SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM
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Test and Item Analysis on the English First Semester Summative Test for Second Grade Students in Academic Year 2016/2017
No full textABSTRACT Machtowil, Putro Bagus Wahida. 2017. Test and Item Analysis on the English First Semester Summative Test for Second Grade Students of SMA Negeri 1 Turen in Academic Year 2016/2017. Thesis. Department of English. Faculty of Letters. Universitas Negeri Malang. Supervisor: (I) Prof. Dr. Gunadi Harry Sulistyo, M.A. (II) Dr. Sintha Tresnadewi, M.Pd. Keywords: test item analysis, content validity, reliability, item discrimination, level of difficulty, effectiveness of distracters This research aims to analyze the quality on the English first semester summative test for second grade students of SMA Negeri 1 Turen in academic year 2016/2017 in terms of content validity, reliability, item discrimination, level of difficulty, and effectiveness of distracters. This research is categorized as qualitative-quantitative research. The subjects of the research are 209 second grade students of SMA Negeri 1 Turen. The data were collected through documentation. The test consists of 50 multiple choiced. Those items are analyzed based on the content validity, reliability, item discrimination, level of difficulty, and effectiveness of distracters. The data are analyzed by using Anates program version 4.10 and aMicrosoft Excel program. The result of this research shows that: First, based on the content validity, 49 items or 98% are valid. While the invalid item only 1 item because the item does not have correct answer. Next, based on the reliability, it can be concluded that the test has low reliability because the reliability of the test was 0.78.The standard reliability of multiple choice items is 0.85. Based on the item discrimination, there are 3 items that are categorized as negative (6%), there are 14 items that categorized as non-discriminating (28%), there are 17 items categorized as poorly discriminating (34%), 14 items that are categorized as fairly discriminating (28%), and 2 items categorized as discriminating (4%). Also, based on the level of difficulty, there are 10 items categorized as difficulty items (20%), 21 items categorized as moderate items (42%), and 18 items categorized as easy items (36%). Finally, based on effectiveness of distracters, the test has good distracters because 64% of the distracters are effective. Based on the research result, all of the items are suitable with the categories of good items. Only one number (item 33) that needs to be changed because the question does not have a correct answer
Developing Motion Comic Video for Eleventh Graders’ Speaking Material of Senior High School
No full textABSTRAK Rohmah, Danik Lailatul. 2017. Developing Motion Comic Video for Eleventh Graders’ Speaking Material of Senior High School. Thesis,Department of English, Faculty of Letter, Universitas Negeri Malang. Advisors: (I) Dr. Hj. Emalia Iragiliati, M.Pd. (II) Nunung Suryati, M.Ed., Ph.D. Keywords: Motion Comic Video, animation, speaking materialSpeaking is a crucial part of foreign language teaching and learning. Many students or people have strong intention to learn how to communicate well because they realize that being able to interact with other people in the right way is very essential. However, there are still many problems that can affect the students’ speaking ability such as lack of vocabulary, lack of confidence and having fear to make mistakes. To solve those problems, the researcher wanted to develop motion comic video as the medium in teaching speaking for senior high school’s students.This study was aimed to develop Motion Comic Video as the speaking material for eleventh graders of Senior High School. The medium was developed in order to help the students understand the story better and make it easy for them when they are going to retell the story. It is also containing of vocabulary exercises in the form of cloze test which is aimed to improve the students’ vocabulary mastery.The study adapted the Research and Development (R&D) design by Borg and Gall (2003), which were (1) needs analysis, (2) product development, (3) experts’ validation, (4) revision based on the experts’ validation, (5) try-out the product, (6) revision based on the try-out, and (7) final product. The instruments used for needs analysis stage were students’ questionnaire, teacher’s interview, and classroom observationsheet. The data from the questionnaire were described quantitatively in the form of percentage and qualitatively in the form of explanation. The data from teacher’s interview and classroom observation sheet were described in qualitative way. The data obtained from needs analysis were used as the consideration for product development. Meanwhile, the data from the experts’ validation stage were used for the product improvement. After that the revised product was tried-out to the subjects of the study.Based on the two expert validators, the medium is considered very applicable and suitable for the eleventh graders as the speaking material. It was shown from the expert validation sheets. Besides, the students were also interested in this Motion Comic Video.According to the result of product try-out, 93.3% of the students stated that the medium could help them understand the story better. 90% of the students also agreed that the medium could make it easy for them to retell the short story. The English teachers are suggested to use the product of this study as the speaking material. It can be an alternative in teaching speaking skill. It is also suggested for further researchers to develop more products with other short stories which are suitable with the students’ proficiency. It is also advisable to give additional sophisticated features for the product
The Effectiveness of Using Demonstration Method in Teaching Writing Procedure Text on Senior High School.
