CHILDREN’S STRATEGIES IN LEARNING ENGLISH SPELLING, THEIR CORRELATION WITH THEIR ERROR SPELLING (A Case study Among Students of MIM Tegalarum Grade Four and Five in the 2002/2003) - Test Repository
CH ILD REN’S STRATEGIES IN LEARNING ENGLISH SPELLING, TH EIR CORRELATION
W ITH TH EIR ERROR SPELLING
(A Case study Among Students of MIM Tegalarum Grade Four and Five in the 2002/2003) THESIS
Submitted to the Board of Examiner in Partial Fulfillment of The Requirements for the Degree of Educational Islamic Studies (S.Pd.I)
In the English and Educational Department
ENGLISH DEPARTMENT OF EDUCATIONAL FACULTY STATE ISLAMIC STUDIES INSTITUTE (STAIN)
SALATIGA
DEPARTMENT OF RELIGIOUS AFFAIRS STATE ISLAMIC STUDIES INSTITUTE SALATIGA
Tentara Pelajar No. 2 Salatiga 50721 Telp. (0298) 323433, 323706
STATEMENT OF CERTIFICATION
CHILDRENS STRATEGIES IN LEARNING ENGLISH SPELLING jTHEIR CORRELATION WITH THEIR ERROR SPELLING (A Case Study Among
M1M Tegalarum Grade Four and Five in The 2002/2003)
KDNT1 ASrHANI A.M.
113 97 005 las been brought to the Board of Examiners at 08th April 2002 M/25lh Muharram 1422 H, nd hereby considered to completely fulfilled the requirements of the Degree of Sarjana in the mglish and Education Department.
08lh April 2002 M Salatiga,-----------------------------
25th Muharram 1422 H BOARD OF EXAMINERS
Secretary
\JVtL-
Drs. H. M. Zu fa, M.Ag, NIP. 150 177 821
2IKi Examiner Drs. Masvkur Minan, M.A.
NIP. 150 526 821 NIP. 150 182 685
Attentive Counselor
Dra Woro Retnoningsih, M.Pd The Lecture of Educational Faculty State Islamic Studies Institute Salatiga
ATTENTIVE COUNSELOR NOTES Salatiga, 27th March 2002
Case : Kunti Asihani Alfi Muslihah’s ThesisDear The Head of Salatiga State Islamic Studies Institute After reading and correcting Kunti Asihani Alfi Muslihah’s thesis entitled
“CHILDREN’S STRATEGIES IN LEARNING ENGLISH SPELLING, THEIR
CORRELATION WITH THEIR ERROR SPELLING (a Case Study Among
Students of MIM Tegalarum Grade Four and Five in the 2001/2002)”, I have
decided and would like to propose that if could be accepted by the educational
faculty, I hope it would be examined as soon as possible. Consultant, Dra Woro Retnoningsih. M.Pd NIP. 150 262 646DEDICATION
1. My beloved my Mother and my Father
2. My beloved Husband ( I Love You Forever)
3. To My Son in my pregnancy
4. My Brothers and Sisters
5. My Nephews and Nieces
6. Everyone that I love and who love me
M O T T O
“ A friend in need is a friend indeed, so it is important to forgive
and forget all the sadness “
ACKNOWLEDGEMENTS
Alhamdulillah, in the name of Allah swt., who has given remarkable Blessing without which the writer would never have accomplished this thesis.
This thesis is not merely the writer’s work, it has been greatly improved by the comments and notes of a great body of people who gave their suggestions, guidance, help and support. Therefore, the writer would like to express her gratitude to
Drs. Sa’adi, M.Ag. and Dra. Woro R. M.Pd., her consultant, who have helped shape the ideas that have gone into this thesis.
Her sincere gratitude is devoted to her beloved husband and family who have for so long encouraged her patiently. It is their support that also made the writer finish this thesis. Also all my lecture that was teach me for 4,5 years.
Uncountable thanks are also dedicated to the principal, the teachers, and the students of MIM Tegalarum who have been so helpful to make the research run well.
The writer does not forget that she owes many thing to “Anggar Rental Computer” for the typing and everything.
