Corat Coret: English Literature

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Rabu, 18 Mei 2016

Senin, 16 Mei 2016

The natural approach is one of many Methods and approaches that still used by many teachers and lecturers nowadays. It was originally formulated by Tracy Terrell in 1977, who wished to develop a style of teaching based on the findings of naturalistic studies of second-language acquisition. After the original formulation, Terrell worked with Stephen Krashen to further develop the theoretical aspects of the method.

Terrel and Krashen identified Natural Approach as a “tradtional” approache to language teaching because it based on the use of the language in communicative situations without recourse to the native language, and without reference to gramatical analysis, gramatical drilling, or a particular theory of grammar.

According to Richard & Rodgers in 2001, The Natural Approach is one of the language teaching methods based on observation and interpretation of how learners acquire both first and second languages in non-formal settings.

CHARACTERISTIC

Terrell and Krashen themselves characterized the natural approach as a "traditional" method and contrasted it with grammar-based approaches. The natural approach shares many features with the direct method based on the idea of enabling naturalistic language acquisition in the language classroom; attempted to mirror the processes of learning a first language, provide learners with a practically useful knowledge of language, translation and grammar explanations were rejected, learners were exposed to sequences of actions, and the spoken form was taught before the written form. They differ in that the natural approach puts less emphasis on practice and more on exposure to language input and on reducing learners' anxiety, less emphasis in teacher monologues, direct repetition, formal questions and answers, and less focus on accurate production of target language sentences.

Beside those characteristic, there are others characteristic of The Natural Approach, such as:

1. It aims to develop basic communication skills, to foster naturalistic language acquisition in a classroom setting, and to create situations in the classroom that are intrinsically motivating for students.

2. Focuses on input, comprehension, meaningful communication, and understanding messages in the foreign language and puts less emphasis on error correction and grammatical rules. As Terrel and Krashen statement that “acquisition can take place only when people understand the messages in target language” (1983:333) that implied language as the vehicle for communicating meanings.

3. Language output is not forced, but allowed to emerge spontaneously after students have attended to large amounts of comprehensible language input.

4. Learners were initially exposed to meaningful language, not forced to speak until they felt ready to.

5. A lot of teacher talk, made intelligible through the use of visual aids and actions (gesture as in TPR for the beginner level).

6. Efforts are made to make the learning environment as stress-free as possible.

7. Early speech goes through natural stages (yes or no response, one- word answers, and lists of words, short phrases, and complete sentences.)

8. It is primarily intended to be used with beginning learners.

Theory of Learning

Based on Krashen’s Language Acquistion Theory, there are five hypothesis of the Natural Approach, they are:

1. The Acquisition / Learning Hypothesis

It claims that there are two distinctive ways of developing competence in a second or foreign language; acquisition and learning. Acquistion refers to unconscious process that involves naturalistic development of language proficiency through understanding language and through using language for meaningful communicative. In contracst, Learning refers to a process in which conscious rules about a language are developed.

2. The Monitor Hypothesis

It claims that we may call upon learned knowledge to correct ourselves when we communicate. Monitoring output requires learners to be focused on the rule and to have time to apply it.

3. The Natural Order Hypothesis

According to the Natural order Hypothesis, the acquistion of gramatical structures proceeds in a predictable order. It means that learners acquire the grammatical features of a language in a fixed order, and that this is not affected by instruction.

4. The Input Hypothesis

It explains the relationship between what the learner is exposed to of a language (the input) and language acquisition that is language is acquired by exposure to comprehensible input at a level a little higher than that the learner can already understand.

5. The Affective Filter Hypothesis

Krashen sees the learner’s emotional state or attitude as an adjustable filter that freely passes, impedes, or blocks input necessary to acquisition. It also states that acquirers with a low affective filter seek and receive more input, interact with confidence, and are more receptive to the input they receive. It means that learners must be relaxed and open to learning in order for language to be acquired. Learners who are nervous or distressed may not learn features in the input that more relaxed learners would pick up with little effort.

These five hypotheses have obvious implications for language teaching. In sum, these are:

1. As much as compherensible input as possible must be presented.

2. Whatever helps comprehension is important. Visual aids are useful, as is exposure to a wide range of vocabulary rather than study of syntactic structure.

