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DEVELOPING SHADOW PUPPETS AS MEDIA IN STORY TELLING FOR THE ELEVENTH GRADERS OF ACROSS ENGLISH PROGRAM IN SMAN 1 TUREN
No full textABSTRACT Putri, Azalia. 2018. Developing Shadow Puppets as Media in Story Telling for the Eleventh Graders of Across English Program in SMA Negeri 1 Turen. Thesis. Department of English. Faculty of Letters, Universitas Negeri Malang. Advisors: (1) Dr. Sri Rachmajanti, Dip. TESL, M.Pd. (2) Dr. Sintha Tresnadewi, M.Pd. Keywords: Development, speaking skill, shadow puppets. The study was designed to develop the shadow puppets as story telling media to fulfill the students’ needs based on the problems and the result of the preliminary study. The result showed that the students had difficulties in expressing themselves orally because there was no media to support the students in the speaking. Therefore the students needed a media which could help them to develop speaking skill especially in telling story. The design of this study was Research & Development (R&D) which is adapted from Borg and Gall’s model (1986:775). The researcher modified the research design from ten phases into seven phases to adjust the objective of the research and the syllabus of Across English program syllabus. The phases were (1) collecting information and previous research (need analysis), (2) planning, (3) developing the product, (4) validating the product, (5) revising the product, (6) trying out the product, and (7) implementing the product. The product was developed after the researcher decided the topic based on the modified syllabus and the result of the preliminary study. Lonar (1994) says that shadow puppets is a great tool for teaching stories, myths, and legends from cultures and religions all over the world. The product had some specifications such as the stages of the shadow puppets that highlight the values of the local culture values, eight durable puppets characters, a guide book, a modified lesson plan, a modified speaking scoring rubric, and some worksheets to know the students’ understanding. The next step was validating the product to the expert of the instruments, the expert validator of the media, and the experienced teacher. The feedback from the validation phase became the basic of the first revision. Then, the researcher conducted a classroom try-out of the product. The second revision was conducted based on the result of the try-out process and became the final product. From the result of the try-out, the shadow puppets could fulfill the students’ needs and meet the instructional objective of the research. It was evident that the students discover the joy of learning speaking and enjoyed the speaking activity enthusiastically. Moreover, the design and the materials were suitable to the needs of the eleventh graders students of English for across program. Based on the result of the study, the researcher suggests the English teacher choose the right material for the shadow puppets. Moreover, the researcher suggested for further researcher to conduct similar study of research and development in different strategies or material which is suitable with the across English syllabus to get better result. The last, future researcher are recommended to implement the shadow puppets in different research design to know the effectiveness of this media and to explore more interesting and meaningful activities. ABSTRAK Putri, Azalia Illahi Hidayat. 2017. Pengembangan Wayang sebagai Media dalam Pembelajaran Keterampilan Bercerita Siswa Kelas Sebelas pada Program Lintas Minat Bahasa Inggris di SMAN 1 Turen. Skripsi. Program Studi Pendidikan Bahasa Inggris. Fakultas Sastra, Universitas Negeri Malang. Pembimbing: (1) Dr. Sri Rachmajanti, Dip. TESL, M.Pd. (2) Dr. Sintha Tresnadewi, M.Pd. Kata kunci: pengembangan, keterampilan berbicara, wayang. Penelitian ini dirancang untuk mengembangkan wayang sebagai media pada keterampilan bercerita untuk memenuhi kebutuhan siswa berdasarkan dari permasalahan dan hasil analisa studi pendahuluan. Hasil analisa menunjukkan bahwa siswa memiliki kesulitan dalam mengekspresikan kemampuan berbicara mereka karena tidak adanya media yang mendukung mereka dalam mengembangkan keterampilan berbicaranya. Jadi siswa membutuhkan media yang dapat membantu mereka untuk mengembangkan keterampilan berbicara khususnya dalam kegiatan bercerita. Desain penelitian ini di dasarkan pada desain penelitian yang berbentuk pengembangan (R&D) oleh Borg dan Gall (1986:775). Peneliti mengadaptasi desain penelitian sepuluh fase menjadi tujuh fase saja karena adanya keterbatasan peneliti pada obyek pengembangan dan topik pembelajaran pada silabus program lintas minat bahsa Inggris. Terdapat tujuh tahapan; yaitu (1) mengumpulkan informasi dan studi pendahuluan (analisa kebutuhan awal), (2) merencanakan, (3) mengembangan