Finally, needless to say, this thesis has many shortcomings. However, the writer wishes that this thesis will be of some contribution to the practice of English teaching-learning process at the Elementary School.
CHILDREN’S STRATEGIES IN LEARNING ENGLISH SPELLING
THEIR CORRELATION WITH THEIR ERROR SPELLING
By Kunti Asihani Alfi M. 11397005
A B S T R A C T
The object of this research was the children’s learning spelling strategies which led to the occurrence of their spelling errors. Those learning spelling strategies can be inferred from the characteristics of those errors.
1'he research used a content analysis method. The data were the characteristics of the children’s spelling errors. The contexts of the data were the characteristics of the input, learning spelling strategies, and cognitive structure and cognitive processes of the research subjects. The analytical construct being used was input - process - output. This research involved the students of MIM Tegalarum grades four and five in the
2002/2003 academic year. Quota sampling and Krejcie and Morgan Table were used to determine the size of the sample. A dictated spelling test was used to create the data. The data collected 255 addition errors, 704 omission errors, 153 transposition errors, 2301 substitution errors, 92 confusion errors - were analyzed contextually.
The result of the analysis reveals that the children’s spelling errors are errors related to the competency of auditory discrimination and use of correct word pronunciation, consonant and vowel competency, plural noun and third person singular markers, syllabication competency, diphthong and vowel digraph competency, and the competency of silent e. using an analytical construct, it is inferred that the strategies employed by the children are interference, transfer, generalization and oversimplification with the tendency of using word pronunciation as the basis for w o rd . spelling the
TABLE OF CONTENTS
CHAPTER I : INTRODUCTION
b. Indonesian spelling.
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CHAPTER III: RESEARCH REPORT
1. The Total Error Frequency Distribution Of The Spelling
2. The Research Data About The Strategy Of Learning
BIBLIOGRAPHY APPENDIXES
LIST OF TABLE
No Title Page
1. The Teacher Condition of MIM Tegalarum are as Volunteer and was
4. The Total Error Frequency Distribution of the Spelling Error Categories
5. The Total Error Frequency Distribution of the Addition Category Made by
6. The Total Error Frequency Distribution of the Omission Category Made by
7. The Total Error Frequency Distribution of the “Auditory Discrimination”
8. The Total Error Frequency Distribution of the Substitution Category Made
10. The Error Frequency Distribution of the “Auditory Discrimination”
12. The Error Frequency Distribution of the Competency of “Plural” and “Third
14. The Error Frequency Distribution of the Competency of “Diphthong” and
CHAPTER I INTRODUCTION A. The Background Of The Study Language is something we need to express our opinion, emotion and desires
whether in speaking or writing. Language is mostly used in communication, in the form of conversation and dialogue. Language is a system of arbitrary vocal symbol used for communication. 1 That statement explain that language is concern with the system of producing sounds by speech organs. There are no two language which are the same, because every language has its own rules. 2 Each language has its own unique system which is different from one to another. The differencies are in the system of grammar, vocabulary and sounds.
English is a foreign language in Indonesia. The government has taken measures about it, for example teaching it in Indonesia. It is include in the local curriculum from elementary school up to Universities. The fact is in the decrees of the ministary of education and culture No. 0487/4/1992 and No. 060/U/1993 employ that English can be introduced to elementary school students as “local” curriculum contents.
The introduction of English subject in elementary school tours pronounciation, vocabulary, spelling and reading. The learning English spelling is considered as one of early steps need in learning the required basic skills. Learning English spelling as a part of learning English skill, is expected to be effective and efficient for children’s to learning it, so that they will be more ready and confident in learning it in the higher levels. The introduction of English spelling in elementary school will be beneficial since they can use of their strong memorization ability for example when they study mathematics, they learn and memorize all of number from 1, 2, 3, 4 etc so they can count, or when they must memorize all of traditional leave or songs from their art teacher.
