message or information. But sometimes communication is not only possible with verbal communication / speech, but can also be done through the media (visual) as a means of communication. The media has a very strategic role in the learning process, to assist the communication process with other words that convey the information delivery media as a communication tool in the learning process.
Communication as a process of delivering a message by the communicator to communicant through media, that cause certain effects on Ramayulis Lasweel statement (2008: 176), from the definition above explains that effective communication is to optimize the final process of media messaging information can be delivered either by help of the media in order to create certain effects. In one aspect of good communication is the communication of information or information concerning aspect is that everything has meaning and purpose. Information may consist of various forms, for example in the form of words, kalimta-sentence, code, images and other picture-signs which connote.
Matching is described by zakiah Daradjat (1984: 80) defines that of some of the literature can not exist a difference in terms of educational tools and media, he mentions the concept of an educational tool with a medium of education, educational facilities. While in a foreign literature, while experts use the term audio-visual (AVA), Teaching Materials, Instruction Materials.
The media is anything that can be used to channel messages from the sender to the receiver so that it can stimulate the thoughts, feelings, attention, interest and attention of students so that learning occurs (Sadiman, 2002:6). Meaning of teaching: According to Marshall McLuhan, media are extensions that allow humans to influence others who do not make direct contact with him. In a narrow sense, the medium of instruction including the only media that can be used effectively in the process of planned instruction.
II.1 Function of learning media
Media learning function, according to Kemp and Dayton (1985: 28), can fulfill three main functions of the media when used uuntuk individuals, groups, or groups of listeners to a substantial amount, namely:
1. Motivate interest or motivation to act to fulfill the task of learning media can be realized with the technique drama or entertainment. The expected result is the birth rate and stimulate the student or listener to action (shared responsibility, to serve on a voluntary basis, or provide the material). Achieving this goal will affect the attitudes, values, emotions.
2. Presenting information to fulfill the task of learning media information can be used in the context of information presentation to a group of students. The content and form of presentation is very general, serves as an introduction, a summary report or the background knowledge. This presentation can also form of entertainment, drama, or motivational techniques. When listening to or watching informational materials
II.2 Mediums and learning aids
To adding the vocabulary through picture as media
Use a variety of mediums. Students enjoy writing on the board, writing on concrete with chalk, and making charts. Charts drawn on large sheets of project card can be laminated, then written on with erasable whiteboard markers.
a. Kinetic activities
Miming, acting skits and charades are all useful activities for reinforcing vocabulary concepts. They can be composed and performed in groups or acted spontaneously. These are important for kinetic learners and create memorable lessons.
b. Learning games
Much practice can be given by using containers from which students pick cards or pieces of paper. These could be printed with words or questions to be used and scored in numerous ways.
c. Wall charts/posters
These are always helpful and most effective when students make them themselves or help to make them.
d. Handouts
Use handouts with discretion. Ask yourself whether they will really have a learning outcome or are they just providing ‘busy’ work. They can be useful additions to student information, providing examples, summaries and reference material, but for maximum learning, discussion activities and constructing their
own sentences and charts is important. The end product of instruction should be greater knowledge and increased skill. For example, in teaching about adjectives the students need skill in using adjectives effectively in their own creative sentences. Circling words and filling in blanks provides little opportunity for the development of the imagination or improvement in writing expression – which should be the end product of successful teaching.
II.3 functions and benefits of using instructional media
Acquisition of knowledge of students as described Edgar Dale suggests that the knowledge will be more abstract if only communicated through verbal language. This allows verbalisme, which means that students only learn about and understand the words without understanding of meal contained in the word. This can lead to misperceptions students.
Therefore should be sought so that students become more concrete experience, the message was actually capable of achieving objectives and targets to be achieved, through activities that can bring students to the actual conditions. The role of instructional media is indispensable in teaching and learning activities. Teachers may use films, television, or images to provide better information to students. Through the medium of learning abstract things can become more concrete.
CHAPTER III
DATA ANALYSIS AND FINDING
Gane L Winkinson (in Harsya W Bakhtiar, 1984) divides media into two parts, the media in a broad sense and the media in the narrow sense. The media put more emphasis in the broad sense as a process rather than as objects. While media education in the strict sense only to consider two elements in particular materials and tools. W. Schramm also expressed a similar opinion with Gane above, the media can be divided into two big media and small media. Big media is a complex and expensive media like television, movies, computers and so on. While the definition of small media is a simple media both in terms of objects, use, price and instruments, such as slides, film strips, radio and overhead for the program text.
III.1 Long-term memory
We always aim for our students to retain our teaching in the long-term memory. The human brain actually encompasses infinite memory but the secret of retrieval lies in how we record information in the first place. We can use the analogy of a computer, which is itself designed to imitate the operation of the human brain. We know that we have to install a computer program in a totally accurate way; omitting even one dot may impede its function. Then once the program has been successfully installed, we are able to add information to its files and recall it at the click of a mouse. As the human brain can store infinitely more information than any computer, we can see the importance of accurately filing the information that we want it to retain. By ensuring that our teaching follows a logical progression, we are enabling each detail to be filed systematically; only in that way do we establish a fully functioning system for recall. It is the best way in adding vocabulary in English use the picture, because the picture can built our memory more strong and mostly the learner more easily to remember the new word or new vocabulary through the picture, because they see the object directly and record it fast.
These barriers may include barriers physiological, psychological, cultural and environmental (Khoe, 2000: 117). Four types of barriers, both derived from the power of educators and learners, making communication schools are not run effectively and efficiently. One way to overcome this is to use instructional media, including information technology. Utilization of information technology as a medium of learning can be through the utilization of computer use as an interactive media
III.2 The best time to learn
Looking at English books for seniors it seems amazing that students at this level are having phrases and clauses explained to them long after they should be manipulating them confidently and showing a high degree of language competence. No wonder they are bored and frustrated at what, to them, must seem belated and therefore irrelevant. Ideally, this information should form a substantial part of the English curriculum in upper primary so that correct forms of sentence structure have been well practiced by the time that the mature student needs to concentrate more on subject matter. Upper primary years can be perceived as the preparation time during which skills are honed, furnishing students with the ability to read and write competently in a variety of subject areas. Moreover, the junior student is far more receptive to training in the basic mechanics of language, and while the teacher has an ongoing responsibility to coach and direct, the more mature mind should now be exploring more creative ways of manipulating language for a variety of purposes. In a grueling, two very important element is the method of teaching and learning media. Both aspects are interrelated. Selection of one particular teaching method will affect the right kind of instructional media, though there are still many other aspects to consider in choosing the media, among others, learning objectives, the type of tasks and the expected response after the students master the learning takes place, and the learning context including the characteristics students
The researchers found that there are various ways learners in processing information that is unique. Much easier to process visual information, other sebain easier if there is a sound (auditory), and others will understand it easily or better if done with a touch / practice (kinesthetic). (DePorter Bobbi & Mike Hernacki: 1992). Greatly influenced the effectiveness of learning styles and learning how to learn to learn. Bobbi DePorter (1999) says: information is absorbed 10% of what we read, 20% of what we hear, 30% of what we see, 50% of what we see and hear, 70% of what we say , 90% of what we say and do. Dealing with things on the computer meets the requirements as they relate to the media or the ability to relate to
a. video audio text
b. graphic
c. animation.
Utilization of the media in the learning process is one attempt to overcome this situation, given the media function in the learning process, other than as a presenter is also a stimulus to increase harmony, especially in receiving information. In addition, the media also serves as an intermediary between the presenter with the students (citizens of study) and in some cases the media functions to regulate the measures of progress and to provide feedback. The media has very strategic role in the learning process, to assist the communication process with other words to convey the information delivery, media as a communication tool in the learning process.
BAB IV
CONCLUSION
Visual Communication Design students should be able to think creative and communicate through visual. These two things are important during the process of creating a design. Students should be empowered their creative ability, but also they should be eased in the way they study. Comic as a media for learning is one alternative which is functioned to solve the problems above.
Pictures or visual symbols can effort emotions and attitudes of students. For example information about social issues or races. Cognitive functions of visual media can be seen from the findings of a study revealed that visual symbols or images to facilitate the achievement of the goal to understand and recall information or messages contained in images. Compensation functions of instructional media and results of research that the visual media that provides the context for understanding the text help students weak in reading to organize information in text and remember.
In other words, learning media serves to accommodate students who are weak and slow to accept and understand the contents of the lessons are presented with text or presented verbally. Sudjana & Rivai (1992:2) suggests the benefits of instructional media in the learning process: learning to attract more participants so as to foster motivation to learn. Teaching methods more varied is not only verbal communication through the narrative of words by educators, so that learners are not bored and educators do not run out of steam, especially when educators teach each lesson students can do activities to learn more because they do not just listen to the description of lecturers, but also other activities such as observing, doing, mendemosntrasikan, drama, and other. Expected to use this medium to stimulate thoughts, feelings, interests, and concerns of learners so that learning can occur.
The effective communication is to optimize the final process of media messaging information can be delivered either by help of the media in order to create certain effects. information is absorbed 10% of what we read, 20% of what we hear, 30% of what we see, 50% of what we see and hear, 70% of what we say , 90% of what we say and do. It measn that the picture in media lerning is the most important role, to make lerning process more effective and communicative. In otrher side, 50 % is the important part is what student see and what student hear, briefly see activity is more effective and easly to remembering.
In the teaching-learning process, two very important element is the method of teaching and learning media. Both aspects are interrelated. Selection of one particular method will affect the type of appropriate learning media, although there are still many other aspects to be considered in selecting media.
Media has its benefits and functions as a means for teachers to be able to convey the subject matter becomes more interesting, not only monotonous, students are not only invited to imagine and to imagine, but the students can see the truth even if only through pictures or video. A Suggestions for teachers should be able to use the medium of learning so that students are more enthusiastic in following the lessons conveyed and increase motivation to learn more
BAB V
BIBLIOGRAPHY
Dykes, Baebara. 2007. Gramar For Everyone. Australia: ACER PRESS
Knowles, Liz and Martha Smith. 2005. Understanding Diversity through novels. Australia: ACER PRESS
Jerrold E Kemp. 1994. Course Design of Learning Process. Bandung: Penerbit ITB.
Pranata, M. 2003. Lecture-Based Design of Visual Intelligence. Jurnal Nirmana. Vol. 5, No. 2 Surabaya: Pusat Penelitian UK Petra.
McCloud, Scout.2001, Understanding Comic Jakarta. Jakarta: Kepustakaan Populer Gramedia
Arsyad, Azhar. 2003. learning media. Jakarta : Raja Grafindo Persada.
Mulyadi Pranata. 2003. lecture-based design of visual intelligence. Jurnal Nirmana. Vol.5 No. 2 Surabaya: Pusat Penelitian UK Petra.
by Ratih Agustin
CHAPTER I
INTRODUCTION
Media Understanding comes from the Latin medius, which literally means 'middle', 'medium', or 'introduction'. More specifically, the notion of media in teaching and learning tend to be interpreted as a means of graphic, photographic, or electronically to capture, process, and reconstruct the visual or verbal information. AECT (Associati for Education and Communication Technology, 1977) defines as all forms of media and channels used separately convey the message or information. Aside from being a messenger or delivery system, the media is often replaced with the word mediator according to Fleming (1987: 234) is the cause or means of intervening in the two parties and propitiate him.
The term mediator, the media show the function or role, namely to organize an effective relationship between the two main parties in the process of learning, namely the students and content. In short, the media are tools that deliver or send. Learning is a process of interaction between students and the environment, which involves the communication process. In addition teachers need to build a full interaction with gives the widest possible opportunity to interact with detail. In this writing discuss about the increasing vocabulary through picture, and how far the picture can influence mind to reinforcement in long-memory. Absolutely, those are can helps the teacher in vocabulary teaching. How does adding vocabulary through picture?
CHAPTER II
Theoritical background
Imam Sutari Barnadib in Ramayulis (2008: 58) suggests that educators are any people who know influence others to reach maturity educators. To be able to actualize the goals of education, educators have a responsibility to give people achieve that goal. The presence or teacher educators in the world of education is very important, because not only obligations but also to transform knowledge. knowledge is necessary to internalize the values of the value / imam on learners. The form values are internalized at least include such as the value of ethics (moral), social aesthetic, economic, politics, knowledge, pragmatic and value of the god.
Learning is a process of interaction between students and the environment, which involves the communication process. In addition teachers need to build a full interaction with gives the widest possible opportunity to interact with detail. Mistakes that often occur during the learning process, teachers use only one-way pattern of interaction, namely the teacher to student. Interaction patterns thus may the creativity of students, so teachers need to use variations of two-way interaction, namely the pattern of student-teacher interaction, students, and even multi-way interaction patterns. Departing from this, juag education process involves the communication process, in which the teacher acts as a communicant of the person delivering the message or information. But sometimes communication is not only possible with verbal communication / speech, but can also be done through the media (visual) as a means of communication. The media has a very strategic role in the learning process, to assist the communication process with other words that convey the information delivery media as a communication tool in the learning process.
Communication as a process of delivering a message by the communicator to communicant through media, that cause certain effects on Ramayulis Lasweel statement (2008: 176), from the definition above explains that effective communication is to optimize the final process of media messaging information can be delivered either by help of the media in order to create certain effects. In one aspect of good communication is the communication of information or information concerning aspect is that everything has meaning and purpose. Information may consist of various forms, for example in the form of words, kalimta-sentence, code, images and other picture-signs which connote.
Matching is described by zakiah Daradjat (1984: 80) defines that of some of the literature can not exist a difference in terms of educational tools and media, he mentions the concept of an educational tool with a medium of education, educational facilities. While in a foreign literature, while experts use the term audio-visual (AVA), Teaching Materials, Instruction Materials.
The media is anything that can be used to channel messages from the sender to the receiver so that it can stimulate the thoughts, feelings, attention, interest and attention of students so that learning occurs (Sadiman, 2002:6). Meaning of teaching: According to Marshall McLuhan, media are extensions that allow humans to influence others who do not make direct contact with him. In a narrow sense, the medium of instruction including the only media that can be used effectively in the process of planned instruction.
II.1 Function of learning media
Media learning function, according to Kemp and Dayton (1985: 28), can fulfill three main functions of the media when used uuntuk individuals, groups, or groups of listeners to a substantial amount, namely:
1. Motivate interest or motivation to act to fulfill the task of learning media can be realized with the technique drama or entertainment. The expected result is the birth rate and stimulate the student or listener to action (shared responsibility, to serve on a voluntary basis, or provide the material). Achieving this goal will affect the attitudes, values, emotions.
