PROPOSAL SKRIPSI BAHASA INGGRIS PDF

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This chapter presents the discussion on the background of the study, statement of the problems, objective of the study, scope and limitation of the study. Kumpulan Contoh Proposal Skripsi Bahasa Inggris _ Tibo Blog - Download as PDF File .pdf), Text File .txt) or read online. jjjk. KUMPULAN CONTOH PROPOSAL SKRIPSI BAHASA daicahamsdestli.ml - Download as Word Doc .doc /.docx), PDF File .pdf), Text File .txt) or read online.


Proposal Skripsi Bahasa Inggris Pdf

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of “SMP Sunan Bonang” Tangerang)”, Skripsi, Jurusan. Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Keguruan,. Universitas Islam Negeri Syarif. Jurusan/Prodi: Bahasa dan Sastra Inggris/Pendidikan Bahasa Inggris SI Menyatakan dengan ini sesungguhnya bahwa skripsi/tugas akhir/final project. Prog. Studi: Pendidikan Bahasa Inggris. Fakutas.: Bahasa dan Seni. Judul Skripsi: Improving Writing Skills of Tenth Grade Students of SMA N 1.

Among discoveries of the researchers, as stated by Lewis and Sisk in Gerry 34 are: a reading is not a single skill but an interrelated process of many skill, b reading is development process, in other words, reading comprehension develops sequentially as pupils nature, c there are developmental pattern from grade to grade and from year to year, but wide variations in reading ability exist among pupils in any grade or of any age, and d there are no basic reading comprehension which can be taught or learned once or for all, they are merely simpler or more difficult levels of reading proficiencies, which can be taught to pupils who are ready to learn.

Concept of Reading Although, on the world wide level, the format of teaching reading skill may differ according to local circumstances, the English GBPP Stresses the implementation of teaching reading skill in an integrated skill unit.

It means that reading is thought integrated with the other language skill. Such as, teaching vocabulary, grammar, punctuation and the way construct sentences, paragraphs and texts. The development of reading skills mostly occurs in this stage.

KUMPULAN CONTOH PROPOSAL SKRIPSI BAHASA INGGRIS.docx

To be effective reader, the pupils should be able to 1 scan; 2 skim; 3 read between the lines; 4 read intensively; and 5 deduce meaning from the context. Reading Process In very real sense, reading process is a progress report. It means that a major reason for the lack of forward motion in attempts to develop more effective reading in striation was a common failure to examine and articulate a clear view of the reading process it self.

Knowledge is non-cumulative in improving reading instruction largely because either ignore the reading process and focus on the manipulation of teacher or pupils behaviors of because they related reading as an unknowable mystery. Goodman, in Long, H Michael and Jack C Richards 11 says that: 1 Reading is what reading is and everybody knows that; usually this translates to reading is matching sounds to letters; 2 Nobody knows how reading works.

This view usually leads to a next premise; therefore, in instruction, whatever works is its justification. Both views are non-productive at best and the worst seriously impede progress.

Furthermore, the effort has been to create a model of the reading process powerful enough to explain and predicate reading behavior and sound enough to be a base on which to build and examine the effectiveness of reading instruction. This model has been developed using the concepts, scientific methodology, and terminology of psycholinguistics, the interdisciplinary science that is concerned with how thought and language are interrelated.

Reading as a Language Skill From the four integrated skills listening, speaking, reading and writing skill , the writer is interested to come up with a more elaborate description about reading skill as what Tarigan cited from Huda calls that reading skill as the third skill that the children have gained after speaking and before writing.

To the same extent reading should be stimulated when the students need to create the sense condition. In other words, the students will be guided to find the real answers of question they have in mind. Purposeful reading is encouraged by creating an interest in content, by trying in the new experience with personal background of the learning, by systematically extending the reading vocabulary Betts.

Ying states that reading is the process of recognition, interpretation and perception of written or printed material. Meanwhile Godman says reading is a psycholinguistic guessing game, consisting of cycle of sampling, predicting, testing and confirming. Ying continues her statement that reading is a process of hypothesis formation and verification, it is communicative act between a writer and reader.

H e is satisfied with a meaning which makes sense of the context.

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According to Grellet reading may be classified as four simply categories, intensive reading, extensive reading, skimming and scanning Cited in Ommagio, Suhirman further mentions as follows: Firstly, intensive reading is reading activity that is being related to further progress in language learning under the teacher guidance. In this type of reading, control from a teacher is compulsory and it will provide a basis for elucidation of difficulties of structure, and for the extension of vocabulary.

To the same extent, Finnonchiro also glanced that the intensive reading when the students attention should be focused on all expression, nations sound, structure and cultural allusions will be unfamiliar to them in passage. Secondly, extensive reading is developed at the students own pace according to his individual ability Rivers, and Suhirman, In this extent, the activity is not completely controlled by the teacher.