No full textABSTRAK Tyas, Cindy C.C. 2017. The Effectiveness of Using Demonstration Method in Teaching Writing Procedure Text on Senior High School. Urdergraduate Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Prof. Dr. H. Mohammad Adnan Latief Ph.D M.A (II) Drs. Andi Muhtar, M.A Keywords: demonstration method, procedure text.In the process of learning and teaching English, the students are expected to master the four skills of English that are listening, speaking, reading and writing. In the process of mastering the four skills, Senior High School students may get difficultyin writing texts because they should create composition authentically which has to reflect the other three skills. There are several type of texts that must be mastered by the students including procedure text. In teaching writing a procedure text, an appropriate method is needed to be applied. There is an appropriate method which can be used in teaching writing a procedure text, named demonstration method.The objective of this study is to know whether demonstration method is effective or not in teaching writing a procedure text. Several studies found that the demonstration is effective in teaching writing procedure text. Hence, this study will give conribution to the previous studies if it find that demonstration method is effective in teaching writing a procedure text.This study employed Pre-experimental reseach one group pre-test post test design. It consists of three stages, (1) pre-test, (2) treatment, (3) post test. The subjects of this study were the students of XI MIA 1 SMA Negeri 2 Genteng. There were 34 students who participated in this study. In scoring the tests, the reseracher used writing rubric which focused on the assessment of the content, grammar, vocabulary and mechanics used.The research findings of this study showed that the post test score of the students was significantly higher than the pre-test score of the students. All of the students (34 students) got better scores in the post test. It means that demonstration method is effective in teaching writing procedure text. This method engages the students’ participation in the learning and teaching process because it is an enjoyable and fun method. Finally, it is suggested that the English teachers apply this method in teaching writing a procedure text. The researcher also suggests that the future researchers employ the findings of this study as their reference
Developing a Computer-based Vocabulary Learning Application “LERY” for Third Grade of Elementary Students in SD Muhammadiyah 9 Malang
No full textABSTRACT Kartika, Audy. N. P. 2017. Developing a Computer-based Vocabulary Learning Application “LERY” for Third Grade of Elementary Students in SD Muhammadiyah 9 Malang. Thesis, English Department, Faculty of Letters, State University of Malang. Advisor: (I) Dr. E. D. Laksmi, M.Pd., M.A.,(II) Dr. SinthaTresnadewi, M.Pd. Keywords: Instructional media, computer-based media, English vocabulary, third graders.This studyintended to develop a computer-based vocabulary learning application for the third grade of elementary students in SD Muhammadiyah 9 Malang. The final product of this study is a computer-based application in .exe format named “LERY”. The application was developed based on the teaching and learning problems identified in class. In references of syllabus for the first semester, and students’ text book (Buku Bahasa Inggris SD Kelas 3 Dayasu KTSP 2006).This study adapted the research and development model by Borg and Gall (1983) with several modifications. There were seven steps conducted in this study, which were: (1) needs analysi’s, (2) product development, (3) experts validation, (4) revision I, (5) try-out, (6) revision II, and (7) final product. There were seven instrument used to collect the data: (1) class room observation sheet, (2) students questionnaire for needs analysis, (3) teacher interview guide for needs analysis, (4) experts’ validation sheet, (5) vocabulary test, (6) students questionnaire for try-out, (7) teacher interview guide for try-out. The data collected were analyzed qualitatively and quantitatively.The product developed through five steps including choosing topics, selecting materials, drawing concept, illustrating, and programming. The product was developed uses two computer application software named Corel Draw X6 and Adobe Flash Professional CS 5. It contains three topics (clothes, school equipment, and electronics) and three activities in every topic (learn, match, and fill). The product revision was done twice, before and after the product-try-out. The first revision was done after the product was validated by the experts. The comments and suggestion from the experts were used as the basis for revision. The second