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The problems of this research were how to improve speaking ability using series of picture and how to motivate the students to speak English. The research was guided by a conceptual framework leading to the using series of pictures through pair work to improve their motivation to speak English during the process of classroom communication interaction. The research type was an action research.
The subject consisted of 20 students of the third special class of SMP Ar Risalah Kediri in 2007-2008 academic years. The research data were collected using test (test after first treatment and test after the second treatment), observation for collecting data on the students’ motivation in improving speaking ability using series pictures. Data on speaking ability using series of picture were analyzed using the descriptive and statistic analysis, using the increasing of mean after the first and the second treatment. The study concluded that using series of pictures through pair work as a teaching strategy variation has brought a new nuance in English language teaching in improving their ability to speak English. Masalah dari penelitian ini adalah bagaimana meningkatkan kemampuan berbicara mengunakan gambar berseri, dan bagaimana memotivasi siswa dalam berbicara bahasa inggris. Penelitian ini dilatar belakangi oleh konsep kerangka penting pada penggunaan gambar berseri melalui kelompok belajar untuk meningkatkan motivasi mwereka untuk berbicara bahasa inggis selama proses interaksi komunikasi di kelas. Jenis penelitian ini adalah menggunakan CAR.
Subyek penelitian ini terdiri atas 20 orang siswa pada kelas IX-A, SMP Ar Risalah Kediri tahun ajaran 2007-2008. Data penelitian dikumpulkan dengan menggunakan tes (tes sesudah perlakuan pertama dan tes sesudah perlakuan kedua) ini, pengamatan untuk mendapatkan data pada motivasi siswa pada peningkatan kemampuan berbicara dengan mengunakan gambar berseri. Data pada kemampuan berbicara menggunakan gambar berseri diananalisa menggunakan descripsi dan analisa statistik menggunakan peningkatan nilai rata-rata siswa sesudah treatmen dan kedua.
Penelitian ini menyimpulkan bahwa penggunaan gambar berseri melalui kelompok belajar sesebagai variasi strategi mengajar telah membawa suatu nuansa baru dalam pembelajaran bahasa inggris dalam peningkatan kemampuan mereka untuk berbicara bahasa inggris. Students’ learning outcome, which is still considered as unsuccessful, has always been the focus of criticism towards the failure of teaching of English in Indonesia. As a consequence English teachers are demanded to be responsible for the failure in making the students capable of using English for communication both productively and receptively. To alleviate this ordeal, educators, practitioners, and policy makers quite often pay very much attention to research dealing with the curriculum, methodology and teachers excluding such significant variables as the learner perspective. They have rarely taken the learner perspective into consideration as a very important contribution to the learning process. Teaching speaking in Indonesia is considered to be the most difficult, pronunciation, structure, discourse, and the social context of culture and situation. In short, it needs the mastery of the linguistic and the cultural competence.
Besides, as speaking is difficult, more effort is required on the part of the students and teachers. It is not enough for the students to listen or to speech only. The teachers need to give the students’ activities to practice the new speech among the four basic skills of language. Bourdons in Nunan (1993) stated that spoken language needs the mastery of vocabulary habit. This means that practice speaking needs much time to fulfil the requirements of the mastery of spoken English, either from school or the environment. Teaching English at Junior High School in Indonesia as stated in Curriculum 2004 revised in 2006 covers abilities four aspecs of language. One of them is speaking ability.
Paultson and Brunder (1975) stated that the objective of the language teaching is the production of the speaker’s competence to communicate in the target language. Rivers (1968) stated that the teacher should give the students opportunities to practice speaking. She further stated that if the students are able to practice the new speech habit throughout as the children do in his native language, the problem of speaking fluency of foreign language would be lessened.
This research is done by the subject of the students of the third class of SMP Ar Risalah Kediri using series of pictures through pair work to improve their ability to speak English. The researcher focused his research in improving speaking ability and the students’ motivation in the process of teaching and learning using series of picture. The topics or themes used were: (1) Global warming; (2) Daily activity.
