2020 · Book · Koleksi Perpustakaan
MUTIA RAHMI, NIM 11 104 048, judulskripsi: “STUDENTS’
ERRORS IN USING SIMPLE PAST TENSE “(A Study at SMP N 5 Padang
Panjang)”. JurusanTadrisBahasaInggris, FakultasTarbiyah, Institute Agama
Islam negeri (IAIN) Batusangkar.
Masalah yang dibahas dalam penelitian ini adalah belum terungkapnya
kesalahan dalam menggunakan Simple Past Tense, oleh siswa kelas VIII semester
2 di SMP N 5 Padang Panjang. Tujuan penelitian ini adalah untuk mengungkap
kesalahan-kesalahan siswa dalam penggunaan Simple Past Tense.
Jenis penelitian ini adalah penelitian deskriptif qualitatif. Instrumen yang
digunakan dalam penelitian ini adalah dokumen hasil tes ulangan harian siswa
kelas VIII. 8 di SMP N 5 Padang Panjang tentang Simple Past Tense yang terdiri
yang berjumlah 27 dokumen. Teknik pengambilan sampel dilakukan dengan
menggunakan purpossive sampling.
Hasil penelitian menunjukkan bahwa ada tiga jenis kesalahan siswa dalam
menggunakan Simple Past Tense, yaitu pada Omission Errors dengan total
kesalahan 44,89%, Addition Errors dengan total kesalahan 11,22% dan pada
Misformation 43,87%. Kemudian kesalahan pada Omission dengan rincian 40%
kesalahan pada Regular Verb dan 60% pada Irregular Verb. Pada Addition Errors
dengan total kesalahan dengan rincian 54,55% kesalahan pada Regular Verb dan
45,45 % kesalahan pada Irregular Verb. Pada Misformation Errors dengan rincian
26,19 % kesalahan pada Regular Verb dan 73,81 % kesalahan pada Irregular
Verb.
2019 · Book · Koleksi Perpustakaan
Teacher plays an essential role in education process. The success of a learning process in changing students behavior depends on how well the teacher treat the students. The teachers also have to be a good model for the student in every classroom interaction. Teaching English will be meaningful when the teacher can integrate the teaching process into the development of students’ character. When the students behave with proper manner in society, the education process can be said meet the goal of education. Any subject matter in education needs to concern about this issue, especially in English language teaching. The students are not only taught about the linguistic structure of the language but also how their character can be built through the classroom interaction. This paper aims to give an overview about the teachers’ role in building student’s character through English language teaching classroom. It is dealing with what is the nature of character and its importance in education. It also describes the roles of teacher as character educator and how to integrate character education into English language teaching which can be done through some way, such as habituation, integrating character education into English material, cooperative learning in English teaching classroom and Instructional Media of English Teaching.
2019 · Book · Koleksi Perpustakaan
language acquisition has strong relation with language awareness which is very important in order to be a good language user, because it is a person’s sensitivity to and conscious awareness of language and its role in human life. It deals with explicit knowledge about language, and conscious perception and sensitivity in language learning, language teaching and language use. Language awareness includes knowledge about language, a conscious understanding of how language work, of how people learn them and use them. In English language teaching the use of language in classroom interaction is not only for communication, it also used to deliver norm through languages, meanwhile in Indonesia, most of students is multilingual where they have already acquired languages, including their mother tongue and their national language, the students’ awareness in learning foreign language such English is a crucial issue to be considered. One of technique that can be used to develop students’ language awareness is through discovery learning. It is an inquiry-based theory which encourages students to be active agents in their own process, inclusing i language learning. Discovery learning in English language teaching allows the students to work on language by having a role in their own learning and developing their activity through the language. So, this paper aims to give an overview how to apply discovery learning in in English language teaching to develop student language awareness
2019 · Book · Koleksi Perpustakaan
Teacher plays an essential role in education process. The success of a learning process in changing students behavior depends on how well the teacher treat the students. The teachers also have to be good model for the students in every classroom interation. Teaching English will be meaningful when the teacher can integrate the teaching process into the development of students’ character. When the students behave with proper manner in society, the education process can be said meet the goal of education. Any subject matter in education needs to concern about this issue, especially in English language teaching. The students are not only taught about the linguistic structure of the language but also how their character can be built through the classroom interaction. This paper aims to give an overview about the teacher’s role in building students’ character through Engliah language teaching classroom. It is dealing with what is the nature of character and its importance in education. It also describes the roles of teacher as character educator and how to integrate character education into English language teaching which can be done through some ways, such as habituation, integrating character education into English material, cooperative learning in English teaching classroom and instructional media of English teaching.
2019 · Book · Koleksi Perpustakaan
Learning a foreign language involves not only knowing how to speak and write well, but also how to behave linguistically. Therefore, the teacher-student interaction in class is influenced by their pragmatic knowledge, how to behave and respond in different situations and contexts. This study approaches teacher-student interaction in EFL classroom from pragmatic perspective.It focuses on linguistic politeness; that is, the ways the teacher expresses politeness verbally through teachers’ use of language.This study explores positive politeness strategies used by teacher in three 90-minute English lessons in a senior high school. The data were videorecorded from three different classroom settings where English is the object and the medium of teaching learning process. The analysis is based on Brown and Levinson‘s politeness strategies. The result shows that there are six strategies that emerged in the teacher-student interaction namely, strategy 2, Exaggerate interest, approval, sympathy with hearer; strategy 4, use ingroup identity markers; strategy 5, seek agreement; strategy 10, offers, promise; strategy 12, including both speaker and hearer in activity and strategy 13, giving or asking a reason. The age difference, institutional setting, power, and the limitation of the linguistic ability of the students has contributed to the different choices of positive politeness strategies.
