kreasiinggris

role of global language

2009-05-06T08:46:00.000-07:00

The role of English

The extent of English

English play much role in the world. English is used as the Global Language. It is used almost every part of the world. Many countries use it for Business, Diplomatic Relation and United Nation forum.

Indonesia is one of millions countries who places English as the main subject at school. It is one of the requirements for selecting students in the National Final Test. That is why, English become crucially subject, and it is included and demanded in the curriculum now. Therefore, all students in the country should be facilitated with the lesson. How important is English for the students?

The acquisition of English language is quiet important. English is studied in order to solve many problems happens to the students’ daily life, for example; operating computer in their school, operate cooking utensil at home, using their hand phone and so on.

Many Indonesian English teacher often face trouble while he is carrying out the subject to his students. Everything seems hardly to do. Most of the students do not respect with the material given. As the result, students get bad score and frustrated with the lesson. Who had made mistake with the process? Of course no one will openly to admit that he or she had made mistake.

Tips to teach English

Writer proudly reminds us with a little tips to teach students more interesting. It is about the preparation of English teacher creating the materials. Here are tips that the teacher can follow;

First, the teacher must be able to internalize what materials are taught for teaching
Second, the teacher must be able to choose the packet material accurately
Third, teacher must write a lesson plan depend on the schedule of teaching

English materials consist of three part they are transactional/interpersonal, functional and genre. Each part, should be done depend on the teaching time, therefore, it is not better for the teacher to carry out the materials altogether.

Create new students with English

2009-04-21T18:57:00.000-07:00

Seeking english well
written by kreasiinggris.blogspot.com

Students' confident

New students are new comer in a new school or course place. Shy and silent cover their behavior, naturally style is seen . They usually keep quiet thousands words. Week together with them passed, registration schedule was finished, new students would be ready to join the next information. I tried to approach some new students at the library corner and asked them some questions. My question start to one of new students here. How does she feel when she was accepted at this school. And what will she do while she starts studying at their new school.

July 17th, 2008 comes, it is new educational year and the first time of new students to enter their new school. I saw unique thing to my new students, they looked like “ Bees”. You know why? Because they still in one group, that’s group from their same school, they wear their own clothes freely, no uniforms yet. I smile in heart, suddenly, I remembered of myself. May be It was like me before.

Time showed at seven, the school bell was ringing, one of the teachers in the teachers’ room takes a microphone and announced them to enter their classroom. I looked my teaching school, in fact I taught at 1st grade A. I knew what I usually did before beginning my lesson. Firstly, I greet them with English “Hello” then I tried with the second greet “good morning” and the last I greet them with “How are you“. From the three greeting addressed to them. No one tried to respect. I do not give them a comment, but I tried to learn “why”. Next, I took students presentation list, I called one by one students, in the situation, I am bit happier than before because I start listening students voice, although they used their mother tongue. I don’t care what language is OK.

Tomorrow morning, I bring a visual media concern with the relationship of my lesson taught at the day. I quoted and learnt some problems faced before. Today is my winner day, “ I thought”. I tried to use the best strategy to attract their attention to my subject. First, I greet them with the same way that did before. What did I get? Also the same problems happened. But, I never gave up something happened to me. Next, I tried to apply my best strategy. It was showing some pictures which relationship to the subject taught. My strategy was best accepted. Some students gave me a response of the topic discussion. How happy I was. I look smile and a bit chat of my students. The students’ awareness is begun.

Conclusion

From the illustration above, what should teacher attention to? Well, Writer will briefly and wisely to state that teaching learning process can run better if the teacher is able to associate the subject with the character that students have. What is meant? It means that please firstly check out the students background; Are they having the knowledge of your subject? Do they come from the city students? Learning from the problems and sooner find the solutions may be more helpful to the teacher carrying out the material successfully. Do you believe that my beloved readers?

Don’t forget as sooner as better, teacher can use visual media for supporting and attracting new students. Because it make them to learn the new subject like English attractively. For the truth of my experience, I would like my beloved readers (especially, English teachers) to prove it in reality where they are assigned.

Narrative Genre

2009-04-17T17:59:00.000-07:00

Narrative Genre
Written By Kreasiinggris. Blogspot.com

A. Defenisi/Tujuan (Definition/Goal)

Narrative Text adalah teks yang berisi tentang sebuah cerita atau dongeng (bisa berupa cerita rakyat (folktale), cerita binatang (fable), Legenda (legend), cerita pendek, dll). Di dalamnya terdapat konflik/puncak masalah yang diikuti dengan penyelesaian. Penyelesaian (ending) disini bisa berupa happy ending (akhir yang bahagia) atau bisa pula sad ending (akhir yang sedih). Fungsi utama teks ini adalah untuk menghibur pembaca.

B. Retorika (Generic Structure)
• Orientation
• Complication
• Resolution
• Re-orientation

Orientation:
berisi pengenalan tokoh, tempat dan waktu terjadinya cerita (siapa atau apa, kapan dan dimana)
Complication:
Berisi puncak masalah/konflik dalam cerita. Sebuah cerita boleh memiliki complication lebih dari satu
Resolution:
Pemecahan masalah. Bisa berakhir dengan kegembiraan (happy ending) bisa pula berakhir dengan kesedihan (sad ending)
Re-orientation
Melihat kembali rentetan peristiwa, dan memberikan suatu kesan dan pesan

C. Tata Bahasa (Language Features)
Menggunakan bentuk waktu : simple past tense, past future, past perfect tense

Contoh:

The Boy who cried “Wolf”

There was once a shepherd-boy who kept his flock at a little distance from the village. Once he thought he would play a trick on the villagers and have some fun at their expense. So he ran toward the village crying out, with all his might,
“Wolf! Wolf! Come and help! The wolves are at my lambs!”
The kind villagers left their work and ran to the field to help him. But when they got there the boy laughed at them for their pains; there was no wolf there.
Still another day the boy tried the same trick, and the villagers came running to help and got laughed at again. Then one day a wolf did break into the fold and began killing the lambs. In great fright, the boy ran for help. “Wolf! Wolf!” he screamed. “There is a wolf in the flock! Help!”
The villagers heard him, but they thought it was another mean trick; no one paid the least attention, or went near him. And the shepherd-boy lost all his sheep.

Analisis teks
1. Orientation
There was once a shepherd-boy who kept his flock at a little distance from the village.
2. Complication
Once he thought he would play a trick on the villagers and have some fun at their expense. So he ran toward the village crying out, with all his might,
“Wolf! Wolf! Come and help! The wolves are at my lambs!”
The kind villagers left their work and ran to the field to help him. But when they got there the boy laughed at them for their pains; there was no wolf there. Still another day the boy tried the same trick, and the villagers came running to help and got laughed at again
3. Resolution
Then one day a wolf did break into the fold and began killing the lambs. In great fright, the boy ran for help. “Wolf! Wolf!” he screamed. “There is a wolf in the flock! Help!”
4. Re-orientation
The villagers heard him, but they thought it was another mean trick; no one paid the least attention, or went near him. And the shepherd-boy lost all his sheep.

English in Indonesia

2009-04-16T17:53:00.000-07:00

English in Indonesia

Written by kreasiinggris.blogspot.com

The role of English

English as a foreign language is studied almost all the people in the world. It is used as communication, and also as a source of knowledge. Indonesia is the one of million countries who used English as the second language in the country. That’s why the language become the one of many programs in the university.

