SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM
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The Implementation of The English Curriculum 2013 In SMP Negeri 01 Batu
No full textABSTRACT Rosanti, Tiara Ajeng. 2014. The Implementation of The English Curriculum 2013 In SMP Negeri 01 Batu. Thesis, English Department, Faculty of Letters, State University of Malang. Advisor: NunungSuryati, Drs., M.Ed, Ph.D Key words: 2013 Curriculum, SekolahMenengahPertama, Batu The English Curriculum 2013 has become the subject of the discussion. Many people support or refused for the implementation of this curriculum. Some schools designated to implement this curriculum in teaching and learning activities. Subjects of English language is one of the subjects experienced a significant impact on the implementation of the Curriculum in 2013. In this study, the chosen school is SW Negeri 1 Batu which is a government school in the town of Batu. The sample of this study is 7H and 71 which were taught by different teachers. This study used a descriptive analysis method analysis with the aim of exposing the facts on the ground implementation of the curriculum in 2013. The instruments used in this study were interview, class observation, and document analysis. The data obtained are then presented in descriptive qualitative and described in narrative form. The results of the analysis showed that both the teachers surveyed are not quite ready to implement the curriculum in 2013. They needed extra time to better understand the core of the curriculum in 2013. Suggested to the other researcher to study more about the implementation of the English Curriculum 2013 to identify the weaknesses and shortcomings. For English teachers, they should continue to try and better understand the English Curriculum 2013. ABSTRACTThe research report the implementation of ENGLISH Curriculum 2013 in SMP Negeri 01 Batu. In this study, the reseacher choose SMP Negeri 01 Batu as object research because SMP Negeri 01 batu is the first junior high school which implemented curriculum 2013. The sample of this study were 7H and 7I which taught by different teachers. The result of the analysis showed that both teachers surveyed were not ready enough to implement curriculum 2013 in english lesson. They needed extra time to understand more abour the core of curriculum 2013.Key Words: 2013 Curriculum, Sekolah Menengah Pertama, Batu
The Use of Thanking Expressions among Balinese Learners of English in Denpasar
No full textSUMMARYSwari, Radha. 2019. The Use of Thanking Expressions among Balinese Learners of English in Denpasar.Thesis.English Department, Faculty of Letters, Universitas Negeri Malang. Advisors: (1) Dr. Mirjam Anugerahwati, M.A., (2) Prof. Dr. Siusana Kweldju, M.Pd.Keyword: thanking expressions, functions of thanking, Balinese learners of English in Denpasar.Thanking expressions not only vary in terms of strategies, but also in terms of functions. Jung (1994) claimed that there are at least four functions of thanking in English context. In addition to that, it turns out that not all of the functions are linked to positive feelings.Learners of English in general may not be well-aware of these variations of thanking functions, as the way they thank others is influenced by their own culture. As an instance, Balinese people usually say “matursuksma” (a Balinese thanking expression) to a person who is older, or has a higher social status. Moreover, they are considered as reluctant to use thanking expressions when they are among their peers. This led the researcher to investigate the use of thanking expressions among Balinese learners of English.This study applied a descriptive qualitative design. The research subjects were 10 English Literature students of UniversitasUdayana, who were in the seventh semester. The researcher used Discourse Completion Task (DCT) questionnaires consisting of nine situations as the instrument. The situations were constructed based on the functions of thanking proposed by Jung (1994). The researcher also conducted an interview with each of the participants to validate and strengthen the data from the DCT questionnaires.The findings from the DCT questionnaires show that the employed functions of thanking expressions among Balinese learners of English in Denpasar are ranked as follows: function of appreciating mental benefit (10), function of conversational closing (10), function of appreciating physical benefit (9), function of conversational opening (9), function of positive answer (8), function conversational changing (5), function of conversational stopping (5), function of leave-taking (2), and function of emotional dissatisfaction or discomfort (1). From the interview, the researcher discovered that Balinese learners of English in Denpasar frequently say “thank you” in their daily conversations, since they believe that it is the simplest form of appreciation for other people. Generally, they use a thanking expression whenever they receive something valuable from others (i.e. gift, service, information). Nevertheless, it is also likely for them to say “thank you” or “thanks” for the other functions in certain circumstances—including the function of emotional dissatisfaction or discomfort, though this function has nothing to do with the feeling of gratefulness. This leads to the point that Balinese learners of Englishin Denpasar are quite familiar with the various uses of thanking expressions.It is suggested for the readers, especially Balinese learners of English, to be more aware of the various uses of thanking expressions in English, so that misunderstanding would be less likely to occur when having a conversation with others in English context. Furthermore, the researcher hopes that this research will be beneficial for future researchers who are in the linguistic field, specifically those who are interested in conducting a study related to thanking expressions across languages and cultures