media, (4) memvalidasi media, (5) merevisi media, (6) menguji coba media, (7) menerapkan media. Media ini dikembangkan setelah peneliti menentukan topik pembelajaran berdasarkan silabus yang telah di modifikasi dan hasil dari studi pendahuluan. Lonar (1994) berkata bahwa media wayang merupakan media yang tepat untuk mengajarkan cerita, mitos, dan legenda yang berasal dari kebudayaan dan agama dari seluruh penjuru dunia. Media ini memiliki beberapa spesifikasi diantaranya panggung yang mencakup nilai-nilai budaya lokal, delapan wayang yang tidak mudah rusak, buku petunjuk penggunaan, RPP yang telah di modifikasi, rubrik penilaian keterampilan berbicara yang telah dimodifikasi, beberapa lembar kerja siswa yang di buat untuk mengetahuai kemampuan pemahaman siswa. Langkah selanjutnya yakni memvalidasi produk kepada ahli instrument, ahli media dan guru bidang bahasa Inggris yang berpengalaman. Angket respon yang didapat dari tahap validasi menjadi acuan untuk melakukan revisi tahap awal pada produk. Kemudian, peneliti melaksanakan uji coba dalam kelas dari media yang di kembangkan. Revisi tahap kedua didasarkan dari proses hasil uji coba lapangan dan menjadi hasil produk akhir. Dari hasil uji coba lapangan, dapat disimpulakn bahwa media ini telah memenuhi kebutuhan siswa dan telah sesuai dengan tujuan dari pembelajaran pada penelitian ini. Hal ini jelas terlihat bahwa siswa menemukan kegembiraan dalam belajar keterampilan berbicara dan menikmati aktivitas pelajaran keterampilan berbicara secara antusias. Selain itu, desain dan bahan yang digunakan pada media ini juga sesuai dengan kebutuhan siswa kelas sebelas program lintas minat Bahasa Inggris. Berdasarkan hasil penelitian, peneliti menyarankan bahwa guru bahasa Inggris untuk sebaiknya memilih materi yang tepat dalam menggunakan media wayang. Selain itu, peneliti juga memberi saran kepada peneliti selanjutnya untuk dapat mengadakan penelitian menggunakan desain penelitian pengembangan yang serupa namun dengan strategi yang berbeda dan materi yang sesuai dengan silabus program lintas minat bahasa Inggris untuk mendapatkan hasil yang lebih baik. Yang terakhir, peneliti selanjutnya juga direkomendasikan untuk mengimplementasikan media wayang ini dalam desain penelitian yang berbeda untuk mengetahui keefektifan dari media ini dan untuk mengeksplor aktifitas yang lebih menarik dan bermakna.
Improving Eight Graders' Writing Skills of Recount Text through Picture Series
No full textABSTRAK Amalia, Keke . 2018. Improving Eight Graders’ Writing Skills in Recount Text through Picture Series. Thesis, English Department, English Language Teaching, Faculty of Letters, Universitas Negeri Malang, Advisors: (I)Dr. UtariPrabaAstuti, M.A. (II)Nur Hayati, S.Pd., M.Ed. Key Words: Improving, Writing, Recount Text. English is a compulsory subject in Indonesian secondary schools.Theobjective of English teaching is to facilitate the development of the students’ four language skills which are listening, reading, speaking, and writing. Among the four skills, writing is often considered the most complex and challenging for English foreign learners. The preliminary study showed that VIII-G graders of SMPN 8 Malang had problems in writing. The problems were in generating and organizing the ideas, the usage of tenses and appropriate dictions. The problems were caused by some reasons, mainly the lack of interesting media used in the teaching and learning activities. To overcome the problems, the researcher proposed a strategy to improve students’ writing ability by using picture series. This study aims to know how picture series can be used to improve the students’ writing skill, especially in recount text and how the students’ participation is in the implementation of picture series. The research design of this study was CAR or Classroom Action Research which consists of one cycle consisting of four meetings. The subject of this study was 32 students of VIII-G class of SMPN 8 Malang in the second semester of academic year 2017/2018. The instruments used in this study were writing tests, field notes, observation checklists, and interview with the English teacher. The picture series were implemented using Genre Based Approach which consisted of four stages. The first stage was Building Knowledge of the Field. In this stage, the students were introduced to a recount text. Together with the teacher, the students actively discuss the purpose, generic structures, and language features of a recount text. Also, the students were shown a set of picture series which was described in a recount text.The second stage was Modelling of the Text. At this point, the students were paired with their chair mates and were shown a set of picture series. They had to identify the keywords on each picture. After they gave the keywords, the teacher gave a model of how to