INCREASING THE STUDENTS’ WRITING ABILITY THROUGH SEND A PROBLEM METHOD (classroom action research/PTK)

CHAPTER I

INTRODUCTION

A.    Background

Writing is expression of the writer’s idea by producing graphic symbols to form words, words to sentences, sentence to paragraphs on the paper, so the reader can follow what the writer means. ( Kroma and Byrne in Baya, 2006:13)

The ideas in symbol form as what Kroma and Byrne says above, may come from the writer’s felling or may come from the prior knowledge of the writer, such as; the result of reading book or magazine, watching TV, or even come from a discussion and seminar. The symbols can be expressed such on a paper in order that it can be consumed by someone or public.

Of course that writing has a special contribution whether for the reader or the writer itself. Martin in Axelrod said that writing has a special contribution to the way of people think. When

we write, we compose meaning. We put together facts and ideas and make something new, whether in a letter home, in a college essay, or in a memo to the boss. When we write, we create a complex web of meaning in which sentences have different relationships to each other. (Axelrod and Cooper, 1985:2)

He continued that writing also contributes uniquely to the way we learn. When we take notes during lectures or as we read, writing enables us to store new information in memory. Talking notes permits us later to review far tests or to find information for an essay????????    ????????

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The Use of Explicit Teaching Strategy To Increase The Students’ Reading Comprehension (Classroom Action Research)

CHAPTER I

INTRODUCTION

A.    Background

Reading is one of English skill to be mastered listening, speaking and writing. The purposes of reading such as to gain information, the learn subject matter, for enjoyment, academic purpose and prepare test purpose. To achieve those skills, the students find difficulties in get the message that extended by the writer and summarize the content of the reading text.

The first problem is the students found difficult to understand the content of the text. In comprehend the reading of the text, the students have to able established the main idea and detail information. The main idea is the most general ideas in the paragraph while detail information is supporting of the ideas in the paragraph. When the students gain know about them, they have to understand how a text organized because to comprehend the written words the students must able to understand what the writer has to structure of organized the ideas and information presented in the text and relate the ideas and information presented in the text, and relate the ideas and information from text to ideas information stored in his or her mind.

The second problem is how the students can make a summary about the content of the text. In understand of the text, summary is one of the fast way in get the writers’ idea. All of the

information in the summary will be contained in the reading text, although the words used will be different. Through summary, the students will get a good understanding of the overall meaning and main points of the section summarized.                

Base on the observation which has been done in SMPN 2 Bua Ponrang Kabupate Luwu, especially for class VIII A. The researcher gave diagnostic and found the result is very poor in reading comprehension. According to the result of test, there are 30 students in the class, 9 students get the score 6.0 – 7.5 and 21 students get the score < 60. The research wants to changed of score based on the KKM is 65, and the target of the researcher is score 75.

The researcher conclude that in class VIII A is has problem in reading comprehension. In solved that problem, the research tries to use strategy in teaching reading material to comprehend the text. According to Michael Pressley in B. Fatmawati (2011:1) strategy is something using by the students to analyze the learning problem. So that, Strategies is very important in gets success of learning process in the classroom.

In this case, the research will use of explicit teaching strategy. The Explicit teaching is one of strategy can be used by the teacher in the classroom where it makes the students to active in learning process because the teacher knows what the students needed . According to Cristine Edwards, Groves (1998) explicit teaching is calls for teacher knowing how the social dimension of classroom life (through the context of classroom interaction). This strategy is using to gets skill because it is talk about classroom lesson specially in reading comprehension. Ludwig, Gunn in Cristine (1995) said that the effective classroom interaction leads and successful learning when it is explicit and student-centered????????????????????????????????????????????????????????

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USING MNEMONIC TECHNIQUE IN IMPROVING ENGLISH VOCABULARY ACHIEVEMENT OF THE SECOND GRADE STUDENTS (Quasi Experimental)

CHAPTER I

INTRODUCTION

            This chapter deals with background, problem statement, objective of the research, significance of the research, and the scope of the research.

A.    Background

Learning foreign language will be difficult if we do not have any vocabularies. In order to master English, the elements of the language; such as grammatical structure, vocabulary and pronunciation must be taught to the students as the prerequisite knowledge toward the English language use and skills because language is characterized by the elements (Corder, 1975). Vocabulary has essential influence on the language skills. It connects the four language skills; listening, speaking, reading, and writing. All of the skills will not take place without vocabulary. To read, the students need vocabulary to comprehend the text, but it will be difficult if they lack of vocabulary. When students want to master a language, they must learn vocabulary. Sometimes students are doubtful to

express their ideas because they have limited vocabulary. Also without having enough vocabulary, students will not be able to convey and communicate in English. The fact is without grammar, very little can be conveyed, without vocabulary, nothing can be conveyed (Wilkins, 1978)

Vocabulary is the first thing that every student learns in their formal and informal education. It assumed that if the students learn English in earlier age, of course they have much vocabulary by now. But the fact is they still have problem in learning English vocabulary. Students have difficulties to memorize the vocabulary. They just memorize the word if in the classroom, but after that they sometimes forgot what they have learned before. It happened since most of the teachers did not give them an impressive lesson and no exposure to the language outside the classroom. So, they forget their vocabulary easily and it makes teaching and learning vocabulary needs developing. One way in learning vocabulary is by using mnemonic technique. It helps the students learn basic facts and new vocabulary, which they need to acquire when teaching a new subject (McPherson, 2000)??????

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Improving the Students in Writing Descriptive Text Through Contextual Teaching And Learning (CTL) Approach (Classroom Action Research)

CHAPTER I

INTRODUCTION

A.    Background  

English is one of tools in communication, not only in oral but also in writing. The national education department has made competence standard in curriculum 2004, states that the students in Indonesia have to have capability in understanding and giving information, idea, séance, and also improving knowledge, technology, and culture by using English. Therefore English not only has function as tool in communication to access the information but also as a tool to exchange information and sense of English aesthetic in English culture.

There are four skills language in junior high school namely reading, listening, writing,

and speaking.  Here the writer emphasizes on writing skill especially how to write dercriptive text with good grammar and good organization or form. Writing descriptive text aims at giving vivid details of how something or someone looks and a descriptive text also tells the readers what the thing is, or what the thing does. Writing is as productive skill that is quite important in developing student’s competence and language performance of junior high school level based on the curriculum today.??????????????????

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Improving Students’ Speaking Skill Through Learn to Speak English 9.0 Software (classroom action research)

CHAPTER I

INTRODUCTION

A.   Background

Language learning is important for human’s social development. As a language which is used by more than a half of population in the world, English holds the key as international language. English is a tool of communication among peoples of the world to get trade, social-cultural, science, and technology goals. Moreover, English competence is important in career development, therefore students need to understand and use English to improve their confidence to face global competition. There are four basic skill in English they are reading, writing,

listening and speaking skill that every human being to needs to interact or get information to another

Speaking English is one of ways of finding information through oral communication in the world. The person who knows and understands English well can easily communicate with other people all over in the world because English is a international language and can make the person get a job, spread news and social transact his business. In this study, the writer focuses in teaching speaking. In speaking class, the students should be taught how to speak. The components of English speaking skill that should be given and studied in English speaking class are pronunciation, vocabulary, grammar, fluency, accuracy and comprehension. Speaking is the most important skill, because it is one of abilities to carry out conversation on the language. Speaking is an????????

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