PREFACE

Writing a skripsi is a form of writing a scientific paperthe final task performed by

undergraduate students in the Study Program of English Education, Faculty of
Teacher Training and Education, University of Syiah Kuala. This simple guide is
written to help students to write a proper skripsi. It is intended to provide a format to
improve the quality of skripsi written by students.
In writing a scientific paper, a student must follow the code of ethics for
scientific writing. It refers to the norms accepted and recognized by the International
Academic Community that should be noted and adhered to. The norm is primarily
concerned with the citations (quotations), references, licensing of the materials used,
and the listing/citing of the data sources and informants. Students and the entire
academic community, especially those involved in the process of writing the skripsi
or scientific papers must follow these code of ethics . One of the important things in
this regard is the need for a better understanding of copyright and patent for a
scientific product.
Finally, we state that this academic guideline takes effect on August 10, 2014
and ends up August 10, 2017. Nonetheless, improvements can be made, according to
the development of science and technology, and changes in the dynamics of the
world.

Wassalam.
Banda Aceh, July 21, 2014
HEAD OF STUDY PROGRAM OF
ENGLISH EDUCATION
FKIP UNSYIAH,

Dr. Burhanuddin Yasin, M.Ed.

NIP. 19600929 198603 1002

1
 SKRIPSI FORMAT FOR
QUALITATIVE RESEARCH

2
 Format sampul muka kulit depan untuk cetak final
Top margin
4 cm

THE EFFECTIVE APPLICATION OF CONTEXTUAL TEACHING 1 spasi

AND LEARNING (CTL) APPROACH IN TEACHING SPEAKING Bold type
FOR SENIOR HIGH SCHOOL STUDENTS

SKRIPSI [bold type]

Submitted in partial fulfillment of the requirement Right margin

Left margin for the degree of Sarjana Pendidikan 2.5 cm
4 cm

Time new
roman 12 pt
Bold type By
Zainuddin Syahputra [bold type]
NIM. 0906102020018
Study Program: English Education

STUDY PROGRAM OF ENGLISH EDUCATION

FACULTY OF TEACHER TRAINING AND EDUCATION
SYIAH KUALA UNIVERSITY
DARUSSALAMBANDA ACEH
2014

Bottom atas
3 cm 3
 Format sampul muka draf (kulit depan untuk sidang)

THE EFFECTIVE APPLICATION OF CONTEXTUAL TEACHING

AND LEARNING (CTL) APPROACH IN TEACHING SPEAKING
FOR SENIOR HIGH SCHOOL STUDENTS

SKRIPSI

Submitted for examination session of the Sarjana Pendidikan

Study Program of English Education

By
Zainuddin Syahputra [bold type]
NIM. 0906102020018
Study Program: English Education

STUDY PROGRAM OF ENGLISH EDUCATION

FACULTY OF TEACHER TRAINING AND EDUCATION
SYIAH KUALA UNIVERSITY
DARUSSALAMBANDA ACEH
2014

4
 Format ini digunakan khusus untuk persetujuan ujian/sidang sarjana

Study Program of English Education

Faculty of Teacher Training and Education
Syiah Kuala University

Approval Form of Skripsi for Examination

Name : Dian Sukma

Student No. : 0606102020097
Title : The Application of Contextual Teaching and Learning for Improving
the StudentsLearning Participation and Achievement in the Spoken
English Language Class (A Classroom Action Research at Grade 1,
Semester 2, SMP Negeri 4 Banda Aceh)

Approved to be submitted for examination sessions

of Sarjana Pendidikan Bahasa Inggris

First Supervisor, Second Supervisor,

Dr. Qismullah Yusuf, M.A. Dra. Endang Komariah, M.Pd.

NIP. 19491120 198003 1 003 NIP. 19620307 198603 2 002

Date: .................................... Date: ....................................

Approval for Examination Session

Secretary of Study Program

Yuliana, S.Pd., M.A.

NIP. 1979071 200604 2 001

5
 Dilampirkan khusus untuk sidang sarjana

STUDY PROGRAM OF ENGLISH EDUCATION, FKIP UNSYIAH

RESEARCH SKRIPSI CONSULTATION CONTROL FORM
SKRIPSI SUPERVISORS
Student Name : ................................... Supervisor 1: ............................................

Student Number : ................................... Supervisor II: ...........................................

Consultation Stage Received Return to Student

No. (Guidance and Date Spvs Date Stds Supervisors Remarks
supervisory services) Initial Initial
Consultation
Service I
1.

Consultation
Service II
2

Consultation
Service III
3

Consultation
Service IV
4

Consultation
Service V
5

Consultation
Service VI
6

Approval for
7 manuscript
assessment
Comprehensive
8
Examination
Oral
9 Examination/Skripsi
Hearing

Banda Aceh, ........................... 2011

Acknowledged by,
Head/Secretary of Study program Academic Advisor,

.......................................................... ................................................................
NIP. ................................................. NIP.
6
.......................................................Banda Aceh, ........................... 2011

Acknowledged by,
Head of Study Program,
 Surat Pernyataan
(Original Literary Work Declaration)

Saya yang bertandatangan di bawah ini:

Nama
Nomor induk mahasiswa
Program studi
Judul tugas akhir (Skripsi)
: Zainuddin Syahputra
: 0906102020018
: Pendidikan Bahasa Inggris
: The Application of Contextual Teaching
and Learning Approach in Teaching
Speaking for Senior High School Students

dengan ini menyatakan bahwa Tugas Akhir (SKRIPSI) ini merupakan hasil karya
tulis ilmiah saya sendiri, dan bukanlah merupakan karya orang lain yang pernah
diajukan untuk memperoleh gelar sarjana atau dipublikasikan lewat media apapun.
Adapun karya atau pendapat pihak lain yang dikutip, baik secara langsung atau tidak
langsung ditulis sesuai dengan kaidah penulisan ilmiah yang berlaku.

Pernyataan ini saya buat dengan penuh tanggungjawab dan saya bersedia menerima
segala konsekuensi apapun sesuai dengan aturan dan hukum yang berlaku bilamana
dikemudian hari diketahui bahwa pernyataan saya ini tidak benar.

