Learning English With Easy, Video, Games and Fun Improve English Skills

How to use personal online diary by wordpress to teach writing recount text for Senior High School?

2013-11-05T16:24:00.000-08:00

CHAPTER I
INTRODUCTION

A. Background of the Problems

Writing is one of the skills in learning English. It is one of the important subjects that students should be learned. They are not only able to read the English books or speak English well, but also be able to write, the students can express an ideas or feeling in writing form, the students should be able to produce sentences and develop it into paragraph. The students should be pay attention to the dictions are used and should be able to arrange his or her ideas or feeling in a good arrangement. the others point the students should pay attention to the rhetorical structure of the text in writing.

Study about writing is one of important basic to learn English because in writing skill the teachers can know about their student’s skill. There are also many kinds of books write in English in which those are spread in different countries. Through writing, the teacher can analyze their ideas in written form. The teacher also able to analyze the student’s ability in grammar through writing activities.

Today, general asumtion of the student and teacher about writing is talk about pen and paper. Eventhough, writing is not about writing with pen on paper, but about how some one to express his idea sistematically. Paper and pen is one of media to express it.

Based on writer’s observation at senior high school, the writer found some problems especially about student’s writing skill. The students are lazy to express their ideas or feeling. They do not know the distinguishing among the texts because they are lack of writing practice in daily activities. They are less motivation because the teacher do not use interest media and technique in teaching process.

The writer found in senior high school have internet access, Wifi and computer labor. So, this equipment can be used by English teacher as media to teach English especially writing. The XI grade students of Senior High school have learn about make a blog in Technology Information subject. English teacher can ask the student to make written in recount text on the their blog.

Furthermore, the writer has a website for learning English, that is www.nowlearnenglish.org. Writer found that many searched from visitor is about ‘example of recount text’. This is mean that recount text still difficult thing for student to write. Internet can be a solution for student in searching a good examples of recount text.

Based on the curriculum of KTSP, the teaching writing is done through twelve genres. They are spoof, recount, report, analytical exposition, news item, anecdote, narrative, procedure, descriptive, hortatory exposition, explanation and discussion. All of the genres should be understood by the students. It is also hoped that the students are able to write the genres as their activities every day.

Based on writer’s experience, recount text assumed as a new text in Senior High School. It is difficult for students in writing. Writing recount text is un familiar for student also it is not similar writing the others text, they have different generic structure and language feature among them. Student do not have background knowledge about recount text. It make them confuse to finish recount text. Students still find difficulties to use the correct grammar and tense. Teacher also find difficulties to finding the media in technique to teach recount text. How to teach this subject that can not makes students are not boring and interesting to learn.

Based on the problem above, the teacher should be able to find new media or meaningful activities that can support in teaching process. To make students are not boring and interesting in writing, one alternative that could be used to overcome this problem is using picture sequence. The writer interested to using personal online diary by wordpress in writing recount text because it is always interesting for the students. By using personal online diary teaching recount text becomes more enjoyable and can improve student’s ability in writing.

B. Identification of the Problems

Based on the background of the problem above, the problem can be identified as follow: first, the students still have low motivation to learn English. Second, the media used by the teacher are uninteresting for students and it makes the students are boring in learning process. Third, the student have difficulty to distinguish among of genres, because they are lazy to practice every time.

Many media can used by teacher in teaching writing especially recount text like pictures sequence, photographs, daily activities and online diary or blog. Through blog teaching learning will be easy than before. As a teacher we need this media, because through media the process of teaching learning more active and the student will be creative.

C. Limitation of the Problems

There are many problems that have been identified. It is impossible for the writer to discuss on the whole problems. So in this paper the writer just focuses on using personal online diary by wordpress in teaching writing in recount text. The writer hopes that personal online diary will be a good dan interesting media in teaching writing especially recount text.

D. Formulation of the Problems

Based on the limitation of the problem above, the problem can be formulated as follow: How to use personal online diary by wordpress to teach writing recount text for Senior High School?

E. Purpose of the Problems

The purpose of the writing this paper is to teach writing and to contribution for the teacher especially English teacher in teaching writing recount text. They can use personal online diary as media to teach writing in recount text for Senior High School. So that, the students will enjoy in learning writing, especially recount text. Beside that, this paper is also purposed to fulfill one requirements to finish strata one (S.1) of English Department, Faculty Teacher Training and Pedagogy of Mahaputra Muhammad Yamin University.

F. Definition of the Key Terms

a. Writing is one of the skill in language that sound be learned by the Senior High School students to express their idea, feeling, through into written form.

b. Recount text is a text that telling the reader about one story, action or activity. Its goal is to entertaining or informing the reader, activity or story in the past tense.

c. Personal online diary or famous with blog is one of media that can be use in teaching writing in recount text for Senior High School

Example of Recount Text: My Adventure at Leang Cave

2013-02-25T18:54:00.001-08:00

On Sunday, my parents, my best fruend Novi, and I visited a cave at Maros called Leang-leang . It was my first time to visit the cave, better yet, my best friend came to visit it with me!The cave was famous for its primitive cave wall paintings which were some hand prints and wild boar paintings. The cave and its surroundings were turned into a national park, so it was taken care of. My parents took a rest in a small hut for visitors of the park, while Novi and I adventured around the cave with a guide. We had to climb some metal stairs to get to the cave, because the cave was embedded into a small mountain.

Next stop was a place where some seashells littered the ground and some were actually piled into a big mound! The guide said that these piles of seashells are called kjokkenmoddinger, or kitchen trash. The humans who lived here ate the shells and dumped the left overs in their kitchen. The last place was a small museum where they have skeletons of the humans who lived in the caves. The skeletons along with some roughly made jewelry and weapons were placed inside glass cases for display. The walls of the museum were adorned with photographs taken when they did an excavation there. After a quick lunch with Novi and my parents, we decided it was time to go back home. We really had the time of our lives!

