RAFT Strategy
to Improve the, Students Reading Comprehension
Strategi RAFT untuk Meningkatkan Pemahaman Membaca Para Siswa Maria Hidayati
Universitas Negeri Malang
Jalan Surabaya 6 Malang 65145, Telepon 0341-551312 Pos-el: [email protected]
(Makalah diterima tanggal 8 November 2011)
Abstrak: Walaupun ada banyak perubahan terhadap pentingnya keahlian membaca di dalam posisinya dengan keahlian-keahlian yang lain, proses pemahaman membaca membutuhkan suatu proses yang sangat kompleks yang meliputi tidak hanya aspek-aspek bahasa kita tetapi juga aspek- aspek kognitif. Aspek-aspek tersebut berpengaruh terhadap kemampuan para pembaca di dalam menyandikan simbol-simbol yang ditulis di dalam teks untuk menghubungkan dengan apa yang mereka baca dengan apa yang mereka ketahui. Se-lain itu, sikap pars siswa terhadap aktivitas membaca itu sendiri dapat merintangi proses pemahaman suatu bagian bacaan bahasa Inggris. Oleh sebab itu, artikel ini menyampaikcan penggunaan strategi RAFT, sebuah akronim dari Role, Audience, Format, and Topic, untuk men ingkatkan pemahaman membaca pars siswa.
Kata-Kata Kunci: RAFT Strategy, pemahaman membaca
Abstract: Though there are many changes on the importance of reading skills within its position with other skills, the process of reading comprehension requires a very complex process which involves not only our linguistics aspects but also our cognitive ones. Those aspects are influential to the readers' ability in encoding the symbols written in the text to make connection with what they read with what they know. Moreover, the students' attitude toward the reading activities itself can hinder the process of comprehending an English reading passage. Therefore, this paper presents the use of RAFT, an acronym of Role, Audience, Format and Topic, to improve the students' reading comprehension.
Key Words: RAFT strategy, Reading Comprehension
Using Games As An Alternative In The Teaching of English Phonology
Penggunaan Games Sebagai Alternatif dalam Pengajaran Fonologi Bahasa InggrisMaria Hidayati State University of Malang
(Makalah diterima tanggal 2 Agustus 2012)
Abstract: The primary function of language is indeed as a means of communication with other people where they use it as a tool to express their ideas, thoughts and wishes. One feature of human language is the use of sound signals which are speech sounds; sounds produced by man's speech organs. One study in linguistics which studies about speech sounds is Phonology. Higgins and Dobrolovsky (in O'Grady; 2005) state that phonology is the component of grammar that determines the selection of speech sounds and that sets both the sound patterns and the systematic phonetic variation that is found in language. When the students taking English Phonology subject, they do not only learn about the knowledge of English phonetics and phonology but also the knowledge of reading and writing practical skill in phonetics transcription. It seems quite challenging for the students to handle these phonological components which can increase their English phonology competence. Therefore, in this article, I intend to describe the use of games as an alternative teaching activity that can be done in an English phonology class
Key Words: games, teaching English phonology
Abstrak: Fungsi utama bahasa adalah sebagai sarana komunikasi dengan orang lain. Bahasa digunakan sebagai alat untuk mengekspresikan ide-ide, pikiran dan keinginan. Salah satu fitur dari bahasa manusia adalah penggunaan sinyal suara, misalnya suara orang yang berpidato, dihasilkan oleh organ alat ucap manusia yang sedang berpidato. Salah satu studi dalam linguistik yang mempelajari suara pidato Fonologi. Higgins dan Dobrolovsky (di O'Grady, 2005) menyatakan bahwa fonologi adalah komponen dari tata bahasa yang menentukan pernilihan suara berbicara dan yang mengatur baik pola suara dan variasi fonetik sistematis ditemukan dalam bahasa. Demikian pula, ketika para siswa yang mempelajari fonologi bahasa Inggris, tidak perlu hanya untuk menguasai pengetahuan fonetik dan fonologi bahasa Inggris. Namun, siswa perlu mempelajari pengetahuan dan keterampilan praktis membaca dan menulis transkripsi fonetik. Siswa tertantang untuk menangani komponen fonologis yang dapat rneningkatkan kemampuan fonologi bahasa Inggris mereka. Oleh karena itu, dalam artikel ini, saya bemiat untuk menggambarkan penggunaan game sebagai kegiatan pembelajaran altematif yang dapat dilakukan dalam kelas fonologi bahasa Inggris
Kata-kata kunci: games, pembelajaran fonologi bahasa Inggris
Toulmin'S Model of Argument in Writing Argumentative
Paragraph
Maria Hidayati LBPP LIA Malang ABSTRACT:
McCrimmon (1972), Nunan (1999) and Tessema (2005) clearly indicate that the ability to write is not innate, but it must be learned and practiced through continuous learning process. It is due to the characteristics of a written product should have. The same problems were faced by the students in producing argumentative paragraphs where they have to convince other parties to agree with their opinions. Accordingly, this study was conducted as an attempt to improve the students' ability in producing argumentative paragraphs through the introduction of Toulmin's model of argument. The method of this study was classroom action research and the instruments used were document collection, the observation sheets and questionnaires. The result of this study showed that the students were able to improve their ability as shown trough their increased scores.
Key words: argumentative paragraphs, Toulmin's model of argument
Learning to write in a foreign language is an uphill struggle for most students. it is an opening statement quoted from Tessema (2005: 22) which indicates that writing is considered as an
extremely difficult skill. This is also supported by research on this issue that creating a good piece of writing is a difficult task to do, even in one s own native language (Nunan, 1999). A s a result, students often experience a lack motivation and encounter some problems in composing and creating a good piece of writing. Not only students find writing as a frustrating experience, but also many professional writers have something in common. It is because the job of transforming a blank page into a piece of effective communication is a complex one (McCrimmon, 1972).
As one of productive skills, writing has certain characteristics that make it different from the speaking skill. The characteristics stated below are taken from
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