INNOVATIVE TECHNIQUES FOR TEACHING GRAMMAR

The grammar lessons at the secondary schools have the unfortunate reputation of being boring. They rely on traditional presentation methods , using the textbook and generalized fill￾in-the-blanks exercises. The study of grammar has only enhanced knowladge about the English language but does not facilitate learners of EFL on how to use the language. This theoretical knowladge of the rules of grammar, however, is not going to beof any help for the learners. Instead , the students should be taught to understand how to use the grammar rules in a communicative situation.

Innovative Techniques of Teaching English Grammar Teaching of grammar refers to methods , i.e. systematic ways of grammar teaching , that are used to help learners develop competence in an unfamiliar grammar.

The following presents some innovative ideas that will help EFL teachers reinvent their grammar teaching methods and make their classes interesting. Using songs and poems Songs are one of the most enchanting and culturally rich resources that can easily be used in language classrooms. Songs provide an alternative classroom activity. They are resourceful to tools to enhance the learners’ abilities in listening , speaking, reading, and writing. Learning English grammar through songs provides an enjoyable and relaxing classroom atmosphere for the learners. They may encourage extensive listening , and inspire creativity and use of imagination in the relaxed classroom atmosphere.

MAIN PART: Utilization of songs for grammatical points can be revealed through the following popular songs. They are as follows:

1) Let it be by Beatles present tense

2) Yesterday by Beatles past tense

3) Sailing by Rod Stewart present progressive Similar to songs , poems have an enormous linguistic value as they provide authenticity and cultural views. Poems contextualize a grammar lesson effectively. They serve as an effective tool for practicing a specific grammatical structure , in particular structure , such as jazz chants (Graham, 1978) Furthermore, the students can work in groups and share ideas on certain projects, but include solo activities that encourage them to find their own unique meanings of a particular grammatical pattern in song lyrics, poems, stories, and other literature as well.(Jandhyala, 2018)

the students creativity can be developed through 1) writing another verse of lyrics
maintaining the same mood and style as the
original which can be done induvidually or in
groups,

2) writing a response from the point of
view of the person the song is being sung about ,
or any other protagonist,

3) having the learners
plan a music video for the song in groups,

4) writing a diary entry for a character in the song
to examine the thoughts and feelings that
inspired the story being played out in the lyrics.

Heyer (2019) provides an example of teaching the future tense with “Gonna” It uses two songs, “I’m gonna love you” (Meghan Trainor, 2012) or “when I’m gone” (Anna Kendrick, 2012). The offisial videos for both songs are appropriate for most classrooms. However, they show romantic kisses, so previewing is advised. In addition, a reference to whiskey in the lyrics may make this song inappropriate for some classes , otherwise, both the song and video are classroom-friendly. Both song provides informal speech to substitute for going to in future tense sentence only. The songs “I’m gonna love you” repeats the phrase “I’m gonna” 21 times. The song “when I’m gone” repeata the phrase 20 times. To teach grammatical item, the so-called Moving Line activity as presented below gives students multiple opportunities to practice this construction. First, ask several students “What are you gonna do after class?” To model the exercise and make sure the students understand how gonna is used. Then follow the steps below. This low-prep activity facilitates a lot of interaction in a short amount of time and gets students up and out of their seats. It is highly recommended.

The Moving line activity can take several steps. They are:

1) Divide the class into two groups of equal numbers. Students form two lines facing one another.

2) Students ask the students facing them, “wha are you gonna do after class ?” The student answer “I’m gonna _______”. Then the students answer “I’m gonna____”. The one line shift positions so

3) Students exchange the same information with their new partners.(having students recite the same lines with each partner, like actors in a play, keeps the activity-literally-moving along. The activity is not boring because students hear new information from each partner.) then they shift positions again.

4) The students in the moving line continue to interact with new partner and then move on. The activity concludes when the students in the moving line are back in their original positions

USING GAME

Using games is a very interesting method of teaching for students , in particular young ones. They generallay tend to like and play games better than sitting down to study. Traditional methods dictated for study and games to be separate but the fact remains that the students tend to be more interested in playing games rather than sitting down to study. Learning with games will usually be engaging for the students. The games can be utilized to learn grammar. To understand the meaning of a particular structural pattern and to use them in day to day life is a very difficult task and games can help the students overcome this difficulty. Games like scrabble, housine etc. have been designed for this specific purpose. These games are just based on words and help the students develop their vocabulary as well. In addition to these very simple games can be played to help improvethe word datebase of the students such as simple dictation competitions , synonym competitions , word puzzles, anagrams and hangman.

USING STORY TELLING

Everyone loves a story. Stories form a very integral part of teaching a language. They provide a realistic context for presenting grammar points. It can be used for both eliciting and illustrating grammar points. Story telling is traditional and

and pervasive in almost all cultures.
Storytelling is one of the versatile techniques to
be employed as a convenient and natural
grammar teaching tool. It is the technique that
best makes the EFL learners stay focused as well
as well as the one they enjoy most. Grammar
points can be contextualized in stories which are
engaging and entertaining. At this point the
learners can help create stories and impersonate
characters in them. They will also enjoy learning
about grammar through the stories.

USING OTHER MEDIA

Media helps to kindle the learning interest of learners. The computer tools like internet , audio or video clips help learners to interact or listen to the native speakers , this increases the morale of learners. Using video , audio clippings in the classroom is a stimulus for students to communicate about anything interesting. Multimedia sources like songs , movies, TV series , magazines , newspapers play a very vital role in improving language. Such sources can be used it is very important that understand that fact so that they to help the students improve their language. But great precautions must be taken. They use colloquial English which is , in general , gramatically wrong and do not use that form of the language in their everyday usage. However, the students can very often engage with songs and movies. Through them , they can understand the meaning of expressions , usage of tools of the language like comparsons , personifications ets.

