• Skripsi Bahasa Indonesia Pdf

.Contoh Skripsi Bahasa Inggris PTKKali ini saya akan memberikan sedikit Contoh Skripsi Bahasa Inggris PTK.Skripsi Bahasa Inggris PTK memang banyak dicari oleh teman - teman semua yang sedang inginmelanjutkan kejenjang pendidikan lebih tinggi lagi.Oleh karena itu saya akan memberikankepada teman - teman semua mengenai Contoh Skripsi Bahasa Inggris PTK.Berikut ini sedikityang dapat saya berikan untuk teman - teman semua.CHAPTER IINTRODUCTIONA. Background of the ProblemEnglish is one of the international languages that is used by many people in the world and inmany areas of everyday life. Therefore, using English is the easiest way to communicate withpeople from other countries about many aspects in human life such as technology, economy,social, and politics.For Indonesia, English is a foreign language. Learning a foreign language is an integratedprocess that the learner should study the four basic skills: listening, speaking, reading, andwriting. We use it to understand our world through listening and reading and to communicate ourfeeling, need, and desires through speaking and writing. By having more knowledge aboutlanguage skill we have much better chance of understanding and being understood and gettingwhat we want and need from these around us.Writing is one of four basic skills. It is very important in teaching and learning English.

Proposal PTK (Classroom Action Research) Bahasa Inggris. In Indonesia, English is a foreign language, so people should make an effort to be able to. Prosedur Penelitian Suatu Pendekatan Praktik Edisi Revisi 2010. PTK bahasa inggris karya devi. Contoh Skripsi Bahasa Inggris PTK Kali ini saya akan. Contoh Proposal Ptk Bahasa Indonesia. Economics b,1965 1 2 ford mustang s in format,16 tenses bahasa inggris lengkap,18 2 practice problems prentice. Pengertian S, Continuing Cookie Chronicle Solutions Chapter 4, Contoh Proposal Ptk Mgmp Bahasa Indonesia Cicurug, Continuous Process Dynamics Stability Control, Contoh Proposal Skripsi Teknik.

Writinginvolves some language components (spelling, grammar, vocabulary, and punctuation). This is inline with what is stated by Braine and Claire May (1996:60), writing clear sentences requires youto learn the rules of English grammar and mechanics such as the correct use of verbs andpronouns, as well as commas and other marks of punctuation.There are various ways to organize the sentences in a piece of writing. One of them is recounttext. Recount text is the form of text that aims at retelling events for the purpose of informing orentertaining. In the recount text, the sentences are usually organized according to time order orchronological order. One thing happens and then another thing happens, and the events are toldin the same order.Based on my experiences, there are some problems found in the field when giving writingmaterials to the students, especially the recount text.The first problem is that the students writing is not comprehensible, because the content of the composition is not relevant to the topic, the ideas are not clearly stated, the ideas and sentences.are not well organized.

The second problem is that there are many errors in vocabulary,grammar, and spelling.Another problem is the students have low motivation and are not interested in doing the tasksince the writing activities are not interesting. Usually, the students are asked to write sentencesand paragraphs without being given some clue so that it is difficult for them to express theirideas on a piece of paper.Besides that, the students have difficulty at telling their experience. This is because writing isdifficult for them since they have to master enough vocabulary, spelling, and grammar.In reference to the explanations above and the strong desire of finding the solution of theseproblems, the writer has motivation to do the research in improving the teaching of writing inreal class by using picture series as the instructional media. It is hoped that the media improvethe students ability in writing, especially recount text.B. Research ProblemIn this research, the writer tries to describe the students ability in writing the recount text through using picture series. So, the problem is formulated as follows:How does the teacher use picture series to improve the students ability in writing the recount text of the class VIIIC students of SMPN Bati-Bati in academic year 2008/2009?C.

