KARYA DOSEN Fakultas Sastra UM
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The teaching of speaking as an intra curricular program at SMAN 1 lawang
No full textABSTRAK Nova B, Riefzky. 2011. The Teaching of Speaking as an Intra CurricularProgram at SMAN 1Lawang. Thesis, English Language Teaching, Faculty of Letters, State University of Malang. Advisor: Drs.Murdibjono, M.A. Key words: teaching, speaking, intra-curricular The study is aimed to describe the teaching of speaking as an intra curricular program at SMAN 1 Lawang in terms of the purpose of teaching of speaking, the activities, the materials and media, the assessment, the problems faced by teachers in teaching of speaking class, and the students’ opinions toward the teaching of speaking as an intra curricular program. The research applied descriptive research. It was conducted in SMAN 1 Lawang. It is located in Jalan Pramuka no 152 Lawang. The students from classes X-8, XI IS-2, XI IA-2, XI IB, XII IS-2, XII IA-1 and XII IB were selected as the subjects in this research. To collect the data, this study used some instruments: interview guide, field notes, and questionnaires. The data were collected from September up to October. Data in this qualitative research was analyzed by categorizing, describing, and synthesizing the collected data. It was found that the purposes of the teaching of speaking as an intra curricular program at SMAN 1 Lawang were (1) to teach the students to be able to speak English, and (2) to provide the students with the opportunities in practicing English communicatively and (3) to support the development of students’ speaking proficiency. The teachers divided the class into two groups. Each group was handled by one teacher. The activities conducted in every class were basically the same for example, prepared talk, drama, role play, games, and students’ presentations. In order to correct student’ mistake during the class, the teachers made corrections with repetition drill in the end of every meeting. The materials were from the content from LKS and also from teacher’s self made material. For the media, the teachers made some pictures and they used the white boards to write some words or sentences and used LCD. Based on the data collected, every teacher used the direct assessment in assessing their students’ speaking ability. In the direct assessment, the teachers asked the students to speak orally to know their speaking ability. The teachers then assessed the students’ pronunciation, grammar especially the use of past tense and vocabulary. Based on the data collected, it was found that the teachers’ problems in teaching speaking were students’ shyness, and students’ linguistic problems, for example grammar, vocabulary, and pronunciation. Also, most of the students gave positive response toward the teaching of speaking as an intra curricular program. However, there were still several things that should be considered for the improvement on the teaching as an intra curricular program such as the activities and the facilities. Based on the results of the study, it is suggested that the teachers should implement more various activities to avoid dullness. Besides, the teachers should be more active to encourage and motivate the students speak especially in encouraging the shy students to speak.
Developing Multimedia Based Listening Material for 1st Grade Students of Smk
No full textABSTRAK Listening comprehension is generally recognized as a key role in language learning/ acquisition. It gives the learners information from which to build up the knowledge necessary for using the language. When this knowledge is built up, the learner can begin to speak. The listening-only period is a time of observation and learning which provides the basis for the other language (Nation and Newton, 2009). It is believed that a multimedia-based listening material such as listening courseware is a good media to help students learn listening. As educational institution responsible in educating human resources with both academic and special professional competence, vocational high school is supposed to educate the students to have the competence in English related to their future career competence including listening skills. The purpose of this study was therefore to provide multimedia based listening materials for 1st grade students of SMK Hotel Accommodation Program which is useful for self-study activities. This research and development (R&D) adopts the