The Example of Job Applicant

Jl. Trasan, Bandongan

Magelang

56151

September 17^th, 2013

HRD Manager

Great n’ fun Vacation Company

Jl. Jend. Sudirman 35

Jakarta 10220

Dear Mr. Danny,

I am writing to apply for the job as a tour guide, which you advertised recently in ‘on time’ newspaper. I am 23 years old. I graduated from ‘English Teaching and Learning Program’ in Magelang.

Since I graduated from college, I have worked in a big intensive course company in Magelang for a year.

I am interested in working as a tour guide in your company as I want to expand my experience and learn more in Magelang.

I have enclosed my complete curriculum vitae. I would be very pleased to send any further details you may require. I would be available for an interview at any time.

Thank you very much for your consideration and I look forward to hearing from you soon.

Yours faithfully,

Muhammad Napingi

The Example of Curriculum Vitae

Curriculum Vitae

Personal Details

Full Name                   : Muhammad Napingi

Sex                              : Male

Place, Date of Birth    : South Lampung, May 5^th 1992

Nationality                  : Indonesia

Religion                       : Moslem

Marital Status              : Single

Health                         : Perfect Condition

Address                       : Trasan, Bandongan, Magelang (Al-Asyraf, a moslem boarding school)

Mobile Phone              : 085841020613

E-mail                          : muhammadnapingi@rocketmail.com

Educational Background

1998-2004                   : SDN 02 Cintamulya

2004-2007                   : SMPN 01 Candipuro

2007-2010                   : SMAN 01 Candipuro

2011-present               : English Teaching and Learning Program Tidar University of Magelang

Personal Qualification, Skills and Competences

ü  Working effectively with other employers

ü  Calm even working under pressure

ü  Fluent American and British English

ü  Highly motivated and an energetic worker

Magelang,  September 2013

Sincerely

Muhammad Napingi

WHY LEARNING ENGLISH SEEMS DIFFICULT FOR INDONESIAN LEARNERS

WHY LEARNING ENGLISH SEEMS DIFFICULT

FOR INDONESIAN LEARNERS

Many students of Indonesian feel that English as one the international language is a difficult language to learn. Even there are many students who can learn English well. These are some reasons that English seems difficult for Indonesian students.

a.       Pronunciation

English contains a number of sounds and sound distinctions not present in some other languages. Speakers of languages without these sounds may have problems both with hearing and with pronouncing them.

For example:The interdentals, /θ/ and /ð/ (both written as th) are relatively rare in other languages, while phonemic contrast of /i/ with /ɪ/ (beat vs bit vowels), of /u/ with /ʊ/ (fool vs full vowels), and of /ɛ/ with /æ/ (bet vs bat vowels) is rare outside northwestern Europe, so unusual mergers or exotic pronunciations such as [bet] for bit, a pronunciation often used in England and Wales for bet (as in some dialects of American English, what may cause confusion even for native speakers, see Northern cities vowel shift), may arise.

b.      Grammar

1.      Tense, aspect, and mood - English has a relatively large number of tense–aspect–mood forms with some quite subtle differences, such as the difference between the simple past "I ate" and the present perfect "I have eaten." Progressive and perfect progressive forms add complexity.

2.      Functions of auxiliaries - Learners of English tend to find it difficult to manipulate the various ways in which English uses auxiliary verbs. These include negation (e.g. He hasn't been drinking.), inversion with the subject to form a question (e.g. Has he been drinking?), short answers (e.g. Yes, he has.) and tag questions (has he?).

3.      Modal verbs - English has several modal auxiliary verbs, which each have a number of uses. These verbs convey a special sense or mood such as obligation, necessity, ability, probability, permission, possibility, prohibition, intention etc. These include "must", "can", "have to", "has to", "need to", "will", "shall", "ought to", "will have to" , "may", and "might".For example, the opposite of "You must be here at 8" (obligation) is usually "You don't have to be here at 8" (lack of obligation, choice).