Series of pictures through pair work were used to attract and encourage the students to improve their ability to construct their understanding and the ability to speak English and help the teacher to present the materials. The researcher found some studies had been conducted using the students’ own picture through pair work in improving their ability to speak English. Some of them: (1) Rahman, Aulia (2007) in his research stated that teaching speaking here is how teacher can give a good theme to the students, the theme must make students fill happy so they will give attention all times during the teaching process. The learning and teaching of a second or foreign language is a complex process.
Learning is “Acquiring or getting of knowledge of subject or skill by study, experience, or instruction.” Similarly, teaching, which is implied in the first definition of learning, may be defined as. “Showing of helping someone to learn how to do something, giving instructions, guiding in the study of something, providing with knowledge, causing to know or understand.” Teaching can not be defined apart from learning. (2) Westnood, Peter and Oliver (1975) stated that in improving oral language there are four ways should be considered in which teachers sometimes operate to restrict language development or indeed at times train students not to listen but to speak; (3) Hergenhalm in Elliott (1996) stated that good teaching begins with knowing what you want to teach: the stimuli, you must also identify the responses you want to connect to the stimuli and timing of appropriate satisfiers. (4) Hulse in Elliott (1996) on the effective teaching and effective learning stated that feedback or reinforcement of asking question is very important. It is a powerful tool of controlling behaviour of the students. If you praise students’ correct responses immediately and the students increase correct responses; (5) Erna (2006) in his research stated the way of teaching speaking as follow: The stages of teaching and learning speaking is divided into three stages which commonly known as presentation, practice, and production. (5) Nunan (1993) distinguished between motor-perceptive skills, which are concerned with correctly using the sounds and structures of the language, and interactional skills, which involve using motor-perceptive skills was all that one needed in order to communicate successfully.
Besides, he suggested that, in particular, learners need to develop skills in the management of interaction involves such things as knowing when and how to take the floor, when to introduce a topic or change the subject, how to invite someone else to speak, how to keep a conversation going, when and how to terminate the conversation and so on. Speaking lesson can follow the usual pattern of preparation, presentation, practice, evaluation, and extension. The teacher can use the preparation step to observe, draw, and establish a context for speaking task on certain objects and things (where, when, why, with whom it will occur) and to initiate awareness of speaking skill to be targeted. In presentation, the teacher can provide learners with a reproduction model that furthers learner comprehension and help them become more attentive observers of language use.
Practice involves learners in reproducing the target structure, usually in controlled or highly supported manner. Evaluation involves directing attention to the skill being examined and asking learners to monitor and assess their own progress. Finally, extension consists of activities that ask learners to use strategy or skill in a different context or authentic communicative situation, or to integrate use of new skill or strategy with previously acquired ones (Brown, 1994). Speaking function is the productive and interactive skill. (1) What is productive skill?
With reference to usage, it is then perfectly true to say that speaking is productive and makes use of the aural medium. Widdowson (2003) described that the act of communication through speaking is commonly performed in face-to-face interaction and occurs as part dialogue or other forms of verbal exchange. What is said, therefore, is dependent on an understanding of what else has been said, whether by the speaker or the interlocutor in the interaction; (2) What is an interactive skill? Richards et al. (2000) stated that speaking is rarely done in one direction or in the form of monologue.
It involves the participation of the listener. In an interactive communication, a speaker, and therefore the speaker also becomes a listener. Why series of pictures? A wise statement says ‘I hear I forget, I see I know, and I do I understand.
This means that if we have learning experiences by observing, drawing, doing and also what our eyes see and catch most of the time will stay long in our memory. Therefore, the statement strengthens to improve speaking ability by using series of pictures as media to teach English. Pictures as visual aids will attract students’ attention, and motivate them to learn. In addition, using series of picture means that the students try to connect the plot in the picture to be a link of story. Rahman, Aulia (2007) said that teaching showing pictures can make the students remember more, more impressed, more interested and more focused.
