tag:blogger.com,1999:blog-56974935384861626552024-03-13T14:10:37.565-07:00kumpulan contoh skripsi, thesis, karya ilmiah, EbookUnknownnoreply@blogger.comBlogger16125tag:blogger.com,1999:blog-5697493538486162655.post-47761021310076275392012-12-18T08:19:00.006-08:002021-02-06T12:28:32.921-08:00DAFTAR ISI EBOOK<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: left;">
<div style="text-align: center;">
<div style="background-color: #fefdfa; color: #333333; font-family: Philosopher; font-size: 13px; line-height: 18.2px;">
<b><span style="font-family: "times new roman" , serif; font-size: 10pt; line-height: 15.3333px;"><span face=""berlin sans fb demi" , sans-serif" style="font-size: 30pt; line-height: 46px;">English EBooks Murah </span><span style="font-size: 12pt; line-height: 18.4px;">(pdf)</span><span face=""berlin sans fb demi" , sans-serif" style="font-size: 30pt; line-height: 46px;"></span> </span></b></div>
<div align="center" class="MsoNormal" style="background-color: #fefdfa; color: #333333; font-family: Philosopher; font-size: 13px; line-height: 18.2px; margin-bottom: 0in;">
<span style="font-family: "times new roman" , serif; font-size: 10pt; line-height: 15.3333px;">Dapatkan Ebook Bahasa Inggris dari Buku-buku Super Mahal berikut ini dengan harga Super Murah!!</span></div>
<div style="text-align: start;">
<span style="background-color: #fefdfa; color: #333333; font-family: "times new roman" , serif; font-size: 10pt; line-height: 15.3333px;">Tinggal print English ebook nya, trus jilid. Maka anda telah memiliki buku yg Super Keren ini. Atau bisa di baca langsung lewat PC atau langsung anda Print</span></div>
<div style="text-align: start;">
<br style="background-color: #fefdfa; color: #333333; font-family: Philosopher; font-size: 13px; line-height: 18.2px;" /></div>
<div style="text-align: start;">
<b style="background-color: #fefdfa; color: #333333; font-family: Philosopher; font-size: 13px; line-height: 18.2px;"></b><br /></div>
<div class="MsoNormal" style="background-color: #fefdfa; color: #333333; font-family: Philosopher; font-size: 13px; line-height: 18.2px; margin-bottom: 0.0001pt; text-align: start;">
<div class="separator" style="clear: both; text-align: center;">
<a href="http://4.bp.blogspot.com/-Ec5o-KYFenM/Vox9bSa_cPI/AAAAAAAAAMk/sDXZp1IehIw/s1600/PICTURE.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="http://4.bp.blogspot.com/-Ec5o-KYFenM/Vox9bSa_cPI/AAAAAAAAAMk/sDXZp1IehIw/s200/PICTURE.png" width="178" /></a></div>
<br /></div>
<div class="MsoNormal" style="background-color: #fefdfa; color: #333333; font-family: Philosopher; font-size: 13px; line-height: 18.2px; margin-bottom: 0.0001pt; text-align: start;">
<div style="text-align: center;">
<span style="color: blue;"><span style="font-size: medium;"><b><span style="font-family: "times new roman" , serif; line-height: 20.7px;"> Dalam 1 kaset DVD 158 ebook - English Grammar ,GeneraL English, </span></b></span></span><br />
<span style="color: blue;"><span style="font-size: medium;"><b><span style="font-family: "times new roman" , serif; line-height: 20.7px;">Teaching Method. Berikut daftarnya </span></b></span></span><b style="color: blue; font-size: large; line-height: 18.2px;"><span style="font-family: "times new roman" , serif; line-height: 20.7px;">:</span></b><br />
<b style="color: blue; font-size: large; line-height: 18.2px;"><span style="font-family: "times new roman" , serif; line-height: 20.7px;"><br /></span></b>
<table border="0" cellpadding="0" cellspacing="0" style="border-collapse: collapse; width: 1154px;"><colgroup><col style="mso-width-alt: 42203; mso-width-source: userset; width: 866pt;" width="1154"></col></colgroup><tbody>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt; width: 866pt;" width="1154"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">A comprehensive Grammar of English Language (Randolp)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">A concise English Grammar for Foreign Students (C.E. Eckersley)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">A Course in Language Teaching (Penny Ur)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">A High School English Grammar (George M. Jones)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">A history of Reading Steven Roger)</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">A Practical Guide to Research Methods : A user-friendly manual for mastering research techniques and projects </span><span class="font5" style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">3rd Edition (Dr. Catherine Dawson)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">A to Zed, A to Zee (Glenn Daragh)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Academic Writing (Stepen Bailey)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Advanced English C.A.E (Richard Walton)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Advanced Grammar in Use (Martin Hewings)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">American Accent Training (Ann Cok)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">American Accent Training (Barron)</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">An Introduction to Digital Media (Tony Feldman)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Approach and Methods in Language Teaching (Jack C. Richard & Theodore S.)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Assessment Issues in Language Translation and Interpreting (Dina Tsagari)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Auxiliary Verbs Construction (Gregory D. Anderson)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Basic English Grammar (Anne Seaton)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Becoming a Master Students</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Better English Pronunciation (J.D. o’Connor)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">British or American English (John Algeo)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Business English Vocabulary in use (Bill MasCull)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Children Learning English (Jayne Moon)</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Classroom Communication and Diversity : Enhancing Instructional Practice (Robert G. Powell )</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Collaborative Learning Methodology (Edda Luzatto)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Collaborative Strategies for Teaching Reading Comprehension (Judi Moreillon)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Common Errors in English Usage (Paul Brians)</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Compliance Quantified (Rudolf Avenhaus)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Critical Reading Question</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Curriculum Development in Language Teaching (Jack C. Richards)</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Design Driven Testing : Test Smarter, Not Harder (Matt Stephens)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Designing Tasks for the Communicative Classroom (David Nunan)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Dictionary of American Slang (Richard A. Spears)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Discourse Analysis for Language Teachers (Michael McCarthy)</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Doing Quantitative Research in Education with SPSS (Daniel Muijs)</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Doing Research about Education (Geoffrey Walford)</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Education and Theory : Strangers in Paradigms (Gary Thomas)</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Educational Multimedia : A Handbook for Teacher-Developer (Usha V. Reddi & Sanjaya Mishra)</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">English As A Second Language : Languages and Linguistics (David J. Alonso)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">English Corpus Linguistic (Charles F. Meyer)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">English Grammar A University Course (Angela Downing)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">English Grammar for Dummies (Garaldine W.)</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">English Language Assessment and the Chinese Learner (Liying Cheng)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">English Phrasal Verbs</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">English Sentence Analysis (John Benjamins)</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">English To The Max : 1,200 Practice Questions to Maximize Your English Power</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">English vocabulary in use (Michael McCarthy)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Essensial of English Grammar (Otto Jepersen)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Fluent English (Barbara R.)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Fluent English (Christopher A. Wamasch)</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Genre, Text, Grammar: Technologies for Teaching and Assessing Writing (Peter Knapp & Megan Watkins)</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Global Education : Using Technology to Bring the World to Your Students (Laurence Peters)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Good Grammar for Students (Howard Jakson)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Grade Lesson in English (Alonzo Red)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Grammar & Vocabulary (Richard Side)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Grammar for IELTS (Diana Hopkins)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Grammar for Teacher (Andrea DeCapua)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Grammar in use (Raymond Murphy)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Grammar Practice</span><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;"> </span><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Upper immediate (E.Walker)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Grammar Practice pre-immediate (E.Walker)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Grammar Rules (Mary S.)