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Pengertian Proposal. Sebelum lebih jauh membahas tentang bagaimana cara membuat proposal, Anda harus mengerti dan paham apa itu proposal? Proposal adalah suatu usulan kegiatan atau rencana yang diterangkan dalam bentuk rancangan kerja secara terperinci dan sistematis yang akan dilaksanakan atau dikerjakan.Proposal dibuat untuk mendapatkan persetujuan atau dukungan pihak lain. Contoh Latar Belakang Proposal - artikel ini adalah sebagai kelanjutan dari artikel contoh proposal pembangunan, pada poin halaman pendahuluan yaitu terletak setelah surat pengantar proposal.Maka pada kesempatan kali saya mencoba untuk membahas tentang bagaimana cara membuat latar belakang proposl yang baik dan benar.
In order to clarify the key terms used in this study,some definitions are put forward. Think-aloud have been described as 'eavesdroppingon someone's thinking.' With this strategy, teachers verbalize aloudwhile reading a selection orally.
Their verbalizations include describingthings they're doing as they read to monitor their comprehension. Thepurpose of the think-aloud strategy is to model for students how skilledreaders construct meaning from a text. The think-aloud strategy asksstudents to say out loud what they are thinking about when reading,solving math problems, or simply responding to questions posed by teachersor other students. Reading is a kind of activity in translatingwritten symbols into corresponding sound. Reading skills enable readers toturn writing into meaning and achieve the goals of independence,comprehension, and fluency.
In this research, it was decided toimplement the think-aloud strategy because it was used as an instructionalapproach, and also because this strategy helped readers to comprehend moreeasily what was being read by them. Afflerbach and Johnston cited by McKeownand Gentilucci (2007), claim that think-aloud serves firstly as a method ofmeasuring the cognitive reading process, then as metacognitive tool to monitorcomprehension. In that sense, the think aloud is appropriate for this studybecause through this strategy the students can monitor their comprehensionprocess. Another definition of this strategyis provided by Pressley et al. In McKeown and Gentilucci’s (2007) work:“think-aloud is one of the 'transactional strategies' because it is ajoint process of teachers and students working together to constructunderstandings of text as they interact with it” (p. Through theinteractions that think aloud promotes, a better understanding of the texts mayemerge in the classroom.
Think aloud is also a process in which readers reporttheir thoughts while reading (Wade 1990). It helps students to reflect upontheir own reading process. Reading in the foreign language consists of graspingmeaning in the written language. In this case, reading foreign language is thegrasping of full linguistics meaning of what is to read in subject within thecommon experience of the culture of which the language is a central part. Hefurther maintains that linguistics means to include the denotation conveyed bylanguage to all speakers of it is as opposed to meaning that are receptive onlyby those have specific background information not known by the other speakersin general.
In other word, there are some purposes of reading such as readingfor specific items of information, for general and detail information in agiven field, etc. Other types of reading, for example readings for literaryappreciation are properly the real of reading in the native language. There must be question on the text,this essential.
The questions are to help the pupils understanding every detailon the passage, for example, the passage is about “hide and seek”. It meansthat the questions on the passage are able to facilitate the pupilsunderstanding of the passage; the children are playing hide and seek in theplayground, and the question are (1) who is playing hide and seek in theplayground? (2) What are the children playing in the playground? (3) What arethey doing in the playground and where are they playing hide and seek? (a) reading is not a single skillbut an interrelated process of many skill, (b) reading is development process,in other words, reading comprehension develops sequentially as pupils nature,(c) there are developmental pattern from grade to grade and from year to year,but wide variations in reading ability exist among pupils in any grade or ofany age, and (d) there are no basic reading comprehension which can be taughtor learned once or for all, they are merely simpler or more difficult levels ofreading proficiencies, which can be taught to pupils who are ready to learn. Both views are non-productive at bestand the worst seriously impede progress.
Furthermore, the effort has been tocreate a model of the reading process powerful enough to explain and predicatereading behavior and sound enough to be a base on which to build and examinethe effectiveness of reading instruction. This model has been developed usingthe concepts, scientific methodology, and terminology of psycholinguistics, theinterdisciplinary science that is concerned with how thought and language areinterrelated. Firstly,intensive reading is reading activity that is being related to further progressin language learning under the teacher guidance. In this type of reading,control from a teacher is compulsory and it will provide a basis forelucidation of difficulties of structure, and for the extension of vocabulary.To the same extent, Finnonchiro (1983) also glanced that the intensive readingwhen the student’s attention should be focused on all expression, nationssound, structure and cultural allusions will be unfamiliar to them in passage. Secondly,extensive reading is developed at the student’s own pace according to hisindividual ability (Rivers, 1968 and Suhirman, 2002).
