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KUMPULAN ABSTRAK SKRIPSI ALUMNI JURUSAN PENDIDIKAN Powered By Docstoc
					                  KUMPULAN ABSTRAK SKRIPSI ALUMNI JURUSAN PENDIDIKAN BAHASA INGGRIS
                            FAKULTAS BAHASA DAN SENI UNDIKSHA SINGARAJA
                                     TAHUN AKADEMIK 2011/2012
NO              NAMA                          NIM                                  JUDUL SKRIPSI                                 TANGGAL
                                                                                                                                 YUDISIUM
1.   KADEK BUDIANTARI                      0612021115        IMPROVING THE STUDENTS’ ACHIEVEMENT IN                              31 JANUARI
                                                             READING COMPREHENSION BY USING “SQ3R”                                   2011
                                                             STRATEGY IN CLASS X-1 OF SMA N 1 SAWAN IN THE
                                                             ACADEMIC YEAR 2010/2011

     Abstrak:
                                                                    ABSTRACT

             This study aimed at improving the reading comprehension of the students of class X-1at SMA N 1 Sawan. The subject of this
     study was the students at class X-1 in SMA N 1Sawan. It consisted of 32 students which included 13 male and 19 female students. The
     passing score determined by the school that should be achieved by the students was 7.0.

              Based on the English teacher who taught this class, the competency of the students in reading skill was bad and necessitated to be
     improved. It was proven with the result of preliminary observation in which more than 65% of the students get score <7.0. Discovering the
     students’ problems in reading comprehension, the researcher decided to apply SQ3R strategy to solve the students’ problems in reading.
     The research design of this study was classroom action research that consisted of two cycles. Each cycle provided with three sessions to
     implement the technique and one session to evaluate the students. As stated in the performance indicator, the technique succeeded to
     improve the students’ reading competency if 85% of the whole students achieved score ≥ 7.0. The data gathered in this study was analyzed
     qualitatively and quantitatively.

              This study was carried out based on the preliminary observation which indicated that the students had problem in reading
     comprehension, especially in finding out main ideas, specific information, and textual reference and word meanings. The study was
     designed in the form of an action based research. Each cycle consisted of there session; two sessions for actions and one session for a post-
     test. Each cycle involved planning, action, observation and reflection. The data were collected by using tests, diary and questionnaires. The
     result of the data showed that the students’ achievement in reading comprehension improved along with the application on the “SQ3R”
     strategy. It was shown by the students who get score ≥ 7.0 I preliminary observation they are 10 students (31.25%) and in cycle I the
     students who passing score ≥ 7.0 increase become 15 students (46.87%) and the last, cycle II become increased the students who get score
     ≥ 7.0 they are 27 students (84.37 %). The improvement was also in line with the students’ improvement in four reading skills; finding out
     main idea, specific information, textual reference and word meaning. The result of the questionnaires also indicated that the students gave
     positive response toward the application of the SQ3R strategy. Based on the result of the study, it could be concludes that the application
     of the SQ3R strategy could improved the students’ achievement in reading comprehension

     Key Terms: Reading Comprehension, SQ3R strategy

2.   A.ISTRI WIJAYANTI                   0612021001          The Effect Of Small Group Discussion Strategy Upon               30 NOPEMBER
     NEGARI                                                  the Seventh Grade Students’ Reading Comprehension                     2011
                                                             At SMP N 1 Banjar in the Academic Year 2010/2011


     Abstrak:
                                                                    ABSTRACT
               This article was written based on an experimental research involving two variables, namely: small group discussion and English
     reading competency. This experimental research aimed to investigate the effect of small group discussion on students’ reading
     competency. To conduct this research, eighty students of seventh grade of SMPN 1 Banjar in the academic year 2010/2011 as the sample.
     Those students were selected randomly by random sampling technique and used the Posttest-Only Control Groups Design as the research
     design. This research discovered there is any significant difference in reading competency between students assessed by small group
     discussion and those assessed by conventional assessment. Moreover, the students’ reading competency that was assessed by small group
     discussion is higher than those assessed by conventional assessment.
     Key words: small group discussion and English reading competency

3.   NI MADE DWI INDAH                    0712021078         THE    EFFECT       OF   “PLEASE”      STRATEGY        UPON
     YANI                                                    STUDENTS’ WRITING ABILITY AT THE EIGHTH
                                                             GRADE OF SMP NEGERI 1 TABANAN IN ACDAMIC
                                                             YEAR 2010/2011

