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- SKRIPSI AN INVESTIGATION OF THE STUDENTS ABILITY AND DIFFICULTIES IN WRITING A NARRATIVE TEXT
- SKRIPSI TEACHERS TECHNIQUES IN TEACHING SPEAKING SKILL
- SKRIPSI THE TEACHING OF ENGLISH LANGUAGE LEARNING TO YOUNG LEARNERS A DESCRIPTIVE STUDY AT THREE KINDERGARTENS
- SKRIPSI IMPROVING STUDENTS READING SKILL THROUGH INTERACTIVE APPROACH
- SKRIPSI THE USE OF SERIES OF PICTURES IN STUDENTS NARRATIVE WRITING PROCESS
| SKRIPSI AN INVESTIGATION OF THE STUDENTS ABILITY AND DIFFICULTIES IN WRITING A NARRATIVE TEXT Posted: 19 Nov 2013 06:30 PM PST (KODE : PENDBING-0056) : SKRIPSI AN INVESTIGATION OF THE STUDENTS ABILITY AND DIFFICULTIES IN WRITING A NARRATIVE TEXTCHAPTER I INTRODUCTION The chapter presents general points of the study including background of the study, research questions, aims of the study, scope of the study, significance of the study, method, and organization of the paper. A. Background Writing is very important in learning language. Writing also plays a very significant role in the success of learning Thomson (1978) in Emilia (1996 : 5). Therefore, it is not surprising in Indonesia that writing has been paid more attention to by the government. This can be seen from the last two curricula of English for secondary school (Kurikulum berbasis kompetensi (KBK/Curriculum Based Competence) and kurikulum tingkat satuan pendidikan (KTSP/ Curriculum of Educational Unit)). These two curricula put a strong emphasis in writing. The students are told to write different text types including, recount, descriptive, procedure, exposition, discussion, report, Narrative, news item, etc. The current curriculum for senior high school released by BSNP (Badan Standar Nasional Pendidikan) states that one of the main purposes of English in this stage of education is comprehending and creating various short functional text types and monolog and also essays of procedures, descriptive, recount, Narrative, report, news item, analytical exposition, hortatory exposition, spoof, explanation, discussion, review, and public speaking. From the BSNP, it can be seen that the curriculum gives emphasis in writing various text types, unexceptionally Narrative. However, research on the students' ability and difficulties in writing has not been well documented by expert in Indonesia. Thus, this research tried to investigate the students' ability and difficulties in writing those texts, particularly Narrative. Narrative is one of the two modes of our thinking (Bruner 1986, cited in Abdulmanan 2008 : 2). While communicating with others, we may describe an incident as a way of explaining his/her thought or a part of his/her argument. As much, (cited in Abdulmanan 2008 : 2) Narrative is usually an essential text type required to practice in writing class for learners of English as a foreign language. However, when it comes to the first graders' composition in X, some students who are lacking in practice and having limited vocabularies to tell their imagination often do not have much to say. In this research, the writer focuses on analysis of a Narrative text written by first graders of one SMAN in X. Based on the writer's observation the students still found it difficult to make a Narrative text, moreover there was limited research that revealed about the reason why they have difficulties in writing a Narrative text. Regarding the above phenomenon, it is thus necessary to conduct research which focuses on the students' ability and difficulties in writing a Narrative text. This research is also expected to investigate ability and what difficulties that the students encountered. Knowing what difficulties that the students usually found, teachers are expected to know what to do to their students. In the end, this study will show the ability of the first graders of senior high school who write a Narrative text. B. Research Questions In line with the purposes of the study above, this study will attempt to address the following questions : 1. How is the ability of students in writing a Narrative text ? 2. What difficulties did the students find in writing a Narrative text ? C. Aims of The Study The aims of this study are : 1. To identify students' ability in writing a Narrative text 2. To identify students' difficulties in writing a Narrative text D. Significance of the Study The writer expects this research can enrich the literature on research dealing with ability and difficulties of students in writing a Narrative text. The result of this can also give valuable information to teachers of teaching writing and to the students on the need of realizing the weaknesses in order to improve their ability in writing a Narrative text. Moreover, for the teacher professionalism, it requires teachers to find teaching approach to develop students' ability in writing a Narrative text. E. Organization of the Paper Chapter One : This chapter presents general points of the study including background of the study, research questions, aims of the study, significance of the study, and organization of the paper. Chapter Two : This chapter elaborates theoretical overview that supports this study. Chapter Three : This chapter provides details on method that will be applied on this study. Chapter Four : This chapter presents, analyzes and discusses the finding. Chapter Five : This chapter explores the summary of the study and also some suggestions for further better study. |