The existent of English language is really crucial and powerful. Whether we believe or not, students who enable listen, speak, read and write it well, they would be easily to look for a job, whether in private or government institution.

Indonesian students study English

English is principal subject at school. It is taught from elementary level to senior high school level in Indonesia country, and nowadays English becomes the one of national test that the BSNP (National standard) made. As we know that Students who do not pass the subject automatically fail to get the graduation certificate at the level. As consequently, they have to join the second chance of doing their final test. It is usually said PAKET B and PAKET C. PAKET B is a title given to Junior high school students (SMP), but PAKET C is a title given to Senior High School Students (SMA)

From the point of view, writer notes that English is placed in the rank of material learning for Indonesian students. Because of that English program such as teaching English should be socialize better at Indonesian school. And writer wishes and more hopefully that English teacher line of the foreign country where the language taught is really openly for the Indonesian teachers.

Indonesian teacher teaches English

Teaching foreign language is likely teaching how to play a Piano, all the elements in the instruments affect the harmony sound. While the player plays it successfully the audiences may clap their hand to the player. But remember that not all the players are able to do the same thing. It depends on the knowledge of the player.

Take a look at the reality, many English teacher from all school level in my country seems hardly to carry out English to be better accepted, because of many reasons. The reasons are:

1. Many students who live in rural area are not supported with enough English media, whether printed or electronic media.

2. Many students rarely involved to use or observe visual media during teaching learning process in the classroom

3. Most of students in the rural area learn without a dictionary.

4. English is not practiced at school everyday.

5. Poor encouragement from the English teacher for the students.

6. Sometime English is taught by not an English teacher proficient.

Why is not an English teacher trained to the English community like Bali or abroad? May be this is my poor reason, The best way of supporting Indonesian English teacher skill is to facilitate them with more teachers’ training at least once a month wherever they be. Moreover teacher competition like writing or practicing teaching in the area is mostly needed.

Teaching Degree of Comparison

2009-04-14T02:07:00.000-07:00

New Teacher teaches Degree of Comparison
by Kreasiinggris. blogspot.com

Teaching is a process of transferring knowledge. It is successfully if the objective taught is acceptable well by the learners taught at the level. Teaching degree of comparison means that how the objective of transferring degree of Comparison knowledge is obtained and understandable.

Indonesian new English teacher often find difficulty to bring the lesson to his or her students. Don’t you know why? Because the way of teaching degree of comparison runs ineffectively or ambiguity. Therefore, their English teaching program is failure.

In accordance with the problems above, writer tries to offer Indonesian new English teacher packing their English lesson more attractively and easy to follow. Writer will provide them with briefly strategy. Three main points are illustrated below, please take a bit time to comprehend.

What is meant Degree of Comparison?

Degree of comparison is a level of thing, animal or people are compared according to the characteristic that their specifically have. There are two characteristics that the teacher can get. they are adjective and adverb of the subjects.

How to start your teaching well?

When I was a new English teacher at The Junior High School , I usually started the lesson with certain rule. With high motivation burned I forced my students to recall all the rule based on my lesson destination. I did it every time I taught them in all classroom that I was in. In teaching learning activity, I wrote some problems that I found in a small piece of paper.

Based on the observation, I found that the students felt sleepy and sleepy, went the rest room and disturbed one another. If it happened continuously, I could not imagine how poor my English teaching was. Finally, I tried to use the new strategy. here are the steps that I apply:

Begin teaching
Use visual pictures concern with the topic that you teach. For example; 3 students in different height, 3 books with different total pages in each.

Process teaching
a. Explains the adjective or adverb for the subject that comparing
b. Count number of syllable that the subject has
c. Write the sentences based on the degree of the subject. Remember! teacher must introduces them with : affirmative, comparative and superlative sentence.

End teaching
a. Ask one or two students to write the degree of comparison sentence in the board.
b. Conclude students work. Then, tell them the result.

How to know your objective is obtained?
In order to have a real students’ achievement of the objective, the teacher must give them assignment that they do. Teacher gives two to five easy and different types of regular and irregular adjective or adverb. Remember, Teacher must give a clear instruction before the students do their task. At the end of their work, teacher must scores their work. Then, report the score to them.

Resort Place

2009-04-11T19:23:00.000-07:00

PARANJO

Written by kreasiinggris. Blogspot.com

Adil Ka’talino Ba’curamin Ka’ Saruga Basengat Ka’jubata

What is Paranjo?

Paranjo is the one of the village names which lie on the rural area in Tebas district of Sambas Regency, West Kalimantan. It has multi ethnics group that live together there. Most of The people in the village are farmers.

What is the scenery like?

Paranjo has saved many things historically and interesting for us to be visited and knew. The green carpet forest is the life of human beiing in the world. But unfortunately many hands is needed to take care the place. In according with the village custome leader. There are many uniques that scientist can observe.

Flora, Fauna and craft are the part of the village worth. Months ago, I spent my holiday here for a week. I take a bit tour here. On my tour, I met the custome leader. He is SUMITO. He told many thing about hide and secret things in the mount. In the past century, there was foreigners in the village that told them about there were many Golds covered with the mount. And also a big hole separated the mount. They did not know what was meant. Running with the time, everything is out of hearing.

What interesting includes else?

Unique and secret make us do know detaily. But without coming and profting the true, everything may be useless. That’s why, the custome leader said that he welcomes the scientists to prove the truth. Nowadays, The place that beautiful scenery become the resort place, it is monthly held and it is managed traditionally by the local people. Therefore, most nature lovers who are interested in hands to regulate resort place there is invited well.

Closing

There are many interesting hiding that are not ilustrated completely yet. Please wait patiently for the next information about Paranjo. Night passed by let me stop this article writing don’t forget to read the next informations about the beloved village “ PARANJO”.

English six genres for Junior level

2009-04-07T06:36:00.000-07:00

A. Description (Deskripsi)

1. Function ( Fungsi)
Mendeskripsikan ciri-ciri seseorang, benda atau tempat tertentu.

2. Generic structure (Struktur Teks)
● Identification (Pengenalan subjek)
● Description (Ciri-ciri subjek)

3. Language Features (Ciri Kebahasaan)
Menggunakan:
• Nouns tertentu, misalnya teacher, house,my cat, dsb.
• Simple present tense.
• Detailed noun phrase
• Adjectives, yang bersifat describing, numbering and classifying,
Misalnya : two strong legs, sharp white fangs, dsb.
• Relating verbs untuk memberikan informasi tentang subjek,
Misalnya : My mum is realy cool, It has very thick fur, dsb
• Thinking verbs dan feeling verbs untuk mengungkapkan pandangan pribadi penulis tentang subjek.
Misalnya: Police believe the suspect is armed, I think it is a clever animal.
• Action verbs, misalnya Our new puppy bites our shoes, dsb.
• Abverbials untuk memberikan informasi tambahan tentang perilaku.
Misalnya: fast, at the tree house, dsb.

GENERIC STRUCTURE
Description
The Golden Gate Bridge is a suspension bridge spanning the Golden Gate, the opening of the San Francisco Bay onto the Pacific Ocean. As part of both US Highway 101 and California Route 1, it connects the city of San Francisco on the northern tip of the San Francisco Peninsula to Marin County.
Identification
The Golden Gate Bridge had the longest suspension bridge span in the world when it was completed in 1937 and has become an internationally recognized symbol of San Francisco and California. Since its completion, the span length has been surpassed by eight other bridges. It still has the second longest suspension bridge main span in the United States, after the Verrazano-Narrows Bridge in New York City. In 2007, it was ranked fifth on the List of America’s Favorite Architecture by the American Institute of Architects. DESCRIPTION

B. Narrative (Naratif, dongeng)

1. Function ( fungsi )
Menghibur pendengar atau pembaca (yang bertalian dengan pengalaman nyata, khayal atau peristiwa pelik yang mengarah ke suatu krisis, yang pada akhirnya menemukan suatu penyelesaian).

