MENDAFTAR Liberty Reserve

Perlu anda tahu fungsi Liberty Reserve (LR) yaitu sama dengan alat pembayaran elektronik lainnya seperti AlertPay, Paypal, PerfectMoney, SolidTrustPay, dan masih banyak yang lainnya, tujuannya sama yaitu untuk bertransaksi di dunia Maya, bedanya LR lebih diakui oleh kalangan BO, praktis, cepat, dan dapat di gunakan di seluruh dunia, & LR ini lebih sering di gunakan untuk trading forex, membeli barang, sewa hosting, dan termasuk jual beli Posisi JSS Tripler.

Cara daftar Liberty Reserve
1. Klik libertyreserve.com, Silahkan ikutin panduannya di bawah :

 2. Klik Create Account untuk mendapatkan formulir pendaftaran baru.

3.Pendaftaran Bagian 1
Account Information :
- First name : (nama depan)
- Last name : (nama belakang)
- Email : (email anda)
- Re-enter-email : (konfirmasi ulang email anda) 

Security Information :
- Security Question : (pertanyaan keamanan)
- Answer : (jawaban pertanyaan keamanan)
- Personal Welcome Message : (pesan pembuka pribadi anda, dapat diisi dengan username atau kata-kata yang anda sukai) 

4. Masukkan kode verifikasi.
5. Klik Agree jika anda telah menyetujui segala aturan yang telah ditetapkan oleh Liberty Reserve dalam bertransaksi.
6. Tampil halaman Important, Klik LOGIN untuk mengaktifkan akun anda. Catatan Penting : Jangan lupa untuk di print/dicatat informasi password, pin, marter key, dan security questionnya.

7. Cek email anda, untuk melihat nomor rekening Liberty Reserve anda.

8. Login Langkah 1 :
- Account Number : (isi no rekening LR yg dikirim ke email anda)
- Password : (isi password yang telah anda catat)

9. Masukkan kode verifikasi.
10. Klik Next untuk masuk ketahap selanjutnya.


11. Login langkah 2  :
- Pastikan personal welcome message adalah milik anda
- Tandai √ pada kolom konfirmasi
- Klik Continue untuk masuk ketahap selanjutnya

12. Login langkah 3 :
- Klik Login Pin
- Masukkan Pin anda (pada langkah ke 4)
- Klik Login untuk masuk ke langkah berikutnya

13. Pendaftaran bagian 2.
- Isi Contact Information (isi data diri anda) mulai dari : Address, City, Country, State/Region, Zip/Postal Code, Date of Birth, Phone , Mobile Phone,Company Name

14. Proses Pendaftaran rekening Liberty Reserve telah selesai.

Selamat Anda telah memiliki Account Liberty, Untuk memudahkan Anda Jual Beli Dollar Liberty khususnya Profit dari JSS Tripler silahkan anda daftar di exchanger yang ada di samping. Ayo buruan yg belum gabung di JSS-Tripler silahkan Klik diSini.

Sumber: tukarduid.com

Mengenal Jenis Investasi

Dalam berinvestasi, terdapat dua macam jenis aset, yaitu aset riil dan aset finansial, yang sama-sama dapat dipertimbangkan sebagai sarana investasi dalam rangka mencapai tujuan keuangan Anda. Dalam berinvestasi, Anda harus ingat bahwa selalu terdapat risiko akan kehilangan modal Anda. Oleh sebab itu, Anda harus mengetahui dengan benar aset-aset yang Anda pilih untuk berinvestasi.

Aset riil

Aset riil adalah aset yang memiliki wujud. Contohnya adalah tanah, rumah, emas, dan logam mulia lainnya. Berinvestasi pada aset riil merupakan hal yang umum dilakukan. Contohnya, Anda membeli rumah, dan kemudian menyewakannya sehingga mendapatkan pendapatan bulanan. Belum lagi ketikarumah itu selesai disewa dan harganya naik, Anda dapat menjualnya dan mendapatkan keuntungan. Anda akan mendapatkan banyak keuntungan dari berinvestasi di aset riil ini, karena meskipun harganya dapat naik-turun, tetapi dalam jangka panjang nilainya cenderung meningkat.

Aset finansial

Aset finansial merupakan aset yang wujudnya tidak terlihat, tetapi tetap memiliki nilai yang tinggi. Umumnya aset finansial ini terdapat di dunia perbankan dan juga di pasar modal, yang di Indonesia dikenal dengan Bursa Efek Indonesia. Beberapa contoh dari aset finansial adalah instrumen pasar uang, obligasi, saham, dan reksa dana. anda juga Bisa memulai investasi finansial terpercaya dengan mengikuti Justbeenpaid sebagai aset untuk mengembangkan modal anda.


source: http://ciputraentrepreneurship.com 

Selektif memilih Bisnis Internet

Ada baiknya Selektif Memilih Peluang Bisnis Di Internet kan? Jawab sendiri deh, sebab nulis sendiri, hehe.. Yes, Saya kira bijak deh untuk menjadi lebih selektif memilih peluang bisnis yang akan dijadikan sumber penghasilan tambahan lewat internet ini, sebab demikian banyaknya sumber penghasilan yang kalau Anda dalami dengan seksama mungkin kurang cocok dengan hati nurani Anda sendiri. Mungkin awalnya Anda hanya teriming-iming saja, atau terbuai rayuan teman dan sebagainya.

Kalau main seruduk saja maka mungkin saja di hari nanti akan timbul penyelesalan, mungkin merugikan orang lain, mungkin bikin rusak persahabatan dan sebagainya.

Mungkin sekali jenis peluang bisnis yang sebenarnya bukan bisnis beneran melainkan semacam arisan berantai tanpa produk atau yang dibungkus dengan produk sangat tidak berguna, bisa memberi Anda penghasilan tambahan yang cepat. Namun demikian saya YAKIN terlalu banyak juga Anda sekalian yang masih mengedepankan keberkahan dalam mencari rejeki. Right?

Pesan saya pendek saja, segitu aja. Sebab saya yakin Anda pun dapat menentukan sendiri mana peluang bisnis yang baik dan mana yang tidak bagi Anda. Saya hanya menyegarkan ingatan saya sendiri dan semoga juga pesan pendek nan sederhana ini bermanfaat untuk Anda.

Apa yang paling penting dalam memilih bisnis internet? Saya kira referensi dari teman-teman dekat anda sendiri, atau dari orang-orang yang selama ini Anda percaya. Tidak salah banyak bertanya dan minta pendapat pada teman-teman yang menurut Anda baik, tidak salah untuk berhati-hati, tetapi jangan pula terlalu hati-hati eh malah tidak jadi semua deh bisnisnya, hehe..