| SKRIPSI TEACHERS TECHNIQUES IN TEACHING SPEAKING SKILL Posted: 19 Nov 2013 06:28 PM PST (KODE : PENDBING-0055) : SKRIPSI TEACHERS TECHNIQUES IN TEACHING SPEAKING SKILLCHAPTER I INTRODUCTION This chapter describes the general issues related to the introduction of this study. The issues cover background of the study, research questions, the purpose of the research, the significance of the study, the definition of the terms, and thesis organization. A.. Background of the Study English has become a lingua franca, a language which is internationally used by people with different first language background (Harmer, 2001), and which is used for communication by more than one billion people around the world (see Johnson, 2001). This makes English an important tool that everyone should master; making it one important school subjects in most schools in the world. In Indonesia, English has been taught and received serious attention in all levels of study, i.e. Elementary School, Junior High School, and Senior High School. The goal of teaching English in Indonesia, and probably in most schools in the world, is the students' ability to use English for communication through four language skills, i.e. listening, speaking, reading, and writing. Among other language skills, mastery speaking which is "the basic means of human communication" (Lazarton, 2001 : 103) and English speaking which has become "the most demanding skill" ((Bailey & Savage, 1994 in Lazarton, 2001) is a must. This is due to the fact that most learners often evaluate their success in language learning as well as the effectiveness of their English course on the basis of how much they feel they have improved in their speaking proficiency (Richards, 2008). Besides the importance of speaking skill, learning speaking in second or foreign language, has a great challenge. Brown (1994 in Lazarton, 2001) mentions a number of features that interact to make speaking as challenging as it is. First, fluent speech contains reduced forms, such as contractions, vowel reduction, and elision, so that learners who are not exposed to or who do not get sufficient practice with reduced speech will retain their rather formal-sounding full forms. Second, students must also acquire the stress, rhythm, and intonation of English. In line with that, Lazarton (2001 cited in Celce-Murcia, 2001 : 103) states that perhaps the most difficult aspect of spoken English is that it is almost always accomplished via interaction with at least one other speaker. This means that a variety of demands are in place at once : monitoring and understanding the other speakers, thinking about one's own contribution, producing that contribution, monitoring its effect, and so on. To cope with the challenges of teaching speaking, the language teachers are required to be able to create and employ certain techniques in order to achieve the goal of language learning and teaching for speaking skill. By this, it means that the teacher plays an important role in determining what technique can best encourage students' participation in the learning process. This is supported by Celce-Murcia, 1979 who mentions that teacher needs to know the strategies and exercises to ensure that each is getting a relevant practice in speaking English in order to develop his fluency and confidence. In line with that, Rahmawati (2008) proposes that teacher, particularly in speaking instruction, is always expected to provide an engaging-students techniques to make them able to explore their experiences and idea in oral way. In teaching speaking skill, the teachers are expected to be able to promote students' speaking skill by employing several types of techniques such as discussion, speeches, role plays, conversation, audio taped oral dialogues journal and other accuracy-based activities (Lazarton in Celce-Murcia, 2001 : 106). Thus, it is expected that the strategies will explore the students' speaking performance. Among other language skills taught in EFL schools, speaking skill has been likely received little concern by investigators since the complexity and impracticality of this skill to be investigated (See Lengkanawati, 2007). Therefore, this study attempts to investigate the teaching of speaking skill particularly the English teacher's techniques in teaching speaking skill. Besides, it also investigates the students' responses to those techniques. B. Research Questions Based on the consideration above, this study is focused on the research questions as follows : 1. What techniques does the teacher use in teaching speaking skill ? 2. What are the students' responses to the teacher's techniques ? C. Aims of the Study Related to the research questions above, this study aims to : 1. investigate the English teachers' techniques in teaching speaking skill, 2. identify the students' responses to the techniques used by the teachers in teaching speaking skill. D. Significance of the Study It is expected that the result of this study will be useful for those who participate in teaching English as a foreign language. They are involved : first, the teachers of English; second, the education officers and the school stake holders who hold and facilitate any kinds of teachers training; third, the writer as the researcher would like to meet the magister degree; and fourth, the other researchers who are interested in conducting the same field of study. E. Thesis Organization This thesis consists of five chapters. Chapter one is general introduction that relates to the background of the study. Chapter two discusses the literature review as the basic guidelines which underpinning the study. Chapter three presents the methodology of the research. This involves the data collection techniques and instruments used in conducting the research. Chapter four is about data presentation and data analysis in the study. And the last, chapter five presents conclusion and offers some recommendation. |
