Motivation is the crucial force that determines how much energy the learner devotes to a task and how long he preserves. It is a complex phenomenon and includes many components such as the need for achievement and success, the need for acceptance, curiosity, desires for stimulation and new experiences, etc. These factors play an important role in the whole teaching and learning process. If the learner does not have motivation to learn English especially reading, he will not study well. If unmotivated students face the difficulty in learning they will stop learning. Meanwhile, motivated students will be curios to learn and force themselves to learn more. Motivated students have personal drive to learn and to reach their goal. Slavin (2009: 302) says that students with high reading motivation are more likely to read on their own and to use effective comprehension strategies.
After presenting and analyzing the data which were obtained in the research discussed in the fourth chapter, the writer could conclude that the result of the research as the answer of the problem "Can role-play develop the students’ speaking competenceof the eighth year studentsof SMPN 3Pojong Gunungkidul in academic year 2015/2016? and How is the process of improving speaking competence by role-play of the eighth year studentsof SMPN 3Pojong Gunungkidul in academic year 2015/2016?". 1. Role-play as a technique in teaching and learning process could improve the students’ speaking skill, it was proved by the students’ score. The mean increased from 60,31 in pre-observation increased into 68,28 in first cycle and became 78,44 in the end of second cycle. 2 The teaching and learning process of improving speaking competence by role-play of the eighth year studentsof SMPN 3 Pojong Gunungkidul in academic year 2015/2016 showed that the students could learn how to communicate with other students to share their idea in their group. They learned how to work collaboratively. By directing the rule of role-play, it made the students focus on their task, they also did not do the other activities which were forbidden in order not to disturb the other groups. Asking the students to create a dialogue based on the theme made the students focus on the expressions which must be developed, and they felt easier to create the dialogue. The students were motivated to practice their
known that habit of watching movies and discourse competence are important factors that give contribution to speaking skill . The students’ habit of watching movies gives 39.93 % contribution to the students’ speaking skill, and the students’ discourse competence has 32.12 % contribution to the students’ speaking skill . While simultaneously the students’ habit of watching movies and discourse competence give 42.58 % contribution to the students’ speaking skill. It means the increase ofstudents’ habit of watching movies and discourse competence, either separately or simultaneously, will be followed by the increase of the students’ speaking skill.
Key Words: conversation gambits, communicative competence, English debate. The background of the study in this research is based on the phenomena that as a foreign language learner, the most students have some difficulties in English communication, especially when they speak, communicate, and interact. It can be said that most students lack of communicative competence. In the fact, it also appears to the studentsof English Debaters’ Community of MAN 2 Kudus in academic year 2011/2012 when they communicate and speak in English language, especially like in their English debate activity. So, to enhance their communicative competence in English debate and to overcome that problem teacher needs a strategy that can improve their communicative competence in English debate. That strategy is by teaching conversation gambits which are aimed of enhancing students’ communicativ e competence in English debate.
Dinari, Irene. 2012. The Competenceof the Fifth Semester Studentsof the Department of English Education the Faculty of Teacher Training and Education the University of Muria Kudus in the Academic Year 2011/2012 in Employing Cohesion in Writing Recount Text. Skripsi. English Education Department, Teacher Training and Education Faculty. Universitas Muria Kudus.
The greatest gratitude is praised to Allah SWT, my God almighty, Lord of the universe that blesses and gives the writer mercy, health, and tremendous power to finish her research paper. Also peace is upon His messenger, the prophet Muhammad SAW. Hence, she like to express her deepest gratitude by saying “alhamdulillahirobbil’aalamin”.
The design of this research is descriptive quantitative. It is used to find out the writing competenceof the fifth semester studentsof English Education Department Faculty of Teacher Training and Education the University of Muria Kudus in the academic year 2011/2012 in employing cohesion in writing report text.
The design of this research is descriptive quantitative. It is used to unfold the writing competenceof the fifth semester studentsof English Education Department Faculty of Teacher Training and Education the University of Muria Kudus in the academic year 2011/2012 in employing cohesion in writing recount text.
This research was aimed at improving students’ speaking competence using Inside Outside Circle technique. The subject of the research was the studentsof class VIII B in SMP N 2 Purbalingga in the academic year 2011/2012. It consisted of 32 students. This research was a Classroom Action Research (CAR). The writer worked collaboratively with the English teacher as the collaborator teacher. The researcher used Kemmis and McTaggart design: making plan, creating activity, observing, evaluating and reflecting. There were 2 cycles, and each cycle covered 2 actions.
The third cause why the students’ competence in reading comprehension is still low is the lack of opportunities to use reading strategies directly. Fielding and Pearson (1994) reported that one of the more important findings to emerge from research on reading instruction over the last fifteen years is that reading comprehension can be increased by teaching comprehension strategies directly. In fact, Fielding and Pearson found that: in some studies, less able readers who had been taught a comprehension strategy were indistinguishable from more able readers who had not been taught the strategy directly. (O’Malley and Pierce.1995: 95). Therefore, teacher needs to apply instructional strategy which enables students to use reading strategies directly.
15 began to be more active participating in the teaching and learning process. For example; when the teacher explained the teaching materials, all students paid much attention to the teacher’s explanation; when the teacher asked some of them to practice in front of the class as a model, they were very excited to do it; and when the teacher gave them a chance to quest their difficulty, they also used it to ask their problems bravely.
