Indawan Syahri 1 HOW TO WRITE A GOOD INTRODUCTION IN THESES

THE CONTENTS S1 THESIS 2 I. INTRODUCTION II. LITERATURE REVIEWS III. RESEARCH PROCEDURES IV. FINDINGS AND INTERPRETATION V. CONCLUSION AND SUGGESTIONS

I. INTRODUCTION (1) 3 Create a Research Space (CARS) (Swale, 1990) Step 1: Establishing a territory (1) claiming centrality (2) making topic generalizations (3) reviewing items of previous research Step 2: Establishing a niche (1) counter claiming or indicating a gap (2) question-raising or continuing tradition Step 3: Occupying the niche (1) outlining purpose or announcing present research (2) announcing principal findings (3) indicating research structure

I. INTRODUCTION (1) 4 Step 1: Establishing a territory (1) claiming centrality (2) making topic generalizations (3) reviewing items of previous research Step 2: Establishing a niche (1) counter claiming or indicating a gap Background (2) question-raising or continuing traditionProblem Step 3: Occupying the niche (1) outlining purpose or announcing present research (2) announcing principal findings Significance of the Study Objective

I. INTRODUCTION (2) 5 A. Background B. Problems 1. Limitation of the Problems 2. Formulation of the Problems C. Objectives of the Study D. Significance of the Study E. Hypothesis and Criteria for Hypothesis Testing (if quantitative)

A. Background 6 (1) claiming centrality (2) making topic generalizations (3) reviewing items of previous research (4) counter claiming or indicating a gap

B. Problems 7 Problems should be in line with the backgrounds Based on some or one of the problem identifications Based on preliminary studies, early observation Problems should promise solutions or answers to the questions Problems should be logical Problems should be ethical

B.1 Limitation of the Problems 8 Problems should be neither too broad nor narrow Too broad, then no focus Too narrow, then not give sufficient information Ways to limit the problems Write the focus, if many variables or factors, the researchers are suggested to take one or some Select materials, e.g. if the method/technique possible cover numbers of materials, the researchers are suggested to take one or some

B. 2 Formulation of the Problems 9 The problems are formulated in questions Reminders: Problems should include the research variables. Problems should use operational words. Problems formulated are in line with hypotheses. Is teaching reading comprehension using jigsaw techniques effectively applied to the tenth grade students of SMA Negeri 1 Baturaja?

B. 2 Formulation of the Problems (cont. 1) 10 “Is teaching reading comprehension using jigsaw techniques effectively applied to the tenth grade students of SMA Negeri 1 Baturaja?” Variables: Independent Variable: Teaching reading comprehension using jigsaw techniques Dependent variable: Reading comprehension achievement (reading comprehension test scores)

B. 2 Formulation of the Problems (cont. 2) 11 “Is there any significant difference in reading comprehension achievement between the students who are taught using jigsaw techniques and those who are not?” Variables: Independent Variable: Teaching reading comprehension using jigsaw techniques Dependent variable: Reading comprehension achievement (reading comprehension test scores)

C. Objective of the Study 12 The objectives are the statements of outcome of the research. e.g.: (1) to find out the effectiveness of teaching reading comprehension using jigsaw techniques to the tenth grade students of SMA Negeri 1 Baturaja (2) to know whether or not there is some significant difference in reading comprehension achievement between the students who are taught using jigsaw techniques and those who are not

Characteristics of Good Research Questions The question is feasible (i.e., it can be investigated without undue amount of time, energy, or money) 2. The question is clear (i.e., most people would agree as to what they key words in the question means) 3. The questions is significant (i.e., it is worth investigating because it will contribute important knowledge about human condition) 4. The question is ethical (i.e., it will not involve physical or psychological harm or damage to human beings, or to the natural or social environment of which they are a part).

D. Significance of the Study 14 The contributions of research findings to related both theoretical and practical points. E.g.: (1) Theoretical contributions The research findings hopefully be useful for teaching methods in ELT in Indonesia. The methods and findings applied and obtained can possibly used as one of the sources for applied linguists. For the further and relevant studies, the current researcan be used as one of the reviews. (2) Practical contributions The findings in the form of teaching reading technique, that is, jigsaw technique can be used by the teachers as one of the alternative techniques in their class.

E. Hypothesis 15 A prediction of some sort regarding the possible outcomes of a study A tentative statement about the outcome of the research A tentative theories that the research needs to testify

Examples of Hypothesis 16 Hypotheses: Ha: Teaching reading comprehension using jigsaw techniques is effectively applied to the tenth grade students of SMA Negeri Baturaja. Ho: Teaching reading comprehension using jigsaw techniques is not effectively applied to the tenth grade students of SMA Negeri Baturaja. Hypotheses: Ha: There is some significant difference in reading comprehension achievement between the students who are taught using jigsaw techniques and those who are not Ho: There is not any significant difference in reading comprehension achievement between the students who are taught using jigsaw techniques and those who are not

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