| Posted: 19 Nov 2013 06:25 PM PST (KODE : PENDBING-0054) : SKRIPSI THE TEACHING OF ENGLISH LANGUAGE LEARNING TO YOUNG LEARNERS A DESCRIPTIVE STUDY AT THREE KINDERGARTENSCHAPTER I INTRODUCTION A. Background English as an International language is needed by all levels of education to be mastered. This has made educators from all levels of education try to facilitate the best way of teaching and learning English. As a result, the teaching and learning English has been placed in a very important position and has been taught in almost all countries in the world. In Indonesian teaching context, English is a foreign language that becomes a compulsory subject in all schools from lower secondary to upper secondary schools. It is where the department of education and culture number 060/U/1993 includes English into curriculum for the elementary level of education as one of the local content subjects from grade four to grade six (www.depdiknas.go.id). In addition, Suyanto (2008 : 15) states that now English is also introduced to preschool where the students are grouped into very young learners. In relation to this, many parents send their young learners to schools that offer a good English program. They do this with an assumption that learning foreign language will be much easier at an early age. Hence, young learners have a better chance to be successful in acquiring foreign language. Actually, there are many other factors that will determine the success of language learners such as exposure, support, engagement, teachers' confidence, capabilities and sponsorship (Musthafa, 2008 : 4). In line with this, Suyanto (2008 : 15) notes that the maturity of students are not simply from the age but also from any other factors, such as environment, cultural, interest, and the influence of parents. Furthermore, Nunan (1999) says that whether or not it's a 'good thing' to begin a foreign language for very young learners (4-5 years old) will depend on many factors including the amount of time the kids are given, the competence of the teachers, the quality of the resources etc. As mentioned above, in Indonesian teaching context English is included into curriculum for the elementary level of education and many studies have been investigating the process of teaching and learning English to young learners in elementary level. Furthermore, the researcher tries to consider about the process of teaching and learning English to young learners or early childhood education, where the age range of the students is around four to six years old. This study will focus on the process of teaching and learning English to young learners, the process of English language assessment to young learners as well as the effect of these processes. Hopefully the findings of this study will provide an insight of the process of teaching and learning as well as assessment to young learners. It is also expected that this study will contribute some lucid information on how teaching and learning as well as assessment should be carried out. Hence, there will be improvement on the way teachers teach and assess to young learners. Since in this study there will be a discussion about assessment, there will be a definition about assessment which is related to the study. Assessment is the process of data analysis that teachers use to get evidence about their learner's performance and progress in English (Pinter, 2006 : 131). In terms of purpose, assessment is needed by administrators, teachers, staff developers, students and parents assist in determining appropriate program placements and instructional activities as well as in monitoring students' progress (O'Malley and Pierce, 1996 : 3). More specifically, all teachers need to know how effective their teaching is and all learners are interested in how well they are doing. Since assessment is the teaching and learning process, therefore it is an integral part of teaching and learning and it occurs all the time. B. Research Questions Relevant to the main points explained above, the questions in this research are formulated as follows : 1) What is the process of teaching and learning English language to young learners in some kindergartens in northern part of X ? 2) What is the process of assessment of English language to young learners in these kindergartens ? 3) What is the effect of these processes to young learners in these kindergartens ? C. Purpose of the Study In line with the research questions mentioned above, the aims of this research are specified into the following points : 1) To identify the process of teaching and learning English language to young learners in some kindergartens classroom in northern part of X. 2) To identify the process of assessment of English language to young learners in those kindergartens. 3) To identify the effect of these processes to young learners in these kindergartens. D. Definition of Terms - Young learners : children are at preschool or in the first couple of years of schooling (Pinter, 2006 : 2). - Teaching : work of a teacher, idea or belief that is taught (Oxford Learner's Pocket Dictionary, 1995 : 425) - Assessment : calculating the value of something (Oxford Learner's Pocket Dictionary, 1995 : 21). According to Pinter (2006 : 131) Assessment is the process of data analysis that teachers use to get evidence about their learner's performance and progress in English. E. Significance of the Study This study will provide an insight of how English language learning is conducted in terms of the process of teaching and learning, assessment and the effect of these processes to young learners. Findings of the study will give empirical evidence of the process of teaching and learning, the process of assessment of English language and the effect of these processes to young learners at some kindergartens in northern part of X. The results of this study hopefully make teachers are aware of the crucial things in teaching and assessing English language learning to young learners. |
