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Sabtu, 05 Juli 2014

CONTOH SKRIPSI BAHASA INGGRIS LENGKAP STRATEGY TO PRESENT A SPEECH

                                                                    1. INTRODUCTION

1.1 Background of the study
“Language most shows a man: Speak, that I may see thee”. –Ben Jonson
Most of people judge the other from how good they are at saying something. Therefore, we must pay attention to the way we present something, as in a speech. How to the message in a speech can be conveyed and understood well by the audience.
For example, one day we walk to the downtown, we occasionally would be interested in seeing a crowd of people around an old charlatan. He is in rumpled black suit, he has moustache, bearded and his eyes are a bit red like lack of sleep. Of course the crowd of people do not want to enjoy his style, but they gathered for watching the charlatan convey expertly the messages about the drug efficacy with several performances. Like a magnet, the power of words of that charlatan are able to make the audience do not move for a long time. Actually, the charlatan already have an ability in public speaking that he had not learned in a formal or informal educational institutions.
There is a myth that great speakers are born, “not made,” that somehow certain individuals have the innate ability to stand in front of an audience with no anxiety, and give a moving, dynamic speech. Well, that just isn’t so!
People consider great speakers usually have spent years developing and practicing their skills. They had to start at the beginning and learn the basics of organization, preparation, delivery, and dealing with anxiety. Once the basics were in hand, they had to continue to build their abilities.
Professional athletes constantly practice the basics because they know that without such practice they will not survive. To an outsider, the thought of a professional golfer, for example, spending hour upon hour practicing the basics seems ridiculous. But to that professional, the mastery of those basic skills are the very foundation of success.
Learning to be a better speaker is similar to learning any activity. In the beginning it can be frustrating. After a few lessons in which we learn some theory and practice some of the basic skills, things usually improve. To really learn to do anything well takes constant practice and mastery of the basics.
Speaking is no different, for example present a speech. Before becoming comfortable as a speaker, we need to learn some basic skills and then actively seek places to practice those skills. This may mean walking into our boss’ office and volunteering to give more presentations, or joining a speaking club which allows us to speak in an organized setting. The more experience we gain, the more proficient and comfortable we will become.
If we can convey our ideas attractively, the others may think that we are an attractive person. But not everyone can express his ideas well and attractive, even still a lot of people find it difficult to convey the subject-matter that they have prepared since some of them experience a nervous tension when they come in front of many people, especially in a speech. Because a speech is very close to our daily lives, such as in a Friday preach at the mosque, a ministration at the church, some situations like a commemoration, the dedication speech, speech of eulogy, welcomed the arrival of the guests, the official events, inaugural address, a campaign, etc.
Therefore, the writer would like to divide her knowledge about strategy to present a speech well.
1.2 Scope of the study
The main purpose of presenting a speech to convey the messages contained in the speech to be understood by the audience, so the writer would like to devide several strategies to present a speech.
- How to prepare ourselves to present a speech,
- how to prepare the subject,
- how to use body language effectively,
- how to use visuals and graphics,
- of course, how to deliver what we have prepared.
1.3 Purpose of the study
We present a speech to convey a message to the audience. Therefore, this paper aims to help to develop the necessary skills to give more confident, enthusiastic and persuasive presentations.
The writer hopes in the presence of this paper will contibute the readers give a good and attractive presentation. If we give an attractive presentation, so, the audience will be interested to listen carefully. Nevertheless, if we give a boring presentation and difficult to understand, so, the message would be difficult conveyed to the audience.
1.4 Significance of the study
We already know that the ability to present a speech well to be necessary nowadays, especially in the work place. Because someone with a good ability in
this topic is needed in this globalization era that an increasingly broad and easy. Therefore, many people are encouraged to discuss this topic specifically and systematically. From a source said that in the big countries, like the United States have made some majors related to this topic with a Master degree. Approximately 294 colleges of this country opening the majors like Speech, Public Speaking and Debating, etc.
Those statement tell us that the learning to present a speech is able to help us to stand the broad world outside. Thus, the writer expects this paper will have a contribution to the readers to prepare a presentation of speech that may be equipped in the future.
1.5 Method of the study
For completing the materials of this paper, the writer has applied known as the book stores, library and internet research. In the book stores, the writer finds and selects some books, and buys the books that supports the main topic. In the library research, the writer reads some references related to Strategy to Present A Speech and gets some information about this topic. Another possibility, the writer also gathers the materials from the Internet Website.

