AN ANALYSIS OF PRONUNCIATION ERRORS MADE BY INDONESIAN SINGERS IN MALANG IN SINGING ENGLISH SONGS

Size: px
Start display at page:

Download "AN ANALYSIS OF PRONUNCIATION ERRORS MADE BY INDONESIAN SINGERS IN MALANG IN SINGING ENGLISH SONGS"

Transcription

1 AN ANALYSIS OF PRONUNCIATION ERRORS MADE BY INDONESIAN SINGERS IN MALANG IN SINGING ENGLISH SONGS Ivana Okta Riyani, Johannes Ananto Prayogo State University of Malang ABSTRACT: This study is conducted to find out the pronunciation errors made by Indonesian singers in singing English songs.in collecting the data, the writer used the recorded material of the live performances of the singers, found the errors, and analyzed them.the researcher counted that there are 506 pronunciation errors out of the 2,569 words (19.69%) made by the Indonesian singers in singing the English songs. It was revealed that there were three kinds of pronunciation errors. It was found that there were 226 errors in consonant pronunciation made by the singers (44.66%). It was also found that there were 186 vowel errors (36.76%), and the last were 94 diphthong errors (18.58%).Finally, this research is expected to be able to help the Indonesian singers in Malang to improve their pronunciations, to the students and also lecturers to make this study as a reference in mastering the basic knowledge of phonology. Keywords:Pronunciation errors, Indonesian singers, English songs. The different pronunciations or different sounds will cause different meanings. Speaking without considering the pronunciation will disturb and cause misunderstanding in the meaning of the words spoken. Phonology is an aspect of linguistics which studies the sound system of language (Crystal, 1985). In phonology, pronunciation takes the most important role. Pronunciation is the choice of sounds used in forming words (Carrel &Tiffany, 1960:4). It is very important to study pronunciation since what we pronounce reflects the meaning of something. The different ways in pronouncing phonemes in English will cause different meanings of words. In learning English, non-native speakers tend to make errors. Error in the acquiring process is unavoidable and making errors is part of learning (Dulay, Burt &Krashen, 1982) as well as errors which occurs in Indonesian singers pronunciation in Malang. Dulayet al. also stated that one of the factors which cause the error is the influence of first language (L1). For example, many Indonesian singers who sing English songs cannot pronounce the English lyrics in the right way. Mostly it is because of several differences between Indonesian and

2 English sounds. This reason triggers the researcher to conduct an investigation to reveal the kind of errors that occur in the singers pronunciation. Related to the topic of pronunciation there are two studies concerning this topic. The first study was done by Adhistiani (2004). She studied the pronunciation of English diphthongs by the students of the English Department of State University of Malang who have Javanese language background. The findings are that in pronouncing English diphthongs, Javanese students pronounced only two English diphthongs correctly, they are /iə/ and /eə/. However they made deviations in pronouncing the rest of the diphthongs out of ten English diphthongs. The second one was done by Fatimah (2010). She investigated the pronunciation problems of English segmental sounds among the first graders of SMA Islam. She found that the tendency of the problems are on the vowels and consonants. She concluded that it is caused by the difference between Indonesian and English. All of them suggested further research concerning pronunciation to be conducted. However, those studies focus on language teaching and learning. Therefore, the researcher wants to arise her curiosity about the same issue that is pronunciation but in linguistics field. The study focuses only on the English songs that are being sung by the singers. In this research all the suprasegmental features such as stress, tone and intonation are excluded, since in songs these features are used in the music to make it more attractive or emphasize the meaning of the lyrics. The writer only focuses on the words which deal with the production of the English sounds. All the psychological or emotional factors are also excluded since the subjects are just simply singing the songs. In this study the researcher uses the Standard American English form because it is mostly used by the Indonesian. It is also widespread in through mass media such as TV, videos, movies, etc. The songs that are analyzed are sung by the American singers. The researcher has sorted them.

3 The subjects are singers in the age range of 20 to 30 years old. They are vocalists of several bands in Malang who regularly perform in several famous cafes in Malang. The writer investigates the error by recording then trascribing the improper pronunciations made by the singers in IPA (International Phonetic Alphabet) forms. RESEARCH METHOD The research design of this study is descriptive qualitative research. This research uses the descriptive qualitative method since the writer wants to describe precisely about the errors that are produced by the singers. The writer will describe the data in words, phrases or sentences to obtain general conclusion from the subject of the research. The study focuses to elaborate the pronunciation errors made by the singers in Malang in their live performances. Therefore, the whole condition was not treated, so the researcher just observed the setting of the study in the way it is. In this part the researcher will explain about the setting of the study. Setting is the environment where the study is conducted. Setting includes the place and also the time. The study took place at three cafes in Malang, they are D Lounge at MATOS (Malang Town Square), Monopoli Café which is located on Jl. Merbabu Malang, and Smooth Café at Jl. Terusan Dieng 36 Sukun Malang. Those cafes provide live music show every evening. The main subjects of this study are the vocalists of the band which perform at those cafes. There are four bands. Each band has two to three vocalists. The bands are several famous bands which perform regularly at those cafes. They are Denzuko Band, Nuendo Band, Souverain and Balance Band. The researcher took ten vocalists randomly as the samples of this study. The recordings were taken from February, 26 th 2013 March 5 th She did not tell the subjects that she was going to take the recordings of the songs because the researcher wanted to get the natural pronunciations from the subjects. The activity that the writer did was observation. In the observation the researcher tried to collect data as many as possible. There were three instruments

4 that helped the writer gathering the data which this study needed. In doing study, the researcher was the key human instrument that was the person who had to be responsible for collecting, classifying and analyzing the data. Besides, the researcher used cell phone to record the songs which were sung by the Indonesian singers in Malang as the subjects. She used also the real songs sung by the native artists and used the Dictionary of American English published by Longman to analyze the data. She also asked for help from three other English department students who have passed the Phonology class to recheck the result of the analysis done by the researcher. From the data that include the recordings of the songs, later the writer made a transcription using phonetic symbols. After that, the writer wrote and made a list of the singers words and puts all the singers words side by side with the real forms which are sung by the native or real singers words side by side in another column with the help of Longman dictionary. From the comparison between the actual forms and the real forms sung by native, the writer found the errors made by the Indonesian singers. Later on, by gathering the errors into some category, the writer found what consonants, vowels or diphthongs mistakes that appear. After that, the writer asked for help to three students of English department who have passed the phonology class to recheck the result of the analysis. The last is the writer summarized the finding and drew a conclusion of the study. FINDINGS AND DISCUSSIONS The researcher studied ten songs which were performed by ten vocalists of several bands. The ten songs consisted of 2,569 words and from those words the researcher counted that there were 506 pronunciation errors made by the Indonesian singers in Malang in singing the English songs. The errors consisted of three categories; they were the consonant errors, the vowel errors and the diphthong errors. It was found that there were 226 errors in consonant pronunciation made by the Indonesian singers in Malang in singing the English songs. It was also

