Stimulating Students’ Autonomy in Writing through Weekly Reports (pre experimental)

CHAPTER I

INTRODUCTION

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

A.      Background

There are four skills need to be mastered in language learning. Those are listening, speaking, reading, and writing. Writing as a productive skill plays important role in communication since not all the language users can express their idea orally. Nunan (1991: 35) states that all children, except those with physiological disabilities, learn to comprehend and speak their native language. Not all of them learn to read. Fewer still learn how to write fluently and legibly. That is why, students have to be taught how to write effectively.

However, writing for most of language learners is one skill of language that is difficult to learn.

According to Byrne in Basiru (2005), there are two causes for this. The first is psychological problem. In writing, we are required to write on our own without any possibility of interaction or the benefit of feedback. This is itself makes the act of writing difficult. The other factor is cognitive problem.  To make good writing that can be understood well by the reader, we need to master the written form of language, such as the use of cohesion, punctuation, organizing idea, etc.

Even though writing is difficult, like the other skills it is also can  be learned. By applying good teaching technique, teacher can help students to be good writer. Nevertheless, applying a good technique in teaching writing does not always show success. Some students are just motivated to study under the teacher guidance.  It becomes a problem because frequently writing is relegated to the status of homework (Harmer, 1991: 24).

Helping students to make good writing needs time. Even though English has become one subject which is taught as a compulsory subject in schools, the time for teacher and students to spend in the??????????????????

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THE EFFECTIVENESS OF PRE READING PLAN STRATEGY IN IMPROVING STUDENT’S RAEDING COMPREHENSION (Classroom Action Research)

CHAPTER 1

INTRODUCTION

A.      Background

Reading is one of the important aspects that influence the students’ success in learning English because by reading students can increase their vocabulary and mainly goals of the teaching English in Indonesia to enable the students to use English for communication and to read English and references in English.

For the students who want to develop and extend their knowledge, Reading  Comprehension skill is a fundamental skill in obtaining progress. The students can extend their knowledge by reading books. Through reading, the students can improve their knowledge in many fields and sciences.

Reading is an active process of identifying important ideas, comparing, evaluating, and applying them.

( Mc. Whorter, T. Kathleen : 1999 ) therefore, in reading paragraph, we have  to try to comprehend the main idea of the reading material, without comprehending the paragraph; it will be difficult to understand  what we have read or what the writer means or what reading material.

In teaching and learning English reading process, the comprehension toward the material is the main goals, but the fact show that the majority of the students encounter the problem in comprehending the English texts.

By looking at this fact, the English teachers are expected to always make some effort to help the students to improve their reading comprehension; teachers must give variation in teaching them in reading class. If the students are only taught to read and memorize the grammatical pattern, they will get bored, so variations are really needed to overcome boredom. Byne ( 1998 ; 130 – 132 ) states that students seem to learn better when they are engaged

In teaching reading the teachers find some problems. Edythia (1998) states that it is the fact that the students who study English may be fluent readers in their native language, but they cannot transfer the skills in reading English. When they read an English text, they tend to know or focus to ??????????????

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The Application of Contra-Tricentric Method to Improve the Students’ Speaking Ability (A Classroom Action Research )

CHAPTER I

INTRODUCTION

This chapter present background, problem statement, objective of the research, significance of the research, scope of the research.

A.    Background

Language is the most important aspect in human interaction. People communicate and interaction with others using the language. In widely community, English has become international language. Most of the community in the whole word use English in order; they can communicate with others who have different language. From this English language is important to be teaching and learning by the students. And as the form of our government’s response toward this case, English language is put

in the educational system in our country and it is teaching from elementary school until university and become a compulsory subject. In other word, English has become a part of our life because it is very important vehicle for developing the country. Therefore, every one must be able to use it in speaking.

In the fact, one problem that usually find is that the students are capable of structure or reading, but still have the lack of speaking. Speaking is one of complex skills need to train continuously and surely in conductive situation, it is one of skills that become priority in English learning process. Without it learning process cannot be willing to work wither in class. Speaking is the process of building and sharing meaning of contexts (Chaney, 1998). Speaking is a crucial part of second language learning and teaching. It is the fact that a lot of students still cannot speak English well, even though they know the grammar. To reach this destination, a researcher shall work by realizing that teaching is not simply instructing students, so think of what they learn and apply the teaching model select, but teacher also must to see and perceive what the students think. The teacher must look for the way of students’ performance and than do the evaluation routinely to measure the students’ progress.

 In diagnostic test, the speaking English mean score of first grade of SMA Negeri 1 Lamuru Kabupaten Bone is about 4.90. It means that, the students speaking proficiency are still under the standard score. This reality that motivate the researcher to try to improve the students’ English proficiency especially in speaking.

Teacher of English are demand to be more creative presenting the lesson, especially speaking that is consider as the most difficult skill to be master. In this following year, many kinds of models and teaching method have applied in the class. Furthermore, English doesn’t not only focus on????????

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Increasing the students’ writing ability through Send a Problem method (Classroom Action Research)

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.

Although writing has a great contribution, however it is not easy to make a good or appropriate writing. According to Heaton, in making a good and appropriate writing in English, it needs many abilities. Besides language use ability (the ability to write correct and appropriate sentences) and mechanical ability (the ability to use correctly punctuation and spelling), conceptual and judgmental ability are also needed (J.B. Heaton, 1991:135).???????

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COMPARATIVE STUDY ON WRITING SKILL BETWEEN STUDENTS WHO USE MONOLINGUAL DICTIONARY AND THOSE WHO USE BILINGUAL DICTIONARY

ABSTRACT

This study is comparative study on writing skill between students who use monolingual dictionary and those who use bilingual dictionary

The subjects consisted of two groups; students who used monolingual dictionary numbering 33 students and students who use bilingual dictionary numbering 33 students. Random sampling was used to get the samples for both of the groups. The data concerning to the students’ achievement in writing skill. The data were collected by distributing the test to the samples. Each group, then, did the writing test with a number of 20 item tests. There were two hypotheses to be examined: working

hypothesis and null hypothesis. The working hypothesis (Ha):

“There was a significant difference on writing skill between students who use monolingual dictionary and those who use bilingual dictionary”. The null hypothesis (Ho): “There was no significant difference on writing skill between students who use monolingual dictionary and those who use bilingual dictionary”

The formula to measure this comparison was using t-test. The result of the t-test formula was 2.434. Since the obtained value (2.434) was higher than the table value (1.67); that was = 2.434 > 1.67, it means that the null hypothesis was rejected. The result proved that students' writing skill taught by using monolingual dictionary were better than students taught by using bilingual dictionary.

In conclusion, the study accepted the working hypothesis and refused the null hypothesis. It shows that there was a significant difference on writing skill between students who use monolingual dictionary and those who use bilingual dictionary. The material that teacher uses for teaching can influence the students' achievement in writing class. It was expected that the English teachers of the school should think smartly how to improve the students' writing skill. We as the English teacher have to know that one important factor that influences the students' writing skill achievement is vocabulary mastery. The slight difference can be seen from the means of both groups. From the calculation, the mean of the experimental group is higher than the  controlled group. It means that using monolingual dictionary is better than using bilingual dictionary in L2 learners

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