PREFACE. Wassalam. Banda Aceh, 21 July, 2014 HEAD OF STUDY PROGRAM OF ENGLISH EDUCATION FKIP UNSYIAH,

PREFACE Writing a skripsi is a form of writing a scientific paper—the final task performed by undergraduate students in the Study Program of English Education, Faculty of Teacher Training and Education, University of Syiah Kuala. This simple guide is written to help students to write a proper skripsi. It is intended to provide a format to improve the quality of skripsi written by students. In writing a scientific paper, a student must follow the code of ethics for scientific writing. It refers to the norms accepted and recognized by the International Academic Community that should be noted and adhered to. The norm is primarily concerned with the citations (quotations), references, licensing of the materials used, and the listing/citing of the data sources and informants. Students and the entire academic community, especially those involved in the process of writing the skripsi or scientific papers must follow these code of ethics . One of the important things in this regard is the need for a better understanding of copyright and patent for a scientific product. Finally, we state that this academic guideline takes effect on August 01, 2014 and ends up August 01, 2017. Nonetheless, improvements can be made, according to the development of science and technology, and changes in the dynamics of the world. Wassalam. Banda Aceh, 21 July, 2014 HEAD OF STUDY PROGRAM OF ENGLISH EDUCATION FKIP UNSYIAH,

Dr. Burhanuddin Yasin, M.Ed. NIP. 19600929 198603 1002

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SKRIPSI FORMAT FOR

CLASSROOM ACTION RESEARCH

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Format sampul muka kulit depan untuk cetak final Top margin 4 cm

THE APPLICATION OF CONTEXTUAL TEACHING AND LEARNING FOR IMPROVING THE STUDENTS’ LEARNING PARTICIPATION AND ACHIEVEMENT IN THE SPOKEN ENGLISH LANGUAGE CLASS

1 spasi Bold type

(A Classroom Action Research for Grade 1, Semester 2, SMP Negeri 4 Banda Aceh)

SKRIPSI

Left margin 4 cm

Submitted in partial fulfillment of the requirement for the degree of Sarjana Pendidikan

Right margin 2.5 cm

Time new roman 12 pt Bold type

By Dian Sukma NIM. 0606102020097 Study Program: English Education

STUDY PROGRAM OF ENGLISH EDUCATION FACULTY OF TEACHER TRAINING AND EDUCATION SYIAH KUALA UNIVERSITY DARUSSALAM—BANDA ACEH 2014 Bottom atas 3 cm

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Format sampul muka draf (kulit depan untuk sidang)

THE APPLICATION OF CONTEXTUAL TEACHING AND LEARNING FOR IMPROVING THE STUDENTS’ LEARNING PARTICIPATION AND MOTIVATION IN THE SPOKEN ENGLISH LANGUAGE CLASS (A Classroom Action Research for Grade 1, Semester 2, SMP Negeri 4 Banda Aceh)

SKRIPSI

Submitted for examination session of the Sarjana Pendidikan Study Program of English Education

By Dian Sukma NIM. 0606102020097 Study Program: English Education

STUDY PROGRAM OF ENGLISH EDUCATION FACULTY OF TEACHER TRAINING AND EDUCATION SYIAH KUALA UNIVERSITY DARUSSALAM—BANDA ACEH 2014

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Format ini digunakan khusus untuk persetujuan ujian/sidang sarjana

Study Program of English Education Faculty of Teacher Training and Education Syiah Kuala University

Approval Form of Skripsi for Examination

Name Student No. Title

: Dian Sukma : 0606102020097 : The Application of Contextual Teaching and Learning for Improving the Students’Learning Participation and Achievement in the Spoken English Language Class (A Classroom Action Research at Grade 1, Semester 2, SMP Negeri 4 Banda Aceh)

Approved to be submitted for examination sessions of Sarjana Pendidikan Bahasa Inggris

First Supervisor,

Second Supervisor,

Dr. Qismullah Yusuf, M.A. NIP. 19491120 198003 1 003

Dra. Endang Komariah, M.Pd. NIP. 19620307 198603 2 002

Date: ....................................

Date: ....................................

Approval for Examination Session Secretary of Study Program

Yuliana, S.Pd., M.A. NIP. 19790713 200604 2 001

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Dilampirkan khusus untuk sidang sarjana

STUDY PROGRAM OF ENGLISH EDUCATION, FKIP UNSYIAH RESEARCH SKRIPSI CONSULTATION CONTROL FORM SKRIPSI SUPERVISORS 2013 Student Name

: ...................................

Supervisor 1: ............................................

Student Number

: ...................................

Supervisor II: ...........................................

No.

1.

Consultation Stage (Guidance and supervisory services)

Received Date Spv’s Initial

Return to Student Date Std’s Initial

Supervisor’s Remarks

Consultation Service I

Consultation Service II

Consultation Service III

Consultation Service IV

Consultation Service V

Consultation Service VI

2.

3. 4.

Approval for manuscript assessment Comprehensive Examination Oral Examination/Skripsi Hearing

Banda Aceh, ........................... 2014 Acknowledged by, Head/Secretary of Study program

Academic Advisor,

.......................................................... ................................................................ NIP. ................................................. NIP. .......................................................Banda Aceh, ........................... 2011 Acknowledged by, Head of Study Program,

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Surat Pernyataan (Original Literary Work Declaration)

Saya yang bertandatangan di bawah ini: Nama Nomor induk mahasiswa Program studi Judul tugas akhir (Skripsi)

: Dian Sukma : 0606102020097 : Pendidikan Bahasa Inggris : The Application of Contextual Teaching and Learning for Improving the Students’ Learning Participation and Achievement in The Spoken Language Class (A Classroom Action Research Skripsi for Grade 1, Semester 2, SMP Negeri 4 Banda Aceh)

dengan ini menyatakan bahwa Tugas Akhir (SKRIPSI) ini merupakan hasil karya tulis ilmiah saya sendiri, dan bukanlah merupakan karya orang lain yang pernah diajukan untuk memperoleh gelar sarjana atau dipublikasikan lewat media apapun. Adapun karya atau pendapat pihak lain yang dikutip, baik secara langsung atau tidak langsung ditulis sesuai dengan kaidah penulisan ilmiah yang berlaku. Pernyataan ini saya buat dengan penuh tanggungjawab dan saya bersedia menerima segala konsekuensi apapun sesuai dengan aturan dan hukum yang berlaku bilamana dikemudian hari diketahui bahwa pernyataan saya ini tidak benar. Banda Aceh, 15 Juni 2013 (Materai 6000) Dian Sukma