Ways, ideas, and criteria of using series of pictures: (1) the techniques of using pictures have been around for centuries and have had its place in all approaches to language teaching. Through traditionally the purpose of using pictures has been to describe or illustrate a written or recorded passage (Wright, 1000 pictures 2). Brown (2007) stated that picture can be used in many stages of the instructional process, to introduce and motivate study of new topics, to clarify misconceptions, to communicate basic information, and to evaluate student’s progress and achievement. Furthermore, he suggests some ways of using pictures for ensuring maximum students benefit from using them; (2) Using pictures can be an effective technique for any proficiencies level or language skill.
The following is an example of how one picture can be used in improving speaking ability. To teach speaking where the students share personal experiences that somehow relate to what is happening in a picture they have been given and drawn; (3) In teaching English using pictures need some criteria: make sure pictures are clear and unambiguous; make sure pictures provide reason to communicate (an opportunity or challenge); make sure pictures are interesting, simple, accurate, useful, legitimate, and visible. K–W–L stands for Know, Want, and Learn.
It is teaching model that encourages students to have an active learning by activating their prior knowledge for anticipating the material that they are going to learn. It is also commonly used for teaching or developing reading, writing and speaking skills. There are three stages to K-W-L model as in the following: (1) Know, at this stage students need to activate their prior knowledge by observing, drawing, talking, writing about anything they know about the topic/object of the reading/speaking.
Information collected at this stage, can be drawn or written on the piece of paper for everybody to see. If the students run out of ideas, they can start predicting information on more general categories; (2) Want, is students are encourage to ask question, think about what they want to say or present to speak from the series pictures. So student can make a list of sentences/questions in which the answer will be derived from the pictures. Such activity will give students reason to speak or explain the picture because they are eager to practice their English freely; (3) Learn, here is students describe series pictures and then they write down or retell anything that they have learned from the pictures. It is the time when they confirm their prediction from previous stages.
The teacher should know the characteristics of a successful speaking activity. Characteristics of a successful speaking activity: (1) learners can speak a lot; (2) every participation is point; (3) having motivation and intention; (4) try to reduce the barrier in speaking such as: (1) shy to make mistake; (2) satisfied to be listeners; (3) giving no contribution. The teacher can eliminate those problems by doing speaking activities as like: (1) giving guided questions; (2) peer work; (3) question and answer drills; (4) retelling.
This research had one dependent variable and one independent variable: (1) the independent variable of this research was the teaching device using series of pictures through pair work. Using series of pictures means the pictures belong to the students (e.g. Pictures taken from magazines and newspapers) or the pictures that the students had drawn by themselves. Pair work was a teaching technique/activity which allowed students to act in accordance with the assignment; (2) the dependent variable of this research was speaking ability. It was empirically by the students’ mastery of using series of picture which covered fluency, pronunciation, vocabulary, structure, discourse and the social context of speaking. To collect data, the instruments to be used: (1) test consisted of pre-test, post-test, and formative test; (2) observation. Test after the first treatment and test after the second treatment administered to find out the improvement of the students’ speaking ability, the formative test was administered to measure about the improvement of their speaking ability from the cycle 1 and cycle 2.
The observation was administered to measure the characteristics of the students towards the application of using series of pictures through pair work, and questionnaire was administered to support the data of the students’ improvement in speaking English ability. Before the treatment, students mean in speaking was 65.0. Then after the treatments, data on the students’ speaking skills were collected in line with the instruments (tests, questionnaires, and observation) and were analyzed using the scoring system, tabulating, percentage, classification, calculating the mean score, from the first treatment, the researcher got the mean of the students reached 68.3. Then after the second treatment, the mean increased to be 78.8. Based on the observation after the treatments, it indicated that among students had more selves confidences and had more participant in speaking.
The rating scale (band) used for measuring the improvement of the students’ speaking skill was taken from Sujiono (1992: 47). (2) The use of series of pictures through pair work as teaching strategy could improve speaking ability significantly. This led to the conclusion that using of series of pictures through pair work as a teaching strategy is a need in English language teaching and learning in improving their ability to speak English in the term of vocabulary, grammar, discourse, and their performance based on the context of situation. It has brought a good nuance and variation in English language teaching particularly in teaching speaking ability.