Bisnis Yang satu ini direkomendasikan oleh Boyke Dian Nugraha. Sehingga mempunya selling point yang sangat tinggi. Semoga setelah membaca presentasi kami maka Anda akan langsung memilihnya: Bisnis Rekomendasi Boyke Dian Nugraha

Best Regards
Nur

sumber: http://peluangmu.blogdetik.com/

Tips Cepat Menghafal Vocabulary

Kata, kata, kata …. begitu banyak kata bahasa Inggris yang harus dipelajari dan sangat sulit mengingat semuanya. Dalam postingan kali ini saya akan memberikan 7 tips dari Paul Turner yang akan manjadikan belajar dan mengingat kosa kata baru lebih mudah, lebih cepat, lebih menyenangkan, dan lebih efektif.

1. Buat jaring hubungan kata

Otak kita merekam apa yang kita baca dan mengubahnya menjadi gambar-gambar, ide-ide, dan perasaan, etc. dan selanjutnya membuat hubungan antara apa yang kita tahu sebelumnya dengan informasi yang baru didapat (kata-kata dan ide-ide). Dengan ini kita mengingat sesuatu. Hal “baru” dipadukan dengan hal “lama”. Mari ambil contoh sebatang pohon. Cukup mudah bagi Anda untuk melihat sebatang pohon besar dengan banyak ranting dan daun dibanding melihat sebatang pohon kecil dengan ranting dan daun yang sangat sedikit, benar bukan? Nah begitu juga dengan otak Anda. Ketika Anda menghubungkan sebuah kata atau ide baru dengan sesuatu yang telah Anda ketahui sebelumnya akan menjadi lebih mudah bagi otak Anda untuk menemukan (melihat) nya ketika Anda perlu mengingatnya. Bagaimana Anda dapat melakukan ini? Mudah. Buat sebuah Jaring Ide. Mulai dengan sesuatu yang Anda ingin ingat (kata, ide, kalimat) di bagian tengah sebuah kertas. Kemudian buat garis-garis darinya seperti sebuah jaring laba-laba. Pada ujung setiap garis tulis ide atau kata apa saja atau bahkan gambar apa saja yang muncul dalam pikiran Anda ketika Anda mengatakan kata atau ide yang ada di bagian tengah. Apapun yang Anda pikirkan tidak masalah…. tuliskan saja.

Ini hanya memerlukan waktu sekitar 2 menit. Sekarang semua kata/ide terhubung dalam pikiran Anda. Jika Anda melihat atau mendengar salah satu diantaranya itu akan membantu otak Anda mengingat semua kata yang lain. Agar tips ini benar-benar berfungsi, Anda bisa berbicara kepada diri Anda sendiri tentang bagaimana masing-masing kata/ide saling berhubung dengan yang lainnya. Semakin banyak Anda melakukan ini semakin banyak pula koneksi yang Anda buat. Banyak koneksi akan menjadikan sangat mudah bagi otak Anda untuk “melihat ” kata yang ingin Anda panggil ketika Anda mencoba untuk mengingatnya.

2. Ingat dalam gabungan (kolokasi)

Mengingat kata penting tetapi Bahasa Inggris merupakan sebuah bahasa dan bahasa bukan sekedar fakta-fakta yang harus diingat; Bahasa adalah untuk digunakan orang menyatakan ide-ide mereka dan untuk berkomunikasi. Jadi, carilah contoh tentang bagaimana setiap kata digunakan dalam teks Anda. Tulis beberapa kata sebelum dan setelah kata yang bersangkutan sehingga anda mengingat bagaimana ia digunakan. Contoh: jika kata yang ingin anda hafal adalah “arrogant” tuliskanlah sesuatu seperti ini …. “the tall, arrogant man”… Ini akan membantu Anda mengingat bahwa kata “arrogant” merupakan sebuah adjective (kata sifat) dan sehingga ia menjelaskan orang. Hal berikutnya yang harus dilakukan adalah membuat 3 kalimat lengkap dengan kata tersebut untuk mempraktikkan penggunaannya.

3. Menggunakan gambar-gambar

Buat gambar-gambar kecil yang menunjukkan makna dari kata yang ingin Anda hafal jika Anda bisa menggambar. Mungkin terkesan ganjil tapi tips ini benar-benar berfungsi. Otak kita memiliki begitu banyak informasi “normal” yang datang setiap saat sehingga jika Ada gambar yang terkesan aneh maka tentu itu “tidak normal” bagi otak sehingga akan selau diingat. Otak kita juga dirancang khusus untuk menangkap dan memahami informasi visual dengan cepat. Jadi, buatlah gambar lucu yang menunjukkan makna dari kata yang ingin Anda hafal dan otak Anda akan mengingatnya dengan mudah.

4. Membuat cerita “gila”

Sering banyak yang mengatakan terlalu banyak kata baru yang harus diingat. Ada satu trik ingatan yang Anda bisa gunakan untuk melakukan ini. Buatlah sebuah cerita “gila” yang menggunakan semua kata-kata yang ingin Anda ingat. Gambarkan dalam pikiran Anda ketika anda membuat cerita tersebut. Kita bisa mengingat cerita dengan mudah, khususnya cerita “gila” yang kita bisa bayangkan secara rinci dalam pikiran kita. Ulangi cerita tersebut dan Anda akan mengingat kata-katanya. Ketika Anda membuat cerita tersebut hubungkanlah kata-kata yang ada dengan cara yang lucu. Contoh, jika Anda ingin mengingat kedua puluh kata berikut:

shoes, piano, tree, pencil, bird, taxi, books, driver, dog, pizza, flower, basketball, door, television, spoons, chair, jump, dance, computer, stone . . .

Anda bisa membuat sebuah cerita seperti ini:

There is a piano wearing shoes and climbing a tree. The tree is strange because someone has stuck a giant pencil through it. On the pencil a bird is sitting and watching a taxi full of people reading books. Even the driver is reading a book which is bad because he isn’t paying attention to driving. So, he hits a dog that is eating a pizza in the middle of the road and kills it. The driver digs a hole and buries the dogflower on it. He notices that there is a door in the dog’s grave and opens it. Inside he can see a television with 2 spoons for antennas on top of it. No one is watching the television because they are all watching the chair. Why? Because the chair is jumping and dancing and throwing stones at the computer. in it and then puts a

Cobalah. Anda akan tercengang dengan efeknya.