CONCLUSION

To conclude , English grammar has been taught through chalk and board method. It has to be taught in innovative and creative way that it will help the students not just to speakand write and listen but to communicate through various engaging activities that emphasize form meaning, mappings for day-today communication. That is the purpose of the teaching of English grammar and that is what it must be used for. Innovative methods, therefore, help in bringing a change and most of the times for the better. It helps the students learn faster and in an efficient, interesting and an interactive manner and it is the teachers’ responsibility to leave the traditional methods for the students benefit. Using innovative methodologies in teaching English grammar in the classroom will pave a positive way to stidents to learn the language meaningfully. The suggestions for further study, the grammar emphasis with a limited scope may be more effective; input enhancement may be more effective with grammatical features that are less essential for communication; output enhancement may be more effective with grammatical features that have many sailent lexical forms; and learners in EFL contexts can benefit more from grammar instruction.

6 techniques for teaching grammar

1) Boardwork presentations

2) Using the students and you , the teacher

3) Using realia

4) Dialogue building

5) Dictation

6) Dictogloss

BOARDWORK PERSENTATION

For a quick and easy presentation of new language , the board is the obvious resource to exploit. Start by building a context. For example, A traveller’s suitcase covered in sticker of places she’s been provides an easy – to establish context for the present perfect for experiences. Make sure you include on your board the affirmative , ; the negative eg: she has not been to China; and question forms and short answers , eg: has she been to Malaysia? Yes, she has/ No She hasn’t. Underline or use a different colour to highlight the structure , ie has been , contractions I’ve, She’s, etc aspects of pronounciation.

1. Using the students and you , the teacher

A direct context for language can often be found in the lives and experiences of the people in the room. Personal contexts immediately show how applicable the grammar is , and can also be more memorable than stories of people from outside the student’s worlds.througthout the book we suggest activities where students talk about themselves , their experiences , their lives , their opinions. Student photos can also be a great resource. Most students will have photos on their mobile phones that they can share with each other to support any number of practice

2. Using Realia

Bringing objects into the classroom or using the objects you find in the classroom can help bring a grammar point to life and create a physical memory hook. Realia can be used to create a context for the target language. We can use such things as a bag of rice , a glass of water , a balloon and a tea bag to introduce the concept of countable and uncountable nouns

3. Dialogue building

This collaborative technique involves setting a Scene and with the students help, writing a dialogue on the board including the language you want to focus on. A great way to push students towards memorising the language is to gredually erase the text, word by word , until the students are repeating the dialogue from memory.

4. Dictation

With grammar points where the written form is already familiar to the students , but where meaning needs to be explored in more depth , a quick and effective means of introducing the language is to dictate model sentences to the class. Dictation immediatelly gets students working with the language and tests listening skills and spelling , as well as grammatical knowladge. It also promotes conversation management skills such as asking to clarify and repeat: Sorry , could you say that again, please?

5. Dictogloss

In a dictogloss , the teacher has a text prepared to dictate to the class , but instead of dictating it slowly to ensure students write a faithful copy , they read it at a more natural speed two or more times.prepare a text of no more than 100 words. Read it out first for content , and check comprehension. Then tell students to write down keywords , such as nouns and verbs , as you read it out again. Explain that even through they will not be able to write every word, they should keep writing as much as possible. Using their notes , students in pairs or small groups reconstruct the text in complete sentences. The idea is not to reproduce the text verbatim , but to focus in on certain aspects of the language used.

REFERENCES:

1) Alinte , C. (2013) Teaching Grammar With Music. Journal of Linguistic Intercultural Education 6,7-27.

2) Anburaj, G., Christopher G, and Ming, N. (2014). Innovative Methods Of teaching English. IOSR Journal of Humanities and Social Science.19(8), pp. 62-65.

3) Jandhayala, D. (2018). Innovative Methods for Teaching English at Secondary Level. Retrieved from http://galleryteachers.com

4) Macfadyen S. (2015). Different Methods of Teaching Grammar. Retrieved from https://www.inklyo.com/.

5) Simpson A.J.(2018). How to use songs in the English language classroom. Retrieved from

Improving The Writing Skill of Greeting Card Through Project Based Learning

karya-tulis-ilmiah_-ade-prima-roraUnduh

Simple Present Tense (Pengertian, Rumus dan contoh)

Simple present tense adalah suatu bentuk kata kerja untuk menyatakan fakta, kebiasaan, atau kejadian yang terjadi pada saat ini. Bentuk kata kerja ini paling sering digunakan dalam bahasa Inggris.

 

Penjelasan dan Rumus Simple Present Tense

Simple present tense dibentuk dari verb-1 (present tense) berupa kata kerja biasa yang menunjukkan aksi atau keadaan, atau berupa verb “to be” (is, am, are).

Verb-1 merupakan bare infinitive dengan tambahan -s atau -es (kecuali verb to be) khusus untuk subject berupa singular noun (seperti: Tita, book) atau third person singular pronoun (seperti: she, he, it); atau tanpa tambahan apapun untuk subject berupa plural noun (seperti: boys, men, books) atau plural pronoun (seperti: we, they), pronoun I/you, atau compound subject dengan kata hubung “and” (seperti: you and I, Tina and Ratih).

Ketika menggunakan be, is digunakan pada subject berupa singular noun dan third-person singular pronoun; are pada plural noun, plural pronoun dan you; sementara am pada I

 

Berikut rumus simple present tense untuk kalimat positif, negatif, dan interogatif.

