Suchergebnisse

Part I. Theoretical Foundations of Risk Management in Support of Sustainable Development -- SDGs Risks and Digital Approach to Managing Them -- Macroeconomic Risks of Sustainable Development: Features of Developed and Developing Countries -- The Contribution of Digital Technologies to Management of Sustainable Development Risks -- Innovative Development of Kazakhstan as an Experience for the Economic Development of Russia -- Reducing the Digital Divide as a Mechanism to Ensure Sustainable Economic and Social Development -- The Role of Blockchain in Public Administration in the Field of Economic Activity -- Trends in Dispute Resolution in E-Commerce: China's Experience -- Transformation of Settlement Relations in the Context of Industry 4.0: Conversion of Blockchain Club's Crypto-codes into Legitimate Analogues -- Possibilities and Threats of Digitalization for Society -- Integration into Global Value Chains as a Driver of High Technology Exports Development in China -- Regional Aspects of Ensuring Security and Development of Entrepreneurship in the Digital Economy -- Strategic Management of Innovation-Oriented Activities of Business Structures, Taking into Account Noospheric and Sustainable Development Approaches Transformed on an Advanced Methodological Basis -- The Methodology of "Smart City" in the Experience of Theoretical Organization of Knowledge of Contemporary Urban Epistemology -- Assessment of the Risks of Transition from a Global Pandemic Crisis to a Model of Long-Term Economic Growth -- Remote Justice Procedures during the COVID-19 Pandemic in the Russian Federation -- National Health as a Condition and Factor of Economic Growth: Legal Aspects -- The COVID-19 Pandemic and Crisis as a Source of Global Risks to Sustainable Development -- The Economic Impact of COVID-19 on the Development of Tour Operating in the Siberian and Far Eastern Federal Districts -- Methodological Approaches to Risk Assessment of the Implementation of State Programs and their State Financing in the Field of Healthcare in the Regions of Russia -- The Impact of COVID-19 on the Economies of Petroleum-Exporting Middle Eastern Countries -- The Impact of COVID-19 on Global Socio-economic Spheres and International Migration -- Development of the Pharmaceutical Industry: Current Trends and the Role of China -- Optimization Diagnosis of Spasm of Accommodation Among Students in the Osh State University -- Electronic Evidence in the Civil Proceedings: The Experience of the Republic of Korea -- Reshaping The Institution of Liability in International Space Law -- International Legal Challenges to Biotechnological Products -- Problems and Prospects for the Use of Electronic (Digital) Evidence in Arbitration Proceedings -- New Forms of Dispute Resolution in the Russian Federation as a Reflection of Innovation in Law Enforcement: Platform Justice -- Legal Assessment of Objective and Subjective Justifiable Defense Signs -- Specifics of Preventive Visit as a Type of Preventive Measures (Using the Example of the Federal Service for Surveillance on Consumer Rights Protection and Human Wellbeing) -- Comparison of Legal Regulation of Expense Accounting in the Russian Federation and the People's Republic of China -- Mechanisms of the Legal Management of Sustainable Development Risks at the Macro Level of Economic Systems -- Protecting Social Rights in an Era of Economic Change -- A Universal Human Rights Mechanism for the Protection or Revision of the Institution of Family in an Era of Economic Change -- Trends of the Russian Labor Legislation Development in the Era of Great Challenges -- Impact of Customs and Tariff Regulation on Economic Security -- Customs and Tariff Regulation of the Eurasian Economic Union in the Context of New Geo-economic Realities and Challenges to Industry -- On the Indicative Approach to Assessing International Trade Within the EAEU -- Russian-Azerbaijani Bilateral Trade Cooperation in Terms of Eurasian Integration -- A Feasibility Study of China-EAEU Free Trade Agreement -- Dollarization in Ecuador, Economic Growth, Trade Balance, Impact on Ecuadorian Foreign Trade -- Integration Processes and the Economy of Peru: Current Trends -- The Impact of Socio-economic Inequality on the Relations Between the European Union Countries and the Assessment of Strategic Areas for its Reduction -- Development of the Institute of Customs Representatives in the Republic of Kazakhstan -- The Impact and Role of Foreign Direct Investment in the Modernization of China's Automotive Industry -- Economic Cooperation of the Levant Countries: Main Directions and Opportunities -- EAEU and BRI: Current Prospects of Mutual Cooperation -- Assessing the Economic Positions of the European Union Countries in the Context of Transforming Foreign Economic Relations and Implementing a New Industrial Strategy for Europe -- Geo-economic Interests of the Republic of Turkey in the Republic of Uzbekistan -- Rethinking the Potential of the International Transport Corridor "North-South" in Sustaining Russia's Foreign Trade -- Prospects of the Khorgos Free Economic Zone -- Part II. Applied Aspects of Risk Management in Support of Sustainable Development -- Philosophy of System Sustainable Development of Economic Systems from the Position of the Noospheric Approach -- Philosophy of Sustainable Development Risks Through the Lens of the SDGs -- Sociology of Sustainable Development: the Role of Responsible Communities in the Achievement of the SDGs and the Advantages for the Quality of Life -- Social Aspects of the Sustainable Development Risks: Social Support for Responsible Innovations vs. "Human Factor" as a Barrier on the Path of Their Implementation -- Matrix of Risks for Sustainable Development and the Universal Mechanisms of Risk Management of Implementing the SDGs -- Risks of Region's Sustainable Development: a Systemic View from the Position of Society, Economy and Law -- The Risks of Implementing and Managing the SDGs in the Company's Activities: a Case Study by the Example of the Largest Companies of Russia -- The Importance of the International Policy of Globalisation and Open Economy to the Reduction of the Global Risks for Sustainable Development -- The Role of the State Management Institutions in the Reduction of the Macro-Economic Risks for Sustainable Development -- Innovations as the Basis for Managing the Region's Sustainable Development Risks -- Corporate Social Responsibility to Manage the Risks to the Achievement of the SDGs in the Entrepreneurial Activities -- Social Entrepreneurship as an Institute of Sustainable Development Risk Management -- Modern Issues in Sustainability Reporting -- Assessment of the Strain-stress Distribution in the Vicinity Conceding Mountainside's Scarp using Mathematical Modeling -- Marketing Mix of a Responsible Company to Manage the Risks to the Achievement of the SDGs -- The Role of Personnel Training in Higher Education and HRM to Reduce the Sustainable Development Risks -- Values of Modern Organizations and Social Responsibility of Scientific Institutions -- Regulatory and Legal Provision of Sustainable Development Risk Management in the Agro-Industrial Complex: an Overview of International Experience -- Theoretical Basis of Risk Management in Manufacturing Enterprises -- Problems of Increasing Investment Attractiveness of the Agro-Industrial Complex of the Kyrgyz Republic and Ways to Solve Them -- The Impact of Sharp Fluctuations in Global Crude Petroleum Prices on the World Economy -- International Production in the Russian Automotive Industry -- Regression Analysis of the Development Indicators of Light Industry in Kyrgyzstan -- Development of the Competitiveness of Integrated Sectors of the Economy in the Market of Goods and Services -- Research on the Behavior of Online Consumers in the Global Internet Space -- Creation of a SaaS-System for Image Analysis in Agriculture Using Artificial Intelligence Methods -- Development of the Recycling Sector and its Marketing Support as a Factor in the Sustainable Development of the Forestry Sector of the Economy -- The Influence of Macroeconomic Factors on the Art Market (on the Example of International Sales of the MacDougall's Auction House) -- Transformation of the Structure of the Cross-border Agri-food Value Chain -- Middle East Energy Policy Transformation: Saudi Case -- Reflections of Gender Inequality in Language and Culture -- Integral Assessment of Labor Potential of the Region in the Age of Digital Economy -- The Model for Assessing the Professional Competencies of Employees in Today's Labor Market -- Influence of Parents on Formation of National Consciousness of a Teenager -- On the Etymology of the Kyrgyz Names of Dwelling and Family from the Point of View of the Theory of Linguo-Regional Unity of the Altai and Chinese Peoples -- Labor Migrants in the Economy of GCC Countries: History, Modernity, Problems, and Perspectives -- Titulature in the Text of the Epic "Manas" and "Babur's Notes" as a Source of Information About the Social Institutions of the Central Asian Region -- Monohexamethylenetetramine Zinc Iodide Complex Compound for Cotton Growth and Development Stimulation: Advantages in the Labor Market -- Assessment of Social Security of the Population of Federal Districts -- On the Reflexes of the Ancient Root "But" [Foot] in Nostratic Languages -- Social Unemployment Insurance Systems in China and Russia: Comparative Characteristics -- Instrumental Competencies of Linguists in an Undergraduate Degree -- Ethnonyms as Concepts of Foreign Culture in the Text of a Fiction -- Challenges Affecting Listening Comprehension in Professionally-Oriented English and the Strategies for Improvement (Railway Engineering) -- Translation of Structures with Social and Grammatical Gender in the English Language (based on Feature Film Scripts) -- Humanistic Philosophical Foundations of Social Work -- Quantitative Tool.

Erken Çocukluk ve İngilizce Eğitimi disiplinlerini birlikte ele alan, içerisinde okul öncesi dönem çocuklarının yaşına ve gelişimsel özelliklerine uygun yöntem, materyal ve değerlendirme metotları içeren kaliteli İngilizce eğitimi programları, bu çocukların hedef dildeki öğrenmelerini daha etkili ve kalıcı kılar. Buradan yola çıkarak, bu çalışmada okul öncesi dönem çocukların gelişimsel özellikleri ve farklı öğrenme ihtiyaçları göz önünde bulundurularak onlara yönelik bir İngilizce öğretimi programı geliştirilmiştir. Bu geliştirilen programın etkililiğini incelemek için, bu yaş grubunun ikinci dil öğretiminde ulaşabilecekleri hedefler ile uyumlu iki değerlendirme aracı tasarlanmış, pilot uygulaması yapılmış ve gerçek kullanıma hazır hale getirilmiştir. Bunlardan biri çocukların alıcı ve ifade edici kelime bilgisini ölçmek için hazırlanmış İngilizce Resimli Kelime Testi, diğeri ise temel iletişim becerilerini ölçmek için geliştirilmiş Performansa dayalı değerlendirme aracıdır. Bu araçlar önce 20 okul öncesi dönem çocuğu ile görüşülerek, uygulanabilirliği üzerine ön değerlendirme yapılmış, daha sonra 16 farklı özel anaokulundaki 251 çocuk ile pilot uygulaması yapılmıştır. Resimli kelime testinin alıcı dil ve ifade edici dil bölümleri ve performansa dayalı ölçme araçları için güvenilirlik katsayıları sırasıyla .89, .91 ve .98 olarak bulunmuştur. Resimli kelime testinde, maddelerin ayırt edicilik ve zorluk dereceleri Nokta çift serili Korelasyon Katsayısı bulunarak hesaplanmıştır. Diğer ölçme aracının madde güçlük indeksi ise alt ve üst grupların farkı belirlenerek yapılan madde analizi ile hesaplanmıştır. Sonuçlar İngilizce Resimli Kelime Testinin ve Performansa dayalı değerlendirme aracının ideal zorluğa sahip, geçerli ve güvenilir birer değerlendirme aracı olduklarını göstermektedir. Çalışmanın ikinci bölümünde, 'Erken Çocukluk İngilizce Eğitimi Programı'nın içeriğini, programda kullanılan öğretim materyallerinin, yöntemlerinin ve değerlendirme araçlarının uygunluğunu değerlendirebilmek amacıyla, bu programın bir kısmı özel bir anaokulundaki öğrenci grubuna 3 hafta boyunca uygulanarak pilot uygulaması yapılmıştır. Gerekli düzeltmeler yapıldıktan sonra bu deneysel çalışma İstanbul'un Beşiktaş ilçesindeki bir anaokulunda uygulanmıştır. Araştırmanın çalışma grubunu bu anaokulundaki 68 çocuktan rastgele örnekleme yöntemiyle seçilen 5 ve 6 yaş grubu toplam 36 çocuk oluşturmaktadır. Bu deneysel çalışmada, rastgele seçilmiş ön test-son test grup tasarımı kullanılarak ön test, son test ve izleme ölçümleri arasındaki farkın anlamlılığına bakılmıştır. Deney ve kontrol grubunda 18'er çocuk bulunmaktadır. 16 hafta boyunca, 40-45 dakika süren İngilizce öğrenme saatinde, her haftanın başında ortasında ve sonunda olmak üzere toplam 3 kez çocuklar ile bir araya gelinmiştir. Program çocukların günlük yaşantılarından bildikleri 48 kelime ve bazı dil yapılarını içeren 6 temel konuyu içermektedir. Bu konular, kontrol grubuna bağlamdan uzaklaşmış bir yapı ile ve daha çok flaş kartların ve şarkıların kullanıldığı öğretmen merkezli etkinlikler ile öğretilirken, deneysel gruba aynı konular çocuğun yaşına uygun etkinlikleri (sanat, drama, düşünme becerileri etkinlikleri, hikâye anlatımı, oyunlar, şarkılar ve aile katılımı) içeren iletişimsel ve etkileşimli yaklaşımlar kullanılarak öğretilmiştir. Resimli Kelime Testi ve Performansa dayalı Değerlendirme aracı ile çocukların sırasıyla alıcı ve ifade edici kelime bilgileri ve iletişim becerileri değerlendirilmiştir. Sonuçlar, deney grubundaki çocukların hedef kelimeleri anlama, ifade etme ve onlar ile iletişim kurabilme becerilerinin diğer gruba göre daha iyi olduğunu ortaya koymuştur. Yine bu gruptaki çocukların dinleme ve konuşma becerilerinin, maruz kaldıkları anlamlı ve eğlenceli oyun temelli etkinlikler ve etkileşimli materyaller aracılığı ile daha çok geliştiği gözlemlenmektedir. Yaş ve cinsiyet faktörlerinin öğrenme sürecinde bir etkisi olmadığı bulunmuştur. Bunun yanı sıra, izlence testinin sonuçları hazırlanan programının kesintiye uğramadan uygulandığı takdirde küçük çocukların İngilizce öğrenme süreçlerine uzun süreli katkı sağladığını göstermiştir. Son olarak bu çalışma, kaliteli bir İngilizce eğitimi programının, çocukların aktif katılımını sağlayarak, ilgilerini sürekli canlı tutarak onların dilsel ve iletişimsel becerilerini geliştirmelerinde önemli bir rol oynadığına dair net kanıtlar ortaya koymaktadır. Ayrıca, her iki grupta bulunan çocuklardan, uygulanan programın sonunda yapılan görüşmeler ile öğrenme deneyimlerine ilişkin düşünceleri alınmıştır. Bu yarı yapılandırılmış görüşmeler, nitel araştırma tekniklerinden biri olan tümevarımsal içerik analizi tekniği ile yorumlanmıştır. Bu çalışmada, nitel ve nicel araştırmaların birbirlerini aydınlatmak amacıyla veri analizi düzeyinde stratejik olarak birleştirildiği "karma yöntemler" yaklaşımı kullanılmıştır. Küçük çocuklar ile hoşlandıkları / hoşlanmadıkları etkinlikler, yabancı dili öğrenme süreçlerini kolaylaştıran ve zorlaştıran konular üzerine yapılan bu görüşmenin sonuçları göz önüne alındığında, çocukların öğretme-öğrenme sürecinin tüm yönleriyle ilgili görüşlerinin öğretmenler, araştırmacılar ve politika yapıcılar için son derece önemli geri bildirim sağlayabileceği sonucuna varılabilir. --- The better quality English education programs integrating both Early Childhood Education and English Language Education disciplines and involving age-appropriate methodologies, materials and assessment are developed, the more likely young children are to obtain successful and long-lasting learning outcomes in target language. From this point of view, an English education program is developed in this thesis for very young learners considering their distinctive characteristics and diverse language learning needs. In order to examine the effectiveness of this program, two assessment instruments whose formats and procedures are in alignment with the aims of pre-primary foreign language education are designed, piloted and administered to very young learners as a part of empirical study. One of them is an English Picture Vocabulary Test (EPVT) for measuring children's receptive and productive vocabulary knowledge and the other one is Performance-based Assessment (PA) for assessing their communicative skills. These tools are pre-piloted with 20 children of the target age group and final piloted with 251 children from different private pre-primary schools. The internal consistency (Kuder-Richardson Formula 20) are found to be .89, .91, .98 respectively for both EPVT (Receptive), EPVT (Productive) and PA. The selection of upper and lower groups for the validation test items as a technique is used to analyze the discrimination power of PA and point-biserial correlation is used for the item difficulty and discrimination indices of EPVT. The findings indicate that EPVT and PA having ideal difficulty in terms of discrimination potential can serve as a valid and reliable assessment tool for assessing receptive and expressive vocabulary knowledge and basic communicative skills of very young EFL learners respectively. In the second part of the study, the newly designed 'Early Childhood English Language Education Program' is piloted on a convenience sample of the target age group from a private pre-primary school to ensure the suitability of content, instructional materials, methods, approaches, principles and assessment tools with VYLs. After some corrections and improvements, the actual intervention is carried out at one of the public pre-primary schools in Beşiktaş/İstanbul. The study group consists of a total of 36 children, aged between 5 and 6 years who are randomly selected from 68 children in this pre-primary school. In this experimental research, the pretest, posttest and delayed posttest measurements are used. There are 18 children in both experimental group (M = 5 years and 11 months) and control group (M = 5 years and 10 months). The English learning hours that last for 40-45 minutes take place three times a week over 16 weeks. There are six common basic themes including 48 target vocabulary and certain structures with which children are familiar in their mainstream education. Whereas these themes are taught using traditional methods including repetition of decontextualized sentences, memorization of target vocabulary and teacher-led activities with flashcards and songs, same themes are taught to experimental group with communicative and interactive approaches including age-appropriate activities (e.g., thinking skill activities, art and craft activities, stories, drama activities, games, songs, parental involvement) in the scope of the program. EPVT and PA are used to measure VYLs' receptive and expressive vocabulary knowledge and communicative skills respectively. The findings of this study reveal that treatment group shows rapid gains in English word comprehension, production and communication skills. The children's listening and speaking skills in this group are developed in the target language as a result of their exposure to contextualized language learning in meaningful and enjoyable ways through play-based activities and interactive materials. The 'age' and 'gender' are not considered a significant factor in their L2 learning. The results of delayed posttest also demonstrate that effective TEVYL which has not only short term effects but also long-term; in other words, it provides long-lasting benefits in the L2 learning process. Results show clear evidence that quality L2 education program plays a crucial role in engaging children in active participation, sustaining their interest and developing their linguistic and communicative skills. In addition, children's attitudes, perceptions and interpretations in both groups are elicited to find out about their L2 learning experiences in detail at the end of the intervention through semi-structured interviews. These interviews are analyzed with inductive content analysis which was one of the qualitative research techniques. In this study, 'mixed methods' approach in which qualitative and quantitative research are strategically combined at the data analysis level in order to illuminate each other is used. Considering the results of interview with very young learners on the issues such as the practices they are discouraged, the activities they like and dislike and the motivational factors that make the L2 learning easier, it can be concluded that their opinions and views about all aspects of the L2 education can provide invaluable feedback for teachers, researchers and policymakers.

La presente tesis de doctorado se propone realizar una búsqueda de caminos pedagógicos para la selección, el empleo y la explotación didáctica de textos literarios argentinos en la enseñanza del español lengua segunda y extranjera (ELSE). Asimismo, expone recorridos para el abordaje de este tipo de textos desde los niveles iniciales de enseñanza y aprendizaje de esta lengua. Para ello, la tesis plantea un itinerario por bibliografía teórica referida a la adquisición de lenguas, examina los tres enfoques pedagógicos más actualizados —comunicativo, por tareas y orientado a la acción—, estudia los vínculos entre la lengua, la cultura y la literatura, así como analiza la manera en que ha sido tomada la literatura en la enseñanza de lenguas a lo largo de la historia, y considera los aportes de la teoría literaria a la didáctica de la literatura. A su vez, esta investigación se propone dejar en evidencia la escasez de materiales didácticos destinados a la enseñanza de ELSE que den cuenta de las variedades lingüísticas y culturales argentinas, y que incluyan, de forma manifiesta, textos literarios de escritores de esta procedencia. Además, la tesis justifica que, dada la creciente importancia del español en el mundo, esta insuficiencia de materiales didácticos —que respondan a las características que describimos— representa un área de vacancia que debe atenderse. Por este motivo, la tesis plantea propuestas didácticas que parten de textos literarios argentinos, con el fin de explorar caminos de abordaje de estos textos, para promover el desarrollo de las diferentes competencias en los alumnos, así como el perfeccionamiento de las cuatro destrezas lingüísticas (comprensión lectora y auditiva y producción escrita y oral). Conjuntamente, se destaca la funcionalidad de la literatura en el aula de ELSE para desarrollo de la competencia comunicativa intercultural (CCI), que debe ser considerada en el marco de las sociedades multilingües y multiculturales contemporáneas. Por otra parte, este estudio se posiciona, frente a los materiales literarios, con una mirada práctica y se propone plantear una explotación holística de este tipo de textos, que cubre el trabajo con diferentes aspectos lingüísticos, literarios, discursivos y culturales inherentes a las obras; sin descuidar la fruición estética que estimula la literatura. Al mismo tiempo, la tesis se propone dar cuenta de los resultados de la puesta en práctica de una selección de tareas elaboradas en el marco de esta investigación. De esta manera, este estudio se presenta como un aporte original en la medida en que plantea no solo la integración de teorías de diferente procedencia disciplinaria —orientadas al aprendizaje de ELSE y al empleo de los textos literarios en este marco de enseñanza—, sino también porque demuestra la aplicación práctica de estas teorías a través del diseño de las tareas que se exponen en esta investigación. Finalmente, esta tesis se posiciona en apoyo de las políticas lingüísticas que sustentan las variedades del español que se hablan en Argentina como válidas y auténticas y como portadoras de culturas particulares de gran valor. ; This doctoral dissertation explores pedagogical paths for the selection, use and didactic exploitation of literary texts for the teaching of Spanish as a second and foreign language (SL2/SFL). In addition, this study exposes ways of working with these types of texts for language learning at the introductory and upper levels. In view of this purpose, the thesis puts forward a bibliography of theoretical works in reference to language acquisition, and it also examines the three most current pedagogical approaches —communicative, task-based language teaching and action-oriented approaches—. Furthermore, it studies the links between language, culture and literature, and it analyses the ways in which literature has been applied in the field of second language teaching throughout history, taking into account the contribution of literary theory towards the didactics of literature. This research has the aim of highlighting the scarcity of didactic materials intended for the teaching of SL2/SFL that include Argentinian linguistic and cultural varieties, involving texts written by authors of this origin. In consideration of the increasing importance of Spanish in the world, this study argues that the shortage of didactic materials —as per the characteristics outlined in this dissertation— represents an area of deficiency that merits attention. For this reason, the thesis posits didactic proposals that start from Argentinian literary texts, with the objective of exploring different ways of working with them to promote the development of student competences, as well as to improve the four linguistic abilities (reading and listening comprehension, and oral and written production). What is more, the functionality of literature in the SL2/SFL classroom is highlighted for the development of the intercultural communicative competence (ICC), which needs to be considered in the context of contemporary multilingual and multicultural societies. From a position that views literary materials from a practical and holistic point of view, this dissertation covers the linguistic, literary, discursive and cultural aspects inherent to the literary texts, without neglecting the aesthetic fruition stimulated by literature. Additionally, this study has the purpose of demonstrating the results of the practical implementation of a selection of didactic tasks elaborated in this research. In this way, the present dissertation constitutes an original contribution to SL2/SFL research inasmuch as it presents not only the integration of theories of different disciplinary origins —oriented to the language learning process as well as to the use of literary texts in the teaching framework—, but it also demonstrates the implementation of these theories towards the design of tasks, as they are developed in this research. To conclude, this thesis takes a position in favour of the linguistic politics that support the diversity of Spanish language used throughout Argentina as valid and authentic, and as highly valued carriers of distinct cultures. ; Dans cette thèse de doctorat, nous proposons une réflexion sur les orientations pédagogiques à suivre pour la sélection, l'utilisation et l'exploitation didactiques des textes littéraires argentins dans l'enseignement de l'espagnol langue seconde et étrangère (EL2/ELE). Nous exposons dans ce travail de recherche également des pistes pour aborder ce type de textes dès les niveaux débutants d'enseignement et d'apprentissage de cette langue. À cet effet, nous proposons un itinéraire à travers une bibliographie théorique portant sur l'acquisition des langues ; nous examinons les trois approches pédagogiques les plus actualisées – l'approche communicative, par tâches et actionnelle – ; nous étudions les liens entre la langue, la culture et la littérature ; nous analysons également la manière dont la littérature a été perçue dans l'enseignement des langues au cours de l'histoire ; et nous considérons les contributions de la théorie littéraire à la didactique de la littérature. Parallèlement, ce travail de recherche met en évidence le manque de matériaux didactiques destinés à l'enseignement de EL2/ELE qui prennent en considération l'inclusion des variétés linguistiques et culturelles argentines, et qui incluent, de façon manifeste, les textes littéraires d'écrivains de cette diversité. De plus, étant donné l'importance de l'espagnol dans le monde, nous soutenons que cette insuffisance en matériaux didactiques – selon les caractéristiques que nous en donnons – représente un manque qui doit être comblé. Pour cette raison, la thèse offre des propositions didactiques qui partent de textes littéraires argentins, afin d'explorer différentes façons d'aborder ces textes, dans le but de promouvoir le développement des différentes compétences des étudiants, ainsi que le perfectionnement des quatre compétences langagières (la compréhension écrite et auditive et la production écrite et orale). Nous soulignons également la fonctionnalité, dans la classe de EL2/ELE, de la littérature pour le développement de la compétence communicative interculturelle (CCI) dans le cadre des sociétés multilingues et multiculturelles contemporaines. D'autre part, nous nous positionnons dans cette étude, au regard des matériaux littéraires, dans une perspective pratique et nous proposons une exploitation holistique de ce type de textes, qui comprend le travail sur différentes questions linguistiques, littéraires, discursives et culturelles inhérentes aux mêmes œuvres, sans négliger le plaisir esthétique que la littérature stimule. Ainsi, cette étude constitue un apport original dans la mesure où nous y proposons non seulement l'intégration des théories de différentes provenances disciplinaires – orientées sur l'apprentissage de EL2/ELE et l'emploi des textes littéraires dans ce cadre de l'enseignement –, mais également la démonstration de la mise en œuvre de ces théories à travers la présentation de la conception des tâches. Finalement, cette thèse s'inscrit en appui des politiques linguistiques qui soutiennent la validité, l'authenticité et la valeur intrinsèque des variétés de l'espagnol porteuses de cultures particulières qui se parlent en Argentine. ; Facultad de Humanidades y Ciencias de la Educación (FAHCE)

