Model And Kind of Ducati Motorcycle

Ducati Motorcycle is trademark and genuine make in Italia

Read More …

Wahyu Printing

If You want to printing your texts, paper, Thesis, etc please call or SMS me in 08563786020, The price is very cheap:

for black color or standard: Rp 300/ sheet
full color: Rp 700/sheet

Thank you

Read More …

Spain The Winner of EURO 2012 (The Champion)

The 2012 UEFA European Football Championship, commonly referred to as Euro 2012, was the 14th European Championship for national football teams organised by UEFA. The final tournament was hosted by Poland and Ukraine between 8 June and 1 July 2012. It was the first time that either nation hosted the tournament. This bid was chosen by UEFA's Executive Committee in 2007.[1] The final tournament featured 16 nations, the last European Championship to do so (from Euro 2016 onward, there will be 24 finalists). Qualification was contested by 51 nations between August 2010 and November 2011 to determine the remaining 14 finalists. The tournament is played across eight venues, four in each host country, five of which were newly built for the tournament. Aside from venues, the host nations have also invested heavily in improving infrastructure, such as railways and roads, at UEFA's request. In the final match at the Olympic Stadium in Kiev, Ukraine, Spain won the tournament by a score of 4–0 over Italy.[2] Spain became the first team to win two consecutive European Championships, and the first European international team to win three straight major tournament titles (UEFA Euro 2008, 2010 FIFA World Cup).[2] Since Spain had already gained entry to the 2013 FIFA Confederations Cup by winning the 2010 FIFA World Cup, the runners-up Italy qualified.[3] Euro 2012 was the second consecutive European Championship (after UEFA Euro 2008 held in Austria and Switzerland) to see none of the hosts emerge from the group stage after co-hosts Poland and Ukraine failed to qualify for the quarter-finals.

source: www.google.co.id

Read More …

PROPOSAL CAR (Classroom Action Research)

ENGLISH RESEARCH PROPOSAL

TEACHING READING COMPREHENSION THROUGH COOPERATIVE  LEARNING METHOD TO THE EIGHT GRADE STUDENTS OF SMP DWIJENDRA GIANYAR IN THE ACADEMIC YEAR 2010-2011

1.1 Background of the Study

English is used as a means of communication among people throughout the world. In this globalization era, where competition among people throughout the world is strong, mastering English is a must. Further, the rapid development of science and technology, in particular telecommunication tools, makes the mastery of English essential. It is now becoming a necessity to have effective communication skills and resources. Knowing the important role of English in the world today, students need to be sufficiently equipped with English communication skills, both oral and written.

There are several reasons for learning English. First, the high school curriculum has determined that English is a compulsory subject. Second, some people learn English because they want to be effective in an English speaking society. Third, some people learn English because they realize that they will have a better chance for advancement in their future and get a better job more easily with two languages rather than one language. Fourth, people learn English because they want to continue their studies in an English speaking country where English is used as a national language and during formal classroom instruction, such as in New Zealand, Australia, England, and USA etc.

Listening, speaking, reading and writing are four major language skills. Reading is an important language skill because without it one cannot obtain the diversity of information acquired through reading textbooks, novels, newspapers and magazines. Through reading one can grasp a large amount of knowledge. Furthermore, students can obtain a wide range of information by reading books in English because English is recognised as an international language.

The English teaching syllabus of Junior high school states that reading is one of the most important of the four language skills. Therefore, the teacher needs to put an emphasis on teaching reading. This is a continuing challenge because the need for students to increase their reading capability to get the benefits of reading is ongoing. The teachers need to use many different kinds of techniques and to continuously renew their efforts to have the students attain the highest achievements.

Brown in Simanjuntak (2004: 8) advocated that motivation is the key to being successful in learning. Motivation is commonly understood as an inner drive, impulse, emotion, or desire that moves one to particular action. One of the ways to motivate students to read is through implementing the right techniques in teaching reading. There are many effective techniques for teaching reading. One of them is Cooperative Learning Method.

The purpose of implementing Cooperative Learning Method is to generate opportunities for the students to become more active in learning.  In this case study, the students will be engaged in pairs, group discussion and whole class discussion activities, therefore the students will have much deeper understanding on the reading text they have read.

