Proposal tesis kualitatif bahasa indonesia. One of the main ways in which pronunciation is practiced in the kumpulan is through drilling. The Drilling simply involves the teacher saying a word or structure, and getting the class or repeat it. Being able to drill properly is a contoh and inggris language teaching skill.
RESEARCH PROPOSAL
IMPROVINGTHE STUDENTS’MASTERY OFVOCABULARY
( A STUDY WILL BE CONDUCTED ATMTS TARBIYAH TONDANO )
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FACULTY OF LANGUAGEAND ARTS
2011
CHAPTERI
LearningEnglish is very important, because English has become an internationallanguage, which is used by most communities in the world. Many countries useEnglish as their second language. In spite of the difficulties in studyingEnglish, it is worthwhile to study the language because it plays a very importantrole in almost all fields of life such as: communication, commerce,economy,politics, education, science, technology and so on.
InIndonesia English is not considered as a second language but English is a foreign language.English isalso called as the target language that has to be taught teach in schools in today’s Indonesiancurriculum. Therefore the student is hoped to increasetheir ability inEnglish.
Increasingthe students’ ability in mastering English the teachers have to think how tomake studentsmastery English for their own purposes. Thereare so many approaches,methods, and techniques that can be used by the teacher.
Onetechnique that wasused by the teacher to increase the students’ ability in English is Games. Through games there are somany advantages for students and teachers in learning process. The students can be more motivated and challanged. Games provide language practice invarious skills of speaking, listening, writing, and reading. Games alsoencourage studentsto interact and communicate.
Thisstudy examines the students mastering of vocabulary through games because Gameshave been shown to have advantages and effectiveness in learning vocabulary invarious ways. Therefore, the role of games in teaching and learning vocabularycannot be denied. However, in order to achieve the most important from vocabulary games, it is essentialthat suitable games are chosen. Whenever a game is to be conducted, the numberof students, proficiency level, cultural context, timing, learning topic, andthe classroom settings are factors that should be taken into account.
One of the aims of teachingEnglishis to enhance students to beable to understand English words which they might find in their environment. Infact, students often find problems in learning the words. So it needs moreteacher’s attention to make the transfer of the vocabulary process easier tograsp and more fun to learn. To do this hard job, teachers are hoped to haveingenuity in teaching by using any kind of teaching aids that already exist intheir environment. One of those aids is using games. The writer chooses gamesbecause games help and encourage many learners to sustain their interest andwork. With games student can have a lot of fun and get rid off their tiresomeduring the lesson.
Based on the background above theresearch entitled Improving Students’ Mastery of Vocabulary will be conducted to see if games can improvethe mastery of vocabulary.
2.RESEARCHPROBLEM
The students cannot master Englishwell, because they are lack of vocabulary, the lack of motivation. Games are one effective and interestingtechnique that can motivate and challenge the student interest to improving thestudent communicative competence. Through games can improve the student’ mastery of vocabulary because vocabulary isone of the language components that have to be taught to the students inlearning a foreign language.
There areseveral reasons for choosing the topic, they are:
-Teaching vocabulary through games is effective technique.
-Usinggames bring so many advantages for student and teacher.
-Theresearcher interestedusing games when teaching in the classroom.
4.PURPOSEOF THE STUDY
-Tofind out whether the using games can improve the students mastering ofvocabulary.
5.BASICASSUMPTION
-Gamesactivities can increase the students’ mastering of vocabulary.
-Ifthe teacher is usinggames in the classroom, the student mastery of vocabulary will be automaticallyincreased.
-Masteryof vocabulary is very important because without mastery of vocabulary, studentcannot increase their English competence in listening, speaking, writing, andreading.
6.RESEARCHQUESTION
Can teachingvocabulary through gamesimprovethe students’mastery of English vocabulary?
7.HYPOTHESIS
In teaching and learning vocabulary through games canimprove students’ mastery of vocabulary.
8.SIGNIFICANCEOF THE STUDY
Thisstudy is expected to get the result that will be useful for readers, in termsof:
1.As an input data for the English teachers about the using games in theclassroom and the importance of vocabulary in teaching English.
2.To motivate students to increasetheir vocabulary. 3. It is hopedthat this study will contribute or would be of any value to other students inconducting further research of the similar topic.