Banda Aceh, 15 Juni 2013

(Materai 6000)

Zainuddin Syahputra

7
 Aproval Form ( Supervisors, Head of Study Program, Dean

THE EFFECTIVE APPLICATION OF CONTEXTUAL TEACHING

AND LEARNING (CTL) APPROACH IN TEACHING SPEAKING
FOR SENIOR HIGH SCHOOL STUDENTS

SKRIPSI

By
Zainuddin Syahputra [bold type]
NIM. 0906102020018
Study Program: English Education

Approved by

First Supervisor, Second Supervisor,

Dr. Burhanuddin Ys, M.Ed. Yuliana, S.Pd., M.A.

NIP. 19600929 198603 1 002 NIP. 19790713 200604 2 001

Acknowledged by

Dean of Faculty of Teacher Head of Study Program

Training and Education

Dr. Djufri, M.Si. Dr. Drs. Burhanuddin Yasin, M.Ed.

NIP. 19631111 198903 1 001 NIP. 19600929 198603 1 002

8
 Study Program of English Education
Faculty of Teacher Training and Education
Syiah Kuala University

Consent Form of Skripsi

(Qualitative)

Skripsi: The Effectiveness Application of Contextual Teaching and Learning

Approach in Teaching Speaking for Senior High School Students by Zainuddin
Syahputra, Student Number 0906102020018 has been examined by the Board of
Examiners for the Degree of Sarjana Pendidikan Bahasa Inggris on Wednesday,
November 25th 2013 and is stated as: PASS.

*See your transcript for final mark of your skripsi

Board of Examiners
Chairperson/Member of examiner
Dr. Bukhari Daud, M.Ed
NIP. 19591025 199002 1 001
__________________________________
Chairperson/Member of Examiner
Members
1. Dr. Drs. Burhanuddin Ys, M.Ed.
NIP. 19600929 198603 1 002

_________________________________
Member of Examiner /First Supervisor

2. Yuliana, S.Pd., M.A.

NIP. 19790713 200604 2 001

__________________________________
Member of Examiner/Second Supervisor

3. Dr. Sofyan A Gani, M.A.

NIP. 19600812 198603 1 003

__________________________________
Member of Examiner

9
 Abstract

Name : Zainuddin Syahputra

Student No. : 0906102020018
Study Program : English Education
Title : The Application of Contextual Teaching and Learning
Approach in Teaching Speaking for Senior High School
Students

Keywords: ...

.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
..........................

Note:
1. Type in a single space
2. Not more than 200 words
3. One paragraph only

The Abstract should contain a brief justification (reason) why you chose the title and
objective (purpose) of the research. Explain the issues (scope) discussed in your
skripsi, the actions (methods) you used related to the problem, and the end
consequence (result) of these actions. Then, you have to put forward suggestions
(recommendation), or you offer a solution in the form of change or specific actions.
Lastly, you make a final summary of (conclusion) that describes the relationship of
cause and effect of your study. As a resume of a scientific paper, an abstract should
be brief, clear, complete, concise, and cohesive. Remember! The maximum number
of words in this abstract is 200 words.

Good Quality of Abstract

1. Use a single good paragraph, and the paragraph is unified, coherent, and
concise.
2. Follow the chronological order of writing.
3. Logical transitions between the information provided.
4. Add no new information, just summarize the proposal.
5. Can be understood by many readers.

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 Acknowledgements

Bismillahirrahmanirrahim!
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
....................................
.............................................................................................................................
..........................................

Catatan:
1. Type 1.5 space
2. You may write several paragraphs, but no more than one page

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 Khusus untuk sidang sarjana

TABLE OF CONTENTS (1.5 space)

Page

Approval Form of Skripsi Examination ......................................................................ii

Consultation Control Form ......................................................................................iii
Original Literary Work Declaration ..........................................................................iv
Abstract ......................................................................................................................v
Acknowledgements ...................................................................................................vi
Table of Contents.......................................................................................................vii
List of Tabel (if any).................................................................................................viii
List of Figures (if any)...........................................................................ix
List of Appendices (if any) ........................................................................................x

CHAPTER 1 INTRODUCTION
1.1 Research Background ..............................................................................
1.2 Research Problem ...................................................................................
1.3 Research Objective .................................................................................
1.4 Research Significance .............................................................................
1.5 Research Scope ......... .............................................................................

CHAPTER 2 LITERATURE REVIEW

2.1 Literature Review ................................................................................ ...
2.1.1 ...
2.1.1.1 ...
2.2 ...

CHAPTER 3 RESEARCH DESIGN

3.1 Research Methods ..................................................................................
3.2 Research Location ..................................................................................
3.3 Sources and Kinds of Data .....................................................................
3.4 Research Subject and Object ...................................................................

12
 3.5 Research Instruments ..............................................................................
3.6 Technique of Data Collection .................................................................
3.7 Technique of Data Analysis ....................................................................

CHAPTER 4 RESEARCH RESULT AND DISCUSSION

4.1 Result ......................................................................................................
4.1 Discussion ...............................................................................................

CHAPTER 5 CONCLUSION AND SUGGESTION

5.1 Conclusion ..........................................................................................
5.2 Suggestion ..........................................................................................

References ..............................................................................................................
Appendices .............................................................................................................

13
 Khusus untuk cetak final

TABLE OF CONTENTS (1.5 space)

Page

Original Literary Work Declaration ..........................................................................ii

Approval Form (Supervisors, Head of Study Program, Dean)..................................iii
Consent Form ............................................................................................................iv
Abstract ......................................................................................................................v
Acknowledgements ...................................................................................................vi
Table of Contents......................................................................................................vii
List of Tabel (if any)................................................................................................viii
List of Figures (if any)...........................................................................ix
List of Appendices (if any) ........................................................................................x

CHAPTER 1 INTRODUCTION
1.1 Research Background..............................................................................
1.2 Research Problem ..............................................................................
1.3 Research Objective .................................................................................
1.4 Research Significance .............................................................................
1.5 Research Scope ......... ............................................................................ .