3. The focus in the classroom should be in listening and reading; speaking should be allowed to “emerge”.

4. In order to lower the affective filter, student work should center on meaningful communication rather than on form.

STAGE

comprehension stage Terrell focuses on students' vocabulary knowledge. His aim is to make the vocabulary stick in students' long term memory, a process which he calls binding.[11] Terrell sees some techniques as more binding than others; for example, the use of gestures or actions, such as in Total Physical Response, is seen to be more binding than the use of translation.[11]

According to Terrell, students' speech will only emerge after enough language has been bound through communicative input.[11] When this occurs, the learners enter the early speech stage. In this stage, students answer simple questions, use single words and set phrases, and fill in simple charts in the foreign language.[12] In the speech emergence stage, students take part in activities requiring more advanced language, such as role-plays and problem-solving activities

PRACTICE

classroom activities that can facilitate language acquisition (as opposed to language learning):

"Content (culture, subject matter, new information, reading, e.g. teacher tells interesting anecdote involving contrast between target and native culture.)"[11]

"Affective-humanistic (students' own ideas, opinions, experiences, e.g. students are asked to share personal preferences as to music, places to live, clothes, hair styles, etc.)"[11]

"Games [focus on using language to participate in the game, e.g. 20 questions: I, the teacher, am thinking of an object in this room. You, students, have twenty questions to guess object. Typical questions: is it clothing? (yes) is it for a man or a woman? (woman) is it a skirt? (yes) is it brown? (yes) is it Ellen's skirt? (yes)]"[11]

"Problem solving (focus on using language to locate information, use information, etc., e.g. looking at this listing of films in the newspaper, and considering the different tastes and schedule needs in the group, which film would be appropriate for all of us to attend, and when?)"

At beginner level, lots of TPR activities are called for, where learners simply respond to instructions by performing physical actions, such as pointing at things, handing each other objects, standing, walking, sitting down, writing and drawing. At higher levels, the focus is still on providing comprehensible input, in the form of listening or reading tasks, where learners order pictures, fill in grids, follow maps, and so on.

lesson at elementary to intermediate

1. The pictures are displayed around the room, and the students are asked to point at the appropriate picture when the teacher names it.

2. The students listen to a tape of a person (or the teacher) describing what they habitually eat at different meals; the students tick the items they hear on a worksheet.

Practice 1 – 5^th Grade of Elementary School Students

(Using TPR, Yes/No Question and Complete Sentence)

T : Could you clean the white board please?

S₁:(Clean the board without saying anything)

T : Thank you. Hold on, I want to ask you about this picture.

Have you seen this picture before?

S₁: (Nod)

T : Do you know who painted this picture?

S₁: No.

T : That’s Ok. I’ll tell you then. This is the Masterpiece of Leonardo Da Vinci.

It’s displayed on the Museum in Paris, France.

Ok, you can go back to your chair.

Now, I want to ask you. Did you hear what I talked to him about?

S₂: (Nod)

T : If so, you should know the answers of my following questions.

Is Monalisa displayed in Paris?

S₂: Yes.

T : Good, you’re a good listener. Then, who painted Monalisa?

S₂: Leonardo painted the picture.

T : Great. Thank you very much.

Chapter I (Undergraduate Thesis)

CHAPTER I

INTRODUCTION

1.1 Background of the Study

In daily life people always do communication with others. The kind of communication can be offering, asking, greeting, inviting, apologizing, requesting, persuading, expecting, alarming, warning, informing, promising, thanking, amusing, convincing, surprising, etc. For Example “I’ll be here tomorrow morning at 7 o’clock” (Promising). When people do those kinds of communication actually they performed speech acts.

In simple, speech act is actions performed via utterances. There are 3 types of Speech Acts, those are Locutionary Acts, Illocutionary Acts, and Perlocutionary Acts. Illocutionary Act is the center point of speech acts; it’s an intended action by the speaker, utterances which have a certain (conventional) force. For example, when someone says “It’s very hot outside” the act he does is informing because he gives information that outside is very hot. The kind of this Illocutionary act belongs to Assertive.

There are five classifications of illocutionary acts, those are Representative (suggesting, putting forward, swearing, boasting, concluding), Directives (ordering, asking, requesting, inviting, advising, begging), Commisives (promising, planning, vowing, betting, opposing), Expressives (thanking, apologizing, welcoming, deploring), and Declaratives (begging, swearing, declaring). Each illocutionary act generally consists of one illocutionary force (F) and one propositional content (P). For example, there are two utterances: “Are you coming to the party with me?” and “You are coming to the party with me”. Both of them have one illocutionary force and one propositional content. The propositional content of both the utterances are exactly the same; you are coming to the party with me, but they have a different illocutionary force. The first utterance has the illocutionary force of requesting, while the second one has the illocutionary force of ordering. The kinds of illocutionary force always as same as the illocutionary point (the purpose of illocutionary act). Illocutionary force itself has four general types of rules for use, they are: Propositional Content Rule (eg: a request will have some future acts in its content), Preparatory Rule (eg: for a request the hearer must be able to perform the requested action), Sincerity Rule (eg: to sincerely ask a question, the speaker has to want an answer), Essential (eg: a question counts as an attempt to elicit an answer).

