SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM
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EMPLOYING CONCEPT-BASED INSTRUCTION (CBI) TO IMPROVE THE SPEAKING ABILITY OF TENTH GRADERS OF SCIENCE PROGRAM AT PUBLIC SENIOR HIGH SCHOOL 2 PROBOLINGGO
No full textThe research was conducted to find out how Concept-Based Instruction (CBI) improved the speaking ability of 10th graders of Public Senior High School 2 Probolinggo. The researcher implemented the strategy by teaching speech acts to the students along with Concept Based Instruction (CBI) followed by observing the teaching-learning activities in the classroom. As the final step, reflecting was done to know how much the strategy had improved the speaking ability of the students in using CBI as the learning strategy and speech acts as the materials.Concept-Based Instruction provided the students to move through three stages: orientation, execution, and control. In the orientation stage, the researcher had to introduce the material first to the students. In the execution stage, the students were regularly given interaction speaking tasks using CBI strategy. In this stage, also the researcher along with the language students evaluated their performances. Moving on to the control stage, the students were encouraged to do speaking performance in order to see their improvement in speaking ability.The finding showed that the students’ speaking ability had been improving. Almost all of the students (98%) passed the passing grade (83). The total average score for their speaking performance was 85.8. Their average score for pronunciation was 3.1. The average score for fluency was 3.7. Their average score for accuracy was 3.2. In addition, the students’ average score for content was 3.5, while their average score for performance was 3.6. In this research, the researcher also found that the students had already gained their confidence in speaking English. They already tried to communicate in English with their peers in the classroom.Finally, the researcher concluded that CBI strategy successfully improved the students’ speaking ability. In addition, they were also actively involved in speaking activity. The students’ speaking performance in the control stage showed that the students were able to speak and communicate in English using the right pronunciation. Other speaking aspects, such as fluency and accuracy, of the students speaking performance also improved. tyle='text-align:justify'>The suggestions from this study were directed to the English teachers and the further researchers. For the English teachers, it is suggested to use clueless game since it can help the students building their vocabulary. For the future researchers, especially those who want to conduct the same scope of study, it is suggested to use the media as an alternative strategy for teaching vocabulary to the different level of students.
An English Summative Teacher Made-Test of Lintas Minat (Cross-Interest) Classes in the 1st Semester in SMAN 1 Kepanjen
No full textABSTRAK Nafisah, Bariroh Amalia. 2017. An English SummativeTeacher-made Test of Lintas Minat (Cross-Interest) Classes in the 1stSemester in SMAN 1 Kepanjen. Thesis, English Language Teaching Program, English Department, Faculty of Letters, State University of Malang. Advisors: (I) Prof. Dr. Gunadi H. Sulistyo, M.A. (II) Dr. Sintha Tresnadewi, M.Pd. Keywords: Teacher-made test, final English test, item analysisThe main purpose of conducting this study was to evaluate the quality of an English summative teacher-made test of Lintas Minat (Cross-Interest) classes in the 1st in SMAN 1 Kepanjen academic year 2016/2017. The rules and principles used to evaluate the test in this study are based on the criteria of a good test that should be fulfilled by the test in order to be a good measurement in assessing the students’ ability. The requirements which become the focus in this study are the reliability, face validity, content validity, item difficulty, item discrimination, the distracters’ effectiveness, and the anatomy of multiple-choice construction in the test item.The research design used in this study is descriptive evaluative research. In evaluating the quality of the test, quantitative and qualitative analysis methods are used. The data used in this study were obtained from the school’s documents. The data are the blueprint of the test made by the teacher, the students’ answer sheets, and the final English test. The data were manually calculated with the help of Microsoft Excel Program.Based on the result of the analysis, the English test of 1st semester grade XI has an acceptable reliability, since the reliability coefficient of the test is .77. While the reliabilityof English test of grade X and XII are considered to be relatively low, since the reliability coefficients of the test are .46 and .50. Second, the face validity of the test is considered to be high. Third, the content validity is good since it covers above 95% materials stated in the curriculum. Fourth, the item difficulty of the test is considered to be low for grade X and XII. While for grade XII, it is considered to be moderate. Fifth, there are only 37.5% of test items in the final English test of grade X, 34% in grade XI, and 22.5% in grade XII which are accepted in the test in terms of their discriminating level. Most of the items