Tugas Proposal Linguistics

8/9/2019 Tugas Proposal Linguistics

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THE USE OF IDIOMS AND PHRASAL VERBS MASTERY TO

IMPROVE THE ABILITY TO ANSWER THE LISTENINGCOMPREHENSION SECTION IN TOEFL: THE CASE OF THE

5F STUDENTS OF ENGLISH DEPARTMENT OF IKIP PGRI

SEMARANG 2009

PROPOSAL

Submitted to fulfill the assignment of Research in ELT 1Lecturer: Dr. Soewandi, M.Pd

By

SITI SOLECHAH

0742027

5F

ENGLISH DEPARTMENT

FACULTY OF LANGUAGES AND ARTS EDUCATION

IKIP PGRI SEMARANG

2009


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I! T"#$%

THE USE OF IDIOMS AND PHRASAL VERBS MASTERY TO

IMPROVE THE ABILITY TO ANSWER THE LISTENING

COMPREHENSION SECTION IN TOEFL: THE CASE OF THE 5F

STUDENTS OF ENGLISH DEPARTMENT OF IKIP PGRI SEMARANG

2009

II! I'()*+#"(&

,! B,+-.'(*&) (/ # % S#*)y

The students of first u to second !ear of college seem to lac" of #ocabular! and it ma"es difficulties for the students not onl! in achie#ingthe lesson but also in mastering English learning rocess.

$ocabular! as one of language%s com onent is #er! im ortant.&ithout understanding #ocabular!, the students can%t learn English becauseof their limited #ocabular!.

'smail (1))*:+ - in his boo" said that eo le should master #ocabularies graduall!. eginner should master 1/// words, elementar! or first stage master 0/// words, and intermediate stage master */// until

/// words.Students ha#e oor #ocabularies because of some reasons such as

oor moti#ation in learning English, ha#ing no mone! or time to oinEnglish course and the last but the most im ortant is their unconfidentfeeling to ractice English in dail! life.

2s we "now that Test of English as 3oreign Language (T4E3L- isim ortant for one who studies English, es eciall! for students of EnglishDe artment. ecause the students are candidates of teacher, the! ha#e tomaster English fluentl!.

$ocabular! is total number of words in a language.(45fordDictionar!, 1)) :1661-. 2nd idiom is a hrase or sentence whose meaningof its indi#idual words and which must be learnt as a whole unit,e.g give

way, a change of heart, be hard put to it, etc.


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1! L" "#,#"(& (/ # % S#*)y

This to ic is #er! interesting for the writer because she wants to"now about the students% abilit! in mastering idioms in T4E3L es eciall!the students of 3 of English De artment '7'P P8R' Semarang.

+! S#,#% % (/ # % P'(1$% 3

The roblems mentioned in this stud! are as follows:1. To what e5tent do the students of 3 English De artment of '7'P P8R'

master idioms and hrasal #erbs to answer T4E3L90. &hat are the difficulties faced b! the students of 3 of English

De artment of '7'P P8R' in mastering idioms and hrasal #erbs toanswer T4E3L9

6. &hat does the teacher do to sol#e the difficulties9

)! O1 %+#" % (/ # % S#*)y

The ob ecti#es of the stud! can be stated briefl! as follows:1. To "now the abilit! of the students of 3 English De artment of '7'P

P8R' Semarang in mastering idioms and hrasal #erbs to answer T4E3L.

0. To find out the difficulties faced b! the students of 3 EnglishDe artment of '7'P P8R' Semarang in mastering idioms to answer T4E3L.

6. To resents some ossible solutions for the difficulties.

%! S".&"/"+,&+%3 (/ # % S#*)y

1. To English teacher The English teacher will get addition informal about correlation betweenthe students% abilit! in mastering idioms and hrasal #erbs in answeringT4E3L.

0. To the students


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The students are e5 ected that the! ma! im ro#e their English s"illsachie#ement and gi#e more "nowledge.

6. To the reader 'nform the reader about the correlation between the students abilit! inmastering idioms and hrasal #erbs in answering T4E3L.

*. 'nstitution of EducationResult of this research will gi#e good contribution at college itself inorder to stud! re air es eciall! and the other dissimilar school generall!.

