SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM
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Teaching Speaking in SMPN 3 Malang
No full textABSTRAK Ratnawati, Riris. 2017. Teaching Speaking in SPMN 3 Malang. Thesis, English Department, Faculty of Letters, State University of Malang. Advisor: Prof. H. M. Adnan Latief, M.A, Ph.D. Key Words: teaching speaking, the storytelling technique In mastering English, students faced many problems. Teachers seemed to dominate by talking during learning process. Consequently, the students became passive, sitting quietly and listening rather than speaking. It seemed that it was difficult to have opportunity to be active. Secondly, the students were often discouraged to speak English because they hesitate to talk and they were afraid of making mistakes. The teacher should develop good strategies when teaching there are giving motivation and giving interesting material and the technique of teaching to solve the problems. At SMPN 3 Malang there was a good achievement in storytelling extracurricular activity, the students were good in speaking English and they once won a storytelling contest. It could be assumed that the teaching of speaking in SMPN 3 Malang was good. This research aimed at describing the teaching of speaking in SMPN 3 Malang. It focused on describing the planning, and the process of teaching speaking. This research used descriptive qualitative, a case study. The researcher was the key instrument. Data were collected by doing interview and observation to find on what made the teacher’s technique good. The researcher conducted interview to the storytelling extracurricular teacher and the students who joined the storytelling extracurricular activities. Observation was used to record the teacher activities in the previous interview and then in the class activities. Observation was conducted in the class while the teacher was teaching. The observation aimed at recording the situation in the class, the teaching processes and the activities of the students. The findings of this research showed that in teaching speaking, the teacher did two parts: planning and doing. In planning, the teacher set several plans before teaching: planning the target, time allocation, the material and media. In the class, the teacher did several activities like giving motivation and lecturing. The teacher decided motivation as a factor that makes students increase their enthusiastic in speaking. The teacher gave motivation in two ways: telling the experience and persuasion and the showing video about a success storyteller. In the lecturing, the teacher taught speaking using storytelling technique. The teacher chose the materials based on the students’ needs. The teacher taught the content of storytelling, how to present storytelling, and gave the example of storytelling. The media used were also varied: LCD, laptop, and loudspeaker. The teacher assessed the students by asking them to make presentation in front of class. In general, it can be said that the teaching speaking was relatively good. Based on the findings, it can be concluded that in teaching speaking, the teacher at SMPN 3 Malang especially in the storytelling extracurricular activity set several plans for increasing the students interest in speaking skill and suggested that the findings of the research can be useful for other EFL teachers as consideration to decide how they should teach speaking. Further researchers can focus to investigate the effectiveness of the teacher’s technique because the technique seems good and useful to help teacher in teaching speaking
Deixis and Clickbait in News Headlines of Vice
No full textRINGKASAN In this digital era, news headlines are often simplified and exaggerated to attract readers’ attention so that they will click the news link, which is also known as clickbait. This strategy is often used at the expense of accuracy of the actual content the news headlines refer to. This situation suggests the importance of studying how news headlines are used in today’s online platforms. News headlines with clickbaiting features can be identified from certain linguistic patterns, especially through the use of “deixis”. This study aims to investigate how frequently “deixis” shows up in news headlines a top online news site as Vice. I collected 112 headlines from vice.com. I use a framework of “deixis” provided by Levinson (2004) to identify the “deixis” in this study. I myself, as the researcher, acted as the main instrument in this study. I used a combination of qualitative and quantitative approach to analyse and present the data. The findings reveal that, firstly, from the total number of the collected headlines, the analysis shows that 34 (30.4%) headlines contain the use of “deixis”. As three deixis-containing headlines have two types of deixis each, the total number of the deixis found is 37. Further analysis reveals that out of 37 (100%) deixes, there are 26 (70%) person deixes, 4 (11%) spatial deixes, 4 (11%) discourse deixes, 3 (8%) temporal deixes, but no (0%) social deixis.. Finally, it can be concluded that the occurrence of deixis in the news headlines collected is quite frequent. Four types of deixis can be found as person deixis dominates with the highest number of occurrences while social deixis does not occur in the headlines. Furthermore, the appearance of deixis in news headlines may serve several purposes, mainly to shorten and simplify the headlines for the sake of effectiveness in attracting readers. This is related to the strategy to gain as many clicks as possible. I suggest that journalists and news readers consider some aspects of language in writing and reading news articles from the new perspectives found in this study. On the basis of the research findings, I suggest that future researchers should employ different perspectives or theories to explore other possibilities of how “deixis” interrelates with news headlines. I also suggest that they gather data from other sources of news headlines
The Teacher's Strategy in Teaching Writing to the Tenth Graders of SMKN 4 Malang
