Sabtu, 29 November 2014


THE  EFFECTIVENESS OF USING IMAGING STRATEGY IN INCREASING STUDENT READING COMPRHEHENSION ACHIEVEMENT

CHAPTER I
INTRODUCTION

A.    Background Of The Problem

Reading is one of the basic skill in foreign language. Reading is the ability  to get something from the text or the others media. According to Eddie C. Kennedy (05:1997) he says that” Reading is the ability of an individual to recognize a visual form associate the form with a sound or meaning acquired in the past and the basic of past experience, understand and interpret its meaning”.[1] By mastered this skill reading we can make the increase our skill, imagination about something likes in the descriptive text. Reading including speech or speaking and writing. Besides that, reading can relation the other skill. The reading can make the benefit for the reader.
 Therefore, reading is really important, with read we can get information what we want and everything what we need. Besides that, with reading we can know the other country in the world although we never visit it.
Reading text have many kind, likes: narrative text, descriptive text, recount text, report text, and prosedur text. But, in the thesis only discussing about descriptive text. Arief kurniawan (22:2007) states that “ Descriptive text is the text which contents to describing someone or something with spesifik and have purpose to give information.” [2] generic structure in descriptive text. (1) identification is to identify about to the topic describe, likes things, animals or peoples. (2) description is explain to identification. Descriptive text often to use “be” in present or past. And the also often use simple present tenses. so, we can use the descriptive text to the student. Because, with descriptive text can make the student be anxiuous to read so that can make imajination about something in the text until make student interest to read.
The students in generally find it difficult to reading descriptive text,one of thing that is the students lazy to read because their not interest for what they want to read. And the student do not understand to make differences descriptive text with the another kinds of text in reading. As also happens in English Department VB STAIN Kerinci. Most the student is lazy and not to interest about they read. And not understand what is descriptive and what the differences with another kinds in reading text likes narrative or report.
Based on my grand tour that in English Department VB STAIN Kerinci, the average difficulties in reading descriptive text and not interest to read . based on my grand tour the student got A 25 % , B 30% , C 45%. Meanwhile, we can use imaging strategie in reading descriptive text. Because, with imaging strategies the student can be easy to understand ,that the descriptive text also relation with the imaging strategies. So, if we describe about something likes animal or people,of course we will imaging what the other people describe. 
Therefore, we have to need something interest to make the reader want reading and make the student understand in reading descriptive text. So, the reseach will be focused on “THE  EFFECT OF USING IMAGING TO IMPROVING THE STUDENTS IN READING DESCRIPTIVE TEXT AT THE ENGLISH DEPARTEMENT VB KERINCI ACADEMIC YEARS of 2013/2014”
B.     Identification Of Problem
Based on the interview results, the researcher identified the problem. First, The student had problems in the reading text because they are lazy to read. They felt the reading text not interesting to read. Second, the student not understand to differences the descriptive text and the others likes, narrative and repot text.
On the other hand, we will use the imaging strategy to make the students understand it.
C.    Limitation Of problem
The research is limited to investigate the effect of using imaging to improving the student in reading descriptive text.
            The research used 25 students and focused on explanation about descriptive text and how to the student can understand with used that strategy.
D.    Research Question.
·         Does the descriptive text can make the student to interesting to read?
·         Does the imaging give better effect on the student? 
E.     Purpose Of The Research
·         To know whether the descriptive text can make the students to interestinf to read.
·         To find out whether Imaging Strategy give better effect on the students.
F.     Significance of Research
After conducting this research, the writer expected that it would be give contributions to the reader, the teacher, and the students where it was done.
1.      The reader will have new perspective on the topic and will consider it for continuing study.
2.      The teacher will have some information about their students and their teaching strategies. The teacher know the strengt and the weakness of the students in the reading text. So they will implement the strategy with their students.
3.      This study will be useful to the student to give information about descriptive text.
G.    Definition of Key Term
1.      Descriptive text is the genre of the text which to describing something and have purpose to give information.
2.      Imaging strategy is the one of the strategy in reading which have the relation with descriptive text to make the reader to know something naturally.



