Download Tesis Pendidikan Bahasa Inggris Pdf (Verb Phrase Acquisition -Students’ Writing)

Download Tesis Pendidikan Bahasa Inggris PDF (VERB PHRASE ACQUISITION -STUDENTS’ WRITING)

Judul Theses (Tesis S2)

VERB PHRASE ACQUISITION AS INDICATED THROUGH STUDENTS’ WRITING : A Cross Sectional Study on Undergraduate Students of a Private Higher Education Institution in Bandung

Abstract

This study aims to investigate the interlanguage that undergraduate students of English Education make when they produce written English. This study is conducted on the basis of the fact that undergraduate students still make errors although they have learned English for a long time. Also, the errors themselves are as a system and can be used to determine interlanguage. This study employed cross sectional design since the data were collected in a single point of time but covering different levels of proficiency. The participants of the study were 12 undergraduate students of a private higher education institution in Bandung and their writings were used as the main data of the study. The nature of the analysis merely focuses on interlanguage, namely verb phrase acquistion grouped according to students’ levels and frequency. The data analysis of this study employed the theories of Error Analysis (EA) and Interlanguage (IL).The findings show that students’ production of English is still interlanguage since their writings contain a wide range of errors in relation to the use of verb phrases.The errors cover third person singular verbs (28.5%), omission of to be (17.9%), double marking (13%), the use of have and has (7.3%), problem with gerunds (4.9%), problem in negative transformations (5.6%), verb-and-verb constructions (5.6%), disagreement of subject and number (4.9%), problem in passive transformations (4.9%), problem with modals (4.1%) and problem in question transformations (3.3%). Moreover, the results of the study reveal that there are basically four processes contribute students’ interlanguage, i.e. language transfer (67.5%), strategies of second language learning (16.7%), overgeneralization (2.6%), and false concepts hypothesized (13.2%). The study concludes that students’ competence in each level is incomplete and considered to be in the continuum of interlanguage—its system has a structurally intermediate status between the native and target language. Their target language productions tend to be partly influenced by their native language. Keywords: Error Analysis (EA), Verb Phrase Acquisition, Interlanguage (IL), Writings

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Download Master S2 Theses Pendidikan Bahasa Inggris Pdf (Lesson Plan)

Download Master S2 Theses Pendidikan Bahasa Inggris PDF (LESSON PLAN)

Judul Theses

LESSON PLANNING:THE DEVELOPMENT AND IMPLEMENTATION IN THE TEACHING OF ENGLISH: A Case Study in a Senior High School in Cianjur, West Java

Abstract

This study aims to investigate how English teachers develop and implement lesson plans, and what teachers consider as obstacles during lesson planning. The study employed a case study design conducted in a senior high school in Cianjur, West Java. The study involved an English teacher with ten years of teaching experience. All data were gathered from several sources, including a sketchy-lesson plan for a curriculum cycle, scripted-lesson plans, eight weeks non-participant classroom observations and semi-structured interview upon the completion of teaching-learning activities. The study revealed three findings. First, as the result of document analysis revealed, the teacher developed two kinds of lesson plan: the sketchy-lesson plan and scripted-lesson plan. The former was developed prior to its implementation as the proposal of teaching-learning activities. The later was developed upon the teaching completion to record what the teacher had successfully performed in the classroom to inform subsequent classes. Secondly, the classroom observations revealed that despite the fact that the teacher did not use any lesson plan as navigator during its implementation, the teacher showed her expertise in delivering the instructional events and helping students to undergo learning experiences. In addition, the teacher reliance on the textbook during the teaching-learning activities and deviation from lesson plans emerged as her self-conviction that lesson plans were merely to fulfill the administration requirement. Last but not least, as the interview data indicated, the teacher faced fundamental problem in lesson planning including the difficulties to state the objectives, to select suitable content, to develop activities and assignment relevant to knowledge, skill and attitude, and to create an appropriate evaluation. The findings above suggest that the teacher needs more enhancement and guidance in developing lesson plans. Key words: scripted-lesson plan, sketchy-lesson plan, lesson plan implementation