Harmer (1991) writes that the group discussion and whole class discussion is an extremely attractive technique in a number of reasons: the students talking time is increased, it gives the students more opportunities to really use the language to communicate with each other, students will experience both teaching and learning in the group, thereby exhibiting a degree of self-reliance that simply is not possible when the teacher is acting as the controller.

Therefore, corresponding to the above facts, the researcher is highly motivated in investigating the students’ achievement in reading comprehension through Cooperative Learning Method.

1.2 Statement of Research Question

Based on the background of the research, the research question can be formulated as follows: to what extent can the students’ reading comprehension ability of the eight grade students of SMP Dwijendra Gianyar in the academic year 2010-2011 be improved through  Cooperative Learning Method ?

1.3 Objective of the Study

Methodologically speaking, any scientific study intends to answer the research question that has been previously formulated and determined. In line with this rationale, the present study intends to improve the reading comprehension of the eight grade students of SMP Dwijendra Gianyar  through Cooperative  learning Method.  

1.4 Limitations of the Study

On account of this fact, challenges related to reading comprehension faced by the subjects of this study are definitely too broad and complex to be dealt with in a single study. Accordingly, in the present class action study the researcher, while acknowledging that there are many other useful strategies, limits her investigation on teaching reading comprehension through shared reading to the eight grade students of SMP Dwijendra Gianyar in the academic year 2010-2011.

1.5 Significance of the Study

This research is concerned with teaching and in reading comprehension, using Cooperative learning Method to improve the students’ comprehension. It can improve the students’ reading ability and students will find the tasks very challenging and interesting. The teachers will find shared reading to be another effective resource for teaching reading. In the reading classroom, the teacher is a motivator/stimulator. Therefore, the findings of the present research are expected to indicate significant theoretical and practical information on the importance of implementing Cooperative  learning Method in teaching reading, described as follows:

 Theoretically, Cooperative learning Method can be used to improve students’ comprehension of a reading passage. The findings are expected to be used as evidence that shared reading is an effective technique in teaching reading.

Practically, the outcome of this research study is expected to give feedback to English language teachers, especially those who teach at eight grade students of SMP Dwijendra Gianyar.

1.6   Assumption

Because of the limitation of time, finance, and investigator’s ability, not all variable can be controlled. In order to neutralize the compounding variables, it is essential to state some assumption as follows: (1) all subjects under study are assumed to have learnt English for the same period of time, (2) all subjects under study are assumed to have similar learning motivation, (3) all subjects under study are assumed to have similar language experience and language exposure, (4) the instruments used for collecting the data are constructed in such a way that they are supposed to be valid and reliable.

1.7 Hypothesis

On attempting to give a tentative solution to the problem, the hypothesis will be stated as the following: the students’ reading comprehension ability can be improved through Cooperative Learning Method.

1.8 Definition of the Key Terms

      There are some terms, which are defined operationally so as to avoid misunderstanding on the part of the readers, that is, Cooperative Learning Method, reading comprehension and SMP Dwijendra Gianyar

      Cooperative Learning Method is defined as a technique of teaching reading comprehension to the eight grade students of SMP Dwijendra Gianyar  in which the students are assigned to read a reading text discusses with their other students and they retell to the other students the content of the text they have read. The teaching session is always completed with group discussion and whole class discussion and the students’ reading comprehension is improved in a series of teaching session which are divided into several teaching cycles.

Reading comprehension is defined in the reading comprehension ability or achievement of the eight grade students of SMP Dwijendra Gianyar measured by administering reflection or post test by the end of each session.

1.9 Theoretical Framework

A scientific investigation is expected to contribute practical significance and should be conducted on the basis of some relevant theoretical constructs and empirical evidences. The present investigation is based on the following theoretical framework: (1) the concept of reading comprehension, (2)  types of reading, (3) components of reading, (4) Techniques of teaching reading, and (5) assessment of reading comprehension. Each of these headings is briefly discussed in Chapter II, which deals with ‘Review of Related Literature’.