framework of developmental model by Koper (1995). The procedure of the development was initiated by preliminary investigation that was concerned with the general design of the course. The next phase was definition phase. In this phase, the project plan per medium application was created in which the planning is made in more detail then in the previous phase. The third phase was scripting. The key of script phase is finding the various scripts needed to make desired design come to fruition. The concluding phase is technical realization. To make the final product, this phase was completed, which comprises editing audio-visual components, technical design, validation, and try out of the product. Then the process continued into product evaluation which consisted of expert of material validation, expert of media validation, teacher validation, and product try out. Based on the productevaluation, the media was then revised to get the best result. The final product of this study was a package of interactive CD-ROM for learning listening. It contains five units in which seven listening materials are distributed. Each of the units involves pre-listening session containing the setting of the context of the listening material and glossary, whilst-listening session comprises the main-listening materials in form of video or audio and exercises to check the learner comprehension, while the last session is post-listening covering the review of the material. The overall design of the media was made to resemble game simulation to stimulate students’ interest. In the product try out, the students looked enthusiastic in learning listening using the multimedia based materials. They considered that the materials and text used in the media were clear enough. They also affirmed that presentation of the media was attractive. The use of multimedia based listening material is expected to meet the needs of listening materials for first grade students of hotel accommodation program. The media hopefully could increase students’ interest and motivation in learning English and improve their listening skill
ARCA GANESA (SUATU TINJAUAN IKONOGRAFIS)
No full textAbstrak: Arca Ganesa banyak dijumpai di Jawa, baik di Jawa Tengah maupun di Jawa Timur. Intensitas temuan-temuan arca Ganesa ini cukup tinggi. Hingga saat ini arca Ganesa yang ditemukan sudah mencapai sekitar 200 arca. Ganesa mempunyai kedudukan yang agak khusus, karena pengarcaannya selain banyak ditemukan dalam konteks pencandian juga sering dijumpai berdiri sendiri atau tidak dalam hubungan dengan suatu bangunan tertentu. Banyaknya temuan arca Ganesa menunjukkan begitu pentingnya kedudukan dan peranan tokoh tersebut. Oleh karena itu dalam kesempatan ini dicoba diketengahkan arca Ganesa, terutama tinjauan lebih merupakan kajian ikonografis, yaitu berusaha memahami ikon dengan seluruh kepercayaan yang dikandungnya, sehingga dapat diketahui kedudukan dan perannya melalui pengarcaan dan mitologinya. Kata kunci: Ganesa, Ikonografi, Mitologi
KAJIAN HISTORIS LEGENDA REYOG PONOROGO
No full textAbstract: As an oral tale or folktale, Legenda Reyog (The Legend of Reyog Ponorogo (LRP)) has the potential to be linked to factual events, history, geographical background, beliefs, and historical figures. LRP also comprises several elements of culture or social reality of the tale owners, that is, their experience of the past or their history. As a verbal literature, LRP is a kind of historical literary work in the sense that there is a fusion of historical and literary elements. The historical approach in this research is aimed at presenting information about historical interpretations of figures, locations, and events in LRP connected to the history of Wengker-Kadiri Kingdom. In the analysis, some identification of the relationships between LRP and some available historical facts are conducted. The identification is carried out by relating figures, locations, and events in LRP with figures, locations, and events in the history of Wengker—Kadiri Kingdom, especially during the sovereignty of Airlangga. Key words: The Legend of Reyog Ponorogo, history, identification
Perancangan Buku Cerita Bergambar untuk Gemar Belajar Bahasa Inggris Bagi Anak-anak. Skripsi, Jurusan Seni dan Desain Fakultas Sastra Universitas Negeri Malang