revision was done after the product tried-out by involving third grade of elementary school students of SD Muhammadiyah 9 Malang. The results of the try-out showed that the students were interested in the product; 96% of the students stated that they liked the application. In addition, they also gave positive comments to the product; they stated that the product helped them to learn English vocabulary easily. The teacher also stated that the product created an interesting and fun learning. She added that the product could be used as the media which support her teaching. However, the product has some weaknesses, the product is a computer-based application, which needs desktop-computers or laptops to operate, not all schools can provide. In addition, the product also lacks in topics and activities presented
Representation and Signification of Woman Image in the Character of Princess Elsa and Princess Anna from Disney Frozen Film
No full textABSTRACT Cristiana, Elisabet. 2017. Representation and Signification of Woman Image in the Character of Princess Elsa and Princess Anna from Disney Frozen Film. Thesis, English Department, Faculty of Letters, State University of Malang. Thesis Advisors: (I) Inayatul Fariha, S.S., M.A., (II) Drs. Kukuh P. Subagyo, M.A. Keywords:woman portrayal, female character, princess images, fairy-tale, pop culture, gender construct, gender stereotypes This thesis tries to analyze gender construct that is represented by female characters of Disney Frozen’s Princess Elsa and Princess Anna as well as its signification about woman portrayal using Vladimir Propp’s morphology of character and woman image theories in fairy tales and pop culture. Propp’s theory is used to analyze representation of woman image through their traits, functions, and roles in the story. While, woman image in fairy tale and pop culture theories are used to analyze the signification of those representations. I find that Princess Elsa holds more traditional traits than new traits of woman image while Princess Anna is the opposite. They hold both the images but never fully become one of them. Their characters also fit several dramatis personae functions that lead them to break some female character stereotypes. Overall, I find that the traditional/idealized image is still the more preferable one than the new/developed image of woman. ABSTRAK Cristiana, Elisabet. 2017. Representation and Signification of Woman Image in the Character of Princess Elsa and Princess Anna from Disney Frozen Film. Skripsi, Jurusan Sastra Inggris, Fakultas Sastra, Universitas Negeri Malang. Pembimbing: (I) Inayatul Fariha, S.S., M.A., (II) Drs. Kukuh P. Subagyo, M.A. Kata Kunci: penggambaran wanita, karakter wanita, visualisasi karakter putri, dongeng, budaya populer, konsep gender, stereotip gender Penelitian skripsi ini mencoba untuk menganalisa konstruksi gender yang digambarkan oleh karakter-karakter perempuan Disney Frozen, Putri Elsa dan Putri Anna, serta maknanya mengenai penggambaran wanita dengan menggunakan teori morfologi karakter milik Vladimir Propp dan teori-teori penggambaran wanita dalam dongeng dan budaya populer. Teori milik Propp digunakan untuk menganalisa penggambaran wanita melalui sifat-sifat, fungsi, dan peran mereka di dalam cerita. Sedangkan, teori-teori penggambaran wanita di dongeng dan budaya populer digunakan untuk menganalisa arti dari penggambaran tersebut. Saya menemukan bahwa Putri Elsa memiliki sifat-sifat tradisional lebih banyak daripada sifat-sifat baru penggambaran wanita sementara Putri Anna sebaliknya. Mereka menggambarkan kedua gambaran tersebut namun tak pernah sepenuhnya menjadi salah satunya. Karakter mereka juga sesuai dengan beberapa fungsi dramatis personae yang menuntun mereka untuk mematahkan beberapa stereotip tentang karakter wanita. Secara keseluruhan, saya menemukan bahwa gambar wanita tradisional/teridealisasi masih tetap lebih disukai daripada gambar wanita baru/berkembang
AN EVALUATION OF ENGLISH TEXTBOOK “WHEN ENGLISH RINGS ABELL” FOR SMP/MTS GRADE VIII
No full textABSTRAK English textbook holds an important role in the teaching and learning process. The textbooks for students serve as an effective source for self-directed learning and self-access work, and references for ideas, activities, vocabulary, grammar, pronunciation, etc. For the teachers, the textbooks are an effective source of material, ideas, activities in the teaching and learning process, as a syllabus, and as a support for less experienced teachers who has yet to gain confidence (Cunningsworth, 1995). Therefore, in this study the writer intends to evaluate the English textbook “When English Rings ABell” for SMP/MTs Grade VIII published by Indonesian Ministry of Education and Culture in 2017. The aim of this study is to measure and judge if the textbook “When English Rings ABell” for SMP/MTs Grade VIII is relevant with the criteria of good textbook in terms of language skills, language content, 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 decides to only evaluate three aspects in this study which are language skills, language content, and topics because: (1) language skills are related with the aims of teaching and learning English in Indonesia, that is to master the four skills of English, (2) language content is the major element of English textbook, (3) Topics is the key element to make the language skills interesting and suitable with the students’ level. 