</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Handbook of Research on the Education of School Leaders (Michelle D. Young, Gary M. Crow, Joseph Murphy, Rodney T. Ogawa)</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Higher Education : Handbook of Theory and Research Volume 25 (John C. Smart)</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">How to Design and Evaluate Research in Education : </span><span class="font5" style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Sixth Edition (Jack R. Fraenkel )</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">How to Teach English (Jeremy Harmer)</span><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;"> </span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">How to Teach English to Very Young Children (Fiona L Cooper)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">How to teach Vocabulary (Scott Thornbury)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Improve your English at workplace (Steven E. Brown)</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Improving Testing for English Language Learners (Rebecca J. Kopriva)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Improving Vocabulary (Sherrie)</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Increasing Student Learning Through Multimedia Projects (Michael Simkins, Karen Cole, Fern Tavalin, Barbara Means)</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Interactive Multimedia in Education and Training (Sanjaya Mishra)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Interchange 3rd (Jack C. Richards)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Interchange 4th (Jack C. Richards)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Intermediate Listening Comprehension (Patricia)</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Introduction to Media Production : The Path to Digital Media Production : </span><span class="font5" style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Fourth Edition (Robert B. Musburger )</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Introduction to Research Methods : A practical guide for anyone undertaking a research project (Dr. Catherine Dawson)</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Introduction to Statistics (George Woodbury)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Just Enough English Grammar (Gabriele Stobbe)</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Just Listening and Speaking (Jeremy Harmer)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Language Teaching Methodology (David Nunan)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Language Testing and Assessment (Fulcher Davidso)</span><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;"> </span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Listening to Spoken English (Gillian Brown)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Longman Advance Grammar</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Making Sense of Phrasal Verbs (Martin Shovel)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Making Sense Phrasal Verbs (Martin Shovel)</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Masters Programme in Education : Research Methods in Education Handbook</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Meeting The Standards in Primary English (Eve and john)</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Methods for Testing and Evaluating Survey Questionnaires (Stanley Presser, Jennifer M. Rothgeb, Mick P. Couper, Judith T. Lessler, Elizabeth Martin, Jean Martin, Eleanor Singer)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Mother</span><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;"> </span><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Tongue (Bill Bryson)</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">New Literacies in Action : Teaching and Learning in Multiple Media (William Kist)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Noam Chomsky</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Oxford Dictionary of idioms (oxford univ.press)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Oxford Guide to English Grammar</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Pictures of English Tenses (M. Fletcher)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Practical English Language Teaching-Young Learners (Caroline T. Linse)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Practical English usage (Michael Swan)</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Principles of Language Learning and Teaching </span><span class="font5" style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Fifth Edition (H. Douglas Brown)</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Questionnaire Design, Interviewing and Attitude Measurement </span><span class="font5" style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">New Edition (A.N. Oppenheim)</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Reading Comprehension : Success in 20 Minutes A Day </span><span class="font5" style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">4th Edition (Elizabeth L.)</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Real Listening & Speaking 3 with Answer (Miles Craven)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Really Useful English idioms (Adrian Valance)</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Reflective Teaching in Second Language Classroom (Jack C. Richards & Charles Lockhart)</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Research and Practice in Education : The Search for Common Ground (Rowman)</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Research for Social Workers : An Introduction to Methods </span><span class="font5" style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">2nd Edition (Margaret Alston & Wendy Bowles)</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Research Methods in Education </span><span class="font5" style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Sixth Edition (Louis Cohen, Lawrence Manion & Keith Morrison)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Schaum’s English Grammar</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Scientific study of How Language dev. Affects reading Skill (Dianne McGuiness)</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Second Language Learning and Language Teaching </span><span class="font5" style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Fourth Edition (Vivian Cook)</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Second Language Research Methodology and Design (</span><span class="font7" style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Alison Mackey & Susan M. Gass)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Second Language Teacher Education (Anne Burns-Jack C. Richards)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Semantics of Clause linking Dixon and Alexandra</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Speaking Naturally Communication Skills in American English (Bruce Tillitt & Mary Newton Bruder)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Students’ introduction to English Grammar. (Roddney & Geoffrey)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Task Based Language Teaching (David Nunan)</span><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;"> </span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Teaching & Learning English Literature (ellie Chambers)</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Teaching and Learning Design and Technology : A guide to recent research and its application (John Eggleston)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Teaching and Learning English Literature (Ellie Chambers & Marshall Gregory)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Teaching and Learning in Science Classroom (James D. Williams)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Teaching and Learning in Two Languages (James A. Banks)</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Teaching and Learning with Multimedia (Janet Collins, Michael Hammond & Jerry Wellington)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Teaching by Principles (H. Douglas Brown)</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Teaching English : A Handbook for Primary and Secondary School Teachers (Andrew Goodwyn)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Teaching Listening (Minister of National Education of Indonesia)</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Teaching Online : A Practical Guide (Susan Ko, Steve Rossen)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Teaching Reading (Barbara M. Taylor - David Pearson)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Teaching reading (Elizabeth S.P)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Teaching Reading Comprehension (Karen R.)