4.      Idiomatic usage - English is reputed to have a relatively high degree of idiomatic usage. For example, the use of different main verb forms in such apparently parallel constructions as "try to learn", "help learn", and "avoid learning" pose difficulty for learners. Another example is the idiomatic distinction between "make" and "do": "make a mistake", not "do a mistake"; and "do a favor", not "make a favor".

c.       Vocabulary

1.      Phrasal verbs - Phrasal verbs (also known as multiple-word verbs) in English can cause difficulties for many learners because of their syntactic pattern and because they often have several meanings. There are also a number of phrasal verb differences between American and British English.

2.      Prepositions - As with many other languages, the correct use of prepositions in the English language is difficult to learn, and it can turn out to be quite a frustrating learning experience for ESL/EFL learners. For example, the prepositions "on" (rely on, fall on), "of" (think of, because of, in the vicinity of),and "at" (turn at, meet at, start at) are used in so many different ways and contexts, it is very difficult to remember the exact meaning for each one.

3.      Word formation - Word formation in English requires a lot of rote learning. For example, an adjective can be negated by using the prefixes un- (e.g. unable), in- (e.g. inappropriate), dis- (e.g. dishonest), non- (non-standard) or a- (e.g. amoral), as well as several rarer prefixes.

4.      Collocations - Collocation in English refers to the tendency for words to occur together with others. For example, nouns and verbs that go together (ride a bike/drive a car).

5.      Slang and Colloquialisms In most native English speaking countries, large numbers of slang and colloquial terms are used in everyday speech. Many learners may find that classroom based English is significantly different from how English is usually spoken in practice. This can often be difficult and confusing for learners with little experience of using English in Anglophone countries. Also, slang terms differ greatly between different regions and can change quickly in response to popular culture. Some phrases can become unintentionally rude if misused.

ENGLISH AS A NATIVE LANGUAGE AND ENGLISH AS A FOREIGN/ SECOND LANGUAGE

ENGLISH AS A NATIVE LANGUAGE

AND

ENGLISH AS A FOREIGN/ SECOND LANGUAGE

English is a language which has great reach and influence; it is taught all over the world under many different circumstances. In English-speaking countries, English language teaching has essentially evolved in two broad directions: instruction for people who intend to live there and for those who do not.

a1.)      English as a native language.

A native language (also first language, mother tongue, arterial language, or L1) is the language that a person has learned from birth or within the critical period, or that a person speaks the best and so is often the basis for sociolinguistic identity. In some countries, the terms native language or mother tongue refer to the language of one's ethnic group rather than one's first language.

Sometimes, there can be more than one native or mother tongue, (for example, when the child's parents speak different languages). Those children are usually called bilingual. By contrast, a second language is any language that one speaks other than one's first language.

The term native language is used to indicate a language that a person is as proficient in as a native individual of that language's "base country", or as proficient as the average person who speaks no other language but that language.

From those definitions above, the writer can get the conclusion that English as a native language is that English has learned by the person from birth or within the critical period, or that a person speaks the best and so is often the basis for sociolinguistic identity. The area that is used the child learn English is from family first, and then from the environment around the child, like in school, etc.

b2.)      English as a foreign/ second language

English as a second language (ESL) is the use or study of English by speakers with different native languages. It is also known as English for speakers of other languages (ESOL), English as an additional language (EAL) and as English as a foreign language (EFL).

Other definition of the term 'English as Second Language' (ESL) has traditionally referred to students who come to school speaking languages other than English at home. The term in many cases is incorrect, because some who come to school have English as their third, fourth, fifth, and so on, language. Some individuals and groups have opted for the term 'Teaching English to Speakers of Other Languages" (TESOL) to represent better the underlying language realities.

Teaching English as a foreign language is usually doing in some country which has no English language basically. For example Indonesia. In this country, the first language is Indonesian. Indonesian’s students usually study English in school (formal education) or in any course (non formal education), from elementary school until senior high school. They study English as a second language from Indonesian language. any course (non formal education).