SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM
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Using Think Pair Share Strategy to Improve Eleventh Graders' Speaking Skill on Explanation Texts
No full textABSTRAK Andrian, Brillian. Rhetorical Moves in the Introduction Section of Research Articles by English Department Students. Thesis, Department of English, Faculty of Letters, State University of Malang. Advisors: (I)Dra. Nunung Suryati, M.Ed.,Ph.D. (II) Dr. Niamika El Khoiri, S.Pd, M.A. Key words: Think-Pair-Share, speaking, Senior High School Speaking is one of the central elements of communication in EFL learning. However, for those whose native language is not English, it is inevitable that they find speaking in English not as easy as speaking in their native language.A teacher should implement a strategy that provides an enjoyable learning which can help the students improve their speaking skills confidently. This research aims to improve the speaking skill of 11th graders of Public Senior High School 1 Sooko by employing Think-Pair-Share strategy (TPS). The preliminary research showed that the student had difficulty in conveying their ideas. The other problems dealt with their weak or poor pronunciation and grammar and their small vocabulary size.TPS, as an active learning strategy, was chosen as it was intended togive the students opportunities to convey their ideas by actively participating in discussion with their friends. To achieve the objective, Classroom Action Research (CAR) was carried out involvinga series of cycles that include planning, acting, observing, and reflecting. The research was done in four meetings. In the orientation stage, the researcher introduced explanation text as the material to the students and practice speaking with the text using TPS strategy. In the following two meetings, the students wereregularly given interaction speaking tasks on the explanation text using TPS strategy. In the last meeting, a speaking test was given and their performance was scored. Following that, the students were given a questionnaire on their responses towards the use of TPS strategy. Observation checklists and field notes from the observers were collected as well. The findings showed that 25 students (78.13%) out of 32 could successfully pass the minimum passing grade (75). The highest score was 92 achieved by 1 student (3.13%) and the lowest score was 58 achieved by 2 students (6.25%). The mean of the final score was 77.21. After the implementation of TPS strategy, it could be seen that there was improvement in students’ speaking skill. Furthermore, the result of the observation checklist showed that the students’ active participation during the implementation improved. The result of the questionnaire related to the students' response towards the use of TPS strategy in speaking class also confirmed the results of the observation in which the students showed positive responses towards it. Finally, the researcher concluded that TPS strategy successfully improved thestudents’ speaking skill. In addition, they were also actively involved in the speakingactivity. The students’ speaking performance showed that most studentswere able to speak and communicate in English better after the implementation of TPS strategy. Andrian, Brillian Wahyu. Rhetorical Moves in the Introduction section of Research Articles by English Department Students.Skripsi, Pendidikan Bahasa Inggris, Fakultas Sastra, Universitas Negeri Malang. Pembimbing: (I) Dra. Nunung Suryati, M.Ed.,Ph.D. (II) Dr. Niamika El Khoiri, S.Pd, M.A. Kata kunci:Think-Pair-Share, berbicara, Sekolah Menengah Atas Berbicara adalah salah satu elemen sentral komunikasi dalam pembelajaran EFL. Namun, bagi mereka yang bahasa ibunya bukan bahasa Inggris, tidak dapat dihindari bahwa mereka mendapati berbicara dalam bahasa Inggris tidak semudah berbicara dalam bahasa asli mereka. Seorang guru harus menerapkan strategi yang memberikan pembelajaran yang menyenangkan dan dapat membantu siswa meningkatkan kemampuan berbicara mereka dengan percaya diri. Penelitian ini bertujuan untuk meningkatkan keterampilan berbicara siswa kelas XI SMA Negeri 1 Sooko dengan menggunakan strategi Think-Pair-Share (TPS). Penelitian awal menunjukkan bahwa siswa mengalami kesulitan dalam menyampaikan ide-ide mereka. Masalah lain berhubungan dengan pelafalan dan tata bahasa mereka yang lemah dan jumlah kosa kata mereka yang kurang. TPS, sebagai strategi pembelajaran