No full textRINGKASAN This study aimed to describe vocational high school teacher’s strategy in teaching writing. It focused on the teacher’s way of teaching writing its suitability to the K13. There are difficulties faced by the students in writing English text such as grammar, vocabularies, sentence structure, stating the idea, etc. In this case, the researcher wanted to see how the strategy chosen by the teacher could minimize the students problem in writing and whether the teacher understand the concept of Communicative Learning Teaching or not. This study emplys descriptive qualitative research that describes the findings and discusssion mostly inwords rather than number. This study was conducted in 10 RPL Evercoss class. The instruments used are field notes, observation sheet, students’ questionnaire consists of seven questions, and teacher’s interview guide. There are also 36 voluntary participants who fill in the questionnaire. The data were collected on May 2018 in SMK Negeri 4 Malang. The findings covered the description of the teacher’s teaching while using the strategy, teacher’s interview towards the strategy, and the students’ opinion on teacher’s way of teaching and the strategy proposed by the teacher. It was found that the students of 10 RPL Evercoss class were enjoying the activity in their teaching and learning process prepared by the teacher. They found moving table enjoyable and fun to learn how to write English text. Also, the students feel more motivated to learn how to write in English better using the moving table. Based on the findings, it is suggested that the teacher to develop the strategy so the strategy will be better and much more enjoyable. For the future researcher, the researcher hopes for the next researcher and the future study can give clearly and more varieties of information about teaching writing. In addition, researcher hopes this research can give clear information for further study
The English Department Freshmen's Reading Habit and Their Attitude toward Reading
No full textSUMMARYZulkarnain, Riza Syarif. 2018. The English DepartmentFreshmen’s Reading Habit and Their Attitude toward Reading. Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Prof. Bambang Yudi Cahyono, M.Pd, M.A.,Ph.D (II) Dr. Furaidah, M.A.Key words: Extensive reading, reading habit, attitude, freshmenIn the teaching of English as a foreign language, reading habit is important for the developtment of students’ English. Therefore,this study aims at finding freshmens’ reading habit and their attitude toward reading.The research design of this study is a web-based survey. The subjects of this study were 122 first year students. The subjects were classified into 81 female and 41 male students. To collect data from the freshmen, a questionnaire based on google form was used. The questionnaire consisted of 38 statements that were developed based on five indicators of reading habit. They are kinds of materials read, frequency of reading, the average time spent on reading, the freshmen’s clear reading goals, and freshmen’s attitude toward reading.The freshmen’s responses to the questionnaire show that the freshmen already have reading habit as their habitual action. To the first indicator, the result of analysed data showed 55% of the participants chose positive responses while, 20% chose undecided and 25% chose negative. To the second indicator, the analysed data showed 59% of the participants chose positive response. Then, 16% participants chose undecided and 25% participants chose negative. To the third indicator, the analysed data showed 45% of the participants responded positively while, 29% respond undecided and 26% respond negatively. To the fourth indicator, the analysed data showed 70% of the freshmen respond positively. meanwhile, 12% of freshmen respond undecided and 18% of freshmen respond negatively. To the fifth indicator, the analysed data showed 45% respondent chose positive, 29% chose undecided, and 26% chose negative. By knowing the freshmen’s reading habit and positive attitude toward reading, the lecturers can program activities to increase their reading habit. For future researchers, this study can be a useful sources to do another research about freshmen’s reading habit
Roundtable Cooperative Learning Strategy to Improve the Descriptive Writing Skill of the Seventh Graders of SMPN 21 Malang
No full textABSTRAK Khumairoh, Erin. 2017. Roundtable Cooperative Learning Strategy to Improve the Descriptive Writing Skill of the Seventh Graders of SMPN 21 Malang. Thesis. English Department, Faculty of Letters, State University of Malang. Advisor: (I) Dr. Sintha Tresnadewi, M.Pd (II) Prof. Ali Saukah, M.A., Ph.D. Keywords: Descriptive writing, cooperative learning, roundtable strategy. This study was implemented to help VII graders of SMPN 21 Malang overcome their problems and improve their descriptive writing skill. In the preliminary study conducted in class 7.8 of SMPN 21 Malang, the researcher found out that most of the students could not make a good paragraph of descriptive text. One of the problems that caused this is that they are not familiar with English. Besides, the studentsare not motivated to write. To overcome these problems, the researcher used a cooperative learning technique called roundtable strategyto improve students’ descriptive writing skill. This strategy was also used to increase the students’ motivation in learning English. The researcher chose a roundtable strategy because it interactive. The members of each group were required to actively participated and work as team. By implementing roundtable strategy, the students learned how to write a descriptive paragraph well. This study was implemented by using Classroom Action Research in which the researcher took a role as an English teacher. There were three observers for this study. The subjects of this study were 32 students of 7.8 class of SMPN 21 Malang. The study was conducted in two cycles consisting of two meetings for each cycle. The data of the study were obtained from the students’ tests scores before and after implementing roundtable strategy. Moreover, there were also supported data obtained from interview guide, observation checklist, field note, and questionnaire to know the students attitude toward roundtable strategy. By the end of the second cycle, the researcher found that the criteria of success had been achieved. It was proven by the students’ scores improvement and also by the paired sample t-test analysis. The analysis of preliminary and post writing test 1 obtained t-value of 7.655 which is greater than level of significance 5% of 2.042. The second analysis between post writing test 1 and 2 also showed that t-value of 7.084 is higher than level of significance 5% of 2.042. To sum up, the study showed that roundtable strategy could significantly improve the students’ descriptive writing skill. However, there are still some things to be improved later. For English teachers, it will be better if they have creative and innovative strategies so that the students can be motivated and interested more in learningEnglish. For further researchers who want to conduct similar study, it is suggested that the researchers manage the class well, apply the rules firmly and make the strategy well organized before implementing it
