Final-Proceeding-ICLE-2017 (1) - ALTSA Journal

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Exploring the Opportunities in Language Learning and Education to Face the Global Challenges Proceeding of The Third International Conference on Language and Education 2017 (The 3rd ICLE 2017), Medan, Indonesia, October 21st – 22nd, 2017

Jointly organized by: Association of Language Teachers in Southeast Asia (ALTSA) & English and Literature Department, Medan State University, Indonesia

Association of Language Teachers in Southeast Asia (ALTSA)

Exploring the Opportunities in Language Learning and Education to Face the Global Challenges Proceeding of The Third International Conference on Language and Education 2017 (The 3rd ICLE 2017), Medan, Indonesia, October 21st – 22nd, 2017 Authors: Participants of The 3rd ICLE 2017 ISBN: 978 – 602 – 53207 – 0 – 5 Chief Editor Dedi Sanjaya, M.A.

(University College of Yayasan Pahang, Malaysia)

Managing Editor Muhammad Yusuf, M.A.

(Universitas Sumatera Utara, Indonesia)

Language Editor Winda Syafitri, M.Pd. Sukma Septian Nasution, M.Pd. Azhar Aziz Lubis, M.Pd. Dian Heriani, M.Hum.

(Universitas Potensi Utama, Indonesia (Universitas Pamulang, Indonesia) (Universitas Negeri Medan, Indonesia) (Universitas Negeri Medan, Indonesia)

Layout Editor Aprilza Aswani, M.A. Fatin Nadifa Tarigan, M.Hum.

(STKIP Pelita Bangsa Binjai) (Universitas Negeri Medan, Indonesia)

Reviewers Assoc. Prof. Kevin M. Watson Dr. I Wy Dirgeyasa, M.Hum. Prof. Nena Valdez, Ph.D. Prof. Dr. Sumarsih, M.Pd. Rafizah Binti Mohd Rawian, Ph.D. Dr. Ridwan Hanafiah Prof. Chiaki Iwai, Ph.D. Prof. Dr. Zainudin, M.Hum.

(Ryukyu University, Japan) (Universitas Negeri Medan, Indonesia) (President University, The Philippines) (Universitas Negeri Medan, Indonesia) (University Utara Malaysia, Malaysia) (North Sumatera University, Indonesia) (Hiroshima City University, Japan) (Universitas Negeri Medan, Indonesia)

Publisher: Association of Language Teachers in Southeast Asia (ALTSA) Address: Jl. Willem Iskandar No. 5 Medan Estate 20221 English and Literature Department, Universitas Negeri Medan Medan, Indonesia. Tel. : +60173879215 Website: www.altsacentre.org Email : [email protected]

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TABLE OF CONTENTS Structure of The Committee

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Freface

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The Effect of Using Examples Non Examples Strategy in Students’ Reading Comprehension on Spoof Text

1

Ika Vanesia Siagian, Hasrul Fahmi, Badriyyah Jamil Tanjung An Analysis of Direct and Indirect Speech Acts in “Now is Our Time”

6

Lenni Marlina Harahap, Neneng Nurhamidah, Sury Utami Exploring the Relationship between Age and Strategy In teaching English as Foreign Language

20

Zahra Albaniah, Melva Santi Tarigan Improving Students’ Narrative Writing Achievement through Diary

24

Lilis Panjaitan The Effect of Using How to Make It Game to Increase students’ Achievement in Comprehending Procedural text

29

Gunawan Setiadi, Deby Rizka Aprilia Nasution The Students’ Grammatical Errors in Writing Recount Text

36

Yuliana Ridwan, Nurul Hasanah, Sactica Oktavyani Sagala The Implementation of The Halaqah Method at Madrasah Al-Rahmaniah Pondok Lubuk Tapah, Pasir Mas, Kelantan

39

Mohd Zahirwan Halim Bin Zainal Abidin, Nor Aileen Ibrahim, Huzaimah Ismail, Mohd Asmadi Yakob, Hamdi Rahman bin Mohd Yaacob Conversational Implicatures Grice in Figures Speech Mother on Novel Dilan Pidi Baiq from Corpus Linguistics

49

Mulia Anggraini Think-Pair-Share Strategy (TPS): A Means of Improving Adult EFL Learners’ Reading Comprehension

54

Aco Nasir, Nanning A Contrastive Analysis between English and Arabic Tenses

64

ShilvinaAfriani, Shena Samira Ilza How Language Influences People’s Understanding in Public Space

70

Theresia Fransiska Sidabutar Discussion On Educational and Muamalat Issues Based On Sayyid Alwi Thohir Al-Haddad Thoughts

76

Muhammad Yusri Yusof @ Salleh, Mohamad Syafiq Ya Shak, Paiz Hassan, Mohd Zahirwan Halim Zainal Abidin, Abd Munir Mohamed Noh, Nurul Khairiah Khalid Vocational High School Students’ English Pronunciation Competence in Sinar Husni: Lesson Learned from Word Stress Assignment

82

Rindy Kencana Putri The Effect of Using Click and Clunk Strategy on the Students’ Achievement in Reading Comprehension

89

Devi Suci Nirwana, Rindi Puspita, Sabrina Octavia Pandiangan

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A Comparative Study between Task Based Learning (TBL) and Presentation Practice Production (PPP) Methods on Students’ Mastery of Five Basic Tenses (A Study at the Tenth Grade of SMA Negeri 7 Padangsidimpuan 2016/2017 Academic Year)

99

Dita Sofiah Nur, Rikha Tania, Sudarti Rahayu Ningsih Implementation of Self-Reliance and Cognitive Guidance to Students with Special Needs in order to Increase Self-Confidence Development in Teaching and Learning Activities in School Environment

105

Rika Wahyuni Tambunan, Nurlaila Sari Harahap, Laili Aisyah, Muhammad Ali Sakti Nasution, Rizki Hidayani EFL Learners’ Relative Clauses in Writing Short English Descriptive Essays

112

Afdal Ade Hendrayana The Test-Taking Strategies to Improve Test of English Proficiency (TOEP) Scores for the Participants of Lecturer Certification Program at University of Potensi Utama Medan

118

Ashari P Swondo The Effect of Applying Probing Prompting Method on the Students’ Achievement in Vocabulary Felicia Bernadeth Sembiring

Simanjuntak,Dhara

Ayu

Paramitha,Putri

127

Agustian,Fatimah,Joy

Critical Discourse Analysis in Television Advertisement - Telkomsel 4G LTE (May Edition)

136

Khairunnisa The Role of Phonology in Word Recognition: The Impact of Phonological Bataknese Density for English Spoken by 6th Semester Metrology Students of University of Sumatera Utara

141

Afrida Fitriyani Sipahutar Euphemism Found in Antonio Guterres’ Speech

147

Maya Fitri Faoziah A Comparative Study Between CIRC (Cooperative, Integrated ,Reading and Composition) and Probing Prompting Learning Methods on Students’ Achievement in Reading Recount Text

152

Mutia Nasution Lexical Differences in North Acehnese and South Acehnese Dialects

170

Syukri Hidayati How Language Influences People’s Understanding in Public Space

173

Theresia Fransiska Sidabutar A Comparative Study pf Ibn Khaldun’s and John Dewey’s Educational Concept

179

Abd Munir Mohamed Noh , Norazmi Anas, Paiz Hassan , Muhammad Yusri Yusof Salleh, Mohd Zahirwan Halim Zainal Abidin Hamka’s Interpretation Metodology in Education and Muamalat With Special Reference to Tafsir Al-Azhar Juzuk Amma

185

Muhammad Yusri Yusof @ Salleh, Faridah Yahaya, Paiz Hassan, Mohd Zahirwan Halim Zainal Abidin, Abd Munir Mohamed Noh, Ahmad Rozaini Ali Hassan & Muhd Imran Abd Razak A Sociolinguistic Analysis of Swearing in The Raid Movie

190

Yenny Obsi Satra, Rizky Fadila, Boy Canser Tarigan, Lisna Afriana Siburian, Poltak Marisi Hasibuan Natural Way of Mastering Foreign Language (Imitating Children’s Language

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Acquisition) Nur’afifah Hasbi Nasution Teachers’ Perception On Using Rewards in Elementary Classroom

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Aminah Ari Fadhila, Betharia br. Sembiring Pandia, Indah Christiani Silitonga Comparative Analysis of Jigsaw Type II Learning Model With Pakem Learning Method Toward Narrative Composition in Class X Man 1 Padangsidimpuan

204

Nurcahaya Semare-Mare, Hainur Annisa, Ikrima Harahap A Comparative Study Between Task Based Learning (TBL) and Presentation Practice Production (Ppp) Methods on Students’ Mastery of Five Basic Tenses

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(A Study at The Tenth Grade Of Sma Negeri 7 Padangsidimpuan 2016/2017 Academic Year) Dita Sofiah Nur, Rikha Tania, Sudarti Rahayu Ningsih The Credibility of Minang language Aphorism in-group of Minangnese at Brimob Medan.

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Harnida, Maharani Dalimunthe, Tri Wita Indah Sari The Effect of Using Examples Non Examples Strategy in Students’ Reading Comprehension on Spoof Text. A Study at the Second Year of SMA Tri Sakti Lubuk Pakam Academic Year 2014/2015.

221

Ika Vanesia Siagian, Hasrul Fahmi, Badriyyah Jamil Tanjung Implementation of Progresivism Philosophy in Advanced School

225

Dwi Budi Mulyono, Maria Kartika Nababan, Putri Dewita Napitupulu Investing Character of Islamic Leadership With Learning Motivation In Teeneger Students

229

Abdul Rahman, Aprina Sirait,Yogi Andrian Zunaedy Improving The Students’ Ability In Writing Descriptive Paragraph By Using TaskBased Learning (Tbl) Approach At The Tenth Grade Of MAS PAB Sampali Medan in the Academic year 2016/2017

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Ade Fitriani Siregar, Pera Handayani Harahap, Zetira Ahmad

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Structure of the Committee ”The Third International Conference on Language and Education (The 3rd ICLE) 2017” Patron : Prof. Amrin Saragih, M.A., Ph.D.

(Universitas Negeri Medan – President of ALTSA)

Steering Committee: Prof. Nena Valdez, Ph.D.

(President University – Vice President I ALTSA)

Rafizah Mohd Rawian, Ph.D.

(University Utara Malaysia – Vice President II ALTSA)

Prof. T. Silvana Sinar, M.A., Ph.D.

(Universitas Sumatera Utara – Vice President III ALTSA)

Dedi Sanjaya, M.A. ALTSA)

(University College of Yayasan Pahang –General Secretary of

Prof. Dr. Sumarsih, M.Pd.

(Universitas Negeri Medan – Bendahara Umum ALTSA)

Dr. Masitowarni Siregar, M.Ed.

(Universitas Negeri Medan – Koordinator Penerbitan ALTSA)

Organizing Committee: Chairman : Azhar Aziz Lubis, M.Pd. Secretary : Sukma Septian Nasution, M.Pd. Treasure : Budi Yanto, S.Pd. Event

: Enni Maisaroh, S.Pd. Dian Heriani, M.Hum. Juliana, S.S., M.Si. Nora Ronita Dewi, S.Pd., S.S., M.Hum Juli Ramadhani, S.S., M.Hum.

(Universitas Negeri Medan) (Universitas Pamulang) (Universitas Negeri Medan) (Universitas Potensi Utama) (Universitas Negeri Medan) (Univeristas Potensi Utama) (Universitas Negeri Medan) (Universitas Negeri Medan)

Meal & Refreshment : Patrial Olivert Zega Asrita Sari Irma Yunita

(Universitas Negeri Medan) (Universitas Negeri Medan) (Universitas Negeri Medan)

Logistics & Accomodation

: Benny Ichsanda Rahman, M.Pd. Ali Muis Dongoran, S.S.

(STIM SUKMA Medan) (Universitas Negeri Medan)

: Winda Syafitri, M.Pd. Nur’afifah Hasbi Nasution, M.Hum. Ahmad Rifai Ritonga, S.Pd.

(Univeristas Potensi Utama) (Universitas Potensi Utama) (Universitas Negeri Medan)

: Muhammad Yusuf, S.Pd., M.A. Aprilza Aswani, S.Pd., M.A. Afrida Fitriyani Sipahutar, S.Pd.I Fatin Nadifa Tarigan, S.Pd.

(STKIP Pelita Bangsa Binjai) (STKIP Pelita Bangsa Binjai) (Universitas Sumatera Utara) (Universitas Negeri Medan)

Publication & Documentation

Journal & Proceeding

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Preface This book is the compilation paper from The Third International Conference on Language and Education 2017 (The 3rd ICLE 2017) upon a theme “Exploring the Opportunities in Language Learning and Education to Face the Global Challenges”, which was held on October 21st – 22nd, 2017. This conference was organized by Association of Language Teachers in Southeast Asia and English and Literature Department, Universitas Negeri Medan, Indonesia in collaboration with Universitas Potensi Utama, university College of Yayasan Pahang, STIM Sukma Medan, Universitas Sumatera Utara, Universitas Islam Negeri Sumatera Utara, Sekolah Tinggi Agama Keristen Protestan Negeri Tarutung, Uneversiti Utara Malaysia, Bunkyo Gakuin University, STKIP Pelita Bangsa and Australian International Academic Centre Publisher. As the chair of The 3rd ICLE 2017, it gives me great pleasure to extend my warm welcome to all the The 3rd ICLE 2017 delegates. I would like to express my utmost appreciation and sincere thanks for your support. Without the tremendous support, this special event would not have materialized. On behalf of the organizing committee, I would like also to acknowledge our gratefulness and appreciation to all the sponsors and partners who have been supportive in ensuring the success of this event. The main aim of organizing this event is to offer a platform for researcher, academics, and students to present, share and promote their research and development strengths, particularly issues in language and education. This conference theme has attracted Indonesian students and international participants from 5 (five) countries including Malaysia, The Philippines, Japan, and Thailand. Following the double-blind peer-reviewing process, a total of 56 abstracts were accepted for presentation and a total of 55 full papers were accepted for publication (15 in International Journal & 40 in Proceedings). Overall, the articles raise many concepts with aim to meet questions regarding the global challenges in the language and education issues. It considers thousands of alternative ways to explore the opportunities in language learning and education in discussion of conceptual papers, case study and empirical research. This volume is an important addition to the literature on language and education studies. It may also be valuable to an audience beyond academia interested in culture and social studies. Last but not least, I would like to express my gratitude and credit to all members of the organizing committee for their full assistance and hard work throughout the year of 2017. This event would not have been possible without the help of them and their devotion to work in making this conference a success is greatly appreciated. Medan, December 2017 Chairman of The 3rd ICLE 2017

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The 3rd International Conference on Language and Education 2017 Association of Language Teachers in Southeast Asian (ALTSA)

The Effect of Using Examples Non Examples Strategy in Students’ Reading Comprehension on Spoof Text Ika Vanesia Siagian, Hasrul Fahmi, Badriyyah Jamil Tanjung Post Graduate Faculty, University of State Medan, North Sumatera, Indonesia Abstract The objective of this study is to find out whether using Examples non Examples strategy significantly affects on spoof reading comprehension of the second year of SMA Tri Sakti Lubuk Pakam. In this study the writer used Rogers Beuhl’s theory. This study conducted in experimental quantitative research. There are two groups, they are experimental and control group. The experimental group is taught by using Examples non Examples strategy and control group without using Examples non Examples strategy. There were 47 students actually but some of them were not coming and has dropped out when the writer conduct the research. So the writer just research 42 students, each class consists 21 students. The instrument of collecting the data is by giving essay reading comprehension test. The score is calculated by applying t-test and distribution table of the critical value. There is difference of result test in experimental and control group. It can be seen from the mean score in post test from both of the group. The mean score of the students in experimental group is 78.67 and the mean score in control group 65.71. the mean score in experimental group is higher than control group. The result of the calculation shows that t-observed is higher than t-table. The t-observed is 4.22 and the t-table is 1.671 at the level of significance of 0.005 of one tailed. It means that Ha is accepted. There is significantly affect of Examples non Examples strategy on second year students of SMA Tri Sakti Lubuk Pakam in comprehending spoof text. English teachers can apply many strategy in teaching spoof text, especially Examples non Examples strategy because it is a good strategy to teach spoof text and other researchers are suggested to do a further research using Examples non Examples strategy in different perspective.

Keywords: Examples non Examples Strategy, Reading Comprehension, Spoof Text. 1. Introduction English is a language spoken by people around the world, either as a first or second language.English is also the key to open doors to scientific and technical knowledge which is needed for the economic and politics development of many countries in the world. Thus, many people in the world learn English. In learning English, there are four skills that must be mastered. The skills in learning English are Listening, Speaking, Reading and Writing. Listening and Reading. Reading skill is very important for students. Reading is a skill that helps people to read in English well. Nowadays many people just read not understand what they read. According to Nunan (2003: 68) the goal of reading skill is comprehension. There are so many text that people can read especially the students. There are narrative, recount, descriptive, report, procedure, explanation, hortatory exposition, news item, anecdote, analytical exposition, discussion and spoof. Spoof is a text which tells factual story, happened in the past time with unpredictable and funny ending. Many students like to read spoof text because it is fun to share and to talk about funny things. In order to that the writer wants to use a strategy that can help the students’ problem.

According to Gropper in Uno (2011: 1) learning strategy is the selection of the various types of specific training appropriate to the learning objectives to be achieved. Examples non examples strategy is a learning strategy using pictures as the media in delivering learning material. This study aims to encourage students to have critical thinking through solving problem of pictures provided. Examples non Examples Strategy is series of delivering teaching material to the students by showing relevant images that have been prepared and are given the opportunity to students to analyze it with friends in the group who later held discussions did result (Istarani, 2012: 9). 1.1 Reading Skills Reading is a fluent process of readers combining information from a text and their own background knowledge to build meaning. There are four elements in reading. They are strategies, fluency, the reader and the text (Nunan, 2003: 68). The purpose of reading is to gain the meaning and the knowledge from the printed page. The goal of reading is comprehension (Nunan, 2003: 68). According to Harris and Hodges in Brassel and Rasinski (2008: 16) reading comprehension is the construction of the meaning of a written communication through a reciprocal, holistic 1


interchange of ideas between the interpreter and the message. Teaching reading is a big challenge for many teachers. They must have the creative approach in teaching reading. Teaching reading is not only teaching to read but more than it. According to Nunan (2003: 68) there are two aspects in teaching reading. First, it refers to teaching learners who are learning to read for the very first time. The second aspect of teaching reading refers to teaching learners who already have reading skill in their first language. Reading achievement is the achievement of the students to be able to read and comprehend texts which can be determined by the scoring of reading achievement. It is not only to apply the grammatically corrects sentences when reading but also to understand what they are reading. The goal of classroom assessment is to enhance student learning result. Instructors use a variety of methods in the classroom to get feedback about students’ learning in terms. 1.2 Genre According to Hartono in Haris (2011: 28) genre is used to refer to particular text types, not to traditional varieties of literature. Genre much deals with kinds of texts. It has; communicative purpose or social function, generic structure or text organization, and linguistic features. According to Grace in Ade (2012: 24) there are 12 kind of text. They are recount, report, discussion, review, explanation, anecdote, exposition procedure, news item, descriptive, narrative and spoof.Spoof text is a text which tells factual story, happened in the past time with unpredictable and funny ending. Its social function is to entertain and share the story. Indicators of spoof text are Generic Structure and Language Feature.

1.3 Learning Strategy Strategy is a plan of action designed to achieve a major of overall aim. Learning strategy are the ways that will be used by teachers to select learning activities that will be used during the learning process.(Uno, 2011: 3)Examples non Examples Strategy is series of delivering teaching material to the students by showing relevant images that have been prepared and are given the opportunity to students to analyze it with friends in the group who later held discussions did result(Istarani, 2012: 9). 1.4 Previous Research A study on Ability of Comprehending Spoof Texts at the Second Grade Students of SMA PGRI Pekanbaru was conducted by Ade (2012). The problem of this research was pertinent

to the second grade students of SMAPGRI Pekanbaru in comprehending Spoof Texts. This research was done to identify the second grade students‟ ability in understanding generic structures and language features of spoof texts. The type of the research was cross sectional survey design with the aim was to be an evaluation program. The number of the participant in this research was 27second grade students of SMA PGRI Pekanbaru which were selected by using stratified random sampling. The instrument used in this research was test. In collecting the data, the researcher gave the students test on generic structures and language features (spoof text). The data gained was analyzed by using descriptive statistic. After analyzing the data, the students‟ ability in understanding generic structures and language features of spoof texts was categorized into fair level. It was probed by their mean score 70. Therefore the finding of this research will be useful for the English teacher to do some improvement in teaching strategy. The similarity on this thesis is the writer used spoof text and the population of the subject research. That is the eleven grade of Senior High School, but different school. This thesis just focuses on the ability of the students to comprehend the spoof text itself. 2. Research Methodology This study uses quantitative experimental research. In conducting the experimental research, the sample is divided into two groups, namely experimental group and control group. The experimental group is the group which receives treatment by applying Examples non Examples Strategy in teaching spoof, while the control group is the group which doesn’t receive treatmentbut it is treated by using conventional way. The study population consisted of 42 students from second year students of SMA Tri Sakti Lubuk Pakam. Data were obtained using essay reading comprehension test. Data were analyzed using t-test and distribution table of the critical value.

3. Results and Discussion Based on the analysis above, the result of ttest was 3.988. It showed the result of t-test were higher than t-table (3.988 > 1.671). It can be concluded that the students were taught by using Example non Example Strategy significantly affects students’ Reading Comprehension on spoof text. While, there is no significant improvement for control group that was taught without Example non Example Strategy. It can be seen from students’ individual score. The calculation of the t-test can be seen as in the following. 2


Table 1. The score of control group No.

Students’ Initial Name

Pre-test (T1)

Posttest (T2)

T2T1= d

Squared Deviation (d)2

1.

ADS

76

85

9

81

2.

BS

56

60

4

16

3.

CS

42

46

4

16

4.

DS

50

52

2

4

5.

DSI

60

62

2

4

6.

DWS

72

75

3

9

7.

EP

63

76

13

169

8.

ET

60

63

3

9

9.

EM

60

62

2

4

10.

FS

76

78

2

4

11.

FT

56

60

4

16

12.

IS

72

74

2

4

13.

JAB

62

65

3

9

14.

MB

74

72

-2

4

15.

NP

68

73

5

25

16.

NH

47

55

8

64

17.

RS

55

57

2

4

18.

SM

62

76

14

196

19.

SB

52

55

3

9

20.

TS

56

67

11

121

21.

VH

62

65

3

9

22.

WD

63

77

14

196

Total ( ∑ )

1344

1455

111

957

Mean

61.09

66.13

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Table 2. The score of experimental group No.

Students’ Initial Name


Pre-test (T1)

T2-T1= d

Squared Deviation (d)2

1.

AP

70

75

5

25

2.

AM

75

85

10

100

3.

AS

40

48

8

64

4.

CM

59

69

10

100

5.

DDP

62

79

17

289

6.

DGG

79

87

8

64

7.

FDS

71

88

17

289

8.

FS

78

87

9

81

9.

HK

65

75

10

100

10.

IK

61

69

8

64

11.

IT

45

55

10

100

12.

IR

51

62

11

121

13.

KT

68

82

14

196

14.

LD

72

84

12

144

15.

LN

78

87

9

81

16.

MP

85

95

10

100

17.

MH

45

58

13

169

18.

NS

73

78

5

25

19.

RA

68

78

10

100

20.

SP

58

60

2

4

21.

SA

71

80

9

81

22.

WP

59

67

8

64

Total ( ∑ )

1433

1648

215

2361

Mean

65.13

74.90

4. Conclusion Studies demonstrate that Examples no Examples strategy brings positive impact in increasing students’ reading comprehension on spoof text. It is because, Examples non Examples strategy use picture as the media so it encourage students to think critically. Thus,

Post-test (T2)

this strategy is suitable for implementation in second year students. Overall it can be concluded that Example non example Strategy significantly affects the students’ reading comprehension on Spoof text. Finally the students feel satisfied if Examples non examples strategy can be used 4


continually in learning reading comprehension on spoof text. 5.References

Ade, R. P. (2012). A Study on Students’ Ability in Comprehending Spoof Text at the Second Grade Students of Sekolah Menengah Atas Persatuan Guru Republik Indonesia (SMA PGRI. Pekanbaru: English Education Department Faculty of Education and Teachers Training Lancang Kuning University Pekanbaru. Unpublished thesis. Beuhl, R. (1996). Cooperative Learning. Jakarta: PT. Gramedia. Brassel, D & Rasinski, T. (2008). Comprehension That Works: Taking Students Beyond Ordinary Understanding to Deep Comprehension. Hutington Beach: Shell Education. Haris, M. M. (2011). The Effectiveness of Using Team Word-Webbing to Increase Students’ Reading in News Item Text. Semarang: Education Faculty Walisongo State Institute for Islamic Studies. Upublished Thesis. Istarani. (2012). 58 Model Pembelajaran Inovatif. Medan: Media Persada. Nunan, D. (2003). Practical English Language Teaching. United Kingdom: Cambridge University Press. Uno, H.B. (2011). Model Pembelajaran: Menciptakan Proses Belajar Mengajar yang Kreatif dan Efektif. Jakarta: Bumi Aksara.

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An Analysis of Direct and Indirect Speech Acts in “Now is Our Time” Lenni Marlina Harahap, Neneng Nurhamidah, Sury Utami

State University of Medan. Indonesia [email protected]

Abstract This research entitled “An Analysis of Direct and Indirect Speech Acts in ‘Now is Our Time” is a linguistic analysis that discusses about direct and indirect speech actsin interview transcript entitled ‘Now is Our Time.’ The interview transcript is a result of an interview of Sheryl Sandberg, Facebook’s COO (Chief Operating Officer) with one of famous magazines, Harvard Business Review (HBR) magazine. The interview transcript was edited by Adi Ignatius dan was published on April 2013. In analyzing the interview transcript, there are used some theories namely theory of Yule (1996), Stewart dan Vaillette (2001)and Akmajian (2001).The methods that are used in writing this thesis are library research and descriptive qualitative method. The data that are analyzed in this thesis are Sheryl Sandberg’s utterances. The purpose of this analysis is to find out the sentence type, function and type of speech acts whether it is direct speech act or indirect speech act in the interview transcript entitled ‘Now is Our Time.’ From the analysis, it is found that both direct speech acts and indirect speech acts are used in the interview transcript. The most dominant type of speech act that is used in the interview transcript is direct speech act and then followed by indirect speech act. The direct speech act are classified again into direct speech acts in declarative sentence type as an assertion and direct speech acts in imperative sentence type as a request.

Keywords: direct speech, indirect speech, Now is Our Time 1. Introduction Language has important role in human’s life. It is used to communicate or to express ideas and feelings. It is also used for sharing, getting and giving information. It helps people to interact with other people and makes them to understand each other. Through language, people can build the relationship with other people. Stewart and Vaillette (2001:221) state that people use language to do an extraordinarily wide range of activities. It is used to convey information, request information, give orders, make requests, make threats, give warnings, make bets, give advice, etc. Language has many functions in human’s life. People, especially linguists got interested to study about language. The scientific study of language is called as linguistics. This study discusses three general aspects,which include language form, language meaning, and language in context. It is important to understand the meaning of someone utterances, so both the speaker and the hearer understand each other and they can communicate well. There will be misunderstanding if the hearer cannot get the meaning of the speaker utterances. For example, when someone says “do that again, and I’ll kick you”, it means that the speaker doesn’t try to make a request to do something, but he tries to make a threat in order to

stop what the hearer do. In case of this situation, the hearer should be able to understand the meaning of the speaker utterances to avoid the misunderstanding. Pragmatics, a branch of linguistics, studies two general aspects of linguistics that are language meaning, and language context. Yule (1996:3) says that there are four definitions of pragmatics. First, pragmatics is the study of speaker meaning. It is concerned with the study of meaning as communicated by a speaker (or writer) and interpreted by a listener (or reader). It analyzes what the participants mean by their utterances than what the words or phrases in those utterances might mean by themselves. Second, this study also described as the study of contextual meaning that involves the interpretation of what people mean in a particular context and how the context influences what is said. It needs concern of how speaker arrange what they want to say in line with whom they are talking to, where, when, and under what situation. Third, is the study of how more gets communicated than is said.It explores how listener can make implication about what is said in order to arrive at interpretation of speaker’s intended meaning. It is the study or the investigation of invisible meaning. And the last, Pragmatics has a definition as the study of the expression of relative distance. It means that what decides the choice between the said and the unsaid is the closeness 6


between speaker (or writer) and the listener (or reader), whether physical, social, or conceptual. In communication process, language is used to deliver message by the writer to the reader via written text and by the speaker to the hearer via utterances. Yule (1996:47) says, “Actions that performed by utterances are generally called as speech acts and, in English, are commonly given more specific labels, such as apology, complaint, compliment, invitation, promise or request.” Stewart and Vaillette (2001:221) state, “just as people can perform physical acts, such as hitting a baseball, they can also perform mental acts, such as imagining hitting a baseball. People can also perform another kind of act simply by using language; these are called as speech acts.” It means that these speech acts enable people to do or perform many kinds of acts simply by using language. Speech acts can be classified into direct speech act and indirect speech act. Stewart and Vaillette (2001:223) state that direct speech act is type of speech acts that analyze the literal meaning or the direct relationship between structure and function of some utterances. Indirect speech act is type of speech acts that analyze the hidden meaning or the real purpose of some utterances. It analyzes the indirect relationship between the structure and the function of the utterances. For example, when someone says “it’s cold outside”, the direct speech act of this utterance is to give a statement that it’s cold outside, but the indirect speech act of this utterance is to request or to give command to close the door. In this thesis, the data that will be analyzed are the interview transcript of Sheryl Sandberg entitled “Now is our time” in “Harvard Business Review” magazine.Sheryl Sandberg, whose full name is Sheryl Kara Sandberg, was born on August 28th, 1969, in Washington, D.C.After graduating from business school, Sandberg worked as a management consultant for McKinsey & Company for approximately one year. Then, from 1996 to 2001, Sandberg served as Chief of Stafffor the United States Treasury Department. She helped lead the Treasury’s work on forgiving debt in the developing world during the Asian financial crisis. In November 2001 to March 2008, she joined Google Inc. and served as its Vice President of Global Online Sales & Operations. She was responsible for online sales of Google's advertising & publishing products and also for sales operations of Google's consumer products & Google Book Search. And now, she works as COO (Chief OperatingOfficer) of Facebook. Harvard Business Review (HBR) is a generalmanagementmagazinepublishedby Harvard

Business Publishing. This magazine began in 1922 as a magazine for Harvard Business School. It is published 10timesayearin twelve languages, such as English,Chinese,German,Hebrew,Hungarian,Italian ,Japanese,Polish,Portuguese,Russian,Spanish, and Taiwanese. It covers a wide range of topics that are relevant to different industriesand management functions. This famous magazinefocuses on businessareas suchas leadership, organizational change, negotiation, strategy, operations, marketing, finance, and managing people. As an influential person, she has to be able to arrange her utterances. When Sandberg uttered some information or opinions in her interview, she didnot mean it just like what she uttered it. There must be the hidden meaning or the real purpose or function of her utterances. Here is one example of Sheryl Sandberg’s utterances from the interview transcript taken from Harvard Business Review (HBR) magazine: Sandberg: The book is a combination of things. It's partly stories from my own life and experience, partly data and research about gender issues, and partly a call to action by and for women. The utterances above can be analyzed as below: 1. The book is a combination of things. Declarative sentence type; Assertion The utterance above is produced in declarative sentence type which has function to give an assertion or to convey information about the book, Sheryl Sandberg’s book. The speaker uses the utterance to inform that her book, Sheryl Sandberg’s book is a combination of things. Based on the sentence type and the function, the utterance is a direct speech act.

2. It's partly stories from my own life and experience, partly data and research about gender issues, and partly a call to action by and for women. Declarative sentence type; Assertion The utterance above is produced in declarative sentence type which has function to give an assertion or to convey information about Sheryl Sandberg’s book. It can be seen from the utterance that the use of person deixis ‘it’ refers to Sheryl Sandberg’s book. The speaker uses the utterance to inform about the combination of things in her book, Sheryl Sandberg’s book that was mentioned in the utterance before that the book, Sheryl Sandberg’s 7


book is partly stories from her own life and experience, partly data and research about gender issues, and partly a call to action by and for women. Based on the sentence type and the function, the utterance is a direct speech act. From the examples above, it can be seen that when someone utters an utterance, there is a function of the utterance. The type of speech acts whether it is direct speech act or indirect speech act can be classified by knowing the function of the utterance and the type of the sentence. It is important to find out the type of speech act whether it is direct speech act or indirect speech act, the sentence type and the function of the utterance. By knowing the type of speech act, the sentence type and the function of the utterance, both the speaker and the hearer can communicate well and understand each other. This is the reason why this topic is chosen and needed to be discussed. This topic, Sheryl Sandberg’s interview transcript entitled “Now is our time” in “Harvard Business Review” magazine will be analyzed to find out the type of speech act whether it is direct speech act or indirect speech act, the sentence type and the function of the utterance that are used in the interview transcript. 2. Review of Literature Pragmatics is concerned with how people use language within a context, in real-life situations,while semantics is concerned with the relationship between linguistic forms and entries inthe world. In pragmatics, people study about how factors such as time, place and the social relationship between speaker and hearer affect the ways in which language is used to perform different functions. It is clear that the role of pragmatics is to understand how context affects the meaning of certain utterances. Yule (1996:3) states that there two definitions of pragmatics, and these four definitions becomes the areas that pragmatics are concerned with. The four definitions of pragmatics are described below: 1. Pragmatics is the study of speaker meaning. It is concerned with the study of meaning as communicated by a speaker (or writer) and interpreted by a listener (or reader). It analyzes what people mean by their utterances than what the words or phrases in those utterances might mean by themselves. 2. Pragmatics is the study of contextual meaning.It involves the interpretation of

what people mean in a particular context and how the context influences what is said. It requires a consideration of how speaker organize what they want to say in accordance with who they are talking to, where, when, and under what circumstances.

2.1. Speech Acts Speech act is the usage of language to accomplish something.It enables people to do or perform an extraordinarily wide range of activities simply by using language, such as to convey information, request information, give orders, make requests, make threats, give warnings, make bets, give advice, etc. Yule (1996:47, 53-54) says that actions that performed by utterances are generally called as speech acts and, in English, are commonly given more specific labels, such as apology, complaint, compliment, invitation, promise or request. There are five types of general functions that are performed by speech acts, they are: 2.1.1. Declarations Declarations are those kinds of speech acts that change the world via utterance. It is kind of sentence that typically used inassertions to conveyinformation that having truth conditions.It brings extra linguistic state of affairs into existence, as people declare war, appoint, veto and so forth. For example: • Priest: I now pronounce you husband and wife. • Referee: You’re out! • Jury Foreman: We find the defendant guilty. 2.1.2. Representatives Representatives are those kinds of speech acts that state what the speaker believes to be the case or not. For example: • The earth is flat. • Chomsky didn’t write about peanuts. • It was a warm sunny day. 2.1.3. Expressive Expressives are those kinds of speech acts that state what the speakers feel.They expresspsychological states and can be statements of pleasure, pain, likes, dislikes, joy, orsorrow. For example: • I’m really sorry! • Congratulations! • Oh, yes, great, mmmm, ssahh! 8


2.1.4. Directives Directives are those kinds of speech acts that speakers use to get someone to do something.For example: • Gimme a cup of coffee. Make it black. • Could you lend me a pen, please? • Don’t touch that. 2.1.5. Commissive Commissives are those kinds of speech acts that speakers use to commit themselves to some future action. For example: • I’ll be back. • I’m going to get it right next time. • We will not do that.

Stewart and Vaillette (2001:222) says that there are some common speech acts that has different function for each of them, they are: Speech act Function Assertion conveys information Question elicits information Request (more or less politely) elicits action Order demands action Promise commits the speaker to an action Threat intimidates the hearer Here are the examples of the seven common speech acts according to Steward and Vaillette as described above: • John read the book. assertion • Did John read the book? question • Please pass the salt. request • Kim’s got a knife! warning • Get out of here! order • I will love you forever. promise • I’ll give you a reason to cry. Threat Certain speech acts are so central to communication that people have special syntactic structures that are typically used to mark them. The sentence forms that will be discussed are: 1. Sentence Forms: Form Example Declarative “He is cooking the chicken.” Interrogative “Is he cooking the chicken?” Imperative “Cook the chicken!” 2. Typical association between Sentence Form and speech act: Form Speech act Declarative Assertion Interrogative Question Imperative Order/Request

2.2. Types of Speech Acts Yule (1996: 48) states thaton any occasion, the action performed by producing an utterance will consist of three related acts, they are: 1. Locutionary Act Locutionary act is the basic act of utterance, or producing a meaningful linguistic expression. This act is simply the speech acts that have taken place. It isan utterance that is well organised in grammar terms. 2. Illocutionary Act Illocutionary act is used when people form an utterance with some kind of function in mind. It is performed via communicative force of an utterance. This act is the real actions that are performed by theutterance, such asmake a statement, an offer, an explanation, etc. 3. Perlocutionary Act Perlocutionary act is used when people say an utterance which is intended to give an effect to the hearer. So, this act is simply the effects of the speaker’s utterance on the hearer. For example: Utterance : Shoot her! 1. Locutionary Act or Locution: He said to me “Shoot her!” meaning by shoot “shoot” and referring by her to “her.” 2. Illocutionary Act or Illocution: He urged (or advised, ordered, etc.) me to shoot her. 3. Perlocutionary Act or Perlocution: He persuaded me to shoot her. Therefore the second example above, “Could you lend me your book?” has two pragmatic levels. First, it is a question and second,it is a request. It thereforequalifies as an indirect speech act,whereas the first example, “Lend me your book!” is adirect speech act. 2.3. Direct Speech Act Yule (1996:55) states that direct speech acts will happen if there is direct relationship between the structure and the function of the utterance. Stewart and Vaillette (2001:223) also states that direct speech act is the relationship between the structure and the function of some utterances. It occurs when a particular sentencetype is being used to serve its typical function. It is based on the literal meaning of thesentence. For example: 1. Utterance: You wear a seat belt. 9

Declarative sentence type; Assertion


2. Utterance: Do you wear a seat belt? Interrogative sentence type; Question 3. Utterance: Wear a seat belt! Imperative sentence type;Order/request 2.4. Indirect Speech Act Yule (1996:55) states that indirect speech acts will happen if there is indirect relationship between the structure and the function of the utterance. Stewart and Vaillette (2001:225-226) states that indirect speech acts are generally considered to bemore polite than direct ones.Indirect usages are not rare or marginal.Ittakes little reflection, however, to notice that in most cases, some notion ofpoliteness plays a role. The direct imposition canbe ameliorated by avoiding a direct demand and instead asking whetherthe addressee is willing to or capable of carrying out the act. This gives theaddressee the option of not carrying out the implied request withoutlosing face. Hence “Would you pass the salt?” or “Can you pass the salt?” are morepolite than “Pass the salt!” Indirect speech actoccurs when aparticular sentence type is used to serve an atypicalfunction.It suggests a different purpose than it actually has.For example: 1) Direct: Please close the door. Imperative sentence type; Order/request Indirect: Do you think you could close the door? Interrogative sentence type; Order/request 2) Direct: Did Bart get the job? Interrogative sentence type; Question Indirect: I was wondering if Bart got the job. Declarative sentence type; Question Akmajian, et al (2001:381-383) states that sometimes when people speak they are not only performing some direct formof communication but also speaking indirectly. When people speak indirectly, they mean somethingmorethan what they mean directly and they want the hearer to guess or to conclude what they mean by saying the utterance. For example: a. The door is over there. (used to request someone to leave) b. I want 10 gallons of regular. (used to request 10 gallons of regular)

c. I’m sure the cat likes having its tail pulled. (used to request the hearer to stop pulling the cat’s tail) d. I need some foods. (used to request the hearer to give foods) e. It’s getting late. (used to request the hearer to hurry) The hearer will know that the speaker is not speaking merely directly but indirectly by virtue of contextual inappropriateness. For instance, it would be strange if, on driving into a gas station, the speaker (in example b) had only been reporting her wants and was not also making a polite request for some gas. A mere report of what one now wants is relevant to the taking of a poll, perhaps, but is not contextually appropriate at a gas station. Thus, the same sort of contextual information and presumptions used in recognizing previous communicative intentions and acts are also used with indirect acts. Stewart and Vaillette (2001:224) say that associated with each speech act is a set of felicity conditions that must be satisfied if that speech act is to be correctly (including honestly) performed. Here are some felicity conditions on the acts of questioning and requesting (where “S” stands for the speaker, “H” for the hearer, “P” for some state of affairs, and “A” for some action): A. S questions H about P: 1. S does not know the truth about P. 2. S wants to know the truth about P. 3. S believes that H may be able to supply the information about P that S wants. B. S requests H to do A: 1. S believes that A has not yet been done. 2. S believes that H is able to do A. 3. S believes that H is willing to do A-type things for S. 4. S wants A to be done. Here are examples of direct and indirect speech act analysis in question and request form according to explanation above: C. Question 1. Direct a. Did you marry Helen? b. I ask you whether or not John married Helen. 2. Indirect a. I don’t know if John married Helen. (A.1) b. I would like to know if John married Helen.(A.2) c. Do you know if John married Helen?(A.3) D. Request 1. Direct

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a. Please take out the garbage! b. I request that you take out the garbage. 2. Indirect a. The garbage isn’t out yet.(B.1) b. Could you take out the garbage?(B.2) c. Would you mind taking out the garbage?(B.3) d. I would like for you to take out the garbage.(B.4)


3. Research Method 3.1. Method of the Study This research uses library research. It means that the data and the sources that are used in this thesis are taken from library and the other written sources. This thesis is written by using some books as the references and the data that will be analyzed in this thesis are taken from “Harvard Business Review” magazine. The data are about Sheryl Sandberg’s interview transcript entitled “Now is our time.” The data will be analyzed by using descriptive qualitative method. Djajasudarma (2006:11) states that qualitative method is a procedure that is resulting descriptive data in the form of written text or spoken in language society. 3.2.Data and Data Source The data are collected from “Harvard Business Review” magazine. This magazine is a general management magazine published by Harvard Business Publishing since 1992.It was manufactured in USA. The data that will be analyzed in this thesis are obtained from transcript of an interview named “Now is our time” in “Harvard Business Review” magazine that was published on April2013. The magazine is consisted of 148 pages and the data entitled “Now is our time” is on page 85. This data are about interview transcript of Sheryl Sandberg, the COO (Chief OperatingOfficer) of Facebook. This interview transcript was edited byAdi Ignatius. In this thesis, the data that will be analyzed are only Sheryl Sandberg’s utterances. 3.3. Data Collecting Method The method that is used in collecting the data is documentation method since the data source is written source. Nawawi (1991:133) states that documentation method is a technique of collecting data by categorizing and classifying the written document that has relation with the problem discussed, whether from document or books, newspaper, magazine, etc. 3.4. Techniques of Data Analysis

In conducting this research, the systematic techniques that are used in conducting the analysisare as follows: a. Reading the interview transcriptentitled “Now is our time” in“Harvard Business Review” magazine. b. Selecting the utterances which have direct speech act. c. Selecting the utterances which have indirect speech act. d. Analyzing the utterances by using related theory to find out type and function of direct speech acts and indirect speech acts. e. Describing the analysis. f. Concluding the analysis. 4. Data Analysis and Findings

4.1. Data Analysis The data, Sheryl Sandberg’s utterances were resulted from an interview,somost utterances that were uttered by Sandberg were formed in declarative sentence type which has function as an assertion to answer the interviewer’s questions.Although the utterances are formed in the same sentence type and function, they still have difference topics. It is because the interviewer asked Sandberg many topics in his questions and there are six topics that being the most topics that usually asked by the interviewer. In this analysis, the utterances that are produced in declarative sentence type and have function as assertion will be classified again as below: Declarative Sentence Type as an Assertion about Women 1. Women are making progress at every level except as leaders. Declarative sentence type; Assertion The utterance above is produced in declarative sentence type which has function to give an assertion or to convey information about women. The speaker uses the utterance to inform that women are making progress at every level except as leaders. Based on the sentence type and the function, the utterance is a direct speech act. 2.

Women face huge institutional barriers. Declarative sentence type; Assertion The utterance above is produced in declarative sentence type which has function to give an assertion or to convey information about women. The speaker uses the utterance to inform that women face huge institutional barriers. Based on the sentence type and the function, the utterance is a direct speech act. 11


3.

Women are often very good listeners. Declarative sentence type; Assertion The utterance above is produced in declarative sentence type which has function to give an assertion or to convey information about women. The speaker uses the utterance to inform that women are often very good listeners. Based on the sentence type and the function, the utterance is a direct speech act.

4.

They are often good consensus builders. Declarative sentence type; Assertion The utterance above is produced in declarative sentence type which has function to give an assertion or to convey information about women. The person deixis ‘they’ refers to women. The speaker uses the utterance to inform that women are often good consensus builders. Based on the sentence type and the function, the utterance is a direct speech act.

5.

They can make teams cohesive. that women are getting way better. Based on the sentence type and the function, the utterance is a direct speech act.

Women still largely have two jobs, and men have one. Declarative sentence type; Assertion The utterance above is produced in declarative sentence type which has function to give an assertion or to convey information about women and men’s jobs. The speaker uses the utterance to inform that women still largely have two jobs and men have one. Based on the sentence type and the function, the utterance is a direct speech act. Declarative Sentence Type as an Assertion about the Speaker herself, Sheryl Sandberg 1. I wear jeans to work almost every day. Declarative sentence type; Assertion The utterance above is produced in declarative sentence type which has function to give an assertion or to convey information about Sheryl Sandberg. The person deixis ‘I’ refers to Sheryl Sandberg. The speaker uses the utterance to inform that she wears jeans to work almost every day. Based on the sentence type and the function, the utterance is a direct speech act.

The utterance above is produced in declarative sentence type which has function to give an assertion or to convey information about the speaker’s believe, Sheryl Sandberg’s believe. The speaker uses the utterance to inform that she doesn’t believe that there are stereotypical forms of male and female leadership. Based on the sentence type and the function, the utterance is a direct speech act.

3.

I am not blaming women. Declarative sentence type; Assertion Declarative sentence type; Assertion The utterance above is produced in declarative sentence type which has function to give an assertion or to convey information about Sheryl Sandberg’s assertion or statement. The speaker uses the utterance to inform that she does not hold herself up as a role model. Based on the sentence type and the function, the utterance is a direct speech act.

4.

I'm incredibly fortunate, and I have had amazing opportunities and mentors and support. Declarative sentence type; Assertion The utterance above is produced in declarative sentence type which has function to give an assertion or to convey information about Sheryl Sandberg’s fortune. The speaker uses the utterance to inform that she is incredibly fortune, and she has had amazing opportunities, mentors and support. Based on the sentence type and the function, the utterance is a direct speech act.

5.

But I did it on purpose to say to people, "Look, I can be both a mother and a professional, and I do it by going home at 5:30.” Declarative sentence type; Assertion The utterance above is produced in declarative sentence type which has function to give an assertion or to convey information about Sheryl Sandberg’s purpose in her action. The speaker uses the utterance to inform that she went home at 5:30 on purpose that is to say people that she can be both a mother and a professional. Based on the sentence type and the function, the utterance is a direct speech act. and puts them to bed, she gets back online. Based on the sentence type and the function, the utterance is a direct speech act.

6.

2.

I don't believe there are stereotypical forms of male and female leadership. Declarative sentence type; Assertion

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6.

Similarly, I don't think the desire for leadership is based in biology. Declarative sentence type; Assertion The utterance above is produced in declarative sentence type which has function to give an assertion or to convey information about Sheryl Sandberg’s thought about leadership. The person deixis ‘I’ refers to Sheryl Sandberg. The speaker uses the utterance to inform that leadership is based in biology. Based on the sentence type and the function, the utterance is a direct speech act.

7.

I think the desire for leadership is largely culturally created and reinforced. Declarative sentence type; Assertion The utterance above is produced in declarative sentence type which has function to give an assertion or to convey information about Sheryl Sandberg’s thought about leadership. The person deixis ‘I’ refers to Sheryl Sandberg. The speaker uses the utterance to inform that she thinks the desire for leadership is largely culturally created and reinforced. Based on the sentence type and the function, the utterance is a direct speech act.

8.

I've had a lot of luck, a lot of sponsors, a lot of mentors. Declarative sentence type; Assertion The utterance above is produced in declarative sentence type which has function to give an assertion or to convey information about what Sheryl Sandberg has had. The speaker uses the utterance to inform that she has had a lot of luck, a lot of sponsors, and a lot of mentors. Based on the sentence type and the function, the utterance is a direct speech act.

Declarative Sentence Type as an Assertion about Society 1. We expect men to have leadership qualities, to be assertive and competent, to speak out. Declarative sentence type; Assertion The utterance above is produced in declarative sentence type which has function to give an assertion or to convey information about society expectation. The person deixis ‘we’ refers to society. The speaker uses the utterance to inform that society expects men to have leadership qualities, to be assertive and competent, to speak out. Based on the sentence type and the function, the utterance is a direct speech act.

2.

We expect women to have communal qualities, to be givers and sharers, to pursue the common good. Declarative sentence type; Assertion The utterance above is produced in declarative sentence type which has function to give an assertion or to convey information about society expectation. The person deixis ‘we’ refers to society. The speaker uses the utterance to inform that society expects women to have communal qualities, to be givers and sharers, and to pursue the common good. Based on the sentence type and the function, the utterance is a direct speech act.

3.

We call our daughters-but not our sonsbossy. Declarative sentence type; Assertion The utterance above is produced in declarative sentence type which has function to give an assertion or to convey information about what society does. The person deixis ‘we’ refers to society. The speaker uses the utterance to inform that society always call or command their daughter but not their sons. They only do bossy to daughters not sons. Based on the sentence type and the function, the utterance is a direct speech act.

4.

We keep telling women how important these connections are, so women walk up to virtual strangers and say, "Will you be my mentor?" Declarative sentence type; Assertion The utterance above is produced in declarative sentence type which has function to give an assertion or to convey information about what society does to women. The person deixis ‘we’ refers to society and Sheryl Sandberg herself as a part of the society. The speaker uses the utterance to inform that women are kept told by society, not only man but also women about how important connections are, so women walk up to virtual stranger and then ask the stranger to be their mentor. Women are being careless in selecting their mentor. Based on the sentence type and the function, the utterance is a direct speech act.

5.

The problem is, we want to promote and hire people who are both competent and liked. Declarative sentence type; Assertion The utterance above is produced in declarative sentence type which has function to give an assertion or to convey information about what society wants. The person deixis ‘we’ refers to society. The speaker uses the 13


utterance to inform that society wants to promote and hire people who are both competent and liked and this desire becomes a problem for women. Based on the sentence type and the function, the utterance is a direct speech act 6.

We don't really encourage women to be leaders. Declarative sentence type; Assertion The utterance above is produced in declarative sentence type which has function to give an assertion or to convey information about what society does. The person deixis ‘we’ refers to society. The speaker uses the utterance to inform that society doesn’t really encourage women to be leaders. Based on the sentence type and the function, the utterance is a direct speech act.

Declarative Sentence Type as an Assertion about Facebook 1. Facebook's mission is to allow people to express themselves and connect to the individuals and causes they care about. Declarative sentence type; Assertion The utterance above is produced in declarative sentence type which has function to give an assertion or to convey information about Facebook’s mission. The speaker uses the utterance to inform that Facebook’s mission is to allow people to express themselves and connect to the individuals and causes they care about. Based on the sentence type and the function, the utterance is a direct speech act. 2.

It's a great place for women, because it really is all about what you build and what you do. Declarative sentence type; Assertion The utterance above is produced in declarative sentence type which has function to give an assertion or to convey information about Facebook, the place where Sheryl Sandberg works. The person deixis ‘it’ refers to Facebook, the place where Sheryl Sandberg works. The speaker uses the utterance to inform that the place where she works is a great place for women to work, because it only sees what you build and what you do. Based on the sentence type and the function, the utterance is a direct speech act. Declarative Sentence Type as an Assertion about the Media 1. The media rarely depict working women with children as happy and adjusted and comfortable with themselves.

Declarative sentence type; Assertion The utterance above is produced in declarative sentence type which has function to give an assertion or to convey information about the media. The speaker uses the utterance to inform that the media rarely depictsor pictures working women with children as happy, adjusted and comfortable with themselves. Based on the sentence type and the function, the utterance is a direct speech act.

Direct Speech Actsin Imperative Sentence Type as a Request 1. Next time you go to a party, watch what happens when a baby starts crying. Imperative sentence type; Request The utterance above is produced in imperative sentence type which has function as a request for society. The person deixis ‘you’ refers to society. The speaker uses the utterance in imperative sentence type to request society to watch what happens when a baby starts crying when they go to a party. Based on the sentence type and the function, the utterance is a direct speech act. 2.

Watch the parents and see who gets up. Imperative sentence type; Request The utterance above is produced in imperative sentence type which has function as a request for society. The speaker uses the utterance to request the society to watch the parents and see who gets up when there is a baby crying in a party. Based on the sentence type and the function, the utterance is a direct speech act. Analysis of Indirect speech acts Indirect Speech Acts in Declarative Sentence Type as a Request In the interview transcript, Sheryl Sandberg uttered some utterances which have function as request for women and society. The context of the interview is Sandberg who was being interviewed is the COO (Chief Operating Officer) of Facebook and also an outspoken advocate for women aspiring to leadership positions. She also wrote a book entitled ‘Lean in’ which she describes as ‘sort of a feminist manifesto’ as a media to help women to act in their own behalf to overcome institutional and personal barriers to success. She told about her life, book and experiences in the interview and also about how to be a leader according to her experiences. Sandberg request women to do things like what she had done to be a leader like her and society to help women to be a leader indirectly. 14


Declarative Sentence Type as a Request for Women 1. If we want to balance out leadership roles in the workplace, we have to balance out responsibilities in the home. Declarative sentence type; Request The utterance above is produced in declarative sentence type which has function as a request for women. The person deixis ‘we’ refers to women. The speaker uses the utterance to request women indirectly to balance out responsibilities in the home so they can balance out the leadership roles in the workplace too. Sandberg requests women indirectly by giving a suggestion about what they, Sandberg and other women have to do if they want to balance out leadership roles in the workplace. She not only gives a solution according to her experiences but also request women indirectly by using the utterance. 2. We have to be realistic about our choices. Declarative sentence type; Request The utterance above is produced in declarative sentence type which has function as a request for women. The person deixis ‘we’ refers to women. The speaker uses the utterance to request women indirectly to be realistic about their choices. Sheryl Sandberg shared her experiences and she actually has been being realistic about her choice so she can be a leader. She still used the word ‘we’ to make the utterance sounds more polite.Actually, it is 3. We need to recognize that we can't do it all, that we face trade-offs every single minute of the day. Declarative sentence type; Request The utterance above is produced in declarative sentence type which has function as a request for women. The person deixis ‘we’ refers to women. The speaker uses the utterance to request women indirectly to recognize that they can’t do all because they face trade-offs every single minute of a day. Based on Sandberg experience, she faces trade-offs every single minute of the day so she recognized that she can't do all so she request them to recognize that they can’t do all too indirectly by saying what they, Sandberg and other women need to do. Actually, it is contextually inappropriate to use the word ‘we’ in the utterance because Sandberg doesn’t need to be included in the utterance. She still used the word ‘we’ to make the request sounds more polite. Based

4.

5.

on the sentence type and the function, the utterance is an indirect speech act We have to stop beating ourselves up for not doing everything perfectly. Declarative sentence type; Request The utterance above is produced in declarative sentence type which has function as a request for women. The person deixis ‘we’ refers to women. The speaker uses the utterance to request women indirectly to stop beating them selves because they don’t do everything perfectly. Sheryl Sandberg uttered the utterance based on her experience. It means that she had done what she request women to do. She still used the word ‘we’ to make the request sounds more polite. It is contextually inappropriate to use the word ‘we’ in the utterance because Sandberg doesn’t need to be included in the utterance. It is contextually inappropriate for her to do what she had to do when she had already done it. She doesn’t request them directly but instead request them indirectly by saying what they,Sandberg and other women have to do. Based on the sentence type and the function, the utterance is an indirect speech act.

We need to explicitly encourage men to sponsor women. Declarative sentence type; Request The utterance above is produced in declarative sentence type which has function as a request for woman. The person deixis ‘we’ refers to women. The speaker uses the utterance to request women indirectly to explicitly encourage men to sponsor them. Sheryl Sandberg shared her experience as a leader and she had encouraged men to sponsor her. She had been successes to encourage her husband, her friends and all man around her to sponsor her. She has already done what she requeststhem to do for, so Sandberg doesn’t need to be included in the utterance. It is contextually inappropriate to use the word ‘we’ in the utterance but she still used the word ‘we’ to make the request sounds more polite. She doesn’t request them directly but instead request them indirectly by saying what they, Sandberg and other women have to do. Based on the sentence type and the function, the utterance is an indirect speech act. speaker uses the utterance to request women indirectly to find ways to do the things that they want to do in their lives. Sheryl Sandberg has already done what she 15


request women to do forso she doesn’t need to be included in the utterance. She had already find ways to do things that she wants to do in her live, but she instead using ‘we’ to make the request sounds more polite. It is contextually inappropriate for Sandberg to say something she has to do when she has already done it. She doesn’t request them directly but instead request them indirectly by saying what they, Sandberg and other women should to do. Based on the sentence type and the function, the utterance is an indirect speech act. Declarative Sentence Type as a Request for Society 1. The book is for any woman who wants advice on how to sit at any table she wants to sit at, and for any man who wants to be part of creating a more equal world. Declarative sentence type; Request The utterance above is produced in declarative sentence type which has function as a request for society; they are women who wants advice on how to sit at any table she wants to sit at, and for any man who wants to be part of creating a more equal world. In the utterance, the phrase ‘how to sit at any table she wants to sit at’ means ‘how to get power and be in a position that she wants at.’ The speaker uses the utterance to request women who wants advice on how to get power and be in a position that she wants at, and for any man who wants to be part of creating a more equal worldindirectly to buy Sheryl Sandberg’s book. She requests or persuades them indirectly to buy her book by explaining to whom her book is suitable for. Based on the sentence type and the function, the utterance is an indirect speech act. 2.

Reigniting the revolution means I want us to notice all of this and find ways to encourage more women to step up and more companies to recognize what women bring to the table. Declarative sentence type; Request The utterance above is produced in declarative sentence type which has function as a request for society and companies. The person deixis ‘us’ refers to society and Sandberg uses the word ‘us’ to make it sounds more polite. The fact is Sandberg has noticed and found ways to encourage more women to step up. So, it is contextually inappropriate to use the word ‘us’ in the utterance. The speaker uses the utterance to request society and companies indirectly to reigniting the revolution. Sandberg requests

society to notice and find ways to encourage more women to step up and she also requests companies to recognize what women can do.It would be contextually inappropriate for her to say her desire. She request society and companies indirectly by saying her desire. Based on the sentence type and the function, the utterance is an indirect speech act.

3.

If we start acknowledging what the real issues are, we can solve them. Declarative sentence type; Request The utterance above is produced in declarative sentence type which has function as a request for society. The person deixis ‘we’ refers to society. Sandberg uses the utterance in declarative sentence type to request society indirectly to start acknowledging what the real issues are, so they can solve it. Sandberg has already acknowledging the issue, the gender issue but she instead uses the word ‘we’ to make the request sound more polite. Actually, the use of the word ‘we’ is contextually inappropriate. Sandberg doesn’t request the society directly but instead request them indirectly by giving a solution to them, Sandberg and society to start acknowledging the real issues ifthey want to solveit. Based on the sentence type and the function, the utterance is an indirect speech act.

Indirect Speech Acts in Declarative sentence type as a Promise 1. I'm trying to add to that side of the debate. Declarative sentence type; Promise The utterance above is produced in declarative sentence type which has function as a promise or as a commitment of the speaker to an action that is the speaker, Sheryl Sandberg promises that she will try to add to that side of women debate. It can be seen from the context that Sheryl Sandberg is trying to add to that side of women debate and she is still trying until now and then. She is an outspoken advocate for women aspiring to leadership positions and she is still fighting for women to get the same opportunities like men in leadership side. So, it can be concluded that the utterance is produced not only as an assertion to show that she is trying now but also as a promise that she will trying. The speaker doesn’t say her promise directly. She says her promise indirectly by saying what she is doing now. Based on the sentence type and the function, the utterance is an indirect speech act. 16


Indirect Speech Acts in Interrogative sentence type as a Request 1. Do we really believe men are natural leaders and women are not? Interrogative sentence type; Request The utterance above is produced in interrogative sentence type which has function as a request for society. The person deixis ‘we’ refers to society. The speaker uses the utterance to request society indirectly to think again about the perception that men are natural leaders and women are not. She request society indirectly by giving a question about the perception that society usually have. Sheryl Sandberg doesn’t need an answer for this question. She asks the question as her answer for the interviewer question. She gives her answer by saying a question which the question is actually

NO. 1.

an indirect request for society. She doesn’t request them directly but instead request them indirectly by questioning the society perceptions about men and women.Sheryl Sandberg doesn’t believe that men are natural leaders and women are not. She believes that both women and women can be a leader. It means that Sandberg doesn’t need to be included in the utterance because it is contextually inappropriate. She still used the word ‘we’ to make the utterance sounds more polite. Based on the sentence type and the function, the utterance is an indirect speech act. Table of the Analysis Result The result of the analysis above can be drawn in a table to show the analysis result in detail as below.

Types of Speech Acts

Frequ-ency of Occurrence

Direct Speech Acts in Declarative Sentence Type as anAssertion

101

a. Declarative Sentence Type as an

27

Assertion about Women b. Declarative Sentence Type as an

27

Assertion about the Speaker herself, Sheryl Sandberg c. Declarative Sentence Type as an

7

Assertion about Society d. Declarative Sentence Type as an

2

Assertion about Facebook e. Declarative Sentence Type as an

2

Assertion about Sheryl Sandberg’s book f. Declarative Sentence Type as an

2

Assertion about the Media f. Declarative Sentence Type as an

34

Assertion about other topics 2.

Direct Speech Acts in Imperative Sentence Type as a Request Total of Direct Speech Acts

2 103

17


1.

Indirect Speech Acts in Declarative Sentence Type as a Request

13

a. Declarative Sentence Type as a Request

7

for Women b. Declarative Sentence Type as a Request

6

for Society 2.

Indirect Speech Acts in Declarative sentence type as a Promise

1

3.

Indirect Speech Acts in Interrogative sentence type as a Request

1

4.

Indirect Speech Acts in Interrogative sentence type as anAssertion

1

Total of Indirect Speech Acts

16

Table 1. The result of the analysis

The table above shows that there are 119 utterances of Sheryl Sandberg from the interview transcript that are analyzed in this thesis. The utterances are classified as below: 1. 103 utterances for direct speech acts 1. 101 utterances for direct speech acts indeclarative sentence type as an assertion • 27 utterances for direct speech acts indeclarative sentence type as an assertion about women • 27 utterances for direct speech acts indeclarative sentence type as an assertion about the speaker herself, Sheryl Sandberg • 7 utterances for direct speech acts indeclarative sentence type as an assertion about society • 2 utterances for direct speech acts indeclarative sentence type as an assertion about Facebook • 2 utterances for direct speech acts in declarative sentence type as an assertion about Sheryl Sandberg’s book • 2 utterances for direct speech acts in declarative sentence type as an assertion about the media • 34 utterances for direct speech acts in declarative sentence type as an assertion about other topics 2. 2 utterances for direct speech acts inimperative sentence type as a request 2. 16 utterances for indirect speech acts a. 13 utterances for indirect speech acts in declarative sentence type as a request

7 utterances for indirect speech acts in declarative sentence type as a request for women • 6 utterancesfor indirect speech acts in declarative sentence type as a request for society b. 1 utterance for indirect speech acts in declarative sentence type as a promise c. 1 utterance for indirect speech acts in interrogative sentence type as a request d. 1 utterance for indirect speech acts in interrogative sentence type as an assertion •

5. Conclusions and Suggestions 5.1. Conclusions After analyzing the Sheryl Sandberg’s interview transcript entitled ‘Now is Our Time,’ there are some conclusions that can be drawn as below: 1. There are 103 utterances that are classified as direct speech acts and this type of speech acts is the most dominant type of speech act that is used in the interview transcript. The direct speech act are classified again into direct speech acts indeclarative sentence type as an assertion (101 utterances) and direct speech acts inimperative sentence type as a request (2 utterances). The most dominant type of direct speech acts is direct speech acts indeclarative sentence type as an assertion and it is divided again into direct speech acts in declarative sentence type as an assertion about women (27 utterances), about the speaker herself, Sheryl Sandberg (27 utterances), about society (7 18


utterances), about Facebook (2 utterances), about Sheryl Sandberg’s book (2 utterances), about the media (2 utterances), and about other topics (34 utterances). The most dominant type of direct speech acts which is produced in declarative sentence type as an assertion is direct speech acts in declarative sentence type as an assertion about women and the speaker herself, Sheryl Sandberg.

2. There are 16 utterances that are classified as indirect speech acts and the indirect speech acts are classified again into indirect speech acts in declarative sentence type as a request (13 utterances), indirect speech acts in declarative sentence type as a promise (1 utterance), indirect speech acts in interrogative sentence type as a request (1 utterance), and indirect speech acts in interrogative sentence type as an assertion (1 utterance). The most dominant type of indirect speech acts is indirect speech acts in declarative sentence type as a request and it is divided again into indirect speech acts in declarative sentence type as a request for women (7 utterances) and for society (6 utterances). The most dominant type of indirect speech acts which is produced in declarative sentence type as a request is indirect speech acts in declarative sentence type as a request for women. 5.2. Suggestions Analyzing the direct and indirect speech acts of some utterances through Pragmatics is a very interesting research to do. Since this analysis only focuses on the illocutionary act, it is suggested to those who are interested in analyzing speech acts through pragmatics to make a discussion and to make an analysis about the Locutionary acts and Perlocutionary act found in the interview transcript in order to get more understanding about the interview transcript. It is also suggested to the readers to give some critics and suggestions about this thesis in order to make the thesis better.

Hickey, L. (2000). The Pragmatics of Translation.Shanghai: Shanghai Foreign Language Education Press. Horn, L.R. and Ward, G. (2006). The Handbook of Pragmatics. London: Blackwell Publishing Ltd. Mey, J.L. (2001). Pragmatics: An Introduction. London: Blackwell Publishing Ltd. Nawawi, H. (1993). MetodePenelitianBidangSosial. Yogyakarta: Gajah Mada University. Panggabean, J.S. (2011). An Analysis of Speech Acts in Charles Dickens’ A Tale of Two Cities: A Pragmatic Analysis (unpublished thesis). Medan: University of Sumatera Utara. Peccei, J.S. (1999). Pragmatics.London: Taylor & Francis Limited. Purba, M.K. (2010). An Analysis of Illocutionary Act in Movie The Pursuit of Happiness (unpublished thesis). Medan: University of Sumatera Utara. Purwo, B.K. (1990). Pragmatik dan Pengajaran Bahasa: Menyibak kurikulum 1984. Yogyakarta: Penerbit Kanisius. Rahardi, K. (2005). Pragmatik: Kesantunan Imperatif Bahasa Indonesia. Jakarta: Erlangga. Stewart, T.W. and Nathan, V. (2001). Language Files: Materials for an Introduction to Language & Linguistics. Columbus: The Ohio State University Press. Tarigan, H.G. (1990). Pengajaran Pragmatik. Bandung: Angkasa.

6. References Akmajian, A, et al. (2001). Linguistics: An Introduction to Language and Communication (5th ed.). London: The MIT Press. Bolinger, D. (1968). Aspect of Language. New York: Harcourt Brace Jovanovich, Inc.

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Exploring the Relationship between Age and Strategy In teaching English as Foreign Language Zahra Albaniah, Melva Santi Tarigan University of Sumatera Utara Abstract This paper looks into the competence of second language acquisition by investigating how second language is acquired. Furthermore it explores the age factor in learning another language other than mother tongue and also attempts to answer if there is enough current evidence that can demonstrate clearly that starting young makes any real difference in achieving better language competence. Moreover, research such as on motivation in relation to the learning environment along with language exposure and attitudes will be discussed and data analysed to find out if it plays any significant role in aiding learners to achieve successful second language competence. However, results indicate that this is not entirely true in all cases since there are further factors that affect successful second language acquisition achievement such as language exposure and motivation. Consequently, if there is not enough language exposure, this might prevent the learners from succeeding in learning the language. Clearly, those factors, motivation and exposure, seem to play a more important role in the learning process than the age factor and therefore it is extremely important to implement motivation and provide sufficient language exposure to the learner right from the start of the learning journey regardless. Keywords:SLA, vocabularies, teaching, Age. 1. Introduction Second Language Acquisition (SLA) refers to the study of how students learn a second language (L2) additionally to their first language (L1). Although it is referred as Second Language Acquisition, it is the process of learning any language after the first language whether it is the second, third or fourth language. Therefore, any other language apart from the first language is called a second language (SL) or also referred to as a target language (TL). To distinguish between Second Language and Foreign Language, The Collins Dictionary defines Second Language as the language that aperson learns after his or her native language and Foreign Language as a language that is used in a country other than one’s native country (2013). There are different ways to acquire second or foreign languages. It can be in a formal way as in a classroom environment or informal way such as when the learner picks up the language by being culturally active participant of the society. This can be done by attending school in the target country, watching local television, listening to radio or/and reading newspapers in L2. By being actively involved in the learning environment, the learner is constantly in contact with the target language through normal daily routines. 2. Literature Review There are various factors that have impact on learning a second language and it is important to discuss the theories behind second language acquisition and try to find out how we learn a

language and what elements needs to be present for a successful language acquisition. This chapter will discuss three SLA theories, the Creative Construction Theory, Communicative Language Teaching and the Cognitive Approach. As indicated by Altenaichinger (2003) during the seminar about “The interface between theory and practice”, the Creative Construction Theory, often referred to as theNaturalistic Approach, deals with the assumption that we are born with a speciallanguage system that we use to acquire a language. Altenaichinger explains that Stephen Krashen is among scholars that singled out the differences between acquisition and learning by explaining that acquisition supposedly is a subconscious process that results in fluency while learning is conscious process that involves learning rules and structures. The second theory discussed by Altenaichinger revolves around CommunicativeLanguage Teaching and is completely learner centred. Communicative Language Teaching has been highly favoured for the last 20 years and scholars agree that thistheory is excellent because it focuses on communicative proficiency in language teaching. 3. Method The subject of the research was the kindergarten students of TK Dian Ekawati, MEDAN.They are 3-5 years old. The school is located at Jl Kapten M JamilLubis 188. The reason for choosing this class because the researcher 20


looked for children who lived environment without using English. Because of the subject of the research are the kindergarten students, researcher used fruit picture and animal picture in teaching vocabulary as the foreign language. The researcher used fruit picture because the students must know fruits, and the researcher choose the common fruits which exist in Indonesia and English. For the song, the researcher used alphabet song, because they are the beginner student to know the language of Indonesia and English. The researcher chooses a slow song which sings the alphabet with a long space, so students know the English alphabet easily. The researcher compared the strategies in teaching vocabulary to introduce English to students, between using picture and without picture. To limit the research and based on the problem of the research, this research focus on the strategy in teaching vocabulary. Picture is a media in teaching vocabulary. In teaching, teacher should contain a file of pictures which can be used as illustration, meaningful practice and vocabularies of English. The field Table 4.1 Students’ name of Class A and B

should contain three kinds of pictures: (1) pictures of individual persons and individual object, (2) pictures of situation in which people are “doing something” with objects and in which the relationship of objects, (3) a series of pictures on chart.The field should contain more than one picture of individuals and of objects. The picture can be used in numerous ways. Individual pictures may be used of course to introduce and to test vocabulary items. Pictures should be used to stimulate ideas. A series of pictures on a chart will be extremely helpful in giving extensive practice in numerous structures with a limited known vocabulary. 4. Result and Discussion a. The Data This research applied quantitative data. It was taken from the mean of students’ score in test. This research was conducted in two classes with 30 students.Each class has 15 students. b. Discussion

No.

Class A

Class B

1

Ayu Sasmita

Billy Alkhalif

2

Aila Putri

Akbar Hadi

3

Annisa Khairiyah

Khayla Faisal

4

Bintang Admojo

Sofi Ilmi Al-‐Fitrah

5

M.Yudha Ardiansyah Hrp

Alden Khalid

6

Qiara Daffania

Masita Rinjakani

7

Sakha

Dilla Munthaza

8

Dzaka Abqory

Ibnu Umar

9

Salwa Aulia

Anggi Farahayanti

10

Umayma

Aulia Unnisa Fitri

11

Zalikha

Aisyah Nasution

12

Annisa Khumairah

Hanifah Indriyani

13

Najwa Khumairah

Raihanasfa

14

Najla Islami

Vina Evelyn

15

Willy Alfaiz

Liza Karen Nita

21


Pass ( 20 % ) Fail ( 80 % ) Pass ( 70%) Fail (30%) Figure 4.1 Pre-test and Post-Test Result in Diagra

Post Test of Class A

5. Conclusion After doing the research, the researcher found that teaching vocabulary is more effective by using picture than song in the classroom. It was reflected from the responds of the students along the meetings. The students understood the English vocabulary fast by using the pictures of common fruits. It was shown by their enthusiasm and their responds in the classroom while they were asked about the material. 6. References Alderson J.C. (1999). Exploding myths: Does the number of hours per week matter? Paper presented at the 9th IATEFL-Hungary Conference in Györ Bialystok, E. (2001). Bilingualism in development: Language, literacy, and cognition. Cambridge, UK: Cambridge University Press. Brown, H. D. (2002). Principles of language learning and teaching. White Plains, NY: Longman. Brown, H. D. (2007). Principles of language learning and teaching. White Plains, NY: Pearson.

Pre test of Class B fail (75%) pass (25%)

Post Test of Class B Pass (75%) Fail (25%)

Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press. Djigunovic, J. M. (2012). Attitudes and Motivation in Early Foreign Language Learning.Centre for Educational Policy Studies Journal Dörnyei, Z. (2001). Teaching and researching motivation. Harlow, England: Longman. Espinosa, L. M. (2008). Challenging common myths about young English language learners.Foundation for Child Development. Gardner, R. C., & Lambert, W. E. (1972).Attitudes and motivation in second-languagelearning. Rowley, Mass: Newbury House Publishers. Gardner, R. C. (1985). Social psychology and second language learning: The role ofattitudes and motivation. London: E. Arnold. Halgunseth, L. C. (2009). How children learn a second language. In A. Umaña-Taylor, Classroom Diversity and Academic Success, an Online Special Edition. 22


Haynes, J. (2007). Getting started with English language learners: How educators canmeet the challenge. Alexandria, Virginia: Association for Supervision and Curriculum Development.

Krashen S., Long, M. and Scarcella, R. (1979) Age, rate and eventual attainment in second language acquisition. Munoz C. (2006). The effects of age on foreign language learning: The BAF Project. In C. Munoz (ed.),Age and the rate of foreign language learning. Clevedon: Multilingual Matters, 1-40

Pandey, V. C. (2005). Intelligence and motivation. Delhi: Isha Books.

Shirbagi, N. (2010). An exploration of undergraduate student’s motivation and attitudes towards English language acquisition.Journal of Behavioural Sciences. Singleton, D. M., & Ryan, L. (2004).Language acquisition: The age factor. Clevedon: Multilingual Matters. Tabors, P. O. (2008).One child, two languages: A guide for early childhood educatorsof children learning English as a second language. Baltimore, Md: Paul H.Brookes Pub

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Improving Students’ Narrative Writing Achievement through Diary Lilis Panjaitan University of North Sumatra [email protected] Abstract This study attempts to improve students’ narrative writing achievement through diary. The objective of this study is to find out whether diary can improve students’ achievement in writing narrative paragraphs. This study was conducted by applying classroom action research which was done in 7 meetings. The subject of this study was the third year students of SMP HKBP Pardamean Medan. One class was taken as the subject of this study. The number of the students was 30 students. The data of this research were obtained from students’ diary as writing tests, diary notes, questionnaire sheet, observation sheet and interview. The findings indicate that the using of diary improved students’ writing achievement. The students’ score show significant improvement, the mean of second cycle i.e. 80.36 is higher than the mean of the first cycle i.e. 71.03. Keyword: Diary, Writing Narrative Text

1. Introduction Language is very important tool of communication used to communicate between two or more people in carrying out their daily activities and has main role to make people understand. The function of language is not only for a communication but also for culture transfer. English is an international language which is taught in the most countries in the world. Generally, English is one of the most difficult one for students. Besides they have to know everything about tenses and many vocabularies also have to know more about genre. In English there are four skills, they are listening, speaking, reading, and writing. One of the skills becomes the focus of this thesis, namely writing skill. Writing is a process of putting thought, ideas, opinions, experiences, events, and histories such as writing letters, notes, shopping list, etc. According to Atwan and Forrer (1986:91), writing can be as one way of expressing our feelings. Writing can also be a hobby to spend our time, but finally in this modern life, people can get money from doing their writing, like a journalist, novelist or script writer. As Albee in Atwan and Vesterman (1987:2) states that writing is to find out what we are thinking about. According to Hyland (2002:1), writing is the evidence our personal experience and we can be evaluated by reading our own writing. The purpose of writing, then, the increased complexity of its context of use and the diverse background and needs of those wishing to learn it, all push the study of writing into wider frameworks of analysis and understanding. Based on the writer’s observation and interview results upon English teachers and

students in class VII during attending PPL at SMP N 3 Percut Sei Tuan, most of them said that it was so bored in writing session. The students usually complained, when they are asked to write something. It was difficult for them to find out, generate and translate the ideas in their brain into written language. Another factor that made learning writing in English was so bored because there are the too many genre; they are narrative, descriptive, expository, argumentative and persuasive. And also every genre of writing has different characteristics, namely, generic social function, structure and lexical grammatical features. The failure of the students in writing was likely to happen because of media used by the teacher during teaching and learning process. Media is proven can increase the students’ curiously to write everything in their mind. Therefore, it is important for English teacher to use various kinds of methods, techniques, strategies, and media. The teacher should not just tell the subject or materials and force the students to memorize or do their activities because it can make the students not interested in their lessons, but teachers need to improve their way of teaching by using a media. In this study, the writer interested in Diary as a media for students to improve their writing skill especially in Narrative text. Narrative means tells a story or account. It is an interesting writing for students because they could share their idea, opinion, imagination, and own experience, like writing in a diary actually. The writer chooses narrative remembered that text books of students in Junior High School are consisting of narrative, generally. Based on the reasons above, the researcher would like to conduct a research entitled 24

“Improving Students’ Narrative achievement through Diary”.


