WRITING

EXAMPLE ESSAY 

1. CHRONOLOGICAL ORDER

SPEAKING HABIT

I.     Introduction

     Thesis statement : There are some ways to building speaking habit: use interview,          group discussions and telling story activities.

II.  Body

a.       Teachers can use interviews to practice specific language items and also can use them for more communicative speaking activities to build speaking habits.

Hot seat activity

b.      Another activity that teacher can use is group discussions.

        Formal debate

c.       The last activity is telling story.

             Reconstructing activity

III.   Conclusion

     In conclusion, the teacher can encourages the student to improve their ability in speaking skill with fun activities of speaking in the classroom, the teacher can encourages the student speak up with give some question based on their activity, then the teacher can put them into a group to discussion one topic and they retell it in front of the class, an the last the teacher can use a formal debate to make the students can tell their perception, opinion about the topic. All of the activities is not only benefit to build speaking habit , but also to improve speaking skills of the students.

SPEAKING HABIT

            Many people feel that speaking in a new language harder than reading, writing or listening for two reasons. First, unlike reading or writing, speaking happens in real time, usually the listeners waiting for what the speakers speak right then. Second, when speaker speaks, they cannot edit and revise what they wish to say. So, how to build a speaking habit for students? There are some ways to building speaking habit: use interview, discussions, and telling story activities.

            First, teachers can use interviews to practice specific language items and also can use them for more communicative speaking activities to build speaking habits. The teacher can use the ‘hot seat’ activity. First, the students have to prepare short statements about what they did last weekend or their favorite sport or hobby. Second, now one student sits in the hot seat and delivers a statement. Then, the other students ask many questions as they can about it, when the students runs out of things to say, someone else goes to the hot seat.

            Second, another activity that teacher can use is group discussions. When discussion organized well, the student can be highly motivated in building speaking habit. In this activity the teachers can uses a ‘formal debate’. It begins with the teacher puts the students into two groups one for ‘pro’ group and one more for ‘contra’ group. The teacher can give one topic, and each group has to prepare the arguments. After that the teacher gives a chance for each student from both of group to speak and tell their argument about the topic.

            The last activity is telling story. It is good for speaking, not only because encourages the students to use a lot of language, but also because the students tell stories all the time in real life. The teacher can use ‘reconstructing activity’. First, the students put into six groups. Each group is given one or two of a series of pictures that tell story. After each group has had a chance to study the pictures, the teacher takes the pictures away. Now, the teacher forms a new group, each the group has one student from each of the original groups. They have to tell each other what is in their pictures and try to work out a story that connects them all. When they have finished, the different groups compare stories.

            In conclusion, the teacher can encourages the student to improve their ability in speaking skill with fun activities of speaking in the classroom, with give some question based on their activity, put them into a group to discussion one topic and they retell it in front of the class, and the last the teacher can use a formal debate to make the students can tell their perception, opinion about the topic. All of the activities are not only benefit to build speaking habit, but also to improve speaking skills of the students.


2.  LOGICAL DIVISION

Existential Intelligence Influence on Learning Process

I.     Introduction

     Thesis statement : In order, the teachers should have some strategies to teach the students that has existential intelligence in speaking, reading, listening and writing learning

II.  Body

a.       Teachers can use the debate method to encourage the student in speaking which has existential intelligence

b.      In reading process teachers can start with give the student text related religion, the title of the text that can be used like ‘ science and islam’

c.       Teachers can give instruction to student to listen Islamic songs.

d.      The teachers can give instruction to student that they should write essay with the theme is related to religion and culture.

III.   Conclusion

            In conclusion, the teachers should know what the ability of their students and they should have some strategies to teach the student based on the student’s ability. For example, existential intelligence is ability to see and empathise with spiritual, religious, and psychic belief. So, teachers should give the materials in teaching reading, speaking, listening and writing related to the religion topic.

Existential Intelligence Influence on Learning Process

            Some people suggest that intelligence plays a part in learning process. However, it is clear that most people are capable of learning process whatever their intellectual level. The psychologist Howard Gardner proposed a theory of Multiple Intelligences to show how the differences among people’s knowledge and abilities. One of nine Multiple Intelligences that showed by Howard Gardner is existential intelligence it is ability to see and empathise with spiritual, religious, and psychic belief. In order the teachers should have some strategies to teach the students that has existential intelligence in speaking, reading, listening and writing learning.