Using Scaffolding Strategy to Improve the Writing Ability of the 8th Graders of SMPN 4 Malang
No full textABSTRACT Permatasari, Dilla. 2017. Using Scaffolding Strategy to Improve the Writing Ability of the 8th Graders of SMPN 4 Malang. Sarjana’s Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (1) Dra. Sri Andreani, M.Ed., (2) Francisca Maria Ivone, M.A., Ph.D. Keywords: writing, writing ability, scaffolding strategy This study aimed to overcome the problem faced by the VIII grade students at SMPN 4 Malang. In the preliminary study that was conducted in class VIII G of SMPN 4 Malang. It was found that 80.6% of the students had low writing scores because they rarely practiced writing in class. To them, writing was very boring. They were confused about how they would put their ideas into words and develop them further into paragraph. They thought that writing a paragraph was very difficult because they had limited vocabulary and problems with grammar. So, it took them very long to think about what they wanted to write. In response to the problem, the researcher proposed using the Scaffolding strategy to improve students’ ability in writing a text. The objective of this study was to know how Scaffolding strategy can improve the writing ability of the 8th grade students’ of SMPN 4 Malang. This strategy followed five stages of writing, namely prewriting, drafting, revising, editing and publishing. The study used Classroom Action Research where the researcher took the role of the teacher who implemented the Scaffolding strategy. This study was conducted in two cycles, each consisting of two meetings. The subjects were 36 students in VIII G class of SMPN 4 Malang. The instruments used in this study was questionnaire, writing test, observation checklist, field notes, and interview guide. There were two criteria of success in this study: (1) 75% of the students gain 10 points in their final writing test and (2) 75% of them participate actively during the implementation of the scaffolding strategy. In the end of the second cycle, all of the students gained 10 up to 38 points and 84.03% of them participated actively in the class. The criteria of success were achieved after the researcher guided the students step by step, gave more explanation on the use of the simple past tense and discussed more about the grammar errors with the students. In conclusion, the implementation of the Scaffolding strategy improved the writing ability of VIII grade students in SMPN 4 Malang. The new concept of scaffolding strategy can bring new atmosphere and motivate the students in writing a good paragraph. Therefore, teacher in general should think of using the strategy in teaching writing as it can be used to improve the students’ writing ability. Besides, the strategy could help the students to be more active in the teaching and learning process. Future researchers who are interested in conducting a similar study are recommended to modify the Scaffolding strategy and implement the strategy to the different levels of the learners and in teaching different skills
An Analysis on Vocabulary Presentation in “Bright an English Course for Junior High School Students for Grade VII” Published by Erlangga Publisher
No full textABSTRAK Vocabulary holds a significance role in language learning. Without adequate vocabulary, students cannot communicate effectively. For teaching and learning process which usually utilizes English textbook, the teacher should be selective in choosing the textbook and creative to modify the material. The vocabulary presentation in textbook can help students to have various experiences with vocabulary exercises that can develop their vocabulary. Thus, this study aimed to analyze vocabulary presentation in “Bright an English Course for Junior High School Students for Grade VII” published by Erlangga. This study used descriptive research to find out the way vocabulary is presented in the textbook. The data in this study were all of the vocabulary materials, in 6 units presented in the textbook. The primary instrument was the researcher and the secondary instrument was evaluation checklist which consists of 11 items adapted from Hussin, Nimehchisalem, and Kalajahi (2015) and Cunningsworth (1995). The researcher analyzed the data using content analysis and descriptive percentage analysis. The findings show that the load number of new words in each chapter, the distribution of vocabulary load across the whole book, and the availability of index \were categorized poor. The repetition of new words across the book has fair category. Then, the meaningfulness of topical nature of vocabulary exercises and specific strategy to teach vocabulary had good category. The contextuality of the new words, the effectiveness of the visual use, the familiarity of sentences to define new vocabulary, the sensitization to the structure of lexicon, and the ability of the material to expand students’ vocabulary independently reached very good category. The suggestions were addressed to (1) English teachers, to be able to choose materials in the textbook to support students’ understanding of the new words presented, (2) textbook writers, to consider carefully the load of new words to be introduced, and (3) future researchers to evaluate different language components such as grammar presentation or still vocabulary presentation but for different grades
Score Quality: Evidence from Cloze Procedures and C-Test across Deletion Strategies and Learning Styles.
