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The Use of Short Stories with Hidden Pictures to Improve Students’ Vocabulary Achievement at Fifth Grade of MI Gempolan IIKediri.
No full textMany researchers suggest that vocabulary learning should be started from young age. When vocabulary is taught to young learners, teachers should use an appropriate strategy for the age group. Based on the researcher’s observation in a fifth grade class in MI Gempolan II Kediri, the researcher found that there was a problem related to vocabulary learning. It was found that the English teacher rarely used media in teaching vocabulary and used memorization as the only strategy which resulted in the students’ low vocabulary achievement. Then, this study was conducted to improve the students’ vocabulary achievement through the use of interesting media. The media that was used to enhance the students’ vocabulary achievement was short stories with hidden pictures. Short stories with hidden pictures is a media in which some nouns, adjectives and verbs contained in the story text were replaced with folded paper hiding the pictures that give clues about the meaning of the words. The media can be used to teach vocabulary for young learners due to the hidden pictures that can attract the students’ curiosity. This study used Classroom Action Research (CAR) as the research design which was conducted in one cycle consisting of planning, implementing, observing and reflecting stages. This study was done in four meetings. The instruments for the data collection were vocabulary test, observation checklist, field notes, and questionnaire. The data gained from the vocabulary test after the implementation of the media showed that the result had achieved the criteria of success which stated that at least 80% of the students gained score above the minimum passing grade which was 65. None of sixteen students got score below 65. In addition, the data gained from the field note and observation checklist showed that more than 80% of the students gave positive responses toward the implementation of the media by participating actively. The teaching steps that increase the students’ achievement were previewing the story, reading the story aloud, rereading the story, summarizing the story and doing vocabulary exercise. Based on the result of this study, it is suggested the short stories with hidden pictures be used by the English teacher of the school as an alternative media to teach vocabulary. For other researchers whose topic is related to this study, they can use this media to improve other language skills or components with different strategy of teaching. It is also important to pay attention to the weaknesses of this media. First, the development of it takes a lot of time. Second, the media is not practical and durable. AbstractThis study was conducted to improve the students’ vocabulary achievement through short stories with hidden pictures. Short stories with hidden pictures is a media in which some nouns, adjectives and verbs contained in the story text were replaced with folded paper hiding the pictures that give clues about the meaning of the words. This study used Classroom Action Research (CAR) as the research design which was conducted in one cycle consisting of planning, implementing, observing and reflecting stages. The instruments for the data collection were vocabulary test, observation checklist, field notes, and questionnaire. The data gained from the vocabulary test after the implementation of the media showed that the result had achieved the criteria of success which stated that at least 80% of the students gained score above the minimum passing grade which was 65. None of sixteen students got score below 65. In addition, the data gained from the field note and observation checklist showed that more than 80% of the students gave positive responses toward the implementation of the media by participating actively. Based on the result of this study, it is suggested the short stories with hidden pictures be used by the English teacher as an alternative media to improve other language skills or components with different strategy of teaching. It is also important to pay attention to the weaknesses of this media. First, the development of it takes a lot of time. Second, the media is not practical and durable. Keywords: short stories, hidden pictures, vocabulary achievemen
THE IMPLEMENTATION OF LEARNER AUTONOMY AMONG ENGLISH COMPETITION PARTICIPANTS OF MTsN 1 KOTA MALANG
