PENGAJUAN JUDUL

“ABILITY TO READ UNDERSTANDING USING DISCOURSE SCRAMBLE

TEHNIQUES OF SD N 149 MERANGIN”
“THE EFFECT OF WRITTEN RETELLING TECHNIQUE ON STUDENTS READING
COMPREHENSION ACROSS PERSONALITY LEARNING STYLES”
“A STUDY OF STRATEGIES TO IMPROVE SPEAKING SKILLS USING THE ROLE-
PLAY METHOD”

Arranged by :

Putri Ganda Arum

(20020311019)

Lecturer : Herysa Oktawati, S. Pd, M.Pd

ENGLISH EDUCATION PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MERANGIN
BANGKO
2023
Perihal : Surat permohonan pengajuan judul skripsi
Lampiran : Pengajuan judul skripsi
Kepada Yth, Ketua Program Studi Pendidikan Bahasa Inggris
UNIVERSITAS MERANGIN
Di Bangko

Saya yang bertanda tangan dibawah ini :

Nama : Putri Ganda Arum
NPM : 20020311019
Program Studi : Pendidikan Bahasa Inggris
No Hp : 082279074774

Dengan ini mengajukan judul skripsi sebagai berikut :

1. Ability To Read Understanding Using Discourse Scramble Tehnique Of
SD 149 MERANGIN
2. The Effect Of Written Retelling Tehnique On Students Reading
Comprehension Across Personality Learning Styles
3. A Study Of Strategies To Improve Speaking Skills Using The Role-Play
Method

Sebagai pertimbangan bagi bapak dan ibu saya melampirkan latar belakang dan referensi
untuk judul-judul diatas. Harapan saya kirannya ketua program studi program pendidikan bahasa
inggris berkenan untuk menyutujui dan menentukan dosen pembimbing dalam penyusunan
skripsi.

Demikian permohonan saya, atas perhatiannya saya ucapkan terima kasih.

Bangko, 28 Agustus 2023

Mengetahui Pemohon
Dosen Pembimbing Mahasiswa

Herysa Oktawati, S. Pd, M.Pd Putri Ganda Arum

Title:

ABILITY TO READ UNDERSTANDING USING DISCOURSE SCRAMBLE

TEHNIQUES OF SD N 149 MERANGIN

Background :

Reading is one of the most important things in life. Reading is important because it is
done in various activities. Humans are needed to support each of these activities. In the era of the
development of science and technology,growing up so fast, human life feels big this is closely
related to reading activities. information received every day. Almost everything is told to people
through the media in printed, electronic, oral or written form. this requires understanding to
understand it. become a reading activity. Basic human needs such as eating and drinking. A
person's reading ability can be acquired or practiced through education. In the world of
education, especially in elementary schools, reading is one of the main aspects of education in
indonesia. Reading is a productive activity for humans.
Reading comprehension is one of the most important activities to obtain knowledge,
information, or simply get entertainment. Reading comprehension is important education
community. But the child who doesn't understand the importance of learning to read is not
motivation to learn. to learn reading is a continuous effort and it is children who see high reading
scores in personal activities make them more active in learning compared with children who had
no effective reading activities.
In addition, with extensive reading and diverse reading materials, student reading makes
students more open to additional information enriches his words and collections of words and his
insights and knowledge experience.
This can be seen from the results of the pre-behavioral test reported by the researcher at
the time of observation. More participants appear less active students.
According to Burns (in Haryadi, 1996:32) there are four language skills, namely
listening, speaking, reading and writing skills.
Spobek and Surasco (in Ahmad Rofi'udin and Darmayati Zuchdi, 2001: 8), reading is a
process of obtaining meaning from printed matter. Reading is not only an active activity but also
a means of obtaining meaning.
In line with this, the client (in Farida Rahim, 2008: 3) suggests that the definition of
reading includes (1) reading is a process, (2) reading is strategic, and (3) reading is interactive.
The definition of scramble itself is borrowed from English which means "fighting or
fighting". This scramble technique is used for a kind of children's game, which is practice.
Development and improvement of insight into vocabulary selection, by competing to form
vocabularies from existing letters. The main goal is basically the same, namely inviting students
to practice composing something so that something becomes meaningful.
References :

Andiani, Sural Reski and Asdar and Muhammad Yunus. 2020. “Increasing Of Reading
Comprehansion Skill Thourgh Scramble Method In Class IV Students SD NUSA HARAPAN
PERMAI MAKASSAR” In Journal of Education, Language Teaching and Science volume 2.
University Bosowa Makassar Faculty of teacher training and education.

