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Outline of ELT AR Skripsi

Outline of ELT AR Skripsi

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This file is used as a guide for writing ELT "skripsi" based on Classroom Action Research at the English Study program of FKIP-UKI
This file is used as a guide for writing ELT "skripsi" based on Classroom Action Research at the English Study program of FKIP-UKI

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Categories:Types, School Work
Published by: Parlindungan Pardede on Jul 04, 2012
Copyright:Attribution Non-commercial


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Outline of ELT Action
Research “Skripsi” by Parlin Pardede (2012)
A. Background
 In this section you need to present three items: (1) a brief introduction to thegeneral area to be addressed by the study; (2) the problems to solve or condition toimprove and their urgency to deal with; and (3) reason(s) for choosing the topic.In one to two paragraphs, introduce the general area to be addressed by thestudy. Use the description to create a sense of interest in the topic. In ELT research,these introductory paragraphs are usually written by showing the high importance of mastering English. The following example hopefully helps you write an introductory paragraph for your action research report.Triggered by th
e globalization era, English has been „elected” the most
important language to master around the world. To help Indonesian younggeneration master the language, it has been made one of the compulsory subjectstaught in primary school, high school and some semesters at university. In someregions, it has even been taught in kindergarten. It is expected that the sooner thechildren study English the better their mastery will be.Reveal the real problems and show why it is urgent to solve them. Use factual
data (obtained by researcher‟s observation or quoted from valid references) to support
the urgency of carrying out studies to solve the problem. Relevant results of previousresearches are also good to write here. Check these paragraphs.However, facilitating children study English sooner alone cannot guarantee better mastery. If the teaching of English to the young learners is not provided withwell-designed curriculum, good teachers, appropriate media, and conducivelearning environment the program will f 
ail. Johan‟s (2008) survey conducted in
Jakarta reveals that 95% of 360 senior high school students who began learningEnglish in primary school could not communicate better in English than their classmates who started English learning in senior high schoo
l. Shamira‟s (2005)
study indicates that the major reason why senior high school students in Jakarta
could not communicate in English was their poor vocabulary, and Wawan‟s (2006)
study exposes that the students in 25 primary schools felt that vocabulary learningis uninteresting due to the monotonous techniques and boring media.
The present writer‟s observation in SD Laut Teduh Jakarta revealed the same
condition. The students are unenthusiastic to study English, including vocabulary.Their poor vocabulary causes them unable to comprehend simple sentences withsimple words, not to mention to orally express something in English. In relation to
these phenomena, the urgency for providing young learners‟ English classes with
Outline of ELT Action
Research “Skripsi” by Parlin Pardede (2012)
interesting techniques and media is
very obvious. If we don‟t solve the problems,
our students will never have appropriate amount of English vocabulary. This, inturn, will make them unable to communicate in English, as Nation (2001) statedthat language learners need to know very large numbers of words to enable them tocommunicate in the language.Orlova (2003) noted that for the last two decades, the English as a ForeignLanguage (EFL) methodology has been actively considering the possibility of using music and songs in class. Based on her 10-year experience of incorporatingsongs in the language teaching, she claims the use of songs in language classes putsstudents at ease, makes them more attentive and can increase their desire to learn alanguage. Based on his longitudinal study, Lynch (2005) concluded that songs canoffer an enjoyable speaking, listening, vocabulary and language practice. In linewith them, Beare (2010) reported that using music in the beginning of a lesson is agreat way to introduce new vocabularies to students.Before closing this background section, provide reason(s) for choosing the topic.Write a paragraph to accommodate this. The following sample might inspire you towrite your own.Vocabulary teaching and learning is an integral part in the English LanguageCurriculum used in SD Laut Teduh. However, most students face difficulties whenthey read even simple sentence and communicate in English because they lack theneeded English vocabulary. To help these students, it is significant to exploredeeper on these difficulties as well as provide innovative ideas in order to improvethe teaching and learning of vocabulary. In addition, as a student of Englishteaching study program, I have a great interest in this problem. Find solutions for the problem is very challenging to me.
B. Problem (s) Statement
 List 1 or 2 problems identified from the background in interrogative sentences.See the following.The problem to be tackled in this study is specifically formulated as follows:1.
Can songs effectively improve the
students‟ vocabulary mastery?
How do songs improve the students‟ vocabulary mastery in teaching and
learning process?
C. Research Objectives
 Write down the specific, clear and to the point statements of intended outcomesfrom the research to undertake. Do this transforming the questions in the problemstatement section into positive form. Look at the followings.The goal of this study is:
Outline of ELT Action
Research “Skripsi” by Parlin Pardede (2012)
To see whether 
songs can effectively improve the students‟ vocabulary
To investigate whether the students are interested in the use of blogs todevelop writing skills.
D. Research Significances
List what advantages could be expected from the research‟s result to as many
 parties as possible, e.g. to students involved in the study, to teaching practice, to ELTtheories, and to the researchers themselves.
E. Research Scope
 In one or two paragraph, describe the reason(s) for limiting the research factors.Then, describe the exact area of the research, such as period of time, the participants,unit of analysis (e.g., policy, programs, activities, actual behaviors etc.), method andinstrument of data collection. Keep in mind that those items should be in line with thetitle. Finally, explain the impact of those limitations to the results and their applicability
F. Operational Definitions
 Take some words from the title which you think could possibly be multi-interpreted by different readers (three to five terms will do) and define each of thewords in accordance with the context of the study.

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