No full textABSTRACT Syahfitri, Ilma. 2018. Score Quality: Evidence from Cloze Procedures and C-Test across Deletion Strategies and Learning Styles. Thesis, English Language Teaching Program, English Department, Faculty of Letters, State University of Malang. Advisors: (1) Prof. Dr. Gunadi Harry Sulistyo, M.A. (II) Dr. Enny Irawati, M.Pd. Keywords: Cloze procedures, reliability, validity, learning styles The purpose of this study is to reveal the score quality of cloze procedures and C-Test. The tests made have accomplished several validations, such as experts’ validation and try out for readability. The main concerns of this study are construct validity, content validity, concurrent validity, reliability, item difficulty and item discrimination. The research used mixed-method research, containing both quantitative and qualitative data analysis. The data used in this research were obtained by administering the cloze tests to the students. The data include three sets of tests and blueprints, a questionnaire and students’ answer sheets. There are steps to follow in developing the tests such as choosing the texts, rechecking and readjusting the texts to produce more suitable passages for seventh grade students, and checking its construct and content validity, and also readability. The data were analyzed by using SPSS and Microsoft Excel Program. Based on the results of the analysis, the three types of tests show different results. First, all tests can yield construct validity evidence. Second, the concurrent validity of both cloze procedures is considerably low, while the C-Test has high concurrent validity. Third, the score reliability across deletion strategies of all tests is considered to be high. The reliability coefficient reached .92 and 1.00 for the scores of cloze procedures with fifth and seventh word deletion strategies, and .93 for C-Test. Fourth, the score reliability of field dependence category is .93 and field independence is .82, both considered to have high score reliability. Fifth, the item difficulty of cloze procedure with fifth word deletion strategy is considered to be good, while the item difficulty of cloze procedure with seventh word deletion strategy and C-Test are considered to be low. Sixth, 64% items of cloze procedures with fifth word deletion strategy are accepted in terms of their discriminating level. Meanwhile, only 37% items of cloze procedures with seventh word deletion strategy are considered to be acceptable. Lastly, there are only 35% items of C-Test accepted in terms of the level of difficulty. In sum, all tests are considered to have high score reliability, content validity, and showed construct validity evidence, yet it showed a contrast result in the concurrent validity, and item analysis. Only the cloze procedure with fifth word deletion strategy has good item analysis. Regarding the quality of the test score, it is important to meet all the requirements of score characteristics in order to effectively measure students’ ability properly
Using "In the News" Strategy to Improve the Eleventh Grade Students' Reading Comprehension of Hortatory Texts
No full textABSTRAK Ulya, A. 2018. Using “In the News” Strategy to Improve the Eleventh Grade Students’ Reading Comprehension of Hortatory Texts. Thesis. Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (1) Dr. Utari Praba Astuti, M.A., (II) Dra. Sri Andreani, M.Ed. Key words:“In the News” strategy, reading comprehension, hortatory text, senior high school There weretwo instructional problems in Class XI, Language Program,SMA Negeri 9 Malang, i.e. (1) 70% of the students scored below the standard score of 85 and (2) they were passive in the class. To overcome these problems, the researcher implementedthe“In the News” strategy. This strategy consists of five steps: (1) dividing the class into small groups, (2) assigning the groups to read different texts, (3) asking the groups to discuss the text, (4) asking grouprepresentative to present the result of the discussion, and (5) asking students to draw conclusions. The design of this study is classroom action research (CAR). It was conducted in four-step cycles: (1) planning, (2) implementing, (3) observing, and (4) reflecting(Kemmis and McTaggart,1988). The research