Recount Text : R.A Kartini

2013-01-06T17:27:00.002-08:00

Every april 21 people in indonesia commemorate the kartini day. It is beautiful day for the woman because we celebrate the birth of great lady R.A. Kartini. Everyone knows who kartini is. she is our national heroine and a great lady with the bright idea.

Kartini was born in 1879 april 21 in mayong jepara. Her father was Rama Sosroningrat Wedana (assistant of head of regency) in mayong. her mother, Ma Ngasirah was a girl from Teluk Awur village in Jepara as the daughter of a noble family, she felt luck because she got more than the ordinary people got. She got better education than other children in november 12 1903 she married adipati djoyodiningrat, the head of rembang regency. According to javanese tradition Kartini had to follow her husband. then she moved to rembang.

In september 13 1904 she gave a birth to her son. his name was singgih. but after giving birth to a son, her condition was getting worse and she finally passed away on september 17 1904 on her 25 years old.

Now kartini has gone. but her spirit and dream will always be in our heart. nowadays indonesian women progress is influenced by kartini's spirit stated on collection of letter habis gelap terbitlah terang from the dusk to the dawn.

Recount Text : Fishing at Seribu Island

2013-01-06T17:26:00.003-08:00

Last month, I left Jakarta for Seribu Island. I went there with some members of Jakarta fishing club, who organized the monthly fishing activity. Getting there was not quite easy. It needed two hours by speed boat in a bit rough wave. Soon, after our arrival at Seribu Island, we got a general briefing.

The chief of the fishing club gave some information about the fishing code. It included an explanation how to release out the hook from the fish mouth safely. Then , we began our fishing. We set out to sea early in the morning. Around 4 kilometers from the beach, we started to fish. Apparently, no one caught any big fish.

We caught mostly small yellowtail fish. After fishing for nearly four hours, I only got five fish; three yellow fish, one salmon and one little Merlin. It was not bad at all. In Summary , the trip was mostly enjoyable. Fishing is absolutely an interesting activity.

Recount Text Example: Vacation to London

2013-01-06T17:24:00.002-08:00

Mr. Richard’s family was on vacation. They are Mr. and Mrs. Richard with two sons. They went to London. They saw their travel agent and booked their tickets. They went to the British Embassy to get visas to enter Britain. They had booked fourteen days tour. This includes travel and accommodation. They also included tours around London. They boarded a large Boeing flight. The flight was nearly fourteen hours.

On the plane the cabin crews were very friendly. They gave them news paper and magazine to read. They gave them food and drink. There was a film for their entertainment. They had a very pleasant flight. They slept part of the way.

On arrival at Heathrow Airport, they had to go to Customs and Immigration. The officers were pleasant. They checked the document carefully but their manners were very polite. Mr. Richard and his family collected their bags and went to London Welcome Desk. They arranged the transfer to a hotel.

The hotel was a well-known four-star hotel. The room had perfect view of the park. The room had its own bathroom and toilet. Instead of keys for the room, they inserted a key-card to open the door. On the third floor, there was a restaurant serving Asian and European food. They had variety of food.

The two week in London went by fast. At the end of the 14-day, they were quite tired but they felt very happy.

Example Recount Text : My Grandpa’s Funeral in Toraja

2013-01-06T17:10:00.000-08:00

Last month my family and I went to Toraja to attend Grandpa’s funeral. It was my first time to go to such a ceremony. We gathered there with our kin in the ceremony.

Overall, the ceremony was quite elaborate. It took about a week. Several days before the ceremony was done, grandpa’s body was kept in a series of houses arranged in a circular row around an open field called tongkonan. His corpse was dressed in a fi ne wearing.

The funeral was performed in two phases. First, we slaughtered the pigs and buffaloes, and then moved the corpse to face north. In this ceremony we wore black clothes. After that, the corpse was placed in a sandal wood coffin. Then, it was brought out of the house and placed on an open platform beneath the granary. Meanwhile, my uncle, my brother, and I prepared the wooden puppet and a funeral tower called lakian. The next phase of the ceremony was held in this place. The coffin is borne from the house and placed in the lakian. During the day, there were also buffalo matches. They were great matches. In the night, we were feasting, chanting, and dancing.

On the last day, the grandpa’s coffin were lowered from the funeral tower and brought up to the mountain side family graveyard. It was followed by great shouting and excitement from the relatives and the guests. Finally, we installed the wooden puppet on a high balcony where other puppets representing the members of a whole family were already there. The funeral ceremonies made my family and me tired. However, we were grateful because it ran smoothly.

Example Recount Text : Pangandaran Beach

2013-01-06T17:01:00.000-08:00

The tour to Pangandaran Beach started on holiday last semester. We decided to go to Pangandaran Beach by our motorbike. That was very interesting tour. Riding a motorbike from my hometown, Cirebon, to Pangandaran Beach with my best friends made me feel exited.

The tour to Pangandaran Beach began at 09.00 a.m. in the morning and it took 5 hours riding to Pangandaran Beach. There were so many story that my friends and I got when we were in the tour such as there was my friend who got lost, ran out of fuel in the middle of jungle, and so forth. But it was interesting, because it was the first moment that I ever had in touring.

We arrived at Pangandaran Beach at 02.00 p.m. and we stright to move to the beach. At beach we just lied down there to stretch our muscle because of 5 hours riding. We also had a lunch there by eating some foods that we brought from Cirebon. That was very nice moment when we shared our own food to others.

After we had enough rest, we began to explore Pangandaran Beach. Started by exploring the beach, and the sea using rented boat. Then we went to dive by renting some diving equipment. We could see many coral there. We just had 2 hours to enjoy Pangandaran Beach because we had to come back to Cirebon.

We came back to Cirebon at 04.00 p.m. It was imposible to ride in the night, so we just decided to stay over in our friend house in Ciamis and we started to come back in the morning. That was very nice experience that I and my friends ever had. We would never forget that moment.