cannot discriminate between the “upper” and the “lower” students. Sixth, there are only 12.5% in the final English test of grade X, 6% in grade XI, and 2.5% in grade XII with all of their distracters work well. Seventh, the construction of the stem and alternatives is adequately good for grade X and XII. While for grade XI, the construction of the stem and alternatives is not good enough. Last, after summarizing the result of the item analysis, there are several items that must be changed with better items since they do not meet the criteria and the principles of a good test item.To sum up, an English summative teacher-made test of Lintas Minat (Cross-Interest) classes in the 1st in SMAN 1 Kepanjen academic year 2016/2017 is considered to have a good reliability and content validity, but it performs badly in the item analysis. Considering the quality of the test, it is important for the teacher as the test constructor to know how to evaluate and analyze the test, in order to construct a good test. The test that has been made by the teachers should be tried out and analyzedfirst before it is administered to the students. So, it can measure and give the information about the real ability of the students. Nafisah, Bariroh Amalia. 2017. An English SummativeTeacher-made Test of Lintas Minat (Cross-Interest) Classes in the 1stSemester in SMAN 1 Kepanjen. Thesis, English Language Teaching Program, English Department, Faculty of Letters, State University of Malang. Advisors: (I) Prof. Dr. Gunadi H. Sulistyo, M.A. (II) Dr. Sintha Tresnadewi, M.Pd. Keywords: Teacher-made test, final English test, item analysisTujuan utama diadakannya penelitian ini adalah untuk mengevaluasi kualitas tes Bahasa Inggris yang dibuat oleh guru untuk kelas Lintas Minat Semester SatuSMAN 1 Kepanjen Tahun Ajaran 2016/2017. Aturan-aturan dan prinsip yang digunakan untuk mengevaluasi tes pada penelitian ini adalah berdasarkan kriteria tes yang baik yang harus dipenuhi oleh sebuah tes agar menjadi sebuah alat ukur yang baik dalam menilai kemampuan siswa. Syarat-syarat untuk mengevaluasi sebuah tes yang akan menjadi fokus dalam penelitian ini adalah reliabilitas, validitas muka, validitas isi, tingkat kesukaran, daya pembeda, keefektifan pengecoh, dan konstruksi soal maupun alternatif jawaban.Desain yang digunakan dalam penelitian ini adalah deskriptif evaluatif. Metode kuantitatif dan kualitatif digunakan untuk mengevaluasi kualitas tes dalam penelitian ini. Data yang digunakan dalam penelitian ini didapat dari dokumen sekolah. Data yang digunakan adalah kisi-kisi soal yang dibuat oleh guru, lembar jawab siswa, dan naskah soal Bahasa Inggris. Semua data yang digunakan dalam penelitian ini berasal dari dokumen pribadi SMAN 1 Kepanjen. Data yang diperoleh kemudian dihitung secara manual menggunakan program Microsoft Excel.Berdasarkan hasil analisis, soal Ujian Bahasa Inggris Semester 1 Kelas XImemiliki reliabilitas yang cukup diterima, karena koefisien reliabilitas tes yang diperoleh adalah .77. Sementara koefisien reliabilitas tes kelas X dan XII memiliki reliabilitas rendah, karena koefisien reliabilitas tes .46 dan .50.Kedua, validitas muka dari tes Bahasa Inggris tersebut sangat baik. Ketiga, validitas isi dari tes baik karena mencakup lebih dari95% dari materi yang tertera dalam kurikulum . Keempat, tingkat kesukaran dari tes tergolong rendah untuk kelas X dan XII. Sementara untuk kelas XI, tingkat kesukaran tergolong sedang. Kelima, hanya sebanyak 37.5% butir soal di dalam tes kelas X, 34% di kelas XI, dan 22.5% di kelas XII yang dapat diterima menurut indeks daya beda. Kebanyakan dari butir soal tidak dapat membedakan murid dari golongan “atas” dan murid dari golongan “bawah”. Keenam, hanya 12.5% dari keseluruhan soal kelas X, 6% di kelas XI, dan 2.5% di kelas XII yang semua pengecohnya berfungsi dengan baik. Ketujuh, konstruksi soal dan alternatif jawaban cukup baik untuk kelas X dan XII. Sementara untuk kelas XI tidak cukup baik. Terakhir, setelah merangkum hasil dari analisis butir soal, terdapat beberapa butir soal yang harus dirubah menjadi lebih baik karena butir-butir soal tersebut tidak memenuhi kriteria dan prinsip-prinsip butir soal yang baik. Dapat disimpulkan bahwa tes Bahasa Inggris yang disusun oleh guru untuk kelas Lintas Minat Semester 1 di SMAN 1 Kepanjen Tahun Ajaran 2016/2017 memiliki reliabilitas dan validitas isi yang bagus, namun tidak dapat menunjukkan hasil yang memuaskan dalam analisis butir soal. Mempertimbangkan hasil dari analisis kualitas tes, sangat penting bagi guru sebagai penyusun tes untuk mengetahui cara mengevaluasi dan menganalisis tes, agar tes yang dibuat memenuhi kriteria tes yang baik. Tes yang dibuat oleh guru seharusnya diuji coba dan dianalisisterlebih dulu sebelum diberikan kepada siswa. Sehingga, tes dapat mengukur dan memberikan informasi tentang kemampuan siswa yang sebenarnya
Loanwords For Phatic Communion Among Otaku At TranslationLinker Office