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Aproval Form ( Supervisors, Head of Study Program, Dean)

THE APPLICATION OF CONTEXTUAL TEACHING AND LEARNING FOR IMPROVING THE STUDENTS’ LEARNING PARTICIPATION AND MOTIVATION IN THE SPOKEN ENGLISH LANGUAGE CLASS (A Classroom Action Research for Grade 1, Semester 2, SMP Negeri 4 Banda Aceh)

SKRIPSI

By Dian Sukma [bold type] NIM. 0606102020097 Study Program: English Education

Approved by

First Supervisor,

Second Supervisor,

Dra. Endang Komariah, M.Pd. NIP. 19620307 198603 2 002

Yuliana, S.Pd., M.A. NIP. 19790713 200604 2 001

Acknowledged by

Dean of Faculty of Teacher Training and Education

Head of Study Program

Dr. Djufri, M.Si. NIP. 19631111 198903 1 001

Dr. Drs. Burhanuddin Yasin, M.Ed. NIP. 19600929 198603 1 002 8

Study Program of English Education Faculty of Teacher Training and Education Syiah Kuala University

Consent Form of Skripsi (Quantitative)

Skripsi: “The Application of Contextual Teaching and Learning for Improving the Students’ Learning Participation and Motivation in the Spoken Language Class (A Classroom Action Research Skripsi for Grade 1, Semester 2, SMP Negeri 4 Banda Aceh) ” by Dian Sukma, Student Number 0606102020097 has been examined by the Board of Examiners for the Degree of Sarjana Pendidikan Bahasa Inggris on Wednesday, November 25th 2013 and is stated as: PASS. *See your transcript for final mark of your skripsi

Board of Examiners Chairperson/Member of examiner Dr. Bukhari Daud, M.Ed NIP. 19591025 199002 1 001 __________________________________ Chairperson/Member of Examiner Members 1. Dra. Endang Komariah, M.Pd. NIP. 19620307 198603 2 002 _________________________________ Member of Examiner /First Supervisor 2. Yuliana, S.Pd., M.A. NIP. 19790713 200604 2 001 __________________________________ Member of Examiner/Second Supervisor 3. Dr. Sofyan A Gani, M.A. NIP. 19600812 198603 1 003 __________________________________ Member of Examiner

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Abstract Name Student No. Study Program Title

: Dian Sukma : 0606102920097 : English Education : The Application of Contextual Teaching and and Learning for Improving the Students’ Learning Participation and Motivation in the Spoken Language Class (A Classroom Action Research for Grade 1, Semester 2, SMP Negeri 4 Banda Aceh)

Keywords: ...

......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... .......................... Note: 1. Type in a single space 2. Not more than 200 words 3. One paragraph only

The Abstract should contain a brief justification (reason) why you chose the title and objective (purpose) of the research. Explain the issues (scope) discussed in your skripsi, the actions (methods) you used related to the problem, and the end consequence (result) of these actions. Then, you have to put forward suggestions (recommendation), or you offer a solution in the form of change or specific actions. Lastly, you make a final summary of your work (conclusion) that describes the relationship of cause and effect of your study. As a resume of a scientific paper, an abstract should be brief, clear, complete, concise, and cohesive. Remember! The maximum number of words in this abstract is 200 words. Good Quality of Abstract 1. Use a single good paragraph, and the paragraph is unified, coherent, and concise. 2. Follow the chronological order of writing. 3. Logical transitions between the information provided. 4. Add no new information, just summarize the proposal. 5. Can be understood by many readers.

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Acknowledgements

Bismillahirrahmanirrahim! ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... .................................... ............................................................................................................................. .......................................... Catatan: 1. Type 1.5 space 2. You may write several paragraphs, but no more than one page

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Khusus untuk sidang sarjana

TABLE OF CONTENTS (1.5 space—untuk sidang)

Page

Approval Form of Skripsi Examination.......................................................................ii Consultation Control Form ........................................................................................iii Original Literary Work Declaration ..........................................................................iv Abstract ......................................................................................................................v Acknowledgements ...................................................................................................vi Table of Contents.......................................................................................................vii List of Tabel (if any)..................................................................................................viii List of Figures (if any)……………............................................................................ix List of Appendices (if any) ........................................................................................x CHAPTER 1 INTRODUCTION 1.1 Background of Problem .......................................................................... 1.2 Statemen of Problem .. ............................................................................ 1.3 Research Objective ................................................................................. 1.4 Expected Success Indicators.................................................................... 1.5 Research Significance ............................................................................ . CHAPTER 2 Theoretical Orientation and Hypothesis of Actions 2.1 Literature Review ................................................................................ ... 2.1.1 ... 2.1.1.1 ... 2.2 Hypotheisis of Actions CHAPTER 3 RESEARCH DESIGN/METHODOLOGY 3.1 Research Setting and Procedure.............................................................. 3.2 Research Instruments.............................................................................. 3.3 Technique of Data Collection ................................................................. 3.4 Technique of Data Analysis ...................................................................

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CHAPTER 4 RESEARCH RESULT AND DISCUSSION 4.1 First Cycle ................................................................................. ......... 4.1.1 Planning ....................................................................................... . 4.1.2 Acting ........................................................................................... . 4.1.3 Observing/Evaluating .................................................................... 4.1.4 Reflecting ..................................................................................... . 4.2 Follow-up Action ............................................................................... 4.3 Second Cycle ..................................................................................... CHAPTER 5 CONCLUSION AND SUGGESTION 5.1 Conclusion ....................................................................................... ... 5.1.1 Achieved Performance vs. Expected Success Indicators .................. 5.1.2 Current Finding vs. Pre-condition .................................................... 5.2 Suggestion .......................................................................................... References .............................................................................................................. Appendices .............................................................................................................