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Download Master S2 Theses Pendidikan Bahasa Inggris Pdf (English Syllabus -Chemistry )

Download Master S2 Theses Pendidikan Bahasa Inggris PDF (ENGLISH SYLLABUS -CHEMISTRY )

Judul Theses

DEVELOPING AN ENGLISH SUBJECT SYLLABUS FOR CHEMISTRY STUDENTS : a Survey at a State University in Bandung

Abstract 

The present study aimed to identify the English needs of the chemistry students and propose a syllabus that is expected to meet the needs of the students. A descriptive method was employed to describe information gathered through needs analysis. The data were gathered through a questionnaire distributed to 14 students in pre-service education and interviews with 4 students in pre-service education, 4 alumni, 2 faculty members, the course coordinator, and the English Instructor. The results show that the chemistry education students need to develop their speaking and writing skills in English for the purpose of teaching chemistry. Information from needs analysis including information of the environment, the wanted and necessary skills in English, activities, materials, and assessment became the basis in developing a proposed syllabus consisting of the course rationale, goals, objectives, syllabus, learning activities, materials, assessment, and program evaluation.

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Download Master S2 Theses Pendidikan Bahasa Inggris Pdf (Pedagogic Competence)

Download Master S2 Theses Pendidikan Bahasa Inggris PDF (PEDAGOGIC COMPETENCE)

Judul Theses

LESSON STUDY AND THE IMPROVEMENTS OF TEACHERS’ PEDAGOGIC COMPETENCE IN TEACHING ENGLISH TO YOUNG LEARNERS

Abstract 

This study is concerned with investigating the value of lesson study in teaching English to young learners and teachers’ pedagogic competence. Four teachers of a non formal early childhood education in Bandung were involved as the subjects of this study. The purpose of this research is to investigate the value of lesson study on teachers’ pedagogic competence through examining the practical problems faced by the teachers, the efforts to overcome the problems, and the changes as the evidence of improvements. This case study obtained the data by ways of observations, interviews, & focus group and analysed both qualitatively and quantitatively. The results show that teachers carried out the teaching job closer to what are required by the regulation, maximized the use of learning supports, used more appropriate strategies in teaching English to young learners, produced better English in quality & quantity, and became more confident than before. Generally this study has given an illustration of how the treatments which came up from the discussion could make the significance to the teachers’ quality in teaching English to young learners. Keywords: early childhood education, pedagogic competence, young learners.

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table of content 

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chapter 2

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chapter 4

chapter 5

bibliography

appendix

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Download Tesis Pendidikan Bahasa Inggris Pdf (Cooperative Learning-Direct Instruction-Reading)

Download Tesis Pendidikan Bahasa Inggris PDF (COOPERATIVE LEARNING-DIRECT INSTRUCTION-READING)

Judul Theses

THE EFFECTS OF STUDENT TEAM-ACHIEVEMENT DIVISION COOPERATIVE LEARNING AND DIRECT INSTRUCTION ON STUDENTS’ READING COMPREHENSION LEVELS.