2. Generic structure (Struktur Teks)
● Orientation (Pengenalan tokoh, waktu, dan tempat)
● Complication (Pengembangan konflik)
● Resolution (Penyelesaian konflik)
● Coda/Re-orientation ( perubahan dan pelajaran yang terjadi pada tokoh)

3. Language Features (Ciri Kebahasaan)
Menggunakan:
• Nouns tertentu sebagai kata ganti orang, hewan dan benda tertentu dalam cerita.
Misalnya: stepsisters, housework, dsb.
• Adjectives yang membentuk noun phrase, misalnya, long black hair, two red apples.
• Time connectives dan conjunctions (cronological order) untuk mengurutkan events
Misalnya: then, before that, soon, dsb.
• Adverbs dan adverbial phrases untuk menunjukkan lokasi kejadian atau peristiwa, Misalnya: here, in the mountain, happily ever after
• Action verbs dalam past tense.
Misalnya: stayed, climbed, dsb.
• Saying verbs yang menandai ucapan.
Misalnya: said, told, promised, dan thinking
• Verbs yang menandai pikiran, persepsi atau perasaan tokoh dalam cerita,
Misalnya: thought, understood, felt.

GENERIC STRUCTURE
Orientation :
It was a warm day in March. I was very excited. The day had finally come. I was in the rowing team for the Olympics. I got up very early and exercised as always. Then after breakfast I drove to Drummoyne. My team arrived and at last it was time to start.

Complication
Ready, set and the starting gun went off. We began in the third position and were slowly moving closer. There they were. We could see the second boat and then we did it.

Resolution
We moved past. My arms were aching. My whole body was sore but we all rowed harder.
The first boat was just in front I saw a dark shadow near the boat. I looked again. What was it? I was sure it was the shape of a cigar. ‘Oh my God’, I thought, ‘I must be seeing things. A shark in Parramata River? Impossible!’

Re-orientation
Just then I pulled my oar out of the water. ‘Oh no, why only half?’ I thought. Then I knew. I shouted to my team, ‘Shark! Shark!’ and suddenly we forgot the race. We rowed faster than ever back to shore. We made it. Phew, we were safe!

C. Procedure (Prosedur)
1. Function ( fungsi)
Memberi petunjuk tentang cara melakukan sesuatu melalui serangkaian tindakan atau langkah.
2. Generic Structure (Struktur Teks)
• Goal ( Tujuan kegiatan )
• Materials (Bahan-bahan)
• Steps (Langkah-langkah)
3. Language (Ciri Kebahasaan)
Menggunakan:
• Pola kalimat imperative, misalnya, Cut, Don’t mix, dsb.
• Action verbs, misalnya turn, put, don’t, mix, dsb.
• Connectives untuk mengurutkan kegiatan, misalnya then, while, dsb.
• Adverbials untuk menyatakan rinci waktu, tempat, cara yang akurat, misalnya for five minutes, 2 centimetres from the top, dsb.

D. Report (Laporan hasil pengamatan)

1. Function (fungsi)
Menyampaikan informasi tentang sesuatu, apa adanya, sebagai hasil pengamatan sistematis atau analisis. Yang dideskripsikan dapat meliputi gajala alam, lingkungan, benda buatan manusia, atau gejala-gejala sosial. Deskripsi sebuah teks report dapat berupa simpulan umum, misalnya, ikan paus termasuk binatang mamalia karena ikan tersebut melahirkan anaknya. Untuk membuat laporan semacam ini, siswa perlu mengamati dan membandingkan ikan paus dengan binatang lainnya yang memiliki ciri-ciri yang sama.
Siswa dapat mencoba membuat teks laporan tentang, misalnya, rumah sangat sederhana, warung tegal, sekolah, rumah sakit dsb. dengan mendekripsikan ciri-ciri subyek tersebut sehingga disebut rumah sederhana, dsb.

2. Generic Structure (struktur Teks)
• General Clasification
• Deskripsi

3. Language Features (Ciri Kebahasaan)
Menggunakan:
• General nouns.
For example: ‘Reptiles in Comodo Insland
• Relating verbs untuk menjelaskan cirri.
For example: reptiles are scaly animals (ciri ini berlaku untuk semua reptilia)
• Action verbs dalam mejelaskan perilaku.
For example: lizards cannot fly.

• Present tense untuk menyatakan suatu yang umum.
For example: Komodo dragons usually weight more than 160 kg, dsb.
• Istilah teknis, misalnya water contains oxygen and hydrogen, dsb.
• Paragraf dengan topik sentence untuk menyusun sejumlah informasi.

THE PELICAN REPORT

Pernyataan tentang subjek laporan The white pelican is one of the most successful fish-eating birds.

Deskripsi The success is largely due to its command hunting behaviour. A group, perhaps two dozen birds, will gather in a curved arc some distance offshore. The birds then begin to move forward towards the shore, beating the water furiously with their wings, driving the fish before them.
When the water is shallow enough for the birds to reach the fish, the formation breaks up as each bird dips its bill into the water to scoop up its meal. As the bird lifts its head, the water drains from its bill leaving the fish which are then swallowed.
Pelicans are among the oldest group of birds, Fossils of this genus have been found dating back 40 million years.

E. Recount (Laporan peristiwa, kejadian atau kegiatan masa lampau)

1. Function ( fungsi)
Melaporkan peristiwa, kejadian atau kegiatan dengan tujuan memberitakan atau menghibur.
2. Generic structure (Struktur Teks)
● Orientation (Pengenalan)
● Series of events (kronologis peristiwa)
● Actor comments (Komentar pribadi dan/atau ungkapan penilaian)
● Reorientation (Pengenalan ulang yang merangkum rentetan peristiwa, kejadian)
3. Language Features (Ciri Kebahasaan)
Menggunakan:

• Nouns dan pronouns sebagai kata ganti orang, hewan atau benda yang terlibat.
For example: David, the monkey, we
• Action verbs atau kata kerja tindakan.
For example: go, sleep, run
• Past tense.
For example: We went to the zoo; She was happy.
• Conjunctions dan time connectives yang mengurutkan peristiwa, kejadian atau kegiatan,
For example: and, but, then, after that.
• Adverbs dan adverb phrases untuk mengungkap tempat, waktu dan cara.
For example: yesterday, at my house, slowly.
• Adjectives untuk menerangkan nouns.
For example: beautiful, funny, dsb.

F. Anecdote
1. Function ( fungsi)
Cerita pendek yang memaparkan incident yang terjadi pada seseorang dalam kehidupan nyata.
2. Generic structure (Struktur Teks)
● Abstrak
● Orientation (Pengenalan )
● crisis
● Incident
3. Language Features (Ciri Kebahasaan)
Menggunakan
• Exclamation words ; it’s awful! It’s wonderful
• Imperative ; listen to this…
• Action verb; go, write, etc
• Conjunction of time; then, afterward
• Simple past

construct functional text

2009-04-03T03:36:00.000-07:00

Generally, English lesson is taught through the form of lesson selection and the level of the school. SMP Learners is provided with transactional, interpersonal, functional and genre. Otherwise, in classroom activity, many junior high students ( SMP ) face the problems of comprehending the information in functional text. They find difficult to retell what is the text about and how to construct the text shortly and understandable.