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Khusus untuk cetak final

TABLE OF CONTENTS (1.5 space—untuk cetak final)

Page

Original Literary Work Declaration ...........................................................................ii Approval Form (Supervisors, Head of Study Program, Dean)...................................iii Concent Form .............................................................................................................iv Abstract .......................................................................................................................v Acknowledgements ...................................................................................................vi Table of Contents.......................................................................................................vii List of Tabel (if any)..................................................................................................viii List of Figures (if any)…………….............................................................................ix List of Appendices (if any) ..........................................................................................x CHAPTER 1 INTRODUCTION 1.1 Background of Problem .......................................................................... 1.2 Statement of Problem.. ............................................................................ 1.3 Research Objective ................................................................................. 1.4 Expected Success Indicators.................................................................... 1.5 Research Significance ............................................................................ . CHAPTER 2 Theoretical Orientation and Hypothesis of Actions 2.1 Literature Review ................................................................................... 2.1.1 ... 2.1.1.1 ... 2.2 Hypotheisis of Actions CHAPTER 3 RESEARCH DESIGN/METHODOLOGY 3.1 Research Setting and Procedure.............................................................. 3.2 Research Instruments.............................................................................. 3.3 Technique of Data Collection ................................................................. 3.4 Technique of Data Analysis ................................................................... 14

CHAPTER 4 RESEARCH RESULT AND DISCUSSION 4.2 First Cycle ........................................................................................ .. 4.2.1 Planning ....................................................................................... . 4.2.2 Acting ........................................................................................... . 4.2.3 Observing/Evaluating .................................................................... 4.2.4 Reflecting ..................................................................................... . 4.3 Follow-up Action ............................................................................... 4.4 Second Cycle ..................................................................................... CHAPTER 5 CONCLUSION AND SUGGESTION 5.1 Conclusion ....................................................................................... ... 5.1.1 Achieved Performance vs. Expected Success Indicators .................. 5.1.2 Current Finding vs. Pre-condition .................................................... 5.2 Suggestion .......................................................................................... References .............................................................................................................. Appendices .............................................................................................................

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LIST OF TABLES

Page Table 2.1 Students‟ Response on the Teaching and Learning Condition……..

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Table 2.2 ........................................................................................................... Table 2.3 ............................................................................................................ Table 4.1 ……………………………………………………………………… Table 4.2……………………………………………………………………….

Note: 2.1 = Chapter 2; Table number one 4.2 = Chapter 4; Table number two

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LIST OF FIGURES

Page Figure 2.1 Students‟ Response on the Teaching and Learning Condition……...

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Figure 2.2 ............................................................................................................ Figure 2.3 ............................................................................................................ Figure 4.1 ……………………………………………………………………… Figure 4.2……………………………………………………………………….

Note: 2.1 = Chapter 2; Figure number one 4.2 = Chapter 4; Figure number two

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LIST OF APPENDICES

Page APPENDIX 1: Lesson Implementation Plan (RPP) and other Teaching and Learning Aids ...............................................................................52 APPENDIX 2: Data of Students‟ Response on the Teaching and Learning Process ...........................................................................................

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PREPARATION AND FORMAT FOR THE FINAL ACADEMIC TASK—FIELD RESEARCH (CLASSROOM ACTION RESEARCH) (40-50 pages only: Chapter 1-5 including references, excluding first part and final part)

FIRST PART Title Page Original Literary Work Declaration Approval Form (Supervisors, Head of Study Program, Dean ) Consent Form (Supervisors, Examiners) Abstract Acknowledgements Table of Contents List of Tables List of Figures List of Appendices MAIN PART CHAPTER 1 INTRODUCTION 1.1 Background of Problem 1.2 Statement of Problem 1.3 Research Objective 1.4 Expected Success Indicator 1.5 Research Significance CHAPTER 2 THEORETICAL ORIENTATION 2.1 Literature Review 2.1.1 ................... 2.2 Hypothesis of Action CHAPTER 3 RESEARCH DESIGN/METHODOLOGY 3.1 3.2 3.3 3.4 3.5

Research Setting Research Procedure Research Instrument Technique of Data Collection Technique of Data Analysis

CHAPTER 4 RESEARCH RESULT AND DISCUSSION 4.1 First Cycle 4.4.1 Planning 4.4.2 Acting 4.4.3 Observing/Evaluating 4.4.4 Reflecting 4.5 Follow-up Action (if any) 4.6 Second Cycle (if any) 19

4.7 (as above) CHAPTER 5 CONCLUSION AND SUGGESTION 5.1 Conclusion 5.1.1 Achieved Performance vs. Expected Success Indicators 5.1.2 Current Finding vs. Pre-condition 5.2 Suggestion FINAL PART References Appendices 1. Lesson Implementation Plan and other Teaching and Learning Aids 2. Data on Students‟ Response on the Teaching and Learning Process 3. Data on Students‟ Motivation on the Teaching and Learning Process 4. Score Data of Students‟ Achievement: Cycle 1 and 2, and ... (if more than two cycles) Process 5. Questionnaire Form: Students‟ Response on the Teaching and Learning Process 6. Questionnaire Form: Students‟ Motivation on the Teaching and Learning Process 7. Observation Sheet 8. Other relevant Documents 9. Curriculum Vitae

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BRIEF EXPLANATION OF CLASSROOM ACTION RESEARCH FORMAT Keywords Keywords are words or very short phrases (in two to three words) that define your research or the content of your skripsi, with the purpose of catching the attention of prospective readers and also for typical search engines. A skripsi usually requires four to eight keywords. For example, if the title of your skripsi is “A pragmatics analysis of a teacher‟s code-switching in a bilingual classroom”, the possible keywords can be: code-switching, bilingual classroom, conversational functions, pragmatics, Indonesian-English, and bilingualism.

CHAPTER 1 Background of Problem In the background, you have to describe the urgency of the problem, which you think you can resolve through the classroom action research (CAR). Keep in mind that the background is a means to convince others that the problem under study is important from various viewpoints. Therefore, you need to express facts on how things really are and how a fact(s) can occur in the learning process.” That fact(s) must be related to problems that you have pointed out. Your explanation should be supported by evidence, derived from your observations as a classroom teacher. The evidence can be corroborated by the results of previous research (your own research or research of others; if any). It will be good, if you have the results of a survey or preliminary study to support the facts. This will further strengthen your argument about the urgency and significance of issues to be addressed through the proposed CAR. Statement of Problem The proposed issue to be addressed through classroom action research should be formulated in this section. Keep in mind that this should be clear and precise, because it is the problem statement (thesis statement) that serves as the „controlling factor‟ (focal point) of the research direction and reading materials or literature review. A good problem statement should answer these questions: 1. What is the problem? 2. Who has the problem or who is the client/customer? This should explain who needs the solution and who will decide the problem has been solved. 3. What form can the resolution be?