| SKRIPSI IMPROVING STUDENTS READING SKILL THROUGH INTERACTIVE APPROACH Posted: 19 Nov 2013 06:22 PM PST (KODE : PENDBING-0053) : SKRIPSI IMPROVING STUDENTS READING SKILL THROUGH INTERACTIVE APPROACHCHAPTER I INTRODUCTION A. Background of Study Reading is a crucial skill for students both English as a Second Language (ESL) and English as a Foreign Language (EFL). By reading activities, in the writer's view, the students can get information that is needed and they can broaden their horizons. Moreover, ESL/EFL readers will make greater progress and attain greater development in all academic areas. Besides, indirectly they can communicate and interact with the people who have a different language, social and cultural background. According to Anderson (1999 : 1), reading is an active, fluent process that involves the reader and the reading material in constructing the meaning. Furthermore, he notes that meaning does not reside on the printed page, nor is it only in the head of the reader. It means that reading can be constructed by combining the words on the printed page with the reader's background knowledge and experiences. Consequently, the teaching of reading should involve activities which connect the ideas on the text to what students already know. In relation to the objective of teaching of English at senior high schools, the National Curriculum Board of Education (BSNP, 2006) targets the students at the information level. At this level, the students are supposed to understand various genres of English written texts, i.e. procedure, descriptive, recount, narrative, report, news item, analytical exposition, spoof, explanation, discussion, review and public speaking to access knowledge. It means that the teaching of reading will not be successful if the students can only read words without understanding the message being read. In other words, whatever we read should be well understood. Smith and Robinson (1980) argue that comprehension means understanding. This means that reading comprehension is a process of thought where the readers understand the writer's ideas and interpret them into his or her own needs. In achieving the objective above, English teachers sometimes have many problems on how to improve the students' ability in reading. Based on the researcher's experiences and informal observation, it is found that most students at senior high school level frequently find it hard to understand English texts though the text is simple. It is difficult for them to find the word and sentence meaning contextually, get the main ideas, paragraph, comprehend the ideas' text and find the view of writer. The difficulty may be due to the students' linguistic deficiencies. The students often lack of vocabulary or they may know a word but with a different meaning. Moreover, the students may be unfamiliar with grammatical structures. These deficiencies may lead students to inaccurate reading, which result in erroneous interpretation (Tamar Feuerstein and Miriam Schcolnik, 1995). In addition, they frequently, in reading English text rely on their language competency more-or bottom- up reading text-and less activate their background knowledge (top-down reading text). Another difficulty may also be due to insufficient teaching of the skill in a structured way (Yuil & Oakhill, 1991 in Aarnoutse, 1999). Based on the researcher's observation, in many schools, reading instruction seems not to focus on the content of passage. They traditionally teach reading by answering questions based on the text and finding out unfamiliar words in dictionary. The main activities are mostly dominated by reading aloud, translating the texts and answering text-based questions presented in the text book used in teaching. They do not activate the students' background knowledge before reading activities. Consequently, this overemphasis act on decoding sometimes produces students who can decode and pronounce words but fail to comprehend what they read. They even get bored involving in reading instructions. To overcome the above difficultness and to develop the students' reading skill, interactive approach becomes an alternative solution to be used in teaching. This approach is considered as more comprehensive one since it emphasizes not only on how students decode the text but also how they interpret the text as Eskey (1988) states that good readers are both good decoders and good interpreters of text. With respect to interactive approach, there are two approaches of reading that become the basic principle of interactive approach. The first one is bottom up processing. This theory emphasizes on developing basic skill, matching sounds to the letters, syllables and words in the text, and the second one is top down processing. It stresses on the reader's background knowledge to comprehend the text. Bottom up approach is associated with teaching methodology called phonics and top down is related to the schema theory. Both of approaches have strength and weakness. Bottom up is more appropriate used to the students in the basic level while top down to the higher level. The third is interactive approach. This approach combines both bottoms up and top down (Elba in Max Koller, (Ed.), and 2006 : 8). According to Stanovich (1980 in Carell, et.all 1990 : 31) interactive model of reading appear to provide a more accurate conceptualization of reading performance than strictly top down or bottom-up models. From this view, it can be stated that interactive can be best applied in teaching reading both for lower and higher level. A recent research, conducted