BAB VIII
POLA ABSTRAK ARTIKEL/LAPORAN PENELITIAN DALAM BAHASA INGGRIS
1. Kompetensi
Setelah mempelajari dan mengerjakan latihan-latihan dalam BAB VIII ini diharapkan mahasiswa telah memiliki kompetensi sebagai berikut:
a) pengetahuan tentang komponen-komponen yang harus ada dalam abstrak tesis berbahasa Inggris;
b) pengetahuan tentang komponen-komponen yang boleh ada dalam abstrak tesis berbahasa Inggris;
c) keterampilan dalam menulis abstrak tesis berbahasa Inggris; dan
d) pengetahuan dalam mengalihbahasakan abstrak tesis dalam bahasa Indonesia ke dalam bahasa Inggris.
2. Pengantar
Seorang mahasiswa magister manajemen pendidikan (MMP) FKIP Universitas Bengkulu harus menulis abstrak tesisnya dalam bahasa Inggris untuk disertakan dalam tesis tersebut. Penulisan abstrak ini dapat dilakukan dengan cara langsung menulis dalam bahasa Inggris atau dengan mengalihbahasakannya dari abstrak yang sudah ditulis dalam bahasa Indonesia.
Abstrak tesis merupakan ringkasan (dalam bentuk yang sangat ringkas) dari sebuah tesis yang disajikan di bagian awal tesis dengan tujuan agar pembaca dapat memahami secara ringkas penelitian yang dituliskan dalam tesis tersebut. Abstrak juga bertujuan agar pembaca tertarik membaca tesis tersebut sehingga terus membacanya ke bagian-bagian selanjutnya dan tidak hanya berhenti setelah membaca abstrak. Dengan demikian abstrak harus ditulis sekomunikatif dan menarik mungkin sehingga dapat menarik perhatian pembaca.
Abstrak tesis juga harus ditulis dalam bahasa Inggris. Hal ini dimaksudkan disamping untuk memenuhi aturan yang terdapat dalam panduan penulisan tesis program MMP juga agar tesis tersebut dapat pula diakses secara internasional; misalnya apabila tesis-tesis tersebut dipajang dalam situs di internet. Pembaca yang tidak dapat berbahasa Indonesia paling kurang dapat membaca abstrak tesis tersebut.
3. Komponen yang Harus dan Dapat Ada Dalam Abstrak
Sebuah abstrak tesis dalam dalam bahasa Inggris minimal harus berisikan tujuan penenlitian (the objectives or aims of the research), metode penelitian (research methods), temuan atau hasil penelitian (findings or results of the data analyses), dan kata-kata kunci (key words). Abstrak juga dapat berisikan komponen-komponen tambahan seperti, pengantar terhadap topik atau masalah penelitian (introduction to research topic or problem) dan kesimpulan dan/atau implikasi dari hasil atau temuan penelitianb atau daran-saran yang relevan (conclusion, implication and relevant suggestions). Perhatikan contoh-contoh abstrak berikut ini.
Abstract
The purposes of this study are, firstly, to investigate the relationship between pragmatic knowledge and language proficiency, i.e. whether the learners with different proficiency levels perform differently in a pragmatic test or not. Secondly, to explore the relationship between gender and language proficiency and pragmatic knowledge. That is, the study examined whether there is any significant difference between the performance of males & females regarding their pragmatic knowledge and language proficiency. 120 university students including 60 freshmen and 60 seniors majoring in English Translation from Bandar Abbas Azad University were selected randomly. The participants were placed in the beginning, intermediate and advanced levels based on the results of the proficiency (TOEFL) test. Then, a pragmatic competence test (MDCT) was used to determine the extent of participants' pragmatic knowledge. The calculated data were analyzed through a combination of descriptive and inferential statistics. The findings of the study obtained through statistical analyses indicated that a) there was no significant relationship between pragmatic knowledge and language proficiency. In other words, the learners with different proficiency levels did not perform differently in the pragmatic test; b) female participants performed better in pragmatic and proficiency tests.
