SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM
Not a member yet
1624 research outputs found
Sort by
PENGGUNAAN KAMISHIBAI UNTUK MENINGKATKAN KEMAMPUAN BERBICARA PADA KELAS X SMA BRAWIJAYA SMART SCHOOL (BSS) MALANG
No full text ABSTRAK Kinanthi, Nurin Rusydina. 2018. Using Kamishibai to Enhance Speaking Skills of the Tenth Graders at Sma Brawijaya Smart School (Bss) Malang. Sarjana’s Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang, Pemimbing: (I) Nur Hayati, S.Pd, M.Ed., (II) Drs. Andi Muhtar, M.A. Kata kunci: kemampuan berbicara, Kamishibai, teks naratif. Berbicara sebagai salah satu dari empat keterampilan berbahasa memegang banyak hal penting dalam konteks pengajaran dan pembelajaran bahasa Inggris untuk komunikasi. Karena kompleksitasnya, bagaimanapun, mengajar dan belajar berbicara memiliki banyak tantangan terutama dalam konteks EFL. Saya menemukan dalam studi awal yang saya lakukan di SMA Brawijaya Smart School (BSS) Malang bahwa siswa mengalami masalah dalam berbicara yaitu, kurangnya kosa kata dan tata bahasa, yang menyebabkan mereka memiliki kepercayaan diri yang rendah dalam berbicara bahasa Inggris. Kelas X MIA 2 dipilih karena kelas ini memiliki nilai berbicara terendah dibandingkan dengan lima kelas lainnya. Selanjutnya, Kamishibai, sebuah teater kertas yang awalnya dibuat di Jepang dipilih karena belakangan ini digunakan untuk mengajar berbicara (terutama untuk siswa EYL) dan beberapa penelitian telah menunjukkan bahwa itu memiliki potensi untuk meningkatkan keterampilan berbicara. Penelitian ini mencoba untuk menyelidiki penggunaan Kamishibai untuk meningkatkan keterampilan berbicara siswa sekolah menengah atas. Penelitian ini menggunakan Penelitian Tindakan Kelas dan dilakukan dalam enam pertemuan. Tiga instrumen yaitu, daftar pengamatan, catatan lapangan, dan kuisioner pasca implementasi digunakan untuk mengumpulkan data. Implementasi Kamishibai dimulai dengan menyaksikan guru melakukan story-telling menggunakan Kamishibai, kemudian dilanjutkan dengan diskusi atas penampilan tersebut sebelum siswa diberikan aktivitas yang terbimbing dan independen. Dalam latihan terpandu, para siswa melakukan beberapa kegiatan menulis dalam kelompok menggunakan Kamishibai untuk mempersiapkan kegiatan berbicara mereka. Dalam tahap independen, para siswa melakukan kegiatan yang sama tetapi secara individual. Hasilnya menunjukkan bahwa 95% siswa mencapai di atas dari skor standar minimum dalam tes akhir dengan skor rata-rata terbaru 76,2; meningkat 6,8 poin dari skor rata-rata sebelumnya (69,4), yang menunjukkan bahwa kriteria keberhasilan telah tercapai. Dapat disimpulkan bahwa penggunaan Kamishibai dapat meningkatkan keterampilan berbicara siswa kelas sepuluh dalam hal kelancaran, kosakata, pengucapan, tata bahasa, dan pemahaman. Hasil kuesioner juga menunjukkan bahwa mereka merasa lebih tertarik belajar bahasa Inggris menggunakan Kamishibai dan berpikir bahwa itu mempengaruhi pengetahuan mereka dalam kosakata dan tata bahasa positif. Berdasarkan temuan, ada beberapa saran untuk guru bahasa Inggris dan peneliti masa depan. Disarankan bagi guru bahasa Inggris untuk menggunakan Kamishibai sebagai media pembelajaran untuk meningkatkan keterampilan berbicara siswa mereka. Untuk penelitian selanjutnya, disarankan untuk meneliti penggunaan Kamishibai pada keterampilan lain di tingkat kelas yang lain. ABSTRAK Kinanthi, Nurin Rusydina. 2018. Using Kamishibai to Enhance Speaking Skills of the Tenth Graders at Sma Brawijaya Smart School (Bss) Malang. Sarjana’s Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang, Pemimbing: (I) Nur Hayati, S.Pd, M.Ed., (II) Drs. Andi Muhtar, M.A. Kata kunci: kemampuan berbicara, Kamishibai, teks naratif. Berbicara sebagai salah satu dari empat keterampilan berbahasa memegang banyak hal penting dalam konteks pengajaran dan pembelajaran bahasa Inggris untuk komunikasi. Karena kompleksitasnya, bagaimanapun, mengajar dan belajar berbicara memiliki banyak tantangan terutama dalam konteks EFL. Saya menemukan dalam studi awal yang saya lakukan di SMA Brawijaya Smart School (BSS) Malang bahwa siswa mengalami masalah dalam berbicara yaitu, kurangnya kosa kata dan tata bahasa, yang menyebabkan mereka memiliki kepercayaan diri yang rendah dalam berbicara bahasa Inggris. Kelas X MIA 2 dipilih karena kelas ini memiliki nilai berbicara terendah dibandingkan dengan lima kelas lainnya. Selanjutnya, Kamishibai, sebuah teater kertas yang awalnya dibuat di Jepang dipilih karena belakangan ini digunakan untuk mengajar berbicara (terutama untuk siswa EYL) dan beberapa penelitian telah menunjukkan bahwa itu memiliki potensi untuk meningkatkan keterampilan berbicara. Penelitian ini mencoba untuk menyelidiki penggunaan Kamishibai untuk meningkatkan keterampilan berbicara siswa sekolah menengah atas. Penelitian ini menggunakan Penelitian Tindakan Kelas dan dilakukan dalam enam pertemuan. Tiga instrumen yaitu, daftar pengamatan, catatan lapangan, dan kuisioner pasca implementasi digunakan untuk mengumpulkan data. Implementasi Kamishibai dimulai dengan menyaksikan guru melakukan story-telling menggunakan Kamishibai, kemudian dilanjutkan dengan diskusi atas penampilan tersebut sebelum siswa diberikan aktivitas yang terbimbing dan independen. Dalam latihan terpandu, para siswa melakukan beberapa kegiatan menulis dalam kelompok menggunakan Kamishibai untuk mempersiapkan kegiatan berbicara mereka. Dalam tahap independen, para siswa melakukan kegiatan yang sama tetapi secara individual. Hasilnya menunjukkan bahwa 95% siswa mencapai