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The Effect of Explicit and Implicit Corrective Feedback on The Eleventh Grade Students' Conditional Sentences
No full textSUMMARY Prayogo, Emakariza Jannah Dewi. 2018. The Effect of Explicit and Implicit Corrective Feedback on the Eleventh Grade Students’ Conditional Sentences. Sarjana’s Thesis, English Department, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Dr. Sintha Tresnadewi, M.Pd., (II) Nur Hayati, S.Pd., M.Ed. Key Words: grammar, explicit corrective feedback, implicit corrective feedback, conditional sentences Grammar is an important part of English. Unfortunately, teachers sometimes forget that students need to not only learn it, but also practice it, so the students could understand grammar concepts more easily. In this case, students often make some mistakes in practicing their grammar. Corrective feedback helps them correct their mistakes. There are two kinds of corrective feedback, explicit corrective feedback and implicit corrective feedback. In explicit corrective feedback, besides showing the students’ mistakes, the teacher also gives correction of students’ mistakes, while in the implicit corrective feedback, the teacher only shows the students’ mistakes. This study is aimed at investigating the difference between the effects of explicit and implicit corrective feedback on the eleventh graders’ conditional sentences. This study used a quasi-experimental design. The data were taken from 26 students of Lintas Minat Class in SMA Negeri 1 Kepanjen. The class was chosen by the school. The researcher chose this school since SMA Negeri 1 Kepanjen is the best senior high school in Kabupaten Malang. The students were grouped into two groups that were given different treatments. One group was given explicit corrective feedback while the other group was given implicit corrective feedback as the treatment. Pretest, treatment, and posttest were given to the two groups. The data collected in this study were in the form of students’ grammar scores. The results of the posttest of the two groups were compared using statistics in order to draw the conclusion. Based on the data analysis using Mann-Whitney U, it was found that explicit corrective feedback gave more significant effect than that from implicit corrective feedback on students’ conditional sentences. The results showed that the mean score resulting from explicit corrective feedback was higher than that from implicit corrective feedback. It was 65.3846 compared to 44.2308. The hypothesis testing by using Mann-Whitney U was done and the calculated value in column Asymp. Sig. (2-tailed) was .029. It is lower than .05 which means the students’ scores, when they were given explicit corrective feedback, significantly higher than when they were given implicit corrective feedback. It can be concluded that the students who were given explicit corrective feedback achieved better in grammar. Based on the result of the study, it is suggested that future researchers involve more respondents, make the duration of the study a bit longer and give more treatments. The last is it is better for the future researchers to use more scopes of the material, not only one. For the English teachers, they are expected to be able to choose the most appropriate method in giving corrective feedback to students’ task particularly in grammar
THE IMPLEMENTATION OF CATEGORICAL VOCABULARY STRATEGY TO IMPROVE STUDENTS’ WRITING SKILLS OF DESCRIPTIVE TEXT AT SMPN 6 MALANG
No full textThe result of preliminary study that was conducted in VII grade Of SMPN 6 Malang showed that the students’ writing ability was far from satisfactory. This results happened because of many aspects. The first was the students were mixing Indonesian words in their writing. The second was the students could not utilize words into a good sentence. To address this problem, the researcher overcome the prolems by using certain strategy to improve students’ writing ability. In response to the problem, the researcher utilized Categorical Vocabulary, a list of vocabulary based on grammatical category which covers parts of speech: Noun, Verb, Adjective, and Adverb. There were three main procedures in implementing Categorical Vocabulary, they are as follows (1). modelling descriptive text to know its element, (2). introducing the structure and language features of descriptive text, (3). introducing Categorical Vocabulary using paradigm approach, (4). practicing Categorical Vocabulary through the process of writing. The design of this study was Classroom Action Research which consists of four steps: planning, implementing, observing, and refecting. The researcher conducted this study in one cycle contained 4 meetings. In conducting the study, the classroom English teacher helped the researcher by taking role as the observer. The subjects of this study were VII 1 class of SMPN 6 Malang. There were 34 students involved in this study. The sources of the data used in this study were interview guide, observation checklist, field notes, and students’ writing score. The findings of this study revealed that by using Categorical Vocabulary strategy, the students’ wiriting score improved and had achieved the criteria of success which was indicated by their final-writing test by decreasing the use of Indonesian language. Based on their final-test result, the students have utilized English vocabulary well in their writing products without using Indonesian Language anymore. Besides, the students showed their positive response toward the strategy by their active involvement during the implementation of the strategy. Finally, suggestions are provided for the teachers and future researchers. This study is expected solve students’ problem. Besides, it can be an alternative strategy in teaching writing skills. Meanwhile, the future researchers may use it as reference to solve the students’ problem in the classroom
