Background

In this technology era, English plays important roles in human’s daily life, especially in education.  In international education institution, English become the first language that is used to communicate between teacher and students which are come from different countries and different language. In Indonesia, government has decided to add English into lesson for elementary students to the college students. Nowadays, some institution also taught English for kindergarten students. The purpose of it is when the students have graduated from the school, they are able to speak English and have communication with people also get information around the world. Unfortunately, there are still students who are not able to speak English. It can be caused by the lack of the teaching and learning process. The problem may come from the teacher, students or the environment itself.  Those three elements are important to support the successful of teaching and learning process.

            As the explanation above, it is known that teaching English for students and make them master the speaking skill is not easy. According to Budiharsono (2006:21), teaching speaking requires specific technique different from the teaching of writing. The more suitable technique applied the easier the target will be achieved. One of the techniques that can be used to teach speaking skill is by using Role Play method. Role play is a method that makes students speaks through acting or storytelling.

            It can be conclude that, Role Play method which stands for acting and storytelling is specific technique that can help students speak more in class. They will have some conversation with their friends through acting some short drama or telling some story to their classmates by playing the role play as the story told. When the students often to speak English each other in class or school environment, they will commonly use English in their daily life. If they often speak using English, it will help them to be able or even master their speaking skill faster.

Abstract

The purpose of this classroom action research is to improve the students speaking skill through role play with serving acting and storytelling. Considering that speaking is the most often way that people use to communicate, make the role of speaking skill become important. Speaking ability is also became a sign that learners have mastered foreign language. But mastering a foreign language especially for having speaking ability is not easy for beginner learners. One way to help the beginners improve speaking skill is by using role play activity. Role play is an activity which asks students to be someone else. In this activity, students will play some drama and doing some conversation with other students or speak through storytelling.

Abstract

Conflict can be defined as the contest between people of diverse needs, ideas, values, goals, or beliefs. In a team, conflict is always inevitable. Conflict, if not properly handled may escalate to bring disastrous outcome. But if properly handled can lead to more positive outcome. Therefore, knowledge of how to handle conflicts is very important in achieving cohesiveness in a team. Most often many people do not go hunting conflict but rather it arises from miscommunications between people. It is important to note that not all conflicts can be resolved. In an organization, the conflicts should always be solved in bid to make the clients happy. Policies that place clients on the forefront shall help a company ascend higher levels. This calls for a deep understanding on how to manage conflict when they arise so as to avoid destructive escalations.  Conflict management entails coming up with strategies that will increase the positive aspects of conflict while limiting the negative aspects.
The common cause of conflict in a team is lack of clarity in vision and common objectives. In order to avoid having conflicts, there is need to have a shared vision as well as common objectives for both individuals and teams.
There are five major modes that people use in addressing conflict. These are compromising, competing, accommodation, avoiding, and collaborating. These five modes are further categorized into two scales; cooperation and assertiveness. In a team, only modes that results into cooperation are encouraged. In any solution, the clients must have their desires taken into consideration. This is because they are a very integral part of stakeholders.

Abstract

Writing is one of the language skills which is hard for the students to do, because this activity expects them to create written product in which they demonstrate certain ideas structurally which involve the correct grammar, spelling, vocabulary and punctuation. In competence based curriculum, students are demanded to produce written texts based on certain genres. One of the genres they should create is a descriptive text. Unfortunately, sometimes students get stuck in describing something. Because of these difficulties, some efforts have been done to solve the problems. One of them is by using pictures. The teacher used pictures to motivate students to write. The purpose of this study is to find out how well the pictures give contribution to the students in writing descriptive text. An experimental design was used to gather the data, while a quantitative approach was used to analyze them. The study was taken by the eighth year students of SMP N 13 Semarang. It was conducted in two classes, experimental class and control one. The treatment was given to the experimental class; here I took class VIII B, whereas the control one, class VIII C, received the normal treatment. The result of the analysis showed that pictures contribute greatly to the students in writing a descriptive text. It can be shown by the differences of the mean score of the post-test obtained by experimental class and control class. The mean score of post-test of the experimental class was 81.3, and the control class got 73.2. It can be inferred that pictures was very effective helping the students in writing a descriptive text. Referring to my experience in conducting the research, I offer several suggestions. First, I suggest other English teachers to use pictures as their teaching media. Second, the schools should provide more sophisticated visual aids to help students in learning English.

CREATIVE WRITING 

1.     Description My Classmate.

In campus, I have beautiful friend. She is Resti Anggraini, she love Cooking and Traveling. She like cooking all of food. I think her food very delicious and nice. She also often cooking is spic, because she love spicy food. So every food that she cook always spicy. When I visited her boarding house, Resti give me fried rice and cake. Expect she can make food, she also can make cake. I like her food, I mind her food very delicious. Resti also like Traveling. Usually place that se like in beach. Her opinion, beach is place that very beautiful, beach can make she quiet, comfortable, and interesting. When she feel boring, she always invite me to visited beach. We always in Boom Beach to refreshing and search fresh air. I make provide  have friend like Resti. Resti is my best friend that is pleasing, friendly, and she always make me smile and happy.

