IT IS A MUST THAT I HAVE A COMPETENCE IN ENGLISH FOR MATHEMATICS

In this globalization era, we know that every person in this world must have an ability to understand English language. Because in this era the development of sciences and technologies growing rapidly, this situation demands a high competitiveness and quality of human resources. To days in every sector especially for international relationship, English is a way to communicate. And we know every aspect in the word use English, included education so we must have a competence in English if we want to be a modern person.

The important reasons why I as a mathematics education student must have a competence in English are:

· Many references to support my ability in mathematics use English.

Many mathematics books written in English and it’s not translate to Indonesian language, if I search matter from internet most of them also use English, so I must to understand English especially English for mathematics to understand the content of that references.

· Sometime in my class my lecture use English to delivered the matter to us, so if I didn’t have ability in English I can’t understand that matter it cause I will difficult to follow that matter.

· When I finished my study in university I would find a job as a mathematics teacher or an official. Before that, I will follow the test to become a teacher or an official, I must prepare my English because the test surely contains English. Beside that many companies that have international reputation and prestigious companies even now set the minimum score of TOEFL or IELTS for prospective job applicants. And again, English is not only important for education or business. Technology, aviation, tourism and diplomatic depend closely to the English language.

· Indonesian government through the Department of National Education has established International Standard School Program. To support that program when I become a teacher especially when I teach at international school of course I must be able in English spoken to explain the subject and the matter to my student and written to give handout and written test.

· When I become an official I will need to understand English to operate computer, because the language to operate computer use English. My English must be active international interaction. Now many company searching officer capable to speak, write and read English to support their company.

That is the reason why I as mathematics education student must have a competence in English. The other reason why every person must understand English are:

· Many books, magazines and newspapers that is only available in English. Many also speak foreign books that are only translated into English. If you can read English, you will have the option of reading a much more diverse; as well as film.

· Much information in internet use English. 80% electronic information is only available in English. While 20% of the other that not all dominated by Indonesian language, foreign languages, but also non-English, like Chinese, Japanese, French, and so forth. So just imagine how many percent of all the information on the internet that writes in Indonesia.

· There are thousands of programs to study, work and volunteer around the world, but almost entirely only offered to those who have ability in English language.

World which full of opportunity are open when you can speak English.

WHAT I HAVE DONE AND WHAT I WILL DO ABOUT ENGLISH FOR MATHEMATIC

As a student in mathematics education, we got an english matter. From first semester we have got english matter, in first semester we got English part 1 and now we get English part 2. In globalization area, english is very important because communications and information technology progressively go forward, and to understand that information need our ability in english. Beside that, our university will going to World Class University (WCU), and mathematics departement from this year start to be World Class University so we should can communicating in English well. And Indonesian government throught the Department of National Education has established International Standard School Program,the relation to us are in the future when we finished our study in university we will become a teacher so we need English to teach mathematics.

To prepare it we must study English from now, we must study continually and make it become our habit. In first semester I have experience in study English, when I start my education in Yogyakarta State University, I follow TOEFL test which held by university. And the result I get score 420, from my TOEFL’s score I get opportunity to follow the active conversation program from Language Development and Services Centre (P3B), it’s called WCU. There are twenty student from mathematics department which following this program. During one month, we study English especially active convertation. The matter in WCU are :

• Asking and giving information
• Expressing opinion
• Describing objects and processes
• Asking and answering the questions
• Inviting, accepting/declining invitations
• Giving and responding complaints
• Giving a formal talk
• Negotiating
• Making and responding to requests
• Reporting and explaining procedures
• Etc

In WCU I got many experience, our lecture taught us about how to make a good presentation, how to speech well, how to express our idea to our friends. In there we are stimulated to speak English so we spend our time to discussion in English, express our idea, ang speech or presentation. We are trained to speak English well with all the activity because conversing English well could not done with theory, the key is practice. Therefore, we can speak English well if we practice it every time. The other way to learn English are listening music, reading novel, watching TV or English film, etc. It also not waste a lot of money.

When we have a lot of vocabulary and can speak English well we will ready going to World Class University. So what I will do about English in mathematics is study English continually and try to speak English in mathematics. Beside that, we must support the International Standard School with study English in every opportunity. One of the most important points of this program is developing student’s creativity to improve national competitiveness. So we must study hard, especially in English, to support the government program and to make education in Indonesia better.

