The Relationship between Students’ Self Confidence and Learning Achievements in Descriptive Writing

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Research Proposal

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Title: The Relationship between Students’ Self Confidence and Learning Achievements in Descriptive Writing of the Tenth Grade of SMAN 41 Jakarta, 2013/2014 Academic Year.

  1. The Background of The Research

Language is a medium used by people to pass on with others. Lock provinces that linguistic communication is a medium of human to pass on that including of words either spoken or written. [ 1 ] Through the linguistic communication, people can easy portion their thoughts, sentiments, and feelings to others, either in spoken or written look.

English is the linguistic communication that is used by about people in the universe. Rose assumed that international experts calculated that about 400 million people use English as a 2nd linguistic communication. [ 2 ] Therefore, English is the most dominant linguistic communication used by people in the universe.

In Indonesia, one of the ends in learning English is developing students’ communicating accomplishment by utilizing English covering four accomplishments: hearing, speech production, reading, and composing. These four linguistic communication accomplishments have to be mastered by the pupils. In other words, larning English is aimed to do pupils to be able to utilize English in communicating.

Among the four accomplishments, authorship is viewed as the most hard accomplishment to be learned. Harmonizing to Gorrel and Laird, “Writing requires believing, and thought is ever complicated and hard.” [ 3 ] Therefore, it is clear that composing demands difficult thought in bring forthing words, sentences, paragraphs and set uping them into a good sequence.

In fact, the troubles of composing besides happened when the author was making preparation (PPL) in 41 Senior High School Jakarta. There are some factors that make composing becomes hard for pupils. The psychological science of the pupils can besides act upon the consequence of their learning accomplishment in authorship.

From the account above, the author is interested in making research to analyse the relationship between students’ assurance and larning accomplishments in descriptive authorship of the 10th class of SMAN 41 Jakarta. Therefore, the consequence of the research can be informed to the instructor as mentions in his/her instruction, what should be done in the hereafter.

  1. The Scope of the Research

In this research, the author limits the analysis into the relationship between assurance and larning achievement’s pupils in composing particularly in descriptive authorship. The author wants to do the inquirer and written task signifier at 10th grade pupils of SMAN 41 Jakarta.

  1. The Problem of the Research

Based on the account above, the author formulates the job as follows “Is there any important relationship between students’ assurance and larning accomplishment in descriptive authorship of the 10th class of SMAN 41 Jakarta? ”

  1. The Objective of the Research

The aims of this research is to happen out the empirical information conditions there is the important relationship between students’ assurance and larning accomplishment in descriptive authorship of the 10th class of SMAN 41 Jakarta.

  1. Theoretical Model
  1. Assurance
  1. The Understanding of Self-Confidence

Assurance is of import for everyone, particularly for pupils. Harmonizing to Rakhmat, assurance is belief about ability himself/herself. [ 4 ] The key footings arebelief,andhimself/herself.Beliefmeans the individual has a religion about their ability.Himself/herselfagencies being independent. It means assurance is something that is owned by people, and it makes them to believe their ain ability.

Rodgers in Koswara added assurance is the ability to do determinations and judgements without depending on others ( independent ) . [ 5 ] The key footings iswithout depending on others. It means assurance is able to do determinations by their ain egos.

Hakim provinces, “Kepercayaan diri adalah suatu keyakinan seseorang terhadap segala aspek kelebihan yang dimilikinya dan keyakinan tersebut membuatnya merasa mampu untuk bisa mencapai berbagai tujuan di dalam hidupnya.”[ 6 ] In other words assurance is someone’s belief about all facets that owned by themselves, and that belief makes them for being able to accomplish something in their live. The cardinal term is someone’s belief. Someone’s belief refers to person who believes about their cognition which so makes them to experience like they can make anything. It can be inferred that assurance is something that has person about their competency which so makes them to experience like they can make anything.

From those statements above, it can be concluded that assurance is something that person has already had, and it seems like they can make anything while they have it without trusting on others.

  1. The Characteristics of Assurance

Fatimah suggests some features of assurance, there are: [ 7 ]

  1. Believe in the ability or competency of ego, so non necessitate congratulations, acknowledgment, credence or regard from others.
  2. Not to be motivated to demo the conformist attitude in order to be accepted by others.
  3. Dare to accept and confront the rejection of others, daring to be yourself.
  4. Have a good self-denial.
  5. Have a positive mentality about themselves, other people, and state of affairss outside of them.
  6. Have a realistic outlooks of themselves, so that when the outlooks was realized, they were still able to see the positive side of themselves and the state of affairs.