ObjectiveBased on the problem formulation above, the objective of the research is to find the appropriateway in using picture series to improve the students ability in recount text of the class VIIIC students of SMPN Bati-Bati in academic year 2008/2009.D. SignificancesThe study is expected to have both academic and practical contributions.1. Academically, to help teacher/researcher to find out the alternative way of teaching writing, especially recount and to produce the relevant and valid knowledge for theirclass to improve their teaching.2. Practically, it can be used as a model to improve the students ability in writing recount text, and it may guide, help and encourage students to express their ideas, opinion, andthought onto paper.E.

This research will be conductedin order to find a good way to improve the students writing skill.2. This research is focused on the teaching of recount text by using picture series as the instructional media.F. Operational Definition1. Using picture series is one of the instructional media in the teaching and learning process to attract the students attention and deliver information.2.

Writing ability is a productive skill beside speaking, to write simple sentence, message, and announcement and to write text in the forms of narrative, recount, and descriptive,and to write simple messages and personal letters for SMP students in the first and thesecond years.3. Recount text is text that tells the students own experiences. It can also be found in personal letter, biography, and history.G. SubjectThe subjects of the study are the students of class VIIIC of SMPN Bati-Bati academic year2008/2009 which consists of 36 students.CHAPTER IIREVIEW OF RELATED LITERATUREA. The Nature of WritingAccording to J.D Angelo (1989:5), writing is a form of thinking.

It means that writing is anactivity to express ideas, issues, events, feeling or thinking to the others through written form.Cohen and Reil in Kusumaningsih(2001:1) say that writing can be defined as communicate act, away of sharing observation, thought, or ideas with ourselves and others. It is a tool of thinking.By writing we can tell about people, remember the facts and ideas.Based on the statement above, it can be concluded that writing is expressing ideas, facts, feeling,experience, and thought in written form.In writing, the aspects include the use of vocabulary, structure of the sentence, composition ofthe sentence, spelling, and punctuation. These aspects are important to master in order to be ableto produce good writing.Writing, one of the productive skills, is considered difficult, especially writing in a foreignlanguage. According to Axelord and cooper in Mamun (2004:5), writing is a complex process and such contains element of mastery and surprise. When students want to write something theyshould have a lot of information, ideas, and thought in their mind so that they will be able toexpress them into sentences, paragraphs, and an essay.The writing ability is the main activity of composition.

The writing should be systematic anddetail. A knowledge or study about good writing or how to write composition is much needed.B. The Teaching of Writing for SMP Students.According to English Syllabus of School Unit Level Curriculum (KTSP), the teaching of writingfor SMP students involves the teaching of paragraphs or text.

The texts advocated are: recount,narrative, descriptive, procedure and report.Recount text is a kind of text that is usually found or presented in journals, diary, personal letter,biography, travel report, police report, sport report, history, etc. The main elements of recountare orientation, list of events, and reorientation.

In the orientation step the writer mentions peopleand things that are involved, time of the event, the place, and the situation. In the list of events,the writer tells the events happen chronologically. In the reorientation, the writer concludes thestory by giving comments.Narrative text is a kind of text that tells a story.

It is developed in some steps: orientation,complication, resolution, evaluation, and reorientation. In the step of orientation, the writer tellsthe characters in the story, their names and the place they live, their ages, their condition, andtheir willing. In the complication step, the writer presents the unexpected event that happens tothe characters. In the resolution step, the writer tells how the complication is solved. In theevaluation step, the writer invites the reader to think what meaning or values that are taken fromthe story. In the reorientation step, the writer concludes the story by giving comments.Descriptive text is a kind of text to describe something, people, or objects.

Procedure text is akind of text that tells a procedure of making something. Meanwhile, report text is a kind of textto report an event, things in the world, animals, and flora.In this study, the focus is only to recount text, since this kind of text becomes problems for thestudents and it needs to be solved immediately. The strategy applied to improve the studentsability in writing recount text is pyramid planning strategy.C.

Pictures SeriesStudents can construct their knowledge during learning recount text easily by using media. Oneof the media is picture series which draws a story.

