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"Model penelitian ini berupa terjemahan beranotasi. Terjemahan beranotasi merupakan suatu bentuk pertanggung jawaban seorang penerjemah dalam memilih padanan yang tepat dengan membubuhkan catatan padahal-hal yang menantang dalam proses penerjemahan. Selama proses penerjemahan, penerjemah tersadar bahwa menerjemahkan karya sastra tidak sama dengan menerjemahkan karya lainnya. Karya sastra mengandungi bentuk emosi juga perasaan penulis.Unsur-unsur seperti itu biasanya diluapkan oleh penulis kedalam novel menggunakan majas atau bahasa kiasan atau idiom.Unsur seperti itu biasanya menimbulkan masalah dalam penerjemahan.Masalah lain lagi yang dihadapi dalam proses penerjemahan adalah mengenai aspek kebudayaan karena setiap karya sastra berakar dalam kebudayaan tertentu. Dalam menerjemahkan penerjemah menggunakan ideology foreignisation dengan prosedurtranferensi disertai prosedur deskriptif dalam menerjemahkan kata budaya yang memiliki muatan budaya yang sangat kuat.Menimbang karya sastra merupakan jenis teks ekspresif, penerjemah menggunakan dua buah metode, yaitu semantic dan komunikatif yang ditawarkan oleh Newmark.Kedua metode ini dimaksudkan untuk memberikan hasil penerjemahan yang memiliki nilai estetis dan juga bahasa yang berterima oleh pembaca sasaran.

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This research is in a form of an annotated translation model. An annotated translation is a form of accountability of a translator in selecting a suitable equivalence and making annotation on things that are challenging during the translation process.During the process of translation, the translator realized that translating aliterary work is not the same as translating another work. It is because literary contains the feelings and emotionsof the author. Those elements usually embedded in the workthrough the use of figures of speech or figurative language or idioms. Such elements often caused problems for the translator. Another obstacle arouse fromcultural aspects.

The translator translated the cultural aspects using foreignisation ideology andtranferensiand descriptive procedures. Those are used when dealing with a very strong cultural words. Considering literature is a kind of expressive text, the translator used two methods, namely the semantic and communicative methods offered by Newmark. Both of these methods are used to render the aesthetic value as well as to deliver the message from the source language to target audiences."

"[ABSTRAKKemandirian pelajar telah menjadi tema penting dalam konteks pembelajaran bahasa asing selama beberapa decade, tetapi penelitian mengenai mengenai keyakinan guru tentang kemandirian pelajar ini masih sangat terbatas. Artikel ini membahas persepsi dan keyakinan guru tentang konsep kemandirian pelajar dan bagaimana keyakinan tersebut dituangkan ke dalam praktek mengajar. Aspek yang akan diobservasi adalah orientasi pengajaran, prinsip pedagogik, tahapan dalam pengembangan kemandirian pelajar dan peran guru dalam mengembangkan sikap mandiri pelajar.Tiga orang guru bahasa Inggris dari 3 sekolah yang berbeda menjadi partisipan dalam penelitian ini. Peneliti menggunakan data kuantitatif dan kualitatif melalui instrumen kuesioner, wawancara dan observasi kelas untuk mendapatkan triangulasi data. Hasil penelitian menunjukkan bahwa pengalaman mengajar, lingkungan sekolah, karakteristik guru, latar belakang pendidikan dan program pengembangan profesi memengaruhi keyakinan dan praktek mengajar guru dalam mengembangkan kemandirian pelajar.

