A SYNTACTICAL ANALYSIS ON SENTENCE PATTERNS USED IN WESTLIFE'S SONG LYRICS

A SYNTACTICAL ANALYSIS ON SENTENCE PATTERNS USED IN WESTLIFE'S SONG LYRICS

CHAPTER I

INTRODUCTION

This chapter presents background of the study, problem of the study, objective of the study, scope and limitation of the study, significance of the study, and definition of the key terms.

1.1. Background of the Study

Language is the main instrument of communication; it cannot be separated from human being. We use language to express our feeling, respond the phenomena, share an idea, and also criticize. Due to these facts people realize that language plays an important role in their daily life.

In communication with other people either in oral or written forms; we use language as the media. Here, the language we used ought to be meaningful and understandable to avoid misunderstanding and

misinterpretation.

In linguistics, the study about the sentence of languages is syntax. Gleason (1961: 128) defines syntax as the principles of arrangement of the construction formed by the process of derivation and inflection (word) into larger constructions of various kinds. Further, Hodge (1978: 39) defines that syntax concerns the discovery of basic sentence types with the description or the possible substitutions for each element of the basic types.????????????????????????????????????

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A DESCRIPTIVE STUDY ON METHOD IN TEACHING SPEAKING

A DESCRIPTIVE STUDY ON METHOD IN TEACHING SPEAKING

CHAPTER I

INTRODUCTION

A.    Background of The Study

Language as a mean communication plays an important role in human being  in communicating to each other, both  in oral and written  form. English is  a  language  which  is  used  neither  by  many  people  nor  only  in  English speaking  countries  but  also  around  the  world.  Due  to  the  fact  English  is  an international  language,  its  plays  an  important  role  in  the  world  of  trade, politics, and educational world.

English  has  become  one  of  international  languages.  Because  of  this reason most of countries in the world try to maser English the well by building up their educational policy. Many people  learn English

and  make  it  into their second  language.  All  around  the  world,  students  of  all  ages  learn  to  speak English  with  different  reasons  and  purposes.  Some  students,  of  course,  only learn English  because  it  is on the curriculum  at primary or secondary  school, but  for  others,  studying  the  language  some  ways  for  international communication and travel.  Communication  is  happened  because of  language.

In  every  human  activity,  language  is  needed  as  unseparatable  part of  society. Charles W. Kreidler says that a language is as a complex system of symbol or sign that are share by members of a community. The symbols may be spoken, written,  or  signed  hands.1Here,  English  become  a  bridge  for  international communication. English  has  bag  impact for  information exchange and development of technology  around  the  world,  included  Indonesia.  English  influence  is  not entirely a recent phenomenon. Since English has crucial role in the global era, English become a compulsory subject in Indonesians’ school.  James Sneddon states that although English become a compulsory subject, this plays little part in  its  success  in  Indonesia.  Until  1980s,  most  teachers  have  limited  English proficiency  and  teaching  tends  to  be  the  same  uninspiring  grammar,  based??????????????????????????????

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THE CORRELATION BETWEEN BRAINSTORMING AND SPEAKING ABILITY

THE CORRELATION BETWEEN BRAINSTORMING AND SPEAKING ABILITY

CHAPTER I

INTRODUCTION

A.    Background of the Problem

The teaching of English covers four skills, namely reading, writing, speaking and listening. Listening and reading are said to be receptive, while speaking and writing are said to be productive. Of four language skills above, the writer focuses on speaking and writing since they are productive skills which enable people to communicate skill which enable us to produce utterances, when genuinely to communicate, speaking is desire and purpose-driven. In other words, we genuinely want to communicate something to achieve a particular end.

Since speaking is a skill which enables us to communicate, it is very important as Nunan (1991:39) states that most people mastering the art of speaking is single most important aspect of learning a second or foreign language, and success is measured in terms of the ability to carry out a

conversation in the language.

We cannot deny that mastering speaking is not easy, so learners need extra efforts to master the skill. Therefore, English teachers are demanded to be more creative in presenting their lessons, especially the speaking subject since it is considered as the difficult skill to be master ed, learning to speak is obviously more difficult than learning to understand the spoken language. More effort is required on part of the students, and more sequential arrangement of activities is required on the part of the teachers. Rasyid in Rahman (1995) also points out that most students of English need to learn how to use the language rather than how to analyze it. They will do this best if they themselves practice the language.

The Way which enables people to communicate namely in Brainstorming. According to Isaksen (1998: 3) brainstorming is abbreviated summary of how Osborn actually presented this well-known group approach to idea generation is given.

The students tend to find many difficulties to produce a good speaking in English. Sometimes they find the difficulties in finding ideas and getting confused to start, they do not know how to arrange the vocabulary which they into good sentences and no encourage to write probably because they are confused with the structure.

From the explanation above the writer realizes that there are correlation between the speaking ability of the students and brainstorming, so that the writer conceit, the research under the title “THE CORRELATION BETWEEN BRAINSTORMING AND SPEAKING ABILITY”.

