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ENCOUNTER
Published by Universitas Islam Negeri Walisongo Semarang
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Core Subject : Education,
Education
Journal on English Language Teaching and Learning
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Articles 8 Documents
 1 
Search results for , issue " Vol 3, No 2 (2012): Encounter" : 8 Documents clear
The Challenges of Applying Communicative Language Teaching in Indonesian Senior High School Context Sholihah, Hidayatus
ENCOUNTER Vol 3, No 2 (2012): Encounter
Publisher : ENCOUNTER

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Abstract

Thinking about a solution of the main problem faced by Indonesian students in learning English communicatively, CLT might be a good one. CLT is proved as an effective approach that can solve the problem of many language learners who can not communicate in English fluenty after learning English for several years. This article analyzes the challenges to apply CLT approach successfully in Indonesia as one of EFL ( English as Foreign Language) contexts. First, issues of theoretical assuption on CLT such as: what should be the roles of teachers and students in CLT, what type of materials and activities in the CLT classroom are discussed. Then, how English teachers and the students in Indonesia play their roles in CLT classroom?, do they have the difficulties in playing their roles ?, do the teachers can set the classroom that can encourage students to communicate in English by using CLT classroom activities and materials? are analyzed. The finding shows that applying CLT is still challenging in Indonesian school context because both teachers and students still can not play their roles well. In addition, CLT activities such as role play and games can not be applied in the classroom effectively yet. Then, authentic materials is still rare and teachers are struggling to access them. Finally, teacher training, improving classroom facilities and reforming English testing system at Indonesian schools are the solutions suggested in this article to apply CLT successfully in Indonesian school context.
AN ANALYSIS OF INTERPERSONAL MEANING ON TEACHER’S SCAFFOLDING TALKS Rahma, Yeny
ENCOUNTER Vol 3, No 2 (2012): Encounter
Publisher : ENCOUNTER

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Abstract

Learning and teaching a language is not simply a matter of learning and teaching vocabulary and grammar, but we have to understand the context of culture and other people’s meanings because we share the same cultural knowledge. When we have a communication orally or in writing, we make selections to choose appropriate meanings for the field, tenor and mode of a context of situation (David Butt et al, 1995:23).As tenor is also significant in the context of situation, it is also needed to be analyzed as it is closely related to interpersonal metafunction or meaning. When people communicate, they actually exchange commodity. The commodity itself is divided into two parts namely information and goods and services. When they demand or give information, they create either question or statement. If they demand or give goods or services, they will create either command or offer (Suzanne Eggins, 1994:146-153).The analysis of interpersonal meaning deals with two components that are mood element and residue element of the clause. The mood element includes subject, finite and/or mood adjunct while the residue consists of predicator, complement and some adjuncts such as mood, polarity, comment, vocative or circumstancial adjunct (Suzanne Eggins, 1994:154-169).
TEACHING LISTENING ON NEWS ITEM TEXT USING VIDEO Akufah, Akufah
ENCOUNTER Vol 3, No 2 (2012): Encounter
Publisher : ENCOUNTER

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Abstract

Indonesian learners who study English as second language still get difficulty in listening because the spoken language and written language is quite different with their mother tongue. This study investigates the effectiveness of teaching listening on news item text using video with the tenth Year Students’ of MA MATHOLI’UL HUDA Pucakwangi – Pati in the academic year of 2011/2012. The population of the research was the tenth grade students of MA Matholi’ul Huda Pucakwangi Pati. This experimental research is conducted in two classes; the experimental group (X A) and control group (X B) as sample with the data collection methods such as documentation and test. In this research X A was taught by using video, while X B was taught without video (conventional method; recording). The researcher gave listening test to gather the data. The formula that was used to analyze the data was t-test. After the data had been collected by using test, it was found that the pre-test average of the experimental group was 61.81 and control group was 60.14. It was found that t-test was (0.686), whereas the t-table was (1.671) for a = 5%. The t-test score was higher than the t-table (0.686 > 1.671). It was mean that Ho was accepted while Ha was rejected. It could be concluded that both of X A and X B had no differences (homogeneous). While, the post-test average of the experimental group was 74.17 and control group was 70.00. It was found that t-test was (1.898), whereas the t-table was (1.671) for a = 5%. The t-test score was higher than the t-table (1.898 > 1.671). It was mean that Ha was accepted while Ho was rejected. Since t-test score was higher than the t-table, using video was effective medium to improve students’ listening on news item texts.
ENGLISH LANGUAGE TEACHING AND LEARNING FOR AUTISTIC STUDENTS Wulandari, Anik
ENCOUNTER Vol 3, No 2 (2012): Encounter
Publisher : ENCOUNTER