No full textSUMMARYFitriani, Nadia. 2019. The Implementation of Learner Autonomy among English Competition Participants of MTsN 1 Kota Malang. Undergraduate Thesis, Department of English, Faculty of Letter, State University of Malang. Advisors: (I) Dr. Enny Irawati, M.Pd. (II) Hasti Rahmaningtyas, S.Pd., M.A.Key Words: learner autonomy, autonomous learning, characteristics of autonomous learnersThis study aims to find out whether Indonesian students, particularly students of MTsN 1 Kota Malang who have joined various English competition have the characteristics of autonomous learners. Autonomous learners refer to learners who are able to direct their own learning. Furthermore, Holec (1981) introduces the term autonomy which conveys the mean of ‘the ability to take charge of one’s own learning’. Taking charge describes the capability of a learner to be responsible for his own learning by being able to determine learning goals, decide suitable learning strategies, monitor learning progress and evaluate results.This study involves forty three students of MTsN 1 Kota Malang who have taken part in various English competition. The data is obtained through Learner Autonomy Questionnaire. The result is analyzed to ascertain the characteristics of autonomous learners possessed by the students.The result of this study shows that English competition participants of MTsN 1 Kota Malang are high autonomous learners and they possess five characteristics of autonomous learners who are: (1) highly motivated in learning, (2) flexible, (3) goal-oriented, (4) hardworking, and (5) well-organized.Unfortunately, only some of the students are well organized due to their lack of time management skill. Therefore, it is suggested that the teachers develop ways or techniques to improve students’ time management skill. Future researchers are also suggested to do similar study by using a more complete instrument and different subjects in order to attain different result
MENGEMBANGAN PAPAN FLANEL SEBAGAI MEDIA BERCERITA UNTUK MENGAJARKAN KOSAKATA PADA PEMBELAJAR MUDA
No full textFlannel board has been used for decades to provide young learners the visuals of new vocabulary through storytelling. The purpose of this study is to develop a flannel board as a storytelling media to teach young learners vocabulary. The methodology of this study is educational research and development which is adapted from Borg, Gall, and Gall (2007). As a result of the study, the students showed positive attitudes and feedbacks toward the flannel board as well as the vocabulary teaching through storytelling.Abstrak Papan flanel telah digunaan selama bertahun-tahun untuk memberikan aspek visual atas kosakata baru melalui kegiatan bercerita. Tujuan penelitian ini adalah untuk mengembangkan sebuah papan flanel sebagai media bercerita untuk mengajarkan kosakata kepada pembelajar muda. Adapun meotodologi penelitian ini adalah pengembangan yang disadur dari Borg, Gall, dan Gall (2007). Sebagai hasil penelitian., siswa menunjukkan sikap dan timbal balik yang positif terhadap papan flanel maupun pengajaran kosakata melalui kegiatan bercerita.Kata Kunci: papan flanel, pembelajar muda, bercerita, kosakata 
High School Students’ Perception On The Impact Of Social Media Use In ‘ English Vocabulary
No full textABSTRACTWardani, Widya K. 2018. High School Students’ Perception On The Impact Of Social Media Use In ‘ English Vocabulary. Thesis. English Department, Faculty of Letters, State University of Malang. Advisor: (I) Dra. Nunung Suryati, M.Ed., Ph.D. and Advisor: (II) Drs. Andi Muhtar, M.A.Keywords: students’ perception, social media, English vocabularyEnglish vocabulary is the basis of all components of English learning. The vocabulary has played an important role in mastering a language. It is believed that more vocabulary mastered by students, the easier they are to develop the four language skills, i.e., listening, speaking, reading, and writing. Social media are computer-mediated technologies that facilitate the creation and sharing of information, ideas, career interests and other forms of expression via virtual communities and networks. Nowadays, students are digital learners and continuously use social media to communicate with each other. Students are equipped with laptops, iPads, different Smart phones, tablets, and all these provide them with easier access to social media. There are many different ways which can be used via social media to improve the English components to learn, especially vocabulary. These could include following other users on social media websites who give daily tips and hints about English language and vocabulary.This study intended to describe students perceptions about social media in their learning process in developing their English vocabulary. This research uses survey method by using questionnaires. Respondents in this study were 200 high school students in total which is SMA and SMK in Malang. The researcher distributed questionnaire directly to the students via online by message and Whatsapp groups to obtain the data for this study using google form and analysed by calculating and make conclusion the percentage of students’ perceptions to know their perceptions about the social media use to develop their English