Furthermore, the features of persons who have assurance harmonizing to Hakim, they are: [ 8 ]

  1. Poised in making something.
  2. Have the possible and ability of adequate.
  3. Be able to neutralize the tensenesss that arise in certain state of affairss.
  4. Be able to accommodate and pass on.
  5. Have the mental and physical status of back uping the visual aspect.
  6. Have the sufficient intelligence.
  7. Have the sufficient degree of formal instruction.
  8. Have the accomplishments and other accomplishments that support the life.
  9. Have the ability to socialise.
  10. Have the background of good household instruction.
  11. Have the life experience that forges mental and doggedness on assortment of state of affairss.
  12. Have the positive attitude in the face of jobs.

From those features above, the pupils or persons that have assurance are believe in the competency of ego, daring to be yourself, have a good self-denial, poised in making something, be able to accommodate and pass on, hold the sufficient intelligence, have the ability to socialise, and have the positive attitude in the face of jobs.

  1. Learning Accomplishment
  1. The Understanding of Learning

Harmonizing to Arthur in Syaiful defines that acquisition is a alteration of behaviour through experience and preparation. [ 9 ] The cardinal term isalteration of behaviour. It means acquisition is a procedure that can alter the behaviour of person through preparation and practicing.

The 2nd statement from Brown, “learning is geting or acquiring of cognition of a topic or a accomplishment by survey, experience, or direction [ 10 ] ” . It means acquisition is a procedure to acquire the cognition by person through survey, experience, or direction.

The 3rd definition comes from Good and Brophy in Purwanto, “Learning is the development of new associations as a consequence of experience.” [ 11 ] The cardinal words arethe development, andconsequence of experience.The developmentrefers to the procedure of the increasing cognition from non cognizing anything to cognize anything.Consequence of experiencerefers to something that the pupils face when they get the cognition while they receive it. It can be inferred that acquisition is the procedure of acquiring the new cognition when they study.

From those definitions above, it can be concluded that acquisition is a procedure to acquire the cognition or accomplishment by analyzing or practising. Furthermore, it can alter someone’s behaviour.

  1. The Understanding of Achievement

Soeito stated that accomplishment can be formulated as a comparatively alteration of behaviour as a consequence of experience in the yesteryear. [ 12 ] The cardinal term isalteration of behaviour.Change of behaviourmeans the behaviour of person to be better. It can be summarized that accomplishment is something that can do the behaviour of person to be better as a consequence of their experient.

Travers added that accomplishment is the consequence of what an person has learned from some educational experiences. [ 13 ] The cardinal term isthe consequence.The consequenceagencies something which has been reached as an attempts. It can be summarized that accomplishment is something which has been reached as an attempts.

Djamarah defined that accomplishment is the consequence of an activity that has been done, created, either separately or in a group. [ 14 ] The cardinal term ishas been done.Has been doneagencies after the acquisition procedure. It can be inferred that accomplishment is the good consequence of an activity that has already done after the acquisition procedure by person or in a group.

From those definition above the author concluded that accomplishment is something that single earned after giving attempt during the activity and it can besides alter the individual’s behaviour.

  1. The Understanding of Learning Achievement

By finding the old description about acquisition and accomplishment. The author concludes that larning accomplishment is something that single earned after giving attempt during the acquisition procedure, and it can besides alter the individual’s behaviour.

  1. Writing
  1. The Understanding of Writing

Writing is one sort of media that is used to pass on which is seeable. Abrams provinces, “Writing is a ocular signifier of communicating, either printed in hard-copy or in electronic form.” [ 15 ] The cardinal term isocular signifier; it means the authorship is something that can be seen by the reader.

Gould provinces, “…writing is non speech ; it is careful agreement of words on a page which has its ain parlances and format and does non transcribe the informalities of address performance.” The key footings areon a page,andformaT.On a pagemeans the thoughts that laid on a surface of paper. Formatmeans the regulations in composing. Therefore, it means composing are thoughts that put on a page of paper which has the regulations in authorship.

From two definitions above, it can be inferred from the first statement that composing is something which seeable to the reader. While the 2nd statement from Gould completes the first statement, composing is non speech which is agreement of words on a page of paper that has the regulations in doing authorship.