CHAPTER 2 LITERATURE REVIEW

2.1 Literature Review ............................................................................. ......
2.1.1 ...
2.1.1.1 ...
2.2 ...

CHAPTER 3 RESEARCH DESIGN

3.1 Research Methods ..................................................................................
3.2 Research Location ..................................................................................
3.3 Sources and Kinds of Data ............................................................... ......
3.4 Research Subject and Object ...................................................................

14
 3.5 Research Instruments ..............................................................................
3.6 Technique of Data Collection .................................................................
3.7 Technique of Data Analysis ....................................................................

CHAPTER 4 RESEARCH RESULT AND DISCUSSION

4.2 Result .................................................................................................... ..
4.2 Discussion ...............................................................................................

CHAPTER 5 CONCLUSION AND SUGGESTION

5.1 Conclusion ..........................................................................................
5.2 Suggestion ..........................................................................................

References ..............................................................................................................
Appendices .............................................................................................................

15
 LIST OF TABLES

Page

Table 2.1 Students Response on the Teaching and Learning Condition 31

Table 2.2 ............................................................................................................
Table 2.3 ............................................................................................................
Table 4.1 ..
Table 4.2

Note:
2.1 = Chapter 2; Table number one
4.2 = Chapter 4; Table number two

16
 LIST OF FIGURES

Page

Figure 2.1 Students Response on the Teaching and Learning Condition... 35

Figure 2.2 ............................................................................................................
Figure 2.3 ............................................................................................................
Figure 4.1 ..
Figure 4.2

Note:
2.1 = Chapter 2; Figure number one
4.2 = Chapter 4; Figure number two

17
 LIST OF APPENDICES

Page

APPENDIX 1: Lesson Implementation Plan (RPP) and other Teaching and

Learning Aids ...............................................................................52

APPENDIX 2: Data of Students Response on the Teaching and Learning

Process ...........................................................................................

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PREPARATION AND FORMAT FOR THE FINAL ACADEMIC TASKFIELD
RESEARCH (QUALITATIVE)
(40-50 pages only: Chapter 1-5, including references excluding first part and final part)

FIRST PART
Title Page
Original Literary Work Declaration
Approval Form (Supervisors, Head of Study Program, Dean )
Consent Form (Supervisors, Examiners and Head of Study Program)
Abstract
Acknowledgements
Table of Contents
List of Tables
List of Figures
List of Appendices

MAIN PART
CHAPTER 1 INTRODUCTION
1.1 Research Background
1.2 Research Problem
1.3 Research Objective
1.4 Research Significance
1.5 Research Scope

CHAPTER 2 LITERATURE REVIEW

2.1 ...
2.1.1 ...
2.2 ...

CHAPTER 3 RESEARCH DESIGN/METHODOLOGY

3.1 Research Method
3.2 Research Location
3.3 Sources and Kinds of Data
3.4 Research Subject and Object
3.5 Research Instruments
3.6 Technique of Data Collection
3.7 Technique of Data Analysis

CHAPTER 4 RESEARCH RESULT AND DISCUSSION

4.3 Result
4.4 Discussion

19
CHAPTER 5 CONCLUSION AND SUGGESTION
5.1 Conclusion
5.2 Suggestion

REFERENCES

APPENDICES
1. Sample of all research instruments used in the research process for
qualitative research design such as interview, observation, document, focus
group discussion, etc. (Approved by teacher and supervisor)
2. Transcript of interview
3. Other relevant documents as necessary (consult with supervisor)
4. Curriculum Vitae

20
BRIEF EXPLANATION OF QUALITATIVE RESEARCH FORMAT

Keywords
Keywords are words or very short phrases (in two to three words) that define your
research or the content of your skripsi, with the purpose of catching the attention of
prospective readers and also for typical search engines. A skripsi usually requires
four to eight keywords. For example, if the title of your skripsi is A pragmatics
analysis of a teachers code-switching in a bilingual classroom, the possible
keywords can be: code-switching, bilingual classroom, conversational functions,
pragmatics, Indonesian-English, and bilingualism.

CHAPTER 1
Research Background
In this section, you begin your presentation by explaining the gap between
expectations and reality in the field of education you are studying, both theoretical
and practical gaps underlying the problem under study. As supporting ideas, you
should also briefly describe the related theory, research findings, conclusions and
discussion(s) from scientific seminars or even your own experience(s) or personal
observations which are closely linked to the subject-matter being studied. This will
clarify your reasons for doing this research; and such reasons need to be stated in a
clear statement so that, the selected problem(s) for investigation have a solid base.

Research Problem
The formulation of the research problem is an attempt to state explicitly the questions
you want to resolve. It is a complete and detailed statement about the scope of the
problem to be investigated. It is prepared in brief, with depth and clarity. A good
formulation of the problem will reveal the variables (problems) to be studied, the
type or nature of the relationship between these variables, and the subjects.
Furthermore, the formulation of the problem can be tested empirically, in the sense
that data collection can result in answers to the question(s) or hypothesis put forward.
On the basis of the aforementioned statement of the problem(s), the author then
formulates the research questions, which may be written in several forms, amongst
others: (a) in the form of a single question and (b) in the form of general questions
followed by specific questions.

Research Objective
The purpose of research should be related to the research problem(s) or question(s).
The purpose of study is the sentence which indicates the existence of something
obtained after the research is conducted. The content and formulation of the research
objective(s) refer to the content and formulation of the research
problem(s)/question(s). The difference lies in the way that you formulate them.
Research problems are formulated using squib sentences, whilst the research

21
objectives are stated in the form of statements. The number of research objectives
should be the same as the number of research questions.

Research Significance
This section considers the feasibility of the problem to be studied, the importance of
research (especially for the development of science or practical knowledge (e.g. for
teachers, students, education practitioners, etc.)), or the implementation of
development in a broader sense.

