Thursday , July 9 2020

Proposal learning Faster Chapter III


3.1 Research Design
Based on background of the study, the author (myself) wants to find out the problem faced by students especially in reading faster and correctly. The writer got the data from the student of SLTP N I PLUMPANG.
3.2 Population and Sample
As mentioned, this research involves the students of SLTP N I PLUMPANG at second grade in class E. the sample consist 4 students. Two of the are male and other are female. All of the have excellent mark in their school.

3.3 Instrument
I got information by using :
a. stopwatch
to analysis in how faster student read the story (in WPM)
b. Book research
to write down all of their score
c. their score
I can get their total mark with this.
by using this tool, I can manage to get on how good they are at understanding a simple story.

3.4 Analysis and Interpretation of Data

here are the formula I used to calculate the the data
1. Make them read simple story at their best shoot.
2. Turn on the STOPWATCH & Record the data in recorder.
3. Mark their score in this format

No.NameTime (in WPM)(SCORE)SCORE (Storyline)(Total Score)

No. → fill with number
Name → fill with the Student’s Name
Time → their ‘Speed’ at reading books in WPM
Usually at 0-50, 51-100, 101 -200, 201-250, 251-500, 501-750,751-1000, and 1001-2000.
Score → their Score after finished the task.
Classified in: 0-50 = very bad enough (Z)
51-100 = really bad
101-200 = hmm.. still not good (D)
200-250 = Average (C)
251-500 = good (B)
501-750 = Really good (A)
751-100 = Outstanding (A+)
1001-2000 = Awesome (A++)
T.Score → Total Score for each of them (for comparison only)
Here I write their total score after hear the recorder and write down their mark at SCORE in Storyline. The better they told the story, the greater their mark will be. Adding it with the SCORE will form the total Score.

Cho, K.S. and Krashen, S. 1994. Acquisition of vocabulary from the Sweet Valley Kids series. Journal of Reading 37: 6620667.
Cho, K.S. and Krashen, S. 1995. From Sweet Valley Kids to Harlequins in one year. California English 1,1: 18-19.
Dupuy, B. 1999. Narrow listening: An alternative way to develop listening comprehension in the foreign language classroom. System 24(1):97-100.
Krashen, S. 1996. The case for narrow listening. System 24(1): 97-100.
LaBrant, L. 1958. An evaluation of free reading. In C. Hunnicutt and W. Iverson (Eds.), Research in the Three R’s. New York: Harper and Brothers, pp. 154-161.
Lamme, L. 1976. Are reading habits and abilities related? Reading Teacher 30: 21-27.
Rodrigo, V. and Krashen, S. 1996. La aplicación del argumento de la audición enfocada en el Aula de Clase. Granada English Teaching Assocation, 4:2): 71-75.
Yang, A. 2001. reading and the non-academic learner: A mystery solved. System 29(4):451-466.
Happy reading

Check Also

Nisya, the local teacher

Why SKRIPSI is important for student

Skripsi, a word which make some student terrified and sometimes smile happily. It was considered ...

Leave a Reply

Your email address will not be published. Required fields are marked *