5 found that there were 186 vowel errors and the last were 94 diphthong errors. The singers tended to make errors on the consonants since the percentage of the errors was the highest that was 44.66%. The result of the analysis showed that there were eleven consonants which are spoken incorrectly by the singers. They were /t/, /d/, /k/,/v/ /θ/, /ð/, /s/, /z/, /ʃ /, /m/, /r/ and the rest was miscellaneous errors in consonants. The result of the errors can be seen in this table: Table 1: Errors in Pronouncing Consonants No. Consonant Frequency of % Error 1 t d k v θ ð s z ʃ m r miscellaneous error Total Error The next is the vowel errors. the researcher counted 186 errors of the singers in pronouncing the vowels. The percentage of the vowels errors were 36.76%. It took the second position after the consonants errors. The analysis showed that the Indonesian singers in Malang made the pronunciation errors in eleven vowels. They are /ɪ/, /ʌ/, /ɜ/, /ə/, /ɔː/, /æ/, /e/, /ʊ/, /u:/, /i:/ and /a:/. The result can be seen in the table: Table 2: Errors in Pronouncing Vowels No. Vowels Frequency of % Error 1 ɪ ʌ ɜ ə

6 5 ɔː æ e ʊ u: i: a: Total Error The next is the errors in the diphthong pronunciation which occurred 94 times and the percentage was 18.58%. There were four diphthongs that were mispronounced by the singers; they were /aɪ/, /oʊ/, /eɪ/ and /aʊ/. The result can be seen in the table: Table 3: Errors in Pronouncing Diphthongs No. Diphthongs Frequency of % Error 1 aɪ oʊ eɪ aʊ Total Error From the data analysis, it was found that mostly the errors occurred because of the influence of the first language. The first possibility is the difference phonological system between bahasa Indonesia as the first language and the English as the second language. The second potential cause of the error is the limited English profiency of the singers or the speaker. It is because the limited knowledge of vocabulary. Therefore, the singers often over generalized in pronouncing the words. The errors in consonants, vowels and diphthongs are some errors that are deletion, addition or insertion, trilling, consonant or vowel changes/substitutions, aspirations, diphthongization and monophthongization. The deletion is the process in deleting the sound. It can be found in the case of plural form in the consonants /z/ and /s/. The singers tended to omit the final sound in plural form. Addition or insertion is a process in which the singers

7 or the speakers add the sound. It can be found in the case of pronouncing the word every. It should be pronounced /evri:/ yet, the singers or speakers tended to add the sound /e/ so it becomes /everi:/. The next is thrilling. It is the process where the speakers thrill the /r/ sound. The consonants or vowels changes/substitutions is the process in which the speakers or the singers substitute the sounds that they are not accustomed to with the sound that they are familiar with. The next is aspiration, it is the process in which the speakers or the singers do not aspirate the sound. It can be found in the case of pronouncing the sound /k/. The diphthongization is a process in which the speakers or the singers diphthongize a sound. It can be found in the case of pronouncing the word black. It should be pronounced as /blæk/, yet the singers pronounced it using the diphthong /ei/ then it became /bleik/. The last is called as monophthongization. It is a process in which the speakers or the singers monophthongize a diphthong sound. It occurs in most of the errors on the diphthong pronunciation analyzed by the researcher. CONCLUSIONS AND SUGGESTIONS The conclusions are derived from the discussion of the first to fourth chapters. The conclusions are forwarded to answer the research questions or problems of this study, while the suggestions are directed to the people who are related to this study. The researcher counted that there were 506 pronunciation errors made by the Indonesian singers in singing the English songs. It was revealed that there were three kinds of pronunciation errors. The errors consisted of three categories; they were the consonant errors, the vowel errors and the diphthong errors. There were eleven consonants that were mispronounced. They were /t/, /s/, /z/, /θ/, /d/, /ʃ /, /r/, /ð/, /v/, /k/, /m/ and the rest is miscellaneous errors in consonants. The singers tended to make pronunciation errors of the consonant /z/. It is due to the different phonological system especially in plural form of the first and the second language.

8 The pronunciation errors in the vowels were eleven. They were /ɪ/, /ʌ/, /ɜ/, /ə/, /ɔː/, /æ/, /e/, /ʊ/, /u:/, /i:/ and /a:/. The singers tended to make errors in the pronunciation of the vowel /ɪ/. It occurred 134 times out of 186 errors in vowel errors. The last was the diphthong errors. There were 4 kinds of diphthong errors. They were /aɪ/, /oʊ/, /eɪ/ and /aʊ/. In the diphthong pronunciation errors, the singers tended to make errors in the diphthong /aɪ/. It occurred 79 times out of 94 diphthongs errors. The words that were mispronounced are I and my. From the data analysis, it was found that the errors occurred potentially because of the influence of the first language. The first possibility is the difference phonological system between bahasa Indonesia as the first language and the English as the second language. The researcher has provided the complete explanation about the different way of pronouncing the consonant, vowel, and diphthong in English and in bahasa Indonesia. The second cause of the error is the English knowledge of the singers or the speaker. It is because the limited knowledge of vocabulary. Therefore, the singers often over generalized in pronouncing the words. For example in the case of pronouncing the word the in the song Girl on Fire by Alicia Keys. The word the should be pronounced as /ði/ before a vowel. But in the song, the word the appears before the word hottest which starts with consonant. The errors in consonants, vowels and diphthongs are some errors that are deletion, addition or insertion, thrilling, consonant or vowel changes/substitutions, aspirations, diphthongization and monophthongization. The suggestions of this study are forwarded to Indonesian singers, students and lecturers of Linguistics, and future researchers. For Indonesian singers/vocalists, the researcher suggests that in the pronouncing English lyrics in the songs the singers have to consider the good pronunciation, since the different pronunciation will cause different meaning since English is a sensitive language according to the researcher. This can be done by

9 listening to the original songs by the native singers many times and notice the correct pronunciation. This will not only give benefits for the listeners but also to the singers themselves. Good pronunciation in English songs will increase their performance on the stage. For lecturers and students of Linguistics, it is suggested that this study can be also applied in the teaching and learning process as reference for the students in mastering the basic knowledge of phonology. The lecturers are able to create material development for the students based on the data analysis. Thus, the lecturers can provide the songs in the phonology class to be analyzed by the students. It is suggested to the lecturers to pay attention on the pronunciation errors that mostly occurred based on the study. For future researchers, this study needs a lot of improvements. This study needs a deeper analysis on the phonological aspects. The researcher does hope to the other researchers that this study can give benefits for them as a guideline or reference to conduct many other studies in phonology or pronunciation analysis. REFERENCES Adhistiani, L. E A Study of Pronunciation of English Diphthongs Used by Students Having Javanese Language Background. Unpublished Thesis. Malang : Graduate Program of State University of Malang. Carrel, J., and Tiffany, W.R Phonetics: Theory and Application to Speech Improvement. New York: Mc. Graw-Hill Book Company. Crystal, D A Dictionary of Linguistics and Phonetics. Oxford: Basil Blackwell Ltd Dulay, Heidi, Burt, M. & Krashen,S Language Two. New York: Oxford University Press. Fatimah. S The Pronunciation Problems of English Segmental Sounds Among the first Graders of SMA Islam. Unpublished Thesis. Malang : Graduate Program of State University of Malang.