Elisabeth, Rohani Lasma. 2020. “improving reading comprehension skills using the discourse
scramble learning model in class IV SDV Mengkubumen kulon No. 83 Surakarta for the
2019/2020 academic year” In Journal skills, reading comprehension, scramble. UNS-FKIP,
Elementary school teacher education study program - k7116099-2020.

Irwan, I. 2019.” Improving Reading Comprehension Ability Using Discourse Scramble

Technique in Class IX-3 Students of SMP Negeri 10 Bantimurung Odd Semester 2019/2020
Academic Year” . Journal of Idiomatic: Journal of Indonesian Language and Literature
Education, 2(2), 66-74. Taken from
https://ejournals.umma.ac.id/index.php/idiomatik/article/view/393.

Putri, A. R., Ardianti, S. D., & Ermawati, D. (2022). Model Scramble Untuk Meningkatkan
Kemampuan Membaca Pemahaman Siswa . Jurnal Educatio FKIP UNMA, 8(3), 1192–1199.
https://doi.org/10.31949/educatio.v8i3.3162.
Title :

THE EFFECT OF WRITTEN RETELLING TECHNIQUE ON STUDENTS READING

COMPREHENSION ACROSS PERSONALITY LEARNING STYLES

Backround :

The availability of printed and unprinted written texts nowadays manifests the way
humans think and actindaily life. This implies the needs forreading ability in order to be ableto
interpret and grasp the meaningof the texts(Glenberg, 2011). Students and practitioners,
particularly, cannot be separated from reading both primary and secondary sources such
astextbooks, research reports, or journal articles to construct knowledge, share understandings,
ideas, and feelings withothers, and develop new in sights and perceptions(Sulistyo, 2011:20).
Consequently, reading should be prioritized excessively by academicians since it is
apivotal skill to achieve academic purposes (Saville&Troike, 2005: 136). The variety
ofreading reasons aforementioned shows that reading is very influential for academician
activities. Education for All(EFA)global monitoring report team calculation reveals that
171million students in low income can escape from poverty after having basic reading
skills which would decrease 12% of world poverty(UNESCO, 2014: 13). The report shows that
reading constitutes a paramount implication in students’ further life to gain better prosperity.
Pertinent to academic context in Indonesia, readingis commonly taught from lowe
rsecondary schoolto tertiary level (UNESCO-IBE, 2011). Teaching reading in Indonesia can be
categorized asimproving reading comprehension; it is considered to be the core ofteaching
and learning reading process since the aimsare related to in creasing learners’
skills(Cahyono&Widiati, 2011: 49). As a matter of fact, in English as a foreign language (EFL)
learning context, nowadays, it can be seen that authentic input for reading in the forms of both
electronic and non-electronic texts can be accessed and gained easily from the internetand
library. Logically, the widespread of inpu tthrough reading will determine students’success
inlearning English(Dulay, Bur,&Krashen, 1982: 13).
In other words, the extra ordinary quantity and qualityof written texts may enhance
students’ reading abilities massively. Conversely, a large number of reading texts show the
idiosyn crasy of reading habit in Indonesia (Ministry of Education and Culture, 2012). In this
case, students do not develop and enrich their insight even though there are many authentic input
texts surrounding them. Iftanti (2012)in her study knowledged that few students have passion to
read various English written texts regularly and spend four hours or more every dayfor
reading. Asaconsequence, teachers should maximize reading activities in classrooms, teach the
students reading techniques,andgive adequate reading assignments.Educational institution sneed
towork on prepare human resources of high quality, especiallyin terms of reading proficiency,so
students can compete with other countries professionally.To deal with future challenges, a
plausible reading technique is needed in EFL reading activities to improve students’ reading
comprehension because nowadays teaching reading comprehension in the classroom come only
involvestesting reading comprehension whereas reading assessment must be commensurate with
providing the teachingo freading techniquein classroom (Block, Gambrell and Pressley, 2002).
Therefore, bringing students and textstogether in reading techniques that will be utilized in pre-
reading, whilst-reading and post-readingshould consider reading objectives(Brown, 2007:363),so
that basic competencesfor lower and upper secondary schoolsin EFL can bewell attained.
Concerning the development of instructional phases e.g., pre-reading, whilst-reading, and post-
reading, theactivities made by teacher should be relevantto students’ learning activities (Cahyono
and Widiati, 2011: 57),so thatteaching and learning reading processes in the classroom can boos
tstudents’ reading achievement properly, especially reading comprehension
(Kazemi,Hosseini, &Kohandani, 2013).

References :

Ahaour, T.,& Haradasht, P.N. 2014. The Comparative Effect of Using Competitive and
Cooperative Learning on the Reading Comprehension of Introvert and Extrovert
EFLlearners.Advances in Language and Literacy Studies. 5 (4): 2263-4714.

