Peserta didik umumnya menemukan bah

Peserta didik umumnya menemukan bahwa menghafal ejaan, kata 'entertainment'-lain kata multisyllabic dieja salah oleh beberapa peserta didik - bisa hafal lebih tugas yang kompleks, terutama ejaan kata-kata multisyllabic. Salah satu teknik yang mungkin terbukti efektif adalah untuk mendorong peserta didik untuk menghafal kata-kata dalam potongan suku kata. Misalnya, peserta didik dapat menghafal kata 'mahal' lebih baik sebagai 'mantan-pen komprehensif' daripada membuat mereka mengeja 'expensiv-e'. Similarlyefficiently jika dipelajari dalam potongan seperti pada
'En-ter-tain-ment' daripada huruf individu entertainmen-t '. Selanjutnya, studi ini melaporkan bahwa asal kesalahan berasal dari manipulasi vokal daripada kombinasi konsonan. Kesalahan ini dapat dikaitkan dengan pendekatan tradisional untuk pengajaran bahasa yang menekankan bahwa hanya bahasa Inggris memiliki lima vokal:
'A, e, i, o, u'. Oleh karena itu, bahasa Inggris instruksi ejaan bisa lebih efektif jika peserta didik diajarkan ejaan dengan melekatkan semua vokal dan diftong (sekitar 20) pada tahap awal pembelajaran bahasa mereka.
Namun, beberapa teknik konvensional mengajar ejaan, seperti dikte dan / atau pasangan-kata daftar homofon, mungkin terbukti lebih efektif dalam mengajarkan ejaan sebelum menggunakan kata-kata dalam kalimat. Dikte teks singkat dapat diberikan setiap minggu sebaiknya dipilih dari kosakata bahwa siswa akan menghadapi di setiap pelajaran atau unit. Belajar bisa diperkuat kemudian ketika peserta didik benar-benar memperhatikan kata-kata yang digunakan dalam konteks membaca, mendengar, berbicara, dan kegiatan menulis dari buku teks atau bahan ajar / belajar. Ini akan menawarkan paparan sistem ejaan bahasa target yang memungkinkan peserta didik untuk melihat dan memperbaiki kesalahan ejaan mereka sendiri. Selanjutnya, instruksi ejaan yang memilih kesalahan ejaan dari tulisan siswa bisa menarik lebih banyak perhatian pada nilai ejaan yang akurat. Kemudian, proofreading teks yang ditulis dengan kesalahan ejaan dapat teknik lain dari instruksi ejaan. Akhirnya, siswa sering berpikir bahwa belajar mengeja dengan benar tidak semenarik belajar keterampilan bahasa lain. Oleh karena itu, guru perlu mengadopsi beberapa strategi untuk memotivasi mereka untuk belajar ejaan sesuai dengan jenis kesalahan siswa melakukan.

Hasil (Inggris) 1:

Learners generally found that memorizing the spelling, the word ' entertainment '-other multisyllabic words spelled incorrectly by some learners can memorized more complex tasks, especially spelling multisyllabic words. One technique may prove to be effective is to encourage learners to memorize words in syllables. For example, learners can memorize the word ' expensive ' is better as ' comprehensive ' ex-pen rather than make them spell expensiv '-e '. Similarlyefficiently if learned in pieces such as the' En-ter-tain-ment ' rather than individual letter entertainment-t '. Furthermore, these studies reported that the error comes from the original vocal manipulation than the combination of consonants. This error can be associated with traditional approaches to language teaching which emphasizes that the only language of United Kingdom has five vowels:' A, e, i, o, u '. Therefore, the language of United Kingdom instructions spelling could be more effective if learners are taught spelling by embedding all vowels and diphthongs (CA. 20) in the early stages of learning their language.However, some of the conventional techniques of teaching spelling, such as dictation and/or partner-list of homophones, words may prove to be more effective in teaching spelling before you use the words in sentences. Brief text dictation can be given each week should be chosen from the vocabulary that students will face in each lesson or unit. Learning can be enhanced later when learners really pay attention to the words that are used in the context of reading, listening, speaking, and writing activities from textbooks or learning materials/learning. This will offer exposure to the target language spelling system which allows students to see and fix spelling mistakes of their own. Next, choose the spelling instruction misspelling of students could draw more attention to the value of accurate spelling. Later, proofreading the text written with spelling mistakes can be another technique of spelling instruction. Finally, students often think that learning to spell properly is not as attractive as other language skills learning. Therefore, teachers need to adopt some strategies to motivate them to learn spelling in accordance with the kind of mistakes the students do.

Hasil (Inggris) 2:

Learners generally find that memorize the spelling, the word 'entertainment' Other multisyllabic words spelled incorrectly by some learners - can memorize more complex task, especially spelling multisyllabic words. One technique that may prove effective is to encourage learners to memorize words in a piece of syllables. For example, learners can memorize the word 'expensive' better as an 'ex-pen comprehensive' than to make them spell 'expensiv-e'. Similarlyefficiently if studied in pieces such as the
'En-ter-tain-ment' rather than individual letters entertainment-t '. Furthermore, this study reported that the origin of the error comes from a vocal manipulation rather than a combination of consonants. This error can be associated with traditional approaches to language teaching which emphasizes that only the English language has five vowels:
'a, e, i, o, u'. Therefore, the English spelling instruction can be more effective if learners are taught spelling by embedding all the vowels and diphthongs (about 20) in the early stages of learning the language.
However, some conventional techniques of teaching spelling, such as dictation and / or the pair-word list homophones, may prove more effective in teaching spelling before use of words in a sentence. A short text dictation can be administered every week should be chosen from the vocabulary that students will face in each lesson or unit. Learning can be strengthened later when the students actually pay attention to the words used in the context of reading, listening, speaking, and writing activities of textbooks or instructional materials / learning. It will offer exposure to the target language spelling system that enables learners to view and improve their spelling errors. Furthermore, instructions spelling choose misspelling of writing students could draw more attention to the value of accurate spelling. Then, proofreading texts written with spelling errors can be another technique of spelling instruction. Finally, students often think that learning to spell correctly is not as interesting to learn another language skills. Therefore, teachers need to adopt several strategies to motivate them to learn spelling in accordance with the types of errors students perform.