SpeakEnglish quickly – easily - automatically Page 4 Hãy cùng nhìn vào 1 lớp học tiếng Anh. Đầu tiên cô giáo viết 1 câu tiếng Anh lên bảng: “ John is taller than Mary ”. Sau đó cô giáo bắt đầu nói bằng tiếng Việt, giải thích về ngữ pháp. Các học sinh mở vở ra và bắt đầu ghi chép. Cô giáo tiếp tục viết ra bằng tiếng Việt các quy tắc ngữ pháp, cách sử dụng quy tắc đó, những trường hợp ngoại lệ và cần chú ý của nguyên tắc. Học sinh viết 1 đoạn dài bằng tiếng Việt. Cô giáo nói rất kỹ và rất nhiều chỉ về 1 câu. Học sinh tiếp tục ghi và cô giáo tiếp tục nói bằng tiếng Việt. Đây là 1 lớp học tiếng anh thông thường. Và hàng ngày, các học sinh đến nghe cô giáo nói về cách sử dụng ngữ pháp tiếng Anh bằng tiếng Việt. Sau 3 năm học tiếng Anh, không có học sinh nào có khả năng giao tiếp thậm chí là những câu tiếng Anh đơn giản. Những bài kiểm tra rắc rối, phức tạp. Hàng ngày họ phân tích những quy tắc ngữ pháp phức tạp. Hàng ngày học sinh phải ghi nhớ những quy tắc ngữ pháp dài dằng dặc được viết bằng tiếng Việt.
The term paper starts with the Abstract, which is the summary of the term paper in Indonesian, continued by Acknowledgments. They are followed by the four chapters. The first chapter is the Introduction, which contains Background of the Study, Identification of the Problem, Objectives and Benefits of the Study, Description of the Institution, Method of the Study, Limitation of the Study, and Organization of the Term Paper. The second chapter is Problem Analysis which includes causes and effects of the problem. The third chapter is Potential
“ , , , W e‟re going to talk about a book with the same title, , , after these lesson are all over may be you can go find these books and read them yourself. , , , I especially recommend that you go get it., , , you‟re going to continue helping yourself speak excellent English, , , y ou‟re going to find more listening, more English listening and you‟re going to listen to it everyday., , , You‟re going to find cool, fun, interesting English books a nd you‟re going to read them every day. You‟re going to keep following this system, , , They go everyday, but they never change. , , , you have the fear-yes-but keeping going , , , you‟re going to keep going forever , , , I‟m going to read a section of the way of the superior man. , , , we‟ll talk about it more. Here we go, , , a bigger dream you want to try and the fear is going to try to stop you and you always have to keep going , , , I was afraid I was going to fail , , , , , , Just you just keep going anyway. I‟m not going to be stopped by those fears. , , , challenge your fears. Keep going. See you next time, , , . ” (Audio)
As English Department students at the Faculty of Language and Arts, Universitas Kristen Satya Wacana, Salatiga, we have to speakEnglish during the teaching learning process. The use of Indonesian (L1) is not encouraged. However, the writer observed that the students and also teachers often code switched to L1. This study was conducted to find out the students’ and teachers’ perspectives of the use of L1 in English (L2) class a t the English Department, Faculty of Language and Arts, Universitas Kristen Satya Wacana, Salatiga. It used a descriptive qualitative analysis method and the subjects were ten students of 2012 and 3 lecturers. The data were collected through semi structured interviews for both of the teachers and students.
students to master four skills namely listening, speaking, reading and writing. One of those skills is speaking skill. EED UMY lecturers are obligated to encourage the students to speakEnglish. Therefore, the lecturers applied various strategies to accomplish this goal . This study aimed to find out the lecturers’ strategies to encourage the students to speakEnglish. Also, this study tried to find out the challenges faced by lecturers in applying the strategies to encourage students to speakEnglish. This study used qualitative method and descriptive qualitative research design. The researcher chose interview as the way to gather the data. There were three lecturers of EED UMY who were selected to be the research participants. In analyzing the data, the researcher used three types of coding. As a result, this study found that there were eight lecturers’ strategies to encourage students to speakEnglish in EED UMY. They were role-play, simulation, storytelling, brainstorming, interview, speech, presentation and debate. In addition, this study also found some challenges when lecturers applying those strategies. They were classroom management, students’ lack of vocabularies, limited of times and students’ anxiety.
Abstract: The purposes of this research were to describe the needs of the eleventh grade students’ of SMA Negeri 2 Pontianak to encourage them to speakEnglish and design a product based the students’ needs. This research used development research as the method, consisting of three phases; analyze, design, and develop. The analyze phase was done by analyz ing the students’ need and problem in learning speaking. The design and develop phases were done by considering the result of need analysis in analyze phase to create the product. The results of this research was an Instructional Design called DIYVLOG Project. This product provided several activities which would overcome the students’ fear on making mistakes in speaking English, especially in pronunciation, word order, and meaning. There are Exploration, Creation, and Presentation. In addition, there was a validation phase, which was completed by the experts to know whether the product was acceptable or not. It was found that the product was acceptable for teaching and learning but still need some revision on several parts.