1.10. Research Methodology.

1.10.1 Subject of the study

This study is conducted to the eight grade students of SMP Dwijendra Gianyar. There are 7 classes of the eight grade students of SMP Dwijendra Gianyar with the total of the students are 280 students. The students of Class II A is selected as the subjects of the study which consists of 40 students. The subject of the study which total of 40 students are considered to be representative enough for the purpose of this study. The students of Class II A is selected as the subjects of the study because based on the preliminary study and the result of pre test or the initial reflection showed their ability in reading comprehension is very poor, therefore immediate improvement is really needed.

1.10.2          Research Design

Classroom action research design will be used in this investigation. It makes use of a collection of pre-test post-test research design. Hence, this classroom action study is concerned with teaching reading comprehension by using two kinds of tests, that is, initial refection or pre-test and reflection or post-test. Initial reflection (IR) is intended to evaluate the pre-existing reading comprehension while reflection (R) which is administered at the end of each session, is meant to reveal the expected increase in the students’ reading comprehension achievement after they have been taught reading comprehension through Cooperative Learning Method.

In this classroom action study, the teaching and learning processes are divided into two cycles where each cycle consists of four sessions. Each session consists of four interconnected activities, namely: planning (P), action (A), observation (O), and reflection (R). It is necessary to note that IR is a term normally used in a classroom action study, which refers to a pre-test in reading comprehension. The IR was administered to the eight grade students of SMP Dwijendra Gianyar, in order to measure the real pre-existing reading comprehension ability of the subjects. The mean scores of the IR was compared to the corresponding mean scores of the R administered at the end of each session for the sake of establishing the degree of the increasing reading comprehension ability of the subjects.

This classroom action investigation makes use of a collection of pre-test post-test research design. Hence, this classroom action study is concerned with teaching reading comprehension by using two kinds of tests, that is, initial refection or pre-test and reflection or post-test. Initial reflection (IR) is intended to evaluate the pre-existing reading comprehension ability while reflection (R) which is administered at the end of each session, is meant to reveal the expected increase in the students’ reading comprehension achievement after they have been taught reading comprehension through Cooperative  learning Method.

      In this classroom action study, the teaching and learning processes are divided into two cycles where each cycle consists of four sessions. Each session consists of four interconnected activities, namely: planning (P), action (A), observation (O), and reflection (R). It is necessary to note that IR is a term normally used in a classroom action study which refers to a pre-test in reading comprehension. The IR was administered to class IIA students of the eight grade students of SMP Dwijendra Gianyar, in order to measure the real pre-existing reading comprehension ability of the subjects. The mean scores of the IR was compared to the corresponding mean scores of the R administered at the end of each session for the sake of establishing the degree of the reading comprehension ability of the subjects.

1.10.3 Instrumentation

The selection and construction of appropriate, valid and reliable research instrument are very essential step of a scientific investigation, this is on account of the fact merely valid and reliable research instruments can be used to collect the valid and reliable required data for the study being undertaken. The study deals with research question: to what extent is the effectiveness of Cooperative learning Method in improving the reading comprehension ability of the eight grade students of SMP Dwijendra Gianyar. This research question logically suggests that there are three sets of data or raw scores, which are required for the study. They are pre-test, post-test and questionnaire.

1.10.4. Data Collection         

                  There are three kinds of instruments used to gather the data of this classroom action study; they are pre-test, post-tests and questionnaires. Thus, the data required to answer the research question are gathered through administering pretest, post-tests and questionnaires to the eight grade students of SMP Dwijendra Gianyar. The pre-test of IR is administered to the subjects under study to obtain their pre-existing reading comprehension ability. In pre-test the subjects were asked to answer 10 multiple-choice test items to determine their ability in reading comprehension.  Post test or reflection is administered for eight times (four times in cycle I and four more times in cycle II).

1.10.5. Data Analysis

The most important data required to answer the research question under study was collected through administering IR and post-tests, some supporting additional data are gathered through administering questionnaires to the subjects under study, that is, the eight grade students of SMP Dwijendra Gianyar. Thus, there are considerably three kinds of raw scores obtained for the present class action study, that is:

(1)   scores indicating the subjects’ pre-existing reading comprehension ability,

(2)   scores showing the subjects’ progress achievement in reading comprehension; and

(3)   scores showing the subjects’ changing learning behaviours.