vocabulary. The findings of the study were as follows. Firstly, the researcher collected the data obtained from students’ questionnaires and classified based on categories. Then It was done by calculating the percentage of the students’ use of social media to the questionnaire to summarize their answer one by one. The total of respondents’ answers of each item were calculated to find the percentage. The percentage of each item was summarized as the respondents’ negative or positive answer to the item description in the questionnaire. The research findings showed that most respondents which is high school students in Malang had a positive perception about the use of social media in developing their English vocabulary. Based on the result of the study, it is suggested to use social media in order to develop their English vocabulary. The researcher seems that social media may be regarded as a tool which is helpful in improving the language learning familiarity. Hence, preparation is needed when using social media for English language learning. It is noteworthy that social media maybe an effective tool in improving students’ English language learning given that it is used wisely and correctly. The students believe that social media is a precious and powerful tool for learning the English language.ABSTRAKWardani, Widya K. 2018. High School Students’ Perception On The Impact Of Social Media Use In English Vocabulary. Skripsi. Jurusan Bahasa Inggris, Fakultas Sastra, Universitas Negeri Malang. Pembimbing: (I) Dra. Nunung Suryati, M.Ed., Ph.D. dan Pembimbing: (II) Drs. Andi Muhtar, M.A.Kata kunci: Persepsi siswa, media social, kosakata Bahasa InggrisKosakata bahasa Inggris adalah dasar dari semua komponen pembelajaran bahasa Inggris. Kosakata telah memainkan peran penting dalam menguasai bahasa. Diyakini bahwa semakin banyak kosakata yang dikuasai oleh siswa, semakin mudah mereka mengembangkan empat keterampilan bahasa, yaitu, mendengarkan, berbicara, membaca, dan menulis. Media sosial adalah teknologi yang dimediasi komputer yang memfasilitasi penciptaan dan berbagi informasi, gagasan, minat karier, dan bentuk ekspresi lainnya melalui komunitas dan jaringan virtual. Saat ini, siswa adalah pembelajar digital dan terus menggunakan media sosial untuk berkomunikasi satu sama lain. Para siswa dilengkapi dengan laptop, iPad, berbagai ponsel pintar, tablet, dan semua ini memberi mereka akses yang lebih mudah ke media sosial. Ada banyak cara berbeda yang dapat digunakan melalui media sosial untuk meningkatkan komponen bahasa Inggris untuk dipelajari, terutama kosa kata. Ini dapat mencakup mengikuti pengguna lain di situs web media sosial yang memberikan tips dan petunjuk harian tentang bahasa Inggris dan kosa kata.Penelitian ini dimaksudkan untuk menggambarkan persepsi siswa tentang media sosial dalam proses belajar mereka dalam mengembangkan kosakata bahasa Inggris mereka. Penelitian ini menggunakan metode survei dengan menggunakan kuesioner. Responden dalam penelitian ini adalah total 200 siswa SMA yaitu SMA dan SMK di Malang. Peneliti membagikan kuesioner secara langsung kepada siswa melalui online melalui pesan dan grup Whatsapp untuk mendapatkan data untuk penelitian ini menggunakan formulir google dan dianalisis dengan menghitung dan membuat kesimpulan persentase persepsi siswa untuk mengetahui persepsi pelajar SMA di Malang tentang penggunaan media sosial untuk mengembangkan kosakata bahasa Inggris mereka.Metode penelitian ini adalah sebagai berikut. Pertama, peneliti mengumpulkan data yang diperoleh dari jawaban kuesioner siswa dan diklasifikasikan berdasarkan kategori. Kemudian peneliti menghitung persentase jawaban kuesioner penggunaan media sosial oleh siswa untuk merangkum jawaban mereka. Total jawaban responden untuk setiap item dihitung untuk menemukan persentase. Persentase setiap item dirangkum sebagai jawaban negatif atau positif responden terhadap deskripsi item dalam kuesioner. Temuan penelitian menunjukkan bahwa sebagian besar siswa yang merupakan siswa SMA di Malang memiliki persepsi positif tentang penggunaan media sosial dalam mengembangkan kosakata bahasa Inggris mereka.Berdasarkan hasil penelitian, disarankan untuk menggunakan media sosial untuk mengembangkan kosa kata bahasa Inggris mereka. Peneliti tampaknya media sosial dapat dianggap sebagai alat yang membantu dalam meningkatkan kebiasaan pembelajaran bahasa. Karenanya, persiapan diperlukan ketika menggunakan media sosial untuk pembelajaran bahasa Inggris. Patut dicatat bahwa media sosial mungkin menjadi alat yang efektif dalam meningkatkan pembelajaran bahasa Inggris siswa karena digunakan secara bijak dan benar. Para siswa percaya bahwa media sosial adalah alat yang berharga dan kuat untuk belajar bahasa Inggris
The Implementation of Snowball Throwing Technique to Increase 8th Graders' Reading Comprehension
