Improving the Students’ Speaking skill through Tongue Twister Technique at the second year in of SMK X"

CHAPTER I

INTRODUCTION

A.  Background

Language is a means of communication both spoken and written form. As a meansof communication, it helps people share their ideas, knowledge, feeling and emotion. English is one of the subject matters learned by students that are given in some educational levels, such as; elementary, intermediate and upper intermediate level. It covers four language skills that must be mastered if someone wants to be successful in English.

There are four skills language in VocationalHigh School (SMK) namely reading, listening, writing, and speaking. Especially speaking skill, many students considered that learning speaking as a difficult subject. This difficulty is caused by psychology factor of the students and lack of teachers’ creativity in teaching

speaking English subject in Vocation High School (SMK). The students at the second Year students at SMK Sari Buana of Makassar still cannot communicate by using English.

Based on information from the English teacher at SMK Sari Buana Makassar at the second grade students especially at the class XII  that the students’ achievement in speaking was still low where the men score of the students’ speaking achievement still got score 5.47 or 54.70%, while the standard speaking in curriculum is 6.5. Because the students still lack in use vocabulary, correct grammatical, correct pronunciation and acceptable interaction. In this study, the researcher wants to solve this problem until the students have a good score. Therefore, through this mechanism the researcher would improve the students’ speaking achievement until achieve score 7.0 or 70% as target of in speaking.

From this reality, the teachers must creative to increase the students’ achievement to make success in learning. In order to enable students to express their idea in speaking, teacher must be creating varieties method in teaching. Many technique and methods had been conduct by the teacher; one of the alternatives in teaching speaking is using Tongue Twister.

Using Tongue Twister method will be helpful the students to speak up, help develop a skill which experts call phonemic awareness or the ability to identify and manipulate sounds (called phonemes) in words that are spoken. For someone who speaks to an audience, working with tongue twisters to build on his/her phonemic awareness helps to develop better articulation and pronunciation of words.

In this case, the teacher introduces a situation which contextualizes the language to be thought then presented, next the students practice the new language in a control way and then students are encouraged to use the new language in a free way either for their own purpose and meanings or ??????????????????????????????????????\

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Increasing Students’ Writing Ability by Using Sentence Reconstruction Technique at the Second Year of MAN X

CHAPTER I

INTRODUCTION

A.    Background

Students as beginners in learning English usually make many mistakes in sentences. Sometimes they find difficulties in finding idea, they do not know how to arrange the vocabulary that they have into good sentences. In this case, the teacher should find out solution by creating efficient and effective techniques of teaching writing that can make the writing class more interesting, exciting, and enjoyable. It can be done by choosing the material appropriate with the students and take a techniques in increasing the writing ability if the students. One of them is “sentences Reconstruction Technique”.

There are various ways or techniques that have been used but still remains mistakes, Risna Akib (2006) find that the students’ ability to write sentence in English was very poor. It was seen thought the

means score that was 46,1. The law ability the students was concluded based on five criteria of writing, they are: content, organization, vocabulary, language use, and mechanic. It means that the students need something difference which can improve their motivation in English learning process. The researcher will use sentence reconstruction technique in her research because it can help the students to change their knowledge in write good sentences.

One reason for learning to write is to transmit ideas to people, especially to those who are a distance in time and space. Another reason is the writing process helps 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 person who is a thousand of miles away from him; understand what he means and what he feels.

Relating to the above statement, the writing skill should be given much attention in teaching language and teach it previously to the students.  In order to, 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 skills, statement of content, stylistic skill, and judgment skill (Heaton, 1975).

Furthermore, the ability of mastering the sentence structure enables the students to combine, expand, and shorten the sentence and further enables them to produce perfect English with some various ways. Mastering the sentence structure will be understandable for the listeners and readers. If the students have good skills in sentence construction, they will be able to make and arrange the sentence into a paragraph, which is the beginning of how to be a good writer. This is relevant with what Widdowson stated in Muddin (1992:74) that language learning consists of efforts to get competence in constructing good sentences and to get knowledge about sentences or how to use suitable sentences in certain contexts.

In practicing English writing a sentence reconstruction technique can make the students to be active in writing. It is one of the ways to increase the students’ ability in writing. The advantage of using sentence reconstruction technique in????????

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Improving the Students’ Mastery Of Pronunciation through Team Assisted Individualization (A Classroom Action Research)

CHAPTER 1

INTRODUCTION

A. Background

In English teaching, there are four language elements namely: Structure, Vocabulary, Pronunciation and Spelling. Those elements are through in order to develop the student skill in the language learning. One second of them should be noticed is pronunciation which is considered difficult element method that can be applied in learning pronunciation.

Nurhayati ( 2008 ) states that the pronunciation means knowledge of knowing to produce word which is very essential in oral communication when speakers mispronounce the word, people can be misunderstand. To reduce it, the teacher must equip the learner with English certain degree accuracy and fluency in understanding, responding and in expressing him self in the language in speech in other the learners

communicatively in using the language.

The specific characteristic of English learners who categorized as good and successful oral skill developer is those good pronunciation accent. A good pronunciation accent suggested is a accent of pronunciation that sounds like native speakers. Therefore, it is necessary for English learners to have a good pronunciation to support them to be good speakers ( Nurhayati, 2008 ). Teachers of English as a foreign language should be sensitive in viewing and overcoming such problems above. 

Among those language skills, one most focused until today is speaking. We know thatspeaking plays an important role in human communication. The importance of having ability to speak is becoming more noticed moreover for the students of English department. They are asked to be able to speak English. It will seem to be ridiculous when they still cannot use English in communication.

