“Jika anak Adam meninggal, maka amalnya terputus kecuali dari tiga perkara, sedekah jariyah (wakaf), ilmu yang bermanfaat, dan anak shaleh yang berdoa kepadanya.” (HR Muslim).

Mar 19, 2014

Short Functional Text Advertisement dan Jawaban

Short Functional Text Advertisement dan Jawaban

Happy Mart
Our Customers in Jakarta are welcome to enjoy
Our closing down sale on June 29,2013
50% off for all items
Please be noted that Happy Mart at Senayan Plaza Mall
Will cease its operation on June 30,2013 and
At Shangri-La Mall on August 31, 2013.
If you have any inquiries, please contact us at +622188888667677
Toll-free + 6221767679769 in West Jakarta only
Or send email to Happy Mart@ymail.com


1. If customers in West Jakarta have a question, they should contact a toll-free at . . . .
A. Shangri-La Mall
B. Senayan Plaza Mall
C. + 62(21)7676979769 
D. +62(21)88888667677
E. Happy Mart@ymail.com

2. From the text we know that . . . .
A. Happy Mart will be sold 50 % of the normal price
B. Happy Mart are selling all its items on June 28, 2013
C. Happy Mart at Senayan Plaza will close down on June 29, 2013
D. Happy Mart at Shangri-La Mall will close down before the one in Senayan Plaza
E. Happy Mart will have a big sale one day before the closing date at Senayan Plaza Mall

Mar 16, 2014

Download Tesis Pendidikan Bahasa Inggris PDF -Speaking+Talking Chips

Download Tesis Pendidikan Bahasa Inggris PDF -Speaking+Talking Chips

Judul Theses

THE USE OF TALKING CHIPS TECHNIQUE IN TEACHING SPEAKING

Abstract

This study investigated how the Talking Chips Technique can help students to improve their speaking. The sample of this study was only one class and total number of students was 36 students. This study used a quasi experimental design and three data collection, i.e. note taking, participant observation, and speaking test. The data from observation were analyzed by using thematic analysis and band score of speaking. This study was conducted by using multiple pre-test and post-test. Therefore, the findings of this study were based on pre- test, treatments and post- test. During the treatments, there were problems related to classroom management (noisy, low participation, laughing), fluency (pause, flow and speed) and accuracy (pronunciation, grammar and vocabulary). Those problems could be minimized. After post test, there were still problems, but the problems were fewer than previous ones like only fluency and accuracy because students had showed the awareness and enthusiastic in speaking English. This study showed the improvement of students’ speaking achievement from treatment until post test. It was proved by the mean score pre test and post test. In pre-test, the mean score of fluency was 61.1 and 62.81 for accuracy. In post-test, the mean score of fluency was 71.451 and accuracy was 74.69. Then, t- test for fluency was 7.05 and t-test for accuracy was 8.31 with t critical or table was 2.031. It meant that H1 was accepted. It indicated that there was significance improvement of students’ speaking in terms of fluency and accuracy. The findings above suggest that the students still need further treatments in order to improve their speaking even though they have achieved the target.

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                    Download Tesis Pendidikan Bahasa Inggris PDF -Speaking+EYL

                    Download Tesis Pendidikan Bahasa Inggris PDf -Speaking+EYL

                    Judul Theses

                    EYL TEACHERS’ STRATEGIES IN CONDUCTING SPEAKING ASSESSMENTS : A Qualitative Research in Five English Courses in Bandung

                    Abstract

                    Speaking is one of the important skills in English language program. Many strategies have been introduced to help teachers in teaching the speaking skill effectively. Yet, assessing this skill is one of the difficult tasks in language learning, especially in English for Young Learners’ classrooms in Indonesia. Teachers need to be competent in applying strategies to conduct a good speaking assessment. Employing qualitative methods and descriptive analyses, this study addressed the questions of what EYL teachers know about speaking assessment and what strategies they use in assessing young learners’ speaking skill. The categories of speaking strategy used in this study are the ones proposed by Hughes (2003), Brown (2004) and McKay (2006). The respondents were five EYL teachers from five English Courses in Bandung. The findings based on observations and interviews showed a pattern that teaching experience and education background were in line with the number of strategies used for young learners’ classrooms. The longer their experience and the higher their education level, the more strategies were used in assessing young learners’ speaking skill. There were ten strategies used in assessing young learners’ speaking skill. They were Question and Answer, Role-Play/Mini Dialogs, Word Repetition Tasks, Translation (of limited stretches of discourse), Picture Cued Tasks, Picture-Cued Story-Telling, Read-Aloud Tasks, Interview, Games, and Storytelling.

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                                      Procedure Text dan Jawaban: How to Ride a Bicycle

                                      Procedure Text dan Jawaban: How to Ride a Bicycle 

                                      Soal UN SMA 2013
                                      Arrange these sentences below into a good order
                                      HOW TO RIDE A BICYCLE 
                                      1. Sitting on a bike, make sure you know where the bikes are and how to operate them
                                      2. You have to learn to balance the bike. Find a person who can hold your bike behind you and try to go steady as you pedal it
                                      3. Finally, you have to practice. Once you can balance, pedal, start, and stop, you are bicycle rider. Congratulation!
                                      4. As you gain experience, raise the seat up so that only your toes can touch the ground while you are seated.
                                      5. When you are ready, ride alone. But first, lower the seat until you can sit and put both feet flat on the ground
                                      6. After practicing for a couple minutes, the person can release his or her hands while you try to keep your balance

                                      A. 1 – 2 – 3 – 4 – 5 – 6
                                      B. 1 – 2 – 4 – 5 – 6 – 3
                                      C. 1 – 2 – 6 – 5 – 4 – 3 
                                      D. 1 – 2 – 5 – 3 – 6 – 4
                                      E. 1 – 2 – 4 – 6 – 5 – 3