REFERENCES
·         Webster, Teaching Reading Descriptive Text to Improve Student’s Reading Skill trough E-book on Internet,february 3th 2011, http://universityofibnkhaldunbogor-indonesia.blogspot.com, replicied on december 25th 2013
Webster,ayat alqur’an dan terjemah, august,2011, http://www.ayatalquran.net, replicied on december,26th 201
    Kurniawan, arief. 2007. Mengeksplorasi jenis-jenis teks bahasa inggris. Multikreasi: jakarta



[1] Webster, Teaching Reading Descriptive Text to Improve Student’s Reading Skill trough E-book on Internet,february 3th 2011, http://universityofibnkhaldunbogor-indonesia.blogspot.com, replicied on december 25th 2013

[2]Kurniawan, arief. 2007. Mmengeksplorasi jenis-jenis teks bahasa inggris. Multikreasi. Hal 22

kisah hatiku

kusampaikan sebuah kata yang mungkin tak bermakna,,
kusampaikan rindu yang mungkin tak tersampaikan,
kusampaikan salam ku untuk orang yang tersayang,,,
mungkin...
banyak hal yang terjadi dihidup ini,,
banyak hal yang telah pernah kita lakukan...
namun.. banyak hal pula yang bisa membuat kita menangis, tertawa,, bahagia, sedih..
itulah kehidupan yang kita tak pernah tau
hanya bisa menjalani yang ada sekarang
sambil menunggu apa yang akan terjadi berikutnya..
tapi cinta yang aku miliki sesungguhnya belum lah padam
rindu dan cemburu ku pun masih aku miliki sekarang
mungkin ini tak adil..
tapi aku selalu berharap dia bahagia...
yaahh.. harus bahagia..
walaupun dia atau aku haus akan cinta yang kita punya,,
jalani saja.. allah maha tahu apa yang akan terjadi,,,
jalani dengan senyum lembutmu yang manis,,
pangeran hatiku :)

Jumat, 28 November 2014

contoh proposal


THE  EFFECTIVENESS OF USING IMAGING STRATEGY IN INCREASING STUDENT READING COMPRHEHENSION ACHIEVEMENT

CHAPTER I
INTRODUCTION

A.    Background Of The Problem

Reading is one of the basic skill in foreign language. Reading is the ability  to get something from the text or the others media. According to Eddie C. Kennedy (05:1997) he says that” Reading is the ability of an individual to recognize a visual form associate the form with a sound or meaning acquired in the past and the basic of past experience, understand and interpret its meaning”.[1] By mastered this skill reading we can make the increase our skill, imagination about something likes in the descriptive text. Reading including speech or speaking and writing. Besides that, reading can relation the other skill. The reading can make the benefit for the reader.
 Therefore, reading is really important, with read we can get information what we want and everything what we need. Besides that, with reading we can know the other country in the world although we never visit it.
Reading text have many kind, likes: narrative text, descriptive text, recount text, report text, and prosedur text. But, in the thesis only discussing about descriptive text. Arief kurniawan (22:2007) states that “ Descriptive text is the text which contents to describing someone or something with spesifik and have purpose to give information.” [2] generic structure in descriptive text. (1) identification is to identify about to the topic describe, likes things, animals or peoples. (2) description is explain to identification. Descriptive text often to use “be” in present or past. And the also often use simple present tenses. so, we can use the descriptive text to the student. Because, with descriptive text can make the student be anxiuous to read so that can make imajination about something in the text until make student interest to read.
The students in generally find it difficult to reading descriptive text,one of thing that is the students lazy to read because their not interest for what they want to read. And the student do not understand to make differences descriptive text with the another kinds of text in reading. As also happens in English Department VB STAIN Kerinci. Most the student is lazy and not to interest about they read. And not understand what is descriptive and what the differences with another kinds in reading text likes narrative or report.
Based on my grand tour that in English Department VB STAIN Kerinci, the average difficulties in reading descriptive text and not interest to read . based on my grand tour the student got A 25 % , B 30% , C 45%. Meanwhile, we can use imaging strategie in reading descriptive text. Because, with imaging strategies the student can be easy to understand ,that the descriptive text also relation with the imaging strategies. So, if we describe about something likes animal or people,of course we will imaging what the other people describe. 
Therefore, we have to need something interest to make the reader want reading and make the student understand in reading descriptive text. So, the reseach will be focused on “THE  EFFECT OF USING IMAGING TO IMPROVING THE STUDENTS IN READING DESCRIPTIVE TEXT AT THE ENGLISH DEPARTEMENT VB KERINCI ACADEMIC YEARS of 2013/2014”
B.     Identification Of Problem
Based on the interview results, the researcher identified the problem. First, The student had problems in the reading text because they are lazy to read. They felt the reading text not interesting to read. Second, the student not understand to differences the descriptive text and the others likes, narrative and repot text.
On the other hand, we will use the imaging strategy to make the students understand it.
C.    Limitation Of problem
The research is limited to investigate the effect of using imaging to improving the student in reading descriptive text.
            The research used 25 students and focused on explanation about descriptive text and how to the student can understand with used that strategy.
D.    Research Question.
·         Does the descriptive text can make the student to interesting to read?
·         Does the imaging give better effect on the student? 
E.     Purpose Of The Research
·         To know whether the descriptive text can make the students to interestinf to read.
·         To find out whether Imaging Strategy give better effect on the students.
F.     Significance of Research
After conducting this research, the writer expected that it would be give contributions to the reader, the teacher, and the students where it was done.
1.      The reader will have new perspective on the topic and will consider it for continuing study.
2.      The teacher will have some information about their students and their teaching strategies. The teacher know the strengt and the weakness of the students in the reading text. So they will implement the strategy with their students.
3.      This study will be useful to the student to give information about descriptive text.
G.    Definition of Key Term
1.      Descriptive text is the genre of the text which to describing something and have purpose to give information.
2.      Imaging strategy is the one of the strategy in reading which have the relation with descriptive text to make the reader to know something naturally.