The data then are analyzed in percentage as follows:

1. The average score of each student will be counted using this formula:

                                                Total of the right answers

                    Mean  =          _____________________________  x 100 %

                                                Total of test items

The average score of the whole students will be counted using this formula:

                                                 The total score of all the test takers

                     Mean  =         ______________________________       100 %

 Total of test takers

The students’ achievement will be calculated into the following criteria:

Excellent         : those students who are able to answer the test items between 80% - 100% correctly

Good               : those students who are able to answer the test items between 70% - 79% correctly

Fair                  : those students who are able to answer the test items between 60% - 69% correctly

Poor                 : those students who are able to answer the test items between 50% - 59% correctly

Failure             : those students who are able to answer the test items between 0% - 49% correctly

REFERENCES

Abdurrahman, Dh. 1985. Diskusi Sebagai Alat Untuk Memecahkan Masalah.

Jakarta: PT. Karya Nusantara.

Dallman, J. 1982. The Teaching of Reading. New York: Halt Rinehart and  

Winston, Inc.

Gillet, Jean Wallace. 1986. Understanding Reading Problem. Canada: Brown &

Company Canada Limited.

Grelet, F. 1990. Developing Reading Skills. New York: Cambridge University

Press.

Harmer, J. 1991. The Practice of English Language Teaching. New York:

Longman Publishing .

Harmer, J. 1998. How to Teach English. England: Addison Wesley Longman

            Limited.

Harries, A.J. 1975. How to Increase Reading Ability. New York: David Mckay   

            Company.

Heaton, J. B. 1988. Writing English Language Tests. London. Longman Group,

Ltd.

Heilman, W. 1982. Principles and Practices of Teaching Reading. London:

Longman Group, Ltd.

Herndon, Lynne D. 2004.   Strategies for Reading Success.  USA. Scholastic Inc

Krashen,S.D. 1982. Principles and Practice in Second Language Acquisition.

New York: Pergamon Press.

Krashen, S.D. 1988. Second Language Acquisition and Second Language

Learning. New York: Prentice- Hall International, Inc.

Kurikulum Sekolah Menengah Atas. Garis-garis Besar Haluan Program Pengajaran (GBPP). Mata pelajaran Bahasa Inggris: I, II, II, 1995 Jakarta; Departement Pendidikan dan Kebudayaan.

Levin, Geral.1991. The Macmillan College Handbook. New York: Macmillan Publishing Company.

Simanjuntak, E.G. 1988. Developing Reading Skills for EFL Students. Jakarta:

Proyek Pengembangan Lembaga Pendidikan Tenaga Pendidikan.

Ur. Penny. 1981. Dicussions that Work. Cambridge: Cambridge University 

Read More …

Spain in EURO 2012

GROUP A 1 Rusia 2 Polandia 3 Yunani 4Rep. Ceko GROUP B 1 Denmark 2 Jerman 3 Belanda 4 Portugal GROUP C 1 Irlandia 2 Italia 3 Kroasia 4 Spanyol GROUP D 1 Inggris 2 Prancis 3 Swedia 4 Ukraina

Read More …

Tukad Bangkung Bridge

Want to know the bridge is said the highest bridge in Asia? This bridge is a rural Belok Sidan, near Pelaga. His name Tukad Bangkung bridge. When in Bali, Tukad that means the river, Bangkung mean old sow and childbirth. What do that? Tukad Bangkung bridge 360 meters in length, 9.6 meters wide, with the highest reaching 71.14 meters pillar, the pillar and foundation 41 feet below ground. Technologically balanced cantilever bridge, with an estimated lifetime of 100 years. On the grounds that no decrease in the surrounding landscape, the bridge was not built with a roof on it. Construction of the bridge was expected to withstand earthquakes of up to 7 on the Richter scale. The bridge replaced the old bridge to be located 500 meters south of the bridge Tukad Bangkung.funds of Rp 49 billion more to build the bridge. The funds came purely from the budget of Bali Province, with a multiyear system since 2001. Construction of the bridge was at once cut the distance in a 6 kilometer long bridge.In area this bridge will look a refreshing green landscape, understand this is a rural area.

