Bahasa Inggris

Improving Students’ Listening Skill by Using Songs (An Action Research at the Second Year Students of MA Pancasila Bengkulu 2008

abstraks: 

The problem of this research was how to improve students listening skill by using songs. The method was a classroom action research that consisted of pre-test, two cycles, and post-test. Each cycle consisted of four steps: planning, action, evaluation, and reflection. The subject was the second year students of Madrasah Aliyah (MA) Pancasila Bengkulu 2008/2009 academic year that consisted of 18 students. The instrument was a test and analyzed by mean score formula. The result showed that in pre-test, the students got mean score 44,55 (low). In cycle 1, they got 48,5 (low). In cycle 2, they got 60 (moderate). In post-test, they got 75,38 (good). So, it can be concluded that the use of songs improved the second year students’ listening skill at MA Pancasila Bengkulu.The problem of this research was how to improve students listening skill by using songs. The method was a classroom action research that consisted of pre-test, two cycles, and post-test. Each cycle consisted of four steps: planning, action, evaluation, and reflection. The subject was the second year students of Madrasah Aliyah (MA) Pancasila Bengkulu 2008/2009 academic year that consisted of 18 students. The instrument was a test and analyzed by mean score formula. The result showed that in pre-test, the students got mean score 44,55 (low). In cycle 1, they got 48,5 (low). In cycle 2, they got 60 (moderate). In post-test, they got 75,38 (good). So, it can be concluded that the use of songs improved the second year students’ listening skill at MA Pancasila Bengkulu.

CHAPTER I
INTRODUCTION

A. Background

The effect of lexical simplification to the second year students of SMK Negeri 3 Palembang.

abstraks: 

ABSTRACT

The study was conducted to find out whether or not there was any significant difference in reading comprehension achievement between the students who were taught by using lexical simplification and those who were taught by using the original text. The Population of the study covered all of the second year students at SMK Negeri 3 Palembang. Eighty students were randomly chosen as the sample. The students were divided into two groups, each group had 40 students. During the study, the writer used one of the quasi-experimental types, non-equivalent control group design. The writer used the test twice as pretest and posttest. The pretest was given before the treatment to know the students achievement before the treatment. The posttest was given to know the students’ achievement after the treatment. Before the test was used, its validity and reliability was checked. The result of the study was analyzed by using paired sample t-test and independent sample t-test through the statistical Package for Social Science (SPSS/PC) program for windows. Based on the independent sample t-test, it was found that the value of t-obtained was 4.018. The significant level of 0.05 two tailed test and the degree of freedom 78, the t-table value was 1.980. Since the value of t-obtained was higher than the value of t-table (4.018 > 1.980), the writer assumed that the null hypothesis (H0) was rejected and the research hypothesis (H0) was accepted. It meant that there was a significant difference between the experimental and control group after the treatment was given

Key words: effect, lexical, simplification, reading comprehension.

CHAPTER I
INTRODUCTION

This chapter presents (1) background, (2) the problem of the study, (3) the objective of the study, and (4) the significance of the study.