4. Directly, the writer’sknowledge can be developed by investigating the topic.
This study isdelimited of the use ofgames in improving the students’ mastery of vocabulary in the second grade of students at MTsTarbiyah Tondano. Clearlythe writer will only discuss the role of game in helping students learnvocabulary. The writer delimited games into english games such as Hangman game, Guessing Games, Word-Focus Games, Treasure Hunts
-Gameactivities: Games also help the teacherto create contexts in which the language is useful and meaningful. The learnerswant to take part and in order to do so must understand what others aresaying or have written, and they must speak or write in order to express theirown point of view or give information.
-Vocabulary: acording to Huyen and Nga (2003) : “In order to communicatewell in a foreign language, students should acquire an adequate number of wordsand should know how to use them accurately”
REVIEWOF LITERATURE
1.Teaching
Teacherplays an important role in teaching learning process. In teaching English as aforeign language the teacher need to vary way of teaching in order to get thestudents interest and attention to the lesson. In teaching learning processthere are some factors, which can influence the successful goals in the school.They are curriculum, materials, method, teachers, students and the technique.
Richey(1912:1) stated that : “teaching may be considered to be basic to all the otherprofessions are made possible through the work of teachers in elementary andsecondary school, college, and university.”
FurthermoreBrown (1980:7) stated that : “teaching is showing or helping someone how to dosomething, given instruction, guiding in the study of something providing withknowledge, causing to know or to understand. Teaching is building andfacilitating learning, enabling the learner to learn, setting the conditionsfor learning.”
Itmeans teaching is a systematic way, teacher as an organizer should be creativeto make learner interested in following the subject. Teaching may be said tocover not only activities of guiding students’ activities but also those whichaim at helping students develop themselves and be able to adapt themselves inthe group to which they’re belong. At the result of teaching the studentsshould be able to interest in their group. They’re learning to think, feel, andact in harmony through social groups of which they are a part.
Vocabulary isone important aspect in learning a foreign language. Without a proportionalamount of vocabulary anyone will get trouble in her speaking, reading,listening, and writing. Without a shred of doubt, the writer said that theacquisition of vocabulary would help people in gaining, understanding, and alsoenhancing the process of knowledgeable transfered for a better life.Indisputably the chances for progress or success in any kind of fields, likecomputers, technology, economy, politics, tourism, and educational increasewith the size and applications of vocabulary.
Vocabulary plays important roles in mastering English. Rivers inNunan(1992: 17) stated that vocabulary is essential for successful study on thesecondlanguage. Wilkins in Thornbury (2002: 13) summed up that withoutvocabularynothing can be conveyed. Vocabulary refers to all words in the wholelanguageused in a particular variety.
According toHarimukti Kridalaksana, vocabulary is a component of a language that maintainsall of information about meaning and using word in a language.
‘Gamesalso help the teacher to create contexts in which the language is useful andmeaningful. The learners want to take part and in order to do so mustunderstand what others are saying or have written, and they must speak or writein order to express their own point of view or give information.'
According to Jeremy Harmer, gamesare a vital part of a teacher’s equipment, not only for the language practicethey provide, but also for the therapeutic effect they have. They can be usedat any stage of a class to provide an amusing and challenging respite fromother classroom activity about their English class.
a.Hang Man Games
Hang Man Games isgame that the student played on groups. Before start the games, teacher explainhow to play the game. The student must memorise the word about everything. ForExample about Animal, the student must memorise the name of animal.After that, teacher devided rthe student intotwo groups, the student must guess the word. “ Is that A,I,U, etc”and if the word they guess false, teachermake on the board the picture people hang.
Guessing games can be painless ways todevelop or reinforce any number of concepts. “Guess What I am” or “Guess Who Iam” for example, can be used to teach about animals, professions, or people indifferent age groups (baby, child, teenagers, young adult, middle-age adult,elderly person). “Guess What I’m doing” can be used to teach recognition in thetarget language of activities such as taking a bath, go finishing, doinghomework, and so forth.
Various sources for game ideas arementioned, but teachers are reminded that one of the best sources is thestudents themselves.
Games that using wordto see how many other words they can make from them. For example, the followingwords can be made from the word teacher: ear, her, teach, reach, cheer, each,hear, here, arch, tea, eat, and so forth.
An alternativeactivity is to have teams of students see how many words they can make from aletter grid such as the example:
Student must movealong the connecting lines without skipping any letters. A single letter cannotbe used twice in succession but can be returned to if there is an interveningletter. For example, regret is acceptable but great is not.
A treasurehunt is a favorite game among second language learners. It allows them to workcooperatively in a group effort to find the items required.
The followingsteps are taken in organizing a treasure hunt.
1.Divide theclass into groups of from three to six members.
2.Give anidentical list of treasure to each group.