A Humanistic Analysis of Development of The Character Jake Sully in the Movie Avatar
No full textRINGKASAN Yuwono, Awig M. 2017. A Humanistic Analysis of Development of TheCharacter Jake Sully in the Movie Avatar. Thesis, English Literature, Faculty of Letters, State University of Malang. Advisor I: Drs. Kukuh Prayitno S, M.A., Advisor II: Inayatul Fariha, S.S., M.A. Keywords: Avatar, humanistic psychology, hierarchical needs This thesis is about Avatar (2009), an American epic science fiction film directed, written, produced, and co-edited by James Cameron. The story revolves around Jake Sully, an ex marine who resigned from his position because his legs were damaged in a war and the veteran benefit didn’t cover the money to fix his injury. Until one day, Jake Sully got a call from his brother institute to replace his brother position to join the Avatar program. This film portrays how human becomes more trustworthy, self-protecting and self-governing. This film had a concern that is important to be delivered because it shows how humanism occurred in Jake Sully’s phenomenon represented in five hierarchical needs through certain behaviors. The analysis of Avatar uses the humanistic psychology as approach. Furthermore, the researcher also uses Abraham Maslow’s five hierarchical needs theory to help readers understand Jake Sully’s mind. This theory uncovers motive behind Jake Sully’s shifted point of view. In sum, the findings show that Jake Sully’s five hierarchical needs are fulfilled in Pandora when he is as an Avatar. Although he is crippled as human, he has two functioning legs and can move freely as Avatar. After that, many of other needs are also fulfilled in planet Pandora. This shows that as an individual Jake also has desire to fulfill his needs, and if he cannot fulfill them in real world then he will fulfill it in Pandora. In conclusion, from humanistic psychology point of view, this is why Jake finally take side with the Na’vi and not the humans
Improving Senior High School Students’ Performance In Writing Recount tExt through Diary Writing Technique
No full textRINGKASAN Azizah, Tria, 2018. Improving Senior High School Students’ Performance In Writing Recount tExt through Diary Writing Technique. Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (1) Dra.NunungSuryati, M.Pd., Ph.D. (2) Prof.Drs.BambangYudiCahyono, M.Pd., M.A., Ph.D. Keywords: Writing Performance, Diary Writing, Recount TextThis research was aimed at examining the implementation of diary writing as a technique to improve the writing skills of the tenth-grade students of SMKN 3 Malang inthe academic year of 2018/2019.This research was classroom action research study. The subjects of this research were 25 students of grade X APH 2 and the English teacher. This research used two types of data, namely qualitative data and quantitative data. The qualitative data were obtained through an interview with the English teacher in preliminary study. Meanwhile, the quantitative data were questionnaire, observation sheet and the results of the students’ writing before the implementation of the actions (pre-test) and after the implementation of the actions (post-test).There were some activities that I set in teaching a diary. Those are :1. Explaining to the students about recount text in the form of diary in every meeting, 2. Asking the students to work in groups in every meeting. 3. Asking the students to arrange a paragraph in the first meeting. 4. Asking the students to correct grammatical error in the second meeting. 5. Providing the students, a diary book. 6. Asking the students to write a diary in the last of activity in every meeting. and 7. Giving the students, oral and written feedbacks.In regard to the actions performed in one cycle, the use of diary writing technique was effective in improving the students’ writing performance in recount texts based on the following evidences. The students were able to participate in the classroom activities regularly and did the tasks well in every single meeting after getting the knowledge during the learning process. There were some significant improvements in the students’ writing on the three aspects of writing as shown in diary writing they wrote since the first meeting until the last one and also from the results of post test. The score of pre-test was 58.92. In the first meeting the mean of the students’ writing was 65.08. The increasing score between pre-test and the score of the students’ writing in the first meeting was 6.16. Then, it increased in the second meeting, the mean was 68.04. It means the students’ score increase up to 3.04. The mean score for the third meeting was 75.16. The increasing score between the second meeting and the score of the students’ writing in the third meeting was 7.12. The last one (post test), the mean is 79.6 so the increasing score between the score of the students’ in the third meeting and post test was 4.10 which definitely proved the success of the research conducted in the class X APH 3. The English teacher should consider at giving more attention on the writing skills. The teacher should consider using diary writing as a technique to provide more writing practices to the students both in the classroom and outside the classroom. Since writing is a skill, the more students write, the better their writing will be. Besides, the result of this research can be used as one of references for other researchers who want to conduct the similar study related to the use of diary writing with other text types
Improving SMK Negeri 3 Malang Students’ Achievement in Writing Descriptive Texts Using Visual, Auditory, Kinesthetic (VAK) Learning Model.