REFERENCES
·         Webster, Teaching Reading Descriptive Text to Improve Student’s Reading Skill trough E-book on Internet,february 3th 2011, http://universityofibnkhaldunbogor-indonesia.blogspot.com, replicied on december 25th 2013
Webster,ayat alqur’an dan terjemah, august,2011, http://www.ayatalquran.net, replicied on december,26th 201
    Kurniawan, arief. 2007. Mengeksplorasi jenis-jenis teks bahasa inggris. Multikreasi: jakarta


[1] Webster, Teaching Reading Descriptive Text to Improve Student’s Reading Skill trough E-book on Internet,february 3th 2011, http://universityofibnkhaldunbogor-indonesia.blogspot.com, replicied on december 25th 2013

[2]Kurniawan, arief. 2007. Mmengeksplorasi jenis-jenis teks bahasa inggris. Multikreasi. Hal 22

Sabtu, 03 Mei 2014

silent way




SILENT WAY AND TOTAL PHYSICAL RESPONS

ARTICLE

TEACHING ENGLISH FOREIGN LANGUAGE 








By : Group 3
Belia Dara Ariani
Pepy Nurdayati


Lecturer :
Rodi Hartono S.Pd M.Pd



STATE ISLAMIC COLLAGE OF KERINCI
2013
SILENT WAY
A.    Background

The Silent Way is a language-teaching method created by Caleb Gattegno that makes extensive use of silence as a teaching technique. It is not usually considered a mainstream method in language education. It was first introduced in Gattegno's book Teaching Foreign Languages in Schools: The Silent Way in 1963. Gattegno was skeptical of the mainstream language education of the time, and conceived of the method as a special case of his general theories of education.
The silent way represent Gattegno’s venture into the field of foreign language teaching. It use color charts and colored cuisenaire rods which were developed first by George Cuisenaire.

B.     Hypotheses

The learning hypothesis underlying Gattegno’s work are:
1.      Learning is facilitated if the learners discover or create
2.      Learning is facilitated by accompanying physical object
3.      Learning is facilitated by problem solving
There are two traditiions of teaching
1.      Expository mode.
In expository modee, the teacher is an expositor and the learner are listeners.
2.      Hypothetical mode.
In this mode, the teacher and the students are in a more cooperative position.

Silent way belongs to the hypotetical mode which views learning as a problem-solving, creative, discovering activity.
There are four benefits of discovery learning:

a.       The increase in intellectual potency
b.      The shift from extrinsic to intrinsic reward
c.       The learning of heuristic by discovering
d.      The aid to discovering memory
The rods and the colors charts of pronounciation provide physical foci for student learning and create memorable image to fasilitate his/her recall. Silent way is also related to a set of premises called “ problem solving approaches to learning”. It is expected to become independent, autonomous and responsible. In other words, a good problem solver in the language.
C.    Principles

1.      The first language acquistion is different from the second language acquistion
2.      The childs mind equips it self more and more edequately.by its own working, trial and error and deliberate experimentation by suspending judgement and revising conclusions.
3.      The students must be given the opportunity to listen to the target language melody.
4.      Language acquisition must bedone by the student himself
5.      The teacher sould be silent more, except when he exposits the new materials.
6.      Methods used is artificial and highly controlled.
7.       Materials are presented with verbal media, but intruction and correction are not done orally.
8.      Vocabulary items are limited
9.      The teacher correct the student mistakes if the other student cannot correct them.

