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The Evaluation of Coursebook for Grade X Senior High School
No full textRINGKASAN Hasanah. Uswatun. 2018. The Evaluation of Coursebook for Grade X Senior High School. Department of English.Faculty of Letters. Universitas Negeri Malang. Advisor I Anik Nunuk Wulyani, M. Pd, Ph. D., Advisor II, Drs. Andi Muhtar, M. A. Key words: Coursebook, Evaluation, Senior High School Grade X. Evaluation plays a vital role in giving a review or a judgment for educational concern. Evaluation is conducted to give a review for syllabus, curriculum, coursebookand other materials that are usedin teaching and learning process. The present study is focused on evaluatinghigh school coursebook. This study conducted based on the gaps found in previous evaluation studies about coursebook(Demir & Ertas, 2014; Isnaini, 2015; and Ulum, 2016). The gaps of previous studies are themethodology that does not match the purpose of evaluation study and insufficient instrument used. This present study evaluates a coursebook entitled “Bahasa dan Sastra Inggris untuk SMA Kelas X”. The coursebook is the only coursebook used in SMA Laboratorium Malang for Grade X. The coursebook was published by Ministry of Education and Culture (Kemendikbud). The method used in the study isevaluation method. The aim of this method is to review any kind of educational materials and find out its strengths and weaknesses. The sources of the data are the coursebook and the users of the coursebook (a teacher and five students). The data were taken through checklists and interview guide. The checklist is adapted from Cunningsworth’s (1995) checklist and checklist settled by National Education Standards Board or BSNP (2016). The checklist covers four eligibilities that are eligibility of content, eligibility of presentation, eligibility of language and eligibility of graphic. While the interview guide for the users involvea teacher and 5 students (2 male and 3 female students). From the checklists, it is shown that the coursebook is scored 3.275 or 82% fulfill the criteria in the checklists. The score means thatthe coursebook is categorized as good coursebook. The other result from the study is the result from interview with the teacher and five students. The result is shown that out of six respondents, 83% of them believe that the coursebook meets the criteria of good coursebook. After analyzing the findings, some conclusions are drawn from the present study. First is that generally, the coursebooks produced and published by The ministry of education and culture (kemendikbud)fulfill the requirement criteria of good coursebook, second is distinct scores of the coursebook, and the last is students’ and teacher’s opinions about the coursebook that the coursebook needs improvement in eligibility of languange and eligibility of graphics. To conclude, the present study proves that the coursebook entitled “Bahasa dan Sastra Inggris untuk SMA Kelas X” meets the expected requirements of good coursebook. It is suggested that the professional teacher understand and know how to evaluate a coursebook. It is expected that the teacher will know the weaknesses and strengths of the coursebook so it will be easy for the teachers to develop additional exercises
The Effectiveness of Using Picture Series on Students’ Ability in Writing Narrative Texts
No full textRINGKASAN Seda, Bergita Dewiyanti. 2018. The Effectiveness of Using Picture Series on Students’ Ability in Writing Narrative Texts. Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (1) Prof. Bambang Yudi Cahyono (2) Dr. Ekaning Dewanti Laksmi, M.Pd., M.A. Keywords: Picture Series, Narrative Texts, Writing Ability.English is one of the international languages spoken almost all around the world.Many ways we can do to learn English, one of them is writing, because some people are more comfortable when they are asked to write than to express it. Besides, some instructional media such as pictures should be developed.The objective of this research was to investigate the effectiveness of using picture series on students’ ability in writing narrative texts.The research was carried out at SMKN 3 Malang on April 2018. The method of this study was quantitative research by using quasi - experimental design. The subjects consisted of two classes of tenth grade which divided into experimental and control group. The data were obtained from pre-test and post-test scores. The students in experimental group were given writing narrative tests using picture series while the students in control group were given writing narrative texts without using picture series. Both of the groups were give4 times of treatments. The data were analysed using some steps; evaluating students’ writings using scoring rubric, analysing normality and homogeneity of the data using SPSS 21 version, ensuring the statistical hypothesis by using independent sample t-test, and