The Journey to Vowelerria VOWEL ERRORS: THE LOST WORLD OF SPEECH INTERVENTION. Preparation: Education. Preparation: Education. Preparation: Education

The Journey to Vowelerria VOWEL ERRORS: THE LOST WORLD OF SPEECH INTERVENTION. Preparation: Education. Preparation: Education. Preparation: Education VOWEL ERRORS: THE LOST WORLD OF SPEECH INTERVENTION The Journey to Vowelerria An adventure across familiar territory child speech intervention leading to uncommon terrain vowel errors, Ph.D., CCC-SLP 03-15-14

More information

THE INFLUENCE OF ENGLISH SONG TOWARD STUDENTS VOCABULARY MASTERY AND STUDENTS MOTIVATION

THE INFLUENCE OF ENGLISH SONG TOWARD STUDENTS VOCABULARY MASTERY AND STUDENTS MOTIVATION 77 THE INFLUENCE OF ENGLISH SONG TOWARD STUDENTS VOCABULARY MASTERY AND STUDENTS MOTIVATION By Eva Faliyanti Muhammadiyah University of Metro evafaliyanti1980@gmail.com Abstract Learning vocabulary is

More information

Florida Reading Endorsement Alignment Matrix Competency 1

Florida Reading Endorsement Alignment Matrix Competency 1 Florida Reading Endorsement Alignment Matrix Competency 1 Reading Endorsement Guiding Principle: Teachers will understand and teach reading as an ongoing strategic process resulting in students comprehending

More information

ELA/ELD Standards Correlation Matrix for ELD Materials Grade 1 Reading

ELA/ELD Standards Correlation Matrix for ELD Materials Grade 1 Reading ELA/ELD Correlation Matrix for ELD Materials Grade 1 Reading The English Language Arts (ELA) required for the one hour of English-Language Development (ELD) Materials are listed in Appendix 9-A, Matrix

More information

TEACHING VOCABULARY USING DRINK PACKAGE AT THE FOURTH YEAR OF SD NEGERI 1 KREBET MASARAN SRAGEN IN 2012/2013 ACADEMIC YEAR

TEACHING VOCABULARY USING DRINK PACKAGE AT THE FOURTH YEAR OF SD NEGERI 1 KREBET MASARAN SRAGEN IN 2012/2013 ACADEMIC YEAR TEACHING VOCABULARY USING DRINK PACKAGE AT THE FOURTH YEAR OF SD NEGERI 1 KREBET MASARAN SRAGEN IN 2012/2013 ACADEMIC YEAR PUBLICATION ARTICLE Submitted as a Partial Fulfillment of the Requirements for

More information

Program Matrix - Reading English 6-12 (DOE Code 398) University of Florida. Reading

Program Matrix - Reading English 6-12 (DOE Code 398) University of Florida. Reading Program Requirements Competency 1: Foundations of Instruction 60 In-service Hours Teachers will develop substantive understanding of six components of reading as a process: comprehension, oral language,

More information

Demonstration of problems of lexical stress on the pronunciation Turkish English teachers and teacher trainees by computer

Demonstration of problems of lexical stress on the pronunciation Turkish English teachers and teacher trainees by computer Available online at www.sciencedirect.com Procedia - Social and Behavioral Sciences 46 ( 2012 ) 3011 3016 WCES 2012 Demonstration of problems of lexical stress on the pronunciation Turkish English teachers

More information

Word Stress and Intonation: Introduction

Word Stress and Intonation: Introduction Word Stress and Intonation: Introduction WORD STRESS One or more syllables of a polysyllabic word have greater prominence than the others. Such syllables are said to be accented or stressed. Word stress

More information

GOLD Objectives for Development & Learning: Birth Through Third Grade

GOLD Objectives for Development & Learning: Birth Through Third Grade Assessment Alignment of GOLD Objectives for Development & Learning: Birth Through Third Grade WITH , Birth Through Third Grade aligned to Arizona Early Learning Standards Grade: Ages 3-5 - Adopted: 2013

More information

Correspondence between the DRDP (2015) and the California Preschool Learning Foundations. Foundations (PLF) in Language and Literacy

Correspondence between the DRDP (2015) and the California Preschool Learning Foundations. Foundations (PLF) in Language and Literacy 1 Desired Results Developmental Profile (2015) [DRDP (2015)] Correspondence to California Foundations: Language and Development (LLD) and the Foundations (PLF) The Language and Development (LLD) domain

More information

A COMPARATIVE STUDY BETWEEN NATURAL APPROACH AND QUANTUM LEARNING METHOD IN TEACHING VOCABULARY TO THE STUDENTS OF ENGLISH CLUB AT SMPN 1 RUMPIN

A COMPARATIVE STUDY BETWEEN NATURAL APPROACH AND QUANTUM LEARNING METHOD IN TEACHING VOCABULARY TO THE STUDENTS OF ENGLISH CLUB AT SMPN 1 RUMPIN A COMPARATIVE STUDY BETWEEN NATURAL APPROACH AND QUANTUM LEARNING METHOD IN TEACHING VOCABULARY TO THE STUDENTS OF ENGLISH CLUB AT SMPN 1 RUMPIN REZZA SANJAYA, DR. RITA SUTJIATI Undergraduate Program,

More information

Mandarin Lexical Tone Recognition: The Gating Paradigm

Mandarin Lexical Tone Recognition: The Gating Paradigm Kansas Working Papers in Linguistics, Vol. 0 (008), p. 8 Abstract Mandarin Lexical Tone Recognition: The Gating Paradigm Yuwen Lai and Jie Zhang University of Kansas Research on spoken word recognition

More information

Phonological Processing for Urdu Text to Speech System

Phonological Processing for Urdu Text to Speech System Phonological Processing for Urdu Text to Speech System Sarmad Hussain Center for Research in Urdu Language Processing, National University of Computer and Emerging Sciences, B Block, Faisal Town, Lahore,

More information

LEXICAL COHESION ANALYSIS OF THE ARTICLE WHAT IS A GOOD RESEARCH PROJECT? BY BRIAN PALTRIDGE A JOURNAL ARTICLE

LEXICAL COHESION ANALYSIS OF THE ARTICLE WHAT IS A GOOD RESEARCH PROJECT? BY BRIAN PALTRIDGE A JOURNAL ARTICLE LEXICAL COHESION ANALYSIS OF THE ARTICLE WHAT IS A GOOD RESEARCH PROJECT? BY BRIAN PALTRIDGE A JOURNAL ARTICLE Submitted in partial fulfillment of the requirements for the degree of Sarjana Sastra (S.S.)

