INTRODUCTION TO THESIS WRITING

REPORT OF ASSIGNMENT

LITERATURE REVIEW

DisusunOleh :

Medipra Lestari (321610104)

Nadia Fitria (321610104)

RaminaWati (321610101)

YuniHartati (321610085)

Kelas : B Sore

Program Studi Pendidikan Bahasa Inggris

INSTITUT KEGURUAN DAN ILMU PENDIDIKAN

PERSATUAN GURU REPUBLIK INDONESIA

PONTIANAK

2019
CHAPTER III METHODOLOGY
Writing methodology of the study
To understand methodology, the students in groups should choose a thesis from the
library and bring it to the class to be examined.
Title of thesis :Improving students’ reading comprehension by using know-want to
know learned (K-W-L) A classroom Action Research to the tenth grade students of
SMA Negeri 6 Pontianak in the Academic Year of 2014/2015.
Methodology should consist these important things:
1. Research design (form, method, procedures)
The form of this research was a class room action research.The procedure of
classroom action research includes four stages:planning,acting,observing and reflecting.

2. Population and Sample (characteristics of the research site - qualitative)

The researcher conducted this research in SMA Negeri 6 Pontianak in X IPA
4.The student in X IPA 4 class face some problems in reading activity,especially in
conprehending the text.

3. Data collection (techniques / tools, and validity of the techniques / tools)

technique of collecting data the researcher used observation and measurement
technique in this research.the observation technique is used to analyze the students
attitude in process of teaching learning.the measurement technique is used to measure
the student achievement in reading comprehension.Tool of collecting data used
observation checklist,field note and reading test.

4. Research Procedures.
The prosedure of doing classroom action research in this research described
as,planning,acting,observing and reflecting.

5. Techniques of Data Analysis.

Analysis data from observation checklist and field note,analysis data from
reading test.
A guideline to conduct the analysis
No Aspect Note
1 Citations
a. Do the citations listed in the for the citation in the
bibliography and in the other way thesis are listed and it is
around? written based on the
guideline from buku
pedoman operasional
IKIP PGRI
PONTIANAK.
According to Dawson
(2002), field notes can be
defined as the practicle
details about the evens....
b. Do the format of the citations Yes. use indirect
following bukupedomanoperasional citation.
IKIP-PGRI Pontianak? According to koshy
(2005:98) claimed
observation is “a natural
process-we observe
people and incidents all
the time....
c. Do the data of the authors stated in Yes,the citation is in
the citations are in accordance with accordance with the
the data of the authors in the authors data.
bibliography? According to Dawson
(2002), field notes can be
defined as the practicle
details about the evens
2 Linguistic features
a. Does the text use proper nouns or Yes,which is According
reporting verbs to communicate to.
information or supporting theories? 1. According to Dawson
(2002,field notes can
be defined as the
practical details about
the events,times,dates
and places.....
b. Does the text use mental verbs, Yes ,which is assumed.
modalities to convey the writer’s 1. Mcniff and
ideas or arguments? whitehead (2004:15)
assumed that
“classroom action
research is kind of
self-reflective
practice that
undertaken by....
c. Does the text use nominalization or is not used in this thesis
passive form to convey the writer’s chapter III.
ideas or arguments objectively?
d. Does the grammar and mechanics yes, the chosen in
used in the text contribute to grammar frpm the text
meaning? Making the text easily makes it easier to read by
read by the readers? reader, using present
simple tense and past
continous tense

3 Organization
a. Does the text use cohesive devices
that helps the writer to organize the The text not use cohesive
text? device to help the writer
 b. Do the cohesive devices used build
cohesiveness of the text?
Provide examples or evidence of each
aspect identified in the text.

1 Writing findings and discussion chapter IV

Findings and discussion should consist these important things:

1. Descriptions of Data
The research findings used qualitative dan quantitative data

2. Analysis of Data (Descriptive, inferential statistics)

1. In qualitative data :
Cycle one (Wednesday, 28th Januari, 2015)
a). Planning Stage
The researcher made plans based on syllabus, teaching material, teacjing media, with
instrument observation checklist and field note.
b). Acting Stage
The researcher applied the Know-Want to know-Learned technique in the classroom.
c). Observation Stage
The collaborator observed activities that happened in the classroom.

d). Reflecting Stage

The resercher and collaborator discussed about to make evaluation.Cycle Two
a). Planning Stage
The researcher made again abaout the lesson plan and prepared to make some
group consist of three student in one group and the resercher changed their group
formation based on their score from cycle one.
b). Acting Stage
The researcher applied the Know-Want to know-Learned technique in the
classroom. The students’ responded in cycle two was better than in cycle one, butt
some student stilll did not undersatnd how to use Know-Want to know-Learned in
reading comprehension especially on narrative text.
 c). Observation Stage
Based on observation during teaching and learning process in cycle two,the
planned that the researcher made in action still did not run well.
d). Reflecting Stage
Based on the result fro observation checklist and filed note showed then, some
of students interested about The researcher applied the Know-Want to know-
Learned technique in the classroom.

