Appendixes

         APPENDIXE I: Research Sample

Nomor	The Name of Students	Sex
1	Ai Elis Helmi	famale
2	Ai Jamilah	Female
3	Andrian	Male
4	Ahmad Hapid	Male
5	Acep Rahmat	Male
6	Cecep Rian Taopik	Male
7	Dede Joharudin	Female
8	Devi Azhari	Female
9	Dede Siti Maryam	Female
10	Encep Muhammad	Male
11	Firmansyah	Male
12	Fitri Yani	Female
13	Herdiana	male
14	Ihsan Ramdani	male
15	Lisna Wati	famale
16	Irfan Maulana	male
17	Mi’raj	Male
18	Neng Nia	female
19	Nenden Martiasari	female
20	Nurul Hidayat	female
21	Rina Andrina	female
22	Risda Nuriah	female
23	Royani	female
24	Revi Pandina	Male
25	Ridwan Jaelani	Male
26	Siti Maryam	female
27	Siti Nur Azizah	female
28	Siti Aisyah	female
29	Silvi Susanti	female
30	Shopi Yanti	female
31	Sulaeman	Male
32	Saepul Rohmat	Male
33	Weni Hidayani	female
34	Yeni Nuryanti	female
35	Rose Novak Jack	female
36	Rina	female
37	Windi	female
38	Sandi Muhammad	Male
39	Jonathon	Male
40	Yogi	Male

Pre – test Sample

                                                                                                       

 TABEL NILAI NILAI

Df.db.dk	Taraf Signipikansi
	50 %	40 %	20 %	10 %	5 %	2 &	1 %	0,1 %
1	1,00	1,376	3,078	6,314	12,76	31,657	63,657	636,691
2	0,816	1,061	1,886	2,920	4,043	6,965	9,925	31,598
3	0,675	0,978	1,638	2,353	3,182	4,541	5,841	12,941
4	0,741	0,941	1,533	2,132	2,776	3,747	4,604	8,610
5	0,727	0,920	1,476	2,015	2,571	3,365	4,032	6,859
6	0,718	0,906	1,404	1,943	2,447	3,143	3,704	5,959
7	0,771	0,896	1,415	1,895	2,365	2,998	3,499	5,405
8	0,706	0,889	1,397	1,860	2,306	2,896	3,355	5,041
9	0,703	0,883	1,383	1,833	2,362	2,821	3,250	4,781
10	0,700	0,879	1,372	1,812	2,228	2,764	3,169	4,581
11	0,697	0,876	1,363	1,796	2,20	2,718	3,106	4,437
12	0,695	0,873	1,356	1,782	2,179	2,681	3,055	4,318
13	0,694	0,870	1,350	1,771	2,160	2,650	3,012	4,221
14	0,692	0,868	1,345	1,761	2,145	2,624	2,977	4,140
15	0,691	0,866	1,341	1,753	2,131	2,602	2,947	4,073
16	0,690	0,86	1,337	1,746	2,120	2,583	2,921	4,015
17	0,689	0,863	1,333	1,740	2,110	2,567	2,898	3,965
18	0,688	0,862	1,330	1,734	2,101	2,552	2,878	3,923
19	0,688	0,861	1,328	1,729	2,093	2,539	2,861	3,883
20	0,687	0,860	1,325	1,725	2,086	2,528	2,845	3,850
21	0,686	0,869	1,323	1,721	2,080	2,518	2,831	3,819
22	0,586	0,858	1,321	1,717	2,074	2,508	2,819	3,792
23	0,685	0,858	1,319	1,714	2,069	2,500	2,807	3,767
24	0,685	0,857	1,318	1,711	2,064	2,492	2,797	3,745
25	0,684	0,856	1,316	1,708	2,060	2,485	2,787	3,725
26	0,684	0,856	1,315	1,706	2,056	2,479	2,779	3,707
27	0,684	0,855	1,314	1,703	2,052	2,473	2,771	3,690
28	0,683	0,855	1,313	1,701	2,048	2,467	2,763	3,674
29	0.683	0,854	1,311	1,669	2,045	2,462	2,756	3,659
30	0,683	0,854	1,310	1,697	2,042	2,457	2,750	3,646
40	0,681	0,851	1,303	1,864	2,021	2,423	3,704	3,551
160	0,679	0,848	1,296	1,671	2,000	2,390	2,660	3,460
120	0,677	0,845	1,289	1,658	1,980	2,258	2,617	3,373
00	0,674	0,842	1,282	1,645	1,960	2,326	2,576	3,291