Research Objective Description of this section refers to the statement of problem(s), literature review, and hypothesis of action. Example: "This study aims at stimulating the students‟ learning participation and motivation in the activity of speaking English through the application of a CTL Approach to achieve better performance of English speaking.”

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Expected Success Indicator Referring to the objective of research, you should set some indicators of research success. These indicators are important to justify the findings; and how much success can be achieved. For example: 1. "Over 80% of students actively play a part in any monologue activities during the learning process”; 2. “Over 80% of students feel pleased with doing practical work— monologue.” 3. ...etc.

Research Significance This section contains reason(s) and the feasibility for studying the problem concerned, or the importance of research, especially for the development of science and practical knowledge (e.g. for teachers, students, education practitioners, etc.) or implementation of development in a broader sense.

CHAPTER 2 Literature Review This section describes briefly the theoretical basis you use in determining the alternative actions that could be used to solve the problems raised in your study. For this purpose, you should elaborate and review the various theories or literature, and the results of empirical studies or experiences (of teachers), which are relevant to the problem(s) under study. Hypothesis of Action In this section, you suggest ways/assumptions or alternative strategies to solve the research problem(s). In other words, this section is termed as the „hypothesis of action‟. Alternative solutions are proposed based on a strong conceptual foundation from the literature review (theoretical orientation).

CHAPTER 3 Research Setting This section contains the location of the school(s), the object(s) of research (e.g. language skills), research subjects (e.g. students, teachers), and research schedules. The location, subjects, objects, and schedule/cycle of the study should be clearly described, for example geographical location, physical structure, organizational structure, and atmosphere of the school environment. You must also describe the characteristics of students as the research subjects, and a brief description about the research objects. Then, you set up a proposed schedule/cycle of research based on agreements to be made with the school principal, teacher-partner, and supervisor(s). Determination of a research setting should be based on some following 22

considerations such as attractiveness, uniqueness, ease of access, and compliance with existing problems. Research Procedure In this section, you describe in brief the action research procedure such as PLAN, ACTION, OBSERVATION/EVALUATION, AND REFLECTION. Plan. Mention what preparation is made (such as diagnostic analysis to specify the problem and details of the causes of the problem(s)), tools needed to support the action, and others associated with the implementation of actions in the classroom. Preparations include determination of the action steps, preparation of learning scenario (details of corrective actions outlined in the RPP), evaluation sheets, assessment criteria, and procurement of equipment and other instruments as necessary. Action. Describe the action taken, action work scenario, measures and procedures that you will use (only for first cycle), as well as the form of learning activity. Observation/Evaluation. Describe the procedures for monitoring and evaluation of actions, including monitoring tools and evaluation forms. Reflection. Describe the procedures for analysis of the monitoring results and reflection of the action(s) taken and action plans for recycling (first cycle only). Research Instrument In this section, you describe the instruments used to collect research data, such as questionnaires, interview sheets, test sheets/evaluation, observation sheets, and other relevant equipments. Explain briefly the use of each instrument. Techniques of Data Collection In this section, you explain the data collection techniques used, such as participant observation, in-depth interviews, tests, questionnaires, and documentation. In addition, you must also explain the data collection tools, such as tape recorder as a tool for data recording, interviews or interaction data. If you use an observation method, you should note what is to be observed. Technique of Data Analysis In a classroom action research, you analyze the data from the beginning, in every aspect of research activities. You can analyze what is observed directly, such as the situation and atmosphere of the classroom, how a teacher teaches, teacher and student(s) relationship, the interaction between student(s) and student(s), and other important things during the process of teaching and learning. In the implementation of this type of research, there are two types of data, which can be collected: qualitative and quantitative data. The quantitative data are in the form of student learning outcomes (score/mark), and can be analyzed in percentage model, represented in table or graph. For example, find the mean value, the percentage of the successful performance(s), and others. The qualitative data are the data that contain

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information in the form of sentences (statements), which indicate a picture of student expression associated with the level of understanding of a subject (cognitive); views or attitudes of the students to learn a new method (affective); and activities of students in the classroom; attention, enthusiasm in learning, confidence, motivation to learn, and the like, which can be analyzed qualitatively.

CHAPTER 4 In this section (result and discussion) you describe the research result(s) as well as discussion per cycle. In each cycle, you illustrate the plan, the process of implementation of the plan (actions), observation and evaluation, and explanation of the action as well as overview of follow-up plan(s) (reflection). Plan In this part, you should describe the planned activities in detail and in chronological order, including the tools for learning and evaluation. Action Based on the above plan, you describe in detail the scenario (activities/actions/steps) in the learning process per session (40 minutes for elementary and junior high levels; 45 minutes for the senior secondary level). Note: your lesson plan (RPP) should be based on or in accordance with such scenario. Observation/Evaluation In this part, you have to explain the observation activity (done by you and observer) whilst the learning process takes place. In addition, you also present the results of evaluation or assessment (adjust your assessment with the assessment tool(s) you use) that you make at the end of the cycle. Observation and evaluation results are then analyzed and described in a descriptive manner. Reflection Here, you have to analyze and synthesize the results of all data interpretation/information obtained during the action and observation/evaluation (assessment) takes place. Any data and information recorded through observation should be studied and well understood. The information is then described and linked to each other, and compared with previous experiences. The findings must also be associated with a particular theory or results of other studies (before), so that conclusions can be drawn properly for further action. Follow-up Action Here, you must explain essential steps (actions) to do in the next cycle. These steps should be based on the evaluation and reflection of the previous cycle.

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CHAPTER 5 Conclusion Achieved Performance vs. Expected Success Indicators: Here, you expose the students‟ achieved performance in all cycles (may be in table or graph). You need to explain the content of the table(s) or graph(s) in a descriptive manner. Then, you also explain the comparison between the achieved performance and the expected success indicators. Current Findings vs. Pre-Condition: This section presents the results of your findings and initial conditions (before the study). For example, the initial conditions show that students are reluctant to practice English in school. A given treatment (current condition) shows that the students do not want to converse in English in school (outside of the classroom), but they start to use some English during the learning process. Because the initial state is expressed in the form of qualitative descriptions, so the findings must be described in the same format. Suggestion If you find that your study has shortcomings and limitations, you must clearly write up such weaknesses and inadequacies. Thus, those who will use your research results will know about the weaknesses and may be able to overcome these weaknesses. Those who want to further develop the results of this study should have enough information to base their research proposals. Suggestion should be based on your current research context; not on something beyond the actual context.