Categorized as a classro om action research, the present research was undertaken at Class VIIIC of SM PN 1 Karangdowo, Klaten starting fro m January until M arch 2013. Two kinds of d ata were u sed in the present research. The q ualitative data were used to get non-academic insights relating to the present research. These data were compiled from questionnaire, interviews, and observation. The second typ e of data used in the p resent research was the quantitative data, which took the forms ofacademic data compiled through hold ing a series of test comprising p re- test, cycle I p ost-test, and cycle II post-test.
people have conversation, they have to notice their grammar. It is fine when some people do not focus on grammar while they speak. However, they need grammar for the reason that it can deliver their message clearly and in proper manner. The result is they do not hinder the communication. The risks of being misunderstood are ruled out. Therefore, teaching grammar is also important. There are numerous techniques concerning with grammar teaching. One of the techniques is by using games to develop studen ts’ grammar competence. Moreover, learning grammar is often perceived as a boring and hard process. By applying this technique, it can change the way of learning grammar to be more effective.
By this pronouncement, I state that I myself write the thesis entitled IMPROVING STUDENTS’ ENGLISH SPEAKING COMPETENCE THROUGH THINK-PAIR-SHARE STRATEGY (A Classroom Action Research of the Seventh Grade Studentsof SMP Negeri 1 Jaten Academic Year 2010/2011). I absolutely state that this thesis is not a plagiarism nor made by someone else. Other works related to this thesis have been written in the form of quotations. The sources of the thesis have been listed in Bibliography. If this thesis can be proved as a plagiarism the certificate and the academic degree can be cancelled to be given.
It is, perhaps, a surprising reality for some to recognize that a person may be able to communicate reasonably well orally but experience difficulties when facing the written form of the language. However, it is an observable fact that when a person speaks they can make themselves understood, yet may consistently be making grammatical mistakes. It is the fact that in oral communication there are some mistakes that can be ignored as long as the meaning can be understood each other and even in this way the context used can support very well. While written communication needs accuracy because when the communication is happening there are only the readers involved in it. So, writing skill involves the accuracy of dictions, grammar, spelling and also the special terms which are used to express the opinions. In short, it is possible to state that the English language may often have a different oral grammar that cannot be replicated in written form. Furthermore, before presenting the writing materials, most language teachers should know the reasons why they teach writing. In this case, Harmer, (1998: 79) says that the reason for teaching writing to the studentsof English as a foreign language should include reinforcement, language development, learning style, most importantly, writing as a skill in its own right.
10. My wondurfull family in Rawalo: Ucup, om Ojak, Gayuh, Hanafi, Yulis, Ali, Fika, Tari, Titin, Luki, Anggra, Tri, Mia, Mukti, Oky, Pak atik, Bu Noer, Bu Lutfy, Mr. Budi, Studentsof Senior High School rawalo. I love you all. 11. My amazing family in KAMMI: Ukh nia, Giar, Eka, Deris, Ndis, Nisa, Desi,
First of all the writer would like to say thanks to Alloh SWT, who always give his guidance, mercy, permission, and never let her go without his relevation, so that the writer could finish her thesis as the partial fulfillment to get S.Pd Degree at the English Department of Teacher Training and Education Faculty of University Muhammadiyah of Purwokerto.
activities, whether online or face to face, based on the level of difficulty, interests, and learning styles ofstudents. Furthermore the teacher can let students decide when to learn at their own discretion as well as what to do if they cannot attend the face-to-face sessions. In the context of learning, blended learning can be implemented with adjustments and modifications accordingly with the conditions of the school. With blended learning, it is expected that students and teachers develop a culture of technological competence within themselves, and also a culture of critical thinking and inquiry within students by comparing or elaborating materials provided by teachers with resources that are virtually available.Blended learning can be utilized as an information sharing medium with other parties that are concerned with the development of education and scientific study of their fields. Through blended learning, teachers can sort a compressed curriculum and present it face-to-face or online, in the process increasing the quality of learning which leads to an increase in learning retention. Based on the development of technology which can be utilized for learning, at this time there is no single ideal learning method for all types of learning or training, because any form of technology has its own advantages. As well, blended learning allows learning to become more
Penelitian ini bertujuan untuk meneliti apakah ada perkembangan kemampuan prakmatik mahasiswa yang signifikan khususnya dalam implicature dalam bahasa Inggris lisan. Latar belakang tujuannya adalah sebagai berikut: kemampuan bahasa terdiri dari dua komponen utama yaitu Organisational Competence dan Pragmatic Competence. Untuk dapat berkomunikasi menggunakan bahasa apapun, manusia perlu untuk menguasai ke dua komponen tersebut. Tetapi dalam mempelajari bahasa Inggris, khususnya di sekolah-sekolah, sering didapati ketidakseimbangan hasil dalam proporsi perkembangan ke dua komponen tersebut. Kebayakan kasus menunjukkan Organisational Competence berkembang lebih baik dari pada Pragmatic Competence, meskipun ada pula kasus di mana Pragmatic Competence-lah yang berkembang lebih baik. Penulis tertarik untuk meneliti perkembangan kemampuan prakmatik mahasiswa, khususnya dalam hal implicature dalam bahasa Inggris lisan. Implicature adalah salah satu aspek dalam prakmatik. Implicature adalah maksud yang tersirat dalam apa yang diucapkan. Diharapkan melalui penelitian ini penulis dapat memberikan sumbangan deskripsi kemampuan prakmatik mahasiswa, khususnya dalam hal implicature, dan dapat memberikan masukan bagi sekolah-sekolah dalam mengembangkan kemampuan prakmatik dengan lebih baik.