THE TEXTBOOK
EFFECTIVE ENGLISH
FOR SECOND
YEAR OF JUNIOR HIGH SCHOOL STUDENTS
( A case study at SMP Negeri 54 Jakarta Barat )
A "Skripsi"
Presented to Tarbiya and Teachers' Training Faculty in a Partial Fulfillment of the Requirements for the Degree of "S.Pd"(Sarjalla Pelldidikall)in
English Language Education
ENGLISH EDUCATION DEPARTMENT
TARBIYAH AND TEACHERS' TRAINING FACULTY
STATE ISLAMIC UNIVERSITY
/
ANALYSIS ON THE READING PASSAGES IN
THE TEXTBOOK
EFFECTIVE ENGLlSllFORSECOND
YEAR OF JUNIOR HIGH SCHOOL STUDENTS
(A case study at SMP Negeri 54 Jakarta Barat)
A "Skripsi"
Presented to Tarbiya and Teachers' Training Faculty in Partial Fulfillment of the Requirements for the Degree of "S.Pd"(Sarja/la Pe/ldidika/l) in
English Language Education
By:
MUiRNI ASIH NIM. 103014027052
Approved
byAdvisor:
Drs. Sl.Iuardi K., Dipl.Ed
NIP. 150022 779ENGLISH EDUCATION DEPARTMENT
TARBIYA AND TEACHERS' TRAINING FACULTY
STATE ISLAMIC UNIVERSITY
SYARIF HIDAYATULLAH
JAKARTA
Textbook Effective English for S(cond Year of Junior High School Student;',
written by Mumiasih, student's regi,tmtion number 103014027052 wac; e:,<ln; ind
in the examination session of the i'Jculty of Tarbiyah and Teachers Training,
"
Syarif Hidayatullah Sta,e Islamie Uni'"rsity Jakarta on October 20 . 2008. The
"Skripsi" has been accepted and declared to have fulfilled one of the reqvirements
,
for the degree of S. Pd. (Bachelor of Arts) in English language Education in the
department of English Education,
51
Jakarta, October 20 .2008
NIP. ISO 188518 CHAIRMAN
SECRETARY
EXAMINERS
EXAMINATION COMMITTEE .
Ｈ｜ｾＢ
I
ｾ: Drs. Svauki. M. Pel L_\; \-
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NIP. 150246249 ,.-".\
ｾ
: Neneng Sunengsih. S. Pel
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NIP, ISO 326
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: I. Drs. A. M. Zaenuri. M, Pel ( )
ｾＺＭ］｟ＮＭＮ］］ＭＭ］］ＭＭＭＺ＾ ＯｾｾＧＭＷＧ
2. Drs. Zaenal Arifin Toy. M. Sc
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NIP. 15003] 215
Acknowledged by:
Dean of Tarbiyah and Teachers Training Faculty
•
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'" "\..OS\,.l....ｾＮ J L_:l
In the name ofAllah, the Beneficent, the Merciful. Praise be to Allah, Lord
of the world who has blessed the writer in completing this skripsi. Peace and
Blessing be upon the prophet Muhammad, his family, his companions, and his
followers.
The writer is conscious that she could not carry out this work without help
of others either in material or in spiritual. The writer would like to say her great
gratitude to Drs. Sunardi K., DipI.Ed., as the writer's advisor, who has given
valuable advice and guidance, also for his time, contribution, and in correcting
and helping her in finishing the skripsi.
In this occasion, the writer also likes to express her special gratitude to the
following persons:
1. Prof. Dr. Dede Rosyada, the Dean of Faculty of Tarbiyah 2. Drs. Syauki, M.Pd, the Chief of English Education Department.
3. Neneng Sunengsih, S.Pd, the Secretary of English Education Department.
4. All lecturers in English Education Department, who have taught the writer
during her study in State Islamic University Syarif Hidayatullah Jakarta.
5. Drs. C. Tugiman, the Headmaster of SMP N. 54 Jakarta.
6. The English Teachers of SMP N. 54 Jakarta.
7. The Staffs and Officers of English Education Department Faculty of
Tarbiyah State Islamic University Syarif Hidayatullah, and SMP N. 54
Jakarta.
8. Her beloved parents (Ramli and Nurrnala), her aunt (Ratnasari), her sister
(Herlina), and her brothers (Chaerudin, Cherrnin, Herman and M. Solihin),
and for her husband (Achmad Yusuf, S.pdi).
writer hopes, this 'skripsi' be useful to the readers, particularly to the writer. Also the writer realized that tIlis 'skripsi' is far from being perfect. Itis a pleasure for her to receive constructive critics and suggestion from anyone who reads her 'skripsi'.
Jakarta, 20 October 2008
Pages
ACKNOWLEDGEMENT 111
TABLE OF CONTENTS v
LIST OF TABLES Vll
CHAPTER I : INTRODUCTION I
A. Background of Study I
B. Identification of Problems 3
C. Limitation of Study 3
D. Objective of Study 3
E. Method of Study 3
F. Organization of Study 4
CHAPTER II: THEORETICAL FRAMEWORK 5
A. Meaning of Reading 5
B. Basic Components of Reading 6
C. Types of Reading 7
D. Problems in Teaching and Learning of Reading Skill 9 E. Factors Affecting Reading Comprehension Ability... 10
F. Purpose of Reading II
G. Principles of Teaching Reading 13
H. Reading Activities 14
CHAPTER III : THE PROFILE OF THE SCHOOL AND ITS
ENGLISH TEACHING AND LEARNING 16
A. Description of School... 16
I. Background of School 16
2. Teachers and Staffs 17
3. Students 18
B. English Teaching ofSMP Negeri 54 Jakarta 19
5. Time Allocation 21
6. Evaluation 22
C. English Teachers Profile of SMP Negeri 54 Jakarta 22
D. Background of Students at SMP Negeri 54 Jakarta 23
CHAPTER IV : AN ANALYSIS ON THE READING PASSAGES IN
THE TEXTBOOK FOR SECOND YEAR20 25
A. Description ofthe Textbook 25
B. Bibliography of the Book's Authors 26
C. Analysis on the Reading Passages in the Textbook for Second
Year 27
CHAPTER V : CONCLUSION AND SUGGESTION 38
A. Conclusion 38
B. Suggestion 38
BIBLIOGRAPHY 39
Pages
TABLE 1: Building and Room Function at SMP Negeri 54 Jakarta 17
TABLE 2: School Personal Main Job Based on Latest Education 18
TABLE 3: Number of Students per Class 18
TABLE 4: Data of English Teacher ofSMP Negeri 54 Jakarta 23
TABLE 5: Comparison of English Material in the Textbook
A. Background ofthe Study
Language is a means of communication to express message through spoken and written language. All people in the world know the importance of language, especially English. The existence of English language since its development almost has dominated all of the countries of the world, its development and greatest influences have made a big part in the world is forced to speak English. Therefore, it is consequently considered as intemationallanguage until now.
vocabulary of the language."l
The function of teaching reading in junior high school is not merely as a
compliance of compulsory English subject, but also as a way to make students
able to comprehend any textbooks and reference written in English. In fact, building students' ability in reading is not an easy job. To facilitate students to
acquire this receptive skill will require his teaching skill; they could do many
factors in order to make teaching reading and students' reading ability
successful, such as in providing the guidance on the good way to tackle a text
and also in selecting appropriate reading material for use in classroom.
