Social Icons

Saturday, January 25, 2014

Report Text atau Descriptive Text, Bingung?

Saya heran, konon menurut kawan saya, yang menjadi seorang guru bahasa Inggris, banyak pelajar masih bingung dan ribut masalah perbedaan report text dengan descriptive text.

Saya sendiri juga baru tahu (maklum saya bukan guru), mengapa dua jenis teks ini dianggap berbeda. Setahu saya, dengan perpustakaan pribadi yang minim, sebenarnya tidak ada perbedaan mencolok antara report text dan descriptive text. (Mungkin gara-gara saya sering membaca bacaan yang campur aduk sehingga semua jenis teks terasa sama: sama-sama enak dibaca :)

Namun apalah daya, beginilah nasib pendidikan bahasa Inggris di Indonesia, materi belajar dan mengajar bahasa Inggris berisi banyak teori yang aneh-aneh, dan hal ini - menurut saya, sangat menyita waktu. Kok aneh dan menyita waktu? Ya iya lah, report text dan descriptive text kan mirip seperti saudara kembar jadi harusnya diajarkan dalam satu kesempatan dan tidak terputus oleh tugas-tugas aneh, sehingga anak didik tidak cepat lupa akan perbedaan antara report text dan descriptive text. Sangat aneh, mengapa harus mengulur waktu jika memang memiliki persamaan materi.

Jika sudah demikian apa yang harusnya kita lakukan? Hemat saja dan tidak usah bertele-tele, jangan tunda waktu yang tepat untuk belajar bahasa Inggris. Peringkasan 'waktu' dalam bahasa Inggris adalah kunci keberhasilan dalam meningkatkan kualitas berbahasa Inggris kita. Jika kedua teks: report dan descriptive dianggap memiliki kesamaan dan perbedaan, harusnya keduanya disajikan bersamaan pula, irit waktu dan tidak merepotkan siswa (kasihan dikit dong pak dan bu guru). 

Jika sobat memang benar belum paham, cobalah baca lagi pelajaran mengenai report text dan bandingkan dengan pelajaran tentang descriptive text. Mudah kan?

Jika malas membandingkan kedua jenis teks tersebut, oke baca saja perbandingan antara descriptiive text dengan report text di bawah ini :



Descriptive Text
Report Text
Pengertian
Sebuah teks yang memberikan penjelasan hal yang lebih khusus

Sebuah teks yang memberikan penjelasan hal yang lebih umum
Contoh
Music Box

Music boxes are small instrument that play tunes by themselves. The music-making parts of a music box are a cylinder and a row of metal teeth of different lengths. A spring or a set of wheels turns the cylinder.

Music

Music is sound put into pleasing or interesting patterns. People use music for a part of ceremonies, such as religious services, parades, and weddings. People also use music to show their feelings and ideas.
Tujuan
Untuk memberikan informasi, menggambarkan, atau menjelaskan fenomena khusus tentang berbagai hal, baik masalah lingkungan, pendidikan, sosial, politik, budaya dan sebagainya.

Untuk memberikan informasi, menggambarkan, atau menjelaskan fenomena umum  tentang berbagai hal, baik masalah lingkungan, pendidikan, sosial, politik, buday dan sebagainya.
Struktur Teks
         Identification: berisi informasi umum beserta klasifikasinya.
         Description : Penjelasan lebih lanjut tentang sifat, ciri, bentuk dan penjelasan lainnya.
         Menggunakan simple present

         Identification: berisi informasi umum beserta klasifikasinya.
         Description : Penjelasan lebih lanjut tentang sifat, ciri, bentuk dan penjelasan lainnya.
         Menggunakan simple present

Perbedaan dan persamaan antara descriptive text dan report text di atas saya rangkum dari beberapa buku bahasa Inggris SMP dari pusat perbukuan nasional Departemen Pendidikan. Namun, kesan pertama saya membacanya, saya hanya terkesima, tidak tahu mengapa ada hal-hal yang janggal dalam penjelasan keduanya.

