Pages

Friday, June 29, 2012

Approach to Language: Behaviorist and Cognitivist




Behaviorism, also known as behavioral psychology, is a theory of learning based upon the idea that all behaviors are acquired through conditioning. Conditioning occurs through interaction with the environment. Behaviorists believe that our responses to environmental stimuli shapes our behaviors.
According to behaviorism, behavior can be studied in a systematic and observable manner with no consideration of internal mental states. This school of thought suggests that only observable behaviors should be studied, since internal states such as cognitions, emotions and moods are too subjective.
There are two major types of conditioning:
1.      Classical conditioning is a technique used in behavioral training in which a naturally occurring stimulus is paired with a response. Next, a previously neutral stimulus is paired with the naturally occurring stimulus. Eventually, the previously neutral stimulus comes to evoke the response without the presence of the naturally occurring stimulus. The two elements are then known as the conditioned stimulus and the conditioned response.
2.      Operant conditioning Operant conditioning (sometimes referred to as instrumental conditioning) is a method of learning that occurs through rewards and punishments for behavior. Through operant conditioning, an association is made between a behavior and a consequence for that behavior.
Behaviourism focuses on actions as habits. Audiolingual teaching of language is meant to develop speaking habits by repeating sentence patterns over and over. Another approach, sometimes referred to as a cognitive approach, focuses more on understanding the mechanism of the grammar. Behaviourism has been tried and discredited as a theory to language teaching and learning.

Cognitivism focuses on the inner mental activities – opening the “black box” of the human mind is valuable and necessary for understanding how people learn. Mental processes such as thinking, memory, knowing, and problem-solving need to be explored. Knowledge can be seen as schema or symbolic mental constructions. Learning is defined as change in a learner’s schemata.
A response to behaviorism, people are not “programmed animals” that merely respond to environmental stimuli; people are rational beings that require active participation in order to learn, and whose actions are a consequence of thinking. Changes in behavior are observed, but only as an indication of what is occurring in the learner’s head. Cognitivism uses the metaphor of the mind as computer: information comes in, is being processed, and leads to certain outcomes.
Edward Tolman proposed a theory that had a cognitive flair. He was a behaviorist but valued internal mental phenomena in his explanations of how learning occurs.
Some of his central ideas were:
1.      Behavior should be studied at a local level.
2.      Learning can occur without reinforcement.
3.      Learning can occur without a change in behavior.
4.      Intervening variables must be considered.
5.      Behavior is purposive.
6.      Expectations of fact behavior.
7.      Learning results in an organized body of information.
Based on his research of rats, Tolman proposed that rats and other organisms develop cognitive maps of their environments. They learn where different parts of the environment are situated in relation to one another. The concept of a cognitive map also called a mental map has continued to be a focus of research.
The Cognitive Approach (awareness of the rules).
Cognitive theory assumes that responses are also the result of insight and intentional patterning. A variety of activities practised in new situations will allow assimilation of what has already been learnt or partly learnt. It will also create further situations for which existing language resources are inadequate and must accordingly be modified or extended - "accommodation". This ensures an awareness and a continuing supply of learning goals as well as aiding the motivation of the learner.

Sources:



Friday, June 22, 2012

The Relationship Between Language and Cognition and The Role of Formal Teaching of Language Acquisition


Language is a human system of communication that uses arbitrary signals, such as voice sounds, gestures, or written symbols.language is used as a communication tool for sharing information with others.
Cognition is a term referring to the mental processes involved in gaining knowledge and comprehension. These processes include thinking, knowing, remembering, judging, and problem-solving. These are higher-level functions of the brain and encompass language, imagination, perception, and planning. Actually there are two views of experts on the relationship between language and cognition. Piaget argued that a child's knowledge and observations lead to the emergence of a language development. without cognition, there will be no one language. in other words, language is a reflection of the development of cognition. Different views of Vygotsky about the importance of cultural and social environment by learning the language. although the strength is very important cognition, language that would affect child cognition. With language, children will make interpretation on the surrounding environment. Language which triggers the interpretation that would then encourage children to think. Language and cognition influence each other, without either language or cognition will not be developed.
Language Acquisition or How people learn language is the process by which humans acquire the capacity to perceive and comprehend language, as well as to produce and use words to communicate.
There are two types of language learning, naturalistic and formal learning. The first naturalistic, is natural and unconsciously. It occurs in the environment of society and started from the beginning (when a child has not mastered any language) and the development of language acquisition is in line with the physical and psychological development.
Second language acquisition is not same with the first language acquisition. Here students had to master their first language well and the development of second language acquisition is not in line with the physical and psychological development. It conducted formally and the motivation of students in general is not too high because a second language is not used for everyday communication in their community.
Generally the role of formal teaching of second language acquisition is designed for achieve the goals that students masters their second language, suffice the sub skills as speaking, listening, reading, and writing even they could appreciate the literature works for every needs. 
Classroom as a place for teaching and learning process, is really important especially for the beginner who have not more input from their informal environment. So it means that classroom should provide the activities that give more inputs for the students progress.
A teacher needs to understand the true purpose of the teaching of second language, to master the various strategies for different purposes, has the capability required the development of teaching materials, and has the ability to choose or develop evaluation tools and techniques as appropriate.
The student is a central element in teaching. All materials and learning activities also evaluation should be designed and implemented in accordance with the conditions and needs of students. The success of the second language held a large part determined by the student. There are several factors that influence; student motivation, ability, attitude, self concept, strong responsibility, and learning styles. Student is not the teaching object but a subject, who thinks solve problems, operate, and make decisions, and so on.
In teaching should be appropriate to the students needs, students' abilities, and students interests to the material to be delivered.

