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Memang benar jika banyak temen-temen mahasiswa jurusan bahasa inggris sedikit agak bingung dalam menyusun skripsi bahasa inggris. Bukan hanya skripsi tapi juga proposal skripsi bahasa inggris.Kebingungan ini sebenarnya disebabkan oleh banyak faktor.
Diantara ftor tersebut yang pertaman adalah kendala bahasa. Karena dalam menyusun proposal skripsi bahasa inggris kita harus membuat proposal dalam bahasa inggris. Meskipun kita kuliah jurusan bahasa inggris, bahasa inggris tetap bukan bahasa sehari-hari kita sehingga tetap saja kita masih sedikit berfikir tentang penukisan yang benar dalam bahasa inggris.Kendala berikutnya adalah menentukan judul dan menyusun proposal skripsi itu sendiri. Jadi bisa dimaklumi bila temen-temen mahasiswa bahasa inggris memiliki beban yang lebih dalam menyusun skripsi atau proposal skripsi bahasa inggris bila dibanding mahasiswa jurusan lainnya.Baiklah berikut ini adalah Contoh Proposal Skripsi Bahasa Inggris Bisa Langsung Dipakai yang saya sajikan untuk temen-temen semua.Contoh Proposal Skripsi Pendidikan Bahasa Inggris Terbaru Lengkap. In order to clarify the key terms used in this study, some definitions are put forward.
Think-aloud have been described as 'eavesdropping on someone's thinking.' With this strategy, teachers verbalize aloud while reading a selection orally. Their verbalizations include describing things they're doing as they read to monitor their comprehension.
The purpose of the think-aloud strategy is to model for students how skilled readers construct meaning from a text. The think-aloud strategy asks students to say out loud what they are thinking about when reading, solving math problems, or simply responding to questions posed by teachers or other students. Reading is a kind of activity in translating written symbols into corresponding sound.
Reading skills enable readers to turn writing into meaning and achieve the goals of independence, comprehension, and fluency. In this research, it was decided to implement the think-aloud strategy because it was used as an instructional approach, and also because this strategy helped readers to comprehend more easily what was being read by them. Afflerbach and Johnston cited by McKeown and Gentilucci (2007), claim that think-aloud serves firstly as a method of measuring the cognitive reading process, then as metacognitive tool to monitor comprehension.
In that sense, the think aloud is appropriate for this study because through this strategy the students can monitor their comprehension process. Another definition of this strategy is provided by Pressley et al. In McKeown and Gentilucci’s (2007) work: “think-aloud is one of the 'transactional strategies' because it is a joint process of teachers and students working together to construct understandings of text as they interact with it” (p. Through the interactions that think aloud promotes, a better understanding of the texts may emerge in the classroom. Think aloud is also a process in which readers report their thoughts while reading (Wade 1990). It helps students to reflect upon their own reading process. Reading in the foreign language consists of grasping meaning in the written language.
In this case, reading foreign language is the grasping of full linguistics meaning of what is to read in subject within the common experience of the culture of which the language is a central part. He further maintains that linguistics means to include the denotation conveyed by language to all speakers of it is as opposed to meaning that are receptive only by those have specific background information not known by the other speakers in general. In other word, there are some purposes of reading such as reading for specific items of information, for general and detail information in a given field, etc. Other types of reading, for example readings for literary appreciation are properly the real of reading in the native language. There must be question on the text, this essential. The questions are to help the pupils understanding every detail on the passage, for example, the passage is about “hide and seek”.
It means that the questions on the passage are able to facilitate the pupils understanding of the passage; the children are playing hide and seek in the playground, and the question are (1) who is playing hide and seek in the playground? (2) What are the children playing in the playground? (3) What are they doing in the playground and where are they playing hide and seek? (a) reading is not a single skill but an interrelated process of many skill, (b) reading is development process, in other words, reading comprehension develops sequentially as pupils nature, (c) there are developmental pattern from grade to grade and from year to year, but wide variations in reading ability exist among pupils in any grade or of any age, and (d) there are no basic reading comprehension which can be taught or learned once or for all, they are merely simpler or more difficult levels of reading proficiencies, which can be taught to pupils who are ready to learn. Both views are non-productive at best and the worst seriously impede progress. Furthermore, the effort has been to create a model of the reading process powerful enough to explain and predicate reading behavior and sound enough to be a base on which to build and examine the effectiveness of reading instruction.
This model has been developed using the concepts, scientific methodology, and terminology of psycholinguistics, the interdisciplinary science that is concerned with how thought and language are interrelated. Firstly, intensive reading is reading activity that is being related to further progress in language learning under the teacher guidance. In this type of reading, control from a teacher is compulsory and it will provide a basis for elucidation of difficulties of structure, and for the extension of vocabulary. To the same extent, Finnonchiro (1983) also glanced that the intensive reading when the student’s attention should be focused on all expression, nations sound, structure and cultural allusions will be unfamiliar to them in passage. Secondly, extensive reading is developed at the student’s own pace according to his individual ability (Rivers, 1968 and Suhirman, 2002). In this extent, the activity is not completely controlled by the teacher.
