SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM
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Employing Communicative Board Game to Improve Students’ Mastery in First and Second Conditional Sentences
No full textABSTRAK Agustin, Ayu Candra. Employing Communicative Board Game to Improve Students’ Mastery in First and Second Conditional Sentences. Thesis, Department of English, Faculty of Letters, State University of Malang. Advisors: (I) Dr. Johannes A. Prayogo, M.Pd., M. Ed. (II) Nur Hayati, S. Pd., M. Ed. Key Words: Communicative board game, grammar mastery, first and second conditional sentencesFirst and second conditionals are one of the most complicated materials for the students of Class A Management Academic Year 2016/2017 STIE Malangkuceswara who are taking General English II when the pre-test of the course was given. In the course, the students learn fundamental grammatical structures and functions. One of learning outcomes of the college graduates is those who are able to use English in global business communication. Then, the material of first and second conditionals is needed to enable the students to make such statements related to predictions and hypothetical situations in English. Unfortunately, in the second pre-test which was focused on first and second conditionals, the class mean-score was only 35.5.The researcher used Classroom Action Research (CAR) method in this study. The instruments used were questionnaire, pre-test and post-test, lesson plan, and observation checklist to conduct planning, acting, observing, and reflecting.The findings from the post-test show that the strategy of Communicative Board Game successfully increased the class mean score, from 35.5 to 75.5. This strategy is employed through the steps namely (1) brainstorming and explaining First and Second Conditional sentences, (2) grouping the students of 4-5 members, (3) introducing the Communicative Board Game and the rules to play, (4) having students play the game in 60 minutes or less and doing monitoring while students were playing, and (5) giving feedback and reflection.The rules of playing require students to: (a)take turns to throw the dice and move their counters from the Start and complete the sentence or answer the question on the space their counter comes to, (b) go through some traps like “Miss a turn”, “Go back/Move ahead” either 2 spaces, 4 spaces, or to Start before reaching the Finish, and (c) during playing, the students were allowed to use dictionaries and were encouraged to help each other in constructing correct sentences.The questionnaire results show that most students enjoyed the game and stated that it helped them to master the lesson. The observation results also showed that the class participation increased during the implementation of the game. However, the game should be better used in smaller classes that the students may get more concentration and supervision. This study can be used as reference for teachers, principals, and students for fun learning of conditional sentences. It is also useful for further researchers to investigate the implementation of the strategy in a different level or setting, so that the results can enrich the knowledge of teaching and learning of English grammar, particularly conditionals
AN EVALUATION OF ENGLISH TEXTBOOK “WHEN ENGLISH RINGS A BELL” FOR SMP/MTS GRADE VIII
No full textABSTRACT ABSTRACT: The aim of this study is to measure and judge if the textbook “When English Rings A Bell” for SMP/MTs Grade VIII is relevant with the criteria of good textbook in terms of language skills, language components, and topics. The method of evaluation in this study is documentary study. The evaluator uses evaluation form as the main instrument. The evaluation form is modified from Cunningsworth’s checklist (1995).The evaluator also uses the syllabus of eight grade of junior high school in the process of analysing the textbook, so that the result of analysing is not subjective and more reliable. There are a number of points raised in the findings. First, in terms of language skills, the textbook has covered all four language skills. All the material is suitable with students’ level according to the syllabus. Second, in terms of language components, the textbook has covered the three main aspects of language content such as grammar items, vocabulary items, and phonological items in every chapter. Furthermore, the aspect of language content is suitable with students’ level according to the syllabus. Third, in term of topics, the textbook provided different topic in every chapter. The topics are interesting and suitable with students’ level based on the basic competence from the syllabus.Based on the findings, the writer concluded that the textbook “When English Rings A Bell” for SMP/MTs Grade VIII generally has fulfilled the criteria of good EFL textboo
Student Teachers’ Perceptions of their Readiness for the Internship
