Tiga Situs Untuk Mencari Referensi Writing
Tiga Situs Untuk Mencari Referensi Writing
by
Ari Julianto
Teima kasih bagi Anda yang telah menjadi follower dan yang telah mengirimkan email untuk menyampaikan permasalahan Anda. Kebanyakan permasalahan para pembaca selain judul yang paling utama adalah mendapatkan buku-buku untuk referensi penulisan skripsi.
Disini saya memberikan tiga situs bermanfaat untuk mencari referensi buku apa saja. bahkan di situs pertamna menyediakan materi dengan audio atau visual. Sudah lama saya ingin berbagi situs ini namun takut akan cepat dihapus sebab Anda tahu itu pelanggaran hak cipta.dan yang paling rajin memblokir adalah negara luar yang paling sering mengunjungi blog saya ini.
Sudah tiga tahun saya menggunakan situs ini sebagai referensi dan tidak pernah diblokir kemungkinan Anda bisa menemukan jawabannya mengapa. Anda tinggal copy paste web address di bawah ini. Semoga bermanfaat.
1.
http://vk.com/wall-28817335?q=writing
2.
http://serious.freeonsciencelibraryguide.com/search.php?button=writing&submit=Dig+for&search_type=magic
3.
http://bookzz.org/s/?q=writing&e=1&t=0
The 25 Writing Errors (2)
The 25 Writing Errors (2)
By Laurie Rozakis
In English Grammar for the Utterly Confused. McGraw-Hill Companies, Inc. 2003. PP. 77-93.
11. Incorrect voice (active versus passive voice)
Passive voice: The meeting was attended by the executive.
Active voice: The executive attended the meeting.
English has two voices: active and passive. A verb is active when the subject performs the action. A verb is passive when its action is performed upon the subject. The active voice is clearer and more concise than the passive voice.Even though the active voice is stronger than the passive voice, you should use the passive voice in these two situations:
- To avoid placing blame (“A mistake was made” rather than “You made a mistake.”)
- To avoid identifying the doer of the action (“The letter was sent” rather than “Nicole sent the letter.”)
12. Fragments (incomplete sentences)
Fragment: If you want to be clearly understood.
Correct: Don’t write sentence fragments if you want to be clearly understood.
Every sentence must have three things:
- A subject: the “doer” of the action. The subject will be a noun or pronoun.
- A verb: what the subject does.
- A complete thought.
The fragment in this example is missing a subject and a verb. As a result, the group of
words does not express a complete thought.
13. Run-ons (two sentences run together)
Run-on: Daddy longlegs spiders are more poisonous than black widows, daddy longlegs spiders cannot bite humans because their jaws won’t open wide enough.
Correct: Daddy longlegs spiders are more poisonous than black widows, but daddy longlegs spiders cannot bite humans because their jaws won’t open wide enough.
or Daddy longlegs spiders are more poisonous than black widows; however, daddy longlegs cannot bite humans because their jaws won’t open wide enough.
14. Missing letters
Here are five words that are frequently misspelled because the speaker drops a letter or syllable.
- Accidentally: The word has five syllables; drop one and accidentally becomes accidently.
- Accompaniment: The second a and the only i are the problems with accompaniment.
To remember the i, you might want to use this mnemonic: there’s a lot of animal in
accompaniment.
- Acreage: The e presents the spelling problem because it is rarely stressed in speech.
That’s how people end up with acrage. It’s also common for writers to misplace the e,as in acerage.
- Anecdote: Letters get dropped when writers mispronounce anecdote as anedote. Then there’s
antidote—a legitimate word, but the wrong one in context.
- Asked: This word gets mangled as ast or even axed.
This results in such curious spellings as askd, askt, and axst.
15. Extra letters
Because of errors in pronunciation, spellers often insert an unnecessary vowel between two letters. Here are some of the most commonly misspelled words:
- Athlete: Often mispronounced as athalete, resulting in that unnecessary a.
- Disastrous: The word ends up with disaster stuck in there: disasterous. What extra letter do you see?
- Grievous: Another common speech slip results in grieveous or grievious. No extra e ori, please.
- Hindrance: This word falls prey to the same problem as disastrous: add hinder to hindrance
and you get hinderance. Too many syllables!
- Lightning: The bolt of electricity on a stormy night is often mispronounced and thus misspelled as lightening. Now, lightening is a legitimate word; it means that something is getting less dark. Say each letter to help you spell the word you want.
16. Transposed letters
Mispronunciation can also result in scrambled letters. Here are some words especially prone to switched
letters.
aesthetic allegiance analysis analyze anonymous
auxiliary bureaucrat diaphragm entrepreneur gasoline
gauge gorgeous irrelevant khaki lingerie
mileage psychology resuscitate rhyme rhythm
17. Incorrect plurals
Remember that plural nouns name more than one person, place, or thing. There are regular plurals and irregular ones. The regular plurals rarely result in spelling errors, but irregular plurals often cause trouble. Keep regular and irregular plurals straight and you’ll eliminate a bunch of spelling errors. Below are some spelling rules to help you form the correct plurals.
18. Errors in confusing word pairs (such as weather/whether)
Some words in English have the same spelling and pronunciation but different meanings,such as bay/bay
and beam/beam. We also have words with the same pronunciation but different spellings and meanings, such as coarse/course or bridal/bridle. Distinguishing between these confusing words is crucial because it helps you write exactly what you mean.
19. Missing commas or extra commas
Incorrect: Avoid commas, that are not necessary.
Correct: Avoid commas that are not necessary.
Have you ever been advised to “add commas where you would take a breath”? Sometimes this advice works—but sometimes it doesn’t. It’s especially dangerous when you’ve gone over and over your writing. At that point, nothing looks correct. To avoid confusion and frustration, don’t wing it. Use these rules as you write to help you correctly punctuate your documents.
20. Missing or misused apostrophes
Incorrect: Save the apostrophe for it’s proper use and omit it where its’ not needed.