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 termsof language skills, the textbook has covered all four language skills with different portions. Listening has the smallest portion in the textbook. Furthermore, the textbook does not provide record material or video, it seems that listening materials are integrated with speaking material. Reading and writing materials and activities are also integrated each other in the textbook. All the material is suitable with students’ level according to the syllabus. Second, in terms of language content, 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. Moreover, the topics seem to be able to increase students’ knowledge related with science and history. Based on the findings, the writer concluded that the textbook “When English Rings ABell” for SMP/MTs Grade VIII generally has fulfilled the criteria of good EFL textbook. The writer suggests if the English teachers of eighth graders plan or already used the textbook, they should compensate for the textbook by providing listening material and providing interesting reading material. For the authors of the textbook, they should improve the quality of the textbook based on the criteria of good EFL textbook
The English Syllabus for Primary Schools: Indonesia and Thailand Viewpoints
No full textEnglish as a language for international communication and in Indonesia and Thailand, English was taught to the students since they are in the primary schools. This research was conducted to know the similarities anddifferences of English syllabi which is used by primary school in Indonesia and Thailand, what the components and competences of both syllabi are, and how the syllabi are arranged by both countries’ government. This research adapted the processes as proposed by Miles and Huberman (1992), namely: identified, arranged, and explained.Indonesian and Thailand syllabi do have some similarities and some differences. The same syllabi components are; aim, objectives and performance, assessment, schedule/time allotment.The competences of both syllabi also show similarities, the syllabi are focused on the learners’ skills; which are Indonesia focused on listening, speaking, reading, and writing skills, while Thailand competences separated into four strands; language for communication, language and culture, language and relationship with other learning area, and language and the relationship with the community and the world
The Effectiveness of Using Semantic Mapping Strategy on Reading Comprehension of Narrative Text (A Case of the Eighth Grade Students of SMP Negeri 1 Trenggalek in the Academic Year of 2015/2016)
No full textABSTRACTRahagia, Rani. 2016. The Effectiveness of Using Semantic Mapping Strategy on Reading Comprehension of Narrative Text (A Case of the Eighth Grade Students of SMP Negeri 1 Trenggalek in the Academic Year of 2015/2016).UndergraduateThesis. English Department, Faculty of Letters, State University of Malang. FirstAdvisor: Dr. Mirjam Anugerahwati, M.A. Second Advisor: Dr. Arwijati Murdibjono, M.Pd.Key Words:semantic mapping strategy, reading, narrative text, experimental research.This research was aimed to investigate the effectiveness of using semantic mapping strategy in teaching reading comprehension of narrative text and the significant difference on reading comprehension of narrative text in oneclass as experimental class.The design of this study was pre-experimental study. The population of this study was the eighth grade students of SMPN 1 Trenggalek in the academic year of 2015/2016. The total of the students was 60 students. The data were obtained by administering reading test to VIII A as experimental class and VIII B as try-out class. The writer was done by giving the pre-test, treatments, and post-test to experimental groups. In this research, there were three main activities, pre-test, treatments, and post-test. Those activities were done in four meetings because the limited time given by the teacher and the material had been explained before by the teacher, so the writer gave pre-test, review of the material briefly, explained the strategy and gave post-test. The pre-test was held at the first meeting. The treatments was conducted in the second and third meetings. The last was pos-ttest which was held to measure the students’ comprehension of reading narrative text after getting the treatments.The data of the test were analyzed by using statistic to know the difference of the students’ comprehension in reading narrative text for experimental class.In the pre-test, the average score of the experimental classwas 51.26 and the average score of post-test was 76. 