Hal paling aneh yang saya temukan adalah bahwa dalam kedua teks di atas, mengapa harus memaksakan diri bahwa kedua teks tersebut harus menggunakan simple present tense padahal persyaratan ini tidak wajib dalam penulisan paragraf deskripsi atau report. Benarkah? Ya, banyak jenis descriptive text atau report text bukan saja menggunakan simple present tense. Jika tidak percaya, tanyakan pada guru bahasa Inggris sobat. Jika guru sobat tidak mau menjawab, sobat lebih baik diam saja... :) Jangan berdebat !!!
Apakah sobat adalah seorang pelajar tingkat menengah? SMP atau SMA? Jika benar sobat adalah seorang pelajar tingkat menengah, percaya saja pada apa yang guru bahasa Inggris sobat jelaskan. Jangan berdebat tentang keanehan report text dan descriptive text yang saya jelaskan, karena nanti "nilai" sobat bisa terancam... :)

Setidaknya, baik contoh "sangat singkat" dari descriptive text dan report text di atas sudah cukup membuat sobat paham akan perbedaan inti dari keduanya. Dan semoga mendapat nilai yang baik ketika disuruh membuat tugas, ulangan ataupun ujian nanti...

REPORT TEXT - Music dan DESCRIPTIVE TEXT - Music Box
REPORT TEXT - Umum dan DESCRIPTIVE TEXT - Khusus
REPORT TEXT - Keluarga dan DESCRIPTIVE TEXT -Ibu
REPORT TEXT - Binatang dan DESCRIPTIVE TEXT Kucing

Jelas? Jika mengacu pada dua contoh singkat di atas, pasti jelas... :) Bikin sendirinya yang sulit ya?? :)

Catatan :

Saya sendiri lebih senang menyebut keduanya sebagai Descriptive Writing, pelajaran menulis tingkat tinggi yang tidak bisa diselesaikan hanya di sekolah tingkat menengah saja... saya hanya berharap sobat terus belajar bahasa Inggris dan jangan putus asa... Just keep learning....

Meng-Indonesia-kan Bahasa Inggris

MengIndonesiakan bahasa Inggris atau mengEnglishkan bahasa Indonesia? Ayo pilih mana?

Saat ini mungkin pembelajaran bahasa Inggris di Indonesia, baik tingkat dasar hingga tingkat menengah, masih menggunakan bahasa Indonesia sebagai bahasa pengantar ketika menjelaskan materi atau pelajaran bahasa Inggris. Padahal alangkah baiknya jika pembelajaran bahasa Inggis menggunakan bahasa Inggris sebagai bahasa wajib ketika belajar dan mengajar pelajaran bahasa Inggris. Keberadaan grammar-translation method, sebagai teori klasik ternyata masih menguasai dunia pendidikan bahasa Inggris di Indonesia.

Meski kadang disisipi penjelasan dengan menggunakan bahasa Inggris, tetap saja bahasa yang dominan dalam pembelajaran bahasa Inggris masih dikendalikan oleh bahasa Indonesia. Hal ini tentu bisa menghambat laju perkembangan ilmu bahasa Inggris yang kian hari kian dibutuhkan di Indonesia.

Saya sebenarnya pendukung penuh keberadaan bahasa Indonesia dalam pembelajaran bahasa Inggris. Jadi wajar jika blog ini masih menggunakan bahasa Indonesia sebagai bahasa wajib ketika menjelaskan beberapa teori bahasa Inggris. Saya bukan tidak setuju pembelajaran bahasa Inggris harus menggunakan bahasa Inggris pula. Saya hanya setuju jika bahasa Inggris cuma digunakan ketika belajar dan mengajar pelajaran speaking and conversation saja. Jadi ketika kita mengajar dan belajar skill kemampuan berbahasa lainnya, seperti reading, listening, dan listening, maka kita wajib  menggunakan bahasa Inggris. Itu saja dan tidak begitu ribet.

Harus kita ketahui bahwa Indonesia adalah negara yang kaya akan bahasa. Dengan memiliki banyak bahasa daerah, Indonesia bisa dikatakan salah satu negara kaya. Ya, kaya akan bahasa.Sebut saja bahasa Jawa, bahasa keseharian penulis :). Bahasa Jawa kabarnya telah menempati posisi ke 12 bahasa di seluruh dunia sebagai bahasa lisan yang sering digunakan sehari-hari. Percaya tidak? Kalau belum percaya, mari kita simak tulisan Comrie (2009: 809)di bawah ini :

Javanese does not have the status of an official language in Indonesia (although it does have the status of a regional language), but has by far the largest number of native speakers of any Austronesian language. Javanese is spoken by about 90 million people, representing 40 per cent of the people of Indonesia, making it the twelfth most widely spoken language in the world. It is taught in schools, and represented in the mass media, but may be losing in influence to the national language, Bahasa Indonesia. Java is the most populous island in Indonesia, and about two-thirds of the people on the island speak Javanese. Javanese is spoken mainly in central and eastern Java. It is also spoken in a thin strip along the north coast of west Java except for the area around Jakarta, where a form of Malay is spoken.