No full textABSTRAK Ramadian, Oki Dwi. 2017. Improving SMK Negeri 3 Malang Students’ Achievement in Writing Descriptive Texts Using Visual, Auditory, Kinesthetic (VAK) Learning Model. Thesis. English Department. Faculty of Letters. Universitas Negeri Malang. Advisors: (1) Prof. Drs. Bambang Yudi Cahyono, M.Pd., M.A., Ph.D. (2) Dra. Nunung Suryati, M.Ed., Ph.D. Key Words: writing achievement, descriptive text, Visual Auditory Kinesthetic, VAK learning model. This research was intended to investigate how the Visual Auditory Kinesthetic (VAK) learning model improve the SMK Negeri 3 Malang students’ achievement in writing descriptive text. There were 26 of the students selected to be the subject of this action research. There was only one cycle to implement the VAK learning model. The instruments used to collect the data were an interview guide, an observation sheet, the questionnaires, and the writing prompt. Based on the preliminary study, the researcher found that the writing achievement of the Akomodasi Perhotelan 2 grade X students was low. In order to solve the problem, the VAK learning model was applied. There were many activities was done during the implementation of the VAK learning model. The core activities (steps) of the VAK activities were (1) Asking the leaders to send the message by whispering to a member in front of them when the teacher says “go!” (2) Asking all members of the groups to work together to deliver the messages from the last person of the queue to the first member of the queue. (3) Asking the students to work together to make the poster according to the messages that they have listened in the “Listen and Send” activity. (4) Asking the students to explain the tourism place by moving their body. (5) Asking the students to explain the tourism place with the adjective by moving their body. After I implemented the actions I ask the students to write. These steps were implemented in three meetings. The findings showed that the students writing scores was increased after the implementation the VAK learning model. The average score of the students was 81.49. It increased by 38.18 points from 43.31 on the preliminary study. Besides, the number of the students who achieved the criterion of success was also improved. Out of 26 students, there were 7 students (26.92%) who failed to achieve the standard. Despite, the number of the students who achieved or passed the standard were bigger. The number of the students who were able to achieve or pass the standard were 19 students (73.07%). Furthermore, most of the students gave good response toward the implementation of the action. This can be inferred that the VAK learning model gave a positive impact to the students writing’ achievement. Therefore, there were several suggestions for the English teachers and for the future researchers. Firstly, the English teachers could implement the VAK learning model in improving the students’ writing achievement. Secondly, for the future researchers, as the result of this study provides the recent data and the reference to conduct a further study, therefore, I suggest that the future researchers may investigate further the use of VAK learning model to develop the students writing ability in terms of descriptive text or any other text types
Using Modified Problem Based Learning to Improve Students’ Speaking Skill for the Eighth Graders of SMP Negeri 7 Madiun
No full textABSTRAK dth: 0px; "> The aim of this research is to know how Modified Problem Based Learning (MPBL) can improve students’ speaking skill for the eighth graders of SMP Negeri 7 Madiun. It focuses on fluency, vocabulary, pronunciation and structure aspects. The design of this research was classroom action research which consisted of four stages: planning, implementing, observing, and reflecting. The instruments used for gathering the data were speaking test, observation checklist, interview guide, and questionnaire. The subjects of this research were the VIII-H class of SMP Negeri 7 Madiun. The researcher conducted the preliminary study by giving the students a pre-test. The result of pre-test showed that only 4 out of 24 students could pass the minimum standard score, 70. All students’ average score was 43.13. The researcher held cycle 1 consisting of three meetings to solve the problem. The result of post-test in cycle 1 did not reach criteria of success, 70% passed the test. The students’ average score in this post-test was 64.17. The researcher continued to cycle 2 which consisted