SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM
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Speaking Anxiety in English Class of Eleventh Graders of SMAN 10 Malang.
No full textABSTRAK Penthatesia, C. 2017. Speaking Anxiety in English Class of Eleventh Graders of SMAN 10 Malang. Thesis, English Department, Faculty of Letters, State University of Malang. Advisor: 1) Dr. Mirjam Anugerahwati, M.A. 2) Nur Hayati, S.Pd, M.Ed. Key words: Speaking Anxiety, Communication Apprehension, Fear of Negative Evaluation, Test AnxietyThe study was conducted to know the factors that make students anxious while speaking English in class. This study also aimed to know students’ strategies to cope with their anxiety and teacher’s strategy to reduce students’ anxiety. The researcher chose this study because there was very few studies about speaking anxiety in senior high school. The earlier this problem can be detected, the less the problem regarding to speaking anxiety that may happen for students in the next level of education. The researcher also chose this study because based on the preliminary study, students have little interest while they have to speak in English class. Therefore, the researcher was curious about the factors behind students’ anxiety and how they cope with it. The researcher was also curious about the teacher’s strategies to help students reduce their speaking anxiety.The research design in this study was descriptive qualitative. The participants of this study were the students of 11th grade of SMAN 10 Malang and the English teacher. The researcher acted as human instrument to collect the data. The instrument used in this study were observation sheets, a questionnaire, and an interview guide. The observation sheet was used to describe the detail activities in class. It consists of three aspects considered as the factors affecting students’ speaking anxiety. The researcher took notes both students and teacher activities when the lesson involved speaking activities. The questionnaire that was adapted from Horwitz FLCAS was used to know the factors that make students’ anxious in speaking English. It consists of 33 closed-ended questions asking about students’ feeling toward speaking activity in class. The interview guide was used to know the students’ thoughts about speaking and their strategies to cope with their speaking anxiety. The teacher was also interviewed to know the strategies to reduce the students’ speaking anxiety.The results of this study showed that the students of 11th grade of SMAN 10 Malang experienced at least a moderate level of foreign language anxiety caused by three factors, namely communication apprehension, fear of negative evaluation, and test anxiety. The most influential factors came from their environment; peers and also themselves. There are some of the students who reported that they were afraid to speak in English in front of the class because they were shy and worried about others’ opinion when they made mistakes in speaking. Most of them also reported that they were not comfortable when their peers laughed at them when they made mistakes in speaking. Though, they felt okay to get feedback from the teacher when they made mistakes in speaking activity. Students also said that they have difficulties to arrange their words into the right sentence to express their ideas since they have lack vocabulary and grammar knowledge. Furthermore, students also showed some behavior related to the anxiety such as, stuttering, looking embarrassed, playing their hands, and confused every time they lost some word.The teacher also knew that her students suffered from speaking anxiety. Therefore, the teacher always motivates and encourages the students to speak even though they make mistakes. For the students, students who suffer from anxiety can use some of the strategies stated in this research to overcome their anxiety. Such as preparing the materials well at least a day before the English lesson so that they will be ready anytime the teacher asks them to speak in English. Having a little conversation in English with peers can also be used to decrease the anxiety. It is also suggested that the teacher should make friendly atmosphere to reduce students’ speaking anxiety by using fun speaking activies, group discussion, or games because speaking anxiety can be serious problem that lead the students to be passive in class. For future researchers, it is suggested that they develop an instrument that can study students’ anxiety more deeply. It is also suggested that they also conduct research on internal and external factors that can trigger the speaking anxiety
developing tense traveler board game to teach simple past tense for tenth grade students
