Some mistakes are found from the following thesis of Undergraduate and

Graduate program:
1) Title
The Effectiveness of Extensive Reading Activity in Increasing Reading
Comprehension and Reading Speed of English Texts of the Ninth Grade
Students of Mts negeri Pamekasan 1
By Nanang Rohmat Busthomi (Thesis graduate program in English language
education august 2009)
The title is wrong because it implies ambiguous design between experimental
and Classroom Action Research Design. The design of the thesis is
experimental design so the writer should skip the word increasing within the
title to make it clear as an experimental research.
2) Research Problem
Can rewards increase the English achievement of the first year students of
SMP Negeri 2 Grati Pasuruan?
An undergraduate thesis entitled The Use of Rewards to Improve the English
Achievement of the First Year Students of SMP Negeri 2 Grati Pasuruan by
Nur Laily (2009)
The research design applied by the writer is Classroom Action Research, but
its research problem still questions whether the rewards can increase the
English achievement or not. It should be justified previously that rewards can
increase the students English achievement. The writer should change the
question word into How Can.
3) Research Objective
Based on the problem stated above, this study aims at improving the writing
ability through picture series of the second year students of MA Darul Lughah
Wal Karomah Kraksaan Probolinggo through picture series
A graduate thesis entitled Improving the Writing Ability through Picture
Series of the Second Year Students of Ma Darul Lughah Wal Karomah
Kraksaan Probolinggo by Samsuddin (July, 2009)
The objective of a classroom action research is to produce a strategy used to
solve problems in a certain class. Thus, in a classroom action research it

should be stated clearly that the objective of the study is to produce the
strategy to improve the students weaknesses.
4) Assumption
In relation to this current study that was conducted in SMP RSBI 1 Batu, the
researcher had the following assumptions:
The first assumption is that the subjects in this study are two classes of VII
graders of RSBI program in SMP RSBI 1 Batu. The academic level for both
two groups was similar due to the random distribution of students in each
class. The number of male and female students in each class was also equal.
Thus, it can be assumed that the students ability in English is equal or
homogeneous.
The second assumption is that the achievement of students writing in
narrative texts can be improved effectively by using Big-book and Narrativescaffold that help them in writing narrative texts in terms of content,
organization, grammar, vocabulary and mechanics.
The third assumption is that the time used to conduct this research which
was six meetings is appropriate time to treat the students and take the result of
the treatment. During that time, the students had had BKOF, MOT, and JCOT
well so that they can show the outcome of their individual ability (ICOT) after
having Big-Book and narrative-scaffold and then the outcome, which was
posttest, can be analyzed statistically.
An undergraduate thesis entitled The Effectiveness of Implementing BigBook and Narrative-Scaffold on the Students Achievement in Writing
Narrative Texts by Ika fitriani (2012).
For the point one and three, the writer states justifications of the experimental
study that she conducted instead of stating the assumptions. However, the
second point can be stated as an assumption but she stated it wrongly. As her
study is an experimental research, she should assume that the Big-book and
Narrative-scaffold give an effect on students achievement in writing narrative
text, instead of assuming that it can effectively improve the students
achievement in writing narrative text.
5) Hypothesis

Based on the statement of the problem, the hypothesis of this study is that
there is no difference in the English mastery of vocabulary of the students who
are taught using picture cards and those who are taught without using picture
cards.
The Effectiveness of Using Picture Cards on the Vocabulary Mastery of the
Second

Grade

Students

of

SMP

Sriwedari

Malang

by

Wenita

Kusumaningtyas (undergraduate thesis, 2009)

The writer states null hypothesis instead of stating the theoretical hypothesis
to predict the outcome of the research. It should be stated that the students
who are taught by using picture cards perform better in English vocabulary
mastery than they who are taught without using picture cards.
6) Significance of the study
The result of this research is expected to give practical meaningful
contribution to the English teachers, the head of English department and
future researchers in relation to the teaching of listening comprehension. They
are intended to give contribution to the teaching and learning practice of
English as a foreign language. For the English teachers, the result of this
research are expected to give valuable contribution to provide an alternative
strategy of teaching listening, enrich the teaching technique and also improve
the students ability and involvement in listening. For the head of English
department, the findings are expected to give beneficial input in decision
making related to the providing of the high quality language laboratory.
Meanwhile for the researchers it could be used as the additional information in
conducting study on listening comprehension.
Using Pro-Active Strategy to Improve