1.1 Background
English as an international language is used for communication in most activities and field in the world. English has become a global language, used in communication, education, technical and scientific information and technology. In Indonesia, English is taught to the students of elementary, junior, and senior high school, and even to university students as one of their subject. English instruction at the university level is usually the intensive procedure, which implies close study of short passages, including syntactic, semantic, and lexical analyses and translation into the Ll to study meaning. Chaudron (2004).
It is realized that studying English is not easy for Indonesian students because the fact that English and Indonesian language are very different in term of spelling, sound and pronunciation, vocabulary or lexical meaning and grammar. English like many other languages consists of four skills, listening, speaking, reading, and writing. Among the four skills, reading is one of the most important.
Reading is the skill which may often used and retained the longest. It is an essential foundation of learning and seeking information and knowledge. Someone can increase his or her knowledge by reading many books, newspapers, encyclopedias and so on. The information one gets from reading helps him or her in his or her study and enables them to gain good grades, which are useful to continue their future studies or career position (Cheek, Flippo, and Lindsey, 1989:360).
In reading, comprehension is a very essential thing as stated by Weaver, (1980:133), “…without reading comprehension, there would be no reading.” How ever, when comprehending reading materials, there are many difficulties in comprehending reading material. Among the reason for the students’ failure in tertiary education is the inability to reach the required reading performance on the allocated time. The failure is because reading is a complex task requiring different abilities in a single performance. It is requires a complete command of written symbols, and understanding of words, phrases, and structural or grammatical points. In addition, the previous experiences and the knowledge in the language affect the success and failure in reading. Success in reading greatly depends on one’s vocabulary knowledge in the target language. (Rosenshine, 1980: 535).
The knowledge of vocabulary plays an important role in mastering the four language skills. Students cannot read and understand the text on the books, newspapers, or magazines, without having enough vocabulary. In other words, their comprehensions about reading are hampered by their limited vocabulary. Davies (1984:2) confirms that success (learning) in English requires knowledge of words. One who wants to do well in English must learn the words to pay attention to new words, by providing guidance in multiplying students’ vocabulary that they have already known by aiding students learning the new words they read or study before. Furthermore, Cooper (1988:151) states that the students should recognize and know the meaning of words or lexical as soon as they see them and it is needed to allocate the time to teach how to build their vocabulary.
The students tend to read word by word, stop, thinking, and look up the dictionary and than move on to the next sentences, by the time he or she reaches the end of the sentences, he or she might lose sight of its meaning. He or she is not aware that certain words may have different meaning depend on the context. He or she is unable to recognize that certain words come from other words, through lexical simplification processes.
Lexical simplification involves modify activities that are grammatically focused and meaningfully contextual. Moreover, input needs to be comprehended by second language learners for subsequent acquisition processes to take place. This modification makes the students read a lot and be able to use their understanding of the content to sharpen their comprehension. Therefore, it is theoretical and empirical interest to inquire how input is made comprehensible to learners with limited second language learners’ proficiency.
Urano (2004) states that modification in the extensive reading procedure is to encourage and help the students with their reading, furthermore, it can stimulate and motivate the students to read, so reading can be interesting and enjoyable.
In accordance to above explanation, and having dealt with lexical complexity which as causes the students’ failure in reading, the writer is curious to conduct in investigating further the effect of lexical meaning on students’ achievement in reading comprehension, emphasis on reducing the level of difficulty by means of lexical simplification to the second year students of SMK Negeri 3 Palembang.

1.2 The Problem of the Study
The problem that the writer discusses in this study is formulated in the following question: is there any significant difference of mean score of reading achievement between those who get lexical simplification and those who get original passages?

1.3 The Objective of the Study
Based on the problems above, the objective of this study is to find out whether or not there is any significant difference on reading comprehension achievement of students who get lexical simplification and those who get original passages.

1.4 The Significance of the Study
The writer hopes this study will be beneficial to enlarge knowledge through reading books relevant to this study. He greatly expects that the use of lexical simplification on reading comprehension can be useful for teacher of English in applying the teaching and learning process. He also expects that the students will not find any troubles in reading and have strong basis reading skill to take reading subject at higher level. Hopefully, this information will be useful for teaching learning process and for improvement of the students’ vocabulary and proficiency in reading comprehension and the students achieve a degree of understanding sufficiency for pleasure reading if the student finds the book too difficult to enjoy.

The effect of lexical simplification to the second year students of SMK Negeri 3 Palembang.

abstraks: 

ABSTRACT

The study was conducted to find out whether or not there was any significant difference in reading comprehension achievement between the students who were taught by using lexical simplification and those who were taught by using the original text. The Population of the study covered all of the second year students at SMK Negeri 3 Palembang. Eighty students were randomly chosen as the sample. The students were divided into two groups, each group had 40 students. During the study, the writer used one of the quasi-experimental types, non-equivalent control group design. The writer used the test twice as pretest and posttest. The pretest was given before the treatment to know the students achievement before the treatment. The posttest was given to know the students’ achievement after the treatment. Before the test was used, its validity and reliability was checked. The result of the study was analyzed by using paired sample t-test and independent sample t-test through the statistical Package for Social Science (SPSS/PC) program for windows. Based on the independent sample t-test, it was found that the value of t-obtained was 4.018. The significant level of 0.05 two tailed test and the degree of freedom 78, the t-table value was 1.980. Since the value of t-obtained was higher than the value of t-table (4.018 > 1.980), the writer assumed that the null hypothesis (H0) was rejected and the research hypothesis (H0) was accepted. It meant that there was a significant difference between the experimental and control group after the treatment was given

Key words: effect, lexical, simplification, reading comprehension.