of two meetings. The result of post-test in cycle 2 indicated that all students reached criteria of success. The students’ average score in the post-test was 80.21. The findings of this research presented the students’ progress in speaking ability. Firstly in pre-test, only 4 students reached minimum standard score. In post-test 1, 10 students and in final post-test, all students reached score above minimum standard score. Secondly, the students became more active and enthusiastic toward the strategy implemented. This can be inferred that Modified Problem Based Learning gives good impacts to the students both in speaking and motivation in learning. There are some suggestions. For the English teachers, they can apply MPBL strategy in improving students’ speaking skill. For schools, they should add textbooks and support learning media so that education goals can be achieved successfully. For the future researchers, they should apply MPBL strategy as a reference to conduct other studies with other subjects, skills, and materials
The Embodiment of Female Liberation in the Main Heroine of Avatar: The Legend of Korra
No full textABSTRAK Postfeminism is a form of feminism that suited one’s needs and desire, understanding that one’s needs to be liberated differs from another. Postfeminism believes in agency, choice, plurality, and freedom to choose our actions, our selves, and our social roles. It presents women, in particular, as entirely free agents. This study is aimed at analyzing and discussing the postfeminist liberation that is represented by Korra who is the titular heroine of Nickelodeon’s animated series, Avatar: The Legend of Korra. This research use qualitative content method to analyze the data. The source of the data is 31 episodes out of 52 of Avatar: The Legend of Korra which hold the data necessary for this research. After collecting and distancing the data, categorization was performed to extract the sense of data. Then, analyzing and writing process was established using postfeminism and postfeminist film reading to interpret whether the series holds the quality of liberated woman embodied in the main character. The findings revealed that Avatar: The Legend of Korrahas much data regarding representation of female liberation in its main character using postfeminism framework. It is found that in her characterization, Korra does not show the traditional beauty of a female. Korra is also the epitome of intersectional feminism: she is a bisexual woman of color, and she manages to be a fully realized spiritual leader that everyone grows fond of and respects. No one judges her by her social minority status but her ability to lead, the level which feminism is seeking to reach. She shows the importance of realizing her identity, and grows by it. Korra’s connection with other characters mature over time, even with those she clashes with. Her actions encompass liberation; she is liberated from stereotypes, heteronormativity, otherness, and male gaze. Based on the findings, this research is able to be extended to different focus in women’s studies under feminism such as queer theory or male gaze. For English literary students who are interested in the study of feminism in television animation show especially of postfeminism and woman liberation, they may resort to Avatar: The Legend of Korraas it incorporates several elements of feminist goals. For future researchers, they may resort to this thesis for reference
THE USE OF THE FIRST LANGUAGE DURING THE ENGLISH TEACHING PROCESS IN SMA N 6 MALANG
No full textABSTRAK The use of the first language during English teaching process has been a disputable issue among teachers and researchers over years. It remains controversial whether first language should or should not be used during English teaching, and how much its use is justifiable. Several studies have been conducted to address this issue. However, those studies focused on the first language use during English teaching and learning process in the primary and tertiary levels of education. The studies were also dominated by survey studies. Thus, this study was conducted in the secondary level, and was designed to be in-depth for the purpose of filling the gaps left by the previous studies. The results of the study indicated that there were fourteen different occasions on which the first language were used by the English teachers, four different manners of the English teachers in using the first language, and eleven different reasons for the English teachers to use the first language on the occasions and in the manners mentioned
