DOWNLOAD KORAN JAWA POST, KOMPAS 27 JANUARI 2012

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download koran jawa pos, kompas hari ini 26 januari 2012

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DOWNLOAD SKRIPSI BAHASA INGGRIS WARMER ACTIVITY IN ENGLISH SPEAKING CLASS AS THE TEACHER’S EFFORT TO REDUCE STUDENTS’ ANXIETY AT THE 7th GRADE OF SMPN

Posted by Unknown on Rabu, 25 Januari 2012

DOWNLOAD SKRIPSI BAHASA INGGRIS WARMER ACTIVITY IN ENGLISH SPEAKING CLASS AS THE TEACHER’S EFFORT TO REDUCE STUDENTS’ ANXIETY AT THE 7th GRADE OF SMPN
ABSTRACT


Fitriana, Anis. 2011. Warmer Activity in English Speaking Class As the Teacher’s Effort to Reduce Students’ Anxiety at the Seventh grade of SMPN 02 Surabaya, English Education Department, state Institute For Islamic Studies Sunan Ampel Surabaya. Advisor: Khoirun Niam, Dr.Phil

Key Words : Warmer Activity, Students’ Anxiety


This study investigated the warmer activity as an effort to decrease students’ anxiety. Moreover, this study focused on the analysis of how the warmer activity run, the students’ speaking performances, the factors cause students’ anxiety and the students’ responses toward warmer activity. The research design was used in this study is descriptive qualitative research. This study was conducted to the students of 7th grade at SMPN 02 Surabaya. The 7th b class was chosen as the focus of the research. The data were taken from observation, teacher’s interview, questionnaires and field note and the results were analyzed to answer the problem of the study.

The results of data analysis show that warmer activity is the teacher’s effort to reduce students’ anxiety. Warmer activity can work as a stimulus to stimulate students’ motivation to get involved in lesson. By doing warmer activity teacher can develop an enjoyable learning activities and promote students’ self confidence. In addition, the most suitable warmer activity is warmer that can gain students’ confidence, build students’- teacher’s interaction and students’- students' interaction, generate a lot of English production and require a competition in group. So, it is suggested that warmer activity can be used continually by English teachers as their strategy to help the students in reducing second or foreign language anxiety.

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DOWNLOAD SKRIPSI BAHASA INGGRIS An analysis of English Multiple Choice Questions (MCQ) Test of 7th grade at SMP BUANA Waru Sidoarjo

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DOWNLOAD SKRIPSI BAHASA INGGRIS An analysis of English Multiple Choice Questions (MCQ) Test of 7th grade at SMP BUANA Waru Sidoarjo

ABSTRACT


Nafsah, Ema Rahmatun. 2011. An analysis of English Multiple Choice Questions (MCQ) Test of 7th grade at SMP BUANA Waru Sidoarjo. A Thesis. English Education Department, State Institute for Islamic Studies Sunan Ampel Surabaya. Advisor, Dra. Irma Soraya, M.Pd.


Key Words : validity, face validity, content validity, reliability, item analysis, index of difficulty, index of discrimination, effectiveness of distractors.




Teaching is related to the learning process and testing is related to an evaluation process. Testing is to determine he achievement and progress of instruction. Testing and teaching are so closely interrelated that it is virtually impossible to work either field without being constantly concerned with the other. It can be seen that teaching learning activities can be considered successful since testing is aimed to determine the achievement of the objective of education. Teacher as a constructor of the test should construct a good test so that the test will be valid and reliable. Test that is made by the teacher called teacher made test. it is still to be questioned whether the test is valid and reliable or not because teacher rarely tried out the test first before giving it to the students. Knowing this fact, teacher should analyze the test so that the teacher will know the quality of the test. By analyzing the test, the teacher will know which item can be used or revised.

Based on the explanation above An analysis of English Multiple Choice Questions (MCQ) Test of 7th grade at SMP BUANA Waru Sidoarjo are analyzed. It is analyzed whether it is constructed in right way, following the right principles or not. From the problem there a statement of problem. It is “What is the quality of Multiple Choice Question (MCQ) of7th grade at SMP Buana Waru based on the standard of test?”

