PROPOSAL SKRIPSI BAHASA INGGRIS | THESIS (SEASON II)

setelah postingan minggu lalu yaitu proposal skripsi bahasa inggris atau bisa kita sebut thesis atau semacamnya (saya kurang paham) hahaha sok bego..! kalau teman2 mau contoh proposal skripsi bahasa inggris / thesis bagian satu bisa langsung check it out here: http://k4kjebz.blogspot.com/2012/03/proposal-skripsi-bahasa-inggris-thesis.html ...
okay.. this i try to present 'proposal skripsi bahasa inggris bagian 2' ini masih 'new' masih 'hot' masih 'newest' karena baru siap hari ini ( tahun 2012 )

ok langsung saja ke proposal nya... this is the thesis (new)

CHAPTER ONE

I N T R O D U C T I O N

1. Background of Study

English is an important part of Indonesians’ curriculum of education. Thus, it plays a big role in every step of education. Actually, there are four main aspects in learning English, such as listening, speaking, writing, and reading. Of course other skills such as pronunciation, grammar, vocabulary, and spelling play a role in effective English communication. Since, English is on the way of becoming global language.

Among the four aspects, writing takes a significant role in mastering English. Daniel said, ”Writing is the representation of language in a textual medium through the use of a set of signs or symbols (known as a writing system).”[1]

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Furthermore, writing skill will reflect students’ ability in demonstrating achievement of English, it reflects knowledge possesses by students. Thus, the process of writing short stories, poems, academic interest , brief biography, will be directly indicates students ability in applying English .There are many students considering writing is difficult, as English is foreign language for them.

In the case of writing essay, paraphrase is an important tool that allows students to include other people's ideas without cluttering their essay with quotations. Paraphrase means to express what somebody has said or written using different words, especially in order to make it easier to understand.[2] There are two kinds of paraphrasing. The first is summary. In this method, large amounts of text or ideas are reduced to a few sentences. Entire novels or even periods of history could be summarized into a few sentences. For example, “The Civil War demonstrated that any army without access to ports and canon factories would very likely lose a war.” That summarizes an entire four years in one simple sentence. Of course, there is far more to the Civil War than ports and canons. But that is one summary. The other kind of paraphrasing involves taking the words of another author and using the same concepts or ideas, but putting them into your own words. It does not require to shorten the original info as a summary. It could be less or longer than the original text. . It could be seen below:

Original Source Material: Developing complex skills in the classroom involves the key ingredients identified in teaching pigeons to play ping-pong and to bowl. The key ingredients are: (1) inducing a response, (2) reinforcing subtle improvements or refinements in the behavior, (3) providing for the transfer of stimulus control by gradually withdrawing the prompts or cues, and (4) scheduling reinforcements so that the ratio of reinforcements in responses gradually increases and natural reinforcers can maintain their behavior.

Source: Gredler, M. E. (2001). Learning and instruction: Theory into practice (4th ed.). Upper Saddle River, NJ: Prentice-Hall.

Correct paraphrasing : According to Gredler (2001), the same factors apply to developing complex skills in a classroom setting as to developing complex skills in any setting. A response must be induced, then reinforced as it gets closer to the desired behavior. Reinforcers have to be scheduled carefully, and cues have to be withdrawn gradually so that the new behaviors can be transferred and maintained.References: Gredler, M. E. (2001). Learning and instruction: Theory into practice (4th ed.). Upper Saddle River, NJ: Prentice-Hall.

This example has been paraphrased and is not considered plagiarized. The author was cited at the end of the passage as well as in the bibliographic section. Since paraphrasing occurred, quotation marks are not used. Nothing was directly quoted.

Therefore, by considering those above aspects, the writer is interested in conducting the research entitled, ”An analysis of students’ error in paraphrasing written text.“

B. Research Question

The problems that the writer would discuss in this research are mentioned in the following question:

1. What kind of error that most occurred on students’ paraphrasing performance?

2. What are the causes of errors performed by students on paraphrasing written text?

C. Terminology

1. Analysis

“Analysis means to examine the nature or structure of something, especially by separating it into its parts, in order to understand more about it.”[3] The writer conducts the error analysis in paraphrasing written text.