Rumus Simple Present Tense	Contoh Simple Present Tense
kalimat positif (+): S + verb-1/be (am/is/are)	She likes eating out
	The children are naughty.
kalimat negatif (-): S + auxiliary (do/does) + not + bare infinitive S + be (am/is/are) + not	She doesn’t like eating out
	The children aren’t naughty
kalimat interogatif (?): do/does + S + bare infinitive be (am/is/are) + S	Does she like eating out
	Are the children naughty

Fungsi dan Contoh Kalimat Simple Present Tense

1. Simple present tense untuk menyatakan seberapa sering suatu kegiatan terjadi (frekuensi) atau habitual action (kebiasaan). Time expression (keterangan waktu) yang sering digunakan yaitu adverbial of frequency.

adverb of frequency always (selalu) often (sering) usually (biasanya) sometimes (kadang-kadang) seldom (jarang) never (tidak pernah) 3 days a week (3 hari per minggu) twice a month (dua kali sebulan) 8 hours a day (8 jam per hari) every day (setiap hari) every month (setiap bulan) three times a week (tiga kali seminggu)

Contoh Kalimat Simple Present Tense

1	I always come on time. (Saya selalu datang tepat waktu.)
2	He sometimes hears a ringing in his ears. (Dia terkadang mendengarbunyi dering di telinganya.)
3	She never cries in front of us. (Dia tidak pernah menangis di depan kita.)
4	Many people work 8 hours a day. (Banyak orang bekerja 8 jam sehari.)
5	They go to the gym every day. (Mereka pergi ke gym setiap hari.)
6	I do the exercise three times a week to gain my muscle mass. (Saya melakukan latihan tersebut tiga kali seminggu untuk meningkatkan masa otot.)
7	She sends much money to her parents in the village every month. (Dia mengirimkan banyak uang kepada orangtuanya di desa setiap bulan.)

2. Factual (kebenaran umum/fakta yang tak terbantahkan)

Contoh Kalimat Simple Present Tense

1	The sun rises from the east and sets in the west. (Matahari terbit dari ufuk timur dan tenggelam di ufuk barat.)
2	Water boils at 100 degrees Celcius. (Air mendidih pada suhu 100 derajat celcius.)

3. Simple present tense digunakan untuk membuat simple statement yang berlaku general (berlaku kapan saja) maupun tidak general (menggunakan verb be).

Contoh Kalimat Simple Present Tense

1	I live in Jakarta. (Saya tinggal di Jakarta)
2	She is so beautiful. (Dia sangat cantik.)
3	He’s angry. (Dia marah.) [tidak general: terjadi sekarang]

References:

1. Simple Present Tense. http://grammar.ccc.commnet.edu/grammar/tenses/simple_present.htm. Accessed on September 18, 2018.
2. The Present Continuous and the Simple Present. http://fog.ccsf.edu/~lfried/grammar/present.html. Accessed on February 19, 2012.
3. Simple Present Tense. http://www.mit.edu/course/21/21.guide/present.htm. Accessed on February 19, 2012.

Metode Pembelajaran Penemuan (Discovery Learning)

Pengertian Discovery Learning

Discovery Learning

Model pembelajaran penemuan (discovery learning) diartikan sebagai proses pembelajaran yang terjadi ketika siswa tidak disajikan informasi secara langsung tetapi siswa dituntut untuk mengorganisasikan pemahaman mengenai informasi tersebut secara mandiri. Siswa dilatih untuk terbiasa menjadi seorang yang saintis (ilmuan). Mereka tidak hanya sebagai konsumen, tetapi diharapkan pula bisa berperan aktif, bahkan sebagai pelaku dari pencipta ilmu pengetahuan.

Berikut ini beberapa pengertian discovery learning dari beberapa sumber buku:

• Menurut Hosnan (2014:282), discovery learning adalah suatu model untuk mengembangkan cara belajar aktif dengan menemukan sendiri, menyelidiki sendiri, maka hasil yang diperoleh akan setia dan tahan lama dalam ingatan. Melalui belajar penemuan, siswa juga bisa belajar berpikir analisis dan mencoba memecahkan sendiri masalah yang dihadapi.
• Menurut Kurniasih, dkk (2014:64), Model discovery learning adalah proses pembelajaran yang terjadi bila pelajaran tidak disajikan dengan pelajaran dalam bentuk finalnya,tetapi diharapkan siswa mengorganisasikan sendiri. Discovery adalah menemukan konsep melalui serangkaian data atau informasi yang diperoleh melalui pengamatan atau percobaan.
• Menurut Sund, discovery learning adalah proses mental dimana siswa mampu mengasimilasikan sesuatu konsep atau prinsip. Proses mental tersebut antara lain mengamati, mencerna, mengerti menggolong-golongkan, membuat dugaan, menjelaskan, mengukur, membuat kesimpulan dan sebagainya (Suryasubrata, 2002:193).
• Menurut Ruseffendi (2006:329), metode Discovery Learning adalah metode mengajar yang mengatur pengajaran sedemikian rupa sehingga anak memperoleh pengetahuan yang belum diketahuinya itu tidak melalui pemberitahuan, sebagian atau seluruhnya ditemukan sendiri.
• Menurut Asmui (2009:154), metode Discovery Learning adalah suatu metode untuk mengembangkan cara belajar siswa aktif dengan menemukan sendiri, menyelidiki sendiri, maka hasil yng diperoleh akan setia dan tahan lama dalam ingatan, tidak akan mudah untuk dilupakan siswa.

Jenis dan Bentuk Discovery Learning

Menurut Suprihatiningrum (2014:244), terdapat dua cara dalam pembelajaran penemuan (Discovery Learning), yaitu:

1. Pembelajaran penemuan bebas (Free Discovery Learning) yakni pembelajaran penemuan tanpa adanya petunjuk atau arahan.
2. Pembelajaran penemuan terbimbing (Guided Discovery Learning) yakni pembelajaran yang membutuhkan peran guru sebagai fasilitator dalam proses pembelajarannya.

