IMPROVING THE STUDENTS’ VOCABULARY MASTERY BY USING FRONTLOADING STRATEGY (action research)

IMPROVING THE STUDENTS’ VOCABULARY MASTERY BY USING FRONTLOADING STRATEGY (action research)

CHAPTER 1

INTRODUCTION

A.    Background

Teaching English in our country has been developed extensively because English is an international language in the world. Therefore, Indonesian government has brought it as a local since at the elementary school. In teaching English vocabulary as an element or language is considered as the most important factor in increasing the mastered if the students are still lacking of vocabulary. Vocabulary is a part of language learning that need continuing growth and development by both native and non native speakers long after grammar and pronunciation elementary school until senior high Scholl. In language teaching preparation program in our country, more and attention being given to improve some technique for teaching vocabulary.

Learning vocabulary as a foreign language seems easy but some students feel fear. The teacher of

English should find out solution by crating efficient and effective technique of teaching in teaching English vocabulary, besides that, the teachers should establish condition which makes teaching vocabulary possible. The learning will occur within reasonable period of time.

Realizing how important the vocabulary and how difficult students to build up the teachers of English have provided students with rich exciting exercise which are expected to help vocabulary mush be very helpful to improve the students’ ability in English communication. Allen (1997:149) says that vocabulary is very important in a language, when we learn a language like English; we learn the words of language. Students must continue to learn words as they learn structure as they practice the target language. The vocabulary is needed very to master the four skills in English.

Through vocabulary, we convey our ideas, emotion, and efficiently. Without mastering it, people will not be able to use English effectively. In all language teaching, students must continually learn vocabulary as they learn structure (Allen 1997:149).

In fact, students’ mastery of English vocabulary is still lack. The students are also difficult to deliver their ideas because of their limitation of vocabulary. On the other hand, some students don’t have self-confidence speaking using that vocabulary. As consequence, students will be??????????????????

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Improving The Students’ Speaking Ability Through Problem Based Learning Strategy

Improving The Students’ Speaking Ability Through Problem Based Learning Strategy

CHAPTER I

INTRODUCTION

A.    Background

                Speaking skill is one of the difficult activities in learning English. It is one form to get information through oral communication in the world. It is become mare and more useful for  everyone who wants to learn about English.

 In most conversation, the world flows with just the least of mental urge. People think about what to say, who they are talking to, where they are, and they also need to know how many times to talk. So, focusing on their accuracy and fluency is the main learning process to get developing of the students in their speaking performance.

Moreover, the students get optimal standard achievement in speaking because they do not know what their aims to speak English, the condition and situation in the classroom have not been designed naturally for

speaking, and the student still lack in use vocabulary, correct grammatical and acceptable interaction. Therefore, the teacher must regard how the classroom interaction should best be designed to cater the students’ communication need. In this case for improving the students’ speaking ability, the writer is going to carry out the research that emphasize on the aspect of learning goal, creating the learning process (La Costa in Sanjaya:2006:105). This strategy is the named “Problem Based Learning Strategy”.

            According to M. Taufik Amir, (2009:8) the students should be active in learning process in choosing to formulate the information, construct the information, consider and reflect the students experience to determine how  knowledge  can be transferred to all situations.

Wilkerson and Gijselears (1996:86) claim that problem based learning (PBL) is characterized by a student- centered approach, teacher as “facilitators rather than disseminators, and open ended problem that “serve as the initial stimulus and framework for learning.

Gallstudentagher (1997:337) the instructor plays a critical role in helping students become self-directed learners and must create classroom environment in which students “receive systematic instruction in conceptual, strategic, and reflective reasoning in the context of discipline that will ultimately make them more successful in later investigation.

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THE EFFECTIVENESS OF USING SCRAMBLED PICTURES TO IMPROVE THE STUDENTS’ ABILITY IN SPEAKING NARRATIVE TEXT.

