IMPROVING SENTENCE CONTRUCTION THROUGH”SERIES ARRANGEMENT WORDS TECHNIQUE”OF THE SEVENTH GRADE SCHOOL OF SMP NEGERI 3 ABIANSEMAL IN ACADEMIC 2011
CHAPTER I
INTRODUCTION
1.1 Background of the study
Language learning is important for human’s social development. As a language which is used by more than a half of population in the world, English holds the key as international language. English is a tool of communication among peoples of the world to get trade, social-cultural, science, and technology goals. Moreover, English competence is important in career development, therefore students need to understand and use English to improve their confidence to face global competition.
According,Jakobson's (1960, pp. 350-377), model of the functions of language distinguishes six elements, or factors of communication, that are necessary for communication to occur. The functions are the following, in order: referential ("The Earth is round"), emotive ("Yuck!"), conative ("Come here"), phatic ("Hello?"), metalingual ("What do you mean by 'krill'?"), and poetic ("Smurf"). When we analyze the functions of language for a given unit (such as a word, a text or an image), we specify to which class or type it belongs. which functions are present/absent, and the characteristics of these functions, including the hierarchical relations and any other relations that may operate between them.
English the international language helps you learn English for free with our collection of online lessons, resources and advice for learners worldwide. With around a billion learners of English worldwide (British Council estimate for 2000) and growing, teaching English as a second language is one of the 21st century's major career opportunities, offering unrivalled job security and opportunities to travel to every corner of the globe.
According ,Albert and Thomas (2002:336) English is a West Germanic language that originated from the Anglo-Frisian and Old Saxon dialects brought to Britain by Germanic settlers from various parts of what is now northwest Germany, Denmark and the Netherlands. Modern English, In the post-colonial period, some of the newly created nations which had multiple indigenous languages opted to continue using English as the lingua franca to avoid the political difficulties inherent in promoting any one indigenous language above the others.
English as a formal subject is given to junior high school (SMP) level, which the goals are translated as follows: “The goals of teaching and learning English for this level are improving the four English skills. They are the mastery of the receptive skills (reading and listening) and the mastery of the productive skills (speaking and writing), within a specified word level and relevant grammatical structures and notions, in the context of the specified themes which are enclosed for junior high school (SMP) students” (Balitbang Depdiknas, 2002:42).
Writing is the expression of language in the form of letters, symbols, or words. The primary purpose of writing is communication. People have used many tools for writing including paint, pencils, pens, typewriters, and computers. The writing process includes prewriting, composing, revising, editing, and publishing. There are many kinds of writing such as expository, narrative, descriptive, imaginative, and persuasive. Literature is a type of writing that includes poetry, novels, plays, and short stories. Regardless of the language, writing has many rules including grammar, spelling, and punctuation. People use many tools to assist in their writing such as dictionaries and thesaurus.
The fact shows that the result of teaching learning English is still low. In the teaching Junior High School Level still have problems in Writing. The problems in the make sentence ”Present Continous Tense” with formula : s + tobe + verb.ing + o, Example: He is watching television. In the make sentence,students have problems to” Grammar and To be”.
In the Grammar,students can’t understand about the formula in the make Present Continous Tense and “to be” (is,am,are) still confuse and how to use with subject,Example: He are watching television. For making students can write sentence correctely about Present Continous Tense,can be make media learner with Exersise arrangement words,such as: We/watch /television, He/ sweep/ the floor, I/cook/fried rice/in the kitchen. For these,we can use the metode”Series Arrangement Words Technique” (SAWT). Teacher teach the materials that will be tested. The goal is that the students get good score in the learning English.
These failures are influenced by many factors. According to Zamroni in Somantri (2003), it happens because of the education system at school just transfer the dead knowledge where the knowledge is separated from the application. Teachers teach materials that will be tested. The goal is that the students get good score in the final test. While Ali in Ant-O2 (2005) argues that the low of the students quality in teaching and learning English happens because the students are used to memorizing and doing arrangement words assignment. Both of arguments above show that the process of teaching and learning English is so support the improvement of life skills. Students can get good score in the final test and they can memorize the theory well and they can use English in real communication.