Lihat tulisan yang bercetak tebal di atas, mungkin benar bahasa Jawa adalah salah satu bahasa besar di dunia, bukan? Salah satu contoh tersebut jelas membuat Indonesia semakin kaya bahasa :) Dengan demikian, Bahasa Indonesia, sebagai bahasa nasional, masih dianggap sebagai bahasa kedua oleh sebagian masyarakat kita.


Jika sudah demikian, kegiatan belajar mengajar bahasa Inggris semakin sulit jika "memaksakan diri" menggunakan bahasa Inggris. Meski sistem pendidikan Indonesia terbaru menetapkan wajibnya bahasa Inggris sebagai salah satu bahasa penting untuk anak-anak di sekolah dasar, tetap saja bahasa Indonesia harus menjadi bahasa pengantar dalam dunia pembelajaran bahasa Inggris.


Bahasa Inggris itu bukan masalah "How are you?" saja. Bahasa Inggris pun bukan masalah "Why do you speak English?" saja. Bahasa Inggris itu bahasa yang kompleks. Bahasa Inggris itu bahasa penting yang tidak bisa dikuasai dalam hitungan jam. Kita butuh berbulan-bulan dan bahkan bertahun-tahun untuk menguasainya.


Dengan keberadaan bahasa daerah yang masih mendominasi kebanyakan masyarakat di Indonesia, bahasa Inggris pasti dikatakan sebagai bahasa ketiga setelah bahasa Indonesia. Dengan ini maka wajar jika penggunaan bahasa Indonesia masih sangat perlu dibutuhkan sebagai bahasa pengantar ketika mempelajari bahasa Inggris, bahasa ketiga kita.


Dengan mengindonesiakan bahasa Inggris, kita mencoba bersabar untuk meEnglishkan bahasa Indonesia...


Catatan :


Tulisan Stress... Jangan dianggap serius.

Friday, January 24, 2014

Dongeng - Ali Baba dan 40 Pencuri

Dongeng berbahasa Inggris tentang Ali Baba dan 40 Pencuri (Ali Baba and the Forty Thieves) adalah salah satu dongeng yang diambil dari kisah 1001 Malam. Selamat membaca...

In a town in Persia there dwelt two brothers, one named Cassim, the other Ali Baba. Cassim was married to a rich wife and lived in plenty, while Ali Baba had to maintain his wife and children by cutting wood in a neighboring forest and selling it in the town. 

One day, when Ali Baba was in the forest, he saw a troop of men on horseback, coming toward him in a cloud of dust. He was afraid they were robbers, and climbed into a tree for safety. When they came up to him and dismounted, he counted forty of them. They unbridled their horses and tied them to trees.

The finest man among them, whom Ali Baba took to be their captain, went a little way among some bushes, and said, "Open, Sesame!" so plainly that Ali Baba heard him.

A door opened in the rocks, and having made the troop go in, he followed them, and the door shut again of itself. They stayed some time inside, and Ali Baba, fearing they might come out and catch him, was forced to sit patiently in the tree. At last the door opened again, and the Forty Thieves came out. As the Captain went in last he came out first, and made them all pass by him; he then closed the door, saying, "Shut, Sesame!"

Every man bridled his horse and mounted, the Captain put himself at their head, and they returned as they came.

Then Ali Baba climbed down and went to the door concealed among the bushes, and said, "Open, Sesame!" and it flew open.

Ali Baba, who expected a dull, dismal place, was greatly surprised to find it large and well lighted, hollowed by the hand of man in the form of a vault, which received the light from an opening in the ceiling. He saw rich bales of merchandise -- silk, stuff-brocades, all piled together, and gold and silver in heaps, and money in leather purses. He went in and the door shut behind him. He did not look at the silver, but brought out as many bags of gold as he thought his asses, which were browsing outside, could carry, loaded them with the bags, and hid it all with fagots.

Using the words, "Shut, Sesame!" he closed the door and went home.

Then he drove his asses into the yard, shut the gates, carried the money-bags to his wife, and emptied them out before her. He bade her keep the secret, and he would go and bury the gold.