3.Read the itemsa loud for children or less proficient students to make sure they understandthe vocabulary.
5.Say “go” toindicate when the groups can begin their search.
6.At the end ofthe time limit, or when the first group returns, everyone gets together tocheck each item, giving points (five points are suggested) for each completeditem points are taken away for uncompleted ones.
There is some reasons whyactivities in teaching learning process game are very important in teachingEnglish as a foreign language.
According toAndrew Wright, David Betteridge and Michael Buckby in their books ‘Games forlanguage learning’ Cambridge University Press, 1984 :'Language learning is hard work ... Effort is required at every moment and mustbe maintained over a long period of time. Games help and encourage manylearners to sustain their interest and work.'
'The need for meaningfulness inlanguage learning has been accepted for some years. A useful interpretation of'meaningfulness' is that the learners respond to the content in a definite way.If they are amused, angered, intrigued or surprised the content is clearlymeaningful to them. Thus the meaning of the language they listen to, read,speak and write will be more vividly experienced and, therefore, betterremembered.
If it is accepted that games canprovide intense and meaningful practice of language, then they must be regardedas central to a teacher's repertoire.They are thus not for use solely on wet days and at the end of term!' (fromIntroduction, p. 1)
Aydan Ersozstate in The Internet TESL Journal, Vol. VI, No. 6, June 2000 that'Language learning is a hard task which can sometimes be frustrating. Constanteffort is required to understand, produce and manipulate the target language.Well-chosen games are invaluable as they give students a break and at the sametime allow students to practice language skills. Games are highly motivatingsince they are amusing and at the same time challenging. Furthermore, theyemploy meaningful and useful language in real contexts. They also encourage andincrease cooperation.'
Games are highly motivating becausethey are amusing and interesting. They can be used to give practice in alllanguage skills and be used to practice many types of communication.
Furthermore from 'Creative Games for the Language Class' by Lee Su Kim'Forum' Vol. 33 No 1, January - March 1995, Page 35 defined 'Thereis a common perception that all learning should be serious and solemn innature, and that if one is having fun and there is hilarity and laughter, thenit is not really learning. This is a misconception. It is possible to learn alanguage as well as enjoy oneself at the same time. One of the best ways ofdoing this is through games.'
'There are manyadvantages of using games in the classroom: 1. Games are a welcome break from the usual routine of the language class.
3. Learning a language requires a greatdeal of effort. Games help students to make and sustain the effort of learning.
4. Games provide language practice inthe various skills- speaking, writing, listening and reading. 5. They encourage students to interact and communicate. 6. They create a meaningful context for language use.'
6.Theuse of game in developing mastering of Vocabulary
Many experiencedtextbook and methodology manuals writers have argued that games are not justtime-filling activities but have a great educational value. W. R. Lee holdsthat ‘most language games make learners use the language instead of thinkingabout learning the correct forms’ (1979:2). He also says that games should betreated as central not peripheral to the foreign language teaching programmed.A similar opinion is expressed by Richard-Amato, who believes games to be funbut warns against overlooking their pedagogical value, particularly in foreignlanguage teaching. There are many advantages of using games. 'Games canlower anxiety, thus making the acquisition of input more likely'(Richard-Amato 1988:147). They are highly motivating and entertaining, and theycan give shy students more opportunity to express their opinions and feelings(Hansen 1994:118). They also enable learners to acquire new experiences withina foreign language which are not always possible during a typical lesson.Furthermore, to quote Richard-Amato, they, 'add diversion to the regularclassroom activities,' break the ice, '[but also] they are used tointroduce new ideas' (1988:147). In the easy, relaxed atmosphere which iscreated by using games, students remember things faster and better (Wierus andWierus 1994:218). S. M. Silvers says many teachers are enthusiastic about usinggames as 'a teaching device,' yet they often perceive games as meretime-fillers, 'a break from the monotony of drilling' or frivolousactivities. He also claims that many teachers often overlook the fact that in arelaxed atmosphere, real learning takes place, and students use the languagethey have been exposed to and have practised earlier (1982:29). Further supportcomes from Zdybiewska, who believes games to be a good way of practicinglanguage, for they provide a model of what learners will use the language forin real life in the future (1994:6).'
It means that Gamesencourage, entertain, teach, and promote fluency. If not for any of thesereasons, they should be used just because they help students see beauty in aforeign language and not just problems that at times seem overwhelming.
