English Education

TO-1SMK Bahasa Inggris

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Soal Latihan Ujian Nasional SMK Bahasa Inggris 2010

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SOAL LATIHAN UJIAN NASIONALBAHASA INGGRIS SMK
TAHUN PELAJARAN 2009/2010

PART VI. Directions: Each item in this part has four underlined words or phrases, marked (A), (B), (C), (D). You are to identify the one underlined word or phrase that should be corrected or rewritten, and mark your answer.

1. Our biggest problem are that the supplies are not readily available.
A B C D

2. The director hired a new salesperson who he had worked for our largest competitor.
A B C D

3. The accountant explained that the new software is more faster than the old software.
A B C D

4. Saddam: you look pale. Are you alright?
A
Daffy : I feel tiring after working the whole day. I have to take a rest now.
B C D

5. Voice: Jasmin Hotel. Can I help you?
A
Sally: Yes, should I book a VIP-room today?
B C
Voice: who’s calling, please?
D

6. Rendy: do you know the man standing over there?
A
Cindy: No. I’ve never meet him before. Who do you think he is?
B C
Rendy: He is Mr. Thomson, the owner of this plaza.
D

7. Officer: You will not stop your car here. It’s blocking the traffic.
A B
Indika : I’m sorry, Sir. I didn’t mean it. I just need to drop this luggage.
C D

8. Cashier : How would you like to pay?
A
Costumer : I don’t have enough cash, should I use a credit card?
B C
Chasier : Credit cards are accepted here.
D

9. Dewi : Look at these beautiful skirts. I think I will take the red one.
A B
Rinda : I prefer blue better than red.
C D

10. The company headquarters is much closest to your office than to mine.
A B C D

PART VII. Directions: The following questions are based on a selection of reading materials, such as notices, letters, forms, articles, and advertisements. You are to choose the one best answer the questions (A), (B), (C), or (D). Answer all the questions following each reading selection on basis of what is stated or implied in the selection.

The Information Highway is the road that links computer users to an infinite number of on-line services: the Web, electronic mail, public forums, and software, to mention just a few. Not long ago, the Information Highway was a new road, with not many users. Now, everyone seems to want to take a drive, with over 30 million households connected worldwide. Not surprisingly, this well-traveled highway is start¬ing to look like a well-traveled highway. Traffic jams can cause routers to break up, forcing the system to close down for maintenance and repair. Naturally, accidents will happen on such a populated road, and usually the victim is some unintended file, gone forever. Then, of course, there's Mr. Cool, with his new broad-band connection, who speeds down the highway faster than most of us can go. But don't kid yourself; he pays for that speeding.
11. What is this the article about?
a. Computerized access to information.
b. E-mail
c. Traveling by highway
d. Traffic problems on congested roads.
12. Why would the information highway need to be closed?
a. there is an infinite number of services
b. there aren’t enough users
c. there are to many users
d. there’s an accident
13. Who can travel fastest on the highways?
a. Someone in a fancy new car.
b. Cool people
c. Someone with a broad-band connection
d. The police
SALES MANAGER
Multinational company seeks sales manager for its office products division. Candidate must have 10 years experience in sales development and management in the field and the ability to motivate and train incoming sales staff. Good salary and benefits package. Qualified candidates should send their resumes to: The Daily News, Box 8552, 1627 Elm Street, Adelaide, Australia
14. Which segment of the business is looking for a sales manager?
a. The office product division
b. The multinational company
c. The personnel division
d. The over seas staff
15. What type of experience is required for the job?
a. Product development.
b. Expanding sales
c. Ten years in office management
d. Research in the field
16. Where should applicant send their resumes?
a. To the company
b. To the division manager
c. To the vice-president of sales
d. To the newspaper
The company provides a benefit pension plan covering all employees. Benefits are based on years of service and on the employee's highest salary. Both the company and the employee make contributions to the plan according to government regula¬tions. Employees eligible to receive pension funds are paid monthly through the plan.
17. What determines the benefits?
a. Years at the company and salary
b. Bonuses
c. Starting wage
d. Company profits
18. Who determines the rules of contribution?
a. Managers of the benefit pension plan
b. Anyone who is eligible to receive funds
c. The company and the employee
d. The government
19. How often do eligible employees receive payments from the plan?

a. Every week
b. Every two weeks
c. Once a month
d. Once a year
FAX COVER SHEET
ARS TECH
Avenida Diagonal 673-683
08028 Barcelona
Spain
Tel: (3 318-4300
Fax: (Y) 318-4308
To: All Board Members
From: Fernando Murillo
Accounting Department
Date: October 23, 200__
Pages: This +10
Ref: 200__ Budget
Message:
Please review the attached budget before the meeting tomorrow. The meeting will begin Tuesday, October 24 at 10:00 A.M. in room 42 in Building B. It will last through Thursday and will finish at 5:00 P.M. There will be a reception at the Sofitel Hotel Thursday evening.