di atas dari skor standar minimum dalam tes akhir dengan skor rata-rata terbaru 76,2; meningkat 6,8 poin dari skor rata-rata sebelumnya (69,4), yang menunjukkan bahwa kriteria keberhasilan telah tercapai. Dapat disimpulkan bahwa penggunaan Kamishibai dapat meningkatkan keterampilan berbicara siswa kelas sepuluh dalam hal kelancaran, kosakata, pengucapan, tata bahasa, dan pemahaman. Hasil kuesioner juga menunjukkan bahwa mereka merasa lebih tertarik belajar bahasa Inggris menggunakan Kamishibai dan berpikir bahwa itu mempengaruhi pengetahuan mereka dalam kosakata dan tata bahasa positif. Berdasarkan temuan, ada beberapa saran untuk guru bahasa Inggris dan peneliti masa depan. Disarankan bagi guru bahasa Inggris untuk menggunakan Kamishibai sebagai media pembelajaran untuk meningkatkan keterampilan berbicara siswa mereka. Untuk penelitian selanjutnya, disarankan untuk meneliti penggunaan Kamishibai pada keterampilan lain di tingkat kelas yang lain
IMPROVING THE TENTH GRADERS' WRITING ABILITY USING WRITING PROCESS
No full text Kemampuan menulis menjadi hal penting yang harus dimiliki oleh siswa terutama dalam hal menulis teks recount. Strategi writing process merupakan strategi yang dapat membantu siswa menulis lebih baik tidak hanya dalam hal hasil tapi juga dalam proses menghasilkan tulisan itu sendiri. Penelitian ini bertujuan menyelesaikan masalah yang dihadapi oleh siswa dalam hal menulis. Penelitian ini dilaksanakan di SMAN 10 Malang dengan melibatkan 33 siswa sebagai subjek penelitian. Hasil penelitian menunjukkan bahwa strategi writing process mampu membantu siswa menulis dengan ide dan organisasi yang lebih baik. ABSTRAK Kusumah, Farras. 2018. Improving the Tenth Graders’ Writing Ability Using Writing Process. Thesis, Department of English, English Language Teaching, Faculty of Letters, State University of Malang. Advisors: (I) Prof. Dr.Gunadi Harry Sulistyo, M.A. (II) Dr. Suharyadi, M.Pd. Key Words: writing ability, recount text, writing process The preliminary study showed that the tenth graders in SMA Negeri 10 Malang had problems in doing writing. These problems pertained to organizing and developing ideas in writing recount text. These problems happened owing to a reason that the students lacked of ability to find and develop ideas into a good paragraph. Thus, the researcher conduct a study by implementing writing process strategy to solve the problems above. While doing the research, the researcher employed Classroom Action Research which consists of four steps such as planning, implementing, observing, and reflecting. The subject of this study were 33 students of X IPS F2 in the second semester of academic year 2017/2018. The instruments used in this study were writing test, interview, and field notes. The scores in the writing test were analyzed by two raters to avoid bias using a writing scoring rubric. Then the results were compared to the first criteria of success. The students’ responses toward writing process strategy during interview were all transcribed and analyzed quantitatively and qualitatively. The particular responses for the first and seventh question items were analyzed to be compared to the second criteria of success. The field notes were filled by the researcher to record any obstacle and drawbacks, the condition of the classroom, and the students’ behavior found during the strategy implementation to obtain suggestion for future research and implementation. The steps while implementing writing process were introduction to recount text, introduction to writing process, and actual writing activity using writing process. In the introduction to recount text, the students were given handouts consisting of a sample of recount text for students to read, observe, and analyze the generic structure and the language feature. In the introduction to writing process, the students were introduced the stages in writing process and the modelled to make the skeleton outline. In the actual writing activity using writing process, the students were given several exercises to write with different topics. The findings in this study showed that the implementation of writing process strategy could improve the students’ writing ability in writing recount text. The final result showed that 88% students could achieve the second criteria of success which stated that 75% of the students could achieve the minimum score. Besides, the presence of writing process had been successful to alter the students’ learning behavior to be more engaged in writing and more curious with their own writings. Through the student interview after the implementation, the students showed positive responses towards writing process. As a conclusion, writing process had been successful to solve the problems found in the preliminary study before. According to the findings, the English teachers in SMA Negeri 10 Malang are suggested to implement writing process strategy while having writing activity in the class, especially writing recount text. The future researchers are as well suggested to implement the same strategy if their studies tackle with students’ writing problem. It is also suggested to modify the materials and activities in the class to attain better outcome; and to have the in-charge English teacher as a collaborator while conducting the study
Patterns of Lexical Bundles in the Theses Articles of the Undergdraduate Students of the English Department of Universitas Negeri Malang