Sources:

LINGUISTIC CREATIVITY, RULE AND RELEVANCE OF COGNITIVE THEORY TO LANGUAGE TEACHING AND LEARNING



Linguistic creativity related with language skills. Competency in itself means the ability to speak, use language, use words effectively and be able to use good grammar and develop a good word or a sentence of the person in their environment. Creativity not only contributes to increasing students’ motivation but also promotes problem solving, a higher order thinking skill. Creativity in language is not only a property of especially skilled and gifted language users, but is pervasive in routine everyday practice. Language users who creatively design meaning are in the focus of attention, with the consequence of interactional functions of creativity being shed light on alongside the textual analysis of poetic form.  
Language has always played a certain role  in the history of psychology. According to Stern (1983: 291) psychology  can be defined as the science of the mental life and behavior of the individual.  Psychology studies the behavior , activities, conduct, and mental processes.  Since speech  is one of the features that distinguishes man most clearly from other species, it becomes an object of psychological enquiry.  From about 1900 the objects of psychological studies paid attention to not only the learning, memory, thinking and intelligence (the higher mental processes), but also to the emotions, personality, psychological growth of the child, and the measurement of individual differences. the cognitive view takes the learner to be an active processor of information (see Ausubel et al., 1978).  Learning and using a rule require learners to think, that is, to apply their mental powers in order to distil a workable generative rule from the mass of data presented, and then to analyze the situations where the application of the rule would be useful or appropriate.  Learning, then, is a process in which the learner actively tries to make sense of data, and learning can be said to have taken place when the learner has managed to impose some sort of meaningful interpretation or pattern on the data.  This may sound complex, but in simple terms what it means is that we learn by thinking about and trying to make sense of what we see, feel and hear. (Hutchinson & Waters, 1987 : 43). 
There are two ways to conceive of how thoughts are communicated from one person to another. The first way is through the use of strict coding and decoding, (such as is used with Morse code). In this approach the speaker/author encodes their thoughts and transmits them to their audience. The audience receives the encoded message and decodes it to arrive at the meaning the speaker/author intended. This can be visualized as follows:
Speaker's thought/intention      encoded      transmitted      decoded      intention/thought understood.
Uncovering some of the most common misconceptions about the field.  Language as a general phenomenon and took a look at English in particular. The relevance of linguistics to education professionals, specifically primary and secondary school teacher.

Sources:



Klik di sini untuk download file.

Thursday, June 21, 2012

Punya Video Bokep = Punya Dowline Dosa


Mungkin ini pertama kalinya saya nulis sebuah article ataupun cerita, selain tentang bahaya merokok, narkoba, global warming dan lain sejenisnya yang sering di tulis tiap disuruh guru/dosen dalam membuat karangan. 
Well, punya video bokep sama dengan punya downline dosa? Apa hubungannya bokep sama downline? Apa bokep juga termasuk bisnis MLM? sebelum tuncep point, simak dulu gan sepenggal cerita. Jeng jeng jeng.
Once upon a time, ibu saya dapat banyak makanan kiriman dari saudara, keluarga saya 5 orang, my father, mother, brother and sister KOMPLIT. Bayangin aja agan dapet banyak makanan yang ngga mungkin dihabisin sekeluarga. Finally, Ibu saya bagi-bagiin sebagian makanan ke tetangga. Ade saya yang cewe nanya sama Ibu "kenapa dibagiin mah' makanannya" "biar ngga mubadzir neng', biar pahalanya terus ngalir" my mother said. PAHALA MENGALIR itu adalah yang ada di pikiran saya. Bagaimana PAHALA MENGALIR? setelah di pikir-pikir akhirnya saya dapet jawaban= Saudara kirim makanan sama keluarga, berarti saudara saya dapet pahala, next Ibu saya bagiin makanan ke tetangga Ibu saya dapat pahala, Amien Insyaallah begitu juga saudara, pahalanya dikali 2, karena makanannya juga di bagiin.
Dari cerita tersebut, anggap saja Saudara saya adalah main downline (atas), ibu dan tetangga saya adalah downlinenya. Terus bayangin agan-agan bokepers punya video bokep terus agan kirim/sebar/copy/cut ke temen agan, terus temen agan copy lagi ke temennya, terus temen temennya agan copy lagi ke temennya, terus, terus, terus................ kaya pohon FPB KPK, network MLM. Agan main downlinenya dan temen, temen, temen, temen, temen.... agan downlinenya. Analoginya makanan yang diatas adalah video bokep, Ngga kebayang kan kalo di itung Dosanya udah seberapa banyak, mungkin tak terhingga, seperti sudut lingkaran. 
Oleh karena itu saya rekomendasikan kalo agan punya video bokep, mending di konsumsi sendiri aja, jangan bagi-bagiin dosa sama orang. Kalo ngga punya dan pengen nonton mending download langsung aja kesitusnya, daripada minta ke temen=nambah dosa temen. #recommended
Sebenernya saya bukan maksud menggurui, berdakwah, dan ceramah, saya juga suka nonton gituan (suka bukan berarti tiap hari nonton). Rumus itu juga masih hipotesis saya sendiri, belum bisa dipertanggungjawabkan, saya hanya berbagi pemikiran.
Ngga kebayang kan gan bagaimana DOSAnya yang punya redcube, yupron, blazzer, nautyemerica, yvideos etc.

Bagimu Agamamu dan Bagiku Agamaku, Bagimu Amalanmu dan Bagiku Amalanku.
Gini juga sering nonton mamah dedeh tiap pagi.