In this extent, theactivity is not completely controlled by the teacher. The students have learnerto read without the teacher’s role. The extensive reading activity is mostlyconcerned with the purpose of training students to read directly and fluentlyby his/her own employment, without the aid of the teacher. Structures in the testwill be already familiar to him and new vocabulary will be introduced slowly insuch a way that its meaning can be deduced from the context. From linguistics point of views,reading is recording and decoding process. Not like speaking which justinvolves an encoding process reading applies decoding process by which a readermust grasp and guess the meaning of written words used in writing scripts,reading the symbols to the oral language meaning (Anderson in Tarigan (1991)and Suhirman (2002)). In short, reading can be defined as “bringing meaning toand get meaning from points or written materials” (Finnochiro and Banama inTarigan, 1987, and Suhirman, 2002).
It is true by reading people get to knowthe other people scientific achievement, or some happening in other region ofthe country. Through reading we can improve our skill and enlarge our humandevelopment achievement. According to Sheng (2003) readingcomprehension questions measure student’s ability to read with understanding,insight and discrimination. This type of question explores the ability toanalyze a written passage from several perspectives, including student’sability to recognize both explicitly stated elements in the passage andassumptions underlying statements or arguments in the passage as well as theimplications of those statements or arguments. Because the written passage uponwhich the questions are based presents a sustained discussion of a particulartopic.
Along with Godman’s idea, Ommagio(1986) also maintains that the efficient language users will take the mostdirect routine to their goal comprehension. He describes reading as a samplingprocess in which readers predict structures. Clearly, Ommagio (1996) includedas in the comprehension process all three types of background knowledge:comprehenders make use not only of the linguistic information of the text, but alsoof their knowledge of the world and their understanding of discourse structureto make sense out the passage. In line with the above statement, as Ommagio(1986) cited from Kolers (1973) also maintains that reading is only incidentlyvisual. Thus, the reader then contributes more information by the print on thepage. As the comparison of thisresearch, here are some researches of TheEffect Think Aloud Strategy Toward Students Reading Skill. The first researcheris Alexander Moreno cardenas ( 2009 ) with title “The Impact Of TheThink-Aloud Strategy In The English Reading Comprehension Of Efl 10th Graders,he found that the students increased their engagement in the activities becauseof the think-aloud strategy.
Through the use this strategy they could interactand construct meaning from the texts at once when they developed the readingtasks. Second, it is important to highlight that the role of the teacher as aguide was crucial in think-alouds because he could assist and foster studentsto use reading strategies such as predicting, visualizing, and prior knowledgein order to comprehend the reading texts. Being the teacher’s role only as aguide, students then are the main protagonists of the reading process. Third,another positive impact of the think-aloud strategy, is that studentsconstantly mentioned that they had an enhancement in some specific aspects ofEnglish language such as: pronunciation, vocabulary, and listening skill.
By teaching four language skill in interactively, thatis involves reading, listening, speaking and writing. In this case is limitedfor the reading skills itself to involve the pupils in learning activitiesi.e.; (1) To expands the pupils knowledge and art; (2) to motivates the studentto be a good personality in their country; (3) to expands the pupils socialintercourse.
So that in this case, the ability of the pupils will be increasedby using textbook with are published by Depdikbud (Government) and Yudistira(Private Publishing Company). Therecent study was an experimental research to find out the result of a certaintechnique. According to hadi (1988: 56) that is an experimental design is oneof the precise methods to examine the cause and effect because of the fact,instruction toward a group and experimental sample. The instructional activitywas designed only to teach reading skill students by using Think aloud strategyas a techniques toward the experimental group, the group of sample would havetest to measure the effect that students get after treatment. The result of thetest would be analyzed and compare using statistical computation.