2. Error

“Error is a mistake made by a learner when writing or speaking and which is caused by lack of attention, fatigue, carelessness, or some other aspect of performance.”[4] Errors refer to the failure to use the system correctly caused by the lack of the learners’ competence.

3. Paraphrase

“Paraphrasing is using your own words to express someone else's ideas whilst still preserving the main ideas of the original source.”[5] Therefore, paraphrase is a tool for students to expand writing skill.

D. The aims of study

Based on the problem above, the writer intends to create the aims of study. They are:

1. To know the type of error made by students in performing paraphrase.

2. To recognize the causes of errors conducted by students in paraphrasing written text.

E. Population and sample

The population in the research is fifth semester students of English department, and for sampling purposes is unit 3.

F. Research Methodology

The writer considers that qualitative is useful method for this purpose. In order to gather the data needed, the writer uses distributing questionnaire and data analysis.

REFERENCES

A.S Hornby, oxford ADVANCED LEARNER’s Dictionary of current English(6^th ED). (New York:oxford university press, 2003), p.41.

Jack Richards, john Platt, and Heidi Webber. Longman dictionary of applied Linguistics, (England: Longman, 1985), p.95.

(online) from http://www.newcastle.edu.au/resources/divisions/academic/library/information-skills/foundation-portal/referencing-paraphrasing.html. Retrieved October 6, 2011

(online) from http://www.oxfordadvancedlearnersdictionary.com/dictionary/paraphrase. Ritrieved October 6, 2011

Peter T. Daniels, "The Study of Writing Systems", in The World's Writing Systems, ed. Bright and Daniels, p. 3

Additional Title

1. An analysis of students’ obstacle in delivering speech

2. Students’ Self concept in achieving high score in delivering speech

3. Learning strategy to develop speaking fluency

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[1] Peter T. Daniels, "The Study of Writing Systems", in The World's Writing Systems, ed. Bright and Daniels, p. 3

[2] (online) from http://www.oxfordadvancedlearnersdictionary.com/dictionary/paraphrase. Ritrieved October 6, 2011

[3] A S Hornby, oxford ADVANCED LEARNER’s Dictionary of current English(6^th ED). (New York:oxford university press, 2003), p.41.

[4] Jack Richards, john Platt, and Heidi Webber. Longman dictionary of applied Linguistics, (England: Longman, 1985), p.95.

[5]http://www.newcastle.edu.au/resources/divisions/academic/library/information-skills/foundation-portal/referencing-paraphrasing.html. Retrieved October 6, 2011

PROPOSAL SKRIPSI BAHASA INGGRIS | THESIS

CLASSROOM ENVIRONMENT FACTORS THAT AFFECT STUDENTS’ MOTIVATION IN LEARNING ENGLISH

(A Study at Junior High School Student of Babul Maghfirah)

Proposal

Submitted by:

ABDUL JABBAR

The Student of English Department

Tarbiyah Faculty

Reg. No. 230 716 972

TARBIYAH FACULTY

STATE INSTITUTE OF ISLAMIC STUDIES (IAIN) AR-RANIRY

DARUSSALAM – BANDA ACEH

2011

CONTENTS

ACKNOWLADGEMENT

CONTENTS

LIST OF TABLES

LIST OF APPENDICES

ABSTRACT

CHAPTER I: INTRODUCTION

A. Background of Study

2. Research Question
3. Terminology
4. The Aim of Study
5. Hypothesis
6. Research Methodology

CHAPTER II: THE REVIEW OF THE LITERATURE

A. The Meaning of Test

B. Types of Test

C. Types Item of the test

D. The Criteria of a good test

CHAPTER III: METHODE OF RESEARCH

1. Location of Research
2. Research Methodology
3. Research Instrument
4. Technique of the Data Analysis

CHAPTER IV: DATA AND ANALYSIS

1. The Description of Data
2. Analysis of Data
3. The Interpretation of Data

CHAPTER V: CONCLUSION AND SUGGESTION

1. Conclusions
2. Suggestions

BIBLIOGRAPHY

APPENDICES

AUTOBIOGRAPHY

OUTLINE

CHAPTER I. INTRODUCTION………………………………………………1

1.1 Background of the Study………………………………………………..1

1.2 Research Question……………………………………………………....3

1.3 Terminology……………………………………….…………………….3

1.4 The Aim of the Study…………………………………………………...4

1.5 Hypothesis………………………………………………………………5

1.6 Population and sample…..……………………………………………....5

1.7 Research methodology.………………………………………………….5

REFERENCES………………………………………………………………....6

CHAPTER ONE

INTRODUCTION

A. Background of Study

As a worldwide used language almost all countries have adapted English used as a compulsory subject at school. The national education has decided that English as a foreign language taught in Indonesian school. It learned started from primary schools up to universities. People realize that teaching English at this level becomes very important and needs much concern.

The process of education in schools is a complex activity which includes various components related to one another. If educational efforts would be planned so many components need to be studied and developed so that the mechanism between components as a whole can bring maximum results. Efforts to improve the quality of education at all levels are the target national education.

Therefore, efforts to improve the quality of education is mostly done, both in respect by improving the quality of teachers, improvement of education facilities and infrastructure and improvement of curriculum and teaching-learning process. All of these improvements will affect the learning environment that is shown by positive classroom environment. The whole is done in order to get better results.

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When we talk about positive classroom environment, it’s mean an environment where students feel safe, nurtured, and intellectually stimulated. Classroom environment is defined as the type of environment that is created for students by the school, teachers and peers.

The classroom environment needs to address all types of learning styles. There are many aspects to think about such as rules should be appropriate for the age of the student, the room must be regularly and tables should be arranged in a manner that encourages class participation. Another very important factor to remember is room temperature. If the room is too hot or too cold, the students will not learn because they will be bothered on the temperature.

Even though, all components above are useless without motivation from students themselves. So, motivation play big role as a key factors for students in learning English.

Motivation is a very common concept and is regarded as important to start or to take action, and is a concept widely used in a variety of situations, “Motivation is considered to be one of the main determining factors of success in developing a second or foreign language.”[1] “Motivated behaviour is most important for language learning and play a highly important role in foreign language learning.”[2]

In the case of motivating students to learn has become one of the major challenges for both teachers and parents. Teacher has an important role in learning. An English teacher demands to explore effective techniques, methods, and approaches in order to help students in achieving a goal of learning. Parents and students themselves also become major factors in learning English.

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An atmosphere or environment that nurtures the motivation to learn can be cultivated in the home, in the classroom, or at a broader level, throughout an entire school. Much of the recent research on educational motivation has rightly centered on the classroom, where the majority of learning takes place and where students are most likely to acquire a strong motivation to gain new knowledge.

“Circumstances in the environment can be arranged so a student will be encouraged to do something what will result in his learning.”[3] The conformance of the learning environment will motivate students’ learning because they can easily focus on the teaching and learning process without distractions. Students lose focuses when they are in the uncomfortable learning condition such as in a classroom which is too hot or dusty. Based on the consideration above, the writer is interested in doing the research entitled “Classroom Environment Factors That Affect Students’ Motivation in Learning English”.

B. Research Question

The problems that the writer would discuss in this study were formulated in the following question:

1. What kind of classroom environment factors that motivate their English learning?

2. Why classroom environment factors affect their motivations?

C. Terminology

To avoid misinterpretation of the title, then the author gave an explanation of some terms contained in the title include:

1.