This study is expected to be useful for teachers in constructing a good English test, for the students in showing their real achievement in their studying, and for those who are involved in teaching learning process, I order to determine the effectiveness in teaching learning process. This research is descriptive qualitative research. The source of the data in this study is the final test items, the students’ answer sheet, and the students’ scores of 7th grade students in SMP BUANA especially for 7B, 7D, and 7E, as a sample study because the writer take the data randomly.

In collecting the data, the writer makes some steps. First is finding the test items. Second is finding the students’ answer sheet. Third is finding the scores of the students from the students answer sheet which have been scored by the teacher. Fourth is arranging the students’ score and then classifying the students into two groups they are upper and lower group based on their score. And the last step is doing analysis to answer the statements of problem.

The result of the study leads to the conclusion that An analysis of English Multiple Choice Questions (MCQ) Test that has been constructed by an English teacher of 7th grade in SMP BUANA Waru Sidoarjo has good test based on the characteristics of a good test, good face validity and high content validity, high reliability, good index of difficulty but poor index of discrimination.

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DOWNLOAD SKRIPSI BAHASA INGGRIS THE EFFECTIVENESS OF U-SHAPE SEATING ARRANGEMENT FOR DISCUSSION IN SPEAKING CLASS OF THE FIRST GRADE STUDENTS AT MTS F

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DOWNLOAD SKRIPSI BAHASA INGGRIS THE EFFECTIVENESS OF U-SHAPE SEATING ARRANGEMENT FOR DISCUSSION IN SPEAKING CLASS OF THE FIRST GRADE STUDENTS AT MTS F

ABSTRACT

Enis Farida Hanim. 2011. The Effectiveness of U-shape Seating Arrangement for Discussion in Speaking Class of The First Grade Students at MTs Faqih Hasyim Buduran Sidoarjo, English Education Department, State Institute for Islamic Studies Sunan Ampel Surabaya. Advisor : Dr. Mohammad Salik, M.Ag and Auliya Ridwan, M.Pd.I


Key Words : The effectiveness, U-shape seating arrangement, discussion, speaking


This thesis tries to answer the following questions ; 1) How does the teacher implement U-shape seating arrangement for discussion in speaking class of the first grade students at MTs Faqih Hasyim Buduran Sidoarjo? 2) Is U-shape seating arrangement effective for discussion in Speaking class of the first grade students at Mts Faqih Hasyim Buduran Sidoarjo? 3) What are the students’ responses toward U-shape seating arrangement for discussion?

The research design of the study uses qualitative research analysis. The target subject of this study is the first grade students of MTs Faqih Hasyim Buduran Sidoarjo in the 2010-2011 academic years. The researcher is conducted in class 7A. The data of this research is collected from the observation checklist, the questionnaire form, and the teacher interview guidelines. The result of observation is used to answer the research question about the implementation of U-shape seating arrangement and the effectiveness of U-shape seating arrangement. The result of questionnaire is used to answer the research question about the effectiveness of U-shape seating arrangement and the students’ responses toward U-shape seating arrangement. The result of teachers’ interview is used to complete and support the data from observation and questionnaire.

The result of observation shows the teacher has good strategy to implement U-shape seating arrangement for discussion without wasting much time. The result of observation checklist, questionnaire, and teacher’s interview show U-shape seating arrangement is effective for discussion in speaking class. Based on the result of questionnaire, almost of the students stated that they can understand the material of discussion in U-shape seating arrangement, get new vocabularies, new information from discussion material, and new skill of asking for and giving opinion after discussing in U-shape seating arrangement. According to the result of questionnaire and teacher’s interview, the students show good responses toward U-shape seating arrangement. Therefore, the teachers are suggested to implement U-shape seating arrangement when they want to invite the students to have discussion.