Research Scope
A study can be manageable if there are restrictions in the scope of the objectives.
Restrictions can be made by limiting the scope of study area to be investigated. For
example: Your research is concerned with the use of the Cooperative Learning
Approach (e.g. Think-Pair-Share method) in teaching reading skills. In the study of
reading, there are types of reading (e.g., descriptive, narrative, procedural, report,
newsitems, etc.). Therefore, limit your study to only one specific type of reading, e.g.
the procedural type of reading. Another example, Your research is concerned with
the application of Contextual Teaching and Learning approach or the
Communicative Approach in teaching speaking skills for junior high school students.
If you look at the curriculum of junior high school (ref. VII.1, 3.3; VII.2; 9.2), you
will find many speech acts such as requesting and providing information,
thanking, apologizing, expressing politeness, requesting and giving opinions,
stating likes and dislikes, requests for clarification, responding interpersonally,
etc. Out of these speech acts, select or limit your research to only three speech acts
depending on logical reasons suggested by your supervisor(s).

CHAPTER 2
Literature Review
The theoretical basis for your skripsi should be derived (extracted) from a literature
review, particularly the theory that relates directly to the problems examined. You
are required to explain the results of related theoretical studies (review of the
literature). You must read and review the theory(s) to determine your theoretical
framework or basis for your study. The keywords in the title of your proposal will
lead you to find related sources of literature. In other words, you must review
literature that is related to the topic of your research. The foundation of the theory is
a set of theories (especially theories related to the variable(s)/object(s) of research
and your research methods) that you have chosen to conduct your research. This
theory is also used to formulate the hypotheses (particularly in quantitative research),
or hypothetical action (in the classroom action research). The materials for this
section can be obtained from various sources including research journals,
dissertations, theses, research reports, textbooks, papers, seminar reports, conference
proceedings, newspaper articles, internet articles, scientific discussions, and official
publications of government bodies and other institutions.

22
Research Method
In this section, you need to explain the kind and nature of qualitative research
(ethnography, case studies, document studies, natural observation, phenomenology,
grounded theory, or historical research) method applied. Explanations concern with
the kind of research method you will use. Your reasons must show the relevance
between your research title and method. Here, you need to put forward the
foundations and reference source(s) that explain such reasons. Remember! If you use
a certain method, viz. case study (qualitative) method, you must be consistent with
the type of data, data collection techniques and tools, and techniques of data analysis
which are appropriate with qualitative research.

Research Location
Description of the study site contains characteristics of the location and your reasons
for choosing it. The location should be clearly described, for example, its
geographical location, physical structure (if necessary include a map of the location),
organizational structure, programs, and day-to-day atmosphere. Site selection should
be based on considerations of attractiveness, ease of access, uniqueness, and
compliance with the chosen topic.

Source and Kind of Data

In this section, you report the sources and types of data with adequate information.
You need to explain the kinds of data that will be collected for your research, where
it will come from and what its characteristics will be.

Research Subject and Object

This section contains descriptions of the subject and object of study. Here, you need
to explain the characteristics of the subject of your research. The selection of subjects
should be consistent with the sampling techniques normally used in qualitative
research such as accidental sampling, purposive sampling (judgment or quota), and
snowball sampling, etc., and explain the reasons you select such a technique. The
object of your research must be clear and in agreement with the research problem
which is reflected in the title of your skripsi proposal.

Research Instrument
In this section, you suggest the instrument used to collect research data. The
instrument should be in accordance with the design, method, or research approach
used. In addition, you must also explain the procedure of instrument development,
selection of equipment and materials used in your research. For example, if the
instrument used is "interview" then describe the type of interviews you will use, so
that, data analysis can be performed more accurately and in accordance with this type
of data.

23
Technique of Data Collection
In this section, you should mention data collection techniques used in qualitative
research, such as participant observation, in-depth interview, documentation, etc.
You need to explain the reason you use certain techniques for collecting the data. In
addition, you must also explain the data collection tools, such as a tape recorder as a
tool for data recording, and interview guide. If you use observation methods, the
results of your observations need to be noted and checked. Likewise, if the interview
technique is used, those who are to be interviewed should be listed, and the results
from each interview should be transcribed into a written form.

Technique of Data Analysis

In this section, you need to explain data analysis techniques that can be used for your
qualitative approach. The steps in analyzing qualitative data are quite dependent on
the kind of research method used, such as biographical, phenomenological,
grounded theory, ethnographical, and case study (e.g. organization, coding, detail
description of case, patterning and looking for relationships, interpretation and
generalization). You can use nonparametric statistics, logic, ethics, or aesthetics.
Data analysis in qualitative research is a process of systematically searching and
preparing the data obtained from interviews, field notes, and documentation.

CHAPTER 4

Result(s) and Discussion(s)

Result (Data Presentation and Analysis). Here, you describe the treatment of data in
statements in accordance with the method of analysis used (ref. technique of data
analysis).
Discussion (Interpretation of Data). At this point, you reveal the interpretations based
on the results of the data presentation; and you discuss the data based on theories that
are relevant to your study.

CHAPTER 5
Conclusion(s) and Suggestion(s)
Conclusion(s). Content of research conclusions should be based on data drawn from
the results of your study. The process of drawing a conclusion is to address the issue
based on the results of the analysis and discussion that has been made. The
conclusion is to answer the objectives of research, which is reflected in the research
questions.
Suggestion(s). If it is found that your study has shortcomings and limitations, you
must describe clearly such weaknesses and inadequacies. You should make
suggestions to those who may want to further conduct other researches that are
related to yours. These suggestions should be based on your current research context;
not something beyond the actual context.

24
FORMAT PENULISAN JUDUL DAN PARAGRAP

Penulisan Judul
Untuk memperoleh keseragaman dalam penulisan karya ilmiah yang diatur dengan
panduan ini, berikut ini diuraikan format penulisan judul. Judul Bagian Depan ditulis
dengan gaya penulisan semua huruf capital (12b) dan satu spasi. Bila terdiri atas
beberapa baris, maka baris pertama paling panjang dan baris berikutnya lebih pendek
serta ditulis dengan gaya di tengah-tengah.

Contoh:

DEVELOPING CRITICAL THINKING AND COLLABORATIVE

LEARNING IN LANGUAGE INSTRUCTION

Penulisan Judul Bab

Judul bab ditulis dengan gaya penulisan huruf pertama kapital kecuali article atau
kata depan, dan ditulis 1.5 spasi.