Correct: Save the apostrophe for its proper use and omit it where it’s not needed.
21. Misused exclamation marks
Incorrect: Of all U.S. presidents, none lived to be older than John Adams, who died at the age of 91!
Correct: Of all U.S. presidents, none lived to be older than John Adams, who died at the age of 91.
22. Misused semicolons
Incorrect: Use the semicolon correctly always use it where it is appropriate; and never where it is not suitable
23. Proper nouns not capitalized.
Incorrect: louisa adams, Wife of john quincy Adams, was the first (and only) foreignborn First Lady.
Correct: Louisa Adams, wife of John Quincy Adams, was the first (and only) foreignborn first lady.
24. Errors in titles
Incorrect: The Wind In The Willows
Correct: The Wind in the Willows
Capitalize the major words in titles of books, plays, movies, newspapers, and magazines.
- Do not capitalize the articles: a, an, the.
- Do not capitalize prepositions: at, by, for, of, in, up, on, so, on, to, etc.
- Do not capitalize conjunctions: and, as, but, if, or, nor.
25. Missing words
Incorrect: Proofread carefully to see if you have any words out.
Correct: Proofread carefully to see if you have left any words out.
This is a simple rule, but many people run out of time before they can proofread a document.
Always make the time to proofread your writing. And try to let your writing sit and
“cool off” for a few hours. The errors will become much more obvious and easier to isolate.
By Laurie Rozakis
In English Grammar for the Utterly Confused. McGraw-Hill Companies, Inc. 2003. PP. 77-93.
 |
| Image Source: www.impacthiringsolutions.com |
Passive voice: The meeting was attended by the executive.
Active voice: The executive attended the meeting.
English has two voices: active and passive. A verb is active when the subject performs the action. A verb is passive when its action is performed upon the subject. The active voice is clearer and more concise than the passive voice.Even though the active voice is stronger than the passive voice, you should use the passive voice in these two situations:
- To avoid placing blame (“A mistake was made” rather than “You made a mistake.”)
- To avoid identifying the doer of the action (“The letter was sent” rather than “Nicole sent the letter.”)
12. Fragments (incomplete sentences)
Fragment: If you want to be clearly understood.
Correct: Don’t write sentence fragments if you want to be clearly understood.
Every sentence must have three things:
- A subject: the “doer” of the action. The subject will be a noun or pronoun.
- A verb: what the subject does.
- A complete thought.
The fragment in this example is missing a subject and a verb. As a result, the group of
words does not express a complete thought.
13. Run-ons (two sentences run together)
Run-on: Daddy longlegs spiders are more poisonous than black widows, daddy longlegs spiders cannot bite humans because their jaws won’t open wide enough.
Correct: Daddy longlegs spiders are more poisonous than black widows, but daddy longlegs spiders cannot bite humans because their jaws won’t open wide enough.
or Daddy longlegs spiders are more poisonous than black widows; however, daddy longlegs cannot bite humans because their jaws won’t open wide enough.
14. Missing letters
Here are five words that are frequently misspelled because the speaker drops a letter or syllable.
- Accidentally: The word has five syllables; drop one and accidentally becomes accidently.
- Accompaniment: The second a and the only i are the problems with accompaniment.
To remember the i, you might want to use this mnemonic: there’s a lot of animal in
accompaniment.
- Acreage: The e presents the spelling problem because it is rarely stressed in speech.
That’s how people end up with acrage. It’s also common for writers to misplace the e,as in acerage.
- Anecdote: Letters get dropped when writers mispronounce anecdote as anedote. Then there’s
antidote—a legitimate word, but the wrong one in context.
- Asked: This word gets mangled as ast or even axed.
This results in such curious spellings as askd, askt, and axst.
15. Extra letters
Because of errors in pronunciation, spellers often insert an unnecessary vowel between two letters. Here are some of the most commonly misspelled words:
- Athlete: Often mispronounced as athalete, resulting in that unnecessary a.
- Disastrous: The word ends up with disaster stuck in there: disasterous. What extra letter do you see?
- Grievous: Another common speech slip results in grieveous or grievious. No extra e ori, please.
- Hindrance: This word falls prey to the same problem as disastrous: add hinder to hindrance
and you get hinderance. Too many syllables!
- Lightning: The bolt of electricity on a stormy night is often mispronounced and thus misspelled as lightening. Now, lightening is a legitimate word; it means that something is getting less dark. Say each letter to help you spell the word you want.
16. Transposed letters
Mispronunciation can also result in scrambled letters. Here are some words especially prone to switched
letters.
aesthetic allegiance analysis analyze anonymous
auxiliary bureaucrat diaphragm entrepreneur gasoline
gauge gorgeous irrelevant khaki lingerie
mileage psychology resuscitate rhyme rhythm
17. Incorrect plurals
Remember that plural nouns name more than one person, place, or thing. There are regular plurals and irregular ones. The regular plurals rarely result in spelling errors, but irregular plurals often cause trouble. Keep regular and irregular plurals straight and you’ll eliminate a bunch of spelling errors. Below are some spelling rules to help you form the correct plurals.
18. Errors in confusing word pairs (such as weather/whether)
Some words in English have the same spelling and pronunciation but different meanings,such as bay/bay
and beam/beam. We also have words with the same pronunciation but different spellings and meanings, such as coarse/course or bridal/bridle. Distinguishing between these confusing words is crucial because it helps you write exactly what you mean.
19. Missing commas or extra commas
Incorrect: Avoid commas, that are not necessary.
Correct: Avoid commas that are not necessary.
Have you ever been advised to “add commas where you would take a breath”? Sometimes this advice works—but sometimes it doesn’t. It’s especially dangerous when you’ve gone over and over your writing. At that point, nothing looks correct. To avoid confusion and frustration, don’t wing it. Use these rules as you write to help you correctly punctuate your documents.