Contoh Skripsi B. Inggris

CHAPTER I

INTRODUCTION

1.1   The Background of the Topic

Communicative and whole language instructional approaches promote integration of speaking, listening, reading, and writing in ways that reflect natural language use. But opportunities for speaking and listening require structure and planning if they are to support language development.

Speaking is the process of building and sharing meaning through the use of verbal and non – verbal symbols in a variety   of contexts (Chaney, 1998, p. 13), speaking is a crucial part of second language learning and teaching. Despite its importance. For many  years, teaching speaking has been undervalued and English language teachers have continued to teach speaking just as a repletion of drill or memorization of dialogues. However, today’s word  requires that the goal of teaching speaking should improve students’ communicative skills, because only in the way students can express themselves and learn how to follow the social and cultural rules appropriate in each communicative circumstance. In order to teach language learners how to speak in the best  ways possible, some speaking activities are provided bellow, that can be applied to an EFL classroom settings, together with suggestions for teachers who teach oral language.

Speaking lesson can follow the usual pattern of preparation, presentation, , practice, evaluation, and extension.

The teacher can use the preparation step to establish a context for the speaking task (Where, When, Why, and with whom it will occur and to initiate awareness of the speaking skill to be targeted (asking for clarification, stressing key words, using reduced forms of words). In presentation, the teacher can provide

Learners with the production model that furthers learner comprehension and helps them become more attentive observers of language use. Practice involves learners in reproducing the targeted structure, usually in controlled or highly supported manner. Evaluation involves directing attention to the skill being examined and asking learners to monitor and asses their own progress. Finally, extension consists of activities that ask learner to use the strategy or skill in a different context or authentic communicative situation, or to integrate use of the new skill or strategy with previously ones (Brown, 1994; Burns & Joyce, 1997; Carter & Mc Carthy, 1995).

In lain with the pattern in teaching speaking, there is a technique of presenting the lesson for the purpose of improving students’ skill. The process is referred to students’ mapping of ideas certain topic. In this case , the students are exposed to develop their related vocabularies in order to express their mind and filling. In order words the concept map of certain topic will be explored.

The process of building a concept map comprises of four major activities (as in Kayi, 2008:3):

a. Indentifying the main topic or key concept of the map by enclosing it in a graphic element (usually called a node or symbol);

b. Entering subordinate concepts in a similar nodes the radiate from the key concept;

c. Identifying the relationship between each subordinate concept and the key concept by creating and labeling a link (line) between the two; and

d. Repeating this process as information is added to the map and more conceptual relationships between and among concepts is portrayed.

Relationships included on a concept map is usually of two kinds: Propositions ( or sentence -  like  statements about relationship of one concept to another) and examples (a specific type of relationship in which one of the linked concepts is an example of the other). Because of learning is often best achieved when the details organized under broader, more general categories, concepts maps are usually hierarchical in form, with the most general concept (the main topic or key concept) at the top.

1.2   The Reasons for Choosing the Topic

There are, at least, two reasons for the writer to conduct this research which deals with the problem of teaching speaking and the advantages of applying the concept map in organizing the students’ ideas. The reasons are as follow:

1.2.1   if students do not learn how to speak or do not get any opportunity to speak in the language classroom they may soon get de-motivated and lose interest in learning. On the other hand, if the right activities are taught in the right way, speaking in class can be a lot of fun, raising general learner motivation and making the English Language classroom a fun and dynamic place.

