IMPROVING THE STUDENTS RECOUNT TEXT WRITING SKILL THROUGH COOPERATIVE LEARNING METHOD

IMPROVING THE STUDENTS RECOUNT TEXT WRITING SKILL THROUGH COOPERATIVE LEARNING METHOD

CHAPTER I

INTRODUCTION

A.    The Background of the Study

Writing is one of four skills in English which skill should be given much attention in teaching language and teach it previously to the students. In order that they are not let behind and can take a role in the modern society. However, the writing skill is a complex and sometimes difficult to teach; it requires mastery of not only grammatical and rhetorical devices but also of the conceptual and judgment element. There are many various skills necessary for good writing composition. It has five general components of main ideas. They are language use, mechanical skill, statement of content, stylistic skill, and judgment skill[1]

There are many reasons why writing is necessary to teach. One of them is to transmit ideas to people, especially to those who are a distance in time and space. Another reason is the writing process help you sort out and organize random thoughts, clarify what you really think and develop ideas. That is why people want to write because writing can be a media to communicate with others in one community or wider world. If someone can write well, he or she can communicate with a???????????????????

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THE TEACHING OF READING COMPREHENSION BY USING A SMALL GROUP DISCUSSION AT THE FIRST YEAR STUDENTS OF SMP X

CHAPTER 1

INTRODUCTION

1.1 Background of  The Study

English as an international language is spoken in most international events and is used as the medium of information flow on science, technology and culture. As we understand that  learning a foreign language is more difficult than learning a national language  or learning a mother tongue. It is because the foreign language has completely different aspects and systems, which should be understood by the students or the learners, such as pronunciation, spelling, and the cultural background of the language. Besides that we also remember that there are some important factors in foreign language learning, which will mostly  influence students,  or learners in mastering the language. Bustami Subhan  (1990: 18) in his paper (entitled) “Some important factors in foreign language learning” explained that learning a foreign language involved five factors. The first

of all is intelligence. It is a gate for knowledge. Secondly, motivation plays influential role in encouraging students to learn the language. It covers both intrinsic motivation which comes from the students themselves and extrinsic one which comes from outside. The third and fourth ones have close relation with each other that are students’ attitudes and strategy of language learning. Facilities of language learning are the last factor which is not less important than the others. 

In the Basic Course Outline (GBPP) of English curriculum 2004, it is stated that English is considered as  a tool or instrument for expressing meanings. Based on the concept and the function of English as stated in that BCO the teaching of English at secondary school aims to develop the four language skills (listening, speaking, reading and writing). The Indonesian students start learning English at the Junior High School (SMP). The process continues at Senior High School (SMA). In fact, now, English is also taught in some elementary schools as the local content and even in some kindergartens. The pupils are introduced to some English vocabularies. In addition to learning the language in formal education as mentioned above, people also learn it in non-formal education. English courses and private lessons are the examples of non-formal education. This indicates the failure of teaching English in this country;  as Ramelan (1992:4) stated that the teaching of English in Junior high School in Indonesia is not successful. It can be seen from the quality of SMP graduates’  mastery of English. Ramelan (1992:3) also stated that most SMU graduates are still very poor in reading comprehension, since they cannot usually read or understand articles in English dailies, magazines which are now in circulation in this country, even though the Basic Course Outline of English (BCOE) 2002 stated that among the four language skills, (listening, speaking, reading and writing), reading is the most emphasized in English teaching and learning process. Quite simply, without solid reading second language readers cannot perform at levels they must succeed in reading. Thus, reading  is not passive but rather an active process, involving the reader in on  going interaction with the text.

Furthermore, reading constantly involves guessing, predicting, checking, and comprehending. In group reading, students may enjoy from time to time getting away from the usual pattern of reading the story or article aloud at sight. This is particularly true of better readers; what may be undesirable as routine procedure has real value as an occasional variation. By seeing the problems, it is important that a study of English  especially reading  should be???????????????????????

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THE USE OF COOPERATIVE LEARNING TYPE NUMBERED HEADS TOGETHER TO INCREASE STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION (QUASI EXPERIMENTAL)

CHAPTER I

                                       INTRODUCTION

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

A.    Background

English is a language that is used as a lingua franca by many countries. It plays an important role as a connector for different countries to cooperate in various sectors, such as education, economy, politics, tourism, etc. Crystal in Coury (2001) emphasizes that English is now the dominant or official language in over 60 countries and is represented in every continent. Most of the scientific, technological and academic information in the world is expressed in English and over 80% of all the information stored in electronic

retrieval systems is in English. 

English also takes a large part in world written references. Alwasilah in Yani (2009), states that at least 60% of scientific books are written in English. Therefore, comprehending English becomes a necessary thing today to expand social intercourse and to reach achievement in any field of study and occupation.

            Reading is one skill that has to be mastered in order to comprehend English. By reading, people can get a lot of information and can enrich their insight. Book, magazine, and newspaper, are some reading materials which contain important knowledge and information.

Considering that reading is an important part in comprehending English, people are encouraged to grow their reading habit from the early ages, such as school ages. Especially in school, there are a lot of techniques applied by the teachers in teaching reading. One point that has to be concerned at, is, the development of students’ reading ability will depend on how effective the teachers’ instructions influence the students in the reading class. Himes (2007) states that there a lot of ideas to help students improve their reading comprehension if the people know how, because among those ideas, some work, some do not, and some are best used in conjunction with others. In the beginning, it is important to understand which methods are proved as the effective methods through research.

Cooperative learning is a method which is believed as an effective method in teaching. A number of experts believe that cooperative learning can give positive effect in increasing students’ achievement. Slavin in Biehler/Snowman (1997) reports ???????????????????

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AN ERROR ANALYSIS OF ENGLISH VOICELESS PLOSIVE CONSONANTS [p], [t], [k] PRONOUNCED (Classroom Action research)

ABSTRACT

The final project mainly aims at determining the dominant errors made by the students in pronouncing the words containing English voiceless plosive consonants. This study was conducted because in Indonesia have one variant  only. On the other hand, in English has more than one variant. They are aspirated and not aspirated. Therefore, it is possible that the students find some difficulties to pronounce the words containing English voiceless plosive consonants. 

 A pronunciation test was used to gather the data. Twenty four (24) sentences were pronounced by the students. The students’ pronunciation were transcribed into phonetic transcription and then analyzed. The test was given to 33 students as the samples or 14.6% out of the fifth semester  students of the English Department of UNNES in the academic year of 2008/2009  numbering 226 students. A purposive random sampling was used to get the samples. 

The errors were classified into two categories. They are English voiceless plosives consonants [p], [t], and [k] in stressed syllable and English voiceless plosive consonants [p], [t], and [k] in unstressed syllable. Based on the analysis, the mean or proportion of the errors made by the 33  students in pronouncing English voiceless plosive consonants [p], [t], and [k] was 35.61%. Meanwhile, they made 53.28% errors out of the English voiceless plosive consonants in stressed syllables and 17.93% errors out of the English voiceless plosive consonants in unstressed syllables. 

From the analysis of students’  wrong pronunciation, the writer took some conclusions. The students are “excellent” in pronouncing English voiceless plosive consonants [p], [t], and [k] in unstressed  syllables but the students are “fair” in pronouncing English voiceless plosive consonants [p], [t], and [k] in stressed syllables. 

 Based on the result of the research, it could be suggested that for the teachers, they should be good model in pronouncing English sounds, pay more attention to their student’s pronunciation  and teach them more about English sounds. For the students, they should learn and practice more in pronouncing English sounds especially English voiceless plosive consonants [p], [t] and [k].

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