20. Missing or misused apostrophes
Incorrect: Save the apostrophe for it’s proper use and omit it where its’ not needed.
Correct: Save the apostrophe for its proper use and omit it where it’s not needed.
21. Misused exclamation marks
Incorrect: Of all U.S. presidents, none lived to be older than John Adams, who died at the age of 91!
Correct: Of all U.S. presidents, none lived to be older than John Adams, who died at the age of 91.
22. Misused semicolons
Incorrect: Use the semicolon correctly always use it where it is appropriate; and never where it is not suitable
23. Proper nouns not capitalized.
Incorrect: louisa adams, Wife of john quincy Adams, was the first (and only) foreignborn First Lady.
Correct: Louisa Adams, wife of John Quincy Adams, was the first (and only) foreignborn first lady.
24. Errors in titles
Incorrect: The Wind In The Willows
Correct: The Wind in the Willows
Capitalize the major words in titles of books, plays, movies, newspapers, and magazines.
- Do not capitalize the articles: a, an, the.
- Do not capitalize prepositions: at, by, for, of, in, up, on, so, on, to, etc.
- Do not capitalize conjunctions: and, as, but, if, or, nor.
25. Missing words
Incorrect: Proofread carefully to see if you have any words out.
Correct: Proofread carefully to see if you have left any words out.
This is a simple rule, but many people run out of time before they can proofread a document.
Always make the time to proofread your writing. And try to let your writing sit and
“cool off” for a few hours. The errors will become much more obvious and easier to isolate.
The 25 Writing Errors (1)
 |
| Image source: impressasolutions.com |
By Laurie Rozakis
In English Grammar for the Utterly Confused. McGraw-Hill Companies, Inc. 2003. PP. 77-93.
When someone complains that a person “can’t write,” they are most often referring to errors that person makes in grammar and usage. Below are the top 25 writing hot spots.
I. Grammar and Usage
1. Lack of clarity
Incorrect: Prehistoric people used many inorganic substances difficult to find at archaeological sites, which included clay and rock.
Correct: Prehistoric people used many inorganic substances, including clay and rock, which are difficult to find at archaeological sites.
Sentences can be confusing for many different reasons. In the previous example, too many phrases come between the pronoun and its antecedent. As a result, the pronoun reference gets confusing. This can happen even if the intervening material is logically related to the rest of the sentence, as is the case here. Here’s the quick and dirty lowdown:
One sentence = one complete thought. Don’t cram too much into one sentence.
The more complex your ideas, the shorter and more simple your sentences should be.
Check that all parts of the sentence are logically related. Are they in the same tense,for example?
Reread your sentences to make sure all pronouns refer to their antecedents and are placed as close as possible to them.
Check that you have punctuated your sentences correctly.
2. Redundancy (unnecessary words)
Incorrect: If you reread your work, you will find upon serious reconsideration that a great deal of repetition can be avoided by careful editing and revising and attentive reevaluation. Scrupulous editing can also help you make your writing less wordy.
Correct: If you reread your work, you will find that a great deal of repetition can be avoided by careful editing.
Long-winded writing may sound educated and impressive, but it actually turns off your audience because it wastes their time. Say what you need to say concisely. Since your writing will be more intelligible, it will communicate its message directly.
3. Problems with subject-verb agreement
Incorrect: Verbs has to agree with their subjects.
Correct: Verbs have to agree with their subjects.
Agreement means that sentence parts match, singular to singular and plural to plural.
Since the subject verbs is plural, it takes a plural verb, agree.
This is confusing because we add -s or -es to make the third-person singular form of most verbs but add -s or -es to make the plural form of most nouns. For example, he starts is singular, but six papers is plural. Both end in s.
Parallel: To avoid getting hit by lightning, never seek protection under a tree, lie down on wet ground, or stay on a bike.
Parallel structure means putting ideas of the same rank in the same grammatical structure.
Your writing (and speech) should have parallel words, phrases, and clauses.
Parallel words share the same part of speech (such as nouns, adjectives, or verbs) and tense (if the words are verbs).
Parallel phrases create an underlying rhythm in your speech and writing.
Parallel clauses also give your writing balance.
5. Wrong verb tense
Incorrect: President John Quincy Adams owns a pet alligator, which he kept in the East Room of the White House.
Correct: President John Quincy Adams owned a pet alligator, which he kept in the East Room of the White House.
The tense of a verb shows its time. English has six verb tenses. Each of the six tenses has two forms: basic and progressive (also known as “perfect”). In the example here, the action takes place in the past, so the past tense must be used.
6. Mixed metaphors
Incorrect: Take the bull by the toe.
Correct: Take the bull by the horns.
Metaphors are figures of speech that compare two unlike things to explain the lessfamiliar object. When used correctly, metaphors make your writing more descriptive and precise. In most instances, metaphors use words for more than their literal meaning. Here, for example, we’re not literally talking about grabbing a bull by the horns; rather,we’re figuratively talking about seizing an opportunity. For a metaphor to be effective, it must compare images or objects that go together. Here,for instance, we would grab a bull’s horns, not its toes. When two clashing images are combined in one comparison, we get a mixed metaphor, which confuses readers.
7. Dangling modifiers
Incorrect: Flying over the countryside, cars and houses looked like toys.
Correct: As we flew over the countryside, cars and houses looked like toys.
A modifier is a word or phrase that describe a subject, verb, or object. (To “modify” is to qualify the meaning.). The modifier is said to “dangle” when the word it modifies has been left out of the sentence. Dangling modifiers confuse your readers and obscure your meaning because the sentence doesn’t make sense. Correct a dangling modifier by adding the word or words that have been left out. Here,the subject we was added and flying was changed to flew so the sentence makes sense. And while we’re dangling, let’s look at another mangled construction, dangling participles. A participle is a verb ending in -ing. It is dangling when the subject of the participle and the subject of the sentence don’t agree. For example:
Incorrect: Rushing to finish the paper, Bob’s printer broke.