No full textABSTRAK This study aims at investigating loanwords found in the language that is used by otaku at TranslationLinker office. This research is focused on the function that make the otaku decided to use loanwords in the language of their office conversation and how are their attitude in using loanwords.Theoretically, the findings of this study are taken to show the readers the attitudes and the reasons why members of otaku are using loanwords and to give explanation on how the findings are investigated. In addition, this study can also enrich the information about loanwords that are used by otaku. Practically, by knowing the result of this study, entertainment industry can use it as reference to write a novel or movie about otaku considering that the number of anime fans and gamers nowadays is increasing.The research design of this study is descriptive qualitative. However, there is one percentage that is used in this research. It is used only for simplified the overall data. The data in this research are discussed, analyzed, and explained using a qualitative approach. There are two kinds of data sources in this research. First, the loanwords uttered by the otaku at TranslationLinker office. Second, the interview that is conducted by the researcher to verify the data analysis.The results show that there are four forms of phatic communion that is used by the otakus at TranslationLinker office, which are ritual words that are exchanged when people meet, standard topics of conversation, supportive chats and meaningless words or misunderstood words. The typicality of the phatic communion that is used by otaku at Translation Linker office is “standard topics of conversation”. Standard topic of conversation dominantly occurs in about 92 times (89.3%). Then, followed by “supportive chats” (16.5%), “meaningless word” (4.9%), and “ritual words” (0.97%).From the results, it is seen that in the form of ritual words that are exchanged when people meet, the speakers usually used this form because they just want to greet one and another. In the form of standard topics of conversation, the speakers used this to make the conversation feel more natural, since both of the speaker and the listener watched the same anime and played the same game. The speakers used supportive chats form because this conversation does not deliver any new information but full of empathy and solidarity. It often takes in the form of repetitions. The speakers employed meaningless words or misunderstood form because they want to maintain and keep the conversation going or used it to start a conversation or just looking for attention. Beside those 4 form above, the researcher also found another form which is ritual word. It is similar with the first form, but it is more likely to be used not when people meet. It is used when we want to ask for leave or want to say thanks to someone. From the result of the analysis, it can conclude that otakus are just same with other people. They only have different field and ways of communication. In this case, the otaku will only speak freely with the same otaku. While, for the way of communication, they will prefer to avoid the crowd and used loanword to support the conversation related to their topic
An Analysis of Grammatical Errors in the Personal Letters Written by the Eleventh Graders of SMAN 10 Malang
No full textABSTRACTKhairunisa, Naima. 2017.An Analysis of Grammatical Errors in the PersonalLettersWritten by the Eleventh Graders of SMAN 10 Malang. Thesis,English Department, Faculty of Letters, State University of Malang.Advisors: (I) Drs. Andi MuhtarM.A, (II) Dr. E.D. Laksmi, M.Pd, M.AKeywords:error, grammar, personal lettersEnglish Curriculum2013in Indonesia, including for Senior HighSchool,expects the students to be able to use English for both spoken and written.However, some EFL studentsoften make errors in composing a written text becausethe lack of grammar competence. In order to write well, the students need to mastergrammar competence. Indonesian students often find difficulties in writing becausethe grammar rules between English and Indonesian language are different.This study aims to analyze the grammatical errors in the personal letterswritten by the eleventh graders of SMAN 10 Malang. The data was collected byasking the students to write a personal letter for their classmate.Then, the result oftheir writing was classified and analyzed usingSurface Strategy Taxonomyproposedby Dulay et al., 1982. Dulay et al. classified errors into four types that is omissionerrors, addition errors, misformation errors, and misordering errors. The result of thestudy is reported descriptively.From the result of the study, the errors occur as a result ofinterlinguall andintralinguall transfer. In interlinguall transfer, some students do direct translation fromIndonesian language to English language. In intralinguall transfer, the students cannotapply the English grammar rules correctly. In this case, the student usesarein everyinterrogative sentence.After analyzing and classifying the data, there are 225 errors that are found inthestudents’ writing. The highest frequent error is misformation errors (43.5%). Theerror of omission occurs 42.2% in the data analysis. The third is error of addition thatreaches 11.1%. The least occurring error is error of misordering (3.2%).Based on theresult of the study, the researcher suggests that English teachersuse more suitable method in teaching grammar. One way to apply the rules in Englishgrammar is by asking the students to write journal. By doing so, the students havetime to apply the grammar rules that have been discussed. Then, the teacher discusses the work together with the studentsABSTRAK Khairunisa, Naima. 