No full textABSTRAK Qurbani, A. M. 2017. Developing Tense Traveler Board Games to Teach Simple Past Tense for Tenth Grade Student.Sarjana’s Thesis, English Department, Faculty of Letters, State University of Malang. Advisor: (1) Dr. Emalia IragiliatiSukarni, M. Pd (2)Francisca Maria Ivone, M. A., Ph. D. Keywords: board game, supplementary medium, simple past tense, tense traveler, tenth gradeThe purpose of this study is to develop a board game modified from Monopoly to promote the students’ accuracy in simple past tense for tenth graders. The final product of this study is a set of “Tense Traveler” board game that can be used by the students and teacher for teaching and learning grammar of simple past tense activities. “Tense Traveler” board game is a modified from Monopoly board game. this game is developed based on the basic competence of tenth grade syllabus curriculum 2013.This study is undertaken at Tunas Luhur Senior High School Paiton.The subject of this study is 27 students of tenth grade science program.This study is clasified as Research and Developmentbecause the result of this study is a product for educational purposes. The stages that are conducted in this study is adapted from Borg and Gall (1983). It was conducted in seven stages of development; (1) Need analysis, (2) Product Development, (3) Expert validator, (4) First product revision, (5) Product try out, (6) Final Product Revision, and last is (7) Final Product.In the need analysis, it is shown that the students’ biggest problem in past tense is remembering the form of V1 and V2. Other than that, they are also longed for a new way of learning which they can play whie they learn the new language. According to the result of the teacher’s interview, the English teacher stated that the problem in teaching English is to catch the students’ attetion, that is why, a brand new media is expected to appeal and trigger the students’ interest to be active in the class. Regarding to the result of expert validation, both expert validators agree that tense Traveler is already suitable to be used as a supplementary medium. Based on the result of the try out, the whole students stated that they like the board game because they can learn english in a fun way and it helps them to understand more about simple past tense. Therefore, it is expected that the teacher will use Tense Traveler as a supplementary medium to promote the students’ accuracy in simple past tense for tenth grade students. For future reseachers who are motivated to developed another board game, it is expected to developed another board game with different level of subject and content.Qurbani, A. M. 2017. Developing Tense Traveler Board Games to Teach Simple Past Tense for Tenth Grade Student.Sarjana’s Thesis, English Department, Faculty of Letters, State University of Malang. Advisor: (1) Dr. Emalia IragiliatiSukarni, M. Pd (2) Francisca Maria Ivone, M. A., Ph. D. Keywords: board game, supplementary medium, simple past tense, tense traveler, tenth gradeTujuan dari penelitian ini adalah untuk mengembangkan Board Game modifikasi untuk meningkatkan tingkat keakuratan siswa pada simple past tense pada kelas sepuluh sekolah menengah atas. Produk akhir dalam studi ini adalah satu set board game berjudul “Tense Traveler” yang dapat digunakan siswa dan guru untuk kegiatan belajar mengajar simple past tense.Game ini dikembangkan berdasarkan kompetensi dasar dari silabus kelas sepuluh sekolah menengah atas kurikulum 2013.Penelitian ini dilakukan di SMA Tunas Luhur Paiton. Subjek yang dilibatkan dalam penelitian ini adalah 27 siswa kelas sepuluh IPA. Penelitian ini diklasifikasikan sebagai penelitian dan pengembangan karena hasil dari penelitian ini adalah produk untuk tujuan pembelajaran. Tahapan tahapan yang diterapkan dalam penelitian ini diadaptasi dari Borg dan Gall (1983) yang terdiri dari tujuh langkah yakni (1) analisis kebutuhan, (2) pengembangan produk, (3) validasi ahli, (4) revisi produk pertama, (5) uji coba produk, (6) revisi produk ahir, dan yang terakhir adalah (7) produk akhir.Berdasarkan hasil analisis kebutuhan, peneliti menemukan bahwa kesulitan yang dialami siswa dalam mempelajari tenses khususnya simple past tense adalah mengingat bentuk V1 dan V2. Selain itu, mereka juga menuturkan bahwa mereka ingin memiliki suasana belajar baru yang dapat mengajak mereka belajar sambil bermain di kelas. Guru juga menyebutkan bahwa sebuah media baru diharapkan dapat meningkatkan ketertarikan dan motivasi siswa untuk aktif di kelas bahasa inggris. Berdasarkan hasil dari validasi ahli, kedua ahli setuju bahwa board game “Tense Traveler” sudah sesuai untuk digunakan sebagai media pembelajaran bahasa inggris. Hal ini didukung dari pernyataan siswa pada uji coba produk, bahwa board game “Tense Traveler” dapat membatntu mereka untuk dapat belajar dengan cara yang lebih menyenangkan dan membuat mereka lebih mengerti tentang simple past tense. Oleh karena itu, peneliti mengharapkan guru dapat menggunakan Tense Traveler sebagai media pembelajaran di kelas untuk meningkatkan ketepatan siswa kelas sepuluh pada simple past tense. Untuk peneliti slanjutnya diharapkan dapat mengembangkan produk board game yang lebih baik dengan level subjek dan konten yang berbeda