Listening

Comprehension

Achievement of the Fourth Semester Students of English Study Program

Jember State Polytechnic by Nanik Mariyati (Graduate program thesis,
2011)
It is wrong if practical contributions of the study also give effect to a
headmaster. In a classroom action research, the headmaster do not involve
directly in the process of teaching learning process. However, the writer can
suggest the headmaster in the Chapter Conclusion and Suggestion to improve

the quality of language laboratory to be able to apply pro-active strategy to

teach listening comprehension.
7) Mismatch between research questions and objectives
RQ : How can questioning technique be implemented to improve the ability
of 8th grade students of SMP Negeri 10 Malang in writing recount text?
RO : The main purpose of this study is to improve the ability of 8th grade
students of SMP Negeri 10 Malang in writing recount texts by using
questioning technique.
Using Questioning Technique to Improve the Ability of Eighth Grade
Students of SPN 10 Malang in Writing Recount Text by Aninda Nidhommil
Hima (undergraduate thesis, 2011)
The correlation between the research question and research objective is not
match, because the research problem questions how questioning technique can
improve the students ability in writing. Thus, the objective of the writer is to
produce the strategy that can be used to improve the students ability in
writing. However, the writer states in research objective that her study is to
improve the students ability in writing by using questioning technique. The
research objective should be stated that the study aims to produce questioning
technique to improve the students ability in writing.
8) Mismatch between conclusion and research questions
RQ : How can picture series strategy improve the writing ability of the
second year students of MA Darul Lughah Wal Karomah Kraksaan?
C

: The use of picture series strategy helps the students make much
progress. The findings indicate that the students results in writing
narrative paragraphs showed significant improvement. The students
achieved the higher score from the first cycle to the second cycle.

A graduate thesis entitled Improving the Writing Ability through Picture

Series of the Second Year Students of MA Darul Lughah Wal Karomah
Kraksaan Probolinggo by Samsuddin (July, 2009)

The writer does not describe how picture series applied in the classroom so it
can improve the students writing ability. Instead of giving description of the
process teaching learning process during the research, the writer compares the
result scores of second cycle which are achieved higher than the result scores
of first cycle. It does not need to be done because the result of the first cycle is
the only indicator to make decision whether the cycle has to be continued to
the second cycle or not.
9) Definition of key terms

Cooperative integrated reading and composition (CIRC) is a model of

cooperative learning which has a comprehensive program for teaching reading
and writing in which students are assigned to team composed of pairs of
students from two or more different level. During the class, students engage in
a writers workshop, writing drafts, revising and editing one anothers work
(Slavin, 1995:8).
Improving the Writing Ability of the Eleventh Grade Students of MAN
Tambakberas through Cooperative Integrated Reading and Composition
Strategy by Ahmad Agung Bahroni (December, 2009)
Definition of key terms must not contain the definitions given by the experts.
The definition should be defined by the researcher himself/herself based on
his/her research. Thus, the writer should define CIRC based on the procedure
he made for his thesis.
10) Procedure of the research
In the point 10 and 11, the writer wrote:
10) Analyzing the results of writing test quantitatively in the percentage;
11) Reflecting the results of the observation and the writing test in the first
cycle
An undergraduate thesis entitled Improving Class X-4 Students Ability in
Writing Narrative Text by Using Brainstorming Technique at SMAN 1
Kencong Jember by Fitria Ratna Ikasari (December, 2011)

This procedure has repetition statements. In the classroom action research

design, reflection is the process of analyzing the data. So, the writer should
state just one statement to express this process, whether using the word
analyzing or reflecting.

ANALYSING COMMON MISTAKES OCCURED IN

UNDERGRADUATE AND GRADUATE THESIS

Final Project of Quantitative Research Class

By:
Praptika Septi Femilia
(120221521954)

STATE UNIVERSITY OF MALANG

POST GRADUATE PROGRAM IN ENGLISH EDUCATION
December 2012