1.2.2            In our daily lives most of us speak more than write, yet many English teachers still spend the majority of class time on reading and writing practice, almost ignore speaking and listening skills. If the goal of our language course is truly to enable their students to communicate in English, then speaking skills should be taught and practiced in the language classroom.

1.3   The Problem Statements

The focus the investigation on the basis of reasons above, this study is mainly based on the questions bellow:

1.       What are the effects of mapping ideas (concepts map) of a certain topic to the students’ speaking improvement?

2.       Is there any correlation between mapping ideas and their speaking achievement?

1.4      The Assumptions

1.       Concept map is a graphical representation of concepts and their interrelationships.

2.       Concept maps are composed of nodes (concepts) and links (lines), arranged hierarchically or in some order to reflect the information domain being represented.

3.       Concept map can be an effective tool organizing new information and integrating it with existing knowledge. The act constructing concept maps helps learners to recognize new relationships among concepts and refine their understanding of existing relationship.

4.       Concept maps are externalized representations of the learners’ knowledge they can also be effective tools for revealing misconceptions.

1.5      Hypothesis

Based on the formulation of this research, the hypothesis is stated bellow:

“There is a positive correlation between mapping ideas with the students’ speaking achievement.”  

1.6   The Purposes of Study

Based on the problem statements above, this study is aimed:

1.       to find out the effects of mapping ideas (concepts map) of a certain topic on the students’ speaking improvement ( e.g. vocabulary, pronunciation, structure);

2.       to detect the correlation between mapping ideas and their speaking achievement

1.7   The Significance of the Study.

The possible findings of this research may contribute to give some information, theoretical and practical perspectives to those who are concerned with language learning and teaching, especially in teaching technique for speaking in particular.

1.8   Research Design

1.       Method

Descriptive method deals with describing the existing conditions of variables (Fraenkel and Wallen, 1990;  Hatch and Farhady, 1982; and Brown, 1990). For this purpose, the study compares the groups in a certain conditions of treatment in order that a clear portrait of the issues investigated can be obtained. This process involves the treatment variable and the outcome variable (Frankel and Wallen, 1990;231).  

Statistical computation obtained will, at last, be used to describe how treatment variable provides the significant effect to the outcome variable.

For conducting this, some related points have been prepared. The writer selected the practice material, testing material, plausible testing, procedure, and scoring procedures. These four preparations will be consequently elaborated in the following:

1.1   Practice materials. Practice materials used consist of a selected topic for speaking activities.

1.2   Testing procedure. Testing procedures consist of pre – test which is given to both experimental and control groups to test their basic achievement in vocabulary and speaking. Progress test is given to control the progress of the treatment to experimental group. Post test is given to both groups to find out the different achievement.

1.3   Scoring procedure. Scoring procedures are used to assess the students’ achievement during the test.

2.       Subjects

        This study locates at Mts. Darul Huda Pakuwon Cisurupan Garut where the writer serves as one of teaching staff members. This choice is rested on to major considerations. First, the writer is intentionally eager to explore the existing problems that are usually encountered in reading classroom activities. In due course, the findings are expected to be the alternatives tenets to stand on in judging the appropriate techniques that are going to be adopted. Second, within crucial limit of time scheduled, the writer merely tried to get a simple bureaucratic administration, which might be difficult to get from other institutions.

Research population is all students of this school in the seventh year in the academic year of 2008/2009. The writer chose the seventh grade learner (class A, B, C, D) were taken as a simple. The former class is served as the experimental group and the latter as the control group. Both groups have the same reading passage and test at the end of every reading session assisted by the use of text books, whereas for the control group had the text only. They assigned purposively, in the sense that they have been studying the English Language at the same level and at the previous two terms. This consideration is possible to be taken due to the continuous contact with students; therefore, teacher could use her knowledge to select the samples that can be ascribed as representatives. Consistent with this issue, Fraenkel and Wallen (1990) also argue that researches, in selecting samples, can use their own judgment based on the logical considerations like the prior knowledge of the population. In details, they suggest as follows:

             

             On occasion, based on previous knowledge of a population and the specific purpose of the research, investigators use personal judgment to select a sample. Researchers assume they can use their knowledge of the population to judge whether or not a particular sample will be representative (p.75).    