20. Where will the meeting be held?
a. In a Room 24
b. In building B
c. Next door
d. At the Sofitel hotel

21. How many days will the meeting last?
a. Two
b. Three
c. Four
d. Five

22. What day was the fax written?
a. Monday
b. Tuesday
c. Thursday
d. Friday

23. How many pages are in the whole fax?
a. One
b. Two
c. Ten
d. Eleven

When you are looking
For a new job, you must talk to as many people as you can who work in your field or in related fields. This is called networking. Networking allows you to learn about new areas to pursue and to find out which companies may need someone with your skills. Networking is a fun and easy way to find out about new opportunities. And when your new job comes along, you will already know some of your colleagues.

24. What is networking?
a. Learning the job well
b. Meeting people in related fields
c. Studying lots of companies
d. Getting along with your colleagues

25. What is NOT mentioned as something you can learn from networking?
a. New career areas
b. Your colleagues and what they do
c. Which companies may need you
d. What the companies pay

26. .. to pursue ( line 3) means…
a. to avoid
b. to convince
c. to close
d. to challenge

27. What is the purpose of technology for the research division?
a. It lowers cost.
b. It is used in research.
c. It is follows consumer trends.
d. It increases product quality.
28. Which of the following is not a research priority?
a. Improving quality
b. Being environmentally responsible
c. Developing new products
d. Hiring good engineers
29. How does this division try to lower costs?
a. By conserving energy
b. By improving manufacturing processes
c. By working fewer hours
d. By limiting exploration
30. The closest meaning to the word advancements (line 2) is …
a. improve
b. measurement
c. management
d. progress

31. What is the purpose of this ad?
a. To meet new people
b. To sell tickets
c. To recruit potential employees
d. To show off the new headquaters
32. Where will the event be held?
a. At their headquarters
b. At the owner’s house
c. On a plane
d. At the regional office
33. What is available at the open house?
a. New planes for viewing
b. Jobs as pilot and co-pilot
c. Positions in reservations and sales
d. A tour of the offices
34. Resume in this advertisement means …
a. record
b. note
c. reputation
d. specification

35. What does this passage discuss?
a. Rules for riding buses
b. Safety concerns
c. Bus routes and fares
d. Problems of the bus service
36. Why should passengers pay the exact fare?
a. Passengers will know what they paid.
b. The money is easier to count.
c. The fare buys a ticket.
d. Drivers cannot make change.
37. Who is entitled to use the priority seating area?
a. Mothers and children
b. Elderly and handicapped people
c. Bus company employees
d. Riders who pay extra
38. Which activity is prohibited on a bus?
a. Chewing gum
b. Talking loudly
c. Smoking
d. Using earphones
39. The similar meaning to the word fare is …
a. cost
b. tax
c. expand
d. profit

40. Rear in above sentence means …
a. in front of
b. up stair
c. middle
d. back part

41. What was the purpose of the study?
a. To determine what sales managers should do
b. To survey how sales managers use their time
c. To find out how many managers have duties
d. To gauge how long it takes for managers to do their jobs
42. What task do sales managers spend the most time on?
a. Training salespeople
b. Performing administrative tasks
c. Reviewing sales records
d. Making sales assignments
43. How much of their time do sales managers spend with the technical staff?
a. 5%
b. 8%
c. 10%
d. 15%
44. What can be concluded from the study?
a. There are few customer problems.
b. Sales are a low priority.
c. Little time is spent on training.
d. No time is spent on finding new customers.

