Putu Ayu

Putu Ayu, kue tradisional dari bahan tepung terigu yang dikukus. Harga Rp.500 enak, halal, tanpa pengawet, aman untuk anak-anak tersedia pilihan bentuk dan warna; hijau,pink, vanila hias kopi, bentuk pesawat, kura-kura cocok untuk hidangan acara santai dan formal. menerima partai besar

putu ayu ini berawal ketika kel.entrepreneurship di bangku kuliah kami dan mengunjungi salah satu usaha Bu de teman kami di daerah sleman.

nb. pemesanan khusus wilayah yogyakarta, karna barang tidak tahan lama (tanpa pengawet)

Doa Istikhoroh

للَّهُمَّ إِنِّى أَسْتَخِيرُكَ بِعِلْمِكَ وَأَسْتَقْدِرُكَ بِقُدْرَتِكَ ، وَأَسْأَلُكَ مِنْ فَضْلِكَ الْعَظِيمِ ، فَإِنَّكَ تَقْدِرُ وَلاَ أَقْدِرُ وَتَعْلَمُ وَلاَ أَعْلَمُ وَأَنْتَ عَلاَّمُ الْغُيُوبِ ، اللَّهُمَّ إِنْ كُنْتَ تَعْلَمُ أَنَّ هَذَا الأَمْرَ خَيْرٌ لِى فِى دِينِى وَمَعَاشِى وَعَاقِبَةِ أَمْرِى فَاقْدُرْهُ لِى وَيَسِّرْهُ لِى ثُمَّ بَارِكْ لِى فِيهِ ، وَإِنْ كُنْتَ تَعْلَمُ أَنَّ هَذَا الأَمْرَ شَرٌّ لِى فِى دِينِى وَمَعَاشِى وَعَاقِبَةِ أَمْرِى فَاصْرِفْهُ عَنِّى وَاصْرِفْنِى عَنْهُ ، وَاقْدُرْ لِى الْخَيْرَ حَيْثُ كَانَ ثُمَّ أَرْضِنِى

Contoh my research proposal of writing, recount text

contoh research proposal ini bisa jadi masi bnyak salahnya :)

WRITING

Lecturer:

JC. Setyo Karjono, S.Pd.

RESEARCH PROPOSAL

Name : Ahid Rahmawati

Nim : 10 002 050

Class : 6 D2

ENGLISH LANGGUAGE EDUCATION PROGRAM

THEACERS TRAINING AND EDUCATION FACULTY

SARJANA WIYATA TAMANSISWA UNIVERSITY

YOGYAKARTA

2012-2013

IMPROVING STUDENT’S READING SKILLS IN RECOUNT TEXT FOR THE 7th GRADE OF JUNIOR HIGH SCHOOL OF SMPN 4 YOGYAKARTA

A. INTRODUCTION

Language is the system of communication in speech and writing that is used by people of a particular country. (Oxford Advanced Learner’s Dictionary, 2000). In the Four English Skills language is needed to express in the form of sentences or paragraph which we call text.

When students want have a good writing, such as in recount text. They are expected to be able to write sentences of recount text correctly. Meanwhile, Sudirman (2010:18) defines Recount text as follows: “Recount text is a text that tells us about what had happened in series of events in sequence.” The social function of recount text is to retell events for the aims of informing or entertaining. The schematic structure of recount text include orientation, events, reorientation and the language features focus on individual participants, past tense, sequence of events and action clauses (Hartono, 2005:7).

In case, students still make some errors in writing text such errors in involving tenses, clauses, verb, pronouns, commas, or in apostrophes (Young, 2008:121). And there are some difficulties that students find in recount text such plan the sequels of events, make reorientation, and concluding. They still get difficulties to differ between action verb and conditional verb. They also still confused to apply past tenses in adjectives clauses. Less vocabulary also influence student to increase their sentences such to differ between regular and irregular verb. And analysis is very needed to know and find what errors of language aspects are the students often make errors in writing.

There are many factors which influence the student’s writing difficulties such as the knowledge background of student, low motivation of learning English, background of the English teacher, the English learning material, and the supported facilities such as native speaker.