The first stage in teaching business English is that the instructor tells the topic they are going to discuss and share in a class aiming at asking all learners to take part in the topic discussed for about 20 minutes. Each participant must be encouraged to respond and give their point of view. This is a warming-up like activity to see participants’ readiness to start the lesson and to check their general English knowledge and competence in speaking directly. As it is stated by Thomlinson that learners must be ready to acquire the points being taught which readiness can be achieved by one of them is materials which ensure that learners have gained sufficient mastery over the developmental features of the previous stage before teaching a new one.By doing such a thing, each learner enables to share their life experience since the topics are general. Another thing is that to have effective teaching materials, learning needs to engage learners both affectively and cognitively as well as foster learner autonomy (Jack C Richard: 2002). Since the topics are mostly about current and common issues occurring in our life provided by the institution, the topics require active participation of other learners by giving responds, ideas and asking questions. It means learners use their affective and cognitive aspect in delivering ideas in this stage. In briefing stage, there are eighteen (18) topics and each topic has some guided questions to be considered, one of thetopic is about Credit cards: are you a credit card holder? do you find its benefit of having it? What’s your reason to hold it? do you think it prudent to withdraw cash using your credit card when you are in need?
In learning English there is a variety the type of texts studied, there are descriptive, narrative, report, recount, procedure, announcement, advertisement, review, explanation, anecdote, spoof, news item, and discussion. In this study the researcher focuses on descriptive text, writing descriptive text which is often considered trivial, but there are still a lot of errors that occur in the process. The researcher thinks that a descriptive text makes students develop their imagination especially in written text in English. For this study the writer wants to know students’ ability about writing descriptive text, especially for ETP’s students of accounting education. Based on information from the ETP’s tutor, the students’ difficulty was in writing an English text, especially for students of accounting education which essentially do not learn more about the language.
The writer is intrigued to know what the public think of others who physically are pure Indonesian but are found speaking English in public places. A true case below of a girl feeling uncomfortable receiving sharp glances from her surrounding when conversing in English is worth observing and discussing. Are Indonesian people so much in love with their own language that they consider speaking foreign languages in public places an undesirable attitude? Is their feeling of nationalism and patriotism disturbed by such practice? Or, to make it short, are they just jealous? That is why the writer feels the need of conducting a small research online with respondents on the internet where people would feel free to express themselves.
After the observations, I distributed the questionnaire consisting of 20 statements, 10 favourable and 10 unfavourable, which the questions didn’t ask the students about their opinions on the CL method, but more on how they felt about the activities. Both questionnaires were adapted from Gardner’s Attitudes/Motivation Test Battery (AMTB). Moreover, I also did an interview to cross check the data gathered from the observations and the questionnaire, so that I could find out whether the students had positive or negative attitudes, and whether they became motivated to speak or involved more in the learning process. I reviewed the writing notes like observational field notes, interview transcriptions, and notes about videotapes in analyzing the data, whereas I used Likert Scale to analyze the questionnaires.
There are so many languages in the world. Each country has got different national language that is used in its own country. The national language on different country has different dialect depends on culture of each country. The function of this national language is the same as to other languages. They are used for communicating knowledge and information. As an international communication, English becomes useful because most of people use it to communicate in relationship to other countries.
Based on r e s e a r c h above, t h e w r i t e r f e e l s i n t e r e s t e d i n d i s c u s s i n g t h e problems of r e a d i n g comprehen- s i o n o f Non-English Department S t u d e n t s o f Widya Mandala C a t h o l i c U n i v e r s i t y Surabaya because o f t h e f a c t t h a t "When r e a d i n g a t e x t b o o k , i t f r e q u e n t l y happens t h a t a l t h o u g h a s t u d e n t knows e v e r y word' i n a s e n t e n c e , h e s t i l l cannot what t h e s e n t e n a e e s p e c i a l
K needs to use some languages in his daily communication. There are some people with different language skill living in his house. His parents speak Korean and a bit Indonesian language. His cousin speaks English, Korean, and a bit Indonesian language. Meanwhile, his nannies mostly use Indonesian and Javanese language. Those people apparently make K need to adapt to his environment. Therefore, K tends to switch the language depending on whom he speaks to. Based on interview that researcher conducted to the boy, he said that English is the most comfortable language to speak.
It could be concluded from the chart above that most students agreed with all items that asked about English-Medium Instruction to be implemented in the teaching learning of English Subject in the class of English Education Study Program at IAIN Palangka Raya, it could be seen from the score of Mode showed 3 frequently appeared or in the chart was red color, and also the Median stated the same as Mode, namely 3. Thus, English as a Medium of
The design to compose this research is qualitative descriptive that is intended to describe simple input in native speaker‟s speech . The procedure of research will produce descriptive data in the form of written words or oral words about the object that is observed. The data were native speaker speech in EffortlessEnglish Club which were taken by downloading in video and audio form. Then, the data were analyzed using some steps, they are identifying every word in the utterances which are included in simple input, classifying features of the simple input, interpreting the data, and drawing conclusion.
The objective of basic general English is rthe students are expected to be able to speakEnglish confidently, clearly, and briefly about themselves and people; give information about places of interest with their facilities and stories that the tourists can do, any kind of hotels, restaurants, tell the way of directions. The students are also expected to be able to describe their or someone’s daily routine about their spare time, hobbies, and talk about someone’s job or work; compare things clearly and briefly, describe or distinguish between thing according to their shape, size, etc.
This study focuses on the implementation of scientific approach especially in the teaching method and teaching procedures in SMP Muhammadiyah 4 Surakarta. The subjects of this research are eighth grade students at SMP Muhammadiyah 4 Surakarta, in 2014/2015 academic year. C. Problem Statement
This study was conducted to investigate influencing factors that help students to improve their speaking skill at English Education Department of Universitas Muhammadiyah Yogyakarta (EED of UMY). In this study, the researcher used qualitative research as research design. The participants were four male students EED of UMY batch 2013. The reasons why the researcher takes these research subjects are mentioned as follows. First, research subjects have been practicing speaking skill for four years. Second, research subjects experienced in solving speaking problems. In collecting data, the researcher used standardized open- ended interviews. The reason is because standardized open-ended interviews are flexible to do. The researcher analyzed the data using transcripts, member