45. Miscellaneous in this study means …
a. various qualities
b. many problems
c. misunderstanding
d. miscommunication

46. What does this ad suggest that you do this summer?
a. Take a vacation
b. Go to school
c. Get a new job
d. Consider a career in business
47. Who attends this center?
a. Professional managers
b. College professors changing careers
c. Undergraduate students in business
d. Office staff
48. What is required for admission?
a. The name of your manager
b. A copy of your grades
c. Your job title and duties
d. Letters of recommendation
49. How long is the course?
a. All summer long
b. One week
c. Three evenings a month
d. Two years
50. The closest meaning to the words Peers (line 3) is …
a. older people
b. the same age friends
c. the people younger
d. the closest friends

THE CONTRIBUTION OF READING STRATEGIES AND UNDERSTANDIENG PARAGRAPH TOWARD READING COMPREHENSION OF ANALYTICAL EXPOSITION TEXT AT THE ELEVENT GRADE OF

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INTRODUCTION

Teaching and learning English at SMA applies the competency based curriculum (CBC) 2004 which is implemented in form of School Based Curriculum. It stresses on communicative competence; the ability to communicate both in spoken or written language as an output of students achievements and all four language skills.
To achieve those purposes, strategies have been very important role in presenting the competence. Strategies are steps or actions taken by students to make them more effective, easier, enjoyable, and faster to achieve a goal in learning process. By using strategies the students can improve the development of their language skills, increase essential for learning language, improve the encoding and integration of language material and can increase retrieval of information when needed for use.
The curriculum also stresses on the ability of students to comprehend reading text. There are some text types at senior high school that must be taught to the students, they are different in contextual factors or subject matters (field), in textual features (generic structure) and in grammatical features. They must be able to recognize and distinguish them such as, the social function and language function. The students also must be able to apply reading strategies when they are comprehending those kinds of text types.
To achieve the purpose of teaching reading, the English teacher should teach the students some strategies that can be used in comprehending reading text.
At the eleventh grade of SMA , there are five genres are taught, they are descriptive, narrative, spoof, exposition analytical, and hortatory exposition. The most difficult genre which is taught at senior high school is analytical exposition.
Analytical exposition text is a text that elaborates the writer’s ideas about the phenomena surrounding or text that states the introductory of a topic indicating the writer’s position in persuading the readers or listeners that something is the case, gives a point of view and substantiates what is claimed with reference to relevant authorities ( readings ).
In teaching and learning process, especially in understanding reading text, particularly analytical exposition text, the teachers have taught the students some strategies that can help them in understanding text
As the matter of fact three problems discussed above, reading strategies and understanding paragraph as well as comprehension of analytical exposition text become the major problems for the students to understand the text.
Based on the explanation above, it is necessary to conduct a research on to what extent the contribution of reading strategies and understanding paragraphs toward students reading comprehension of analytical exposition text. Through this research, it can be determined whether both of the points above are crucial factors or not.

DISCUSSION
This research is correlation research with regression analysis included quantitative research. The population is the eleventh grade students of SMA Negeri 10 Pekanbaru. The sample is 238 students from totally 369 by using cluster random sampling. The hypothesis which should be proved are :
1. There is a contribution of reading strategies toward students’ reading comprehension of analytical exposition text.
2. There is a contribution of understanding paragraph toward students’ reading comprehension of analytical exposition text.
3. There is a contribution both of reading strategies and understanding paragraphs toward students’ reading comprehension of analytical exposition text.
Techniques of analyzing data used are simple regression and multi regression by using Product Moment Pearson. Research finding stated that the data obtained from Students’ reading strategies shown that it is categorized fairly good. (it is indicated by the mean score divided by ideal maximum score times 100 %, or (3,28/4,92)*100% = 67 %). The data obtained from students’ understanding of paragraph is also categorized fairly good. (it is indicated by the mean score divided by ideal maximum score times 100 %, or (67,88/100) * 100% = 67,88% ). The data on students’ reading comprehension of analytical exposition is also fairly good (it is indicated by the mean score divided by ideal maximum score times 100 %, or (67,24/92,50)*100% = 72,69%)
Hypotheses were analyzed by using SPSS 11.5 for windows. The result as follows :
The first hypothesis; there is a significant contribution of reading strategies to reading reading comprehension of analytical exposition text can be accepted because the significant of t-test is 0.004 which is smaller than 0.05.
The second hypothesis; there is a significant contribution of understanding of paragraphs to reading comprehension of analytical exposition text can be accepted because the significant of t-test is 0.000 which is smaller than 0.05.
The third hypothesis; there a is significant contribution of reading strategies and understanding paragraphs to reading comprehension of analytical exposition text can be accepted because the significant of t-test are 0,001 and 0.000 which are smaller than 0.05.