No full textWriting is the hardest way to communicate some information from the writers toward the readers since it needs to be error free yet it is the easiest way to be edited even modified than speaking. The writers need to be aware that their writing should be coherence in order to convey their messages toward their readers. One of the ways in obtaining writing coherence is by utilizing lexical bundles which is able to bridge the writers’ idea or information discussed in their writing. Previous studies investigated lexical bundles across disciplines in EAP and ESP classes. Some studies compared the lexical bundles used in L1 and L2 students and across discipline and proficiency. They used corpus based strategy in comparing the lexical bundles in their research. Their result show that lexical bundles occur dissimilarly across disciplines and proficiency. Actually, the lexical bundles study in Indonesia is still few.They also compared EAP and ESP classes and still used the corpus based strategy to compare the lexical bundles use in Indonesia studentswith the English-native speaker students. However, there was no study comparing lexical bundles used in English Department’s under graduate students yet, as well as qualitative study. Thus, a study investigating lexical bundles used in one discipline needs to be conducted to find out whether the lexical bundles still play similar with the previous studies. The current study is conducted in order to find out patterns of lexical bundles occurred in the thesis articles of the undergraduate students ofEnglish Department of Universitas Negeri Malang. This study usedqualitative and descriptive design with attempt to explain each finding found in the analysis as deep as possible. The data obtained was language data in the form of lexical bundles in thesis articles of the undergraduate students of the English Department whichwere divided into three groups: ELT, ELL-Linguistics, and ELL-Literature. The thesis articles were unpublished articles which are available in the English Department’s computerand saved in Ms. Word with year of submission from 2015 up to 2017. There were 54 thesis articles collected which consisted of 18 articles for each group. Thus, there were 6 thesis articles each year for each group. Furthermore, the lexical bundles were obtained by employing AntConc concordance software.Due to the limited number of total words, the minimum requirement of extended colloquial words to be considered as lexical bundles is used in this study; they are the frequency cut-off 10 times and ranged at least 5 texts in a group.Thus, the total 50 patterns of lexical bundles from the three groups were obtained regarding the frequency cut-off and range used.Out of the total patterns found, 41 patterns were found in ELT group, 6 patterns were found in ELL-Linguistics group and the last 3 patterns were found in ELL-Literature group. Lexical bundles patterns checklist and guideline adopted from Heng, et al’s (2014) study was utilized as the instrument to collect and analyze the lexical bundles obtainedfrom the three groups. The instrumentcategorized the patterns of lexical bundles based on their structure and their functionwhich consists of three sub-categories of patternsfor each. The sub-categories of the patterns based on structure are NP and PP fragments, VP fragments and dependent clause fragments while the sub-categories of patterns based on function are referential bundles, discourse organizers and stance bundles. The findings show thatthere was different distribution between structural and functional patterns of lexical bundles in the three groups. The structural patterns of lexical bundles found in this current study, such as the result of the and in the form of are the noun phrase and prepositional phrase fragments since their head was the noun and preposition respectively. The most frequently occurred structural patterns of lexical bundles was NP and PP fragments, then VP fragments and the last is dependent clause fragments. Besides, based on functional patterns category, the most frequently occurred patterns was referential bundles, then discourse organizers and the last is stance bundles.The referential bundles found in this study were functioned to identify some important information that needs to be point out. The discourse organizers were functioned to clarify the writers’ idea in their writing, like in the pattern on the other hand which clarify that there is contrast between the previous and the next information which is being discussed. The stance bundles relates with the writer’s intention in their writing. In conclusion, the most frequently occurred patterns in the articles was referential bundles which has 35 patterns or 70% out of the total 50 patterns found. It is also resulted that the structural patterns were produced similarly in the three groups yet the functional patterns were produceddissimilarly in the three groups. The only functional pattern found in the three groups was on the other hand. For further study, it is suggested to teachers to implement lexical bundles in their teaching since it has chance in teaching and learning process. In addition, the future researchers are suggested to compare the lexical bundles in Indonesia students toward the English-native-speakers’ corpus regarding their structure and function since this current study only compare the patterns of lexical bundles found in one discipline.ABSTRAK Writing is the hardest way to communicate some information from the writers toward the readers since it needs to be error free yet it is the