Key words: Pragmatic Knowledge, Language Proficiency, EFL Learners
Dalam contoh abtrak di atas tujuan penelitiannya adalah yang digarisbawahi, metode peneliannya adalah yang dicetak miring sedangkan hasil atau temuan penelitian adalah yang dicetak tebal. Dalam abstrak di atas tidak terdapat pengantar terhadap topik atau masalah penelitian maupun kesimpulan/implikasi dan/atau saran dari hasil atau temuan penelian. Perhatikan contoh abstrak selanjutnya berikut ini.
Abstract
Comprehending texts is sometimes difficult to achieve. The readers need more than just recalling information given in a text. When readers can read texts with comprehension and fluency but they do not reflect on or respond to what they read in a meaningful way, they neglect one of the most powerful and long-lasting benefits of reading. Therefore, reader responses are significant to promote educational and intellectual growth.
This study was mainly trying to find out the responses produced by the students after reading a text. It was also meant to observe if higher order thinking was evident in reader responses.
The study used a qualitative method by employing four instruments; namely class observation, documentations, questionnaire and interviews done to the students and the lecturer of a reading class. The document analysis was used to figure out what kinds of responses produced by the students and to observe if higher order thinking was evident in the data. The observations were conducted to gain picture of how reader response was applied. A questionnaire was distributed to students to obtain data on whether there was higher order thinking in the responses. Based on the information from the questionnaire, interviews were conducted to clarify the answers of the questions and to gain more insight into response writing.
In relation to the first question, namely the types of responses produced by the students, the study revealed that the responses produced by students were different in each individual at different time. This study only focused on restatement, affective response, and associative response. However, the majority of the responses found in the students’ response journals were restatement and associative response. Regarding the second question, i.e. whether higher order thinking was found on the students’ response journals, the research revealed that higher order thinking was evident in the students’ response journals. The majority of the students demonstrated comprehension and synthesis level of thinking. It was also revealed that the more dynamic the response was, the more Higher Order Thinking levels were found in the response. When the students were able to talk about the topic in the reading and make wider connection with, they displayed more higher order thinking level. When students wrote many kinds of responses in a response journal, they were likely to produce many higher order thinking levels.
It was expected that the findings of this study would be able to give teachers a picture on the common response the students produced and on what kind of action was likely to take to help students produce more than a “mere” response. Each student was unique and was able to respond differently depending on the circumstances. Therefore, teachers should select materials which meet students’ concern as to make the reading meaningful for the students. Meaningfulness of the text may result in better investment on students’ part. As a result, teachers can stimulate genuine involvement from the students. By using reader response, finally, teachers were expected to be able to promote higher order thinking to the students.
Key words: promoting, students’ responses, higher order thinking, reading texts
Dalam contoh abstrak di atas, terdapat sekurang-kurangnya lima komponen yaitu, pengantar terhadap topik atau masalah penelitian (yang digarisbawahi), tujuan penelitian (yang dicetak miring), metode penelitian (yang dicetak tebal), hasil atau temuan penelitian, implikasi dan saran berdasarkan hasil penelian (yang menggunakan font atau bentuk huruf yang berbeda), serta kata-kata kunci (key words).
Petunjuk: Analisislah abstrak-abstrak berikut ini dan tentukan komponen-komponen apa saja yang terdapat di dalamnya!