In spelling, there are differencies between Indonesia and English spelling for example is the sound of each alphabet as when we spell “a” it has different sound. In English "a” is spelled “ei” but in Indonesia “a” is spelled “a” too and so the others. From that examples, English language will feel difficult for children when they learn it, especially they learn as a foreign language. The spelling errors that may made by children arise from that difficulties or may also arise from the lack of competence, the lack of practice, on appropriate methods of teaching, or the defects within the children to make this easier to study we need strategy.
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Strategy is tactic which are tools to active the success or planning, competition, conscious. Strategy is tactic to get the target easier learning strategics are
- specific actions taken by the learner to make learning easier, faster, more enjoyable, more self directed, more effective and more transferable to new situation.3 Learning strategies help learners to regulate their own cognition and to focus, plan and evaluate their progress as they move to ward communication competence, for example. Look
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for the private teacher, have more time to study, spend all material that given by teacher in the cassette or disc. Language learning strategies is action that taken by learner to improve their intelligent or skill especially in language skills, learning English as a foreign language although was used strategy, children will make some of errors, so in this research the writer focused on the relation between children’s strategies in learning English spelling with their errors.
B. The Statement of The Problem
Avoiding in correct interpretation of this research. The writer wantrto analysis children’s strategies in learning English spelling, their correlation with their error spelling. The followings are the problems that the writer is going to scrutinize :
1. What spelling errors are majorly made by the students?
2. What strategies of learning spelling are performed by the students?
3. What are better strategies that should be used for the children in learning English spelling ?
C. The Objectives and The Benefit of The Study
1. The objectives of the study are a. To find out the spelling errors made by the students.
b. To find out the strategies of learning spelling that performed by students.
c. To find out the factor that caused the spelling errors tend to be made by MIM Tegalarum or Islamic elementary school children learning English
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2. The benefit study of this research are
To give theory as a support on language learning especially in learning English spelling as a foreign language in Indonesia. The examples are theory- theory learning tactic or strategy although better than the theory or strategy that usually use in learning process, so children can practic in learning and get their success.
D. Hypothesis
The writer’s hypothesis of this research is: “There is a corelation between spelling errors and learning spelling strategies in learning English as a foreign language among the students of in Tegalarum Islamic Elementary School studying English.
E. Research Methodology
1. Population and Sample
The population of the research was the students of MI Muhamadiyah Tegalarum grades four, and five in the 2002/2003 academic year. There were 53 students at grades four and five, 53 students coming from 27 students of grade four and 26 students of grade five became the population of the research. In determining the size of the sample, the researcher used Krejcie and Morgan Table. From the table, it was known that the needed sample size from 53 members of the population was 53 students.
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2. The Instrument
The instrument to create the data was a dictated spelling test. The test consisted of 100 sentences with one missing word in each completed by the corresponding picture. Those missing words are selected from the GBPP and the materials used in elementary schools. The test specification was constructed as the modified form of a dictated spelling test and its objective by Mercer and Mercer and a diagnostic spelling test by Hammill and Bartel.
a. Validity As in developing the test, the teaching material in the curriculum and the English spelling rules and English spelling competencies presented in
Chapter II were used, the test was said to have a content validity and a construct validity. Beside that, item analysis using the correlation formula of Pearson Product Moment was used in this research. Each item had 1 score for the right answer and 0 score for the wrong one.
b. Reliabilitiy The technique of measuring the reliability of the instrument in this • research was the computation using the formula of K_R 20. The computation showed that the instrument was reliable (r = 0,978).
3. The Prosedures of the Test
The test consists of 100 sentences with one missing word in each completed by a corresponding picture. In the dictated spelling test, the children are asked to spell the missing word in each sentence being dictated by the
6 Second, she dictated the whole sentences. Hence, the researcher read the whole
sentences with the stress on the missing words. Third, the researcher pronounced the missing words once more. In that way, the children were expected to be able to spell the missing words correctly by making use of the contexts, pictures and the word pronunciation.