06. So, the percentage of the students’ improvement of this group was 32.60%. It can be concluded that there was a significant improvement between the pre-test and the post-test’s scores achieved by the students of experimental class. In general, almost all of the students made improvement in their reading achievement of narrative text after the treatment. It was proven that the students’ achievement of the post-test was higher than the pre-test. Based on the research conducted, it was proved that the use of semantic mapping strategy is effective as a strategy to improve reading achievement of narrative text to the eighth year students of SMPN 1 Trenggalek
Strategi Guru dalamMenanganiPerilakuPesertaDidik yang Menggangu Proses PembelajaranBahasaInggris di KelasSepuluh SMK N 6 Malang di TahunAjaran 2015/2016
No full textThis research was aimed to investigate what types of students’ behaviors commonly arose in EFL class of tenth grade and how teachers handle those disruptive behaviors.The design of this study was descriptive research. The population of this study was eight classes of tenth grade and the four English teachers in SMK N 6 Malang in the academic year of 2015/2016.The data were obtained by lesson observations and interviews with the teachers.The data collected were made into percentages and analyzed. The results of the interviews were organized into themes that matched with the result of the observations.The data showed that three most common students’ disruptive behaviors were verbalizations, orienting and gross motor. On the other hand, the two most used teacher’s strategies are verbal and physical contact.In general, three considerations of managing the students’ behaviors are social background, gender differences, and students’ characteristics.Based on the research conducted, the results showed that verbal type was the most common used strategy by the teachers as well as the most commonly arose disruptive behaviors by students in tenth grade in EFL class in SMK N 6 Malang.Penelitian ini bertujuan untuk mengetahui apa saja tipe-tipe perilaku peserta didik yang paling banyak terjadi di kelas bahasa Inggris dan bagaimana strategi guru dalam menangani perilaku peserta didik yang mengganggu proses pembelajaran. Desain penelitian ini adalah penelitian deskriptif. Populasi penelitian ini adalah siswa kelas sepuluh sebanyak 8 kelas yang berbeda dan 4 guru bahasa Inggris pada tahun ajaran 2015/2016. Data diperoleh dengan melakukan observasi proses pembelajaran dan wawancara dengan masing-masing guru bahasa Inggris yang berpartisipasi dalam penelitian ini. Data dari observasi disajikan dalam bentuk yang menunjukkan persentase dari masing-masing tipe perilaku peserta didik yang menggaggu dan strategi guru agar nantinya dapat dianalisa. Sedangkan hasil dari wawancara disusun berdasarkan tema yang sesuai dengan data dari observasi proses pembelajaran. Hasil dari penelitian menunjukkan bahwa tiga tipe perilaku peserta didik yang paling banyak terjadi ialah bersifat verbal, pengalihan perhatian, dan motorik. Sementara itu, dua tipe strategi yang paling sering diterapkan oleh guru adalah bersifat verbal dan kontak fisik. Secara umum, guru-guru yang berpatisipasi mengajukan tiga pertimbangan dalam menangani perilaku pesertadidik, yaitu, latar belakang social peserta didik, perbedaan gender, dan karakteristik peserta didik di masing-masing kelas. Berdasarkan penelitian ini, hasilnya menunjukkan bahwa yang bersifat verbal adalah strategi yang paling sering digunakan oleh guru dan begitu juga merupakan tipe perilaku peserta didik yang mengganggu yang paling sering terjadi di kelas bahasa Inggris di kelas sepuluh di SMK N 6 Malang. rehension in reading narrative text for experimental class. In the pre-test, the average score of the experimental classwas 51.26 and the average score of post-test was 76. 06. So, the percentage of the students’ improvement of this group was 32.60%. It can be concluded that there was a significant improvement between the pre-test and the post-test’s scores achieved by the students of experimental class. In general, almost all of the students made improvement in their reading achievement of narrative text after the treatment. It was proven that the students’ achievement of the post-test was higher than the pre-test. Based on the research conducted, it was proved that the use of semantic mapping strategy is effective as a strategy to improve reading achievement of narrative text to the eighth year students of SMPN 1 Trenggalek
