pictures of some beautiful indonesian girls and to show my readers how some Indonesian girls look like. Not all of them, just some that I find representative of the Indonesian Beautiful Girls Photos. A rare collection of Indonesian beautiful girl.
Saturday, July 27, 2013
Sunday, July 21, 2013
Improving English Vocabulary through Topic-Based Learning at the Fifth Grade Students of SDN 01 Brongkal Pagelaran Malang
Nama
: Sumiyati
NPM
:
206.07.3.0042
Jurusan/Program
Studi : Pendidikan Bahasa Inggris
Judul Skripsi :
Improving English
Vocabulary through Topic-Based Learning at the Fifth Grade Students of SDN 01
Brongkal Pagelaran Malang.
ABSTRACT
Key words: English
Vocabulary, Topic-Based Learning.
Teaching English in elementary school is not easy as
teaching English in secondary school. The way of presenting the material must
be fun and interesting in order that the students interest and enjoy learning.
In teaching English vocabulary to achieve the objective the study, the students
need some special strategy that can make to motivate and improve their English
vocabulary without ignoring the essential purpose of the study. Then, the
researcher is interested in presenting Topic-Based Learning strategy at the
fifth grade students of SDN 01 Brongkal Pagelaran Malang, as bases of this
study. The use of Topic-Based as strategy in teaching English is to improve
English vocabulary in the class B of the fifth grade students of SDN 01
Brongkal Pagelaran Malang, because they get
difficulties in remembering the meaning of the vocabulary. The research
problem of this study is “How can the Topic-Based Learning improve English
vocabulary of the fifth grade students at SDN 01 Brongkal Pagelaran Malang?”.
This study is classroom action research, it was held at
the fifth grade students of SDN 01 Brongkal Pagelaran Malang. In conducting
this clasroom action research was used in the cycle, this cycle consist of four
phases, that are: planning, acting, observing and reflecting. The subject is
class B of the fifth grade students at SDN 01 Brongkal Pagelaran Malang. There
are 30 students. To record the teaching learning process, the researcher used
the observation sheet, field notes, interview and the test to find the students’
achievement.
The result of study was teaching English by using
topic-based as strategy has positive result. This activity make the students
are interesting and the situation in the class is alive and enjoyment. It
proved that topic-based can improve English vocabulary and they felt enjoy and
more active in the class because they are interested to join the subject,
especially in memorize vocabulary. The result of test is high, 83% who
successes from the minimum mastery learning
standard at SDN 01 Brongkal Pagelaran Malang. Then, the average score
after the implementation of topic-based learning strategy was 74.2.
By good lesson plan, the teaching and learning process run well.
Therefore, their involvement increases when they studied by using topic-based.
The students also felt enjoy and more active during learning process when they
learned in the classroom during through topic-based.
Finally, for other English teachers, using Topic
based learning is a great way for children to learn because it is easy for students
to memorize vocabulary and attract their interest using Topic based learning.
Unlike more traditional methods of teaching topic based learning makes the
whole process more active and
also interesting. Therefore, the students are relax and never bored in the
class during teaching and learning process although they should memorize
vocabulary harder than before.
Malang, 10 Augustus 2010
Penulis,
Sumiyati
Improving Speaking Skill by Using Group Investigation Technique at the Grade Eight Students of SMP Wahid Hasyim Malang
Sirajudin.2010.
Improving Speaking Skill by Using Group
Investigation Technique at the Grade Eight Students of SMP Wahid Hasyim Malang.
Skripsi, English Department Faculty
of Teacher Training and Education Islamic University of Malang. Advisor I: Drs.
Yahya Alaidrus, M.Pd. Advisor II: Drs. Marzuki, M.Pd.
Key
Words: Technique, Teaching, Speaking, Group
Investigation.