Writing

Narrative, Descriptive, Expository, Argumentative, and Persuasive.

2. Literature Review 2.1 The Nature of Writing According to Harmer (2004:33) writing is frequently useful as preparation for some other activities, in particular when students write sentences as a preamble to discussion activities. To enrich the previous definition, Hayes (1996:5) in Weigle (2002:19) states that: “Writing is also social setting. What we write, how we write, and who we write to is shaped by social convention and by our history of social interaction... The genres in which we write were invented by other writers and the phrases we write often reflect phrases earlier writers have written.” In this case, writing is considered to be important in developing other three skills.Theoretically, Coffin, Curry, Goodman, Hewings, Lillis and Swann (2003:2) state that writing is at the centre of teaching and learning in higher education, fulfilling a range of purposes according to the various contexts in which it occurs. Furthermore, writing is learnt, not taught, and teacher’s role is to be non-directive and facilitating, providing writers with the space to make their own meanings through an encouraging, positive and cooperative environment with minimal interference (Hyland, 2002). In line with statement of Coffin, et. Al above Haliday (1985 in Nunan 1999:275) states that writing is the written language which used for some purposes: (1) for action (for example: public signs, product labels, TV and radio guides, bills, menus, telephone directories, ballot papers, computer manuals; (2) for information (in examples: newspapers, current affairs magazines, advertisement, political pamphlets; (3) for entertainment (for example: comic strips, fiction books, poetry and drama, film subtitles, etc). To enable some one to do those three purposes, Harmer (2004:4) proposes the following: 1. Planning, includes exploring topics, choosing a topic, and beginning to gather and organize details before writing, 2. Drafting, refers to the first version of a piece of writing, 3. Editing, is to revise the first draft to improve its content and structure, and the last is, 4. Final version is the writing which is ready to be red by readers. 2.2 The Types of Writing Oshima and Hogue in their book “Introduction to Academic Writing” (1988) describe that there are five types of writing, namely

2.2.1 Narrative According to Sanggam and Selviana (2008:27), narration is any written English text in which the writer wants to amuse, entertain people, and to deal with actual or vicarious experience in different ways. In the other words, Tuchman in Atwan and Vesterman (1987:3) states that narrative is what comes naturally, the action is kept moving through every paragraph. Generic Structure of Narrative Text are (1) orientation: It is about the opening paragraph where the characters of the story are introduced. (person, time, and place); (2) complication: where the problems in the story developed; (3) resolution: where the problems in the story is solved. Sometimes (generic structure) narrative text can be contained: Orientation, Complication, Evaluation, Resolution, and Reorientation. Even though “Evaluation” and “Reorientation” it is optional; can be added or not. Evaluation contains of controlling and evaluating a love adventure or conflict Reorientation contains the conclusion of the end story The language features of narrative text are: • Using part action verb: Climbed, Turned, Brought, etc. • Using specific noun as pronoun of person, animal in the story. Example: The king, the queen, etc. • Using adjectives which are for noun phrase. Example: Long black, hair, two red apples, etc. • Using time connectives and Conjunctions to arrange the events. Examples: Then, before, after, soon, etc. • Using adverbs and adverbial phrase to show the location of events. Examples: Here, in the mountain, ever after, etc. • Using dialogue to elicit an emotional response from the reader. • Using Past Tense • Using of variety of simple, compound and complex sentences Examples: The boy who cried “wolf” A shepherd boy was looking after his sheep on a hill. He felt bored being alone on a hill. Then, he thought of a way to make some fun. While the villagers were busy working, they heard a boy shouting,”Help! Help! Help! A wolf is attacking my sheep!” “That sounds from the sherped boy. He is in trouble. Let’s go and help him,” said the villagers and rushed towards the hill. They were very 25


surprised when they did not see any wolves on the hill.“Where’s the wolf?” they asked. The boy fell back and started laughing. The villagers realized that the boy had played a trick. They were angry and went back to work. The next day, the villagers heard the shepherd boy shouting for help again. They rushed towards the hill, and again the boy laughed at them. On the third day, a wolf really came and attacked the sheep. “Help! Help! A wolf is attacking my sheep!” shouted the boy at the top of his voice. But nobody bothered him at this time. The villagers thought that the boy was trying to fool them again. The boy watched sadly as the wolf killed all his sheep.

conventional types of research. It was focused on individual of small group professional practice.

2.3 Diary as Media in Teaching Diary can be used as a media or an instrument in the teaching learning process. Actually in this case, the students itself conduct the media by writing everything which is done by the students everyday. Hornby (1995:238) writes that diary as book for daily record of events, thoughts, etc. Teaching media such as diary is an important factor to learn a language.

Cycle I The procedure of the first cycle can be seen as follows: 1. Plan There were many activities that have been done in planning, they were: 1. prepared lessons plan, 2. prepared the teaching material of narrative writing, 3. prepared the instrument for collecting data; diary notes, observation sheet, questionnaire sheet and interview sheet, 4. asked the students to write a diary for one day as the instrument to know students' basic skill in narrative writing before giving the treatment, 5. prepared a theme of writing that became the test in this cycle, and 6. interviewed the students to obtain their comments about writing and the problems could be predicted.

3. Method This study was conducted by applying Classroom Action Research. Kemmis in Ismawati (2011:49) states that action research is a form of self reflective enquiry undertaken by participants in social (including educational) situations in order to improve the rationality and justice of (a) their own social or educational practices, (b) their understanding of these practice, and (c) the situations in which the practices are carried out. Action research is an observation of an activity that appears consciously in a class. This is why the term 'action' was used for this method of research. Action research is a framework for problemsolving research, where there is collaboration between researchers with the client in achieving goals. Wallace (1998:18) states that classroom action research is different from more the

1. 2.

4. 5.

The subject of this research was students of class IX-1 SMP HKBP PARDAMEAN, Pancing, Academic Year 2011/2012. The procedure of this research was conducted within two cycles. According to Hornby (1974:215) cycle are the series of events taking place in a regularly repeated order.In this study, cycle one consist of four meetings included identification in the first meeting in order to get the background situation of the teaching-learning process in the class to consisted of three meetings. So the first step was begun in the second meeting.

2. Action Action is the process of doing things. It is the implementation of planning. The writer should be flexible and welcome to the situation changing in school. In this phase, the students would be taught about narrative writing by writing diary. Table 1.1 shows the activity.

Table 1.1 Activities while doing the Research in First Cycle Activities Output 1. Identification phase 1. 1. Knew students’ basic skill in narrative writing 2. Explained the importance and the characteristics before giving treatment of narrative writing (generic structure) 2. 2. Understood the importance and the characteristics of 3. Gave the narrative text and asked the students to narrative writing (generic structure) identify the generic structure of narrative text 3. 3. Knew how to identify the narrative and its generic 4. Gave an experience on a piece a paper as diary structure 5. Conducted post test I 4. 4. Made a narrative text based on a diary 5. 5. Knew the improvement of their ability in narrative writing 26


Cycle II Based on the result of first cycle, the writer was decided to do the second cycle to improve the students' writing achievement by revising the procedure of the treatment and motivate the students who got a low score in the cycle I. The writer creates planning based on difficulties of students in writing narrative text. 1. Plan Based on the reflection that was done in first cycle, the writer arranged the following planning: 1. prepared the lesson plan, 2. prepared a theme of writing that became the test in this cycle, 3. prepared the interview, questionnaire and observation sheet that would be used to know

students’ reaction and condition as a whole and also to see the development that exist since the use of diary, 4. in the first cycle, the students made noisy so the writer planned to control them more. It was planned that the writer would move around the class to make all of the students were active, 5. gave motivation to the students, that was very important for them, 6. admonished the students who could not control their voice to be quite. 2. Action There were many activities took place while doing the research in second cycle.

Table 1.2 Activities while doing the Research in Second Cycle Activities 1. Explained the importance and the characteristics 1. of narrative writing (generic structure) 2. Gave a story which show narrative and 2. procedural and asked the students to identify the . text 3.Explained how to use diary sequences 4. 4. Gave chance to the students to ask about writing 5. diary 6. 5. Gave a narrative text to the students 7. 6. Asked the students to write the narrative text based on their experience 7. Conducted post test II 3. Observation Based on the data from observation sheet, there was an improvement in the result of teachinglearning process taken. 1. In opening the class, the writer gave good motivation to students, so that they had spirit in teaching-learning process. 2. The writer explained clearly how to write narrative paragraph by using diary. 3. The writer gave chance to ask if they did not understand how to write diary. 4. Most of the students were not confused anymore of how to use the media (diary). 5. The writer could recognize the class well. She moved around the class. 6. The writer admonished the students who still could not control their voice. 7. In the end of the second cycle, the writer did interview to some students. The interview was done to know their opinion about Diary and to

Output 1. Understood the importance and the characteristics of narrative writing (generic structure) 2. Knew how to identify the narrative text 3. Applied how to write narrative paragraph using diary 4. Asked how to write diary well 5. Tried to think about the text given 6. Narrative text 7. Knew the improvement of their ability in narrative writing.

know their improvement in writing.

Procedures of Analyzing the Data There were some procedures that have been done in analyzing the data of this research: 1. Collected the data from both quantitative and qualitative, 2. Analyzed the data, 3. Found the result of the analysis, 4. Concluded the study, and the last was 5. Got the findings. Technique of Analysing Data The data of this study was collected by using quantitative and qualitative data. Quantitative data is broadly used to describe what can be measured or counted and can be considered objective. The quantitative data was found by analyzing the score 27


of students. To know the development of the students’ score for each cycle, the mean of the students’ tests was computed by applying the following formula;

media of teaching writing. 2. the students to write their everyday in a diary because it will help them to write in English perfectly

X = ∑ x x 100% ; where, X = the mean of the students N ∑ X = the total score n = the number of the students Quantitative data is used to describe data which was not able to count or measure in an objective way and therefore subjective. The qualitative data was analyzed from questionnaire sheet, interview sheet, and field notes.

6. References Arsyad, A. (2007). Media Pembelajaran. Jakarta: P.T Rajagrafindo Persada.

4. Result and Discussion From all the data which have been analyzed, the writer found that there was an improvement on students' narrative writing achievement by using diary as the media in teaching. It was proved by the data which showed that the mean of the students' score in the second cycle (80,4) was higher than that of the first cycle (70,97) and also was higher than that of the pre-test (63,17). The conclusion is strengthen by the qualitative data that were taken from diary notes, observation sheets and interview sheets supported that the students interest and understanding writing increased because they were enthusiasts and enjoy with the process of learning. They were also more active to participate in the process of learning. 5 Conclusion After analyzing the data, the writer concludes that the using of diary can improve the students' achievement in writing. It can be proved by the computation of the mean of the students' score of each cycle. The improvement of students' achievement in writing is also proved by the observation sheet results, interview results, and diary notes which indicate the improvement in teaching-learning process from cycle 1 to cycle 2. Based on these data, the writer concludes that teaching writing through diary significantly can improve students' writing. Since the result of the study showed that the use of diary can improve students' writing, the writer suggests: 1. the English teachers should use media in teaching learning process because the researcher has experienced the benefits in using diary as

Atwan, R. and Forrer, B. (1986). Why We Write: A Thematic Reader. New York: Seton Hall University Press. Atwan, R. and Vesterman. W. (1987). Effective Writing for the College Curriculumn. New York. Coffin, C., Curry, M. J., Goodman, S., Hewings, A., Lillis. T. M., & Swann. J. (2003). Teaching Academic Writing. England: Routledge. Harmer, J. (2004). How to Teach Writing. New York: Longman. Hornby. (1974). Oxford Advanced Learner's Dictionary of Current English. Oxford University Press. England. Hyland, K. (2002). Teaching and Researching Writing. England: Pearson Education. Ismawati, E. (2011). Metode Penelitian Pendidikan Bahasa & Sastra. Jakarta: Yuma Pustaka. Nunan, D. (1999). Second Language and Teaching Learning. United States: Heinle & Heinle Publisher. Oshima and Hogue. (1988). Introduction to Academic Writing. New York: University Press. Reid, J.M. (1993). Teaching ESL Writing. USA: Prentice Hall Regents. Siahaan, S. and Napitupulu, S. (2008). Text Writing: Writing II Handouts. Medan: Unpublished. Siahaan, S. and Shinoda, K. (2008). Generic Text Structure. Yogyakarta: Graha

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The Effect of Using How to Make It Game to Increase students’ Achievement in Comprehending Procedural text Gunawan Setiadi, Deby Rizka Aprilia Nasution University of Sumatra Utara, [email protected] Abstract The objectives of this research are to find out the significance effect of How to Make It Game on the students’ achievement in comprehending Procedural Text. The population of this study was the second year in Junior High School, which consists of two classes at SMP Swasta IRA Medan, which consisted 60 students and. The sample were divided into two groups, the first group was the experimental group by using How to make it game strategy that consist of 30 students and the second group was control group by using conventional that consist of 30 students. The data were acquired by essay test. The test was design in writing form. The data collected were analyzed the result of writing test experimental group. After analyzing, the result of the students by using how to make it game strategy was higher than those being taught by using conventional. The result of the data was thit>ttable, and the data was 3.174 > 2.048 for 5%. It means that the alternative hypothesis is accepted and the null hypothesis is rejected. From determining the percentage of the how to make it game strategy of x variable toward y variable in writing ability was 73% and 27% was influenced by another factors. Keyword: Make Game, Writing, Procedural text. 1. Introduction Writing is one of the most important factors in mastering English. Writing is as communication tools. Writing is a process of transforming thought and ideas into written form. In writing, there are many types of genre such as narrative, news item, explanation, spoof/recount, reports, description, argumentation, and procedure. Procedure is a type of genre that describes how something is accomplished through a sequence of actions or steps. Procedure text has function to give direction about steps/methods, the way to do something. Based on the curriculum (KTSP 2006) students at elementary school should be able to write a procedure text. But in fact, based on the researcher experience when observed to finish the task of methodology of Research Lecture II (2013), the researcher found that there were many students had a serious problem in writing, the students cannot write well even though they had been taught by using the conventional teaching strategy. Most of the students had serious problem in writing such as, generic structure, vocabularies, organization, language use and mechanic. According to Alish Oshima, good writing requires good grammar and good organization. It means that writing is not an easy work for them. The students’ failures were caused by the lack of the students’ vocabularies, and knowledge about the way how to write a text, and it was caused by teacher’s teaching strategy in teaching writing. The teacher taught them by using conventional strategy and focus on the theory, it caused the students be

bored and did not give full attention during teaching learning process. Strategy is one of the important factors to make the good plane to reach out the objectives of teaching learning process. According to Chamot in Douglas Brown, He explained that strategy as the procedures that make the learning be easy. It means the good strategy for teaching is needed to help students to increase the students’ ability. There are so many active learning strategy can be used in teaching learning process, such as Guided Teaching, Information Search, How To Make It Game, Point Counter Point, Mind Maps, Writing In The Here and Now, Imagine, Learning Journal, In The News, Group to Group, The Power of Two, The Study Group, Practice-rehearsal Pairs strategy, etc. In teaching learning process, strategy is very important to create the class be more effective and efficient. It is used for improving students’ motivation and concentration during teaching learning process in order to increase the students’ writing ability. Because of that, teacher should choose appropriate strategy in teaching. How to make it Game is one of the active learning strategies can be used in teaching writing especially for writing procedure text. In how to make it game, the students was divided into some groups. Every group was given an opportunity for choosing lottery paper. They was given the time for discussing and examine the process of the product that would be made. Every group was represented by one or two students, and was given the time for telling the steps in making the product. 29


Therefore, the researcher was interested in conducting a research to know whether by implementing how to make it game can increase the students’ ability in understanding procedure text. Based on the background described above the research entitled ”The Effect of Using How to Make It Game to Increase Students’ achievement in Comprehending Procedural Text”. 2. Literature Review How to Make It Game How to make it game is the simple strategy for practicing students’ comprehension for recounting a process, in writing form. The purpose is to practice students explain a process in English especially in writing form, and also to practice reveal something as pull out and students’ logic could be imagined. The step of using how to make it game: (a) the students will be divided into some groups; (b) every group is given an opportunity for choosing lottery paper. They are given the time for discussing examine the process the product made. And every student must write it on their each paper, The process that must be recounted is start from beginning till finish; (c) every group is represented by one or two persons, will be given time for telling their work steps in making the product by anything tool, how to wear the tool also the process. Procedural Text According to Pardiyono (2007: 125) procedural text is describes the steps for thins in sequent steps by using imperative sentence, and it is important in our life because it enables us to do or to make something based on the given instruction. Procedureis the set of steps which should be completed in the right sequence to get the goal. In our daily life, we often have to perform some steps to make or get something done. For example, early in the morning, you help your mother prepare cups of tea for all members of your family. In making cups of tea, you have to follow certain procedure in order to get a nice drink. Most of our daily activities are related with procedures. It’s the reason you should understand what a procedure text is, how to make and use it. According to Pardiyono (2007) in writing procedutal text should be attention some rules. A. Sosical Function To describe how something is accomplished through a sequence of actions or steps. B. Generic Structure of procedure 1) Goal : Title of the text (especially for a recipe)

2) Materials : Optional, not for all procedural texts 3) Steps : a series steps oriented to achieving the Goal C. Significant Lexicogrammatical Features 1) Focus on generalized human agents. 2) Use of Simple present tense, often imperative. 3) Use mainly of temporal conjunctions (or numbering to indicate sequence) 4) Use mainly of material processes. a. As the sentence introducers (sequencers) especially in spoken text: First … Firstly … Second … Secondly … Then … Thirdly … After that … Afterwards … Finally … Lastly … e.g. Firstly, prepare some water! b. As time introducers, especially in written text … before … After … When … While … … until … During … e.g. While you are boiling the water, grind the chilies, onions and salt.

Example: The Way to Activate The Hand phone Nowadays, we need a hand phone to connect to our colleagues. We can get it easily in the shop. When we buy it we shall get a hand phone, a SIM card, a battery and a charger. 1) First, open the cover of the hand phone. 2) Second, insert the SIM card after being installed. 3) Third, insert the battery inside. 4) Fourth, close the battery with a cover of hand phone. 5) Fifth, connect the lead from the charger to the bottom of the phone. 6) Sixth, connect the charger to an AC wall outlet. Charging the battery supplied with the phone may take four up to six hours. 7) Seventh, when the battery is fully charged, the bar stops scrolling. Disconnect the charger from the AC outlet and the phone. Then, we are ready to make a phone call. 3. Method This research was designed by using quantitative method. According (Sugiyono, 2009:125) “Quantitative method is used to research 30


the certain population and sample and the analysis of the data was used the statistical analysis in order to measure the certain hypothesis. This research was conducted in experimental design. Experimental research is used to establish cause and effect by manipulating an independent variable. Ary (2010: 24) says that the experimental research involves a study of the effect of the systematic manipulation of one variable on another variable. It is a design in which the writer manipulates at least one independent variable and its effect on one dependent variable. This research was conducted at SMP YP IRA MEDAN, Jalan Pertiwi No. 111/53 B. the researcher found that the students’ achievement in learning English were still low, especially in learning procedural text. So, it is needed to find out the effect of using how to make it game to increase students’ achievement in comprehending procedural text.

This experimental design is to show whether using how to make it game was a better method for the students in learning writing than conventional. The sample of this study consist of two groups; experimental and control group that was taught by using different treatment. It can be seen from the following table:

Population and Sample According to Arikunto (2010: 173), “Population is a set (of collection)of all elements processing one more attributes of interest”. The population of this research was conducted in second year students of academic 2014/2015 of SMP Swasta IRA Medan , which concsist of two classes. The total numbers 60 students and divided into 2 classes. All the students was taken as the sample by using total sampling. According to Arikunto (2010: 174), “If the population of this research is less than 100, it is better to include all of them as the sample.”

Table 3.1 Population and Sample

No

Class

Population

Sample

1

VIII-A

30

30

2

VIII-B

30

30

60

60

Total

Research Design The study was conducted by using an experimental design that is a research to test and prove a hypothesis by giving treatment the sample.

Table 3.2 Research design for experimental group and control group Group

Pretest

Treatment

Posttest

Experimental (X)

√

Using How to Make it Game

√

Control (Y)

√

Using Conventional

√

Experimental (X) is the class which received by using how to make it game in teaching writing, and control (Y) is the class which received by using conventional method in teaching writing. The procedure of research was divided into three components. They are pre-test, treatment and posttest. 1. Pre-test Pre-test was given to the class before giving the treatment or teaching presentation. It is meant to find out the homogeneity of the sample. It was done by hoping that the result of the test can be concluded that the students are homogeneous. 2. Treatment Treatment was given to the experimental group for six meetings. Each meeting will be delivered based on agreement between teacher and researcher. The experimental group was taught by using How to Make it Game, while the control group was taught by without using How to Make it Game. Roles of each teacher and students are given procedurally and must be followed step by step to deal with the gam proposed. The steps of experimental group and control group are depicted in table 3.3 which portray the sequential activities conducted pre, during, and post treatment.

31


Table 3.3 Treatment in experimental and control group Meeting

Experimental group (X)

1

1.

(first)

2. 3. 4.

5. 6. 7. 2

Teacher great the student to open the class. Teacher gave pre-test. Teacher collected the answers sheets of students. Teacher calculated the score.

Teacher distributed the material (procedure text). Teacher explained and gives another example about writing procedural text. The teacher begun by divided the students into some groups than give each group a packaging product

Control Group (Y) 1. 2. 3. 4.

Teacher greats the student to open the class. Teacher gives pre-test. Teacher collected the answerssheets of students. Teacher calculates the score.

5.

Teacher distributes the material (procedure text). The teacher asks the students to write procedure text. The students asks to find out the difficult words by checking the dictionary. The student sasks to translate the text and try to comprehend the text.

6. 7. 8.

(second) 8. 9. 10.

11.

12. 13. 14.

15. 16.

17. 18.

The packaging product was used as the instruction what should they do Every students in a group should write the test. Teacher explain the purpose of giving the packaging product as material for making the procedural text. After finishing every leader of the group should presented their answer based on the title that given. The teacher gave the comment about student’s performance Students gave attention to the teacher’s explanation. Teacher asked the students to write procedure text and during writing, the teacher asks them often to stop to consider what is important to remember. Teacher asked the students to reflect on them Teacher asked the students to write a simple summary based on the test that they made. First in small groups, then with partners, and eventually independently. Students wrote a simple summary based on the test they make. Teacher discussed with the students about the summary that they make.

32

19.

20.

21.

22.

The 3rd International Conference on Language and Education 2017 Association of Language Teachers in Southeast Asian (ALTSA) Teacher gave time to the students to asks about the lesson which they do not understand yet. The teacher asked the students to answer the questions then evaluate the students’ work. Same as the second meeting but different in material, in second meeting about 9. The teacher discuss the text with students. writing procedure text but different 10. The students asks to answer the questions and subject. teacher evaluate the students’ work. Teacher gave the direction related to the 11. Same as the second meeting but different in material, in second meeting about writing post-test. procedure text in different subject. 12. Teacher gives the direction related to the posttest.

23. Teacher gave post-test. 24. Teachers collected the answer sheet of the students. 25. Teacher calculated the score.

13. Teacher gives post-test. 14. Teachers collect the answer sheet of the students. 15. Teacher calculate the score.

3 (third)

33


4 (fourth)

Post-test After conducting the treatment, a post-test was given to the students. The post-test function’s is to know whether the treatment give the effect or not on the students’ achievement in comprehending procedural text. Also, in the experimental and control group, a post-test was administrated. The administrating of the post-test is mean to find out the differences scores of both experimental and control group before and after treatment. Technique for Collecting the Data To collect the data of the research, the researcher will use some steps: a. Giving pre-test to both of the groups. b. Giving treatment 1. Experimental group (VIII-A) : Using How to Make it Game 2. Control group (VIII-B) : Using Conventional Method c. Giving post-test with the similar test to both of the groups. Technique of Analyzing the Data After collecting the data from the test, the data were analyzed by following procedure: 1. Analyze the data 2. Scoring the students’ answer for correct answer and wrong answer 3. Listing the score into tables, first for the experimental group scores and the second for the countrol group scores. 4. Determining the equation of linier regression, by using the formula (Sudjana, 2002:312) Y= a+bx where a and b is getting by

b=

!!! !

!!

a=

! !

!!! ! !

!

!!

!!! !

!!! !

!! !! !!

!! !

!

!

!! !

5. Determining coefficient r2 by formulation :

=

! !"#! !

! ! !

!

! ! !

(Sudjana, 2002: 370)

6. Examining the statistical hypothesis P ≠there is significant effect of Spalding Method on the students’ achievement in reading comprehension. H0 : P = 0 there is no significant effect of Spalding Method on the students’ achievement in reading comprehension With the criteria examination, Ho is Ha :

!

!

!

accepted if, -t 1 2.048 so Ho is rejected. It means that Ha is accepted. The effect of X variable toward Y variable or the effect of How to Make It Game is 73% and 27% was influenced by another factors. 5. Conclusion Based on the data analysis and discussion, there were some conclution: 1. Based on the findings, it was found there was effect of using How to make it game in writing 34


procedure text, which was proved from the result of the pre-test before gave treatment was 1706 and the post-test after gave the treatment was 2294 and found that the thit > ttable or 3.174 > 2.048. it means that was significant effect toward the students’ ability in writing procedure text by using how to make it game. 2. The result from students who were taught by using how to make it game got higher, because the students taught by using how to make it getting better sin writing procedure text. This mean that there was a significant effect of using how to make it game in writing procedure text. Suggestion Related to the conclution above, some suggestions are stated as the following : 1. The English teacher can apply how to make it game in writing procedure text, the teacher can be easier to organize and the tecnique instruction in teaching English. 2. The students are expected to use how to make it game by themselves to encourage thier confidance in order to improve thier achievement in writing test. 3. It is suggested to the other reseachers use these findings as source of information for futher related studies. 6. References Arikunto, S. (2006). Prosedur Penelitian Suatu Pendekatan Praktik. Rineka Cipta: Jakarta Arikunto, S. (2010). Penelitian Tindakan Kelas. Bumi Aksara: Jakarta Brown, H.D. (2008). Prinsip Pembelajaran dan Pengajaran Bahasa. Penerjemah: Noor Cholis&Yusi Avianto: Jakarta. Brown, H.D. (2000). Principles of Language Learning and Teaching Fourth Edition. Longman : San Francisco State University. Dessy, D. (2008). 50 Games For Fun Belajar Berbahasa Inggris Dengan Lebih Menyenangkan. CV. ANDI OFFSET: Yogyakarta. Harmer, J. (2001). The Practice of English Language Teaching. London: AddisonbWesley sLongman: London.

Gerot, L. & Wignell, P. (1994). Making Sense of Functional Grammar. GerdStaler: Australia. Kunandar. (2008). Langkah Mudah Penelitian Tindakan Kelas. PT RAJAGRAFINDO PERSADA: Jakarta. Kreml, N.M. (2004). The User’s Guide to College Writing, Reading, analyzing, and Writing. Longman: New York. Nunan, D. (2003). Practical English Language Teaching. NY : McGraw-Hill. Oshima, A. and Ann, H .(1981). Writing Academic English. Longman: New York. Oxford Dictionary. (2003). Oxford Learner’s Pocket Dictionary. new edition: New York. Pardiyono. (2007). Pasti Bisa! Teaching GenreBased Writing. CV. ANDI OFFSET : Yogyakarta. Rochiati W. (2008). Metode Pnelitian Tindakan Kelas. Remaja rosdakarya: Bandung. Salim & Sahrum. (2010). Metode Penelitian Kualitatif. Citapustaka Media: Bandung.

Silberman, M.L.. (2009). Active Learning 101 Strategi Pmebelajaran Aktif, Penerjemah: Sarjuli. Pustaka Insan Madani: Yogyakarta. Suhardjono. (2010). Penelitian Tindakan Kelas. Bumi Aksara: Bandung. Weigle, S.C. ( 2002). Assessing Writing. Cambridge University Press: United Kingdom. Http://bahasa.kompasiana.com/2011/01/17/procedu re-text/ (accessed on March 9 th2014) Http://en.wikipedia.org/wiki/Interview on 18th March 2014)

(Accessed

Http://www.creativityatwork.com/2014/02/17/what -is-creativity/ (Accessed on 25th May 2014) Http://plpnetwork.com/2012/06/05/encouragingteachers-teach-creativity/ (Accessed on 25th May 2014).

35


The Students’ Grammatical Errors in Writing Recount Text Yuliana Ridwan, Nurul Hasanah, Sactica Oktavyani Sagala

State University of Medan Abstract The aims of this study were to know what kinds of grammatical errors made by the students in writing recount text and to know what the dominant error of the students in writing recount text. There were six kinds of grammatical errors that made by the students in writing recount text namely: errors in past tense were 96 or 41,73 %, errors in verb to be were 60 or 26,09 %, errors in preposition 20 or 8,69 %, errors in pronoun were 18 or 7,82 %, errors in capital letter were 20 or 8,69 %, errors in article were 16 or 6,95 %. The dominant type of grammatical errors was past tense ( 96 or 41,73% ). It can be said because all of the students nearly made this error. There are 46 students did this errors. The others are only 14 students that did not make this error. Keywords : Grammatical errors, Recount text, Dominant type. 1. Introduction According to the curriculum 2013, the objectives of writing in Senior High School is the studentsare expected to be able to identify the social function, the structure of the text and linguistic elements of oral and written text to describe the public buildings are close to the daily lives of young people correctly and the students are able to make oral and written text to mention the names of animals, object, and public buildingsare close to the daily lives of young people, with the linguistic elementcorrectly and in appropriate context. Based on the curriculum above, the researcher can conclude that the objective of writing text especially in recount text is the students were able to retell the story, experience, events and their activity in the past. The purpose of the recount text itself is to inform or to entertain the audiences and to express their ideas, feeling, and thinking. To achieve the objective of writing above, the students should have knowledge, skill, emotion, and spiritual in writing. All of the items were very important and if they put all of them together in their writing, it can make their writing better. All the items can influences the quality of the student’s writing. Knowledge in writing means that the students should know about vocabulary, punctuation, spelling, and including grammar. If they have known about all of that, it can make the students easy to write everything. From the knowledge itself, it can determine the quality of the students’ writing. Good knowledge automatically their writing good also. Grammar is the set of language rules that we use to create phrases and sentences that convey meaning. Grammar is useful to write because

without we do not know about grammar, it can make us difficult to express our ideas, feeling, thinking, etc. Grammar is the important part in writing. If their ability in grammar is good, it can give the influence of their ability in writing. Grammar is very important in writing including writing recount text. For example :I and my familyvisit my grandmother last month. From the example above, we know that the sentences above use verb1 it means that the sentence is wrong, the sentence is error in grammatical especially in verb. In writing recount text the students should use verb2 because recount text using simple past tense. The right sentences should bewrite like this :I and my family visited my grandmother last month. That’s why the researcher want to conduct a research with the title “ The Students’ Grammatical Errors in Writing Recount Text of The Second Year Student at Madrasah Aliyahpab-2 Helvetia in 2015/2016 Academic Year”. Based on the background of the study, there are many aspects to be researched about writing recount text. Those are: (1). The students have studied about grammar but their ability at writing grammatically is still low. (2). Thestudents have learned grammar but they merely write less. (3). The teacher has been used various method and method in teaching writing grammatically but the students still have low ability in writing grammatically. (4). Thestudents’ interest in learning grammar is still less because the teacher only use the boring method and not effective in teaching writing. According to Henry Guntur Tarigan and Djago Tarigan, types of error divided into four namely:Errors that are " omission " is characterized 36


by " the absence of something that should be in a good speech and true. The example of error of omission especially omission of articlescan be seen in the following sentence: “ Why do you need hundred dollars?”(incorrect) The sentence above is not correct because the students miss the articles. It can be happen because they not master yet about how to use the articles in the sentence. The correct one can be seen in the following sentence: “Why do you need a hundred dollars?” (correct) Writing is one of the language skills which is important in our life. Through writing, we can inform others, carry out transaction, persuade, infuriate, and tell what we feel. However, we know that writing or learning to write especially in a second language is not simply a matter of “writing things done”. It is one of the four basic skills (listening, reading, speaking, writing) that are very complex and difficult to learn 2. METHOD This research was conducted at Madrasah Aliyah PAB 2 Helvetia. It was done in March. I choose this location because : (1). The researcher found the problem which is related to the title of this research. (2). The research location is very near from my house. (3). Thisskripsi has never been done before, so the researcher is interested in observing this problem deeply. By doing this research the researcher hopes can give the contribution and problem solving. So the teacher will get a new method to teach their students especially grammar subject. According to Sudjana : A population as any group of individual that have one or more characteristic in common that are interest to the researcher. The population may be all individuals of a particular type or more restricted part of group. Population in this research are the total of the students in the second year of MAS PAB 2 Helvetia. There are two parallel classes. The total number are 60 students, 30 students from class XI IPAand 30 students from class XI IPA2 and they will be a population in this research. In selecting sample the researcher use total sampling by taken all of the population as the sample. In the second year student of MAS PAB 2 Helvetia consist of two classes and both of them will become a sample of this research, because the number of population is less than one hundred. The method that used in this research is descriptive quantitative method. According to Borg (1982:129), descriptive method is aimed at describing the characteristic of subject of the

science. The qualitative research will be used to find out the types and the dominant types of errors. The quantitative research had been used to find the percentages of dominant type of errors. It is applied to answer the problems of the study presented in chapter one. In this study, the researcher will use interview and writing test as the instrument in getting the information in this study. As Kvaleremarks, as an interview, an interchange of views between two or more people on a topic of mutual interest, sees the centrality of human interaction for knowledge production, and emphasizes the social situations of research data. In this research, I used structured interview for study, first the researcher asked the headmaster to search the information about the situation of MAS PAB 2 Helvetia and then the researcher asked the English teacher to acquire more information about the situation in the class during teaching learning process especially in learning grammar and the researcher asked the students to know about their feeling in learning English, especially in learning grammar. A test, in simple term, is a method of measuring a person's ability, knowledge, or performance in a given domain. The instrument of collecting data in this study is writing test. The writing test is constructed by the researcher. The test consist of the written test in essay that given by the researcher. The students were asked to tell their experience. Then they were asked to retell about their activity and action in the past. The data will be analysis by the following procedure: (1). Identifying the errors it means all the grammatical errors in writing recount text are identified by circling them. (2). Look for error patterns. (3). Look for exception to error patterns. (4). Classifying the errors. (5). Getting the percentage of the error by using the following formula : The formula is ! N = 𝑥 100 % ! Where N = The error percentage X = The number of subcategory error Y = The total number of subcategories error 100 =Constantvalue 3. RESULT In general, there are two findings of this research. (1). Kinds of the students’ grammatical error. (2). The dominant grammatical error. Besides that the researcher also attach the total numbers of

37


students’ grammatical errors that made by the student. In discussion will present students’ problem that happen in writing recount text and tell the dominant errors of their grammatical that they made when they wrote the text. There are six kinds of the students grammatical errors:(1). Error in writing the simple past tense,(2).Error in writing verb,(3).Error in writing preposition,(4).Error in writing pronoun,(5). Error in writing capital letter, and (6). Error in writing article. On the other hand, in Indonesian grammar, the use of tenses which happen in different situation is not different. So that in both English and Indonesian grammar, students always do inference in writing of a target language ( English ). Beside of the difference of English and Indonesian grammatical that made the students did this error and interference, their motivation to repair their lack of knowledge in grammatical is low. They seldom to do practicing in writing recount text. For all these problems, according to the researcher, all of their errors that happened can be regarded as repairing for a best result of learning in the future. It can be done by giving motivation for the students and always do practicing in writing recount text. Beside of motivation and practice, methods of teaching from teacher are also needed. Based on research finding, it can be concluded that : (1). There were six kinds of grammatical errors that made by the students in writing recount text namely: errors in past tense were 96 or 41,73 %, errors in verb to be were 60 or 26,09 %, errors in preposition 20 or 8,69 %, errors in pronoun were 18 or 7,82 %, errors in capital letter were 20 or 8,69 %, errors in article were 16 or 6,95 %. (2). The dominant type of grammatical errors was past tense ( 96 or 41,73% ). It can be said because all of the students nearly made this error. There are 46 students did this errors. The others are only 14 students that did not make this error.

4. References Byrne, D. (2002). Teaching Writing Skill. Singapore: Four Strong Printing Company Corder, S.P. (1974).Error Analysis in Allen, J.L.P. and Corder, S.P. (eds) Techniques in Applied Linguistics. Oxford. Oxford University Press. p. 125. Dalman. (2014). KeterampilanMenulis. Jakarta: PT Raja Grafindo Persada. Dewi, U. (2013). How to Write. Medan: La-Tansa Press. Ellis, R. (1994). The Study of Second Language Acquisition.Oxford: Oxford University Press. p. 700 ( accessesed at 14 january 2014 at 5.30 A.M) (https://en.wikipedia.org/wiki/Error_%28ling uistics%29 Kleiser, G. (2005). Common Errors in English.New Delhi: Chaman Enterprises. Pardiyono. (2007). PastiBisa! Teaching Genre Based Writing. Yogyakarta :CV.Andi Siahaan, S., & Kisno, S. (2008). Generic Text Structure. Yogyakarta: Graha Ilmu. Snow, D. (2007). From Language Learner to Language Teacher. USA: McNaughton& Gunn Sudjana. (1981). MetodeStatistika. Bandung: Tari

38


The Implementation of the Halaqah Method at Madrasah Al-Rahmaniah Pondok Lubuk Tapah, Pasir Mas, Kelantan MOHD ZAHIRWAN HALIM BIN ZAINAL ABIDIN1 NOR AILEEN IBRAHIM2 HUZAIMAH ISMAIL3 MOHD ASMADI YAKOB4 HAMDI RAHMAN BIN MOHD YAACOB5 Academy of Islamic Contemporary Studies1,5 Universiti Teknologi MARA Perak Branch, Seri Iskandar, 32610, Bandar Baru Seri Iskandar, Perak, Malaysia Academy of Language Studies2 Universiti Teknologi MARA Perak Branch, Seri Iskandar, 32610, Bandar Baru Seri Iskandar, Perak, Malaysia Academy of Islamic Contemporary Studies3,4 Universiti Teknologi MARA 40450, Shah Alam, Selangor, Malaysia [email protected]

Abstract The pondok learning institution contributes in the development of Islamic education especially in Malaysia and theMalay Archipelago. The pondok learning institution is well-known for its halaqah method that has been used through the years. One of the more active pondok institutions that has maintained the use of the halaqah method isMadrasah al-Rahmaniah or better known as Pondok Lubuk Tapah, Pasir Mas, Kelantan.The objectives of this study are to study the implementation of the halaqah method in Islamic education and to review the implementation of the halaqah method at Madrasah al-Rahmaniah, Pondok Lubuk Tapah.This study used the qualitative method that includes library and field research. The results of the study revealed that the halaqah method is still being used at Madrasah al-Rahmaniah Pondok Lubuk Tapah. Even in these changing times with the modernization of the education system particularly Islamic education, the halaqah method seems to have a special place in Islamic education since the time of Prophet Muhammad (pbuh). As a centre of Islamic education, the pondok learning institution and its many learning methods that has been preserved through the years has resulted in many renowned Islamic scholars. In addition, the pondok learning institution has contributed in terms of intellectual pursuits, missionary activities and the development of Islamic knowledge to the Muslim community through the years. Keywords: implementation, halaqah, Islamic education 1. Introduction The teaching method used by a teacher serves as a means of imparting knowledge to students and a mode of interaction between them. An effective teaching method enablesstudents to acquire knowledge and skills, change the behaviour, and evoke interest and potential of the students. An effective teaching method is one of the ways to attain a desired outcome although it is inconclusive as to which method is deemed the best (Ishak,1995). The methodology or technique used

in the teaching and learning process is important in ensuring students are interested in the subject matter and also are able to master and apply the knowledge. This is vital because the interest in Islamic studies is waning. The application of the appropriate teaching and learning method is crucial because it helps students not only to improve themselves but also pave the way in the development of a character that is dynamic, holistic, filled with integrity, and highly skilled in various aspects (Tengku Kasim & Che Husain, 2008). 39


2. Literature Review The umumi method is the earliest method used in the Islamic education system and it was established by Prophet Muhammad (pbuh). The characteristics of the umumi method include being opened to the general public, does not have a specific curriculum, the learning time is determined by the teacher and the learning venue or classroom is shared by all. The approach used is the halaqah method whereby the students will be seated around the teacher in a circle or semi-circle (Ismail, & Othman,2015). According to the Mu’jam al-Wasit dictionary, halaqa or halqah means a religious gathering or study circle whereby the students learn from the halaqah of a teacher. It also can be defined as a religious gathering conducted in talaqqi in a halaqah of a teacher (Anis, alSawalihi, Muntasar, Ahmad, 1972). However according to the Munjid dictionary, halqah or its plural form halaqa and halaqat means that an individual is learning in a group while seating in a circle (al-Munjid fi al-Lughah wa al-Adab wa alUlum, 1927 ). Prophet Muhammad (pbuh) had used numerous methodologies or pedagogies in imparting Islamic knowledge to the Muslim community such as tutorials, lectures, narration, question and answer and also activities (Jaafar& Tamuri, 2012). The halaqah method was the first Islamic learning method established in 610M that focused on the development of good character in line with Islamic values and upholding true Islamic teachings (Haji Ahmad, 1984). Prophet Muhammad (pbuh) had propagated the divine revelations to his close companions by using the halaqah method. Among these companions was al-Arqam bin Abi alArqam. The home of al-Arqam bin Abi al-Arqam was a well-known halaqahamong the companions in the earliest stage of the spread of Islam (Baharudin;Mohd. Jailani;Sumari,2013). There is a hadith by the Prophet Muhammad (pbuh) about the benefits of halaqah especially in religious gatherings. Some of the benefits include: ‫ﻝلُﻮ‬ َ ‫ﺳ‬ َ ‫ﻋْﻪﮫ َُﺃأﻥنﱠﺭر‬ ‫ﷲﱠُ َﻨ‬ ِ‫ﺿ‬ ‫ﻲ‬ َ‫ﻚٍﻟﺭر‬ ِ ‫ﺲَﺑْﻦِ ﻣَﺎ‬ ِ ‫ﻋَ ﺃأَﻧ‬ ‫ﻦ‬ ْ ُ‫ﻝلَ َﺫذﺇإِ ﻣَﺍاَﺭرْﺮ ْﻢﺗ‬ ‫ﺳﻭوَﻠﱠﻢَ َﻗَ ﺎ‬ ‫ﷲﻋﻠَ ِﻴﯿْﻪﮫ‬ ُ‫ﻰ ﱠ‬ ‫ﺻَ ﻠﱠ‬ ِ‫ﷲﱠ‬ ‫ﺠَﻟﻨﱠ ِﻓﺔ َﺎﺭرْﺗَ ﺍاﻮﻌُ ﺎﻗَﻟُﻮﺍا ﻣﻭوَﺭرَﺎﻳﯾِﺽضَُﺎ‬ ْ ‫ﺽضِ ﺍا‬ ‫ﺑﺮِﻳﯾ َﺎ‬ ‫ﺠﻟْﱠﺔِﻨ ﻗَﺎﻝلَﺣِﻠﻖَُ ﺬﱢﻟﺍا ِﻛْﺮ‬ َ ‫ﺍا‬

Anas bin Malik [may Allah be pleased with him] narrated that Prophet Muhammad (peace be uponhim) said:“When you pass by the gardens of Paradise, do it

gladly.” They said: “And what are the gardens of Paradise?” He said: “The circles of remembrance or halaqah.”(Riwayat al-Tirmidzi, hadith no. 3510).

Halaqah is a learning method that requires students to be seated in a circle or semi-circle and this method was used in religious study centres particularly in Makkah in the past. There were also some halaqah where the teacher is seated in the centre. In the beginning, the halaqah method was mainly used at Masjidil Haram and Masjid Nabawi and was integrated into the education system of the pondok institution in the Malay Archipelago (Hayimasae, 2013; Abdul Hamid, 2010). The halaqah method is practised in the pondok learning institution in the Malay Archipelago as the main teaching and learning method in its education system. The pondok system in Malaysia is a learning method where students would be sitting in a circle with their books or texts while the teacher is sitting in the middle. This system has been in place since Islam was revealed and the term halaqah is used to refer to students in a study circle with the teacher being the focus ( Osman, & Deraman, 2000). Through the use of the halaqah method, the teacher teaches while refering to religious texts and the students take notes and focus on what was being taught (Muhammad Zin, 2005). 3. Research Methodology This study used qualitative method that focuses on the analysis of documents, observations and interviews. The observation technique used was participant observation that allows the identification of the subject of the study as proposed by Denzin and Lincoln. The researcher is able to insinuate into the group of informants with their consent and observe the real situation (Darussalam, & Hussin, 2016). On the other hand, interviews were conducted to gain information based on facts, trust, feelings and needs of the research in question (Konting, 2000). A semistructured interview was conducted where the questions were prepared in advance. This would allow the researcher the freedom to adapt the questions according to the situation and gain the desired response from the respondents. The questions in semi-structure interviews can be added, reduced, modified and arranged in a way that will enable the respondents to fully understand the question being asked (Piau, 2011).

40


4. Discussion Pondok Lubuk Tapah or known asMadrasah al-Rahmaniah Pondok Lubuk Tapah (MRPLT) was established by al-Marhum Tuan Guru Haji Ab. Rahman bin Che Wan Senik (19021989 M) in the year 1931/32 M. MRPLT is located in Kampung Lubuk Tapah which is four kilometres away from Pasir Mas and 16 kilometres from Kota Bharu.

MRPLT is one of the oldest pondokinstitution in Malaysia that has remained active and still operates as an Islamic centre of education in Kelantan (Mohd Faizal Bin Jusuh, Interview, 22 Mac 2017). It is opened to all and does not impose any restrictions or any age limit. It was observed that the students were 10 years old and above. The number of students and teachers at MRPLT in the year 2017 are as follows.

Table 1. Number of Students and Teachers in the year 2017 NUMBER OF NUMBER OF GENDER STUDENTS TEACHERS

MALE

100

31

FEMALE

150

6

TOTAL

250

37

Source: MRPLT Administrative office At present, MRPLT is under the administration of Ustaz Dr. Luqman Abdullah, a lecturer from the Islamic Studies Academy of University Malaya, who happens to be the grandson of Tuan Guru Haji Ab. Rahman (19021989 M). 4.1 The Education System at MRPLT The classes at MRPLT are divided into two modes which are general (umumi) and specific (nizami). The learning method being applied is the halaqah method by reading the religious text and the students conductingdhabit related to the lesson being discussed at the moment (Mohd Faizal Bin Jusuh, Interview, 22th March2017 ).Some of the religious texts used are al-Safinah al-

Naja,Munniyat al-Musalli (Fiqh), Matn alAjrumiyyah ( Nahu ), Cure for the Heart,Durrat alNasihin ( Tasawwuf ) and also Tafsir al-Jalalain ( Tafsir ).Besides focusing on Quranic studies, students were also taughtUsuluddin, Fiqh, Tafsir, Nahu dan Tasawwuf.Among the religious texts being taught include Persediaan Bagi Sekalian Mukallaf, al-Durr al-Thamin ( Tauhid ), Pedoman Sembahyang Berjemaah, Hidayat al-Sibyan, Muniyyat al-Musalli,Manhaj al-Talibin, Matla’ alBadrain wa Majma’ al-Bahrain, al-Mahalli ( Fiqh ), Pelita Penuntut, Penawar Bagi Hati, Kitab Hikam ( Tasawwuf ), Matn al-Ajrumiyah ( Nahu ), Tafsir Nur Ehsan dan Tafsir al-Nasafi ( Tafsir ), Sunan Abi Daud ( Hadith ), al-Ibriz al-Sarfi ( Saraf ) and al-Luma fi Usul al-Fiqh ( Usul Fiqh ).

4.2 The Observation Chart of the Halaqah Method at MRPLT Table 2. 1st Observation Chart: ( Lebar, O., 2017 ) Wednesday, 22 March 2017, 2.00-3.20 p.m. at MRPLT

Observation

Comments of the Observer

-There are about 60 students that comprise of male and female students.

The learning method is the umumi method.

- Students form a halaqah where they 41


-The halaqah was conducted in the mosque

are closely seated in a cross-legged position facing the teacher in a semicircle while referring to their respective texts.

- Some students position their text on their lap, the floor and the rehal while doing the dhabit in full concentration. - The mosque is located in the centre of MRPLT, Pasir Mas, Kelantan. This mosque is equipped with an efficient sound system.

- The teacher explained the contents of the text explicitly line by line.

-The halaqah ran smoothly without any problems.

Table 3. 2nd Observation Chart: ( Lebar, O., 2017 ) Tuesday, 11th April 2017, 5.00-6.05 p.m. at MRPLT

Observation

Comments by the Observer

- There were about 30 male students, 4 Mutalaah Heads and 1 teacher.

- The learning method being applied is the umumi method.

- The halaqah was conducted in the mosque, There are 5 Quranic halaqah led by a teacher and 4 Mutalaah Heads. Each halaqah had 4 to 7 students.

-The teacher and Mutalaah Head is in the centre of the halaqah. Normally,they would leanagainst the pillar or the wall while listening to the Quranic recitation of the students.

- The teacher and the Mutalaah Head gave constructive comments and also corrected the pronunciation of each student after having listened to their Quranic recitation.

- The Quranic halaqah ran smoothly.

42


4.3 Matters related to the Implementation of the Halaqah Method at MRPLT Table 4. Observation Result NO.

FREQUENCY EVENTS THAT TOOK PLACE DURING THE OBSERVATION

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

REALLY AGREE

Students and teachers were punctual for the halaqah The teacher recited a prayer, surah alFatihah and invoked blessings upon Prophet Muhammad (pbuh) before the start of the halaqah to get the blessings from Allah. The students are seated on the floor in a semi-circle or circle while being guided by their teacher. Students and teachers have their own religious text to refer to during the learning session.

P

P

P

P

P

The students paid full attention to their text while their teacher was reading the text.

P

The students had done dhabit in their note book or text based on the elaboration done by their teacher.

P

The students paid full attention during the halaqah learning session. Students are well-mannered and show great respect to their teacher during the halaqah session. There were students who were seen to be chit-chatting or sleeping during the halaqah session.

DISAGREE

P

The teacher will revise the previous lesson before proceeding with the lesson at hand. The teacher explains the contents of the text explicitly while elaborating its meaning.

AGREE

P

P

P 43


12.

13.

14.

15.

There was interaction between the teacher and students where students asked a lot of questions during the halaqah.

P

There was a question and answer session after the halaqah ended. Teaching aids were used during the halaqah session. In general, students paid full attention to their lessons during the halaqah session.

P .

P

P

4.4 The Interview Responses of the Informan Duration of Study at MRPLT Table 5. 1st Interview Chart : The Duration of the Halaqah session at MRPLT

Informant

Teacher 1

Student 1

( Pondok Lubuk Tapah / 22 March 2017 )


•

The halaqah learning session was conducted either in the morning, evening or at night.

•

The learning session is after dawn prayers (Quranic studies), after Dhuha ( religious text studies), after Zohor (religious text studies), after Asar (Quranic studies), after Maghrib (religious text studies) and after Isyak (Quranic studies)

Duration of Study

4.4.2

•

Nizami studies( After Subuh, Dhuha dan Isyak)

•

Umumilearning method (after Zohor, Asar and Maghrib)

•

The halaqah session lasted 1 hour

•

In the morning students study the al-Quran, while in the afternoon they study the Jawi and Arabic texts.

•

The learning session with the Mutalaah Headbegan after Isyak usually at 10 p.m. The session is conducted 5 days a week according to the schedule of the Mutalaah Head and focused mainly on the Jawi text. The learning session of the Arabic text was mainly conducted by the teacher.

The Way the Halaqah is Conducted Table 6. 2nd Interview Chart : The Way the Halaqah is Conducted at MRPLT 44


Informant

Teacher 1

Student 1



•

The Way the Halaqah is Conducted

4.4.3

The halaqah learning method is the main method used

•

There are many lessons being conducted at the mosque

•

There is not lesson conducted in the classrooms

•

The halaqah sessions are conducted either at the mosque or classrooms.

•

There is a thorough study of the text.

•

The teacher gives a detailed and in-depth explanation

•

The teacher elaborates the contents of the text line by line explicitly

•

•

The students sit in a cross-legged position either encircling or facing the teacher

The teacher check the comprehension level of the students by asking them questions

•

Students are not allowed to talk during the halaqah. They will be scolded by the teacher if caught doing so

•

If there are any questions regarding the lesson, it will be askedafter the lesson ends either verbally or in written form (usually done by the female students)

•

Students took notes during the learning session which is usually done at the corner or side of the text (dhabit) for fearing they might forget what has been taught by their teacher.

•

Senior was appointed as the Mutalaah Heads to teach the beginners or junior students in all subjects based on the Jawi text.

•

The number of students are not limited

•

There is usually a question and answer session after the learning session ends

Types of Halaqah learning sessions Table 7. Calibri (Body)

45


Informant

Types of Halaqah learning sessions

4.4.4

Teacher 1

Student 1

(Pondok Lubuk Tapah / 22 March 2017)

(Pondok Lubuk Tapah / 22 March 2017 )

•

During the halaqah, a study on the turath text either the Jawi or Arabic text and a study of the al-Quran was conducted

•

During the halaqah a study on the jawi writing text, fardhu ain and understanding the contents of the text was conducted

•

It was conducted during the umumi and nizami learning session

•

The study of turath textswere conducted

•

The texts that were studied are Fiqh, Usuluddin and Tasawuf texts

•

The halaqah method was conducted during the umumi and nizami learning session

The Benefits of the Halaqah Method Table 8. 4th Interview Chart : The Benefits of the Halaqah Method at MRPLT

Informant

Teacher 1

Student 1



•

The Benefits of theHalaqah

It is a traditional method in the pondok learning system

•

Teachers were able to observe the students during the lesson

•

It evokes the enthusiasm to learn especially among the weaker students. It will make them constantly improve and master the subject they have learnt because they will feel a need to be at par with the smarter students.

• Students more interested and focussed on the lessons because it will be explained thoroughly based on the respective religious text.

Students discuss about their lessons before the halaqah session begins.

•

Students will feel at ease with their teacher.

There was environment.

•

The teacher will get to know the true character and personality of the students of

•

It is preserved because it was a method established by Prophet Muhammad (pbuh)

•

Students will observe and pay more attention to the lessons due to the face-toface interaction with their teacher.

•

•

a

conducive

learning

46


his halaqah.

5. Conclusion The pondok learning institution still has an important role to play because it is the centre of Islamic education up to this day. A traditional method such as the halaqah method still has a place in the teaching and learning process especially in the pondok learning system even in these modern times. Although times have changed and numerous innovations in the teaching and learning method have been made, the halaqah method is still deemed appropriate in the modern classroom. MRPLT is one of the pondok learning institutions that is still using the halaqah method in its education system. The learning of the turath text in Jawi or Arabic is still conducted using this teaching and learning method just like in the past. Although the students show a favourable response towards the use of the halaqah method, there have been some signs that it is waning due to certain factors. These factors include the establishment of Maahad Tahfiz al-Quran, the demise of the pondok teachers and also the allure of the modern school and university system.

6. References Abdul Hamid, A.F. (2010).Islamic Education in Malaysia, Singapore:S.Rajaratnam School of International Studies. Abdullah, L. (2011).“ Latest Development of Traditional Islamic Education in Kelantan” in procceding ofINTED 2011,7-9 Mac 2011, Valencia, Spain Al-A

fi al-Lughah wa al-Adab wa Ulum.(1927).Beirut : al-Matba’ah Kathulikiyyah

alal-

Anis, I., al-Sawalihi A., Muntasar, A.H., Ahmad, M.K. (1972 ), al-Mu’jam al-Wasit, al-Juz’u al-Awal, al-Tab’ah al-Thaniyah, Kaherah Baharudin, D.F., Mohd. Jailani, M.R. & Sumari, M. ( 2013 ), “Islamic Study Circle (Halaqah) As A Teaching Method In Counselor Education: Students’ Experience”in

Proceeding of the World Conference on Integration of Knowledge, WCIK 2013. 2526 November 2013, Langkawi, Malaysia Darussalam, G., & Hussin, S. ( 2016 ), Metodologi Penyelidikan Dalam Pendidikan. Kuala Lumpur : Penerbit Universiti Malaya Haji Ahmad, Z. ( 1984 ), Pendidikan Islam Kaedah dan Teknik Pengajaran. Petaling Jaya : International Book Service Hassan, A. ( 2005 ), “ Sumbangan Pengajian Hadis Terhadap Pembinaan Insan : Suatu Kajian di Pondok Lubok Tapah, Pasir Mas”, Master Thesis, Academy Of Islamic Studies University of Malaya Kuala Lumpur, Malaysia Hayimasae, N. ( 2013 ), “ Intellectual Network of Patani and the Haramayn” in Jory, P. (ed.),Ghost of the Past in Southern Thailand ( pp. 110-128 ), Singapore : NUS Press Ishak, A. ( 1989 ), Sejarah Perkembangan Pelajaran dan Pendidikan Islam. Selangor : al-Rahmaniah Ishak, A. ( 1995 ), Pendidikan Islam dan Pengaruhnya di Malaysia. Kuala Lumpur : Dewan Bahasa dan Pustaka Ismail, S. & Othman, Z. ( 2015 ), “Pembangunan Pendidikan Islam Tradisional Dalam Komuniti ASEAN: Perbandingan Antara Malaysia, Indonesia dan Thailand ” in proceeding of seminar 2nd International Conference on Innovation and Sustainability (ICOIS2015), Duangtawan Hotel Chiang Mai Thailand in 12-13 November 2015 Jaafar, N. & Tamuri, A.H. ( 2012 ), “ Pedagogi Rasullullah SAW Dalam Pengajaran” in proceeding of SeminarPersidangan Kebangsaan Pendidikan Islam 2012 in 3-6 July 2012, Hotel Royale Bintang Seremban, 47


organized by IPG Kampus Pendidikan Islam Zon Tengah Konting, M.M. ( 2000 ), Kaedah Penyelidikan Pendidikan. Kuala Lumpur : Dewan Bahasa dan Pustaka

Validation of the Study Circle Model in Higher Education: The Application of Structural Equation Modeling in Malaysia Online Journal of Educational Management ( MOJEM ), July 2014, Volume 2,http://mojem.um.edu.my

Lebar, O. ( 2017 , Penyelidikan Kualitatif Pengenalan Kepada Teori dan Metode Edisi Kedua. Tanjung Malim : Penerbit Universiti Pendidikan Sultan Idris

Tamuri, A.H. & Nik Yusoff, N.M.R. ( 2010 ), Kaedah Pengajaran dan Pembelajaran Pendidikan Islam. Bangi : Penerbit Universiti Kebangsaan Malaysia

Mohamed Nor, C.S. ( 2004 ), “Pengajian Hadis di Kelantan : Satu Kajian di Institusi Pengajian Pondok”,Master Thesis, Academy Of Islamic Studies University of Malaya Kuala Lumpur, Malaysia

Tengku Kasim, T.S.A & Che Husain, F. ( 2008 ), “Pendekatan Individu Dalam Pengajaran Pendidikan Islam Sebagai Wahana Melahirkan Modal Insan Bertamadun”, Jurnal Usuluddin Vol. 27, 141-156 Yusof, M. ( 2013 ), Model Pengajaran dan Pembelajaran Imam-Imam Mazhab. http://www.slideshare.net/mohamadyusof2 /model-pengajaran-dan-pembelajaranimamimam-mazhab

Mohammad, A. ( 2008 ), “ Sumbangan Tamadun Islam Dalam Kehidupan Masyarakat Di Alam Melayu Hingga Abad Ke-17 M” in Jurnal al-Tamaddun Vol.3, 68-84 Muhammad Zin, A. ( 2005 ), Pendidikan Islam di Malaysia Dari Pondok Ke Universiti. Kuala Lumpur: Dewan Bahasa Dan Pustaka Osman, M.T. & Deraman, A.A., ( 2000 ), Tamadun Islam Di Malaysia. Kuala Lumpur: Dewan Bahasa Dan Pustaka Piau, C.Y. ( 2011 ), Kaedah Penyelidikan Edisi Kedua. Kuala Lumpur : McGraw-Hill ( Malaysia ) Sdn. Bhd. Shirin, H.B., Atiquil Islam, A.Y.M. & Serazul Islam, M. ( 2014 ), “Development and

INTERVIEWS Mohd Faizal Bin Jusuh ( Interview on 22 March 2017 ), administrator dan teacher in Madrasah Rahmaniah Pondok Lubuk Tapah, Pasir Mas, Kelantan. Mohd Ikhwan Affandi B. Mohd Fazli (Interview on 22 March 2017 ), senior student in Madrasah Rahmaniah Pondok Lubuk Tapah, Pasir Mas, Kelantan.

AUTHOR BIOGRAPHY Mohd Zahirwan Halim Bin Zainal Abidin, a lecturer at Universiti Teknologi MARA (UiTM) Seri Iskandar Campus, Perak, Malaysia. Born in Kuala Lipis, Pahang and grew up in Pasir Mas, Kelantan, Malaysia. The first education in primary school, Sek.Ren. Sultan Ibrahim (2), Pasir Masand then in secondary school at Sek.Men. Arab Pasir Mas, Kelantan, Malaysia. Further a study at University of Malaya, Kuala Lumpur, Malaysia for the first degree (B.A. Hons) and Mastersdegree (M.A.) in Usuluddin (History and Islamic Civilization). Now, as a Ph.d student at Academy of Islamic Contemporary Studies (ACIS) Universiti Teknologi MARA ( UiTM) Shah Alam, Malaysia.

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Conversational Implicatures Grice in Figures Speech Mother on Novel Dilan Pidi Baiq from Corpus Linguistics Mulia Anggraini University of Indonesia [email protected] Abstract Pragmatics is a subfield of linguistics and semiotics that studies the ways in which context contributes to meaning. Pragmatics encompasses speech act theory, conversational implicature, talk in interaction and other approaches to language behavior in philosophy, sociology, and linguistics. This study was to analyze conversional implicatures from a corpus linguistics point view. Corpus linguistics investigates language based on electronically stored samples of naturally occuring texts (written or spoken). Corpus linguistics contributes to the investigation of what people do with language and how they view the world. Corpus methods make it possible to see similarities between fictional speech and real spoken language. This study focused on conversational implicatures in figures speech mother on novel Dilan from a corpus linguistics by concordance.The objective of this study were to find out the extent of conversational implicature used and to find out the conversation maxims in this novel.The study was conducted by using qualitative method because it is tofind out conversational of figures mother on novel Dilan. The result of this research revealed that some maxims were used in the novel are manner maxims, quantitive maxims, and relevance maxims. Keywords: Conversational Implicatures, Corpus Linguistics, Figures Speech Mother 1. Introduction Based on the dictionary of Indonesian Language, the language is arbitrary sound system used by a community to communicate, interact, collaborate, and identify themselves. The form of communication can be either written or oral. Forms of communication can be identified in the form of writing as literature (novels, short stories, etc.)and in the form of an oral communication is identified as a conversation. This study only investigates communication in the form of writing on a literary work, namely the novel. The novel is a long prose essay containing sequences someone's life story with those around him to accentuate the character and nature of each offender. However, this study aimed to examine the implicature of the conversation in the speech of the mother in the novel Pidi Baiq titled Milea (Suara dari Dilan) Seri 3. The novel "Milea (Suara dari Dilan) Seri 3" tells about friendship, family, and love that make it more interested. The figure named Dilan in the novel is famous today. Dilan is a Commander of the Combat Commander because his life does not just live for himself. Dilan is Milea Adnan Hussain’s boyfriend.His presence is very meaningful for Milea, just for the various romantic sentences that make a smile. Unfortunately, in this third series novel, they split up for some reason a problem. Dilan is also the daughter of Mother. He is obliged to Mother smile and not worry. Dilan's life is heavy, there are some figures who have to make sacrifices

to carry out their duties to be lovers, friends, and at the same time children. Based on this brief synopsis, there is a conversation implicature in the character's speech. Therefore, this study aimed to explore the extent of conversational implicature used in this novel. This paper raises the issue related to the implicature of the conversation on the speech of the Mother’s figure to find out what types of maxim used in the speech.The objective of this study were to find out the conversational implicature used and to find out the conversation maxims in this novel. 2. Literature Review Cheng (2012: 4) states that the corpus is a collection of texts with a particular type or genre that united for a specific purpose.Corpus in large quantities is called corpora. There are many types of corpora ranging from corpora that present a whole language, a general corpus, and a referral corpus for example, the corpus about the use of languages such as the British National Corpus (BNC) and Michigan Corpus of Academic Spoken English (MICASE). In the analysis of corpus linguistics, there are several methods of analysis used to uncover information, among others: a. Glossary (wordlist) or frequencies of word list are a list of words that appear most frequently in a corpus. According Cheng (2012: 62), the list of frequency is a list of words that appear in the text that the results can be alphabetical or based on the number of occurrences. In the 49


b.

c. d.

e.

glossary there is information on the type and token which indicates that the higher the ratio, the higher the variety of types, the lower repetition. Keyword is a list of specific and unique words that appear more frequently in a text or corpus than others. Keywords is obtained by comparing the frequency list according to a shaft with another corpus which are usually more common.Keywords is often sometimes called keyness, wierdness, or specificity. N-grams is a sequence of words consisting of two or more words that appear repeatedly in a corpus. Concordance is presentation of specific vocabulary in context (KwiC = Keyword In Context).Cheng (2012: 73) says that the concordance is a collection of re-emergence of words that included a textual form of the word. Collocation is a list of words that is usually selected and used jointly by the speaker or writer and is not a coincidence. In collocation, there is a section called nodes and collectors.

However, this study only used concordance because it was to find out the conversational implicature of the character's speech and to investigate whether there is a maxim of conversation in the speech. In addition, it analyzed the implicature of conversation with Grice's theory. Grice (1975) suggests that an implicature is a proposition implied by the utterance of a sentence in a context, even though the proposition itself is not a part of the foregoing. Implication is as one aspect of pragmatic study whose main concern is learning the 'purpose of a speech' according to the context. 3. Methods The research method used in this study wasdescriptivequalitative with reference corpus linguistics approach.The dataanalyzed was the conversation of one of the characters contained in the novel.The data were analyzed by using corpus linguistics method. First, the data were converted into the text form then the data were analyzed the concordance by using antconc 3.4.4wapplication. After the data wereput into the application, the data viewed the concordance of the quotation marks “” and the Mother's concordance to investigate the conversation implicature of the character's speech and to investigate the maximum conversation in the speech. Based on the concordance of quotation marks,there were 2341 words. Meanwhile, the concordance of Mother figure was 262 words.

The data corpus analyzed in this studywasa famous Indonesian novel named the novel "Milea (Suara dari Dilan) Seri3" written by Pidi Baiq.

4. Results and Discussion Grice (1975) suggests that an implicature is a proposition implied by the utterance of a sentence in a context, even though the proposition itselfis not a part of the foregoing. Briefly, implicature is as an aspect of pragmatic study whose primary concern is studying 'the purpose of a speech' based on the context. In theory, Grice (1975: 45) distinguishes two kinds of implicatures, namely conventional implicature and conversational implicature. The difference between conventional implicatures and conversational implicatures are conventional implicatures are general and conventional, in other words everyone generally already know and understand the purpose or implications of a particular case. Meanwhile, conversational implicatures appear in an act of conversation, temporary (occurring during the act of conversation), and there are devices assumptions that guide the actions of people in the conversation is called "principles of cooperation". In the principle of conversational conversation, each speaker must obey the four conversation maxims, namely the maxim of quantity, the maxim of quality, the maxim of relevance, and the way maxim. The explanation of the four maxims of conversation can be seen as follows. (a) Quantity’s maxim is the maxim that makes the informative speakers necessary. (b) Quality’s maxim is the maxim that makes the speaker say something that is true or factual. (c) Relevance’s maxim is the maxim that makes the speaker say something to be relevant. (d) Manner’s maxim is the maxim that concerns not what is said, but how it is expressed, making the speaker must say briefly, regularly, and not vague. Based on the results of data analysis using analytical concordance (KwiC), the authors found that there are a few excerpts from the speech of the Mother figure that can be analyzed.

50


Picture 1. Quotation (1) and (2) Quotation (1): Bunda: “Bunda percaya ke kamu,” Dilan: “Siap, Bunda.“ Based on the quotation above, the Mother's speech implies that Dilan is expected not to do the wrong thing because Mother is very confident that Dilan is a good boy and that child does not like doing things that can make her parents very sad. The author also sees the maxim of the way in the speech because the character of the Mother says briefly and clearly that she does not want her child to do wrong, so she believes it. Quotation (2): Bunda: “menurut Bunda, kamu anak yang cerdas,”

Dilan: “Anak Bunda,”. Based on these quotations, it can be analyzed that their intent is implied by these utterances, that figure uninvolved mother wants her son to be something bad, for example if there are her friends who use drugs or do anything that is illegal, Dilan will not participate or followup. The researcher sees the quote as a violation of the maxim of quantity because there is no clear information from the character's speech. However, the maxim of conversation from the speech is the maxim of relevance because the answer from Dilan is very clear that he will also obey the words of the Mother.

51


Picture 2. Quotation (3) and (4) Quotation (3): Bunda (slowly): “anaknya Bunda pasti berani terus terang,” The analysis of the conversational implicatures of the quotation is Mother sends her child into a brave child. Dare to speak honestly, if Dilan is innocent. Conversation’s maxim of the utterance is identified by the maxim of quantity because the character's speech above is very informative that Dilan should not fear the truth. Qoutation (4): Dilan: “mana Bunda?” Bunda: “kenapa?” The analysis of the conversational implicature of those two quotations above is the gap between dilan and mother. That is, there is an irrelevance between the two figures. dilan asks where the food has been prepared for him, but the mother figure here looks confused over the question because maybe this mother figure forgot what she has done that is preparing food for her child. 5. Conclusion The novel is one of literature that contains a lot of conversation. The objective of this study was toinvestigate conversationimplicatures and maxims

of conversation by using the corpus. The corpus method used was concordance. The concordance analyzed was the concordance of the quotation marks “” and the Mother. The concordance of quotation marks “” is 2341 words, however, the concordance of Mother is 231 words. Therefore, it can be concluded that there is a lot of conversation in the novel "Milea (Suara dari Dilan) Seri 3". The implicature of a conversation is a proposition implied by the utterance of a sentence in a context, even though the proposition itself is not a part of the thing stated earlier. Briefly, implicatures as one aspect of pragmatic study whose primary concern studying 'the purpose of a speech' according to the context. Therefore, the researcher aimed to describe what the character Mother means. The maxims of conversations in the novel arethe maxim of quantity, the maxim of the way, and the maxim of relevance. However, there is also a violation of the maxims of the way because the speaker does not have clear information. Thus, the concordance method is very useful for analyzing a novel, especially the analysis of a conversation in a novel.

52


6. References Baiq, P. (2016). Milea Suara dari Dilan.Bandung: Pastel Books. Cheng, W. (2012).Exploring corpus linguistic: language in action.New York: Routledge. Grice, H. P. (2004). Logic and Conversation.London: University College London forPragmatic Theory Online Course. Linquist, H. (2009). Corpus lingistics and the description of english. Edinburgh: Edinburgh University Press.

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Think-Pair-Share Strategy (TPS) : A Means of Improving Adult EFL Learners’ Reading Comprehension ACO NASIR, NANNING SMPN Satu Atap Daala Timur, Pol-Man, West Sulawesi, Indonesia State Islamic College (STAIN) Parepare South Sulawesi - Indonesia [email protected] [email protected] Abstract Nowadays learning process is claimed to be less effective learning when the instructor commonly known as teacher oriented learning dominates the learning activities. There area lot of research reportsrevealed that most of students are leaning to be passive students and only certain students respond learning activity. This is a marker that the students are lazy to think or in other words, they are not active in the learning process and the habit of always relying on any material submitted by the teacher. This phenomenon canbesolvedby a cooperative learning strategy called Think Pair Share (TPS). This Model of TPS is a strategy in which the students are demanded to be more active in individual thinking to discuss in pair and share in the whole class.This study was conducted on 65 College Students whose age rank differed between 18-21 years monitored the progress in the Reading skill of the experimental group (N=32) exposed to strategy training relevant to reading for two months and compared the collected data with the data of the group (N=33) not trained specifically on language learning strategies. Reading test, researcher’s diary, and minute papers were the instruments utilizedfor data collection. The findings from the quantitative data revealed that the students in the training group made a meaningful improvement in their speaking skills as compared to other group. Keywords: Think-Pair-Share, improvement, reading skills 1. Introduction English as a compulsory subject at the university level has four skills required to be learnt. One of them is reading skill. According to Yüksel & İlknur (2011:1), reading is defined as an interactive cognitive process in which readers interact with a text. During reading process, readers constantly form hypotheses, test predictions and use their knowledge of vocabulary and language to construct meaning. Reading is one of key factors to succeed in life as every aspect of our life involves reading (Brown, 2007; Burns, et al.,1996; SavilleTroike,2006; Sulistyo, 2011; Yansyah,2014). In line with reading comprehension, the behavioral psychology explained in narrow terms of stimulusresponses theory that the development of reading comprehension has been investigated for two reasons: reading achievements and literacy (Grabe, 2009, Woolley, 2011). According to Blachowicz & Olge (2008), reading comprehension is a process demanding skills and strategies. It is an evaluating process. Therefore, the readers are expected to be able to decide whether the information read is comprehended to the objective of reading. Teachers should find a way to keep the students’ awareness to read the whole part of the text. In addition, the technique should increase

students’ reading comprehension and make them enjoy the teaching-learning process such as TPS. The acting part of TPS toward students reading comprehension is needed because many researchesfound that TPS strategy affect the students’ reading comprehension (Carss, 2007; Dantes, 2013; Siburian, 2013; Sumarsono & Sugiarto, 2014; Rechard, 2012). It proves that TPS is appropriate strategy to be implemented in teaching reading. The common problem in the learning activities is passive students.Howeverit can be solved by using appropriate strategy. This study was aimed to implement TPS to teach the reading skill at University students. College students were choosen because it is based on the strategy that focuses to make students more active. The main objective of TPS is to activate students’ background knowledge because many students cannot express their knowledge when they need it. 2. Literature Review This study was based on literature central to a consideration ofthe Think-Pair-Share (TPS) strategy. It offers a foundation for the design of theresearch questions addressed within this study. To accomplish this, itcritiqued literature explaining the links between language and thinking,and then described aspects of reading comprehension. The 54


roleof prediction and the use of summarization as understanding processes wereaddressed specifically. The review were discussed the use of cooperative learningmodel in encouraging reading comprehension, and focused on the use ofvariations of TPS as a way of engaging students and promotingindependent use of comprehension strategies. The literature review discussed about the effectiveness of explicit comprehension instruction within the context of small group discussion. Strategies that foster cooperative learning have been successful in developing interpersonal skills, cognitive skills and metacognitive awareness. Furthermore, the study followed the theoretical principle of communicative competence meaning the ability to use language to convey and interpret meaning. According to Canale and Swain (1980), in order to be competent in communication, one must develop grammatical, discourse competence, sociolinguistic competence and strategic competence. 3. Methods Experimental research was conducted in this study. The treatment applied for the experimental group is called Think-Pair-Share

(TPS).The population of this study was thestudents of Tarbiyah Department sophomore of Islamic college (Sekolah Tinggi Agama Islam Negeri) Parepare, South Sulawesi. in the second semester at class Reading 2. Thepopulation of the study was 155 freshmen were age rank differed between 18-21 years old monitored the progress in the reading skill. The data collection comprised two steps, namely before treatment (pre treatment) and after treatment (post treatment). Pre-treatment conducted to know students’ motivation in term of reading comprehension by distributing questionnaire to students that have been provided previously. Post treatment was utilized to know the effectiveness of TPS strategy to the students. 4.

Results and Discussions

4.1 The Results of Reading Motivation Based on the result of questionnaire, the difference of the students’ motivation level between experimental and control groups are illustrated in Table 1.

Table 1. The Students’ Reading Motivation level Classification in Both Groups

Group s

N

Experi mental group

High Motiv ation Low Motiv ation High Motiv ation Low Motiv ation

Contro l group

19

34

15 19 15

Minimum

Maximum

Mean

Sdt. Deviation

133

190

147.4736 138.176

9.54154

126.4

3.88771

117

117 34

133 132

131 109

109 190

The table 3.1 shows 68 students in the experimental and control groups were involved. 34 students in the experimental group with the mean score was 138.176 and standard deviation was 12.99527. And 34 students in control group with the mean score was 138.882 and standard deviation was 16.75811. Based on the analysis score by using Microsoft excel showed that there were 15 students who categorized as low reading motivation with mean score was 126.4 and standard deviation was

169

190

148.894 1893

138.882

12.99527

15.33295 16.75811 7.16340

3.88771 while 19 students categorized as high reading motivation with mean score was 147.4736 and standard deviation was 9.54154 in the experimental group. The students of control group also showed that 15 students categorized as low reading motivation with the mean score was 1893 and standard deviation was 7.16340 while 19 students categorized as high reading motivation with the mean score was 148.894 and standard deviation was 15.33295. More explanation can be seen visually in the diagram below. 55


70.00% 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00% high reading mocvacon in experimental

low reading mocvacon high reading low reading mocvacon in experimental mocvacon in control in control mean score

Figure 1. The Students’ Reading Motivation level Classification in Both Groups Figure 1 shows the result of the cross tabulation between the both groups and students reading motivation level. There were 19 students who categorized as high motivation or 57.16% of students in the experimental group were classified into high reading motivation while 15 students or 42.84% classified into low reading motivation. In the control group showed that there were 15 students who categorized as low reading motivation while 19 students were categorized as high reading motivation or 42.85% classified as low reading motivation and 57.15% classified as high reading motivation in reading skill. This also implies that the number of the high motivation and the low reading motivation students in the experimental and the control groups are still proportional.

4.2 Reading Comprehension of Students in the Experimental and the Control Groups The main instrument utilized to investigate the differencestudents’ reading achievement in the both groups was reading comprehension test. It was administered after eight meetings of treatments in both groups. There were 70 students in both groups, 68 students attended the test conduct and did the test for 90 minutes. The test was conducted twice with one meeting for both groups. Based on the result of post-test in the both groups, it was shown that mean score for the experimental group was 79.63while mean score for the control group was 56.76.The different of mean score between experimental and control groups is illustrated in Table 3.2.

