SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM
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Gender Representation in an English Textbook “When English Rings a Bell” for Eighth Graders of Junior High School.
No full textABSTRAK Ramadhan, Gilang Dwi. Gender Representation in an English Textbook “When English Rings a Bell” for Eighth Graders of Junior High School. Thesis, Department of English, Faculty of Letters, State University of Malang. Advisors: (I) Nur Hayati, S.Pd, M.Ed. (II) Drs. Andi Muhtar, M.A. Key words: Textbook analysis, gender representation, Junior High School In relation to English language teaching, students learning the language through the textbook are exposed to language as a set of ideas. English textbooks, therefore, can serve as hidden curriculum. In other words, the textbooks can be a powerful tool shaping the students’ perspectives about particular beliefs. One important issue deals with representation of women and men in the textbook which is unequally treated. This study is aimed at investigating gender representation in an English textbook used in Indonesia. To conduct the study, an English textbook published by the government was analyzed in terms of five aspects of gender representations that include sex visibility, firstness, gender generic terms, occupations, and activities. “When English Rings a Bell”, an English textbook for eighth graders of junior high school, was chosen for the study. As such, this study used content analysis that belongs to qualitative study. First, in terms of sex visibility, the findings showed that the visibility of males is bigger when compared to that of females with the gap by 6%. Male characters also appear more frequently in the images when compared to female characters. In terms of firstness, the gender representation is also not well-balanced as male first pairs outnumber female first pairs. Next, in terms of gender generic terms, there are only two occurrences found in the textbook which are problematic: policemen and chairman. The terms could have been replaced by more neutral terms, namely, police officers and chairperson. For the occupations, there are only eight occupations presented in the textbook, six of which are addressed specifically for men. In terms of activities, there are 49 activities in total for females and males in which 49% for females resulting in the gap by 2%. All in all, from the five aspects of gender representations, the four aspects that include sex visibility, firstness, gender generic terms, and occupations show imbalanced portion of gender representation that favors men. For the aspect of activities, the gender representation is equally balanced. The findings indicate that the government, textbook writers, teachers and other stakeholders still have to promote the awareness of gender equality in the education, especially in ELT. The imbalanced gender representation to some extent indicates or reflects what happens in the society and the attitudes towards the treatment of both genders. Education should become a means of eradicating the inequality. The textbook, which plays an important role for both teachers and students, should take part in the effort. Therefore, the design of the content should be taken seriously to consider the balanced treatment of both genders. For future researchers interested in conducting research on this topic, it is suggested that they investigate the currently used textbooks published by the government for different levels of education and make comparisons
The Use of Concept Mapping as Pre-Writing Strategy to Improve Seventh Grade Students’ Ability in Writing Descriptive Texts.
No full textABSTRAK Hasanah, St. Nurfaizatil. 2018. The Use of Concept Mapping as Pre-Writing Strategy to Improve Seventh Grade Students’ Ability in Writing Descriptive Texts. Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Nur Hayati, S.Pd., M.Ed. (II) Francisca Maria Ivone M.A., Ph.D. Keywords: writing, descriptive text, concept mapping as pre-writing strategy Writing is often considered the most challenging skill for students to master. Based on the results of the preliminary study that was conducted with seventh grade studentsof SMPN 9 Malang, the researcher found that there were 26 of 28 students who did not meet the minimum passing criteria of 75 for writing.The students had problems especially in generating and organizing ideas into readable text. This research focused on solving the students’ problem in writing by implementing the concept mapping strategy. Concept mappingwas used as pre-writing strategy to help the students bettergenerate and organize ideas before they write descriptive texts in the beginning of the writing process.There were four steps the researcher did in implementing the strategy. First is introducing the concept mapping strategy and descriptive text. Second is giving illustrations and examples of the use of concept mapping to write descriptive text. Third is defining some vocabulary related to the topic and writing them in circles or squares. Fourth is writing descriptive text based on the concept mapping that had been made. The design of this study was Classroom Action Research that consisted of four steps: planning, implementing, observing, and reflecting. This study was conducted in one cycle that consisted of four meetings. The data were collected by using six instruments, that is, writing test and scoring rubric, questionnaire, interview guide, observation checklist, and field notes. The subjects of this study were 28 seventh graders in SMPN 9 Malang. The research findings showed that the implementation of concept mapping strategy could successfully help the students to improve their writing ability. All of the students in the studymade an increase of 15 points or more in their writing score when compared to before the implementation. The study also showed that the students as well as the teacher have good perceptions on the strategy used for pre-writing strategy. It is suggested that the English teacher implement concept mapping strategyto improve the students’ writing ability. This strategy will help the students to be more active in learning and to write better. The teacher should give clear explanation related to the steps of how to make the concept mapping, so that it can help the students in generating and organizing ideas before they write a text. For future researchers, the use of concept mapping is needed to be explored more on students’ attitudes and motivation toward learning writing with different grades and levels of proficiency. ABSTRAK Hasanah, St. Nurfaizatil. 