SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM
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Improving the Reading Comprehension Ability of the Seventh Graders of SMPN 8 Malang Using Semantic Mapping Strategy
No full textABSTRAK Jannah, Nuris Lailatul. 2018. Improving the Reading Comprehension Ability of the Seventh Graders of SMPN 8 Malang Using Semantic Mapping Strategy. Undergraduate Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (1) Dr. Furaidah. M.A. (2) Dr. Johannes A. Prayogo, M.Pd., M.Ed. Keywords: semantic mapping, reading comprehension ability, descriptive texts Reading comprehension is one of the four skills that has a crucial role in the development of students’ language proficiency. However, VII-C class students that the researcher taught frequently face difficulty in comprehending texts. It can be seen from the mean scores of the reading test conducted before the implementation which is 68. Their problems varied from lacking of vocabulary knowledge, difficulty in identifying main ideas and supporting ideas, and background knowledge. To help the students increase their reading comprehension ability, the researcher conducted a Classroom Action Research (CAR) using semantic mapping strategy. This study was conducted in one cycle that consisted of five meetings including the reading test. The subjects were VII-C class students that consisted of 32 students. The instruments used to collect the data were reading test, observation checklist, field notes, students’ questionnaire, and interview with the students and English teacher. The study is considered successful if 75% of the students could achieve the minimum standard score which is 76. The results revealed that only 2 out of 31 students got the score below 76, which means that 90.62% of the students achieved the criterion of success. The implementation of semantic mapping strategy could improve the students’ reading comprehension ability in reading descriptive texts. It can be seen from the improvement of the students’ mean score which was 68 before the strategy was implemented and 89.67 after the strategy was implemented. The implementation of semantic mapping strategy helps the students identify the essential information from the texts into the graphic and illustrates the relationships among ideas. As the results, the students could identify the main ideas and supporting ideas of the text easily. Therefore, the researcher suggests that English teachers implement semantic mapping as an alternative teaching strategy. In applying this strategy, the teachers should make sure that the students understand how to make the semantic mapping because it affects the students’ understanding toward the text. In addition, the teachers are suggested to use some variations of semantic mapping to prevent the students from boredom in following the lesson. Moreover, the teachers are also suggested to implement semantic mapping strategy in three stages of reading beginning with pre-reading, whilst-reading, and post-reading stage. For further researchers, it is recommended to implement this strategy in more than one cycle to improve the implementation of semantic mapping strategy in the teaching reading
Grammatical Errors in Writing Recount Text Made by X Graders
No full textABSTRAK Nabila, Azza. 2018. Grammatical Errors in Writing Recount Text Made by X Graders. Thesis. Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Dr. Niamika El Khoiri, M. A., (II) Dr. Enny Irawati, M. Pd. Keywords: grammatical error, recount text In learning a new language, larners cannot avoid doing errors since there is a cognitive process toward reconstruction the target language. There found a repeated errors in a major English component which is grammar. Grammar is the structure of English features in general. Though many researchers investigated grammatical errors, it is still problematic and becomes intensive concern for EFL context. This study aims to describe the grammatical errors in writing recount text made by X graders. This research include 32 students in X Mipa 6 of MAN 2 Malang. The data is obtained from their writing to find out what grammatical errors types based on Surface Strategy Taxonomy by Dulay et al. (1982). Those errors, then, are derived into four types namely error of omission, addition, misformation and misordering. The finding shows that there found 655 errors consisting of 332 misformation errors (50.69%), 198 omission errors (30.23%), 100 addition errors (15.28%) and 25 misordering (3.83%). Compared to other studies regarding to grammatical error in EFL, the study reveals that the errors are more on grammatical morpheme such as suffix –ed/–d, suffix –ing, article, preposition, verb tense, etc. It is inferred that learners still have not mastered the grammar well particularly in the use of past form reflected to the finding. According to th finding above, some suggestion are given to teachers and future researchers. For English teachers, they can modify the learning strategies in teaching grammar such as using dictogloss. They also need to expose the students to which part of their incorrect grammar and teach them explicitly. Discovering other factor affecting students in making grammatical errors and using another error taxonomy are recommended for future researchers
Developing Supplementary Reading Materials of Culinary Department Students of SMK 3 Malang