The subject is Bob’s printer, but the printer isn’t doing the rushing.
Correct: While Bob was rushing to finish the paper, his printer broke.
One way to tell whether the participle is dangling is to put the clause with the participle right after the subject of the sentence: “Bob’s printer, rushing to finish the paper, broke.”
You can easily hear that it doesn’t sound right.
Note: Not all words that end in -ing are participles. For example: “Completing the task by Tuesday is your next assignment.” The word completing functions as a noun, not a verb. (Nouns ending in -ing are called gerunds.)
8. Misplaced modifiers
Incorrect: My parents bought a kitten for my sister they call Paws.
Correct: My parents bought a kitten they call Paws for my sister.
A misplaced modifier is a phrase, clause, or word placed too far from the noun or pronoun it describes. As a result, the sentence fails to convey your exact meaning. As this sentence is written, it means that the sister, not the kitten, is named Paws. That’s because the modifier they call Paws is in the wrong place in the sentence. To correct a misplaced modifier, move the modifier as close as possible to the word or phrase it describes.
9. Incorrect idioms
Incorrect: It’s raining cats and puppies.
Correct: It’s raining cats and dogs.
The phrase “It’s raining cats and dogs” is an idiom, an expression that has a figurative rather than literal meaning. Expressions such as “make a big deal out of it,” “on the double,”
and “down and out” are idioms. If you decide to use idioms in your writing, be sure to use the correct phrase. For instance, it’s idiomatic to say, “She talked down to him.” It’s not idiomatic to say, “She talked under to him.”
10. Biased language
Incorrect: That old geezer is taking my parking space!
Correct: That man is taking my parking space!
Avoid language that denigrates people because of their age, gender, race, or physical condition. This is especially crucial in business, where such language could result in a lawsuit.
(to be continued)
Referensi untuk Writing Language Test
Referensi untuk Writing Language Test
Written by
Ari Julianto
Pemilihan skripis dengan permasalahan menulis (writing) sudah tentu membutuhkan referensi yang kuat untuk penentuan test sebagai alat penelitian. Disebabkan susahnya memperoleh buku-buku berbahasa Inggris khususnya yang berkualitas, maka ini merupakan salah satu hambatan dalam penulisan skripsi.
Berdasarkan email dan komentar yang masuk dalam blog saya ini, kebanyakan me-request buku tentang tes menulis dalam Bahasa Inggris (Writing English Language Tests). Tes ini sangat dibutuhkan baik bagi guru sendiuri maupun bagi peneliiti yang tengah membuat skripsi.
Dalam buku ini dipaparkan bagaiman menulis, mengelola dan memberikan skor untuk setiap test yang diberikan. Disebabkan ukuran filenya yang besar. Saya memutuskan untuk men-convert file pdf buku ini menjadi doc agar lebih mudah diunduh dan di-copy paste. Anda bisa mengunduhnya di link ini
UNDUH WRITING LANGUAGE TEST
Semoga postingan kali ini bermanfaat.
Using Games in Primary Schools for Effective Grammar Teaching: a Case Study from Sebha
Using Games in Primary Schools for Effective Grammar Teaching: a Case Study from Sebha
by Mustafa Mubarak Pathan and Zamzam Emhemad Mari Aldersi (International Journal of English Language & Translation Studies Journal homepage: http://www.eltsjournal.org)
ABSTRACT
Teaching and learning a foreign language like English is not easy task. The situation become more difficult when the learners are primary school children and teaching and learning focus is grammar, an activity often regarded as ‘boring, ‘uninteresting’ and ‘’tedious’. However, one’s mastery over a language is determined by the appropriate use of language by that individual following grammatical rules and failing to follow the rules of grammar marks one’s use of language as erroneous. Therefore, systematic attempt is done to teach grammatical rules and structures to the language learners from the beginning of language teaching and learning process. However, the success or failure of learning, mastering and using the grammatical rules and structures is largely determined by the technique and approach used by the grammar teacher to teach. The leaner-cantered, interesting, motivating technique of grammar teaching is believed to generate positive results whereas traditional, teacher-centered, uninteresting, uninvolving method is believed to be a cause of failure for learners to learn and master grammar rules and structures. Therefore, the grammar teaching technique, which involves language learners, to maximum, in learning in amusing and creative way, motivating, challenging and stimulating his/her mental processes, and reducing classroom anxiety and fear, is desired and recommended for fruitful language teaching and learning process. In this respect, the present paper discusses the effectiveness of using games for teaching grammar to primary school students as a technique which could easily be utilised and exploited for maximum benefits for learners. The study is based on the practical experiment done on the students of two primary schools in Sebha city of Libya using grammar games. The results, which proved to be fruitful and positive, are discussed as a basis for the argument in support of using games for teaching grammar to school children.
1. Introduction
So should be the case with grammar learning, particularly in EFL context. Grammar learning has always been viewed as crucial to language learning but nowadays, it is often perceived as a tedious and laborious process. This is particularly the case in countries like Libya where English is taught and learned as a foreign language and where students often have negative attitudes towards grammar learning due to various reasons. If teachers find ways to fully engage students in the learning process; grammar learning can become more enjoyable, interactive and motivational. Research (Uberman, 1998) has shown that children learn and develop fastest when they are at play. Therefore, it is desired that teachers should think how to teach grammar through enjoyable activities. And, in this respect, the use of games can be considered to be one of the most interesting activities to be applied in ELT classes. Therefore, the use of games and its application in grammar lessons form the topics of discussion of this paper.
So should be the case with grammar learning, particularly in EFL context. Grammar learning has always been viewed as crucial to language learning but nowadays, it is often perceived as a tedious and laborious process. This is particularly the case in countries like Libya where English is taught and learned as a foreign language and where students often have negative attitudes towards grammar learning due to various reasons. If teachers find ways to fully engage students in the learning process; grammar learning can become more enjoyable, interactive and motivational. Research (Uberman, 1998) has shown that children learn and develop fastest when they are at play. Therefore, it is desired that teachers should think how to teach grammar through enjoyable activities. And, in this respect, the use of games can be considered to be one of the most interesting activities to be applied in ELT classes. Therefore, the use of games and its application in grammar lessons form the topics of discussion of this paper.