No full textABSTRACT Maharani, Amanda Vira. 2016. Student Teachers’ Perceptions of their Readiness for the Internship. Thesis. Department of English, Faculty of Letters, State University of Malang. Advisors: (I) Dr. Suharmanto, M.Pd., (II) Nur Hayati, S.Pd., M.Ed. Keywords: perception, readiness, internship This descriptive qualitative study was aimed to investigate English student teachers’ perception of their readiness to take the internship in terms of a number of aspects. These aspects include: (1) the understanding about internship, (2) teaching interest, (3) teaching experience, (4) feelings in facing the internship, (5) the adequateness of the teaching courses, (6) final grade and courses’ understanding, (7) English skills, (8) self-reflection, (9) preparation, and (10) suggestion for the English Department. Also by checking student teachers’ grades on English language skills courses, English language and literature courses, English language teaching courses, research components, and elective courses which can assist the development of the language teaching components. It is a descriptive qualitative study in which data were mainly collected through interviews. The interviewees were six students of sixth semester of ELT program of State University of Malang. The researcher recruited six student teachers with high, average, and low achievement based on their GPA. They represent the diverse experiences and English skills of English student teachers have. The interviews were conducted in Bahasa Indonesia to avoid misperception and misunderstanding of the questions. The data were analyzed descriptively according to three steps which consist of: data reduction, data display, and conclusion drawing. The research showed that the student teachers were still feeling not ready enough in a number of aspects. The first aspect is almost all of them had an issue with the duration of the internship that is too short. Second, not all the student teachers majoring English Language Teaching have a desire to be a teacher although teaching is the major field of work that they have been prepared for throughout their university study. Third, another factor that makes them feel unready is anxiety. Fourth, from the content courses aspect, there was an issue with the sequences of the courses that made student teachers confused about planning a lesson. Lastly in terms of skill courses, the respondents thought the courses are already adequate enough and they already got good scores, but they stated that they still have some issues with it. Based on the results of this study, some suggestions are given. First of all, it is important that student teachers prepared themselves better for the internship by developing their knowledge and English skills on their own or with peers before the internship. In terms of curriculum several elective courses might need to be promoted to required courses due to its crucial importance for the teachers’ preparation. These are Classroom Management, IMALT, and ICALL. It is suggested that there is a phase of teaching practicum during the semesters before the internship, such as, school experience and teaching practicum. It is also essential that the English lecturers encourage the student teachers to build their confidence and have more practice to improve their English proficiency. For further researchers, the findings can be used as valuable references in conducting research in the same field. It is suggested that future researchers conduct a similar study using the three important variables of teachers’ activities, which are: planning, implementing, and evaluating the lesson to find out the student teachers’ readiness to take the internship.
DEVELOPING A MODULE ON WRITING DESCRIPTIVE TEXTS FOR EIGHTH GRADE STUDENTS AT SMPN 12 MALANG
No full textThis study aims at developing a module, namely Descripthemes, focusing on writing descriptive texts for eighth graders at SMPN 12 Malang. There are two basic competences of Curriculum 2013 (K-13) syllabus that are elaborated in producing the module, which are 3.10 and 4.12. The basic competence 3.10 requires students to be able to apply proper structure and language features to perform the social function of descriptive texts by stating and asking about the description of people, animals, and things. The basic competence 4.12 requires students to be able to describe people, animals, and things in both spoken and written works with the proper social functions, text structures, and language features. The topic of places is added to enrich the students’ knowledge and practices on writing descriptive texts. The research design of this study adapts the design of Educational Research and Development by Borg and Gall (1989). This study consists of seven stages, which are: needs analysis, product development, expert validation and first revision, try-out and second revision, and finalization of the product. The needs analysis data were collected from the students’ questionnaires, the students’ writing skill, and the English teacher’s interview. The module was based on the results of needs analysis. The module, then, was validated by an expert by focusing on three aspects; design and layout, content, and language. The feedback gained from the expert showed that the content and language aspects became the main focus of the first revision. It included the writing exercises, the instructions, and the answer key. After being revised, the module was tried out to 27 eighth grade students and an English teacher at SMPN 12 Malang. The instruments used were two set of questionnaires to get both the students and the English teacher’s feedback as the users of the module. Some students commented that they were confused on the vocabulary items “nail” and “claw”, and some others commented on the instructions of the activities in the module. These comments resulted in the revision of the vocabulary items and simplifying the instructions. Nevertheless, most of the students (70%) agree that the module can help them to write descriptive texts better. Also, many of them (63%) agree that the module is easy to use. The teacher labeled most of the indicators written in the questionnaire with excellent. As a conclusion, the Descripthemes module is appropriate for the eighth grade students in practicing to write descriptive texts since all the feedback considered during the process of developing the module made it appropriate for what the students need. Future research needs to be conducted to develop other supplementary materials for other skills and other topics since this module limits its focus to writing descriptive texts only.