Cycle three
a). Planning Stage
The researcher made plans, teaching media anad teaching material for
collecting data. The researcher used them for process of teaching leqrning in the
classroom.
b). Acting Stage
The students’ responded in cycle three was very good.
c). Observing Stage
The resercher anad his collaborator did not necerssary to do the next cycle.
d). Reflecting Stage
The students interested and they were more active than before and also they
were responsitive in group discussion.

2. Qualitative data
The first sycle scrore was 56.08, which categories as poor. For the second
cycle, there was improvement of student score that could be seen in the chart which
the means score raised up to 64.05. The third cycle goood result was 73.24.

3. Discussion (Brief summary of the findings. Relate it to the theories discussed in the
literature review and previous studies. Add limitations when necessary)
Research discussion
In qualitatitve data in cycle one first meeting no interest, for second meeting the
researher made some groups consist of two students in each group some students were
interest but some students still dificult to understand how to use Know-Want to know-
Learned (K-W-L). Some students also can determine the five aspects of reading
comprehension such as determine the main idea, supporting detail, reference and vocabulary
on narrative text.
In quantitative data showed good result, based on reading test, the student had a
good responsive in their reading comprehension improvement.
3. Discussion (Brief summary of the findings. Relate it to the theories discussed in the
literature review and previous studies.Add limitations when necessary)

A guideline to conduct the analysis

No Aspect Note
1 Citations
A. Do the citations listed in the a. Yes, the citations
bibliography and in the other way listed in the
around? bibliography
B. Do the format of the citations b. Yes, the format of
following buku pedoman the citations
operasional IKIP-PGRI Pontianak? following buku
C. Do the data of the authors stated in pedoman
the citations are in accordance with operasional IKIP-
the data of the authors in the PGRI Pontianak
bibliography? c. Yes
2 Linguistic features
A. Does the text use proper nouns or a. Is not used
reporting verbs to communicate reporting verbs
information or supporting theories?
B. Does the text use mental verbs, b. Is not used mental
modalities to convey the writer’s verbs
ideas or arguments?
C. Does the text use nominalization or c. Is not used
passive form to convey the writer’s passive form
ideas or arguments objectively?
D. Does the grammar and mechanics d. Yes, but needs
used in the text contribute to three more to
meaning? Making the text easily read.
read by the readers?
3 Organization The text not use cohesive
A. Does the text use cohesive devices device to help the writer.
that helps the writer to organize the
text?
B. Do the cohesive devices used build
cohesiveness of the text?
Provide examples or evidence of each
aspect identified in the text.
ASSIGNMENT Chapter V.

. Conclusion and Suggestions (Chapter 5 only)

Task – Analyzing a thesis

1. In groups, see if the elements above available in the findings and discussion?
2. Does the findings and discussion written properly and ethically? Mentions the
strength and weaknesses of the findings and discussion!
Title of thesis :Improving students’ reading comprehension by using know-want to
know learned (K-W-L) A classroom Action Research to the tenth grade students of
SMA Negeri 6 Pontianak in the Academic Year of 2014/2015.
a. Conclusion.
Based on the discusion of the previous chapter,the researcher discribed there
were improvement in students behavior during teaching and learning process.
b. Suggestion
1) Suggestion for teacher.
The teacher can apply know want to know learned (KWL) technique as
technique to make student to comprehend the text easier.
2) The future study/ future research.
The researcher hopes,the other researcher can carry out the further research in
order to get better result in this research.

A guideline to conduct the analysis

No Aspect Note
1 Citations
A. Do the citations listed in the
bibliography and in the other way
around?
B. Do the format of the citations
following bukupedomanoperasional
IKIP-PGRI Pontianak?
C. Do the data of the authors stated in
the citations are in accordance with
the data of the authors in the
 bibliography?
2 Linguistic features
A. Does the text use proper nouns or is not used in this thesis
reporting verbs to communicate chapter V
information or supporting theories?
B. Does the text use mental verbs, yes which is, can .in this
modalities to convey the writer’s sentence ‘...can guide
ideas or arguments? them to work in group
C. Does the text use nominalization or discussion when they are
passive form to convey the writer’s to solve problems...’
ideas or arguments objectively?
D. Does the grammar and mechanics yes, the chosen in
used in the text contribute to grammar frpm the text
meaning? Making the text easily makes it easier to read by
read by the readers? reader, using present
simple tense and past
continous tense.
3 Organization
A. Does the text use cohesive devices
that helps the writer to organize the The text not use cohesive
text? device to help the writer
B. Do the cohesive devices used build
cohesiveness of the text?
Provide examples or evidence of each
aspect identified in the text.