Exploring the Potential of Moodle in Developing Multiple Choice Reading Comprehension Test Bankfor Senior High School
No full textThe objective of this study is to develop a reading comprehension question bank for senior high school using Moodle learning management system. The study was based on the result of the need analysis which revealed that it is necessary to help English teachers organize test items. The teachers mentioned the demand for efficiency in administering test. Therefore, question bank was developed using Moodle. It allows teachers to manage and administer computer-based exercise or test. The selected materials for reading comprehension were arranged based on K-13 revision 2018, and selected from some reliable resources.The procedure of the study adapted the instructional design of ADDIE model. With some simplifications, the step of this study consists of five-steps, they are: analyze, design, develop, implement, and evaluate. During the steps, some instruments were used to collect the research data. Interview guide, questionnaire, and field observation were used in the analysis to collect preliminary data which were used as a basis for design and development of the question bank inside the Moodle. These include student experience in using computer and teacher problem in conducting tests or exercise. Expert validation checklists were also used for validation. After the product was developed, and questionnaire for both teachers and students were tried out. Some aspects were examined for the stability of the media, appropriateness of the user guide and the practicality of the question bank for exercise or tests.The result from the expert showed that in terms of media practicality there is no problem but the question bank, needs additional item to be considered enough as question bank. After that, it.was revised. The product was then tried out to three English teachers and 96 students of tenth grade. After the product was tried out the questionnaire was given to teachers and students. From the teacher perspective, the product was very helpful especially reducing the teachers’ burden when conducting an exercise or tests. From the students, the result showed that more than 70% agree that reading comprehension exercise using Moodle was very helpful in terms of usefulness, ease of use, and satisfactionMoodle learning management system was proved very helpful for for teacher to change the paper-based exercise or tests to computer base tests. For student, this Moodle could help them manage their exercise and the result. this research only used small feature of Moodle learning management system. The future researcher can conduct developmental research using other feature or producing more advanced application using Moodle and not limited for reading comprehension
Improving Young Learners’ English Vocabulary Mastery by Using Flash Cards
No full textAbstrack.This study dealt with teaching English using flashcards to improve young learners’ English Vocabulary. The objectives of the study is to find how the use of flash card in increasing young learners’ English vocabulary mastery. In order to achieve the objective of this study, the researcher used classroom action research as the research design in doing the research. The populations of this study were the 29 students of fifthgraders at SD Negeri Wedi, Sidoarjo. There was only one cycle in this study.The cycle was conducted in three meetings. In this cycle, the students were drilledabout kinds of clothes and kinds ofoccupation. There were two types of the test in this action research. They were Test 1 and Test 2. The test was related to the kinds of clothes and kinds of occupation. In Test 1, the students had to answer30 multiple choices questionsaboutkindsofclothes and occupations. In Test 2, the students arrange the jumbled alphabets into the right name of clothes. The result of the study showed that the Test 2 scores were better than the Test 1 scores. It could be seen by comparing their means. The means of the Test 1 score was 80.6. While the Test 2 score was 88.9. It means that there is a significance difference in students’ scores after they were given treatments using flashcards.The increasing achievements show the increasing vocabulary mastery of the students. The significant improvement of the students after they were taught by the research using flash cards as medium indicated that the treatment was effective. So, it is recommended that the teacher can use flashcards as media in teaching young learners to increasetheir interest in learning English. Hopefully there would be further studies inteaching English using other technique.