easiest way to be edited even modified than speaking. The writers need to be aware that their writing should be coherence in order to convey their messages toward their readers. One of the ways in obtaining writing coherence is by utilizing lexical bundles which is able to bridge the writers’ idea or information discussed in their writing. Previous studies investigated lexical bundles across disciplines in EAP and ESP classes. Some studies compared the lexical bundles used in L1 and L2 students and across discipline and proficiency. They used corpus based strategy in comparing the lexical bundles in their research. Their result show that lexical bundles occur dissimilarly across disciplines and proficiency. Actually, the lexical bundles study in Indonesia is still few.They also compared EAP and ESP classes and still used the corpus based strategy to compare the lexical bundles use in Indonesia studentswith the English-native speaker students. However, there was no study comparing lexical bundles used in English Department’s under graduate students yet, as well as qualitative study. Thus, a study investigating lexical bundles used in one discipline needs to be conducted to find out whether the lexical bundles still play similar with the previous studies. The current study is conducted in order to find out patterns of lexical bundles occurred in the thesis articles of the undergraduate students ofEnglish Department of Universitas Negeri Malang. This study usedqualitative and descriptive design with attempt to explain each finding found in the analysis as deep as possible. The data obtained was language data in the form of lexical bundles in thesis articles of the undergraduate students of the English Department whichwere divided into three groups: ELT, ELL-Linguistics, and ELL-Literature. The thesis articles were unpublished articles which are available in the English Department’s computerand saved in Ms. Word with year of submission from 2015 up to 2017. There were 54 thesis articles collected which consisted of 18 articles for each group. Thus, there were 6 thesis articles each year for each group. Furthermore, the lexical bundles were obtained by employing AntConc concordance software.Due to the limited number of total words, the minimum requirement of extended colloquial words to be considered as lexical bundles is used in this study; they are the frequency cut-off 10 times and ranged at least 5 texts in a group.Thus, the total 50 patterns of lexical bundles from the three groups were obtained regarding the frequency cut-off and range used.Out of the total patterns found, 41 patterns were found in ELT group, 6 patterns were found in ELL-Linguistics group and the last 3 patterns were found in ELL-Literature group. Lexical bundles patterns checklist and guideline adopted from Heng, et al’s (2014) study was utilized as the instrument to collect and analyze the lexical bundles obtainedfrom the three groups. The instrumentcategorized the patterns of lexical bundles based on their structure and their functionwhich consists of three sub-categories of patternsfor each. The sub-categories of the patterns based on structure are NP and PP fragments, VP fragments and dependent clause fragments while the sub-categories of patterns based on function are referential bundles, discourse organizers and stance bundles. The findings show thatthere was different distribution between structural and functional patterns of lexical bundles in the three groups. The structural patterns of lexical bundles found in this current study, such as the result of the and in the form of are the noun phrase and prepositional phrase fragments since their head was the noun and preposition respectively. The most frequently occurred structural patterns of lexical bundles was NP and PP fragments, then VP fragments and the last is dependent clause fragments. Besides, based on functional patterns category, the most frequently occurred patterns was referential bundles, then discourse organizers and the last is stance bundles.The referential bundles found in this study were functioned to identify some important information that needs to be point out. The discourse organizers were functioned to clarify the writers’ idea in their writing, like in the pattern on the other hand which clarify that there is contrast between the previous and the next information which is being discussed. The stance bundles relates with the writer’s intention in their writing. In conclusion, the most frequently occurred patterns in the articles was referential bundles which has 35 patterns or 70% out of the total 50 patterns found. It is also resulted that the structural patterns were produced similarly in the three groups yet the functional patterns were produceddissimilarly in the three groups. The only functional pattern found in the three groups was on the other hand. For further study, it is suggested to teachers to implement lexical bundles in their teaching since it has chance in teaching and learning process. In addition, the future researchers are suggested to compare the lexical bundles in Indonesia students toward the English-native-speakers’ corpus regarding their structure and function since this current study only compare the patterns of lexical bundles found in one discipline
Evaluation of the English Coursebook “Bahasa Inggris” for Vocational High School
