Demonstrate your competency

1.Demonstrate your competency

These days it is no longer enough to claim you have the skills and experience necessary to do a job; you need to provide evidence as proof. Once you have identified the competencies (knowledge, skills and behaviour) required for a specific job it is essential that you provide examples of how you acted in real situations in the past which demonstrate these competencies

2.Vary and use different teaching techniques

3.Look for the most suitable activities for students

4.Take an interest in every student

The better you get to know your students, the more influence you will have on their attitude towards your subject and on their lives in general. Remember the adage: "Teachers touch eternity; they never know where their influence may end."

5.Give their students enough time to learn and practice

It so easy to waste time in lessons and not accomplish what you want. Use time limits, say things such as: "Ok, you have 10 minutes to do the activity". This will push students into action. Put a timer in your classroom and let it ring when the time is over. Even better, have a student keep the time. Make it clear and include a timed agenda of how many minutes you are going to be spending on each part of the lesson. This ensures that your lesson moves swiftly and at a good pace.

6.Consult parents. 

Try to include parents in the educational process and encourage their support of the school's disciplinary processes and procedures. Be polite and calm when dealing with parents. Keep reminding them that every discussion about the child needs to be undertaken with the child's best interests at heart.

7.Take responsibility for your students' results. 

As a professional teacher, the grades your students achieve are a reflection on you. Bear this in mind, in all you do.

8.Focus on the goal

Being a professional teacher does not mean that you have to be uncaring or boring if you keep in mind these three principles:

1.See yourself as the students’ mentor, not their friend. 

Effective teachers care about their students and want to be involved in their lives, but they also realize that they must take the role of mentor, not friend. A mentor steers and guides his students without acting like their peer.

2.Be friendly, not familiar. 

Be friendly and open in your interactions with students, but avoid being familiar.

3.Care more about being effective than being liked. 

While everyone has an innate desire to be liked, you cannot let this natural inclination control you as a teacher. If you worry about whether or not your students like you, you won’t be professional, and your classroom will become very difficult to control. Instead, focus on your desire to be an effective teacher whom the students can respect.

Conclusion

Being a good and successful teacher is not a talent, but a skill you learn and acquire through time. The list bellow shows the most important features of professional teachers:

·       

Know their students well.

A Professional teacher respects students. 

Joke with their students and create relaxed class environment

Are always patient with students

Plan everything before they come to the class

Develop a plan

Never waste time

Demonstrate your competency

Vary and use different teaching techniques

Look for the most suitable activities for students

Take an interest in every student

Give their students enough time to learn and practice

Take responsibility for your students' results. 

Focus on the goal 

BIOGRAPHY OF THE POET

A.   BIOGRAPHY OF THE POET

Robert Frost was born on March 26, 1874 in San Francisco, California. He spent the first 12 years of his life there, until his father, William Prescott Frost Jr., died of tuberculosis. Following his father's passing, Frost moved with his mother and sister Jeanie to the town of Lawrence, Massachusetts. They moved in with his grandparents, and Frost attended Lawrence High School, where he met his future love and wife, Elinor White, his co-valedictorian.

After his high school graduation in 1892, Frost attended Dartmouth University for several months, returning home to work a slew of unfulfilling jobs. In 1894, he had his first poem, "My Butterfly: an Elegy," published in The Independent, a weekly literary journal based in New York City. With this success, Frost proposed to Elinor, who was attending St. Lawrence University. She turned him down because she first wanted to finish school. Frost then decided to leave on a trip to Virginia, and when he returned, he proposed again. By then, Elinor had graduated from college, and she accepted. They married on December 19, 1895, and had their first child, Elliot, in 1896.

Beginning in 1897, Frost attended Harvard University, but had to drop out after two years due to health concerns. He returned to Lawrence to join his wife, who was now pregnant with their second child, Lesley, who suffered from mental illness. In 1900, Frost moved with his wife and children to a farm in New Hampshire—property that Frost's grandfather had purchased for them—and they attempted to make a life on it for the next 12 years. Though it was a fruitful time for Frost's writing, it was a difficult period in his personal life.