In relation to the statement above the writer thinks that he can judge the population and sample based on his own consideration. So to make it clear, the total population is 120 (four classes) and the sample involved is 40 students. The sample in this research is the subjects of the investigation.

3.       Setting
The research will take place at Mts.Darul huda Jl merpati Kampung Pakuwon Desa SimpangSari Kecamatan Cisurupan Kabupaten Garut.

1.9   The limitation of Study

the sampling procedure with it small number of the sample taken at Mts.Darul Huda may decrease the all- purpose of the finding. This study on  mapping ideas for students speaking ability may not be generalized to all areas of teaching reading in different setting and larger scope of the research.

1.10     The Definitions of Important Terms

There are two terms that should be clarified for the purpose of understanding:

1.       A Concept map is a schematic device for presenting a set of concept meanings embedded in framework of propositions (Kayi, 2008:3).

2.       Speaking is “the process of building and sharing meaning through the use of verbal and non – verbal symbols, in a variety of contexts (Chaney, 1998,p. 13).

let's meditation on the creation of Allah SWT

One of the activities when visited to tourist disnation in the district of which is a papandayan  mountain in  garut. This photograph was taken in the afternoon at 18 pm, I was in awe of the miracles created by Allah SWT, no matter how small must be marginally useful benefits for human life in the world . Our lives will not be eternal only misguided, activities will end with the death invoked by the creator, that Allah SWT. Have we prepared for to cope with life after death?

school treasurer

A school treasurer at one institution that are within the Ministry of Religion.

Ya Allah Hurry this work, not anything've got to make LPJ in advance what would happen if LPJ made, not the same as reality and reality. the possibility of tracking the shopping receipt, from where? possible partner material providers will give you a receipt just like that, without the purchase of goods in advance, it is impossible.

Let us review the fund has not been used, already made advance LPJ, What will happen at; field? Mujncul speculation of possible operational funds are not used fully. Hmmmmmmm

Kisah Tauladan pada Zaman Nabi Musa as

Kisah Tauladan pada Zaman Nabi Musa as

Ilmu Bisa Membahagiakan Seseorang, tapi Bisa Pula Mencelakakan Seseorang

                Dewasa ini, banyak kejadian yang membuat kita mengelus dada, khususnya untuk saya dan kawan-kawan sekalian yang beragama Islam. Agama hanya dijadikan sebagai keyakinan saja, tanpa ada pengaplikasian atau pengamalan dalam kehidupan sehari-hari. Orang yang pintar banyak , namun yang mengerti  dan faham betul cakupannya minoritas. Keadaan tersebut menimbulkan kemaksiataan yang membuatnya sesat, bahkan sampai meninggalkan/keluar dari keimananya karna ilmunya itu terkalahkan oleh nafsu syaitan, naudzubillah.

                Lalu timbul pertanyaan, apa penyebab dari semua itu! Apakah karena kurangnya dasar Agama? Apa karena kebodohannya dalam mengetahui ilmu agama? Apakah karena lingkungan?

                Al-Qur’an di turunkan sebagai pedoman hidup dan tidak ada keraguan sedikitpun kebenaran isinya. Saya mengetahui satu ayat Al-Qur’an (yang telah dijelaskan oleh Kh. Abu Bakar Tasdiq dan ust. Uum dalam kitab Tafsir Jalalein) yang menceritrakan tentang orang-orang yang awalnya menerima ayat-ayat Alloh (beriman) tetapi pada akhirnya iapun keluar dari ayat-ayat Alloh  dan  (kufur) karena ILMU yang ia miliki, yaitu ada pada surat Al-a’rof ayat 175 yang artinya:

“ Dan bacakanlah (Muhammad) kepada mereka, berita orang yang telah kami berikan ayat-ayat  kami kepadanya, kemudian ia melepaskan diri dari ayat-ayat itu, lalu ia diikuti oleh setan (sampai dia tergoda) , maka jadilah ia termasuk orang yang sesat”.