5. Memisah bagian-bagian kata

Gunakan awalan, akhiran, dan kata dasar untuk menebak arti sebuah kata. Contoh:

Anggap Anda mungkin tidak tahu arti kata “microbiology” tetapi Anda bisa menebak apa artinya. Pertama-tama, perhatikan awalan “micro”. Micro berarti sangat kecil. Anda mungkin juga mengingat bahwa “ology” berarti sebuah subjek, kajian tentang sesuatu. Jadi kita tahu bahwa sebagian dari kata ini berarti “kajian tentang” + “sesuatu yang kecil”. Sekarang, Anda mungkin mengingat bahwa “bio” berarti segala sesatu yang hidup. Jadi kita bisa menentukan bahwa microbiology kemungkinan berarti kajian terhadap makluk hidup yang sangat kecil. Ini benar. Bahasa Inggris seperti sebuah puzzle – kita meletakkan pototongan-potongan bersama-sama untuk membantuk kata baru. Jadi jika Anda ingin menghafal kata-kata dengan awal yang sering Anda lihat (un-, dis-, con-, micro-, etc.) dan kata dengan akhiran yang sering anda lihat (-able, -ly, -ent, -tion, -ive, etc) dan mengingat apa artinya, maka Anda akan mampu menebak apa arti dari banyak kata.

6. Pikirkan dan pelajari yang berlawanan

Pelajarilah kata-kata yang maknanya berlawanan (antonim) dan kata-kata dengan makna mirip (sinonim). Sebagai contoh, pelajari angry/happy (antonim) dan angry/cross (sinonim) secara bersama-sama. Kita bisa mengingat hal-hal yang serupa dan berlawanan dengan mudah karena “terpadu” dalam pikiran kita.

7. Waktu adalah segala-galanya

Menurut para ahli psikologi yang mengkaji bagaimana kita mengingat apa saja, terdapat cara yang lebih baik utuk mempelajari sesuatu dengan cepat dan secara permanen. Gunakan kata baru dengan segera. Gunakan 10 menit kemudian. Gunakan 1 jam kemudian. Gunakan 1 hari kemudian. Gunakan 1 pekan kemudian. Setelah itu, jarang menggunakannya lagi tidak apa-apa – kata baru tersebut telah menjadi milik Anda selamanya.

Bahasa Inggris Gaul (singkatan kalo chatting)

Internet slang adalah istilah-istilah khusus yang biasa digunakan pada percakapan di internet.

Internet slang biasanya berupa singkatan kata (abbreviations), seperti misalnya LOL, OMG, CMIIW, GBU, FYI dan lain lain.

Istilah seperti ini sering kita jumpai pada percakapan di forum-forum, chating, blog, maupun social network.

Berikut ini adalah beberapa internet slang beserta artinya :

Internet Slang	Artinya
ASAP	As Soon As Possible
AKA	Also Known As
ATM	At The Moment
ATEOTD	At The End Of The Day
AFK	Away From Keyboard
AFAIR	As Far As I Remember
ASL atau A/S/L	Age Sex Location
B2B	Business to Business
B2C	Business to Customer
B4	Before
BBL / BBS	Be Back Later / Soon
BTW	By The Way
BFF	Best Friend Forever
BRB	Be Right Back
BSOD	Blue Screen Of Death
CMIIW	Correct Me If I’m Wrong
CU	See You
EOF	End Of File
EOM	End Of Messages
EOL	End Of Line / Life
ETA	Estimate Time Of Arival
FAQ	Frequently Asked Questions
FOAF	Friend Of A Friend
FTFY	Fix That For You
FTW	For The Win / F**k That What (kebalikan WTF)
FUBAR (foo-bar)	F**k Up Beyond All Recognition
FU	F**k You
FYI	For Your Information
GBTW	Get Back To Work
GBU	God Bless You
LOL	Laughing Out Loud
OOT	Out Of Topic
OAO, O&O	Over And Out
OMG	Oh My God , Oh My Goddes
OMGBBQ	Oh My God BarBeQue
OMGFG	Oh My F**king God
OML	Oh My Lord
ORLY	Oh Really?
PM	Private/Personal Message
RFC	Request For Comment
RU	Are You?
RTM	Read The Manual
TC	Take Care
TBH	To Be Honest
TTG	Time To Go
TTLY	Totally
U2U	Up To You
UGC	User Generated Content
WML	Wish Me Luck
WTF	What The F**k?
YALL	You All
YOYO	You’re On Your Own
YTB	You’re The Best

Masih banyak lagi internet slang yang lainnya, anda bisa lihat disini.

Memang hampir semua internet slang adalah bahasa inggris, tapi ada juga lho yang dari bahasa indonesia kek misalnya japri (jalur pribadi), daring (dalam jaringan), luring (luar jaringan).

Daring adalah istilah indonesia untuk online sedangkan luring untuk offline.

ENGLISH FLUENCY

5 Speaking Rules you need to know!

1. Don't study grammar too much

This rule might sound strange to many ESL students, but it is one of the most important rules. If you want to pass examinations, then study grammar. However, if you want to become fluent in English, then you should try to learn English without studying the grammar. 

Studying grammar will only slow you down and confuse you. You will think about the rules when creating sentences instead of naturally saying a sentence like a native. Remember that only a small fraction of English speakers know more than 20% of all the grammar rules. Many ESL students know more grammar than native speakers. I can confidently say this with experience. I am a native English speaker, majored in English Literature, and have been teaching English for more than 10 years. However, many of my students know more details about English grammar than I do. I can easily look up the definition and apply it, but I don't know it off the top of my head. 

I often ask my native English friends some grammar questions, and only a few of them know the correct answer. However, they are fluent in English and can read, speak, listen, and communicate effectively. 

Do you want to be able to recite the definition of a causative verb, or do you want to be able to speak English fluently? 

2. Learn and study phrases

Many students learn vocabulary and try to put many words together to create a proper sentence. It amazes me how many words some of my students know, but they cannot create a proper sentence. The reason is because they didn't study phrases. When children learn a language, they learn both words and phrases together. Likewise, you need to study and learn phrases. 

If you know 1000 words, you might not be able to say one correct sentence. But if you know 1 phrase, you can make hundreds of correct sentences. If you know 100 phrases, you will be surprised at how many correct sentences you will be able to say. Finally, when you know only a 1000 phrases, you will be almost a fluent English speaker. 

The English Speaking Basics section is a great example of making numerous sentences with a single phrase. So don't spend hours and hours learning many different words. Use that time to study phrases instead and you will be closer to English fluency. 

Don't translate 

When you want to create an English sentence, do not translate the words from your Mother tongue. The order of words is probably completely different and you will be both slow and incorrect by doing this. Instead, learn phrases and sentences so you don't have to think about the words you are saying. It should be automatic. 