determining how the null hypothesis is accepted or rejected.The result showed that picture series as media in writing narrative text is effectivetowards students’writing ability in narrative texts. It showed that the significant level ofpost-test was0.000, which mean it is smaller than 0.05,t-test(to) t-table (tt) (0.000 0.05). So, the null hypothesis (Ho) is rejected. It means thatalternative hypothesis (Ha) is accepted that there is asignificant difference between students’ ability in writing narrative texts by usingPictures series and without Picture series.The findings showed that the picture series is good and interesting instructional media to increase the students ability in writing a text, especially in writing narrative texts. It is suggested that Picture series can be used by English teachers as a media to teach writing narrative, also Picture series help the students to produce better writing and inspires them in expressing their ideas into paragraph
Test-Taking Strategies Employed By The Management of Language Center Institutions in TOEFL Preparation Program
No full textRINGKASAN Bimantara, Bagus Nova. 2018. Test-Takers’ Strategy in Toefl Preparation Program Provided by The Management of Language Center Institutions. Skripsi, Jurusan Sastra Inggris, Fakultas Sastra, Universitas Negeri Malang. Pembimbing: (I) Dr. SinthaTresnadewi, M.Pd. (II) Prof. Dr. Gunadi H. Sulistyo, M.A. Kata Kunci: Washback, StrategiPeserta Ujian, Program Persiapan TOEFL Sebagaimana bahasa Inggris memperkuat posisi dalam dunia pendidikan dan perdagangan, permintaan terhadap TOEFL juga meningkat. Kondisi ini mengubah TOEFL menjadi tes berisiko tinggi. Menanggapi fenomena tersebut, lembaga pendidikan merespon dengan menawarkan program persiapan TOEFL, dimana di dalam penerapan program tersebut terdapat penggunaan strategi yang disebut Test-Taking Strategies. Penelitian ini adalah penelitian kualitatif yang bertujuan untuk mendeskripsikan penerapanTest-Taking Strategies dalam Program Persiapan TOEFL dengan apa adanya tanpa manipulasi pada situasi penelitian, materi, dan aspek lain yang terkait dengan Program Persiapan TOEFL. Penelitian dilakukan di dua lembaga pusat bahasa di Malang. Data penelitian diambil melalui observasi ke aktivitas kelas, dan wawancara dengan manajemen dan tutor lembaga. Data dianalisis sesuai dengan jenis untuk menjawab pertanyaan terkait kepercayaan Lembaga terhadap penerapan Test-Taking Strategies, jenisTest-Taking Strategies yang diimplementasikan dalam program, dan sejauh mana penerapannya. Validitas hasil analisis dipastikan dengan triangulasi data untuk menghindari bias. Hasil penelitian menemukan: 1) lembaga percaya bahwaTest-Taking Strategies cocok untuk membantu proses pembelajaran dalam Program Persiapan TOEFL. 2) dari dua klasifikasi utama Test-Taking Strategies, tidak semua aspek muncul selama pengamatan. Untuk Test Preparation Strategies, strategi yang muncul adalah aspek Kognitif dan Meta-kognitif, dan untukTest-Taking Strategies, Analisis Item dan Seleksi Distraktor adalah aspek yang terus digunakan, sementara aspek Manajemen Waktu dan Pasca-Ujian memiliki implementasi yang berbeda diaantara kedua lembaga yang diamati. 3) diskusi tentang Test-Taking Strategies di kelas terbatas hanya untuk memperkenalkan atau untuk membantu penjelasan pelajaran. Institusi tidak menyarankan siswa untuk mengandalkan strategi selama ujian. Siswa harus meningkatkan keterampilan mereka dengan tujuan untuk meningkatkan skor. Terakhir, ada dua rekomendasi dari penelitian ini. 1) Untuk manajemen dan staf akademik lembaga pusat bahasa, disarankan untuk menerapkan dan memperkenalkan lebih banyak strategi dalam diskusi dengan siswa. 2) Untuk peneliti lebih lanjut, disarankan untuk melakukan penelitian serupa dalam lingkup studi yang lebih luas yang melibatkan lebih banyak institusi, sudut pandang peserta tes, dan berbagai jenis program persiapan ujian. Sehingga akan ada lebih banyak strategi peserta ujian dapat ditemukan dan diidentifikasi dalam program semacam ini. Selain itu, pengembangan instrument untuk pengumpulan data masih terbuka untuk perbaikan dan modifikasi lebih lanjut
The Evaluationof The English Textbook “When English Rings A Bell” for Eighth Grade of Junior High School