The Analysis of Defense Mechanisms that work in Bhima's Personality Development in the Story of Mahabharata
No full textABSTRACTDharma, Iswara Adhi. 2016. The Analysis of Defense Mechanisms that work in Bhima’s Personality Development in the Story of Mahabharata.Thesis, English Department, Faculty of Letters, State University of Malang. Thesis Advisors: (I) Inayatul Fariha, S.S., M.A. (II) Drs. Arif Subiyanto, M.A.Keywords: Epic Story, Personality Development, Id, Ego, Super Ego, Psychonalisis, Defense Mechanism, Rationalization, Acting-Out, Repression, Regression, Intellectualization, Mahabharata.Over years Psychoanalisis has created a new perspective to see literary works. It can be caused by the point of view of Pyschoanalisis that is unique and able to see deeper about characters in a literary work. A lot of literary works has been analyzed by Psychoanalisis, including epic story. Epic as one of the most essential product in human civilization.One of the most essential epic story that can be analyzed using Psychoanalisis is Mahabrata. The work of Vyasa which known by all people in the world. The work has been translated into English version by Kishari Mohan Ganguli (1883-1896) from Sanskrit version. Mahabharata focusses on the lifetime struggleof Pandhava (Bharata’s clan) against Kaurava (Kuru’s clan) that reaches the final war in Bharata Yudha, and Pandhava as the winner. This war claimed as the symbolism between good against tirany, dharma against adharma. Pandhava as the symbolism of good that contains five important knight, they are : Yudhistira, Bhima, Arjuna, Nakula, and Sahadeva. In the story, Bhima is highlighted as one of the most important knight, since he has a unique personality development compared to the others Pandhava. Mahabharata gives evidence that Bhima’s personality development grows after reach some essential stages in his life, and it is supported by Freud’s Defense Mechanisms (rationalization, acting-out, repression, regression, and intellectualization). The psychological development of Bhima’s personality is appear by the emergence of these types of defense mechanisms. First, Bhima’s personality is only moved by his Id, and it happens in the stage where he still becomes children, and there is no defense mechanism work in this stage. Second, after becomes teenager his Id slowly experiences the reduction of role and his personality develops and it continues in Bhima’s adult period. Bhima’s Ego and super Ego are the two dominant parts in his personality development, and the stage that becomes the important starting point is his past experience in the story of Pramanakoti (the enlightenment). Afterwards, in his adult period Bhima has become the mature knight that has very dominant rule especially in Bharata Yudha story. Third, the rule of defense mechanism that works in Bhima’s personality as the evidence of how his personality is really developed well. Type of defense mechanisms that work according to Bhima is according to the situation that he encounters in his stage of personality development, but it is the dominant defense mechanism that is integrated to Bhima
ENGLISH VOCABULARY ITEMS MASTERY OF YOUNG CHILDREN OF ONE FAMILY
No full textIssues on learning English as second language for young bilingual children have been discussed in these past years. There are many parents who would like to make their children good English speakers by focusing on vocabulary mastery in their young age. This is because English vocabulary mastery is indeed important for the children’s development in learning the second language. The English vocabulary mastery can support their listening, speaking, reading, and writing skill in the future, which indirectly will be useful for better understanding in communication. More specifically, this research concerns about children’s English vocabulary items mastery, parents influence and strategy supporting their children language achievement.Qualitative approach is used as the design of this research. The data were collected from 6 June up to 22 June 2016. Moreover, this research