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Challenges Experienced by Student Teachers in Overseas Schools in Thailand: a Case Study
No full textAbstrak The developments in the field of education have grown tremendously year after year. To compensate these developments, many universities organize student exchange programs or teaching training abroad. However, the practice of traveling overseas for higher education could have the effect of transforming cultures. Therefore, the students need to prepare themselves to learn overseas and to adapt with their new area easily. To that end, the present study is conducted to investigate kinds of teaching and socio-cultural challenges faced by English Department students, State University of Malang, Indonesia, who took part in English teaching program in Southern Thailand in 2016. It is also to examine kinds of adjustments the student teachers made to overcome the challenges. The present study used a descriptive qualitative research design. The data of the study were taken from the experiences of four English Department students who were selected to take part in the teaching program in Thailand in 2016. To obtain the intended data, the researcher used in-depth interview focusing on how they dealt with teaching challenges, socio-cultural challenges, and how they adjusted themselves to overcome the challenges. The results of this study showed that the teaching challenges they faced include different school management, unclear teaching roles and teaching hours, facing insufficient teaching and learning facilities, challenges in cooperation with Thai teachers, language issues and challenges in Thai students’ English proficiency. The ways of adjustment made by the student teachers include building good people skill, learning Thai language, and adjusting the learning materials. Moreover, socio-cultural challenges they faced deal with social interaction, social norms, and facilities. The ways of adjustment made by the student teachers include finding support from people in the surroundings, and having more positive perspectives. Considering the findings, the researcher suggests that the students who would teach overseas be well-prepared by studying the details of the program, looking for specific information related to the places they will live in, and gaining sufficient language and intercultural skills. In addition, the students can use this study as a source of consideration when they want to take an overseas internship program. Thus, they can prepare themselves better and predict what possible challenges that they would face in the future
The Idea of Home in Ernest Hemingway’s The Old Man and the Sea
No full textABSTRAK Azahra, Firda Febriana. 2018. Rumah Dalam The Old Man and the Sea Karya Ernest Hemingway. Skripsi, Jurusan Sastra Inggris, Fakultas Sastra Inggris, Universitas Negeri Malang. Pembimbing: Drs. M. Misbahul Amri, M.A.and Drs.Kukuh Prayitno Subagyo, M.A. Kata kunci: kolonialisasi,eksil, rumah, rumah metafora, The Old Man and the Sea. Eksil dilihat sebagai hukuman yang menakutkan karena keadaan ini memisahkan orang-orang dengan tanah kelahirannya di mana bahasa, keluarga, agama, dan kebudayaan mereka berada.. Oleh karena itu, keberadaan rumah bagi seorang eksil membuat mereka merasa bermakna dalam segala kondisi.Penelitian ini bertujuan untuk mengetahui bagaimana karakter utama dipandang sebagai seorang eksil, bagaimana dia mencoba mengonstruksi sebuah rumah baru, dan hasil usahanya untuk membangun sebuah rumah baru.Dengan menggunakan metode deskriptif kualitatif, penelitian ini memberikan penjelasan bagaimana gagasan rumah dilihat dari seorang nelayan tua yang punya latar belakang eksil.Sumber data yang digunakan adalah novel karya Ernest Hemingway The Old Man and the Sea. Proses pengumpulan data diikuti oleh pengaplikasian teori kolonialisme, eksil, dan rumah.Hasil penelitian ini menunjukkan bahwa karakter utama dipandang sebagai seorang eksil seperti yang ditunjukkan melalui kerterasingan dan keanehan sosialnya di tengah-tengah masyarakat Kuba. Oleh karena itu karakter utama rindu untuk kembali ke rumahnya, namun hal itu tidak akan pernah bisa dipenuhi. Karakter utama berhasil menemukan rumah, sebuah rumah metafora di laut, namun gagal mendapatkan perasaan rumah. Oleh karena itu isu rumah menjadi penting untuk didiskusikan. Kegagalan karena utama dapat dilihat dari mimpinya tentang singa.Hal ini dapat disimpulkan bahwa rumah bukan hanya tempat tinggal, namun juga hubungan fisik dan emosional antara seseorang dan tempat tinggalnya. Melalui penelitian ini,disarankan pemerintah dapat memberikan perhatian lebih kepada seorang eksil. Bagi mahasiswa Sastra Inggris diharapkan dapat menggali informasi lebih banyak tentang peran rumah bagi seorang eksil. Juga disarankan akan para kritik selanjutnya dapat mengumpulkan informasi lebih banyak mengenai rumah dan eksil.ABSTRAK Azahra, Firda . 