In Indonesia, there are some rules to develop materials for students in the
formal school. All textbooks designed for students in Indonesia should be
written and based on the curriculum. As well, the passages in the textbooks
then should be written in such a way that they are readable for the students, it
is intended to facilitate the students in achieving one ofthe terminal objectives
stated in the curriculum.
In the teaching learning process, this is not as easy as it seems. The
teachers and students face difficulties concerning the reading passages in the
textbooks. The complaints are more on the level of difficulty of the reading
passages, which are not suitable with the basic ability of the students. This is
caused by many factors such as containing of hard or unfamiliar words, which
are not suitable to the interest and preference of the students, for example:
intimacy, acquaintance, affirming, sustaining, etc. As far as the writer knows,
the students with the low reading ability can still understand word by word
that make them difficult to comprehend the whole text. They looked up the
dictionary to find the meaning of unknown words that actually can be guessed
what their meaning one. This made the students bored and gives up reading
when they could not find the suitable meaning. Moreover, the students can not
differentiate the vocabulary is used on the textbook, whether, American
English or British English. This matter will influence the process of finding
the meaning of words in the dictionary, because sometimes the dictionary
From the case above, the writer is interested to analyze the language is used on the reading passages in one of the textbooks at the school. Therefore, the writer will make a research on reading passages with the title, "Analysis on the reading passages in the textbook Effictive English for second year of junior high school students". It is intended to know about the language that is used on the textbook whether it uses American or British English.
B. Identification of Problems
Based on the background of problems, the writer can identify the problems as follows: "What is the language used in the textbook Effective English that is used by junior high school students at the second year of SMP Negeri 54 Jakarta?"
C. Limitation of Study
This paper discusses the analysis on the reading passages in the textbook focused in the language that it's used, whether it uses American or British English.
D. Objective of Study
The objective of this research is to know about the language is used of reading passages in English textbook Effictive English for second year students to the students of SMP Negeri 54 Jakarta.
E. Method of Study
F. Organization of Study
This study is divided in to five chapters. The first chapter deals with the
introduction consisting of background of study, identification of problems, the
objective of study, the method of study and the organization of study.
The second chapter describes the theoretical framework consisting of the
definition of reading, the definition of reading, basic component of reading,
the types of reading, the purpose of reading, the affecting reading, the
principles of teaching reading, reading activities, the criteria of reading
passages.
The third chapter is about the profile of the school and its English
teaching and learning provides the description of the school, the English
teaching of SMP Negeri 54 Jakarta, the English teachers' profile of SMP
Negeri 54 Jakarta, and the background of students at SMP Negeri 54 Jakarta
The fourth chapter describes the analysis on the reading passages in the
textbook for second year ofjunior high school students provides description of
the textbook, bibliography of the book's authors, and analysis on the reading
passages in the textbook for second year, the writer is focused on the
analyzing the language that it's used, whether it uses American or British
English.
Finally, the conclusion and suggestion will be discussed in the fifth
A. Meaning of Reading
Reading is one of the language skills which become the main aims of the language-teaching program. Reading is the receptive skill in the written mode. It can develop independently of listening and speaking skills, but often develops along with them, especially in societies with a highly developed literary tradition. Reading can help build vocabulary that helps listening comprehension at the later stages, particularly.
Generally, the aim of reading is comprehension. In terms of comprehension it is emphasized especially on vocabulary building which consist of spelling and its meaning because reading is a process for a reader to establish a representation of meaning involving more than merely identifYing the word on the page, but what be achieved is an understanding of the whole sequences of sentences. Considering to the context, it does not only mean the skill to comprehend the contents, but also means the skill to understand the culture of the language that is being read.
communicating. The writer expresses his thoughts on paper with language, using whatever skills and style he has developed personally. As Frank G. Jennings states in his book that "reading is the art of transmitting the ideas, facts and feelings from the mind and soul of an author to the mind and soul of a reader, with accuracy and understandings, and much more." 2
While Sandra Silberstein stated "Reading is a complex information processing skill in which the readers interact with text in order to recreate meaningful discourse."] Albert J. Harris and Edward R. Sipay in defining "Reading is the meaningful interpretation of printed or written verbal symbol.,,4
In Addition, Nuttal stated that:
"Reading is a meaningful interpretation of printed or written verbal symbol. Itmeans that reading is a result of the interaction between the perception of graphic symbols that represent language and reader's language skills, cognitive skills, and knowledge, of the word. In this process the reader tries to create the meanings intended by the writer.,,5
From the definitions above, the writer gets the conclusion that Reading is an activity conducted by the reader to comprehend about a text, so he/ she will get the meanings intended by the writer.
B. Basic Components of Reading
There are five basic components to know in reading English language, such as:
"(1) Structures of tenses; this is essential in English, so essential if a tense is overlooked or misread, a totally different meaning may be given to the passage; (2) Pronouns; is a substitute from noun such as this, there, they, their, them, or his and other more; (3) Punctuations; as
2Frank G. Jennings,This is Reading, (New York: Teachers College Press, 1965), p. II
3Sandra Silberstein,Techniques and Resources in teaching Reading,(New York: Oxford Univ. Press, 1994), p. 12
4Albert J. Harris and Edward R. Sipay, How to Increase Reading 'Ability, (New York: Longman Inc., 1985), p. 59
commas, etc can sometimes be important clues as to what the write mean; (4) Vocabulary in context; vocabulary is important in reading activity, it makes us easier to read and understand the text well; (5) Transitional words act as a signpost in a sentence or paragraph.Itpoints"
6
C. Types of Reading
In a reading lesson students must be capable of understanding the text. There are two ways in reading to find out the information in the text.
1. Scanning
According to Nuttal, scanning means "glancing rapidly through a text either to search for a specific piece of information or to get initial impression of whether the text suitable for a given purposes."7Another source says, being able to scan is to search through material rapidly, with a given purpose in mind in order to fmd out specific fact or an answer to a particular question in the other word scanning enables people to locate specific information around it. Actually scanning never exists by itself as a reading rate. One of the specific is located or it seem as though the answer to a question is being given.
2. Skinnning
Skimming is a way to look over material rapidly for given purposes without reading every phase. Skimming permits people to gain a general idea about material when that is their purpose rather than to read all material in detail. Besides that skimming makes people able to select content what they want to read and discard anything, which is beyond their purposes.
Skimming and scanning are useful skills. They do not remove the need for careful reading but they enable the reader to select the texts that are worth spending time on. In skimming, a reader must ask himself what the text is
6Lee Kai-Fa! and Paula Fleming, Better Reading Skills, (London: Oxford Univ. Press, 1981),p. 18
talking about. He must move his eyes quickly over the text, looking especially at the main title, the beginning and the end, and the first sentence of paragraph. In scanning the reader must ask himself whether or not the text contains what he is looking for and if any, he must find where is located, he moves also his eyes more or less quickly over the text for specific items. Therefore, if a person wants to write an address, phone number, a date or a book over paragraph in order to locate a special piece of information is called scanning but if he reads all the passage in order to know about what it deals with his reading is called skimming.