ABSTRACT Background Mental health promotion is supported by a strong body of knowledge and is a matter of public health with the potential of a large impact on society. Mental health promotion programs should be implemented as soon as possible in life, preferably starting during pregnancy. Programs should focus on malleable determinants, introducing strategies to reduce risk factors or their impact on mother and child, and also on strengthening protective factors to increase resilience. The ambition of early detecting risk situations requires the development and use of tools to assess risk, and the creation of a responsive network of services based in primary health care, especially maternal consultation during pregnancy and the first months of the born child. The number of risk factors and the way they interact and are buffered by protective factors are relevant for the final impact. Maternal-fetal attachment (MFA) is not yet a totally understood and well operationalized concept. Methodological problems limit the comparison of data as many studies used small size samples, had an exploratory character or used different selection criteria and different measures. There is still a lack of studies in high risk populations evaluating the consequences of a weak MFA. Instead, the available studies are not very conclusive, but suggest that social support, anxiety and depression, self-esteem and self-control and sense of coherence are correlated with MFA. MFA is also correlated with health practices during pregnancy, that influence pregnancy and baby outcomes. MFA seems a relevant concept for the future mother baby interaction, but more studies are needed to clarify the concept and its operationalization. Attachment is a strong scientific concept with multiple implications for future child development, personality and relationship with others. Secure attachment is considered an essential basis of good mental health, and promoting mother-baby interaction offers an excellent opportunity to intervention programmes targeted at enhancing mental health and well-being. Understanding the process of attachment and intervening to improve attachment requires a comprehension of more proximal factors, but also a broader approach that assesses the impact of more distal social conditions on attachment and how this social impact is mediated by family functioning and mother-baby interaction. Finally, it is essential to understand how this knowledge could be translated in effective mental health promoting interventions and measures that could reach large populations of pregnant mothers and families. Strengthening emotional availability (EA) seems to be a relevant approach to improve the mother-baby relationship. In this review we have offered evidence suggesting a range of determinants of mother-infant relationship, including age, marital relationship, social disadvantages, migration, parental psychiatric disorders and the situations of abuse or neglect. Based on this theoretical background we constructed a theoretical model that included proximal and distal factors, risk and protective factors, including variables related to the mother, the father, their social support and mother baby interaction from early pregnancy until six months after birth. We selected the Antenatal Psychosocial Health Assessment (ALPHA) for use as an instrument to detect psychosocial risk during pregnancy. Method Ninety two pregnant women were recruited from the Maternal Health Consultation in Primary Health Care (PHC) at Amadora. They had three moments of assessment: at T1 (until 12 weeks of pregnancy) they filed out a questionnaire that included socio-demographic data, ALPHA, Edinburgh post-natal Depression Scale (EDPS), General Health Questionnaire (GHQ) and Sense of Coherence (SOC); at T2 (after the 20th weeks of pregnancy) they answered EDPS, SOC and MFA Scale (MFAS), and finally at T3 (6 months after birth), they repeated EDPS and SOC, and their interaction with their babies was videotaped and later evaluated using EA Scales. A statistical analysis has been done using descriptive statistics, correlation analysis, univariate logistic regression and multiple linear regression. Results The study has increased our knowledge on this particular population living in a multicultural, suburb community. It allow us to identify specific groups with a higher level of psychosocial risk, such as single or divorced women, young couples, mothers with a low level of education and those who are depressed or have a low SOC. The hypothesis that psychosocial risk is directly correlated with MFAS and that MFA is directly correlated with EA was not confirmed, neither the correlation between prenatal psychosocial risk and mother-baby EA. The study identified depression as a relevant risk factor in pregnancy and its higher prevalence in single or divorced women, immigrants and in those who have a higher global psychosocial risk. Depressed women have a poor MFA, and a lower structuring capacity and a higher hostility to their babies. In average, depression seems to reduce among pregnant women in the second part of their pregnancy. The children of immigrant mothers show a lower level of responsiveness to their mothers what could be transmitted through depression, as immigrant mothers have a higher risk of depression in the beginning of pregnancy and six months after birth. Young mothers have a low MFA and are more intrusive. Women who have a higher level of education are more sensitive and their babies showed to be more responsive. Women who are or have been submitted to abuse were found to have a higher level of MFA but their babies are less responsive to them. The study highlights the relevance of SOC as a potential protective factor while it is strongly and negatively related with a wide range of risk factors and mental health outcomes especially depression before, during and after pregnancy. Conclusions ALPHA proved to be a valid, feasible and reliable instrument to Primary Health Care (PHC) that can be used as a total sum score. We could not prove the association between psychosocial risk factors and MFA, neither between MFA and EA, or between psychosocial risk and EA. Depression and SOC seems to have a clear and opposite relevance on this process. Pregnancy can be considered as a maturational process and an opportunity to change, where adaptation processes occur, buffering risk, decreasing depression and increasing SOC. Further research is necessary to better understand interactions between variables and also to clarify a better operationalization of MFA. We recommend the use of ALPHA, SOC and EDPS in early pregnancy as a way of identifying more vulnerable women that will require additional interventions and support in order to decrease risk. At political level we recommend the reinforcement of Immigrant integration and the increment of education in women. We recommend more focus in health care and public health in mental health condition and psychosocial risk of specific groups at high risk. In PHC special attention should be paid to pregnant women who are single or divorced, very young, low educated and to immigrant mothers. This study provides the basis for an intervention programme for this population, that aims to reduce broad spectrum risk factors and to promote Mental Health in women who become pregnant. Health and mental health policies should facilitate the implementation of the suggested measures. ; RESUMO Enquadramento teórico A Promoção da saúde mental é hoje um campo de vasto interesse científico, devendo ser considerada uma questão de saúde pública e de grande impacto em termos sociais. Os Programas de promoção da saúde mental devem ser precocemente implementados de preferência ainda durante a gravidez. Devem ter como alvo, determinantes maleáveis, introduzindo estratégias para a redução de fatores de risco ou do seu impacto, e para o reforço de factores protectores aumentando a resiliência. A detecção precoce de situações de risco requer o desenvolvimento e utilização de instrumentos específicos, bem como a criação de uma rede de serviços baseada nos cuidados de saúde primários, sobretudo na consulta materna, durante a gravidez e primeiros meses da criança. O número de fatores de risco e a forma como interagem, assim como os fatores protectores existentes são determinantes para o balanço que determina o resultado final. A Ligação materno-fetal (LMF) não é ainda um conceito totalmente compreendido, levantando-se várias questões em relação à sua operacionalização numa escala. Uma série de aspectos metodológicos têm dificultado a comparação de dados já que muitos estudos utilizaram amostras pequenas, diferiram nos critérios de seleção e nos instrumentos utilizados ou eram apenas estudos de carácter exploratório. São também escassos os estudos realizados com o objectivo de avaliar as consequências de uma fraca LMF em populações de risco. No entanto, apesar de as revisões não serem conclusivas, vários autores sugerem que o apoio social, a ansiedade, a depressão, a auto-estima, o auto-controle e o sentido de coerência estarão relacionados com a LMF. Esta está também relacionada com a adopção de comportamentos de saúde pela grávida, que irão influenciar o curso da própria gravidez e a saúde futura do bebé. A LMF parece ser um preditor relevante para a futura interação mãe-bebé, mas são necessários mais estudos que clarifiquem este conceito e a sua operacionalização A Teoria da Vinculação constitui-se como um corpo científico robusto, com múltiplas implicações para o desenvolvimento infantil, para a estruturação da personalidade da criança e da sua capacidade de relacionamento com os outros. Uma vinculação segura é essencial para uma boa saúde mental e a promoção de uma dequadainteração mãe-bebé parece ser uma excelente estratégia nos programas de intervenção que têm como objectivo a promoção da saúde mental. Compreender o processo de vinculação e intervir de forma a promover a sua segurança, implica por um lado conhecer os fatores proximais que têm a ver directamente com a interacção mãe-bebé, e por outro ter também uma visão mais ampla, que avalie o impacto de factores sociais mais distais e a forma como o seu impacto é mediado na relação entre mãe e bebé. Finalmente, é essencial entender de que forma este conhecimento pode ser aplicado em programas de promoção de saúde mental eficazes (e que instrumentos devem ser utilizados), que possam envolver um grande número de grávidas e suas famílias. A promoção da disponibilidade emocional (DE) parece ser uma abordagem relevante para melhorar a relação mãe-bebé. Uma série de trabalhos científicos identificam como principais fatores identificados na gravidez e determinantes da relação mãe-bebé, a idade materna, a relação conjugal, a migração, a existência de dificuldades sociais ou transtornos psiquiátricos dos pais e ainda as situações de abuso ou negligência Com base na revisão teórica realizada, construímos um modelo teórico que incluiu fatores proximais e distais, factores de risco e de protecção, incluindo variáveis relacionadas com a mãe, o pai, o suporte psicossocial e a interação mãe-bebê, desde o início da gravidez até aos seis meses de idade do bebé. Como instrumento para avaliação do risco psicossocial durante a gravidez seleccionámos a Antenatal Psychosocial Health Assessment (ALPHA).Metodologia Noventa e duas mulheres grávidas foram recrutadas da consulta de saúde materna no Agrupamento de Centros de Saúde da Amadora. A avaliação decorreu em três momentos: T1 (até às 12 semanas de gravidez) sendo utilizados um questionário para recolha de dados sociodemográficos, o ALPHA, a Edinburgh pós-natal Depression Scale (EDPS), a General Health Questionnaire (GHQ) e o Senso de Coerência (SOC); em T2 (após as 20 semanas de gravidez) foi aplicado a EDPS, o SOC e a escala de Ligação Materno-Fetal (MFAS) e finalmente T3 (6 meses após o nascimento), foi repetida a aplicação da EDPS e SOC, sendo também filmada a interacção mãe-bebé que foi depois codificada com as Emotional Availability Scales (EAS). O tratamento estatístico foi realizado através da análise descritiva, análise de correlações, regressão logística univariada e regressão linear múltipla. Resultados Este estudo permitiu-nos aumentar o conhecimento sobre esta população multicultural e suburbana, e identificar grupos específicos com maior risco psicossocial, como é o caso das mulheres solteiras ou divorciadas, de jovens casais, mães com baixo nível de escolaridade, assim como de mulheres deprimidas ou que apresentam um baixo sentido de coerência. Não se confirmou a hipótese de que o risco psicossocial esteja diretamente relacionada com a LMF e que esta esteja diretamente relacionada com a DE. Também não foi confirmada a hipótese de que o risco psicossocial pré-natal está associado a dificuldades na interacção mãe-bebê. O estudo identificou a depressão como um fator de risco relevante na gravidez e a sua maior prevalência em mulheres solteiras ou divorciadas, imigrantes e naquelas que têm um maior risco psicossocial em geral. Demonstrou-se que as mulheres deprimidas têm uma menor LMF, assim como uma menor capacidade de estruturação e uma maior hostilidade para com os seus bebês. Parece haver uma diminuição da prevalência de depressão na segunda metade da gravidez. Os filhos de mães imigrantes demonstraram uma menor capacidade de resposta em relação às suas mães, o que pode eventualmente ser mediado pela depressão, já que as mães imigrantes têm um maior risco de depressão no início da gravidez e seis meses após o nascimento. As mães mais jovens têm uma menor LMF e são mais invasivas na interacção com os bebés. As mulheres com maior escolaridade demonstraram maior sensibilidade em relação aos seus filhos, os quais por sua vez parecem ter maior capacidade de responder às suas interacções. As mulheres que são ou foram submetidos a violência, demonstraram ter maior LMF, mas os seus filhos têm menor capacidade de resposta à interacção. O estudo destaca a relevância do sentido de coerência como um potencial fator protector já que apresenta uma forte correlação negativa com uma série de fatores de risco psicossocial, e com problemas de saúde metal, particularmente com depressão antes, durante e após a gravidez. Conclusões O ALPHA demonstrou ser um instrumento válido e exequível e fiável para utilização nos Cuidados de Saúde Primários (CSP), podendo ser também utilizado como um score total traduzindo a soma dos vários itens. Não foi provada a associação entre o nível de risco psicossocial e a LMF, nem entre a LMF e a DE, ou ainda entre o risco psicossocial e a DE. A depressão e o SOC parecem ser factores muito relevantes com uma influência oposta. A gravidez deve ser considerada como um processo de amadurecimento e uma oportunidade de mudança, em que ocorrem processos adaptativos que podem atenuar factores de risco, tendo como resultado a diminuição da depressão e o aumento do sentido de coerência. Para uma melhor compreensão das interacções entre variáveis e uma melhor operacionalização da LMF são necessários mais estudos.Recomendamos o uso de ALPHA, SOC e EDPS no início da gravidez, como uma forma de identificar as mulheres mais vulneráveis e que necessitam de intervenções e apoio específicos, a fim de diminuir o risco a que estão associadas. A nível político, propomos o reforço da integração de imigrantes e incremento do nível de escolaridade nas mulheres. Recomendamos também um maior enfoque nos cuidados de saúde e na abordagem em saúde pública de grupos específicos da população com maior risco psicossocial e maior vulnerabilidade emocional. A nível dos CSP maior atenção deve ser dada às mulheres grávidas que são solteiras ou divorciadas, às muito jovens, com baixo nível de escolaridade e às imigrantes. Este estudo estabelece a base para um programa de intervenção com esta população, tendo como objetivo reduzir fatores de risco num espectro alargado, assim como promover a saúde mental em mulheres que engravidam. As políticas de saúde e de saúde mental deverão facilitar a implementação das medidas que são propostas.

FOCUS ON FORM IN 2013 JUNIOR HIGH SCHOOL CURRICULUM Windya Firdayani Ariza English Education, Faculty of Languages and Arts, State University of Surabaya Win_dya_chub2y@yahoo.com Ahmad Munir English Education, Faculty of Languages and Art, State University of Surabaya Munstkip@yahoo.com Abstrak Kurikulum 2013 adalah kurikulum yang saat ini dilaksanakan di Indonesia. Penelitian ini bertujuan untuk menggambarkan fokus guru dalam mengajar tata bahasa apakah itu berfokus pada bentuk atau makna dan menggambarkan perasaan siswa dalam belajar tata bahasa apakah mereka merasa belajar atau tidak. Penelitian ini adalah kualitatif. Para peserta penelitian ini adalah seorang guru bahasa Inggris dan siswa kelas pertama SMPN 1 Gresik. Dua instrumen yang digunakan untuk mengumpulkan data yaitu: observasi dalam bentuk rekaman video guru dan kegiatan siswa di kelas dan merekam video dari diskusi kelompok. Ini digunakan untuk merekam cara guru dalam menggabungkan tata bahasa pada kurikulum 2013 dan kegiatan siswa. Rekaman video dari diskusi kelompok digunakan untuk merekam perasaan siswa. Ditemukan bahwa guru fokus pada bentuk. Dia menekankan pada aturan tata bahasa. Ditemukan pula bahwa siswa merasa belajar tata bahasa oleh guru. Kesimpulannya, guru menerapkan focus pada bentuk di kurikulum 2013. Itu terjadi di kelas dimana peneliti mengamat, bahwa guru menjelaskan materi yang lebih jelas kepada siswa berdasarkan konstruk bahasa dan aturan tata bahasa. Kesimpulan lain adalah bahwa guru tidak mengikuti aturan kurikulum 2013. Pada 2013 kurikulum adalah fokus pada makna. Kata Kunci: Fokus pada bentuk, tata bahasa, kurikulum 2013 Abstract The 2013 curriculum is the current curriculum that was implemented in Indonesia. This study focused its goal to describe the teacher's focus in teaching grammar whether it focuses on form or on meaning and describe the students' feeling in learning grammar whether they experienced or not. This study was qualitative. The participants of this study were an English teacher and the first graders of SMPN 1 Gresik. Two instruments were used to collect data namely: Observation in the form of video recording of teacher and students' activities in classroom and video recording of focused group discussion. It used to record the teacher's way in incorporating grammar in 2013 curriculum and the students' activities. Video recording of focused group discussion used to record the feeling of students. It was found that teacher focused on form. She concerned on grammatical rule. It was also found that the student experienced to learn grammar by the teacher. In conclusion, the teacher interpreted grammar in 2013 curriculum by focusing on form. It happened in the classroom which the researcher observed, that the teacher explained the materials more clearly to the students based on the construct of language and grammatical rule. Another conclusion is that the teacher did not follow the rule of 2013 curriculum. In 2013 curriculum is focus on meaning. Keywords: Focus on Form, grammar, 2013 curriculum INTRODUCTION 2013 Curriculum is the current curriculum that is released on July 13th 2013 by the government in Indonesia. This curriculum is a continuation of KBK (Kurikulum Berbasis Kompetensi) that was released at 2004 that cover attitude, knowledge and skill competence integrated. 2013 curriculum has four Kompetensi Inti. Kompetensi Inti is applicable to all the subjects. It is as the bond of all students' competencies that are produced in each subject. The contents are the same between English and other subjects, but the differences are on the Kompetensi Dasar for each Kompetensi Inti. For English, especially grammar the point in Kompetensi Dasar is in the third. It is Memahami fungsi social, struktur teks dan unsur kebahasaan (Kemendikbud, 2013a). It means that the students have to achieve those three things to make them competence in English. According to curriculum 2006, there are three important aspects considered when people think of language. They are context, text and language. The purpose of social function is the reason why we speak or write in the context. Organization structure of the text or generic structure is the text organization or text arrangement. Language features or lexical that is such things as the grammar vocabulary and connectors that we use. Social function, organization structure and language feature above are associated with Genre Based Approach. Genre Based Approach is recommended approach that is based on curriculum. Genre Based Approach is used to conduct the classroom activity. According to Yan (2005), this approach has become popular since the 1980s along with the notion that students writers could benefit from studying different types of written text. In Genre Based Approach, teaching and learning focuses on the understanding and production of selected genres of texts (Lin, 2006). Learning around texts genres has been increasingly influential in main stream ELT in a number of situations, including primary, secondary, tertiary, professional and community teaching context involving native speaker of English as well as ESL and EFL learners. It shows that Genre Based Approach is powerful response to the deficit of process models (Gao, 2007). Genre Based Approach starts with the whole text as the unit in focus, rather than the sentence. The focus on the whole implies that there is higher level of order and patterning in language than just in sentence-grammar at the level of discourse organization and meta-patterning of grammatical features. In Indonesia, according to curriculum 2006 Genre Based Approach is conducted in two cycles; they are spoken and written cycle. It is because at the end of spoken cycles, students are expected to be able to produce monologue in the same of genre that they are learning. Similarly, at the end of written cycle every students must be able to produce written text of genre that they are learning (Astaman, 2010). For instance, if the genre is narrative, at the end of written cycle every student must be able to write a narrative text or to tell a narrative story. It is also strengthened by Callaghan(1988), that genre is should be classified to be two aspects. First, genre is classified as spoken genre and the second genre is classified as written genre. It means that genre as spoken has the reason as language is said to be functional, because its organization quite fundamentally reveals the purpose for which any natural language came. Meanwhile genre as written has reason as language is to be understood as text, any meaningful passage of language that serves some social purpose. Grammar commonly taught based on focus on form and focus on meaning. Focus on form means the students have to aware on grammatical form of the language. According to Long (1997) Focus on form is a method for composing sentence based on the right pattern. It promotes the acquisition of specific language form such as grammar and the meaning of words in the meaning-based second language activity. Doughty & Williams (1999) state that state that a focus on the form (FonF) of the language consists of drawing the learner's attention to the linguistic features of the language. Thus, a focus on form approach would allow for the second language (L2) learners to concentrate on the grammatical rules and construct of the language. For example, a student is given a text in the L2. He or she would focus on form if they were asked to analyze the text in terms of how it represents the rules of the language. Other reason, she wants to develop the language knowledge and language acquisition. This condition proves the theory from Long & Robinson (1999) that focus on form as an occasional shift of attention to linguistic code features by the teacher and/or one or more students triggered by perceived problems with comprehension or production. He also states that Focus on form is a basis of Interaction Hypothesis and it emphases the importance of interaction between learners and other speakers in order to develop their language knowledge. It has to depend on the structure. Focus on meaning would be concerned with getting L2 learner to concentrate solely on understanding the message being conveyed. Focus on meaning means emphasize on the meaning of a language. It is limited to focus on meaning with no attention paid to form at all. It means that it excludes attention to the formal elements of the language (Doughty & Williams, 1999). Thus, focus on meaning would be concerned with getting the L2 learners to concentrate solely on understanding the message being conveyed. It does not allow for any attention whatsoever to the linguistic code of the L2. According to Kemendikbud (2013b), the scientific approach include the finding of meaning, organization and structure of an idea or ideas, so that the student learners gradually learn how to organize and conduct research. Scientific approach emphasizes students' ability in discovering knowledge based on experiential learning, laws, principles and generalizations, so it provides an opportunity for the development of higher order thinking skills. Thus students more empowered learners as a subject of study that should play an active role in hunting down the information from the various sources of learning, and teacher educators more as an organizer and facilitator of learning. As a result, grammar should be taught by focusing on meaning. In the 2013 curriculum, the teaching learning process uses scientific approach which has activities such as observing, questioning, experimenting, associating and communicating. It has connection with Genre Based Approach. The materials in 2013 curriculum use Genre Based Approach as a learning focus through understanding of the social function, the text structure elements - linguistic elements based on the level of difficulty, from the simple to the complex. Text structure refers to the ways that authors organize information in text. It can be descriptive text, narrative text and etc. linguistic elements can be defined as grammatical rule or structure. Grammar here is in the stage of modeling of text. It is included in Based Approach in activity to do presentation and practice activities relating to the grammatical feature of the text. It can be concluded that scientific approach and genre based approach interrelated each other to implement teaching learning process in 2013 curriculum. In 2013 curriculum, people are curious about how the teacher implement grammar teaching in classroom. It is the current curriculum, so people have not understood yet how the rule and the system of the curriculum, whether those are the same or not. So, teacher faces burden to determine when and how grammar will be taught. As there as has been no study on this problem, this study attempts to fill in this gap. It was aimed to investigate and to discover how teacher incorporates grammar in following 2013 Curriculum. Based on the background of the study above, the questions of the problem are formulated as follows: Is this incorporation considered focus on form or focus on meaning? Through this kind of incorporation, do the students feel that they have learned English grammar? METHODS In this research, qualitative design was used for some reasons. First, researcher wanted to describe the research with words than numbers. The researcher wanted to know how the teacher interpreted grammar in 2013 curriculum whether it was focus on form or focus on meaning. The researcher also wanted to investigate the feeling of the students, they experienced to learn grammar or not. The subjects of the research were an English teacher and the first graders of SMPN 1 Gresik. There are six English teachers there. The researcher observed one of them and the teacher that the researcher observed was a female teacher. She was chosen as the reason she teaches in the first grade that implement 2013 curriculum. There, there are eight classes of the first grade. The class that the researcher was observed were G and H class. Each class consist of thirty three students. These subjects were chosen under the consideration that the researcher followed the schedule of the teacher and the materials that were she taught. There was no certain choice of class. The most important was the first graders. In SMPN 1 Gresik, 2013 curriculum is now implemented and the teacher has been trained in facing 2013 curriculum. Therefore, the teacher and the first graders were chosen. The material that was observed was descriptive text about things around. The students had to describe things in the picture. They are instructed to make sentences with the correct grammatical construction. For example, they had to know about introductory 'there', present tense and present continuous tense. The teacher did not explain generic structure of descriptive text, but she concerned on making sentences based on grammatical rule. The first data was the teacher and student's action in the classroom. It was done by using video recording that recorded what the teacher and the students did in the classroom. It recorded teacher and student's activities, what materials that the teacher taught and how the teacher's way in teaching grammar to the students whether it is focused on meaning or focused on form. It was held on November, 18, 25 and 27 2013 in SMPN 1 Gresik. The video was taken during an hour. After taking video recording, the data was analysed by transcribing it into the words. The second data were the student's experience in the classroom whether they feel learned grammar or not. The data was collected by doing focused group discussion. It was taken use video recording. The duration was not more than two minutes. Focused group discussion here means that the researcher divided the students into group. There were thirty students in the classroom. The researcher divided them into four groups and each group consist of eight students. The member of group was taken randomly, which is male and female students were mixed. After dividing groups, the researcher began to ask some questions. The questions were semi structured. There were three questions as a foundation, and there were some complement questions to develop the information from the students. The questions are: (1) Kalian tau apa itu grammar? (2) Selama ini sudah belajar grammar? (3) Grammar apa saja? (4) Menurut kalian grammar itu susah atau gampang? (5) Diterangkan langsung atau diterangkan jika kalian ada kesalahan? After collecting the data, the analysis of the data was carried out. The first data was from teacher and students' action. The teacher's way of teaching was identified in this study. It was described in the form of transcribes of observation recording. The thing that will be underline was when she incorporates grammar in the class based on 2013 curriculum. To make the process of identification was easier, the area of shows the teacher incorporates grammar was underlined. First, describing. Here, was describe about what teacher did in the classroom, classified what she did into focus on form and or focus on meaning and described the learners did in the classroom when teacher were explaining the material. Second, analyzing and interpreting. The teacher did in the classroom will be analyzed and interpreted here. Besides, it was also include what the learners experienced in the classroom when the lesson was running. Last, is drawing conclusion. It focuses on teacher's focus of teaching. Whether focus on for and or focus meaning. Whether or not the learners feel learnt. The second data was student's feeling of experienced in learning grammar or not. The students' feeling of learned grammar data which were obtained from focused group discussion were analyzed by some procedures. First, transcribing the video recording. It was from the verbation of the students. In other words, it was from students' utterances when answer the researcher's question. Second, is coding the data. Here, the researcher coded the data from the transcription. The thing that was underlined was the student's answer about their feeling in learning grammar whether they feel learned or not. Last, is interpreting the data. The students' utterances that shown the student's feeling were interpreted and those are combined with the result of observation. RESULTS AND DISCUSSION It was found that the teacher interpret teaching grammar in the focus on form. These are the examples of sentences that shows focus on form: "Jadi kalau misalnya eraser, window, book, and other we can call the noun". "So, in this chapter and meeting we will learn about noun, adjective and verbs". "So, bagaimana cara bertanya, mendeskripsikan benda itu yang akan kita pelajari. Misalnya, Feli I see you have new watch". "Ok. Umbrella. I have my colorful umbrella. Satu lagi. I love my pink bag. It has beautiful garden. Bisa dilihat disini bagaimana mendeskripsikan things, bagaimana menempatkan adjective". "Structurenya masih salah ini. Yang benar adalah I love my full color shoes". "There are many children in a playground. Ok? And there are many people in the market, but in my house there is one person. Ok ya? Paham?". From three times observations, the teacher was consistent in focused on form. Focus on form means that the students have to aware on grammatical form of the language. It can be as like composing sentences based on the right pattern. It was proven in the explanation above that the teacher gave more explanations about the pattern of present continuous tense, composing sentence based on the right structure about subject, plural and singular, verb and also noun and introductory there. The teacher gave some example of pattern and structure of some grammar to the students. She repeated several times about what she wanted to explain until she thought that the students understand the materials. It also can be seen from the teacher's activities in the classroom that she walked around the class to check students' works and explained something that the students did not understand. It showed that the teacher wanted to make students comprehend the pattern based on the grammatical rule. In other word, the teacher interprets grammar teaching by focusing on form. It is found that what the teacher did in the classroom showed that she was interpreting grammar in classroom by focusing on form. It is proven in the result of observation that the teacher teaches grammar by giving the grammatical rule that contains the structure and pattern to compose a sentence. She explained the grammatical rule to the students. The teacher applied it in the classroom maybe as the reason she wants to make the students focus on grammatical rule that can make them compose the sentences in the right pattern. It is in line with the theory of Long (1997) that Focus on form is a method for composing sentence based on the right pattern. It promotes the acquisition of specific language form such as grammar and the meaning of words in the meaning-based second language activity. Doughty & Williams (1999) state that a focus on the form (FonF) of the language consists of drawing the learner's attention to the linguistic features of the language. Thus, a focus on form approach would allow for the second language (L2) learners to concentrate on the grammatical rules and construct of the language. For example, a student is given a text in the L2. He or she would focus on form if they were asked to analyze the text in terms of how it represents the rules of the language. Other reason, she wants to develop the language knowledge and language acquisition. This condition proves the theory from Long & Robinson (1999) that focus on form as an occasional shift of attention to linguistic code features by the teacher and/or one or more students triggered by perceived problems with comprehension or production. He also states that Focus on form is a basis of Interaction Hypothesis and it emphases the importance of interaction between learners and other speakers in order to develop their language knowledge. In the classroom, the students feel something about what they got. For getting the information about what they feel about what they learnt, the researcher make focused group discussion. In the classroom, there are thirty three students. The researcher divided the students into four groups. Each group consists of about eight students. The members of groups were taken randomly. Male and female students were mixed. It depends on the students itself. After dividing groups, the writer began to ask some questions. The questions were semi structured. There were three questions as a foundation, but there were some complement questions to develop the information from the students. The conversation did not take long time. It was not more than two minutes length. The questions are: (1) Kalian tau apa itu grammar? (2) Selama ini sudah belajar grammar? (3) Grammar apa saja? (4) Menurut kalian grammar itu susah atau gampang? (5) Diterangkan langsung atau diterangkan jika kalian ada kesalahan?. From focused group discussion, it can be concluded that not all of students understand what grammar is. From four groups, two groups showed that the members did not know the meaning of grammar and two groups showed that the members know the meaning of it. It is proven in the answer of the second group "Grammar itu apa bu? ak taunya gamer". The answer of the fourth group is "Pernah denger grammar, tapi gak tau artinya itu apa". It showed that they have not understood the meaning of grammar. When researcher asked the second question, which is "Selama ini sudah belajar grammar?" the result showed that almost all of students experienced it. They also said that during this semester, they have been taught grammar by the teacher. It is proven in the discussions. "Jadi pernah diajarkan grammar sama Bu Shofa?" "pernah" "Waktu ngajarnya itu Bu shofa langsung diterangkan di depan papan tulis atau berdasarkan kalian baca-baca buku?" "Langsung diterangkan di papan tulis". But in the third group, there are different answers from members. Some members said that they have been taught grammar, and some members said that they have not been taught grammar yet by the teacher. When the researcher asked what kind of grammar that they have received in this semester, the result showed that during this semester they got some grammar explanations from the teacher. The first group said that they have been taught adjective, pronoun and verb. The second group said that they have been taught Irregular verb. The third group said that they have been taught present tense and continuous tense. The last group feel be taught subject, verb and object. So, it can be concluded that they have been received simple present tense and present continuous tense. After receiving those kinds of materials, they concluded that grammar is easy. It is proven in the result of discussion that each group felt grammar is easy to be learnt. "Menurut kalian, grammar itu gampang apa susah?" The first group said "Gampang". The second group goup said "Lumayan gampang". The third group said "Alhamdulillah gampang. The last group said "gampang-gampang susah". So, it can be concluded that they feel easy to learn grammar and there is no difficulties to received materials. It was also found from focused group discussion that the students feel learned grammar during this semester. The result showed that almost all of students experienced it. They also said that during this semester, they have been taught grammar by the teacher. It is proven in the discussions. "Jadi pernah diajarkan grammar sama Bu Shofa?" "pernah" The result is in line with the theory of Sinclair (2000)'s statement that grammar is easy to understand. He also affirms that grammar is superficially easy to observe. Collins et.al (2009) argue that grammar can be easy and difficult. It depends on input that is received by students. In summary, the result showed that teacher interpreted grammar teaching by focusing on form. It can be seen from the teacher activities in the classroom when the lesson was running. The teacher explained it clearly and concerned on grammatical rule. Long (1991) strengthens this condition by stating that focus on form concern on structures, notions and lexical items where language is treated primarily as an object to be studied and practiced. By seeing the teacher's activities, it showed that students experienced learned grammar by the teacher. It also can be seen from focused group discussion result. CONCLUSIONS Based on results and discussion, it can be concluded that the teacher interpreted grammar in 2013 curriculum by focusing on form. Focus on form means the students have to aware on grammatical form of the language. It happened in the classroom which the researcher observed, that the teacher explained the materials more clearly to the students based on the construct of language and grammatical rule. She demanded the students to acquired grammar naturally attention on the specific language. It is based on the theory of Long (1991) that it refers the traditional teaching that concern on structures, notions, and lexical items where language is treated primarily as an object to be studied and practiced. The teacher implemented focus on form in grammar teaching probably as a reason she wanted to make her students can compose the sentences with the right pattern. Besides, by interpreting focus on form she expected that her students can develop language knowledge and language acquisition. Another conclusion is that the teacher did not follow the rule of 2013 curriculum. In 2013 curriculum, the approach of teaching learning process is Communicative Language Teaching. Communicative language teaching is an approach to language teaching that emphasize interaction as both the means and the ultimate goal of study. It can be focus on form or focus on meaning. But in 2013 curriculum, it is focus on meaning. REFERENCES Astaman, A. (2010). An analysis of Teaching Writing through Genre Based Approach at SMAN 10 Pekan baru. Menulis bersama Aswir. Retrieved from http://menulisbersamaaswir.blogspot.com/2010/03/analysis-of-teaching-writing-trough.html Callaghan, M. a. J. R. (1988). Teaching Factual Writing a Genre Based Approach, Report on the DSP Literacy Project Metropolitan East Region, NSW Departement of EDucation. Sydney: Metropolitan East disadvantage school program. Collins, L., Trofimovich, P., White, J., Cardoso, W., & Horst, M. (2009). Some Input on the Easy/difficult Grammar Question: An Empirical Study. The Modern Language Journal, 93(3), 336-353. Doughty, C., & Williams, J. (1999). Focus on Form in Classroom Second Language Acquisition. Cambridge: Cambridge University Press. Gao, J. (2007). Teaching Writing in Chinese Universities: Finding an Electric Approach Asian EFL Journal, 20. Kemendikbud. (2013a). Kompetensi Dasar: Kementrian Pendidikan dan Kebudayaan. Kemendikbud. (2013b). Pembelajaran Berbasis Kompetensi Mata Pelajaran Bahasa Inggris Melalui Pendekatan Saintifik. Lin, B. (2006). Genre Based Teaching and Principle in EFL: The Case University Writing Course. Asian EFL Journal 8(3), 226-248. Long. (1997). Focus on form in Task Based Language Teaching. The Mac Graw Hill Companies. Long, M. H. (1991). Focus on form: A Design Features in Language Teaching. Amsterdam: John Benjamins. Long, M. H., & Robinson, P. (1999). Focus on Form: Theory, Research and Practice. Cambridge: Cambridge University Press. Yan, G. (2005). A Process Genre Model for Teaching Writing (Vol. 43): English Teaching Forum.

