Skripsi

Title and Identity:

Hidayati, Dyah Rizqi Nurul. 2009. TEACHING ENGLISH FOR YOUNG LEARNERS BY USING “GUESSING” GAMES IN STUDENTS’ SPEAKING SKILL. English Department Languages and Arts Faculty Semarang State University. Skripsi from Universitas Negeri Semarang.

Review:

People who want to develop their relationship in the world have to learn a foreign language e.g. English. There are many benefits of teaching English in Elementary School is that the students have ability To develop their communication competence orally in language accompanying action in school context, to motivate students about the meaning and the importance of English in global community (Depdiknas, 2006). The objective of teaching English in Elementary School. The writer chooses a communicative game as teaching technique to teach a foreign language for young learners, because she thinks that it can motivate them to speak more, enrich their vocabulary, and also encourage them to work in pairs or group. the writer proposes one of the communicative games entitled “Guessing Games” as a teaching technique to teach a foreign language for children because the game is simple and exciting, making teaching and learning process more fun, basically, children mostly like playing games, naturally, children like ask questions all the time. The writer divided the class into two groups; each group consists of ten or more students. The steps were as follows: a) Providing tape recorder to record the voice and situation of the class. b) Explaining about the game and its rules. c) Providing an object of guessing. the game could make the students be involved, and because this game was easy to use and stimulated visually it keep their interest until the end of game.

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Contoh Skripsi EYL

Literature Journal 3

Reference:

Alharthi, Ziad Ali and Abdulhafeth Ali Khrisat. 2016. The Impact of muwshah and zajal on troubadours poetry International Journal of English and Literature. November. Vol.7(11), pp. 172-178

Review:

This paper aims to examine the impact of the muwashah and zajal of Hispano-Arabic on the troubadours’ poetry in structure and themes, language and rhyme. In the field of poetry, the troubadours have resembled the Arab singers in structure and theme. The famous Dutch Orientalist interested in Arab Andalusia, notes in his book Spanish Islam that it was due to the international appeal of the Arabic language that the people in Andalusia were keen on learning Arabic, and that they were enamored with the language and its literature. There has been an intercultural experience of Arabic poetry of medieval Spain with western culture: an exchange of concepts, themes and stylistic devices between the popular poetry and courtly poetry. The word “troubadour,” according to philology comes from the Arabic word “tarab” or “taraba”, meaning “to sing”. This is the root of the “troub-dor”. “Tarab” means “music song. The theme of love from the first sight, the cruelty of the beloved, the impact of true love leading into the suffering of the lover, sickness and weakness are also included in the troubadours‟ and Hispano-Arabic poetry. As the troubadours are travelling poetry-singers to entertain the royal courts, the muwashah and zajal are sung and recited in the palaces and castles of caliphs, kings and royalty.

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Literature Journal 3

Literature Journal 2

Reference:

Farzana, Shamsi. 2016. The Theme of Mysticism in Walt Whitman and Emily Dickinson’s Poetry.

European Journal of English Language and Literature Studies. January. Vol.4, No.1, pp.1-15

Review:

Whitman was an ideal poet, he believed that he is the poet of man first, then of nature, and finally of God . Whitman’s ideal poet is a singer of the self; he also understands the relation between

self and the large realities of the social and political world and of the spiritual universe. Miss Dickinson poetry is rich with a profound and varied experience; motivated by an arrogant passion for the truth. Miss Dickinson real reverence to God that makes her a mystic lies in a more manifest and more beautiful evidence of divine will than creeds and churches. The aim and content of Christian mysticism is not self or nature but God. Walt Whitman and Emily Dickinson both have been hailed as original and unique artists. They each have like proportions a very unique epic like manner. Whitman preoccupation with sex, the human body, and numerous other “taboo” subjects, changed the American public view of poetry. Emily Dickinson was more of a dark, serious person, whereas Walt Whitman was more at ease with him. They lived at the same era but they are different from each other.