Table 3.2 Post-Reading Test Results of the Experimental and Control Group Std. Group N Range Minimum Maximum Mean Deviation Experiment Group

34

25

70

95

79.6324

8.00408

Control Group

34

15

50

65

56.7647

11.72813

Table 3.2 indicates that there was difference between two groups. The students’ score in the experimental group ranged from 70 to 95 that the range and standard deviation were 25 and

8.00408 respectively. While the students’ score in the control group showed, the interval ranged from 50 to 65 that the range was 15 and standard 56


deviation was 11.72813.More detailed also is

exemplified visually in Figure 2.

. 100 80

79.63 56.76

60 40 20 0 Experimental

control MEAN SCORE

Diagram 2. The Mean Different of Post-Test between the Experimental and Control Groups It can be concluded that the mean score of the experimental group was higher than control group. The mean score of the experimental group was 79.63, while the control group was 56.76. 4.3 Reading Comprehension of Students across Reading Motivation Table 3.3 the Descriptive Statistics Analysis of the Post-test in the Experimental and the Control Group

Parameter Category N Mean SD Var Min Max

Method Experimental Group Low High motivation motivation 15 19 72 85.65789 3.1623 5.1467 10 26.4881 65 75 77.5 95

Based on the analysis of of posttest by using Microsoft excel program 2010, it showed that there were difference between the low reading motivation students and high reading motivation students in both groups. Detailed is exemplified in Table 3.3.

Control Group Low motivation 15 53.83333 3.1149 9.702381 50 60

High motivation 15 62.10526 5.2694 27.76667 50 70

Table 3 shows that the mean score of low reading motivation students in the experimental group was 72.0 while 85.657 mean score of high reading motivation students. The mean score of low reading motivation students in the control group gained 53.83333 while the mean score of the students with high reading motivation was 62.10526.The detail is exemplified visually in Figure 3. 57


DESCRIPTIVE STATISTIC ANALYSIS Low reading moMvaMon 85.65

90 80

High reading moMvaMon

72

70

62.1 53.83

60 50 40 30 20 10 0 Experimental group

Control group

Diagram 3.3 the Mean Different of Post-Test between the Experimental and Control Groups across Reading Motivation Based on diagram above, the mean score of the experimental group with low reading motivation was 72 while the experimental group with high reading motivation was 85.65 and the mean score of the control group with low reading motivation gained 53.83 while the group of control group with high reading motivation gained 62.1.

run. The statistic hypothesis was formulatedas follows. N0 : there was no interaction among reading strategy, high reading motivation and low reading motivation in both groups H1 : there was interaction among reading strategy, high reading motivation and low reading motivation in both groups Similarly, the formulation of the above null and alternative hypothesis could be interpreted on the basis ofthe obtained p-value as follows.

4.4 The Interaction among Reading Strategy, High Reading Motivation and Low Reading Motivation

p-value> 0.05 the null hypothesis accepted p-value< 0.05 the null hypothesis rejected Results of the two way ANOVA analysis are presented in table below:

To answer the research question about the existence of interaction among the reading strategy and reading motivation, the two way ANOVA was

Table 3.10 Result of the Interaction between Reading Strategy and Reading Motivation Source Corrected Model Intercept reading motivation Groups reading motivation groups Error Total

*

Type III Sum of Squares 9760.719a 313730.682 2015.609 7294.742

Df

Mean Square F

Sig.

3 1 1 1

3253.573 313730.682 2015.609 7294.742

173.937 16772.149 107.755 389.979

.000 .000 .000 .000

121.580

1

121.580

6.500

.013

1197.149 335120.000

64 68

18.705 58


Corrected Total 10957.868 67 a. R Squared = .891 (Adjusted R Squared = .886)

The table above figures out the result of the interaction between the reading strategy and reading motivation. This turn out that the p-value was 0.013, meaning that it was lower that the level of significance .05 (sig .013 < .05). This means that the null hypothesis was rejected and the alternative hypothesis was accepted, so that there were interaction between the reading strategy and reading

motivation toward students’ reading comprehension. In addition, the interaction among teaching strategies and reading motivations toward students’ reading comprehension is illustrated in Figure 3.8.

Figure 3.8 The Interaction between Teaching Strategy and Reading Motivations The interaction among the teaching strategy and the reading motivations was supported by the lines graph of the interaction, generally there are three types of graphs resulted out after analyzing the data that are; the line graph are parallel, the graph is one direction but one steeper than the other this called exponential interaction. if the lines graph are parallel so it indicates no interaction among them but if the lines are not parallel means, it indicates an interaction As shown in Figure above, it indicates exponential interaction that the lines are in same direction but one is steeper than the other, which means that the ordinal interaction was found. Overall, the main effect of the teaching strategy in this study also depends on the factor of reading motivation as the attributive variable. 5. Conclusion and Suggestion Based on the finding, some conclusions are drawn. First, the practice of reading skill should equip the students with a curative strategy in

reading. If the purpose of reading was to decode the meaning in text in terms of micro reading skills (word attack skill, sentence attack skills and text attack skills) the TPS strategy had empirically effective in such as a Practice. Second, the TPS strategy was also effective in enhancing students’ reading comprehension regardless their reading motivation level. Third, the syntax of Think-Pair and Share equipped the students with activating their background knowledge while fourth, reading motivation plays a role in students’ reading comprehension in both experimental group and control groups. The score of posttest on reading comprehension indicated that the students with high reading motivation outperformed those with low reading motivation. Similarly in control group the high reading has some limitation. Since this study had found the effect of TPS strategy on reading comprehension, the students’ achievement for the themes of academic text was revealed. 59


Based on the conclusion, some suggestionsare proposed. First, the teachers are recommended to teach reading by using TPS strategy as alternative strategy in enhancing students’ reading comprehension. In addition, the teacher should use a reading material that meets students’ level. The text should be closely related to the students’ need and environment. Secondly, for the next researchers, further experimental research can apply in the different attribute independent variables such as, cognitive, reading attitudes, different personality and so on. In addition, this study also reveals some implications. Theoretically, the practice of reading comprehension includes the four dimensions in content and language integrated learning (CLIL), they are content, communication, cognition, and community. Therefore, the teaching of academic reading should equip students with curative strategy that covers these dimensions. In addition, the teaching should also comprise the three stages framework of teaching: pre, whilst, and post. 6. References Barkley,

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C.C., & Pressley, M. (2002). Comprehension Instruction: ResearchBased BestBooks.

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Dornyei, Z. (2003). Questionnaires in Second Language Research.Englewood Cliffs: Lawrence Elrbaum Associated, Inc. for Grades 3-8. From Net Lebrary, (online), (www.prokatiarendazvuka.ru/books/1.pdf ), accessed on August 18, 2016. Edmunds, K.M & Kathryn L. B. (2006). What teachers can learn about reading motivation through conversations with children. The Reading Teacher, (online), 59(5): 414-424, (http://www.jstor.org/stable/20204369) accessed on August 25, 2016. Emaliana, I. (2011). A Teaching Technique that Develops Active Reading for Non-English Department Students. Presented in INASYSCON International Conference. Emig, V. B. (1997). A Multiple Intelligences inventory.Educational Leadership, 55 (1), 47-50. Gambrell,

L.B. (1996). Creating Classroom Cultures that Foster Reading Motivation. The reading teacher, (online), 50 (1): 14-25, (http://www.literacyconnects.org/img/ 2013/03/Creating-classroom-cultures), accessed on November 12, 2016.

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L.B. & M.S. (1996).Assessing motivation to read.The Reading Teacher, (online), 49 (7): 518-533, (http://onlinelibrary.wiley.com/doi/10. 1002/trtr.1215/pdf), accessed on September 25, 2016.

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Harriman.,V. (2010). The effect of multiple intelligences teaching strategies to achievement in reading and mathematics scores. Dissertation. Submitted to the Faculty of Trevecca Nazarene University School of Education.

Indrayati, D. (2006). Penerapan Pembelajaran Kooperatif Model TPS untuk Meningkatkan Motivasi dan Hasil Belajar Biologi Siswa Kelas VII-D SMPN 2 Beji Pasuruan.Unpublished Thesis.Malang: Universitas Negeri Malang. Johnson, D. W. & Johnson, R. T. (2000). Cooperative Learning Methods: A meta-analysis..University of Minnesota, Minneapolis: Cooperative Learning Center Johnson, M. (2007). The Effect of Multiple Intelligences on Elementary Student Performance. Submitted in Partial Fulfillment of the Requirements for the Degree PHD of Science in Education .School of Education Dominican University of California. Kagan, S. & Kagan, M. (2009). Kagan Cooperative Learning. Kagan Publishing. Kellar, D. (2007). Math Dos’t Suck, How to Survive Middle School Math Without Losing Your Mind or Bre*aking a Nail. New York: Hudson Street Press Koksal, M. & Yel, M. (2007). The effect of multiple intelligences theory-based instruction on attitudes towards the course, academic success, and permanence of teaching on the topic of "Respiratory Systems". Educational Sciences: Landine, J. & John S. (1998).Relationship between Metacognition, Motivation, Locus of Control, Self-Efficacy, and Academic Achievement.Canadian Journal of Counselling, (online), 32 (3): 200, https://pdfs.semanticscholar.org/d069/ 79039ae07be9917384b63b4e48c85), accessed on September 11, 2016. Lapper,M.R.,Leyngar,S.S, and Corpus, J.H. (2005). Intrinsic and Extrinsic Motivation Orientation in the Classroom: age differences And academic correlates.

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M.A. (2014). Research Method Language learning Introduction.Malang: UM PRESS

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Mussen, K.S. (2007). Comparison of the Effect of Multiple Intelligence Pedagogy and Traditional Pedagogy on Grade 5 Students’ Achievement and Attitudes Towards Science, Doctoral Study Submitted in Partial Fulfillment Of the Requirements for the Degree of Doctor of Education, Walden University. Nathanson, S, J. P, & Roberta L. (2008). The Reading Habits and Literacy Attitudes of Inservice and Prospective Teachers Results of a Questionnaire Survey. Journal of Teacher Education, (online), 59 (4): 313-321, (journals.sagepub.com/doi/abs/10.117 7/0022487108321685), accessed on October 23, 2016). Ozdemir,

P., Guneysu, S., & Tekkaya, C. (2006).Enhancing learning through multiple intelligences.Journal of Biological Education, 40(2), 74-78.

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Cognitive Engagement in Classroom Academic Tasks.Student perceptions in the classroom, (online), 7 (1992): 149-183, (https://www.researchgate.net/publicat ion/232566416_Students'_motivatio), accessed on October 23, 2016) Pintrich, P.R., & Elisabeth V. D. G (1990). Motivational and Self-Regulated Learning Components of Classroom Academic Performance.Journal of educational psychology Practices. (online) 82 (1): 33, (www.kuis.edu.my/.../C013%20MOTI VATIONAL%20AND%2), accessed on October 23, 2016). Sarwinda,

W. (2011). Pengaruh Strategi Pembelajaran Think Pair Share Dipadukan Reciprocal Teaching dan Kemampuan Akademik yang Berbeda terhadap Hasil Belajar Kognitif dan Keterampilan Berpikir Kreatif pada Siswa SMA Negeri 1 Batu dan SMA Negeri 1 Grati. Tesis tidak dipublikasikan.Malang: Universitas Negeri Malang.

Setiyosary.H.P, (2015). Metode Penelitian Pendidikan dan pengembangan: Prenadamedia group, Jakarta. Shia, R.M. (2010). Academic intrinsic motivation and metacognition.Academic intrinsic.1-20. Siarukin,& Ruben Y. (2011). Penerapan Model Pembelajaran Think-Pair-Share untuk Meningkatkan HasilBelajar Siswa Kelas V Mata Pelajaran IPS di SDN Klojen Kota Malang. Malang: UM Press. Simon.C.A. (2016). Using the Think-Pair-Share Technique.National Council of Teachers of English Sugiarto, D. (2013). The Implementation of Think Pair Share Model to Improve the Eighth Grade Student’s Ability In Reading Narrative Texts In SMP Negeri 4 Ampelgading Satu Atap published dissertation. Malang: UMM Graduate Program.

Sugiarto, D & Sumarsono, P. (2014). The Implementation of Think-Pair-Share Model to Improve Students’ Ability in Reading Narrative Texts. International Journal of English and Education, (online) 3 (3): 206-215, ijee.org/yahoo_site_admin/assets/docs /21.184151514.pdf), accessed on October 25, 2016).

Sugiyono, (2015). Metode Penelitian Kuantitatif Kualitatif dan R&D. Bandung: CV Alfabeta. Sugiyono, (2015). Statistika untuk Penelitian. Bandung: CV Alfabeta. Sugiyono. (2000) Metode Penelitian.Bandung: CV Alvabeta. Sulistyo, G.H. (2011). Reading for Meaning, Theories, Teaching Strategies and Assessment. Malang: Pustaka Kaiswaran. Sulistyo, G.H. (2015). Assessment at Schools: an Introduction to its Basic Concepts and Principles.Malang: CV. Bintang Sejahterah. Sulistyo, G.H. (2013). Assessing Non-English Department Students’mastery of Academic Content Area Reading."Jurnal Ilmu Pendidikan 19 (1).Malang: CV. Bintang Sejahterah. Suprijono, A. (2011).Cooperative Learning: Teori dan Aplikasi PAIKEM. Pustaka Pelajar. Yogyakarta Sweet, C.E., & Snow, A.P. (2003). Rethinking Reading Comprehension. New York: Guilford Press Tumbel,

M.F. (2011). Pengaruh strategi pembelajaran cooperatif script plus problem possing terhadap keterampilan metakognitif, kemampuan berpikir dan pemahaman konsep pada siswa berkemampuan akademik tinggi dan rendah pada SMA di Kota Bitung. Disertasi tidak diterbitkan.Malang: Universitas Negeri Malang.

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Authors Biography


Aco Nasir was born in Ratte, West Sulawesi on April 18, 1989. He earned his Master’s degree in ELT at the University of Malang through a scholarship offered by GTK, KEMDIKBUD. He has been teaching English since 2012. At present, he teaches English in SMPN SATAP DAALA Timur POL-MAN. He can be reached at [email protected] Jl jombang 3 no 212

Nanning is a senior lecturer at State Islamic College (STAIN Parepare). She has been teaching English since 2002 at stain parepare till present time. She earned her Master Degree in English Education from Postgraduate Program, UNM, in 2005 through a scholarship offered by DEPAG (Departemen Agama) in 2003,. She can be reached at [email protected]. Amal Bakti no 8 Soreang STAIN parepare

63


A Contrastive Analysis between English and Arabic Tenses ShilvinaAfriani, Shena Samira Ilza English Post Graduate Program, University of Sumatera Utara [email protected] Abstract Arabic language is a semitic language which the same language as English. Both languages are international languages which are English in the first rank, while Arabic in the second rank. This research discussed about contrastive tenses in English and Arabic. Tenses in English are present tense, past tense, and future tense. While in Arabic tenses known as fi’ilmadhi and fi’ilmudhari’. The researchers analyzed about using system and form of tenses of both language with the aim is to find the similarities and differences in the use of tenses of both language. The researchers used documentation method, documentation method is a technique of collecting data by categorizing and classifying the writer document that has relation with the problem discussed in collected the data. The method used in analyzing both languages iscontrastive method. In the analysis, the researchers outlined and described the tenses of English and Arabic and compared them its form and function. After the tenses of both languages are analyzed, the researchers found a correspondence and non – correspondence of the form and function of both languages compared. If we analyzed its form, they have no in common, but if we analyzed its function, they have some in common. Keywords: Arabic language, Contrastive English and Arabic, Arabic tenses. 1. Introduction Contrastive analysis stems from the concept of linguistic contrastive, which is a branch of applied linguistics originating. Contrastive analysis compares the two or more languages to find the similarities or differences of the languages, both at the level of phonological, morphological, and specific grammatical performed on period or contemporary. Richards (1994: 63) stated that contrastive analysis is the comparison of the linguistic system of two languages, for example the sound system or the grammatical system. Thus, contrastive analysis is a study that attempts to compare the structure of the first language elements with a second language to identify similarities or differences between the two languages. In an activity discovery of a new object or thing, of course followed with the purpose and benefits that will occur when the discovery of new things. Then there are three basic assumptions that aim discovery of contrastive analysis, as follows: a. Provide insights about the similarities and differences between first language and second language will be learned. b. Explain and predict the problems that appears in studying the target language c. Develop material a second language lessons for teaching language. In analyzing the language comparison, it is actually implies the basic matter about language description and formulation of the language theories. It means that the language comparison should be described in the same theory. Provide insight into the concept of linguistics theory and the

work of contrastive linguistics in dealing with language description. There are four major theories of linguistics namely: 1. Descriptive Linguistic (traditional grammar) 2. Descriptive (structure) Linguistic 3. Generative Transformation Grammar 4. Functional Grammar. From the theory above, functional grammar is suitable to be used to analyze the two language comparison, because it concerns with the description understanding linguistic processes and structure. There are some reason why the authors were interested in discussing about this topic. First, to facilitate students to understand the language lessons, to facilitate the Arabic language learners understand the English language, to facilitate the teacher in teaching English in Arabic language learners. 2. Method 2.1. Research Design In completing this research, Contrastive Method is applied as the research method because the analysis tends to contrast two languages in terms of English and Arabic language. According to Naibaho (2006:1) contrastive analysis is the method of analysis whereby the differences and similarities of two or more languages (or sub-systems language) are made explicit. The purpose of this research is to create a learning atmosphere that is interactive, participative and encourage students’ comprehension abilities. 64


Therefore, researchers were trying to use the method of contrastive analysis, this study presented a model in which the subject matter by comparing the structure of the mother tongue in second language, are expected to be identified through the comparison of the differences and similarities between the structure of the native language to the second language which is expected to facilitate students in learning the English language. Contrastive analysis is often equated with the term linguistic contrastive. Contrastive linguistics is a branch of linguistics synchronic whose job comparing the two languages so that similarities and differences can be seen in both languages. Determination of contrastive analysis in language teaching is based on the theoretical assumption that: 1. Language teaching materials is the most effective material that is based on the language description (Fries, 2945) 2. By contracting the first language with the language to be studied can predict and describe the patterns that will lead to flaws in the case of learning the language (Lado, 1957) 3. Changes that must occur in a person’s behavior that learning a foreign language can be likened to the difference between the structure of the language and culture of students with language and cultural structures to be studied (Valdman’s 1960, in Wardhaugh 1970). Contrastive analysis became increasingly popular after appearing works of Lado (1959), entitled A Cross Culture linguistics who elaborated on ways to contrast the two languages. The book contains descriptions analysis betweem English to Spanish, to supplement other examples of Chinese, Thailand and so on.

2.2. Data and Source of Data Before this study, the writer have found and determine the object to be studied. Because this is the first step in carrying out a research. The object of discussion in this thesis is the sentence structure in English and Arabic in term of tenses and data were collected from books and records that have anything to do to understand the problems. The data that used in this study distinguished on two namely: 1. Data of English language a. Junaidi & Suryadi, S. Pd, Complete English

b.

2.

Kusnadi, Moh. 2011. Complete English Grammar. Surabaya: Bintang Usaha Jaya c. Werner, 2007. Mosaic 1 Grammar, Singapore: Mc.Graw- Hill d. Wren and Martin, 1990. High School English Grammar and Composition. Data of Arabic language a. Mhd, Syekh. AlkawakibudDurriyahSyarafMutammi ntalAjjurmiyah. Beirut-Lebanon: Muassasah Al-kutubAts-tasqofiyah. Page 29-38. b. SyaikhMusthafa A Ighulayaini, PelajaranBahasa Arab LengkapterjemahJami’udDuruusilArab iyyahJilid I (Semarang: CV. AsSyifa, 1991) Page: 21 c. Ahmad, SyekhAsy. Syazal ‘ArffannahSharaf. Kairo-Mesir. DarutTaufiqiyahLitTurats. Page 16 and 20-22.

2.3. Data Collecting Method The method that is used in collecting the data is documentation method since the data source was written source. Nawawi (1991: 133) stated that documentation method is a technique of collecting data by categorizing and clasifying the written document that has relation with the problem discussed whether from any English grammar book or Arabic grammar book. 2.4. Technique of Data Analysis In writing this research, the systematic techniques that are used in conducting the analysis were as follows: a. Collecting data b. Selecting the data c. Classifying the data d. Analyzing the data e. Concluding the data 3. Analysis and Finding English verb have five basic forms, the base form are the “s” form, the “ing” form, the “past form, and the participle form, while in Arabic form, we need to extract the stem from the verb infinitive, used as al-an, saufa, andsa. Below the examples of does language:

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English Function of Tenses in English a. Past Tense Simple past tense is used express an action which has occurred in past (usually, a long time ago) and action which has occurred in past before another action in past. The formula of Past Tense : -

Positive

Subject + main verb + object

Arabic Function of Tenses in Arabic a. Fi’ilmadhi Fi’ilmadhi is used to express an action which has occurred in the past. The activities that have been carried out. The formula of Fi’ilmadhi: Fi’il + fa’il + mustaqbal For example: Zahabaaliilaalmasjidi

Subject + form of verb + object For example: He ate a mango I went to Kuta beach yesterday. -

Negative

Subject + auxiliary verb + not + main verb + object Subject + did not + verb + object For example: He did not eat a mango I did not go to Kuta beach yesterday -

Interrogative

Auxiliary verb + subject + main verb + object Did + subject + verb + object For example : Did he eat a mango? Did I go to Kuta beach yesterday?

Fi’ilMadhi (complement)

Verb + Fa’il (S) + Mustaqbal

Akalialitupahadu Qoroaalialkitaba -

Negative

La nafiyah + Fi’ilMadhi + Fa’il + Mustaqbal For example: Lam Akalaali al burtuqolu= Ali has not eat orange Ma zabhtuilakutaamsi= I did not go to Kuta yesterday -

Interrogative

Harufunistifham + Fa’il +fi’il + Mustaqbal For example: Hal akalaali al burtuqol? Hal yazhabuilakuta?

Pat tense divided into: Past tense

Fi’ilMadhidivided into: Who receive such Tashrif: nasoro

Past continuous tense Pas perfect tense 66


Past perfect continuous tense b. Present Tense Present tense is used to express an action in present time, habitual or usual action or daily event or universal fact. It is unusual used to express an action in present time which is usually done on a regular basis.

The formula of present tense : -

Positive

S + main verb + O

b. Fi’ilMudhori’ Word that indicated an event that is taking place, or at the future. In short fi’ilMudhori’ verb is done in the present or future. And to distinguish these two time adjusted with the intention of people who say, or seen in the context of his speech. But if there are no sign that determine the basis for fi’ilmudharitime is time now. The formula of Fi’ilMudhori’ -

Positive

S + Base verb + O

Fai’il(S) + Fi’ilMudhari’ (present tense) + Mustaqbal(complement)

For example:

For example :

I write a letter

Ana aktubu ad-darsa

Sun rises in east

Ana ahmilu al-kitabailamadrsti

He drinks water

Ana azhabuilamadrasati

-

Negative

S + auxiliary verb + not + main verb + O S + do not / does not + base form + O For example: I do not write a letter Sun does not rise in east He does not drink water -

Interrogative

-

Negative

Fa’il + La nafiyah(not) + Fi’ilMudhari’ (present tense) + Mustaqbal(complement) For example: Muhammad la yaktubu ad-darsa Khadijah la tahmili al-kitabailamadrasati Khadijah la tazhabuilamadrasati -

Interrogative

Auxilary verb + S + main verb + O

Harfunistaifham + fi’ilMudhari’ + Fa’il + Mustaqbal

Do/Does + S + base verb + O

For example:

For example:

Hal yaktubu Muhammad ad-darsa?

Do I write a letter?

Ma tahmiliilapasli?

Does sun rise in east?

Hal tazhabiilamadrasati?

Does he drink water? Present tense divided into: Present tense

c. Fi’ilMudhari’

Present continuous tense

Fi’ilMudhari’ known to be the future when entered by saand saufa.

Present perfect tense

For example :

Present perfect continuus tense

Sayaktubuarrisalatasa – yaktubu – arrisalata 67


c. Future tense It is used to express an action which has not occurred yet and will occur after saying or future.

Sayazhabuilajami ah ila – jami ah

sa – yazhabu –

Saupaa’kulusaupa – a’kulu Saupaarji’

saupa – arji’

The formula of future tense : -

Positive

S + auxiliary verb + main verb + O S+ will/shall + form of verb or base form + ing +O

-

Form of Fi’ilin Arabic

Fi’ilhas 14 forms in accordance with the number of subject/ dhamir. Dhamirit serves as actor/ fa’il.

For example: I will give you a pen tomorrow I will buy a computer tomorrow She will send me a letter -

Negative

S + auxiliary verb + not + main verb + O S + will/shall + not + form of verb or base for, + ing + O For example: I will not give you a pen tomorrow I will not buy a computer tomorrow She will not send me a letter -

Interrogative

Auxiliary verb + subject + main verb + object Will + subject + form of verb or base form + ing + object For example: Will I give you a pen tomorrow? Will I buy a computer tomorrow? Will she send me a letter? Future tense divided into: Future tense Future continuous tense Future perfect tense Future perfect continuous tense Pas future tense 68


Past future continuous tense Past future perfect tense Past future perfect continuous tense -

Form of tenses in English

The forms of a tense may be expressed in different ways. There are three forms of tenses, the common, he progressive, and the emphatic. 1. Positive form 2. Negative form 3. Interrogative form

In English language there is an auxiliary verb, while in the Arabic language does not exist. In English, the verb is usually referred to as auxiliary. In English language there is regular verb and irregular verb 4. Finding After describing tenses in English and in Arabic the writer found the correspondences and non-correspondence as mentioned below: - Past tense correspondence with fi’ilmadhiaccording to the function. - Present tense are correspondence with fi’I; mudhori’ according to the function. - Future tense are correspondence with fi’ilmudhori’ accordin to the function. - According to the form, simple present tenses and simple future tense are noncorrespondence with fi’ilmudhori’. - According to the form, simple past tense is non-correspondence with fi’ilmadhi. 5. Conclusion and Suggestion 5.1. Conclusion After analyzing tenses in English and Arabic language, the researchers would like to draw some conclusions concerning with the analysis of the function of tenses in English and Arabic language are draw as follows: 1. The correspondence found in English language tenses and Arabic language tenses are in the function, as present tense with fi ‘Iilmudhari’, future tense with fi ‘ilmudhari’, and past tense with fi ‘ilmadhi. 2. The non-correspondence found in English

language tenses and Arabic language tenses are in the form, there are three form of English tenses as negative, positive, interrogative, while Arabic language has 14 forms according to the member of study. 5.2. Suggestion Having known the tenses in English language and Arabic language the researchers would like to give suggestion both to student and teacher in order to make students understand easier about English and Arabic tenses, and to make Arabic learner understand easier about English tenses. In the course of teaching, especially in foreign language it aims to identify the mistake that will be made by a foreign learner. With the contrastive analysis can be dismissed or minimize several mistakes will be made by the foreign language learner. 6. References Ahmad, asysyekh. Syadzul ‘Arf fi Fannis Sharaf. Kairo-Mesir: Darut Taufiqiyyah Lit Turats. Alexande. Michael. (1983). OLD Literature. Hongkong: mac Millan Education LTD. Anwar.Moch. (2010). Ilmu NahwuTerjemahan Matan Al-ajurmiyyah dan Iimrithy. Bandung: Sinar Baru Alesindo. Mhd, syekh. 1431 H. (2010).Alkawakibud Durroyah Sharaf Mutammimatul Ajurmiyah. Beirut-Lebanon: Muassasah Al-kutubAts-tsaqofiyah. Mustofa Al-gulayayni. (2000). Jamiul Al-Durus AlArabiyah. Beirut: Dar Al Kutub Al-ilmiyah. Tarigan, Henri G. (2009). Pengajaran Analisis Konstrastif Bahasa. Bandung :ANgkasa. Wener. (2007). Mosaic 1 Grammar. Singapore: Mc. Graw-Hill.

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How Language Influences People’s Understanding in Public Space Theresia Fransiska Sidabutar Department of English Applied Linguistics, State University of Medan [email protected] Abstract This study investigated how language influences people’s understanding in public space. It was specifically to analyze the meanings, structure, and effects on readers. The data for the research were 50 billboards ads collected in some streets in Medan. After taking pictures of the billboards ads, the researcher records and counts all words used, and classify them into ads using English, Indonesian, and those that mixed English with Bahasa Indonesia. In analyzing the data, the researcher found that there were 40 sentences in billboards or pamphlets use English structure; 5 sentences use Bahasa Indonesia; 2 sentences use English combine with Bahasa Indonesia; 1(one) sentence has an error, and 1(one) sentence uses English with Indonesia structure. Keywords: Language, Public Space, Advertisement 1. Introduction In Indonesia, advertisements have become a major agent to influence society recently. As a major controller in the society, they can softly command and shape the society as they want (Tanaka, 1994). The recent advertisements have shown how effective they are to influence society through the many ways of advertising their product (Chang, 2013), which in this case are cigarettes, furniture, electronics, etc. Advertisement, particularly the billboard advertisement, can provide a clear example on the use of the English borrowing and IndonesianEnglishcode-switching with regard to business affairs. Advertising has been employed to serve various purposes from marketing products and services to people and campaigning solutions to the society’s social and health problems (Belch &Belch, 2003). Thus, advertising is closely related to the economic growth of one society; the higher the purchasing power, the more goods manufactured and marketed (Hashim, 2010). Advertising, including billboard ads together with posters, pamphlets, brochures, then is seen as a very effective medium to market a product (Crystal, 2003; Hashim, 2010). Brands and the images created are therefore so important for both producers and advertisers that it must be formulated very carefully to avoid customers’ rejection of the brand (de Asis, 2012), and can take priority over the product specification or qualification (Piller, 2003, p. 176). Only the brand that has unique images that will win the heart of the audience who are faced with so many options but “less time” to choose (Wirjan& Surya, 2012). In Indonesian context, English is learned as a foreign language. It is thereforenecessary to include the notion of ‘learner language’ when analyzing the

English uttered by Indonesian speakers. Learner language is the language of those who learn another language beside their mother tongues (Ellis &Barkhuizen, 2005, p. 4). One of the focuses of learner language study is errors (Ellis &Barkhuizen, 2005, pp. 15-30). Thus, learner language should be seen from the learners’ not the native speakers’ context (Corder, 1978, pp. 71-72). It is challenging to see whether or not errors occur in texts for public readership like billboard ads. Billboard ads are classified into public signs as well as street signs, names of building, street direction, and names of shops (Landry &Bourhis, 1997).Language appearing on public texts have been received much attention (Gorter, 2006). Studies on language used in public texts are known as linguistic landscape (Spolsky, 2009). In other words, linguistic landscape also indicates language used on texts in public areas where the texts are easily seen by publicaudience (Landry &Bourhis, 1997). While there are many different ways to define public space, most agree that public space includes all areas that are open and accessible to all members of the public in a society, in principle, though not necessarily in practice. Because this definition is actually composed of several distinct ideas, it is useful to consider each part in more detail. Nearly all definitions of public space include such outdoor areas as parks, streets, and sidewalks. Public buildings like schools, libraries, and courthouses are also commonly recognized as public spaces, but their use might be restricted at certain times or to certain groups. In some cases, private buildings like shopping malls or restaurants are considered public spaces as well, though ultimately the owner or operator decides their use. 70


Public spaces are all around us. We encounter them every day as we go about our routine activities. We use public roads and sidewalks to get to work and the school. Although we use public spaces all the time without thinking much about them, they are actually quite complex. Sometimes public spaces provide opportunities to interact with both strangers and acquaintances and to understand our position in the social world. French (1978), Whyte (1988), Carr et al. (1992), Engwicht (1999) and more recentlyCousseran (2006) also describe public space as theatrical stage-like settings. This notion is based on the idea that public spaces by their very nature allow for the unfolding of real life human dramas and the freedom of personal and social expression for both individuals and community groups. SylkeNissen (2008) in his article “Urban Transformation from Public and Private Space to Spaces of Hybrid Character”, the main characteristics of public space are accessibility and us-ability for all citizens. However, current developments, primarily observed in cities, suggest the loss of a clear distinction between public and private space. Instead, urban spaces of hybrid character are emerging. Spaces with public functions, like train stations, parks or pedestrian areas, are changing in character, and semi-private spaces, like malls or plazas, are spreading. KatalinVedredi (2014) in her article “Social Perception of Public Space Developments-The Case of Saint Stephen Square, Szeged, Hungary”, said that public space developments have a big role within urban developments, but in many cases the main motivation is to use the European Union sources or to strengthen the political position. Therefore, only a few cases are thought out appropriately. Also there is not real dialogue between the different actors of the developments. Stephan Schmidt, PhD and Jeremy Nemeth, PhD in their article “Space, place and the city: Emerging research on public space design and planning”

2. Methods This study adopts sociolinguistics approach, in particular the linguistic landscape (Backhaus, 2006; Huebner, 2006), and second language approach, specifically the learner language (Ellis &Barkhuizen, 2005). The following variables are used to analyze the data, i.e. the meanings, structures, and effects on the readers. The data for the research are 50 billboards ads collected in some streets in Medan from October 2016. After taking pictures of the billboards ads, the researcher records

and counts all words used, and classify them into ads using English, Indonesian, and those that mixed English with Indonesian.

2.1. Data Collecting Method Data collecting method used in this research is gotten from taking photo. The writer went to the streets to take photo the billboards ads. 2.2. Technique of Data Analysis The writer took photos of billboards ads from the streets. The photos then are analyzed, using by its meaning, structures and effects on the readers. 3.

Analysis and Finding After taking pictures of the billboards ads, the researcher recorded and counted all words used, and classified them into ads using English, Indonesian, and those that mixed English with Bahasa Indonesia. By using the sociolinguistics approach as the basis of data analysis, it was found that there were 40 sentences in billboards or pamphlets use English structure; 5 sentences use Bahasa Indonesia; 2 sentences use English combined with Bahasa Indonesia; 1(one) sentence has an error, and 1(one) sentence uses English with Indonesian Language structure. The below data are some examples of public space: 1) Istana Mandiri Furniture ads The Finest in Premium Sleep Systems from the USA a. Meaning: this ads is for their furniture, especially for Bed. b. Structures: English c. Effects on the readers: make the readers want to buy their furniture. 2) ApotekViryaFarma ads Your Satisfaction is Our Priority a. Meaning: they will give a good service for buyers. b. Structures: English c. Effects on the readers: Readers will think that they will get a good service from ApotekViryaFarma when they buy some things from that store. 3) PerguruanTinggiCendana Registration Enroll Yourself to: PerguruanTinggiCendana a. Meaning: talking about registering new students. b. Structures: English words combine with Indonesian words with English structure. c. Effects on the readers: they are an opening a registration. 71


4) Han’s Bread Shop. The bread you’ll ask for more a. Meaning: they sell delicious breads b. Structures: English structure c. Effects on the readers: they sell delicious breads. 5) Electronic Store Yundai: enjoy natural coolness a. Meaning: Yundai is one of the electronic brands b. Structures: using English structure c. Effects on the readers: 6) Indonusa Trust Computer ASUS: No.1 in Quality and Services a. Meaning: they sell ASUS b. Structures: using English structures c. Effects on the readers: Readers will believe that ASUS is a good quality than others.

7) Furniture Store: Koleza 9 Funtastic Living Experience a. Meaning: They offer the beautiful furnitures b. Structures: English structure but there is an error. That is “Funtastic”. It should be “Fantastic” c. Effects on the readers: Koleza 9 provides fantastic furnitures 8) CAR Insurance “We provide you the best protection” a. Meaning: CAR provides a good services b. Structures: using English structure c. Effects on the readers: people will believe their motto when seeing their pictures in the ads. 9) Train Station Motto Every day is SAFETY has no holiday a. Meaning: to attract people to use train going to anywhere. b. Structures: Actually the slogan consists of two sentences. “Every day is safety day” and “Safety has no holiday.” But the writer only write one word “SAFETY” in the ads. c. Effects on the readers: Only by getting on train, people will give the safety. 10) Murdoch University Find out about our courses and AUD$ 10,000 scholarship at www.murdoch.edu.au a. Meaning: They offer low cost for students b. Structures: English structure c. Effects on the readers: Some people will think that they offer a low cost, but for

others who don’t know “AUD$”, they tend to not make attention to the ads.

11) Panasonic ads Discover the New Way of Smart Living with the New Panasonic Fridge and Washer a. Meaning: there are new Panasonic electronic, such as fridge and washer b. Structures: English structure c. Effects on the readers: people are interested to buy those new electronics when seeing the picture in that ads. 12) Spring Bed’s Ads We make the World’s Best Mattress a. Meaning: their bed is the world’s best mattress for people b. Structures: English c. Effects on the readers: people is not too interested because the bed in the picture is not so attractive. 13) a. b. c.

Onduline: Lightweigh Roofing Expert Meaning: they tend to offer their thins Structures: English Effects on the readers: not so attractive because no picture is in their ads.

14) Mowilex: Colour Design Center ads We create your personal colour a. Meaning: Mowilex is one of a good paint b. Structures: English c. Effects on the readers: they make an attractive ads by showing goods color on their ads. 15) a. b. c.

Dekson: Quality is the Key Meaning: Dekson is one of the key’s brand Structures: English Effects on the readers: people will think that Dekson has a quality.

16) CantiKayu: The Beauty of Real Wood a. Meaning: They introduce wood which has good quality b. Structures: Indonesia words combine with English words c. Effects on the readers: If people don’t read the sentence “CantiKayu” carefully, they will think that it is a place for SPA. 17) Ocean Spring Bed: makes dreams come true a. Meaning: They offer their products, such as Spring Bed b. Structures: English structure 72


c. Effects on the readers: People will think that The Ocean Spring Bed can make our dream in the night will come true in the reality. 18) a. b. c.

Simply Fresh: Serve Laundry on Kilo’s Meaning: they receive laundry service Structures: English structure Effects on the readers: People will think that The Simply Fresh will accept clothes in Kilo, if the clothes are not in Kilo, The Simply Fresh will not accept.

19) FLORENCE: SMART CHOICE for for a HAPPY FAMILY a. Meaning: They offer to people the Spring Bed. b. Structures: using English structure c. Effects on the readers: Only a happy family buys Florence Spring Bed, so if the family is not happy, the family can’t buy Florence Spring Bed. 20) JOTUN: Paint for iconic buildings and beautiful homes a. Meaning: Jotun is the brand of paint b. Structures: English structures c. Effects on the readers: Jotum is only for beautiful homes not for ordinary homes. 21) Smarphone ads: Nokia Lumia ads Bring Magic To Your Photos With Camera Lenses Apps On The Most Innovative Smartphone a. Meaning: Nokia Lumia has a good camera lenses b. Structures: English structures c. Effects on the readers: Nokia has improved their qualities in phone. 22) GrahaBangunan Pamphlet GARUDA TILE: Innovations for Every Lifestyle. a. Meaning: they sell many styles of buildings b. Structures: English structure c. Effects on the readers: they sell many innovation of things. 23) Firma Kencana Ads Give them quality, that’s the best kind of advertising a. Meaning: Firma Kencana is one of place for advertising b. Structures: English structures c. Effects on the readers: if people want to advertise their products, they can call Firma Kencana

24) a. b. c.

Xperiaseri 5: untuksemuakebutuhanmu Meaning: Xperia is one of smarphone Structures: Bahasa Indonesia Effects on the readers: Xperiaseri 5 provides anything people need in a smartphone.

25) Daddy couldn’t give me pocket money a. Meaning: saving is better than spending money to buy cigarettes b. Structures: English c. Effects on the readers: to ask people to save money. 26) a. b. c.

STEDY: Protecting your home and business Meaning: they offer doorlock Structures: English Effects on the readers: people will buy because it can help people to lock something important.

27) Galaxy S7 edge: More than a phone a. Meaning: there are 2 things they offer besides it’s only a phone b. Structures: English c. Effects on the readers: people is not really interested because the ads doesn’t give an interesting picture to show that the phone is different with others. 28) Family Fitness: Be the best you a. Meaning: they offer ½ price if you buy their stuffs b. Structures: English c. Effects on the readers: people will be happy to see “1/2 price” 29) Kids Edu Plan: Open The Door to Anywhere a. Meaning: Kids Edu Plan is one kind of insurance b. Structures: English c. Effects on the readers: people are not too interested 30) Green Aluminium: Making your home a better place a. Meaning: they offer door and window with green concept b. Structures: English c. Effects on the readers: no effect for people because they don’t offer something interesting. 31) Free Wifi, Karaoke and Room Party In Focus 73


a. Meaning: they offer many things in their cafe b. Structures: English structure but like Bahasa c. Effects on the readers: they don’t advertise their café with interesting ads. 32) Cigarette’s ads: Enjoy your signature moment a. Meaning: advertise the cigarettes b. Structures: English c. Effects on the readers: people will know that it’s cigarettes ads. 33) a. b. d.

L.A. Bold : My bold kind of party Meaning: they advertise cigarettes Structures: English Effects on the readers: people will know that it’s cigarettes ads.

34) Blibli: for Big Fans of Indie Spirit a. Meaning: they attrack people to buy in Blibli online shop b. Structures: English c. Effects on the readers: the ads is not too really interesting 35) MILD: The Taste that Moves You a. Meaning: they advertise cigarettes b. Structures: English c. Effects on the readers: people will know that it’s cigarettes ads. 36. MAXUS: Live to the max a. Meaning: people will know that it’s cigarettes ads. b. Structures: English c. Effects on the readers: people will know that it’s cigarettes ads. 37. The Reiz Condo a fabulous residence: Grand Opening Marketing Lounge & Show Unit a. Meaning: They attract people to come to their first opening b. Structures: English c. Effects on the readers: people will think that they will build a new hotel 38. Futsal Tournament: Take the challenge a. Meaning: they invite young boy or man to join the tournament b. Structures: English c. Effects on the readers: people want to join because the ads show the prize 39. Police Ads Say No to Drugs…!!! a. Meanings: to invite people to stay away from drugs b. Structures: English

c. Effects on the readers: people will be afraid of using drugs because Police will arrest for anyone who uses drugs. 40. Swiss Education ads Study in Swiss a. Meanings: to invite young people to study in Swiss b. Structures: English c. Effects on the readers: people will be not too interested. 41. Police ads AndaMengetahuiPeredaranNarkoba, Hubungi Call Centre: 0813 7553 5633 a. Meanings: to invite people to call police if they know people who use drugs b. Structures: Bahasa Indonesia c. Effects on the readers: police asks for your helping to combat drugs 42. Panasonic ads The Beauty of Smart Living a. Meanings: They offer good electronics b. Structures: English structure c. Effects on the readers: attract people to buy things whose brand is Panasonic 43. The laundry’s shop Murah, Cepat, Bersih, Wangi, Rapi a. Meanings: They offer good electronics b. Structures: English structure c. Effects on the readers: attract people to buy things whose brand is Panasonic 44. Police ads: Mari Kita BekerjasamaMewujudkan Medan Kota Metropolitan Yang Bebas Dari PeredaranGelapNarkoba a. Meanings: to invite people to call police if they know people who use drugs b. Structures: Bahasa Indonesia c. Effects on the readers: police asks for your helping to combat drugs 45. ERHA Skin Care Bentolmerah di wajahku yang terasapanasternyatabukanalergitapi ACNE ROSACEA. a. Meanings: They offer the solution for acne in face b. Structures: Bahasa Indonesia c. Effects on the readers: People will be attracted for the ads. 46. MILD: PeringatanMerokokMembunuhmu a. Meaning: they advertise cigarettes b. Structures: Bahasa Indonesia c. Effects on the readers: people still buy cigaretts even reading that sentence. 47. Citra Land Bagya City: Coming Soon Rp. 800jt a. Meaning: they advertise House b. Structures: English 74


c. Effects on the readers: it’s too expensive 48. Xperiaseri 5 ads The word’s best camera in a smartphone a. Meaning: they offer new Xperia b. Structures: English c. Effects on the readers: People will think that Xperiaseri 5 only has a best camera. 49. Jiwasraya: together for life a. Meaning: they invite people to save money with them b. Structures: English c. Effects on the readers: people will know that it’s an insurance

50. PasarBuah pamphlet: Fresh Mart a. Meaning: they provide fresh fruits b. Structures: English c. Effects on the readers: people will buy their fruits because of freshness. 4.

Conclusions Public spaces play a vital role in the social and economic life of communities. New kinds of public spaces and meeting places are now being created in towns and cities, which can be an important social resource. Neighborhoods are areas of the city characterized by their own identity, clearly perceived both by its inhabitants and visitors. In the constitution of that identity; both aesthetic and social components play an important role. Therefore, public space in suburban communities needs to reach its identity and enhance its aesthetic and social perception, greater than that of the public spaces of the city’s central core. In central public spaces, that identity is already part of a citizen’s heritage. From the analysis, it was found that all the public spaces tried to introduce their products by making a good or unique sentence that can attract people to buy their products. Some of their tricks are by using English or Indonesian Language, or even both of languages in their public spaces. From 50 public spaces or billboards in the research, there were 42 public spaces used English structure, 5 public spaces used English combined with Indonesian Language, a sentence had an error in writing the sentence and the last is a sentence used English with Indonesian language structure.

and promotion: An integratedmarketing communications perspective. New York: McGraw Hill. Ben-Rafael, E., Shohamy, E., Amara, M. H., & Trumper-Hecht, N. (2006).Linguistic landscape assymbolic construction of the public space: The case of Israel. In D. Gorter (Ed.), Linguistic landscape:A new approach to multilingualism(pp. 7-30). Clevedon: Multilingual Matters Ltd. Berger, A. A. (2011). Ads, fads, and consumer culture: Advertising’s impact on American character and society. Plymouth: Rowman& Littlefield Publishers, Inc. Crystal, D. (2003). English as a global language (2nd ed.). Cambridge: Cambridge University Press. French, Jere Stuart. (1978). Urban Space: A Brief History of the City Square. KendallHunt: Iowa. Goddard, A. (1998). The Language of advertising. London and New York: Routledge. Huebner, T. (2006).Bangkok’s linguistic landscapes: Environmental print, code mixing and language change. In D. Gorter (Ed.), Linguistic landscape:A new approach to multilingualism (pp. 3151). Clevedon: Multilingual Matters Ltd. Landry, R., &Bourhis, R. Y. (1997). Linguistic landscape and ethnolinguisticvitality: An empirical study. Journal of Language and Social Psychology, 16(1), 23-49. Spolsky, B. (2009). Prolegomena to a sociolinguistic theory on public signage. In E. Shohamy, & D. Gorter (Eds.) Linguistic landscape: Expanding thescenery (pp. 25-39). New York:Routledge.

5. References Belch, G. E., & Belch, M. A. (2003). Advertising 75


Discussion On Educational and Muamalat Issues Based On Sayyid Alwi Thohir Al-Haddad Thoughts Muhammad Yusri Yusof @ Salleh1, a, Mohamad Syafiq Ya Shak2, Paiz Hassan, Mohd Zahirwan Halim Zainal Abidin, Abd Munir Mohamed Noh & Nurul Khairiah Khalid 1

Akademi Pengajian Islam Kontemporari (ACIS), Universiti Teknologi MARACawangan Perak, Kampus Seri Iskandar 32610 Seri Iskandar, Perak, Malaysia a [email protected] 2 Akademi Pengajian Bahasa (APB), Universiti Teknologi MARA Cawangan Perak, Kampus Seri Iskandar 32610 Seri Iskandar, Perak, Malaysia Abstract Sayyid Alwi Thohir Al-Haddad was a famous Johor mufti from 1936-1961. He was associated with the descendants of the Prophet Muhammad SAW from Hadramaut, Yemen. He liked to write a book. Recorded by historians, he wrote 9 books during his lifetime. Fatwa-Fatwa Mufti Kerajaan Johor was his famous work compiled by Bahagian Penerbitan Jabatan Agama Johor and was published in 1981 as a compilation of his thoughts in response to a rising issues during his life as the Johor Mufti.This study aims to analyze the thoughts of Sayyid Alwi Thohir Al-Haddad in response to a rising issues in education and muamalat during his life as the Johor Mufti. This is a qualitative study that employs library research and interviews as research instruments. Library research was done by collecting data on previous studies pertaining to the thoughts of Sayyid Alwi Thohir Al-Haddad from printed media like journals, books and conference papers. Selected respondents were interviewed to generate their perspectives about their ideas, opinions, and experiences pertaining to research topic. Text study was used to critically examine the thoughts of Sayyid Alwi Thohir Al-Haddad on related issues.This study provides new values to the body of knowledge especially in the thoughts of Sayyid Alwi Thohir Al-Haddad. It also attempts to highlight the thoughts of Sayyid Alwi Thohir Al-Haddad especially in educational and muamalat issues. Keywords:Fatwa, Mufti Johor, Sayyid Alwi, al-Haddad

1. Introduction Sayyid Alwi Thoir Al Haddad was the Mufti of the 9th Johor Government from 1977-1981. Despite his short tenure as the Mufti, he is well known around the Malay Archipelago thanks to his empathic fatwas especially on the youth movements at that time. Various Islamic scholars have responded to his fatwas since then; one of the most popular ones is Haji Abdul Malik bin Karim bin Amrullah or Hamka through his book, Teguran Suci dan Jujur Kepada Mufti Johor, which is still reprinted until today. Originally intended as a simplepublication produced by Hamka on August 3rd, 1958, it was reprinted in Arabic writing on the same year by Persatuan Muhammadiah Pusat in Singapore (Yayasan Nurul Ehsan, 1978). This book is a response to the fatwas of Sayyid Alwi Thoir Al Haddad which were written in the Semenanjung Paper no. 109 on Zulhijjah 26th, 1377 H with reference to a book on Prophet Muhammad’s deeds by Ustaz Hassan Bandung. His other fatwas are also

continuously acknowledged by Islamic scholars in Malaysia as a basis in addressing contemporary Islamic issues. The Biodata Of Sayyid Alwi Thohir Al Haddad His full name is Habib Alwee bin Thohir AlHaddad bin Abdullah bin Thaha Abdullah bin Umar bin Alwee bin Muhammad bin Alwee bin Ahmad bin Abi Bakar Abu Thahir Al-Alawee asy-Syarif alHusaini. It is believed that his family lineage can be traced back to Sayidina Ali bin Abi Thalib who was married to Sayidatina Fatimah, Prophet Muhammad’s beloved daughter. Habib Alwee bin Thohir Al-Haddad was born in Qaidun City, Hadhramaut, Yaman on Syawal 14th, 1301 H / August 7th, 1884 AC (Wan Mohd Saghir Abdullah, 2006). Other sources implied that he was born in Batu Pahat Johor, on June 23rd, 1919 and his grandfather was from Hadramaut, Yemen. His father was born in Indonesia after his grandfather migrated from Yemen. After staying in Indonesia for a while, his grandfather once again migrated to 76


Tanah Melayu and stayed around Batu Pahat (Muhammad Abdullah Surodi, 2012). Conflicting information about Sayyid Alwi Thohir Al-Haddad is not only prevalent in terms of his birth place and date; it also rises in a number of other aspects as mentioned by Ustaz Hj Wan Saghir bin Wan Abdullah in his publication on Sayyid Alwi Thohir Al-Haddad. Among others: In Tasynif al-Asma’ by Abi Sulaiman Mahmud Sa’id bin Muhammad Mamduh, it is stated that Sayyid Alwi Thohir Al-Haddad died in Jakarta, Indonesia in Jamadilakhir 1382 H (pg. 383). However, Nik Yusri Musa in his working paper entitled ‘Polemik Datuk Sayed bin Tahir al-Haddad’ and A. Hassan Bandung in his publication ‘Gambaran Pemikiran Fiqh Nusantara’ noted that Sayyid Alwi Thohir AlHaddad died on November 14th, 1962 AC and was laid to rest in Tanah Perkuburan Islam Mahmudiah Johor Bahru (see Prosiding Nadwah Ulama Nusantara III, 2005AC/1427 H, pg. 538) If we look at the deceased date closer, it can safely be assumed that both dates are accurate since November 14th, 1962 is indeed Jamadilakhir 17th, 1382 in the Islamic Calendar. However, the place of his death is still debateable as Tasynif al-Asma’ only mentioned about his death place and not where he was laid to rest. Nik Yusri Musa further stated that Sayyid Alwi Thohir Al-Haddad was laid to rest in Johor Bahru, but his actual place of death was not mentioned. Is it true that he died in Jakarta before he was brought back to Johor Bahru? If it is true that he died in Jakarta, there is a possibility that he lived there before he migrated to Johor. After all, many of his students were in Jakarta and Bogor at that time. Another arising issue is about Sayyid Alwi Thohir Al-Haddad’s deceased date. It is widely acknowledged that there were glitches in flights between Jakarta and Singapore on November 14th, 1962 as the Malaysia – Indonesia Confrontation had just begun and Singapore was still a part of Malaysia.

Hence, this matter needs to be further investigated.

Sayyid Alwi Thohir Al-Haddad received his early education in Hadhramaut from a number of renowned Islamic scholars such as Habib Ahmad bin al-Hasan al-Attas al-Alawee, Habib Thohir bin Umar al-Haddad, dan Habib Muhammad bin Thohir al-Haddad. All of his teachers are descendants of Prophet Muhammad PBUH. Sheikh Wan Mohd Saghir Abdullah (2006) also indicated that Sayyid Alwi Thohir Al-Haddad was a bright and smart scholar. His passion for learning was summed up by Sheikh Wan Mohd Saghir Abdullah in Utusan Malaysia on June 21st, 2006 as follows: In all actuality, what comes first is the knowledge and hadiths that are related to the original hadith. Sayyid Alwi Thohir Al-Haddad repeatedly read religious texts such as the texts of asSittah, Riyadh ash-Shalihin, Bulugh alMaram, and Jami' ash-Shaghir. With regards to hadiths, Saiyid Alwi alHaddad also analysed numerous texts on hadiths and their sanad (chain of narrators) such as the text of adDhawabidh al-Jaliyah fi al-Asanid al'Aliyah by Syeikh al-Allamah alMusnid Syamsuddin Abdullah bin Fathi al-Farghali al-Hamisyi. In addition, he also examined an ats-tsabat text called as-Samth al-Majid by Syeikh al-Allamah al-Musnid Shafiyuddin Ahmad bin Muhammad al-Qasyasy al-Madani. He successfully obtained religious knowledge and degrees from his teachers and the chains of hadith narrators. Besides these teachers, Sayyid Alwi Thohir Al-Haddad also learnt from his uncles, Imam Habib Abdullah bin Thoha al-Haddad and Habib Thohir bin Abi Bakri al-Haddad. A part from them, he also acquired knowledge from al-Mu'ammar Sirajuddin Umar bin Utsman bin Muhammad Utsman alAmudi ash-Shiddiqi al-Bakari. He was also able to listen to hadiths which were narrated by al-Allamah as-Saiyid 'Abdur Rahman bin Sulaiman al-Ahdal. Sayyid Alwi Thohir Al-Haddad is deemed as a bright individual. When he was 12, he has completed learning about Ihya’ “Ulum ad-Din by Imam al-Ghazali. When he was 17, he began to teach. And when he was 20 years old, he moved to the teaching of bigger religious texts which carriedeven greater Islamic knowledge. Some of the knowledge that he taught at that time was the 77


knowledge of interpretation, hadith, fiqh, usul al fiqh, history, falaq, nahu, sharaf, balaghah, philosophy, and tasawwuf ( Wan Mohd Saghir bin Abdullah, 2006). His service as a respected Islamic scholar in Johor began in 1945 when he was appointed as the Qadi for Kluang District for four years. At the end of 1945, he was selected as the Qadi for Pontian District. He continued his service as the Qadi in Muar in 1955 and in 1969, he was chosen as the Main Qadi of Johor for a year. In 1970, he was designated as the Deputy Mufti of Johor. His tenure as the Deputy Mufti ended in 1977 as he was officially appointed as the Mufti of Johor. On December 31st, 1981, he retired as the Mufti of Johor. His dedication, service, and loyalty were handsomely rewarded as he was honoured with the Pingat Ibrahim Sultan (P.I.S), Setia Mahkota Johor (S.M.J), Datuk Paduka Mahkota Johor (D.P.M.J) dan Seri Paduka Mahkota Johor (S.P.M.J) by the Sultan of Johor at that time (Muhammad Abdullah Surodi, 2012).

2. Literature Review The writing on Sayyid Alwi Thahir al-Haddad is very limited, if any, it is related to his polemic with the ‘kaum muda’ as noted by Nik Yusri (2006) and in Hamid Naseem (2003). Hameed Naseem notes that there has been an encounter of thought between Buya Hamka and A. Hassan Bandung which representing ‘kaum muda’ with Sayyid Alwi Thahir representing the ‘kaum tua’ in the archipelago. Meanwhile Mariok (1993) recorded the contribution of Sayyid Alwi Thahir al-Haddad in Islamic religion and history in Malaysia. Furthermore, Nurulwahidah Fauzi (2013) recorded the contributions of Arab-Hadrami scholars including the contribution of Sayyid Alwi Thahir al-Haddad in the State of Johor in the field of religion and retention of the 'qou' status of the ‘kaum tua’ in the State of Johor. While Muhammad Yusri Salleh (2012) recorded Sayyid Alwi Thahir's contributions against the jawi writing in Malaysia. As far as the literature reviews there is no specific writing on Sayyid Alwi Thahir al-Haddad's thinking in the current field of education and muamalat. Sayyid Alwi Thahir Al-Haddad Thoughts on Educational Issues Sayyid Alwi Thahir al-Haddad had discussed four educational related issues in compilation Fatwa Kerajaan Johor Jilid II. All of these issues involved advice on Islamic laws. They were all answered by him in a good manner of

writing, which reflected how important his role as an Islamic scholar to the society at that time.

Encouragement to Learn Sayyid Alwi Thahir al-Haddad put much emphasis on education, especially on the basic of Islam. It involved learning about Fardhu Ain in relation to the characteristics of Allah and His Prophets, the Five Pillars of Islam, the Six Pillars of Iman, and the Halal and Haram law. This emphasis can be seen through his fatwa as follows (Bahagian Penerbitan Jabatan Agama Johor, 1981): On Judgment day, Allah will bring a father in front of Him and ask about why he did not provide education to his children and his failure to encourage his children to enjoin what is right and forbid what is wrong. The father will also bear the same torments as his children because he was silent and did not take his children to task. Encouragement for Women to Learn Through his fatwas, Sayyid Alwi Thahir al-Haddad has also encouraged women to go out and seek knowledge, especially the knowledge of Fardhu Ain. He also kept an open mind about allowing women to learn Fardhu Ain from male teachers. This can be seen through his following fatwa (Bahagian Penerbitan Jabatan Agama Johor, 1981): Women can learn from male teachers when there are no other female teachers, as long as they adhere to the Islamic laws and teachings while they get out from the house and while learning with the male teachers. Adhering to Islamic Teaching in Learning Even though Sayyid Alwi Thahir al-Haddad seemed open in addressing women educational issues, he still emphasized on women to adhere to a strict limitation underlined by the Islamic teaching while learning with male teachers. Among others, the male teacher can only look at the face of his female students, the female students must properly cover aurat, and the learning process can only happen if there is no mahram who can teach them. The process also cannot happen behind a curtain or screen. All these were summed up through his following fatwa (Bahagian Penerbitan Jabatan Agama Johor, 1981): (The male teachers) should only look at the (female students’) face in the process of muamalat, witnessing, 78

teaching of essential Islamic knowledge such as the recitation of alFatihah and other appropriate knowledge as long as there is no other teacher of the same gender with the students, a lack of mahram, and the learning process does not happen behind a curtain. In relation to this verse, the female students must cover their head wholly and cover their face properly (if the learning situation allows it to happen)


Who Must Teach Fardhu Ain to Women Though his Fatwa, Sayyid Alwi Thahir al-Haddad made it compulsory for women to learn Fardhu Ain. He further suggested that the custodians of the women will also be sinful if they failed to teach this knowledge to the women. Providing Fardhu Ain education to women can be done by the custodians themselves or by hiring qualified teachers by using the custodians’ own money. This can be seen from his following fatwa (Bahagian Penerbitan Jabatan Agama Johor, 1981): It is sinful for women to not learn about fardhu Ain. It is also sinful for their custodians (such as their fathers and grandfathers) if they failed to teach this knowledge to the women under their care, as highlighted by the verses of ulama. The custodians can teach the women (about Fardhu Ain) by themselves or by hiring others using their own money. He also underlined a number of individuals who are deemed as fit to teach women about Fardhu Ain such as their fathers, grandfathers, male or female relatives, husbands, female teachers and lastly, the non muhrim male teachers. In his following fatwa, Sayyid Alwi Thahir al-Haddad seemed to arrange the order of the qualified individuals to become a teacher for the women (Bahagian Penerbitan Jabatan Agama Johor, 1981): A woman who has reached puberty must learn about Fardhu Ain from her father, relatives, or husband. If she does not have any of them, she must learn about Fardhu Ain from other woman, and if she does not have any woman to teach her, she can learn it from a man who is not her mahram, as long as she covers her modesty.

Encouragement for Husband to Learn from His Wife Sayyid Alwi Thahir al-Haddad highly encouraged a husband to learn from his wife, especially if his wife is more knowledgeable. This was his response after he was asked whether a male student can marry his pious female teacher or not. From his fatwa (Bahagian Penerbitan Jabatan Agama Johor, 1981): All praise to Allah. There is nothing wrong with it; in fact, it is the best. And it is also possible if the man has already learnt from the female teacher before they got married, because being one’s teacher is not the reason that disallows a marriage between a student and his teacher.

Encouragement to Kiss the Teacher’s Hand Sayyid Alwi Thahir al-Haddad was also asked about the Malay culture of kissing the hand of their elders, teachers, prominent figures and kings. It is thought that the Malays do this as a sign of being humble and respect. By using the arguments of the Shafie School of Islamic Thoughts, he opined that kissing the hand of somebody as a sign or respect is sunnat (highly encouraged). In his Fatwa, (Bahagian Penerbitan Jabatan Agama Johor, 1981): According to the scholars of Shafie, as mentioned in the text of Tuhfah, kissing the hand of a pious man is sunnat, and this includes kissing the hand of a respected man, the elders, a dutiful king, and the parents. This matter was mentioned by hadiths and noted in a special text by a number of Islamic scholars. Sayyid Alwi Thahir Al-Haddad’s Thought On Muamalat Issues: Lottery Sayyid Alwi Thahir al-Haddad was a caring and responsive Mufti in his era. Some of the Muamalat issues being raised during his tenure were the issues of lottery money and gambling. His Fatwas were a clear sign that the society at that time loved to play lottery and gamble. He also made the prohibition against playing lottery and gambling extremely clear through the circulars produced by the Johor Religious Department at that time. Among the most prominent issues about lottery money were: Using the Lottery Money to Buy a House 79


He was once asked about whether it is allowed in Islam for a poor individual who did not own a house but has won an RM1000 lottery to use the money to build a house to fulfil his need. Sayyid Alwi Thahir al-Haddad firmly responded through his Fatwa that a Muslim is forbidden from doing so, even though the winning money is not being used to buy food (Bahagian Penerbitan Jabatan Agama Johor, 1981): Lottery money is haram, not only in buying food but also to be used in all matters.

Found Lottery Ticket Matches the Winning Number He was later asked about whether a man who found a lottery ticket and was informed that ticket has won him RM300 000 can use the money or not. Sayyid Alwi Thahir al-Haddad then proclaimed that the winning money should be treated according to the Islamic practice of treating lost items as discussed by fiqh; therefore, the money can only be used for matters that involve greater public benefits. He further explained this in his following Fatwa (Bahagian Penerbitan Jabatan Agama Johor, 1981): The money should be treated the way the lost money from an unknown person is treated. The money should be sent to a religious office to be spent for greater (Muslim) public benefits. Among others, it can be spent to build a school, help its teachers and students, and assist poor individuals and people who are deep in debts and others. Using Lottery Money for Public Benefits Sayyid Alwi Thahir al-Haddad was also asked whether some of the lottery money can be channelled for personal use and the rest for greater public benefits. He decisively retorted that such practices are not allowed by Islam and he further linked this matter to a lack of Allah’s blessings to one’s sustenance if the money is used for personal use. This can be traced from his fatwa (Bahagian Penerbitan Jabatan Agama Johor, 1981): By doing that (using the money for personal use), you will not receive the blessing of Allah; it is compulsory for you to send the lottery money to Baitulmal or other parties who manage religious school, because the money obtained through gambling is unclear in terms of its owner, and when the owner is unclear, Islam dictates that the

money should be sent to Baitulmal to be spent for greater benefits of the (Muslim) public.

Using Lottery Money to Build Schools and Mosques Sayyid Alwi Thahir al-Haddad included the building of schools and mosques under greater (Muslim) public benefits. Because of this, he allowed the building of schools and mosques by using the lottery and gambling money. This can be seen though his Fatwa when he was asked byvillagers who were facing financial difficulties to build a mosque and coincidentally one of them won a lottery and donated the winning money to build the mosque (Bahagian Penerbitan Jabatan Agama Johor, 1981): Not only is he urged to do so, it is compulsory for him to use all the lottery winning money for greater public benefits. Conclusion In analysing Sayyid Alwi Thahir alHaddad’s texts of Fatwa, one cannot deny the fact that that he is a caring and responsive Mufti towards the arising issues in his era. Educational and Muamalat concerns that were discussed in his Fatwas were the pivotal subjects during his time. Despite serving for only four years as the Mufti of Johor, his profound thoughts, canny intelligence and impactful leadership will forever be cherished and celebrated. References Bahagian Penerbitan Jabatan Agama Johor. (1981). Fatwa-Fatwa Mufti Kerajaan Johor Yang di Fatwakan oleh Dato’ Sayyid Alwee bin Thohir al-Haddad. Jilid 1. Johor Bahru: Bahagian Penerbitan Jabatan Agama Johor. Yayasan Nurul Ehsan. (1978). Kenangan Untuk Buya Hamka. Jakarta: Yayasan Nurul Ehsan. Abdul Karim Amrullah. (2010). Teguran Suci dan Jujur Kepada Mufti Johor. Kuala Lumpur: Pustaka Dini. Wan Mohd Saghir Abdullah. (2008). Ulama’ Nusantara 1. Kuala Lumpur Khazanah Fathaniyyah. Wan Mohd Saghir Abdullah. (2006). Utusan 80


Online. Saiyid Alwi Bin Thahir Al-Haddad Mufti Kerajaan Johor. 21 Jun 2006.

Nik Yusri Musa (2006). “Polemik Dato’ Sayed Alwi bin Tahir al-Haddad dan A. Hassan Bandung: Gambaran Pemikiran Fiqh Nusantara”, Prosiding Nadwah Ulama Nusantara III, anjuran Fakulti Pengajian Islam UKM DAN Majlis Agama Islam Pulau Pinang, 15-17 April, 537-543. Nik Yusri Musa (2006). “Polemik Dato’ Sayed Alwi bin Tahir al-Haddad dan A. Hassan Bandung: Gambaran Pemikiran Fiqh Nusantara”, Prosiding Nadwah Ulama Nusantara III, anjuran Fakulti Pengajian Islam UKM DAN Majlis Agama Islam Pulau Pinang, 15-17 April, 537-543.

Muhammad Yusri Salleh et. al (2012).”Pemikiran Dato’ Sayyid Alwi bin Thahir al-Haddad Terhadap Survival Tulisan Jawi”, Prosiding Seminar Penyelidikan Jawi dan Manuskrip Melayu, Anjuran CITU UiTM Shah Alam, 19-20 Jun 2012, 106-112. Hamid Naseem Rafiabadi. (2003). Islamic resurgence in Indonesia. New Delhi: Samp & Son. Nurulwahidah Fauzi et. al (2013). Hadhrami Ulama Within The Malay-Johor Activism ; The Role Of Sayyid Alwi Bin Tahir alHaddad (1934-1961). Middle-East Journal of Scientific Reseach 13 (3).354-362. DOI: 10.5829/idosi.mejsr.2013.13.3.1918

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Vocational High School Students’ English Pronunciation Competence in Sinar Husni: Lesson Learned from Word Stress Assignment Rindy Kencana Putri University of Sumatera Utara, Medan, Indonesia E-mail: [email protected] Abstract English has been a lingua franca in various domains of communication such as international business, academic conferences, diplomacy, science and technology. As a result, the demands for English skills in all aspects are crucial in response to the importance of English and the impact of globalization. Despite the constant efforts in developing English education in Indonesia, a number of studies have shown that the achievement of Indonesia learners was unsatisfactory especially in Sinar Husni School. English pronunciation of the Sinar Husni learners should be focused. This study has two principle objectives: 1) to examine Sinar Husni students'knowledge with regard studentsstress assignment; and 2) to determine possible factors affecting the Sinar Husni students' pronunciation competence. To achieve these objectives, 90 students in Sinar Husni participated in this study. The test consisting of two parts: personal information profile, and 40 selected words systematically taken from two textbooks, was employed to identify these participants’ pronunciation competence. The results showed that most of the participants’ English pronunciation was somewhat limited. Gender was identified to be the most significant factor contributing to the participants’ test scores. Keywords: word stress assignment, Sinar Husni Students, English pronunciation 1. Introduction Since pronunciation is a global construct which consists of segmental (e.g., consonant and vowels) and suprasegmental (e.g., stress, intonation, rhythm, rate, volume), over the past decade, a number of studies have variedly investigated the area of speaking skills, including speaking assessment (e.g., Chen, 2001; Li, 2003; Wang 2003), phonology language acquisition (e.g., Altmann, 2006; Waylan et al., 2006), problems of teaching and learning speaking skills (e.g., Goodwin, 2001; Lazaraton, 2001). Amongst these studies focusing on speaking skills, pronunciation is receiving more attention in many EFL classrooms since it is recognized that students should primarily acquire as a fundamental skill because it can effect accuracy and comprehension (Celce-Murcia et al., 2000; Derwing et al., 2006; Hahn, 2004). Although research studies on speaking skills and pronunciation are common within English as a second and foreign language, the research of this line with Indonesian learners seems to be marginalized. Specifically, the area of pronunciation produced by Indonesian learners of English studying in the field of vocational seems to be relatively less explored. In light of the shortage of this line of research, despite the importance for successful communication, this study aimed to explore pronunciation competence of Indonesian learners of English studying in the field of

vocational students specially in SinarHusni by using a stress identification task. The roles of three factors: gender, faculty and years of studying English were also determined. The current study aims to assess Indonesian learners’ English pronunciation competence. In this study, English pronunciation competence refers to the knowledge to perform pronunciation through the word stress assignment. Specifically, the study has two main objectives: (1) to assess vocational high school students’ knowledge with regard to word stress assignment, and (2) to determine possible factors contributing to these learners’ pronunciation competence. More specifically, this study attempted to answer the following questions: 1. What is the level of vocational high school students’ English pronunciation competence? 2. What is the relationship between three factors: gender, faculty and experiences in studying English, and their knowledge with regard to word stress assignment? 2. Literature Review 2.1. Factors contributing to students’ pronunciation Although some researchers believe that all learners have the same capacity to learn a second or foreign language because they have learned their first language, a number of EFL teachers have difficulties in improving the students’ pronunciation 82


problems. As a result, in the past, several researchers have put great efforts, asserted and suggested many factors affecting students’ pronunciation (e.g., Brown, 1994; Celce-Murcia et al., 2000; Gillette, 1994; Kenworthy,1987). In this regard, these previous studies have been repeatedly substantiated that factors such as native language, age, exposure, innate phonetic ability, identity and language ego, and motivation and concern for good pronunciation ability, appeared to have an influence on teaching and learning pronunciation.

experience meant the opportunities to use English language in daily lives. The studies suggested that students with poor pronunciation, who were regarded as less experienced, had more language transfer problem than the students with good pronunciation. For this reason, the students with good pronunciation would improve better than the poor ones. In short, students could simply improve the development of pronunciation competence if they were motivated and had a strong will to expose to thetarget language.

2.1.1. Native language

2.1.4. Phonetic ability

According to Avery and Ehrlich (1987), learners of a language have different ways to speak the target language. The way they speak the target language is sometimes slightly different and sometimes highly different than the native speakers’ do. Kenworthy (1987) also stated that the native language is the most influential factor in accounting for students’ pronunciation especially foreign accents. That is, if the students are familiar with the sound system of their native language, they will be able to effectively diagnose their own difficulties. 2.1.2. Age Age plays a vital role in learning or improving pronunciation abilities. As can be seen, if learners can pronounce a second language with a native-like accent, they must have probably started to learn it during their childhood since these learners start their second language learning process in target language speaking people environment (Senel, 2006). An intriguing research study conducted by Brown (1992) investigating the age factor on learning pronunciation using a traditional listen-and-repeat exercise indicated that minimal pairs in the context of the sentences, conversation and role playing, adult learners were probably able to learn second language phonology as well as children did. 2.1.3. Experience in studying English Lacking of opportunity to practice English pronunciation is another prominent problem to advancing in English pronunciation. Several studies compared the pronunciation accuracy of people living in English-speaking countries and those who did not, revealing the difficulty with pronunciation of learners who did not live in an English speaking country in mastering English pronunciation. For instance, Siriwisut (1994) and Serttikul (2005) indicated that language experience had an effect on pronunciation ability. In their studies, language

According to Brown (1992), phonetic ability is sometimes called phonetic coding ability. It is a common view that some people have a better listening skill for a foreign language than others. Therefore, they are able to discriminate between the two sounds more accurately than the others and ale to imitate sounds better. Although students may have had exposure to a foreign language as children and attuned to phonetic discrimination, some studies (e.g., Kanoksilapatham, 1992) have suggested that some elements of learning are a matter of awareness of the different sounds. Also, learners’ pronunciation ability can be improved by putting efforts and concentration on those sounds. 2.1.5. Attitude and identity Another interesting factor influencing on acquiring and improving pronunciation of the target language is one’s attitude towards speakers of the target language and the extent to which the language ego identified with those speakers. As pointed out by Brown (1992), students with a positive attitude towards the people who spoke the target language were likely to learn pronunciation more successfully. They were not afraid of the second identity that may have been emerging within them. 2.1.6. Motivation pronunciation

and

concern

for

good

The learners’ motivation can be seen the strongest factor contributing to the success or failu re of learning a second or foreign language. That is, it is a driving force encouraging a learner to pursue a course of action, initiating the learning, and finally sustaining the learning process (Dörnyei, 2001). Basically, if the learners’ motivation is high, then they will be willing to improve their abilities by themselves. On the other hand, if they do not see the value or pay attention to their pronunciation, they may not be motivated to do well. 83


3. Methodology 3.1. Participants The participants were vocational high school students of (N=90),majoring in mechanical engineering, electrical majors, and department of office administration , Vocational High School Sinar Husni,Medan. All of them, at the time of study, were grade XII students, and were randomly selected to participate in this study. These participants were ideal for this study for several reasons. First, they were a homogeneous group of students studying in mixed-ability class. Second, Indonesian was their mother tongue, and they had no formal exposure to the spoken variety of the language other than that in the classroom. Finally, they were studying English courses, which contribute positively to the study, allowing certain generalizations to be made. 3.2. Instruments The instrument used in the current study consists of two parts. Part one of the test is the background questionnaireeliciting personal information of the participants. The questions asked in this part represent the following variables: 1) gender, 2) major, and 3) years of studying English. As for the last factor (years of studying English), itshould be noted that, in Indonesia, students learn English as a compulsory subject from Grade 1 onwards. Since theparticipants in the current study were studying in the university level, studying English for at least 5 years was takeninto account. Part two of the test is regarded as the main instrument in this study. This part comprises a list of selected words totest the participants’ word stress competence. To select the words used in this part, first, a list of 60 words was compliedfrom two main sources, namely: Fundamental of English Grammar (Azar, 2006) and Vocational School (Jochen and Saphiro, 1975). Since all of the participants were studying in the field of vocational,it was expected that these students would be familiar with the words selected from these books which were used as amain stream in the instruction. Then, in order to assure the reliability of the words listed, all of the words to be usedwere cross checked, referring to Oxford Advanced Learners Dictionary (Hornby, 1989). To assure that the words tested represent the proportion of thewords used in the scientific field. 3.3. Data collection

The test administration took place in the second semester of academic year 2016. The test was distributed to the participants into three classes on the last day of the semester. In this regard, the author administered the test. Before the test administration, the participants were informed that the first part of the test required the participants to complete their personal information, whereas the second part asked them to identify the stressed syllable in each word by marking an X that corresponds to the syllable they perceived to place a stress on. In order to assess the real these participants ‘competence, they were also informed that the test results would be kept confidentially, and the results of the test would be beneficial for the research study and improving teaching English. 3.4. Data analysis

After the test administration, the data obtained from part one eliciting personal information of the participants were coded and divided into groups for statistical analysis. As for the data gained from the task of word stress assignment, the test was scored manually by the author. The correct answer was assigned with 1, and 0 to an incorrect one. All data were analyzed by the SPSS program, showing descriptive statistics. In order to determine the effect of the three variables: gender, faculty and years of studying English, separate t-tests and separate ANOVAs were performed. 4. Findings and Discussion 4.1. Findings The analysis and the descriptive statistics of the test scores from the word stress assignment task showed that, ingeneral, the mean score is 16.84. The highest score is 26, while the lowest score is 9, and the SD value is 3.35. In this regard, it was found that Sinar Husni’s students had a difficulty with pronouncing five-syllable words most, and two-syllable words least. Based on these results, given that the words covered in the test were taken from the textbooks they must study in the classroom, it is clear that the relatively low mean score of 16.84 demonstrates that their performance on word stress assignment test is far from satisfactory. As for the personal data elicited by the first part of the test, the number and the percentage of the participants arepresented in Table 1. Further, the results on the investigation of the relationship between test scores and the variables were individually reported as follows: 84


Table 1. Personal data of the participant No of Participant Gender Male 52 Female 38 Major Mechanical Engineering 38 Electrical Majors 30 Department of Office 22 Administration English Learning Experience 5 years 76 More than 5 years 14 4.1.1. Test results by gender To examine how gender of the participants affects their English pronunciation competence, the data elicited by the first part of test were analyzed.

Percent 57.78 42.22 42.22 33.33 24.45

84.45 15.55

A number of intriguing points were found. The results of their pronunciation competence by gender are presented in Table 2.