Another problem with translating is that you will be trying to incorporate grammar rules that you have learned. Translating and thinking about the grammar to create English sentences is incorrect and should be avoided. 

3. Reading and Listening is NOT enough. Practice Speaking what you hear!

Reading, listening, and speaking are the most important aspects of any language. The same is true for English. However, speaking is the only requirement to be fluent. It is normal for babies and children to learn speaking first, become fluent, then start reading, then writing. So the natural order is listening, speaking, reading, then writing. 

First Problem

Isn't it strange that schools across the world teach reading first, then writing, then listening, and finally speaking? Although it is different, the main reason is because when you learn a second language, you need to read material to understand and learn it. So even though the natural order is listening, speaking, reading, then writing, the order for ESL students is reading, listening, speaking, then writing. 

Second Problem

The reason many people can read and listen is because that's all they practice. But in order to speak English fluently, you need to practice speaking. Don't stop at the listening portion, and when you study, don't just listen. Speak out loud the material you are listening to and practice what you hear. Practice speaking out loud until your mouth and brain can do it without any effort. By doing so, you will be able to speak English fluently. 

4. Submerge yourself

Being able to speak a language is not related to how smart you are. Anyone can learn how to speak any language. This is a proven fact by everyone in the world. Everyone can speak at least one language. Whether you are intelligent, or lacking some brain power, you are able to speak one language. 

This was achieved by being around that language at all times. In your country, you hear and speak your language constantly. You will notice that many people who are good English speakers are the ones who studied in an English speaking school. They can speak English not because they went to an English speaking school, but because they had an environment where they can be around English speaking people constantly. 

There are also some people who study abroad and learn very little. That is because they went to an English speaking school, but found friends from their own country and didn't practice English. 

You don't have to go anywhere to become a fluent English speaker. You only need to surround yourself with English. You can do this by making rules with your existing friends that you will only speak English. You can also carry around an iPod and constantly listen to English sentences. As you can see, you can achieve results by changing what your surroundings are. Submerge yourself in English and you will learn several times faster. 

TalkEnglish Offline Version is now ready for download. In this package, you can utilize over 8000 audio files to completely surround yourself in English. There are over 13.5 hours of audio files that are not available in the web form. All conversations and all sentences are included, so even if you don't have many English speaking friends, you can constantly surround yourself in English using your MP3 player. This package is available at the English Download page. Take advantage of this opportunity and start learning English faster. 

5. Study correct material

A common phrase that is incorrect is, "Practice makes perfect." This is far from the truth. Practice only makes what you are practicing permanent. If you practice the incorrect sentence, you will have perfected saying the sentence incorrectly. Therefore, it is important that you study material that is commonly used by most people. 

Another problem I see is that many students study the news. However, the language they speak is more formal and the content they use is more political and not used in regular life. It is important to understand what they are saying, but this is more of an advanced lesson that should be studied after learning the fundamental basics of English. 

Studying English with a friend who is not a native English speaker is both good and bad. You should be aware of the pros and cons of speaking with a non native speaking friend. Practicing with a non native person will give you practice. You can also motivate each other and point out basic mistakes. But you might pick up bad habits from one another if you are not sure about what are correct and incorrect sentences. So use these practice times as a time period to practice the correct material you studied. Not to learn how to say a sentence. 

In short, study English material that you can trust, that is commonly used, and that is correct. 

THE ANALYSIS ON STUDENTS’ ABILITY IN MASTERING REPORTED SPEECH AT GRADE X IN SMA NEGERI 3 PADANGSIDIMPUAN

CHAPTER I

INTRODUCTION

A.    Background of the Problems

Language plays so important role in human life. Language is considered to be a system of communicating with other people using sounds, symbols and words in expressing meanings, ideas or thoughts. Language has been used by humans as a tool of communication since he was born. As we see, babies use the language by crying. It is characterized by a crying when the baby was hungry, sleepy or over heat. Crying is used as a tool of communication with people around him to convey the desires and his thoughts. Along with the development and growth of the child’s language will also be developed into a well structured language.

 Language is necessity to human life and civilization is certainty not possible without it. All sciences depend upon it and also all education in human life is conducted through it. There are many languages in this world. One of them is English.

Nowadays, English language has become the popular language which is learnt by most people in many areas of the world. English is an international language. It is the world’s most widely used language by society for communication and international contact.

In this globalization era, everyone is demanded to prepare a great resources for their life particularly in science and technology. Of course, to compete against a global demanding, the people should have an adequate knowledge and good skills. Therefore, mastering English language both oral and written English actively is necessity for academic and global media communication requirement because it has become compulsory for everyone who wants to compete against the globalization era.

In Indonesia, English is acknowledged as a foreign language. It became an obligated subject that must be learnt by students from elementary school level up to university level. In studying English, students will learn language skills, such as listening, speaking, reading andwriting skills, which include by language component, such as grammar.

Grammar is one of English language component that it must be learnt and understood by students. David Nunan says that grammar is generally thought to be set of rules specifying the correct ordering of words at the sentence level.[1]By learning grammar the students will know about system of language so they will be able to combine and build words into meaningful sentence. There are many grammatical categories that must be learnt by students. For example, part of speech, tenses, gerunds, degree of comparisons, and reported speech.

Reported speech is used to report what other people said or thought without reporting the exact word. By learning reported speech definitely students will able to quote somebody’s words.

Therefore, government has attached reported speech in syllabus since grade X in senior high school as a subject matter that must be learnt by students. Students in grade X have been learning English since they were in grade IV in elementary school, so they have known English for 6 years. Theoretically, they have comprehended about the using tenses, adverbs, pronouns, and sentences. So, learning reported speech is easy for them. But reality in the field, there were many students still have difficulties in learning reported speech. They notice that they often do mistakes when they quote the direct into indirect form. Some students still confuse with certain grammatical changes that have to be made by them. Sometimes they feel so hard to decide what kind of tenses, pronoun or adverbs that should be used when they change direct into indirect speech. Many students said that learning reported speech is most difficult one in learning grammar and structure.

Based on the explanation above and problems existed in SMA Negeri 3 Padangsidimpuan about students’ ability in mastering reported speech, the writer was interesting in conduct the research entitled The Analysis on Students’ Ability in Mastering Reported Speech at Grade X in SMA Negeri 3 Padangsidimpuan.

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PENGARUH PENGELOLAAN KELAS TERHADAP PENCIPTAAN SUASANA KEGIATAN BELAJAR MENGAJAR YANG KONDUSIF PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM

BAB I

PENDAHULUAN

A. Latar Belakang Masalah

Pengelolaan kelas adalah keterampilan guru menciptakan dan memelihara kondisi belajar yang optimal dan mengembalikannya manakala terjadi hal-hal yang dapat mengganggu suasana pembelajaran.[1]Guru sebagai pengelola kelas dihadapkan dapat menciptakan suasana kegiatan belajar mengajar yang kondusif.

