SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM
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Written Teacher Feedback on Student Writing: Teacher Intentions and Student Perceptions
No full textABSTRAK SUMMARY Written teacher feedback has been an important and nonnegotiable part of teaching writing, especially teaching writing in a foreign language. When an English teacher focuses on the process of writing more, paying attention to various stages that any piece of writing goes through is important. It can be said that editing is worth replicating in writing in a foreign language. Regarding this, written teacher feedback takes a crucial role to help students improve the quality of their writings. Regarding to the importance of written teacher feedback, this study aims to answer the following the research question “Is there any match between the teacher’s intentions in giving written teacher feedback on students’ writings and the students’ perceptions towards the written teacher feedback?”. To answer the research question, descriptive research method is considered the best method to be employed in conducting this study. This study took place at SMAN 1 Lawang. By involving an English teacher and 64 students from XI MIA 1 and XI IIS 4, the researcher collected data through questionnaires and interviews. The teacher was interviewed to gather information about her intentions in giving written feedback on students’ writings. Meanwhile, the students were asked to respond to the questionnaires to know their perceptions towards written teacher feedback they receive on their writings. Six students were then interviewed to get more detailed information about students’ perceptions towards written teacher feedback on students’ writings. The data gathered from questionnaires and interviews were combined and treated as qualitative data. After data analysis was done, it was found out that the teacher intended to motivate the students through the written teacher feedback. Her main focus in giving written teacher feedback was content. Moreover, she preferred to give indirect written feedback. In doing follow-up actions, she did not ask her students to revise their current writings. Overall, she expected that the students paid much attention to the written teacher feedback she gave and understood the message she tried to deliver through the written feedback. This study also discovered findings in students’ perceptions. It was found out that the students thought the main purpose of written teacher feedback was to help them revise their writings. Students perceived the written teacher feedback to be helpful and important. They though written teacher feedback on grammar was the most helpful and important. However, they paid attention to the written teacher feedback in overall and understood it. By comparing and contrasting students’ perceptions to teacher’s intentions, the match between them could be found out. This aimed also to know whether the teacher’s intentions were achieved or not. It turned out that the students’ perceptions partially matched the teacher’s intentions, meaning that some of the students’ perceptions matched the teacher’s intentions, whereas some others did not. The students’ perceptions towards written teacher feedback match the teacher’s intentions in giving written teacher feedback on students’ writings in terms of the students’ attention to written teacher feedback, the students’ understanding towards the written teacher feedback, the helpfulness of the written teacher feedback, the importance, and the long-term purpose of the written teacher feedback. On the other hand, in terms of the main purpose in giving written teacher feedback, the most important focus of written teacher feedback, the preferred form of written teacher feedback, the expected follow-up actions for the written teacher feedback, the students’ perceptions do not match the teacher’s intentions. From the conclusion, it is suggested that the teacher gather more information about students’ perceptions towards written teacher feedback in order to improve the present written teacher feedback. The students should try to understand and make use of the written teacher feedback they receive on their writings. Last but not the least, the next researchers are suggested that they explore more aspects on written teacher feedback like its effectiveness and its variations.