2.      Name Poem

Tear sweat damp cheek

I am cry as like dew that falling from taro leav

Falsehood that I didn’t supposition befall my self

Faith that me fall

Adore he that appear false

Nonetheless falling I am decided hold out

Yell heart don’t able to I feel

            

Weary soul however don’t I feel

All same and don’t understand me

Habituate self from this situation

You don’t know that I feel 

Unable once again I hold out

Ohhhh my God please stiff this heart

Kindliness your heart that I expect as long as

Tack your self that able help me

Ability soul done can’t I feel

Narration that formerly never I imagine that 

Underserved you make despicable to me

Roncour  that done can’t I forgiveness

Virulent from you make me self to you

I hope you can destroy from earth 

Aboveboard I don’t power hold bach this all
 

3.      Haiku

Fall has come today

Leaves are falling everywhere

Leaving the trees bare

             

            Grab some fresh aider

            Apples crunch between your teeth

            Doughnuts warm and sweet

Pick one for yourself

Pumpkins grow in the patch

Winters on its way

Introductory Essay

Problem Difficulties for Non-Native Children in Speaking English Learning.

Speaking English learning a second language is difficult in terms of the requirement of time for processing and reacting with the new language. With regard to the language skills listening, speaking, reading, and writing. Speaking skill is classified as a productive skill, as is writing whereas listening and reading are receptive skills. There are two common misconceptions of productive and receptive skills. Productive usually, are considered to be more communicative than the receptive skills. So, people often misunderstand that speaking is basis of the process of learning itself. However, to some extent, these misconceptions are understandable, but in fact children begin to learn their mother language by listening before speaking, and it is the same for learning a second language of adult, such as immigrant or foreign resident. Thus, it is difficult for non-native children to develop their communicative skills by improve their speaking without improving their listening first.

Many non-native children find it hard to produced language in English since they lack adequate natural language acquisition provision. It is argued that they are often taught to memorize grammatically rules and English vocabulary in order to perform English speaking task. They are not adequately encouraged to produce natural English conversation. Those children, therefore, may feel uncomfortable and can feel guilty if they make grammatically mistakes when they produce a verbal task in English alone. Highlights that a constant interruption from teachers to correct mistakes every time the students speak will destroy the conversational flow and the purpose of the speaking activities. Furthermore, children will tend to be less confident in speaking English. However his point of view of the correction of mistakes in children is not particularly to criticize individual students. The teacher should handle the mistakes they heard by general correction without mentioning who made the errors. Moreover, a lack of practice in and interaction whit the English language outside the classroom creates difficulties in performing in English. It can also obstruct speaking fluently.

There are five stages in which children acquire a second language. All new learners of English develop through the same stages of language acquisition. However, the time length each student spends at a particular stage may be greatly different. Stage one pre-production, this stage is the silent period. Non-native children at this stage may have a receptive vocabulary of up to five hundred words but they are not yet producing languages. They may only repeat everything they have heard, but they may still not speak. These children will listen attentively and will be able to respond to the program aids. Such as pictures and others visual. In addition, they can show comprehension by duplicating gestures and movements. They will work well with total physical response. Much repetition of English, therefore, is very necessary for these English language learners at this stage.

Stage two Early production, this stage may remain of up to six months and the children will progress at about a thousand words of a receptive and active vocabulary. Children can usually produce one or two word phrases during this stage. Furthermore, they can use short groups of language that they have memorized although this language may not always be correctly used. Stage three Speech Emergence Children at this stage have developed about three thousands words of receptive vocabulary. They may also be able to communicative with simple phrases, sentences and questions, which may not always be grammatically correct. These learners will also start holding short conversations with classmates. In addition, they can follow well with essay stories with the support of pictures. Stage four Intermediate Fluency At the intermediate fluency stage, children will have six thousands active words of vocabulary. They are beginning to use sentences which are more complex when speaking and they are more likely to share opinion and express their thoughts. At this stage, children will use strategies from their mother language as a tool to communicate and learn content in English. Many children may translate assignment from their mother language into English. Teachers, therefore, should pay more attention on studying strategies in order to help them understand more complex concepts without excessive translation.

Stage five Advanced fluency To achieve cognitive academic language proficiency in a second or foreign language, takes about four to ten years for learners. At this stage, children will have the ability to perform in subject areas close to those of native speakers. Most learners at this stage will feel confident to operate alone in English. However, the beginning of this stage they may still need support from their classroom teachers. Role of the teachers to enhance speaking of the children In the teaching of spoken English, teachers the most important role in supporting and enhancing the ability of children to speak in English. These English teachers, therefore, should understand the fundamental needs of a learner in speaking and listening to the language an how children is acquire language. As a result, children will be thought in the most effective way. They are some obvious implications for the teachers in teaching spoken English. Create and provide a relaxing atmosphere and well coming environment in the classes so that the children are not afraid of speaking in front of the rest of the class. In addition, teachers, should provide as many speaking activities as possible in class both in pairs and in groups. The children, therefore, can speak English without being to nervous that the rest of the class will be listening to them.