compose the keywords into sentences and organize them into paragraphs or a text. The third stage was Joint Construction of the Text. The students with their partners were given a set of picture series. They had to identify the keywords on each picture and compose a short and good recount text based on the keywords of the picture series given. When the students create their own recount texts, they appeared to be more motivated to open their dictionaries to look up some vocabulary. The last stage was Independent Construction of the Text. Here, the students had to compose a recount text by themselves. According to the research finding of this study, the implementation of picture series had successfully improved the students’ writing ability in recount texts. Since the criteria of success of this study was at least 80% of the students got score ≥75, there were 90.6% students achieved the criteria of success in the end of this study. Futhermore, the students’ active participantion was very good in the teaching and learning activities. Based on the findings of this study, it is suggested that English teachersuse picture series as a strategy in the teaching and learning activities, especially in writing. Also, it is recommended that future researchers implement picture series strategy in different genres of texts, skill focusand with different participants
Grammatical Errors Made by the Eighth Graders of SMP N 9 Malang in Writing a Descriptive Text.
No full textABSTRAK Adescriptive text is a kind of text that is used to describe a place, a person, and animal . Similarly, a descriptive writing is a writing activity that also describes a thing or someone.The writing skill is considered as the most difficult skill to learn compared to other skills.Then the researcher used the descriptive text as a material in this study. It consists of some of linguistic competences. One of them is a grammar which is important to be used in writing the decriptive text.Therefore, this study was carried out to analyze and to classify the types and the source of students’ grammatical errors in writing a descriptive paragraph. The method used a descriptive quantitative thatwas applied in this research. Moreover, the subject of this study was second year students at SMP N 9 Malang. The researcher took 30 students as the samples. The errors collected were classified based on the corder’s theory (1981)and the data were collected through a test of writing descriptive text in the form of a paragraph.Finally, an error analysis was used. Thefindings showed that (1) there was a total of 184 errors with 106 omission errors or 57.61%, 19 addition errors or10.33%, 44 misformation errors 23.91%, and 15 misordering error 8.15%.The first, omission of s/es singular person 34 errors or 32.08% was the highest error among other omission errors. They were alsoomission of article 31.13%,omission of be 18.88%, omission of plural markers 6.6%, omission of suffix ing 6.6%, omission of preposition 3.77%, and omission of noun 0.94%. The secondtype of error was misformation error that consisted ofarchi forms77.27%, alternating forms13.64%, regularization9.09%. The third error was addition errors that composed of simple addition 47.36% and double marking57.9%. The researcher did not find any regularization of this type. The last type of error was misordering contained misordering of adjective that took errors 60%, misordering of subject/object pronoun 33.33%, and misordering of adverb 6.67%. (2) the sources of errors were because the students’ the interference 14.13 %, overgeneralization15.22%,ignorance the rule restriction 15.22%,the false concepts hypothesized14.13% and many of them did not complete their sentences41.3% or incomplete application of rules. Finally, it can be concluded that the use of grammar is important in writing skill. It is suggested that education should pay more attention on the role of Grammar especially for the teachers. They need to explain further the use of the present tense, the use of preposition, article, sentence arrangement, and also the structure of English. Future researcherscan also use the result of this research as the base to conduct another research in different level of students related to this issue
The Use of Indonesian-English Code-mixing in Breakout Television Program