Friday, June 15, 2012

THE NATURE OF HUMAN LANGUAGE AS COGNITIVE AND COMMUNICATIVE SYSTEM



Language as a communication system is a tool to express our thoughts, our feelings, and our opinion
The nature of language is the nature of human thought and human action, for language is no more or less than the tool of both of these aspects of human nature. A word is either the shadow of an act or of an idea. Verbal sounds have no meaning in themselves. They are the channels, the media for the expression or communication of that which lies outside of them. Plato has made clear to us how easy it is to deceive ourselves with words, to labor under an impression that just because we can utter a sound we also necessarily know what we are talking about.
Cognitive theory include mental activities such conscious thinking, knowing, understanding, and mental conceptions and activities such as: attitudes, beliefs, and expectations, which then was a decisive factor in the behavior. In the cognitive theory have a strong interest in the answer (response) for the consequences of behavior that are closed. For in this case it is difficult to observe directly the process of thinking and understanding, and also hard to touch and see attitude, values and beliefs.
Cognitive theory believes that a person's behavior was caused by a stimulus, which is a physical object that affects a person in many ways. This theory tries to see what happens between stimulus and response to stimulate such person. In other words, how stimulus are processed in a person.
Communicative Theory
Language is verbal tool which is used for communication and spoken language is the process of conveying information in communication, Different individuals define communication in different ways depending upon their interests. Ruben (1984) says that communication is any “information related behavior.” Dale (1969) says it is the “sharing of ideas and feelings in a mood of mutuality.” Other definitions emphasize the significance of symbols, as in Berelson and Steiner (1964): “The transmission of information, ideas, emotions and skills…by the use of symbols,” and Theodorson and Theodorson (1969):“the transmission of information, ideas, attitudes, or emotion from one person or group to another…primarily through symbols.”
Communicative Aspects
As a means of communication, a language that consists of two aspects:
  1. Linguistic aspects
  2. Nonlinguistic aspects or paralinguistics
Both of these aspects work together in building a language of communication. Linguistic aspects include the level of phonological, morphological, and syntactic. This supports the formation of a third level to be delivered, the semantics (in which there is meaning, idea, concept idea).
Language in Communication
Language is closely connected with communication. In every language of communication there are two parties involved, those are the sender of the message (sender) and the recipient (receiver). Utterance (a sentence or sentences) are used to convey the message (in the form of ideas, thoughts, suggestions, etc.) is called a message. In this message the other carriers are not ideas (thoughts, suggestions, etc.) delivered the sender (speaker) to the receiver (listener). Each language communication process begins with the poster who wants to formulate advance is uttered within a framework of ideas. This process is known as the term semantic encoding.

Sunday, June 10, 2012

Pride and Prejudice by Jane Austen

Chapter I (1)
IT is a truth universally acknowledged, that a single man in possession of a good fortune must be in want of a wife.
However little known the feelings or views of such a man may be on his first entering a neighbourhood, this truth is so well fixed in the minds of the surrounding families, that he is considered as the rightful property of some one or other of their daughters.
``My dear Mr. Bennet,'' said his lady to him one day, ``have you heard that Netherfield Park is let at last?''
Mr. Bennet replied that he had not.
``But it is,'' returned she; ``for Mrs. Long has just been here, and she told me all about it.''
Mr. Bennet made no answer.
``Do not you want to know who has taken it?'' cried his wife impatiently.
``You want to tell me, and I have no objection to hearing it.''
This was invitation enough.
``Why, my dear, you must know, Mrs. Long says that Netherfield is taken by a young man of large fortune from the north of England; that he came down on Monday in a chaise and four to see the place, and was so much delighted with it that he agreed with Mr. Morris immediately; that he is to take possession before Michaelmas, and some of his servants are to be in the house by the end of next week.''
``What is his name?''
``Bingley.''
``Is he married or single?''
``Oh! single, my dear, to be sure! A single man of large fortune; four or five thousand a year. What a fine thing for our girls!''
``How so? how can it affect them?''
``My dear Mr. Bennet,'' replied his wife, ``how can you be so tiresome! You must know that I am thinking of his marrying one of them.''
``Is that his design in settling here?''
``Design! nonsense, how can you talk so! But it is very likely that he may fall in love with one of them, and therefore you must visit him as soon as he comes.''
``I see no occasion for that. You and the girls may go, or you may send them by themselves, which perhaps will be still better; for, as you are as handsome as any of them, Mr. Bingley might like you the best of the party.''
``My dear, you flatter me. I certainly have had my share of beauty, but I do not pretend to be any thing extraordinary now. When a woman has five grown up daughters, she ought to give over thinking of her own beauty.''
``In such cases, a woman has not often much beauty to think of.''
``But, my dear, you must indeed go and see Mr. Bingley when he comes into the neighbourhood.''
``It is more than I engage for, I assure you.''
``But consider your daughters. Only think what an establishment it would be for one of them. Sir William and Lady Lucas are determined to go, merely on that account, for in general, you know they visit no new comers. Indeed you must go, for it will be impossible for us to visit him, if you do not.''
``You are over-scrupulous, surely. I dare say Mr. Bingley will be very glad to see you; and I will send a few lines by you to assure him of my hearty consent to his marrying which ever he chuses of the girls; though I must throw in a good word for my little Lizzy.''
``I desire you will do no such thing. Lizzy is not a bit better than the others; and I am sure she is not half so handsome as Jane, nor half so good humoured as Lydia. But you are always giving her the preference.''
``They have none of them much to recommend them,'' replied he; ``they are all silly and ignorant like other girls; but Lizzy has something more of quickness than her sisters.''
``Mr. Bennet, how can you abuse your own children in such way? You take delight in vexing me. You have no compassion on my poor nerves.''
``You mistake me, my dear. I have a high respect for your nerves. They are my old friends. I have heard you mention them with consideration these twenty years at least.''
``Ah! you do not know what I suffer.''
``But I hope you will get over it, and live to see many young men of four thousand a year come into the neighbourhood.''
``It will be no use to us if twenty such should come, since you will not visit them.''
``Depend upon it, my dear, that when there are twenty I will visit them all.''
Mr. Bennet was so odd a mixture of quick parts, sarcastic humour, reserve, and caprice, that the experience of three and twenty years had been insufficient to make his wife understand his character. Her mind was less difficult to develope. She was a woman of mean understanding, little information, and uncertain temper. When she was discontented, she fancied herself nervous. The business of her life was to get her daughters married; its solace was visiting and news.