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FORMAT PENULISAN JUDUL DAN PARAGRAP Penulisan Judul Untuk memperoleh keseragaman dalam penulisan karya ilmiah yang diatur dengan panduan ini, berikut ini diuraikan format penulisan judul. Judul Bagian Depan ditulis dengan gaya penulisan semua huruf capital (12b) dan satu spasi. Bila terdiri atas beberapa baris, maka baris pertama paling panjang dan baris berikutnya lebih pendek serta ditulis dengan gaya di tengah-tengah. Contoh: DEVELOPING CRITICAL THINKING AND COLLABORATIVE LEARNING IN LANGUAGE INSTRUCTION

Penulisan Judul Bab Judul bab ditulis dengan gaya penulisan huruf pertama kapital kecuali article atau kata depan, dan ditulis 1.5 spasi. Contoh: CHAPTER 1 INTRODUCTION

CHAPTER 2 LITERATURE REVIEW

CHAPTER 3 RESEARCH DESIGN/METHODOLOGY

CHPATER 4 RESEARCH RESULT AND DISCUSSION

CHAPTER 5 CONCLUSION AND SUGGESTION

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Penulisan Judul Subbab dan Subsubbab Judul subbab juga ditulis dengan gaya penulisan huruf pertama setiap kata kapital (bold type) kecuali article atau kata depan. Sedangkan judul subsubbab ditulis dengan huruf italic bold type. Paragrap pertama dan paragraph berikutnya ditulis dalam bentuk indent style 7 ketukan (sekali tap). Contoh: Subbab pada Chapter 2 2.1

Goal of Course Syllabus Design (CSDD) The CSDD Workshop was designed, implemented, and taught or facilitated by

the author who received training in curriculum development through post graduate study (Doctoral Degree in Education Management in 2004) at The Teacher Training and Education Faculty (FKIP) of Syiah Kuala University ... The goal of the CSDD workshop is to train the junior teaching staff to design, develop, improve, and enhance the course syllabus of core subject matters covered within the curriculum of the English Study Program, FKIP Syiah Kuala University.

Contoh: Subsubbab pada Chapter 2 2.1.1 Method—Work Process The plenary session split into a general and a specific plenary. The general plenary was intended to make an appraisal of the conceptual work resulting from the work produced by the individual teams. The individual teams wrote up the first draft by focusing on the respective components of the syllabus design, which were then brought up to the plenary session for discussion and mutual agreement. As the first element was in agreement,…

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Top margin 4 cm

Double spaces and 5 enters

CHAPTER 1 Left margin 4 cm

INTRODUCTION

Right margin 2.5 cm

Double spaces and 3 x enters

1.1

Background of Problem Speaking is one of the most important skills to be learned by students of

English as a Foreign Language (EFL). ... of the ability to speak well is reflected in Bilash‟s (2009 p. 1) arguments. He says that ... Referring to the School-Based Curriculum (2006, p. 308), speaking is one of the four language ... before: 6 pt

1.2

Problem Formulation As decribed in the previous section that for the sake of making an effective

communication, one should practice ... 1.3

Research Objective The research aims at finding out if the use of Functional Planning Strategy will

improve the students‟ speaking performance to a KKM (Kriteria Ketuntasan Minimal= Minimum Completion Criteria) standard value. This will be ...

Bottom margin 3 cm

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Contoh halaman pertama Bab 2

CHAPTER 2 LITERATURE REVIEW

2.1

Goal of Course Syllabus Design (CSDD) The CSDD Workshop was designed, implemented, and taught or facilitated by

the author who received training in curriculum development through post graduate study at The Teacher Training and Education Faculty (FKIP) of Syiah .... 2.1.1 Method—Work Process

2 spaces + 6pt

The plenary session split into a general and a specific plenary. The general plenary was intended to make an appraisal of the conceptual work produced by the individual teams. The discussion focused on particular elements of… 2.1.1.1 General Procedure [normal type] mamammmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmm mmmmmmmm 2.1.1.1.1 Introduction [italic type] 2.1.1.1.2 mmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmm mmmmmmmmmmmm

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FORMAT PENGETIKAN Bahasa yang digunakan: Bahasa Inggris =ENGLISH Bahan, jenis huruf, dan spasi: Kertas HVS 80 gr, ukuran A4, warna putih. Jenis huruf yang digunakan adalah Times New Roman dengan ukuran huruf 12 point dengan 2 spasi untuk bagian teks. Jenis huruf yang sama juga digunakan untuk tabel, gambar/grafik tetapi dengan ukuran 11 point. Sedangkan ukuran huruf untuk penjelasan dalam gambar berukuran 9-10 point, sehingga gambar serasi dan jelas untuk dibaca. Format yang digunakan: Naskah diketik dengan tinta (catridge) hitam, font Times New Roman, 12 pt; Pengetikan 2 (dua) spasi pada satu muka; Margin dan halaman: ⇒ Margin atas: 4 cm (1.58 inci) dari tepi kertas ⇒ Margin kiri: 4 cm (1.58 inci) dari tepi kertas ⇒ Margin bawah: 3 cm (1.18 inci) dari tepi kertas ⇒ Margin kanan: 2.5 cm (1.18 inci) dari tepi kertas ⇒ Halaman ditulis di sebelah kanan bawah Sampul muka dan belakang: Sampul muka dan belakang dibuat dari karton manila atau yang sejenis, dengan motif polos, warna biru FKIP. Penjilidan:  Untuk naskah ujian, dijilid dalam bentuk soft-cover (bawah) pakai kartun manila warna biru FKIP; atas pakai plastik.  Yang telah diuji (lulus) dijilid dalam bentuk hard-cover; atas dan bawah senyawa, pakai kartun manila warna biru FKIP. Halaman:  Semua lampiran dibuat halaman sebagai berikut. Lampiran-1 (Appendix 1) diberi halaman 1.1; 1.2 dst.); Appendix 2 diberi halaman 2.1; 2.2 dst.)