No full textSUMMARY Sutrisno,Freddy Setya Budi. 2018. The Evaluationof The English Textbook “When English Rings ABell” for Eighth Grade of Junior High School. Sarjana’s Thesis. Department of English, Faculty of Letters, Universitas Negeri Malang. Advisor: (I) Dr. Johannes A.Prayogo., M.Pd., M.Ed., (II)Prof. Bambang YudiCahyono, M.Pd., MA., Ph.D. Keywords: evaluation, English textbook, criteria of good EFL textbook The Ministry of Education and Culture of Indonesia has decided that education in Indonesia must implement the 2013 curriculum.By implementing 2013 curriculum, Indonesian Ministry of Education and Culture (MOEC) provides a textbook to help the students to learn English with standardizingcompetency of attitude, knowledge, and skills integrated. Hence, the study is aimed at evaluating the English textbook “When English Rings ABell” for SMP/MTs Grade VIII published by Indonesian Ministry of Education and Culture. The textbookis whether it has beencompatible with the criteria of a good textbook in terms of content appropriateness, linguistic appropriateness, and presentation appropriatenessdetermined by BSNP (Badan StandarNasionalPendidikan). The method used in this study wasevaluationmethod. It was done by analysing the content of the textbook. The researcher collects the data by comparing the textbookagainst some criteria. The data analysis was calculated by dividing the total of criteria points which were met in the textbook with the entire criteria points. The study starts with 3 systematic steps. Those were (1) referring criteria for English textbook analysis issued by BSNP, (2) analysing the English textbook of “When Ring A Bell” Grade VIII based oncontent aspect, language aspect, and presentation aspect, and (3) calculating and interpreting the data collection by dividing the total of criteria points in atextbook with the total of criteria points in all of aspects and multiplied by 100%. The findings show that the textbook “When English Rings A Bell” Grade VIII for Junior High School (SMP/MTs) was categorized “good” by achieving “good score” on fourout of seven proposed criteria. The four criterionsare the appropriateness of materials with standard of competence and basic competence (83%), the material accuracy (100%), language appropriateness (100%), presentation technique (100%). The other aspects are (1) supporting learning materials by achieving 60%, (2) teaching and learning technique by achieving 75%, (3) presentation coverage which was the remaining aspect achieved 64% which meant that it was “fair”. Thus, “When English Rings ABell” for SMP/MTs Grade VIII generally could be categorized asa good English textbook based on BSNP’s criteria. The recommendation is if English teachers plan to use the textbook, they should compensatethe English textbook with somesupplementary materials to enrichstudent’s competence level
The Different Perspective between Transcendentalist and Puritans in Religious Understanding in The House of the Seven Gables by Nathaniel Hawthorne
No full textRINGKASAN Yusintha, Iga Melathi. 2018. The Different Perspective between Transcendentalist and Puritans in Religious Understanding in The House of the Seven Gables by Nathaniel Hawthorne. Thesis. Department of English. Faculty of Letters, UniversitasNegeri Malang. Advisors: (1) M. NasrulChotib, S.S., M.Hum., (2) Drs. ArifSubiyanto, M.A. Key words: transcendentalism, puritanism,religious understanding, The House of the Seven Gables. This thesis attempts to answer how Nathaniel Hawthorne portrays differences in religious understanding between Transcendentalist and Puritans in The House of the Seven Gables. I adopt the idea of René Wellek and Austin Warren about literature and idea to support my study, so I could give the good evidence. On religious context, Transcendentalism belief that truth comes from spiritual intuition they have in their mind. Intuition is something that defined howTranscendentalist got their soul closer with God. They also belief that getting close to nature is another way in getting close to God.On the other hand, Puritans believe God did not assure salvation, and even the faithful could be damned. No matter how vigilant, a human could never avoid sinfulness, and no amount of good works could ever outbalance that innate sinfulness. Only God’s grace could save a human soul from damnation. If the influence of Transcendentalism and Puritanism connected with The House of the Seven Gables, it has an alteration of thinking possibility. After finishing my study, I concluded that the influence of Transcendentalism in the novel was quite strong, especially in Hepzibah character. She carried the influence of Transcendentalism, especially self-reliance. Hawthorne made Hepzibah confident with the idea of self-reliance could take her out of the past which eventually leads to maturity
Exploring ELT Students' Perception about Mobile Learning in English Vocabulary Acquisition