/! D%/"&"#"(& (/ K%y T%'

1. ;orrelation't is a correlation stud! describing the


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>. Listening't means ma"ing an effort to hear something.

@. 'diom'diom is a grou of words that has a meaning different from an!indi#idual word within it (;liffs, 0// : 0@*-

). Phrasal #erbPhrasal #erb is a twoAword #erb whose meaning is altered b! the additionof a article. (Di5son, 1)@6: 5i-

III! REVIEW OF RELATED LITERATURE

A! R%3%,'+ V,'",1$%

There are two #ariable that are used in this research, the first is theabilit! to answer the listening com rehension section in T4E3L ( B - andthe second is idioms master! and inde endent #ariable ( C -.

B! R% "%6 (/ T %('"%3 R%$% , #( V,'",1$%

1. Definition of 'diom2ccording to 45ford Dictionar! (1)) :1661-, an idiom is a

hrase or sentence whose meaning of its indi#idual words and whichmust be learnt as a whole unit,e.g. give way, a change of heart, be hard

put to it, etc.

'diom is a grou of words that has a meaning different from an!indi#idual word within it (;liffs, 0// : 0@*-

'diom is a hrase where the words together ha#e a meaning that

is different from the dictionar! definitions of the indi#idual words, whichcan ma"e idioms hard for ESL students and learners to understand.(www.usingenglish.com reference idioms-

2n idiom is a hrase whose meaning cannot be determined b!the literal definition of the hrase itself, but refers instead to a figurati#emeaning that is "nown onl! through common use.(en.wi"i edia.org wi"i idiom-
http://www.usingenglish.com/reference/idioms/http://www.usingenglish.com/reference/idioms/


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'n linguistics, idioms are widel! assumed to be figures of s eechthat contradict the rinci le of com ositionalit!.

ohn Saeed defines an idiom as words collocated together ha en to become fossili?ed, becoming fi5ed o#er time.a. This collocationFwords commonl! used in a grou Fchanges the

definition of each of the words that e5ist. 2s an e5 ression, the wordAgrou becomes a team, so to s ea". That is, the collocated wordsde#elo a s eciali?ed meaning as a whole and an idiom is born. &hena erson uses an idiom, the listener might ta"e the actual meaningwrong if he or she has not heard this figure of s eech before.

b. 'dioms don%t usuall! cross language boundaries. 'n some cases, whenan idiom is translated into another language, the meaning of the idiomis changed or does not ma"e an! sense as it once did in another language. 'dioms are robabl! the hardest thing for a erson to learnin the rocess of learning a new language. This is because most eo legrow u using idioms as if their true meanings actuall! ma"e sense.

0. Definition of Phrasal $erbsPhrasal #erb is a twoAword #erb whose meaning is altered b! the

addition of a article. (Di5son, 1)@6: 5i-Phrasal #erb is a sim le #erb combined with an ad#erb or a

re osition. 4r sometimes both, to ma"e a new #erb with a meaning thatis different from that of the sim le #erb , e.g. go in for, win over, blow up .

(45ford, 1)) :@+)-.

6. Definition of T4E3LThe Test of English as a 3oreign Language for T4E3L e#aluates

the abilit! of an indi#idual to use and understand English in an academicsetting. 't is an admission re


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*. Definition of ListeningThe most useful definitions defines listening as the rocess of

recei#ing, attending, and understanding auditor! messages that is,messages transmitted through the medium of sound. 4ften, the ste s of res onding and remembering are also included.

IV! METHOD OF THE RESEARCH

A! D%3".& (/ # % R%3%,'+

2ccording to 2li (1)@*: 0- stated that research design is the wholeof thin"ing rocess arid lanning for doing something us the base researchin order to get the target effecti#el!.

asicall!, there are two "inds of research, namel!,


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accordance with the definition: o ulation is all of indi#iduals fromwhere the data are collected.

The o ulation will be used is the 3 Students of EnglishDe artment of '7'P P8R' Semarang in the academic !ear 0//) 0/1/.

0. Sam leSam le is art of o ulation will be in#estigated. 2ccording to

2ri"unto (1))@:10/- stated that sam le is a art of o ulation which will be stated. 'f the sub ects of o ulation are more than 1//, researcher ma!ta"e (1/A1 -I or more ercent out of o ulation.