More information

Year 4 National Curriculum requirements

Year 4 National Curriculum requirements Year National Curriculum requirements Pupils should be taught to develop a range of personal strategies for learning new and irregular words* develop a range of personal strategies for spelling at the

More information

1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature

1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature 1 st Grade Curriculum Map Common Core Standards Language Arts 2013 2014 1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature Key Ideas and Details

More information

Houghton Mifflin Reading Correlation to the Common Core Standards for English Language Arts (Grade1)

Houghton Mifflin Reading Correlation to the Common Core Standards for English Language Arts (Grade1) Houghton Mifflin Reading Correlation to the Standards for English Language Arts (Grade1) 8.3 JOHNNY APPLESEED Biography TARGET SKILLS: 8.3 Johnny Appleseed Phonemic Awareness Phonics Comprehension Vocabulary

More information

KEY 2: PRONOUNCE WORDS CLEARLY

KEY 2: PRONOUNCE WORDS CLEARLY The Advanced Speaking Guide for Scores of 26+ at the TOEFL ibt 9 KEY 2: PRONOUNCE WORDS CLEARLY These are the things you need to complete for Key 2. Check them off as you finish them. I read the 7 Frequently

More information

DOES RETELLING TECHNIQUE IMPROVE SPEAKING FLUENCY?

DOES RETELLING TECHNIQUE IMPROVE SPEAKING FLUENCY? DOES RETELLING TECHNIQUE IMPROVE SPEAKING FLUENCY? Noor Rachmawaty (itaw75123@yahoo.com) Istanti Hermagustiana (dulcemaria_81@yahoo.com) Universitas Mulawarman, Indonesia Abstract: This paper is based

More information

English Language and Applied Linguistics. Module Descriptions 2017/18

English Language and Applied Linguistics. Module Descriptions 2017/18 English Language and Applied Linguistics Module Descriptions 2017/18 Level I (i.e. 2 nd Yr.) Modules Please be aware that all modules are subject to availability. If you have any questions about the modules,

More information

IMPROVING SPEAKING SKILL OF THE TENTH GRADE STUDENTS OF SMK 17 AGUSTUS 1945 MUNCAR THROUGH DIRECT PRACTICE WITH THE NATIVE SPEAKER

IMPROVING SPEAKING SKILL OF THE TENTH GRADE STUDENTS OF SMK 17 AGUSTUS 1945 MUNCAR THROUGH DIRECT PRACTICE WITH THE NATIVE SPEAKER IMPROVING SPEAKING SKILL OF THE TENTH GRADE STUDENTS OF SMK 17 AGUSTUS 1945 MUNCAR THROUGH DIRECT PRACTICE WITH THE NATIVE SPEAKER Mohamad Nor Shodiq Institut Agama Islam Darussalam (IAIDA) Banyuwangi

More information

Cambridgeshire Community Services NHS Trust: delivering excellence in children and young people s health services

Cambridgeshire Community Services NHS Trust: delivering excellence in children and young people s health services Normal Language Development Community Paediatric Audiology Cambridgeshire Community Services NHS Trust: delivering excellence in children and young people s health services Language develops unconsciously

More information

CLASSIFICATION OF PROGRAM Critical Elements Analysis 1. High Priority Items Phonemic Awareness Instruction

CLASSIFICATION OF PROGRAM Critical Elements Analysis 1. High Priority Items Phonemic Awareness Instruction CLASSIFICATION OF PROGRAM Critical Elements Analysis 1 Program Name: Macmillan/McGraw Hill Reading 2003 Date of Publication: 2003 Publisher: Macmillan/McGraw Hill Reviewer Code: 1. X The program meets

More information

DIBELS Next BENCHMARK ASSESSMENTS

DIBELS Next BENCHMARK ASSESSMENTS DIBELS Next BENCHMARK ASSESSMENTS Click to edit Master title style Benchmark Screening Benchmark testing is the systematic process of screening all students on essential skills predictive of later reading

More information

Laporan Penelitian Unggulan Prodi

Laporan Penelitian Unggulan Prodi Nama Rumpun Ilmu : Ilmu Sosial Laporan Penelitian Unggulan Prodi THE ROLE OF BAHASA INDONESIA IN FOREIGN LANGUAGE TEACHING AT THE LANGUAGE TRAINING CENTER UMY Oleh: Dedi Suryadi, M.Ed. Ph.D NIDN : 0504047102

More information

AN ANALYSIS OF GRAMMTICAL ERRORS MADE BY THE SECOND YEAR STUDENTS OF SMAN 5 PADANG IN WRITING PAST EXPERIENCES

AN ANALYSIS OF GRAMMTICAL ERRORS MADE BY THE SECOND YEAR STUDENTS OF SMAN 5 PADANG IN WRITING PAST EXPERIENCES AN ANALYSIS OF GRAMMTICAL ERRORS MADE BY THE SECOND YEAR STUDENTS OF SMAN 5 PADANG IN WRITING PAST EXPERIENCES Yelna Oktavia 1, Lely Refnita 1,Ernati 1 1 English Department, the Faculty of Teacher Training

More information

Abbey Academies Trust. Every Child Matters

Abbey Academies Trust. Every Child Matters Abbey Academies Trust Every Child Matters Amended POLICY For Modern Foreign Languages (MFL) September 2005 September 2014 September 2008 September 2011 Every Child Matters within a loving and caring Christian

More information

Large Kindergarten Centers Icons

Large Kindergarten Centers Icons Large Kindergarten Centers Icons To view and print each center icon, with CCSD objectives, please click on the corresponding thumbnail icon below. ABC / Word Study Read the Room Big Book Write the Room

More information

Teacher: Mlle PERCHE Maeva High School: Lycée Charles Poncet, Cluses (74) Level: Seconde i.e year old students

Teacher: Mlle PERCHE Maeva High School: Lycée Charles Poncet, Cluses (74) Level: Seconde i.e year old students I. GENERAL OVERVIEW OF THE PROJECT 2 A) TITLE 2 B) CULTURAL LEARNING AIM 2 C) TASKS 2 D) LINGUISTICS LEARNING AIMS 2 II. GROUP WORK N 1: ROUND ROBIN GROUP WORK 2 A) INTRODUCTION 2 B) TASK BASED PLANNING

More information

THE HEAD START CHILD OUTCOMES FRAMEWORK

THE HEAD START CHILD OUTCOMES FRAMEWORK THE HEAD START CHILD OUTCOMES FRAMEWORK Released in 2000, the Head Start Child Outcomes Framework is intended to guide Head Start programs in their curriculum planning and ongoing assessment of the progress

More information

TEKS Comments Louisiana GLE

TEKS Comments Louisiana GLE Side-by-Side Comparison of the Texas Educational Knowledge Skills (TEKS) Louisiana Grade Level Expectations (GLEs) ENGLISH LANGUAGE ARTS: Kindergarten TEKS Comments Louisiana GLE (K.1) Listening/Speaking/Purposes.

