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Beingsuccessful in teaching English is the dominant factor that the English teachershould pay attention to, especially in teaching reading. Through reading, onecan enhance his experience, develop new concept, solve his problem, and broadenhis horizon of thinking, which are needed to ensure continuing personal growthand adopt the change in the world yet the importance of reading has not beenrealized by most of our society a large number of our population is classifiedas poor readers and the majority of the people are content to read materials ofpoor quality. Forstudents from elementary to university level, reading is something that has tobe done. They have to read their compulsory books or other materials related totheir lesson. For students who are studying languages, reading is one of theskills, which has to be learned and is considered as the most important onebecause it can influence other language skill (listening, speaking, andwriting). According to Kustaryo (1988;2) it is certainly not easy to presentthe English reading for Indonesian students whose language system is different.Reading is acomplex process which involves not only the read the text but also theirexperience to comprehend it.
Contoh Lengkap Proposal Metode Penelitian Kualitatif - Pada kesempatan kali ini saya akan memberikan Contoh Lengkap Dalam Pembuatan Proposal Metode Penelitian Kualitatif yang baik dan benar untuk menjadikan refrensi ataupun contoh untuk pembuatan penelitian kualitatif yang sebenarnya. Proposal penelitian kuantitatif dikemas dalam sistematika seperti ditunjukkan pada gambar. Contoh variabel kualitatif misalnya kemakmuran kepandaian.Contoh Proposal Penelitian Kuantitatif A. Prestasi Belajar Akademik.pdf diakses pada tanggal 1 Januari 2011.
Contoh Proposal Penelitian Kualitatif Pendidikan Bahasa Inggris Pdf Gratis
Degree of Sarjana Pendidikan in English Language Education. Pendidikan Bahasa Inggris. Metode Penelitian Kualitatif, kuantitatif, dan R& D.
Because of its complexity, many teachers ofEnglish at junior and senior high school find difficulties in all teachingreading and prefer teaching structure to reading. Based on all reason above, thewriter thinks that humour stories can motivate students to read, because humorstories are interested in conducting research entitle “ Improving the student’sReading comprehension by using humour stories” of the second garde of year students of SMA Negeri 5 Makassar.
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Based on thejunior high school curriculum, reading is one of the four skills in studyingEnglish. Readingconsists of narrative, descriptive, procedure, news item, recount, and anecdote.The aim of the students learn reading, they have to know basic competence andachievement indicators in reading. Basic competence of reading: Understandtransactional discourse, interpersonal discourse, and oral monologue especiallyin the forms of descriptive, narrative, anecdote, analytical exposition, andhortatory exposition using oral language variation.
And achievement indicators;Students can read continuous story, students can identify rhetorical moves of atext in the narrative, descriptive, and anecdote form, students can identifymain ideas, Supporting ideas, and detailed information of the text, andstudents can identify and use the tense. This research is restricted to the use of humour stories as readingmaterials from text book in English class. By discipline, this research isunder applied linguistics. By content, this study is limited to discussion tothe use 30 essay tests question method to improve the students’ reading comprehensionand by activity this research administered pretest to find out the prior knowledgeof the students for example; reading material test that consist of humorstories. The topic are wrong thought, special gift, watch the door and going tothe zoo, and posttest that would be done after a number of treatment todiscover, the reading ability subjects in applying this case, the writer usedhumor stories, especially to the second year students of SMA Negeri 5 Makassar. From the previousfindings above, the writer using humor stories techniques as a media inteaching because humor stories are one way to improve students’ activity inreading class. This research has difference with previous finding above.
Thewriter used humor stories into steps: (1) Introduce about the humor stories andidentify main ideas, (2) Read the questions, (3) Supporting ideas, (4) gettingthe general and specific information, (5) find out the answer in readingmaterials. In this case, the teachers are expected to give and use many kinds otechnique in reading class and also the interesting materials. Accordingto Rubin (1982) reading is the bringing of meaning to and the getting ofmeaning from the printed pages while Simanjutak (1988) states that reading isthe process of putting to reader in contact and communication with ideas.Widdowson in Rubin (1982) states that reading is not a reaction to text but an interactionbetween writer and reader medicated through the text.
It is clear that readingis a fundamental requirement that can influence the student’s achievement instudying English through reading, we can broaden our horizon of thinking. Awide selection material will be interesting if the material is humorous.Sudjoko in Hamka (2001;3) says that humor can entertain, humor also can helpsome one to comprehend any complex matters.
