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Psychological Problems and Challenge In EFL Speaking Classroom
Full text linkPsychological aspect regarding to learning attitudes plays in determining learning achievement. Psychological problems also involve not only to the students but also teacher. Less-confidence, speech anxiety, and low self-esteem are almost common problem in classroom, and occur on both teachers and students. Students who have low of self-confidence are often hardly able to control themselves for public speaking in the classroom, like, Governing his/ her behavior on that his/her peers think, lose belief on self, thinking that his/her friends dis-appraising, afraid of getting mistakes, etc. However, teachers which are low self-esteem and confidence also lose their performance and ability to manage their classroom optimally. Low self-esteem may caused by teacher’s poor understanding on subject matter. Both of psychological problems impact on dis-effectiveness of classroom activities. This paper takes accounts of some psychological problems of students and teachers in English speaking classroom, and some guidelines to overcome. At the last discus, this paper also provides some keys of how to make good classroom atmosphere.
Student’s learning: Instrumentally, Integratively or Personally Motivated?
Full text linkThe study focuses on learners’ motivation to learn English as L2/foreign language. For data collection, questionnaire was distributed to 82 respondents of STIBA IEC Jakarta via whatsApp and face book messenger. In addition, interviews were also conducted to find out the detail information about the role of teacher and inspirational/motivational teacher. For data analysis, the step of sorting, classifying, coding, and presenting the data and drawing conclusion was adopted. This is a research based article, which has aimed to elaborate the learners’ English learning motivation whether it is instrumentally, integratively or personally motivated and the most dominance type of motivation as well as the important role of teacher in motivating students. It is somewhat surprising that there are six categories found in the research, namely personal motivation (PS), integrative motivation (IT), instrumental motivation (IS), the combination of PS IT, PS IS, and IT IS. The findings have revealed that 1) instrumental motivation is the most dominant type as the first rank, which includes to get a better living, better jobs and position; PS IS as second rank, IT IS as the third rank, PS IT as the fourth rank, personal motivation as the fifth rank and integrative motivation as the last rank; 2) teacher who is resourceful, skillful, competent and has good personality plays a imperative role in motivating and inspiring students. To sum up, regardless of personal, integrative or instrumental motivation, teacher as a role model also determines learner’s success in learning L2. Keywords: motivation, L2/foreign language learning, instrumental, integrative, personal motivation INDONESIAN ABSTRACT Fokus kajian ini adalah motivasi peserta didik untuk mempelajari bahasa Inggris sebagai bahasa kedua atau bahasa asing. Untuk mengumpulkan data, daftar pertanyaan dibagikan kepada 82 responden STIBA IEC Jakarta pada semester terakhir melalui WhatsApp dan face book messenger. Selain itu, wawancara juga dilakukan untuk mengetahui informasi secara detail, terutama tentang peran guru dan guru yang inspirasional / motivasional. Untuk analisis data, tahap pemilahan, klasifikasi, pengkodean, dan penyajian data serta kesimpulan diadopsi. Ini adalah artikel berbasis penelitian, yang bertujuan untuk menguraikan motivasi belajar bahasa Inggris peserta didik baik secara instrumental, integratif atau motivasi pribadi dan jenis motivasi yang paling dominan serta peran penting guru dalam memotivasi siswa. Agak mengejutkan bahwa ada enam kategori yang ditemukan dalam penelitian ini yang berbeda dengan penemuan lainnya, yaitu motivasi personal (PS), motivasi integratif (IT), motivasi instrumental (IS), kombinasi PS IT, PS IS, dan IT IS. Temuan tersebut telah mengungkapkan bahwa 1) motivasi instrumental adalah jenis yang paling mendominasi sebagai peringkat pertama, yang mencakup alasan mendapatkan kehidupan, pekerjaan dan jabatan yang lebih baik; PS IS sebagai peringkat kedua, IT IS sebagai peringkat ketiga, PS IT sebagai peringkat keempat, motivasi pribadi sebagai peringkat kelima dan motivasi integratif sebagai rangking terakhir; 2) Guru yang cakap, terampil, kompeten dan memiliki kepribadian yang baik memainkan peran penting dalam memotivasi siswa. Singkatnya, terlepas dari motivasi pribadi, integratif atau instrumental, guru sebagai panutan juga menentukan keberhasilan peserta didik dalam belajar L2. Kata kunci: motivasi, pembelajaran bahasa kedua/bahasa asing, motivasi instrumental, integratif dan personal
A Correlative Study of Reading Speed and Reading Comprehension of the Second Year Students of SMP Islam Sultan Fattah Salatiga in the Academic Year of 2007/2008