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FORMAT PENULISAN DAFTAR PUSTAKA Secara umum format penulisan daftar pustaka adalah mengikuti kaidah dari APA (American Psychological Association), yaitu dengan ketentuan sebagai berikut:  Daftar pustaka ditulis dengan field berurutan sebagai berikut: i. Penulis ii. Tahun penulisan iii. Judul iv. Data Publikasi v. Nama kota penerbit vi. Nama penerbit  Penulisan daftar pustaka disusun berdasarkan urutan abjad nama keluarga penulis utama  Daftar Pustaka ditulis dengan 1 (satu) spasi, dengan hang indent sebesar 5 (lima) spasi. Catatan:  Bila pustaka berasal dari jurnal, maka judul ditulis dengan judul artikel, sedangkan nama penerbit ditulis dengan nama jurnal diikuti dengan edisi penerbitan dan halaman dari artikel tersebut;  Bila pustaka berasal dari sebuah artikel/bab yang tersusun dalam buku/prosiding, maka judul dituliskan dengan judul artikel/bab diikuti dengan judul buku/prosiding pustaka diikuti nama editornya. Contoh perujukan: Pengarang tunggal: Neumayer, E. (2003). Explaining the pattern of Aid Giving. London: Routledge Lebih dari satu buku/artikel dengan pengarang yang sama: Neumayer, E. (2003). Explaining the pattern of Aid Giving. London: Routledge. -------------. (2003a). Another title of the same author. London: Routledge. Pengarang lebih dari satu: Stuart, A., & Ord, K. (1994). Kendall’s advanced theory of atatistics, vol. 1. New York: Edward Arnold. Kernis, M. H., Cornell, D. P., Sun, C. R., Berry, A., Harlow, T., & Bach, J. S. (1993). There‟s more to self-esteem than whether it is high or low: The importance of stability of self-esteem. Journal of Personality and Social Psychology, 65, 1190-1204. Pengarang lebih dari tujuh: Miller, F. H., et al. (2009). Web site usability for the blind and low-vision user. Technical Communication, 57, 323-335.

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Artikel dari jurnal: Yasin, B. (2009). Developing critical thinking and collaborative learning in language instruction, Wacana Kependidikan, 10(2), 143-154. Abstrak artikel dari jurnal: Yusuf, Y. Q., Pillai, S., & Mohd. Ali, N.T.A. (2013). Speaking Acehnese in Malaysia [Abstract]. Language and Communication, 33(1), 50-60. Majalah: Mistaram. (2008, October). Wisudawan dengan nilai. Komunikasi, hal. 2. Informasi dari website/Internet: Landon, P. (2006). An introduction to inflow prevention, Pump and System, (Online), March 2006 (http://www.pump-zone.com/articles/An_Intro.pdf, accessed 9 Maret 2008) Artikel dalam website/Internet: Judy, G., & Therrien, K. (1993). The syllabus reevaluated: Creating a tool for effective learning”. About Teaching, 44. Retrieved June 29, 2008 from http://learn.quinnipiac.edu/teaching/betterteaching/seminars/documents/4.Sylla busrevisited-Green.pdf Buku manual yang diterbitkan institusi (jurusan): Prodi Bahasa Inggris. (2010). Pedoman penulisan proposal dan skripsi, FKIP Universitas Syiah Kuala., Darussalam. Buku dari suatu lembaga: Direktorat Pembinaan Penelitian dan Pengabdian kepada Masyarakat. (1994). Pegangan gaya penulisan, penyuntingan, dan penerbitan karya ilmiah. Jakarta: Depdikbud, Ditjen Dikti. Tugas sarjana, tesis dan disertasi yang tidak dipublikasikan: Yasin, B. (2004). Sistem informasi manajemen pendidikan: Studi pengembangan model sistem informasi manajemen bidang adminsitrasi akademik dan kemahasiswaan pada FKIP Unsyiah. (Unpublished doctoral dissertation). Universitas Negeri Malang Malang. Tugas sarjana, tesis dan disertasi yang dipublikasikan: Asyik. A. G. (1987). A contextual grammar of Acehnese sentences. (Doctoral dissertation). Retrieved February 4, 2014 from http://www.acehbooks.org/pdf/00402.pdf. (Order number: 8720237) Laporan penelitian yang pidak dipublikasikan: Yasin, B, dkk. (2009). Manajemen berbasis sekolah: Suatu strategi pembangunan kapasitas lembaga pendidikan yang akuntabel dan transparan menuju

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pendidikan berkualitas. (Laporan Penelitian). Banda Aceh: Lembaga Penelitian Universitas Syiah Kuala. Artikel dalam proceeding: Man, C. Y. (2007). An acoustical analysis of the vowels, diphthongs and tripthongs in Hakka Chinese. Proceedings from: The International Congress of Phonetic Sciences 2007 (ICPhS XVI), pp. 841-844. Saarbrücken, Germany. Retrieved June 17, 2010 from www.icphs2007.de/conference/Papers/1614/1614_extra_1.pdf Artikel dalam proceeding (dari CD-ROM): Astina, I. M, & Sato, H. (2003). State of the art on Thermodynamic Modeling for HFC refrigerants: The recent challenge to develop fundamental equations of state, Proceedings from: 4th Doctoral Conference Asia Pacific Rim Universities. National Autonomous University, Mexico. (CD-ROM). Artikel dalam buku berisi kumpulan artikel (ada editor): Fogel, J. (1994). Evolutionary programming in perspective: The top-down view. In J. M. Zurada, R. J. Marks II, & C. J. Robinson (Eds.), Computational intelligence imitating life (pp. 135-146). New York: IEEE Press. Perujukan dari buku yang telah diterjemahkan: Meriam, J. L., & L. G. Kraige. (1988). Mekanika Teknik – Statika, Jilid I, Versi SI, terjemahan Tony Mulia. Surabaya: Penerbit Erlangga. Perujukan dari makalah yang dipresentasikan: Yasin, B. (2009). Creating an integrated English language teaching model for intermediate level of English learners. Paper presented at Lustrum Ke-2 dan Ulang Tahun ke-47 FKIP Unsyiah, 21-23 Desember, 2009. Banda Aceh, Indonesia. Perujukan artikel atau informasi dari koran: Gani, S. (2010, 27 Februari). Pendidikan Aceh semakin rontok, Serambi Indonesia, hal. 22. Schultz, S. (2005, December 28). Calls made to strengthen state energy policies. The Country Today, pp. 1A-2A. Television broadcast: Important, I. M. (Producer). (1990, November 1). The nightly news hour [Television broadcast]. New York, NY: Central Broadcasting Service. A television series: Bellisario, D. L. (Producer). (1992). Exciting action show [Television series]. Hollywood: American Broadcasting Company.