More information

TEACHING ENGLISH PRONUNCIATION AT THE SIXTH YEAR OF SD NEGERI KAUMAN BLORA

TEACHING ENGLISH PRONUNCIATION AT THE SIXTH YEAR OF SD NEGERI KAUMAN BLORA TEACHING ENGLISH PRONUNCIATION AT THE SIXTH YEAR OF SD NEGERI KAUMAN BLORA PUBLICATION ARTICLES Submitted as a Partial Fulfillment of the Requirements for getting the Bachelor Degree of Education in English

More information

CEFR Overall Illustrative English Proficiency Scales

CEFR Overall Illustrative English Proficiency Scales CEFR Overall Illustrative English Proficiency s CEFR CEFR OVERALL ORAL PRODUCTION Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. Can convey

More information

Arabic Orthography vs. Arabic OCR

Arabic Orthography vs. Arabic OCR Arabic Orthography vs. Arabic OCR Rich Heritage Challenging A Much Needed Technology Mohamed Attia Having consistently been spoken since more than 2000 years and on, Arabic is doubtlessly the oldest among

More information

The Perception of Nasalized Vowels in American English: An Investigation of On-line Use of Vowel Nasalization in Lexical Access

The Perception of Nasalized Vowels in American English: An Investigation of On-line Use of Vowel Nasalization in Lexical Access The Perception of Nasalized Vowels in American English: An Investigation of On-line Use of Vowel Nasalization in Lexical Access Joyce McDonough 1, Heike Lenhert-LeHouiller 1, Neil Bardhan 2 1 Linguistics

More information

Vowel mispronunciation detection using DNN acoustic models with cross-lingual training

Vowel mispronunciation detection using DNN acoustic models with cross-lingual training INTERSPEECH 2015 Vowel mispronunciation detection using DNN acoustic models with cross-lingual training Shrikant Joshi, Nachiket Deo, Preeti Rao Department of Electrical Engineering, Indian Institute of

More information

A Neural Network GUI Tested on Text-To-Phoneme Mapping

A Neural Network GUI Tested on Text-To-Phoneme Mapping A Neural Network GUI Tested on Text-To-Phoneme Mapping MAARTEN TROMPPER Universiteit Utrecht m.f.a.trompper@students.uu.nl Abstract Text-to-phoneme (T2P) mapping is a necessary step in any speech synthesis

More information

Learning Methods in Multilingual Speech Recognition

Learning Methods in Multilingual Speech Recognition Learning Methods in Multilingual Speech Recognition Hui Lin Department of Electrical Engineering University of Washington Seattle, WA 98125 linhui@u.washington.edu Li Deng, Jasha Droppo, Dong Yu, and Alex

More information

NOT SO FAIR AND BALANCED:

NOT SO FAIR AND BALANCED: NOT SO FAIR AND BALANCED: ANALYZING BIAS IN THE MEDIA by Daniella Schmidt, IHE M.Ed. graduate PURPOSE This lesson plan helps high school students take a closer look at prejudices, the biases that media

More information

Applying ADDIE Model for Research and Development: An Analysis Phase of Communicative Language of 9 Grad Students

Applying ADDIE Model for Research and Development: An Analysis Phase of Communicative Language of 9 Grad Students 416 Available online at www.buuconference.buu.ac.th The 5 th Burapha University International Conference 2016 Harmonization of Knowledge towards the Betterment of Society Applying ADDIE Model for Research

More information

The Bruins I.C.E. School

The Bruins I.C.E. School The Bruins I.C.E. School Lesson 1: Retell and Sequence the Story Lesson 2: Bruins Name Jersey Lesson 3: Building Hockey Words (Letter Sound Relationships-Beginning Sounds) Lesson 4: Building Hockey Words

More information

Books Effective Literacy Y5-8 Learning Through Talk Y4-8 Switch onto Spelling Spelling Under Scrutiny

Books Effective Literacy Y5-8 Learning Through Talk Y4-8 Switch onto Spelling Spelling Under Scrutiny By the End of Year 8 All Essential words lists 1-7 290 words Commonly Misspelt Words-55 working out more complex, irregular, and/or ambiguous words by using strategies such as inferring the unknown from

More information

By Zorica Đukić, Secondary School of Pharmacy and Physiotherapy

By Zorica Đukić, Secondary School of Pharmacy and Physiotherapy Don t worry! By Zorica Đukić, Secondary School of Pharmacy and Physiotherapy Key words: happiness, phonetic transcription, pronunciation, sentence stress, rhythm, singing, fun Introduction: While exploring

More information

First Grade Curriculum Highlights: In alignment with the Common Core Standards

First Grade Curriculum Highlights: In alignment with the Common Core Standards First Grade Curriculum Highlights: In alignment with the Common Core Standards ENGLISH LANGUAGE ARTS Foundational Skills Print Concepts Demonstrate understanding of the organization and basic features

More information

MASTERY OF PHONEMIC SYMBOLS AND STUDENT EXPERIENCES IN PRONUNCIATION TEACHING. Master s thesis Aino Saarelainen

MASTERY OF PHONEMIC SYMBOLS AND STUDENT EXPERIENCES IN PRONUNCIATION TEACHING. Master s thesis Aino Saarelainen MASTERY OF PHONEMIC SYMBOLS AND STUDENT EXPERIENCES IN PRONUNCIATION TEACHING Master s thesis Aino Saarelainen University of Jyväskylä Department of Languages English September 2016 JYVÄSKYLÄN YLIOPISTO

More information

ELP in whole-school use. Case study Norway. Anita Nyberg

ELP in whole-school use. Case study Norway. Anita Nyberg EUROPEAN CENTRE FOR MODERN LANGUAGES 3rd Medium Term Programme ELP in whole-school use Case study Norway Anita Nyberg Summary Kastellet School, Oslo primary and lower secondary school (pupils aged 6 16)

More information

Taught Throughout the Year Foundational Skills Reading Writing Language RF.1.2 Demonstrate understanding of spoken words,