Contoh:

CHAPTER 1
INTRODUCTION

CHAPTER 2
LITERATURE REVIEW

CHAPTER 3
RESEARCH DESIGN/METHODOLOGY

CHPATER 4
RESEARCH RESULT AND DISCUSSION

CHAPTER 5
CONCLUSION AND SUGGESTION

25
Penulisan Judul Subbab dan Subsubbab

Judul subbab juga ditulis dengan gaya penulisan huruf pertama setiap kata kapital
(bold type) kecuali article atau kata depan. Sedangkan judul subsubbab ditulis
dengan huruf italic bold type. Paragrap pertama dan paragraph berikutnya ditulis
dalam bentuk indent style 7 ketukan (sekali tap).

Contoh:

Subbab pada Chapter 2

2.1 Goal of Course Syllabus Design (CSDD)

The CSDD Workshop was designed, implemented, and taught or facilitated by

the author who received training in curriculum development through post graduate

study (Doctoral Degree in Education Management in 2004) at The Teacher Training

and Education Faculty (FKIP) of Syiah Kuala University ...

The goal of the CSDD workshop is to train the junior teaching staff to design,

develop, improve, and enhance the course syllabus of core subject matters covered

within the curriculum of the Study Program of English Education, FKIP Syiah Kuala

University.

Contoh:
Subsubbab pada Chapter 2
2.1.1 MethodWork Process

The plenary session split into a general and a specific plenary. The general

plenary was intended to make an appraisal of the conceptual work resulting from the

work produced by the individual teams.

The individual teams wrote up the first draft by focusing on the respective

components of the syllabus design, which were then brought up ...

26
 Top margin
4 cm

Double spaces and 5 enters

CHAPTER 1
Right margin
Left margin 2.5 cm
4 cm INTRODUCTION

Double spaces and 3 x enters

1.1 Background of Problem

Speaking is one of the most important skills to be learned by students of

English as a Foreign Language (EFL). ... of the ability to speak well is reflected in

Bilashs (2009, p. 1) arguments. He says that ...

Referring to the School-Based Curriculum (2006, p. 308), speaking is one of

the four language ...

before: 6 pt
1.2 Problem Formulation

As decribed in the previous section that for the sake of making an effective

communication, one should practice ...

1.3 Research Objective

The research aims at finding out if the use of Functional Planning Strategy will

improve the students speaking performance to a KKM (Kriteria Ketuntasan

Minimal= Minimum Completion Criteria) standard value. This will be ...

Bottom margin
3 cm
27
 Contoh halaman pertama Bab 2

CHAPTER 2

LITERATURE REVIEW

2.1 Goal of Course Syllabus Design (CSDD)

The CSDD Workshop was designed, implemented, and taught or facilitated by

the author who received training in curriculum development through post graduate

study at The Teacher Training and Education Faculty (FKIP) of Syiah...

2.1.1 MethodWork Process 2 spaces + 6pt

The plenary session split into a general and a specific plenary. The general

plenary was intended to make an appraisal of the conceptual work produced by the

individual teams. The discussion focused on particular elements of

2.1.1.1 General Procedure [normal type]

mamammmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmm

mmmmmmmm

2.1.1.1.1 Introduction [italic type]

mmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmm

mmmmmmmmmm

28
FORMAT PENGETIKAN

Bahasa yang digunakan:

Bahasa Inggris =ENGLISH

Bahan, jenis huruf, dan spasi:

Kertas HVS 80 gr, ukuran A4, warna putih. Jenis huruf yang digunakan adalah
Times New Roman dengan ukuran huruf 12 point dengan 2 spasi untuk bagian
teks. Jenis huruf yang sama juga digunakan untuk tabel, gambar/grafik tetapi
dengan ukuran 11 point. Sedangkan ukuran huruf untuk penjelasan dalam gambar
berukuran 9-10 point, sehingga gambar serasi dan jelas untuk dibaca.

Format yang digunakan:

Naskah diketik dengan tinta (catridge) hitam, font Times New Roman, 12 pt;
Pengetikan 2 (dua) spasi pada satu muka;
Margin dan halaman:
Margin atas: 4 cm (1.58 inci) dari tepi kertas
Margin kiri: 4 cm (1.58 inci) dari tepi kertas
Margin bawah: 3 cm (1.18 inci) dari tepi kertas
Margin kanan: 2.5 cm (1.18 inci) dari tepi kertas
Halaman ditulis di sebelah kanan bawah

Sampul muka dan belakang:

Sampul muka dan belakang dibuat dari karton manila atau yang sejenis, dengan
motif polos, warna biru FKIP.

Penjilidan:
Untuk naskah ujian, dijilid dalam bentuk soft-cover (bawah) pakai kartun
manila warna biru FKIP; atas pakai plastik.
Yang telah diuji (lulus) dijilid dalam bentuk hard-cover; atas dan bawah
senyawa, pakai kartun manila warna biru FKIP.
Halaman:
Semua lampiran dibuat halaman sebagai berikut. Lampiran-1 (Appendix 1)
diberi halaman 1.1; 1.2 dst.); Appendix 2 diberi halaman 2.1; 2.2 dst.)

29
FORMAT PENULISAN DAFTAR PUSTAKA

Secara umum format penulisan daftar pustaka adalah mengikuti kaidah dari APA
(American Psychological Association), yaitu dengan ketentuan sebagai berikut:
Daftar pustaka ditulis dengan field berurutan sebagai berikut:
i. Penulis
ii. Tahun penulisan
iii. Judul
iv. Data Publikasi
v. Nama kota penerbit
vi. Nama penerbit
Penulisan daftar pustaka disusun berdasarkan urutan abjad nama keluarga
penulis utama
Daftar Pustaka ditulis dengan 1 (satu) spasi, dengan hang indent sebesar 5
(lima) spasi.

Catatan:
Bila pustaka berasal dari jurnal, maka judul ditulis dengan judul artikel,
sedangkan nama penerbit ditulis dengan nama jurnal diikuti dengan edisi
penerbitan dan halaman dari artikel tersebut;
Bila pustaka berasal dari sebuah artikel/bab yang tersusun dalam
buku/prosiding, maka judul dituliskan dengan judul artikel/bab diikuti
dengan judul buku/prosiding pustaka diikuti nama editornya.