     Abstrak:
                                                                     Abstract:

             This present study primarily aimed at proving the effect of “PLEASE” strategy upon students writing ability at the eight grade of
     SMP negeri 1 Tabanan. This research was designed by using posttest only control group designed. The population of this study was VIII
     grade students. There were two groups of sample in this research, which were selected by cluster random sampling. Class VIII E was
     assigned as the experimental group and treated by “PLEASE” S strategy. Another class, VIII D was assigned as the control group and
     treated by conventional writing technique. The treatments were conducted in seven times for each. At the end of the treatments, the posttest
     was administrated, The result of posttest was analyzed descriptively and inferentially.

             The result of this study showed that the experimental group performed better in writing rather than in control group. It was proven
     by the result of their posttest. The descriptive statistic analysis showed that the mean score of experimental (74.87) was higher than control
     group (67.90). The standard deviation of experimental group was (9.21) and the control group was (9.89). It means that the experimental
     group is homogenous than those in control group. The inferential analysis show that t obs was (2.962). It was higher than the value of tcv at
     1.96 (P = 0.05) with df 64. It could be seen that the significance value of two tailed independent sample t-test (equal variance assumed)
     showed that the value of .003 (less than .05). It can be concluded that the null hypothesis (Ho) used in this study was rejected. It means that
     there was significance difference in writing ability of grade VIII students of SMP Negeri 1 Tabanan between those who were taught by
     using “PLEASE”. strategy and those who were taught by using conventional writing technique.


4.   KADEK HADI IDRIS                       0712021064         THE      EFFECT       OF     USING       THINK-PAIR-SHARE            31 DESEMBER
                                                                                                                                         2011
                                                               STRATEGY UPON STUDENTS’ SPEAKING SKILL AT
                                                               FIRST YEAR OF SMK PARIWISATA TRIATMA JAYA
                                                               SINGARAJA IN THE ACADEMIC YEAR OF 2010/2011
     Abstrak:
                                                                      ABSTRACT

              This experimental study aims at investigating whether there is a significant difference in students’ speaking achievement taught by
     think-pair-share strategy and conventional teaching strategy. To conduct this study, the samples were chosen before applying the
     technique. It was randomly selected through lottery technique. Through lottery, there were two classes chosen as the samples of the study,
     namely class X TB and class X AP3. Class X TB was assigned as the experimental group which was taught by using think-pair-share
     strategy and class X AP3 was assigned as the control group which was taught by using conventional teaching strategy. Each class consisted
     of 28 students. Posttest-only control group design was used in this study and then the posttest was administered after giving treatments to
     the students. The data obtained from the posttest were then analyzed by using Descriptive Statistics and Inferential Statistical Analysis.
     The result of the data analysis showed that the students who were taught by using think-pair-share strategy gained better achievement than
     those who were taught by using conventional teaching strategy. It had been proven from the mean score of the experimental group which
     was 77.285 and the mean score of the control group which was 66.678. Moreover, the result of t-test analysis showed that the t-observed
     (tobs) was 6.11. It was higher than the t-value of tcv 2.00 at level significance 0.05 (α=0.05). It indicated that the difference was significant.
     In this case, null hypothesis (Ho) in this study was rejected. In conclusion, the think-pair-share strategy gave significant effect to the
     students’ speaking skill. It could be noticed that the students taught by using this strategy achieved better than those in control group.

     Key Terms: Speaking Achievement, Think-Pair-Share Strategy

5.   I PUTU EKA BUDIYASA                    0612021114          THE EFFECT OF TEACHER’S COMMENT TYPES ON                              30 NOPEMBER
                                                                STUDENTS’ WRITING COMPETENCY CONDUCTED                                     2011
                                                                AT THE SECOND SEMESTER STUDENTS OF ENGLISH
                                                                EDUCATION      DEPARTMENT   OF    GANESHA
                                                                UNIVERSITY OF EDUCATION IN THE ACADEMIC
                                                                YEAR 2010/2011

     Abstrak:
                                                                       ABSTRACT