Abstract

Reading is very important for the students’ life and language learning. It can be taught through several methods of teaching, two of which are Student Team Achievement Division Cooperative Learning (STAD CL) and Direct Instruction (DI). This study investigated how STAD CL and DI are implemented in a classroom; which one was more effective in improving reading comprehension and comprehension levels (literal, inferential and evaluative) and how the students responded to STAD CL or DI. It was conducted in Grade VIII of junior high school in Serang Regency, Banten Province. It involved 64 participants assigned into two intact groups, each of which was 32 students. One group was taught through STAD CL and another was through DI. The study employed triangulation mixed method design (Creswell, 2003 p. 213; 2008 pp. 558-9), embracing the characteristics of quasi experimental and survey designs. The data were obtained from participant observation, tests, questionnaire and interview. It was found that though in several aspects STAD CL and DI were similar, preparing and ending STAD CL were more demanding for the teacher than those of DI. In the implementation, STAD CL made the teacher more relaxed since the teacher only monitored and gave feedback to the students’ teams, not to individuals as he did in DI. From the tests, it was found that STAD CL was more effective than DI in improving their reading comprehension. This can be seen from the t-value (t = .196, df.= 61, p =.333) which was more than the alpha (.05). It was also revealed that the students in STAD CL groups outperformed those in DI in terms of literal and evaluative comprehension levels. This can be seen from the result of the t-test of the post test scores showing that t-values on literal comprehension level (t=.155, df.= 61 p = 6.383) and evaluative level (t=.131, df.= 60 p = 2.345) were more than the alpha (.05). However, on inferential level, there was no significant difference of the groups on the post test with the t-value was .033 (d.f. 61, p = .72), was less than the alpha. Regarding the students’ responses, both groups considered STAD CL or DI assisted them in attaining inferential comprehension more than that of literal and evaluative ones. This can be seen from the questionnaire wherein the mean scores of inferential level were higher than those of literal and evaluative comprehension level. It was also revealed that the students in both groups were helped to reach the comprehension levels when being modeled the reading strategies, reading texts and doing guided exercises. Additionally, the students in STAD CL considered they were helped when having team discussion. Finally, it was found that the reward in STAD CL could motivate most students to cooperate within their teams and to compete with other teams; meanwhile that in DI could only motivate high achievers. Due to the limitations, it is recommended that similar future research should involve more comprehension levels/skills, take the teacher’s perception into account, and use more items, more teachers and more students. It also should be cautious in grouping students and obtaining similar pre-existing ability on all comprehension levels.

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Download Tesis Pendidikan Bahasa Inggris Pdf (Teacher-Student’S Interaction In Efl Classes)

Download Tesis Pendidikan Bahasa Inggris PDF (TEACHER-STUDENT’S INTERACTION IN EFL CLASSES)

Judul Theses

Portraying Teacher-Student's Interaction in EFL Classes: A Case Study in 7th and 8th EFL - CLT based classroom

Abstract

The objective of EFL classes adopting Communicative language teaching (CLT) approach is to be fluent and communicative competent in genuine communication (Hatch1978; Nunan, 1987). In this context, EFL teachers play a pivotal role to foster a learning environment which helps engage students in meaningful verbal teacher-students interactions. To facilitate such meaningful interactions, EFL teachers serve as a source of L2 input to the students (Krashen,1981,1985), encourage students to produce target-like output (Swain, 1995) and provide feedbacks and interactional adjustments (Long, 1996) for students as part of the verbal interactions. This study therefore attempts to portray the nature of teacher-student interaction and reveals the factors inhibiting teachers to interact with students. 15 classroom observations were conducted in four months, which involved two EFL teachers, together with their 7th and 8th students. Significant and related data were gained from 6 classroom investigations through classroom audio and video-taping, oral report, questionnaire, interview and field-note. The observations in this study found that EFL teachers performed differently in this context, though the finding confirmed both participants were technically capable of employing various interactional adjustments and providing due feedbacks in teacher-students interactions. Through the questionnaire and interview, it was revealed that such performance variances was related to their belief and perception (Johnson,1999). Apart from personal belief and perception, their performance in engaging meaningful teacher-student interaction was also influenced by their communicative competence which is commonly further broken down in individual competence of linguistic, sociolinguistic, discourse and strategic (Canale& Swain, 1980). The follow up analysis with the participants agreed that teachers’ belief and limited communicative competence were likely the causes inhibiting their performance. Communication breakdown and students’ confusion were commonly found in both classes. To rectify this situation, it helps if EFL teachers can align their belief with the basic CLT principles, and develop their communicative competence further. Keywords: communicative competence, communicative language teaching, interactional adjustments, communicative interaction

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title 

abstract 

table of content 

chapter 1 

chapter 2 

chapter 3 

chapter 4 

chapter 5 

bibliography 

appendix

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