No full textABSTRAK Anggraeni, Nenni. 2017. The Use of Indonesian-English Code-mixing in Breakout Television Program. Thesis.English Department, Faculty of Letters, Universitas Negeri Malang. Advisors: (1) Prof. Dr. Siusana Kweldju, M.Pd., (2) AuliaApriana, S.S., M.Pd. Keywords: code-mixing, host of the television program, Breakout, viewers According to the Law No. 24 of 2009 on Flags, Languages, and State Symbol, and National Anthem in article 39 paragraph 1, Bahasa Indonesia must be used in information through mass media. However, one television program named Breakout also uses English besides Bahasa Indonesia in their broadcasting. The phenomenon of code-mixing can be found in Breakout television program because of the use of both languages. The hosts deliberately do code-mixing mark this case as a problem in the use of Bahasa Indonesia. The aim of this study is to find out and identify the types of code mixing used by the hosts of Breakout, as well as the opinionsfrom the viewers regarding to the code-mixing phenomenon that occurs in Breakout. This research usesqualitative and quantitative method. The data used arethe videosof Breakoutthat aired from January to February 2017 and downloaded from the official Youtubechannel of Breakout. Interview is used as the research instrument. The participants are tenyoung people aged of 15 to 25 years. The result shows that there are 213utterancescontainingIndonesian-English code-mixing. Insertion type is the highest to occur in Breakout television program (57.28%), followed by alternation type (32.86%), and the last is congruent lexicalization type (9.86%). For the opinion from the viewersregarding to the phenomenon of code-mixing in Breakout television program, there are five out of ten (50%) participants who appreciate the phenomenon of code-mixing. Three people (30%) are indifferent with the code-mixing phenomenon and admit that code-mixing inBreakout have no effect on them. The lasttwo (20%) do not appreciate the existence of code-mixing in Breakout television program because of the difficulty in understanding what the hosts are talking about. The writer therefore concludes that the article 39 in Law No. 24 of 2009 on the use of the Bahasa Indonesia have not been fully implemented in everyday life. It is expected that the mass media would useBahasa Indonesia properly in accordance with what is written in the law. But in fact, Breakout as one of the mass media in Indonesia still use a foreign language – English– very often that evokes the occurrence of code-mixing between Bahasa Indonesia and English. Even so, the viewers do not seem to be concern by the use of a foreign language in a national broadcast.They appreciate the use of foreign language though the vocabulary used by host of Breakout are common, simple, and ungrammatical in some utterances
Employing Short Films in Teaching Recount Text to Improve Senior High School Students' Speaking Ability
No full textABSTRAK In English, there are four language skills to learn: listening, reading, writing and speaking. Speaking has an important part in our life since we use it to communicate with others. In this study, the researcher aimed to find out how short films can be used to improve the speaking ability of the tenth graders of SMA Negeri 1 Singosari. Short film is authentic videos which provide visual supports that can motivate the students to learn. The design of this study was Classroom Action Research (CAR). The subjects were 32 students of class IPS A/17. In collecting the data, the researcher used questionnaires, students’ participation checklist, field notes, speaking test, and also interview guide for the English teacher as the instruments. The collected data were then analyzed to know whether the implementation of the strategy was successful or not. The findings of the study revealed that employing short films can improve the students’ speaking ability of IPS A/17. In the preliminary study, there were only 3 students out of 30 (10%) who got 75 or higher. In the speaking test after the implementation of the strategy, there were 22 out of 30 students (73%) who scored 75 or higher. The students’ participation was also improved in each meeting. In the first meeting, there were 45% of the students who actively participated in the learning process and the percentage of the students’ participation in second to fourth meeting was 57%, 62%, and 73%. The steps in the strategy that have been proven to improve the students’ speaking ability were, step one is watching the short films without subtitle, step two is watching the short films with subtitle and accompanied by a worksheet, step three is listening to the audio parts of some parts of the short films to be practiced, step four is working on a jumbled text worksheet and discussing some vocabularies and meaning, step five is an individual activity. Besides, the findings also showed that all of the students felt that the strategy was a fun way to learn speaking and it helped them improve their speaking performance. Finally, it can be concluded that employing short films can improve the students’ speaking ability as well as their participation and it was a fun way for the students in learning speaking. Therefore, it is suggested that English teachers implement the strategy of teaching speaking using short films as an alternative. Moreover, the English teachers are also suggested to implement the five steps of using short films. For further researches, the findings of this study can be used as a reference. It is also recommended that further researchers extend the time of implementing the strategy to discover more valuable results of using short films in English speaking class