Because the importance of humor inlearning and teaching, the writer offers the use of a kind of humor. Which isfunny (Written humor) in teaching reading. Reading is an active in which the reader mustmake an active contribution by drawing upon and using concurrently variousabilities he has acquired. In addition, reading is concerned mainly withlearning to recognize the printed symbols that represent language and torespond intellectually and emotionally when being asked about the content ofthe she/he has read. Smith and Dale (1980:7) state that reading comprehension meansunderstanding, evaluating, utilizing of information and gaining through aninteraction between reader and author. Reading comprehension is such a kind ofdialogue between reader and author in which the written language becomes themedium that cause the dialogue happen when the two persons communicate throughthe medium of print reading comprehension refers to reading with comprehension.Thus reading comprehension is reading by comprehension the meaning of a passageor what is or has been read. One who reads something by understanding it can besaid that he does a reading comprehension.
Comprehension is a special kind ofthinking process. The reader comprehends by actively constructing meaninginternally from interacting with the material that is read (Anderson andPearson in Alexander, (1993;160).
Successful comprehension involves the reader whocan discovery the meaning. It may be finding a particular piece of information,solving a problem through reading, working to understand an idea or following aset of directions. From the point of view given above, it can be concluded thatreading is an active thinking process where the reader tries to gaininformation given by the author and understands what actually the purpose ofauthor. Teacher of English language are expected to be more creative and moreinnovative selecting and then presenting materials relatively and using a widevariety of resources that can enhance and motivate students to learn English.Through anecdotes, the student will be entertained in reading the materials.The reading materials should be interesting; the teacher should notice that inselecting the materials he/she should be sure that they are in time of student’sinterest in order towing their attention. This is important for the smooth lessof the way to the students to good concentration and attitude toward readinglesson. If the materials are not interesting, the students will passively notpay much attention to the lesson.
This way means that the teacher will bedifficult to attain the objective of his teaching. Theories of this group have been held as widely, if not so long as thoseof the first group.
Braise Pascal in Encyclopedia Americana (1995) emphasizes thefrustration of expectation nothing makes people laugh so much as a surprisingdisparity between what they expect and what they see. A resent and highlyencompassing theory of humor is Arthur Koestler’s theory of dissociation. HenriBergson almost anticipated the dissociation theory when he said, a situation isinvariable comic when it belongs simultaneously to two altogether independentseries of events and is capable of being interpreted in two entirely differentmeanings at the same time.
This theory was developing by Guthrie, Willman and Baisilic. Humor certainly is multifaceted, it can be aggressive it can deal withnonsense or incongruous, it can be sympathetic and understanding, it candevelop intellectual squint as it attempt to see all sides of a question, itcan be playful or intelligent.
It can even be serious as satire and the risesof black humor indicate, but it can no be false. Humor, even at its mostmalicious, even at its most exaggerated, can not dessert truth toilet, the King’s answer is the onlypooper one and you lie Sirrah, we’ll have you whipped. Sudjokoin Hamka (2001) says that humor can function to do all intention and all goalsin every facet, humor can make someone to see problem in any different sides,humor can entertain, humor can swift mind, humor can increase someonesmartness, humor can make someone tolerate something and humor also can helpsome one to comprehend any complex matters. Actually our society have realizesome functions of humor, as policy function or refreshing tool to make peopleable to concentrate their attention for long time.
In the advance country, employeessometimes make humor as long as it helps to facilate their work or function toreach their goal. Another important function of humor is recreation in thiscase, the role of humor is to vanish the saturation in people routineactivities such as working or studying. Besides as an entertainment, humor alsofunction as tool to convey critic, which is usually indirect. Recently, thiskind of humor grows greatly as our society become more critical and theyalready able to see any betrayal in our surroundings. In teaching reading,english teacher should introduce the humor stories as an alternative way togive variation to the students in teaching and learning process.
Humor stories canmake someone to see problem many different sides, humor can entertain, humorcan swift mind, humor can increase. Someone smartness, humor can also can help someoneto comprehend any complex matters. The students can understand the implicitmeaning and stages of theoretic development in written text in the form ofnarrative procedure, descriptive, anecdote, report, recount and new items.D.Theoretical Framework.
This is a research proposal. The study of the research is about the effectiveness of using A1 speechTRON as a medium to teach pronunciation. The background of the study is the difficulties in learning pronunciation. This study is aimed at responding the following questions; (1) How is the implementation of A1 speechTRON as a medium to teach pronunciation?; (2) How is the effectiveness of A1 speechTRON as a medium to teach pronunciation? The population of this research will be the second graders of English Education Program of STKIP Garut who consist of 30 students. This is an experimental research, which will be conducted in two groups; experimental group which will be taught by using the application software and control group which will be taught without the software. The method of data collection is test.