Table 2. Test result by gender Gender Male Female Total

Minimum 12.00 9.00 9.00

Maximum 25.00 26.00 26.00

Of 90 participants, as shown in Table 1, most of them are male (M = 57.78 or 52 students), and 38 participants are female (M = 42.22). As for the test scores, as Table 2 illustrates, the female participants in this study could perform slightly better than the male counterparts in the identification task. The result of the analysis indicates that the mean score of 18.37 is for female participants, and 15.73 for the male ones. Therefore, there is a small difference between the female group and the male one. Although the descriptive statistics does not reveal any major different between the task scores between male and female students, the ANOVA

Table 3. Test result by major Major Minimum Mechanical 9.00 Engineering Electrical Major 13.00 Department of 10.00

Mean 15.73 18.37 16.84

S.D 3.06 3.14 3.35

reveals a statistically significant difference (F = 15.90, p= 0.00). This finding shows that the scores of the identification task revealed main significant effect for gender. 4.1.2. Test scores by faculty In this case, the data from the participants were classified based on their major. The following table demonstrates the comparison of the test scores by major

Maximum 25.00

Mean 16.11

S.D 3.43

26.00 24.00

17.47 17.85

3.06 3.48 85


Office Administration Total

9.00

26.00

Focusing on the major of the participants, the results demonstrated that the participants studying, in the time ofstudy, in the major of office administration (mean score of 17.85), performed slightly better than those studying in the major of electrical (mean score of 17.47), and those from major of mechanical engineering (mean score of 16.11). However, the lowest score of those from the major of Mechanical Engineering is 9.00, followed by those from the major of office administration (10 and 9, respectively). ANOVA was performed on the mean scores and yielded non-significant contrasts (F=1.65, p=0.20), demonstrating that the

Table 4. Test result by experiences in studying English Years of Minimum Maximum Studying English 1-5 years 9.00 26.00 More than 5 13.00 20.00 years 9.00 26.00 The results of the analysis revealed that, incredibly, the participants who have learned English for 1 to 5 yearsperformed slightly better than those studying English for more than 5 years, with the mean scores of the former of 17.00, and 16.00 for the latter. Again, ANOVA was performed on their mean scores, and revealed that there was no statistically significant different (F=1.06, p=0.31). This indicates that the test scores of the two student groups were not significantly different in their word stress assignment. 4.2. Discussion The results obtained from this study suggest that Sinar Husni students of English need to be sharpened their English knowledge and paid more attention to the importance of pronunciation features. This does not mean that not only will English teachers be a decent model of pronunciation for their students, but teachers responsible for other subject matters should be a resource person in the classroom as well. Specifically, gender was identified as one of the contributing factors to the scores of the

16.84

3.35

participants with different in their major did not differ in their word stress assignment scores. 4.3. Experiences in studying English In order to successfully determine and get a clearer picture of the roles of years in studying English on the scores of word stress assignment task, the data from the first part of the test were coded into two groups of students, 1-12 years and more than 12 years, particularly. The difference in the test scores by years of studying English is shown in the following table.

Mean

S.D

17.00 16.00

3.51 2.22

16.84

3.35

identification task, while major and years of studying English were not. Basically, the teachers should be aware of the individual difference which might have and effect on the students’ pronunciation competence. Although English language teaching and learning in Sinar Husni mostly focuses on the four macro language skills, pronunciation, as mentioned earlier, is relatively neglected. The results of this study have highlighted the role of pronunciation not only in language classes in general but in specific courses, in the field sciences in particular. If the students were not able to perform or pronounce English words correctly, they might have difficulties when listening, speaking, reading and writing English textbooks, leading to serious problems in response to the needs of international demands. Given that there was no significant difference in the test scores by years of studying English of the participants, it can be said that, even though some of the students had more experience in studying English that their counterparts, the status of English in Indonesia is recognized as a foreign language. Most of the students will have no chance or opportunity to use the target language in a real 86


environment. Therefore, teachers and learners should be aware of the necessity of being exposed to the target language by making full use of video shows, films, radio or TV programs, computer assisted language teaching programs in teaching and learning English to help boost their pronunciation competence. To facilitate the acquisition of stress pattern, explicit instruction might be needed. Classroom instructor of English can help language learners enhance their sensitivity to stress pattern in a number of ways. For instance, teaching methods and class activities provided should make the students aware of their pronunciation problems and help them correct themselves. In this regard, authentic materials and recorders can be employed in the language classroom. Moreover, teachers should encourage recording of whatever is being studied at home. English teachers themselves should initially be aware of the expertise expected of teachers. That is, they should possess knowledge of instruction, knowledge of context, and expertise related to the subject matter, word stress assignment because the teachers’ pronunciation is the major input that the learners are exposed to. 5. Conclusion The results in general revealed that most of the Sinar Husni students did not possess satisfactory competence in English pronunciation. Clearly seen from the analysis, it was found that, based on the scores of 90 participants, their word stress placement was somewhat unsatisfactory. To further determine which of the three variables are significantly different, ANOVAs were performed, and the statistical results revealed significant difference in gender, but not in major and years of studying English. Therefore, it can be concluded that gender is a significant predictor of Sinar Husni students’ performance in the identification task.

Brown, A. (1992). Approaches to pronunciation teaching. London: Macmillan.

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6. References Altmann, H. (2006). The Perception and Production of Second Language Stress: A cross linguistic experimental study. Unpublished Doctoral Dissertation, University of Delaware. Avery, P. & Ehrlich, S. (1987). Preliminary considerations in the teaching of pronunciation. London: TESL Center. Bolton, K. (2008). English in Asia, Asian Englishes, and the issue of proficiency. English Today, 24(2), 3-12.

Goodwin, J. (2001). Teaching pronunciation. In M. Celce-Murcia (Ed). Teaching English as a second or foreign language. Boston: Heinle and Heinle. Hahn, M.K. (2002). The persistence of learned primary phrase stress patterns among learners of English. UnpublishedDoctoral Dissertation, University of Illinois at Urbana Champagne. Haymes, J. (2000). The development of interactive oral proficiency in the classroom. Retrieved on June 10, 2010 from: http://www.developingteachers.com/articles_ tchtraining/orprof1_jake.htm. 87


Jarusan, P. (1997). Perception and production of English word stress of first year students at Rangsit University.Unpublished Master’s thesis, Chulalongkorn University. Kanoksilapatham, B. (1992). An analysis of English pronunciation of third year English major

students. Silpakorn NakhonPathom.

University:

Kanoksilapatham, B. (2007). Navigating pathways to success in ELT. Journal of English Studies, 3, 6-25. Kenworthy, J. (1987). Teaching English pronunciation. New York: Longman.

88


The Effect of Using Click and Clunk Strategy on the Students’ Achievement in Reading Comprehension Devi Suci Nirwana, Rindi Puspita, Sabrina Octavia Pandiangan

English Applied Linguistics Study Program, Universitas Negeri Medan E-mail: [email protected]; [email protected] ;[email protected] Abstract This research dealt with the effect of Click and Clunk Strategy on the students’ achievement in reading comprehension. The objective was to find out the effect of click and clunk strategy on the students’ achievement in reading comprehension and the percentage the effect of this strategy. The method of the research was the experimental research method. The population of this research was the tenth (X) grade students of SMA Hang Tuah Belawan on Jl. Kapten R. Sulian Belawan, Medan in academic year 2017/2018, which consist of sixth parallel classes. They were X-1 up to X-6. The population was 186 students. By using cluster random sampling technique, 2 classes were chosen as the sample, class X-1 which consist of 30 students as the experimental group and class X-3 which consist of 30 students as the control group. So, the total of sample is 60 students. The experimental group was taught by using Click and Clunk Strategy and the control group was taught by using Wrap-Up Strategy. The instrument of the research was multiple choice tests in gaining the data. The multiple choice tests consisted of 20 items of test. The data was analyzed by using t-test formula. Based on the finding indicated that tc> tt or 79.11 > 2.00. The finding of the research showed that there was a significant effect of using Click and Clunk Strategy on the students’ achievement in reading comprehension because tc was higher than tt (79.11 > 2.00). It meant that alternative hypothesis (Ha) was accepted. The percentage of the effect of Click and Clunk Strategy on the students’ achievement in reading comprehension was 96.04% and 3.96% was influenced by other factors. Keywords:Click and Clunk, Wrap-Up, Reading Comprehension

1. Introduction Based on the researchers’ observation in SMA Hang Tuah Medan-Belawan in the first year students of academic 2015/2016, the researcher found some problems in students reading comprehension that are caused by two factors; students and the teacher. The first, the students got difficulty to understand the content of the text because they had limited vocabulary about the text. Then, most of the students could not answer the question in examination and reading test correctly. The second problems come from the students faced difficulty in comprehending the text. It means that the students faced difficulty to get the main point or what the text is talking about. The third, however for most students, reading is a boring thing. They were feeling burdened when they asked to read the article. Reading the passage, short or long is not an interesting activity. It can be caused reading is not their hobby or the atmosphere created when learning reading is not conductive. The researcher also found that there were some problems come from the teacher in teaching reading. In this case, sometimes the teacher did not

give opportunity for students to explore about the information of the text and they tend to work personally and they had problem in change their ideas with another student. As the effect, the students did not active in reading process and got less comprehension about the text. Based on the problems above, the researcher would like to improve the students’ reading comprehension by using Click and Clunk Strategy as a solution to make a good progress in teaching reading comprehension for the students. In addition, Klingner and Vaughn (2007:1) states that, “Click and Clunk Strategy is one of the strategies used in the multi components strategy instruction, collaborative strategy reading”. “Clunk” is words which students do not understand. This strategy helps students recognize the information that they do not understand, and assist them in getting the information they need. This strategy can also increase the students’ vocabulary and make students understand about word concept and ideas in text that they can be writing in “Click” and the students do not understand about that, they can be write in “Clunk”. 89


Based on the preliminary studies, according to Zefhidayati (2015), Click and Clunk strategy could help students to comprehend the text thatthey read. This statement was supported by data. The researcher collected the data from students’ English score and Sri Wahyuni Wulan Sari (2015) these strategies are good strategies for senior high school. By using these strategies, students can increase theirknowledge in reading and give motivation in learning process. And it can also improve students’ comprehension on the text. By using Click and Clunk Strategy, it can help the students to comprehended common and specific vocabulary in informational text, to classify previously learned word and to be more active engaged readers when they were studying English especially in reading comprehension. The researcher was chosen Click and Clunk Strategy because the researcher wanted to know the effect of using Click and Clunk Strategy on the students’ achievement in reading comprehension. This research was done in order the researcher could give the appropriate solution to others. 2. Method This research was conducted at SMA HANG TUAH Belawan, which located on Jln. Kapten Raden Sulian Belawan, Medan. The research was conducted during the academic year 2017/ 2018. The reason for choosing this school because the researcher found that the students have some problems in reading comprehension and the students’ ability of reading in that school still low and poor.

The population of this research was taken from X grade students of SMA HANG TUAH Belawan. There were sixth classes in that school who consist of 186 students in sixth parallel classes (X-I up to X-6), so the total of population in this research are 186 students. The researcher was applied cluster random sampling technique to take the sample in this research. Those were selected two classes as the sample with the total sample is 60 students. They are X-1 which consist of 30 students and X-3 which consist of 30 students also. These two classes divided in two groups. Class X-1 as the experimental group and class X-3 as the control group. Research design that used in this research was experimental research design. The purpose of this research is to know whether there is a significant effect of using click and clunk strategy on the students’ achievement in reading comprehension or not. There were two groups in this research namely experimental group and control group. There were three stages in doing procedure of research, they are pre-test, treatment and post-test. The pre-test was applied before the treatment and the post-test was applied after the treatment. The experimental group was taught by using click and clunk strategy whereas the control group was taught by using wrap-up strategy. The design of this research can be seen from the following table:

Table 1. Research design No.

Group

Pre-Test

Treatment

Post-Test

1.

Experimental Group (X)

P

By using Click and Clunk strategy

P

2.

Control Group (Y)

P

By using Wrap-Up Strategy

P

The instrument to collect the data for this research was multiple choice tests about recount text, which consist of 20 items test. After collecting the data from the test, the data analyzed by using the following procedure: 1. Scoring the students’ answers for correct and incorrect answer. 2. Listing their score into two tables, first for experimental group scores and the second for the control group scores. 3. Calculating the total score pre-test and post-test in experimental group and control group.

a. Standard deviation of sample 1 (experimental group) 𝑠! =

! !!! ! !! ! !! !!! !

b. Standard deviation of sample 2 (control group) 𝑠! =

! !!! ! !! ! !! !!!

4. Calculating will be conducted by using t-test for decide the data is Separated Variants (Heterogenic) or Polled Variants (Homogeny) as show below: !!

𝐹! = !!, if 𝐹! < 𝐹! , so the data is Polled Variants !!

(Homogeny)

90

The 3rd International Conference on Language and Education 2017 Association of Language Teachers in Southeast Asian (ALTSA) !! !!!

t=

! !! !! !! ! ! !! !! !! ! ! ! !! !!! !! !! !!

(Sugiyono 2015:273)

d. Correlation of product moment between X1 and X2 𝑟𝑥! 𝑥! =

!

!

!! !! ! !!

!!! !

!! ! !

!!

!!! !

(Sugiyono

!! !

2015:255) 𝑋! − 𝑋!

𝑡! =

!!! !!

+

!!! !!

− 2!

!!

!!

!!

!!

e. Determining the percentage of the effect by counting coefficient r2 3. Findings and Discussions

The data were collected by giving the students twenty item of multiple choice tests. The correct answer was given 5 point and the highest score was 100 point, and incorrect answer was given 0 point of score. In this research, the sample was divided into two groups, the experimental and control groups that consist of 30 students in experimental group (X-1) and 30 students in control group (X-3). Each group was given a pre-test and post-test. The data of this research, the initial of the students as the sample and the students’ score in the pre-test and post-test of the two groups can be in the table 1.1 and 1.2 below:

Table 2. The result of the pre-test and post-test in experimental group (X1) No.

Students’ Initial

Score Pre-test

Post-test

1.

AN

50

80

2.

OS

50

85

3.

DBR

50

80

4.

R

30

85

5.

A

20

75

6.

RR

40

80

7.

DA

40

90

8.

RP

30

60

9.

TRR

40

80

10.

SW

20

75

11.

US

30

90

12.

DA

40

80

13.

AP

30

85

14.

AL

50

90

15.

BM

20

75

16.

ARP

50

80

17.

F

50

70

18.

DKR

30

85

19.

FO

20

75

20.

AW

20

90

21.

A

30

95

22.

SDKS

40

95

91

The 3rd International Conference on Language and Education 2017 Association of Language Teachers in Southeast Asian (ALTSA) 30 85

23.

CRH

24.

PP

20

80

25.

ER

30

85

26.

NA

30

80

27.

DSA

30

90

28.

N

50

90

29.

DAP

40

80

30.

AS

50

90

Total

1060

2480

Mean

35.3

82.7

The data in the table 1.1 showed that the highest score of pre-test in the experimental group

was 50 and the lowest was 20 while the highest score of post-test was 95 and the lowest was 60.

Table 3. The result of the pre-test and post-test in control group (X2) No.

Students’ Initial

Score Pre-test

Post-test

1.

N

40

65

2.

MS

20

60

3.

NS

30

60

4.

YLM

20

55

5.

F

40

50

6.

WT

30

55

7.

NC

20

55

8.

SN

20

50

9.

R

40

65

10.

RJP

20

50

11.

SAU

40

65

12.

S

20

55

13.

DAS

30

55

14.

DN

30

50

15.

AG

20

55

16.

IJ

40

50

17.

MR

20

55

18.

F

30

60

19.

MJA

40

55

20.

ZFF

30

60

92

The 3rd International Conference on Language and Education 2017 Association of Language Teachers in Southeast Asian (ALTSA) 20 55

21.

DEP

22.

DF

30

60

23.

TB

20

60

24.

SS

20

50

25.

RK

30

65

26.

DD

20

60

27.

IKR

30

50

28.

FR

30

55

29.

MFM

40

60

30.

PP

40

50

Total

860

1675

Mean

28.7

55.8

The data in the table 1.2 showed the highest score of pre-test in the control group was 40 and the lowest was 20. While the highest score of post-test was 65 and the highest score was 55. Table 4. The calculation table of standard deviation

Based on the data from the pre-test and post-test, the score was changed into the table of calculation of standard deviation.

No.

X1

X2

X 12

X 22

X 1X 2

1.

80

65

6400

4225

5200

2.

85

50

7225

2500

4250

3.

80

60

6400

3600

4800

4.

85

55

7225

3025

4675

5.

75

50

5625

2500

3750

6.

80

55

6400

3025

4400

7.

90

55

8100

3025

4950

8.

60

50

3600

2500

3000

9.

80

65

6400

4225

5200

10.

75

50

5625

2500

3750

11.

90

65

8100

4225

5850

12.

80

55

6400

3025

4400

13.

85

55

7225

3025

4675

14.

90

50

8100

2500

4500

15.

75

55

5625

3025

4125

16.

80

50

6400

2500

4000

17.

70

55

4900

3025

3850

93

18.

85

60

The 3rd International Conference on Language and Education 2017 Association of Language Teachers in Southeast Asian (ALTSA) 7225 3600 5100

19.

75

55

5625

3025

4125

20.

90

60

8100

3600

5400

21.

95

55

9025

3025

5225

22.

95

60

9025

3600

5700

23.

85

60

7225

3600

5100

24.

80

50

6400

2500

4000

25.

85

65

7225

4225

5525

26.

80

60

6400

3600

4800

27.

90

50

8100

2500

4500

28.

90

55

8100

3025

4950

29.

80

60

6400

3600

4800

30.

90

50

8100

2500

4500

𝑋!!

𝑋!!

= 206700

= 94850

𝑋! = 2480

𝑋! = 1675

𝑋! 𝑋! = 139100

Based on the data 1.3 previously, the calculation of standard deviation was as a below: For experimental group:

94


𝑠! =

𝑛 𝑋!! − 𝑋! 𝑛! 𝑛! − 1

𝑠! =

30 206700 − 2480 30 30 − 1

𝑠! =

6201000 − 6150400 30 29

𝑠! =

6201000 − 6150400 870

𝑠! =

50600 870

!

!

𝑠! = 58.16 𝑠! = 7.62

For control group: 𝑠! =

𝑛 𝑋!! − 𝑋! 𝑛! − 2 − 1

𝑠! =

30 94850 − 1675 30 30 − 1

𝑠! =

2845500 − 2805625 30 29

𝑠! =

39875 870

!

!

𝑠! = 45.83 𝑠! = 6.77

The score of standard deviation for experimental and control group was calculated, than it was needed to decide the data was Separated Variants

(Heterogenic) (Homogeny).

data

or

Polled

variants

𝑠!! 𝑠!! 58.16 𝐹! = 45.83 𝐹! = 1.27 𝐹! =

to find the homogeneity Fc, is compared with Ft. The value of F1 got by F distribution for probability α = 5% = 0.05. Degree of freedom (df) for numerator df = n1-1=30-1=29 and degree of freedom (df) for denominator df = n2-1 = 30-

1=29. From F table it was found that Ft =1.82 and Fc = 1.27. So, it meant that Fc < Ft = 1.27 < 1.82. It showed that the data was Polled Variants (Homogeny).

𝑋! − 𝑋! !! !! !!! ! !! !! !! !!! !!

! !!

+

! !!

95

𝑡=

𝑡=

𝑡=

𝑡= 𝑡=


82.7 − 55.8 !"!! !.!"! ! !"!! !.!!!

!

!"!!"!!

!"

26.9

!" !!".!"! !" !!".!"

!

!"

!"

26.9 !"#$.!"

!

!"

!"

!

+ !"

26.9 103.86 0.6666 26.9

69.23076 26.9 𝑡= 8.320641562 𝑡 = 3.232923784 𝑡 = 3.232

t was compared with t table. The value of t table got by t distribution for probability α = 5% = 0.05. Degree of freedom df = n1+n2-2 = 30+30-2= 58. 1 𝑡𝑡𝑎𝑏𝑙𝑒 = 𝑡 1 − 0.05 2 1 𝑡𝑡𝑎𝑏𝑙𝑒 = 𝑡 1 − 0.05 2 𝑡𝑡𝑎𝑏𝑙𝑒 = 𝑡 0.975 !" 𝑡𝑡𝑎𝑏𝑙𝑒 = 2.00

!"

From t table it was found that t table = 2.00. So, it meant that t test > t table = 3.232 > 2.00. It showed that the data was homogeny. Correlation of product moment between X1 and X2: 𝑟𝑥! 𝑥! = 𝑟𝑥! 𝑥! = 𝑟𝑥! 𝑥! = 𝑟𝑥! 𝑥! = 𝑟𝑥! 𝑥! =

𝑛

𝑛

𝑥! 𝑥! −

𝑥!

𝑥!

𝑥!! − 𝑥! ! 𝑛 𝑥!! − 𝑥! ! 60.139100 − 2480 1675

60.206700 − 2480 ! 60.94850 − 1675 8346000 − 4154000

!

12402000 − 6150400 5691000 − 2805625 4192000 6251600 2885375 4192000

18038210350000 4192000 𝑟𝑥! 𝑥! = 4247141.433 𝑟𝑥! 𝑥! = 0.98 Determining the percentage of the effect of X1 toward X2: D = r2 = 0.982 = 0.9604 = 96.04% X = 100% - 96.04% = 3.96%

96


It meant that the effect of X1 towards X2 or the effect of using Click and Clunk Strategy on the students’ achievement in reading

comprehension was 96.04% and 3.96% was influenced by other factors. tc between X1 and X2

𝑋! − 𝑋! !!! !!

𝑡! =

+

!!! !!

− 2𝑟

!.!"! !"

𝑡! =

!".!" !"

𝑡! = 𝑡! = 𝑡! = 𝑡! =

!!

!!

!!

!!

82.7 − 55.8

+

+

!.!!! !"

!".!" !"

− 2 0.98

!.!"

!.!!

!"

!"

26.9 − 1.96 26.9

!.!"

!.!!

!.!"

!.!"

1.93 + 1.52 − 1.96 1.39 1.23 26.9 3.45 − 1.96 1.70 26.9 3.45 − 3.33 26.9

0.12 26.9 𝑡! = 0.34 𝑡! = 79.11

tc was compared with tt. The value of tt got by t distribution critical value table with significant rate α = 0.05 with df = n1+n2 = 30+302=58. So, tt was 2.00. It showed that t count > t table = 79.11 > 2.00. It meant that Ha was accepted and Ho was rejected. So, it can be concluded that there was a significant effect of using Click and Clunk Strategy on the students’ achievement in reading comprehension. Based on the calculation, it was found that the result of tc was higher than tt (79.11 > 2.00) at df 58 and α = 0.05%. It showed that the alternative hypothesis was accepted and it means that using of Click and Clunk Strategy was given significant effect on the students’ achievement in reading comprehension. It was proved from the data showed that the score of experimental group (students who were taught by using click and clunk strategy) was higher that control group (students who were taught by using wrap-up strategy). It was proved from the post-test both of groups. The highest score of experimental group was 95 and the lowest 60, while the highest score of control group was 65 and the lowest score was 55. In Click and Clunk Strategy, the effect of X1 towards X2 or the effect of using Click and Clunk Strategy on the students’ achievement in reading comprehension was 96.04% and 3.96%

was influenced by other factors. So, the using of Click and Clunk Strategy was given a significant effect on the students’ achievement in reading comprehension and teaching reading by using Click and Clunk Strategy was more effective than teaching by using Wrap-Up Strategy. 4. Conclusions and Suggestions Click and Clunk Strategy as performed in the classes at SMA Hang Tuah Belawan with 60 students in each experimental and control group. Based on the research was done, the researcher concluded as below: There was a significant effect on the students’ achievement in reading comprehension by using Click and Clunk Strategy. The result of tc (79.11) was higher than tt (2.00) at df 58 and α = 0.05. Thus it can be concluded the using of Click and Clunk Strategy has a significant effect on the students’ achievement in reading comprehension. In Click and Clunk Strategy, the percentage of the effect of Click and Clunk Strategy on the students’ achievement in reading comprehension was 96.04% and 3.96% was influenced by other factors. Related to the conclusion above, more suggestions were stated as the following: The teacher can use Click and Clunk Strategy in teaching reading comprehension especially in recount text in the classroom as a good strategy 97


which helps the students add their reading comprehension in teaching learning process. The students can improve their recount text in reading comprehension while increase their vocabulary. It suggested to other researcher who are interested and want to do this research that to use these findings as source of information for further related studies. It is also suggested to school management to encourage the teachers to improve their teaching skill to become better, more creative and more interesting in teaching learning process not only by using click and clunk strategy but also another strategy, method or model which are believed to give easier and better understanding for students in their effort to get information from reading comprehension. 5. Acknowledgement We thank all the students who participated in this study. We also express our gratitude to the Head of Department of for supporting this research.

Grabe, W and Stoller, F.L. (2002). Teaching Researching Reading. Harlow: Person Education.

Gridd, W. S et al. (2003). National Assessment for Educational Progress. Washington DC: Guilford Press. Harmer, J. (2003). How to Teach English an Introduction to the Practice of English Language Teaching. England: University Press. Johnson. K. (2001). Learning about Language: An Introduction to Foreign Language Learning and Teaching. Harlow: Person Education. Klingner, V and Boardman. (2007). Teaching Reading Comprehension to Students with Learning Difficulties. New York: The Guildford Press. Nunan, D. (2003). Practical English Language Teaching. Singapore: The MC Graw-Hill Companies, Inc.

6. References Arikunto, S. (2013). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta. Bender, W. N and Larkin, M. J. (2009). Reading Strategies for Elementary Students with Learning Difficulties. New York: Corwin. Bremer, C. D. et al. (2002). Collaborative Strategic Reading(CSR). Improving Secondary Students’ Reading Comprehension Skills. London: Continuum. Brown, H. D. (2004). Language Assessment: Principles and Classroom Practices. San Francisco University: Longman. Davis, H. Stephen. (2008). Reading Comprehension: Success in 20 Minutes a Day 4th Edition. London: Continuum. Departemen Pendidikan Nasional (Depdiknas). (2006). Kurikulum Tingkat Satuan Pendidikan(KTSP). Jakarta: Depdiknas.

Richard, S. (2003). Approaches and Methods in Language Teaching 2nd Edition. New York: Cambridge University Press. Rusman. (2010). Model-Model Pembelajaran: Mengembangkan Profesionalisme Guru. Bandung: Raja Grafindo Persada. Sadler, C. R. (2001). Comprehension Strategies for Middle Grade Learners. Toronto: IRA Board. Seyler, D.U. (2004). The Reading Context: Developing Collage Reading Skill. New York: Longman. Sugeng, B dan Zaimah, N. (2012). Contextual English for Grade X of Senior High School. Solo: Platinum. Snow, C. (2002). Reading for Understanding. Santa Monica: RAND. Sugiyono. (2015). Metode Penelitian Pendidikan. Bandung: Alfabeta.

Farrell, T. S. C.(2009). Teaching Reading to English Language Learner. New York: Corwin Press. 98


A Comparative Study between Task Based Learning (TBL) and Presentation Practice Production (PPP) Methods on Students’ Mastery of Five Basic Tenses (A Study at the Tenth Grade of SMA Negeri 7 Padangsidimpuan 2016/2017 Academic Year) Dita Sofiah Nur, Rikha Tania, Sudarti Rahayu Ningsih English Applied Linguistic Program, State University of Medan [email protected] Abstract This research attempted to compare Task Based Learning (TBL) and Presentation Practice Production (PPP) methods in teaching five basic tenses. The purpose of this research were to describes the application of TBL and PPP methods in teaching five basic tenses, describes the students’ mastery of five basic tenses before and after taught by TBL and PPP methods, and proves whether the students’ mastery of five basic tenses which was taught by TBL method was higher than taught by PPP method at the tenth grade of SMA Negeri 7 Padangsidimpuan 2016/2017 academic year especially in X2 and X3 class.The population of this research was 143 students and the sampling technique of this research was cluster sampling, so that X2 and X3 class have been chosen as the experimental class and control class which were consisted of 45 students. This research treatment was consisted of three meetings. The methodology of the research which was used was experimental research with the research design was pretest-posttest control group design and the instruments of this research are observation and test. The data which had been gotten in X2 and X3 class before taught by TBL and PPP methods (pretest) were 28.47 and 22.33. Meanwhile The data which had been gotten in X2 and X3 class after taught by TBL and PPP methods (posttest) were 77.33 and 62.16. Based on the data, it was proven that there was a significant effect between TBL and PPP methods in teaching five basic tenses. It was due to the result of TBL and PPP application were in “very good” category. Furthermore, the hypothesis of this research also had been received. It was proven by using statistical process where to was higher than tt; 7.8 > 1.68. Keywords: comparison, methods, task based learning (tbl), presentation practice production (ppp), five basic tenses 1. Introduction Tense is one of the grammar materials which discusses about the changing of time. Tense also is the main material in grammar because other materials in grammar have the correlation to the tenses. Therefore, the students are expected to be able to master tenses so that they can master other materials in grammar also. If they have mastered all of the materials in grammar, so that they will be easier to master the four English skill. In tense, the students study about how they must produce sentence in different form. Tenses consist of 16 kinds but there are only 5 tenses which become the basic tenses, they are simple present tense, simple past tense, present perfect

tense, present continuous tense, and simple future tense. But when the researcher did PPL (Praktek Pengajaran Lapangan) in SMA Negeri 7 Padangsidimpuan in the last February until March. The researcher often asked the students about the using of five basic tenses but they couldn’t answer it well eventhough their teacher had explained about it before. When the researcher asked them why they did not understand about tenses, they said they felt difficult to differentiate the using of each tenses such as the formulation of each tenses and the time form of them. So when their teacher explained to them, they were not interested to listen what their teacher explained. That’s why they have not understood about it until now. It 99


was also proved by the result of the pre-test which was gotten from the new tenth grade students in SMA Negeri 7 Padangsidimpuan 2016/2017 academic year on August 3rd, 2016. The mean of those test were 28.5 (X2 class) and 22.33 (X3 class). If this problem is continuously happened, this will bring the difficulties for the students in mastering other materials in English because other materials in English are related with tenses such as conditional sentences, comparison degree, question tag, direct and indirect speech, and so on. To repair that situation, one of the efforts is by adjusting the effective and conducive method as the external factor which can influence the students’ achievement in a certain subject especially in tenses, such as the using of Task Based Learning (TBL) and Presentation Practice Production (PPP) Method. These methods are suitable to teach Five Basic Tenses (Simple Present, Simple Past, Present Perfect, Present Continuous, and Simple Future tense). Because for mastering five basic tenses, the students must often do the exercises about it so that they can understand the using of each tenses well. By practicing it every day, it is easier for them to remember about the formulation and the time form of each tenses. 2. Literature Review

2.1. Five basic tenses Tense is one of the grammar material which discusses about the changing of time. In tense, the students study about how they must produce sentence in different form. According to Hariyono (2002: 192), tenses is the verb form which shows the time changing. According to Untoro (2010: 473), tense is a verb form in English which its changing is based on the time and the condition of the event which is made in a sentence context. So from the explanation above, it can be concluded that tense is the changing of time form in a sentence. There are 16 kind of tenses which is consisted of five basic tenses, they are simple present tense, simple past tense, present perfect tense, present continuous tense, and simple future tense.

2.1.1. Simple present tense Simple Present Tense is used to tell about the present time. According to Tumijo (2011: 63), simple present tense is used to tell about the event, activity, or something which are habit, general truth, and schedule. According to Untoro (2010: 473), simple present tense is used to tell about the habitual action, natural fact, and general truth. So from the explanation previously, the researcher concludes that simple present tense is a tense which tells about the habitual activity, general truth, and the natural fact.

2.1.2. Simple past tense Simple Past Tense is used to tell about the past time. According to Tumijo (2011: 66), simple past tense is used to tell about the event which is happened in a certain time in the last time and tell about the habitual or event which is done at the last time. According to Untoro (2010: 476), simple past tense is used to tell about the activity or event which has been happened in the last time and tell about activity or event which is happened continuously in the last time.So from those explanation, the researcher concludes that simple past tense is a tense which tells about the activity which is done or happened in the last time. 2.1.3. Present perfect tense Present Perfect Tense is used to tell about the event which happened in the last time but it still has relation right now. According to Tumijo (2011: 65), present perfect tense is used to tell about the activity which has finished to be done before now. According to Untoro (2010 :475), present perfect tense is used to tell about the event which is happened in the last time, but the time is not specific. It is used also to tell about the event or activity which has just finished to be happened, and the event or activity which has been perfect in the last time, but it is related with another activity right now or in the future time.So from those explanation, the researcher concludes that present perfect tense is a tense which is used to tell the activity or event which is happened in the last time but it is still related right now. 2.1.4. Present continuous tense 100


Present Continuous Tense is also used to tell about the present time. According to Tumijo (2011: 64), present continuous tense is used to tell about the event which is happened right now and tell about the event which is happened in the future but the time is near. According to Untoro (2010: 474), present continuous tense is used to tell about the event which is happened at the moment of speaking, tell about planning which is happened soon, and tell about action which is happened at the around of speaking time with the grace time which shows the concept at this moment.So from the explanation previously, the researcher concludes that present continuous tense is a tense which tells about the event which is happened at the moment of speaking. 2.1.5. Simple future tense According to Hariyono (2002: 238), that simple future tense is the time form which is used to tell about an action which is happened in the future. According to Azar (2003: 4), “The simple future tense is used to express future time.” So from the explanation above, the researcher concludes that simple future tense is a tense which tells about the event or activity which is happened in the future.

2.2. TBL Method Task based learning is the teaching method where the students are asked to be learned based on the task. According to Munirah (2015: 183), in the task-based lesson, the teacher set a task for students to do that involved the use of language not yet studied in class or language studied previously that the teacher wished to revise. According to Harmer (2007: 71), “Task-based learning makes the performance of meaningful tasks central to the learning process.” It means that task based learning focuses to the tasks as the learning process.So from the explanation above, the researcher concludes that task based learning is the teaching method which is based on the tasks to make students master the material in teaching learning process. There are three components in task based learning, they are pre-task, task-cycle, and language focus.

Pre-task is the step where the teachers introduce the material to the students but they do not expelain it fully. According to Thompson (2012: 160), the pre-task stage involved the teacher providing instructions about the task and having the class brainstorm any useful vocabulary that the learners may already know which could help them during the task. According to Harmer (2007: 71), in the pre-task stage, the teacher explored the topic with the class and may highlight useful words and phrases, helping students to understand the task instructions. It means that in this stage, the teacher tries to explain the topic or material by using the simple word or example in teaching learning process. So from the explanation above, the researcher concludes that pre task is a step of TBL method where the teacher explored the topic or the material by doing brainstorming to the learners about the material. 3. Methodology The location of this research was in SMA Negeri 7 Padangsidimpuan which is located in jl. Lintas Baru Ujung Gurap Kecamatan Padangsidimpuan Batunadua. In this research process, the researcher decided to do and finish this research at least 3-5 moths. It wa from May until September. The population of this research is 143 students and the technique to take a sample for this research is cluster sample, so that X2 and X3 class have been chosen as the experimental class and control class which are consisted of 45 students. This research is consisted of three meetings. The methodology of the research which is used is experimental research with the research design is pretest-posttest control group design and the instruments of this research are observation and test. 4. Result and Discussion

4.1. Result Based on the data analysis which was gotten from the observation sheet about the application of TBL method in teaching five basic tenses in X2 and X3 class, the means of both of them are 3.23 and 3.1. So that both of those means were included in “Very Good”

2.3. PPP Method 101


category, if they were seen in the criterion achievement after taught by TBL and PPP value which had been discussed in chapter III. methods. It means that TBL and PPP method Fromthe mean, median, and modus result of could bring the positive effect for students in those classes in pretest and posttest shew that learning five basic tenses. there was an improvement of students Table 1. The mean result of pretest and posttest in x2 and x3 class No Class Sample Pretest Posttest Mean Median Modus Score Score 1 X2 21 598 28.47 27 20 (TBL class) 2 X3 24 536 22.33 21.5 24 (PPP class) 3 X2 21 1624 77.33 78.1 78 (TBL class) 4 X3 24 1492 62.16 64.50 48 (PPP class) Furthermore, if it was seen from the hystogram of distribution frequency before taught by TBL and PPP methods, students’ achievement in learning five basic tenses showed that the result in TBL class was higher in PPP class. The lowest score in TBL class

was 12 and the higher score was 54. In TBL class, the higher frequency was in 24. Meanwhile the lowest score in PPP class was 10 and the higher score was 42. In PPP class, the higher frequency was in 20.

6 5 4 3 2 1 0 10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40 42 44 46 48 50 52 54

Figure 1. Students’ score taught by PPP Moreover, eventhough the students’ achievement in learning five basic tenses before taught by TBL and PPP methods had shown that the result in TBL class had been higher than PPP class, but after taught by TBL

and PPP methods, there was a significant differentitate of the students’ achievement. It was seen from the higher frequency after taught by TBL was in 78, meanwhile after taught by PPP was in 48.

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5 4 3 2 1 0 46 48 50 52 54 56 58 60 62 64 66 68 70 72 74 76 78 80 82 84 86 88 FREQUENCY OF TBL CLASS

FREQUENCY OF PPP CLASS

Figure 2. Students’ score recapitulation To do the hypothesis testing, so the researcher displayed counting table to search ttest. From the counting table of the students achievement in learning five basic tenses by using TBL and PPP methods, it was found that M1 = 77.33; M2 = 62.16; 𝑆𝐸!!! !! = 1.947.From the t-test above, the researcher got tobserve = 7.8. if it was compared with ttable at the significant standard of 95% or 5% error degree with df = 43. That df could not be found in ttable, So that it could be searched through the formulation of the equation line. From the formulation of equation line, tt is 1.68. it was clearly seen that to > tt : 7.8 > 1.68. Based on that result, so the hypothesis which had been formulated in this research could be received. It means that the students’ mastery of five basic tenses by using Task Based Learning (TBL) method is higher than using Presentation Practice Production (PPP) method at the tenth grade of SMA Negeri 7 Padangsidimpuan 2016/2017 academic year. 4.2. Discussion Based on the research result which was done to the problem so it could be concluded that the observation sheets result of TBL and PPP methods in teaching five basic tenses are 3.23 and 3.1 and they were included in “Very Good” category. Furthermore, the result of students achievement about five basic tenses test before taught by TBL and PPP methods were 28.47 and 22.33. Meanwhile the result of students achievement about five basic tenses test after taught by TBL and PPP methods were 77.33 and 62.16. It means that there was an

improvement of students achievement about five basic tenses after taught by TBL and PPP methods. Even though the using of TBL and PPP methods in teaching five basic tenses gave the improvement, but the using of TBL was more effective to make students master five basic tenses. From the result of t-test also proven that towas higher than tt; 7.8> 1.68, so that the hypothesis was received. It could be concluded that the students’ mastery of five basic tenses by using Task Based Learning (TBL) method was higher than using Presentation Practice Production (PPP) method at the tenth grade of SMA Negeri 7 Padangsidimpuan 2016/2017 academic year. 5. Conclusion Based on the research result in chapter IV, the researcher concluded that: 1. The observation sheets result of TBL and PPP methods in teaching five basic tenses were 3.23 and 3.1 and both of them were included in “Very Good” category. It means that the researcher had applied the TBL and PPP method in teaching five basic tenses well. 2. The students achievements in learning five basic tenses before taught by TBL and PPP methods were 28.47 and 22.33. It shew that the students’ mastery of five basic tenses was still low. 3. The students achievement in learning five basic tenses after taught by TBL and PPP methods were 77.33 and 62.16. It shew that the students’ mastery of 103


five basic tenses after taught by TBL and PPP methods were higher than before taught by TBL and PPP methods. So, the using of TBL and PPP methods could improve the students’ masteryof five basic tenses 4. The testing which was done to measure the hypothesis which was done in chapter II shew that towas higher than tt; 7.8>1.68. So the hypothesis of this research could be received. It means that the students’ mastery of five basic tenses by using Task Based Learning (TBL) method was higher than using Presentation Practice Production (PPP) method at the tenth grade of SMA Negeri 7 Padangsidimpuan 2016/2017 academic year. Based on the conclusion above, the using of TBL and PPP methods were one of the important factors which could influence to improve the students achievement in learning five basic tenses at the tenth grade of SMA Negeri 7 Padangsidimpuan especially in X2 and X3 2016/2017 academic year. To improve the students achievement in learning English especially in learning five basic tenses, the teachers or the lecturers can let the students to study by themselves. It could be done by making them to build their knowledge about what they are studying, such as definition, function, formulation, and example before the teacher or the lecturer explain the whole of the material. By making them to study like that, they will be more active to follow the teaching learning process in a class. From the conclusion which was gotten from the research result and the implication which was talked above, so the researcher gave some suggestions: 1. For the students, the researcher hoped that they should be more active to follow the teaching learning process so that they can improve their achievement in learning English especially in learning five basic tenses. 2. For the teachers of English, the researcher hoped that they can use the effective methods in teaching English,

for instance using TBL and PPP methods in teaching five basic tenses. 3. For headmasters, the researcher hoped that they can guide their teachers to use the appropriate teaching method to improve the students achievement. 4. For other researchers, the researcher hopes that other researchers can use this research result as their references to make a new research which is correlated with this research.

REFERENCES Azar, B.S. (2003). Fundamentals of English Grammar. United States of America: Library Congres. Hariyono, R. (2002). Complete English Grammar. Surabya: GitaMedia Press. Harmer, J. (2007). The Practice of English Languge Teaching. London: Pearson Education Limited. Munirah dan Muhsin, A. (2015). Using TaskBased Approach in Improving the Students’Speaking Accuracy and Fluency. Journal of Education and Human Development. (Online), Volume 4, No 3 ( http://www.educ.ualberta.ca. accessed on January, 17th 2016). Thompson, C. J. dan Millington, N.T. (2012). Task-Based Learning for Communicationand Grammar Use.Language Education in Asia. (Online), Volume 3, Issue 2 (http://www.languages.dk. accessed on January, 17th 2016). Tumijo dan Riyanto, S. (2010). 99,99% Sukses TOEFL. Yogyakarta: Penerbit Pustaka Widyatama. Untoro, Joko. et al. (2010). Buku Pintar Pelajaran SMA IPA 6 in 1. Jakarta: Wahyu Media.

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Implementation of Self-Reliance and Cognitive Guidance to Students with Special Needs in order to Increase Self-Confidence Development in Teaching and Learning Activities in School Environment Rika Wahyuni Tambunan, Nurlaila Sari Harahap, Laili Aisyah, Muhammad Ali Sakti Nasution, Rizki Hidayani University of Sumatera Utara [email protected] Abstract As cited by the International Classification of Functioning, Disability and Health stated that children and youth version (icf-cy) regards disability as neither purely biological nor social but instead the interaction between health conditions and environmental and personal factors. The news that is now growing in the social environment today is an unnatural treatment experienced by students with special needs. In fact, this has attracted the attention of many parties related to the prevailing norms. Although there are already specific sanctions for the perpetrators, this does not rule out the same things will happen again. Therefore, This research aims to examine the implementation of self-reliance and cognitive guidance to students with special needs in order to increase sense of confidence development in teaching and learning activities in school environment. The data were gathered by administering interview and distributing questionnaire to 21 respondents to corroborate the results. The interview and questionnaire results prove that the students with special needs require Self-Reliance and Cognitive Guidance to increase their sense of confidence development in teaching and learning activities in school environment. Keywords: Cognitive Guidance, Self-Confidence, Disability, Sense of Confidence Development 1. Introduction 1.1. The background of the study Students with special needs are everyone’s closest friends who have the same foods, songs, or games with students in general. Students with special needs also have dreams and desires that will be fulfilled. They also want to have the same rights as other children. Given the same opportunities to develop as other children, students with special needs have the potential to live a full life and contribute to the social, cultural, and environment of their communities. But to be growingup can be difficult for them. They face a greater risk of becoming poor than students in general. Even if children have the same misfortune, students with special needs face other challenges due to their incapacity and obstacles that their own society presents. Children who are living in poverty are the least likely to get benefit from education and health care, but children who are living in poverty and calling special needs are much less likely to attend school or go to a clinic. Students with special needs face various forms of exclusion and it affects them in varying degrees depending on the type of disability they experience, where they live and their culture and social class do Students with special needs are often considered inferior, and this causes them to become more vulnerable. Their special conditions invite

some persons to do something inappropriate as a joke for personal pleasure. Bullying or harassment casses that now occurs often perceived by students with special needs. The number of deviant cases experienced by students with special needs or disabilities is now in the public attention. Although there are those who are beside them to defend their rights, but others assume that these students with special needs are a joke and not worth being equal to the others. Unfortunately, this case often occurs in the school environment as happened recently. This causes the students with special needs to become increasingly cornered and alienated, selfconfidence development was receding. Sense of comfort and safety to even be in school environment becomes threatened and oppressed. Although the government has issued a law for their protection also does not guarantee the case of bullying or harassment will simply disappear. As persons who are standing to defend the rights of students with special needs, the authors offer solutions to strengthen the foundations from within themselves. So, people do not only give the sanction or punishment to those who treat students with special needs unfairly, but students with special needs must also be fortified and strengthened in their foundation to deal with attacks from the outside so that students with special needs will no longer experience a crisis of selfconfidence. An implementation of self-reliance and 105


cognitive guidance to students with special needs in order to increase sense of confidence development in teaching and learning activities in school environment will contribute a good impact for selfconfidence development. 1.2. The problems of the study

Based on the background of the study above, the authors make the identification of study as: “What are the suitable treatment for students with special needs to strengthen the foundations from within themselves and increase self- confidence development in school environment?” 1.3. The objectives of the study The objectives of this study are: To analyze the suitable treatment for students with students special needs to to strengthen the foundations from within themselves and increase self- confidence development in school environment 1.4. The significances of the study This research is expected useful for these people; 1) Author; by having this research, the writer can develop and enrich knowledge about the importance of self-reliance and cognitive guidance to students with special needs in order to increase self- confidence development in teaching and learning activities in school environment. 2) Pedagogue; through this research, pedagogue can find the effect of implementing self-reliance and cognitive guidance to students with special needs in order to increase self-confidence development in teaching and learning activities in school environment. 3) Students with special needs; through this research, students with special needs can increase their motivation and selfconfidence in teaching and learning activities in school environment. 4) Other researchers; this research can give them some data, sources about students with special needs’ self- confidence development in teaching and learning activities in school environment. 2. Literature Review 2.1. Students with special needs Students with special needs (disability) are people who live with special characteristic and have

differences with people in general. Then, because of these different characteristics require special service for them, get their rights as human beings living on this earth. Students with special needs (disability) have a very broad definition, covering peoplE who have a physical disability, or low IQ (Intelligence Quotient) ability,as well as people with very complex problems. Students with special needs are diverse community groups, including persons who experience physical disability, disability mental as well as a combination of physical and mental disabilities. Terms of the person disability is very diverse. WHO defines disability as “A restriction or inability to perform an activity in the manner or within the range considered normal for a human being, mostly resulting from impairment”. The definition states above is clear that disability is a limitation or the inability to perform an activity in a deep or deep wayranges are considered normal for humans, largely due to decline ability.Great Indonesian Dictionary defines as a person who bears (suffers) something. According to Undang-Undang Nomor 19 Tahun 2011 on Legalization of Rights to persons with special needs or disabilities, persons with special needs who have the limitations of physical, mental, intellectual or sensory in the long term which in interacting with the environment and people around can encounter obstacles that make them difficult to fully and effectively participate based on equality of rights.The notions above lead to the same purport that disabilities are students who have something special in their physical or mental that causes them to require special needs than students in general. 2.2. Classification of students with special needs Classification is viewed by the system itself comprises of as the followings:

a) Cerebral system disorders: cerebral palsy Cerebral palsy is a movement, posture, or any body, interruption of coordination and psychological disorders. Sometimes, it is accompanied a sensory damages caused by brain development. b) Muscle and skeleton system disorders (musculoskeletal system) c) Poliomyelitis, an infectious disease in spinal cord caused by polio virus. The consequences is nature of the permanent paralysis. The intelligence is normal. d) Muscle Dystroph, muscle disease which gives impacts to be undeveloped muscles, paralysis has been symmetrical to both of hands and feet. 106


e) Spina Bifida, spinal column (backbone) disoreders which is marked by in one or three segment of spinal columns caused by not closing back the segment of spinal columns during the process of development happened. In the end, function of neural network is unwelded and rise to paralysis. f) Orthopedic Disorders due to Congenital (Congenital Deformities) Classifications of Students with Special Needs Seen From Cause & Effect are:

a) Congenital disability: Happened at a time in womb or when the child is borned b) Infection: May cause the movement disorder or other body parts c) Metabolism interference: Can be experienced by babies and children caused by nutritional factors, then influence the body development. The result is intelectual system and function disorder. d) Accident or trauma: Can increase the orthopedical disorder for cooperation, mobilization, etc. e) A progressive disease: Obtained through genetic orbecause of disease, such as DMP (Dystrophia Musculorum Progressive). f) Unknown knows the cause. 2.3. Self-Reliance Independence is the attitude that people have to act freely, to perform an activity of their own self-confidence. So that people can do selfdirected and stand alone without depending on others. Independence is a characteristic of individual maturity. Independence can be interpreted as a willingness, the ability to strive to meet the demands of the needs life legally and responsibly. Meanwhile, according to Covey in Mujani (1989, p.49) put forward the notion of independence as follows: “They move us progressively on a maturity continuum from defendence to independenc. Then gradually, over the ensuing months and year we become more and more independent phsycally mentally, emotionally and financially”. Independence is also a person's ability to manage and lead himself in doing activities with others. This means that independence must start with learning activities and follow the phases development so that self potential can be utilized in solving problem. Independence as a personality / mental attitude that must be possessed

by every person who is contained elements with the characters that exist within it, needs to be developed to grow together in every human life. The assumption shows that independence can determine attitudes and behaviors of a person toward the entrepreneur. In social terms or interpersonal relationships (groups, communities), independence also means as a self-organization or self-management. Elements of these elements interact and complement each other so that a balance arises. On this issue, the search for the right pattern, so that interaction between elements always reaches balance, becomes very important. Experts say that self-reliance is an entrepreneurial spirit which grows and evolves along with the understanding and the concenes of life, which leads to the ability, willing, perseverance in the field work. To have the character of independence can not be obtained orally. All need a process. Independence is an individual attitude gained during the development of life. Therefore, the formation of independence includes two aspects, namely personality and environment according to Waluyo (2008, p.225) as follows: 1) Aspect of Personality Aspect of personality is the aspect related to time or character someone. In this case the character or character of an independent person is: a) Have the desire to compete (competition) to advance for the good of self and environment. b) Dare to make a decision. c) Have initiative in solving problems. d) Confident. e) Have a sense of responsibility. 2) Environmental Aspects Environmental factors, including the home environment and society around. Someone who is not accustomed to living independently will be difficult to grow into independent. Of the small things that are everyday character that can be nourished and developed.

2.4. Cognitive guidance The process of education of children (especially students with special needs) should be done with the aim of providing basic concepts that have meaningfulness for children through real experience and can enable them to show high activity and curiosity. According to Surdana (2014: 107


11) Cognitive is a process that occurs internally in the central nervous system when people are thinking. This cognitive develops gradually, in line with physical development and nerves that are at the center of the nervous system. 3. Methods This chapter discusses the research method in this study. It covers discussion about research design, subject of the study, data and data source, data collecting technique and instrument, technique of data verification, and data analysis. 3.1. The research design

Before we know the research design, it’s better to know what the meaning of research is briefly defined. As stated by Ary et.al (1985: 21) “Research may be defined as the application of the scientific approach to the study of a problem”. Problem is something which has to be solved. Burns and Grove (2003:195) define a research design as “a blueprint for conducting a study with maximum control over factors that may interfere with the validity of the findings”. Parahoo (1997:142) describes a research design as “a plan that describes how, when and where data are to be collected and analysed”. Polit et al (2001:167) define a research design as “the researcher’s overall for answering the research question or testing the research hypothesis”. Thus, research is required to look for the answer relate with problem which want to be solved. In research, the researcher must have design to make easy in analyzing the data. A research design is a plan or strategy for conducting the research. It is required to get dependable and useful information. To know what design which should be taken by the researcher, the first the researcher has to look at the problem of research.As stated in problems of the research, this research is conducted to flatten the impacts of implementation of selfreliance and cognitive guidance to students with special needs in order to increase sense of confidence development in teaching and learning activities in school environment.

3.2. Instruments of collecting data According to Parahoo (1997:52, 325), a research instrument is “a tool used to collect data. An instrument is a tool designed to measure knowledge attitude and skills.” The data was collected through the analysis of questionnaire and Interviews to gather information about students

with special needs’ needs and problems in scool environment.

1) Interview for the teacher: Interviews were managed to get the data from the teacher as the instructor and controller of learning process in the classroom. 2) Questionnaire and interview for the students: The questionnaires were used to find out the data from the students about their needs and problems in scool environment. 3) Focus Group Discussion: Obtaining data from team and participants with different experience prevents information bias and thus increasing credibility regarding the information. 3.3. Techniques of analyzing data The data of this study was analyzed to get the solution of students with special needs’ problems in school environment. Then, this data was used to implement the self-reliance and cognitive guidance to students with special needs in order to increase self-confidence development in teaching and learning activities in school environment. The data was analyzed through these following steps: 1) Analyzing students with special needs’ problems as data of study which was taken from interview and questionnaire. From the data, the anxiety and problems that are being experienced by students with special needs can be detected and analyzed to implement the self-reliance and cognitive guidance to students with special needs in order to increase self-confidence development in teaching and learning activities in school environment. 2) Focus Group Discussion The researchers introduced herself to the participants to ease the process. The researchers were the facilitator of the focus group discussion. The researcher maintained open-mindedness and skills in eliciting information. The climate was nonthreatening; all the participants were introduced to one another. The participants sat in a circle for better communication, to ensure productivity as well as comfort in disclosing information. 3) Implementing the self-reliance and cognitive guidance 3.4. Data analysis 108


Data analysis means to organise, provide structure and elicit meaning. Analysis of qualitative data is an active and interactive process (Polit et al 2001:383). Data analysis commenced after conducting the first interview. Data analysis occurs simultaneously with data collection (Holloway & Wheeler 2002:235). Field and Morse (1996:82) identify intellectual processes that play a role in data analysis: 1) Comprehending: The researcher wants to learn about what is going on. When comprehension is achieved, the researcher is able to prepare a detailed description of the phenomenon under study. Saturation is achieved when new data cannot be added. 2) Synthesising: This involves sifting data and putting the pieces together. This enables the researcher to make sense of what is typical regarding the phenomenon. The researcher makes general statements regarding the phenomenon and participants. 3) Theorising: This is the systematic sorting out of data. Alternative explanations of the phenomenon are developed by the researcher to determine their correlation with the data. 3.4.1. Interview technique 1) The researcher conducted the interview with the participants using an interview guide with semi-structured questions. 2) The researcher maintained eye contact with the participants. 3) The interview techniques of probing (verbal and nonverbal) were used. 4) The researcher asked if there were more questions or comments.

with special needs to fortify unwanted things happen.The students with special needs’ problems were analyzed through the following steps by Parahoo (1997:355): a) Responses during the focus group interview were transcribed verbatim and read in order to get used to them, b) Significant statements that pertain to the experience under investigation were extracted, c) Statements were used to formulate meanings, d) Statements were then organised into clusters, e) Themes were used to provide full description of the experience, f) The researcher returned the description to the original source for confirmation of validity. 4.2. Implementation of the self-reliance and cognitive gudance The model of life skills training and cognitive guidance for self-reliance and selfconfidence of children with special needs in PEMBINA Special School, developed based on the results of conceptual and empirical studies. The results of the study indicate the need to increase the training and guidance in PEMBINA special School in order to sustain a program to achieve an independence and confidence of children with special needs. Self-reliance training and cognitive guidance are conducted through worthiness test in the form of model quality analysis, expert or supervisor assessment and field test, so that Selfreliance training and cognitive guidance can be developed in increasing the independence of more effective for students with special needs in PEMBINA special school. Field test was conducted in the form of implementation / trial of Self-reliance training and cognitive guidance in improving the self-confidence development conducted through: First phase trial, the researcher actively participated in the training, while in the second stage the researcher as a monitor.

3.4.2. Questionnaire technique 1) The researcher gives some related questions for partcipants. 2) The researcher guided the participanats to fill in the blank on the questionnaire by choosing an answer from some options. 3) The researcher provided limited time to answer the questions on questionnaire 4) The researcher collected the questionnaire 4. Discussion Confidence must be owned by everyone, especially children with special needs. This should be coupled with science and fair treatment in school environment so that they never feel excluded by anyone. This implementation is applied to students

5. Conclusion and Suggestions 5.1. Conclusion The research and implementation of this self-reliance training and cognitive gudance have achieved the goal of producing self-reliance and self-confidence development for students with special needs in PEMBINA special school. Increased self-reliance and self-confidence of students with special needs are actualized through the addition of knowledge, skills and collaborative attitudes. Referring to the process, this research and development has resulted in some empirical findings that self-reliance training and cognitive guidance increase self-reliance and self-confidence 109


of students with special needs in PEMBINA special school which is aimed at restoring personality, mental attitude and students’ abilities to carry out their social function in the school environment. 5.2. Suggestions a. Recommendations for the Development of Outside School Education 1) Encouraging special training for students with special needs as goals that must be addressed through the development of self-reliance training and cognitive guidance in special schools. 2) Enriching an applicative training model in order to create a dedicated and highly motivated, specialized student. The development of self-reliance training model and cognitive guidance to students with special needs in PEMBINA special schools in improving self-reliance and selfconfidence in order to participate in some problems in the school environment. b. Recommendations for Advanced Research 1) This study does not cover all aspects of training. There are still many aspects that have not been touched. Self-reliance training requires more in-depth and operational assessment to create the actual Self-reliance training cognitive guidance model that can be implemented by relatively marginalized. 2) This study recommends more advanced research on the aspect of self-reliance and cognitive gudance in schoola environment. It is hoped that with various researches done, can enrich the empirical and theoretical empirical for development. 6. References Barbotte, E.Guillemin, F.Chau, N. Lorhandicap Group. (2011). Prevalence of Impairments, Disabilities, Handicaps and Quality of Life in the General Population: A Review of Recent Literature, Bulletin of the World Health Organization, Vol.79, No. 11, p. 1047. Burns, N. & Grove, S. (2003). The practice of nursing research: conduct, critique, and utilization. 5th edition. Philadelphia: Elsevier/Saunders.

Depdikbud. (1997).Kurikulum Pendidikan Luar Biasa, GBPP Mata Pelajaran.

Holloway, I. & Wheeler, S. (2002). Qualitative research in nursing. 2nd edition. Oxford: Bleckwell publishing company. Kamus Besar Bahasa Indonesia Pusat Bahasa, Edisi Ke empat, (Departemen Pendidikan Nasional: Gramedia, Jakarta, 2008). Morse JM, Field PA. (1996). Nursing Research: The application of qualitative approaches. London: Chapman and Hall. Muis,

A.. (2011). Yayasan Sebagai Wadah Kegiatan Masyarakat. Medan: USU.

Riyadi, E. at.al.(2012).Vulnerable Groups: Kajian dan Mekanisme Perlindungannya. Yogyakarta: PUSHAM UII. Sutjihati, S. (2006).Psikologi Anak Luar Biasa. PT. Refika Aditama: Bandung. Suardana, I. W. (2014). Status Kognitif Dan Kualitas Hidup Lansia. Denpasar: Politeknik Kesehatan Denpasar. Sumahamijaya, S. Yasben, D. Agus, D D. (2003). Pendidikan Karakter Mandiri Dan Kewiraswastaan: Suatu Upaya Bagi Keberhasilan Program Pendidikan Berbasis Luas/ Broad Based Education Dab Life Skills. Bandung: Angkasa. Parahoo, K. (1997).Nursing Research: Principles, process and issues. London: Macmillan. Polit, D. F., Hungler, B. P., & Beck, C. T. (2001). Essentials of nursing research  : methods, appraisal and utilization. Philadelphia: Lippincott. Program Khusus Bina Diri dan Bina Gerak. Jakarta: Depdikbud. Undang-Undang Nomor 19 Tahun 2011 Tentang Pengesahan Hak-Hak Penyandang Disabilitas, (Lembaran Negara Republik Indonesia Tahun 2011 Nomor 107, Tamabahan Lembaran Negara Republik Indonesia Nomor 5251).

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UNESCO Bangkok. (2009). Teacing Children With Disabilities in Inclusive Settings, UNESCO Bangkok, Bangkok, p.5.

Waluyo L. (2008). Teknik dan Metode Dasar dalam Mikrobiologi. Malang: Universitas Muhammadiyah Malang Press.

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EFL Learners’ Relative Clauses in Writing Short English Descriptive Essays Afdal Ade Hendrayana Ilmu Amaliah Research Center [email protected] Abstract The role of relative/adjective clauses in introducing new information, connecting with given information in sentences structures plays role in constructing grammatical sentences and doing well communication to face the global challenge. While some EFL learners still have sufficient knowledge in using relative clauses so it is assumed that not all EFL learners know how to construct adjective clauses grammatically and understand cognitively. This study shows how learners construct relative clauses in writing short descriptive essay. What learners’ problems as effect of lack competence on English grammar rules and some deviation which is caused by the Indonesian interference in English use since two languages have different pattern are discussed in this study as well. Through the analysis of 40 pieces of learners’ short descriptive essay, it is found that basic forms of English relative clauses; distinguishing between the antecedent; typically in a main clause and the relative pronoun in the relative clauses, the difference grammatical roles of possessive relative, differences between restrictive and non-restrictive relative clauses with their separation markers are problems in using adjective clause. The analysis of the data and discussion in this study are based on the theories of English grammatical, especially learning EFL and this study is derived and further developed based on a research report conducted in 2012 and 2016 (Hendrayana, 2012, 2016). Keywords: English, relative, clause, descriptive, writing Introduction Learning first language (L1) is different from learning second language (L2) and foreign language (FL). Learning L1 which is also called native language or mother tongue goes through natural process. It is natural acquisition of the language or languages they hear from birth. Acquiring the first language goes through a period of listening to the language a child is exposed to. During this period the learner tries to discover what language is. Learning English as second language of foreign language in natural setting is about the same as learning English as the first language in a way that the learners learn the first two skills (listening and speaking skill). Nevertheless, learning ESL or EFL in the classroom settings will be very different. In learning ESL or EFL in the classroom setting, the learner learns the language consciously. It covers the development of phonology, lexis, grammar, and pragmatic knowledge. The study of L2 acquisition is directed at accounting for the learner’s competence, but in order to do so what has set out to investigate empirically how a learner performs when he uses a second language. It means all the aspects of language that the language learner needs to master in L2 acquisition. Grammar as one of language aspect talks about whether the sentence is acceptable or not as Thornburry (1999:1) says that it is partly the study

of what forms (or structures) are possible in a language and it attempts to explain why sentences are acceptable. It is also reasonable to argue that by having knowledge of grammar the learners can both be better writers and speak a more standard dialect. However, learning a L2 or a FL should pay serious attention to the grammatical features of the learnt language. Among the others, adjective clause in one particular language is one of so many linguistic phenomena which need serious attentions in order to know specific grammatical features of the language. As a matter of fact, learners of EFL in Indonesia have been taught about the use of adjective clause constructions. It has already been known that adjective clauses are dependent clauses that modify a noun. Yule (2009:240) says it provides some information about the person or thing indicated by that noun phrase. They are sometimes called ‘relative pronouns’ because, like many adjective, they often describe and help to identify the person or thing being talked about. An adjective clause usually comes immediately after the noun. It usually begins with a relative pronoun: that, who, whom, which, and whose, or relative adverb: when, and where. The followings are the examples of common adjective clause construction problems which are believed that learners are insufficient 112


understanding in use (Adopted from Azar, from Grammar 4 Packet). (1). My friend who lives in Dallas……… (2). Edmonds Community College, which located in the US, has a lot of international learners. (3). She who comes from Japan is my roommate. (4). The new book which I read it was very interesting. (5). I went to San Francisco to visit my aunt and uncle where I used to live.

In constructing adjective clauses, the following constructions are found in EFL learners’ writing as in following construction (see also Hendrayana, 2016). (6). Indonesia which is one of the largest developing country in the world………. (7). Tampalo mountain that named by the ancestor in Tanjung given the impact to many industries in Sijunjung. (8). Silokek is an amazing place which consist of some nice places there. (9). Jam Gadang which is located in the central of Bukittinggi has a unique story to tell. The construction made by learners (6) – (9) is common problems in the use of adjective clauses. That is right that such construction do not follow the grammatical rule of adjective clauses. From these phenomena, it can be clearly seen that the learners still have limited knowledge in the use of adjective clauses although they had been given a set of grammar courses which consist of Structure 1, 2, 3 and 4. They learned these courses after taking an Integrated Course, which also covers grammar and this course is prerequisite for Structure 1 and the other courses. They are not allowed to take Structure 2 if they do not pass Structure 1. The low ability of the learners in using adjective clauses is line with Biaggi (2003). She says that unawareness on the particular system or rule exists in English language’s component often happen to the student of language particularly in the process of acquiring the second language. Besides, in learning second language, learners often challenge by the certain incompetency in conveying their language production between spoken or written without having to be laced by any trace of erroneous error. This is deemed impossible since learners not only cognitively threaten by the unconscious error made repetitively but also by the type of mistakes caused by the learner’s incapability in utilizing the known language system correctly. This lingusitic phenomena should be seen

academically as essential problems in the learning of EFL grammar, moreover at university level. Reflected from the phenomena at EFL learners in which learners have the problem constructing adjective clauses, this paper will discuss: (i) how adjective clauses constructed in learners’ descriptive essay; and (ii) problems learners write in constructing adjective clauses.

Literature Review Adjective clauses are dependent clauses that modify a noun. Yule (2009:240) says it provides some information about the person or thing indicated by that noun phrase. Some linguists sometimes call it as ‘relative pronoun’ because, like adjectives, they often describe and help to identify the person or thing being talked about. An adjective clause usually comes immediately after the noun. It usually begins with a relative pronouns: that, who, whom which, whose, or relative adverb: when, and where. In the following examples, the adjective new in [1a] and the relative pronoun that doesn’t make me fall asleep in [1b] both provide information about the book. [1] a. For the grammar class, we need a new book. b. I’m talking about a book that doesn’t make me fall asleep. The information [1a] is in a single clause, whereas the information in [1b] is presented in two clauses. There is a main clause (I’m talking about a book…..) and a relative pronoun (….that doesn’t make a feel asleep). There is always a close connection between the noun phrases (e.g. a book) in the main clause, known as the antecedent, and the relative pronoun (e.g. that) in the relative pronoun. When a relative pronoun is used in English, there is a strong tendency to place it immediately after the antecedent noun. There are, as shown in [2], several different relative pronouns. [2] a. I’m the kind of person who is always losing things. b. Right now, I can’t find a book that I need for school. c. It’s a brand new book which I just bought last week. Five relative pronouns (that, who, whom, which, whose, when and where) are used in different grammatical roles within the relative clause. Azhar (2009) explains six different roles of adjective clauses constructions as the following examples: (10). I know the man who always writes magazine article. (11). The book which I read last night was interesting. (12). I know the man whose motorcycle was stolen. (13). Where is the hotel in which you stayed? (14). Sunday is the day when we will meet. 113


(15). The beautiful citye where we live is Padang.

It is common in grammar texts to treat the relative pronoun as a form that substitutes for a noun and to present sentence like (10). It is worth noting that the whole noun phrase (the man) and not just the noun (man) is replaced by the relative pronoun (who/that). This role of adjective clause called adjective clause pronouns used as the subject. In sentence (11), the adjective clause pronouns (which) are placed at the beginning of the clause. Which is the object of their two clauses so it is called adjective claus pronouns used as the object of a verb. In possessive relative, the whose form is more frequent (occuring three time more often) that the of which form. Both of these possessive relatives are typically found in written English. This form relative pronoun can be seen in sentence (12). Whose in this sentence is connected to a noun (motorcycle). It carries the same meaning as other possessive pronouns used as adjectives: his, her, its, and their. Both whose and the noun it is connected to are placed at the beginning of the adjective clause. Note that, in (13), the preposition (in) comes at the beginning of adjective clauses. This is one position where the form that cannot be used instead of whom or which. However, if the preposition is placed at the end of the sentence, the the form that can be used at the beginning of relative clause. As illustrated They are student that we told to you about. The relative pronoun that is next to antecedent, but the preposition about have been left or stranded at the end of the clause. Some grammarians are generally called a stranded preposition. In adjective clause, when is used to modify a noun of time as illustrated in (14) and where is used in an adjective clause to modify a place (15). Yule (2009:248) divides restrictive and nonrestrictive relative clauses. In all examples discussed so far have been loooking at restrictive relative clauses. It is also called ‘defining’ relative clauses because it defines or restricts the reference of the antecedent noun. It helps to identify or classify the person ot thing being talked about. Another structured known is non-restrictive relative or ‘non-defining’ relative clause. A non-restrictive clause gives extra information and additional information about an antecedent as in following sentences. (16). Professor Wilson, who teaches Chemistry 204, is an excellent lecturer. (17). Andy, whose writing I read last week, was my old friend.

(18). This food, which is relatively inexpensive, is both delicious and nutritious. (19). In 1964, when I left Tokyo, the Olympic Games were being held.

It is essential to know that in writing non-restrictive relative clause is usually marked by commas. Davis (1977:342) says when the noun they modify is a proper name as in (16) and (17), commas are needed to give additional information about Professor Wilson and Andy. In (18), the sentence gives extra information about this food. Comma are needed because the noun (food) is preceded by this or these. Commas are also needed when the clause modifies a specific time or date as in sentence (19). In this sentence the adjective clause is not necessary to identify year, because we already know the year is 1964. (20). France ─ which is a beautiful country in Europe ─ has a low incidence of heart attack. (21). France which is a beautiful country in Europe has a low incidence of heart attack. In speaking, these non-restrictive adjective clauses would be marked by pauses and a change in intonation. These commas, dashes, brackets, and pauses are generaly known as separation markers as in sentence (20). Those distinc separation markers around non-restrictive adjective clauses make them easy to recognize. In writing, they also help to make a distinction between some extra information about, as with France and some necessary information, as in (21), that identifies a particular France which is a beautifuk country in Europe. We can paraphrase (20) as France has a low incidence of heart disease and, by the way, France is a beautiful country in Europe, whereas (21) will communicate that France which is a beautiful country in Europe, not France who is develop country, has a low incidence of heart attack. The comma in the non-restrictive adjective clauses in (21) actually signal that this clause could easily omitted. (22). Robert, whose big family lived in America, was born in Canada. (23). Someone said that I took the books, which was not true. (24). The village has around 500 people, most of whom are farmer. Separation markers a refound more often with names and other proper nouns, as in (22), with additional comments on previous statement, as in (23), and with clauses that begin with quantity expressions (e.q many of whom, none of which, etc), 114


as in (24). As may have become clear, restrictive are closely tied to their antecedents and nonrestrictive are quite separate. Yule (2009:249) mentions that the commas or pauses before nonrestrictive create more lingusitic distance between the antecedent and the relative clause. more lingusitics distance conveys a much looser connection. This distance is also noticeable when both a restrictive and non-restrictive adjective clauses are used with the same antecedent.

What learners constructed in (6) - (9) are ungrammatical because the constructions are not based on the rules of adjective clauses. Azhar (1998) mentions that there are six possible problems which should be considered in constructing adjective clauses as 1). An adjective clause must be together with another complete sentence. There need to be 2 subjects and 2 verbs. 2). Adjective clause must have a subject and a complete verb. 3). A pronoun (he, she, him, her etc.) (except for some special expressions) cannot be used in using adjective clauses. 4). Do not repeat a pronoun with an adjective clause. 5). Adjective clause must be just after the noun it describes. 6). If we are describing something very simple, especially using one adjective, it is usually better to put the adjective in front of the word. It seems that the adjective clauses constructions in English are quite complex for learners as the use of relative clauses and in identifying non-restrictive adjective clauses. Therefore, the understanding on adjective clauses constructions in English is academically and communicatively necessary for EFL learners in both writing and speaking. Methods The type of this study is descriptive research whose subject of the research is the third semester learners of English department at State University of Padang. To get the data, the researcher uses proportional cluster random sampling which is taken 50% of 87 students. The sources of the data are the products of learners’ writing production and the result of the learners’ interview were analyzed descriptively in order to see the learners’ mastery in using adjective clauses, problems, and types of mistakes made by learners. Related to the data analyzed, identifying the use of adjective clauses by learners is based on the indicators and subindicators of grammatical elements of adjective clauses, that is adjective clauses classification, relative pronoun function and position, types of mistakes found and are based on the theories of English grammatical. The data from the interview were tabulated in forms of quantitative analysis which is aimed to confirm what type of mistakes

made by learners in using adjective clauses. Those data can lead to conclusion of how EFL learners’ relative clauses in writing English descriptive essays. Result and Discussion Basically, Adjective clauses construction is faced in learners’ writing resulted the effect of lack competence on English grammar rules especially adjective clauses. There was deviation of adjective clauses construction as shown in the following data: (25) Siti Nurbaya bridge is a big bridge in Padang city that is very beautiful bridge. It was built when the story Siti Nurbaya and Samsul Bahri was born. (26) Silokek is located 10 km from Muaro, Sijunjung regency, West Sumatra. Silokek is an amazing place which consists of some nice places there. The first common learners’ problem in writing adjective clauses is incorrect placement between antecedent and relative clause. In learners’ writing (25) there is no close connection between the noun phrase (Siti Nurbaya bridge) known as antecedent and relative pronoun (that) in the relative clause (that is very beautiful bridge). When relative pronoun is used in adjective clause, there is a strong tendency to place it immediately after the antecedent noun. It can also be clearly seen in writing (26). Relative clause in this sentence is Which consists of some nice places, it provides information about the Silokek so relative clause must be placed after antecedent (Silokek).

The next ungrammatical construction is the another structure known as a non-restrictive adjective clauses or non-defining relative clause. This is represented in learners’ adjective clauses construction as following writings: (27) Nyarai which is used as place to take rest for visitors is located in the forest. (28) Bukittingi which has many magical buildings, had ever become capital city of Indonesia. Those buildings are SMA 2 Bukittinggi, Jam Gadang, Benteng fort de Kock, etc. Non-defining relative clauses provides additional information, not identifying information. Nyarai in sentence (27) is proper noun so non-restrictive relative clause gives extra information about an antecedent (Nyarai). The adjective clause is not necessary to identify Nyarai. We already know 115


what place it is: it has name. Commas are used between relative clause (..,which is used as place to take rest,…). Adjective clause used in construction (28) is ungrammatical because only one comma used. From the result of the research, it shows that learners are still difficult in identifying restrictive and non-restrictive adjective clauses. Davis (1977:342) says nonrestrictive it is sometimes difficult to decide whether adjective clauses are restrictive or not, but they are clearly non-restrictive as first, when the noun they modify is a proper name (since a name by itself is enough to tell which). Secondly, when the noun is preceded by this or these as in the sentence Americans like ice cream. This food, which is relatively inexpensive, is both delicious and nutritious. Thirdly, when the clause modifies a specific time or date.

There are some sub-indicator in the element of syntax that shows a high degree in interference transfer is about word order. An example that shows the problem of syntax, the concordance between subject and predicate of the sentences are seen in this sentence: (29). Japan, which a lot of culture, is an interesting country to visit. Japan is a small island but it is a modern country. One kind of culture from Japan is anime. The construction above is incomplete since it does not contain predicate after relative pronoun which. In order not to be anomalous, it should be cured by writing Japan, which has several various culture, is interesrting country to visit. In indonesia pattern, predicate contains several types (Lapoliwa in Hermawati Syarif, 2014) such as S – P (verb, noun, adjective, adverb); while english only contains verb as a predicate that is usually patterned by S – V. It is assumed that this kind deviation is caused by the indonesian interference in english use since two languages have different patterns. The use of whose is also one of problems in constructing adjective clauses in learners’ writing. Some learners apply rules to context of adjective clause where it is not applicable as the following construction: (30). Padang city, whose its nice history, is the one of the famous cities in West Sumatra. It can be clearly seen that whose in adjective clause is used to show possession. It carries the same meaning as other possessive pronouns used as

adjective his, her, its, their, etc. In that sentence, both whose and possessive its is used together, it means that the learners apply a rule in the context of a sentence where actually it is not necessary. Where English allows “Padang city, whose beautiful history, is the one of famous cities in West Sumatera” or “Padang city, which has beautiful history, is the one of famous cities in West Sumatera”.

The lack of using passive verb reflected on learners’ adjective clause writing. In passive sentences, the thing receiving the action is the subject of the sentence and the thing doing the action is optionally included near the end of the sentence (See Hermawati Syarief, 2014). It is constructed by using TOBE + past participle. In learners’ writing, TOBE is ignored after relative pronoun as presented as following: (31) Bukittinggi, which well known by many people, has some beautiful tourism objects. (32) Jam Gadang which located in the central of Bukittinggi has a unique story to tell. Finding of the current study highlight that most of the learners are lack of understanding the forms of adjective clauses, even though they have taken Grammar subject. The low ability of the learners in using adjective clause is line with Biaggi (2003). She says that unawareness on the particular system or rule exists in English language’s component often happen to the learners of language particularly in the process of acquiring the second language. Besides, in learning second language, learners often challenge by the certain incompetency in conveying their language production between spoken or written without having to be laced by any trace of erroneous error. This is deemed impossible since learners not only cognitively threaten by the unconscious error made repetitively but also by the type of mistakes caused by the learner’s incapability in utilizing the known language system correctly. Conclusion and Suggestion Adjective clause constructions still become problems in EFL learners’ writing. The problems in using adjective clause are on distinguishing between the antecedent, typically in a main clause and the relative pronoun in the relative clause, the differences between restrictive and non-restrictive relative clauses with their separation markers, and the use of possessive relatives. Consequently, the learners’ sentences are often hard to understand. 116


Since, the adjective clauses constructions have complicated theoretical bases, the EFL learners should be taught the use of correct adjective clauses construction both in writing and speaking. Besides, some efforts need to be done by learners such as increasing practical habit by using adjective clauses in describing about the person or thing indicated by noun phrase. Thus, peer correction also should be done by learners to improve their understanding of adjective clause in using complex sentences grammatically in writing and in speaking so they can speak English naturally. References

Hendrayana, A. A. (2016). Adjective Clauses Used in Written English by the English Department Students at State Unviersity of Padang. Thesis. The State University of Padang. Isyam, A. (2007). EFL learners’ Concord Mastery and Their Grammatical Deviations. Unpublished Thesis. Padang: Pascasarjana UNP. Lapoliwa, H. (1990). Klausa Pemerlengkapan dalam Bahasa Indonesia. In H. Syarief (Ed.), Nonrestrictive Adjective Clauses. Thesis. The State University of Padang. Students at State Unviersity of Padang. Thesis. The State University of Padang.