No full textABSTRAK SUMMARY Kusumaningtyas, Pungky. 2018. Developing Supplementary Reading Materials of Culinary Department Students of SMK N 3 Malang. Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Dr. Furaidah, M.A., (II) Prof. Dr. H. Ali Saukah, M.A. Ph.D. Keywords: supplementary materials, reading skill, culinary department. This research and development study was aimed to develop supplementary reading materials in the form of reading module with the topics relevant with the tenth graders of culinary department of SMK N 3 Malang. The product was developed because the book that is used in the class does not suit the specific need of the culinary department. This study used research and development design by Borg and Gall (2003) with the following steps: (1) need analysis, (2) developing the materials, (3) expert validation, (4) revision I, (5) try-out, (6) revision II and (7) final product. There were three instruments used to collect the data in the need analysis. The first instrument was an interview guideline to interview the teacher, the second was an observation sheet, and the last was questionnaires for the students. The result of the need analysis revealed that the students felt English subject was difficult and the English reading materials were not relevant with their specific need as students of culinary major. The materials developed were based on the types of texts in English syllabus Curriculum 2013, i.e. descriptive text, recount text, and procedure text. The product developed was in the form of module. There were 43 pages completed with the reading activities, glossary, and answer keys. The product was validated by three English teachers as expert validators. The result from three experts validators showed that the product could be used by the students, yet there were some aspects to be revised, such as the clarity of color combination, the instructions, and the questions. After revision, the next stage was try-out. The result of the try-out was very good as indicated by the students’ responses toward students’ checklist. The next stage was continued by revising the product after being tried out, and producing the final product. The overall result of this study implied that the product developed is relevant and suitable to fill the lack of English reading materials for culinary department at SMK N 3 Malang. Students can use the module as an independent reading material. English teacher can use the product as a resource to provide supplementary reading materials with the topics which are relevant with culinary issues. Further researchers can develop this product to make it better since the product only covers three long functional texts with limited topics. Future researchers can also develop similar product but for other majors
Developing Supplementary Reading Materials of Culinary Department Students of SMK 3 Malang
No full textABSTRAK SUMMARY Kusumaningtyas, Pungky. 2018. Developing Supplementary Reading Materials of Culinary Department Students of SMK N 3 Malang. Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Dr. Furaidah, M.A., (II) Prof. Dr. H. Ali Saukah, M.A. Ph.D. Keywords: supplementary materials, reading skill, culinary department. This research and development study was aimed to develop supplementary reading materials in the form of reading module with the topics relevant with the tenth graders of culinary department of SMK N 3 Malang. The product was developed because the book that is used in the class does not suit the specific need of the culinary department. This study used research and development design by Borg and Gall (2003) with the following steps: (1) need analysis, (2) developing the materials, (3) expert validation, (4) revision I, (5) try-out, (6) revision II and (7) final product. There were three instruments used to collect the data in the need analysis. The first instrument was an interview guideline to interview the teacher, the second was an observation sheet, and the last was questionnaires for the students. The result of the need analysis revealed that the students felt English subject was difficult and the English reading materials were not relevant with their specific need as students of culinary major. The materials developed were based on the types of texts in English syllabus Curriculum 2013, i.e. descriptive text, recount text, and procedure text. The product developed was in the form of module. There were 43 pages completed with the reading activities, glossary, and answer keys. The product was validated by three English teachers as expert validators. The result from three experts validators showed that the product could be used by the students, yet there were some aspects to be revised, such as the clarity of color combination, the instructions, and the questions. After revision, the next stage was try-out. The result of the try-out was very good as indicated by the students’ responses toward students’ checklist. The next stage was continued by revising the product after being tried out, and producing the final product. The overall result of this study implied that the product developed is relevant and suitable to fill the lack of English reading materials for culinary department at SMK N 3 Malang. Students can use the module as an independent reading material. English teacher can use the product as a resource to provide supplementary reading materials with the topics which are relevant with culinary issues. Further researchers can develop this product to make it better since the product only covers three long functional texts with limited topics. Future researchers can also develop similar product but for other majors
Figurative Language in Eminem’s Song Lyrics.