Actually, the purpose of reading also can be classified into two types of activities. Christine Nuttal describes it into two approaches: intensive and extensive.8
I. Intensive Reading
Intensive reading means reading shorter texts to extract specific information. This activity is likely more to emphasize the accuracy of the activity involving reading for detail. It is used to gain a deep understanding of a text, which is important for the reader. The process of scanning takes a more prominent role here than skimming. Reader is trying to absorb all the information given, example: reading dosage instruction for medicine.
Intensive reading involves approaching in text under the close guidance of teacher or under the guidance of a task, which forces the students to pay great attention to the text. The aim of intensive reading is to arrive at a profound and detailed understanding of the text: not only of what it means, but also how the meaning is produced. However, a teacher has responsibilities to guide his! her students in intensive reading, these responsibilities are:
3) Devising tasks and activities to develop the required skills. 4) Preparing the class to undertake the tasks.
5) Making sure that every one in the class improves steadily according to his own capabilities, the teacher should not translate the reading materials into his own language; it could be the wrong kind of help. By intensive reading, the students are expected to understand everything they read and to be able to answer detailed vocabulary and comprehension questions.
2. Extensive Reading
In extensive reading, the principle aim is comprehension. The students are trained to comprehend or to understand the meaning or concept from a passage silently without teachers' help. On higher level, extensive reading is very useful to gain the aim of extensive reading. Teachers have to teach their students the techniques of efficient and effective reading such as skimming.
Skimming has an important role in reading, it is a kind of reading, which makes our eyes moves quickly on the printed material in order to get information within a short time, the quicker we read the more information we get. Usually skimming relates to longer text, where there words that need special attention. This is a fluency activity, mainly involving global understanding. Example: reading a newspaper, article, short story or novel.
D. Problems in Teaching and Learning of Reading Skill
According to Harmer, there are some problems in teaching and learning reading skill that are faced by the teachers: language, topic and genre, comprehension tasks, and negative expectations.9
a. Language
9 Jeremy Hanner, The Practice of English Language Teaching, 3'" ed., (Harlow:
In the case of written text, some researchers look at word and sentence length, on the premise that texts with longer sentences and longer words will be more difficult to understand than those with shorter ones do. It means that if students faced the situation, they will get difficult in absorbing what the meaning of the text is.
b. Topic and Genre
The teaching of receptive skill sometimes will not go; as we want it to be because of the inappropriate topic or unfamiliar genre, they are dealing with and will not interest to learn.
c. Comprehension Tasks
When teacher wants to give the task and choose the comprehension tasks to do, sometimes that kind of tasks are not helping the students to more understand the skill. It is more likely to be testing them. By testing, they will not be appropriate way of accomplishing the students' improvement in this skill.
d. Negative Expectations
Before the students were starting to learn the skill, they already have negative expectations. They have feeling that they are not going to understand the passage because it is sound to be too difficult and they will be frustrated and de-motivated. Those feeling occur because of unhappy or unsuccessful experiences.
E. Factors Affecting Reading Comprehension Ability
into their preexisting schemata. More than that, their schemata influences how
they recognize information as well as how they store it.I0Itmakes them easier
to comprehend the reading text than the students who have not experienced it
before.
Another factor is reader's interest.Itis necessary to comprehend the text.
Some students may have an established personal interest in particular subject
and may like to read anything and everything that they can find out those
subjects. The more interested students are, the more they will persevere in
reading.
Next, the purpose of reading is a factor, which contributes to the reader
ability to comprehend. It also ties in with knowledge of an interest in the subject. For example, a reader who knows he must read certain chapters in his
textbook to pass a test has strong purpose for reading and will comprehend
more than readers who read the same passage with no purposeinmind.
The mentioned above are similar phrase by Albert J. Harris and Edward
R. Sipay, "Reading is a complex process in which the recognition and
comprehension of written symbols are influenced by reader's perceptual skills,
experiences, language background, mind set and reasoning abilities as they
anticipate meaning on the basis of what has been read.',ll
F. Purpose of Reading
As the writer knows that, the purpose of reading is to get the meaning
from the written symbols. One of the most important tasks of the reader is to
find out what the writer said. It is important that teachers involve students in
establishing purposes for reading. Itis intended they will understand why they are in a reading class and so that they make a commitment to the reason for
reading. In junior high school, reading is used to understand textbook, as
Harris and Smith stated:
10J.C. Alderson,Assessing Reading,(New York: Cambridge Univ. Press, 2000), p. 33
"The purpose for reading is similar for the beginner and the mature reader. The level of thought that is required to achieve the same reading purpose varies with the difficulty of selection and the skill of the reader different authorities suggest a variety of purpose for reading. We believe that most of these can be organized into five categories: (1) finding main idea, (2) finding supporting detail, (3) grasping the author's plan of organization, (4) following a sequence of event or thought, and (5) critically appraising the author's work."I2
The above statements give us the clear explanation that the purpose of
reading is not only to understand word by word, sentence by sentence or
paragraph by paragraph, but also to understand and find the ideas written by
the author.
Meanwhile Lester and Alice Crow classified two general purposes.
These purposes include leisure time reading and reading that is more serious.l3
1. Leisure time reading or reading for pleasure, it is reading for enjoyment,
which may vary in to follow your favorite sport, comic, article and movie
program. On the other hand, the reader may read either quickly or slowly
based on the way he likes.
2. More serious reading or reading for information. It is reading for study
goal such as to obtain factual information and to solve problem. Reading
for information includes the material which are classified as nonfiction;
sciences, social studies, current affairs, personal opinion, technical matters,
news magazine, newspaper, and articles. Readers scan to locate specific
information in a text and skim to extract general infonnation from it.
Therefore, the teachers have to match reading skill to reading purpose.
William Grabe describes that people read for general comprehension
whether for information or for pleasure. So reading purpose can be classified
into four categories. The first one is reading to search for simple information
and reading to skim. Common reading ability is used so often in reading task.
Second, reading to learn from texts, it typically occurs in academic and
professional contexts in which a person needs to learn a considerable amount
of information from a text and then, the purpose of reading is reading to
integrate information, write and critique texts. Reading to integrate
information is a skill that inevitably requires critical evaluation of the
information being read. Meanwhile, reading to write and to critique texts
requires abilities to compose, select and critique information from a text. They
may be task variants of reading to integrate information. At least, reading for
general comprehension, this skill requires very rapid and automatic processing
of words, strong skills in forming a general meaning representation of main
ideas, and efficient coordination of many processes under very limited time
constraints. At times, reading for general understanding may even be more
difficult to master than reading to learn.14
G. Principles of Teaching Reading
In teaching reading there are several principles in order to achieve the
purpose of reading, according to Jeremy Harmer, they are:
"a)Reading is not a passive skill, b)Students need to be engaged with what they are reading, c)Students should be encouraged to respond to the content of a reading text, not just to the language, d)Prediction is a major factor in reading, e)Match the task to the topic, f)Good teachers exploit reading texts to the full,,15
According to Ray Williams, he states "Top Ten" principles for teaching
reading, there are:
(l) in the absence of interesting texts, very little is possible; (2) the primary activity of a reading lesson should be learners reading texts; (3) growth in language ability is an essential part of the development of reading ability; (4) classroom procedure should reflect the purposeful, task-based, interactive; (5) teacher must learn to be quiet: all to often,
14William Grabe and FredrickaL. Stoller, Teaching and Researching Reading, (Harlow: Longman Pearson Education, 2002), p. 11-15
15Jeremy Harmer, How to Teach English: An Introduction to the Practice of English
teacher interfere with and so impede their learners reading development by being too dominant and by talking too much; (6) exercise-types should, as far as possible, approximate to cognitive reality; (7) a learner will not become a proficient reader simply by attending a reading course or working through a reading textbook; (8) a reader contributes meaning to a text; (9) progress in reading requires learners to use their ears, as well as their eyes; (l0) using a text does not necessarily equal teaching
d· 16
rea mg.