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Music recording: Taupin, B. (1975). Someone saved my life tonight [Recorded by Elton John]. On Captain fantastic and the brown dirt cowboy [CD]. London, England: Big Pig Music Limited. Motion picture: Smith, J. D. (Producer), & Smithee, A. F. (Director). (2001). Really big disaster movie [Motion picture]. United States: Paramount Pictures. Blog Dean, J. (2008, May 7). When the self emerges: Is that me in the mirror? [Blog]. Retrieved February 4, 2014 from http://www.spring.org.uk/the1sttransport YouTube Jessica, D. [Dorothy Jessica]. (2013, February 13). Malaysian English - The most colourful English in the world [Video file]. Retrieved February 4, 2012 from http://www.youtube.com/watch?v=IsaJ7OPUomc Computer Software/Downloaded Software Boersma, P., & Weenink, D. (2007). PRAAT: Doing phonetics by computer (Version 4.6.12) [Software]. Retrieved July 27, 2007 from http://www.praat.org/ Online lecture notes and presentation slides Roberts, K. F. (1998). Federal regulations of chemicals in the environment [PowerPoint slides]. Retrieved February 4, 2014 from http://siri.uvm.edu/ppt/40hrenv/index.html Interviews, email, and other personal communication No personal communication is included in your reference list; instead, parenthetically cite the communicator's name, the phrase “personal communication,” and the date of the communication in your main text only: (E. Robbins, personal communication, January 4, 2001). A. P. Smith also claimed that many of her students had difficulties with APA style (personal communication, November 3, 2002).

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FORMAT PENULISAN TABLES/FIGURES Tabel dibuat dalam bentuk sebagai berikut: 4.1.1 Higher Level Quality School: West Aceh Table 4.1 below illustrates the number of teachers according to their respective subjects and qualifications—higher level quality school. Tabel 4.1 Teacher-Pupil Ratio No.

School Name

No. of Teachers

No. of Pupils

Ratio PupilTeacher

1

SDN Percontohan

30

499

16,6

2

SDN 3 Meulaboh

16

241

15,1

3

SDN 10 Meulaboh

15

193

12,9

4

SDN 14 Meulaboh

23

462

20,1

5

MIN Peureumeue

16

228

14,3

6

MIN Meulaboh*

47

546

11,6

7

MIN Drien Rampak

43

1.164

27,1

Totals

190

3.333

Averages

27

476

17,5

Catatan: 1. Deskripsi/keterangan tabel ditulis pada bagian atas dari tabel dan berjarak 1(satu) spasi dari tabel, dengan penomoran mengikuti bab. Dengan demikian, untuk setiap bab nomor tabelnya dimulai dari nomor 1. Misalnya Tabel 1.1 berarti tabel tersebut adalah tabel pertama pada bab 1. Tabel 2.3 berarti tabel tersebut adalah tabel ketiga pada bab 2. 2. Bentuk tabel variatif, tetapi tepat, jelas, dan mudah diinterpretasi. 3. Ukuran tulisan dalam tabel 10 pt. Format penulisan gambar/grafik dapat dilihat pada contoh berikut:

45,5

0,7 negatif

cenderung negatif

52,5

cenderung positif

1,3 positif

Figure 4.1 Students’ Attitude toward English Lessons

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Catatan: Deskripsi/keterangan gambar dan/atau grafik diketik pada bagian bawah dari gambar/grafik/diagram, dan berjarak 1 spasi dari badan gambar, dengan penomoran mengikuti bab. Dengan demikian, untuk setiap bab nomor grafiknya dimulai dari nomor 1. Misalnya Figure 1.1 berarti grafik tersebut adalah grafik pertama pada bab 1. Figure 2.3 berarti grafik tersebut adalah grafik ketiga pada bab 2.

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FORMAT PENULISAN KUTIPAN Contoh: Kutipan langsung di luar paragraph (1 spasi; inden kiri-kanan 5 ketukan dan diketik huruf miring) Such an idea has been discussed by Ling (1995, p. 32), which is reflected in her statement as follows: In the current era, the 1990s, which is distinguished by a dominant economic rationalist agenda and the market economy of schooling, there is a demand for new approaches to be taken to organization and administration of the education system and to the policy construction process which results in the setting of a direction for that system. Contoh: Kutipan langsung bahasa asli (mis. Bahasa Indonesia) di luar paragraph (1 spasi; inden kiri-kanan 5 ketukan dan diketik huruf biasa dan tejemahannya diketik di dalam kurung huruf miring) Such an idea has been discussed by Nurhadi, Yasin, and Senduk (2003, p. 45), which is reflected in the following statement. CTL merupakan suatu proses pendidikan yang bertujuan membantu siswa melihat makna yang terkandung dalam bahan pelajaran dengan konteks kehidupan sehari-hari, yaitu dengan konteks lingkungan pribadinya, sosialnya dan budayanya. Untuk mencapai tujuan tersebut sistem CTL menuntun siswa melalui delapan komponen utama: melakukan hubungan yang bermakna, melakukan pekerjaan yang berarti, mengatur cara belajar sendiri, bekerja sama, berfikir kritis dan kreatif, memelihara hubungan pribadi siswa, mencapai standar yang tinggi serta menggunakan penilaian otentik. (Translation: CTL is an educational process that aims to help students see meaning in the academic subject within the context of their daily lives, that is, within the context of their personal, social, and cultural circumstances. To achieve this aim, the CTL system encompasses the following linked eight components: making meaningful connections, doing significant work, self-regulated learning, collaborating, critical and creative thinking, nurturing the individual, reaching high standards, and using authentic assessments. Contoh: Kutipan langsung di dalam paragrap (tidak lebih dari tiga baris dan diketik huruf miring), dan halaman buku yang dikutip ditulis di akhir kutipan. Kallaus and Keeling (1992) argue that in order to achieve organizational efficiency, an organization should empower specialization. This argument is inferred

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in their statement as follows, “The more specialized the work assigned to individuals within the limits of human tolerance, the greater the opportunity for efficient performance” (p. 35). Contoh penulisan nama pengarang di luar tanda kurung: Kallaus and Keeling (1992, p. 35) said that “the more specialized the work assigned to individuals within the limits of human tolerance, the greater the opportunity for efficient performance”. Contoh penulisan nama pengarang di dalam tanda kurung: When work is assigned to an individual within his limit, then there is a greater chance for him to perform at his best (Kallaus & Keeling, 1992). *Perbedaan keduanya terletak pada penulisan “and” dan “&”.