No full textAbstractIn learning English, reading is one of the most important skills to learn. Despite the importance, most of the students in year 8 (class 8.2) SMP Negeri 14 Malang had difficulties in comprehending reading text and that they were lack of motivation to participate in the learning activity. Those problems were contradictory to the 2013 Curriculum, in which students were expected to be able to read well and active during the learning activities. To solve those problems, the cooperative learning was chosen to be the ideal problem solving for it allowed students to get higher opportunity to work within group. In cooperative learning itself, some techniques were commonly used to deal with the classroom problem. One of teaching techniques from cooperative learning is Snowball Throwing Technique (henceforth STT). In order to improve the students’ reading comprehension skill and their participation in the learning activities, I applied the STT which allowed students to work in group by discussing, making questions, answering questions, and having an interesting way of learning in comprehending reading text.The result of this study shows that 25 out of 32 students or 78.13% of students have increased their reading skill as indicated by their score. It can be seen from the increase of students’ average score which is from 73.23 to 88.12. Moreover, the final result of students’ response to the implementation of STT showed a positive response. All in all, the implementation of STT could improve students’ reading comprehension because their learning participation increased.Keywords: Snowball Throwing, Cooperative Learning, Reading Comprehensio
The Implementation on Snowball Throwing Technique to Increase 8th Graders' Reading Comprehension
No full textSUMMARYOktavianti, Yasinta Sri. 2019. The Implementation of Snowball Throwing Technique to Increase 8th Graders’ Reading Comprehension. Thesis. English Department. Faculty of Letters. Universitas Negeri Malang. Advisor: (I) Dr. Utari Praba Astuti, M.A. (II) Dr. Anik Nunuk Wulyani, M.Pd.Keywords: Snowball Throwing, Cooperative Learning, Reading ComprehensionIn learning English, reading is one of the most important skills to learn. Despite the importance, most of the students in year 8 (class 8.2) SMP Negeri 14 Malang had difficulties in comprehending reading text and that they were lack of motivation to participate in the learning activity. Those problems were contradictory to the 2013 Curriculum, in which students were expected to be able to read well and active during the learning activities. To solve those problems, the cooperative learning was chosen to be the ideal problem solving for it allowed students to get higher opportunity to work within group. In cooperative learning itself, some techniques were commonly used to deal with the classroom problem. One of teaching techniques from cooperative learning is Snowball Throwing Technique (henceforth STT). In order to improve the students’ reading comprehension skill and their participation in the learning activities, I applied the STT which allowed students to work in group by discussing, making questions, answering questions, and having an interesting way of learning in comprehending reading text.This study took all of the 8.2 class students (32 students) as the subjects of the study. The research design used in this study was Classroom Action Research (CAR). CAR was chosen since it helped the teacher find solution to the students’ problems by improving their reading comprehension and increasing students’ participation in the learning process through the implementation of STT. The data were collected from two aspects. They were students’ reading comprehension score taken from reading comprehension test and the level of students’ participation as an indicator of their learning motivation taken from observation done during the teaching learning process. The criteria of success in this study were: (1) 75% of the students showed a gain of 10 points in their reading comprehension test scores compared to their scores in the preliminary study, and (2) 75% of the students participated in the classroom activities implementing STT. The result of this study shows that 25 out of 32 students or 78.13% of students have increased their reading skill as indicated by their score. It can be seen from the increase of students’ average score which is from 73.23 to 88.12. Moreover, the final result of students’ response to the implementation of STT showed a positive response. All in all, the implementation of STT could improve students’ reading comprehension because their learning participation increased.RINGKASANOktavianti, Yasinta Sri. 2019. Implementasi Snowball Throwing Technique untuk Meningkatkan Pemahaman Mmembaca Siswa Kelas 8. Skripsi. Jurusan Sastra Inggris. Fakultas Sastra. Universitas Negeri Malang. Advisor: (I) Dr. Utari Praba Astuti, M.A. (II) Dr. Anik Nunuk