2017. An Analysis of Grammatical Errors in the Personal LettersWritten by the Eleventh Graders of SMAN 10 Malang . Thesis, English Department, Faculty of Letters, State University of Malang. Advisors: (I) Drs. Andi Muhtar M.A, (II) Dr. E.D. Laksmi, M.Pd, M.A Keywords: error, grammar, personal letters English C urriculum 2013 in Indonesia , including for Senior High Sc hool ,expects the students to be able to use English for both spoken and written. However, some EFL students often make errors in composing a written text because the lack of grammar competence. In order to write well, the students need to master grammar competence . Indonesian students often find difficulties in writing because the grammar rules between English a nd Indonesian language are different. This study aims to analyze the grammatical errors in the personal letters written by the eleventh graders of SMAN 10 Malang. The data was collected by asking the students to write a personal letter for their classmate. Then, the result of their writing was classified and analyzed using Surface Strategy Taxonomy proposed by Dulay et al., 1982. Dulay et al. classified errors into four types that is omission errors, addition errors, misformation errors, and misordering err ors. The result of the study is reported descriptively. From the result of the study, the errors occur as a result ofinterlinguall and intralinguall transfer. In interlinguall transfer, some students do direct translation from Indonesian language to Englis h language. In intralinguall transfer, the students cannot apply the English grammar rules correctly. In this case, the student uses are in every interrogative sentence. After analyzing and classifying the data, there are 225 errors that are found in the students’ writing. The highest frequent error is misformation errors (43.5%). The error of omission occurs 42.2% in the data analysis. The third is error of addition that reaches 11.1%. The least occurring error is error of misordering (3.2%). Based on the result of the study, the researcher suggests that English teachers use more suitable method in teaching grammar. One way to apply the rules in English grammar is by asking the students to write journal. By doing so, the students have time to apply the gra mmar rules that have been discussed. Then, the teacher discusses the work together with the students
HOMOGRAPHS IN THE STORY BOOK OF "ZOOLA PALOOZA"
No full textABSTRACT Choirunisa, Lasata Rifta. 2017. Homographs in the Story Book of “Zoola Palooza”, Thesis. Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Maria Hidayati, S.S., M.Pd.; (II) Dr. Suharyadi, M.Pd Key Words: homographs, parts of speech, types of homograph, intended meaning, and the story book “Zoola Palooza” Homograph is chosen as the topic in this research because the researcher takes issues faced by the non-native speakers (students) dealing with understanding the meaning of homograph in the form of sentences. This is aimed at analyzing in parts of speech, types of homograph and intended meaning in semantic and pragmatic perspectives in the story book of “Zoola Palooza” by Gene Baretta. The method used in this research is descriptive qualitative approach. In this research, the researcher referred to some theories of homograph, parts of speech, types of homograph based on Yarawsky’s (1992) theory and semantic and pragmatic theories for the intended meaning. The data was collected on February 2017. In analyzing, the researcher as the key instruments by reading the story book briefly, then classifying the parts of speech and the types of homograph, and determining the intended meaning in semantic and pragmatic perspectives. The results show that the parts of speech found in the story book are [Noun] (50%), [Verb] (39.58%), and [Adjective] (10.41%) which known that Noun and Verb as the parts of speech that frequently appeared. Types of homograph found in the story book are “Different Part of Speech” and “Same Part of Speech” in the calculation result (79.16%) and (20.83%) which known that “Different Part of Speech” is the dominant ones. It is very possible for those findings considered that this book is for children around 5 to 7 years old, because Noun and Verb are parts of speech that children are easy to remember. Adjective parts of speech in lower percentage are because it is too difficult for children to understand based on the aims of adjective in describing a noun. Some steps that the researcher had examined in this research showed that in determining the intended meaning is very important for the readers to know the parts of speech first. Determining the intended meaning cannot be determined in one perspective either in semantics or pragmatics. This research is going to be beneficial for linguistics students and teachers to improve vocabularies and provide a new learning method in homographs. For further researcher, they are able to explore more data in doing studies of homograph. For non-native reader, they should pay careful attention to the ambiguous meaning of homograph. ABSTRAK Choirunisa, Lasata Rifta. 2017. Homographs in the Story Book of "Zoola Palooza", Thesis. Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Maria Hidayati, S.S., M.Pd.; (II) Dr. Suharyadi, M.Pd Key Words: homographs, parts of speech, types of homograph, intended meaning, and the story book "Zoola Palooza"Homograph is chosen as the topic in this research because the researcher takes issues faced by the non-native speakers (students) dealing with understanding the meaning of homograph in the form of sentences. This is aimed at analyzing in parts of speech, types of homograph and intended meaning in semantic and pragmatic perspectives in the story book of "Zoola Palooza" by Gene Baretta.The method used in this research is descriptive qualitative approach. In this research, the researcher referred to some theories of homograph, parts of speech, types of homograph based on Yarawsky's (1992) theory and semantic and pragmatic theories for the intended meaning. The data was collected on February 2017. In analyzing, the researcher as the key instruments by reading the story book briefly, then classifying the parts of speech and the types of homograph, and determining the intended meaning in semantic and pragmatic perspectives.The results show that the parts of speech found in the story book are [Noun] (50%), [Verb] (39.58%), and [Adjective] (10.41%) which known that Noun and Verb as the parts of speech that frequently appeared. Types of homograph found in the story book are "Different Part of Speech" and "Same Part of Speech" in the calculation result (79.16%) and (20.83%) which known that "Different Part of Speech" is the dominant ones. It is very possible for those findings considered that this book is for children around 5 to 7 years old, because Noun and Verb are parts of speech that children are easy to remember. Adjective parts of speech in lower percentage are because it is too difficult for children to understand based on the aims of adjective in describing a noun. Some steps that the researcher had examined in this research showed that in determining the intended meaning is very important for the readers to know the parts of speech first. Determining the intended meaning cannot be determined in one perspective either in semantics or pragmatics. This research is going to be beneficial for linguistics students and teachers to improve vocabularies and provide a new learning method in homographs. For further researcher, they are able to explore more data in doing studies of homograph. For non-native reader, they should pay careful attention to the ambiguous meaning of homograph
Using Hot Potatoes 6 Application to Develop The Reading Comprehension of the Tenth Graders of SMK Negeri 4 Malang
No full textABSTRAK Ngatalina, Lia. 2017. Using Hot Potatoes 6 Application to Develop The Reading Comprehension of the Tenth Graders of SMK Negeri 4 Malang. Undergraduate Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Dra. Sri Andreani, M.Ed. (II) Nur Hayati, S.Pd., M.Ed. Keywords: reading comprehension, recount texts, Hot Potatoes 6 application. A preliminary study conducted in SMK Negeri 4 Malang revealed that the students of grade X Computer and Network Engineering B had difficulties in reading comprehension due to their lack of reading interest, their low motivation to read and their lack of vocabulary that made it difficult for them to understand the text. According to the result of questionnaire in the preliminary study, the students said that they needed reading materials which make them interested to read. The students did not like to learn from textbook/handbook. They wanted computer-based material instead. To overcome the problems, a classroom action research (CAR) was conducted. The researcher decided to use Hot Potatoes 6 application as the media to develop the students' reading comprehension. The researcher used three phase technique that consists of pre-reading activity, whilst-reading activity and post-reading activity. In the whilst-reading activity the students read the text then answered the reading comprehension test individually. Since some students had difficulties in comprehending the text the researcher helped by giving glossary, videos related the topic, and games. To enhance the students' interest in reading the researcher selected the reading materials which are in line with students' major and also designed more interactive and attractive medium. The instruments used in this research covered reading comprehension tests, observation checklist, field notes, questionnaire, and interview guide. The criteria of success were: (1) 70% students show a gain of at least ten points in the reading comprehension test and (2) 70% students show positive responses toward the implementation of Hot Potatoes 6 application. This study was conducted in two cycles. At the end of the second cycle, the findings indicate that: (1) 71.875% of the students show a gain at least ten points in the reading comprehension test and (2) 96% of the students show positive responses toward the implementation of Hot Potatoes 6 application. To conclude, the implementation of Hot Potatoes 6 application was considered successful in developing the students' reading comprehension of recount texts. It is suggested that English teachers who have similar problems use technologically-based media. For future researchers who are interested in conducting a similar study, Hot Potatoes 6 application needs to be developed further by completing the program with the glossary that can produce sound; it will help the students to learn how to pronounce the words. Moreover, the effect of sound also can be used to give feedback after answering the questions instead of emoticon. At last, the future researchers are suggested to create the program that can save the students' works.