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ABSTRACTLearners' autonomy has been a key theme in the field of foreign language learning for over decades, but studies on teacher beliefs regarding learners? autonomy are still very limited. This article discusses teachers' perceptions and beliefs about the concept of learners? autonomy and how these beliefs reflected into teaching practice. Aspects to be observed are the orientation of teaching, pedagogic principles, the stages in developing learners? autonomy and the teacher's role in developing learners? autonomy. Three English teachers from three different schools become participants in this study. The Researcher used quantitative and qualitative data through questionnaires, interviews and classroom observation to triangulate the data.The results showed that teaching experiences, school environment, teacher characteristics, educational background and professional development programs influenced teachers' beliefs and teaching practices in developing learners? autonomy.learning stages, Learners’ autonomy has been a key theme in the field of foreign language learning for over decades, but studies on teacher beliefs regarding learners’ autonomy are still very limited. This article discusses teachers' perceptions and beliefs about the concept of learners’ autonomy and how these beliefs reflected into teaching practice. Aspects to be observed are the orientation of teaching, pedagogic principles, the stages in developing learners’ autonomy and the teacher's role in developing learners’ autonomy. Three English teachers from three different schools become participants in this study. The Researcher used quantitative and qualitative data through questionnaires, interviews and classroom observation to triangulate the data.The results showed that teaching experiences, school environment, teacher characteristics, educational background and professional development programs influenced teachers' beliefs and teaching practices in developing learners’ autonomy.learning stages]"

"[ABSTRAKPenelitian ini merupakan penelitian terjemahan dengan anotasi. Dalampenelitian ini saya melakukan terjemahan novel Various Pets Alive & Deadkarangan Marina Lewycka dan melakukan anotasi terhadap beberapa bagian TSuyang saya anggap sulit dan menantang. Dalam menerjemahkan novel ini, sayamenggunakan metode penerjemahan semantis dan komunikatif. Metodepenerjemahan semantis saya gunakan untuk menerjemahkan kata, frasa dankalimat yang erat kaitannya dengan budaya, bahasa dan karakter dalam novel,misalnya saja pengucapan bahasa Inggris yang salah oleh orang asing di Inggrisserta istilah asing. Sedangkan metode penerjemahan komunikatif saya gunakanuntuk menerjemahkan kata, frasa atau kalimat yang memiliki padanan yang samaatau mirip dalam budaya sasaran, contohnya istilah lembaga pemerintahan, danistilah budaya. Dalam melakukan anotasi, saya menggunakan serangkaian strategipenerjemahan dari Newmark.Hasil penelitian ini menemukan bahwa judul TSu dapat diterjemahkan kedalam BSa jika judul tersebut berpotensi tidak menarik bagi pembaca sasaran.Selanjutnya, penelitian ini menyarankan untuk mempertahankan kesalahan dalampenggunaan bahasa oleh tokoh yang merupakan orang asing di dalam novel ini.Penelitian ini juga menemukan bahwa penghilangan makna kata, frasa ataukalimat dapat dilakukan jika makna kata, frasa dan kalimat tersebut berpotensimembingungkan pembaca karena tiba-tiba muncul dan penghilangan itu tidakmemengaruhi jalan cerita novel itu. Selanjutnya penelitian ini juga menemukanbahwa penerjemah dapat memilih padanan yang sedekat mungkin dengan TSuTerjemahan beranotasi..., Trisna Dewy, FIB UI, 2015xvi Universitas Indonesiajika tidak ada padanan yang sama dengan TSu misalnya council diterjemahkanmenjadi dewan kota.

