contoh skripsi bahasa inggris experimental research

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Friday 2 january 2015, example of english research proposal: contoh proposal penelitian bahasa inggris.

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Contoh Proposal Penelitian Bahasa Inggris

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Hafik Umarul Munir

The research was aimed to identify and analyze morphological errors found in the students' essays. The subject of this research was the eighth-grade students of Nahdhatul Ulama Junior High School and the primary data was taken from their English notebook. The objectives of this research were (1) To identify morphological errors made by the students, limited to the use of inflectional affixes (2) To find out the frequency for each type of classified error (3) To identify the cause of errors in inflectional affixes. The research used a descriptive qualitative approach to reach the objectives. The researcher identified errors and classified those based on surface strategy taxonomy developed by Dulay. Thus, the errors were classified into four categories, named omission, addition, misformation, and misordering. After completing the data analysis, the research revealed (1) Omission error was becoming the most common error found by 62.97%. Addition and Misformation shared quite similar proportion, less than a fifth of total errors, by 19.10% and 14.60% respectively. The lowest frequency of error was misordering errors by 3.37%. (2) Two primary factors that caused students to commit errors were interlingual error and intralingual error. The interlingual error which influenced by mother tongue was found frequently in omission, while intralingual errors mainly found in other types, showing the stage of students' development in mastering target language, specifically in inflectional concept.

This research is about improving the students’ writing skill by using picture series. The objective of this research is to improve the writing skill of the eighth grade students of SMPN 6 Yogyakarta. The subjects of this research were 33 students of the eighth grade. The data were collected in two forms, qualitative and quantitative data. The qualitative data were collected by observing the teaching learning process and interviewing the students while the quantitative data were obtained by conducting pretest and posttest for the students. The data were analyzed through five steps. They were assembling data, coding the data, comparing the data, building interpretations and reporting the outcomes. Meanwhile, the quantitative data were analyzed by comparing the mean score of the students’ writing. The validity of the data was achieved by applying the five criteria of validity proposed by Anderson. They were democratic validity, outcome validity, process validity, catalytic validity, an...

Desi Susanti

ABSTRACT Desi Susanti. NPM 12033347. The Implementation Of Contextual Teaching and Learing (CTL) Method On The Students’ Achievement In Writing Descriptive Text Of Eight Year Students Of 2016/2017 At SMP Swasta Tunas Bangsa Kwala Begumit. STKIP Budidaya. 2017 This research aims to know the implementation of contextual teaching and learning (CTL) method on the students writing achievement in writing descriptive text of eight year students of 2016/2017 at SMP Swasta Tunas Bangsa Kwala Begumit. Numbers of Population are 36 students which chosen by the researcher as a samples of the study. The research is conducted in second semester of 2016/2017. Kinds of research that used by the researcher is classroom action research (CAR). Based on cycle I that was conducted by the researcher, total score of students in writing descriptive text is 284,8 , mean score 79. Based on cycle II that was conducted by the researcher, total score of students in writing descriptive text is 307,3, mean score is 85. In cycle I, the students who pass the test only 24 students. In cycle II, the students who pass the test are 36 students. There is improvement of students achievement in writing descriptive text by using contextual teaching and learing (CTL). KEYWORDS : Contextual Teaching and Learing (CTL), Students Achievement In Writing Descriptive Text, Classroom Action Research (CAR)

Herida Panji Olivia Azhar

This is an action research study which aimed to improve the eighth grade students’ writing ability of SMP Negeri 3 Tempel in the academic year of 2013/2014 through the use of thematic progression. To my limited observation, the students’ writing skill was relatively low. This situation was even worse since the teaching and learning processes were mostly focused on translating texts and memorizing grammar patterns and the available media in the school like the projector and the internet connection were not used. In fact, the third year students of junior secondary schools are to have possessed the elementary skills of both spoken and written language. Therefore, the team members agreed to improve the eight grade students’ writing ability. This was collaborative action research which involved the principal, the English teacher of grade eight, the students of grade eight and a student from English Education department, Yogyakarta State University. The research was conducted in two cycl...

REGISTER JOURNAL IAIN Salatiga

Feri Rokhyani Thohid

ABSTRACT The aim of this research was to improve the writing fluency of grade VIII D students at MTs Negeri Kawunganten in the academic year of 2013/2014 through writing journal technique. This research was classified as action research. It was conducted in two cycles with four meetings in the first cycle and three meetings in the second one. The main subjects of this research were 33 students of class VIII D at MTs Negeri Kawunganten. The data obtained were qualitative and quantitative. The qualitative data were gained from the observations and the interviews with both the English teacher and the students. The data were transformed into field notes and interview transcripts. Meanwhile, the quantitative data were gained from the writing tests that were conducted before the action implementation and at the end of every cycle. There were several validity principles applied in this research; they were democratic validity, outcome validity, process validity, catalytic validity, and dialogic validity. Furthermore, to test the trustworthiness these three triangulation principles were implemented: time triangulation, space triangulation, and investigator triangulation. The actions implemented in this research were implementing the writing journal technique, giving more explanation related to grammatical rules, conjunctions, and writing mechanics, providing activities that enabled the students to enrich their vocabulary, preparing worksheets for the students, and making use of the LCD projector optimally. The results of the research show that the implementation of the writing journal technique in the English teaching and learning process was effective to improve the students’ writing fluency. They could perform more confidently, more smoothly, and less hesitantly during the writing process. Moreover, their motivation and enthusiasm in English learning also improved. Furthermore, after comparing the means of the words produced per 30 minutes in the pre-test and Cycle 2 test, there was an increase from 47.82 to 64.80. The research findings were also supported by the means of the students’ writing scores that improved from 61.64 in the pre-test to 66.86 in Cycle 2 test. keywords: journal, writing, fluency

