SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM
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The Implementation of English Portfolio Assessment at the First Grade of SMP Negeri I Malang in the Academic Year 2006/2007.
No full textABSTRACTSolikah, Maratus. 2007. The Implementation of English Portfolio Assessment at the First Gradeof SMP Negeri I Malang in the Academic Year 2006/2007. Thesis, Department ofEnglish, Faculty of Letters, State University of Malang. Advisors: (I) Dr. JohannesAnanto Prayogo, M. Pd., M. Ed, (II) Dra. Nunung Suryati, M. Ed.Key words: implementation, portfolio assessment, qualitativeAssessment is one of the major components in teaching and learning process. As ameasurement of students' performance, an assessment method must examine students' collectiveabilities. In the last few years, the method of assessment in the world-wide has changed fromtraditional to alternative assessment. Traditional assessment is considered not to be able to offermuch wash-back and authenticity. It tends to show only one-shot performances that are timed. Inother words, traditional assessment cannot authentically measure students' real ability andperformance (Brown, 2004).Portfolio as one of the authentic assessments is based on a systematic assessmentprocedure. It provides accurate information about students' capability in many domains oflearning. Moreover, it also provides teachers with wealth of information upon which to baseinstructional decisions and from which to evaluate students' progress (Gomez, Gru, Block, inSuparto, 1994). However, it is not easy to find a model of a good portfolio that can reallymeasure students' progress.This study attempts to describe the implementation of portfolio assessment which hasbeen implemented at SMP Negeri I Malang. Furthermore, it also attempts to reveal the students'and teacher's opinions about the implementation of portfolio assessment in the school.The sources of the data of this study are a teacher and students in the VII A class of SMPNegeri I Malang. Since this study is intended to describe the real condition of the implementationof portfolio assessment at SMP Negeri I Malang, the research design employed is a qualitativeresearch. The instruments applied in this research are questionnaires, field-notes, and interviews.The data obtained from the instruments were then analyzed descriptively.The findings show that portfolio assessment implemented at SMP Negeri I Malang is agood model of portfolio assessment. From the process during the implementation of portfolioassessment, the students' progresses were well monitored, both by the teacher and by thestudents. The results of the questionnaires show that the teacher and the students had positiveopinions toward the implementation of portfolio assessment. It could really assist the teacher inmonitoring students' progress. 88.6% of the students answered that the implementation ofportfolio assessment made them motivated in learning English and be more creative. In addition,90 % of the students answered that with the implementation of portfolio assessment, theybecame more attentive in doing their assignments.Therefore, it is suggested that teacher should give more focus in the reflection as thestudents' self-assessment to make the portfolio assessment more meaningful
Developing Speaking II Course Syllabus for Doctor Education Program of Medical School of Muhammadyah University in Malang.
No full textABSTRACTSulianta, Permana Zaski. Developing Speaking II Course Syllabus for DoctorEducation Program of Medical School of Muhammadyah University inMalang. Thesis. Graduate Program on English Education, State Universityof Malang. Advisors: (I) Prof. H. Adnan Latief, M.A., Ph.D.,(II) Dr. Arwijati Wahjudi Murdibjono, Dipl. TESL., M.Pd.Key Words: Syllabus, DevelopmentThis research was conducted to develop Speaking II course syllabus for theMedical School of Muhammadyah University in Malang under the assumptionthat the Speaking II course syllabus was not available. This research applied theEducational Research and Development (Borg and Gall, 1976) that was opted forthe adapted design for it correlates with the research objective, that is, producingspecific educational product specifically syllabus design. This research applied theLanguage Program Development (Yalden, 1983) that was opted for being theadapted model for it (1) provides clearer and simpler stages to conduct, (2)provides syllabus content specification prior to writing the draft, (3) coversconsideration of numerous linguistic factors which correlate to the educationsetting in which the course taught, (4) covers the students' characteristics obtainedthrough needs survey, and (5) bridges over time, energy, and financialconstrictions framework.As obtained from needs survey in the first stage using three instruments