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DOWNLOAD SKRIPSI BAHASA INGGRIS THE ADVANTAGES OF DAILY JOURNAL WRITING IN TEACHING RECOUNT TEXT FOR THE FIRST GRADE STUDENTS AT MA NEGERI 1 KOTA MOJO

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DOWNLOAD SKRIPSI BAHASA INGGRIS THE ADVANTAGES OF DAILY JOURNAL WRITING IN TEACHING RECOUNT TEXT FOR THE FIRST GRADE STUDENTS AT MA NEGERI 1 KOTA MOJO

ABSTRACT


Riya Pebriana Jamiarsih. D05207077. 2011. The advantages of daily journal writing in teaching recount text for the first grade students at MA Negeri 1 Kota mojokerto .English Department, Tarbiyah Faculty, State Institute for Islamic Studies. Dra. Arbaiyyah Ys, MA

Keyword: journal, daily journal writing, writing, recount text,

This research is about using daily journal writing to teach recount text of first grade student at MAN 1 Kota Mojokerto, the purpose of the study are the get information on the advantages daily journal writing in teaching recount text and how the teacher implemented the daily journal in teaching recount text.

The research design is descriptive qualitative. The subject of this research is the teacher and the student of first grade student in MAN 1 Kota Mojokerto. She was inviting to participate of this research because the students have some problem in writing. The research instrument used observation guidance, documentation, questioner guidance, and interview guidance. The data are collected by observation in a class, interview to the English teacher, documentation from the school, and questioner is supporting instrument for gained supporting data of the students’ responds.

The result of the research, there are many advantages of using writing daily journal in teaching recount text of MAN 1 Kota Mojokerto. The advantages are the technique helped to student in learning English, student become easy to write in using daily activities, because they have enough vocabulary, the technique effective for teaching learning make student motivated to write well, student easy to arrange a simple paragraph with their vocabulary.

Finally, it is expected to give useful contribution to the teacher and the students in English teaching learning process in addition, this study is expected to help the other researcher as reference if they want to conduct the similar study about writing daily journal with different aspect of teaching learning.

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DOWNLOAD SKRIPSI BAHASA INGGRIS THE RELEVANCE OF SPEAKING MATERIALS IN ENGLISH TEXT BOOK “LOOK AHEAD “FOR GRADE XI TO THE ENGLISH CURRICULUM

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DOWNLOAD SKRIPSI BAHASA INGGRIS THE RELEVANCE OF SPEAKING MATERIALS IN ENGLISH TEXT BOOK “LOOK AHEAD “FOR GRADE XI TO THE ENGLISH CURRICULUM

ABSTRACT


Mu’arifah, 2011, The Relevance Of Speaking Materials In English Text Book “Look Ahead “For Grade XI To The English Curriculum. A Thesis English Department, Faculty of Tarbiyah, advisor 1) Dr. Phil. Khoirun Niam; 2) Siti Asmiyah, S.Pd.


Keyword: Textbook, Speaking material, relevance, English Curriculum


Referring to the trend of global advance,the depatment of national education has made it very clear that english education is aimed at providing school graduate with life skills in the sense that they are expected to activate the required competence to obtain the communication skills. Recently,by peraturan pemerintah nomer 19/ 2005, our educational system has launched KTSP. KTSP is a school based curriculum which is contructed,developed, and implemented by each education unit .it encourage writers and publishers to publish textbook in order to meet the needs of both teacher and students for such textbook. The publishers in order to make the book well sold and widely used, put the word “ english curiculum” on its cover. Referring to many english textbook provided in the market, which claimed to be “ english curiculum” , the teacher have to be careful in deciding in the appropriate for their students and in line with the teaching objectives. The failure of choosing and providing the appropriate one will cause a failure in gaining the teaching objective.therefore, in this study is conducted. This study is focused on the relevance of the speaking materials on the english textbook for grade XI of senior high school students “ look ahead 2” published by erlangga. Since the teaching and learning material in the english curriculum is focused on kind of text and genre, two problem and seven sub problem are questioned as follow: 1.Is the text speaking materials in the look ahead 2 relevant to the english curriculum with ? 2. does thetextbook fulfill the criteria of good speaking material?. The reseach is conducted to know the presentation of the speaking materials of the textbook, to identify whether it has fulfilled the criteria of good speaking material, and to analyze its relevance with english curriculum.