Azar, B. S. (1998). Understanding and Using English Grammar, Second Edition. New Jersey: Prentice Hall Regents.

Robert, P. (1962). English Sentences. New York: Harcourt, Brace & World Inc.

Azar, B. S. & Hagen, A. S. (2009). Understanding and Using English Grammar, Fourth Edition. New York: Pearson Education.

Syarif, H. (2014). Grammatical Interference Patterns in the English Department Students’ Writing: Indoneisan to English Grammar. Elixir Applied Linguistic 68, 22647-22649.

Azar, B. S. Understanding and Using English Grammar. From Grammar 4 Packet. http://www.azargrammar.com/assets/adv anced/UUEGTeacherCreatedWorksheets/ Worksheets13/AdjClauseCommaPract.pdf Biaggi, L. (2003). For the Classroom Area of the Grammar Exchange Website. www.longman.com/grammarexchange. Davis, P. (1977). English Structure in Focus. Massachusetts: Newbury House Publisher Inc. George Yule. 2009. Explaining English Grammar. China. Oxford University Press. Grammar (Vol. 68, pp. 22647-22649). Elixir Appl. Ling. Grammatical Interference in the English Department Students’ Writing: Indonesian to English Hendrayana, A. A. (2012). English Department Students’ Ability in Constructing Restrictive and Nonrestrictive Adjective Clauses. Thesis. The State University of Padang.

Syarif, H. (2014). Factors Causing Indonesian Grammatical Interferences on English Use: A Case of Undergraduate Students’ Expository Writing in Padang. Proceedings of 1st SELT International Conference: Language awareness on TEFL for multilingual learners. June 11-12. 2014. Thornbury, S. (1991). How to Teach Grammar. Harlow, England: Longman Group Ltd. Ur, Penny. (2004). Grammar Practice Activities: A Practical Guide for Teachers. Cambridge University Press. Veit, R. (1998). Discovering English Grammar. Boston: Houghton Company. Yule, G. (2009). Explaining English Grammar. New York: Oxford University Press.

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The Test-Taking Strategies to Improve Test of English Proficiency (TOEP) Scores for the Participants of Lecturer Certification Program at University of Potensi Utama Medan Ashari P Swondo English Education Department Universitas Potensi Utama Medan [email protected] Mobile: 0821-6655-4455 Abstract Test of English Proficiency (TOEP) is an Online English proficiency test organized by Pusat Layanan Tes Indonesia (PLTI). The result of this test is one of the crucial aspects that determine a participant in passing of the lecturer Certification Program. This test measures the level of English language proficiency test of the participants in understanding the contents of spoken texts in the form listening comprehension test and written texts in the form of reading comprehension test. Observations show that the TOEP scores of the participants from University of Potensi Utama are relatively low and do not contribute towards passing the program. The standard score of passing the test participants have to reach is 40. Therefore, Participants have to master the knowledge and strategies in order to reach the maximum score of this test. The method used in this research is the Classroom Action Research (CAR). The method was used to figure out whether the Test-Taking Strategies can improve the participants’ TOEP scores. Subjects were 60 lecturers of the University of Potensi Utama who will join the Lecturers Certification Program in 2017. To achieve this goal, the research was conducted in two cycles. The results show that at the pre cycle, only 10 % or 6 participants reached the standard score, at the first cycle 50% or 30 participants reached the TOEP target scores. Finally, at the second cycle 80 % or 48 participants passed the standard scores. The finding shows that the Test-Taking Strategies significantly improved the participants’ TOEP test scores. Keywords: Test of English Proficiency, Test-Taking Strategies, Classroom Action Research, Lecturer Certification Program INTRODUCTION Lecturer is one of the essential components in an education system in higher education level. The roles, duties, and responsibilities of lecturers are very meaningful in realizing the goals of national education. To perform such strategic functions, roles and positions, professional lecturers are required. Together, academic qualifications and performance, the level of competency and selfAcademic Qualification and Performances

description, will determine the professionalism of the lecturer. The professionalism of a lecturer and his teaching authority at every level of education and level of academic office is expressed through the provision of educator certificates. Certification of lecturers in the position is the process of providing educator certificates for lecturers. The concept of certification is summarized in the following scheme:

Profesionalism

Certification

Competency

The Improvement of Tridharma Quality

Contribution

Figure 1. Lecturer Certification Scheme 118


Test of English Proficiency (TOEP) is an Online English proficiency test conducted by Pusat Layanan Tes Indonesia (PLTI). The result of this test is one component that determines the graduation of a lecturer in the Lecturer Certification Program (Serdos). This test measures the level of English proficiency of test participants in understanding the content of the oral text (listening test) and written text (reading test). To pass the qualification process, one of the assessed aspects of the candidate of certified lecturer is the combined Score of the performance aspects and professionalism of the lecturer. Therefore, in order to contribute positively to the NGB, the serdos participants must have an English Score of TOEP ≥ 4.00. The result of observation shows that the TOEP score of the lecturers of the University of Potential Utama who follow the serdos program is still below the standard and does not give positive contribution to the qualification process. Based on the data of certified lecturers (1st Period), out of 59 participants, only 10% of the participant had TOEP score of ≥ 4.00. The low score of TOEP participants is due to a number of factors. From the observations made, researchers can identify the possible causes of this condition. The first cause is the lecturer's educational background. Most of the participants are from non English background knowledge come from non-English professions therefore, they are not familiar with the knowledge and strategy needed to pass any language assessment. Their low vocabulary mastery also problematic, thus affecting their ability to understand and the way they answer the tested questions, both in Listening and Reading session. In addition to Knowledge of English, the main problem of test takers have is the strategy. Most of the participants complained that they did not have enough time to answer all the questions. TOEP is a Time-based Test; participants must do the right strategy to manage their time effectively in order to answer all the questions. In line with the low condition the of TOEP score of lecturer Certifications participants, the researchers assume that mastering English knowledge is not sufficient to face this test. Special strategies are needed to enable participants to understand and answer questions. This strategy is called Test-taking Strategies.

Test-taking strategies are the procedures or things that the test-takers must do before, during and after the test. By doing this strategy, researchers assume the participants will be able to recognize the form of problems, manage the time well and answer the questions correctly. It can be said that TOEP has similarities with other recognized forms of English test such as TOEFL or IELTS. Applying the right learning strategy has long been recommended to get maximum score from these test forms. This is supported by Phillips (2001) stating that there are four areas to be prepared to improve the TOEFL score, which is Knowledge of English Language Skills, The Test-Taking Strategies, Practice Test and Computer Skills. This is the background of the researcher's mind to immediately take action to overcome this problem. This research is important to improve the competence of English lecturers who will follow lecturer certification program. With the possession of a certificate of educators it is expected lecturers will make conscious and sustainable efforts to improve the quality of the implementation of Tridharma of higher education. Moreover, the government provides various incentives to encourage lecturers’ professionalism as well their standard of living. LITERATURE REVIEW 1. Test of English Proficiency (TOEP) Test of English Proficiency (TOEP) is the test which is used to measure the English proficiency of test takers without any bound to any curriculum. It means that TOEP can be followed by anyone who wants to know their level of English proficiency. The English proficiency of the test takers is determined by the success of answering a number of questions in the listening and reading test (receptive skills). The result of the test has been used by the Lecturer Certification committees as a standard measure of the English proficiency of the candidates. English is a foreign language in Indonesia. Therefore, based on the condition, the need to obtain information (factual, conceptual, procedural) presented in English can generally be said to be greater than the need to express information in English. So for the short run, Listening and Reading skills became a priority, although efforts were made to develop tests to 119


measure Speaking and Writing skills as the productive skill.

TOEP was developed by TEFLIN (Association of Teaching English as a Foreign Language in Indonesia), especially the Evaluation and Assessment Division. In the process, TOEP involves English language learning experts from

various universities. Early in its development, TOEP was presented in print, commonly referred as Paper-and-Pencil Test. But in 2013, TOEP is presented online without altering the substance of the test. That is, TOEP consists of 50 questions for Listening and 50 questions for Reading.

TOEP Test Material TOEP consists of 100 items with a time allocation of 105 to 110 minutes. The time distribution as follows: Table 1. TOEP Test Material Sections

Questions

Time

Listening

50 questions

45-50 minutes

Reading

50 questions

105-110 minutes

Reading Section The reading section tests the ability to understand reading passages Listening Section The listening section test the ability to understand spoken English that is typical of interaction and academic speech on college campuses. During the test, the test takers listen to conversations, lectures, and discussions, and answer questions about them.

Standards of TOEP Participants The rules of TOEP's participants are as follows: 1. Participants must bring identity card to verify the truth by the supervisor. 2. TOEP participants are prohibited from bringing electronic communication tools and dictionaries to the test room. 3. Participants login test with account (username and password) provided by supervisor. 4. Participants view the tutorial video on how TOEP works. 5. Participants try to do the test exercise (dummy test). 6. Participants should read the warning (WARNING) as follows.

Figure 2. TOEP Directions TOEP Test Result A. The Scoring System 1. The scoring is done by the system automatically. 2. Score is the number of correct answers. No score reduction for wrong answers. 3. The score range of test result is 0-100.

4. Scores of test results appear on the screen after the tests are done. B. Certificate of Test Results 1. TOEP test result scores are submitted to participants in the form of certificates. 2. TEFLIN logo certificate contains test participants data (name, test date, score), completed with QR120


code and declared valid without using signature.

The certificate format is shown below:

Figure 3. the Certificate of TOEP 2. Test-Taking Strategies Test-taking Strategies are the cognitive abilities of test takers to deal with test situations with a good attitude and know what to do during the tests (Dodeen, 2015). The examples of these strategies include how to manage time effectively, reviewing questions before responding, answering easier questions first, checking the answers, looking for keywords, and eliminating incorrect answers. However, this does not mean that the strategy can replace the knowledge of the tested material or test preparation. By implementing strategies, test takers can maximize their scores despite their limited knowledge and preparation. So the most important thing about test-taking strategies is that test takers know how to learn and prepare well before the test. Sharpe (2013:2) has proposed some listening and reading strategies that can be implemented to improve the TOEP scores as the following.

- Comprehend direction before the test 2. Be Familiar with the Media Used TOEP is an online English test that uses computer media. Therefore, before the test begins, test takers must be familiar with computer devices such as mouse, keyboards, monitors and headsets. Before beginning the listening session, test takers are given the opportunity to adjust the volume in each headset. Adjust the volume of the headset so that the sound can be heard clearly and comfortably. After the test begins, test takers can no longer adjust the volume of the headset. Strategies: - Set the Headset Volume before the session begins - Be prepared to listen 3. Always Answer the Questions

2.1 Listening Strategies Here are some strategies that can be used the participants to improve their TOEP Listening scores 1. Be Familiar with Directions The directions in each TOEP test are the same, so it's not important to spend time reading and listening to this carefully. Moreover, the test participants tried to translate the directions during the test. The test taker should really understand the directions before the day of the test. Strategy:

If you are not sure of an answer, you should guess. The number of incorrect answer is not subtracted from the score. First, eliminate all the possibilities that you know are NOT correct. Then, if you are almost sure of an answer, guess that one. If you have no idea of the correct answer for a question, choose one letter and use it for you “guess answer” throughout the entire examination. The ‘guess answer” is especially useful for finishing a section quickly. Strategies: - Answer each question - Do educated guess 121

4. Concentration


Sometimes the test environment is not ideal. The voice from other test takers can be disturbing, especially during the listening sessions. We need to stay focused and concentrate on our tests. We may not be able to control the environment, but we can control the way we control our response. If the test situation is not conducive, do not be angry and have negative thoughts. Do not let emotions interfere with your concentration. Strategies: - Focus on Test Material and Monitor Screen - Keep calm 5. Be Familiar with the Pace of the Test Each listening item will only be played ONCE. The test takers will not have the opportunity to return to the previous questions. The duration of time between questions to another is 12 seconds. Therefore, participants are expected to click the answer to the question before the second to 12 and prepare to listen to the next question. Strategies: - Click the answer before the 12 second - Be ready for the next question 2.2 Reading Strategies To improve academic skills, there are a number of reading strategies that can be used to assist test takers in solving TOEP reading problems.

Preview Research shows that it is easier to understand what is being read when starting with the main idea of what the text is. To preview, first read the title of the text, heading and sub headings and words in bold or italics. Participants should do this as soon as possible. Then, read the first sentence of each paragraph and the last sentence of the paragraph. Again, it takes time. Strategies: - View titles and headings, - read the first sentence of each paragraph, and - read the last sentence of the paragraph.

Read Faster or Quick Reading

To be able to read quickly, try to understand sentences or even paragraphs, not words per word. To do this, we should read the phrase instead of reading the word per word. Practice using techniques that allow us to see the other side of the word you are focusing on. Read for meaning Use Context In English, Context is a combination of vocabulary and grammar that surrounds a word. Context can be a sentence or paragraph or a discourse. Context can help you make predictions of meaning. If you know the prediction of the meaning of a sentence, you will also know the general meaning of the words in a sentence. Of course, test takers must know a number of words to understand the context of an unknown word. That means that the test taker should learn the basic vocabulary, and then be able to guess about the meaning of the new word using the context. Strategies: - Learn Basic Vocabulary - Learn new words in context Use Visuals or Take Advantage of Images In the TOEP reading session, participants will find the texts accompanied by photos, maps, tables, pictures, brochures, manuals or other visual forms. The images can be used to get the test participants focused and concentrated on the material being tested, making predictions of the meaning of words we do not know, and also to draw conclusions from the text. Skim and Scan Skim is a quick-reading technique to get the reader's conclusions and impressions of the text. When the test taker reads the test, stop at the end of the session to summarize. First, re-read the title or head section. Determine the main idea, and then summarize the key points of the text. Scan is a reading technique in which the test takers read through the text to look for something specific in the discourse. First, read the question and then look at the reference. A reference in TOEP will show you a paragraph where answers to a question can be found.

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form of an act that deliberately appear and occur in a class together.

METHOD Research Method The method used in this research is Classroom Action Research (CAR). Classroom Action Research is a research conducted by the teacher in the classroom or in the place where s/he is teaching with an emphasis on improving the process and practical learning (Arikunto, 2006). Therefore it can be concluded that classroom action research is a reflection of learning activities in the

This study uses an action research model developed by Kemmis and Taggart. This PTK model consists of four main steps that are interconnected in the implementation of classroom action research called a cycle. These four stages include planning, action, observation, and reflection.

The Four Stages: Cycle I 1. Plan 2. Action 3. Observe 4. Reflect Cycle II 1. Revised Plan 2. Action 3. Observe

Figure 4. Kemmis – McTaggart Model CAR Design

This classroom action research is characterized by continuous change. This study will end if the predetermined indicator can be achieved or has reached the criteria of success where the results only shifted slightly or did not change at all. Place and Time of Research The research was conducted at the Universitas Potensi Utama Medan for 2 weeks. Researcher was interested in carrying out research in this place because the researcher is a lecturer in the campus. Another reason is that many colleagues who have not been successful in the lecturer certification process due to low TOEP scores. Research Subject The subject of this research is 60 lecturers of Universitas Potensi Utama who will follow lecturer certification program. These lecturers are from different educational backgrounds and teach at various study programs.

This research emphasizes both process and product. The researcher acts as an actor and is assisted by a lecturer who acts as a collaborator. Research Partner is Ms. Hetty Zaharani, M.Hum. She is a lecturer in English subjects who have had 15 years of teaching experience. Collaborators help researchers in observing the learning process in the classroom about the shortcomings and advantages of the learning process undertaken. In addition, collaborators also assist researchers in compiling reports based on observational data in the classroom and the results of discussions at the end of each cycle. Observations and data and discussion results are very important as a basis for carrying out the next cycle. Research Objects The research objects observed in this research is the Participants’ learning outcomes, that is the ability or skill that the participants need to have after being given an action in this case is the 123


increase of TOEP score of the students. The instrument used is a test. Data Collection Techniques

The data collection techniques used to obtain accurate data in this study is the Tests/ Assignments are given at the end of each cycle to determine the change in student achievement. Testing aims to determine the increase in TOEP score of participants by using test-taking strategies.

Validation of Research Data The validation of the research data was validated by using Triangulation Technique. The triangulation of data used is triangulation method / technique. Triangulation of techniques is a technique of collecting different data to get data from the same source (sugiyono, 2010). Here is a data collection technique using triangulation technique.

Documentation

Interview Data

Source of Data Observation

Tests/ Assignment Figure 5. Triangulation Technique/ Method

FINDINGS AND DISCUSSION

Criteria of Success

The performance indicator is a formulation Findings of performance as a reference in determining the success or effectiveness of research (Suwandi and Ekososilo, 2007: 36). The indicators of success of Based on the observations made on pre the action in this study include the process and the cycle, the data shows that only 10% or 6 final outcome. participants have reached the TOEP standards The participants’ achievement is assessed scores and 90% or 54 participants have the scores by the tests given at each end of the cycle. The below standard. action is said to be successful if there is an increase in achievement in each cycle. The cycle is stopped if the TOEP score of the subjects reaches ≥40. Table 2. Participants’ TOEP scores in Pre-cycle Category Not Completed Completed Total The study continued to cycle I. The research indicated that there was an improvement on the participants’ TOEP scores taught by testtaking strategies. It was proved by the data, which showed that 50% or 30 participants have reached

Frequency 54 6 60

Percentage 90% 10% 100%

the TOEP standards scores and 50% or 30 participants have the scores below standard. The improvement of the participants’ TOEP scores in cycle I can be seen in table 3.

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Table-3. Participants’ TOEP scores in Cycle I Category Not Complete Complete Total

Frequency 30 30 60

Percentage 50% 50% 100%

After analyzing and discussing the The research indicated that there was an weaknesses and the advantages of the action in improvement on the participants’ TOEP scores cycle I with the observer, it is agreed that the taught by test-taking strategies. It was proved by the research proceeded to cycle II. In this cycle, the data, which showed that 80% or 48 participants researcher tried to identify the weaknesses of the have reached the TOEP standards scores and 20% implementation of the test-taking strategies that or 12 participants have the scores below standard. happened in cycle I. And at the end of cycle II, the The improvement of the participants’ TOEP scores researchers conducted a test to find out the in cycle II can be seen in table 4. participants’ improvement after the implementation of the action. Table-4, Participants’ TOEP scores in Cycle II Category Not complete

Frequency 12

Percentage 20%

Complete

48

80%

Total

60

100%

After analyzing and discussing the learning To know whether or not there is a outcomes obtained by participants in cycle II, it is significant improvement of the participants’ TOEP agreed that the research is finished as the scores from pre cycle, cycle I and cycle II, it can be participants' learning outcomes have reached the displayed on and tables below. criteria of success where 48 or 80% of the participants have reached the TOEP standards scores. Table-5, Participants’ TOEP scores Improvements in all Cycles Category

Score

Complete Not Complete Total

≥40 ≥40 ≥40

Precycle Total

%

6 54 60

10% 90% 100%

The results show that at the first cycle, only 10 % or 6 participants reached the standard score, the second cycle as 50% or 30 participants reached the TOEP target scores. Finally, at the third cycle 80 % or 48 participants passed the standard scores. The finding shows that the Test-Taking Strategies significantly improved the participants’ TOEP test scores.

CONCLUSIONS AND SUGGESTIONS Conclusions Based on the result of the study, the conclusions are drawn as follows:

Cycle I Total 30 30 60

% 50% 50% 100%

Cycle II Total 12 48 60

% 20% 80% 100%

a. There is an improvement of participants’ TOEP scores after implementing the Test-Taking Strategies. It is showed the percentage of the participants who have reached the standard scores in each cycle tests: pre cycle (10%), cycle I (50%) and cycle II (80%). It means that the use of Test Taking Strategies could improve the participants’ TOEP scores in listening and reading test. b. It is proved quantitatively that the application of Test-Taking Strategies improves the participants’ TOEP scores in listening and reading test. Suggestions 125


Based on the result of this study, the use of the Test-Taking Strategies could improve the participants’ TOEP scores in listening and reading sections of the test. The following suggestions are offered: a. to the participants, to use Test-Taking Strategies to improve the TOEP scores that can be used to help them pass the lecturer certification program. b. to trainers, to apply Test-Taking Strategies so that they can improve their participants’ TOEP scores either in listening and reading section. c. To all the readers, may this research bring them into good understanding how to improve the TOEP scores through Test-Taking Strategies.

REFERENCES

Ang-Zie, Ken. 2015. TOEFL Actual Test: Reading Book. Solo: Genta Smart Publisher.

_____________ 2015. TOEFL Actual Test: Listening Book. Solo: Genta Smart Publisher.

Arikunto, Suharsimi. 2006. Prosedur Penelitian. Suatu Pendekatan Praktik. Jakarta: Rineka Cipta

Ary, D., Jacobs, L. C., dan Sorensen, C. 2010. Introduction to Research in Education. Belmont: Wadsworth Cengage Learning.

Heffernan, Neil. Successful Strategies: Test-Taking Strategies for the TOEFL. The Journal of Asia TEFL Vol. 3, No. 1, pp. 151 – 170, Spring 2006.

Matthiesen, Steven J. 2011. Essential Words for the TOEFL. New York: Barron’s Educational Series, Inc.

Phillips, Deborah. 2001. Longman Complete Course for the TOEFL Test: Preparation for the Computer and Paper Test. Longman. New York: Pearson Education Company.

Sharpe, Pamela J. 2013. TOEFL Internet based Test. New York: Barron’s Educational Series, Inc.

Siswanto & Suyanto. 2016. Metode Penelitian Kombinasi Kualitatif & Kuantitatif pada Penelitian Tindakan (PTK & PTS). Klaten: Boss Script

Sugiyono. 2010. Memahami Penelitian Kualitatif. Bandung: Alfabeta.

Suwandi, S & Ekosusilo. 2007. Pendidikan dan Latihan Profesi Guru (PLPG). Penelitian Tindakan Kelas (PTK) Penulisan Karya Ilmiah. Surakarta: Panitia Sertifikasi Guru Rayon 13.

Brown, T. S., & Perry, F. L. Jr. 1991. A Comparison of Three Learning Strategies for ESL Vocabulary Acquisition. TESOL Quarterly, 25 (4), 655 – 670.

Dodeen, Hamzah. Teaching Test-Taking Strategies: Importance and Technique. Psychology Research, February 2015, Vol. 5, No. 2, 108-113 doi:10.17265/21595542/2015.02.003 126

THE EFFECT OF APPLYING PROBING PROMPTING METHOD ON THE STUDENTS’ ACHIEVEMENT IN VOCABULARY Felicia Bernadeth Simanjuntak,Dhara Ayu Paramitha,Putri Agustian,Fatimah,Joy Sembiring English Postgraduate Program, University of Sumatera Utara Abstract This research dealt with the effect of applying probing prompting method on the students’ achievement in vocabulary. The objectives of this research were to find out the effect of applying probing prompting method on the students’ achievement in vocabulary and to figure out the students’ achievement taught by applying probing prompting method. The population of this study are the first year class in junior high school (class VII) at MTs. Proyek Kandepag in 2015/2016 academic year, which consist of 60 students and distributed into two classes, VII-A and VII-B. the first group is experimental group by applying “Probing prompting Method that concidered of 30 and the second groups is control group taught by applying conventional method that considered of 30 students. The data were acquired by administrating a multiple choice especially description pet animal. The data collected were analyzed performing experimental method. After the analyzing, the result of the students’ applying probing prompting method is higher than those being taught without applying conventional method. The result showed that tobserve was higher than ttable (4.11 > 2.00) in 𝛼 = 5% and df = 28. It means that the null hypothesis is rejected and alternative hypothesis is accepted. The students’ achievement after taught by using probing prompting method were in good level, there were 28 (twenty eight) students or 93.3% were passed the KKM, and only 2 (two) students or 6.7% were failed. Key words : Effect, Probing Prompting Method, Vocabulary INTRODUCTION A. Background Vocabularies plays important role in language learning. Vocabulary is also an essential skill for learning to read, speak, write and listen. Without sufficient vocabulary, people can not communicate and express their feeling both in form of spoken and written effectively. The more people master vocabulary the more they can speak, write, read and listen as they want. Wilkins in Thornbury (2004: 13) also states that without grammar very little can be convey, without vocabulary nothing can be convey. You will see more improvement if you learn more words and expressions. You can very little with grammar, but you can say almost anything with words. In additon,it is supported by Ur (1996:60) that vocabulary is one of important things to be taught in learning foreign language because it will be impossible to speak up without variety of words. Those statements imply the importance of teaching vocabulary as a foreign language. In line with learning English vocabulary, English vocabulary is different from Indonesian viewed from form, including pronunciation and spelling, meaning and the word use. In adition, the way of how to pronouncing the word is quite different from writting. Therefore, people especially students who learn English often find difficulties in learning vocabulary.

Based on an interview with an English teacher of MTs. Proyek Kandepag lack for vocabulary. They didn’t have much vocabularies in their mind, they were only mastering around 150-200 words. The first problem of the students in that school was related to students’ vocabulary limitation, difficult to them to pay their attention when their teacher taught in front of the class. Sometimes the students bored in learning English language, they have difficulties to define what their teacher said which is caused English was not their mother tongue. The second problem was the students were not interested to study English because they were always asked to write on the books. They rarely taught vocabulary seriously in the class and they needed some good methods. Moreover, the teacher still got the problem to find the appropriate method in teaching vocabulary so that the students have low score in English subject. In order to answer those problems, the researcher designed an experiment research to develop a method that could increased students’ achievement of vocabulary. The method that developed was method of Probing Prompting. Probing Prompting is an activity where the teacher will give some questions to her students to know how far students know their material. It can make student usually to thinking developer, not just like as be written on the books.

B. The Formulation of the Problem


The problems of this study were formulated as the following : 1. Is there any significant effect of applying probing-prompting method to the students’ achievement in learning vocabulary? 2. How is the students achievement taught by probing-prompting method? REVIEW OF LITERATURE

understanding and psychomotor. Cognitive consist of knowlegde, understanding, application, analysis synthetic and evaluation. Then affective includes feeling and emotional aspects. It is from what students’ response to the lessons the teacher gives. Based on the explanation above, the students’ progress in learning by their efforts and skills or performances.

Theoretical Framework In conducting research theories are needed to clarify some terms, which are used. The clarification of the term will avoid misinterpretation and confusion in understanding the problems. The term may function to give a limited concept, which is specifically mean particular, context. In this case, it provides some term, which are important to make clear the start in order to prevent possible misunderstanding between the researcher and the reader about this convey.

Description of Method Harmer (2003: 78) states that a method is a practical realization of an approach. The originators of a method have arrived at decisions about types of activities, roles of teachers and learners, the kinds of material which will be helpful, and some model of syllabus organization. Methods include various procedures and techniques as part of their standard fare When method has fixed procedures, informed by a clearly articulated approach, they are easy to describe. The more all-embracing they become, however, the more difficult it is catagorized them as real methods in their own right.

1.

4.

A.

Effect The word “effect” is mean by a result or change of something. The term effect can be generally mean by a change that something causes in something else; a result. The definition of the second seems to fit the actions rather the process in doing something. In terms of the statistics, this concept should be made operational and measurable. Effect in this research means any ability improvement after learning something. Improvement in learning is certain proof of success or ability of a student in doing their learning activities which based on their level class. The improvement in which achieved by the student then are realized in the form of score so that it is acknowledge the certain positive of a student in the class because the score they have reflect their improvement in the learning process. 2.

Description of Students’ Achievement Hornby (2000: 10) says achievement in a thing done successfully, especially with effort and skill. Procter (1987: 7) explains the word ‘achievement’ derives from verb ‘achieve’ which means that the students can learn successfully and improve their study with their effort and skill. Blooms (1996: 16) there are three aspects of learning achievement such as cognitive, affective,

3.

Description of Vocabulary Learning a new language can not be seperated from vocabulary. Meaning that in learning a new language people have to know its vocabulary. Vocabulary can be defined in various ways. Experts have proposed some terms about vocabulary. According to Richard and Renandya (2002:255), vocabulary is a core component of language proficiency and provides much of thye basis for how learners speak, listen, read and write. The other definition of vocabulary states from Hatch and Brown (1995: 1), they say that vocabulary refers to a list or set of words for a particular language or a list or set of words that individual speakers of language might use. Based on those statements, it can be assumed that vocabulary is a list of words as a basic component of language proficiency which has a form or expression and contains of aspects, they are meaning, use of word, form (pronunciation and spelling).

5.

The Importance of Vocabulary Vocabulary learning is very important for people who learn English both as foreign language and as second language. Tozcu and Coady (2004: 473) point out learning vocabulary is an important 128


aspect of language two and foreign language acquisition and academic achievement and is vital to reading comprehension and proficiency, to which it is closely linked. Moreover, Heubener (1965: 88) states that learning of vocabulary is based on the formation of spesific habits. Since this involves the association of symbols and their meaning, it is clear that an enrichment of the meaning of the word is as important as its frequent repetition. 6.

Types of Vocabulary Hiebert and Kamil (2005: 3) propose word has two forms, first oral vocabulary is the set of words for which we know the meanings when we speak or read orally. Second, print vocabulary consists of those words for which the meaning is known when we write or read silently. They also define knowledge of words also comes in at least two forms as follows: a. Productive vocabulary Productive vocabulary is the set of words that an individual can use when writing or speaking. They are words that are well-known, familiar, and used frequently. b. Receptive or recognition vocabulary Receptive or recognition vocabulary is that set of words for which an individual can assign meanings when listening or reading. These are words that are often less well known to students and less frequent in use. Individuals may be able assign some sort of meaning to them, even though they may not know the full subtleties of the distinction. Typically, these are also words that individuals do not use spontaneously. However, when individuals encounter these words, they recognize them, even if imperfectly. 7.

Probing Prompting Method Probing is investigation and examination, whereas prompting is pushed or guide. Probing prompting learning is learning that in the form presents a series of questions which guides and digs ideas on students so students can linking knowledge and their own experience with new knowledge which is being studied. So, in the clause of ‘probing-prompting’ have means that in the studying process on the classroom, the teacher will give many question to her students to know how far students know their material. It can make student usually to thinking developer, not just like as be written on the books. The advantage of the probing-prompting model was that it made the students think critically and

provided them with opportunities to be more active in asking questions. 7.1

The Steps of Probing Prompting Method

According to Sudarti (Miftahul Huda 2013, p.282) there are 7 stages of probing prompting, namely : 1) Facing students on new situations through images or text which has problems, 2) Let them think, 3) Ask some questions according to learning objectives, 4) Confirmation of answers, 5) Responses answers and 6) Asking last question.

8. Description of Conventional Technique According to Djamarah (1996: 48) “Conventional technique are traditional learning techniques or the lecture technique”. Because this technique has always been used as a means of oral communication between teachers and students in the learning process. In the conventional technique of teaching history is marked with lectures accompanied by an explanation, as well as the division of tasks and exercises. Teaching method used by teachers in more conventional learning is the expository method. So the main activity is teacher explain the material and students listen or record what the teacher said that, in a regular classroom learning has the following characteristic: classical learning, the students do not know what purpose they learn on that day. Teacher usually teaches by referring to the textbooks or worksheet, with emphasis on methods of lecture and question and answer sometimes. Test or summative evolutions in order to know the development is rarely done. Students must follow the way of learning chosen by the teacher, dutifully studying the sequence set of teachers, and less once had the opportunity to express an opinion.

B.

Conceptual Framework Vocabulary is one of the four language components, which are spelling, grammar, phonology and vocabulary. It has known that one the most important factors in learning a target language is to learn the vocabulary of the language. Vocabulary is considered a very important element 129


in studying language skills of the given language. Without having sufficient vocabulary it is impossible to communicate effectively in English. Vocabulary can determine one’s ability to understand a conversation or a text. The students will face a lot of problems and difficulties on developing the four skills in language if they do not have sufficient vocabulary. Vocabulary aims at expanding and enriching the learners’ knowledge or words to improve their reading, writing and communication. In the teaching vocabulary, there are some techniques that can be used to increase students’ achievement in vocabulary. Probing prompting method is one of methods that can be used to increase the students’ achievement in vocabulary. It means that in the studying process on the classroom, the teacher will give many question to her students to know how far students know their material. It can make student usually to thinking developer, not just like as be written on the books. The students were not interested to study English

because they were always asked to write on the books. They rarely taught vocabulary seriously in the class and they needed some good methods. Moreover, the teacher still got the problem to find the appropriate method in teaching vocabulary so that the students have low score in English subject. Consequently, they have problem on their English. In Probing prompting method, students think critically and provided them with opportunities to be more active in asking questions. So, it is expected that applying Probing prompting method in teaching vocabulary can affect the students’ achievement in vocabulary skill. C.

Statistically Hypothesis In this research, statistical hypothesis was used to decide whether the hypothesis will be accepted or rejected. Ha : there will be a significance effect of using probing prompting in vocabulary. Ho : there will be no significance effect of using probing prompting in vocabulary

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students’ achievement in vocabulary”. statistically, the hypothesis can be formulated as:

METHOD OF RESEARCH

A. Population and Sample Population is totally of research subject (Arikunto, 2013:173). The population of this research would be the first year students in the 2015 – 2016 academic year conducted at MTS Proyek Kandepag. There were about 60 students. Arikunto (2012:134) says that if the population less than 100, the researcher may takes all as the sample. By using total sampling technique. B. Research Design The experimental research would be used to carry out this research. It deals with quantitative design. This research has two variables. They were dependent and independent variables. In this case, Probing Prompting Method was as independent variable and students’ achievement in Vocabulary was dependent variable. In this research, students were given three of components, they are pre-test, treatment and post-test. 1. Pre-Test : useful to know the mean score of experimental and control group. 2. Treatment : students were taught by using Probing Prompting Method. 3. Post-Test : the test was given to find out the students’ achievement in teaching listening by using Probing Prompting Method.

The value of t-observe must be bigger than the value of t-table so that Ho is rejected and Ha is accepted. In the other hand, if value of t-observe less than t-table, so the Ha is rejected and Ho is accepted. If tobserve > ttable = Ha is accepted and Ho is rejected If tobserve < ttable = Ha is rejected and Ho is accepted The formula that was used in hypothesis verification is t-observe: tobserve =

!! !!! !!!"!!"

(Sudijono’s 2010 : 196) !!!

SEMX =

=

!! !! !!!

SEMY =

=

!! !!

!".!" !"!! !!.!" !"!!

𝑆𝐸!"

SEMX-MY =

=

!".!" !.!" !!.!" !.!"

= 2.23 = 2.15

+ 𝑆𝐸!"

= 2.23 ! + 2.15 = 4.97 + 4.62 = 9.59 = 3.09 tobserve =

=

!.!" !".! !.!"

C. ypothesis The researcher has a hypothesis that the Probing Prompting Method can influence the Students’ achievement in Vocabulary.

ttable = t 1 − ∝

H

!

!"

!

!

= t 1 − 0.05 !

= t 0.975 = 2.00

t-table

t-observe

2.00

4.11

!

!! !!!

=

FINDINGS AND DISCUSSION The formulation of the hypothesis of this research is “a Probing Prompting Method can influence the the result of t-observe

!

!!!"!!" !".! – !".!

= 4.11 df = n1+n2-2 = 30+30-2 = 58

The result showed that H0 was rejected. It was stated by t-test that tobserve = 4.11 > ttable = 2.00. It means that the hypothesis of this research (Ha)

!

=

!"

!"

was accepted. So, it can be conclude that a Probing Prompting Method can influence the students’ achievement in vocabulary. 131


The Students’ Achievement in Vocabulary Taught by Probing Prompting Method

To figure out the students’ achievement, the researcher used standard of minimum completeness.

Qualitative and Quantitative System Qualitative Form

Quantitative Form

Very good

90 – 100

Good

70 – 89

Fair / Average

40 – 69

Low

0 – 39

KKM Passed

Fail

Table 1 The Students’ Achievement of Pre-test in Experimental Group No

Initial Name

Quantitative

Qualitative

KKM

1

DFL

90

Very Good

Passed

2

GA

90

Very Good

Passed

3

NMS

90

Very Good

Passed

4

NA

90

Very Good

Passed

5

R

90

Very Good

Passed

6

AAF

80

Good

Passed

7

DN

80

Good

Passed

8

ND

80

Good

Passed

9

PF

80

Good

Passed

10

SP

80

Good

Passed

11

SRH

80

Good

Passed

12

FA

70

Good

Passed

13

LSH

70

Good

Passed

14

MAP

70

Good

Passed

15

ML

70

Good

Passed

16

RF

70

Good

Passed

17

YW

70

Good

Passed

18

AS

60

Fair

Fail

19

CRZ

60

Fair

Fail

20

DA

60

Fair

Fail

132


21

MF

60

Fair

Fail

22

MRP

60

Fair

Fail

23

RK

60

Fair

Fail

24

RR

60

Fair

Fail

25

EP

50

Fair

Fail

26

ES

50

Fair

Fail

27

CW

50

Fair

Fail

28

AY

50

Fair

Fail

29

BR

40

Fair

Fail

30

M

40

Fair

Fail

Table 2 The Students’ Achievement of Post-test in Experimental Group No

Initial Name

Quantitative

Qualitative

KKM

1

DN

100

Very Good

Passed

2

GA

100

Very Good

Passed

3

NMS

100

Very Good

Passed

4

NA

100

Very Good

Passed

5

R

100

Very Good

Passed

6

SRH

100

Very Good

Passed

7

AAF

90

Very Good

Passed

8

FA

90

Very Good

Passed

9

MAP

90

Very Good

Passed

10

ND

90

Very Good

Passed

11

PF

90

Very Good

Passed

12

RF

90

Very Good

Passed

13

SF

90

Very Good

Passed

14

YW

90

Very Good

Passed

15

DFL

80

Good

Passed

16

CRZ

80

Good

Passed

17

AY

80

Good

Passed

18

AS

80

Good

Passed

19

DA

80

Good

Passed

20

LSH

80

Good

Passed 133


21

RK

80

Good

Passed

22

ML

80

Good

Passed

23

MRP

80

Good

Passed

24

CW

70

Good

Passed

25

EP

70

Good

Passed

26

MF

70

Good

Passed

27

M

70

Good

Passed

28

RR

70

Good

Passed

29

BR

60

Fair

Fail

30

ES

60

Fair

Fail

Based on the table 1 and 2, it could be drawn that in pre-test there were 17 students passed while 13 students were fail. And in control group there

were 28 students passed the test while 2 students were fail.

Table 3 Table of the Result of test Experimental Group No.

Content

1.

Pre-test

Post-test

Total Score

2050

2530

2.

Mean Score

68.3

84.3

3.

Score > 70

17

28

4.

Score < 70

13

2

From the table 3, it describe the result comparative of pre-test and post-test in experimental. The total scores of pre-test and posttest in experimental were 2050 and 2530. The mean scores pre-test and post-test in experimental were 68.3 and 84.3. Then the experimental group got scores > 70 of pre-test and post-test were 17 and 28. The experimental got scores < 70 of pre-test and post-test were 13 and 2. It showed that the students’ achievement taught by Probing Prompting Method was higher than the students’ achievement taught by conventional technique. It means that there was significant effect of Probing Prompting Method on the students’ achievement in vocabulary. CONCLUSIONS After analyzing the data the conclusions were drawn as following:

1. It was found there was significant effect of Probing Prompting Method on the students’ achievement in vocabulary, which was proved from the result of pre-test before gave treatment was 2050 and the post-test after gave treatment was 2530 and found tobserve > ttable or 4.11>2.00 with df = 58 (30+30-2). 2. The students’ achievement before used Probing Prompting Method was not good. There were 17 students passed the test while 13 students were fail. And the students’ achievement after used Probing Prompting Method was good. There were 28 students passed the test while 2 students were fail. It means that there was significant effect toward the students’ achievement in vocabulary. REFERENCES 134


Arikunto. (2006). Prosedur Penelitian. Jakarta: Rineka Cipta.

Arikunto. (2010). Based on Arikunto’s Statement The Test is Made by Researcher in The Form of Multiple Choices. Jakarta: Rineka Cipta.

Brown. (2001). Teaching by Principle: An Interactive Approach to Language Pedagogy (second edition). New York : Longman.

Lehr. Osborn and Hebert. (2010). Vocabulary is Important For Reading Comprehension a Multi Center Study. Journal of Psychopharmacology 20(4): pp.553-561.

Mc Andrews, S.L. (2008). Diagnostic Literacy Assessment strategies. International reading association Inc.

Mc. Andrews. (2008). The purposes of assessment. International Journal For Quality pp.381-389.

Harmer, Jeremy. (2003). The Principles of English Language Teaching Fourth Edition. Malaysia: Longman.

Howard. (2002). Vocabulary is Very Important. International reading association.

Sudjana. (2002). Metode Statistik, Edisi ke Enam. Bandung: Tarsito.

Thornberry. (2002). How to Teach Vocabulary. Malaysia: Person Education Limited.

Inc.

135


CRITICAL DISCOURSE ANALYSIS IN TELEVISION ADVERTISEMENT TELKOMSEL 4G LTE (MAY EDITION) Khairunnisa Universitas Indonesia [email protected] Abstract: Television advertisement is a very strategic medium to deliver a message in the marketing field addressed to the public. In the delivery process, the message in the ad is considered successful if it has a short yet attractive word choice that can entice people to use or choose something offered on the ad. In this case, critical discourse analysis is one of the relatively recent paradigms in the development of language studies that can reveal the hidden ideology behind the use of language in advertising. The purpose of this study is to expose critically the influence of discourse on language usage and message delivery in Telkomsel 4G LTE advertisement in order to invite people to use their products through three dimensions of Norman Fairclough framework. There are three kind of aspects that analyzed, those are textual aspects, discourse practices, and sociocultural practices. The method used in this research is qualitative descriptive method by trying to dig in the text as well as the context. The result of this research is Telkomsel trying to attract the attention of people with the use of images and scenes that are sympathetically relating to the various elements and contexts contained in the discourse. The interpretation of the meaning conveyed through narration and scenes in this ad influenced by the background and knowledge of the community. Keyword: Advertisement, CDA, Norman Fairclough, Telkomsel. Introduction right language, an ad can attract people's attention Advertising is essentially an activity of selling to buy or a particular product or service. messages by using creativity in linguistic aspects Various types of mobile providers have been such as word and image choices, as well as aspects present in Indonesia and promoting on television outside the language that can attract the attention of because it is more practical. It is expected that the the audience. Nowadays more and more ads are public will use the services of the operators they circulating in the community with a variety of offered. The range of advantages suggested by the uniqueness, but only ads that have the best appeal service provider companies is delivered through a that can be remembered by the audience or compelling language that is utilized by the service consumers. This makes the ads an interesting object provider companies to capture consumers. As part to be researched. Austin in his speech acts theory of the idea disclosure, mobile carrier ads must have reveals that language has more power than a means the unity or integrity of discourse or writing that to communicate. All language expressions should may reflect the ideas or issues the author wishes to be viewed as action (Renkema, 2004). In the disclose so that the information can be easily production of advertising, language and images or understood by people from diverse backgrounds. illustrations must be carefully worked on because A discourse is required to have a structural advertising plays an important role and greatly integrity built on components that are intertwined affects the marketing process and sales results. The within an organization of discontent. Cohesion and key to an ad's success lies in the creativity of the coherence is an absolute part that must exist in a people involved in the manufacturing process. writing because it reflects the contents of the Fairclough (1989: 2) argues that there is a writing that will be read by the reader. Cohesion relationship between power, language, and and coherence make writing meaningful and ideology. Because through language, one can possess ideas or information submitted to the channel its power to channel an ideology. A person reader. In addition to cohesion and coherence, a who has power can easily influence others to do writing must also consider grammatical elements something through language. That is what the such as references, substitutions, ellipsis, actors of the world of advertising do in promoting parallelism, and conjunctions. Through the right their products. In advertising, language is used to choice of words, advertising is expected to provide convey a particular message by telling, influencing, a positive learning for various people to shame to and believing in society. The message aims to do actions, jobs, habits, and behavior that is less persuade a person to buy a particular product or good. In the text that appears in the ad, each service. Therefore, the language used in an sentence is a statement that can be retested, advertisement becomes important because with the 136


searched for its relevance to the reality, referred and examined to its way logically to test its coherence.

Literature Review There are three stages of critical discourse analysis according to Norman Fairclough namely: (1) description stage, at this stage the discourse will be studied from the textual side such as cohesion, grammar, and vocabulary that exist in the discourse. (2) the stage of interpretation, at this stage discourse will be seen from the discursive practice as

Production Process

something that is produced the discourse is analyzed from the aspects that connect the text with the context, coherence, intertext, and implicit intentions that exist in the discourse. (3) the stage of explanation, at this stage discourse is seen as a sociocultural practice by connecting texts and institutions as well as socio-cultural situations. As an illustration, here are the stages of critical discourse analysis:

Description : Text Analysis

TEXT

Interpretation process

DISCOURSE PRACTICE

Interpretation : Production Analysis

SOCIOCULTURAL PRACTICE (situational, institutional, social)

Figure 1. a framework of Critical Discourse Analysis

At the text description stage, discourse of Telkomsel 4G LTE mobile operator is analyzed through the cohesion, vocabulary, and grammar contained in the narrative and written text in the ad. Cohesion is a semantic link between the constituents of discourse (Halliday, 1976: 4). Cohesion occurs when the interpretation of an element in discourse depends on another element. Cohesion is also divided into two, namely grammatical cohesion and lexical cohesion. In grammatical cohesion is subdivided into ellipsis, references, substitutions, and conjunctions. In lexical cohesion is divided into repetition, synonymy, hyponymy, and meronymy. Through cohesion, a discourse can be identified the tendency of meaning that is highlighted through language. As in the ellipsis or expression of words, phrases, or sentences indicate practicality so that the language used become shorter, denser, quick and easy to understood also the deliberate in the concealment of an element because it has been known by parties who communicate before (Arifin, 2012: 33). At this stage of interpretation, the relationship between the text, context, and the hidden meanings in the discourse is analyzed. Coherence on

Explanation : Social Analysis b. a framework of Discorse Analysis

discourse is analyzed to see the semantic cognition in discourse (Renkema, 2004: 103). The meaning can be obtained by the presence of coherence markers that exist in a text but can also be obtained from factors that are outside the text. It involves the audience's knowledge of what is outside the discourse so that reasoning is necessary to understand a text. There are two types of coherence, the additive relationship and the causal relationship. In additive relationships occur the addition, contrast, and selection relationships. In causal relationship is divided into causal relationships, reasons, ways, consequences, goals, conditions, and concessions. At this stage also the discourse of Telkomsel 4G LTE ads viewed contextually through Cook's theory of advertising and its context in communication in the ranks of substance, music and pictures, nonverbal language (parabahasa), situation, co-text, intertext, participants, and the function of the ad. In the last stage, an analysis is conducted to relate the text to the related sociocultural situation in the ad. At this stage also disclosed the impact that may be generated through the ad to the society as well as the process of delivering messages or ideology through the language. 137


Research Method The method of this research is qualitative descriptive. According to Sutopo (2006) and Moleong (2010), one characteristic of qualitative descriptive research is data collected mainly in form of words, sentences, images that have meaning more than just numbers or frequency. This research uses qualitative method because in analyzing data in the form of critical discourse, researcher collect data by listening or reading, understanding, organizing, and interpreting data based on the context (Santosa, 2012). This one minute long ad as data in this analysis is taken from an ad of Telkomsel 4G LTE May Edition which narrates a duty life of a doctor in rural area. Any narration or text written in the ad will be transcribed in the results and discussion section.

Semua pengetahuan dan perhatian saya curahkan untuk selalu siap menolong. Ketua RT : “Ini bukan hari yang baik buat melahirkan.” Dokter PTT : “Tapi jika kita terlambat membawa ibu ke rumah sakit, maka itu akan mengancam nyawa ibu dan janin.” Dokter PTT : “Dok, tolong dok!” Sigap bertindak, kapanpun dan apapun situasinya Dokter PTT : “Dok, ini ada pasien fraktur tertutup tibia dok.” Dokter senior : “Kamu harus fiksasi, fiksasi dengan spalak dulu ya.” Dokter PTT : “Iya, Dok.” Menolong bukan suatu kesuksesan, tapi suatu keikhlasan untuk terus memberikan semangat hidup Dokter PTT : “Halo, adek.” Anak Dokter : “Apa? Warga : “Malam, Dok.” Dokter PTT : “Iya Pak, kenapa?” Warga : “Istri saya sakit.” Dokter PTT : “Ayo berangkat sekarang.” (#MenjadiYangTerbaik) (DENGAN INTERNET TERBAIK TELKOMSEL)

Discussions The following conversations are the transcript of the Telkomsel 4G LTE ad: (Monologue marked by bold letters) Inilah saya, mengabdikan diri hingga ke pedalaman. Walaupun berada jauh, saya takkan berhenti menuntut ilmu. Cohesion marker The following table are cohesion and coherence found in the ad : Stage

Classification

Ellipsis

Word Inilah saya, mengabdikan diri hingga ke pedalaman.

Marker jauh (ke pedalaman)

Walaupun berada jauh, saya takkan berhenti menuntut ilmu.

walaupun (saya) berada jauh.

Sigap bertindak, kapanpun dan apapun situasinya.

(saya) siap bertindak.

Sigap bertindak, kapanpun dan apapun situasinya.

suffix -nya on word situasinya.

Contradiction: Menolong bukan suatu kesuksesan, tapi suatu keikhlasan untuk terus memberikan semangat

tapi

Cohesion

Reference

Conjunction

138


hidup. Consistent: walaupun walaupun berada jauh, saya takkan berhenti menuntut ilmu. Causal: tapi jika kita terlambat membawa ibu ke rumah sakit, maka itu akan mengancam nyawa ibu dan janin

Coherence markers There are two types of coherences found in this ad, they are coherence at the level of discourse and coherence in the dialogue. One of the conditions that makes a discourse or sentences coherent is the necessity of individual identity. What is meant by individual identity is everything that describes and refers to the "concept" that is displayed. This is seen in the ad when the Doctor as the main actor in the ad helps the patient in need of help. The concept between doctor and patient shows coherence in the discourse of the advertisement. After that on the dialogue that takes place between the doctor and the patient and the dialogue that occurs between the doctor with the senior doctor through a video call. Every utterance has a connection with another utterance which is its replic. Therefore that is the linkage that intertwined between one element and another in a coherent discourse. Judging from the use of words in this ad, the language used is a formal variety in both text and dialogue. It is related to the concept of advertising about the story of a doctor's dedication with her responsibility as someone who is very important among the people. This is further clarified by the use of medical terms that the doctor uses in his or her dialogue with a senior physician when requesting assistance through a video call such as: Dokter : “Dok tolong, Dok. Ini ada pasien fraktur tertutup tibia, Dok” Dokter senior : “Kamu harus fiksasi, fiksasi dengan spalak dulu ya!” Dokter

: “Iya, Dok!”

jika

In choosing words using specific terms in a particular field further demonstrates a distinction between the doctors' social identity concept and common people. In interpreting an advertisement, it is important to know the context of the ad because the language is used in context and there is no communication without involving participants, intertext, situation, language, and substance (Cook, 2001). The Telkomsel 4G LTE ad uses audio and visual substance in its presentation. In visual form, scenes are displayed that represent each of the narratives. In first scene of this ad, it shows a doctor who was crossing the river with a man using civil servant uniform driving a motorcycle. The narration of the ad explained that the female doctor is a doctor who was serving in remote area. Doctors who serve in the interior are called PTT doctors (Non-Permanent Employees). A doctor is said to be noble if he has passed the days of being a PTT doctor by devoting himself in a remote area for about 1 year. The next scene showed that doctor who are working in remote area still looking for knowledge through Youtube. Telkomsel tries to convey the message that being in a remote environment is not an obstacle to continue having access to urban area while using the 4G LTE signal owned by Telkomsel. The following scene shows doctor is giving treatment to fisherman in a boat. This assumes that ‘rural area’ doctor must be available wherever and whenever they are needed just like Telkomsel 4G LTE that is always standby. The next scene shows a woman who is about to give birth, but there are two people who act as local community elders reveal that the day is not a good day to give birth. It 139


represents the state of the village that still believes in myths associated with the good day. Whereas childbirth is not something that can be postponed. Later, the doctor who has eligibility in this context are trying to explain that it can harm that woman and her fetus. Finally, they immediately escort the woman with ambulance for delivery process. Another scene in this ad also show a standby doctor whenever she is needed. Even when she needs help from doctor in another city, she immediately reaches senior doctor through video call. Telkomsel tries to convey the message that the speed of 4G LTE signal owned by Telkomsel is the best signal among other providers. Likewise when the doctor take her time off, she enjoyed her video calling with family because distance in not a hindrance for Telkomsel 4G LTE signal users. A very simple yet meaningful last scene of this ad is a man who knocked on the door of doctor’s house for his ill wife. The doctor swiftly asked him to escort her to the location. Also, it shows a scene when the day was dark and rainy, but it is not an obstacle for the doctor to help people in need. In this way Telkomsel illustrates its reliable speed signal even though the weather is not friendly. To conclude the ad perfectly, a short tagline "Be the best with Telkomsel's best internet" as well as the text "4G LTE fastest. Widest reach. Stable connection" are added to persuade the audience.

attention of audience with the use of images and scenes that are sympathetic. The interpretation of the meaning conveyed through narration and scenes in this advertisement may vary. It is affected by the background and knowledge of the audience itself, but it also depends on how the audience correlate thing to one another to the various elements and contexts contained in the discourse.

References Arifin, Z., dkk. (2012). Teori dan Kajian Wacana Bahasa Indonesia. Jakarta: PT. Pustaka Mandiri. Cook, G. (2001). The Discourse of Advertising 2nd Edition. London/New York: Routledge. Fairclough, N. (1989). Language and Power. USA: Longman. Halliday, M.A.K., R. Hasan. (1976). Cohesion in English. London: Longman. Moleong, L.J. (2014). Metode Penelitian Kualitatif (Edisi Revisi). Bandung: PT Remaja Rosdakarya. Renkema, J. (2004). Introduction to Discourse Studies 2nd Edition. Philadelphia: John Benjamin Publishing Company.

Conclusion Through this ad, Telkomsel tries to liken that doctor who serve in rural areas has similarity with Telkomsel 4G LTE signals that penetrate even to a peripheral area of a city. Through the discourse of this ad, Telkomsel wants the public to realize that the most important thing in success is being able to serve all who are in need even if to remote areas. Advertising as a complex discourse employs a variety of substances in order to display an interesting show. Telkomsel tries to attract the

Santosa, R. (2012). Metode Penelitian Kualitatif Kebahasaan. Surakarta: Fakultas Sastra dan Seni Rupa UNS. Sutopo, H.B. (2006). Metodologi Penelitian Kualitatif: Dasar Teori dan Terapannya dalam Penelitian (Edisi Kedua). Surakarta: Universitas Sebelas Maret. Zaimar, Okke K.S, Ayu B.H. (2015). Teori Wacana. Jakarta: Penaku.

140


The role of phonology in word recognition: The impact of phonological bataknese density for English spoken by 6th Semester Metrology Students of University of Sumatera Utara Afrida Fitriyani Sipahutar Universitas Sumatera Utara [email protected] Abstract It has been widely shown that 6th semester Metrology Students of University of Sumatera Utara are capable of using only prosodic information to discriminate between languages. However, it remains unclear which aspects of prosody, either rhythm or intonation, listeners attend to for language discrimination.Researcher has suggested that rhythm, the duration and timing of speech segments, plays an important role in linguistic processing and drives language discrimination. However, the experiments were conducted in an attempt to show that Metrology Students of University of Sumatera Utara strongly attend to intonation, or pitch cues, and, in some cases, weigh this information more heavily than rhythmic information. In the area of cognitive psychology, the study of visual word recognition has dominated the attention of many researchers, and one of the central debates regarding visual word recognition concerns the degree to which the sound of a word (i.e., its phonology) affects how people visually perceive that word. Phonological neighborhood density was defined as the number of words that have as many phonemes as the target word but differ by one phoneme substitution. Keywords : Phonological bataknese density, Word recognition, Metrology class, University of Sumatera Utara Introduction One of the most provocative issues in the area of visual word recognition concerns the degree to which phonology affects perception of the printed word. Accordingly, using different tasks, many researchers have investigated the role of phonology, and an inspection of the research on phonology reveals that the degree to which phonology affects visual word recognition remains equivocal. Part of the problem may be due to the fact that there are only a limited number of variables that have been considered in studies of phonological effects. Many studies investigating phonology have employed either consistency (i.e., whether the word’s rime can be pronounced more than one way) or regularity (i.e., whether a word’s graphemes map onto its phonemes according to a set of grapheme phoneme correspondence rules) of a word as a marker of phonology (Coltheart & Rastle, 1994; Cortese & Simpson, 2000; Glushko, 1979; Jared, 1997; Jared, McRae, & Seidenberg, 1990; Taft & van Graan, 1998; Taraban & McClelland, 1987). There are distinct differences between consistency and regularity, but in general, both can be taken as measures of the reliability that a certain orthographic code maps onto a given phonological code. Given the interest in phonology, the relative lack of available variables with which to study phonology, and the potential limitations of the available variables, what is clearly needed in the field of visual word recognition is a variable that can serve

as a reliable marker of phonology on visual word perception. Thus, this dissertation will explore the influence of phonology on visual word recognition in the lexical decision, naming, and semantic categorization tasks using phonological neighborhood, which has been used in the area of spoken word recognition for some time, but has been relatively ignored in visual word recognition. Phonological neighborhood does not suffer from the limitations of consistency/regularity and homophony and has the potential to greatly improve our understanding of the influence of phonology on visual word recognition. Phonological neighborhood is defined as the number of words that can be formed by making a one-phoneme change to target word. a.

Prior Phonological Research

In a lexical decision task, a participant is required to decide if letter strings are words or nonwords. Research concerned with phonological effects using the lexical decision task has employed either regularity/consistency or homophony as markers of phonology. First, I will consider the effect of consistency on the lexical decision task. Consistency refers to whether a given orthographic rime (i.e., vowel plus remaining consonants) has more than one pronunciation. For example, the -int rime as found in the word mint is inconsistent because it maps onto /-Int/ in the case of mint and onto /-alnt/ in the case of pint. Some researchers have shown that irregularity and inconsistency slow 141


responses in the lexical decision task (Gibbs & Van Orden, 1998; Ziegler, Montant, & Jacobs, 1997). Because the lexical decision task does not require phonology, the finding of a consistency effect on lexical decisions seems to be an indication that phonology influences and is perhaps a mandatory component of visual word recognition. Unfortunately, the results of consistency on lexical decisions are not that clear.

Another, more promising way that researchers have investigated phonological influences in the lexical decision task is through the manipulation of homophony. That is, determining how words that are homophones or nonwords that are pseudohomophones are processed. First, I will consider the research using homophones. Prior research has shown that homophones are responded to more slowly than nonhomophones. The homophone effect is especially evident when the low-frequency homophone mate is the target word (Pexman et al., 2001). Using a distributed approach, Pexman et al. explain the homophone effect in terms of feedback from the phonological to the orthographic level. When presented with a homophone (e.g., maid), the corresponding representation at the phonological level /med/ is excited. The phonological representation then feeds back activation to the orthographic level that strengthens both the target word (maid) and its homophonic mate (made). According to the account given by Pexman et al., the target word receives inhibition from its homophonic mate at the orthographic level, and as a consequence, the lexical decision is protracted. The fact that lexical decisions are slowed for homophones seems to indicate that phonology affects visual word perception, at least as measured by the lexical decision task. b.

Naming

In the naming task, participants are shown letter strings one at a time and are asked to read each letter string aloud as quickly and accurately as possible. In naming, the study of consistency and regularity has dominated the attention of researchers concerned with phonology. The regularity of a word is defined by whether the conversion of its respective graphemes into phonemes follows a set of graphemephoneme correspondence (GPC) rules. Words that do not follow the rules are labeled as irregular or exception words (e.g., have and pint). In general, irregular words are read more slowly and lead to more errors than regular words (Coltheart & Rastle, 1994). Distributed models, such as the one outlined above,

explain the regularity effect as a function of the weak coupling between orthography and phonology for exception words. For example, for the irregular word pint the model would initially produce a regularization of the word during training. Because for most instances the letter i maps onto the /I/ phoneme, the model tries to apply the same learned relationship for the word pint. Of course, applying the rule that i maps onto III is incorrect for the word pint, and the model learns so via a change in its weights on the connections between orthography and phonology through some learning algorithm such as backpropagation (Chauvin & Rumelhart, 1995; Rumelhart, Hinton, & Williams, 1988). Notice that the weights responsible for coding the irregular relationship (i.e., i —+ /al/) are only adjusted towards the irregular pronunciation when the model is presented with the few words that share the irregular grapheme-phoneme relationship. The problem then for an irregular word such as pint is that the weights responsible for mapping the letter i onto a phoneme are usually adjusted towards the phoneme /I/ and not /al/. The overall result is that the weights for an irregular word are adjusted less often towards the irregular pronunciation, whereas the weights for a regular word tend to be adjusted more often towards the regular pronunciation because the regular pronunciation is found in many other words. As a result, the model learns the mapping between regular words and their pronunciations better than it learns the mapping between irregular words and their pronunciations (i.e., the coupling between orthography and phonology is weaker in exception words). c.

Semantic Categorization

As mentioned above, researchers have questioned whether the lexical decision task and the naming task really provide a clear picture of how a word’s representation is settled upon. Some have argued that the lexical decision task does not require full settling. In fact, the activation based account of lexical decision does not assume that full settling must occur before a response is made. The most common alternative to the lexical decision task is the naming task. However, some have argued that the naming task does not require settling on a representation either (Forster & Shen, 1996). The orthographic neighborhood effect in naming of nonwords has been presented as evidence to support the assertion that the naming task does not require settling on a representation. The orthographic neighborhood effect for nonwords refers to the finding that participants are faster to name nonwords with large orthographic neighborhoods than they are to name nonwords with small 142


neighborhoods (McCann & Besner, 1987; Peereman & Content, 1995). The finding of an orthographic neighborhood effect on naming nonwords has led some to argue that the orthographic neighborhood effect for words can be attributed not to settling on a phonological representation, but instead is simply due to the fact that words with large orthographic neighborhoods are responded to more rapidly because they contain more common spelling patterns (Forster & Shen, 1996). Given that lexical decision and naming suffer from potential criticisms, other tasks should be considered. A common alternative is the semantic categorization task. In the semantic categorization task, the participant is presented with a semantic category (e.g., the name of an animal). The participant is then presented with a series of letter strings and is asked to decide if each one is a member of the category. Some researchers have argued that semantic categorization requires full settling or lexical selection because the meaning of the word must be accessed (Forster & Shen, 1996). Thus, they argue that semantic categorization is the best indicator of word identification. Despite their assertion, the semantic categorization task may not be a good indicator of word identification, as it too can be subject to strategic factors (Monsell, Doyle, & Haggard, 1989). One may wonder how we can ever know the nature of a variable on word identification if all of the tasks used in visual word recognition are open to criticism. The best solution seems to be in finding converging results across tasks (Andrews, 1997). Thus, although semantic categorization is not free from criticism, it can provide us with more information about how words are processed, and the pattern of results across all three tasks (i.e., the lexical decision, naming, and semantic categorization tasks) can be particularly useful in assessing a variable’s contribution to word identification. Thus, it is time to consider how phonology has been investigated using the semantic categorization task. d. Orthographic and Semantic Neighborhood Effects The first to suggest the existence and function of orthographic neighborhoods were Landauer and Streeter (1973). Landauer and Streeter proposed that the orthographic similarity of a word to other words can be measured in terms of the number of words that can be formed by changing one letter while leaving the other letters unchanged. For example, the word dog has as some of its neighbors the words fog, dig, and dot. Despite the early work by Landauer and Streeter, the work on orthographic neighborhood is typically associated with Coltheart

et al. (1977). Coltheart et al. suggested what has become known as Coltheart’s N. Coltheart’s N defines orthographic neighborhood in exactly the same manner as originally proposed by Landauer and Streeter. Although the original work on orthographic neighborhood was done on the density of the neighborhood (i.e., the number of words in the neighborhood), another way that researchers have investigated neighborhood effects is by assessing the impact of neighborhood frequency (i.e., the frequency of the words in the neighborhood). Semantic neighborhood has only recently come under the inspection of researchers in visual word recognition. There are at least two ways to define semantic neighborhood. One way of gauging the semantic neighborhood of a word is by using the norms of Nelson, Schreiber, and McEvoy (1992). The Nelson et al. norms were formed by giving participants a number of words, and for each word, the participant was to give the first word that came to mind that was meaningfully or associatively related to it. A word that elicited many different responses is classified as having a large semantic neighborhood, and words with fewer semantically related associates are said to have smaller semantic neighborhoods. e. Previous Research

Phonological

Neighborhood

Phonological neighborhood was first investigated in spoken word recognition. In the area of spoken word recognition, a phonological neighbor of a word (e.g., gate) is typically defined as a word that is one phoneme different in terms of substitution (e.g., get), addition (e.g., gates), or deletion (e.g., gay). The findings in terms of spoken word recognition are remarkably clear. Phonological neighborhood density, as well as phonological neighborhood frequency, seems to slow responses in nearly every task, including lexical decision, perceptual identification, and shadowing (Luce & Pisoni, 1998). According to the neighborhood activation model (NAM) of Pisoni and colleagues (Goldinger, Luce, & Pisoni, 1989; Luce, Goldinger, Auer, & Vitevitch, 2000; Luce & Pisoni, 1998) slower responses to words with dense or high frequency neighborhoods occur because words in the neighborhood compete with the target words and thereby delay recognition of the target word, so as neighborhood density and frequency increase response latencies decrease. Although phonological neighborhood has a rich history in the area of spoken word recognition, it has been relatively neglected in the area of visual word recognition. In fact, there are only three studies that have looked at phonological neighborhood effects on visual word 143


recognition. In addition the following three tasks were employed: lexical decision, naming, and semantic categorization. By using these three tasks, a clearer picture of the role of phonology on visual word perception should emerge than is possible when only considering the data from one of the tasks alone. 1.

Research Method

Participants. The participants are 67 students.Fifteen participants were not included in the analyses because their error rates were greater than 15%. Accordingly, the analyses reported below are based on the data from 100 participants. Materials The experimental stimuli consisted of 40 monosyllabic words that varied in terms of phonological neighborhood. Half of the words had small phonological neighborhoods (M= 4.6), and half of the words had large phonological neighborhoods (M= 19.2). Because the same set of experimental items were used in all three experiments it was necessary to control on many variables. As such, the words were matched on the following control variables: number of letters, printed frequency according to both the Kucera and Francis (1967) norms and the CELEX norms (Baayen, Piepenbrock, & Gulikers 1995), orthographic neighborhood density, orthographic neighborhood frequency, phonological neighborhood frequency, CELEX phonological frequency, number of phonemes, subjective familiarity (Nusbaum, Pisoni, & Davis, 1984)9, feedforward consistency (Ziegler, Stone, & Jacobs, 1997), feedback consistency (De Cara, & Goswami, 2002), and positional bigram frequency (Balota et al., 2002). The values for phonological and orthographic neighborhood characteristics were obtained from the Wordmine database (Buchanan & Westbury, 2000). Separate t-tests for each of the control variables revealed that none of the groups differed significantly from each other, all /> >.10. For a list of all the control variables and their means and standard deviations see Table 1. Additionally, the plosivity of the initial phoneme was matched between the two groups. That is, the number of words that began with a plosive phoneme was equated between the two groups of words. In addition, all of the words were considered regular according to the grapheme-phonemecorrespondence rules given by Venezky (1970). Finally, although it was not possible to obtain the

semantic neighborhood size for all words because 27% of the words were not located in the cue set size database of Nelson et al. (2002), of the 73% of the words that were located in the database there was no difference in terms of semantic neighborhood size (i.e., M = 15.3 for words with large phonological neighborhoods and M = 15.4 for words with small phonological neighborhoods). There were two groups of pronounceable nonword fillers. The first group of nonwords had zero phonological neighbors (e.g., zilz). The second group of nonwords had an average phonological neighborhood density equal to that of the two groups of words (e.g., cheen). In addition, the two groups of nonwords were matched to the words in terms of number of letters. Procedure Participants completed an informed consent form and then were given written instructions as to the nature of the experiment. Following the written instructions, verbal instructions were also provided. Participants were told to respond as rapidly as possible and as accurately as possible. Half of the participants were randomly assigned to the condition that had nonwords with no neighbors. The other half of the participants were randomly assigned to the condition with nonwords having an average phonological neighborhood equal to the word stimuli. The stimuli were shown on an IBM compatible computer running Micro Experimental Laboratory Software (Schneider, 1988). Before viewing the experimental stimuli, the participants performed lexical decisions on 20 practice stimuli consisting of an equal number of words and nonwords. None of the practice items were used during the experimental session. Each trial began with a 250 ms blank screen followed by a fixation point (a plus sign) that was presented for 750 ms. Immediately following the offset of the fixation stimulus, a word or nonword was shown in lowercase. The stimulus remained on the screen until the participant responded by pressing one of two response keys indicating whether they thought the letter string was a word or a nonword. Results and Discussion The nonwords were only used to investigate the effect of nonword environment on the word responses. As such, the responses to the nonwords were not analyzed. Accordingly, all analyses are based on the responses to the 40 experimental items. Mean lexical decision latencies and error rates of the words are shown in Table 2. Outliers were defined as responses that were shorter than 250 ms or greater than 2500 ms. Outliers defined in

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this manner represented 0.38% of the data and were not included in any of the analyses. For the latency analyses, only correct responses were used. are based on the responses to the 40 experimental items (see Appendix A for the item means and Appendix E for participant means). Mean lexical decision latencies and error rates of the words are shown in Table 2. Outliers were defined as responses that were shorter than 250 ms or greater than 2500 ms. Outliers defined in this manner represented 0.38% of the data and were not included in any of the analyses. For the latency analyses, only correct responses were used. Finding and Discussion

The central focus of the current research was to investigate the influence of phonology on visual word recognition. However, due to the dearth of available variables that can be used to explore the role of phonology on visual word recognition and the problems associated with the few variables that are commonly used in studying phonological influences, an alternative variable that has the potential to provide a more robust test of the influence of phonology on visual word recognition was introduced. This variable was phonological neighborhood. Across three experiments, phonological neighborhood had an effect on participant’s visual word perception, lending support to the claim that phonological neighborhood provides a viable and robust measure of phonological influences on word perception. The effect of phonological neighborhood on visual word perception is remarkably straightforward In Experiment 1, the facilitative effect of phonological neighborhood size was found to interact with nonword foil density such that the effect was larger in the presence of nonwords having large phonological neighborhoods than it was in the presence of nonwords having no phonological neighbors. The interaction from Experiment 1 is extremely important in that it cannot be explained by any model that holds that lexical decisions are based on summed activation levels. As discussed above, the most prominent model that uses activation levels as one method of making the YES response in the lexical decision task is the MROM. The prediction of the MROM is that responses to large neighborhood words should have been slower in the presence o f nonwords with large neighborhoods themselves. Of course, the complete opposite was found. Therefore, the results of Experiment 1 refute a central claim of the MROM. Namely, that within level inhibition will occur when lexical decisions cannot be based on summed activation levels. In fact, the results of the present

research seriously call into question the idea that neighbors inhibit or compete with one another in visual word recognition. That is, using multiple tasks the results always indicated that having phonological neighbors speeds processing, not slows it. Given that within level inhibition is central to the MROM and the results of Experiment 1 failed to find any support for inhibition, it seems that the MROM can be rejected as an acceptable model of how people process the written word. The results of Experiment 1 also refute the claim made by some that lexical decisions can be based on activation levels within a distributed model such as the triangle model (Plaut, 1997; Yates et al., in press). However, the triangle model itself need not be refuted, because there are other ways that the triangle model can make the lexical decision. As discussed above, one way is to base the lexical decision on the degree of stability in the model, which is a function of the nonword environment. Conclusion I have tried to make the case that phonology is central to visual word recognition, but, unfortunately, our understanding of how phonology affects visual word recognition has been hindered by reliance on only a few phonological variables. Consequently, I introduced and tested phonological neighborhood as a measure of the impact of phonology on visual word recognition. Across all tasks, words with large phonological neighborhoods were processed more rapidly than words with small phonological neighborhoods. Accordingly, I detailed how having many neighbors within the phonological system can speed processing by helping the system settle on a phonological code more rapidly. Nevertheless, I suspect that there will be readers that will be quite surprised to find that having many neighbors speeds rather slows processing. After all, models such as the interactive activation model (McClelland & Rumelhart, 1981; Rumelhart & McClelland, 1982) and the MROM (Grainger & Jacobs, 1996; Jacobs et al., 1998) have influenced the field of visual word recognition greatly, and both the interactive-activation model and the MROM hold that having many neighbors within a level should lead to slower responses, at least in some instances. Yet, the results reported here failed to find any support for such claims. Contrary to what these models hold, I do not find it surprising that phonological neighbors speed processing. References

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Andrews, S. (1989). Frequency and neighborhood effects on lexical access: Activation or search? Journal o f Experimental Psychology: Learning, Memory, and Cognition, 15(5), 802-814.

Atkinson, R. C., & Juola, J. F. (1974). Search and decision processes in recognition memory. In D.H. Krantz, R.C. Atkinson, R.D. Lucek, & P. Suppes (Eds.), Contemporary developments in mathematical psychology (Vol. 1, pp. 243- 293). San Francisco: W. H. Freeman.

Balota, D.A., Cortese, M.J., Hutchison, K.A., Neely, J.H., Nelson, D., Simpson, G.B., & Treiman, R. (2002). The English Lexicon Project. A webbased repository of descriptive and behavioral measures for 40,481 English words and nonwords,

Buchanan, L., Westbury, C., & Burgess, C. (2001). Characterizing semantic space: Neighborhood effects in word recognition. Psychonomic Bulletin and Review, 5(3), 531-544

o f Experimental Psychology: Learning, Memory, and Cognition, 25(4), 857-871.

Forster, K. I., & Shen, D. (1996). No enemies in the neighborhood: Absence of inhibitory neighborhood effects in lexical decision and semantic categorization. Journal o f Experimental Psychology: Learning, Memory, and Cognition, 22(3), 696-713.

Frost, R. (1998). Toward a strong phonological theory of visual word recognition: True issues and false trails. Psychological Bulletin, 123(1), 71-99.

Gibbs, P., & Van Orden, G. C. (1998). Pathway selection's utility for control of word recognition. Journal o f Experimental Psychology: Human Perception and Performance, 24(4), 1162-1187.

Locker, L., Simpson, G. B., & Yates, M. (2003). Semantic neighborhood effects on the recognition of ambiguous words. Memory and Cognition, 31(A), 505-515.