Most of the Students at the school level failure to identify general or specific information, moreover constructing or writing the text form. That’s why, teacher must look for the accurate way of comprehending students with the such kind of text that he or she is going to teach.

What is functional text like?

Functional text is the text that illustrates the symbol or things into an interested and short message to the readers. Functional can be an advertisement, announcement, warning, notice, special congratulation card and invitation.
How to write functional text?

There are four main points of Writing a functional text. They are :

1. The presentation of information content
In this step, the teacher does not write too long sentence or phrase. The teacher needs to collect two or three sentences and phrases in a paragraph. Writer must be able to select or design attractive words of the language used.

2. The development of argument
Words that teacher develops should be logically, orderly and acceptable by the readers. It means that all information structurally built.

3. The grammatical used
The grammatical is used depend on the time and the form of the text given. Most language used here is the use of Simple Present Tense.

4. The stylistic cohesion
How does the text influence readers to the message? Style and language used play much role. The information can be packed into the best packaged.

Functional text example :

Dear Rany,

I’d like to invite you to come to my

Birthday party on Sunday, march 23^rd , 2009

Yours,

Lalita

recount aquisition

2009-04-02T04:39:00.000-07:00

Recount

written by Kreasiinggris.blogspot.com

Recount is the one of six genres learnt by Junior High School students or SMP.

The existence of Recount acquisition is more complicated since the learners disobey and omitted the guideline to write the text.

Both of the problems appear because of incorrect way that students made. that's why, in this article writer tries to offer students with easy and understandable guided, how they are going to start their writing.

Here is the three ways that students of that level can follow. The ways are :

1. Familiar with the function of the recount genre.

2. Familiar with the generic structure of the recount genre.

3. Familiar with the language feature of the recount genre.

Recount genre

Function

Recount genre is used to retell one’s or someone’s experience past experience.

Generic structure

There are three stages of Recount generic structure, they are :

1. Orientation

The introduction of the actor, place and time happens

2. Series of events

Something that influnces the character of the actor.

3. Re-orientation

Be back to the beginning to the end, therefore the result of the one’s or someone’s experience in the past.

Language features

Language features is the word or sentence in the certain tense that back the text up. Therefore, the text built is readable acurately. Recount genre commonly uses three tenses, they are : simple past tense, past perfect tense, and past future tense.

C.1. Simple past tense

· Characteristic : Verb 1 and verb 2, did, was, were

C.2. Past perfect tense

· Characteristic : had been, had + V3

C.3. Past perfect tense

· Characteristic : would have been, would have+ V3

genre and the features

2009-03-30T07:36:00.000-07:00

Genre

Genre is a written symbol that connect between the writer and the reader. There are six genres taught by an English teacher at school. They are descriptive, narrative, recount, procedure, report and anecdote. Most of genres are hardly comprehended by learners, why? Because students do not know how to begin learning genres well.

To overcome the problems faced, these are the steps to comprehend it better. The steps are comprehending the generic structure and the language features. Look at example ;

A. Narrative

1. generic structure

a. Orientation
b. Complication
c. Resolution
d. Re-orientation

2. language features

a. Use simple past tense
b. Use past perfect tense

B. Narrative text

Orientation

It was a warm day in March. I was very excited. The day had finally come. I was in the rowing team for the Olympics. I got up very early and exercised as always. Then after breakfast I drove to Drummoyne. My team arrived and at last it was time to start.

Complication

Ready, set and the starting gun went off. We began in the third position and were slowly moving closer. There they were. We could see the second boat and then we did it.

Resolution

We moved past. My arms were aching. My whole body was sore but we all rowed harder.The first boat was just in front I saw a dark shadow near the boat. I looked again. What was it? I was sure it was the shape of a cigar. ‘Oh my God’, I thought, ‘I must be seeing things. A shark in Parramata River? Impossible!’

Re-orientation

Just then I pulled my oar out of the water. ‘Oh no, why only half?’ I thought. Then I knew. I shouted to my team, ‘Shark! Shark!’ and suddenly we forgot the race. We rowed faster than ever back to shore. We made it. Phew, we were safe!
From the story read above, we conclude that the language used in the story is the Simple Past Tense.

Teaching English Genre

2009-03-25T04:30:00.000-07:00

Narrative Genre

Many ways of learning genres are promoted by almost all English teacher in a formal or informal education. But the problems never end since the teacher teaches or comprehends the learners. The problem is way used by learners contrast with teacher ambition. That’s why the objective of subject taught can not be achieved.

As we know that there are five genres taught by SMP teacher. They are procedure, narrative, descriptive, recount and report. Each genres is taught concern with the curriculum used in the running educational year and the level. Teaching genres may be more enjoyable if the teacher can influence students’ interest in any time happened.

To overcome teachers’ problems, here is the strategy applied by an English teacher to teach a narrative genre. The teacher must :

introduce narrative genre
explain the function of narrative genre
explain the generic structure of narrative genre
explain what language features are included in narrative genre

Definition of Narrative Genre

a genre that tells past accident and entertain the readers

Generic structures

orientation : introduce the actor, time and place happens
complication : problems are faced by the actor
resolution : way used to solve the problems
re-orientation : final result of actor does

Look at the example below;

Orientation :
It was a warm day in March. I was very excited. The day had finally come. I was in the rowing team for the Olympics. I got up very early and exercised as always. Then after breakfast I drove to Drummoyne. My team arrived and at last it was time to start.
Complication
Ready, set and the starting gun went off. We began in the third position and were slowly moving closer. There they were. We could see the second boat and then we did it.
Resolution

We moved past. My arms were aching. My whole body was sore but we all rowed harder.
The first boat was just in front I saw a dark shadow near the boat. I looked again. What was it? I was sure it was the shape of a cigar. ‘Oh my God’, I thought, ‘I must be seeing things. A shark in Parramata River? Impossible!’

Re-orientation

Just then I pulled my oar out of the water. ‘Oh no, why only half?’ I thought. Then I knew. I shouted to my team, ‘Shark! Shark!’ and suddenly we forgot the race. We rowed faster than ever back to shore. We made it. Phew, we were safe!

From the story read above, we conclude that the language used in the story is the Simple Past Tense. Look at italic word in the story abobe.

Special language In Landak Regency

2009-03-14T05:04:00.000-07:00

Introducing Special Language

(Tengon / Sempatung)

Diamond

Sempatung is the one of dayak etnis who has special characteristic. One of the special characteristic is the language used.

Dayaknesse Greeting way ( common wayl ) :Adil ka talino, bacuramin ka saruga, basengat ka jubata.

Meaning,” be justify to all human being, be honest through the god”

Your answer : “ Harus “

Here is the one of teacher mates experience who teaches at the area. The place where the language is quoted. Some people (western people used to go there by helicopter ), but now it is easier to visit. What is the sempatung daily language used? Study the language here;

1. eat = me

2. already = ko

3. drink = nok

4. what = nne

5. drink coffee = nok in kopi

6. girl = dayung

7. you = mu

8. see = nney

9. we all = te bobo

10. hungry = belek

11. they = iyuh

12. sleep = ndem

13. walk = penu

14. take a bath= mamuy

15. get up = mekan ndem

16. morning = lem babut

17. shine = nganduo

18. afternoon = ndo ngamoy

let’s wait for the next session.........................be continued

How to write personal letter?