Improving The Speaking Skill of 11th Grade Students Using the Role-Play Technique
No full textABSTRAK SUMMARY Ramdhanis, Ekky. 2018. Improving the Speaking Skill of 11th Grade Students using the Role-Play Technique. Thesis. Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Francisca Maria Ivone, M.A., Ph.D. (II) Dr. Johannes Ananto Prayogo, M.Pd., M.Ed Keywords: Speaking Skill, Role-play, CAR Speaking skill is one of four languages skills taught in senior high school. The preliminary study conducted in SMAN 1 Tumpang showed that there were 3 problems during learning and teaching process: (1) the students have low speaking skills, (2) students have low motivation in learning English and, (3) the teacher lacks creativity in teaching speaking. This research aimed to use a role-play technique to improve the students’ speaking skills. This study used Classroom Action Research (CAR) design which was adapted from Kemmis and McTaggart (1988). The model of implementing role-play to teach speaking includes the following procedure: (1) preparing the students for the day’s lesson by giving them some question related to the picture/video presented on the LCD, due to their prior knowledge, (2) discussing and/or reviewing the materials, (3) dividing students into small group, (4) distributing the cards containing situations and roles of each group, (5) guiding the students to write a conversational script in groups, (6) asking them to make their own script and rehearsed in groups (7) asking them to perform the role-play in groups, (8) providing the students’ performance. The instruments in this research were interview guide and questionnaire. The criteria of success in this research were: (1) at least 70% of the students achieved the passing grade 76 and (2) the students show positive opinions on the use of the technique in learning speaking. This research was conducted in two cycles. The result of Cycle 1 showed that 63% of students passed the criteria of success and only 60.52% of students showed positive attitudes. The resultof Cycle 2 showed that 87% of the students’ speaking skill improved and 96% of them showed positive attitudes toward the implementation of the technique. The findings of this research reveal that role-play technique in English teaching and learning process can be used to improve the students’ speaking skills. Moreover, they could speak more confidently. Their motivation and enthusiasm in learning also improved. It can be concluded that the role-play technique improved the students speaking skill suggested that teachers use the role-play technique as an alternative technique in teaching speaking. Further researchers are suggested to use role-play technique as a technique for teaching speaking in different setting, subject and levels
Using Audio Books to Improve the Listening Skills of 10th Grade Students of SMA Negeri 1 Singosari
No full textABSTRAK SUMMARY Puspadewi, Ayunda. 2018. Using Audio Books to Improve the Listening Skill of 10th Grade Students of SMA Negeri 1 Singosari. Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Francisca Maria Ivone, M.A., Ph.D., (II) Dr. Furaidah, M.A. Keywords: Listening skill, audio book, improving listening Listening has great importance in EFL because listening plays a great role in people’s daily life, especially for learners who are not the native of the language. In English foreign learning and teaching, listening is the most frequently used skill in the classroom. According to Curriculum 13 or K13, the listening activities should be done based on scientific approach. However, despite the significance and the requirement from K13, students face some difficulties in listening. Those difficulties consist of four following factors including the media and material, the speaker, the listener and the physical setting. This study aimed at improving grade X IPA F students’ listening skills at SMA Negeri 1 Singosari by using audio books. The students had low listening competence as indicated by their low score in a listening test and the reasons were mostly because of the speakers’ speed and the lack of media that was used for listening activity in class. The study used Classroom Action Research design. It was conducted in two cycles with two meetings in each cycle. The subjects of this study were 35 students of class X IPA F at SMA Negeri 1 Singosari. The data obtained were qualitative and quantitative. The qualitative data about the improvement of the students’ listening skills were gained from the questionnaires from the students, the interviews with the English teacher and the field notes from the researcher. Meanwhile, the quantitative data about the improvement of the students’ listening skills were gained from the listening tests that were administered at the end of every meeting. The actions implemented in this research were introducing the audio book by asking the students to predict the story based on the story book cover and the title of the story, playing the audio book to the students for three times and, discussing the book by doing exercises in the worksheet. The results of the study showed that the implementation of audio book in listening activity was effective in improving the students’ listening skills as indicated by their scores which were higher then the scores before the implementation. The success of this study was based