CONCLUSSION

The results of the research have shown that:
1. There is a significant contribution of reading strategies to reading comprehension of analytical exposition text. It means that the students’ reading comprehension of analytical exposition text can be predicted through their reading strategies.
2. There is a significant contribution of understanding paragraphs to reading comprehension of analytical exposition text. It means that the students’ reading comprehension of analytical exposition text can be predicted through their understanding of paragraphs.
3. There is a significant contribution both of reading strategies and understanding paragraphs to reading comprehension of analytical exposition text. It means that the students’ reading comprehension of analytical exposition text can be predicted through both reading strategies and understanding paragraphs.

BIBLIOGRAPHY

Brown, H. Doughlas, 2004, Language Assessment, Principle and Classroom Practice. San Francisco: Longman

Burner. D, and Page. G. (Eds ) 1985. Insight and Strategies for Teaching Reading. Harcourt Brace Jovanovick Group.

Cotterall Sara and Reinders Hayo . 2004. Learning Strategies : A guide For teachers. RELC portofolio Series 12 . SAMEO Regional Language Centre Singapore.

Departemen Pendidikan Nasional .2003. Kurikulum 2004 Standar Kompetensi Mata pelajaran Bahasa Inggris Sekolah Menengah Atas dan Madrasah Aliyah . Jakarta: Depdiknas

Departemen Pendidikan Nasional .2006. Kurikulum Tingkat Satuan Pendidikan ( KTSP ) Mata pelajaran Bahasa Inggris Sekolah Menengah Atas dan Madrasah Aliyah . Jakarta: Depdiknas

Nadrah, 2004. The Contribution of Reading strategies and vocabulary Mastery to reading comprehension of the Third Year High School Students in Padang. Unpublished Thesis . Graduate Program State University of Padang

Nunan David. 2003. Practical English Language Teaching . the McGrow-Hill companies, Inc., 1221 Avenue of the Americas, New York

Nunan, D. 1991. Language Teaching Methodology: A 1 'e.rtbook.1(')r Teachers. New York: Prentice Hall, Inc.

Nuttal ch. 1982. Teaching Reading Skill in a Foreign Language. Oxford : Heineman

Oxford . Rebecca L. 1990. Language Learning Strategies: what every teacher should know . Boston : Heinle and Heinle Publisher.

Purdue. 2007. Paragraph and Paragraphing. Purdue: Purdue University. www.unc.ed/depts/wcweb . Retrieved on March 2008.

Zainil. 2006. Actional Functional Model (AFM) Teacher’s Guide for Intermediate Students. Padang: Universitas Negeri Padang Press.

-------. 2006. Actional Functional Model (AFM). Padang: Universitas Negeri Padang Press.

Action Research1

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PROPOSAL

ACTION RESEARCH

STRATEGI PEMBELAJARAN BAHASA MELALUI ACTION-FUNCTION AND FUN LEARNING DAN PENGARUHNYA TERHADAP PRESTASI BAHASA INGGERIS MURID SEKOLAH DASAR DI KABUPATEN BENGKALIS.

Oleh

1. Drs. H. Abdullah Hasan M.Sc

2. Khairil Anwar M.A

3. Aswir Astaman M.Pd

4. Rizky Gushendra M.Ed

PEMDA TK II KABUPATEN BENGKALIS

PROPINSI RIAU

2009

A. PENDAHULUAN

Bahasa Inggris memberikan peranan yang sangat penting di berbagai aspek kehidupan di era globalisaasi ini,dan juga merupakan bahasa yang paling banyak dipakai oleh manusia dewasa ini sebagai salah satu bahasa internasional. Dengan tantangan yang ditunjukkan oleh kemajuan Teknologi Informasi dan Komunikasi, maka bahasa Inggris merupakan bahasa yang sangat krusial untuk dikuasai untuk menimba berbagai ilmu pengetahuan baik melalui informasi media cetak maupun media elektronik. Selanjutnya juga diamati bahwa pada umumnya buku-buku ilmu pengetahuan ditulis dalam bahasa Inggris.

Tujuan pembelajaran bahasa Inggris secara umum mulai dari tingkat sekolah dasar hingga perguruan tinggi adalah untuk meningkatkan kompetensi komunikatif bahasa Inggris lisan dan tulisan, serta mampu mengakses berbagai informasi melalui ke empat skill bahasa, listening, speaking, reading and writing serta komponen bahasa grammar dan vocabulary.. Dengan penguasaan kompetensi bahasa tersebut, para pelajar diharapkan memiliki kesadaran tentang pentingnya bahasa Inggris untuk dikuasai sehingga mampu berkompetisi di era globalisaasi ini.