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Teaching Reading Comprehension to Students with Learning Difficulties (Janetta K. Klingner)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Teaching Reading in Small Group (Jennifer Serravallo)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Teaching Reading to English Language Learners (Kristin Lems)</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Teaching Youth Media : A Critical Guide to Literacy, Video Production, & Social Change (Steven Goodman)</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Teaching, Technology, Textuality : A Approaches to New Media (Michael Hanrahan )</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Technology Implementation and Teacher Education : Reflective Models (Junko Yamamoto)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Testing and Assessment</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">The A-Z of Correct English (Angela Burt)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">The Grammars of English Grammars (Goold Brown)</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">The Hidden Influence of Probability and Statistics on Everything You Do : Numbers Rule Your Word (Kaiser Fung)</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">The Internet : An Introduction New to Media (Lelia Green)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">The Linguistic Students’ Handbook (Laurie Bauer)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">The mother tongue (Arnold)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">The Practice of English Language Teaching (Jeremy Harmer)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">The Structure and meaning in English</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">The Structure of modern English (Laurel J. Brethon)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">The Ultimate Phrasal Verb</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">The Ultimate Phrasal Verb Book ( Carl W. Hart)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Two Word Verbs in English (J.N. Hook)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Understanding & Using English (Betty Azar)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Understanding & Using English Grammar 2nd (Betty Azar)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Understanding & Using English Grammar 4nd (Betty Azar)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Understanding English Grammar</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Understanding Media Theory (Kevin Williams)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">When Bad Grammar Happen to Good People (Ann Batko)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Wiley English Grammar</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Word Formation in English (Ingo plag)</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Writing English Language Tests</span><span class="font5" style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;"> New Edition (</span><span class="font6" style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">J.B Heaton)</span></li>
</ul>
</td></tr>
<tr height="20" style="height: 15pt;"><td height="20" style="height: 15pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Writing Matters (Kristine Brown)</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Writing Your Dissertation : How to plan, prepare, and present successful work </span><span class="font5" style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">3rd Edition (Derek Swetnam)</span></li>
</ul>
</td></tr>
<tr height="21" style="height: 15.75pt;"><td class="xl65" height="21" style="height: 15.75pt;"><ul>
<li><span style="color: #333333; font-size: 13px; line-height: 18.2px; text-align: center;">Your Education Research Project Handbook (Anthony Coles & Jim McGrath)</span></li>
</ul>
</td></tr>
</tbody></table>
</div>
</div>
<ol style="background-color: #fefdfa; color: #333333; font-family: Philosopher; font-size: 13px; line-height: 18.2px; text-align: start;"></ol>
<div style="text-align: start;">
<span style="background-color: #fefdfa; color: #333333; font-family: "times new roman" , serif; font-size: 10pt; line-height: 15.3333px;"><span style="color: #134f5c;"><span style="font-size: medium;"><b>semua buku diatas bisa anda miliki</b></span></span></span></div>
<div style="text-align: start;">
<span style="background-color: #fefdfa; color: #333333; font-family: "times new roman" , serif; font-size: 10pt; line-height: 15.3333px;"><span style="color: #134f5c;"><span style="font-size: medium;"><b><br /></b></span></span></span><span style="background-color: #fefdfa; color: #333333; font-family: "times new roman" , serif; font-size: 10pt; line-height: 15.3333px;"><span style="color: #134f5c;"><span style="font-size: medium;"><b>BERMINAT , PESAN SEKARANG Ebook Bahasa Inggris Full di atas KE <a href="https://inkagrafika.weebly.com/" rel="nofollow" target="_blank">INkagrafik</a>a tersediajuga <a href="https://inkagrafika.weebly.com/jasa-pembuatan-ijazah.html" rel="nofollow" target="_blank">jasa pembuatan ijazah</a></b></span></span></span></div>
<div style="text-align: start;">
<span style="background-color: #fefdfa; color: #333333; font-family: "times new roman" , serif; font-size: 10pt; line-height: 15.3333px;"><span style="color: #134f5c;"><span style="font-size: medium;"><b><span style="color: #741b47;">HARGA HANYA Rp. 150.000,- (sudah termasuk ongkos kirim)</span></b></span></span></span></div>
</div>
</div>
<ol>
</ol>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5697493538486162655.post-29907865503893385832012-06-06T04:24:00.004-07:002012-06-06T04:24:37.605-07:00NOUN PHRASE CONSTRUCTION FOUND IN REPORT GENRES IN THE FIRST YEAR SENIOR HIGH SCHOOL STUDENTS’ TEXTBOOKS<br />
ABSTRACT<br />
NOUN PHRASE CONSTRUCTION FOUND IN REPORT GENRES IN FIRST<br />
YEAR SENIOR HIGH SCHOOL STUDENTS’ TEXTBOOKS. Name: Diah<br />
Mawarni Ayuningsih. Final Project. English Department. Languages and Arts<br />
Faculty. Semarang State University<br />
This thesis analyzes about types of Noun Phrase construction. Based on the<br />
Standar Isi, Senior High School students are hoped to get informational level. It<br />
means that the students are expected to create report texts. In creating text it is<br />
important to the students to know about the structure or grammar. Written text needs<br />
correctness of grammar, lexical density and also punctuation. To create a good report<br />
text which has lexical density students can do it by learning construction of noun<br />
phrase.<br />
<a name='more'></a><br />
There are two problems of the study, (1) What types noun phrase construction<br />
are found in report genres in the first year Senior High School students’ textbooks?,<br />
and (2) What is the dominant kind of noun phrase constructions found in report<br />
genres in the first year Senior High School students’ textbooks?<br />
As a source of data, the writer utilized three English textbook used in the first<br />
year Senior High School Students. They are “Link to The world” published by<br />
Yudhistira, “English Text in Use” published by CV Aneka Ilmu, and “English for a<br />
Better Life” published by Pakar Raya. The object of the study is report text in reading<br />
material. The writer chooses three texts only in every textbook. This research is<br />
designed as a qualitative research.<br />
The results of the analysis are all textbooks which are analyzed use three types<br />
of noun phrase construction; they are Pre- Modifier + Head, Head + Post- Modifier,<br />
and Pre- Modifier + Head + Post- Modifier. And the most dominant type of Noun<br />
Phrase construction found in the three textbooks is Pre- Modifier + Head. It can be<br />
proven by seeing the percentage of it. It has 71% in book 1, 58% in book 2, and 64%<br />
in book 3.<br />
By studying and analyzing noun phrase construction, the writer expects the<br />
noun phrase construction can be learnt more, especially in Senior High School<br />
Students, because they are in informational level. The writer also expects English<br />
teachers have to be careful in selecting and providing materials for their students,<br />
especially in choosing a good English textbook. For English textbook writer or<br />
publisher, they have to be able to provide and select material especially in selecting<br />
reading material. It means that the materials must be up date, appropriate with the<br />
curriculum and also can improve the students’ ability.<br />
<a href="http://www.ziddu.com/download/19586023/NOUN_PHRASE_CONSTRUCTION.zip.html">DOWNLOAD NOW</a><br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5697493538486162655.post-16499687839201583562012-06-06T04:20:00.002-07:002012-06-06T04:20:38.156-07:00DEVELOPING STUDENT’S NARRATIVE WRITING THROUGH FAIRY TALES<br />
ABSTRACT<br />
Riyatun. 2007. DEVELOPING STUDENT’S NARRATIVE WRITING<br />
THROUGH FAIRY TALES (An Action Research at Year VIII of SMPN 38<br />
Semarang in the Academic Year 2006/2007). A Final Project. English<br />
Department. Languages and Arts Faculty. Semarang State University. First<br />
Advisor: Dra. Helena I.R.A, M.A., Ph.D. Second Advisor: Dra. Sri Suprapti,<br />
M.Pd.<br />
This study was conducted based on the considerations that according to the<br />
Government Regulation Number 19 Year 2005 formal English teaching is<br />
emphasized on reading and writing in which the goal of every plan in teaching<br />
and learning process is writing.<br />
<a name='more'></a> Written fairy tales are expected to be beneficial as<br />
models for teaching linguistic features and generic structure characterizing<br />
narrative text. The aim of this study is to describe to what extent the teaching of<br />
linguistic features and generic structure characterizing narrative through fairy tales<br />
contribute to the students’ improvement in writing narratives.<br />
This study is an action research. There were four steps in conducting an<br />
action research: Planning. Action, Observation, and Reflection. This action<br />
research was done in two cycles. The first cycle was elaborated into five meetings<br />
(activities) with narrative linguistic features and its generic structure as the topic<br />
foci of discussion, whereas the second cycle was elaborated into three activities in<br />
which some difficult material the students failed in the first cycle was explained<br />
more elaborately.<br />
The results of this study showed that the students’ improvement in writing<br />
narrative was statistically significant. There were 7.23% and 0.42% of<br />
improvements of narrative linguistic features and generic structure respectively.<br />
According to Brown and Bailey’s scoring rubric of writing the students’<br />
achievement was less good or still in the level of adequate.<br />
Referring to my experiences in conducting this study, I offered several<br />