on the criteria of success which is 80% of the students achieve the average score of 80 or higher, and the result of Cycle II shows that 31 students out of 35 (88%) has achieved the average score of 80 or higher. Based on the students’ questionnaire after the implementation, their motivation and enthusiasm in English learning especially listening class also improved. It means that the use of audio book could improve the students’ listening skills and develop their motivation. Considering the success of this study, Some suggestions were offered for the English teacher and future researcher. For the English teacher, I recommend the teacher to utilize audio book in the classroom. By using audio book, teacher will have various materials that can make the atmosphere of the class become more engaging. For future researchers who want to conduct a similar study, I recommend them to use audio book for different level of education or try to improve different language skills such as reading, writing or speaking, so we could know that audio book can be used in any level of education and can improve other skills as well
Turn-Taking Strategies Used by Male and Female Presenters in Talk Shows “Jimmy Kimmel Live!” and Ellen DeGeneres Show”
No full textABSTRAK Turn-taking and its relation to gender study has been one of the issues regarding the implication in daily conversation. Therefore, many researchers have been interested in conducting research projects in this field. Related to the previous statement, this study aims at identifying the turn-taking strategies performed by male presenter named Jimmy Kimmel and female presenter named Ellen DeGeneres to the male and female guests, namely Anthony Anderson and Kate Hudson. This study used qualitative method. The sources of the data were taken from the videos of talk shows namedJimmy Kimmel Live! and Ellen DeGeneres Show when both presenters were inviting Anthony Anderson and Kate Hudson in each show.The collected data were transcribed to identify the turn-taking strategy performed by both presenters based on Stenstrom theory (1994). The findings revealed that (1) as the representation of male presenter, in conversation with male guest, Jimmy performed most ofthe strategies such as hesitant start, clean start, uptakes, links, alert, filled pause/ verbal fillers, silent pause, lexical repetition, a new start prompting and appealing. However, he did not apply metacommentand giving up strategy.Furthermore,in conversation with female guest, he used all the strategies, except hesitant start, metacomment, lexical repetition, a new start, and giving up strategy. (2) As the representation of female presenter, Ellen did not use metacomment, silent pause,and giving up strategies inher conversation with male guest. On the other hand, in conversation with female guest, she used all the strategies, except metacomment strategy. In general, this study is presented to give a broader insight to the readers about turn-taking and its relation to the gender studies that focuses on how male and female presenters performed turn taking strategies which is expected to be theoretically and practically beneficial to be adopted in daily conversation. Besides, it is also expected that this studycan be one of the references for the future researchers who are interested in turn-taking and gender studies
Improving Grade 8 Students' Ability in Writing Recount Texts by Using The Roundtable Strategy
No full textABSTRAK Hidayati, P. 2018. Improving Grade 8 Students’ Ability in Writing Recount Texts by Using The Roundtable Strategy. Thesis. English Department. Faculty of Letters, State University of Malang. Advisors: (I) Dr. Niamika El Khoiri, M.A. (II) Rahmati P. Yaniafari, S.Pd, M.Pd. Keywords: Recount writing, cooperative learning, roundtable strategy This study was conducted to help eight graders of SMPN 21 Malang overcome their problems and improve their recount writing skill. A preliminary study was conducted in class eight-three of SMPN 21 Malang, the researcher found out that most of the students could not make a good paragraph. One of the problems that caused this is that they could not generate the ideas well. To overcome these problems, the researcher used a cooperative learning strategy called roundtable strategy to improve students’ recount writing skill. This strategy was also used to increase the students’ motivation in learning English. The researcher chose roundtable strategy because it is appropriate for the students to help them in finding and arranging the ideas. The members of each group were required to actively participate and work as a team. By implementing roundtable strategy, the students learned how to write a recount paragraph well. This study was implemented by using Classroom Action Research in which the researcher took a role as an English teacher. The subjects of this study were 36 students from the eight-three class of SMPN 21 Malang. The study was conducted in one cycle consisting of four meetings. The data of the study were obtained from the students’ tests scores before and after implementing the roundtable strategy. In addition, there were also the data from observation checklist, field notes, and the questionnaires to know the student's attitude toward roundtable strategy. By the end of the cycle in the fourth meeting, the researcher found out that the