SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM
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Analisis Kesalahan-kesalahan Grammar dalam Teks Surat Pribadi yang Ditulis oleh Siswa Kelas XI SMAN 10 Malang
No full textABSTRAK ABSTRAK Khairunisa, Naima. 2017. Analisis Kesalahan-kesalahan Grammar dalam Teks Surat Pribadi yang Ditulis oleh Siswa Kelas XI SMAN 10 Malang. Skripsi, Jurusan Sastra Inggris, Fakultas Sastra, Universitas Negeri Malang. Pembimbing: (I) Drs. Andi Muhtar M.A, (II) Dr. E.D. Laksmi, M.Pd, M.A Kata kunci: kesalahan, grammar, teks surat pribadi Kurikulum Bahasa Inggris 2013 di Indonesia, termasuk kurikulum untuk Sekolah Menengah Atas, mengharapkan siswa agar dapat berkomunikasi menggunakan bahasa Inggris secara lisan dan tertulis. Akan tetapi, beberapa siswa seringkali membuat kesalahan dalam menulis teks berbahasa Inggris dikarenakan belum menguasai grammar bahasa asing tersebut. Agar dapat menulis teks berbahasa Inggris dengan baik, siswa harus mampu menguasai beberapa keterampilan berbahasa Inggris, siswa harus dapat menguasai grammar. Siswa seringkali kesulitan menulis teks berbahasa Inggris karena aturan grammar antara bahasa Inggris dengan bahasa Indonesia berbeda. Penelitian ini bertujuan untuk menganalisis kesalahan-kesalahan grammar dalam teks surat pribadi yang ditulis oleh siswa kelas XI SMAN 10 Malang. Data diambil dengan meminta siswa menulis teks surat pribadi kepada teman sekelas mereka. Lalu, tulisan-tulisan siswa diklasifikasikan dan dianalisis menggunakan Surface Strategy Taxonomy oleh Dulay dkk., 1982. Dulay dkk., membagi jenis kesalahan pada grammar menjadi empat jenis yaitu omission errors, addition errors, misformation errors, dan misordering errors. Hasil penelitian ini dijelaskan secara deskriptif. Berdasarkan hasil analisis data, kesalahan-kesalahan grammar yang terjadi merupakan hasil dari transfer interlingual dan intralingual. Dalam transfer intralingual, siswa tidak mampu menerapkan aturan grammar bahasa Inggris dengan benar. Dalam kasus ini, siswa menggunakan are dalam setiap kalimat tanya. Dalam transfer interlingual, beberapa siswa langsung menerjemahkan kalimat dari bahasa Indonesia ke bahasa Inggris tanpa memperhatikan aturan grammar. Setelah menganalisis dan mengelompokkan data, terdapat 223 kesalahan grammar dalam teks surat pribadi yang ditulis oleh siswa. Kesalahan yang sering dilakukan siswa adalah misformation errors (43.5%). Omission errors terjadi sebanyak 42.2% dalam penelitian ini. Kesalahan terbanyak yang ketiga adalah addition error yang terjadi sebanyak 11.1%. Kesalahan grammar yang paling sedikit adalah misordering errors (3.2%). Berdasarkan hasil penelitian, peneliti menyarankan guru bahasa Inggris untuk menerapkan pembelajaran yang lebih sesuai dalam mengajarkan grammar. Guru dapat meminta siswa untuk menulis jurnal dua minggu sekali. Lalu, guru meminta siswa untuk melakukan penilaian sejawat sehingga tiap siswa memeriksa tugas temannya masing-masing. Lalu, guru mendiskusikan tugas bersama-sama dengan siswa
SOUND TECHNIQUES AND FIGURATIVE LANGUAGES OF FOOD AND DRINK COMMERCIAL BREAK TAGLINES
No full textABSTRAK Fithriyani, QonitaNur. 2017. Sound Techniques and Figurative Languages of Food and Drink Commercial Break Taglines. Thesis, English Department, Faculty of Letters, UniversitasNegeri Malang. Advisors: (I) Dr. Suharyadi, M.Pd.; (II) Maria Hidayati, S.S., M.Pd. Key Words: tagline, sound techniques, and figurative languages.This study opens up the sound techniques and figurative languages found in American’s food and drink commercial break taglines which are aired throughout 2016. The aim of this study is the better comprehension of linguistic aspects especially sound techniques and figurative languages.The study investigates the occurrences of sound techniques and figurative languages found in the collected data by utilizing descriptive-qualitative method. In this research, the researcher referred to theories of sound techniques and figurative languages of Skračić and Kosović’s (2016). The instrument of this study is the researcher herself assisted by several websites, dictionaries, and the screenshots of the advertisements.Sixty six taglines were collected from the websites accessed by the researcher. Sound techniques and figurative languages were identified in 42 out of 66 taglines. Eighteen out of 42 data applied sound techniques while the other 24 taglines applied figurative languages. This study results in the five types of sound techniques that occurred in food and drink commercial break taglines which