Taught Throughout the Year Foundational Skills Reading Writing Language RF.1.2 Demonstrate understanding of spoken words, First Grade Standards These are the standards for what is taught in first grade. It is the expectation that these skills will be reinforced after they have been taught. Taught Throughout the Year Foundational

More information

English Language A Level. Edexcel. A Handbook

English Language A Level. Edexcel. A Handbook English Language A Level Edexcel A Handbook Overview of the A Level Course Component One: Language Variation 60 marks 35% weighting Exam: 2 hours 15 mins Section A Individual Variation (30 marks) One compulsory

More information

Contrasting English Phonology and Nigerian English Phonology

Contrasting English Phonology and Nigerian English Phonology Contrasting English Phonology and Nigerian English Phonology Saleh, A. J. Rinji, D.N. ABSTRACT The thrust of this work is the fact that phonology plays a vital role in language and communication both in

More information

PAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s))

PAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s)) Ohio Academic Content Standards Grade Level Indicators (Grade 11) A. ACQUISITION OF VOCABULARY Students acquire vocabulary through exposure to language-rich situations, such as reading books and other

More information

Conversation Task: The Environment Concerns Us All

Conversation Task: The Environment Concerns Us All At a glance Level: ISE II Conversation Task: The Environment Concerns Us All Focus: Conversation task Aims: To develop students active vocabulary when discussing the environment, to expand their knowledge

More information

Linguistics Program Outcomes Assessment 2012

Linguistics Program Outcomes Assessment 2012 Linguistics Program Outcomes Assessment 2012 BA in Linguistics / MA in Applied Linguistics Compiled by Siri Tuttle, Program Head The mission of the UAF Linguistics Program is to promote a broader understanding

More information

SEGMENTAL FEATURES IN SPONTANEOUS AND READ-ALOUD FINNISH

SEGMENTAL FEATURES IN SPONTANEOUS AND READ-ALOUD FINNISH SEGMENTAL FEATURES IN SPONTANEOUS AND READ-ALOUD FINNISH Mietta Lennes Most of the phonetic knowledge that is currently available on spoken Finnish is based on clearly pronounced speech: either readaloud

More information

Pobrane z czasopisma New Horizons in English Studies Data: 18/11/ :52:20. New Horizons in English Studies 1/2016

Pobrane z czasopisma New Horizons in English Studies  Data: 18/11/ :52:20. New Horizons in English Studies 1/2016 LANGUAGE Maria Curie-Skłodowska University () in Lublin k.laidler.umcs@gmail.com Online Adaptation of Word-initial Ukrainian CC Consonant Clusters by Native Speakers of English Abstract. The phenomenon

More information

Written by: YULI AMRIA (RRA1B210085) ABSTRACT. Key words: ability, possessive pronouns, and possessive adjectives INTRODUCTION

Written by: YULI AMRIA (RRA1B210085) ABSTRACT. Key words: ability, possessive pronouns, and possessive adjectives INTRODUCTION STUDYING GRAMMAR OF ENGLISH AS A FOREIGN LANGUAGE: STUDENTS ABILITY IN USING POSSESSIVE PRONOUNS AND POSSESSIVE ADJECTIVES IN ONE JUNIOR HIGH SCHOOL IN JAMBI CITY Written by: YULI AMRIA (RRA1B210085) ABSTRACT

More information

STUDIES WITH FABRICATED SWITCHBOARD DATA: EXPLORING SOURCES OF MODEL-DATA MISMATCH

STUDIES WITH FABRICATED SWITCHBOARD DATA: EXPLORING SOURCES OF MODEL-DATA MISMATCH STUDIES WITH FABRICATED SWITCHBOARD DATA: EXPLORING SOURCES OF MODEL-DATA MISMATCH Don McAllaster, Larry Gillick, Francesco Scattone, Mike Newman Dragon Systems, Inc. 320 Nevada Street Newton, MA 02160

More information

Ohio s New Learning Standards: K-12 World Languages

Ohio s New Learning Standards: K-12 World Languages COMMUNICATION STANDARD Communication: Communicate in languages other than English, both in person and via technology. A. Interpretive Communication (Reading, Listening/Viewing) Learners comprehend the

More information

-Journal of Arts, Science & Commerce

-Journal of Arts, Science & Commerce E-ISSN9-4686 ISSN31-417 DOI : 10.18843/rwjasc/v6i4/11 DOI URL : http://dx.doi.org/10.18843/rwjasc/v6i4/11 A TEXT BOOK OF POETRY THEORY WITH CONTEXTUAL APPROACH (RESEARCH AND DEVELOPMENT IN ENGLISH DEPARTMENT,

More information

Weave the Critical Literacy Strands and Build Student Confidence to Read! Part 2

Weave the Critical Literacy Strands and Build Student Confidence to Read! Part 2 Weave the Critical Literacy Strands and Build Student Confidence to Read! Part 2 Jenny W. Hamilton jenny.hamilton@voyagersopris.com VSLWebinars@voyagersopris.com www.voyagersopriswebinars.com www.facebook.com/voyagersopris

More information

NAME: East Carolina University PSYC Developmental Psychology Dr. Eppler & Dr. Ironsmith

NAME: East Carolina University PSYC Developmental Psychology Dr. Eppler & Dr. Ironsmith Module 10 1 NAME: East Carolina University PSYC 3206 -- Developmental Psychology Dr. Eppler & Dr. Ironsmith Study Questions for Chapter 10: Language and Education Sigelman & Rider (2009). Life-span human

More information

Mixed Accents: Scottish Children with English Parents

Mixed Accents: Scottish Children with English Parents Mixed Accents: Scottish Children with English Parents Sarah Thomas and James M Scobbie Clinical Audiology, Speech and Language Research Centre Queen Margaret University, Edinburgh, United Kingdom Abstract

More information

What the National Curriculum requires in reading at Y5 and Y6

What the National Curriculum requires in reading at Y5 and Y6 What the National Curriculum requires in reading at Y5 and Y6 Word reading apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in Appendix 1 of the

More information

Grade 4. Common Core Adoption Process. (Unpacked Standards)

Grade 4. Common Core Adoption Process. (Unpacked Standards) Grade 4 Common Core Adoption Process (Unpacked Standards) Grade 4 Reading: Literature RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences

More information

Oral Interaction as a Trigger to Phonological Appropriation: An EFL Teaching Challenge?

Oral Interaction as a Trigger to Phonological Appropriation: An EFL Teaching Challenge? Oral Interaction as a Trigger to Phonological Appropriation: An EFL Teaching Challenge? Dr Yvon Rolland Université/IUFM de la Réunion Bio Data: Yvon Rolland is a SLA lecturer at the Institut Universitaire

More information

WiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company

WiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company WiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company Table of Contents Welcome to WiggleWorks... 3 Program Materials... 3 WiggleWorks Teacher Software... 4 Logging In...