"Let me first measure it," said his wife. "I will go borrow a measure of someone, while you dig the hole."

So she ran to the wife of Cassim and borrowed a measure. Knowing Ali Baba's poverty, the sister was curious to find out what sort of grain his wife wished to measure, and artfully put some suet at the bottom of the measure. Ali Baba's wife went home and set the measure on the heap of gold, and filled it and emptied it often, to her great content. She then carried it back to her sister, without noticing that a piece of gold was sticking to it, which Cassim's wife perceived directly her back was turned.

She grew very curious, and said to Cassim when he came home, "Cassim, your brother is richer than you. He does not count his money, he measures it."

He begged her to explain this riddle, which she did by showing him the piece of money and telling him where she found it. Then Cassim grew so envious that he could not sleep, and went to his brother in the morning before sunrise. "Ali Baba," he said, showing him the gold piece, "you pretend to be poor and yet you measure gold."

By this Ali Baba perceived that through his wife's folly Cassim and his wife knew their secret, so he confessed all and offered Cassim a share.

"That I expect," said Cassim; "but I must know where to find the treasure, otherwise I will discover all, and you will lose all."

Ali Baba, more out of kindness than fear, told him of the cave, and the very words to use. Cassim left Ali Baba, meaning to be beforehand with him and get the treasure for himself. He rose early next morning, and set out with ten mules loaded with great chests. He soon found the place, and the door in the rock.

He said, "Open, Sesame!" and the door opened and shut behind him. He could have feasted his eyes all day on the treasures, but he now hastened to gather together as much of it as possible; but when he was ready to go he could not remember what to say for thinking of his great riches. Instead of "Sesame," he said, "Open, Barley!" and the door remained fast. He named several different sorts of grain, all but the right one, and the door still stuck fast. He was so frightened at the danger he was in that he had as much forgotten the word as if he had never heard it.

About noon the robbers returned to their cave, and saw Cassim's mules roving about with great chests on their backs. This gave them the alarm; they drew their sabers, and went to the door, which opened on their Captain's saying, "Open, Sesame!"

Cassim, who had heard the trampling of their horses' feet, resolved to sell his life dearly, so when the door opened he leaped out and threw the Captain down. In vain, however, for the robbers with their sabers soon killed him. On entering the cave they saw all the bags laid ready, and could not imagine how anyone had got in without knowing their secret. They cut Cassim's body into four quarters, and nailed them up inside the cave, in order to frighten anyone who should venture in, and went away in search of more treasure.

As night drew on Cassim's wife grew very uneasy, and ran to her brother-in-law, and told him where her husband had gone. Ali Baba did his best to comfort her, and set out to the forest in search of Cassim. The first thing he saw on entering the cave was his dead brother. Full of horror, he put the body on one of his asses, and bags of gold on the other two, and, covering all with some fagots, returned home. He drove the two asses laden with gold into his own yard, and led the other to Cassim's house.

The door was opened by the slave Morgiana, whom he knew to be both brave and cunning. Unloading the ass, he said to her, "This is the body of your master, who has been murdered, but whom we must bury as though he had died in his bed. I will speak with you again, but now tell your mistress I am come."

The wife of Cassim, on learning the fate of her husband, broke out into cries and tears, but Ali Baba offered to take her to live with him and his wife if she would promise to keep his counsel and leave everything to Morgiana; whereupon she agreed, and dried her eyes.

Morgiana, meanwhile, sought an apothecary and asked him for some lozenges. "My poor master," she said, "can neither eat nor speak, and no one knows what his distemper is." She carried home the lozenges and returned next day weeping, and asked for an essence only given to those just about to die.

Thus, in the evening, no one was surprised to hear the wretched shrieks and cries of Cassim's wife and Morgiana, telling everyone that Cassim was dead.

The day after Morgiana went to an old cobbler near the gates of the town who opened his stall early, put a piece of gold in his hand, and bade him follow her with his needle and thread. Having bound his eyes with a handkerchief, she took him to the room where the body lay, pulled off the bandage, and bade him sew the quarters together, after which she covered his eyes again and led him home. Then they buried Cassim, and Morgiana his slave followed him to the grave, weeping and tearing her hair, while Cassim's wife stayed at home uttering lamentable cries. Next day she went to live with Ali Baba, who gave Cassim's shop to his eldest son.

The Forty Thieves, on their return to the cave, were much astonished to find Cassim's body gone and some of their money-bags.