Accidental Humors in English Public Notices in the Indonesian Context
No full textABSTRAK An accidental humor is the humor which is generated accidentally without any intended meaning to create the humor. This kind of humor can be found in linguistic errors phenomena. It is undeniable that most of linguistic errors can accidentally generate laughter. However, this humor is lack of intentionality. A big number of the occurrences of linguistic errors in English public notices especially in the Indonesian society become the main concern of the researcher to conduct this study. This study is aimed to find out the types of linguistic errors that occur in English public notices in the Indonesian context and the probable reasons for the arising accidental humor.This study uses a descriptive qualitative design. The data were taken from internet material:google.com and instagram.com. The researcher collected 110 data of linguistic errors which were found in English public notices. Since not all the data cause accidental humor, the researcher has distributed questionnaires for 10 selected students. As the result, from 110 data, 84 among them are believed to have certain degree of humor.The findings reveals that there are five types of linguistic errors that occur in English public notices in the Indonesian context, i.e. multiple spelling errors, spelling errors, literal translation errors, lexical gaps, and grammatical error. From 110 data, the results respectively presented as follows: the first place is multiple spelling errors (43.6 %), the second is spelling errors (35.5%), the third is literal translation errors (18.1%), the fourth is lexical gaps (1.8%), and the last is grammatical error (0.9%). Meanwhile, from 84 data that cause accidental humors, the results are respectively presented as follows: multiple spelling error (42.8%),spelling errors (30.9%), literal translation errors (22.6%), lexical gaps (2.4%), and the last is grammatical error (1.2%). The probable reasons for the arising accidental humorsarethe interference of bahasa Indonesia into English as the target language which involves socio cultural implications. However, the most basic reason for the occurrence of linguistic errors that cause accidental humorsare the educational background of Indonesian. The researcher suggests people in general, especially Indonesian people to be more aware of linguistic error phenomena. Moreover, for linguistic enthusiasts, specifically for teachers and students in the area of linguistic study, this study is recommended to be used as the example of a case study for improving their knowledge regarding this issue. However, this study is expected to be useful for future researchers in enriching knowledge, information, and also as a reference to conduct further research
Developing a Prototype of WebQuest for Te aching Writing Recount Text to the Tenth Graders in SMAN 1 Singosari
No full textABSTRAK Wilujeng, Theresia Hayuning. 2017. Developing a Prototype of WebQuest for Teaching Writing Recount Text to the Tenth Graders in SMAN 1 Singosari. Thesis. Department of English. Faculty of Letters, Universitas Negeri Malang. Advisors: Francisca Maria Ivone, M.A., Ph.D., Dr. Utari Praba Astuti, M.A. Keywords: Prototype, Recount Text, WebQuest The purpose of the study is to develop a prototype of WebQuest, an thoring software for teaching writing recount text to the Tenth Graders. The stages of the Research and Development (R&D) study was adapted from Hyland (2003), which include: 1) a need analysis, 2) product development, 3) expert validation, 4) first revision, 5) product try-out, 6) second revision, and 7) final product. The prototype of the WebQuest project was validated by two experts, a lecture of English Department in Universitas Negeri Malang and an English teacher of SMAN 1 Singosari. Afterward, the product was revised based on the experts’ comments, and suggestions. Then, it was tried-out to 33 tenth grade students in SMAN 1 Singosari. The WebQuest product was created by using two applications: 1) Autoplay Ve rs ion 7 and 2) Adobe Flash Professional CS 5. At the end, it was packed in the form of a Compact Disc (CD). The prototype is divided into seven sections: 1) introduction, 2) task, 3) process, 4) evaluation, 5) conclusion, 6) resources, and 7) teacher page. The prototype itself entitles “Who is Your Idol?” The method applied in data collection was through an interview and questionnaire. The instruments to collect the data were questionnaire sheets, interview guides, and validation sheets. The data from the instruments were analyzed throughout a qualitative descriptive analysis technique. According to the two expert validators, the product is classified as a good product for teaching writing recount text to tenth graders. Furthermore, the students also showed positive responses and attitudes toward the product. The average scores from the try-out show that the prototype is considered as a good project. Therefore, it can be concluded that the prototype of WebQuest is suitable to be used with the target language and for the teaching and learning purposes, particularly for teaching writing biographical recount text. It is suggested for future researchers that the prototype of WebQuest can be more developed by using other methods and skills. It is also possible to add various text types, topics, and tasks
