Hamndan 17 years
Malikhah 12 years Mr. Dullah Accept proposal worry Alone at sea side
Demak SETTING
STYLE
imagination on the mind maps as free as possible to sketch their mind map.
Then the teacher assigns students to make a new short story based on their new mind map in his home work.
Activities cover the Second Meeting: The teacher asks the students to make new mind map.
The Students are asked to write the new short story based on intrinsic elements of Short Story on the new map mind.
The teacher gives the task to complete writing short stories at home in one week.
3.5. Third Meeting
Students present the work of their short stories of the Mind Map technique. Practical steps to make a Short Story. Students choose the most memorable experience to be a resource topic or theme of the short story was written as a topic in the middle of the mind map. Students determine the content of the st ory elements intrinsic to write a short story in the form of themes, characters, characterization, plot, setting, style and point of view on the branches of a mind map maps new ideas each. Students make up a story to associate his experience in the branch - the branch map mind map, with colored pencils or markers based on a central theme of his choice.
Each image is connected with curved lines and equipped keyword that is a mind map of the central themes related to the elements of theme, character, characterization, setting, plot, and style. Students organize stories with imagination by developing a mind map is as free as possible into a short story or a short story. Students connecting disposition until realization that stories work. Moderate disposition, frame groove, the title short story and dialogue students can learn from the surrounding environment to create more interesting stories. Students prepare a paper product that has been built from the experience of a work product stories. Students present the work of short stories. At this meeting the student is presenting his new work of short stories.
Thus students can demonstrate activity in the learning process. Creativity is evidenced by associating students and develops what is in the mind frame of folders, work product into a short story that is so. Some students are given the opportunity to show the work of a variety of short story writing.
4. Conclusion
In preparing learning to write short story using the mind map technique, First, the students were explained the theory of making a short story and analyze the elements and plot of short story. Second, the students were explained how to make its mind map. The students are formed in group consists of four students. Third, student individually is given a short story reading entitled “Malikhah Wedding” Forth, students in group are asked to identify the elements and plot of short story they have read, then apply at the mind map sketch. Further, students are asked to rewrite short story of "Malikhah’s wedding" with their own words or version based on mind map they have made. The student represents their groups to present their mind map and short story in front of the class. Student is asked to choose one of five their memorable and most impressive experiences as the new title of mind map as basic of new short story individually.
Students will create a new short story, students begin to make sketch of the mind map by first selecting the most memorable experience for the topic of short story. Then students determine the content of the story as he wrote the intrinsic elements of the short story in the form of themes, characters, characterization, plot,
story with a new theme.
5. Reference
[1]. Luxemburg, Jan van, dkk. 1989. Pengantar Ilmu Sastra (Penerjemah: Dick Hartono).
Jakarta:Penerbit PT. Gramedia.
[2]. Buzan, Tony. 2008. Buku Pintar Mind Map. Jakarta: Gramedia Pustaka Utama
[3]. Subagyo, Kukuh.P. 2007. Appreciation of Literary Works.Jakarta: Penerbit Universitas Terbuka.
[4]. Kenney, Kenney. 1996. How to analyze fiction.New York: Monarch Press.
[5] Cain, M. E. (2001/2002). Using mind maps to raise standards in literacy, improve confidence and encourage positive attitudes towards learning. Study conducted at Newchurch
Community Primary School, Warrington.
[6]. Wellek, Rene dan Warren, Austin. 1995. Teori Kesusastraan (Penerjemah: Melani Budianta).
Jakarta: Penerbit PT Gramedia Pustaka Utama.
[7]. Darma, Budi. 2004. Pengantar teory Sastra. Jakarta: Pusat Bahasa.
[8]. Pradopo, Rachmat Djoko. 2007. Beberapa Teori Sastra, Metode Kritik, dan Penerapannya.
Yogyakarta: Pustaka Pelajar.
[9]. Barnet, Sylvan; Berman, Morton; and Burto, William. (1993) An Introduction to Literature.
New York. Harper Collins College Publishers.
[10]. Idawati, Evi. 2005. Malam Perkawinan (Kumpulan Cerpen). Jakarta: PT. Gramedia Widiasarana Indonesia.
6. Synopsis of " Malikhah’s Wedding "
Malikhah is a young girl who was twelve years old and had just graduated from Islamic education. Hamdan, seventeen-year-old boy asked her through his father, Mr.Dullah. Her father and Mr. Dullah want to match and marry them both. But Malikhah’s father begged that Malikhah must finish school first. Mr. Dullah was the richest man in the village Nggojoyo, a fishing village on a small island in sea Demak. Hamdan was his only son. Malikhah and their families manage the boarding school in the village. This has been going on for generations. Because who held the party is the richest man in the village, so the villagers, weddings Malikhah is their party as well.
Malikhah is a pretty girl, innocent, and religious. She never had associated with men but fathers and older brothers, especially with Hamdan. He received his father's decision to accept the proposal, without question. This means that she will soon marry the man her father choice, men who had never known. The same thing has happened to his older brother. And so far they do not have significant problems and seem happy.