From the principles of teaching reading stated by the experts, the writer takes the conclusion that the principles in teaching reading are:
a. The students have to be encouraged to respond to the meaning of reading text.
b. The teacher should explain the material or reading text clearly, she or he should match the task given to the topic. It can increase the students' achievement in learning.
c. Reading involves many skills; therefore, the teacher should give great attention to the students' development that involves the students' abilities to become efficient and skillful readers.
H. Reading Activities
"Reading has so many component activities that we have to take care to design tasks that as much as possible are targeted on the component of interest."l? The process of teaching reading will vary according to the school level or according to the type of material presented or to the purposes of the reader.ls
For example, there are some concerns when the teachers will teach to improve a specific reading skill, such activities may be silent or oral. Oral
16Ray Williams, 'Top Ten' Principles Jor Teaching Reading. ELT Journal, Vol. 4011 (January, J986), 42-45
17Geoffrey Underwood and Vivienne Batt, Reading and Understanding: An Introduction
to the Psychology ojReading, (New York: Blackwell,J996), p. 3
18Ralph C. Staiger, ed., The Teaching oj Reading, (Paris: Ginn and Company A Xerox
reading or reading aloud is common practice III many language classes, especially for beginning and intermediate classes. This practice is important because it allows the teacher to check their student's pronunciation and reading fluency. Beside that in this process, the student learns the sometimes-tricky relationships between what he knows how to say, and the written symbols that represent those ideas.19This activity will only show their good pronunciation and fluency but reduces their comprehension.
On the contrary, silent reading activity gives students more comprehensive situation; they can concentrate on the meaning or the idea of a textbook. The teacher usually gives this activity to measure the student's comprehension level without knowing their fluency. They read the text silently and then the teacher can check their ability to comprehend by knowing what the idea of the text or the response to what they have read.
It seems oral and silent reading are hoped to be taught side by side, totally and together, if the teacher gives only oral activities for instance, the students may have very good pronunciation and mimicry abilities but no ability to comprehend well to what they read.
According to the description above, the teachers who want to teach reading ability have to consider some general principles that should be incorporated into any method of teaching reading. Harris and Sipay state there are some general principles that must be considered by the teachers before they teach reading to the students in the class.
"(1)Reading must be made an enjoyable activity; (2) Systematic training must be given in the mastery of specific reading skills; (3) A good reading program is balanced and contains varied activities; (4) Provision must be made for individual differences; (5) Special attention must be given to pupils whose reading is below normal; (6) Ideally, there should be a planned reading curriculum extending from kindergarten through high school".2o
19 Edward M. Stack, The Language Laboratory and Modern Language Teaching,
Table. 2
School Personal Main Job Based on Latest Education
NO. MAINJOB SMP SMU D1 D2 D3 SI S2 TOTAL
l. Teacher
-
-
7 1 12 20 2 422. Staff
-
Administrator 2 7-
-
-
1-
10-
The Other Staff-
1-
-
-
1-
2TOTAL 2 8 7 1 12 22 2 54
3. Students
There are eight hundreds students at SMP Negeri 54 Jakarta that is
divided into twenty classes where each its class consisted of forty students.
From the classes are divided into three levels, which are 7th class, 8tl1class
and 9th class. For 7tl1 class, there are 8 classes whereas for each other class
is 6 classes.
The following tables will show the number of students based on their classes:
Table. 3
Number of Student per Class
Sex Rooms
Class Total
M/F 1 2 3 4 5 6 7 8
7th M 18 20 20 18 20
20 20 21 157
F 22 20 20 22 20 20 20 19 163
M 7 26 9 25 26 28
-
-
1218th
F 33 14 31 15 14 12
-
-
119M 4 20 20 20 24 21
-
-
1099th
F 36 20 20 20 16 19
-
-
131B. English Teaching of SMP Negeri 54 Jakarta
1. School Curriculum and Teaching Objective
Traditionally, curriculum has meant the subject to be taught in school or the course of study. Curriculum is defined operationally as the part of the school program especially is designed to provide learning planned experiences for the students.
The objective of curriculum, according to Law of National Education System Chapter I section 3 that is:
"The function of National Education is to develop the ability and form the character and also nation civilization, it tent to develop the competitor potency educated to in order to become the human being which god-fearing to God, a good behavior, healthy, competence, capable, creative, self-supportin¥ and become the democratic citizen and also hold responsible".2
The curriculum that is used at SMP Negeri 54 Jakarta is the National Education Department, which is called KTSP (curriculum mount set of education). Itis a curriculum designed which is developed based on a set of certain competence. There are arranged national standard for the whole subject matter including any components: Competence standard, basic competence, Core material, achieving indicator.
Competence standard means as a knowledge resolve, skill, attitude, and level of mastery which is expected to achieve be in a learning subject matters, the entail of competence standard of content standard and performance standard. Basic competence is conversion of a competence standard, there are knowledge, skill, and minimum behavior, which have to master and can be applied by the students in early competence standard. Core material or learning material is the core or examining material including field of study contents, process and skill also contextual science from a subject matter. Whereas achieving indicators is meant by more specific abilities that can be measured to assess throughness learning.
Meanwhile in KTSP, the government of National Education Department
(Depdiknas) has given authority to the teacher to compile the achieving
indicators.
2. Teaching Material
The textbook used in the second year of SMP Negeri 54 Jakarta is
Effective English 2. Soegeng HS is a writer of this book, based on 2004
curriculum, published by Tiga Serangkai Pustaka Mandiri at 2005 in Jakarta. Besides the textbook, the students also use the work sheet
(Lembar Kerja Siswa), which contains some reading texts, review of
language function, and some exercises related to the particular topics.
3. Teaching LearningProcess
The teaching learning process done in the second year of SMP Negeri 54 Jakarta is as described below. In English teaching learning process, there is an interaction between teacher and students, students and students, and also students and environment.
The teaching learning process usually runs well, except when some components related to teaching learning process such the motivation of the students, the interesting material, and the clear explanation from the teacher and others are not present. Nevertheless, since the application of the cUlTiculum, the English teaching learning process is intended to develop students' language skills in communication process.
The teacher usually starts the teaching-learning process by greeting, asking dates, and praying. The teacher also asks some trivia very simple questions before the class begun such as "Do you have any
homework?"The teacher is used bilingual language, English and student's
teacher gives the vocabulary list related to the passage and asks the students to find out the meaning. After reading activity, the teacher asks the students about the contents of the reading passage, how far they have comprehended it.