takes two siblings who are exposed to English language since their early age as subjects, Faruq and Filza. The instruments used in this research were the pictures of 10 chosen categories, flashcards, music video, animated movie and recorder. The data were taken by doing interview with the parents and observing the children in their daily life. Then, the data were transcribed and summarized for analysis.The result of this research shows that as English young learners, their English acquisitions in such young age are affected by the educational background of their parents and the simultaneous learning situation they received since they were toddlers. Furthermore, the parents adopt several English children songs, English movies, storybooks, and pictures in the form of flashcards as the media and strategy to enhance the children’s English vocabulary items mastery. However, in order to gain knowledge about how those strategy works, the researcher took observation to see the children’s English vocabulary mastery which was focused on noun only. As a result, there are 174 English vocabulary items that are mastered by Faruq (the older child) and 76 vocabulary items that are produced by Filza (the younger child). The present research gives an overview on how to enhance the English mastery of young children and how the parents provide language input to their children when they are babies influence their language performance later. Thus, the future researchers are suggested to conduct more research regarding to vocabulary mastery for English young learners that can contribute a new knowledge in liguistic field
DEVELOPING AN EXTENSIVE READING BOOK FOR THE TENTH GRADERS OF MA TERPADU AL-ANWAR TRENGGALEK
No full textABSTRACTAndayanana, Ayu Septiana Eka Putri. 2016. Developing an Extensive Reading Book for the Tenth Graders of MA Terpadu Al-Anwar Trenggalek. Thesis, Department of English, Faculty of Letters, State University of Malang. Advisors: (I) Dr. Mirjam Anugerahwati, M.A., (II)Dr. Furaidah, M.A.Keywords:extensive reading book, reading skill, liking of reading, tenth graders.This research and development study was intended to develop reading materials in form of anextensive reading book to increase the tenth graders of MA Terpadu Al-Anwar Trenggalek liking of reading. This product aimed to use forextensive reading activities. The product was developed because of lack of English reading materials to read. This study used research and development (RnD) design by Borg and Gall (1983) with the following steps; (1) needs analysis, (2) material and product development, (3) expert and teacher validation, (4) revision I, (5) product try-out, (6) revision II, and (7) producing the final product.The first stage of the development was the needs analysis stage. There were two instruments used to collect the data in this stage. The first instrument was an interview guideline to interview the teacher, and the second instrument was a questionnaire for the students. The result of the need analysis indicated that the students thought that reading was a boring activity. They cannot find English reading materials that suited their desires either. The English teacher also had difficulties in providing English reading materials.The second stage to be done was material and product development. The materials developed for this product was based on the types of texts in syllabus, i.e. descriptive text, narrative text, and recount text. The product developed was in form of a compilation of stories in a book. There were 93 pages completed with the activities, answer keys, and illustrations.Before going to be tried-out, the product was validated by an expert validators and the English teacher. The result from both validators indicated that the product had an excellent quality; yet, there were several things to be revised. After the revision stage was done, the next stage was try-out. The try-out stage was administered in a week using two kinds of instrument. The first instrument was a written reading report, and the second instrument was a questionnaire. In