Exploring The Reading Habits Of Students Of English Language Teaching Program
No full textABSTRAK Putra, Angga. 20018. Exploring The Reading Habits Of Students Of English Language Teaching Program. Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Nur Hayati, S.Pd., M.Ed. (II) Dr. Furaidah, M.A. Key words: reading habit, extensive reading, ELT students In the context of language acquisition, reading has an important role. When someone reads, she or he will get exposed to language input such as grammar, vocabulary, idiomatic expressions, etc. Having a reading habit is very essential for EFL students. In English Department Universitas Negeri Malang, there are some compulsory courses on Extensive reading. Since English Language Teaching students need to cultivate reading habit for their students in the future, it is important for them to develop good reading habits. This research is intended to explore the reading habits of ELT students in English Department of Universitas Negeri Malang. The researcher used a descriptive research design with survey data collection. The subjects of this study are 179 undergraduate students of ELT program who already passed extensive reading courses. To collect the data, the researcher employs questionnaire consisting of 36 statements, adapted from similar studies. Those 36 statements were divided into 4 indicators to assess the students’ reading habit. These indicators are general attitude towards reading, students’ reading frequency, students’ reading preference, and students’ reason for reading.Then, if the subject of the research decided to choose strongly agree and Agree, it is assumed that they have fulfilled indicators of reading habit. Neutral means the student have indicator of reading habit but, which is not firmly established; or, they do reading but not consistently. If the respondents chose disagree and strongly disagree, it is assumed that they did not show indicator of reading habit yet. The students’ responses to the questionnaire seem to indicate that they have developed some reading habits. This is shown in all indicators, which are the general attitudes towards reading activity, the frequency of reading, students' reading preference, and reasons for reading. First, in terms of general attitudes toward reading activity, it is shown that 49% of the respondents responds positively while 33% of themhas neutral responses and 18% of them show negative responses. Second,in terms of students' frequency of reading, most of the respondents possesses positive response although the quantity of books they read in a week requires improvement. Dealing with reading preferences most of the students 47% responds positively while 35% of them has neutral responses and 18% of them show negative responses. As for students’ reasons for reading, 83% of the respondents have positive responses while 14% of them neutral and 3% of them show negative responses.In sum, the findings reveal that the majority of the respondentsshow positive responses towards all of the indicators. In accordance with the findings of the study, the institution is highly suggested to add more courses that require the students to read more literary works or academic journals. Future researchers are suggested to conduct a deeper study employing open ended and in-depth interview which was notadministered in this study. The suggestion is also directed to the institution library to conduct a survey about kindsbooks that students like and provide them in the library
The Students' Interest and Strategies to Enhance Their Interest in Learning English
No full textABSTRAK Nuzula, Firdausin. 2018. The Students’ Interest and Strategies to Enhance Their Interest in Learning English in Senior High School. Thesis,. Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Prof. M. Adnan Latief, M.A., Ph.D. (II) Nunung Suryati, M.Ed., Ph.D. Keywords: Interest, Strategies, Learning English Interest is one of the important things to increase the students in learning. In teaching English language, the teachers should know how if the potential of interest in learning English and strategies to enhance students’ interest are not found. This research is very important for the English teachers to understand and to use the appropriate strategies to make a task more enjoyable. This research aims to answer the following research question: (1) How interested are state senior high school students in Malang in learning English language at school? and (2) What strategies do the