KUMPULAN ABSTRAK SKRIPSI ALUMNI JURUSAN PENDIDIKAN BAHASA INGGRIS
FAKULTAS BAHASA DAN SENI UNDIKSHA SINGARAJA
TAHUN AKADEMIK 2011/2012
NO NAMA NIM JUDUL SKRIPSI TANGGAL
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
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
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
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
STRATEGY UPON STUDENTS’ SPEAKING SKILL AT
FIRST YEAR OF SMK PARIWISATA TRIATMA JAYA
SINGARAJA IN THE ACADEMIC YEAR OF 2010/2011
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
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
SCHOOL STUDENTS IN THEIR DAILY
(A Sociolinguistic Study)
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
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
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
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
9. PUTU EKA METTASARI 0912027138 THE QUALITATIVE EVIDENCES THAT
DIFFERENTIATE TIGAWASA AND JUNGUTBATU
DIALECTS: A COMPARATIVE STUDY
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
10. DEWA PUTU PUTRA 0712021094 REINFORCEMENT USED BY THE TEACHER
KURNIAWAN TEACHING YOUNG LEARNERS AT SUKMA HELEN
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
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
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
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