More information

English for Life. B e g i n n e r. Lessons 1 4 Checklist Getting Started. Student s Book 3 Date. Workbook. MultiROM. Test 1 4

English for Life. B e g i n n e r. Lessons 1 4 Checklist Getting Started. Student s Book 3 Date. Workbook. MultiROM. Test 1 4 Lessons 1 4 Checklist Getting Started Lesson 1 Lesson 2 Lesson 3 Lesson 4 Introducing yourself Numbers 0 10 Names Indefinite articles: a / an this / that Useful expressions Classroom language Imperatives

More information

Introduction to the Common European Framework (CEF)

Introduction to the Common European Framework (CEF) Introduction to the Common European Framework (CEF) The Common European Framework is a common reference for describing language learning, teaching, and assessment. In order to facilitate both teaching

More information

DEVELOPING A PROTOTYPE OF SUPPLEMENTARY MATERIAL FOR VOCABULARY FOR THE THIRD GRADERS OF ELEMENTARY SCHOOLS

DEVELOPING A PROTOTYPE OF SUPPLEMENTARY MATERIAL FOR VOCABULARY FOR THE THIRD GRADERS OF ELEMENTARY SCHOOLS DEVELOPING A PROTOTYPE OF SUPPLEMENTARY MATERIAL FOR VOCABULARY FOR THE THIRD GRADERS OF ELEMENTARY SCHOOLS Dian Lailaningrum and Sri Rachmajanti State University of Malang Email: lailaningrum@gmail.com

More information

LISTENING STRATEGIES AWARENESS: A DIARY STUDY IN A LISTENING COMPREHENSION CLASSROOM

LISTENING STRATEGIES AWARENESS: A DIARY STUDY IN A LISTENING COMPREHENSION CLASSROOM LISTENING STRATEGIES AWARENESS: A DIARY STUDY IN A LISTENING COMPREHENSION CLASSROOM Frances L. Sinanu Victoria Usadya Palupi Antonina Anggraini S. Gita Hastuti Faculty of Language and Literature Satya

More information

Listening and Speaking Skills of English Language of Adolescents of Government and Private Schools

Listening and Speaking Skills of English Language of Adolescents of Government and Private Schools Listening and Speaking Skills of English Language of Adolescents of Government and Private Schools Dr. Amardeep Kaur Professor, Babe Ke College of Education, Mudki, Ferozepur, Punjab Abstract The present

More information

Wonderworks Tier 2 Resources Third Grade 12/03/13

Wonderworks Tier 2 Resources Third Grade 12/03/13 Wonderworks Tier 2 Resources Third Grade Wonderworks Tier II Intervention Program (K 5) Guidance for using K 1st, Grade 2 & Grade 3 5 Flowcharts This document provides guidelines to school site personnel

More information

Iraqi EFL Students' Achievement In The Present Tense And Present Passive Constructions

Iraqi EFL Students' Achievement In The Present Tense And Present Passive Constructions Iraqi EFL Students' Achievement In The Present Tense And Present Passive Constructions Shurooq Abudi Ali University Of Baghdad College Of Arts English Department Abstract The present tense and present

More information

and secondary sources, attending to such features as the date and origin of the information.

and secondary sources, attending to such features as the date and origin of the information. RH.9-10.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RH.9-10.1. Cite specific textual evidence

More information

raıs Factors affecting word learning in adults: A comparison of L2 versus L1 acquisition /r/ /aı/ /s/ /r/ /aı/ /s/ = individual sound

raıs Factors affecting word learning in adults: A comparison of L2 versus L1 acquisition /r/ /aı/ /s/ /r/ /aı/ /s/ = individual sound 1 Factors affecting word learning in adults: A comparison of L2 versus L1 acquisition Junko Maekawa & Holly L. Storkel University of Kansas Lexical raıs /r/ /aı/ /s/ 2 = meaning Lexical raıs Lexical raıs

More information

1.2 Interpretive Communication: Students will demonstrate comprehension of content from authentic audio and visual resources.

1.2 Interpretive Communication: Students will demonstrate comprehension of content from authentic audio and visual resources. Course French I Grade 9-12 Unit of Study Unit 1 - Bonjour tout le monde! & les Passe-temps Unit Type(s) x Topical Skills-based Thematic Pacing 20 weeks Overarching Standards: 1.1 Interpersonal Communication:

More information

OCR for Arabic using SIFT Descriptors With Online Failure Prediction

OCR for Arabic using SIFT Descriptors With Online Failure Prediction OCR for Arabic using SIFT Descriptors With Online Failure Prediction Andrey Stolyarenko, Nachum Dershowitz The Blavatnik School of Computer Science Tel Aviv University Tel Aviv, Israel Email: stloyare@tau.ac.il,

More information

READ 180 Next Generation Software Manual

READ 180 Next Generation Software Manual READ 180 Next Generation Software Manual including ereads For use with READ 180 Next Generation version 2.3 and Scholastic Achievement Manager version 2.3 or higher Copyright 2014 by Scholastic Inc. All

More information

Preschool - Pre-Kindergarten (Page 1 of 1)

Preschool - Pre-Kindergarten (Page 1 of 1) Preschool - Pre-Kindergarten (Page 1 of 1) Strand I: Religious Focus 1. recite the Sign of the Cross in the target language Strand II: Speaking 1. be able to use common greetings: Hello, how are you? 2.

More information

Linguistics 220 Phonology: distributions and the concept of the phoneme. John Alderete, Simon Fraser University

Linguistics 220 Phonology: distributions and the concept of the phoneme. John Alderete, Simon Fraser University Linguistics 220 Phonology: distributions and the concept of the phoneme John Alderete, Simon Fraser University Foundations in phonology Outline 1. Intuitions about phonological structure 2. Contrastive

More information

Affricates. Affricates, nasals, laterals and continuants. Affricates. Affricates. Study questions

Affricates. Affricates, nasals, laterals and continuants. Affricates. Affricates. Study questions , nasals, laterals and continuants Phonetics of English 1 1. Tip artikulacije (type of articulation) /tʃ, dʒ/ su suglasnici (consonants) 2. Način artikulacije (manner of articulation) /tʃ, dʒ/ su afrikati

More information

Fix Your Vowels: Computer-assisted training by Dutch learners of Spanish

Fix Your Vowels: Computer-assisted training by Dutch learners of Spanish Carmen Lie-Lahuerta Fix Your Vowels: Computer-assisted training by Dutch learners of Spanish I t is common knowledge that foreign learners struggle when it comes to producing the sounds of the target language

More information

The role of the first language in foreign language learning. Paul Nation. The role of the first language in foreign language learning