Developing Aural Literature Teaching Aids for Improving the Eleventh Grade Students’ Listening Comprehension Ability
No full textTrisnaning Tyas, Idelia. 2016. Developing Aural Literature Teaching Aids for Improving the Eleventh Grade Students’ Listening Comprehension Ability. Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Nur Hayati, S.Pd., M.Ed., (II) Dr. Johannes Ananto Prayogo, M.Pd., M.Ed. Key words: English literature, listening comprehension ability, senior high school, teaching materials Listening comprehension as part of English language skills is an important yet complex skill, especially in EFL settings. Listeners have to deal with the intricacy of listening, including discriminating between sounds, understanding vocabulary and grammatical structures, interpreting stress and intonation, retaining the information obtained, and interpreting it in real time as well as in the larger sociocultural context of the utterance. Thus, listening by its very nature can be very taxing for less skilled listeners. Despite its intricacy, listening, compared to other skills, receives the least explicit instruction in many EFL settings. The researcher found similar situation in SMAN 5 Malang, namely in the eleventh grade of Language Programme in English Literature Course. Based on the researcher’s preliminary study, the students only had a listening lesson once in their first semester. According to the English teacher, the major factor triggering the problem in teaching listening was the scarcity of instructional materials, especially for Literature courses. Apparently, if affordable—or free, appropriate listening materials for regular English course arescarce, the ones for Literature course are even rarer. As a result, many components of literature were often scratched from the lesson plans. In order to address the need of materials for listening in Literature courses, the researcher conducted a Research & Development (R&D) which aims at developing instructional materials for the teaching of listening. The study was done through a seven-step process, namely (1) needs assessment, (2) instructional objective formulation, (3) product development, (4) expert validation,(5) product revision based on validation, (6) field trial, and (7) final revision. The first draft of the product consists of several audio files—a dramatised audiobook of a children novel and an audio biography, interactive PowerPoint documents consisting illustrations and videos in which all the scaffolded activities are presented, and a teacher’s book. Based on expert validation and field trial, some revisions were made with the product, including the modification of presentation design (layout and headings font) and the addition ofseveral components, i.e. audio files for the topics Limerick, Proverb and Riddle, a new type of comprehension question, and students’ worksheets. Overall, the final product of theentire validation-and-revision process is a set of teaching materials called “Aulit Pack” which consists of two digital advances, i.e. audio literary works and interactive PowerPoint presentations, a teacher’s book and a photocopiable students’ workbook. The results of the validation and field trial indicate that the use of the developed product is (1) affirmatively eligible to minimise the scarcity of instructional support for the integrated teaching of listening and literature and (2) able to provide and encourage more structured listening experiences through the use of scaffolded activities. Overall, the experts’ judgments coupled with students’ attitudes show that the product has complied with the criteria of acceptability for instructional listening aids. As a set of instructional materials, the product is intended for English teachers to improve students’ listening comprehension ability as well as promote English literature. Teachers can create a brand new learning atmosphere to excite and engage students in a way that is beyond traditional approaches such as listen- answer-check pattern and text-book driven approach. Apart from that, this study is of importance to the future researchers as well. The findings presented may be used as reference in conducting new researches in the subject field of instructional materials development, particularly the one for improving listening comprehension ability. This study can also serve as their cross-reference to the overview of the teaching of listening and the integration of literature in language learning.