            First, in speaking activities teachers can use the debate method to encourage the students which has existential intelligence, teachers give a topic related pro and contra about the religion in this country, then teachers divide the students into two groups, the student should give their opinion about the topic related the religion.

            Second, in reading process teachers can start with give the student text related religion, the title of the text that can be used like ‘ science and islam’. In this text, the students should find the main idea, supporting detail, information and conclusion. So, the students that has existential intelligence will be interest with this text and easier for them to building comprehension in reading this text.

            Third, in listening activities teachers can give instruction to students to listen Islamic songs. Then, the students make a summary about what they heard related the Islamic song. The teachers encourage them with the building prior knowledge about the Islamic song, so the students not only feel enjoyed when they listen it, but also easier to them comprehend the meaning of the song.

            Fourth, the last skill is writing. The teachers can give instruction to students that they should write essay with the theme is related to religion and culture. Then, they should give their opinion in the last paragraph of essay. Write the essay with the interest topic for them can improve their skill in writing and developing their idea.

            In conclusion, the teachers should know what the ability of their students and they should have some strategies to teach the student based on the student’s ability. For example, existential intelligence is ability to see and empathise with spiritual, religious, and psychic belief. So, teachers should give the materials in teaching reading, speaking, listening and writing related to the religion topic.

             

  3. CAUSE EFFECT

HOW PEOPLE LEARN LANGUAGE

I.     Introduction

     Thesis statement : There are four method in language learning and the effect in acquiring and learning language: grammar translation, audio lingual methodology, the communicative approach, task based learning.

II.  Body

a.       Grammar translation was the most common way of learning languages for hundreds of years

b.      Audio lingual method gave students a lot of speaking practice by using habit formations

c.       Communicative approach focus on the idea that people get language if they have opportunities to use it.

d.      Task based learning is an approach where teacher set their students larger tasks

III.   Conclusion

            In conclusion, some method in learn new language that is the teachers show the rules of the sentence to student, then student repeat what teacher said, also student active in communicative at class, and students do many tasks about using target language. Although there have been many methods, but different students learn differently.

HOW PEOPLE LEARN LANGUAGE

            Many children acquire more than one language in childhood. Indeed, in many countries and societies it is unusual for people to be monolingual or able to speak only one language. Especially for students, there have been many attempts to find the perfect language learning method, no one has yet come up with best one. There are four methods in language learning and the cause in acquiring and learning language: grammar translation, audio lingual methodology, the communicative approach, task based learning.

            First, grammar translation was the most common way of learning languages for hundreds of years. In this method, students studied about the grammar of the sentences. Everyday teacher show the rules of the sentence and translated written sentences. The effect of this method is the students know about grammar but they did not know how to speak the language in conversation.

            Second, audio lingual method give students a lot of speaking practice by using habit formations. In this method, students repeat the sentences until they were memorized. The teachers read a text and then teachers ask them to repeat after them. This method also can use for teaching to read alquran for students, teacher can read one verse and then students repeat again and again until they can read fluently. The influence of this method is the building habit formation and effective for learn pronunciation.

            Third, communicative approach focus on the idea that people get language if they have opportunities to use it and that if students have a desire to communicate and a purpose for communicating rather than practicing a grammar. In this method, students have more opportunity to speak and interact with the other student at the class. The sequence is the students have more motivation because they like to interact with their friend with the target language.

            Fourth, task based learning is an approach where teacher set their students larger tasks, such as writing a newspaper article, giving an oral presentation, creating an online film reviews page or arranging a meeting rather than only concentrating with the language. In this method, teachers give the student some task to make the student active and like to use target language. The effect of this method is the students have become to use it and they have more motivation to learning because they know they have some task that they have to do.

            In conclusion, some method in learn new language that is the teachers show the rules of the sentence to student, then student repeat what teacher said, also student active in communicative at class, and students do many tasks about using target language. Although, there have been many methods, but different students learn differently.