Contoh-Contoh Abstrak Skripsi Bahasa Inggris Terbaru » Belajar Bahasa Inggris
Situs ini mengimpun berbagai hal yang berkaitan dengan pembelajaran atau penerapan bahasa inggris. Dan kali ini kita akan coba membahas mengenai Contoh-Contoh Abstrak Skripsi Bahasa Inggris Terbaru. Anda tertarik untuk mengetahuinya? Bila demikian adanya, sepertinya tak ada salahnya jika Anda melanjutkan membaca artikel ini hingga selesai supaya bisa memahami dengan baik. Oke, tidak usah berlama-lama yuk langsung kita simak saja ulasan lengkapnya dibawah ini.
Pembahasan Lengkap Contoh-Contoh Abstrak Skripsi Bahasa Inggris Terbaru
Contoh-Contoh Abstrak Skripsi Bahasa Inggris Terbaru – Abstrak bisa disebut sebagai sebuah gambaran umum dalam skripsi. Di dalam abstrak seseorang menjelaskan secara singkat mengenai mengapa ia mengambil judul skripsi tersebut dan bagaimana hasil penelitiannya. Berikut ini terdapat dua buah contoh abstrak sederhana dari dua skripsi pendidikan bahasa Inggris yang berbeda. Semoga bisa menjadi pembelajaran yang bermanfaat bagi Anda.
ABSTRACT
Increasing Students’ Vocabulary Achievement Through Extensive Reading
Vocabulary is one of an important thing in English learning that can’t be conveyed by people. For gaining a good ability in listening, speaking, reading, and writing, people need to have a good vocabulary mastery. That’s the reason why this part becomes the basic need in language learning and when the researcher found that vocabulary mastery of high school students are very bad, then teaching vocabulary through Extensive Reading chosen as the theme of this bachelor thesis.
The research was purposed to find out whether there was any significant increasing or not for the students who have been taught by using Extensive Reading. In his first thesis, the researcher used one group pre test post test design. The sample of this research was VIII A at SMPN ………. As the instrument of the research, the objective vocabulary test was used. To analyze the data, it used repeated measure t-test in which the significance was determined by p<0.05.
The result showed that the students’ mean score in pretest was 53.4 while the posttest mean score was 72.73. The result also showed that there was a significant difference of the mean score. It had increased to be 19.33 after treatments with the significant level of 0.05, it was noted that p=0.000. It proves that the the students’ score were significantly different (p<0.05). So, the hypothesis proposed in this research was accepted. In conclusion, it can be said that Extensive Reading can be used to increase the students’ voacbulary achievement.
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ABSTRACT
Increasing Students’ Reading Comprehension Achievement By Using Collaborative Strategic Reading
A very useful skill used as a tool to communicate between a writer and a reader called as reading. By this skill, a reader got through understanding for what was written by the writer. But, reading is not just spelling the word one by one and then doing nothing. There is a very important activity to do, so a whole understanding will be absolutely achieved. A reader requires comprehending, an activity which he or she needs to have active process before, during, and after reading. There are five aspects of comprehending the text; they are, identifying main idea, determining reference, making inference, and understanding vocabulry. A bad reading comprehension skill of Junior High School students made the researcher took reading and then tried to increase the students’ comprehension by a strategy called collaborative strategic reading.
Finding out whether there was any significant increasing of the students’ reading comprehension achievement at the second grade of SMPN ……. and what the most affected aspect after being taught by using collaborative strategic reading are the objectives of this research. The researcher used one group pre test post test design. The sample of this research was VIII A at SMPN ………. As the instrument of the research, the reading comprehension test was used. Repeated measure t-test was used to analyze the data in which the significance was determined by p<0.05.
The result showed that the pretest mean score was 58.56 while the posttest mean score was 69.42. It showed that there was a significant increase from the first to the second mean score. It had increased to be 11.84. So that, the result proves that the the students’ score were significantly different (p<0.05). It means that the two hypothesis proposed in this bachelor thesis were accepted. The researcher then found that determining main idea is the most affected aspect after being taught by using collaborative strategic reading.
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