ofquestionnaire, interview, and document review, the appropriately described coursepurpose appeared to tend toward the English for specific academic purposes andthe appropriately selected syllabus type appeared to tend toward communicative.These course purpose and syllabus type were used as the basis to specify thesyllabus content covering sessions, topics, basic competence, indicators,communicative functions and expressions, teaching techniques, grammar points,vocabulary items, evaluation, test format, notion, sources of materials, and allottedtime.Two experts from the State University of Malang were involved invalidating this syllabus to provide suggestive feedback on content specification ofthis syllabus draft. There were two kinds of suggestions. The first was thesuggestion based on their qualitative responses to revise the syllabus draft. Thelater was the recommendation to model try-out the syllabus draft to get the fieldfeedback. They were intended to find out possible inconsistencies andappropriateness together with its applicability in real factual teaching learningactivities in classroom.The final product of the syllabus draft has strengths and weaknesses. Thestrength was that the content specification was predicted to be applicable for somepart of them were tried-out. While the weakness was that the content specificationneeded to be tried-out again to find out their real factual applicability in realfactual teaching learning activities in classroom.ABSTRAKSulianta, Permana Zaski. Developing Speaking II Course Syllabus for DoctorEducation Program of Medical School of Muhammadyah University inMalang. Tesis. Program Studi Pendidikan Bahasa Inggris, Program PascaSarjana Universitas Negeri Malang. Pembimbing: (I) Prof. H. Adnan Latief,M.A., Ph.D., (II) Dr. Arwijati Wahjudi Murdibjono, Dipl. TESL., M.Pd.Kata Kunci: Silabus, PengembanganPenelitian ini dilaksanakan untuk mengembangkan silabus mata kuliahSpeaking II untuk mahasiswa/I semester II Program Pendidikan Dokter FakultasKedokteran Universitas Muhammadyah Malang berdasarkan asumsi sementarabahwa silabus mata kuliah tersebut tidak tersedia. Penelitian ini mengaplikasikanEducational Research and Development (Borg and Gall, 1976:624) yang dipilihisebagai disain adaptasi oleh karena disain ini berkaitan erat dengan tujuanpenelitian yaitu memproduksi hasil pendidikan terutama sekali disain silabus.Penelitian ini mengaplikasikan Language Program Development (Yalden,1983:88) yang dipilih sebagai model adaptasi oleh karena model ini menawarkantahapan yang lebih jelas dan sederhana untuk dilalui, spesifikasi isi silabussebelum penulisan draft, mencakup pertimbangan sejumlah faktor kebahasaanyang berhubungan dengan setting pendidikan dimana mata kuliah ini diajarkan,mencakup karateristik siswa/I terambil dari survey kebutuhan, dan menjembataniketerbatasan waktu, energi, dan keuangan.Seperti terambil dari survey kebutuhan pada tahap pertama denganmenggunakan tiga instrument kuesioner, wawancara, dan telaah dokumen,penggambaran tujuan mata kuliah yang memadai nampaknya berkecenderunganpada bahasa Inggris untuk tujuan akademik khusus dan pemilihan tipe silabusyang memadai nampaknya berkecenderungan pada pendekatan komunikatif.Keduanya digunakan sebagai dasar untuk menspesifikasi isi yang mencakup sesi,topik, kompetensi dasar, indikator, fungsi dan ekspresi komunikatif, teknikmengajar, struktur, kosakata, evaluasi, format tes, nosi, sumber materi, dan alokasiwaktu.Dua perancang silabus dari Universitas Negeri Malang dilibatkan padatahap keempat berupa evaluasi dan revisi untuk mendapatkan umpan balik berupasaran pada spesifikasi isi dari silabus draf ini. Saran pertama berdasarkan responkualitative mereka untuk merevisi silabus draf ini. Saran kedua rekomendasiuntuk melaksanakan uji coba model untuk mendapatkan umpan balik darilapangan. Keduanya ditujukan untuk mencari kemungkinan inkonsistensi danketidaktepatan serta aplikatisinya pada kondisi riel factual aktivitas pengajarandan pembelajaran pada kelas.Draf silabus yang sudah direvisi final memiliki kekuatan dan kelemahan.Kekuatannya adalah bahwa spesifikasi inti diprediksi aplikatif oleh karenabeberapa bagiannya sudah mengalami uji coba. Sementara itu, kelemahannyaadalah bahwa spesifikasi isinya masih perlu diuji-cobakan lagi pada kondisilapangan untuk mengetahui aplikasinya pada kondisi nyata dan faktual.ABSTRACTSulianta, Permana Zaski. Developing Speaking II Course Syllabus for DoctorEducation Program of Medical School of Muhammadyah University inMalang. Thesis. Graduate Program on English Education, State Universityof Malang. Advisors: (I) Prof. H. Adnan Latief, M.A., Ph.D.,(II) Dr. Arwijati Wahjudi Murdibjono, Dipl. TESL., M.Pd.Key Words: Syllabus, DevelopmentThis research was conducted to develop Speaking II course syllabus for theMedical School of Muhammadyah University in Malang