1.1 Rationales of the study
Language games are the games with rules which have linguistic aims and they are agreed with the participants. Teaching grammar through games is argued for many reasons. One reason is that, games have the advantage of allowing the learners to learn, practice and internalize grammar and structures extensively. Games can do this through providing repeated exposure to the target grammar. Another reason is that students will be more motivated to play games than they are to do deskwork. Many experienced textbook, methodology manuals and writers have argued that games are not just time-filling activities but have a great educational value. According to Šabatová (2006:12), games are surely the most interesting and the most favourite way of how to learn and practice grammar. As the games are fun, interactive, and exciting, students can study English grammar with games very easily, in a relax atmosphere, and more interestingly. Thus, games can help not only in learning and mastering the very crucial aspect of foreign language learning-grammar, but also in developing positive attitudes of learners towards the whole language learning process. In this respect, the paper attempts to discuss the effectiveness of the use of games in grammar teaching to the students of primary schools in Sebha, Libya where students often face problems with grammar learning and regard it as tedious, uninteresting and demotivating process of foreign language learning. It is believed and argued that if the EFL school teachers in Sebha, Libya use games in their grammar teaching techniques, it would certainly help not only in changing the negative perceptions of the learners towards grammar but also in imparting more dynamic, interesting, involving, learnercantered, motivational teaching of grammar in the primary schools of Sebha, Libya.
Language games are the games with rules which have linguistic aims and they are agreed with the participants. Teaching grammar through games is argued for many reasons. One reason is that, games have the advantage of allowing the learners to learn, practice and internalize grammar and structures extensively. Games can do this through providing repeated exposure to the target grammar. Another reason is that students will be more motivated to play games than they are to do deskwork. Many experienced textbook, methodology manuals and writers have argued that games are not just time-filling activities but have a great educational value. According to Šabatová (2006:12), games are surely the most interesting and the most favourite way of how to learn and practice grammar. As the games are fun, interactive, and exciting, students can study English grammar with games very easily, in a relax atmosphere, and more interestingly. Thus, games can help not only in learning and mastering the very crucial aspect of foreign language learning-grammar, but also in developing positive attitudes of learners towards the whole language learning process. In this respect, the paper attempts to discuss the effectiveness of the use of games in grammar teaching to the students of primary schools in Sebha, Libya where students often face problems with grammar learning and regard it as tedious, uninteresting and demotivating process of foreign language learning. It is believed and argued that if the EFL school teachers in Sebha, Libya use games in their grammar teaching techniques, it would certainly help not only in changing the negative perceptions of the learners towards grammar but also in imparting more dynamic, interesting, involving, learnercantered, motivational teaching of grammar in the primary schools of Sebha, Libya.
1.2 Background to the study
English is taught and learned as a foreign language in Libya. Being an international language and language of international communication, opportunities, education, commerce and trade, the Libyan government has introduced English from the primary school level itself so that the Libyan school children can be the able citizens of global village and can cope with its demands and challenges. As a crucial part of foreign language pedagogy, teaching grammar forms the central aspect of EFL teaching in Libya. This is with the belief that learning and mastering grammar can help an individual in mastering the target language and establishing successful communication in that language.
English in the public schools in Libya is first taught for the learners in the fifth year of schooling when the students’ age is about 11 years. During the first 2 years, that is in 5th and 6th year of primary schooling, students study the alphabet of English, reading, spelling, and elementary writing. They are also introduced some grammatical terminology, categories and relations such as- nouns, verbs, conjunctions, prepositions, simple past tense, present tense, plural and singular etc. It is expected that the Libyan EFL teachers in schools use techniques and methods which involve learners and motivate them to learn English. However, the reality seems to be quite opposite. Most of the teachers rely heavily on traditional grammar-translational method where everything is literally translated and students are supposed to memorize numerous grammar rules and structures. The teacher controls almost all the activities in the class and hardly any activity is introduced and encouraged which involves learners and stimulates and challenges their creativity. One of the reasons, for this, can be the fact that most of the teachers prefer to teach the way they themselves were taught- just presenting set of rules and dozens of examples and exercises without much focus on inserting any sort of fun/amusement while teaching.
1.3 Research Problem
This typical scenario, outlined in the section above, hardly contributes to achieving the desired aims and objectives of foreign language teaching and learning in general and teaching and learning grammar in specific in Libyan primary schools. Lack of training in teaching grammar with innovative teaching techniques and unwillingness to devise any interesting, motivational, learner-cantered technique on the part of the teachers leads to monotonous grammar classes where learners, consequently, start developing negative attitude toward learning English grammar regarding it as ‘very boring’ and ‘waste of time’ activity. This also makes them demotivated learners, a problem commonly encountered and reported by most of the Libyan EFL teachers. This situation, where both teachers and learners face problems while teaching and learning grammar, has been taken as a research problem for investigation in this study.
1.4 Research questions
The following research questions have guided the study
1.4 Research questions
The following research questions have guided the study
1- Do the Libyan EFL learners in primary schools in Sebha enjoy and like grammar classes?
2- What techniques of grammar teaching are used by the Libyan EFL teachers in schools while teaching grammar?
3- Do games form important part of grammar teaching techniques in primary schools in Sebha?
4- Can the use of games be an effective technique of teaching grammar and motivating EFL learners in primary schools in Sebha?
5- What are the perceptions and attitudes of the Libyan EFL learners toward the use of games for teaching grammar in their classrooms?