DEVELOPING LEARNERS’ WRITING SKILL THROUGH CONTINUOUS SELF-ASSESSMENT USING STUDENTS’ E-PORTFOLIO
No full textKey Words: Self-Assessment, E-Portfolio, Writing Skill. Writing skill in one of English macro skills that EFL students need to master. Its complexity is considered higher than the three other English macro skills, namely listening, speaking, and reading. Through an initial study conducted at MAN Sumenep, East Java, it was found that the students faced some difficulties in developing their writing skill which resulted in a low score of writing quality. Thus, the present research aimed to develop the learners’ writing skill through frequent self-assessment using students’ e-portfolio. The present research was Classroom Action research. The subjects were 25 students of the tenth grade of science (X MIPA 1) of MAN Sumenep covering 5 male and 20 female students, academic year of 2018/2019. The instruments used to collect the data were an interview, a writing test, observation sheets of teaching and learning, field notes, and a questionnaire. There were five steps conducted during the leaning process. The first step was to review and to develop students’ knowledge of Narrative text. The reviewing and development step was conducted through lecturing, and group or class discussion. The second step was introducing the idea of self-assessment and e-portfolio, and giving intensive training on its implementation. During this stage, students were given elaboration what self-assessment and e-portfolio are, and how they may contribute to their learning development. Furthermore, students were invited to simulate the step in dealing with self-assessment. The researcher provided them with a narrative text in which some writing errors were initially set. By the help of the researcher, students tried to identify the mistakes by relying on the expectations on the self-assessment. After some writing mistakes were found, students by the help of the researcher revised the text. The third step of the strategy was assigning the students to write a narrative text and revise it for at least three times based on the self-assessment. Then, the next step was to give an administrative feedback and a chance for students to share ideas. In this stage, students are given the chance to let the classmates and the researcher know some difficulties that they faced when dealing with self-assessment and e-portfolio. Finally, the fifth step was responding to the students’ ideas. The researcher together with the students discussed how to solve the problems. The findings showed that the implementation of self-assessment and e-portfolio could improve students’ writing quality. It showed that there were 72% of students whose score reached 75. It covered 18 out of 25 students. The data was based on the analysis of students’ written narrative on the e-portfolio. In addition, the data from the field notes and the observation sheet of teaching and learning activities showed that most of the students were actively engaged in learning activities. They were eager to share ideas and to deliver questions to both of the teacher and the classmates. Moreover, the data derived from the questionnaire showed that students expressed positive attitudes to self-assessment and e-portfolio by 74%. Some of them admitted that self-assessment and e-portfolio helped them understand their writing better and were planning to do self-assessment and to keep e-portfolio for their academic future needs. To sum up, the implementation of continuous self-assessment using students’ e-portfolio could help students develop their writing skill. Finally, It is recommended that self-assessment and e-portfoliocould be implemented as an additional technique in developing students’ writing skill, and to be considered as an optional source for further research regarding self-assessment and e-portfolio
USING SCAFFOLDING STRATEGY TO IMPROVE TENTH GRADERS’ DESCRIPTIVE WRITING