In this research the writer use test to collect the data : Test is a sequence question which is used to measure or evaluate how far the ability, knowledge, and intelligence or aptitude owned by someone or student.5 In this research the writer use dictated spelling test. The test consisted 100 sentences with one missing word and each word that miss will answer with corresponding picture. Those missing word are selected from the materials used in Elementary School. For example :
1. That i s .................
2. This a re .....................
3. What is it ? It i s ......................
4. Procedur of Data Collection and Data Reduction
The spelling errors of each subject collected through the dictated spelling test. The characteristics of the spelling errors were specified in a detailed and systematic way. They were devided into live categories of spelling errors-incorrect addition, omission, transposition, substitution, and confusion of homonym. Then the spelling items incorrectly added, omitted, transposed,
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substituted and homonym being confused were specified in details. The frequency of spelling errors in each category was counted. In this way, each subject had his or her profiles of typical spelling errors.
By comparing the profiles of the spelling errors of all subjects, the spelling errors of all subjects, the spelling errors were ranked from the most general to specific characteristics. The types of spelling errors made by most of the subjects were used as the basis of making inferences about the learning spelling strategies employed.
5. Procedure of Making Inference
To make inferences from the spelling errors, the first step taken was determining the context of the research data, the empirical environment of the data. The next step was analyzing the relations between the data and the context of the data. The analysis was done by employing any knowledge of the researcher about the related data context. Based on what was known about the firm relations between the data and various elements in data context, the researcher made inferences about the characteristics of the phenomena of the research object also existing in the data context.
At stated earlier, the data in this research were the spelling errors the characteristics of which had been specified. The context relevant to the data was the cognitive structure and cognitive process of the subject. The cognitive structure was more concerned with the children’s knowledge about the
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the processes by which children perceive, interpret, integrate, organize and store the ‘input’ about the items of English spelling system. This set of processes is conceptualized as the “learning spelling strategies” of the research subjects.
6, Analytical Construct
An analytical construct operationalizes what the analyst knows about the interdependencies between data and context. The analytical construct model being used in this research was an input-process-output model. The input was the correct spelling of English words. The output was the English words misspelled by the children. Whereas the process was the learning spelling strategies by which the input was changed into the output.
7. Procedure of Data Analysis
The findings of content analysis-inferences about the characteristics of the phenomena constituting the meanings of the data-were gained by analysing the relations between the data and its context.
In this research, the data which were the various spelling errors were analyzed by counting the frequencies of certain types of errors made by the sample and presenting them in tables. The main tables consisted of five cells concerning five categories of errors. The details of items incorrectly added, omitted, transposed, substituted, and homonyms being confused in the word were presented in other tables. In this way, the patterns and relations existing in
9 To analyze the data in this research the methods used is quantitative,
than to analyzis the item of children’s strategies in learning English spelling with their error, the writer using correlation formula by Pearson Product Moment, there are :
Zfd - Cx . Cy N
Where : rxy = Correlation between x and y.6 From the answer of the instruments we can account the data with the formula above are the last with know are the strategy that used by student’s valid or no from that answer too we can look for kinds of the than the writer can conclude the best solution.
F. The Writing System of The Paper
It is the outline, which will be discussed in the thesis, the writer divides into five chapters.
The first chapter, will talk about introduction, it includes the background of the study, the statement of the problem, the objective and benefit of the study the methodology and the theoretical system of the paper.
10 The second chapter, the writer will talk about review of related literature.
The basic theories presented by writer are closely related to the topic of her thesis, in this case the writer start from spelling. There are English spelling and Indonesian spelling, children’s errors in English spelling, learning strategies, learning English spelling strategies, and the children’s strategies in learning
English spelling.
The third chapter is the methodology of the research. It explains about population and sample and sampling, the method of collecting data, data presentation.
The fourth chapter is research data, data analyses, and interpretation of the data analysed.
The last chapter will talk about the conclusion, implication and suggestion. It is final words of the thesis.