pedagogical implications. The first is that a teacher needs interesting teaching<br />
media to attract the students’ attention and enable them in internalizing the<br />
material given so that their memory span about the material is longer. The second<br />
is that it is advised that teachers not skip one or more of the teaching cycles<br />
(BKOF, MOT, JCOT, and ICOT) especially in teaching language learners at<br />
beginning level. Furthermore, it is also important that teachers use time allotted<br />
effectively so that the students can practice a lot and get more exercises without<br />
ignoring other materials.<br />
<a href="http://www.ziddu.com/download/19586024/NARRATIVE_WRITING.zip.html">DOWNLOAD NOW</a><br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5697493538486162655.post-16856230964813776812012-06-06T04:15:00.001-07:002012-06-06T04:15:26.390-07:00A CORRELATION BETWEEN STUDENTS’ MASTERY OF PAST TENSE AND THEIR ACHIEVEMENT IN WRITING RECOUNT<br />
ABSTRACT<br />
Hidayah, Tias Evi. 2007. A Correlation Between Students’ Mastery of Past Tense<br />
and Their Achievement in Writing Recount: The Case of the Eleventh<br />
Year Students of SMA I Weleri in the Academic Year of 2006/2007. Final<br />
Project. Undergraduate Program of English Department Semarang State<br />
University. Advisors: I. Drs. Januarius Mujianto, M. Hum., II. Rohani,<br />
S.Pd., M.A.<br />
Key words: Correlation Study, Mastery of Past Tense, Achievement in Writing<br />
Recount.<br />
The ability to write recount, which constitutes communicative competence,<br />
requires another supporting sub competences. The past tense should be acquired<br />
in order to be able to write recount well.<br />
<a name='more'></a><br />
The objective of the study is to reveal whether there is a correlation<br />
between students’ mastery of past tense and their achievement in writing recount.<br />
Furthermore, it attempts to find out the extent to which the students’ mastery of<br />
past tense affects their achievement in writing recount.<br />
To achieve the objectives of the study, the writer conducted a field<br />
research in which a test of past tense and that of writing recount were<br />
administered. The subjects of the study were the eleven graders of SMA I Weleri.<br />
There were 233 students from which 50 students were taken as the sample. With<br />
the intention of drawing representative sample, cluster random sampling was<br />
applied. The data were in the form of students’ scores on both tests.<br />
Since this study is a correlational one, the data was statistically computed<br />
using Pearson Product Moment correlation formula. The obtained r value was<br />
0.724, while the critical value of r for two-tailed test with α = 5% and df = 48 was<br />
0.284. Because r value was higher than the critical value, the correlation<br />
coefficient was significant. Thus, the null hypothesis saying “There is no<br />
correlation between students’ mastery of past tense and their achievement in<br />
writing recount” was rejected.<br />
The obtained regression equation was Ŷ = 18.585 + 0.774 X and the<br />
determination coefficient was 0.525. This indicates that 52.5% of the variation of<br />
students’ achievement in writing recount was accounted for by the relationship<br />
with their mastery of past tense, while the remaining 47.5% was probably due to<br />
other relevant factors, which was excluded in this study.<br />
It is suggested that further research in the same topic should take those<br />
relevant factors into consideration. Moreover, In terms of the relationship between<br />
past tense and recount, the writer recommends diary-writing practice as a means<br />
of enhancing students’ mastery of past tense and recount.<br />
<a href="http://www.ziddu.com/download/19586009/MASTERY_PAST_TENSE.zip.html">DOWNLOAD NOW</a><br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5697493538486162655.post-61388580252760596552012-06-06T04:08:00.000-07:002012-06-06T04:08:04.126-07:00JANE EYRE, A PORTRAYAL OF BRITISH MIDDLE CLASS WOMEN IN THE 19th CENTURY AS REFLECTED IN CHARLOTTE BRONTE’S NOVEL “JANE EYRE”<br />
ABSTRACT<br />
There are many advantages of reading a novel. One of them is to share<br />
experiences with the characters of the novel. Further, hopefully people can learn<br />
something about life from the characters.<br />
This thesis is about a portrayal of a middle class woman. This study is<br />
aimed at analyzing the character of Jane Eyre and to find out the British middle<br />
class women condition in the 19th century through education and profession. The<br />
study will be limited into the main character, Jane Eyre and the setting, which has<br />
a relationship to the main character. For the discussion, the writer used method of<br />
research and method of approach. The Objective approach was used to analyze the<br />
character of Jane Eyre and the setting of the novel, which took place in the 19th<br />
century. Sociological approach certainly made the discussion clearer.<br />
<a name='more'></a><br />
Jane Eyre was an orphan who lived under the care of her aunt. She was<br />
described as a little rebellious girl, she was sent to Lowood, an orphan boarding<br />
school, at the age of ten. In Lowood, she learnt well about many things. It affected<br />
on her attitude and behavior. When she grew up, she became mature and full of<br />
affection to anyone. She was still a rebellious woman but she rebelled against the<br />
conventionalities which put women in the subordinate position compared to men.<br />
She thought that women can be a worker and lived independently. It motivated<br />
her to find a new profession which was suitable with her education. Then she<br />
became a private governess. With her education, she was able to obtain a better<br />
life. She was also described as a faithfully lover who felt in love with her master.<br />
From the analysis, we can conclude that Jane Eyre is a portrayal of a<br />
British middle class woman in the 19th century. She had an education and with her<br />
education, she could earn a living as a governess. She proved that a woman could<br />
work and could live on her own.<br />
<a href="http://www.ziddu.com/download/19585910/JANE_EYRE.zip.html">DOWNLOAD NOW</a><br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5697493538486162655.post-69319923575588732942012-06-06T04:05:00.000-07:002012-06-06T04:05:59.366-07:00HOMOSEXUALITY IN JAMES BALDWIN’S NOVEL “GIOVANNI’S ROOM”<br />
ABSTRACT<br />
ISTIQOMAH, LIA. 2007. Homosexuality in James Baldwin’ novel Giovanni’s<br />
Room. Final Project. English Literature. Semarang State University.<br />
This study analyzes about the effect of homosexuality in someone’s life in his<br />
society. This final project is aimed at analyzing the major theme in the novel; finding<br />
out the impact of the homosexuality toward the doers; and knowing the treatment of<br />
the society toward homosexuality.<br />
<a name='more'></a><br />
The object of this study is James Baldwin’s novel entitled Giovanni’s Room.<br />
The writer uses descriptive qualitative analysis. The data of the study are in the form<br />
of words, phrases, sentences, dialogue, explicit utterance as well as implicit utterance.<br />
The data are gathered by reading the novel, identifying, inventorizing, classifying,<br />
simplifying, and selecting technique. To analyze question number 1 all classified data<br />
are used. However, data supporting number 2 are reduced in 29.09% and data<br />
supporting question number 3 are reduced 13.20%. Therefore, there are 16 data and 7<br />
data to be analyzed. The analysis is done by several techniques including exposing,<br />
explaining and interpreting.<br />
Result in several findings. First, homosexuality is the major themes in the<br />
novel. Second, there are two general effects of homosexuality toward the doers. The<br />
first is a positive effect or ego-syntonic homosexuality that covers the raising of self<br />
confidence and happiness feeling. The second is a negative effect or ego-dystonic<br />
homosexuality that covers guilty feeling, depression and the changes of personality.<br />
Third, the treatment of the society toward homosexuality is the acceptance and the<br />
rejection of the society toward the doers.<br />
On the basis of the conclusions, several suggestions can be offered. First, the<br />
reader should see everything from different angles. This might help the reader to see<br />
something that they had not seen before. Second, they should honor the differences<br />
since they live in diversities. By recognizing the differences, they will able to accept<br />
those diversities and live in harmonious life in the society.<br />
<a href="http://www.ziddu.com/download/19585912/HOMOSEXUALITY.zip.html">DOWNLOAD NOW</a><br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5697493538486162655.post-88258946233389525282012-06-06T04:02:00.002-07:002023-02-12T10:17:01.776-08:00GRAMMATICAL ERROR ANALYSIS in STUDENTS’ RECOUNT TEXTS<br />
ABSTRACT<br />
Haryanto, Toni. 2007. Grammatical Error Analysis in Students’ Recount Texts.<br />
The Case of the Twelfth Year Students of SMA N 1 Slawi in the Academic Year<br />
of 2006/2007. A Final Project.<br />
Learning English becomes more and more important nowadays since we<br />
know that English is one of the international languages which can be used to<br />
communicate around the world. In Indonesia, English is learnt as a foreign<br />
language. Learning a different language is sometimes difficult since the target<br />
language has different elements compared to the native language. These<br />
differences sometimes cause students to make errors when using it.<br />
<a name='more'></a><br />
This final project primarily deals with grammatical error analysis. It<br />
describes the grammatical errors on recount texts made by the twelfth year<br />
students of SMA N 1 Slawi in the academic year of 2006/2007. I use the<br />