are consonance, assonance, alliteration, onomatopoeia, and rhythm. With 44% appearance of all time, assonance sits on the first rank. Sitting on the second rank, alliteration appeared five times out of 18 taglines, its rate is 28%. Next comes consonance and onomatopoeia which share the same percentage i.e. 11%. The least of the list is rhythm, its percentage is only 6%. Eight aspects of figurative language found in the taglines are metaphor, pun, homonymy, personification, hyperbole, synecdoche, antithesis, and polysemy. Hyperbole appeared often than the other types, whose rate is 20%. Pun, homonymy, personification, and antithesis share the same percentage which is 17%. The percentage of metaphor, synecdoche, and polysemy is 4%. The conclusion of this study is the theories of prior similar studies are not universal since it do not entirely matches the result of the current study. The different media and object affect the universality of a theory. Linguistic teacher are suggested to apply this study in the teaching and learning process as a reference to enrich any English courses materials. Future researchers could use this study as a reference in conducting similar studies and are expected to investigate the taglines from other linguistic aspects.ABSTRACT Fithriyani, QonitaNur. 2017. Sound Techniques and Figurative Languages of Food and Drink Commercial Break Taglines. Thesis, English Department, Faculty of Letters, UniversitasNegeri Malang. Advisors: (I) Dr. Suharyadi, M.Pd.; (II) Maria Hidayati, S.S., M.Pd. Key Words: tagline, sound techniques, and figurative languages. This study opens up the sound techniques and figurative languages found in American’s food and drink commercial break taglines which are aired throughout 2016. The aim of this study is the better comprehension of linguistic aspects especially sound techniques and figurative languages. The study investigates the occurrences of sound techniques and figurative languages found in the collected data by utilizing descriptive-qualitative method. In this research, the researcher referred to theories of sound techniques and figurative languages of Skračić and Kosović’s (2016). The instrument of this study is the researcher herself assisted by several websites, dictionaries, and the screenshots of the advertisements. Sixty six taglines were collected from the websites accessed by the researcher. Sound techniques and figurative languages were identified in 42 out of 66 taglines. Eighteen out of 42 data applied sound techniques while the other 24 taglines applied figurative languages. This study results in the five types of sound techniques that occurred in food and drink commercial break taglines which are consonance, assonance, alliteration, onomatopoeia, and rhythm. With 44% appearance of all time, assonance sits on the first rank. Sitting on the second rank, alliteration appeared five times out of 18 taglines, its rate is 28%. Next comes consonance and onomatopoeia which share the same percentage i.e. 11%. The least of the list is rhythm, its percentage is only 6%. Eight aspects of figurative language found in the taglines are metaphor, pun, homonymy, personification, hyperbole, synecdoche, antithesis, and polysemy. Hyperbole appeared often than the other types, whose rate is 20%. Pun, homonymy, personification, and antithesis share the same percentage which is 17%. The percentage of metaphor, synecdoche, and polysemy is 4%. The conclusion of this study is the theories of prior similar studies are not universal since it do not entirely matches the result of the current study. The different media and object affect the universality of a theory. Linguistic teacher are suggested to apply this study in the teaching and learning process as a reference to enrich any English courses materials. Future researchers could use this study as a reference in conducting similar studies and are expected to investigate the taglines from other linguistic aspects
the implementation of clueless game for the seventh graders' vocabulary building in SMPN 9 Malang
