Jurusan/Prodi: Bahasa dan Sastra Inggris/Pendidikan Bahasa Inggris SI Menyatakan dengan ini sesungguhnya bahwa skripsi/tugas akhir/final project. Pembelajaran Bahasa Inggris. Skripsi Jurusan Pendidikan Bahasa Inggris Metode yang digunakan dalam penelitian ini adalah metode kualitatif dengan. Skripsi S1. Jurusan Pendidikan Bahasa Inggris, Fakultas Taribiyah dan. Keguruan Bahasa Inggris. Metode Penelitian ini adalah kualitatif dan dikategorikan sebagai .. bestthing.infoarga/articulo/ pdf‎.

Skripsi Kualitatif Bahasa Inggris Pdf

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Nim.: Program Studi.: Pendidikan Bahasa Inggris. Fakultas.: Bahasa dan Seni. JudulSkripsi.: THE EFFECT OF USING MIND MAPPING ON. bahasa Inggris dan para siswa, dan cara yang digunakan guru dan para siswa untuk Peneliti menggunakan penelitian deskriptif kualitatif. Subjek dari. , mahasiswi Jurusan Pendidikan Bahasa Inggris pada Fakultas Tarbiyah dan mengoreksi skripsi yang bersangkutan dengan judul “Using Story Completion Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, dan.

Scope and Limitation of the Study The scopes of the study are limited to the subject and object investigated. Object The object of this study is the effect of Think aloud strategy towards students reading skill. Think-aloud have been described as "eavesdropping on someone's thinking. Their verbalizations include describing things they're doing as they read to monitor their comprehension.

The purpose of the think-aloud strategy is to model for students how skilled readers construct meaning from a text.

The think-aloud strategy asks students to say out loud what they are thinking about when reading, solving math problems, or simply responding to questions posed by teachers or other students Reading is a kind of activity in translating written symbols into corresponding sound. Reading skills enable readers to turn writing into meaning and achieve the goals of independence, comprehension, and fluency.

Reading skill is the capability of understanding or getting information from reading material. Strategies According to Gony and Kingsmey the strategy is a process of individual behavior which modified or changed through practice or learning on the other hand. Effect is words indicate things, which arise out of some antecedent, or follow as a consequence. It is intended to provide some theoretical concepts which could support this investigation.

Theory of Think aloud In this research, it was decided to implement the think-aloud strategy because it was used as an instructional approach, and also because this strategy helped readers to comprehend more easily what was being read by them. Afflerbach and Johnston cited by McKeown and Gentilucci , claim that think-aloud serves firstly as a method of measuring the cognitive reading process, then as metacognitive tool to monitor comprehension.

In that sense, the think aloud is appropriate for this study because through this strategy the students can monitor their comprehension process. Another definition of this strategy is provided by Pressley et al.

Through the interactions that think aloud promotes, a better understanding of the texts may emerge in the classroom. Think aloud is also a process in which readers report their thoughts while reading Wade It helps students to reflect upon their own reading process.

Thus, this strategy is useful because students are verbalizing all their thought in order to create understanding of the reading texts. Another illustration about think aloud is provided by Tinzmann in Teacher Vision website , he says that: When students use think out loud with teachers and with one another, they gradually internalize this dialogue [ Therefore, as students think aloud, they learn how to learn, and they develop into reflective, metacognitive, independent learners, an invaluable step in helping students understand that learning requires effort and often is difficult.

This argument encloses all the issues that imply think-aloud in a reading process. Think aloud are also used to model comprehension processes such as making predictions, creating images, linking information in text with prior knowledge, monitoring comprehension, and overcoming problems with word recognition or comprehension Gunning, in teacher vision. These sub-strategies will be defined in the ensuing sections.

Readers' thoughts might include commenting on or questioning the text, bringing their prior knowledge to bear, or making inferences or predictions. These comments reveal readers' weaknesses as well as their strengths as comprehenders and allow the teacher to assess their needs in order to plan more effective instruction 2.

Using of Think Aloud How to use this strategy a. Explain that reading is a complex process that involves thinking and sense-making; the skilled reader's mind is alive with questions she asks herself in order to understand what she reads. Select a passage to read aloud that contains points that students might find difficult, unknown vocabulary terms, or ambiguous wording. Develop questions you can ask yourself that will show what you think as you confront these problems while reading.