2018. Penggunaan Peta Konsep sebagai Strategi sebelum Menulis untuk Meningkatkan Kemampuan Siswa Kelas 7 dalam Menulis Teks Deskripsi.Skripsi, Jurusan Bahasa Inggris, Fakultas Sastra, Universitas Negeri Malang. Pembimbing: (I) Nur Hayati, S.Pd., M.Ed. (II) Francisca Maria Ivone M.A., Ph.D. Kata Kunci: menulis, teks deskripsi, memeta konsep sebagai strategi sebelum menulis Menulis sering kali dinilai sebagai keterampilan yang paling menantang untuk dikuasai siswa. Berdasarkan hasil studi pendahuluan yang dilakukan dengan siswa kelas tujuh di SMPN 9 Malang, peneliti menemukan bahwa 26dari 28 siswatidak mendapatkan nilai minimal kriteria 75 dalam menulis. Siswa memiliki kesulitan-kesulitan khususnya dalam mengembangkan dan menyusun ide-ide menjadi teks. Penelitian ini difokuskan untuk menyelesaikan masalah siswa dalam menulis dengan menerapkan strategi memeta konsep. Peta konsep digunakan sebagai strategi untuk membantu siswa dalam mengembangkan dan menyusun ide-ide dengan lebih baik sebelum mereka menulis teks deskripsi diawal proses menulis. Terdapat empat langkah yang peneliti lakukan dalam menerapkan strategi. Pertama yaitu mengenalkan strategi petakonsep dan teks deskripsi. Kedua yaitu memberi gambaran-gambaran dan contoh-contoh penggunaan peta konsep dan teks deskripsi. Ketiga yaitu menentukan beberapa kosa kata yang berkaitan dengan pokok pembicaraan untuk ditulis dalam lingkaran-lingkaran atau kotak-kotak. Keempat yaitu menulis teks deskripsi berdasarkan peta konsep yang telah dibuat. Penelitian ini menggunakan desain Penelitian Tindakan Kelas (PTK) yang terdiri dari empat langkah: merencanakan, mengimplementasi, mengamati, dan merefleksi. Studi ini dilakukan dalam satu siklus yang terdiri dari empat pertemuan. Data ini dikumpulkan dengan menggunakan enam instrumen yaitu tes menulis dan rubrik penilaian, kuisioner, panduan wawancara, lembar pengamatan, dan catatan lapangan. Subjek penelitian studi ini adalah 28 siswa kelas tujuh di SMPN 9 Malang. Hasil penelitian menunjukan bahwa penerapan strategi peta konsep mampu dengan sukses membantu siswa-siswa untuk meningkatkan kemampuan menulis mereka. Seluruh siswa dalam studi ini mendapatkan nilai dengan tambahan 15 poin atau lebih dibandingkan dengan sebelum menerapkan strategi. Studi ini juga menunjukan bahwa siswa-siswa dan juga guru memberikan persepsi yang positif dari strategi yang digunakan sebelum menulis. Peneliti memberikan saran kepada guru Bahasa Inggris untuk menerapkan strategi memeta konsep untuk meningkatkan kemampuan menulis siswa. Strategi ini akan membantu siswa-siswa untuk lebih aktif dalam pembelajaran dan untuk menulis dengan lebih baik. Guru harus memberi penjelasan yang jelas terkait langkah-langkah untuk membuat peta konsep sehingga strategi ini dapat membantu siswa dalam menghasilkan dan menyusun ide-ide sebelum mereka menulis sebuah teks. Untuk peneliti selanjutnya, penggunaan memeta konsep perluuntuk diekplorasi lebih lanjut terhadap sikap dan kemauan siswa dalam belajar menulis dengan kelas dan tingkat keterampilan yang berbeda
Learning Achievement of Inflectional Endings by the Twelfth Graders in Malang Municipality: Empirical Evidence Corroborated from Obligatory Occasion Analysis
No full text Kamalia, Zida. 2018. Learning Achievement of Inflectional Endings by the Twelfth Graders in Malang Municipality: Empirical Evidence Corroborated from Obligatory Occasion Analysis. Thesis, English Department, Faculty of Letters, State University of Malang. Advisors: (1) Prof. Dr. Gunadi Harry Sulistyo, M.A., (2) Dr. Johannes Ananto Prayogo, M.Pd., M.Ed. Keywords: learning achievement, writing, inflectional endings, obligatory occasion analysis Inflectional endings for Indonesian students are quite problematic. Students do not produce English writings accurately as expected in Indonesia’s curriculum, particularly in terms of inflectional endings. Therefore, knowing the accuracy of students in using inflectional endings is needed. This study is carried out in order to know how accurately the twelfth graders in Malang municipality use five inflectional endings (third person -s, past form -ed, plural -s, possessive -’s, and progressive -ing) as well as the order of learning achievement of those inflectional endings. This study uses obligatory occasion analysis as a method to analyze the students’ writing. The subjects of this study are the twelfth graders of the language class of six schools in Malang municipality. The schools are chosen based on the result of a purposeful sampling technique. This study is descriptive qualitative research which focuses on the portrayal of students’ accuracy and the order of learning achievement of the five inflectional endings. In this study, I used writing prompts as the instrument. I acted as a prompter who gave writing prompts to the students to help them produce descriptive and recount texts in a given time. While analyzing the data, I also categorized the data based on their school labels, namely top school, middle school and bottom school. It is aimed to know the consistency among the school