No full textABSTRAK Permana, Pinastika. 2018. Evaluation of the English Coursebook “Bahasa Inggris” for Vocational High School. Sarjana’s Thesis, English Department, Faculty of Letters, State University of Malang. Advisors: (I) Dr. Johannes A. Prayogo, M.Pd., M.Ed. (II) Dra. Sri Andreani, M.Ed. Keywords: coursebook, content, quality, vocational high school The purpose of this study was to evaluate an English coursebook entitled Bahasa Inggris for Vocational High School XI Grade. This coursebook was choosen because of the coursebook has been used in SMKN 3 Malang for two years and needs to be evaluated. This study aims at evaluating the quality of the content of the coursebook,especially focusing on five aspects which are (1) aims and approaches, (2) language content, (3) language skills, (4) topics and socio-cultural values, and (5) design and organization. A descriptive-qualitative research method was used in this study. In this study, researcher was firstly collecting data from the content of the coursebook using evaluation checklist. Then, the data from the checklist were analysed using the formula that had been set to get the result of each factor score of the coursebook. After that, the data were compared to the experts’ related theory. Predicate on the coursebook fulfillment in a factor was decided through the following grading. Excellent (3.6-4.0), Good (3.0-3.5), Fair (2.0-2.9), Poor (1.0-1.9).The result shows that, based on 1-4 scales, in terms of (1) aims and approach, the coursebook was excellent for it reached 4, (2) language content scored 2.3 and was categorized as fair, (3) language skills was categorized as fair as it rated 2.8, (4) topics and socio-cultural values scored 3.4 and was categorized as good, and (5) design and organization was also good for reaching 3.4 of the level of the fulfillment. Overall, the coursebook was categorized as good for it reached 3.2 of the level of fulfillment. For the coursebook’s improvements, the coursebook’s author is suggested to (1) present more contextualized exercises for grammar, (2) add vocabulary building for students, (3) considering the level of difficulty especially in reading and writing, (4) enrich the contents with cultural awareness, and (5) complete the coursebook with coursebook packages such as material for listening. Finally, for future researchers who want to conduct similar study, it is suggested to evaluate other coursebooks for other grades by taking more specific issue with more detailed instruments. Students’ perspective would give stronger and more valid evaluation toward the level of difficulty of the coursebook’s materials and exercises
The English Department Students' Writing Habits of English Through Social Media
No full textABSTRAK Sari, Hana. 2018. English Department Students’of Writing Habits in English through Social Media.Sarjana’sThesis, Department of English, Faculty of Letters, UniversitasNegeri Malang, Advisors: (I) Prof. Bambang Yudi Cahyono, M.Pd., M.A., Ph.D (II) Nur Hayati, S.Pd, M. Ed Keywords:Writing, Habits, Social Media Writing is often considered the most complex language skill. The teaching of writing is therefore not easy and students’ need to have a lot of practice and intensity learning activities. The advancement of technology and social media nowadays offers the potential to involve the activity that can guide students to write on social media as a means of writing practice. This study seeks to investigatekinds of writing text that they write on social media the intensity of students’ writing in English on social media, factors that can influence students’ writing habit and writing on social media’s effect on students’ English. This study expected to be beneficial to give some insights into how social media is used for the students’ writing practice and how it might also be integrated in the teaching and learning of writing. This study used survey method. The study was conducted at English Department of UniversitasNegeri Malang. The subjects of this study were 50 second-year students in the English Department. The data for the study were collected by using questionnaire. I came into two classes and spread out the questionnaire. The result of the English department students’ writing habits in English through social media, based on questionnaire shows that, the students really like to describe something on social media, such as using English as a caption to describe the photos or videos. Students spend almost every day in a week to write using English in social media. They also spend their time 5-10 times in a day just to update their status using English in social media. Moreover, some of students stated that writing using English through social media is more flexible than printed media and other factors that can influence their writing is their mood. It can be concluded thatthe students like to write using English on social media almost every day and it is depends on students’ mood and situation. Also, writing social media can increase vocabulary by giving comments or write a caption on social media. It is recommended that English teachers motivate the students to write using social media so that they can engage students’ willingness in writing and also practice writing in English using social media.Also, social media can be an alternative to make the students fond of writing. The teachers also can make some writing exercises through social media by forming a group on social media that consists of teacher and students such as Facebook or Twitter. For future researchers, writing in English through social media is not only for writing skill but also for other skills like speaking or reading. Sari, Hana Ciptaning. 