Contoh perujukan:
Pengarang tunggal:
Neumayer, E. (2003). Explaining the pattern of Aid Giving. London: Routledge

Lebih dari satu buku/artikel dengan pengarang yang sama:

Neumayer, E. (2003). Explaining the pattern of Aid Giving. London: Routledge.

-------------. (2003a). Another title of the same author. London: Routledge.

Pengarang lebih dari satu:

Stuart, A., & Ord, K. (1994). Kendalls advanced theory of atatistics, vol. 1. New
York: Edward Arnold.

Kernis, M. H., Cornell, D. P., Sun, C. R., Berry, A., Harlow, T., & Bach, J. S. (1993).
Theres more to self-esteem than whether it is high or low: The importance of
stability of self-esteem. Journal of Personality and Social Psychology, 65,
1190-1204.

Pengarang lebih dari tujuh:

Miller, F. H., et al. (2009). Web site usability for the blind and low-vision user.
Technical Communication, 57, 323-335.

30
Artikel dari jurnal:
Yasin, B. (2009). Developing critical thinking and collaborative learning in language
instruction, Wacana Kependidikan, 10(2), 143-154.

Abstrak artikel dari jurnal:

Yusuf, Y. Q., Pillai, S., & Mohd. Ali, N.T.A. (2013). Speaking Acehnese in
Malaysia [Abstract]. Language and Communication, 33(1), 50-60.

Majalah:
Mistaram. (2008, October). Wisudawan dengan nilai. Komunikasi, hal. 2.

Informasi dari website/Internet:

Landon, P. (2006). An introduction to inflow prevention, Pump and System,
(Online), March 2006 (http://www.pump-zone.com/articles/An_Intro.pdf,
accessed 9 Maret 2008)

Artikel dalam website/Internet:

Judy, G., & Therrien, K. (1993). The syllabus reevaluated: Creating a tool for
effective learning. About Teaching, 44. Retrieved June 29, 2008 from
http://learn.quinnipiac.edu/teaching/betterteaching/seminars/documents/4.Sylla
busrevisited-Green.pdf

Buku manual yang diterbitkan institusi (jurusan):

Prodi Bahasa Inggris. (2010). Pedoman penulisan proposal dan skripsi, FKIP
Universitas Syiah Kuala., Darussalam.

Buku dari suatu lembaga:

Direktorat Pembinaan Penelitian dan Pengabdian kepada Masyarakat. (1994).
Pegangan gaya penulisan, penyuntingan, dan penerbitan karya ilmiah.
Jakarta: Depdikbud, Ditjen Dikti.
Tugas sarjana, tesis dan disertasi yang tidak dipublikasikan:
Yasin, B. (2004). Sistem informasi manajemen pendidikan: Studi pengembangan
model sistem informasi manajemen bidang adminsitrasi akademik dan
kemahasiswaan pada FKIP Unsyiah. (Unpublished doctoral dissertation).
Universitas Negeri Malang Malang.

Tugas sarjana, tesis dan disertasi yang dipublikasikan:

Asyik. A. G. (1987). A contextual grammar of Acehnese sentences. (Doctoral
dissertation). Retrieved February 4, 2014 from
http://www.acehbooks.org/pdf/00402.pdf. (Order number: 8720237)

Laporan penelitian yang pidak dipublikasikan:

Yasin, B, dkk. (2009). Manajemen berbasis sekolah: Suatu strategi pembangunan
kapasitas lembaga pendidikan yang akuntabel dan transparan menuju
pendidikan berkualitas. (Laporan Penelitian). Banda Aceh: Lembaga
Penelitian Universitas Syiah Kuala.

31
Artikel dalam proceeding:
Man, C. Y. (2007). An acoustical analysis of the vowels, diphthongs and tripthongs
in Hakka Chinese. Proceedings from: The International Congress of Phonetic
Sciences 2007 (ICPhS XVI), pp. 841-844. Saarbrcken, Germany. Retrieved
June 17, 2010 from
www.icphs2007.de/conference/Papers/1614/1614_extra_1.pdf

Artikel dalam proceeding (dari CD-ROM):

Astina, I. M, & Sato, H. (2003). State of the art on Thermodynamic Modeling for
HFC refrigerants: The recent challenge to develop fundamental equations of
state, Proceedings from: 4th Doctoral Conference Asia Pacific Rim
Universities. National Autonomous University, Mexico. (CD-ROM).

Artikel dalam buku berisi kumpulan artikel (ada editor):

Fogel, J. (1994). Evolutionary programming in perspective: The top-down view. In J.
M. Zurada, R. J. Marks II, & C. J. Robinson (Eds.), Computational intelligence
imitating life (pp. 135-146). New York: IEEE Press.

Perujukan dari buku yang telah diterjemahkan:

Meriam, J. L., & L. G. Kraige. (1988). Mekanika Teknik Statika, Jilid I, Versi SI,
terjemahan Tony Mulia. Surabaya: Penerbit Erlangga.

Perujukan dari makalah yang dipresentasikan:

Yasin, B. (2009). Creating an integrated English language teaching model for
intermediate level of English learners. Paper presented at Lustrum Ke-2 dan
Ulang Tahun ke-47 FKIP Unsyiah, 21-23 Desember, 2009. Banda Aceh,
Indonesia.

Perujukan artikel atau informasi dari koran:

Gani, S. (2010, 27 Februari). Pendidikan Aceh semakin rontok, Serambi Indonesia,
hal. 22.

Schultz, S. (2005, December 28). Calls made to strengthen state energy policies. The
Country Today, pp. 1A-2A.

Television broadcast:
Important, I. M. (Producer). (1990, November 1). The nightly news hour [Television
broadcast]. New York, NY: Central Broadcasting Service.

A television series:
Bellisario, D. L. (Producer). (1992). Exciting action show [Television series].
Hollywood: American Broadcasting Company.