Selasa, 17 Juli 2012

kumpulan contoh skripsi dan proposal bahasa inggris COMPARATIVE STUDY ON READING COMPREHENSION SKILL BETWEEN THE FIRST CLASS OF SENIOR HIGH SCHOOL STUDENTS FROM THE ORDINARY PROGRAM AND THE NON ORDINARY PROGRAM



Hallo temen-temen semua,,selamat malam nehhh..berjumpa lagi di blog sederhana saya ini, kali saya ingin melanjutkan postingan saya sebelumnya tentang contoh skripsi bahasa inggris..
Namun malam ini saya ingin mencoba menshare sedikit contoh proposal skripsi yang saya buat sendiri…semoga teman-teman semua bisa terbantu dengan postingan ini, terlebih apabila teman-teman sedang menyusun skripsinya atau sebagai bahan referensinya..
Selamat membaca yach….?


COMPARATIVE STUDY ON READING COMPREHENSION SKILL
BETWEEN THE FIRST CLASS OF SENIOR HIGH SCHOOL STUDENTS
FROM THE ORDINARY PROGRAM AND THE NON ORDINARY PROGRAM AT MTS.AL-INTISHOR
IN ACADEMIK YEAR 2012/2013

A Mini Research Proposal


By :
WIRA
10812.0507




ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MATARAM
2012

CHAPTER I
INTRODUCTION


1.1.     Background of the Study
The relationship between human beings and language is formed by the symbol of sound which is produced by organs of speech (Keraf, 1979). To be able to communicate effectively, one is suggested to have enough language competency.
With regards to the advance of civilization in the world, communication has played an important role to develop human being in the field of science and technology. Technology is like a spider web net that every single component is interconnected and is developed constantly. This communication network not only unifies different countries, but also facilitates international relations.
English, as an international language has become the global connection of worldwide communication. It is now widely spoken by many people in six continents and as a language daily life. So, its role as an international language becomes established and permanent. Computer based technology, for example, has led to a massive extension in the use of English, especially through mediums such as the Internet. Someone can contact someone else anywhere in the world, but in practice he/she can only do this if he/she is sufficiently proficient in English. In order to know English well, someone has to learn and master English through four skills, namely: speaking, listening, reading and writing. Therefore, the writer is motivated to discover the difference between the first class of SHS students from ordinary program and non-ordinary program in reading comprehension skill and also to investigate whether curriculum and teaching is working properly or not.

1.2.     Scope and Limitation of the Study

This study is limited to the observation of the students’ ability in answering reading tasks which comprised of:
·         Determining a title
·         Determining a main idea

1.3.     Statement of Problem

Based on the above background, the writer summarizes the statement of the problems as follows:
1.3.1.      The general statement
Is there any different English competency especially in reading comprehension skill between the first class of SHS students from the ordinary program and the first class of SHS students from the non ordinary program.

1.4.     Objective of Study

The purpose of this study are as follows:
1.4.1.      General Objective
To know whether there is a difference in reading comprehension skill between the first class of SHS students from the ordinary program and the first class of SHS students from the non ordinary program.

1.5.     Hypothesis of the Study

There are three hypotheses to be answered in this study:

1.      The first class of SHS students from the ordinary program are better than the first class of SHS students from the non ordinary program at reading comprehension skill. There is no difference in reading comprehension skill between the first class of SHS students from the ordinary program and the first class of SHS students from the non ordinary program.