qualitative approach of which the data were obtained from the students’ recount<br />
text writing. These writings were then analyzed. The grammatical errors were<br />
classified into seven groups. They were errors in producing verb group, errors in<br />
subject-verb agreement, errors in the use of articles, errors in the use of<br />
prepositions, errors in noun pluralization, errors in the use of pronouns, and errors<br />
in the use of conjunctions.<br />
From the result in chapter IV I can conclude that the students made 235<br />
grammatical errors which were classified into 153 errors in producing verbal<br />
groups, 3 errors in subject-verb agreement, 10 errors in the use of article30, errors<br />
in the use of preposition, 12 errors in pluralization, 23 errors in the use of<br />
pronoun, 4 errors in the use of conjunction.<br />
From the result I can conclude that the possible causes of errors are<br />
overgeneralization, and interference.<br />
It is suggested that the students still need more practices dealing with verb<br />
forms since they were the basic knowledge needed for telling their past<br />
experiences.<br />
<a href="http://www.ziddu.com/download/19584946/GRAMMATICAL_ERROR_ANALYSIS.zip.html">DOWNLOAD NOW</a><br /><div><a href="https://tokoijazahonline.weebly.com">asmita printing- tempat bikin ijazah</a></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5697493538486162655.post-51355399037865724012012-06-06T03:59:00.000-07:002012-06-06T03:59:07.075-07:00GENDER INEQUALITIES IN MALE-AND-FEMALE RELATIONSHIPS FOUND IN ARUNDHATI ROY’S NOVEL THE GOD OF SMALL THINGS<br />
ABSTRACT<br />
Hidayah, Nufikha. 2006. Gender Inequalities In Male-and-Female Relationships Found in Arundhati Roy’s Novel The God of Small Things. Final Project. English Literature. Semarang State University.<br />
<a name='more'></a><br />
This final project is aimed at analyzing gender inequality issues existing in Roy’s novel The God of Small Things; which kinds of gender inequalities found in the novel; and how gender inequalities are reflected in the novel.<br />
The object of the study is Roy’s novel The God of Small Things. The data of the study are in the form of words, phrases, sentences, explicit sentences, as well as implicit sentences. The data of this study are collected by doing the following steps: reading the novel carefully for many times, identifying the data related to gender inequality issues, inventorising the data, classifying the data, selecting the data and at last reporting the data into appendixes. There are several techniques to analyze the data. They were exposing, enumerating, explaining, interpreting and the last one is concluding. The interpretation and the explanation are done from the point of view of feminism theory.<br />
Based on the analysis, I can conclude that there are five concepts of gender inequalities. They are gender and women marginalization, gender and subordination, gender and stereotype, gender and violence, and the last gender and burden. Besides, the result of the analysis of Roy’s novel is that there was social convention in which more power and prestige were awarded to men than women. It had conferred greater authority on men than on women. In the global descriptions, women were always regarded as submissive, emotional, dependent, conforming, nurturing and affectionate and powerless people. On the other hand, men were portrayed as dominating, ambitious, independent, aggressive, competitive, self-confident and powerful.<br />
Those images were created power inequalities at that time, mostly in the marriage relationship. Men were regarded as more powerful and they had more authority in the family than women. The condition placed women in position of victims so that it created male-dominant and female-subordinate situations.<br />
<a href="http://www.ziddu.com/download/19585872/GENDER.zip.html">DOWNLOAD NOW</a><br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5697493538486162655.post-77908517679108968452012-06-06T03:57:00.001-07:002012-06-06T03:57:13.469-07:00STUDENTS’ ERRORS IN USING SIMPLE PRESENT TENSE IN WRITING DESCRIPTIVE TEXTS<br />
ABSTRACT<br />
This final project is a study about students’ errors in using simple present<br />
tense in descriptive text made by the eighth year students of SMP N 2 Brebes. Almost<br />
students consider writing is the most difficult skill than others. Therefore, the students<br />
often make errors, and also when they use simple present tense in descriptive text.<br />
This study was conducted under the consideration that simple present tense plays an<br />
important role in writing a descriptive text.<br />
<a name='more'></a><br />
The problems of this study are what dominant errors in descriptive texts are<br />
made by the eighth year students of SMP N 2 Brebes and what possible causes of<br />
those errors are.<br />
The purposes of this study are to find out the dominant errors on simple<br />
present tense in descriptive texts made by the eighth year students of SMP N 2<br />
Brebes and to find out the possible causes of those errors.<br />
The population of this study was the eighth year students of SMP N 2 Brebes<br />
in the academic year of 2006/2007 which consisted of 7 classes; they were 8A, 8B,<br />
8C, 8D, 8E, 8F, and 8G. The total number of the population was 294 students; out of<br />
which 42 students were chosen as the samples. Cluster proportional random sampling<br />
was used to collect the data proportionally to represent each of the group, so that they<br />
were all well represented. The samples were taken 15% from every class to collect<br />
the data. The instrument that was used is a written test consisting of an outline in<br />
writing a descriptive text. In analyzing the data, error analysis is used in which there<br />
are five steps; they are identifying the errors, classifying the errors, calculating the<br />
errors, putting the result in tables and the last step is drawing conclusion.<br />
Finally, the result of the analysis shows that there were 10 types of errors.<br />
They are omission of be, wrong form of be, double be, wrong use of singular and<br />
plural form, addition of be (before and after verb), omission of suffix -s/-es, wrong<br />
use of verb, wrong form of modal auxiliary, omission of verb, and wrong form of<br />
negative sentence.<br />
It is concluded that the dominant errors lies on the omission of suffix –s/-es<br />
from the verb of third person singular subjects in the students’ descriptive texts<br />
whose proportion of the errors is 24.65%.<br />
Based on the result of the research, it is suggested that the eighth year students<br />
of SMP N 2 Brebes should be given intensive exercises on the correct structure of<br />
simple present tense in their writing. It is quite necessary for the eighth year students<br />
and the teacher of SMP N 2 Brebes to be informed about the result of this study so<br />
that they can improve their teaching and learning process.<br />
<br />
<a href="http://www.ziddu.com/download/19585868/ERRORS_IN_USING_SIMPLE_PRESENT_TENSE.zip.html">DOWNLOAD NOW</a><br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5697493538486162655.post-14565001990239480502012-06-06T03:49:00.001-07:002012-06-06T03:49:21.143-07:00DICTATION AS A TESTING DEVICE OF LISTENING: ANALYSIS OF STUDENTS’ ERROR<br />
Abstract<br />
Anggareni, Dian. 2007. Students’ Errors In Dictation As A Testing Device Of<br />
Listening: The Case Of The Fifth Grade Students Of SDN Slawikulon 03<br />
In The Academic Year Of 2006/2007. Final Project. English Educational<br />
Program. Bachelor’s Degree. Semarang State University. Supervisors. 1.<br />
Drs. Warsono,M.A. II. Dra. Sri Suprapti, M. Pd.<br />
Keywords:Students’ Errors. Dictation. Testing Device of Listening. Fifth Graders<br />
of Elementary School.<br />
<a name='more'></a><br />
The main objective of this study is to find out dominant spelling errors and<br />
possible causes of those errors in dictation as a testing device of listening made by<br />
the fifth grade students of SDN Slawikulon 03 in the academic year 2006/2007.<br />
This study was conducted under the consideration that there are some<br />
different pronunciations between English and Bahasa Indonesia. For example,<br />
when pronouncing English words, the students usually get difficulty because most<br />
English words are not spelled the way they are pronounced, while in Bahasa<br />
Indonesia the students will never find difficulty in pronouncing the Indonesian<br />
words because the words are pronounced the way they are orthograpichally<br />
written.<br />
To gain the objectives, I did two activities: (1) library activity and (2) field<br />
activity. In the library activity, I explored some reference books that were related<br />
to dictation, listening skill, error analysis and research. While in field activity, I<br />
gave the fifth grade students of SDN 03 Slawikulon in the academic 2006/2007 a<br />
dictation test consisting of fifty multiple choice items. In taking the sample of this<br />
research, I used simple random sampling. I chose 26 students out of 42 students as<br />
the sample. In preparing the test, based on dictation and the students’ achievement,<br />
I classified and arranged the test items into four categories, those are: (1) simple<br />
words, (2) compound words, (3) words phrases, and (4) sentences. After giving<br />
the test, I analyzed the result by using statistical analysis and non-statistical one.<br />
The result of the study revealed that there were 328 spelling errors because of:<br />
clusters (9.7 % or 32 errors), diphthong (40.5 % or 133 errors), distinguishing<br />
long and short vowels (19.8 % or 65 errors) and recognizing words, phrases and<br />
sentences (29.9 % or 80 errors). There were also 328 possible causes of errors<br />
because of: interlingual interference (214 or 65. 24 %) and intralingual<br />
interference (114 or 34. 76%)<br />
<br />