criteria of success had been achieved. It was proven by the students’ score improvement and the questionnaires toward roundtable strategy. The students’ score in the final test was improved from the preliminary test. Ninety-seven percent of the VIII-3 class could pass the standard score. In addition, the students’ responses toward roundtable strategy were positive. Most of the students liked to do roundtable strategy in learning English because it helped them to write recount texts more easily. To sum up, the study showed that roundtable strategy could improve the students’ recount writing skill. However, there are still some things to be improved later. For the English teacher, it will be better if they have creative and innovative in developing teaching and learning process. For further researchers who want to conduct a similar study, it is suggested that the researchers manage the class well, and make the strategy well organized before implementing it
Peningkatan Kemampuan Berbicara Siswa Kelas 8: Penggunaan Strategi Berpasangan di SMPN 1 Gondarejo, Karanganyar
No full textTujuan dari pengajaran kemampuan berbicara untuk siswa sekolah menengah pertama adalah untuk mengkomunikasikan secara interpersonal, transaksional, dan fungsional. Sedangkan berdasarkan wawancara terhadap guru bahasa Inggris SMPN 1 Gondangrejo, Karanganyar dan studi awal, beberapa masalah ditemukan pada kemampuan berbicara siswa terutama pada cara pengucapan, tatabahasa, dan kefasihan siswa. Untuk mengatasi masalah tersebut, strategi pair work diusulkan sebagai strategi untuk dilakukan di kelas. Desain penelitian ini adalah penelitian tindakan kelas yang mencakup empat tahap, yaitu: perencanaan, pelaksanaan, pengamatan, dan refleksi. Subjek penelitian ini adalah 32 siswa kelas VIII-A, SMPN 1 Gondangrejo, Karangnyar. Penelitian ini dilakukan dalam satu siklus yang terdiri dari empat pertemuan. Dalam pelaksaan strategi pair work untuk pengajaran kemampuan berbicara, dilakukan dalam empat tahap. Di tahap mengamati, siswa ditugasi untuk mengenal materi yang akan diajarkan. Di tahap menanyakan, siswa diminta bertanya segala hal yang belum ia ketahui berhubungan dengan materi ajar. Di tahap mengeksplorasi, siswa ditugaskan untuk diskusi dalam berpasangan. Terakhir adalah mengkomunikasi, siswa ditugaskan untuk mempresentasikan hasil diskusi. Hasil temuan dari penelitian ini menunjukkan bahwa pelaksaan strategi pair work dapat meningkatkan kemampuan berbicara siswa. Nilai rata-rata ujian akhir kemampuan berbicara siswa adalah 80,1 dan terdapat 87,5% siswa teah mencapai keberhasilan. Berdasarkan hasil kuisioner siswa, sebagian besar dari mereka memberikan komentar yang positif dan respon yang baik terhadap implementasi strategi bercerita. Sedangkan menurut hasil lembar observasi, kebanyakan dari siswa terlibat aktif dan menunjukkan sikap yang positif selama proses pembelajaran. Dengan kata lain, strategi pair work merupakan sebuah strategi yang baik untuk digunakan mengajar kemampuan berbicara.ABSTRAK Tujuan dari pengajaran kemampuan berbicara untuk siswa sekolah menengah pertama adalah untuk mengkomunikasikan secara interpersonal, transaksional, dan fungsional. Sedangkan berdasarkan wawancara terhadap guru bahasa Inggris SMPN 1 Gondangrejo, Karanganyar dan studi awal, beberapa masalah ditemukan pada kemampuan berbicara siswa terutama pada cara pengucapan, tatabahasa, dan kefasihan siswa. Untuk mengatasi masalah tersebut, strategi pair work diusulkan sebagai strategi untuk dilakukan di kelas. Desain penelitian ini adalah penelitian tindakan kelas yang mencakup empat tahap, yaitu: perencanaan, pelaksanaan, pengamatan, dan refleksi. Subjek penelitian ini adalah 32 siswa kelas VIII-A, SMPN 1 Gondangrejo, Karangnyar. Penelitian ini dilakukan dalam satu siklus yang terdiri dari empat pertemuan. Dalam pelaksaan strategi pair work untuk pengajaran kemampuan berbicara, dilakukan dalam empat tahap. Di tahap mengamati, siswa ditugasi untuk mengenal materi yang akan diajarkan. Di tahap menanyakan, siswa diminta bertanya segala hal yang belum ia ketahui berhubungan dengan materi ajar. Di tahap mengeksplorasi, siswa ditugaskan untuk diskusi dalam berpasangan. Terakhir adalah mengkomunikasi, siswa ditugaskan untuk mempresentasikan hasil diskusi. Hasil temuan dari penelitian ini menunjukkan bahwa pelaksaan strategi pair work dapat meningkatkan kemampuan berbicara siswa. Nilai rata-rata ujian akhir kemampuan berbicara siswa adalah 80,1 dan terdapat 87,5% siswa teah mencapai keberhasilan. Berdasarkan hasil kuisioner siswa, sebagian besar dari mereka memberikan komentar yang positif dan respon yang baik terhadap implementasi strategi bercerita. Sedangkan menurut hasil lembar observasi, kebanyakan dari siswa terlibat aktif dan menunjukkan sikap yang positif selama proses pembelajaran. Dengan kata lain, strategi pair work merupakan sebuah strategi yang baik untuk digunakan mengajar kemampuan berbicara
Reasons for the Unwillingness of Freshmen of Engish Language Teaching of Universitas Negeri Malang to Speak Up in the Classroom