2009-03-14T04:32:00.000-07:00

Private Letter

A. a Letter To The Teacher

20 Jl. Karya
Ngabang, Landak Regency
March 15, 2009.

Dear sir,
I’m sorry that I can’t follow my classes today
because I got a bit dizzy.

Therefore, I have to stay at home. I hope getting better soon.
I will follow my classes tomorrow

Yours faithfully,

Aditya Dewana

B.Invitation

Ngabang, Landak Regency
March 16, 2009

Dear friends,
I’m going to celebrate my 12th birthday, on March 18, 2009.
The party is held at my house at 10 Jl. Karya. At 9 pm. Please,
Come.

Thank you for your response.

Yours,

Shinta

The Generic structure of genres

2009-03-13T04:39:00.000-07:00

The Generic Structure of genres

Generic structure is a set of elements that support somebody to compose quickly, easily, and accurately. As we know that each English genres has its own elements style. It depends on the type of genres which the writer or readers want to compose. Here are briefly explanation about each genres elements

A. Generic Structure Of Descriptive Genres
1. definition
2. description of physical features

B. Generic Structure Of Narrative genres
1. orientation
2. complication
3. resolution

C. Generic Structure Of Recount genres
1. orientation
2. events
3. comment ( re-orientation )

D. Generic Structure Of Anecdote genres
1. abstract
2. orientation
3. crisis
4. reaction
5. coda

E. Generic Structure Of Procedure genres
1. goal
2. material
3. steps

The Generic structure illustrations above will be helpful to writers or readers to develop their ideas into good result. Good for the writing of each genres. Therefore writer or readers feel satisfied with their work.

teacher teaches Genres and students learn way

2009-03-12T23:19:00.000-07:00

English Genres

In accordance with the usage,generic structure, and language features.

There are five genres are taught by an English teacher in the classroom.

The genres taught in junior level is more simply than genres taught in Senior High School.

Here are genres taught in Junior High School level;

I. Descriptive

a. Meaning : a text that describe or explains the object specifically.

b. Goal : to describe the processes of the object features

c. Language features : commonly used Simple Present Tense, but rarely used Simple past tense

II. Narrative

a. Meaning : a text that describe or explains the story happened in in the past

b. Goal : to entertain the readers

c. Language features : commonly used Simple Past Tense

III. Report

a. Meaning : a text that describe or explains the object specifically.

b. Goal : to describe the processes of the object features

c. Language features : commonly used Simple Present Tense,

but rarely used Simple past tense

IV. Recount

a. Meaning : a text that tells us one’s experience in the past.

b. Goal : to describe the processes of one’s experience

c. Language features : Simple past tense

V. Anecdote

a. Meaning : a text that tells us animal or the other object behavior

b. Goal : to entertain the readers with funny and interesting story

c. Language features : commonly used Simple Present Tense,

but rarely used Simple past tense

transactional text

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Act the transactional dialogue.

Delivering transactional text is meant that how we provide and do the dialogue better and acceptable by all the audiences. In reality, doing transactional in such a way is more considerable by the writer, before his or her comprehension. whether he or she is free writer or educator in an institution.

There are three things that the writer carefully done for the person who doing the dialogue, they are; situation, script and guideline.
Situation
Before people doing the dialogue, better suggested that the writer must provide the situation clearly. It must be written shortly, clearly and completely.
Script

Script is a simple drawing for the modeler to act and entertain the audience as they wish. In case, the modeler must follow the clue given. Modeler must consistent with their acting as written in the script.

Complete guideline
Complete guideline means a format script that is arranged by the writer clearly for the modeler doing during sequence talk one another. Here is the script model.

Situation :
When the break time comes, Rita and Shanty go to the school canteen. They are talking about their classmate. Please, do better the dialogue based on the instruction abiove.

Rita : when did you go yesterday, shanty?
Shanty : I went to see one of our classmates, Rina
Rita : did you meet her?
Shanty : I didn’t see her, but I met Mr. Tony.
Rita : what did you talk to him?
Shanty : I asked him, if he spoke English. He said he spoke a little English.
Rita : what did anything you ask?
Shanty : I asked him about resort place in his city. He knew a lot of famous place here
After Shanty told the story, suddenly the school bell was ringing. Therefore both of them enter the classroom hurrily.

Meaningful English text ( Bahasa Inggris Bermakna )

2009-03-07T22:07:00.000-08:00

Bahasa Inggris Bermakna

Wacana

Wacana adalah wujud simbolik yang menghubungkan pesan penulis dan pengertian pembaca. Eksistensi wacana ditengah-tengah perkembangan ilmu pengetahuan memegang peranan sangat penting. Wacana yang dibaca sangat membantu pembaca untuk mengatasi kesulitan yang dihadapi dilingkungan terdekatnya.

Wacana dalam bahasa inggris seringkali hanya sebatas informasi pasif, artinya siswa membaca tanpa bermakna. Fakta ini paling sering mencuat ke permukaan, dimana siswa belum atau tidak tahu dengan apa makna bacaan yang sedang mereka hadapi. Semua ini terjadi karena banyaknya kosa kata sulit yang terdapat di wacana itu tidak dimengerti. Terlebih lagi kalau mereka diminta mencoba membaca. Akankah masalah ini kita biarkan terjadi? Sebagai guru yang mengemban amanat pendidikan Nasional akan segera bersikap, mencari, menemukan dan memberikan hasil terbaik untuk siswanya. Berikut lebih rinci kiprah guru dalam menangani permasalahan siswa.

Masalah dan Pemecahan

1. Masalah

a. Jenis dan tingkat kesukaran bahasa dalam wacana tidak diabaikan

b. Jumlah kata dalam wacana tidak diperhitungkan guru.

c. Cara penyajian yang tidak transparan.

d. Suasana kelas yang tidak kondusif

e. Komunikasi satu arah wujud ego sentris guru

2. Pemecahan masalah

a. Jenis dan tingkat kesukaran bahasa dalam wacana merupakan masalah yang sangat menentukan berhasil atau tidak seorang siswa belajar.

b. Jumlah kata dalam wacana harus diperhitungkan oleh guru, agar siswa dapat menyesuaikaan diri dengan baik.

c. Cara penyajian yang tepat dan akurat, artinya sesuai dengan tujuan pembelajaran

d. Suasana kelas yang kondusif harus tetap dipertahankan

e. Komunikasi dua arah hendaaknya tercipta.

Dari uraian di atas maka ada trik jitu yang harus di miliki seorang pendidik,yaitu diagnosa / mengidentifikasi sumber masalah dan menindaklanjuti permasalahan Berdasarkan hasil survey di kelas, cara yang efektif membimbing siswa memahami wacana adalah pertama, menyeleksi wacana yang akan diberikan. Kedua guru mempraktekan cara membaca kata perkata dalam konteks dan selanjutnya guru meminta pada siswa mencoba mempraktekkan. Singkatnya guru harus menjadi “ Top Model “ .

Menurut vineyard,etal ( 1957 ) dan Davis ( 1944 ) mengjelaskan untuk memahami wacana dengan informasi yang akurat, siswa harus mampu menginterpretasikan makna kata yang ditulis oleh penulis.