THE EFFECTIVENESS OF THE “SNAKES AND LADDERS” GAME TO IMPROVE STUDENTS’ MASTERY IN PRODUCING THE SIMPLE PAST TENSE SENTENCES
No full textABSTRAK Aprariensya, Ayuna, Anggiafara. 2017. The Effectiveness of the Snakes and Ladders Game to Improve Students’ Mastery in Producing the Simple Past Tense Sentences (a Quasi-Experimental Research of the 8th Grade Students of SMPN 2 Pakisaji. Thesis, Study Program English Language Education, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Dr. Suharyadi, M.Pd, (II) Dr. Enny Irawati, M.Pd. Keywords: snakes and ladders game, simple past tense sentences, writing skillThis study is concerned with the effectiveness of the snakes and ladders game to improve students’ mastery in producing the simple past tense sentences. The purpose of this study is to find out whether the students who are taught by using snakes and ladders game will perform better in producing the simple past tense sentences than the students who are taught without using snakes and ladders game.This research used a quasi-experimental design. The population of this research was 8th grade students of SMPN 2 Pakisaji, in academic year 2016/2017. The subjects of the research were 8-A class as the control group and 8-C class as the experimental group. Both classes consisted of 27 students. There were four meetings during the experiment. Before the experiment was conducted, a pretest was given to both groups. A post-test also was given after the experiment was done. The data in the pretest were analyzed by using t-test for Independent Sample. The findings showed that there was no significant difference in the mean scores between the experimental group and the control group. Then, the data in the post-test were also analyzed by using t-test for Independent Sample. The results revealed that the observed significant level was .001 which was smaller than the significant level .05 (.001 ≤ .05), meaning that the null hypothesis was rejected and the alternative hypothesis was accepted. It meant that the mean score in producing the simple past tense sentences of the experimental group is significantly higher than the mean score of the control group. In other words, the students who were taught by using snakes and ladders game had a better skill in producing the simple past tense sentences than those who were taught without using snakes and ladders game. In brief, based on this study, the use of snakes and ladders game is effective and applicable enough as a teaching medium to be used in improving the students’ mastery of simple past tense
EMPLOYING SITUATIONAL POSTERS TO IMPROVE STUDENTS’ VOCABULARY MASTERY IN DESCRIPTIVE WRITING
No full textBased on the Curriculum of 2013, the tenth graders of senior high school are expected to be able to comprehend and produce various long functional texts. One of the text types for the tenth graders of senior high school to be mastered is descriptive text. In descriptive writing, the students should be able to write in detail in order to help the readers imagine what the topic is about. The most important part of writing a description is using clear and effective words that create exactly the picture the writers want to describe. The richer the vocabulary the clearer the description will be. And the situational posters have proven that it indeed improves students’ vocabulary mastery.The result of the preliminary study showed that the students of X MIA 2 of SMAN 3 Blitar had problems with vocabulary, especially when they tried to write descriptive text. In their writing most of them wrote in Bahasa Indonesia when they did not know the English words. Therefore, the researcher conducted a study to solve students’ problem in vocabulary mastery. She employed situational posters to improve students’ vocabulary mastery in descriptive writing.This study employed Classroom Action research (CAR) as the research design. CAR is to intervene in a deliberate way in then problematic situation in order to bring about changes and, even better, improvements in practice. It consists of four stages (1) planning, (2) implementing, (3) observing and (4) reflecting. The subjects of this study were X MIA 2 class students of SMAN 3 Blitar. There were 31 students who participated in this study. The researcher used two kinds of assessments: vocabulary and writing test. She used five instruments: observation checklists, field notes, questionnaires, students’ worksheets, and vocabulary and writing test. The English classroom teacher helped the researcher