Statistics: CORRELATION

Korelasi
Hubungan atau kaitan antara dua variabel.

Korelasi positif
Semakin besar nilai variabel yang satu maka semakin besar nilai variabel yang satunya lagi.

Korelasi nol
Hubungan antara kedua variabel tidak ada atau tidak menentu.

Korelasi negatif
Semakin besar nilai variabel yang satu maka semakin kecil nilai variabel yang satunya lagi.

Korelasi Analisis Parametrik
Produk Momen Pearson

Korelasi Analisis Nonparametrik
Rank Spearman

Korelasi Produk Momen Pearson








Koefisien Determinan
KP = r2 x 100%

KORELASI RANK SPEARMAN









d = selisih peringkat
N = banyaknya pasangan

MENGHITUNG KOEFISIEN KORELASI DENGAN KALKULATOR
Mode LR/ REG
Hapus memory sebelumnya
Untuk pasangan data pertama (ketik 85 lalu tekan tombol XD YD  atau ‘ (koma)lalu ketik 80 lalu tekan RUN/DATA/M+ Dan seterusnya… 
Untuk mencari nilai r tekan SHIFT 9/ SHIFT S-VAR cari r.

Klik Di Sini untuk download file.

Saturday, June 9, 2012

Second Language Acquisition: Principles, Theories and Practice

21st

       Second language acquisition is the process by which people learn a second language. Second-language acquisition (SLA) is also the name of the scientific discipline devoted to studying that process. Second language refers to any language learned in addition to a person's first language; although the concept is named second language acquisition, it can also incorporate the learning of third, fourth or subsequent languages. Second-language acquisition refers to what learners do; it does not refer to practices in language teaching.
Principles of Second Language Acquisition (SLA) are:
  1. Language is Changeable and Vocabulary has an Important Role in Acquisition; All languages are a tool which can be manipulated to serve the needs of those who use it. But language is always changeable; it caused there is no language can develop without the development of the society.  So that when the society develop, certaintly language also develop.
  2. Language Acquisition is also Cultural Acquisition; Language is the composition of culture, is the load of culture. In short, language and culture are merged tightly.
  3. Language Acquisition is A Long–term Process; We know that language acquisition is inseparable from its culture and culture acquisition can't be acquired in a short time. So language acquisition needs a reasonably long time.
  4. Motivation is the Stimulation of Second Language Acquisition; Motivation is the generator to do something. Good motivation can improve work or study of something. Language acquisition is not a simple job but an affordable work, which needs long and sometimes painful process.
  5. Native Language Proficiency is of Benefit to Second Language Acquisition; In the world, different nations normally have different languages; however, any language proficiency including native language surely contributes to second language acquisition because there is no language that exists without any rules. One can use one rule in this language and that at some cases.
  6. Social Factors Affect the Second Language Acquisition; The social factors affect our lives and also have a great impact on second language acquisition but probably do not influence it directly.
  7. Individual Acquirer Differences Differ in Second Language Acquisition: Cognitive style is a term used to refer to the manner in which people perceive, conceptualize, organize, and recall information. Each person is considered to have a more or less consistent mode of cognitive functioning. “Open” or “close” person in character is different from acquisition of language.

Therories of Second language Acquisition (SLA):
  1. The Acculturation Model: Second language acquisition is just one aspect of acculturation and the degree to which a learner acculturates to the terget language group will control the degree to which he acquires the second language.(Schumann 1978:34)
  2. The Nativization Model: Andersen sees two general forces; nativization and denativization. Nativization consists of assimilation while denativization involves accomodation. The acculturation and nativist models focus on the power mechanisms of SLA
  3. Accomodation Theory: This theory does not explain assembly mechanisms nor account for the developmental sequence. The strenght of accomodation theory is that it encompasses language acquisition and language use within a single framework. This theory provides an explanation of language-learner language variability.
  4. Discourse Theory: Through communicating with other people, children accomplish actions in the world and develop the rules of language structure and use. This view of how the development takes place is called discourse theory. The discourse theory does not address the nature of the learner strategies responsible for SLA.
  5. The Monitor Model: Causative variables taken into account in the Monitor Model. The monitor, the only evidence for monitoring lies in the language user's own account of trying to apply explicit rules ( e.g Cohen and Robbins 1976) and Krashen's treatment of variability.
  6. The Variable Competence Model: The process of language use is to be understood in terms of the distnction between linguistic knowledge and the ability to make use of this knowledge. The variable competence model of SLA attemps to account for the availability of languages learners and the external and internal processes responsible for SLA.
  7. The universal hypothesis: The universal hypothesis provides an interesting account of how the languages properties of the target language and the learner's first language may influence the course development. 
  8. A neurofucntional theory: A neurofucntional perspective on language attempts to characterize the neurolinguistic information processing systems responsible for the development and use of language. Neurofucntional accounts of SLA have considered the contribution of The left hemisphere and The right hemisphere of the brain. Right hemisphere is responsible for the storing and processing of formulaic speech. Left hemisphere functioning, in general the left hemisphere is asscociated with the creative language use, including syntatic and semantic processing and the motor operations involved in speaking and writing. 

