Tugas individu bahasa ingris critical jurnal riffiu ( cjr )

Nama : afrijal hasbi

Jurusan : ilmu pendidikan social ( ips )

Semester :1

Dosen pembimbing : tri indah risky m,hum

Mata kuliah : bahasa ingris

Journal of Education and Practice

www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.13, 2013
124
Challenges in Teaching Prepositions in a Language
Classroom ( tentang dalam mengajar preposisi dalam
kelas bahasa )

Pembahasan.
Shpresa Delija Ogerta Koruti
Faculty of Foreign Languages, University of Tirana,
Rruga Elbasanit, Fakulteti i Gjuheve te Huaja, Tir
ana,
Albania
* E-mail of the corresponding author: delija.sh@gma
il.com
Abstract
This research deals with English prepositions and t
he difficulties English as a Foreign Language (EFL)
students
face while they master prepositions. The researcher
s also intend to identify the needs of English teac
hers who
wish to improve their teaching skills through a bet
ter explanation of prepositions by giving them some
practical
tips. The participants in this research were 50 tea
chers. Data were collected through questionnaires d
one with
English teachers from Albania, Greece and Kosovo. T
he aim of the questionnaires was to discover if the
teachers
taught prepositions in the class or not. The resear
ch findings revealed that most of the EFL teachers
teach what’s
in the textbook or they just do not explain preposi
tions at all. Most of the teachers felt that Englis
h prepositions
are difficult to teach to nonnative speakers, for m
any reasons: 1. polysemy of prepositions, where dif
ferent
meanings change according to the context in which p
repositions are used; 2. lack of a spoken and writt
en guide
on how to use prepositions; 3. native language inte
rference. At the end of article the authors provide
multiple
activities concerning prepositions, their acquisiti
on and their usage.
Keywords:
prepositions, EFL students, native language interf
erence, acquisition
Introduction
Prepositions in English are a well-known challenge
for learners of English as a second language, as th
ey are one
of the most problematic areas (Lindstromberg, 1991
and Capel, 1993).
The English preposition is usually defined as a wor
d that connects a noun to other words and shows the
relationship between them (Collins Cobuild English
guides, 1998). Prepositions are very confusing and
sometimes hardly understandable even for native spe
akers, and when it comes to EFL students the proble
m is
much bigger, because they have to understand all th
e nuances of the English prepositions, to memorize
them and
to properly use them.
Problem of Research
Despite these challenges, prepositions are hardly a
ddressed in the current teaching methods. Teachers
often find
prepositions hard to teach. Sometimes when they wan
t to explain a preposition they use one or two othe
r
prepositions to give the definition. So they have t
o give the definitions of the other prepositions us
ed. The
situation described is not only confusing for teach
ers but also for the students, who find themselves
in a “pool”
of prepositions with still vague meanings. Many Eng
lish course books have just a general overview of
prepositions and do not provide specific rules on t
heir usage. So most of the time important aspects o
f the
acquisition of prepositions are not mentioned at al
l, such as when a certain preposition has more than
one
meaning depending on the context it is used in. Als
o, there is a lack of information about which verbs
or nouns
require a certain preposition.
Generally prepositions are studied in isolation, by
some general rules and followed by examples. In En
glish,
prepositions appear as adjuncts, they mark the argu
ments of predicates, and they combine with other pa
rts of
speech to express new meanings (Schrapfer Azar, B,
1989). This paper presents ongoing work on the diff
iculties
EFL students face while they master English preposi
tions.
Focus of research
The aim of the present study is to identify the nee
ds of English teachers and the difficulties they fa
ce while they
teach or explain English prepositions. This paper i
s intended to help teachers understand the benefits
of teaching
prepositions by providing multiple examples of prep
ositions’ usage within a given context. It stresses
the
importance of ensuring that EFL learners are expose
d to prepositions because the more EFL learners are
exposed
to prepositions, the better they will acquire their
common and fine shades of meanings.
Methodology of Research
Study Questions
Based on review of the literature and previous stud
ies done in this area, this study aims at shedding
some light on
the following research questions:
1.
How do EFL teachers teach prepositions?
2.
To what extent is the usage of prepositions affecte
d by EFL learners’ mother tongue (L 1)?
3.
How can teachers improve their teaching skills when
they teach prepositions?
This study, without pretending to be exhaustive, al
so aims to analyze the difficulties that students e
ncounter
while they master English prepositions.

Critical : pembahasan tentang tantangan dalam mengajar preposisi dalam kelas bahasa ingris sangatlah
penting bagi guru dalam pembahasan ini semua tertera dan di jelaskan secara detail da nada juga
sejarah perkembangan preposition
Namun sayang di dalam pembahasan ini masih kurang lengkap karna tidak di sandingkan contoh yang
dapat di mengerti
(: the discussion of the challenges in teaching prepositions in the English
class is very important for teachers in this discussion are all listed and
explained in detail da nada also the history of the development of the
preposition
But unfortunately in this discussion is still not complete because not in
pairs of examples that can be understood )