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ABSTRACTThis research is a research of translation with annotations. In this study Itranslated part of a novel Various Pets Alive & Dead by Marina Lewycka andannotated some parts of the source text which I think difficult and challenging. Intranslating this novel, I used the method of semantic and communicativetranslation. The semantic translation method is used to translate words, phrasesand sentences that are closely related to the source culture, language and thecharacters in the novel, such as the incorrect English pronunciation by a foreignerin England and foreign terms. While the communicative method is used totranslate words, phrases or sentences that has equivalence in the target language,for example, the term of government institutions, and cultural terms. Inannotating, I used translation strategies by Newmark.After doing this research, I found that the title of a source text can betranslated into the target language if the original title is not appealing to the targetaudience. Furthermore, this study suggests the importance of maintainingidiosyncratic language of a foreigner speaking a language in the target text as thisis a special characteristic of the character in the novel. This study also found thatthe removal of meaning of words, phrases or sentences can be done if the meaningcould potentially confuse the reader because it suddenly appears and it does notappear again and the removal does not affect the novel. Furthermore, this studyalso found that the translator can choose the closest equivalence if there is noTerjemahan beranotasi..., Trisna Dewy, FIB UI, 2015xviii Universitas Indonesiaexact equivalence in target language, for example council is translated to bedewan kota.;This research is a research of translation with annotations. In this study Itranslated part of a novel Various Pets Alive & Dead by Marina Lewycka andannotated some parts of the source text which I think difficult and challenging. Intranslating this novel, I used the method of semantic and communicativetranslation. The semantic translation method is used to translate words, phrasesand sentences that are closely related to the source culture, language and thecharacters in the novel, such as the incorrect English pronunciation by a foreignerin England and foreign terms. While the communicative method is used totranslate words, phrases or sentences that has equivalence in the target language,for example, the term of government institutions, and cultural terms. Inannotating, I used translation strategies by Newmark.After doing this research, I found that the title of a source text can betranslated into the target language if the original title is not appealing to the targetaudience. Furthermore, this study suggests the importance of maintainingidiosyncratic language of a foreigner speaking a language in the target text as thisis a special characteristic of the character in the novel. This study also found thatthe removal of meaning of words, phrases or sentences can be done if the meaningcould potentially confuse the reader because it suddenly appears and it does notappear again and the removal does not affect the novel. Furthermore, this studyalso found that the translator can choose the closest equivalence if there is noTerjemahan beranotasi..., Trisna Dewy, FIB UI, 2015xviii Universitas Indonesiaexact equivalence in target language, for example council is translated to bedewan kota.;This research is a research of translation with annotations. In this study Itranslated part of a novel Various Pets Alive & Dead by Marina Lewycka andannotated some parts of the source text which I think difficult and challenging. Intranslating this novel, I used the method of semantic and communicativetranslation. The semantic translation method is used to translate words, phrasesand sentences that are closely related to the source culture, language and thecharacters in the novel, such as the incorrect English pronunciation by a foreignerin England and foreign terms. While the communicative method is used totranslate words, phrases or sentences that has equivalence in the target language,for example, the term of government institutions, and cultural terms. Inannotating, I used translation strategies by Newmark.After doing this research, I found that the title of a source text can betranslated into the target language if the original title is not appealing to the targetaudience. Furthermore, this study suggests the importance of maintainingidiosyncratic language of a foreigner speaking a language in the target text as thisis a special characteristic of the character in the novel. This study also found thatthe removal of meaning of words, phrases or sentences can be done if the meaningcould potentially confuse the reader because it suddenly appears and it does notappear again and the removal does not affect the novel. Furthermore, this studyalso found that the translator can choose the closest equivalence if there is noTerjemahan beranotasi..., Trisna Dewy, FIB UI, 2015xviii Universitas Indonesiaexact equivalence in target language, for example council is translated to bedewan kota.;This research is a research of translation with annotations. In this study Itranslated part of a novel Various Pets Alive & Dead by Marina Lewycka andannotated some parts of the source text which I think difficult and challenging. Intranslating this novel, I used the method of semantic and communicativetranslation. The semantic translation method is used to translate words, phrasesand sentences that are closely related to the source culture, language and thecharacters in the novel, such as the incorrect English pronunciation by a foreignerin England and foreign terms. While the communicative method is used totranslate words, phrases or sentences that has equivalence in the target language,for example, the term of government institutions, and cultural terms. Inannotating, I used translation strategies by Newmark.After doing this research, I found that the title of a source text can betranslated into the target language if the original title is not appealing to the targetaudience. Furthermore, this study suggests the importance of maintainingidiosyncratic language of a foreigner speaking a language in the target text as thisis a special characteristic of the character in the novel. This study also found thatthe removal of meaning of words, phrases or sentences can be done if the meaningcould potentially confuse the reader because it suddenly appears and it does notappear again and the removal does not affect the novel. Furthermore, this studyalso found that the translator can choose the closest equivalence if there is noTerjemahan beranotasi..., Trisna Dewy, FIB UI, 2015xviii Universitas Indonesiaexact equivalence in target language, for example council is