No full textABSTRACTIkhramsyah, Aam Arrahman. 2018. Using Scaffolding Strategy to Improve Tenth Graders’ Descriptive Writing. Thesis, English Department, Faculty of Letters, State University of Malang. Advisors: (1) Prof. Dr. M. Adnan Latief, M.A (2) Nur Hayati, S.Pd, M.Ed.Keywords: Scaffolding strategy, writing, descriptive essayThis study is directed to improve students’ ability in writing descriptive essay using scaffolding strategy. Based on the observation done in one senior high school in Mojokerto the students had problems in writing such as grammar, lack of vocabularies, and low motivation in learning writing. Based on the problems, an appropriate teaching strategy was required in order to improve students’ writing descriptive texts. As a result, the use of Scaffolding strategy was applied in teaching writing. The research design used in this study is Classroom Action Research (CAR). The research was conducted in one cycle that contains four stages: planning, action, observing, and reflecting. The study was conducted in four meetings. The subject of the study was 34 students of XI IPA I MAN Mojosari. There were four instrument used to collect the data: the scoring rubric was used to assess the students’ writing product, while the questionnaire, observation sheet, and field notes were used to gain data on the students’ responses toward the use of the scaffolding strategy. The findings of this study showed that: (1) 79% of the students achieved above the minimum score of 75 with the average score of 80; It indicated that the use of scaffolding was successful in improving the students’ ability in writing descriptive text; (2) more than 80% of the students responded positively toward the implementation of scaffolding strategy in teaching writing; it indicated that the students enjoyed the teaching and learning process; (3) more than 80% of the students involved and participated in teaching and learning process which indicated that students were active during lesson. The procedure of the implementation of the technique as follows: (1) examining writing difficulties faced by the students, (2) making students understand the scaffolding strategy, (3) providing the students with a good model of descriptive text, (4) explaining descriptive text in terms of the functions, language features, and text structure, (5) giving the students guiding questions and graphic organizer to generate ideas and make it easier for the students to write descriptive text, and (6) giving the students opportunity to revise their writing based on the feedback and comment from the researcher to make it a good writing product.Based on the students’ achievement in the findings of this study, it is recommended that the English teacher can apply scaffolding strategy for teaching writing to improve student’s ability in writing descriptive text. For other researchers this study can be used as reference for further research
MPROVING THE SPEAKING SKILL OF THE THIRD GRADERS OF THAMSUKSAMULNITHI SCHOOL HAT-YAI THAILAND EMPLOYING PICTURE SERIES TEACHING TECHNIQUE
No full textABSTRACTNurhikmah, Zizi. 2019. Improving The Speaking Skill of The Third Graders of Thamsuksamulnithi School Hat-Yai Thailand Employing Picture Series Teaching Technique. Thesis. English Departments, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Dr. Johannes Ananto Prayogo, M.Pd, M.Ed., (II) Dr. Mirjam Anugerahwati, M.A. Key words: Picture series teaching technique, speaking skill, narrative text. In Thailand, English is one of the subjects which is compulsory and must be learned. Mastering English especially in the speaking skill helps the students to face globalization for getting their future job. In the preliminary study, the researcher found that the students in the third grade of Thamsuksamulnithi, Hat-Yai, South Thailand had difficulties in speaking skill. This research aims are finding how picture series teaching technique improve the students’ speaking skill. This research used a Classroom Action Research design. The subject was 33 students of the third grade of Thamsuksamulnithi School in the academic year of 2018/2019. The instruments used to collect the data were speaking test, observation checklist, field note, and questionnaire. The criteria of success in this research were: (1) 80% of the students in the third grade reach score more than 15 points in the final-test; (2) 80% of the students in the third grade give positive responses toward the use of picture series teaching technique in the learning process. The findings show that picture series teaching technique can improve students’ speaking skill. The data showed that 88% or 29 students out of 33 students passed the minimum passing standard, while the rest of them could not pass the minimum passing standard. That data was based on the researcher and the teacher score in the final speaking test. Then based on the result of the students’ questionnaire, 94% of the students liked the use of the picture series teaching technique. Based on both data, the researcher got the conclusion that the criteria for success had been achieved. Next, the steps that have proven to improve