Bentuk metode pembelajaran Discovery Learning dapat dilaksanakan dalam komunikasi satu arah atau komunikasi dua arah bergantung pada besarnya kelas, yang dijelaskan lebih detail sebagai berikut (Oemar Hamalik, 2009:187):

1. Sistem satu arah. Pendekatan satu arah berdasarkan penyajian satu arah yang dilakukan guru. Struktur penyajiannya dalam bentuk usaha merangsang siswa melakukan proses discovery di depan kelas. Guru mengajukan suatu masalah, dan kemudian memecahkan masalah tersebut melalui langkah-langkah discovery.
2. Sistem dua arah. Sistem dua arah melibatkan siswa dalam menjawab pertanyaanpertanyaan guru. Siswa melakukan discovery, sedangkan guru membimbing mereka ke arah yang tepat atau benar.

Karakteristik dan Tujuan Discovery Learning

Menurut Hosnan (2014), ciri atau karakteristik Discovery Learning adalah (1) mengeksplorasi dan memecahkan masalah untuk menciptakan, mengabungkan, dan menggeneralisasi pengetahuan; (2) berpusat pada siswa; (3) kegiatan untuk menggabungkan pengetahuan baru dan pengetahuan yang sudah ada.

Sedangkan menurut Bell, metode Discovery Learning meliliki tujuan melatih siswa untuk mandiri dan kreatif, antara lain sebagai berikut (Hosnan, 2014):

1. Dalam penemuan siswa memiliki kesempatan untuk terlibat secara aktif dalam pembelajaran. Kenyataan menunjukan bahwa partisipasi banyak siswa dalam pembelajaran meningkat ketika penemuan digunakan.
2. Melalui pembelajaran dengan penemuan, siswa belajar menemukan pola dalam situasi konkrit mauun abstrak, juga siswa banyak meramalkan (extrapolate) informasi tambahan yang diberikan.
3. Siswa juga belajar merumuskan strategi tanya jawab yang tidak rancu dan menggunakan tanya jawab untuk memperoleh informasi yang bermanfaat dalam menemukan.
4. Pembelajaran dengan penemuan membantu siswa membentuk cara kerja bersama yang efektif, saling membagi informasi, serta mendengar dan mneggunakan ide-ide orang lain.
5. Terdapat beberapa fakta yang menunjukan bahwa keterampilan-keterampilan, konsep-konsep dan prinsip-prinsip yang dipelajari melalui penemuan lebih bermakna.
6. Keterampilan yang dipelajari dalam situasi belajar penemuan dalam beberapa kasus, lebih mudah ditransfer untuk aktifitas baru dan diaplikasikan dalam situasi belajar yang baru.

Langkah-langkah Discovery Learning

Menurut Veerman (2003) langkah-langkah pembelajaran dalam model discovery learning antara lain Orientation, Hypothesis Generation, Hypothesis Testing, Conclusion dan Regulation, yang secara rinci dijelaskan sebagai berikut:

a. Orientation

Guru memberikan fenomena yang terkait dengan materi yang diajarkan untuk memfokuskan siswa pada permasalahan yang dipelajari. Fenomena yang ditampilkan oleh guru membuat guru mengetahui kemampuan awal siswa. Tahap orientation melibatkan siswa untuk membaca pengantar dan atau informasi latar belakang, mengidentifikasi masalah dalam fenomena, menghubungkan fenomena dengan pengetahuan yang didapat sebelumnya. Sintaks orientation melatihkan kemampuan interpretasi, analisis dan evaluasi pada aspek kemampuan berpikir kritis. Produk dari tahapan orientation dapat digunakan untuk tahapan yang lainya terutama tahapan hypothesis generation dan conclusion.

b. Hypothesis Generation

Informasi mengenai fenomena yang didapatkan pada tahapan orientation digunakan pada tahapan hypothesis generation. Tahapan hypothesis generation membuat siswa merumuskan hipotesis terkait permasalahan. Siswa merumuskan masalah dan mencari tujuan dari proses pembelajaran. Sintaks hypothesis generation melatihkan kemampuan interpretasi, analisis, evaluasi dan inferensi. Masalah yang telah dirumuskan diuji pada tahapan hypothesis testing.

c. Hypothesis Testing

Hipothesis yang dihasilkan pada tahapan hypothesis generation tidak dijamin kebenaranya. Pembuktian terhadap hipotesis yang dibuat oleh siswa dibuktikan pada tahapan hypothesis testing. Tahapan pengujian hipotesis siswa harus merancang dan melaksanakan eksperimen untuk membuktikan hipotesis yang telah dirumuskan, mengumpulkan data dan mengkomunikasikan hasil dari eksperimen. Sintaks hypothesis testing melatihkan kemampuan regulasi diri, evaluasi, analisis, interpretasi dan penjelasan.

Baca Juga

• Metode Conceptual Understanding Procedures (CUPs)
• Pengertian, Jenis dan Implikasi Gaya Belajar
• Pengertian, Prinsip dan Langkah Pendekatan Saintifik

d. Conclusion

Kegiatan siswa pada tahapan conclusion adalah meninjau hipotesis yang telah dirumuskan dengan fakta-fakta yang telah diperoleh dari pengujian hipotesis. Siswa memutuskan fakta-fakta hasil pengujian hipotesis apakah sesuai dengan hipotesis yang telah dirumuskan atau siswa mengidentifikasi ketidaksesuaian antara hipotesis dengan fakta yang diperoleh dari pengujian hipotesis. Tahapan conclusion membuat siswa merevisi hipotesis atau mengganti hipotesis dengan hipotesis yang baru. Sintaks conclusion melatihkan kemampuan menyimpulkan, analisis, interpretasi, evaluasi dan penjelasan.

e. Regulation

Tahapan regulation berkaitan dengan proses perencanaan, monitoring dan evaluasi. Perencanaan melibatkan proses menentukan tujuan dan cara untuk mencapai tujuan tersebut. Monitoring merupakan sebuah proses untuk mengetahui kebenaran langkah-langkah dan tindakan yang diambil oleh siswa terkait waktu pelaksanaan dan hasil berdasarkan perencanaan yang telah dibuat sebelumnya. Guru mengkonfirmasi kesimpulan dan mengklarifikasi hasil-hasil yang tidak sesuai untuk menemukan konsep sebagai produk dari proses pembelajaran. Sintaks regulation melatihkan kemampuan evaluasi, regulasi diri, analisis, penjelasan, interpretasi dan menyimpulkan.