the last day of try-out, the questionnaire was given to the students to know their opinion about the product. The result of the try-out was good as indicated by the result ofquestionnaire feedback from the students. As the step was continued by revising the product after being tried out, the researcher then produced the final product. The overall result from this study indicated that the product developed is suitable and appropriate to fill the lack of English reading materials at MA Terpadu Al-Anwar Trenggalek. The product can also improves the students’ liking of reading. English teachers can use this product inside the class as a resource for sustain silent reading activity. Further researchers can also develop this product to make it better regarding some of the weaknesses like the limitation of topics and materials
Menggunakan Teknik Jigsaw untuk Meningkatkan Kemampuan Membaca Siswa Kelas 10 di SMKN 1 Pogalan Trenggalek
No full textBelajarBahasaInggrissebagaiBahasaasingsangatpentinguntuksemuajenjangpendidikan di Indonesia padasaatini. DalammembantusiswamenguasaiBahasaInggris, guru harusmemberikancara yang bagus yang dapatmeningkatkanmotivasidankemampuansiswadalambelajarBahasaInggris. Penelitianinibertujuanuntukmengetahuibahwa Jigsaw technique benar-benarmeningkatkankemampuansiswadalammembacaatautidak. Padastudipendahuluan yang dilaksanakan di kelas X AKUNTASI-2 SMKN 1 Pogalan, sayamenemukanbahwakemampuanmembacasiswarendah. Nilaimembacamerekarendah, merekatidakmemahamikosa kata, and tidakmenguasaitataBahasa. Disampingitu, merekakurangaktifdalam proses pembelajarankarena guru memegangpenuhkendalipada proses belajarmengajar di kelas. Untukmengatasimasalahtersebut, sayamenggunakanteknik Jigsaw. StrategiinidipilihkarenahasilpenelitiansebelumnyaolehMengduo&Xiaoling (2010) memperlihatkanbahwastrategiinidapatmemotivasisiswauntukbelajarBahasaInggristerutamadalamberkomunikasimenggunakanBahasaInggris. Disampingitu, hasilpenelitiansebelumnya yang lain olehHusseini,Maleki, and Haeri (2014) menyatakanbahwasiswaadapatbelajardenganlingkungan yang mendukungdanmerekajugatidakmenjadisiswa yang pasif. PenelitianinimenggunakanPenelitianTindakanKelasdimanasaya yang menerapkanstrategidan guru BahasaInggriskelas X AK-2 yang berperansebagaipengamatpenelitian. Penelitianinidilaksanakandalansatusiklus. Subyekdaripenelitianiniadalah 36 siswakelas X AK-2 SMKN 1 Pogalan. Data padapenelitianinidiperolehdarinilaitesmembacasiswa, danlembarobservasi yang diisioleh guru BahasaInggris. Berdasarkanhasilpenelitian, itumenunjukkanbahwapelaksanaanteknik Jigsaw telahmemenuhikriteriakesuksesan di Siklus 1. Inikarena 88.9% atau 32 dari 36 siswamendapatkanlebihdarisepuluhpoinpeningkatanpadanilaitesakhirmembacamereka. Disampingitu, hasildarulembarobservasimenunjukkanbahwasiswaaktifdalampelaksanaanteknik Jigsaw, danmemberiumpanbalikpositifterhadappenggunaanteknik Jigsaw. Penelitianinimenyarankanteknik Jigsaw sebagaistrategialternatifuntuk guru BahasaInggris yang menghadapipermasalahan yang samaterkaitkemampuanmembacasiswa. Guru disarankanuntukmemodifikasiaktifitasbelajardenganmelihatkondisikelasdanpermasalahan yang ada di kelas. Untukpeneliti yang akandatang, sayamenyarankanbahwapeneliti yang akandatangmenggunakanteknik Jigsaw untukmeningkatkanpemahamansiswadankemampuansiswapadatipeteks yang berbeda.ABSTRAK BelajarBahasaInggrissebagaiBahasaasingsangatpentinguntuksemuajenjangpendidikan di Indonesia padasaatini. DalammembantusiswamenguasaiBahasaInggris, guru harusmemberikancara yang bagus yang dapatmeningkatkanmotivasidankemampuansiswadalambelajarBahasaInggris. Penelitianinibertujuanuntukmengetahuibahwa Jigsaw technique benar-benarmeningkatkankemampuansiswadalammembacaatautidak.Padastudipendahuluan yang dilaksanakan di kelas X AKUNTASI-2 SMKN 1 Pogalan, sayamenemukanbahwakemampuanmembacasiswarendah. Nilaimembacamerekarendah, merekatidakmemahamikosa kata, and tidakmenguasaitataBahasa. Disampingitu, merekakurangaktifdalam proses pembelajarankarena guru memegangpenuhkendalipada proses belajarmengajar di kelas.Untukmengatasimasalahtersebut, sayamenggunakanteknik