CHAPTER II THEORETICAL STUDY A. Theoritical Framework
1. Spelling
In learning Engglish there are four skills that must learn by student. That four ski Is are reading, writing, listening, and speaking. It has big role or has deep relation in spelling. Because in practice spelling need it skills. Good spelling is very important in learning foreing language, especially in learning Engglish, because there are differenciate between one language with another. Spelling is the forming of words from letters in both written and oral form, according to accepted usage.7) a. English Spelling
Adderson and Lap said that “Some major skills needed by learner in English spelling, the ability to relate sounds of the language with the ability to recall and represent consonant-vowel patterns in the English spelling there are the ability to recognize sound variations represented by vowels and consonants, the ability to use a dictionary to ascertain correct spelling and pronounciation, the ability to recall and represent consonant-vowel patterns in the Engglish spelling, the ability to revognize sounds variation represented by vowels and consonant.8) According to Stephens in * ) S 7) Hammil, D. D and Bartel, NR.
Teaching Children With Learning And Behavior Problem. Boston:
12 Marcer and Marcer notes that there are nine English spelling competencies that enable
the child to be an effective speller. The nine English spelling competencies are :
1. Auditory discrimination : the ability to discriminate consonant sound and vowel sounds and use correct word pronounciation.
2. Consonants : the knowledge of consonants in initial, final and medial position, in word and knowledge of consonant blends.
3. Phonograms : the ability to identify phonograms in initial, medial, and final positions in words.
4. Plurals : The ability to form plurals by addings, adding cs, changing f to v, making medial changes, and the knowledge exceptions.
5. Sylabication : the ability to devide words into syllables.
6. Stroctural elements : the knowledge of root words, prefixes and suffixes.
7. Ending changes : the ability to change ending words which end in final e, final y, and final consonant.
8. Vowel digraphs and diphtongs : the ability to spell words in which vowel digraph forms one sound (ai, ea, ey, ei, ie) or a dipthong forms a blend (oi, ov, ow).
9. Silent e : the knowledge of single-syllable word that end in silent e .9) A serious English spelling problem is posed by the phonetic inconcistencies between speech sound and written symbols. Hanna and Moore reported that, “The
English system of writing is basically alphabetic and that for almost every sound there is a highly regular spelling.”10) In general, none of the roles is absolutely correct. There are some axception. However, they are valid for most of the words children incounter in primary school. Using English spelling rules is one of a number of strategies that can be used when we are unsure of a words spelling. Lapp and Aderson present some of the English spelling rules : 1. Plural of most nouns are formed by adding -s to the singular : cat, catc, etc.
2. When the noun ends in s, x, sh, and ch the plural generally is formed by adding -es : buses, boxes, bushes, churches.
3. A noun ending in y proceded by a consonant forms its plural by changing the y to i and adding -es : fly, flies.
4. Plural of a few nouns are made by changing their form : mouse, mice; child, children.
5. A word that end in silent e usually keeps the e when a suffix beginning with a consonant is added : nine, ninety; home, homeless.
6. A word that end in silent e usually drops the e when a suffix beginning which a vowel is added : ride, reading; dance, dancer.
7. In words like calf and half, the f of the singular is changed to v before adding -es to form the plural : wolf, wolfes; knife, knives.
8. When words end in a single consonant preceded by a single vowel, the last consonant is called the final consonant. This final consonant is duble before a suffix beginning with a vowel, swimming, bigger.
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9. A word ending y and following a consonant usully changes the y to i before a suffix is added unless the suffix beginning with i : cry, coying, cries. A word that ends in a y and follows a vowel usually keeps the y when a suffix is added : buy, buys, buying.
10. The letter q is usually followed by u : quick, queen.
11. The letter i is usully used before e (believe, shield, field) except ofler c (receive,
sociaty) or when sounded like an a as in neighbour and weight. Exceptions : neither, either.
12. Ph often sounds like f; elephant, alphabet.ll)
b. Indonesian Spelling In Ejaan Yang Disempurnakan (EYD) there are also 26 letters in Indonesian alphabet. Indonesian has 5 vowel (a, e, i, o, u), 21 consonants (b, c, d, f, g, h, j, k, 1, m, n, p, q, r, s, t, v, w, x, y, z), tree diptongs (ai, ou, oi) and four consonant clusters (kh, ng, ny, sy) representing one consonant.
1) Indonesian syllable patterns
a) The are four main syllable patterns : v (a-nak), vc (ar-ti), cv (ra-kit), cvc (pin tu).
b) Some additional syllable patterns in Indonesian are ccv (pra-ja), ccvc (block), vve (eks, ons), cvcc (teks), cccv (stra-te-an), cccvc (struk-tur).