CHAPTER I
INTRODUCTION

This chapter presents (1) background, (2) the problem of the study, (3) the objective of the study, and (4) the significance of the study.

1.1 Background
English as an international language is used for communication in most activities and field in the world. English has become a global language, used in communication, education, technical and scientific information and technology. In Indonesia, English is taught to the students of elementary, junior, and senior high school, and even to university students as one of their subject. English instruction at the university level is usually the intensive procedure, which implies close study of short passages, including syntactic, semantic, and lexical analyses and translation into the Ll to study meaning. Chaudron (2004).
It is realized that studying English is not easy for Indonesian students because the fact that English and Indonesian language are very different in term of spelling, sound and pronunciation, vocabulary or lexical meaning and grammar. English like many other languages consists of four skills, listening, speaking, reading, and writing. Among the four skills, reading is one of the most important.
Reading is the skill which may often used and retained the longest. It is an essential foundation of learning and seeking information and knowledge. Someone can increase his or her knowledge by reading many books, newspapers, encyclopedias and so on. The information one gets from reading helps him or her in his or her study and enables them to gain good grades, which are useful to continue their future studies or career position (Cheek, Flippo, and Lindsey, 1989:360).
In reading, comprehension is a very essential thing as stated by Weaver, (1980:133), “…without reading comprehension, there would be no reading.” How ever, when comprehending reading materials, there are many difficulties in comprehending reading material. Among the reason for the students’ failure in tertiary education is the inability to reach the required reading performance on the allocated time. The failure is because reading is a complex task requiring different abilities in a single performance. It is requires a complete command of written symbols, and understanding of words, phrases, and structural or grammatical points. In addition, the previous experiences and the knowledge in the language affect the success and failure in reading. Success in reading greatly depends on one’s vocabulary knowledge in the target language. (Rosenshine, 1980: 535).
The knowledge of vocabulary plays an important role in mastering the four language skills. Students cannot read and understand the text on the books, newspapers, or magazines, without having enough vocabulary. In other words, their comprehensions about reading are hampered by their limited vocabulary. Davies (1984:2) confirms that success (learning) in English requires knowledge of words. One who wants to do well in English must learn the words to pay attention to new words, by providing guidance in multiplying students’ vocabulary that they have already known by aiding students learning the new words they read or study before. Furthermore, Cooper (1988:151) states that the students should recognize and know the meaning of words or lexical as soon as they see them and it is needed to allocate the time to teach how to build their vocabulary.
The students tend to read word by word, stop, thinking, and look up the dictionary and than move on to the next sentences, by the time he or she reaches the end of the sentences, he or she might lose sight of its meaning. He or she is not aware that certain words may have different meaning depend on the context. He or she is unable to recognize that certain words come from other words, through lexical simplification processes.
Lexical simplification involves modify activities that are grammatically focused and meaningfully contextual. Moreover, input needs to be comprehended by second language learners for subsequent acquisition processes to take place. This modification makes the students read a lot and be able to use their understanding of the content to sharpen their comprehension. Therefore, it is theoretical and empirical interest to inquire how input is made comprehensible to learners with limited second language learners’ proficiency.
Urano (2004) states that modification in the extensive reading procedure is to encourage and help the students with their reading, furthermore, it can stimulate and motivate the students to read, so reading can be interesting and enjoyable.
In accordance to above explanation, and having dealt with lexical complexity which as causes the students’ failure in reading, the writer is curious to conduct in investigating further the effect of lexical meaning on students’ achievement in reading comprehension, emphasis on reducing the level of difficulty by means of lexical simplification to the second year students of SMK Negeri 3 Palembang.

1.2 The Problem of the Study
The problem that the writer discusses in this study is formulated in the following question: is there any significant difference of mean score of reading achievement between those who get lexical simplification and those who get original passages?

1.3 The Objective of the Study
Based on the problems above, the objective of this study is to find out whether or not there is any significant difference on reading comprehension achievement of students who get lexical simplification and those who get original passages.