As a Caribbean institution of Higher Learning, the University of the West Indies is seen as a major contributor to integration efforts in the Region very often mandated by CARICOM to carry out educational missions to that effect. Working in a geographically fragmented and multilingual space, foreign language education is a major preoccupation for academic departments or sections in the respective campuses. The Mona Campus, based in Jamaica, was very one of the earliest to recognize the need to add LSP courses in its curriculum as electives (Business) or as 'service courses' for other programmes (Tourism and Hospitality Management). To these existing LSP courses, the French Section at the Mona Campus added in 2003 a new LSP course geared toward International Relation students. The originality of the course lays its chosen method of delivery by total simulation. The course was offered twice since its approval and under two different schedules (two-week intensive and semester-long). This chapter discusses the impact of these two schedules on the course delivery and learning process. The comparison shows the importance of student's motivation and learning autonomy. The study also comments on the use of blended learning (on-line module complementing face-to-face delivery) and suggests that virtual reality may offer a new addition to Total Simulation for LSP. ; To cite the digital version, add its Reference URL (found by following the link in the header above the digital file). ; TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 73 French for International Conference at The University of the West Indies, Mona: Total Simulation in the Teaching of Languages for Specific Purposes Marie-José Nzengou-Tayo The University of The West Indies, Mona Gilles Lubeth The University of The West Indies, Mona Abstract: As a Caribbean institution of Higher Learning, the University of the West Indies is seen as a major contributor to integration efforts in the Region very often mandated by CARICOM to carry out educational missions to that effect. Working in a geographically fragmented and multilingual space, foreign language education is a major preoccupation for academic departments or sections in the respective campuses. The Mona Campus, based in Jamaica, was very one of the earliest to recognize the need to add LSP courses in its curriculum as electives (Business) or as 'service courses' for other programmes (Tourism and Hospitality Management). To these existing LSP courses, the French Section at the Mona Campus added in 2003 a new LSP course geared toward International Relation students. The originality of the course lays its chosen method of delivery by total simulation. The course was offered twice since its approval and under two different schedules (two-week intensive and semester-long). This chapter discusses the impact of these two schedules on the course delivery and learning process. The comparison shows the importance of student's motivation and learning autonomy. The study also comments on the use of blended learning (on-line module complementing face-to-face delivery) and suggests that virtual reality may offer a new addition to Total Simulation for LSP. Keywords: CARICOM, French for international trade, international conferences, Language for Specific Purposes (LSP), methodology Introduction Language for Specific Purpose (LSP) has developed with the expansion of international trade and the development of multilingual and multicultural working teams. Short language courses are designed at the request of enterprises or institutions in order to meet the specific demands related to the work environment. Though LSP courses have been in existence for more than three decades, their introduction in the academic programs of language majors is quite recent and has been a hot debate for several years at MLA and ADFL meetings. In the Caribbean, with the development of integration, the need for LSP has been felt as the CARICOM (Caribbean Community) started to look beyond the English-speaking Caribbean and opened itself to non-English-speaking territories (Surinam and Haiti joined the organization in 1995 and 2002 respectively while Cuba and the Dominican Republic have observer status). These political trends impacted on our foreign language offerings, stressing the need to open our curriculum to professionally oriented courses. The Department of Modern Languages and Literatures and the language sections of the two other campuses TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 74 had various responses: at the St. Augustine Campus (Trinidad and Tobago), a Latin American Studies program was developed; at Cave Hill (Barbados), a cross-faculty program in Management Studies with a minor in a foreign language was approved; at Mona, LSP courses were developed and students from other faculties were allowed to declare minors in French or Spanish. In this article, we present the circumstances surrounding the design of the latest addition to French for Specific Purpose courses offered at the University of The West Indies, Mona (UWI, Mona), the methodological choices made and their implication for assessment. Because the course has been offered twice since its approval by the University Academic Quality Assurance Committee and with two different schedules, we will compare and discuss these two delivery modes. Language for Specific Purpose at the UWI, Mona At the UWI, Mona, the introduction of French for Special Purpose came out of a pragmatic approach at a time when high schools were experiencing a high turnover of French teachers and a reduction of schools offering A-level French (equivalent to the Baccalauréat). Noting that our graduates were being hired in the insurance and tourism industries, it was thought that equipping them with professional language skills would give a 'practical' touch to our program. The recruitment of a colleague with professional experience in translation led to discussions about a more professionally oriented program. "French for Business" was the first LSP course to be designed in 1991–1992 with the creation of a level III course of French for business or "Business French." The course was developed as an elective in response to a situation in which French graduates were moving toward the business sector instead of education. In the subsequent years, other LSP courses were introduced: "French for Hospitality" in 1998–1999 and "French for International Conferences" in 2003. The introduction of this last course coincided with a drastic overhaul of the French curriculum. The offering of "French for International Conferences" came at a time when the French section of the Department was repositioning itself and revising its offerings. The course was designed with a view to attracting International Relations (IR) students while capitalizing on the latest trend in French foreign language teaching methods. The decision was based on the fact that IR majors and French majors minoring in IR outnumbered students majoring in French only. It was taken at a time when the section was going into a survival mode, taking drastic measures and moving away from the traditional language curriculum (36 credits equally divided between language and literature). The section opted for a mix of language, literature, film and culture, and French for specific purpose courses. It was a drastic choice since the section was moving away of the traditional literary offerings. Though the section has not fully recovered, it has increased its numbers and the majority of students pursuing French are double majors (French and Spanish) with a professional objective of becoming translators or interpreters, followed by IR and Linguistics majors. Total Simulation in French Foreign Language Teaching and Learning Even though Total Simulation in French Foreign Language Education was initiated in the 1970s at the BELC (Bureau d'Enseignement de la Langue et de la Civilisation Françaises à l'Étranger / Office for the Teaching of French Language and Civilization TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 75 Abroad) it did not really become mainstream until the late eighties. This approach to language teaching evolved from role playing and the need to expand role playing over a longer period of time with a view to involving diverse aspects of communication (Yaiche, 1996). Total Simulation was borrowed from continuous professional education where staff received specific training to deal with job-related situations. Total Simulation for French Foreign Language Teaching was first conceptualized by Francis Debyser, a professor at the CIEP (Centre International d'Études Pédagogiques / International Center for Peda-gogical Studies). In the 1980s, Total Simulation became more broadly accepted and moved from experimental to established status. Publishers become interested and several textbooks were published by Hachette between 1980 and 1990 (Yaiche, 1996). By the 1990s, Total Simulation was redirected toward the teaching of French for Specific Purpose (Business French, French for International Relations, Hospitality French). Total Simulation benefits today from IT and its use in the classroom. It is still at the experimental stage as is the case of 'Virtual Cabinet' for the teaching of English, which has been developed by Masters' students at University of Lyon II (http://sites.univ-lyon2.fr/vcab/demo/) or 'L'auberge' developed by University Lille III for incoming French Foreign Language Students (http://auberge.int.univ-lille3.fr/). Characteristics of a Total Simulation Course in Foreign Language Learning Total Simulation in Foreign Language Teaching and Learning could be considered revolutionary in its approach and methodology. First, the role of the teacher is transformed as he or she becomes a facilitator and a participant in the simulation instead of an instructor. For instance, in the International Conference Simulation, the teacher plays the part of the Secretariat. He or she compiles and archives the material needed for the progress of the conference. He or she also provides documents and the linguistic tools needed for the project. Secondly, simulation follows a set pattern of five stages (See Bourdeau, Bouygue, & Gatein, 1992; Yaiche, 1996). The first stage is the creation of the setting. In the case of the International Conference, it means, choosing the theme and the place of the conference. The second stage is to identify the participants. At this point, the role playing starts as the learners have to choose an identity and the country that they will represent. Learners will have to play several roles: delegates from their chosen countries (Minister of Foreign Affairs or High Ranking Civil Servant or Ambassador). At one point, they also play the part of journalists. The countries are fictitious but based on the characteristics of real countries. During this stage, learners choose their identity and civil status; they invent a short biography indicating two physical, moral, psychological, intellectual characteristics, two distinctive objects, (Yaiche, 1996). The third and fourth stages consist in conducting the simulation: the official opening ceremony and the working sessions. At this point, learners are to present their country's respective position paper. Interaction takes place as well as negotiations for a common position and action plan. During this stage, the facilitator plays an important part in ensuring the archiving of all productions and the elaboration of a data bank for the progress of the conference. Students are provided with documents and assisted in acquiring the mastery of the linguistic tools needed for the exercise (e.g., mastery of high language register for official speeches; mastery of diplomatic lexicon for the phrasing of the final resolution and the press release, TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 76 ability to write an abstract or a synthetic report from a news article, etc.). The final stage is geared toward ending the simulation. In the case of the International Conference, it is marked by the writing of the final resolution and a press conference. Since IR students are to be prepared to face and manage diplomatic incidents/crisis during negotiations, elements that could lead to such incident are introduced between the fourth and fifth stage of the simulation when students are drafting the final resolution of the conference. Students are expected to draw on their negotiating skills in order to solve the problem or assuage the potential conflict and bring the conference to a positive closing ceremony. Assessment is blended in the simulation: oral expression is assessed during the opening ceremony (a five-minute presentation) and during the press conference. Students are video recorded and marking takes place afterwards. (See evaluation sheet in appendix B). Both examiners are present to abide by University Examination Regulations. Writing proficiency is assessed through a press release and the conference final resolution, which is done individually during a traditional in-class test. It is also assessed 'outside' of the simulation through the submission of a take-home assignment, the format of which is either a précis writing or a critical review of a newspaper article related to the theme of the conference. Students are provided with a choice of articles from Le Monde Diplomatique, a well-established and recognized reference journal from which they will select an article for review or summary. LSP and Total Simulation in Jamaica and at the UWI, Mona French teachers in Jamaica were introduced to Total Simulation in 1993 thanks to a new French Linguistics Attaché who was also appointed at The University of the West Indies from 1992–1997. A specialist in Total Simulation, she organized two workshops for the Jamaica Association of French Teachers and one for the Tourism Product Development Company (TPDCo), a Jamaican state agency responsible for the training of the workforce in the tourism sector. The co-authors received additional training at the annual training seminar organized by the Centre International d'Études Pédagogiques (CIEP) held in Caen in July 1996 (Nzengou-Tayo) and July 2009 (Lubeth) respectively. The first total simulation course at the UWI was developed in 2003. Two factors contributed to the choice of this methodology. One was the renewed interest in LSP with the review of the French program. After a quality assurance review in 2003, the French section, threatened by low numbers in registration, revised its program with a stronger professional component (introduction of an additional LSP course and translation modules). The second was the institutionalization of summer courses, which offered the possibility of using an intensive format. The idea was to design a course that could imitate a real life situation: an international conference taking into account that such an event is usually limited over a period of time (1–2 weeks) and requires a full work day. The course was submitted to the University Quality Assurance Committee for approval (See course proposal in Appendix A). In the initial submission, evaluation was by 50% coursework and 50% final examination (Appendix A). However, when the course was first taught in 2006, we requested a change of the evaluation scheme to 100% coursework (50% oral presentation and 50% written assignment). The reason for this change was directly related to the philosophy behind total simulation, which required a formative form of assessment that would blend seamlessly in the simulation. TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 77 Case Study: The 2006 and 2009 Experiences Since its creation, French for International Conferences (FREN 3118) has been offered twice: first, in 2006 as an intensive summer course over two weeks, and secondly, in 2009 as a regular semester course over thirteen weeks. These two modes of delivery will be compared and discussed in this section. Course delivery schedule. In 2005–2006, during the two-week period during which the course was offered, the timetable averaged 25 hours per week with 5 daily contact hours. FREN 3118 was the only course attended by the students. Students were put in an immersion situation as they interacted with a native speaker of French during the week. During the second week, ten hours were set aside for independent research in an attempt to give students an opportunity to develop learning autonomy. In 2009–2010, the course was taught during the first semester according to the regular schedule. The timetable featured 3 one-hour sessions per week. In addition to FREN 3118, students were simultaneously registered for four other courses whose demands were competing with the French course. The fast pace of the semester (13 weeks) did not allow for a scheduled independent research. Students had to use their free time for independent research to develop their learning autonomy. The difference between the schedules of the 2006 and 2009 course delivery had an impact on the course management as well as the students' learning experience. It is evident that 2009 students did not have the same learning stimulus as the 2006 ones. They had the pressure of their other courses in term of time and workload. In addition, regular attendance was an issue since students sometimes missed classes either due to timetable clashes or assignment deadlines to meet in other courses. The running of the course was affected as each student had a part to play in the progress of the simulation and absence from class meetings affected the proceedings of the conference. Student profile and number. The course targets third-year students and requires a general language module at level III as a co-requisite. However, the co-requisite can be waived depending on the level of the students. For instance, when the course was offered during the summer 2006, it was waived for second-year students who had received a B+ in the two modules of the level II language courses. In 2009, a third-year International Relations student who had completed level I of the French language courses with A and was reading the level II language course was allowed to register. The waiver was granted based on his outstanding results at level I and also after an interview in which he demonstrated a high level of motivation and learning autonomy. In 2006, the course was offered with 9 students and in 2009 there were 14 registered students. Numbers can be an issue for conducting a total simulation course. For instance, our experience taught us that, even though Cali, Cheval, & Zabardi (1992) suggest a number of 20 participants divided according to a ratio by type of countries1 in La Conférence Internationale et ses Variantes, country-ratio balance can still be observed TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 78 with lesser numbers. Based on our 2006 experience, we recommend a minimum of 8 students. Indeed, a lesser number would not allow their distribution according to the recommended country ratio. In addition, work in commissions, which is part of the simulation process, would be less productive. Similarly, 20 is the maximum manageable number of students during total simulation. The attention to be devoted to students' progress and the group dynamics become a challenge with larger numbers. Therefore, beyond 20, the group would be divided and two concurrent simulations conducted, provided that staffing is not an issue for the institution. Topics and scenarios. On both occasions, the theme of the conference was inspired by current affairs relevant to the Caribbean region. In 2006, the conference was titled "Libre circulation des travailleurs à l'échelle mondiale: Faisabilité et conditions" (Feasibility and Conditions for a Global Free Movement of Labour). The theme was inspired by discussions taking place in the media about the Caribbean Single Market and Economy (CSME) put in place by CARICOM countries that year. The scenario was developed to involve a group of 9 countries, members of a regional organization seeking to achieve integration through free movement of workers. The 2009 edition of the conference, "Réchauffement climatique: Stratégies et équité" (Global Warming: Strategies and Equity) was inspired by the then ongoing international negotiations on global warming. The course started in September, just three months before the Copenhagen Summit. The scenario was based on the creation of an international organization, the Group of 14 (G14) specially dedicated to addressing the issue of global warming, and therefore holding its first conference accordingly. The choice of topics related to current international or regional issues stimulates the students' interest as they can have access to current reference material. They develop their critical thinking as they are exposed to various diverging opinions and asked to present their country's position at the start of the conference. For example, at the 2009 conference, the delegate of "Bonangue" expressed the country's position as follows: Conscient des graves effets [du réchauffement climatique] sur l'environnement, nous tenons à prendre action immédiatement parce que les effets poseront un problème pour le pays. Par le passé, la Bonangue a donné priorité aux revenus, dans certains cas, au détriment de l'environnement. Le pays est disposé à porter [sic] les changements nécessaires. The delegate of "Kalasie," on the contrary, indicated, "La Kalasie est favorable au recours aux crédits d'émission de gaz utilisables par les investisseurs." Another delegate from "Lisérbie" chose to stress the social impact and the importance to reach a consensus on the matter. The multiple and sometimes diverging country positions will contribute to the life of the conference as the objective is to find a common ground and sign a final resolution, which would bring the conference to a close. TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 79 Resources and methods. The course outline was developed in accordance with the prescribed textbook La Conférence Internationale et ses Variantes (Cali et al., 1992). The authors' recom-mendations were followed with some adjustments, which will be presented below. Since countries have to be fictitious to respect the principle of Total Simulation, two websites, CIA: The World Factbook, and Quid were used to establish the profile of these invented countries.2 Using the principle of 'mots-valises' students invented the name of the countries they were representing. For instance, "Lisérbie," "Kalasie" or "Dukenyah" were obviously created in reference to existing countries or regions. Other names were arbitrary and left to the students' imagination as "Cadeaux d'Ouest," "Amapour" or "Kadia." Other web resources were used in accordance with the theme of the conference and a companion website was developed on the University Virtual Learning Environment (OurVLE) (UWI, Mona "Virtual Learning Environment") to take advantage of information technology at our disposal at the Mona Campus. The 2006 intensive format. We introduced some slight variations from the standard format of the simulation. First, the course started with a screening of the French movie Saint-Germain ou la Négociation (2003) with Jean Rochefort. The objective was to highlight the objectives, modalities of diplomatic negotiations as well as to insist on the high-language register used during negotiations, which the students would have to use. Despite the historical context (the 16th century), the film was particularly suitable as it showed protocol and behind-the-scene events taking place during political negotiations. Secondly, students were given an introductory lecture on the processes of international conferences coupled with a tour of the Jamaica Conference Centre in Kingston. This was facilitated by a colleague and professional translator who worked at international conferences and was familiar with the facility. Various documents were made available online on a range of topics: international organizations pursuing regional integration through implementation of free movement of labor (the European Union, CARICOM) and a compilation of documents on immigration and globalization. In 2006, the course page on OurVLE was used only for archival purposes. The instructor, playing the part of the conference Secretary, uploaded for future reference documents that had been identified as relevant to the conference. Since the students' time were dedicated to the course, it was easy to simulate the rhythm of a conference with meetings in commission and plenary sessions. The course outline was design to be the "agenda" of the conference. The intensive format helped to develop a group dynamic based on solidarity and conviviality, which stimulated weaker students to make efforts to improve their proficiency. The 2009 semester-long format. The semester-long delivery of FREN 3118 differed from the intensive summer course on some points. The presentation by the guest lecturer and the film screening were maintained, but, due to timetable constraints, the tour of the Conference Centre did not take place. The main innovation was in the extensive use of the online module and the exploration of the functionalities offered by the Moodle platform supporting OurVLE TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 80 where all the material necessary for the presentation of the theme and the conduct of the activities of the conference were uploaded. All documents were made available online via OurVLE, expanding from print and website links to audio and video. Students' productions were added to the resources identified by the instructor. The instructor/facilitator provided the following resources: explanatory documents on global warming (its geopolitical implications and the negotiation process); documents with terminology used in diplomatic language; and audiovisual documents from France2, France3, and YouTube. A link to Yann Arthus-Bertrand's documentary Home (2009) was also put on the course portal. As Secretariat, the instructor/facilitator uploaded reports of sessions held during the preparatory phase (the preconference meetings). These reports gave students a regularly updated overview of progress made, a review of notions covered as well as the calendar of events (the schedule of meetings). Using the functionalities offered by Moodle, students were able to contribute to the development of the course portal. Using the 'upload a single file' and the forum features, they uploaded their own production, including country and delegate profiles, reports resulting from the sessions in commission and plenary sessions, and draft resolutions. The course portal was useful for archiving the various activities conducted during the course. Students were able to refer to a central repository outside of the contact hours. This tool also had financial and ecological benefits as it reduced the cost of photocopying. Indeed, whereas all documents had to be printed in 2006, only documents produced during the conference (student-generated commission and plenary reports, agenda and list of speakers) were printed for circulation in 2009. Because of the discontinuity of the timetable (3 hours spread over 13 weeks), the 2009 conference did not flow as harmoniously as the 2006 one. With competing interests, students found it difficult to dedicate themselves to the conference. Running from one class to another, they sometimes lost track of the conference objectives, which in turn had an impact on the group dynamics and progress as indicated by the results of the continuous assessment (i.e., the coursework). Evaluation and students' results. As mentioned earlier, the course assessment was done by 100% coursework. The percentage was equally divided between oral and writing proficiency (50% each). Oral proficiency was assessed as follows: delegate's address at the opening ceremony weighting 25%; delegate's interview at the press conference (15%); and one intervention as a journalist interviewing the delegates at the press conference (10%). Writing proficiency was assessed through a press release (10%), an individual proposal for the final resolution (15%), and one précis writing/critical review of document(s) (25%). Students' oral and written productions were graded using a criterion-referenced assessment grid (See Appendix B for details). In 2006, we got a 100% pass rate with results ranging from A+ to C. In 2009, the pass rate was 71.42%. With the intensive format, students demonstrated their mastery of high-level register. Students who were considered 'weak' based on their low grade in the general language courses, managed to improve their proficiency level and achieve acceptable performances in oral presentations. In 2009, there was a large gap between the TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 81 best and the weakest students (2 students got As, 4 students failed, and 8 students' grades ranged from B+ to D). Group average was 49.79%. When comparing the two groups' results, we have to admit that we had some doubts initially about the intensive format because of the limited time given to students to properly absorb the notions and the various tasks required in the course. Yet, it appears that stretching the process over a semester is not a decisive factor for improved performance. The role of group dynamics in total simulation is yet to be measured though it is generally recognized in class interaction and learning. During the regular semester, the group dynamics did not play a cohesive role as it did in the summer course where more proficient students helped to strengthen the weaker ones. Competing academic interests and irregular attendance during the regular semester also had an impact on students' low performance. Conclusion At the UWI, Mona, we introduced LSP courses in our academic programs as part of our major from a pragmatic standpoint in reviewing our curriculum. Though we are aware that LSP courses generally target professionals already in the field, as a result, the design and offering of such courses is usually preceded by a need analysis and the identification of the language processes (i.e., register, lexicon, syntax, speech acts) needed to achieve the requested proficiency (Mangiante & Parpette, 2004). Both "Business French" and "French for International Conferences" count toward the major, though only one can be taken as a core course, the other being an elective. Because LSP courses have a professional orientation, they give undergraduates the impression of being prepared for the world of work. The use of total simulation comforts this impression because of its task-based approach and the fact that it recreates a work environment with its idiosyncrasies. Combined with information technology (OurVLE), it becomes an original and valuable method. The dual-mode adds flexibility to the course and expands access to authentic material. However, success depends heavily on students' learning autonomy, which is enhanced by a tool like OurVLE. Motivation and participation are essential for the success of students as evidenced by the results of the third-year student who was accepted while doing the first module of level II French and was one of the top two students in the course. Our experience suggests that the intensive format yields better results because it reinforces student concentration, dedication, and performance, which also benefit from the positive impact of the group dynamics. Recent development in the field shows an orientation toward multimedia and information technology to create virtual worlds where Total Simulation is made possible on a large scale. The combination of the two is very promising for language learning and teaching but presents new challenges to foreign language teachers and course developers. Notes 1Cali, Cheval, & Debardi (1992) identify the following categories: developing countries, developed countries, least developed countries, and Central or Eastern European countries in transition towards market economy. The latter category being now obsolete, the decision was made to replace it with countries in the same geographical region. TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 82 2See https://www.cia.gov/library/publications/the-world-factbook/ and http://www.quid.fr. References Arthus-Bertrand, Y. (2009). Home. Home Project. Retrieved (September–November 2009) from http://www.youtube.com/homeprojectFR L'auberge. Retrieved February 21, 2010 from http://auberge.int.univ-lille3.fr/ Bourdeau, M., Bouygue, & M., Gatein, J. J. (1992). Le congrès médical: Simulation globale sur objectifs spécifiques. Ministère des affaires étrangères, sous direction de la coopération linguistique et éducative, CIEP-BELC, 1991/92. Sèvres: CIEP. Cali, C., Cheval, M., & Zabardi, A. (1992). La conférence internationale et ses variantes. Paris: Hachette, Français langue étrangère. Mangiante, J. M., & Parpette, C. (2004). Le français sur objectifs spécifiques: De l'analyse des besoins à l'élaboration d'un cours. Paris: Hachette. Le Monde Diplomatique. 2009. Paris: Editions "Le Monde." Retrieved from http://www.monde-diplomatique.fr/ Virtual Cabinet. Retrieved February 21, 2010 from http://sites.univ-lyon2.fr/vcab/demo/ Yaiche, F. (1996). Les simulations globales: Mode d'emploi. Paris: Hachette, Français langue étrangère. TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 83 APPENDICES Appendix A Original submission to the Academic Quality Assurance Committee of the UWI, Mona Campus in 2003–2004. The assessment was subsequently modified to 100 percent coursework in 2005–2006. DEPARTMENT OF MODERN LANGUAGES & LITERATURES COURSE PROPOSAL Course Title: French for International Conferences Course Code: FREN 3118 Level: 3 Semester: 1 Credits: 3 Prerequisite: A Pass in F24A (FREN 2001) Co-requisite: F34A (FREN 3001) Contact hours: 4 hours per weeks (1 lecture, 1 writing tutorial, 1 oral expression, 1 listening comprehension) Rationale: French is one of the major languages of the United Nations and other inter-national institutions. In response to increased demand for specialized foreign language courses, this course will introduce students to the technical French of international relations and negotiations Course description: This course is designed to reproduce an international conference setting during which various aspects of diplomatic negotiations will be envisaged with a view to using French at the formal/foreign affairs level. Objectives: At the end of the course students should be able to  Demonstrate understanding of French spoken in a formal/diplomatic setting  Read articles in French on international issues.  Write press reviews, press releases in French about an international issue.  Express a personal view about a topical International issue in French  Express a simulated official view about a topical International issue in French  Simulate an official address in French  Simulate a press conference in French TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 84 ASSESSMENT 50% in-course: 3 one-hour in-class tests: Reading comprehension (15%); Writing (20%); Listening comprehension (15%) 50% Final Examination: Oral presentation (25%) and 2-hour written examination (25%) TEXTS La Conférence Internationale et ses Variantes. Chantal Cali, Mireille Cheval and Antoinette Zabardi. Paris: Hachette Livre, Français Langue Étrangère, 1995. Audio-visual material from TV5 (such as Kiosque, Une fois par mois, Le dessous des cartes). Articles from journals such as Le monde diplomatique. REFERENCES Plaisant, François. (2000). Le ministère des affaires étrangères. Toulouse: Editions Milan, Les Essentiels Milan, 2000. Kessler, Marie-Christine. (1998). La politique étrangère de la France. Paris: Presses de Sciences-Po. http://www.france.diplomatie.gouv.fr Appendix 2. Assessment grid for oral presentation Official Address: (5-minute presentation at the Opening Ceremony). Press Conference Part 1 and 2: Presentation of Country Position followed by Questions and Answer session). Students plays the country official and then the journalist parts. FREN 3118: Oral Presentation Assessment Grid NAME: Grade Comments Relevance of Arguments /5 Fluency /5 Consistent use of high-language register /3 Communicative skills /2 Accuracy and richness of vocabulary /5 Accuracy and use of complex syntactic structures /5 Accurate pronunciation /5 FINAL GRADE (25%) /25 TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 85 FREN 3118: Press Conference Assessment Grid—Presenter NAME: Grade Comments Relevance of Arguments (5 pts. x 3 = 15) Presentation Answer (1) Answer (2) Fluency (5 pts. x 3 = 15) Presentation Answer (1) Answer (2) Consistent Use of High Language Register (3 pts. x 3 = 9) Presentation Answer (1) Answer (2) Communicative skills (2 pts. x 3 = 6) Presentation Answer (1) Answer (2) Accuracy and Richness of Vocabulary (5 pts. x 3 = 15) Presentation Answer (1) Answer (2) Accuracy and Use of Complex Syntactic Structures (5 pts. x 3 = 15) Presentation Answer (1) Answer (2) Accurate Pronunciation /5 marks x 3 = 15 Presentation Answer (1) Answer (2) Unconverted Total (90 pts.) / FINAL GRADE (15%) TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 86 FREN 3118: Press Conference Assessment Grid—Journalist NAME: Grade Comments Relevance of question (5 pts. x 4 = 20) Question 1 (Name) Question 2 (Name) Question 3 (Name) Question 4 (Name) Fluency (5 pts. x 4 = 20) Question 1 (Name) Question 2 (Name) Question 3 (Name) Question 4 (Name) Consistent use of high-language register (3 pts. x 4 = 12) Question 1 (Name) Question 2 (Name) Question 3 (Name) Question 4 (Name) Accuracy and richness of vocabulary (5 pts. x 4 = 20) Question 1 (Name) Question 2 (Name) Question 3 (Name) Question 4 (Name) Accuracy and use of complex syntactic structures (5 pts. x 4 = 20) Question 1 (Name) Question 2 (Name) Question 3 (Name) Question 4 (Name) Accurate pronunciation (5 marks x 4 = 20) Question 1 (Name) Question 2 (Name) Question 3 (Name) Question 4 (Name) Unconverted Total (112 pts.) FINAL GRADE (10%)