students’ speaking skill are: (1) giving basic knowledge about narrative text, (2) giving a good model for telling a story by using picture series, (3) giving worksheets to the students which can practice them in making a story, (4) asking the students for having group performance, and (5) assigning the students for giving feedback or opinion about other group performance. In conclusion, the use of picture series teaching technique can improve students’ speaking skill. The use of picture series teaching technique can also make the students’ enjoy the teaching and learning process and can encourage the students to give their opinion or feedback for their friends or other groups. It is finally recommended English teachers use the picture series teaching technique as an alternative teaching strategy to improve students’ speaking skill. It is also suggested future researchers implement this research as references
The Applications of Politeness and Appropriateness Strategies to the Use of Abbreviations in Chatting Room
No full textABSTRACTFadillah, Alifa Camilia. 2019. The Applications of Politeness and Appropriateness Strategies to the Use of Abbreviations in Chatting Room. Thesis. English Department, Faculty of Letters, Universitas Negeri Malang. Advisors: (1) Aulia Apriana, S.S., M.Pd. (2) Maria Hidayati, S.S., M.Pd. Keyword: politeness strategy, appropriateness strategy, abbreviations.Brown and Levinson’s (1978) theory of universality of politeness was indeed a revolutionary proposal to linguistic academia, and ever since it was published, linguistic researchers all around the world have tried their best to either prove the theory or oppose it. One of them was Ardith J. Meier (1997), who polished Brown and Levinson’s theory based on sociocultural and contextual feature. Yet, when linguistic researchers tried to integrate either theory into their research, they were mostly focused on face-to-face communication, only some of them used computer-mediated communication as their primary medium. Thus, this study aims to use chatting room as one of computer-mediated communications to prove how politeness and appropriateness strategy apply to abbreviations, especially English abbreviations. In this study, the researcher applied descriptive qualitative research design to observe and analyze the data. The research subjects were six college students having 10-year experience of studying English language. From these six subjects, the researchers gathered screenshots of their chatting room of any platforms that they used frequently and the result of interviews. All of the research data were already approved and permitted by the subjects to be utilized in this study. The findings show that indeed politeness and appropriateness strategy can both be applied to the use of abbreviations in chatting room, but they result differently. When we apply politeness theory to the use of abbreviations with regards to D(istance), P(ower), and Rx(culture bound), we can either satisfy or threat the opponent’s face. The greater the values of the three factors, the more frequent it is for the speaker to avoid using abbreviations. However, from the appropriateness strategy side, the factors are meant to be flexible, since appropriateness strategy is more highlysituational dependent than politeness strategy. They can fit the conditions of both the sender and the recipient since abbreviations are considered socially acceptable. In conclusion, either politeness or appropriateness strategy can be applied to the use of abbreviations in chatting room, although in the end they will result differently with regard to their own characteristics. I encourage the readers of this thesis to be aware of the position that in including abbreviations when you text someone else. To future researchers and students, I hope this thesis can be a reference to any politeness or appropriateness-based research, especially one that requires CMC as their primary medium. ABSTRAKFadillah, Alifa Camilia. 