Oleh sebab itu, pengelolaan kelas merupakan kompetensi guru yang sangat penting dikuasai dalam rangka proses pembelajaran. Hal ini berarti setiap guru dituntut secara profesional mengelola kelas sehingga tercipta suasana kelas yang kondusif mulai dari awal hingga akhir pembelajaran.

Dalam suatu proses pembelajaran, guru sering dihadapkan pada situasi kelas yang tidak menyenangkan, misalnya ada siswa yang selalu mengganggu suasana belajar dengan melontarkan kata-kata yang dapat mengganggu perhatian seluruh siswa atau berkata “huuuuu”. Hal-hal yang semacam itu merupakan gangguan yang dapat mempengaruhi iklim belajar.

Dalam kaitannya dengan proses belajar mengajar hendaknya guru dapat mengarahkan dan membimbing siswa untuk aktif dalam kegiatan proses belajar mengajar sehingga tercipta suasana yang kondusif, baik antara guru dengan siswa maupun siswa dengan siswa. Oleh karena itu, dalam peranannya sebagai pengelola kelas, guru hendaknya mampu mengelola kelas sebagai lingkungan belajar serta merupakan aspek dari lingkungan sekolah yang perlu diorganisasi. Lingkungan ini diatur dan diawasi kegiatan-kegiatan belajar terarah kepada tujuan pendidikan. Pengawasan terhadap belajar lingkungan itu turut menentukan sejauh mana lingkungan tersebut menjadi lingkungan belajar yang baik. Lingkungan yang baik adalah yang bersifat menantang dan merangsang siswa untuk belajar, memberikan rasa aman dan kepuasan dalam mencapai tujuan.[2]

Sehingga tujuan pendidikan dapat tercapai sesuai dengan yang ada dalam Undang-undang RI No. 20 tahun 2003 tentang Sistem Pendidikan Nasional bahwa : Tujuan pendidikan nasional adalah untuk berkembangnya potensi peserta didik agar menjadi manusia yang beriman dan bertakwa kepada Tuhan Yang Maha Esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri dan menjadi warga Negara yang demokratis serta bertanggung jawab.[3]

Profesionalisme seorang guru mutlak diperlukan sebagai bekal dalam mengakses perubahan baik itu metode pembelajaran ataupun kemajuan teknologi yang kesemuanya ditujukan untuk kepentingan proses belajar mengajar. Sebab jika ditinjau dari undang-undang sebagaimana tersebut di atas tugas guru tidak sekedar menyampaikan materi pelajaran kepada siswa, tetapi kepada bagaimana menyiapkan mereka menjadi sumber daya manusia yang terampil dan siap mengakses kemajuan ilmu pengetahuan dan teknologi yang terjadi di masa nanti.

Mengajar adalah kegiatan yang dilakukan guru dalam mentransfer atau memberikan pengetahuan dan informasi sebanyak-banyaknya kepada siswa sesuai dengan pedoman dan petunjuk yang telah ditetapkan. Di dalam kegiatan mengajar ini tentu ada unsur pendidikan. Akan tetapi aspek yang dominant untuk dikembangkan dalam mengajar adalah kognitif (pengetahuan).[4]

Sementara tugas guru Pendidikan Agama Islam adalah secara umum meliputi hal yaitu tugas profesi, tugas keagamaan, tugas kemanusiaan dan tugas kemasyarakatan.[5]Maka langkah yang dapat dilakukan agar tercapai tujuan pembelajaran adalah melaksanakan pengembangan dalam pengajaran dan pembelajaran. Salah satunya dengan menggunakan alat peraga atau materi sebagai alat bantu siswa dalam memahami pelajar serta menggunakan metode yang tepat sewaktu proses belajar mengajar berlangsung. Selain dari pada itu pembenahan ventilasi dan kebersihan kelas agar tercipta lingkungan kelas yang nyaman.

Dengan melihat konteks tersebut pengelolaan kelas dapat dipandang sebagai suatu usaha yang sangat penting dan harus mendapat prioritas oleh seorang guru dalam berbagai macam aktivitas yang berkaitan dengan kurikulum dan perkembangan siswa.

Untuk menciptakan suasana belajar mengajar yang kondusif pada mata pelajaran Pendidikan Agama Islam, dapat diwujudkan dengan pengelolaan kelas artinya guru itu harus memberi penekanan dan pengalaman secara langsung serta merancang proses belajar mengajar di kelas yang memberi banyak kesempatan kepada siswa untuk mengembangkan pengetahuan dan menerapkan hal-hal yang telah dipelajarinya.

Berdasarkan studi pendahuluan yang dilaksanakan di SMA Negeri 8 Padangsidimpuan, peneliti menemukan bahwa pengelolaan kelas belum terlaksana dengan baik. Hal ini ditandai dari kurangnya perhatian guru Pendidikan Agama Islam terhadap kondisi kelas.[6]Sehingga mengakibatkan proses belajar mengajar dan suasananya kurang kondusif. Apabila hal tersebut di atas dibiarkan dan diabaikan, maka kemungkinan tujuan dari pembelajaran itu tidak akan tercapai dengan semaksimal mungkin.

Oleh karena itu, peneliti melihat hal itu sangat perlu untuk melaksanakan penelitian dalam bentuk karya ilmiah berupa skripsi dengan judul :

“PENGARUH PENGELOLAAN KELAS TERHADAP PENCIPTAAN SUASANA KEGIATAN BELAJAR MENGAJAR YANG KONDUSIF PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM DI SMA NEGERI 8 PADANGSIDIMPUAN”.