This research design will presentseveral characteristics; (1) it has two groups of experimental subjects ortreatment group and control group; (2) the two groups compared with respect twomeasurements of observation on the dependent variable; (3) both groups will bemeasured twice, the first measurement serve as the pre-test and the second asthe post-test; (4) measurement on the dependent variable for both groups willbe done at the same time with the same test; and (5) the experimental group manipulatedwith particular treatment. Population is represent entire/allsubject research. Nawawi ( 2003) in Iskandar ( 2009: 118) population is grandtotal of subject research which can be consisted of by the human being, object,animal, flora, symptom, assess the test or event as data source owning certaincharacteristic in a research. While according to Sudjana ( 2005: 74)population is totality of all value which possible, result ofcounting/calculating or measurement, quantitative and also qualitative hit thecertain characteristic from all clear and complete corps member is which wishlearned by the nature. Related to the research problems,the writer used reading test as an instrument. Ary (1979: 216) states that atest is a set of stimuli present to an individual in order to elicit responseson the basic of which a numerical score can be designed. Moreover, Heaton(1975: 89) states that the test used must be appropriate in term of our object,the dependable in the evidence provides, and applicable to our particularsituation.
In this case, the researcher gave the students reading test in usingThink aloud strategy. Numpang izin promo ya kk / cc admin ^^Ayo mari sini join dan daftarkan diri anda bersama kami BandarJudiQQ, Situs Poker dan Domino TerhebatBandarJudiQQ →→ Deposit & Withdraw IDR 15.000Bonus TurnOver 0.3% - 0.5%Bonus Referral 20%Dan mainkan ke 8 Game Hanya dengan 1 IDTunggu apalagi ayo segera join BandarJudiQQRegister: juga fanpage kami yahh anda mempunyai pertanyaan langsung saja hubungi kami via:LiveChat:: 336057EDYM: [email protected]:@bandarjudiqqDan silahkan di Download juga ya bosku ^^ aplikasi Live Chat yang kami sediakan ya:http://bit.ly/BandarJudiQQ.
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Prior to conducting research every researcher must prepare a research proposal. Its main purpose is not only as a guide line for the researcher or anybody else (say, who wants to repeat the research in different place and setting – see Sekaran, 2010, on the meaning of “scientific research”) to follow in conducting the research, but also as a document submitted to donor to secure fund for the research.
For this reason, it is therefore, that the credential of the researcher is usually appended to the proposal to convince the donor that it is a good research, worth of pursuing and of course funded, and that he is the right person to do the job. For the purpose of this module though, the emphasis would be to help students to write proposal of their Skripsi, Thesis, or Dissertation, which is usually have to go through examination in front of professors other than the advisors.Sebelum melakukan penelitian setiap peneliti harus menyiapkan proposal penelitian. Manfaat utamanya adalah bukan hanya ia menjadi panduan bagi peneliti atau siapa saja( missal, seseorang yang berkehendak mengulagi penelitian yang sama pada tempat atau setting yang berbeda – lihat Sekaran (2010) untuk arti dari “penelitian Ilmiah”) untuk diikuti dalam melakukan penelitian, tapi juga sebagai dokumen yang nantinya diusulkan kepada penyandang dana untuk mendapatkan dukungan.
Untuk alasan inilah maka latar belakang peneliti selalu dilampirkan pada proposal untuk meyakinkan donor bahwa itu adalah penelitian yang layak dilakukan dan didanai, dan bahwa dialah yang paling tepat melakukan penelitian tersebut. Tetapi untuk tujuan modul ini, akan ditekankan pada upaya menolong mahasiswa dalam menulis proposal penelitian dalam rangka Sripsi, Thesis, atau Desertasi, yang biasanya akan diuji nantinya dihadapan dosen lain selain pembimbingnya.We will then follow closely the standard outline provide by the Graduate School of BINUS in writing proposal. A research proposal composed of three chapters preceded by the cover page containing the title of the research, the author, and the Department, school, university name, and the year the research will be conducted.
The chapters are: (1) Chapter I, INTRODUCTION; (2) Chapter II, LITERATURE REVIEW ( Note: some schools/departments might prefer to name this chapter as THEORETICAL FOUNDATION – please consult your school on this); and (3) Chapter III, RESEARCH METHODOLOGY; followed by THE LIST OF REFERENCES. The main purpose of this Module is to elaborate what would be the content of each chapter, which will then followed by a Case.Kita akan mengikuti dengan baik outline baku yang berlaku pada Sekolah Pasca Sarjana BINUS dalam penulisan proposal. Proposal penelitian terdiri dari tiga bab, didahului oleh lembar muka yang berisikan judul dari penelitian, penulis (peneliti), dan nama jurusan, nama fakultas, dan nama universitas diikuti tahun penelitian akan dilakukan. Bab-bab pada proposal adalah: (1) Bab I, PENDAHULUAN; (2) Bab II, TINJAUAN PUSTAKA (Note: sebagian jurusan, fakultas mungkin menggunakan judul LANDASAN TEORI untuk bab ini – silakan dikonsultasikan dengan jurusan); dan (3)Bab III, METODOLOGI PENELITIAN; yang diikuti dengan DAFTAR PUSTAKA.