Practice of Second Language Acquisition:
  1. Learning in The Classroom. Teacher need the resources of an authentic language learning. It is especially needed when we study a second language in our own country. Sources of learning the language used should be authentic in terms of pronunciation, intonation, accent and idiom. In addition the teacher / the school is required to provide newspapers and magazines in both languages because it is a valid reading of two sources and always provide the latest information about the culture of both.
  2. Learning Self-taught. This method can be done in a way to buy a CD or DVD learning a second language that many are sold in bookstores / tapes or can be ordered online via the Internet. Fundamental weakness of this learning method is the absence of accompanying teachers, so that when students need to ask, no one can answer. 
  3. The Exchange of Langauge. Learning a second language by using this method requires students to find native speakers who are studying a second language and who want to learn the mother tongue or first language of students, so the two can teach each other their respective languages. This can be done by accessing several sites on the Internet that offer these services
  4. Traveled and Lived for Some Time Abroad. By traveling abroad or even the opportunity to stay for some time abroad, students will be able to understand the culture of local people. He can see and realize the similarities nor the differences between people and the culture of the nation's culture whose language is being learned.

Sources:

http://fharrachman.blogspot.com/2010/12/eight-theories-of-second-language.html

http://en.wikipedia.org/wiki/Second-language_acquisition

http://fanyaiiu.blogspot.com/2012/06/second-language-acquition-principles.html




Thursday, June 7, 2012

Proposal Experimental Research: THE INFLUENCE OF USING ENGLISH SONGS AS TEACHING MEDIA ON THE STUDENTS’ VOCABULARY MASTERY


A. Latar Belakang
       Bahasa adalah salah satu alat komunikasi yang sangat penting bagi kehidupan manusia. Kita tidak dapat berkomunikasi dengan sempurna dengan orang lain tanpa bahasa. Ada beberapa macam bahasa di dunia, salah satunya adalah bahasa inggris. Bahasa inggris digunakan di berbagai negara untuk berkomunikasi dengan sesama, karena bahasa inggris adalah bahasa internasional. Oleh karena itu bahasa inggris sangatlah penting untuk dipelajari di setiap sekolah.
       Di Indonesia, bahasa inggris adalah bahasa asing pertama yang dipelajari di setiap tingkatan sekolah. Dalam belajar bahasa inggris siswa harus banyak mengenal berbagai kosakata dalam bahasa inggris, mereka harus belajar arti dari kata dan cara penggunaannya. Kosakata sangat penting untuk diperkenalkan pada siswa sedini mungkin, sehingga siswa tidak akan menemukan banyak kesulitan dalam belajar bahasa inggris. Dengan menguasai kosakata siswa akan mampu memahami bahasa baik secara lisan ataupun tulisan. Siswa diperkenalkan dengan kata benda,  kata kerja dan kata sifat. Pada dasarnya pengenalan kosakata bahasa inggris pada siswa sekolah dasar tidak selalu mudah. Untuk membuat siswa mudah mempelajarinya guru harus menggunakan media pengajaran atau teknik pengajaran yang sesuai untuk diajarkan dikelas.
       Dalam mengajar kosakata bahasa inggris seorang guru harus aktif dan kreatif dalam media pengajaran yang sesuai untuk mengenlakan kosakata bahasa inggris pada siswa. Media pengajaran digunakan guru untuk membantu menyampaikan materi pelajaran di dalam kelas. Seorang guru harus mampu memilih media pengajaran yang sesuai untuk menyampaikan materi yang berhubungan dengan materi yang akan diberikan.
       Lagu adalah salah satu media pengajaran yang sering digunakan dalam mengajar kosakata. Dengan menggunakan lagu dalam proses pengajaran akan membuat lebih menarik dan mudah untuk mengingat kosakata karena disajikan dengan cara yang menarik siswa. Dengan menggunakan lagu, guru mengajak siswa untuk melakukan kegiatan yang ada hubungannya dengan kehidupan sehari-hari.
       Penulis ingin mencoba memberikan lagu dalam bahasa inggris sebagai media pengajara, karena anak-anak khususnya siswa sekolah dasar masih ingin bermain. Maka dari itu penulis akan memberikan media pengajaran yang menyenangkan agar siswa tertarik dengan materi yang akan diajarkan.
       Berdasarkan gambaran diatas, penulis tertarik untuk melakukan penelitian untuk mengetahui pengaru media pengajaran lagu bahasa inggris dalam penguasaan kosakata siswa dengan judul “ The influence of using English song as teaching media on students’ vocabulary mastery.”  

B. Rumusan Masalah
       Berdasarkan permasalahan diatas, penulis merumuskan masalah penelitian ini sebagai berikut “Apakah penggunaan media lagu dalam bahasa inggris berpengaruh signifikan terhadap kemampuan siswa kelas 4 SD Negeri nagarawangi 2 Tasikmalaya dalam menguasai kosakata bahasa inggris.