In the society of today, where interaction, fun, play and amusement are encouraged for healthy social growth of children, similar approach is also encouraged and recommended in foreign language teaching to develop positive attitude among EFL learners toward the target language and for making learning a fun-an activity loved and desired by all children across the globe. In this respect, the paper investigates the above discussed problem of grammar teaching and learning in Libyan EFL primary schools and also discusses the effective role of games in overcoming the problems faced both by the learners and teachers.
5. Conclusion
For many students, learning grammar is a really boring and a hard job. To show pupils that learning grammar could be a fun and interesting, different activities like games should be used as one of the ways. The experience from the relevant research reveals: that teaching “grammar” through different activities like games is better than teaching grammar as a formal system through sticking to the given exercises in the textbooks, if our aim is for students to use grammar more effectively and conventionally. When planning the use of games, the teacher needs to consider what his/her objectives are. Also the teacher should have experience and be familiar with the ways of using games, puzzles, their rules and concentrate on the time, place, tools, and the groups as well. Although, it cannot be said that games are always better and easier to cope with all students, many pupils can find games relaxing and motivating. Therefore, games should be an integral part of a lesson, providing the possibility of intensive practice while at the same time very enjoyable both for the students and teachers. To sum up, the preparation for teaching grammar using games, can be a little bit time-consuming which requires much thinking and creative approach from the teacher, but it is definitely worth as it can help in achieving the true aims and objectives of EFL teaching and learning in general and grammar in particular by making the process learner centered.
In the society of today, where interaction, fun, play and amusement are encouraged for healthy social growth of children, similar approach is also encouraged and recommended in foreign language teaching to develop positive attitude among EFL learners toward the target language and for making learning a fun-an activity loved and desired by all children across the globe. In this respect, the paper investigates the above discussed problem of grammar teaching and learning in Libyan EFL primary schools and also discusses the effective role of games in overcoming the problems faced both by the learners and teachers.
5. Conclusion
For many students, learning grammar is a really boring and a hard job. To show pupils that learning grammar could be a fun and interesting, different activities like games should be used as one of the ways. The experience from the relevant research reveals: that teaching “grammar” through different activities like games is better than teaching grammar as a formal system through sticking to the given exercises in the textbooks, if our aim is for students to use grammar more effectively and conventionally. When planning the use of games, the teacher needs to consider what his/her objectives are. Also the teacher should have experience and be familiar with the ways of using games, puzzles, their rules and concentrate on the time, place, tools, and the groups as well. Although, it cannot be said that games are always better and easier to cope with all students, many pupils can find games relaxing and motivating. Therefore, games should be an integral part of a lesson, providing the possibility of intensive practice while at the same time very enjoyable both for the students and teachers. To sum up, the preparation for teaching grammar using games, can be a little bit time-consuming which requires much thinking and creative approach from the teacher, but it is definitely worth as it can help in achieving the true aims and objectives of EFL teaching and learning in general and grammar in particular by making the process learner centered.
source: Academia.edu Weekly Digest
MANFAAT MENYUSUN OUTLINE
MANFAAT MENYUSUN OUTLINE
by
Ari Julianto
Outline merupakan rencana penulisan yang memuat garis-garis besar dari suatu karangan yang akan digarap, dan merupakan rangkaian ide-ide yang disusun secara sistematis, logis, jelas, terstruktur dan teratur.
Dalam pembuatan skripsi/thesis outline sangat berguna sebab dalam penyusunan para penulis skripsi/thesis dituntut untuk merancang ide-ide konten dalam berbagai bab.
Beberapa manfaat Outline antara lain:
1. Untuk menjamin penulisan bersifat konseptual, menyeluruh, dan terarah.
2. Untuk menyusun karangan secara teratur. Kerangka karangan membantu penulis untuk melihat gagasan-gagasan dalam sekilas pandang, sehingga dapat dipastikan apakah susunan dan hubungan timbal-balik antara gagasan-gagasan itu sudah tepat, apakah gagasan-gagasan itu sudah disajikan dengan baik, harmonis dalam perimbangannya.
3. Memudahkan penulis menciptakan klimaks yang berbeda-beda. Setiap tulisan dikembangkan menuju ke satu klimaks tertentu. Namun sebelum mencapai klimaks dari seluruh karangan itu, terdapat sejumlah bagian yang berbeda-beda kepentingannya terhadap klimaks utama tadi. Tiap bagian juga mempunyai klimaks tersendiri dalam bagiannya. Supaya pembaca dapat terpikat secara terus menerus menuju kepada klimaks utama, maka susunan bagian-bagian harus diatur pula sekian macam sehingga tercapai klimaks yang berbeda-beda yang dapat memikat perhatian pembaca.
4. Menghindari penggarapan topik dua kali atau lebih. Ada kemungkinan suatu bagian perlu dibicarakan dua kali atau lebih, sesuai kebutuhan tiap bagian dari karangan itu. Namun penggarapan suatu topik sampai dua kali atau lebih tidak perlu, karena hal itu hanya akan membawa efek yang tidak menguntungkan; misalnya, bila penulis tidak sadar betul maka pendapatnya mengenai topik yang sama pada bagian terdahulu berbeda dengan yang diutarakan pada bagian kemudian, atau bahkan bertentangan satu sama lain. Hal yang demikian ini tidak dapat diterima. Di pihak lain menggarap suatu topik lebih dari satu kali hanya membuang waktu, tenaga, dan materi. Kalau memang tidak dapat dihindari maka penulis harus menetapkan pada bagian pada topik tadi yang akan diuraikan, sedangkan di bagian lain cukup dengan menunjuk kepada bagian topik tadi.
5. Memudahkan penulis mencari materi pembantu. Dengan mempergunakan rincian-rincian dalam kerangka karangan penulis akan dengan mudah mencari data-data atau fakta-fakta untuk memperjelas atau membuktikan pendapatnya. Atau data dan fakta yang telah dikumpulkan itu akan dipergunakan di bagian mana dalam karangannya itu.