Music recording:

32
Taupin, B. (1975). Someone saved my life tonight [Recorded by Elton John]. On
Captain fantastic and the brown dirt cowboy [CD]. London, England: Big Pig
Music Limited.

Motion picture:
Smith, J. D. (Producer), & Smithee, A. F. (Director). (2001). Really big disaster
movie [Motion picture]. United States: Paramount Pictures.

Blog
Dean, J. (2008, May 7). When the self emerges: Is that me in the mirror? [Blog].
Retrieved February 4, 2014 from http://www.spring.org.uk/the1sttransport
YouTube
Jessica, D. [Dorothy Jessica]. (2013, February 13). Malaysian English - The most
colourful English in the world [Video file]. Retrieved February 4, 2012 from
http://www.youtube.com/watch?v=IsaJ7OPUomc

Computer Software/Downloaded Software

Boersma, P., & Weenink, D. (2007). PRAAT: Doing phonetics by computer
(Version 4.6.12) [Software]. Retrieved July 27, 2007 from
http://www.praat.org/

Online lecture notes and presentation slides

Roberts, K. F. (1998). Federal regulations of chemicals in the environment
[PowerPoint slides]. Retrieved February 4, 2014 from
http://siri.uvm.edu/ppt/40hrenv/index.html

Interviews, email, and other personal communication

No personal communication is included in your reference list; instead,
parenthetically cite the communicator's name, the phrase personal
communication, and the date of the communication in your main text only:
(E. Robbins, personal communication, January 4, 2001).

A. P. Smith also claimed that many of her students had difficulties with APA style
(personal communication, November 3, 2002).

33
FORMAT PENULISAN TABLES/FIGURES

Tabel dibuat dalam bentuk sebagai berikut:

4.1.1 Higher Level Quality School: West Aceh

Table 4.1 below illustrates the number of teachers according to their

respective subjects and qualificationshigher level quality school.

Tabel 4.1 Teacher-Pupil Ratio

No. School Name No. of No. of Ratio Pupil-
Teachers Pupils Teacher
1 SDN Percontohan 30 499 16,6
2 SDN 3 Meulaboh 16 241 15,1
3 SDN 10 Meulaboh 15 193 12,9
4 SDN 14 Meulaboh 23 462 20,1
5 MIN Peureumeue 16 228 14,3
6 MIN Meulaboh* 47 546 11,6
7 MIN Drien Rampak 43 1.164 27,1
Totals 190 3.333
Averages 27 476 17,5

Catatan:
1. Deskripsi/keterangan tabel ditulis pada bagian atas dari tabel dan berjarak
1(satu) spasi dari tabel, dengan penomoran mengikuti bab. Dengan demikian,
untuk setiap bab nomor tabelnya dimulai dari nomor 1. Misalnya Tabel 1.1
berarti tabel tersebut adalah tabel pertama pada bab 1. Tabel 2.3 berarti tabel
tersebut adalah tabel ketiga pada bab 2.
2. Bentuk tabel variatif, tetapi tepat, jelas, dan mudah diinterpretasi.
3. Ukuran tulisan dalam tabel 10 pt.

Format penulisan gambar/grafik dapat dilihat pada contoh berikut:

52,5
45,5

0,7 1,3
negatif cenderung cenderung positif positif
negatif

Figure 4.1 Students Attitude toward English Lessons

34
Catatan: Deskripsi/keterangan gambar dan/atau grafik diketik pada bagian bawah
dari gambar/grafik/diagram, dan berjarak 1 spasi dari badan gambar, dengan
penomoran mengikuti bab. Dengan demikian, untuk setiap bab nomor grafiknya
dimulai dari nomor 1. Misalnya Figure 1.1 berarti grafik tersebut adalah grafik
pertama pada bab 1. Figure 2.3 berarti grafik tersebut adalah grafik ketiga pada bab
2.

35
FORMAT PENULISAN KUTIPAN

Contoh: Kutipan langsung di luar paragraph (1 spasi; inden kiri-kanan 5 ketukan

dan diketik huruf miring)

Such an idea has been discussed by Ling (1995, p. 32), which is reflected in her
statement as follows:

In the current era, the 1990s, which is distinguished by a dominant

economic rationalist agenda and the market economy of schooling, there
is a demand for new approaches to be taken to organization and
administration of the education system and to the policy construction
process which results in the setting of a direction for that system.

Contoh: Kutipan langsung bahasa asli (mis. Bahasa Indonesia) di luar

paragraph (1 spasi; inden kiri-kanan 5 ketukan dan diketik huruf biasa dan
tejemahannya diketik di dalam kurung huruf miring)

Such an idea has been discussed by Nurhadi, Yasin, and Senduk (2003, p. 45),
which is reflected in the following statement.

CTL merupakan suatu proses pendidikan yang bertujuan membantu

siswa melihat makna yang terkandung dalam bahan pelajaran dengan
konteks kehidupan sehari-hari, yaitu dengan konteks lingkungan
pribadinya, sosialnya dan budayanya. Untuk mencapai tujuan tersebut
sistem CTL menuntun siswa melalui delapan komponen utama:
melakukan hubungan yang bermakna, melakukan pekerjaan yang berarti,
mengatur cara belajar sendiri, bekerja sama, berfikir kritis dan kreatif,
memelihara hubungan pribadi siswa, mencapai standar yang tinggi serta
menggunakan penilaian otentik.
(Translation: CTL is an educational process that aims to help students
see meaning in the academic subject within the context of their daily
lives, that is, within the context of their personal, social, and cultural
circumstances. To achieve this aim, the CTL system encompasses the
following linked eight components: making meaningful connections,
doing significant work, self-regulated learning, collaborating, critical
and creative thinking, nurturing the individual, reaching high standards,
and using authentic assessments.

Contoh: Kutipan langsung di dalam paragrap (tidak lebih dari tiga baris dan
diketik huruf miring), dan halaman buku yang dikutip ditulis di akhir kutipan.

Kallaus and Keeling (1992) argue that in order to achieve organizational

efficiency, an organization should empower specialization. This argument is inferred

36
in their statement as follows, The more specialized the work assigned to individuals
within the limits of human tolerance, the greater the opportunity for efficient
performance (p. 35).