C. Tujuan Penelitian
       Tujuan penelitian ini untuk mengetahui pengaruh penggunaan media lagu dalam bahasa inggris terhadap kemampuan siswa kelas 4 SD negeri Nagarawangi 2 Tasikmalaya dalam menguasai kosakata bahasa inggris.

D. Kegunaan Penelitian
     1. Manfaat teoretis
       Memberikan informasi awal kepada peneliti selanjutnya mengenai penggunaan media english   songs.
     2.Manfaat praktis
     Memberikan informasi kepada para pengajar tentang pengaruh media english songs dalam pengajaran vocabulary di tingkat sekolah dasar.
     3. Manfaat empiris
      Menambah pengalaman penulis tentang penulisan karya ilmiah khususnya mengenai penggunaan english songs di tingkat sekolah dasar.

E. Landasan Teoretis
    1. Deskripsi Penguasaan Kosa Kata
        a. Definisi Penguasaan Kosa Kata
       Kosakata adalah faktor utama yang sangat penting  dan hal dasar dalam belajar bahasa. Oleh karena itu siswa harus menguaasai kosakata bahasa inggris sebagai bahasa asing. Menurut Suyanto, Kasihani K.E. (2007:43), “Kosakata merupakan kumpulan kata yang dimiliki oleh suatu bahasa dan memberikan makna bila kita menggunakan bahasa tersebut.” Dan menurut Hornby, A.S. (2000:144). “Vocabulary is all the words that a person knows or uses.”
Dari pernyataan diatas kosakata adalah komponen terpenting dalam mempelajari bahasa, karena kosakata adalah hal dasar yang harus dipelajari dalam belajar atau mengenla bahasa.
Menurut Bee English Dictionary (2012) “ Mastery is great skillfullness and knowledge of some subject or activity.” Dan menurut Hornby, A.S. (2007:788), “ Mastery is great knowledge about or understanding of a particular thing.”
    Dari pernyataan diatas, penulis menyimpulkan bahwa penguasaan adalah kemampuan menguasai, mengetahui, dan memahami hal-hal tertentu.
Penguasaan kosakata sangat penting dan mempunyai banyak manfaat. Menurut Stafford, Patti (2009:11) “Benefits of good vocabulary are communicate more effectively, improve self-confidence, improve self-esteem, adds sophistication to speech, better or more job offers, improves people’s perception of you.”
     Berdasarkan penjelasan diatas penulis menyimpulkan bahwa penguasaan kosakata adalah kemampuan menmguasai, mengetahui, dan memahami kata-kata dalam bahasa tertentu.

    2. Deskripsi English Songs
        a. Definisi Media Pengajaran
       Media merupakan alat untuk menyampaikan informasi atau materi pengajaran kepada siswa.
  1. Munurut Arsyad, Azhar (1966:4-5), “Media adalah komponen sumber belajar atau wahana fisik yang mengandung materi instruksional di lingkungan siswa yang dapat merangsang siswa untuk belajar.”
  2. Menurut Rohayati, Nia (2010:15), “Media is the instrument of giving information.” Artinya media adalah alat dalam memberikan informasi.

       Berdasarkan beberapa definisi diatas, penulis menyimpulkan bahwa media adalah alat yang digunakan untuk membantu dalam proses belajar mengajar.
Pengajaran adalah proses penyampain informasi tentang materi pengajaran kepada siswa agar siswa dapat memahami isi materi tersebut.
  1. Menurut Reber (1988) yang dikutip oleh Muhibbinsyah (2010:33), “Pengajaran berarti: pendidikan atau proses perbuatan mengajarkan pengetahuan.”
  2. Menurut Sudjana, Nana dan Ahmad Rivai (2009:1), “Proses pengajaran merupakan suatu kegiatan melaksanakan kurikulum suatu lembaga pendidikan agar dapat mempengaruhi siswa mencapai tujuan pendidikan yang telah ditetapkan.”
  3. Menurut Cambrige International Dictionary of English yang dikutip oleh Harmer, Jeremy (2002:56), “Teaching means to give (someone) knowledge or to instruct or train (someone).” Artinya, pengajaran merupakan memberikan pengetahuan kepada seseorang atau melatih atau mendidik seseorang.
       Berdasarkan definisi diatas, penulis menyimpulkan pengajaran merupakan proses membimbing siswa sehingga memiliki pengetahuan dan kemampuan untuk masa depan.
Berdasarkan definisi-definisi tersebut, media pengajaran adalah alat untuk memberikan informasi dari pengajar kepada siswa sehingga dapat mempengaruhi siswa mencapai tujuan yang telah ditetapkan.

       b. Jenis-jenis Media Pengajaran
Menurut Brets dikutip oleh R. Ibrahim dan Nana Syaodih (1996:114), jenis-jenis media adalah sebagai berikut:
  1. Audio-motion-visual
  2. Audio-still-visual
  3. Audio-semi-motion-visual
  4. Motion visual media
  5. Still visual media
  6. Audio media
  7. Prints media
  8. Realia media
  9. Song media
       Dalam penelitian ini penulis hanya memfokuskan menggunakan media pengajaran song media.

     c. Definisi English Song
       Banyak cara yang digunakan oleh guru untuk meningkatkan penguasaan kosakata siswa. Lagu dapat digunakan sebagai media dalam mengajarkan kosakata dalam bahasa inggris.
Lagu adalah salah satu karya seni global dan dapat dinikmati dalam situasi yang berbeda. Menurut Fanther, Revaldo (2009) “lagu adalah sebuah pengingat memori masa lalu.”
Menurut Medina, Suzanne (1993), “The use songs in the classroom activities familiarizes students with common vocabulary and sentences construction as phrase are constantly repeated.” Dan menurut Suyanto, K.E. Kasihani (2008:114), “Lagu dan irama merupakan bagian dari kehidupan anak-anak dan juga merupakan alat atau media pembelajaran bahasa untuk anak.”
Berdasarkan defini-defini tersebut, penulis menyimpulkan bahwa lagu adalah sekumpulan kata-kata yang memiliki irama tertentu yang dapat digunakan sebagai media pembelajaran untuk anak.