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Literature Journal 2

Literature Journal 1

Reference:
Shang, Ndi Gilbert. 2016. A question of the body: Colonial legacies and postcolonial imaginaries of power in African literary texts. International Journal of English and Literature. September. Vol.7(9), pp. 143-151

Review:

The analyses in this study are anchored on postcolonial theory with regard to issues such as power, race, centre/margin and decolonisation while the various notions of corporeality discussed here are informed by the works of theorists like Friedrich Nietzsche et all. This is carried out through a variety of narrative structures, one of the most effective of which is the postcolonial dictatorship novel form. thus in reaction to the myth of the potentate‟s body that sets itself above the citizenry that postcolonial dictatorship novels attempt to inspire alternative epistemological relationship of bodies based on dignity and mutual respect. Internalisation did not however exclude the subject‟s tactics of subversion and contestation as can be seen from the proliferation of legend, myths, folklore, fables, popular ballads, proverbs, anecdotes, idioms, rumours, etc. that characterise subject representation of colonial encounters in Africa. The colonial encounter, the fate of colonizer/colonized bodies and experiences of dispossession became embedded in riddles, proverbs and folktales, precursors of postcolonial forms of creative writing. In most cases, material and spiritual dis-possessions were inseparable as represented in narratives that bring to bear different perceptions of the bodies of the self and other.

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Literature Journal 1

Linguistic Journal 3

Reference:

Tabrizi, Amir Reza Nemat and Mohammad Bagheri Fard. 2016. The Effect of Using Cell Phone Dictionary on Improving Male and Female Iranian EFL Learners’ Spelling. International Journal of English Linguistics. November. Vol. 6, No. 6

Review:

This paper attempts to investigate the effect of using cell phone dictionaries on improving male and female Iranian high school EFL learners’ spelling. Because Nowadays education is more and more taking advantage of Information Technology. Students chose cell phone cause it’s offer an ideal platform for learning and the usage of dictionary in cell phones and its probable impact on student spelling has been overlooked in the literature. Students also can put their cell phone in their pocket and bring it everywhere. Researcher in Japan examined the use of cell phone in education.  In this study students were surveyed regarding their use of mobile phones. English vocabulary lessons were sent to the learners' mobile phones using short text messages and a website was developed to explain the English idioms which students surfed using the 3G phones. The findings revealed that mobile phones are ubiquitous among students and learners were ready to read small texts on mobile screens. It was noted that mobile phones can effectively serve to educate a foreign language learner and short text messages is very useful in teaching vocabulary. As the researcher investigated the effect of using cell phone dictionaries on improving male and female Iranian high school EFL learners’ spelling results suggest that using cellphone had a significant effect on students’ spelling. The finding posited mobile phone technology may lead to positive effects in learning environments because of its widespread use and functions such as mobility, reach ability, localization and personalization.

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Linguistic Journal 3

Linguistic Journal 2

Reference:

Tabrizi, Amir Reza Nemat and Setareh Abbasi. 2016. The Effect of Oral Summary of Short Stories on Iranian Intermediate EFL Learners’ Vocabulary Learning: With a Focus on Gender. International Journal of English Linguistics. November. Vol. 6, No. 6

Review:

This study investigated the effect of producing oral summary of short stories by language learners on vocabulary learning of EFL learners at intermediate level and the possible different effect of this classroom activity on male and female participants. The study can also help language teacher opt between two common classroom techniques with regard to using short stories in the classroom e.g. oral production of short stories by the teachers or the learners. The participants for the study were chosen randomly among one hundred twenty intermediate Iranian EFL learners who studied at Zaban Sara language institute in Miandoab, Iran. The findings of this study proved that oral summary of short stories can have a positive effect on learning vocabulary by Iranian intermediate EFL learners. This study also proved that the effect of oral production of short stories on learning vocabulary of Iranian EFL learners at intermediate level does not differ based on their gender. Because Descriptive statistic  in table 12. indicating that there is a weak effect size and that the difference between the groups is not meaningful. This study also proved that providing learners with a meaningful context (considering that short stories are meaningful context) can increase their vocabulary learning among language learners.

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Linguistic Journal 2

Linguistic Journal 1

Reference:

Dolean, Dacian Dorin and Andreea Dolghi. 2016. Teaching Young FL Learners New Vocabulary: A Comparison between the Efficiency of Keyword Method and Total Physical Response. International Journal of English Linguistics. November. Vol. 6, No. 6

Review:

Among the first and most important steps to be taken towards formal teaching of a FL is teaching its vocabulary. This investigation aimed to assess and compare the efficiency of two mnemonics that have been traditionally used to explicitly teach new foreign language words. The Keyword Method (KWM) shown that the retention of a new vocabulary word in a FL can be substantially increased when the learner associates its sound to a keyword in his/her native language and then creates a mental image combining the two words. Total Physical Response is another popular mnemonic strategy used for teaching FL vocabulary. TPR is When using this method, FL instructors give a series of commands in the targetlanguage (e.g., jump and clap your hands), while learners are expected to respond with whole-body movements (e.g., to jump while clapping their hands). The researcher took random children for this study. The material for KWM are paper with picture and word in English and the other is word in english with the meaning in Romanian language. And there is no visual materials were used in the TPR treatment.  The results indicating a large size of the main effect for treatment and the fact that the recall performance of the KWM treatment was more than 3 times higher. The study also indicates that, although using an interactive method like TPR to teach young children vocabulary words can be age-appropriate and entertaining, the assumed efficiency of such a method (compared with more traditional methods, such as single picture presentation) needs to be treated with caution.

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Linguistic Journal 1

Teaching Journal 3

Reference:

Memarzadeh, Maryam and Mohammad Shariati. 2015. Video Clips Used as an Assessment Tool in Listening Placement Tests.  International Journal of English Language Teaching, December, Vol.3, No.8, (p.56-70).

Review:

The researcher aims to capture the possible effects of using videos in assessing listening skill of EFL learners in placement tests. video clips can be utilized as an ingenious and useful device for facilitating standard placement tests, particularly in the view of the fact that while the most of current placement tests fail to pay adequate attention to the importance of EFL learners’ listening skill. To carry out the study, 100 elementary, intermediate and advanced language learners who had registered for fall English classes were singled out by an OPT and were randomly assigned into two groups: an experimental group received oxford placement test, and a control group received video placement test, each group containing 50 subjects. All the subjects were assessed by a multiple choice test based on video activity books named ‘Four Corners and English Result’. The result concluded that video clips could be considered as an accurate and appropriate tool in placement tests, in the current research. The obtained results from the present study indicated that the correlation between the scores of the learners in the experimental group on the video placement test and their scores on the main interview was strong and significant, it can be said that the video placement test had more accuracy in assessing the participants’ listening skill, compared to the Oxford placement test.

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Teaching Journal 3

Teaching Journal 2

Reference:

Coşgun, Gülçin. 2016. The Impact Of Using Wordlists In The Language Classroom On Students’ Vocabulary Acquisition. International Journal of English Language Teaching, March, Vol.4, No.3, (p.49-66).

Review:

This researcher aims at proposing a framework for vocabulary teaching strategy in English as a foreign language context. When the students understands the meaning of many vocabulary, they are good in some foreign language study because they know the meaning. The purpose of this study was to explore the effect of using a word wall including a wordlist on vocabulary acquisition of Turkish EFL learners. The words were written on colourful flashcards and after being presented to the students in context, they were added to the list on the wall every day. There were two lists on the walls. Each day a revision activity was conducted and when students knew the word, the word appeared in the use list but when they could not, it was put in the lose list. Knowing the word included aspects of word knowledge such as part of speech, synonyms, antonyms, collocations and example sentences. In addition to use it/lose it activity, the implementation schedule also included different production activities such as: story writing, hot seat, posters, quizzes, vocabulary conversation The quantitative results of the study demonstrate that using wordlists in the language classroom has a positive impact on students’ acquisition of target vocabulary items. Mostly agreed that using a wordlist in the classroom was better. Most of students in the class like to using wordwall because it’s colorful and they remember the word very well.

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Teaching Journal 1

Reference:
Abukhadrah, Dr. Qutaiba A. 2015. The Difficulties of Learning English as Perceived by a Group of International Students: A Case Study. International Journal of English Language Teaching, December, Vol.3, No.8,( p.40-48)

Review:

The aim of the research is to know the challenges of learning English by a group of international students while learning in an intensive English program at a large Midwestern American University. Twenty students (9 graduate and 11 undergraduate), were chosen randomly from the intensive English program to take part in this study. Their ages ranged between 19-26 years, and they came from different countries, including Saudi Arabia, China, Pakistan, India, Jordan, Ghana, Nigeria and Algeria. The major difficulties that confront international students while studying in English speaking countries can be categorized into two groups: academic and non-academic demands. It was found that students who came from countries where English is not a medium of instruction have difficulty in speaking, comprehension, pronunciation, and using the correct lexis. Students may not have been exposed to enough English conversation inside the classroom where teaching was devoted only to grammar. Some of the students, said that they face a number of problems that relate to using the basic language skills particularly writing and reading comprehension. This study uses information gathered by means of the qualitative research method of Interviewing. From all of the interviews conducted, it can be seen that one of the major difficulties confronting international students learning English is the topic of social interaction. According to them, they rarely have enough chances to mingle with native speakers and practice the spoken language outside the classroom.