aktif, dipilih karena dimaksudkan untuk memberi siswa kesempatan untuk menyampaikan ide mereka dengan aktif berpartisipasi dalam diskusi dengan teman-teman mereka. Untuk mencapai tujuan tersebut, Penelitian Tindakan Kelas dilakukan dengan melibatkan serangkaian siklus yang mencakup perencanaan, tindakan, pengamatan, dan refleksi. Penelitian ini dilakukan dalam empat pertemuan. Pada tahap orientasi, peneliti memperkenalkan teks penjelasan sebagai bahan untuk siswa dan berlatih berbicara dengan teks menggunakan strategi TPS. Dalam dua pertemuan berikutnya, para siswasecara teratur diberikan tugas berbicara pada teks eksplanasi menggunakan strategi TPS. Dalam pertemuan terakhir, tes berbicara diberikan dan kinerja mereka dinilai. Setelah itu, para siswa diberikan kuesioner tentang tanggapan mereka terhadap penggunaan strategi TPS. Daftar pengamatan dan catatan lapangan dari pengamat dikumpulkan juga. Temuan menunjukkan bahwa 25 siswa (78,13%) dari 32 berhasil melewati nilai lulus minimal (75). Nilai tertinggi adalah 92 yang dicapai oleh 1 siswa (3,13%) dan skor terendah adalah 58 yang dicapai oleh 2 siswa (6,25%). Nilai rata-rata dari skor akhir adalah 77,21. Setelah penerapan strategi TPS, dapat dilihat bahwa ada peningkatan keterampilan berbicara siswa. Selanjutnya, hasil dari lembar observasi menunjukkan bahwa partisipasi aktif siswa selama pelaksanaan meningkat. Hasil kuesioner yang terkait dengan respon siswa terhadap penggunaan strategi TPS di kelas berbicara juga menegaskan hasil observasi di mana siswa menunjukkan tanggapan positif terhadapnya. Akhirnya, peneliti menyimpulkan bahwa strategi TPS berhasil meningkatkan keterampilan berbicara siswa. Selain itu, mereka juga aktif terlibat dalam kegiatan berbicara. Peforma berbicara siswa menunjukkan bahwa sebagian besar siswa mampu berbicara dan berkomunikasi dalam bahasa Inggris lebih baik setelah penerapan strategi TPS
Evaluation of an English Coursebook “Think Globally Act Locally” for Ninth Graders of Junior High Schools
No full textSUMMARY Pratama, Destarizky Tidoputri, 2018. Evaluation of an English Coursebook “Think Globally Act Locally” for Ninth Graders of Junior High Schools. Thesis. English Department. Faculty of Letters. State University of Malang. Advisors: (1) Dr. Furaidah, M.A. (2) Dr. EnnyIrawati, M.Pd. Keywords: Quality Content, Coursebook, Junior High School Students Teacher and students really need the help of instructional materials in teaching and learning process. One of the key components that can help them is a coursebook. Bahasa Inggris:Think Globally Act Locally is a coursebook that was written and published in 2015. This study aims at evaluating the quality content of the coursebook focusing on several aspects which are (1) aims and approaches, (2) language content, (3) language skills, (4) topic and socio-cultural values, and (5) design and organization. This study used the descriptive-qualitative as the research design.The researcher evaluated the coursebook in several steps. First, the researcher got an overview of the coursebook to get the general idea of the content. Then she evaluated the content of the textbook based on criteria in the form of checklists. The checklists were adapted from Brown’s, Cunningsworth’s, and BTP Instrument 2014from National Standard of Education’s (BSNP). After all the data were collected, she analyzed the data based on the checklists and scored them. Finally, the data were compared to the experts' relevant theory. The results of this study show that, based on 1-4 scales, in terms of (1) aims and approaches, the coursebook was categorized as excellent as it scored 4, (2) language content categorized as fair as it scored 2.89, (3) language skills were categorized as good as it scored 3.28, (4) topic and socio-cultural values was categorized as excellent as it scored 3.6, and (5) design and organization was categorized as good as it scored 3.14. For the overall fulfillment, this coursebook was categorized as good as it scored 3.38. It can be concluded, this coursebook can be used as instructional material in the classroom but still needs some betterments in several aspects. The authors of the coursebook are suggested that they (1) in terms of language content, add more explanation regarding grammar item and add more variety of exercises for grammar, vocabulary, and pronunciation, (2) in terms of language use, provide the material with some authentic sources in listening and reading, (3) in terms of topic and socio-cultural values, present some foreign cultural diversity in materials, (4) in terms of design and organization, add tips and conclusion in each chapter of the coursebook; Finally, for furtherresearchers, she suggested that they evaluate the quality content of the coursebook for other grades. They also suggested to do deeper evaluation into the level of quality in terms of whether the existence of each aspect of the coursebook matches the theories of TEFL. Also, they can use more detailed evaluation instrument and include evaluation from students’ perspective. ABSTRAK Pratama, Destarizky. 