under the assumptionthat the Speaking II course syllabus was not available. This research applied theEducational Research and Development (Borg and Gall, 1976) that was opted forthe adapted design for it correlates with the research objective, that is, producingspecific educational product specifically syllabus design. This research applied theLanguage Program Development (Yalden, 1983) that was opted for being theadapted model for it (1) provides clearer and simpler stages to conduct, (2)provides syllabus content specification prior to writing the draft, (3) coversconsideration of numerous linguistic factors which correlate to the educationsetting in which the course taught, (4) covers the students' characteristics obtainedthrough needs survey, and (5) bridges over time, energy, and financialconstrictions framework.As obtained from needs survey in the first stage using three instruments ofquestionnaire, interview, and document review, the appropriately described coursepurpose appeared to tend toward the English for specific academic purposes andthe appropriately selected syllabus type appeared to tend toward communicative.These course purpose and syllabus type were used as the basis to specify thesyllabus content covering sessions, topics, basic competence, indicators,communicative functions and expressions, teaching techniques, grammar points,vocabulary items, evaluation, test format, notion, sources of materials, and allottedtime.Two experts from the State University of Malang were involved invalidating this syllabus to provide suggestive feedback on content specification ofthis syllabus draft. There were two kinds of suggestions. The first was thesuggestion based on their qualitative responses to revise the syllabus draft. Thelater was the recommendation to model try-out the syllabus draft to get the fieldfeedback. They were intended to find out possible inconsistencies andappropriateness together with its applicability in real factual teaching learningactivities in classroom.The final product of the syllabus draft has strengths and weaknesses. Thestrength was that the content specification was predicted to be applicable for somepart of them were tried-out. While the weakness was that the content specificationneeded to be tried-out again to find out their real factual applicability in realfactual teaching learning activities in classroom.ABSTRAKSulianta, Permana Zaski. Developing Speaking II Course Syllabus for DoctorEducation Program of Medical School of Muhammadyah University inMalang. Tesis. Program Studi Pendidikan Bahasa Inggris, Program PascaSarjana Universitas Negeri Malang. Pembimbing: (I) Prof. H. Adnan Latief,M.A., Ph.D., (II) Dr. Arwijati Wahjudi Murdibjono, Dipl. TESL., M.Pd.Kata Kunci: Silabus, PengembanganPenelitian ini dilaksanakan untuk mengembangkan silabus mata kuliahSpeaking II untuk mahasiswa/I semester II Program Pendidikan Dokter FakultasKedokteran Universitas Muhammadyah Malang berdasarkan asumsi sementarabahwa silabus mata kuliah tersebut tidak tersedia. Penelitian ini mengaplikasikanEducational Research and Development (Borg and Gall, 1976:624) yang dipilihisebagai disain adaptasi oleh karena disain ini berkaitan erat dengan tujuanpenelitian yaitu memproduksi hasil pendidikan terutama sekali disain silabus.Penelitian ini mengaplikasikan Language Program Development (Yalden,1983:88) yang dipilih sebagai model adaptasi oleh karena model ini menawarkantahapan yang lebih jelas dan sederhana untuk dilalui, spesifikasi isi silabussebelum penulisan draft, mencakup pertimbangan sejumlah faktor kebahasaanyang berhubungan dengan setting pendidikan dimana mata kuliah ini diajarkan,mencakup karateristik siswa/I terambil dari survey kebutuhan, dan menjembataniketerbatasan waktu, energi, dan keuangan.Seperti terambil dari survey kebutuhan pada tahap pertama denganmenggunakan tiga instrument kuesioner, wawancara, dan telaah dokumen,penggambaran tujuan mata kuliah yang memadai nampaknya berkecenderunganpada bahasa Inggris untuk tujuan akademik khusus dan pemilihan tipe silabusyang memadai nampaknya berkecenderungan pada pendekatan komunikatif.Keduanya digunakan sebagai dasar untuk menspesifikasi isi yang mencakup sesi,topik, kompetensi dasar, indikator, fungsi dan ekspresi komunikatif, teknikmengajar, struktur, kosakata, evaluasi, format tes, nosi, sumber materi, dan alokasiwaktu.Dua perancang silabus dari Universitas Negeri Malang dilibatkan padatahap keempat berupa evaluasi dan revisi untuk mendapatkan umpan balik berupasaran pada spesifikasi isi dari silabus draf ini. Saran pertama berdasarkan responkualitative mereka untuk merevisi silabus draf ini. Saran kedua rekomendasiuntuk melaksanakan uji coba model untuk mendapatkan umpan balik darilapangan. Keduanya ditujukan untuk mencari kemungkinan inkonsistensi danketidaktepatan serta aplikatisinya pada kondisi riel factual aktivitas pengajarandan pembelajaran pada kelas.Draf silabus yang sudah direvisi final memiliki kekuatan dan kelemahan.Kekuatannya adalah bahwa spesifikasi inti diprediksi aplikatif oleh karenabeberapa bagiannya sudah mengalami uji coba. Sementara itu, kelemahannyaadalah bahwa spesifikasi isinya masih perlu diuji-cobakan lagi pada kondisilapangan untuk mengetahui aplikasinya pada kondisi nyata dan faktual
