PTK Bahasa Inggris Kelas VII / SMP

Dibawah ini adalah PTK Bahasa Inggris lengkap untuk kelas VII / SMP.
Atas permintaan dari Mbak Dyah - Malang. semoga membantu.

Judul : PENGARUH BELAJAR KELOMPOK TERHADAP HASIL BELAJAR BAHASA INGGRIS DI SMP Negeri 1 TAHUN PELAJARAN 2009/2010.

DAFTAR ISI

HALAMAN JUDUL ... i

HALAMAN PENGESAHAN …. ii

KATA PENGANTAR …. iii

DAFTAR ISI ... iv

BAB I PENDAHULUAN

A. Latar belakang….. 1

B. Rumusan Masalah .. 3

C. Tujuan Penelitian …... 4

D. Manfaat Penelitian .. 4

E. Hipotesis Penelitian ….. 5

F. Ruang Lingkup Penelitian ... 6

BAB II TINJAUAN PUSTAKA

A. Belajar Kelompok …... 7

B. Konsepsi Hasil Belajar …. 11

C. Konsepsi Belajar Bahasa Inggris .… 14

BAB III METODE PENELITIAN

A. Rancangan Penelitian ….. 17

B. Lokasi dan Subjek Penelitian ….. 19

C. Langkah-langkah Penelitian …. 19

D. Instrumen Penelitian …. 21

E. Analisis Data … 24

F. Penyiapan Partisipan …. 25

BAB IV HASIL PENELITIAN DAN PEMBAHASAN

A. Hasil Penelitian ….. 26

B. Pembahasan ….. 29

BAB V PENUTUP

A. Kesimpulan …. 34

B. Saran …. 35

Bab 1 sampai dengan selesai bisa Anda lihat pada Lampiran di bawah ini, Jika cocok dengan yang anda cari, silahkan di download PTK Bahasa Inggris kelas VII sesuai petunjuk yang ada di bawah.

Download PTK Bhs Inggris SMP kelas 2 di bawah ini :
https://drive.google.com/file/d/0B8SVWd3GLGyfOGM5MDJjZmEtZjM4Zi00YTUxLWI2NDQtZDIzZDI0MTVhMzYz/view?usp=sharing

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PTK Bahasa Inggris Kelas VII / SMP

Recount, narrative dan procedure dalam bentuk power point

STUDENT'S WORKSHEET (WRITTEN SYCLE, MOT)
Kompetensi Dasar : Mengungkapkan makna dan langkah-langkah retorika secara akurat, lancar dan berterima dengan menggunakan ragam bahasa tulis dalam konteks kehidupan sehari-hari dalam teks berbentuk : recount, narrative dan procedure.

I.Pre-Activity
1.Look at this picture ! What do you think about it ?
2.Did you ever experience it ?
II.Whilst-Activity
Earthquake
I was driving along the coast road when the car suddenly lurched to one side.
At first I thought a tyre had gone but then I saw telegraph poles collapsing like matchsticks.
The rocks came tumbling across the road and I had to abandon the car.
When I got back to town, well, as I said, there wasn't much left.

A.Answer the questions based on the text
1.What is the text above tells about ?
2.What was the writer doing when the car suddenly lurched to one side ?
3.What did the writer think ?
4.What happened with the rock ?
5.What the writer see telegraph poles ?
B.Make groups at least 5 students, then identify the generic structure of the text !
C.Make e recount text for each group !

III.Post-Activity
1.Is there any difficulty in understanding recount text ?
2.Have you understand about the recount text ?
3.Make a recount text individually for your home work !

download dalam bentuk power point (.ppt) atau lihat dibawah ini :

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Recount, narrative dan procedure dalam bentuk power point

Writing Recount Text By Using Sequence Pictures

Enhancing the Competence of Writing Recount Text By Using Sequence Pictures (A Classroom Action Research on the Eighth Year Students of MTs Sunan Kalijaga Siwuluh Brebes in Academic Year 2010/2011).

The use of Sequence Pictures, Students' Writing Recount Text This classroom action research (CAR) is intended to improve the eighth year students' competence writing recount text at SMK Kosgoro Nganjuk in the 2010/2011 Academic Year by using sequence pictures. This CAR consists of three cycles, in which each cycle covers four main stages including: the planning of the action, the implementation of the action, classroom observation and reflection. Meanwhile, the supporting data are taken observation. The subject of this research is class X SMK Kosgoro Nganjuk. In order to know the students' competence writing recount text, the result of each test is analyzed.