Rahmayuni Wulandari, Sudirman, Huzairin Abstract Penelitian ini bertujuan untuk mengetahui hubungan antara students’ reading habit in English dengan students’ reading comprehension ability. Metode yang digunakan dalam pemelitian ini adalah metode kuantitatif dan dalam bentuk penelitian korelasi. Populasi dalam penelitian ini adalah 30 siswa kelas satu SMP PGRI 1 Gunung Pelindung, Lampung Timur tahun akademik 2015/2016. Kuesioner dan reading comprehension test digunakan sebagai instrumen untuk mengumpulkan data dalam pemelitian ini.
Pearson’s Product Moment Formula digunakan untuk menghubungkan antara reading habit in English (variabel X) dan reading comprehension ability (variabel Y). Hasil menunjukkan bahwa ada hubungan yang kuat dengan nilai 0.642 antara students’ reading habit in English dan students’ reading comprehension ability dan dan level signifikannya adalah (0.00. Simanjuntak (1988) says that reading habit is the number of repetitions in given time to read English text.
She also says that reading comprehension understands of a text written in English as proved by habit in reading English and his ability to correctly choose the right answer of question asked from the text. The students usually have different level of reading ability in English. Shane and Glinow (2007) say that ability is the natural aptitudes and learned capabilities required to successfully complete a task.
Reading activities need to be socialized from an early age, i.e. Ranging from children recognizes letters. Make reading as a necessity and be fun for students. Reading can be done anywhere and anytime as long as there is desire, passion, and motivation. If this is true, expected reading can be a part of life that cannot be separated as a slogan that says, “No day without reading”. This course requires persistence and continuous training to train the habit of reading to the reading, especially reading comprehension ability in English can be achieved.
The ability to read is the speed of reading and understanding all the contents. The students’ reading habit in English has correlated with students’ reading comprehension ability. It seems that students’ reading habit in English have an impact toward students’ reading comprehension ability. Students who have high habit toward reading tend to be easier to comprehend the passage that they read than the students who have low habit in reading. The students who have habit in reading feeling interested in reading.
It means enjoying the activity when somebody interested phenomenon or activity, and they are likely to attend to in and to give time to it. METHOD This research is quantitative research. The researcher intends to find out whether there is any significant positive correlation between students’ reading habit in English and their reading comprehension ability. The design of this research is ex-post facto co-relational study. The population of this research was 30 students of the first grade of SMP PGRI 1 Gunung Pelindung, East Lampung in academic year 2015/2016.
The sample was determined through simple random sampling technique that is lottery technique. Questionnaire and test were used as the instruments of this research. First, reading habit questionnaire was given to the students in the form of closed questionnaire. The aim of this test is to know the students’ reading habit score. Second, reading comprehension test was conducted to measure students’ reading comprehension ability. The test is based on the aspects of reading such as main idea, finding detail information, inference, reference, and vocabulary. The data were analyzed by using Pearson Product Moment Correlation of SPSS (Statistical Package for Social Science) version 16.0.
RESULT The result from the calculation by using Pearson Product Moment Correlation (SPSS 16.0) showed that for the habit of reading in English. In general, students have high-level of reading habit in English. This is evident from the 30 students, there are 15 students (50%) with score “between 34-67” (medium-level), 15 students (50%) get high-level frequency (68-100), and no one of student is in low-level frequency of reading habit in English. The total score is 2081 and the mean score of students’ reading habit in English is 69, which was the highest score is 84 and the lowest is 57. It means that half of the students get score over 69.4 and half below 69.4. It could be seen from Table 1.