In line with that, the english curriculum as the main role here to investigate how the book contents. Standar isi is a minmum target of materials have to be mastered by the student to reach the standar kompetensi lulusan. The standar isi and the standar kompetensi lulusan will be used as reference to constuct KTSP. Standar isi consist of scope of materials and competence level which are broken down into standar isi or SK and KD. Textbook as yhe implementation of the curriulum have important role determine whether the teaching learning success or not so, it must be, fit with the curriculum, fitwith the students, and fit with the teacher,since, speaking as the main objective of learning english, the speaking materials must fulfill the criteria of good speaking materials as follows, usefulness appropriateness, authenticity , and attractiveness.

Since this study dealt with analysis on content of the textbook especially the material, the data would br analyzed qualitatively without any statistical calculation. In order to make the data analysis easier several steps applied in this study. The first, classifying materials suggested in english curriculum speaking basic competences; based on the kinds of text which include transactional and interpersonal, short functional text and the genre by using observation cheklist , secondly, comparing the speaking materials in the textbook with the kind of text which has been classified from english curriculum by using observation cheklist. Thirdly, using the data and the observation cheklist to make the descriptions on how the speaking materials are presented in the textbook. And then, whether the textbook presents good speaking materials or not. And finally, make conclusion.

The researcher found conformity of the developed speaking materials in the textbook with the speaking text materials but , not, all of the transactional and interpersonal text materials which are suggested in english curriculum basic competences are developed in the textbook. Moreover, it was found that some transactional and interpersonal text materials which are not suggested in english curriculum basic competences are developed in the textbook. Unfortunately, it was not found that there was short functional text speaking material developed in the textbook as suggested in english curriculum. the most availabel material which is presented in the textbook is the genre.it is developed as the textbook unit division.the speaking materials of the textbook have fulfilled the criteria of good speaking materials.

Since, the textbook entitled look ahead still has some weakness in term of its relevance to english curriculum, it is suggested for the teachers who have used look ahead 2 as main teaching and learning material to provide the students with additional materials. Since, there are some text speaking materials as suggested in english curriculum. it is also suggested that the writer of this book revise the textbook, so , it can be expected that by using look ahead2 as a teaching material, the teaching objectives (basic competences) in the eleventh grade of senior high school can be reached.

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DOWNLOAD SKRIPSI BAHASA INGGRIS THE TEACHERS’ ROLE IN ENGLISH CLASSES AT JUNIOR HIGH SCHOOLS IN DAWARBLANDONG MOJOKERTO

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DOWNLOAD SKRIPSI BAHASA INGGRIS THE TEACHERS’ ROLE IN ENGLISH CLASSES AT JUNIOR HIGH SCHOOLS IN DAWARBLANDONG MOJOKERTO

ABSTRACT


Nurhamidah, Fita, 2011, The Teachers’ Role in English Classes at Junior High Schools in Dawarblandong Mojokerto


Advisor: Mokhamad Syaifudin, M.Ed., (TSL)

Key Words: Teachers’ Role


The teacher's role is very important in education, because teachers are the spiritual father of a student, that is gives nourishment to the soul of science, moral education, and justify, with teachers that they live and thrive, then respect and appreciate our teachers. Therefore, teachers are required to be able to improve the quality of student learning in the form of learning activities that can generate an independent personal and effective learning.

Based on the background of the study, the researcher explains above, she states some question research as follows: What are the most common teacher roles in teaching English in the class, why do the teachers apply those roles in the class, and what are the obstacles faced by teachers in playing those roles in the class.

The research design is descriptive qualitative design. The subject of this research is the English teachers of eighth grade students at junior high schools in Dawarblandong Mojokerto Jawa Timur. They are: English teacher of MTs Negeri Dawarblandong Mojokerto, MTs Fatahillah Simongagrok Dawarblandong Mojokerto, and MTs Hasanuddin Pulorejo Dawarblandong Mojokerto. The researcher will use three kinds of instruments to collect the data. They are observation data, interview data, and documentation data.