                Ayat tersebut menceritrakan orang yang awalnya beriman bahkan tau dan faham tentang agama, diberikan kelebihan ilmu, bahkan seorang ulama besar sekalipun dapat menyesatkan dirinya sendiri akibat dari ilmu yang ia miliki.  Alloh memerintahkan Nabi Muhammad saw untuk membacakan kepada kafir yahudi akan berita adanya orang yang telah Alloh berikan ayat-ayat Alloh , lalu orang tersebut melepaskan diri dari ayat-ayat Alloh (kufur) lalu iapun diikuti setan dan jadilah ia orang yang sesat. Perumpamaan orang yang awalnya beriman kemudian kafir itu diibaratkan keluarnya ular dari kulitnya.

                Diikhtilafkan oleh para mufassirin (ahli tafsir) ada dua pendapat tentang orang yang dimaksud Alloh dalam surat al-A’rof ayat 175 tersebut. Pendapat pertama akan orang yang awalnya beriman kemudian kufur adalah Umayyah bin Soltin.

                Umayyah bin Soltin adalah seorang yang sangat berperan penting dalam agama, ia memiliki ilmu yang banyak. Terbukti dengan kelebihannya tentang tahu persis dan hafal pada isi kitab Tauret dan Injil, sampai-sampai iapun tahu bahwa kelak akan ada Nabi akhir zaman. Tetapi Umayyah memiliki harapan besar, ia menginginkan dan berharap dialah yang akan Alloh angkat menjadi Nabi terakhir, karena merasa pantas dan layak untuk Alloh angkat menjadi Nabi terakhir karena keilmuan yang ia miliki.  Karena keinginanya tidak sama dengan Alloh swt , iapun akhirnya tidak meyakini Nabi Muhammad saw sebagai Nabi terakhir. Ia mencoret-coret tentang keterangan akan adanya Nabi akhir zaman yang bernama Ahmad (Muhammad) dengan terus mengikuti dorongan setan hingga menjadikan dirinya sesat dan dholim.

Pendapat kedua yang dimaksud “alladzina aatainahu aayaatinaa” adalah Bal’am bin Ba’uroh. Ia adalah seorang  ulama besar pada zaman Nabi Musa as , yaitu sebagai ulama Bani Isroil . iapun bisa menghafal semua kitab, bahkan Alloh lebihkan dengan diberikannya keistimewaan yaitu diberikannya Ismul ‘adhom yang artinya apabila ia berdo’a maka Alloh akan langsung mengabulkannya, bahkan jika ia tengadah ke atas, ia dapat melihat ‘arsy. Dengan ilmu yang begitu banyak dan dengan keistimewaan yang Alloh berikan iapun memiliki murid (santri). Mengenai jumlahnya tidak disebutkan dengan jelas namun fara mufassirin menyebutkan jumlah wadah tinta yang muridnya pergunakan sebanyak 12rb (tak pernah terbayang oleh saya dimana, dan bagaimana tempat belajarnya para muridnya,,he ada yang mengatakan tempat mengajinya itu di atas awan atau mega ya ,,wallohu’alam).

Pada suatu ketika Nabi Musa as akan memerangi satu Negara (kafir) yang akan diajaknya masuk islam, dengan cara memeranginya. Alkisah masyarakat Negara itupun mendatangi Bal’am yang tujuannya untuk meminta bantuan, karena negaranya akan diperangi Nabi Musa as, sehingga mereka meminta agar Bal’am berdo’a kepada Alloh untuk Nabi Isa dan kaumya celaka atau ada pada kelacutan. Sebelumnya para kafir itu telah mengetahui Bal’am dianugrahkan Ismul ‘adhom oleh Alloh. Pada awalnya Bal’am menolak permintaan para kafirin itu, tetapi mereka terus mendesak, dengan imimg-iming mereka akan  memberikan balasan yang tiada tara, apa saja yang diinginkannya mereka akan menyanggupinya. Pada akhirnya  Bal’am tergoda (oleh setan) dan mendo’akan kecelakaan Nabi Musa dan kaumnya.