The students' participation during the teaching and learning process is gained from result of observation. The result of the average score of the writing test in the first cycle is M=63.75 and second cycle is M=69,5 that is classified in the fair category. This result doesn't achieved the target average score in this research that is M>70. Besides, based on the classroom observation that is done in the first and the second cycle, it was found that the students' involvement in the process of writing recount text is 72.5% and 80%. Therefore, the actions are proceeded to the third cycle by revising the first and the second action cycle such as: optimalizing the students' participation in the process of activities, giving enough vocabularies and some information related to the text and the way to write recount text. The results of the average score of the writing test in the third cycle is better M=73.25 that is classified in the good category. Besides, the students' involvement in the writing process improved from 72.5% in the first cycle up to 87.5% in the third cycle.

It means that both the students' writing test and the students' involvement in the writing process improved in the third cycle and fulfilled the target of this research. Based on the results, it can be concluded that the using sequence pictures can improve students' writing recount text. Then it is suggested to the English teacher to apply sequence pictures as the alternative media of English teaching media, especially in teaching writing recount text. This is expected to facilitate and to help the students collaborate and share knowledge and experiences with their peers to solve the writing recount text problems.

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Writing Recount Text By Using Sequence Pictures

PTK English

CONTEXTUAL LEARNING IN PAKEM ATHMOSPHERE ON ENGLISH CLASSROOM TEACHING

CHAPTER I INTRODUCTION

A. Background of the Problem English is one of the international languages that is used by many people in the world and in many areas of everyday life. Therefore, using English is the easiest way to communicate with people from other countries about many aspects in human life such as technology, economy, social, and politics. For Indonesia, English is a foreign language. Learning a foreign language is an integrated process that the learner should study the four basic skills: listening, speaking, reading, and writing. We use it to understand our world through listening and reading and to communicate our feeling, need, and desires through speaking and writing. By having more knowledge about language skill we have much better chance of understanding and being understood and getting what we want and need from these around us. Writing is one of four basic skills. It is very important in teaching and learning English. Writing involves some language components (spelling, grammar, vocabulary, and punctuation). This is in line with what is stated by Braine and Claire May (1996:60), writing clear sentences requires you to learn the rules of English grammar and mechanics such as the correct use of verbs and pronouns, as well as commas and other marks of punctuation. There are various ways to organize the sentences in a piece of writing. One of them is recount text. Recount text is the form of text that aims at retelling events for the purpose of informing or entertaining. In the recount text, the sentences are usually organized according to time order or chronological order. One thing happens and then another thing happens, and the events are told in the same order. Based on my experiences, there are some problems found in the field when giving writing materials to the students, especially the recount text. The first problem is that the students’ writing is not comprehensible, because the content of the composition is not relevant to the topic, the ideas are not clearly stated, the ideas and sentences are not well organized. The second problem is that there are many errors in vocabulary, grammar, and spelling. Another problem is the students have low motivation and are not interested in doing the task since the writing activities are not interesting. Usually, the students are asked to write sentences and paragraphs without being given some clue so that it is difficult for them to express their ideas on a piece of paper. Besides that, the students have difficulty at telling their experience. This is because writing is difficult for them since they have to master enough vocabulary, spelling, and grammar. In reference to the explanations above and the strong desire of finding the solution of these problems, the writer has motivation to do the research in improving the teaching of writing in real class by using picture series as the instructional media. It is hoped that the media improve the students’ ability in writing, especially recount text. B. Research Problem In this research, the writer tries to describe the students’ ability in writing the recount text through using picture series. So, the problem is formulated as follows: How does the teacher use picture series to improve the students’ ability in writing the recount text of the class VIIIC students of SMPN Bati-Bati in academic year 2008/2009? C. Objective Based on the problem formulation above, the objective of the research is to find the appropriate way in using picture series to improve the students’ ability in recount text of the class VIIIC students of SMPN Bati-Bati in academic year 2008/2009. D. Significances The study is expected to have both academic and practical contributions. 1. Academically, to help teacher/researcher to find out the alternative way of teaching writing, especially recount and to produce the relevant and valid knowledge for their class to improve their teaching. 2. Practically, it can be used as a model to improve the students’ ability in writing recount text, and it may guide, help and encourage students to express their ideas, opinion, and thought onto paper. E. Scope 1. This research will be conducted\in order to find a good way to improve the students’ writing skill. 2. This research is focused on the teaching of recount text by using picture series as the instructional media. F. Operational Definition 1. Using picture series is one of the instructional media in the teaching and learning process to attract the students’ attention and deliver information. 2. Writing ability is a productive skill beside speaking, to write simple sentence, message, and announcement and to write text in the forms of narrative, recount, and descriptive, and to write simple messages and personal letters for SMP students in the first and the second years. 3. Recount text is text that tells the students’ own experiences. It can also be found in personal letter, biography, and history. G. Subject The subjects of the study are the students of class VIIIC of SMPN Bati-Bati academic year 2008/2009 which consists of 36 students. BAB II halaman berikutnya...

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PTK English