Elinor gave birth to four more children, Carol (1902); Irma (1903), who later developed mental illness; Marjorie (1905); and Elinor (1907), and two of the Frost children died. Elliot died of cholera in 1900, and Elinor died of complications from birth just weeks after she was born. Additionally, during that time, Frost and Elinor tried several endeavors, including poultry farming, all of which were fairly unsuccessful.

Despite such challenges, it was during this time that Frost acclimated himself to rural life. In fact, he grew to depict it quite well, and began setting many poems in the countryside. While two of these, "The Tuft of Flowers" and "The Trial by Existence," would be published in 1906, he could not find any publishers who were willing to underwrite his other poems.

B.     ANALYSIS

Line 1

Nature's first green is gold,

Ø  This line gives us the setting of the poem—we're in nature, in case you were snoozing. And we're talking about nature's first green, which makes us think about spring.

Ø  The speaker, though, says this first green is actually gold. This makes us think of trees like the willow, which are golden early in spring, before they mature to green.

Ø  But it also makes us think of the morning, when the sun rises and makes everything a bit golder than normal, all bathed in the dawn light.

Her hardest hue to hold.

Line 2

Her hardest hue to hold.

Ø  Now that our speaker has told us that nature is gold before it's green, he goes on to say that gold is the hardest hue, or color, for nature to hold, or keep. So the first color we see in spring doesn't stick around very long.

Ø  The idea of nature having an easy or hard time holding onto something is an example of personification. And not only is nature personified here, it's actually made into a female figure.

Ø  You know what else we notice about this line? Check out all those H sounds. That's some major alliteration right there. And it this short line, all those rapid-fire H sounds right in a row force us to slow down and really ponder over the meaning.

Ø  Then there's the rhyme. Hold rhymes with gold, which means we've got a rhymed couplet here.

And since these lines have the same number of syllables, we're gonna go ahead and assume there's a meter in play, too. In fact, there is—iambic trimeter, to be precise. Be sure to click on over to our "Form and Meter" section for more.

Line 3

Her early leaf's a flower;

The speaker wants to be clear here, so he's going to elaborate on what he was talking about in Line 1. Just like nature's first green is gold, her first leaf is a flower. In spring, trees and bushes bloom with gorgeous flowers, which are replaced by green leaves in the summer.

Frost is really getting into his poetic groove here, when he pops a metaphor into this line. The first flowers of spring aren't actually leaves in disguise; the speaker is using figurative language to intentionally blur the line between flowers and leaves. Eventually, in real life, the blooms die and drop off the trees, making room for the leaves, which come to soak in nourishment from the sun.

Line 4

But only so an hour.

This line completes the alternating structure of the first four lines. If nature's first green, gold, doesn't stick around long, then it only makes sense that the first version of the leaf, which is the flower, doesn't stick around long either.

As the speaker says in this handy rhyme, the first leaf is a flower for only an hour. This doesn't literally mean that the trees or plants the speaker is referring to bloom for exactly an hour. But blooms, as you'll know if you've ever gardened, only last a few days, or weeks, depending on the plant.

Or, Frost could be talking about how, when the sun comes up, everything is golden and flower-like. But then, when the sun gets high in the sky and everything becomes its normal color, what once looked like golden flowers now look like what they truly are—green leaves.

Line 5

Then leaf subsides to leaf.

This line shows us what happens after the early leaf is no longer figuratively a flower—it becomes a true leaf. But the speaker doesn't say "becomes," he says "subsides." This means that the first leaf sank down, or settled, to become another leaf.

The use of the word "subsides" implies that the speaker thinks that the first leaf—the flower of sorts—was better than the actual leaf. The first leaf had to stoop down, or lower itself, to become the second one.

Going with our two interpretations, this means that either spring blooms and flowers are more beautiful than the full leaves of summer, or that leaves in the early morning are much prettier than leaves at, say, midday.

ANALYSIS SOUND CHECK

ANALYSIS SOUND CHECK

Frost doesn't just rely on boring old meter and rhymes to make music in this one. He's got alliteration, assonance, consonance, and slant rhymes up the wazoo to add some flavor to the mix.

We'll walk you through a few examples:

Line 2: Her hardest hue to hold. Um, alliteration much? Check out all those H's.