MU DIFFICULT WORD IN MATHEMATIC

There is my difficult word in mathematics

§ Root

§ Axiom

§ Algebraic number

§ Hiperkompleks number

§ Imaginary number

§ Irrational number

§ Cardinal number

§ Ordinal number

§ Prime number

§ Riel number

§ Perfect Number

§ Binomial

§ Digit

§ Divergent

§ Ellipse

§ Four operations

§ Factorial

§ Geometry Euclidian

§ Geometry Non Euclidian

§ Projective Geometry

§ Absolute price

§ Hyperbola

§ Integer

§ Convergent

§ Circle

§ Origin

§ Parabola

§ Paradox

§ Polynomial equation

§ Polynomial

§ Quaternion

§ Theorem

§ Trig

§ Radical

The meaning of that word :

1. Root: number that finish an equation; that is when it’s substituted equation as unknown number, at the right side and also at the left side sign equal to have same value.
2. Axiom: logic or mathematics improvable nevertheless it’s valid.
3. Algebraic number: number that become solution for polynomial where its coefficient is rational numbers.
4. Hiperkompleks number: a number that formed from extension of number concept for dimensions in complex two-dimension number.
5. Imaginary number: a number that it is at vertical abscises in the field of complex number; number in the form of ai where a is riel number and i is v-1.
6. Irrational number: a number riel that can not be expressed in the form of comparison (ratio) of both number.
7. Cardinal number: certain number that state how many elements that existed in a gathering.
8. Ordinal number: certain number that state position relative from an element that existed in a gathering.
9. Prime number: natural number that can only be divided by itself and one.
10. Riel number: number that associated with all dotes at number line; it’s composite between algebraic number and transcendental numbers.
11. Perfect Number: a natural number that is summary result from its divisor numbers. Example: 6 = 1 + 2 + 3
12. Binomial: an algebra statement that consist of two tribes.

Example: 3x + 5y; 2x4 – 4xyz3

13. Digit: one of the ten numbers numeral 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9 from number system Hindu-Arabic.
14. Divergent: statement of sequence numbers that hasn’t boundary or limit.
15. Ellipse: Position place or dots gathering at flat that its distance amount to two dots is fixed and is certain number, both fixed point called focus.
16. Four operations: in algebra as the same manner as in arithmetic, is addition, reduction, multiplication and division.
17. Factorial: the result of all numbers smaller natural or equal to natural number that expressed specifically. Example, 5! = 1.2.3.4.5 = 120.
18. Geometry Euclidian: geometry that developed by Euclid that comprising with parallelism postulate that is: at certain line and dot out-side, there is one and there has been only one other line that can be made pass that dot and parallel by first line.
19. Geometry Non-Euclidian: geometry that no logger bases it self at parallelism postulate.
20. Projective Geometry: mathematics branch that related to forms geometrical that won’t changed when that forms projected to different area.
21. Absolute price: Values count/calculates a number means number without concerned about its sign. Absolute price is shown with 2 vertical lines that encircle it.
22. Hyperbola: Position Place or dots gathering at flat that its distance difference to 2 fixed points is certain numbers.
23. Integer: number gathering that consist of positive number and negative number is ranked among zero.
24. Convergent: statement of numbers sequence numbers that come near limit.
25. Circle: place of dots position (dots gathering) that same distance to a certain dot.
26. Origin: a dot at line number that associated with zero, or dot at axis complex where second number area proportioned.
27. Parabola: place of dots position that same distance to a dot (called focus) and a line (called directress).
28. Paradox: a reason that its conclusion interfere by each other in pass valid deduces that indigenous to premises that agreed on in intuitive.
29. Polynomial equation: equation with a or more unknown variable in the form of rank and multiplied with numbers so-called coefficients. Polynomial equation with one variable, x, have public form a0xn + a1xn-1 + … + an-1x + an = 0
30. Polynomial: a monomial or multinomial that every tribe is integral and rational from letters.

Example: 5x2y3 – 7x4y + 3x + 2

31. Quaternion: complex number in the form of a + bi + cj + dk where a, b, c and d is number riel and i, j, k is hyperkompleks number that can be written form i² = j² = k² = ijk = -1.
32. Radical: statement in form of n√a that burden rank root n number a. Positive Number n is index from radical and number a are radikan. If n = 2, then index are eliminated.
33. Theorem: statement or formula that deduction from a set axiom or other theorems.
34. Trig: science/knowledge about relation between sides from a triangle and measurements to its angle.

VIDEO

Last week when we learn English part II , Mr. Marsigit shows some videos to us. That videos are contain about mathematics matter like trig, logarithm, etc. There is the resume about that video :

Ø Video one

In this video we can see a little child that still have an age 10 years olds but have very high aplomb. He can orate at ease and without have cold feet in front of many people, in its speech he converses about trust. That is part of his orated :

I believe in me. Do you believe in me?

I can be anything because you believe in me.

Ø Video two

Knowing_ mathematics

In this video, there is two boys who sing about “What you know about math?”. In their singing, they explain about what we discuses in mathematics.

In mathematics, we discuses:

§ Significant figure

§ Matrix

§ Trigonometry

§ Limit

§ Exponent

§ Integral

§ Phi

§ Ln (x)

Ø Video three

English Solving Problem

In here, we have some questions:

1. Let the function f be defined by f(x) equals x plus one. If 2 times f(p) equals twenty, what is value of f(3p)

Answer:

f(x) equals x plus one

2 times f(p) equals twenty

f(p) equals ten

We substitution f(p) and f(x)

f(p) equals p plus one equals ten

So p equals nine.