2019. Pengaplikasian Strategi Kesopanan dan Kelayakan pada Singkatan di dalam chatting room. Skripsi. Jurusan Sastra Inggris, Fakultas Sastra, Universitas Negeri Malang. Pembimbing: (1) Aulia Apriana, S.S., M.Pd. (2) Maria Hidayati, S.S., M.Pd. Kata kunci: strategi kesopanan, strategi kelayakan, singkatan Teori kesopanan universal yang diajukan oleh Brown dan Levinson (1978) merupakan ide yang revolusional di kalangan akademisi Bahasa, and semenjak itu, banyak sekali peneliti Bahasa yang telah membuktikan atau menentang teori tersebut. Salah satu dari mereka adalah Ardith J. Meier (1997) yang melengkapi teori Brown dan Levinson berdasarkan konteks dan ilmu sosiokultural. Namun, banyak peneliti Bahasa yang fokus pada komunikasi tatap muka ketika menganalisis teori ini, dan hanya sedikit yang menggunakan komunikasi berbasis komputer sebagai media utamanya. Maka dari itu, studi ini bertujuan untuk menggunakan chatting room sebagai salah satu media komunikasi berbasis komputer untuk membuktikan apakah dua teori tersebut bisa diaplikasikan pada singkatan, utamanya adalah singkatan berbahasa Inggris. Dalam studi ini, penelitian dilakukan secara deskriptif kualitatif untuk mengamati dan menganalisis data. Subyek studi ini adalah enam mahasiswa yang sudah menerima pembelajaran Bahasa Inggris selama 10 tahun. Dari enam mahasiswa ini, peneliti mengambil dan mengumpulkan percakapan dalam bentuk screenshot dari aplikasi yang paling sering mereka gunakan beserta hasil wawancara. Semua subyek sudah mengijinkan dan menyetujui bahwa data yang dikumpulkan ini akan digunakan untuk kepentingan penelitian. Berdasarkan temuan, memang strategi kesopanan dan kelayakan bisa diaplikasikan pada penggunaan singkatan di dalam chatting room, tapi hasil temuannya berbeda. Ketika kita mengaplikasikan teori kesopanan pada penggunaan singkatan dengan memperhatikan faktor D(istance), P(ower), dan Rx(culture bound), kita bisa saja memuaskan atau mengancam wajah lawan kita. Namun, dari kaca mata strategi kelayakan, ketiga faktor tersebut sangatlah fleksibel, karena strategi kelayakan lebih terfokus pada kondisi situasi, dan bisa disesuaikan dengan kondisi pengirim dan penerima semenjak singkatan bisa diterima secara sosial. Kesimpulannya, meskipun strategi kesopanan maupun kelayakan bisa diaplikasikan pada penggunaan singkatan di chatting room, mereka akan menunjukkan hasil yang berbeda dengan memperhitungkan karakteristik dari masing-masing teori. Diharapkan para pembaca bisa mengetahui posisinya sendiri-sendiri ketika menggunakan singkatan untuk berkomunikasi dengan orang lain. Untuk para peneliti dan pelajar, saya harap skripsi ini bisa menjadi referensi untuk penelitian sejenis yang menggunakan media komunikasi berbasis computer di masa depan.  
Grammatical Errors Made By the Eleventh Grade of Thai Students in Writing Self-Introduction
No full textThe Preliminary study done by the researcherthrough an unstructured interview and classroom observation in the eleventh-grade students of Eakkapapsasanawich Islamic School in Thailand shows that the students have difficulties in writing. During the observation, after taking some samples of the student’s writing randomly, the researcher found errors in their writing, especially in grammar. Hence, this study aims to analyze the common types of grammatical errors and sources of errors made by the eleventh grade of Thai students in writing self-introduction. This study is descriptive qualitative research and the procedure of error analysis used was adapted from Ellis and Barkhuizen (2005). The researcher used blueprint or writing prompt as the instrument to collect the data. The data were a self-introduction written by forty-three of the eleventh-grade students. Afterwards, the data were collected, identified, and then classified based on Azar’s (1989). After analyzing each type of errors, the researcher analyzed the possible causes of error based on sources of error proposed by Brown (2007). The result showed there were 826 errors found in the students’ writing of self-introduction consisting of verb tense (148 errors or 17.91%), punctuation (144 errors or 17.43%), add a word (109 errors or 13.19%), capitalization (89 errors or 10.77%), spelling (85 errors or 10.29%), incomplete sentence (70 errors or 8.47%), singular-plural (46 errors or 5.57%), word order ( 38 errors or 4.60%), omit a word (32 errors or 3.87%), word form (25 errors or 3.03%%), word choice (21 errors or 2.54%), article (12 errors or 1.50%), run-on sentence (5 errors or 0.60%), and meaning not clear (2 errors or 0.24 %). The errors are caused by two main sources of error which are interlingual transfer and intralingual transfer. It can be concluded that grammar was found as the problem for Thai students as EFL students. So, the researcher suggests the teachers to implement a suitable strategy to improve the students' writing and make a treatment called "grammar clinic" in which the students could ask about their problems in writing especially in grammar. Therefore, for future researchers, the result of this study can be used as reference to conduct similar studies with different subjects or levels of the improvement of EFL students’ writing competence