Kelebihan dan Kekurangan Discovery Learning

Suherman, dkk (2001:179) menyebutkan terdapat beberapa kelebihan atau keunggulan metode Discovery Learning, yaitu:

1. 1. Siswa aktif dalam kegiatan belajar, sebab ia berpikir dan menggunakan kemampuan untuk menemukan hasil akhir.
   2. Siswa memahami benar bahan pelajarannya, sebab mengalami sendiri proses menemukannya. Sesuatu yang diperoleh dengan cara ini lebih lama untuk diingat.

1. Menemukan sendiri bisa menimbulkan rasa puas. Kepuasan batin ini mendorongnya untuk melakukan penemuan lagi sehingga minat belajarnya meningkat.
2. Siswa yang memperoleh pengetahuan dengan metode penemuan akan lebih mampu mentransfer pengetahuannya ke berbagai konteks.
3. Metode ini melatih siswa untuk lebih banyak belajar sendiri.

Sedangkan menurut Kurniasih, dkk (2014:64-65), metode Discovery Learning juga memiliki beberapa kelemahan atau kekurangan, antara lain sebagai berikut:

1. Metode ini menimbulkan asumsi bahwa ada kesiapan pikiran untuk belajar. Bagi siswa yang kurang pandai, akan mengalami kesulitan abstrak atau berfikir atau mengungkapkan hubungan antara konsep- konsep, yang tertulis atau lisan, sehingga pada gilirannya akan menimbulkan frustasi.
2. Metode ini tidak efisien untuk mengajar jumlah siswa yang banyak, karna membutuhkan waktu yang lama untuk membantu mereka menemukan teori untuk pemecahan masalah lainnya.
3. Harapan-harapan yang terkandung dalam metode ini dapat buyar berhadapan dengan siswa dan guru yang telah terbiasa dengan cara- cara belajar yang lama.
4. Pengajaran discovery lebih cocok untuk mengembangkan pemahaman, sedangkan mengembangkan aspek konsep, keterampilan dan emosi secara keseluruhan kurang mendapat perhatian.
5. Pada beberapa disiplin ilmu, misalnya IPA kurang fasilitas untuk mengukur gagasan yang dikemukakan oleh para siswa.
6. Tidak menyediakan kesempatan-kesempatan untuk berfikir yang akan ditemukan oleh siswa karena telah dipilih terlebih dahulu oleh guru.

Daftar Pustaka

• Hosnan, M. 2014. Pendekatan Saintifik dan Kontekstual dalam Pembelajaran Abad 21. Bogor: Ghalia Indonesia.
• Kurniasih, Imas dan Berlin Sani. 2014. Implementasi Kurikulum 2013 Konsep dan Penerapan. Surabaya: Kata Pena.
• Suryabrata, Sumadi. 2002. Psikologi Pendidikan. Jakarta: Raja Grafindo Persada.
• Ruseffendi. 2006. Pengantar Kepada Membantu Guru Mengembangkan Kompetensinya dalam Pengajaran Matematika. Bandung: Tarsito.
• Asmani, Jamal Ma’mur. 2009. Manajemen Strategi Pendidikan Anak Usia Dini (PAUD). Yogyakarta: Diva press.
• Suprihatiningrum, Jamil. 2014. Strategi Pembelajaran. Yogyakarta: Ar-Ruzz Media.
• Hamalik, Omar. 2009. Pendekatan Baru Strategi Belajar mengajar Berdasarkan CBSA. Bandung: Sinar Baru Algensindo
• Suherman, Erman dkk. 2001. Strategi Pembelajaran Matematika Kontemporer. Bandung: Jica.
• Veerman, k. 2003. Intelligent Support for Discovery Learning. Twente: Twente University Press.

Jadi, Mau berlari terus ?

Pernahkah kamu berlari dan terus berlari?

Kadang kita tak pernah menemukan lelah ketika berlari. Berlari (berusaha) meninggalkan kenyataan rasanya begitu menyenangkan sekaligus menakutkan, karena berkali-kali kenyataan jelas ada di depan kita.

Ketika rasa itu menghampiri benak dan pikiran, lama-kelamaan kamu akan menemukan kesia-siaan dalam sebuah “pelarian”. Semakin jauh kamu mencoba melarikan diri dari kenyataan, semakin dekat kenyataan denganmu.

Hingga akhirnya kelelahan menjadi kenyataan berikutnya yang menghampirimu. Ada sebuah pelajaran yang hampir kita lupakan setiap berlari. Kadang kita hanya terfokus pada seberapa cepat kita berlari dan seberapa jauh kita meninggalkan. Pernahkan kita berpikir kapan saatnya berjalan? Dan kapan waktu yang tepat untuk berhenti, mengistirahatkan diri hati ini?

Sayangnya kita sering mencoba berlari tanpa belajar berjalan terlebih dahulu, dan melupakan bagian terpenting, yaitu berhenti. Tak heran jika kamu terus terjatuh.”