B. DASAR PEMIKIRAN

Sebagai dasar pemikiran untuk pelaksanaan kajian ini yaitu : Undang-undang nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional Bab IV Pasal 10 menyatakan bahwa Pemerintah dan Pemerintah Daerah berhak mengarahkan, membimbing dan mengawaasi penyelenggaraan pendidikan sesuai dengan peraturan perundang-undangan yang berlaku. Selanjutnya,Pasal Ayat (1) juga menyatakan bahwa Pemerintah dan Pemerintah Daerah wajib memberikan layanan dan kemudahan, serta menjamin terselenggaranya pendidikan yang bermutu bagi setiap warga negara tanpa diskriminasi. Dengan lahirnya Undang-undang Nomor 32 Tahun 2004 tentang Pemerintahan Daerah, wewenang Pemerintah Daerah dalam pennyelenggaraan pendidikan di daerah menjadi semakin besar. Lahirnya kedua undang-undang tersebut menandai sistem baru dalam penyelenggaraan pendidikan dari sistem yang cenderung sentralistik menjadi lebih desentralistik.

C. LATAR BELAKANG

Di Indonesia, bahasa Inggris merupakan salah satu bahasa asing yang dipelajari mulai dari tingkat sekolah dasar sampai perguruan tinggi. Di tingkat SD/MI, bahasa Inggris diberikan sebagai muatan lokal untuk kelas 1 s/d 3, sedangkan kelas 4 s/d 6 sudah merupakan mata pelajaran yang wajib dipelajari dengan waktu 2 jam pelajaran per minggu. Di jenjang sekolah menengah pertama dan menengah atas merupakan salah satu mata pelajaran yang menentukan untuk kelululusan ujian nasional dengan alokasi waktu 4 jam pelajaran per minggu. Sedangkan di tingkat perguruan tinggi, bahasa Inggris disajikan 2 /d 6 SKS dan kurikulumnya mengarah kepada English for Specific Purposes.

Suwarsih (2002:142) menyatakan bahwa berdasarkan pengamatan para alumni siswa-siswi sekolah menengah atas sederajat yang telah mempelajari bahasa Inggris paling kurang 6 tahun setara dengan alokasi waktu 900 jam pelajaran secara umum masih tidak mampu menggunakan bahasa Inggris sebagai bahasa komunikasi baik lisan maupun tulisan. Fenomena ini juga diamati dikalangan alumni perguruan tinggi yang masih sedikit sekali yang mampu berkomunikasi dengan bahasa Inggris sehingga masih sangat jauh dari pencpaian tujuan pembelajaran bahasa Inggris meskipun sudah banyak usaha-usaha yang telah dilakukan untuk meningkatkan pencapaian kwalitas yang diharapkan.

Zainil (2005:10) states that based on observation and experiences in teaching English at junior and senior high schools in Indonesia, in general, indicates that the teachers have done communicative language teaching for several years based on their different perceptions and understandings. Few teachers teach English in real situation, most of them do it inartificial ones, and some in both. Hal ini menunjukan masih sedikitnya jumlah guru yang mampu secara profesional menyajikan pelajaran bahasa Inggris dengan strategi pembelajaran yang dapat memotivasi peserta didik dan mempercepat pencapaian hasil belajar yang diharapkan.

Selanjutnya berdasarkan pengamatan dan pengalaman peneliti dalam training /workshop guru-guru bahasa Inggris untuk tingkat SD/MI di beberapa kabupaten di Riau, masih sedikit sekali guru yang profesional yang mampu mengajar bahasa Inggris dengan metode dan strategi yang sesuai dengan English for children, sehingga menyebabkan mata pelajaran bahasa Inggris merupakan salah satu mata pelajaran yang harus ditakuti oleh para murid., malahan ada sebahagian murid tidak mau masuk belajar dalam pelajaran bahasa Inggris.