Film or movie is one of literary work that favoured by many people these days. People love watching movie in their spare time to refresh their mind after had long-tiring day. Besides drama, film is a literary work that has so many utterances inside. Hence to analyze Illocutionary Acts and Illocutionary Forces the writer had chosen data from the utterances of The Other Boleyn girl. The Other Boleyn girl is a romance-historical movie directed by Justin Chadwick; written by Peter Morgan, based on the novel by Philippa Gregory, produced by Alison Owen, and released by Columbia Pictures and Focus Features on 2008.

There are a lot of illocutionary acts of utterances that can be analyzed in this movie. That is why the writer interested in analyzes and classifies Illocutionary acts and Illocutionary Force of the dialogue in this movie. For example:

ANNE :Look at you..! Younger than me. More

beautiful than me. Married before me.

(a beat)

I am eclipsed. I am just the `Other

Boleyn Girl.'

It was Anne’s statement before Marry’s wedding. She affirms that Marry is luckier, younger and prettier than her. The utterances belongs to Assertives Illocutionary Act, and the act is affirming. As the illocutionary point, the illocutionary force of this utterance is Assertives as well. The types of rule of the Illocutionary force for this utterance are: the propositional content rule is that Marry will get married, the preparatory rule is that they both know that what Anne said is true that Marry is younger and more beautiful than Anne, the sincerity rule is that Anne believes that Marry is luckier than her, and the essential is that Anne affirms Marry that she is luckier than her.

The writer wants to analyze the topic because the writer wants to give more information to the readers what kinds of illocutionary act and illocutionary force, and how the types of rule of the illocutionary force are are found in The Other Boleyn Movie. Therefore the title of the thesis is “An Analysis of Illocutionary Acts and Illocutionary Forces in “The Other Boleyn Girl” Movie by Justin Chadwick”. In analyzing the data had chosen, the writer uses the theory of Speech Act and Illocutionary logic defined by John. R. Searle and Daniel Vanderveken.

1.2 Statements of the Problems

The problems to be analyzed in this study are formulated as follow:

1. What kinds of Illocutionary Act are found in the utterances of The Other Boleyn Girl Movie?

2. What kinds of Illocutionary Force are found in the utterances of The Other Boleyn Girl Movie?

3. How the types of rule of the Illocutionary force are found in The Other Boleyn Girl Movie?

1.3 Scope and Limitation

Pragmatics is a branch of Linguistic Field that concern in meaning. This study is very interesting because it show the way to communicate meaningfully. Speech act is one of pragmatics subject, and it deals with how people perform an action by saying. Illocutionary act is the center point of this subject, and is a very interesting topic to be analyzed.

In order to make the analysis not too broads, the writer only analyzes Illocutionary Act and Illocutionary Force from the main character’s utterances of The Other Boleyn Girl Movie who is Anne Boleyn.

1.4 Goals of the Study

Based on these problems, the purpose of analyzing Illocutionary Act and Illocutionary Force in The Other Boleyn Girl Movie are:

1. To classify Illocutionary Act in The Other Boleyn Girl Movie.

2. To classify Illocutionary Force in The Other Boleyn Girl Movie.

3. To identify the types of rule of the Illocutionary Force in The Other Boleyn Girl Movie.

1.5 Functions of the Study

The functions of this study are:

1. As an improvement knowledge for the writer especially about Illocutionary Act.

2. As an improvement knowledge of the Illocutionary Act for the readers.

3. As a reference for English Department Students who wants to analyze linguistic subject regarding Speech Act and Illocutionary Act.

1.6 Systematical Presentation

The analysis will be divided into five chapters, they are:

Chapter I is Introduction. It consists of background of the study, statements of the problems, scope and limitation of the study, goals of the study, functions of the study and systematical presentation.

Chapter II consists of related studies, review of literature and theoretical framework. In the related studies the writer will explains the similarities and differences with another research.