The Perceptions and Learning Habits of Freshmen towards Independent Study Program in Intensive Course at Universitas Negeri Malang
No full text“Independent learning”, is an approach to stimulate students’ autonomous learning. Independent learning places learners’ role in the center of the learning process and encourages them to become autonomous learners. At the English Department, Faculty of Letters, State University of Malang, the Independent Study (IS) has been conducted in the English Self-Access Center (ESAC) which accommodates various language learning activities. IS includes scheduled required session in which students have to work on their weaknesses as well as non-scheduled enjoyment sessions in which they can experience less formal language learning activities at their own convenience. The purpose of this research is to reveal these groups of students’ perceptions on some categories of items and see how the two groups would perform in IS in ESAC given their differences in many aspects including: English proficiency level and autonomy level. This research used a descriptive qualitative research design. A 20-item Likert scale was distributed to investigate the perceptions and learning habits of first-year English Department students in the fully required IS group and those in the partially-required IS group towards Independent Study Program at Universitas Negeri Malang. The subjects of the study were 100 English Department first-year students of ELT Program of 2016/2017 academic year. For the learning habits, the data were generated from the use of rubrics of activities frequency from students’ report booklets. The data are collected through the Likert scale, rubrics of activity frequency, and then analyzed descriptively. The results of the analysis yielded several findings. First, the students in the partially-required Independent Study session group were found to be closer to the characterization of autonomous learners than the fully required IS group looking by their perceptions on many topics. Most of the students from both groups indicated that they still maintain teacher dependency to some extent. In terms of learning habits, the two groups of students differ in trends during the IS Program implementation. Group A, the partially-required IS groups dominated in almost every category of activities listed. Based on the results of this study, some suggestions can be made. For the English Department, it is hoped that they can help students in raising the awareness on how important it is to be autonomous learners and realize the value of efforts and facilities provided by the institution, particularly in the form of ESAC and IS Programs. For further researchers,the study of the same topic with different parameters, angles and variables is encouraged to be conducted so that more is known of how to encourage learners to be autonomous.SUMMARYUmar, Muhammad. 2018. The Perceptions and Learning Habits of Freshmen towards Independent Study Program in Intensive Course at Universitas Negeri Malang. Thesis. English Department, Faculty of Letters, State University of Malang. Advisors: (1) Francisca Maria Ivone, S.Pd., M.A., Ph.D. (2) Dr.EnnyIrawati, M.Pd.Keywords:freshmen,perceptions, learning habits,independent study program“Independent learning”, is an approach to stimulate students’ autonomous learning. Independent learning places learners’ role in the center of the learning process and encourages them to become autonomous learners. At the English Department, Faculty of Letters, State University of Malang, the Independent Study (IS) has been conducted in the English Self-Access Center (ESAC) which accommodates various language learning activities. IS includes scheduled required session in which students have to work on their weaknesses as well as non-scheduled enjoyment sessions in which they can experience less formal language learning activities at their own convenience. The purpose of this research is to reveal these groups of students’ perceptions on some categories of items and see how the two groups would perform in IS in ESAC given their differences in many aspects including: English proficiency level and autonomy level. This research used a descriptive qualitative research design. A 20-item Likert scale was distributed to investigate the perceptions and learning habits of first-year English Department students in the fully required IS group and those in the partially-required IS group