No full textABSTRAK Restu, Candra. 2010. Perancangan Buku Cerita Bergambar untuk Gemar Belajar Bahasa Inggris Bagi Anak-anak. Skripsi, Jurusan Seni dan Desain Fakultas Sastra Universitas Negeri Malang. Pembimbing: (I) DR. Moeljadi Pranata, M.Pd, (II) Dody Priyatmono, S.Sn. Kata kunci: Perancangan, buku cerita bergambar, bahasa Inggris, anak-anak. Bahasa Inggris dianggap sebagai bahasa internasional cukup penting dipelajari untuk memasuki era globalisasi. Saat ini bahasa Inggris telah diajarkan pada anak-anak usia dini. Walau begitu bahasa Inggris masih dianggap bahasa yang susah untuk dipelajari, karena itu diperlukan media untuk membantu anak- anak dalam belajar bahasa Inggris. Tujuan perancangan ini adalah untuk membuat suatu buku cerita bergambar yang dapat membantu anak-anak dalam belajar bahasa Inggris. Perancangan ini menerapkan model perancangan 3D (define, data, design). Pendekatan yang digunakan ialah pendekatan yang berorientasi pada proses sekaligus pada produk karena, buku cerita bergambar ini merupakan karya pemecahan masalah komunikasi visual. Buku cerita bergambar ini dirancang melalui penelitian yang dilakukan secara seksama di bidang pengajaran bahasa Inggris pada anak-anak. Buku cerita bergambar ini terdiri atas delapan seri yang masing-masing berjudul “A Journey with Robin The Cat” atau “Petualangan Bersama Robin Sang Kucing”, “A Good Boy” atau “Anak Laki-laki yang Baik”, “My Favorite Numbers” atau “Angka Kesukaanku”, “The Kids Like Me Part One” atau “Anak- anak Seperti Aku Bagian Satu”, “The Kids Like Me Part Two” atau “Anak-anak Seperti Aku Bagian Dua”, “My Favorite Fruits” atau “Buah-buahan Kesukaanku”, “In The Zoo.” atau “ Di Kebun Binatang” dan “My Happy Family” atau “Keluarga Bahagiaku”. Buku cerita bergambar ini merupakan salah satu upaya pemecahan masalah menurut pendekatan desain komunikasi visual untuk membantu anak- anak dalam mengatasi kesulitan belajar bahasa Inggris. Disarankan agar dilakukan perancangan yang sejenis untuk membantu anak-anak dalam belajar bahasa Inggris, dengan mengeksplorasi berbagai media desain komunikasi visual yang memungkinkan diperolehnya hasil yang lebih efisien dan efektif. ABSTRACT Restu, Candra. 2010. The Design of Fun Learning with English Picture Book for The Children. Thesis, Design and Art Major Faculty of Letter State University of Malang. Advisor: (I) DR. Moeljadi Pranata, M.Pd, (II) Dody Priyatmono, S.Sn. Key Words: Design, Picture book, English, Children. English is considered as an international language which is important enough to be learned in the globalization era. Nowadays, English has been taught to the children since their early age. However, the children still feel that English is a difficult language to learn. Therefore, a media for helping the children in learning English is needed. The aim of this design is to make a story book that contains of many pictures which can help the children learning English. This design applies 3D arrangement model (define, data, and design). The approach that is used is focused on the process and the product as well. This picture book is the solution of a visual communication problem. It is arranged through an accurate research in the English teaching process to the children. The picture book consists of eight series, each of which has title A Journey with Robin The Cat, A Good Boy, My Favorite Number, A Boy Like Me part 1, A Boy Like Me part 2, My Favorite Fruit, In The Zoo, and My Happy Family. These eight book series contain a basic English lesson for children. This picture book is one kind of problem solving according to the visual communication design, in order to help the children overcoming the difficulties of learning English. It is recommended to do the similar design research in order to help the children in learning English, by exploring various kinds of visual communication design media which might be able to obtain more efficient and more effective result
ON DIMINISHING LOCAL EXPRESSIONS IN JAVANESE
No full textAbstract: Local expressions in Javanese, which convey local philosophy and local wisdom, seem to keep on diminishing from the collective mind of the speech community, owing to the disappearing verbal art performance (which was a massive performance in the past) and the drastically declining use of Javanese as a language of formal education. This observation leads to a small research project conducted in Malang, East Java, taking a sample of 74 UM students, who were asked to respond to items (in a questionnaire) and show degrees of their comprehension of local literary expressions in Javanese. Results of the research indicate that most local expressions in Javanese have indeed become unfamiliar to younger speakers, hence making both classical and modern literary works sound alien to them. Efforts have been made, especially by Javanese literary scholars, to prevent Javanese from losing its rich literary tradition. However, as for the shape of Javanese literature in the future, only time will tell. Key words: local expressions, speech levels, verbal art performance, tembang or sung-poetry, modern poetry