No full textThe aim of this study was to improve the students’ vocabulary building of seventh graders of SMPN 9 Malang. This study was conducted because students had limited vocabulary. Based on the preliminary study, only half of the students passed the minimum score. The minimum score determined by the school was 75. Based on the observation done in the preliminary study, the teacher did not use any media in teaching vocabulary and some students did not get any English lesson in elementary school. Thus, students were not enthusiastic in learning vocabulary. To solve this problem, the use of clueless game for vocabulary building was applied in learning vocabulary. This study was directed to answer a research question on how clueless game can build the vocabulary of the seventh graders of SMPN 9 Malang. This study used Classroom Action Research (CAR). The study was conducted in two cycles that consists of four stages, that are: Planning, Implementing, Observing, and Reflecting. There was one meeting in cycle one and three meetings in cycle two. The subjects of this study were 32 students of VIIB at SMPN 9 Malang in the academic year of 2015/2016. The researcher used vocabulary test, observation checklist, and questionnaire to collect the data. The criteria of success were set by the researcher whereas at least 75% of the students in class got score above the minimum score of 75, and 75% of the students involved in teaching and learning process. The findings of the study showed that: (1) 100% of the students achieved score above the minimum score of 75, which shows that using clueless game can help students’ vocabulary building; (2) 75% of the students involved in the teaching and learning process, it shows that clueless game was not only help students to build their vocabulary but also increase students’ involvement. The details of clueless game steps are as follows. First, explain to the students about the rule in details because some students may be confused with the rules. Second, the students asked the researcher as the card keeper about the clues using yes or no question to guess the word written in the picture cards. Every student has to ask a question at least once. 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 Analysis on Teacher-Made Midterm English Test of Semester I of Grade X of 2015/2016 of SMK PGRI 3 Malang
No full textABSTRAK Pratiwi, Sherly Rasdiana Puteri. 2016. An Analysis on Teacher-Made Midterm English Test of Semester I of Grade X 2015/2016 of SMK PGRI 3 Malang. Thesis, English Language Teaching Program, English Department, Faculty of Letters, State University of Malang, Advisor I: Dr. Sintha Tresnadewi, M.Pd. Advisor II: Dra. Furaidah, MA. Keywords: Teacher-made test, midterm English test, item analysisdiadakannya penelitian ini adalah untuk mengevaluasi kualitas dari Ujian Tengah Semester (UTS) Bahasa Inggris kelas X semester 1 SMK PGRI 3 Malang tahun pelajaran 2015/2016 yang dibuat oleh guru. Aturan-aturan dan prinsip yang digunakan untuk mengevaluasi soal ujian dalam penelitian ini adalah berdasarkan kriteria tes yang baik yang harus dicapai oleh sebuah tes agar menjadi sebuah alat ukur yang baik dalam menilai kemampuan peserta didik. Syarat-sayarat untuk mengevaluasi sebuah tes yang akan menjadi fokus dalam penelitian ini adalah validitas isi, validitas muka, reliabilitas, tingkat kesukaraan, daya pembeda dan keefektifan pengecoh.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 berupa lembar jawaban siswa dan lembar soal. Data yang diperoleh kemudian dihitung menggunakan program Microsoft Excel tahun 2007.Berdasarkan hasil analisis, Ujian Tengah Semester Bahasa Inggris kelas X tahun pelajaran 2015/2016 SMK PGRI 3 Malang memiliki validitas isi yang 25% valid.Yang kedua, validitas muka tidak cukup bagus untuk karena tidak dapat mencerminkan soal Ujian Tengah Semester Bahasa Inggris yang sebenarnya. Yang ketiga, tes memiliki reliabilitas yang tidak dapat diterima. Koefisien reliabilitas mencapai .45 dan termasuk ke dalam kategori relatif lemah. Keempat, tingkat kesukaran dari tes tergolong baik. Kelima, daya pembeda tergolong rendah karena kebanyakan dari butir soal tidak dapat membedakan antara siswa dari golongan “atas” dan siswa dari golongan “bawah”. Keenam, hanya ada 17,5% dari total butir soal yang semua pengecohnya berfungsi dengan baik. Terakhir, setelah merangkum hasil dari analisis butir soal, terdapat 11 butir soal yang harus dibuang karena butir-butir soal tersebut tidak memenuhi kriteria dan prinsip-prinsip butir soal yang baik. Untuk merangkum secara keseluruhan, tes yang dibuat oleh guru pada Ujian Tengah Semester Bahasa Inggris semester 1 kelas 10 2015/2016 SMK PGRI 3 Malang memiliki tingkat kesukaran yang bagus, namun tidak dapat menunjukkan hasil yang memuaskan dalam validitas isi, reliabilitas, validitas muka, daya pembeda dan keefektifan pengecoh. Mengetahui hasil dari analisis kualitas tes, sangat penting bagi guru sebagai pembuat tes untuk membuat kisi-kisi soal sebelum membuat tes. Tes yang dibuat oleh guru seharusnya memiliki kisi-kisi soal sehingga memiliki validitas isi yang baik. Jadi, kemampuan siswa yang sebenanarnya dapat terukur dan terpaparkan dangan baik