Using 3-D Animation Movies as Media to Improve the Speaking Ability of the Students at YASPA English Training (YET) Course, Trenggalek
No full textABSTRACT Wediyantoro, Prilla Lukis. 2009. Using 3-D Animation Movies as Media to Improve the Speaking Ability of the Students at YASPA English Training (YET) Course, Trenggalek. Thesis, English Department, Faculty of Letters, State University of Malang. Advisor: Drs. Murdibjono, M.A. Key Words: speaking skill, movie, 3-D (three-dimensional) movie. In Indonesia, English has been taught since the fourth grade of elementary school. Even in some schools in cities, English has been taught since kindergarten. Nevertheless, most Indonesian students still lack the ability to speak, and so do the students at YASPA English Training (YET) Course, Trenggalek. In speaking classes, the teachers of YET usually give a dialogue of a certain topic. Then the students are to practice and memorize the dialogue with their friends and finally present the dialogue in front of the class in turn. By using this technique, the mastery of vocabulary, for some students, increases, but the class is usually dominated only by some active students, while the others feel depressed either because they are not good at memorizing dialogues or because they feel shy if they have to make mistakes in front of the class. For the active and smart students, it seems that this kind of task is easy and they can follow the class well, but the weakness is that they are just able to speak up the sentences in the given dialogues. It is difficult for them to produce their own sentences. The activity was begun by the watching the 3-D animation movie which was appropriate for junior high school students who were imaginative and then followed by answering the researcher’s questions and describing pictures of the characters from the movie. The next activity was the watching of the continuation of the same movie and followed by retelling story: the students were to retell what happened in the movie. And the last activity was the watching of the continuation of the same movie again and followed by story completion activity: students were to create the ending of the story orally based on their own version. Those activities involved group work and whole class discussion, in which the students were given chances as much as possible to express their ideas based on the 3-D animation movie they watched. In both preliminary study and the implementation of the 3-D animation movie strategy, the students were assessed by using two assessments. Those were the assessment of the students’ attitude and the assessment of the students’ speaking ability. From the result of the research, it was found out that there was a significant progress between in terms of the students’ attitude and the students’ speaking ability. In the preliminary study, the total average scores of 13 out of 22 students (59.09%) were < 3. Therefore, the researcher decided that the success of this research would be gained if ≥ 70 % of the students (15 out of 22 students) got the total average scores ≥ 3. After the implementation of the 3-D animation movie strategy, it was proven that 18 out of 22 students got the total average scores ≥ 3. To conclude, the 3-D animation movie strategy is one of the appropriate strategies to solve the students’ problem in speaking because after the implementation of the 3-D animation movie strategy, the result is quite surprising. This strategy can stimulate the students to speak English well. The students who are usually active become more active and the students who are usually passive in speaking class become active and confident to express their ideas in English orally. It can happen because the strategy the researcher applies is interesting for them. The activities are fun and exciting. Based on the result of this research, it is suggested that the teachers of YASPA English Training (YET) Course apply this model as one of the alternative models to be used in teaching speaking and to introduce the 3-D animation movie strategy to formal English teachers in order to improve the speaking ability of the students in formal schools. It is also advisable for the future researchers that they conduct similar researches on speaking in other settings and in other learning institutions to figure out whether or not the strategy can be used in order to solve the students’ speaking ability problems.