Using Peer and Teacher Assessment to Improve the Writing Ability of the Tenth Graders of SMAN 1 Kepanjen
No full textABSTRAK Al ‘Ain, DindaAzzahro. 2017. Using Peer and Teacher Assessment to Improve the Writing Ability of the Tenth Graders of SMAN 1 Kepanjen. Skripsi, JurusanBahasaInggris, FakultasSastra, UniversitasNegeri Malang. Pembimbing: (I) Dr. EnnyIrawati, M.Pd(II) Prof. Dr. NurMukminatien, M.Pd Kata Kunci:Peer and Teacher Assessment, kemampuanmenulis, kebiasaanmenulis yang baikMasalahutamasiswakelas X MIA 5 SMA Negeri 1 KepanjendalammenulisbahasaInggrisditemukanpadasaatpreliminary studyadalahrendahnyakemampuandalampenggunaanstrukturpenulisan yang tepat, pengaplikasianaturantatabahasa yang tepat, danpenggunaanhuruf capital dantandabaca yang benardantepat.RendahnyakemampuanmenulisbahasaInggrisdikarenakantidakterbiasauntukmelakukankebiasaanmenulis yang benar, seringnyamembuatkesalahandalammenulis, danketerbatasanalokasiwaktudalam proses belajardanmengajarmenulisbahasaInggris. Untukmengatasimasalahtersebut, penelitimenerapkanstrategipeer and teacher assessmentuntukmeningkatkankemampuansiswadalammenulisbahasaInggris.Metodepenelitian yang digunakandalampenelitianiniadalahmetodePenelitianTindakanKelas yang terdiriatassatusiklus. Ada empattahapdalamsikluspenelitianini: perencanaan, pelaksanaan, pengamatandanrefleksi. Penelitimengadakandualatihanmenulispadasiklustersebut yang manaterdapat 5 tahapdalam proses menulisbahasaInggrisyaitubrainstorming/ building the knowledge of the field (BKoF), identifying/ modeling of the Text (MoT), outlining/ joint construction of the text (JCoT), independent construction of the text (ICoT),dan yang terakhiradalahpeer and teacher assessment implementation (denganbantuanchecklists).Penelitiandilakukan di SMA Negeri 1 Kepanjendenganmelibatkan 30 siswakelas X MIA 5.PenelitiandilakukanbulanJanuarihinggaFebruari 2017.Kriteriaketuntasanpadapenelitianiniadalahsetidaknya 70% darisemuasiswamendapatkenaikan 10 poin.Sebelumpenerapanstrategitersebutdiperolehnilai rata-rata siswaadalah 54.Padahasilakhirsikluspenelitiantersebutnilai rata-rata siswamencapai 75.6 yang man menunjukkan 86.7% siswatelahmencapaikriteriaketuntasan. 13.3% siswatidakmencapaikriteriaketuntasankarenanilaimerekasudahcukuptinggisebelumpenerapanstrategi, jadikemampuanmenulismerekameningkattidaksecarasignifikan. Hasildarisiklustersebutmenunjukkanbahwapenerapanpeer and teacher assessmentdapatmeningkatkankemampuansiswadalammenulisbahasaInggrisdalamaspekorganisasi, tatabahasa (grammar), danhurufkapitaldantandabaca (mechanics). Penerapanpeer and teacher assessment direkomendasikanuntuk guru bahasaInggriskarenadapatmeningkatkankemampuansiswadalammenulisbahasaInggrisdanmembantusiswauntuklebihtermotivasidankritisdalammenulisdengancaramemperbaikiterlebihdahulustrateginyakarenapenelitimemilikibanyakkelemahandalampenelitiannya. Untukpenelitiselanjutnya, hasilpenelitianinidapatdigunakanuntukreferensidalampenilitianlanjutanpada skill yang samauntukmengajar genre teks lain danpadatingkatpendidikan yang samaataupun yang berbedadengancaramemperbaikiterlebihdahulustrateginyakarenapenelitimemilikibanyakkelemahandalampenelitiannya
Gender Differences in Expressing Emotions
No full textABSTRACT Huwaida, Alma. 2017. Gender Differences in Expressing Emotions. Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (I)Dr.MirjamAnugerahwati, M.A. (II) Drs. M. Misbahul Amri, M.A. Keywords: gender differences, gender stereotype, emotions, swear words. A lot of studies have been conducted related to gender especially gender and language. Therefore, the main purpose of this research is to analyze the language used by men and women to express six emotions which are sadness, joy, fear, anger, disgust and surprise. The main framework used in this study is different, deficit, dominance theories (e.g. Lakoff, 1973, 1975;Tannen, 1990, 1994; Freed, 2003; Uchida, 1992) and gender stereotype (Lakoff, 1975; Kelly &Hutson, 1999; Romaine 2001). The research design of the study is descriptive qualitative which aims to analyze the language differences used by male and female to express their emotions. The data of this study was taken from English students of UniversitasNegeri Malang. 25 males and 25 femalesstudents of 2014 and 2015 years were chosen to be the participants of this study. The process of analyzing the data was started from collected the data followed by classifying the data, analyzing, discussing the findings, to the conclusion of the study. Through the analysis, this work came to the conclusion that men and women spoke differently. Men were found to use expletives a lot to express their emotions while women’s language were found more expressive. Beside the findings of language differences, this work also came to the conclusion that male and female students spoke stereotype. Even though 40 percent female students were found using swear words – which are stereotypically considered as men’s language, the found of stereotype utterances still dominated the findings. However, the development from linguistics students is needed. Hopefully, this research can be a trigger and also reference for another linguistics students who want to conduct a deeper and better research in order to contribute comprehensive description on gender and language issues.
