JUDUL BAHASA INGGRIS TERBARU

1.      TEACHING ENGLISH VOCABULARY USING QUARTET CARDS GAME

2.      THE USE OF CUE CARDS IN TEACHING SPOKEN DESCRIPTIVE TEXT

3.      WORD PUZZLES AS MEDIA FOR TEACHING VOCABULARY

4.      ELECTRONIC MAIL (E-MAIL) FOR ENGLISH LEARNING PURPOSES

5.      USING VISUAL DICTIONARY IN TEACHING VOCABULARY

6.      TEACHING VOCABULARY USING FOOD PACKAGES

7.      THE USE OF FILM TRAILER IN TEACHING WRITING NARRATIVE TEXT

8.      THE USE OF BABY VIDEO IN TEACHING VOCABULARY

9.      THE USE OF SERIES OF PICTURE AS MEDIA TO IMPROVE STUDENTS’ ABILITY IN READING NARRATIVE TEXT

10.  THE USE OF M-U-F FRAMEWORK IN IMPROVING STUDENTS’ GRAMMATICAL COMPETENCE

11.  THE USE OF BIG STORY BOOK IN IMPROVING STUDENTS’ VOCABULARY MASTERY

12.  FIGURATIVE LANGUAGE IN THE SONG LYRICS

13.  THE USE OF CROSSWORD PUZZLE IN IMPROVING STUDENTS’ VOCABULARY MASTERY

14.  LOCAL CULTURE IN PICTURES TO IMPROVE THE STUDENTS VOCAB

15.  THE SHORT MESSAGE SERVICE (SMS) TO IMPROVE THE STUDENTS VOCAB

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Improving Reading Comprehension through Discovery learning method

CHAPTER   I

INTRODUCTION

A.    Background

We know  that  the English  language as  means of  international  communication   and it becomes  more  important  nowadays. Therefore the government of Indonesia places this language. In the curriculum not only the secondary schools, senior high school but also at in universities or institutes.

English as a foreign language involve four skills in language learning, they are: reading, listening, speaking, and writing. Beside the  four language  skills above , reading is importance to students  whose mother tongue  is not  English because they almost  do not opportunity  to hear or to speak  that language so in This  research, the  researcher  will  concern  with  reading skill. Richard (1998:35)

Reading is a flexible for the students, because they can get information from the text they have read. Reading   also is an active process indentifying   important ideas comparing. Nuttal (1998:89)

Reading skill are the ability to analyze, evaluate and synthesize what one read. They are the ability to see relationship of ideas and use them as an old reading (Halvonson  :1992:38)   reading consist  of some strategies to help  the reader evaluate and understand the content of the material.

Problem mostly occurs to the students when reading book. Sometimes students were facing a book but do not read at all. they just can mention symbol word without getting any idea from the book. The researcher herself experienced  when reading a book without any comprehension tends to feels sleepy

As the explanation above. The observation result when the researcher conducted teaching practice in IPA of SMAN 18 Makassar, the student reading comprehension skill still poor. Only a few of student can comprehend or can understand what they have read especially English text. It because many factors such as the student consider that English is a subject that very difficult, bored and scare because meaning and letters are different. The other factor is the teacher always uses the same method to teach  English subject like the direct method. It is also make  the students more  bore to study English. As value of observation is the class room the student has score 5.5. This score is a poor category. In this research the aim is to solve this problem until the student have a good score. While the standard curriculum is 6.5 the researcher wants  to achieve  the score  at 7.0 target  in learning reading comprehension. 

What a teacher has to consider as a prime important task how to design the reading course with strategies and techniques  to facilitate the students to comprehend to concept from the author’s mind in the text. There have been a lot of techniques and strategies  discussed by many expert dealing with reading comprehension. One of the technique to be offered here is Discovery Learning Method  in which students are learning how to interact with the text  they read. Mayer  (2003: 186)  point  out  that  the  Discovery  learning  method   is  a  teaching technique  that  encourages  students   to take  more  active  role  in  their  learning  process  by   answering   a  series  of  questions  or  solving  problems   designed  to  introduce   a  general concept.

Reading for general comprehension is a skill that involves absorbing the content   of the text . As the reader , we are not looking  for  specific  points  only, but  rather than it, we need  to began Based  on  explanation  above, the  writer  was  interesting  in conducting  entitle  “Improving Reading  Comprehension through  Discovery  learning of the students  at??????????????????????????

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improve the students’ writing proficiency through Career exploration technique

CHAPTER I

INTRODUCTION

A.      Background

In globalization and era information English was one of the foreign languages taught in school considered as the important one in grasping knowledge, science, and technology. Most of the books, mass media and articles use English. Therefore, the student read books in English to increase their knowledge and to be more aware of technology development. The English language consists of four skills listening, speaking, reading, and writing. The four language skills were supported by grammar and vocabulary. Those skills were related each other so it should be taught as effective as possible.