4. Language Teaching Approach and Method
The approach usedinthe second year of SMP Negeri 54Jakarta is the Communicative Approach or is often called Communicative Language Teaching (CLT). It is the name was given to a set of beliefs, which included not only a re-examination of what aspects of language to teach, but also a shift in emphasis in how to teach.22
The "what to teach" stressed the siguificance of language function rather than focusing solely on granunar and vocabulary. The "how to teach aspect" is closely related to the idea that language learning will take care of itself. Activities in CLT typically involve students in real or realistic communication, where the accuracy of the language they use is less important than successful achievement of the communicative task they are performing.23
5. Time Allocation
To succeed III teaching learning process, the English material should be taught according to the relevant time allocation. The time allocation of English teaching of the second year of SMP Negeri 54 Jakarta is four hours in a week where an hour is 40 minutes. So we can take a count of the time is used by students for learning English that is 2 hours 40 minutes in a week.
6. Evaluation
Teaching reading in a second language is very challenging, especially to the beginners. Most second language readers carry their own first language reading behaviors, skills, and strategies in to the second languages learning environment. Therefore, instruction and evaluation in reading, as well as building reading strategies, becomes crucial at the beginning level.
Evaluation is the systematic attempt to gather information in order to make judgments or discussions. Through the evaluation, the teacher can measure whether the students have already achieved the objective of teaching and learning or not.
The evaluation method used by the English teacher in the second year of SMP Negeri 54 Jakarta for English reading skill is through direct questions to the students, whether they understand the reading passage or not. If the students understand the reading passage, then the teacher will ask the students to recall all reading passages that they have read in written or spoken form.
c.
English Teachers Profile of SMP Negeri 54 JakartaIn teaching learning process it consists of inseparable three elements; teachers, students and subject matters. In SMP Negeri 54 Jakarta, there are three teachers of English whose responsibility is to handle all of eighth classes. They have had good qualification of the subject matter, because all of them graduated from English Department. "Being English teacher makes it necessary to understand the nature of language and the varied nature of language teaching and learning".24
There is a following data of English teacher of SMP Negeri 54 Jakarta:
Table. 4
Data of English Teacher of SMP Negeri 54 Jakarta
Teaching
Educational
No Name Address Ages Experience Loadl
background Week
1 Krisman Sianturi Jl. 57 Teaching at SMP 28 hours English
NIP: 130818261 Bandengan years Negeri 125 Jakarta Department of
Utara No. old Teaching at SMP PGSLP in 1979
80 Jakarta Negeri 54 JakaJia
2 Tusriyantoro,S.Pd J1. Warga 34 Teaching at SMP 28 hours English
Rt. 111 012 years Muhamadiyah Department of
Pondok old Purworejo Muhammadiyah
Rangon Teaching at SMP University
Jakarta Negeri 54 Jakarta Purworejo m
Timur 1998
3 Ekky Aryati, S.Pd Jl. Jelambar 33 Teaching at SMU 24 hours English
Timur No. years Muhamadiyah 24 Department of
12A Rt. 101 old Jakarta STKlP Kusuma
08 Grogol Teaching at SMK Negara in 2006
PetaJilburan Kristen Nazaret
Jakarta Jakarta
Barat Teaching at SMP
Negeri 54 Jakarta
D. Background of Students at SMP Negeri 54 Jakarta
Students as one of the three main elements in the teaching learning
activities, have many influences through the success or failure of the teaching
learning activities as one of educational process. Related to this problem we
should know about what the students are.
To look for the information about the students' background of SMP
Negeri 54 Jakarta, the writer did the observation by tracing the students'
source book(buku induk siswa)which she got from administration staff.
The writer concludes that the most of the students of SMP Negeri 54
Jakarta come from low medium level family or poor family. The largest
percentages of their jobs are as workers. This is because of their low
reached high education. As far as the writer knows, high education will train
us to good job with suitable income. On the contrary, low education will train
FORSECOND YEAR
A. Description of theTextbook
In teaching and learning process including English language teaching and learning, a textbook is needed. To have textbooks in the classroom is a good way and it is a must for both teacher and students. A textbook is designed to help learners understand the lesson easily. Italso helps the teacher to give the lesson in a good arrangement.
Besides that, textbook helps teacher to apply the curriculum because it is usually written based on the existing curriculum. A textbook is also guidance in deciding the most appropriate teaching method to be used in the teaching process. It also gives chance to the students to review the lesson. It is also used for a long time and now and then can be revised.
Textbook, according to Jack C. Richards on Longman dictionary, has a meaning; a book on a specific subject used as a teaching learning guide, especially in a school or collage. Textbook foreign language learning is often part of graded series covering multiple skills, such as listening, speaking, reading, and writing.
Nowadays, there are many English textbooks published and used for supporting the teaching learning activities. Even though the books compiled
the teacher is being aware to more critical in choosing and delivering the material to the students. Materials, which exist in the textbooks, are the materials which are needed by students to reach the basic competency.
In fact, it is quite difficult to get English textbook having good materials and suitable with the curriculum. Therefore, in this opportunity, the writer is going to analyze one of the materials, which exist in the textbook that is the reading passage. There are still many to analyze before it is given to the students.
The textbook that will be analyzed is the "Effective English", written by Soegeng H.S., published by Tiga Serangkai Pustaka Mandiri at 2005 in Jakarta. The writer takes the book for the second years of Junior High School. It has 234 pages including its cover. It's the cover describes some pictures of students' activities. The book consists of seven units; there are Flora and Fauna, Friendship, Travel, Health, Teenage Life, Recreation and Season. Every unit is divided into several parts of lessons. In addition, in each lesson there are exercises to develop the students' four language skills, namely Listening, Speaking, Reading, and Writing and to enrich the students' knowledge oflanguage like grammar, vocabulary, spelling and pronunciation.
Besides that, every first page of the unit is presented in a full color picture and a circle related to the theme. And on the first page of each lesson there is a table of the abilities list that will be learnt by students. On the first page it is shown the way on how to use the book, entitled "Guideline". Moreover, at the end of the book we can find appendix, answer key of the exercises, and the map of the book. The map of the book, as an overview of the book's content, is drawn in a table consisting of several columns that contain competences to be learnt by students. The book is also compiled in full color, with many varieties of pictures. By the description above, the writer thinks this book is cttiite interesting for students.
about the author that is as follows:
Drs. Soegeng H.S., M. A. is an expert who has been concerned in educational area. He has started teaching since 1968. besides being a teacher, the author is also an instructor of Teacher's Activities Centre of English (1986-1987), instructor of Linguistic Library (1990), member of Teacher's Activities Centre of English Developing (1993-1994), instructor of Increasing English of Senior High School (1998- up to the bibliography is written). He is an advisor of KTI and PTK (1998-1999), member of Comparative Study in Senior High School, Kobe, Japan (1997). He completed his Master at Thanles Valley University (TVU), Londonin1993.
He has written scientific papers namely: Designing Sample of Language Teaching Materials (TVU), Current Procedures for English Language Testing in Indonesia Secondary School (University of Lancaster), Principles of Pronunciation Teaching (TVU), Communicative Competence (TVU), and Teaching Communicative Activities (PKG). He is an active person in English Education Program. He often followed teacher or instructor training, not only in his country but also in other country, such as in Singapore RELC (1985), University of Sydney (1985), Ealing College (1987), Bell College (1987) and Academic Supervision Training (1987).25
C. Analysis on the Reading Passages in the Textbook for Second Year
The word analysis derives from the ancient Greek term 'analysis', the prefix 'ana' means 'up" and 'lusis' means 'loosing', 'release" or
'separation'. So that 'analysis' means 'loosening up' or 'dissolution'.