labels and as the representatives of different qualities of schools in Malang municipality. The findings reveal that, firstly, the accuracy of students’ writing in using the five inflectional endings still needs improvement. Two inflectional endings (possessive -‘s and progressive –ing) are excluded due to the very few existence in the students’ writing as a result of imperfect instrument. Among the three inflectional endings; third person (-s), plural (-s) and past form (-ed), the students use plural (-s) more accurately with the accuracy score of 78.47 %, followed by past form (-ed) with the accuracy score of 63.53% and third person (-s) with the accuracy score of 30.54%. Since the students only get the accuracy score of 30.54% for the third person (-s), it can be said that most of the students use third person (-s) inaccurately; and secondly, the order of learning achievement of the three inflectional endings shows that plural (-s) is placed at 1st rank, past form (-ed) is placed at 2nd rank and third person (-s) is placed at 3rd rank. It indicates that students learn plural (-s) earlier, followed by past form (-ed) and third person (-s). Finally, students’ accuracy in using the five inflectional endings needs attention as most of the students do not use the five inflectional endings accurately. The results of this study are expected to give practical contribution to English teachers and future researchers. For English teachers, it is suggested that they give more helps to the students in practicing both the past form (-ed) and third person (-s) and apply the result of learning achievement order in the teaching practice. For the future researchers who will use obligatory occasion analysis as a method to analyze data, it is suggested that they ensure the instrument to be used could elicit the data needed. The future researchers can also use this research as a reference. RINGKASAN Kamalia, Zida. 2018. Pencapaian Belajar Akhiran Infleksional oleh Siswa Kelas XII di Kota Malang: Bukti Empiris Dikuatkan dengan Obligatory Occasion Analysis. Skripsi, Jurusan Bahasa Inggris, Fakultas Sastra, Universitas Negeri Malang. Pembimbing: (1) Prof. Dr. Gunadi Harry Sulistyo, M.A., (2) Dr. Johannes Ananto Prayogo, M.Pd., M.Ed. Kata Kunci: pencapaian belajar, menulis, akhiran infleksional, obligatory occasion analysis Penggunaan akhiran infleksional untuk siswa Indonesia masih cukup bermasalah. Banyak siswa tidak menulis tulisan bahasa Inggris secara akurat seperti yang diharapkan dalam kurikulum Indonesia, terutama dalam hal akhiran infleksional. Oleh karena itu, mengetahui keakuratan siswa dalam menggunakan akhiran influksional diperlukan. Penelitian ini dilakukan untuk mengetahui seberapa akurat siswa kelas dua belas di kota Malang menggunakan lima akhiran infleksional (third person -s, past form -ed, plural -s, possessive -’s, and progressive -ing) serta urutan pembelajaran kelima akhiran infleksional. Penelitian ini menggunakan obligatory occasion analysis sebagai metode untuk menganalisis tulisan siswa. Subjek penelitian ini adalah siswa kelas dua belas dari jurusan bahasa di enam sekolah di kota Malang. Enam sekolah tersebut dipilih berdasarkan hasil dari teknik purposeful sampling.Penelitian ini adalah penelitian kualitatif deskriptif yang berfokus pada deskripsi akurasi siswa dan urutan pembelajaran lima akhiran infleksional. Dalam penelitian ini, peneliti menggunakan petunjuk menulis sebagai instrumen. Peneliti bertindak sebagai pembimbing yang memberikan petunjuk menulis kepada siswa untuk membantu mereka dalam menulis descriptive text dan recount text pada jangka waktu tertentu. Saat menganalisis data, peneliti juga mengelompokkan data berdasarkan label sekolah mereka, yaitu Top school, Middle school dan Bottom school. Hal ini bertujuan untuk mengetahui konsistensi antar label sekolah dan sebagai perwakilan dari setiap kualitas sekolah yang berbeda. Hasil penelitian menunjukkan bahwa, pertama, keakuratan siswa dalam menggunakan kelima akhiran infleksional masih membutuhkan perbaikan. Dua akhiran infleksional (possessive (-‘s) dan progressive (-ing)) di keluarkan dari penelitian ini dua akhiran ini jarang muncul dalam tulisan siswa dikarenakan oleh instrument yang kurang sempurna. Di antara tiga akhiran infleksional; third person (-s), plural (-s) dan past form (-ed), siswa menggunakan plural (-s) lebih akurat dengan skor akurasi 78,47%, diikuti oleh past form (-ed) dengan skor akurasi 63,53% dan third person (-s) dengan skor akurasi 30,54%. Karena siswa hanya mendapatkan skor akurasi 30,54% untuk third person (-s), dapat dikatakan bahwa sebagian besar siswa menggunakan third person (-s) secara tidak akurat; dan kedua, urutan pembelajaran ketiga akhiran infleksional menunjukkan bahwa plural (-s) berada di peringkat 1, past form (-ed) berada di peringkat ke-2 dan third person (-s) berada di peringkat ke-3. Ini menunjukkan bahwa siswa belajar plural (-s) terlebih dahulu, diikuti oleh bentuk past form (-ed)dan third person (-s). Akhirnya, keakuratan siswa dalam menggunakan lima akhiran infleksional membutuhkan perhatian karena sebagian besar siswa tidak menggunakan lima akhiran infleksional secara akurat. Hasil dari penelitian ini diharapkan dapat memberikan kontribusi praktis untuk guru bahasa Inggris dan peneliti selanjutnya, Untuk guru bahasa Inggris, disarankan untuk memberikan lebih banyak bantuan kepada siswa dalam mempelajari baik bentuk past form (-ed) dan third person (-s) dan juga mengaplikasikan urutan pencapaian belajar dalan praktek mengajar. Untuk peneliti berikutnya yang akan menggunakan obligatory occasion analysis sebagai metode untuk menganalisa data, disarankan bahwa peneliti harus memastikan bahwa instrumen yang akan digunakan dapat menghasilkan data yang dibutuhkan. Peneliti selanjutnya juga dapat menggunakan penelitian ini sebagai referensi.