As well as , Bal’am dianugrahkan Ismul ‘adhom sehingga terkabulah do’a yang ia panjatkan. Pada akhirnya pada saat perjalanan menuju kota yang akan Nabi Musa dan kaumnya perangi mereka terjerumus pada suatu jurang yang bernama jurang Tih.  Pada saat itu pula Nabi Musa as bertanya kepada Alloh “dosa apa yang telah aku perbuat hingga aku ada pada kehinaan ini”. Alloh menjawab “itu merupakan ijabah do’a dari Bal’am”. Lalu Nabi Musa as  meminta kepada Alloh swt agar membalikan itu do’a kepada Bal’am, Allohpun  mengijabah (mengabulkan) do’a Nabi Musa as seperti Alloh mengijabah do’a Bal’am.

Adapun isi dari do’a Nabi Musa as kepada Alloh untuk Bal’am adalah meminta agar Alloh mencabut Ismul ‘Adhom dari  Bal’am serta mencabut keimananya.

                Singkat cerita Bal’am bin Ba’uro pun keluar dari keimannya, seterusnya lidah Bal’am terjulur hingga dadanya dan menjadi seseorang yang terus diikuti setan (sahabatan mungkin he), hingga Bal’am menjadi sesat dan hina dihadapan Alloh swt dan manusia.

                Dapat diambil kesimpulan, bahwa ilmu yang kita peroleh tidak menjamin kebahagiaan kita tergantung memelihara dan menjuruskannya kemana, kebodohan ataupun kepintaran seseorang akan agama dan dirigama tidak akan menjamin keimanan dan keislaman seseorang, ingatlah setan itu tak akan lengah.

Maka dari itu jangan pernah merasa bangga dengan ilmu, kesholihan dan kesholihahan yang sekarang kita miliki, karena belum tentu kelak menjadi husnul khotimah, maka teruslah berdo’a kepada Alloh sang penguasa hati, yang dapat membolak balikan hati seseorang dengan mudah agar tetap diteguhkan dalam keimanan dan keislaman-Nya. ”yaa muqollibal kulubitsabbit qolbi ‘ala dinika wa’ala to’atika subhanaka inni kuntu minadzolimin”

 “Robbana laa tuzigh quluu banaa ba’da idzhadaitanaa wahablanaa minladunka rohmatan innaka antalwahhab”

“Ya Tuhan kami, janganlah kau jadikan hati kami condong kepada kesesatan sesudah engkau memberi petunjuk kepada kami dan karuniakanlah kepada kami rahmat dari sisi engkau karena sesungguhnya Engkau Maha Pemberi”.

Sungguh,ilmu,  kesholihan dan kesholihahan itu hakikatnya dari Alloh semata maka janganlah kita merasa sombong akan hal itu, tekadkanlah  laa mauju da illalloh.

Semoga dapat bermanfaat.

                                                                                                                                      By Nisa Y3p

Judul Skripsi

"MAPPING IDEAS FOR STUDENTS’ SPEAKING ABILITY OF MTS DARTUL HUDA"

ACKNOWLEDGEMENT

ACKNOWLEDGEMENT

In finishing this paper much help in the form of guidance, suggestion and correction have given to the writer is greatly in debited to;

1.       H.Imid Hamid, Drs., Mpd.,head of STKIP

2.       H Tatang Setia M.,Drs and H Surtiana H.,Drs.,MA as his supervisors who have given their valuable guidance, help and advice during the process of writing this paper.

3.       The headmaster and teachers of English of MTS Darul Huda Pakuwon for allowing him to conduct the observation and for their help during the process of the observation.

4.       All the lectures and staff members  of the English Program of STKIP Garut for their help.

5.       The writer’s wife and son for their supports and prayer.

6.       The writer’s family for their prayer.

7.       The entire writer’s friend for their help and encouragement, suggestion, especially, his classmates.

The writer hopes all their kindness; motivation given to him will have repayment.

                                                                                                                                      The Writer