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.      

Indonesia Indonesia, the one of beautiful place in the world. It is consist of many islands and archipelago. An Indonesian are friendly. I’m happy to live in this country and I’m proud to be an Indonesian. I often see tourist in this country. In fact, they are often visit my country. I guess, There are three reason why they are visit my country.Indonesia is an interesting country. Geographically, Indonesia is located between two continents, there are Asia and Australia. And between two oceans too, there are Pacific Ocean and Hindia Ocean. Indonesia has many various natural resources. For example, beach, forest, mountain, etc. Indonesia has many delicious food. Rendang, Sate, and Fried Rice are some of Indonesian delicious food that include in category of CNN Research. Indonesia has many traditions and culture. here are many of traditions and culture in Indonesia that tourist amazed of it. Such as, Reog from Ponorogo, Kecak from Bali, Saman from Aceh, etc. Unfortunately, some of traditions and culture inIndonesia was claimed by other country In conclusion, Indonesia is appropriate for tourists visited. Tourist visit this country because Indonesia is interesting in natural resources, food, traditions and culture. Some of tourist said that they are proud and amazed of Indonesia. We as Indonesian must be prouder.

New 2013 Curriculum for New School Year in Indonesia The school term just started about three weeks ago. This year, government finally decided to try out the new designed curriculum, the 2013 curriculum. Thousands of schools, ranging from elementary (SD), junior high (SMP), and senior high (SMA) have participated in this try out. Despite the debate on the lack of preparation and infrastructure, the 2013 curriculum offers many new features in our education system. Unlike the previous one, the 2013 curriculum will be IT-based. Ministry of Education and Culture has set up a website to oversee the implementation of the 2013 curriculum. The website provides details of curriculum implementation, including teachers guide and subject materials. The curriculum, however, scraps Computer or IT from the compulsory high school subjects. Students are not required to sit in the class for computer subject, rather, they can learn it outside classroom. In return, science subjects (mathematics, physics, biology and chemistry) and religion subject have additional one hour contact time each. For senior high school students, the 2013 curriculum gives them opportunity to learn another subjects from the other major. For example, a student from natural science major can take some subjects in social science or language/culture major, such as sociology or economy. Students can take whichever subject that they like. In fact, students are free to choose major and up to two cross-major subjects as early as they enter senior high school. With this new feature, the Ministry hopes to abolish the paradigm that the students who get into natural science stream are smarter and better than the others. To implement this new curriculum, the government has budgeted over IDR829 billion. This is part of the 20% of national budget for education sector. Most of the budget is intended for infrastructure such as teachers training and books. However, books distributions are so disorganized that a number of schools do not obtain the books yet. In addition, teachers training was done just several days before the school started. It makes teachers’ preparation for the new curriculum too rush and ineffective. Many criticisms were leveled against the Ministry for the 2013 curriculum implementation. As the cost is high, lack of preparation has stirred dissatisfaction in the society. Multiple doubts are directed towards the effectiveness of the curriculum in enhancing students’ skills in the face of less-than-ready teachers and infrastructure. Some even voices their concerns over the possibility of the implementation of the 2013 curriculum as a way for the current government to take credit and use it as a tool for political campaign in 2014. Regardless of the intention of the government, in my opinion, the 2013 curriculum has shown substantial conceptual improvement from the previous one. Before the government decided to implement the curriculum in 6,326 schools and asked 74,289 teachers to participate, they have consulted education experts and underwent long development process. It began from internal discussion with the education experts, to presentation to the vice president and parliament, and finally, public examination. In this light, the concepts themselves must not be that bad. The more pressing and pertinent question therefore is the implementation. How can the government ensure the implementation is fully carried out in accordance to the concepts written on the paper?

PREWRITING : Reasons with supporting ideas 1. Additional Practice . 2. Classes too short for adequate practice 3. Independent practice 4. Time For Longer Assignment . 5. Compositions. 6. Reports and special projects . 7. Students’ different working speeds . 8. Review . 9. New material and old material . 10. Tests and grades. Homework Homework is an important part of the learning process in middle school. One reason is that homework gives students additional practice of skills covered in class. Middle school classes are too short to teach a new concept and practice it sufficiently for students to master. Students need both guided practice in class and independent practice at home. Another reason for homework is that it provides time to complete longer assignments. For example, the ideal composition process allows time for students to think and to reflect on their ideas, as well as time to revise and to proofread their writing. Also, reports and special projects often require research that can not always be done at school. In addition, since all students do not work at the same speed, giving students time at home to finish work keeps them from falling behind. Finally, the most important reason for homework is that it ensures review. New material and old material are practiced in daily assignments. Students who do their homework daily are prepared for tests and make better grades. In conclusion, not only is homework essential to mastering new skills and maintaining previously learned skills, but it also guarantees constant review and provides time for longer assignments, as well as additional time for students who need it. Students, do your daily homework, make better grades,and learn more! DISCUSION TEXT