While students read this passage silently, read it aloud. As you read, verbalize your thoughts, the questions you develop, and the process you use to solve comprehension problems. It is helpful if you alter the tone of your voice, so students know when you are reading and at what points you begin and end thinking aloud.

I know I've heard that term before. I learned it last year when we studied nutrition. Maybe if I reread that section, I'll get the meaning from the other sentences around it: I know I can't skip it because it's in bold-faced print, so it must be important.

If I still don't understand, I know I can ask the teacher for help," e.

Have students work with partners to practice "think-aloud" when reading short passages of text. Periodically revisit this strategy or have students complete the assessment that follows so these metacomprehension skills become second nature. The Nature of Reading Reading is an active cognitive process of interaction with print and monitoring comprehension of establishing meaning which means the brain does not work in reading, the pupils get information by comprehending the massage and the teacher motivate the pupils to read Lado, 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.

Contoh Judul Skripsi Pendidikan Bahasa Pendidikan Bahasa Inggris Kualitatif

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. Harmer stated that a good teacher is someone who knows our names.

For those statement, good teacher is a teacher who is able to understand their feeling and lead them to achieve their success in both academic and attitude. There are many strategies which can the teacher implement in teaching learning process to the junior high school students, for example direct reading activity. The teacher takes an active role as his or she prepares students to read the text by pre teaching important vocabulary, eliciting prior knowledge, teaching students how to use a specific reading skill, and providing a purpose for reading.

Based on those statement, direct reading activity can be implemented and guided students by asking questions about the text and making predictions about the whole text means.

Before they are reading, the teacher asks some questions individually about the general text to monitor their comprehension. Then, the teacher asks the students to read the whole text. After reading, the teacher engages students in a small discussion focus on the purpose of reading. It means that this strategy engages the students to be active where they have to use their own knowledge and their idea to give an argument.

Fourty five subjects took part in the interview which analized by using qualitative research. The result indicated that there are certain concepts about EFL in reading skill. They showed a little awareness of independent reading. Many and Flyfe also examined the effectiveness of using direct reading activity to promote reading achievement and higher order thinking skills. The researchers applied an achievement reading test on 51 students. Dougherty Stahl explored the effects of three instructional strategies, the direct activity on the reading comprehension and science content acquisition of novice readers.

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The participants were 31 students. The results indicated that the direct reading activity yielded statistically significant effects on fluency, text comprehension, prediction justification, and prediction verification.

Riley also investigated the effect of direct reading activity on low reading achievement in a first grade students. The study results indicated the possibility of correcting most of errors made by students while reading when they use direct reading activity.

The study emphasized the importance of using direct reading activity to increase reading achievement and to promote critical thinking activity.

She has implemented this strategy because she found the teaching learning process which was just translating the text to Bahasa Indonesia and then answering the question.

This process absolutely makes some of the students bored. Only a few students who can paid attention, another just listen what the teacher said, but they did not understand about the content which they had read. Most of them got the low scores from minimal score-standard. They got difficulty to understanding and comprehending the text. When she implemented this strategy, the first step which she did was making the condition of the class become more comfortable.

Giving some motivation to build their awareness in reading. After that, teacher ask the students to read the text silently, to make sure that students have already understood or not.

After reading, the teacher make a small discussion to shared and asked them about what have the students got before and after reading the text. The students will be an active reader by use this activity. And the result, by using this strategy, the students will be more active to present their own ideas, have more understanding about the whole text, and they got a better scores in EFL.

Therefore, the researcher wanted to conduct a research which intends to describe this phenomenon, the implementation of direct reading activity to teach descriptive reading comprehension to the seventh grades students. By conducting this study, the researcher has purpose to find out the resultof the quality both of the teacher who are taught and students in a junior high school in Ponorogo.

By knowing the fact or the result of the study, the researcher hoped it will give meaningful contribution for English teacher junior high school since it is important to be more creative to teach the students in order to increase their competency on mastering the teaching material especially motivation to read the English texts. It is also expected to give meaningful contribution for school. This phenomenon makes the researcher puts her interest to conduct research about it.

The researcher also make questions as a follows: 1. Descriptive research studies are designed to obtain the information concerning the status of phenomena ary, et al. The aim of this study is to describe a natural situation without giving manipulation or special treatment to the subject of the research.

Proposal Skripsi Inggris

The process of implementation direct reading activity and the result of teaching descriptive text by implementing direct reading activity to the seventh grade students are designed into a form of words. In this research, the researcher chose descriptive qualitative as the research design based on two reasons, which are the objective of this study is to describe the implementation of direct reading activity to teach descriptive reading comprehension. The reason why the researcher chooses the seventh grade students because descriptive text is one of the essential lesson in second semester for those junior high school students.