by taking the role of an observer during teaching and learning process and also revising the lesson plans and giving advice in terms of teaching and learning strategy.The research findings showed that situational posters have successfully improved students’ vocabulary mastery in descriptive writing. It can be seen from the point improvements of students’ score in vocabulary-writing tests. All of the students, 31 students, could improve their score above 10 points, even the points improvement were extremely good because the highest point improvement was 38 points. The students could reach the criteria of success. Also, the students gave positive responses toward the strategy. The learning process was very interesting and fun for them. The steps of the strategy that have proven to be able to improve students’ vocabulary mastery and make them enjoy the learning process are (1) introducing and strengthening vocabulary, (2) reviewing vocabulary, (3) explaining and giving practice to the students to make simple descriptive sentences in a group, (4) playing ‘True/False’ situations, (5) giving example of descriptive text (describing situation) and find out difficult or unknown word from the text, (6) asking the students to make descriptive text, and (7) asking the students to do peer-feedback.It is finally suggested that English teachers employ situational posters as teaching strategy in teaching vocabulary in writing, especially in descriptive writing. The researcher recommends that future researchers employ the findings of the present research as their reference
Grammatical Errors Found in the Written Work Composed by the Tenth Graders of SMKN 2 Malang after the Implementation of Peer-Feedback Strategy and Their Perception of the Strategy
No full textABSTRAK Isnain, Priski Abimanyu. 2017. Grammatical Errors Found in the Written Work Composed by the Tenth Graders of SMKN 2 Malang after the Implementation of Peer-Feedback Strategy and Their Perception of the Strategy. Undergraduate Thesis, English Department, Faculty of Letters, State University of Malang. Advisors: (I) Dr. Utari Praba Astuti, M.A., (II) Dr. Suharmanto, M.Pd. Keywords: grammatical errors, writing, peer-feedback, surface strategy taxonomy, tenth graders.This study aimed to describe grammatical errors found in students' written work which involves the activity of students' peer-feedback. The activity of students' peer-feedback granted the teacher and the researcher three writing products at once; students' drafts, students' peer-feedbacks, and students' revisions. Since error analysis was needed to provide concrete evidence on the students' grammar difficulties, the researcher figured out what the errors were and how students committed them by analyzing the errors which were rectified, missed to be rectified, and resulted by misleading feedback.This study was a descriptive-qualitative study. It was conducted at SMKN 2 Malang. The main data were obtained from 26 X PS 3 students' descriptive texts about some places related to their program. To decode how the students committed the errors, Dulay (1982) proposed certain taxonomy called Surface Strategy Taxonomy. The grammatical errors were classified into omission, addition, misformation, and misordering. They were taken from the students' draft, feedbacks, and revisions to figure out the errors which were rectified, missed to be rectified, and resulted by misleading feedbacks. The researcher also tried to observe how the students' peer-feedback activity was conducted and the students' perceptions towards it.From 26 students' written work, 205 grammatical errors were pointed out. The researcher found that omission errors were the most frequently committed errors with 118 (57.56%) of occurrence number, followed by addition errors with 47 (22.93%), misformation errors with 30 (14.63%), and misordering errors with 10 (4.88%). Among them, 141 errors were missed to be rectified, 47 errors were rectified, and 17 errors were caused by misleading errors. To sum up, the activity could be helpful to reveal the students' grammar difficulties. It provided concrete basis from which the teacher could evaluate her media, materials, and strategies in helping the students acquire English grammar, especially in writing. The teacher is suggested to give more exposure and examples to the students and consider advancement on the strategy. The teacher should also require the students to take notes on grammatical points and use the notes as additional source other than the checklist when they review peers' work. Giving more control and monitor to the students when browsing materials is also needed. For other teachers, applying the activity of students' peer-feedback can also become an alternative to predict students' grammar difficulties. Finally, this study only focuses on the grammatical errors found in students' written work so that further study focusing on wider area of students' competence and skill is needed.