Read More …

NungNung Waterfall

Nungnung is the name of a small village, situated 40 kilometers north of Denpasar. The village is air cool with a height of approximately 900 meters above sea level. Its location adjacent to the agrotourism village, Pelaga. In this village there is a waterfall that has a height of 50 meters with a substantial flow of water. His name Nungnung Waterfall. This tourist area has ample parking facilities and access roads to the great waterfall, there are only few derivatives via stairs. Sights along the way is very green and refreshing. The air is so cool too. If tired, there are some places you can stop briefly flown.

Read More …

Cinderella

Once upon a time, there was a girl called Cinderella. Cinderella is lived happily with her mother and father until her mother died. Feel that Cinderella needs a mother figure in his life, Cinderella’s father remarries to a woman who has two daughters of her own. Unfortunately, Cinderella's father dies and she lived only with her stepmother and stepsisters. They were very bossy, she had to do all the housework. One day on invitation to the hall come to the family. The King invited for all the eligible ladies in the kingdom so as to find Prince a wife. Her stepsisters would no let her go. Cinderella was sad. The stepsisters went to the hall without her. Fortunately, the fairy Godmother came and helped her to get to the hall with the wave of magic wand, helped prepared Cinderella for the hall. The fairy does warn her that is magic will end at a stroke of midnight, so she must leaved the hall before than. At the hall all people surprised when Cinderella arrived. And then the Prince invited Cinderella to danced. He fell in love with her. All of a sudden, the clock star to chime that is a midnight. Cinderella hastily runs away, dropped a glass slipper as she does so. Cinderella escapes, with nothing from the night left, except from the other glass slipper, which had not changed back. Prince Charming orders his love to be found by means of the odd shoe, and the Grand Duke is sent around the land getting every girl in the land to try on the glass slipper to see if it fits. Eventually the Grand Duke reaches the residence of Cinderella, but she is nowhere to be seen. The stepsisters frantically try to get the glass slipper to fit so as to wed into royalty, but compatible nothing that. The Grand Duke is about to leave as Cinderella finally appears. He orders the messenger to brought forth the glass slipper, yet the stepmother in a last minute attempt to prevent her stepdaughter from better things, causes the messenger to trip, thus broken the fragile shoe into pieces. Yet the arrogant woman hadn't betted on Cinderella produced the other glass slipper, which fits onto Cinderella's foot perfectly. Very soon, wedding bells ring, and Cinderella married her prince, and they live happily ever after.

Read More …

Picture Drama The Prince Frog and The Ugly Princes Full Version

DRAMA

WAHYU AND FRIENDS

Read More …

Drama The Prince Frog and The Ugly Princes

Read More …

Teaching Media

Teaching Media

As every body knows language is as a means to convey ideas, opinions, and feeling among the people by oral or written ways. One of the languages which are often used as a means of communication is English. It becomes the dominant language around the world, and now more and more people use English as an international language.

The acquisition of foreign language especially English as an international language has become more and more important in facing the globalization. Everyone has to be able to communicate to foreigners because there will be no boundaries among the countries. Indonesia, that is located in a strategic area, will get a strong effect of this phenomenon. Ordinary people especially the old generations might not feel the direct effect caused by the globalization. However, the young learners have to be ready as the next generation will be responsible for their better future because globalization in free trade has just started and predicted to reach a peak in relatively short period of time.

Heavener stated that as international language, many communities in many countries in this world use it. English plays an important role in every aspect of human life, such as communication, economics, education, science, and technology (1965: p.2). English is mostly used in the world. We know that it is also needed in the scientific fields as a mean of expanding science and technologies written in English. The mastery of English by Indonesian people could be significant requirements in order to be successful in the process of getting science and technology. It is reasonable enough to learn it since English plays an important role.

The importance of learning English could be seen from the fact that most scientific books are written in English and the students are supposed to comprehend those books. According to English curriculum, English teaching covers four skills, namely reading, listening, speaking and writing. The four skills are supported by the learning of language elements. They are structure, vocabulary, pronunciation and spelling. Therefore, vocabulary is one of the important language elements the students should master. Vocabulary includes collections of words. The words are known not only as individual words, but also as a group of words that have meaning.

Read More …