Indonesian EFL Journal

Ninuk Lustyantie

This study is done to find out the effect of using the Picture Word Inductive Model for teaching-learning descriptive text with second-semester students in the English Education Study Program at the University of Jambi in Indonesia to improve the students� writing skills. This study used an action research method. Three cycles were done in this study. Data were gathered from observations and tests. In the preliminary study, the mean score of the student�s speaking was 50. The percentage of students who passed the minimum criterion of 70 was 6% with only 1 out of 17 students passing the minimum score. The mean score from cycle 1 was 72 and only 11 students or 65% passed the minimum score. The mean score from cycle 2 was 67 and 41%, i.e. only 7 students passed the minimum score. Meanwhile, from cycle 3, the mean score was 80 and all of the students (100%) passed the minimum score. Hence, the results showed that the use of Picture Word Inductive Model was a success. The students enjoye...

Dinamika Ilmu

Azizah Azizah

English is one of the subjects that has been studied at the elementary to secondary level for many years in Indonesia. One area that must be studied is technical writing skills in English. In the technical writing process in English, there are still many mistakes made by students in Indonesia. So it is very necessary to recognize some common mistakes made by students, to help them improve their teaching and learning strategies in English and improve their learning outcomes. Therefore, this study aims to investigate errors in English technical writing of students at secondary vocational level and the factors that cause these errors. This study focused on errors made by the eleventh grade students of State 10 Vocational High School Jakarta, in their written descriptive text. A total of 30 students were the subjects of this study and they were asked to write descriptive texts. Data is analyzed based on Procedure Analysis This descriptive qualitative study explains and investigates stud...

Hari Prastyo

There are four skills in English teaching and learning, they are listening, speaking, reading, and writing. Listening and reading are categorized as receptive skills, while speaking and writing are as productive skills. Writing skill is one of productive skills that needs some competences, such as linguistics competence, getting the idea competence, and organizing the idea competence. This article will discuss about Teaching Academic Writing based on Need Analysis for Indonesian EFL Learners at University. It is kind of research article that will use Qualitative Research Methodology. The subject of this research will be the university students who join in academic writing. The reseacher will try to do need analysis for the students by using questionnaire. Based on the questionnaire, the researcher will create syllabus for academic writing, then he will use it in teaching and learning process for Indonesian EFL learners at univesity. At last, he will assess the result of students' writing by using scoring rubric based on the organization of essay. This research article will be useful for academic writing lecturers. This kind of article can be used as a model for lecturer in teaching academic writing at University, because this article will provide some materials which are needed by the students based on the need analysis. INTRODUCTION There are four skills in English teaching and learning, they are listening, speaking, reading, and writing. Listening and reading are categorized as receptive skills, while speaking and writing are as productive skills. Writing skill is one of productive skills that needs some competences, such as linguistics competence, getting the idea competence, and organizing the idea competence. Firstly, linguistics competence is a competence to use the language. In this case, linguistics competence refers to the grammatical competence. It is a competence that focuses on building sentences, such as understanding part of speech, tenses in active and passive, and conditional sentence. It means that in grammatical competence, the students should be able to understand part of speech and to make sentences correctly. This kind of competence is very useful for EFL learners in writing class. The second competence which is also important is that getting the idea competence. It is kind of competece to create the topic or idea at the beginning of writing process. It is very important competence because based on need analysis, this is a big problem for EFL learners in writing class. They always give question at the beginning of the class, " what should I write? ". This kind of question indicates that most of the learners have a problem to get the idea. It means that they have difficulty to find the idea at the beginning of writing. Consequently, it is very important for the EFL learners in writing to have getting the idea competence. The last one is that organizing the idea competence. Coherence and cohesion are the characteristics of good paragraph. To create coherence and cohesion, a writer should write the idea in sequence. It means that there is no jumping idea in writing. Consequently, this kind of competence is also the important one for the EFL learners who want to learn writing. To sum up, linguistics, getting the idea, and organizing the idea are some points which are needed by EFL learners in writing. In a university level, writing is devided into some types, they are paragraph writing (basic writing), essay writing (intermediate writing), and academic writing (advance writing). All of them are correleted each other. It means that, the competence in paragraph writing is needed by EFL

tika chuswatun hasanah

This research is aimed to know the kinds of grammatical errors and the most common grammatical error made by the students in making personal letter at SMA Diponegoro 1 Purwokerto in academic year 2016/2017. The subject of this research were the eleventh grades. The total number of students as the sample were 35 students. The design of this study is descriptive study. The technique used for obtaining the data was test. the test was essay test of writing. The procedure of Error Analysis used is according to Dullay‟s Theory. The result of this study showed that there were 107 or 56,02% errors in tenses, 21 or 10,99% errors in word order and pronoun, 19 or 9,95% errors in prepositions, 17 or 8,90% errors in singular/plural and the last from article with 6 or 3,14% errors . Based on the total result types of errors, the writer found that tenses is the highest errors which is made by the students.

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Sabtu, 21 november 2015, contoh skripsi eksperimental research (bahasa inggris).

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