RECOUNT TEXT

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video ablity or disablity

video singkat ini diharapkan bisa membantu anda belajar bahasa inggris

1. materi 1 disinii
2. materi 2 disini

skripsi bahasa inggris

if you need refrence for writing a paper or journal/skripsi you can use my paper, for search refrence,below


Reading

Advantages and Disadvantages of Skimming Technique

Reading  through  scanning  technique  has  some  advantages  and  disadvantages.  It
can be explained as follows:
Advantages of skimming Technique
  It  will  make  students  aware  of  the  benefits  of  the  information  available  in
reading materials both authentic and inauthentic because this technique also
prepares the students to be independent reader.
  It will make students aware of reading strategy  is used to find the stated and
unstated information in certain text as this technique does not only focus on
asking the students to do reading test but also focus on equipping the students
with the technique used in different texts.
Disadvantages of skimming technique
  It  will  take  time  if  the  teacher  does  not  allocate  the  time  appropriately.
Moreover, if the students have many problems in reading and the teacher does
not prepare for the solution, the teacher will need time to think of the various
solutions.
  It  will  possibly  make  the  teacher  need  to  prepare  students  to  face  the
possibility of the occurance of many question types.

Advantages and Disadvantages of Scanning Technique

Reading  through  scanning  technique  has  some  advantages  and  disadvantages.  It
can be explained as follows:
Advantages:
  The students are able to get the information quickly, directly and specifically.
  The students are trained to run their eyes over a text quickly in order to locate
specific information (Suparman, 2005: 55).
  The students are practiced to think of clues to find the specific information.
  The  students  are  stimulated  to  be  creative  and  active  in  both  asking  and
answering  the  question  about  specific  information  and  clues  related  to  the
texts (Beare, 2006: 3).
Disadvantages:
  Scanning means reading quickly, in this case sometimes the students ignore
to select which one the most important information.
  The students might not read all of the information as they just scanning  the
basic information.
The  researcher  assumes  that  scanning  is  a  possible  technique  for  students  to
applied in their reading. The students can be creative and active to think of clues
to  find  specific  information  of  the  text  their  reading.  Besides  identifying  the
specific  information,  the  students  are  trained  to  think  of  clues  for  the  detail
information. Needles to say, scanning technique can motivates them to be active
in finding the specific information in texts.

The Concept of Semantic Mapping

Broomley (1992:218) explains that a semantic map or web is a graphic representation of categories of information and their relationship to each other.

While Rubin (1993:79) states that:

Semantic mapping is a technique for organizing information: it helps to give structure or order. It helps people to see the relationship among concepts, and it shows the various ways that information can be organized and categorized in more general or more specific categories.

Furthermore, Gunning (1992:162) more clearly defines that mapping or webbing is a way of organizing information graphically according to categories. It can be used for concepts, vocabulary, topics and background. It also may be used as a study device to track the plot and character development of a story or as a prewriting exercise.

In relation to vocabulary development, the instructional sequence of semantic mapping is as follows: (1) Select a word central to the topic, (2) Display the target word. Put the word in a circle in the middle of the board, (3) Invite the students to generate as many words as possible that relate to the target word. Ask students to brainstorm and think of the ideas that come to their head when they think of the word. Record the words on a chart or on the blackboard, (4) Have the students write the generated words in categories. After all the brainstorming has taken place, discuss how the information could be placed into categories, (5) Have the students label the categories. Label and add extra information to each category, (6) From this list, construct a map, (7) Lead the class in a discussion that focuses on identifying meanings and uses of words, clarifying ideas, highlighting major conclusions, identifying key elements, expanding ideas and summarizing information (Masters, Mori & Mori: 1993) cited in Fatima (2004)

Semantic mapping may be presented in a variety of ways. Johnson and Pearson (1984) cited in Gunning (1992:164) state that the procedures for presenting semantic mapping are as follows:

1. Introduce the concept, term or topic to be mapped. Write the key word for it on the chalkboard, overhead transparency or chart paper.
2. Brainstorm. Ask students to tell what other words come to mind when they think of the key word. Encourage them to volunteer as many words as they can. This may be done orally or students may write their list and share them
3. Group the words by category, discussing why certain ones go together. If the new words that you planned to teach are not suggested, present them and discuss them. Encourage students to supply category names.
4. Create the class map and put it on a large sheet of paper so that the class can refer to it and add it.
5. Once the map has been finished, discuss it. Encourage the students to add items to   already established categories or to suggest new categories.
6. Extend the map. As students discover, through further reading, additional new words related to the topic or key word, add these to the chart

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1. mendengarkan lagu sederhana berulang-ulang per bagian
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4. mungkin pada awal na agakterasa sulit karena anda belum terbiasa, 
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