Kamis, 31 Mei 2012
Thesis
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Zaen Aligator
CHAPTER I
INTRODUCTION
This chapter will explain some points related with the topic under the study. There are background of the study, research problem, research objective, definition of key terms, significance of the research, scope, and limitation of the research.
1.1 Background of the Problem
For many students, reading is by far the most important of the four skills in a second language, particularly in English as second or foreign language (Carrel, 1988: 1). Reading plays a particular important role in education (Bridley, 1994: 81). Not only does our education system demand alot of reading in the process of learning, it also tends to use the capacity to read fluently as an indicator of more general intelectual ability. For that reason, the role of reading in language teaching should be emphasized because it is an important factor to get success in the target language.
Harmer (1998: 68) states that there are some reasons why getting students to read English texts is an important part of the teacher’s job. First, many students want to be able to read texts in English either for their careers, for study purposes, or simply for pleasure. Second, reading is useful for other purposes too. A exposure to English (provided students understand it more or less) is a good thing for language students. Third, some of the languages stick in their minds as a part of the process of language acquisition, and, if the reading text is especially interesting and engaging, acquisition is likely to be even more successful. Based on the above statements, it is clear that reading skill is important to be acquired because it affects our life. Therefore, the teacher should choose appropriate techniques that can improve the students’ reading comprehension of texts based on their needs. In addition, the teacher has to select interesting reading materials in order to attract the students to be actively engaged in a reading comprehension class.
One of the objectives of learning English at junior high school is to enable the students to communicate in English both in writing and orally. These communication abilities are listening, speaking, reading, and writing. ( Depdiknas, 2004:7 ) Carrel et. Al. (1988:1) state that many students think that reading is one of the four important language skills as a second language particularly when English is learned as second or foreign language. In other words, reading is one of the important skills being taught by the teacher to the students when they are learning English as a foreign language.
Reading comprehension in this study deals with the students’ ability to comprehend reading texts, According to Grellet (1996:3) reading is the process of understanding a reading text. It means that when students read reading materials, they have to get the message from the materials. In other words, students should comprehend the sentences, paragraphs, to get the message of the text.
Before conducting the research, a preliminary study was done at SMP AL-FURQON of Jember. It was done through an interview with the English teacher of the eighth year students. From the result of the interview with the English teacher of the eight year students of SMP AL FURQON, it was found that from all classes in the eighth grades, the VIII A was having more difficulties in reading rather than other classes. It was also proven from the test that the researcher did to the students of VIII A before selecting them as the research subject. From the test, there were only 22 of 46 students who got ≥ 60. This means there were only 47,83 % of the whole students who scored ≥ 60. It was used by the teacher as a consideration to give suggestion to the researcher to have this class as the research subjects.
Most of the students were not successful in getting ideas presented in a reading text. Even, they failed in grasping the message from the text. The difficulties were caused by the lack of the vocabulary, it happened because the teacher did not really give attention to the effectiveness of their student’s skills in comprehending the words. They just read the text without understanding it. Sometimes it was difficult for the students to see what the main ideas of the text were or distinguish between important and unimportant information. The students were also lacked of motivation and concentration in reading English texts. As a result, comprehending failure happened. Actually there were some factors causing failure mapping by the students. The students did not have adequate background knowledge of English which has different system of structure and vocabulary to the mother tongue. The teacher didn’t use an appropriate method for reading comprehension which can support the students to have greater efforts to understand the word’s meaning, decide the main ideas and other aspects of comprehending text. And also the teacher didn’t make the class more effective, the students just listen to the teacher’s explanation and filling the answer for the questions given by the teacher.
The way to solve the problems above is the teacher should have good method in teaching reading. In this research, the writer uses the story mapping strategy to increase the students’ reading comprehension achievement. Beck and McKeon in Buehl (2009:166) state that story mapping helps students track their knowledge of narrative structure to analyze stories. Story maps feature graphic representations of key story elements to help students build a coherent framework for understanding and remembering a story. Story maps can be created for both short stories and longer stories. Paris and Stahl (2005:246) state that the use of story mapping strategy may help students remember the important parts of a story and that they could use the strategy when they were reading on their own.
Based on the fact described above, and in order to improve the reading comprehension achievement of the VIII A students of SMP AL-FURQON, it was essential to conduct a classroom action research under the title of ”The use of story mapping strategy to improve the reading comprehension achievement of the VIII A students of SMP AL-FURQON Jember in the academic year of 2010-2011”.
1.2 The Research Problem
Based on the background of the study, the problem of the research was formulated as follow:
1. Can the use of story mapping strategy improve the reading comprehension achievement of the VIII A students of SMP AL-FURQON in the academic year of 2010-2011?
2. Can the use of story mapping strategy improve the activeness of the VIII A students of SMP AL-FURQON in the academic year of 2010-2011?
Label:
Thesis
CHAPTER 1
INTRODUCTION
This chapter presents background of the study, statements of the study, objectives 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 learning and teaching can be an exiting and refreshing interval in the day for students and teacher. There are so many possible ways of stimulating communicative interaction in which language use is as natural as breathing (Rivers 1987, 14).