. Using Flashcards to Improve the Teaching of Pronunciation of Vowels in Simple Vocabulary for Third Graders at SD LaboratoriumUniversitasNegeri Malang
No full textABSTRAK Pronunciation is one of the pillars in speaking skill as clear pronunciation will enhance the students’ speaking ability. The preliminary study conducted in SD Laboratorium UM, especially in class 3A Bilingual, presented that the students had difficulties in pronouncing simple words taught in their material. Despite of all the attempts the teacher made in correcting their pronunciation, the students frequently made the same mistake. Meanwhile, there was no any other particular effort to teach pronunciation to students, and pronunciation tends to be compromised for young learners. Therefore, this study aimed at teaching pronunciation of vowel in simple vocabulary by using flash cards for third grade students in SD Laboratorium UM. The type of this research is Classroom Action Research (CAR). The data were collected through several instruments, such as an interview guide, observation sheet, questionnaire, and pronunciation test. All the instruments had been through a try out before by conducting a preliminary study in Class 3B Bilingual. This research consisted of several stages, those are planning, acting, observing, and reflecting. Based on the results of the research, there are three major outcomes of the study. First, based on the pronunciation test administered at the end of the action, the students passed the score 75 as the criteria of success. Around 76.7% of students passed the criteria of success in the pronunciation test, while the rests were failed to pass the criteria of success. The average score of the students were 79.4 which exceed the criteria of success. This proved that the ability of students in pronunciation significantly improved that the research was conducted in only one cycle as the criteria of success had been fulfilled in the first cycle. Second, averagely the students like the use of media in learning pronunciation. Around 96.7% of students stated that they could learn pronunciation faster by using flashcards. Besides, 76.6% of students enjoyed learning using flash cards as the media. Third, according to the observation sheet filled by the English teacher, the teaching and learning was well executed and the implementation of flash cards helped the students and encouraged them to learn pronunciation. This is proved by the score obtained in the observation sheet is 96 out 100. As the conclusion, the use of flash cards was proven to be able to improve the teaching pronunciation for third graders at SD LaboratoriumUniversitasNegeri Malang. Thus, this media can be one of the teachers’ solutions to teach pronunciation for students
Femininity of the Main Female Characters of Mona Lisa Smile
No full textMona Lisa Smile is a movie which was released in2003. Using the time-setting of the1950s, this movie shows an art history lecture, Katherine Watson, who tries to change the idea of young marriage among the students of Wellesley women’s college. She meets a lot of students who strongly believe and follow the married tradition. The era of the 1950s is the time when femininity and masculinity are two completely opposite ideas. Women have to be feminine while men have to be masculine. So, throughout this movie, the researcher aims to show the portrayal of femininity of the 1950s. This study uses a descriptive qualitative research method. The data were taken from Mona Lisa Smile. The researcher collected 29 data, text and figures, of the 1950s femininity. The data are divided into three categories which are fashion, language, and behavior. The findings reveal that femininity for the 1950s women means an ideal image of good housewives. Women who obey their husband and take a good care of their family are the portrayal of feminine women in the 1950s. So they learn the behavior of feminine women; such as smile sweetly, sit elegantly, and talk gently, to complete their character as ideal women. Meanwhile, in terms of fashion; short curled hair, red lipstick, and pearl necklace are the women trend fashion in the 1950s. Those trend fashions are generally found among the 1950s women.ABSTRAK Mona Lisa Smile adalah sebuah film yang dirilis pada tahun 2003. Dengan menggunakan setting waktu pada tahun 1950 an, film ini mempersembahkan seorang dosen sejarah seni, Katherine Watson, yang berusaha untuk merubah pola pikir mahasiswi di kampus wanita Wellesley tentang pernikahan dini. Katherine berjumpa dengan banyak sekali mahasiswi yang sangat mempercayai dan mengikuti tradisi pernikahan dini tersebut. Era 1950 an adalah era dimana feminim dan maskulin menjadi dua hal yang sangat berlawanan. Wanita harus menjadi feminim sedang laki-laki harus menjadi maskulin. Oleh sebab itu, melalui film ini, peneliti bertujuan untuk menjelaskan gambaran tentang femininity di tahun 1950an. Penelitian ini menggunakan metode deskriptif kualitatif.Semua data diambil dari film Mona Lisa Smile. Penulis telah mengumpulan 29 data, teks dan gambar, tentang karakter feminim di tahun 1050an. Data-data tersebut dikelompokan menjadi tiga kategori yaitu mode, bahasa dan tingkah laku. Hasil penelitian menunjukkan bahwa bagi wanita di tahun 1950 an menjadi feminim adalah menjadi seorang ibu rumah tangga yang baik.Wanita yang mematuhi perintah suami dan menjaga keluarganya dengan sangat baik adalah potret atau gambaran wanita feminism di era 1950 an. Jadi mereka juga mempelajari bertingkah laku secara feminism; seperti berbicara dengan lembut, duduk yang elegan, dan berjalan perlahan lahan, untuk melengkapi karakter mereka sebagai wanita idaman. Disisi lain, di dunia mode; rambut pendek yg keriting, lipstik merah, dan kalung mutiara adalah tren mode dikalangan wanita tahun 1950 an. Tren fashion tersebut sangat banyak digunakan oleh wanita di era 1950an