ANALYSIS OF A MIDTERM ENGLISH TEST FOR THE 5TH GRADE STUDENTS OF SDN GLAGAHSARI 1
No full textABSTRAK Pebriani, Mahdiyati. 2018. Analysis of a Midterm English Test for the 5th Grade Students of SDN Glagahsari 1. Thesis, English Language Teaching Program, Faculty of Letters, UniversitasNegeri Malang. Advisors: (I) Dr. SinthaTresnadewi, M.Pd. (II) Dr. Furaidah, M.A. Keywords: Teacher-made test, midterm English test, item analysis The purpose of conducting this study was to evaluate the quality of a midterm English test of the 5th grade students of SDN Glagahsari I academic year 2016/2017. The principles and the rules used to evaluate the test in this study are the criteria of a good test that should be fulfilled in order to be a good tool in measuring and assessing students’ ability. The requirements which become the focus in this study are content validity, face validity, practicality, reliability, item difficulty, item discrimination, and the effectiveness of distractors. The research design used in this study is descriptive evaluative research. Qualitative and quantitative analysis methods are used in evaluating the quality of the test. The data are the midterm English test and the students’ answer sheets. The data are manually calculated with the help of Microsoft Excel Program. Based on the result of the analysis, the English test of 2nd semester grade V has low content validity, only ten items (22 %) of total item cover the materials stated in the curriculum, twenty nine items (64.44 %) which match with the basic competence in measuring the knowledge, and only ten items (22.22 %) which match with the basic competence in measuring the students’ skills. Second, the face validity is considered good. Third, the test is considered to be practical. Fourth, the test has high reliability, since the reliability coefficient of the test is .87. Fifth, the difficulty level of the test is considered to be easy since most of the test items have easy difficulty index. Sixth, the index discrimination of this study can be concluded to be low, because there are only eleven items (24.44 %) of the test items which have very good discrimination index. Seventh, the distractors of the items are mostly ineffective. Last, after summarizing the result of item analysis, there are several items that must be changed with better items since they do not meet the principles and the criteria of a good test item. To sum up, a midterm English test of grade V in the 2nd in SDN Glagahsari 1 academic year 2016/2017 is considered to have good reliability and face validity, but it performs badly in item analysis. Considering the quality of the test, it is important for the teacher as the test constructor to know how to analyze and evaluate the test so that a good test can be constructed. The test that has been constructed by the teacher should be tried out and analyzed first before it is administered. So, the test can measure the real ability of the students
IMPLEMENTING STUDENT TEAM ACHIEVEMENT DIVISION (STAD) STRATEGY TO INCREASE THE TENTH GRADERS’ READING COMPREHENSION OF RECOUNT TEXTS
No full textABSTRAK Sitaiyah. 2018. Implementing Student Team Achievement Division (STAD) Strategy to Increase the Tenth Graders’ Reading Comprehension of Recount Texts. Department of English. Faculty of Letters. Universitas Negeri Malang. Advisors : (I) Dr. Furaidah, M.A. (II) Dr. Enny Irawati, M.Pd. Keywords: Reading Comprehension, Recount Texts, STAD Strategy. This study is aimed at implementing STAD strategy to solve the classroom problems found in the class X IPS 4 SMAN Jogoroto. The study was conducted on the basis of the preliminary study in which the researcher identified some classroom problems, namely (1) the students had a low ability in their reading comprehension of recount texts, and (2) the students had a low level of participation in the classroom reading activities. Thus, the researcher decided to implement STAD strategy because this strategy can improve the students’ reading comprehension and level of active participation in the classroom. STAD strategy is a part of cooperative learning in which the students work together in group with certain procedures in order to achieve certain goals. STAD is made up of five important components: class presentation, teams, quizzes, individual improvement scoring, and team recognition. The steps of STAD strategy are: (1) teacher divides the students into