<a href="http://www.ziddu.com/download/19585766/DICTATION_AS_A_TESTING_DEVICE_OF_LISTENING.zip.html">DOWNLOAD NOW</a><br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5697493538486162655.post-28797413462209481882012-06-06T03:46:00.001-07:002012-06-06T03:46:19.726-07:00DICTATION AS A TESTING TECHNIQUE IN MEASURING THE STUDENTS’ LISTENING MASTERY<br />
ABSTRACT<br />
The purpose of my study is to find out the students’ mastery of listening using<br />
dictation as a testing technique.<br />
To achieve the objectives of the study, I conducted descriptive research<br />
design. I did two activities: library activity and field activity. In the library<br />
activity, I explored some reference books that were related to dictation, test,<br />
listening, the elementary school students, and research. While in field activity, I<br />
gave the students a dictation test. The population of this study was the fifth grade<br />
students of SD Negeri Wonorejo 01 Karanganyar Demak in the academic year of<br />
2006/2007. There were 36 students; 12 boys and 14 girls.<br />
<a name='more'></a><br />
Before conducting the investigation, I tried-out the instrument to 21 students<br />
of SD Negeri Bandungrejo 03 Karanganyar Demak in order to know the validity<br />
and reliability of the instrument. From the results of the try-out, it shows that the<br />
instrument in this study has good reliability.<br />
In analyzing the data, I used a descriptive qualitative and a simple quantitative<br />
measurement to find the result. The results of the dictation test showed the mean<br />
is 73.26 which equals to 73.26% and the percentage of the students’ mastery in<br />
listening is 16.67% outstanding level, 16.67% very good level, 22.22%<br />
satisfactory level, 22.22% very weak level, and 22.22% fail level. The results of<br />
statistical analysis show that 26 students got 65 above while only 10 got below 64.<br />
It meant that the majority of the students have already mastered listening material<br />
given. Based on this, it could be concluded that the students’ mastery in listening<br />
met the criteria of Basic Course Outline (GBPP) standard and according to<br />
Tinambunan (1988) it was classified into below average.<br />
Based on the results above, it can be said that dictation can be used as a test<br />
instrument of listening mastery of the fifth grade students of elementary school. I<br />
concluded that dictation is very useful for the teacher as a test instrument to check<br />
the students’ progress and motivates the students in learning the listening material<br />
given. It is suggested that the teacher should give more chances to the students to<br />
have listening practices from the book as well as other sources of listening<br />
materials that can improve and enhance their listening ability. So that they have<br />
good proficiency in this skill, not only in perceiving the contents of the passage<br />
and recognizing all the words and phrases being read but also understanding<br />
written English.<br />
<br />
<a href="http://www.ziddu.com/download/19585767/DICTATION.zip.html">DOWNLOAD NOW</a><br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5697493538486162655.post-28479278180858601342012-06-06T03:42:00.001-07:002012-06-06T03:42:19.583-07:00CODE-SWITCHING IN COOL JOCKEY’S UTTERANCES IN RCT FM SEMARANG<br />
ABSTRACT<br />
Simbolon, A. Angelus. 2007. Code-switching in Cool Jockey’s Utterances in RCT<br />
FM Semarang. Final Project. English Literature. State University of Semarang.<br />
This final project is aimed at analyzing code-switching that is used by a cool jockey<br />
in his broadcasting. In fact, announcers also use language for some purpose. They<br />
often use more than one language in with slipped English in their conversation. In<br />
broadcasting especially radio program where many young people listen to presented<br />
many languages that is used by turns. One language is slipped into different one that<br />
is called code-switching. It means code-switching is a change by a speaker (or<br />
writer) from one language or language variety to another. An announcer often did<br />
code-switching during broadcasting that it has function and the background of his<br />
language and his code-switching.<br />
<a name='more'></a><a href="http://www.ziddu.com/download/19585728/CODE_SWITCHING_IN.zip.html">DOWNLOAD NOW</a><br />
The object of this research is the cool jockey’s utterances on Morning Star<br />
program of RCT FM Semarang. It is purposed to identify, classify and describe the<br />
cool jockey’s utterances included in code-switching act and to find out what is the<br />
function of his language, the function of his code-switching, and the factors that<br />
serve as the background of his code-switching in English.<br />
Descriptive research by using qualitative data is used in this analysis. The<br />
methods are developed in the social sciences to enable researchers to study social and<br />
cultural phenomena and events. In this research, it is completed by appendixes that<br />
form transcription from recording of cool jockey’s broadcasting and also<br />
documentary sheet to support data analysis.<br />
The result of the analysis shows that there are 87 cool jockey’s utterances<br />
which are included in code-switching act. Based on the analysis table, language<br />
function is the most representational function (40.42 %), function of code-switching<br />
that the most are addressee specification (25 %) and facility of expression (25 %),<br />
and the background of code-switching that the most is emphasis (64.37 %).<br />
The finding shows no anger expression during broadcasting of RCT FM<br />
Semarang in cool jockey’s utterances of code-switching because he wants to give<br />
good impression, attraction, and entertainment to listeners as his good service in<br />
broadcasting world.<br />
<a href="http://www.ziddu.com/download/19585728/CODE_SWITCHING_IN.zip.html">DOWNLOAD NOW</a>
<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5697493538486162655.post-85782882409214156392012-06-06T03:37:00.000-07:002012-06-06T03:37:02.694-07:00AUDIO LINGUAL TEACHING AS AN ALTERNATIVE METHOD IN TEACHING SPEAKING<br />
ABSTRACT<br />
Anggraeni, Purwita.2007.Audio-lingual Teaching as an Alternative Method in<br />
Teaching Speaking an Action Research Given to the of the first year<br />
students of SMP Negeri 2 Pemalang In the academic year 2006/2007)<br />
An Action Research. A Final Project. English Department, Language<br />
and Art Faculty, Semarang State University. First Supervisor: Dwi<br />
Anggara Asianti, S.S, M.Pd. Second Supervisor: Dra. Hj.Dwi<br />
Rukmini M.Pd.<br />
<a name='more'></a><br />
Keywords: Audio-lingual Teaching Method, Alternative Technique, Teaching<br />
Speaking, First year students of Junior High School.<br />
The topic of this study is “Audio-lingual Teaching as an Alternative Method in<br />
Teaching Speaking an Action Research Given to the of the first year students of<br />
SMP Negeri 2 Pemalang In the academic year 2006/2007) An Action Research.”.<br />
This final project is an action research. In this study, I limit the discussion by<br />
stating the following problem: “How effective is Audio-lingual Teaching Method<br />
used as an alternative method in improving the students’ speaking achievement?”<br />
The objective of the study is to explain the effectiveness of Audio-lingual<br />
Teaching as an alternative method in improving the students’ speaking<br />
achievement. It is expected that the result of the study will provide a deeper<br />
understanding about using Audio-lingual Teaching as teaching method for English<br />
teachers and also for the readers. There were four steps in conducting this action<br />
research: planning, acting, observing, and reflecting.<br />
In order to achieve the objective of this study, the writer designed a quasi<br />
experiment using pre-test and post-test. The population of this study was the first<br />
year student of Junior high School of SMP Negeri 2 Pemalang. The sample of this<br />
study was class VII E. The number of the student was 40 students. There were<br />
four meetings during the experiment. Before the experiment was conducted, the<br />
students were given a pre-test. At the end of the experiment, the students were<br />
given a post-test.<br />
The result of this study revealed that the post-test scores were better than<br />
the pre-test scores. It could be seen by comparing their means. The mean of the<br />
pre-test scores was 11.18 while the mean of the post-test scores was 19.25. The<br />
difference between the two means was 8.56.The result of applying one sample ttest<br />
revealed that the obtained value (15.03) was higher than the t-table value<br />
(2.02). It means that there is significant difference in grade of speaking test<br />
achieved by the students after they have been taught using Audio-lingual<br />
Teaching Method.<br />
In line with the result, the writer suggests that the Audio-lingual teaching<br />
Method is one of the effective method as to increase students’ enthusiasm in<br />
learning English. This result hopefully would motivate teachers to use the Audiolingual<br />
Teaching Method in their classroom, especially when teaching speaking to<br />
first year students of junior high school.<br />
<a href="http://www.ziddu.com/download/19585703/AUDIO_LINGUAL_TEACHING_AS_AN_ALTERNATIVE.zip.html">DOWNLOAD KNOW</a><br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5697493538486162655.post-71494787921518532752012-06-05T06:31:00.002-07:002012-06-05T06:31:22.316-07:00AN ERROR ANALYSIS ON THE USE OF GERUND AMONG THE FOURTH SEMESTER STUDENTS OF ENGLISH DEPARTMENT<br />
ABSTRACT<br />
This final project mainly aims at determining the main error and finding out the<br />
causes or sources of the errors in using gerunds made by the students of the fourth<br />
semester of the English Department of UNNES in the academic year of 2006/2007.<br />