1.4 The Significance of the Study
The writer hopes this study will be beneficial to enlarge knowledge through reading books relevant to this study. He greatly expects that the use of lexical simplification on reading comprehension can be useful for teacher of English in applying the teaching and learning process. He also expects that the students will not find any troubles in reading and have strong basis reading skill to take reading subject at higher level. Hopefully, this information will be useful for teaching learning process and for improvement of the students’ vocabulary and proficiency in reading comprehension and the students achieve a degree of understanding sufficiency for pleasure reading if the student finds the book too difficult to enjoy.

The effect of lexical simplification to the second year students of SMK Negeri 3 Palembang.

abstraks: 

ABSTRACT

The study was conducted to find out whether or not there was any significant difference in reading comprehension achievement between the students who were taught by using lexical simplification and those who were taught by using the original text. The Population of the study covered all of the second year students at SMK Negeri 3 Palembang. Eighty students were randomly chosen as the sample. The students were divided into two groups, each group had 40 students. During the study, the writer used one of the quasi-experimental types, non-equivalent control group design. The writer used the test twice as pretest and posttest. The pretest was given before the treatment to know the students achievement before the treatment. The posttest was given to know the students’ achievement after the treatment. Before the test was used, its validity and reliability was checked. The result of the study was analyzed by using paired sample t-test and independent sample t-test through the statistical Package for Social Science (SPSS/PC) program for windows. Based on the independent sample t-test, it was found that the value of t-obtained was 4.018. The significant level of 0.05 two tailed test and the degree of freedom 78, the t-table value was 1.980. Since the value of t-obtained was higher than the value of t-table (4.018 > 1.980), the writer assumed that the null hypothesis (H0) was rejected and the research hypothesis (H0) was accepted. It meant that there was a significant difference between the experimental and control group after the treatment was given

Key words: effect, lexical, simplification, reading comprehension.

CHAPTER I
INTRODUCTION

This chapter presents (1) background, (2) the problem of the study, (3) the objective of the study, and (4) the significance of the study.

1.1 Background
English as an international language is used for communication in most activities and field in the world. English has become a global language, used in communication, education, technical and scientific information and technology. In Indonesia, English is taught to the students of elementary, junior, and senior high school, and even to university students as one of their subject. English instruction at the university level is usually the intensive procedure, which implies close study of short passages, including syntactic, semantic, and lexical analyses and translation into the Ll to study meaning. Chaudron (2004).
It is realized that studying English is not easy for Indonesian students because the fact that English and Indonesian language are very different in term of spelling, sound and pronunciation, vocabulary or lexical meaning and grammar. English like many other languages consists of four skills, listening, speaking, reading, and writing. Among the four skills, reading is one of the most important.
Reading is the skill which may often used and retained the longest. It is an essential foundation of learning and seeking information and knowledge. Someone can increase his or her knowledge by reading many books, newspapers, encyclopedias and so on. The information one gets from reading helps him or her in his or her study and enables them to gain good grades, which are useful to continue their future studies or career position (Cheek, Flippo, and Lindsey, 1989:360).
In reading, comprehension is a very essential thing as stated by Weaver, (1980:133), “…without reading comprehension, there would be no reading.” How ever, when comprehending reading materials, there are many difficulties in comprehending reading material. Among the reason for the students’ failure in tertiary education is the inability to reach the required reading performance on the allocated time. The failure is because reading is a complex task requiring different abilities in a single performance. It is requires a complete command of written symbols, and understanding of words, phrases, and structural or grammatical points. In addition, the previous experiences and the knowledge in the language affect the success and failure in reading. Success in reading greatly depends on one’s vocabulary knowledge in the target language. (Rosenshine, 1980: 535).
The knowledge of vocabulary plays an important role in mastering the four language skills. Students cannot read and understand the text on the books, newspapers, or magazines, without having enough vocabulary. In other words, their comprehensions about reading are hampered by their limited vocabulary. Davies (1984:2) confirms that success (learning) in English requires knowledge of words. One who wants to do well in English must learn the words to pay attention to new words, by providing guidance in multiplying students’ vocabulary that they have already known by aiding students learning the new words they read or study before. Furthermore, Cooper (1988:151) states that the students should recognize and know the meaning of words or lexical as soon as they see them and it is needed to allocate the time to teach how to build their vocabulary.
The students tend to read word by word, stop, thinking, and look up the dictionary and than move on to the next sentences, by the time he or she reaches the end of the sentences, he or she might lose sight of its meaning. He or she is not aware that certain words may have different meaning depend on the context. He or she is unable to recognize that certain words come from other words, through lexical simplification processes.
Lexical simplification involves modify activities that are grammatically focused and meaningfully contextual. Moreover, input needs to be comprehended by second language learners for subsequent acquisition processes to take place. This modification makes the students read a lot and be able to use their understanding of the content to sharpen their comprehension. Therefore, it is theoretical and empirical interest to inquire how input is made comprehensible to learners with limited second language learners’ proficiency.
Urano (2004) states that modification in the extensive reading procedure is to encourage and help the students with their reading, furthermore, it can stimulate and motivate the students to read, so reading can be interesting and enjoyable.
In accordance to above explanation, and having dealt with lexical complexity which as causes the students’ failure in reading, the writer is curious to conduct in investigating further the effect of lexical meaning on students’ achievement in reading comprehension, emphasis on reducing the level of difficulty by means of lexical simplification to the second year students of SMK Negeri 3 Palembang.