Based on interviews and observations, the researcher knew the reasons why they played teachers’ role as facilitator. First, some students less motivation in education, especially, in English lesson. And also some of them had low ability and poor intelegency. Second, the differences backgrounds of the students and their environment that can support their ability in study. Some students came from poor family. So, they needed help some facilities.

And based on interviews and observations, the researcher also found the obstacles that faced by the teachers when they did their role as a facilitator. First, Eventhough the teachers explained the materials clearly, some of the students did not pay attention to the teacher explanations. Even, some of them are still confused although the teacher repeated again and gave more explanations. Second, some students did not have initiative to ask to the teacher when they did not understand the materials explained by the teacher. They felt clumsy and shy to ask some questions to the teacher. Also, they afraid made some mistakes if the ask some questions. And the last, Sometimes the teachers must spend much money or costs to get some students facilities. They had sacrificed to fulfill the students’ needs.

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DOWNLOAD SKRIPSI BAHASA INGGRIS THE STUDY OF THE PROCESS OF TEACHING AND LEARNING VOCABULARY IN SEKOLAH LUAR BIASA BINA BANGSA NGELOM-TAMAN-SEPANJANG-

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ABSTRACT


Irawati, Nanik. 2011. The Study of the Process Teaching and Learning Vocabulary at Sekolah Luar Biasa Bina Bangsa Ngelom Taman Sepanjang Sidoarjo, Unpublished Thesis. Surabaya: IAIN Sunan Ampel

Advisor I : Dra. Arbaiyyah YS., MA

Advisor II : Siti Asmiyah, S.Pd

Key words : Vocabulary, Teaching, Technique of teaching, Student with hearing impairment, Sekolah Luar biasa (School for students with special needs)



Many students in Junior High School lack of vocabulary. They are difficult to speak and write because they do not have enough vocabulary. This is because of monotonous teaching. So, the students feel bored in the process of teaching and learning vocabulary. Whereas vocabulary is a basic of four skills in English, speaking, listening, writing and reading. If the students did not have enough vocabulary, they cannot practice the four skills well. English is also one of compulsory subjects in National Final Exam (UAN) for special school; school for students with special need. In 2009/2010 academic years all of the students with hearing impairments in SLB Bina Bangsa could pass it. That is why; it is interesting to study how the English teacher teaches English vocabulary to the students who have special need in SLB Bina Bangsa Ngelom Taman Sepanjang Sidoarjo.

In this study the researcher want to know the process of teaching and learning vocabulary at SLB Bina Bangsa Sepanjang Sidoarjo it focuse on techniques of teaching and learning English vocabularies, describe the problems faced between the teachers and the students during the process of teaching and learning vocabulary at SLB Bina Bangsa Sepanjang Sidoarjo, and describe how the teacher solved the problems. The research observed the class four times. Documentation, observation checklist, and interview were used to collect the data. To answer the research problems, the researcher used descriptive analysis technique in analyzing the collected data.

The result of research showed that the teacher used and created many techniques when teaching vocabulary to students with hearing impairment, such as demonstrating, drawing and writing on the blackboard underlining the difficulties words then translate to bahasa Indonesia and others. To avoid the students’ boredom, the teacher usually gave and marked on the task during the teaching and learning process. The students who could answer the task correctly got good marks. This task seemed to stimulate the students to do task as best and as soon as possible.

