Nama : Nindy Puspita M
NIM
: 11002141
Kelas : 7A
MENCARI ABSTRAK DALAM SKRISI BAHASA INGGRIS
1. An Analysis on Students’ Mastery of Present Continuous Tense:The study at the
second grade PGRI Junior High School in 2006/2007,
ABSTRACT
Novem Ariya Kusuma, 02420178. An Analysis on Students’ Mastery of Present
Continuous Tense:The study at the second grade PGRI Junior High School in 2006/2007, the
first advisor Listyaning M.Hum,. The second advisor is Dra. Ratna Kusumawardhani.
Present Continuous Tense is one of the language component, I.e is structure or
grammar. Stucture of grammar is one of the basic aspect which must be learned by the
students. The verb in Present Continuous Tense is particulary to common problem faced by
the students. It is due to the fact that is in Indonesia they never find such as doing something
more than one year, they have learned English since they were in the first year. The writer
find that the students are still confuse in aplying the verb ing in the appropriate sentence.
This research was conducted at PGRI Junior High School, the number of students is
40 students. To know the student’s achievement in using the English verb-ing form. I gave
them (30) items) and analyzed the result. Result of the manipulation os statically calculation
indicated that students of PGRI Junior High School is 32,5% is exellent, 40% is good. 17,5%
is fair and 10% is poor. The students mastery in Present Continuous Tense is good It means
that the teaching and learning process of mastery The Present Continuous Tense at PGRI
Junior High School is successful.
The student difficulty in studying Present Continuous Tense caused by some factors
such as for the teacher, students and school. The factor from the teacher are like; The teacher
are less communicative in teaching, the teacher speaks to fast and the teacher less uses media
which will motivate the students to study based oin the contextual environment. The problem
from the students are like; the students do not pay attention to the lesson, lazy to study and
the students have low motivation. The problem from school does not give extra to study
English out side the school hours, the school, the school suggested that English teacher
should try to improve their mastery of English and method of teaching languange. Teacher
should be able to convice their students to improve their performance in academic
achievement so as tomake students master English well. The students must pay attention and
study harder in learningang and teaching process.the school complete facilities involving
books and teaching media needed in teaching learning process, so the teaching and learning
process is more interesting.
2. Using pictures to improve student's understanding in learning vocabulary
Abstract
Based on the research in SMP 1 Negeri Pontang Serang-Banten, the data is derived among
from the test (pretest and posttest), interview, and observation. Therefore, this study is
included into quantitative descriptive research. The findings of this study are: (1) related to
the test result, there was 27.14% improvement of students’ mean vocabulary score after using
pictures; It gained from the pretest result, there were three students who passed the KKM.
Then in the result of posttest in cycle 1, there were 12 or 33.33% students in the class who
passed the KKM considering their mean score of the test is 58.47. Next in the result of
posttest in the cycle 2, there is 31 or 86.11% students who passed the KKM in which their
mean score of vocabulary test derived 71.11. (2) Related to the observation result showed that
the students were more active and interested in learning vocabulary activity in the classroom.
Indeed, they could analyze the characteristics of pictures learning vocabulary. (3) Related to
the interview result, it could be known that the students’ vocabulary by using pictures has
improved and also assisted the teacher in finding the appropriate strategy in teaching
vocabulary.
3. SPELLING BEE GAME IN TEACHING NARRATIVE TEXT
ABSTRACT
Currently, the students, especially students in senior high school level must deal with many
kinds of text. One kind of text that must be learned by the students is narrative text.
Meanwhile, the text should be learned through a meaningful activity. One kind of the
effective activity is by having a game.
This study was aimed to observe the use of Spelling Bee game in teaching narrative text, and
to find out the obstacles, advantages and disadvantages of using Spelling Bee game in
learning about narrative text. This study was conducted by using a quasi-experimental design
with pretest and posttest nonequivalent groups design. Two classes of the first grader in
SMAN 5 Cimahi were chosen as the sample in this study. There were 40 students in each
class.
The findings of this study suggested that Spelling Bee was effective in improving students’
understanding on narrative text as indicated by a statistically higher reading score of
experimental group students (M = 76.0, SE = 1.11) than control group students (M = 60.5, SE
= 1.31) in the posttest. This difference was highly significant t (78) = 8.982, p < 0.05 with the
effect size value r = 0.74.
In addition, the students’ answer on the questionnaire showed that the students’ inability in
recognizing an English alphabet became the obstacle during the process. Besides, students’
improvement on spelling skill was the advantage and limitation of time was the
disadvantages of using Spelling Bee game in teaching narrative text.
There were two main conclusions that can be drawn from the present study. First, Spelling
Bee could improve student’ reading comprehension on narrative text. Second, Spelling Bee
game was appropriate for the students in senior high school level. Since Spelling Bee was
very appropriate to apply for students who had a good spelling skill.
For teachers who are interested in using Spelling Bee game, it is suggested to ensure that the
students’ do not have problems with spelling. In addition for further study, it would be very
excellent if the Spelling Bee game can be used in other genres.