Because p equals nine, (3p) equals twenty-seven

And the value of f(3p) equals 3p plus one

f(3p) equals twenty-seven plus one

Equals twenty eight

2. In the xy-coordinate plane, the graph of x equals y square minus four intersects line l at (O, p) and (five, t). What is the greatest possible value of the slope of graph

x equals y square minus four

Line l: m equals y_two minus y_one all over x_two minus x_one

Equals t minus p all over five minus 0

Ø Video four

Properties of logarithms

Log base b of x equals y similar with b to the power of y equals x

Log base ten of x equals log x; log base c of x = ln x (natural logarithms)

Example:

1. Log base ten of one hundred equals x

Ten to the power of x equals one hundred

Ten to the power of two equals one hundred

x equals two

2. Log base two of x equals three

Two to the power of three equals x

Eight equals x

So log base two of eight equals three

3. Log base seven of one forty nine equals x

Seven to the power of x equals one forty nine

Seven to the power of x equals one seven to the power of two

Seven to the power of x equals seven to the power of minus two

X equals minus two

Log base b of M times N equals log base b of M plus log base b of N

Log base b of M over N equals log base b of M minus log base b of N

Log base b of x to the power of n equals n log base b of x

Expend:

Log base three of x square times y plus one in bracket all over z to the power of three

Equals log three of x square times y plus one in bracket minus log three of z to the power of three

Equals log three of x square plus log three of y plus one in bracket minus log three of z to the power of three

Equals two times log three of x plus log three of y plus one in bracket minus three times log three of z

Ø Video five

Graphs of a rational function

Let the function f be defined by f(x) equals x plus two all over x minus one when x equals one

We can substitute one to that function

So, f(x) equals one plus two all over one minus one

And we get that denominator is zero

We know that if the denominator is zero, so the result can’t be definition. Because rational function denominator can not be zero

Example:

y equals x square minus x minus six all over x minus three for x equals three

Answer:

1. We can substitute three to that function

So, y equals three square minus three minus six all over three minus three

And we get that denominator is zero

We know that if the denominator is zero, so the result can’t be definition.

2. We can factored the function

y equals x square minus x minus six all over x minus three

y equals x minus three in bracket times x plus two in bracket all over x minus three

y equals x plus two

y equals three plus two

y equals five

With the second ways, we can get the answer of the function.

Ø Video six

English Trigonometry

If we have a right triangle, we can search value of sin, cos, and tan :

§ Sin alpha equals opposite over hypotenuse

§ Cos alpha equals adjust over hypotenuse

§ Tan alpha equals opposite over adjust

Example:

If we have a right triangle, which adjust is 3 and hypotenuse is 5 and opposite is 4.

Count of: a. sin alpha

b. cos alpha

c. tan alpha

Answer:

With Pythagoras theorem, we find that the opposite of the right triangle is four.

a. Sin alpha equals opposite over hypotenuse

Sin alpha equals four over five

b. Cos alpha equals adjust over hypotenuse

Cos alpha equals three over five

c. Tan alpha equals opposite over adjust

Tan alpha equals four over three

THE TRUTH OF MATHEMATIC

We know that most people think that mathematics is difficult. Most of student usually hate in mathematics lesson. So, to make student love mathematic, according to Ebbut and Straker (1995), teacher didn’t properly to use axiomatic mathematics, but teacher must definition mathematics as school mathematics.

In school mathematics we make mathematics become realistic, different with axiomatic mathematics that work as abstract mathematics. There is kind in truth of school mathematics according to Ebbut and Staker :

1. Mathematics is activity to investigation pattern and relation.

In there teacher give opportunity student to do research and innovation pattern to determine relation. Beside that teacher also give opportunity student to try the other way to solve mathematics problem. And then we support student to find order, different, proportion, group, etc. Teacher also support student to make general conclusion. And the last teacher help student to understanding and find the relation between one definition with each other.

2. Mathematics is creativity which needed imagination, intuition, and innovation.

To bring that into reality the way is:

· Motivate initiative and give opportunity to thing different.

· Motivate curiosity student to make question, ability to protest and approximately.

· Support student find structure and mathematics model.

· Support student to think reflection, give attention to innovation from the other student.

3. Mathematics is problem solving activity

To increase the student ability in finding the problem solving in mathematics, the method are:

· Prepare the situation in study mathematic which make mathematics problem.

· Help student to solve math problem with their own solution.

· Help student to know about information which needed to solve mathematic problem.

· Support student to think logic, consistent, systematic, and apply note or documentation system.

· Improve ability and skill to solve problem.

· Help student to know how and when they can use kind of media or model mathematics education like: rule, calculator, etc.

4. The last of truth mathematic school is, mathematics is instrument of communication.

To improve student ability in communication math language, teacher must support student to be familiar with characteristic of mathematic. Teacher also support student to make sample in characteristics of mathematic and explain what the definition about characteristic of mathematic. Beside that, teacher must support student to give the reason in why they need mathematics activity, and talking about mathematic problem. In there student must given support to read and write mathematic, the last teacher must give esteeming student’s mother language in conversing mathematics.

They are the solution to make mathematics not difficult and scream between the students. If teacher apply that for kind of truth mathematics school, student will enjoy in study mathematics and more understand about mathematics.