SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM
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improving senior high school students' reading comprehension by using short stories throutgh ssr
No full textABSTRAK Salsabila, Nissa. 2018. Improving Senior High School Students’ Reading Comprehension by Using Short Stories Through SSR. Sarjana’s Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang, Advisors: (1) Dr. Utari Praba Astuti, M.A, (2) Dr. Niamika El Khoiri, M.A Keywords: Reading comprehension, SSR, short stories Reading is one of the four language skills in English language which has paramount importance. As stated by Brown (2000), the human race has fashioned two forms of productive performance, oral and written, and two forms of receptive performance, aural (auditory) and reading. Known as one of the receptive performance, reading holds an important role in English language teaching. However, in some cases reading can be really boring for students. During the preliminary study conducted on April, 17th 2018 in XI LintasMinat class of SMAN 1 Lawang, I had an interview with the English teacher and the teacher conveyed that the students still need improvement in reading English texts because they were not accustomed to read English. In the pre-test, the students were assigned to read narrative text (short stories) and according to the result of the pre-test, 55% of the students achieved below the standard score (75) and 45% of the students got more than 75. These scores were taken from 30 XI LintasMinat Class students that become the population of the study. The percentage of the score indicates that the students in XI LintasMinat class need to improve their reading comprehension. Furthermore, the solution to improve the students’ reading comprehension is by implementing SSR strategy by using short stories.SSR is an activity in which the students are given certain period of time to read any reading material they want silently. The reading materials could be novels, short stories, comics, etc. As SSRstrategy is known as uninterrupted activity, the teacher needs to apply this activity an uninterrupted atmosphere when the students really have their own “me-time” when reading the text. This research aims to investigate on how SSR (Sustained Silent Reading) strategy could improve students’ reading comprehension. The students were given an option to read one of the short stories provided by the teacher. This research uses Classroom Action Research (CAR). This research was done in one cycle and the data presented in this research are the results of the preliminary study until the end of cycle 1, the activities during the implementation of the strategy, and the students’ reaction towards the strategy. The criteria of success was designed at the beginning. If at least 80% of the students score 75 and beyond, the criteria of success has achieved. At the last meeting, the students were given a post-test in order to know whether their reading comprehension have improved. They were also given a questionnaire to know their responses toward the strategy. In addition, the data source was also come from the observation checklist, field notes, and the interview with the classroom teacher. The results showed that 90% of the students pass the minimum standard score that has set at 75 with average score 78 from the previous average score 71.6. Which indicates that the criteria of success is achieved. It can be concluded that the use of SSR by using short stories could improve senior high school students’ reading comprehension. Salsabila, Nissa. 2018. Improving Senior High School Students’ Reading Comprehension by Using Short Stories Through SSR. Sarjana’s Thesis, Department of English, Faculty of Letters, UniversitasNegeri Malang, Pembimbing: (1) Dr. UtariPrabaAstuti, M.A, (2) Dr. Niamika El Khoiri, M.A Kata Kunci: Kemampuanmembaca, SSR, ceritapendek Membaca adalah salah satu dari empat keterampilan bahasa dalam bahasa Inggris yang sangat penting. Sebagaimana dinyatakan oleh Brown (2000), ras manusia telah membentuk dua bentuk kinerja produktif, lisan dan tulisan, dan dua bentuk kinerja reseptif, aural (pendengaran) dan membaca. Dikenal sebagai salah satu kinerja reseptif, membaca memegang peranan penting dalam pengajaran bahasa Inggris. Namun, dalam beberapa kasus, membaca bisa sangat membosankan bagi siswa. Selama studi pendahuluan yang dilakukan pada tanggal 17 April 2018 di kelas XI Lintas Minat SMAN 1 Lawang, saya melakukan wawancara dengan guru bahasa Inggris dan guru menyampaikan bahwa siswa masih perlu perbaikan dalam membaca teks bahasa Inggris karena mereka tidak terbiasa membaca bahasa Inggris. . Berdasarkan hasil pre-test, 55% siswa mencapai di bawah skor standar (75) dan 45% siswa mendapat lebih dari 75. Skor ini diambil dari 30 siswa XI Lintas Minat Kelas yang menjadi populasi pembelajaran. Persentase skor menunjukkan bahwa siswa di kelas XI Lintas Minat perlu meningkatkan pemahaman bacaan mereka. Selanjutnya, solusi untuk meningkatkan pemahaman membaca siswa adalah dengan menerapkan strategi SSR dengan menggunakan cerita pendek. SSR adalah kegiatan di mana para siswa diberikan jangka waktu tertentu untuk membaca apa pun yang ingin mereka baca dalam hati. Karena dikenal sebagai aktivitas yang tidak terganggu, guru perlu menerapkan kegiatan ini suatu suasana yang tidak terganggu ketika para siswa