translated to bedewan kota.;This research is a research of translation with annotations. In this study Itranslated part of a novel Various Pets Alive & Dead by Marina Lewycka andannotated some parts of the source text which I think difficult and challenging. Intranslating this novel, I used the method of semantic and communicativetranslation. The semantic translation method is used to translate words, phrasesand sentences that are closely related to the source culture, language and thecharacters in the novel, such as the incorrect English pronunciation by a foreignerin England and foreign terms. While the communicative method is used totranslate words, phrases or sentences that has equivalence in the target language,for example, the term of government institutions, and cultural terms. Inannotating, I used translation strategies by Newmark.After doing this research, I found that the title of a source text can betranslated into the target language if the original title is not appealing to the targetaudience. Furthermore, this study suggests the importance of maintainingidiosyncratic language of a foreigner speaking a language in the target text as thisis a special characteristic of the character in the novel. This study also found thatthe removal of meaning of words, phrases or sentences can be done if the meaningcould potentially confuse the reader because it suddenly appears and it does notappear again and the removal does not affect the novel. Furthermore, this studyalso found that the translator can choose the closest equivalence if there is noTerjemahan beranotasi..., Trisna Dewy, FIB UI, 2015xviii Universitas Indonesiaexact equivalence in target language, for example council is translated to bedewan kota.;This research is a research of translation with annotations. In this study Itranslated part of a novel Various Pets Alive & Dead by Marina Lewycka andannotated some parts of the source text which I think difficult and challenging. Intranslating this novel, I used the method of semantic and communicativetranslation. The semantic translation method is used to translate words, phrasesand sentences that are closely related to the source culture, language and thecharacters in the novel, such as the incorrect English pronunciation by a foreignerin England and foreign terms. While the communicative method is used totranslate words, phrases or sentences that has equivalence in the target language,for example, the term of government institutions, and cultural terms. Inannotating, I used translation strategies by Newmark.After doing this research, I found that the title of a source text can betranslated into the target language if the original title is not appealing to the targetaudience. Furthermore, this study suggests the importance of maintainingidiosyncratic language of a foreigner speaking a language in the target text as thisis a special characteristic of the character in the novel. This study also found thatthe removal of meaning of words, phrases or sentences can be done if the meaningcould potentially confuse the reader because it suddenly appears and it does notappear again and the removal does not affect the novel. Furthermore, this studyalso found that the translator can choose the closest equivalence if there is noTerjemahan beranotasi..., Trisna Dewy, FIB UI, 2015xviii Universitas Indonesiaexact equivalence in target language, for example council is translated to bedewan kota.;This research is a research of translation with annotations. In this study Itranslated part of a novel Various Pets Alive & Dead by Marina Lewycka andannotated some parts of the source text which I think difficult and challenging. Intranslating this novel, I used the method of semantic and communicativetranslation. The semantic translation method is used to translate words, phrasesand sentences that are closely related to the source culture, language and thecharacters in the novel, such as the incorrect English pronunciation by a foreignerin England and foreign terms. While the communicative method is used totranslate words, phrases or sentences that has equivalence in the target language,for example, the term of government institutions, and cultural terms. Inannotating, I used translation strategies by Newmark.After doing this research, I found that the title of a source text can betranslated into the target language if the original title is not appealing to the targetaudience. Furthermore, this study suggests the importance of maintainingidiosyncratic language of a foreigner speaking a language in the target text as thisis a special characteristic of the character in the novel. This study also found thatthe removal of meaning of words, phrases or sentences can be done if the meaningcould potentially confuse the reader because it suddenly appears and it does notappear again and the removal does not affect the novel. Furthermore, this studyalso found that the translator can choose the closest equivalence if there is noTerjemahan beranotasi..., Trisna Dewy, FIB UI, 2015xviii Universitas Indonesiaexact equivalence in target language, for example council is translated to bedewan kota., This research is a research of translation with annotations. In this study Itranslated part of a novel Various Pets Alive & Dead by Marina Lewycka andannotated some parts of the source text which I think difficult and challenging. Intranslating this novel, I used the method of semantic and communicativetranslation. The semantic translation method is used to translate words, phrasesand sentences that are closely related to the source culture, language and thecharacters in the novel, such as the incorrect English pronunciation by a foreignerin England and foreign terms. While the communicative method is used totranslate words, phrases or sentences that has equivalence in the target language,for example, the term of government institutions, and cultural terms. Inannotating, I used translation strategies by Newmark.After doing this research, I found that the title of a source text can betranslated into the target language if the original title is not appealing to the targetaudience. Furthermore, this study suggests the importance of maintainingidiosyncratic language of a foreigner speaking a language in the target text as thisis a special characteristic of the character in the novel. This study also found thatthe removal of meaning of words, phrases or sentences can be done if the meaningcould potentially confuse the reader because it suddenly appears and it does notappear again and the removal does not affect the novel. Furthermore, this studyalso found that the translator can choose the closest equivalence if there is noTerjemahan beranotasi..., Trisna Dewy, FIB UI, 2015xviii Universitas Indonesiaexact equivalence in target language, for example council is translated to bedewan kota.]"