Carreiras, M., Perea, M., & Grainger, J. (1997). Effects of the orthographic neighborhood in visual word recognition: Cross-task comparisons. Journal

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EUPHEMISM FOUND IN ANTONIO GUTERRES’ SPEECH Maya Fitri Faoziah University of Indonesia [email protected] +62 857 365 69450

Abstract Euphemism is often used by many people especially people who have important role in society since it makes words more pleasant to hear than using taboo words or unpleasant subject . Antonio gutteres, a secretary general of united nation, is a person whose language always becomes interesting topic to be discussed since he is the important person of united nation. Therefore, as a secretary general of United Nation, he considers in using words to express his opinion to avoid language that taboo or unpleasant to hear by public. This study examined euphemism used by antonion gutteres in his speech remarked International Day of Commemoration in Memory of the Victims of the Holocaust since it contained a lot of euphemism. Therefore, this study used theory of model euphemism from Warren (1992) to examine type of euphemism and theory of Ullman (1962) to examine motives of euphemism. Thus, there were 3 types of euphemism that have been found which are a loan word, particularisation, implication, metaphor, overstatement, and understatement. In addition, the motives of using euphemism that have been found in Antonio Gutterres’ speech is delicacy fall. The result lead to the conclusion that he used euphemism to mild his words which involved about death since it was discomfort to be talked that might unpleasant for the audience. Keywords: Euphemism, Speech, Antonio Gutteres. 1. Introduction The existance of language helps people to communicate or express their opinion which is exclaimed by Poole (1999, p.8) “Our utterances have a variety of functions in addition to communicating facts; we may speak to express our emotions for example, or to reinforce a relationship with somebody”. Hence, this function of language language can also build people’s relationship which makes people easier to express their opinion or idea. However, there are some words, phrase or sentence that might be offence for the hearer. Hence, people tend to use euphemism to avoid making others offence. Euphemism is described by Leech (1974, p.53) as " practice of referring to something offensive or indelicate in terms that make it sound more pleasant or [more] acceptable than it really is”. Thus, euphemism makes words, phrase or sentence more pleasant to hear. Euphemism is not only used by common people but also public figures since their language always becomes attention to the society especially for the world leaders. Antonio Guterres is a secretary general of United Nation since January 2017. He often delivers his speech as a secretary general. Thus, he is being careful in using language. One of his speech is honouring Holocaust Victim. besides Holocaust, he talks about antisemitism that becomes issues recently. Moreover, he is being careful in his speech since he talks about victim of the holocaust and anti-semitism. He does not want to offence the victim or the hearer. Thus, he uses euphemism to make his speech moren

delicate or pleasant to hear particularly for the honouring Holocaust victim. This paper explored euphemistic expression of Antonio Guterres’ speech remark on Holocaust. Furthermore, the focus of this paper is examining the type of euphemism and the motive of using euphemism. In analyzing type of euphemism, this study adopted Warren’s euphemism classification since the classification of euphemism based on meaning in particular context that are created by new words. Furthermore, in analyzing motive of euphemism, Ullman’s theory (1962) is used since it categorizes based on the psychological motive of the speaker in using language. 2. Literature Review Euphemism is a word or phrase to alternate dispreferred expression which avoid lossing face of the speaker or hearer (Allan & Burridge, 2006). Therefore, Lakoff (1975) explains euphemism as word or phrases that subtitute unpleasant or embarrassing words which have uncomfortable effect. Hence, euphemism is used to subtitute unpleasant expression in order to avoid of loss face the speaker or the hearer. Since euphemism relates to the use of language in society hence it is a part of sociolinguistic study. Trudgill (1995, p.32) defines sociolinguistic as “"part of linguistics which is concerned with language as a social and cultural phenomenon. It investigates the field of language and society”. Furthermore, Coulmas (1997) describes the aim of sociolinguistic which is “to study correlations between language use and social 147


structure. It attempts to establish causal links between language and society”. Hence, those definitions mention that sociolinguistics relates language and society in cultural phenomenon. 2.1 Types of euphemism In analyzing type of euphemism in Antonio Guterres’ speech, this study used Warren’s categorization of euphemism (1992, p.133) (cited in Linfoot-Ham, 2005, p.4). She categorized euphemism in four devices. 1. Word Formation Device. Waren gives five kinds of how to form euphemisms using this method. These are the kinds of how to form euphemisms as follow: a. Compounding: the combining of two individually innocuous words form of a euphemism for an otherwise unacceptable term such as ‘hand job’ which means as masturbation. b. Derivation: the modification of a latin term to form a printable modern English word (Rawson, 1981). ‘felatio’ which means as oral sex is an example of derivation. c. Blends: There is no example is given by Warren of what she means by this term, how a blend is formed as euphemism. d. Acronyms: SNAFU ['Situation Normal All Fucked Up'], a military euphemism for a possibly catastrophic event. e. Onomatopoeia: the sound of ‘things’ hitting together during the sexual act is employed to refer the act itself. For example ‘bonk’ which means sexual intercourse. 2. Phonemic Modification. "The form of an offensive word is modified or altered," (Warren, 1992, p. 133), for example: a. Back slang: 'enob' [bone/erect penis], Rawson (1981, p. 88) and 'epar' [rape] (Warren,1992, p. 133). The words are reversed to avoid explicit mention. b. Rhyming slang: 'Bristols' [breasts], a shortened, and further euphemised, version of Bristol cities' [titties] which becomes a "semi-concealing device," (Burchfield, 1985, p. 19). c. Phonemic replacement: 'shoot' [shit], which Rawson terms "a euphemistic mispronunciation," (1981, p. 254), i.e. one sound of the offensive term is replaced.

d. Abbreviation: 'eff' (as in "eff off!") [fuck (off)]. 3. Loan words. "…it has always struck me as curious that most, if not all, the banned words seem to be of Saxon provenance, while the euphemisms constructed to convey the same meaning are of Latin-French," (Durrell, 1968, p. ix). Some examples of this include: a. French: 'mot' [cunt] (Allen and Burridge, 1991, p. 95), 'affair(e)' [extramarital engagement] and 'lingerie' [underwear], (Stern, 1931). b. Latin: 'faeces' [excrement] and 'anus' [ass-hole]. Aside from typical motivations for euphemism, Latin is often favoured as the uneducated and the young cannot interpret the meanings (Allen and Burridge, ibid, p. 19). However, "often such substitutions are just as vulgar if one understood the meaning of the latinate," (Liszka, 1990, p. 421). c. Other languages: 'cojones' [testicles], is Spanish (Nash, 1995), and 'schmuck' [penis] in Yiddish literally means 'pendant' (M. Adams, 1999). 4. Semantic innovation. In this case, a "novel sense for some established word or word combination is created," (Warren, 1992, p. 133). Examples of Warren's seven categories of semantic innovation are: a. Particularisation: a general term is used, which is required to be 'particularised' within the context to make sense, e.g. 'satisfaction' [orgasm] and 'innocent' [virginal], both of which require contextually based inference by the reader/listener to be comprehensible. b. Implication: In this case, several steps are required to reach the intended meaning, e.g. 'loose', which implies 'unattached', which leads to the interpretation [sexually easy/available]. Warren warns against possible misinterpretation of this type of euphemism, though it seems this could occur with many examples of 'semantic innovation'. c. Metaphor: A multitude of colourful metaphorical euphemisms surround menstruation, centring around 'red', e.g. 'the cavalry has come'- a reference to the red coats of the British cavalry, 'it's a red letter day' and 'flying the red flag,' (Allen and Burridge, 1991, p. 82). Other metaphorical euphemisms include 'globes', 'brown eyes' and 'melons' [breasts] (Rawson, 1981, p. 148


38), and 'riding' [sex], which is common to many languages, including English, Greek and Middle Dutch (cf. Allen and Burridge, ibid.). d. Metonym: Otherwise called 'general-for-specific', this category includes the maximally general 'it' [sex] and the contextually dependent 'thing' [male/female sexual organs, etc.]. e. Reversal: or 'irony'. Including 'blessed' [damned] (Stern, 1931) and 'enviable disease' [syphilis], both of which enable reference to something 'bad' by using opposites. f. Understatement: or 'litotes'. Examples like 'sleep' [die], 'deed' [act of murder/rape] and 'not very bright' [thick/stupid] fall into this category. g. Overstatement: or 'hyperbole'. Instances include 'fight to glory' [death] and those falling under Rawson's (1981, p. 11) "basic rule of bureaucracies: the longer the title, the lower the rank." For example, 'visual engineer' [window cleaner] and 'Personal Assistant to the Secretary (Special Activities)' [cook] (Rawson, ibid.). Thus, this categorization is applied to find out the type of euphemism in Antonio Guterres’ speech about Holocaust.

2. 2 Motives of Using Euphemism In examining motive of euphemism, theory of Ullman (1962, p.204205) is used in this study which are: a. Fear: it has motivated different taboos on speaking the names of certain supernatural human being. These include God, The Devil, and names of certain animals. For example God could not be reffered to by name, so it could be replaced as the Lord, the King of the Kings and the All-mighty. b. Delicacy Fall: It is used for avoid direct rerefence to unpleasant topics such as death, disease, physical, metal defects and criminal action. For example people prefer using passed away rather than dead. c. Propriety: The three most common areas in this category are sex, certain body parts and functions and swearing. These are expression based on profanities, but the profanities have been changed to remove innapropiate characteristic of the original utterance (more polite/courtesy). Hence, this motives are used to analyze motivation of using euphemism in Antonio Guterres’ speech about Holocaust.

3. Methods The method of this study is qualitative study since the data are through examining document which are interpreted by the researcher by seeing, hearing and understanding that related to background, history and context (Creswell, 2007). Antonio guterres’ speech of Holocaust was the source of data in this study. The source of data was taken from United Nation’s site (https://www.un.org/sg/en/content/sg/speeches/201 7-01-27/secretary-generals-memory-victimsholocaust-remarks). Thus, the data of this study is euphemistic expression of Antonio guterres’ speech of Holocaust.This study used Warren’s model of euphemism (1992) to classify type of euphemism in Antonio Guterres’ speech. Moreover, in analysing motive of euphemism, this study used Ullman’s categorization of euphemistic motivation (1962). After finding the data, those euphemistic expressions were classified by using Warren’s model of euphemism (1992) and categorized the motives of using euphemism by using Ullman’s theory (1962). The final step is concluding this study.

4. Findings and Discussion 4.1 Findings Euphemistic expression found in Antonio Guterres’ Speech honouring Holocaust victim are the data of this study. The data were analyzed by using theories of Warren (1992) and Ullman (1962). Datum 1. We are here to honour the victims of the Holocaust, an unparalleled crime against humanity. An unparalleled crime against humanity is a euphemistic expression since it refers to holocaust tragedy which is considered as a genocide. Therefore, it is a unpleasant tragedy to be talked. Hence, it is included into compounding type which replaces cruel tragedy. Moreover, the motive of this euphemistic expression is delicacy fall. Datum 2. We are together to mourn the loss of so many and of so much. The loss is a euphemism of death. It is included into particularisation type. Therefore, the motivation of this euphemism is delicacy fall which is used since death is an unpleasant topic to be talked. Datum 3. The world has a duty to remember that the Holocaust was a systematic attempt to eliminate the Jewish people and so many others. Eliminate is a euphemistic expression since it replaces kill which is included into 149


particularisation type. The use of elliminate sounds more polite than using words such as kill or murder. the motivation of this euphemism is delicacy fall since Antonio Guterres has talked about victim of holocaust tragedy which is unpleasant topic. Datum 4. there is no better education for the future than the guarantee that we will always be able to remember the past and to honour the victims of the tragedies of that past. The tragedies of that past is a euphemistic expression that is used by Antonio Guterres to not mention directly about the genocide of Jews at the past. Hence, he just mentioned tragedy without explaining more profoundly. However, people already knew that he talked about Holocaust. This expression is included into implication because the audience need to imply the referential of the tragedy of that past. Hence, the motive is delicacy fall. Datum 5. I would like to pay tribute to one survivor in particular, Elie Wiesel, who passed away last year. a phrase passed away replaces death. Hence, it is a euphemistic expression. It is included into compounding type. Moreover, the motive of this euphemistic expression is Delicacy fall since it replaces unpleasant topic such as death. Datum 6. the United Nations was proud to have him as one of our Messengers of Peace. Messenger of peace is a euphemistic expression which is included into overstatement type. This euphemistic expression means United Nation’s ambassador. However, Messenger of peace makes more pleasant to hear in order to honour the good deed of Elie Wiese. Hence, its motive is delicacy fall. Datum 7. It would be a dangerous error to think of the Holocaust as simply the result of the insanity of a group of criminal Nazis. Dangerous error is a euphemistic expression which subtitutes wrong, mistake, or problem. Hence, the type of this euphemistic expression is overstatement. Therefore, the motive of this euphemistic expression is delicacy fall. Datum 8. Imperial Rome not only destroyed the temple in Jerusalem, but also made Jews pariahs in many ways. Pariah is a euphemistic expression since it replaces words such as outcast which might

be unpleasant to hear particularly for Jews. It is included to loan word type since its origin is from Tamil. The motive of this euphemistic expression is delicacy fall because it replaces an unpleasant word. Datum 9. The Jewish community should be punished for the death of Jesus Word punish subtitutes words such as kill to make the speech sound more pleasant. Hence, it is included to particularisation type. The motive of using this euphemism is delicacy fall motive. Datum 10. The Portuguese example also demonstrates that anti-Semitism Demonstrates actually refers to support. However, using word such as support might be controversial particularly for Portuguese or Jewish. Thus, it is a euphemistic expression which is included into particularisation type. Moreover, its motive is delicacy fall since it is used to avoid word that might be more offence. Datum 11. the community Portugal had expelled was almost completely destroyed by the Holocaust. the euphemistic expression is found in the data almost completely destroyed. It is included into understatement type. The motive of the using this euphemistic expression is delicacy fall. Datum 12. This will be a way to pay tribute to the memory of those my country mistreated so badly. The memory is a euphemistic expression which is included into implication type since it avoids direct reference. The direct reference of this euphemistic expression is the brutality againsts Jewish in Portugal. Hence it might be offence to Jewish, Antonio Guterres has used it to avoid mentioning the tragedy. Its motive is delicacy fall. Datum 13. Schama also noted that Jews often faced a lose-lose situation. a lose-lose situation means dangerous situation. Hence, it is a euphemistic expression since it sounds milder to hear. Therefore, it is included to implication type. Its motive is delicacy fall. Datum 14. Anti-Semitism is alive and kicking Alive and kicking is a idiom which means very active. Hence, anti-semitism can grow rapidly. Therefore, it might make the audience fear by hearing anti-semitism can grow rapidly. Thus, Antonio Guterres used this idiom to replace the unpleasant word. 150


Moreover, it is included to metaphor type. The motive of this euphemistic expression is delicacy fall. Datum 15. prejudice is given a free pass and the door is opened to even more extreme hatred. the door is open is a metaphor whose meaning is extreme hatred can expand anywhere. Hence, it is used to make the word milder. It is included to metaphor type. Thus, the motive of this euphemistic expression is delicacy fall. Datum 16. The word “Jewish” was used constantly in association with society’s ills. Society’s ill is a metaphor which means society has been crazy or abnormal. Therefore, it is used by Antonio Guterres since it sounds more pleasant to hear. Hence, it is included to metaphor type. Its motive is delicacy fall.

4.2 Discussion This study found that there were 17 data which were divided into 3 devices of euphemism in Antonio Guterres’ speech about Holocaust commemoration. The first device was word formation that consisted of compounding (2). The second device was loan words (1) which was taken from Tamil. The last device was semantic inovation that consisted of (1), particularisation (4), implication (3), overstatement (2), understatment (1), and metaphor (3). The euphemistic expression in Antonio Guterres’ speech mostly replaced death such as loss, pass away, eliminate, and punish. Since the hearer might be offence about the Holocaust tragedy, Antonio Guterres used euphemism to make his speech more pleasant to hear. The motive of euphemism was delicacy fall. Delicacy fall was the only motive of euphemism from Antonio Guterres’ speech about Holocaust commemoration because the topic was about tragedy that caused many victims. Furthermore, he also talked about anti-semitism that might still exist until now. Hence, it talked about death and anti-semitism which was unpleasant topic to hear. Furthermore, there were the audience who might feel offend and fear by hearing it. However, fear and proprierty motives were not found since the topic did not discuss about something that related to supernatural or sex and body function.

5. Conclusions There were 16 euphemistic expressions found in this study which are compounding (2), loan word (1), particularisation (4), implication (3), overstatement (2), understatment (1), and metaphor (3). Therefore, the motive of this study mostly are delicacy fall since the speech mostly discussed about Holocaust tragedy that related to death and anti-semitism which becomes topic that cause fear for the hearer. In short, the use of euphemism in the Antonio Guterres’ speech about Holocaust commemoration had a function to make the speech more pleasant to hear since it discussed about genocide tragedy and anti-semitism. Moreover, Antonio Guterres is a public figure who needs to be careful in using language that might cause controversy. References Anonym. (2017). Remarks at Observance of the International Day of Commemoration in Memory of the Victims of the Holocaust. Retrieved from https://www.un.org/sg/en/content/sg/speech es/2017-01-27/secretary-generals-memoryvictims-holocaust-remarks Allan, K., & Burridge, K. (2006). Forbidden Words: Taboo and The Censoring of Language. New York: Cambridge University Press. Coulmas, F. (1997). The Handbook of Sociolinguistics. Oxford: Blackwell. Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches. Los Angeles: Sage Publication. Lakoff, R. T. (1975). Language and Woman's Place: Text and Commentaries . New York: Harper and Row. Leech, G. (1974). Semantics. London: Penguin Books Ltd. Linfoot-Ham, K. (2005). The linguistics of euphemism: a diachronic study of euphemism formation. journal of language and linguistics, Vol. 4 No. 2 2005. University of Florida, USA. , 227-263. Poole, S. C. (1999). An introduction to linguistics. London: Macmillan. Trudgill, P. (1995). Sociolinguistics: An Introduction to Language and Society. 3rd edn. England: Penguin Books. Ullman, S. (1962). Semantics: An Introduction to The Science Meaning. Oxford : Blackwell.

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A COMPARATIVE STUDY BETWEEN CIRC(COOPERATIVE, INTEGRATED,READING AND COMPOSITION) AND PROBING PROMPTING LEARNING METHODS ON STUDENTS’ ACHIEVEMENT IN READING RECOUNT TEXT Mutia Nasution Postgraduate School State University of Medan Jl. Willem Iskandar Pasar V Medan Estate Medan-Sumatera Utara, Indonesia Tel: 085270133460 Email: [email protected] Abstract

The purposes of this research are to find out: Whether the students ability in reading Recount Text by using CIRC method is better than Probing Prompting learning method at the Tenth Grade Students of SMA Negeri 1 Padangsidimpuan.The population of this research is all of the tenth grade students of SMA Negeri 1 Padangsidimpuan that consists of 250 students. Then, the sample is taken from the population by cluster sampling technique and the total sample is 62 students.This study is carried out by using experimental method.The technique for collecting data is by giving multiple choicetest in rearrangement form to the respondents. After calculating the data, it could be concluded that the students’ achievement in reading recount text by using CIRC Method was categorized “good” (77,81) while students’ in reading recount text by using Probing Prompting Learning Method was categorized “enough” (73,14). After calculating the data, the writer got the value of t0 calculation was 2,97. The value of t0 calculation was compared to the value of ttable (tt) from ttest at 5% significant level and it had the value 1,98.The result of the analyzing data showed that 2,97>1,98 or t0 was greater than ttable. The hypothesis was accepted. It means, the students’ Achievement in Reading Recount Text is by using CIRC Method was better than Probing Prompting Learning Method at the tenth grade students of SMA Negeri 1 Padangsidimpuan in 2014/2015 academic years. Keywords : Cooperative Integrated Reading and Composition, Probing Prompting Learning Method, Reading Recount Text.

INTRODUCTION English is an international language. English become important languages which developed from time to time in the world. English is also to be one of many important subject in school. There are four basic skill in English teaching, they are listening, speaking, reading and writing. One of important skill is reading. Reading is one of the basic skill which must be competence by students. Reading is the ability to understand a written text. The aim of reading process is comprehension. Reading becomes an important need for many student, especially in Senior high school especially in comprehend genre. In fact, many student are difficult in understanding recount text. It is proved from their difficulties in answering questions. We can find this reality at the tenth grade students of SMA Negeri 1 Padangsidimpuan. Besides their score in average is only 70. This score is still low and unsatisfactory because their Standard of minimum value (KKM) is 75. It means that reading recount text subject at the Tenth Grade students of SMA Negeri 1

Padangsidimpuan needed to improve by using the right method and strategy. For the factor above, teacher as a source person and organize should make creative and interesting activities to motivate students. Teacher should arrange effective activity to raise students’ in reading recount text. The teacher should be able to choose the suitable method for teaching English. If the method of teaching and learning process is based on necessity, the result of learning would be better. There are several methods which can be used in teaching reading such as CIRC, SCROL, SQ3R, Probing Prompting Learning Method and so on. In this case the writer interest to choose CIRC(Cooperative, Integrated, Reading And Composition) Method and Probing Prompting Learning Method because these methods are suitable in reading in which focus on activating prior knowledge, make students are more active in teaching and learning process especially in understanding text. Literature Review 166


Reading is one important way to improve your general language skills in English. According to Anderson (2003:68), “Reading is a fluent process of readers combining information from a text and their own background knowledge to build meaning.”While Morrow (2008:80) says, The aims of reading is to find cognitif-intelektual information which used by someone to add their own science; referential-factual which used by someone to know the real facts in this world and effective emotional which used by someone to find their reading enjoyment.” There are many kinds of text in English, such as descriptive text, narrative text, procedure text, expository text, hortatory exposition text, analytical exposition text, recount text, and others. One of the target curriculums at the tenth grade in SMA Negeri 1 Padangsidimpuan is recount text. Recount text is a kind of text which is used to tell an event in the past. According to Derewianka (2000: 14),“A Recount is the unfolding of a sequence of events over time.”Wignel (2000: 197) saysthat Recounts are sequential texts that do little more than sequence a series of events. In reading recount text there are three aspects that must be understood by students in reading recount text. They are social function, generic structure, and lexicogrammatica features. The social function is near the same with the communicative purpose which refers to the aim of the text which wants to be expressed by the writer to the reader . According to Derewianka (2000:14), “Recount text is to keep the past alive and help us to interpret experience.” Generic structure is the text’s structure that contains of idea or information. According to Knapp and Watkins (2005:225), “The generic structures of recount text are orientation, problem, solution, and resolution.” While Pardiyono (2006:164) says, “The generic structures of recount text are orientation, record of event and re-orientation. FurthermoreDerewianka (2000:15) says, “The generic structure of recount text are orientation, series of events and personal comment.” Djuharie (2002: 29) says, “Lexicogrammatical is identical with syntax and refers to certain structure which is used to express certain meaning.”According to Pardiyono (2007: 66),“The grammatical patterns of recount text are: sequence markers, use past tense, past perfect tense and past continuous tense, verbs of doing, and use adjective as personal attitude.” Teaching method is a way that the teacher gives the subject/materials in learning process. It is one of the important factors to improve the quality of teaching learning process in education.According to Sanjaya (2008:147), “Method is a way which is used to implementation plans that have been arrange in a real activity so that the aims can be got as optimal.”

Faturrohman (2012:1) states that Method is a way which is used to reach a certain goal. From the definition of method above, it can be concluded that method is the way in an activity of learning to get a certain goal. The teachers are expected to choose suitable method based on the goal of teaching and learning process. There are several methods which can be used in teaching reading such as CIRC, Probing Prompting Learning Method, GTM, SCROL, Talking Stick, Socratic Seminar, and other methods. Furthermore, the writer will describe learning process before use CIRC method. There are some steps to apply the CIRC (Cooperative, Integrated, Reading and Composition) Method and Probing Prompting Learning Method that the writer uses in this research. CIRC Method is not a new method. This method is based on the idea that the quickest way to understand text is through group cooperation. According to Durukan (2011: 103), “CIRC technique is designed to develop reading, writing and another language skill in the upper grades of primary education.”Ngalimun (2014:173) says, “CIRC is an integrated composition reading and writing on group cooperation.” In addition, Istarani (2012:112) says,“Cooperative Integrated Reading and Composition (CIRC) is one of cooperative learning model by using small groups in 4-5 people.” Probing Prompting Learning Method is a method in which the teacher guide the studentsto explore their knowledge. According to Suherman (2008:6), “Probing Prompting is a learning by presenting a series of question that are guiding and explore students ideas that can jump-start thinking process that is capable of linking knowledge and experience of students with new knowledge which being studied.” Ngalimun (2014:165) says that Probing Prompting is a learning with teachers way presenting a series of question that are guiding and dug so that the process of thinking was connected for each students knowledge and experience with new knowledge which being studied. According to Sudarti (2008:14), there are seventh steps of Probing Prompting Learning Methodare First, Teacher give students a picture, rule or other situation in one problem.Second, Give the time to students to discuss about the problem.Third, Teacher give the question to all of students. Fourth, Waiting a minute for students to formulate the answer in a small group. Fifth, Ask one students to answer the question. Sixth, Ask the other students to give the comment. Finally, Teacher give the last question to emphasize the indicator until understand by the students.

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METHODS


The writer conducted this research at SMA Negeri 1 Padangsidimpuan. It is located on Jalan Merdeka No 59 Kecamatan Padangsidimpuan Utara. Method of the research is a part of a research that has information about the research design. In this research the writer uses experimental method. According to Gay (2009:240), “Experimental research is the only type of research that can test hypothesis to establish cause-effect relations.”Ary (2010:26) says, “Experimental research involves a study of the effect of the systematic manipulation of one variable(s) on another variable.” While Sugiyono (2013:2) says that Method of the research is a science way to get the data with definite aims and used. It means that Method of the research is an important way to get the data. Population is a number of all subjects which is needed in the research. According to Suharsimi (2010:173) says, “Population is all the subjects of the research”. It means that all of subjects in the research area become population of the research. The population of this research is the Eleventh Grade of SMA Negeri 1 Padangsidimpuan which consists of eight classes and the total of populations were 250 students. Sample is a part of population. According to Arikunto (2010:174)says, ” Sample is a part of preventative of population research”. While Gay (2009:124) says, “Sample is a group of individuals, items or events that represents the characteristics of a large group from which sample is drawn. In this researchthe writer takes two classes from all classes. It consists of X3 and X4 The total number was 62 students that taken by using cluster random sampling. The technique of collecting data used test. Arikunto (2007: 105), says that test is a group of question which is used to measure ability, intelligence knowledge that someone has.The writer uses the multiple choiceas the instrument to measure the students achievement in writing procedure text by applyed CIRCas an experimental group in X3 class and Probing Prompting Learning Method as a control group in X4class and the result of the test will be used as the data of this research. The writer used statistics formula to analyze the data. RESULT AND DISCUSSION Base on the result of the research, the writer found the result of students in reading recount text which is different from both of scores.It could be seen that students are more active when the writer applied CIRC method in teaching readingrecount text becausebasically this method was used for recount text in which it can help students in comprehending content and parts of the text by its steps and enhance reading

comprehension ability. From testing hypothesis, it could be concluded that students’ ability in reading recounttext by using CIRC was better than Probing Prompting Learning Method at the tenth grade students of SMA Negeri 1 Padangsidimpuan. Conclusion

Based on the result of the research and data analysis, the scores of the students ‘achievement by using CIRC was higher than Probing Prompting Learning Method. The writer concluded that the students’ achievement in reading recounttext by using CIRC (Cooperative Integrated Reading and Composition) was better than Prompting Learning Methodat the tenth grade of SMA Negeri 1 Padangsidimpuan 2014/2015 academic year.

REFERENCES Alshumaimeri, Yousif. (2011). The Effects Of Reading Method On The Comprehension Performance Of Saudi EFL Students. Education Journal: International Electronic Journal of Elementary Education, Vol. 4(1), 185-195. Arikunto, Suharsimi. (2002). Prosedur Penelitian. Jakarta: Rineka Cipta. ____Suharsimi. (2010). Prosedur Penelitian. Jakarta: Rineka Cipta. Ary, Donald. (2010) .Introduction to Research in Education. New York: Nelson Education, Ltd. Belnaves, Mark and Peter Caputi. (2001). Introducing To Quantitative Research Methods, London: Sage Publications. Derewianka, Beverly. (2000). Exploring How Texts Works. Sydney: License for educational institutions contact CAL. Djuharie,Otong Setiawan. (2007). Genre dilengkapi 700 soal. Bandung: Yramwidya. Durukan, Erhan. (2011). Effect of cooperative integrated reading and composition (CIRC) technique on reading-writing skills. Academic Journals. Volume 6(1) Tahun 2011; 102-109. Eko Setyanto, A. (2005). Memperkenalkan Kembali Metode Eksperimen dalamKajian Komunikasi. 168


Jurnal Ilmu Komunikasi. VOLUME 3, NOMOR 1 , JUNI 2005: 37 – 48.

Eren, Bilgehan. (2013). The Effectiveness of Embedded Teaching through the Most-to-Least Prompting Procedure in Concept Teaching to Children with Autism within Orff-based Music Activities. Journal: Educational Sciences Theory & Practice Vol. 13(3).1877-1885 Tahun 2013.

Maharani, Ida. 2007.How to Write Effectively (Menulis Secara Efektif). Yogyakarta: PT. CITRA AJI PARAMA.

Nunan, David. (2003). Practical English Language Teaching. New York: Mc. GrawHill/Contemporary. Ngalimun.(2012). Strategi dan Model Pembelajaran. Sleman Yogyakarta:Aswaja Pressindo.

Gay,L.R.(2009). Educational research: competencies for analysis and applications. London: Pearson education.

Pardiyono.(2006). 12 Writing Clues for Better Writing Competence. Yogyakarta: C.V ANDI OFFSET.

Huda, Miftahul. (2013). Model-model pengajaran dan pembelajaran isu-isu metodis dan paradigmatis.Yogyakarta: Pustaka Pelalajar.

Sanjaya.Wina.(2008). Strategi Pembelajaran Berorientasi Standar Proses Pendidikan. Jakarta: Kencana.

Istarani. (2011). 58 Model Pembelajaran Inovatif. Medan: Media Persada.

Sudjana. (2005). Metoda Statistika.Bandung:Taristo.

______.(2012).40 Metode Pembelajaran. Medan: Media Persada. Izzan, Ahmad. (2008). Metodologi Pembelajaran Bahasa Inggris. Bandung: Humaniora. Knapp, Peter and Watkins, Megan. (2005).Genre, Text, Grammar: Technologies for Teaching and Assessing Writing. Sydney: University of New South Wales Press Ltd. Kurniawan, Arif and Yeni Yuniawati. (2010). Mengeksplorasi Jenis-jenis Teks Bahasa Inggris. Bandung: PT. Multi Kreasi. Mackey, Alison and Susan M.Gass. (2005). Second Language Research Methodology and Design. London: Lawrence Erlbaum Associates.

Sugiyono. (2013). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta, cv. ________.(2010). Metode Penelitian Pendidikan. Bandung: Alfabeta, cv. Syah, Muhibbin. (2000). Psikologi Pendidikan Dengan Pendidikan Baru. Bandung: Remaja Rosdakarya. Uno,BHamzah dan Mohamad Nurdin.(2013). Belajar dengan pendekatanPembelajaran Aktif, Inovatif, Lingkungan, Kreatif, Efektif, Menarik. Jakarta: Bumi Aksara. Widyastuti, Dyah Ayu. (2014). Penerapan Model Pembelajaran Probing Prompting Untuk Meningkatkan Prestasi Belajar Ipa Siswa Kelas Iv Sd Negeri Antosari Kecamatan Selemadeg Barat.Education Journal: MIMBAR PGSD Universitas Pendidikan Ganesha Jurusan PGSD Vol. 2 No. 1 Tahun 2014.

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Lexical Differences in North Acehnese and South Acehnese Dialects Syukri Hidayati English Applied Linguistics ( PG) State university of Medan Abstract This study investigates differences between two Acehnese dialects, there are salient differences between North and South dialect regarding several phonology and lexical items. Some differences characterize North Acehnese as a refine, standard, and prestigious Acehnese variety and West Acehnese as a rough, vulgar, and stigmatized variety. It is found Acehnese has a more complex vowel system comparison to Bahasa Indonesia. South Acehnese has mere handful of different lexemes, which invite the negative attitudes of North Acehnese speakers. The results showed that North Acehnese is a more prestigious dialect than South Acehnese. I speculate that power is the reason for North Acehnese having a higher position than South in Acehnese linguistic stratification : in general, Acehnese speaker in North Aceh hold more social, political and economic power than Acehnese speakers in south Aceh. Key word : lexical, west and south Acehnese, dialect Introduction Language is a tool of communication. In communication people express variety ways of their speaking. And every place has difference dialect. Every province in Indonesia has different dialect such as in Aceh. Aceh province has many languages and between Acehnese spoken itself has difference lexical and meaning. This study is an investigation of the West Acehnese dialect, a stigmatized dialect of Acehnese, spoken in the province. Salient that distinguish this dialect from the North Acehnese dialect are identified and discussed. A range of attitudes towards this dialect, together with associated behaviors.

In its most recent developments, lexicology aims at emphasizing that both the information associated with words and the lexicon in its entirety are highly structured. This view contrasts with the idea that the lexicon, unlike grammar, is a loosely structured collection of information an idea that has circulated in the linguistic community for a long time, according to which the lexicon is “a list of basic irregularities.” Given the composite nature of lexical knowledge, lexicology is a discipline that exploits methodologies and formalisms developed in related fields of study. These include lexical semantics, concerned with defining the meaning of words, explaining its flexibility in context, and accounting for how it contributes to the meaning of sentences, or syntax, concerned with how words may or may not be combined, their relations of dependence, etc. (Ježek. 2005, p. 4) 2. Lexical differences in Acehnese dialects There are some words with different meanings in North Aceh and West Aceh. Sometimes these words are used in both dialects but in different context or to refer to different object. Sometimes they are not known by speakers to be distinctive.

1. Definition of lexicology The lexicon is the set of words of a language. Lexicology investigates the lexicon of a language with the goal of identifying the inherent properties of words and illustrating how, by virtue of their meaning, words relate to one another and may be successfully combined into larger expressions that are both meaningful and grammatical a. The Differences Words for Different Dialects List of some words in West Aceh dialect which differ from North Aceh dialect North Acehnese West Acehnese Indonesia Meaning Bak/on peukan Bak/on seurunè Serunai Kind of plant with typical scent, generally used for stomach aches in small children Pop Jeurigen Jerigen/jeriken Jerry can Balum Eumpang teupông Kantung kain mori Cloth- like powder sack untuk tepung Peuték Gando Ketapel Cata pult Tok Peutah tikôh Penangkap tikus Mouse trap Boh limo Boh jruk Buah jeruk Orange Ceu Coret Coret Score out,scratch

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Mugè Aneuk guli Kama racôn

Mengalèh Aneuk kelereng Gudang

Tengkulak Kelereng Gudang

Monja Seukin

Beukah pakek Badék

Baju bekas Pisau

From the list above shows that Acehnese dialect borrows many words from Bahasa Indonesia but North Acehnese dialect maintain in conservative forms. Words such as seurunè, Jeurigen, Boh jruk, and Coret. The North Acehnese wordlist, on the other hand, does not show any relationship to Indonesia borrowed words. The word Mengalèh in West Acehnese is borrowed from the Jamee language. Jamee is similar to the Minangkabau language spoken in West Sumatera. To as certain whether the word Mengalèh was adopted from Jamee. The word monja in North Acehnese, which is not found in West Aceh, is originally derived from the name of a shopping center. Monja is actually the abbreviation from ‘Mongonsidi Plaza (mon-za)’. Because there is no voiced alveolar fricative /z/ in Acehnese. It is usually adapted as [ j], resulting in Words North Acehnese Plôk Paint tin

monja. Mongonsidi Plaza to be a shopping centre in Medan, the capital city of North Sumatera. Where secondhand clothes and accessories were sold. So, anything that is secondhand is likened to items sold in the plaza. At that time when someone bought secondhand pants, for example, in shopping centre, people called it siluweu monja ’ a fair of pants bought in Mongonsidi Plaza’ that is how the meaning and usage were expanded until recently. b. Lexical Semantics The occurrence of words which are semantically different across closely related language varieties or dialects is an example of an obvious language change phenomenon. The words with an extended meaning in the North Acehnese and West Acehnese dialects.

Aneuk moe

Stepson/daughter, but for stepfather/mother pak/mak ui

Leusông

One piece of traditional mortal for pounding rice and it has a hole in the middle to put rice being pounded A small cover made out of rattan. Palm leaves or plastic for covering cakes

Sange

Panteu

Any beach

Panyèt

Any light or lamps, either traditional ones or electrical lights, or even motor vehicle lights or candles

c. Difference in Degree or Intensity Adjective in Acehnese may result in confusion between speakers of different dialects. For example in North Acehnese says

Broker, middleman Marbles Literally ‘poison room’ which refers to a spare room in a house used as a storage room. Secondhand items Knife

West Acehnese any object used for storing ingredients or hers, either bamboo or clean paint tin. the meaning in West Aceh is to store in something made of bamboo Either Stepson/daughter or stepfather/mother who called aneuk/ pak/mak moe Every part of the whole set of the traditional manual pounding rice ‘ machine’ Any kind or size of cover made out of rattan, palm leaves or plastic for covering any kind of food. A temporary bench as a place to sit in the open forest area or on the side of the road Usually refers only to traditional lights or lamps.

‘Got – got nyak, ie nyan mantong tutong’ meaning ‘ be careful dear, the water is still hot’. In the West Aceh dialect, this degree of hotness is no familiar. The word tutong is hardly uses for liquid or food in this dialect. The common 171

adjective that is used in this contect is seu-uem. If the water or food is very hot, North Aceh speakers refer to as tutong, West Aceh speakers say seu-uem that or that seu-uem ‘very hot’, that-that seu-uem ‘ very very hot. In west Acehnese dialect tutong is used for something that burning, for example, when a house is on fire. The degree of coldness is also recognized in North Aceh dialect. There are two common words used to express the nature of cool/cold in acehness, leupie and sijuek. The former means ‘cold’ while the later means’cool’. For example food or drink has colled enough to be consumed, North Acehnese speakers say it is leupie. But if you leave it untouched for several hours, and the food or drink gets cold, the call it sijuek. In the west Aceh Dialect there is also which refers to leftover and cold cooked rice. Everything else is lepie when it becomes cold. Sijuek corresponds to Bahasa Indonesia sejuk ’cold’. d. Semantic Differences that Offend One attitude that North Acehnese people have toward West Acehnese speakers, as previously mentioned, is that these speakers sometimes use some words which are considered ’ vulgar’ by mainstream dialect speakers. According to North Acehnese speakers, some word are not appropriate to express in public in conversation. There is a vegetable in west Acehnese dialect called boh pik ( the vegetable shape like a star fruit, but it’s a bit longe, it’s a kind of squashlike vegetable), which literally means ‘vagina fruit.’ People in North Aceh hardly use this word; instead the say ‘ boh p’ok’.Even though north Acehnese recognizes boh pik, north acenese speakers tend to ‘soften’ the meaning by saying boh p’ok. Other west Acehnese words which are vulgar by people from North Acehnese are boh kréh ‘ ‘candlenut’ and ipôk ‘ pocket’ North Acehnese know the meaning of boh kréh as ‘testes’ in this dialect, ‘ candlenut’ is called aneuk kiroe. West Aceh dialect uses boh kréh to refer to either ‘testes or candlenut. Ipôk ‘pocket’ also creates an issue for west Acehnese speakers. When this word is spoken, the speakers of north Acehnese perceive this as something really bad. According to north Acehnese


speakers, when they hear this word being uttered, they hear something that sounds like ie pôk ‘ means vagina fruid.’ Ipôk is not found in north Acehnese dialect. Instead they use kéh for pockect. The situation where west Acehnese use some words which appear to be impolite and taboo in a North Aceh context results in North Aceh speakers’ perception of West Aceh dialect as a vulgar code. Conclusion The changes in meaning of some lexical items in one dialect have also served as distinctive dialect marker for of both dialects. The west Aceh dialect has some typical, unique phrases which can be used to identify the background of speakers. The salient lexical differences commonly used for vegetables, for instance, serve, more than anything, to identify the West Aceh dialect as kasar ‘rough’ and some word appear impolite and taboo. And north Acehnese use the language more polite than west Acehnese. Reference Asyik, A.G (1972). Atjehnese Morphology ( Pase Dialect). ( sarjana pendidikan ) Institute Keguruan dan Ilmu Pendidikan Malang, Malang Asyik, A.G. (1978). Bunyi Bahasa dalam Kata Tiruan Bahasa Aceh ( the phonological of Acehnese onomatopoeia Words). Banda Aceh; Fakultas Keguruan, Universitas Syah Kuala. Asyik A.G (1987). A contectual Grammar of Acehnese Sentences. (PhD), universitas of Michigan, Michigan. Bakar, A, Sulaiman, B., Hanafiah , M.A., Ibrahim, Z.A., dan Hanum,S (2001). Kamus AcehIndonesia. Jakarta : Balai Pustaka. Ježek , Elisabetta (2005) .The Lexicon an Introduction. Oxford University Press Zulfadli (2014). A sociolinguistic investigation of Acehnese with a focus on west Acehnese: a stigmatized dialect.University of Adelaide. Australia

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How Language Influences People’s Understanding in Public Space Theresia Fransiska Sidabutar Department of English Applied Linguistics State University of Medan Medan, Indonesia [email protected] Abstract --This study investigated how language influences people’s understanding in public space. It was specifically to analyze the meanings, structure, and effects on readers. The data for the research were 50 billboards ads collected in some streets in Medan. After taking pictures of the billboards ads, the researcher records and counts all words used, and classify them into ads using English, Indonesian, and those that mixed English with Bahasa Indonesia. In analyzing the data, the researcher found that there were 40 sentences in billboards or pamphlets use English structure; 5 sentences use Bahasa Indonesia; 2 sentences use English combine with Bahasa Indonesia; 1(one) sentence has an error, and 1(one) sentence uses English with Indonesia structure. Key Word: Language – Public Space- Advertisement A. INTRODUCTION In Indonesia, advertisements have become a major agent to influence society recently. As a major controller in the society, they can softly command and shape the society as they want (Tanaka, 1994). The recent advertisements have shown how effective they are to influence society through the many ways of advertising their product (Chang, 2013), which in this case are cigarettes, furniture, electronics, etc. Advertisement, particularly the billboard advertisement, can provide a clear example on the use of the English borrowing and Indonesian-English code-switching with regard to business affairs. Advertising has been employed to serve various purposes from marketing products and services to people and campaigning solutions to the society’s social and health problems (Belch & Belch, 2003). Thus, advertising is closely related to the economic growth of one society; the higher the purchasing power, the more goods manufactured and marketed (Hashim, 2010). Advertising, including billboard ads together with posters, pamphlets, brochures, then is seen as a very effective medium to market a product (Crystal, 2003; Hashim, 2010). Brands and the images created are therefore so important for both producers and advertisers that it must be formulated very carefully to avoid customers’ rejection of the brand (de Asis, 2012), and can take priority over the product specification or qualification (Piller, 2003, p. 176). Only the brand that has unique images that will win the heart of the audience who are faced with so many options but “less time” to choose (Wirjan & Surya, 2012). In Indonesian context, English is learned as a foreign language. It is therefore necessary to include the notion of ‘learner language’ when analyzing the English uttered by Indonesian speakers. Learner language is the language of those who learn another

language beside their mother tongues (Ellis & Barkhuizen, 2005, p. 4). One of the focuses of learner language study is errors (Ellis & Barkhuizen, 2005, pp. 15-30). Thus, learner language should be seen from the learners’ not the native speakers’ context (Corder, 1978, pp. 71-72). It is challenging to see whether or not errors occur in texts for public readership like billboard ads. Billboard ads are classified into public signs as well as street signs, names of building, street direction, and names of shops (Landry & Bourhis, 1997). Language appearing on public texts have been received much attention (Gorter, 2006). Studies on language used in public texts are known as linguistic landscape (Spolsky, 2009). In other words, linguistic landscape also indicates language used on texts in public areas where the texts are easily seen by public audience (Landry & Bourhis, 1997). II. Literature Review While there are many different ways to define public space, most agree that public space includes all areas that are open and accessible to all members of the public in a society, in principle, though not necessarily in practice. Because this definition is actually composed of several distinct ideas, it is useful to consider each part in more detail. Nearly all definitions of public space include such outdoor areas as parks, streets, and sidewalks. Public buildings like schools, libraries, and courthouses are also commonly recognized as public spaces, but their use might be restricted at certain times or to certain groups. In some cases, private buildings like shopping malls or restaurants are considered public spaces as well, though ultimately the owner or operator decides their use. Public spaces are all around us. We encounter them every day as we go about our routine 173

activities. We use public roads and sidewalks to get to work and the school. Although we use public spaces all the time without thinking much about them, they are actually quite complex. Sometimes public spaces provide opportunities to interact with both strangers and acquaintances and to understand our position in the social world. French (1978), Whyte (1988), Carr et al. (1992), Engwicht (1999) and more recently Cousseran (2006) also describe public space as theatrical stage-like settings. This notion is based on the idea that public spaces by their very nature allow for the unfolding of real life human dramas and the freedom of personal and social expression for both individuals and community groups. Sylke Nissen (2008) in his article “Urban Transformation from Public and Private Space to Spaces of Hybrid Character”, the main characteristics of public space are accessibility and us-ability for all citizens. However, current developments, primarily observed in cities, suggest the loss of a clear distinction between public and private space. Instead, urban spaces of hybrid character are emerging. Spaces with public functions, like train stations, parks or pedestrian areas, are changing in character, and semi-private spaces, like malls or plazas, are spreading. Katalin Vedredi (2014) in her article “Social Perception of Public Space Developments -The Case of Saint Stephen Square, Szeged, Hungary”, said that public space developments have a big role within urban developments, but in many cases the main motivation is to use the European Union sources or to strengthen the political position. Therefore, only a few cases are thought out appropriately. Also there is not real dialogue between the different actors of the developments. Stephan Schmidt, PhD and Jeremy Nemeth, PhD in their article “Space, place and the city: Emerging research on public space design and planning” III. Data and Methods This study adopts sociolinguistics approach, in particular the linguistic landscape (Backhaus, 2006; Huebner, 2006), and second language approach, specifically the learner language (Ellis & Barkhuizen, 2005). The following variables are used to analyze the data, i.e. the meanings, structures, and effects on the readers. The data for the research are 50 billboards ads collected in some streets in Medan from October 2016. After taking pictures of the billboards ads, the researcher records and counts all words used, and classify them into ads using English, Indonesian, and those that mixed English with Indonesian.


a. Data Collecting Method Data collecting method used in this research is gotten from taking photo. The writer went to the streets to take photo the billboards ads. b. Technique of Data Analysis The writer took photos of billboards ads from the streets. The photos then are analyzed, using by its meaning, structures and effects on the readers.

IV. Result and Discussion After taking pictures of the billboards ads, the researcher recorded and counted all words used, and classified them into ads using English, Indonesian, and those that mixed English with Bahasa Indonesia. By using the sociolinguistics approach as the basis of data analysis, it was found that there were 40 sentences in billboards or pamphlets use English structure; 5 sentences use Bahasa Indonesia; 2 sentences use English combined with Bahasa Indonesia; 1(one) sentence has an error, and 1(one) sentence uses English with Indonesian Language structure. The below data are some examples of public space: 1. Istana Mandiri Furniture ads The Finest in Premium Sleep Systems from the USA d. Meaning: this ads is for their furniture, especially for Bed. e. Structures: English f. Effects on the readers: make the readers want to buy their furnitures. 2. Apotek Virya Farma ads Your Satisfaction is Our Priority d. Meaning: they will give a good service for buyers. e. Structures: English f. Effects on the readers: Readers will think that they will get a good service from Apotek Virya Farma when they buy some things from that store. 3. Perguruan Tinggi Cendana Registration Enroll Yourself to: Perguruan Tinggi Cendana d. Meaning: talking about registering new students. e. Structures: English words combine with Indonesian words with English structure. f. Effects on the readers: they are an opening a registration. 4. Han’s Bread Shop. The bread you’ll ask for more d. Meaning: they sell delicious breads e. Structures: English structure f. Effects on the readers: they sell delicious breads. 5. Electronic Store Yundai: enjoy natural coolness 174

d. Meaning: Yundai is one of the electronic brands e. Structures: using English structure f. Effects on the readers: 6. Indonusa Trust Computer ASUS: No.1 in Quality and Services d. Meaning: they sell ASUS e. Structures: using English structures f. Effects on the readers: Readers will believe that ASUS is a good quality than others. 7. Furniture Store: Koleza 9 Funtastic Living Experience d. Meaning: They offer the beautiful furnitures e. Structures: English structure but there is an error. That is “Funtastic”. It should be “Fantastic” f. Effects on the readers: Koleza 9 provides fantastic furnitures 8. CAR Insurance “We provide you the best protection” d. Meaning: CAR provides a good services e. Structures: using English structure f. Effects on the readers: people will believe their motto when seeing their pictures in the ads. 9. Train Station Motto Every day is SAFETY has no holiday d. Meaning: to attract people to use train going to anywhere. e. Structures: Actually the slogan consists of two sentences. “Every day is safety day” and “Safety has no holiday.” But the writer only write one word “SAFETY” in the ads. f. Effects on the readers: Only by getting on train, people will give the safety. 10. Murdoch University Find out about our courses and AUD$ 10,000 scholarship at www.murdoch.edu.au d. Meaning: They offer low cost for students e. Structures: English structure f. Effects on the readers: Some people will think that they offer a low cost, but for others who don’t know “AUD$”, they tend to not make attention to the ads. 11. Panasonic ads Discover the New Way of Smart Living with the New Panasonic Fridge and Washer d. Meaning: there are new Panasonic electronic, such as fridge and washer e. Structures: English structure f. Effects on the readers: people are interested to buy those new electronics when seeing the picture in that ads. 12. Spring Bed’s Ads We make the World’s Best Mattress


d. Meaning: their bed is the world’s best mattress for people e. Structures: English f. Effects on the readers: people is not too interested because the bed in the picture is not so attractive. 13. Onduline: Lightweigh Roofing Expert d. Meaning: they tend to offer their thins e. Structures: English f. Effects on the readers: not so attractive because no picture is in their ads. 14. Mowilex: Colour Design Center ads We create your personal colour d. Meaning: Mowilex is one of a good paint e. Structures: English f. Effects on the readers: they make an attractive ads by showing goods color on their ads. 15. Dekson: Quality is the Key d. Meaning: Dekson is one of the key’s brand e. Structures: English f. Effects on the readers: people will think that Dekson has a quality. 16. CantiKayu: The Beauty of Real Wood d. Meaning: They introduce wood which has good quality e. Structures: Indonesia words combine with English words f. Effects on the readers: If people don’t read the sentence “CantiKayu” carefully, they will think that it is a place for SPA. 17. Ocean Spring Bed: makes dreams come true d. Meaning: They offer their products, such as Spring Bed e. Structures: English structure f. Effects on the readers: People will think that The Ocean Spring Bed can make our dream in the night will come true in the reality. 18. Simply Fresh: Serve Laundry on Kilo’s d. Meaning: they receive laundry service e. Structures: English structure f. Effects on the readers: People will think that The Simply Fresh will accept clothes in Kilo, if the clothes are not in Kilo, The Simply Fresh will not accept. 19. FLORENCE: SMART CHOICE for for a HAPPY FAMILY d. Meaning: They offer to people the Spring Bed. e. Structures: using English structure f. Effects on the readers: Only a happy family buys Florence Spring Bed, so if the family is not happy, the family can’t buy Florence Spring Bed.

20. JOTUN: Paint for iconic buildings and beautiful homes 175

d. Meaning: Jotun is the brand of paint e. Structures: English structures f. Effects on the readers: Jotum is only for beautiful homes not for ordinary homes. 21. Smarphone ads: Nokia Lumia ads Bring Magic To Your Photos With Camera Lenses Apps On The Most Innovative Smartphone d. Meaning: Nokia Lumia has a good camera lenses e. Structures: English structures f. Effects on the readers: Nokia has improved their qualities in phone. 22. Graha Bangunan Pamphlet GARUDA TILE: Innovations for Every Lifestyle. d. Meaning: they sell many styles of buildings e. Structures: English structure f. Effects on the readers: they sell many innovation of things 23. Firma Kencana Ads Give them quality, that’s the best kind of advertising d. Meaning: Firma Kencana is one of place for advertising e. Structures: English structures f. Effects on the readers: if people want to advertise their products, they can call Firma Kencana 24. Xperia seri 5: untuk semua kebutuhanmu d. Meaning: Xperia is one of smarphone e. Structures: Bahasa Indonesia f. Effects on the readers: Xperia seri 5 provides anything people need in a smartphone 25. Daddy couldn’t give me pocket money d. Meaning: saving is better than spending money to buy cigarettes e. Structures: English f. Effects on the readers: to ask people to save money 26. STEDY: Protecting your home and business d. Meaning: they offer doorlock e. Structures: English f. Effects on the readers: people will buy because it can help people to lock something important 27. Galaxy S7 edge: More than a phone d. Meaning: there are 2 things they offer besides it’s only a phone e. Structures: English f. Effects on the readers: people is not really interested because the ads doesn’t give an interesting picture to show that the phone is different with others. 28. Family Fitness: Be the best you d. Meaning: they offer ½ price if you buy their stuffs


e. Structures: English f. Effects on the readers: people will be happy to see “1/2 price” 29. Kids Edu Plan: Open The Door to Anywhere d. Meaning: Kids Edu Plan is one kind of insurance e. Structures: English f. Effects on the readers: people are not too interested 30. Green Aluminium: Making your home a better place d. Meaning: they offer door and window with green concept e. Structures: English f. Effects on the readers: no effect for people because they don’t offer something interesting 31. Free Wifi, Karaoke and Room Party In Focus d. Meaning: they offer many things in their cafe e. Structures: English structure but like Bahasa f. Effects on the readers: they don’t advertise their café with interesting ads. 32. Cigarette’s ads: Enjoy your signature moment e. Meaning: advertise the cigarettes f. Structures: English g. Effects on the readers: people will know that it’s cigarettes ads. 33. L.A. Bold : My bold kind of party c. Meaning: they advertise cigarettes d. Structures: English h. Effects on the readers: people will know that it’s cigarettes ads. 34. Blibli: for Big Fans of Indie Spirit d. Meaning: they attrack people to buy in Blibli online shop e. Structures: English f. Effects on the readers: the ads is not too really interesting 35. MILD: The Taste that Moves You d. Meaning: they advertise cigarettes e. Structures: English f. Effects on the readers: people will know that it’s cigarettes ads. 36. MAXUS: Live to the max d. Meaning: people will know that it’s cigarettes ads. e. Structures: English f. Effects on the readers: people will know that it’s cigarettes ads. 37. The Reiz Condo a fabulous residence: Grand Opening Marketing Lounge & Show Unit d. Meaning: They attract people to come to their first opening e. Structures: English f. Effects on the readers: people will think that they will build a new hotel 176

38. Futsal Tournament: Take the challenge d. Meaning: they invite young boy or man to join the tournament e. Structures: English f. Effects on the readers: people want to join because the ads show the prize 39. Police Ads Say No to Drugs…!!! d. Meanings: to invite people to stay away from drugs e. Structures: English f. Effects on the readers: people will be afraid of using drugs because Police will arrest for anyone who uses drugs. 40. Swiss Education ads Study in Swiss d. Meanings: to invite young people to study in Swiss e. Structures: English f. Effects on the readers: people will be not too interested. 41. Police ads Anda Mengetahui Peredaran Narkoba, Hubungi Call Centre: 0813 7553 5633 d. Meanings: to invite people to call police if they know people who use drugs e. Structures: Bahasa Indonesia f. Effects on the readers: police asks for your helping to combat drugs 42. Panasonic ads The Beauty of Smart Living d. Meanings: They offer good electronics e. Structures: English structure f. Effects on the readers: attract people to buy things whose brand is Panasonic 43. The laundry’s shop Murah, Cepat, Bersih, Wangi, Rapi a. Meanings: They offer good electronics b. Structures: English structure c. Effects on the readers: attract people to buy things whose brand is Panasonic 44. Police ads: Mari Kita Bekerjasama Mewujudkan Medan Kota Metropolitan Yang Bebas Dari Peredaran Gelap Narkoba d. Meanings: to invite people to call police if they know people who use drugs e. Structures: Bahasa Indonesia f. Effects on the readers: police asks for your helping to combat drugs 45. ERHA Skin Care Bentol merah di wajahku yang terasa panas ternyata bukan alergi tapi ACNE ROSACEA. a. Meanings: They offer the solution for acne in face b. Structures: Bahasa Indonesia


c. Effects on the readers: People will be attracted for the ads. 46. MILD: Peringatan Merokok Membunuhmu d. Meaning: they advertise cigarettes e. Structures: Bahasa Indonesia f. Effects on the readers: people still buy cigaretts even reading that sentence. 47. Citra Land Bagya City: Coming Soon Rp. 800jt d. Meaning: they advertise House e. Structures: English f. Effects on the readers: it’s too expensive 48. Xperia seri 5 ads The word’s best camera in a smartphone d. Meaning: they offer new Xperia e. Structures: English f. Effects on the readers: People will think that Xperia seri 5 only has a best camera. 49. Jiwasraya: together for life d. Meaning: they invite people to save money with them e. Structures: English f. Effects on the readers: people will know that it’s an insurance 50. Pasar Buah pamphlet: Fresh Mart d. Meaning: they provide fresh fruits e. Structures: English f. Effects on the readers: people will buy their fruits because of freshness.

IV. Conclusions Public spaces play a vital role in the social and economic life of communities. New kinds of public spaces and meeting places are now being created in towns and cities, which can be an important social resource. Neighborhoods are areas of the city characterized by their own identity, clearly perceived both by its inhabitants and visitors. In the constitution of that identity; both aesthetic and social components play an important role. Therefore, public space in suburban communities needs to reach its identity and enhance its aesthetic and social perception, greater than that of the public spaces of the city’s central core. In central public spaces, that identity is already part of a citizen’s heritage. From the analysis, it was found that all the public spaces tried to introduce their products by making a good or unique sentence that can attract people to buy their products. Some of their tricks are by using English or Indonesian Language, or even both of languages in their public spaces. From 50 public spaces or billboards in the research, there were 42 public spaces used English structure, 5 public spaces used English combined with Indonesian Language, a sentence had an error in writing the 177

sentence and the last is a sentence used English with Indonesian language structure.


REFERENCES Belch, G. E., & Belch, M. A. (2003). Advertising and promotion: An integrated marketing communications perspective. New York: McGraw Hill. Ben-Rafael, E., Shohamy, E., Amara, M. H., & Trumper-Hecht, N. (2006). Linguistic landscape as symbolic construction of the public space: The case of Israel. In D. Gorter (Ed.), Linguistic landscape: A new approach to multilingualism (pp. 7-30). Clevedon: Multilingual Matters Ltd. Berger, A. A. (2011). Ads, fads, and consumer culture: Advertising’s impact on American character and society. Plymouth: Rowman & Littlefield Publishers, Inc. Crystal, D. (2003). English as a global language (2nd ed.). Cambridge: Cambridge University Press. French, Jere Stuart. (1978). Urban Space: A Brief History of the City Square. Kendall Hunt: Iowa. Goddard, A. (1998). The Language of advertising. London and New York: Routledge. Huebner, T. (2006). Bangkok’s linguistic landscapes: Environmental print, code mixing and language change. In D. Gorter (Ed.), Linguistic landscape: A new approach to multilingualism (pp. 3151). Clevedon: Multilingual Matters Ltd. Landry, R., & Bourhis, R. Y. (1997). Linguistic landscape and ethnolinguistic vitality: An empirical study. Journal of Language and Social Psychology, 16(1), 23-49. Spolsky, B. (2009). Prolegomena to a sociolinguistic theory on public signage. In E. Shohamy, & D. Gorter (Eds.), Linguistic landscape: Expanding the scenery (pp. 25-39). New York:Routledge.

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A COMPARATIVE STUDY OF IBN KHALDUN’S AND JOHN DEWEY’S EDUCATIONAL CONCEPT Abd Munir Mohamed Noh 1, a, Norazmi Anas, Paiz Hassan 2, Muhammad Yusri Yusof @ Salleh, Mohd Zahirwan Halim Zainal Abidin 1

Academy of Contemporary Islamic Studies (ACIS), Universiti Teknologi MARA, Kampus Tapah, Perak, Malaysia a [email protected]

2

Academy of Contemporary Islamic Studies (ACIS), Universiti Teknologi MARA, Kampus Seri Iskandar 32610 Seri Iskandar, Perak, Malaysia 1.

Introduction

Ibn Khaldun (1332M-1406M) is one of the important figures in Islamic Sociology, History, Philosophy and Education and has written numerous books including the well-known text, al-Muqaddimah. Likewise, John Dewey is a renowned academic philosopher, a proponent of contemporary education and a writer of

various books on education. Though they were born in different era, both have presented significant ideas in the field of education. This paper is an initial effort to study their important views in educational concepts.

2.

and community legacy.The act of taking and giving makrifah which happens concurrently will lead to mutual influencing process (Abdullah al-Amin Na’mi, 1994). The outcome of this process of makrifah exchange and effects on individual’s thoughts and behaviours is known as knowledge. Thus, knowledge and teaching are parts of man’s natural conventions (Ibn Khaldun, 1958).

Literature Review 2.1 Ibn Khaldun’s Educational Concept

Basically, Ibn Khaldun has not stated comprehensive and structured educational meaning and concepts. In other words, he has not discussed jāmie’ dan māni’ definition or meaning of educational concepts (Gamal Abdul Nasir Zakaria, Dr., 2003). In his book, al-Muqaddimah chapters I, V and VI, Ibn Khaldun dealt with issues related to education and teaching without stating the definition as if the topics discussed were familiar to the public. In addition, he debated educational issues such as personality teaching, knowledge and language teaching without deliberating on education matters (Ibn Khaldun, 1958). However, this is not a big issue for researchers to explore his vast scholarly treasures especially his most popular manuscript, alMuqaddimah. Based on literature and research, Ibn Khaldun always related education and teaching to makrifah (knowledge) and idrāk (knowing nature) in his discussion (Ibn Khaldun, 1958). According to Ibn Khaldun, education is imparted simultaneously with makrifah, man’s natural character or habit. A person learns various types of makrifah from his surroundings and adds new makrifah (Ibn Khaldun, 1958). This would lead to an exchange of makrifah

Ibn Khaldun believed that education and teaching incorporates knowledge and akhlak (Ibn Khaldun, 1958). In other words, educational activities not only focus on acquiring knowledge ( cognitive aspect) but also aim at moulding and building akhlak ( affective and psychomotor aspects). Man acquires knowledge, values and commendable behaviours through teaching and education, either direct interactions or daily practices such as imitating their teachers’ characters and actions (Gamal Abdul Nasir Zakaria, Dr., 2003). In addition, Ibn Khaldun explained that education includes growth and development (alNasy’ah dan al-Tansy’iah) (Ibn Khaldūn, 1958). This refers to education as a process of students’ selfdevelopment which occurs in stages according to their appropriate levels and abilities (Gamal Abdul Nasir Zakaria, Dr., 2003). In the first stage, the teacher will give the cause of the problem to the students and introduce the problem briefly. The 179

teacher will then observe the students’ abilities and readiness in comprehending the given material. Students will understand the problem better even though their comprehension of the knowledge is not comprehensive ((juz’iyyah) and weak. In the following stage, the teacher presents the same lesson with sufficient and quite detailed explanations. The teacher explains the lesson extensively in the third stage. The outcome showed that students were able to master the lesson in stages without much difficulty (Ibn Khaldūn, 1958). This educational concept is in accordance with Imam al-Ghazali’s notion which encourages teachers to educate students based on their capabilities (Gamal Abdul Nasir Zakaria, Dr., 2003). Ibn Khaldun also felt that education is a process of development (al-Tahzīb) (Ibn Khaldūn, 1958). His statement can be seen from this al-rihlah fī al-talab al-ilm or a journey in searching knowledge. Ibn Khaldun stressed that education encompasses developing values, self-cleansing from negative behaviours and substituting them with admirable behaviours (Ibn Khaldūn, 1958). Thus, we can conclude that Ibn Khaldun’s educational concept revolves around the outcome of the education process as well as the principles of education or knowledge acquired. This thought facilitates man to improve his personality towards a better and virtuous level (Gamal Abdul Nasir Zakaria, Dr., 2003) Ibn Khaldun’s comprehensive idea of education is aassociated with man’s competences (Gamal Abdul Nasir Zakaria, Dr., 2003). He believed that knowledge is very crucial in moulding one’s thought (Ibn Khaldūn, 1958). Man’s competency has a substantial mode in influencing him and providing additional intelligence. This intelligence instigates a person to readily grasp other competencies and stimulate his thought in obtaining knowledge or information and enhancing his rationale mind. Hence, man’s outstanding and excellent thinking is determined by his sound aptitude attained in the education system stipulated upon him (Ibn Khaldūn, 1958). It is undeniable that knowledge and competencies have a great influence on man’s intellect as the knowledge and capabilities acquired through learning process and experience affect one’s thought. We can see this in his actions and behaviours when he encounters new conditions in life. A student’s who has recently obtained knowledge and competency has a different quality of behaviours or actions than before (Ibn Khaldūn, 1958). Therefore, we have to admit the notion that the more knowledge and competencies acquired, it will be easier for an individual to attain other knowledge and competencies (Abdullah al-Amin


Na’mi, 1994). This facilitates his daily tasks in ensuring a better and civilised life. 2.1 John Dewey’s Educational Concepts

John Dewey has extensively debated educational concepts in his enourmous and renowned works 1. He has established pragmatic philosophy in his philosophical thoughts as well as educational concepts2. Dewey viewed that pragmatisme has a great influence on education. According to Dewey,.... philosophy may even be defined as the general theory of education. This is because education gives values to philosophy as educational needs have led to the emergence of philosophy since Greek era (John Dewey, 1957). Dewey regarded education as a tool to remove and relocate man from unknown web to a situation which can uplift man’s self-worth. In line with his statement, Dewey has defined education as the process of forming fundamental dispositions, intellectual and emotional forwards nature and fellow men. He also explained that education is a process of organising knowledge to assist man in acquiring more knowledge than his natural knowledge so that his life will be more secured and meaningful, and his knowledge level increased ( John Dewey, 1957). Though Dewey has not defined education in terms of terminology, he has seldom linked education to process and system of education which are the foundations of other definitions of education. In this research, the author will highlight some definitions of education which have been mentioned by Dewey in his writings: 2.2.1 Education is an advanced and progressive activity. One of the important points emphasised by Dewey in discussing educational concept is progressive education. This emerges from pragmatic thought for 1

John Dewey has produced a lot of works and writing on education. Almost all his works become references to educationists and researchers. Among his well-known work are My Pedagogy Creed, Washington D.C:Progressive Education Association, 1929, The Child and the Curriculum and the School and Society, Chicago:Phoenix, 1956, How We Think : A Restatement of the Relation of Reflective Thinking to the Education Process (Rev. ed.), Boston Heath (1910), 1933, Democracy and Education, New York: MacMillan,1916, dan Expirience and Education, New York: MacMillan,1936, The School and Society, Chicago : The University of Chicago Press, 1920 2 Dewey stated that his philosophy is not pragmatics but experimentalist. This can protect him from philosophical criticism about James who limits his evaluation on core analysis of certain conditions. Experiment will show whether an act will produce forecasted result. We are unable to yield valuable results and remain as an experience at this point. Please refer A.D.C Peterson (1987) Pendidikan Seratus Tahun, Abdullah Hassan (terj.), Kuala Lumpur : Dewan Bahasa dan Pustaka for further information.

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education which was developed by Dewey himself. Progressive education supports man’s experience as a basis to acquire knowledge. This education philosophy is related to perenialisme education philosophy as it focuses more on teachers’ authority in learning and teaching process. Since progressive education philosophy originates from pragmatic thoughts, it declines any view or idea based on knowledge or stagnant value of truth (Abdul Rahman Md. Aroff & Zakaria Kasa, 1987). They presume that philosophy is influenced by situations and conditions. Dewey was amazed at the way kids learn something especially the one that related to their daily activities at home. This can be seen from the comparison made between what they were told to do at home and what they learned at school; the students were bored during learning process (A.D.C Peterson, 1987). Thus, Dewey suggested learning activities and approaches should be up-to-date and interesting so that the students are motivated to learn. Progressive education generally focuses on contemporary world or recent society so that man can adapt with his environment and rebuild the environment for better life (Abdul Rahman Md. Aroff & Zakaria Kasa, 1987). It i vital to note that progressive education concepts inspired by Dewey has led to life-long learning, which was Dewey’s major contribution in education. According to Dewey, this important notion causes immense goal of obliterating obstacles at schools as they are the links between education and outside world (A.D.C Peterson, 1987). Despite lots of disputes among educationists on this notion, it did not hinder Dewey’s fame. 2.2.2 Education functions as social activity to carry out life continuity rather than merelylife preparation. Dewey considered educational activities conducted in schools as part and parcel of life itself rather than preparation to start one’s life (Musa bin Daia, 1973). In his book, The Social and the Society, Dewey stated that schools are not only places to acquire multiple knowledge but they are more than that. They are places for students to learn how to socialise and to prepare a balanced life according to their age development and talent (John Dewey, 1920). According to Dewey, schools and classrooms have to be microcosm of society. Thus, he requested schools to play their roles in conducting hands-on lessons such as carpentry, skill competency, projects and lessons that will enhance students’ efforts. These will result in creativity and invention which eventually build self-confidence (Musa bin Daia, 1973).


In illustrating his statement, Dewey cited the change in the American societal structure in 1899 where children were no longer shaving sheep, brushing and spinning fur and making candles for household uses. He, therefore, was optimistic that the collective and productive efforts should be carried out in schools. Since family has not introduced the kids to an industrious living, schools have to take over this role (A.D.C Peterson, 1987) so that the kids will experience the actual life and uphold their heritage from continuous extinction. One unexpected development of Dewey’s opinion which was written in his book, The School and Society is his book has intensified society’s confidence towards schools’ efforts in moulding students’ interest and providing training for their future life and responsibility towards the community ( Musa bin Daia, 1973). The book has a momentous impact and was reprinted in more than 13 languages worldwide. Besides, Dewey was allowed by the administration of University of Chicago to set up”Experimental School’, which was also known as ” Dewey’s School”. The school became Dewey’s platform to practice all his theories using his students as the sample to inculcate training and establish micro society which was equipped with solid experience to go through daily activities (Ibrahīm Zakaria, Dr (t.t.). The increased number of qualified youths who have attained a all-inclusive life in British and American schools has potrayed the impact of Dewey’s School activities and its contributions towards American society. Hence, Dewey’s efforts has been acknowledged and regarded as a paramount educational doctrine (John Dewey, 1920). 2.2.2

Education is a process of renewing continued experience. As a pioneer and student of pragmatic school for his educational thoughts, Dewey considered experience as a major means in achieving his goal (Sharifah Alwiah Alsagoff, 1984). The most suitable phrase to clarify this statement is... education as a proccess of renewal of the meaning of experience....with delivery either by older adults or formal education institutions (John Dewey, 1957). Maybe the simplest statement to describe this is learning through doing or learning while working. This theory illustrates to the students that they will learn better through experience. In explaining the meaning of experience, Dewey believed that experience is a peculiar combination of active and passive elements. The active experience refers to a trial or an experiment while passive experience denotes what is happening. When we encounter something, we will definitely react and this subsequently provides us the 181

consequences. When we do an action, we will get its effect which is considered as a strange blend. The relationship of these two phases of experience ( action and reaction) can measure the value and outcome of an experience ( John Dewey, 1957). To support his educational thought which was based on experience, Dewey regarded daily life as a starting point for his educational theory and philosophy. According to Dewey, typical experience of daily life is the only reality which man has and requires (Musa bin Daia, 1973). He was so influenced by the success of physical science in solving hands-on problems, giving explanations, forecasting and controlling man’s environment (Sharifah Alwiah Alsagoff, 1984). 2.2.4

Democracy and Education

According to Dewey, the most important matter in discussing education philosophy is the relationship between democracy and education. He developed and linked his educational philosophy and democracy in a very clear statement. To him, education is society or community functions; not individual. He also believed a complete society system comprises of various systems is democracy. Thus, appropriate education philosophy, system and process need to be developed (John Dewey, 1957). This idea was mentioned in his book, Democracy Conception in Education or democratic concept in education. Dewey constructed his education philosophy based on idealistic democracy required by the whole society. He outlined two significant matters which are stated in democratic system. Firstly, democracy is not only an inspiration and a dream that needs to be achieved by the whole community but more important than that is the recognition of relationship built together which can be attained in the society (John Dewey, 1957). This fact showed that every man has a right which its freedom is guaranteed and the respect of his own rights. In educational concept, every individual has a right to get equal education regardless of his or her gender, race or religion. It is important to highlight that relationship established is without taking into account of their differences, either in the students’ relationship or between students and their teacher who appreciate and respect each other ( Tri Prasetya, 1997). Secondly, democracy not only centers on individual’s freedom in voicing their ideas in the society but it also focuses on society’s behaviour that changes towards new situations developed from various relationships (John Dewey, 1920). In a democratic system which allows freedom of voice, a person has to use it freely until it distort others’ freedom and his own freedom. Society’s norms, procedures or values may indirectly


confine and manage an individual’s freedom. Thus, every democratic citizen will accept freedom restrictions voluntarily ( Tri Prasetya, 1997). In other words, citizens have to understand their responsibility as parts of a society in a democratic country and apply principles stated in it so that it leads to prosperity in the society. In educational concept, Dewey considered each individual is allowed to gain knowledge without any restraint and obstacle. With education, man will comprehend changes and numerous man’s habits. Due to Dewey’s increased influence and popularity, Muslim scholars including Malay-Muslim have adapted this widespread phrase ” education and democracy” and created a new term known as democracy of education. Then, a new meaning was given to the term based on public assumptions towards the meaning of democracy which is the blend of right equality and education. Hence, democratic education is equality in attaining education which is a sman’s right (Abdul Halim Mat Diah, 1989). 3. Research Methodology This research is an internal or library research whereby the author made a comparative study based on collected data. The data were gathered from original sources such as al-Mukadimah by Ibn Khaldun and Democracy and Education : An Introduction to the Philosophy of Education by John Dewey. Secondary sources like scientific studies and journal articles were used to substantiate and support the study. Later, the data were analysed comparatively. 4. Data Analysis

After discussing few ideas pertaining to educational concepts by two well-known figures, Ibn Khaldun and John Dewey, the author found out that Ibn Khaldun considered education as a process of delivering variety of knowledge to students. This consists of self-development process and value construction so that students get comprehensive development and good growth in physical and spiritual aspects towards better religion, community and country. The process has a strong association with formation of intelligence of reason. Accodring to Ibn Khaldun, one way to boost man’s intelligence of reason is through education. On that note, he discussed issues related to education and teaching based on his actual experience in several Islamic countries like Morrocco, Tunis, Andalus and Ifriqiyyah in one-third of his well-known book, alMuqaddimah. This was an unquestionable idea; which was not based on imagination and fantasy. 182

Besides that, Ibn Khaldun stated that food, setting, weather and environment affect one’s development of intelligence. He illustrated this by citing that people in the East are more skillful than Morrocan society. This advantage lies on the additional intelligence acquired through cultural influences.


On the other hand, John Dewey’s educational concept is societal-based, democratic and practical (Musa bin Daia, 1973). He believed education is the only method or way to develop and reform society. Education is closely related to schools as they are part of actual life and extension of family life (John Dewey, 1897). He further stressed that children go to schools to execute their compulsory social responsibilities as members of the society (Musa bin Daia, 1973). His educational concept is democratic as he believed education process in schools has to ensure every student has an opportunity to exit from the chains of social norms which divide them based on skin colours, race, religion, politics and nationality ( John Dewey, 1897). In other words, Dewey did not confine democracy to politics and administration but it also persists in educational ideas. His educational concepts are practical as he emphasised on learning by doing in the learning and teaching process (Musa bin Daia, 1973). He did not only develop and teach theories to his students but he also implemented them in experiment and practice. 5. Conclusion The findings of this study showed that Ibn Khaldun’s educational concepts are originated from Islam. The concepts were based on Al-Quran, Hadith and power of reasoning whereby he concentrates on the effects of education in this world and the Hereafter. He, therefore, believed every one should be equipped with adequate knowledge and education so he can be successful in both worlds. To him, our life in this world is strongly associated to our life in the Hereafter. On the contrary, John Dewey promoted pragmatic educational concepts which disconnect worldly and hereafter matters. Intelligence assessment dictates whether it is valuable or acceptable without referring to nas and naqli reasonings. His ideas were based on sets of experiences. He considered education is important when it brings explicit benefits to man’s life in this world. Thus, man needs to be provided with appropriate life knowledge to ensure his survival in this world.

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References Abdul Fatah Hasan, Dato’ (2003), Pengenalan Falsafah Pendidikan, C.2. Pahang PTS : Publications & Distributor Sdn. Bhd. Abdul Halim Mat Diah (1989) Islam dan Demokrasi Pendidikan, Kuala Lumpur: Angkatan Belia Islam Malaysia Abdullah al-Amin Na’mi (1994) Kaedah dan Teknik Pengajaran Menurut Ibn Khadun dan al-Qabisi, Mohd Romzi Omar (terj.) Kuala Lumpur : Dewan Bahasa dan Pustaka Abdul Rahman Md. Aroff & Zakaria Kasa (1987), Falsafah dan Konsep Pendidikan, Petaling Jaya : Penerbit Fajar Bakti A.D.C Peterson (1987) Pendidikan Seratus Tahun, Abdullah Hassan (terj.), Kuala Lumpur : Dewan Bahasa dan Pustaka Gamal Abdul Nasir Zakaria, Dr. (2003), PrinsipPrinsip Pendidikan Islam, Pahang : Publications & Distributor Sdn Ibrahīm Zakaria, Dr (t.t.), Dirasāt fi al-Falsafah alMa‘ās$arah, al-Fujjālah : Maktabah Misr


John Dewey (1897) My Pedagogic Creed in The School Journal, Volume LIV, Number 3 (January 16, 1897) John Dewey (1920), The School and Society, Chicago : University of Chicago Press John Dewey(1957), Democracy and Education : An Introduction to the Philosophy of Education, New York : The MacMillan Company Musa bin Daia (1973), Sejarah Perkembangan Pendidikan dan Persekolahan, C.2. Kota Bharu: Pustaka Aman Press Sharifah Alwiah Alsagoff (1984), Falsafah Pendidikan, Selangor : Heinemann Educational Books (Asia) Ltd The Encyclopædia Britannica Vol.9 (1876), New York: Charles Scribner's Sons Tri Prasetya (1997), Falsafah Pendidikan, Maman Abd Djaliel (ed.), Bandung : Pustaka Setia

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HAMKA’S INTERPRETATION METODOLOGY IN EDUCATION AND MUAMALAT WITH SPECIAL REFERENCE TO TAFSIR AL-AZHAR JUZUK AMMA Muhammad Yusri Yusof @ Salleh 1, a, Faridah Yahaya2, Paiz Hassan, Mohd Zahirwan Halim Zainal Abidin, Abd Munir Mohamed Noh, Ahmad Rozaini Ali Hassan & Muhd Imran Abd Razak 1

Akademi Pengajian Islam Kontemporari (ACIS), Universiti Teknologi MARA, Kampus Seri Iskandar 32610 Seri Iskandar, Perak, Malaysia a [email protected] 2

Akademi Pengajian Bahasa (APB), Universiti Teknologi MARA, Kampus Seri Iskandar 32610 Seri Iskandar, Perak, Malaysia Abstract Tafsir al-Azhar was a masterpiece of Buya Haji Abdul Malik Karim Amrullah (Hamka). It was a compilation of Hamka’s series of lectures delivered at Masjid al-Azhar, Kebayoran Baru Jakarta from 1959. The uniqueness of Tafsir al-Azhar was his way of thinking and writing style with regards to issues raised on education and muamalat. This study aims to study the thought of Buya Hamka in response on issues raised in education and muamalat in Tafsir al-Azhar especially in Juz Amma.This is a qualitative study that takes on library research and interviews as research instruments. Library research is done by collecting data on previous studies concerning the thoughts of Buya Hamka from printed media like journals, books and conference papers. Selected respondents are experts who have conducted research on Buya Hamka in Malaysia. They are interviewed to generate their perspectives on ideas, opinions, and experiences about the research topic. Text study is used to critically examine the thought of Buya Hamka in educational and muamalat issues. This study provides new values to the body of knowledge especially in the thoughts of Buya Haji Abdul Malik Karim Amrullah (HAMKA). It also attempts to highlight his thoughts in educational and muamalat issues in Tafsir al-Azhar. Keywords: Tafsir al-Azhar, Hamka, Education, Muamalat, Juz Amma. religion and Arabic there. HAMKA had also followed Islamic teachings by famous scholars such 1. BIOGRAPHY OF HAMKA as Sheikh Ibrahim Musa, Sheikh Ahmad Rasyid, Sutan Mansur, R.M. Surjopranoto and Ki Bagus Haji Abdul Malik Karim Amrullah or better Hadikusumo in the masjid. known as HAMKA (1908-1981), was born on February 17, 1908 in Sungai Batang, Maninjau, HAMKA had never learnt in a university. Minangkabau, West Sumatra (Majalah I, April 2008). However, Allah has given him great intelligence. His father, Sheikh Ab. Karim Amarullah or better The most influential person in his leadership was his known as Hj. Rasul was a devoted Muslim during brother-in-law, Buya Ahmad Rashid Sutan Mansur. Dutch colonialism. He was firm and steadfast in HAMKA started working as a religious teacher in defending Islamic faith and was daring enough to go 1927 at Tebing Tinggi Plantations, Medan and against the Dutch colonials. He loathed the teachings continued with the same profession in Padang of Communism that also fought against the Dutch Panjang in 1929. At the age of 30, he was appointed just then (Kairuddin, 2016). Muhammadiyah Tabligh School’s mudir in Padang Panjang. The school was later renamed Kulliyatul At seven, HAMKA studied at a primary Mubalighin and Mubalighat. These institutions had school in his village. He learnt to recite the Qur'an produced leaders, lecturers, judges and professionals from his father in the evening. HAMKA received who filled Indonesian civil post after independence primary education at Maninjau Primary School until (Majalah i, April 2008). second grade. In 1918, when he was 10 years old, his father built Sumatra Thawalib in Padang Panjang (H. In 1950, HAMKA started his career as an Rusydi Hamka, 2002). HAMKA learnt Islamic officer in Kementerian Agama (the Ministry of 185

Religious Affairs) and he was assigned to teach in several Islamic institutions such as the Islamic University of Indonesia (UMI) (H. Rusydi Hamka, 2002). He was then appointed as the Dean of Universiti Islam, Jakarta and Universiti Muhammadiyah, Padang Panjang. He served there from 1957 to 1958. Next, he was appointed as the Rector of Universiti Islam, Jakarta and as a Professor in Universiti Mustopo, Jakarta. Menteri Agama Indonesia (Indonesian Religious Minister) appointed him to be a Pegawai Tinggi Agama from 1951 to 1960. He, however resigned from the post when President Sukarno requested him to choose between being a civil servant or be politically active in Majlis Syura Muslimin Indonesia (Masyumi). HAMKA was also active in Islamic movements through the Muhammadiyah organisation. He adhered to Muhammadiyah’s principle to fight against superstitions, heresy, and deviations in ‘tarekat’ and ‘kebatinan’ in Padang Panjang starting from 1925. He led Muhammadiyah’s branch in Padang Panjang starting from 1928. In 1929, HAMKA set up Muhammadiyah missionary training centre and became the Senior Manager of Padang Panjang Division. In 1930, he attended the 20th Muhammadiyah Congress in Yogjakarta (H. Rusydi Hamka, 2002). In 1931, he was selected to be Muhammadiyah’s missionary in Makassar. Then he was elected as Ketua (chairman) Majlis Pimpinan Muhammadiyah in West Sumatra by Konferensi Muhammadiyah Sumatera Barat replacing S.Y. Sutan Mangkuto in 1946. He reorganised the development of the 31st Muhammadiyah Congress in Yogyakarta in 1950. In 1953, HAMKA was elected as Anggota Pimpinan Pusat Muhammadiyah. In 1971 he was chosen as Penasihat Pimpinan Pusat Muhammadiyah. HAMKA also held the position of Pengerusi Majlis Ulama Indonesia (MUI) established in 1975. It was in charge of maintaining the faith of the Muslims and safeguarding the government's aspirations as long as it did not conflict with Islamic law (Majalah i April 2008: 41). He was appointed Chairman of MUI on July 26, 1977 by the Minister of Religious Affairs, Prof. Dr. Mukti Ali. However, he later resigned in 1981 because the Indonesian government disregarded his advice. HAMKA's political activities began in 1925 when he was a member of Sarekat Islam political party. In 1945, he assisted in opposing the efforts of the Dutch to return to Indonesia. He disputed these efforts through speeches and participation in guerrilla activities in the forest in Medan. In 1947, HAMKA was appointed the Chairman of Barisan


Pertahanan Nasional, Indonesia. He became a Committee member in Masyumi and a major speaker in 1955 General Election. Masyumi was later banned by the Indonesian government in 1960. From 1964 to 1966, Hamka was imprisoned by President Sukarno for being pro-Malaysia. He was also accused of being involved in the conspiracy to overthrow the president. During his imprisonment, he started authoring Tafsir al-Azhar which was his greatest scientific work. After his release, HAMKA was appointed as a member of several bodies like Badan Musyawarah Kebajikan Nasional, Indonesia, Majlis Perjalanan Haji Indonesia and Lembaga Kebudayaan Nasional, Indonesia.