Kurikulum Pascasarjana Pendidikan Bahasa Inggris

2012-11-20T04:05:00.004-08:00

KURIKULUM MATA KULIAH
.
I.	Mata Kuliah Umum	(7 SKS)
	Filsafat Ilmu	2
	Metode Penelitian	3
	Statistik	2
II.	Mata Kuliah Dasar keahlian	(3 SKS)
	Landasan Ilmu Pendidikan	3
III.	Mata Kuliah Keahlian I	(26 SKS)
	Academic Reading	2
	Applied Linguistics	2
	Academic Writing	2
	Language Teaching Seminar	2
	Language Teaching Evaluation	2
	English Language Learning Strategies	2
	Semantics and Pragmatics	2
	Discourse Analysis	2
	Translation	2
	Psycholinguistics	2
	Sociolinguistics	2
	Language Research Method	2
	TEFL/TESOL	2
IV.	Mata Kuliah Keahlian II	(4 SKS)
	Disain Pembelajaran *)	2
	Pengembangan Kurikulum *)	2
V.	Tesis	(8 SKS)
	Seminar Proposal Tesis	1
	Seminar Hasil Penelitian	1
	Tesis	6
VI.	Mata Kuliah Penunjang	(0 SKS)
	Bahasa Inggris	0
	Komputer	0
Jumlah Seluruh SKS		*44/48)**
.

SILABUS MATA KULIAH

Filsafat Ilmu
Pembahasaan tentang pokok-pokok gagasan yang hidup di dalam dunia filsafat, dan aksiologi serta terminologi ilmu, proses penguasaan pengetahuan, nilai, kegunaan ilmu dan kaitannya dengan teknologi, kebudayaan, agama serta pengambilan keputusan, logika, matematika, statistika dan bahasa dalam kegiatan berfikir.
Metode Penelitian
Membicarakan secara mendalam tentang langkah-langkah penelitian ilmiah dengan bebeberapa macam pendekatan, baik kuantitatif maupun kualitatif ataupun pendekatan lainnya dengan memperhatikan kekuatan dan keterbatasannya masing-masing, sehingga mahasiswa dapat mengajukan proposal penelitian baik untuk tesis maupun penelitian lainnya.
Statistik
Perkuliahan ini membahas konsep dasar tentang statistik dengan aplikasi dan interpretasi, mencakup konsep-konsep statistika, pemilihan analisis statistika untuk masalah penelitian interpretasi skor individu, macam-macam koefisien korelasi, prediksi pengacakan dan kesalahan dalam pengambilan sampel, pengujian hipotesis, uji-t, ANOVA untuk rancangan acak, blok, faktorial, dan regresi, serta analisis data menggunakan software komputer.

Landasan Ilmiah Ilmu Pendidikan
Memberikan kepada mahasiswa kemampuan untuk mengenali latar belakang sosial budaya dan filosofis dari pendidikan, saling hubugan antara kehidupan sosial budaya dengan pendidikan, dan peran pendidikan dalam proses perubahan sosial budaya. Inti perkuliahan adalah sociocultural background of education dan philosophical foundation of education.
Academic Reading
Mata kuliah ini mengkaji bagaimana memahami bacaan ilmiah dan non-ilmiah dengan fokus pembahasan pada: “Functuations, content clues, references, sentences, paragraph, articles or essay, skimming, scanning, etc “untuk dapat di aplikasikan dalam kehidupan sejak permulaan kuliah ini secara terus menerus untuk selama-lamanya.
Applied Linguistics
Mata kuliah ini berkenaan dengan penerapan ilmu kebahasaan (Linguistics) dalam berbagai bidang seperti pemerolehan bahasa pertama dan pemerolehan bahasa kedua, pengajaran bahasa, dan kesalahan berbahasa. Melalui mata kuliah ini diharapkan mahasiswa dapat menerapkan beberapa teori linguistik di dalam berbagai bidang di luar bidang ilmu linguistik itu sendiri.
Academic Writing
Membantu mengembangkan pengetahuan dan keterampilan mahasiswa agar mereka mampu menulis karya ilmiah seperti esei, artikel jurnal, laporan penelitian, dan makalah. Fokus perkuliahan diletakkan pada teori-teori tentan prosedur, organisasi dan teknik-teknik penulisan terutama pada latihan-latihan untuk mempraktekkannya dalam karya tulis mahasiswa.
Language Teaching Seminar
Mata kuliah ini mengkaji berbagai temuan hasil penelitian pengajaran dan penelitian pemerolehan bahasa serta tulisan ilmiah lainnya di bidang bahasa dalam kegiatan seminar.
Language Teaching Evaluation
Mata kuliah ini merupakan pendalaman teori dan praktek evaluasi pengajaran bahasa. Penekanan diberikan pada evaluasi pengajaran bahasa yang komunikatif. Melalui mata kuliah ini diharapkan mahasiswa dapat melakukan evaluasi pengajaran bahasa yang valid dan reliabel di kelas yang diajarkan sesuai dengan perkembangan teori evaluasi pengajaran bahasa mutakhir.
English Language Learning Strategies
Mata kuliah ini mengkaji berbagai aspek dari pelajaran bahasa dengan fokus pembahasan pada: “language learner strategies, learning strategies, and learning styles”.
Semantics and Pragmatics
Mata kuliah ini menjelaskan garis-garis besar hubungan antara sintaksis, semantik dan pragmatik; batasan antara semantik dan pragmatik; dan pragmatik umum.
Discourse Analysis
Mata kuliah ini menguraikan pendekatan kebahasaan dalam analisis wacana. Dalam mata kuliah ini dijelaskan bagaimana bentuk-bentuk bahasa digunakan oleh manusia dalam berkomunikasi dan secara khusus, bagaimana penutur/ penulis membentuk pesan kebahasaan yang ditujukan kepada pendengar/ pembaca dan bagaimana pendengar/ pembaca mengolah pesan-pesan tersebut dalam usaha menginterprestasikannya dengan penekanan pada contoh-contoh bahasa Inggris.
Translation
Mata kuliah ini berkenaan dengan konsep dan teori penerjemahan, konsep tentang makna yang relevan dengan terjemahan, dan praktek bagaimana menerjemahkan wacana yang lebih besar, seperti buku teks, jurnal dan lain-lain dari bahasa Inggris ke dalam bahasa Indonesia.
Psycholinguistics
Memberikan dasar-dasar teori sebagai lanjutan dari mata kuliah pada program S1. Teori-teori tersebut dititikberatkan pada teori pemerolehan bahasa.