The students at the grade eight
students of SMP Wahid Hasyim Malang faced some problems of speaking, especially
the grade eight B. Based on the researcher’s experience as a teacher when practice
teaching and the results of preliminary study, it was revealed that the
students were not confident to speak English, because they were shy to speak
English due to the lack vocabulary and fluency, they hesitated to speak English
because they thought that their English was not good enough.
The objective of the study was to
implement using group investigation technique to improve the student’s speaking
skill. In conducting the research, there were two components expected to be
improved, they were improving the students’ speaking score and increasing the
quality of classroom atmosphere of teaching speaking. The implementation of
group investigation expected improve students’ speaking score. They were
accent, fluency, grammatical accuracy, vocabulary, and relevance of content or
ideas. The implementation of the research also focused on the classroom. The
classroom atmosphere concerned on two components. They were students
participation and students’ performance.
This study employed the
collaborative classroom action research and it was done in two cycles. Each
cycle consisted of four stage: (1) planning, (2) action, (3) observation, and
(4) reflection. There were four meetings in cycle I; three meetings for the
implementation of group investigation in the teaching of speaking and one
meeting for conducting speaking test. In Cycle II there were three meetings;
two meeting for the implementation of group investigation and one meeting for
conducting speaking test. The instrument used to collect the data were: (1)
observation checklist, (2) field-note, (3) score sheet, and (4) questionnaire.
The result of the research showed
that the criteria of success had been reached. There were two aspects
determined as the success criteria of the implementation of group investigation
in the teaching speaking; score improvement and classroom atmosphere. The
result of speaking test presented that the students had made some progress. In the
first cycle, the average score was 69,27. It meant that the research was still
unsuccessful because the score was still under 70 which was used as the
criteria of successful. Then, the second cycle was conducted and the average
score was 78,71. It meant that the research was successful so the research
stopped. The classroom atmosphere were also increasing positively; the students
were actively involved in the teaching and learning. Process. The students were
also highly motivated in joining the teaching learning process. They cooperated,
asked, responded, and shared idea in their group.
The procedures of group
investigation are: Firstly, the teacher presents a multi-faceted problem to the
class, and the students choose an interest group. Secondly, groups plan their
investigation the procedures, tasks and goals consistent with the chosen
subtopic. Thirdly, groups carry out the investigation as planned in the step.
Fourthly, group plan their presentation. Fifthly, groups conducted the
presentation, and the last the teacher and the students evaluate the
investigation and resulting presentations.
Finally the researcher
suggests that improving speaking skill by using group investigation can
stimulate the students to be more active in speaking skill and the result of
this study is expected to give contribution for further research. Moreover, the
researcher found that the activity was successful since the activity in
classroom during the research was running well, enjoyable, full and optimistic
for the students.Improving Students’ Reading Comprehension through Think, Pair, and Share Strategy at The Second Grade of MA Al Maarif Singosari Malang
Bukhari,
Imam. Improving Students’ Reading Comprehension through
Think, Pair, and Share Strategy at The Second Grade of MA Al Maarif Singosari
Malang.
Skripsi.
English Educational Departement, Faculty of Teacher Training and Education,
Islamic Universtiy of Malang. Advisor I : Dra. Hj. Mutmainnah, M.Pd, advisor II:
Hamiddin, S.Pd.
Key Word: Reading, TPS (Think, Pair, and Share) strategy
“English”, this word is not strange in everyone
in the world. Especially in Indonesia which is called developing country. Indonesia
uses English not only as a means of communication, but also in every sector and
level. Nowadays, English is taught in
every educational level, including senior high school. Language education should develop language
competence with special emphasis on reading and writing according to the
literacy level set up for every level of education (Government regulation
2005:19) the problem in this study was: how does TPS strategy
improve the reading comprehension of students of second grade at MA Al Maarif
Singosari Malang?
The goal of the study was to improve the reading
comprehension of senior high school students by using TPS strategy. By using
this strategy the researcher hopes that the result of students’ achievement
will be better than before. This study is a Classroom Action Research (CAR).