HAMKA was a true scholar with great charisma and a profound interpreter too. He wrote hundreds of books and thousands of articles. He was also a talented poet and orator. People looked forward to his talks and advice. In addition he was a lecturer and custom leader for the Minangkabau people (Majalah i April 2008: 41). He was also an expert in various fields of science such as philosophy, literature, history, sociology and Islamic and Western politics. With his extraordinary Arabic skills, he was able to investigate the work of great scholars and poets in the Middle East such as Zaki Mubarak, Jurai Zaidan, Abbas al-Aqqad, Mustafa alManfaluti and Hussain Haikal. Through Arabic, he studied the works of French, English and German scholars like Albert Camus, William James, Sigmund Freud, Arnold Toynbee, Jean Paul Sartre, Karl Marx and Pierre Loti. HAMKA was also a keen reader. He had exchanged ideas with famous Jakarta figures such as Host Tjokroaminoto, Raden Mas Surjopranoto, Haji Fachrudin, Ar Sutan Mansur and Ki Bagus Hadikusumo while perfecting his talents to become a great orator. HAMKA was also a journalist, author, editor and publisher. Since 1920s, Hamka had been a journalist for several newspapers such as Pelita Andalas, Seruan Islam, Bintang Islam dan Seruan Muhammadiyah. In 1928, he became editor of Kemajuan Masyarakat magazine. In 1932, he became an editor and published al-Mahdi magazine in Makasar. Hamka was also the editor of the magazines Pedoman Masyarakat, Panji Masyarakat dan Gema Islam. His works covered the fields of religion, literature, culture, philosophy and interpretation. HAMKA had produced Islamic scientific and creative works such as novels and short stories. His greatest scientific work was Tafsir al-Azhar. His novels Tenggelamnya Kapal Van Der Wijck, Di Bawah Lindungan Kaabah dan Merantau ke Deli received public attention and had become literary 186

textbooks in Malaysia and Singapore. His other great works were Kepentingan Melakukan Tabligh (1929), Di Dalam Lembah Kehidupan (1939), Tasawuf Moden (1939), Islam Dan Demokrasi (1946), Mengembara Di Lembah Nil (1950) dan Di Tepi Sungai Dajlah (1950). In the field of history, he authored Sejarah Umat Islam in 1938 and it had become the source of reference in the archipelago. In addition, he produced Sejarah Islam Di Sumatera (1953), Dari Perbendaharaan Lama (1963) and Ringkasan Tarikh Umat Islam (1929) which was about the history of the Prophet Muhammad S.A.W., Khulafa 'al-Rashidin, the Umayyad and the Abbasids (H. Rusydi Hamka 2002: 384-388). HAMKA had received several awards at the national and international levels such as the Doktor Honoris Causa or Ustaz Fakhriyah in Arabic from al-Azhar University in 1958 by conveying a talk entitled " Pengaruh Muhammad Abduh Di Indonesia" (the Influece of Muhammad Abduh in Indonesia). He also received Doctor Honoris Causa from Universiti Kebangsaan Malaysia in 1974 and obtained the title of Datuk Indono and Pengeran Wiroguno from the Indonesian government. HAMKA passed away on Friday, July 24, 1981 at the age of 73 years 5 months (H. Rusydi Hamka 2002: 268). 2.

LITERATURE REVIEW

HAMKA was a distinguished scholar and writer who had greatly influenced the society in Indonesia, Malaysia, Brunei, Singapore and Thailand. His novel writings were still studied in masjid and musolla. Studies on various aspects of his life and thinkings are carried out by researchers in the archipelago. Nevertheless, throughout the literature study, only a handful of literature related to the methodology on HAMKA’s interpretation was done particularly in the field of education related to muamalat. The study conducted by Muhammad Yusry Affandy (2012) revolved around the meaning of piety found only in surah al-Baqarah. The study conducted by Wan Helmy (2015) also related to HAMKA's view on the embryological verses in his interpretation. The study conducted by Ulfah (2011) only revolved around HAMKA’s thinking on the concept of Sufi. The study on sufi issues was also carried out by Khairudin (2016) specializing in HAMKA’s thinking on Sufi. Fatimah (2011) only specialised in the interpretation of HAMKA related to simplicity. Based on the literature review, it was found that there was no more writing on HAMKA’s methodology in the interpretation that specialised in daily verses related to education and muamalat.


3. HAMKA’S METHODOLOGY IN EDUCATION AND MUAMALAT WHEN INTERPRETING THE JUZUK OF AMMA HAMKA was a very prolific scholar and he was very concerned with current issues. This paper will examine HAMKA's thinking in interpreting the Qur'an and associating it with education and muamalat issues that arose in his days. His policy as an interpreter of the Qur'an, a linguist and community expert was very sophisticated when he linked his interpretation with examples during his era from various fields. Basically HAMKA used a combined interpretation approach using the Qur'anic verses and hadiths. Sometimes readers were presented with glimpses of Indonesia's history, world history, ‘sirah’ nabawiyyah, social problems and with poetic language style that could educate the souls. This study focuses on HAMKA’s methodology in interpreting the Qur'an apart from using the Quran and al-Hadith. 3.1 Comparing Verses of Quran With Daily Human Experience Amazingly HAMKA was an interpreter with the ability to interpret the Qur'an using practical examples that occurred in his community. When interpreting verse 13, surah al-Naba in relation to the creation of the sun, HAMKA compared and used a lamp as an example. ‘Pelita’ or oil lamp was usually used by the Malay community then. Now, a lamp is used to illuminate the darkness of the night. In his interpretation, HAMKA explained (HAMKA, 1981): The brightest lamp, the one and only, that is the sun has emitted a glowing light, so that we know how bright the light is, even though we have replaced the space with our millions of lamps, these lamps can never replace the bright sunshine ... ' 3.2 Educating Humans to Continually Think HAMKA called readers to think and observe each of the Qur'anic instructions when in interpreting the verses in the Qur'an. According to Hamka that was why the first verse was related to reading and thinking. He stated that surah al- Naba is rich with many questions that needed critical answers through the minds provided by Allah SWT. This was proven when he interpreted verses 6 to 16, Surah al-Naba saying that (HAMKA, 1981): 187


“the ten verses from verses 6 to 16 revealed to us how Allah SWT educated and led people to be mindwrenching. The verses directed them not to be confined within narrow bounds of their mind. This was because limited thinking of the mind would inhibit them from knowing which way to go. Contually thinking would open the path for them to meet the answers to the big questions asked.” 3.3 Interpreting the Qur'an Using Current Sports Instances When discussing the meaning of the word 'taghiin' in surah al-Naba 'verse 22, HAMKA defined it to mean people who did not want to follow the rules set by the Quran and al-Sunnah. In daily life, believers would hold fast to the Book of Allah that is the Qur'an. However, the transgressors would use their instinct in their daily life. HAMKA described them as football players who in principle should comply with football rules. But this group played football ignoring the set rules. This could be seen in his writing (HAMKA, 1981): 'Like a person playing ball in the field with certain rules but for him the rules are not necessary. To him, the ball must go into the goal eventhough it has to be sent to the face of the goal with a gun in his right hand and the ball in his left hand. 3.4 The Use of Sufi Words The diversity of elements and styles in HAMKA’s writing qualified Tafsir al-Azhar to be referred to for lectures and private references. When interpreting verse 23 Abasa surah, HAMKA quoted the great suficient words of Muhammad Abu Madyan on how to expect Allah’s redemption. He quoted Abu Madyan's words in his interpretation (HAMKA, 1981): 'Do not expect the deeds you do will be rewarded by Allah SWT. The redemption for you is by the grace of Allah. Your charity is small compared to the great reward of Allah SWT'. 3.5 Signs of the Doomsday

HAMKA provided people’s real life examples to educate his readers. When describing the Doomsday, HAMKA stated that humans would no longer care about their beloved possessions. What mattered at that chaotic time was the attempt to save their own life. This was evidenced in his interpretation (HAMKA, 1981): 'just visualise the country facing a great war. People flee from their hometown for safety and from raids by the enemy. Domestic animals like chickens, cats, dogs, and goats are ignored. Everything was left behind and people flee from home just carrying a bundle of clothings ... ' 3.6 Inserting Local Knowledge Elements in His Interpretation When deciphering verse 5 surah al-Takwir on how Allah SWT would gather the beasts at a place on the Day of Judgment. HAMKA related his interpretation to the experience of the ancient people who were skillful and knowledgeable with the knowledge of the forest pertaining to behaviors of beasts. He said in the commentary (HAMKA, 1981): 'according to the people with experiences and knowledge about wildlife in the jungle, wild beasts such as lions, elephants, bears, tigers, deer, wild algae, giraffes, zebras, goats, ‘orang utan’ and others are very sharp in their intuition regaring the occurences of landslides or floods. These animals understand what is going on compared to humans who do not. So first they will flee to safety and without humans knowing about it ... ' 3.7 Modern History Storytelling When interpreting verse 25 Surah al-Naziat, Hamka narrated the nature of the ruthless ruler who was always worshipped and praised by his people. He also debated that a fair ruler would not abuse his power because he realized that it was Allah SWT who bestowed him to a higher prestige. On the day, the ruler ascended the throne, people worshipped him and people would condemn and blasphemehim the day he was ousted from the throne. He inserted the story of Napoleon Bonaparte in his Tafsir (HAMKA, 1981): 188


'When the famous Napoleon stood on the tribunal of honour, the French welcomed his victory. People flocked together and devotedly praising the king. Then the minister stood up and say: ‘Your Majesty! Look at how great your people’s love towards you! Napoleon responded with a cynical smile, 'For now they praise me as high as the sky because I am in power. When I fall, they will also condemn me to the crust of the earth!. They will praise the one who expels me. " CONCLUSION While analysing HAMKA’s methodology of interpreting al-Quran especially when he discussed the issue of education and muamalat that took place in his era, HAMKA gave his priority to the Quranic verses and hadith related to themes. Then only he incorporated creative elements related to science and technology, modern history, Indonesian history, astronomy and so on. This paper is considered basic due to time constraint and limited writing. For future research, interested researchers are recommended to focus on Hamka's writing related to science and technology as well as astronomy. REFERENCES

Muhammad Yusry Affandy, Md. Isa (2012) Metodologi Hamka Dalam Pentafsiran Al-Quran: Tumpuan Khusus pada Ayat-Ayat yang Mengandungi Kalimah Pengertian Takwa di Dalam Surah Al-Baqarah, Tafsir Al-Azhar. Masters thesis. Universiti Utara Malaysia. Wan Ahmad, Wan Helmy Shahriman and Syed Bidin, Sharifah Norshah Bani and Mat Teh, Kamarul Shukri (2015) Pandangan HAMKA terhadap ayat-ayat embriologi dalam tafsir al-Azhar In: 1st International Islamic Heritage Conference (ISHEC). 1112 November 2015, Hotel Mahkota, Melaka. Ulfah, Novi Maria. (2011) Etika dalam kehidupan moden: studi pemikiran sufistik hamka. Esoterik: Jurnal Akhlak dan Tasauf, 2, 5862. http://dx.doi.org/10.21043/esoterik.v2i1.189 6. Fatimah Abdullah. (2011) Hamka’s concept of moderation: an analysis. Esoterik: Journal of Islam in Asia, 2, 62-72. Khairudin Aljunied (2016) Reorienting sufism:hamka and Islamic mysticism in malay world. Indonesia, 101, 67-84. http://dx.doi.org/10.1353/ind.2016.0012.

H. Rusydi Hamka (2002). Hamka Pujangga Islam. Shah Alam: Pustaka Dini Sdn.Bhd. Irfan

Hamka (2002). Hamka Pendekar Terbilang. Shah Alam: Pustaka Dini Sdn.Bhd.

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A Sociolinguistic Analysis of Swearing in The Raid Movie Yenny Obsi Satra, Rizky Fadila, Boy Canser Tarigan, Lisna Afriana Siburian, Poltak Marisi Hasibuan University of Sumatera Utara Abstract This study was aimed at examining and classifying the types of swear words and the reasons why they were used in the movie conversation. This study was conducted by descriptive qualitative method. The data used in this study was the movie transcript. The data were identified, analyzed and categorized by the theory of Anderson and Trudgill (in Prawinanto, A.: 2016), that there are four types of swearing; expletive, abusive, humorous, and auxiliary swearing and were collected by the theory of Miles and Huberman (2014). The researchers find that there are 69 swear words used in the dialogue of The Raid 2 which is dominated by the swear word of ‘fuck’, (2) psychological, social and linguistic motives were the reasons of using swear words in the movie. Keywords: Sociolinguistics, Swear Word, movie.

1. Introduction

I. Dismay: ‘Fuck it’!

Humberset H., S. (2013) mentioned in his thesis, Swearwords and attitude change: A sociolinguistic study, that one major difference between humans and animals is the ability of advanced communication. With thousands of languages being developed throughout the history of mankind, humans are equipped with a large arsenal of words, to which we assign meaning. Some words express affection, some express greetings and goodbyes, some represent colours, items and objects, and others are more suited in certain situations where professionalism and formality is required. Although seemingly highly used, one group is often not talked about; the swearwords. These durable words, whether they act as adjectives, verbs, nouns, adverbs, interjections, because they are so flexible, have an exceptional ability to express a multitude of feelings, usually on the negative side of the spectrum. Spawned from what society sees as taboo, whether it is from regulations or behaviours, these words thrive on the unacceptable. Although high moral powers have fought against these words prolifically for centuries, most of them are still alive and in a healthy condition. Some have even prospered and evolved into great semantic organisms. The word fuck, for instance, has grown into 170 reported varieties, everything from I guaranfuckingtee you to I don’t give a flying fuck (Sheidlower in Humberset H., S.: 2013). However, other words have become so taboo today that you may be forced to resign from your position or face criminal charges (or other types of sanctions) if you use them publically.

II. Inquiry: ‘Who the fuck does she think she is?’

Swearing is a fascinating phenomenon. A good example of this is According to Leigh & Lepine (in Humberset H., S.: 2013) the word fuck can be used in 20 different settings. Some of them are as follows:

Swear word may be used as a marker of friendship which is used as a speech joke, ridicule among their peers, perhaps also used as a term that indicates a sense of love. (Karjalainen in Rinaldi, R. : 2016). 190

III. Disbelief: ‘Unfuckingbelievable!’ IV. Retaliation: ‘Shove it up your fucking ass’ V. Surprise: ‘Fuck me!’ VI. Dissatisfaction: ‘I don’t like what the fuck is going on here’ VII. Greetings: ‘How the fuck are you?’ VIII. Hostility: ‘I’m going to smash your fucking face in’ This illustrates the semantic strength of certain swearwords. The list put forth here may be one of the many indications that there has been an actual increase in the use of swearing of late. Alternatively, it showcases wordplay and semantic creativity. A swear word is a word or phrase that's generally considered blasphemous, obscene, vulgar, or otherwise offensive. Also known as swearing, bad word, obscene word, dirty word, and four-letter word. "Swear words serve many different functions in different social contexts," notes Janet Holmes. "They may express annoyance, aggression and insult, for instance, or they may express solidarity and friendliness" (An Introduction to Sociolinguistics in Nordquist, R: 2017).

In this research, the researchers are going to analyze the swear words used in the dialogue of The Raid 2: Berandal in order to know the types of swear words used by each character and to know the reasons why they use the swear words. 2. Literature Review Swearing is generally regarded as offensive. Thus, we have incorporated and learnt how to use care when uttering taboo words. The importance of this, Jay (in Humberset, H.: 2013) believes that ‘while curse words can be differentiated from non-curse words through a social-historical analysis, an act of cursing cannot be understood without considering simultaneously all three of the dimensions underlying human behaviour’ (Jay 1999). In an attempt to get a better grasp of the choices we make when we opt to swear or not to swear, the aforementioned interdependent systems will be presented. Humberset H., S. (2013) mentioned the individual works of psycholinguists Jay (1999), Pinker (2007) and Ibid who have taken a keen interest in investigating what neurological, psychological sociocultural systems are at work when we swear, as follows: 2.1 The Neurological system Our language can be divided into two extremes either propositional speech or nonpropositional speech, with conventional speech somewhere in the middle. Propositional speech is when our speech is ‘novel and creative’ (Jay 1999: 33), while non-propositional speech is ‘automatic, reflexive, and non-creative’ (ibid: 33). In other words, the more we think about what we say, the more propositional it is, while the less controlled our speech is, the more nonpropositional it is. An example of non-propositional speech could be when we spontaneously shout out something after getting physically hurt. Or in swearing terms, if we go around thinking about how to insult a person with a swearword, or are constructing a joke that includes a swearword, it is propositional, while it is non-propositional if we say an expletive with little time to think about it. It is widely believed among neuroscientists that the left hemisphere holds the key to ‘many language functions like calculation, analytic thinking, and verbal reasoning’ (ibid: 35) while ‘emotional speech, visualization, musical abilities, spatial reasoning, and holistic processing predominate in the right hemisphere’ (ibid: 35). After numerous scientific studies of brain damages, the current belief among scientists is that non-propositional speech is heavily reliant on the right hemisphere (ibid: 37-43).


This is further backed up by Pinker who states that taboo words are emotionally coloured as they are ‘spread across connections between the neocortex and the limbic system, especially in the right hemisphere’ (Pinker 2007: 2). This leads to the emotional aspect of language. Jay argues that swearwords ‘are unique in their ability to express our strongest emotions’ and that ‘opposed to noncurse words, curses gain their power through the need to inhibit them; therefore breaking the inhibition or taboo in order to say cursewords is understood as occurring when the speaker is in an emotional state’ (Jay 1999: 51-52). Thus, one could say that uttering a string of swearwords, when in a strong emotional state, would be regarded as more acceptable than saying a swearword out of the blue. Such emotional states could be everything from being angry, upset, shocked or happy. If I was walking down the street and observed a car ramming into a pedestrian, it would not be unthinkable if I shouted out an expletive such as ‘oh shit!’ automatically, or propositionally, as mentioned above. Jay has researched the mental condition that users are in when they swear. The results showed that swearing when angry or frustrated occurred in the majority of cases: In a summer camp for children, 64% of the swearing was used to express anger or frustration, while in nursing homes and mental health facilities swearing as a way to express anger occurred two thirds of the times (Jay 1999:56). 2.2 The psychological system

In a continuing effort to identify the various systems that are fundamental in understanding why we curse, it is advisable to consider the psychological system. In this system there are several factors underlying swearing that will be emphasised in the following paragraphs. These are children’s language acquisition, personality factors (such as religion, sex etc.), swearing habits and the sexual lexicon. Children become acquainted with swearwords surprisingly early. Some researchers report that this occurs as early as at the age of one. Evidence suggests that children attach swearwords to their vocabulary at the point of hearing them (Jay 1999: 82), which could explain why ‘Sir Thomas Elyot advised in The Boke of the Governour (1531) that the children of a gentleman should be brought up exclusively by clean-spoken women and that men should not be allowed in the nursery (I xxvi)’ (Hughes 2006: 74). As children grow up they learn the effects of swearing either in an undesirable or desirable way: ‘The tendency to curse [can be strengthened] if cursing leads to rewarding consequences; the tendency to curse will be weakened if speakers are punished for cursing’ (Jay 191

1999: 84). When observing the cause and effects of swearing, they practically learn the ‘functional utility or the power of cursing’ (Jay 1999: 84).

2.3. Types of Swear Words Anderson and Trudgill (in Prawinanto, A.: 2016) mentions that there are four types of swearing, they are: 2.3.1. Expletive Swearing Expletive swearing is not directed to other people. It is used to express personal emotions, such as anger, shock, and frustration. Besides, it can also be expressed the emotion of joy and sorrow. Expletive swearing actually does not have specific meaning. Some examples in expletive swearing are Fuck! Hell! Shit! And Goddamn it! 2.3.2. Abusive Swearing Abusive swearing is directed towards others. This type of swearing includes name calling and other cursing expressions that are offensive and causing insult. The function is to attack the addressee verbally. For examples: You lucky bastard!, You are an asshole!, and Go to the fucking hell! 2.3.3. Humorous Swearing This kind of swearing is directed towards others, but it is not abusive. It tends to be idiomatic, playful, humorous, and not serious rather than offensive. Besides, it does not insult others and is used to reduce the tension in certain condition. For example: Get your ass in gear!. 2.3.4. Auxiliary Swearing It is used to emphasize the intention through using some taboo words. In this case, the swear words are not addressed to other people or situations. Yet, auxiliary swearing is a way of speaking that is sometimes known as ‘lazy speaking’ and often or always non-emphatic. For examples: This fucking X! and The Bloody Y!.

3. Motives of Using Swear Words N O.

Anderson (in Purwanto, A.: 2016) classified three different motives for swearing: psychological motives, social motives, and linguistic motives. 3.1. Psychological Motives: deals with the expression of the speaker’s emotion, like anger, surprise, joy, and sorrow. For examples: Shit! When his/her knee accidentally kicks the table.

3.2. Social Motives: deals with the intents of the speaker to maintain or destruct his/her relationship with others, including an effort to show social identity, to amuse someone, to insult someone, etc. for examples: Black people may say Hey, nigga! To their Black friend to indicatethe strong relationship between them. 3.3. linguistic motives: deals with giving emphasize in something being talked about by employing swearwords. For example: what a fucking good show it is!

4. Research Method The data of this research is The Raid movie transcript. It is popular in Indonesian theatre since some of the characters are Indonesian. The Raid is an action movie and that is why it is common to find many swear words in the conversations. People used to be interested to watch an action movie. Those are the reasons of selecting this movie as the research data. The use of swearing words usually appears in the uptight circumstances, for example when there is a fight scene. The data were identified, analyzed and categorized by the theory of Anderson and Trudgill (in Prawinanto, A.: 2016) and were collected by the theory of Miles and Huberman (2014).

3. Results and Discussion By using the theory of swear words classification by Anderson and Trudgill, that they divide the swear words into four categories; expletives swearing, abusive swearing, humorous swearing and auxiliary swearing, the researchers find the result as follows:

DATA

Dialogue 1 2


Some fucking steps away. They got you pretty bad.

SW fucking Pretty bad

TYPES OF SWEAR WORD E A H A S B S U S S √ √

MOTIVES P S M M

L M √

√ 192


3 4 5 7 8

9 10 11 12

13 14 15 16 17 18 19 20 21 22 23 24 25 26 27

What the fuck?! No! What the fuck was that?! Dump him far away from here. you'll be gone. If you keep your mouth shut until everything is taken care of, I can protect you. In their eyes you're still a rookie for fuck's sake. Then sure as fuck we can weed out the rest of those crooked bastards. Shut your fucking mouth! You'll figure that out at some point. And when you do, maybe you'll show me a little more fucking respect.

Fuck Fuck Dump Gone Shut

You can't trust any of these fuckers.

Fuckers

Unless I want to wake up every morning with a broom up my ass. Who the fuck are you? Oh, yeah, who do I thank for the fucking three years I got?

Ass

Suck it up, don't fuck it up. Let's just say his father made it damn difficult to get you a pardon. Now take your fucking clothes off.

Fuck Damn

Take them off. You're gonna get me fucking killed. Yeah, well, he fucking checked me anyway. If I hadn't torn that shit out first, I'd have been burnt with it. No, I'm not disclosing that, and don't you dare trace this fucking call. These people are reckless, they don't have their shit together. Fuck this shit. Where the fuck did you find this guy? Let's shoot this thing, you fucking loser!

28

Just fuck that guy's asshole, you bitch!

29

This new enterprise of yours and the fact you sure as hell don't want some pig's knuckles

√ √

√ √ √ √ √

Fuck

√

√

√

Fuck Fuck fuck

Fuck Fuck

√

√

√

√

√ √

√

√

√

√

√

√ √

√ √ √

√ √

Fuck

√

√

Take off

√

√

Fuck

√

Fuck

√

Shit

√ √

Shit

√

√

√

√

√

Fuck Fuck

√

√

Fuck

Fuck

√

√

√ √

√ √

√

√ 193

rapping at your door, the price just went up.

30 31 32 33 34 35 36 37 38 39 40 41 42

43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58


Fuck, you don't drink, you won't sing. Hey, who the fuck are you calling skanks? Oh, yeah?! And who the fuck are you?

Fuck

√

√

Fuck

√

√

fuck

√

√

Fuck it, I'll sing, give me the mike. Just fucking sing! I'm tired of listening to you, skank! I'm paying you to either sing or fuck. Where's the fucking songbook? Don't fucking touch that! Don't you fucking dare! It's that she had the fucking nerve to think she was allowed to say it. It's my fucking time, Yuda. My father, he was a fucking road sweeper. Do you even realize that what you do is so fucking disgusting? But now you see white guys walking around in sandals drinking beer and fucking cheap skanks in the toilets like fucking animals. It's a fucking disgrace. We got people now who don't give a shit about back then. That doesn't mean shit to them. Can you believe that shit? After all this time, they fuck us like this? We have to respond. Hell, even the Chinese wanted his head. Where the fuck have you been? Look where it got you? It got you a fucking penthouse suite that I pay for.

Fuck

√

√

Fuck

√

√

Shut the fuck up! Who the fuck Go fuck yourself. - Did we get the okay? - Fuck the okay. Only a fool argues for the pride of a dead man. What the fuck is going on? Who the fuck made that call? We're all caught in a big fucking web. Yuda, where the fuck have you been? Get your ass to the office now and get Uco the fuck out.

Fuck

Fuck

√

fuck Fuck

√

√ √

fuck

√ √

√

Fuck

√ √

Fuck Shit

√

√ √

Shit Shit Fuck

√ √

√

√ √ √

√ √ √

Fuck Fuck

√ √

√ √

√

Fuck, fuck

√

√ √

Fool

√ √

√ √ √

√ √ √

Fuck Ass, fuck

√

√ √

Fuck

Fuck Fuck Fuck

√ √

√

Fuck fuck

Hell

√

√

√

√

√

√ √ 194


59

60

61 62 63 64 65 66 67 68 69

Listen to me-- Dad, please-Dad, listen. For what? Fuck! You say you're ashamed of me, well, I'm ashamed of you! What the fuck was that back there? Huh? Apologizing to those motherfuckers. What the fuck do I get? Shaking down junkies for bit change? You fucking traitor. Then why the fuck is he meeting Bejo? Bejo is a fucking nobody, take care of him now. It just grows right fucking back. Why the fuck didn't you tell me you had an undercover in there with Bangun? Hey, sidekick. They are more than capable of-Motherfucker.

From the data above, we can say that the swear word “fuck” emerges more frequently than others. 4. Conclusion Based on the analysis, the findings can be drawn to answer the research questions, the types of swear words used in the dialogue and the reasons or motives why they are used. The four types of swear words classified by Anderson and Trudgill are all used in the dialogue and the characters also use the three motives of using swear word in their dialogues. Among them, the characters tend to use the humorous swearing, that is, to be idiomatic, then they tend to use expletive swearing which is common in an action movie. Social motives dominate the reasons why the characters use the swearing words in their dialogues.

5. References Aditia, H. (2011). An Analysis of Taboo Word And Swear Word in Dustin Lee Abraham’s How High Movie. Jakarta: State Islamic University “Syarif Hidayatullah”. Ayu W., R. (2012). A Sociolinguistic Analysis Of Swearing in FROM PARIS WITH LOVE Movie. : Yogyakarta: Yogyakarta State University.

Fuck

√

√

√

Fuck

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√

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Motherfuckers

√

√

Fuck

√

√

Fuck Fuck

√

√ √

√

Fuck

√

√

Fuck Fuck

√

√ √

sidekick Motherfucker

√ √

√ √

Humberset H., S. Swearwords and attitude change: A sociolinguistic study. 2013: Bergen: University of Bergen. Prawinanto, A. The Sociolinguistic Analysis Of The Use Of Swear Words in The”Antologi Rasa” Novel Written By Ika Natassa. Yogyakarta: Sanata Dharma University. https://repository.usd.ac.id/3303/2/1112141 58_full.pdf Rinaldi, R. (2016). The Use of Swear Words FromDifferent Topics and Charcters. Medan: State University of Medan. Sadewo,

K. (2015). Swear Word Translation Strategies Analysis In Limitless’ Subtitle. Semarang: Universitas Dian Nuswantoro.

https://www.thoughtco.com/swear-word-term1691888 https://www.springfieldspringfield.co.uk/movie_scrip t.php?movie=the-raid-2-berandal https://www.researchgate.net/profile/Cliff_Goddard/p ublication/277935413_Swear_words_and_curse_wor ds_in_Australian_and_American_English_At_the_cr ossroads_of_pragmatics_semantics_and_sociolinguis tics/links/56624ef808ae4931cd5ca473/Swear-wordsand-curse-words-in-Australian-and-AmericanEnglish-At-the-crossroads-of-pragmatics-semanticsand-sociolinguistics.pdf

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NATURAL WAY OF MASTERING FOREIGN LANGUAGE (IMITATING CHILDREN’S LANGUAGE ACQUISITION) Nur’afifah Hasbi Nasution Potensi Utama University Email: [email protected] ABSTRACT Learning foreign language is not a big deal nowadays. Almost all schools set at least one foreign language to be taught. The courses are also found easily everywhere. The number of foreign language learner has increased rapidly as they tend to master the language for many reasons. The fact of globalization has affected the increase of foreign language learning. Finding good job, travelling-purpose, and making friend globally are some of the reasons. Instead of learning the language naturally, many learners focus on theory, such as memorizing vocabularies and studying grammar. They spend much time without any practice. After spending even many years, they realize that they cannot practice the language. Ironically, most of them hardly know anything about the language. This study analyzes the process of children’s language acquisition to be imitated by foreign language learner to master the language naturally. In fact, children acquire language by focusing on listening then speaking, followed by reading and writing. The study arranges the ways to master language naturally as children do for their mother tongue. Keywords: foreign language, language acquisition, children’s natural way. INTRODUCTION Learning foreign language is a common thing nowadays, where many people study it to win globalization era. In fact, learning foreign language always faces the problem of mastery. The difficulty always occurs in accordance with language use as a means of communication. It is especially in speaking ability as the ultimate proof of language mastery. Seliger (1977) in Gleason (1998:464) said that quantity of input is important in determining speed of second language acquisition. This can be related to paying special attention to language material. Motivation is an important thing in learning al language. It is considered that adult learners have more motivation than children. Actually, children have more motivation because they need a language to survive/to communicate with others. In the contrary, adult learners can survive with their mother tongue where they don’t need foreign language as children need their mother tongue. In fact, children’s mother tongue is foreign language for them at first. Furthermore, the process of their language acquisition can be imitated to master foreign language naturally. This study was conducted due to the difficulties found by foreign language learners to master the language, especially to have speaking skill on it. The problem occurs when the learning focuses on theories while mastering a language needs practice. For that reason, this study suggests to master foreign language naturally by imitating children’s language acquisition. This paper explains how children acquire their mother tongue in natural way. This study relates to children’s language

acquisition stages that show the process from the very basic. This paper is intended to show that the natural way of mastering a language is started by focusing on listening, followed by early speaking, repeating, and further speaking. Listening is considered as the way to customize one’s brain to the language. Another three skills are the application of what has been achieved through listening phase. Furthermore, the result of the study is expected to ease foreign language learners to master foreign language naturally. There are many studies on language acquisition, both on adult and children. Menyuk (1971:3) mentioned that the infant produces a number of sounds (grunts, cries, gasps, etc) because of his physiological state. It means that language production happens automatically as the result of receiving the language. Menyuk (1971:248) stated that a child acquires language because he learns that vocal behavior brings rewards, just as other animals learn that certain behaviors within their repertoire will bring them rewards. LANGUAGE ACQUISITION Almost everyone wants to master foreign language as it is considered as smart. It is especially English as international language that is used by the large number of people all over the globe. Then, what about a polyglot? They master many languages as it is a piece of cake. Theories always say that learning a language is so much easier for children as they have good memory. Native language or mother tongue is super easy for almost everyone. Every child acquires the language in natural way. They don’t even learn to master it; no study session there. Through playing, 196

gathering with parent and family, or listening to others. Motivation has an important role in connection with foreign language acquisition for adult. The importance of motivation is illustrated by the work of Gardner and Lambert as mentioned in Pavio (1981:304) which emphasized the role of specific language-related attitudes and motives. Adults’ and children’s motivation to learn foreign and native language is totally different. In this case, it is useful to know how children acquire their mother tongue to be imitated by us as an adult to master foreign language. The distraction we have in different from children is that we have our mother tongue already. It exists in our mind and dominates our brain. In the contrary, children have no language yet. Their brain is just like blank paper which is ready to copy the language they listen for the first time. They have extra free space to receive the language. But what we have as an adult is the awareness to learn foreign language. We have specific reason and goal to learn it. In short, we have motivation as it is a big deal for adult to do anything. Otherwise, it doesn’t mean that children have no motivation to acquire language. Whether it is known by them or not, they have to acquire their mother tongue to survive. They need the language as it is used to live the life. They acquire language without textbook, black board, pen, paper, dictionary, and all stuff like that. Even they can acquire it from uneducated parent, family and society. There is no discussion about grammar. The language in that case is functioned as communication tool. It is used to know what others say and to be known by others. In the contrary, adult learners start from learning grammar, memorizing vocabulary and so on. They can’t have conversation or build communication in the language. The fact that adult learners have their exist language which is their mother tongue result the lack of motivation. They don’t really need the foreign language to survive. That’s why building and strengthening motivation is crucial in learning foreign language. IMITATING CHILDREN’S WAY Early after their birth, children acquire language from listening. Speaking comes in the next step, followed by reading with special learning process, in the house or for more focus in the school. In the very top level, they learn writing in the next stage. It is not only writing as imitating the form of letter, but expressing idea through letters. The result is that there is a formula in how children acquire language. As it is formulated in a good way, we can imitate it to master foreign language in natural way as children do to their mother tongue.


We don’t have to start from the very basic material, such as numbers, colors, children’s songs, etc. Even children don’t start the language from those materials. In their early life, they have no power to choose and decide certain materials to listen. They cannot avoid people around them speaking about education, politics, economics, philosophy and other things. That’s why a child grown in certain environment will master the thing. According to that finding, we don’t have to avoid material about entertainment, graduation speech, agriculture or whatever that seems in high level. As the result of having certain people in around them, they consume whatever they hear. That’s why environment is crucial for them. They can acquire language in whatever environment and situation they live, but the kind/style even the quality of the language is totally different. A child who lives with educated family will acquire educated language as well. A child who lives with rude family will speak in rude way. A child who lives around uneducated people will grow and act as an uneducated person too. This fact leads us to choose the appropriate language material. 1. Easy Listening Listening is the basic skill in accordance with language. Without doing nothing, we can hear voice around us. If it is familiar to us, then we can understand it easily. Otherwise, we can be familiar to the sound that we listen occasionally. Children start acquiring a language through listening. In that case, they cannot choose what to hear since people around them decided it. Furthermore, since language is the way of thinking, different sound or variety of language results different character and intelligence to children. In addition, we don’t have to set special time to listen without doing anything. Just like children, we don’t really need the concentration while listening. Imitating them, we can do it while doing other activities. Just like them listening while playing, their brain will acquire the sound. Furthermore, they will gain the speaker’s way of thinking, the expression come along with the sound/word, and how others respond to the speaker. Imitating the way children acquire language through listening, we may listen to whatever we can hear. While listening, thinking process happens automatically without planning. We need nothing to hear but our ear; no pen nor paper. It is only allowing sound comes in our ear then letting it dominate our brain. The brain will be familiar to the sound heard occasionally and will recognize the previous sound. Fortunately as adult, we can choose and decide the thing to listen. It can be specific topic that benefits us or that is interesting to us.

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Do not even think about opening dictionary or memorizing the vocabulary while listening. The formula is, the more we listen to something, the more we accustomed to and master it. We can master whatever topic although we have no idea about it at all. Just like children who have even nothing in their mind. They are just like blank paper in mastering their mother tongue. 2. Early Speaking Speaking is the most important language skill since speaking is the most significant communication tool. Speaking ability is considered as the proof of language mastery. Having gained the language through listening, speaking is the time to use it. In the very basic speaking, it is not about two way communication with others, but saying word by word to oneself. After being accustomed to the language, children try to identify objects around them. In this stage, they have practical vocabularies which they focus only on familiar things that have relation to them. Imitating children’s way, adult learner can name the things around them in two ways. It can be done by sticking the name on the things or drawing certain place with the names of thing in it on the paper. What to do next is saying all the objects with in the target language. 3. Repeating This phase is the further listening level where children listen on purpose. It is proven by their ability to repeat what they heard. For that reason, adult learners need concentration to listen in this stage. It is not repeating a word but group of words that has meaning which is a sentence. Repeating phase deals with responding to what have been heard through imitation. In addition, children teach us that it is important to pay attention to speaker’s mouth to know how they make sound, how a letter and syllable comes out from their speech organ. Then, they can imitate the speakers more easily in a good way. Materials to repeat can be found from audio on internet, especially from Youtube channel which shares many topics in many different languages. 4. Further Speaking The last step is speaking for special purpose in order to be able to have conversation with others. It can be done through defining common objects in


terms of use, using simple time concepts, telling connected story about a picture, and seeing relationship. In this step, adult learner should have motivation to be able to communicate with others. It is because children in this step are struggling to master the language to surely involve in life.

CONCLUSION With reference to literature review and writer’s thought, it is concluded that children have different learning process as what we know in the school or another education center. Fortunately, adult learner can imitate the way children acquire their mother tongue naturally. In relation to the difference between children and adult, adult learner can choose and decide the appropriate material to consume. Therefore, the strategy is intended for adult to master foreign language naturally. Furthermore, it can have a great impact on language mastery since children’s way is the natural process of language acquisition. The natural strategy used by children to acquire their mother tongue focuses on listening in the first stage. Then they start to know vocabularies of objects around them. After that is the early speaking phase related to the previous vocabularies. Next, they tend to repeat long sentence after focused listening. The last step is further speaking in five different ways; defining common objects in term of use, using simple time concepts, telling connected story about a picture, seeing relationship, and carrying on conversation at rather advance level. The strategy is expected to be useful for foreign language learner to master the language in winning the globalization era. REFERENCES Clark, Eve V. 2003. First Language Acquisition. USA. Cambridge University Press. Gleason, Jean Berko and Nan Bernstein Ratner. 1998. Psycholinguistics. 2nd ed. Orlando. Harcourt Brace College Publishers. Katz, Jerrold J. 1966. The Philosophy of Language. New York. Harper & Row Publishers. Menyuk, Paula. 1971. The Acquisition and Development of Language. New Jersey. Prentice Hall Inc. Paivio, Allan and Ian Begg. 1981. Psychology of Language. New Jersey. Prentice Hall Inc.

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TEACHERS’ PERCEPTION ON USING REWARDS IN ELEMENTARY CLASSROOM Aminah Ari Fadhila, Betharia br. Sembiring Pandia, Indah Christiani Silitonga English Applied Linguistics Study Program Post Graduate Program Universitas Negeri Medan (UNIMED) Abstract: This study is set in three schools in Medan that apply rewards in elementary classroom. Drawing on qualitative descriptive method, including the open-ended questionnaires, it explores how are the teachers’ in using the rewards. The finding reveal that the rewards should be emphasized on the efforts that the students put to improve either their academic or behavioural achievement. However, some teachers state that the use of rewards should be applied consistently so that the students will be easily understand why and how they get it. Keywords : rewards, elementary classroom I.

Introduction Enouraging students to improve their academic ahievement and to have appropriate behaviour by giving them extrinsic motivation, or rewards, have been a debate among researhers (Cameron et.al, 2001). From the positive side of using reward, it is hoped to encourage students to achieve expected achievement and behaviour. This is supported by the social cognitive theory, Bandura (1986) who states that rewards have a role as positive reinforcement of self-efficacy. In addition, Skinner (1974) asserts that giving rewards to students is an example of positive reinforcement which is strengthening a behaviour by presenting a positive stimulus immediately after the behaviour has occurred. Through a research, Cameron et.al. (2005) asserts that rewards are even useful to encourage academic performance. However, not a few from the researchers even found that the rewards undermine the students’ intrinsic motivation. It is proven when the rewards were no longer be given, students tended to put less effort and even became indifferent (Akin-Little & Little ,2004). One example of implementing rewards can be seen in the report of Associated Press in Hoffman et.al (2009) , the use of rewards at schools, in this case is Georgia, can be seen through their cooperation with Pizza Hut’s Book It programme which since 1985 distributed more than 200 millions coupons to 50,000 schools for the students who achieve monthly reading goals. Hoffman et.al. (2009) states that the use of rewards to encourage performance goals may lead to maladaptive learning outcomes because the students focus on only obtaining the reward. In addition, Baranek (1996) has found that rewards lead the students to less learning and less creative. Despite the pro and cons, Hoffman et.al (2009) has concluded that there has been no

forthcoming resolution about this. The question of providing rewards to expected achievement or behaviour has been in a debate among educational research. Meanwhile, most educational research has rarely included the voices of teachers who apply this in the classroom (Hoffman et.al, 2009). Thus, this paper will present teachers’ view and use of rewards in their elementary classroom. The Problem of the Study The problem of the study are formulated as follows: 1. What are the teachers’ perspective of using rewards in the classroom? The Objective of the Study The objectives of the study are: 1. To describe the teachers’ perspective about the use of rewards. The Significances of the Study Theoretically, the findings of this research will contribute eitherr to strengthening or modifying the theory of positive reinforcement, especially when it is conducted under certain circumstances. Practically, the findings of this research will be useful for: 1. the teachers to have better horizon in using rewards in the classroom. 2. other researchers, as a reference for conducting further research in relation to giving rewards to students. II.

Review of Related Literature Rewards Reward is something that is given to someone because he or she likely displays the expected behaviour or task. In educational context, the use of rewards to reinforce positive behaviour (positive reinforcement) of students has been increasing, which is also an effective method of 199

improving behavioural standard among young learners (McCarthy, 2010). Positive reinforcement was first introduced by the behaviourist B.F. Skinner. He states that if a positive act is rewarded, they will repeat that action again. This is also affirmed by Harackiewicz (2000:16) who states that rewards can be effective means of controlling behavior. Positive reinforcement can be a reward for good behaviour, or simply positive words in the form of praise or encouragement. In addition, Osher et.al in Agle (2014) recommends threee strategies for teachers and schools to address challenging behaviour, they are: (1) teach students positive appropriate behaviour; (2) clearly define expectations; (3) reward and recognize students for their positive behaviour. Giving rewards to students has been researched which resulted positive and negative impact to students. Some authors stated that rewards as extrinsic reinforcer are beneficial and not harmful to students’ intrinsif motivation (Little et.al, 2004; Cameron et.al, 2001; Reiss, 2005; Langa 2014). Students even tend to display and even repeat the appropriate behaviour as opposed to the finding about undermining students’ intrinsic motivation. Deci (1971) states that rewards encourage the belief that certain tasks are not worth doing unless payment occurs. In other words, rewards are often see as an bribery act. However, according to McCarthy (2010), positive reinforcement should not be seen as an bribery act. This approach can even lead a student to the understanding of behaviour as a means to an end, whereas the reinforcement techniques, like giving rewards, can encourage good behaviour as the most important thing or which is valued for their goodness. Despite the positive and negative views about the use of rewards, teachers should be careful to use this. As to what Liang (2013) stated that it would be completely hasty to diminish rewards in a classroom. There must have better ways to make the rewards effective to reinforce poistive behaviour and engagement in learning. Types of Rewards According to Kaplan (2017) , rewards can be categorized into 3 forms, they are: preferred activities, social recognition, and tangibles rewards. The first, preferred activities refers to the reward that give students prvileges to do something special, for example: being a line leader, lunch helper, sitting next to teacher, picking a book for reading, etc. The second, social recognition is a reward which is given in the form of certificate, or pin, note, or even the students’ picture hung on the board. The third, tangible rewards are things given to students which is usually fancy stuffs for students, like stickers, tickets


(in which it also belongs to tocken economy), crayons, handstamps, etc. Relevant Studies There are several studies about using rewards in the classroom in order to get wider understanding for researcher and readers. Hoffmann et.al (2009) states that elementary teachers in three central North Carolina schools use preferred activities, tangible rewards, and verbal praises to their students. They dominantly use verbal praises. Besides, Drexler (2010) in a research about teacher’s attitudes towards reward systems in the classroom finds that teachers frequently choose small items, like pencil, eraser, and ruler to reward students’ behaviour and academic achievement. In addition, Drexler found that most of the teachers disagreed reward systems were too consuming, agreed that reward systems were effective in reducing negative behaviour, and also increasing academic success. Furthermore, some researchers said that other forms of giving reward to students, that was token-economy which had a lowcost, high impact strategy for reducing disruptive behaviour (Wheatley et.al , 2009).

III.

Research Methodology

Research Design This research was conducted with descriptive qualitative design. Qualitative research focuses on understanding social phenomena in natural settings. It is the method when straight descriptions of phenomena are desired (Sandelowski, 2000). Thus, descriptive qualitative design is used to describe an experience or event in natural setting by displaying words on its interpretation rather than numbers. The subjecs of this study were the English teachers of Elementary students in grade 2 until 6 from Chandra Kumala School, SD Swasta Islam Terpadu Siti Hajar, SD Nasional Plus Integritas Bangsa. The data was collected by the open-ended questionnaire to get the teachers’ point of view towards the use of the rewards. Technique of Data Analysis This research followed some steps of analysing data as stated by Miles & Huberman (1994 : 10) ; 1. Data reduction Data reduction reduced a large amount of data into smaller number of analytic unit which would help researcher to answer 200

the research questions. This data were then displayed for analysis. 2. Data display The data from observation and questionnaire were displayed in the narrative text and table. As Miles and Huberman (1994:10) states, narrative text is the most common form to display data in qualitative researrch. 3. Conclusion drawing Conclusion involves stepping back to consider what the analyzed data mean and to generate their implications for the research questions. IV.

Result and Discussion A. The Use of Rewards for Elementary Students Data 1 “Reward diberikan apabila peserta didik melakukan tindakan yang baik/terpuji ataupun menjalankan peraturan dan prosedur dengan baik, dengan harapan agar murid tersebut tetap meningkatkan kelakuan baik dan sebagai hadiah atas usahanya.” (AM/4/2/1) Data 1 represents the question whether they use rewards in the classroom. The data represents the data that 27 participants use rewards in their elementary classroom. They believe that the rewards can motivate students to study harder and follow disciplinary rules. B. The Form of Rewards Data 2 “Reward yang cocok berupa pujian, pemberian barang atau benda yang berhubungan dengan belajar, seperti pensil, buku, dll. Karena mereka akan terlatih dan terbiasa nantinya untuk belajar dan bersikap baik dan sopan.” (LS/1/1/2) Data 2 figures the question about the form of rewards that they use in the classroom. There are 18 teachers believe that the appropriate form of rewards are the tangible ones, such as stationery stuffs, like pencils, pocketbook, ccrayon etc. as what has been mentioned above, stationery stuff is useful to their learning activity as well as to motivate them to


learn. Meanwhile, there are 7 teachers say that the appropriate ones are in the form of compliment words and physical touch.

C. The Way of Using Rewards Data 3 “Di depan anak-anak/ umum, sehingga anakanak yang lain bisa termotivasi” (LS/1/1/3) Data 3 represents the 3rd question about the best way to use rewards in the classroom. There are 20 teachers believe that if the rewards are given in front of the classroom, it will affect other students to improve their learning motivation and obey the disciplinary rules. Data 4 “Dengan membuat perjanjian terlebih dahulu. Mengapa dan seberapa banyak reward yang pantas mereka dapatkan. Guru dan murid membuat aturan yang jelas sebelumnya dan disepakati bersama.” (AS/4/2/3) In data 4, it can be inferred that there is another view from 7 teachers who believe that the best way of giving rewards to students is by making an agreement with the students themselves so that they know the reason why they worth having the reward and vice versa. D. The Condition of Giving the Rewards Data 5 “Sikap anak yang menunjukkan adanya peningkatan dalam usahanya untuk belajar.”(L/4/8/4) Data 5 is derived from the 4th question on how is the best condition of giving the rewards to the students. There are 12 teachers who believe that the best condition in giving rewards is when the students show up their progress in learning or behaviour. Thus, it can be inferred that it is not merely every single good things that worth the rewards but it tends to be more in the progress. Data 6 “Reward sebaiknya diberikan dalam hal ketika murid mematuhi segala peraturan di sekolah.” (RE/2/2/4) Data 6 represents the understanding that there are 15 teachers think that rewards should be given when the students show their good behaviour especially when they follow the disciplinary rules at school. 201

E. The Doubts about Using Rewards Data 7 “Pemberian reward meningkatkan motivasi belajar siswa karena dengan adanya pemberian reward, siswa akan semakin bersemangat meningkatkan kompetensi akademiknya dan juga berperilaku yang baik.” (SS/2/6/5) Data 7 represents that there are 20 teachers affirm that there is no doubt in giving rewards to students. It is even believed to encourage students’ good behaviour and improve academic achievement. Data 8 “Tergantung pada alasan dan porsi pemberian reward tersebut. Karena kita sudah menyepakati sebelumnya maka selayaknya tetap konsisten pada kesepakatan itu. Jika si anak tidak menjalankan perjanjian mengenai reward tersebut, maka yang harus diberikan bukanlah reward tapi punishment.” (AM/4/2/5) Instead of merely saying “no doubt” to the use of rewards, there are 7 teachers who think that the rewards can have positive and negative sides. It depends on what kind of behaviour that is rewarded and how it is given. The participants who has doubts in using the reward all agree that the rewards should get a deal with the students in the first days pf school in order to avoid misunderstanding among the students. V.

Conclusion and Suggestion Conlusions Most teachers believe that tangible rewards such as stationery stuffs like pencils, eraser, or crayon are the best form of rewards since the students can feel its usefulness immediately after they receive it. When a student receives rewards, other students will also understand what things are expected from them. Thus, it is important that the rewards be given in front of the class, so the other students will get the point of it. Since the essence of education is not only to understand lessons, most teachers agree that the rewards should be emphasized on the efforts that the students put to improve either their academic or behaviour. Suggestions Based on the above conclusions, there are some suggestions listed: 1. As teachers, they should encourage their students to improve their academic and behavioural achievement through the use


of rewards in which the use of it can be wisefully applied. 2. As students, they should understand that the rewards they get are due to their improvement in learning and behaviour in which they have to keep and make progress.

VI.

References Agle, D.C. (2014). Elementary School Teachers’ Perception of and Use of Behavior-Specific Written Praise Notes for Children Identified with Office Discipline Referrals. Research Paper: Brigham Youth University. Akin-Little, K.A., & Little, S.G. (2004). Re-examining the overjustification effect. Journal of Behvioral Eduation. 13. (3). 179-192. Baranek, L.K., (1996). The Effect of Rewards and Motivation on Student Achievement. Thesis : Grand Valley State University. Cameron, J., Banko, K.M., & Pierrce, W.D. (2001). Pervasive Negative Effects of Rewards on Intrinsic Motivation: the myth continues. The Behavior Analyst. 24. 1- 44. Cameron, J., Banko, K.M., & Pierrce, W.D. (2005). Achievement Based Rewards and Intrinsic Motivation: A Test of Cognitive Mediators. Journal of Education Psychology. 97.(4). 641-655. Drexler, J. (2010). Teachers’ Attitudes about Reward Systems in the Classroom. Research Paper: State University of New York. Hoffmaan , K.F., Huff, J.D., Patterson, S.A., Nietfield, J.L. (2009). Elementary teachers’ use and percception of rewards in the classroom. Teaching and Teacher Education. 25. 843-849. Langa, C. (2014). Reward and Punishments Role in Teacher-Student Relationship From the Mentor’s Perspective. 202


Liang, K. (2013). Do I have to: Best Practices in Using Reward Systems to Promote Achievement Motivation. Research Paper: University of Toronto Reiss, S. (2005). Extrinsic and Intrinsic Motivation at 30: Unresolved Scientific Issue. The Behavior Analyst. 28. (1). 1-14.

Sandelowski, M. (2000). Whatever Happened to Qualitative Description? Focus on Research Methods. 23. 334-340

Wheatley Wheatley, R.K, West, R.P., Charlton,C.T., Sanders,R.B., Smith, T.G., & Taylor,M.J. (2009). Improving behavior through differential reinforcement: Apraise note system for elementary students. Education and Treatment of Children,32(4), 551-571.

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COMPARATIVE ANALYSIS OF JIGSAW TYPE II LEARNING MODEL WITH PAKEM LEARNING METHOD TOWARD NARRATIVE COMPOSITION IN CLASS X MAN 1 PADANGSIDIMPUAN Nurcahaya Semare-mare, Hainur Annisa, Ikrima Harahap Indonesian Language and Literature Education Study Program Postgraduate Program State University of Medan

Abstract This study aims to see the comparison of Jigsaw Type II learning model with PAKEM model to Narrative of class X students of MAN 1 Padangsidimpuan. The population of this study is all students of class X MAN 1 Padangsidimpuan. The sampling technique of this research is using culster sampling technique which groups have their own characteristic of population number. The sample of this study is the students of class X MIA 3 MAN 1 Padangsidimpuan amounting to 44 people. To see Comparison of Jigsaw Type II learning model and PAKEM Model to Student Narrative Class X MAN 1 Padangsidimpuan. From the calculation of the average value of the Type II Learning Model Jigsaw average 1.92 and PAKEM Learning Model average of 2.7. From these calculations it can be drawn to the conclusion that the PAKEM model is more effectively used for narrative material. INTRODUCTION Language is a means of communication among members of the public in the form of sound symbols produced by human speech. Bahasa Indonesia is one of the important areas of knowledge in improving human resources The Indonesian language learning materials that need to be improved in teaching that there are four aspects of language skills. Those four aspects are speaking skill, reading skill, listening skill, and writing skill. One aspect of language that is still low in understanding by students is the lack of interest in students' writing skills. So if the interest of writing students less then imperfect understanding of the contents of an essay. Because by writing an author will be directed to the use of language as well as understanding the language by interpreting the reading. The exposition contains many information and lesson values that can support the learning achievement, to find that information one must be able to understand the essay. Someone is said to be able to understand the essay when you understand the steps in the composition of writing and writing techniques. The exposition contains many information and lesson values that can support the learning achievement, to find that information one must be able to understand the essay. Someone is said to be able to understand the essay when understanding the steps in composing and techniques of development essay. In addition to the exposition, there are also narrative essays. Narrative is a form of discourse that aims to describe events clearly to the reader. Narratives can contain facts or fiction or fiction. Examples of narratives containing facts include biographies, autobiographies, and true stories, whereas fictional narrative examples are novel fiction, novelty stories and pictorial stories. DISCUSSION

A. Type II of Jigsaw Learning Model Jigsaw Type Co-operative Learning According to Aronson (in Miftahul Huda, 2011: 149) "Cooperative learning of the jigsaw type is a cooperative learning technique in which students, not teachers, have a greater responsibility in implementing learning". The purpose of the jigsaw is to develop teamwork, cooperative learning skills, and master deep knowledge that is not possible if they try to learn all the material alone. The meaning of Jigsaw in English is a jigsaw and some even call it the term puzzle that is a puzzle of drawing pieces. Rusman (2011: 217) "Cooperative learning Jigsaw model takes the pattern of how to work a chainsaw (zigzag), ie students perform a learning activity by working together with other students to achieve common goals". Rusman (2011: 218) "Jigsaw learning model is a cooperative learning model that focuses on the work of groups of students in the form of small groups". The Jigsaw type cooperative learning model was also introduced by Elliot Aronson and his colleagues (Aronson, Blaney, Stephan, Sikes, and Snapp, 1978: Aronson, Bridgeman and Geffner, 1978). Isjoni (2011: 79) "This model is a cooperative learning strategy where each student becomes a member of a group in a particular field. Then share his knowledge to members in a particular field ". Robet E. Slavin (2010: 237) "Jigsaw type cooperative learning is a learning consisting of heterogeneous learning teams of 4 to 5 students. Learning materials are given to learners in text form. Each member is responsible for teaching the section to the other team members ". Jigsaw type cooperative learning is based on the idea that learning activities want to encourage and help learners to engage in building knowledge so as to gain a deep understanding. Meanwhile, according to Blaney (in Hisyam Zaeni 2007: 53) "Jigsaw type cooperative learning is 204

designed to enhance students' sense of responsibility for their own learning as well as the learning of others." So that students not only learn the material provided but they must also be ready to give and work the material to the members of the group. In addition to being designed to increase the sense of responsibility independently also demanded positive interdependence or help each other in the group. Learning model that has a character like this is expected to improve student learning outcomes. According to Achmad Sudrajat (2008: 17) "Jigsaw type cooperative learning is a cooperative learning type consisting of several members in a group responsible for mastery of learning materials and able to teach the material to other members of the group". From the above opinion it can be concluded Jigsaw type learning model is a lesson that focuses on the work of groups of students in small groups and is responsible for the mastery of the learning materials and able to teach that part to other group members. 1. Step-by-step of Jigsaw Learning Model Type According to Robert Slavin (in Hamdani, 2011: 284) suggests steps of learning model Jigsaw Type II as follows: 1. Classes are divided into teams consisting of 4 or 5 students with heterogeneous characteristics. 2. Academic materials in the form of text, each student is responsible for learning the part of the academic material. 3. Different team members are responsible for studying the same academic section and then gather to review the material section within the expert group. 4. Group of experts returns to the original group to teach the material that has been studied in the expert group. 5. Students evaluate the material they have learned.

After the authors read the steps of the Type II Jigsaw learning model then the conclusions that writers can take are as follows: 1. Initial Activity: a. The teacher does apersepsi b. Teachers convey the purpose of learning 2. Core Activities: a. Division of groups 10 Students are divided into several groups (each group of members 4-5 people) and given material in the form of text that has been distributed into several sub chapters. Each member of the group reads


the assigned sub-chapter and is responsible for learning it. b. Expert group discussion Each member of the group who studies the same sub-section to meet in a group of experts to discuss it. c. Explanation to the origin group Each group of experts returns to his group in charge of teaching his friend d. Group presentation Each group presents the results of the discussion. 3. Final Activities: a) The teacher conducts an evaluation

2. Excess Model Jigsaw Type II Various instructional models presented have different ways or techniques of delivering material submitted by teachers to students. In fact, each model also has advantages and disadvantages in the concept given. According Istarani (2012: 28) excess model jigsaw Type II namely: 1) Teach students to believe in teachers and more trust in their own ability to think, seek information from other sources, and learn from other students, 2) Encourage students to verbalize ideas and compare their ideas with friends. This is especially meaningful when in the troubleshooting process, 3) To help students learn to respect students who are smart and weak students and accept these differences, 4) An effective strategy for students to achieve academic and social outcomes including improving achievement, confidence, sharing between one student and another, improving time management skills and positive attitudes toward school, 5) Many provide opportunities for students to compare answers and assess the accuracy of the answers, 6) A strategy that can be shared with others such as problem solving, 7) Encouraging weak students to do, and helping smart students to identify clearly in their understanding, 8) Interactions that occur during group learning help motivate students and encourage their thinking, 9) Can provide opportunities for students to learn the skills to ask questions and comment a problem, 10) Can develop leadership talents and teach discussion skills, 11) Make it easier for students to engage in social interaction, 12) Respect the idea of people who feel better, 13) Improve the ability of creative thinking. 205

After the authors know the advantages of type II jigsaw can be concluded teaches the side to be confident with their own ability to think, seek information and able to help students to respect students who are smart and weak students. 3. Disadvantages of Jigsaw Model Type II According Istarani (2012: 28) lack of Jigsaw models are:\ 1) Some students may initially be reluctant to come up with ideas, fear their friends in gruop, 2) Not all students automatically understand and accept jigsaw's philosophy. Teachers take a lot of time to socialize students learning in this way, 3) The use of the Jigsaw model should be very detailed reporting each student's performance and each student's assignment, and much of the time spent counting the achievements of group, 4) Although cooperation is essential for students' learning mastery, many life activities are based on individual effort. But students must learn to be confident. It's hard to achieve because it has a different background, 5) It is difficult to form a group that can work together in a harmonious way. Assessment of students as individuals becomes difficult because it is hidden behind the group. Therefore, these deficiencies can be overcome by strict teacher control so that students do not play too much in the learning process. B. PAKEM Learning Model (Participatory, Active, Creative, Effective and Pleasing) 1. Understanding Learning Model Before knowing what is the model of learning PAKEM more important to know the definition of learning model. Rahardi (2009: 21) says the model is an object or concept used to present something, something real and converted to a more comprehensive form. Trianto (2009: 22) says the learning model is a plan or pattern used as a guide in planning the learning in the classroom or learning in the tutorial and to determine the learning tools including books, films, computers, curriculum. (Trianto 2009: 22) says the model is a conceptual framework that illustrates a systematic procedure in organizing learning experiences to achieve specific learning goals, and serves as a guide for instructional designers and teachers in planning teaching and learning activities. Rusman (2014: 132) said the learning model is a device of learning materials and procedures used together to generate learning outcomes in students or students. (Rusman 2014: 133) says the learning


model is the pattern of choice means that teachers may choose the appropriate learning model and efficient to achieve educational goals. From some of the above opinion can be concluded learning model is a learning activities that must be done teachers and students for the purpose of learning can be achieved effectively and efficiently. 2. Understanding of PAKEM Learning Model Rusman (2014: 322) The learning model of grip is a model of learning and a guide in acting to achieve the goals set. With the implementation of PAKEM learning is expected berkembangannya various kinds of innovative learning activities to achieve participatory learning objectives, active, creative, effective, and fun. Amani (2014: 59) PAKEM is an approach that allows learners to work on diverse activities to develop their skills, attitudes, and understanding with the emphasis of learning while working. While teachers use various sources and learning aids, including the use of the environment, so that learning is more interesting, fun, and effective. From the above opinion can be concluded PAKEM learning model is a diverse learning model that is useful to respond students in order to learn well and fun. a. Participatory Learning Rusman (2014: 324) Participatory learning is learning that involves students in learning activities optimally This lesson focuses on the involvement of students in learning activities rather than on the teacher's dominance in the delivery of subject matter. So learning will be more meaningful when students are given the opportunity to participate in various activities of learning activities, while teachers play a role and actively participate in actualizing abilities inside and outside the classroom. So participatory learning is learning that requires students to be involved in the learning process. In classroom learning, students must be involved. So that the learning process will run well So that teachers are more focused in providing learning. b. Active Learning Active learning is a learning approach that involves a lot of student activities in accessing various information and knowledge to be discussed and studied in the learning process in the classroom, so that they gain experiences that enhance their understanding and competence. Active learning enables students to develop high-level thinking skills, such as analyzing and synthesizing, and assessing learning events and applying them in everyday life. Active learning is a learning that students do to find their own conclusions so that they can be used as new values that can be implemented in everyday life. Asmani (2014: 60) says actively intended that in the process of learning the teacher should 206

create an atmosphere in such a way, so that students actively question, question, and put forward ideas. Learning is indeed an active process and the learner in building his knowledge. not a passive process that only receives the teacher's lecture on knowledge. If the learning is contrary to the nature of learning. The active role of the student is crucial in the creation of a creative generation, capable of producing something for himself and others. From the above opinion, active learning means that the teacher is more likely to position himself as a facilitator. Students can actively participate and play a role in the learning process, while the teacher gives more direction and guidance, and regulate the circulation and the course of the learning process. c. Creative Learning Creative Learning is a learning process that requires teachers to motivate and elicit student creativity during the learning process, using various methods and strategies, such as group work, role play, and problem solving. Creative learning requires teachers to stimulate students' creativity both in developing thinking and doing actions. Creative thinking always starts with the critical thinking of discovering and giving birth to something that did not exist or fix something. Critical thinking should be developed in the learning process so that students are accustomed to develop their creativity. Further creative is also intended for teachers to create diverse learning activities, so as to meet different levels of student ability. Rusman (2014: 325) says creative thinking has four stages: 1) The first stage : preparation, which is the process of gathering information to be tested. 2) The second stage :incubation, i.e a time span for contemplate the information until obtained the belief that the hypothesis rational. 3) The third stage : illumination, which is a condition for find the belief that the hypothesis is true, precise and rational. 4) The fourth stage : verification, ie retesting the hypothesis for hypotheses for recommendation, concept, or theory. With some opinions above can be concluded that what is said is creative so that teachers create a variety of teaching and learning activities, so as to meet various levels of student ability. In other words creative is the educator should be able to develop or create a style of learning is good and unique. So that students are more motivated in learning.


d. Effective Learning Rusman (20 14: 325) says effective learning is able to provide new experiences to students shaping student competencies, and lead them to the goals they want to achieve optimally. This can be achieved by involving and developing them in the planning, execution, and assessment of learning. All students must be fully involved in order to be passionate in learning, so that the learning atmosphere is really conducive and directed to the purpose and the formation of student competence. Effective learning requires active involvement of students, as they are central to learning activities and the formation of competencies. Students should be encouraged to interpret the information presented by the teacher until the information is accepted by common sense. In its implementation, this requires a process of exchange of thoughts, discussions, and debates in order to achieve the same understanding of the standard material that is mastered by the students. (Rusman 2014: 326) says there are seven steps and implements effective learning that is: a. Planning b. Formulation of goals / competencies c. Exposure of learning plans to students d. The learning process using various strategies e. Evaluation f. Closes the learning process g. Follow-up According to Asmani (2014: 60) say effectively means the learning process is meaningful for students. Active and fun conditions are not enough if the learning process is not effective, that is not generated what should be mastered students after the learning process takes place. Because, learning has a number of learning objectives is only active and fun, but not effective, then the learning is like a normal play. So effective it is to achieve the targets set in the plan Therefore effective learning planning is the one that sets the target criteria and the teacher performs the measurement of achievement. So, effective teaching is if there is an instrument to measure success and carry out measurements. Learning can also be seen in terms of process and results. And the learning process is considered effective if the students are actively involved in performing the stages of the learning procedure. And in terms of results, it is considered effective if the learning objectives are mastered by the students completely. e. Fun learning 207

Mulyasa (in Rusman 2014: 326) Fun learning is a learning process in which there is a strong cohesion between teachers and students, without any feelings of being forced or depressed. In other words, fun learning is a pattern of good relationships between teachers and students in the learning process. Teachers position themselves as student learning partners, even in this case need to create a democratic atmosphere and no burden, both teachers and students in the learning process. C. Narrative 1) Understanding Narration Dalman (2014: 105) says narratives are stories based on the order of a series or events or events. In the event there is a character or several characters, and this character encountered a face of a or a series of topics. These events, figures, and conflicts are central to a narrative, and all three can also be facts or imaginations illustrated by the author. Rahardi (2009: 167) says the narrative is very closely related to storytelling or storytelling found in short stories, novels, and saga. Amri (2015: 77) says the narrative includes which elements form a plot (character acts, etc. and includes the main framework of a story) Dalman (2014: 105) says narration comes from narration means telling a story is a form (2002: 774) says the narrative is the narrative of a story or event, a story or description of an event or event, a story or description of an event or event, Keraf (2000: 136) says the narrative is a form of discourse that seeks to describe clearly to the reader about an event that has taken place. Achmad (1992: 50) says the narrative is an essay that attempts to tell an event or event so that it appears as if the reader sees or experiences the event itself. Munif (2007: 5) says the narrative is an essay in the form of a sequence of events in order of time. This type of writing is a fictional essay, like a novel. short stories, and romance. Narrative is a form of conversation or writing that aims to convey or tell a series of events or human experience based on developments from time to time. From the opinions above. can be seen there are some things related to the narrative. These include: 1.) story-shaped or split 2.) accentuate the perpetrator. 3.) according to development over time, 4.) arranged in a stematic manner. From the above opinion can be concluded narrative is a story based on the sequence of a or a series of events or events. In that event there are figures or some figures, and this character encountered a face or a series of topics, events, figures, and conflicts is a central element of a narrative, and all three can also be unified facts or


fantasy imagined by the author. Narratives are very closely related to storytelling, novels, and saga covering which elements form a plot (behavior, character, etc.) and include both the main frame and the story. Narrative text is a series of speeches that tell or present a thing or event through the protagonist of a perpetrator with the intention of broadening the knowledge of the listener or reader. This discourse lies in the sequence of stories based on time and ways of telling stories, or arranged through plots. 2) The Purpose of Writing Narratives In writing certainly has a purpose there are several purposes of writing narrative. Dalman (2014: 106) some of the purposes of writing narrative are: a. In order for the reader as if it has been witnessed or experienced events. b. Trying to describe it as clearly as possible the reader of an event that has occurred, and delivered a veiled mandate to the reader or listener. c. To move the emotional aspect. d. Form the image or imagination of the readers. e. Delivering a veiled address to a reader or listener. f. Inform the reader and expand knowledge. g. Convey a meaning to the reader through power his imagination. Simpen (2008: 76) says the purpose of narration is to give meaning to a series of events, so readers know the event happened. So the purpose of writing a narrative is for the reader as if he has witnessed or experienced an incident. In addition, delivering a veiled message to readers or listeners. it informs the reader and broadens the knowledge, conveying a meaning to the reader through his imaginary power. 3) The Narrative Element Events or events are the basis of narrative writing in the event there is a place, there is a time incident, and the perpetrator of the incident, there is a way to see the incident, and there is the most important part and kadian that the author selected. Based on the principle. Thus the narrative text contains several elements. said Simpen (2008: 6) said elements of narrative elements are: a. Groove, b Background (place), c. Perpetrators (characterizations), d. Viewpoint, d. Selection details. Dalman (2014: 107) there are several narrative principles: 1. Groove Is a series of patterns of action that try to solve the conflicts contained in the narrative. What is called a plot in the narrative. A conflict in the narrative can not be described simply, there must be a 208

basis. namely 1. Introduction, 2. The emergence of conflict, 3.Konflik peak, 4. K1imaks, and 5. Problem solving. 2. Characterization One characteristic of narrative is to tell a story character moves in a series of events and events. The actions, events, events, are arranged together so as to have a single impression or effect. 3. Background Place and time of the occurrence of characters or events experienced by characters. In narrative essays sometimes not clearly mentioned place or character do or experience a certain event. Often we find the story only tells the background in general. 4. Point of View The point of view is first determined. The point of view in the narrative answers the question of who is telling this story. Whatever point of view the author chooses will determine the style and style of the story. Because, the character and person of the narrator a lot. determine the story told to the reader. So from the description above, the narrative element is the plot, characterization, background, point of view. The plot is a sequence of related events so that shaping in a literary work gives a certain effect. Characterization is the creation of the image of a character in a literary work. Background is a description that n menyebutkan time, space and atmosphere of events in a literary work. The point of view is the location or position of the author on an event. 4) Narrative Development Steps Steps to develop the narrative essay as follows: a. Define the theme and the message that will be delivered first. b. Set our target readers. c. Design key events to be displayed in the form of flow schemes. d. Divide the main event into the beginning, development, and ending of the story. e. Details of key events into details of events as story proponents. f. Arrange figures and characters, backgrounds, and points of view. 5) Characteristics Characteristics

of

Narrative

According Keraf (2000: 136), the character of narrative essay that is: Highlights elements of action or action. a. Coupled in a time sequence. b. Trying to answer the question, what happened? c. There is a confix,


d. Narratives are built on a story line. This plot is not will be interesting if there is no confix.

In addition to the storyline, confix and chronological order. characteristic features more complete narrative is expressed by Atar Semi (2003: 31) as follows: 1. A story about an author's event or experience. 2. Events or events conveyed in the form of events which really happens, can be purely imaginary or a combination of both. 3. Based on the confix, because without confix usually the narrative is not interesting. 4. Has aesthetic value. 5. Emphasize the arrangement in chronological order Such characteristics Keraf has in common with the Atar Semi, that the narrative has a feature of a story, emphasizing the chronological order or over time and having a confix. The difference is, Keraf prefers a feature that accentuates the perpetrator. The purpose of writing a narrative essay is fundamentally: a. Want to provide information or insight and expand knowledge. b. Provide an aesthetic experience to the reader. Step by step writing narrative 1. Define the theme and the message that will be delivered first. 2. Set the target of our readers. 3. Design key events to be displayed in the form of flow schemes. 4. Divide the main event into the beginning, development, and ending of the story. 5. Details of major events into the details of events as story proponents. 6. Arrange figures and characters, backgrounds, and points of view. 6) Types of Narrative Essays a. Expository Narrative (Technical Narrative) Expository narrative is a narrative that has the target of accurately conveying information about an event in order to broaden people's knowledge of a person's story. In an expository narrative, the author tells an event based on actual data. The perpetrator who is featured is usually one person The perpetrator is told from start and small until now until the last in his life. The text of this narrative is colored by the 209

exposition, the exposition also applies to the writing of expository narrative. This provision relates to the use of logical language, based on existing facts, does not include unsursive or objective. b. Narrative Sugestif A suggestive narrative is a narrative that seeks to give a purpose, conveys a veiled message to the reader or hearer so that it looks as if it sees. Based on the opinions expressed above it can be concluded that the features of the narrative essay contain a story, emphasize the chronological order or over time, and have a conflict. This is what distinguishes between the narrative and other types of essay. Examples of narrative works In writing the discourse is very easy. Provided according to the way of writing. Narrative essay can narrate everyday life, such as example: Example 1: Right on March 10th, my school is off for nine days and will end on March 18th. Me and my entire family did not waste this time to have a family vacation. At that time I chose a vacation to Pandan Beach. In the morning I have cleaned up and prepared all the supplies that will be needed later. Along the way, I am accompanied by songs of joyful songs. How glad I was when I got to the beach. With a happy heart, I greeted Pandan Beach with my smile. Pandan Beach, the beautiful beach that became my favorite. Without wasting time, I invited my sister to play water. I took the water and I swung it in his face. With laughter, we muttered each other. Satisfied taste, felt lost all the fatigue because of busy every day. There, my family and I photographed each other to capture this beautiful moment. I did not feel the hours I spent there. The day began the afternoon marking the breakup and returning home. Not willing to taste this happiness finally finished. In my mind, I'll come back tomorrow. Example 2: Bright morning for nina to search for firewood in the forest, she went with Grandfather to a dense forest. On the way to the destination nina glances across the forest, this is the first time the experience goes to the forest. It did not feel he had arrived in the dense forest, the voice of the animal sounded loud, it seems nina start a little scared. Example 3: Andi go to the market using his battered bicycle, when he got to the market bought the needs of his life with the father who was sickly. After all the goods are bought, he returns pedaling his old bicycle to his house which is only a hut on the edge of the river. (Iqbal Wira Pratama Harahap narrative, student of MAN 1 Padangsidimpuan).