Full text linkThis study is conducted to find out the profile of students’ speed reading skill and the students’ reading comprehension, as well as to prove if there is significant correlation between the students’ skill in reading speed and reading comprehension of students of SMP Islam Sultan Fattah Salatiga in the academic year of 2007/2008. The writer applies random sampling technique to take the sample (40) from the total of population of 81 students. Furthermore, the profile of students’ reading speed skill in the text comprehension is observed through applying reading speed limited by time. From such a test, the writer knows how many words produced by students every minute. The students’ reading comprehension, in addition, can be seen from the result of the answered of questions. The data is analyzed using correlative statistics. From the result, the writer finds that there is no correlation between reading speed and reading comprehension of the students. It is shown from the result r0=0,027 and rt=0,312 in the level of significance 5%. Then, there are many factors that influence reading speed and the comprehension as children weakness of vocabularies and the lack of concentration in reading.Keywords: Reading Speed; Reading Comprehension
Deixis Analysis of the Good Dinosaur theMovie
Full text linkThis essay is a descriptive qualitative research which will attempt to answer the following objectives: (1) what are types of deixis found in the movie of “The Good Dinosaur”? And (2) what is the most dominant deixis found in the movie “The Good Dinosaur” and the analysis?From the analysis of the movie entitled “The Good Dinosaur”, found some data finding about the types of deixis which used in the movie. Five types of deixis they are: personal deixis, time deixis, place deixis, social deixis, and discourse deixis found in the film in the different data percentage. Personal deixis found in the highest percentage which directly answers the second objective with the data collection 80%, time deixis 5%, place deixis 3%, social deixis 9% and discourse deixis 3%.Personal deixis has a correlation to the point of view of narrating the film “The Good Dinosaur”. This caused by the finding of personal deixis involving thr first, second and third pronoun in determining the story. Further, this contribute to make the personal deixis dominate the deixis used in the film.
The Application of “The Mystery Guest Game” to enhance the Students English Verbal Communication of Grade X-1 of SMA Pabelan in 2010/2011
Full text linkThis classroom action research was carried out due to the students’ low achievement in the verbal performance. There was a question whether the application of “The Mystery Guest Game” could increase the students’ skill in communication. The purpose of this research was (1) to increase the students’ skill in their verbal communication, (2) to increase their interests in learning the language. After having finished the research for 2 cycles, the result was gained as follows. At the cycle I, the students’ performance showed 41 sentences during 21 minutes. It means in 21 minutes students could ask 41 recorded questions during the class observation. The rate is 1.95. At the second week the rate showed 2.58 which show an increase of 32%. At the third week, the rate shows an increase of 83% compared to the second performance. At the cycle II, the increase of student’s performance showed 15% or of 5.45 compared to the third week of the cycle I. The students’ performance at the second week increases to 6.95 or 27.6%. At the third week the students performance increase to 160 sentences or 4.60% compared to the second week. The students’ responses based on the questionnaires show that 85% students were interested in the teaching and the game is the main reason. The percentage of performance was 77%. Those evidences showed that “The Mystery Guest Game“ increased students’ interest in English during the teaching game. keywords; “The Mystery Guest Game”; verbal; enthusias
Transformational Linguistics and the Implication Towards Second Language Learning
Full text linkThe essence of Chomsky’s approach to language is the claim that there are linguistic universals in domain of syntax. He felt confident to show that syntax can be defined for any given language. For Chomsky, the nature of such mental representations is largely innate, so if a grammatical theory has explanatory adequacy it must be able to explain the various grammatical nuances of the languages of the world as relatively minor variations in the universal pattern of human language. In teaching English as L2, therefore knowing syntax and grammar of the language is important. Transformational Generative Grammar gives adequate elaboration in understanding them. Thus, the learners are expected to be able to avoid such ambiguity in interpreting the deep structure of a sentence since ambiguity will lead other people as the listeners or hearers of the speakers to misinterpret either consciously or unconsciously. Keywords: Surface Structure; Deep Structure; Constituent; Transformation
The Analysis of Grammatical and Textual Equivalence Used in The Translation of Paolini‘s Novel of “Inheritance” into Indonesian