              This study was an experimental study which has two purposes. The first purpose was to investigate whether there is significant
     difference in writing competency between the second semester students of English Education Department of Ganesha University of
     Education who were taught by using teacher’s comment feedback and those who are taught by using conventional feedback. The second
     purpose was to discover which comment types is the most effective comment between three teacher’s comment types (statements,
     imperatives, and questions). The samples of this study were the class IIB and IIC taken by cluster random sampling technique. Class IIB
     was selected as the experimental group and II.C was selected as the control group. Each class consists of 30 students. The hypothesis used
     in this study was the null hypothesis. This experimental study used the Posttest-Only Control Groups Design and the data were analyzed
     by using descriptive statistics and inferential statistics (independent samples t-test).
              The result of the first analysis showed that there was a significant difference between the second semester students of English
     Education Department of Ganesha University of Education by using teacher’s comment feedback and those who were taught by using
     conventional feedback. Since the mean score of the experimental was, 76.83 while the mean score for the control group was, 71.33, it
     indicated that the significant difference existed between those groups. Besides, the t-test showed that the experimental group performed
     better than the control group. It was proved by the value of the tobs (3.77) that exceeded the value of tcv (2.00) at 0.05 level of significance.
     After comparing t observed (tob) and t of critical value (tcv), it was clear that (tob) exceeded (tcv). Therefore, the null hypothesis was rejected.
              The second analysis showed that the mean score of teacher’s comment in imperative form was higher than being treated by
     teacher’s comment in question and statement form. The mean score of the imperative was 77.07 while the question was 73.43 and
     statement was 71.67. It indicated that students who were taught by using teacher’s comment in imperative form achieved higher in writing
     competency and those students who were taught by giving teacher’s comment in question and statement form.

     Key words: English writing competency, and teacher’s comment
6.   I PUTU ERA                           0712021098         AN ANALYSIS OF THE BALINESE SWEARWORDS                             31 JANUARI
                                                             AMONG THE NORTHERN BALINESE SENIOR HIGH                                2011
     WIRADNYANA
                                                             SCHOOL         STUDENTS   IN THEIR DAILY
                                                             CONVERSATION
                                                             (A Sociolinguistic Study)
     Abstrak:
                                                                    ABSTRACT

              This study aimed at finding out the use of the swearwords among Buleleng students. The swearwords are common language in
     Buleleng and it is used by the Buleleng people in everyday conversation.
              This study was conducted by recording, observing and interviewing a number of Buleleng students, who were selected as the
     subject of the study. Those were the senior high school students that were at the age of 15 until 17 years old.
              The result of the data showed that those students who were being studied were using the swearwords. This result showed the
     swearing words that appear among the students in Buleleng. Those terms are: Words related to religious (pirata), Word related to sex
     (Naskleng / kleng, pletan, teli, and butuh), Word from excrement (tai and bangkaan), Word from name of animal (cicing, cicak, and
     bojog), Word related to personal background (bencong and sundel), Word from mental illness (lengeh, buduh and belog), and Word related
     to sex activities (katuk, ngangkuk). They used such kind of those swearwords in every conversation. It could be seen in the conversation
     that researcher recorded during the observation. The students that had been studied in this research said that they used those swearwords to
     make an intimate conversation between them.

     Keywords: Sociolinguistics, swearwords

7.   I WAYAN GEDE                         0612021042         THE EFFECT OF USING THE COMBINATION OF “EEE”
     WISASKARA                                               AND MISTAKE BUSTER TECHNIQUES UPON
                                                             STUDENTS’ ACHIEVEMENT IN MASTERING SIMPLE
                                                             PAST TENSE OF REGULAR AND IRREGULAR VERBS
                                                             OF THE EIGHTH GRADE STUDENTS OF SMP NEGERI
                                                             1 KUBUTAMBAHAN

     Abstrak:
                                                                    ABSTRACT

             The main concern of this study was to investigate the difference of students’ achievement in mastering simple past tense of regular
     and irregular verbs between two classes of the eighth grade students of SMP Negeri 1 Kubutambahan. The subjects of the study were class
     VIII E, as the control group, and class VIII D as the experimental group, determined by using a lottery. The experimental group received
     the use of combination of EEE and Mistake Buster techniques while the control group were taught by using conventional teaching
     technique.

             The hypothesis of this study was a null hypothesis. The study itself utilized the posttest only control group design. Then, the data
     gathered were analyzed by using descriptive and inferential statistics (independent sample t-test). The results of the descriptive analysis
     showed that the mean score of the experimental group (5.14) was higher than the control group (4.70). Another result of the inferential
     analysis also showed that the tobs was located outside of the area of Ho acceptance. It meant that the null hypothesis was rejected.