The 3rd statement comes from Christmas ; he states that “…writing as the symbolic representation of linguistic communication through the usage of in writing signs.” [ 16 ] The key footings aresymbolic representation, andin writing marks.Symbolic representationagencies symbols which has the significance.Graphic marksmeans the authorship that made by people on a documents or any surface. It means composing is one of sorts of media which translated into meaningful symbol or letters on documents or any surface can be written upon.

From the statements above, the author concluded that the authorship is thoughts whose signifiers are utilizing symbols. They are put on a page of paper that can be seen and have clear formats.

  1. Types of Writing

Harmonizing to Wishon and Burks there are four types of authorship ; there are Narration, Description, Expository, and Argumentation.

  1. Narrative

Narrative is the signifier of composing used to associate the narrative of Acts of the Apostless or events. Narration topographic points happenings in clip and state what happened harmonizing to natural clip sequence. Types of narrative include novels, short narratives and intelligence narratives, every bit good as a big portion of our mundane societal interchange in the signifier of letters and conversation.

  1. Description

Description reproduces the manner things look, smell, gustatory sensation, feel, or sound ; it is may besides arouse temper, such as felicity, solitariness or fright. It is used to ocular image of people, topographic points, even of units of time-days, times of twenty-four hours of the seasons. It may be used besides to depict more than the outward visual aspect of people. It may state about their traits character or personality.

  1. Exposition

Exposition is used in giving information, doing account, and construing significances. It includes columns, essays, enlightening and instructional stuff. Used in combination with narrative, expounding supports and illustrates. Used apart of narrative, it stands entirely as an essay. Used entirely or with narrative, expounding may be developed in a figure of ways.

  1. Argument

Argument is used in carrying and converting. It is closely related to expounding and is frequently found combined with it. Argumentation is used to do a instance or to turn out or disapprove a statement of proposition. [ 17 ]

From those types, the author would concentrate on descriptive authorship.

  1. Descriptive Writing
  1. The Understanding of Description

Oshima and Hogue stated, “Descriptive authorship entreaties to the senses, so it tells how something looks, feels, odors, gustatory sensations, and/or sound.” [ 18 ] The cardinal words areTells something expressions,feels,odors, gustatory sensations, and sound. It means stating the readers about the features and physical visual aspects of something. In other words, descriptive authorship is stating the readers about something in peculiar by adverting the characteristic and physical visual aspect.

Similar with Oshima and Hogue, Wishon provinces, “Description gives sense feelings the feel, sound, gustatory sensation, odor, and expression of things.” [ 19 ] The key footings aregives feelings the feel, sound, gustatory sensation, odor, and expression of things.It means description stating the feelings of how something looks like. In other words description is depicting of how something looks like.

Trimmer assumed, “Description is a scheme for showing a verbal portrayal of individual, topographic point, or thing.” [ 20 ] The key footings areshowing a individual, topographic point, and thing. It means description is a composing that presents about individual, topographic point, or thing to others people. It can be inferred that authorship is showing about individual, topographic point, and thing.

From those definitions above, the author concluded that description is a manner to depict the individual, topographic point, and thing about their physical visual aspects and features that can be looked, felt, smelled, sound, and tasted.

  1. The Generic Structure Of Description

Harmonizing to Doddy et Al, the generic constructions of description are:

  1. Designation: Identifies phenomenon to depict. It means in this paragraph to depict approximately physical visual aspects.
  2. Description: Describe parts, qualities, characters. It means in this paragraph to depict about feature of the object and the item information. [ 21 ]
  1. Research Methodology
  1. The Time and Location of the Research

The research will be conducted in SMAN 41 Jakarta, 2013/2014 Academic Year on ________ 2014.

  1. The Population and Sample of the Research

The population respondents will be taken from the pupils in 10th class at SMAN 41 Jakarta, 2013 / 2014 Academic Year. The author will take 60 pupils from two categories at SMAN 41 Jakarta which is chosen indiscriminately.

  1. The Method of the Research

The method of the research is a correlativity method. To cognize the important relationship between students’ assurance and larning accomplishments in descriptive authorship of the 10th class of SMAN 41 Jakarta.

  1. The Variable of the Research

There are two variables of the research, they are:

Independent variable ( X ) : Assurance.

Dependent variable ( Y ) : Learning accomplishment in descriptive authorship of the 10th class of SMAN 41 Jakarta.