"ABSTRAKFaktor perbedaan individu siswa mempengaruhi pembelajaran dan pemerolehan bahasa asing/kedua, maka penting bagi guru bahasa asing/kedua untuk mengakomodasi perbedaan individu siswa dalam pengajaran. Penelitian ini smembahas sejauh mana guru mengakomodasi faktor perbedaan individu siswa dalam pengajaran. Peneliti melakukan tiga kali observasi kelas dari total 14 kali pertemuan dalam satu semester. Kegiatan-kegiatan kelas, tindakan dan tuturan guru diteliti untuk melihat apakah guru mengakomodasi atau mengabaikan faktor perbedaan individu siswa dalam pengajaran bahasa Inggris. Melalui rekaman video proses belajar mengajar, pengidentifikasian faktor perbedaan individu dengan kuesioner, stimulated recall kepada siswa dan guru peneliti menemukan 25 kegiatan kelas, tindakan dan tuturan guru mengakomodasi faktor perbedaan individu siswa. Manfaat yang diharapkan dari penelitian ini adalah menjadi rujukan bagi guru bahasa Inggris dalam merancang kegiatan-kegiatan kelas, melakukan tindakan dan menyampaikan tuturan untuk mengakomodasi faktor perbedaan individu siswa.

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ABSTRACT

Individual differences factors influence foreign/second language learning and acquisition, so it is important for foreign/second language teachers to accommodate students? individual factors in teaching. This study discusses how far teacher accommodate students? individual differences factors. Researcher did classroom observation for three times of 14 meetings in one semester. Class activities, teacher?s act and utterances is examined to see does teacher accomodate or neglect students? individual differences in teaching English. By video-recording teaching and learning process, identifying students? individual differences factors with questionaires and stimulated recalling to the students and the teacher, researcher find that 25 class activities, teacher?s act and utterances accommodating students? individual differences factors. A desirable use of this study would be a refference for English teachers in designing class activities, doing act and giving utterances to accomodate students? individual differences factors."

"Tesis ini membahas metode pembelajaran yang diterapkan di salah satu tempat kursus di Kampung Inggris yang bernama Kursus X dari kacamata Community Language Learning. Penelitian ini adalah penelitian kualitatif yang bersifat deskriptif analitis. Data penelitian diperoleh dari data observasi kegiatan belajarmengajar di kelas dan di kamp, wawancara dengan ketua lembaga, pengajar dan pemelajar, dan kuesioner yang diisi oleh pemelajar. Hasil penelitian menunjukan bahwa metode pembelajaran yang diterapkan di Kursus X berbeda dengan metode pembelajaran pada umumnya. Terdapat empat tipe metode pembelajaran yang diterapkan di Kursus X. Berdasarkan keempat tipe metode pembelajaran tersebut tidak ditemukan kesamaan konsep dengan kaidah yang ada dalam Community Language Learning.Sementara itu hasil temuan observasi kegiatan di kamp menunjukan bahwa aktivitas santai dan minim tekanan selama pemelajar berada di kamp membuat pemelajar memiliki hubungan yang erat dengan pengajar seperti dalam CLL. Hal itu merangsang pemelajar untuk lebih produktif dalam memproduksi ujaran dalam bahasa target. Lebih lanjut hasil penelitian ini menyarankan penerapan kegiatan pembelajaran kamp yang lebih variatif dan lebih menarik, khususnya untuk paket pembelajaran liburan. Penerapan kegiatan pembelajaran juga harus berdasarkan suatu kurikulum dan silabus, sebagai pedoman bagi para pengajar. Tujuannya adalah agar kegiatan pembelajaran dapat lebih terstruktur dan dapat meningkatkan motivasi, kepercayaan diri dan penguasaan bahasa pemelajar.