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DOWNLOAD SKRIPSI BAHASA INGGRIS TEACHERS’ STRATEGY TO OVERCOME STUDENTS’ ERRORS IN PRONUNCIATION AT MA NURUL JADID PAITON PROBOLINGGO

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DOWNLOAD SKRIPSI BAHASA INGGRIS TEACHERS’ STRATEGY TO OVERCOME STUDENTS’ ERRORS IN PRONUNCIATION AT MA NURUL JADID PAITON PROBOLINGGO

ABSTRACT


Badriyah, Nur Lailatul, 2011, Teachers’ strategy to overcome students’ errors in pronunciation at MA Nurul Jadid Paiton Probolinggo. Advisor 1: Dr.Muhammad Salik, M.Ag, advisor 2 : Aulia Ridwan, M.Pd.I

Key words: teachers’ strategy, students’ errors, pronunciation

This thesis is the result of the observation to answer the questions of: what are students’ errors in pronunciation? Why students make errors in pronunciation? And what are teachers’ strategies to overcome students’ errors in pronunciation?

The data is taken through observation, test, and interview. The researcher identify students’ errors in pronunciation and find out students’ obstacles on pronouncing English words, also interviews English teachers for teachers’ strategy to overcome students’ errors in pronunciation at MA Nurul Jadid Paiton Probolinggo.

The results of the research are:

1. From reading test find 4 vowels and 4 consonant are errors pronounced by students; also find 4 vowels and 2 consonant pronounced errors by students in speaking test.

2. Students’ obstacle in pronouncing vowel is pronouncing vowel letter as they have written. Students use Indonesian language system of pronunciation. Students’ obstacle in pronouncing consonant is students’ tries to replace some segmental sounds which do not occur in Indonesian language with other similar sound which Indonesian language has.

3. Teachers’ strategy to overcome students’ error in pronunciation is drilling. Drilling is involves the teacher saying a word or structure, and getting the students to repeat it. It is also help students achieve better pronunciation of language items, and to help them remember new item. Drilling is effective to overcome students’ errors in pronunciation and improving their ability in pronunciation. It shows from test that only 4 vowel and 4 consonant sounds are errors produced by students.

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DOWNLOAD SKRIPSI PHOTOS AS A TEACHING MEDIA TO IMPROVE THE COMPETENCE OF “STUDENTS WITH DIFFERENT ABILITY” IN MASTERING ENGLISH VOCABULARY AT SMPLB NE

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DOWNLOAD SKRIPSI PHOTOS AS A TEACHING MEDIA TO IMPROVE THE COMPETENCE OF “STUDENTS WITH DIFFERENT ABILITY” IN MASTERING ENGLISH VOCABULARY AT SMPLB NE

ABSTRACT




Name : Marita Lailia Rahman



NIM : D35207001



Title : Photos as a Teaching Media to Improve the Competence of “Students with Different Ability” in Mastering English Vocabulary at SMPLB Negeri Gedangan, Sidoarjo.



Key Words : Photos, Students with Different Ability, English Vocabulary





Students with different ability (deaf) are the individuals who have listening disturbance function in translating sounds. This disfunction will cause someone cannot catch any stimulation in listening sense. Students need to improve the listening function through language that are flexible, rich and suitable following their limited capacity. In Indonesia, they also often forget how to arrange the words into sentences, particularly in english writing. As an improving for the competence of students with different ability, teaching media that can increase their language ability especially in mastering english vocabulary is badly needed.



This thesis spesifically focuses on using photos as a teaching media to improve the competence of students with different ability in mastering English vocabulary. According to the theories that have been discussed, photos can be used in many condition in teaching level and some disciplines.



The main objectives of this paper are (1) to analyze the implementation of using photos in mastering english vocabulary for students with different ability (2) to examine the effect of using photos in mastering english vocabulary for students with different ability.



By using pre-experiment research design , the data of this research are from test and documentation. The result of this study shows on the research analyzed with sign test on SPSS 16.0, data on column Asymp. Sig. (2-tailed) is 0,031 (< 0,05) confirming that Ho is rejected and Ha is confirmed. This means that using photos as a teaching media to improve the competence of students with different ability in mastering english vocabulary is effective.



Based on the explanation above, the researcher concludes that the implementation of photos improves students’ English vocabulary at SMPLB Negeri Gedangan, Sidoarjo.