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2) Indonesian syllabication
a) When there are twovowels in sequence, the hyphenation is between the two vowels, e.q. ma-in, sa-at.
b) When there is a consonant between two vowels, the hyphenation is immediately before the consonant, e.g. ba-rang, su-lit. ng, ny, sy, kh represent one consonant. Those combinations cannot be separated so that the hyphenation takes place before or after those combination.
c) When there are two consonants in sequence, the hyphenation is between the two consonants is between the two consonants, e.q. man-di, som-bong.
d) When there are three or more consonants in the middle of a word, the second one, e.g. in-stru-men.
3) The spelling of some borrowing words a) c before a, u, o and consonant is spelled k (colonel-kolonel, cubic-kubik).
b) a before e, i, oe, and y is spelled s (circus-sirkus, cent-sen).
c) ch pronounced as s or sy, is spelled s (machine-mesin)
d) ch pronounced as ou is spelled an (counter-kaunter)
e) dh is spelled j (sorghum-sorgum)
f) oo is spelled u (cartoon-kartun)
g) on pronounced as ou is spelled au (counter-kaunter)
h) ph is spelled f (phase-fase) i) q is spelled k (aquarium-akuarium) j) sch before a vowel is spelled sk (schema-skema)
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e. Confution of homomyms Homomyms words that make confuse for learner to remember and differ it to another. Spelling errors can be analyzed in writen composition as well as on dictated test.
3. Learning Strategies
In Oxford says that learning strategies are specific action taken be the learner to
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make learning easer, faster, more enjoyeble, more self-dirrected, more effective, and more transferable, to new situations.14) And they devides learning strategies into direc strategies and indirect strategies. Direct strategies fall in to : memory strategies cognitive strategies, compensation strategies, indirect strategies fall into : metacognitive strategies, avective strategies, and social strategy memory strategies function to help students stone and retrieve new information. The include four sets : a) creating mental lingkage. b) applying images and sounds, c) reviewing well, d) employing actions. Cognitive strategies have four sets : a) practicing, b) receiving, and sending massage, c) analyzing and reasoning, d) creating structure for input and output. Compensation strategies consist of a) quessing intelligently, b) overcaming limitations in speaking and writing.15) Indirect strategies consist of metacognitive, avective, and sosial strategies.
Metacognitive strategies allow the learners to coordinate their learning process by 14) Oxford, R.L. Language Learning Strategies, What Every Teacher Should Know. N ew York :
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using function such as centering, surranging, planning and evaluating. Metacognitive strategies consist of a) centering, learning, b) arranging and planning learning, c) evaluating learning. Avective strategi have regulate emotion, motivation, and attitudes. Avective strategy fall into three sets : a) lowering anciety, b) encouraging self, c) taking emotional temperature Social strategies have students leant trough interaction with others. Social strategies include : a) asking questions, b) cooperating with others, c) emphathizing with others.
Since in the English learning process the psycological activities inside the learners is going assumed as the core of the learning strategies, the strategies proposed by oxford by oxford that are relevant to the problem are the memory and cognitive strategies.
0. melly and Chamot propose in Brown’s book that. “In language learning strategy falls into three main categories; there are metacognitive, cognitive, sosio affective strategies. Metacognitive strategies include : advance organisers, directed attention, selective attention, self-management, functional planing, self-monitoring, delayed production and self-evaluation. Cognitive strategies include repeatation, resourcing, translation, grouping, note taking, deduction, recombination, imagery, auditory representation, keyword, contectualization, ellaboration, transfer, inferencing. Sosioafective strategies fall into cooperation and question for clarification strategies”.16) Like oxford’s theory, the theory proposed by O. Malley and Chamot is too wide if applied in this study. Since this study is frensed on the learning spelling
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strategies that underlie the presence of the children’s spelling errors the most relevant part of this theory is the cognitive strategies.
