The effectiveness of peer riviewing in improving the 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, Aim of the Research, Scope of the study, Significance of the research, Hyphotesis, Clarification of terms and Organization of the Paper.

1.1  Background.

Writing is the way of communicate 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 trough 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 friend’s writing and give comment whether student make mistake. Fujieda (2007) stated 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????

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The Improving the Students Listening Comprehension through Dictoglos strategy

CHAPTER I

INTRODUCTION

A.    Background

         Everybody has learned their language since they were children, especially their mother tongue. The process occurs naturally and properly with a view to communicate in society environment. Listening comprehension plays an important role in building communication skill, as well as we know, communication is a part of human’s daily activity. Through communication by using language, we can share our ideas with other people. In that way, a smooth interaction between people can take place.

English is one of language that has been learned in many countries. As an international language, it has significant role to assist human communicating one another, more over, in globalization era. Mastering English both written and spoken are absolutely needed, especially for Indonesians who live in

a developing country. Besides, it is useful to follow the globalization era to become a modern nation. Thus, English is taught formally in high school as a compulsory subject, even now the elementary schools have begun to introduce English in their curriculum (Nurmayanti, 2008: 1).

Psychologically, many factors influence the success of learning, such as, the teacher and the learner. The success of learning depends on the teacher and learner. Rasyid (1990), the factors influencing the low achievement of language class are low motivation and interest of the students.

Therefore, in this case the English teachers have to consider how to motivate, arouse the students’ interest and ability, and also look for ways to make the teaching of the language more interesting, so that the students will enjoy learning it and they can improve their ability on the language.

In learning language, there are some basic skills that the students have to master. One of these basic skills is listening. Listening is the foundation of all human communication

         Listening is one of the most important language skills. Feyten (1991) claims that more than 45% of communicating time is spent listening, which clearly shows how important this skill is in overall language ability.  However, the students always think it is difficult to listen well because sometimes they are bored and not interested in the subject. The lack of interest and motivation of the students to study may be caused by the methods and techniques that are not suitable with the students’ need or the students’ interest. Of course it can be the serious problems for the students. As the result, they are not enthusiastic in learning English and it can influence their achievement such as in listening comprehension.

As a teacher, it is important to find out some methods to solve the problems that faced by the students. One way to attract the students’ attention in learning English especially for listening is using dictogloss strategy. The use of dictogloss as a strategy in teaching listening will help the students to be an active listener. Active listening make the students listen with an active mind so that they can understand and know about the meaning. The use of Dictogloss in the classroom will make the students interested and enjoyed in learning language because it is a classroom dictation activity where learners listen to a passage, note down key words and then work together to create a reconstructed version of the text. 

The listening comprehension is the concentration of this research because this skill is required to understand people in speaking and it is required to make communication in English. Students may be able to speak English but they get difficulties on their listening. The poor ability in listening will make students difficult to understand or interpret the message sent by the speaker.

Based on the information from an English teacher and observation result about the students achievement especially in listening comprehension at SMA PGRI Sungguminasa, the students achievement in listening comprehension are still low where the students value average 6,0 while the standard of listening comprehension is 6,7. It is because the students seldom practice listening in teaching-learning process. They tend to focus on writing and grammar. Therefore, the researcher wants to overcome this problem until get the standard value. 

Based on the background above, the writer is stimulated to conduct research under the title of  “Improving the Students Listening Comprehension through Dictoglos strategy at the Second Year Students of SMA PGRI Sungguminasa .”

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AN ANALYSIS OF THE STUDENTS’ PROBLEM IN CHANGING ACTIVE TO PASSIVE VOICE (qualitative)

CHAPTER I

INTRODUCTION

A.    Research Background

English as one of the international languages where almost all of the countries entire the world learn and use it, makes English as the most popular language in the world, not only as the second language but also as a foreign language. Indonesia is one of the countries where English as the foreign language had developed it as one of the optional subjects for high school since in 1994 curriculum, while in 2004 curriculum, it had been emphasized about the position of English in curriculum framework as the local content. It means that in educational field, Indonesia has developed English just more fifteen years, both in curriculum framework as in document and in practical in the classroom.

In Indonesian educational field nowadays, English had been developed in variety of ways. Many

kinds of models and teaching method had been presented in the class to make English more fun to be learnt. Especially for grammar class, where English looks very difficult with formula and rules, it needs to apply attractive methods in teaching and learning process in the classroom. The traditional grammar method in teaching English begins to be left and comes to the more improved methods. Furthermore, English does not only focus on the language learning but more to the language use.

Teaching English will be concerned with the capability of the student to produce what they have learnt, than just become the competence that might be student doesn’t know how to apply it. The learning process should bring students to the real situation in their nearest environment, such their experience. It will more encourage the student to find the motivation for them to produce easily in their active skills, both in speaking and writing. The two productive skills will show the competence to what students have learnt.

Voice in English grammar refers to the active and passive use of a verb. The active voice is used in making a straightforward statement about an action and the passive voice, the same action refers to indirectly. In this research the writer analyze the problem of the students in changing from active voice to passive voice

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