2018. The Idea of Home in Ernest Hemingway’s The Old Man and the Sea. Thesis Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: Drs. M. Misbahul Amri, M.A.and Drs.Kukuh Prayitno Subagyo, M.A. Keywords: colonization, exile, home, metaphorical home, The Old Man and the Sea Exile is seen as dreadful punishment since it separates people from their homeland where language, family, religion, and culture exist.Therefore the existence of home makes an exile important in various conditions.This study aims at finding how the main character of The Old Man and the Sea is viewed as an exile, how he attempts to construct a new home, and how his attempts to construct a new home. Using the method of qualitative descriptive, this study provides explanation on how the idea of home viewed from an old fisherman who has background as an exile. The data sources use a novel The Old Man and the Sea by Ernest Hemingway 1952. Upon collecting the data, the process is followed by colonialism, exile, and home theory. The result of the study shows that the main character is viewed as a man in exile as it is shown through his foreignness and social otherness in Cuban society. Therefore, the main character longs for returning homeland, but it cannot be forever fulfilled. The main character manages to find the idea of home, particularly metaphorical home at the sea, but failed to obtain the feeling of home. Therefore the idea of home becomes the most important issue to discuss. The main character’s failure is revealed by the dream of lion. It then can be concluded that home is not merely a place for living, but physical and emotional engagement between place and people. Finally it is suggested that government pay more attention to an exile. For English literary students, it is suggested that they figure out more about the importance of home to people who live in exile. It is also suggested that future critics collect more information about home and exile
The Effectiveness of Writing Process Using Cue Cards in Teaching Writing Skill
No full textABSTRAK Dwiyanti, Erni. 2018. The Effectiveness of Writing Process Using Cue Cards in Teaching Writing Skill. Thesis, Department of English, Faculty of Letters, UniversitasNegeri Malang. Advisors: (1) Dr. EnnyIrawati, M.Pd. (2) Dr. Ekaning D. LaksmiM.Pd., M.A. Keywords: Writing Process, Cue Cards, Writing Skill The objective of this research was to investigate the effectiveness of writing process using cue cards in teaching writing descriptive texts to the seventh grade students. The research was carried out at SMP of LaboratoriumUniversitasNegeri Malang on January 2018. The method of this study was quantitative research by using pre-experimental design. The subject was one of the classes of seventh grade which consisted of 30 students with the average level of ability. The data was gathered from pretest and posttest scores. During 3 times of treatments, the students were given writing tests using cue cards. They also were taught by using writing process approach. The data were analyzed using some steps; evaluating students’ writings using scoring rubric, analyzing normality of the data using Shapiro-Wilk to fulfill the statistical assumption, establishing the statistical hypothesis using Paired-Sample T-Test, and determining how the null hypothesis is accepted or rejected. The quantitative data were analyzed by comparing the mean of students’ scores of pretest and posttest. The result showed that the use of Writing Process and Cue Cards media were effective to implement in teaching writing descriptive text. It showed that the significant level of both pretest and posttest are .000, which mean it is smaller than .05 (.000 ≤ .05). It means that there was enough evidence to reject the null hypothesis and the alternative hypothesis is accepted which means there is a significant difference between students’ pretest and posttest scores. The research findings showed that using cue cards and writing process approach were effective to implement in teaching writing skill, especially descriptive text.The use of cue cards also motivates and encourages students to write a text for the cards which were attractive. It contained a colorful picture and some vocabulary that helped them to imagine what was the situation in the picture so that the students were actively involved in learning and teaching process due to the use of the media itself