2. Presenting information to fulfill the task of learning media information can be used in the context of information presentation to a group of students. The content and form of presentation is very general, serves as an introduction, a summary report or the background knowledge. This presentation can also form of entertainment, drama, or motivational techniques. When listening to or watching informational materials
II.2 Mediums and learning aids
To adding the vocabulary through picture as media
Use a variety of mediums. Students enjoy writing on the board, writing on concrete with chalk, and making charts. Charts drawn on large sheets of project card can be laminated, then written on with erasable whiteboard markers.
a. Kinetic activities
Miming, acting skits and charades are all useful activities for reinforcing vocabulary concepts. They can be composed and performed in groups or acted spontaneously. These are important for kinetic learners and create memorable lessons.
b. Learning games
Much practice can be given by using containers from which students pick cards or pieces of paper. These could be printed with words or questions to be used and scored in numerous ways.
c. Wall charts/posters
These are always helpful and most effective when students make them themselves or help to make them.
d. Handouts
Use handouts with discretion. Ask yourself whether they will really have a learning outcome or are they just providing ‘busy’ work. They can be useful additions to student information, providing examples, summaries and reference material, but for maximum learning, discussion activities and constructing their
own sentences and charts is important. The end product of instruction should be greater knowledge and increased skill. For example, in teaching about adjectives the students need skill in using adjectives effectively in their own creative sentences. Circling words and filling in blanks provides little opportunity for the development of the imagination or improvement in writing expression – which should be the end product of successful teaching.
II.3 functions and benefits of using instructional media
Acquisition of knowledge of students as described Edgar Dale suggests that the knowledge will be more abstract if only communicated through verbal language. This allows verbalisme, which means that students only learn about and understand the words without understanding of meal contained in the word. This can lead to misperceptions students.
Therefore should be sought so that students become more concrete experience, the message was actually capable of achieving objectives and targets to be achieved, through activities that can bring students to the actual conditions. The role of instructional media is indispensable in teaching and learning activities. Teachers may use films, television, or images to provide better information to students. Through the medium of learning abstract things can become more concrete.
CHAPTER III
DATA ANALYSIS AND FINDING
Gane L Winkinson (in Harsya W Bakhtiar, 1984) divides media into two parts, the media in a broad sense and the media in the narrow sense. The media put more emphasis in the broad sense as a process rather than as objects. While media education in the strict sense only to consider two elements in particular materials and tools. W. Schramm also expressed a similar opinion with Gane above, the media can be divided into two big media and small media. Big media is a complex and expensive media like television, movies, computers and so on. While the definition of small media is a simple media both in terms of objects, use, price and instruments, such as slides, film strips, radio and overhead for the program text.
III.1 Long-term memory
We always aim for our students to retain our teaching in the long-term memory. The human brain actually encompasses infinite memory but the secret of retrieval lies in how we record information in the first place. We can use the analogy of a computer, which is itself designed to imitate the operation of the human brain. We know that we have to install a computer program in a totally accurate way; omitting even one dot may impede its function. Then once the program has been successfully installed, we are able to add information to its files and recall it at the click of a mouse. As the human brain can store infinitely more information than any computer, we can see the importance of accurately filing the information that we want it to retain. By ensuring that our teaching follows a logical progression, we are enabling each detail to be filed systematically; only in that way do we establish a fully functioning system for recall. It is the best way in adding vocabulary in English use the picture, because the picture can built our memory more strong and mostly the learner more easily to remember the new word or new vocabulary through the picture, because they see the object directly and record it fast.
These barriers may include barriers physiological, psychological, cultural and environmental (Khoe, 2000: 117). Four types of barriers, both derived from the power of educators and learners, making communication schools are not run effectively and efficiently. One way to overcome this is to use instructional media, including information technology. Utilization of information technology as a medium of learning can be through the utilization of computer use as an interactive media
III.2 The best time to learn
Looking at English books for seniors it seems amazing that students at this level are having phrases and clauses explained to them long after they should be manipulating them confidently and showing a high degree of language competence. No wonder they are bored and frustrated at what, to them, must seem belated and therefore irrelevant. Ideally, this information should form a substantial part of the English curriculum in upper primary so that correct forms of sentence structure have been well practiced by the time that the mature student needs to concentrate more on subject matter. Upper primary years can be perceived as the preparation time during which skills are honed, furnishing students with the ability to read and write competently in a variety of subject areas. Moreover, the junior student is far more receptive to training in the basic mechanics of language, and while the teacher has an ongoing responsibility to coach and direct, the more mature mind should now be exploring more creative ways of manipulating language for a variety of purposes. In a grueling, two very important element is the method of teaching and learning media. Both aspects are interrelated. Selection of one particular teaching method will affect the right kind of instructional media, though there are still many other aspects to consider in choosing the media, among others, learning objectives, the type of tasks and the expected response after the students master the learning takes place, and the learning context including the characteristics students
The researchers found that there are various ways learners in processing information that is unique. Much easier to process visual information, other sebain easier if there is a sound (auditory), and others will understand it easily or better if done with a touch / practice (kinesthetic). (DePorter Bobbi & Mike Hernacki: 1992). Greatly influenced the effectiveness of learning styles and learning how to learn to learn. Bobbi DePorter (1999) says: information is absorbed 10% of what we read, 20% of what we hear, 30% of what we see, 50% of what we see and hear, 70% of what we say , 90% of what we say and do. Dealing with things on the computer meets the requirements as they relate to the media or the ability to relate to
a. video audio text
b. graphic
c. animation.
Utilization of the media in the learning process is one attempt to overcome this situation, given the media function in the learning process, other than as a presenter is also a stimulus to increase harmony, especially in receiving information. In addition, the media also serves as an intermediary between the presenter with the students (citizens of study) and in some cases the media functions to regulate the measures of progress and to provide feedback. The media has very strategic role in the learning process, to assist the communication process with other words to convey the information delivery, media as a communication tool in the learning process.
BAB IV
CONCLUSION
Visual Communication Design students should be able to think creative and communicate through visual. These two things are important during the process of creating a design. Students should be empowered their creative ability, but also they should be eased in the way they study. Comic as a media for learning is one alternative which is functioned to solve the problems above.
Pictures or visual symbols can effort emotions and attitudes of students. For example information about social issues or races. Cognitive functions of visual media can be seen from the findings of a study revealed that visual symbols or images to facilitate the achievement of the goal to understand and recall information or messages contained in images. Compensation functions of instructional media and results of research that the visual media that provides the context for understanding the text help students weak in reading to organize information in text and remember.
In other words, learning media serves to accommodate students who are weak and slow to accept and understand the contents of the lessons are presented with text or presented verbally. Sudjana & Rivai (1992:2) suggests the benefits of instructional media in the learning process: learning to attract more participants so as to foster motivation to learn. Teaching methods more varied is not only verbal communication through the narrative of words by educators, so that learners are not bored and educators do not run out of steam, especially when educators teach each lesson students can do activities to learn more because they do not just listen to the description of lecturers, but also other activities such as observing, doing, mendemosntrasikan, drama, and other. Expected to use this medium to stimulate thoughts, feelings, interests, and concerns of learners so that learning can occur.
The effective communication is to optimize the final process of media messaging information can be delivered either by help of the media in order to create certain effects. information is absorbed 10% of what we read, 20% of what we hear, 30% of what we see, 50% of what we see and hear, 70% of what we say , 90% of what we say and do. It measn that the picture in media lerning is the most important role, to make lerning process more effective and communicative. In otrher side, 50 % is the important part is what student see and what student hear, briefly see activity is more effective and easly to remembering.
In the teaching-learning process, two very important element is the method of teaching and learning media. Both aspects are interrelated. Selection of one particular method will affect the type of appropriate learning media, although there are still many other aspects to be considered in selecting media.
Media has its benefits and functions as a means for teachers to be able to convey the subject matter becomes more interesting, not only monotonous, students are not only invited to imagine and to imagine, but the students can see the truth even if only through pictures or video. A Suggestions for teachers should be able to use the medium of learning so that students are more enthusiastic in following the lessons conveyed and increase motivation to learn more
BAB V
BIBLIOGRAPHY
Dykes, Baebara. 2007. Gramar For Everyone. Australia: ACER PRESS
Knowles, Liz and Martha Smith. 2005. Understanding Diversity through novels. Australia: ACER PRESS
Jerrold E Kemp. 1994. Course Design of Learning Process. Bandung: Penerbit ITB.
Pranata, M. 2003. Lecture-Based Design of Visual Intelligence. Jurnal Nirmana. Vol. 5, No. 2 Surabaya: Pusat Penelitian UK Petra.
McCloud, Scout.2001, Understanding Comic Jakarta. Jakarta: Kepustakaan Populer Gramedia
Arsyad, Azhar. 2003. learning media. Jakarta : Raja Grafindo Persada.
Mulyadi Pranata. 2003. lecture-based design of visual intelligence. Jurnal Nirmana. Vol.5 No. 2 Surabaya: Pusat Penelitian UK Petra.
TEACHING SPEAKING PROCEDURE TEXT USING PICTURES
TEACHING SPEAKING PROCEDURE TEXT USING PICTURES
by Nurhasan
CHAPTER I
A. Introduction
Language is a means of communication among people by language we are able to obtain a lot of knowledge and experiences. Therefore language is really important for human being. English is a foreign language for Indonesian which should be taught to the students from elementary school up to university, it has now bwcome a required lecture that needs to be taught towards all student. It can function as a generally basic or particulary basic lecture. In this way, students are expected to be able to communicate in English well. English consist of four language skill. Those are listening, speaking, reading and writing.
Among the four languages skills, speaking is the real challenge to most students, why is that so? Because it needs paints taking effort to use appropriate vocabularies orally in order that the message is able to be understood by others correctly. Schoot Thorn burry in his book titled how to teach speaking ; stated “Speaking represent a real challenge to most language learners, speaking is a skill and such need to be develoved and practiced independently of the grammar accuracy” (2005:1).
According to the statement above, it is better for students to develop and practice their speaking independently of grammar accuracy. There are a lot of ways to develop students speaking ability, including speaking skill on procedure text, procedure text is a kind of text that it’s purposes is to give some procedures or tips to make or to do something.
The process of teaching English speaking will be success if there are supported by some factors such as qualified teacher, supplementary materials, teaching method and teaching aids, each of those factors must have function in teaching learning process. The funtion of teaching aids is for helping teacher to deliver their idea or knowledge in order that it can be understood easily by students.
In this paper, the writer chooses the topic, teaching speaking procedure text through pictures. Procedure text is the text that has purpose to give clues or steps, ways or method to make something. Thus the writer chooses pictures as visual aids in helping students in learning speaking procedure text. The writer to choose pictures as teaching, pictures can be helpful for students to develop their ideas in speaking it will help students to arrange some tips or clues correctly.
CHAPTER II
THEORETICAL BACKGROUND
A. Teaching Speaking
1. Definition of teaching
Generally teaching is not only transferring knowledge or tough to the student, but it is guiding the students in order that they are able to be success. The process of teaching has three main components, the components are teacher who teacher, students who accept the knowledge and the last is material or knowledge it self which is taugh. Menwhile R, kohlshocker and Herber in their book “Teaching involves the ability to entertain the class, keep the student alert, and show them as a good interesting aspect of what they are supposed to learn” (2000:29).
From the statement above shows that teaching is the unique way to create the good situation in teaching learning process; teacher will keep students paying attentions about what teacher is conveyed. Thus, the material can be easier obtained by students.
Teaching also one of the effort of teacher in guiding the students in learning and also facilitating everything which has related to he material. Teaching also can be defined as creating the condition for learning. As H. Douglas Brown states in his book “Teaching is guiding and facilitating learning, enabling the learner to learn getting the condition for learning (2000:7).
2. Definition of speaking
Speaking is one of the branch English skill which should be mastered by student. By speaking student may convey themselves in basic interactive skills such as greeting, apologizing, thanking, interoducing, asking or offering for something. Some people suppose that somebody master English well if he or she have a good performance in speaking. Speaking is the process of building and sharing meaning through the use of verbal symbols, in variety of contexts. This definition explain that focusing speaking should have partner, thus somebody can share their mind and thought to each other so the communication among of them will occur.
B. Genre
The Definition of Genre
Genre is kinds of which has comunicative purposes, text schematic or structural and particular linguistic characteristic. According to the statement that is really important for students to learn and comprehend the kind of genre, if genre is mastered by students, they will easier catch the purpose or social function of text. More over Pardiyono stated in his book “ Genre is really necessary comprehended by students as frame of reference when they want to make a certain text though the text will be easier understood by others”.
Rudi Hartono adds in his book “ Genre is used to refer to particular text types, not to traditional varieties of literature. It is a type or kind of text, defined in terms of its social purposes, also the level of context dealing with social purpose”. (2005:4).
CHAPTER III
Finding Data
1. Types of classroom speaking performance
a. Imitative
A very limited porton of classroom speaking time may legitimately be spent generating “human tape recorder” speech, where, for example, learners practice an intonation contour or try to pinpoint a certain vowel sound. Imitation of this kind is carried out not for the purpose of meaningful interaction, but for focusing on some particular element of language form.
b. Intensive
Intensive speaking goes step beyond imitative or include any speaking performance that is designed to practice some phonological or grammatical aspect of language. Intensive speaking can be self-initiated or it can even form part of some pair work activity, where learners are “going ever” certain forms of language.
c. Responsive
A good deal of student speech in the classroom is responsive short replies to teacher or student –initiated questions or comments. These replies are usually sufficient and do not exted into dialogues.
d. Transactional (dialogue)
Transactional language carred out for the purpose of conveying or exchanging specific information, it is an extended form of responsive language. Convensations for example may have more of a negotiative nature to them than does responsive speech.
e. Interpersonal (dialogue)
The other form of conversation in the previous one was interpersonal dialogue, carried out more for the purpose of maintaining social relationships than for the transmission of facts and information.
f. Extensive (monologue)
Finally, students at intermediate to advanced levels are called on to give extended monologue in the form of oral report, summaries, or perhaps short speeches. Here the register is more formal and deliberative. These monologues can be planned.
2. Strategis for Developing speaking Skills
Students often think that the ability to speak a language is the product of language learning. But speaking is also a crucial part of the language learning process. Effective instructors teach students speaking strategies using minimal responses, recognizing scripts, and using language to talk about language that they can use to help themselves expand their knowledge of the language and their confidence in using it. These teacher help students learn to speakso that the students can use speaking to learn.
a. Using daily Expression
One of ways to develop the students speaking skill is using daily expression. It can make the students easily practice in using English in their daily activities. This way is able to encourage the students to practice speaking English.
b. Using Minimal Responses
Language learners who lack confidence in their ability to participate successfully in oral interaction often listen in silence while others do the talking. One way to encurage such learners to begin to participate is to help them build up a stock of minimal responses that they can use in different types of exchanges. Such respon ses can be especially useful for beginners.
Minimal responses are predictable, often idiomatic phrases thatconversation participants use to indikate understanding, agreement, doubt and other responses to what other participant is saying, without having to simultaneously plan a response.
c. Recognizing Script
Some communication situations are associated with a predictable set of spoken exchanges a script. Greetings, apologies, compliments, invitations and other functions that are influenced by social and cultural norms often follow patterns or scripts. So do the transactional exchanges involved in activities such as obtaining information and making a purchase. In these scripts the relationship between a speakers turn and the one that follows it can often be anticipated.
Instructors can help students develop speaking ability by making them aware of the scripts for different situations so that they can predict what they will hear and what they will need to say in response. Through interactive activities, instructors can give students practice in managing and varying the language that different scripts contain.
d. using Language to talk about language
Language learners are often too embarrased or shy to say anything when they do not understand another speaker or when they realize that a conversation partner has not understood them. Instructors can help students overcome this reticence by assuring them that misunderstanding and the need for clarification can occur in any type of interaction, whatever the participants language skill levels. Instructor can also give students strategies and phrases to use for clarification and comprehension cjeck.