"We are certainly discovered," said the Captain, "and shall be undone if we cannot find out who it is that knows our secret. Two men must have known it; we have killed one, we must now find the other. To this end one of you who is bold and artful must go into the city dressed as a traveler, and discover whom we have killed, and whether men talk of the strange manner of his death. If the messenger fails he must lose his life, lest we be betrayed."

One of the thieves started up and offered to do this, and after the rest had highly commended him for his bravery he disguised himself, and happened to enter the town at daybreak, just by Baba Mustapha's stall. The thief bade him good-day, saying, "Honest man, how can you possibly see to stitch at your age?"

"Old as I am," replied the cobbler, "I have very good eyes, and will you believe me when I tell you that I sewed a dead body together in a place where I had less light than I have now."

The robber was overjoyed at his good fortune, and, giving him a piece of gold, desired to be shown the house where he stitched up the dead body. At first Mustapha refused, saying that he had been blindfolded; but when the robber gave him another piece of gold he began to think he might remember the turnings if blindfolded as before. This means succeeded; the robber partly led him, and was partly guided by him, right in front of Cassim's house, the door of which the robber marked with a piece of chalk. Then, well pleased, he bade farewell to Baba Mustapha and returned to the forest. By and by Morgiana, going out, saw the mark the robber had made, quickly guessed that some mischief was brewing, and fetching a piece of chalk marked two or three doors on each side, without saying anything to her master or mistress.

The thief, meantime, told his comrades of his discovery. The Captain thanked him, and bade him show him the house he had marked. But when they came to it they saw that five or six of the houses were chalked in the same manner. The guide was so confounded that he knew not what answer to make, and when they returned he was at once beheaded for having failed.

Another robber was dispatched, and, having won over Baba Mustapha, marked the house in red chalk; but Morgiana being again too clever for them, the second messenger was put to death also.

The Captain now resolved to go himself, but, wiser than the others, he did not mark the house, but looked at it so closely that he could not fail to remember it. He returned, and ordered his men to go into the neighboring villages and buy nineteen mules, and thirty-eight leather jars, all empty except one, which was full of oil. The Captain put one of his men, fully armed, into each, rubbing the outside of the jars with oil from the full vessel. Then the nineteen mules were loaded with thirty-seven robbers in jars, and the jar of oil, and reached the town by dusk.

The Captain stopped his mules in front of Ali Baba's house, and said to Ali Baba, who was sitting outside for coolness, "I have brought some oil from a distance to sell at tomorrow's market, but it is now so late that I know not where to pass the night, unless you will do me the favor to take me in."

Though Ali Baba had seen the Captain of the robbers in the forest, he did not recognize him in the disguise of an oil merchant. He bade him welcome, opened his gates for the mules to enter, and went to Morgiana to bid her prepare a bed and supper for his guest. He brought the stranger into his hall, and after they had supped went again to speak to Morgiana in the kitchen, while the Captain went into the yard under pretense of seeing after his mules, but really to tell his men what to do.

Beginning at the first jar and ending at the last, he said to each man, "As soon as I throw some stones from the window of the chamber where I lie, cut the jars open with your knives and come out, and I will be with you in a trice."

He returned to the house, and Morgiana led him to his chamber. She then told Abdallah, her fellow slave, to set on the pot to make some broth for her master, who had gone to bed. Meanwhile her lamp went out, and she had no more oil in the house.

"Do not be uneasy," said Abdallah; "go into the yard and take some out of one of those jars."

Morgiana thanked him for his advice, took the oil pot, and went into the yard. When she came to the first jar the robber inside said softly, "Is it time?"

Any other slave but Morgiana, on finding a man in the jar instead of the oil she wanted, would have screamed and made a noise; but she, knowing the danger her master was in, bethought herself of a plan, and answered quietly, "Not yet, but presently."

She went to all the jars, giving the same answer, till she came to the jar of oil. She now saw that her master, thinking to entertain an oil merchant, had let thirty-eight robbers into his house. She filled her oil pot, went back to the kitchen, and, having lit her lamp, went again to the oil jar and filled a large kettle full of oil. When it boiled she went and poured enough oil into every jar to stifle and kill the robber inside. When this brave deed was done she went back to the kitchen, put out the fire and the lamp, and waited to see what would happen.