"She Don't Study..." Lingyistic Errors Made by the Thai Teachers in Southern Thailand
No full textABSTRAK Fitriah, Nailah. 2017. “She Don’t Study…” Linguistic Errors Made by the Thai Teachers in SouthernThailand. Sarjana’s Thesis, English Language and Literature, Faculty of Letters, Universitas Negeri Malang. Advisors (1) Prof. A. Effendi Kadarisman, M.A., Ph.D., (2) Prof. Dr. Yazid Basthomi, M.A. Keywords: Errors, Second Language Acquisition, Thai teachers’ spoken EnglishThe label of English as a Lingua Franca is given to English which is used by non-native English speakers with worldwide communicative functions. One of the real examples that English is a language used for international communication is English used by the Thai teachers, who are monoingual, at Miftahuddeen School, Na Thawee, Songkhla, Sothern Thailand to communicate with foreign teachers there. However, there, English seems to be shaped by their L1, Thai language. Consequently, there will be some errors occuring in their Espoken Engish. Errors, in terms of second language acquisition means some parts of conversation or composition which is deviated from the the norm of the target language. Therefore, the aim of this study is to analyze the errors occurring in spoken English of the Thai teachers at Miftahuddeen School.In this study, the researcher uses qualitative descriptive method to draw a conclusion of the researcher’s analysis. The subjects of this study are two Thai teachers at Mifathuddeen School. By using the resercher’s phone recorder to record the data the researcher is able to get 68 series of dialogues and finds 569 errors as the main data of this study. In addition, by conducting an interview by LINE and Email, the research gets the background information of the subjects of this study.The result of this study indicates some types of errors occuring in Thai teachers’ spoken English, including grammatical errors (64%), lexical errors (20%), and the last is, which is the least frequent errors made by the Thai teachers at Miftahuddeen School. Pronunciation errors divided into phonetic deviation (12%) and phonemic insertion and deletion (4%).Based on the research analysis and discussion, the researcher draws a conclusion that those two Thai teachers found difficulty in applying English morphological and syntactic grammar, pronouncing certain English sounds, including consonants, vowels, and diphthongs. Moreover, it is also difficult for them to using English words. The implication of the results of this study for Thai teachers is that it is important to help them to increase their English proficiency by looking at errors found in their spoken English. By this, the Thai teachers are hoped to be able to consider that English is also an important language aside from their first language, Thai language. The researcher finally recommends that further research be done in this field focusing on the similar issues with further observation
Using Picture Cues to Improve the Eight Grade Students' Speaking Skill in SMPN 09 Malang
No full textABSTRAK Speaking is one of four skills in English that plays an important role in communication. Since the purpose of language learning is to be able to talk or communicate with other people, mastering speaking skill is considered important. The purpose of this study isto improve the speaking skill of the eight graders in Junior High School 09 Malang since in the preliminary study the researcher found that the speaking skill of the students was lowand they were also low motivated in learning English.The researcher used Classroom Action Research (CAR) design collaborated with the English teacher in SMPN 09 Malang. There were 4 steps in this method, which are planning, implementing, observing and reflectingThe teacher was trained by the researcher before the implementation of the action as the observer. Besides, during the planning, the researcher made the teaching scenario together with the English teacher. In the teaching scenario, there were 3 stages that the researcher used in the learning and teaching process. Those were pre-activities, whilst activities and post activities.The subjects of this research were32 eight grade students in Junior High School 09 Malang at the second semester academic year 2016/2017. The researcher used 4 kinds of instruments,which are field note, questionnaire, observation sheet and speaking test.This research is considered