towards Independent Study Program at Universitas Negeri Malang. The subjects of the study were 100 English Department first-year students of ELT Program of 2016/2017 academic year. For the learning habits, the data were generated from the use of rubrics of activities frequency from students’ report booklets. The data are collected through the Likert scale, rubrics of activity frequency, and then analyzed descriptively.The results of the analysis yielded several findings. First, the students in the partially-required Independent Study session group were found to be closer to the characterization of autonomous learners than the fully required IS group looking by their perceptions on many topics. Most of the students from both groups indicated that they still maintain teacher dependency to some extent. In terms of learning habits, the two groups of students differ in trends during the IS Program implementation. Group A, the partially-required IS groups dominated in almost every category of activities listed.Based on the results of this study, some suggestions can be made. For the English Department, it is hoped that they can help students in raising the awareness on how important it is to be autonomous learners and realize the value of efforts and facilities provided by the institution, particularly in the form of ESAC and IS Programs. For further researchers,the study of the same topic with different parameters, angles and variables is encouraged to be conducted so that more is known of how to encourage learners to be autonomous.RINGKASANUmar, Muhammad. 2018. Persepsi dan Kebiasaan Belajar Mahasiswa Baru Terhadap Program Independent Study dalam Intensive Course di Universitas Negeri Malang.Skripsi. Jurusan Sastra Inggris, Fakultas Sastra, Universitas Negeri Malang.Pembimbing: (1) Francisca Maria Ivone, S.Pd., M.A., Ph.D. (2) Dr.EnnyIrawati, M.Pd.Kata Kunci:mahasiswa baru,persepsi, kebiasaan belajar, program independent study.“Pembelajaran mandiri”, adalah pendekatan untuk mendukung pembelajaran mandiri siswa. Pembelajaran mandiri menempatkan peran peserta didik di pusat proses pembelajaran dan mendorong mereka untuk menjadi pembelajar yang mandiri. Di Departemen Bahasa Inggris, Fakultas Sastra, Universitas Negeri Malang, Studi Independen (IS) dilaksanakan di Pusat Akses Mandiri Bahasa Inggris (ESAC) guna mendukung berbagai kegiatan pembelajaran bahasa. IS terdiri dari sesi yang diwajibkan di mana siswa harus membenahi kelemahan mereka, serta sesi ”enjoyment” di mana mereka dapat melakukan kegiatan pembelajaran bahasa non- formal. Tujuan penelitian ini adalah untuk mengungkapkan persepsidua kelompok siswapada beberapa kategori dan melihat bagaimana kedua kelompok berkegiatandi ESAC saat IS, mengingat perbedaan mereka dalam banyak aspek termasuk: tingkat kemahiran bahasa Inggris dan tingkat otonomi.Penelitian ini menggunakan desain penelitian deskriptif kualitatif. Skala Likert sebanyak 20 item dibagikan untuk menyelidiki persepsi dan kebiasaan belajar siswa tahun pertama Jurusan Bahasa Inggris dalam kelompok IS wajib dan siswa dalam kelompok IS sebagian wajib terhadap Program IS di Universitas Negeri Malang. Subjek penelitian adalah 100 mahasiswa tahun pertama Jurusan Bahasa Inggris dari Program ELT tahun akademik 2016/2017. Data kebiasaan belajardidapatkan dari penggunaan rubrik frekuensi kegiatan dari buku laporan siswa. Data dikumpulkan melalui skala Likert, rubrik frekuensi aktivitas, dan kemudian dianalisis secara deskriptif.Hasil analisis menemukan beberapa temuan. Pertama, para siswakelompok sesi IS yang diwajibkan sebagian ternyata memiliki karakterisasi peserta didik otonom daripada kelompok IS yang diwajibkan sepenuhnya berdasarkan dari persepsi mereka terhadap beberapa topik. Sebagian besar siswa dari kedua kelompok menunjukkan bahwa mereka masih bergantung pada guru. Dalam kebiasaan belajar, ditemukan perbedaan tren selama implementasi Program IS. Grup A, mendominasi di hampir setiap kategori kegiatan yang terdaftar.Berdasarkan hasil penelitian ini, beberapa saran dapat dibuat. Untuk Departemen Bahasa Inggris, diharapkan mereka dapat membantu siswa dalam meningkatkan kesadaran tentang betapa pentingnya menjadi pelajar mandiri dan menyadari nilai upaya dan fasilitas yang disediakan oleh lembaga, terutama dalam bentuk Program ESAC dan IS. Untuk peneliti selanjutnya, studi tentang topik yang sama dengan parameter, sudut dan variabel yang berbeda sangat disarankan untuk dilakukan sehingga lebih banyak hal diketahui tentang bagaimana mendorong peserta didik untuk menjadi mandiri