This research focused only on How to teach recount text in English learning material for second grade of junior high school.

The teaching methodology which the teacher uses to teaching recount text in SMPN 4, Yogyakarta is EPA, its mean Engage, Practice, and Active. Engage here means the teacher expand to the students about the theory of generic structure of recount text. Practice means the teacher command the students to practice writing recount text. And Active means the teacher gives an assignment to the student to search the same kind of recount text which they have learn, then the students compare the text that they make before. Using this kind methodology, students are still difficult to make a good recount text. That is why this research appears because of to solve this problem.

1. Objectives of the research The objectives of this research are:

1. To describe steps of writing recount text which are used in teaching-learning process

2. To describe tips to plan of writing the recount text.

3. To find out the errors in writing recount text

2. Significance of the research

1. For the teachers:

The result of this research can be used as one of the ways to improve student’s writing skill through writing recount text.

2. For students:

This research may encourage the students of English Department to conduct further research on how to develop student’s writing skill through recount text.

3. For other researchers:

This can be references to know student’s ability and their errors in writing recount text.

B. THEORETICAL REVIEW

1. Theoretical framework

Writing is the activity of creating pieces of written work, such as stories, poems, or articles. Thinking is the basic of writing. Writing is the way for writers to explore their thought and ideas. It is a method of representing language in visual or text form. Writing systems use sets of symbols to represent the sounds of speech, and may also have symbols for such things as punctuation and numerals. Based on the explanation at http://www.edu.gov.on.ca/eng/studentsuccess/thinkliteracy/files/Writing.pdf Retrieved on July 6, 2012.

Silver and Gogh (2004:9) define text as “Text is conventional form for organizing messages in a structured way that fits the purposes of the participants in the communication.” Text formed from many words, phrases, sentences, and paragraphs. And text itself can be such as story, journal, and news etc. Generally text is always used in four English skills, in listening, reading, writing, and speaking. According in writing there are kinds of text: such report, narrative, expository, descriptive text etc. (Young, 2008: 121) students still make some errors in writing text such errors in involving tenses, clauses, verb, pronouns, commas, or in apostrophes.

Recount text is text that tells about what had happened in sequent of events. Sudirman (2010:18) states that the generic structure of this text is orientation, series of event and reorientation. To teach writing in recount text is begin from title, orientation, sequence of events and reorientation

How to write Recount Text

a. Make some list and plan of orientation. In the orientation students at least introduce the main character, to make it easier they can make some questions: who involved in this story? Where it happened? and when it happened?.

b. In series of event, the students write the events chronologically. It begins with the first event, followed by the second event to the last event.

c. In reorientation, the students draw a conclusion or give a comment about the story, but not all recount text closed by reorientation. It’s optional.

Based explanation on http://www.primaryresources.co.uk/english/englishD6.htm retrieved on July 2012.

2. Conceptual Framework

Writing is the activity of creating pieces of written work, such as stories, poems, or articles. Thinking is the basic of writing. Writing is a complex process that allows writers to explore thought and ideas.

Writing is a method of representing language in visual or tactile form. Writing systems use sets of symbols to represent the sounds of speech, and may also have symbols for such things as punctuation and numerals. Writing strategist expands, extend, and elaborate. Text is conventional form for organizing messages in a structured way that fits the purposes of the participants in the communication. Recount text is a text that tells us about what had happened in series of events in sequence. How to teach writing in recount text is begin from title, orientation, sequence of events and reorientation.

C. RESEARCH METHODOLOGY

1. Place and time of the research.

The place of this research is SMPN 4, Jl. Hayam Wuruk Yogyakarta. The object of the research is 7th grade student of SMPN 4 Yogyakarta. This research will be done on May 2012 until July 2012.

This study chooses the 7th seven grade students of SMPN 4 Yogyakarta because those students need cycle to relearn and improve their written of recount text.

Table.1. Timeline of the research

Time

Activities April May June July

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Preparation

Data collection

Data analysis

Report writing

4. The population of research.

The population of this research is the 7th Grade of English for Junior High School at SMPN 4 Yogyakarta by aged 13-14years old.

4.1. Sample

The sample of the research only for the second grade B class consists of 28 students.