Language Functions Used in Headlines of Cosmetic Advertisements
No full textABSTRAK Kartikasari, Mega. 2018. Language Functions Used in Headlines of Cosmetic Advertisements. Thesis. Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Aulia Apriana, S.S, M.Pd., (II) Dr. Emalia Iragiliati Sukarni, M.Pd. Keywords: language function, headline, advertisement, language of advertising This research is aimed at describing language used in headlines of cosmetic advertisements in Cosmopolitan Magazine. There are two objectives of this research. The first is to identify the types of language function used in the headlines of cosmetic advertisements. In this study, the researcher used Leech’s theory in analyzing the language function. The second is to find out women’s perceptions on the use of language of cosmetic advertisements. The researcher used descriptive qualitative method to analyze the data. The main data source of this study is Cosmopolitan issued in January 2016 to December 2016. The researcher also used participants’ opinion as data to answer a research question which deals with women’s perception on the use of language of cosmetic advertisements. The findings show that that there were thirty two headlines categorized into informational function, twenty four headlines categorized into directive function, seven headlines categorized into aesthetic function, and two headlines categorized into expressive function. Type of language functions that did not appear in headline of cosmetic advertisement in Cosmopolitan magazine is phatic function. Besides, the researcher also found that language of advertisement is important because it plays important role in delivering messages. Language of advertisement always emphasizes the uniqueness of a product because this is one way to build a positive image of the products. However, many participants claimed that language of advertisement is slightly truthful. Also, the findings revealed that after reading the advertisement text, mostly the participants were not interested to buy products being advertised. Last, the researcher concludes that informational function is frequently appeared language function with percentage 49%, followed by directive function, and then aesthetic function, and in the last rank is expressive function. Then, mostly the participants of the current studies assume that language of the cosmetic advertisements cannot be trusted because most of them contain many promises without evidence and the existence of language of advertisement is still weak. It has not been able to raise people’s desire to buy the products. ABSTRAK Kartikasari, Mega. 2018. Fungsi Bahasa yang digunakan dalam Headline Iklan Kosmetik. Skripsi. Sastra Inggris, Fakultas Sastra, Universitas Negeri Malang. Pembimbing: (I) Aulia Apriana, S.S, M.Pd., (II) Dr. Emalia Iragiliati Sukarni, M.Pd. Kata Kunci: fungsi bahasa, headline, iklan, bahasa iklan Penelitian ini bertujuan untuk mendeskripsika bahasa yang digunakn dalam headline iklan kosmetik di majalah Cosmopolitan. Ada dua tujuan dari penelitian ini. Yang pertama adalah untuk mengidentifikasi macam-macam fungsi bahasa yang digunakan pada headline iklan kosmetik. Dalam penelitian ini, peneliti menggunakan teori dari Leech untuk menganalisis fungsi bahasanya. Yang kedua adalah untuk menemukan pesepsi wanita mengenai penggunaan bahasa iklan kosmetik. Peneliti menggunakan metode deskriftif kualitatif untuk menganalisis data. Sumber data utama dari penelitian ini adalah Cosmopolitan yang diterbitkan pada Januari hingga Desember 2016. Peneliti juga menggunakan persepsi dari partisipan sebaga data untuk menjawab rumusan masalah yang berhubungan dengan persepsi wanita terhadap penggunaan bahasa iklan kosmetik. Hasil temuan menunjukkan bahwa ada tiga puluh dua headline yang diketagorikan