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DOWNLOAD SKRIPSI TEACHER’S STRATEGY IN TEACHING ENGLISH SPEAKING AT THE SECOND GRADE OF SMPN 2 PARE - KEDIRI THESIS

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DOWNLOAD SKRIPSI TEACHER’S STRATEGY IN TEACHING ENGLISH SPEAKING AT THE SECOND GRADE OF SMPN 2 PARE - KEDIRI THESIS

ABSTRACT



Merdekawati, Indah.2011. Teacher’s Strategy In Teaching English Speaking at the Second Grade of SMPN 2 Pare – Kediri. A Thesis. English Department, Faculty of Tarbiyah, State Institute for Islamic Studies Sunan Ampel Surabaya. Advisor : Khoirun Ni’am, Dr.Phil and Hernik Farisia, M.Pd.I


Key Words: Teacher’s Strategy, Teaching, Speaking.



By mastering some methods used by the teacher in teaching English speaking, the teachers are able to use some appropriate method in teaching English. Here, the role playing as teacher’s method can be an alternative strategy to help the student in mastering speaking better. By implementing the role play method, the students will fell explore and express their own idea in learning’s activities. When the method of role play is used by the teacher in teaching and learning process, the student are more interesting and active in class. Furthermore, the student’s motivation to learn English especially speaking increased. Considering about that, the study in teaching English speaking is conducted by using “teacher’s strategy” to student of Junior High School in SMPN 2 Pare.

In line with the matter above, this research was conducted by formulating the research questions. Those are: (1).What are kind of method used by the teacher in teaching English speaking at the second grade of SMPN 2 Pare?(2). How does the method implement as strategy in teaching English speaking at the second grade of SMPN 2 Pare?. The researcher applied in qualitative research design. It took two observation checklists to find out the method, media, strategy, material, learning purpose and the last the evaluation of study. To support the observation, the researcher used interview as additional instruments.

The result of this study showed that the teacher used four methods in teaching English speaking, those are; effective discussion, debate, role playing, and daily conversation. Effective discussion, debate and daily conversation are methods used by the teacher but, role playing is the most appropriate method in teaching English speaking because the student practices habitually in this school

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DOWNLOAD SKRIPSI BAHASA INGGRIS THE IMPLEMENTATION OF STAD MODELLED – COOPERATIVE LEARNING TO IMPROVE READING COMPREHENSION AT X-9 IN SMA MUHAMMADIYAH

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DOWNLOAD SKRIPSI BAHASA INGGRIS THE IMPLEMENTATION OF STAD MODELLED – COOPERATIVE LEARNING TO IMPROVE READING COMPREHENSION AT X-9 IN SMA MUHAMMADIYAH

ABSTRACT

THE IMPLEMENTATION OF STAD MODELLED – COOPERATIVE LEARNING TO IMPROVE READING COMPOREHENSION AT X-9 IN SMA MUHAMMADIYAH 2 SIDOARJO; Heny Kuncah Diana. 2011; Advisor: Dr. Phil. Khoirun Ni’am.

In learning process, it will be very possible that teacher find out some problems in classroom. One of problems is students get difficulties to comprehend text, especially in Evaluation National test and the majority problems is reading comprehension. Moreover most of students are lack of motivation in studying. It needs learning model that increase student’s participation and interaction to study English maximally since they are at tenth grade, especially for reading comprehension. One of learning models is STAD modelled – cooperative learning. This model can increase student’s participation and interaction. The students can interact and cooperate with thier friends in learning process. They also can help their friends who got difficulties to comprehend the text.

To solve some problems above, the researcher implements STAD modelled – cooperative learning by using CAR (Classroom Action Research) in order to know the implementation of STAD modelled – cooperative learning in reading comprehension at X-9 in SMA Muhammadiyah 2 Sidoarjo. CAR is done directly by researcher in the classroom or in the school where the researh is done with oppression in increasing qulity of learning process. The research is done four steps, they were planning, action, observing, and reflecting. The researcher is acted as a teacher. Another English teacher who is partner of teacher acts an observer. The English teacher observes the teacher and student’s activities in learning process. The instrument of this study is observation, questionnaire, documentation and test. Observation checklist and field notes are used to know the teacher and student’s activities in learning process. While questionnaire is used to describe the student’s responses after they had been learning using STAD modelled – cooperative learning. Then documentation also is used because the researcher takes data of the third reading scores. It is used as the first score and compared with the score of evaluation test in the first cycle. The researcher used test to know the result of learning reading comprehension at X-9 in SMA Muhammadiyah 2 Sidoarjo after the implementation of STAD modelled- cooperative learning. Test was given to the students after they had finished studying reading in each cycle. Score of evaluation test in the first cycle is compared with previous score. Then score of evaluation test in the second cycle is compared with the first cycle.