By encouraging students to use clarification phrases in class when misunderstanding occurs, and by responding positively when they do, instructors can creat an authentic practice environment within the classroom it self. As they develop control of various clarification strategies, students will gain confidence in their ability to manage the various communication situation that they may encounter outside the classroom.
3. The kind of text
a. Narrative
Social funtion of this text constructs a pattern of events with a problematic or unexpected outcome that entertains and instructs the reader or listener. Narrative entertain because they deal with the unusual an unexpected development of events. They instruct because they teach readers and listeners that problems should be confronted, and attempts made to resolve them. Narrative incorporate patterns of behaviour that is generally higly valued.
The generic of structure narrative is as follow : orientation, this stage alerts the listener or reader to what is to follow, usually by introducing the main characters in a setting of time and place. Complication in this stage a sequence of events which may begin in a usual pattern, is disrupted or change in some ways so that the pattern of events become problems for one or more of the character. Resolution, the problem or the complication is resolved or attempted to be resolved in the resolution. A pattern of normally is restored to the events, but the main character have changed as consequence of experience. Coda this stage is optional it makes explicit how the characters has change and what has been learned from the experience.
b. Recount
Social functions of this taxt tell what happened. The purpose of the factual recount is to document series events and evaluate their significance in some way. The purpose of the literary or story recount is to tell a sequence of events so that it entertains. The story recount has expressions of attitude and feeling, usually made by narrator about the events.
c. report text
Social function of this text is used to present information about something. They generally describe an entire class of things, whether natural or constructed : mammals, the planets, rock, plants, computers and countries of region, tranport and so on.
The generic structure of this text is usually organized to include : General statement identifying the subject of the information report, perhaps definibng and classifiying it. Then description tells what the phenomenon under discussion is like in terms of parts, qualities habits or behaviours, if living, uses if non natural.
The significant lexicogramatical features of report are focus on generic participants, use of relational processes to state what is and that which it is, use of simple present tense (unless extinct), and or temporal sequence. (Curriculum,2004)
d. Discussion
The social function of this text is to present (at least) two points of view about an issue. The generic structure of discussion has three parts: trey are issue (statement and preview), arguments for and against or statement of differing points of view (point and elaboration). And conclusion or recommendation.
The significant lexicogramatical features of discussion are focused on generic human and generic non-human participants, use (material processes, e.g. has produced have developed to feel. Relation processes , e.g. is could have, cause, are. Mental processes, e.g. feel), use of comparative (contrastive and consequential conjunctions, reasoning expressed as verbs and nouns (abstraction). (curriculum, 2004)
e. Explanation
The social function of this text is to explain how something works or state reasons for some phenomenon. Explanation answer the question “how”or “why” . the generic of this text is a general statement to position the reader and a sequenced explanation of why or hoe something occurs.
The language feature of this text is focusing on generic, non human participants. Use mainly of material and relational processes. Use mainly of temporal and causal circumstances and conjunctions. Some use of passive voice to get theme right, use simple present tense.
f. Description text
Social function of this text focus our attention on the characteristic features of a particular thing. While descriptions can occur as stand alone text, they are often part of longer text, such as the description of character or setting in a story or biography. Although they might not always be seen as a distinct text type, it is felt that the ability to describe some one or something in detail is an important skill that can contribute to a number of different text types.
4. Procedure text
Procedure text is the text which describes how something is accomplised through some sequence of actions or steps so the students will easier do that job. In the text of procedure, there are a lot of steps or instructions to do to make something and the instruction explains systematically and usually in imperative sentence and uses simple present tense in order that the readers understands what something should do. Procedure text is really impotrant for people, it always appears in the pack of foods or in the pack of the electronic goods, by comprehending the instructions, people can operate the electronics correctly.
Based on the social function of this text, procedure text has three different types, recipes give the information how to make or to do something, second on is games instructions give the information about the rule of the game. The lasdt is scientific experiment gives the informations about steps to do experiment.
As a kind of genre, procedure text also has generic structure or schematic structure and language feature. Generic structure is contained by goal (something that will be done) materials needed for completing the procedure, this may be a list, paragraph. A sequence of steps in the correct order, the step usually uses numbers to show the steps, for example first, second, third and so on.
Porocedure text usually uses imperative sentence or verb action such as add, rotate, pour the water and so on, and adverb of manner such as directly, slowly, carefully, orderly, correctly etc.
CHAPTERT IV
DATA ANALISYS
1. Speaking Procedure text
Speaking procedure text is making the steps or instruction orally in doing or making something. As stated above procedure text has funtion that is giving information for listeners about the action steps and intructions how something is able to be accomplished.
Every kind of text must have the generic structure and grammatical features. Rudi Hartono stated in his book “Schematic structure is the distinctive beginning-middle-end structure of genre” (2005:5).
Before telling procedure text, it is better for the speaker to recognize schematic or generic structure of the text it’s self. The first the speakers should have to goal. It can be the title of the text for example “ Mushroom soup, here is recipe you need to make Mushroom soup. And the secvond is to decide the material, bacause it is really necessary for procedure text as Anderson mark stated “ Materials needed for completing the procedure, this may be a list, this may be a paragraph, this may be left out in some procedures”(2007:29).
Material are important for completing the text it can be ingredients or some equipment to do something. If we decided the goal to make Mushroom soup, the material needed are : 12 ounces mushroom, 4 eggs yolks, ½ teaspoon grated nutmeg, 2 tablespoon chopped parsley, 1 ½ teaspoon salt, 6 teaspoons cream, ¼ teaspoon pepper, 2 point chiken stock.
The last step are the instructions command to acheve the goal. The steps to make Mushroom soup are as following :
1. Prepare mushroom and place in frying pan with melted butter
2. Cover and cook for 10 minutes and stock
3. Season with salt, papper and nutmeg
4. Bring to boil and then simmer for 30 minutes
5. Sieve and blend until smooth, with remaining ingredients
6. Return to pan and heat. Remove pan from stove and cool
7. Add beaten egg yolk and cream, stirring gently. Do not boil
8. Garnish with chopped parsley and serve
2. Pictures As Teaching Aids
Process of teaching has three mains components. The components are teachers, students and instructional material, the two other components that are not the main ones, but those are very important, namely : paces and instructional which is very necessary for delivering the massage and information which is conveyed by teacher. Agood teacher should have a great deal of knowledge in using teaching aids when they are teaching, teacher also had better know any kind of teaching aids or media in order that their activity are more effective.
The use of teacher aids in the class is able to entertain during teaching learning process, thus teacher had better apply teaching aids so the situation in the class is more enjoyable and motivate students to study and complete their knowledge.
3. teaching Speaking Procedure text through pictures
Pictures are common thing in our daily life, they can be found everywhere. Pictures are able to give a lot of information as reading text, so they are a great help in teaching, particularly in teaching procedure text.
Picture are kind of pictures as visual aids. The pictures are able to give information about the instructions in speaking procedure text, though by looking at the pictures students are easier to tell the materials and the steps, and also pictures can develop students ideas in speaking procedure text. The picture are drawn on a paper which tells a sequence of events, so they will lead speakers to develop their idea and speak the procedure orderly.
Basically, there are three step in teaching procedure text. They are preactivity, while activity and post activity. Each of steps has different activities in teaching.
a. Pre activity
Before teachin g, the teacher do what we call pre activity. Teacher do apperception such as ask some questions related to the material and ask some questions related to the previous material. Then, the teachers give motivation in order that students have more motivation in studying.
b. While Activity
The teachers explain everything about the procedure text and give some examples about how to speak procedure text by using pictures. The teacher give some pictures to the students as visual aids. Then, the students asked to speak a procedure text about how to make mushroom soup systematically by looking at pictures included.
c. Post activity
The teacher gives a conclution about the aim and the advantages of procedure text in daily life.
CHAPTER V
CONCLUSION
After doing the analyzing the data, the writer concluded that pictures are able to develop student speaking skill and the writer would like to give suggestions in correlation with teaching procedure text.
1. The use of pictures in teaching procedure text should be taken into account as any teaching strategies. It should be use appropiately an effectively.
2. When selecting a picture, some points should be kept in mind. The colored pictures are more effective than black and white ones and can be use for many purpose, the picture should tell the learner something familiar to connect it with real life.
3. Teaching speaking procedure text through pictures needs to be implemented and used in a consistent manner so those students could take the benefit the process and facilitate their learning.
BIBLIOGRAPHY
Hartono, Rudi, m.Pd. S.s. 2005. Genres of texts. Semarang English Departement Faculty of language and art State university. Semarang
Anderson Mark and Anderson Kathy. 2007 Text Types in English. South Yarra
MACMILLAN EDUCATION AUSTRALIAN LTD.
Brown douglas. H. 2000. Principle of Language Learning and Teaching.
Sanfrancisco : Addison Wesley Longman
Scott Thornburry, 2005. How to Teach Speaking. Oxpord : Longman
Brown, H. D. (2006). Principles of language learning and teaching. NJ: Englewood Cliffs, Prentice Hall.
by Nurhasan
CHAPTER I
A. Introduction
Language is a means of communication among people by language we are able to obtain a lot of knowledge and experiences. Therefore language is really important for human being. English is a foreign language for Indonesian which should be taught to the students from elementary school up to university, it has now bwcome a required lecture that needs to be taught towards all student. It can function as a generally basic or particulary basic lecture. In this way, students are expected to be able to communicate in English well. English consist of four language skill. Those are listening, speaking, reading and writing.
Among the four languages skills, speaking is the real challenge to most students, why is that so? Because it needs paints taking effort to use appropriate vocabularies orally in order that the message is able to be understood by others correctly. Schoot Thorn burry in his book titled how to teach speaking ; stated “Speaking represent a real challenge to most language learners, speaking is a skill and such need to be develoved and practiced independently of the grammar accuracy” (2005:1).
According to the statement above, it is better for students to develop and practice their speaking independently of grammar accuracy. There are a lot of ways to develop students speaking ability, including speaking skill on procedure text, procedure text is a kind of text that it’s purposes is to give some procedures or tips to make or to do something.
The process of teaching English speaking will be success if there are supported by some factors such as qualified teacher, supplementary materials, teaching method and teaching aids, each of those factors must have function in teaching learning process. The funtion of teaching aids is for helping teacher to deliver their idea or knowledge in order that it can be understood easily by students.
In this paper, the writer chooses the topic, teaching speaking procedure text through pictures. Procedure text is the text that has purpose to give clues or steps, ways or method to make something. Thus the writer chooses pictures as visual aids in helping students in learning speaking procedure text. The writer to choose pictures as teaching, pictures can be helpful for students to develop their ideas in speaking it will help students to arrange some tips or clues correctly.
CHAPTER II
THEORETICAL BACKGROUND
A. Teaching Speaking
1. Definition of teaching
Generally teaching is not only transferring knowledge or tough to the student, but it is guiding the students in order that they are able to be success. The process of teaching has three main components, the components are teacher who teacher, students who accept the knowledge and the last is material or knowledge it self which is taugh. Menwhile R, kohlshocker and Herber in their book “Teaching involves the ability to entertain the class, keep the student alert, and show them as a good interesting aspect of what they are supposed to learn” (2000:29).
From the statement above shows that teaching is the unique way to create the good situation in teaching learning process; teacher will keep students paying attentions about what teacher is conveyed. Thus, the material can be easier obtained by students.
Teaching also one of the effort of teacher in guiding the students in learning and also facilitating everything which has related to he material. Teaching also can be defined as creating the condition for learning. As H. Douglas Brown states in his book “Teaching is guiding and facilitating learning, enabling the learner to learn getting the condition for learning (2000:7).
2. Definition of speaking
Speaking is one of the branch English skill which should be mastered by student. By speaking student may convey themselves in basic interactive skills such as greeting, apologizing, thanking, interoducing, asking or offering for something. Some people suppose that somebody master English well if he or she have a good performance in speaking. Speaking is the process of building and sharing meaning through the use of verbal symbols, in variety of contexts. This definition explain that focusing speaking should have partner, thus somebody can share their mind and thought to each other so the communication among of them will occur.
B. Genre
The Definition of Genre
Genre is kinds of which has comunicative purposes, text schematic or structural and particular linguistic characteristic. According to the statement that is really important for students to learn and comprehend the kind of genre, if genre is mastered by students, they will easier catch the purpose or social function of text. More over Pardiyono stated in his book “ Genre is really necessary comprehended by students as frame of reference when they want to make a certain text though the text will be easier understood by others”.
Rudi Hartono adds in his book “ Genre is used to refer to particular text types, not to traditional varieties of literature. It is a type or kind of text, defined in terms of its social purposes, also the level of context dealing with social purpose”. (2005:4).
CHAPTER III
Finding Data
1. Types of classroom speaking performance
a. Imitative
A very limited porton of classroom speaking time may legitimately be spent generating “human tape recorder” speech, where, for example, learners practice an intonation contour or try to pinpoint a certain vowel sound. Imitation of this kind is carried out not for the purpose of meaningful interaction, but for focusing on some particular element of language form.
b. Intensive
Intensive speaking goes step beyond imitative or include any speaking performance that is designed to practice some phonological or grammatical aspect of language. Intensive speaking can be self-initiated or it can even form part of some pair work activity, where learners are “going ever” certain forms of language.
c. Responsive
A good deal of student speech in the classroom is responsive short replies to teacher or student –initiated questions or comments. These replies are usually sufficient and do not exted into dialogues.
d. Transactional (dialogue)
Transactional language carred out for the purpose of conveying or exchanging specific information, it is an extended form of responsive language. Convensations for example may have more of a negotiative nature to them than does responsive speech.
e. Interpersonal (dialogue)
The other form of conversation in the previous one was interpersonal dialogue, carried out more for the purpose of maintaining social relationships than for the transmission of facts and information.
f. Extensive (monologue)
Finally, students at intermediate to advanced levels are called on to give extended monologue in the form of oral report, summaries, or perhaps short speeches. Here the register is more formal and deliberative. These monologues can be planned.
2. Strategis for Developing speaking Skills
Students often think that the ability to speak a language is the product of language learning. But speaking is also a crucial part of the language learning process. Effective instructors teach students speaking strategies using minimal responses, recognizing scripts, and using language to talk about language that they can use to help themselves expand their knowledge of the language and their confidence in using it. These teacher help students learn to speakso that the students can use speaking to learn.
a. Using daily Expression
One of ways to develop the students speaking skill is using daily expression. It can make the students easily practice in using English in their daily activities. This way is able to encourage the students to practice speaking English.
b. Using Minimal Responses
Language learners who lack confidence in their ability to participate successfully in oral interaction often listen in silence while others do the talking. One way to encurage such learners to begin to participate is to help them build up a stock of minimal responses that they can use in different types of exchanges. Such respon ses can be especially useful for beginners.