Sociolinguistics
Memberikan pendalaman tentang hubungan antara linguistik dengan masyarakat pemakai bahasa, serta segala aspek yang ditimbulkannya.
Language Research Method
Mata kuliah ini memberikan pengetahuan dan pengalaman tentang hakekat, proses dan teknik-teknik penelitian bahasa. Fokus mata kuliah ini adalah teori dan praktek penelitian bahasa lapangan (Field Linguistics). Penekanan utama diberikan pada proses persiapan penelitian, pengumpulan data, analisis data, dan penyajian hasil analisis data penelitian bahasa.
TEFL/TESOL
Mata kuliah ini mengkaji pendekatan, metode, dan teknik pengajaran bahasa yang komunikatif, hasil penelitian pengajaran dan penelitian pemerolehan bahasa, serta membahas teori belajar dari aspek pelajar bahasa.

Download Perangkat Pembelajaran Bahasa Inggris SMA

2012-11-07T16:42:00.004-08:00

Berikut saya akan sharing PERANGKAT PEMBELAJARAN BAHASA INGGRIS SMA yang terdiri dari: KKM Bahasa Inggris, SK-KD Bahasa Inggris, Pemetaan Bahasa Inggris, Program Tahunan dan Program Semester Bahasa Inggris, RPP Bahasa Inggris berkharakter per semester dan Silabus Bahasa Inggris.

RPP Bahasa Inggris SMA Berkarakter dan Silabus Kelas X-XII Semester 1 dan 2 - Sudah beberapa bulan pengunjung blog ku meminta untuk mempostingkan RPP dan Silabus Bahasa Inggris Berkarakter SMA, dan kali ini saya penuhi permintaan pengunjung blogku tercinta, sebenarnya pinginnya dari dulu juga postingnya akan tetapi karena baru hari ini saya mendapatkan + pengeditan rpp bahasa inggris sma berkarakter kelsa X - XII semester 1 dan 2 ini.

Perangkat Pembelajaran Bahasa INGGRIS SMA Berkarakter Kelas X

KKM Bahasa Inggris SMA Berkarakter Kelas X[Download]
SK-KD Bahasa Inggris SMA Berkarakter Kelas X [Download]
PEMETAAN Bahasa Inggris SMA Berkarakter Kelas X[Download]
Pogram Tahunan Bahasa Inggris SMA Berkarakter Kelas X[Download]
Program Semester Bahasa Inggris SMA Berkarakter Kelas X[Download]
RPP Bahasa Inggris SMA Berkarakter Kelas X Semester 1 [Download]
RPP Bahasa Inggris SMA Berkarakter Kelas X Semester 2 [Download]
Silabus Bahasa Inggris SMA Berkarakter Kelas X Semester 1 [Download]
Silabus Bahasa Inggris SMA Berkarakter Kelas X Semester 2 [Download]

Perangkat Pembelajaran Bahasa INGGRIS SMA Berkarakter Kelas XI

KKM Bahasa Inggris SMA Berkarakter Kelas XI [Download]
SK-KD Bahasa Inggris SMA Berkarakter Kelas XI [Download]
PEMETAAN Bahasa Inggris SMA Berkarakter Kelas XI [Download]
Pogram Tahunan Bahasa Inggris SMA Berkarakter Kelas XI [Download]
Program Semester Bahasa Inggris SMA Berkarakter Kelas XI[Download]
RPP Bahasa Inggris SMA Berkarakter Kelas XI Semester 1 [Download]
RPP Bahasa Inggris SMA Berkarakter Kelas XI Semester 2 [Download]
Silabus Bahasa Inggris SMA Berkarakter Kelas XI Semester 1 [Download]
Silabus Bahasa Inggris SMA Berkarakter Kelas XI Semester 2 [Download]

Perangkat Pembelajaran Bahasa INGGRIS SMA Berkarakter Kelas XII

KKM Bahasa Inggris SMA Berkarakter Kelas XII [Download]
SK-KD Bahasa Inggris SMA Berkarakter Kelas XII [Download]
PEMETAAN Bahasa Inggris SMA Berkarakter Kelas XII [Download]
Pogram Tahunan Bahasa Inggris SMA Berkarakter Kelas XII [Download]
Program Semester Bahasa Inggris SMA Berkarakter Kelas XII [Download]
RPP Bahasa Inggris SMA Berkarakter Kelas XII Semester 1 [Download]
RPP Bahasa Inggris SMA Berkarakter Kelas XII Semester 2 [Download]
Silabus Bahasa Inggris SMA Berkarakter Kelas XII Semester 1 [Download]
Silabus Bahasa Inggris SMA Berkarakter Kelas XII Semester 2 [Download]

Mudah mudahan dengan adanya RPP Bahasa Inggris SMA Berkarakter dan Silabus Kelas X-XII Semester 1 dan 2 ini sahabat sahabat semua dapat menjadikan referensi/pembanding/contoh dalam menyusun perangkat pembelajaran di sekolah masing-masing, salam sehat selalu dari saya semoga sukses selalu amin

How to Teach Writing Skills to ESL Students

2012-11-07T16:12:00.003-08:00

Teaching writing is often about teaching grammar. If grammar comes up anywhere in EFL, it is in the writing classroom. Most EFL students will have some writing skills when you get them and they will often have an idea that their writing is quite good. Unfortunately, it will very often be quite poor.

In fact, they often will have quite poor writing skills even at the sentence level. Therefore, you will need to take them back to sentence level and begin to teach them very basic structure and how to write simply. Run-on and fragmented sentences will be very common until you correct those errors.