Chapter III is Approach of Study; it consist of approach will be used for the analysis, data source, data collection, and data analysis.

Chapter IV is Finding and Analysis; it consists of the process of taking and analyzing data, and also answers the fundamental problems in Chapter I.

Chapter V is Conclusion and Suggestion. It consist the conclusion of the study and also the writer gives some suggestions for the further researcher.

Kind of Business Letter

1. Application Letter

Maria Sylvana
Jl. Taman Sari VII No. 296 B

RT/RW. 001/013, Taman Sari

Jakarta Barat

089651514613

Date: June 01, 2013

PT. Zafare Medica

Komplek ITC Roxy Mas Blok D3 No. 11-13

Petojo – Jakarta Pusat

Attn : Mr. Abdurrahman Syahid

Dear Mr. Syahid,

I am writing this letter to you to reveal my interest in becoming a part of your prestigious company as an Accounting Staff. I have completed my BA in Accounting with honour of Trisakti School Management.

Over the past three years, I have worked as an accounting staff in a Medical Equipment Distributor. I am organized, enthusiastic, fast at building rapport with my colleagues, and believe in work ethics.

I thank you for the time you have devoted to reviewing my resume and assure you about my complete realization of the responsibilities involved in the job. Please feel free to contact me or leave a message on the contact number provided above.

Sincerely Yours,

Maria Sylvana

2. Application Letter Respond

PT. Zafare Medica

Komplek ITC Roxy Mas Blok D3 No. 11-13

Petojo – Jakarta Pusat

(021) 666 999 33

Date : June 10, 2013
No : 013/ZFV-HRD/VI/13

Maria Sylvana
Jl. Taman Sari VII No. 296 B

RT/RW. 001/013, Taman Sari

Jakarta Barat

089651514613

Dear Ms Sylvana:

Your letter on June 01, in which you apply for a position as an Accounting Staff, has just come to my attention. Unfortunately, there is no opportunity at the moment, but I definitely will keep your application in our active files, for I am very well impressed with both your personal and your employment qualifications. I suggest that you get in touch with me again in six weeks if you are still interested.

Very truly yours,

Reya Rahardian

HRD Manager

3. Claim Letter

Ishaaq Aqbar

Jl. Mangga Besar No. 13 RT/RW 001/003

Taman Sari – Jakarta Barat

(021) 638 333 999

Date : June 13, 2013

PT. Zafare Medica

Komplek ITC Roxy Mas Blok D3 No. 11-13

Petojo – Jakarta Pusat

Dear Sir or Madam:

Five days ago I purchased a wheelchair from your company. The Left wheel is broken, and cannot move properly. Of course, one of the selling points of this part was its five year warranty. I assume that you will repair or replace the part under that warranty. I am returning it and have enclosed a copy of the purchase order.

I will appreciate your prompt response since I am unable to go anywhere without the wheelchair.

Thank you.

Ishaaq Aqbar

4. Adjustment Letter

PT. Zafare Medica

Komplek ITC Roxy Mas Blok D3 No. 11-13

Petojo – Jakarta Pusat

(021) 666 999 33

Date : June 15, 2013

No : 016/ZFV-MKT/VI/13

Ishaaq Aqbar

Jl. Mangga Besar No. 13 RT/RW 001/003

Taman Sari – Jakarta Barat

(021) 638 333 999

Dear Mr. Ishaaq Aqbar:

I have just received your letter regarding the damaged goods you received. I regret for the inconvenience that it has caused you.

As per your claim and details regarding the matter, it has been found that your claim of replacement for the broken wheelchair. We have already dispatched the wheelchair through JNE at the address provided by you. It will reach at your doorsteps within 2 working days. The damage to your items was a result of a mishap while transporting it. It was an unfortunate accident and a big mistake that the items were not checked before delivery. We take all the responsibility of the damage and the inconvenience caused to you.

I am sure that this unfortunate accident will not hamper our relationship in the time to come.

Very truly yours,

Zara Marham

Marketing Manager

5. Inquiry

Aymeric Medica

Jl. TB. Simatupang No. 131

Jakarta Selatan

(021) 888 999 333

Date : June 17, 2013

PT. Zafare Medica

Komplek ITC Roxy Mas Blok D3 No. 11-13

Petojo – Jakarta Pusat

Dear Sir or Madam:

I am writing to enquire whether your company could offer a regulator for Suction Pump.

I saw your advertisement in the website, and the Regulator you shown in the advert might be suitable for us. I would like to know if it is possible for you to offer 13 Pack of the regulator. Could you send us some information about the regulator and where it was imported?