3. Pengaruh penggunaan lagu bahasa inggris terhadap penguasaan kosakata siswa.
       Lagu bahasa inggris adalah salah satu media pembelajaran yang dapat membantu siswa untuk mengembangkan penguasaan kosakata mereka, karena dalam lagu terdapat kata-kata yang berhubungan dengan materi yang disampaikan pada siswa. Dengan lagu bahasa inggris, siswa disukung untuk mengingat bebrapa kosakata yang diberikan oleh guru dengan harapan siswa akan lebih tertarik dalam belajar bahasa inggris terutama belajar kosakata.
Dengan menggunakan lagu siswa akan lebih senang, karena lagu adalah aspek yang sangat menarik dalam kegiatan yang menyenangkan. Lagu akan lebih efektif dan bermanfaat bagi guru maupun siswa. Guru dengan mudah dapat menyampaikan pengetahuannya dalam aktifitas belajar mengajar bahasa inggris dan kosakata siswa akan lebih baik.

4. Penelitian yang Relevan
       Penelitian ini relevan dengan skripsi yang ditulis oleh Nurjanah, Ida (2010) yang berjudul “The influence of using english songs lyric as teaching media on student’s vocabulary mastery” (an experimental study of the fifth grade of SDN Nagarawangi 2 Tasikmalaya).” Nurjanah, Ida menyimpulkan “english songs can help the teachers when they give the vocabulary to the students, because using english songs lyric can attract the students to give more attention in learning English vocabulary, so it can maximize the student’s ability to accept material easily.” Maksudnya dengan menggunakan media english songs lyric, siswa akan lebih tertarik dan akan memusatkan perhatian terhadap materi yang diberikan.

F. Kerangka berpikir
       Pendidikan merupakan hal yang sangat penting dalam kehidupan manusia. Hal ini tentunya sangat dibutuhkan untuk mendukung perkembangan diri. Pendidikan mencakup berbagai hal, salah satunya adalah pendidikan bahasa inggris.
Sekarang ini, pendidikan bahasa inggris dijadikan pelajaran pokok dalam kurikulum pendidikan di Indonesia. Pelajaran ini dimulai dari tingkat sekolah dasar sampai perguruan tinggi. Pada tingkat sekolah dasar, pengajar lebih sulit mengajarkan bahasa inggris, karena bahasa inggris adalah bahasa asing. Salah satu pelajaran yang sangat mendasar dalam mempelajari bahasa inggris adalah vocabulary. Menguasai vocabulary sangatlah penting sebagai dasar awal mempelajari bahasa inggris.

G. Definisi Operasional
1. Students’ vocabulary mastery:
Penguasaan vocabulary pada siswa kelas 4 sekolah dasar.

2. English songs :
Kumpulan kata yang memiliki irama atau nada tertentu. Lagu yang digunakan dalam penelitian ini adalah Part of Body, My Bedroom dan Transportation

H. Hipotesis
       Penulis menyatakan hipotesis penelitian ini sebagai berikut: “pengajaran vocabulary menggunakan media english songs memiliki pengaruh positif terhadap kemampuan siswa SD Negeri Nagarawangi 2 Tasikmalaya.
I. Prosedur Penelitian
   1. Metode Penelitian
       Dalam penelitian ini penulis menggunakan metode eksperimen. Menurut Sugiyono (1994:4), “Penelitian dengan pendekatan eksperimen adalah suatu penelitian yang berusaha mencari pengaruh variabel tertentu terhadap variabel yang lain dalam kondisi yang terkontrol secara ketat. ”Itu berarti metode eksperimen adalah salah satu metode untuk menemukan pengaruh dari satu variabel terhadap variabel yang lain.
   2. Variabel Penelitian
Dalam penelitian ini, terdapat 2 variabel, yaitu:
        a. Independent  Varible (Variabel Bebas)
Variabel bebas dalam penelitian ini adalah penggunaan media english songs yang disimbolkan dengan X.
        b. Dependent  Varible (Variabel Terikat)
Variabel terikat dalam penelitian ini adalah kemampuan vocabulary siswa yang disimbolkan dengan Y.

   3. Teknik Pengumpulan Data
       Dalam melakukan pengumpulan data penelitian ini penulis menggunakan tes. Menurut Arikunto, Suharsini (2006:150), “Tes adalah serentetan pertanyaan atau latihan serta alat lain yang digunakan untuk mengukur keterampilan, pengetahuan, intelegensi, kemampuan, atau bakat yang dimiliki oleh individu atau kelompok.” Penulis melakukan tes sebelum dan sesudah menggunakan media songs (lagu). Pretest digunakan untuk mengetahui kemampuan mendengarkan siswa sebelum menggunakan media english songs. Sedangkan postest digunakan untuk mengetahui kemampuan mendengarkan siswa sesudah menggunakan media english songs.  