benar-benar memiliki "waktu-sendiri" ketika membaca teks. Penelitian ini bertujuan untuk menyelidiki bagaimana strategi SSR (Sustained Silent Reading) dapat meningkatkan pemahaman membaca siswa. Penelitian ini menggunakan Penelitian Tindakan Kelas (PTK). Penelitian ini dilakukan dalam satu siklus dan data yang disajikan dalam penelitian ini adalah hasil dari studi pendahuluan sampai akhir siklus 1, kegiatan selama pelaksanaan strategi, dan reaksi siswa terhadap strategi. Pendahuluan dilakukan dengan observasi, memberikan kuesioner, dan memberikan pre-test. Kriteria kesuksesan ditentukan di awal apabila setidaknya 80% darisiswa mendapat nilai 75 ataulebih, maka kriteria kesuksesan tercapai. Pada pertemuan terakhir, para siswa diberi post-test untuk mengetahui apakah pemahaman bacaan mereka telah meningkat. Kuisioner juga didistribusikan kuesioner untuk mengetahui tanggapan mereka terhadap strategi tersebut. Hasil penelitian menunjukkan bahwa 90% dari siswa lulus skor standar minimum yang telah ditetapkan pada 75 dengan skor rata-rata 78 dari skor rata-rata sebelumnya 71,6. Yang menunjukkan bahwa kriteria kesuksesan tercapai. Dapat disimpulkan bahwa penggunaan SSR dengan menggunakan cerita pendek dapat meningkatkan pemahaman membaca siswa SMA
Implementing Picture Cards to Improve the Ability in Writing Descriptive Texts of Seventh Graders at SMP Negeri 13Malang
No full textSUMMARY Fitrianto, Rahmad. 2018. Implementing Picture Cards to Improve the Abilityin Writing Descriptive Texts of Seventh Graders at SMP Negeri 13Malang. Undergraduate Thesis, English Department, Faculty of Letters, State University of Malang. Advisor I: Dr. Furaidah, M.A..Advisor II: Dr. EkaningDewantiLaksmi, M. Pd., M.A. Key words: picture cards, descriptive texts, writing ability One of skills that students must learn is writing. Writing is a process to transform the ideas into sentences. One of the most crucial problems in writing is the difficulties in developing the students’ idea into sentences. Those problems occur because the students cannot associate their idea with a good vocabulary. One of the media which can be used in teaching learning process in descriptive writing is using picture card. Pictures have some benefits such as giving true, concrete, and realistic concept. This study is conducted to improve the ability in writing descriptive texts of seventh graders at SMP Negeri 13 Malang using picture cards. This study is conducted by using Classroom Action Research (CAR) as the research design. The subjects of this study wereseventh graders in class VIIE. The number of the students was 30 students. This research was done in one cycle. The data was obtained from the mean score of higher group, middle group, and lower group in meeting two and four. The result of preliminary study showed that 90% of the students failed to meet the minimum standard score (KKM). The target score was set in 70 and 76 for the higher, middle, and lower group in meeting two and four. The result of task 2 wasthat the higher group got 82, the middle group got 86, and the lower group got 77. In task 4 the higher group got 83, the middle group got 85, and the lower group got 83. It means that the criteria of success got achieved. Thus, the result of this study showed that the ability in writing descriptive text by the students can be improved.The students show improvement in developing ideas. Also, the strategy can improve students’ writing skill, especially in writing descriptive text. To other researchers, this research can be a reference in making research study. The researcher knows about the manner to teach in the classroom directly and can develop creation for other methods. For the teachers, they might adapt or use picture cards to be implemented in their classroom based on their students’ need. The classroom teachers are expected to be more creative in exploring a new strategy to help their studentsABSTRAK Fitrianto, Rahmad. 2018. Implementing Picture Cards to Improve the Ability in Writing Descriptive Texts of Seventh Graders at SMP Negeri 13Malang. Undergraduate Thesis, English Department, Faculty of Letters, State University of Malang. Advisor I: Dr. Furaidah, M.A.. Advisor II: Dr. Ekaning Dewanti Laksmi, M. Pd., M.A. Key words: picture cards, descriptive texts, writing ability One of skills that students must learn is writing. Writing is a process to transform the ideas into sentences. One of the most crucial problems in writing is the difficulties in developing the students’ idea into sentences. Those problems occur because the students cannot associate their idea with a good vocabulary. One of the media which can be used in teaching learning process in descriptive writing is using picture card. Pictures have some benefits such as giving true, concrete, and realistic concept. This study is conducted to improve the ability in writing descriptive texts of seventh graders at SMP Negeri 13 Malang using picture cards. This study is conducted by using Classroom Action Research (CAR) as the research design. The subjects of this study were seventh graders in class VIIE. The number of the students was 30 students. This research was done in one cycle. The data was obtained from the mean score of higher group, middle group, and lower group in meeting two and four. The result of preliminary study showed that 90% of the students failed to meet the minimum standard score (KKM). The target score was set in 70 and 76 for the higher, middle, and lower group in meeting two and four. The result of task 2 was that the higher group got 82, the middle group got 86, and the lower group got 77. In task 4 the higher group got 83, the middle group got 85, and the lower group got 83. It means that the criteria of success got achieved. Thus, the result of this study showed that the ability in writing descriptive text by the students can be improved. The students show improvement in developing ideas. Also, the strategy can improve students’ writing skill, especially in writing descriptive text. To other researchers, this research can be a reference in making research study. The researcher knows about the manner to teach in the classroom directly and can develop creation for other methods. For the teachers, they might adapt or use picture cards to be implemented in their classroom based on their students’ need. The classroom teachers are expected to be more creative in exploring a new strategy to help their students
The Correlation between Reading Comprehension Ability and Exposures to Reading Items in Video Games
No full textRINGKASAN Anggergian, Tandya. 2018. The Correlation between Reading Comprehension Ability and Exposures to Reading Items in Video Games. Thesis. English Department, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Dr. Furaidah, M.A., (II) Nova Ariani S.Pd, M.Ed. Key words: video games, reading comprehension ability Reading is one of the most important skills in learning English. Nowadays not many people like to read and they tend to play video games for their leisure activity. The researcher aims to investigate the correlation of video game and reading comprehension. This research used correlation research design and the subjects were 43 gamers who already finished their high school and did not enroll in English language department. The instruments used for data collection were a questionnaire and a reading test. The findings showed that there is a positive correlation between exposure to video games and reading comprehension ability. The computed value of correlation coefficient is .312 and it is categorized as low correlation. Thus, some investigations were conducted to find out the reason of the low correlation. The reason of the low correlation is mainly because of the video game genre. There are some video game genres which are not heavily text-based, such as MOBA (Multiplayer Online Battle Arena). The number of participants who like to play video game which is not heavily text-based, especially MOBA, is about fifty one percent. Almost all of the participants who play video game entitled “Mobile Legend” in the past few months were playing video game in Indonesian, hence the low correlation coefficient. In conclusion, exposure to video games and reading comprehension have a positive correlation. Thus, in order to use video game in the class, the genre of video game should be specific such as Role-Playing Games, Adventure Games, or Simulation Games, and the video game should implement some narrative aspect such as a story. English educators can use video game as a teaching and learning media, but the genre should be taken into consideration. Future researcher can do experimental research by using video game as a material in reading class, especially in extensive reading class
Improving Writing Ability by Using a Combined Strategy at Junior High Students
No full textRINGKASAN Irfan, Yusni. 2018. Improving Writing Ability by Using a Combined Strategy at Junior High Students. Undergraduate Thesis. English Department, Faculty of Letters, State University of Malang. Advisor: (I) Prof. Dr. Nur Mukminatien, M.Pd, (II) Prof. H. Mohammad Adnan Latief, M.A., Ph.D. Key Words:writing ability, combined strategy, and junior high students. Writing is one of the productive skills in learning English that should be mastered by the students besides speaking skill. The students should have a good ability in writing because it is the way to express their ideas or feelings in a written form. Based on the problems that had been identified after conducting a preliminary, the students` writing ability was still low. The quality of the students` essays did not contain some aspects of a good writing covering the clarity of the content, the organization, the vocabulary, and the mechanics. In regard to the problem, a better strategy in the forms of a teaching scenario had been designed to improve the students` writing ability. It was a combination of discovery learning, scientific approach, and YouTube online videos. This research was aimed at improving the students` writing ability by using the combined strategy. The design of this research was a classroom action research in whichthe process was covering planning, implementing, observing and reflecting. This research was conducted in SMPN 11 Malang in which involving 32 students of 9-B class as the subjects. The data were collected by using writing prompts, a scoring rubric, and field notes. The implementation of the combined strategy was covering several stages as follows. Firstly, the teacher played a video. Secondly, the students were assigned to write an essay based on the prompt given. Thirdly, the teacher gave the feedback to the students. Finally, an individual writing test was given in the last meeting to measure the students` improvement