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This thesis analyses the application of teaching and learning methods at one of the English course in Kampung Inggris Pare using a camp concept, named Kursus X, from the point of view of the Community Language Learning approach. This study is a quantitative research with a descriptive analytical design. The data of the study were gained from the observation of the teaching and learning process in the classroom and the interaction of the students in the camp. Besides, the data were also gained from interviews with the head of the course, the teachers and the students, and from the students? questionnaire. The result of the study show that the methods applied in the Kursus X were not based on established language teaching methods. There are four types of methods identified in Kursus X. Most of the methods use drilling and translation in the application. Moreover, there were a lot of differences between the application of teaching and learning program in Kursus X and the concept of Community Language Learning.

However, the observation result of the students? activities in the camp showed differently. The environment and the activities that the students experienced in the camp could create an intimate relationship between the students? and their teachers, as stated in CLL. The students were encouraged to produce more utterances in the target language in that situation. The findings of this study suggest that the camp program offered, especially the holiday program, should apply interesting and fun activities and teachers should vary their teaching methods. Additionally, application of the teaching and learning process should be based on a wellplanned curriculum and syllabus. This will create structured teaching and learning activities and it also could increase students? self-confidence, motivation and achievement in learning a language."

"Penelitian ini bertujuan untuk memperlihatkan pengaruh metode analisis komponen dalam pengajaran kanji pada pemelajar pemula bahasa Jepang. Penelitian dilakukan pada kelas 1.XX program studi Sastra Jepang Fakultas Sastra Universitas X di Jakarta. Subjek penelitian ini adalah mahasiswa semester pertama yang dianggap belum memahami kanji. Penelitian ini penelitian kuasi eksperimental dengan disain satu grup dengan pre-test dan post-test. Lima kali tatap muka dilakukan untuk memberikan materi ajar sebanyak 73 kanji. Kuesioner dan observasi lapangan digunakan untuk mengetahui respon subjek penelitian pada metode analisis komponen. Teori yang merangkai penelitian ini adalah model monitor Krashen, strategi pemelajaran menurut O'Malley dan Chamot, strategi pemelajaran kanji menurut Rose, Sakai, dan Shimizu & Green, serta metode analisis komponen menurut Heisig dan Flaherty & Noguchi. Hasil penelitian menunjukkan bahwa pengajaran kanji dengan metode analisis komponen mempermudah pemelajaran kanji dan meningkatkan kemampuan penguasaan kanji pada pemelajar pemula bahasa Jepang usia dewasa. Hasil kuesioner dan observasi lapangan memperlihatkan bahwa subjek penelitian menunjukkan respon positif pada penggunaan metode analisis komponen dalam pengajaran kanji. Berdasarkan olah data dan hasil analisis pada penelitian ini dapat disimpulkan bahwa metode analisis komponen yang diterapkan secara berkesinambungan dengan strategi pemelajaran bahasa asing oleh pemelajar meningkatkan kemampuan penguasaan kanji pada pemelajar pemula bahasa Jepang usia dewasa.

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The aim of this study is to present the effects of the component analysis method in kanji teaching for the beginner student of Japanese language. The study was carried out in Class of 1.XX in Japanese Language Program, Faculty of Letters of University of X in Jakarta. The subjects of the study are the first semester students who are assumed do not have any backgrounds knowledge of Japanese Kanji before. The study is a quasi experimental with one-group pre-test and post-test design. Five lessons class were conducted to cover 73 kanji. A questionnaire and field observation were used to find out the student's perception about the component analysis method. Theories which are used in this study are: Krashen monitor model. O'Malley and Chamot's learning strategy, Rose, Sakai and Shimizu & Green's Kanji learning strategy, and Heisig and Flaherty & Noguchi's component analysis method.