Create students’ confident

2009-03-07T19:13:00.000-08:00

Students’ Confident

Learners sometimes do not feel comfortable using English in the English classroom because they lost of their self-confident. Teenagers are very sensitive. In this point of view, teacher must find and guide them patiently, accurately and acceptable.

Here are the eight approaches for helping learners’ learn :

first, offer them with visual material which should be familiar with their life.
second, build words as many as possible to the target language
third, practice the words through reading together with them.
forth, get the meaning of the words : temporary meaning
fifth, ask one by one students to read

sixth, write the words through the sentences
seventh, them with the real meaning of words in the sentence.
eight, reflection: let’s talk with your students

These ways may be the one way of millions ways to your successfully teaching. This writing is written through my experiences. If readers are interested in carrying out the research, I please you to try it. An d I hope that you are the best researcher.

test speaking

2009-03-05T21:33:00.000-08:00

Preparing speaking test

Teacher is an educator and an administrator. He educates learner to be ready to fill in a position given in the future. Teacher is also the one of educational administrator, that’s why He must prepare his teaching better. Teaching without testing is useless. Test is an instrument that the teacher used to get a certain information. whether students weaknesses or strength. Since the tester provides test to his learner, it can not deny that some of them face difficulty to do. In this article, I try to help them how do teacher prepare speaking test. Take a look here :

There are seven ways of preparing speaking test. They are as follows :

successful competency standard
the subject to be discussed
clear and accurate indicator
items number of test
examples given
key answer
scoring format

Teacher’s ways of number 1 and number 2 are taken from the curriculum of the school level. Number 2, 4, 5, 6 and 7 are doing depend on indicators that are stated in previously goal of teacher’s plan.

Look the brief explanations below:

1. Successful competency standard

Students are able to express daily communication in a various kind of situation happens. It can be monolog text.

2. Material

Students do monolog simply to describe or explain what is needed in the script.

3. Indicator

Students are able to tell about the picture that they have.

4. Item test number { 1 }

5. Examples : practise

a. students

b. hair

c. beautiful

d. drink

e. smile

6. Key Answer :

There are three senior high school students. They are drinking a glass of water. They smile sweetly. They are very happy.

7. Format Score

Aspect measured

score

Performance

- way of speaking

- way to expressing

fluency

- pronounciation

- grammar

- structure

- intonation

clarity

- logical sequence

- communicable

(0-6)

(0-12)

(0-6)

Maximum score

test listening

2009-03-05T06:07:00.000-08:00

Listening test
Some tester claims that performing listening test is easy, but the other testers say listening test is hardly. Moreover to comprehend. According to my experience, 80% to 90% students of junior high school fail to listen and retell what they have heard. Therefore, the goals of my writing is to help tester ( teacher ) prepare the listening test easier to follow. Here are the steps that teacher can use ;

First, determine competency standard as stated in an English curriculum
Second, determine the basic competency as stated in an English curriculum
Third, specify the basic competency into specific one
Fourth, provide example through the items’ test

A. Competency Standard
Comprehending the meaning of the spoken text in a various kind of daily communication terms, such as ; narrative, descriptive, etc.

B. Basic Competency
Discovering main idea, specific information, and direct instructions

C. Format test
1. Students are able to determine the best response to the given situation.
Teacher’s Voice : I’m very tired
Students worksheet :
a. you’ll be promoted
b. you must work hard
c. you have a lot to do
d. you should take a rest
Key : D

2. Students are bale to choose the correct answer based on spoken text given

Teacher’s Voice : when did he first come?
Students worksheet :
a. as he did
b. yes, he did
c. if he wanted to
d. two years ago
Key : D

self confident

2009-02-21T08:02:00.000-08:00

Learn English

Students often do not feel comfortable using English in whether in the English classroom or their daily life because they lost of their self-confident. That’s why learners learn English as an educational demanded only. Primary learners are very sensitive while learning the foreign language. In this situation, teacher must guide them patiently and irregularly.

Here are the eight tips that the classroom teacher doing :
1. First, provide visual material them. It should be familiar with their environment.
2. Build words as many as possible to the target language
3. Practice the words through reading together with them.
4. Get the meaning of the words : temporary meaning
5. Ask one by one students to read, teacher must check out students sound production.
6. Write the words through the sentences
7. Give them with the real meaning of words in the sentence.
8. Reflection: let’s talk with your students. It is for best learning outcome to your teaching.

These ways may be helpful. They are the approach as millions ways to teacher successfully teaching. This ways are conducted by the teachers through his or her experiences. If readers are interested in carrying out the research, I please you to try it. An d I hope that you are the best researcher.

K R E A S I I N G G R I S: One story telling performance

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K R E A S I I N G G R I S: One story telling performance

The best story telling performance

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Students Performance

Stage one : Introduction

The honorable jury of story telling, and welcome to all of the Audiences. First of all I would like to tell you each of our personality. I am Jim, I am Leo, and I am Tia. Good morning. Let’s join our story.

Stage two : Scripts

(one day, Oly meets Ibel, the dragonfly, Oly wants to make friend with Ibel )

Oly : Hello, my name is Oly.I am a caterpillar. What’s your name?

Ibel : I’m Ibel. I’m a dragonfly. Go away! You are fat! You are not my friend.

Oly : I bel, I am a good animal. I am kind let’s play together.

Ibel : ( he goes away ) sorry…sorry fat Oly.

Oly : ( she look so sad) I have no friends, I am alone. What’s wrong with me? Oh my god please, help me. I need friend ( then she lies down and sleep ) while she awakes. She looks on left and right side, she is really happy because she has wings and antennas. I’m not fat, I’m pretty. Oh my god, I can fly now. Thank you for your kindness.

( Next day, Ibel the dragonfly comes )

Ibel : well, who are you? You are very beautiful.

Oly : ( she smiles ) I am Oly.

Ibel : Are you Oly?

Oly : yes, the fat caterpillar, now I am Oly the butterfly. Look, Ibel. I can fly

Ibel ; ( he is ashamed ). I am sorry Oly.

Oly : Ok, no matter.let’s play ( then, they play together )

Stages three : closing

Well, audiences. Do you enjoy the story? I hope so. And thank you for all your respect

Report versus Descriptive

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Report and Descriptive Text

A. What Is a Report Text?

The essential point that we should be aware of is the general

definition and the classification of each subject or thing that

we want to write in the form of reported text.

Questions search : How, or What is….like?

B. What is a descriptive Text?

The function of a descriptive text is to give

an explanation about thing or a specific subject.

Questions search : Who, How

C. Here are the examples of a report text and a descriptive text.

Report text (more general)

Music

Music is sound put into pleasing or interesting

patterns. People use music for a part of ceremonies,

such as religious services, parades, and weddings.

People also use music to show their feelings and ideas.

Descriptive text (more specific)

Music Box

Music boxes are small instruments that play

tunes by themselves. The music-making parts of a

music box are a cylinder and a row of metal teeth of

different lengths. A spring or a set of wheels turns the cylinder.

( Source : Artono wardiman, 2008: 37 )

strategy for teaching Functional text.