The goal of the study is to improve the reading comprehension of MA Al Maarif
Singosari students of the XI grade by using TPS strategy. The research was
conducted in a cyclic process starting from, action planning, implementation,
observation, and reflection. The data analysis used quantitative data and
qualitative data. The quantitative data were obtained from the test and questionnaire;
the qualitative data was obtained from observation of the teaching and learning
process, the students’ answers, and the researcher field-notes.
After
implementing cycle, the criterion of success has been fulfilled. It means that the
students’ reading achievement is increased. It is related to the student active
participation, student interest, student enjoyment during English learning using
this strategy. It also reveals that the student achievement in the second test
with the mean score 75.85 is better than the mean score in the first test 68.
The questionnaire also shows that the students are interested in learning
English after using TPS strategy the students’ active involvement also increases.
After
using TPS strategy with think pair and share activities the reading ability of the
students in the XI grade at MA Al Maarif Singosari Malang developed. Asking and
answering questions in discussion from the reading text make the students
enrich their vocabulary. Beside that the students talk active by show their
idea based on their sharing. Students enjoy learning English by using TPS
strategy. The class becomes alive and cooperative because all of the students
participated in these activities. The using of TPS strategy makes the situation
of learning English in the class better than before.
Based on these result, it is suggested that the
teacher be creative in the teaching and learning process. Teaching English
using TPS strategy can improve the resding comprehension of students. The
researcher hopes that this strategy will be useful for the teaching and
learning process, especially the teaching of reading.The influence of formal and content schemata on reading comprehension of the second year students of English department at UNISMA
Widiastutik,
Eni Susanti. 2010. The influence of formal and content schemata on reading
comprehension of the second year students of English department at UNISMA. Skripsi, English Education Department Faculty of
Teacher Training and Education. Islamic University of Malang. Advisor I: Drs. Alfan Zuhairi, M.Pd., Advisor II: Athok
Yusuf Kurniawan, S.Pd
Key words: Formal
schemata, Content schemata, Reading comprehension
Reading comprehension means reading
and understanding, process interaction between the reader and the text itself
to construct meaning and enhance their understanding where various kinds of
knowledge are being used: linguistic knowledge, rhetorical structure (formal
schemata) and the familiarity of the topic (content schemata). The basic
principle behind schemata theory is that a text does not carry meaning. More
information is contributed by the reader than by the text it self because the
reader bring information, knowledge and emotion that is schemata. This study attempts to explore the
influence of formal schemata and content schemata on reading comprehension. The
researcher formulated the hypothesis as follow: Formal and content schemata
correlate significantly with reading comprehension on the second year student
of english department at UNISMA. This study was conducted at the second year
students of english department at UNISMA as the population and two classes
turned out be selected as the sample with total number of 45 students.
In order to answer the research
problem, the researcher used the correlation design and the types of this
correlation research is multiple correlation and F-testing hypothesis. There
are three variables incestigated in this study, namely: formal schemata and
content schemata as indepentdent variables, and reading comprehension as
depentdent variable. Three kinds of instrument administered to the students
were content schemata test, text mapping as formal schemata test, and reading comprehension
test.
The result of computation showed
that the coefficient of multiple correlation among formal schemata, content
schemata and reading comprehension (R) is 0, 707 and the computing of the value
of F (22, 72) is higher than critical value of F (3, 22) at 0, 05 level of
significant. While the contribution of formal schemata and content schemata to
reading comprehension is 50%. It means that the alternative hypothesis is
accepted. Therefore, it can be conluded that there is high significant correlation.
The result of this study showed that
the student who have high score in formal and content schemata also have high
score in reading comprehension. Based upon the finding, the suggestion is
offered to the english teachers. The suggestion primarily dealt with the
provision of suitable reading material that is needed to optimize students’
schemata. The teachers should considere the ability of the students in
selecting the reading material.Moreover, it also dealt with the teachers’
ability to activate the students’ background knowledge through classroom activities and teaching tecniques.
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