No full textABSTRAK The purpose of this study isto find out the reasons for the reluctance of freshmen to speak up in the classroom. This study used Case Study method in order to know what makes students do not speak up in the classroom.The subject of this research was the ELT freshmen of 2016. Based on the observation in each class of ELT students, some of themdid not activelyparticipate during the learning and teaching process. Hence, the researcher needs to find out the cause related to why students were unwilling to speak in the classroom. The researcher used observation sheet as the instrument during direct observation in the class. Based on the observation, the researcher set the criteria of respondents who are going to be interviewed in data collecting process. Those are students who were bored and/or sleepy, students who did not pay attention, students who did not comment or ask anything, students who lazily discussed a certain topic when the lecturer ask them to discuss.After doing observation, the researcher interviewed the students to obtain more accurate information about why the students were reluctant to speak up in front of the class. The instrument used was the interview guide line. There were four aspects of the interview guideline which are: (1) student’s identity; (2) the importance of English from students’ point of view; (3) reasons they did not speak up in the class room; and (4) students needs in speaking class. Those four aspects were developed into ten questions. The researcher interpreted and discussed the results of the observation based on the data that has been obtained through interviews and classroom observations. Using relevant theories from several authors of books and articles, the researcher discussed the results and drew the conclusions. The result showed that the reasons behind their unwillingness to speak up in front of the class were based on their condition such as, personality, physical and mental state, motivation, and time management. The other reasons were based on people around them such as lecturer and classmates. In conclusion, sincethe reasons behind their reluctance were varied, they needed helps especially from their lecturers and classmates. The students needed to be given certain ways and guidance on how to overcome their problems which are relatively different. Additionally, the lecturer had to come up with a solution that could help the students overcome their reluctance to speak up in front of the class
The English Enrichment Program for Papuanese Students in SMAN 8 Malang
No full textABSTRAK This study was intended to describe the English Enrichment Program (EEP) for Papuanese students in Secondary Education Affirmation Program (ADEM) at SMAN 8 Malang. The study describes the planning and the implementation, the benefits, and the challenges of the EEP. The researcher obtained data using three instruments namely interview guides, field notes, and progress tests. The researcher collected the data to plan the program by interviewing Papuanese students’ mentor, classroom teachers and the Papuanese students themselves. The interview with the mentor and classroom teachers revealed that the students were struggling with the classroom lessons and were less confident due to the lacking of vocabulary and understanding of grammar. It is also revealed that the Papuanese students had lower proficiency level than non-Papuanese students. In accordance with these particular issues, the EEP was initiated to provide students with lessons which suit to their needs and hopefully bridge the learning gaps in the class. The data from the field notes were used to describe the implementation of EEP. The researcher used Presentation, Practice, Production (PPP) methodology and Engage, Study, Activate (ESA) methodology. There were a total of 26 meeting with 24 teaching and learning processes and 2 progress tests conducted. The result of the progress tests were used as data which proved whether or not there were any benefits of EEP related to improving the students’ English proficiency and attitude in learning English. The tests assessed the students’ language and content skills. Based on the number of correct answers from vocabulary, grammar, listening, and reading and the result of the speaking and writing tests, the students were classified into four levels of achievement. Concerning the benefits of the EEP, the students’ motivations increased compared to the first time they participated in the Enrichment Program, as shown by the level three, which means that the students were able to understand simple instruction without relying on gestures and were able to produce very simple short sentences in response to instruction or to engage in some very controlled production activities. The students’ overall performances were also improved as shown by the result of the progress tests which had been analyzed qualitatively. Hence, it can be concluded that the EEP had help the Papuanese students to learn English more effectively compared to them following the regular classes only. There are things that could be improved regarding the planning and implementation of the EEP. It is suggested that the program instructor could prepare the program together with the classroom teachers and allow more communication during the implementation of the EEP. It is hoped that both the program instructor and the classroom teachers could collaboratively work on the students’ progress and would find solutions to any possible issues during the teaching and learning processes
Apology Strategies Used by Students of ELT in Written Permission Letters