Minimal responses are predictable, often idiomatic phrases thatconversation participants use to indikate understanding, agreement, doubt and other responses to what other participant is saying, without having to simultaneously plan a response.
c. Recognizing Script
Some communication situations are associated with a predictable set of spoken exchanges a script. Greetings, apologies, compliments, invitations and other functions that are influenced by social and cultural norms often follow patterns or scripts. So do the transactional exchanges involved in activities such as obtaining information and making a purchase. In these scripts the relationship between a speakers turn and the one that follows it can often be anticipated.
Instructors can help students develop speaking ability by making them aware of the scripts for different situations so that they can predict what they will hear and what they will need to say in response. Through interactive activities, instructors can give students practice in managing and varying the language that different scripts contain.
d. using Language to talk about language
Language learners are often too embarrased or shy to say anything when they do not understand another speaker or when they realize that a conversation partner has not understood them. Instructors can help students overcome this reticence by assuring them that misunderstanding and the need for clarification can occur in any type of interaction, whatever the participants language skill levels. Instructor can also give students strategies and phrases to use for clarification and comprehension cjeck.
By encouraging students to use clarification phrases in class when misunderstanding occurs, and by responding positively when they do, instructors can creat an authentic practice environment within the classroom it self. As they develop control of various clarification strategies, students will gain confidence in their ability to manage the various communication situation that they may encounter outside the classroom.
3. The kind of text
a. Narrative
Social funtion of this text constructs a pattern of events with a problematic or unexpected outcome that entertains and instructs the reader or listener. Narrative entertain because they deal with the unusual an unexpected development of events. They instruct because they teach readers and listeners that problems should be confronted, and attempts made to resolve them. Narrative incorporate patterns of behaviour that is generally higly valued.
The generic of structure narrative is as follow : orientation, this stage alerts the listener or reader to what is to follow, usually by introducing the main characters in a setting of time and place. Complication in this stage a sequence of events which may begin in a usual pattern, is disrupted or change in some ways so that the pattern of events become problems for one or more of the character. Resolution, the problem or the complication is resolved or attempted to be resolved in the resolution. A pattern of normally is restored to the events, but the main character have changed as consequence of experience. Coda this stage is optional it makes explicit how the characters has change and what has been learned from the experience.
b. Recount
Social functions of this taxt tell what happened. The purpose of the factual recount is to document series events and evaluate their significance in some way. The purpose of the literary or story recount is to tell a sequence of events so that it entertains. The story recount has expressions of attitude and feeling, usually made by narrator about the events.
c. report text
Social function of this text is used to present information about something. They generally describe an entire class of things, whether natural or constructed : mammals, the planets, rock, plants, computers and countries of region, tranport and so on.
The generic structure of this text is usually organized to include : General statement identifying the subject of the information report, perhaps definibng and classifiying it. Then description tells what the phenomenon under discussion is like in terms of parts, qualities habits or behaviours, if living, uses if non natural.
The significant lexicogramatical features of report are focus on generic participants, use of relational processes to state what is and that which it is, use of simple present tense (unless extinct), and or temporal sequence. (Curriculum,2004)
d. Discussion
The social function of this text is to present (at least) two points of view about an issue. The generic structure of discussion has three parts: trey are issue (statement and preview), arguments for and against or statement of differing points of view (point and elaboration). And conclusion or recommendation.
The significant lexicogramatical features of discussion are focused on generic human and generic non-human participants, use (material processes, e.g. has produced have developed to feel. Relation processes , e.g. is could have, cause, are. Mental processes, e.g. feel), use of comparative (contrastive and consequential conjunctions, reasoning expressed as verbs and nouns (abstraction). (curriculum, 2004)
e. Explanation
The social function of this text is to explain how something works or state reasons for some phenomenon. Explanation answer the question “how”or “why” . the generic of this text is a general statement to position the reader and a sequenced explanation of why or hoe something occurs.
The language feature of this text is focusing on generic, non human participants. Use mainly of material and relational processes. Use mainly of temporal and causal circumstances and conjunctions. Some use of passive voice to get theme right, use simple present tense.
f. Description text
Social function of this text focus our attention on the characteristic features of a particular thing. While descriptions can occur as stand alone text, they are often part of longer text, such as the description of character or setting in a story or biography. Although they might not always be seen as a distinct text type, it is felt that the ability to describe some one or something in detail is an important skill that can contribute to a number of different text types.
4. Procedure text
Procedure text is the text which describes how something is accomplised through some sequence of actions or steps so the students will easier do that job. In the text of procedure, there are a lot of steps or instructions to do to make something and the instruction explains systematically and usually in imperative sentence and uses simple present tense in order that the readers understands what something should do. Procedure text is really impotrant for people, it always appears in the pack of foods or in the pack of the electronic goods, by comprehending the instructions, people can operate the electronics correctly.
Based on the social function of this text, procedure text has three different types, recipes give the information how to make or to do something, second on is games instructions give the information about the rule of the game. The lasdt is scientific experiment gives the informations about steps to do experiment.
As a kind of genre, procedure text also has generic structure or schematic structure and language feature. Generic structure is contained by goal (something that will be done) materials needed for completing the procedure, this may be a list, paragraph. A sequence of steps in the correct order, the step usually uses numbers to show the steps, for example first, second, third and so on.
Porocedure text usually uses imperative sentence or verb action such as add, rotate, pour the water and so on, and adverb of manner such as directly, slowly, carefully, orderly, correctly etc.
CHAPTERT IV
DATA ANALISYS
1. Speaking Procedure text
Speaking procedure text is making the steps or instruction orally in doing or making something. As stated above procedure text has funtion that is giving information for listeners about the action steps and intructions how something is able to be accomplished.
Every kind of text must have the generic structure and grammatical features. Rudi Hartono stated in his book “Schematic structure is the distinctive beginning-middle-end structure of genre” (2005:5).
Before telling procedure text, it is better for the speaker to recognize schematic or generic structure of the text it’s self. The first the speakers should have to goal. It can be the title of the text for example “ Mushroom soup, here is recipe you need to make Mushroom soup. And the secvond is to decide the material, bacause it is really necessary for procedure text as Anderson mark stated “ Materials needed for completing the procedure, this may be a list, this may be a paragraph, this may be left out in some procedures”(2007:29).
Material are important for completing the text it can be ingredients or some equipment to do something. If we decided the goal to make Mushroom soup, the material needed are : 12 ounces mushroom, 4 eggs yolks, ½ teaspoon grated nutmeg, 2 tablespoon chopped parsley, 1 ½ teaspoon salt, 6 teaspoons cream, ¼ teaspoon pepper, 2 point chiken stock.
The last step are the instructions command to acheve the goal. The steps to make Mushroom soup are as following :
1. Prepare mushroom and place in frying pan with melted butter
2. Cover and cook for 10 minutes and stock
3. Season with salt, papper and nutmeg
4. Bring to boil and then simmer for 30 minutes
5. Sieve and blend until smooth, with remaining ingredients
6. Return to pan and heat. Remove pan from stove and cool
7. Add beaten egg yolk and cream, stirring gently. Do not boil
8. Garnish with chopped parsley and serve
2. Pictures As Teaching Aids
Process of teaching has three mains components. The components are teachers, students and instructional material, the two other components that are not the main ones, but those are very important, namely : paces and instructional which is very necessary for delivering the massage and information which is conveyed by teacher. Agood teacher should have a great deal of knowledge in using teaching aids when they are teaching, teacher also had better know any kind of teaching aids or media in order that their activity are more effective.
The use of teacher aids in the class is able to entertain during teaching learning process, thus teacher had better apply teaching aids so the situation in the class is more enjoyable and motivate students to study and complete their knowledge.
3. teaching Speaking Procedure text through pictures
Pictures are common thing in our daily life, they can be found everywhere. Pictures are able to give a lot of information as reading text, so they are a great help in teaching, particularly in teaching procedure text.
Picture are kind of pictures as visual aids. The pictures are able to give information about the instructions in speaking procedure text, though by looking at the pictures students are easier to tell the materials and the steps, and also pictures can develop students ideas in speaking procedure text. The picture are drawn on a paper which tells a sequence of events, so they will lead speakers to develop their idea and speak the procedure orderly.
Basically, there are three step in teaching procedure text. They are preactivity, while activity and post activity. Each of steps has different activities in teaching.
a. Pre activity
Before teachin g, the teacher do what we call pre activity. Teacher do apperception such as ask some questions related to the material and ask some questions related to the previous material. Then, the teachers give motivation in order that students have more motivation in studying.
b. While Activity
The teachers explain everything about the procedure text and give some examples about how to speak procedure text by using pictures. The teacher give some pictures to the students as visual aids. Then, the students asked to speak a procedure text about how to make mushroom soup systematically by looking at pictures included.
c. Post activity
The teacher gives a conclution about the aim and the advantages of procedure text in daily life.
CHAPTER V
CONCLUSION
After doing the analyzing the data, the writer concluded that pictures are able to develop student speaking skill and the writer would like to give suggestions in correlation with teaching procedure text.
1. The use of pictures in teaching procedure text should be taken into account as any teaching strategies. It should be use appropiately an effectively.
2. When selecting a picture, some points should be kept in mind. The colored pictures are more effective than black and white ones and can be use for many purpose, the picture should tell the learner something familiar to connect it with real life.
3. Teaching speaking procedure text through pictures needs to be implemented and used in a consistent manner so those students could take the benefit the process and facilitate their learning.
BIBLIOGRAPHY
Hartono, Rudi, m.Pd. S.s. 2005. Genres of texts. Semarang English Departement Faculty of language and art State university. Semarang
Anderson Mark and Anderson Kathy. 2007 Text Types in English. South Yarra
MACMILLAN EDUCATION AUSTRALIAN LTD.
Brown douglas. H. 2000. Principle of Language Learning and Teaching.
Sanfrancisco : Addison Wesley Longman
Scott Thornburry, 2005. How to Teach Speaking. Oxpord : Longman
Brown, H. D. (2006). Principles of language learning and teaching. NJ: Englewood Cliffs, Prentice Hall.
Saturday, July 16, 2011
TEACHING VOCABULARY NOUN THROUGH WALL PICTURE
TEACHING VOCABULARY NOUN THROUGH WALL PICTURE
by Nopi Sriyulianti
CHAPTER I
INTRODUCTION
A. Background of the Study
English is one of international languages, which is used throughout the world and also English is used in many fields of life such as: in Politics, Economics, Social and Education. Therefore, English as a language in international communication is clearly needed by many learners to deliver thought and interact in a variety of situation. English is one of the foreign languages for Indonesian students that must be learnt in school since kindergarten level until University level. English is considered as a difficult subject for the Indonesian students, because English is completely different from Indonesian language being look at from the system of structure, pronunciation and vocabulary. English teaching involves of four language skills, they are Listening, Speaking, Reading and Writing. In teaching and learning a language, there are four aspects that support four language skills above such as: grammar, vocabulary, spelling and pronunciation that are also taught in English teaching and learning process. Vocabulary is one of important aspects in teaching language, as stated by Edward in his book: Vocabulary is one of the important factors in all language teaching, student must continually be learning words as they learn structure and as they practice sound system.
Students sometimes find some difficulties in the process of learning vocabulary in this case in English word, they may be confronted by words that are totally unfamiliar with them and that their problem is they have to produce language due to their lack of vocabulary. As an English teacher, we should be creative to find a good way to help them enrich their vocabulary so they will not feel bored in the class. One of the ways is by using teaching aids. According to Romiszowski in Harjanto”….aids are the carries of message from some transmitting sources (which may be human being or an estimate object) to the receiver of the message (which in our case is the learners)”.
B. Problem identification
Research in first and second language acquisition suggest that initial teaching priorities for language areas should be vocabulary, grammar, and pronunciation. Therefore, the English teacher has to be able to organize teaching and learning activities; they have to give materials by using a suitable technique and master the lesson effectively. Especially in learning vocabulary, teachers must make the students able to memorize such words in English language and group of new words. The statements above mean, vocabulary is important to teach and teachers must try to find the most effective way to teach it. There are many problems of language teaching that can be identified as research subjects. We could discuss about methods, material selection, and others. In this research it is identified that teaching technique for kindergarten level is challenging. Therefore, in this research the writer wants to make a study about how to teach vocabulary through wall picture for Elementary School.
C. Limitation of the problems
To avoid misunderstanding and to clarify the problem, it is necessary to make limitation of the problem. The writer will give limitation of the problem in teaching vocabulary by using wall pictures especially in Noun.
D. Statement of the problems
The writer conducts the study to see how well the pictures encourage student’s vocabulary mastery. The statement of the problem can be formulated into the general research question: How effective is the use of pictures in teaching vocabulary to Elementary School students? To specific this problem, the specific research question are formulated as: .How well the pictures encourage the Elementary School student’s vocabulary mastery?
E. Purpose of the Study
The purposes of the study are:
1. To find out the procedure of teaching vocabulary through wall picture.
2. To find out the student’s opinion about their vocabulary mastery after being taught using wall picture.
3. To find out whether there are any difficulties faced by the teacher in teaching vocabulary through wall picture,
CHAPTER II
THEORETICAL BACKGROUND
A. Vocabulary
One thing that differentiates human from animals is verbal language or speaking beside mind to think. Humans can communicate with others through verbal language, either to apply or to receive the information the animal cannot do. When we observed a child first acquiring speech, we talk of this progress as a matter of learning new words; we are also likely to feel that the adult speaker with the largest vocabulary has the best command of English. To think of a language as just a stock of words is, however quite wrong. Words alone do not make a language; a grammar is needed to combine them in some intelligible way. Yet it is true that the vocabulary is the focus of language. It is in words that sounds and meaning interlock to allow us to communicate with one another, and it is a word that we arrange together to make sentences, conversations, and discourse of all kinds. Thus we have a paradox in that the most ephemeral part of language is also the center where meaning, pronunciation and grammar come together. Vocabulary plays an important role because it appears in every language skills.
Vocabulary building is really important in any language learning. Vocabulary also becomes the most important aspect in acquiring a language and mastering the second language. It is supported by Schmitt who says: “One of the keys in learning a foreign language is mastery the second language’s vocabulary”. We know and use the words that suit our particular purposes and we continue to learn new words as long as we live. It is clear enough that everybody who learns a language as a foreign language is hoped to know and master the vocabulary to improve the language skills. Vocabulary becomes a major problem in learning English, teachers of Elementary School emphasizes on this matter earlier. In teaching vocabulary, generally the teacher teaches new words taken from reading text. It means that she integrates vocabulary with reading. This integration will lead to integrative lesson plan.
1. The meaning of Vocabulary
In some literature, we found the meaning of vocabulary. There are some definitions of vocabulary. According to Harimurti Kridalaksana, Vocabulary is a component of language that maintains all of information about meaning and using word in language. According to Webster.s Ninth Collegiate Dictionary, Vocabulary is:
a. A list or collection of words and phrase usually alphabetically arranged and explained or defined.
b. A sum or stock of words employed by a language group individual or work or in a field of knowledge.
c. A list or collection of terms or codes available for use.
There are some experts who give definition of vocabulary Hatch and Brown define vocabulary as a list or set of words for a particular language or a list or set of word that individual speakers of language might use. Furthermore Webster Dictionary noted that, vocabulary is: A list or collection of words usually alphabetically arranged and explained or lexicon, stock of words use in language or by class, individual, etc. While according to Roget, Vocabulary is:
a. An alphabetical list of words often defined or translated, the vocabulary includes idioms and two words verb.
b. All the word of Language.
c. Specialized expression indigenous to a particular fields, subject, trade or subculture.