The media used are rods, afield chart and a wall chart. Each of them ha several advantages.
The benefits of rods are:
a.       The L1 use can be avoided
b.      The simple linguistic form can be created
c.       The students intellectual potency can be increased
d.      The teachers pay much attention to the students utterance

The fiddle charts consist of vowels and consonants and the wallchart consist of functional words.

D.    Appoach
1.      Theory of language
Silent way takes a structural approach to the organization of laqnguage to be taught. Language is seen as groups of sounds arbitraty associated with specific meanings and organized into sentence or strings meaningful units by grammar rules. Vocabulary as a central dimension of language learning has several classes.
a.       Semi luxury vocabulary consist of common expression in daily life
b.      Luxury vocabulary communicates more specialized ideas
c.       Functional vocabulary provides a key to comprehending the “spirit” of the language.

2.      Theory of learning
Succesful learning involves commitments of the self to language acquistion through the use of silent awareness and actives trials. Gattegno’s emphasis on the primacy of over teaching places on the self of the learner, on the learners priorities and commitments. The self consist of two system.
a.       The learning system which is actived by way of intelligent awareness.
b.      The retaining system which allows the students to remember and recall the linguistics elements and their organizing principles hwich makes the linguistics communication possible

Silence is a key to triggering awareness and the preferred path to retention.

Silent way learners acquire “inner criteria” which play a central role in one's education. These  inner criteria allow learners nto monitor and selfcorrect their own production. Silent way learning claims to concolidate the human dimensions of being and to include variety and individuality as essential factors for an acceptance of others as contributors to one’s own life.


E.     Usual Calssroom Technique
On the first day the teacher takes a box of colored rods to the class. He picks a red rod which is short while saying “rod”. Then  he picks a longer blue rod and says “rod”. After being silent for a moment the students understand that “rod” is a piece of wood.
            After some examples, the teacher signs the students to immitate, then the students are asked to say the word individually. “adjective” can also be taught in the some way. During the first lesson, there are only three words taught : take , give, and put.

F.     Designs
1.      Objective
The general objective of silent way is gto give begnnimg levelstudents oral and aural facilities in the basic elements of the target language. The general goal is near-native fluency in the target language.
Correct pronounciatian and mastery of prosodic elements of the target language are emphasized. An intermediate objectie isto provide learners with a basic knowledge of grammar rules.
2.      Syllabus
Silent way adopts a bassically structural syllabus with lesson planned around grammatical  items and related vocabularies . there is no general Silent Way syllabus , but language items are introduced according to their grammatical complexity. Vocabulary is selected according to the degree to which it can be manipulated within a given structure and its productivity.
3.      Types of Learning and Teachinf Activities
Learning tasks activities has the function of encouraging the students and shaping their oral responses without a direct oral intruction from the teacher. The teacher models a word, phrase , or sentence and then elicits the learners responses. Then the learners create their own utterance. The teachers modelling is minimal and much activity may be teacher directed.
4.      Learner Role
Learner are expected to develop independence, autonomy and responsibilty. Independentb learners are those who are aware that they must depends on their own resource and realize that they can use the knowledge of their own language to open up something in a new language. The autonomous learners chooses proper expressions  in a given set of circumstances. Responsible learners know that they have free will to choose among any sets of linguistics choices,. It is said to be the evidence of responsibility.

 Learners have to play various roles.  At times one as an in dependent individual, at other times a group member. Also,a learner must be a teacher, a student, a part of a support system, a problem solver and a self-evaluator.

5.      Teacher Roles
The silent way teacher tasks are:
a.       To teach.
Teaching means the presentation of typically using nonverbal clues to get across the meaning.
b.      To test.
Testing means the elicitation and shaping of the students production silently.
c.       To get out of the way.
The teacher silently monitor learners interaction with each other and may leave the room while learners struggle with their new linguistics tools.
            The teacher are responsible for designing teaching  squences, creating individual lessons and lessons elements, and creating an environment that encourages the student risk-taking and that facilitates learning.
6.      Roles of instructional Materials
The materials consist mainly of a set ofg colored rods., color coded pronounciation and vocabulary charts designed for manipulation in promoting the language learning by direct association.

