Pendidikan Bahasa Inggris/S Judul Skripsi.:“IMPROVING The written of this skripsi entitled “Improving Students' Speaking Skill in. English Lesson by Using. Skripsi Bahasa Inggris Full - Download as Word Doc .doc /.docx), PDF File .pdf) , Text File .txt) or read online. Jurusan/Prodi: Bahasa dan Sastra Inggris/Pendidikan Bahasa Inggris SI Menyatakan dengan ini sesungguhnya bahwa skripsi/tugas akhir/final project.
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Skripsi, Jurusan. Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Keguruan, Seventh Grade of “SMP Sunan Bonang” Tangerang)”, “Skripsi”,. Department of .. times as many opportunities to talk as in full-class organization. 4 Stewart L. Nim.: Program Studi.: Pendidikan Bahasa Inggris. Fakultas.: Bahasa dan Seni. JudulSkripsi.: THE EFFECT OF USING MIND MAPPING ON. Prog. Studi: Pendidikan Bahasa Inggris. Fakutas.: Bahasa dan Seni. Judul Skripsi: Improving Writing Skills of Tenth Grade Students of SMA N 1.
Thus, it is possible for the writer to reach all the factors that can influence of the students.
The writer has chosen the factor, because pronouns mastery is very important for students in writing descriptive paragraph. It is also may improve the ability of the students in writing especially in writing descriptive paragraph.
In writing activities, we have to pay attention to some aspects those are outside of writing techniBue, such as motivation to write, identify the purpose of writing, determining who wants to read the writing, choose the tone and consider the suitable topic. From the e planations above, it can be concluded that in writing as a graphic symbol should be intended of the abilities such as components1 content, organization, grammar, vocabulary and mechanics.
It means that students who want to write correctly should be intended of the above the abilities. Further8 paragraph is a unity of written language which is consisted of many arrangements sentences logically.
This is because paragraphs show a reader where the subdivisions of an essay begin and end, and thus help the reader see the organization of the essay and grasp its main points. It might describe a place, character, or process; narrate a series of events; compare or contrast two or more things; classify items into categories; or describe causes and effects. Ane of the most important of these is a topic sentence.
Thats why its often best to put the topic sentence at the very beginning of the paragraph. The vast ma!
From the e planations above, it can be concluded that paragraph is a group of related sentences that develops one main idea and it is also is a group of sentences and that the first sentence this group is indented, that is, it begins a little bit more to the right of the margin than the rest of the sentences in this group.
They are narration paragraph, e position paragraph, efinition paragraph, classification paragraph, description paragraph, process analysis paragraph and persuasion paragraph.
The paragraphs are most individually used in narrative.
There are many descriptive element included into the body of a narration paragraph but, if collected correctly, the paragraph will aspect much more action than representation. This type of a paragraph is use as a component of other types. It can contain element of comparison and contrast or cause and effect writing. It should rely on both defining and comparing.
Its very short and uses formal, non6 descriptive vocabulary. 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. 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 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. 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.
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 number of the students in this class is 36 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.
The steps of research preparations are as follows: Arranging a schedule classroom action research 2. Designing a lesson planning 3.
Preparing some pieces of picture series as the media 5. Preparing the jumbled stories based on the picture series 6.
Preparing a form on assessment C. Cycles There are two cycles in this classroom action research. Each cycle consists of planning, acting, observing, and reflecting. Both cycles focus on the oral cycle of recount learning process. Each oral cycle needs 3 meetings.
So, the two cycles of the action research need 5 meetings. Instrument The instrument used to collect the data is test and observation sheets. Meanwhile, the observation sheets are used: The Implementation of Cycle 1 Before implementing cycle 1, the researcher administered pre-test by asking the students to write recount text.
The result of the test indicates that most students can not write the recount text. Based on the observation and interview to the students, the problem is that they are difficult to find idea to write.
In cycle 1 the researcher presented the recount text by using picture series. First of all, the students are given some pictures with incomplete sentence. Based on the pictures the students complete the sentences. After that, the students are given some pictures without any clue. The students write their own sentences based on their understanding about the pictures. When the students were making their writing, the writer observed the students activities.
It is done to know the students motivation and their activeness in doing the task as influence of the use of picture series media. The result reveals that the mean score of the students is only It means that the study has not been successful yet.
The criterion of success is if the mean score of the students is at least 7. They look still confused in finding the idea to write in a piece of paper.
Although some students show their improvement in writing motivation and score of writing, the cycle 2 needs to be conducted. This is done because some students get score under the standard which is determined. Many students get score below 7. The Implementation of Cycle 2 In cycle 1, the researcher used picture series in presenting the recount text to the students. The result shows that some students get improvements in their scores and in their activeness in writing activity, but some others are still under the target or the criteria.
In cycle 2, the researcher still used picture series in presenting recount text. But in this cycle, the strategy used is different from the strategy applied in cycle 1. The strategy applied is the researcher gave more examples of how to write recount text using picture series.
After the students understand and have confident, the researcher gave them again picture series, and the students write their own writing based on the pictures. The result of observation shows that most students are very active and serious doing their tasks. Before the time given is over, all students submitted their writing. By paying attention to the examples the researcher presented and the explanation, the students are easier to make their own writing.