THE EFFECT OF INFORMATIONAL GAP ACTIVITY TO THE UNMOTIVATED STUDENTS' ABILITY OF 8th GRADERS AT MTS AL HASANAH 1 SLAHUNG, PONOROGO Diyan Novika English Education Department, Language and Art Faculty, Surabaya State University. ndidy71@gmail.com Drs Fahri, M.A English Education Department, Language and Art Faculty, Surabaya State University. fahri@englishunesa.com Abstract The aims of this research is to find out the improvement of unmotivated students' speaking ability after treating by using Informational Gap Activity in teaching English of the eight grader of Mts Al Hasanah 1 Slahung Ponorogo. The method that is used in this study is a quantitative method. This design of study had more potential threat to internal validity as the time between pretest and posttest increases and as experimental situation become less controlled and contrived (Mc Millan, 1992 : 175) the design of single group of pretest and posttest. The data on students' English speaking ability were collected with a performance test. The hypothesis were tested with two-ways analysis using statistic calculation of T-test formula with significance degree 5% and 1%. And the other one is using questionnaire. The results of analysis showed that: (1) there were differences of the English speaking ability between the unmotivated students who learned through and that of the unmotivated students who learned through conventional method The result is 2,045 2,756 (2) and the other one is from their responses based on the questionnaire. The conclusion is that the implementation of Informational Gap Activity method has an effect on the English speaking ability viewed from students' verbal aptitude. Keywords: Unmotivated students, Informational Gap Activity INTRODUCTION English becomes the most essential language in the world. Almost all the people from many different countries around the world use it to communicate. The area of English has always become a special interest. It is spoken by millions of people all over the world. Genc (2007, p. 6) says that "when we learn a language, there are four skills that we need for complete communication. When we learn our native language, we usually learn to listen first, then to speak, then to read, and finally to write. These are called the four "language skills". As a consequence, English serves for many times many more people as a barrier between themselves and those some fields of interest, many people in their own countries will not be able to become doctors, for example if they cannot learn enough English. That's some reasons why English is important. Actually, learning process becomes the primary reference for determining success in learning. But, the more we get in our nation nowadays are most teachers do not pay attention and assume that this is not an important thing to discuss. On the contrary, it is very important for our education. According to the 2006 National Study of Junior/Senior High School Student Engagement (Yazzie-Mintz, 2007), two of three high school students are bored every day in class—typically, they say, because the work isn't interesting, challenging, or relevant for them. It seems that the classroom activities didn't interesting anymore for them. One more thing that we have to know is that the classroom is a social construct that is designed to facilitate learning. While learning can occur even when the only active participant is the student-as is the case when a person is reading a user manual the most effective learning scenarios are those that involve the proactive involvement of both instructors and students. The fundamental benefit of a personal student-teacher type of interaction is that the feedback and control mechanism is firmly established and can always be invoked to maintain the learning direction towards pre-set objectives. Moreover, the learning process is essentially affected by peer-group relationships within the classroom environment. That is, the interactions between teachers and students as well as among students constitute the learning network within which lesson concepts are shared, affirmed, and built upon. When disconnect occurs between teachers and students, the class becomes ineffective. Sutherland and Singh ( 2004 ) said "states that passive learning contributes to the failure of students". The lack of adequate student involvement almost certainly spells cognitive failure, especially when the opportunities to learn and practice English outside the classroom are rare or isolated. We can imagine what will happen with the student in that condition. Sure, unmotivated student will really increase just because of passive learning. And the more problem frequently found caused from that condition is that because of motivation lack to practice the second language in daily conversation. They are also too shy and afraid to take part in the conversation and afraid to make mistakes. Many factors can cause the problem of the students. Speaking skills here namely the students that learning language. Interest the material and the media among others including the technique in teaching English. Educator in general will agree with the importance of motivation as a key to success in language acquisition as it's both of condition and a result of effective interaction (winne and mark, 1989) "journal of information management education volume 11, 2012" Now, let's compare between what Yazzie-Mintz and Genc. Yazzie-Mintz said based on their research that there are two of three high school students are bored every day in class and the typically cause is that the work isn't interesting, challenging, or relevant for them. It seems that the classroom activities didn't interesting anymore for them. The second is about Genc statement (2007, p. 6) he said "when we learn a language, there are four skills that we need for complete communication. In the other hand, the class activity should be continuing as well as possible to make the student able to speak English, at least they have braveness to speak. Especially for the unmotivated student, and there should be good activities to face them. Of course the methods/activity should be interesting. One of them is by giving students information – gap activity which might make the students interact easily in speaking activity. Sari (2008,p. 3) says, "the core of information gap method is a corporation between groups and pairs". Information gap activities involve the learners in sharing the information that they have in order to solve a problem, gather information or make decisions (Rees,2005, p. 156). So, English language learning students should be involved in as many situations as possible where one of them has some information and another does not, but has to get it. In other words, situations containing an information gap between the participants are very useful. Neu and Reeser (1997, p. 127) said that in an information gap activity, one person has certain information that must be shared with others in order to solve a problem, gather information or make decisions. Information gap is a useful activity in which one person has information that the other lacks. Another advantage of information gap activities is that students are forced to negotiate meaning because they must make what they are saying comprehensible to others in order to accomplish the task (Neu and Reeser, 1997, p. 128). For these reasons, the writer is interested in analyzing the effect of Information Gap Activity to the unmotivated students' speaking ability of 8th graders at Mts Alhasanah 1 Slahung, Ponorogo METODE This section presented the steps how the researcher conducts the study. It covers the research design, participant of study, research instrument, procedure of collecting data, and data analysis. This research was an experimental research. It was done to find out the effect of Information Gap Activity to teach the unmotivated students speaking ability of the eight graders junior high student of Mts Al-Hasanah 1 Slahung. The method that is used in this study is a quantitative method. The study is based on both library and a field research. In the field research, the writer collected the data by using observing teaching and also treat the student (teaching English using information gap activity) learning the subjects. In this study, the researcher just used one group an experimental group. It is called as single group pretest-posttest design. And the results were determined by comparing the pretest and posttest scores. This design of study had more potential threat to internal validity as the time between pretest and posttest increases and as experimental situation become less controlled and contrived (Mc Millan, 1992 : 175) the design of single group of pretest and posttest is presented below: Table 2 Single group pretest and posttest design Group Pretest Treatment Posttest A Y1 X Y2 In which: A : The group of subjects Y1 : The pre-test given before treatment X : The independent variable or treatment where information gap activity was applied Y2 : The post-test given before treatment There were two variables in this study. There were dependent variable and independent variable. In this case, the independent variable is the teaching technique "informational gap activity". And the dependent variable would be the students' speaking ability. Based on (Mc Millan, 1992:22) stated that independent variable is the first thing that influence or predict the result. As the dependent variable is the students' speaking score. According to Mc Millan (1992:22), dependent variable is something that affected and predicted by the independent variable. The Participants of the study is ninth graders of mts Al Hasanah 1 Slahung, Ponorogo. It is located at Jalan Ponorogo-Pacitan. The researcher chose the place because the researcher graduated from there so that it makes the researcher easier to conduct the research there. There is one instruments use by the researcher in his study. There is: speaking performance (which is the score of pronunciation, grammar, vocabulary, fluency and comprehension) that would be applied using pre-test and post-test. The data from the score of speaking performance test are collected from two tests which are pre-test and post-test. And the data is presented in quantitative manner since the study is experimental research. These tests are to find out the unmotivated students' speaking ability. Before implementing the technique, the researcher teaches them without using Information Gap Activity. Then the researcher administered pre-test to the students. The students are asked to perform their speaking in front of the class with their friend then the researcher asked the some question about the materials about telling the time. In the next day the researcher gives them two times treatment or teaching speaking using Information Gap Activity then he gives the post-test to know the result by using rubric of speaking as below: a. Accent Pronunciation frequently unintelligible. Frequent gross errors and a very heavy accent make understanding difficult, require frequent repetition. "Foreign accent" requires concentrated listening and mispronunciation lead to occasional misunderstanding and apparent errors in grammar or vocabulary. Marked "foreign accent" and occasional mispronunciations which do not interfere with understanding. No conspicuous mispronunciations, but would not be taken for a native speaker. Native pronunciation, which no trace of "foreign accent". b. Grammar Grammar almost entirely inaccurate except in stock phrases. Constant errors showing control of very few major patterns and frequently preventing communication. Frequent errors showing some major patterns uncontrolled and causing occasional irritation and misunderstanding. Occasional errors showing imperfect control of some patterns but no weakness that causing misunderstanding. Few errors, with no patterns of failure. No more than two errors during the interview. c. Vocabulary Vocabulary inadequate for even the simplest conversation. Vocabulary limited to basic personal and survival areas (time, food, transportation, family, etc.) Choice of words sometimes inaccurate, limitation of vocabulary prevent discussion of some common professional and social topics Professional vocabulary adequate to discuss special interest; general vocabulary permits discussion of any non-technical subject with some circumlocutions. Professional vocabulary broad and precise; general vocabulary adequate to cope with complex practical problems and varied social situation. Vocabulary apparently as accurate and extensive as that of an educated native speaker d. Fluency Speech is so halting and fragmentary that conversation is virtually impossible. Speech is very slowly and uneven except for short or routine sentences. Speech is frequently hesitant and jerky; sentences may be left uncompleted. Speech is occasionally hesitant, with some unevenness caused by rephrasing and grouping for words. Speech is effortless and smooth, but perceptibly non-native in speed and evenness. Speech is on all professional and general topics as effortless and smooth as a native speaker's. e. Comprehension Understanding only slow, very simple speech on common social and touristic topic; requires constant repetition and rephrasing. Understanding little for the simplest type of conversation. Understanding careful, somewhat simplified speech directed to him, with considerable repetition and rephrasing. Understands quite well normal educated speech directed to him, but requires occasional repetition and rephrasing. Understands everything in normal educated conversation except for every colloquial or low-frequency items, or exceptionally rapid or slurred speech. Understands everything in both formal and colloquial speech to be expected of an educated native speaker. To know the result of teaching speaking by using Information Gap Activity, the writer gives oral test to the students. Because the test is oral test, the writer divided the score into five criteria, which are the scores of pronunciation, grammar, vocabulary, fluency and comprehension. Then, the data from pre-test, they were analyzed and processed by using statistic calculation of T-test formula with significance degree 5% and 1%. The formula as follows: To = TO : Test observation MD : Mean of differences; the average score from the differences gained scores between I variable and II variable, which are calculated with the formula; MD = ΣD : Total score between I variable (X variable) and II variable (Y variable). And D is gained with formula; D = X-Y N : Number of cases SDD : The standard deviation from differences between score of X variable and Y variable, which is gained with the formula; SDD = -[ ]2 SEMD : The standard error from mean of differences that is gained with the formula; SEMD = DF : Degree of freedom with formula: N-1 The other data will be done by giving questionnaire to students, and giving the some causes that usually make the boring and ask them to make list based on their opinion. From the questionnaire that had been answered and the list had been arrange it will answer question number one and. Table 3. Conversion Table Total score FSI Level 16 – 25 0+ 26 – 32 1 33 – 42 1+ 43 – 52 2 53 – 63 2+ 63 – 72 3 73 – 82 3+ 83 – 92 4 93 – 99 4+ RESULT AND DISCUSSION Result In this chapter the researcher presented and analyzed the data. Dealing with analyzing the data, the researcher used t-test formula. The data were obtained from the test had been done previously. A. Description of Data After conducting the research, the writer obtained two kinds of data the scores of pre-test and the scores of post-test. And the other one is questionnaire. 1. Pre-test and Post-Test data a. The Pre-Test Scores The data of the pre-test scores can be seen in the table 4 below: No P G V F C T 1 75 53 52 63 52 295 2 76 73 60 68 73 350 3 74 75 68 70 73 360 4 60 85 74 65 86 370 5 72 95 73 77 93 410 6 64 76 73 73 74 360 7 56 48 55 43 45 250 8 56 48 55 43 45 250 9 - - - - - 10 64 76 73 73 74 360 11 77 93 83 78 90 421 12 55 45 60 45 47 252 13 55 56 77 54 54 296 14 53 55 52 53 50 263 15 64 66 62 62 66 320 16 64 66 62 62 66 320 17 72 95 73 77 93 410 18 64 76 73 73 74 360 19 62 74 60 66 68 330 20 63 57 55 60 65 300 21 55 90 65 65 90 365 22 65 84 86 73 82 390 23 63 57 55 60 65 300 24 58 55 55 50 55 273 25 58 55 55 50 55 273 26 65 84 86 73 82 390 27 55 67 55 58 63 298 28 55 67 55 58 63 298 29 64 66 62 62 66 320 After the data is analyzed, it shows that the mean ( x ) is 328 the standard deviation is 15,55 the median is 350 the highest score is 421 and the lowest score is 250. b. The Post-Test Scores The data of the post-test score can be seen in the table 5 below: No P G V F C T 1 82 93 90 80 93 438 2 82 96 80 81 91 430 3 82 92 80 74 93 421 4 74 90 82 74 90 410 5 83 90 82 75 90 420 6 75 90 70 71 90 497 7 82 80 74 72 80 388 8 72 74 72 75 72 365 9 - - - - - 10 82 93 85 72 93 425 11 76 90 82 82 90 420 12 74 90 82 74 90 410 13 80 84 75 75 80 394 14 84 90 83 83 90 430 15 66 70 70 64 72 342 16 74 80 82 74 80 390 17 82 92 80 76 84 416 18 75 90 76 73 90 404 19 75 80 74 71 80 380 20 80 90 82 76 90 418 21 73 90 80 65 90 398 22 82 92 90 84 92 440 23 74 90 82 74 90 410 24 64 72 70 65 72 343 25 72 62 70 55 60 319 26 72 84 80 74 82 392 27 74 70 64 62 70 340 28 74 70 64 62 72 342 29 73 80 65 72 80 370 After the data is analyzed, it shows that the mean ( X ) is 398,28 the standard deviation is 67,684 the median is 394 the highest score is 497 and the lowest score is 319. c. The Comparison of the Test Result The comparison of the test result can be seen in the table 6 below: No Pre Post D D2 1 295 438 -143 20449 2 350 430 -80 6400 3 360 421 -61 3721 4 370 410 -40 1600 5 410 420 -30 900 6 360 497 -137 18769 7 250 388 -138 19044 8 250 365 -115 13225 9 - - - - 10 360 425 -65 4225 11 421 420 1 1 12 252 410 -158 24964 13 296 394 -98 9604 14 263 430 -167 27889 15 320 342 -22 484 16 320 390 -70 4900 17 410 416 6 36 18 360 404 -44 1936 19 330 380 -50 2500 20 300 418 -118 13924 21 365 398 -33 1089 22 390 440 -50 2500 23 300 410 -110 12100 24 273 343 -70 4900 25 273 319 -46 2116 26 390 392 -2 4 27 298 340 -42 1764 28 298 342 -44 1936 29 320 370 -50 2500 N:29 ΣX = 9184 ΣY = 11152 ΣD = -1976 ΣD2 = 203480 Based on the data in table 5, the researcher calculated the result of ΣD = -1976 and ΣD2 = 203480. Then, he tried to find out the standard deviation of differences (SDD) with the formula: SDD = 2 SDD = 2 SDD = SDD = SDD = SDD = 48,72 To find out the mean of differences (MD) between variable X and Y, the researcher used the formula: MD = ∑ MD = MD = 68,13 After gaining the result of SDD = 68.13 the researcher calculated the standard error from mean of differences (SEMD) between variable X and Y: SEMD = SEMD = SEMD = SEMD = SEMD = 9,22 The last calculation is determining the result of t observation (to) of the test with formula: To = To = To = 7,389 The result 7,389 indicated that there was a difference of degree as much as 7,389. Regardless the minus, it doesn.t indicate negative score. Then, to complete the result of the research, the writer finds out the degree of freedom (df) with the formula: df = N - 1 = 29-1 = 28 df = 28 (see table of .t. value at the degree of significance of 5% and 1%) At the degree of significance 5% = 2,045 At the degree of significance 1% = 2,756 The result is 2,045 2,756 The result of analyzing the data by using the above formula shows that the coefficient is 7,389. It means that there is a significance improvement after the informational gap activity is used to teach speaking. B. Discussion After doing the research and analyzing the data. Let me analyze in other way as below : Table 7. The Result of Pre-test and Post-test Group Pre-test Post-test Observed-t Pre-Test and Post-test Single Group 328 398.28 7,389 From the table above, it showed the mean score of pre-test is 328 and the mean score of post-test is 398.28 It means that there was really significant difference and improvement of the score between them. Based on the result of the data analysis, it is proven that the students. Score of speaking taught by using Informational Gap Activity is better. It means that the use of information gap activity in teaching speaking is quite effective. Another reason based on the students. Responses are because most students find that information gap activity is enjoyable. This reason leads to better attention in learning and stimulate them to participate in information gap activity. But the problem that they faced mostly is lack of confidence and lack of vocabulary. In the early stages of the Informational Gap Activity the students were uncomfortable and uncertain. This led to initial lapses of silence. But soon they began helping one another to decide who should speak. Towards the end, their shyness left them and they began prompting each other with ideas. It can be told that "Informational Gap Activity" is the one of methods that can be used to teach and improve unmotivated students' speaking ability. The prove is that there is improvement of students' speaking score after treated by using Informational Gap Activity and that is really good effect of Informational Gap Activity. CONCLUSION AND SUGGESTION Conclusion Based on the research, the writer concludes that: From the result of the analysis of the research, it is proven that the students. Score of speaking taught by using Informational Gap Activity is better than before. And based on the result has answered by the research question, shows that using information activity in teaching speaking is quite effective. The use of information activity makes teaching learning and speaking activity more enjoyable and interesting. Simply that the technique the teacher use is quite attracting them and helps the shy students by providing a mask, where students with difficulty in conversation are liberated. In addition, it is fun and most students will agree that enjoyment leads to better learning. Here, the students have to practice speaking and find the answer themselves of course by asking friend. It will make them confident to speak. In information activity, the world of the classroom is broadened to include the outside world. This offers a much wider range of language opportunities. So, the students can be anyone and in any situation they wish. The use of information activity makes the class more active and alive. Students are willing to participate without any forces from the teacher. The use of information activity makes the students more motivated in learning and easier to grasp the lesson. Problems that the students faced mostly in Informational Gap Activity are lack of confidence and lack of vocabulary. B. Suggestion The success in teaching doesn.t depend on the lesson program only, but more important is how the teacher presents the lesson and uses various techniques to manage the class more lively and enjoyable. Regarding to the teaching speaking by using Informational Gap Activity, the writer gives some suggestion for the teacher and students as follow: For the teacher: The teacher should choose the materials that are appropriate and not too difficult for the students. Before assigning the information activity to the students, the teacher should make sure that the students have fully understood and have the information they need. The teacher should keep control the student activities. The teacher should present the language in an enjoyable, relaxed and understandable way. For the students: The students are hoped not to be shy in acting out their role. The students are hoped to be active and creative in enriching their vocabularies. The students are hoped to use English when they practice Informational Gap Activity although it is hard for them. The students should take part REFERENCES Sasson, Dorit. 2008. Information Gap Activities: Working in Groups or Pairs during Cooperative Learning Lessons. Available on http://lesson-plan-help.suite101.com/article.cfm/ learning games Bartz, HE. 1976. Basic Statistical in Education and Behavioral Sciences. Burgess Publishing Company. Mc Millan, J. H. 1992. Education Research Fundamentals for the customer. New York: Harper Collin Publisher Beard, P. R. (2008, November Thursday 13). What is the Role of the Teacher Today? Teacher's quality. Brewster, C. &. (October 22, 2007). Increasing Student engagement and motivation. Donald ary, l. c. (2006). Introduction to research in education. Dornyei, Z. (1994). Motivation and Motivating in the Foreign Language Classroom.The Modern Language Journal, Vol. 78, No. 3, pp. 273-284 . Hicks, C., & Glasgow, N. &. ((2005)). what successful mentors do. Leech, B. L. (2003). Techniques for Semi-structured Interviews. Political Science and Politics, Vol. 35, No. 4. Defrioka, A (2009). Improving Students' Interaction in Speaking Class Through Information GAP Activities, Vol.3 No.2 33-45 Richards, k. (2003). Qualitative Inquiry in tesol. Qualitative Inquiry . Schmidt, B. &. (1996). Foreign Language Motivation: Internal and external connections. Path Ways to the New Century. Fitriah, M. 2010. Improving Speaking Ability of Descriptive Text Use "Three-Step Interview for Eight Graders of SMPN 26 Surabaya". Brown, H. Douglas. 1994. Principal of Language Learning and Teaching. Third Edition. New Jersey: Prentice Hall Tudor, Ian. 2001. The Dynamic of the Language Classroom. UK: Cambridge University