C! I&3#'* % (/ # % S#*)y

'n a stud!, an instrument is needed to collect the data in datacollection. 'nstrument of the research la! an im ortant role in research ro ect.

2 researcher can be sure that the data gathering instrument beingused will measure what it is su osed to measure and will do this in aconsistent manner b! e5amining the definitions for and methods of establishing the #alidit! and reliabilit! of a research instrument.1. 4bser#ation

't is the research method to get the data b! doing obser#ationdirectl! to "now or get the descri tion about the ob ect and it uses aguide, obser#ation that is arranged, e#er!one who has normal senses cando it.

0. $alidit!$alidit! can be defined as the degree to which a test measures

what it is su osed to measure. To measured the #alidit! of the multi lechoice test, we can use the formula as follows:

r 5! J 5!

K50 A! 0

r 5! : #alidit!


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5 : the number of res ondent

! : item%s number 2fter getting the result, the researcher categories it into standard of

#alidit! as follows:

/,@/ 1,// $er! #alid/,+/ /,>) $alid/,*/ /, ) $alid enough/,// /,1) ot $alid

6. Reliabilit!Reliabilit! refers to the stabilit! of the consistenc! of the test

score, that is, how consistent test score or other e#aluation results fromone measure to other (Tambunan, 1)@@:1*-.

To measure the reliabilit! of the test, we can use the formula asfollows:

r 11 J 0 . r 5! 1 N r 5t

r 11 : reliabilit!r 5! : #alidit!5 : the sum of add numbers of the correct items.C : the sum of e#en numbers of the correct items.

/,@/ 1,// $er! reliable/,+/ /,>) Reliable/,*/ /, ) Less reliable/,// /,1) ot Reliable

D! T%+ &" *% (/ # % D,#, C($$%+#"(&

1. Librar! stud!Librar! stud! refers to the acti#it! of using librar! facilities. The

information was obtained b! reading boo"s on related sub ect matter. Thewriter tried to gather the material related to the to ic to su ort her

in#estigation.


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0. The ste s to collecting the data b! doing a test.a. The writer as"s 1/ students of 3 ;lass of English De artment of

'7'P P8R' Semarang to oin a small test. b. The writer gi#es a sim le e5 lanation about T4E3L, idioms, and

listening com rehension.c. The writer gi#es the test b! gi#ing the a er test to the students, and

turns on the cassetteA la!er.d. The writer collects the result of the test.e. 3inall! the writer scores the result of the test in order to "now the

students abilit! in idiom master! to answer listening com rehensionsection in T4E3L.

E! T%+ &" *% (/ # % ),#, ,&,$y3"3

2fter the writer gets data from ;lass 3 of English De artment of'7'P P8R' Semarang, the writer will ta"e some ste to anal!?ing the resultthat are:1. The writer anal!?ing the answers.0. The writer will find out the mean score of the student then consult with

the criterion of scoring.=ere is the formula that will be used:B J 5 &here:

B : the mean of the score 5 : the total of score

: the total of sam le

F! O*#$"&% (/ # % # %3"3

;ha ter '. Present the introduction which consist of bac"ground of the stud!, limitation of the stud!, statement of the roblems, ob ecti#e of the

stud!, significances of the stud!, and definition of "e! terms.


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;ha ter ''. Discusses re#iew of related literature which consists of research #ariable, and Re#iew of Theories Rele#ant to $ariable.

;ha ter '''. Method of the Research, design of the research, sub ectof the stud!, instrument of the stud!, techni


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rown, =. Douglas. 0//*. Language ssess!ent Principal and Classroo! Practice . 2merica: Person Education 'nc.

Ri!anto, Slamet. 0//>.The " st #tudent$s Choice TOEFL Test #trategy for #tructure and %ritten E&pression . Cog!a"arta: Pusta"a Pela ar.