some groups, (2) the students do an individual reading, (3) the students have a group discussion, (4) the students have an individual quiz, (5) teacher gives a reward to the best group. The design used in this study was classroom action research (CAR) where the researcher became the teacher who taught and implemented STAD strategy. The subjects of this study were 31 students of X IPS 4 SMAN Jogoroto. The instruments used were reading test, observation checklist, fieldnotes, and interview guide. This study was conducted in one cycle consisting of five meetings. The result of this study showed that STAD strategy could successfully increase the students’ reading comprehension and participation. It was proven from the result of the students’ final test scores and the observation checklist filled by two observers. The students’ final test scores showed that there were 27 students (87.09%) who successfully passed the passing grade of 75. Meanwhile, the result of observation checklist showed that there was an improvement of students’ active participation in every meeting of implementation. In conclusion, STAD strategy could increase the students’ reading comprehension of recount texts and the students’ participation in the classroom. Thus, the researcher suggests English teacher to implement STAD strategy to develop students’ reading competence in an enjoyable learning atmosphere in the classroom. Meanwhile, for further researchers, the researcher suggests to implement STAD strategy in different text type of reading, do the try out of the test until get the accurate measurement before giving it to the target students. RINGKASAN Sitaiyah. 2018. Implementing Student Team Achievement Division (STAD) Strategy to Increase the Tenth Graders’ Reading Comprehensionof Recount Texts. Jurusan Sastra Inggris. Fakultas Sastra. Universitas Negeri Malang. Pembimbing: (I) Dr. Furaidah, M.A. (II) Dr. Enny Irawati, M.Pd. Kata Kunci: Kemampuan Membaca, Teks Recount, Strategi STAD. Penelitian ini bertujuan untuk menerapkan strategi STAD untuk mengatasi permasalahan kelas yang ditemukan di kelas X IPS 4 SMAN Jogoroto. Penelitian ini dilaksanakan berdasarkan pada studi awal yang dimana peneliti mengidentifikasi permasalahan berupa kemampuan rendah para murid dalam memahami bacaan berupa teks recount dan kurangnya partisipasi murid dalam kegiatan membaca dalam kelas. Maka dari itu, peneliti memutuskan untuk menerapkan strategi STAD karena strategi ini dapat meningkatkan pemahaman membaca murid dan tingkat partisipasi di kelas. Strategi STAD merupakan bagian dari pembelajaran kooperatif dimana siswa bekerja bersama dalam sebuah grup dengan prosedur tertentu untuk mencapai tujuan khusus. Strategi STAD terdiri dari lima komponen penting: presentasi kelas, tim, kuis, peningkatan skor individu, dan pengakuan tim. Prosedur dalam STAD adalah: (1) guru membagi siswa dalam beberapa tim, (2) siswa melakukan kegiatan membaca individu, (3) siswa melakukan diskusi dalam tim, (4) siswa mengerjakan kuis individu, (5) guru memberikan hadiah pada tim terbaik. Jenis penelitian ini adalah penelitian tindakan kelas (PTK) dimana peneliti menjadi guru yang mengajar sekaligus mengimplementasikan strategi STAD. Subyek dari penelitian ini adalah 31 siswa dari kelas X IPS 4 SMAN Jogoroto. Instrumen yang digunakan adalah tes membaca, ceklis observasi, catatan lapangan, serta wawancara terbimbing. Penelitian ini dilakukan dalam satu siklus yang terdiri dari lima kali tatap muka. Hasil dari penelitian ini menunjukkan bahwa strategi STAD dapat secara sukses meningkatkan kemampuan membaca dan partisipasi siswa. Hal ini dibuktikan dari hasil tes akhir siswa serta ceklis observasi yang diisi oleh dua observer. Nilai tes akhir siswa menunjukkan bahwa terdapat 27 siswa (87,09%) yang berhasil mencapai KKM 75. Sedangkan, hasil dari ceklis observasi menunjukkan bahwa ada peningkatan dari partisipasi aktif siswa dalam setiap tatap muka ketika implementasi. Dalam kesimpulannya, STAD dapat meningkatkan pemahaman membaca terhadap teks recount dan juga meningkatkan partisipasi siswa dalam kelas. Maka, peneliti menyarankan pada guru bahasa Inggris untuk mengimplementasikan strategi STAD untuk mengembangkan kompetensi membaca siswa dalam suasana belajar yang nyaman dalam kelas. Sedangkan, untuk peneliti yang lain, peneliti menyarankan untuk mengimplementasikan strategi STAD pada jenis teks membaca yang lain dan melakukan “try out” pada tes sampai mendapatkan pengukuran yang akurat sebelum diberikan pada target siswa