This study was conducted under the consideration that gerund has a number of types<br />
in the theory so that it is possible that the learners find it difficult to learn the<br />
grammatical structures.<br />
<a name='more'></a><br />
A test method was used to gather data. The test used consisted of two kinds, i.e.<br />
completion test and translation test and had been tried out before it was used to<br />
collect the data. The main purpose of conducting the try out was to measure the<br />
validity and reliability of the instrument. The reliability of the test was 0.376 based on<br />
the Spearman- Brown formula. The test result was then analyzed by using percentage<br />
to determine the main error and find out the causes or sources of errors.<br />
The errors were classified on the basis of six types of gerunds. After computing<br />
the percentages of errors of each heading of gerund, it was found that the dominant<br />
error most often made by the students of the fourth semester of the English<br />
Department of UNNES is the use of gerunds in the negative adjective ‘No’ which<br />
occurred 129 times (69.39%) caused by false concept hypothesized. This means that<br />
the mastery of using gerund in the negative adjective ‘No’ is still low because the<br />
errors were still high.<br />
In conclusion, errors on the use of gerunds were still made by most students of<br />
the fourth semester of the English Department of UNNES in the academic year of<br />
2006/2007. In relation to this, it is suggested that the English learners should be more<br />
careful in using grammar.<br />
<br />
LANGSUNG AJA <a href="http://www.ziddu.com/download/19576639/AN_ERROR_ANALYSIS_ON_THE_USE_OF_GERUND.zip.html">DOWNLOAD NOW</a><br />
<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5697493538486162655.post-66523877156074195382012-06-05T06:12:00.002-07:002012-06-05T06:12:23.454-07:00A CORRELATION STUDY BETWEEN STUDENTS MASTERY OF PAST TENSE AND THEIR ABILITY IN EXPRESSING PAST ACTIVITIES IN WRITING<br />
ABSTRACT<br />
The final project is about a correlation study between students’ mastery of<br />
past tense and their ability in expressing their past activities in writing, a case<br />
study of eleventh grade students of SMA I Kudus in the academic year of<br />
2006/2007.<br />
<a name='more'></a><br />
The objectives of the study are to find out the students mastery of past<br />
tense and the students abilities in expressing past activities in writing, and also to<br />
find out whether or not there is a correlation between the students mastery of past<br />
tense and their abilities in expressing past activities in writing.<br />
This study is a case study and the population of this study is the eleventh<br />
grade students of SMA I Kudus in the academic year of 2006/2007. The sampling<br />
process was administered by applying a purposive sampling technique. There<br />
were 400 students of the eleventh grade and I took 40 students as the sample.<br />
I administered two kinds of tests, namely Grammar Test and Writing Test.<br />
Both of the tests were in written form. In Grammar Test, I used Multiple Choice<br />
test, while in writing test, I emphasized students to retell their past activities into a<br />
good writing construction. The instrument used for measuring the achievement<br />
was a test. Before the instrument was used, it had been tried out first. The main<br />
purpose of conducting it was to find out the validity, reliability, discrimination<br />
items and level of difficulties of the item of past tense in a multiple choice test. I<br />
then selected the items before they were used as the instrument of this research.<br />
The result of this research showed that there is a significant correlation<br />
between the students’ mastery of past tense and their ability in expressing past<br />
activities in writing. This result is obtained from the computation of the<br />
correlation between the students’ mastery of past tense and their ability in<br />
expressing past activities in writing applied to the sample is 0.8107. The critical<br />
value of the Pearson r with the 5 % significant level is 0.312. It means that the<br />
result obtained from the computation is greater than its critical value. Therefore, I<br />
conclude that the correlation between the two variables above is significant.<br />
In line with the result of the research, I suggest that to improve the<br />
students’ ability in expressing past activities in writing, students should improve<br />
their mastery of past tense, because the mastery of past tense can support their<br />
ability in expressing past activities in writing. It is essential to the teacher to know<br />
that one of the factors affect the students ability in expressing past activities<br />
especially in writing is the students’ mastery of past tense.<br />
<br />
<br />
TABLE OF CONTENTS<br />
Abstract ................................................................................................................... v<br />
Acknowledgements ................................................................................................. vi<br />
Table of Contents .................................................................................................... viii<br />
List of Appendices .................................................................................................. xi<br />
CHAPTER I INTRODUCTION<br />
1.1 Background of the Study ................................................................................... 1<br />
1.2 Reasons for Choosing the Topic ....................................................................... 3<br />
1.3 Statement of the Hypothesis ............................................................................. 3<br />
1.4 Objectives of the Study ..................................................................................... 4<br />
1.5 Statements of the Hypothesis .............................................................................. 4<br />
1.6 Significance of the Study .................................................................................... 5<br />
1.7 Scope of the Study ............................................................................................ 5<br />
1.8 Outline of the Study .......................................................................................... 6<br />
CHAPTER II REVIEW OF RELATED LITERATURE<br />
2.1 Definition of Grammar ...................................................................................... 7<br />
2.2 Importance of Learning Grammar ..................................................................... 7<br />
2.3 English Tense .................................................................................................... 8<br />
2.4 Definition of the Past Tense .............................................................................. 9<br />
2.5 Form of Past Tense ........................................................................................... 10<br />
2.5.1 Form of Past Simple ........................................................................................ 10<br />
2.5.2 Form of Past Continuous ................................................................................. 12<br />
ix<br />
2.5.3 Form of Past Perfect ........................................................................................ 13<br />
2.5.4 Form of Past Perfect Continuous ..................................................................... 13<br />
2.6 Use and Function of Past Tense.......................................................................... 14<br />
2.6.1 Past Simple Use and Function ......................................................................... 14<br />
2.6.2 Past Continuous Use and Function .................................................................. 15<br />
2.6.3 Past Perfect Use and Function ......................................................................... 17<br />
2.6.4 Past Perfect Continuous Use and Function ...................................................... 18<br />
2.7 Definition of Writing .......................................................................................... 18<br />
2.8 Definition of Good Writing................................................................................. 20<br />
2.9 Speech and Writing............................................................................................. 21<br />
2.10 Writing Skills in 2006 English Curriculum ...................................................... 23<br />
CHAPTER III METHOD OF INVESTIGATION<br />
3.1 Object of the Study ............................................................................................ 24<br />
3.1.1 Population ........................................................................................................ 24<br />
3.1.2 Sample ............................................................................................................ 24<br />
3.1.3 Method of Data Collection ............................................................................. 24<br />
3.2 Research Design ................................................................................................ 25<br />
3.2.1 Instrument ........................................................................................................ 25<br />
3.2.2 Try Out ........................................................................................................... 25<br />
3.2.3 Validity of the Test ......................................................................................... 28<br />
3.2.4 Reliability of the Test ..................................................................................... 29<br />
3.2.5 Difficulty Level .............................................................................................. 30<br />
3.2.6 Discriminating Power .................................................................................... 31<br />
x<br />