Full text linkThis study examines kinds of grammatical and textual equivalence which are used by Poppy D. Chusfani in translating English into Indonesia language of Christopher Paolini‘s Novel of “Inheritance” as well as the most dominant equivalence used by Poppy D. Chusfani in translating English into Indonesia language of Christopher Paolini‘s Novel of “Inheritance”. This is descriptive qualitative research and the method of collecting data of this study are documentation and library research. The data in the novel which have been collected are classified into two kinds of equivalence; grammatical equivalence (number, gender, person, tense/aspect and voice) and textual equivalence (reference, substitution, ellipsis, conjunction and lexical cohesion). After analyzing and classifying the data, researcher discovered that there are 25 data of number, 27 data of gender, 38 data of person, 12 data of tense/aspect and 12 data of voice. Furthermore, researcher discovered that there are 33 data of reference, 9 data of substitution and ellipsis, 35 data of conjunction and 17 data of lexical cohesion.Those data presented are representative from all of the data in the novel, because the writer takes the data by its part among the translated sentences contained grammatical and textual (cohesion) equivalence. To sum up, the result shows that Poppy D. Chusfani uses all kinds of grammatical and textual (cohesion) equivalence, after all, grammatical equivalence of person is the most dominant data (38) used by Poppy D. Chusfani in translating English into Indonesia language of Christopher Paolini‘s Novel of “Inheritance”
Cable TV: Bringing Home Native Speaker to Increase Listening Comprehension of the Students of English Education Department Teacher Training and Education Faculty Muria Kudus University
Full text linkThis study investigated the use of cable TV to increase listening comprehension of the students of English education department of Muria Kudus University. The aims were to find out: (1) the listening comprehension achievement of the students taught by using cable TV, (2) the students’ response towards the teaching of listening comprehension class by using cable TV, and (3) the students’ difficulties when being involved in the listening class taught by using cable TV are. A classroom action research was conducted with three cycles. The data was collected by using test, observation checklist, a questionnaire. The subject consisted of 29 students joining Advanced Listening class. The findings show that: (a) The listening comprehension achievement of the students taught by using cable TV in cycle I, II, III is fair, (b) The students have enthusiasm and seriousness and motivation in joining the class in all cycles, (c) In cycle III the students’ difficulties when being involved in the listening comprehension class taught by using cable TV are more and more decreasing. Keywords: Cable TV, Listening ComprehensionKeywords;Cable TV; Listening Comprehensio
The Influence of Reading Intensity toward Writing Skills
Full text linkThe aims of this research are to find of reading intensity, to examine the student’ writing skills, and to probe the influence of the students’ reading intensity toward the students’ writing skill. By applyingdescriptive quantitative approach and using correlation research, the subject of the study are the third year students of SMP N 1 Grabag, Kab. Magelang, in the academic year of 2008/2009. Meanwhile, the sample of the research are 40 students of two classes that are taken by applying stratified sampling technique. Furthermore, there are two variables that are analyzed. They are students’ reading intensity as independent variable and students’ writing skill as dependents variable. Based on the calculation of the critical r in the level of significant of 5%, the writer found that rxy aritmethical is higher than rxy table. Therefore, there is influence of reading intensity toward writing skill.Keywords: Reading; Intensity; Writin
The Use of Flashcards in Teaching English for the Sixth Year Students of SDN 1 Tuntang in the academic year of 2002 - 2003
Full text linkThis research is to study the use of flashcards to teach English vocabulary. Teaching material in above is virtually concerning with visual aids. By using visual aids, expected that the teachers would be able to motivate them to learn and pay deep attention to the presentable materials by the teachers, so the students will not be tedious. This is an experimental research. The subject of the study is limited to the students of the sixth year of SDN 1 Tuntang, which has 27 students as the sample. She focuses on teaching method, which gives emphasis on flashcards as media in teaching vocabulary. To prove the success of teaching the writer compares between the result pre-test and post-test. The findings of this study showed that there are 20 students or 60 % are categorized as excellent, 15, 6 % or 3 students are as good students, 12, 5 % or 3 students are as fair, and 3, 1 % students are as poor. It means that teaching English vocabularies by using flashcards are very effective. Keywords: Teaching English Vocabulary; Flashcards; Visual Aids