Resensi Buku (4) Beyond the Monitor Model: Comments on Current Theory and Practice in Second Language Acquisition
No full textResensi Buku (4) Judul : Beyond the Monitor Model: Comments on Current Theory and Practice in Second Language Acquisition Penyunting : Barash, Ronald M. & James, C. Vaughn Tahun : 1994 Penerbit : Heinle & Heinle Publishers Halaman : 290 ISBN : 0-8384-3967-5
RELATIVITAS BAHASA DAN RELATIVITAS BUDAYA
No full textAbstract: Linguistic relativity and linguistic universality relate to each other as two opposite poles in the world of linguistics. They depend on each other for their respective existence, and they are both absolutely necessary for giving adequate description of a great variety of linguistic phenomena. The recent re-emergence of linguistic relativity has been a reaction against excessive formalism in Generative Linguistics, particularly in its ambitious attempts to explain the nature of Universal Grammar. The re-emergence of linguistic relativity is thus best seen as a balancing effort in the latest development of linguistic theory. In its connection with cultural relativity, linguistic relativity may well be explained, on the one hand, by referring back to the Sapir-Whorf hypothesis, which states that the way we perceive reality is in part determined by the language we speak. On the other hand, linguistic and cultural relativity may also be explained by going back to the Saussurean ideas of “signifier” vs. “signified”, and by adding to them the newly coined linguistic concepts of “lexicalization”, “grammaticization”, and “verbalization”. Key words: linguistic relativity, cultural relativity, lexicalization, grammaticization, verbalization
Penelitian Pengembangan
No full textPembahasan topik penelitian pengembangan (Research and development) ini disajikan dalam bentuk pertanyaan, yang meliputi latar belakang serta tujuan Penelitian Pengembangan, perbedaan tujuan penelitian Pengembangan dan Tindakan Kelas, cara merumuskan masalah dan tujuan Penelitian Pengembangan, jumlah pertanyaan dan tujuan Penelitian Pengembangan, dan proses Penelitian Pengembangan
KETERBATASAN TEORI MINIMALIS CHOMSKY
No full textAbstract: Within the latest development of generative linguistics, Chomsky (1995) has proposed the so-called Minimalist Theory, better known as the Minimalist Program. This theory is a revised version of the earlier Government Binding (GB) Theory (Chomsky 1981), which had gained world-wide recognition. The present dynamics in the generative school, as they were during the 1960s and 1970s, are primarily engendered by two factors. First, generative linguists aim to set up a linguistic theory that meets the two essential requirements: descriptive adequacy and explanatory adequacy. Second, they aim to design a theory that is both simple and elegant. With reference to the second requirement, the Minimalist Program is indeed more simple and elegant than the GB Theory or the Classical Generative Theory, the latter outlined in Chomsky’s Aspects (1965). Much like the GB Theory, the Minimalist Program is also a modular system. That is, the system of grammar or linguistic competence consists of interrelated modules. As an organized whole, these modules operate simultaneously on the basis of presumed innate principles. This paper intends to give a concise description of Chomsky’s Minimalist Theory, pointing out at the same time its strengths and weaknesses. This theory stands out for its greater power of generalization, and yet it lacks the capacity to explain some natural language data—namely, language not merely as a set of grammatical sentences, but also as a means of social communication reflecting sociocultural values of its speakers. This limited capacity is due to the fact that the generativist approach is more theory-driven than data-driven. As such, the Minimalist Theory has not met the requirement of explanatory adequacy, not even that of descriptive adequacy. Key words: Chomsky, Classical Generative Theory, GB Theory, the Minimalist Program, descriptive adequacy, explanatory adequacy