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English Language Use in English Classrooms in Dutch Secondary Education Schools
Full text linkThe Netherlands, like other European Union (EU) countries,
concern about their education. They have been trying so hard to improve
the quality of their education in all levels. In order to prepare their
secondary school level students for internationalization among other EU
members, they are interested in investigating what actually happens
during the English lessons in all secondary school levels. By knowing all
things they need to know, it is hoped that they can increase the quality of
English lessons in those schools as well as the quality of student exchange
program both inside and outside the country land. This study reports how
much time Dutch teachers and students use English language during
English lessons in VWO and VMBO
The Effect of Mind Mapping Technique on the Eleventh Grade of Senior High School Students’ Descriptive Writing Achievement.
Full text linkIn this study, the writer used a quasi experimental
nonequivalent-groups pretest-post test design. The subjects of this study
were the eleventh grade students of Senior High School. The writer took
two classes as the sample of this experiment. The experimental group was
taught using mind mapping and another was taught using semi-controlled
writing. Then, the writer gave a pre test, post test and even questionnaire
to the two groups. The pre test was intended to measure the students’
descriptive writing ability in some criteria before the treatments. The
treatments were given three times ninety minutes each. The writer used
post test as one of the instruments to see the students’ descriptive writing
achievement in some criteria and questionnaire to know the students’
response of two techniques used. After that, the writer evaluated the
students’ pre and post test of the two groups by using the analytic scoring
technique, ESL Composition Profile. Their means differences were
analyzed using the t-test formula to see whether there is a different
significant effect of students’ writing achievement in their content,
organization, vocabulary, and language use criteria.
Basing on the calculation of t-test, the writer found the t observation of
both groups. The t observation of content, organization, vocabulary, and
language use criteria of the two groups were 1.88, 1.7, 11.49, and 1.22
while the t-table of both was 1.671. In conclusion, the result of the
calculation of the students’ test in both experimental and control group
shows that mind mapping yields a significant effect of writing
achievement in content, organization and vocabulary criteria and gets
good response in teaching writing with enjoyable and interesting
atmosphere
The Ability of Grade X Students of A Senior High School in Identifying and Writing Recounts in English
Full text linkThis paper reports the result of a study aimed at finding out the
ability of Senior High School students in identifying and writing recount
texts. As such, the objectives of the study are to find out whether the
students are able to identify a recount texts and its generic structure
(orientation, event(s), and re-orientation) and to find out whether they are
able to write a recount text with proper generic structure. Fourty three
subjects were given questions concerning recount texts and asked to write
a recount text. The result shows that most of the students were able to
write a recount text with the proper generic structure showing all the
elements of a recount text, but many of them had the difficulty in
identifying a recount text and its generic structure