The findings of this research seem to provide some evidence to show that teaching kanji using the component analysis method helped the kanji teaching process and increase the kanji acquisition for the beginners of Japanese language adult learners. The result of questionnaire and field observation show some evidence that participants gave positive response about component analysis method. Based on the data and the analysis result of this study can be concluded that the component analysis method applied with the foreign languange learning strategies improved the ability of mastering kanji at the beginner Japanese adult learners."

"Tesis ini membahas efek pengajaran kosakata bahasa Inggris teks prosedur dengan menggunakan metode Contextual Teaching and Learning (CTL). Sebagai pembanding, digunakan juga kelas kontrol di dalam penelitian ini. Ancangan penelitian ini adalah kuantiatif dengan jenis Post-Test Only. Data penelitian diambil dengan menggunakan Post-Test yang diberikan sehari dan tiga minggu setelah perlakuan kepada kedua kelas partisipan. Analisis hasil penelitian dilakukan dengan menggunakan rerata dan uji t dependen dan independen menggunakan SPSS 22. Analisis tersebut menunjukkan peningkatan hasil yang signifikan pada kelas XI IPS 1 yang menerapkan metode CTL. Selain itu, hasil temuan penelitian dari wawancara dan kuesioner menunjukkan bahwa metode Contextual Teaching and Learning (CTL) memberikan pengaruh positif dalam pembelajaran kosakata di kelas, yaitu meningkatnya partisipasi pemelajar, kemampuan kosakata reseptif dan produktif, dan kolaborasi di antara pemelajar.

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This study aimed at investigating the effect of vocabulary teaching in procedure texts using Contextual Teaching and Learning (CTL) and traditional method at XI IPS 1 and XI IPS 2 at SMA Negeri 33 Jakarta. The research was carried out in the English classes at Social Sciences Class, which received the treatment of teaching vocabulary using Contextual Teaching and Learning (CTL). Another class used taditional method in teaching vocabulary. The study used the quantitative data collected through the Post-testafter the treatment, questionnaires, and interviews. The data collected from the Post-testwere analyzed by implementing a t-test using SPSS 22 and counting average scores of both groups.

The findings of the study indicate that teaching vocabulary using Contextual Teaching and Learning (CTL) method brings significant results. Furthermore, the results gathered from interviews and questionnaires confirmed that learners had a positive attitude towards CTL, as this method provided the students with a lot activities which created a learning environment that was fun, enjoyable, and effective for improving the students‟ vocabulary. Moreover, CTL also increased learners‟ participations, scores, and collaborations."

"ABSTRAKTesis ini bertujuan untuk menunjukkan kesesuaian bahan ajar New Opportunities(NOP) yang digunakan di SMA Global Islamic School (GIS) dengan Kurikulumbahasa Inggris SMA 2013. Selain data yang didapatkan dari analisis NOP andKurikulum bahasa Inggris SMA 2013, data kuesioner untuk pemelajar danwawancara dengan pengajar SMA GIS serta Direktur Akademik GIS dilakukandalam penelitian lapangan. Ancangan kualitatif digunakan untuk mengetahuikesesuaian bahan ajar NOP dengan Kurikulum bahasa Inggris SMA 2013 danpendapat pengajar serta direktur tentang kesesuaian bahan ajar NOP denganKurikulum bahasa Inggris SMA 2013. Ancangan kuantitatif digunakan untukmengetahui persepsi pemelajar tentang bahan ajar itu. Penelitian ini menemukanbahwa, meskipun terdapat tingkat kesesuaian yang berbeda-beda yang dari tinggisampai rendah antara NOP dan Kurikulum SMA 2013 dari segi isi tematis, tujuanpengajaran, isi linguistis, serta filosofi pedagogi dan filosofi pemerolehan bahasaasing, bahan ajar ini layak digunakan di SMA GIS