Shar e, Pamela. 0//>. ' ((O)$# TOEFL*i'T +nternet*'ased Test . ;i utat:inaru a 2"sara.

htt : en.wi"i edia.org wi"i T4E3Lhtt : www.englishclub.com eslAe5ams etsAtoefl.htmhtt : www.ets.org

V! PRESENT RESEARCH FINDING AND DISCUSSION

VI! CONCLUSIONS AND SUGGESTIONS
http://en.wikipedia.org/wiki/TOEFLhttp://www.englishclub.com/esl-exams/ets-toefl.htmhttp://www.ets.org/http://en.wikipedia.org/wiki/TOEFLhttp://www.englishclub.com/esl-exams/ets-toefl.htmhttp://www.ets.org/


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1. Man : &h! are !ou wearing that cream all o#er !our arms9&oman : ' ate wild berries at the icnic last wee", and 'bro e out in a

rash

Third #oice: &hat does the woman sa! ha ened to her90. &oman : Stace! had a disagreement with her boss !esterda!, didn%t she9

Man : She sa!s she is lea#ing her ob for good .Third #oice: &hat does the man sa! about Stace!9

6. &oman : The resident%s State of the Onion message last night was


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). &oman : &hat are we doing with the dog while we are on #acation9Man : Stace! willloo after him.Third #oice: &hat does the man sa!9

1/. Man : =a#e the! found out who too" the answer sheets9&oman : The humanities rofessor as"ed the dean to . Man : Do !ou need some hel , miss9

&oman : Ces, could !ou give !e a hand with these ac"ages9


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Third #oice: &hat does the woman mean91@. Man : ' ho e !ou will bac" me u on this new curriculum ro osal.

&oman : Cou cancount on meThird #oice: &hat does the woman mean9

1). Man : 't wasn%t su osed to rain toda!.&oman : 't%lllet up , won%t it9Third #oice: &hat can be inferred about the weather9

0/. Man : ;lint loo"edworn out .&oman : =e must ha#e been e5hausted after that run.Third #oice: &hat does the woman sa! about ;lint9

The 2nswer Sheet:1. 2. She got scratched in the wild berr! bushes.

. She got cut at the wild icnic celebration.;. She was allergic to the fruit that she had eaten.D. She was tr!ing to get a suntan at the icnic.

0. 2. She is ta"ing a lea#e of absence from her ob because of her health.. She is not going to return to her ob.

;. She is right to


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D. She%s in too much ain.+. 2. She does not feel well enough to return to wor".

. She hates her wor".;. She hasn%t finished the assignment.D. She is still unable to wal".

>. 2. The! missed the homewor" assignment, but the! turned it in later.. The! hate each other since their dis ute.

;. The! caught a bab! s


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16. 2. Something ha ened to her car.. She was bro"e and couldn%t afford the bus.

;. She got u too late to catch the bus.D. =er car got stuc" in the dri#ewa!.

1*. 2. The class thought the demonstration was too com le5.. Too man! students showed u .

;. The rofessor didn%t show u .D. The rofessor canceled it.

1 . 2. Susan 3lannigan is in a bellAringing grou .. =er name sounds familiar.

;. Susan 3lannigan is ringing the bell now.D. =er name sounds melodic.

1+. 2. =e is leased because his famil! is coming u to see him.. =e is considering se#eral ma s to decide where to go.

;. =e is rather e5cited because he has a #acation soon.D. =e is coming u to see us on his #acation.

1>. 2. Please gi#e me !our hand.. &ould !ou hel me carr! these ac"ages9

;. Please remo#e !our hands from those ac"ages.D. M! hand is stuc" under the ac"ages.

1@. 2. She%ll count the #otes on the ro osal.. She%ll su ort he man%s ro osal.

;. She%ll ma"e the ro osal herself.

D. She%ll bac" out of the ro osal.1). 2. 't will rain later.

. 't%s robabl! not going to rain.;. 't%s raining now, but will robabl! sto .D. The rain has alread! sto ed.

0/. 2. =e must e5haust the runner.. =e was robabl! #er! tired after running.

;. The rum made him slee !.


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D. =e must run after the thief.

T % K%y A&36%':

1. ; 11.0. 10. D6. D 16. ;*. 2 1*. D

. D 1 .+. 2 1+. ;>. D 1>.@. 1@.). ; 1). ;

1/. 2 0/.

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Tugas Proposal Linguistics