THE EFFECTIVENESS OF USING SCRAMBLED PICTURES TO IMPROVE THE STUDENTS’ ABILITY IN SPEAKING NARRATIVE TEXT.

(An Experimental)

CHAPTER I

INTRODUCTION

A. Background of The Study

Language is the medium for communication and to transfer the message, informations or knowledge we sure use the language. In communication process, receiver can understand when we speak clearly. In example in conversation, we are free to turn taking between the speakers, ask question and change the topics. Many spoken interactions consist of commenting on immediate actions or events, or casually moving from one topic to another.2 It mean that when we do the conversation activities, there will be some transformations of ideas and information¶s which is very beneficial for human progress as unconsidered

learning. Learning something new is not only in formal learning, but also in any situations.

We know that God created human in different kinds so, they need to be interact between people that make them understand each other. Allah has explaining this statement in the Koran :

³Hi, Human, actually We created you from a men and women and becoming you in different nations and tribes in order to know between each other. Actually the most lofty people in side of Allah is they are who has a pious between them. Actually only Allah, the God omniscient and Almighty. ( Al-Hujarat: 13 )

From the explanation above, it is means that people have been instructed by Allah to be a friendship or understand one to another, although they have a different in sex, tribe, country, and language. To be know and understand another, we need a communication, and Language is one media to????????????????

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The Effectiveness of Peer Reviewing in Improving Students’ Narrative Writing Ability (Quasi Experimental)

CHAPTER I

INTRODUCTION

This section gives a brief intoduction to the area of the research. This chapter includes Background, Research Question, Hyphotesis, The aim of the Research, The benefitsof the study, Clarification of terms and Organization of the Paper.

1.1        Background.

Writing is the way of communicating a message to a reader for a purpose. Through writing, one can explain or describe things as a result people miles from us can get information by reading the written message (Dixon & Denise, 1983 ). Writing as a means of communication activity still plays great role up to now. Its importance can be seen not only from its role but also from its function and significant contribution to the development of human life, specially to communicate with the other people. In general, people can take advantage of good writing for finding  jobs, and for the students, writing can help them in learning also for the teacher, it can help them to deliver their message to the

students so the students can understand the materials that the teachers deliver.

Writing as a productive skill is a very important skill in English for students because writing has some benefits for them. Students can express their idea through writing, for example in writing a narrative text. In writing a narrative text, students may find some difficulties and make some mistakes. Teachers should help them to solve problem so student can improve their narrative writing ability.

Considering the above conditions, it is necessary to create a strategy that can involve both the teacher and the students and that invites them to participate in the learning activities. Some methods and strategies are developed to construct a meaningful teaching and learning in writing. One of the strategies that can be used in order to help the students in gathering and developing their ideas in writing is Peer reviewing. It can also make the students more involved in the learning process that leads to understanding so that they can make sense of the writing activities  in their real life and they can be more motivated

Peer reviewing can be used by students to respond their friends writing and give comment whether student make mistake. Fujieda (2007) states that most participants valued peer feedback. Eight writers out of fourteen took a positive stance toward peer feedback.

Meanwhile Zainurrahman (2010) investigated the impact of peer feedback in the students’ narrative writing and the students’ responses toward peer feedback activity in the ESL writing classroom. Fifteen undergraduate students were purposively selected to participate in this research. It indicated that the students’ narrative writing developed organizationally and grammatically, whereas data from the interview suggested that the students positively welcome peer feedback in the ESL writing classroom.

Furthermore, peer reviewing is also suitable to handle big classes since the clases have big number of students. In peer reviewing technique, students are divided into several groups that help teacher to evaluate their works easier.

In this study the writer focused on the effectiveness of peer reviewing in improving students’ narrative writing ability. The writer expected that this research can give some contributions for the students, teachers and the process of teaching and learning English. Firts, it can be used as measurements on improving narrative writing ability through peer reviewing technique that can be applied in writing narrative class. The last, this research can be used as a reference in improving students’ narrative writing ability through peer reviewing

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