It is widely believed that globalization has forced us to improve our English skill. As we know that English includes four basic skills: listening, speaking, reading and writing. Those skills are very important in our life, especially the speaking skill, which plays a more important role than the other skills. People called mastering English if they are able to speak English fluently or they can communicate with other people as connect as they can. As the writer knows, even though people are not able to write, read and listen, but if they are able to speak, it means that they master English. Therefore, speaking can represent the other skills and it is considered as the soul of language.
Nunan (1991: 39) explained that “Mastering the art of speaking is the 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 language.”
However, in real life we have difficulties to apply conversation or speak English. It is a problem for them to speak English daily. The reasons are that they cannot speak well, they lack vocabulary, they cannot arrange the sentences and they have less confidence.
That is why the Indonesian government has been concerned with English for many years. We can take a look not only at the junior or senior high school level that English is given as compulsory subject, but also at the young learner’s level. Unfortunately, the ability of students to speak or to make a conversation is far from expectation.
When the researcher observed the second-grade students of SMA Wahid Hasyim Malang, the researcher found the problems in the teaching and learning process. The aim of the observation was to know the problems of teachers and students in the teaching and learning process. Based on the observation the researcher found the following information:
a) The teacher still used the conventional method
b) The quality of English performance was not satisfactory
c) The students had low motivation in the English subject
d) The students were inactive in the teaching and learning process
The researcher’s observation showed that most of the students of SMA Wahid Hasyim Malang were interested in visual teaching. This can be shown by using pictures. They are very enthusiastic to pay attention and to answer questions based on visual media. When their teacher uses the material which is full of pictures, they quickly answer the questions. It is different when the teacher does not use pictures in the teaching and learning process. They can’t imagine how they should answer the questions. So, in this case pictures are very useful to help students in building their ideas. They can show their opinions based on the pictures. Actually, most of the students of SMA Wahid Hasyim Malang like visual instructional media for the learning process.
Being creative and innovative is the teacher as duty to give a good solution of that problem. The teacher should have big responsibility to escape from these difficulties. Besides, the teacher should give variance and use good strategy in the teaching ad learning process. Using pictures is the ways to apply the in teaching and learning process. Which of the following questions will give opportunity to the students to speak English. We can arrange the questions starting from the simple question using yes / no answer based on the pictures. In addition, to make students more active in speaking, we use questions of WH question form. They can describe pictures using their own language.We use pictures activity to make the learning process fun and enjoyable. Finally, at the end of the activity the students can improve their speaking ability without any problem.
1.2 Statement of the Problem
Based on the background of the study, this research is carried out to describe the process of the study and the English speaking achievement based on the use of pictures. The problem of this study is formulated as follows:
“Does the use of pictures develop the English speaking ability of students of SMA Wahid Hasyim Malang?”
Sabtu, 05 Mei 2012
Code Switching in Sociaty
THE USING OF CODE SWITCHING IN SOCIETY
By
Zainal abidin
Abstract :
The term of code switching is widely used in public life today, even though they use it without realizing it, from that phenomena the objective of this article is to examine more deeply the use of code switching in society, and some factors related of it.
Key Word
Code switching
INTRODUCTION
Language and society can not be separated. Language is used in society to build communication with others. Basically, language is a system of arbitrary verbal symbol by with the member of a speech community interact and express their idea, feeling and thought.
Language is have many variation which make it rich, and one of the language variation is code switching. The term code switching is now widely used in the development of some sections of society, this departure from the development of language in every individual because every person has the ability to absorb multiple languages besides their native language. From the ability that they apply the code-switching by using two or more languages in interacting with others. Before we discuss more deeply how the using of code switching in society, the first we must know the meaning of code switching it self and also continue with find out the factor of using code switching in society.
A. WHAT IS CODE SWITCHING ?
Now days we ever hear the word of code switching, but most of people didn’t know the meaning, most of them able to use without know the meaning of it. According to Gal, he says that code switching is a conversational strategy used to establish, cross or destroy group boundaries; to create, evoke or change interpersonal relations with their rights and obligations.[1]
Code-switching (also called code-mixing) can occur in conversation between speakers’ turns or within a single speaker’s turn. In the latter case it can occur between sentences (intersententially) or within a single sentence (intra-sententially). Code-switching can arise from individual choice or be used as a major identity marker for a group of speakers who must deal with more than one language in their common pursuits.
Code-switching is the practice of moving between variations of languages in different contexts. Everyone who speaks has learned to code-switch depending on the situation and setting. In an educational context, code-switching is defined as the practice of switching between a primary and a secondary language or discourse.
In our daily life we also have to use code switching , for example in daily life of students of STAIN Pamekasan, especially in english department students, In their daily accustomed to interact with friends using the Indonesian language or their mother tongue, is madurese language, but it is different when they follow the lectures in class, they more often use English to interact, because they had an obligation to use the English language.