In a quarter of an hour the Captain of the robbers awoke, got up, and opened the window. As all seemed quiet, he threw down some little pebbles which hit the jars. He listened, and as none of his men seemed to stir he grew uneasy, and went down into the yard. On going to the first jar and saying, "Are you asleep?" he smelt the hot boiled oil, and knew at once that his plot to murder Ali Baba and his household had been discovered. He found all the gang was dead, and, missing the oil out of the last jar, became aware of the manner of their death. He then forced the lock of a door leading into a garden, and climbing over several walls made his escape. Morgiana heard and saw all this, and, rejoicing at her success, went to bed and fell asleep.

At daybreak Ali Baba arose, and, seeing the oil jars still there, asked why the merchant had not gone with his mules. Morgiana bade him look in the first jar and see if there was any oil. Seeing a man, he started back in terror. "Have no fear," said Morgiana; "the man cannot harm you; he is dead."

Ali Baba, when he had recovered somewhat from his astonishment, asked what had become of the merchant.
"Merchant!" said she, "he is no more a merchant than I am!" and she told him the whole story, assuring him that it was a plot of the robbers of the forest, of whom only three were left, and that the white and red chalk marks had something to do with it. Ali Baba at once gave Morgiana her freedom, saying that he owed her his life. They then buried the bodies in Ali Baba's garden, while the mules were sold in the market by his slaves.

The Captain returned to his lonely cave, which seemed frightful to him without his lost companions, and firmly resolved to avenge them by killing Ali Baba. He dressed himself carefully, and went into the town, where he took lodgings in an inn. In the course of a great many journeys to the forest he carried away many rich stuffs and much fine linen, and set up a shop opposite that of Ali Baba's son. He called himself Cogia Hassan, and as he was both civil and well dressed he soon made friends with Ali Baba's son, and through him with Ali Baba, whom he was continually asking to sup with him.

Ali Baba, wishing to return his kindness, invited him into his house and received him smiling, thanking him for his kindness to his son.

When the merchant was about to take his leave Ali Baba stopped him, saying, "Where are you going, sir, in such haste? Will you not stay and sup with me?"

The merchant refused, saying that he had a reason; and, on Ali Baba's asking him what that was, he replied, "It is, sir, that I can eat no victuals that have any salt in them."

"If that is all," said Ali Baba, "let me tell you that there shall be no salt in either the meat or the bread that we eat to-night."

He went to give this order to Morgiana, who was much surprised.

"Who is this man," she said, "who eats no salt with his meat?"

"He is an honest man, Morgiana," returned her master; "therefore do as I bid you."

But she could not withstand a desire to see this strange man, so she helped Abdallah to carry up the dishes, and saw in a moment that Cogia Hassan was the robber Captain, and carried a dagger under his garment.

"I am not surprised," she said to herself, "that this wicked man, who intends to kill my master, will eat no salt with him; but I will hinder his plans."

She sent up the supper by Abdallah, while she made ready for one of the boldest acts that could be thought on. When the dessert had been served, Cogia Hassan was left alone with Ali Baba and his son, whom he thought to make drunk and then to murder them. Morgiana, meanwhile, put on a headdress like a dancing-girl's, and clasped a girdle round her waist, from which hung a dagger with a silver hilt, and said to Abdallah, 

"Take your tabor, and let us go and divert our master and his guest."

Abdallah took his tabor and played before Morgiana until they came to the door, where Abdallah stopped playing and Morgiana made a low courtesy.

"Come in, Morgiana," said Ali Baba, "and let Cogia Hassan see what you can do"; and, turning to Cogia Hassan, he said, "She's my slave and my housekeeper."

Cogia Hassan was by no means pleased, for he feared that his chance of killing Ali Baba was gone for the present; but he pretended great eagerness to see Morgiana, and Abdallah began to play and Morgiana to dance. After she had performed several dances she drew her dagger and made passes with it, sometimes pointing it at her own breast, sometimes at her master's, as if it were part of the dance. Suddenly, out of breath, she snatched the tabor from Abdallah with her left hand, and, holding the dagger in her right hand, held out the tabor to her master. Ali Baba and his son put a piece of gold into it, and Cogia Hassan, seeing that she was coming to him, pulled out his purse to make her a present, but while he was putting his hand into it Morgiana plunged the dagger into his heart.

"Unhappy girl!" cried Ali Baba and his son, "what have you done to ruin us?"

"It was to preserve you, master, not to ruin you," answered Morgiana. "See here," opening the false merchant's garment and showing the dagger; "see what an enemy you have entertained! Remember, he would eat no salt with you, and what more would you have? Look at him! he is both the false oil merchant and the Captain of the Forty Thieves."

