Detail Improving students’ English interaction through Jazz Chants model   Oleh:  Wasimin Jenis: Article from Proceeding Dalam koleksi: Teflin International conference 2005 Topik: making interaction; English of class Fulltext: Wasimin-IMPROVING STUDENTS.pdf (51.22KB) Ketersediaan Perpustakaan Pusat (Semanggi) Nomor Panggil: 420.7 TEF Non-tandon: 1 (dapat dipinjam: 0) Tandon: 1    Booking Lihat Antrian Booking Lihat Detail Induk Isi artikel The ability in making interaction in English of class IIIA students of SMP 34 Semarang is low. This is because they do not know how to give responses to someone’s statements. They do not have appropriate act ional competence. This is due to their lack knowledge of the use of finite in natural conversation. This problem must be solved because when in their future they will need to communicate in English fluently and accurately in its social context. Students are also hoped to be able to express their meaning (interpersonal, ideational, and textual) in various spoken text that have communicative purposes, in certain text and linguistics. To solve the problem, I used Jazz Chants technique for 20 minutes in every meeting. Jazz Chants is a drill using interpersonal dialogue in relaxed rhythm and beat like simple jazz music. Chants mean short songs that are easy to imitate. The purpose of the research is to improve the students’ ability to interact in English. The focus of the research, which is put in the indicators of the success of the research, is the improvements of (1) the use of finite (2) pronunciation and intonation and (3) the fluency in giving responses. The Action Research was done in 3 cycles beginning from August 2004 and ended in the end of November 2004. Gradually, the students who had difficulties in giving responses to others in English decreased. This was seen through the data taken from three aspects (1) the use of finite (2) pronunciation and intonation (3) fluency in giving responses that increased in every meeting. In the end of cycle 1, the ability of the students in using finite in simple present tense increased from 4 to 33, pronunciation and intonation increased from 2 to 33 students; the fluency in giving responses increased from 2 to 29 students. In the second cycle, which I focused on the use of simple past tense, the ability to use finite in simple past tense increased from 31 to 33 students, pronunciation and intonation increased from 29 to 33 students. Fluency in giving responses increased from 28 to 32 students. In the third cycle, which I focused on the use of simple future tense indicated the improvements in the three aspects I investigated. The ability in the use of finite in simple future tense increased from 20 to 38 students, pronunciation and intonation increased from 25 to 38 students, and fluency in giving responses increased from 21 to 35 students. In the end of cycle 3 or in the fourth meeting, I contrasted the use of the three primary tenses and the result showed that 29,6% of the students were able to use the three aspects properly. Using the Jazz Chants model, my students felt happy and relaxed, so they were able to improve their competency in making interaction in English. However, this research underwent obstacles. At the beginning of the research, my 3 students found difficulties in imitating the utterances from the tape because they found some unfamiliar vocabulary. Besides that, I did not cover all kinds of finite, so the ability to give responses was still limited. Then I asked my students to find their own material in order that they would not find difficulties in unfamiliar vocabulary. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Kembali

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