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 prohanlanlika.ml - Download as Word Doc .doc /.docx), PDF File .pdf), Text File .txt) or read online.
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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.
Usually, the students are asked to write sentences and paragraphs without being given some clue so that it is difficult for them to express their ideas on a piece of paper.
Besides that, the students have difficulty at telling their experience. This is because writing is difficult for them since they have to master enough vocabulary, spelling, and grammar.
Significances The study is expected to have both academic and practical contributions. This research is focused on the teaching of recount text by using picture series as the instructional media. It can also be found in personal letter, biography, and history.
The Nature of Writing According to J. D Angelo , writing is a form of thinking. It means that writing is an activity to express ideas, issues, events, feeling or thinking to the others through written form. Cohen and Reil in Kusumaningsih say that writing can be defined as communicate act, a way of sharing observation, thought, or ideas with ourselves and others. 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. These aspects are important to master in order to be able to produce good writing.
Writing, one of the productive skills, is considered difficult, especially writing in a foreign language.
When students want to write something they should have a lot of information, ideas, and thought in their mind so that they will be able to express them into sentences, paragraphs, and an essay.
The writing ability is the main activity of composition. The writing should be systematic and detail. A knowledge or study about good writing or how to write composition is much needed. 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 recount are orientation, list of events, and reorientation. In the orientation step the writer mentions people and things that are involved, time of the event, the place, and the situation.
In the reorientation, the writer concludes the story 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 tells the characters in the story, their names and the place they live, their ages, their condition, and their willing.
In the complication step, the writer presents the unexpected event that happens to the characters. In the resolution step, the writer tells how the complication is solved. In the evaluation step, the writer invites the reader to think what meaning or values that are taken from the 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 a kind of text that tells a procedure of making something.
Meanwhile, report text is a kind of text to 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 the students and it needs to be solved immediately. The strategy applied to improve the students ability in writing recount text is pyramid planning strategy.
Pictures Series Students can construct their knowledge during learning recount text easily by using media. One of the media is picture series which draws a story. This medium fulfills the principles of using media issued by Nyoman S.
Degeng Media which can be used to make the students learn more easily and the teacher teaches easily is the main part of the learning process.
The media must be used in integrated way in teaching and learning and not only as ice breaker of teaching and learning. To understand the way of the picture series, the students need to appreciate it in abstract way.
In the same way, when they express their ideas to construct the story in a good coherence as well as unity, they have to think it in abstract way too. Both of them will be easier for them in learning process if the teacher can use picture series. It can not only help the students to get ideas more realistic 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 the content of the text based on understanding of picture series Brown, They can predict the 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 and experience. The number of the students in this class is 22 students. The students are taken as the subject of the study since they have poor ability in writing recount text.
The writer also hopes that her students are able to design a text of recount orally after the process of teaching. Cycles There are two cycles in this classroom action research. 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. 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. In this method, students also need to memorize certain sentence pattern and grammar points. When a long-line of the dialog is giving students trouble, we can use the backward build up drill in which the students repeat a part of the sentence, usually the last phrase of the line.
Following the teacher cue, the students expand what they are repeating part by part until they are able to repeat the entire line. On repetition drill, students are asked to repeat the teachers model as accurately and as quickly as possible. Next technique is chain drill.
A chain drill gets its name from the chain of conversation that forms around the room as students, one-by-one, answer the questions of each other. The teacher begins the chain by greeting particular student, or asking him a question.
The students responds, then turns to the students sitting next to him. Not only chain drill, the teacher also can use single- shot substitution drill, multiple-shot substitution drill, transformation drill, 21 question and answer drill, use of minimal pairs, ask the students to complete the dialog and use grammar game in teaching learning process. Conceptual Framework Learning vocabulary is very important part of learning English. Without mastering vocabulary, students cannot communicate with others effectively and fluently in spoken and written language.
Therefore, a teacher has to apply an appropriate teaching learning stretegy to improve the students ability in vocabulary. A teacher must be able to conduct an attractive learning activities and good environment to stimulate students curiosity in studying vocabulary.
One strategy that can be best choice to enhance students vocabulary is outdoor classroom-learning. Outdoor classroom-learning is a range of organized activities which take place in predominantly outdoor environments for a variety of purposes. Outdoor classroom-learning is learning activities that take place outside the classroom, for example; at a camp, on the school grounds, or in the community.
There may be short or long field trips. Outdoor classroom-learning provides interesting natural environment for students in learning vocabulary. Therefore, she expected that it will make students to be attracted or motivated to master vocabulary. By using outdoor classroom- 22 learning, students will be able to speak and interact with others by using wide vocabulary.