According to Oxford Advanced Leamer's Dictionary of Current English, the
word analysis (pI. analyses) is the study of something by examining its parts
and their re1ationship.26
This paper discusses the analysis on the reading passages in the textbook
25Taken from back cover of theEffective Englishtextbook
that focused in the language that it's used, whether it uses American or British English.
Definition ofLanguage
Several linguistics have presented their views about language such as what Jack and Theodore S. Rodgers show in their book. Based on their book, there are at least three different theoretical views oflanguage.
The first, and the most traditional of the three, is structural view. According to this Language is a system of structurally related to elements for the coding of meaning. The target of language learning is seen to the mastery of elements of systems: Phonology, grammatical unit, granunatical operation, lexical.27
The second is functional view. According to this view, Language is a vehicle for the expression of functional meaning; the communicative movement in language teaching subscribe to this view of language. This theory emphasizes the semantic and communicative dimension rather than merely the granunatical characteristics of language, and leads to a specification and organization of language teaching content by categorizes of meaning and function rather than by element of structure and grammar.
The third view of language can be called hlteract ional view. Based on this view language is a vehicle for the realization of interpersonal relations and for the performance of social transactional between individuals; language is seen as a tool for the creation and maintenance of social relations.
In Oxford Advanced Learner's dictionary it is mentioned that language is:
• A symbol of sounds and word used by human to express their thoughts and feelings.
• The particular language system used by a people or nation • A particular way or style of speaking or writing, etc.28
27 Jack C. Richards Theodore S. Rodgers, Approaches and Methods in Language
Teaching, (New York: Cambridge Univ. Press, 1986), p. 17
From the definitions above the writer is more concerned in the definition of the language on the third view, that is language as a vehicle for the realization of interpersonal relations and for the performance of social transactional between individuals; language is seen as a tool for the creation and maintenance of social relations. And on the second point in Oxford Advanced Learner's Dictionary, which is the particular language system used by a people or nation. Itis because of the writer just compared between British and American Language that is used on the text.
To analyze a language, the writer starts from classifYing the vocabulary used on the passage, whether it is American English or British English. The following examples are the reading passages in the textbook of Effective English that will be described as the result ofthe writer's observation.
Anecdote 1
In a railway29 station taxi drivers have to queue30 for the
passengers. They are always told to be polite, warm, and friendly. One may see the names of the passengers on theirsuitcases31.
After waiting for minutes, a train comes. Two passengers ordered a taxi. The taxi driver greeted the passengers politely, took the suitcases to the car and says, 'Please Mr., and Mrs. Travelling32Bag.'
29Railwayis originally British whereas American hasRailroad.
30 Queueis originally British whereas American hasLine.
Anecdote 2
A man with a very heavy suitcase got out of a taxe3in front of a bus station. He seemed to be in hurry, perhaps he wanted to take the first bus. As soon as he arrived at the bus station, first bus started to move slowly. He ran to catch the bus but he failed. He stood disappointedly. A woman asked him, 'Did you miss the first bus, Sir?'
He answered, 'Oh, no. I just don't like to look at the first bus for a long time. So I told it to leave of the station.'
Many people like camping. Indeed, camping is one of the most interesting hobbies. Camping is not very expensive. We can make the equipment from odds and ends. And we can do this long before we go camping.
Camping is very useful for us. Camping can make us love our environment. It can also make us friendlier. Camping trains us to work cooperatively.
When you go camping with some friends, do not forget to distribute the jobs. For example, some of you put up the tent, some cook the meal, and some others are responsible for the first aid. You can also ask some of your friends to entertain all the members. Perhaps one of you will sing a country song, or read a poem.
You can enjoy camping very much because you can do many interesting things. If you are near a swimming pool, you may have a swimming competition. You can play some sports, dance, or draw pictures of the view. You can bring your tape recorder or radio and enjoy your
favourite34music, or even you can play football with the local students nearby.
You can also take a last night walk, check out the stars, listen to the silence, smell the fresh air, etc.
REHABILITAnON CENTRE FOR ORANG UTANS
An orang utan is easy to recognize because it has no tail. Its arm is longer than its legs, and it is cleverer than a monkey. The face of an orang utan is hairless but when it is old, it has a moustache35and beard. Orang utans usually live and sleep on trees. When they grow old, and are no longer able to swing through the branches, they stay on the ground. There are two kinds of orang utans; one from Sumatra and the other from Kalimantan. Like other wild animals, they also need protection. Mount Leuser National Park and Tanjung Puting Reserve are famous for the protection of these animals.
Mount Leuser National Park has a total area of 946,400 ha in northern Sumatra. It became a National Park in 1980. the park has more than 320 kinds of birds, 176 kinds of mammals and 194 kinds of reptiles. This park has become famous because it is one of the rehabilitation centres for orang utans. In this rehabilitation centre36, people train the orang utans
to live in the forest as wild animals again.
Tanjung Puting Reserve is about 30 metres37above sea level in Central Kalimantan. It covers an area of 205,000 ha. The northern pmi of the reserve is the rehabilitation centre for orang utans. A boat trip to this reserve is very interesting. One can see a lot of birds and monkeys along the riverside.
35The spelling is originally British whereas American hasmustache.
THE BOGOR BOTANICAL GARDEN
One of the, famous public gardens in Indonesia is the Bogor Botanical Garden. It lies 60 kilometres38 south of Jakarta. Itwas built at the order of the British Governor Sir Thomas Stamford Raffles, but the Dutch Governor-general Van Der Cappellen opened it in 1817.
The large park covers an area of 87 ha and has more than 15,000 kinds of trees and plants. There are 400 different types of palms, more than 5,000 kinds of orchids from Indonesia and abroad, and the giant Rafflesia which blooms only once a year. During the 19th century this garden was famous for the study of tea, cassava, tobacco, cinchona, and other plants. There is also a botanical library where students can find a lot of books on botany. In 1856, at the northern part of the Garden the Dutch built a palace for their governor general. It is open daily from 9.00 to 17.00 for visitors.
Tips on Being a Friend
Friendship ia an in-depth relationship. It is the combination of
trust, support, communication, loyality, understanding, empathy, and
intimacy. It is the basis of every intimate relationship. People with no friends normally have lost their capacity for sustaining deeper
relationships. Being able to trust and relax with your friend is an impOliant
pali of your friendship.
In most cases, the transition from acquaintance to friendship occurs
gradually. The transition from stranger to acquaintance to friends begins
with content alld attention. We reach out to offer friendship by offering a
potential friend caring, listening, talking, sharing, accepting, and
affirming. It takes time and effort to build friendship. They are built
slowly, slowly, slowly.... Yet, nothing can add more to your life than
having truly intimate friends.
There are some ways to build friendship; one impoliant step is to
treat your friends the way you want to be treated. Keeping secrets that al'e
told to you is vital as well as telling her the truth. Paying attention is a very
important part of any relationship. Look at and focus on another person
when he talks to you. It shows that you are 'there for her/ him'. Keeping your promise and notforgeting39to apologize if you break it. Last but not
least, share things and taking turns can be a mutual way to maintain your
Cable Car Towers to Sentosa
(1.01 kilometres in about 7 minutes)
As you arrive to Cable Car Towers, the second cable car station between Mount Faber and Sentosa, you can shop, eat or enjoy some entertainment here. Then you can continue your fun ride to Sentosa. It only takes 7 minutes from this station to Sentosa. Between Cable Car Towers station and Sentosa is Selegu Tower, which is 90.8metres40 above sea level. This station is the highest station among others.