Students Learning Achievement With Traditional Assessment And Portfolio Assessment
Bab Pendahuluan Skripsi Bahasa Inggris dengan judul: Students Learning Achievement With Traditional Assessment And Portfolio Assessment
Language learning is important for human’s social development. As a language which is used by more than a half of population in the world, English holds the key as international language. English is a tool of communication among peoples of the world to get trade, social-cultural, science, and technology goals. Moreover, English competence is important in career development, therefore students need to understand and use English to improve their confidence to face global competition.
English as a formal subject is given to junior high school (SMP) level, which the goals are translated as follows: “The goals of teaching and learning English for this level are improving the four English skills. They are the mastery of the receptive skills (reading and listening) and the mastery of the productive skills (speaking and writing), within a specified word level and relevant grammatical structures and notions, in the context of the specified themes which are enclosed for junior high school (SMP) students” (Balitbang Depdiknas, 2002:42).
The fact shows that the result of teaching learning English is still low. Somantri said (2003) that there can be a wonder about the condition of the student’s English ability. The students have learned English from the first-grade of junior high school until senior high school, but most of them still cannot use English as tool of communication. Zamroni in Somantri (2003) found that it not only happened to the students who have score below five, but the students who have score over eight in junior high school can not use English in real communication in their level. Besides, their receptive skills are also below the expectation. For example, the students who have graduated from senior high school, they still find difficulty in reading English literatures (Balitbang Depdiknas, 2002:1).
These failures are influenced by many factors. According to Zamroni in Somantri (2003), it happens because of the education system at school just transfer the dead knowledge where the knowledge is separated from the application. Teachers teach materials that will be tested. The goal is that the students get good score in the final test. While Ali in Ant-O2 (2005) argues that the low of the students quality in teaching and learning English happens because the students are used to memorizing and doing multiple choice assignment. Both of arguments above show that the process of teaching and learning English is not so support the improvement of life skills. Students can get good score in the final test and they can memorize the theory well but they cannot use English in real communication.
Bab Pendahuluan Skripsi Bahasa Inggris dengan judul: Effects Of Pre-Questioning On The Reading Comprehension Achievement Of The Second Grade Students
Language is one of the most important things in communication and it is used as a toll of communication among the nations in all over the world. As an international language, English is very important and has many interrelationships with various aspects of life owned by human being. In Indonesia, English considered as the first foreign language and taught formally from elementary school up to the university level.In English, there are four skills that should be mastered, they are: listening, speaking, reading, and writing. The reading skill became very important in the education field, students need to be exercised and trained in order to have a good reading skill.
Reading is also something crucial and indispensable for the students because the success of their study depends on the greater part of their ability to read. If their reading skill is poor they are very likely to fail in their study or at least they will have difficulty in making progress. On the other hand, if they have a good ability in reading, they will have a better chance to succeed in their study.
In reading, to comprehend the text the readers should be able to manage every part of the text, because it is easy to gain the comprehension in reading when the readers are able to organize the text. Sometimes, they may find form of pre-questioning and it is important for them to comprehend a reading text with having knowledge in general view of the text. Theoretically, pre-questioning itself can build the students’ interest and motivation before students read the whole text. Moreover, the students can predict what will be discussed on the text. In line with this study, students may improve their reading comprehension if they know about pre-questioning and it is very important to understand about pre-questioning in order to get good comprehension in reading.
Based on the explanation above, the writer is interested in finding out the effects of treatment with pre-questioning and without pre-questioning on students’ reading comprehension achievement and concluded that the pre-questioning consist of some questions provided before the students read the whole text. It tends to build the students’ interest and motivation to read the text.
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