after the implementation of the strategy. The findings reflected the success of the combined strategy in improving the students` writing ability. The overall improvements were reflected by the students` writing achievement and the report of the field notes. Firstly,it was proven by the students` average writing score in the last meeting that achieved 81.83, meanwhile the minimum passing grade was 75. By considering a good writing, the quality of the students` essays were categorised as good because they achieved 3.59 for the content, 3.43 for the organization, 3.03 for the vocabulary, and 3.00 for the mechanics on average of each aspect, meanwhile the range score was 1 to 4. The report of the field notes also implied the students` clearly understanding and their high motivationby watching YouTube videos. Besides that, they showed active participation during the lesson by following some steps of discovery learning and scientific approach. It can be concluded that the combined strategy was successfully helped the teacher in improving the students` writing ability. As a result, this study was expected to be a reference for both English teachers and future researchers by using the same media or model for teaching and/or conducting another research
Test-Wiseness Strategies Taught during English National Examination Preparation Programs in Tutoring Agencies
No full textABSTRAK Keywords: Washback, Test-wiseness Strategies, English National Examination High-stakes testing always becomes a thought-provoking issue among educators due to pros and cons on its effectiveness in reforming the education system quality. Despite its disputation, in fact, the use of high stakes assessment as the major contrivance to measure and improve Indonesia’s educational quality is still irreplaceable. An interesting phenomenon related to high stakes testing which can be noticed every year is the existence of national examination preparation programs offered by tutoring agencies. Inpired by the existence of these kinds of programs, I did casual observations looking deeper on how the programs prepare their students for the examination. In fact, there are certain indications of washback and test-wiseness practices in the programs. Thus, this study was preliminary, carried out in order to investigate the wasback and test-wiseness practicesand the kinds of test-wisenesstaught in the programs. This study was a qualitative one. As a qualitative study, it aimed to describe a phenomenon as natural as possible without any manipulation on the situations of the study, materials, and other aspects related to English National Examination Programs. The design of the study was a case study; the study was in-depth study observing factors and certain situations naturally happening during the English National Examination preparation programs. The study was carried out in two tutoring agencies in Malang. The data of the study were taken through observations, interviews with the management, tutors, and students, and analysis of related documents. The validity and reliability of this study was ensured by data triangulations in which the techniques, data sources, and types of the data were varied in order to strengthen one to other data and to avoid certain bias perspectives. Through this study, it was found that the washback practices dominate the teaching instructions and activities of the English NE preparation programs. The instructions were mainly strategy-based instructions taught in order to make students aware on how to choose the correct answer. The cues were taught during the programs referring to test-wiseness cues which help students answer the test by maintaining the weaknesses of the test formats. There were four test-wiseness categories taught in the English NE preparation programs, namely: passage-give away, grammatical cues, length cues, and general-specific cues. However, there are also two weaknesses of this study. For further researcher, it is suggested to do similar research in a broader scope of study involving more tutoring agencies. Hence, more test-wiseness strategies implemented might be found in these kinds of programs. In addition, it would be better if the researcher truly be the part of tutoring agencies without being recognized as somebody doing research
Using Jumbled-Words Technique to Improve Senior High School Students' Ability in Constructing Sentences
No full textABSTRAK Wahdani, Mira, Dinul, Rahmah. 2017. Using Jumbled-Words Technique to Improve Senior High School Students’ Ability in Constructing Sentences. Thesis, Department of English, Faculty of Letters, State University of Malang. Advisors: (1) Dr. Enny Irawati, M.Pd., (2) Drs. Andi Muhtar, M.A. Keywords: jumbled-words, writing skill, constructing grammatically correct sentences Studies on using jumbled-words technique has grown significantly in the past decades, but there are a small number of studies which study about the effectiveness of using jumbled words technique in teaching Senior High School students. The students of Senior High School are still confused in constructing sentences especially in constructing grammatically correct simple sentences. Every teacher wants their students to understand what has been taught. The teacher needs a suitable technique used to face the students’ problem in class. The teacher should have strategies in helping the students to achieve their English language performance since the previous studies only applied it for Elementary School and Junior High School. Therefore, the researcher intended to do a study on using jumbled word technique to help teaching writing for Senior High School especially for X IIS students in improving students ability to construct sentences in MA Perguruan Muallimat Jombang by highlighting on “How can using jumbled words improve students’ ability in constructing grammatically correct sentences?”