Wulyani, M.Pd.Keywords: Snowball Throwing, Pembelajaran Kooperatif, Pemahaman MembacaDalam belajar bahasa Inggris, membaca adalah salah satu keterampilan terpenting untuk dipelajari. Dalam studi pendahuluan pada siswa kelas 8 (kelas 8.2) SMP Negeri 14 Malang mengalami kesulitan dalam memahami teks bacaan dan kurang motivasi dalam berpartisipasi dalam kegiatan pembelajaran. Masalah-masalah itu bertentangan dengan Kurikulum 2013, di mana siswa diharapkan dapat memahami bacaan dengan baik dan aktif selama kegiatan pembelajaran. Oleh karena itu, pembelajaran kooperatif dipilih menjadi strategi yang tepat dalam menyelesaikan masalah tersebut karena dapat memberikan kesempatan kepada siswa untuk lebih banyak bekerja dalam kelompok. Dalam menyelesaikan masalah di kelas, pembelajaran kooperatif memiliki beberapa teknik untuk diterapkan. Salah satu teknik mengajar dari pembelajaran kooperatif adalah Snowball Throwing Technique (selanjutnya STT). Untuk meningkatkan keterampilan pemahaman membaca siswa dan partisipasi mereka dalam kegiatan pembelajaran, saya menerapkan STT yang memungkinkan siswa untuk bekerja dalam kelompok dengan berdiskusi, membuat pertanyaan, menjawab pertanyaan, serta memiliki cara belajar yang menarik dalam memahami teks bacaan.Penelitian ini mengambil 32 siswa dari kelas 8.2 sebagai subjek penelitian. Desain penelitian yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas (PTK). PTK dipilih karena membantu guru untuk menemukan solusi dari masalah peningkatkan pemahaman membaca siswa dan partisipasinya dalam proses pembelajaran melalui penerapan STT. Data dikumpulkan dari dua aspek, yaitu skor siswa yang diambil dari tes membaca pemahaman dan level partisipasi siswa sebagai indikator motivasi belajar mereka diperoleh dari pengamatan selama proses belajar mengajar. Kriteria keberhasilan dalam penelitian ini adalah: (1) 75% siswa menunjukkan kenaikan 10 poin dalam skor tes pemahaman membaca mereka dibandingkan dengan skor mereka dalam studi pendahuluan, dan (2) 75% siswa berpartisipasi dalam kegiatan STT. Hasil penelitian ini menunjukkan bahwa 25 dari 32 siswa atau 78,13% siswa telah meningkatkan nilai mereka pada tes pemahaman membaca. Hal ini dapat dilihat dengan peningkatan skor rata-rata siswa yaitu dari 73,23 menjadi 88,12. Selain itu, hasil akhir dari respon siswa pada implementasi STT menunjukkan respon positif. Secara keseluruhan, penerapan STT dapat meningkatkan pemahaman membaca siswa karena partisipasi belajar mereka meningkat
The Procedures of Teaching Reading Comprehension in English Classes at SMAN 1 Talun
No full textAbstractWahyuningsih, Y. 2019. The Procedures of Teaching Reading Comprehension in English Classes at SMAN 1 Talun. Thesis, Master’s Program in English Language Education, Faculty of Letters, Universitas Negeri Malang. Advisors: (1) Prof. Dr. Nur Mukminatien, M.Pd. (2) Dr. Utari Praba Astuti, M.A.Key words: procedures of teaching reading comprehension, English classes, SMAN 1 TalunThe aim of this study was to describe the procedures used by two English teachers in SMAN 1 Talun in teaching reading comprehension in the pre-reading, whilst reading, and post reading. The subjects of this study are two certified teachers. Teacher A and Teacher B have had twenty years teaching experience. The data were collected by observation checklist and fieldnotes to complete the data about the teachers’ procedures in teaching reading comprehension.The findings of the study are summarized as follows. In class X IPA 7, Teacher A started the lesson (a song lyrics) by giving questions and answer activities about the reading passage covering the aim of the song, and the structure of the texts, and then asked the students to do the task (identifying the theme/topic, the message, and the figures of speech in the song). In teaching a short story in class XI IPA 1, she started the lesson with questions and answer, followed by finding the meaning of unfamiliar words from the story, and read the story aloud. After that, she asked the students to mention the main characters, to discuss the synopsis of the story, and gave homework (analyzing feature of another short story, structures of short story, moral values, and synopsis). In class XI IPS 2, after students read the short story, Teacher A asked the students to analyze the features of the short story, structure of short story, moral value, and write the synopsis in the students’ workbook. In class X IPA 2, Teacher B opened a question and answer, asked the students to read the reding text aloud, entitled Introduction, asked them to find the main idea and supporting ideas of the text. In class XII IPS 2, Teacher B asked the students to label the picture related to a movie, to find similar meaning related to the movie, and do vocabulary close-test related to review text type entitled the Departed Movie Review, the Lion King Movie Review, and the Constant Gardener