From the cable car you can enjoy the beauty of Singapore. The land, the buildings, the sea, and all the ships there are very beautiful scenery to enjoy. As soon as you anive at Sentosa you will see how beautiful this island is. So, don't forget to visit this fantasy island when you have time to be in Singapore.
Based on the facts, the writer found the data showing some existence of difference of vocabulary between American and British English. It is probably the most difference, especially in a list of vocabulary that can be seen in appendix in details.
In proper nouns, British English does not usually use a period after titles whereas American English uses it. Collective nouns in American English are usually followed by singular auxiliary verbs. In British English it is an option, it canbeused with plural or singular auxiliary verbs.
In verbs, British English tends to double the ending consonants in making the past and past participle fonn as the present tense fonn (-ingfonn ) as while American English does not: -I -7-11-, -m-7 -mm-,-p-7
-pp-Britisb English: American English:
Program Worship
Programmed/Programming Worshipped/Worshipping
Programed/Programing WorshipedIWorshiping
This group of words includes cancel, cavil, devil, duel, equel, fuel, funnel, grovel, gruel, kennel, label, level, libel, marvel, model, panel, parallel,
quarell, and total. Most verbs ending inp,however, have the regular spelling
in both American and British English, eg: develop, envelop, gallop, and gossip.
Regular and Irregular verb
Regular verb is made simply by adding -ed to the base form. Nevertheless, British English tends to have irregular forms to some regular form in American English.
American English dream dreamed dreamed
British English dreamt dreamt dreamt
spit
spat spit
spat
This group includes burn, dwell, kneel, lean, leap, learn, spell, spill,
spoil, and bereave. In some cases, there is no change for the ved form in
American when British English changes:
American English spit
British English spit
Dive and thrive normally have the following form for ved in British
English: dive, dove, dived; thrive, throve, thrived. American English normally has the regular ved form for those words: dive, dived, dived; thrive, thrived,
thrived. The gotten form for ved is originally American English; British
English only has thegotform for ved.
There are some differences in writing the dates. American English normally has the following pattern in writing the dates month, date, and year:
American it means April 4 2003.
Following are examples of writing the dates on reading passages of
Effective Englishtextbook.
9Grove Road Ealing, London WS
6 January 2004
DearJo,
I know that you are in London now. Your father wrote to me about it. While you are in London, would you like to stay with us on Sundays? We have a spare room for you. What's more our home is very close to the shopping centre and your school.
It's easy to get to our house. Just take the 234 bus and get off at the bus stop opposite St. Mary School. Walk back a bit and tum right. You will see a house with blue doors. That's ours.
Well, think about it, and we hope you can come.
Liz.
Pontianak, 4 April 2003
Dear Amalia,
I'm glad to tell you that I've got a job. Now I'm a nurse in the hospital of my town. It is a small but clean hospital. There are only four buildings. They are called South Buildings, West Buildings, NOlih Building, and East Building. In the centre of hospital area is a yard full of beautiful flowers. The entrance is in the South Building. There is a wide parking place in front of the South Building.
Well Amalia, I have written a lot about my new job. Now, it is your tum to write me about yourself. OK? I am looking forward to your letter. Bye.
Yours
According to the differences above, the preference of English material
taught at the second year of SMP negeri 54 Jakarta can be noted by comparing
the example of the three English: American English, British English and
English material on Effective English textbook, the following is the details of
comparison of the English material to American and British English.
Table. 5
Comparison ofthe English material in the textbook"EffectiveEnglish"
to American and British English
Material of the
textbook American English British English
6 January 2004 January 6(", 2004 6 January 2004
4April 2003 April 4(h , 2003 4April 2003
Vocabulary: Vocabulary: Vocabulary:
0 Moustache 0 Mustache 0 Moustache
0 Centre 0 Center 0 Centre
0 Metre 0 Meter 0 Metre
0 Kilometre 0 Kilometer 0 Kilometre
0 Forgeting 0 Forgetting 0 Forgeting
0 Railway 0 Railroad 0 Railway
0 Queue 0 Line 0 Queue
0 Suitcase 0 Baggage 0 Suitcase
0 Travelling 0 Traveling 0 Travelling
0 Taxi 0 Cab 0 Taxi
After the writer describes and analyzes the data, it could be stated that
the language of the reading passages in the textbook "Effective English"
taught at the second year of SMP Negeri 54 Jakarta prefers British English to
[image:43.524.53.437.104.612.2]CONCLUSION AND SUGGESTION
A. Conclusion
The result of the study shows that the language of the reading passages in the textbook "Effective English" taught at the second year of SMP Negeri 54 Jakarta prefers British English to American English.
B. Suggestion
1. Students are expected can find the meaning of vocabulary with looking for in a dictionary. And also they can know the vocabulary is used whether American or British English.
2. It is also important to help students to emich the prior knowledge that can help to get better understanding by asking them to do same assignment.
3. Teacher should reminding the students of the importance of English especially reading for the future studies
4. In order to stimulate students' creativity teachers need to encourage learning to use English appropriately in the learning process of inquiry and discovery.
Bibliography
Alderson, J.C.Assessing Reading. New York: Cambridge Univ. Press, 2000.
Bruder, M.N. and Henderson, Robert T. Beginning Reading in English as A
Second Language. Englewood Cliffs, N.J.: Prentice Hall Inc., 1986.
Grabe, William and Stoller, Fredricka L. Teaching and Researching Reading.
Harlow: Longman Pearson Education, 2002.
Harris, Albert J. and Sipay, Edwar R.. How to Increase Reading Ability. New
York: Longman Inc., 1985.
Harmer, Jeremy. How to Teach English: An Introduction to the Practice of
English Language Teaching. Harlow: Longman, Ltd, 1998.
--- The Parctice of English Language Teaching, 3,d ed. Harlow: Longman, 2002.
Hornby, A.S. Oxford Advanced Learner's Dictionary of Current English. New
York: Oxford Univ. Press, 1995.
JelIDings, Frank G. This is Reading. New York: Teachers College Press, 1965.
Larry, A. Harris and Carl B. Smith. Reading Instruction Through Diagnostic
Teaching. New York; Holt Riachart Inc., 1972.
Lee Kai-Fat and Paula Fleming. Better Reading Sldlls. London: Oxford Univ.
Press, 1981.
Lester and Alice Crow. How to Study: To Learn Better, Pas Examination, Get
Better Grades. New York: Collier Macmillan Publisher, 1976.