intruments were reading comprehension tests and observation checklist. The data were analyzed through percentage analysis. The criteria of success were: (1) 70% of the students showed a gain of 10 points in the test and (2) 70% of them showed positive responses towards the implementaion of the strategy. This study was conducted in two cycles. The results of the second cycle showed that 94.2% of the students gained 10 points and (2) 95% of them responded positively towards the strategy. Thus, it can concluded that the implementation of the strategy achieved the criteria of success. The students’ participation during discussion and the teacher’s encouragement determined the success of the study. Based on the findings, this researcher offers several suggestions.English teachers are suggested to implement the “In the News” strategy as an alternative strategy to improve the students’ reading comprehension. Future researchers are recommended to use the results of the study as a reference to conduct researches in similar fields at different levels
Aspek Kebudayaan dalam Buku Teks Bahasa Inggris “When English Rings the Bell” untuk Kelas VII SMP/MTs
No full textABSTRACT: Using the rubric taken from Kilickaya’s article entitled “Guidelines to Evaluate Cultural Content in Textbooks,” this study is to answer: 1) whether English Textbook “When English Rings the Bell” for the seventh graders of SMP/MTs covers cultural information and 2) how cultural information is covered in the English textbook. The study shows that 1) the English textbook covers cultural information; and. 2) the ways the English textbook “When English Rings the Bell” present the cultural information for the seventh graders are shown by the content of the textbook and the activities in the book.ABSTRAK Bahasa Inggris merupakan salah satu bahasa internasional yang sangat penting dalam pendidikan di Indonesia karena banyak rujukan atau sumber belajar tertulis dalam bahasa Inggris, misalnya jurnal maupun buku teks. Buku teks bahasa Inggris menjadi sumber belajar peserta didik memuat aspek-aspek kebudayaan sesuai dengan latar belakang penulis buku tersebut. Penelitian ini adalah penelitian analisis konten deskripsi yang bertujuan untuk: 1) mengetahui apakah buku teks bahasa Inggris “When English Rings the Bell” kelas VII SMP/MTs mencakup aspek-aspek kebudayaan dan 2) bagaimana aspek-aspek kebudayaan termuat dalam buku teks bahasa Inggris “When English Rings the Bell” kelas VII SMP/MTs menggunakan rubrik pertanyaan mengenai isi buku teks terkait dengan aspek-aspek kebudayaan terdiri dari instrumen pertanyaan yang diadaptasi dari artikel dari Kilickaya yang berjudul “Guidelines to Evaluate Cultural Content in Textbooks”. Data didapat menggunakan analisis dokumen. Hasil penelitian ini menunjukkan buku teks bahasa Inggris “When English Rings the Bell” kelas VII SMP/MTs memuat kebudayaan lokal lebih banyak daripada kebudayaan asing, yang dapat dilihat dari gambar dan dialog yang ada di buku teks karena peserta didik masih dalam tahap pembelajaran level awal sehingga diharapkan peserta didik agar mengenal kebudayaan lokalnya lebih dekat sebelum mempelajari kebudayaan asing. Materi yang dijabarkan di buku teks memuat tentang hal-hal di sekitar peserta didik sehingga peserta didik merasa familiar dengan topik yang diberikan. Topik yang dijabar tidak memuat komentar yang baik ataupun buruk karena dapat menimbulkan tanggapan yang tidak diharapkan. Kesimpulannya adalah 1) buku teks bahasa Inggris “When English Rings the Bell” kelas VII SMP/MTs memuat aspek kebudayaan dan 2) cara buku teks bahasa Inggris “When English Rings the Bell” kelas VII SMP/MTs memuat aspek kebudayaan adalah dengan isi buku teks, dari kegiatan di buku, misalnya gambar yang ditunjukkan dan latihan, misalnya crossword dan proyek peserta didik. Guru diharapkan untuk sadar akan aspek kebudayaan di buku teks. Guru juga diharapkan untuk menemukan dan menambah aspek kebudayaan asing untuk peserta didik. Pengarang buku teks diharapkan untuk berhati-hati dalam memasukkan materi yang berhubungan dengan kebudayaan. Peneliti yang lain diharapkan untuk meneliti penelitian lain yang berkaitan dengan aspek kebudayaan lebih mendalam yang berkaitan dengan penelitian ini karena banyak buku teks yang belum diteliti