Abstract
This study is aiming at measuring student achievement and clarifying their problems in English for Business in the Department of English, Faculty of Letters, National University of Laos. A researcher-made-test was applied to 332 final year (Year 5) students. The test was in multiple choice format and the questions were based on the textbooks used in English for Economics and English for Business taught in year 3 and year 4 respectively. It was found that overall achievement of the test was quite unsatisfactory. The rate of right answer was 54.1%. By analyzing the mistakes, three major problems were found: First, the final year students still had problems in basic English. For example in reading, they made mistakes not because the texts were concerned to business, but because they did not know sentence patterns and basic vocabulary. Second, maybe because the students were weak in English but the textbooks were written in English, and all explanation was given in English, students could not acquire the content they had been taught. Present teaching of English for Economics and English of Business was not productive. Third, students did not know the very basic terms and concepts of business. For example only 23.8% of the students could choose the right definition of “an economy” in Lao, while 34.9% chose “small and medium enterprises” as the right answer. The result strongly suggested that the actual teaching of English for Business should be totally revised.
Key Words: Curriculum development, English for Business, business content (Diambil dari salah satu makalah yang disajikan dalam ASIA TEFL 2008 di Bali)
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Abstract
The present study evaluates the relative effectiveness of three types of input-based instruction, comprehension-based instruction (proactive explicit information + the structured input task), structured input instruction (the structured input task), and consciousness-raising instruction (the consciousness-raising task) for teaching English polite requestive forms, involving 60 Japanese learners of English. Treatment group performance was compared to that of a control group on the pre-tests, post-tests, and follow-up tests: a planned discourse completion test, a planned role-play test, an unplanned listening judgment test, and a planned acceptability judgment test. The results of data analysis indicate that the three treatment groups performed significantly better than the control group, but the comprehension-based instruction group did not maintain the positive effects of the treatment between the post-test and follow-up test in the listening test.
(Diambil dari salah satu makalah yang disajikan dalam ASIA TEFL 2008 di Bali)
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Abstract
The purpose of this study was to investigate the model of English teacher interpersonal behavior and the correlations between students’ perceptions of their English teacher’s interpersonal behavior and their ESL exam results. The American version of the QTI was used and validated with a sample of 30 students in a secondary international classroom in Jakarta. The study involved 129 year 11 secondary school students who enrolled in international classes in 6 government schools in Jakarta. LISREL analysis showed that the students perceived their teachers to be understanding, helpful/friendly and good leaders, who also allowed them to have responsibility and freedom, although they were sometimes uncertain and dissatisfied. The t-value revealed that a correlation exists between teacher interpersonal behavior and student ESL exam results. There were 8 latent variables of the QTI and 6 of them were significantly associated with the exam results. Positive correlations were found in leadership, being helpful/friendly, understanding, and student responsibility/freedom. Negative correlations were found in uncertainty and being dissatisfied.
Keywords: Teachers interpersonal behavior, Questionnaire on Teacher Interaction (QTI), student achievement of English class
(Diambil dari salah satu makalah yang disajikan dalam ASIA TEFL 2008 di Bali)
Abstract
The importance of vocabulary is not covert to anyone; it is axiomatic that most of the students at language learning centers carry word books and dictionaries with them not grammar books or some other ones. These facts are evident of the second-to-none characteristic of vocabulary. Regarding the importance of vocabulary in language learning situations the researchers adopted a systematic and mostly practiced method which was teaching vocabulary through word formation.
The concept of reading strategies has become quite familiar to most professionals in teaching English as a foreign language. There are reading strategies galore in the field of language teaching each of which will be viable in its own proper situation. The researchers have applied teaching word formation knowledge to paragraph restatement and inferencing strategies.
The present study aimed at teaching some prefixes and suffixes of different categories regarding their frequency and applicability. A group of sixty university students were homogenized by a TOEFL test. The participants (both control group and experimental group, EACH 30) attended the teaching sessions and the results revealed a significant progress regarding vocabulary learning in both groups. But independent sample tests revealed that there is no significant difference between the two groups in terms of paragraph restatement and inferencing.