Games are often used asshort warm-up activities or when there is some time left at the end of alesson. Yet, as Lee observes, a game 'should not be regarded as a marginalactivity filling in odd moments when the teacher and class have nothing betterto do' (1979:3). Games ought to be at the heart of teaching foreignlanguages. Rixon suggests that games be used at all stages of the lesson,provided that they are suitable and carefully chosen.'
Games also lendthemselves well to revision exercises helping learners recall material in apleasant, entertaining way. All authors referred to in this article agree thateven if games resulted only in noise and entertained students, they are stillworth paying attention to and implementing in the classroom since they motivatelearners, promote communicative competence, and generate fluency.
According toNguyen Thi Thanh Huyen and Khuat Thi Thu Nga in Asian EFL Journal ‘learningvocabulary through games’ - December 2003 'Games have beenshown to have advantages and effectiveness in learning vocabulary in variousways. First, games bring in relaxation and fun for students, thus help themlearn and retain new words more easily. Second, games usually involve friendlycompetition and they keep learners interested. These create the motivation forlearners of English to get involved and participate actively in the learningactivities. Third, vocabulary games bring real world context into theclassroom, and enhance students' use of English in a flexible, communicativeway.'
Therefore, the role of games inteaching and learning vocabulary cannot be denied. However, in order to achievethe most from vocabulary games, it is essential that suitable games are chosen.Whenever a game is to be conducted, the number of students, proficiency level,cultural context, timing, learning topic, and the classroom settings arefactors that should be taken into account.'
It means learning vocabulary throughgames is one effective and interesting way that can be applied in anyclassrooms. The results of this research suggest that games are used not onlyfor mere fun, but more importantly, for the useful practice and review oflanguage lessons, thus leading toward the goal of improving learners’communicative competence.
RESEARCH METHODOLOGY
1.Research Design
In this research, the writer wouldlike to collect; process; analyzes the data to get conclusion of the research. Thisresearch is called quantitative research because it will use numbers orstatistics. In this research pre-experimental design with one group pre-testand post-test design will be used. Pre-test is the test which given to thestudents’, before the treatment. The post-test is given to the student’s afterthe treatment to find out the student’s achievement.
Butler (1985;65) stated that “experimentalstudies are those in which the investigator deliberately manipulates somefactors or circumstances in order to test the effect on some other phenomenon”.
So there are two test: T1- thepre-test and T2- the post test. X is used to symbolize the treatment in therepresentation of the design:
T1XT2
The design above means that theteacher gives them pre-test before usinggames then gives them post-test after teaching several times using games.
Population
Population is the area in which you aretrying to get information from.
According to Burns (1990 : 62)“Population is an entire group of people or objects or events which all have atleast one characteristics one common, and must be defined specially andunambiguously”.
In this study, the population is thestudents of MTs Tarbiyah Tondano
Sample is asection of your population that you are actually going to survey.
McMillan andSchumacher (1984:32) say that: “Sample is a group of subjects selected from thepopulation.” The sample of this research is the second grade students at MTs TarbiyahTondano. They consist of 21 students.
The writer gives thestudents the pre-test and post-test used to test the two groups of student. Pre-testand post-test are the same in form as well as its content but the time and aimare different.
Firstly, both theexperiment class and controlled class were given the pre-test before the lessonis begun to know the students knowledge of the material that will be taught.Secondly, both the experiment class and control class were given the samematerials but with the different techniques of presentation. The experimentclass was given the games technique and the control class without games. Thelast step in the experiment is giving the post-test to the two classes, class Aand class B. post-test giving after the lesson is finished, to know studentstaught
The data will be collected through a test. The testwill be in form of written test, theyare objective and essay test. There are pre-test andpost-test. The test is arranged according to the material given.
In analyzingthe obtained data, thewriter will use mean score formula :
=All score of the sample
The data presented in frequency distribution,computation or mean score X and standard deviation and the entire test can bepresented on frequency polygon.
Brown, H. D. (1980). Principle oflanguage learning and teaching. New York: Prentice Hall.
Butler, C. 1985. Statistics in linguistics. New York:Basil Blackwell.
Ersoz, A. 2000. Six Games for the EFL/ESL Classroom.The Internet TESL Journal, Vol. VI, No. 6. Juny.
Hatch, E. & HFarhady. 1982. Resarch design andsttistics for applied linguistics. Cambrirdge : Newbury House Publisher
Lee Su Kim. 1995. Creative Games for the LanguageClass. ‘Forum’ vol. 33 No. 1. January-March.
McMillan and Schumaker. 1984. Researchin Education. Boston: Little Brown and Company.
Richey, R. W. 1912. Planning forteaching an introduction to education. California: department of educationSaint Mary’s College.