She wants to know how to make the students easily to understand the material without make the students bored. The teacher said that the goal of teaching reading in this school is not yet totally achieved. This phenomenon arises because of some problems. So, as a result the students often forgot about what they had read. Besides, the students often stopped reading because the text which given by teacher was too difficult and hard to be understood.

Then, reading classroom activities made the students bored and the students did not interested in reading activity anymore.. This study is taken place in a classroom and school canteen of Muhammadiyah 3 Junior High School Ponorogo. The writer chooses Muhammadiyah 3 Junior High School Ponorogo, because the situation is not crowded, and more comfortable to conduct the research. The location of this school is strategic, and easily to get a public transportation.

For the next, the writer will collecting the data through observation, because the writer wants to know the process of direct reading activity in the classroom. The writer become an observer or non-participator and she will use the observation sheets completely to know the result before and after the implementation of this strategy. Then, the writer make a list of questions to interview the teacher who will implements the technique.

And last, the writer also make some documentations such as the result of study during teaching learning process. Hopkin states that interview is a way to know about the certain situation in a classroom from another point of view.

That is why, the researcher interviewed the English Teacher to get more data relate to the implementation of the strategy and students ability. Besides, according to Arikunto observation is a convergence activity toward the object by using all the five sense. In this research, the purpose of using this instrument is to observe the teaching learning process, especially the teaching technique which used by the English teacher.

The purpose of those observations is to answer the first research question. In this case, the researcher tried to observe the data about the class activities. The writer only take the scores from the teacher. This documentation was needed to answer the second research question. After all of data accumulated, the researcher studied the data well, she described them by classifying into the finding based on the research question.

In addition, all the data were collected thoroughly as happened in the reality. The result was based on the two research questions. As a result, the implementation direct reading activity in teaching reading descriptive text had some points that could be compared further. The points were dealing with the topic, the technique and the teaching learning process in Muhammadiyah 3 Junior High School.

The topic here refers to the material given in the class. The topic was about reading descriptive text. It was suitable with the curriculum standard, because in that school descriptive text begin to be taught in seventh grade. Furthermore, the topic was also understandable and could lead students to be an enthusiastic reader.

The technique here refers to the implementation of direct reading activity to teach reading descriptive text. Since the teacher and students could implement those activity in teaching learning process, it means that this technique was applicable. The students were participated actively in the class because the technique encouraged them to share their opinions in the group work or individually.

Furthermore, the technique also motivated the students and helped them to solve their difficulties in getting ideas to understand and comprehend the text means. And the last was the teaching learning process which refers to the activities which happened during the implementation of direct reading activity.

At the first meeting, the teacher explained about descriptive text. After the teacher explained, there were some questions from the students.

Apparently, the students can get the material easily. Then the teacher gave an example of descriptive texts and asked the students some questions to monitor their comprehension. Some of students could answer them well but some students seemed are not seriously and not interested in it. After explaining that, the teacher leads the discussion to build a motivation to the students. There were students who ask the unfamiliar word on a text, and wanted to know the meaning.

But the teacher asked them to find the meaning on a pocket dictionary as a reason that she was forgotten about it. After all of unfamiliar word have finished to translate, the teacher checked their comprehension in a short question related to the text. The students allowed to answer the question with their own word, but still in English. After give some simulations, the teacher gave the students a sample of descriptive text then ask them to read by themselves.

The teacher also give a good way to read the text correctly, then some of the students imitate her style. Teacher makes a notes to measure their ability to read that is correctly or not.

Some students tried to read it in a loud voice, but still have lack of good pronunciation. The teacher gave a sample how to read a text again but in slowly version to help students who are still have difficulties to pronounce the word.

At the second and third meetings the students did the same things as the first one, but it was slightly different.

In the second and the third letters they had not only read but also responded to questions in an exercise which given by teacher.

Before answering, the teacher asked the students to make sure that they already understand of what they have read, so they can do the exercises appropriately.There are six types of reading comprehension questions.

At least the school should handlethemselves with innovations for Visual impairment students to follow the processof learning well. In English language, there are integrated skills to be mastered such as: Eka L.

Siswa menemui kesulitan dalam membuat narrative writing. It means that reading is thought integrated with the other language skill. Qualitative Analysis in Psychology.

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