Integrating Classical Music and Genre-Based Approach To Improve the Eleventh Graders' Skills In Writing Narrative Tetxs At SMA Negeri Blitar
No full textABSTRACT Andriyani, Fransiska Diyah. 2009. Integrating Classical Music and Genre Based Approach to Improve the Eleventh Graders' Skills in Writing Narrative Texts at SMA Negeri 1 Blitar. Thesis, English Department, Faculty of Letters, State University of Malang. Advisor: Dr. Sri Rachmajanti. Dip.TESL.,M.Pd. Key Words: mozart classical music, genre based approach, writing skill, narrative texts, action research This study was intended to improve the eleventh graders' skills in writing narrative texts at SMA Negeri 1 Blitar. Based on the preliminary study, more than half of the students of Grade XI of SMA Negeri 1 Blitar still have poor ability in writing narrative texts. It is considered poor as 16 out of 23 students (73%) got score below the SKM (Standar Kelulusan Minimum) set up by the school that is 75 for the English writing skill. Based on the observation done through the preliminary study, it was found out that the students' difficulties laid upon the problems of how to generate an idea and organize the idea in writing. In addition, the students tended to underestimate the process of writing as the teacher's techniques in writing seemed unvaried. To overcome the problem, an alternative strategy was applied in the teaching of writing. The strategy applied involved the use of classical music composed by Mozart (1756-1791) and genre based approach to facilitate the students during the writing activities (pre-writing, drafting, revising, editing and publishing) This study is a Collaborative Action Research. The subjects of this study were the 22 students of Grade XI in the first semester of 2009/2010 academic year. The instruments used to collect the data were observation checklists, questionnaires, field notes, and scoring rubric. The data gained from the students' writing scores were analyzed based on terms of content, organization, and grammar usage by using scoring rubric. The students' attitude and classroom atmosphere were taken from the field notes and observation checklists. Both students' writing score and attitude were supported by the result of the questionnaires of students and teacher's responses on the use of Mozart classical music and genre based approach during the writing activities. This research was conducted in two cycles. Every cycle consisted of four stages: planning an action, implementing the action, observing the action and reflecting the action. The procedures elaborated in the teaching of writing were Building Knowledge of the Texts, Modeling of the Texts, Joint Construction of the Texts and the last one was Independent Construction of the Texts. The procedures of teaching writing were done in the stage of implementing the action in each Cycle. The research findings showed that the technique of using Mozart classical music during the writing activities could be implemented to improve eleventh graders' skills in writing narrative texts and solved the students' problem in generating ideas and organizing them. In Cycle 1, the implementation of the action was not fully successful; it was proven as the mean score of the students' writing for all three accessed criteria did not meet the criteria of success yet. In Cycle 1, (45%) of the students got score below the average score in terms of content and (54%) of the students got score below the average in terms of the organization. Whereas, in terms of grammar usage, (41%) of the students got score below the average. As it had been analyzed in the reflection stage, the weakness of Cycle 1 laid upon the students' lack of understanding of elements elaborated in a narrative text. Some of the students still found difficulties in organizing the ideas into a composition which well served the lexico grammatical features and the generic structures constructing a narrative text. In addition, the students needed longer time to enjoy the Mozart classical while relaxing their body and mind This consideration leads the researcher to continue the study to the Cycle 2. The implementation of the action was fully successful in Cycle 2 since the students' writing performance was better and had met the criteria of success determined by the researcher. In the Cycle 2, after the students had been given some more examples of narrative texts, only (18%) of the students got score below the average score in terms of content and (23%) of the students got score below the average score both in terms of organization and grammar usage. To sum up, the students' scores had surpassed the criteria of success determined by the researcher. It is recommended that the English teachers and school practitioners implement this technique in the teaching of narrative writing. It is also suggested that other future researchers conduct further research concerning the use of classical music to improve the students' skills in writing the other text types (genres). It is advisable for the other researchers to vary the classical music and carefully select kinds of music involved in this strategy. In addition, they are also recommended to conduct research using this technique in other settings and in other learning institutions to figure out whether or not the strategy can be used in order to solve the students' writing's problems in acquiring writing skills