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Abstract

Teaching autistic students is not as easy as teaching normal students. The teacher needs more patience and various creativities. This study is aimed to investigate the English Language Teaching Learning for autistic students at the eighth grade of SMPLB Negeri Semarang in terms the English teaching material, teaching method, and learning assessment. This study uses qualitative approach because the data are described in written and spoken form. The data were collected by three techniques; observation, interview, and documentation. This research focused on teaching materials which consist of teaching materials, textbooks, and teaching sources; teaching methods with particular reference on the teaching method and teaching media; and learning assessments which cover the technique of learning assessment and feedback. The result of this study showed that the curriculum used in English language teaching and learning process at eighth grade of SMPLB Negeri Semarang is PPI (Proses Pembelajaran Individu/Individual Learning Process) curriculum. There have been certain syllabus and Lesson Plan arranged in the previous year. Language materials and topics covered in English course for autistic students at eighth grade are arranged based on PPI curriculum which consist of three themes for each semester. Several teaching and learning methods are Audio Lingual Method, Total Physical Response, and Direct Method. The English learning assessment is very limited which forms oral test and written test. The oral tests include the stimulating questions while written tests forms multiple choice type and short answer task.
THE USE OF PRONUNCIATION SOFTWARE TO IMPROVE STUDENTS’ PRONUNCIATION Muna, Faizul
ENCOUNTER Vol 3, No 2 (2012): Encounter
Publisher : ENCOUNTER

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Abstract

The pronunciation software is medium to improve students’ pronunciation that provides fun and interesting activity. The study is aimed to find out the implementation of teaching pronunciation using pronunciation software and the improvement of students’ pronunciation after being taught through using pronunciation software is. This study is Classroom action research with the subject of 39 students of SMA Islam Al- Hikmah Mayong Jepara in the academic year of 2011/2012, 12 boys and 27 girls. The researcher collected the data from the observation and tests. There are three cycles; teacher gives different treatment in every cycle. The result shows that there was a significant difference of the students achievement between the results scoring in every cycle was increasing. It was found that teaching pronunciation using pronunciation software is effective and helpful in improving students’ ability of pronunciation skill. As the result in the tests that the students’ improvement during the treatment through pronunciation software, the average of the tests scores increased from 69.1025 in the pre cycle, it was becoming 77.5641 in the first cycle, it was becoming 80.1282 in the second cycle, and then it was becoming 87.4358 in the third cycle.
THE USE OF FILM TO TEACH ANALYTICAL EXPOSITION WRITING M, Musafak
ENCOUNTER Vol 3, No 2 (2012): Encounter
Publisher : ENCOUNTER

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Abstract

Film certainly gives inspirations or ideas can be reproduced in written form and can be used as a teaching medium to help teachers in teaching, especially in teaching writing analytical exposition text because film performs reality of life that covers some information, ideas, and inspirations all at once. This study is aimed to find out the extent to which the teaching of writing analytical exposition text is effective with the use of film. The method of the research was an experimental study. The instruments that were used to collect the data were test as a main instrument and interview as a supporting instrument. The test was used to prove the students’ competence before and after the experiment was implemented. There were two kinds of test, namely pre-test and post-test, which were writing tests. The results show that the mean of writing score of experimental class (the students was taught by using films) was 81 and the mean of writing score of control class (the students was taught by text only) was 73.75. There was a significant difference in analytical exposition writing’s score between the two groups. It was showed by the mean of experimental class was higher than control class (81>73.75). On the other hand, the test of hypothesis using t-test formula showed the t-value was higher than the t-table. The score tcount was 1.85, while ttable on  = 5% with df 15 was 1.75 (1.85 > 1.75). So, the hypothesis was accepted.
THE USE OF GROUP INVESTIGATION TO IMPROVE STUDENTS’ ABILITY IN WRITING SKILL ON ANALYTICAL EXPOSITION TEXT Mayasari, Rina
ENCOUNTER Vol 3, No 2 (2012): Encounter
Publisher : ENCOUNTER

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Abstract

Group investigation is an organizational approach that allows a class to work actively and collaboratively in small groups and enables students to take an active role in determining their own learning goals and processes. Group investigation is interesting so that the students will feel the new atmosphere in classroom and are interested in learning writing. This study is aimed to investigate the implementation of group investigation to improve students’ writing organization of analytical exposition text and to what extent is the improvement of students’ writing organization of analytical exposition text after being taught through group investigation. This study employs a classroom action research with 11th Grade students of MA Manahijul Huda Pati in the Academic year of 2011-2012. The instrument used to collect the data was observation and test. The assessment of the test result was focused students’ ability in writing analytical exposition. The result shows that the implimentation of Group investigation is improvement of learning tool, motivates students in doing work or jobs. The research improve students ability in writing based on their score in doing test in every cycle. The last cycle show the significant improvement of students’ ability. Score from pre-cycle was 57.71, the score from the first cycle was 65.71, and score from the second was 75.
THE ANXIETY OF FEMALE STUDENTS IN LEARNING ENGLISH Makmun, Nadiah
ENCOUNTER Vol 3, No 2 (2012): Encounter
Publisher : ENCOUNTER

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Abstract

The female students sometimes have a lot of weakness/shortage such as: they are not brave to make an opinion, the weakness of their physic, frighten and they feel that they are so weakness. But sometimes they have a lot of goodness/strength such as: patience, diligence and carefulness. Actually, the female students have a good potential in learning foreign language especially English. They are not only good at IQ but also EQ & SQ that really support to be successful in learning English. But other wise sometimes some female students are easy to feel worried and nervous. They feel week and inferior. Being worried, nervous are negative thing that sometimes appear when the learning process happens or when they use English in every opportunity. They are lack of self confidence to use/practice English. Based on the problems, the lectures/ teachers should teach not only using a good method or a good technique but also a good approach so the teaching-learning process will be successful. The teacher/lecturer should make the English class as interesting as possible by using media. It can at last reduce their anxiety and improve their self confidence. For the students, they should be able to see and control themselves from anxiety that is sometimes exist.

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