The more basic you get with your writing students, the better. Once a good foundation is built, you can move on to basic paragraph writing and on to essays. These skills take time to develop though and you will find that most textbooks will move your students forward too quickly.

You may find resistance from your students when you take them back to basics. This can be done without demoralizing them or making them feel their skills are poor. Take the approach that We can make the good skills you already have even better by polishing up some good basic skills.

Learn English With Playing Video Games

2012-10-07T21:41:00.001-07:00

Improving Vocabulary Ability Elementary School Students through Media Film Blue's Clues

2012-09-13T16:48:00.000-07:00

Barney and Friends Song : Hickory Dickory Dock

2012-09-03T18:17:00.000-07:00

Barney and Friends Song : Down On Grandpa's Farm

2012-09-02T18:14:00.000-07:00

Barney and Friends Song : Mr.Knickerbocker

2012-09-01T18:12:00.000-07:00

Barney and Friends Song : If All The Raindrops

2012-08-31T18:10:00.000-07:00

Barneys and Friends Song : If You're Happy And You Know It

2012-08-30T21:37:00.000-07:00

Barney and Friends Song: The Wheels on the Bus

2012-08-29T21:35:00.000-07:00

Barney and Friends Song : Here Comes The Firetruck

2012-08-29T18:16:00.000-07:00

Barney and Friends Song : I Love You

2012-08-28T21:33:00.000-07:00

TIPS FOR WRITING A GREAT ACADEMIC ESSAY

2012-08-28T21:26:00.001-07:00

This tips for writing a great academic essay

Tip # 1

To many students’ essay writing is a chore. I’ve lost count of the number of times I’ve heard students’ say “I’m not bothered about my coursework, it’s only worth 25% (or whatever it happens to be) of the final mark-as long as I pass (i.e. get 40%) I’m happy”

This approach is problematic as the student is from risk throwing away marks. Marks that could easily raise their overall grade above the next classification bar, marks which will impact on their ultimate grade.

Tip # 2

Look at the time frame. How long until the submission date? Allow plenty of time; aim to finish a week before the deadline in case something unexpected occurs.

Once a deadline has been set work backwards in order to determine when work should commence.

It is advisable to begin working on an academic essay at least a month before the hand in date. Of course once a couple of assignments have been completed you will have a better idea how long each takes, enabling you to adjust your schedule accordingly. For those who have little research to conduct and who have the ability to work quickly, it is possible to produce a good quality piece of work in a matter of days. Unfortunately this is outside the capabilities of most students’ who if they are to produce a quality piece of work will need plenty of time to research, plan and write.

Tip # 3

Look at the assessment criteria; determine how the marks are allocated. A typical breakdown may look something like this:

Analysis of task -10%

Relevant knowledge & understanding of topic-40%

Structure and content-30%

Use of source materials-10%

Presentation -10%

There should also be a detailed breakdown of what is required to obtain marks in a particular range, study this and work out what you need to do.

Tip # 4

Re-read the assessment criteria in conjunction with the question. Think about how you are going to complete the task whilst simultaneously maximising the available marks in each section.

Analysis of Task

This is absolutely fundamental so you need to get it right as it will impact on the marks obtainable in other areas particularly structure and content/relevant knowledge and understanding.

Examine the keywords; what are you being asked to do? Discuss, evaluate, compare and contrast, analyse, advise, comment on.

Structure and content

Ensure your work has a beginning, middle and end! In others words has an:

Introduction that sets the scene and tells the reader what the problem or issue is and how you are going to resolve or address it.

A main body that does exactly what you said you would do in the introduction.

A conclusion which draws together the points, arguments etc that were discussed in the main body and arrives at an overall conclusion. A conclusion must not introduce any new material but it must link back to the introduction and answer the question.

Relevant knowledge and understanding

Self-explanatory really. This is your opportunity to demonstrate your knowledge and understanding of the topic. The trick here of course is to make sure that you do! How? Read as widely as possible, listen to lectures and avail yourself to as much material as you can. Then use/ apply what is relevant.

Use of source materials

To gain the maximum available marks here you need to show that you have conducted extensive but relevant/focused research and the sources you have used must be correctly cited/referenced and you must include a full bibliography.

Tip # 5

When conducting research use an A4 pad. Across the top of the page write the citation of the text.

As you make notes, jot the relevant page number in left-hand margin. This will make referencing easy and enable you re-visit the text should this be required at a later date.

When taking down notes you can either put the information in your own words or copy it down verbatim. Just be clear about what you have copied (put it in speech marks) as you will have to put this in your own words when it comes to writing up.

How to avoid plagiarism:

1. Reference your work properly when you need to quote or indicate the source of your findings.

2. Purchase the ‘anti-plagiarism trinity’:

? Good quality dictionary

? Thesaurus

? Synonym Finder

Presentation

Make sure that you adhere to the coursework guidelines. Do they specify that the work needs to be double-spaced? What font and font size are required? What is the word length? Are you allowed to exceed it? Some tutors will allow 10% over limit whilst others will not allow any extension. Ensure that the work is grammatically correct and that all spellings are accurate. Easy marks available here, just by doing what you are asked and checking your spelling, punctuation and grammar.

Make a start!

Get a note pad, have a brain storming session and get your ideas down on paper. Jot down a structure, have a plan of where you’re going. Regularly re-read the question to make sure you are on track.

? Don’t fall into the trap of thinking that you have to begin by writing the introduction first. I have wasted hours and hours struggling to make a start. Start anywhere, it doesn’t matter, in fact many students write the introduction lastly as this enables them to accurately explain what they are going to cover, because they’ve already done it!

Don’t think that you have to get it right first time. The wonderful thing about being able to word process is that text can be easily deleted and expanded. You’ll probably edit many times, so just get something down to get you on your way, you can hone your work as you progress.

? Don’t get stuck on a particular word or sentence. Enter a line of Xs’, change the font colour and return to it later.

? Sometimes it’s easier to speak something rather than write it. Get a Dictaphone or use the voice recorder on a mobile and talk about it. Explain what you want to say then listen back and transcribe.