kedalam fungsi informasi, dua puluh empat headline dikategorikan kedalam fungsi direktif, tujuh headline dikategorikan kedalam fungsi aestetik, dan dua headline dikategorikan kedalam fungsi ekspresif. Jenis fungsi bahasa yang tidak muncul di headline iklan kosmetik di majalah Cosmopolitan adalah fungsi phatic. Selain itu, peneliti menemukan bahwa bahasa iklan itu penting karena memiliki peranan penting dalam menyampaikan pesan. Bahasa iklan harus lugas agar membuat iklan menjadi lebih menarik. Bahasa iklan selalu menekankan keunikan dari barang yang di iklankan karena ini merupakan salah satu cara untuk membangun citra positif dari produk tersebut. Namun, banyak partisipan yang mengaku bahwa bahasa iklan itu hamper tidak dapat di percaya karena kebanyakan berisi janji-janji tanpa ada buktinya. Dan juga, penemuan menunjukkan bahwa setelah membaca teks iklan kebanyakan partisipan tidak tertarik untuk membeli produk yang diiklankan. Terakhir, peneliti menyimpulkan bahwa fungsi informasi adalah fungsi bahasa yang sering muncul dengan presentase 49%, diikuti oleh fungsi direktif, kemudian fungsi aestetik dan yang ada di urutan terakhir fungsi ekspresif. Kemudian, kebanyakan partisipan menganggap bahasa iklan kosmetik tidak dapat dipercaya karena berisi janji-janji, tanpa bukti dan keberadaan bahasa iklan masih lemh belum mampu meningkatkan kemauan untuk membeli produk yang diiklankan
Using Kamishibai to Enhance Speaking Skills of The Tenth Graders at SMA BRAWIJAYA SMART SCHOOL (BSS) Malang
No full textABSTRAK Kinanthi, Nurin. 2018. Using Kamishibai to Enhance Speaking Skills of the Tenth Graders at Sma Brawijaya Smart School (Bss) Malang.Sarjana’sThesis, Department of English, Faculty of Letters, UniversitasNegeri Malang, Advisors: (I) Nur Hayati, S.Pd, M.Ed., (II) Drs. Andi Muhtar, M.A. Keywords:speaking skill, Kamishibai, narrative text. Speaking as one of the four language skills holds a lot of importance in the context of teaching and learning English for communication. Due to its complexity, however, teaching and learning speaking has a lot of challenges especially in EFLcontexts. I found in the preliminary study I conducted in SMA Brawijaya Smart School (BSS) Malang that the students encountered problem in speaking that is, lack of vocabulary and grammar, which led them to have low confidence in speaking English. Class X MIA 2 is chosen since this class has the lowest speaking scores compared to five other classes. Furthermore, Kamishibai, a paper theatre which is originally made in Japan is chosen since it is lately used for teaching speaking (mainly for EYL students) and some studies have shown that it has the potential to improve speaking skill. This study attempts to investigate the use of Kamishibai to enhance speaking skill of senior high school students. This study used Classroom Action Research and is done in six meetings. Three instruments that is, observation checklist, field notes, and post-implementation questionnaire are used to collect the data. The implementation of Kamishibaistarted with watching the teacher perform story-telling using Kamishibai, then continued on a discussion about the performancebefore they were given both guided and independent activity. In the guided practice, the students did some writing activities in group using Kamishibai to prepare for their speaking performance of narrative. In the independent stage, the students did the same activity but individually.The resultsshow that 95% of the students achieve above than the minimum standard score in the final test with the recent average score 76.2, increasing by 6.8 point from the previous average score (69.4), which indicate that the criteria of success was achieved. It can be concluded that the use of Kamishibai can enhance the speaking skill of tenth grade students in the terms of the fluency, vocabulary, pronunciation, grammar, and comprehension. The questionnaire results also showed that they felt more interested learning English using Kamishibaiand thought that it affected to their knowledge in vocabulary and grammar positively. It is recommended that English teacher use Kamishibai as an instructional media to enhance their students’ speaking skill. Future studies can probably focus on using Kamishibai for other skill in different grades
DEVELOPING SHADOW PUPPETS AS MEDIA IN STORY TELLING FOR THE ELEVENTH GRADERS OF ACROSS ENGLISH PROGRAM IN SMAN 1 TUREN