2018. Evaluation of an English Coursebook “Think Globally Act Locally” for Ninth Graders of Junior High Schools. Thesis. English Department. Faculty of Letters. State University of Malang. Advisors: (1) Dr. Furaidah, M.A. (2) Dr. EnnyIrawati, M.Pd. Keywords: Quality Content, Coursebook, Junior High School Students Teacher and students really need the help of instructional materials in teaching and learning process. One of the key components that can help them is a coursebook. Bahasa Inggris:Think Globally Act Locally is a coursebook that was written and published in 2015. This study aims at evaluating the quality content of the coursebook focusing on several aspects which are (1) aims and approaches, (2) language content, (3) language skills, (4) topic and socio-cultural values, and (5) design and organization. This study used the descriptive-qualitative as the research design.The researcher evaluated the coursebook in several steps. First, the researcher got an overview of the coursebook to get the general idea of the content. Then she evaluated the content of the textbook based on criteria in the form of checklists. The checklists were adapted from Brown’s, Cunningsworth’s, and BTP Instrument 2014from National Standard of Education’s (BSNP). After all the data were collected, she analyzed the data based on the checklists and scored them. Finally, the data were compared to the experts' relevant theory. The results of this study show that, based on 1-4 scales, in terms of (1) aims and approaches, the coursebook was categorized as excellent as it scored 4, (2) language content categorized as fair as it scored 2.89, (3) language skills were categorized as good as it scored 3.28, (4) topic and socio-cultural values was categorized as excellent as it scored 3.6, and (5) design and organization was categorized as good as it scored 3.14. For the overall fulfillment, this coursebook was categorized as good as it scored 3.38. It can be concluded, this coursebook can be used as instructional material in the classroom but still needs some betterments in several aspects. The authors of the coursebook are suggested that they (1) in terms of language content, add more explanation regarding grammar item and add more variety of exercises for grammar, vocabulary, and pronunciation, (2) in terms of language use, provide the material with some authentic sources in listening and reading, (3) in terms of topic and socio-cultural values, present some foreign cultural diversity in materials, (4) in terms of design and organization, add tips and conclusion in each chapter of the coursebook; Finally, for furtherresearchers, she suggested that they evaluate the quality content of the coursebook for other grades. They also suggested to do deeper evaluation into the level of quality in terms of whether the existence of each aspect of the coursebook matches the theories of TEFL. Also, they can use more detailed evaluation instrument and include evaluation from students’ perspective
Correlation between students’ perception toward english teachers’ personality competence and students’ english final semester exam score
No full textSUMMARY Ramadhani, Arina Dwi. 2018. Correlation between Students’ Perception toward English Teachers’ Personality Competence and Students’ English Final Semester Exam Score, Thesis. English Department, Faculty of Letters, State University of Malang. Advisors: (I) Nur Hayati, S.Pd, M.Ed (II) Dr. Suharyadi, S.Pd, M.Pd Key Words: Correlation, perception, teachers’ competence, exam score. English is very important especially for SMK 4,which has majors in information and communication technology (ICT). Teachers’ competence can influence students’ achievement. Teacher's personality competence can be seen directly and perceived by students in the class. The research aims to investigate the correlation between students’ perception