Based on the research, student’s scores in the first cycle had become better than the previous data. In second cycle, the teacher gave attention to the students who got difficulties to comprehend the text. The teacher also asked to the leader of each group to help their friends. Based on the observation field notes, student’s enthusiastic was increased. The students screamed and raised their hand when the teacher gave quiz. Score of students in the second cycle to be increased.

Based on the result of the first and second cycle above, action of the researcher to improve reading comprehension was success. Student’s scores which under SKBM was decreased in each cycle. The persentage of students who are able to master reading increased in each cycle and exceeded the creteria of success. So the research had finished in the second cycle.

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  1. CHAPTER I
  2. CHAPTER II
  3. CHAPTER III
  4. CHAPTER IV
  5. CHAPTER V
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SOSOK PENDIDIK DALAM DUNIA PENDIDIKAN ISLAM

Posted by Unknown on Senin, 23 Januari 2012

SOSOK PENDIDIK DALAM DUNIA PENDIDIKAN ISLAM

Makalah Ini Disusun Untuk Memenuhi tugas Individu

sebagai persyaratan mengikuti UAS Mata Kuliah

Filsafat Pendidikan Islam


DosenPembimbing :

Mukani,M.PdI.

Disusunoleh :

FaridatunNi’mah (7c)

SEKOLAH TINGGI ILMU TARBIYAH AL-URWATUL WUTSQO

BULUREJO DIWEK JOMBANG

2011 / 2012


BAB I

PENDAHULUAN

A. LatarBelakang

Guru atau pendidik adalah sebagai orang tua kedua dan sekaligus penanggung jawab pendidikan anak didiknya, setelah kedua orang tua didalam keluarganya memiliki tanggung jawab untuk memberikan pendidikan yang baik kepada anak didiknya. Apabila kedua orang tua menjadi penanggung jawab utama pendidikan anak ketika dia diluar pendidikan formal/sekolah, maka guru/pendidik merupakan penanggung jawab utama pendidikan anak melalui proses pendidikan formal anak yang berlangsung disekolah, karena tanggung jawab merupakan konsekuensi logis dari sebuah amanat yang dipikulkan diatas pundak para guru/pendidik dilingkungan sekolahnya.

Sosok seorang pendidik yang professional saat ini sangat didambakan oleh banyak orang, yang mana mampu mengemban amanah untuk mendidik anak didiknya dengan baik, serta mampu menjadi suri tauladan bagi anak didiknya. Oleh karena itu, dalam makalah ini akan membahas tentang sosok pendidik dalam dunia pendidikan Islam, yang mana bisa menjadi kajian ilmiah bagi kita, serta dapat menambah wawasan dan pengetahuan mengenai sosok seorang pendidik.

B. RumusanMasalah

1. Apa definisi pendidik itu ?

2. Bagaimana Kedudukan seorang pendidik dalam perspektif Pendidikan Islam ?

3. Apa saja Tugas seorang Pendidik ?

4. Apa saja Kompetensi yang harus dimiliki oleh seorang Pendidik dalam perspektif Pendidikan Islam ?

C. TujuanPembahasan

1. Mengetahui definisi pendidik

2. Mengetahui Kedudukan seorang pendidik dalam perspektif Pendidikan Islam

3. Mengetahui Tugas seorang Pendidik

4. Mengetahui Kompetensi yang harus dimiliki oleh seorang Pendidik dalam perspektif Pendidikan Islam.

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