Tujuan utama modul ini adalah menjabarkan hal-hal apa yang sebaiknya dicantumkan dalam masing-masing bab, yang kemudian diikuti dengan Teladan.CHAPTER I. INTRODUCTIONBAB I.
PENDAHULUANChapter I usually composed of five sub-chapters, i.e., sub-chapter 1.1., Research Background; sub-chapter 1.2., Problem Statement; sub-chapter 1.3., Research Objective; sub-chapter 1.4., The Purpose of the Research; and sub-chapter 1.5., The Scope of the Research. Next, we will explain each sub-chapter in more detail.Bab I biasanya terdiri dari lima sub-bab, yaitu, sub-bab 1.1.,Latar Belakang Penelitian; sub-bab 1.2., Rumusan Permasalahan; sub-bab 1.3., Tujuan Penelitian; sub-bab 1.4., Manfaat Penelitian; dan sub-bab 1.5., Batasan Penelitian.
Berikut akan dijelaskan masing sub-bab secara detil.Sub-Chapter 1.1. Research BackgroundSub-Bab 1.1.
Latarbelakang PenelitianThis sub-chapter set the stage for the research. If this is about a particular industry then here is the place to explain about the industry. What are the product and or services in the industry, brief explanation about the industry with respect to the economy as whole, the degree of competition in the industry, and other information, of course, those that relevant to the topics/issues addressed in the research.
Here, there is no need to elaborate in detail about the industry; it is enough to set the stage or the context for the research. The discussion on this sub-chapter should boil down to the broad area problem faced in the industry, the solution of which would be the main purpose of the research. Usually this broad area problem will be stated in the last paragraphs of the sub-chapter, indicated by a word such as, “. However ”, “. (see Module 1 on the discussion and example of the broad area problem). Similarly, if this is about a particular company, a brief overview of the company is necessary that pointing out to the important and relevancy of addressing the broad area problem.Sub-bab ini berisikan dan menguraikanpanggung bagi penelitian.
Bila penelitian mengenai suatu industy, maka disini dijelaskan mengenai industry tersebut. Apa produk maupun jasa yang disajikan di industry itu, penjelasan singkat mengenai industry tersebut dalam konteks perekonomian nasional, tingkat persaingan di industry tersebut, dan informasi lainnya, sudah barang tentu yang relevan dengan topic/issue yang sedang dibahas dalam penelitian. Di sini tidak perlu menguraikan secara detil tantang induatri tersebut; cukup menguraikan hal-hal sehingga konteks maupun bidang yang akan diteliti menjadi jelas. Pembahasan pada sub-bab ini harus sedemikian rupa sehingga berakhir pada pemaparan permasalahan yang dihadapi industry tersebut, dimana pemecahan dari masalah tersebutlah yang menjadi manfaat dari penelitian. Biasaya permasalahan ini diuraikan pada paragraph-paragraf terakhir dari sub-bab, juga ditandai dengan kata-kata seperti, “ akan tetapi.”, atau “.Namun demikian ”, dll.
(lihat Modul 1 tentang uraian dan contoh permasalahan). Sama halnya, apabila penelitian itu mengenai satu perusahaan tertentu, maka uraian singkat mengenai perusahaan itu harus dijabarkan dan tentu uraian tersebut harus bermuara pada pentingnya dan relevansi perlunya pemecahan permasalahan tersebut.Sub-Chapter 1.2. Problem StatementSub-Bab 1.2. Rumusan PermasalahanHere will be explained or elaborated how you come up with the research question ( note: research question not necessarily should be in the form of question; it could be statement). Why it is or they are the questions to be answered if we want to solve the broad area problem stated in sub-chapter 1.1.
