Introduce Phonics as a Strategy of Learning Reading in an effective way to the second grader students at “La Salle” High School during the academic period 2020-2021.

La necesidad progresiva de educación bilingüe en países de habla no inglesa permite a los investigadores buscar métodos y estrategias de enseñanza para ayudar a los niños a mejorar las habilidades lingüísticas, como la ortografía, la comprensión de lectura, la producción oral y la promoción de la aceptación del idioma. esta investigación bibliográfica permite revisar algunas metodologías y materiales para introducir la fonética en edades tempranas de la escolaridad a través de un nivel descriptivo del método fónico y ayudar a los estudiantes a enfocarse en el desarrollo fonético, esta propuesta estuvo dirigida aplicada a los estudiantes de segundo grado del colegio la salle, por medio de un cuadernillo de fonética. la propuesta que sigue a esta investigación es: “guía de estrategias para introducir la fonética para mejorar la lectura en estudiantes de inglés como lengua extranjera de siete años”. esta investigación muestra estrategias y material imprimible, un cuadernillo, disponible para abrir la puerta del aprendizaje del inglés de manera más eficiente y eficaz. por otro lado, involucrar y motivar a los estudiantes a aprender inglés. comienza: enseñando el reconocimiento del alfabeto, aprendiendo sobre los sonidos y las letras, la conciencia fonológica con los sonidos iniciales, medios y finales para escribir y leer y los sonidos de las vocales cortas y largas. la metodología presentó un enfoque cualitativo-descriptivo y cuantitativo, y la modalidad fue el proyecto socioeducativo con un experimento para validar la propuesta. adicionalmente, esta investigación es una oportunidad para mejorar la enseñanza personal y profesional de un idioma. por lo tanto, este documento esperaba inspirar a otros maestros sobre cómo desarrollar y mejorar la pronunciación, el vocabulario, la ortografía y el habla de los niños a través de la conciencia fonética como parte de su plan de estudios. un españolThe progressive need for bilingual education in non-English speaking countries lets researchers look for teaching methods and strategies to help children imrove language skills such as spelling, reading comprehension, speaking production and promoting acceptance to the language. This bibliographic research allows reviewing some methodologies and materials to introduce phonics in early ages of schooling through a descriptive level of the phonics method and help students focus on the phonetic development, this proposal was directed applied at second grades students from La Salle High School, by means of a Phonics Booklet. The proposal that follows this research is: “A Guide of Strategies to Introduce Phonics to Improve Reading in seven years EFL students”. This research displays strategies and printable material, a booklet, available to open the door of learning English more efficiently and effectively. On the other hand, to engage and motivated students to learn English. It starts: teaching alphabet recognition, learning about sounds and letters, phonemic awareness with the beginning, middle and ending sounds for writing and reading and short and long vowel sounds. The methodology presented a qualitative–descriptive and quantitative approach, and the modality was the socio-educational project with an experiment to validate the proposal. Additionally, this research is an opportunity to improve the personal and professional teaching of a language. Therefore, this paper expected to inspire other teachers on how to develop and enhance children’s pronunciation, vocabulary, spelling and speaking through phonics awareness as part of their curriculum

An Analysis of STKIP AL MAKSUM Students' Attitude Towards Native and Non Native English Speaking Teachers

There was an argument that native English teachers have many advantages than non-native English teachers and students preferred native to non-native teachers; however, the argument had to be assessed. Many researchers had been exploring students’ perceptions of native and non-native English teachers worldwide in formal education institutions. This study aimed to explore students’ perceptions of native and non-native English teachers in a non-formal education institution. This was a qualitative study based on a descriptive approach conducted using three instruments: close-ended questionnaire, semi-structured interview, and documentation. The study revealed that native and non- native English teachers had their own specific roles in the Indonesian context. Students needed native more than non-native teachers because the latter were bilingual having the same mother tongue as them, and they enabled a successful learning process because of the effective learning strategies they shared. Also, non-native teachers helped students deal with difficulties and challenges in their learning process   Keywords: Perception, native English teachers, non-native English teacher