toward English teachers’ personality competence and students’ english final semester exam score. This research used a correlation research design. The subject of this study is class XI at SMK 4 Malang in the first semester of the 2018/2019 academic year. There is a total of 137 students from four classes selected as samples. The instruments used were in the form of questionnaires and the students’ English final semester exam scores. The data obtained were processed using the Rank Spearman correlation test with SPSS 17.0. The findings showed that there is a negative correlation between students' perceptions toward English teachers’ personality competence and final semester exam score. The computed value of the correlation coefficient is -.189. It is categorized as a very low correlation. The researcher found that the reasons of the very low and negative correlation are mainly because: 1) the students’ perception data was homogenous while the final semester exam score data was heterogeneous, 2) There are other factors that influence students’ perception and students’ score. The scatterplot diagram portrays that the data were spread-out. The data shows 74% of students have good perception while 26% have moderate perception. 28% students score higher than 75 and 66 % students score between 50-75, and 6% score between 25-50. In conclusion, it is generally believed that the student's perception is high, the student's score will be low and vice versa. It is also explained that the final exam score is obtained objectively, the score data obtained is the students’ ability in the English language without any interference from the teacher. It is suggested that English teacher can use the students’ perception as a reflection to improve their competence. The future researcher can do a more elaborate research by analyze the influence of the students’ perception to their final exam score. In addition, it is also recommended to make a more detailed measurement tool for each variable of students’ perceptions toward their teacher competences and more evenly distributed and broader sampling
Reading Comprehension Exercises in The Coursebook “The Pathway To English 1 Program Peminatan” for Senior High School Grade X based on Barrett’s Taxonomy
No full textABSTRAK This study was conducted to analyze the reading comprehension exercises in the English coursebook “The Pathway To English 1 Program Peminatan” for Senior High School Grade X published by Erlangga by utilizing the taxonomy proposed by Barrett. This coursebook analysis was aimed to discover (1) the forms of reading comprehension exercises in the book, (2) the relevance of the reading comprehension exercises based on Barrett’s taxonomy and (3) the distribution of the reading exercises based on the taxonomy. The qualitative descriptive approach was applied in this study. The data collected in this study was the reading comprehension exercises in the book. Checklist was the instrument in order to conduct this study. The researcher discovered several findings. Firstly, there was a total of 395 reading comprehension exercises with various types throughout the coursebook, 40.25% of them were under the form of WH- question, 19.5% were in the form of table completion and 10.38% were in the form of matching. Secondly, in terms of its relevance to Barrett’s taxonomy, the coursebook had good relevance to the taxonomy. The distribution of the taxonomy classification, however, was not in balance. From the total number of exercises, the Literal Comprehension had the share of 62.03%, Reorganization had 9.62%, Inferential Comprehension got 23.04%, Evaluation earned 1.52% and Appreciation earned the share of 3.8%. Lastly, based on Barrett’s Taxonomy, most of the reading comprehension exercises in the coursebook were classified into the low-level of exercises. 62.03% from the total number of exercises were categorized as, Literal Comprehension, the earliest level of the taxonomy while the highest level of the taxonomy, Appreciation, only earned 3.8%. The coursebook had variety of reading comprehension exercises with different level of comprehension level. Most of the exercise forms were WH- questions and categorized as the low-level reading comprehension exercises. There are some suggestions addressed to teachers, book authors and future researchers. The researcher suggests that teachers who use this coursebook in their classes construct higher level of reading comprehension exercises. Book authors should consider to properly distribute the reading comprehension exercises to the categories based on Barrett’s Taxonomy. Future researchers of similar field should expand their scope of study to the other series of the books