Result of Reading Habit Questionnaire No Class Interval Frequency Percentage (%) Level 1 0-33 – – Low 2 34-67 15 50% Medium 3 68-100 15 50% High Total 30 100% Similarly, reading comprehension ability, almost all students have the ability to read high-level understanding. The highest score gained in the reading ability test is 95 and the lowest score is 45. The total score is 2226. While the means score of students’ reading comprehension test is 74. This is evident from the 30 students there are 19 students who have the ability to read high-level of understanding, and 11 students have the ability to read medium-level understanding. It means that 36.67% had medium-level in reading comprehension skills and 63.33% had high-level in reading comprehension skills. It can be seen from Table 2.
Result of Reading Comprehension Test No Class Interval Frequency Percentage (%) Level 1 0-33 – – Low 2 34-67 11 36.67% Medium 3 68-100 19 63.33% High Total 30 100% Therefore, on the result of reading habit in English and reading comprehension ability in the form of the aspects of reading based on the high-level and low-level of students, students who have good or high-level in habit are good in all of aspects of reading (main idea, finding detail information, inference, reference, and vocabulary). Whereas, students who have bad or low-level in reading habit in English get score lower than students who have good or high-level in five aspects of reading. It can be seen in the table 3 and 4. The Percentage of Correct Answer from Five Aspects of Reading in High-level No.
Aspects Numbers Correct Answer Percentage 1. Main idea 2, 5, 12, 26, 18, 30 69 76.67% 2.
Finding detail information 4, 16, 20, 22, 23, 25 72 80% 3. Inference 8, 15, 19, 21, 27, 29 65 72.22% 4. Reference 3, 6, 9, 11, 14, 28 70 77.78% 5. Vocabulary 1, 7, 10, 13, 17, 24 73 81.11% Total 30 349 Table 4. The Percentage of Correct Answer from Five Aspects of Reading in Low-level No.
Aspects Numbers Correct Answer Percentage 1. Main idea 2, 5, 12, 26, 18, 30 58 64.44% 2.
Finding detail information 4, 16, 20, 22, 23, 25 64 71.11% 3. Inference 8, 15, 19, 21, 27, 29 56 62.22% 4. Reference 3, 6, 9, 11, 14, 28 67 74.44% 5. Vocabulary 1, 7, 10, 13, 17, 24 62 68.89% Total 30 307 Table 5.
The Percentage of Indicators of Reading Habit Questionnaire Good Habit Bad Habit Total Indicators Indicators Always Often Sometimes Never 900 236 368 286 10 26.22% 40.89% 31.78% 1.11% 100% 67.11% 32.89% From the table 3, high-level percentage, the correct answer of main idea items is 69 (76.67%), finding detail information items is 72 (80%), inference items is 65 (72.22%), reference items is 70 (77.78%), and vocabulary items is 73 (81.11%). It can be stated that the students who have high-level or good habit in reading are good in all aspects of reading.
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However, from the table 4, low-level percentage, the correct answer of main idea items is 58 (64.44%), finding detail information items is 64 (71.11%), inference items is 56 (62.22%), reference items is 67 (74.44%), and vocabulary items is 62 (68.89%). It can be stated that the students who have low-level or bad habit in reading get score lower than students who have high-level or good habit in reading in aspects of reading. Meanwhile, From the table 5, it can be seen more students have good habit in reading English. The percentage shows that 26.22% of the students chose indicator Always (selalu) and 40.89% of the students chose indicator Often (selalu) in their reading habit questionnaire. Meanwhile, 67.11% of the students chose indicator Sometimes (kadang-kadang) and 1.11% of the students choose indicator Never (tidak pernah). From the calculated the good and bad reading habit from the table above, there is 67.11% of the students have good habit in reading English and 32.89% of the students have bad habit in reading English. It can be stated that more than half of the students have good habit in reading English.
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The researcher suggested that the students must often read English texts or books and making a habit in their daily activity. It can increase their ability in reading comprehension and also can increase their knowledge. The result of the coefficient correlation value was high. The result of “r xy” was 0.642.