There will be two tests; pre and posttest which both are in the form of reading aloud test. All data then will be analyzed by using t- test to determine whether there is a significance difference between two groups after treatments.
This study will show that the first thing that the teacher has to do is to use the software as an aid is that he or she must conduct the lesson in the language laboratory. If it is difficult to find it, the teacher must provide several computers or laptops and then group the students into several possible groups to which the teacher gives a laptop or computer.
The second thing is that this is CALL-learning-based; the teacher may teach how to conduct the software so students can practice by themselves outside of the class. The writer assumes that A1 speechTRON will be an effective medium to teach students pronunciation and it may be used as one of alternative media in the teaching of pronunciation. English pronunciation is included into one of language components besides grammar and vocabulary.
This is why it is very important for English learners. Even though, it is still pushed-aside, ignored, and neglected not only for teachers but also students. Nowadays, it can be easily encountered many teachers get difficulties to teach pronunciation of some English words, and admit to lack of their knowledge about the theories of pronunciation. As a result, it obviously gives a big influence toward their students at enhancing English pronunciation in the classroom.
Therefore, teachers are expected to improve their practical skills in pronunciation teaching. In addition, some people believed that English pronunciation was difficult for English learner (non-native speakers). They are compulsorily able to pronounce every word clearly and correctly.
This has been defined by Josie Whitehead statement that the problem with the English language is “pronunciation” because what we see in English is not necessarily what we say. It drives that spoken word is not same as written form. Also, Rebecca M. Dauer stated that English is especially difficult because the pronunciation of words is not clearly shown by how they are written. Inspired by the rapid development of technology from the early 1980s, computer-assisted language learning (CALL) has now become an important component of foreign language learning pedagogy. Originally viewed as a supplement to classroom instruction, communicative instruction-based CALL activities are now used to promote learner autonomy and to encourage involvement with the target language both inside and outside of the classroom.
Thus, this has been defined as “the search for and study of applications on the computer in language learning and teaching” and is now used routinely in a variety of instructional situations. As a result, teachers are required to possess CALL expertise that includes both practical skills and a thorough understanding of information technology (IT) theory. A1 SpeechTRON is application software which can transform the written form into the spoken form. This software is strongly predicted that will be able to enhance students’ pronunciation.
If students get difficulties or unable to pronounce difficult words, they can easily use this software only by inserting the words and clicking “Speak Button”. They will directly listen to the sound of the words. This can be inferred that it will be obviously effective for teaching students’ pronunciation in English. Based on the research problems and purposes, the quantitative method will be used in this research. Quantitative research is a means for testing objectives theories by examining the relationship among variable (Creswell, 2003). Therefore, to prove the effectiveness of using A1 speechTRON as a medium to teach pronunciation, the writer will use the experiment as the approach on conducting the research. According to (Creswell, 2012), in experiments, treatment variables are independent variables that The writer manipulates to determine their effect on the outcome, or dependent variable.
So, the subject will get a treatment to find out the effect of using A1 speechTRON toward students’ pronunciation mastery. According to concise oxford English dictionary, pronunciation means the way in which a word pronounced.
Again, pronunciation is the act or manner of pronouncing syllables, words and phrases with regard to the production of sound and the placing of stress and intonation. While, according to Richard (1992), pronunciation is the way a certain sound is produced. Unlike articulation which refers to the actual production of speech sounds in the mouth, pronunciation stresses more on the way of sounds are produced by the hearer.
Thus, it includes one of the most important language skills. When people are just good in grammar and vocabulary, and then they are not pronouncing and stressing words correctly, the other people will not understand clearly what they are saying. In spite of this, when their accent is pleasant, they will enjoy talking to each other. According to Richard (1992), pronunciation is the way a certain sound is produced. Unlike articulation which refers to the actual production of speech sounds in the mouth, pronunciation stresses more on the way of sounds are produced by the hearer. Thus, it includes one of the most important language skills. When people are just good in grammar and vocabulary, and then they are not pronouncing and stressing words correctly, the other people will not understand clearly what they are saying.
In spite of this, when their accent is pleasant, they will enjoy talking to each other. The other one is Supra-segmental Features, which refer to such features as stress, pitch length intonation, and other features that always accompany the production of segmental. On the other hand, supra segmental, the other feature cannot be studied in isolation. It cannot describe the supra segmental features, unless it deals with segmental. Furthermore, we have to differentiate whether the stress is on the first, second, or another syllable of the word.