From the definition above, that vocabulary is a component of language and numbers of words by a person class, profession, etc. In the communication and every aspects of life such as in trade, education, business, social, politic, etc.
2. The Types of Vocabulary
There are some types of vocabulary:
a. Receptive Vocabulary: Knowing a word involves being able to recognize it when it is heard (What is the sound like?) or when it seen (What does it look like?) and having an expectation of what grammatical pattern the word will occurrence. This includes being able to distinguish it from word with a similar form and being able to judge if the word form sounds right or look right.
b. Productive Vocabulary: Knowing a word involves being able to pronounce the word, how to write and to spell it, how to use it in grammatical pattern along with the word in usually collocates with it, it also involves not using the word too often if it is typically a low frequency word and using it in a suitable situation using the word to stand for the meaning it represents and being able to think of suitable substitutes for the word if there any.
Jo Ann Aeborsold and Mary Lee Field Classified Vocabulary into two terms there are:
a. Active Vocabulary refers to items the learner can use appropriately in speaking or writing and it is also called as productive vocabulary, although, in fact, it is more difficult to put into practice. It means that to use the productive vocabulary, the students are supposed to know how to pronounce it well, they must know and be able to use grammar of the language target, they are also hoped to familiar with collocation and understand the connotation meaning of the words. This type is often used in speaking and writing skill.
b. Passive Vocabulary refers to a language items that can be recognizes and understood in the context of reading or listening and also called as receptive Vocabulary. Passive Vocabulary or comprehension consists of the words comprehended by the people, when they read and listen.
From the explaining above, we know that every experts in every book is different in classifying the kinds of vocabulary, because every person has different ways in showing and telling their opinions and ideas. It means that vocabulary is of two kinds function and content words.
3. The Use of Vocabulary
Vocabulary is important in case it could help the students to enjoy their classes. One who masters enough vocabulary will find fewer difficulties than those who have fewer vocabularies. When they read a certain text, they will easily get the information from it since they can understand every word in the text. On the others hand, those who lack of vocabulary will face a lot of problems. Mastery of vocabulary will be useful for the process of achieving language- teaching objectives.
That is the mastery of language skills (Listening, Speaking, Reading, and Writing). If we want to communicate with others in certain language, we must master the language they belong to especially to know enough vocabulary of those language. Yang Zhihong who say that “Words are the basic unit of language from supports it. Without vocabulary, one cannot communicate to effectively or express idea”. He also states that having a limited vocabulary is also a barrier. Furthermore, Long and Richards explain that vocabulary like grammar is an essential component of all uses of language.
B. Pictures
Pictures are kinds of visual instruction materials might be used more effectively to develop and sustain motivation in producing positive attitudes towards English and to teach or reinforce language skills. It is supposed by Tang Li Shing in His Article that. The Picture had an irascible appeal for the children. They created suspense and surprises as well as interest, all of which are indispensable in teaching and learning a foreign language.
1. The Meaning of Pictures
Jean L. Mckenchnie defines picture in Webster dictionary that. Picture is an image, or likeness of an object, person, or scene produce on a flat surface, especially by painting, drawing or photography. Meanwhile according to Andrew Wright.Picture is not just an aspect of method but through its representation of place, object, and people, it is essential part of the overall experiences. Vernon S Gerlach stated: Pictures are a two dimension visual representation of person, places, or things. Photograph prints are most common, but sketches, cartoons, murals, cut outs, charts, graphs and maps are widely used. A picture may not only be worth a thousand words it is may also be worth a thousand years or a thousand miles. Through pictures, learner can see people, place and things from areas for outside their own picture can also represent image from ancient times or portray the future. The kinds and numbers of pictures that the teacher should take with him to carry out the activities in class can be taken from magazines, articles, or others and should be interactive and interesting to capture the students. Attention the purpose of using pictures for the students is to give them an opportunity to practices the language in real context or in situations in which they can make it to communicate their ideas.
The use of pictures are more efficient and practice than words, they are easier to recall and to remember than words, further more they expose real life situation although it happened a long time ago. As it has been explained by Vernon, S.Gerlach and Donald p. Elly,.Picture may not only be worth a thousand miles. Through pictures, Learner can be shown people, places and things, from areas far outside their own experiences. Pictures can represent images from ancient times or portray the future.
According to Ruth Gairns and Stuart Redman,.Pictures can be formed such: wall charts, commercially- produced flashcards, hand drawn pictures, and of course illustration from course books and supplementary books. From the meaning of pictures above, it indicates that the pictures has exchanged and represented the real object into a simple device which has displayed a series of places, object, person, or even experiences.
2. The Types of Pictures
Through picture presentation, people are able to reach outside their minds. Pictures that they can see always lead to the reality of their minds. But the realities that have been presented by pictures depend on the types of the pictures.
According to Betty Morgan Bowen, there are some types of pictures as their shapes:
a. Wall charts.
b. Wall pictures: is simply a large illustration of scenes or events. It is usually to be used with the whole of class.
c. Sequence Picture is a series of pictures of a single subject it is function is tell a story or a sequence of events.
d. Flash cards
• Word Flash cards; card with printed words on it can help up rapidly, the cards can be used to demonstrate exactly what the teacher wishes.
• Picture Flash cards; useful for the representation of a single concept, such as an object or in action.
e. Work cards. Includes visual as well as text magazine pictures drawing maps and diagrams can be important part or work cards at all levels used for vanity of purposes.
3. The Use of Pictures
There are five roles of pictures:
a. Pictures can motivate the students and make him or her want to pay attention and want to take part.
b. Pictures contribute to the context in which the language is being used. They bring the world into the classroom.
c. The pictures can be described an objective way or interpreted or responded to subjectively.
d. Pictures can cue responses to questions or cue substitutions through control practice.
e. Pictures can stimulate and provide information to be referred to in conversation, discussion and story telling beside Horse five roles in using picture, there are six reasons why pictures helpful in teaching learning process.
There are six reasons why using pictorial material:
a. Pictures are useful for presenting new grammatical and vocabulary items.
b. Pictorial material allows for meaningful practice of vocabulary and structures presented by the teacher.
c. Pictorial material can also provide a stimulus for using the language at the reproduction and manipulation stages to speak, to read and to write.
d. Pictures can be used for revision from one lesson to another as well as for long term revision of vocabulary and structures.
e. Pictorial material can be used to supplement whatever textbook the teacher is using or whatever course he is following. Picture, of course can be used to provide more practice of the exercises that students have done using the text book.
f. Pictorial material is easy to collect, to make and to transport.
4. The Advantages and Disadvantages of Picture Used
a. The Advantages of Pictures Used
Following are some opinions concerning with the advantages of using pictures. According to Vernon, S. Gerlach:
1. They are inexpensive and widely available.
2. They provide common experiences for an entire group.
3. The visual detail make it possible to study subject, which would turn back to be impossible.
4. They can help you to prevent and correct disconcertion.
5. They offer a stimulus to further study, reading and research visual evidence is power tool.
6. They help to focus attention and to develop critical judgment.
7. They are easily manipulated.
b. The Disadvantages of Pictures Used
There are some disadvantages of pictures used in teaching and learning process, such as:
1. Students pay attention on the picture more than on learned material.
2. It takes time and costs much to provide attractive pictures.
3. Small and unclear pictures may arouse problems in the teaching learning process since the students may misunderstand about the pictures.
C. Wall Picture
1. The Meaning of wall picture
Wall picture is simply a large illustration of scenes or events. It is usually to be used with the whole of class. Wall picture is a wall, bulletin board, or other large surface in a classroom where students and teachers alike can place words in large letters than will be visible from around the room. Wall picture can be used to provide students with high- frequency words or other terms they may need to call upon in their reading and writing. Each letter of the alphabet is listed in order with space left under each letter for words to be placed. As elementary school students learn and study new words they are added to the Wall Picture under the appropriate letter.
2. The usage of wall picture
Wall Picture is used by elementary teachers in many ways depending on the needs of the students. The more students interact with the words the more effective the wall pictures are. Teachers should vary the wall picture activities they use to keep students’ interest peaked.
• On the first day of school the teacher can put his name, the name of the school, and the grade of the class on the wall.
• Grade level sight words can be placed on the Wall Picture after the teacher introduces them. A teacher can place familiar environmental print, such as a cereal box title, on the Wall Picture to illustrate a new word pattern.
• The teacher can give the students clues about one of the words on the Wall Picture and have the students guessed the word.
• The students can clap as they chant and spell the words on the Wall Picture to practice him.
• Students can use the words on the Wall Picture to create practice games such as Memory or Hangman.
A Wall Picture is a teaching tool that elementary teachers use to aid students during reading and writing lessons. It can be used to teach sight words, sounds, rhymes, word patterns, and spelling. Teachers use a variety activities to help students interact with the Wall Picture words and increase students ability to read and write them.
CHAPTER III
DATA ANALYSIS AND FINDINGS
A. Introduction
The object is students all of class especially for elementary school. The interview to the teacher and the questionnaires are give to the students. The findings are focus on applying teaching vocabulary noun through wall picture.
B. The procedure of teaching vocabulary noun through wall picture in the class.
In teaching vocabulary noun through wall picture method, the teacher need to follow some procedure in order to make the teaching learning activity run well. The teachers try to teach vocabulary noun of transportation through power point to improve student’s memorizing. The information that some procedure there are:
1. Preparation
Before the teacher entered the class, she must prepare her lesson plan and the material will teach to the students. The teacher also brings the materials, such as some noun picture, glue, to the classroom.
2. Application
The teacher usually starts the lesson by greeting the student and checking the attendance list. It is support by the result of the using this method that the teacher always greet the student when they start the lesson. The activities during the teaching and learning process the classroom.
a. Classroom
The teachers prepare the picture about nouns and show to the student.
b. Teacher’s Explanation
Teacher explains the lesson by reading the text carefully. Then, the teacher gives the material to the students to write the difficult or strange words. This is the patterns apply by the teacher in teaching vocabulary noun through wall picture are:
1. Greeting the students and asking some questions related to the students condition.
2. Having a listing of the sight words that the students are to know and read.
3. Showing pictures and have students pick which one does not rhyme (table, chair, cupboard, book, bag, etc)
4. Creating a class story about the school and have pictures to match each sentence. “This is Novi’s bag.”
5. Showing to the students a word and have them write all words associated with that word and group those words.
6. Having students identify vocabulary by topic – show them pictures of ten occupations.
7. Explaining the meaning of the words and pronouncing it.
8. Evaluating the lesson by asking some questions related to the topic and asking some vocabularies that they learn.
9. Closing the lesson by greeting and asking the students’ feeling about teaching and learning process of vocabulary noun through wall picture.
c. Closing
Teacher asking the student’s feeling about teaching and learning process of vocabulary noun through wall picture.
C. The Teacher’s Difficulties in Using Wall Picture for Teaching Vocabulary
Teaching vocabulary was very easy because this method was not common yet to the students, so that the teacher needed to explain first about the procedure of the method to the students in order to make the method applied well. There are some procedures need to follow by the teacher in order to make the process of teaching vocabulary run well. It is easy to apply wall picture method in the process of teaching learning, especially in teaching vocabulary because through wall picture method the students also can improve their vocabulary mastery easier getting new vocabularies and they also feel happy, fun and more interesting because they can see, touch, hear, write and also say the noun itself. The use of wall picture method is very simple. The most important is the teachers do not lazy in preparing the material which will be used in the class.
CHAPTER IV
CONCLUSION
Vocabulary is one of the important factors in all language teaching learning and the students must continually learn new words as they learn structure and as they practice sound system, but most of the students are not interested and motivated at all. Therefore, the writer uses pictures as one of the strategies in teaching that benefits the students in many ways. The writer conclude that :
1. Wall pictures help the students to understand the difficult words easily by looking at the pictures.
2. The use of wall pictures make the vocabulary learning more enjoyable and interesting because they can memories the meaning of the difficult words by singing the song with the pictures as key words and without asking another person or looking them up in the dictionary.
3. Wall pictures are possibly used in teaching pronunciation and structure also.
4. The use of wall pictures makes the class more active and alive.
5. The use of wall pictures could attract the student’s curiosity in learning new vocabulary.
BIBLIOGRAPHY
French Allen, Virginia. 2000. Teaching Technique in Teaching Vocabulary. New York: Oxford University Press
The Mac. Millan Schmitt, Norbert. 2000. Vocabulary in Language Teaching. New York: Cambridge University Press.
Tankersley, K. 2003. The Threads of Reading: Strategies for Literacy Development. Alexandria, VA: Association for the Supervision and Curriculum Development.
Thornburry, Scott. 2002. How to Teach Vocabulary. Oxfordshire: Longman Pearson Education.
Zhihong Yang, 2000. Learning Words, English Teaching Forum, Vol.38.
Brown, H. D. (2006). Principles of language learning and teaching. NJ: Englewood Cliffs, Prentice Hall.
by Nopi Sriyulianti
CHAPTER I
INTRODUCTION
A. Background of the Study
English is one of international languages, which is used throughout the world and also English is used in many fields of life such as: in Politics, Economics, Social and Education. Therefore, English as a language in international communication is clearly needed by many learners to deliver thought and interact in a variety of situation. English is one of the foreign languages for Indonesian students that must be learnt in school since kindergarten level until University level. English is considered as a difficult subject for the Indonesian students, because English is completely different from Indonesian language being look at from the system of structure, pronunciation and vocabulary. English teaching involves of four language skills, they are Listening, Speaking, Reading and Writing. In teaching and learning a language, there are four aspects that support four language skills above such as: grammar, vocabulary, spelling and pronunciation that are also taught in English teaching and learning process. Vocabulary is one of important aspects in teaching language, as stated by Edward in his book: Vocabulary is one of the important factors in all language teaching, student must continually be learning words as they learn structure and as they practice sound system.
Students sometimes find some difficulties in the process of learning vocabulary in this case in English word, they may be confronted by words that are totally unfamiliar with them and that their problem is they have to produce language due to their lack of vocabulary. As an English teacher, we should be creative to find a good way to help them enrich their vocabulary so they will not feel bored in the class. One of the ways is by using teaching aids. According to Romiszowski in Harjanto”….aids are the carries of message from some transmitting sources (which may be human being or an estimate object) to the receiver of the message (which in our case is the learners)”.
B. Problem identification
Research in first and second language acquisition suggest that initial teaching priorities for language areas should be vocabulary, grammar, and pronunciation. Therefore, the English teacher has to be able to organize teaching and learning activities; they have to give materials by using a suitable technique and master the lesson effectively. Especially in learning vocabulary, teachers must make the students able to memorize such words in English language and group of new words. The statements above mean, vocabulary is important to teach and teachers must try to find the most effective way to teach it. There are many problems of language teaching that can be identified as research subjects. We could discuss about methods, material selection, and others. In this research it is identified that teaching technique for kindergarten level is challenging. Therefore, in this research the writer wants to make a study about how to teach vocabulary through wall picture for Elementary School.