Movie Review. In class X IPA 4, Teacher B checked the students’ homework in the form of writing a recount paragraph about the students’ activity last night.From the six meetings, it can be concluded that the two teachers did not use standard procedures such as genre based, and SQ3R. However, they used procedures of pre-reading, whilst-reading, and post-reading activity in five meetings though in one meeting the teacher (Teacher A) did not use pre-reading activity but she directly used whilst-reading activity. The teachers used their own procedures. The teachers gave many variations in using text types to avoid boring, and make the class more interesting.Some suggestions are given to the teachers and future researchers as follows. Because in the observation the teachers did not adobt procedures such as genre, and SQ3R, they are suggessed to try to use those procedures in teaching reading comprehension. Besides, future researchers are recommended to observe procedure of teaching reading comprehensona in many more meetings for example in one semester so that hopefully they can find more variations of the teachers’ procedures in teaching reading comprehension
the English Reading Habits of Highly Proficient Learners in SMAN 1 Tumpang
No full textReading habits are activities of understanding and acquiring information of written text done frequently. The previous studies state that students’ reading habits include what and how they read, how much time they spend reading and the involvement of their parents in promoting reading habits to them. However, many students are not really interested in reading; they do not have good reading habits. This study aims to investigate the English reading habits of highly proficient students in SMAN 1 Tumpang majoring Language Program covering the time frequency of reading activity, the reading materials preference, the purpose of reading, the reasons they like reading English, and the support from their English teacher and parents. The method used in this study is an in-depth study and interview guide as the instrument. Each interview guide consists of several questions used to help to find the answer of the objectives. The data were collected from high proficient English students in X – Language Program in SMAN 1 Tumpang, the English teacher, the classmates, and the students’ parents as the supporting information given by the highly proficient English students. The data were analysed by interpreting and comparing to the previous research the findings. The findings reveal that (a) time frequency of the highly proficient students spent range from 1-2 hours per week in average to read English books and 1-3 hours to read online; (b) the reading materials preference they like to read are fiction stories such as novels in Indonesian and English as well; (c) the purpose of reading English is not for pleasure but for assignment; (d) the reasons they like reading English are varied as improving reading skill and having friends to read in library, and (e) the supports from the English teacher is still in the form of verbal encouragement and the supports from parents are none; parents are indifferent to the students’ improvement in learning. It can be concluded that the highly proficient students spend English reading activities is still in low level since they spent a little of their time to read in English; about 1-2 hours in per week, they do not read varied reading materials, they still read English to pass the exam, and they do not get much support from parents and the teacher. It can be suggested that the high proficient students and the others need to read more varied reading materials using some reading strategic; the teachers apply various reading activities in class to make students interested in reading; the parents pay attention and support the students about their learning; and the future researchers employ the findings as a reference for the research preference
English Writing Strategies Employed by Indonesian EFL Successful Learners at Department of English Universitas Negeri Malang
No full textLanguage learning strategies play an important role in the process of English foreign language learning. Factors that influence the choice of learners’ strategies in language learning vary including motivation, gender, cultural background, attitudes and beliefs, types of task, age and L2 stage, learning styles, and tolerance of ambiguity. These factors have been examined as significant factors in the success of L2 learning (Oxford, 1990). Therefore, it is important to enhance our understanding on the students’ use of learning strategies. Hence, this study aims to identify writing strategies employed by successful Indonesian EFL students to provide further understanding on the issue of learning strategies in writing.To conduct the study, 50 students of Department of English whose grade for