1.2 The Problem of the Study
The problem that the writer discusses in this study is formulated in the following question: is there any significant difference of mean score of reading achievement between those who get lexical simplification and those who get original passages?

1.3 The Objective of the Study
Based on the problems above, the objective of this study is to find out whether or not there is any significant difference on reading comprehension achievement of students who get lexical simplification and those who get original passages.

1.4 The Significance of the Study
The writer hopes this study will be beneficial to enlarge knowledge through reading books relevant to this study. He greatly expects that the use of lexical simplification on reading comprehension can be useful for teacher of English in applying the teaching and learning process. He also expects that the students will not find any troubles in reading and have strong basis reading skill to take reading subject at higher level. Hopefully, this information will be useful for teaching learning process and for improvement of the students’ vocabulary and proficiency in reading comprehension and the students achieve a degree of understanding sufficiency for pleasure reading if the student finds the book too difficult to enjoy.

The Ideological Transformation Appearing on the Character Concept of the Second Chapter of Gulliver’s Travels movie: a Voyage to

abstraks: 

ABSTRAKSI

Sugianto, Yanurisma. 2009. The Ideological Transformation Appearing on the Character Concept of the Second Chapter of Gulliver’s Travels movie: a Voyage to Brobdingnag Country Compared with its Novel.
Jurusan Sastra Inggris, Universitas Brawijaya. Pembimbing: (I) (II)
M.Hum

Keywords: Adapted Movie, Transformation, Character, Ideology

Media is one of the important equipment to share an ideology in every layer of social class, especially of film which is usually consumed. Movie is produced into various genres, such as movie adaptation. In the movie adaptation, the audiences usually discover a transformation idea from its original work. For instance, the different character that is happened in the Gulliver’s Travels movie differs from its novel. It is why; this research is used to find out the difference of the second chapter: A Voyage to Brobdingnag in the movie differs from that of the novel in terms of ideology appearing on the character concept.
In this research, the writer uses popular culture as an important element to discuss Gulliver’s Travels the movie and film studies that is used to recognize the different concept in the Gulliver’s Travels the movie. Race, gender, and historical studies are the essential part to support the transformation idea from Gulliver’s Travels the movie. This research uses qualitative method in which content analysis becomes the type of research.
In analyzing this research, popular culture shelter some issues inside. Here, the writer knows how the transformation idea relates to some ideologies. In this case, the difference concept of character is significantly appeared in the movie version than the original novel. Race appears clearly where there are many black people portrays in the movie version. Then, there is a gender issue that connects to the use of queen character differs with what the novel does, that is King. By looking at the difference of character concept in the movie version, the issue of gender and race are mostly occurred there. By using historical facts, the transformation ideas are reasonable. Those issues are closely connected with a true condition that is tried to deliver by the movie director obviously.
For the next researcher, the writer suggests to continue this research by using novel studies. It is used to investigate the plot development completely.

Movie becomes one of the most popular works nowadays. At this point, the main object of this thesis is a movie in which this movie version is taken from the canon masterpiece which is usually called as adaptation work. Thus, the basic understanding on the element of the original novel and historical point are taken into consideration to analyze the adaptation movie. On the other hand, in disclosing the problems mentioned in the previous chapter, film studies will function as the main theory.

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