TEACHING WRITING DESCRIPTIVE TEXT THROUGH PICTURE WORD INDUCTIVE MODEL TO THE EIGHTH GRADE STUDENTS OF SMP MULIA PRATAMA

Writing is an activity to share information in written form by combining some words into sentences and into paragraphs. Many students are still confused how to write a text because they do not know the rules and they can not express their ideas into written form. One of the strategies to teach writing is Picture Word Inductive Model (PWIM) whose its main activity is identifying and labelling all object and activities on the pictures. The method that is used in this research is Classroom Action Research (CAR). The subjects of this research are 25 students of Class VIII-4 of Junior High School Mulia Pratama Medan in the Academic Year of 2017/2018. Test, observation sheets, field note and questionnaire were used as the instruments for collecting the data. The result of this study showed increasing score of the students’ writing descriptive text. The result of the test showed that the students’ mean score in pre-test is 35,6 with 0% of the students got score ≥ 75, in formative test the mean score is 58,2 with 8% of the students got score ≥ 75 and in post-test the mean score is 69,5 with 24% of students got score ≥ 75. It showed that the percentage improvement of the students’ mean score from pre-test to post-test was 24%. The responses of students after being taught by using Picture Word Inductive Model are good. The students enjoyed the process of teaching and learning. It is suggested that teachers use Picture Word Inductive Model in teaching writing skill to improve the students’ skill in writing descriptive texts

“L1 interference in l2 writing skills in a1 students at the UTC language center”

In recent years, English has become more common in Ecuadorian society. The ability to communicate through writing is a unique characteristic of the human species and writing has helped people communicate with other human beings. The main aim of this research was to determine the strategies to enhance writing skills to avoid Spanish (L1) interference in English (L2) writing skills in A1 ‘C’ English students at the UTC Language Center of Latacunga. A written work elaborated by the students was applied and a written partial exam was used as an instrument. A written test was applied to thirty-three university students whose average age is between 20 and 25 years old, from the Language Center of the Technical University of Cotopaxi of English level A1 'C'. There were 18 women and 15 men. In addition, a rubric was applied to evaluate each piece of writing in aiming to recognize the interference errors of the students. In this research, descriptive and diagnostic methods are used because they help us to analyze and describe the veracity of the problem; the interference of the mother tongue in writing skills. For this purpose, the main mother tongue interferences in writing structures between Spanish and English were identified through a bibliographic review. The results obtained through the application of written work, it was determined that most students have errors in punctuation, capitalization, spelling, sentence structure, and word order. Therefore, strategies are useful in the writing process such as: modeled writing, shared writing, guided writing, and independent writing. Some authors talk about these strategies, but it is considered that the most important strategy for teaching writing is guided writing. In addition, this research provides information to teachers and learners about L1 interference in L2 writing skills and the strategies and methods that are useful in the writing learning process. Thus, students created imprecise texts, lacking coherence and cohesion.En los últimos años, el inglés se ha vuelto más común en la sociedad ecuatoriana. La capacidad de comunicarse a través de la escritura es una característica única de la especie humana y la escritura ha ayudado a las personas a comunicarse con otros seres humanos. El objetivo principal de esta investigación fue determinar las estrategias para potenciar las habilidades de escritura para evitar la interferencia del español (L1) en las habilidades de escritura del inglés (L2) en estudiantes de inglés A1, paralelo ¨C¨ en el centro de idiomas UTC de Latacunga. Se aplicó un trabajo escrito elaborado por los estudiantes y se utilizó como instrumento un examen parcial escrito. Se aplicó una prueba escrita a treinta y tres estudiantes universitarios cuyo promedio de edad se encuentra entre los 20 y 25 años, del Centro de Idiomas de la Universidad Técnica de Cotopaxi de nivel de inglés A1 paralelo 'C'. Fueron 18 mujeres y 15 hombres. Además, se aplicó una rúbrica para evaluar cada escrito con el fin de reconocer los errores de interferencia de los estudiantes. En esta investigación se utilizaron métodos descriptivos y de diagnóstico porque nos ayudan a analizar y describir la veracidad del problema; la interferencia de la lengua materna en la escritura. Para ello, se identificaron las principales interferencias de la lengua materna en las estructuras de escritura entre el español y el inglés a través de una revisión bibliográfica. Los resultados obtenidos a través de la aplicación del trabajo escrito, se determinó que la mayoría de los estudiantes tienen errores de puntuación, mayúsculas, ortografía, estructura de la oración y orden de las palabras. Por lo tanto, en el proceso de escritura son útiles estrategias como: la escritura modelada, la escritura compartida, la escritura guiada y la escritura independiente. Algunos autores hablan de estas estrategias, pero se considera que la estrategia más importante para la enseñanza de la escritura es la escritura guiada. Además, esta investigación proporciona información a los profesores y a los alumnos sobre la interferencia de la L1 en las habilidades de escritura de la L2 y sobre las estrategias y métodos que son útiles en el proceso de aprendizaje de la escritura. De esta manera, los alumnos crearon textos imprecisos, carentes de coherencia y cohesión