The students have learner to read without the teacher’s role. The extensive reading activity is mostly concerned with the purpose of training students to read directly and fluently by his/her own employment, without the aid of the teacher. Structures in the test will be already familiar to him and new vocabulary will be introduced slowly in such a way that its meaning can be deduced from the context. From linguistics point of views, reading is recording and decoding process. Not like speaking which just involves an encoding process reading applies decoding process by which a reader must grasp and guess the meaning of written words used in writing scripts, reading the symbols to the oral language meaning (Anderson in Tarigan (1991) and Suhirman (2002)).
In short, reading can be defined as “bringing meaning to and get meaning from points or written materials” (Finnochiro and Banama in Tarigan, 1987, and Suhirman, 2002). It is true by reading people get to know the other people scientific achievement, or some happening in other region of the country.
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Through reading we can improve our skill and enlarge our human development achievement. According to Sheng (2003) reading comprehension questions measure student’s ability to read with understanding, insight and discrimination. This type of question explores the ability to analyze a written passage from several perspectives, including student’s ability to recognize both explicitly stated elements in the passage and assumptions underlying statements or arguments in the passage as well as the implications of those statements or arguments. Because the written passage upon which the questions are based presents a sustained discussion of a particular topic. Along with Godman’s idea, Ommagio (1986) also maintains that the efficient language users will take the most direct routine to their goal comprehension.
He describes reading as a sampling process in which readers predict structures. Clearly, Ommagio (1996) included as in the comprehension process all three types of background knowledge: comprehenders make use not only of the linguistic information of the text, but also of their knowledge of the world and their understanding of discourse structure to make sense out the passage. In line with the above statement, as Ommagio (1986) cited from Kolers (1973) also maintains that reading is only incidently visual. Thus, the reader then contributes more information by the print on the page. As the comparison of this research, here are some researches of The Effect Think Aloud Strategy Toward Students Reading Skill. The first researcher is Alexander Moreno cardenas ( 2009 ) with title “The Impact Of The Think-Aloud Strategy In The English ReadingComprehension Of Efl 10th Graders, he found that the students increased their engagement in the activities because of the think-aloud strategy. Through the use this strategy they could interact and construct meaning from the texts at once when they developed the reading tasks.
Second, it is important to highlight that the role of the teacher as a guide was crucial in think-alouds because he could assist and foster students to use reading strategies such as predicting, visualizing, and prior knowledge in order to comprehend the reading texts. Being the teacher’s role only as a guide, students then are the main protagonists of the reading process. Third, another positive impact of the think-aloud strategy, is that students constantly mentioned that they had an enhancement in some specific aspects of English language such as: pronunciation, vocabulary, and listening skill. By teaching four language skill in interactively, that is involves reading, listening, speaking and writing. In this case is limited for the reading skills itself to involve the pupils in learning activities i.e.; (1) To expands the pupils knowledge and art; (2) to motivates the student to be a good personality in their country; (3) to expands the pupils social intercourse. So that in this case, the ability of the pupils will be increased by using textbook with are published by Depdikbud (Government) and Yudistira (Private Publishing Company). The recent study was an experimental research to find out the result of a certain technique.
According to hadi (1988: 56) that is an experimental design is one of the precise methods to examine the cause and effect because of the fact, instruction toward a group and experimental sample. The instructional activity was designed only to teach reading skill students by using Think aloud strategy as a techniques toward the experimental group, the group of sample would have test to measure the effect that students get after treatment. The result of the test would be analyzed and compare using statistical computation. This research design will present several characteristics; (1) it has two groups of experimental subjects or treatment group and control group; (2) the two groups compared with respect two measurements of observation on the dependent variable; (3) both groups will be measured twice, the first measurement serve as the pre-test and the second as the post-test; (4) measurement on the dependent variable for both groups will be done at the same time with the same test; and (5) the experimental group manipulated with particular treatment.
Population is represent entire/all subject research. Nawawi ( 2003) in Iskandar ( 2009: 118) population is grand total of subject research which can be consisted of by the human being, object, animal, flora, symptom, assess the test or event as data source owning certain characteristic in a research.
While according to Sudjana ( 2005: 74) population is totality of all value which possible, result of counting/calculating or measurement, quantitative and also qualitative hit the certain characteristic from all clear and complete corps member is which wish learned by the nature. Related to the research problems, the writer used reading test as an instrument. Ary (1979: 216) states that a test is a set of stimuli present to an individual in order to elicit responses on the basic of which a numerical score can be designed. Moreover, Heaton (1975: 89) states that the test used must be appropriate in term of our object, the dependable in the evidence provides, and applicable to our particular situation.
In this case, the researcher gave the students reading test in using Think aloud strategy. Arikunto, Suharsimi. Prosedur Penelitian. Bandung: Bina Aksara.Bolgar, Robert Ralph.
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