No full textSUMMARY Ristanti, Iftitah Fildzah. 2017. Exploring ELT Students’ Perception about Mobile Learning in English Vocabulary Acquisition. Sarjana’s Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (1) Dr. Utari Praba Astuti, M.A., (2) Dr. Emalia Iragiliati, M.Pd. Keywords: Vocabulary Acquisition, Perception, Mobile Learning, Mobile Devices. The rapid development of mobile technology leads people to integrate the function of mobile devices in their life. Mobile devices such as smartphones, computer laptops, and tablet computers, which were firstly made basically for communication are now undeniably being an absolute need for people not only to communicate but also to help them do many other things in many different fields. One of them is in English language learning. This phenomenon is seen as an opportunity to utilize the mobile technology for learning. Meanwhile, vocabulary plays an important role in English language learning. It is considered as a building block of other skills as well. One of the approaches that are now trending and also familiar to them to acquire vocabulary autonomously is mobile learning. This study aims to give the objective description of an exploration towards mobile learning used for acquiring vocabulary among the class of 2015 English Language Teaching students in Universitas Negeri Malang which is based on the students’ perception and experience. In conducting the study, the researcher uses survey which is the most appropriate design to meet the purpose. The research method used in this study is descriptive mixed-method approach, which is combination of quantitative approach to give statistical data and reach big number of population and qualitative approach to reveal in-depth results of the exploration. The data collection instruments used in this research are the researcher-made questionnaire and the interview guide. The source of data is 67 students for the questionnaires, and 12 students on the interview. The questionnaires were administered through website link which directs them to the page made by SurveyMonkey on November 2017 and was analyzed by revealing the percentage on the analyzer of the application. The interviews were done in one-on-one interview technique on November 2017 and were analyzed based on narrative analysis technique. The results of this study found out that most of the respondents had a positive opinion about the importance of mobile devices; then they also had a positive opinion about the helps mobile devices offer to support their English language learning; they mostly had a positive opinion about the assistance of mobile devices and its features to help them acquire and learn English vocabulary; they also had a positive opinion about the feelings and experiences while they use mobile devices for acquiring English vocabulary; and they had positive opinion about applying the mobile learning to their future students. Thus, this study has revealed that the challenges that the students face are: 1) technical challenges; 2) limitation of mobile technology; and 3) human factors
Enhancing Eighth Graders Junior High School Listening Comprehension Using Movie Clips
No full textABSTRAK SUMMARY Syaputri, Arum. 2018. Enhancing Eighth Graders Junior High School Listening Comprehension Using Movie Clips.Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Francisca Maria Ivone, M.A., Ph.D, (II) Nur Hayati, S.Pd., M.Ed. Keywords: listening comprehension, movie, movie clips, improving listening. In learning English, listening skill is one of the language skills to be mastered. Unfortunately, in the classroom activity the practice of listening skills seems to be neglected among the other skills. There were three major difficulties that students face while learning listening namely insufficient vocabulary, speed of speech and unfamiliar accent and intonation. Those difficulties were also shared by the students of SMP Negeri 12 Malang where the researcher conducted the research. Based on the background above, this study aimed at improving grade VIII-C students’ listening skill at SMP Negeri 12 Malang by using movie clips. The researcher chose movie clips as teaching media because based on the result of the previous studies movie clips are potential media in teaching listening. Movie clips provide students with visualization that helps students in comprehension. In addition, movie clips are innovative and flexible teaching medium that provide the option to stop or rewind each movie clip and challenge students by predicting, debating, conducting discussion, and ensuring that students understand the key concepts. This research used Classroom Action Research or CAR. The researcher adapted the stages from Kemmis & McTaggart (1989) that consisted of four series of activities conducted in recurrent cycle. In each cycle, there are four stages namely planning, implementing, observing, and reflecting. The instruments used in this research were students’ questionnaire, interview guide and listening tests. The instruments were used to gain qualitative data about the improvement of students’ listening comprehension. Meanwhile, the quantitative data were gained from the listening test which administered at the end of each meeting. The action implemented in this research was using movie clips as teaching materials and asked the students to answer the questions in worksheets. From the result of the research, the researcher found out that the movie clips successfully improved the students’ listening skill. The movie clips helped them to enrich their vocabulary through listening and as a result the students’ score were improved. The students also said that the movie clips provided an enjoyable and educational experience. Thus, the result of Cycle 2 showed the students motivation and enthusiasm in English learning also improved. Movie clips can be used as an alternative way in presenting the listening material in classroom activity. The researcher suggests the use of movie clips can be explored further in English classes, not only focusing on listening skill but also on other skills. The teacher can investigate the effectiveness of using subtitle on students’ listening and the use of role-play based on the dialogues in movie clips
