Definition of Narrative

Narrative is an account of a sequence of events, usually in chronological order. Narrative is a text which retells the story or previous experiences. The purpose of the text is to entertain or amuse readers or listeners about the story.
Narrative is basically story and within this, story telling, there are many kinds of narrative - comedy, mystery, romance, horror are some of the commoner types. A poem can also be a narrative if it tells a story rather than just describing something.

Generic Structure of Narrative
A narrative text will consists of the following structure:
1. Orientation: Introducing the participants and informing the time and the place
2. Complication: Describing the rising crises which the participants have to do with
3. Resolution: Showing the way of participant to solve the crises, better or worse

Language Features of Narrative
· Using active verbs
· Using temporal conjunction
· Using Simple Past Tense

Common forms of narrative text

1. Legend

2. Fable

3. Fairy tale

4. Science fiction

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my campus

Syiah Kuala University (Indonesian: Universitas Syiah Kuala (Unsyiah)), founded on September 2, 1960, is the largest and the oldest national university in Banda Aceh, Indonesia. The name of the university is taken from the prominent theologian, Tengku Abdur Rauf As Singkili, who lived in the 16th century.

Unsyiah has ten faculties, providing Associate, Bachelor, and Masters degrees. Unsyiah has 131 laboratories for student lab work, student and lecturer experiments, and community service. The laboratories are spread across departments and faculties as follows: economics 2, veterinary science 11, law 1 engineering 29, agriculture 17, medical 27, mathematics and natural sciences 26, and one integrated laboratory.

In the government's period of Sultan Iskandar Muda, Aceh became the science development centre. The students and the teachers came from around the world, such as Turki Sultanate, Iran, and India. During 1957, the beginning of the Acehnese Province was formed, the leaders of the Acehnese government agreed to place the foundation for the development of Acehnese regional education. On April 21, 1958, Yayasan Dana Kesejahteraan Aceh (YDKA) was formed.

YDKA was led by Regent M. Husen and afterward by Governor Ali Hasjmy. On June 29, 1958, the ruler of the Acehnese formed a special commission. The creator's commission was chaired by Governor Ali Hasjmy and Lieutenant Colonel T. Hamzah as the vice-chairman. His first work was to create Darussalam city as for student's city and Syiah Kuala for the name of university. Efforts were carried out by YDKA with the founder of the commission to bring about the Darussalam development and Syiah Kuala University.

The student’s city of Darussalam was officially opened by President Soekarno on September 2, 1959, accompanied by the cover opening of the Darussalam monument and the appointment of the first faculty of the Syiah Kuala University: the Faculty of Economics. The next September 2 was appointed as the Day of Education of Nanggroe Aceh Darussalam and is commemorated every year by the Acehnese people.

The embryo of Unsyiah was begun from the Faculty of Economics and was continued with the formation of the Faculty of Veterinary Science and Animal Husbandry in 1960. Unsyiah as a university officially began on June 21, 1961. Along with that, Unsyiah opened the Faculty of Teacher Training and Pedagogy, and the Law Faculty and Human Knowledge. The development was followed by the founding of the Engineering Faculty, Agricultural Faculty, General Medicine Faculty, and Mathematic and Natural Science Faculty.

In 1998, Syiah Kuala University received a new student for a doctorate degree program in the field of Economic Knowledge.

Since being established, Unsyiah has been led by Colonel M. Jasin, Drs. Marsuki Nyak Man. A. Madjid Ibrahim, henceforth Prof. Dr. Ibrahim Hasan, MBA., Prod. Dr. Abdullah Ali, M.Sc., Dr. M. Ali Basyah Amin, MA., Prof. Dr. Dayan Dawood, MA., Prof. Dr. Abdi A. Wahab, M.Sc, Prof. Dr. Darni M. Daud, M.A, and now headed by Prof. Dr. Ir. Samsul Rizal, M.Eng.

Source: wikipedia

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paraphrasing task

1.    Young Dual Language Learners in China: Best Practices in English Immersion

Richards and Rogers (2001) identify immersion education as foreign language instruction through the medium of the target language, resulting in a series of goals for children. These include the following:
1.  Developing a high level of proficiency in the foreign language;
2. Developing positive attitudes toward those who speak the foreign language and toward their culture(s);
3. Developing English language skills commensurate with expectations for a students’ age and abilities; and
4. Gaining designated skills and knowledge in the content areas of the curriculum (p. 206).

Richard and Rogers (2001, as cited in Trube et al. 2013, p. 141) clarify some achievements for children in foreign language education through target language method by enhancing; a high level of foreign language skill, positive mind-set toward native speaker of target language and their culture(s), English language proficiency appropriate with student’s age and capabilities, and appointed proficiency and acquaintance based on curriculum.

2.    The Effects of Age on Second Language Grammar and Speech Production

Flege et al. (1999) also found a strong age effect on phonological production manifested as foreign accents.

Flege et al. (1999, as cited in Huang 2013, p. 4) discover production of phonological accents of foreign language is strongly effected by age.

3.    An Overview of L2 Motivation Research in Hungary

One should be acquainted with how initial language learning motivation is taking shape as the initial formation of attitudes and motivational dispositions affect learning patterns later in life (Nikolov 2000).

Language learning motivation is the primary pattern of views and motivational natures which later affect the learning model in life (Nikolov 2000, as cited in Csizér 2012, p. 236).