successful if 75% of the students pass the minimum passing grade which is 75.The findings of the research showed an improvement of the students in their speaking skills. It was proven by the number of students who could pass the criteria of success, which is 75. Besides, the responsesof the students in the implementation of picture cues in teaching speaking were also good. They liked the use of picture cues in learning English because it helped them understand the material better and elevate their confidence. It also helped them speak English fluently and pronouncing the words well. Thus, it is recommended that the English teacher can adopt the use of picture cues in teaching English, especially in teaching speaking skill. The future researcher is also expected to conduct the study using picture cues in another skill and materials. Besides, the researcher also hopes that the future researcher can conduct the study in different level of education, whether in elementary or senior high school
Developing an English Listening Workbook for Multimedia Students of Vocational High School
No full textABSTRAK This study is aimed to develop listening supplementary materials in the form of a workbook for tenth grade students of multimedia department of vocational high school. The study was based on the results of need analysis conducted in SMK Negeri 4 Malang which showed that the students of multimedia department never had listening practice due to the teacher’s problem of limited resources. The Students also never learnt English materials related to multimedia topics. Thus, the workbook developed was intended to contain materials on general English based on the syllabus and also some materials related most specifically to multimedia topics.This study used the research and development model adapted from Borg and Gall (1983: 775). This model consists of 7 stages, namely: (1) needs analysis, (2) product development, (3) expert validation, (4) revision 1, (5) product try out, (6) revision 2, and (7) the final product.The instruments used in this research were students’ questionnaire and teacher interview guide for the need analysis to find out the students’ preferences about the book. Then, to revise the product before and after the try-out, there were expert validation checklist and students’ questionnaire completed after the try-out.The product developed has been through some stages, there were (1) identifying the basic competences and indicators, (2) selecting, adapting and developing materials in form of text, (3) developing exercises and task, (4) recording and editing the audio, (5) writing the answer key, and (6) layouting the book.The product try-out was conducted once on Wednesday, May 3rd 20107 in SMK N 4 Malang with X Multimedia D, three aspects evaluated: (1) the presentation of the book, (2) the suitability of the content, and (3) the appropriateness of the audio-recorded text. The results of experts’ validation and students’ questionnaire become the basis for the product revision. The final product was in the form of a workbook for students completed with answer key, tapescript and audio recording for the teacher. The materials were divided into eight units based on the types of texts: (1) personal identity, (2) announcement, (3) recount, (4) narrative, (5) song, (6) factual report, (7) descriptive, and (8) procedures. It can be concluded that the product developed can facilitate the students in practicing their listening and provide the teacher with additional resource for listening practice in class. It was also found that the materials (the texts, exercises and tasks) were considered appropriate in terms of the presentation or the layout, the font and spacing used, the matched syllabus, the level of difficulty of the exercises, the audio recording quality, and the speed, stress and intonation of the speakers. Further researchers are expected to develop other listening workbooks for different levels of school and for other department in vocational school. It is suggested that the English teacher use this supplementary material in class and develop some other activities to add to those covered in this workbook
Developing a Prototype of Interactive Multimedia-based Supplementary Listening Materials for Grade VIII Students of Junior High School Using Ispring Suite 8