A more simple learning theory is proposed by Brown. According to brown is quoted by Partolo there are four strategies that a language learner employs : transfer, a corryover of previous performance or knoledge to subsequent learning : interference, the “butting in” effect of the native language in the target language; generalization, infering or deriving allow or rote or conclution from the observation of particular instances (the native language); simplification, the process of uncomplicating or reducing events to common forms or to as few parts or features as posible.I7)
4. Learning English Spelling Strategies
According Brown, learning English spelling strategies are not always observable but there are indicators-the spelling errors wich are observable and can be used to infer what happens inside the learner, what procedures or strategies happens inside the leamer.18) Among the theories of the language learning strategies, Brown’s theory seems simple compared with that proposed by oxford or O Malley and Chamot but in this study, Brown’s concept is the most applicable one since it is directly related to the posibilities of the making of spelling errors by childrens.
If children use the existing information - the phonemic spelling system of Indonesian - as the basic for perceiving storing, and recalling the new information -
17) Partolo, Bambang W. Relationship between listening comprehention profiency and learining strategy o f students o f English Education Department IKIP Yogyakarta.
23 Children must also learn that the same sound can in some cases be represented
by different letters (city and sun) and that the same letter can represent different sounds (comic and city). Sometimes, letters are used when spelling a words but not when speaking it (the gh is silent in night: the e is silent in kite). In summary, children must master many complex aspects of understanding in order to spell oppropriate learning strategies. In appropriate learning spelling strategies in internalyzing the English spelling system will result in the established cognitive structure different from that of
English and this will be the couse of the learners spelling errors. Based on the insight of Brown’s theory, childrens may use transfer, interference, generalization of simplification strategies in learning English spelling. v *****
B. Conceptual Framework
Children internalized the spelling system of English by applying certain learning strategies. They leam English as a local content (of the curriculum) at the age of around 10-12 years. So, in days gone by children, with their memorization ability, will have memorized many spelling rules together with lists of numerous exceptions.
At those ages, they are still in the age of concrete operational stage and they can take benefit from the left as well as the right hemisphere of the brain to process, store and retrieve information about the English spelling system. They are also still in the iquilibration-disiquilibration process that enables their cognitive structure about the spelling system of English to change successively. They have already learned
Indonesia as a national language for about four years informal instruction and have
24 English is still a new program as well as the first foreign language, the reseacher
asumes that they have not yet estabished the right cognitive structure of the English spelling.
Children at the age of 10-12 years have established their cognitive structure about the phonetic Indonesian spelling system. They are used to spelling the word as they pronounce them. When they spell English words they may carry over the way they do in Indonesian. Some regularities that exist in english spelling also contribute to this and lead them to generalize the spelling habit. In facing difficulty spelling words, children may come into the disequilibrium state so that they formulate hup theies on the spelling of certain words. The growing cognitive structure and the impropriate strategies of spelling English lead them commit spelling errors.
In addition that spelling errors are evidence of how spelling-is learned or the strategies childrens are employing in the discovery ot the English spelling system, then the spelling errors are the refrection of the childrens strategies in learning English spelling. Hence, children’s spelling errors can be used to infer their spelling strategies.
CHAPTER IH RESEARCH FINDING A. Research Reports _ In this chapter the writer will reported her reported her research of that take place on 06 and 07 Februari 2002. I. 'Flie General Transparancy of Research Field
a. Short Story of M1M Tegalarum MIM Tegalarum was build because of Kartini-Kartini’s initiative. They are
Ny. Japairo and Nyai Marom. At 1950 they have initiative to improve the Japairo’s people, education. That two women told their idea to their husband as a leader and Saijana or Educational people in that place, than that initiative allowed by their husban. Kyai Japairo and Kyai Marom tolk to their people to choose a location of it education.
The first location is a forest, because at that time all of Kunden location is forest. It place is a pinaples forest so by Japairo people call that place Tegalarum. That Japairo and Tegalarum people become education and have develop thinking and than they build a mosque, so that it education place become known place for people that leave in those invirontment.
The founder of MIM Tegalarum are :
26 2. Nyai Marom as a inicitator.