2009-02-15T01:40:00.000-08:00

Strategy to teach Functional text
There are four steps to teach students with functional text. Here are steps instructions;
Step one
State what your students’ strengths and weaknesses are and cater to them. Does he like to look at pictures or the computer monitor? In that case, he is probably a visual learner. Also, determine what subjects appeal to him. Write a list of things your students can and can't do as well as a list of subjects they likes.
Step two
Begin with some cards that covers a word and its picture. Attempt to get the child to associate the word with the picture. If possible, show the students other examples of that item. For example, if have a word card with the word "Pail" on it, in addition to the picture of the pail on the card, walk around the house showing him other pails. Write the word "pail" on index cards with a marker and stick it to other examples of "pail." It may take a few minutes, but they should eventually make the connection that the word and the object are the same thing. If your students can speak, have them say "pail" at the same time. If they can't speak, still say the word; they may start picking it up. If your students are not speaking, it would be a good idea to incorporate with those items as well.
Step three
Teaching action words by getting your child to perform the action. This is much more difficult than words that you can show. Make an index card with the word on it, show them the word, say the word, and then do whatever the word indicates. It will take a lot of time, patience and repetition but they should eventually catch on.
Step four
Repeat to your students as often as you can. It is very important. Make the reading book on a subject your students more enjoyable. Because autistic children tend to be very literal with no imagination, make the books nonfiction or something completely believable with pictures that show events from the story. Ask questions and have your students answer you or point to the pictures. Make the questions very easy that can be answered directly from the text with no hidden meanings.

How to comprehend topic sentence and main idea

2009-02-15T01:10:00.000-08:00

Topic Sentence and Main Idea

Paragraph Meaning

Paragraph are basically a series of sentence that give one basic idea. All the sentences are written in such a way that they relate to one another. Students tasks can be ;

Locate the topic sentence of a paragraph
write a topic sentence for the paragraph
write a title for the paragraph
outline the paragraph

To get more detail, about students task, let’s see the explanation of each below;

Reading for Main Idea

The ability to identify the main idea is necessary for interpretation and understanding of what is written. It is based on the accurate comprehension of the word, the phrase, and the sentence. All the other interpretative reading skills are secondary. Students who do not get the main idea can not identify the theme of the paragraph, do not understand the implied meanings, and usually cannot organize or summarize what they have read. To help the student find the main idea, the student may be required;

best selection title from several listed text
give text title based on students own words
read the summary of the chapter and tell what the chapter covered
headline found and describe it better in a newspaper.

Others means are the following: look for comparison that the author is making, study his or her vocabulary, look for analogies, study the figurative language, read between the line, and study the topic sentence.

Robinson (1961) suggest that the students be taught to identify the main idea of a sentence by being required to underline the key words. He then moves to identifying the key sentence in the paragraph. This is the topic sentence, some paragraph however, do not have a single sentence that summarizes the main idea. Thus the third step consist of teaching students to make an inference from a series of sentence as to what the basic idea is. Eventually the student need to learn that a main idea may be spread over two or three paragraph

Here are the task needed to identify topic sentence!

Which one of this sentence become a topic sentence?

Children’s hearts beat faster than grown-ups

when a baby is born, its heart beats around 140 times a minute.
In children about ten years old, the heart beats around 90 time/minute
Later on, the heart beats about 80 time/ minute
In grown ups the heart beats about 70 time/minute
Children’s heart beat faster then grown ups

Answer : e

Because option e is the conclusion of the others option.

What is the main idea of below paragraph?

Most thing cannot be enjoyed without friend. But reading can. While sitting alone in our house we can travel around the world. Therefore we can understand the reason for thousands of things. Living in this age we can talk with those who live thousands of years ago. Although we may be unworthy, we can become the friends of wise men. Only books can give us these pleasures. Those who cannot enjoy them are poor men; those who enjoy them most, obtain the most happiness from them

Answer :

Reading offers people many pleasures.

Main idea must be in sentence form, so reading offers people many pleasures is a sentence.

try to read phrase by phrase

2009-02-15T00:58:00.000-08:00

Tutorial : Reading phrase by phrase for Indonesian students

Frase adalah dua kata atau lebih yang mempunyai arti. Membaca kalimat adalah membaca frase demi frase, tidak kata demi kata. Sebuah kalimat dalam bahasa inggris terdiri dari Subject dan Predicate, Bila anda membaca kalimat tunggal, maka kalimat itu tidak perlu lagi untuk di penggal. Lihat contoh berikut;
1. Last week I went to the movie
Silahkan anda berlatih, diharapkan anda membaca dengan focus di tengah kalimat itu . agar kata-kata yang berada di sebelah kiri dan kanan sekaligus terbaca.
2. yesterday evening my brother and I went by car to see a good movie
kalimat diatas tidak dapat di baca sekaligus, oleh karena itu kalimat tersebut harus di penggal. Penggalannya sebagai berikut
yesterday evening / my brother and I/ went by car / to see/ a good movie
catatan :
/ adalah garis penggalan yang artinya dapat dibaca sesuai dengan batas
3. A farmer who live in a small village suffered from a severe pain in the chest
How would you cut this sentence into phrases?
Who : ……………
What did:…………………..
If you have answer both of questions above, it means that you are done it well, look at the answer below ;
Who : A farmer who live in a small village
What did: he suffered from a severe pain in the chest

SUMBER : Bahasa Inggris I UNT 113/3 SKS/ modul 6-9

Type of Narrative Genre

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NARRATIVE

Tujuan Komunikatif Teks: Menghibur pendengar atau pembaca dengan pengalaman nyata atau khayal.
Characteristic of Narrative : conflict and resolution
Generic structures : introducing actors, time and place.
Resolution : what is the conflict like
Coda : actors change

Look at the example ;
It was a warm day in March. I was very excited. The day had finally come. I was in the rowing team for the Olympics. I got up very early and exercised as always. Then after breakfast I drove to Drummoyne. My team arrived and at last it was time to start.

Ready, set and the starting gun went off. We began in the third position and were slowly moving closer. There they were. We could see the second boat and then we did it.

We moved past. My arms were aching. My whole body was sore but we all rowed harder.

The first boat was just in front I saw a dark shadow near the boat. I looked again. What was it? I was sure it was the shape of a cigar. ‘Oh my God’, I thought, ‘I must be seeing things. A shark in Parramata River? Impossible!’

Just then I pulled my oar out of the water. ‘Oh no, why only half?’ I thought. Then I knew. I shouted to my team, ‘Shark! Shark!’ and suddenly we forgot the race. We rowed faster than ever back to shore. We made it. Phew, we were safe!

Type of Report Genre

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REPORT

Report text is a text which deliver something that he or she observe accidentally. Communicative goals of Report text is systematically description of the thing observed.

Look at the example below;

Fax Machine

Fax, the short term for facsimile is a telecommunications technology used to transfer copies (facsimiles) of documents, especially using affordable devices operating over the telephone network. The word telefax, short for telefacsimile, for “make a copy at a distance”, is also used as a synonym. The device is also known as a telecopier in certain industries. When sending documents to people at large distances, faxes have a distinct advantage over postal mail in that the delivery is nearly instantenous, yet its disadvantages in quality and its proprietary format have relegated it to a position beneath email as the prevailing form of electronic document tranferral.

Type of anecdote Genre

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ANECDOTE
Anecdote is a text which convey message to tell us funny and unusual fenomenons in fact or imagination. Its purpose is to entertain the readers.

Generic Structure of Anecdote
1. Abstract
2. Orientation
3. Crisis
4. Incident.
Language Feature of Anecdote
1. Using exclamation words; it’s awful!, it’s wonderful!, etc
2. Using imperative; listen to this
3. Using rhetoric question; do you know what?
4. Using action verb; go, write, etc
5. Using conjunction of time; then, afterward
6. Using simple past tense

Example ;
Blessing Behind Tragedy

There was a black family in Scotland years ago. They were Clark family with nine children. They had a dream to go to America. The family worked and saved. They were making plan to travel with their children to America. It had taken several years but finally they had saved enough money. They had gotten passport. They had booked seats for the whole family member in a new liner to America.