4. THE USE OF COMIC STRIPS TOWARD WRITING NARRATIVE TEXT : A
Classroom Action Research Conducted in a Senior High School in Indramayu
ABSTRACT
The research reports on the use of comic strip toward writing narrative text. Comic strips
were applied in the research to improve the students` writing scores. The aims of the research
were to improve students’ writing narrative text ability and to find out students’ responses
toward the use of comic strip. The research used classroom action which consists of three
cycles. The subjects were tenth grade students in a senior high school in Indramayu. Writing
test, observation sheet, questionnaire, and interview were employed to collect the data. The
result showed that there was improvement in students’ writing scores in every cycle. The
mean score in cycle 3 was 76.2, increasing 18.2 points from the first cycle with 27 students
(96.4%) getting the scores above KKM. In addition, the result of questionnaire and interview
showed that comic strip can be one of alternative media in teaching writing especially
narrative and it could motivate the students in learning writing.
5. HE TRANSLATING STRATEGIES APPLIED BY THE FIRST GRADE
STUDENTS IN THE TRANSLATION OF A NARRATIVE TEXT: A Case
Study at SMA Puragabaya Bandung –
ABSTRACT
The study entitled The Translating Strategies Applied By The First Grade Students In The
Translation Of A Narrative Text, A Case Study at SMA Puragabaya Bandung, concerns with
the translating strategies which are applied by the first grade students of senior high school in
the translation of a narrative text. This study is also to reveal the students’ perception towards
the translating tasks which are given by their teacher.
This study is a qualitative study with using descriptive method. The data is taken from the
translation products and the questionnaire results of the ten students as the subject of this
study. The data is analyzed through the theory of translating strategies by Peter Newmark
(1988). The result shows that the students employ ten translating strategies in dealing with
the text. In addition, the students’ perception towards the translating tasks is positive; they
perceive that the translating tasks help them cultivate their reading habit and vocabulary.
Therefore, based on that perception, the translating tasks are still relevant to be applied by the
teacher as an alternative task in enhancing the students’ reading habit and vocabulary.
- See more at: http://www.englishindo.com/2012/01/contoh-abstrak-skripsitentang.html#sthash.9uetnlD6.dpuf
6. TEACHING ENGLISH VOCABULARY USING COMICS TO THE FIRST
GRADE STUDENTS OF TAMAN DEWASA IBU PAWIYATAN
YOGYAKARTA
2010/2011
Didik Wibawa
24002021
The objective of the study is to describe the steps or the ways used to teach vocabulary using
comics to imrove the students’ english vocabulary mastery among the first grade students of
SMP Taman dewasa ibu pawiyatan.
The type of this study is action research. The subject of the study is the first grade students of
SMP Ibu pawiyatan tamansiswa yogyakarta. There are 34 students in the class. The data were
collected through obsrvation, interview and test. The data were analysed by using descriptive
qualitative techniques.
The result of this study reports that there are three steps of teaching learning process in
mproving vocabulary mastery using comics to the first grade students of SMP ibu pawiyatan
tamansiswa yogyakarta. They are pre-teaching, while teaching and post teaching. It was
aimed to make the teaching learning process systematic and make the students follow the
teaching learning process more easily. In pre teaching, the researcher stimulated the students
and introduces the topic , while teaching the students read, pronoun, and translate the comic,
in post teaching the researcher asked the students
to tell the content of the comic.
Meanwhile, the use of comic as a media can help the students in improving their vocabulary
mastery of the first grade students of SMP taman dewasa ibu pawiyatan yogyakarta.
Furthermore, there was a significance result of pre-test and post test. Pre-test is 67.096, post
test is 88.068
Key words : comic, vocabulary mastery, educational media, learning process
7. AN ANLYSIS OF POLITENESS STRATEGIES USED BY LEIGH ANNA IN
THE BLIND SIDE MOVIE Pratisila Elmadini, 28 002 061
The aims of the study are to describe (1) the kind of politeness strategies used by Leigh Anna
in the blind side Movie, (2) the forms of polite expressions frequently used by Anna Leigh,
and (3) the factors of the use of politeness strategies used by Leigh Anna in the movie.
The research methodology used in this study was discourse analysis method. The source of
the data is leigh anna in the blind side movie and the utterences that contain politeness
strategies and polite expression taken from the transcription of this movie. The data were
analyzed using Brown and Levinson’s theory of Politeness Strategies and Hymes’
SPEAKING mnemonic.
The findings of the study show that leigh anna used four politeness strategies in her
utterances. They are bald on-record strategy, positive politeness strategy, negative politeness
strategy, and bald off-record strategy. Bald on record strategy with total 22 items, positive
politeness strategy with total 24 items, negative politeness strategy with total, 6 items, and off
record strategy with total 8 items. It is obviously known that politeness strategy which is
commonly used by leigh anna in her utterances is positive politeness strategy. Besides, the
analysis shows that leigh anna uses negative politeness strategy to minimize imposition. Off
record strategy is used by leigh anna to interpret the utterances as directivesand to give
negative judgment. She uses bald on record strategy in her utterances in an open and direct
way. Positive politeness strategy is used by leigh anns to give gifts, to show cooperativeness,
to show promise, to avoid disagreement, to show solidarity, and to intensify interest the
hearer. Polite expression using can is 1 item, using please is 1 item, using shal is 1 item, and
using thank you is 2 items. It is clear that forms of polite expression that are frequently used
by anna leigh are polite expression using thank you.