G.    Result
Gattegno claimed that in a year the students could master the language which was able to be taught four years by using o0ther methods.





TOTAL PHYSICAL RESPONSE
A. Back ground
Total Physical Response (TPR) is a language teaching method built around the coordiation of speech and action. It was develoved by James Asher, a professor of psychology at San Jose State University, California, USA. The reference used to know this method is Asher’s book, Learning Another Language Through Action : the Complete Teachers Guide, which was printed in 1982.
            Asher shares a concern for the role of affective factors in language learning with the humanistic psychology school. His emphasis on developing comprehension skills before speaking links him with comprehension approach.

B. Principles 
1. Assimilation and skill can be increased significantly
2. Vocabulary retention can be increased through physical activities
3. Comprehension abilities precede productive skills in learning a language
4. The teaching of speaking should be delayed until comprhension skilla are estabilished
5. Skills acquaired through listening transfer to other skills
6. Teaching should emphasize meaning than form
7. Teaching should minimize learner stress

C. Approach
1. Theory of language
Asher (1982)  states that most of the grammatical structures of the target language and vocabulary items can be learned from the use of imperative.
Learners can acquaire adetailed cognitive map as well as the grammatical  structure of a language without recourse to abstractive.
2. Theory of learnig
Asher’s language learning theories are reminiscent of the views of other behavioral psychologists, such as, Arthur Jensen.
Asher has elaborated  an account of what he feels, fasilitates or inhibits foreign language learning. For this dimension  of his learning theory, he draws three learning hypotheses:
a)      The Bio-program
         TPR is a natural method which sees first and second language learning as a parallel process. Asher sees three central processes:
(1)   Children is develop listening competence before developing speaking ability
(2)   Children’s ability in listenig comprehension is acquaired because children are requaired to responsd physically.
(3)   Once a foundation on listening comprehension has been estabilished, speech evolves naturally and effortlessly out of it.
b)      Brain Lateralization
Asher sees TPR as directed to right-brain learning. He interprets that the brain is divided into hemisphere through motor movement. The left hemisphere is triggered to produce language when a sufficients amount of right hemisphere learning has taken place.
c)      Reduction of Stress
The important condition for succesful language learning is the absence of stress. The key to be free from stress in learning is to tap into natural bio-program for language development and thus to recapture the relaxed and pleasurable experiences.

D. Usual Classroom Techniques
1. This method needs a quiet large class. The number of students is 20 to 25 without limitation of age.
2. Units of lesson are not based on grading of grammar lesson.
3. Almost all materials are presented in commands.
4. There is no need to translate the material except in abstract words.
5. No homework is given to students.
6. Correction is given only at appropriate time.
7. The learning  is begun from short-simple sentences which can be visualized in class.
8. At the begining of each meeting, there is a summary of the previous lesson.

Asher (1982) provides a lesson-by-lesson account of a course taught according to TPR principles, which serves as a source of imformation on the procedures used in the TPR classroom. The class in the course proceeds in the following way:
1.      Review
The teacher does a fast-moving warm-up using commands.
2.      Commands using new verbs and new nouns. The teacher asks simple qoestions which the students could answer with a gesture or other physical responses.
3.      Role Reversal
The students readily volunteer to utter commands that manipulate the behaviour of the instructor.
4.      Reading and Writing
The instructor writes on the chalkboard each new vocabulary item and a sentence to illustrate the item. Then, she speaks each item and acts out the sentence. The students listen and copy the imformation.
E. Conclusions
            TPR is in a sense a revival and extension of palmer and palmer’s English Through Actions. It emphasize the role of comprehension in second language acquisition, Krashen (1983, 1989) regards provision of comprehensible input and reduction of stress as keys to succesful language acquisition, and he sees performing physical actions in the target language as a means of making input comprehensible and minimizing stress.

F. Results
1.  Asher and Langen found in 1972 that five children age 11 who were taugh German during 320 minutes could acquire the same result as that of 240 hours in language school for US Army.
2. Adults who learned for 32 hours could reach the same result as that of 75-150 hours using conventional method.
3. The result of one semester by using TPR is the same as that of two semesters by using ALM.