Para pembaca bisa menyusutkan kembali outline yang hakekatnya sama dengan apa yang telah dibuat penyusun skripsi/thesis. Dengan penyusutan ini pembaca akan melihat wujud, gagasan, struktur, serta nilai umum dari karangan itu. Kerangka karangan merupakan miniatur atau prototipe dari sebuah karangan. Dalam bentuk miniatur ini karangan tersebut dapat diteliti, dianalisis, dan dipertimbangkan secara menyelurih, bukan secara terlepas-lepas.
 | |||||||||||
www.ccc.commnet.edu |
by
Ari Julianto
Outline merupakan rencana penulisan yang memuat garis-garis besar dari suatu karangan yang akan digarap, dan merupakan rangkaian ide-ide yang disusun secara sistematis, logis, jelas, terstruktur dan teratur.
Dalam pembuatan skripsi/thesis outline sangat berguna sebab dalam penyusunan para penulis skripsi/thesis dituntut untuk merancang ide-ide konten dalam berbagai bab.
Beberapa manfaat Outline antara lain:
1. Untuk menjamin penulisan bersifat konseptual, menyeluruh, dan terarah.
2. Untuk menyusun karangan secara teratur. Kerangka karangan membantu penulis untuk melihat gagasan-gagasan dalam sekilas pandang, sehingga dapat dipastikan apakah susunan dan hubungan timbal-balik antara gagasan-gagasan itu sudah tepat, apakah gagasan-gagasan itu sudah disajikan dengan baik, harmonis dalam perimbangannya.
3. Memudahkan penulis menciptakan klimaks yang berbeda-beda. Setiap tulisan dikembangkan menuju ke satu klimaks tertentu. Namun sebelum mencapai klimaks dari seluruh karangan itu, terdapat sejumlah bagian yang berbeda-beda kepentingannya terhadap klimaks utama tadi. Tiap bagian juga mempunyai klimaks tersendiri dalam bagiannya. Supaya pembaca dapat terpikat secara terus menerus menuju kepada klimaks utama, maka susunan bagian-bagian harus diatur pula sekian macam sehingga tercapai klimaks yang berbeda-beda yang dapat memikat perhatian pembaca.
4. Menghindari penggarapan topik dua kali atau lebih. Ada kemungkinan suatu bagian perlu dibicarakan dua kali atau lebih, sesuai kebutuhan tiap bagian dari karangan itu. Namun penggarapan suatu topik sampai dua kali atau lebih tidak perlu, karena hal itu hanya akan membawa efek yang tidak menguntungkan; misalnya, bila penulis tidak sadar betul maka pendapatnya mengenai topik yang sama pada bagian terdahulu berbeda dengan yang diutarakan pada bagian kemudian, atau bahkan bertentangan satu sama lain. Hal yang demikian ini tidak dapat diterima. Di pihak lain menggarap suatu topik lebih dari satu kali hanya membuang waktu, tenaga, dan materi. Kalau memang tidak dapat dihindari maka penulis harus menetapkan pada bagian pada topik tadi yang akan diuraikan, sedangkan di bagian lain cukup dengan menunjuk kepada bagian topik tadi.
5. Memudahkan penulis mencari materi pembantu. Dengan mempergunakan rincian-rincian dalam kerangka karangan penulis akan dengan mudah mencari data-data atau fakta-fakta untuk memperjelas atau membuktikan pendapatnya. Atau data dan fakta yang telah dikumpulkan itu akan dipergunakan di bagian mana dalam karangannya itu.
Para pembaca bisa menyusutkan kembali outline yang hakekatnya sama dengan apa yang telah dibuat penyusun skripsi/thesis. Dengan penyusutan ini pembaca akan melihat wujud, gagasan, struktur, serta nilai umum dari karangan itu. Kerangka karangan merupakan miniatur atau prototipe dari sebuah karangan. Dalam bentuk miniatur ini karangan tersebut dapat diteliti, dianalisis, dan dipertimbangkan secara menyelurih, bukan secara terlepas-lepas.
Instrumen Penelitian
Instrumen Penelitian
Written by
Ari Julianto
Secara garis besar, instrumen penelitian dapat digolongkan menjadi tes; dan non tes.
1. Instrumen Penelitian Berbentuk Tes
Ditinjau dari proses pemeriksaannya, suatu tes dapat dikelompokkan menjadi dua, yaitu:
1.1. Tes tipe subjektif
Dalam pemeriksaan tes tipe subjektif, ada faktor lain di luar kemampuan testi yang mempengaruhi proses pemeriksaan dan hasil akhir berupa skor. Faktor di luar kemampuan testi, misalnya:
a) guru: emosi/perasaan, kelelahan,kecermatan; dan
b) siswa: tulisan, kerapihan.
Bentuk tes tipe subjektif dapat dikategorikan:
1) Tes lisan
2) Tes uraian
3) Tes perbuatan/keterampilan
1.2. Tes tipe objektif
Dalam pemeriksaan tes tipe objektif tidak ada faktor lain yang mempengaruhi proses pemeriksaan dan hasil akhir berupa skor yang akan diperoleh testi.
Bentuk tes tipe objektif dapat dikategorikan:
1. Benar-Salah (True-False)
2. Pilihan berganda (Multiple choice)
a) Pilihan ganda biasa
b) Hubungan antar hal (sebab-akibat)
c) Pilihan ganda kompleks
d) Menjodohkan
Sedangkan berdasarkan tujuannya, tes dapat dikelompokkan menjadi:
1. Tes kecepatan berfikir (Speed test)
a. Tes intelegensi
b. Tes keterampilan bongkar pasang alat
2. Tes kemampuan (kognitif atau psikomotorik) (Power test)
3. Tes pencapaian (Achievement test)
a. Tes harian (formatif), untuk mengetahui sampai sejauh mana siswa sudah terbentuk (kognitif, afektif, psikomotorik) setelah mengikuti suatu program tertentu.
b. Tes sumatif, untuk mengetahui penguasaan siswa dalam sejumlah materi pelajaran (pokok bahasan) yang telah dipelajari.
c. UAN
4. Tes kemajuan hasil belajar/tes perolehan (Assesment test), untuk melihat hasil belajar setelah kegiatan dilakukan.
5. Tes diagnostik (Diagnostic test), untuk mencari, menyelidiki, atau meneliti penyebab dari sesuatu hal yang muncul
2. Instrumen Penelitian Berbentuk Non-Tes
Teknik non-tes digunakan untuk memperoleh data tentang aspek afektif atau psikomotorik dari subjek yang diteliti. Instrumen penelitian bentuk non tes dapat berupa:
1. Wawancara (interview)
Ini dilakukan dengan cara menentukan tanya jawab langsung antara pewawancara dengan yang diwawancara tentang segala sesuatu yang diketahui oleh pewawancara.