THE TEACHING OF WRITING TO THE ELEVENTH GRADE STUDENTS AT SMA NEGERI 3 MALANG
No full textABSTRACT Cahyanti, Sonia Dwi. 2015. The Teaching of Writing to the Eleventh Grade Students at SMA Negeri 3 Malang. Thesis. English Department, Faculty of Letters, State University of Malang. Advisor I: Dr. Suharmanto, M.Pd. Advisor II: Nur Hayati, S.Pd, M.Ed. Keywords: the teaching of writing, process approach Writing is often considered as the most difficult skill. Improving writing skills in English is not an easy task for a teacher, considering English is a foreign language in Indonesia. Therefore, a teacher needs an appropriate approach, method, and technique to teach writing. This research investigated the teaching of writing to the eleventh-grade students at SMA Negeri 3 Malang. It was conducted to find out the implementation of process approach in teaching writing. This research used descriptive qualitative research design. The sources of data were the teacher and students of class XI MIA 1. During the data collection process, the researcher did some classroom observations using the instruments of field notes, observation sheets and camera. She also interviewed the English teacher of XI MIA 1 class. The data were analyzed descriptively through organizing the important point and comparing with some related theories. The results of the analysis showed the implementation of process approach to teach writing. Each of the stages of process approach has its own goal. In prewriting stage, before telling the topic, the teacher started with brainstorming. In drafting stage, the teacher allowed to use their gadget to find another example as their sources. In the revising stage, the teacher discussed students’ work with them by giving feedback. In the editing stage, the teacher guided the students to tidy up their text. In the publishing stage, the teacher asked the students to present their project. The result in the first meeting; the goal of implementing publishing stage was not accomplished, while the other goals such as implementing prewriting, drafting, revising and editing stages were accomplished. In the other hand, in the second and third meeting, the goal of implementing the drafting stage was not accomplished, while the other stages’ goal including prewriting, revising, editing, and publishing stages were accomplished. Based on the results of this study, some suggestions were made. For the English teachers in general, it is expected that they are able to train the students to work with the guidelines in order that they know what to do when they should give feedback to their peers’ writing. For the English teacher of class XI MIA 1, it is recommended that he tells the objective of learning activities before starting the class to make the students focus, be active and feel being participants in the discussion; give equal attention to all the students. For further researchers, the study of the same topic with different level of students or classes is needed
THE USE OF CODE-MIXING IN ELECTRONIC MARKET FORUM ON KASKUS.CO.ID
No full textABSTRACT Hanumagusta, Sindhu. 2017. The Use of Code-mixing in Electronic Market Forum on KasKus.co.id. Department of English, Faculty of Letters, State University of Malang. Advisor I: Aulia Apriana, S.S.,M.Pd. Advisor II: Dr. Suharyadi, S.Pd, M.Pd. Keywords: Code mixing, community forum, online market The purpose of this research is to find types of code mixing that occur on the Forum Jual Beli (FJB) on Kaskus.co.id and the factors of occurence of those code-mixings used among the members of Forum Jual Beli (FJB) on Kaskus.co.id. Kaskus.co.id is the biggest online forum for discussion and selling. It was actually founded in the U.S by three aspiring Indonesian students, Andrew Darwis and two of his college friends at the University of Seattle in 1999. This study deploys a descriptive qualitative design. This study describes code-mixing used in the internet community namely Forum Jual Beli (FJB) on Kaskus.co.id. The data was taken by observing the conversations that occur inside the forum, especially in sub market. The data collection progress takes time within a week. The result shows that insertion mostly appeared in this research, it is because insertion