Untuk mencari solusi dari permasalahan tersebut, pemerintah dalam hal ini departemen pendidikan nasional mulai tingkat nasional, propinsi dan sampai tingkat kabupaten dan kota serta sekolah-sekolah telah banyak melakukan terobosan-terobosan berupa pelatihan-pelatihan/workshop guru-guru bahasa Inggris mengenai metode ataupun strategi pembelajaran serta kurikulum bahasa Inggris dan textbook, namun kenyataan menunjukkan bahwa hasil atau tujuan pembelajaran bahasa Inggris yang diharapkan belum memadai. Karena itulah kami dari team peneliti tertarik untuk melaksanakan action research dengan judul “STRATEGI PEMBELAJARAN BAHASA MELALUI ACTION-FUNCTION AND FUN LEARNING DAN PENGARUHNYA TERHADAP PRESTASI BAHASAINGGERIS MURID SEKOLAH DASAR DI KABUPATEN BENGKALIS”, sebagai salah satu solusi terhadap permasalahan yang ada serta menyumbangkan ide demi peningkatan mutu pendidikan khususnya di bidang bahasa Inggris.

D. PERNYATAAN MASALAH.

Berdasarkan permasalahan-permasalahan yang ada di tingkat sekolah dasar baik pihak guru maupun murid merupakan suatu hal yang perlu dipertanyakan bagaimana caranya mengatasi kendala-kendala yang ada khususnya pembelajaran bahasa Inggris di sekolah tingkat dasar tersebut sehingga dapat mencapai hasil/ tujuan pembelajaran yang diharapkan. Apa usaha-usaha yang harus dilakukan oleh pihak pemerintah ( perancang kurikulum) ,pihak sekolah (kepala sekolah dan tenaga pendidik bahasa Inggris). maupun masyarakat?. Strategi pembelajaran bahasa Inggris bagaimanakah yang memungkinkan termotivasinya murid SD/MI sehingga timbulnya minat mereka serta senang belajar bahasa Inggris?

Berkenaan dengan pembelajaran bahasa, Julian (1994:15) mengungkapkan bahwa ‘ the key to learning is motivation, never forget it’. Hal ini dapat dinyatakan bahwa motivasi merupakan kunci keberhasilah belajar bahasa, semakin tinggi motivasi seseorang peserta didik dalam belajar bahasa, maka semakin tinggi pula keberhasilan atau prestasi belajar yang akan diraihnya. Di lapangan menunjukkan bahwa murid-murid SD/MI masih banyak yang belum termotivasi dalam belajar bahasa Inggris serta kurang minatnya begitu juga dengan sikapnya sehingga mengakibatkan hasil/prestasi yang belum memadai. Selanjutnya kurangnya sarana dan prasana belajar bahasa Inggris serta kurangnya pengetahuan atau skill para guru bahasa Inggris dan strategi yang tidak menarik perhatian murid-murid dalam proses pembelajaran, maka akan semakin jauh prestasi murid untuk meraih keberhasilan yang diharapkan.

E. TUJUAN KAJIAN.

Tujuan utama dari kajian action research ini adalah untuk menerapkan strategi pembelajaran bahasa Inggris yang relevan untuk murid-murid tingkat sekolah dasar sehingga mereka termotivasi untuk belajar bahasa Inggris setelah diadakan action research selama 3 bulan atau setara dengan alokasi waktu 60 jam pelajaran serta dapat memperoleh hasil/prestasi belajar yang diharapkan.

Selanjutnya juga bertujuan untuk meningkatkan dan mengembangkan strategi pembelajaran bahasa Inggris melalui action-function dan fun learning disertai dengan modul, pengadaan kaset dan VCD lagu-lagu bahasa Inggris sesuai dengan topik pembahasan yang disampaikan.Akhirnya hasil kajian Action Research ini akan diseminarkan pada Seminar internasional Bahasa Inggris yang akan dilaksanakan oleh MICELT (Malaysia International Conference on English Language Teaching ) yang ke delapan pada tahun 2010..

E. PERUMUSAN KAJIAN.

Perumusan kajian ini diungkapkan dengan pertanyaan sebagai berikut:

Bagaimana sikap (attitude) peserta didik setelah diberikan action research selama 60 jam pelajaran?
Bagaimana motivasi peserta didik setelah diberikan action research selama 60 jam pelajaran?
Bagaimana kemampuan speaking peserta didik sebagai pemula untuk memperkenalkan dirinya sendiri atau orang lain?
Bagaimana penguasaan vocabulary yang dikuasai oleh peserta didik setelah diberikan action reseaech selama 60 jam pelajaran?
Bagaimana kemampuan peserta didik memberikan perintah untuk melakukan simple action and function?
Bagaimana kemampuan peserta didik dalam melakukan komunikasi tanya jawab baik sesama teman maupun dengan guru dalam proses pembelajaran?
Bagaimana respon peserta didik bila ditunjuk oleh guru untuk menyanyikan lagu bahasa Inggris dalam proses pembelajaran?
Bagaimana respon peserta didik bila ditunjuk oleh guru untuk melakukan perintah dalam bahasa Inggris?
Bagaimana respon peserta didik bila ditunjuk oleh guru untuk melakukan role play dalam pembelajaran bahasa Inggris?
Bagaimana respon peserta didik bila ditunjuk oleh guru untuk melakukan English game dalam pembelajaran bahasa Inggris?

G. POPULASI DAN SAMPEL KAJIAN.

Mengingat besarnya populasi kajian ini yaitu seluruh SD/MI sekabupaten Bengkalis dan juga kajian ini adalah action research maka sampel yang digunakan adalah 48 orang murid dari 2 buah sekolah yang dibagi menjadi 2 kelas dengan jumlah murid 24 orang per kelas pada kelas 4 Sekolah Dasar.

H. WAKTU dan LOKASI KAJIAN

Kajian ini akan dilaksanakan selama 3 bulan atau 60 jam pelajaran di 2 sekolah di Kabupaten Bengkalis.

I. KERANGKA KAJIAN.

THEORETICAL FRAMEWORK

DAFTAR KEPUSTAKAAN

Bruen, J. 2001 Strategies for success: profiling the effective learners of German. Foreign language Annals, 34(3) 216-225

Chamot, A.U., Barnhardt,S., El-Dinary,P.B., & Robbins,J. 1996. Methods for teaching learning strategies in the foreign language classroom. In R,I., Oxford (ed.). Language learning strategies around the world: cross-cultural perspectives (Tech, Rep. No. 13, pp. 175-187). Honolulu, HI: University of Hawai Press

Cohen, A.D. 1998. Strategies in learning and using a second language.

New York: Addison Wesley Longman.

Dickinson, L. 1987. Self instruction in language learning. Cambridge University

Press.

Drozdial-Szelest, K. 1997. Language learning strategies in the process of acquiring a foreign language. Poznan, Poland: Motives.

Gay, L.R. & Peter Araisian. 2003. Educational research competencies for analysis and application. Pearson Education, Inc. Upper Saddle River, New Jersey.

Green, J.M., & Oxford, R. 1995. A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29 (2), 261-297.

Holec, H. 1981. Autonomy and foreign language learning. Oxford Pargamon Press.

Khairul, 2004. Perception of language learning strategies used by Indonesian secondary school learners according to gender and field of study and their relationships with English language achievement. Universiti Putra Malaysia.

Johari Afrizal .2005. Language learning strategies of EFL university students at an Indonesian private university, Universiti Kebangsaan Malaysia.

Lee, K.R. & Oxford, R.L 2008 Understanding EFL learners’ strategy use and strategya awareness. The Asean EFL Journal Quarterly, 10 (1), 7-32.

Littlewood, William. 1996. Self-: Why do we want it and what can it do? London: Longman..

Manfred, W. 2007 The relationship between the use of metacognitive language-learning strategies and language-learning motivation among Chinese-speaking ESL learners at a vocational education institute in Hong Kong. The Asean EFL Journal Quarterly, 9 (3), 93-117.

Maleki, A. & Zangani, E. 2007 A survey on the relationship between English language proficiency and the academic achievement of Iranian EFL students. The Asean EFL Journal Quarterly, 9 (1), 64-72.

Mohammed Amin Embi 1996, Language learning strategies emplyed by secondary school students learning English as a foreign language in Malaysia, Doctoral dissertation. School of Education, University of Leeds.

Mohammed Amin Embi 2000, Language learning strategies, Bangi: Fakulti Pendidikan, Universiti Kebangsaan Malaysia.

Mohammed Amin Embi 2000b A Web-Based learner training model, Bangi: Fakulti Pendidikan, Universiti Kebangsaan Malaysia.

Mohammed Amin Embi, Juriah Long & Mohd.Isa Hamzah. 2001, Language learning strategies employed by secondary school students in Malaysia, Journal of Education, Universiti Kebangsaan Malaysia

O’Malley, J.M., Chamot, A.U., 1990. Learning strategies in Second language acquisition. New York; Cambridge university Press.