B. THE FACTOR OF USING CODE SWITCHING
Some of the factors causing the occurrence of code switching or code mixing is influenced by the context and situation of language that can be described as follows:
1. factors independent of particular speakers and particular circumstances in
which the varieties are used, which affect all the speakers of the relevant
varieties in a particular community.
Speakers sometimes accidentally switched codes to language partner because he has the intent and purpose. Seen from private speakers, there are a variety of purposes and objectives such as code switching the speaker wants to change the situation of the conversation, that is from formal situations which bound the space and time to non-formal situations that are not bound by space and time. Speakers sometimes doing mixed language code one into another language because of habit.
2. According to Milroy and Gordon, the factors attaching to the speakers, both as individuals and as members of a variety of sub-groups: their competence in each variety, their social networks and relationships, their attitudes and ideologies, their self-perception and perception of others. [2]
Usually, a speaker who initially use one language switch the code to another language with a people who come from different communities. For example, speaker and speak using Indonesian partners to switch the code to use English because of the presence of an English speaker who entered the conversation situation.
3. factors within the conversations where code switching takes place. Code switching is a major conversational resource for speakers, providing further tools to structure their discourse beyond those available to monolinguals.
This case will arise a lot of code switching and code mixing in society. Rather language or code mixing can occur from one language into another language, and of speech levels of a language into another language speech levels. For the example, the students who use their mother tongue when interact with their family, could have switched to using the other language when they interact with their class mate or their teachers. They prefer use the Indonesian language than Madurese language, this is influenced by situation and location they use.
CONCLUSION
From explanation above, we can take the conclusion that code switching can not separated with the society, because they often use it even thought they didn’t know the meaning. This case this is already accustomed to use, because people are able to develop a language that they have, by using languages other than their mother tongue, because there are several factors, among which differences in situation and places.
REFERENCES
Wardhaugh. Ronald, An Introduction to Sociolinguistics, Blackwell publishing, 2006
Penelope Gardner-Chloros, Code Switching, New York, Cambridge University, 2009
THE USING OF CODE SWITCHING IN SOCIETY
ARTICLE
Proposed to fulfill the assignment of sociolinguistic
Recommended by Mrs Afifah Raihany M.Pd
Arranged by :
Zainal abidin
18 08 13432
STATE ISLAMIC COLLEGE PAMEKASAN
ENGLISH TEACHING DEPARTMENT
JUNE 2001
Kamis, 03 Mei 2012
Surat pernyataan
SURAT PERNYATAAN
Yang bertanda tangan di bawah ini:Nama : Zainal Abidin
Tempat, tanggal lahir : Pamekasan, 10 Nopember 1989
Status perkawinan : Belum menikah
Alamat : Dempo barat Pasean Pamekasan
Dengan ini menyatakan bersedia untuk menjadi orang yang selalu menyenangkan terhadap orang lain.
Demikian surat pernyataan ini saya buat dengan sesungguhnya dan apabila di kemudian hari ternyata pernyataan saya tidak benar, maka saya bersedia dituntut di muka pengadilan sesuai dengan hukum yang berlaku.
Pamekasan, 02 Mei 2012
Yang membuat pernyataan,
ZAINAL ABIDIN
Curriculum vitae
CURRICULUM VITAE
DATA PRIBADI
Nama : Zainal Abidin
Alamat : Dempo Barat Pasean Pamekasan
Kode Post : 69356
Nomor Telepon : 087750440019
Email : zainalabidin.sm@gmail.com
Jenis Kelamin : Laki-laki
Tanggal Kelahiran : Pamekasan, 10 Nopember 1989
Status Perkawinan : Belum Nikah
Warga Negara : Indonesia
Agama : Islam
RIWAYAT PENDIDIKAN
- Pendidikan Formal
Periode | Sekolah / Institusi / Universitas |
1996 - 2002 | SDN Dempo barat I Pasean Pamekasan |
2002 - 2005 | MTs Al falah Dempo barat Pasean Pamekasan |
2005 - 2008 | MA Al falah Dempo barat Pasean Pamekasan |
2008 - Sekarang | Sekolah Tinggi Agama Islam Negeri (STAIN) Pamekasan |
- Pendidikan Non Formal
Periode | Institusi | Kegiatan |
2007-2008 | Nadi’s English Course (NEC) | Kusus bahasa Inggris |
PENGALAMAN ORGANISASI
- Intra
Periode | Institusi | Jabatan |
2009-2010 | UKM PI STAIN Pamekasan | Pengkaderan |
- | UKK Pramuka STAIN Pamekasan | - |
- | UKM IQDA STAIN Pamekasan | - |
- | UKK Acivita STAIN PAmekasan | - |
2010-2011 | BEM Fakultas Tarbiyah (HMJ Tarbiyah) | Sekretaris Umum |
- Ekstra
Periode | Institusi | Jabatan |
2010-2011 | PMII STAIN Pamekasan | Koord II Bidang penerbitan |
Demikian Curriculum Vitae ini saya buat dengan sebenarnya.
Pamekasan, 02 Mei 2012
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