Ahead of her wedding day, Malikhah’s anxiety grows. Many questions are in his mind that she has not got the answer. She became a frequent alone in the hut by the beach, until the day she disappeared. His parents, Hamdan family, and the villagers then busy looking for existence. Finally Malikhah found in a state of unconsciousness. Hamdan was relieved and grateful. During Malikhah disappeared, he was also very anxious and had thought that Malikhah left because did not love.
When Malikhah opened his eyes, he saw a meaningful smile of youth that no other helps but
Teaching Speaking through Rong-chang Website
YuliyantoSabat
EnglishEducationStudyProgram,STKIPPGRISidoarjo,EastJava,Indonesia,sabatkerenddgmail.com ABSTRACT
The main aim of this research was to introduce the use of rong-chang website as media in teachingspeaking. The researchercombined three relatedpracticesin teaching speaking through www.rong-chang.com. They wereindividual practice, practice in a pair and group work. The firststepconductedbythelecturerwasgivinginstructiontothestudentstoopenthewebsiteconsisting of severaltextscompleted with theaudio. Then,thestudents must memorize the chosentextas the basicmaterialwhentheycametotheclass.ThisstepbelongedtoIndividualpractice.Itwasaimedto achievetheEnglishinternalization[1]sothatthestudentswillspeakfluentlywhentellingthestoryto his/herpeer.Afterhavingmemorizedthetext,thestudentsmusttellittothepeer.Thisstepbelongedto practiceinpair.Inthisstep,thestudentsmusttelloneanotherinturn.Thisstepwasaimedtoallowthe learnerstointeractwitheachother simultaneously[2], Afterall,thestudentsmust work inagroupto tellwhat theyhave understoodfromtheirprevious peertothe group. Ifoneof themembersdid not understandthecontentofthestory,she/hemightaskthespeakeragain.
Key Words: rong-chang website, Individual Practice, practice in a pair and group work
1. Introduction
The use of English as a global Lingua Franca [3] stimulates people to leam English, especially speaking skill. It is because the dominance of English used as a lingua franca in international business contexts, for instance, is now seemingly beyond dispute, with various studies confirming that English is an intrinsicpartof communication in multinational settings and a fact of life for many business people [4], In addition, speaking gains its prominence in language teaching particularly in Enghsh as a foreign language (EFL) and English as a second language (ESL) because withouta fluent skill in speaking, learners’ language development will be severely hardto getsomething new in their experience [5], Practically, in teaching speaking, learners are taughtto speak Enghsh fluently and confidently.
However, encouraging students to be more confident and braver to speak Enghsh is notthat easy.It needs hard efforts and good strategiestoachieveitas oneof the biggest barriers in learning speakingis lackof confidence [6], Therefore, a teacher is supposedtobe moreactiveandcreativeto find some interesting path waystoteach speaking.
Teaching speaking is differentfrom teaching other skills of Enghsh such as writing, reading, and listening in which an Enghsh teacher may probably distribute thequestionsheets and wait the resultby sitting behind the desk. To develop students’ speaking ability, an Enghsh teacher may not justsit behind die desk and rely on a book consisting of some instructions about speaking. One of the ways to avoid boredom and monotonous method in teaching speaking is by using certain Enghsh website. Therefore, this research tries to introduce www.rong-chang.com as a medium to teach speaking.
www.rong-chang.com is an Enghsh website covering a lot of Enghsh materials with various learner levels. This website provides all Enghsh learners with many different exercises in Enghsh skills (listening, speaking, reading and writing). In addition, this website gives the materialsnotonly
foradultlearnersbutalsoyounglearners(Englishforchildren).Englishlearnersarereallyboiledwith this website. English teacher (the writer himself) is so much helped with the existence of this
websiste.
Hecoulddevelophiscreativityinteachingspeakingthroughit.Theresearcher, therefore, just focused on the speaking material inasmuch as the researcher wanted to develop students’ confidenceand braverytoexpresstheirideasbyusingEnglish.
2. Research Method
This research usedcase studyapproach.There areseveral typesof casestudybut theresearcher decided tochooseobservationalcasestudyhere.Itisbecauseheobservedthesubjectsandallactivities done by the students and theteacher (who wasalso the researcher) in the class in which he teaches.
Particpant observation is the primary method of gathering data to study a particular entity or some aspectoftheentity(suchasaschoolorclasseswithinaschool)[9],
Thedata wereall activitiesdealing with three related practices. All data weregathered by using handy cam recorder. To gather the data more easily he asked help from his colleaguecolleague to record allactivities happeningin theclass. Suchadesign was chosenbecausethe researcherwantedto elaborate students’ confidence and bravery to express their ideas in English through three related practices.
3. Result and Discussion
At the first meeting, the researcher explained the subject and goals to achieve within the semester.He explainedthe rulesof the class including the website that he was trying to use in teaching speaking. He explained severalsteps which should be done by the students in his class. The first step, students must search the web www.rong-chang.com. When it is clicked, it will appear such a figure (figure 1).
Mike'