THE IMPLEMENTATION OF PARTICIPATION POINT SYSTEM (PPS) STRATEGY TO INCREASE 8thGRADERS’ ORAL PARTICIPATION IN ENGLISH CLASS IN SMPN 15 MALANG
No full textABSTRAK Student-centered learning is the characteristicof Curriculum 13. It means that teaching and learning activities must place the students as individuals who need to learn independently and actively in class. Thus,student engagement in teaching andlearning activities is important. The oral participation is considered an indicator of student engagement. The preliminary study conducted in SMPN 15 Malang showed that students of 8D class hardly participate actively in English class. They tend to be passive learnerswho only listen to the teacher’s explanation. When the English teacher was interviewed about this problem, Shesaid that students of 8D tend to be very quiet and respond the teacher’s question passively. Moreover, the teacher still liked to give long lectures during the class. It made the students did not give any interest to the learning activities. Actually, there are some factors which cause the students’ passivity during English class, namely the students lack of motivation, the students think that English subject is not important for them because it is not their mother tongue, the teacher’s effort is not efficient, and the last is theclassroom environment itself. The students’motivation is a major problem in this study. The purpose of this study was to increase the 8th graders’ oral participation by implementing the Participation Point System (PPS) strategy during English class in SMPN 15 Malang. The researcher chose PPS as the strategy during English class because it is suitable yet easy to be applied to overcome the students’ passivity. Moreover, it used the tangible rewards and its tangibility made the students feel the sense of achievement. This study used Classroom Action Research (CAR) design which was adapted fromKemmis and McTaggart (1988). The researcher used some instruments to collect the data, namely observation checklist, field note, and questionnaire. After that, the researcher analyzed the data and drew a conclusion whether this study was successful or not. In this study, there were some students’ activities as behavioral engagement which were counted as oral participation, namely students are able to answer the teacher’s question, yet still incorrectly; the students are able to answer the teacher questions correctly; and the students are able to come forward to present their dialogues or presentation, express their ideas or opinion, conclude the lesson, volunteering any activities, etc. When the students participated orally, they were given the star stickers (rewards) straightforwardly by the teacher. From the results of the research, the researcher found out that the Participation Point System (PPS) strategy is useful forovercoming the students’ passivity. It is one possible way of promoting students’ oral participation during teaching and learning activities. Through the rewards which were offered, the students be more motivated in learning English and contributed orally and actively during learning process. Hence, the PPS strategy is the simple yet the effective way to enhance the students’ oral participation in the class. The PPS strategy is also able to create an interactive environment in the classroom. The researcher suggests that the English teacher who has the same problem may consider using this strategy
SWEAR WORDS BY ONLINE GAMERS AT HOLY CRAP INTERNET CAFE
No full textABSTRAK Kurniawan, Sema. 2018. Swear Words by Online Gamers at Holy Crap Internet Cafe. Sarjana's Thesis. Universitas Negeri Malang: Department of English. Advisors: (1) Prof. Dr. Yazid Basthomi, M.A., (2) Prof. Dr. Siusana Kweldju, M.Pd. Key words: Swear words, Indonesian swear words, English swear words, Online Gamers, Types of swear words. Recently, swear words are phenomenal. In modern era, swearing has been assumed as a rude and offensive act among society. People use swear words to insult or express their emotions when they are annoyed. Sometimes, people do not only use swear words to insult or mock others, but also they use swear words as jokes or just a habit in their daily communication. Even though some people can speak some languages, they tend to swear in their native languages because they are accustomed to use those languages since they were born. This research is aimed to investigate the categories and frequency of swear words by the subjects who are exposed to both their native language and also a foreign language. The research design of this research is descriptive qualitative. To collect the data, the researcher recorded the conversations between online gamers during the game play. The recordings were later transcribed so that the researcher could find and highlight the