C. Limitation of the problems
To avoid misunderstanding and to clarify the problem, it is necessary to make limitation of the problem. The writer will give limitation of the problem in teaching vocabulary by using wall pictures especially in Noun.
D. Statement of the problems
The writer conducts the study to see how well the pictures encourage student’s vocabulary mastery. The statement of the problem can be formulated into the general research question: How effective is the use of pictures in teaching vocabulary to Elementary School students? To specific this problem, the specific research question are formulated as: .How well the pictures encourage the Elementary School student’s vocabulary mastery?
E. Purpose of the Study
The purposes of the study are:
1. To find out the procedure of teaching vocabulary through wall picture.
2. To find out the student’s opinion about their vocabulary mastery after being taught using wall picture.
3. To find out whether there are any difficulties faced by the teacher in teaching vocabulary through wall picture,
CHAPTER II
THEORETICAL BACKGROUND
A. Vocabulary
One thing that differentiates human from animals is verbal language or speaking beside mind to think. Humans can communicate with others through verbal language, either to apply or to receive the information the animal cannot do. When we observed a child first acquiring speech, we talk of this progress as a matter of learning new words; we are also likely to feel that the adult speaker with the largest vocabulary has the best command of English. To think of a language as just a stock of words is, however quite wrong. Words alone do not make a language; a grammar is needed to combine them in some intelligible way. Yet it is true that the vocabulary is the focus of language. It is in words that sounds and meaning interlock to allow us to communicate with one another, and it is a word that we arrange together to make sentences, conversations, and discourse of all kinds. Thus we have a paradox in that the most ephemeral part of language is also the center where meaning, pronunciation and grammar come together. Vocabulary plays an important role because it appears in every language skills.
Vocabulary building is really important in any language learning. Vocabulary also becomes the most important aspect in acquiring a language and mastering the second language. It is supported by Schmitt who says: “One of the keys in learning a foreign language is mastery the second language’s vocabulary”. We know and use the words that suit our particular purposes and we continue to learn new words as long as we live. It is clear enough that everybody who learns a language as a foreign language is hoped to know and master the vocabulary to improve the language skills. Vocabulary becomes a major problem in learning English, teachers of Elementary School emphasizes on this matter earlier. In teaching vocabulary, generally the teacher teaches new words taken from reading text. It means that she integrates vocabulary with reading. This integration will lead to integrative lesson plan.
1. The meaning of Vocabulary
In some literature, we found the meaning of vocabulary. There are some definitions of vocabulary. According to Harimurti Kridalaksana, Vocabulary is a component of language that maintains all of information about meaning and using word in language. According to Webster.s Ninth Collegiate Dictionary, Vocabulary is:
a. A list or collection of words and phrase usually alphabetically arranged and explained or defined.
b. A sum or stock of words employed by a language group individual or work or in a field of knowledge.
c. A list or collection of terms or codes available for use.
There are some experts who give definition of vocabulary Hatch and Brown define vocabulary as a list or set of words for a particular language or a list or set of word that individual speakers of language might use. Furthermore Webster Dictionary noted that, vocabulary is: A list or collection of words usually alphabetically arranged and explained or lexicon, stock of words use in language or by class, individual, etc. While according to Roget, Vocabulary is:
a. An alphabetical list of words often defined or translated, the vocabulary includes idioms and two words verb.
b. All the word of Language.
c. Specialized expression indigenous to a particular fields, subject, trade or subculture.
From the definition above, that vocabulary is a component of language and numbers of words by a person class, profession, etc. In the communication and every aspects of life such as in trade, education, business, social, politic, etc.
2. The Types of Vocabulary
There are some types of vocabulary:
a. Receptive Vocabulary: Knowing a word involves being able to recognize it when it is heard (What is the sound like?) or when it seen (What does it look like?) and having an expectation of what grammatical pattern the word will occurrence. This includes being able to distinguish it from word with a similar form and being able to judge if the word form sounds right or look right.
b. Productive Vocabulary: Knowing a word involves being able to pronounce the word, how to write and to spell it, how to use it in grammatical pattern along with the word in usually collocates with it, it also involves not using the word too often if it is typically a low frequency word and using it in a suitable situation using the word to stand for the meaning it represents and being able to think of suitable substitutes for the word if there any.
Jo Ann Aeborsold and Mary Lee Field Classified Vocabulary into two terms there are:
a. Active Vocabulary refers to items the learner can use appropriately in speaking or writing and it is also called as productive vocabulary, although, in fact, it is more difficult to put into practice. It means that to use the productive vocabulary, the students are supposed to know how to pronounce it well, they must know and be able to use grammar of the language target, they are also hoped to familiar with collocation and understand the connotation meaning of the words. This type is often used in speaking and writing skill.
b. Passive Vocabulary refers to a language items that can be recognizes and understood in the context of reading or listening and also called as receptive Vocabulary. Passive Vocabulary or comprehension consists of the words comprehended by the people, when they read and listen.
From the explaining above, we know that every experts in every book is different in classifying the kinds of vocabulary, because every person has different ways in showing and telling their opinions and ideas. It means that vocabulary is of two kinds function and content words.
3. The Use of Vocabulary
Vocabulary is important in case it could help the students to enjoy their classes. One who masters enough vocabulary will find fewer difficulties than those who have fewer vocabularies. When they read a certain text, they will easily get the information from it since they can understand every word in the text. On the others hand, those who lack of vocabulary will face a lot of problems. Mastery of vocabulary will be useful for the process of achieving language- teaching objectives.
That is the mastery of language skills (Listening, Speaking, Reading, and Writing). If we want to communicate with others in certain language, we must master the language they belong to especially to know enough vocabulary of those language. Yang Zhihong who say that “Words are the basic unit of language from supports it. Without vocabulary, one cannot communicate to effectively or express idea”. He also states that having a limited vocabulary is also a barrier. Furthermore, Long and Richards explain that vocabulary like grammar is an essential component of all uses of language.
B. Pictures
Pictures are kinds of visual instruction materials might be used more effectively to develop and sustain motivation in producing positive attitudes towards English and to teach or reinforce language skills. It is supposed by Tang Li Shing in His Article that. The Picture had an irascible appeal for the children. They created suspense and surprises as well as interest, all of which are indispensable in teaching and learning a foreign language.
1. The Meaning of Pictures
Jean L. Mckenchnie defines picture in Webster dictionary that. Picture is an image, or likeness of an object, person, or scene produce on a flat surface, especially by painting, drawing or photography. Meanwhile according to Andrew Wright.Picture is not just an aspect of method but through its representation of place, object, and people, it is essential part of the overall experiences. Vernon S Gerlach stated: Pictures are a two dimension visual representation of person, places, or things. Photograph prints are most common, but sketches, cartoons, murals, cut outs, charts, graphs and maps are widely used. A picture may not only be worth a thousand words it is may also be worth a thousand years or a thousand miles. Through pictures, learner can see people, place and things from areas for outside their own picture can also represent image from ancient times or portray the future. The kinds and numbers of pictures that the teacher should take with him to carry out the activities in class can be taken from magazines, articles, or others and should be interactive and interesting to capture the students. Attention the purpose of using pictures for the students is to give them an opportunity to practices the language in real context or in situations in which they can make it to communicate their ideas.
The use of pictures are more efficient and practice than words, they are easier to recall and to remember than words, further more they expose real life situation although it happened a long time ago. As it has been explained by Vernon, S.Gerlach and Donald p. Elly,.Picture may not only be worth a thousand miles. Through pictures, Learner can be shown people, places and things, from areas far outside their own experiences. Pictures can represent images from ancient times or portray the future.
According to Ruth Gairns and Stuart Redman,.Pictures can be formed such: wall charts, commercially- produced flashcards, hand drawn pictures, and of course illustration from course books and supplementary books. From the meaning of pictures above, it indicates that the pictures has exchanged and represented the real object into a simple device which has displayed a series of places, object, person, or even experiences.
2. The Types of Pictures
Through picture presentation, people are able to reach outside their minds. Pictures that they can see always lead to the reality of their minds. But the realities that have been presented by pictures depend on the types of the pictures.
According to Betty Morgan Bowen, there are some types of pictures as their shapes:
a. Wall charts.
b. Wall pictures: is simply a large illustration of scenes or events. It is usually to be used with the whole of class.
c. Sequence Picture is a series of pictures of a single subject it is function is tell a story or a sequence of events.
d. Flash cards
• Word Flash cards; card with printed words on it can help up rapidly, the cards can be used to demonstrate exactly what the teacher wishes.
• Picture Flash cards; useful for the representation of a single concept, such as an object or in action.
e. Work cards. Includes visual as well as text magazine pictures drawing maps and diagrams can be important part or work cards at all levels used for vanity of purposes.
3. The Use of Pictures
There are five roles of pictures:
a. Pictures can motivate the students and make him or her want to pay attention and want to take part.
b. Pictures contribute to the context in which the language is being used. They bring the world into the classroom.
c. The pictures can be described an objective way or interpreted or responded to subjectively.
d. Pictures can cue responses to questions or cue substitutions through control practice.
e. Pictures can stimulate and provide information to be referred to in conversation, discussion and story telling beside Horse five roles in using picture, there are six reasons why pictures helpful in teaching learning process.
There are six reasons why using pictorial material:
a. Pictures are useful for presenting new grammatical and vocabulary items.
b. Pictorial material allows for meaningful practice of vocabulary and structures presented by the teacher.
c. Pictorial material can also provide a stimulus for using the language at the reproduction and manipulation stages to speak, to read and to write.
d. Pictures can be used for revision from one lesson to another as well as for long term revision of vocabulary and structures.
e. Pictorial material can be used to supplement whatever textbook the teacher is using or whatever course he is following. Picture, of course can be used to provide more practice of the exercises that students have done using the text book.
f. Pictorial material is easy to collect, to make and to transport.
4. The Advantages and Disadvantages of Picture Used
a. The Advantages of Pictures Used
Following are some opinions concerning with the advantages of using pictures. According to Vernon, S. Gerlach:
1. They are inexpensive and widely available.
2. They provide common experiences for an entire group.
3. The visual detail make it possible to study subject, which would turn back to be impossible.
4. They can help you to prevent and correct disconcertion.
5. They offer a stimulus to further study, reading and research visual evidence is power tool.
6. They help to focus attention and to develop critical judgment.
7. They are easily manipulated.
b. The Disadvantages of Pictures Used
There are some disadvantages of pictures used in teaching and learning process, such as:
1. Students pay attention on the picture more than on learned material.
2. It takes time and costs much to provide attractive pictures.
3. Small and unclear pictures may arouse problems in the teaching learning process since the students may misunderstand about the pictures.
C. Wall Picture
1. The Meaning of wall picture
Wall picture is simply a large illustration of scenes or events. It is usually to be used with the whole of class. Wall picture is a wall, bulletin board, or other large surface in a classroom where students and teachers alike can place words in large letters than will be visible from around the room. Wall picture can be used to provide students with high- frequency words or other terms they may need to call upon in their reading and writing. Each letter of the alphabet is listed in order with space left under each letter for words to be placed. As elementary school students learn and study new words they are added to the Wall Picture under the appropriate letter.
2. The usage of wall picture
Wall Picture is used by elementary teachers in many ways depending on the needs of the students. The more students interact with the words the more effective the wall pictures are. Teachers should vary the wall picture activities they use to keep students’ interest peaked.
• On the first day of school the teacher can put his name, the name of the school, and the grade of the class on the wall.
• Grade level sight words can be placed on the Wall Picture after the teacher introduces them. A teacher can place familiar environmental print, such as a cereal box title, on the Wall Picture to illustrate a new word pattern.
• The teacher can give the students clues about one of the words on the Wall Picture and have the students guessed the word.
• The students can clap as they chant and spell the words on the Wall Picture to practice him.
• Students can use the words on the Wall Picture to create practice games such as Memory or Hangman.
A Wall Picture is a teaching tool that elementary teachers use to aid students during reading and writing lessons. It can be used to teach sight words, sounds, rhymes, word patterns, and spelling. Teachers use a variety activities to help students interact with the Wall Picture words and increase students ability to read and write them.
CHAPTER III
DATA ANALYSIS AND FINDINGS
A. Introduction
The object is students all of class especially for elementary school. The interview to the teacher and the questionnaires are give to the students. The findings are focus on applying teaching vocabulary noun through wall picture.
B. The procedure of teaching vocabulary noun through wall picture in the class.
In teaching vocabulary noun through wall picture method, the teacher need to follow some procedure in order to make the teaching learning activity run well. The teachers try to teach vocabulary noun of transportation through power point to improve student’s memorizing. The information that some procedure there are:
1. Preparation
Before the teacher entered the class, she must prepare her lesson plan and the material will teach to the students. The teacher also brings the materials, such as some noun picture, glue, to the classroom.
2. Application
The teacher usually starts the lesson by greeting the student and checking the attendance list. It is support by the result of the using this method that the teacher always greet the student when they start the lesson. The activities during the teaching and learning process the classroom.
a. Classroom
The teachers prepare the picture about nouns and show to the student.
b. Teacher’s Explanation
Teacher explains the lesson by reading the text carefully. Then, the teacher gives the material to the students to write the difficult or strange words. This is the patterns apply by the teacher in teaching vocabulary noun through wall picture are:
1. Greeting the students and asking some questions related to the students condition.
2. Having a listing of the sight words that the students are to know and read.
3. Showing pictures and have students pick which one does not rhyme (table, chair, cupboard, book, bag, etc)
4. Creating a class story about the school and have pictures to match each sentence. “This is Novi’s bag.”
5. Showing to the students a word and have them write all words associated with that word and group those words.
6. Having students identify vocabulary by topic – show them pictures of ten occupations.
7. Explaining the meaning of the words and pronouncing it.
8. Evaluating the lesson by asking some questions related to the topic and asking some vocabularies that they learn.
9. Closing the lesson by greeting and asking the students’ feeling about teaching and learning process of vocabulary noun through wall picture.
c. Closing
Teacher asking the student’s feeling about teaching and learning process of vocabulary noun through wall picture.
C. The Teacher’s Difficulties in Using Wall Picture for Teaching Vocabulary
Teaching vocabulary was very easy because this method was not common yet to the students, so that the teacher needed to explain first about the procedure of the method to the students in order to make the method applied well. There are some procedures need to follow by the teacher in order to make the process of teaching vocabulary run well. It is easy to apply wall picture method in the process of teaching learning, especially in teaching vocabulary because through wall picture method the students also can improve their vocabulary mastery easier getting new vocabularies and they also feel happy, fun and more interesting because they can see, touch, hear, write and also say the noun itself. The use of wall picture method is very simple. The most important is the teachers do not lazy in preparing the material which will be used in the class.
CHAPTER IV
CONCLUSION
Vocabulary is one of the important factors in all language teaching learning and the students must continually learn new words as they learn structure and as they practice sound system, but most of the students are not interested and motivated at all. Therefore, the writer uses pictures as one of the strategies in teaching that benefits the students in many ways. The writer conclude that :
1. Wall pictures help the students to understand the difficult words easily by looking at the pictures.
2. The use of wall pictures make the vocabulary learning more enjoyable and interesting because they can memories the meaning of the difficult words by singing the song with the pictures as key words and without asking another person or looking them up in the dictionary.