This medium fulfills the principles of usingmedia issued by Nyoman S.Degeng (2001). Media which can be used to make the students learnmore easily and the teacher teaches easily is the main part of the learning process. The mediamust be used in integrated way in teaching and learning and not only as ice breaker of teachingand learning.To understand the way of the picture series, the students need to appreciate it in abstract way. Inthe same way, when they express their ideas to construct the story in a good coherence as well asunity, they have to think it in abstract way too. Both of them will be easier for them in learningprocess if the teacher can use picture series. It can not only help the students to get ideas morerealistic in understanding the recount text but also in constructing ideas to create it.During the students are writing the text, they can use top-down technique in predicting thecontent of the text based on understanding of picture series (Brown, 2004:217).

They can predictthe content of the text easily based on their understanding about the picture series. The pictures.give the schemata to the students to construct ideas from their background knowledge andexperience.CHAPTER IIIRESEARCH METHODOLOGYA. Setting and Subject of the StudyThis classroom action research is focused on the students of class VIIIC SMPN 1 Bati-BatiKabupaten Tanah Laut in the first semester of 2008/2009. The number of the students in thisclass is 36 students.The students are taken as the subject of the study since they have poor abilityin writing recount text.B. Research PreparationThis research focuses on the positive effect using picture series as the media to improve thestudents competence to understand the generic structures of recount text as well as its language features.

The writer also hopes that her students are able to design a text of recount orally afterthe process of teaching.The steps of research preparations are as follows:1. Arranging a schedule classroom action research 2. Designing a lesson planning 3.

Preparing some students worksheets 4. Preparing some pieces of picture series as the media 5. Preparing the jumbled stories based on the picture series 6. Preparing the students questionnaires 7. Preparing a form on assessmentC. CyclesThere are two cycles in this classroom action research.

Each cycle consists of planning, acting,observing, and reflecting. Both cycles focus on the oral cycle of recount learning process. Eachoral cycle needs 3 meetings.One meeting is for building knowledge of the field (BKOF), and modeling of text (MOT). Onemore meeting is for joint construction of text (JCOT), and another one is for individualconstruction of text (ICOT). So, the two cycles of the action research need 5 meetings.D. InstrumentThe instrument used to collect the data is test and observation sheets.

The test is used to knowthe students ability in writing recount text. Meanwhile, the observation sheets are used:1.

To assess the students during the learning process. To check the students understanding about picture series.3. To check the students understanding about the generic structure and the language structure and the language features of the recount text.4. To enable the students to retell the picture series orally 5. To enable the students to design a text of recount orally 6. To check the students attitude to take part in the learning process of recount by usingpicture series as the media of teaching.CHAPTER IVRESULT OF THE RESEARCHA. The Implementation of Cycle 1Before implementing cycle 1, the researcher administered pre-test by asking the students to writerecount text.

The result of the test indicates that most students can not write the recount text.Based on the observation and interview to the students, the problem is that they are difficult tofind idea to write.In cycle 1 the researcher presented the recount text by using picture series. First of all, thestudents are given some pictures with incomplete sentence. Based on the pictures the studentscomplete the sentences. After that, the students are given some pictures without any clue. Thestudents write their own sentences based on their understanding about the pictures.When the students were making their writing, the writer observed the students activities. It isdone to know the students motivation and their activeness in doing the task as influence of theuse of picture series media.

In this activity, the researcher wrote the students development happened during the observation.The result of the implementation of cycle 1 shows that the students writing ability is improved, but it has not achieved the criteria of success. The minimal standard criteria of the students writing ability are when the mean score of all the students is 7.00. The result reveals that themean score of the students is only 65.55. It means that the study has not been successful yet.B. Reflection for Cycle 1Based on the data presented in the table above, it can be stated that the implementation of usingpicture media to improve the students ability in writing recount text is not successful yet. The criterion of success is if the mean score of the students is at least 7.00 and the students are activein the writing activity.In terms of the students activeness in writing activity, the result of observation shows that some students are active, but some others are not active in the writing activity.

Skripsi Bahasa Indonesia Pdf

They look still confusedin finding the idea to write in a piece of paper.Although some students show their improvement in w.