No full textABSTRAK 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
Using Jazz Chants to Improve The Eighth Graders Grammar Mastery of SMPN 6 Malang’s Students
No full textABSTRAK Fadlyn, Dewi Eriana. 2017. Using Jazz Chants to Improve The Eighth Graders Grammar Mastery of SMPN 6 Malang’s Students.Thesis. English Department, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Dr. Furaidah, M.A., (II) Dr.Sintha Tresnadewi, M.Pd. Keywords: Junior High School Student, Grammar mastery, Jazz Chant This research’s goal is to improve grammar mastery of the students in 8-8 class of SMPN 6 Malang especially on simple present tense. Jazz chant was chosen because of its strengths as one of musical techniques which could help the students to improve their pronunciation, vocabulary and grammar/structure ability (Graham, 2006).Jazz chants could also help to lighten up the mood in class so that the learning process of grammar in this study would be more enjoyable for the students (Afif, 2015). The repetition activities in jazz chanting also plays an important role in improving students’ speaking skill and their awareness of the usage of the certain grammar. The design of this research is classroom action research which consists of four stages: planning, implementing, observing, and reflecting. The instruments used for gathering the data were grammar test, observation sheet, students’ questionnaire, and interview guide. The subjects of this research were the 8-8 students of SMPN 6 Malang, whom during the internship the researcher found out that the most of the students had problem in using a good structure and the right use of tense to write a sentence. Not only did they have some difficulties in expressing what they wanted to because of the lack of vocabulary, the students were also mistaken the word class. Based on the pre-test conducted before, it was discovered that only three students could pass the minimum score determined by the researcher. This study was conducted in two cycles which consisted of two meetings in each cycle. The findings of this study show that the students’ grammar mastery especially on simple present tense was improved. The improvement was indicated by the number of students who could pass the minimum passing score which was 75. After the implementation of jazz chants in the first cycle, there were only 8 students who could pass the test, which made it impossible to declare this research as a success since one of the criteria of success which was at least 70 percent of the students passed the test was not achieved yet.The researcher then continued to the second cycle that resulted in great improvement in the students’ score after the post-test,since 75% of the students passed the test with the score of 75 and above. In addition, the students’ motivation in learning was very high after the implementation. Based on the questionnaire, more than 70% of the students stated that they enjoyed the learning process and they learned faster because of jazz chant. As a conclusion, jazz chant is very beneficial to be implemented in class since it can improve students’ grammar mastery, especially in simple present tense. The repetition practice in jazz chant with some little changes on the subject and the verb did help the students to memorize and get used to the use of the pattern faster. In addition, jazz chant can also improve students’ motivation in learning since it becomes a new way of learning for them. It also helps the students enjoy the lesson with grammar, which usually is considered boring for the students. Learning using jazz chant, the students do the same activities together. It helps the teacher to build a bridge with the students which can lower the inhibition during the learning. This way, the students can enjoy the learning process. There are some suggestions for the English teachers and further researchers. First, for English teachers, jazz chant can be implemented in the classroom in order to improve the students’ grammar mastery.It is suggested that jazz chant is only to be used as complimentary activity or the classroom later will be too teacher centered. What the English teachers have to pay attention to is that jazz chant requires rehearsal before it is implemented in the classroom to make sure the implementation runs smoothly. Full cooperation of the students is also an important factor behind the great result in using jazz chant. Further researcher are recommended to use jazz chant on different grade and level of education, also to improve different skill like what the researcher have stated before such as vocabulary, pronunciation and intonation and also listening and speaking