The Nature of Translation

Translation has various definitions since in this field many experts have their own idea about the notion of translation. Each of the definition is proposed a the different point of view. As stated by Meriam- Webster dictionary in Larson, translation consists of changing from one state or form to another, to turn into one’s own or another language change of form. It means that translation is one activity transferring meaning from one language to another language. So students can understand the meaning by translation
Moreover, Catford says that, translation is replacement of textual material in one language (source language or SL ) by equivalence textual material in another language ( target language or TL). It means, translation is a process where translator tries to find closest meaning from one language to another language, translator needs much relevance literature and knowledge. Moreover, translation is a complex skill which needs not only knowledge but also sequence of integral process
Furthermore, Nida and Taber concluded the nature of translation as follow :
a. Reproducing a message. Translation purpose is producing the messages. In this case, grammatical and adjusment should be arranged in good order
b. Equivalence rather than identity. A translator should focus on reproducing of message rather than conversation of form of utterance
c. Natural equivalence. A translator will give the result of translation to reader as natural as she/he can. Its mean, a good translation will be read by receptor/ target language readers as they read their own language
d. Closest equivalence. A translator should strive for the closest language equivalent both of the resource language and target language.
e. Priority of meaning. Meaning becomes priority of translation, because translation mainly sends a process of transferring messages.
f. Sifnificance of style. Thougth style is secondary to content, it is nevertheles important.
So, it can be concluded that translation is a process where the translator should try to find out equivalent word and style that becomes objective of translation. A meaning of a word should be conveyed as close as natural by using equivalent words. In getting accurate meaning translation not only concern about analyzing linguistic aspect but also concern in culture context.
In translating a text, it is not simply translated because there are some important matters that have to be considered. In this context, according to Newmark, a translator has to have a flair and a feel for his own languae. It means that a translator has to transfer the information from the source language into the target language without any ambiguity.
Based on definiton above, it can be concluded that in translation process a translator should try to find the equivalence word and style that become the main objective.

menulis dan menerbitkan karya

Kalau apa yang kamu tulis, tidak ada yang mau menerbitkan. Menulis sajalah terus. Berlatihlah terus. Konsep menulis sesungguhnya hanyalah kegiatan menulis saja. Urusan menerbitkan karya adalah tahap yang lain. Jika hari ini tidak ada satu media koran, majalah, penerbit, atau apa pun yang bersedia menerbitkan karyamu. Terus sajalah menulis. Jika kamu memang cinta akan kegiatan itu. Latih terus kemampuan menulismu. Kumpulkan terus hasil tulisanmu. Sesungguhnya, tulisan yang selesai ditulis adalah ‘tabungan’, biarlah dia terkumpul lebih dulu.

Jangan cepat menyerah. Percayalah, setiap tulisan, sama seperti manusia, sudah ada jodohnya. Setiap naskah, pun begitu, akan selalu ada pembacanya. Hanya saja, ada manusia yang harus berbenah diri dulu baru menemukan jodohnya. Sama seperti naskah, ada yang harus diperbaiki dulu baru ada jodohnya, baru ada media yang menerbitkannya.

Dan, sesungguhnya, di era digital menerbitkan tulisan tidak sesulit zaman dulu. Ada banyak sekali media sosial, blog, website, dan semacamnya yang bisa kamu gunakan menerbitkan karyamu. Bahkan, kamu bisa menerbitkan tulisanmu setiap hari, jika mampu menulis setiap jam, bahkan lebih cepat dari itu, kamu bisa menerbitkan di media sosial. Lihatlah, banyak sekali penulis yang tumbuh bermula dari gerakan gerilya di media sosial.

Jangan cepat patah semangat saat naskah dan tulisanmu ditolak penerbit. Bacalah kisah-kisah penulis besar di dunia, ada banyak sekali artikel semacam itu di internet, mereka tidak lantas seperti sekarang yang kita lihat saja. Ada yang bahkan ditolak puluhan kali. Tapi mereka tidak pernah mundur dan berhenti. Mereka terus maju.

Menjadi penulis bukan sekadar untuk terlihat keren. Dan diterbitkan karya, lantas terkenal dengan cepat begitu saja. Menjadi penulis adalah proses panjang —yang harus belajar seumur hidup. Jika hari ini kamu masih mendapat penolakan, tetaplah maju. Jika memang kamu mencintai kegiatan menulis. Jangan lupa manfaatkan media sosial.

Hari ini, media sosial sudah sangat gampang dikelola. Dan secara nyata, kamu sudah punya media sendiri untuk memperkenalkan tulisan-tulisanmu. Tetaplah tekun, jika niatmu memang untuk menjadi penulis adalah niat yang sungguh-sungguh, seharusnya kamu adalah orang yang tangguh. Maju terus. Menulis terus. Hingga nanti kamu yang dicari-cari, tulisanmu yang dinanti-nanti.

VOCABULARY

1. Definition of Vocabulary

Vocabulary is component of a language which has important role in forming the language itself. In other words, a language has no meaning without vocabulary. Thus, the importance of vocabulary has been long recognized in language development.

In learning a language, especially English, it is necessary to know a number of vocabulary in that language in order to be able to use it in communication. As Richards and Renandya state,

“ Vocabulary is a core component of language proficiency and provides much of the basis for how well learners speak, listen, read, and write. Without extensive vocabulary and strategies for acquiring new vocabulary, learners often achieve less than their potential and may be discouraged from making use of language learning opportunities around them such as listening to the radio, listening to the native speakers, using the language in different contexts, reading, or watching television”[1].

 

Hence, mastering vocabulary becomes principal base in language learning which is very helpful for the students to master the language being learned.

For that, the students need to improve their vocabulary mastery in learning a language. When they have known the vocabulary of that language, it will be easy for them to get comprehension about the language both simplified and unsimplified materials and to process different kinds of oral and written texts[2]. It is because vocabulary builds four language skills. Moreover, according to Hatch and Brown vocabulary is “ a list or set of words for a particular language or a list or a set of words that individual speakers of language might use[3]. Thus, vocabulary is used to express the idea of the speakers. In short, it is clear that vocabulary has important role in language learning.

1. Types of Vocabulary

Based on the people capability in implementing the vocabulary, Paul Nation mentions two types of vocabulary. They are receptive and productive vocabulary[4].