Make sure that your essay flows in a logical sequence, link paragraphs and ensure that your conclusion refers back to the question-in other words answer what has been set.

Once you have completed your work, print it off and forget about it for a couple of days. Then return to it with fresh eyes. Critically evaluate what you have done in light of the assessment criteria. Make any amendments and hand it in.

How to Optimizing Your English Writing

2012-08-27T18:07:00.002-07:00

How to optimizing your English writing. English is the dominant Internet and business language so making cash online (or offline) often involves English writing. More importantly perhaps, is the fact that everyday, but life-changing documents, resumes job applications, essays, term papers, business plans, loan and rental applications, and sales letters, are often written in English.

How often has your next career or business initiative relied on the English writing in a document?

How often has the reader chosen someone else's document instead of yours?

How often have subtle messages in the writing, often sub-conscious, swung a life-changing decision against you? Often, you will not be told the real reason.

English is a very complex and forgiving spoken language, but a demanding and unforgiving language in its written form. When people are talking, there is usually enough contextual and other information to work out the meaning. So, if the words are spoken in the wrong order, or wrong words, or incorrect grammar used, the listener can usually work out what the speaker really means. In conversational english, you can get away with a lot.

However, written English is not so forgiving and, once you hit the enter key, it's too late. You cannot get your business submission, resume, proposal, or assignment back. It has to be right before submission.

Readers of written English, both online and offline, form very quick judgments about the written English used in critical documents. Micro- second judgements are formed when reading life-changing written documents like resumes, business letters, loan and tenancy applications, proposals, grant submissions, assignments, term papers, business emails and other forms of written communication. The writing in documents can be judged very harshly.

One of the problems is, where English is a second language, people tend to think in their first language and then translate into English. Often the translation process is done subconsciously using the grammar and other rules of their primary language. The results tend to jumble the grammar and syntax so their English writing becomes stilted and awkward. The writing loses its ‘flow’ and, in turn, confuses or irritates the reader.

This means, very often, the long hours, effort, and hard work and preparation put into the document begin to unravel at the last hurdle – writing the document in English. The written communication does not adequately reflect the character of the writer.

I used to work in a multi-cultural call centre in Australia and saw this happening a lot. Friends and colleagues would come to me for advice about writing their resumes, covering letters and various other written documents. Their writing was stilted, repetitive and difficult to read. I would work through the document, leave their ideas and concepts intact, but improve the flow and readability of the document so that the reader could more easily and quickly move through the written information.

Remember, the reader is the one that makes the final decision.

I am a writer and provided the service for nothing and in my spare time. They were friends and colleagues who just wanted to get an interview, find a better position, and move forward in life. I have the skills, love writing, and had a well paid job. I could afford to help people. Finding someone who will do that and charge nothing is a rarity.

However, why rely on the favours of others when software is available, an online English writing tool that makes English writing easy. English writing software can give your writing the professional edge that makes the difference between being read or left for dead.

TEACHING ENGLISH VOCABULARY OF USING RANDOM PICTURES TECHNIQUE

2012-07-12T19:24:00.000-07:00

TEACHING ENGLISH VOCABULARY OF USING RANDOM PICTURES TECHNIQUE
Background
Among the foreign language which are knows in Indonesia, English is regarded as the first foreign language, which should be mastered by everyone. However, the teaching of it is still considered a great problem.
English is the most common language used in commerce, business, technology and education. It is spoken and learnt by people as means of communication for different purposes.
English has an important position in education in our country and now became a compulsory subject since the elementary school to university level. An education process is not only done in one place, but also can be done in houses, in society and schools.

Actually there are many problems in learning English, one of which is how to create interesting conditions in the class while studying English, especially in learning vocabulary. Learning vocabulary will facilite students learning in listening, speaking, reading and writing.
Vocabulary is one of the essential aspects of language. Knowing appropiate vocabulary is very important to understand language. It is important to master vocabulary to express ideas precisely and forcefull.
Penny Ur ( 2000 : 60 ) state that “ Vocabulary can be defined, roughly, as the words we teach in the foreign language “
One thing that may not be neglected in teaching and learning English for foreigners is to each vocabulary because without knowing vocabulary people cannot communicate with each other.
Success and failure in learning English as a foreign language may be evaluated by the progress of students in language acquisition and cultural understanding and in the development of a positive attitude toward language learning. However, the most important factors depends on the basic procedure being used by the teacher.
A good method can be useless in the hands of a teacher who does not know how to use it; a good teacher can be ineffectual with a poor method.
We should expect the teacher to know the language he is teaching. But this is not always the case, and it is not a simple either-or question. It is not sufficient that he should know the language well in order to teach it. If it were, the best language teachers would be native speakers with higher degrees in their own language and its literature.
Such persons have sometimes turned out to be not the best teachers of their mother tongue as a foreign language. What is important is a mastery of the language at the level at which it is being taught.
Reason for Choosing the Topic
The statement of the problem which has been formulated by the writer is:
Can random pictures technique increase the students vocabulary achievement in SMPN 2 Leuwimunding?
The Aim of Writing the Paper
In this research the writer would like to:
To find out whether the use of random pictures technique can increase the students vocabulary achievement in SMPN 2 Leuwiminding.
Hypothesis Assumption
The writer uses alternative hypothesis (Hi) and states that:
The use of random pictures technique can increase the students vocabulary achievement in SMPN 2 Leuwimunding.
Research Methods
In carrying out the research, the writer uses experimental method. In this case, the writer gives two kinds of tests :
Pre-test : the test that is given before gives a treatment.
Post-test : the test that is given after gives a treatment.
Sample and Population of Research
The population of this research is the students of SMPN 2 Leuwimunding. And the sample, the writer has chosen 40 students as an experimental group and 40 students as a control group and they are taken randomly lottery.
Research Instrument
In this study the writer uses an achievement test. A vocabulary test that serves as the research instrument was designed and used to evaluate the influence of random pictures technique to the students vocabulary achievements.
The achievement tests in this study are random pictures tests containing 20 items in the form of objective test.
Technique of Data Analysis
The data obtain from those instruments are related to the major problem in this study. In this research, the writer model is commited into two groups. The ones is an experimental group which has a treatment and the other is a control which has no treatment.
After an experiment is carried out, the result of both groups are calculated by comparing both means. For the free random sample the testing of mean difference is calculated with the t-test as follow:
t= (Mx-My)/?(((?_x??2+ ?_y?2?)/(Nx+Ny-2))(1/Nx+ 1/Ny) )
Where :
Mx = the mean of average of the experiment group
My = the mean of average of the control group
Nx = the number of subject in the experiment group
Ny = the number of subject in the control group
x = standard deviation of x2 and x1
y = standard deviation of y2 and y1
Research Location
The location of the researchs is at the SMP Negeri 2 Padang
Time Schedule of Research
The researcher was carried out from February until Mei 2011.
BIBLIOGRAPHY
Arikunto, Suharsimi (2002). Prosedur Penelitian : Suatu Pendekatan Praktek. PT. Rineka Cipta, Jakarta.
Arifin, Zaenal, Drs ( ) : Evaluasi Pembelajaran. PT. Remaja Rosda Karya, Bandung.
Francis Mackey, William (1978). Language Teaching Analysis. Longman Group Ltd.
Hornby (1989). Oxford Advanced Learner’s Dictionary. Fourth Edition. New York: Oxford University Press.
Ur penny (2000). A course in Language Teaching : Practise and Theory. Cambridge University Press.
Sudjana, Nana Drs. Penelitian dan Penilaian Pendidikan. Sinar Baru Algensindo.
Education Definition
(http://www.fcis.oise.utoronto.co/~danie Ischugurensky/assignment/)
Random Picture Technique
(http//www.infinn.com/random picture.html)