Using Digital Photographs to Enhance 8th Grade Students' Skill in Writing Descriptive Text at MTsN Kunir
No full textABSTRAK Rahmadani, Choirinnisa N. 2017. Penggunaan Digital Photographs untukmeningkatkankemampuansiswakelas VIII dalammenulisteksdeskriptif di MTsNKunir.Skripsi, JurusanSastraInggris, FakultasSastra, UniversitasNegeri Malang. Pembimbing: 1) Prof. M. Adnan Latief, M.A., Ph.D. (2) Drs. AndiMuhtar, M.A. Kata Kunci: kemampuanmenulis, teksdeskriptif, digital photographs Berdasarkanhasilstudipendaluan yang dilakukan di kelas VIII Ekselen I MTsNKunir, penelitimenemukanbahwasiswamemilikimasalahdalammenulis.Hasil testpendahuluanmenunjukanbahwa rata-rata nilaisiswaadalah 54. Gurumengatakanbahwamerekamemilikikesulitandalammenyampaikandanmengembangkan ide untukmemulaimenulis. Siswajugamemilikiketerbatasankosa kata.Hasildarikuisionersiswamenunjukanbahwahampirsemuadarisiswatidakpuasdengankempuanmerekadalammenulis.Siswajugamengatakanbahwa guru jarangmengunakan media ataustrategiuntukmengajarkemampuanmenulis.Karenaitu, untukmenyelesaikanmasalahtersebutpenelitimenggunakandigital photographs untukmeningkatkankemampuansiswadalammenuliskhususnyamenulisdeskriptifteks. Penelitianinifokusuntukmenyelesaikanpermasalahansiswadalammengasosiasikandanmengembangkangagasanuntukmemulaisuatutulisan.Penelitianinimenggunakan digital photographssebagai media dalamtahapanapresepsi.Rumusanmasalahdalampenelitianiniadalahbagaimanadigital photographsdapatdigunakanuntukmeningkatkankemampuansiswakelas 8 dalammenulisteksdeskriptif di MTsNKunir.Tujuandalampenelitianiniadalahuntukmengembangkanbagaimanadigitalphotograpsdapatmeningkatkankemampuanmenulissiswakelas 8 di MTsNKunir. PenelitianinimenggunakanPenelitianTindakanKelas(PTK)Kolaboratif. PTK sendiriterdiridariempatlangkahyaituperencanaan, pelaksanaan, observasidanrefleksi.Dalampelaksanaanpenelitianini, penelitibertindaksebagai guru bahasainggrissementaradan guru bahasainggrisbertindaksebagaipengamat.Penelitianinidilaksanakandalam 2 siklus, sikluspertamadilaksanakandalamtigapertemuandansikluskeduajugadilaksanakandalamtigapertemuan.Subjekdaripenelitianiniadalahsiswakelas 8 ekselen I. Terdapat 28 siswa yang menjadibagiandaripenelitian.Sumber data yang digunakandalampenelianiniadalahpedomanwawancara, observasi, catatanlapangan, kuesioner, dannilaimenulissiswa. Berdasarkanhasiltemuan,digital photographsberhasildalammeningkatkankemampuansiswadalammenulisteksdeskriptif.Pencapaiansiswatelahmemenuhinilai target yang telahditetapkanuntuksetiapkelompok. Nilai target kelasinidikelompokanmenjadi 3 kelompokkarenakeberagamankemampuansiswa. Kelompoksiswatersebutdikelompokanberdasarkanhasil test pendahuluan. Kelompokbawahadalahkelompoksiswa yang mendapatnilai ≤ 50, kelompoktengahadalahkelompoksiswa yang mendapatnilai 51-65 dankelompokatasadalahkelompoksiswayangamemilikinilai ≥66 pada test daristudipendahuluan.Nilaiuntukkelompoklower70, kelompokmiddle 80 and kelompokhigher85. Hasilakhirmenunjukanbahwasemuasiswa (100%) telahmencapainilai yang di targetkan.Selainitu, siswajugamemberikanrespon yang baikdalampenerapandigitalphotograph.Merekaantusiasberpartisipasidalamkegiatanbelajarmengajarselamapenerapandigitalphotographs. Akhirnya, saran diberikankepada guru danpeneliti yang lain. Untuk guru bahasainggris, digital photographs dapatdigunakansebagaialternatif media untukmengajarmenulisterutamauntukmenolongsiswadalammenyampaikangagasandalam proses menulis. Sedangkan, untukpenelitiselanjutnya yang inginmelakukanpenelitian yang sama, digital photographs sangatdirekomendasikanuntukditerapkanpadatingkatandantipeteks yang berbeda.