Jigsaw. StrategiinidipilihkarenahasilpenelitiansebelumnyaolehMengduo&Xiaoling (2010) memperlihatkanbahwastrategiinidapatmemotivasisiswauntukbelajarBahasaInggristerutamadalamberkomunikasimenggunakanBahasaInggris. Disampingitu, hasilpenelitiansebelumnya yang lain olehHusseini,Maleki, and Haeri (2014) menyatakanbahwasiswaadapatbelajardenganlingkungan yang mendukungdanmerekajugatidakmenjadisiswa yang pasif.PenelitianinimenggunakanPenelitianTindakanKelasdimanasaya yang menerapkanstrategidan guru BahasaInggriskelas X AK-2 yang berperansebagaipengamatpenelitian. Penelitianinidilaksanakandalansatusiklus. Subyekdaripenelitianiniadalah 36 siswakelas X AK-2 SMKN 1 Pogalan. Data padapenelitianinidiperolehdarinilaitesmembacasiswa, danlembarobservasi yang diisioleh guru BahasaInggris.Berdasarkanhasilpenelitian, itumenunjukkanbahwapelaksanaanteknik Jigsaw telahmemenuhikriteriakesuksesan di Siklus 1. Inikarena 88.9% atau 32 dari 36 siswamendapatkanlebihdarisepuluhpoinpeningkatanpadanilaitesakhirmembacamereka. Disampingitu, hasildarulembarobservasimenunjukkanbahwasiswaaktifdalampelaksanaanteknik Jigsaw, danmemberiumpanbalikpositifterhadappenggunaanteknik Jigsaw. Penelitianinimenyarankanteknik Jigsaw sebagaistrategialternatifuntuk guru BahasaInggris yang menghadapipermasalahan yang samaterkaitkemampuanmembacasiswa. Guru disarankanuntukmemodifikasiaktifitasbelajardenganmelihatkondisikelasdanpermasalahan yang ada di kelas. Untukpeneliti yang akandatang, sayamenyarankanbahwapeneliti yang akandatangmenggunakanteknik Jigsaw untukmeningkatkanpemahamansiswadankemampuansiswapadatipeteks yang berbeda
Oral Retelling Technique as Reading Comprehension Enhancement for Tenth Graders of SMA Brawijaya Smart School
No full textABSTRAK Maula, Qurrotu Inayatil. 2017. Oral Retelling Technique untuk Meningkatkan Pemahaman Membaca Siswa Kelas X SMA Brawijaya Smart School. Skripsi, Jurusan Bahasa Inggris, Fakultas Sastra, Universitas Negeri Malang. Pembimbing: (I) Dr. Utari Praba Astuti, M.A., (II) Dra. Siti Nurul Muthmainnah, M.A. Kata Kunci: pemahaman membaca, oral retelling technique, prompt for retelling rubric, rubrik menceritakan kembali Tujuan utama dalam membaca adalah untuk memahami teks yang sedang dibaca sehingga pembaca dapat mengetahui beberapa informasi dari teks tersebut. Akan tetapi, mayoritas siswa kelas X- 2 SMA Brawijaya Smart School mengalami kesulitan dalam memahami sebuah teks bacaan berbahasa Inggris karena mereka kesulitan dalam menentukan ide pokok dari setiap paragraf dan struktur teks dari bacaan yang mereka baca, dan mereka tidak memiliki kosa kata yang cukup. Oleh karena itu, oral retelling technique dipilih karena dapat membantu siswa membangun pemahaman, mengintegrasi pengetahuan awal siswa dan informasi yang didapat dari teks yang telah dibaca, dan membedakan ide pokok dan ide penjelas. Selain itu, oral retelling technique dapat membantu guru mengetahui apakah siswa siswa dapat memahami bacaan yang telah mereka baca. Penelitian ini menggunakan Penelitian Tindakan Kelas yang dilaksanakan secara kolaboratif dengan guru Bahasa Inggris dari kelas X- 2. Langkah- langkah dalam Penelitian Tindakan Kelas meliputi perencanaan, pelaksanaan, observasi, dan refleksi. Data tentang kemajuan- kemajuan yang dialami siswa dikumpulkan dengan menggunakan test pemahaman membaca, rubrik menceritakan kembali (retelling rubric), dan catatan peneliti. Data tentang partisipasi siswa dalam proses pembelajaran dikumpulkan dengan menggunakan lembar observasi. Data tentang pendapat siswa terhadap penggunaan oral retelling technique dikumpulkan dengan menggunakan kuisioner. Dari data- data yang dikumpulkan, ditemukan bahwa 20 siswa atau 74% mendapat nilai lebih dari 65. Selain itu, prosentase dari partisipasi siswa selama pengimplementasian oral retelling technique menunjukkan 89% dari siswa dapat berpartisipasi secara aktif dalam proses pembelajaran. Selain itu, mayoritas siswa berpendapat bahwa oral retelling technique dapat membantu mereka mengidentifikasi ide pokok dan struktur teks bacaan yang mereka baca, dan juga membantu meningkatkan kemampuan berbicara (speaking) mereka. Berdasarkan hasil tersebut, oral retelling technique dapat meningkatkan kemampuan siswa dalam memahami bacaan. Langkah- langkah dalam oral retelling technique yang dapat menghasilkan kemajuan siswa dalam memahami bacaan adalah sebagai berikut. Pertama, peneliti mengenalkan topik bacaan yang akan dibaca siswa dengan menunjukkan gambar, memutar video, dan memberikan beberapa pertanyaan sederhana. Kedua, siswa membaca sebuah teks bacaan. Selama membaca, mereka harus menulis ide pokok dari setiap paragraf di sebuah rubrik untuk membantu dalam bercerita (prompt for retelling rubric). Ketiga, semua anggota kelompok di setiap kelompok harus menceritakan kembali apa yang telah mereka pahami dari teks yang dibaca. Dalam hal ini, mereka hanya diperbolehkan untuk membawa prompt for retelling. Keempat, siswa harus membaca beberapa pertanyaan pemahaman yang berhubungan dengan teks yang sudah dibaca. Kelima, siswa dan guru mengisi rubrik menceritakan kembali. ABSTRAK Maula, Qurrotu Inayatil. 2017. Oral Retelling Technique as Reading Comprehension Enhancement for Tenth Graders of SMA Brawijaya Smart School. Thesis, English Department, Faculty of Letters, State University of Malang. Advisors: (I) Dr. Utari Praba Astuti, M.A., (II) Dra. Siti Nurul Muthmainnah, M.A.Key Words: reading comprehension, oral retelling technique, prompt for retelling rubric, retelling rubricThe main goal of reading is to comprehend what is being read so that readers can get any information from the text. However, most of the students of class X- 2 of SMA Brawijaya Smart School faced difficulty in comprehending an English text because they had difficulty in identifying main idea of each paragraph and organization of ideas of the text they read, and they did not have enough vocabulary. Then, to solve the students’ problems, oral retelling technique was proposed. It was chosen because it could help students reconstruct meaning, make sense between students’ background knowledge and information from the text they read, and distinguish main idea and supporting idea. Moreover, it could help the teacher know whether the students really comprehend the text they read.This study used Collaborative Classroom Action Research (CAR). It was done collaboratively with the English teacher of X- 2. This study was done following the steps of CAR: planning, acting, observing, and reflecting. Data about the students’ progress were collected using a reading comprehension test, retelling rubric, and field notes. Data about the students’ participation were collected using observation checklist. Data about the students’ opinion towards the implementation of oral retelling technique were collected using a questionnaire. Then, it was found that there were 20 students or 74% who could get score more than 65. Besides, the percentage of the students’ participation during the implementation of oral retelling technique showed that 89% of the students could participate actively in the learning process. In addition, most of the students thought that oral retelling technique helped them identify main idea and the structure of the text they read, and helped them improve their speaking skill. Therefore, they were able to comprehend more about a text they read. Regarding to those results, it showed that oral retelling technique could enhance students’ reading comprehension The steps that result in the students’ progress are as follows. First, the researcher introduces a topic related to the text that the students should read by showing pictures, playing a video, and giving some simple questions. Second, the students are asked to read a text in groups. While reading, they have to write the main idea of each paragraph in a prompt for retelling rubric. Third, all members in each group should retell based on what they understand from the text they read. In this case, they are only allowed to bring their prompt for retelling rubric. Fourth, the students should answer some reading comprehension questions related to the text they read. Fifth, the students and researcher fills a retelling rubric