students use in improving their low interested in learning English? To know the students’ interest and strategies to enhance their interest in learning English, survey research design was used. The subjects of this research are 200 students from five senior high schools in Malang. The data was collected from two instruments; questionnaire on interest and strategies to enhance students’ interest in learning English and interview. The questionnaire was distributed to 40 students from each of the five schools (SMAN 2,5,7,8 and 9 Malang). I used interview to obtain in-depth data about students’ interest and strategies to enhance their interest in learning English. The interview was conducted to three students from five schools. In total, 15 students were interviewed. The results of the research show that 104 students (51.9%) were interested in learning English. Most of the students were interested in singing English songs in class, using picture cards in English, and learning English vocabulary. Learning English (in general), group work in English classes, and revising material were similarly perceived to be interesting, whereas homework, writing, testing, and coursebook exercises were less interesting for the students. Then, the strategy which was used by 114 students (57%) of state senior high school in Malang to enhance their interest in learning English was looking for useful aspects in the task. Most of the students stated that English language can help them to study abroad and find a job easily. Nuzula, Firdausin. 2018. Minat dan Strategi Siswa untuk Meningkatkan Minat Mereka dalam Belajar Bahasa Inggris di Sekolah Menengah Atas. Skripsi,. Jurusan Bahasa Inggris, Fakultas Sastra, Universitas Negeri Malang. Advisors: (I) Prof. M. Adnan Latief, M.A., Ph.D. (II) Nunung Suryati, M.Ed., Ph.D. Kata Kunci: Minat, Strategi, Belajar Bahasa Inggris Minat adalah salah satu hal penting untuk meningkatkan siswa dalam belajar. Dalam mengajar bahasa Inggris, para guru harus tahu bagaimana jika potensi minat dan strategi untuk meningkatkan minat siswa tidak ditemukan dalam belajar bahasa Inggris. Penelitian ini sangat penting bagi para guru bahasa Inggris untuk memahami dan menggunakan strategi yang tepat untuk membuat tugas menjadi lebih menyenangkan. Penelitian ini bertujuan untuk menjawab pertanyaan penelitian sebagai berikut: (1) Seberapa berminat siswa SMA di Kota Malang dalam belajar bahasa Inggris di sekolah? dan (2) Strategi apa yang digunakan siswa dalam meningkatkan minat mereka yang rendah dalam belajar bahasa Inggris? Untuk mengetahui minat dan strategi siswa untuk meningkatkan minat mereka dalam mempelajari bahasa Inggris, survei adalah desain terbaik untuk menemukan hasil penelitian. Subyek yang berpartisipai dalam penelitian ini adalah 200 siswa dari lima sekolah menengah atas di Malang. Data dikumpulkan dari dua instrumen; kuesioner tentang minat dan strategi untuk meningkatkan minat siswa dalam belajar bahasa Inggris dan wawancara. Kuesioner dibagikan kepada 40 siswa dari lima sekolah (SMAN 2,5,7,8 dan 9 Malang). Saya menggunakan wawancara untuk mendapatkan data mendalam tentang minat dan strategi siswa untuk meningkatkan minat mereka dalam belajar bahasa Inggris. Wawancara dilakukan kepada 3 siswa dari 5 sekolah. Total dari seluruh siswa yg terpilih untuk di wawancarai ada 15 siswa. Hasil penelitian menunjukkan bahwa 104 siswa (51.9%) tertarik untuk belajar bahasa Inggris. Sebagian besar siswa tertarik untuk menyanyikan lagu-lagu berbahasa Inggris di kelas, menggunakan kartu bergambar dalam bahasa Inggris, dan belajar kosakata bahasa Inggris. Belajar Bahasa Inggris (secara umum), kerja kelompok dalam kelas bahasa Inggris, dan bahan revisi sama-sama dianggap menarik, sedangkan pekerjaan rumah, menulis, pengujian, dan latihan buku pelajaran adalah minat rendah dalam belajar bahasa Inggris menurut para siswa. Kemudian, strategi yang digunakan oleh 114 siswa (57%) dari sekolah menengah atas negeri di Malang untuk meningkatkan minat mereka dalam belajar bahasa Inggris adalah dengan mencari aspek yang berguna bagi mereka dalam tugas. Sebagian besar siswa menyatakan bahwa bahasa Inggris dapat membantu mereka untuk belajar di luar negeri dan mencari pekerjaan dengan mudah
Implementing Picture Cards to Improve the Ability in Writing Descriptive Texts of Seventh Graders at SMP Negeri 13Malang