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ABSTRACTThis research aims at demonstrating the fit between New Opportunities (NOP) usedin Senior High School of Global Islamic School (SMA GIS) and the Senior HighSchool English Curriculum 2013 (SMA English Curriculum 2013). In addition todata obtained from a close analysis of NOP and SMA English Curriculum 2013,questionnaires for the students and interviews with SMA GIS teachers and GISAcademic Director was conducted in the field research. Qualitative researchmethods were used to know the fit between NOP and SMA English Curriculum2013 and opinions of teachers and GIS Academic Director about fit between NOPand SMA English Curriculum 2013. Quantitative research was used to know thestudents’ perception about the book. This research found that although there wasdifferent levels of fit, ranging from high to low, between NOP and the SMA EnglishCurriculum 2013 in terms of thematic content, goal, linguistic content, and thepedagogical and foreign language philosophy, NOP is suitable to be used in SMAGIS;"

"ABSTRAKPenelitian ini bertujuan untuk menelisik pengaruh strategi QAR terhadappengajaran pemahaman membaca teks recount siswa sekolah menengah pertama.Penelitian ini merupakan penelitian kuasi eksperimen dengan desain penelitianadalah non-equivalent comparison group design. Kuesioner, observasi danwawancara digunakan untuk mengetahui respon siswa terhadap pengajaranpemahaman membaca teks recount dengan strategi QAR. Sampel penelitian iniadalah siswa kelas VIIIA dan kelas VIIID. Teknik analisis data yang digunakanadalah uji-t dengan taraf signifikansi 5%. Berdasarkan data yang diperoleh,simpulan hasil penelitiaan ini adalah (1) terdapat perbedaan kemampuanpemahaman membaca teks recount antara siswa yang diajar menggunakan strategiQAR dengan yang diajar tanpa menggunakan strategi QAR pada siswa kelas VIIISMP Negeri 3 Tanjungpandan, (2) strategi QAR mampu meningkatkanpemahaman membaca teks recount siswa SMP Negeri 3 Tanjungpandan, dan (3)siswa menunjukkan respon positif terhadap pengajaran pemahaman membaca teksrecount dengan strategi QAR

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ABSTRACTThe aim of this study is to present the effects of QAR strategy inteaching reading comprehension recount text of junior high school level. Thestudy is a quasi-experimental research with non-equivalent comparison groupdesign. A questionnaire, observation and interview were used to find out thestudent?s perception about QAR strategy. The sample of this study was VIIIA andVIIID. The data were analyzed through t-test significance 5%. Based on the data,The findings of this study indicated that (1) Ho was rejected, and Ha1 wasaccepted. In other words, there is a significant difference between experimentalgroup and control group, (2) QAR strategy could improve reading comprehensionrecount text of junior high school level, and (3) there was positive responsetowards teaching reading comprehension recount text through Question AnswerRelationship (QAR) strategy"

"Tesis ini membahasefektivitaspeningkatan kemampuan menulis teks deskriptif dengan menggunakan model pembelajaran kooperatif tipe STAD pada siswa kelas X di SMAN 1 Kandangserang Kabupaten Pekalongan tahun ajaran 2015-2016.Model pembelajaran kooperatif yang diterapkan dalam penelitian ini adalah model pembelajaran kooperatif tipe STAD menurut Slavin (1995). Penelitian ini adalah penelitian kuantitatif dan kualitatif dengan desain eksperimental pre-test post-test control group design. Analisis data kuantitatif mengggunakan bantuan piranti lunak SPSS v.22. Temuan penelitian menunjukkan bahwa model pembelajaran kooperatif tipe STAD secara efektif dapat meningkatkan kemampuan siswa dalam menulis teks deskriptif.

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This thesis discusses the increase in the ability to write descriptive textsin a class where the teacher implemented Student Teams-Achievement Divisions (STAD) Cooperative Learning atSMAN 1 Kandangserang Kabupaten Pekalongan academic year 2015-2016. This implementation follows Slavin?s (1995) theory of cooperative learning.This research uses quantitative and qualitative methodswith the experimental pre-test post-test control group design. The quantitative data were analyzed using SPSS v.22. software. The research findings indicate that the cooperative learning model can effectively improve the students?ability to write descriptive texts."