2018 English Department Students’of Writing Habits in English through Social Media.Skripsi, Pendidikan Bahasa Inggris, Fakultas Sastra, UniversitasNegeri Malang, Pembimbing: (I)Prof. Bambang Yudi Cahyono, M.Pd., M.A., Ph.D, (II) Nur Hayati, S.Pd, M. Ed Kata Kunci:Menulis, Kebiasaan, Media Sosial Menulis sering dianggap sebagai keterampilan bahasa yang paling rumit. Oleh karena itu, pengajaran menulis tidak mudah dan mahasiswa perlu memiliki banyak latihan dan kegiatan belajar intensitas. Kemajuan teknologi dan media ocial saat ini menawarkan potensi untuk melibatkan kegiatan yang dapat membimbing mahasiswa untuk menulis di media sosial sebagai sarana praktik menulis. Penelitian ini berusaha untuk menyelidiki jenis teks tulisan yang mereka tulis di media sosial intensitas penulisan mahasiswa dalam bahasa Inggris di media sosial, faktor yang dapat mempengaruhi kebiasaan menulis mahasiswa dan menulis pada efek media sosial pada bahasa Inggris mahasiswa. Penelitian ini diharapkan bermanfaat untuk memberikan beberapa wawasan tentang bagaimana media sosial digunakan untuk praktik menulis mahasiswa dan bagaimana itu juga dapat diintegrasikan dalam pengajaran dan pembelajaran menulis. Penelitian ini menggunakan metode survei. Penelitian dilakukan di Jurusan Bahasa Inggris Universitas Negeri Malang. Subjek penelitian ini adalah 50 mahasiswa tahun kedua di Jurusan Bahasa Inggris. Data untuk penelitian dikumpulkan dengan menggunakan kuesioner. Saya datang kedua kelas dan mulai menyebarkan kuesioner. Hasil kebiasaan menulis mahasiswa bahasa Inggris dalam bahasa Inggris melalui media sosial, berdasarkan kuesioner menunjukkan bahwa, para mahasiswa benar-benar suka menggambarkan sesuatu di media sosial, seperti menggunakan bahasa Inggris sebagai keterangan untuk menggambarkan foto atau video. Mahasiswa menghabiskan ocial setiap hari dalam seminggu untuk menulis menggunakan bahasa Inggris di media ocial. Mereka juga menghabiskan waktu 5-10 kali dalam sehari hanya untuk memperbarui status mereka menggunakan bahasa Inggris di media sosial. Selainitu, beberapa mahasiswa menyatakan bahwa menulis menggunakan bahasa Inggris melalui media sosial lebih fleksibel daripada media cetak dan sosial lain yang dapat mempengaruhi tulisan mereka adalah suasana hati mereka. Selain itu, para mahasiswa merasa seperti mereka lebih sering mencari kamus dan meningkatkan kosa kata mereka setelah mereka menulis menggunakan bahasa Inggris melalui media sosial. Dapat disimpulkan bahwa siswa suka menulis menggunakan bahasa Inggris di media sosial hampir setiap hari dan itu tergantung pada suasana hati dan situasi mahasiswa. Selain itu, penulisan media sosial dapat meningkatkan kosa kata dengan memberikan komentar atau menulis teks di media sosial.Untuk guru bahasa Inggris disarankan untuk memotivasi mahasiswa untuk menulis menggunakan media social sehingga mereka dapat melibatkan kemauan mahasiswa dalam menulis dan juga berlatih menulis dalam bahasa Inggris menggunakan media sosial. Selainitu, media sosial dapat menjadi alternatif untuk membuat mahasiswa suka menulis. Para guru juga dapat membuat beberapa latihan menulis melalui media sosial dengan membentuk kelompok di media sosial yang terdiri dari guru dan mahasiswa seperti Facebook atau Twitter. Untuk peneliti masa depan, menulis dalam bahasa Inggris melalui media sosial tidak hanya untuk keterampilan menulis tetapi juga untuk keterampilan lain seperti berbicara atau membaca
The Quality of Final Exam of Madrasah Aliyah in Blitar
No full textABSTRAK Billah, Kunta. 2018. The Quality of Final Exam of Madrasah Aliyah in Blitar. Thesis, English Language Teaching Program, English Department, Faculty of Letters, State University of Malang, Advisor I: Prof. Ali Saukah, M.A, PhD. Advisor II: Da. Sintha Tresnadewi, M.Pd. Keywords: Quality of a Good Test, Reliability, Validity, Practicality The purpose of conducting this study was to evaluate the quality of the English test in Blitar district 2015/2016. The analyzed test was UAM which is Ujian Akhir Madrasah. UAM is a test taken by twelfth grade students in order to graduate from madrasa. The research design used in this study is descriptive evaluative research. In evaluating the quality of the test, a quantitative analysis method was used. The data used in this study were obtained from the school’s documents. The data are the students’ answer sheets and the test itself. The study analyzed the quality of the test which is validity, reliability, and practicality. Construct validity was analyzed by finding the match between task items and assessed skill. Content validity was analyzed by matching the item with the curriculum. Criterion-related validity was analyzed by making a correlation between UAM and national Examination. The reliability was analyzed using Kuder-Richardson formula 20. Practicality was analyzed by dividing the number of available resources with the number of needed resources. The result of construct validity analysis shows that the entire task in the test truly assesses students’ skill that was supposed to be assessed. The content validity resulted with conclusion that the test items are 90% matched with the curriculum. The detail on the distribution of basic competence are 50% originated from tenth grade, 20% originated from eleventh grade, 20% originated from twelfth grade, while 10% was not listed in in the curriculum. The result of concurrent validity resulted in correlation coefficient value of 0.45 which indicates that the score obtained from the test have low value to indicate students’ current performance. The reliability of the UAM is inadequate due to the low reliability coefficient value of .73 which means that the test score is not consistent enough to represent students’ performance. The practicality analysis resulted in none of the value falls below 1 which indicates that the number of available resources is greater than needed resources. In conclusion, the test should be revised in the validity and reliability. The validity needs to be adjusted so the materials are balanced from tenth grade to twelfth grade while the reliability needs a little more improvement