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Environment

Simply environment can define “The setting or conditions in which a particular activity is carried on”.[4]

2. Motivation

Simply motivation can be defined as encouragement. “The definition of motivation is to give reason, incentive, enthusiasm, or interest that causes a specific action or certain behavior.”[5]

Some authors define motivation as follow:

"Motivation is a process which needs to encourage someone to do a series of activities that lead achievement in particular purpose. Individuals who successfully achieve these goals it means their needs can be met and satisfied. ".[6]

From the definition above can be concluded that the motivation is the driving tools that exist within each individual to achieve a goal to be achieved.

D. The Aim of Study

The main aimed of this study is to find out what kind of classroom environment factors that motivate student English learning and why it can affect students’ motivation.

E.

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Hypothesis

The writer considers that there is a strong relationship between classroom environment factors with student motivation in learning English.

F. Population and sample

Arikunto says: “population is all of subject who is going to be observed in research”.[7] The population in the research is third grade students of MTsS Babul Maghfirah. Sample is small part of total population to be observed and analyzed.[8] The sample for this study was taken by using purposing sampling. The writer chooses a class consist of 25 students.

G. Research Methodology

Methods that the writer used in this study were qualitative and considered appropriately for this research. To gain the data, some techniques were used such as by distributing questionnaire and observation.

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REFERENCES

Koiso, K. The characteristics of motivation of Japanese adult English learners. General Social Surveys [5] JGSS from JGSS-2003, Data. (online) http://jgss.daishodai.ac.jp/Japanese /5research/monographs/jgssm5pdf/jgssm5_8.pdf. Retrieved November 26, 2008

Csizér, K. & Kormos, J. The relationship of inter-cultural contact and language learning motivation among Hungarian students of English and German. Journal of Multilingual and Multicultural Development, 29 (1) . 2008.

Hunter, Madeline C. Motivation Theory for Teachers. Thousand Oaks, California: Corwin Press, 1967.

Oxford dictionary, http://oxforddictionaries.com/definition/environment, Retrived from October 4^th , 2011

Ezine Article, http://ezinearticles.com/?Definition-of-Motivation&id=1567108, Retrived from October4^th, 2011

Munandar,Ansar S. Psikology Industry dan Organisasi, edisi pertama, UIP, 2001.

Suharsimi Arikunto, Prosedur Penelitian:Suatu Pendekatan Praktik,Jakarta:Rineka Cipta,1993.

ADDITIONAL TITLE

1. IMPACT OF PARENTS INVOLVEMENT ON STUDENTS’ MOTIVATION IN LEARNING ENGLISH

2. IDENTIFYING FACTORS EFFECTING STUDENTS’ PARTICIPATION IN THE CLASSROOM

3. THE STUDENTS’ PERCEPTION ON THE FACTORS THAT MOTIVATE THEM TO PARTICIPATE IN ENGLISH CLASS

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[1] Koiso, K. The characteristics of motivation of Japanese adult English learners. General Social Surveys [5] JGSS from JGSS-2003, Data. (online) http://jgss.daishodai.ac.jp/Japanese /5research/monographs/jgssm5pdf/jgssm5_8.pdf. p.96 Retrieved November 26, 2008

[2] Csizér, K. & Kormos, J. The relationship of inter-cultural contact and language learning motivation among Hungarian students of English and German. Journal of Multilingual and Multicultural Development, 29 (1) . (2008). p. 30

[3] Hunter, Madeline C. Motivation Theory for Teachers. (Thousand Oaks, California: Corwin Press, 1967).

[4]Oxford dictionary, http://oxforddictionaries.com/definition/environment, Retrived from October 4^th , 2011

[5]Ezine Article, http://ezinearticles.com/?Definition-of-Motivation&id=1567108, Retrived from October4^th, 2011

[6] Munandar,Ansar S. Psikology Industry dan Organisasi, edisi pertama, UIP, 2001.

[7] Suharsimi Arikunto, Prosedur Penelitian:Suatu Pendekatan Praktik,(Jakarta:Rineka Cipta,1993),P.102.

[8] Ibid.,P.104