involves the incorporation of lexical items or entire constituents from one language into a structure of another language which is often used by most of members in Forum Jual Beli (FJB) on KasKus.co.id. There are six answers which are based on Eunhee Kim’s theory (2006:43), those answers were social community, situation, prestige, speaker and partner speaking, vocabulary, and bilingualism. Most influence factor that affect the member of Forum Jual Beli (FJB) on KasKus.co.id to used code-mixing is social community, it is because the object of the research belongs to online social community itself and they tend to use code-mixing for showing who they belong to or to show that they were stand for certain group. In conclusion, members of the group tend to use code mixing because they had a same common hobby and interest about something. They talk in Forum Jual Beli (FJB) on Kaskus.co.id because that is a place where people free to use any of languages, there are so many terms or words using English language that can be understood between each member in this group. That is why people in this group often mix their languages. And the last is, they used code-mixing to make their communication be at ease, because code mixing could be abbreviation sometimes and in case of offering the stuff, buyer and dealer thought that it makes communication more ease, simple, and fast. It also could affect the price. The researcher suggests that this thesis can be useful for the reader, student, and also future researcher in academic and also nonacademic way. ABSTRAK Hanumagusta, Sindhu. 2017. Penggunaan Code-mixing di Forum Pasar Elektronik di KasKus.co.id. Jurusan Bahasa Inggris, Fakultas Sastra, Universitas Negeri Malang. Pembimbing I: Aulia Apriana, S.S., M.Pd. Pembimbing II: Dr. Suharyadi, S.Pd, M.Pd. Kata kunci: Penggabungan bahasa, forum, komunitas, pasar online Tujuan dari penelitian ini adalah untuk mengetahui jenis penggabungan bahasa yang terjadi pada FJB Kaskus dan bagaimana faktor terjadinya penggabungan bahasa yang digunakan antar anggota Forum Jual Beli Kaskus. Kaskus adalah forum online terbesar untuk forum diskusi dan jual beli. Awalnya didirikan di U.S oleh tiga calon siswa Indonesia, Andrew Darwis dan dua teman kuliahnya di University of Seattle pada tahun 1999. Teknik pengumpulan data dilakukan secara deskriptif dengan menggunakan pendekatan kualitatif berdasarkan karakteristik penelitian. Karena teknik tersebut menggambarkan pengabungan bahasa dan menggambarkan fenomena bahasa yang digunakan dalam pendekatan kalimat dalam komunitas internet yaitu FJB Kaskus. Sumber data ini diambil dengan mengamati percakapan yang terdapat di dalam forum, terutama di bagian jual beli, dan pengumpulan data membutuhkan waktu satu minggu. Hasil penelitian menunjukkan bahwa insertion sebagian besar muncul pada jawaban pertama dari penelitian ini, karena insertion melibatkan penggabungan item leksikal atau keseluruhan susunan dari satu bahasa ke dalam struktur bahasa lain yang sering digunakan oleh sebagian besar anggota FJB di KasKus. . Dan ada enam jawaban untuk pertanyaan kedua yang didasarkan pada teori Kim (2006: 43), yaitu social community, situation, prestige, speaker and partner speaking, vocabulary, and bilingualism. Faktor yang paling berpengaruh dari jawaban keenam yang mempengaruhi anggota FJB KasKus untuk menggabungan bahasa adalah social community, hal ini karena objek penelitian adalah milik komunitas sosial online itu sendiri dan mereka cenderung menggunakan penggabungan bahasa untuk menunjukkan siapa mereka atau untuk menunjukkan bahwa mereka berdiri untuk kelompok tertentu. Kesimpulannya, mengapa anggota kelompok cenderung menggabungkan bahasa, hal tersebut karena mereka memiliki hobi dan minat yang sama. Mereka berkomunikasi di media sosial FJB Kaskus. Dalam FJB Kaskus, orang bebas menggunakan Bahasa apapun, ada begitu banyak istilah atau kata yang digunakan dalam bahasa inggris yang hanya bisa dipahami antar anggota dalam kelompok ini. Itulah sebabnya orang dalam kelompok ini sering menggabungkan bahasa mereka. Dan yang terakhir, mereka menggabungkan bahasa agar komunikasi mereka menjadi lebih mudah, karena penggabungan bahasa membuat percakapan mereka lebih singkat. Peneliti berharap agar tesis ini bermanfaat bagi pembaca, pelajar, dan juga peneliti masa depan di bidang akademis maupun nonakademis
Implementing Dialogue Journal Writing to Improve Eleventh Graders’ Writing Ability at MA Terpadu Al Anwar Trenggalek.