Line 3: Her early leaf's a flower; All those L's? Totally consonance, and totally awesome.

Lines 5 and 6: Then leaf subsides to leaf. / So Eden sank to grief. We've got the long E's of leaf, Eden and grief for a healthy dose of assonance and internal rhyme.

Line 7: So dawn goes down to day. Dawn and down? Shmoop smells slant rhyme.

All these little sonic moments make this poem an echo chamber of sorts, with repetition in more than just its imagery. We're constantly being reminded of the poem's meaning with these clever repetitions, and they only enhance the fleetingness of the poem, as the silence when we're done is all the more deafening for it's lack of music.

ANALYSIS WHAT'S UP WITH THE TITLE?.

The title and last line are general enough that we can think of this poem metaphorically. We can picture Michael Phelps looking at his gold medals in 2050 and missing the athleticism that faded into old age. Or an old movie star, looking in the mirror at her wrinkled face, missing the golden days of youth. We can see a teenager, packing up her bags to go to college, worried about student loans and whether or not she's going to make it academically, missing the days when she was a little kid, when mom and dad took care of everything.

So yes, gold the metal can actually stay gold for a while, but the golden things in life, the speaker suggests with this title, always seem to fade away.

A.    SOURCES

Ø  "Language and Form in 'Nothing Gold Can Stay.'" Robert Frost: studies of the poetry. Ed. Kathryn Gibbs Harris. G.K. Hall & Co, 1979. Copyright © 1979 by Katheryn Gibbs Harris.

Ø  The Poems of Robert Frost: an explication. Copyright © 1991 by Mordecai Marcus.

INTRODUCTION

INTRODUCTION

1.1.Background of the study

English as one of the international languages where almost all of the countries entire the world learn and use it, makes English as the most popular language in the world, not only as the second language but also as a foreign language. Indonesia is one of the countries where English as the foreign language had developed it as one of the optional subjects for high school since in 1994 curriculum, while in 2004 curriculum, it had been emphasized about the position of English in curriculum framework as the local content. It means that in educational field, Indonesia has developed English just more fifteen years, both in curriculum framework as in document and in practical in the classroom.

In Indonesian educational field nowadays, English had been developed in variety of ways. Many kinds of models and teaching method had been presented in the class to make English more fun to be learnt. Especially for grammar class, where English looks very difficult with formula and rules, it needs to apply attractive methods in teaching and learning process in the classroom. The traditional grammar method in teaching English begins to be left and comes to the more improved methods. Furthermore, English does not only focus on the language learning but more to the language use.

The lecturers also have to find the best method to motivate the learners to learn the target language. Besides, the Indonesian learners in learning English language are frequently influenced by Indonesian structure and tend to transfer the forms and meanings from Indonesian (native language) to English language. In language acquisition, Weinrich (in Dulay et al. 1982: 99) explained that “the terms„transfer‟ and „interference‟ are not synonymous: transfer usually refers to the influence of the first language (L1) on the second language (L2) in both positive and 2 negative ways, whereas interference is usually used in negative sense, so it corresponds to negative transfer. Interference supports this idea: Interferences are those instances of deviation from the norms of either language which occur in the speech of bilinguals as a result of their familiarity with more than one language, i.e. as a result of language contact”.

FRAME OF THEORIES

FRAME OF THEORIES 

1.1.The Concept of English Passive Voice

Eckersley and Eckersley (1960: 219) said that, if the person or thing denoted by the subject of a sentence is the receiver or sufferer of the action, then that form of the verb is the Passive Voice, e.g. “The ball was kicked by the boy”. According to Quirk et. al (1985: 58);

 In all passive clause types, the agent by-phrase, which incorporates a noun phrase equivalent to the subject of the corresponding active clause, has the structural status of an optional adverbial. Even when the agent by-phrase is absent, however, there is an implication of its presence at the level of meaning. In this sense, the agent by-phrase acts as complementation of the passive verb.

1.2.The Concept of Error Analysis

Error Analysis is a comparative process. Therefore, in order to describe the errors a special case of CA is used, and synonymous utterances are compaared in the learner‟s dialect and the target language; in the other words, “erroneous utterances” and “reconstructed utterance” are compared (Corder 1973). In order to understand 13 the process of L2 learning, the mistakes that the person made in the process of constructing a new system of language should be analyzed carefully.