• Receptive vocabulary; knowing a word involves being able to recognize it when it is heard (what is the sound like?) or when it is seen (what does it look like?) and having an expectation of what grammatical pattern the word will occur. This includes being able to distinguish it from word with a similar form and being able to judge if the word sounds right or looks right.
• Productive vocabulary; knowing a word involves being able to pronounce the word, to write and to spell it, to use it in grammatical pattern along with the word in usually collocates with it. It also involves not using the word too often if it is typically a low frequency word and using it in the suitable situation, using the word to stand for the meaning it represents and being able to think of suitable subtitutes for the word if there are any.

Harmer gives another term for types of vocabulary, namely active and passive vocabulary.[5]

• Active vocabulary refers to items the learners can use appropriately in speaking or writing and it is also called as productive vocabulary although, in fact, it is more difficult to put into practice. It means that to use productive vocabulary, the learners are supposed to know how to pronounce it well. They must know and be able to use grammar of the language target. They are also hoped to be familiar with collocation and understand the connotation meaning of the words. This type is often used in speaking and writing skills.
• Passive vocabulary refers to a language items that can be recognized and understood in the context of reading or listening and also called as receptive.

1. Vocabulary in Language Teaching and Learning

For much of this century, the principal focus of English language teaching has been on the grammar of the language. Vocabulary was often given little priority in second or foreign language programs, but recently there has been a renewed interest in the nature of vocabulary and its role in learning and teaching. As Rivers argued that the acquisition of an adequate vocabulary is essential for successful second language use because, without extensive vocabulary, we will be unable to use the structures and functions we may have learned for comprehensible communication[6]. In addition, Krakawian claims that in communication oriented teaching the most pressing concern for the learners is the need to master an adequate foreign language vocabulary. Therefore, the development of a rich vocabulary is an important element in the acquisition of a second or foreign language. It means the more one’s vocabulary develops, the easier it is to add new words.

In communication, vocabulary is often more important than grammar. However, most of the students neglect to learn it. They are directly frustrating when they discover they cannot communicate effectively because they do not know many of the words they need. Whereas working with words can be enjoyable and satisfying for the students although it is quite challenging because words are more complex than they appear to be on the surface. It is virtually infinite[7].

Students acquire their first language as they encounter and need them in life. Learning is consolidated by frequent and even daily use of the words in real communication. However, in the classroom they have to make a special effort to memorize words that they seldom use in communication. It may sometimes seem to them that they need the words only for test. For this reason, teachers need to consider carefully what vocabulary to introduce in each lesson, and also how to reactivate previously introduced vocabulary. This selection of vocabulary should take the students’ interests and needs into account as well as the general topic of the lesson[8].

Furthermore, students often expect teachers to know everything about their subject. They will be critical if teachers cannot answer their questions especially at higher levels where new words come up quite unexpectedly and the teachers have to respond spontaneously[9]. Hence, the teachers have to prepare and know the specific new words or expressions that will be used in a lesson because it will be dangerous for the teachers to pretend knowing every word if the students ask them about difficult words which are related to the lesson.

[1] Jack C Richard – Willy A. Renandya, Methodology in Language Teaching (USA: Cambridge University Press, 2002), 255.

[2] Jack C Richard – Willy A. Renandya, Methodology in Language Teaching……, p. 255

[3] Evelyn Hatch – Cheryl Brown, Vocabulary, Semantic and Language Education, (Cambridge: Cambridge University Press, 1995), 1.

[4] I. S. P. Nation, Teaching and Learning Language, (New York: New Burry House, 1990), 29.

[5] Jeremy Harmer, The Practice of English Language Teaching (UK: Ashford Colour Press Ltd, 2007), p.159.

 

[6] David Nunan, Language Teaching Methodology (London: Longman, 2000), 117.

[7] Paul Davies with Eric Pearse, Success in English Teaching (New York: Oxford University Press, 2000), 59.

[8] Paul Davies with Eric Pearse, Success in English Teaching, ………………, p. 60.

[9] Paul Davies with Eric Pearse, Success in English Teaching………………..,

RPP NOTICE KELAS VIII

RENCANA PELAKSANAAN PEMBELAJARAN

( RPP )

 

Sekolah                                 :      MTsS PP Al-manaar

Mata Pelajaran                    :      Bahasa Inggris

Kelas / Semester                   :      VIII / 1 (satu)

Standar Kompetensi         : 11. Memahami makna dalam essei pendek sederhanaberbentuk recount dan narative untuk berinteraksi dengan lingkungan.

Kompetensi Dasar            : 11.2 Merespon makna dalam teks fungsional pendek sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar.

Indikator :

• Mengidentifikasi berbagai informasi dalam teks invitation
• Mengidentifikasi fungsi sosial dalam teks teks invitation.
• Mengidentifikasi ciri kebahasaan dalam teks invitation

Tujuan Pembelajaran

• Mengidentifikasi berbagai informasi dalam teks invitation
• Mengidentifikasi fungsi sosial dalam teks invitation.
• Mengidentifikasi ciri kebahasaan dalam teks invitation.
• Memahami isi teks invitation secara tersurat
• Mengetahui topic teks invitation
• Mengetahui rujukan kata

 

1. Materi Pembelajaran

• Teks Fungsional pendek berbentuk teks invitation (Konsep)
• Ciri kebahasaan teks invitation (Konsep)
• Tujuan komunikatif teks invitation (Konsep)
• Struktur teks invitation

1. Alokasi Waktu : 2 x 40’
2. Metode Pembelajaran : tanya jawab, diskusi
3. Langkah-langkah Pembelajaran

Pre – teaching

1. Salam, tegur dan sapa
2. Memeriksa kehadiran siswa
3. Menyampaikan tujuan dan materi pembelajaran

 

Whilst – teaching

Eksplorasi

1. Siswa diberi kegiatan pembuka (leading question) yang akan menunjukan topic
2. Guru memperlihatkan contoh kartu undangan kepada siswa dipapan tulis
3. Guru menanyakan beberapa pertanyaan kepada siswa

• Have you ever receive this card ?
• What kind of nvitation card do you get ?
• What is the card about ?
• What component do you find in the card ?