Like word good heavens /gud-hɛ venz/, it can be said that stress, as one feature of supra segmental, cannot stand by itself without other features. They are five features in supra segmental; they are stress, intonation, pitch, pause, and rhythm.
Learning how to pronounce a foreign language like a native speaker is difficult but not impossible. The better the pronunciation, the better people will understand. That is why pronunciation is always important, not only for beginning students, not only when it interests with intelligibility, but at all times.
It is very important that learners are hoped to begin and develop their pronunciation of English from the beginning levels correctly. Because when they have bad pronunciations habits, they will be hard to acquire a communication successfully.
One of the main ways in which pronunciation is practiced in the classroom 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 basic and fundamental language teaching skill. Drilling aims to help students achieve better pronunciation of language items, and to help them remember new items.
And given the complex relationships between English spelling and pronunciation, drilling is best done before students see the written form of the language. According to Morley’s Statement, the aim of teaching pronunciation in order to be the more realistic goals are: firstly, students are hoped that they are able to increase their mind in understanding of the speech features. Secondly, students are able to communicate using English with other peoples. Then, their self-confidence will be increased through teaching pronunciation. The next, students will be taught how to use of the speech organs correctly, it is very important because when people are speaking a language, they want to convey a message. In addition, learners are studying how to modify their speech in the classroom. This Category includes people, events, objects, and demonstration.
Real thing, as contrasted with other media, is not substitutes for the actual object or event. Simulation is the replication of real situations, which has been designed top, and is as near the factual event or process as possible. Many media, including the computers, tape recordings, and motion pictures can be used for simulation. Model is a replica or representation of reality.
It is often in scale and may be miniature, exact size or an enlargement. During the development of technology from the early 1980s, computer-assisted language learning (CALL) has now become a very important learning device. CALL activities are now used to promote learner autonomy and to encourage involvement with the target language both inside and outside of the classroom. Thus, this has been defined as “the search for and study of applications on the computer in language learning and teaching” and is now used routinely in a variety of instructional situations. As a result, teachers are required to possess CALL expertise that includes both practical skills and a thorough understanding of information technology (IT) theory.
Jolene Dockstader (1999) stated that technology has many purposes in language learning: it can be used to provide more in-depth information on a specific topic, to access authentic target language materials, to gain experience with electronic literacy. Classroom technology uses facilities higher thinking skills and knowledge construction and helps students learn to find, analyze, and synthesize knowledge or material. Thus, it can encourage students‟ motivation. Also, they can be more active and have more chance to participate and work independently in order to implement students-centered learning better. A1 SpeechTRON is educational application software made by Caltrox Software Systems, developers of quality Application software, Utilities & Tools for the Personal Computer. The Program can also be used as an Educational tool to learning English pronunciation and Vocabulary building as well. The Software runs on all Windows Systems and has adjustable Speaking Speeds and Voice Tones, as well as an aesthetically designed user interface.
The program comes with a realistic embedded Speech Engine in that gives a very high quality speech synthesis. This program is a powerful Text-To-Speech program for converting a text file into voice.
The file can be typed or pasted into the Text Window and just pressing the speak button converts the text into clear voice of the users choosing by the Synthesizer. The text should not contain any abbreviations or acronyms as the text is converted literally. The program can be used over a wide range of applications that output in text form. The program has as an aesthetically designed user interface.
The Speech Engine is embedded in the program which gives a very high quality speech synthesis. The Side Control bar enables setting of the Font and adjusting the Fore-Color and Back-Color of the text display box. The control at the top has all the word processing facilities like cut, copy, paste, opening a file etc. The software is easy to handle. The text to be read can be imported by the tools in the Top Control bar or the text can be pasted on the Main Text Box. Once the text is entered in the Main Text Box, pressing the Speak Button will start the speaking. There are additional buttons for Stopping, Erasing and Pausing/Resuming the text.
There are sliders for adjusting the speaking speeds and altering the Tone of the voice. There is a dropdown list for selection from multiple voices.
The sound output of the Speech synthesizer is displayed via customizable graphical visual display. The current speed and variable voice tones from low to high pitch as well as the status of the synthesizer are displayed.