Amiri, B.M.,& Granbari, E. 2014.The Comparative Effect ofStory Retelling and

RolePlaying on EFL Learners’ Vocabulary and Reading
Comprehension.InternationalJournal of Language Learning and Applied Linguistics. 6 (3): 385-
399.

Block,C.C., Gambrell,B.L.,& Pressley, M. 2002.ImprovingComprehension Instruction.San

Fransisco: Jossey Bass

Brown, H.D. 2007. Teaching by Principles: An Interactive Approach to Language Approachto

Language Pedagogy. New York: Pearson Education, Inc.

Burruss, J.D.,&Kaenzig, L. 1999.Introversion: The Often Forgotten FactorImpacting theGifted.

(Online),http://cfge.wm.edu/documents/Introversion.html,retrievedon February22, 2015.

Cahyono, B. Y.,& Widiati, U. 2011. The Teaching of English as a Foreign Language

inIndonesia. Malang: UM Press.

Cohen, L, Krustedt, R.,& May, M. 2009. Fluency, Text Structure, and Retelling: A
ComplexRelationship.Reading Horizon. 49 (2): 101-124.Cohen, A.D., Oxford, R.L.,& Chi,
J.C. 2001.Learning Style Survey.(Online),http://carla.acad.umn.edu/profiles/Cohen-
profile.html,retrievedon February 22, 2015.Cohen, A.D.,& Weaver, S.J. 2005.Styles and
Strategies-Based Instruction:A Teachers’Guide. Minneapolis: UniversityofMinnesota

Title :
A STUDY OF STRATEGIES TO IMPROVE SPEAKING SKILLS USING THE ROLE-
PLAY METHOD

Backround:

Language is a very important tool in the lives of children, as language to communicate

with others. It is also very important in order to enable students to communicate effectively
through oral language because the disability of the students to speak may lead them to be unable
to express their ideas even in a simple form of conversation. Learning a language means using it
in communication in oral or written form, and being able to express feeling, thoughts, and
experiences in various contexts. English as a foreign language in Indonesia taught at Junior High
school as a compulsory subject. The implementation of English teaching at present based on the
Content Standard. Its target is to have the students reach an informational level of literacy. It
means that the students expected to be able to access knowledge by using English. The students
of English Department in University of PasirPengaraian have learnt many English subjects. One
of them is speaking. Speaking subject is decided into three levels; speaking I, speaking II,
speaking III and Speaking IV. All speaking levels are intended to encourage the students to
practice the language that they have already known. Sometimes when they want to state their
ideas, it is not easy for them to utter in the correct words of the language. Moreover, if speakers
do not know how to use its structure, vocabulary, and pronunciation in their speaking,
misunderstanding will happen Brown and Yole in Hormailis (2003:5) supports this viewpoint
that “one needs to master rules of speaking, usage of vocabulary and pronunciation”. In addition,
Haris (1981:81) defines speaking as a complex skill requiring the simultaneous use of different
abilities. Five components were generally recognized in speaking. They were pronunciation,
grammar, vocabulary, fluency and comprehension.
Then, there are some objectives of speaking II based on curriculum and syllabus in
English study program. First, the students are expected to be able to develop their fluency and
confidence in speaking activity. Second, they enjoy learning English by providing variety
activities that is given by the lecturer. Third, the students can express their own views clearly and
regularly. However, in classroom, most of the students do not use English, as Syllabus required.
They are not self-confident to say what they want to say something important expected in the
subject. As explained above, speaking is a complex skill. In oral communication, in terms of
speaking skill, most of people face some problems. They cannot speak clearly because their skill
in using some accurate components, such as pronunciation, grammar, vocabulary, fluency and
the like. Furthermore, some of students of English Study Program in University of
PasirPengaraian still get difficulties to apply this language in classroom. In this case, the variety
of technique and strategy in teaching speaking in the classroom are needed. Dealing with the
problem stated in the description above, the researcher conducted this research in order to know
how good is the skill of the second Semester students in University of PasirPengaraianthrough
Role Play strategy.

References
Arikunto, Suharsimi. (2010). Prosedur Penelitian Suatu Pendekatan Praktik. Yogyakarta: PT
Rineka Cipta.
Budden, Joanna. (2006). Role Play. London: BBC.

Bachman, Lyle F. (2002). Assessing Speaking. Cambridge University Press.

Diyah, Ayu. (2007). Using Role Play in Teaching Speaking. UIN.

Dananjaya, Utomo. (2013). Media Pembelajaran Aktif. Nuansa Cendikia.

Gay, L.R.1987.Education Research. USA:Merrie Publishing Company.

Hormailis,2003. The Use of Group Work Technique for the improvement of Speaking Ability the
Second Year Student on MAN 2 Pekanbaru Pekanbaru: A Thesis Unpublished Paper.