 

Elaborasi

1. Memperlihatkan kartu undangan kepada siswa

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1. Siswa diminta membaca teks
2. Setelah siswa diminta membaca kartu undangan guru memberikan pertanyaan

• Who sent the invitation ?
• What is the invitation about?
• Whom did invitation send to ?
• What time is the party held?
• Why does Ratna invite Silvi ?
• “No meaning without your coming”. Your refers to …

1. Siswa diminta menemukan informasi rinci berdasarkan teks yang ada
2. Siswa mendiskusikan jawabannya
3. Menjelaskan materi tentang kartu undangan

Konfirmasi

1. Give an invitation card to the students, ;

 

 

 

 

 

 

 

 

 

 

 

 

1. Ask some question to the student based on the showing text.

• Who sent the invitaton card ?
• What is the invitaton card about?

 

• Whom did invitaton card send to ?
• What time Sari should come Tari’s house?

Post-teaching

1. Menyimpulkan teks yang sudah dibuat tersebut
2. Guru menanyakan kesulitan siswa terhadap materi
3. Mendiskusikan kesulitan siswa
4. Kesimpulan

 

E.Sumber Pembelajaran

• LKS
• Teacher creation
• Buku bahasa inggris competent students

F.Penilaian

• Teknik : Tes Tulisan
• Bentuk : Unjuk kerja

 

G,Rubrik Penilaian

NO	URAIAN	SKOR
1.	Tiap jawaban yang benar dan tepat	20
2.	Jawaban yang kurang tepat	10
3.	Jawaban tidak tepat	5
4.	Tidak menjawab	0

 

         Nilai = skor perolehan X 100

Skor max

 

 

 

 

 

 

Batuhampar,   Nov 2015

 

Mengetahui                                                                                         Mahasiswa PPL

Guru Pamong

 

 

 

YESI MARIA, S.Pd                                                                         ADE PRIMA RORA

NIP. 1979031220052005                                                                   NIM.2312.012

Mengetahui

Kepala Madrasah

 

 

 

 

MUHAMMAD ERI, S.Pd

NIP.196605212005011005

 

DEFINITION TRANSLATION

Translation has various definitions since in this field many experts have their own idea about the notion of translation. Each of the definition is proposed from the different point of view. As state by Meriam- Webster dictionary in Larson, translation consist of changing from one state or form to another, to turn into one’s own or another language change of form.[1]

Moreover, Catford says that, translation is replacement of textual material in one language (source language or SL ) by equivalence textual material in another language ( target language or TL).[2] It means, translation is a process where translator tries to find nearest meaning from one language to other language, translator need much relevance literature and knowledge. Moreover, translation is a complex skill which needs only knowledge but also sequence of integral process

Another definition about translation is stated by Larson who views translation as a process consisting of studying the lexicon, grammatical structure, communication and situation, and culture context of the source language text. Analyzing it in order to determine is meaning, and reconstructing this same meaning using grammatical lexicon and grammatical structure which are appropriate in the receptor language and its culture context.[3]

Furthermore, Nida and Taber concluded that nature of translation as follow :[4]

1. Reproducing a message. Translation purpose is producing the messages. In this case, grammatical and adjusment should be arranged in good order
2. Equivalence rather than identity. A translator should focus on reproducing of message rather than conversation of form of utterance
3. Natural equivalence. A translator will give the result of translation to reader as natural as she/he can. Its mean, a good translation will be read by receptor/ target language readers as they read their own language
4. Closest equivalence. A translator should strive for the closest language equivalent both of the resource language and target language.
5. Priority of meaning. Meaning becomes priority of translation, because translation mainly sends a process of transferring messages.
6. Sifnificance of style. Thougth style is secondary to content, it is nevertheles important.

Based on some theories above, it can be concluded that translation is a process where the translator should try out to find equivalent word and style that becomes objective of translation. A meaning of a word should be conveyed as close as natural by using equivalent words. In getting accurate meaning translation not only concern about analyzing linguistic aspect but also concern in culture context.

In translating a text, it is not simply translated because there are some important matters that have to be considered. In this context according to Newmark, a translator has to have a flair and a feel for his own languae. It means that a translator has to transfer the information from the source language into the target language without any ambiguity.[5]

Relationship, which can be designated as a translation is a process of finding, changing, writing the message fro the message from the source language into the target language, which involves on meaning and also style.

In addition, Richard et Al state that translation also deal with a process changing speech or writing from one language (the source language) into another language (receptor language ).[6]

Based on definiton above, it can be concluded that in translation process a translator should try to find the equivalence word and style that become the main objective. Meaning should be conveyed by using the closest the natural equivalent to get accurate meaning, translation does not marely concern with analyzing linguistic aspect of the two language only; it also concern on culture meaning. In this case, the translator is constantly looking for equivalence between the source language and the receptor language by by comparing the system of them. After getting the meaning the equivalence, a translator has to check whether equivalence meaning has already acceptable in the source language and has conveyed the source writer’s style.

[1] Mildred L.Larson, Meaning-Based Translation : A Guide to Cross Language Equivalence,(London University of America, 1984) p. 2

[2] J.C Catford, A Linguistic Theory of Translation, (Oxford University Press, 1965) P.20

[3] Mildred L.Larson, Meaning-Based Translation : A Guide to Cross Language Equivalence,(London University of America, 1984) p. 2

[4] Eugane Nida and Charles R Taber, The Theory and Practice of Translation, Published for the United Bible Societies by E.J Brill Leiden, 1982.p 13

[5] Peter Newmark, A Textbook of Translation, (New York : Prentice Hall 1988) p.4

[6] Richard et Al. Dictionary of Language Teaching and Applied Linguistic. 3^rd Edition (Pearson Education: 2002)