Judul Skripsi : IMPROVING STUDENTS’ VOCABULARY THROUGH MAPPING WORDS

2012-07-12T19:18:00.000-07:00

In this modern era, people demand to have more than one language. Language as a tool for communication 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. In developing the students’ ability in mastering English, it cannot be separated from vocabulary mastery. Because it can be a measurement of students, understand in English.
Teaching vocabulary can be done through some ways or some techniques. One of is by implementing of mapping words 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 mapping word technique in teaching, 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 others, including respectful listening and appropriate sharing of personal perspectives. Students also reported that their understanding of concepts were expressed and considered, at least we hope students can do not only in developing their vocabulary but also they are able to practice either in speaking or understanding of meaning of words.
Derived from the writer’s experience when she was conducted her research at the SMP Negeri I - Indramayu, that the mapping words is a suitable technique for the students in secondary level for improving their vocabulary mastery. To be proved how far the mapping word could be influenced students’ vocabulary skill, in this paper the writer tries to elaborate everything related to the technique of implementing mapping words and its effect for increasing students’ vocabularies skill.

B.Identification of the Problem

Considering the important of the identification problem, the writer is identified the problem as follows:
1.Is the Implementation of mapping words technique effective for developing students’ vocabulary?
2.How develop students’ vocabulary through the mapping words technique?
3.Is the mapping word technique effective to recover the lack ness of students’ vocabulary?

C.Limitation of problem
The writer limits the study about, how to improve vocabulary for the students at the secondary school grade, through mapping word technique in teaching learning English for the class seventh at the secondary school.
In this paper, the writer focused to study about the effectiveness of the mapping word, apply in teaching learning activity to build up students’ vocabulary.

D.Formulation of problem
Based on the importance of this research and the effort for increasing student in writing mastery, to build up the their understanding in writing technique as many as possible, the writer would like to formulate the problem in his paper as follows:

•Is the descriptive Text effective to develop students’ writing Skill?

E.purpose of study
Based on the reason above, through this research the writer wants to prove that the descriptive text is a good technique applied in teaching English to overcome the students’ lack ness in mastery writing.

F.Significance of study
a.for student
1.The students are able to increase their skill in writing indirectly.
2.By applying descriptive text in teaching learning activity, hopes it can dig thestudent’s interest in English because the method is more fun and enjoy able.
3.Students will be more attracted in learning English without under pressure feeling and forced.

b. For the teacher
1.The teacher can motive students to encourage their vocabulary through some models of the mapping word technique.
2.Teaching vocabulary by using mapping word technique is attractive and variously, so, it is able to improve student’s interest.
3.It might for students making sharing with their friend, about their favorite things that can be implemented in their class.

c.For the Institution
The Mapping words can be applied for all purposes English learning to increase student’s skill. It is not only for improving students’ vocabulary skills but also, it can be applied in writing learning, even though for increasing students in reading skill relate to translate of difficult words.
For the institution mapping words can help students in general to develop their English capabilities so the School (the institution) gets the achievements and prestige among the education institution.

d.For the public (the readers in general)
The implementation of Mapping words for improving students’ ability in increasing their vocabulary, hoped, it can be followed by another teacher in teaching learning English activity. For improving students’ vocabulary skill and capabilities in reading comprehension, writing skill and so on.

CHAPTER II
THEORETICAL BACKGROUND

A. The Definition of Vocabulary
1. What is Vocabulary?
Dedi Suryana , in Teaching Vocabulary (1990) states that; vocabulary is one of language components. It supports the teaching and learning of the four language skills of reading, listening, speaking and writing
As the language component, vocabulary must be taught in a proper way.. In his book, Dedi Suryana states that; vocabulary divided in to:
1)Vocabulary Skill involved deducing meaning from the context, Use of Dictionary, word formation coining, and ignoring unfamiliar words.
2)Vocabulary activities, involved word guessing, word association, crossword puzzle, cline, word-classification, and rid dies.