3. Wall pictures are possibly used in teaching pronunciation and structure also.
4. The use of wall pictures makes the class more active and alive.
5. The use of wall pictures could attract the student’s curiosity in learning new vocabulary.
BIBLIOGRAPHY
French Allen, Virginia. 2000. Teaching Technique in Teaching Vocabulary. New York: Oxford University Press
The Mac. Millan Schmitt, Norbert. 2000. Vocabulary in Language Teaching. New York: Cambridge University Press.
Tankersley, K. 2003. The Threads of Reading: Strategies for Literacy Development. Alexandria, VA: Association for the Supervision and Curriculum Development.
Thornburry, Scott. 2002. How to Teach Vocabulary. Oxfordshire: Longman Pearson Education.
Zhihong Yang, 2000. Learning Words, English Teaching Forum, Vol.38.
Brown, H. D. (2006). Principles of language learning and teaching. NJ: Englewood Cliffs, Prentice Hall.
HOW TO IMPROVING STUDENTS CONVERSATION SKILL BY USING VOICE CHAT
HOW TO IMPROVING STUDENTS CONVERSATION SKILL BY USING VOICE CHAT
by Narti Herwanti
Preface
“Alhamdulillah” with bless of Allah SWT, the beneficent and the Merciful. The writer has been able to finish this paper which is submitted as fulfillment of the requirement of the “Writing for Academic Purposes” by the lecturer is H. Cunong N. Suraja, Drs., M.Hum.
This paper is an attempt to study about the techniques used in “How to Improve Student Conversation Skill in by Using Voice Chat”. This paper is an attempt to study about the techniques used in teaching English, especially in conversation skill. The writer believes that the teaching of conversation is an important factor to find some information about how to teach speaking skill in teaching learning process.
This paper is far from perfect in spite of having done his best. Yet, the writer hopes that it will be useful for the teachers generally and for those who are engage in studying the English Language in particular. And the writer also hopes may Allah reward for their previous contribution and bless our life. Amin
Bogor, June 2011
The Writer
Introduction
A. The Background
There are four language skills in English teaching learning process, popularly known as listening, speaking, reading and writing. These inability skills could not stand alone, they should be taught interactively as in the real life they are used together. Nowadays, many schools are available facilities anywhere in regions. The ones who want to enhance their English speaking ability are provided by so many facilities in which they can learn from. The big number of members in the schools is one the proof that teenagers or even children are having a big desire to be able to speak English. However, though so many schools are provided it doesn’t means that people will directly have any confidentiality to join conversation or speak. English language is something important for now, everything related with English. When the teacher teaches the students, sometimes they always get problem. Today is so different with a few years ago when teaching. In teaching language not only speak in front of the students, but we need something to convey the message for the students for the example by using a computer as the media. Talk about the computer, everyone especially a teenagers almost known and familiar with internet. The students always faces those things, based on my personal experience the writer can learn that when study English language just think to remember the words and vocabularies. Actually those are wrong, English language is not to remind but has to use even though we do not know the meaning. When someone uses a computer in the term of social network things or gadget like computer, laptop, notebook, or hand phone with English language for the first time may be we can do not understand about the meaning. But when we use it every day we can know about that’s meaning. Therefore, over here I want to use a computer as a media to chat in the social network to teach my students. And the writer hope this way will be getting good effect when the student studies English language especially in speaking skills because speaking plays an important role in learning English to express and convey their ideas, feelings opinions and to make a communication to other people through information.
Based on the conditions, in this paper, the writer tries to solve the problem by offering one teaching technique for “How to Improve Student Conversation Skill by Using Voice Chat”. The reason why the writer chooses the conversation skill because it is one of teaching methods that very effectively for students, so they will be able to speak with another people.
Abstract
Speaking is one of the skills in English teaching learning process besides listening, writing, and reading. In fact many students were difficult in developing speaking skill. They felt difficulty convey the message, arrange the correct words, and say it to other people. Because of that, to minimize this problem, a teacher has to use and choose the correct method in teaching speaking. There are many methods in teaching learning speaking, such as using a song, using the real object, make a real condition of the theme situation, etc. in this study the writer choose the voice chat as media which will be developed in teaching conversation.
Theorictical background
A.Teaching conversation
As we have known there are many methods used in teaching learning process. The use of method is adjusted with the materials that will be taught. Every teacher should always prepare the suitable teaching method before presenting the materials in the class.
The word “teaching” is often defined by giving an experience to the students that have not gotten before. It can also defined by helping students in doing their activities in the classroom especially in study their lessons.
As we know that conversation is a talk between two or more people in which thoughts, feelings and ideas are expressed, questions are asked and answered, or news and information are exchanged. Besides that, there are several dictionary Synonyms for "Conversation": discourse, discussion, dialogue, chat, speech, speech communication, spoken communication, spoken language, voice communication, oral communication.
In a conversation, teacher will help students to learn English by using it in conversations with English speakers. Students work in the classroom is very important. It will help them to practice English, to speak more clearly and fluently, and to listen to others carefully and understand what they are saying. But it is also very important for them to practice English outside of the classroom.
Besides that, teaching conversation is one of teaching method that very effectively for students because through this method, student will be able to speak English very well. In teaching conversation, the teacher has to know the qualities of a good conversationalist include the ability to think clearly, use English effectively, speak to point, stimulate others to talk, describe situation and events.
A. Definition of Voice Chat
Chat is a tool that allows for synchronous, i.e. real time, communication over the internet. It has enormous potential to link students around the world, in real time. It is a technology that many learners will often be familiar with and will use in their social lives, so it is worth exploiting in the classroom where possible. When talking about chat, we need to distinguish between text and audio chat, and between public and private chat, all of which can take place one-to-one or between groups of users. What makes chat essentially different from other forms of synchronous communication such as mobile phone texting, for example, is presence. User are able to see the status or availability of other chat users, such as whether the user is online, away, busy, and so on.
Chat is one of the most interactive areas on the Internet and they are regularly visited by children and teenagers. Putting it plainly and simply, a chat room is a place on the Internet where people meet to talk about various subjects. Conversation is simultaneous, synchronous and written. A user writes a message onto the computer and the message is immediately displayed on another computer. From a teacher's point of view, chat rooms may turn out to be one of the best places to engage our students in real and meaningful language practice. From a student's point of view, chats are an exciting means of communication and an enriching opportunity to communicate with native or non-native speakers in English.
Technology is more advanced than the previous status and we are capable to make voice chat to communicate with others in present period. As we know that voice chat is more likely to make learners produce more fluent language. It is communication between chat users takes place via audio, much like a phone conversation, but is conducted on the internet. Using voice chat does require a reliable broadband Internet connection. If we have a dial-up or modem connection, it is probably safer to stick to text chat because it generally takes higher connection speeds to transmit and receive audio and video data.
In this paper, the writer uses voice chat technology like Yahoo! Messenger. Yahoo! Messenger screenshot shows both text chat and voice chat in operation at the same time. Yahoo Messenger is a free instant message service by which you can chat with friends. Yahoo Messenger freeware can be considered as the best tool for chatting. When we want to chat, we need to use it is a pair of headphones or speaker, a microphone and a webcam (web camera), so that we can not only text chat and voice chat, but we can also see our interlocutor, if they have a webcam installed on their computer. Besides that, we look at the use of chat in the classroom, where the teacher can link up classes and groups in different locations, as part of collaborative project work or for one-off chat session such as those described above. Using chat needs to have a clear purpose for learners. There is not much point taking a class of learners who regularly meet face-to-face to a computer room during class time simply to chat to each other via a computer when they can do so more effectively simply by turning to their partner.
B. The Advantages and Disadvantages of Using Voice Chat
Using chat in the classroom like voice chat can be hugely motivating to learners. By using chat with learners, the teacher is bringing current technology into the language learning process, creating variety by using a ‘new’ tool and also opening up the possibility of contacting and communicating with classes in other parts of the world. There are increasing numbers of teachers in all levels of education using chat to connect learners at a distance, from primary students to adults.
There are advantages of using voice chat:
a. Learners may already use voice chat at home
b. Brings current technology into the classroom.
c. Use of a new tool can be motivating for learners.
d. Enables learners to make contact with learners in other countries.
e. ‘Real’ oral practice of language.
Disadvantages of using voice chat:
a. Suitable for very small groups only.
b. Reliable broadband internet connection needed.
c. Recording a chat may be complex and require other software.
C. How to structure a voice chat lesson
Like a lesson, a chat lesson needs a clear structure and aims. First, ask yourself what learners will get out of your chat. If the chat is to be held, as we suggest, between classes in different countries, there are, as we have said, several benefits for your learners:
• Contact with other learners, and motivation that this brings.
• ‘Real’ communication with a real purpose.
• Use of a new medium in the classroom.
• A chance to practice spoken English.
There are several possible groupings for running chats between two classes in different geographical locations:
• If learners in both classes have access to individual computers, they can simply be put in pairs, with one learner from Class A being paired with one learner from Class B.
• If there are enough computers available for learners to work in small groups on a single computer, clear guidelines for turn-taking in each group need to be provided by the teacher.
• In the single computer classroom, an entire class can use one microphone for a voice chat, with the teacher allocating turns, introducing topics and signaling the various stages of the lesson.
Finding the Data
Active English Speaking is an educational website which offers a variety of lessons for a fee. Either through a group lesson, or one-on-one tutoring, they allow their students the chance to learn, ask questions, and interact with other classmates, through a virtual classroom.
"Communication is a skill that you can learn. It's like riding a bicycle or typing. If you're willing to work at it you can rapidly improve the quality of this very part of your life." (Loren Ekroth).
Chat is one of the most interactive areas on the Internet and they are regularly visited by children and teenagers. Putting it plainly and simply, a chat room is a place on the Internet where people meet to talk about various subjects.
Voice chat is more likely to make learners produce more fluent language. It is communication between chat users takes place via audio, much like a phone conversation, but is conducted on the internet. Using voice chat does require a reliable broadband Internet connection. If we have a dial-up or modem connection, it is probably safer to stick to text chat because it generally takes higher connection speeds to transmit and receive audio and video data (Gavin & Nicky, 2007: 72)
Conversation Skill can be explained as language abilities needed to interact in social situations. Language abilities include speaking with appropriate vocabulary, pronunciation, tone, intonation, rhythm, pauses, politeness and timing. To help students to be a better learner of English, there are ten “rules” for successful language learning that encourage them to follow. These rules suggest ways to help students become a successful learner, if they can follow this advice; they will learn English more successfully.
In the heyday of audiolingualism, one writer, Louis Alexander, warned that ‘the traditional “conversation lesson” is of no value at all if the student is not ready for it….The student must first be trained to use patterns in carefully graded aural/oral drills. Only in this way will he finally learn to speak. ‘The chat stage of the lesson, if it occurred at all, was simply there as a curtain raiser to the main event –the controlled practice of sentence patterns.
Such a view sits uncomfortably with the finding that conversation, i.e. casual talk that is primarily interpersonal, is by far the most common and the most widespread function of speaking. Moreover, there is a school of thought that the argues that, in L1 acquisition, the development conversational skills precedes the development of language itself. As Evelyn Hatch put it, ‘language learning evolves out of learning how to carry on conversations,’ i.e. out of learning how to communicate. By extension, it has been argued that conversation in a second language is not the result of language learning, but it is the site where learning occurs (Scott Thornbury, 2005).
It is also, of course, a fact that many language learners feel that their most urgent need is to develop conversational competence, and they regularly choose ;conversation’ as their principle objective when answering needs analysis surveys.
In making this paper, Writer didn’t do research to school. Just looking for some books and read it. So, we use that book for finding the data related in this paper. From some book, Writer got the data and put in this chapter. In function of conversation are helpful and essential because it can motivate the students to participate actually in language learning.
Conversation ‘lesson’ can be incorporated into normal class work. One teacher in the USA, Gisela Ernst, describes how she does this through the use of what she calls talking circles:
The talking circle is a total group activity that generally takes place at the beginning of the 45-min conversational English class. Almost every day, teacher and students gather in the talking circle to share and discuss experiences, anecdotes, news, special events, introduce the weekly theme, and the like. Although the teacher might open the discussion by suggesting a general topic, the overriding assumption is that the talking circle provides a place and an audience for students to discuss anything of interest to them.
Analysis
English Language Conversation Skills includes language abilities, conversation skills, social skills, culture knowledge and non-verbal communication skills. Non-verbal communication skills are classified as posture, body movements, gestures, facial expressions, proximity and eye contact.
When learn conversation, students must include everything if they actually want to converse with native English speakers. Students cannot just learn vocabulary or pronunciation as it represents less than 50% of most conversations.
Many language learners feel that their most urgent need is to develop conversational competence, and they regularly choose “conversation” as their principal objective when answering needs analysis surveys. For this reason, many language school offer ‘conversation Classes’ a way of complementing more traditional, grammar focused, classes. However, these offer challenge to teachers and course designers since it difficult to plan or programmed something as inherently unstructured and spontaneous as casual conversation. As one writer puts it, “genuine conversational interactions cannot be the outcome of planned lesson agendas; they have to emerge and so, by definition, cannot be planned.
The writer has found opinions about the title of paper. Especially that related with conversation. The writer put it into the data. There are many opinions from the different expert. But from that different, the writer can take an sample or one of the best opinion that appropriate with student’s need, so it can be used by them when learned English in the class.
Louis Alexander, warned that ‘the traditional “conversation lesson” is of no value at all if the student is not ready for it….The student must first be trained to use patterns in carefully graded aural/oral drills. Only in this way will he finally learn to speak. ‘
"Communication is a skill that you can learn. It's like riding a bicycle or typing. If you're willing to work at it you can rapidly improve the quality of this very part of your life." (Loren Ekroth).
Voice chat is very good for both teacher and students because it can be new knowledge for them in learn English. Besides that, voice chat can improve their English conversation.
Voice chat is more likely to make learners produce more fluent language. It is communication between chat users takes place via audio, much like a phone conversation, but is conducted on the internet. Using voice chat does require a reliable broadband Internet connection. If we have a dial-up or modem connection, it is probably safer to stick to text chat because it generally takes higher connection speeds to transmit and receive audio and video data (Gavin & Nicky, 2007: 72)
After seeing that opinion, the writer considered that voice chat is very important and good process for learners in language English. Voice chat make students interested for learning at the classroom. Students will not feel bored because with voice chat, they will get new course, new knowledge and new experience when they used it. Besides that, students will know how to use the voice chat when they are out of the class, especially when they go to the internet, so they will know how to use it.
Conclusion
Many people want to improve their conversation skills and along with that they want to know how to start a conversation and make friends. Both of those are not too hard if a person learns how to do it, and once they have this ability they will be able to confidently talk with people, make friends and increase their popularity. Starting conversations basically comes down to approaching the person and using a conversation starter. Conversation is very important used to communicate. Related with conversation, we can use voice chat to communicate with the other people. Voice chat is more likely to make learners produce more fluent language. It is communication between chat users takes place via audio, much like a phone conversation, but is conducted on the internet. Using voice chat does require a reliable broadband Internet connection. If we have a dial-up or modem connection, it is probably safer to stick to text chat because it generally takes higher connection speeds to transmit and receive audio and video data.