No full textFigurative language is a language that uses words or expressions with a meaning that is different from the literal interpretation. The use of figurative language in the hand of an artist can give an additional sense for the reader or listener to build their imagination through the literary works. The first aims of this research is to analyze and then identify the figurative language found in Eminem’s song lyrics because, in a rap music which was written by Eminem that contained a lot of figures of speech, it’s really need a good, correct, and in-deepth analysis to understand the message in whole. In this research the researcher chooses 4 selected song lyrics from Eminem as the object of study. Those songs are titled “Lose Yourself”, “The Monster”, ”Love the Way You Lie”, and “Not Afraid”. All those four songs are chosen because they are Eminem’s hits which had been in the peak of the Billboard Top 100 music chart. The data were analyzed through converting the lyrics then identifying and classifying them; after that, the researcher provided explanation about the meaning of figurative expressions or sentences and calculating the data to find the types of figurative expressions that occured mostly in the selected lyrics based on the method proposed by Burhan Bungin (2005). The main theory used to analyze the data was theory of figurative language proposed by Knickerbocker and Reninger (1963). After doing the analysis the researcher found all types of figurative expressions used in Eminem song lyrics; they are paradox, allusion, irony, hyperbole, metonymy, synecdoche, personification, simile, metaphor, and dead metaphor. The findings show that there are 58 cases of figurative expression found on the four Eminem’s selected song lyrics. Metonymy is the most dominant type of figurative expression used in those selected song lyrics, with percentage of 27.58%, and 16 of total occurrences. Then there are 17.24% of Allusion, 13.79% of Metaphor, 12.06% of Simile, and 8.62% of Hyperbole. Besides, the researcher also found other figurative expressions that less dominates in four Eminem’s selected song lyrics; they are Personification and Dead Metaphor with 3 numbers of occurences, and Irony, Synecdoche, and Paradox with 2 numbers of occurences. With the findings and conclusions already presented, it can finally be suggested for English students, English lecturers, and future researchers that the song lyrics are worth considering to be the sources to learn English. Song lyrics can be used by the English students and English lecturers as the materials in learning and teaching English, especially in figurative language. For future researchers, they can conduct research that has similar topics. The future researchers can use the findings and also the method of this research as a referenc
Address Forms in Relation to Politeness Strategies in The Amazing Spiderman 1
No full textABSTRAK This research is a sociopragmatics study. Address forms are the term used by the people to address the person they are talking to while they are talking to them. Itdepends on the relationship and the context of situation of individuals involved in conversation. This research aims to study address forms in relation to politenes strategies. This study aims to find (1) types of address forms in The Amazing Spiderman 1, (2) what politeness strategies do the address forms signify in the given dialogues. This study uses a descriptive qualitative design. The data were taken from the main character and the supporting character’s dialogues. It is discovered that there are five types of address forms based on Brown and Ford’s theory (1964) used in five domains in the dialogs of the film. Those forms of address are Title (T),Title plus Last Name (TLN), Last name(LN), First name (FN), and Multiple Name (MN). The results show that there were 68 data found in The Amazing Spiderman 1. These 68 address froms are considered as address forms because they meet the types of address forms enumerated by Brown and Ford (1964).The results show that five types of address forms were found: title, title last name, last name, first name, and multiple name. The nine types of politeness strategies were also found: bald on record, positive strategy; use in group identity, notice attend to H, including both S and H, being optimistic, promising, exaggerating, and negative strategy; apologizing and off record for being ironic. It then can be concluded that in using the address forms the main character and the supporting character considering some factors such as the status relationship and social status. Furthermore, the politeness strategies also being the consideration of using the address form in order to speak politely. Finally, it is suggested that students understand and study further about address and its forms. It is also suggested that future researchers collect more data of address forms. For English teacher, it is better to learn English through the things that can be seen or experienced directly
Address Forms in Relation to Politeness Strategies in The Amazing Spiderman 1