THE IMPLEMENTATION OF INDEPENDENT READING ON MINI STORIES IN TEACHING WRITING NARRATIVE TEXT IN SENIOR HIGH SCHOOL Agita Putri Aisyiah English Education Program, Faculty of Language and Arts, Surabaya State University Email: ag1t.ndutz@gmail.com Him'mawan Adi Nugroho, S.Pd., M.Pd. English Education Program, Faculty of Language and Arts, Surabaya State University Email: himmawan_95@yahoo.com Abstrak Sejak Bahasa Inggris menjadi Bahasa Internasional yang digunakan untuk berkomunikasi, pemerintah Indonesia memasukkan Bahasa Inggris menjadi mata pelajaran wajib yang harus dikuasai oleh siswa SMA. Oleh karena itu, siswa harus menguasai keterampilan dasar yang tidak hanya diucapkan tetapi juga ditulis sebagai teks meliputi mendengar, berbicara, membaca dan menulis. Dari keterampilan tersebut, menulis adalah salah satu keterampilan yang paling sulit karena siswa mengumpulkan informasi sebanyak mungkin sebagai sumber dan mengatur pikiran di atas kertas. Itulah mengapa menulis selalu menggabungkan membaca untuk mendapatkan ide-ide saat mulai menulis. Ide-ide itu sendiri didapat dari apa yang telah dibaca. Krashen di Bray (2003) menyatakan bahwa siswa yang membaca terus-menerus dapat memperoleh kemampuan menulis. Oleh karena itu dengan menggunakan Independent Reading pada cerita-cerita mini, siswa dapat berlatih menulis dan meningkatkan nilai tulisan mereka terutama yang berupa narasi. Djuharie (2008:41) menyatakan bahwa teks narasi adalah semacam cerita yang bertujuan untuk menghibur pembaca. Cerita tersebut dapat berupa cerita fiksi dan non - fiksi seperti cerita mini. Cerita-cerita mini itu sendiri berbicara tentang cerita rakyat. Dalam pengajaran menulis narasi dengan menggunakan strategi ini, guru memberikan enam langkah yang harus dilakukan oleh siswa setelah mereka menerapkan membaca independen. Ada tiga puluh lima siswa kelas XI di kelas XI - A5 di SMAN 22 Surabaya yang menjadi subjek dalam penelitian kualitatif ini yang menggambarkan pelaksanaan membaca independen cerita mini untuk mengajarkan keterampilan menulis teks naratif. Mereka dibagi menjadi tiga kategori; baik, cukup, dan buruk untuk mengetahui kemampuan siswa dalam menulis ulang. Data dari penelitian ini adalah dalam bentuk kata-kata, frase dan kalimat. Kemudian instrumen yang digunakan untuk mendapatkan data adalah lembar observasi dan penilaian menulis komposisi menggunakan rubrik. Berdasarkan hasil penelitian, guru meminta siswa untuk membaca cerita di luar kelas sebagai pekerjaan rumah. Kemudian, guru melakukan konferensi, mengulas pemahaman siswa tentang teks narasi, dan menulis ulang di kelas. Dalam melaksanakan membaca independen pada cerita mini, siswa antusias melakukan pembacaan independen di luar kelas, dan ditemukan bahwa sebagian besar dari mereka dikategorikan ke dalam tingkat yang baik dan ada beberapa dari mereka masih dikategorikan ke dalam tingkat rendah. Kemampuan menulis mereka masih dalam kriteria rata-rata. Hal ini ditunjukkan berdasarkan komposisi mereka yang telah dianalisis menggunakan ESL Komposisi Profil rubrik . Akhirnya siswa menikmati membaca cerita Mini di luar kelas, mendapat kesempatan untuk membaca banyak tentang teks naratif, membangun kebiasaan membaca, dan mengorganisir komposisi yang baik dengan menggunakan kata-kata sendiri setelah membaca cerita sebagai praktek menulis mereka. Disarankan kepada guru harus memilih cerita Mini yang menarik yang masih berkaitan dengan tujuan pembelajaran sebagai bahan bacaan, guru harus memberikan siswa komentar yang baik untuk mendorong mereka untuk membaca lebih lanjut dan menggabungkan strategi membaca dengan keterampilan lain selain menulis. Selain itu, disarankan bagi peneliti lain yang bisa dilakukan dalam tingkat yang berbeda dari mahasiswa dan dikombinasikan dengan teknik atau permainan lain atau kegiatan yang menarik. Kata Kunci: pengajaran keterampilan menulis, naratif, membaca independen, cerita mini Abstract Since English becomes an International language which is used to communicate, Indonesian government include English into a compulsory subjects which has to be mastered by senior high school students. Therefore the students have to master basic skills not only spoken but also written texts as listening, speaking, reading and writing. From those skills, writing is one of the most difficult skills because the writer gathers information as much as possible as sources and organizes the thought on their paper. That's why writing always combines reading to get ideas to start writing. The ideas itself were got from what have already read. Krashen in Bray (2003) stated that the students who read continuously can gain in writing ability. Therefore by using Independent Reading on mini stories, the students can practice writing and increase their writing score especially narrative. Djuharie (2008:41) stated that narrative text is a kind of stories which purposes to entertain readers. It can be fictional and non-fictional story such as mini stories. The mini stories itself are talking about folktales. In teaching writing narrative using this strategy, the teacher gives six steps that should be done by the students after they implement independent reading. There are thirty-five eleventh grade students in XI-A5 class in SMAN 22 Surabaya were the subject in this qualitative research which described the implementation of Independent Reading on mini stories to teach writing narrative texts. They were divided into three categorized; good, fair, and poor to know the students' ability in rewriting. The data of this study is in the form of words, phrases and sentences. Then the instruments used to gain the data are the observation checklist and rubric assessment of writing a composition. Based on the result, the teacher asked students to read stories outside the classroom as homework. Then, the teacher did conference, reviewed the students' understanding about narrative text, and did rewriting in class. In implementing independent Reading on mini stories the students were enthusiastic doing independent reading outside the class, and it is found that most of them categorized into good level and there is a few of them still categorized into low level. The ability of their writing is still in average criteria. It is shown based on their composition which has been analysed using ESL Composition Profile rubric. Finally the students enjoyed reading mini stories outside the classroom, got an opportunity to read a lot about narrative texts, built reading habit, and organized a good composition by using their own words after reading stories as their practice writing. It suggests that the teacher should select the interesting mini stories which are still related to the learning objective as reading material, the teacher should give the students good comments to encourage them to read more and combine the reading strategy with other skill besides writing. In addition it is suggested for other researcher that it could be conducted in different level of students and combined with other technique or game or interesting activities. Keywords: teaching writing, narrative, independent reading, mini stories. INTRODUCTION Realizing the importance of English, Indonesian government involves English as compulsory subject that should be taught in formal schools from primary school to secondary school. As stated on 2006 English Competence Standard, the students must be able to understand and produce both spoken and written text. For the eleventh grade of senior high school students, they should master some texts which cover report, narrative, analytical exposition, spoof, and hortatory exposition. Those are the genre of the text which is required to be mastered by them in the end of learning process. Moreover, there are four skills that should be mastered by students. One of them is writing. Writing is very needed to be mastered by the students since it can affect other skills. Writing can be a great tool to help students to learn how to form language, how to spell, how to put together a plot, and how to make a logical argument. Hence, writing is needed to be mastered by the students. Unfortunately, writing is one of the skills that most students are not interested in. It is the most complex skill since every single error is counted and it cannot be easily produced. Bell and Burnaby in Nunan (1991:6) said that: "Writing is an extremely complex cognitive activity that inquires the writer to demonstrate control of several variables at once. At sentences level, they include control of contents, format, sentence structure, vocabulary, pronunciation, spelling and letter formation. Beyond the sentence, the writer must be able to structure and integrate information into cohesive and coherent paragraphs and texts". Teaching learning writing is not easy to do. Dhiasa (2009) stated that the students often face difficulties in learning writing. They are difficult to show their imagination. They spend much time to get the ideas to start writing. They do not have enthusiasm to write. Moreover, they have a few of literary review. These are caused by many reasons such as poor knowledge, and lack of time to practice writing. Finally, they cannot write creatively and well then they get bad score and nasty comments. Hadaway et al. in Diaz-Rico (2004:166) declared that writing can make us reach beyond ourselves. It is truly the most complex of the communication arts that combines reading and oral language. It is meant that writing is not a single activity. It is not only about writing but also about reading. Reading is completely important to start to write. It is impossible to write without having any ideas. The ideas itself can be taken from what have already been read. Reading and writing are connected each other. A new idea might appear after finishing reading, and writing is the patch to put that new idea. It means that they are inseparable activities. Krashen in Kusumawardhani (2006:2) stated that reading can help the students become a good reader, get an adequate vocabulary, master grammar, become a good speller and develop a good writing style. Reviewing the problem mentioned above, it is needed many kinds of methods, techniques or strategies to teach writing. There is a strategy to learn writing which is integrated with reading. It is called Independent Reading. Krashen (1993) in (Bray, 2002) provides an overview of research indicating that learners who read continuously can gain in reading comprehension, vocabulary development, and writing ability. Moreover, Elbow and Belanoff (2000) cited in Day (2004) stated that there is an activity which involves students in free writing. However, they are not asked to rewrite any topic they want; they are asked about what have been read, especially on mini stories. It allows the students a set period of time to think about their texts before they begin to rewrite. Therefore, Independent Reading on mini stories is seen to be the effective way in getting the students' knowledge as literary review about activities in the past before they start writing something. This strategy is applied in Senior High School which is integrated with one genre of texts that eleventh graders have to be mastered. It is a narrative text. Narrative text is a text that tells a story in the past. By mastering this text, the students are expected to be able to express their feeling, thought and ideas about the past activities after they read the mini stories. RESEARCH METHOD This research is design based on descriptive qualitative research. It described the implementation of Independent reading on mini stories in the teaching writing narrative text in senior high school. Charter (1972:78) in Rifa'i (2007) said that descriptive qualitative studies include current condition which concerns the nature group of person, a group of objects, a class, etc. and it involves of inductive, analysis, classification, or measurement. It is meant that the purpose of this study is to describe an event that happens in the society and does not examine any hypothesis. The subject of the study was the English teacher and the students of eleventh graders, XI-A5 class in SMA Negeri 22 Surabaya. This class was chosen because narrative was taught in the eleventh graders. The teacher is also implemented Independent Reading on mini stories to teach writing narrative to the eleventh graders in three meetings. The data of this study are in form of information which is taken by observing the real situation when the teaching and learning happened in the class and collecting the students' rewriting tasks in form of composition after being taught using Independent Reading. Then, the researcher classified the students' rewriting in form of composition based on its organization, content, vocabulary, language use and mechanic using ESL Composition Profile. There are two instruments are used in getting the data. They are observation checklist in the form of "yes" or "no" option and students' task to investigate the students' writing ability after being taught by using of Independent Reading on mini-stories. The data for this study are taken by observing the real situation when the teaching and learning happened in the class and collecting the students' rewriting tasks in form of composition after being taught using Independent Reading strategy. The topic was about folklore. Then, the researcher would classify the students' rewriting in form of composition based on its organization, content, vocabulary, language use and mechanic using ESL Composition Profile. This method made the researcher easier to classify and identify the elements of writing that used by the students in their narrative text writing composition. This study was analysed descriptively. There are several steps to analyse the data. The observation checklist was used to check the observed aspect by checking "yes" or "no" in the real activities which happened in the classroom when the teacher applied Independent Reading on mini stories in each step during teaching writing narrative text. The result of observation was described, presented and analysed related to the facts that happened in the class. Then, the students' task in form of composition which has been analysed by using ESL Composition Profile was divided into three groups, good, fair, and poor. It was used to describe the students' writing result after being taught by using Independent Reading strategy on mini stories. Finally all of the data was combined to make a conclusion and suggestion. FINDINGS AND DISCUSSIONS Findings The researcher used the data from observation checklist. It was limited to the material, the strategy, and the teaching learning process. Moreover, the researcher used the data from the students' task in form of composition which were collected in three meetings. They were presented through description. Then, the data were analysed and categorized into three different levels; good, fair, and poor. The Implementation of Independent Reading on Mini Stories in Writing The first observation was done on Tuesday, 4th February 2014 in XI IPA 5 class. In this meeting, the teacher introduced the Independent Reading strategy and reviewed narrative text. The students should read a mini story then rewrite it by using their own words. The teacher gave folklore story because it was familiar with the students. The folklore story was given in order to make the students read easily and happily. It is given because the folklore was based on the learning objectives. In pre-activity, the teacher greeted and checked the students' attendance list. Unfortunately, three students were absent. Then, the teacher reviewed a little bit about simple past tense and narrative text which has been taught last semester. The explanation covered the function, the generic structure and the language features of the text. Mostly, the students still remember the elements of narrative text which is shown that they could answer the teacher's questions about it. Moreover, they could analyse the generic structure of narrative text. In introducing the strategy which would be done, the teacher started to discuss about the books or texts that the students have read in their whole life. He also asked the students' feeling after they read. Surprisingly, most students like reading books but they did not read any books or texts in English. They prefer reading in Bahasa Indonesia to English. After that, he asked the benefit of their reading activity. Most students answered that they felt very happy and gave respond enthusiastically. In whilst-activity, the teacher gave the first story about Aji Saka as the reading material to the students. The story is from their English book. This story has already given in the last semester. It is chosen because the students have already comprehended the story very well to make the students feel free to read and rewrite easily. It is the way the teacher used to introduce the strategy which integrated with writing. The students were asked to read the text in the classroom. This text was the easiest and the shortest one which was aimed to make the students enjoy reading. After the students finished reading the story, the teacher asked the students to collect the story in front of class and prepared a piece of paper. Then, he started to do the writing activity. The teacher gave instruction step by step to the students to start rewriting the story they have just read. In post-activity, the teacher asked students to collect their rewriting task. Before the teacher closed the meeting, the teacher gave new stories as the second material. The students should read them at home as homework. Then, the teacher reviewed some tips on enjoying reading. In summary, in the first meeting, the researcher found that the students were lazy and bored to read the story although the story was familiar. It is because the lesson was started after the break time. It was not only that, but there also was no van which made the class hot, so the students could not read with pleasure. Moreover, the students were not sure about the instruction of writing. It is showed when the teacher gave instruction step by step; some students seemed to not understand well what they had to do. They were so confused. It is because the teacher gave the instruction in English too fast. Seeing the students did not know what they had to do, the teacher combined the language he used with Bahasa Indonesia and English slowly. He also analysed the task in order to know the students' shortcoming in rewriting a story in form of composition. It is hoped that the students could realize their mistakes and did not repeat the same mistakes for the next writing tasks. The second observation was conducted on Friday, 7th February 2014. The teacher has already analysed the students' task in rewriting narrative text on the previous meeting, so that, the teacher knew the initial ability of the students. In this meeting the teacher would ask the students to rewrite one of the stories about Jaka Tarub and Nawang Wulan or The King, The Young Poor Fisherman, and The Fish which have already been given on the previous meeting as their homework by using the same instruction. Just like in the first observation, the teacher did the same activities in the class. In addition, in this meeting the teacher asked the students' obstacles during reading, the differences between reading inside and outside the classroom and also the students' feeling after reading. Most students gave their respond after they read the stories. The obstacles that the students had were varied such as they felt sleepy during the reading and they were not interested in the material because there were not enough pictures that made them enjoy reading. However, the students felt better when they read the stories outside the classroom. It is because they did not need to read in rush so they had much time to finish their reading. Therefore they could understand the story well. Then, the students also gave their respond about their feeling after reading. Most of them were excited to read more and more. They enjoyed reading because the material that they read were understandable and the words in the story were very common. After that, the teacher reviewed the previous story for a while in order to correct the students' mistakes that they made in rewriting the story on the previous meeting. Therefore, the teacher knew the students' ability in writing. In summary, in the second meeting, the teacher found that the students have enjoyed reading outside the class and understood what they had to do in writing activity. Therefore teacher used English in giving the instruction of rewriting. It is not only that, the teacher also gave music to make the students relax. They seemed to be more confident on their ability to remind, rethink and rewrite the story than previous meeting. Then the third observation was conducted on Tuesday, 11th February 2014. It was conducted in the same class. In this meeting, the teacher asked the students to rewrite one of the stories they have already read about The Gift of Jackal, The Wicked Magician or Love Conquers Death as reading material. All the process of this meeting was the same as the second meeting. The Students' Narrative Text Result after the Implementation of Independent Reading On Mini Stories in Teaching Writing Narrative Text In this part, it deals with the students' narrative writing result after the implementation of independent reading on mini stories in teaching writing narrative text from the first, the second and the third task. The students' narrative writing were analysed by using ESL Composition Profile; that are organization, content, vocabulary, language use, and mechanic. Afterwards, they were divided into three levels. They are good, fair and poor. The result can be showed in the table below, Level Number of the students First task Second task Third task Very Good - - - Good 6 9 13 Fair 8 10 12 Poor 18 16 10 Table 4.1 The Result of Students' Narrative Writing in the first, the second and the third task. In the first task, the teacher used the story about Aji Saka to rewrite. It is because the story was the easiest and the shortest. There are five aspects which have to be analysed in rewriting narrative story in form of composition. The content is the first and the most important aspect. It tells the ideas of the writer which they wanted to write. The second aspect is organization. In this part of writing narrative text, the students should write the story based on the generic structure of narrative. It deals with orientation, complication and resolution. Then, the third aspect in writing narrative text is vocabulary. It is about the words choice and usage of the writer which they want to share. The students applied the vocabulary they have learned while doing independent reading on mini stories to make their own words more different than the original. The next important aspect is language use. This aspect deals with the students' ability in language which include with sentence construction, tenses, word order or function, pronoun, and preposition. The last aspect in writing narrative text is mechanic. The term mechanics deals with convention, spelling, punctuation, capitalization, and paragraphing. Based on the first task in the first meeting, it can be concluded that there were many students who were still confused to develop the ideas, composing the generic structure of the narrative text, making good sentences by using sophisticated range of vocabulary, creating good construction, and also demonstrating mastery of convention. Meanwhile in the second task, it is stated that some students showed a few good changes in writing narrative text. They occasionally made errors in delivering ideas, composing generic structure and mastering convention. However, in choosing the vocabulary and using the correct tenses, the students still got difficulties to practice it into a good story. It is because most students considered that the tenses were too difficult to be understood, and also it is because the teacher usually conducts the test for only the tenses. The teacher used Jaka Tarub and Nawang Wulan and The King, The Young Fisherman and the Fish as the second mini stories as reading material. They are still about folklore. They are also longer than the first. It is because the students had some times to read them outside the class as their homework. The students could choose one of the stories above to rewrite into a good composition. In the third task, the students' writing narrative result was better than in the first and second task. They could deliver the organization of the story, rarely made the same mistakes of using past tense, arrange the story in a good paragraph. The teacher used the stories about The Gifts of The Jackal, The Wicked Magician, and Love Conquers Death as reading materials. The collections of short stories were from Indian folktale. Moreover, those stories were covered in a book which titled as Love Conquers Death and other stories. Discussions From the data through observation checklist, it is obvious that the implementation of Independent Reading on mini story can be integrated with writing in teaching writing narrative text. It is shown that the students more enjoyed reading mini stories outside the class which can be seen from their conference with the teacher before starting to rewrite. It helped the students to build their interest in reading without any forces. It is in line with Harris (1998:3) stated that independent reading refers to the outside reading activity that students do on their own with no help or guidance from the teacher. In addition, it was normal if there were some students got difficulties in understanding the steps of rewriting the story during the teaching process. From this situation, the teacher switched the language to Bahasa Indonesia. By using bilingual which covers English and Bahasa Indonesia, the teacher could know the students' comprehension in steps of rewriting a story. Thus, the students could rewrite the story using the steps of rewriting well. In the process of rewriting narrative text itself; it would need a lot of energy. It is because it had long process and need more times. Therefore, the teacher role was much needed. It is to help the students develop viable strategies for pre-writing (getting started, generating indefinite ideas, and collecting information), drafting (scrawling down the ideas, making rough draft), revising (checking rough draft, adding, deleting, modifying, and rearrange ideas), and editing (attending to vocabulary, sentence, structure, grammar and mechanic) (Gebhard, 1996). On the other side to answer the second statements of problem, which is 'How is the students' writing result after being taught by using of Independent Reading strategy on mini stories?' The data was gathered from the students' task of rewriting a mini story after being taught by using Independent Reading. The data was discussed from the first, second and the third observation in form of a composition narrative text. Based on the first students' task, the students got difficulties to compose text based on the generic structure, to implement the past tenses in the story, and also to develop the ideas more detail. Few of them were confused in using the correct spelling, punctuation, paragraphing and capitalization and selecting the appropriate vocabulary. However, most students have shown changes in their narrative writing in the second and third tasks. It means that the students practiced writing well in term of content, organization, vocabulary, language feature and mechanic from the first task to the second task then the third task and they comprehended the elements of writing well. In the end, the students got better understanding in presenting their ideas to the development of narrative text, providing vocabulary better and richer, using their knowledge of English, implementing the convention rules in their narrative writing and achieved adequate result. It is in line with was stated by Krashen (1993) in Bray (2002) that reading continuously can help the students develop a good writing style. CONCLUSION AND SUGGESTION Conclusion It was concluded that by using Independent Reading on mini stories in writing activities, the eleventh graders of SMA Negeri 22 Surabaya have enjoyed reading mini stories outside the classroom, got an opportunity to read a lot about mini-story, built reading habit, reviewed grammar, and have organized a good composition by using their own words after reading stories as their practice writing. Moreover, in the process of doing this strategy, the teacher selected the material according to the criteria for standard competence of curriculum and based on the students' level of difficulty in vocabulary, content and sentence construction. The teacher also gives a model and steps how to rewrite a short story. The last is about the process of writing itself. This is the time when the students were asked to rewrite the story they have already read at home to know the students' result during the implementation of Independent Reading on mini stories in writing activities. The result is found that the students generally grouped as "GOOD" and few of them still grouped as "POOR". It is because the students' ability in that class is still in low level. However, this strategy could help students getting fluency in expressing their ideas in rewriting the story. It could be seen from their result that they rarely made mistakes in their rewriting. Suggestion Based on the conclusion above, it is important to give some suggestion to the teacher and other researcher. This suggestion is pointed to the teacher related to the implementation of independent reading on mini stories. First, the teacher should select the interesting mini stories which are still related to the learning objective as reading material. 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 Draft Translation: Not for CitationWhat follows is another attempt at a translation of an important text by André Tosel on the Marx/Spinoza relation. It is not a finished, or polished translation, but a rough sketch put forward to help people get a sense of this overlooked articulation of the relation between Marx and Spinoza.For a Systematic Study of the Relation of Marx to Spinoza: Remarks and Hypotheses

André Tosel Published in 2008 in the book Spinoza au XIXe Siècle  The question of relation of the thought of Marx to that of Spinoza has up until now been the subject of more of a hermeneutic investigation than a philology. It is easier to construct a history of the different interpretations of Spinoza at the center of different Marxisms then to have determined the precise function of the reference to Spinoza in the work of Marx and to define the use Marx made of the spinozist problematic and the elaboration of his thought.  More or less the Marxists that were first developed a relation to Spinoza were an important milestone on the way to developing what could be called a historical and materialist dialectic. The relation begins in the midst of the Second International. The singularity of Spinoza's thought has often been reduced to a stepping stone on the way to "monist" immanentism, which is supposed to be its philosophical structure at least in the reception of two thinkers, as Plekhanov has asserted in some preliminary texts working from some notes of Engels in manuscripts published in the USSR under the title of the Dialectic of Nature. In the dogmatic frame of the struggle between idealism and materialism, Spinoza anticipates materialism by his thesis of the unity of nature and by his doctrine of the equal dignity of the attribute of extension in relation to the attribute of thought. The doctrine of mode and substance causality, coupled with the critique of final causality and the illusions of superstition, signifies at the same time an overcoming of mechanistic thinking and the first form of the dialectic. Rare were those who, like Antonio Labriola, were careful not to oppose two conceptions of the world head-on and maintained a certain distance with polemical opposition, preferring instead to indicate that Marx did for mode of production what Spinoza had done for the world of the passions—a geometry of their production. In the Soviet Union before the Stalinist freeze, this interpretive tension is reproduced: Spinoza becomes the terrain through which the clarification of the dialectic takes place opposing mechanists and anti-mechanists, and original articulation of the thesis of liberty as the comprehension of necessity. These problems have been clarified somewhat. (Zapata, 1983; Seidel, 1984; Tosel, 1995)One would have to wait for the deconstructive enterprise of Louis Althusser for this movement to be reversed. Spinoza is no longer a moment in the teleology which is integrated and surpassed on the way to Marxism-Leninism. His work is the means of theoretical production for reformulating the philosophical and scientific revolution of Marx without recourse to only the Hegelian dialectic. Spinoza is the first to have elaborated a model of structural causality that makes it possible to think the efficacy of the structure as an absent cause over its effects. The theory of knowledge is not one that authorizes absolute knowledge, but it announces this infinite exigency of a break with ideology without the hope of arriving at transparent knowledge. It obliges one to renounce any idea of communism as a state of a final reconciliation in social relations which would be deprived of any contradictions. "We have always been spinozists,' Althusser announces in the Elements of Self-Criticism, and then proceed to the Treatise on the Emendation of the Intellect from the Hegelian dialectic. It is then only an epistemological obstacle which prevents Marx from realizing the full power of his critique of political economy and to explore the continent of history that he discovered. Spinoza for clarifying Marx himself. Everything has been clarified. (Cotten 1992; Raymond, Moreau, 1997).  In terms of historical research, the spinozist studies that have been made after the end of the nineteen sixties in France and Italy have often been made by researchers who have rubbed shoulders with Marxism. We find the same oscillation between a tendency to read Spinoza according to a pre-marxist perspective, in the sense of a dialectic of emancipation, or liberation from a theological political complex and disalienation, even constituent power, and another tendency insisting on the infinity of the struggle against all illusions, even those of total liberation, affirming the unsurpassable dimension of the imagination in the constitution of the conatus and in the production of the power of the multitude. This oscillation is manifest often in the same commentators, often itself a function of the change of the historical conjuncture. However, up until now, there has never been an attempt to study from Marx's works themselves the structural function of the spinozist reference in the constitution of Marxist theory, one which would permit us to better understand the understanding that Marx made of Spinozist work. The interpretations have anyway have developed from a certain exteriority to the letter of Marxists texts.  Several years ago, a German researcher, Fred E. Schrader, in a short text dedicated to the thematic of "substance and concept" chez Marx (Substanz und Funktion: zur Marxsrezeption Spinoza's) drew attention to this situation (1984). He rightly noted that it was necessary to distinguish two moments in the research to avoid any merely external confrontation: a) first, obviously, document the explicit and implicit mentions of Spinoza in Marx's text; 1) then, reconstruct the position of the reference to Spinoza in the process of the constitution of the critique of political economy which is the central Marxist work, alongside of the references to "Hegel" which one knows were constitutive in the years of 1857-1858. Only this philological and philosophical work can permit us to renew the state of the question.
Schrader's study must be considered. We propose to develop it and comment on it because up until now it has not received the attention that it merits. Before everything else, it is necessary to be precise. The work envisioned must be considerable, it includes taking into account the texts published by Marx, those published posthumously by Engels and by Kautsky, and all of those—collections of notes and thematic notebooks—which make up the incomplete nature of Capital, including Marx's correspondence. The MEGA 2, Marx-Engels Gesamtausgabe, still incomplete, has not finished being scrutinized. This work could begin from the hypothesis that we can conceptualize two periods in Marx's work from which it is possible to reassemble occurrences that conceptualize the reference to Spinoza in order to determine their structural function. The first period corresponds to the years of his formation and the interlinking of the critique of politics and the early critique of political economy, it begins with the concept of history underlying the German Ideology and culminates in the Poverty of Philosophy and the Communist Manifesto. The second period begins with the research operating under the title of the critique of political economy beginning in 1857, interrupted provisionally in January of 1859 and beginning again in 1861. The reference to Spinoza is more explicit in the first period where it is a matter of an specifically political practice, articulating a materialism of practice. It is less explicit in the second period, it functions nonetheless as a fundamental operator in the essential theory of the substance of value in capital. The Philosophical Intensifier of Spinoza of the Tractatus Theologico-Politicus. Destruction of the Theologico-Political Complex and Democratic Radicalism.  Marx encounters Spinoza in the beginning of his theoretical and political journey. In 1841 we know from the preface by Alexandre Matheron (Cahiers Spinoza), Marx, after his doctorate, reproduced the extracts he copied from the Tractatus Theologico-Politicus (MEGA 2 VI/I Berlin, 1977). He is curiously presented as the author of these texts and moreover they are reorganized in their own order which is not that of the Tractatus itself. The chapters containing the critique of the supernatural, of the miracle, and all of all forms of superstition are brought forward as essential and open on the properly political chapters dedicated to the freedom of thought (XX) and the foundation of the republic (XVI). The Ethics is not ignored but it is not reproduced, Letter XII takes the place of a speculative text and is accompanied with Letter LXXVI to Burgh. Everything takes place as if Marx considered as the most important question to be that of theological politics and is concentrated on the question of human freedom in its radical ethico-political dimension. What is important is that the revolutionary democratic state is realized according to this concept.  One could also consider that Spinoza is utilized here as one of the figures that a Doctorate of Philosophy considers along with Aristotle, Kant, Fichte, and Hegel as provocations, of that which puts knowledge in the service of a life liberated from the fear of authorities, which reappropriates humanity's power of thinking and acting confiscated in the service of gods and fetishes. In a certain manner Epicurus is the paradoxically the first of the thinkers who claims that "it is a misfortune to live in necessity, but it is not necessary to live under necessity." This truth finds a new application, after the French Revolution, in the age of a new ethics, where free individuals recognize themselves in a free state.  2. The explicit reference to Spinoza is displaced in the texts of the years 1841-1843—the Kreuznach manuscript dedicated to the Critique of Hegel's Philosophy of Right, followed by the introduction and the Jewish Question. These constitute the Feuerbachian moment of Marx, at the heart of his theory of the alienation of the human essence. One must not make this critique of politics a simple transition towards the discovery of the alienation of social powers, nor understand it as an end of a politics understood as primarily statist. It is the ethico-political liberation which requires a transformation of social relations and which is a transvaluation or emancipation of social powers. Spinoza is not named, but certain passages from the TTP are repeated almost to the letter: Spinoza figures as the index of a new task , that is lacking in Hegel which is that of thinking beyond the dualism of civil society and the state. The name of this passage is democracy or true democracy. Marx returns to the letter of the Spinozist thesis according to which democracy is not only the name of a constituted political regime, but the essence of politics, the most natural regime, constituting the power of the people. The intensive force of Spinoza is that of democracy not as a mystical act or utopian ecstasy, but as a process of constitution that replaces actual void of the Hegelian state where the people lack themselves, in which the state becomes something separate, still theologico-political. Democracy is the active process by which the people is refigured as the negative instance of any separate political form and gives a political form to its social power. "Democracy is the truth of monarchy, monarchy is not the truth of democracy. Monarchy is necessarily democracy in contradiction with itself, whereas the monarchial moment is no contradiction within democracy. Monarchy cannot, while democracy can be understood in terms of itself In democracy none of the moments obtains a significance other than what befits it. Each is really only a moment of the whole Demos. In monarchy one part determines the character of the whole; the entire constitution must be modified according to the immutable head. Democracy is the generic constitution; monarchy is a species, and indeed a poor one. Democracy is content and form; monarchy should be only form, but it adulterates the content.
In monarchy the whole, the people, is subsumed under one of its modes of existence,. the political constitution; in democracy the constitution itself appears only as one determination, and indeed as the self-determination of the people. In monarchy we have the people of the constitution, in democracy the constitution of the people. Democracy is the resolved mystery of all constitutions. Here the constitution not only in itself, according to essence, but according to existence and actuality is returned to its real ground, actual man, the actual people, and established as its own work. The constitution appears as what it is, the free product of men." It is possible to remark that this constituent power of the demos tends to be presented as a sort of causa sui in the order of world of social relations. The naturalist dimension thematized in the Ethics is not posited here with the insistence of humanity as part of nature, with the thematization of the relations between internal and external causality. Necessity seems to have disappeared for an instant. It is notable that this in the same moment that Feuerbach defends Spinoza's naturalism against Hegelian idealism and makes the author of the Ethics the Moses of modern thought who has destroyed theology by his pantheism, while reproaching him, for not having arrived at a radical humanist affirmation, since he maintained an equivocal equivalence between the naturalization of god and the divinization of nature. The Marxist reference is primarily to the ethico-political Spinoza, one of the "intellectual heroes of morality" as he says in a text contemporary with it, "Comments on the Latest Russian Censorship—" along with Kant and Fichte he is one of the heroes that found and defend the principal of moral autonomy. Spinoza makes it possible to undertake a philosophical political of Hegel, the people would be the only ontological instance that constitutes the political constitution, which is to say democracy, of civil society. Spinoza makes it possible to introduce a new dialectic within the incomplete dialectic of The Principles of the Philosophy of Right. This dialectic is simultaneously a critique. The object of this critical dialectic is the self-constitution of political activity in the struggle to overcome the domination of abstract entities erected into speculative abstractions defining the latest avatars of the theological-political complex.  Schrader does not say more in the exposition of the reference to Spinoza in this first period. We could take a step beyond his analysis. A unpublished path seems to be presented. We could in fact explore it as Yovel has done (Spinoza and Other Heretics); also the first book of Matheron, Individu et communauté chez Spinoza (1968) examines the double relation of the human conatus to other conatuses and objects that suit them or do not suit them the rudiments of a theory of objectification of the human essence that Marx elaborates in the texts of 1844 where he analyzes the people under the figure of the proletariat subject and object of alienated labor. The reading can shed light on Spinoza, but Marx has for his interlocuters Hegel, Adam Smith, and Feuerbach. Spinoza does not intervene here explicitly. It is preferable to follow the letter of his texts.  3. The text which follows, The Holy Family of 1845, indicates an unexamined reversal of perspective. Far from finding in Spinoza a radical thinker of liberty through the radicalization of the democratic process and developing Feuerbach's theses of the virtues of Spinoza's naturalization, far from continuing the anti-idealist elements of Spinoza, Marx for the first time distances himself from Spinoza placing him on the side of Descartes, of Malebranche, of Leibniz, of abstract rationalist metaphysics, in a paragraph before celebrating the materialists in which he inscribes himself. These are the materialists of the French Enlightenment, La Mettrie, Holbach, Helvétius, which are lauded for having operated outside of metaphysics. These are the authors that Plekhanov reinscribes as a defenders of monistic materialism in the thought of nature and in the theory of history. Certainly as Olivier Bloch in an important contribution has demonstrated ("Materialism, genesis of Marxism, 1981, reprinted in Matières à penser, Vrin, 1997), this chapter of the history of philosophy is a plagiarism by Marx who literally takes it from the Manuel d'histoire de la philosophie moderne by Charles Renouvier (1844). The soviet Diamat has been founded by a French critic… But the fact remains that Marx endorses this reconstruction which prefers Bacon, Hobbes and Locke to Spinoza, lauding them for the empiricism and nominalism: the English thinkers critique metaphysic speculation and open directly the way to materialism. Pierre Bayler in France can be considered the only fellow traveler of British empiricism by his scepticism he dissolves the metaphysics of Spinoza and Leibniz (The Holy Family, 171).  The Spinoza criticized here is that of the Ethics understood as a dogmatic treatise of metaphysics which has a "profane content" but it has lost its historical condition. This is no longer the antitheological political Spinoza but the speculative philosopher. Is it necessary to conclude that this is a contradiction on the part of Marx and to forget his previous theses? It is a surprising oversight because that which Marx and Renouvier give credit to Bacon, Hobbes, and Locke can be imputed to Spinoza as well. Everything takes place as if Marx, put off by the metaphysics of the Ethics forgets what he had found in the TTP—and this seems to be a permanent transformation. In fact the contradiction is not only apparent, or, more to the point, it concerns Spinoza himself. Marx does not have as his object an analysis of Spinozism. He uses the latter by breaking it down according to the needs of his task which is at this moment is to study the activity of real man and the possibility of his transformation by bringing together the theoretical humanism of Feuerbach, the French communism and socialism, and the English thinkers who represent this humanism in the domain of practice. "[Metaphysics] will be defeated for forever by materialism which has now been perfected by the work of speculation itself and coincides with humanism. As Feuerbach represented materialism in the theoretical domain, French and English socialism and communism represent materialism in the practical field which now coincides with humanism." (The Holy Family, pg. 168) One can detect in this passage the presence of a schematic of the history of modern philosophy which has echoes of Moses Hess and Ludwig Feuerbach, the two have confronted the problem of the critical comprehension of Hegel and have begun to present a reinterpretation of the grand moments of the history of philosophy after their master.  Marx deviates from the interpretation of Hess given in a text which had a particular impact: The Sacred History of Mankind by a Young Disciple of Spinoza (1838). Hess appropriates Spinoza's theory of knowledge and exploits his theory of the imagination to develop a positive sense of social utopia, and overall makes Spinoza the true alternative to Hegel's Christian philosophy. Far from being an acosmism, the theory of substance is the perfect incarnation of the Hebraic idea of the unconditional unity of all. It is paradoxical, the other part, of the interpretation by Renouvier followed by Marx recovers and conceals that of Feuerbach that one can find in the same period in Preliminary Theses for the Reform of Philosophy (1842) and Principles of the Philosophy of the Future (1843). Marx brushes up against these theses of Feuerbach on Spinoza without reproducing them in their entirety. They make Spinoza an important moment in modern philosophy: at the heart of this movement they make this philosophy an important realization of the humanization of God, Spinoza remains still a speculative philosopher who is at once produces the realization and negation of God. Speculative metaphysics realizes with him its ultimate phase which is determined contradictorily as theism and atheism in the form of pantheism. "Spinoza is the originator of speculative philosophy, Schelling its restorer, Hegel its perfecter."(Thesis 102) Pantheism becomes the only consequential theology in that it anticipates the end of theology in atheism. The Spinozist substance transforms all independent beings into predicates, into attributes of a unique and independent being. God is no longer only a thing thought, it is equally an extended thing (Thesis 3). Spinoza does not make the self-activity of self-consciousness the attribute that unifies and transforms substance into subject. This was Hegel's tour de force but he paid for it with an absolute idealism of spirit since once again spirit prevails over extension and concrete man is subject to abstraction separated from reality of self-consciousness.
This inscription of Spinoza in metaphysics is all the more paradoxical because Marx finds in empiricism and British materialism the theses that Feuerbach attributes to Spinoza, and Marx accepts a definition in which materialism coincides with communism. As can be seen in this passage from Principles of the Philosophy of the Future  Pantheism is theological atheism or theological materialism; it is the negation of theology while itself confined to the standpoint of theology, for it turns matter, the negation of God, into a predicate or an attribute of the Divine Being. But he who turns matter into an attribute of God, declares matter to be a divine being. The realisation of God must in principle presuppose godliness, that is, the truth and essentiality of the real. The deification of the real, of that which exists materially – materialism, empiricism, realism, and humanism – or the negation of theology, is the essence of the modern era. Pantheism is therefore nothing more than the essence of the modern era elevated into the divine essence, into a religio-philosophical principle. Empiricism or realism – meaning thereby the so-called sciences of the real, but in particular the natural science – negates theology, albeit not theoretically but only practically, namely, through the actual deed in so far as the realist makes the negation of God, or at least that which is not God, into the essential business of his life and the essential object of his activity. However, he who devotes his mind and heart exclusively to that which is material and sensuous actually denies the trans-sensuous its reality; for only that which constitutes an object of the real and concrete activity is real, at least for man. "What I don't know doesn't affect me." To say that it is not possible to know anything of the supersensuous is only an excuse. One ceases to know anything about God and divine things only when one does not want to know anything about them. How much did one know about God, about the devils or angels as long as these supersensuous beings were still objects of a real faith? To be interested in something is to have the talent for it. The medieval mystics and scholastics had no talent and aptitude for natural science only because they had no interest in nature. Where the sense for something is not lacking, there also the senses and organs do not lack. If the heart is open to something, the mind will not be closed to it. Thus, the reason why mankind in the modern era lost the organs for the supersensuous world and its secrets is because it also lost the sense for them together with the belief in them; because its essential tendency was anti-Christian and anti-theological; that is, anthropological, cosmic, realistic, and materialistic. [In the context of the present work, the differences between materialism, empiricism, realism, and humanism are, of course, irrelevant.] Spinoza hit the nail on the head with his paradoxical proposition: God is an extended, that is, material being. He found, at least for his time, the true philosophical expression for the materialistic tendency of the modern era; he legitimated and sanctioned it: God himself is a materialist. Spinoza's philosophy was religion; he himself was an amazing man. Unlike so many others, Spinoza's materialism did not stand in contradiction to the notion of a non-material and anti-materialistic God who also quite consistently imposes on man the duty to give himself up only to anti-materialistic, heavenly tendencies and concerns, for God is nothing other than the archetypal and ideal image of man; what God is and how he is, is what man ought to be or wants to be, or at least hopes to be in the future. But only where theory does not belie practice, and practice theory, is there character, truth, and religion. Spinoza is the Moses of modern free-thinkers and materialists. 4. The anti-metaphysical fury of Marx, the blind submission to Renouvier, limits him in developing an interpretation of the Ethics more nuanced and sensitive to the historical contradictions. This situation is even more strange because it is in The Holy Family that Marx interprets materialist philosophers such that they are a Feuerbachian Spinoza. On can find then three theses that Marx distributes to different representatives of materialism and that can also be imputed to Spinoza. --Thesis 1. Nature is a primary reality, it can be explained by itself without recourse to the principle of a creator. Nothing comes from nothing. One can then have recourse to Bacon for who "the primitive forms of matter are essentially living forms, individuals, and it is they that produce specific differences." He follows, as does Hobbes, in adding that "one cannot separate thought from the matter which thinks." Thought cannot be separated from matter capable of thought.  --Thesis 2. The human order is inscribed in a specific manner in nature. This specificity does not specify anything extra-worldly of human activity. Hobbes has demonstrated the sensible nature of activity. "Man is subordinate to the same laws that nature. Power and liberty are identical." The Holy Family) This order is known to promote the art of forming ideas, the human species is fundamentally educatable. ---Thesis 3. What is important is to think the constitution of this human order according to radical possibilities of the ways of transforming these necessary conditions of experience of liberty-power. "If man is unfree in the materialist sense, i.e., is free not through the negative power to avoid this or that, but through the positive power to assert his true individuality,
crime must not be punished in the individual, but the anti-social source of crime must be destroyed, and each man must be given social scope for the vital manifestation of his being. If man is shaped by his surroundings, his surroundings must be made human. If man is social by
nature, he will develop his true nature only in society, and the power of his nature must be measured not by the power of separate individuals but by the power of society." (The Holy Family 176).  It is not necessary to give the history of philosophy presented in The Holy Family a structural importance. It acts as a provisionally constructed polemical text where Marx has given the means for his own philosophical conception in broad strokes in order to better understand the intersection of humanism, materialism, and communism. The incongruence of the treatment of Spinoza, reinterpreted to be behind Feuerbach's position, was not overlooked by Marx's comrades in combat since H. Krieg (himself denounces by Marx in a virulent circular as a confused partisan of religious socialism), he wrote in a letter of June 6, 1845 in order to restore Spinoza's battle against metaphysics overlooked by Marx, "you're probably right about what it says in the English Hobbes and Locke [i.e. that they vacillate contradictorily between materialism and theism], the same for Voltaire and his direct partisans; but Holbach is practically Spinozist, and it is with and Diderot that the Enlightenment reaches its summit and becomes revolutionary." (cited by Maximilien Rubel and his edition of the philosophical texts of Marx titled Philosophie) 5. The instrumental and fluctuating character of the reference to Spinoza as a metaphysician is confirmed precisely by The German Ideology. Marx returns in passing to the place of Spinoza in modern philosophy. Spinoza has developed the principle of substantial immanence but he has not integrated the principle with self-consciousness. Hegel would be the unity of Spinoza and Fichte (The German Ideology, 107). But for Marx this representation consigns him to a partial aspect of the Hegelian synthesis. Self-consciousness is at once a hypostasis of the real activity of human beings in the process of their self-production and the "the real consciousness of the social relations in which they appear to exists and to which they appear to be autonomous." In a similar manner substance is "an ideal hypostatized expression of the world as it exists" that is take as the foundation of the world "existing for itself." Marx returns to Feuerbach for clarification of substance and it anthropological resolution. We do not know much more, but the text seems to distinguish the Hegelian critique of substance and its possible materialist significance as "the existing world." We would have expected considerations on the immanence of modes in natura naturans and of their dynamic interdetermination.
In any case, Marx refuses the young Hegelain opposition between self-consciousness and substance, and proposes to maintain the category of substance as an inseparable unity of the existing mode and the beings which constitute the world in the play of their relations. Marx's criticism has as its target the mystification of self-consciousness and its anti-substantial phobia. Everything takes place as if the ontological categories of Spinoza up until now rejected as conservative metaphysics have an intensive force irreducible to the critique of the young Hegelians. However, it remains that in this complex itinerary the use value of the reference to Spinoza is concentrated in the theological political constellation and the political constitution of the political force of social force. This reference becomes the presupposition of the materialist conception of history, but it does not intervene in the texture of these concepts.  The Spinoza Reference in the Critique of Political Economy, Substance and Concept Returning to Schrader and his propositions for the study of the second moment of the reference to Spinoza, that of the Marxist use of Spinozist concepts from the Ethics in the development of the critique of political economy in the development of Capital. Schrader pays particular attention to the reappearance in the margins of the reference to Spinoza in the period of the creation and exposition of the critique of political economy which is developed from 1851 to 1863. An important letter from Marx to Lassale from May 31, 1858 which was published in an obscure book on Heraclitus, gives to Spinoza's metaphysics the same status that he gave to Hegel in a famous letter to Engels a few months before.  Even among philosophers who give a systematic form to the works, as for example Spinoza, the true inner structure of the system is quite unlike the form in which it was consciously presented. The true system is only present in itself. (Marx MEW, 29, Berlin, 1963, 561).