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Teaching Journal 1 Arini

Novel

Arini Octaviani
novel by Nicholas Sparks

Read Full Novel ----->  The Last Song by Nicholas Sparks

Synopsis:

The Last Song by Nicholas Sparks

The Last Song is the story of Ronnie Miller and the summer that she spends with her father at Wrightsville Beach. At the start of the summer, she is a rebellious 17 year old who resents her parents for their messy divorce; she is particularly annoyed that she is being forced to spend the summer with her estranged father, to whom she has not spoken in three years. She is so angry that she has abandoned the one thing that she and her father used to share in common playing the piano. Kim, her mother with whom she lives in New York, and Steve, her father who lives in his hometown of Wrightsville Beach, NC. Her mother decides that it would be in everyone's best interest if Ronnie and her 10-year-old brother, Jonah, spent the summer in Wrightsville Beach with Steve. Jonah is excited, while Ronnie can only wonder why her parents hate her so much as to send her there for the summer.

Once they arrive, Kim leaves and Ronnie runs off to the carnival down at the beach, where she boy a soda and watches a volleyball game in the crowd. As she turns to leave, one of the players, the privileged Will Blakelee, knocks into her while trying to reach the ball, spilling her soda all through the front of her shirt.

When she tries to find a stand selling shirts, Ronnie bumps into Blaze, an estranged teenager like herself, Blaze helps her find a T-shirt booth and they leave to watch a show by Marcus, Blaze's boyfriend, on the pier. The show includes "harmless" fireballs, and when it's over, the police runs Marcus off. They go to sit under the pier, where Blaze heads off to get Marcus another beer. In Blaze's absence, Marcus attempts to hit on Ronnie, causing her to leave.

Later, when Ronnie finds a nest of Loggerhead turtle eggs in danger of racoons behind her house, she decides to camp out next to it to save it. She learns that Will volunteers at the aquarium, and after a few nights of talking with him on the beach, she realizes she has feelings for him.

Ronnie then finds out that her dad has cancer, as his cancer progresses, and After finding out, she, Jonah, and Will finish the window; Ronnie finishes a song for him on the piano; and Pastor Harris, Steve's friend, installs the window at the new church. Kim arrives to say goodbye to Steve one last time and take Jonah home. Ronnie stays with Steve. Will had left in August to go to Vanderbilt; however, he shows up at the funeral once Steve has passed. He leaves again for Europe, and Ronnie returns to New York. While at Juilliard, auditioning for a spot, Will shows up to surprise her; he reveals that he's decided to go to Columbia to be closer to her.

Book Reference

Book Reference

https://priceliaatika26.files.wordpress.com/2014/10/how-to-teach-grammar.pdf

Teaching imperatives through actions

TPR is based on the principle that learners learn best when they are wholly engaged (both physically and mentally ) in the language learning process.

Learning a language through actions attempts to simulate the experience of first language learning. notice that in this TPR-style lesson there is no pressure on the learner to speak, a feature that differentiates TPR from its Direct methods antecedents, where the learners would normally have repeated the commands. The principle operating here is that, since children seem to develop listening in competence in advance of the ability to speak, second language learners should do likewise. (Scott Thornburry, P:56)

Using actions to convey the meaning of grammatical items is highly efficient, since it requires little in the way of preparation, and by passing explanation or translation offers a direct route to the the learner's language processing capabilities - hence the 'directness' of the Direct Method. 

(Scott Thornburry, P:57)

TPR activities are probably best used as one of several different procedures rather than being used exclusively, and are particularly suitable for younger leamers or beginners. For adult learners, some advance explanation of the rationale underlying this approach might be a good idea. 

(Scott Thornburry, P:58)

However, there are only a limited range of language items that lend themselves to physical demonstration and classroom enactment, imperatives being an obvious candidate. Others are prepositions of place, demonstratives (this, that), present progressive (I am walking , .. ) and such functional areas as commands, requests, and otters, The illustration of more subtle concepts may require considerable ingenuity.

Magazine

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