Contoh penulisan nama pengarang di luar tanda kurung: Kallaus and Keeling
(1992, p. 35) said that the more specialized the work assigned to individuals within
the limits of human tolerance, the greater the opportunity for efficient performance.

Contoh penulisan nama pengarang di dalam tanda kurung: When work is

assigned to an individual within his limit, then there is a greater chance for him to
perform at his best (Kallaus & Keeling, 1992).

*Perbedaan keduanya terletak pada penulisan and dan &.

SERBA-SERBI

Contoh parafrasa dan ringkasan

Original Version [Ozagac, 2004, p. 15]

A new theory suggests that medicine could be bad for your health, which should at
least come as good news to people who cannot afford to buy expensive medicine.
However, it is a blow to the medicine industry, and an even bigger blow to our
confidence in the progress of science. This new theory argues that healing is at our
fingertips: we can be healthy by doing Reiki on a regular basis.

Paraphrase Version [Yasin, Burhan, 2009]

According to recent findings, medical treatment might adversely affect ones physical
condition and so it is suggested that it would be better to maintain our health through
meditation such as in Reiki. This discovery has caused serious concern amongst the
medical profession and the medical sciences. Conversely, the news is delightful for
the impecunious/poor (Ozagac, 2004, p. 15).

Summary Version [Yasin, Burhan, 2009]

Meditation has been scientifically found to give better release from many kinds of
disease than medication. This is a serious concern for both the medical profession
and for the advancement of science; but it is helpful for the impecunious/poor
(Ozagac, 2004, p. 15).

37
 Example of
CURRICULUM VITAE

1. Name : Fatima Amna Hasan

2. Date/Place of Birth : June 12, 1993/Banda Aceh
3. Gender : Female
4. Religion : Islam
5. Nationality : Indonesian
6. Status : Single
7. Address : Jalan Bayeun No. 24, Dusun Sederhana, Darussalam,
Banda Aceh 23111, Indonesia
8. Occupation : Student
9. Parents
a. Name of Father : Hasan Saleh
b. Name of Mother : Khatijah Abdul
c. Fathers occupation : Civil Servant in PLN (Perusahaan Listrik Negara)
d. Mothers occupation : House wife
e. Address of parents : Jalan Bayeun No. 24, Dusun Sederhana, Darussalam,
Banda Aceh 23111, Indonesia
10. Education
a. Elementary : SDN 69, Darussalam, Banda Aceh
b. Junior High : SMPN 13, Darussalamm Banda Aceh
c. Senior High : SMAN 3, Lamprit, Banda Aceh
d. University : Study Program of English Education,
Faculty of Teacher Training and Education,
University of Syiah Kuala, Banda Aceh

38
 References
APA Style. Retrieved February 4, 2012 from http://www.apastyle.org/
APA Style. Retrieved February 4, 2014 from
https://owl.english.purdue.edu/owl/section/2/10/
Basrowi & Suwandi. (2008). Memahami penelitian kualitatif. Jakarta: Rineka Cipta.
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format/
Borg, R. W., & Gall, D. M. (1982). Educational research: An introduction (4th ed).
New York: Longman
Brannen, J. (1993). Mixing methods: Qualitative and quantitative research. England:
Avebury Ashgate Publishing Limited.
Cambell, D., & Campbell, M. (1996). The students guide to doing research on the
Internet. Canada: Addison-Wesley Publishing Company.
Cohen, L., Manion, L., Morrison, K. (2007). Research methods in education (6th
ed.). London: Routledge.
Cozby, P.C. (2004). Methods in behavioral research (8th ed.). London: Meyfield
Publishing Company.
Creswell, J.W. (2003). Research design: Qualitative, quantitative, and mixed method
approaches. California: Sage Publications, Inc.
Buku Pedoman Penulisan Skripsi. (2012). Banda Aceh: FKIP Unsyiah.
Departemen Pendidikan Nasional, Ditjen Pendidikan Dasar dan Menengah,
Direktorat Sekolah Lanjutan Tingkat Pertama. (2001). Pedoman teknis
pelaksanaan classroom action research. Jakarta: Proyek PPM-SLTP Pusat
Jakarta.
Descriptive Research Design. Retrieved Fabruary 4, 2014 from
http://www.experiment-resources.com/descriptive-research-design.html
Hopkins, D. (1993). A teachers guide to classroom research (2nd ed.). Philadelphia:
Open University Press.
Kerlinger, F. N. (1973). Foundation of behavioral research (2nd ed.). New York:
Holt Rinehart and Winston, Inc.
Masterpapers.com. Retrieved February 4, 2014 from
http://www.masterpapers.com/blog/thesis-writing-guide/thesis-format/
Muijs, D. (2004). Doing quantitative research in education with SPSS. London:
Thousand Oaks.
McNiff, J. (1992). Action research: Principles and practice. New York: Routledge,
Chapman and Hall, Inc.
McTaggart, R. (1993). Action research: A short modern history. Geelong: Victoria
Deakin University Press.

39
Soejono & Abdurrahman. (1999). Metode penelitian: Suatu pemikiran dan
penerapan. Jakarta: PT. Rineka Cipta.
Types of Research Design. Retrieved February 4, 2014 from http://www.experiment-
resources.com/research-designs.html#ixzz0inCoQI56.
Yasin, B. (1999). Beberapa teori dasar penelitian tindakan kelas: Pedoman
pelaksanaan penelitian tindakan kelas. Banda Aceh: Proyek PPM-SLTP
Kanwil Depdiknas Kantor Wilayah Provinsi Daerah Istimewa Aceh.

40
STANDARD OPERASIONAL PROCEDURE
(A BRIEF GUIDE TO WRITING A SKRIPSI)

QUALITATIVE RESEARCH
Study Program of English Education
Faculty of Teacher Training and Education
Syiah Kuala University

Valid from 01 August 2014 to 01 August 2017

STUDY PROGRAM OF ENGLISH EDUCATION

FACULTY OF TEACHER TRAINING AND EDUCATION
SYIAH KUALA UNIVERSITY
DARUSSALAMBANDA ACEH
2014

41