Paragraph Writing course is A were involved in this study. The students were from the Academic Year of 2016 majoring in English Language Teaching. To collect the data, a set of questionnaires consisting of 52 items were adapting and synthesizing questionnaire items used by Oxford (1990), Abdollahzadeh (2010), and Banker &Boonkit (2014). The items were classified into six types of strategy categories as proposed by Oxford (1990), namely, memory, cognitive, compensation, metacognitive, social, and affective strategies.The findings have demonstrated that the successful learners’ use of writing strategies vary in terms of the average score. Metacognitive strategy has the highest average score, 3.9. It is followed by cognitive strategy and social strategy with the average score of 3.6 for each classified as high. Following those two strategies, affective strategy has the average score of 3.5 classified as high. In addition, compensation strategy and memory strategy have the average score of 3.4 and 3.0 respectively, classified as medium. The findings suggest that all writing strategies are employed by the students in writing. The students need to meet various aspects of writing and therefore they recourse to various writing strategies to attain such goals. Since writing strategies deal with students’ autonomy in learning, the findings of this study imply the students are supposed to be more aware of what strategies suit their particular needs and how to effectively use those strategies to achieve their learning goals.For future researchers, it is suggested that they investigate how the students’ use of writing strategies correlates with factors such as motivation, learning style, gender and so on. They are also suggested to investigate the use of the strategies among different groups of students in terms of the mentioned factors and compare the results
Developing a WebQuests Multimedia for Eleventh Graders' Writing Activity
No full textSUMMARYLestari, Endang Fitri. 2019. Developing a WebQuests Multimedia for Eleventh Graders’ Writing Activity. Sarjana’s Thesis. Department of English. Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Dra. Nunung Suryati M.Ed., Ph.D., (II) Dr. Niamika El Khoiri M.A.Keywords: WebQuests, multimedia, analytical exposition textWriting is the most challenging skill among the four skill of English since it requires planning, drafting, revising, and final version. Many students have difficulties in mastering the skill caused by the lack of instructional media used in the learning activities which affects students’ engagement in learning English. The role of media in the learning activity is essential with the integration of technology development to keep up to date in today’s society.The aim of the study is to develop an instructional multimedia in the form of WebQuests, a web based instructional multimedia. The media was developed to teach analytical exposition text to the eleventh grade students. The product was developed using AutoPlay Media Studio 8 and Adobe Flash Professional CS 5 program.The study implemented the Research and Development design proposed by Borg and Gall (1983). The product was validated by two experts, a lecturer in Department of English Universitas Negeri Malang and an English teacher of SMAK Santa Maria. The product was revised and tried out to the 29 students of XI IPA 1 in SMAK Santa Maria. The data from the questionnaire and validation sheet were analyzed using percentage formula while the data driven from the interview, judgment, comment, and suggestions were analyzed using qualitative analysis proposed by Miles and Huberman (1994).The product was developed with a chronological order of the learning process which involves drafting and peer review. The activities enhanced students’ confidence in learning writing with the combination of several types of media based on the students’ need. The product also gave motivation to the students because of the selected materials from some websites with a simple design and ear catching music. The online communication tools supported the students to connect to their English teacher or the creator easily when they use the program at home. The product was packed into a flash disk which made the teacher easier to distribute the application. According to the expert validators, the product was classified very good for teaching writing analytical exposition text. The similar result was gained from the tried-out to the students.It is suggested for the teacher to use the media to motivate the students in the learning activity. For the school institution, it is suggested to provide two Mi-Fis. In addition, it is suggested for the future researcher or media developer to develop further program which minimized the weaknesses in this study with different topic, target, and concept design with the consideration of the technology development