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IMPROVING THE STUDENTS’ LISTENING COMPREHENSION AT SMP THROUGH KNOW, WANT, LEARN(K-W-L) TECHNIQUE

IMPROVING THE STUDENTS’ LISTENING COMPREHENSION AT SMP THROUGH KNOW, WANT, LEARN(K-W-L) TECHNIQUE

CHAPTER I

INTRODUCTION

A. Background                                                                 

English is one of the language 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 the advancing student 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 skill taught in English subject namely: Speaking, Writing, Reading and Listening.  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.

Related to the statements above, the researcher did pre- observation that is done at the first year student of SMP Muhammadiyah 12 Makassar , the researcher faced some problem in teaching learning English. One of them is the students’ problem in listening comprehension. Based on the result interview of the English teacher at the first year students of SMP Muhammadiyah 12 Makassar, she said that the mean score of the students’ achievement in listening comprehension is very low. It is 4.8 mean score while the target score is 7.0.

By looking in this fact, lecturer or teachers give variations of teaching technique. It is a good method to help students activate their prior knowledge. A KWL (Know, Want, Learn) was described by Ogle in 1986 as a framework that is used to connect a student’s prior knowledge to what they are actively learning. The student begins by thinking about what they already Know about the topic of study. Next, they think about what they  Want to know, and finally, they actively  Learn something new about the topic. The students can do this activity independently, with minimal guidance from the teacher, or it can be a teacher directed activity

This possibility motivates the writer to conduct a research under the title. “Improving the Students’ listening Comprehension at SMP through Know, Want, Learn(K-W-L) Technique

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Improving the Students’ Reading Comprehension Ability by Using Think-Ahead and Write (TAW) Strategy

Improving the Students’ Reading Comprehension Ability by Using Think-Ahead and Write (TAW) Strategy

CHAPTER 1

INTRODUCTION

A.    Background

English is a global language that is used as a commonucation device between nation of different language. English plays an important role in process of communication between them and also English can accelerate science and technological development of a nation. English has four skills namely speaking, writing, listening and reading.  One of them is reading has played an important role in developing English skill. Reading is one ways to get information and it can improve people knowledge. By reading, people are able to know many things happen around them even they do not have to see it directly and through reading people can speak and write. Reading can make people become wide minded. Harvey  (1990 : 2) argues that purpose of reading in language is to inform ourselves about something we are interested in, or challenge on certain matters. In other words, to extend experience of the world in which we live.That is the reason why reading becomes a very important thing in learning. Beside that, in formal education, reading is also one way

that people should do to fulfill their education.

The research found many problems that is faced by the students especially in reading comprehension. They are difficult to understand the passage otherwise if they face serious topics such as politics, economics, etc . Here, teachers play an important role to help them understand reading passage.

However, comprehending reading or getting answers from the questions in people’s mind is not as easy as people think especially if it is related with English. Some people prefer reading novel, megazine, short story, etc to academic books for pleasure. Whatever they read, it gives them some information about something or certain things, get answers from the questions in their mind if they understand or comprehend what they are reading.

In formal education, students asked to read academic books. Besides hearing explanation from their teachers, sometimes they have to understand their lessons by reading it directly. However, reading academic books sometimes make students bored especially in English lessons. Most of students in South Sulawesi find difficulties in comprehending a paragraph for example to identify the main idea of the paragraph that they have read (Asrawati)..

The main goal in teaching and learning English reading process is to comprehend the reading material, but the fact shows that the majority of the students are not competen English well, as (Halim, 1988 : 2) states that most students encounter the problem in comprehending an English text. They are at frustation level althought they have been learning English for years.

One of the ways to help students understand English passages is finding good strategies in reading. Teachers can give students strategies or guidelines to understand different types of texts, such as newspapers, fiction books, or academic books. Strategies can help them comprehend texts. Whatever that strategies, the most successful strategies have to make  students as readers continually set expectations for what they are about to read, they give them a way to keep checking themselves to see if they understand what they are reading, and they have them reorganize  information in a way that makes sense to them.

Think-Ahead and Write (TAW)  is a strategy to help students comprehend  texts. This strategy consist of some parts that help students develop their thinking ability. They will be taught to ask questions, create mental image and relate what they are reading. This strategy also make them think critically in reading passages with combining some parts in this strategy. Think-ahead and write (TAW) strategy is a way to make readers understand or comprehend what they are reading. This strategy combine some ways to comprehend text. Think-ahead and write (TAW) strategy consists of asking question and creating mental images or writing down readers’ understanding. This strategy have advantages to students, that is to make readers or students easy comprehend in reading passages and think about what they are reading. Because teaching students to think about what they are reading is an important way for them to use their skills to comprehend science, history, social studies, math, and many other subjects they will study throughout their education.

       Furthermore, Himes (2007) stated that students have to comprehend what they are reading because comprehension is the reason for reading. It is actually the main goal of learning to read. If readers can read the words but do not understand what they are reading, they are not really reading.

Relating to the case above, the researcher will conduct a research in SMA Negeri 2 Takalar to the second grade students entitle  “ Improving the Students’ Reading Comprehension Ability by Using Think-Ahead and Write (TAW) Strategy

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