Oxford, R.L. 1990.Language learning strategies; What every teacher should know. Boston: Heinle & Heinle.

Oxford, R.L., & Burry-Stock, J.A.1995. Assessing the use of language learning strategies worldwide with the ESL/EFL version of the Strategy Inventory for Language Learning System, 23 (2),153-175

Suwarsih, 2002. Developing standard for EFL in Indonesia as part of the EFL teaching reform, TEFLIN Journal, Vol.3 (2) August 2002.

Zainil. 2005. Communicative language teaching of English: Universitas Negeri Padang Press.

Zainil, 2005. Good language learner strategies and communicative language teaching. Universitas Negeri Padang Press.

ANGGARAN DANA

Besar dana yang dibutuhkan.

Satu unit laptop ………………………………………. Rp. 9.000.000,
Satu unit infocus……………………………………….Rp.10.000.000
Satu unit kamera………………………………………Rp. 8.000.000
Proposal………………………………………………. Rp. 1.000.000
Pelatihan guru (20 orang) selama 40 jam……………. Rp. 20.000.000
Action Research selama 3 bulan (60 jam).................... Rp. 45.000.000.
Pengadaan rekaman kaset/VCD…………………….. Rp. 10.000.000
Pembuatan modul…………………………………… Rp. 10.000.000
Pembuatan laporan penyelidikan…………………… Rp. 5.000.000
Transportasi…………………………………………. Rp. 15.000.000

_______________________________________

Jumlah Rp. 135.000.000

English Syllabus

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Attachment: silabus kls x platihan.doc

Attachment: silabus kls x fera sem2.doc

English Syllabus

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Attachment: silabus kls x YULIA 2.doc

English Syllabus

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Attachment: SILABUS sem 2 kls x.doc

English Syllabus

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Attachment: silabus yulis kelas 11.doc

Standar Isi Bahasa Inggris SMP

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Do you want to know content standard of English at SMP?

Attachment: 36. Final-SK- KD SMP BHS INGGRIS 13 maret 2006.rtf

Standar Isi Bahasa Inggris SMA

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Attachment: 38. final-SK-KD SMA BHS INGGRIS -santika-13 maret 2006.rtf

CLASSROOM ACTION RESEARCH1

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As a teacher you should know about the action research, especially classroom action research. This week I will perform to you an article about it. Next week I will show you mine which has won the national competition in Jakarta in 2006.

Attachment: Action Research.doc

Contextual Teaching and Learning

2010-02-07T09:36:00.000+07:00

Dear teachers.

To make our students enjoy the process of teaching and learning, Contextual Teaching and Learning or CTL can be as alternative.

Attachment: 17_CTL SMP- 2006.PPT

Kreteria Ketuntasan Minimal

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Sebelum memulai proses belajar mengajar seoranng guru harus menetapkan pencapaian minimal yang harus diperoleh murid-muridnya. Pencapaian minimal ini disingkat dengan KKM. Berikut ini pedoman untuk menentukan KKM. Selamat membaca

Attachment: 21_penetapan_kkm_umum.ppt

Competetence Based Curriculum

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Dear teachers. The curriculum recomended right now is what we call school Based Curriculum or KTSP, it is the impelmentation of Competence Based Curriculum. Maybe it is necesscary for you to know about it.

Attachment: 07_konsep_dasar_kbk.ppt

KTSP

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Attachment: 08_penyusunan_ktsp.ppt

Pedoman Pembuatan Syllabus

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Setelah kita memahami KTSP, kemudian seorang guru diharuskan menyusun Syllabus mata pelajaran yang diampunya dengan mempertimbangkan kondisi sekolah dan input siswanya

Attachment: 09_pengembangan_silabus.ppt

RPP

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Setelah silabus disusun, guru menjabarkan langkah-langkah pengajarannya di kelas dalam bentuk rancangan proses pembelajaran RPP

Attachment: 10_pengembangan_rpp.PPT

Considering students differences in designing syllabus

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Le dies and gentlemen!

I am sure that every teacher wants the students to be successful. Now through this article I would like the techers consider the students differences in planning the lesson. So the burdent or the target of achievement of sutudents are not the same.

Attachment: STUDENTS DIFFERENCES.doc

Bahan Ajar

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Bagaimana Merancang bahan ajar? Bacalah petunjuk berikut ini

Attachment: 11_pengembangan_bahan_ajar.ppt