No full textKeywords: Listening skill, interactive multimedia-based learning, supplementary materials, iSpring Suite 8The 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.ABSTRACT Faizah, Anisatul. 2017. Developing a Prototype of Interactive Multimedia-based Supplementary Listening Materials for Grade VIII Students of Junior High School Using Ispring Suite 8.Thesis. Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Prof. Bambang Yudi Cahyono, Ph.D; (II) Francisca Maria Ivone, Ph.D. Keywords: Listening skill, interactive multimedia-based learning, supplementary materials, iSpring Suite 8 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
The Use of Stick Puppets as Media to Improve the Speaking Skills of the Fifth Graders in SD Negeri Merjosari 02 Malang
No full textThe purpose of this research was to find out how stick puppets as media can improve the students’ speaking skills in the fifth grade. The subject of this study was the students of SD Negeri Merjosari 02 Malang in the same grade. The researcher assumed that one way to improve students’ speaking skills is using media. A simple way to relive and retell a story is through the use of puppets. Puppets can allow children to enter a world of imagination and fun. Every student will have the opportunity to speak and show their stick puppets by retelling a story that related to it.The researcher used Classroom Action Research design in conducting this study. It involved the four-phase cycle of Action Research, namely: plan, action, observe and reflect. The study was implemented in one cycle consisting four meetings. The researcher collaborated with the English teacher that acted as an observer of the implementation of the media. The criterion of success of this study was, after the implementation of the media, 80% of the students could improve their speaking performance in the speaking test.The researcher found out that the students’ speaking skills improved. There were four students or 12% of the students scored 85, eight students or 24% of the students scored 80, twelve students or 35% of the students scored 75, five students or 15% of the students scored 70, and four students or 12% of them scored 65. Overall, 100% students improved their speaking skills by using stick puppets media.The conclusion of this study was that stick puppets media was helpful to improve the students’ speaking skills. Most of the students found it easy and fun to use the media. Stick puppets helped them to perform stories in front of the class. The students needed some new refreshment in the teaching and learning activity and the teachers were expected to give them new experiences in every meeting. Interactive media could be a good aid for students to learn new things directly. Although making this media need time and effort, the result would be satisfying both for the teacher and the students.In implementing this media, the teachers, media makers, and the future researchers are suggested choosing interesting character images from the story chosen. The puppets should be colorful and attractive that the students will keep their eyes on it. The material chosen for the puppets should be safe for the children to hold and play with.Tujuan dari penelitian ini adalah untuk mengetahui bagaimana stick puppets sebagai media dapat meningkatkan kemampuan berbicara siswa kelas lima. Subjek dalam penelitian ini adalah siswa kelas lima SD Negeri Merjosari 02 Malang. Peniliti berasumsi bahwa salah satu cara untuk meningkatkan kemampuan berbicara siswa adalah dengan menggunakan media. Story telling memberi siswa kesempatan untuk berbicara panjang lebar tanpa gangguan guru dalam suasana informal. Puppets dapat memudahkan anak untuk mencapai dunia imajinasi dan kesenangan. Setiap siswa memiliki kesempatan untuk berbicara dan menunjukkan boneka tongkat mereka dengan menceritakan kembali sebuah cerita yang terkait dengannya.Peneliti menggunakan desain Penelitian Tindakan Kelas dalam melakukan penelitian ini. Peneliti melaksanakan siklus empat fase Penelitian Tindakan Kelas, yaitu: merencanakan, bertindak, mengamati dan bercermin. Penelitian ini dilaksanakan dalam satu siklus yang terdiri dari empat pertemuan. Peneliti berkolaborasi dengan guru bahasa Inggris yang berperan sebagai pengamat pelaksanaan strategi. Kriteria keberhasilan penelitian ini adalah 80% siswa dapat meningkatkan kemampuan berbicara mereka pada tes speaking setelah strategi dilaksanakan.Peneliti menemukan bahwa kemampuan berbicara siswa meningkat. Terdapat empat siswa atau 12% siswa memperoleh nilai 85, delapan siswa atau 24% siswa memperoleh nilai 80, dua belas siswa atau 35% siswa memperoleh nilai 75, lima siswa atau 15% siswa memperoleh nilai 70, dan empat siswa atau 12% siswa yang memperoleh 65. Secara keseluruhan, 100% siswa meningkatkan kemampuan berbicara mereka saat menggunakan media stick puppets.Kesimpulan dari penelitian ini adalah media stick puppets dapat membantu untuk meningkatkan kemampuan berbicara siswa. Media interaktif bisa menjadi bantuan yang baik bagi siswa untuk belajar hal-hal baru secara langsung. Meski membuat media ini membutuhkan waktu dan usaha, hasilnya akan memuaskan baik bagi guru maupun siswa. Dalam menerapkan strategi ini, disarankan guru memilih gambar karakter yang menarik dari cerita yang dipilih. Media harus berwarna-warni dan menarik agar para siswa tetap memperhatikan. Bahan yang dipilih untuk media juga harus aman bagi anak-anak untuk dipegang dan dimainkan