by Liu, et.al. (2007), on teaching reading has shown that an interactive model is effective in improving students' reading comprehension due to the importance of both processes. In practice, a reader continually changes from one focus to another. It means that besides a reader needs a top-down to predict meaning, he requires bottom up approach to check whether that is really what the writer said (Nutall, cited in Brown, 2001 : 299). As an interactive links to bottom up, Eskey (1988) asserts that structure of the language of the text contributes much more to the readers' reconstruction of meaning than strictly top down theorists. Similar to Eskey view, Carell (1988) states that both processes interacting are efficient and effective reading in spite of the fact that top down processing is strongly linked to the teaching of reading. To examine the effectiveness of interactive approach in teaching reading comprehension, this study involved grammar translation method as applied in control group. This method used in this study as comparison to interactive approach because it has been commonly used in teaching reading at MA X. In teaching reading comprehension, this method emphasizes on translating text from target language to native language. It also focuses on answering comprehension question. Referring to the phenomena above, this research attempts to investigate the application of interactive approach proposed by Eskey (1988) as one of many reading strategies. This study intends to help students improve their reading skill by practicing both bottom-up and top-down model reading activities. In bottom-up model students are trained to develop their vocabulary and knowledge of structure. In top-down model, students are trained to activate their background knowledge before reading to predict the text. B. Statement of the Problem Reading comprehension is a complex task and a difficult skill for many students. As a result, students' achievement in reading comprehension is still far from being expected. Consequently, teachers need to teach comprehension strategies in order to improve students' comprehension. This phenomenon has become the researcher's starting point in conducting his study. Thus, this study attempts to investigate the effects of the application of interactive approach to develop students' comprehension in reading compared to grammar translation method. C. Research Questions Based on the background of study, the research problem can be formulated as follows : - Is there a significant difference between students who are trained on applying interactive approach with those are trained with grammar translation one ? D. Hypothesis There is no a significant difference between students who are trained on applying interactive approach with those are trained with grammar translation method. E. The Purpose of the Study The purpose of the study is to investigate the effects of the application of interactive approach in teaching reading comprehension. The study specifically attempts to find out whether the interactive approach can be used to develop students' ability in reading comprehension. |
| SKRIPSI THE USE OF SERIES OF PICTURES IN STUDENTS NARRATIVE WRITING PROCESS Posted: 19 Nov 2013 06:19 PM PST (KODE : PENDBING-0052) : SKRIPSI THE USE OF SERIES OF PICTURES IN STUDENTS NARRATIVE WRITING PROCESSCHAPTER I INTRODUCTION This chapter briefly describes the contents of the study including background, research questions, aims of the study, the scope of study, significance of study, research methodology, clarification of the key terms, and organization of the paper. A. Background of the Study Writing is often considered as a difficult skill to master. Students who learn the writing skill need to be able to deal with some writing elements. The elements are the combination of a number of diverse elements namely content, form, grammar, style and mechanics (Harris, 1968). In other words, the students are required to be able to develop the ideas, organize the content of the text, employ appropriate grammatical form, choose structures and lexical items, and demonstrate appropriate spelling and punctuation in the text. Dealing with the difficulties in writing can be carried out by implementing strategies in teaching writing. The strategies should make the students be able to develop their writing skills. Moreover, the strategies need to have the ability to motivate the students to write and allow them to have enough practice in writing so that the difficulties can be minimized. Strategies in teaching writing can be various. Teachers may use teaching media as their strategies to support them presenting the materials. Teaching media are defined as equipments to support teaching and learning activities and help teachers to present the materials (Saiful, 2006). By using teaching media, teachers can increase the students' motivation and create an interesting learning atmosphere (Kamaludin, 2009). Using teaching media is not merely about using supporting equipments in the classroom. The teacher should be able to choose appropriate teaching media in order to achieve the benefits of using teaching media. The teaching media should be chosen by considering the goals of the lessons and the characteristics of the students. Specifically, there are several aspects that should be considered in choosing teaching media : the age, interests, type of intelligence and experience of the students; the physical circumstances of the classroom; the cost of the media; and convenience of the materials available (Wright, 1976). By considering those factors, the teachers can determine what teaching media can be used in certain teaching and learning process. Determining the appropriate