            Both results confirm that the students learning with the application of the combination of EEE and Mistake Buster techniques
     achieved better than those learning with the use use of conventional teaching technique. It was because the EEE technique combined with
     Mistake Buster technique and the use of small group discussion in teaching and learning activities.

     Key words: Mastering simple past tense, EEE technique, Mistake Buster technique
8.   NI PUTU CANDRANITA                  0712021002       THE EFFECT OF CAROUSEL BRAINSTORMING
     PRATIWI                                              TECHNIQUE UPON READING COMPREHENSION OF
                                                          NARRATIVE TEXT OF TENTH YEAR STUDENTS AT
                                                          SMA NEGERI 2 TABANAN IN THE ACADEMIC YEAR
                                                          2010/2011

     Abstrak:
                                                                     ABSTRACT

               This study aimed at investigating whether or not the application of Carousel Brainstorming for teaching Narrative text could
     bring significant effect upon reading comprehension of tenth grade students at SMA Negeri 2 Tabanan in the academic year of 2010/2011.
     The groups of sample used in this study were decided by using Cluster Random Sampling Technique. The experimental group was taught
     by using Carousel Brainstorming Technique while the control group was taught by using conventional technique. The treatments were
     conducted five times for each group. The posttest was administered after the treatments. The posttest result of experimental group and
     control group then were analyzed descriptively and inferentially in order to find out whether or not Carousel Brainstorming could bring
     about significant effect upon students’ reading comprehension. The median or the midpoint of the scores in the experimental group from
     post test was 81.0000 and in the control group was 77.0000. The mean of the experimental group was 80.1000 and the mean of the control
     group was 77.7750. It indicates that the control group performed better in reading comprehension than the control group. The hypothesis
     was also tested in order to draw conclusion of this study. The hypothesis was tested by using t-test. The result showed that the comparison
     between to and tcv was 2.540 > 1.96. Thus, t observed was higher than t critical value. This meant that the null hypothesis was rejected.
     Based on the observation done, the students were excited during the lesson when the Carousel Brainstorming technique was applied,
     because this kind of teaching technique was considered to be interesting activity by the students. Carousel Brainstorming technique was
     able to increase the students’ motivation to participate actively in the teaching learning activity which enable them achieve better
     comprehension in reading. Based on the result of this study, it can be concluded that Carousel Brainstorming technique could bring about
     significant effect upon reading comprehension of narrative text of tenth grade students at SMA Negeri 2 Tabanan in academic year of
     2010/2011.

9.   PUTU EKA METTASARI                      0912027138         THE     QUALITATIVE     EVIDENCES THAT
                                                                DIFFERENTIATE TIGAWASA AND JUNGUTBATU
                                                                DIALECTS: A COMPARATIVE STUDY
     Abstrak:
                                                                      ABSTRACT

                The study aimed at describing the qualitative evidences that differentiate Tigawasa Dialect (TD) and Jungutbatu Dialect (JD) in
                terms of phonological and lexical aspects. The subjects of this study were Tigawasa and Jungutbatu dialects. This study is a
                comparative research, which compared two dialects: Tigawasa Dialect and Jungutbatu Dialect. The researcher used secondary
                sources in form of written wordlists of Tigawasa and Jungutbatu dialects provided by the previous researchers who gathered data
                related to Tigawasa and Jungutbatu dialects. There were four wordlists used in this study, Swadesh, Budasi, Nothofer, and Holle
                wordlists. From the wordlists, the researcher found out the phonological and lexical evidences that differentiate JD and TD. Those
                data were then analyzed by the researcher. There were 48 phonemes found in JD and 42 phonemes in TD. From 48 phonemes
                found in JD and 42 phonemes found in TD, it can be proven that there are some phonological and lexical evidences that
                differentiate JD and TD. The Phonological Evidences of the dialects can be seen in which in JD vowel phoneme /∂/ in the final
                position are pronounced / ʌ / in TD final position. The geminate vowel in JD is added with infix /h/ in TD. In TD diphthong /Iʌ /
                is pronounced /y/. Consonant phoneme nasal sound /ŋ/ in the final position of JD is pronounced /n/ in TD. Vowel phoneme /ʌ /
                before /n/ nasal sound in the final position of JD is pronounced /∂/ in TD. Meanwhile, there were two kind of lexical evidences of
                JD and TD found. They are the lexical evidences in which the words are the same in meaning but different in pronunciation. There
                were 618 this type of words. Another lexical evidence was words with partly different forms. Those words have the same meaning
                but applied different phonological pattern. There were 693 of this type of words. It can be seen in changes of vowel phoneme /∂/ in
                the final position into vowel phonemes / ʌ / in TD. The geminate vowel in JD is changed by putting infix /h/ in TD. Some words
                in JD which have vowel phoneme /Iʌ / become /y/ in TD. There are some words with consonant phoneme nasal sound /ŋ/ in the
                final position of JD opposed by the use of consonant phoneme nasal sound /n/ in TD. Furthermore, there was also a lexical
                difference in which vowel phoneme /ʌ / before /n/ nasal sound in the final position of JD is pronounced /∂/ in TD.