swear words found. In addition, the researcher also grouped the swear words into the strong and weak ones. Thus, online gamers were chosen as the participants of this research. The swear words are categorized into strong and weak based on Swan's (1995) classification. The research findings show that even though the subjects are exposed to English for quite some years, they are still accustomed to feeling more comfortable to swear in Indonesian as their native language. It is shown by the bigger number of the frequencies of Indonesian swear words compared to those of English. There are 11 Indonesian swear words that are produced 84 times which the percentage is 80.7%. As for the English swear words, there are 4 swear words that are produced 20 times which the percentage is 19.3%. The tendency of using Indonesian rather than English swear words relegates to the fact that the participants feel more comfortable. This research concludes that people are still accustomed to their native language while they are swearing. Even though they have been studying and exposed to English for some years, it does not seem that it brings major change for their language habit in swearing
WORD-MAPPING STRATEGY TO IMPROVE THE VOCABULARY OF DESCRIPTIVE TEXT WRITING OF THE SEVENTH GRADE STUDENTS OF MTS AL-HIDAYAH SUKONOLO
No full textABSTRAK Based on the result of preliminary study, it was known that class VII of MTS Al-Hidayah Sukonolo had problem in writing because of their limited vocabulary. Word-Mapping strategy was selected in order to solve the problem by improving the students vocabulary mastery. Word-Mapping strategy was used to help the students in the pre-writing activity, especially in organizing their ideas. There were some steps in teaching this strategy. First, the researcher discussed the material about descriptive text and introduced the Word-Mapping strategy.Second, the researcher gave an example of the strategy and demonstrated how to fill in the vocabulary word map. Third, the students tried to make a word map in the form of a worksheet. Fourth, the students tried to look for the meaningof the words listed in the word bank in the bilingual dictionary. Fifth, the students made a word map on their own, and then developed it into a descriptive text. The research findings showed that Word-Mapping strategy could improve the students’ writing ability by enriching their vocabulary
A Teacher's Questions in English Classroom of SMA Negeri 1 Lawang
No full textABSTRAK SUMMARY Masyitah, M. 2018. A Teacher's Questions in English Classroom of Eleventh Graders of SMA Negeri 1 Lawang. Undergraduate Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisor: (I) Dr. Utari Praba Astuti, M.A. (II) Dr. Johannes A. Prayogo, M.Pd., M.Ed. Keywords: teacher's questions, English classroom, eleventh graders. An interaction between the teacher and the students in a classroom is inevitable. It creates a connection which provides a better atmosphere in the teaching and learning process. Questions from the teacher areclassified as one of the interaction. Questioning is regarded as important to develop critical thinking skill, problem-solving, and self-confidence.This research is aimed to identify the types of questions that are used in the classroom and examine the functionfor certain questions that are asked in the classroom. Therefore, theresearcher formulates two research problems: (1) Whattypes of teacher's questions are raised by the English teacher of eleventh graders of SMA Negeri 1 Lawang?(2) What are the functions of the questions asked by the English teacher of eleventh graders of SMA Negeri 1 Lawang?; and (3) How often did the teacher raise the question for each type and function? This research employs a descriptive qualitative design. The research uses purposive sampling method to choose the subject. This subject was chosen since the teacher uses the scientific approach and asks numerous questions in the teaching and learning process. The researcher discovered the fact when the researcher did the internship program at the school. The subject of this current research is one of the English teachers that taught eleventh grade at SMA Negeri 1 Lawang. The instruments includedhuman instrument, observation, and interview. The data are collected through videotaping the classroom activity and interview the teacher. The data are analyzed through transcribing thevideothen presenting the data in the form of tables and graphics. The findings reveal that (1) types of the teacher's questions raisedby the teacher are procedural, knowledge, comprehension, application,analysis, synthesis, and evaluation. The total of the questions is 215 questions. Among those questions, procedural questions were asked in a total of 10 questions. Knowledge questions were asked 95 times. Next, there are 64 comprehension questions. There was merely one application question during the observations. Furthermore, there were 22 analysis questions. Next, the teacher asked 7 synthesis questions. Finally, the teacher asked 16 evaluation questions. (2) from a total 215, the teacher asked questions to check the students' understanding in a sum of 88. Then, the teacher asked the students to elicit information a lot as well. There were 83 questions asked. On the other hand, the teacher never asked the students to make a prediction. Next, the