5. Descriptive Qualitative Research

The descriptive qualitative research which is uses is qualitative research and the result of analysis will be presented descriptively to answer the question in the formulation of the problems.

6. Data Collection Technique

There are four techniques for collecting action research data through, observation, oral interview, written questionnaire, and testing.

7. To conduct this research, the researcher will use four instruments consisting of:

There are four instruments will use to conduct this research: Observation= ongoing, field notes, Questionnaire guide, Interview guide, and Test (pre and poster tests).

8. Data Analysis Technique

The data are analyzed through classification and categorization of the data.

D. REFERENCES

Hartono, R. 2005. Genre of Text. Semarang: Semarang State University.

Oxford Advanced Learner’s Dictionary, 2000.United Kingdom: Oxford University Press

Silver, R.E., and Goh, C.M. 2004. Text types and text. London: Longman Group Ltd.

Sudirman, A. 2010. Writing 2. Yogyakarta: Resource Center.

Young, T. 2008. Studying English Literature. Cambridge: Cambridge University Press.

Websites:

http://www.edu.gov.on.ca/eng/studentsuccess/thinkliteracy/files/Writing.pdf retrieved on July 6, 2012

http://www.primaryresources.co.uk/english/englishD6.htm retrieved on July 2012

Contoh my Outline Proposal

contoh artikel saya ini masi banyak kurangnya :D

 

WRITING

Lecturer:

Jc. Setyo Karjono, S.Pd.

 

 

TTT

 

 

 

 

 

OUTLINE PROPOSAL

 

Name : Ahid Rahmawati

Nim : 10 002 050

Class : 6 D2

 

ENGLISH LANGGUAGE EDUCATION PROGRAM

THEACERS TRAINING AND EDUCATION FACULTY

SARJANA WIYATA TAMANSISWA UNIVERSITY

YOGYAKARTA

2012-2013

 

Proposal Outline

Title: Improving Student’s Reading Skills in Recount texts for the second grade of Junior High School

Field: English Language Teaching

A. INTRODUCTION

1. Research Background

Expectation:

When student could makes sequences of event in recount text. They are hoped be able to order schematic structure or the orientation, event, and reorientation of text. Also students hoped able applying past tense, action terms, pronoun, and chronological order right in sentences and also in compound and complex sentences.

Fact:

The young people still get difficulties to differ between action verb and conditional verb. They also still confused to apply past tenses in adjectives clauses. Less vocabulary also influence student to increase their sentences.

 

2. Identification of the problem

The general problem in the background arises from many factors:

a. Knowledge background of the students.

b. Background of the English teacher.

c. The English learning material.

d. The supported facilities: native speaker, library, internet access literary English books and so on.

 

3. Limitation of the problems

Based on research that the students often wrong using past tense as regular or irregular verb,

And this research focused only on How to teach recount text in English learning material.

 

4. Formulation of the problem

1. What are the usual errors in writing?

2. How are the steps in writing recount text?

3. How are the tips for writing recount text?

 

5. Objectives of the research

1. To describe steps of writing recount text which are used in teaching-learning process

2. To find out the errors in writing recount text

 

6. Significance of the research

1. For the teachers:

The result of this research can be used as one of the ways to improve student’s writing skill through writing recount text.

2. For students:

This research may encourage the students of English Department to conduct further research on how to develop student’s writing skill through recount text.

3. For other researchers:

This can be references to know student’s ability and their errors in writing recount text.

 

B. THEORETICAL REVIEW

 

1. Theoretical framework

a. Writing is a method of representing language in visual or tactile form. Writing systems use sets of symbols to represent the sounds of speech, and may also have symbols for such things as punctuation and numerals.

b. Writing strategist expands, extend, and elaborate.

c. Text is conventional form for organizing messages in a structured way that fits the purposes of the participants in the communication.

d. Recount text is a text that tells us about what had happened in series of events in sequence.

e. How to teach writing in recount text is begin from title, orientation, sequence of events and reorientation.

 

2. Conceptual Framework

• Text is conventional form for organizing messages in a structured way that fits the purposes of the participants in the communication.

• Recount text that tells us about what had happened in series of events in sequence.