No full textABSTRAK One of skills that students must learn is writing. Writing is a process to transform the ideas into sentences. One of the most crucial problems in writing is the difficulties in developing the students’ idea into sentences. Those problems occur because the students cannot associate their idea with a good vocabulary. One of the media which can be used in teaching learning process in descriptive writing is using picture card. Pictures have some benefits such as giving true, concrete, and realistic concept. This study is conducted to improve the ability in writing descriptive texts of seventh graders at SMP Negeri 13 Malang using picture cards. This study is conducted by using Classroom Action Research (CAR) as the research design. The subjects of this study were seventh graders in class VIIE. The number of the students was 30 students. This research was done in one cycle. The data was obtained from the mean score of higher group, middle group, and lower group in meeting two and four. The result of preliminary study showed that 90% of the students failed to meet the minimum standard score (KKM). The target score was set in 70 and 76 for the higher, middle, and lower group in meeting two and four. The result of task 2 was that the higher group got 82, the middle group got 86, and the lower group got 77. In task 4 the higher group got 83, the middle group got 85, and the lower group got 83. It means that the criteria of success got achieved. Thus, the result of this study showed that the ability in writing descriptive text by the students can be improved. The students show improvement in developing ideas. Also, the strategy can improve students’ writing skill, especially in writing descriptive text. To other researchers, this research can be a reference in making research study. The researcher knows about the manner to teach in the classroom directly and can develop creation for other methods. For the teachers, they might adapt or use picture cards to be implemented in their classroom based on their students’ need. The classroom teachers are expected to be more creative in exploring a new strategy to help their students
Seeing Linguistic Sexism Trough American Newspapers Published In 1960 To Present
No full textABSTRAK Mulyasari, Kartika. 2017. Seeing Linguistic Sexism Trough American Newspapers Published In 1960’s To Present. Thesis, English Department, Faculty of Letter, Universitas Negeri Malang. Advisor: (I) Dr. Mirjam Anugerahwati, M.A, (II) Drs. Kukuh Prayitno Subagyo, M.A. Keywords: sexism, feminism, American newspaper, first-wave feminism, second-wave feminism, linguistic sexism. Second-wave feminism is a women movements started in the 1960’s. This movement is inspired by a book entitled The Feminine Mystique, whch is authored by a feminist, Betty Friedan. This movement has successfully improved American women’s social life, by ensuring women’s emancipation that gives them freedom in deciding the values in their lifes, for instance, family planning. These freedoms for American women strated after women’s emancipation was officially taking place by the time President John F Kennedy created Presidential Commission on the Status of Women in 1961, as well as by the time American feminists builtorganisations concerning feminism and gender inequalities. This movement endangered the existence of sexism in United States of America. It is quite intriguing to know whether feminism could change some aspects in English like how it could change American women’s social life. It is quite interesting to know whether feminism could banish the idea of sexism. Actually, after 1970’s, English changed to be more neutral, which means that second wave feminism has succesfully put its effect on the system of English, but second wave feminism could not banish sexism in the context of language because of some aspects of American tradition attaced in the language used in United State of America
Students’ Strategies in Solving Speaking Difficulties.
No full textRINGKASAN Tumimbang, Jeni. 2018. Students’ Strategies in Solving Speaking Difficulties. Thesis, Department of English, Faculty of Letters, State University of Malang. Advisors: 1) Dr. Johannes A. Prayogo, M.Pd., M.Ed. 2) Dr. Mirjam Anugerahwati, M.A. Key Words: Speaking, Speaking Problem, Students’ Strategies. In senior high schools in Indonesia, English is taught as subject to develop students’ language competence. It is learnt by students in order to be utilized in communication. The ability to communicate, including the ability to speak in English is important because it enables students to interact with others. However, many graduates from senior school in Indonesia cannot speak well even to introduce themselves. Therefore, many schools, including SMKN 3 Malang, carry out extra-curricular activities to provide more opportunities for students to improve their speaking ability. Unfortunately, they didn't practice it; that is why they have difficulties in conveying their ideas in speaking.This research is aimed to answer the question: What are the difficulties faced by the students? And what are their strategies in solving their speaking difficulties? The approach of the research is descriptive qualitative because it describes facts dealing with the process of situations and the course of events that