1.6.     Significance of Study

This study is aimed at giving a contribution to the following points.
Guardians of mts-al intishor and the Headmaster of mts-al intishor about comparative English ability between the first class of SHS students from the ordinary program and ones from non ordinary program, especially in reading comprehension skill.

1.7.     The Definition of Key Terms

In this section, the writer would like to give some definition of terms, to avoid misunderstanding and misinterpretation. The terms are as follows:
Ordinary program is a program which specializes for the students having graduated from Junior High School at .
Non ordinary program is a program which specializes to the students having graduated from other schools.


CHAPTER II
REVIEW OF RELATED LITERATURE

2.1.     Language and Its Development

Historically, a language in the beginning was restricted to explain the object only, but according to a linguist, Herder (1984) cited that language was in fact no limited to say the object, in addition it can explain about its matter and its sound Huda (2000).

2.2.     Reading Process

Tejakusuma (1987: 1-3) writes in his paper that nowadays there is no knowledgeable person that would say that reading is not a passive or receptive skill. Now we know that reading is not only absorbing meaning from the text, but it involves putting meaning into the text.

2.3.     Reading as a Language Skill

From the four integrated skills (listening, speaking, reading and writing skill), the writer is interested to come up with a more elaborate description about reading skill as what Tarigan (1987) cited from Huda (2000) calls that reading skill as the third skill that the children have gained after speaking and before writing.

2.4.     Aspects of Reading Comprehension

According to Sheng (2003) reading comprehension questions measure student’s ability to read with understanding, insight and discrimination.
CHAPTER III
RESEARCH METHOD

            Research Design

This research is about the comparative study on reading comprehension skill between the first class of SHS students from the ordinary program and the non ordinary program. The research is categorized as “EX POST DE FACTO”, characterized with descriptive quantitative.
According to Waluyo (1994), ex post de facto means that the data were only collected after finishing the study, so the researcher should be able to see the results of the study. This research makes a symmetrical and factual description by using a quantitative method.

            Population

The participants of this research are the first year students of senior high school in their academic year 2005/2006 consisting of 40 students and were divided into two classes, 17 students from the ordinary program and 23 students from the non ordinary program.
       Data Collection
The method of collecting data for this research is used testing. A test is a group of questions, tasks or exercises for measuring individual or groups skill. The contents or the reading task include factual question, determining a title and determining the main idea.

        Data Analysis Procedures
The data gained from the individual’s scores of the two groups of students’ were analyzed statistically using the formula below:
  Definition:
  MX  : Mean score of x
  X      : total score of variable x
  N      : the number of the sample
  S     : the sum of …...




  MY  : Mean score of y
  Y      : total score of variable y
  N      : the number of the sample
  S     : the sum of …...
The result of the statistical computation is then analyzed by using t-test in order to find out the significance level of two groups by using 5% level of significance (95%). The computation is as follows:

(Arikunto,

               REFERENCES

Arikunto, Suharsimi. 1993. Prosedur Penelitian. Bandung: Bina Aksara.
Bolgar, Robert Ralph. 1998. Teaching Methods. England: Encyclopedia Compact Disk.
Furchan, Arif. 1982. Pengantar Penelitian Dalam Pendidikan. Surabaya: Usaha Nasional.
Grondund, NE. 1985. Measurement and Evaluation in Teaching. New York: Macmillan Publishing Company.
Hillerich, L. Robert. 1987. The Principal’s Guide to Improving Reading Instruction. USA: Bowling Green State University.
Huda, S. 2000. English Competency of KMI Students of Pondok Modern Gontor (a thesis). Ponorogo: Islamic Studies of Darussalam Gontor.
Hornby, AS. 1974. Oxford Advanced Learner’s Dictionary. USA: Oxford University Press.
Keraf, Gorys. 1984. Linguistik Bandingan Historis. Jakarta: PT. Gramedia.

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