teacher asked 2 questions to control the classroom. The teacher mainly asked knowledge and comprehension question. This is in line that the teacher also mainly asked to check the students' understanding. The teacher asks numerous knowledge and comprehension questions to check the students' understanding. Furthermore, the teacher asks a lot of question to elicit information from the students. This is in line that the teacher also asks numerous analysis, synthesis, and evaluation questions. Twosuggestions are proposed by the researcher, teachers should ask higher order thinking questions more. The lower order thinking questions require the students to recall information. Meanwhile, the higher order thinking question requires the students to think and speak more; and the researcher suggests as well that in the future study, the subject of the research should involve more than one teacher. As a matter of fact, every teacher is unique. Thus, it influences their questioning strategy. Masyitah, M. (2018). Pertanyaan Guru di Kelas Bahasa Inggris dari Siswa Kelas Sebelas SMA Negeri 1 Lawang. Skripsi, Jurusan Sastra Inggris, Fakultas Sastra, Universitas Negeri Malang. Pembimbing: (I) Dr. Utari Praba Astuti, M.A. (II) Dr. Johannes A. Prayogo, M.Pd., M.Ed. Kata kunci: pertanyaan guru, kelas Bahasa Inggris, siswa kelas sebelas. Interaksi diantara guru dan murid di kelas adalah sesuatu hal yang tidak bisa dihindari. Hal inimenciptakan koneksi yang memberikan atmosfer yang lebih baik dalam proses belajar mengajar. Pertanyaan dari guru termasuk pada salah satu bagian dari interaksi. Pertanyaan dianggap penting untuk mengembangkan keterampilan berpikir kritis, pemecahan masalah, dan kepercayaan diri. Penelitian ini bertujuan untuk mengidentifikasi jenis-jenis pertanyaan yang digunakan di kelas dan membahas fungsi untuk pertanyaan-pertanyaan tertentu yang ditanyakan di kelas. Akhirnya, peneliti merumuskan dua masalah penelitian: (1) apa saja jenis pertanyaan yang ditanyakanoleh guru Bahasa Inggris siswa kelas XI SMA Negeri 1 Lawang?; dan (2) apasajafungsidari pertanyaan yang diajukanoleh guru Bahasa Inggris siswa kelas XI SMA Negeri 1 Lawang?. Penelitian ini menggunakan desain kualitatif deskriptif. Peneliti menggunakan metode purposive sampling untuk memilih subjek. Subjek dari penelitian ini adalah salah satu guru bahasaInggris yang mengajar di kelassebelas di SMA Negeri 1 Lawang. Instrumen yang digunakan adalahhuman instrument, observasi, dan wawancara. Data dikoleksi melalui perekaman aktifitas dalam kelas dan mewawancarai guru. Data dianalisis melalui penerjemahan video lalu menyajikan data dalam bentuk table dan gambar. Temuan dalam penelitian ini mengungkapkan bahwa (1) tipe pertanyaan yang ditanyakan oleh guru adalah procedural, knowledge, comprehension, application, analysis, synthesis, and evaluation. Total dari pertanyaan guru adalah 215 pertanyaan. Di antara pertanyaan-pertanyaan itu, pertanyaan procedural ditanyakan dalam total 10 pertanyaan. Pertanyaanknowledgeditanyakan 95 kali. Selanjutnya, pertanyaan comprehension 64 kali. Hanya ada satu pertanyaan application selama pengamatan. Selanjutnya, ada 22 pertanyaan analysis. Selanjutnya, guru menanyakan 7 pertanyaan synthesis. Akhirnya, guru menanyakan 16 pertanyaan evaluation. (2) dari total 215 pertanyaan, guru mengajukan pertanyaan untuk memeriksa pemahaman siswa dalam jumlah 88. Kemudian, guru menanyakan 83 pertanyaan kepada siswa untuk mendapatkan informasi dari mereka juga. Di sisilain, guru tidak pernah meminta siswa untuk membuat prediksi. Selanjutnya, guru mengajukan 2 pertanyaan untuk mengendalikan kelas. Akhirnya dapat disimpulkan bahwa jenis pertanyaan yang diajukan oleh guru itu bervariasi tergantung pada topik pelajaran. Guru akan mengajukan banyak pertanyaan lower order thinking skills jika topic pelajaran saat itu untuk pengantar topik baru; karena guru ingin memastikan para siswa memahami pelajaran. Selanjutnya, ada 8 fungsi pertanyaan yang digunakanoleh guru dalam penelitian ini. Yang paling sering digunakan adalah untuk memeriksa pemahaman siswa dan memperoleh informasi dari siswa; dan fungsi yang paling jarang digunakan adalah membuat prediksi. Ada dua saran yang diajukan oleh peneliti, guru harus mengajukan pertanyaan higher order thinking skills lebih banyak. Pertanyaan berpikir tingkat rendah mengharuskan siswa untuk mengingat informasi. Sementara itu, pertanyaan berpikir tingkat tinggi mengharuskan siswa untuk berpikir dan berbicara lebih banyak; dan peneliti menyarankan juga bahwa dalam studi masa depan, subjek penelitian harus melibatkan lebih dari satu guru. Faktanya, setiap guru itu unik. Dengan demikian, itu mempengaruhi strategi bertanya mereka
A Comparative Study of Students' Reading Achievement Among Natural Science, Social Science and Language Programs