Developing a Prototype of Interactive Multimedia-based Supplementary Listening Materials for Grade VIII Students of Junior High School Using Ispring Suite 8
No full textThe objective of this study is to develop a prototype of Interactive multimedia-based listening materials for students of eighth graders of junior high school by using iSpring Suite software. The study was based on the result of the needs analysis which revealed that the students have some problems in listening due to time limitation for conducting listening practice and limitation of the listening materials and media available. The students mentioned that the listening materials provided were not interesting. Therefore, supplementary listening materials were developed by using iSpring Suite 8. It allows teacher to create interactive multimedia-based supplementary materials which is interesting and attractive. The supplementary materials were developed based on the curriculum 2013 for English subject, the textbook used at the school, and the teacher’s suggestion.The procedure of this study adapted the Research and Development design proposed by Borg and Gall (1983). With some simplifications, the steps of this study consists of seven steps, they are: (1) Needs Analysis, (2) Product Development, (3) Expert Validation, (4) Revision I, (5) Product Try Out, (6) Revision II, and (7) the Final Product.During the steps, some instruments were used to collect the research data. Questionnaires and interview guide were used in the needs analysis to collect preliminary data which was used as a basis to develop supplementary materials. This includes students experience in listening practice, students’ problem in listening and students’ preference of the materials and media used for listening practice. Questionnaires were also used in validation and try out steps. Some aspects being examined were the appropriateness of the media and the appropriateness of user guide.The validation results were in the form of experts’ comment and suggestion. The data collected were used to revise the product. Other revisions were made after product try-out. Thirty-six students of grade eight gave comments and suggestion on the product developed. The result of product try-out was used as a basis of the product final revision.The developed media was divided into three chapters, they are: (1) Chapter 1 – Descriptive Text; (2) Chapter 2 – Recount Text; (3) Chapter 4 – Narrative Text. There are three activities in each chapter which is developed in three-phased technique, namely, pre-listening, whilst-listening, and post-listening. Each task is completed with immediate feedback, except for the post-listening task. the supplementary materials have the following characteristics: (1) the topics are developed based on curriculum 2013 and the syllabus used in school; (2) the exercise are based on students’ English proficiency, needs and interests; (3) the activities are based on three-phase listening technique; (4) the tasks are based on Task-based Learning (TBL) approachBased on the findings of this study, it can be concluded that the developed interactive learning multimedia was appropriate and valuable. It can facilitate the students with additional listening practice out of classroom activities. According to the experts, the product is considered good and the product is suitable for eighth graders. Thus, the product can be used by the teacher as a teaching aids to address the problem in listening in terms of time and appropriateness of the materials. According to the students, the product developed helps them to practice listening in a new way that is interactive, attractive and interesting. Future researchers are suggested to develop interactive multimedia for different topics, skills, or level of educations. Additionally, it is also suggested to use the product for classroom action research or experimental research to see if it can be used to help students improve their listening skill. ABSTRAK The objective of this study is to develop a prototype of Interactive multimedia-based listening materials for students of eighth graders of junior high school by using iSpring Suite software. The study was based on the result of the needs analysis which revealed that the students have some problems in listening due to time limitation for conducting listening practice and limitation of the listening materials and media available. The students mentioned that the listening materials provided were not interesting. Therefore, supplementary listening materials were developed by using iSpring Suite 8. It allows teacher to create interactive multimedia-based supplementary materials which is interesting and attractive. The supplementary materials were developed based on the curriculum 2013 for English subject, the textbook used at the school, and the teacher’s suggestion.The procedure of this study adapted the Research and Development design proposed by Borg and Gall (1983). With some simplifications, the steps of this study consists of seven steps, they are: (1) Needs Analysis, (2) Product Development, (3) Expert Validation, (4) Revision I, (5) Product Try Out, (6) Revision II, and (7) the Final Product.During the steps, some instruments were used to collect the research data. Questionnaires and interview guide were used in the needs analysis to collect preliminary data which was used as a basis to develop supplementary materials. This includes students experience in listening practice, students’ problem in listening and students’ preference of the materials and media used for listening practice. Questionnaires were also used in validation and try out steps. Some aspects being examined were the appropriateness of the media and the appropriateness of user guide.The validation results were in the form of experts’ comment and suggestion. The data collected were used to revise the product. Other revisions were made after product try-out. Thirty-six students of grade eight gave comments and suggestion on the product developed. The result of product try-out was used as a basis of the product final revision.The developed media was divided into three chapters, they are: (1) Chapter 1 – Descriptive Text; (2) Chapter 2 – Recount Text; (3) Chapter 4 – Narrative Text. There are three activities in each chapter which is developed in three-phased technique, namely, pre-listening, whilst-listening, and post-listening. Each task is completed with immediate feedback, except for the post-listening task. the supplementary materials have the following characteristics: (1) the topics are developed based on curriculum 2013 and the syllabus used in school; (2) the exercise are based on students’ English proficiency, needs and interests; (3) the activities are based on three-phase listening technique; (4) the tasks are based on Task-based Learning (TBL) approach Based on the findings of this study, it can be concluded that the developed interactive learning multimedia was appropriate and valuable. It can facilitate the students with additional listening practice out of classroom activities. According to the experts, the product is considered good and the product is suitable for eighth graders. Thus, the product can be used by the teacher as a teaching aids to address the problem in listening in terms of time and appropriateness of the materials. According to the students, the product developed helps them to practice listening in a new way that is interactive, attractive and interesting. Future researchers are suggested to develop interactive multimedia for different topics, skills, or level of educations. Additionally, it is also suggested to use the product for classroom action research or experimental research to see if it can be used to help students improve their listening skill
Teaching of Reading at SMP Terbuka 1 Malang.