77 Contoh Judul Skripsi Pendidikan Bahasa Inggris Terbaru Dan Terlengkap
Hai sahabat SBI yang super, Kali ini admin akan berbagi daftar judul skripsi pendidikan Bahasa inggris . So buat teman-teman yang sedang berkuliah dan bingung mencari judul skripsi. Berikut ini adalah 77 contoh judul skripsi pendidikan Bahasa inggris terbaru dan terlengkap
Contoh referensi judul skripsi pendidikan bahasa inggris yang saya berikan ini. Admin akan membaginya menjadi kualitatif dan kuantitatif. Sehingga akan mmpermudah teman-teman untuk menentukan pilihan. mempermudah kamu untuk memilih. Karena memang banyak mahasiswa yang memiliki perbedaan minat dalam pemilihan kualitatif dan kuantitatif. Langsung saja kita simak daftar contoh judul terbaru berikut ini!
Contoh Judul Skripsi Pendidikan Bahasa Pendidikan Bahasa Inggris Kualitatif
An Analysis of Teachers’ Strategies in Teaching Reading Comprehension
The Comparative Study Those who taught Jigsaw Technique and those who taught through STAD in Teaching Reading
An Analysis of Students’ Speaking Anxiety at at the 2nd Student of Senior High School
An Analysis of Students’ Ability in Writing Descriptive Texts
The Effectiveness of Kids Song on Students’ Motivation in Listening Comprehension
The Implementation of Collaborative Strategy in Teaching Students’ Reading Comprehension
The Implementation of Gist Strategy in Teaching English Recount Text
An Analysis of Students Errors in Writing Recount Text
The Effectiveness of Picture Series in Teaching Writing Recount Text
The Correlation between Students’ Vocabulary Mastery and Reading Comprehension
An Analysis of Students’ Reading Final Examination by Using ITEM ANALYSIS Program
An Analysis of Teachers’ Pedagogic Competence in Teaching Young Learners
An Analysis of Teachers’ Questioning Strategies during the Classroom Interaction
The Correlation between Metacognitive Strategies and Students’ Reading Comprehension
The Correlation between Students’ Grammar Ability and Students’ Speaking Ability
The Correlation between Language Learning Strategies and Students’ Thinking Styles
The Relationship between Listening Strategies and Their Listening Achievement at the 2nd Student of SMA
A Comparative Study between Those Who Taught through Video and Those Who Taught Through Song in Students’ Listening Comprehension
Judul Skripsi Pendidikan Bahasa Inggris Kuantitatif
The Use of Puzzle game to Improve Student’s Vocabulary Mastery
The Implementation of Extensive Reading to Improve Students’ Reading Skills
The Implementation of mind mapping technique to Improve Students’ Speaking Skills
The Use of Small Group Discussion in Teaching Reading
Teaching Writing Narrative Text through Clustering Technique
Improving Students’ Writing Skills through Total Physical Response in Teaching Writing
Teaching Literacy to Young Learners through Picture Books
Improving Young Learners’ Vocabulary through TPR Technique
The Implementation of Video to Improve Students’ Writing in Procedure Text
Improving Students’ Reading Comprehension of Narrative Text through Comic Books
Improving Students’ Reading Comprehension through Mind Mapping Technique
The Implementation of English Kids Songs to Improve Learners’ Listening Comprehension
The Use of English Children Short Story to Enrich Students’ Vocabulary Achievement
Enriching Students’ Vocabulary Mastery through English Spelling Bee Games
The Implementation of Spelling Bee in Teaching English Narrative Texts
The Implementation of Describing Pictures Strategy in Improving Students’ Speaking Ability
Improving Students’ Vocabulary Mastery in Reading by Using Extensive Reading
The Use of Clustering Technique to Improve Students’ Achievement in Writing Recount Text
Improving Student’s Speaking Ability in Oral Descriptive Text by Using Video
Improving Students’ Achievement in Writing Procedure Text by Using Mind Mapping Technique
Improving Students’ Speaking Achievement through Guided Writing
The Implementation of Prediction Strategy in Improving Students’ Reading Comprehension In English Recount Text
Improving Students’ Writing Ability through Collaborative Writing
Increasing Students’ Ability in Writing Argumentative Text through Contextual Teaching and Learning (CTL)
Increasing Students’ Paragraph Writing through Picture Composition
Demikanlah 77 contoh judul skripsi pendidikan bahasa inggris ini. Semoga dapat membantu sahabat SBI dirumah dalam mencari judul skripsi