William Blake's Poems Viewed From The Perspective of Structuralism
No full textABSTRAK Ratri, Gracesilla. 2018. William Blake’s Poems Viewed from the Perspective of Structuralism. Thesis. English Department, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) DR. Johannes Ananto Prayogo, M.Pd, M.Ed, (II) Inayatul Fariha, S.S., M.A Poetry uses unusual words to describe an author’s meaning, message, emotion, or idea to the reader or listener. Therefore, it is not easy to evaluate the structure of a poem. As a result, the structural approach is seen as one of the best ways to know the elements in a poem and to understand what aspects that influences the author in making a poem. This study aims to discover intrinsic elements that include rhyme, rhythm and stanzaic forms and the plausible aspects which affected William Blake as author in making a poem. The researcher chose "The Lamb", "Holy Thursday" and "Jerusalem" as the subject of the study and she chose a structural approach in examining these poems. Structural approach is an approach which presents the elements that compose a poem. This research is conducted by qualitative method, which is a study that describes the structure feature of William Blake’s selected poems. Sources of data are taken from William Blake's poems collections in the internet. The researcher becomes the key instrument while the others supporting instruments are observation sheets and forms for the data were taken from the internet. When the data were collected, at the same time, observations and analysis is also done. Furthermore, the data were displayed in the form of a summary, narration, or symbols. After display the data, the researcher continued to draw the conclusion. The findings reveal that the instrinsic of three selected poem of Willaim Blake showed (1) the meters are a) trochaic trimeter b) iambic and spondees tetrameter c) iambic heptameter. (2) The rhymes are a) aabbccddee b) abcb and abab c) aabb. (3) The stanzaic forms are a) five rhyme couplets b) quatrain c) quatrain. Besides, the plausible reasons that influence Blake’s poems are (1) author’s life experience, (2) social background, and (3) religious background. It can finally be my concluded that (1) William Blake tends to be disciplined in following the rules to create aesthetics in his poetry. (2) There are several factors that tend to influence Blake’s writing style in terms of experience, social, and religion. This finding shows Blake concentrating more on nature and Creator in his poetry. By conducted this research, the researcher expect that this study is to provide a broader insight about the structural approach and what factors can influence it. For students of English literature, it is suggested to take structural analysis on poems into accounts as one of their focuses study. For lecturer of English literature, it is also suggested to employ structuralism analysis in teaching students to understand poems. It is also suggested to future researcher to use the findings of this present research as the reference
Implementasi Strategi PQRST dalam Meningkatkan Kemampuan Memahami Bacaan pada Kelas 8
No full textDalam pelajaran bahasa inggris, membaca merupakan salah satu keterampilan yang sangat penting untuk dipelajari. Pada studi pendahuluan, peneliti menemukan bahwa kelas VIII-I di SMPN 14 Malang kesulitan dalam memahami teks bacaan. Peneliti juga menemukan bahwa peserta didik tersebut kurang motivasi dalam berpatisipasi di kegiatan belajar mengajar. Untuk menyelesaikan masalah tersebut, peneliti menggunakan strategi membaca PQRST (Preview, Question, Read, Summary, dan Test). Penelitian ini menggunakan desain Penelitian Tindakan Kelas. Penelitian dilakukan sebanyak dua siklus. Subyek dalam penelitian ini merupakan 32 peserta didik kelas VIII-I SMPN 14 Malang tahun ajaran 2018/2019. Kriteria keberhasilan dari penelitian ini adalah: (1) 80% peserta didik mendapatkan 20 poin atau lebih pada tes akhir; (2) 80% peserta didik memberikan respon positif pada implementasi strategi PQRST. Instrumen