3.2.7 Scoring System .............................................................................................. 32<br />
CHAPTER IV RESULT OF THE INVESTIGATION<br />
4.1 Discussion ......................................................................................................... 34<br />
4.2 Result ................................................................................................................ 40<br />
CHAPTER V CONCLUSION AND SUGGESTION<br />
5.1 Conclusion ........................................................................................................ 41<br />
5.2 Suggestion ......................................................................................................... 42<br />
BIBLIOGRAPHY ................................................................................................. 43<br />
APPENDICES ....................................................................................................... 45<br />
<br />
LANGSUNG KLIK <a href="http://www.ziddu.com/download/19576488/A_CORRELATION_STUDY_BETWEEN_STUDENTS_MASTERY.zip.html">DOWNLOAD NOW</a><br />
<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5697493538486162655.post-3396123996523165012012-06-05T06:05:00.000-07:002012-06-05T06:06:14.390-07:00A COMPARATIVE STUDY ON DICTION AND SENTENCE STRUCTURE BETWEEN SPOKEN NEWS BROADCAST BY CNN INTERNATIONAL AND WRITTEN NEWS ARTICLES ISSUED BY TIME MAGAZINE<br />
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: 'Times New Roman', serif;"><b><br /></b></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<b><span style="font-family: 'Times New Roman', serif; font-size: 12pt;">ABSTRACT<o:p></o:p></span></b></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">This final
project is about a comparison of diction and sentence structure between spoken
news represented in the program Your World Today broadcasted by CNN
International and written news articles which is represented by three articles
from TIME Magazine. The articles themselves contain the issues of Middle East
covering from Iran uranium enrichment program, the war between Israel and
Hizbollah in Lebanon, and ‘eternal’ conflict between Palestine supported by
only several Arab countries and Israel supported by U.S. government. Although
the study is based on the style used in the articles, I only focusing my
analysis on the diction and sentence structure. The analysis itself is
separated into three major problems. </span><br />
<a name='more'></a><span style="font-family: 'Times New Roman', serif; font-size: 12pt;">First is how the style of the articles
from TIME Magazine seen from its diction and sentence structure. The second
problem is how the style of the articles from CNN seen also from the diction
and sentence structure. The third one is the similarities and differences of
styles in the articles from both media where the diction and sentence structure
is also being the major consideration. The objective of the study is to get
clear picture upon the style which is seen from the diction and<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">sentence
structure of the two media through comparison. In doing the analysis I used
stylistic approach which stresses on dominant – less dominant design. I used
quantitative approach with five steps in order to gather the data, they are
browsing, reading, quoting, classifying, counting, and reporting. Those five
steps finally end up into the form of table and chart which will make it easier
for me to translate the numbers into certain meaning. In this way I use the
technique of qualitative analysis, where the data is transformed into
meaningful sentences so that the<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">diction and
sentence structure is done. The result of the study shows us that there are
some similarities and differences between the two articles on the level of its
diction and sentence structure of TIME Magazine and CNN International. From the
aspect of sentence structure, it is shown that CNN is less complicated than
those of </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt;">TIME. This can
be understood because CNN sending their message </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt;">through audio
visual, while TIME is sending their messages through </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt;">visualization.
The diction in the articles is still considerably formal, related </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt;">to the subject
matter, and using Standard English. There is a great whishes </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt;">that there will
be another study of style upon spoken and written language </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt;">which is not
only from the point of view of diction and sentence structure. </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt;">There is also
expectation that the mass media consider a lot upon their </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt;">message
receivers- reader for the magazine and watcher and listener for the </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt;">television. The
attention of the researcher should not only on the main case </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt;">of an article,
such as the theme, but also paying attention upon the length of</span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 115%;">the articles which
would be the raw data for the analysis.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<b><span style="font-family: 'Times New Roman', serif; font-size: 12pt;">TABLE OF CONTENT<o:p></o:p></span></b></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Statement of
Authorship …………………………………………….. i<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Approval ……………………………………………..
ii<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Motto and
Dedication …………………………………………….. iii<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Acknowledgement ……………………………………………..
iv<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Abstract ……………………………………………..
v<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Table of Content
……………………………………………………. vi<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Chapter I
INTRODUCTION ……………………………………….. 1<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">1.1 Background
of the Study ……………………………………… 1<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">1.2 Reason for
Choosing the Topic ……………………………….. 2<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">1.3 Statement of
the Problems ……………………………………. 3<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">1.4 Objectives
of the Study ………………………………………. 4<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">1.5 Significance
of the Study……………………………………… 4<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">1.6 Outline of
the Study ………………………………………….. 5<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Chapter II
REVIEW OF RELATED LITERATURE ……………… 6<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">2.1 Linguistic
Unit ……………………………………………….. 6<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">2.1.1 Word ………………………………………………………….
6<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">2.1.2 Phrase ………………………………………………………...
7<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">2.1.3 Clause…………………………………………………………
8<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">2.1.3 Sentence ………………………………………………………
8<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">2.2 Television
and Magazine……………………………………… 9<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">2.2.1 Television……………………………………………………..
9<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">vii<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">2.2.2 Magazine ……………………………………………………..
10<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">2.3 Style ……………………………………………………………
11<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">2.3.1 Diction ……………………………………………………….
12<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">2.3.2 Sentence
Structure …………………………………………... 14<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Chapter III
METHOD OF ANALYSIS …………………………… 17<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">3.1 Object of
the Study …………………………………………… 17<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">3.2 Types of
Data …………………………………………………. 17<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">3.3 Procedures
of Data Collection ………………………………… 17<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">3.4 Procedures
of Data Analysis ………………………………….. 19<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Chapter IV
RESULT OF THE ANALYSIS………………………. 21<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">4.1 Diction ………………………………………………………....
21<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">4.2 Sentence
Structure …………………………………………... 26<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">4.2.1 Sentence
Length …………………………………………….. 27<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">4.2.2 Clause and
Sentence Types …………………………………. 31<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">4.2.3 Phrase
Types ………………………………………………… 40<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">4.3 Comparison
of Diction and Sentence Structure ……………… 45<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Chapter V
CONCLUSION AND SUGGESTION ………………… 46<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">5.1 Conclusion ……………………………………………………
46<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">5.2 Suggestion ……………………………………………………
47<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Bibliography<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 115%;">Appendices</span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 115%;">LANGSUNG AJA KLIK <a href="http://www.ziddu.com/download/19576421/A_COMPARATIVE_STUDY_ON_DICTION_AND_SENTENCE_STRUCTURE.zip.html">DOWNLOAD NOW</a></span></div>Unknownnoreply@blogger.com0