No full textABSTRAK This research is a sociopragmatics study. Address forms are the term used by the people to address the person they are talking to while they are talking to them. Itdepends on the relationship and the context of situation of individuals involved in conversation. This research aims to study address forms in relation to politenes strategies. This study aims to find (1) types of address forms in The Amazing Spiderman 1, (2) what politeness strategies do the address forms signify in the given dialogues. This study uses a descriptive qualitative design. The data were taken from the main character and the supporting character’s dialogues. It is discovered that there are five types of address forms based on Brown and Ford’s theory (1964) used in five domains in the dialogs of the film. Those forms of address are Title (T),Title plus Last Name (TLN), Last name(LN), First name (FN), and Multiple Name (MN). The results show that there were 68 data found in The Amazing Spiderman 1. These 68 address froms are considered as address forms because they meet the types of address forms enumerated by Brown and Ford (1964).The results show that five types of address forms were found: title, title last name, last name, first name, and multiple name. The nine types of politeness strategies were also found: bald on record, positive strategy; use in group identity, notice attend to H, including both S and H, being optimistic, promising, exaggerating, and negative strategy; apologizing and off record for being ironic. It then can be concluded that in using the address forms the main character and the supporting character considering some factors such as the status relationship and social status. Furthermore, the politeness strategies also being the consideration of using the address form in order to speak politely. Finally, it is suggested that students understand and study further about address and its forms. It is also suggested that future researchers collect more data of address forms. For English teacher, it is better to learn English through the things that can be seen or experienced directly
Verbal Play In Javanese Bumper Stickers In Malang
No full textABSTRAK Hidayah, Alif. 2018. Verbal Play In Javanese Bumper Stickers In Malang. Thesis, English Department, Faculty of Letters, State University of Malang. Advisor: (1) Dr. Johannes Ananto Prayogo, M.Pd., M.Ed., (2) Prof. Dr. Siusana Kwelju, M. Pd. Keywords: Bumper stickers, functions, speech level, Javanese verbal play. People use bumper stickers to express their thoughts, emotions, even insultsto something or someone indirectly. The Javanese language has its own uniqueness like its speech levels used to speak, spell, especially in verbal play. It has cultural ways to express the thoughts by using bumper stickers. In this era, Javanese language is still alive in bumper stickers in Malang. This research aimed to discover the categories of function and the messages behind the stickers. The research design of this study is descriptive qualitative. To collect the data, the researcher selected 5 stores which have bumper stickers in Malang which only produce Javanese bumper stickers. Then, he picked all pieces of humor bumper stickers which only contained Javanese language in each store and conducted an interview with each sticker maker as the subject by recording, then transcribed it. The researcher also gives questionnaires to the mass in scope of English Department of State University of Malang, to make it equal from both sides. To know the frequency, the researcher classifies the categories by using the cultural function from Sibarani (2003) and the types of Javanese language speech levels from Poejosoedarmo (1968), also Leech’sSpeech Situation (1986). The results show that the typeof “entertaining purpose” is dominantly used by the sticker makers. It says 19 times (34,5%). Then, followed by “self-reflection” (27,3%), “social protest” (9,1%), “secret expression” (9,1%), “indirect condemnation” (7,3%), “euphemism” (7,3%), and “mockery” (5,4%). In Javanese Speech Levels, they tend to use ngoko for Javanese verbal play. Without knowing the way how the messages could deliver through the audience or readers, the sticker makers just made the bumper stickers joke by keeping up with the times. According to the sticker makers’ decision of why they still maintain the bumper stickers joke because it just only for vehicle accessories and they do it as their side job just to spend the time. On the other hand, the customers would think first before they buy the stickers while most of the content is a lot of negative elements. It can finally be concluded that every category of bumper stickers has function and meaning. It has the uniqueness of using language to attract the customer to buy. Meanwhile, the sticker makers do not really care about the language that they use no matter it is bad or not, because the customers who will decide to buy
Code Switching Used by the Hosts of Iron Chef Indonesia