The students have learner to read without the teachers role. Structures in the test will be already familiar to him and new vocabulary will be introduced slowly in such a way that its meaning can be deduced from the context. The third is skimming There are great many materials related to each professional area, the students must be taught to be selective. Skimming techniques will enable them to select the worth reading. Overview In over viewing, the student can discover the purpose and scope of the material, and can find sections that are the special interest to him.

Survey Through survey, the student will get the general idea of what the material contains. In short, skimming is the skill that helps the students read quickly and selectively in order to obtain a general idea of the material.

The fourth is scanning Scanning helps the student search quickly of the specific information he wishes to get from the material, such as finding the meaning of a word in a dictionary, finding the heading under which required information appears an index, finding statistical information in tables, charts, or graph, and finding the answers to certain questions from the text. The procedures for scanning are as follows.

First, specific information must be located. Next the clues which will help to find the required information have to be decided, then, find the clues. Finally, read the section containing the clues to get information needed. In this technique, the students are trained to think of clues to help them find the specific information. These clues may be a word or words, punctuation, alphabetical order, numbers, etc.

From linguistics point of views, reading is recording and decoding process.

Not like speaking which just involves an encoding process reading applies decoding process by which a reader must grasp and guess the meaning of written words used in writing scripts, reading the symbols to the oral language meaning Anderson in Tarigan and Suhirman In short, reading can be defined as bringing meaning to and get meaning from points or written materials Finnochiro and Banama in Tarigan, , and Suhirman, It is true by reading people get to know the other people scientific achievement, or some happening in other region of the country.

Through reading we can improve our skill and enlarge our human development achievement. Aspects of Reading Comprehension According to Sheng reading comprehension questions measure students ability to read with understanding, insight and discrimination.

This type of question explores the ability to analyze a written passage from several perspectives, including students ability to recognize both explicitly stated elements in the passage and assumptions underlying statements or arguments in the passage as well as the implications of those statements or arguments.

Because the written passage upon which the questions are based presents a sustained discussion of a particular topic. There are six types of reading comprehension questions. These types focus on these aspects. Comprehension Skill According to Hilerachi most of the reading professional list three categories of reading comprehension.

Literal comprehension has to do with understanding or with answering questions about what an author said. Inferential comprehension refers to understanding what an author want by what was said. Critical reading has to do with evaluating or making judgments about what an author said and meant.

Edgar put it well when he referred to these three categories as reading the lines. The Role of Background Knowledge in Comprehension Ommagio writes that cognitive psychologist in the late s place great emphasis on the importance of meaningfulness and organization of background knowledge in the learning process.

Ommagio quotes Ausubels views that learning which involve active mental process must be meaningful to be effective and permanent. In the second language comprehension process, at least three types of background knowledge are potentially activated: Godman describes that reading as a psycholinguistic guessing game involving the interaction between thought and language.

Efficient readers do not need to perceive precisely or identify all elements of the text. Rather, they select the fewest, most productive cues necessary to produce guesses about the meaning of the passage and verify the hypothesis as the process discourse further In Ommagio, Along with Godmans idea, Ommagio also maintains that the efficient language users will take the most direct routine to their goal comprehension.

He describes reading as a sampling process in which readers predict structures. Clearly, Ommagio included as in the comprehension process all three types of background knowledge: comprehenders make use not only of the linguistic information of the text, but also of their knowledge of the world and their understanding of discourse structure to make sense out the passage.

In line with the above statement, as Ommagio cited from Kolers also maintains that reading is only incidently visual. During outdoor learning, teacher just moves around to all groups to monitor and refocus attention to the task. There are some steps that teacher can do while they are still in the classroom. Teacher divides students into some groups and give an overview of the task they will do outside e.

The groups can even begin to develop a plan for approaching the activity while still in the classroom.

A quick review of the concept being taught is often more efficiently done indoors where you have immediate access to visuals and a writing surface. Its time well spent to explain activities inside and again outside.

The indoor explanation sets the stage and also makes very clear that you have a definite purpose in mind for going outdoors. While still inside the classroom, review the behaviors and rules that you expect outside.

Going over outdoor rules while still inside helps to underscore their importance. Since there are fewer distractions, classes tend to be more attentive indoors as you initially. While indoors, divide up the responsibility for carrying, managing, and returning the various items.

At the time, there was a need for people to learn foreign languages rapidly for military purposes. In Audio-lingual method, teacher wants their students to be able to use the target language communicatively.

In order to do this , they believe students need to overlearn the target language, to learn to use it automatically without stopping to think. The students achieve this by forming new habits in the target language and overcoming the old habits of their native language.

Kumpulan Contoh Proposal Skripsi Bahasa Inggris _ Tibo Blog

She also is responsible for providing her students with a good model for imitation. The habits of the students native language are thought to interfere with the students attempts to master the target language. Therefore, the target language is used in the classroom, not the students native native language.

New vocabulary and structures are presented through dialogs. The dialoges are learned through imitation and repetition. Drills such as repetition, backward build-up, chain, substitution, transformation, and question-and-answer are conducted based upon the patterns present in the dialog.