No full textABSTRAK This study attempted to investigate the use of dialogue journal writing in improving writing ability. The study was intended to implement dialogue journal writing to solve the writing problems encountered by eleventh graders at MA Terpadu AL ANWAR. CAR (classroom action research) was implemented, this research design consisted of four steps; planning, implementing, observing, and reflecting the action. The subject of the study was the eleventh graders of MA Terpadu Al-Anwar Trenggalek involving 29 students. The instruments used for the research were pretest and posttest, questionnaire, and scoring rubric. The study was considered successful if 75% of the students in the eleventh grade of social program obtain the score 75 or above in the post-test. 75 were set up as the passing grade since it was the minimum grade that also had been set up by the school and 75% of the students in the eleventh grade at MA Terpadu Al Anwar showed positive opinions towards the strategy. This study was conducted in one cycle in four weeks and it presented 15 entries of dialogue journal writing. The dialogue journal writing was implemented in the closing activity for ten minutes. During the implementation of the strategy, the researcher worked with an observer to monitor the activity. The researcher is the final-year student studying ELT at State University of Malang and the observer is the English teacher graduated from IAIN Tulungagung. In this research, the researcher analyzed both quantitative and qualitative data. The students’ writing was scored using scoring rubrics which were designed to help instructors measuring ability to use and apply factual, conceptual, procedural, and meta cognitive knowledge. In constructing scoring rubrics, the researcher put emphasis on content part, related to the dialogue journal writing which aimed at developing students’ writing content. Language use was charged 30 percent after giving 40 percent to the content. Afterwards, 15 percent was put for each organization and vocabulary aspect. This research discovered that dialogue journal writing improved the students’ writing ability. At the end of the implementation, it was found that the mean of the students’ writing scores was 76.3 while in preliminary study, the mean score was only 70.8. The improvement of the students’ writing scores was also in line with the result of the questionnaire which was distributed after implementing dialogue journal writing. The results of questionnaire revealed that all the students felt that their writing abilities improved in terms of content (89%), organization (69%), language use (93%), and vocabulary (58.6%). Thus, referring to the results of the research findings that had been discussed, the strategy was worth applying as an additional activity in the teaching and learning process especially for the writing activity. Therefore, it is necessary to have further investigations to improve some drawbacks of the previous research about dialogue journal writing which had been conducted
Grammatical Errors Made by the Eighth Grade Students in Their Writings
No full textABSTRAK One of the skills in English which should be learned by junior high school students is writing. In the process of writing, the students should apply their knowledge in terms of grammatical rules and vocabulary. Hence, the students need the concepts of grammatical rules to make their writing grammatically correct. Without learning these concepts, the learners will make several errors in writing a text. An analysis is needed in order to know the types of errors which had been written by the students. This study was conducted in SMPN 9 Malang. The aims of this study is to describe the common errors made by junior high school students in writing a text and to find the source of errors in their writings. The research design of this study was descriptive qualitative. The instrument used in this study was a test. For the data collection, the researcher collected the data from the students’ writings. The text types used in this study were recount text and descriptive text. The procedures for analyzing the data is based on Ellis and Barkhuizen theory (2008) namely: identifying, describing, and explaining the students’ error. Fourteen error types adapted from Azar’s (1989) were used for analyzing the data, namely: Singular-plural, word form, word choice, verb tense, add a word, omit a word, word order, incomplete sentence, spelling, punctuation, capitalization, article, meaning not clear, and run-on sentence. After classifiying and analyzing the data, the researcher found 311 errors in the students’ writing. Omitting a word was the most frequent errors found according to the data analysis: 15.75 % of all the data. There were 48 errors of omit a word of the total numbers of 311 errors. The other types of error found in the data analysis were verb tense (15.43 %), capitalization (15.11 %), add a word (9.64 %), punctuation and word order (8.68 %), word choice (8.36 %), spelling (4.82 %), singular-plural (3.53 %), incomplete sentence and meaning not clear (2.57 %), word form (1.92 %), run-on sentence (1.60 %), and article (1.28 %). It is concluded that grammar is the problem for EFL students. Based on the result of the study, the researcher suggests that English teachers should use a suitable strategy in teaching grammar, for example translation strategy. By applying a suitable strategy, the students could minimize their errors while they write a text