yang digunakan dalam mengumpulkan data adalah tes bacaan, lembar observasi, dan kuesioner. Hasil penelitian menunjukkan bahwa pada siklus pertama hanya terdapat 24 peserta didik (75%) yang mendapatkan poin ≥ 20. Gagalnya siklus tersebut diakibatkan oleh kurang maksimalnya implementasi pada langkah preview, question, dan summary. Jumlah peserta didik yang berpartisipasi pada langkah preview, dan question masih sedikit. Dan peserta didik menghabiskan banyak waktu pada langkah summary. Oleh karena itu, langkah langkah tersebut perlu di modifikasi untuk nantinya diimplementasikan di siklus ke dua. Terdapat prosedur yang terbukti sukses dalam mengimplementasikan strategi PQRST: (1) memberikan langkah pratinjau yang interaktif terhadap gambar dan judul pada teks, (2) meminta peserta didik untuk membuat pertanyaan terhadap hal yang ingin dipelajari pada teks yang akan diberikan, (3) meminta peserta didik untuk membaca teks, (4) menugaskan peserta didik untuk melakukan langkah meringkas untuk melatih daya ingat mereka, dan (5) melakukan tes dan menilai kemampuan peserta didik dalam memahami bacaan bahasa inggris. Langkah langkah yang sangat penting pada strategi PQRST adalah langkah nomor satu sampai dengan empat karena langkah langkah tersebut berpengaruh besar pada suksesnya strategi ini. Dan, pada siklus ke dua terdapat 32 peserta didik atau 100% peserta didik mendapatkan poin ≥ 20. Selain itu, dari lembar observasi terdapat 100% peserta didik yang memberikan respon positif, dan dari kuesioner 80.6% peserta didik memberikan respon positif. Hal ini menunjukkan bahwa di siklus kedua terdapat 90.3% peserta didik yang telah memberikan respon positif pada implementasi strategi PQRST. Kesimpulannya, strategi membaca PQRST dapat meningkatkan kemampuan memahami bacaan pada kelas delapan di SMPN 14 Malang. Strategi membaca ini memberikan proses belajar mengajar yang menarik yang dapat dengan mudah mengajak peserta didik untuk berpartisipasi dalam mengikuti strategi tersebut. Oleh sebab itu, strategi ini dapat menjaadikan peserta didik memberikan respon positif pada saat implementasi strategi PQRST. Untuk guru, strategi PQRST sangat direkomendasikan sebagai alternatif dalam strategi membaca, dan untuk peneliti yang lainnya, sangat disarankan untuk mengimplementasikan strategi ini dengan menggunakan tipe teks, subyek, dan media lainnya. ABSTRAK Dalam pelajaran bahasa inggris, membaca merupakan salah satu keterampilan yang sangat penting untuk dipelajari. Pada studi pendahuluan, peneliti menemukan bahwa kelas VIII-I di SMPN 14 Malang kesulitan dalam memahami teks bacaan. Peneliti juga menemukan bahwa peserta didik tersebut kurang motivasi dalam berpatisipasi di kegiatan belajar mengajar. Untuk menyelesaikan masalah tersebut, peneliti menggunakan strategi membaca PQRST (Preview, Question, Read, Summary, dan Test). Penelitian ini menggunakan desain Penelitian Tindakan Kelas. Penelitian dilakukan sebanyak dua siklus. Subyek dalam penelitian ini merupakan 32 peserta didik kelas VIII-I SMPN 14 Malang tahun ajaran 2018/2019. Kriteria keberhasilan dari penelitian ini adalah: (1) 80% peserta didik mendapatkan 20 poin atau lebih pada tes akhir; (2) 80% peserta didik memberikan respon positif pada implementasi strategi PQRST. Instrumen yang digunakan dalam mengumpulkan data adalah tes bacaan, lembar observasi, dan kuesioner. Hasil penelitian menunjukkan bahwa pada siklus pertama hanya terdapat 24 peserta didik (75%) yang mendapatkan poin ≥ 20. Gagalnya siklus tersebut diakibatkan oleh kurang maksimalnya implementasi pada langkah preview, question, dan summary. Jumlah peserta didik yang berpartisipasi pada langkah preview, dan question masih sedikit. Dan peserta didik menghabiskan banyak waktu pada langkah summary. Oleh karena itu, langkah langkah tersebut perlu di modifikasi untuk nantinya diimplementasikan di siklus ke dua. Terdapat prosedur yang terbukti sukses dalam mengimplementasikan strategi PQRST: (1) memberikan langkah pratinjau yang interaktif terhadap gambar dan judul pada teks, (2) meminta peserta didik untuk membuat pertanyaan terhadap hal yang ingin dipelajari pada teks yang akan diberikan, (3) meminta peserta didik untuk membaca teks, (4) menugaskan peserta didik untuk melakukan langkah meringkas untuk melatih daya ingat mereka, dan (5) melakukan tes dan menilai kemampuan peserta didik dalam memahami bacaan bahasa