FOREIGN LANGUAGE ANXIETY, SOCIO-ECONOMIC STATUS AND ENGLISH ACHIEVEMENT OF THE 5th GRADERS AT LABORATORY ELEMENTARY SCHOOL STATE UNIVERSITY OF MALANG
No full textABSTRACT Widiana, Lia. 2017. Foreign Language Anxiety, Socioeconomic Status and English Learning Achievement of the Students at Laboratory Elementary School State University of Malang. Thesis, English Language Teaching, Department of English, Faculty of Letters, State University of Malang. Advisors: (I) Prof. Utami Widiati, M.A. Ph.D., (II): Dr. Enny Irawati, M.Pd Keywords: Foreign Language Anxiety, Socioeconomic Status and English AchievementForeign language anxiety is known as a factor that hinders language learning. Socioeconomic Status is also a crucial factor that influences the success of learning a foreign language. The limited information regarding foreign language anxiety and Socioeconomic Status in young learners’ educational context and the relationship with the language achievement makes it crucial to be investigated. Therefore, the present study aims to investigate the relationship among foreign language anxiety, socioeconomic status, and English achievement.The purpose of this study is generally to explain about the correlation and the contribution of Foreign Language Anxiety (FLA), Socioeconomic Status (SES) toward English achievement of young learners. Since this study aims to discover the relationship and the contribution of Foreign Language Anxiety and Socioeconomic Status toward the English achievement, the research design that is used is correlational research with multiple regression analysis to know the simultaneous and partial contribution.The subjects of this research were three classes of the fifth graders of Laboratory Elementary School State University of Malang. The subjects of the study consisted of 70 students. The numerical data obtained from data collection was analyzed using SPSS 16.0.The instruments used in this study were FLCAS and SES scale. All instruments had been tried out and revised. The try out was held at the same school by considering the similarity of characteristic and achievement in English lesson with the sample target. After testing the instrument, it was found that the reliability of FLCAS is excellent (α = .913) and SES scale is good (α = .807). The coefficient of determination (R2) which was obtained is 0.267. It means that anxiety and socioeconomic status simultaneously gave 26.7% contribution to English achievement. Partially, the correlation and contribution of anxiety to English achievement was -.152. It means, there was significant negative correlation between anxiety and English achievement, yet the correlation was weak. The correlation and contribution of socioeconomic status to English achievement is .256. It means, there was significant positive correlation between socioeconomic status and English achievement, yet the correlation was weak. Partially, both of anxiety and socioeconomic status can be predictors to English Achievement. The results of multiple regression analysis revealed that the contribution of foreign language anxiety and socioeconomic status to English achievement was about 26%. The rest of 74% is influenced by other factors. In the future, it is necessary to explore other potential factors which may have relationship with English language achievement. The data in present study were collected only using questionnaires as it is quantitative research. For further researchers, it is suggested to conduct a qualitative research, including classroom observations and interviews with the students, teachers and the parents. It can provide further layer of analysis. For the teachers, it is not deniable that the factors of anxiety and socioeconomic status influence the outcome of language learning. Low anxiety and high socioeconomic status are two key factors related to success in language learning