Reading Habit And Extensive Reading Class
No full textABSTRAK Uastianto, Fajar . 2018. Reading Habit and Extensive Reading Class. Thesis, English Language Teaching Program, English Department, Faculty of Letters, State University of Malang, Advisor I: Prof. H. Ali Saukah, M.A.,Ph.D., Advisor II: Dr. Furaidah, M.A. Keywords: reading habit, extensive reading Reading is a skill that has to be learned to get the meaning of a written text. There are many methods to improve reading skills. One of those is Extensive Reading. Extensive reading or reading for pleasure is one of many ways to learn language, including foreign language learning, through a large amounts of reading. This activity becomes a habit when it is frequently carried out. The elements of reading habit are the readers know their book preferences, have regular amount of time that they have spent on reading and the frequency of reading. In this study, I wanted to know the reading habit of the Univesitas Negeri Malang students before and after they took Extensive Reading class. This research used questionnaire to find the data about the reading habit of the Univesitas Negeri Malang students before and after taking all of the Extensive Reading classes. The data were collected by distributing the questionnaire directly and through google form. After the data were collected to answer the research questions, they were tallied, counted, and analyzed to find the percentages. The result of this study revealed that they change their reading habit after taking Extensive Reading class. Most of the participants changed their book preference from Fantasy book to Romance book. They read books more often. Before Extensive Reading classes there were only 9% of the respondents who said that they often read some reading materials that increased to 22%. They also spent more time in reading. In summary, it seems that Extensive Reading can change the students’ reading habit and also increase their reading interest
The Implementation of Pre-Reading Strategy in Improving Students' Reading Comprehension Score
No full textAbstract Reading comprehension is a crucial skill in mastering English. The preliminary study conducted in SMAN 1 Singosari at IPA-C/17, showed that the students had difficulties in comprehending passage because of lack of vocabulary and background knowledge. Despite the attempts that the teacher made in improving students’ reading comprehension, the students frequently failed to comprehend a text better. Thus, this study aimed at implementing the pre-reading strategy in improving the reading comprehension of the tenth graders in SMAN 1 Singosari. The research problems of this study are (1) How the implementation of pre-reading strategy in improving tenth grade students’ reading comprehension of narrative text (2) How the students’ opinions toward the implementation of pre-reading strategy in improving their reading comprehension. This research is a Classroom Action Research (CAR). The data were collected through several instruments which are observation sheet, participation checklist, field notes, questionnaire, and test. This research consisted of several stages that is planning, acting, observing, and reflecting. This research can be stopped if the criteria of success has achieved. The criteria of success are the students should pass the minimum passing grade of 75 and the students give positive response at least 80% of the total students in the class. Based on the results of the research, there are two major outcomes of the study. First, the teaching and learning process was well executed because the reflection after teaching and learning could improve the students’ reading comprehension ability measured from the reading comprehension test. The improvement was up to 13.23 points. Second, most of the students like the use of pre-reading strategy in improving reading comprehension. Around 97% students agreed that they could understand the passage better after doing pre-reading activities consisted of vocabulary matching exercise and pre-reading comprehension questions. Also, 91% of students stated that they could be more motivated in reading new story. Another positive result is the implementation of pre-reading strategy could improve students’ reading comprehension ability, triggers students’ participation in classroom activity, and motivates students to explore a new passage. As a conclusion, the implementation of pre-reading strategy is shown to improve the reading comprehension of the tenth graders at SMAN 1 Singosari. Therefore, this strategy can be reference for another teacher to help students improve their reading comprehension ability
Test-Taking Strategies Employed By The Management of Language Center Institutions in TOEFL Preparation Program