The four English language skills were important improved. But this research focused in

improving writing skills, because the researcher had done P2K and observation at SMA Muhammadiyah 7 Makassar. The researcher saw many students still poor and weak in writing skills. So the researcher took writing as the research. Writing as one of the English language skills has an important role not only in a formal situation, but also in informal one. Sometimes people cannot verbalize their opinions, ideas or feeling orally, but they can express them through writing. People may write in lecture, seminar, or in private study and also complete their study. People, especially who live in different regions in time and space, should write to transmit their ideas to other people. The other reason why people need to write is that writing can help to sort out and organize the writer random thought, clarify, what they think, develop their idea to make other people understand easily. Writing can be a process of self discovery about who we are and what we think.

The technique of teaching was necessary to develop the students’ skills especially in improving the students’ writing proficiency. Because the technique of teaching influenced the students’ success, so the teacher of English should select the suitable method or technique to teach the students.

 One of effectives technique that was used by the teacher was Career Exploration Technique where it was affords as a systematic procedure by the teacher could guide the students to write. Career exploration is an activity, guide, and counseling to assist students make decisions about choosing their future professions, and how to get jobs in their chosen fields (Kelly, 2010). The teacher could guide students to express and write down their ideas in choosing a job in the future. 

Based on the information above, the researcher conducted a research to find out whether the Career exploration technique was effective to improve the students’ writing proficiency of ??????//   ???????????

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improve the students’ writing proficiency through collaborative writing

CHAPTER I

INTRODUCTION

A.    Background

           Language is the most important thing for people as a means of communication. It is basically a means of both oral and written communication. People use language to express their ideas and wishes to others’ people such as when they need others help so that close relation among members of the group can be carried. It is important to learn English because it is an international language which is used in many countries over the world and widely used in many sectors such as information, trade, education, etc.

     In Indonesia, English has an important role especially in education. Therefore, English is taught as the first foreign language in all levels of schools and language courses. In school, English has been taught as a local content. Since The Basic Course Outlines of the 2004 Curriculum (2004: 7) in Nurhawaeni states

that the objective of learning English at junior high school as a local content is to develop students' communication ability in the context of school. It means that the students are expected to be able to make simple transactional and interpersonal conversation which is potentially needed to communicate in the context of school. Here, the teacher plays important role since he has to be able to set students interest and motivation in learning English in order to develop students’ ability to communicate using all the resources they have already acquired to interact with others about their needs and interest.

      In this study, the writer will focus on teaching writing in Junior high school considering that in learning language writing is the skill that students acquire in first to write something. Writing is important to support learning English especially in enriching vocabulary and gaining a large portion of their education. Therefore the writer considers that writing can be taught at junior high schools.

There are four skill should be mastered in learning English; speaking, reading, listening and writing. Writing will provide a basis for development of other language skills.

Due to the importance of writings explained above, the teachers have to develop students’ writing ability since it is the first stage they learned English. By developing students’ ability to writing well, the teachers develop their students’ ability to become more independent learners, as the students will be able to reproduce language accurately and refine their understanding of grammar and develop their own vocabulary. The better students improve their writing ability, the better they reach the achievement in writing  Teachers, therefore, should explore a new productive strategy in brightening writing classes in order to encourage students in learning writing skill. They should create interesting and entertaining materials to motivate the students’ active responds in doing writing exercise. After the teaching and learning process and all the materials are given to the students, there is an expectation that students will make a progress in their study. To know whether the students make some progress in their study, it is useful for teacher to conduct a test or an examination at the end of a program. So the students will be motivated to learn and master the materials which have been taught by the teacher.

There are many reasons for getting students’ to write, both in and outside class. Writing gives they more thinking time then they get when they attempt spontaneous conversation. This allows them more opportunity for language processing, that is thinking about the language. When thinking about writing, it is helpful to make a distinction between writing for learning and writing for writing. In the case of the former, writing is used as a practice tool to help students practice and work with language they have been studying. When we are give example, ask a class to write five sentences using by using a given structure, or using five of the new words they have been learning. Writing activity like this are designed to give reinforcement to the students. This is particularly need a mix of visual and kinesthetic activity.

The kinds of writing we ask student to do will depend as most other things do, on their age, level learning styles and interests. We won’t get beginners to try to put together a complex narrative composition in English; we probably won’t ask a class of advanced business students to write a poem about their mothers (unless we have specific reasons for doing this). In order to help students write successfully in different styles.

In helping the students to write, we need to consider with the gender. A gender is a type of writing which members of a discourse community would instantly recognize for what it was. Thus we recognize a small add in newspaper the moment we see it because, being members of a particular group, or community, we have seen many such texts before and are familiar with the way they are constructed.????   

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