What was of great use to me as regards method of treatment was Hegel's Logic at which I had taken another look by mere accident... If ever the time comes when such work is again possible, I should very much like to write 2 or 3 sheets making accessible to the common reader the rational aspect of the method which Hegel not only discovered but also mystified. (Correspondence Marx-Engels)  Marx makes it clear that the elaboration of the critique passes through the utilization of elements of philosophical works which others appear to have completely bypassed. The presence of Hegel is the center of the interpretation of Capital. It would appear certain to this period that Marx no longer takes inspiration from the Feuerbachian critique of abstract speculation. In this case, the Idea separated from its contents generates the latter in a mystified way by legitimizing the crudest aspects, losing the benefit of seizing the real as a contradictory process, as is explained in The Holy Family or The Poverty of Philosophy. Hegel is from now on solicited for his dialectical discoveries: he elaborates the dialectic as an immanent process of thought and his discoveries serve Marx in developing his proper critique. The presence of Hegel in the period up to the publication of the first volume of Capital in 1867, in passing through diverse manuscripts of 1857-1858 (The Grundrisse) and the manuscripts from 1861-1863, has been attested to and demonstrated by works, either to reaffirm the heretical Hegelianism of Marx, (Rosdolsky, Reichelt, Zelenyi, all dedicated to research the logic of Capital, all following one of the most famous injunctions of all times, Lenin in the Notes on Dialectics) or to combat it in order to argue that Marx was Hegelian or anti-Hegelian (Althusser, and Bidet in his famous study, The Making of Marx's Capital).
This usage of Hegel consists essentially in using the categories of logic to expose the theoretical structure of the passages which operate from the commodity to value, from money as the measure of value to money as the means of exchange and as the universal means of payment, from money to capital. Schrader proposes the following recovery of the Marxist exposition of Hegelian categories: --Exchange value and the form of value correspond to the pure quantity of Hegel: this value and its measure is realized as money. The Marxist measure of value adopts the Hegelian determinations of the quantitative relations and their measure. --The circulation of commodities and money is described by the concepts of an infinite qualitative and quantitative process.  --Finally the passage from money to capital transposes the passage from being to essence. Marx has thus read and reused these conceptual determinations for the diverse functions of commodity, value, money and circulation.  And what about Spinoza? According to Schrader, he intervenes to resolve a logical problem that is at this point unresolved, that of the determination of the concept of capital supposed to integrate the logically preceding determinations. In good Hegelianism, Marx has made the movement of capital that of the essence of the concept. When Marx maintains that exchange value is realized in the circulation of other substances, in an indefinite totality, without losing the determination of its form, always remaining money and commodities, he makes capital the totality of substances. However, it thus impossible to maintain the internal connection between capital and labor, and more precisely abstract labor. Spinoza intervenes to make possible another use of the category of substance: that would not have its function to subsume the plurality of all substances, but to determine the quality of the fluent quantity that defines abstract labor.  One can see this in the text of Volume One of Capital, revised by Marx in 1873 for the French translation of J. Roy. The category of substance is introduce in the passage from the commodity to its determination as the contradictory unity of use value and exchange value. The exchange of commodities is only possible if the their values are "expressed in terms of something common to them all, of which thing they represent a greater or less quantities." This something is a substance specific to all commodities. "This common "something" cannot be either a geometrical, a chemical, or any other natural property of commodities…[] it is evident that one makes an abstraction from use value when one exchanges, and that the relation of exchange is characterized by this abstraction (Capital). Exchange and the production process which supports it operate this real abstraction from the useful qualities of the objects to be exchanged. This utility, although necessary, does not render possible the exchange of objects of value insofar as they products of labor. Exchange concerns the objects considered as products of labor.  If then we leave out of consideration the use value of commodities, they have only one common property left, that of being products of labour. But even the product of labour itself has undergone a change in our hands. If we make abstraction from its use value, we make abstraction at the same time from the material elements and shapes that make the product a use value; we see in it no longer a table, a house, yarn, or any other useful thing. Its existence as a material thing is put out of sight. Neither can it any longer be regarded as the product of the labour of the joiner, the mason, the spinner, or of any other definite kind of productive labour. Along with the useful qualities of the products themselves, we put out of sight both the useful character of the various kinds of labour embodied in them, and the concrete forms of that labour; there is nothing left but what is common to them all; all are reduced to one and the same sort of labour, human labour in the abstract.  Capitalism cannot be grasped as a subject enveloping the totality of the process of the development. It is no longer a simple quantity in indefinite expansion. It is thought as the "social substance of as exchange values." This substance can be determined as capital, but it goes beyond this process of determination by constituting a remainder, a "residue" that constantly reappears. "Let us now consider the residue of each of these products; it consists of the same unsubstantial reality in each, a mere congelation of homogeneous human labour, of labour power expended without regard to the mode of its expenditure. All that these things now tell us is, that human labour power has been expended in their production, that human labour is embodied in them. When looked at as crystals of this social substance, common to them all, they are – Values." The concept of Capital is not that of the concept of substance becoming subject., it returns to the concept of social substance defined as abstract labor creator of value, substance of value, and substance which increases value: purely progressive quantity reduced to its infinity which is a true infinity irreducible to the logic of bad infinity, that of capital which nonetheless subsumes it.  However it is said that this reconstruction does not rest on an explicit reference to Spinoza. The objection is well founded. Schrader responds that it is Marx who reread Hegel and saw that the formal system of Spinoza could be used against Hegel critique of the concept of substance in the Logic. It is a matter of the problem of determination. Omnis determination negatio, Marx keeps reminding everyone of this. If it is Hegel who validates Spinoza's judgement by demonstrating its insufficiency which for Marx transforms into a sufficient truth to permit him to avoid identifying capital with the Hegelian concept. Capital can increase its reality only by determining this social substance of abstract labor, by negating it. The tendency of capital, its ideal, is the absolute negation of this substance. Marx makes the insufficiency of Spinoza's substance according to Hegel into a virtue.  In the Logic the principle according to which determination is negation is recognized as essential. But Spinoza, according to Hegel, remains with determination as limit which is founded on an other being. The mode is in another from which it derives its being but this other is in itself. It is the integral concept of all realities. But its immanence is only apparent. Each mode negates each other, determination of each is the result of the determined negation of all of the others. Far from determining itself in these negations, substance is negated in its absolute indifference. It does not reflect itself in these negations no more than they reflect it. The Spinozist principle does not arrive at absolute negation that it anticipates contradictorily. The substance is posed by an external reflection which compromises the otherwise affirmed subsistence of the determinations which become an effervescent moment (attributes and modes). This can be read in the texts from The Science of Logic dedicated to Spinoza.  "Of this proposition that determinateness is negation, the unity of Spinoza's substance — or that there is only one substance — is the necessary consequence. Thought and being or extension, the two attributes, namely, which Spinoza had before him, he had of necessity to posit as one in this unity; for as determinate realities they are negations whose infinity is their unity. According to Spinoza's definition, of which we say more more subsequently, the infinity of anything is its affirmation. He grasped them therefore as attributes, that is, as not having a separate existence, a self-subsistent being of their own, but only as sublated, as moments; or rather, since substance in its own self lacks any determination whatever, they are for him not even moments, and the attributes like the modes are distinctions made by an external intellect. Similarly, the substantiality of individuals cannot persist in the face of that proposition."Hegel, Science of Logic  "Since absolute indifference may seem to be the fundamental determination of Spinoza's substance, we may add that this is indeed the case in so far as in both every determination of being, like every further concrete differentiation of thought and extension and so forth, is posited as vanished. If we stop short at the abstraction [of substance] then it is a matter of complete indifference what something looked like in reality before it was swallowed up in this abyss. But when substance is conceived as indifference, it is tied up with the need for determining it and for taking this determination into consideration; it is not to remain Spinoza's substance, the sole determination of which is the negative one that everything is absorbed in it. With Spinoza, the moment of difference — attributes, thought and extension, then the modes too, the affections, and every other determination — is introduced empirically; it is intellect, itself a mode, which is the source of the differentiation." Hegel, Science of Logic  3. It is capital which fails to realize its ideal determinations of essence and which falls back into the residue of the social substance, of the abstract labor which it masks. Capital as a mode of production is ruled by the real abstractions of exchange value which are not comprehended by social agents. Value is a social abstraction that is produced from the base of multiple dispersed evaluations, that the understanding of the economist produces only after the fact, but can be known as a real abstraction operated by society and which is determined as a social substance of abstract time. The determination of the common substance as abstract labor makes it possible to dissipate the mystification produced by the appearance of capital as the self moving essence of value. All of the people, who are modes of this substance, cannot immediately represent to themselves the internal determinations of this substance in which they appear other than as representation of theological-political complex, the same as the agents of capital who cannot represent to themselves the determinations of capital (commodity-value-money-forms of capital) without fetishizing them as autonomous movements of the value form. Theoretical knowledge, the Wissenschaft, does not dissolve this fetishism because the mechanisms of its social reproduction are founded on the constitution of these forms of representation and their real efficacy. Capital cannot arrive at self-identity in terms of an absolute reflection. The determination that Hegel imputes to Spinoza negatively of substance as exterior reflection can better convey the determinations of moments of its critique. This places within the development of initial economic forms this sort of equivalent of the attribute of extension that is human labor, this common social substance comprising the forms of modal representations which capture it, that is to say that the forms of consciousness and their functional relations in the material process of reproduction. It is therefore the relationship between the substances of abstract human labor and mystified or adequate forms of social representations of this substance that Marx finds in in the hidden Spinozian system and that he utilizes in order to escape the limits of Hegel's categories, which tend to sublimate substance into the concept and therefore annul the contradictions of capital in the passage from substance to the essence and the concept. From this point of view, Hegel and Spinoza would both be utilized without reservations by Marx as the complimentary and constitutive means of production of the critique of political economy. Spinoza would thus be primarily critical to the extent that the process of the development of the determination of capital cannot be ruled by the teleological order of being-essence-concept. The theory of the substance of abstract labor interrupts the movement of the idealization of capital from the mimesis of the Hegelian order that has been opposed. Spinoza is a moment of the emendation of the intellect internal to the Marxist critique, not an external instance that would be opposed in the confrontation with exteriority.  On an Incomplete Analysis  1. Schrader goes no further. The outline of his work remains open. In particular this analysis
Postulates as evidence a substantial theory of abstract labor, one that has come under criticism from multiple non-marxist thinkers (Croce, Pareto, Menger) and also, more recently, by Marxists (Althusser and Bidet). In this case the relation to Spinoza would lose its fecundity. But if one leaves to the side the labor theory of value and its supposed foundational role, on the internal level the analysis still remains allusive, because it would have been necessary to exceed the level of Volume One of Capital in order to demonstrate the decisive character of Spinoza's conceptuality in the Marxist conception.  Despite these uncertainties, the perspective opened by Schrader is stimulating in that can necessitate a more rigorous study, tempering the contradictory interpretations by the rigors of philology.  2. Schrader's final remarks seem to us be more provocative. Starting from the idea that
Spinoza and Marx begin from two different historical moments—that of manufacturing capital limited by the desire of hoarding and that of capitalism fully developed—the logical and ethico-political thesis of the submission of needs to absolute monetary enrichment, and that therefore the refusal of money as an end in itself, he begins to construct a shocking analogy between the third type of knowledge in Spinoza and the knowledge of the capitalist which exposes its money to circulation in order to multiply it. The determination of particular things sub specie aeternitas, as deepening the knowledge of their essence would symbolize with the effort of capitalists to insert money to measure things in their circulation sub specie capitalis. The reference to Marx attests to the irony of Marx: if the movement of true knowledge is infinite, this infinity cannot be confused with that of monetary accumulation which becomes a bad infinity because the means of accumulation are reversed and perverted to be posited as an end in itself.  3. It is more correct, as Schrader makes apparent, to find a space more effective for the
forma mentis common to Marx and Spinoza: the two both diagnosis the pathology of the understanding and that of a form of life proper to a given historical world. Both understand the irreversible character of modern passions and set to understand and eventually cure these pathologies.
Spinoza, son of a merchant enriched by international trade and a merchant himself in his youth, does not have contempt for money and the new wealth of nations promoted by capitalist economy. He does not dream of a return to oikos of finite needs in a household setting, he is not an aristoltean who condemns bad infinity of the circulation of merchandise which has as its object money and not the use value of merchandise. He registers the emergence of exchange value, he sees, as Aristotle did, that it is the subordination of true value.
Remember the famous text from Ethics IV Appendix, consecrated to the function of money.  XXVIII. Now to achieve these things the powers of each man would hardly be sufficient if men did not help one another. But money has provided a convenient instrument for acquiring all these aids. That is why its image usually occupies the mind of the multitude more than anything else. For they can imagine hardly any species of joy without the accompanying idea of money as its cause.  XXlX. But this is a vice only in those who seek money neither from need nor on account of necessities, but because they have learned the art of making money and pride themselves on it very much. As for the body, they feed it according to custom, but sparingly, because they believe they lose as much of their goods as they devote to the preservation
of their body. Those, however, who know the true use of money, and set
bounds to their wealth according to need, live contentedly with little. The realization of money as a concept, the accumulation of money for accumulation, is unrealized. Marx adds that this goal is inaccessible because the character of use value of commodities contradicts the universal sociality of value. The common social substance in so far as it is measured in abstract labor time is measured according to quantitatively determined portions. Money is supposed to represent value in its infinite becoming of an end in itself, but it can only effectively represent a determined part. This contradiction is resolved in the deplacement that money makes in becoming capital, exchange value multiplied in profit. Spinoza's therapeutic of desire also concern the intellect of calculation: the latter is not condemned, it is superior to the intellect of avarice which theorizes by avarita and does not develop the capacity to act and think. This understanding, however, is called upon to better understand the monetary economy by subordinating it to immanent true utility, that which is inscribed in the republic of free citizens. It is only in this sense that the accumulation of wealth under the monetary form can enter into the correct perspective of knowledge of the third kind. Marx in his own way wants to understand the action of human beings without deploring or flattering them. Capital cannot be understood going from substance to the essence of the concept, but it has its basis in substance, the social substance of abstract labor, and can be rethought and regrouped in the forms of economic understanding. Capital also has as its goal a particular therapeutic manner, the health and well-being of a social body that cannot be subsumed under capital but must encompass the increase of the capacities of acting and thinking that capital subordinates to itself.  4. This anti-teleological function of the concept of substance/abstract labor is not
maintained by Marx for long in his dialectic. Certainly the function of the subject cannot be attributed to capital, but it is displaced and given a different support, not that of abstract labor with its internal multiplicity and impersonality, but its bearer, that of the working class, the proletariat, the people of the people. The substance of abstract labor becomes subject in the determination that Marx always uses with the English term general intellect. One could thus see a final return of Hegel which interrupts Marx's return to Spinoza. The communism developed by the general intellect is the practical substitute of the Hegelian concept and imposes an anthropological version and anthropocentric teleology that Spinoza would not accept. What does the general intellect represent? It represents the capacity of the proletariat to organize the ensemble of forces defining the collective worker and the cooperation associated with it, under the direction of formation of the factory in the constitution of the unqualified worker, all representing the advance front of the progressive socialization of the social productive forces. Communism is not something that is imposed as a simple moral ideal, it is a product of the real historical process.  However, Marx does not escape here the teleologism that he shares with majority of
German idealism. The socialization of productive forces—that for Marx leads the process of the self-production of humanity realizing its immanent end and to which he attributes the function of the concept—is not realized at the level of society. It cannot in any way constitute itself as a causa sui. The human world remains a world of world of modal relations and interactions: if the effects of liberation can realize themselves at the level of the individual (by the knowledge of singular things) or at the level of collectivity ( by the democratic constitution of the multitude), these effects would not be made from a mode as a complete cause of itself under all points of view. The capacity of a mode to act and think, human individual or society, can be more or less adequate, but this adequation does not annul the difference that separates the mode which is produced by and in another which it requires to subsist and which is produced in and by itself and becomes a cause of itself. The identity of natura naturata and natura naturans cannot grant a mode the capacity to be cause of itself under all points of view: it permits it to do so under certain points of view and certain conditions which are sufficient for an ethical realization. Communism to the extent that Marx thinks in terms of the becoming concept of the collective worker exceeds the conditions and possibilities of action predicated on modes.  To this structural impossibility we can add the consideration of an analytical one: modern society is not immense and singular enterprise under the order of the collective worker, it is, to say the least, a network of antagonistic enterprises in which on the contrary the process of work is fragmented to the point where it loses all material and ideal unity, a fragmentation that has been imposed by the imperative of capitalist society. Exploitation is not only maintained but it is generalized, it is only in compensation that the recomposition of labor process itself as something collective, cooperative, and associated that Marx believes leads the dialectic of the process of capitalist production. Spinozist realism is here irreducible. It does not limited us in taking the measure of the problem posed generally by Marx, it excludes, however, the solution envisioned from speculative teleology and it compels us to attempt to comprehend the modal form in which exploitation is reproduced. How can we form a new theory of the capacity for insurrection of the multitude subordinated to capital while they also resist it. What effects of liberation can still be manifested by producing new subjectivities which are embedded in real productive activities, not prisoners of unproductive ghettos ravaged by self-destructive violence, nor recluse themselves in the powerless rumination of a moral salvation? How can we escape forms of historical impotence? How can we avoid being reduced to the status of spectators of this impotence? Such are the questions posed by Marx and which are posed again today along with Spinoza and his critique of the teleological illusions of the general intellect, questions which have not arrived at the end of their road. But it is historically vain to ask Marx these questions: they are ours and it is up to us to answer them.