2. The ways of teaching Vocabulary
Here are some notes on the teaching of vocabulary:
A.Pre-teaching (relate to the text)
-The word cannot be deduced from the text
-Key-words
B.Stand Alone
-select new vocabulary items from the previous text
-add some more new words
-give explanation using the technique we have
-followed by practice and use

3.How Teach Vocabulary integrative?
In Training Plan for LKI and LKGI, Dedi Suryana (1997:1) explores that teaching vocabulary integrative, as follows:
1) Brainstorming
2) Discussion
3) Explanation/Conclusion
4) Analyzing
5) Designing
4. Indirect vocabulary learning

Children learn word meanings indirectly in three ways:
1.They engage daily in oral language
2.They listen to adults read to them
3.They read extensively on their own.
Children learn many new words by reading extensively on their own. The more children read on their own, the more words they encounter and the more word meanings they learn.

B.The Definition of Mapping Words Technique
Mapping words technique is one activity to increase student’s vocabulary in English. It often teach to be one of the most effective ways of integrating language skills in the language classroom. Though the terms ‘mapping words’ have been interpreted in many different ways by both teachers and textbook writers, both activities offer a flexible yet principled way of tailoring intergraded skills to learner needs.
Mc Donough (1994:217) states that:
“Network vocabulary and simulation work, on the other hand, usually requires the learners to take part in communication which involves personal experience and emotion”.

1.The effectiveness of the Mapping Words Technique according to the Experts

According to Ronald Charter in Vocabulary and Language Teaching (1988:12) states:
“The lists contain a word from the target language, either a synonym in that target language, or a translation in mother tongue, and these can be accompanied by a picture or some mean of graphic or other mnemonic representation”.

While according to Aston in an Interaction workbook (1982):
“Mapping Words activities can involve practice, especially, although by no means exclusively, where younger learners are involved”.

From the statements above the writer concludes that speaking activities based on graphics are often a useful way of giving students valuable practices, either when they are in the classroom activities or out door activities. The relationship between the Mapping Words and its effect to improve student’s skill in mastering vocabulary, Nunan (1991) states that;

“This activity is also useful way of developing notion of conversational listening skills in that the listener can ask for further clarification if something has been understood”.

2.The Phase of Mapping Words in Teaching Vocabulary
A model for structuring Words activities in the classroom is offered by Herbert and Sturtridge (1979). In this case, Herbert and Sturtridge state that:
“The structure incorporates the flexibility mentioned above with respect to how tasks can be graded, the role of the teacher during the activity and to the type of material to be used”.

They suggest three-phase sequences for staging Mapping words techniques in teaching vocabulary they are;
1.First-phase; the informational input can either be in the form of a memorizing to read or perhaps it could be listening based

2.Second-phase; the information that other learners have similar with respect to some of the measures above, and very different in other case.

3.The third- phase; the feedback phase, has to be handled carefully so as not to become a negative account of what went wrong. For error analysis it might be possible to give a report on general types of mistake that were made in the group, or where and how communication broke down, as well as giving individualized feed back to learners.

CHAPTER III
RESEARCH METHODOLOGY

A. Methodology of the Researh
This paper conducts an experimental method. Some views on the definition of the experimental method stated as follow:
Surakhmad (1989:29) states that:
“Experimental research is the method of the research which explain the data for predicting the events in the future”

Suryabrata (2003:58) states that experimental design is;
“The experiment research is oriented to observe possibility of causal- effect by giving treatment to on or more experimental groups, within it on or more condition of treatment trying to compare the result of the samples”

Base on the statement above, the writer could determine that experimental research is the sign used for explaining data in future situation and to observe the possibility of causal-effect by giving treatment to compare the result.
The method that used in this research is descriptive quantitative method, where it uses a field as an object observation describing a situation in the present time. In this paper, the writer tries to find out significance between the implementation of the role-play in teaching learning activities, and it significance in improving students’ vocabulary mastery.

B. Population and Sample
1. Population
According to H. Muhammad Ali, (1992:5)
“If the sample really represent of population, what is known about the sample is our knowledge of the population. The implication is, if the research which used really represent of population, so done generally to the population”.

While according to Arikunto, (1998:115-117) states that:
“Population is the whole of research subject, where as sample is a part of population”.

In this case, the writer has chosen the seventh grade of SMP Negeri I Indramayu.

2.Sample
The sample to be investigated is taken randomly. The number of sample is 40 students as the experimental or as an experimental group. In this case the writer chooses 40 students as the control group as the comparer to the sample.
C. Place and Time

The place of research that conducted by the writer is; SMP Negeri I – Indramayu. The observation is done on March 6, up to 6 of June 2009.

D. Data Collection
To get collecting the objective data, the writer will apply the steps as follows:

1.Observation
Observation or Study is an activity to do measuring, by using some instruments or questions to get the data.
In this paper, the writer will observe the things that relate to the research process, which can support result of the data such as the condition of class, the students’ capacity in English skill or the condition of population, the technique of teaching vocabulary, the material, and the realia using in the class.

2.Test
The writer observes variables and collects the data by using test as the main instrument. It consists of:
1.The Pre test
2.The Post test
a.Pre-test: the first test before the writer applies the method teaching vocabulary by used the Mapping Words technique.
b.Post-test: the second test after the writer applied the method teaching of vocabulary by used the Mapping words technique, to know how far distinction of developing student’s mastery in vocabulary.
3.Questionnaires
The questionnaires are one of the research instruments. The writer uses the open questioner. It’s only for the English teacher, where the aim to know how far the relationship among methods. The writer has determined the answer to be marked by the respondents (teachers).the writer takes some questions as the research instrument as follows.
1)To dig information deeply, about teaching and learning process.
2)The result is easy to be reported.
3)The respondents will return the questioner quickly

E.Data Analysis Procedures
Based on the research method that will be carried out in experimental research methodology, so the writer will analyses the data by using the formula that explained by Suharsimi Arikunto as follows:
Where: t = Test score
M= Mean of each group
N= Number of subjects
X= Deviation of X1 and X2
Y= Deviation of Y1 and Y2

Lagu Anak Bahasa Inggris : The Wheels On The Bus

2012-06-29T11:07:00.001-07:00