No full textABSTRAK Ihwan, Virna. 2018. A Comparative Study of Students’ Reading Achievement among Natural Science, Social Science and Language Programs. Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (1) Dra. Sri Andreani, M.Ed. (2) Prof. H. Ali Saukah, M.A.,Ph.D. Keywords: Reading Comprehension, Natural Science, Social Science and Language Programs The objective of this research is to compare the eleventh grade students’ reading comprehension in the three different programs of the Senior High School, the Natural Science (IPA), Social Science (IPS) and Language (BAHASA) programs. The research was carried out at SMA Negeri 4 Malang on May 2018. The method of this study was a comparative study. The subject were three groups of eleventh graders. They were the students of Natural Science program (n = 34), Social Science program (n = 35) and Language program (n = 22). The total number was 91 students. The instrument used in this research is reading comprehension test, interview and observation. The data was analyzed by using the analysis of variance (ANOVA) and the follow-up test by Tukey’s Honestly Significant Difference (HSD). The results showed that the reading comprehension scores among the three classes are different at a significant value of 0.001, which is smaller than 0.05 (the level of significance). There is no significant difference between the Natural Science and Language programs. The average score of the Social Science students is the lowest of the three groups and those of the Language class is the highest. There must be another factor affecting the students reading comprehension achievement. The result of the interview with the English teacher showed that the students’ characteristics, motivation and interest in reading are different. They have different input or knowledge that can be connected to the reading text they read. Furthermore, they also have different behavior and English proficiency whether before they started senior high school or the program. In addition, the result of the observation showed that the students’ participation and the class situation during reading comprehension test were different. The Social Science students’ showed not more enthusiast and disorganized than the Natural Science and Language students. This research can guide English teachers to improve their teaching methods and give more motivation to the students to achieve better result in reading comprehension. The study can also inform us to know the real about the students in Natural Science, Social Science and Language programs regarding their reading comprehension achievement. Furthermore, this research also can guide future researcher to conduct similar research in term of the research method and the topic. This research involves only one school. Thus, future researchers are expected to involve more than one school because every school has different characteristics, students and the teacher. Ihwan, Virna Hafizha. 2018. Studi Perbandingan Pencapaian Membaca Siswa Antara Program IPA, IPS dan BAHASA. Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (1) Dra. Sri Andreani, M.Ed. (2) Prof. H. Ali Saukah, M.A.,Ph.D. Kata Kunci: Reading Comprehension, Jurusan IPA, IPS dan BAHASA Tujuan dari penelitian ini adalah untuk membandingkan pemahaman membaca siswa kelas sebelas dalam tiga program belajar siswa yang berbeda di sekolah menengah atas (SMA), program Ilmu Pengetahuan (IPA), Ilmu Pengetahuan Sosial (IPS) dan Bahasa. Penelitian ini dilakukan di SMA Negeri 4 Malang pada bulan Mei 2018. Metode penelitian ini adalah studi perbandingan. Subjek penelitian adalah tiga kelompok siswa kelas sebelas. Mereka adalah mahasiswa program Ilmu Alam (n = 34), program Ilmu Sosial (n = 35) dan program Bahasa (n = 22). Jumlah seluruhnya adalah 91 siswa. Instrumen yang digunakan dalam penelitian ini adalah tes membaca pemahaman, wawancara dan observasi.Data dianalisis dengan menggunakan analysis of variance (ANOVA) dan uji tindak lanjut dengan menggunakan Tukey’s Honestly Significant Difference (HSD). Hasil penelitian menunjukkan bahwa nilai rata – rata pemahaman membaca siswa antara ketiga kelas berbeda pada nilai signifikan 0.001, yang berarti bahwa nilai signifikan lebih kecil dari 0.05 (tingkat signifikansi). Tidak terdapat perbedaan yang signifikan antara program IPA dan BAHASA. Nilai rata – rata siswa IPS merupakan yang terendah dan nilai rata – rata nilai siswa Bahasa adalah yang paling tinggi. Seharusnya terdapat faktor lain yang mempengaruhi pencapaian pemahaman membaca siswa tersebut. Hasil wawancara menunjukkan dengan guru Bahasa Inggris menunjukkan bahwa karakter, motivasi dan ketertarikan siswa dalam membaca berbeda. Mereka memiliki input atau pengetahuan yang berbeda yang dapat dihubungkan pada teks bacaan yang mereka baca. Selain itu, mereka juga memiliki kebiasaan dan kemampuan bahasa Inggris yang berbeda baik sebelum mereka memulai sekolah menengah atas atau program. Selain itu, hasil observasi menunjukkan bahwa partisipasi siswa dan situasi kelas selama tes pemahaman membaca berbeda. Para siswa IPS menunjukkan tidak lebih antusias dan tidak terorganisir daripada siswa IPA dan BAHASA. Penelitian ini dapat menjadi penduan bagi guru bahasa Inggris untuk meningkatkan metode pembeljaran mereka dan memberikan motivasi lebih kepada siswa untuk mencapai hasil yang lebih baik dalam pemahaman membaca. Fakta ini juga dapat menjadi informasi penting bagi kita untuk mengetahui yang sebenarnya tentang para siswa di kelas IPA, IPS dan Bahasa mengenai pemahaman membaca mereka. Selain itu, penelitian ini dapat menjadi panduan bagi peneliti selanjutnya untuk melakukan penelitian serupa dalam hal metode penelitian dan topik. Penelitian ini hanya melibatkan satu sekolah. Dengan demikian, peneliti masa depan diharapkan melibatkan lebih dari satu sekolah karena setiap sekolah memiliki karakteristik yang berbeda, siswa dan guru