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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
Arjuna Subject : -
Articles 16 Documents
 1   2 
Natural Ways of Learning Applied in Teaching Grammar to Young Learners in the Third Grade of SD Supriyadi Semarang in the Academic Year 2011-2012 Ambarini, Ririn
ENCOUNTER Vol 3, No 1 (2012): ENCOUNTER
Publisher : ENCOUNTER

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Abstract

Grammar is supposed to be taught to young learners in a kind of nature ways that students will not be aware that they are learning grammar. The approach that can be applied in teaching grammar to young learners is using game-like activities, role-playing/drama, and TPR. Those methods of teaching can be used in the process of teaching learning so that it can make the English lesson become fun and exciting for young learners. The aims of this research are to study and describe the development of children’s intelligence from the viewpoint of learning abilities and mention such methods that are related to natural ways of learning which follow the principles of the development. All the issues mentioned will be involved in the theoretical part. Using the natural ways of teaching Grammar techniques; puzzle in chain words, one word story game, literature in reading and writing story game, and TPR game was able to improve the students’ ability in mastering Grammar at the point of constructing positive, negative, and interrogative sentence that can be seen from the average of the pre-test score (72.19) and the post-test score (80.12). The result of the pre-test score was lower (72.19) than the post-test score (80.12). This research is quite urgent as the technique of teaching grammar that has already been applied in English class is still using the conventional technique. At present, most of the English teachers prefer giving the presentation of grammar theory to giving grammar activities that will enable students to learn without they are aware that they are studying grammar. In order to change the presentation of the materials that stil uses the conventional techniques in teaching grammar, it is important for English teachers to make the use of natural ways of learning techniques applied in teaching grammar to young learners.
Teaching English Communication Skills with NLP (Neurolinguistic Programming) Riyono, Ahdi
ENCOUNTER Vol 3, No 1 (2012): ENCOUNTER
Publisher : ENCOUNTER

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Abstract

This paper describes the use of NLP in the teaching of English communication. Actually, there are two kinds of communication, verbal and non verbal communication. So that in teching English for communication, those kinds of communication should be extreamly considered. Many methods of teaching employed which are still based on humanistic methods consisting of community language learning (CLL), suggestopedia, the Silent Way, Total Physical Response (TPR) and natural approach focuse only on verbal communication. In fact, in communication, both verbal and nonverbal aspects are important to comprehend. So far, there are still many students who are frustrated at being unable to express themselves, and to communicate among people although they have been learning English for many years. In NLP, the language learning process is how learners experience the world, and how to decrease the anxiety of learners who are learning English. The increasing propularity of NLP in English language teaching is a reflection on the low self-esteem of educators and students.
The Use of Context Clues on Reading Comprehension Widyaningrum, Lulut
ENCOUNTER Vol 3, No 1 (2012): ENCOUNTER
Publisher : ENCOUNTER

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Abstract

The ability to understand the English text is greatly importance for the language learners. They have to master it to get knowledge or information. However, it is sometimes difficult for the language learners to convey the difficult or unfamiliar words in their reading. Mostly, it is because of lack of vocabulary of the target language. Then, context clues are supposed to be able to help the learners to increase their reading ability.
Scaffolding Talks in English Language Teaching Rizal, Daviq
ENCOUNTER Vol 3, No 1 (2012): ENCOUNTER
Publisher : ENCOUNTER

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Abstract

Scaffolding Theory was introduced in the late 1950s by JeromeBruner, a cognitive psychologist to describe childrens oral languageacquisition that was helped by their parents when they first begins tospeak. Scaffolded instruction is the systematic sequencing of promptedcontent, materials, tasks and teacher’s support to optimize Englishlearning and teaching and a process in which students are given supportuntil they can apply new skills and strategies independently and aprovision of an enabling context that provide advice, support andguidance to students. In brief, scaffolding talks is the teacher’s talk inthe language teaching. There are three kinds of scaffolding namelyfunctional, process and content. Functional scaffolding helps students tounderstand how to use or interpret the text by using tutorials,instructions and explanations of representations. Process scaffoldinghelps students to understand the path within the text. Contentscaffolding helps students to figure out an answer.
The Use of NeuroLinguistic Programming in the Teaching of Writing Makmun, Nadiah
ENCOUNTER Vol 3, No 1 (2012): ENCOUNTER
Publisher : ENCOUNTER

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Abstract

Writing is an important skill in English that has to be learned by the students beside the other language skills. The students of non English department especially have difficulty to do writing in English. They do not only have lack of vocabularies in English, but also low motivation to do writing skill. NLP (NeuroLinguistic Programming) in English learning process can be used to help and motivate the students become aware at a feeling level of doing writing through game of using picture. NLP is a collection of techniques, patterns, and strategies for assisting effective communication, personal growth and change, and learning (Revell and Norman). By using NLP in teaching English makes the students be active learner. Most teachers still use traditional method to teach English, namely by using the lecture method. Most of them just still use the method of GTM to teach English. The tendency of teachers who use such methods usually use TCL (Teacher Centered Learning) not SCL (Student Centered Learning). As a good teacher must create the class more interesting, enjoying and fun. He should use various techniques / approaches to make his class interesting and the students active in the English class. Through NLP, in order that the students will not be passive learners and they can enhance their language skill such as writing.
THEMATIC DEVELOPMENT OF READING TEXTS IN ENGLISH TEXT BOOKS FOR SENIOR HIGH SCHOOL STUDENTS GRADE XI Aeningsih, Nur
ENCOUNTER Vol 3, No 1 (2012): ENCOUNTER
Publisher : ENCOUNTER

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Abstract

In written communication, messages are realized through sentences. And in order to make our sentences easily be understood, we should consider the order of the words that construct them. The objective of this study is to describe the thematic development of reading texts found in three English textbooks for senior high school students grade XI (“Look Ahead”, “English Zone” and “English Alive”) and the pattern applied. The corpus is selected from the number of reading texts representing genres exist there. Applying Eggins’s (1994) thematic organization the study reveals significant differences in type of thematic development used in those three books. The study concludes that book writers should be conscious of these tools in order to use them effectively and create more cohesive texts. Based on the result, some suggestion are proposed to English teachers, book writer and publishers.

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