The role of the first language in foreign language learning. Paul Nation. The role of the first language in foreign language learning 1 Article Title The role of the first language in foreign language learning Author Paul Nation Bio: Paul Nation teaches in the School of Linguistics and Applied Language Studies at Victoria University

More information

Considerations for Aligning Early Grades Curriculum with the Common Core

Considerations for Aligning Early Grades Curriculum with the Common Core Considerations for Aligning Early Grades Curriculum with the Common Core Diane Schilder, EdD and Melissa Dahlin, MA May 2013 INFORMATION REQUEST This state s department of education requested assistance

More information

OPTIMIZATINON OF TRAINING SETS FOR HEBBIAN-LEARNING- BASED CLASSIFIERS

OPTIMIZATINON OF TRAINING SETS FOR HEBBIAN-LEARNING- BASED CLASSIFIERS OPTIMIZATINON OF TRAINING SETS FOR HEBBIAN-LEARNING- BASED CLASSIFIERS Václav Kocian, Eva Volná, Michal Janošek, Martin Kotyrba University of Ostrava Department of Informatics and Computers Dvořákova 7,

More information

Underlying Representations

Underlying Representations Underlying Representations The content of underlying representations. A basic issue regarding underlying forms is: what are they made of? We have so far treated them as segments represented as letters.

More information

MFL SPECIFICATION FOR JUNIOR CYCLE SHORT COURSE

MFL SPECIFICATION FOR JUNIOR CYCLE SHORT COURSE MFL SPECIFICATION FOR JUNIOR CYCLE SHORT COURSE TABLE OF CONTENTS Contents 1. Introduction to Junior Cycle 1 2. Rationale 2 3. Aim 3 4. Overview: Links 4 Modern foreign languages and statements of learning

More information

Plainfield Public School District Reading/3 rd Grade Curriculum Guide. Modifications/ Extensions (How will I differentiate?)

Plainfield Public School District Reading/3 rd Grade Curriculum Guide. Modifications/ Extensions (How will I differentiate?) Grade level: 3 rd Grade Content: Reading NJCCCS: STANDARD 3.1Reading All students will understand and apply the knowledge of sounds, letters,and words in written english to become independent and fluent

More information

The Effect of Discourse Markers on the Speaking Production of EFL Students. Iman Moradimanesh

The Effect of Discourse Markers on the Speaking Production of EFL Students. Iman Moradimanesh The Effect of Discourse Markers on the Speaking Production of EFL Students Iman Moradimanesh Abstract The research aimed at investigating the relationship between discourse markers (DMs) and a special

More information

One Stop Shop For Educators

One Stop Shop For Educators Modern Languages Level II Course Description One Stop Shop For Educators The Level II language course focuses on the continued development of communicative competence in the target language and understanding

More information

Analysis of Students Incorrect Answer on Two- Dimensional Shape Lesson Unit of the Third- Grade of a Primary School

Analysis of Students Incorrect Answer on Two- Dimensional Shape Lesson Unit of the Third- Grade of a Primary School Journal of Physics: Conference Series PAPER OPEN ACCESS Analysis of Students Incorrect Answer on Two- Dimensional Shape Lesson Unit of the Third- Grade of a Primary School To cite this article: Ulfah and

More information

The development of a new learner s dictionary for Modern Standard Arabic: the linguistic corpus approach

The development of a new learner s dictionary for Modern Standard Arabic: the linguistic corpus approach BILINGUAL LEARNERS DICTIONARIES The development of a new learner s dictionary for Modern Standard Arabic: the linguistic corpus approach Mark VAN MOL, Leuven, Belgium Abstract This paper reports on the

More information

Opportunities for Writing Title Key Stage 1 Key Stage 2 Narrative

Opportunities for Writing Title Key Stage 1 Key Stage 2 Narrative English Teaching Cycle The English curriculum at Wardley CE Primary is based upon the National Curriculum. Our English is taught through a text based curriculum as we believe this is the best way to develop

More information

Teaching Literacy Through Videos

Teaching Literacy Through Videos Teaching Literacy Through Videos Elizabeth Stavis Reading Intervention Specialist RR Teacher Santa Clara Unified Jenny Maehara Elementary Literacy Specialist RR Teacher Santa Clara Unified February 9,

More information

Fountas-Pinnell Level P Informational Text

Fountas-Pinnell Level P Informational Text LESSON 7 TEACHER S GUIDE Now Showing in Your Living Room by Lisa Cocca Fountas-Pinnell Level P Informational Text Selection Summary This selection spans the history of television in the United States,

More information

Primary English Curriculum Framework

Primary English Curriculum Framework Primary English Curriculum Framework Primary English Curriculum Framework This curriculum framework document is based on the primary National Curriculum and the National Literacy Strategy that have been

More information

PROGRESS MONITORING FOR STUDENTS WITH DISABILITIES Participant Materials

PROGRESS MONITORING FOR STUDENTS WITH DISABILITIES Participant Materials Instructional Accommodations and Curricular Modifications Bringing Learning Within the Reach of Every Student PROGRESS MONITORING FOR STUDENTS WITH DISABILITIES Participant Materials 2007, Stetson Online

More information

Procedia - Social and Behavioral Sciences 146 ( 2014 )

Procedia - Social and Behavioral Sciences 146 ( 2014 ) Available online at www.sciencedirect.com ScienceDirect Procedia - Social and Behavioral Sciences 146 ( 2014 ) 456 460 Third Annual International Conference «Early Childhood Care and Education» Different

More information

THE DEVELOPMENT OF FUNGI CONCEPT MODUL USING BASED PROBLEM LEARNING AS A GUIDE FOR TEACHERS AND STUDENTS

THE DEVELOPMENT OF FUNGI CONCEPT MODUL USING BASED PROBLEM LEARNING AS A GUIDE FOR TEACHERS AND STUDENTS DOI : 10.18843/rwjasc/v7i3/04 DOI URL : http://dx.doi.org/10.18843/rwjasc/v7i3/04 THE DEVELOPMENT OF FUNGI CONCEPT MODUL USING BASED PROBLEM LEARNING AS A GUIDE FOR TEACHERS AND STUDENTS Musriadi, Lecturer,

More information

The Oregon Literacy Framework of September 2009 as it Applies to grades K-3

The Oregon Literacy Framework of September 2009 as it Applies to grades K-3 The Oregon Literacy Framework of September 2009 as it Applies to grades K-3 The State Board adopted the Oregon K-12 Literacy Framework (December 2009) as guidance for the State, districts, and schools

More information

Universal contrastive analysis as a learning principle in CAPT

Universal contrastive analysis as a learning principle in CAPT Universal contrastive analysis as a learning principle in CAPT Jacques Koreman, Preben Wik, Olaf Husby, Egil Albertsen Department of Language and Communication Studies, NTNU, Trondheim, Norway jacques.koreman@ntnu.no,

More information