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Alternative Techniques for Teaching Writing
Get PDFWriting as one of language skill is often considered very difficult. It is due to the fact that writing needs to produce and organize ideas using appropriate vocabulary, language use, paragraph organization, and mechanism. It also needs to turn the ideas into a readable text and for foreign language learners, they should also transfer ideas from their native language into target language (foreign language). It raises any problems for them to create a good text. Moreover, the situation in the class does not always supportthem in which the techniques of the teacher in teaching writing is boring and monotonous, do not give enough attention to help students explore their writing skills. So that they attend the writing class only for procedural formality.Thus, it is considered important to elaborate various techniques to build nice classroom atmosphere as well as to improve students’ writing skills.
The Fishbowl Method to Improve the Students’ Speaking Skills
Get PDFThis study deals with The Fishbowl Method to Improve the Students’ Speaking Skill (An Experimental Study in Ninth Grade Students of SMP N 2 Ambarawa in the Academic Year of 2014/2015). This research was done to answer the objectives of study, namely (1) to find out the difference of lecturing and Fishbowl method in Ninth Grade Students of SMP N 2 Ambarawa in the academic year of 2014/2015, (2) to find out the significant difference of lecturing and Fishbowl method in Ninth Grade Students of SMP N 2 Ambarawa in the academic year of 2014/2015. This research applied descriptive quantitative method. The objects were Ninth Grade Students of SMP N 2 Ambarawa in the academic year of 2014/2015, and the analyzing data were students’ speaking skill that was taught by Fishbowl Method. The sample of this research was taken 28% from population. The numbers of sample were 50 students that were divided into 2 groups. The first group was experimental group and the second group was control group. The data tested using t-test formula by comparing the mean score of pre-test and post-test from both classes. The level of significance was set equal or less than 5%. The result of this study showed that t-value 8, 511 was higher than t-table 2, 064 with the degree of freedom (df) of 24. Therefore, it could be concluded that there was significant difference of T-test between students taught by lecturing and students taught by Fishbowl method. Since t-value was higher than t-table, it meant that null hypothesis was rejected and alternative hypothesis was accepted. Thus, it could be said that Fishbowl method improved students’ speaking skill in Ninth Grade Students of SMP N 2 Ambarawa in the academic year of 2014/201
AN ANALYSIS ON SUBTITLING STRATEGIES OF ROMEO AND JULIET MOVIE
Get PDFThe focus of this research is to identify the subtitling strategies applied in the subtitling of Romeo and Juliet movie. This research belongs to descriptive qualitative research along with purposive sampling techniques. The objects of the research are English sentences spoken by the actors and actress in Romeo and Juliet movie as a source text (ST) and its Indonesian subtitling as a target text (TT).The research findings show that the subtitling strategies applied in Romeo and Juliet movie are expansion, paraphrase, transfer, imitation, condensation, decimation, deletion, taming, and resignation. Among those strategies; condensation is the most dominant one due to the limited space and subtitling time appearance because in the subtitling process, there should be a thrifty translation whereas, the accuracy of Romeo and Juliet subtitling depends on the context covers the text, both situation context and cultural context. There are three components covers the situation context, namely field, mode/channel, and tenor/relation. The key words: subtitling strategy, subtitling accuracy, thrifty translation
The Change of Mental Process in the Translation of Ronggeng Dhukuh Paruk from Bahasa Indonesia into English
Get PDFMental process (thinking activities) is a part of transitivity system, representing language meaning as a symbol or representation meaning. In translation, this meaning is the most important, determining whether or not a clause is translated correctly. It means a sentence with a mental-process predicate will be right only, if it is realized in the same process. This paper tries to prove this notion, by exploring a novel translation from Bahasa to English. It employs Halliday’s transitivity as a means to contrast a source text (T1) and a target text (T2).Based on the analysis, it is found out that some mental processes in the novel are translated into another process. Perception and affection are two subtypes of mental process which are translated into relational process and material process. The change into relational process is identified in many cases; though most of the data are translated into a the same mental process. This change is triggered by the strategies of modulation and transposition. Meanwhile, there is only a single case of change into a material process, which is resulted from the different realization, literal to metaphorical expression. Thus, this proves that the change of a process in a clause does not necessarily entail a change of meaning.