. Implementasi dari Student Achievement Division (STAD) untuk Meningkatkan Kemampuan Siswa Kelas 11 dalam Membaca di SMAN 1 Campurdarat
No full textABSTRAK Penelitian ini ditujukan untuk memecahkan permasalahan yang dihadapi oleh siswa kelas XI di SMAN 1 Campurdarat. Pada studi pendahuluan yang diadakan di kelas 11 SMAN 1 Campurdarat, peneliti menemukan bahwa 87% dari siswa memiliki hasil test membaca yang buruk. Salah satu faktor yang membawa mereka dalam situasi ini adalah kesulitan mereka dalam menemukan ide pokok dan memahami isi bacaan. Mereka membutuhkan waktu yang lama untuk memhami sebuah teks. Mereka kerap merasa mengantuk dan bosan saat diminta untuk memahami teks berbahasa inggris. Mereka juga kerap merasabosan dengan aktifitas belajar di kelas yang cenderung monoton dimana guru memegang kendali penuh dalam proses belajar mengajar di kelasUntuk memecahkan permasalahan tersebut, peneliti menggunakan strategi STAD untuk meningkatakan kemamapuan membaca siswa dan menciptakan atmosfer baru untuk belajar bahasa inggris di kelas. Tujuan dari penelitian ini adalah untuk mengetahui bagaimana strategi STAD mampu meningkatkan kemampuan memabaca siswa kelas 11 di SMAN 1 Campurdarat. Strategy belajar STAD adalah kondisi dimana siswa bekerja di dalam group yang terdiri dari siswa dengan tingkat kemampuan membaca yang berbeda dan jenis kelamin berbeda untuk memecahkan permesalahan. Strategi ini diawali dengan presentasi yang di lakukan oleh guru bahasa inggris di kelas mengenai materi pembelajaran, membaca secara individu untuk memastikan siswa mengetahui isi teks sebelum melakukan diskusi, diskusi kelompok agar siswa bisa saling membantu untuk memahami materi, kuis individu untuk mengetahui pemahaman siswa terhadap materi, dan penghargaan kepada kelompok yang anggotanya mampu mencapai kriteria tertentu dengan rata-rata kuis tertinggi di kelas.Penelitian ini menggunakan jenis penelitian tindakan kelas dimana peneliti berperan sebagai guru Bahasa Inggris yang mengajar dengan menerapkan strategy belajar STAD. Penelitian ini dilaksanakan dalam satu siklus yang terdiri dari lima pertemuan pembelajaran. Subyek penelitian ini adalah 30 siswa kelas XI IPS 1 di SMAN 1 Campurdarat. Sumber dari data pada penelitian ini adalah nilai membaca siswa pada studi pendahuluan, lembar observasi siswa, dan juga nilai membaca siswa pada tes akhir.Pada akhir siklus, data dianalisa dan penelitian dinyatakan sukses kareana telah mencapai kriteria sukses. Ini terbukti dari peningkatan nilai memaca siswa dari nilai membaca pada studi pendahuluan sampai dengan test akhir membaca siswa. Secara keseluruahan sebanyak 83.3% siswa memiliki peningkatan nilai lebih dari 10 poin dan sebanyak 92% siswa aktif berpartisipasi dalam proses pembelajaran di kelas dengan menggunakan strategi belajar STAD, dimana dengan ini dapat disimpulkan bahwa hasil penelitian pada siklus pertama telah mencapat kriteria sukses yang di tentukan sebelum penelitian ini dilaksanakan.Berdasarkan dari hasil peniltian ini, dapat dikatakan bahawa strategy belajar STAD mampu meningkatkan kemampuan membaca siswa kelas XI di SMAN 1 Campurdarat. Strategi beajar STAD berhasil membawa suasana belajar yang baru dan memberikan motivasi kepada siswa untk memahami teks dengan lebih baik. Siswa juga dapat belajar bekerja sama dengan siswa lainnya untuk memahami teks dan memberikan kontribusi aktif dalam kelompok. Oleh karena itu, guru pada umumnya dianjurkan untuk menggunakan strategi STAD dalam mengajar membaca di kelas dikarenakan telah terbukti meingkatkan kemampuan siswa dalam membaca. Strategi ini juga dapat membantu siswa untuk menjadi lebih aktif dan mampu berpartisipasi dengan baik dalam proses belajar mengajar di kelas. Selebihnya, untuk peneliti di masa yang akan datang yang berkeinginan untuk mengadakan penelitian serupa, disarankan untuk memodifikasi strategi STAD dan menerapkan STAD untuk jenjang pendidikan yang berbeda. Selain itu, diharapkan kepada peneliti di masa yang akan datang untuk melakukan “try out” pada proses pembuatan test dengan lebih baik sebelum di implementasikan pada siswa.