   4. Instrument Penelitian
Instrument penelitian adalah alat yang digunakan dalam pengumpulan data. Instrument penelitian yang digunakan penulis yaitu objektif tes dalam bentuk tes pilihan ganda dan menjodohkan kata.
       a. Uji Validitas Butir Soal 
       b. Uji  Reliabilitas Butir Soal

   5. Disain Penelitian
       Penelitian eksperimen membutuhkan disain penelitian yang dapat digunakan dalam melakukan penelitian.
       Untuk membuat penjelasan mengenai apa yang dilakukan penulis dalam penelitiannya, penulis membuat disan, sebagai berikut  :

                01                                X                    02
(Pre-Test)         (Treatment)        (Post-Test) 

( media English songs)
(Arikunto, Suharsini, 2006:85)
   6. Populasi dan Sampel
       a. Populasi
         Menurut Freankel, Jack.R.dan Norman E.Wallen (1993:8) “The Population is the group of interest to the researcher, the group to whom the researcher would like to generalize the results of the study.” Populasi penelitian ini adalah siswa kelas 4 SDN Nagarawangvi 2 Tasikmalaya tahun pelajaran 2011/2012 yang terdiri dari 30 siswa.
       b. Sampel
        Sampel menurut Best, John. W (1981:8), “a sample is a small proportion of a population selected for observation and analysis.”  Dari populasi diatas penulis mengambil sampel siswa kelas XI IPS 1 yang berjumlah 35 orang dengan menggunakan total sampling technique.

7. Langkah – langkah Penelitian
Penulis melakukan penelitian ini dengan langkah-langkah sebagai berikut :
  1. Merumuskan masalah dan tujuan penelitian;
  2. Merumuskan hipotesis penelitian;
  3. Menentukan populasi dan sampel;
  4. Membuat instrument penelitian;
  5. Mengujikan instrument kepada non sampel;
  6. Memberikan pre-test kepada kelas sampel;
  7. Memberikan pengajaran dengan menggunakan media English songs kepada kelas sampel;
  8. Memberikan post-test kepada kelas sampel;
  9. Mengumpulkan data;
  10. Mengolah dan menganalisis data;
  11. Membuat kesimpulan.
   8. Teknik Pengolahan dan Analisi Data
       Untuk menganalisis data yang diperoleh dari hasil pre-test dan post-test penulis menggunakan uji Wilcoxon yang terlebih dahulu menggunakan uji normalitas dan homogenitas. Dengan rumus :

9. Waktu dan Tempat  Penelitian
       Penelitian ini akan dilaksanakan pada bulan Juni 2011 di SDN Nagarawangi 2 Tasikmalaya.

Daftar Pustaka
Suyanto, Kasihani K.E. (2007) English for Young Learner. Jakarta: Bumi Aksara.
NN. (2010). Bee English Dictionary. [online] Tersedia:
http://www.beedictionary.com/dictionary/meaniong/mastery
R. Ibrahim and Nana Syaodih S. (1996). Perencanaan Pengajaran. Jakarta: Departemen Pendidikan dan Kebudayaan dan PT. Rineka Cipta
Medina, Suzanne. (1993) Developing Pronounciation Through Song. [online] Tersedia: http://www.TESOLTrainingCourse.com
Stafford,  Patti. (2009). Why Improving and Increasing Vocabulary is Important? [online] Tersedia: http:///www.bloggingtips.com/2009/09/03/why-improving-increasing-vocabulary-is-important
Fanther, Revaldo (2009). “Refaldology” [online]. Tersedia: http://refaldology.wordpress.com/2009/05/22/lagu-adalah
Suyanto, Kasihani K.E. (2008). English for Young Learners. Jakarta: Bumi Aksara.

Download di sini untuk file proposal.

Wednesday, June 6, 2012

LESSON PLAN FOR BUSSINESS


compiled by Enda Hidayat
Lesson Plan
Topic                  : Negotiations
Skill                    : Reading
Level                   : Intermediate (B2)
Goal/Objective    : 
  • To introduce and discuss some techniques and strategies for the bargaining stage of a negotiation;
  • To analyse and practise if-sentences (conditionals) in the context of bargaining;                 

 
Introduction        :
For many people, negotiating is all about bargaining, the give-and-take between two sides. This workshop focuses on some strategies for successful bargaining, especially with a view to building long-term business relationships. Effective bargaining involves trading concessions – giving one thing in exchange for another. Inevitably, this involves a lot of if-sentences (conditionals), but this workshop goes beyond the traditional classification of “first and second conditionals”, and explores the effectiveness and dangers of using a range of conditional structures in a negotiation.

Materials                    : Sentence (Conditional)

Method                      : Role Play
Put the two teams together to role-play the negotiation. Encourage them to use the sentences they prepared in exercise 7, but remind them that they also need to be flexible, and to adapt their suggestions based on the way the negotiation is going. Remind them that both sides are keen to reach an agreement and to build a good long-term relationship based on trust and respect. Allow plenty of time for the role-play (e.g. at least fifteen minutes). Monitor carefully in order to give feedback at the endon the effectiveness of their bargaining techniques.

Activist                       :
1. Lead-in: Discussion
Students work in small groups to discuss the seven questions. After a few minutes, open up the discussion to include the whole class. Suggested answers: See exercise 2.

2. Reading: The Bargaining Stage
Students read the text to see what is says about the seven questions from exercise 1, and to find out what the diagram shows. They discuss their answers in pairs and feed back to the class. When you check the answers, discuss any vocabulary problems, e.g. exaggerated, a counterpart, a hint. You could also discuss the diagram with the class (e.g. how useful and practical is it to think in terms of lines of preference, rather than individual variables) and the mini-dialogue (e.g. Do you think B could seriously claim that he/she made no commitment here?).
Media                         : Text or Handout
Resources                   : Articles from Internet / E-book
                                      Material made by Teacher