3. Kyai Bei Japairo as a leader of Japairo’s people.
4. Kyai Marom as a sarjana (education people in those time).
5. Bp. Dimyati as a teacher and as a headmaster.
6. Bp. Syamsyudin as a first teacher.
7. Bp. K.H. Fadolli as a first teacher.
8. Bp. Sadzaly as a first teacher.
9. Bp. Dumairi as a first teacher.
10. Bp. Hasyim As’ari as a first teacher.
On 1955, because of the inprovement of it education, by the founder registered it to Religius Department (DEPAG) Klaten, so it become Islamic! Elementary Education that under protection of Muhammadiyah organization.
b. The principle and the object In each organisation or institution, before done their activity should have their objects, because without it will difficult to know how far is their succes, to know and evaluate the succes of their effort, to choose the next policy to improve their programs, and didn’t out from the aim of institution.
From that reason the founder of MIM Tegalarum was decided the principle and the object they are :
27
1. The principle of that education istitution are According to five principles of the Republic of Indonesia and the constitution of Republic of Indonesia 1945 especially in part XIII
Chapter 31 on 1 and 2 verse. Verse one : “Every citizen qualified to get education.” Verse two : “The goverentment made an effort and to take care of one system of National Education that ordered by constitutions.”
2. The objects
a. Realized education people in Tegalarum and in the invirontment so they become an education people.
b. Advance people’s science tehnology and skill to build sociaty and nation based on the Five Principle of Republic of Indonesia and the Constitution 1945.
3. The geographic position of MIM Tegalarum Volume and position of MIM Tegalarum is founded on 667 cm2 of land. Location of MIM Tegalarum is in Tegalarum village, with address is on Jl. Penggung - Jatinom 2 kilometress, Tegalarum, Kunden, post kode 57475, Karanganom, Klaten.
MIM Tegalarum have limitation of location there are :
a. North : Djlapan village
b. South : Troso village
28
c. West : Brangkal village
d. East : Rice field and main street of Tegalarum and other village More evective and clearer about that location, writer will offened a map of MIM Tegalarum position.
Map of MIM Tegalarum Mine street of Tegalarum and other village
,--------------------------------, -------
MIM Pe L
Teg oc ng at io gun al n aru g - m
Jla Ka pan ra n ga Vi n lla y ar ge
S tr ee t
Brangkal Village
4. Theacer’s and student’s condition
a. Teacher’s condition
1. The teacher of MIM Tegalarum are as volountier and was
29 Tabel 1
2
13
13
5
27
15
12
4
31
17
14
3
32
18
14
34
Condition of Teacher Frequency Prosentage
18
16
1
Total Man Woman
Grade Sex
Tabel 111
There are students condition according their sex
b. Student condition The total of student of MIM Tegalarum in 2002/2003 academic year are 178 students.
From that table was presented above writer can told that the totally of teacher of M1M Tegalarum are 14 teacher on 2002/2003 periode, with 6 woman and 8 man teacher,
D2 Degree 14 100% Senior High School/PGA - - Totally 14 100%
Education grade Frequency Prosentage SI Degree - -
2. According to their graduating Tabel 11
8 55 % Volountier teacher 6 45% Totally 14 100%
Permanent teacher
26
30 B. The Research Finding
Data that needed in this research are about children’s strategies in learning English spelling and the major error spelling that made by the student. In this research, we will look for the data with presented 100 items question which have category as presented in chapter II. Than here the researcher will present category data that was got from the tests that was tested at 12 of February on 2002. The data finding will presented in apendic part A . there are the error frequency distribution that made by the student as the answer of the research instrument as follow :
I. The total error frequency distribution of the spelling errors
NO SUBJ ADD OMl TRA SUB CON 27 aa
10
5
1 9 i
6
7
1
61
1
10 j
5
12
4
29
- - 11 k
5
3
2
32
2
12
1
4
6
3
20
1 13 in
2
12
4
3
2
2 14 n
46
1 2 b
3
10
5
34
- - 3 c
8
11
2
36
2 4 d
2
21
1
4 5 e
18 - 8 h
3
12
3
40
- - 6 f
6
13
4
30
1
7 g
4