Bibliography
Dudeney, Gavin & Nicky Hockly. 2007. How to Teach English with Technology. Edinburgh Gate: Pearson Education Limited.
http://www.conversationhelp.com/blog/?p=81
http://www.eslincanada.com/englishconversationskills.html
http://www.stumblingglass.com/education-reference/article5412.htm
Lim Kiat Boey. 1975. An Introduction to Linguistics for the Language Teacher. Singapore: Singapore University Press.
Thornburry, Scott.2005. How to Teach Speaking. Edinburgh Gate: Pearson Education Limited.
by Narti Herwanti
Preface
“Alhamdulillah” with bless of Allah SWT, the beneficent and the Merciful. The writer has been able to finish this paper which is submitted as fulfillment of the requirement of the “Writing for Academic Purposes” by the lecturer is H. Cunong N. Suraja, Drs., M.Hum.
This paper is an attempt to study about the techniques used in “How to Improve Student Conversation Skill in by Using Voice Chat”. This paper is an attempt to study about the techniques used in teaching English, especially in conversation skill. The writer believes that the teaching of conversation is an important factor to find some information about how to teach speaking skill in teaching learning process.
This paper is far from perfect in spite of having done his best. Yet, the writer hopes that it will be useful for the teachers generally and for those who are engage in studying the English Language in particular. And the writer also hopes may Allah reward for their previous contribution and bless our life. Amin
Bogor, June 2011
The Writer
Introduction
A. The Background
There are four language skills in English teaching learning process, popularly known as listening, speaking, reading and writing. These inability skills could not stand alone, they should be taught interactively as in the real life they are used together. Nowadays, many schools are available facilities anywhere in regions. The ones who want to enhance their English speaking ability are provided by so many facilities in which they can learn from. The big number of members in the schools is one the proof that teenagers or even children are having a big desire to be able to speak English. However, though so many schools are provided it doesn’t means that people will directly have any confidentiality to join conversation or speak. English language is something important for now, everything related with English. When the teacher teaches the students, sometimes they always get problem. Today is so different with a few years ago when teaching. In teaching language not only speak in front of the students, but we need something to convey the message for the students for the example by using a computer as the media. Talk about the computer, everyone especially a teenagers almost known and familiar with internet. The students always faces those things, based on my personal experience the writer can learn that when study English language just think to remember the words and vocabularies. Actually those are wrong, English language is not to remind but has to use even though we do not know the meaning. When someone uses a computer in the term of social network things or gadget like computer, laptop, notebook, or hand phone with English language for the first time may be we can do not understand about the meaning. But when we use it every day we can know about that’s meaning. Therefore, over here I want to use a computer as a media to chat in the social network to teach my students. And the writer hope this way will be getting good effect when the student studies English language especially in speaking skills because speaking plays an important role in learning English to express and convey their ideas, feelings opinions and to make a communication to other people through information.
Based on the conditions, in this paper, the writer tries to solve the problem by offering one teaching technique for “How to Improve Student Conversation Skill by Using Voice Chat”. The reason why the writer chooses the conversation skill because it is one of teaching methods that very effectively for students, so they will be able to speak with another people.
Abstract
Speaking is one of the skills in English teaching learning process besides listening, writing, and reading. In fact many students were difficult in developing speaking skill. They felt difficulty convey the message, arrange the correct words, and say it to other people. Because of that, to minimize this problem, a teacher has to use and choose the correct method in teaching speaking. There are many methods in teaching learning speaking, such as using a song, using the real object, make a real condition of the theme situation, etc. in this study the writer choose the voice chat as media which will be developed in teaching conversation.
Theorictical background
A.Teaching conversation
As we have known there are many methods used in teaching learning process. The use of method is adjusted with the materials that will be taught. Every teacher should always prepare the suitable teaching method before presenting the materials in the class.
The word “teaching” is often defined by giving an experience to the students that have not gotten before. It can also defined by helping students in doing their activities in the classroom especially in study their lessons.
As we know that conversation is a talk between two or more people in which thoughts, feelings and ideas are expressed, questions are asked and answered, or news and information are exchanged. Besides that, there are several dictionary Synonyms for "Conversation": discourse, discussion, dialogue, chat, speech, speech communication, spoken communication, spoken language, voice communication, oral communication.
In a conversation, teacher will help students to learn English by using it in conversations with English speakers. Students work in the classroom is very important. It will help them to practice English, to speak more clearly and fluently, and to listen to others carefully and understand what they are saying. But it is also very important for them to practice English outside of the classroom.
Besides that, teaching conversation is one of teaching method that very effectively for students because through this method, student will be able to speak English very well. In teaching conversation, the teacher has to know the qualities of a good conversationalist include the ability to think clearly, use English effectively, speak to point, stimulate others to talk, describe situation and events.
A. Definition of Voice Chat
Chat is a tool that allows for synchronous, i.e. real time, communication over the internet. It has enormous potential to link students around the world, in real time. It is a technology that many learners will often be familiar with and will use in their social lives, so it is worth exploiting in the classroom where possible. When talking about chat, we need to distinguish between text and audio chat, and between public and private chat, all of which can take place one-to-one or between groups of users. What makes chat essentially different from other forms of synchronous communication such as mobile phone texting, for example, is presence. User are able to see the status or availability of other chat users, such as whether the user is online, away, busy, and so on.
Chat is one of the most interactive areas on the Internet and they are regularly visited by children and teenagers. Putting it plainly and simply, a chat room is a place on the Internet where people meet to talk about various subjects. Conversation is simultaneous, synchronous and written. A user writes a message onto the computer and the message is immediately displayed on another computer. From a teacher's point of view, chat rooms may turn out to be one of the best places to engage our students in real and meaningful language practice. From a student's point of view, chats are an exciting means of communication and an enriching opportunity to communicate with native or non-native speakers in English.
Technology is more advanced than the previous status and we are capable to make voice chat to communicate with others in present period. As we know that voice chat is more likely to make learners produce more fluent language. It is communication between chat users takes place via audio, much like a phone conversation, but is conducted on the internet. Using voice chat does require a reliable broadband Internet connection. If we have a dial-up or modem connection, it is probably safer to stick to text chat because it generally takes higher connection speeds to transmit and receive audio and video data.
In this paper, the writer uses voice chat technology like Yahoo! Messenger. Yahoo! Messenger screenshot shows both text chat and voice chat in operation at the same time. Yahoo Messenger is a free instant message service by which you can chat with friends. Yahoo Messenger freeware can be considered as the best tool for chatting. When we want to chat, we need to use it is a pair of headphones or speaker, a microphone and a webcam (web camera), so that we can not only text chat and voice chat, but we can also see our interlocutor, if they have a webcam installed on their computer. Besides that, we look at the use of chat in the classroom, where the teacher can link up classes and groups in different locations, as part of collaborative project work or for one-off chat session such as those described above. Using chat needs to have a clear purpose for learners. There is not much point taking a class of learners who regularly meet face-to-face to a computer room during class time simply to chat to each other via a computer when they can do so more effectively simply by turning to their partner.
B. The Advantages and Disadvantages of Using Voice Chat
Using chat in the classroom like voice chat can be hugely motivating to learners. By using chat with learners, the teacher is bringing current technology into the language learning process, creating variety by using a ‘new’ tool and also opening up the possibility of contacting and communicating with classes in other parts of the world. There are increasing numbers of teachers in all levels of education using chat to connect learners at a distance, from primary students to adults.
There are advantages of using voice chat:
a. Learners may already use voice chat at home
b. Brings current technology into the classroom.
c. Use of a new tool can be motivating for learners.
d. Enables learners to make contact with learners in other countries.
e. ‘Real’ oral practice of language.
Disadvantages of using voice chat:
a. Suitable for very small groups only.
b. Reliable broadband internet connection needed.
c. Recording a chat may be complex and require other software.
C. How to structure a voice chat lesson
Like a lesson, a chat lesson needs a clear structure and aims. First, ask yourself what learners will get out of your chat. If the chat is to be held, as we suggest, between classes in different countries, there are, as we have said, several benefits for your learners:
• Contact with other learners, and motivation that this brings.
• ‘Real’ communication with a real purpose.
• Use of a new medium in the classroom.
• A chance to practice spoken English.
There are several possible groupings for running chats between two classes in different geographical locations:
• If learners in both classes have access to individual computers, they can simply be put in pairs, with one learner from Class A being paired with one learner from Class B.
• If there are enough computers available for learners to work in small groups on a single computer, clear guidelines for turn-taking in each group need to be provided by the teacher.
• In the single computer classroom, an entire class can use one microphone for a voice chat, with the teacher allocating turns, introducing topics and signaling the various stages of the lesson.
Finding the Data
Active English Speaking is an educational website which offers a variety of lessons for a fee. Either through a group lesson, or one-on-one tutoring, they allow their students the chance to learn, ask questions, and interact with other classmates, through a virtual classroom.
"Communication is a skill that you can learn. It's like riding a bicycle or typing. If you're willing to work at it you can rapidly improve the quality of this very part of your life." (Loren Ekroth).
Chat is one of the most interactive areas on the Internet and they are regularly visited by children and teenagers. Putting it plainly and simply, a chat room is a place on the Internet where people meet to talk about various subjects.
Voice chat is more likely to make learners produce more fluent language. It is communication between chat users takes place via audio, much like a phone conversation, but is conducted on the internet. Using voice chat does require a reliable broadband Internet connection. If we have a dial-up or modem connection, it is probably safer to stick to text chat because it generally takes higher connection speeds to transmit and receive audio and video data (Gavin & Nicky, 2007: 72)
Conversation Skill can be explained as language abilities needed to interact in social situations. Language abilities include speaking with appropriate vocabulary, pronunciation, tone, intonation, rhythm, pauses, politeness and timing. To help students to be a better learner of English, there are ten “rules” for successful language learning that encourage them to follow. These rules suggest ways to help students become a successful learner, if they can follow this advice; they will learn English more successfully.
In the heyday of audiolingualism, one writer, Louis Alexander, warned that ‘the traditional “conversation lesson” is of no value at all if the student is not ready for it….The student must first be trained to use patterns in carefully graded aural/oral drills. Only in this way will he finally learn to speak. ‘The chat stage of the lesson, if it occurred at all, was simply there as a curtain raiser to the main event –the controlled practice of sentence patterns.
Such a view sits uncomfortably with the finding that conversation, i.e. casual talk that is primarily interpersonal, is by far the most common and the most widespread function of speaking. Moreover, there is a school of thought that the argues that, in L1 acquisition, the development conversational skills precedes the development of language itself. As Evelyn Hatch put it, ‘language learning evolves out of learning how to carry on conversations,’ i.e. out of learning how to communicate. By extension, it has been argued that conversation in a second language is not the result of language learning, but it is the site where learning occurs (Scott Thornbury, 2005).
It is also, of course, a fact that many language learners feel that their most urgent need is to develop conversational competence, and they regularly choose ;conversation’ as their principle objective when answering needs analysis surveys.
In making this paper, Writer didn’t do research to school. Just looking for some books and read it. So, we use that book for finding the data related in this paper. From some book, Writer got the data and put in this chapter. In function of conversation are helpful and essential because it can motivate the students to participate actually in language learning.
Conversation ‘lesson’ can be incorporated into normal class work. One teacher in the USA, Gisela Ernst, describes how she does this through the use of what she calls talking circles:
The talking circle is a total group activity that generally takes place at the beginning of the 45-min conversational English class. Almost every day, teacher and students gather in the talking circle to share and discuss experiences, anecdotes, news, special events, introduce the weekly theme, and the like. Although the teacher might open the discussion by suggesting a general topic, the overriding assumption is that the talking circle provides a place and an audience for students to discuss anything of interest to them.
Analysis
English Language Conversation Skills includes language abilities, conversation skills, social skills, culture knowledge and non-verbal communication skills. Non-verbal communication skills are classified as posture, body movements, gestures, facial expressions, proximity and eye contact.
When learn conversation, students must include everything if they actually want to converse with native English speakers. Students cannot just learn vocabulary or pronunciation as it represents less than 50% of most conversations.
Many language learners feel that their most urgent need is to develop conversational competence, and they regularly choose “conversation” as their principal objective when answering needs analysis surveys. For this reason, many language school offer ‘conversation Classes’ a way of complementing more traditional, grammar focused, classes. However, these offer challenge to teachers and course designers since it difficult to plan or programmed something as inherently unstructured and spontaneous as casual conversation. As one writer puts it, “genuine conversational interactions cannot be the outcome of planned lesson agendas; they have to emerge and so, by definition, cannot be planned.
The writer has found opinions about the title of paper. Especially that related with conversation. The writer put it into the data. There are many opinions from the different expert. But from that different, the writer can take an sample or one of the best opinion that appropriate with student’s need, so it can be used by them when learned English in the class.
Louis Alexander, warned that ‘the traditional “conversation lesson” is of no value at all if the student is not ready for it….The student must first be trained to use patterns in carefully graded aural/oral drills. Only in this way will he finally learn to speak. ‘
"Communication is a skill that you can learn. It's like riding a bicycle or typing. If you're willing to work at it you can rapidly improve the quality of this very part of your life." (Loren Ekroth).
Voice chat is very good for both teacher and students because it can be new knowledge for them in learn English. Besides that, voice chat can improve their English conversation.
Voice chat is more likely to make learners produce more fluent language. It is communication between chat users takes place via audio, much like a phone conversation, but is conducted on the internet. Using voice chat does require a reliable broadband Internet connection. If we have a dial-up or modem connection, it is probably safer to stick to text chat because it generally takes higher connection speeds to transmit and receive audio and video data (Gavin & Nicky, 2007: 72)
After seeing that opinion, the writer considered that voice chat is very important and good process for learners in language English. Voice chat make students interested for learning at the classroom. Students will not feel bored because with voice chat, they will get new course, new knowledge and new experience when they used it. Besides that, students will know how to use the voice chat when they are out of the class, especially when they go to the internet, so they will know how to use it.
Conclusion
Many people want to improve their conversation skills and along with that they want to know how to start a conversation and make friends. Both of those are not too hard if a person learns how to do it, and once they have this ability they will be able to confidently talk with people, make friends and increase their popularity. Starting conversations basically comes down to approaching the person and using a conversation starter. Conversation is very important used to communicate. Related with conversation, we can use voice chat to communicate with the other people. Voice chat is more likely to make learners produce more fluent language. It is communication between chat users takes place via audio, much like a phone conversation, but is conducted on the internet. Using voice chat does require a reliable broadband Internet connection. If we have a dial-up or modem connection, it is probably safer to stick to text chat because it generally takes higher connection speeds to transmit and receive audio and video data.
Bibliography
Dudeney, Gavin & Nicky Hockly. 2007. How to Teach English with Technology. Edinburgh Gate: Pearson Education Limited.
http://www.conversationhelp.com/blog/?p=81
http://www.eslincanada.com/englishconversationskills.html
http://www.stumblingglass.com/education-reference/article5412.htm
Lim Kiat Boey. 1975. An Introduction to Linguistics for the Language Teacher. Singapore: Singapore University Press.
Thornburry, Scott.2005. How to Teach Speaking. Edinburgh Gate: Pearson Education Limited.
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