2. Obsevasi/pengamatan (observation)
Ini dilakukan dengan cara orang yang melakukan pengamatan (observer) mengadakan pengamatan langsung ke lapangan tentang segala sesuatu yang ingin diketahui tentang objek yang diteliti. Agar hasil observasi sesuai dengan apa yang diinginkan, observer harus membuat pedoman obervasi, yaitu berupa daftar informasi yang ingin diketahui oleh observer.
3. Angket (questionnaire)
Ini merupakan daftar pertanyaan/pernyataan yang harus dijawab atau diisi oleh responden. Berdasarkan kebebasan responden dalam menjawab setiap pertanyaan.
Angket dibagi menjadi dua, yaitu:
a) Angket terbuka
Jawaban untuk setiap pertanyaan/pernyataan tidak disediakan. Responden bebas memberikan jawaban untuk setiap pertanyaan sesuai dengan yang diinginkannya.
b) Angket tertutup
Jawaban untuk setiap pertanyaan/pernyataan telah disediakan, Responden bebas memberikan jawaban untuk setiap pertanyaan sesuai alternatif jawaban yang telah disiapkan.
Written by
Ari Julianto
Secara garis besar, instrumen penelitian dapat digolongkan menjadi tes; dan non tes.
1. Instrumen Penelitian Berbentuk Tes
Ditinjau dari proses pemeriksaannya, suatu tes dapat dikelompokkan menjadi dua, yaitu:
1.1. Tes tipe subjektif
Dalam pemeriksaan tes tipe subjektif, ada faktor lain di luar kemampuan testi yang mempengaruhi proses pemeriksaan dan hasil akhir berupa skor. Faktor di luar kemampuan testi, misalnya:
a) guru: emosi/perasaan, kelelahan,kecermatan; dan
b) siswa: tulisan, kerapihan.
Bentuk tes tipe subjektif dapat dikategorikan:
1) Tes lisan
2) Tes uraian
3) Tes perbuatan/keterampilan
1.2. Tes tipe objektif
Dalam pemeriksaan tes tipe objektif tidak ada faktor lain yang mempengaruhi proses pemeriksaan dan hasil akhir berupa skor yang akan diperoleh testi.
Bentuk tes tipe objektif dapat dikategorikan:
1. Benar-Salah (True-False)
2. Pilihan berganda (Multiple choice)
a) Pilihan ganda biasa
b) Hubungan antar hal (sebab-akibat)
c) Pilihan ganda kompleks
d) Menjodohkan
Sedangkan berdasarkan tujuannya, tes dapat dikelompokkan menjadi:
1. Tes kecepatan berfikir (Speed test)
a. Tes intelegensi
b. Tes keterampilan bongkar pasang alat
2. Tes kemampuan (kognitif atau psikomotorik) (Power test)
3. Tes pencapaian (Achievement test)
a. Tes harian (formatif), untuk mengetahui sampai sejauh mana siswa sudah terbentuk (kognitif, afektif, psikomotorik) setelah mengikuti suatu program tertentu.
b. Tes sumatif, untuk mengetahui penguasaan siswa dalam sejumlah materi pelajaran (pokok bahasan) yang telah dipelajari.
c. UAN
4. Tes kemajuan hasil belajar/tes perolehan (Assesment test), untuk melihat hasil belajar setelah kegiatan dilakukan.
5. Tes diagnostik (Diagnostic test), untuk mencari, menyelidiki, atau meneliti penyebab dari sesuatu hal yang muncul
2. Instrumen Penelitian Berbentuk Non-Tes
Teknik non-tes digunakan untuk memperoleh data tentang aspek afektif atau psikomotorik dari subjek yang diteliti. Instrumen penelitian bentuk non tes dapat berupa:
1. Wawancara (interview)
Ini dilakukan dengan cara menentukan tanya jawab langsung antara pewawancara dengan yang diwawancara tentang segala sesuatu yang diketahui oleh pewawancara.
2. Obsevasi/pengamatan (observation)
Ini dilakukan dengan cara orang yang melakukan pengamatan (observer) mengadakan pengamatan langsung ke lapangan tentang segala sesuatu yang ingin diketahui tentang objek yang diteliti. Agar hasil observasi sesuai dengan apa yang diinginkan, observer harus membuat pedoman obervasi, yaitu berupa daftar informasi yang ingin diketahui oleh observer.
3. Angket (questionnaire)
Ini merupakan daftar pertanyaan/pernyataan yang harus dijawab atau diisi oleh responden. Berdasarkan kebebasan responden dalam menjawab setiap pertanyaan.
Angket dibagi menjadi dua, yaitu:
a) Angket terbuka
Jawaban untuk setiap pertanyaan/pernyataan tidak disediakan. Responden bebas memberikan jawaban untuk setiap pertanyaan sesuai dengan yang diinginkannya.
b) Angket tertutup
Jawaban untuk setiap pertanyaan/pernyataan telah disediakan, Responden bebas memberikan jawaban untuk setiap pertanyaan sesuai alternatif jawaban yang telah disiapkan.
Langganan:
Postingan (Atom)