inggris. Langkah langkah yang sangat penting pada strategi PQRST adalah langkah nomor satu sampai dengan empat karena langkah langkah tersebut berpengaruh besar pada suksesnya strategi ini. Dan, pada siklus ke dua terdapat 32 peserta didik atau 100% peserta didik mendapatkan poin ≥ 20. Selain itu, dari lembar observasi terdapat 100% peserta didik yang memberikan respon positif, dan dari kuesioner 80.6% peserta didik memberikan respon positif. Hal ini menunjukkan bahwa di siklus kedua terdapat 90.3% peserta didik yang telah memberikan respon positif pada implementasi strategi PQRST. Kesimpulannya, strategi membaca PQRST dapat meningkatkan kemampuan memahami bacaan pada kelas delapan di SMPN 14 Malang. Strategi membaca ini memberikan proses belajar mengajar yang menarik yang dapat dengan mudah mengajak peserta didik untuk berpartisipasi dalam mengikuti strategi tersebut. Oleh sebab itu, strategi ini dapat menjaadikan peserta didik memberikan respon positif pada saat implementasi strategi PQRST. Untuk guru, strategi PQRST sangat direkomendasikan sebagai alternatif dalam strategi membaca, dan untuk peneliti yang lainnya, sangat disarankan untuk mengimplementasikan strategi ini dengan menggunakan tipe teks, subyek, dan media lainnya
Implementing Process Writing Strategy throughGroup on Facebook to Improve Students’ Ability in Writing a Descriptive Text
No full textABSTRAK Supriyanto. 2018. Implementing Process Writing Strategy throughGroup on Facebook to Improve Students’ Ability in Writing a Descriptive Text. Thesis, Department of English. Faculty of Letters, State University of Malang. Advisors: (1) Dra. Sri Andreani, M. Ed. (2) Prof. M. Adnan Latief, M.A., Ph.D. Keywords: Writing, Descriptive Text, Process Writing Strategy, Facebook The subjects of this research were the students of X Pharmacy and Nurse of SMK Bina Mandiri Malang. The students were lack of both ability and interest in the writing activity.This research aimed to improve the students’ achievement in writing descriptive texts by process writing strategy through Facebook group. Process Writing Strategy consists of four stages i.e. 1) Pre-writing: generating the ideas using either clustering or listing (2) Drafting: Writing the rough drafts and post iton their Facebook group, (3) Revising andEditing: revising and editing their works based on the feedback given by their friends and teacher, and (4) Publishing:Publishing the final works.Since the process writing strategy is time consuming, Facebook is used in this research to enable students to work outside the class on each stage of process writing in which students can do drafting and revising outside the class or at home. The design of this research is collaborative classroom action research which has four stages, i.e. Planning, Implementing, Observing, and Reflecting. The instruments in collecting the data were observation checklist, interview guide, field notes, and questionnaires. The findings of this study show that the students’ ability and participation in writing a descriptive text were improved. The improvement of the students’ ability compared to their works in the preliminary study was indicated that every student has successfully increased his/her score in at least 10 points in the final writing task. In conclusion, the implementation of process writing strategy in combination with Facebook could improve the students’ writing ability. In addition, students do activities that vivid and writing process is not monotonous. Furthermore, the students will be more active and motivated in joining the activity. The improvement of the ability was due to the fact that the students got prepared with the ideas to be developed and learnt some vocabularies in the pre-writing stage. Besides that, when the students were revising and editing their drafts, they could recognise what should be added and omitted towards their descriptive texts. Meanwhile, the group discussion regarding the assigned objects in the pre-writing stage and the implementation of media Facebook could make the students participate more actively when the learning procedure was implemented. This research is beneficial for the English teachers and future researchers because it gives a comprehensive overview and evaluation of implementing writing process strategy through Facebook in improving students’ ability in writing descriptive texts