. The researcher thought this technique is appropriate to be applied since most of the students are in the beginning levels even though actually they are in the age of adolescents. The researcher used Classroom Action Research (CAR) design. The data were collected by conducting interview, observation, and analyzing students’ writing. In implementing the technique, the researcher also used Genre Based Approach (GBA). The instruments were observation sheets, interview guide, and students’ writing. The instruments were validated by the advisors of the researcher. The researcher found that using jumbled-words can solve the students’ problem in writing, especially in constructing grammatically correct sentences. From the research finding, it can be concluded that there are thirty three students (100%) who have already passed the standard minimum score (76) in final and no students (0%) who are below the standard minimum score after implementing Jumbled-words technique. The mean of this final test was 91.0. From the students’ final score, it is shown that the use of jumbled-words can help the students to achieve the criteria of success made by the researcher, the students’ score can increase up to 10 point. In other words, Jumbled-words technique can improve the students’ writing ability in constructing grammatically correct sentences. Some conclusions that can be drawn are the following. First, the use of jumbled-words made the students decreased numerous mistakes, like applying the use of grammar, ordering the ideas in the sentences, and ordering noun phrase, in constructing sentences. Second, the jumbled-words assists the students to catch the idea of constructing sentences by working together with the teacher in understanding constructing sentence, the composition of a sentence, and also working together with other students to achieve the goals of learning writing. This research is beneficial for the English teachers and future researchers because it gives a comprehensive overview and evaluation of using jumbled-words technique in improving senior high scool students’ ability in constructing grammatically correct sentences
The English Summative Test For Twelfth Grade Students of SMA Antartika Sidoarjo In Academic Year 2017/2018
No full textABSTRAK Assessment is an integral part of instruction as it determines whether or not the objectives of education have been met. Thus, quality of the test items used in evaluating students’ achievement should be a major area of concern in teaching and research in the field of education. This study is aimed to evaluate and describe the quality of theEnglish summative test for twelfth grade Students of SMAAntartikaSidoarjo in academic year 2017/2018 in terms of content validity, reliability, item difficulty, item discrimination, and effectiveness of distractors as well as the practicality of the test. The design of this research is descriptive evaluative. The data used in this study are students’ score and test blueprint. A total of 190 answer sheets were collected as a sample. They were obtained from the school’s documentation. In the data analysis, three panelists were involved in analyzing the content validity. The calculation was done with the help of Microsoft Excel and MicroCatITEMAN Version 3. Based on the result of data analysis, it shows that the test yield good value on the aspects evaluated. First, with agreement value of 92%, the test items highly correspond with the syllabus derived from Curriculum 2013. It also has Content Validity Index value of 0.567 which indicates that the test is moderately valid. Therefore, the test can measure the competence of the students. Second, the reliability coefficient of the test is 0.819 which indicates 82% consistency in the scores that are produced by the test. Third, the level of difficulty of the test is acceptable but there are four items that is considered to be too easy and too difficult. Fourth, 76% items are able to differentiate between the upper and lower students. Fifth, 88% of items have effective distractors since the PB of correct answer is greater than the distractors. Meanwhile, there are 12% items that have certain distractors that are too attractive and can be perceived as correct answer. Those distractors should be dropped and replaced. After looking at the aspects of item analysis, it is found out that 68% items are good and justified to be selected on a test, while 16% are moderate need revision and 16% are bad and should be dropped due to the flaw in the discriminating index, difficulty index or the distractors’ point biserial values. Last, the test is practical and feasible in terms of administration. In summary, theEnglish Summative Test for Twelfth Grade Students of SMAAntartikaSidoarjo in Academic Year 2017/2018 could be used as a good instrument of evaluation with some revisions
Developing Abridged Podcasts for the 10th Graders of Senior High School Listening Skill