Because there are always be other alternative statements to be addressed in order to solve broad area problem, it is therefore important to provide explanation, reasoning that these are the most relevant statements or questions to be answered to solve the broad area problem. Notice, devising reasons on deciding that the listed research questions are the most relevant questions to answer to solve the broad area problem, requires development of theories, results of earlier research, commonly accepted assertions, logical thinking, and preliminary study; hence, literature review is important in this stage. Since literature review is covered in Chapter II, that is, after the formulation of the research questions, this might look a bit awkward. This is resolved by what we put here are only broad research questions, or broad category of the possible aspects that possibly cause the broad area problem. The detail research questions, or in fact presumed causes of the earlier formulated research question, i.e., what will be called hypothesis, will be further formulated after literature review, and all these will be presented in Chapter III, sub-chapter 3.1., Theoretical Framework that will be explained later.Pada sub bab ini akan dijelaskan atau diuraiakan bagaimana pertanyaan penelitian sebagaimana adanya (catatan: pertanyaan penelitian tidak harus dalam bentuk pertanyaan, tapi bisa juga dalam bentuk statement positif.
Mengapa itu yang menjadi pertanyaan penting yang perlu terjawab bila kita ingin memecahkan permasalahan yang telah diuraikan pada sub-bab 1.1. Karena akan selalu ada kemungkinan bahwa pertanyaan atau pilihan pernyataan yang harus dijawab dalam rangka memecahkan permasalahan, maka pada sub-bab in perlu penjelasan dan alasan bahwa pertanyaan penelitian inilah yang terpenting untuk dijawab dalam raqngka memecahkan permasalahan. Perhatikan, membangun argument dalam memutuskan bahwa pertnyaan penelitian itulah paling relevan untuk memecahkan permasalahan, membutuhkan pembangunan teori, hasil-hasil penelitian sebelumnya, rumusan-rumusan yang pada umumnya diterima dikalangan ilmiawan, cara berfikir logis, dan studi awal; oleh karena itu, tinjauan pustaka sangat penting pada tahapan ini. Karena tinjauan pustaka baru akan diuraikan pada bab II, yaitu, setelah sub-bab perumusan masalah, ini kelihatannya agak kurang urut. Hal ini dipecahkan dengan pada sub-bab ini hanya pertanyaan penelitian yang sifatnya masih kategori besar dari hal-hal yang diperkirakan menjadi penyebab permasalahanlah yang diuraikan. Pertanyaan penelitian yang lebih detil,atau perkiraan penyebab dari pertanyaan penelitian yang telah dirumuska, i.e., apa yang akan dinamai sebagai hipotesa, akan selanjutnya dirumuskan setelah tinjauan pustaka dilakukan, dan ini semua akan dijabarkan pada bab III, sub-bab 3.1, Kerangka Teori yangkan dijabarkan lebih lanjut.Sub-Chapter 1.3. The Objective of the ResearchSub-Bab 1.3.
Tujuan penelitianIn this sub-chapter, the objective of the research will be explained. Notice, this is not the objective of the researcher, not the objective of the company, for example being studied, but the objective of doing this research. For that reason, the objective of the research of course is to answer the research questions stated in sub-chapter 1.2. Now you might reason, that if this is the only things that are elaborated here in this sub-chapter, why we need a sub-chapter for it?
But for the purpose of clarity, and at the same time nothing wrong about it, so at Binus we set aside a sub-chapter for this. You may find out in some universities that the objective of the research is incorporated in sub-chapter 1.2. Problem Statement and the Objective of the Study. You might find for example, at the end of sub-chapter 1.2, they would say: “. The objective of this research then is to answer the above stated research questions and specifically is (1) to., (2) to., etc. ”.Pada sub-bab ini, tujuan penelitian akan diuraikan. Perhatikan, yang diuraikan di sini bukan tujuan peneliti, bukan pula tujuan perusahaan bila penelitian ini mengenai perusahaan, tapi tujuan melakukan penelitian ini.
Oleh karena itulah, tujuan penelitian sudah barang tentu adalah menjawab pertanyaan penelitian yang telah dirumuskan pada sub-bab 1.2. Sekarang mungkin kita bertanya, bahwa kalau hanya ini yang menjadi isi atau yang akan diuraikan pada sub-bab ini kenapa kita memerlukan satu sub-bab untuk menjelaskannya? Itu adalah benar.