No full textABSTRAK Permata, Citra. Alih Kode yang digunakan oleh Para Pembawa Acara di Iron Chef Indonesia. Skripsi. Jurusan Sastra Inggris. Fakultas Sastra. Universitas Negeri Malang. Pembimbing 1: Aulia Apriana, S.S., M.A, dan Pembimbing 2: Prof. A. Effendi Kadarisman, M.A., Ph.D. Kata Kunci: Alih Kode, Pembawa Acara, Iron Chef Indonesia Alih kode merupakan penggunaan lebih dari satu bahasa dalam satu percakapan. Fenomena alih kode dapat ditemukan di televisi. Sebagian orang suka menggunakan dua bahasa dalam berkomunikasi dengan orang lain. Terkadang penutur mengubah kode saat berbicara, oleh karena itu alih kode telah menjadi salah satu topik yang menarik untuk diteliti. Penelitian ini menggunakan metode deskriptif kualitatif. Data didapatkan dari akun YouTube resmi RCTI. Data itu diperoleh dalam kurun waktu antara Agustus sampai November 2017. Setelah memperolah data sebanyak 70 percakapan, peneliti menggunakan tiga tahap untuk menganalisa data yaitu: (1) menonton video, (2) menulis transkripsi dalam bentuk dialog yang dibicarakan oleh pembawa acara, (3) mengkategorikan ucapan pembawa acara berdasarkan tipe dan alasan untuk beralih kode, dan (4) menganalisa data. Hasil penelitian menunjukkan bahwa, pertama, dalam hal tipenya, alih kode itu terjadi dalam bentuk: (a) alih kode intra kalimat (28 kali, 56%) terjadi di dalam suatu kalimat, (b) alih kode antar kalimat (16 kali, 32%) terjadi antar klausa atau batas kalimat, dan (c) alih kode simbolis (6 kali, 12%) terdiri dari tag, kata seru, dan frasa tertentu dalam satu bahasa yang dimasukkan ke dalam ucapan. Yang kedua, untuk alasan alih kode, dapat ditunjukkan sebagai berikut: (a) kata seru atau sisipan (8 kali, 40%) merupakan kata atau frasa yang digunakan untuk mengungkapan perasaan yang kuat, dan menyampaikan sesuatu yang mengejutkan atau untuk memperoleh perhatian (b) mempertegas suatu hal (6 kali, 30%), ketika seseorang berbicara menggunakan bahasa yang bukan bahasa asli mereka, dia ingin menunjukkan rasa empatinya, dengan sengaja maupun tidak sengaja dia mengubah bahasanya (c) mengklarifikasi isi pembicaraan (3 kali, 15%), menjelaskan maksud dari pembicaraan (d) pengulangan untuk mengklarifikasi (2 kali, 10%), mengklarifikasi kata atau kalimat yang tidak lazim dan (e) membicarakan topik khusus (1 kali, 5%), terkadang orang lebih suka membicarakan topik khusus menggunakan satu bahasa daripada bahasa lainnya. Dapat disimpulkan bahwa alih kode intra kalimat merupakan yang paling dominan dari semua tipe alih kode dan kata seru atau sisipan merupakan yang paling dominan dari alasan untuk alih kode. Sebagian orang lebih suka beralih kode karena terkadang mereka membicarakan topik terkini menggunakan Bahasa Inggris
Using Songs to Improve the Listening Ability of the 8TH Grade Students of SMPN 11 Malang.
No full textABSTRAK Arnata, Marshelin. 2018. Using Songs to Improve the Listening Ability of the 8TH Grade Students of SMPN 11 Malang. Sarjana’s Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang, Advisor: (1) Nur Hayati, S.Pd, M.Ed, (2) Dr. Furaidah, M.A Keywords:listening skill, songs. Listening is a very important skill in learning a foreign language. However, developing listening ability poses a lot of difficultyto learners suchas difficulty in understanding the meaning of the words, and getting the messages, difficulty with intonation, speed and the pronunciation. The researcher did a preliminary study in one class in a junior high school in Malang and found that the students had low listening ability as indicated by their scores in the listening pre-test. The researcherfound that the students had some problemssuch as they lack of vocabulary because the English teacher rarely gave listening activities in the classroom andfocused more on reading. The atmosphere in the classroom was also monotonous. This made the students lack motivation in following English classes and unexposed to listening materials. Therefore this research was intended to improve the listening ability of the eighth grade students in the school by using songs. It is expected that using songs in the pre listening stage will help students to increase these motivation and vocabulary. This research used classroom action research (CAR) that consistedof four stages: planning, acting, observing, and reflecting. The researcher only used one cycle to see the improvement because cycle one already met the criterion of success. The subjects of this study were 32 students of the 8C class. The instruments used for collecting the data were observation sheets, listening tests, and questionnaire. The teaching activities included pre-listening, while-listening and post-listening phases. The students were given songs and missing lyrics worksheets in order to develop their vocabulary. After that, the students were given audio dialogues and monologue and other worksheets which included listening comprehension questions and multiple choices questions related to the topic in order to make the students understand the complex sentences of each topic used in daily conversation. The result of this research showed that the use of English songs could improve the students’ ability in listening. The percentage of the students achieving the minimum passing grade (KKM) which is 75 had improved from 0% (no students) in the preliminary study to 87.5% (28 students out of 32 students) in the final test. The researcher concluded that the use of English songs is a good technique to teach listening. The researcher suggestedEnglish teachersuse songs in listening class because by using songs the students can improve their listening ability and songs are enjoyable media in teaching and learning process. Other ways to use songs in the teaching of listening can be explored by future researchers