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A STUDY OF STUDENTS’ MASTERY OF PHRASAL VERBS

ABSTRACT
The title of this final project is “A study of the students’ mastery of phrasal
verbs: The case of the fourth semester students of regular education class of the
English Department of UNNES in the academic year of 2006/2007.”
The research is carried out to measure to what extent the fourth semester
students of regular education class in the academic year of 2006/2007 have mastered
the English phrasal verbs and what problems encountered by the students. Although
phrasal verbs are not taught in a vocabulary class in this department, but this research
is carried out on consideration that vocabulary is not less important than the other
language components.
A test was employed in the form of multiple choice and completion type to
collect the data. A try-out test was carried out before administering the test.
It was proved that there were 4 out of 24 students who got B grade, 9 students
got BC, 6 students got C, 2 students got CD, 2 students got D, and one student got E.
Moreover, in statistical analysis, the mean was 64, 83. It means that the students’
mastery of phrasal verbs is average. In other words, I can conclude that the students’
mastery of phrasal verbs is good enough.
To improve the quality of teaching learning process and to get satisfactory
results in teaching phrasal verbs at the English department of UNNES, I suggest the
English department lecturers intensify vocabulary, especially phrasal verbs taught in
contextual meaning so that the students’ mastery of phrasal verbs can be improved.
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A COMPARATIVE STUDY BETWEEN GRAMMAR TRANSLATION METHOD AND GENRE BASED LANGUAGE TEACHING ON STUDENTS’ READING COMPREHENSION

ABSTRACT

A COMPARATIVE STUDY BETWEEN GRAMMAR TRANSLATION METHOD AND GENRE BASED LANGUAGE TEACHING ON STUDENTS’ READING COMPREHENSION TEXT AT SMPN 6 PADANGSIDIMPUAN

            This research talked about students’ reading comprehension text by using grammar translation method and genre based language teaching. The formulation of the problem: Is there the different between grammar translation method and genre based language teaching on students’ reading comprehension text at SMPN 6 Padangsidimpuan? This research intended to know the comparative both of methods on students’ reading comprehension text at SMPN 6 Padangsidimpuan.

            The research was conducted by quantitative method. The population of this research was all of students in SMPN 6 Padangsidimpuan, the total of population was 769 students. Then, the sample of research was 115 students. Next, this research used test as instrument, test was divided to pre test and post test about reading comprehension text. To analysis the data, the writer used formulation of analysis variance and joli test.

            After calculating the data, there is effect both of methods on students’ reading comprehension text. It can be seen from f _observed > f _table (30 > 3,07). Then, there is the different both of method of, it can be seen from t _count > t _table (1,82 > 1,66).The score of grammar translation method was bigger than genre based language teaching (85,33 > 83,05 ). It mean that there was the different between both of methods. So that, the hypothesis was accepted. It was concluded that there was the different between grammar translation method and genre based language teaching on students’ reading comprehension text at SMPN 6 Padangsidimpuan.

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IMPROVING STUDENTS’ SPEAKING SKILL THROUGH DEBATE

CHAPTER I

INTRODUCTION

A.    Background of the Problems

The fundamental function of language is an instrument of communication. English is used by millions of people all over the world. In Indonesia English is considered as a foreign language that has been taught to be elementary school up to the university. In education aspect, the students hopefully to be able to speak English fluently in order to the technology development.

Speaking is one of the important skills in language learning besides listening, writing and reading. Speaking is the act, utterance or discourse of one who speaks. It also can be defined as an activity in giving and asking information as if dialoguing by two or more people. In speaking, there is a process of communication between speaker and listener. People put ideas into words, talking about perceptions and feeling they want other people to understand.

In teaching learning English as the foreign language, most students cannot speak English well. For that condition, there are some factors of the difficulties. There are internal and external factors. Internal factors come from the student themselves. These concern with personality factors. Brown states that “Personality factors within a person that contribute in some way to the success of   language learning”.[1] He explains that personality factor is an important aspect of carrying on discourse. Another factor is feeling ashamed. The students were afraid to express their ideas. They worried everyone will mock them. External factors come out from students. These concern with their environment, parents and teaching learning technique in their school. Teaching learning technique is the important factor to the success of language learning for all aspects in education. But for the fact, the teacher doesn’t choose the suitable technique of teaching speaking. She teaches them by asking the students to read the dialogue in front of the class. These activities do not give any opportunity to express their idea directly. So, students cannot improve their speaking skill in teaching learning process

---

[1]H. Douglas Brown. Principle of Language Learning and Teaching, (New Jersey: Prentice Hall, 2000) p. 100.

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THE USE OF TOTAL PHYSICAL RESPONSE (TPR) METHOD IN ENGLISH PREPOSITION TEACHING

ABSTRACT
The topic of this study is “The use of Total Physical Response (TPR) method in
English Preposition Teaching (to the fifth grade students of the academic year 2006/
2007 SDN Tajuk I Getasan Kab. Semarang)”. The discussion of the study is aimed to
answer the question: is the Total Physical Response method more effective in improving
students’ achievement in learning English preposition?

In order to achieve the objective of this study the writer used a quasi experiment
using pre- test and post- test. The population of this study was the fifth graders of SDN
Tajuk I kec. Getasan Kab. Semarang. The number of the subject was 33 students.
Because the population was limited, the writer took all the students as a sample in her
experiment. There were four meetings during the experimentation. Before the
experiment was conducted, the students were given a pre- test. At the end of the
experiment, the students were given a post- test.
Before the test was used, it had been tried out first. The purpose of conducting the
try out was to find out the validity and the reliability of the test as an instrument. The
writer had to revise some test items before they were used as the instrument of this study.
The result of the study showed that the students’ progress in mastering English
preposition during the teaching learning activity by using Total Physical Response
method was good. The students’ achievement in English preposition improved. By
comparing the post- test scores and the pre- test scores, the writer get the significant
difference of the result. The mean of the pre- test and post- test scores were 68, 03 and
89, 96. If we compared the two means it was clear that the mean of the post- test was
higher than that the pre- test. The difference between the two means was 21. 93. The
result of applying one sample t- test revealed that the obtained value (7, 9631) was
higher than the table value (2.013). It means that there is a significant difference in grade
of English preposition test achieved by the students after they have been taught by using
TPR method.
In line with the result, the writer suggests that English teacher should be able to
create their own way to arise their students’ interest in following their teaching. The use
of Total Physical Response as a method is one way to achieve this goal. However,
teachers must select the suitable method related to the material they are going to teach.
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THE USE OF LITERACY APPROACH TO TEACH RECOUNT TEXT

ABSTRACT
Luky Tiasari, 2007. The Use of Literacy Approach to Teach Recount Text to The
First Grade of SMA N 1 BAE KUDUS (In The Academic Year of 2006-
2007).
Key words: literacy, recount text, teaching learning cycles, and the teachers’ skill.
The study is an attempt to know the teachers’ problems in applying
literacy approach to teach Recount Text to the first grade of SMA N1 BAE
KUDUS.