                Key words: qualitative evidence, phonological aspect, lexicons, comparative methods, and Tigawasa Dialect and Jungutbatu
     Dialects
10.   DEWA PUTU PUTRA                      0712021094         REINFORCEMENT           USED      BY     THE      TEACHER
      KURNIAWAN                                               TEACHING YOUNG LEARNERS AT SUKMA HELEN
                                                              FLAVEL CENTRE

      Abstrak:
                                                                     ABSTRACT
                This study aimed at investigating the types of reinforcement used by the teacher teaching young learners and viewed the
      importance of applying reinforcement in the classroom. The findings of this study were expected to give some positive contributions and
      provided information to the teacher particularly in prompting reinforcement in teaching young learners for the importance of the effective
      teaching in classroom.
      This research was made in the form of an observational study. The subject of this study was one of the teachers in Sukma Helen Flavel
      Learning Centre. There were some classifications that must be fulfilled in order to be the subject: the teacher applied reinforcement while
      he was teaching; the teacher had been having teaching experience at least 1 year; and agreed to be the subject of this study.
      The research instruments used to obtain the data were in the form of interview guide, field note, voice recorder, camera, video recorder,
      and observation sheet. Field observation and interview were employed as the methods of collecting data. The data gathered about
      reinforcement used by the teacher were then classified based on the observation sheet. The data were also analyzed by using descriptive
      statistical analysis.
      The findings of this study showed that types of reinforcement used by the teacher were reward, praise, privilege, negative reinforcement,
      and punishment which functioned to reward the students who answered correctly, to motivate them to do the task, to build warm
      atmosphere, and to handle disruptions. Praise was the most commonly reinforcement used by the teacher, while negative reinforcement
      was quite commonly used, and reward, privilege, and punishment were rarely applied in the classroom. Reinforcement strategies were
      effectively employed in managing classroom since the students began to be motivated and encouraged to keep on task and behave well in
      the classroom.
      Key Words: Motivation, Young Learners, Reinforcement

11.   PANDE PUTU SEPTIANA                  0712021091         THE EFFECT OF USING NUMBERED HEAD
                                                              TOGETHER (NHT) STRATEGY UPON SPEAKING
                                                              SKILL OF THE SEVENTH GRADE STUDENTS OF
                                                              SMPN 4 SERIRIT IN ACADEMIC YEAR 2011/2012

      Abstrak:
                                                                    ABSTRACT

              This study was an experimental research which aimed at finding out the effect of Numbered Head Together (NHT) strategy upon
speaking skill of seven grade students of SMP Negeri 4 Seririt. The two samples groups were selected by using cluster random sampling.
Moreover homogeneity of the samples had been tested by analyzing the data from samples’ previous speaking scores.

        The present study was designed in a post test only group design. The data were obtained by conducting speaking post test on both
control and experimental groups at the end of the twelve meeting of research treatment. The experimental group was taught by
implementing NHT strategy and the control group was treated with conventional speaking technique. The instruments used in this study
were lesson plans for experimental group and control group, blue print for assessing speaking skill, and post test instrument. Before being
used, the validity and reliability of those instruments had been tested. Finally, the result of the post test (data) of the study was subjected to
descriptive and inferential analysis.

        The result of data analysis showed that the students who were taught by implementing NHT performed better than those who were
taught by conventional speaking technique. It had been proven from the mean score of the experimental group which was 82.53 and the
mean score of the control group was 77.60 Moreover, the result of the t-test analysis showed that the tobs was (hasil t sendiri). It was higher
than the value of tvc at 1.96. It indicated that the difference was significant. In this case, null hypothesis used in this study was rejected. In
conclusion, NHT strategy contributes significant influence to the students’ speaking skill. It can be noticed that the students taught by
implementing this technique likely produce better speaking than those in control group.

Key terms: NHT, Speaking skill

				
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