Learning Material 03

 Learning Material 03

Terminology

A. Words: the smallest meaningful bits of a sentence.

• Each word has its own class.
• A verb tells what happens.
• A noun names things.
• An adjective modifies a noun.

B. Clause: the basic unit of English grammar

• A clause is made up of at least a subject and a verb.
• A sentence may consist of one or more clauses.

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Learning Material 02

 

PREPOSITIONAL PHRASE

 Pengertian Prepositional Phrase

Prepositional phrase adalah gabungan antara preposition (kata depan) dan objek-nya (disebut object of preposition) yang dapat berupa noun (phrase), pronoun, atau gerund.

Preposition yang digunakan dapat terdiri dari satu kata (one word preposition) atau gabungan dengan part of speech lain (complex preposition). Part of speech yang digunakan dalam membentuk complex preposition mungkin diposisikan sebelum atau diapit dua preposition.

 Contoh Prepositional Phrase ...

Thesis

THE EFFECTIVENESS OF TEAM GAMES TOURNAMENT (TGT) IN IMPROVING STUDENTS VOCABULARY BY USING VISUAL AIDS

(A Case Study at Modaputa English Course)*

The syllabus of Modaputa-English language course consisted of vocabulary mastery, therefore;  to encourage students mastering vocabulary, the teacher always applies cooperative learning method. Keeping students own adequate vocabulary, it needs a vary way to improve students’ vocabulary not only to memorize but also visualize it. It is assumed that applying different teaching technique to introduce the meaning of new words, using visual aids is good teaching techniques in which the teacher can apply in the cooperative learning process.

This research employed a mixed method design. It was a triangulation design. The design due to compare and contrast quantitative statistical results with qualitative findings. It applied questionnaires, classroom observations, interviews and achievement test to reveal the findings. The sample was 25 students which consisted of 15 people from SMP and 10 people from SMA and one teacher.

The study uncovers that Team Games Tournament (TGT) using visual aids is an effective way to encourage the students to improve their vocabulary and through the fun games make the students enthusiasm to attend the class at Modaputa-English Language Course Pangkajene Sidrap. This is due to the t-test values obtained were 4.826 and t-table was 2.064, degree freedom (df) n – 1 (24), at the 5% level of significance and 92.67 % of 25 students chose strongly positive and 7.33 % of the students chose positive statements toward TGT using visual aids in improving students’ vocabulary.

Key words: TGT, visual aids, vocabulary, students

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Abstract

THE TRANSFORMATIONAL LEADERSHIP OF  THE PRINCIPAL

OF SMAN 1 PAREPARE

The problem statements of the study were how was the implementation of ideal influence, inspiring motivation, intellectual stimulation, individual consideration in developing SMAN 1 Parepare, and factors which influence in developing SMAN 1 Parepare. This study aims at examining  the implementation of ideal influence, inspiring motivation, intellectual stimulation, individual consideration in developing SMAN 1 Parepare, and the factors which influence in developing SMAN 1 Parepare. The study employs qualitative descriptive by conducting observation, interview and documentation study. The result of the study revealed that; (i) the ideal influence of transformational leadership was conducted by giving model to each member of the school in conducting the task without direct intervention from the principal with the principle of putting the school first than personal matter, and honest and responsible on the use of the development aid fund for the sake of  both of improving the status in terms of  facility and infrastructure of the school, (ii) the inspiring motivation of transformational leadership was conducted by giving a hope to the achievers who had innovation in implementing the vision and mission of the school by providing awards  in the form of financial and  appreciation, (iii) the intellectual stimulation of transformational leadership was conducted by giving encouragement the school members to take active participation to the activity entrusted to him, and conducting democratic approach to create a conducive atmosphere in providing stimulation process, (iv) the individual consideration of transformational leadership was conducted by showing empathy to the school members in facing the difficulties in both career development or job promotion, and (v) the factor which influence the transformational leadership in developing the school was the strategy factor; however, the school development is gradually getting better.

How to Teach a Text

1. RECOUNT

General Features

Social Purpose

Recounts ‘tell what happened’. The purpose of a factual recount is to document a series of events and evaluate their significance in some way. The purpose of the literary or story recount is to tell a sequence of events so that it entertains. The story recount has expressions of attitude and feeling, usually made by the narrator about the events.

Structure

Recounts are organised to include:

✒ an orientation providing information about ‘who’, ‘where’ and ‘when’;

✒ a record of events usually recounted in chronological order;

✒ personal comments and/or evaluative remarks that are interspersed throughout the record of events;

 ✒ reorientation that ‘rounds off’ the sequence of events.

Grammar

Common grammatical patterns of a recount include:

✒ use of nouns and pronouns to identify people, animals or things involved;

 ✒ use of action verbs to refer to events;

✒ use of past tense to locate events in relation to speaker’s or writer’s time;

✒ use of conjunctions and time connectives to sequence the events;

✒ use of adverbs and adverbial phrases to indicate place and time;

✒ use of adjectives to describe nouns

Teaching Notes: Stage 1

Students’ personal experiences and class experiences, such as shared reading of picture book recounts, provide ideal content for students’ recounts. Students can give oral recounts of personal experience and jointly construct retellings of shared picture book recounts. Many teachers in Early Stage 1 use news telling as a context for oral recounts. It is important to scaffold children’s language use to ensure there is a sequence of events in their recounts