Based on the research problems, this study is aimed at finding how far the
English teachers in that school know about literacy approach to teach recount text
and the difficulties they face when they teach using English for a Better Life
Textbook.
The approach used in this study is qualitative. The data sources are the two
teachers of English in SMA N 1 BAE KUDUS. The data are the results of
observation the researches did when the teachers teach and the results of interview
given to them.
The results show that the teachers often get difficulties in Building
Knowledge of the field (BKOF). They also do not know about how to apply
literacy in teaching learning cycles based on Kurikulum Tingkat Satuan
Pendidikan (KTSP). The teachers’ method in teaching learning is different. They
also have different teacher’s ability to interact their students.
The final conclusion is that most of the teachers still do not know about
how to apply literacy approach in the classroom. There are three (3) suggestions
proposed. First, the English teachers should be given workshop about literacy
approach. Second, the users of textbook should check the material before
teaching. Third, the teachers should more learn English for a Better Life
Textbook before using it.
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THE USE OF ENGLISH COMICS TO IMPROVE STUDENTS’ ABILITY IN STORY RETELLING

ABSTRACT
Royanti. 2007. The Use of English Comics to Improve Students' Ability in Story
Retelling (The Case of the 8th Year Students of SMP N 1 Bojong Pekalongan in
the Academic Year of 2006/2007). Final Project. English Department. Languages
and Arts Faculty. Semarang State University. First Adviser: Dra. Issy Yuliasri, M
Pd. Second Adviser: Dwi Anggara Asianti, S S., M Pd.
Key Words: English Comics, Story Retelling
This study was conducted under the considerations that eight year
students of SMP need media in teaching-learning process. One of them is English
comics in teaching story retelling.

In this final project, the objectives of the study was to find out whether
there is any significant difference in the improvement of students’ mastery in
story retelling using comics and without using comics and to identify the
effectiveness of English comics as a medium of teaching story retelling.
To achieve the objectives of the study, the writer conducted an
experimental quantitative research. The experiment was held through pretestposttest
equivalent group design. The population of the study was the Eight Year
Students of SMP N 1 Bojong, Pekalongan. The total number of sample in this
study was 40 students. The data were collected through speaking test and
questionnaire.
In solving the problems, the writer carried out an experimental study using
statistical method called t-test. The writer used two groups: experiment group and
control group. In the control group the writer used written text story, while in the
experiment group, the writer used English comics.
The computation result of t-test was 4.616. the critical value of t was 2.02
for α = 5% and df = 38. Because t value was higher than the critical valueof t
(4.616>2.02), it could be concluded that there was significant difference in the
achievement between the students who were taught using comics and students
who were taught without comics. From the polygon frequency, it could be
concluded that English comics was an effectivective medium of teaching story
retelling.
Referring to the experience in conducting thios research, the writer offer
suggestion to the teacher to improve the students' ability in story retelling in order
to get better result. The use of comics should be maintained frequently and
recommended to English teachers, especially to teach Junior High School students
in order to attract their motivation in learning English to be more fun.
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THE USE OF CIRCLE GAMES AS A STRATEGY TO IMPROVE THE STUDENTS’ MASTERY IN ENGLISH VOCABULARY

ABSTRACT
Kurniawan Yudhi N. 2007. The Use of Circle Games as a Strategy to Improve the
Student’s Mastery in English Vocabulary: An Action Reseach in the Case of
Elementary School Students of SDN 01 Banyumanik Semarang. Final project,
English education program bachelor degree, Semarang State University.
Advisor: I. Dr. Dwi Anggani.L. B, M. Pd, II. Maria Johana Ari W, SS, M.si.
Key words: Circle Game, Vocabulary Teaching Strategy, The 4th Graders of
Elementary School.

This final project was about the use of circle games in teaching English
vocabulary related to noun for 4th graders of SD 01 Banyumanik Semarang
2007/2008. Teaching vocabulary to elementary school students was not an easy job.
It needed a lot of creativity. The objective of the study was to describe what circle
game was like and how it worked in the learning process and to find out the students’
achievement in vocabulary related to noun. It was expected that this study would be
useful for English teachers and their students in the language learning process.
The elementary school students had different characteristics from adult. They
were the learners who were typically easy to get bored and loose their interest after
several minutes. A teacher at this level had his own challenge to motivate them to
learn constantly so that the result of the study expected could be gained maximally.
The target of the study was the students of SDN 01 Banyumanik Semarang
2007/2008. There were 47 students (31 girls and 16 boys). I took all of them as the
subject of this study. The technique used to gain the data was an action research. In
collecting primary data, I carried out 5 cycles, at the first cycle, I conducted a pretest,
in the second up to three, and I took a role in these cycles by presenting circle
game in teaching vocabulary related to noun. An assessment test was also given at the
end of the activities on the second and third cycle after the teaching process
completely done, it was aimed to measure the students’ understanding toward the
lesson given. At the fourth cycle, the post-test was given. The item of the test was the
same like in the pre-test. The last cycle was the cycle of fifth, in this section a
questionnaire sheet was given to know the students responses toward the teaching
process.
The result of the study showed that the students’ progress in mastering
vocabulary related to noun during the activity was really good. The achievement of
the students in learning vocabulary through this way was improved. It was supported
by the significant result of the test. The average achievement of the students was 68%
at the pre-test, 89% at first cycle, 94% at second cycle and 83% at the post test. The
main factor that affected this improvement was the students really interested in
learning English through circle game.
Based on the result of the study, I suggested that the use of circle game can
be an alternative way to teach the language learner, especially to improve the
students’ mastery in vocabulary. This result hopefully would motivate language
teacher to use circle game in teaching English in the classroom, especially when
teaching English vocabulary to the level of elementary school students.
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THE USE OF ANIMATION MOVIES FOR DEVELOPING STUDENTS’ WRITING SKILL OF NARRATIVE TEXTS

ABSTRACT
M.P. Ayu Retno 2007. The Use of Animation Movies for Improving Students’
Writing Skill of Narrative Texts (A Case Study of Teaching English at Eleventh
Grade Students of SMA Negeri 10 Semarang in the Academic Year of 2006/2007)
Action Research. A final project. English Department, Faculty of Language and
Art, Semarang State University.