supporting equipments in the classroom can also be done by choosing common teaching media. One of the common teaching media is pictures. They tend to be practical and easy to use. Teachers can deliver certain questions and ask the students to explain a word or concept (Haycraft, 1978) simply by showing or pointing on pictures while the students are paying attention to what happens in the pictures. Moreover, the information served by pictures can possibly avoid boredom and lack of interest in the classroom (Jonassen, 1982). As the common teaching media, pictures may be presented in many ways. Besides presenting the picture as a single picture, presenting pictures in form of series of pictures is also a good choice. The use of series of pictures not only provides the students with the basic material for their compositions but also stimulates their imagination powers (Heaton, 1989). Moreover, teachers can use the series of pictures to guide the students to write well-organized text. The series of pictures contains a number of pictures that are joined into one another to explain certain events. In relation to the teaching writing narrative text, a series of pictures is useful to use. The series of pictures can support the process of teaching writing narrative text. It helps teachers to serve the important aspects in teaching narrative genres that are to introduce the genres and to point out some distinctive characteristics of the genres such as the social purposes, generic structures and the language features of the text (Kim, 2006). In doing so, the teacher can start by showing the pictures while introducing the genre and explaining that each picture in a series indicates the sequence of events in the story. Showing the series of pictures before writing the narrative text also can help the students to predict the sequence of events that happen in the story. Later, when the students are in the writing stage, the series of pictures is hoped to lead the students to arrange the events of the story based on the arrangement of the pictures with appropriate generic structures. At the end, the students can write a narrative story with well-organized events. Considering the explanation above, this study is conducted to find out the benefits of using series of pictures in narrative writing process and to describe the students' attitudes toward the use of series of pictures in narrative writing activity. It is hoped that this study can be one of references for English teachers to teach writing narrative text in interesting and enjoyable ways so that the students can be motivated to write. It is also hoped that by using series of pictures, the students can be stimulated to think creatively in gathering the ideas and learn narrative writing enthusiastically. B. Research Questions This study is conducted in order to answer the following questions : 1. What are the benefits of using series of pictures in students' narrative writing process ? 2. What are the students' attitudes toward the use of series of pictures in narrative writing process ? C. Aims of the Study Based on the research questions above, the aims of this study are to find out : 1. The benefits of using series of pictures in students' narrative writing process. 2. The students' attitudes toward the use of series of pictures in narrative writing process. D. Significance of the Study This study is expected to give theoretical, practical, and professional benefits. 1. Theoretical Benefits The results of this study can be used to enrich the theories in English teaching media and become one of references for further studies related to the use of visual media in narrative writing. 2. Practical Benefits For teachers, students, and readers who practically deal with the use of series of pictures in narrative writing, this study can be useful. For the students, they will able to write better and be motivated to practice their English skills. Moreover, for teachers and readers, the results show the implication of the use of series of pictures in narrative writing activity, provide information related to the students' attitudes toward the use series of pictures in narrative writing, and become evidence that series of pictures give benefits during the process of writing narrative texts. 3. Professional Benefits In professional benefits, teachers and schools can hopefully get the benefits from the results of the study. The teachers are informed that series of pictures can be useful media to be used during the process of teaching and learning. Moreover, they can improve the strategy on teaching writing narrative texts. For the schools, this study can be used as a consideration that series of pictures are needed as one of teaching media. Thus, series of pictures can be provided in the schools. E. Organization of the Paper This paper is organized as follows. Chapter I : Introduction This chapter discusses the background of the study, the limitation of the problems, the research questions, the purpose of the study, the significance of the study, and the organization of the paper. Chapter II : Theoretical Foundation Chapter II provides the theoretical review served as the base for investigating the problem in this study. Chapter III : Research Methodology This chapter explains the research design, the site and participants, the data collection techniques, the research procedures, and the data analysis. Chapter IV : Findings and Discussions In chapter IV, the analysis and discussions of the result in the study are presented. Chapter V : Conclusions and Recommendations This chapter presents the conclusion of the study and provides recommendations in accordance with the study. |
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