• How to teach writing in recount begin from title, orientation, sequence of events and reorientation

Indirect Quotations (Beginning the statement)

• (Young, 2008: 121)students still make some errors in writing text such errors in involving tenses, clauses, verb, pronouns, commas, or in apostrophes.

Indirect quotations (In the end of statement)

• The social function of recount text is to retell events for the aims of informing or entertaining. The schematic structure of recount text include orientation, events, reorientation and the language features focus on individual participants, past tense, sequence of events and action clauses (Hartono, 2005:7).

• Language is the system of communication in speech and writing that is used by people of a particular country. (Oxford Advanced Learner’s Dictionary, 2000)

Direct Quotations

• Silver and Gogh (2004:9) define text as “Text is conventional form for organizing messages in a structured way that fits the purposes of the participants in the communication.”

• Sudirman (2010:18) “Recount text is a text that tells us about what had happened in series of events in sequence.”

 

C. RESEARCH METHODOLOGY

1. Place and time of the research.

1.1. Place of the research: Junior high school state nine, Jl. Ngeksigondo Yogyakarta.

1.2. Time of research: The time schedule: From May to July 2012

 

 

Table.1. Timeline of the research

Time

Activities April May June July

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Preparation

Data collection

Data analysis

Report writing

 

3. The population of research.

The population: the Second Grade (aged 13-14years old) of English for Junior High School at SMP 9 Yogyakarta.

 

3.1. Sample

The sample of the research:

Only for the second grade B class consists of 28 students.

 

4. Descriptive Qualitative Research

• It is qualitative research.

• The result of analysis will be presented descriptively to answer the question in the formulation of the problems.

 

5. Data Collection Technique

• The research will collect the data through observation, oral interview, written questionnaire, and testing.

 

6. To conduct this research, the researcher will use four instruments consisting of:

1. Observation= ongoing, field notes

2. Questionnaire guide

3. Interview guide

4. Test (pre and poster tests)

 

7. Data Analysis Technique

• Through classification and categorization of the data.

(The data are analyzed through classification and categorization of the data.)

 

 

D. REFERENCES

 

Hartono, R. 2005. Genre of Text. Semarang: Semarang State University.

Oxford Advanced Learner’s Dictionary, 2000.United Kingdom: Oxford University Press

Sudirman, A. 2010. Writing 2. Yogyakarta: Resource Center.

Silver, R.E., and Goh, C.M. 2004. Text types and text. London: Longman Group Ltd.

Young, T. 2008. Studying English Literature. Cambridge: Cambridge University Press.

 

Websites:

http://www.edu.gov.on.ca/eng/studentsuccess/thinkliteracy/files/Writing.pdf retrieved on July 6, 2012

 

 

 

 

 

 

Journal report

Lessons in fun: St. Rose of Lima Festival family tradition

 

By MAGEN KRITSCH

Daily Journal staff writer

First Posted     : June 12, 2012 – 8:39 pm

Last Updated   : June 12, 2012 – 8:43 pm

Their summer tradition started 15 years ago, before two of their children were born.

The Hartkorns of Franklin annually attend the St. Rose of Lima Festival with their two younger children, who are now 14. Sometimes their daughter, now 20, will join them.

Grabbing plates of food and riding the rides has become a must for the family. All three of their children attended the school, and they go back to see friends and support their children’s alma mater.

“It’s just a fun time we do with other parishioners,” Jo Hartkorn said. “This is pretty much the only festival we go to.”

The festival will open its 15th year Friday, moving to the Johnson County fairgrounds instead of being on school property, and will feature a fish fry, tamale dinner, games, rides, raffles and hot-air balloon rides.

The St. Rose Festival is a fundraiser for the school, helping educators pay for technology updates and buy novels for language arts class.

And it is a way for the school and church to reach the community, as part of the goal to evangelize, said Kelly England, principal of the school.

This story appears in the print edition of Daily Journal.

Ngobaran Beach

Slideshow ini membutuhkan JavaScript.

Ngobaran beach is one of wonderfull place in Gunung Kidul, Yogyakarta. There were a thousands wonder place we can find in.

We have to visit there ,dun miss it  ;D