The result of r observed was higher than r table. It can be seen in table 6. R-table of Pearson Product Moment N r-table of Pearson Product Moment Significant Level 5% 1% 30 0.349 0.499 The value of “r xy” was 0.642 with the level significant r table 1% = 0.499 or the level significant of r table 5% = 0361. It can be understood that r observed was higher than r table. In other words, the students’ reading habit in English has correlation with their reading comprehension ability.
It means that the students who got good score in reading habit in English were able to get good score in reading comprehension ability. DISCUSSION The result shows that students’ reading habit in English and the students’ reading comprehension ability has positive significant correlation. For the habit of reading in English, students generally have higher levels of reading habit.
And the result of reading comprehension ability, almost all students have the ability to read high-level understanding. While, the data in this research show that the coefficient correlation is high.
The value shows the degree of significant. In other words, the students’ reading habit in English has correlation with their reading comprehension ability. It means that the students who get good score in reading habit are able to get good score in reading comprehension. Students who have good or high-level in habit are good in all of aspects of reading (main idea, finding detail information, inference, reference, and vocabulary). Whereas, students who have bad or low-habit in reading get score lower than students who have good or high-level in all of aspects of reading.
In short, students who have good reading habit in English tend to have good reading comprehension ability. Practically, reading habit in English can help students in familiarizing vocabularies, in terms of the numbers of vocabulary they can master and their ability to pronounce English words which support their reading skill.
CONCLUSION After conducting the research at the first grade students of SMP PGRI 1 Gunung Pelindung, East Lampung and analyzing the data, the researcher concluded a major conclusion. The value r count is 0.642. It means that the hypothesis was the test has a positive correlation and high correlation based on the criteria of product moment.
The researcher can get the conclusion that the students’ reading habit in English and the students’ reading comprehension ability in the first grade of SMP PGRI 1 Gunung Pelindung, East Lampung at academic year 2015/2016 have positive significant correlation. The students’ reading habit in English gave good effect on the students’ reading comprehension ability. Moreover, habit and comprehension can be used to motivate students to create a positive and relaxing environment in the classroom. Based on the result of analysis on the answer of the questionnaire, it is known that half of students have good or high-level of reading habit and some others have bad or low-level of reading habit in English.
From the analysis of the students reading comprehension ability, it is known that some students have good or high-level in reading comprehension ability and some others have bad or low-level in reading comprehension ability. SUGGESTION Some suggestions could be listed as follows:. For Learning and Teaching. English teachers are expected to motivate their students to spend much time to read. One way for reading to reader is by increasing reading habit in English. Reading in English is one of the ways to improve students reading comprehension because habit in English is a medium that is easily got by the content authentic vocabulary from the reader.
Teachers give their students popular English texts. This might be interesting for teachers or students to use it in reading English, because they do not only reading the text but also study English. Teachers make the learning situation more enjoyable and fun, far from being stress and threatened situation that is usually faced by students in the classroom.
For The Students. Students will be keeping their habit in English because it has been proven that English can make them having sensitivity of reading English words. Reading habit in English, moreover, can also increase their vocabulary and pronunciation. At last, habit in English is an enjoyable learning media for students’ knowledge.
For Research. It is expected that it will be useful to the readers especially as a reference that has correlate with the variable in this research. The researcher wishes that other researchers can conduct the same study on wider area of the research so the result will have more advantages and can be applied in a large area of the research. REFERENCES Gardner, B.
Habit as Automaticity, Not Frequency, Journal of The European Health Psychologist. Creature of Habit: Accounting For The Role of Habit in Implementation Research on Clinical Behavior Change. Implementation Schience Journal.
Language Teaching Methodology: A Textbook For Teacher. New York: Prentice Hall. And Glinow, M. Organizational behavior and ability. Chicago, IL: McGraw Hill.
Simanjuntak, E. Developing Reading Skills for ESL Students. Jakarta: Department Pendidikan dan Kebudayaan. And Larsen, F. Technique and Principles in Teaching Reading. Oxford: Oxford University Press.Semoga bermanfaat- Referensi materi IBI yang lainnya:.