English Core Competencies, Basic Competencies, and Assessment for Junior High School in Curriculum 2013; between Facts and Hopes
Get PDFThis paper focuses on some problems faced by Junior High School English target teachers concerning with the content, formulation, and the order of Core Competencies (known as KI) and Basic Competencies (known as KD) and the assessment in K ‘13 (known as K’13). The material in K ‘13 is regarded as being arranged in balance covering the students attitude, knowledge, and skills competencies stressing on language skills as a means of communication to convey ideas and knowledge. Based on the K ‘13 implementation mentoring, 13 out of 15 teachers (87%) interpret the Core and Basic Competencies differently and most tend to be unclear. This happened due to the formulation, content, and order of the KIs/KDs which were illogical, in contrary to mind mapping, and confusing the target teachers. Moreover, the assessment system, especially attitude assessments are too complicated. These facts make the writer interested to discuss the English KIs/KDs and assessment for Junior High School in K ‘13; between Facts and Hopes.Keywords: Core Competencies/Basic Competencies and assessment in K ‘13, revision of the formulation, content, order of core competencies and basic competencies, and the simplification of attitude assessment
The Analysis of Basic Sentence Patterns in English Translation of the Holy Qur’an In Surah Ad Dukhan By Abdulloh Yousuf Ali
Get PDFThis study is aimed at the analysis of basic sentence patterns in English translation of the holy Qur’an in surah Ad Dukhan. Focusing on the problem statements, there are two cases in this study. They are “What are types of the basic sentence patterns that is found in English translation of the Holy Qur’an in surah Ad Dukhan and what is the dominant of the basic sentence patterns types that is found in English translation of the holy Qur’an in surah Ad Dukhan. This research, applied descriptive qualitative method. The data is collected by documentation. The primary data is taken from surah Ad Dukhan in Abdullah Yousuf Ali’s English translation of the noble Al Qur’an. The secondary data is taken from many literary books and some relevant materials to support and complete the primary data source. The procedure of analyzing the data start by analyzing about basic sentence patterns types based on Nichols’s theory in his book English Syntax. Then find the dominant of the basic sentence patterns types of the holy Qur’an English by Abdullah Yusuf ‘Ali, in 1934 that is focus in surah Ad Dukhan. The overall findings showed that there were basic sentence patterns found in 52 cases are in sentence patterns 1consist of 12 cases, in sentence patterns 2 there are 19 cases, in sentence patterns 3 there are 7 cases, in sentence patterns 4 there are 10 cases, in sentence patterns 5 there are 4 cases. From the result the dominant cases that occurred of sentence patterns that found in Abdullah Yusuf Ali’s translation. The most dominant is sentence patterns 2. After analysis in this paper, the writer suggests in analyzing basic sentence pattern of English, we find that selection is an important syntactic process. The learner will get new idea doing observe as the writer done and they can possibly provide more book to have deeper analysis about that.
Transactional and Interpersonal Conversation Texts in English Textbook
Get PDFIn this study, The researcher analyzed the transactional andinterpersonal conversation texts found in grade VIII English textbookentitled ―EOS English on Sky 2‖ and I also analyzed the linguisticfeatures of the transactional and interpersonal conversations in theEnglish textbook. This study focuses on the issues of structuralfunctionalapproach which analyzes the speech function, structuralapproach which analyzes linguistic features. This is a qualitative study.In calculating the data and the final result of data percentage,quantification was used to support this study. Units of analysis in thisstudy are moves and clauses. The conversation texts are presented in 8units. The moves were analyzed functionally and the clauses wereanalyzed structurally. The result shows that the speech functions of thetransactional conversation texts are 54.5% matching the standard ofcontent, the speech functions of the interpersonal conversation texts are2.1% matching the standard of content. The linguistic feature applied inthe transactional and interpersonal conversation texts uses the linguisticfeature in functional literacy level. The speech functions of conversationtexts introduced in EOS English on Sky 2 for junior high school grade VIII are less compatible with the standard of content based on thecompatibility levels. Keywords: Transactional and interpersonal conversation texts; Speech function; linguistic feature.