(Diambil dari salah satu makalah yang disajikan dalam ASIA TEFL 2008 di Bali)
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4. Kata-kata atau Kalimat yang Sering Dipakai Dalam Abstrak
Kata-kata atau kalimat-kalimat yang sering dipakai dalam abstrak berbahasa Inggris adalah sebagai berikut:
A. Tujuan Penelitian (The Objectives of the Study)
1. The objectives of this study are ...
2. The aims of this study are …
3. This study is aimed at …
4. This study is an attempt to …
5. The purposes of this study are …
6. The present study evaluates …
7. The present study investigates …
8. Dll.
B. Metode Penelitian (Research Methods)
1. The method used in this study was …
2. The design of this study was …
3. The population and samples in this study were …
4. The instruments used to collect the data of this study were
5. … people became the subjects of this study.
6. The samples in this study were selected from the population by using … technique.
7. The data for this study were obtained from …
8. … teachers/students involved in this study.
9. The data analysis technique used in this study was …
10. Dll.
C. Hasil/Temuan Penelitian (Research Results/Findings)
1. The data analysis reveals that …
2. The results of this study show that …
3. The data analysis results show that …
4. The results of this study are …
5. The findings of this study are …
6. Dll.
D. Kesimpulan, Implikasi, dan Saran (Conclusion, Implication, and Suggestion)
1. It can be concluded that …
2. A conclusion that can be drawn from the findings of this study is that …
3. The implication of the findings of this study is that …
4. It is suggested that …
5. The results of this study suggest that …
6. Several conclusions can be drawn from the results of this study; first …
7. The findings of this study suggest that
8. It can be suggested that …
9. Dll.
Kata-kata dan kalimat-kalimat di atas dapat dipakai sesuai dengan kondisi atau kebutuhan mahasiswa sesuai dengan tesis mereka. Kata-kata atau kalimat di atas hanya sebagian dari yang sering dipakai dalam abstrak berbahasa Inggris; terdapat banyak pilihan kata atau kalimat lain. Semakin banyak mahasiswa membaca contoh abstrak berbahasa Inggris semakin banyak pula pilihan kata atau kalimat yang dapat dipakai dalam menulis abstrak tesis berbahasa Inggris mereka sendiri.
Petunjuk: Alihbahasakanlah abstrak berikut ini ke dalam
bahasa Inggris!
Abstrak
Penelitian ini merupakan sebuah penelitian deskriptif yang bertujuan untuk mengetahui aktivitas-aktivitas yang disukai siswa kelas 2 SMA N 2 Kota Bengkulu pada kelas Intenasional pada tahun pelajaran 2008/2009 dalam belajar bahasa Inggris di luar jam pelajaran bahasa Inggris. Populasi dari penelitian ini adalah seluruh siswa kelas SMA N 2 Kota Bengkulu pada kelas Intenasional pada tahun pelajaran 2008/2009. Penelitian ini menggunakan teknik total sampling dengan jumlah sampel 37 orang siswa. Data diperoleh dengan menggunakan angket/kuesioner yang terdiri dari 27 buah pernyataan. Untuk menganalisis data, peneliti menggunakan rumus P = F/N x 100%. Hasil penelitian ini menunjukkan bahwa aktivitas belajar bahasa Inggris yang dilakukan oleh siswa kelas Internasional 2 SMA N 2 Kota Bengkulu tahun pelajaran 2008/2009 di luar jam pelajaran bahasa Inggris di sekolah bermacam-macam. Dalam setiap keterampilan bahasa Inggris, ada satu aktivitas yang paling disukai, yaitu: (1) menonton film-film berbahasa Inggris (78.4%) untuk kegiatan menyimak, (2) bernyanyi lagu-lagu berbahasa Inggris (91.8%) untuk kegiatan berbicara, (3) membaca artikel-artikel berbahasa Inggris di internet (78.4%) untuk kegiatan membaca, dan (4) berkirim SMS berbahasa Inggris kepada teman (86.5 %) untuk kegiatan menulis. Jadi, para siswa cenderung lebih menyukai kegiatan yang bersifat mengibur dari pada kegiatan yang terlalu berkaitan dengan akademik, dan kegiatan individu dari pada kegiatan kelompok.
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