RESEARCH METHODOLOGY Training activities as an instructional activity can use various methods. According to Syah (2002: 202) that "teaching methods can take the form of lectures, demonstrations, discussions and practices that aim to provide understanding of knowledge, understanding of applications, and understanding of analysis, synthesis, and evaluation. In this training, the method used is Jigsaw Type II and Pakem method. Jigsaw Type Co-operative Learning According to Aronson (in Miftahul Huda, 2011: 149) "Cooperative learning of the jigsaw type is a cooperative learning technique in which students, not teachers, have a greater responsibility in implementing learning". The purpose of the jigsaw is to develop teamwork, cooperative learning skills, and master deep knowledge that is not possible if they try to learn all the material alone. The meaning of Jigsaw in English is a jigsaw and some even call it the term puzzle that is a puzzle of drawing pieces. In general the model this experiment is used as follows: Research design Posttest Treatment Group A X1: Model Learning Jigsaw Type IIO1 B X2: PAKEM O2 Learning Model Information: A = Experiment Group I B = Experiment Group II X1 = Treatment with cooperative learning model Talking Chips type X2 = Treatment with cooperative learning model of Snowball Throwing type O1 = Giving Post test.2 RESULTS AND DISCUSSION For Jigsaw learning method, the average value of 1.92 is obtained. Meanwhile, PAKEM learning method obtained an average of 2.7. (Rusman 2014: 322) The learning model of grip is a model of learning and a guide in acting to achieve the goals set. With the implementation of PAKEM learning is expected berkembangannya various kinds of innovative learning activities to achieve participatory learning objectives, active, creative, effective, and fun. Basically, the PAKEM learning model is a learning model that makes students more actively acquire learning content. With more active and fun conditions can be seen from the activities of student participation in learning. In addition, students are more active to ask questions because of curiosity about learning. Learning activities in the classroom is 210

also more effective so that students are more fun in receiving lessons in the classroom in order to achieve the learning objectives. CONCLUSION From the average result of Jigsaw Type II learning and PAKEM learning, it can be concluded that PAKEM method is more effective for narrative material in class X MAN 1 Padangsidimpuan.


Berkualitas. Jakarta: Kencana Prenadamedia

Group Rusman. 2014. Model-Model Mengembangkan Prefesionalisme Guru. Jakarta: Rajawali Pers

Pembelajaran

Sanjaya, Wina. 2013. Perencanaan Desain Sistem Pembelajaran. Jakarta: Kencana Prenadamedia Group

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A COMPARATIVE STUDY BETWEEN TASK BASED LEARNING (TBL) AND PRESENTATION PRACTICE PRODUCTION (PPP) METHODS ON STUDENTS’ MASTERY OF FIVE BASIC TENSES (A Study at the Tenth Grade of SMA Negeri 7 Padangsidimpuan 2016/2017 Academic Year) Dita Sofiah Nur, Rikha Tania, Sudarti Rahayu Ningsih Post Graduate Students of English Applied Linguistic Program in State University of Medan Abstract This research attempted to compare Task Based Learning (TBL) and Presentation Practice Production (PPP) methods in teaching five basic tenses. The purpose of this research were to describes the application of TBL and PPP methods in teaching five basic tenses, describes the students’ mastery of five basic tenses before and after taught by TBL and PPP methods, and proves whether the students’ mastery of five basic tenses which was taught by TBL method was higher than taught by PPP method at the tenth grade of SMA Negeri 7 Padangsidimpuan 2016/2017 academic year especially in X2 and X3 class. The population of this research was 143 students and the sampling technique of this research was cluster sampling, so that X2 and X3 class have been chosen as the experimental class and control class which were consisted of 45 students. This research treatment was consisted of three meetings. The methodology of the research which was used was experimental research with the research design was pretest-posttest control group design and the instruments of this research are observation and test. The data which had been gotten in X2 and X3 class before taught by TBL and PPP methods (pretest) were 28.47 and 22.33. Meanwhile The data which had been gotten in X2 and X3 class after taught by TBL and PPP methods (posttest) were 77.33 and 62.16. Based on the data, it was proven that there was a significant effect between TBL and PPP methods in teaching five basic tenses. It was due to the result of TBL and PPP application were in “very good” category. Furthermore, the hypothesis of this research also had been received. It was proven by using statistical process where to was higher than tt; 7.8 > 1.68. Key Words: Comparison, Methods, Task Based Learning (TBL), Presentation Practice Production (PPP), Five Basic Tenses

INTRODUCTION Tense is one of the grammar materials which discusses about the changing of time. Tense also is the main material in grammar because other materials in grammar have the correlation to the tenses. Therefore, the students are expected to be able to master tenses so that they can master other materials in grammar also. If they have mastered all of the materials in grammar, so that they will be easier to master the four English skill. In tense, the students study about how they must produce sentence in different form. Tenses consist of 16 kinds but there are only 5 tenses which become the basic tenses, they are simple present tense, simple past tense, present perfect tense, present continuous tense, and simple future tense. But when the researcher did PPL (Praktek Pengajaran Lapangan) in SMA Negeri 7 Padangsidimpuan in the last February until March. The researcher often asked the students about the using of five basic tenses but they couldn’t answer it well eventhough their teacher had explained about it before. When the researcher asked them why they did

not understand about tenses, they said they felt difficult to differentiate the using of each tenses such as the formulation of each tenses and the time form of them. So when their teacher explained to them, they were not interested to listen what their teacher explained. That’s why they have not understood about it until now. It was also proved by the result of the pre-test which was gotten from the new tenth grade students in SMA Negeri 7 Padangsidimpuan 2016/2017 academic year on August 3rd, 2016. The mean of those test were 28.5 (X2 class) and 22.33 (X3 class). If this problem is continuously happened, this will bring the difficulties for the students in mastering other materials in English because other materials in English are related with tenses such as conditional sentences, comparison degree, question tag, direct and indirect speech, and so on. To repair that situation, one of the efforts is by adjusting the effective and conducive method as the external factor which can influence the students’ achievement in a certain subject especially in tenses, such as the using of Task Based Learning (TBL) and Presentation Practice Production (PPP) Method. These methods are suitable to teach Five Basic 213

Tenses (Simple Present, Simple Past, Present Perfect, Present Continuous, and Simple Future tense). Because for mastering five basic tenses, the students must often do the exercises about it so that they can understand the using of each tenses well. By practicing it every day, it is easier for them to remember about the formulation and the time form of each tenses. 1. Five Basic Tenses Tense is one of the grammar material which discusses about the changing of time. In tense, the students study about how they must produce sentence in different form. According to Hariyono (2002: 192), tenses is the verb form which shows the time changing. According to Untoro (2010: 473), tense is a verb form in English which its changing is based on the time and the condition of the event which is made in a sentence context. So from the explanation above, it can be concluded that tense is the changing of time form in a sentence. There are 16 kind of tenses which is consisted of five basic tenses, they are simple present tense, simple past tense, present perfect tense, present continuous tense, and simple future tense. a. Simple present tense Simple Present Tense is used to tell about the present time. According to Tumijo (2011: 63), simple present tense is used to tell about the event, activity, or something which are habit, general truth, and schedule. According to Untoro (2010: 473), simple present tense is used to tell about the habitual action, natural fact, and general truth. So from the explanation previously, the researcher concludes that simple present tense is a tense which tells about the habitual activity, general truth, and the natural fact. b. Simple past tense Simple Past Tense is used to tell about the past time. According to Tumijo (2011: 66), simple past tense is used to tell about the event which is happened in a certain time in the last time and tell about the habitual or event which is done at the last time. According to Untoro (2010: 476), simple past tense is used to tell about the activity or event which has been happened in the last time and tell about activity or event which is happened continuously in the last time. So from those explanation, the researcher


concludes that simple past tense is a tense which tells about the activity which is done or happened in the last time. c. Present perfect tense Present Perfect Tense is used to tell about the event which happened in the last time but it still has relation right now. According to Tumijo (2011: 65), present perfect tense is used to tell about the activity which has finished to be done before now. According to Untoro (2010 :475), present perfect tense is used to tell about the event which is happened in the last time, but the time is not specific. It is used also to tell about the event or activity which has just finished to be happened, and the event or activity which has been perfect in the last time, but it is related with another activity right now or in the future time. So from those explanation, the researcher concludes that present perfect tense is a tense which is used to tell the activity or event which is happened in the last time but it is still related right now. d. Present continuous tense Present Continuous Tense is also used to tell about the present time. According to Tumijo (2011: 64), present continuous tense is used to tell about the event which is happened right now and tell about the event which is happened in the future but the time is near. According to Untoro (2010: 474), present continuous tense is used to tell about the event which is happened at the moment of speaking, tell about planning which is happened soon, and tell about action which is happened at the around of speaking time with the grace time which shows the concept at this moment. So from the explanation previously, the researcher concludes that present continuous tense is a tense which tells about the event which is happened at the moment of speaking. e. Simple future tense According to Hariyono (2002: 238), that simple future tense is the time form which is used to tell about an action which is happened in the future. According to Azar (2003: 4), “The simple future tense is used to express future time.” So from the explanation above, the researcher concludes that simple future tense is a tense which tells about the event or activity which is happened in the future. 214


explanation above, the researcher concludes that pre task is a step of TBL method where the teacher explored the topic or the material by doing brainstorming to the learners about the material.

2. TBL Method Task based learning is the teaching method where the students are asked to be learned based on the task. According to Munirah (2015: 183), in the taskbased lesson, the teacher set a task for students to do that involved the use of language not yet studied in class or language studied previously that the teacher wished to revise. According to Harmer (2007: 71), “Task-based learning makes the performance of meaningful tasks central to the learning process.” It means that task based learning focuses to the tasks as the learning process. So from the explanation above, the researcher concludes that task based learning is the teaching method which is based on the tasks to make students master the material in teaching learning process. There are three components in task based learning, they are pre-task, task-cycle, and language focus.

METHODOLOGY The location of this research was in SMA Negeri 7 Padangsidimpuan which is located in jl. Lintas Baru Ujung Gurap Kecamatan Padangsidimpuan Batunadua. In this research process, the researcher decided to do and finish this research at least 3-5 moths. It wa from May until September. The population of this research is 143 students and the technique to take a sample for this research is cluster sample, so that X2 and X3 class have been chosen as the experimental class and control class which are consisted of 45 students. This research is consisted of three meetings. The methodology of the research which is used is experimental research with the research design is pretest-posttest control group design and the instruments of this research are observation and test.

3. PPP Method Pre-task is the step where the teachers introduce the material to the RESULT ANALYSIS students but they do not expelain it fully. Based on the data analysis which was gotten According to Thompson (2012: 160), the prefrom the observation sheet about the application of task stage involved the teacher providing TBL method in teaching five basic tenses in X2 and instructions about the task and having the X3 class, the means of both of them are 3.23 and 3.1. class brainstorm any useful vocabulary that So that both of those means were included in “Very the learners may already know which could Good” category, if they were seen in the criterion help them during the task. According to value which had been discussed in chapter III. Harmer (2007: 71), in the pre-task stage, the From the mean, median, and modus result of teacher explored the topic with the class and those classes in pretest and posttest shew that there may highlight useful words and phrases, was an improvement of students achievement after helping students to understand the task taught by TBL and PPP methods. It means that TBL instructions. It means that in this stage, the and PPP method could bring the positive effect for teacher tries to explain the topic or material students in learning five basic tenses. by using the simple word or example in teaching learning process. So from the The Mean Result of Pretest and Posttest in X2 and X3 class No

Class

Sample

1

X2 (TBL class) X3 (PPP class) X2 (TBL class) X3 (PPP class)

21

Pretest Score 598

24

536

2 3 4

Posttest Score

Mean

Median

Modus

28.47

27

20

22.33

21.5

24

21

1624

77.33

78.1

78

24

1492

62.16

64.50

48

215

Furthermore, if it was seen from the hystogram of distribution frequency before taught by TBL and PPP methods, students’ achievement in learning five basic tenses shew that the result in TBL class was higher in PPP class. The lowest score in TBL class was 12 and the higher score was 54. In


TBL class, the higher frequency was in 24. Meanwhile the lowest score in PPP class was 10 and the higher score was 42. In PPP class, the higher frequency was in 20.

6 5 4 3 2 1 0 10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40 42 44 46 48 50 52 54

Moreover, eventhough the students’ achievement in learning five basic tenses before taught by TBL and PPP methods had shown that the result in TBL class had been higher than PPP class,

but after taught by TBL and PPP methods, there was a significant differentitate of the students’ achievement. It was seen from the higher frequency after taught by TBL was in 78, meanwhile after taught by PPP was in 48.

5 4 3 2 1 0 46 48 50 52 54 56 58 60 62 64 66 68 70 72 74 76 78 80 82 84 86 88 FREQUENCY OF TBL CLASS

To do the hypothesis testing, so the researcher displayed counting table to search t-test. From the counting table of the students achievement in learning five basic tenses by using TBL and PPP methods, it was found that M1 = 77.33; M2 = 62.16; 𝑆𝐸!!! !! = 1.947. From the t-test above, the researcher got tobserve = 7.8. if it was compared with ttable at the significant standard of 95% or 5% error degree with df = 43. That df could not be found in ttable, So that it could be searched through the formulation of the equation line. From the formulation of equation line, tt is 1.68. it was clearly seen that to > tt : 7.8 > 1.68. Based on that result, so the hypothesis which had been formulated in this research could be received. It means that the

FREQUENCY OF PPP CLASS

students’ mastery of five basic tenses by using Task Based Learning (TBL) method is higher than using Presentation Practice Production (PPP) method at the tenth grade of SMA Negeri 7 Padangsidimpuan 2016/2017 academic year. DISCUSSION Based on the research result which was done to the problem so it could be concluded that the observation sheets result of TBL and PPP methods in teaching five basic tenses are 3.23 and 3.1 and they were included in “Very Good” category. Furthermore, the result of students achievement about five basic tenses test before taught by TBL and PPP methods were 28.47 and 22.33. Meanwhile the result of students achievement about five basic tenses test after taught by TBL and PPP methods were 77.33 216

and 62.16. It means that there was an improvement of students achievement about five basic tenses after taught by TBL and PPP methods. Eventhough the using of TBL and PPP methods in teaching five basic tenses gave the improvement, but the using of TBL was more effective to make students master five basic tenses. From the result of t-test also proven that to was higher than tt; 7.8 > 1.68, so that the hypothesis was received. It could be concluded that the students’ mastery of five basic tenses by using Task Based Learning (TBL) method was higher than using Presentation Practice Production (PPP) method at the tenth grade of SMA Negeri 7 Padangsidimpuan 2016/2017 academic year. CONCLUSION Based on the research result in chapter IV, the researcher concluded that: 5. The observation sheets result of TBL and PPP methods in teaching five basic tenses were 3.23 and 3.1 and both of them were included in “Very Good” category. It means that the researcher had applied the TBL and PPP method in teaching five basic tenses well. 6. The students achievements in learning five basic tenses before taught by TBL and PPP methods were 28.47 and 22.33. It shew that the students’ mastery of five basic tenses was still low. 7. The students achievement in learning five basic tenses after taught by TBL and PPP methods were 77.33 and 62.16. It shew that the students’ mastery of five basic tenses after taught by TBL and PPP methods were higher than before taught by TBL and PPP methods. So, the using of TBL and PPP methods could improve the students’ mastery of five basic tenses 8. The testing which was done to measure the hypothesis which was done in chapter II shew that to was higher than tt; 7.8 > 1.68. So the hypothesis of this research could be received. It means that the students’ mastery of five basic tenses by using Task Based Learning (TBL) method was higher than using Presentation Practice Production (PPP) method at the tenth grade of SMA Negeri 7 Padangsidimpuan 2016/2017 academic year. Based on the conclusion above, the using of TBL and PPP methods were one of the important factors which could influence to improve the students achievement in learning five basic tenses at the tenth grade of SMA Negeri 7 Padangsidimpuan especially in X2 and X3 2016/2017 academic year.


To improve the students achievement in learning English especially in learning five basic tenses, the teachers or the lecturers can let the students to study by themselves. It could be done by making them to build their knowledge about what they are studying, such as definition, function, formulation, and example before the teacher or the lecturer explain the whole of the material. By making them to study like that, they will be more active to follow the teaching learning process in a class. From the conclusion which was gotten from the research result and the implication which was talked above, so the researcher gave some suggestions: 5. For the students, the researcher hoped that they should be more active to follow the teaching learning process so that they can improve their achievement in learning English especially in learning five basic tenses. 6. For the teachers of English, the researcher hoped that they can use the effective methods in teaching English, for instance using TBL and PPP methods in teaching five basic tenses. 7. For headmasters, the researcher hoped that they can guide their teachers to use the appropriate teaching method to improve the students achievement. 8. For other researchers, the researcher hopes that other researchers can use this research result as their references to make a new research which is correlated with this research.

REFERENCES Azar, Betty Schrampfer. 2003. Fundamentals of English Grammar. United States of America: Library Congres. P.4-25. Hariyono, Rudy. 2002. Complete English Grammar. Surabya: GitaMedia Press. P.192-238. Harmer, Jeremy. 2007. The Practice of English Languge Teaching. London: Pearson Education Limited. P.64-72. Munirah dan Muhsin, Arief. 2015. Using Task-Based Approach in Improving the Students’ Speaking Accuracy and Fluency. Journal of Education and Human Development. (Online), Volume 4, No 3 ( http://www.educ.ualberta.ca), accessed on January, 17th 2016. P.183-184. 217


Thompson, Collin J. dan Millington, Neil T. 2012. Task-Based Learning for Communication and Grammar Use. Language Education in Asia. (Online), Volume 3, Issue 2 (http://www.languages.dk), accessed on January, 17th 2016. P.160.

Tumijo dan Riyanto, Slamet. 2010. 99,99% Sukses TOEFL. Yogyakarta: Penerbit Pustaka Widyatama. P.63-66.

Untoro, Joko. Dkk. 2010. Buku Pintar Pelajaran SMA IPA 6 in 1. Jakarta: WahyuMedia. P.473-478.

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The Credibility of Minang language Aphorism in group of Minangnese at Brimob Medan. Harnida, Maharani Dalimunthe, Tri Wita Indah Sari Post Graduate Program Universitas Negeri Medan(UNIMED) 1. INTRODUCTION The study of aphorism can be understood as the part of literature study. Before we discuss about what the aphorism is, it will be better if we review about linguistic. Linguistic is as a science that investigates the language of written and non written. Linguistic can be defined also as the study of language involves an analysis of language form, language meaning, and language in context. Based on those definitions, it can be concluded that aphorism can be said as the example of literature study that discuss about language meaning. The present study examines the credibility of Minang language aphorism in group of Minangnese at Brimob Medan. The terms aphorism comes from the latin word aphorismus, and the last from the Greek (Aphorismos). Aphorism is literally “distinctionn” or “definition”, from the Greek denotes an original thought, spoken or written in a laconic and easily memorable form. The present study focuses on a group of minangnese’s reason of why the aphorism can be believed in Minang language especially in Brimob Medan and the process that minangnese hold the aphorism in daily life. As we know, the Minang language has alot of aphorism that believed in their daily life such as “Anak nelayan mambaok cangkua, mananam ubi di tanah darek. Baban sakayon dapek dipikua, budi saketek taraso barek means the burden which is heavy can be shouldered but a little mind felt so heavy. Based on the example of this aphorism, Minangnese believed that it can be hold in their daily dife. 1.1 Literature review. 1.1.1. Linguistic. Linguistic is the study of language and involves an analysis of language form, language meaning, and language in context. According to Jurji Zaidan linguistics as a science that investigates the language of written and non written. Meanwhile, King T Nasr (1984)

stated that Linguistic deals with human language as universal and recognizable part of human behavioral and human capabilities. Bloomfield (1933:20-34) linguistic is a science as well as physics and chemistry a science. Based on the experts definitions, it could be concluded that lingustic is a science and deals with human language as universal and recognizable part of human behavioral and human capabilities. 1.1.2. Culture. In this part, ofcourse there will be a culture in language because language is used in the culture for communication. Culture is a particular society that has its own beliefs ways of life, art and etc. According to Hofstede (1980 pp, 21-23) culture as the collective programming of the mind which distinguishes the member of one group from another, which is passed from generation, it is changing all the time because each generation add something of its own before passing it one. In 1991, Mulholand stated that culture is a complex concept, and no single definition examined, the following definition guides this study, culture is a set of shared and enduring meaning, value and belief that characterize national etnic or other group and orient their behaviour. In this research, culture was discussed because it also talked about culture that Minangnese is a kind of group that exist in Brimob Medan, they used minang language to communicate when they had a meeting “arisan”. It means that language is a part of culture that used by people. 1.1.3 Aphorism 219

2.

Every culture in this country has their own aphorism. A terse formulation of a truth sentiment. It is a concise statement of a principle. According to Mark Twain, aphorism is a minimum of sound to a maximum of sense. Aphorism is believed by the people in every culture because it can be as a motivation to do something or it can be said as the point of view in their daily life. In this research, the researchers would take the aphorism as the source of research. 1.1.4 “Pepatah-Pepitih of Minangkabau” There are so many aphorism in Minangkabau. Minangnese especially “penghulu” can uses this fluently. It is loved by Minangnese. The book of “pepatah-pepitih” was published in 1978, 1) 1000 PepatahPepitih, Mamang, Bidal, Pantun, gurindam, by H. Idrus Hakimi Dt, Rajo Penghulu, Remaja Karya CV, in Bandung and 2) Pepatah-Pepitih Minangkabau Junus St. Majolelo, 1981, Mutiara Jakarta. In this research, the reaserchers wanted to know the reason and the believeness of the use of the aphorism based on the Minangnese opinion by using the questioner and asked directly. The Present Study. The present study investigates about the aphorism. It means that, especially in Minangkabau that the people always trust the aphorism and hold the aphorism as their motivation in their daily live. The respondents of this reaserch are the minangnese people who are include in one group, consist of 30 respondents. They are asked to answer the questions that why the aphorism can be trusted in their life, and how they can stated that the aphorism as their point of view in their life. The main focus in this study is on the Minangnese that include in a group of Arisan. The aim of this research


3.

4.

were to know the reason of the minangnese and the way of them to make the aphorism as their point of view. Methodology. 3.1 Subjects The researchers selected all the respondents, there were 30 respondents. All the members of the group as the subjects or the respondents. The subjects were first given a background questionnaire. This instrument was addressed to all participants and the purpose was to record data about their personal information like gender, age, and etc. The participants of this study were 30 females. The participants were the members of Minangnese group in Brimob Medan. They all spoke Minang language. 3.2 Instruments A Discourse Evaluation Test (DET) was used as the main method of data collection for measuring the aphorism. Participates were asked to write their reason for trusting the aphorism and their way to received the aphorism in their life.

3.3 Research Design This research was conducted by using qualitative descriptive. It involved gathering data that describe events and then organized, tabulates, depicts and described the data collection. Results The result are discussed in the two following sections : their reason of trusting the aphorism and the way that they believed of the aphorism. 4.1 The reason of trusting the aphorism.

220


The Effect of Using Examples Non Examples Strategy in Students’ Reading Comprehension on Spoof Text A Study at the Second Year of SMA Tri Sakti Lubuk Pakam Academic Year 2014/2015 Ika Vanesia Siagian, Hasrul Fahmi, Badriyyah Jamil Tanjung Post Graduate Faculty, University of State Medan, North Sumatera, Indonesia Abstract The objective of this study is to find out whether using Examples non Examples strategy significantly affects on spoof reading comprehension of the second year of SMA Tri Sakti Lubuk Pakam. In this study the writer used Rogers Beuhl’s theory. This study conducted in experimental quantitative research. There are two groups, they are experimental and control group. The experimental group is taught by using Examples non Examples strategy and control group without using Examples non Examples strategy. There were 47 students actually but some of them were not coming and has dropped out when the writer conduct the research. So the writer just research 42 students, each class consists 21 students. The instrument of collecting the data is by giving essay reading comprehension test. The score is calculated by applying t-test and distribution table of the critical value. There is difference of result test in experimental and control group. It can be seen from the mean score in post test from both of the group. The mean score of the students in experimental group is 78.67 and the mean score in control group 65.71. the mean score in experimental group is higher than control group. The result of the calculation shows that t observed is higher than t table. The t observed is 4.22 and the t table is 1.671 at the level of significance of 0.005 of one tailed. It means that Ha is accepted. There is significantly affect of Examples non Examples strategy on second year students of SMA Tri Sakti Lubuk Pakam in comprehending spoof text. English teachers can apply many strategy in teaching spoof text, especially Examples non Examples strategy because it is a good strategy to teach spoof text and other researchers are suggested to do a further research using Examples non Examples strategy in different perspective. Keywords: Examples non Examples Strategy, Reading Comprehension, Spoof Text.

5. Introduction English is a language spoken by people around the world, either as a first or second language. English is also the key to open doors to scientific and technical knowledge which is needed for the economic and politics development of many countries in the world. Thus, many people in the world learn English. In learning English, there are four skills that must be mastered. The skills in learning English are Listening, Speaking, Reading and Writing. Listening and Reading. Reading skill is very important for students. Reading is a skill that helps people to read in English well. Nowadays many people just read not understand what they read. According to Nunan (2003: 68) the goal of reading skill is comprehension. There are so many text that people can read especially the students. There are narrative, recount, descriptive, report, procedure, explanation, hortatory exposition, news item, anecdote, analytical exposition, discussion and spoof. Spoof is a text which tells factual story, happened in the past time with unpredictable and funny ending. Many students

like to read spoof text because it is fun to share and to talk about funny things. In order to that the writer wants to use a strategy that can help the students’ problem. According to Gropper in Uno (2011: 1) learning strategy is the selection of the various types of specific training appropriate to the learning objectives to be achieved. Examples non examples strategy is a learning strategy using pictures as the media in delivering learning material. This study aims to encourage students to have critical thinking through solving problem of pictures provided. Examples non Examples Strategy is series of delivering teaching material to the students by showing relevant images that have been prepared and are given the opportunity to students to analyze it with friends in the group who later held discussions did result. (Istarani, 2012: 9) 1.1 Reading Skills Reading is a fluent process of readers combining information from a text and their own background knowledge to build meaning. There are four elements in reading. They are strategies, fluency, the reader and the text (Nunan, 2003: 68). The purpose of reading is to gain the meaning and the knowledge from the printed page. The goal of reading is comprehension (Nunan, 2003: 68). 221

According to Harris and Hodges in Brassel and Rasinski (2008: 16) reading comprehension is the construction of the meaning of a written communication through a reciprocal, holistic interchange of ideas between the interpreter and the message. Teaching reading is a big challenge for many teachers. They must have the creative approach in teaching reading. Teaching reading is not only teaching to read but more than it. According to Nunan (2003: 68) there are two aspects in teaching reading. First, it refers to teaching learners who are learning to read for the very first time. The second aspect of teaching reading refers to teaching learners who already have reading skill in their first language. Reading achievement is the achievement of the students to be able to read and comprehend texts which can be determined by the scoring of reading achievement. It is not only to apply the grammatically corrects sentences when reading but also to understand what they are reading. The goal of classroom assessment is to enhance student learning result. Instructors use a variety of methods in the classroom to get feedback about students’ learning in terms. 1.2 Genre According to Hartono in Haris (2011: 28) genre is used to refer to particular text types, not to traditional varieties of literature. Genre much deals with kinds of texts. It has; communicative purpose or social function, generic structure or text organization, and linguistic features. According to Grace in Ade (2012: 24) there are 12 kind of text. They are recount, report, discussion, review, explanation, anecdote, exposition procedure, news item, descriptive, narrative and spoof. Spoof text is a text which tells factual story, happened in the past time with unpredictable and funny ending. Its social function is to entertain and share the story. Indicators of spoof text are Generic Structure and Language Feature. 1.3 Learning Strategy Strategy is a plan of action designed to achieve a major of overall aim. Learning strategy are the ways that will be used by teachers to select learning activities that will be used during the learning process. (Uno, 2011: 3) Examples non Examples Strategy is series of delivering teaching material to the students by showing relevant images that have been prepared and are given the opportunity to students to analyze it with friends in the group who later held discussions did result. (Istarani, 2012: 9) 1.4 Previous Research 1.4.1 A study on Ability of Comprehending Spoof Texts at the Second Grade Students of SMA PGRI Pekanbaru by Ade (2012) The problem of this research was pertinent to the second grade students of SMAPGRI Pekanbaru in


comprehending Spoof Texts. This research was done to identify the second grade students‟ ability in understanding generic structures and language features of spoof texts. The type of the research was cross sectional survey design with the aim was to be an evaluation program. The number of the participant in this research was 27 second grade students of SMA PGRI Pekanbaru which were selected by using stratified random sampling. The instrument used in this research was test. In collecting the data, the researcher gave the students test on generic structures and language features (spoof text). The data gained was analyzed by using descriptive statistic. After analyzing the data, the students‟ ability in understanding generic structures and language features of spoof texts was categorized into fair level. It was probed by their mean score 70. Therefore the finding of this research will be useful for the English teacher to do some improvement in teaching strategy. The similarity on this thesis is the writer used spoof text and the population of the subject research. That is the eleven grade of Senior High School, but different school. This thesis just focuses on the ability of the students to comprehend the spoof text itself. 6. Research Methodology This study uses quantitative experimental research. In conducting the experimental research, the sample is divided into two groups, namely experimental group and control group. The experimental group is the group which receives treatment by applying Examples non Examples Strategy in teaching spoof, while the control group is the group which doesn’t receive treatment but it is treated by using conventional way. The study population consisted of 42 students from second year students of SMA Tri Sakti Lubuk Pakam. Data were obtained using essay reading comprehension test. Data were analyzed using t-test and distribution table of the critical value. 7. Results and Discussion of the Study Based on the analysis above, the result of ttest was 3.988. It showed the result of t-test were higher than t-table (3.988 > 1.671). It can be concluded that the students were taught by using Example non Example Strategy significantly affects students’ Reading Comprehension on spoof text. While, there is no significant improvement for control group that was taught without Example non Example Strategy. It can be seen from students’ individual score. The calculation of the t-test can be seen as in the following.

222


No.

The score of Control Group Students’ Pre- Post- T2Squared Initial test test T1= Deviation Name (T1) (T2) d (d)2

1.

ADS

76

85

9

81

2.

BS

56

60

4

16

3.

CS

42

46

4

16

4.

DS

50

52

2

4

5.

DSI

60

62

2

4

6.

DWS

72

75

3

9

7.

EP

63

76

13

169

8.

ET

60

63

3

9

9.

EM

60

62

2

4

10.

FS

76

78

2

4

11.

FT

56

60

4

16

12.

IS

72

74

2

4

13.

JAB

62

65

3

9

14.

MB

74

72

-2

4

15.

NP

68

73

5

25

16.

NH

47

55

8

64

17.

RS

55

57

2

4

18.

SM

62

76

14

196

19.

SB

52

55

3

9

20.

TS

56

67

11

121

21.

VH

62

65

3

9

22.

WD

63

77

14

196

Total ( ∑ ) Mean

1344

1455

111

957

61.09

66.13

The Score of Experimental Group No. 1. 2. 3. 4. 5. 6. 7. 8.

Students’ Initial Name AP AM AS CM DDP DGG FDS FS

Pretest (T1) 70 75 40 59 62 79 71 78

Posttest (T2) 75 85 48 69 79 87 88 87

T2T1= d 5 10 8 10 17 8 17 9

Squared Deviation (d)2 25 100 64 100 289 64 289 81

9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22.

HK IK IT IR KT LD LN MP MH NS RA SP SA WP Total ( ∑ ) Mean

65 61 45 51 68 72 78 85 45 73 68 58 71 59 1433

75 69 55 62 82 84 87 95 58 78 78 60 80 67 1648

65.13

74.90

10 8 10 11 14 12 9 10 13 5 10 2 9 8 215

100 64 100 121 196 144 81 100 169 25 100 4 81 64 2361

8. Implication Studies demonstrate that Examples no Examples strategy brings positive impact in increasing students’ reading comprehension on spoof text. It is because, Examples non Examples strategy use picture as the media so it encourage students to think critically. Thus, this strategy is suitable for implementation in second year students. Overall it can be concluded that Example non example Strategy significantly affects the students’ reading comprehension on Spoof text. Finally the students feel satisfied if Examples non examples strategy can be used continually in learning reading comprehension on spoof text. References Beuhl, Rogers. 1996. Cooperative Learning. Jakarta: PT. Gramedia Nunan, David. 2003. Practical English Language Teaching. United Kingdom: Cambridge University Uno, Hamzah B. 2011. Model Pembelajaran: Menciptakan Proses Belajar Mengajar yang Kreatif dan Efektif. Jakarta: Bumi Aksara Brassel, Danny and Rasinski, Timothy. 2008. Comprehension That Works: Taking Students Beyond Ordinary Understanding to Deep Comprehension. Hutington Beach: Shell Education Haris, M.Mufti. 2011. The Effectiveness of Using Team Word-Webbing to Increase Students’ Reading in News Item Text. Semarang: Education Faculty Walisongo State Institute for Islamic Studies. Upublished Thesis. Ade, Riski Putra. 2012. A Study on Students’ Ability in Comprehending Spoof Text at the Second Grade Students of Sekolah Menengah Atas Persatuan Guru Republik Indonesia (SMA 223

PGRI.Pekanbaru: English Education Department Faculty of Education and Teachers Training Lancang Kuning University Pekanbaru. Unpublished thesis. Istarani. 2012. 58 Model Pembelajaran Inovatif. Medan: Media Persada.


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IMPLEMENTATION OF PROGRESIVISM PHILOSOPHY IN ADVANCED SCHOOL Dwi Budi Mulyono, Maria Kartika Nababan, Putri Dewita Napitupulu Medan State University, Jl. Willem Iskandar Psr. V Medan Estate, Medan [email protected], [email protected], [email protected] Abstract This study aims to describe (1) the relationship between the Curriculum 2013 with the flow of progressive philosophy, (2) the role of the school in preparing students to be a critical individual based on the concept of the flow of progressive philosophy, (3) creative learning methods to stimulate students to be creative and innovate in skill at St Ignatius Medan. The method used in this research is descriptive qualitative. Data collection was done by interview analysis. The results of this study answer formulation of the problem, namely (1) SMP St. Ignatius has implemented lessons in accordance with the criteria of the 2013 curriculum, namely Student-center learning, scientific learning, teachers as facilitators, and schools help students to character and also fit the flow of philosophy of progressivism, (2) schools have facilitated students with wifi easy to access the information in this fast-paced and fast-paced era. In addition, the school has also implemented online systems in areas such as problem-making, task delivery, and attitude assessment, (3) helping students to develop students' ability in creativity and innovation through the Entrepreneur curriculum that requires students to be able to choose and develop their pasion. It is very good in preparing students to be individuals who are able to face the challenges of the future so that later students can survive in the future by becoming an entrepreneur.

A. INTRODUCTION Nowadays, science and technology are growing rapidly. These developments can be seen in the human life that is now practically practical. Advancement of science and technology has turned out to have been touching all circles of society, ranging from children to parents. It is a common thing because science and technology are dynamic. Then, how should the attitude of society in facing these problems? According to Jalaludin and Idris (1992), education is a matter of life and community life. The process of education lies and develops with the development of life and human life, even both of which are one process. Educational problems can not be solved entirely by using scientific methods alone, but to solve educational problems one must use philosophical analysis. This study will make the students and education as the object of research because it turns out the development of science and technology helped change the mindset of the people. Developing of science and technology will be associated with one flow of philosophy, the flow of philosophy of progressivism which in the flow of philosophy of progressivism according to Fadillah journal

Progressivism flow in Indonesian language) is one of the streams that want a progress, which progress will bring about a change. Others argue that the progressivism of a stream that wants rapid advances. Therefore, this flow expects people to survive against all challenges of human life, must be practical in seeing everything in terms of its greatness. Therefore, appropriate data related to the flow of progressivism will be obtained from schools that have implemented the Curriculum 2013 because of this flow with the 2013 curriculum has a linkage. The linkage is seen from the focus of the philosophy of progressivism that focuses on child-centered education as well as the current Curriculum 2013. In addition, the flow of progressive philosophy also views human beings as biologically, socially and psychologically evolving physical beings, so humans continue to develop in a better direction and development and continually reconstruct, interpret and reorganize their experiences, so that people will always finds the knowledge to, his endless progress is the same as in the scientific model of the Curriculum 2013 which is scientific. The scientific approach is a learning process designed in such a way that learners actively construct concepts, laws and principles through observing stages (to identify or find problems), formulate problems, propose or formulate hypotheses, collect data with various techniques, analyze data, draw conclusions and communicate 225

concepts, laws or principles that are "discovered" (Hosnan, 2014: 34) Based on this background, the researcher formulates the problem as follows. First, Is there a link between the 2013 curriculum and the flow of progressive philosophy. Second, how the role of the school in preparing students to be a critical individual is based on the concept of the flow of progressive philosophy. Third, Do teachers have applied creative learning methods to stimulate students able to create and innovate in skills.

B. RESEARCH METHODS

The research was conducted at SMP Santo Ignasius Medan. The subject of this study is the teacher at the school. The method used in this research is descriptive qualitative. Data collection was done by interview analysis. Sources of data were collected from several related questions about the problem in this study. This research raises the problem of implementation of progressive philosophy in school. Progressive philosophy refers to the development of students' scientific, skills and social thinking skills related to the standards adopted in the Curriculum 2013. This study will answer the question of the extent to which schools implement student-centered learning systems, freeing students in developing, stimulating student learning interests from hands-on experience, making teachers guide learning activities, and implementing collaboration between school and home. Some questions that will be asked to informants related to the previous explanation will answer the problem formulation as follows. 1) There is a link between the Curriculum 2013 with the flow of progressive philosophy. 2) The junior high school of St. Ignatius Medan has succeeded in becoming a means to prepare students to be a critical individual based on the concept of the flow of progressive philosophy. 3) Teachers have applied creative learning methods to stimulate students able to create and innovate in skills


To prove the above problem, the researcher analyzed the data through interview with one of the teachers at SMP St. Ignasius Medan. The interview was conducted directly by the author using equipment such as: 1) Camera 2) Recorder 3) a list of questions The list of questions that will be asked to the speakers consists of 5 questions, namely:

1) How do you view the change of curriculum in Indonesia? 2) SMP St. Ignatius has become a school that implements the 2013 curriculum since the introduction of the curriculum. Did the learning activities have run the learning process in accordance with the provisions in the 2013 curriculum, such as student-center learning, scientific learning, teacher as a facilitator, and help students to characterize? How is the implementation? 3) How is the role of the school in developing students' skills according to their interests and talents? 4) What efforts have the school made to prepare students to be individuals who are ready to deal with fast and sophisticated times? 5) What are the teaching methods done by teachers at SMP St. Ignasius to stimulate students' interest in learning with critical thinking? C. RESULTS AND DISCUSSION From the interviews conducted with teachers at SMP St. Ignatius who is also a teacher in one of the State Junior High School in Medan obtained the following answer. 1) If the curriculum changes seen since, KBK, KTSP, until the Curriculum 2013, Curriculum 2013 revision, the changes seem to try and try. Why is that? Because each modified curriculum has not reached the purity in its implementation. It can be seen from not knowing exactly what the weaknesses and strengths of each curriculum. Should every time 226

there is a change in the curriculum there is a socialization to teachers so that teachers can quickly understand the new curriculum and able to carry out learning in accordance with the standards expected in the new curriculum. For example, we teachers in SMP Negeri where I teach has not been following the socialization of the latest curriculum so we are exhausted in running the curriculum. But when we are still in the process of understanding the new curriculum, there is often a change in curriculum. That's why I say that the curriculum in Indonesia is a curriculum try. 2) Student-center learning, scientific learning, teacher as a facilitator, and helping students to character, not yet fully implemented in SMP St. Ignatius. I speak from teaching experience in my subjects. One of the factors that can cause it is the cognitive ability of the students themselves. There are still many passive students in the classroom so the teacher can not only be a facilitator. However, for excellent classes whose students have good cognitive abilities, the characteristics set out in the 2013 curriculum include student-center learning, scientific learning, teacher as a facilitator, and helping students to character work well. The inhibiting factor is not entirely coming from the students, but the teachers are still many who have not mastered the methods of learning. In addition, a curriculum review is necessary. 3) Skill assessment at St. Junior High School Ignatius in general has been implemented. However, to be able to see his success is still in the championship class earlier. That's because they are able to carry out instruction from the teacher and develop it independently. Moreover SMP St. Ignatius also uses the Entrepreneurship curriculum that invites students to develop their skills. We can see how children try to be creative and innovate. For example, in my mathematics


learning, students have been able to make mathematical comics and now they will make a mathematical drama. It is very good to change the mindset of children about math lessons. Entrepreneurship curriculum is applied to all students. From there it can be concluded that SMP St. Ignatius has become one of the skills-based schools. 4) Efforts made by schools is to facilitate free wifi schools so that students can access information via the internet. Because of the many ways to learn including from online media. In addition, the school has made a problem with the online system, attitude assessment with online system, and sending tasks via email, is one of the efforts of SMP St. Ignatius to prepare his students to be a quick, swift, and meticulous generation in the face of technological developments. 5) The method of learning conducted by SMP St. Ignasius to stimulate students' interest in thinking students by doing scientific methods, problem based learning, and project-based learning. For example in substitution and elimination materials by asking students to shop books, pens, or fried foods then students calculate the price of unity. However, this method has not been fully implemented in SMP St. Ignatius recalls the weaknesses of each method.

From the results of interviews that have been done, has obtained data that helps researchers to answer the formulation of problems that have been described previously that SMP St. Ignatius has implemented lessons in accordance with the criteria of the 2013 curriculum, namely Student-center learning, scientific learning, teachers as facilitators, and schools help students to characterize. It can be seen from the learning methods that have been implemented in the school that is based on problem solving so as to help students to be able to think more critical. In terms of supporting this critical thinking student, the school has made several efforts such as facilitating students with wifi to make it easier for students to access information in this fast-paced and fast-paced era. In addition, the school has also implemented online systems in areas such as 227

questioning, assignment, and attitude assessment. It is in line with technological developments as well so that students do not become individuals who stutter technology.


questioning, assignment, and attitude assessment. It is in line with technological developments as well so that students do not become individuals who stutter technology.

SMP St. Ignatius helps students to develop students' skills in creativity and innovation through the Entrepreneur curriculum that requires students to be able to choose and develop their skills. It is very good in preparing students to be individuals who are able to face the challenges of the future so that later students can survive in the future by becoming an entrepreneur.

Furthermore, SMP St. Ignatius helps students to develop students' skills in creativity and innovation through the Entrepreneur curriculum that requires students to be able to choose and develop their skills . It is very good in preparing students to be individuals who are able to face the challenges of the future so that later students can survive in the future by becoming an entrepreneur.

The flow of progressive philosophy is a school of philosophy that calls for progress, which this progress will bring about a change. Others argue that the progressivism of a stream that wants rapid progress. Therefore, this flow expects people to survive against all challenges of human life, must be practical in seeing everything in terms of its greatness. Learning activities that have been done by SMP St. Ignatius obtained from the interview shows that there is a connection between the implementation of learning and the flow of progressive philosophy. For that it can be concluded that SMP St. Ignatius has been able to become a school that prepares its students to be ready for the times. This can be due to teachers who continue to try to be creative teachers by trying to develop creative learning methods in using problem-solving methods.

Thus, the problem formulation in this study is answered that there is a link between the 2013 curriculum and the flow of progressive philosophy at SMP St. Ignatius. This school has also succeeded in becoming a means for students to develop critical thinking skills to students and teachers able to become creative teachers in skills.

Based on the exposure, it can be concluded that SMP St. Ignatius uses the flow of progressive philosophy in his educational activities. It is very much in line with the vision and mission of the 2013 curriculum. Therefore, the answer to the problem formulation in this study has been valid and answered according to the formulation of the problem.

D. CONCLUSIONS SMP St. Ignatius uses the flow of progressive philosophy in his educational activities. It can be seen from the learning methods that have been implemented in the school that are based on problem solving so as to help students to be able to think more critically. In terms of supporting this critical thinking student, the school has made several efforts such as facilitating students with wifi to make it easier for students to access information in this fast-paced and fast-paced era. In addition, the school has also implemented online systems in areas such as

E. REFERENCES Arif, Syamsul. 2014 . Metode Penelitian. Medan: Unimed Arikunto, Suharsimi. 2006. Prosedur Penelitian Suatu Pendekatan Praktik. Yogyakarta : Rineka Cipta Fadillah. 2011. “Aliran Progresivisme dalam Pembelajaran bahasa Indonesia” dalam Artikel E-Journal Fadlillah. Januari, 2017. Aliran Progresivisme Dalam Pendidikan Di Indonesia. Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 Gutek. Gerad Lee. (1974). Philosofical Alternatives in Education. Loyala University of Chicago. Hosnan, M. 2014. Pendekatan Saintifik dan Kontekstual dalam Pembelajaran Abad 21 Kunci Sukses Implementasi Kurikulum 2013. Bandung: Ghalia Indonesia Idris,

H. Sahara dan Jamal, H Lisman, PengantarPendidikan (Grasindo, 1992) Jalaluddin dan Abdullah Idi. 2012. Filsafat Pendidikan; Manusia, Filsafat dan Pendidikan. Jakarta: Rajawali Press. Moleong, Lexy J. 2007. Metodologi Penelitian Kualitatif. Bandung: PT Remaja Rosdakarya. Muhmidayeli.. 2013. Filsafat Pendidikan. Bandung: Refika Aditama. Sadullah, Uyoh. 2003. Pengantar Pendidikan. Bandung: Alfabeta.

Filsafat 228


INVESTING CHARACTER OF ISLAMIC LEADERSHIP WITH LEARNING MOTIVATION IN TEENEGER STUDENTS Abdul Rahman, Aprina Sirait, Yogi Andrian Zunaedy Abstract This study aims: to instill the character of Islamic leadership with learning motivation. This research is using literature review. By incorporating leadership according to Islamic teachings. the result of discussion in Islam a good leader is a leader who has at least 4 (four) qualities in carrying out his leadership, namely: Siddiq, Tabligh, Amanah and Fathanah (STAF): (1) Siddiq (honest) so that he can be trusted; (2) Tabligh (communicator) or ability to communicate and negotiate; (3) Amanah (responsible) in carrying out its duties; (4) Fathanah (intelligent) in planning, vision, mission, strategy and implement it. Motivation learning is a change of energy in a person characterized by the emergence of feelings and reactions to achieve goals. Keywords: character of Islamic leadership, motivation to learn period of mulkan 'aadhan. Literally, the latter term INTRODUCTION means a biting ruler. Namely a leadership that is Islam is a religion that is very concerned legally formal still makes Islam, the Qur'an and about the problem of leadership (leadership). This is sunnah as the basis, but in practice is no longer because Islam perceives that man is essentially a consistent, even studded with deviations4 leader, the representative of Allah SWT on earth, This situation is very worrying, see the many khalifatullah fi al-ardh (Surat al-Baqarah 2: 30). In behavior of people who do not refer to what is taught the hadith saheeh, the Messenger of Allah stressed in Islam. One of the causes of the chaos that occurs is that everyone (you) is the leader: Every one of you is the cultivation of leadership characters since the teens a leader, and must be responsible for the people he are less in the community, so the younger generation leads; a priest (head of state) is a leader and should is no longer interested to see the future but interested be responsible for the people he leads. (Narrated by in the momentary satisfaction. The occurrence of Bukhari of Ibn Umar's Companions). criminalization, acts of immorality and even bully Leadership can be interpreted as an example, increasingly widespread among young people, the regulator in the Islamic language is usually said to especially students because of lack of leadership. be the High Priest, Khalifah. The presence of a leader aims to direct, guide his followers to follow the right DISCUSSION path3 THE LEADER BEHAVIOR OF ISLAM Koontz & O'donnel, defines leadership as the in the perspective of the Qur'an, the human process of influencing a group of people so willing to being is commanded by Allah SWT to assume the work earnestly to achieve their group goals. So the duties of the Caliph of the earth. As a human leader Leader is the organizer of his group activities by has a responsibility in the upheaval of earth life influencing his group to perform activities for the against its creator. achievement of a predetermined goal. Human was created to serve the duty of Islam since its first appearance-brought by devotion to its creator (Surah 51:56). To carry out the Prophet Muhammad, to this day has been 14 these tasks humans are given the honorable status of centuries. Throughout the vulnerable at that time, the khalifah of Allah SWT on earth, complete with Islam experienced ups and downs of civilization. One the framework and work program. Symbolically the of the most relevant questions we have to say for function and framework was revealed by God to reading the nubuwwat of the Apostle is "in which Adam As creation process. Actually I want to make a period are Muslims now?" The answer to this khalifah on earth (Qur'an 2:30), and at the same time question will (and has) become the starting point for assign human to prosper the earth (Qur'an 11:61). the rise of discourses on the rise of Islam in the To carry out the intended task, in order to run present century. Why not? based on that nubuwwat smoothly, Allah SWT provides a set of equipment while mirroring the historical reality we find this that people need. The first and main devices are the people not being in the period of prophethood, the potential of monotheism (QS 7: 172), with further caliphate upright above the values of truth, nor the signification in the form of the perfection of the 3

Hasan Al-Bana. Risalah Pergerakan Ikhwanul Muslimin, (Solo: Era Intermedia, 2000) Hal: 96-97

4

Ibid Hal 5-6

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incident and the blowing of the soul (Sura 15:29). This statement of Allah SWT according to Hasan Langgung hinted at the existence of the attributes of God even in a limited level to the human self. The connection with the duty of devotion is evident from the relationship between the command of devotion and the attributes of God in Asma alHusna. Allah commands humans to perform prayers, so that people become more holy. To be more holy is basically to imitate the nature of the Most Holy God, to the extent of the optimal potential given to human beings. Leadership can be interpreted as an example, the regulator in the Islamic language is usually said to be the High Priest, Khalifah. The presence of a leader aims to direct, guide his followers to follow the right path. In this world, no ideology can provide what the rising ummah need, in terms of legislation, legal rules, and gentleness of feelings and moral sensitivities as given by Islam. The Quran is full of various descriptions of these aspects. In order to clarify the notion, it presents a general picture at a time and gives a detailed picture at other times. The Qur'an also offers the settlement of the issues with a clear and detailed, so that any nation would take it as a foundation of life, niscahya he will get what he wants. Allah says in Qs. Al-A'nkabuut (049) Meaning: "Actually, the Qur'an is the real verses in the chests of those who are given knowledge. And no one denies our verses except those who do wrong. "5 History has proven in the past 15 centuries has been born on this earth About the leadership in Islam is an always interesting discourse to be discussed. Discourse of leadership in Islam is already there and develop, precisely after the Prophet died. This leadership discourse arose because there is no more Apostle or prophet after Prophet Muhammad SAW died. In the Qur'an it has been revealed by Allah Almighty that religious leadership has, among other things, the ability to direct the one who is led. Referrals to make a good fit perfectly with Islamic philosophy. One time the Prophet SAW said "the leader is a shepherd and he will be asked about his shepherd". Many conditions are proposed by citizens if there is a poll on the leader's performance. 6 Then there are some good leader criteria: 1. Referring only to the Qur'an and the Sunnah of His Rasul 5

Prof. Dr. H. Said Agil Husin Al Munawar, M.A. Aktualisasi Nilai-nilai Qurani:dalam Sistem Pendidikan Islam, (Ciputat:2005) hal 71 6 Eggi Sudjana. Visi Pemimpin Masa Depan: Menggagas Politik Berkeadilan, (Bandung: Marja’, 2003) Hal: 25-27


The present refers to all the problems of life only to the Qur'an and the Sunnah of His Messenger, for only this source guarantees their glory. but so can still take from other sources, good philosophy, science, technology as long as he does not disagree with the spirit of the Qur'an and the Sunnah of His Messenger. 2. A leader must be always close to God Difficult to identify, but from the ideas that are expressed, deeds and his experiences can be known to the saints. 3. The leader is a sincere nothing to loose No selfishness except to dedicate to God through dedication to his people. Then the leader must be fair, let alone for KKN to use the state goods for its own sake just do not want. Caliph Umar Bin Khatab Ra. Has exemplified how much he distinguishes private and state interests. Then the light turns off when for the state affairs lights are turned on. that is one measure of a leader's justice. To choose ideal leadership then we should follow the model of leadership of Prophet Muhammad SAW, namely: • Shiddiq It means honest, Prophet Muhammad SAW is known as an honest personal figure. With his honesty he is less likely to corrupt, enrich himself, his family, and his group, and still be able to keep the boat of organization to a noble goal / ideals. • Amanah Trustworthy It can be trusted. Another meaning contained in the word amanah is responsible. Unsafe leaders will be able to hinder the effectiveness of the achievement of organizational goals, because unauthorized leaders will not work optimally, not militant, and half-hearted without any intention to account for the results of their leadership. Whereas in religion it is clear that every deed must have rewards. • Tabligh Tabligh Means Delivering. In the sense of conveying this also contained values of transparency, accommodative / aspirative, and communicative. So a leader must be able to act openly, listening to the complaints directly and able to maintain good communication with members / community. • Fathonah It means Smart or Smart. With the intelligence of a leader is expected to be able to think and act quickly, creative, innovative, and able to solve problems fairly and wisely. The ideal figure of leadership in the era of prophethood to be longed, the farther away from the apostolic era the worse the community order. The

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climax will lead to a leader who gets guidance from Allah SWT. The leader's position is mentioned in Dr. Thariq Muhammad as-Suwaidan and Ir. Faisal Umar Basyarahil leads or leads' the opposite of 'as-saqun herding', as the words lead the animal from the front and herd from behind. (Arabic Lisanul, 3/84). In the meaning of this language there is an interesting gesture. In essence, the leader's position is ahead in order to be a guide for his members in kindness and to guide them to the truth. Leadership has three elements 1) There is a goal that moves people 2) The existence of a group of people 3) There are leaders who direct and influence people Abdullah Ibn Umar r.a. said that the Messenger of Allah (saws) said "All of you are a leader and are responsible for his leadership, the ruler is the leader of his people and is responsible for him, the wife is the leader of his house and responsible for the servant's leadership is the leader of his master's property and he is responsible for leadership "(HR Bukhari hadists 853) 7 Leadership is very important in the joint of life, then there is some urgency of leadership that must be understood together for regularity in life, among others: a) Leadership must exist in life so that life can be arranged neatly, it can be established and the power of the strong side against the weak can be blocked b) Support positive behavior and eliminate negative things c) Handle all work problems and make the necessary plans to overcome them d) Adapt to the changes around them and take advantage of changes for the benefit of the organization e) Develop train and maintain members f) Restores balance in life One's leadership will work, if the person has great initiative, fixed character and a strong mental, and realizes that the fate and degree of a leader depends on time and place. In addition to achieving good leadership, a leader must meet the requirements and qualities of a leader 1. Terms Terms are the main provisions that must be owned and developed by every leader that includes 7

Dr. Thariq Muhammad as-Suwaidan dan Ir. Faisal Umar Basyarahil. Melahirkan Pemimpin Masa Depan , Hal:9-10


a) good character, mental, moral and noble character, not quickly despair, tough and always develop the initiative to solve all problems faced with the best b) high intelligence, which has the ability to catch quickly so as to be able to quickly and precisely understand the subject matter. c) Readiness of self-preparedness will lead to a skilful and agile attitude of life d) Ability to organize and complete tasks or obligations imposed on him so that a sense of responsibility arises.

2. Nature The nature of leadership is the attitude and behavior that must be known, conscious and practiced in everyday life. According Mohammad reksohadiprodjo mengemukanan about the qualities that must be owned a good leader is the nature tetep (consistent), mantep (konsekuen) and antep (weight, quality and digdaya) LEARNING MOTIVATION Woodword in the book wina (2011) says: "A motive of a set predisposes the individual of certain activities and for the achievement of certain goals". A motive is a substance that can make individuals perform activities of certain activities to achieve goals. Motivation is a drive that can lead to certain behaviors that are directed to the achievement of a particular goal. Arden (1957) "motives as internal condition arouse sustain, directand determain the intention of learning effort, and also define the set of satisfying or unsatisfying consequences of goal". The statement explains that the strength of weakness or the spirit of the effort that someone does to achieve a goal will be determined by the weakness of the motive that person has. motivation is the manifestation of the motive seen from the behavior that is shown someone. Hilgard said that motivation is a state contained within a person that causes a person to perform certain activities to achieve certain goals. 8 a. Motivation Function There are two functions of motivation in the learning process, namely; a) Encourage students to move Everyone's behavior is caused by an inner impulse called motivation. The size of a person's spirit to work or activity is determined by the size of the motivation. b) Motivation serves as a guide 8

Sanjaya,wina, Kurikulum dan Pembelajarn:teori dan praktik pengembangan kurikulum KTSP. jakarta:kharisma putra kencana hal. 250

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Motivation is not only able to move a person to move, but through motivation also the person will direct its activities in earnest to achieve certain goals. It is difficult for someone to exert all efforts without a clear purpose. In the book Wina Morgan explained about the needs of the students as the driving of activities as follows: b. Self-need as the activator of the activity itself. Encouraging children's motivation in learning can be done by linking learning activities with excitement. That is, creating a pleasant atmosphere in accordance with the level of student development is something that can be done to improve motivation to learn. c. Needs because of others One's activity is not because of self-pleasure. But because of the need to satisfy others and the desire to please others. The maximum result of an activity is driven by the need for self-esteem, that is, because of the encouragement to gain the respect of others. d. The need to achieve results Satisfactory results are a child's requirement. Children will work diligently because they want to get good results. When the success has been achieved, then the satisfaction will emerge that can foster motivation to work harder children need recognition of the success that has been achieved. e. The need to overcome difficulties Teachers need to foster encouragement and encouragement because the child's attitude to the difficulties he faces is highly dependent on the environment. In the book wina Distribution of motivation can be seen from the perspective of needs and functional perspective and of its nature. f. Perspective needs According to Maslow, human needs are stratified. Individuals will feel satisfied to meet the needs at a certain level when in the previous stage the need has been met. Needs that need is as follows: ü Physiological needs Physiological needs are basic needs that must be met before other needs are met. Physiological needs include the needs of hunger, thirst, rest needs, and so forth. ü Security needs (security) The need for security is the need for a sense of protection, free of fear, and anxiety. ü Social needs Social needs are the need for love as a sense of acceptance by the group, feelings of respect and respect by others. ü The need to be yourself.


the need to be self is a need of prestige that closely with the need to develop the talents and interests possessed both in the field of knowledge, social and so forth. ü Functional Perspective This perspective divides the kind of motivation seen from the concept of motivation as a driver, hope and incentive. Motivation as a motivator is a motivating force for certain activities. This means that activity only begins to occur when there is a driving factor that drives all available energy. Without a mover it is unlikely that activity will occur. The movers can come from outside the individual, which is then called an external source or can come from within which is then called an internal source. The motivation based on expectations is the motivation that views that something must happen in accordance with expectations, and motivation based on incentives is the motivation that arises because of the existence of a real goal. ü Nature of Motivation Judging from the nature of motivation can be distinguished between intrinsic motivation and extrinsic motivation. Intrinsic motivation is the motivation that arises from within the individual. Extrinsic motivation is a motivation that comes from outside the self. In the learning process intrinsic motivation is difficult to create because of this motivation comes from within the students themselves. What may be done is to develop extrinsic motivation to increase the encouragement to students to be more active learning. According to Oemar Hamalik in the book wina (2011) the emergence of both intrinsic and extrinsic motivation can be influenced by several factors, namely:

ü The level of students' self-awareness of the needs that encourage behavior or deeds and awareness of the learning objectives to be achieved. ü The attitude of teachers to the class means teachers who always stimulate students to do toward clear and meaningful goals will foster intrinsic nature. But more emphasis on unilateral incentives then extrinsic students will be more dominant. ü Influence of group of students. If group influence is too strong then motivation tends towards extrinsic. ü The classroom atmosphere also affects the appearance of certain traits on student learning motivation. The atmosphere of 232

responsible freedom will further stimulate the emergence of intrinsic motivation compared to the atmosphere of pressure and coercion. To obtain optimal learning outcomes teachers are required to generate creative motivation to learn students. Below are some guidelines. a. Clarify goals to be achieved. Teachers should explain in advance the objectives to be achieved, because students 'understanding of the purpose of learning can foster students' interest to learn which in turn can increase student learning motivation. The clearer the goal to be achieved will be the stronger motivation to learn students. b. Awaken student interest Developing students' learning interest is one of the techniques in developing learning motivation. Several ways can be done to arouse students' learning interest include: 1) Connect the lesson materials to be taught to the students' needs. 2) Customize the subject matter with the level of student experience and ability. 3) Use varied models and learning strategies such as discussions, group work, experiments, and demonstrations and so on. c. Create a fun atmosphere in learning Students may only be able to learn well, when there is in a pleasant atmosphere feel safe free from fear, life and fresh free from tension. for that occasional teacher can do funny things. d. Give a reasonable compliment to Every student's success Motivation will grow when students feel appreciated. Giving reasonable compliments is one way that can be done to reward. e. Assess Assessment should be done immediately so that the students as soon as possible know the results of their work. Assessment should be done objectively in accordance with the ability of each student. f. Comment on student work Students need rewards. The rewards can be made by giving a positive comment. g. Create competition and cooperation Fair competition or competition can give a good effect to the success of student learning process. CONCLUSION To instill the nature of leadership is very necessary motivation in learning. Therefore, the growth of student learning motivation is one of the responsibilities of teachers. Good teachers in teaching forever will try to encourage students to move.


Then, in Islam a good leader is a leader who has at least 4 (four) traits in carrying out his leadership, namely: Siddiq, Tabligh, Amanah and Fathanah (STAF): 1) Siddiq (honest) so that he can be trusted; 2) Tabligh (communicator) or ability to communicate and negotiate; 3) Amanah (responsible) in carrying out its duties; 4) Fathanah (intelligent) in making the planning, vision, mission, strategy and implement it. SUGGESTION

1) The attitude and behavior of a leader who must be known, conscious and practiced in everyday life. According Mohammad reksohadiprodjo mengemukanan about the qualities that must be a good leader is the nature tetep (consistent), mantep (konsekuen) and antep (weight, quality and digdaya) 2) In motivating things to see is a need, because motivation arises out of necessity. a person will be compelled to act when there is a need in him. this need creates a state of dissatisfaction that the tensions and tensions will be lost when the need has been met 3) Motivation can also be awakened in other negative ways such as punishment, reprimand and criticism, giving the task a bit heavy or challenging. However, such techniques can only be used in certain cases but should generate motivation to instill Islamic leadership in a negatively avoided way REFERENCES Ad-Din Ar-Rais Dr. Dhiya’, 1972, Islam dan Khilafah:kritik terhadap buku khilafah dan pemerintahan dalam Islam, ‘Ali ‘Abdur Raziq, Bandung:Perpustakaan Salman Institut Teknologi Bandung Agil Husin Al Munawar Prof. Dr. H. Said, M.A. 2005, Aktualisasi Nilai-nilai Qurani:dalam Sistem Pendidikan Islam, Ciputat:PT Ciputat Press Al-Bana Hasan, 2000, Risalah Pergerakan Ikhwanul Muslimin, Solo:Era Intermedia Alkhairiyah Yayasan Ar Risalah, 2014, Al-Quran Nul-karim, Bogor:Sabiq Bakar Almascaty Hilmy, 1995, Generasi Penyelamat Ummah, Selangor:Jiwa Baru Sdn. Bhd, Khan Waheenduddin,1983, Islam Menjawab Tantangan Zaman, Bandung:Pustaka ITB 233

Majid Nurcholish, 2008, Islam Kemordernan dan KeIndonesiaan, Bandung:PT. Mizan Pustaka Mourdono, Ranuwiharjo A.Dahlan, Sulastomo, Majid Nurcholis, Tanjung Akbar, Said Ridwan, M. Saefuddin Ahmad, Tjiptonerijanto Prijono, Saifuddin Anshar H.Endang, Khalid M. Saleh, Tebba Sudirman, S. Damandhuri Didin, Januar Paulus, Wirosardjino Satjipto, 1990, HMI Menjawab Tantangan Zaman, Jakarta: P.T. Gunung Kulabu Muhammad as-Suwaidan Dr. Thariq dan Umar Basyarahil Ir. Faisal, 2005 Melahirkan


Pemimpin Masa Depan , Jakarta: Maghfirah Pustaka. P. Siagian MPA Prof. Dr. Sondang, 1991,Teori dan Praktek Kepemimpinan, Jakarta:Rineka Cipta Sanjaya,wina, Kurikulum dan Pembelajarn:teori dan praktik pengembangan kurikulum KTSP. jakarta:kharisma putra kencana Sariati Ali, 2001, Tugas Cendikiawan Muslim, Jakarta:PT. Grafindo Persada Sudjana Eggi, 2003,Visi Pemimpin Masa Depan: Menggagas Politik Berkeadilan, Bandung:Marja’

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IMPROVING THE STUDENTS’ ABILITY IN WRITING DESCRIPTIVE PARAGRAPH BY USING TASK-BASED LEARNING (TBL) APPROACH AT THE TENTH GRADE OF MAS PAB 1 SAMPALI MEDAN IN THE ACADEMIC YEAR 2016/2017 Ade Fitriani Siregar, Pera Handayani Harahap, Zetira Ahmad Post Graduate Faculty, University of State Medan, North Sumatera, Indonesia Abstract This research has a purpose to improve the students’ ability in writing descriptive paragraph by using TaskBased Learning (TBL) approach at the tenth grade of MAS PAB 1 Sampali Medan in the academic year 2016/2017. The subject of this research consists of 37 students of X (tenth). This research applied by classroom action research. The technique of analyzing data of this study was applied by using qualitative and quantitative data. The qualitative data were taken from observation sheet, diary note, questionnaire, and documentation. The quantitative data were taken from the writing test. The result of this research showed that there was improving of students’ ability in writing. Most of the students achieved a good score at the end of every cycle. The passing grade of English lesson was 75.The result of the data analysis that the mean of the first cycle was 72.21. The mean of the second cycle was 79.45. The percentage of the students who got point up 75 also grew up. In the pre-test there is one student who got up 75 (2.70%). In the post-test of cycle I, students who got up 75 there were 16 of 37 students (43.24%). In the post-test of cycle II, students who got up 75 there were 30 of 37 students (81.08%). It indicated that the application of TaskBased Learning Approach was effective as it could improve students’ ability in writing descriptive paragraph. So, the hypothesis said” The students’ ability in writing can be improved by using Task-Based Learning approach” is accepted. Keywords: The Students’ Ability, Writing Descriptive Paragraph, Task-Based Learning (TBL) Approach

I. INTRODUCTION Language is an important part of human existence and social process that has many functions to perform the life of human beings. Language is an instrument to convey the information; it is used to express ideas, feelings or emotion, purposes, thoughts, and opinions in written or oral way to other. Through language, we can share and transfer knowledge, transmit message from one to another, and from generation to the next generation. In short, almost all of human activities are conducted through the use of language. Language includes four basic skills, they are: listening skill, speaking skill, reading skill and writing skill. Writing is one way of making meaning from experience for ourselves and for others. For many of us, writing serves as the most available and the most compelling way because the outcome, visible language, is a satisfyingly permanent record of thought and feeling.9 The function of writing is as means of conveying ideas, feeling and intention to other people and it is very important skill on 9 Janice M. Lauer, (1981), Four Worlds of Writing, New York : Harper & Row , p. 1.

a daily life. Then based on the writer’s experience in teaching practice at MAS PAB 1 SAMPALI, the writer found that the students have less interest in writing especially descriptive paragraph. They found it hard and very difficult to write what is on their mind into written language. Most of them do not like doing this activity and they always try to avoid it. Some of the students feel that writing is difficult to learn because they need basic skill to express what they want to write. The students also were still lack in grammar and vocabulary. The students are not able to compose their thought and ideas because they have limited number of words and also they often make mistake when they are arranged the sentences and write the words. Moreover, they do not develop their ability by making the writing as a habit because according to them writing is not necessary and it was needed in examination only. In addition, the English teacher does not use effective techniques in teaching learning process. The impact is the student does not have interest to the lesson. Without interest, students would have no attention to the material that given. They 235

would get bored whenever the teacher describes the lesson. A Descriptive paragraph is paragraph which expresses or describes place, person and thing in such vivid detail that the readers can easily visualize the described place, person and thing, or can feel that they involve in the experience. Writing of descriptive paragraph can be successful as one of the first writing activities for students. Start by helping students to understand the characteristics of a good descriptive paragraph.Teachers can make writing enjoyable for students by using a variety of activities, approaches, methods, strategies and techniques. The English teachers also need to be creative in preparing material and creating new approach such as task-based learning approach, because with this approach can improve the students’ ability in writing descriptive paragraph and easier to describe something. Task-based learning (TBL) is typically based on three stages. The first of these is the pre-task (introduction to topic and task). The second is task cycle (Task-Planning-Report) and Language focus (Analysis and Practice). An important of Task Based Learning is that learners are free to choose whatever language forms they wish to fulfill as well as they get task goals. So this approach can facilitate the teaching of writing to the students because Task Based Learning not only helps to the teacher to connect the materials to the students’ real world but also can motivate the students to apply their knowledge in their daily life. In this case the writer wants to use Task-Based Learning approach to teach descriptive paragraph. From the explanation above, the writer wants to know which this approach is better. That is why the writer wants to conduct this study entitle: “IMPROVING THE STUDENTS’ ABILITY IN WRITING DESCRIPTIVE PARAGRAPH BY USING TASK-BASED LEARNING (TBL) APPROACH AT THE FIRST GRADE OF MAS PAB 1 SAMPALI”. 1. The Definition of Writing Writing is one of the skills which are performed through a written form to convey thoughts, ideas, and feelings. Writing involves thinking about the purpose of the text to be composed and about it is possible effect on the intended readership, because of these characteristics, writing is not an innate natural


achievement like speaking, but has to be acquired through years of schooling. Writing is to put down on paper by means of word. It can be inferred that writing is to compose the ideas in words form on the paper. We can write our ideas to develop our thinking in writing. We can make advice from our experience for our other people. Writing is how to produce a written product. The process involves a series of thinking activities in which the writers have to transform their ideas coherently and cohesively into written text. According to Elbow, writing is a transaction with words whereby you free yourself from what you presently think, feel, and perceive. Writers are not only required to transmit a message but also to grow and cook a message. The reason for teaching writing to students of English as a foreign language includes reinforcement, language development, learning style and most importantly, writing as a skill in own right.10 Three approach in writing:

1. The first approach focuses on the products of writing by examining text in various ways, either through their formal surface elements or their discourse structure. 2. The second approach loosely divided into expressivist, cognitivist, and situated strands, focuses on the writer and describes writing in terms of the processes used to create texts. 3. The third approach emphasizes the role that readers play in writing, adding a social dimension in writing research by elaborating how writers engage with an audience in creating coherent texts.11 Writing is a fluid process created by writers as they work. Accomplished writers move back and forth between the stages of the process, both consciously and unconsciously II.

RESEARCH METHOD A. Location of the Research This research was conducted at Madrasah Aliyah Swasta (MAS) PAB 1 SAMPALI in 2016/2017 Academic Years. It located on Jl.

10 Jeremy Harmer, (1998), How To Teach English, Harlow, Edinburgh Gate: Longman, p. 79. 11 Ken Hyland, (2002), Teaching and Researching Writing, Harlow, Pearson Education: Longman, p. 5. 236

Sampali Ujung, Medan Estate Kec. Percut Sei Tuan, Kab. Deli Serdang, Sumatera Utara. B. Research Design This research was applied by classroom action research. According Burns, action research is

C. The Teaching Learning Procedure The process of doing the treatment was done in two cycles that consist of fourth meetings namely planning, action, observation, and reflection. a. Planning Planning is the first step in classroom action research. b. Action The plan is carefully considered one which involves some deliberate interventions into the teaching situation that put into action over an agreed period of time. The interventions are “critically informed” as question your assumption about the current situation, new plan and alternative ways of doing things. c. Observation Observation was done when the classroom action research going on by the collaborator using observation sheet and using diary notes the teacher. The observer observe the whole process of action involves teachers (include their teaching techniques and methods, their


the view to improve the quality of action within social function, involving collaboration and cooperative of researchers, practitioners and laymen.

physical presence, voice rejection and quality, body language, management procedures and so on). d. Reflection After collecting answer sheets of some tests of students, observation sheet and field notes, teacher and her collaborator evaluate the results of the tests, the observation and the field notes. Then, the researcher and her collaborator make the revise plans based on the weakness of the first cycle process due to the improvement of the next cycle. D. Subject of the Research The subject of the research in this study was class X of MAS PAB 1 SAMPALI Kab. Percut Sei Tuan academic years 2016/2017 consist of 37 students. This subject was chosen beca use the students in this class mostly had difficulties in writing, so that the students needed improvement in writing.

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TABLE 1: The Table of the Subject No

Class

M

F

Total

1.

X 12 25 46 E. Instrument of Collecting Data This study applied quantitative and qualitative data. The qualitative data was used to describe the situation during the teaching process and the quantitative data was used to analyze the score of students. The qualitative data was obtained by using observation sheet, diary note, questionnaire and documentation. The quantitative data were taken from the writing test. In collecting data, the researcher used: 1. Test in writing form The test is an instrument or procedure used to determine or measure something in the atmosphere, by the way and the rules that have been determined. In the first meeting, the teacher would give pre-test to the students to know their writing ability, problem in writing and their attitude toward English lesson. The researcher gives one topic as the pre-test to know ability in descriptive paragraph. The time allocated was 40 minutes. After that, for the next meeting of researchers provides post test to students is to develop a topic that has specified in the form of a descriptive paragraph with the allocation of the time of 45 minutes. 2. Observation Sheet Observation sheet is that used to identify all condition that happens during the teaching learning process including teachers, students, and the context of situation that was done by the collaborator. 3. Diary or Field Notes Diary or field notes of personal records are usually done by the researcher itself that will write up daily. The diary notes were analyzed in order to know the all things that evaluation contained the personal writer about the running class or in teaching learning process. 4. The Questionnaire The questionnaire is another type of data collection tool that still includes a method of paper and pen. A questionnaire was used to search for information that is closely related to the idea of the tendency of the respondents who were conscientious. 5. Documentation Documentation is the form of photograph or images to show the activities for teaching and

learning in the classroom. Researchers used a digital camera for taking pictures and asking for help researchers to one teacher to take a picture of the teaching and learning activities. F. The Scoring System In scoring the written test, the cumulative scores ranging from 0-100. To know the students achievement in writing ability, there are some criteria that is considered. According to Brown are five scoring components scale name: content, organization, vocabulary, language use and mechanics.

III. THE RESULT OF RESEARCH The result indicated that there was improvement on the students’ ability in writing descriptive paragraph by using task-based learning approach. It was supported by the fact of the mean of score in every meeting increased. The mean of the first cycle was 72.21. It was low because the student’s still have many difficulties in writing. The mean second cycle was 81.81. It was indicated that the mean and the score in second cycle were better than first cycle. The percentage of students’ who got up 75 also grew up. In the pre-test, student who got up 75 of 37 students was one student (2.70%). In the post-test I of cycle I, student who got up 75 of 37 students was 16 of 37 students (43.24%). It means there was improvement 43.24%. In the post-test II of cycle II, students who got up 75 were 30 of 37 students (81.08%). The improvement about 38%. The total improvement of student’s score from pre-test to post-test II was 81.08%. In the other hand, the students have been better from the first meeting till the end of the meeting. It proved that taskbased learning approach was effective to improve the students’ ability in writing descriptive paragraph. The researcher also analyzed qualitative data to support the research finding beside the quantitative data. The qualitative data was organized from observation sheet, diary notes, questionnaire and documentation. All of this data indicated that the student’s gave their good attitude and response during the learning process. Based on the result of quantitative and qualitative data, it was indicated that the action and the implication of task-based learning approach was kept moving. There were three findings in this research, namely: 1. The students’ ability in writing descriptive paragraph before the implementation of task-based learning 238

approach was low. It could be observed by students’ score in pre-test, only one student got success (2.70%). 2. Task-Based Learning (TBL) Approach process, there were three stages or procedures that should be implemented by the teacher, namely: pre-task (introduction to the topic/task), task cycle (task planning and report) and language focus (analysis and practice). In process of implementing, conducted classroom action research that had two cycles. Every cycle had four stages namely planning, action, observation and reflection. The stages of task-based learning approach made students to be active, because each of stage guided students to the active learning. 3. The students’ ability in writing descriptive paragraph after implementing task-based learning approach was better than before implementing task-based learning approach. It could be observed by students’ score in test I and test II in the end of cycle II. There was improvement of students’ ability. IV. CONCLUSION Based on the result of research, it could be concluded that: 1. Task-Based Learning (TBL) approach is improvement in students’ ability in writing descriptive paragraph. 2. This research was conducted in two cycles and started with the process of reconnaissance in which the problem dealing with the students’ ability in writing descriptive paragraph was identified. It was continued by doing four stages of action research, namely planning, action, observation, and reflection which were divided into two cycles of implementation. In the first cycle, the researcher introduced about task-based learning approach to the students and trained them to use it in writing activities. However, the implementation of the action in the first cycle could indicate the effectiveness of task-based learning approach in improving students’ ability. Therefore, the researcher continued to train the students using task-based learning approach in writing. To overcome the weaknesses found in the first cycle, the researcher improved the implementation of task-based learning approach in the


second cycle. The researcher gave some additional explanation and more intensive practices. The researcher also used more interesting materials to maintain the students’ enthusiasm. The improvement of students’ writing ability was supported by the students’ writing scores. The mean score of the post-test was higher than the pre-test. The results of this research showed that the implementation of task-based learning approach was successful to improve the students’ ability in writing descriptive paragraph. 3. The student’s ability in writing descriptive paragraph was improving from cycle 1 and cycle 2. It could be proved by the data obtained in every cycle. The mean of the students’ score in the cycle II (81.81) was higher than the mean in the cycle I (72.21) and also from the pre-test (42.40). The percentage of the students who got point up 75 also grew up. In the pre-test there is one student who got up 75 (2.70%). In the post-test of cycle I, students who got up 75 there were 16 of 37 students (43.24%). In the post-test of cycle II, students who got up 75 there were 30 of 37 students (81.08%).

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Boardman, Cynthia, 2002, Writing to Communicate Paragraphs and Essays, San Francisco: Longman.

Arikunto, Suharsimi, dkk, 2008, Penelitian Tindakan Kelas, Jakarta: PT Bumi Aksara, Barns, Anne, 1999, Collaborative Action Research for English Language Teacher, New York: Cambridge University Press. Brown, H, D, 2001, Language Assessment Principle and Classroom Practices San Francisco State University, Longman. Breen, M. 1987, Learner Contributions To Task Design, in C. Candlin & D. Murphy (Eds.), Language Learning Tasks, Englewood Cliffs, NJ: Prentice Hall. Choquenchana, Dora Karina Abad. What is Task Based Learning? (http://blogs.funiber.org/formacionprofesorado/2010/02/17/task-based239

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