The Error Analysis on the Students of English Department Speaking Scripts
Get PDFSpeaking skill is different from writing skill. Writing is a formal skill, soas a writer he or she must be consistently follow the formal procedures.It is different from the speaking skill which doesn‘t so strict inaccommodating the formal rules. The Writing of script at Speaking 2lecture is the focus of this study because the scripts are presented afterthey prepare for having conversation. Through writing the speakingscript the students learn carefully of khow to deliver a conversationpurposefully and use the language features correctly even in oralcommunication. Moreover, in speaking they are able to convey theirfeeling, emotion and thought. The purposes of this study are to know thekind of grammatical errors made by the students of the EnglishDepartment in writing their speaking scripts and the sources of studentsin making error in writing the speaking scripts. The researcher takes thesubjects of students of the second semester of the English DepartmentSTAIN Salatiga in academic year of 2012/2013 as they took Speaking 2subject. And to collect the data the researcher used test anddocumentation. The result of this study explains that the writer analyzedthe errors made by the students included the use of grammatical rules,vocabulary choice by implementing error analysis. In addition, the errors are analyzed such as the use of preposition, subject pronoun, objectpronoun, verbs and nouns, irregular verbs, tenses, pronouns andpossessive case, word choice, writing questions, and conditionalsentence.Keywords: error analysis ; Speaking skills ; writing and script
The Use of a Write-Pair-Square Strategy to Improve The Students’ Active Participation in Writing Descriptive Text
Get PDFMany problems faced by students in participating in the classroom and writing a text. This study discussed the use of write-pair-square strategy to improve the students’ active participation in writing descriptive text. The objectives of the study are to find out the implementation of write-pair-square in teaching descriptive text and to investigate the improvement of students’ participation and writing achievement after being taught by using write-pair-square strategy. The research focused on teaching of descriptive text by using write-pair-square as the strategy. The subjects are SMA Kesatrian 2 Semarang students. This study used Classroom Action Research that was carried out through a pre-test, first and second cycle activities. The result showed that the students’ progress of participation improved. The average score of pre-test was 11.27, post-test 1 was 20.13, and post-test 2 was 30.24. It also showed that students’ mastering descriptive improved. The average achievement of students’ pretest was63.27, First cycle test was70.23and post test was 77.66. According to this study, I conclude that teaching descriptive text by using write-pair-square as the strategy is helpful for students. It is recommended for English teachers to use Write-pair-square as the strategy for students’ improvement of their writing skill. Keywords: Teaching Descriptive Text; Write-Pair-Square; Active Participatio
Using Realia to Teach Physically Disabled Students in Writing Descriptive Texts
No full textThis case study is focused on teaching descriptive texts by using realia. The writer took the 8th grade students of SMPLB Negeri Ungaran as the subjects of the study. The aim of this research is to know the implementation of teaching descriptive texts that cover parts, qualities, and characteristics of the objects. This study was carried out around four meetings. In each meeting, the researcher observed the situation of the class and the setudents’ activities in that classroom. The data collection method used in the research was observation, interview, and documentation. In implementating the research, the researcher found several problems and difficulties in teaching learning processes. One of them is that, the teaching physically disabled students are not easy. It has to be slowly because the students’ ability in writing the lesson is limited. The other problem comes from the teacher him/herself that never uses media or tools to teach physically disabled students. It is a matter of fact that teaching physically disabled students needs media to make them easily understand the learning materials. One of the media that could be used is realia. From this research it is expected that the problems could be solved and a new paradigm in teaching descriptive texts for disabled students could be considered.Keywords : Descriptive Texts; Physically Disabled Students; Reali