There are several ways to approach writing in the classroom. It should be said at the beginning that there is not necessarily any ‘ right ‘ or ‘ best ‘ way to teach writing skills. The best practice in any situation will depend on the type of student, the text type by studied, the school system and many other factors. Thus, this article cannat prescribe a system for the teaching of writing that optimal for all teaching situations, Rather, I hope to describe and contrast two popular, yet very different, approaches and examine how both can be used in the classroom. This is a traditional approach, in which students are encouraged to mimic a model text, which is usually presented and analysed at an early stage. A modal for such us an approach in outlined bellow : Model text are read, and then feautures of the genre are highlighted. For example, if studying a formal letter, students’ attention may be drawn to the importance of paragraphing and the language used to make formal request. If studying a story, the focus may be on the techniques used to make the story interesting, and student focus on where and how the writer employs these techniques. Process approaches to writing tend to focus more on the varied classroom activities which promote the development of language use : brainstorming, group discussion, re – writing. Such an approach can have any number of stage, though a typical sequence of activities could proceed as follows ; Generating ideas by brainstorming and discussion. Student could be discussing qualities needed to do a certain job, or giving reason as to why people take drugs or gamble. The teacher remains in the background during this phase, only providing language support if required, so as not to inhibit students in the production of ideas. PROCESS AND PRODUCT TEXT

TECHNOLOGY Technology is the collection of tools, including machinery, modifications, arrangement and procedures used by human. Engineering is the discipline that seeks to study and design new technologies. Technologies significantly affect human as well as other animal species’ ability to control and adapt to their natural environment. The term can either be applied generally include construction technology, medical technology and information technology. Technology advabce show the people amore efficient way to do things, and these processes get results, For example, education has been greatly advanced by the technological advances of computers. Students are able to learn on a global scale whithout ever leaving their classroom. Agricultural processes that once required dozens upon dozens of human workers can now be automated, thanks to advances in technology, which means cost – efficiency for farmer. Medical discoveries occur at a much more rapid rate, thanks to machines and computers that aid in the research process and allow for more intense educational research into medical matters. The more advanced society becomes technologically, the more people begin to depend on computers and other forms of technology for everyday machine breaks or a computer crashes, humans become almost disable until the problem is resolved. This kind of dependency on technologyputs people at a distinct disadvantage, because they become less self – reliant .

Students’ Difficulties in Speaking English and How to Solve It Since English is foreign language in our country, moat students especially senior high school students are not familiar with it ( Hetrakul,1995 0. Kavin Hetrakul also said that they use English more frequent only inside the class and less frequent outside the class. Whereas, students’ have limited time to learn English in class, and they still do not have enough encouragement to practice English outside the class in order to get familiar with English. This case brings a problem that make senior high school students’ have difficulties to communicate in English. This article will analyzed the causes that make the students’ difficult to communicate in English and suggest some solutions that can overcome the difficulties. The first cause that makes the students difficult in speaking English is that environment does not support the students to speak English frequently. The environment here means the people outside the class. Those people may think that the students just want to show off when they speak English for daily conversation. The response that the students get makes them loose their self – confidence to improve their speaking. Since the students do not want to be rejected by the people around them, so they use their native language in daily conversation. That makes the students unable to communicate in English fluently outside the class. The second cause is problem with grammar. English always deals with reference of time while Indonesian does not have one. Moreover, there are singular and plural forms that the students have to distinguish and still many forms that have to be learned. Most students are very easy to get confused with English grammar, while grammar is very needed to form a right sentences. if the students do not have grammar mastery, of course they will not be able to produce sentence that right. Realizing that the grammar students have is very weak, so they feel embarrassed when they want to produce English sentences orally. Now, English is an international language. Even technology and working world use English. It is believed that the students want to be the winner in working world competition that is getting tight day by day. One of the conditions that the students must require is having ability to speak English fluently. This skill will be their plus point in facing the working world. From now on, the students have to try hard to overcome their difficulties to speak English fluently. There are two ways to encourage students to overcome their problem. The first one is a way for the teacher to do. It is considered necessary for the teacher to force the students only to speak English during the class. The teacher may fine the students every time they speak their native language. The teacher himself must be able to convince his students to be brave to speak English, does not matter if they have very bad grammar. Just say whatever the students want to say and the teacher must convince his students that making errors is a normal thing in learning. This way will raise students’ confidence to try to speak English. It will be better if the teacher does not give correction every time his students make errors, but the should give feedback and give explanation finish their speech. The second solutions for the students themselves. They can have an English conversation club that consist of their own classmates. They can share and talk about anything in English during that time. In this club, they can learn together. Students can correct each other without feeling embarrassed. English will become students’ routine by doing that activity ( Hetrakul,1995 ). Every problem can be solved, likewise the problem to speak English during the class and having conversation club will solve their difficulties to speak English. PROBLEM AND SOLUTION TEXT REFERENCE : Hekul, Kavin. 1995. The Second Language. http: ) // eserver.org/courses/spring95/76 – 100g/ KavinHetrakul.html ( Accessed on October 28, 2005 ).