Namun demikian untuk tujuan kejelasan, dan pada waktu yang sama tidak ada yang salah dengan itu, maka di Binus, satu sub-bab disediakan untuk Tujuan Penelitian. Mungkin akan anda temui di beberapa perguruan tinggi tujuan penelitian digabung dengan sub-bab 1.2. Dengan judul “Perumusan masalah dan Tujuan penelitian”. Anda mungkin akan menemukan pada akhir dari sub-bab 1.2.
Kata-kata “.Oleh karena itu, tujuan penelitian ini adalah untuk menjawab pertanyaan penelitian yang telah diuraikan di atas, dan secara khusus (1) menjawab, (2) menjawab, dll., “.Sub-Chapter 1.4. The Purpose of The ResearchSub-Bab 1.4. Manfaat PenelitianAs was explained earlier, the purpose of any research or study is to solve the broad area problem.
Here in this sub-chapter you might need though to explain how by answering the research questions you (or whoever wants to use the findings of the research) are enabled to solve the broad area problem. In this sub-chapter also you might want to list some other benefits of doing this research, i.e., benefits for organizations, institutions, individuals that directly benefited from the research. These are called applicative benefits; but there might be theoretical benefit of the research, that is findings contributing to the body of knowledge.Seperti telah dijelaskan terdahulu,manfaat dari setiap penelitian adalah untuk memecahkan masalah yang dihadapi. Dalam sub-bab ini anda perlu menjelaskan bagaimana/alasannya bahwa dengan menjawab pertanyaan penelitian maka anda (atau siapa saja yang akan menggunakan hasil dari penelitian ini) akan dapat menyelesaikan permasalahan seperti termaktub dalam sub-bab 1.1. Dalam sub-bab ini anda mungkin dapat menyampaikan manfaat-manfaat lainnya dari penelitian, i.e., manfaat bagi organisasi, institusi, individu yang secara langsung mendapat manfaat dari penelitian. Ini sisebut manfaat aplikatif; akan tetapi mungkin akan ada manfaat teoretis dari penelitian, yaitu contribusi penelitian terhadap ilmu pengetahuan.Sub-Chapter 1.5. The Scope of the ResearchSub-Bab 1.5.
Ruang lingkup PenelitianIn this sub-chapter, it should be clearly stated the boundary or coverage of the research, beyond which the conclusion should not be extended or generalized. For example, if the study is about small and medium enterprises (SMEs), the conclusion should only be pertaining to SMES, not to be generalized to large enterprises of corporate. So the scope of the research in this case is SMEs. Things not to be put here then are the activities or the tools or the methods used in the research. For example, the followings are not the scope:. In formulating the maturity level of the IS/IT, COBIT framework will be used.
In analyzing external environment and forces faced by the organization, five forces of Porter will be exercised.Pada sub-bab ini, harus secara tegas diuraikan batas-batas dan cakupan dari penelitian, di mana kesimpulan dari penelitian tidak berlaku atau tidak bisa digeneralisasikan. Sebagai contoh, bila study hanya mengenai Usaha Kecil menengah (UKM), naka kesimpulan tidak bisa digeneraliser ke usaha besar aqtau korporasi. Jadi batasan penelitian dalam hal ini hanya berlaku untuk SME. Hal-hal yang tidak bisa dimasukkan dalam sub-bab ini a.l., kegiatan ataou alat-alat atau metode yang digunakan dalam penelitian. Sebagai contoh, yang berikut ini tidak termasuk kategori batasan penelitian:.
Dalam merumuskan tingkat kematangan IS/IT digunakan framework COBIT. Dalam menganalisa lingkungan eksternal dan kekuatan-kekuatea yang dihadapi oleh perusahaan, akan digunakan kerangka five forces of Porter.CHAPTER II. LITERATURE REVIEWBAB I. TIJNAUAN PUSTAKAResults of previous studies related to the topic and the research question raised in chapter 1 is exposed here. Studies in different setting, industries, countries about the variables and their relationships not only as conjectured in the research questions, but findings on other variables and their relationships which is found to have effect on the cause of the broad area problem stated in chapter I as the objective of the research should be exhaustively explored and presented here in this chapter. In fact causes of the causes, of the causes and so on upstream need to be exposed here. Issues that might have to do with the issues, that might explain the issues, and so on down to the issues raised in chapter I as the main issues related to the broad area problem those that have been studied previously are elaborated here.