Ali Baba was so grateful to Morgiana for thus saving his life that he offered her to his son in marriage, who readily consented, and a few days after the wedding was celebrated with greatest splendor.

At the end of a year Ali Baba, hearing nothing of the two remaining robbers, judged they were dead, and set out to the cave. The door opened on his saying, "Open Sesame!" He went in, and saw that nobody had been there since the Captain left it. He brought away as much gold as he could carry, and returned to town. He told his son the secret of the cave, which his son handed down in his turn, so the children and grandchildren of Ali Baba were rich to the end of their lives.(taken from Ali Baba and the Forty Thieves)

Wah panjang juga ya :-) 

Dongeng, baik itu cerita rakyat (folklores), cerita binatang (fables), cerita legenda (legends), cerita fiksi (fictions), cerita mitos (myths) dan semua tulisan yang berhubungan dengan cerita adalah salah satu genre narrative text.

BACA JUGA KUMPULAN CONTOH NARRATIVE TEXT DI BAWAH INI




Judul Skripsi Bahasa Inggris "Speaking"

Jika sebelumnya disajikan kumpulan judul skripsi bahasa Inggris tentang writing, sekarang saatnya kita mengetahui beberapa koleksi judul skripsi bahasa Inggris tentang speaking.

Apakah sobat ingin membuat skripsi bahasa Inggris tentang speaking? Jika iya, semoga sobat sudah menemukan judul yang tepat untuk skripsi yang akan sobat tulis. Jika belum, baca dulu berbagai materi tentang speaking dan temukan apa yang paling menarik untuk dibahas dan dijadikan bahan bahasan skripsi speaking sobat.

Jika semuanya buntu, maka dengan terpaksa sobat harus mencari inspirasi lain; salah satunya dengan membaca kumpulan judul skripsi bahasa Inggris "speaking" ini. Oke, langsung saja ini dia...