The Correlation Between Vocational High School Students' Listening Scores and Their Speaking Scores
No full textABSTRACT Habiba, Firdaus Nur. The Correlation Between Students’ Listening Scores AndTheir Speaking Scores At The 12th Grade Software Engineering ProgramOf Smkn 8 Malang. Sarjana’s Thesis. English Education, EnglishDepartment, Universitas Negeri Malang. Advisors: Nunung Suryati,M.Ed, Ph.D., Dr. Emalia Iragiliati, M.Pd.Keywords: listening, speaking, correlation.Listening skill nowadays is very important especially for the students.They almost every day learn about an English at school. Learning to listen helpsthe students to use the language and also to improve speaking skill in English. If the students are asked to master speaking, they must be comprehend in listening. The mastery of speaking skills in English is a priority for many second-language or foreign-language learners. Consequently, learners often evaluate their success in language learning as well as the effectiveness of their English course on the basis of how much they feel they have improved in their spoken language proficiency. The students who got listening scores better also can improve their speaking scores because those skills are related. In this research, the researcher chose SMKN 8 Malang as a population and the 12th graders of SoftwareEngineering Program as a sample which consist of 56 students to find out therelationship between listening scores and speaking scores.The data in correlational research are analyzed using statistics result incorrelation coefficient which shows the degree of the relationship betweenlistening scores and speaking scores. Since this research is quantitative research,this study attempts to reveal through statistical data analysis, in the form ofstudents’ score from each variable that both have correlation. To gather the datafrom the students listening test and speaking test was conducted by the researcher.TOEIC test is used to test the students’ listening and speaking test is conducted bytelling the student’s opinion about the positive and negative impact of using socialmedia. To find the correlation between listening scores and speaking scores, SPSS17.0 is used as a tool to calculate the data. Several steps are conducted before findthe correlation. There are linearity, normality, and homogeneity. The result ofparametric test is non-parametric test; it means Spearman’s Rho Rank is used bythe researcher to find the correlation between those scores. The result of the studyshows the correlation between students’ listening scores and students’ speakingscores is .805 that means the better students achieve in listening scores, the betterthey got in speaking scores. The correlation of students; speaking scores andstudents’ listening scores is very high correlated.BSTRACT Habiba, Firdaus Nur. The Correlation Between Students’ Listening Scores AndTheir Speaking Scores At The 12th Grade Software Engineering ProgramOf Smkn 8 Malang. Sarjana’s Thesis. English Education, EnglishDepartment, Universitas Negeri Malang. Advisors: Nunung Suryati,M.Ed, Ph.D., Dr. Emalia Iragiliati, M.Pd.Keywords: listening, speaking, correlation.Listening skill nowadays is very important especially for the students.They almost every day learn about an English at school. Learning to listen helpsthe students to use the language and also to improve speaking skill in English. Ifthe students are asked to master speaking, they must be comprehend in listening.The mastery of speaking skills in English is a priority for many second-languageor foreign-language learners. Consequently, learners often evaluate their successin language learning as well as the effectiveness of their English course on thebasis of how much they feel they have improved in their spoken languageproficiency. The students who got listening scores better also can improve theirspeaking scores because those skills are related. In this research, the researcherchose SMKN 8 Malang as a population and the 12th graders of SoftwareEngineering Program as a sample which consist of 56 students to find out therelationship between listening scores and speaking scores.The data in correlational research are analyzed using statistics result incorrelation coefficient which shows the degree of the relationship betweenlistening scores and speaking scores. Since this research is quantitative research,this study attempts to reveal through statistical data analysis, in the form ofstudents’ score from each variable that both have correlation. To gather the datafrom the students listening test and speaking test was conducted by the researcher.TOEIC test is used to test the students’ listening and speaking test is conducted bytelling the student’s opinion about the positive and negative impact of using socialmedia. To find the correlation between listening scores and speaking scores, SPSS17.0 is used as a tool to calculate the data. Several steps are conducted before findthe correlation. There are linearity, normality, and homogeneity. The result ofparametric test is non-parametric test; it means Spearman’s Rho Rank is used bythe researcher to find the correlation between those scores. The result of the studyshows the correlation between students’ listening scores and students’ speakingscores is .805 that means the better students achieve in listening scores, the betterthey got in speaking scores. The correlation of students; speaking scores andstudents’ listening scores is very high correlated.ABSTRACT Habiba, Firdaus Nur. The Correlation Vocational High School Students’ Listening Scores and Their Speaking Scores. Sarjana’s Thesis. English Education, English Department, Universitas Negeri Malang. Advisors: Nunung Suryati, M.Ed, Ph.D., Dr. Emalia Iragiliati, M.Pd. Keywords: listening, speaking, correlation. Listening skill nowadays is very important especially for the students. They almost every day learn about an English at school. Learning to listen helps the students to use the language and also to improve speaking skill in English. If the students are asked to master speaking, they must be comprehend in listening. The mastery of speaking skills in English is a priority for many second-language or foreign-language learners. Consequently, learners often evaluate their success in language learning as well as the effectiveness of their English course on the basis of how much they feel they have improved in their spoken language proficiency. The students who got listening scores better also can improve their speaking scores because those skills are related. In this research, the researcher chose SMKN 8 Malang as a population and the 12th graders of Software Engineering Program as a sample which consist of 56 students to find out the relationship between listening scores and speaking scores. The data in correlational research are analyzed using statistics result in correlation coefficient which shows the degree of the relationship between listening scores and speaking scores. Since this research is quantitative research, this study attempts to reveal through statistical data analysis, in the form of students’ score from each variable that both have correlation. To gather the data from the students listening test and speaking test was conducted by the researcher. TOEIC test is used to test the students’ listening and speaking test is conducted by telling the student’s opinion about the positive and negative impact of using social media. To find the correlation between listening scores and speaking scores, SPSS 17.0 is used as a tool to calculate the data. Several steps are conducted before find the correlation. There are linearity, normality, and homogeneity. The result of parametric test is non-parametric test; it means Spearman’s Rho Rank is used by the researcher to find the correlation between those scores. The result of the study shows the correlation between students’ listening scores and students’ speaking scores is .805 that means the better students achieve in listening scores, the better they got in speaking scores. The correlation of students; speaking scores and students’ listening scores is very high correlated