  1. The Instrument of the Research

In this research, the author will utilize a inquirer to cognize the students’ assurance. Then, the author will inquire to the pupils to do the descriptive authorship.

  1. The Technique of Data Analysis

The information analysis of this research, the author uses the quantitative research method ; the author processes and analyzes the information by utilizing Pearson’s Product Moment Correlation. The expression as follows: [ 22 ]

Notes:

R: Pearson R ( the coefficient of correlativity ) .

Nitrogen: Population.

Ten: the person scores get from the composing undertaking.

Yttrium: the person scores get from the tantamount undertaking.

?X: entire tonss get from the composing undertaking.

?Y: entire tonss get from the tantamount undertaking.

?XY: entire tonss of X multiplied by Y.

?X2: entire tonss of quadrate X.

?Y2: entire tonss of quadrate Y.

  1. The Procedure of the Research

In this research, the author will be done stairss in making the research:

  1. Asking for permission to the head of English Department in HAMKA University to make the research.
  2. Asking for permission missive to the HAMKA University to be given to SMAN 41 Jakarta.
  3. Asking for permission to the schoolmaster and the English instructor of SMAN 41 Jakarta to make research.
  4. Arranging the clip to make research.
  5. Fixing the inquirer of assurance and composing undertaking for instrument of proving authorship.
  6. Asking the pupils to reply the inquirer and do the descriptive authorship.
  7. Roll uping the information.
  8. Analyzing the information.
  9. Making decision of the research
  10. Making a study of the research consequence.
  1. Bibliography

Abrams, Zsuzsanna. hypertext transfer protocol: //coerll.utexas.edu/methods/modules/writing/01/ , viewed on January 3, 2014

Azar, Betty Schrampfer. 1989.Understanding and Using English Grammar ( Guide for Correcting Writing Error ).New Jersey: Prentice Hall.

Brown, H. Douglas. 2000.Principle of Language Learning and Teaching 4.New Jersey: Prentice Hall.

_______ . 2000.Principle of Language Learning and Teaching: Fifth Edition..New Jersey: Prentice Hall.

Djamarah. 1994.Prestasi Belajar dan Kompetensi Guru.( Surabaya: Usaha Nasional.

Doddy, Achmad. et Al. 2008.Developing English Competences: For Senior High School ( SMA/MA ) Grade X.Djakarta: Pusat Perbukuan, Departemen Pendidikan Nasional.

Fatimah. 2006.Psikologi Perkembangan: Perkembangan Peserta Didik.Bandung: Pustaka Setia.

Gorrel, Robert M. and Charlton Laird. 1962.Modern English Hand Book.New Jersey: Englewood Cliffs N.J

Hakim, Thursan. 2002. Mengatasi Rasa Tidak Percaya Diri. Jakarta: Purwa Suara.

Koswara. 1989.Teori Motivasi dan Penelitiannya.Bandung: PT Angkasa.

Lock, Graham. 1997.Functional English Grammar ; An Introduction for Second Language Teacher. Cambridge: Cambridge University Press

Oshima, Alice and Ann Hogue. 1997.Introduction to Academic Writing: Second Edition.New York: Longman.

Purwanto, M. Ngalim. 1996.Psikologi Perkembangan.Bandung: PT Remaja Rosdakarya.

Rakhmat. 2008.Psikologi Komunikasi: edisi revisi.Bandung: PT Remaja Rosdakarya.

Rose, Richard.The Internet Goes EFL ( English as a Second Language ) ,retrieved 30 May 2013. From www.cspp.strath.ac.uk/InetBrooking.pdf

Sagala, Syaiful. 2003.Konsep dan Makna Pembelajaran.Bandung: PT Alfabeta.

Soeito. 1974.Psikologi Pendidikan.Djakarta: Departemen Pendidikan dan Kebudayaan.

Sumarsono, Sigit. 2013.Statistika Terapan: Dengan Alur Penelitian Pendidikan Bahasa. Djakarta: UHAMKA.

Travers, John P. 1970.Fundamentalss of Educational Psychology.Scrantom, Pensylvania: International Textbook Company.

Wishon, George E. and Julia M. Burks. 1968.Let’s Write English: Complete Book.New York: Litton Educational Publishing

Christmas, George. 2010.The Study of Language: Fourth Edition. New York: Cambridge University Press.

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