Kumpulan Judul Skripsi Bahasa Inggris tentang Speaking


1.  THE EFL STUDENTS’ STRATEGIES IN LEARNING ENGLISH SPEAKING SKILLS (A descriptive study at the Tertiary level)
2. IMPROVING STUDENTS’ SPEAKING ABILITY THROUGH EDUCATIONAL DRAMA : A Classroom Action Research at First Grade of a Vocational High School in Bandung
3.      Language Anxiety in Speaking English : A Descriptive Study on Second Graders of Senior High School
4. TEACHING SPEAKING ENGLISH THROUGH PICTURES IN IMPROVING STUDENTS SPEAKING ABILITY
5.  THE ENGLISH NATIVE-SPEAKER’S STRATEGIES IN IMPROVING INDONESIAN STUDENTS’ SPEAKING SKILL (A Case Study of the English Native-Speaker’s Teaching Strategies in a Private Junior High School)
6.   THE USE OF SERIES PICTURES IN TEACHING SPOKEN PROCEDURE TEXT TO IMPROVE STUDENTS’ SPEAKING ABILITY (A Quasi-Experimental Study of the Seventh Grade Students in SMPN 2 Cipeundeuy)
7.     AN ANALYSIS OF STUDENTS’ SPEAKING ENGLISH IN CLASSROOM INTERACTION
8.    The Use of Song in Teaching Speaking Procedural Text (A Quasi-experimental Study of Seventh Graders of SMPN 29 Bandung)
9.     STUDENTS’ SPEAKING PERFORMANCE IN CLASS PRESENTATION (Qualitative Research with Third-Year Students of the English Education Department in a State University in Bandung) 
10. THE USE OF AUDIO VISUAL AID IN TEACHING SPEAKING (Classroom Action Research at One of the Senior High Schools in Bandung)
11.  THE USE OF PICTURES IN A SPEAKING CLASS (A Descriptive Study at an Elementary School in Bandung)
12.  THE USE OF PICTURE NARRATING IN TEACHING SPEAKING (A Quasi-Experimental Study to the Second Grade Students of Vocational High School in Bandung)
13. THE EFFECTIVENESS OF COMMUNICATIVE LANGUAGE TEACHING (CLT) APPROACH IN DEVELOPING STUDENTS’ SPEAKING ABILITY (An Experimental Study of Second Grade Students at SMA Kartika Siliwangi I Bandung)
14.  THE CORRELATION BETWEEN LISTENING AND SPEAKING ABILITIES (a Case Study in the Third Grade in One of SMKNs in Bandung)
15.  THE USE OF MEANING, USE AND FORM (MUF) FRAMEWORK IN TEACHING SPEAKING TO YOUNG LEARNERS (A Quasi-Experimental Study in an Elementary School in Western Bandung)
16.  The Effectiveness of Role Play Method in Improving Students’ Speaking Skill :An Experimental Study of the First Grade in a Private Senior High School in Bandung
17.  Students’ Perception on Presentation in Speaking in Professional Context Subject (A Case Study on the First Year Students of English Department of UPI)
18.  TEXTBOOKS ADAPTING PROCESS A CASE OF TEACHING SPEAKING
19.  The Use of problem based in developing students speaking ability
20. THE IMPLEMENTATION OF THE INTERACTIVELEARNING MEDIA IN TEACHING SPEAKING TO YOUNG LEARNER (A Qualitative study of Beginner Grade Student in English for Young Learners Class)
21.  THE STUDENTS’ STRATEGIES IN SOLVING SPEAKING DIFFICULTIES; A Case Study in Class X-6 of SMAN 8 Bandung
22.  Foreign Language Speaking Anxiety in Junior High School  (A Case Study at a Private Junior High School in Bandung)
23. THE USE OF TASK-BASED LANGUAGE TEACHINGIN IMPROVING STUDENTS’ SPEAKING ABILITY (Classroom Action Research on the second grade students of SMKN 1 Bandung)
24.  “The Use of Small Group Interaction in Teaching Speaking”
25. THE COOPERATIVE LEARNING: THREE-STEP INTERVIEW  TOWARDS STUDENTS’ SPEAKING ABILITY
26. CONTEXTUAL TEACHING AND LEARNING APPROACH IN ENHANCING STUDENTS’ SPEAKING SKILL (A Classroom Action Research in Class X-B SMA Puragabaya)
27.  THE EFFECTIVENESS OF USING AUTHENTIC MATERIALS IN TEACHING DESCRIPTIVE TEXT TO IMPROVE STUDENTS’ SPEAKING ABILITY  (AN EXPERIMENTAL STUDY AMONG THE TENTH GRADE STUDENTS OF SENIOR HIGH SCHOOL)
28.  The Effectiveness of Total Physical Response in Teaching Speaking Skill to the Beginners
[An Experimental Research of Sixth Grade Students of Elementary School (SDN 2 Plumbon-Cirebon)]
29.  The Relationship between Students’ Academic Self-Efficacy and Their Learning Participation in Speaking Class : A descriptive study of the first-year English Department Students in UPI
30.  THE USE OF ROLE PLAY TECHNIQUE IN IMPROVING STUDENTS’ SPEAKING ABILITY
31.  THE USE OF PARTICIPATION POINT SYSTEM IN TEACHING ENGLISH SPEAKING IN VII GRADE OF SMP BALAI PENDIDIKAN PENGAJARAN BANDUNG
32. SENIOR HIGH SCHOOL STUDENTS’ ANXIETY IN ENGLISH SPEAKING CLASS (A Descriptive Study of Language Anxiety at SMA Laboratorium (Percontohan) UPI Bandung)
33. THE TECHNIQUES OF TEACHING SPEAKING TO YOUNG LEARNERS : A DESCRIPTIVE STUDY AT A CHILDREN CLASS OF AN ENGLISH COURSE IN BANDUNG, WEST JAVA
34. TEACHING SPEAKING ENGLISH TO YOUNG LEARNERS:A Case Study of Students on 4th Grade in One of International Elementary School in Cikaso Kuningan
35. THE USE OF GUESSING GAME IN TEACHING SPEAKING : an experimental study of second grade students an smkn 2 Bandung
36. THE CORRELATION BETWEEN JUNIOR HIGHSCHOOL STUDENTS’ LISTENING SKILL AND THEIR SPEAKING SKILL
37.  THE IMPLEMENTATION OF TOTAL PHYSICAL RESPONSE (TPR) IN TEACHING SPEAKING TO YOUNG LEARNERS : A Quasi Experimental Study of Fifth Grade Students at One Public School in Bandung

CATATAN :

Judul skripsi di atas hanyalah sebuah contoh saja, sobat bisa mengambil inspirasi dari berbagai judul skripsi tentang speaking tersebut dan seperti biasa, hindari plagiarisme, oke...