Key words: writing, senior high school students, narrative texts, film, experiment
research.
English is an international language, which is spoken in international
events and is used as the medium of transferring information flow on science,
technology, and culture as well. As a matter of fact, students should be able to
perform language skill such as listening, speaking, reading and writing. But for
the students, writing is the most difficult subject. That is why the curriculum 2004
of Senior High School emphasizes more on developing students’ writing skill.
In this final project the writer wants to know how well the eleventh grade
students of SMA N 10 Semarang master the language skills, especially the ability
of writing a narrative text.
There are two basic problems that the writer wants to discuss, they are;
what are the students’ difficulties in understanding narrative as one of text types
and to what extent teaching writing of a narrative text using a film Brother Bear,
can improve students’ writing skill especially those of the eleventh grade students
of SMA Negeri10 Semarang in the academic year of 2006/2007. Since teaching
writing of a narrative text by using Brother Bear, a film can help students develop
their writing skill, the writer gave them more exercises on writing narrative texts
of a film.
The objectives of the study are; to know what the students’ difficulties in
understanding a narrative text and to know to what extent teaching writing of a
narrative text can improve students’ writing skill.
The research will give some useful information about a narrative text and
teaching writing by using a film Brother Bear. It will be more interesting for the
students to produce a narrative text by listening the dialogue of the film. The
techniques of collecting data were by using tests. An interview was also done to
know students’ difficulties in producing a narrative text faced by the students.
The result of the tests shows that the students’ scores in the writing draft I
were 64, 3%. It means that the test was not successful. On the other hand, in the
writing of the revision II, the students’ achievement reached 72, 9%. It means that
the test was successful.
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THE TEACHER AND LEARNER TALK IN THE CLASSROOM INTERACTION OF GRADE VIII.A SMP N 2 CEPIRING KENDAL

ABSTRACT
This final project is a descriptive qualitative study on teacher talk and learner talk in the classroom interaction, particularly on the participants’ interaction in SMP N 2 Cepiring Kendal. The aims of the study are firstly, to describe the speech strategies used by the teacher and learners in the classroom; secondly, to identify languages used most of the time by the teacher and students in the classroom interaction and the reason.

The data of this study are the interaction between the teacher and the learners in the classroom. In order to analyze the data, some steps are conducted. First, the data was taken by recording the classroom interaction, observation and interviews.
The result of this study shows that the teacher was more active (or the superior) in this interaction. Meanwhile, the learner was less active than the teacher (or the inferior). After getting the result of this study, the writer concludes that the teacher is dominant in the classroom interaction. For the equipment, the learners were adequately provided with English learning resources, but there were no visual aids. The limited equipment made it difficult for the teacher to develop her teaching strategy. The learners condition showed that they should be more active because some of them was still confused or gave no answer.
Based on the result of this study, it can be concluded that there are mutual dependence of roles between the participants. Functionally, the teacher and the learners complemented to each other. However, the most often initiator is the teacher, because she was accustomed to using English.
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THE GRAMMATICAL COHESION OF READING TEXT OF YEAR SEVEN JUNIOR HIGH SCHOOL TEXTBOOK “SMART STEPS” PUBLISHED BY GANECA EXACT

CHAPTER I
INTRODUCTION
1.1 Background of the Study
People live in what the so called social life, which always need companion. In this
case, in order to facilitate their efforts to provide themselves with the necessities
of life, human beings have to cooperate with one another which can only be
carried out in a community.
In doing so, they need a means of communication
which is called language. With language they can interact with other people to
establish and maintain relations between them and to express their ideas or view
points on things in the world. Halliday in Feez and Joyce (1998:5) mentions
“language arises in the life of the individual through an ongoing exchange of
meanings with significant others”.
Languages are found among counties and English is one of the foreign
languages that play an important role for the international relationship between
English and non-English speaking countries. Harmer (2002:1) argues, English as a
lingua franca. He adds “it is a language widely adopted for communication
between two speakers whose native language is different from each other’s and
where one or both speakers are using it as a second language”.
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THE APPLICATION OF TOTAL PHYSICAL RESPONSE IN TEACHING ENGLISH VOCABULARY TO THE FOURTH GRADERS OF SD NEGERI 04

ABSTRACT
The objectives of this study are to describe the procedure of teaching
English vocabulary to the fourth year students of Elementary School using the
Total Physical Response (TPR) method and to identify the advantages and
disadvantages of using the TPR method in teaching foreign language vocabulary.
To achieve the objectives of the study, the writer conducted an action
research. This classroom action research was held at SD Negeri 04 Krajankulon
Kaliwungu Kendal. The subject of the study was the grade IV. There were 34
students; 18 girls and 16 boys.

The writer carried out three steps. The first step was the pre-test. The
second step was the action. The action consisted of two cycles. The difference
between these cycles was on topic of material used. Each cycle consisted of
teaching and learning process and a test. The last steps were the post-test and
answering questionnaire. The questionnaire was meant to answer the problems of
the study. The writer also used field notes. It was used to observe the situation of
the class during the each activity of this study.
In analyzing the data, the writer used a descriptive qualitative and a simple
quantitative measurement to find the result. The analysis of the data showed that
there was a significant difference of the students’ achievement in the pre-test and
post-test. The students’ achievement in the post-test (90.1%) was higher than that
of pre-test (44.51%). The average of the students’ achievement in the first cycle
was 87.06% and in the second cycle was 89.56%. The relative frequency showed
that the mastery level of vocabulary in the second cycle is better than that on the
first cycle. The main factor affecting this improvement was the students’ interest
in teaching learning process through Total Physical Response.
Based on this data, the writer concluded that teaching English vocabulary
through TPR is very beneficial for the students in order to facilitate them in
learning English vocabulary. It is suggested that TPR in teaching English
vocabulary is recommended for the English teacher.
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TEACHING NARRATIVE TEXT IN IMPROVING WRITING TO THE TENTH GRADE STUDENTS OF SMA NEGERI 1

ABSTRACT
The final project is about the teaching narrative texts in improving writing
skill to the tenth grade students of SMA N 1 Petarukan. Teaching writing to Senior
High School is not an easy task. It requires a lot of creativity from a professional
teacher.
The object of the study is to find out the students’ achievement in writing
narrative texts. It is expected that the research would be useful for the teachers and
students in language teaching and learning process.

The subject of the study is the tenth grade students of SMA N 1 Petarukan,
Pemalang in the academic year of 2005 / 2006. There were 42 students (25 girls and
17 boys). The writer took all of them as the subject of the study. The technique used
for collecting data is pre-test and post-test and interview. First, the writer gave a pretest.
It was conducted at the beginning of the research. Second, the second activity
was held. It was continued with the third activity, the fourth activity, the fifth activity,
the sixth activity and post-test was conducted. At last the teacher made interview with
the students about the difficulties in writing.
The result of the study was that the students’ progress during teaching and
learning activity by using narrative texts to improve writing skill was good. The
students’ achievement in writing was improved, it was supported by the significance
result of the pre-test was 62.09%; writing the first draft on the first cycle was 65.52%;
writing the second draft 71.53%; writing the final copy was 74.38%; writing the first
draft on the second cycle was 72%; writing the second draft was 75.42% and writing
the final copy was 79.71%.
Therefore, teachers should always try to create an interesting text for their
teaching. Based on the result, teachers can apply narrative text to improve the
students’ writing skill.
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