No full textABSTRAK Sari, Martha. 2018. Apology Strategies Used by Students of ELT in Written Permission Letters. Thesis. Department of English. Faculty of Letters, Universitas Negeri Malang. Advisor: (1) Dr. Emalia Iragiliati, M.Pd., (2) Dr. Johannes A. Prayogo, M.Pd., M.Ed. Key words: apology, apology strategies, written permission letter, English Language Teaching (ELT) Apology is one of strategies in the communication which is commonly used when somebody makes a mistake and wants to return a good relationship with another person. There are many previous studies that have been conducted in the field of apology strategies and the findings are associated with different languages and different cultures. In this study the researcher carried out different goals in conducting a research project about apology strategies which is to help the reader broaden the knowledge about apology strategies in making permission letter. This study only focuses on analyzing the strategies that students of ELT used in making permission letter. In the present study the researcher used a descriptive qualitative method. The data was gathered from permission letters written by students of Speaking for Academic Purposes (SAP) and English for Specific Purposes (ESP), Universitas Negeri Malang. The total number of the permission letters collected from the two classes was 35 in English. The data that has been obtained was analyzed by adapting Cohen & Olshatin’s (1983) categories. The findings showed that SAP and ESP students used different apology strategies in writing permission letters directed to their lecturers. Altogether, “an expression of apology” was the most frequently used by SAP and ESP students with the number 48 (55.81%) times employment by the students. “An explanation of an account” placed in the second, 37 (43.02%). The third place was taken by “an offer of repair/redress” 1 (1.16%) , while, “an acknowledging responsibility for the offense” and “a promise of forbearance” had not occurred at all. In addition to the “expression of apology”, “an offer of apology” as the sub-strategies was the most frequently used when students wrote a permission letters. In conclusion, students of SAP and ESP used several types of apology strategies; “an expression of apology” was the most frequently used by the students. Therefore, further research is needed to broaden the knowledge of this topic
Developing Spinning Wheel Game for Teaching Vocabulary to Seventh Graders of SMP Laboratorium Universitas Negeri Malang
No full textABSTRACT Marlina. 2018. Developing Spinning Wheel Game for Teaching Vocabulary to Seventh Graders of SMP Laboratorium Universitas Negeri Malang. Sarjana’s Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang, Advisors: (I) Dr. Furaidah, M.A., (II) Nur Hayati S.Pd., M.Ed. Key Words: Spinning Wheel, Games, Vocabulary This Research and Development (R&D) aimed to develop a board game “Spinning Wheel”, an instructional media for teaching vocabulary to seventh graders of junior high school. The instructional media was developed to make an alternative learning tool. As we know, teachers tended to teach students in monotonous ways by using textbook. The topic for the media was selected based on the Curriculum 2013 for seventh grade students in the second semester. This study adapted the steps from Borg and Gall (2003) which consist of seven steps: need analysis, developing material, expert and teacher validation, first revision, tryout, second revision, and final product. The instruments used in this study were evaluation sheets for experts, students’ questionnaire, interview guide, and classroom observation. The data from need analysis were used to plan and develop the “Spinning Wheel” game. The game consists of a board and four worksheets. After being developed, the media was validated by two experts using validation checklist. From the results, the media was deemed suitable and applicable. According to the experts, it fulfilled 82.5 % of the criteria, while according to the teacher it fulfilled 90%. Then, the spelling and grammatical error of the media were corrected by the researcher. After being revised, the product was tried out at SMP Laboratorium UM Malang in 7B class. The class consisted of 32 students, and then they were divided into four groups. The researcher interviewed the teacher, distributed questionnaire to the students, and observed the process while the students were playing the game to build their vocab. From the tryout, the media was 92 % suitable and very applicable. The final product was in the form of board game “Spinning Wheel”. The game consists of a board and four worksheets. There were four parts of the game, and each part had different points to get. The topic of the worksheets is about public places. Generally, the teacher and students gave positive impression towards the media. They stated that the game was interesting and good. It could also increase the students’ motivation, so they could be interested and enjoying in learning English. Finally, it can be concluded that using interesting media makes students interested in learning English. It is suggested that English teachers modify the game using different topic or rewards and for teaching different words or topic. Last but not least, the researcher suggests that future researchers develop board games for other competences and skills and use the findings of this research as a reference