COLLEGE STUDENTS’ PERCEPTIONS TOWARD COMPUTER ASSISTED LANGUAGE LEARNING (CALL) AND NON- CALL
No full textABSTRACT Wulansari, Enggar. 2017. College Students’ Perceptions toward Computer Assisted Language Learning (CALL). Thesis. English Department, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Dr. Sintha Tresnadewi, M.Pd., (II) Nur Hayati S.Pd., M.Ed. Keywords: college student, perceptions, Computer Assisted Language Learning (CALL) This study aimed at describing college students’ perceptions toward Computer Assisted Language Learning (CALL) and Non-CALL. It focused on the students’ perceptions toward CALL. In this case, the college students’ perceptions toward CALL become a key predictor of students’ ability to adjust to the use of CALL in the teaching and learning process of English. This study employed survey research. The voluntary participants of this research were college students that already have experience in using CALL and non CALL in teaching and learning process of English. The instruments used were questionnaire covering 22 questions which fill in by the 30 voluntary participants and an interview with 12 voluntary participants. The data were collected on October-November 2016 in Universitas Negeri Malang. The findings show that the participants have good perceptions toward CALL to learn English and they also felt that their teachers’ enthusiasm, attitude, and skill in using CALL affect theirs too. The findings also show that the participants felt that they have good degree of exhibition of CALL and they also felt that they were good in computer proficiency and integration. However the participants find it hard to focus in learning since there were a lot of distractions in CALL. Indeed, the participants showed good perceptions toward CALL but it seems that they do not have adequate exposure and practices in CALL-based activities. This seems to lead the participants to use CALL especially the Internet mainly for enjoyment. Based on the findings and discussion, it is suggested that English department in Universitas Negeri Malang should encourage the implementation of blended learning in teaching and learning process and the lecturers should integrate CALL in their courses due to its potential and the needs of the students as well as their good perceptions toward the benefit of CALL. Future researcher could explore topics related to CALL that have not been examined deeply enough
ENGLISH SLANG WORD FORMATION PROCESSES ON TWITTER
No full textABSTRACT Nevihayati, M. 2017. English Slang Word Formation Processes on Twitter. Departments of English, Faculty of Letters, Universitas Negeri Malang. Advisors (1) Dr. Johanes A. Prayogo, M.Pd. M.Ed (2) Maria Hidayati, S.S., M.Pd Keywords: English slang, Word Formation Process, Twitter Slang is a part of casual language which can be found in almost every community, specifically on Twitter. The ways slang words are created are called word formation processes. This study aims at investigating the phenomenon English slang word formation processes on Twitter. This study aims to find (1) English slang words found on Twitter: their types, their meanings and their frequency, (2) English slang words formation processes on Twitter, and (3) How the morphological processes of English slang word processe found on Twitter are formed. The design of this study is a qualitative design. The data sources were taken from the Tweets and replies of top 100 most followed Twitter accounts. The collected data were classified to types of slang and word formation processes by using the theories combined from Spolsky (1998) and O'Grady and Guzman (1997). The results show that two types of English slang words were found on Twitter: general and specific. They possess rather denotative or connotative meaning. There were 114 English slang words found on Twitter. These 114 slang words are considered as slang because they meet the characteristics of slang enumerated by Spolsky (1998). The results also show that ten types of word formation processes on Twitter were found: abbreviation consisting of initialism & acronym, clipping, blending, borrowing, coinage, cliticizitation, compounding, derivation, multiple processes and other findings: semantic change & misspelling. It then can be concluded that