I am looking forward to receiving your reply.

Yours faithfully,

Mericha Julius

Managing Director

6. Respond to Inquiry letter

PT. Zafare Medica

Komplek ITC Roxy Mas Blok D3 No. 11-13

Petojo – Jakarta Pusat

(021) 666 999 33

Date : June 18, 2013

No : 020/ZFV-MKT/VI/13

Aymeric Medica

Jl. TB. Simatupang No. 131

Jakarta Selatan

(021) 888 999 333

Dear Mr. Mericha Julius:

Thank you for your recent inquiry about the regulator. We are enclosing our catalog and price list for your review and are confident that this literature will provide many of the answers you have requested.

If there is additional information you would like to have regarding our products, please do not hesitate to contact us. We will be most happy to be of assistance.

Thank you for the very kind words you used to describe our line of products.

Very truly yours,

Zara Marham

Marketing Manager

7. Order Letter

PT. Zafare Medica

Komplek ITC Roxy Mas Blok D3 No. 11-13

Petojo – Jakarta Pusat

(021) 666 999 33

Date : June 22, 2013

No : 031/ZFV-MKT/VI/13

Aymeric Medica

Jl. TB. Simatupang No. 131

Jakarta Selatan

(021) 888 999 333

Dear Mr. Mericha Julius:

This is to confirm the order you placed on June 21. According to our records, you ordered 130 pcs Suction Pump Regulator no. 13331.You requested that the regulator can be assembled in any kind of Suction Pump. Your delivery is scheduled for June 24, after you confirmed the payment. If you see any errors, please contact us right away. We strive to provide flawless products and service.

We are pleased to have the opportunity to serve your office furniture needs.

Very truly yours,

Zara Marham

Marketing Manager

8. Claim Letter

Aymeric Medica

Jl. TB. Simatupang No. 131

Jakarta Selatan

(021) 888 999 333

Date : June 29, 2013

PT. Zafare Medica

Komplek ITC Roxy Mas Blok D3 No. 11-13

Petojo – Jakarta Pusat

Dear Ms. Zara Marham:

I ordered 130 pcs of Suction Pump Regulator on June 21. My order was confirmed on June 24, after we paid the invoice. We paid the invoice on June 22 once the invoice was received.

It was agreed that the product be delivered in 2 – 3 days, however I have not received the product up to this date.

I therefore request that you deliver the product within this week because the goods are urgently required.

If you fail to deliver the product within this week, I will exercise my right to cancel the agreement and will demand the reimbursement of the purchase price of $ 15,000 to our bank account..

Thanking you

Mericha Julius

Managing Director

9. Adjustment Letter

PT. Zafare Medica

Komplek ITC Roxy Mas Blok D3 No. 11-13

Petojo – Jakarta Pusat

(021) 666 999 33

Date : June 30, 2013

No : 040/ZFV-MKT/VI/13

Aymeric Medica

Jl. TB. Simatupang No. 131

Jakarta Selatan

(021) 888 999 333

Dear Mr. Mericha Julius:

It has come to my attention that your order of June 21 for 130 pcs of Suction Pump Regulator was delivered late on June 27. Please accept my apologies and let met assure you that our company otherwise has a favorable record of delivering by the date we specify.

I hope the delay did not cause you much inconvenience and we look forward to serving you again. Feel free to call me if you have any concerns you wish me to address.

Very truly yours,

Zara Marham

Marketing Manager

10. Collection letter

PT. Zafare Medica

Komplek ITC Roxy Mas Blok D3 No. 11-13

Petojo – Jakarta Pusat

(021) 666 999 33

Date : June 30, 2013

No : 042/ZFV-MKT/VI/13

Shaquille Medica

Jl. A. Yani No 33

Karawang – Jawa Barat

Dear Mr. Arkiya Shaquille:

Our records show an outstanding balance of $ 13,000 for your account.

We request that your payment be paid before the July 5. This is just a reminder as we do not mail statements.

We are certainly not exempt from making errors! Please notify us immediately if there is any question concerning the payment.

Very truly yours,

Fakhreya Voryawan

Finance Manager

Corat Coret

Label

Rabu, 18 Mei 2016

English Literature Assignment (PPT)

e-Book Linguistics

Undergraduate Thesis

Senin, 16 Mei 2016

Natural Approach (Teaching)

Chapter I (Undergraduate Thesis)

Kind of Business Letter

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