The Correlation between Watching English Movies Habit and The Listening Achievement of The Freshmen Student At the State University of Malang
No full textABSTRAK Destatama, Rizkhy. 2017. The Correlation between Watching English Movies Habit and The Listening Achievement of The Freshmen Student At the State University of Malang. Undergraduate Thesis, English Department, Faculty of Letters, State University of Malang. Advisor: (I) Dr. Johannes A. Prayogo, M.Pd., M.Ed, (II) Prof. Moh. Adnan Latief, Ma, Ph.D Key Words: watching English movies, movie, listening skill, freshmen students, habit Learning a new language is a difficult process and the need for an effective way to learn this language keeps increasing. Among many skills in learning English listening is one of the most used ones, because listening is one of the two receptive skills other than reading. However, students have difficulties in learning the listening skill. With that condition, it is necessary to investigate the way students learn this skill. Watching an English movie is one of the activities that provide a great deal of an English exposure to the learner, thus investigating the correlation of students’ habit of watching English movies and their listening achievement is necessary. This study aimed at describing whether or not there is a correlation between students’ habit of watching English movie and their achievement in listening class. This study used correlational research design. It is a quantitative research design. This present study was conducted in the Universitas Negeri Malang. The sampling technique of the present study is a random sampling. The total sample of this research is 85 freshmen students, which is more than half of the population. The data were collected using two instruments, questionnaire and the score sheet from the lecturers. The questionnaire has been already tried out and validity tested to make sure the instruments were good. The questionnaire was used to collect the students’ habit degree whereas the score sheet was used to get the students’ listening achievement. The result of this present study shows that there is a positive correlation between watching English movie habit and the listening achievement of freshmen student. The calculated value of correlation coefficient is 0.614, which can be interpreted in strong positive correlation. The result of this study provides a better insight for students, teachers, and lecturers in Indonesia and a theoretical framework for a future researcher. Furthermore, for future researchers may conduct a study on this topic with an improved version of the questionnaire and broader population and a larger sample
The Assessment Practice Conducted by Pre-service Teachers in ELT Internship at Kajian dan Praktik Kerja Lapangan (KPL) 2
No full textABSTRAK Salsabilla, H. (2018). The Assessment Practice Conducted by Pre-service Teachers in ELT’s Internship at Kajian dan Praktik Kerja Lapangan (KPL) 2. Undergraduate Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Prof. H. Mohammad Adnan Latief, M.A., Ph.D. (II) Dr. Sintha Tresnadewi, M.Pd. Keywords: Pre-service teachers, assessment practice. This study aims to see how the pre-service teachers experience the assessment process during ELT’s internship, which includes their activities, their problems, and their actions regarding the assessment outcome. The result of the close-ended questions of the interview, in addition with Test Specification Checklist of the interviewees’ test blueprint or test sample were analyzed based on the data gathered from ten subjects of the research. The result of this study shows that pre-service teachers teaching in SMP followed the steps in standard assessment, and test specification more thoroughly than pre-service teachers teaching in SMA. However, pre-service teachers teaching in SMA made more variety of tests, paid more attention to the quality aspects of a good test, followed more scoring standards, performed more improvements and after-assessment activities, and faced more problems than pre-service teachers teaching in SMP. Finally, it is suggested that pre-service teachers to follow the complete assessment standard steps before they are out of the internship program