"DOLL STEPS" AS A BRAINSTORMING GAME TO IMPROVE THE SPEAKING SKILL IN PROCEDURE TEXT OF THE NINTH GRADERS OF SMPN I MOJOKERTO JOURNAL BY ELIASANTI AGUSTINA NIM. 102084007 ADVISOR Dra. THERESIA KUMALARINI, M.Pd. NIP. 19521014 197903 2 001 SURABAYA STATE UNIVERSITY FACULTY OF LANGUAGE AND ARTS ENGLISH EDUCATION DEPARTMENT ENGLISH STUDY PROGRAM 2014 "DOLL STEPS" AS A BRAINSTORMING GAME TO IMPROVE THE SPEAKING SKILL IN PROCEDURE TEXT OF THE NINTH GRADERS OF SMPN I MOJOKERTO Eliasanti Agustina English Study Program FBS Surabaya State University elia.englishedu2010@gmail.com Dra.Theresia Kumalarini, M.Pd. Lecturer of English Study Program FBS Surabaya State University kumala_rini52@yahoo.co.id ABSTRAK Pengajaran berbicara bahasa Inggris di banyak sekolah tidak memfasilitasi siswa untuk menjadi terampil. Akibatnya, keterampilan berbicara mereka masih kurang memuaskan. Dengan demikian, guru harus menggunakan cara yang tepat untuk mengajarkan keterampilan berbicara berdasarkan kebutuhan siswa. Di sini peneliti menyarankan guru untuk menerapkan permainan brainstorming bernama "DOLL STEPS" yang bertujuan untuk membantu siswa memiliki kesempatan yang sama untuk menjadi aktif dan kritis, membangun kebiasaan untuk berbicara menggunakann bahasa Inggris, berbagi dan mendapatkan pengetahuan, berbicara dengan fasih dan bebas , berkaitan dengan topik yang diberikan , siap dengan tugas inti dalam pelajaran berbicara, dan belajar untuk memperhatikan pembicara yang lain. Penelitian ini fokus pada berbicara teks prosedur. Penelitian kuantitatif eksperimental ini bertujuan untuk mengetahui bagaimana kemampuan berbicara siswa setelah penerapan "DOLL STEPS". Populasinya adalah siswa kelas Sembilan di SMPN 1 Mojokerto, sedangkan sampelnya adalah IX E sebagai kelompok eksperimen dan IX F sebagai kelompok kontrol. Untuk mendapatkan data, masing-masing kelompok diberi pre-test untuk menemukan kesetaraan kemampuan dan post-test untuk menemukan pencapaian yang berbeda. Peneliti menggunakan rumus t -test untuk menganalisa data. Hasil penelitian menunjukkan bahwa skor post-test dari kelompok eksperimen lebih tinggi daripada kelompok kontrol. Kesimpulannya, direkomendasikan kepada guru bahasa Inggris bahwa permainan "Doll Steps" dapat digunakan untuk mengajar keterampilan berbicara sehingga dapat mencapai target belajar bahasa Inggris . Keyword : "Doll Steps", Keterampilan Berbicara , Teks Prosedur ABSTRACT The teachings of speaking in many schools do not facilitate students to be skillfull in speaking. Consequently, their oral skill is still unsatisfactory. Thus, the teacher has to use an appropriate way to teach speaking based on the students' need. Here the researcher suggested the teacher to implement brainstorming game namely DOLL STEPS which aims to help students have the same chance to be active and critical, build a habit to speak English, share and get knowledge, speak in fluent and free way, be enganged with the topic given, be ready in the main speaking task, and learn to pay attention to other's talk. This study focuses on speaking procedure text.This experimental quantitative research aims to know how the students' speaking skill after the implementation of "DOLL STEPS" is. The population was the ninth graders of SMPN 1 Mojokerto, whose sample was IX E as the experimental group and IX F as the control group. To get the data, each group was given a pre-test to find their equality and post-test to find the different achievement. The researcher used t-test formula to analyze the data. The result of the study showed that the post-test scores of the experimental group were higher than those of the control group. Finally, it is recomended that English teachers use Doll Steps game in teaching speaking skill to meet the target of learning English. Keyword: Doll Steps, Speaking Skill, Procedure Texts INTRODUCTION English proficiency is a must in the era of communication and globalization. English is seriously learned by many people to have a good prospect in the communication and also to get more information of international world. It can be seen in Indonesia that English is learned by children from elementary school to students of higher education. Therefore, our government seriously provides the appropriate curriculum about this subject. English lesson in junior high school function as a tool of self-development of students in science, technology and art. After completing their studies, they are expected to grow and develop into individuals who are intelligent, skilled and personable also ready to take a role in national development. In line with the explanation above is Indonesian law number 20 year 2003 about National Education System Article 37 paragraph 1, one of them states that language study materials include a foreign language with consideration of foreign languages, especially English is an international language which is a very important utility in global society (2006 : 282). Hence, English language become the principle subject which determines student graduation. This is proven by the fact that English is the subjects that is always included in the national examination in accordance with the Regulation of the Minister of National Education Number 78 Year 2008 on National Examination for Secondary level in Article 6 states that the subjects tested in the examination include Indonesian, English, Mathematics, and Science. In the process of learning English, a teacher must be able to master the language pretty well. Moreover she must be able to master how to teach English properly and how to transfer knowledge and experience of the teacher to the learners. Thus, there has to be many efforts to do in order to create an interesting English learning that can motivate students to enhance learners' capacity in learning English. That is why, it is recommended that the teaching of English, should bring English atmosphere in it. Being a good teacher, she should be able to bring it in teaching and learning process, because if the atmosphere can not be brought into the process, the students will not get a clear purpose, why they have to learn the lesson and what is the importance of learning it for their daily lives. According to Depdiknas (2006:307), the teaching of English consists of four language skills, namely listening, speaking, reading and writing and other three components, pronunciation, vocabulary and grammar. Each skill has different purposes to help students master English. The uppermost important language skill in learning English is a skill in oral communication or generally called speaking. As declared by Aliakbar & Jamalvadi, speaking is crucial since it is the vehicle of social solidarity, social rank, the business world and as a medium for learning language. Learning objectives of speaking have been clearly stated in the English curriculum. The goal is students are able to communicate efficiently. "Learning speaking should improve the communication skills of learners to be able to express and learn to follow the appropriate social and cultural development" (Kayi, 2006: 1). Unfortunately the current condition shows that English Foreign Language (EFL) learners, in this term is Indonesian learners, are reluctant to speak English in the classroom. The problem is commonly found in EFL class. It is caused by some factors such as they do not have the confidence to do conversation in English, they are afraid of making mistakes and then laughed by their peers, they have limited vocabulary so that they know what to say in bahasa but not in English and many more. Sometimes the topic given is too high for them so they prefer to be silent. In addition, some students did not get a chance to speak in class because of the domination by particular learners. Consequently, students have fewer opportunities to learn from speaking than the more oral students. For sure it will affect to their ability and their score in speaking skill as well. Students who do not take charge in their learning are unable to take full advantage of learning opportunities. This is a problem that faces many Asian students who are generally more reserved than western students (Tsui , 1996). As teachers, we can try to overcome students' problem by using suitable warm-up activities, in this case called brainstorming game. Basically the use of brainstorming game in teaching and learning activities is not a must considering the effectiveness and time required. However, occasionally it is necessary to use the game to support the implementation of learning English. Brainstorming game can facilitate and create a strong positive effect on the atmosphere and also relaxed for students in doing classroom learning activities, considering that English is still a scourge for most students. That warm-up activity also helps students to have an overview about the main speaking task. In addition, the nature of game is fun so it can increase students' motivation and able to overcome shyness. Consequently, they will be able to express their ideas freely because through playing the game they may not consider that they are learning. Implementation of learning strategy in SMPN 1 Mojokerto strongly support the achievement of the speaking purpose itself. Learning strategy requires students to be independent, critical, and active in expressing their opinion. However at the presentation time most of the students do not focus in listening to the speaker. Sometimes they are busy with their own tasks even do not appreciate the presenter. Moreover, frequently there are learners who like to cut the talks of presenter with things that are not discussed. This affects condition of other students and causes confussion in the classroom. Teachers will be exhausted to remind them repeatedly. Dealing with the issues above, a teacher needs appropriate strategy and media which can control the class order and boost students' score in speaking English. There are some alternatives of speaking games that can be used in order to improve the students' speaking ability. One of the games that can be used is the Doll Steps game. This game is actually taken from the Chain Story ideas that are commonly used in the teaching of narrative text and also Talking Stick, but the writer gives a little modification in the content of the media itself, so that produces a new media that is Doll Steps game. As a result students will pay attention to the presenter when she is speaking. This teaching strategy can be used in teaching any texts. Based on Competence Based Curriculum Issued (KTSP) 2006, there are five genres that are introduced to Junior High school students. Those are procedure, descriptive, recount, narrative and report text. Those kinds of texts are expected to be mastered by the students well. Among those genres, a procedure text is easily understood by the students as it is commonly found in their environment. The text can be found on the sachet of instant foods and beverages also on the box of electronic machine. Additionally, procedure text is a genre which has to be mastered by students, especially the ninth graders as it is already stated in Standar Isi and Standar Kompetensi. In procedure text, students are told the way how something is achieved by doing sequence steps. The text includes set of suggestion on how to do something, how to operate something and how to get to a certain place or direction. To apply Doll Steps for procedure text, the speaker gives direction or step. All students will be treated fairly. They will get same chance to speak, so it is expected by applying this game, students will be able to speak English effortlessly and without hesitant. Doll Steps will be very advantageous for teaching speaking procedure text of the ninth graders in SMPN 1 Mojokerto. This study will discus the activities during the learning process using Doll Steps. The implementation here will be different from the concept in general as it will be modified by the music so that students feel comfortable. Researcher found a previous study on the use of brainstorming carried out in Oral Communication classes at a Japanese senior high school which was observed by Culen (1998) entitled, "Brainstorming Before Speaking Task". Brainstorming used was Information Gap. The evaluation of the study showed that an increase in speaking time and a more positive atmosphere are two benefits that brainstorming can bring to speaking class. Based on the background and the problems above, the research conducted to investigate how the students' speaking skill after the implementation of Doll Steps is. METHOD Concerning with the research question in the previous chapter, the writer used experimental quantitative research design. According to Ary, (1985) in Denik lejar (2012) Experimental design refers to the conceptual framework where the experiment is conducted. There were two groups involved in this study, experimental group (class IX E ) and control group (class IX F), which were randomly assigned. The two groups were given a pre-test to examine whether they were in the equal level or not. Then the experimental group was given a treatment by using Doll Steps in their teaching and learning process for several times. On the contrary, the control group was taught conventionally. At the end, both of the groups were given a post-test to measure the effectiveness of Doll Steps for teaching speaking procedure texts to Junior High school. The population used in this research was the ninth graders of SMP Negeri I Mojokerto. The researcher chose two classes randomly as the samples. In this research, the researcher chooses probability sampling, especially cluster random sampling. After getting two classes, the researcher randomly assigned which one was the experimental group and which was the control group. The two chosen classes should be equal, to avoid any unexpected effect. In this study, the sample was class IX E as the experimental group, and class IX F as the control group. Each of them consists of 26 students. This study used test as the instrument. The tests consisted of pre-test and post-test. The items used in the tests were exactly the same. The pre-test and post-test were administered to know whether the model of learning is successful or not. From the two tests, the researcher got scores of speaking tests as the data. Before the tests were administered, a tryout was conducted to analyze the reliability of the test be used for pre-test and post-test also to know the appropriate test items for the students' level. The try-out test was given to the students who were given neither pre-test nor post-test. The number of the test items was just 2 instructions in the form of oral test. The results showed that the test items had a high validity because all of the components of the test items were according to the standard competency (see table 1) and has been approved by the experts (lecture of UNESA and the English teacher of SMPN I Mojokerto). While to know the reliability, the researcher used interrater reliability method. It means, one test will be administered once, but it is scored by two people. If the result from those two people are same or almost the same, means the test are valid and can be used in collecting data. Therefore, for the results showed that the test items were in high validity and reliability. Table 1 Scale of Validity Test Item Standard Competency Validity How to send a picture through e-mail How to make a glass of iced lemon tea 4.2.1 Mengungkapkan makna dalam monolog pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari dalam teks berbentuk procedure Valid Valid When the students came in front of the class and produced a monologue related to the lesson given, their performance was analyzed and scored based on some aspects. They are pronunciation, grammar, fluency, vocabulary, organization and comprehension. Each aspect has its own point and description. The measurement adopted from Oller (Language Tests at School, 1979, pp. 320-323). A quantitative data analysis was conducted in this study. The scores of students' speaking tests were analyzed by using t-test­ formula because the result of the study was determined by the comparison of the post-test scores of the two groups. Moreover it is used to analyze the significant difference between the pre-test and post-test scores of the two groups. RESULT AND DISCUSSION Result The Implementation of Doll Steps in Teaching Speaking The research was done on December 9th up to 12th 2014. Furthermore, six meetings were needed to accomplish the research; try-out, pre-test, treatment 1, treatment 2, treatment 3, and post-test. It is held to find out the influence of using brainstorming game called "DOLL STEPS" to improve students' speaking skill in Procedure text. It was investigated through comparing the mean scores of the pre-test and post-test between the experimental and control group. Below is the statistics table of scores of both groups in pretest and posttest. Table 2 Scores of Pre-test for Experimental and Control Group Based on the calculation of the scores, it was found that the mean of the pretest scores of the experimental group was 70.2 and the control group was 65.4. From the table above, it can be seen that the Tvalue of pretest of the Experimental and control group with the level of significance of .05 and 58 (60) degree of freedom was 1.3 and the Ttable was 2,009. If the T table was higher than the Tvalue . it means that there is no significant difference between Experimental and Control group. Oller's speaking measurement considers that both of the groups belong to level 3. From those results, the researcher assumed that the members of the two groups had equal level of speaking ability before the treatments were given. Table 3 Scores of Post-test for Experimental and Control Group From the calculation, the Mean of Experimental group was 81.9 which belongs to level 3+ and the Mean of Control group was 66.8 which belongs to level 3. It was clearly seen that the scores of experimental group the Mean of experimental group was much higher than the Mean of control group. Moreover the level of experimental is one level above the control group. The scores also have a better improvement. It can be seen at the pretest, the mean of experimental group was 70.2 and belongs to level 3. It significantly increased at the post-test the mean of which 81.9 and belongs to level 3+. It is because the experimental group was given a treatment by using Doll Steps game. The game was able to help students to produce oral speaking text fluently. The significant difference of the post-test scores of experimental The T value of post-test scores of experimental and control groups with level significance .05 and 58 (60) degree of freedom was 8.9 and the T table was 2.009. From the table above, it can be seen that the result of T table was lower than the T value. Therefore, it shows that there was a significant difference between two groups. In other words, there was a significant improvement between those who were taught by using Doll Steps game. Discussion As stated in chapter II, Kattlen (2005:31) defines that speaking as an interactive process of constructing meaning involves producing, receiving and processing information. However, some teachers and pupils mean every sound which comes out of the mouth is called speaking activity. It is totally wrong since speaking is human daily activity in which human expresses the ideas through the oral words about his need, feelings and thought that he wants other people hear. It must use his oral words not the words from the texts, recorders or other people's words. In the second chapter, it can be seen that speaking is a productive skill not a receptive skill, so here the speaker must produce meaningful words not copying or imitating. Therefore, it is necessary that students not only be able to pronounce words correctly but also produce oral words fluently in order to improve the speaking skill of the students, in this case is in a procedure text. Then, the researcher favored Doll Steps game as an alternative way to ease students creates a procedure text orally. The oral words should create spontaneously which means that the words must be original words from the learners. Moreover from the contrasting scores of the post-test between two groups, it can be stated that Doll Steps game can be an effective game for teaching speaking procedure texts. The test items consisted of two instructions. In this section, the researcher tried to analyze the findings of the research which was conducted in SMP Negeri I Mojokerto. The first analysis was about the pre-test scores of the experimental and control groups. The result of the pre-test showed that there was no significant difference of both groups. It means that the two groups have equal ability. The second analysis was the post-test scores of Experimental and control groups. Table 3 shows that the mean of post-test scores for Experimental group was higher than that of the control group. Furthermore, the calculation of the t-test showed that there was a significant difference of post-test scores of Experimental and Control group. It seems that the treatments given to experimental group was successful. Table 3 describes clearly that Doll Steps game is effective for teaching speaking procedure texts. It is supported by the result showed that the scores between experimental and control were significantly different. It caused by the treatments given to experimental groups affected the students' speaking ability. The treatments were given three times. During the treatments, the researcher applied steps of Doll Steps game. At the first treatment, the researcher explained and modeled the steps of Doll Steps first. After the researcher explained the strategy and the material, the students were taught a procedure text by applying Doll Steps game. From several treatments, the researcher was sure that "Doll Steps" is effective as an alternative strategy for teaching speaking procedure texts for the ninth graders in SMP Negeri I Mojokerto. Applying Doll Steps allows the following benefits some of which are stated in the second chapter: It takes students to be a critical learner as they develop independence in practicing speaking. It allows students to practice freely. Here they may speak fearless as no one will cut or correct their says as long as it relates with topic given. All the students will be active speakers for they will get their turn to speak up. It engages students in speaking around the topic. It makes students learn to focus on what his friends' saying because in this game they should listen to the step mentioned by their friends to continue the next step. It scaffolds speaking with a variety of texts in all curriculum areas. It helps students to have a habit in speaking English. It makes students easy to produce the procedure text orally in the main activity since this game gives them chance to take and share knowledge with each other. It creates good English athmosphere in class which brings fun and purpossive learning activity. 10. Learners learn to appreciate one another. In conclusion, the calculation of the post-test from experimental and control groups using t-test showed that there was significant difference between them. Moreover the scores of Experimental group increased rapidly. It is statistically proved that Doll Steps game is effective for ninth graders in SMP Negeri I Mojokerto to improve their ability to speak the Procedure texts. CONCLUSION AND SUGGESTION Conclusion According to the findings in this research, in the previous chapter, it can be concluded that the post-test scores of the experimental group, who were taught by using Doll Steps game are higher than those of the control group who was taught as usual. It was proven by comparing the mean of post-test between the experimental (81.9) which is considered as level 3+ and control group (66.8) with just in level 3 which is clearly stated by the statistical computation between those two groups. Moreover, it was found that the t value of the t-test (8.9) was higher than the t table (2.00). The result of speaking ability of the experimental group students showed that most of them are very good in spoken procedure with the 3+ level. Some of them got excellent scores with the level 4 even 4+. It means that most of them were able to speak the language with suffecient structural accuracy and vocabulary to participate effectively in most formal and informal conversation on practical, social, and professional topics. Whereas some of them who got 4 and 4+ level were able to use the language fluently and accurately at all levels normally pertinent to professional needs (Oller:1979). Therefore, the research question of this study has been answered well. From the findings above, it can be stated that the Null hypothesis, which stated that there is no significant difference in the speaking ability of procedure texts between the students who are taught by using Doll Steps game and those who are not is rejected. On the other hand, the alternative hypothesis which stated there is a significant difference in the speaking ability of procedure texts between the students who are taught by using Doll Steps game and those who are not is confirmed. It can be assumed that teaching speaking procedure texts to ninth graders by using Doll Steps game helps the students to create a procedure text orally in a fluent way and reach a higher achievement. If the teacher implements the Doll Steps game to teach speaking of procedure texts, the students will be able to produce oral procedure text not only easily but also well structured and fluently because from the Doll Steps game they will become confident and critical learners, use their previous knowledge for the speaking task, feel free and confident through the game. Through their friends' sentences they will gain new knowledge such as new vocabulary and how to arrange a good procedure text, so that they can produce the oral text well. In conclusion, it can be said that Doll Steps game is one of the effective teaching speaking games that can be used to teach speaking production of procedure text in the classroom. Suggestion Based on the result of the study, the researcher recommends some advices which are essential. The suggestion may be beneficial for the English teachers and other researchers who conduct a study on speaking skill. For the English teacher Nowadays, when the teaching and learning process is no longer teacher centered but student centered, so the teachers should have some criterion namely: Creative teacher Creative means teachers can do variation in teaching process such as adapting and creating new technique, media, strategy or even game. Good facilitator It means that as a facilitator, teachers should be able to explore students' ability, for instance courage them to solve their learning problem, produce much ideas, give same chance to each students, and give supportive feedback. Selective teacher Teacher should selective in choosing the media, technique, strategy and game used to teach. The things must be appropriate to the curriculum, need, proficiency, and age of the students so that the learning process can meet the target. From all the characteristics above, students will be excited in practicing English orally Linked to the 2006 curriculum, the objective is to make learners able to express the text orally to be used for communication purpose (BSNP, 2006:24). Accordingly, the teacher should use suitable way, one which is giving Doll Steps game. Doll Steps game can give benefits and be implemented as an appropriate game for the students to produce oral procedure texts. For the other researchers Relating to the successful usage of brainstorming game called "DOLL STEPS" to boost speaking score of the ninth graders of SMPN 1 Mojokerto, other researchers who are interested in investigating speaking skill are recommended that they look further on other related aspects of this study. Furthermore, it is suggested to develop this study by exploring the use of this game for other kinds of genre, skills, and level of the students REFERENCES Ary, D., Jacobs, L. C., Sorensen, C. K., & Razavieh, A. (2010).Introduction to Research in Education (8th Ed). USA: Wadsworth engage Learning. Bartz, A. E. (2001). Basic Statistical Concept i Education and the Behavioral Science. Moorhead, Minesota: Concordia College. Brown, H. D. (2004). Language Assessment Principle ad Classroom Practices. San Francisco: Pearson Education. Cullen, B. (1998). Brainstorming Before Speaking Tasks. The Internet TESL Journal , VOL IV No. 7. Harmer, J. The Practice of English LAnguage TEaching (3rd edition ed.). Cambridge, UK: Longman. Hayriye, K. (2006). Teaching Speaking: Activities to Promote Speaking in a Second Language. The Internet TESL Journal , VOLl XII No. 11. Houston, H. (2006). A Brainstorming Activity for ESL/EFL Students. The Internet TESL Journal , Vol. XII, No. 12. Liu, T.-Y., & Chu, Y.-L. (2010). Using Ubiquitous Games in an English Listening and Speaking Course : Impact on LEarning Outcomes and Motivation. ELSEVIER , 1. Manshouri, F. (2008). Second Language Acquisition Research : Theory - Construction ad testinng. Newcastle, UK: Cambridge Scholars Publishing. Nunn, F., & Nunn, R. (2005). Guiding ESL Students Towards Independent Speech Making. The Internet TESL Journal , Vol. XI, No. 2. Oller, John. W. (1979). Laguage Tests at School : A Pragmatic Approach. Boston, Massachusetts, USA: Longman.

In the last decades digital modelling applied to geological research is getting increasing attention (Alaei, 2012; Tomassetti et al., 2018; Trippetta et al., 2020; De Franco et al., 2019; Mascolo and Lecomte, 2021). Indeed, relevant implications both in scientific and economic terms could be inferred by using this technique. In particular, the application of digital models in complex geologic scenarios is critical for the understanding of potentially exploitable systems from multiple perspectives. Starting from the most classical model application for the exploitation of oil and gas fields passing through the implementation of extraction strategies - by reducing uncertainties (Macgregor & Moody, 1998; Racey 2001) - digital models find new place in latest applications such as natural gas storage. Recently, models are also applied for the study of geological bodies, potential reservoirs for the CO2 or hydrogen injection (Dockrill and Shipton, 2010; Trippetta et al., 2013; Aminu et al., 2017; Heinemann et al., 2018). Modelling contribute and facilitate to capture and store gases in the subsurface, balancing their release into the atmosphere. Digital modelling represents one of the major innovative strategies in the control of greenhouse gases concentration in atmosphere, a currently trending topic from media, public opinion, and political points of view. Another possible application of digital models for subsurface gas storage involves the monitoring of reservoirs in order to ascertain and quantify gas leakage through fault or fracture systems (Wang et al., 2018). Moreover, radioactive waste storage could be integrated as current and powerful employment of digital models (Malvić et al., 2020). In particular, the technological tools used for these purposes are called forward models since their outcomes gives predictive results on the processes happened in the past and protracted towards the future. They appear extremely suitable for the study of geological subsurface formations that can be also applied to an emerging field such as the development of geothermal energy power plants (De Franco et al., 2019). All these are topics of great actuality since world governments' plans are1 directed towards the total replacement of classic energy sources from hydrocarbons with green energies. However, digital modelling needs input data such as geometries and rock properties that should be well constrained. Seismic exploration is probably the most powerful tool for investigating subsurface rock formations (Avseth et al., 2010). Important progress has been made in recent years, but significant problems remain in the geologic interpretation of seismic data. The reflections that can be read in seismic data depend on the Acoustic Impedance (AI) contrast in the transit of the P-wave between layers in the subsurface. AI depends on the density (ϼ) and the P-wave velocity (Vp) of the medium through which wave propagates (AI= ϼ Vp). These petrophysical characteristics, in turn, are controlled by structure, texture, porosity, and boundary conditions of the rocks (Dvorkin et al., 2014; Tomassetti et al., 2018; Trippetta et al., 2020; Brandano et al., 2020). These two links, one between rock structure and its elasticity and the other between elasticity and signal propagation, form the physical basis of seismic interpretation (Anselmetti and Eberli, 1993; Eberli et al. 2003; Weger et al. 2009; Hairabian et al. 2014; Dvorkin et al., 2014). Dealing with these relationships, we are facing the so- called inverse problem. We see from seismic sections the resulting seismic images of rock formations where the same signal can be the result of a combination of different features. It should be, thus, very useful to well understand what are the features that lead to a certain seismic image. Synthetic seismic modelling (or forward modelling) is a fundamental prospecting method for understanding the features leading to the corresponding seismic images of subsurface structures and reservoir architectures (Alaei, 2012). Forward modelling methodology, as approach to the interpretation of seismic data, involves the detailed characterization of lithology, density, porosity, seismic velocity and fluid in the rock, as well as the reservoir geometry. As a result, the corresponding seismic properties are calculated, and then synthetic seismic traces are generated. These issues became essential for lithologies characterized by a complex seismic interpretation (Al-Salmi et al., 2019). In addition, synthetic seismic forward models allow accurate analysis of fault zones. The study of seismic response in fault zones is crucial since the2 fracturing or compaction that faults create strongly modifies the petrophysical characteristics of rocks by affecting their properties (Botter et al., 2017; Kolyukhin et al., 2017). Synthetic seismic forward models are, therefore, mandatory for the comprehension of faults behaviour through seismic imaging. Faults play a key role in reservoirs by increasing or limiting fluid flow. Even if interpretation of seismic data is a pivotal method for studying the subsurface, the internal structure and properties of fault zones are often below the limit imposed by seismic resolution (Botter et al., 2017). Despite the impact of faults on reservoir permeability, modelling tools and workflows still lack for realistic representation of fault zones in models (Tveranger et al., 2005; Braathen et al., 2009; Manzocchi et al., 2010). With facies analysis and petrophysical data it is possible to build field-based digital models fundamental in understanding architectures of carbonate sedimentary bodies which often constitute reservoir surface analogues of buried world-wide petroleum systems, CO2, hydrogen, radioactive waste storage sites and geothermal fields. Surface analogues are rocks with depositional, textural, and petrophysical characteristics similar to those constituting the petroleum system, but they outcrop on the surface. Starting from petrophysical characteristics of facies, forward models can be built. In this thesis, as a case study for the development of a forward model, rocks belonging to the carbonate realm, more specifically carbonate ramps, were analyzed. Carbonate ramps constitute important hydrocarbon deposits in North Africa (Macgregor & Moody, 1998), Venezuela, and many other regions of the World (Racey, 2001) due to their excellent porosity and permeability characteristics. However, the depositional model that is the basis for a proper interpretation produces many uncertainties arising from the difficulty in attributing different facies to a depositional environment and process due to the poor occurrence of sedimentary structures (Buxton and Pedley, 1989; Pomar and Kendall, 2008; Burchette, 2012; Bassi et al., 2013; Tomassetti et al., 2018; Tomassetti et al., 2022). In addition, strong lateral heterogeneity in terms of petrophysical characteristics, components, structure, and texture leads to complex distinction of facies belts (Tomassetti et al., 2018; Trippetta et al., 2020; Brandano et al., 2020). To overcome these issues, quantification of3 petrophysical characteristics can be crucial in understanding facies heterogeneity from a physical perspective to be incorporated in synthetic seismic forward models building. Carbonate rocks are often difficult to interpret seismically because the slight acoustic impedance contrast at the interface between carbonate facies in subsurface does not allow a clear resolution of major reflectors and reservoir formations. Strong constraints are often imposed by geophysical survey techniques characterized by low resolution especially in carbonates and interpretation capabilities that depend on the interpreter skill (Tomassetti et al., 2018; Trippetta and Geremia, 2019; Faleide et al., 2021). These constraints can be overtaken through the modelling of surface analogues allowing a detailed analysis on the facies association but also their petrophysical characteristics and seismic properties such as acoustic impedance (Tomassetti et al., 2018; Lipparini et al., 2018; Trippetta and Geremia, 2019; Brandano et al., 2020). In order to analyse the petrophysical characteristics and seismic response of the carbonate realm through modelling two carbonate ramps both belonging to the Adria plate were considered as case studies. The first is the Chattian carbonate ramp of the Porto Badisco calcarenite outcropping in the southern Salento peninsula, the southernmost portion of the Apulian carbonate platform. The Porto Badisco carbonate ramp is an excellent surface analogue of exploited oil and gas field in the offshore Venezuela, Philippine and South China Sea (Zampetti et al., 2005; Sattler et al.,2004; Fournier and Borgomano, 2007; Lallier et al., 2012; Marini and Spadafora, 2014; Pomar et al., 2015; Valencia and Laya, 2020) as well as fields in offshore Adriatic Sea such as Ombrina Mare field (Campagnoni et al., 2013). In this carbonate system firstly the analysis of outcropping facies was carried out observing over 100 thin sections produced. Consequently facies association modelling was performed through Petrel software (mark of Schlumberger) using TGSim stochastic approach algorithm adopting the depositional model based on field data. This model is useful for qualitatively understand the broad facies spacial distribution which reflects the abrupt heterogeneity from a sedimentary point of view. To physically quantify the lateral facies heterogeneity the petrophysical characteristics such as porosity, density and seismic velocity were measured and analyzed through a multi-analytical approach. Density4 measurements were carried out with the helium pycnometer. Porosity was firstly calculated from the density data and then was additionally measured through image analysis and point counting to cross-correlate the values. Seismic velocity was measured by using an ultrasonic generator connected to piezoelectic transducers and to an oscilloscope. The analysis performed on the carbonate ramp outcropping in Porto Badisco offers the opportunity to analyze facies heterogeneity, modeling its distribution and physically quantifying it through petrophysical characterization. From the petrophysical data, it was possible to construct 2D models of the distribution of porosity and P-wave seismic velocity along the depositional model. This study, which can be applied globally to carbonate platforms, emphasizes with the modelling exercise how facies heterogeneity is an intrinsic feature of these systems. The petrophysical characterization which provides quantitative values to the heterogeneity allow to build more complex models such as seismic forward models discussed in the second chapter. The other case study is represented by the Cenozoic carbonate ramp outcropping on the Majella Massif in Abruzzi, the northernmost portion of the Apulian carbonate platform which gives the opportunity to study a carbonate ramp surface analogue of a buried reservoir. Also in Majella the Oligo- Miocene stratigraphic interval represented by the Bolognano Formation which is the reservoir of the system is considered an excellent surface analogue of the productive fields in the Adriatic Sea, offshore Venezuela, Philippines and many others worldwide (Tomassetti et al., 2021). Specifically, this system offers the opportunity to integrate the facies heterogeneity in the synthetic seismic forward modelling and understand its seismic response without the introduction of artificial noise to obtain additional information. On the Majella Massif a model of the facies heterogeneity to understand their seismic response was performed. After analyzing the facies and measuring their petrophysical characteristics, the data obtained were used as input for build a 3D property modelling in Petrel software representing the entire carbonate ramp from the topographic surface to the Upper Cretaceous from the platform top going towards the basin located northward from the Majella Massif. From the 3D model was cut a section whose data were used as input in Matlab (mark of Mathworks) in order to perform the synthetic seismic forward model5 with the geophysical codes provided by the CREWES consortium. The resulting forward model represent the seismic response of the facies heterogeneity of carbonate rocks. In addition, from the obtained seismic images it is possible to evaluate the presence of hydrocarbons and to identify how the presence of important bituminous impregnations – that can be appreciated in the field in Majella – modify the seismic response. The workflow developed to quantify the signature of the facies heterogeneity of carbonate rocks and the presence of infilling hydrocarbons is applicable to other systems worldwide, which is a large issue that is still open and can help in the problems relative to seismic interpretation associated with these systems. Given the presence of a buried normal fault system in the study area, a forward modelling in the fault zones was performed as well. By measuring the petrophysical characteristics of the fault rocks characterized by both fracturing or compaction, fault zones were modeled. Two end member scenarios with two opposite behaviors of the rocks belonging to the damage zone were modeled in Matlab. A scenario in which the damage zone is characterized by fracturing and therefore rocks affected by greater porosity than the host rock. In the other scenario was modeled a damage zone with lower porosity than the host rock caused by the presence of compaction bands. Consequently, the seismic response of these end members was compared to understand how faults affect the seismic response of carbonate ramp systems. Notoriously, fault systems globally characterize carbonate ramps, and understanding their seismic response facilitates interpretation of the deformation behavior that a fault can assume under different boundary conditions. This can lead to an understanding of whether faults behave as barriers or conduits for fluids with the important implications for the study of fluid leakage from reservoirs.