No full textABSTRAK Rahmayuanita, Dona. 2018. Developing Abridged Podcasts for the 10th Graders of Senior High School Listening Skill. Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Francisca Maria Ivone, M.A., Ph.D, (II) Dra. Nunung Suryati, M.Ed., Ph.D. Keywords: listening skill, podcast, basic podcast, abridged podcast. Learning listening is important in learning English. According to Permendikbud No. 22 year 2016 about standard of process, in order to develop students’ communicative competence, they should learn the four skills which are listening, speaking, reading, and writing. But, there were some difficulties that the students around the world faces while learning listening such as unfamiliar accent, pronunciation, speed of speech, insufficient vocabulary, different accent of speakers, lack of concentration, anxiety, and bad quality of recording. Those difficulties were also shared by the students of SMA Negeri 1 Turen where the researcher conducted the research. The purpose of this research was to develop an abridged podcast for 10th graders of senior high school listening skill. Based on the background, the researcher chose podcast as teaching media because it was totally new for senior high school students and only provide audio, which means almost less distracting rather than using songs or movies. The podcast was abridged, which was suitable with the material that the students have to learn based on the syllabus and more simple than the original podcasts. This research was using Educational Research & Development Research Design or R&D. The researcher adapted the stages from Borg and Gall (1989) and simplified it into: (1) Research and Information collection; (2) Planning; (3) Product Validation; (4) Product Revision; (5) Product Try-out; (6) Revision After Try-out; and (7) Final Product. The instruments that used in this research were Students’ Questionnaire, Teacher’s Interview Guidelines, Observation Field Notes, Teacher’s and Expert’s Validation Checklist, and Students’ worksheet, students’ questionnaire for product try-out, and teacher’s questionnaire. From the results of the research, the researcher found out that the abridged podcast really help the students in learning listening. The abridged podcast helped them to enrich their vocabulary through listening. Some students also said that the abridged podcast was the easier media to understand while learning listening. The researcher suggested that the English teacher in Indonesia would use this abridged podcast to help their students in learning listening not only to make them easy to learn other English skills but also for prepare them before national final examination
IMPLEMENTING DIGITAL STORYTELLING TO FOSTER STUDENTS' SPEAKING SKILL AND PARTICIPATION AS PART OF PROJECT BASED LEARNING
No full textABSTRAK In the world of technology literacy, people’s need for communication skill is to be able to convey their ideas globally. This phenomena undeniably affects the development of education curriculum in Indonesia which in one of the Permendikbud No. 22 Year 2016 states that the teaching and learning process inside the classroom should combine between hardskill and softskill with the use of information and communication technology. Therefore, in this research I combined the teaching of speaking with students’ project in the form of digital storytelling in order to improve students’ speaking skill in English. The purpose of this study is to improve students’ speaking skill and participation by implementing digital storytelling which is analyzed by comparing the final score from the project result and observation reslt with the criteria of success. The research is in the form of classroom action research which was done at 11 IPS F class, SMAN 10 Malang because the students’ speaking achievement was considered satisfactory enough in terms of language accuracy but they needed to improve their fluency and presentation skill as indicated by the data from the observation and the speaking test. The action research consisted of preliminary study, planning, implementing and observing, and reflecting. The implementation of the digital stortelling itself has several steps such as brainstorming and planning the story, writing the draft of the story and collecting references and images, digitalizing the story, and presenting and publishing the story. Along the process I observed the students’ participation as well. The result of this implementation shows that there is 29.59% improvement in students’ speaking score from their initial score. The students’ participation were increasing along the meeting as well which was proven from the increasing percentage of the students who were active on each meeting based on the observation result. All in all, this research shows that digital storytelling can increase students’ motivation to actively speak up and use English as their communication language in their language class
Language Functions Used in Headlines of Cosmetic Advertisements
No full textABSTRAK Penelitian ini bertujuan untuk mendeskripsikan bahasa yang digunakan 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 presepsi 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 sebagai 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 lemah belum mampu meningkatkan kemauan untuk membeli produk yang diiklankan