Although speaking is the easiest way of learning, it does not mean that speaking has no component. It is like other language skills, each student must begin speaking by knowing its components such as fluency, accuracy, spelling and pronunciation. Those components relate to one another and need learning in order to have pleasant speaking. The absence of one of those components will produce a poor result of speaking.

Realizing this problem, the students need to focus in one speaking component. In this case, pronunciation is chosen as one phenomenon in English. It refers to the way in which a language or a particular word or sound is pronounced. (Hornby AS, et. Al, 1974. Oxford Advenced Leorner,s Dictionary of current. English. USA N London. O. U ). Pronunciation is definitely the biggest thing that people notice when we are speaking. We use English for communication so automatically we need pronunciation. Good pronunciation should be one of the first things that we learn in English. We still can communicate without using advanced vocabulary we can use simple words to say what we want to say. We do not have to use advanced English grammar because we can use simple grammar structures instead but there is no simple pronunciation.

Pronunciation has its own components to learn and it is not simple as well as many people think. If we try to contrast between English and Indonesian language we will find that there are some sounds in English pronunciation that are absent in Indonesian language. We call it as contrastive sounds. For instance the phonetic of /θ/ and /ð/ in words such as “think” and “the.” Many Indonesian pronounce them as /sIη/ and /de/. This is a common mistake that cannot be overlooked because can cause misunderstand.

Therefore, thestudents have to learn the English pronunciation as much as possible in order to improve their pronunciation skill so that their pronunciation is intelligible. In doing this, they will need one strategy that can???????????????????/

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Applying Top-Down processing strategy in improving the students’ listening comprehension (A Classroom Action Research)

CHAPTER 1

INTRODUCTION

A.    Background

            English is one of the languages in the world that has an important role for communication. It has used as an international language in all over the world. It is important for us to learn it. English is a compulsory subject in both public and private school that function as a means of advancing students in science, Technology and culture. In Indonesia, English is taught from junior high school up to university. Levels even taught it also taught to some elementary school as an optional subject.

There are four skills taught in English subject namely: Speaking, Writing, Reading and Listening. Ji Lingzu (2003) State that listening there are also two simultaneous and complementary ways of processing a

text. In Top-Down processing, learners rely on their linguistic knowledge to recognize linguistic elements: vowels, consonants, words, sentences to do the constructions of meaning.

Teacher often think that learners hear every sounds, words or sentences before they understand the general meaning of the passage. However, in practice, they often adopt a top-down approach to predict the probable theme and then move to the bottom-up approach to check their understanding. 

Top- Down processing strategy is more concerned with the activation of schemata, deriving meaning, global understanding, and interpretation of a text.  Bottom-Up processing typically focuses on sounds, words, intonation, grammatical structure and other components of spoken language.         (Nunan,P: 1989).

Top-Down processing utilizes internal, high-level of the acoustic environment and prior knowledge of properties and dependencies of the object in it. This approach is double-called prediction-driven processing, because it is strongly depending on the prediction of an abstracted on internal model and on the prior knowledge of the sounds source. ( Ellis: 1996).

According to Agus (1998). The purpose of listening and is to inform our selves about something we are interested in or challenge our knowledge on certain master .In other words, we will extend our experience of the world.  Listening as one of the four language skill is a part of oral and receptive skills. This is a very essential component in communication; because we cannot catch someone transmitted to us if we do not have good listening ability.

Some teachers think that listening is the easiest skill to teach, were as most students think it is the most difficult to improve. According Ramayanti   Rasyid S.Pd. (English teacher at SMP Muhammadiyah 5 Marison) that value average of students’ listening at class IX A is 4,8 while the standard curriculum is 7.0. Therefore, the researcher wants to solve this??????????????????????????????????????

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Improving Students’ Speaking Ability through Community Interaction Activities a classroom action research

CHAPTER I

INTRODUCTION

A.    Background

As internationally pronounced language, English occupies the first position in the word for communication. This position makes English most widely used all over the world in all aspects of human life. English is a language used conveying our ideas to other persons. We can communicate with other people in the world by the language. In our country, English plays an important role in international communication and in the development of Education, Economic, Science, and Technology.

The problem that usually find is that the students’ are capable of structure or reading, but have the lack of speaking, although English has been thought in Indonesia as a compulsory subject from elementary school, junior school to senior high school and university. Therefore, we can state that speaking is one of the

improvements of their speaking skill. “Speaking is active or productive and makes use of the aural medium. If we think of speaking term of use, however, the situation is rather different. To begin with an act of communication through speaking is commonly performed in face to face interaction and occurs part of dialogue or other form of verbal exchange.” (Widdowson, 1983: 58).

Speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols. Speaking is a crucial part of second language learning and teaching. However, today’s world requires that the goal of teaching speaking should improve students’ communicative skills because students can express themselves and learn how to use a language.

The students had problem in speaking such as pronunciation, grammar, vocabulary, fluency and comprehension. They seldom practice their speaking in class. They just study about memorizing and conversations, after that they practice their friends without know what was the meaning and how to speak the sentences well. It makes students lower in speaking and than student does not creative in speaking.

The teacher in teaching English just uses traditionally method, like speech method to explain the material until finish. It makes the students bored. In other hand the teachers does not use media and they never changed the method. And than teacher just gives test the student without explains the first, besides that the teachers just ask to students to memorize the conversation and than ask them to practice it.

English teacher should be creative in developing their teaching learning process to create good atmosphere, improve the students speaking skill, give attention to the speaking components, and make the English lesson more interesting

Students need something different in study English, specially speaking. Study speaking is study about communication and interaction with people. To make interaction we need object to do it, such as community. In community there is social relationship and need interaction to make relation with the same?????????????????????????????????

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