happen in natural setting. The subjects of this research were eleventh grade students of SMKN 3 Malang. As the instruments of the research, the researcher used an observation sheet, a questionnaire, and an interview guide. The results of research showed the difficulties occurred in learning speaking were caused by four factors: (1) lack of knowledge of the target language (2) inhibition (3) mother-tongue influenceand (4) low participation. First, lack of knowledge of the target language happened because the students didn’t master the four elements of English which are vocabulary, grammar, pronunciation, and fluency. Second, the students were inhibited because they are worried about making mistakes, afraid of criticism, and shy. Third, mother-tongue existed because the students switch to their mother-tongue during the learning process to make their meaning understood. And the last is the students avoided uninteresting topic, and also were lazy to participate because the class was too noise. To cope with the speaking difficulties, the students used some communication strategies. Strategies employed by students were: (1) message abandonment, (2) topic avoidance, (3) approximation, (4) use non-linguistic means, (5) literal translation, and (6) appeal for help. In order to minimize the students’ difficulties, teachers are suggested to diagnosis the difficulties instudents speaking and teach some strategies that can be used to solve these difficulties.Besides that, the teacher can expose the students and draw their attention to a variety of communication strategies.Future researchers are suggested to do more depth investigation of students’ difficulties and strategies they can use to overcome these difficulties. Tumimbang, Jeni. 2018. Strategi Siswa dalam Menyelesaikan Kesulitan Berbicara. Skripsi, Jurusan Bahasa Inggris, Fakultas Sastra, Universitas Negeri Malang. Penasihat: 1) Dr. Johannes A. Prayogo, M.Pd., M.Ed. 2) Dr. Mirjam Anugerahwati, M.A. Kata Kunci: Berbicara, Masalah Berbicara, Strategi Siswa. Di sekolah menengah atas di Indonesia, bahasa Inggris diajarkan sebagai subjek untuk mengembangkan kompetensi bahasa siswa. Hal ini dipelajari oleh siswa agar dapat dimanfaatkan dalam komunikasi. Kemampuan berkomunikasi, termasuk kemampuan berbicara dalam bahasa Inggris adalah penting karena memungkinkan siswa untuk berinteraksi dengan orang lain. Namun, banyak lulusan dari sekolah menengah di Indonesia tidak dapat berbicara dengan baik bahkan untuk memperkenalkan diri. Oleh karena itu, banyak sekolah, termasuk SMKN 3 Malang, melaksanakan kegiatan ekstra kurikuler untuk memberikan lebih banyak kesempatan bagi siswa untuk meningkatkan kemampuan berbicara mereka. Sayangnya, mereka tidak melakukannya; itulah sebabnya mereka mengalami kesulitan dalam menyampaikan ide mereka dalam berbicara. Penelitian ini bertujuan untuk menjawab pertanyaan: Apa kesulitan yang dihadapi oleh siswa? Dan apa strategi mereka dalam menyelesaikan kesulitan berbicara mereka? Pendekatan penelitian adalah deskriptif kualitatif karena menggambarkan fakta-fakta yang berhubungan dengan proses situasi dan jalannya peristiwa yang terjadi di alam. Subyek penelitian ini adalah siswa kelas XI SMKN 3 Malang. Sebagai instrumen penelitian, peneliti menggunakan lembar observasi, kuesioner, dan panduan wawancara. Hasil penelitian menunjukkan kesulitan yang terjadi dalam pembelajaran berbicara disebabkan oleh empat faktor: (1) kurangnya pengetahuan tentang bahasa target (2) penghambatan (3) pengaruh bahasa ibu dan (4) partisipasi rendah. Pertama, kurangnya pengetahuan tentang bahasa target terjadi karena siswa tidak menguasai empat elemen bahasa Inggris yaitu kosakata, tata bahasa, pelafalan, dan kelancaran. Kedua, para siswa dihambat karena mereka khawatir tentang melakukan kesalahan, takut kritik, dan pemalu. Ketiga, bahasa ibu ada karena para siswa beralih ke bahasa ibu mereka selama proses pembelajaran untuk membuat maknanya dipahami. Dan yang terakhir adalah siswa menghindari topik yang tidak menarik, dan juga malas untuk berpartisipasi karena kelas terlalu berisik. Untuk mengatasi kesulitan berbicara, para siswa menggunakan beberapa strategi komunikasi. Strategi yang digunakan oleh siswa adalah: (1) pengabaian pesan, (2) penghindaran topik, (3) pendekatan, (4) menggunakan cara non-linguistik, (5) penerjemahan harfiah, dan (6) banding untuk bantuan. Untuk meminimalkan kesulitan siswa, guru disarankan untuk mendiagnosis kesulitan dalam berbicara siswa dan mengajarkan beberapa strategi yang dapat digunakan untuk mengatasi kesulitan-kesulitan ini. Selain itu, guru dapat mengekspos siswa dan menarik perhatian mereka ke berbagai strategi komunikasi. Peneliti masa depan disarankan untuk melakukan penyelidikan lebih mendalam tentang kesulitan dan strategi siswa yang dapat mereka gunakan untuk mengatasi kesulitan-kesulitan in