THE CORRELATION BETWEEN VOCABULARY MASTERY AND THE FLUENCY IN SPEAKING ENGLISH.

THE CORRELATION BETWEEN VOCABULARY MASTERY AND THE FLUENCY IN SPEAKING ENGLISH.

CHAPTER I

INTRODUCTION

A.  Background

English is one of the most important languages in the world because it is of international communication. Therefore, the government of Indonesia has placed this English language in the curriculum not only at the secondary school, senior high school, but also at university or institute.

Being able to speak in English one needs to have enough vocabulary to express own idea. Therefore, speaking is one way of giving and finding information through oral communication. Speaker of English agrees that vocabulary is needed so much and not less important than grammar. Many students are still doubtful to expose their ideas in English because they have a limited vocabulary in their mind.

Vocabulary is one of the important elements in building up English using this element, someone can communicate, learning and thinking. Therefore, the learning of vocabulary is fundamental need to support some learners to master English, because the ability of students to read and to comprehend the subject is relatively detemined by their vocabulary.

The research shows that the student's ability in speaking is still unsatisfactory and tends to be disheartened. Many factors may cause this problem for example, the lack of student's vocabulary, the teacher's technique in teaching, the lack of the student's motivation in learning vocabulary, the student's laziness in memorizing vocabulary required, even in speaking case they may rarely use words in speaking. Therefore a study says that one never really knows a word until he or she is on speaking with it. Based on the explanation above, the writer tries to conduct a research to find out the correlation between vocabulary mastery and the fluency in speaking English.

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Improving the Students’ Reading Comprehension through Semantic Webbing Strategy.

Improving the Students’ Reading Comprehension through Semantic Webbing Strategy.

CHAPTER I

INTRODUCTION

A.    Background

In learning English, there are four skills we must study. They are listening, speaking, reading, and writing. Reading' is a complex cognitive process of decoding symbols for the intention of deriving meaning (reading comprehension) and/or constructing meaning. It is the mastery of basic cognitive processes to the point where they are automatic so that attention is freed for the analysis of meaning. Reading is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practices, development, and refinement. Readers use a variety of reading strategies to assist with decoding (to translate symbols into sounds or visual representations of speech) and comprehension. Readers may use morpheme, semantics, syntax and context clues to identify the meaning of unknown words.

Readers integrate the words they have read into their existing framework of knowledge or schema (schemata theory). Other types of reading are not speech based writing systems, such as music notationor pictograms. The common link is the interpretation of symbols to extract the meaning from the visual notations. Reading is complex process. Teaching reading material to the students can be obtained from many sources. Those that magazines, articles and tourist brochures

Students must assimilate the information read into their own schemata to facilitate long-term memory. Isolated and unconnected pieces of information easily fade from memory, but post reading activities provide the glue to make a cohesive picture of what is read. Semantic Webbing organizes information and relationships in a visual display (Freedman. G. and Reynolds. E. 1980: 677).  It assists in reading comprehension and concept attainment and in the setting of purpose for reading through prediction  and  used as a tool for prediction in a story, with continued reading to verify or disprove points raised.  It can follow a story to chart character or plot analysis.  It assists in clarifying opinions and ?????

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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 communicatesomething 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 ??????

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IMPROVING STUDENTS’ SPEAKING ABILITY THROUGH COMMUNITY INTERACTION ACTIVITIES AT THE SECOND YEAR OF SMAN

IMPROVING STUDENTS’ SPEAKING ABILITY THROUGH COMMUNITY INTERACTION ACTIVITIES AT THE SECOND YEAR OF SMAN

CHAPTER I

INTRODUCTION

A.      Background

Speaking is active or productive and makes use of the aural medium. If we think of speaking in term of use, however, the situation was rather different. To begin with an act of communication trough speaking was commonly performed in face to face interaction and occurs as part of dialogue or other form of verbal exchange.” (Widdowson, 1983: 58)  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 the conversations, after that they practice their friends without know what was the meaning and how to speakthe 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 students bored. In other hand the teacher does not use media and they never changed the method. And than teacher just gives test the student without explain first, beside that the teacher just ask to students to memorize the conversation and than ask them to practice it.

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 was social relationship and need interaction to make relation with the same community or different community. From interaction can do activities and can stimulate student to speak with their friends or to do role play like in a community interaction activities method. When students always practice their speaking, students can improve their ability. Beside that, students need something to ????

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