References


Csizér, K. (2012). An overview of L2 motivation research in Hungary. In M. Pawlak (ed.), New perspectives on individual differences in language learning and teaching, second language learning and teaching (pp. 233-246). Berlin: Springer.

Huang, B.H. (2013). The effects of age on second language grammar and speech production. J Psycholinguist Res, 1-24.

Trube, M.B., Yan, R., & Zhang, L. (2013). Young dual language learners in China: Best practices in English immersion. In S. C.Wortham (ed.), Common characteristics and unique qualities in preschool programs, educating the young child (pp. 139-146). New York: Springer.

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Does It Effective to Eradicate English in Primary School in Indonesia

 

 As one of the most widely spoken languages in the world, English holds a crucial role in every aspect of today’s communication. While most nations encourage their young generations to learn English, Indonesia has recently removed it in primary school due to the changes of curriculum. The government believes that omitting English in primary school is the best way of achieving students’ competence. Some people, on the other hand, consider it as an effective way for some reasons.

            First of all, in primary school children has a golden age to learn a new language. Comparing to adults, children have fewer negative attitude toward foreign language, consequently, children are better motivated than adults. Leaning language will be difficult for adults since they tend to have less motivation, while children do not have a negative attitude which enables them to boost their motivation. Motivation is one of the keys in learning language.

            In addition, the learners will not attain native-like accent unless they learn it at the early age. Since full native competence is possible only when acquiring a language, childhood is the best time for young learners to achieve native-like accent. In this period, the acquisition of the language is possible without self consciousness. Besides, the brain is still adaptable on learning a new language. Language learning is biologically related to age.

            Lastly, children need English. Eventhough understanding the meaning is not emphasized, children have to know basic English in their daily lives such as operating mobile phone, laptop, and video game. Children in this era are different from children in the past. Most of children today  use technology to play with, while children in the past do not.

In conclusion, the idea of government omitting English lesson in primary school in Indonesia is not effective for some reasons provided above.

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Inspiration and motivation in studying english

      

In this era, many people are interested in English. According to the Kenneth Bearre (2001) cited by British council, “as of the year 2000 there were 750 million English as a Foreign language speakers. In addition, there were 375 million English as a Second Language speakers. The difference between the two groups amounts to English as a Foreign Language speakers using English occasionally for business or pleasure, while English as a Second Language speakers use English on a daily basis”. In Indonesia English is a foreign language.

People of Indonesia especially for students, they want to be able to speak and understand English but they don’t want to do anything. In fact, no one could be able to speak English without any effort. Even native speaker also learned English when they were kid. As an English student I’m worried about this problem. In Aceh, many students like English because they think English is pretty cool. But in the examination, many students have a bad score.  According to Minister of Education Muhammad Nuh (Tempo, 6/8/12) “the average of score in SMP is about 3.4. There is so far from the score that we expected.

 The study of English in school is aimed to speak and understand English whether spoken or written. In Indonesia there is one examination to standardize students` ability. English is one of subjects that is used in national examination. In this examination the students must be able to reach minimum 5.5 for the score or they will not pass. Pupils must follow the national exam for the next years if they do not pass the examination. Due to prestige of the school, many teachers give a key answer for the students. Cited from Rohmad (one of students in famous high school in Jakarta, 2013 ) this practice happens because the teacher is worry if their students will not pass the examination. Acording to myself, I also support Rohmad’s statement because I also had the same experience. In my school I also had a key answer. No wonder why almost 90% percent students in Indonesia pass the national examination without any skill or ability.

After that, 3.4 is so far away from minimum completeness criteria (KKM). for the school which has an agreditation A, the Minimum completeness criteria (KKM) is about 70 to 7.5. So what wrong with the education system in Indonesia.

In this case we can use the inspiration of studying English to motivate the students in order to enhance their English aptitude.

According to Horace Mann (the psychology 1796-1859) “A teacher who is attempting to teach, without inspiring the pupil with a desire to learn, is hammering on a cold iron”

It means that when we teach students but they don’t have any motivation for studying English, it is useless. The student cannot catch any material that teacher has given.

Skehen (master of education of Canada 1988) also supports Horace’s statement by saying that motivation is the second strongest and influential factor in predicting the effect of language learning after aptitude factor.

It means inspiration or motivation is very important for studying English. The more motivate or inspiration that that you give to the students, the more effective the student for studying English.

According to Jonathan (2002) cited by paidtoexist.com “motivation is about things that you think you should do or that you’re supposed to do. Inspiration is about being called to act because you’re in direct alignment with the magnetic, luminous marrow of potential that is you.”

Student need motivation to make they are interested in English, while Inspiration will direct them to study English. I want to teach pupil by giving them an inspiration before they begin to study.

However,  I am going to explain you about how to inspire and motivate the students to learn English. This study aims to help the English teachers to find a good way in teaching English, especially by providing the importance of motivation and inspiration for the students.

To get the data I’m going to do Classroom Action Research, According to Creswell (2011:577), action research designs are systematic procedures done by teachers (or other individuals in an educational setting) to gather information about, and subsequently improve, the ways their particular educational setting operates, their teaching, and their student learning. The victims of this research will be my own students. However the data that I collect is quantitave based on (quiz, midterm, presentation, assignment,and  final text) before and after I give motivation.

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