 Translation is the closest that I have ever come to demonic possession. Let me explain, I used to think that there were books I read, books I wrote about, and books I taught, each category representing a deeper level of familiarity, even intimacy to the point where it is harder and harder to tell where the book's thoughts end and my thoughts begin. Translation, however, is on a whole different level. It is thinking someone else's thoughts. As I have mentioned repeatedly on this blog, on social media, and to random people on the street, I have spent the last year or so translating Frank Fischbach's La production des hommes: Marx avec Spinoza. The translation is now for the most part complete, and should come out from Edinburgh University Press in June of 2023. Translating the book has been a transformative experience. I am even more convinced of one of the book's most controversial theses, that alienation is not the reduction of subjectivity to some object but is the reduction of material objective existence to subjectivity.  To be reduced to a bearer of labor power, to pure subjective capacity, is to be cut off from the social relations and objective conditions that make existence and activity possible. In other words, to draw together Spinoza and Marx, to be a kingdom within a kingdom, or to see oneself as such is not the zenith of freedom but the nadir of domination.Beyond this point, Fischbach's book does for Spinoza and the early Marx what Althusser did for Spinoza and the late Marx, effectively destroying that very division. The book goes a long way in making the case that what is often considered Marx's humanism is better understood as naturalism, and the influence or presence of Feuerbach conceals the subterranean influence of Spinoza. I feel like I need to reconsider how I read the early Marx. However, there is one point that I really struggled with and that is Fischbach's engagement with Heidegger, often placing Spinoza, Heidegger, and Marx in the same intellectual lineage. Part of my resistance to this pairing is autobiographical. When I was in graduate school Heideggerianism was everywhere, and Spinoza seemed to be a real alternative, an entirely different orientation of thought. Fischbach's book did make me curious, so curious that I decided to read one of the books he references, Jean-Marie Vaysse's Totalité et Finitude: Spinoza et Heidegger. The first thing that surprised me about the book was the conjunction "and" (et). I expected it to be "or"(ou) as it was for Hegel in Macherey's famous book. Vaysse recognizes that the conjunction is a strange one, that it must be in some sense an "and" that flies in the face of the obvious opposition. Spinoza would seem to be a thinker of metaphysics, of a philosophical system. This alone would oppose his project to Heidegger. As for Heidegger's explicit relation to Spinoza it is more of a non-relation, Spinoza is merely mentioned by Heidegger, and to some extent Spinoza falls outside of the trajectory that Heidegger charts of metaphysics as becoming a metaphysics of subjectivity, to thinking being as being what a subject produces. To go back to Fischbach one last time, Spinoza and Marx can be understood as falling outside of Heidegger's comprehension because for both of them production and subjectivity are not conjoined, each defining each other, but are absolutely opposed. As Fischbach writes,  referring once again to Spinoza and Marx (we'll get to Spinoza and Heidegger)"The fundamental point these two philosophers have in common is their being at one and the same time thinkers of production and radical critics of subjectivity – two elements that are completely indissociable. While Heidegger considers the modern metaphysics of subjectivity as the completion and accomplishment of an approach than consists, from Greek philosophy onwards, in taking the productive comportment of humanity as the implicit guiding thread into the sense of being, Spinoza and Marx demonstrate on the contrary that a thought of production leads to the removal of subjectivity from its foundational role. Neither Spinoza nor Marx start from the subject: the former begins from substance and understands it as the infinite activity of production, that is, as the absolute unity of producing (natura naturans) and of product (natura naturata), as the complete immanence of production in the infinity of things produced; the latter begins not from the production as the activity of one or several subjects, but from the ensemble of the relations of production, a productive industry that is at the same time a process of individuation. In neither case is production thought from the subject: for both Spinoza and for Marx there is a production that exceeds all subjectivity, a production which has always already preceded, englobed and exceeded every subjective formation, engendering subjectivity as a secondary and derived aspect. Whether thinking of production as the infinite productivity of substance – which, in its immanence to the infinity of things produced, is demonstrated to be not at all a subject (the latter being conceived as that which precedes or supports the things that are produced, or as the term by which they are assembled) – or thinking of production as primarily an ensemble of relations that precede, condition and determine the formation of individually productive positions, both Spinoza and Marx understand and illustrate that production is never assignable to any foundational subject, that it is the basis of everything without being the act of a founding subject."Despite this claim of omission, Fischbach sees a fundamental simularity of Spinoza, Heidegger, and Marx in that they are all philosophers of the world, not the subject, beginning with the relations that constitute subjectivity rather than the knowing subject as starting point. Vaysse, however sees a different similarity between Heidegger and Spinoza, one that starts with their critical targets, metaphysics and theology. Heidegger's destruction of metaphysics and Spinoza's pars destruens of theology, place the two on similar ground, or as Vaysse puts it, "Spinoza and Heidegger reject the metaphysical opposition between immanence and transcendence." This reject is clearest in what can be considered their methods. On this point Vaysse draws most distinctly from the existential analytic of Being and Time, in which Heidegger traces the very category and concepts of philosophical thought back to the practical comportments that underly them. At first glance this seems far from Spinoza's sub specie aeternitatis, of the Ethics as a system of propositions and demonstrations, however, Vaysse demonstrates that this mode of presentation is in some sense at odds with what it presents, with the understanding of existence that structures and articulates it. Spinoza like Heidegger begins from the assertion that it is is our practical comportment which primarily orients our thinking and acting. It is our desire and our affects that shape how we make sense of the world from the original "consciousness of our desires and ignorance of the causes of things" up to the qualities we attribute to the things that we desire. Our thinking is affective and active before it is reflective and contemplative. To some extent Vaysse's Heidegger and Spinoza comes after the Marxist interrogation of both, after the reading of the former, prompted by the proximity to Lukács that reads Being and Time for its critique of reification and alienation in modern life, and for the reading of the latter that understands Spinoza's philosophy to be as much one of the constitution of modal life as a philosophy of substance.As much as this point brings Heidegger and Spinoza together as thinkers of comportment and activity, it also divides them on this terrain. As Vaysse writes, "If the affects proceeds to a detailed and systemic analysis of affective life, of its variations and conflicts, Heidegger retains only the phenomena of fear." Spinoza and Heidegger are both thinkers of the constitutive nature of affects or Stimmung, but differ in terms of the primacy they attach to different affects and their objects. This difference of affects reflects a fundamentally different understanding of finitude. For Spinoza to be finite, to be a mode, is to be affected in multiple and different ways, to be constantly affected and transformed even as one strives to maintain their being, while for Heidegger finitude is centralized in one primary affective orientation, fear or anxiety framed in terms of one central event, death. This difference relates to a second difference, for Heidegger inauthenticity, our everyday understanding, is primary structured through the anonymous They, while for Spinoza the imagination, the realm of inadequate ideas that constitutes our common sense, is structured around the individual as a kingdom within a kingdom. Of course, Spinoza has his own understanding of what Heidegger might call "inauthenticity" through the imitation of affects, the way our thinking, and feeling, is shaped by a kind of generic figure of what we imagine others love and hate. Such an imaginary constitution of a norm, or a standard, remains secondary to the primary illusion, and it is an illusion of autonomy and independence, an effacement of the relations that sustain and thwart our striving. Which is to say that for Spinoza the question of the quotidian, of our basic comportment, cannot be separated from our collective relations, there is a primacy of ethics and politics to ontology that is unthinkable from Heidegger's point of view. To come to a quick and provisional conclusion, Vaysse's book has the merit of removing the external opposition of Heidegger and Spinoza that would juxtapose ontology to metaphysics, finitude to totality, but in doing so he reveals an internal difference, one predicated on how we make sense of the relationship between our quotidian comportments and philosophical reflections, our finite striving and totality. Vaysse's book begins with Heidegger and Spinoza, tracing an unrecognized similarity of orientation and investigation, only to end with Heidegger or Spinoza, a difference which is political or ethical more than metaphysical. To say it  is political or ethical seems fairly lopsided, because, as many have noted, for Spinoza the political, or collective dimension, and the ethical, or practical orientation, were always central to Spinoza's examination of the quotidian formation of the imagination, while Heidegger never directly incorporated ethics or politics to his reflections on everyday comportment with disastrous results. 

L'affermazione delle cosiddette "democrazie costituzionali" dotate di costituzioni rigide, ha portato a compimento un complesso processo storico ed ha condotto alla realizzazione quasi completa del "costituzionalismo", dove la legge, per la prima volta, viene sottoposta ad un giudizio di tipo assiologico. In tale contesto è di notevole importanza il complicato e delicato lavoro del giudice costituzionale, il quale deve interpretare la Costituzione, nel cui tessuto sono introdotti direttamente una serie di principi contenenti valori etico-politici , la cui applicazione non assume più la forma classica sillogistica della sussunzione, bensì della ponderazione. Le più note teorie giuscostituzionaliste e dell'argomentazione giuridica hanno dedotto che i principi sono delle norme di ottimizzazione che descrivono un valore da realizzare il più possibile, con riguardo a quanto risulta effettivamente realizzabile, sia sotto il profilo fattuale che giuridico, talché il loro adempimento non dipende soltanto dalle possibilità reali, ma anche da quelle giuridiche, oltre che da regole e da principi controversi. Nell'interpretazione costituzionale, seguendo il metodo argomentativo, la gerarchia assiologica, la scala di priorità tra i principi costituzionali diversi si rende necessaria, perché essa si riferisce a particolari tipi di norme date da una stessa fonte del diritto, ossia la Costituzione: nel balancing test tra diritti concorrenti la Corte Suprema americana parla di preferred position per taluni diritti riconducibili ad un valore costituzionale primario, come la libertà di espressione e di associazione, la libertà religiosa, i diritti della personalità e di partecipazione politica. Ma anche la nostra Corte Costituzionale è continuamente costretta a scegliere nel caso da decidere, con ragionevolezza e proporzionalità, non solo nell'ipotesi di giudizi di eguaglianza, alla luce dell'art. 3 della costituzione, ma anche quando, nel reperire la norma parametro, deve scegliere tra principi, diritti e valori contrastanti, come ad esempio tra diritto di libertà individuale e diritto alla salute o tra diritto di proprietà e di impresa e riconoscimento del valore "primario" del paesaggio. La difficile ricerca di una gerarchia tra i valori costituzionalmente tutelati esige un'opera continua e incessante di ridefinizione e di ri-armonizzazione dei principi costituzionali sulla base degli elementi specifici forniti dai casi da decidere. Gli enunciati costituzionali debbono perciò tener fermo un nucleo identificativo del valore originariamente tutelato, domandando, nel contempo, attraverso una ragionevole varietà di interpretazioni e di applicazioni, di essere continuamente rimodellati ed adeguati alla storia e alla politica, nonché al mutare delle assunzioni di senso e dei significati sociali. I principi che si trovano alla base delle costituzioni, e attorno ai quali i documenti costituzionali si sono formati, con l'aprirsi di nuovi orizzonti e di nuovi problemi, debbono continuamente essere aggiornati, rielaborati e ricomposti in un insieme dotato di senso. Essi hanno bisogno di rinnovata giustificazione da un interprete dotato di un peculiare ed elevato habitus giuridico, idoneo a rendere un giudizio complesso e articolato come quello di costituzionalità. . Dal punto di vista della metodologia ermeneutica, l'habitus del giudice costituzionale corrisponde alla precomprensione critica, attraverso la quale si può individuare se il giudizio costituzionale sia stato effettuato da un giudice privo di habitus e invalidare tale giudizio, anche a prescindere dalla corretta motivazione del giudice stesso. Se poi si tiene presente che la Costituzione è essa stessa il risultato dell'interpretazione dei principi costituzionali, risulta di tutta evidenza l'importanza di un "circolo ermeneutico" tra i principi conformatori della società e valutazioni della società stessa. Nel giudizio costituzionale la circolarità ermeneutica è molto accentuata, infatti, tra il giudice interprete, la collettività e la Costituzione, oggetto interpretato, si instaura un intimo rapporto circolare diacronico, dal momento che la Costituzione contiene dei principi e dei valori appartenenti alla società della quale lo stesso giudice costituzionale fa parte. Nell'attività giudiziale della Corte costituzionale italiana è possibile riscontrare l'accezione scettica dell'interpretazione giuridica, tipica dei sistemi di common law: laddove, sul piano della creatività, le sentenze interpretative di rigetto, sentenze additive e sentenze manipolative sono tutte varianti suggerite o imposte dalla necessità nei singoli casi di un unico modello di pronuncia del giudice delle leggi, che in presenza di determinate condizioni, consente di superare i confini prestabiliti dai canoni legali dell'interpretazione giudiziaria per addentrarsi verso una funzione che non è solo etero-integrativa del diritto ordinamentale e costituzionale, ma anche suppletiva del potere legislativo. L'utilizzo dell'ermeneutica giuridica, come metodo d'interpretazione, trova particolare rilievo dinanzi alle Corti de-statalizzate operanti in ambiti giuridici ad ordinamento pluristatale come la Corte di Giustizia dell'Unione Europea e dinanzi alle Corti Costituzionali di diversi Stati, riconoscendo l'attività creativa ed etero-integrativa da parte del giudice costituzionale di civil law. Tramite la precomprensione critica e la circolarità tradica e diadica, l'ermeneutica giuridica si pone sempre più come metodo interpretativo indispensabile per l'interpretazione dei principi fondamentali, preesistenti al testo Costituzionale, e per la costruzione e l'impiego dei cosiddetti "parametri non scritti", utilizzati, a volte, dai giudici costituzionali italiani, al di là dei limiti tracciati dal metodo giuridico argomentativo: dove il punto di partenza del ragionamento deduttivo-assiologico dovrà sempre esser il testo scritto, dal quale l'interprete potrà denotare il valore del principio. Pur riconoscendosi nell'alveo delle teorie scettiche dell'interpretazione giudiziale, la metodologia ermeneutica offre una valutazione della decisione di costituzionalità capace di non lasciare alla discrezionalità del giudice uno spazio illimitato, dal momento che precomprensione critica e circolarità ermeneutica, dalle quali discende la canonistica ermeneutica, garantisce un metodo per la controllabilità del giudizio, senza che possa sfociare in decisioni arbitrarie o di opportunità politica. Dopo la riforma del titolo V, con il novellato art.117, primo comma, della Costituzione, la dottrina giuscostituzionalista ha parlato di una possibile estensione della legalità costituzionale, qualora i principi discendenti dal diritto comunitario-europeo ed internazionale andrebbero ad integrare i parametri ermeneutici utilizzati nel giudizio di costituzionalità: nel caso in cui il giudice a quo, in via incidentale, e lo Stato e le Regioni, in via diretta, sollevassero la questione di costituzionalità, per violazione del suddetto articolo della Costituzione. L'estensione della legalità costituzionale, tuttavia ha, anche, il suo risvolto "inverso", nel caso in cui fossero i principi esterni a ledere i principi fondamentali dell'ordinamento Costituzionale Repubblicano. Nel contemporaneo costituzionalismo europeo, che accomuna più vicende ordinamentali diverse, risulta essere di peculiare interesse l'esperienza giuridica della Svezia, una delle più solide ed efficienti democrazie mondiali, caratterizzata da un' antica tradizione costituzionale e da una lunga vaganza del controllo di costituzionalità delle leggi. Quest'ultime, fino a poco tempo fa, venivano interpretate dalle Corti nell'assoluto rispetto e subordinazione alla volontà storica del legislatore. Ultimamente, con l'entrata della Svezia nell'Unione Europea, a seguito delle recenti riforme costituzionali ed attraverso l'introduzione di un controllo di costituzionalità diffuso, le corti svedesi stanno gradualmente cambiando i loro tradizionali criteri interpretativi, per una più ampia ed efficace tutela dei diritti umani, nell'ambito giuridico costituzionale ed europeo. ; The claim of so-called "constitutional democracy" with rigid constitutions has completed a complex historical process and has led to the almost complete implementation of "constitutionalism", where for the first time the law is submitted to a value judgment. In this context, it is of great importance to the complicated and delicate work of the Constitutional Judge, who must interpret the Constitution, whose tissue directly holds a set of principles containing ethical and political values, and whose application does have the classic syllogistic form of subsumption, but that of weighting. Most of the Laws are rules, i.e. require something to run to the occurrence of specific conditions, and, therefore, one can refer to them as "conditional rules". In addition, rules can take a categorical form, such as total ban on access. If the rule is valid and applicable, it is absolutely crucial to impose the exact performance means that the rule prescribes. If this happens, one can determine whether the provisions were complied with or not. For the theories of constitutionalism and of the legal argumentation, principles, however, are rules that require that some value shall be fully accomplished with regard to what is actually feasible, both at the legal and factual levels. Consequently, principles are "rules of optimization", thus characterized by the fact that these can be viewed in differing degrees, and because the measurement of their performance depends not only on real possibilities, but also on legal ones, as well as issues on rules and principles. Following the method of the legal argumentation, in the constitution interpretation, hierarchy, the priorities among the various constitutional principles, is necessary so that it refers to specific types of norms laid down by the same source of law, the Constitution: in the balancing test between competing interests, the U.S. Supreme Court talks about preferred position for certain rights related to a primary constitutional value, such as freedom of expression and association, religious freedom, personal rights, and political participation. But even Italian Constitutional Court is constantly forced to choose according to what is being decided on, not only in the event of equality judgments according to Article 3 of the Constitution, but also when, in raising the standard parameter, it must choose - for example - between the right to individual freedom and right to health, or between property and company rights and recognition of the value of "primary" value of the context. The difficult search for a hierarchy of constitutionally protected values requires constant work and constant redefining and re-harmonizing of constitutional principles on the basis of the details provided by the cases to be decided upon. The statements should therefore take constitutional firm identification of an originally protected core value, requiring at the same time, through a variety of reasonable interpretations and applications, to be continually reshaped and adapted to history and politics, and to the effect of changing assumptions and of social meanings. The principles that lie at the heart of constitutions and upon which constitutional documents were formed, with the opening of new horizons and new challenges, must be continually updated, revised and put back together reasonably. They require renewed justification by judge with particular juridical habitus and critical pre-understending: he/she must have acquired, throughout his/her legal career, technical skills needed to make appropriate assessments in constitutional judgment. From the prospective of hermeneutic methodology, the habitus of the Constitutional Judge corresponds to critical pre-understanding through which one can identify whether the constitutional judgment was conducted by a judge lacking a habitus and invalidate that judgment, even regardless of proper motivation presented by the Judge. If one bears in mind that the Constitution itself is the result of the interpretation of constitutional principles, the importance of a "hermeneutic circle" between the principles in accordance with assessments of society and society itself is quite evident. In Constitutional judgement, hermeneutic circularity is highly stressed, in fact, between the court interpreter and the Constitution, the subject interpreted; it establishes a circular diachronic relationship, since the Constitution contains the principles and values belonging to the society which the constitutional Judge is part of. In the activity of the Italian Constitutional Court, it is possible to find the skeptical conception of legal interpretation, typical of common law systems: where, in terms of creativity, the Constitutional Court, through the "manipulative decisions", exceeding the legal boundaries of legal interpretation, integrates the constitutional law and carries a substitute function of the State legislature. The use of the "juridical hermeneutic" as a method of interpretation is particularly relevant before de-nationalized courts operating in legal fields having multi-state regulations, as the Court of Justice of the European Union and before the Constitutional Courts of several countries, recognizing the creative activity by the constitutional judges of civil law. Through the pre-comprehension and the circularity triadic and dyadic , the juridical hermeneutic, has became an indispensable element for interpretation of fundamental principles and for the construction and use of so-called "unwritten parameters" used, sometimes, by Italian constitutional Judges, leaping the methods based on logical argumentation techniques, for which the judge-interpreter must begin his/her legal reasoning always from the written text, to denote the value of the principle. Although the methodology hermeneutic belongs to the skeptical theory of the judicial interpretation, it provides an assessment of constitutional decision without leaving unlimited space to the will of the Judge, since hermeneutics secures a method for the controllability of the interpretive process, to prevent to the judgment of constitutionality is arbitrary or political. After the constitutional reform of 2001, the doctrine has spoken of a possible extension of constitutional legality, because the new Article 117, first paragraph, of the Constitution allows the principles descendants from European Union law and international conventions of integrate parameters of the constitutional control on the State laws. The extension of constitutional legality could have its inverse implication in the case some international law violates the fundamental principles of Italian Republican Constitution. In the contemporary European constitutionalism, that unites various juridical cultures, it appears to be of particular interest the juridical experience of Sweden: one of the most solid and efficient democracies in the world, characterized by an old constitutional tradition and a long absence of a control of constitutionality over state laws. Until recently, all the laws were interpreted by the swedish courts in full compliance and subordination to the will of the historical legislator. Lately, with the entry of Sweden in the European Union, following the recent constitutional reforms and through the introduction of a more stronger "widespread" control of constitutionality, the Swedish courts are gradually changing their traditional interpretation criteria for a more comprehensive and effective protection of human rights. ; Dottorato di ricerca in Persona, impresa e lavoro: dal diritto interno a quello internazionale (XXVIII ciclo)

As Andrzej Mencwel observed, "as a result of fundamental historical changes" the need arises for "restructuring of the whole present memory and tradition system" (Rodzinna Europa po raz pierwszy). Changes of such significance took place in Poland during the Second World War and several following decades. Collective experience of that time was made up of – apart from political antagonisms – social and cultural phenomena such as change of elites, reinterpretation of their grand narratives (or symbolic world), the ultimate inclusion of the masses into the national project based on the post-gentry tradition and national history, the intensive development of urban lifestyle and the expansion of popular culture, industrialization and the process of forming a single-nationality state that diverted from the politics of domination over eastern neighbors and, instead, focused on developing the so-called Polish Western and Northern Lands. Tadeusz Różewicz's work referred to these experiences on both the intellectual and biographical level. Comparing Juliusz Mieroszewski's political journalism with Tadeusz Różewicz's works, Andrzej Mencwel stressed its unique relationship of the author of Niepokój. According to him, both writers were writing as though "they had truly experienced the end of the world" (Przedwiośnie czy potop. Studium postaw polskich w XX wieku). In the afterword to the German anthology of Różewicz's works, Karl Dedecius mentioned "Stunde Null" ("hour zero") as the founding experience of his writing. It was this experience that induced him to undertake the challenge of attempting a new collective and national as well as individual self-identification, searching for a radically new way of thinking and writing about man, and verifying the essential components of his identity. Andrzej Walicki called this urge "the catastrophism after a catastrophe", explaining that "once the catastrophe took place, a ca- tastrophist acknowledging its inevitability must think about 'a new beginning', about determining his own place in a new world" (Zniewolony umysł po latach). Hanna Gosk specifies that "it gave rise to situations when the necessity of discovering one's place in new geographical, social, axiological and world-view-related environment urged self-identification" (Bohater swoich czasów. Postać literacka w powojennej prozie polskiej o tematyce współczesnej). It must be stressed that the need for re-establishing the sense of identity, resulting from a major crisis, was by no means limited to the postwar artistic and political elites. On the contrary, due to social changes and democratization of the access to national culture, it concerned more than ever in the past the "everyman" who did not belong to one class solely: the intelligentsia, bourgeoisie, peasantry, or proletariat but, most often, represented multiple social rooting. Tadeusz Różewicz, alongside with writers such as Tadeusz Borowski, Marek Hłasko or Miron Białoszewski, made the "Polish everyman" (Tadeusz Drewnowski) the central figure of his work. This study discusses the modern identity of an individual in Poland in two variants: a cultured man with traditions and an ordinary, transitional, temporal, or "new", man. By adopting the narrativist approach, identity can be described through its articulations in culture, for example in literary texts. Analyzing methods of modern identification and self-awareness throughout this book, I try to prove that prose works of the author of Śmierć w starych dekoracjach present an extensive, interesting and diverse material in the matter. When necessary, I refer also to his dramatic works and poetry, especially to some longer poems published after 1989. The author's most important prose works have so far been written in the first 30-year period starting from his debut volume of partisan novellas, notes and humorous sketches Echa leśne mimeographed in 1944. While focusing on this period, I also analyze later works published in collections Nasz starszy brat and Matka odchodzi published in the last decade of the 20th century, although written at an earlier date. Różewicz's prose works analyzed here were published predominantly in the threevolume edition of Utwory zebrane in 2003/2004, in the reportage collection entitled Kartki z Węgier (1953) as well as in the collection of newspapers features, letters and notes – written in the 60s. and 70s. in most cases – entitled Margines, ale… (2010). I also make use of the earlier editions of his works, containing prose works not included in Utwory zebrane, for example, from the volume Opadły liście z drzew, as well as of some narratives published in journals and anthologies. Conversations with the writer published in Wbrew sobie. Rozmowy z Tadeuszem Różewiczem (2011) and his letters to Jerzy and Zofia Nowosielscy included in Korespondencja comprise an auxiliary material. What specifically draws my attention in Tadeusz Różewicz's prose? I read his works in the context of identity narratives manifest in culture and historical-biographical stories. The questions then arise about their formative influence on an individual: what within them presents a reference for the "self " seeking identification? When and how does individual experience take on an intersubjective meaning? Under what circumstances is it expressed in the public sphere? Have new identification patterns emerged in the Polish modernity, and if so, then what fields and phenomena of the 20th century culture or history have taken on such model significance? How and where were boundaries drawn be tween what is individual in an identity of a person speaking and thinking in Polish on the one hand, and, on the other, what is collective? What has been considered native in this identity, and what alien – for exam¬ple Western, bourgeois, communist, German, Jewish, non-normative in terms of religion or sexuality – and in what way has cultural "otherness" been constructed at that time? Trying to answer these questions, I refer to categories of cultural anthropology such as symbolic universe, collective memory, autobiographical identity, body and space in culture, as well as to notions from the social sciences – interpersonal relationship, public discourse and communicative community. To put it simply, using these categories I try to describe the most important narrative forms and topics of Różewicz's prose that allow the writer to address and express in a liter¬ary form identity problems faced by an individual and the community. I also attempt to analyze the very proces through which Różewicz devel¬ops his own unique identity narratives as well as the evolution of narra¬tive conventions of his literary work. Reading Różewicz's works in this manner and organizing chapters of this book from the ones presenting public identity (displayed publicly and codified in ideology or aesthetic) to the ones presenting private identity, I put an especial emphasis on some issues related to cultural studies and social communication. Ac¬cording to the reconstruction model, I assume that even private experi¬ences shape one's identity through culture and language. In Różewicz's narratives I describe and compare both more collective and more indi-vidual premises for constructing identity. The criterion for differentiating between these premises is determined by the narrativist approach adopt¬ed in this book. An individual's identity (even autobiographical one) is created and expressed within the existing culture and public sphere, and for this reason I am interested in history of ideas, in social relationships, symbols and role models, changes of customs and everyday life which left a distinct impression on literary, political or historical narratives. Reading these narratives, I make use of the following authors: Jan Assmann, Jean Baudrillard, Zygmunt Bauman, Ernst Cassirer, Michel Foucault, Marc Fumaroli, Hans-Georg Gadamer, Jerzy Jedlicki, Anthony Giddens, Iz¬abela Kowalczyk, Philippe Lejeune, Maurice Merleau-Ponty, Stanisław Ossowski, Ewa Rewers, Paul Ricoeur, Richard Rorty, Elżbieta Rybicka, Richard Shusterman, Georg Simmel, Jerzy Szacki, Magdalena Środa, Charles Taylor, Nikodem Bończa Tomaszewski, Christian Vandendorpe, Anna Wieczorkiewicz. I rely on their reconstruction of social-historical background of modern identity presented by these authors as well as on language used by them. The book structure results from the overlapping, or even conflict, of two research objectives. My task is to analyze the most important prem¬ises and forms of identity in Różewicz's prose, and I describe them in separate chapters as problems of culture, literature and history of ideas as well as models and social projects. It is my wish that all these perspectives make up a coherent identity narrative of man of the second half of the 20th century – a "biographical" case study. The study covers the pro¬cess of political empowerment of an individual; his/her participation in democratized mass culture; his/her attitude towards collective memory, towards Polish and European cultural community; experiencing of body, sexuality and everyday existence; emotional and social relationship with space; and, finally, an autobiographical identity which I reconstruct as a transitional and provisional "whole". One of the most significant issues covered in the book is the western orientation of Polish collective identity in the 20th century, related to the modernization of Central Europe and the postwar division of the continent by the Iron Curtain, which created in Poland a phantom idea of the West, as well as to the shifted borders of the Polish state to the territories by the Odra river and the Baltic Sea, to polonization of former German lands, and, finally, to historical and polit¬ical discourse legitimizing this transfer of territories. Tadeusz Różewicz as a travelling writer and journalist has relentlessly problematized the relationship between Europe and its Polish idea; as a resident in Gliwice and Wrocław, not only has he described – since the trip down the Odra river on a fishing boat from Koźle to Szczecin in 1947 – symbolic colonization of the post- German Nadodrze, but also artistically diagnosed the birth of the new individual and social identity of the inhabitants of this border area, with its clashing narratives of history, biography and national literature alongside the overlapping traces of different cultures and traditions. Writing about Różewicz's man in this book, I clearly do not mean the writer himself. It is obvious that among many convictions and attitudes that the author of Sobowtór manifests, there are some of which he is fond, and there are others of which he is not. I do not disregard his views voiced in non-fiction narratives and public speeches, yet I am mostly interested in experience, world view and self-comprehension of his literary persona and literary hero presented or partially derived from an idea of man and of community in his texts. Analyzing Różewicz's works, I therefore distinguish between his self-evident journalistic approach and his humanistic reflection which is a result of a philosophical or literary presentation of identity problems an individual faces. I read his prose as an element of a public discourse and at the same time as an indirect – formulated in fictional, intimate or notebook narratives – criticism of social reality and European culture in the 20th century. In most cases, I leave open questions such as whether or not Różewicz was or is committed to a specific political project; whether or not he is a modern man in different meanings of this notion; whether or not his personal identity coincides with identity narratives in his books. Finding an answer to these questions is not a purpose of this book. It is, distinctively, the problem of Tadeusz Różewicz's intellectual commitment to modern culture, literature and history and a problem of the writer's role in creative and critical understanding of them that I find more interesting and important. ; MNiSW

Concept of semiotics by Theodor Adorno is comprehended in two main areas: the discovery of philosophical correlations and significance for the assessment of educational processes in modern Ukraine. The essential link of criticism of Adorno "half-education" with an understanding of goals and means of proper education is pointed out. Proper education is analyzed as effective education, which is countered by imitations of education, which appears as half-life. If secondary education is a substitute for education by its ersatzes in the form of numerous its reifications in a mass society, then half-life also appears as a substitute for effective action by accentuation on its means, which is imperceptibly, but invariably, substituting its goals. In the field of education, such half-dwellers are provided with educational services that are supposedly intended to ensure the unbreakable functioning of educational institutions, but in practice displaced from education its orientation towards the education of a person. Setting up education, constantly overcoming the existing and directing to positive as counter-faculty in the semester is replaced by the systematic implementation of the norms of consumption of educational services. In the field of legislative support of the educational sphere of Ukraine, there is a return to the definition of its tasks in terms of "educational services" and the reduction of educational tasks of the individual and the orientation of educational institutions to meet the educational needs of the learner. These negative changes became noticeable in comparison with the progressive Law of Ukraine "On Higher Education" in 2014 compared to the ambiguous Law of Ukraine "On Education" in 2017. The necessity of corresponding corrections of educational strategies, which should orient the person to effective education as the education of higher achievements rather than the fulfillment of norms, is grounded on the return of the elitist essence of education in opposition to its egalitarian character, which is taking place during the last decade. ; Концепт напівосвіти Теодора Адорно осмисле­но у двох основних площинах: виявлення філософ­ських кореляцій та значущості для оцінки освітніх процесів у сучасній Україні. Зазначено сутнісний зв'язок критики Адорно напівосвіти з осмисленням цілей і засобів здійснення належної освіти. Належна освіта проаналізована як освіта дієва, яка протистоїть імітаціям освіти, які постають як напівдії. Якщо на­півосвіта є заміною освіти її ерзацами у вигляді численних її реїфікацій у масо­вому суспільстві, то напівдія також постає як заміщення ефективної дії ак­центуацією на її засобах, які непомітно, але стійко заміщують її цілі. У сфері освіти такими напівдіями постають освітні послуги, які нібито покликані за­безпечувати незбитковість функціонування освітніх закладів, однак на прак­тиці витісняють з освіти її націленість на виховання (Bildung) особистості. Налаштування на здобуття освіти, на постійне подолання наявного і спряму­вання до позитивного як контрфактичного у напівосвіти заміщується систе­матичним виконанням нормативів споживання освітніх послуг. У сфері зако­нодавчого забезпечення освітньої сфери України спостерігається повернення до визначення її завдань у термінах «освітніх послуг» та редукції освітніх завдань особистості та орієнтації освітніх закладів на задоволення освітніх потреб того, хто навчається. Ці негативні зміни стали відчутними у порівнянні пере­важно прогресивного Закону України «Про вищу освіту» 2014 року з неодноз­начним Законом України «Про освіту» 2017 року. 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