Mahmud, Nasrun. How to be a Good English Teacher. English Education Journal,
A great number of differences in spelling between American and
British English. The details are listed below:
American English: -II
distill enrollment
British English: -I
distil enrolment fulfill jewellery skillful willful install thralldom instill fulfil jewelry skilful willful instal thraldom instil
American English: -er British English: -re
caliber calibre
center fiber centre fibre
luster maneuver lustre maneuvre
meager meter meagre metre
reconnoiter saber reconnoitre sabre
scepter somber scetre sombre
theater caliber theatre calibre
American English: -e- British English:
-oe-I-ae-anemia anesthetic anaemia anaestehetic
diarrhea esthetic diarrhoea aesthetic
feces fetus faeces foetus
gonorrhea gynecology gonorrhoea gynaecology
medieval maneuver mediaeval manoeuvre
paleontology primeval palaentology primaeval
American English: -ize
analyze
paralyze
exerClze
civilize
British English: -ise
analyse exercise
demagog
epilog
pedagog
dialog
monolog
demagogue dialogue
epilogue monologue
pedagogue
There are following spelled differently, but are not easily
organized in patterns:
American English British English
advisor airplane adviser aeroplane
ax bark axe barque
carburetor check carburettor cheque
cozy curb cosy kerb
czar draftsman tzar draughtsman
dryly gray drily grey
gypsy hodge-podge gipsy hotch-potch
jail licorice gaol liquorice
mask mom masque mum
naught pajamas nought pyjamas
plow program plough programme
putter raccoon potter racoon
nme story (floor) rhyme storey
sulfur taffy sulphur toffee
tidbit tire titbit tyre
vise (tool) wagon vice waggon
Source: FJJ. Peters and Toril Swan, American English: A handbook and
ArnE
BrE
ArnE
BrE
Absorbent Cotton wool Check (restaurant) Bill
Administration Government Checkers Draughts
Allowance Pocket money Checking account Current account
Antenna Aerial Clothespin Clothes peg
Apartment building Block of flats alf College University
Archie bunker Garnett Comforter Eiderdown
Trash can Dustbin Conductor ( train ) Guard
Ass Arse Cookie Biscuit ( roughly)
Auto Car Cron Maize, sweet com
Baby carriage Pram Cot Camp bed
Back-up Tailback Cotton candy Candy floss
Baggage Luggage County seat Countytwon
Basebord Skirting board Crib Cot
Bathroom Lavatory, toilet Crossing guard Lollypopman/woman
Bathtub Bath Casket Coffin
Beltway Ring road Catsup ( Tomato) ketchup
Big dipper The plough Charge account Credit account
Bill Note Depot ( Railway) station
Billfold Wallet Derby Bowler ( hat)
Biscuit Scone Desk clerk Reception clerk
Blue jeans (denim) Jeans Detour ( roadshine ) Diversion
Bobby pin Hair grip Dial tone Dialing tone
Bookstore Bookshop Diaper Nappy
Bronx cheer Raspberry Dish towel Tea towel
Bulletin board Notice board Divided highway Dual carriage Way
Bureau Chest of drawers Dollhouse Doll's house
Caboose Guards van DOlmitory Hall of residence
Call-in Phone-in Draft Conscription
Can Tin Drapes Curtains
Cab! Taxi Taxi Driver's license Driving license
Closet Wardrobe Druggist Pharmacist
Candy Sweets Dry goods Drapery, soft goods
Car (trail) Carriage, wagon Dump truck Tipper lorry
ArnE
BrE
ArnE
BrE
Electric cord Flex Installment plan Hire purchasing
Elementary school Primary school Billboard Hoarding
Elevator Lift Vacation Holiday
Emergency cord Communication cord Homemaker Home help
Engineer Engine driver Intern Houseman
Eraser Rubber Ice cream Ice
Exhaust fun Extractor fan Popsicle, ice Ice lolly
Express way (in city) Motorway Hot water heater Immersion heater
Fall Autumn Int, Revenue Service Inland Revenue
Fanny (slang) Buttocks Intermission Inte
Faucet Tap Jell-o Jell:
Fire department Fire brigade John
Q
Public Joe publicFirst floor Growld floor Rummage sale Jwnble sale
Flashlight Torch Sweater, pullover Jwnper
Floor lamp Standard lamp Jack Knave (cards)
Football American football Run Ladder (hosiery)
Freeway Motorway Leash Lead
Freight train Goods train Lemon soda Lemonade
French doors French windows Track Line (railway)
French fries Chips Truck Lorry
Garbage Rubbish, refuse Business suit Lounge suit
Garters Suspenders Grab bag Lucky dip
Gasoline Petrol Highway Main road
Girl scout Girl guide, guide Squash Marrow
Guys (men) Guys (men/women) Math Maths
Round trip Return (ticket) Ground/chopped meat Mince
Raise Rise (salary) Car, automobile Motorcar
Traffic circle Roundabout Interstate Motorway
Rowboat Rowing boat Fender Mudguard
Garbage! trash rubbish Nail polish Nail varnish
Sailboat Sailing boat Newsdealer Newsagent
Saltshaker Saltcellar Nightgown Nightdress
High school Secondary school Grade crossing Level crossing
ArnE
BrE
ArnE
BrE
Signal tower Signal box Molasses Treacle
Crosstie, tie Sleeper (railway) Shopping cart Trolley
Ramp Slip road Subway Underground
Lawyer Solicitor Vest Waistcoat
Movie Film Restroom WC
Truck stop Transport cafe Scotch Whisky
Zerro, nothing Nil Wrench Spanner
Zero Nought Hard (liquor) Spirits
Tic-tac-toe Nought and crosses Track meet Sports (school)
License plate Number plate Scallion Spring onion
Crepe Pancake Orchestra Stalls
Underpants Pants Public school State school
Kerosene Paraffin Pit Stone (fruit)
Solitaire Patience Valve Stopcock
Sidewalk Pavement Underpass, tunnel Subway
Mailbox Pillar box Rutabaga Swede
Building permit Planning permission Swinging door Swing door
Mail Post Jelly roll Swiss roll
Zip code Post code Telephone pole Telegraph pole
Shrimp cocktail Prawn cocktail Telephone booth Telephone box
Flat Puncture Row house Terraced house
Stroller Pushchair Semester Term
Line Queue Liability insurance Third-party insurance
Racetrack Racecourse (horse) Pantyhose Tights
Railroad Railway Labor union Trade union
Moving van Removal van Sneakers Trainers
Pants suit Trouser suit Two weeks Fortnight
Subway Tube Restroom Toilet(gentslladies
Trouser (cuft) Tum-up (men's/ladies' room)
,
Source: David Crystal, The Cambridge Encyclopedia of the English Language,
UIN Syarif Hidayatullah Jakarta
CERTIFICATE
Un.0l/PBjPP.00.9/0043/I/2008
This is to certify that:
Nanle
Place and date of birth
: Murni Asih
: Jakarta, December 26,1983
bas '''ken English Proficiency Test and obtained the scores as follows:
Listening : 69
Structure and Written Expression : 72
Reading and Vocabulary : 87 Average Score : 76
Equivalent TOEFL Score : 507
Testing D" le Issued in
on
: Jauuary 16, 2008 Jakarta
SYARIF HIDAYATULLAH JAKp,.A1TA
FAKULTAS ILMU 'I'ARBIYAH DAN KEGURUAN
Telp. ; (62·21) 7C'1332U, 7401925, Fax. (62.21) 7443328
Ccpada Yth.
Nama
NIIVl 1030\1-\ 02. ;0<:2
Mahasiswa jurllsan Pcndiclikan Bahasa Inggri,'. FITK
H a I : Pcmberitahllan Basil Ujian Komprehensi[
Dcngan ini dibcritahukan bahwa sctclah mcngikuti tJ.i;wJ Komprchcnsif yang lilabunakan pad