the morphological processes of English slang words on Twitter undergo the same processes as English words in general. Finally, it is suggested that internet users broaden their view about how slang words they commonly used on Twitter are formed. For English Linguistics learners, it is suggested that they become more aware of the development of new words, since language always evolves. It is also suggested that future researchers collect more data of slang words.ABSTRAK Nevihayati, M. 2017. English Slang Word Formation Processes on Twitter. Departments of English, Faculty of Letters, Universitas Negeri Malang. Advisors (1) Dr. Johanes A. Prayogo, M.Pd. M.Ed (2) Maria Hidayati, S.S., M.Pd Keywords: English slang, Word Formation Process, Twitter Slang is a part of casual language which can be found in almost every community, specifically on Twitter. The ways slang words are created are called word formation processes. This study aims at investigating the phenomenon English slang word formation processes on Twitter. This study aims to find (1) English slang words found on Twitter: their types, their meanings and their frequency, (2) English slang words formation processes on Twitter, and (3) How the morphological processes of English slang word processe found on Twitter are formed. The design of this study is a qualitative design. The data sources were taken from the Tweets and replies of top 100 most followed Twitter accounts. The collected data were classified to types of slang and word formation processes by using the theories combined from Spolsky (1998) and O'Grady and Guzman (1997). The results show that two types of English slang words were found on Twitter: general and specific. They possess rather denotative or connotative meaning. There were 114 English slang words found on Twitter. These 114 slang words are considered as slang because they meet the characteristics of slang enumerated by Spolsky (1998). The results also show that ten types of word formation processes on Twitter were found: abbreviation consisting of initialism & acronym, clipping, blending, borrowing, coinage, cliticizitation, compounding, derivation, multiple processes and other findings: semantic change & misspelling. It then can be concluded that the morphological processes of English slang words on Twitter undergo the same processes as English words in general. Finally, it is suggested that internet users broaden their view about how slang words they commonly used on Twitter are formed. For English Linguistics learners, it is suggested that they become more aware of the development of new words, since language always evolves. It is also suggested that future researchers collect more data of slang words
The Effect of Using Picture Prompts on Students’ Ability in Writing Descriptive Text.
No full textABSTRAK Among the four skills of language, writing is difficult to be learnt and taught. Writing is not easy because this skill learners needs to explore ideas and pay attention to the sentences level at the same time. Picture prompt is one of media that is used by the researcher to help students in writing descriptive text. Thus, this research aimed to see the effect of picture prompts in students’ writing descriptive text. Pre-experimental design was used to find out the students’ writing a descriptive text through picture prompts media. This research involved 26 students of seventh grade. The researcher used tests in collecting the data and a scoring rubric to score the students’ paragraph. In this research, the researcher conducted the research 5 meetings. The first meeting was for pretest, the second to fourth meetings were for treatments, the last meeting was for post-test. The result of the data showed a significant improvement on students’ in writing descriptive text. The students’ paragraphs improved in all writing aspects including content, organization, grammar, vocabulary and mechanics. The result of analysis data showed the significant value for the pretest (15.061) and post-test (27.528). Furthermore, based on the final product, time management, and students’ words in writing descriptive text, it gave the students’ positive behavior in the implementation. They were more attentive and excited in writing descriptive text. The picture prompts helped them in generating their ideas. Therefore, it can be concluded that picture prompts are considered as effective media to guide students’ in writing descriptive text. The next researchers are suggested to use quasi experimental because pre-experimental design has no control or comparison group is employed which can cause the interfering variables that might contaminate the results of the research and also the next researchers are suggested to investigate further the effect of picture prompts with different text types. Next, English teachers are expected to apply the principles of making picture prompts in writing descriptive texts