No full textRINGKASAN As English gain a major position in education and commerce, the demand on TOEFL also arising. The condition turnt TOEFL into a high-stakes test, which result is judged publicly. In response to the phenomenon, educational institutions give answer by offering specific program focusing on the preparation for taking the test.such program is designed to improve skill and set test-takers to be ready in taking the test. The default condition that distincts the program is that the participants come with varied level of English skill and assume a short period to prepare for taking the test. Therefore, the program provider must implement certain concept and strategy to help improve the participants’ skill as well as their score. 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 TOEFL Preparation Programs. The study was carried out in two language center institutions in Malang. The data of the study were taken through observations to the class activities, and interviews with the management and tutors of the institutions.The data, which are in two types of form, were analyzed in accordance to the type and the wuestions to be answered. The validity of the analysis result was ensured by data triangulations, where conclusion is drawn from the two types of data to avoid biases. Through this study, it was found that though there were washback practices in the program, but it is not dominating the teaching learning process during the class activities.It is due to the institutions’s belief, that although the participants’ motivation in joining the program is mostly to improve their TOEFL score, but the institutions guide students to improve skill, so that the score will also improved. In carrying out the program, the institution apply some techniques and strategies to support the teaching and learning process. For Test Preparation Strategies, the institutions apply cognitive and meta cognitive method, such as regular practice, while for Test-Taking Strategies, the institution introduce test-wiseness strategy (item analysis and distracter selection), and different application on Time Management and After Test strategies. As this research is still far from flawless, there are two weaknesses in this study. For further researcher, it is suggested to do similar research in a broader scope of study involving more institutions, test-takers’ point of view, and different type of test preparation programs. Therefore, more test-taker’s strategies might be discovered and identified in these kinds of programs.In addition, the development of the instruments for data collection is also left many opportunities for further improvement and modification. Keywords: Washback, Test-Takers’ Strategies, TOEFL Preparation Progra
Using Podcast and Graphic Organizer to Improve Listening Skill On Recount Texts of Eight Graders of SMP Negeri 21 Malang.
No full textRINGKASAN SUMMARY Nurhasana, Anisah. 2018. Using Podcast and Graphic Organizer to Improve Listening Skill On Recount Texts of Eight Graders of SMP Negeri 21 Malang. Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Dr. Niamika El Khoiri, M.A. (II) Dra. Nunung Suryati, M.Ed.,Ph.D. Keywords: listening skill, podcast, graphic organizer, recount text. Listening is important to human being especially for students.Through listening students can communicate and learn something new from others. Students need to listen to know some information, to learn something from radio or television, or just listen to their teachers explaining the lesson. Based on the preliminary study, there were some difficulties that the students facedin SMP Negeri 21 Malang while learning listening such as speed of speech,unclear audio, too long audio,lack of students’ motivation, lack of concentration, and lack vocabulary. The purpose of this research was to improve listening skill using podcast on recount text of grade 8. The researcher chose podcast as teaching media because it was clear, short and efficient audio. Thepodcast itself is about oral recount texts. The implementation of podcast consists of two steps that areidentifying topics by brainstorming, remind the students to pay attention tothe keyword.Theresearcher also used graphic organizer strategy because it could help the students to understand the podcast. The researcher used graphic organizer as a strategy because the graphic organizer contains keywords, that is who, what, when, event, and resolution. They hadto catch the important ideas that they heard and filled the graphic organizer. This research usedClassroom Action Research (CAR). The research was conducted in the four stages: (1) Planning; (2) Acting; (3) Observing; (4) Reflecting. The instruments that were used in this research were interview guide, students’ questionnaire, students’ test, and observation checklist. There was one cycle in this research. There are two kinds of data in this research. They are qualitative and quantitative data. In this classroom action research, the qualitative data are taken from the result of interview guide, questionnaire, and observation checklist done by researcher and collaborator while the action is being carried out. Meanwhile, the quantitative data are taken form test. The result of the research showed that applying podcast and graphic organizer strategywas successful in improving students listening skill. It could be seen from the result of their preliminary test and final test. Meanwhile, the podcast was able to help them to improve their skill in Listening. Some students said that the podcast can improve their listening skill.They also said that the podcast was easier to understand