SERBA-SERBI Contoh parafrasa dan ringkasan Original Version [Ozagac, 2004, p. 15] A new theory suggests that medicine could be bad for your health, which should at least come as good news to people who cannot afford to buy expensive medicine. However, it is a blow to the medicine industry, and an even bigger blow to our confidence in the progress of science. This new theory argues that healing is at our fingertips: we can be healthy by doing Reiki on a regular basis. Paraphrase Version [Yasin, Burhan, 2009] According to recent findings, medical treatment might adversely affect ones physical condition and so it is suggested that it would be better to maintain our health through meditation such as in Reiki. This discovery has caused serious concern amongst the medical profession and the medical sciences. Conversely, the news is delightful for the impecunious/poor (Ozagac, 2004, p. 15). Summary Version [Yasin, Burhan, 2009] Meditation has been scientifically found to give better release from many kinds of disease than medication. This is a serious concern for both the medical profession and for the advancement of science; but it is helpful for the impecunious/poor (Ozagac, 2004, p. 15).

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Example of CURRICULUM VITAE

1. 2. 3. 4. 5. 6. 7.

Name Date/Place of Birth Gender Religion Nationality Status Address

8. 9.

Occupation Parents a. Name of Father b. Name of Mother c. Father‟s occupation d. Mother‟s occupation e. Address of parents

10. Education a. Elementary b. Junior High c. Senior High d. University

: : : : : : :

Fatima Amna Hasan June 12, 1993/Banda Aceh Female Islam Indonesian Single Jalan Bayeun No. 24, Dusun Sederhana, Darussalam, Banda Aceh 23111, Indonesia : Student : Hasan Saleh : Khatijah Abdul : Civil Servant in PLN (Perusahaan Listrik Negara) : House wife : Jalan Bayeun No. 24, Dusun Sederhana, Darussalam, Banda Aceh 23111, Indonesia : SDN 69, Darussalam, Banda Aceh : SMPN 13, Darussalamm Banda Aceh : SMAN 3, Lamprit, Banda Aceh : Study Program of English Education, Faculty of Teacher Training and Education, University of Syiah Kuala, Banda Aceh

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References APA Style. Retrieved February 4, 2012 from http://www.apastyle.org/ APA Style. Retrieved February 4, 2014 from https://owl.english.purdue.edu/owl/section/2/10/ Basrowi & Suwandi. (2008). Memahami penelitian kualitatif. Jakarta: Rineka Cipta. Retrieved February 4, 2014 from http://www.jpsimbulan.net/tag/sample-thesisformat/ Borg, R. W., & Gall, D. M. (1982). Educational research: An introduction (4th ed). New York: Longman Brannen, J. (1993). Mixing methods: Qualitative and quantitative research. England: Avebury Ashgate Publishing Limited. Cambell, D., & Campbell, M. (1996). The student’s guide to doing research on the Internet. Canada: Addison-Wesley Publishing Company. Cohen, L., Manion, L., Morrison, K. (2007). Research methods in education (6th ed.). London: Routledge. Cozby, P.C. (2004). Methods in behavioral research (8th ed.). London: Meyfield Publishing Company. Creswell, J.W. (2003). Research design: Qualitative, quantitative, and mixed method approaches. California: Sage Publications, Inc. Buku Pedoman Penulisan Skripsi. (2012). Banda Aceh: FKIP Unsyiah. Departemen Pendidikan Nasional, Ditjen Pendidikan Dasar dan Menengah, Direktorat Sekolah Lanjutan Tingkat Pertama. (2001). Pedoman teknis pelaksanaan classroom action research. Jakarta: Proyek PPM-SLTP Pusat Jakarta. Descriptive Research Design. Retrieved Fabruary 4, 2014 from http://www.experiment-resources.com/descriptive-research-design.html Hopkins, D. (1993). A teacher’s guide to classroom research (2nd ed.). Philadelphia: Open University Press. Kerlinger, F. N. (1973). Foundation of behavioral research (2nd ed.). New York: Holt Rinehart and Winston, Inc. Masterpapers.com. Retrieved February 4, 2014 from http://www.masterpapers.com/blog/thesis-writing-guide/thesis-format/ Muijs, D. (2004). Doing quantitative research in education with SPSS. London: Thousand Oaks. McNiff, J. (1992). Action research: Principles and practice. New York: Routledge, Chapman and Hall, Inc. McTaggart, R. (1993). Action research: A short modern history. Geelong: Victoria Deakin University Press. 40

Soejono & Abdurrahman. (1999). Metode penelitian: Suatu pemikiran dan penerapan. Jakarta: PT. Rineka Cipta. Types of Research Design. Retrieved February 4, 2014 from http://www.experimentresources.com/research-designs.html#ixzz0inCoQI56. Yasin, B. (1999). Beberapa teori dasar penelitian tindakan kelas: Pedoman pelaksanaan penelitian tindakan kelas. Banda Aceh: Proyek PPM-SLTP Kanwil Depdiknas Kantor Wilayah Provinsi Daerah Istimewa Aceh.

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STANDARD OPERASIONAL PROCEDURE (A BRIEF GUIDE TO WRITING A SKRIPSI)

CLASSROOM ACTION RESEARCH Study Program of English Education Faculty of Teacher Training and Education Syiah Kuala University

Valid from 01 August 2014 to 01 August 2017

STUDY PROGRAM OF ENGLISH EDUCATION FACULTY OF TEACHER TRAINING AND EDUCATION

SYIAH KUALA UNIVERSITY DARUSSALAM—BANDA ACEH 2014

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