The speech synthesis output can be recorded as wav files to disk by clicking the 'RECORD' button. The 'STOP' button can be used to stop the recording at any time or else the recording will stop automatically when all the text in the Main Text Box has been recorded to the.wav file. The Speed and Tone settings cannot be adjusted while recording and the default settings will be used. The help file is quite elaborate and the different functions are easily understandable to utilize the utility.
The software has a very close relationship with pronunciation. As a product of the development of technology, the role of this software such as a computer assisted language learning (CALL) to facilitate ESL has a history dating back to the 1950‟s. With advances in technology, CALL based curriculums have become more accessible to educators in the ESL field.
CALL based programs are being used to improve reading, comprehension, writing skills and pronunciation skills of students engaged in ESL studies. There are several implications of CALL designed for the improvement of pronunciation skills. First, CALL can teach pronunciation skills without consuming too much of the SL instructor’s time (Masatake, Kawahara & Tsubota, 2004). Second, it allows students in large class situations to receive important feedback immediately (Eskenazi, 1999). Third, and possibly most important, CALL can reduce stress and anxiety often associated with learning and producing more accurate pronunciation skills (Culhane & Ito, 2003).
CALL can be interactive thus making the learning experience more enjoyable for both the SL instructor and the ESL student. CALL can be interactive thus making the learning experience more enjoyable for both the SL instructor and the ESL student.
Teaching pronunciation through CALL can be beneficial for ESL students especially those who need more attention when acquiring accurate pronunciation skills. Two groups are employed in this design; one group, the experimental group, receives a treatment (X) while the second group, the control group, does not. Both groups were given a pretest and a posttest.
Firstly, the test was done in both groups, experimental and control group. Secondly, the result of the test was scored by using analytic scale. Thirdly, the means score of the two groups were determined. Finally, the two means were compared by applying t-test formula. T-test was used to determine if the students’ result of the test which was taught by using the software and without using the software was significant or not.
Variable is the object of research or something that become the concern of research. There are two variables in experimental research. They are Independent (X) and Dependent Variable (Y). Kerlinger (1999) stated that All experiments have one fundamental idea behind them; to test the effect of one or more independent variables on a dependent variable (it is possible to have more than one dependent variable in experiments).
While, according to Creswell (2003), Independent variables are variables that (probably) cause, influence, or affect outcomes. While dependent variable is variable that depend on the impendent variables; they are the outcomes or results of the influence of the independent variables. In simple terms, test explained as a method which is used to measure competence, knowledge, intelligence, and ability of talent which is possessed by individual or group to collect data. The instrument of the test in this research is reading aloud narrative text in which contains particular words that has to pronunce clearly and correctly, to measure student’s pronunciation of particular words with the theory which has been stated. This research will focus on the pronunciation of the particular words, and not observing reading comprehension.
This test can be concluded into a subjective test, because it refers to non-verbal test, whose process of assessing is without placing receptive or expressive language demands on either the examinee or the examiner (McCallum, Bracken & Wasserman, 2001). Simply, it only needs the tester’s guidance or instruction then the testee does or answers by demonstrating. Thus, it is needed to record student’s voice of pronunciation. In addition, it needs a scoring guidance to reduce the subjectivity of the test. This is a sensitive measure of achievement; it allows teachers to diagnose the students’ problems on pronunciation.
It has pre-test and posttest in this research. Pre-test is given before the teacher taught new material by the application software; the teacher will ask students to read aloud the material which contain the particular words. Pre-test will be given to the experimental and control class in same way. This test will be given before the experiment run. Post-test also will be given to the experimental and control class. It is to know students’ achievement after they taught with the application software (experimental class) and without the application software (control class).
In this case, students will be asked to read aloud the text. The score of students’ achievement can be calculated by using this following formula. Documentation is tool aiming at identifying documents or the field of study devoted to the study of documents. This is an effort to help the writer to collect the needed data and to support the writer with the data dealing with the school and English learning process in the class. In this research, it was needed to get the learning devices, report of students’ development, teachers’ and the students’ name list, and sketch of English Education Program of STKIP Garut from the academic office. This aim is used to know the data of the students and teachers in the school. To get the result of documentation easily and systematically, the data will be gained by the help of English teacher of related school.
Also, to document and analyze the data of the test result to be valid, the student voices of particular words has to be recorded. On scoring data, researcher will check students’ voice one by one from their records as the result of students’ tests in the pre- and post-test the kind of tests is in a spoken form. So, it is needed extra attention while checking students’ voices to get a valid data. It is used to measure their pronunciation ability after researcher gives treatment and to know about their improvement. On the other hand, there will be 20 particular words on the narrative texts that should be pronounced by students.
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