The entire family was full of anticipation and excitement with their new life in America. However few days before their departure, the youngest son was bitten by a dog. The doctor sewed up the boy. Because of the possibility of getting rabies, there were being quarantined for long days. They were in quarantine when the departure time came. The family dreams were dashed. They could not make the trip to America as they had planned.

The father was full of disappointed and anger. He stomped the dock to watch the ship leaved without him and his family. He shed tears of disappointment. He cursed both his son and God for the misfortune.
Five days latter, the tragic news spread throughout Scotland. The ship, the mighty Titanic, had shank. It took hundreds of passenger and crew with it. Titanic which had been called the unsinkable ship had sunk. It was unbelievable but it was.
The Clak family should have been on that ship, but because of the bitten son by a dog, they were left behind. When the father heard the news, he hugged the son and thanked him for saving the family. He thanked God for saving their lives. It was a blessing behind a tragedy. (Adapted from Look Ahead 2)

GenericStructureAnalysis:

Abstract: Everybody has a dream. You have and so do I. When the dream will come true, there is something wrong last minute before it. What will we feel? What will we do?
Orientation: the Clak family lived in Scotland. They had dream to travel to America. They prepared well for their plan
Crisis: few days before they went to America, his youngest son was bitten by a dog. It made they were being quarantined. They had to forget their plan.
Incident: the family was full of disappointment and anger. The father was angry with his son and God. The family failed to travel to America and the father could not accept it.
Coda: the father thank to his son when he hear the ship sank. He thank to God because of saving the family from sinking. He thought leaving behind the ship was not a tragedy but a blessing.

Type of recount Genre

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RECOUNT

Recount text is a text that tell us something happen in the past. It is about someone past experience. The purpose of the text is to entertain readers of his or her own experience.
The structure of the text consist of three stages,they are :

• Orientation : what, who, where, and when
• Description : order event occured,
• Conclusion : what happens to the teller

Example :

Class Picnic
Last Friday our school went to Centennial Park for a picnic. First our teachers marked the rolls and the we got on the buses. On the buses, everyone was chatting and eating. When we arrived at the park, some students played cricket, some played cards but others went for a walk with the teachers. At lunchtime, we sat together and had our picnic. Finally, at two o’clock we left for school. We had a great day.

Type of Procedure Genre

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PROCEDURE

Procedure text is a text that tell us to do something in steps. The use of the text is to describe how something is done through a sequence of actions or steps.

Generic Structure, as follows:

Goal/Aim
Materials/Tools
Steps/Methods

Aim/Goal, : How to make Brownies Cake.

Materials :

Materials are not required for all Procedure text

Procedure language structure characteristic:

- simple present : imperative: for example, cut, pour, don’t mix, etc

- action verbs : turn, put, don’t, mix,

- connectors : then, while,

- adverbials : for five minutes, first, second,etc

Example:

Sesame Drop Biscuits

Materials:

a. 2 cups flour

b. 1 ½ teaspoons baking powder

c. ½ reaspoon each baking soda and salt

d. Butter or margarine

e. 2 tablespoons sesame seed

f. 1 cup buttermilk Night Before:

g. In a large bowl stir together flour, baking powder, soda and salt.

h. With 2 knives or pastry blender cut in ½ cup butter until particles are fine .

i. Stir in sesame seed.Next Morning:

j. Add buttermilk to flour mixture and stir with a fork just until mixed.

k. Drop by tablespoons on greased cookies sheet.

l. Bake in preheated 450 degrees oven until light brown. 12 to 14 minutes.

m. Serve at once with butter.

Teaching english to SMP students

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How does teacher teach students?

Before carrying out the material to your students, you should be ready with your plan. They are; what are the materials like, how to attract them and whom are the material for.
Well, beloved teachers don’t worry about it. Here are the steps to bring your teaching plan successfully. Are you with me?

Step one
Teacher must really familiar with curriculum of English in that level, for example for the junior high school students, there are three important things. They are as follows:
1. transactional and interpersonal
2. functional text
3. genre
Transactional and interpersonal means, at the beginning of teaching English for grade one, two or three. Teacher tends to introduce foreign culture, such as the way of greeting, self introduction, and all subjects related to daily life. In this situation critical thinking or grammar rules is omitted. The purpose the teaching plan is to encourage students learn English. Never force to them.
Step two

Teacher must be able to select and choose the materials that are given to them. In the case, teacher always starts the lesson from the easiest to the hardest. How can teacher know ? easy lesson for junior students level start with limited sentences to each text. For example the type of functional text. To congratulate someone birthday : the card given is simply, “ Happy Birthday” from Ann.

Step three

This is the last step of the teacher effort, teacher comes to the lesson with more complicated way. They must have special skill here. Special skill is needed in order to invite our learners into attractive lesson or create students crazy with the subject. Professional teacher must be able to carry out each types of genre practically and acceptable. Is this enough strategy? Of course not, teacher must be able to affect students attention through the topic discussion. In short, teacher can use appropriate media to support their teaching learning process

learners find mistake learn learn English

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Common Mistake learns English

English learners often make mistakes while they are learning foreign language . English learners need to correct, in order to learn English much faster and better. They usually do mistakes, such as : Grammar, Speech, Formal Textbook English, Be Perfect, On English Schools. Research shows that grammar mistake is a very complex problems to all beginner learns, because the language sources or native speaker speaks too fast to the learners. How to overcome the problem? Well, it is simply to answer that learners must accustomed with hearing or reading a lot of correct English grammar through television, radio, and printed media.

The second mistake of learners learn is speech, both teachers and students try to force the learners doing speech without considering learners preparation. As a result most students speak English very slowly because they are lost of self confidence. Remember, don’t force your students to do a speech with no guidance better. How do teachers guide them, they must support them with a motivation, for example ; say good, great, bravo or excellent to what they have just spoken or studied.

The third mistake of learners learn is textual follower. What is meant? Most English students learn only the formal English found in the textbook and school. Therefore, the learners will face more difficulties when they try to communicate each other. When speaking to friends, family, or co-workers, native speakers use casual English that is full of idioms, phrasal verbs, and slang. To communicate with native speakers, you must not rely only on textbooks.. you must learn casual English.

The fourth mistake of learners learn is want to be perfect. Although we know that no one hope every speech becoming funny to the others, that’s why they try be carefully to share their ideas. They usually concern with structure or grammar. They worry about mistake. They feel nervous about mistake. They try to speak perfectly. This is miss conception of doing communication. Your goal is not to speak "perfectly", your goal is to communicate ideas, information, and feelings in a clear and understandable way. Focus on communication,focus on the positive. You will automatically improve your mistakes in time.

The fifth mistake of learners learn is Relying On English School. Most English learners rely totally on schools. They think the teacher and the school are responsible for their success. This is incorrect. The English learners are always responsible. As a good teacher can help, but ultimately you must be responsible for your own learning.You must find lessons and material that are effective. You must listen and read every day. You must manage your emotions and remain motivated and energetic. You must be positive and optimistic. No teacher can make you learn. Only you can do it! While these mistakes are very common, the good news is that you can correct them. When you stop making these mistakes, you change the way you learn English. You learn faster. Your speaking improves. You enjoy learning English.