Since the errors of performance are known to be systematic, the lecturers of English should be aware of the system of errors. Errors provide feedback; they tell the lecturer something about the effectiveness of his teaching materials and his teaching techniques, and show him what parts of the syllabus he has been following or taught and need further attention. Error Analysis can be very useful device in foreignlanguage teaching. The frequency counts of errors supported by the solutions of CA can be helpful in setting up teaching priorities.

1.3.Theoretical Framework

The next significant thing in doing the study was the theoretical framework. This part gave the explanation to the theories used in this study. The theories used in this study must be able to answer the problems of the study. Since there are three problems in the present study, the main theories used here are three main theories. They are the theory of English grammar, the theory of error analysis, and the theory of language teaching.

1.4.Language Teaching

1.4.

             The theory of language teaching in this study was also important to support the last problem of this study. According to Corder (1973: 27-29), the object in teaching a language, unless it is simply that of getting pupils over an important educational hurdle is to enable the learner to behave in such a way that he can participate to some degree and for certain purposes as a member of a community other than his own. Teaching language is, and always has been, thought of as developing a set of performance skills in the learner, and syllabuses and timetables are often expressed in terms of skills being taught. If in any discussion of language teaching we talk about developing skills, such as speaking or understanding speech, we are adopting a psychological view of language, we are considering it as a matter of individual behavior. Whether we consider the behavior to be a set of habits or possible responses, a body of knowledge, or a set of rules depends upon the particular psychological account that we adopt that language behavior of the individual and how it is acquired.

1.5.Stages of Teaching and Learning

If the lecturer prefers the technique of involvement, he will not tell the pupils that he is going to use a new structure, but will slip examples of it into something else he is saying in such a way that it will be understood and accepted quiet naturally. Both demonstration and involvement require interaction between the lecturer and pupils. Having presented examples of the new structure or rule, the lecturer must now go on practice it. This means getting the pupils to produce their own examples in response to some question or cue. This technique requires interaction between the lecturer and pupils.

RESEARCH METHODS

RESEARCH METHODS

3.1. Research Design

This study used the quantitative and qualitative methods, since this study was intended to identify and analyze the students‟ works to find the error made by them. Qualitative methodologies refer to the research procedures which produce descriptive data: people‟s own written or spoken words and behaviors (Bogdan and Taylor, 1975: 4), while the quantitative method was used to identify the students‟ work.

The discussion of the research design includes the selection of the main data source in the form of students‟ work concerning the problems of the students in forming the English passive voice, the research instrument, method and technique of collecting the required data, method and techniques of analyzing the obtained data, and method and techniques of presenting the analyzing data.

3.2. Data Source

The data source used in this research was the students‟ works as the result of the test conducted after the lecturing process about the English passive voice. Then the students‟ works were collected. Then the data in this study were analyzed to find out the problems of the students in forming the English passive voice. There were 20 students as sample. They were taking the English lesson at that time. These students‟ works were chosen because there were many errors in their works.

The data collected in this research were quantitative data. The quantitative data are any data that are in numerical form such as statistics, percentage and many more. Particularly, in this study, the quantitative data were obtained from the result of the students‟ works in the forms of table and percentage.

3.3. Research Instruments

The other important thing in doing this study was the instrument. Instrument is the device used in collecting the data of the study. In this study, the instrument were the test and note.

Ø  Test

The test was conducted one week after the lecturing process. This test was used as the document of the students‟ works analyzed in this study. The data were analyzed to find the problems and the error made by students in forming the English passive voice.

Ø  Note

Based on the type of data collected in order to find the problems of the students in forming English passive voice, the technique of documentation was chosen. This technique was taking note for the errors found from the students‟ works.

1.1.Scope And Limitation

Ø  The researcher limits the discussing of the study about, “out the analysis of the students’ problem in using English passive voice For the tenth grade of MAN Rejoso Peterongan Jombang.”.Because the researcher find, the effective method to teach using English passive voice. Especially for The Tenth Grade Of Man rejoso peterongan jombang.