No full textABSTRACT Maulidya, Tsabita. 2017. The Teaching of Reading at SMP Terbuka 1 Malang. Thesis, Department of English, Faculty of Letters, State University of Malang. Advisors: (I) Nunung Suryati, M.Ed, Ph.D., (II) Prof. Ali Saukah, M.A, Ph.D. Keywords: reading, SMP Terbuka, teaching techniqueOpen Junior High School students are considered different from regular junior high school students in term of background where they belong and the flexibility of time and place of learning. However, they are given the same learning load as the regular junior high school students do, so that they are required to experience English teaching and learning especially reading skill.This study is intended to describe the teaching reading in SMP Terbuka 1 Malang. The aspects covered in this study were the teaching technique, material, media and assessment. Besides, the differences between techniques of teaching reading SMP Terbuka 1 Malang and at SMPN 10 Malang (previous study) were also investigated.The reaserch design of this study is descriptive qualitative study. The subject of this study were an English teacher and 28 grade VIII students. The instrument used to collect the data were observation sheets, interview guides, field notes, and documentations. Then, the data collected were analyzed and ended up with conclusions.The findings of the study were as follows. First, the teacher applied three-phase technique consisting of pre-reading, whilst-reading, and post-reading. In the pre-reading, teacher carried some activities like telling purpose of reading, pre-questioning, giving background knowledge, and dealing with vocabularies. In the whilst-reading she gave students in grup guided reading task, admistered read aloud, and integrated reading with listening. In the post-reading she gave students feedback and gave individual task. Second finding deals with material selection. The teacher used material from textbooks, and internet. In selecting the material, she considered things like the level of difficulty, the lenght, and the topic of the text. Third, she used both traditional media such as whiteboard, and pictures and modern media such as laptop, LCD, internet, and video. Forth, to assess students’ attitude and competence, the teacher administered observation, behavior monitoring, and giving assignment for the non-test. The test she applied was in form of multiple choices and short answer questions. Fifth, the technique used both in regular junior high school (SMPN 10 Malang) and SMP Terbuka 1 Malang was the same. The difference was in the activities carried in each stage. Based on the result of the study, it is suggested to apply game-based activity, using colorful pictures, videos and realia, using up-to-date texts, and authentic material for the test. Besides, she should manage the class to create a conducive learning and teaching situation, and do preparation before teaching well. For the future research, it is suggested to do research in the same topic using broader subjects and add quantity of the observation
Developing Inquisitive Dartboard Game as a Teaching Medium for Teaching Speaking to Eight Graders
No full textABSTRACT This research was conducted to develop a product used as a learning medium to teach speaking to 8th graders of SMPN 25 Malang. This medium is named Inquisitive Dartboard. The content was arranged based on the syllabus of curriculum 2013, especially basic competence 3.2 and 4.2 which are, asking for and giving information about someone’s ability. In developing the product, the researcher adapted the Research and Development design by Borg and Gall (1983). The researcher modified the 10 steps in the design into 8 steps. They were (1) need analysis, (2) planning, (3) product development, (4) product try-out, (5) product revision I, (6) product validation, (7) product revision II, and (8) final product. In the need analysis, it was found that only a few of the students in the class seemed quite active in speaking activity. It was also found that interaction only happened between the teacher and the students, but hardly ever happened among students. The data which were collected during and after try-out showed positive result. Based on the observation during try-out and the questionnaires distributed after, it was found that mostly the students could create or produce the sentences correctly, more than ninety percent of the students stated that the game could help them improve their pronunciation, speaking fluency, and could help them develop sentences especially about stating and asking about someone’s ability