Students successsful 20 responses are positively reinforced. Grammar is induced from the examples given; explicit grammar rules are not provided. There is student to student interaction in chain drills or when students take different roles in dialogs, but this interaction is teacher-directed. Dialogs or short conversation between two people are often used to begin the new lesson. Students memorize the dialogs through mimicry. Students take the role of one person in the dialog, and the teacher the other.

Furthermore, Gloria 43 States that the definition of reading comprehension is most likely to occur when pupils are reading what they want to read, or at least what they see some good reasons to read.

Lado 56 : Reading in the foreign language consists of grasping meaning in the written language. In this case, reading foreign language is the grasping of full linguistics meaning of what is to read in subject within the common experience of the culture of which the language is a central part.

He further maintains that linguistics means to include the denotation conveyed by language to all speakers of it is as opposed to meaning that are receptive only by those have specific background information not known by the other speakers in general.

In other word, there are some purposes of reading such as reading for specific items of information, for general and detail information in a given field, etc. Learning to read a new language, the pupils must read carefully, some aloud; moreover some questions are also important of the passages, as in the following statement by Berry 44 : There must be question on the text, this essential. It means that the questions on the passage are able to facilitate the pupils understanding of the passage; the children are playing hide and seek in the playground, and the question are 1 who is playing hide and seek in the playground?

Psychologists and the reading experts have been conducting extensive research in the nature of reading and the sequential development of language skill. Among discoveries of the researchers, as stated by Lewis and Sisk in Gerry 34 are: a reading is not a single skill but an interrelated process of many skill, b reading is development process, in other words, reading comprehension develops sequentially as pupils nature, c there are developmental pattern from grade to grade and from year to year, but wide variations in reading ability exist among pupils in any grade or of any age, and d there are no basic reading comprehension which can be taught or learned once or for all, they are merely simpler or more difficult levels of reading proficiencies, which can be taught to pupils who are ready to learn.

Concept of Reading Although, on the world wide level, the format of teaching reading skill may differ according to local circumstances, the English GBPP Stresses the implementation of teaching reading skill in an integrated skill unit.

It means that reading is thought integrated with the other language skill. Such as, teaching vocabulary, grammar, punctuation and the way construct sentences, paragraphs and texts. The development of reading skills mostly occurs in this stage. To be effective reader, the pupils should be able to 1 scan; 2 skim; 3 read between the lines; 4 read intensively; and 5 deduce meaning from the context.

Reading Process In very real sense, reading process is a progress report.

It means that a major reason for the lack of forward motion in attempts to develop more effective reading in striation was a common failure to examine and articulate a clear view of the reading process it self.

Knowledge is non-cumulative in improving reading instruction largely because either ignore the reading process and focus on the manipulation of teacher or pupils behaviors of because they related reading as an unknowable mystery. Both views are non-productive at best and the worst seriously impede progress. Furthermore, the effort has been to create a model of the reading process powerful enough to explain and predicate reading behavior and sound enough to be a base on which to build and examine the effectiveness of reading instruction.

This model has been developed using the concepts, scientific methodology, and terminology of psycholinguistics, the interdisciplinary science that is concerned with how thought and language are interrelated.

Reading as a Language Skill From the four integrated skills listening, speaking, reading and writing skill , the writer is interested to come up with a more elaborate description about reading skill as what Tarigan cited from Huda calls that reading skill as the third skill that the children have gained after speaking and before writing.

To the same extent reading should be stimulated when the students need to create the sense condition. In other words, the students will be guided to find the real answers of question they have in mind. Purposeful reading is encouraged by creating an interest in content, by trying in the new experience with personal background of the learning, by systematically extending the reading vocabulary Betts. Meanwhile Godman says reading is a psycholinguistic guessing game, consisting of cycle of sampling, predicting, testing and confirming.

H e is satisfied with a meaning which makes sense of the context.

In this type of reading, control from a teacher is compulsory and it will provide a basis for elucidation of difficulties of structure, and for the extension of vocabulary. In this extent, the activity is not completely controlled by the teacher. Structures in the test will be already familiar to him and new vocabulary will be introduced slowly in such a way that its meaning can be deduced from the context. Skimming techniques will enable them to select the worth reading.

In short, skimming is the skill that helps the students read quickly and selectively in order to obtain a general idea of the material. The procedures for scanning are as follows. First, specific information must be located. Next the clues which will help to find the required information have to be decided, then, find the clues. Finally, read the section containing the clues to get information needed. In this technique, the students are trained to think of clues to help them find the specific information.Lisha Dewiee Sartikha.

The most often become to complain is the teachers ability in applying appropriate approaches, methods, strategies or techniques in teaching or learning. The tasks that have been given to each each member is only valid for one round, or completion of a task given by the teacher to the group. Before research carried out. Goodman, in Long, H Michael and Jack C Richards 11 says that: 1 Reading is what reading is and everybody knows that; usually this translates to reading is matching sounds to letters; 2 Nobody knows how reading works.