SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM
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Non-Standard Negation Don’t With Third Person Subjects in Popular West Songs
No full textABSTRAK This study seeks to analyze the use of non-standard negation don’t with third person subjects (e.g. it don’t, he/she don’t) found in the lyrics of popular west songs in a decade time. The songs are based on Billboard Top 100 Singles Chart taken from 2006 to 2015. The methods used in this study is both quantitative and qualitative analysis. Mix methods are used because the study involves collecting, analyzing, and integrating quantitative and qualitative study which provides depth and comprehensive understanding of the research problem from different angles.Findings indicate that there are 117 popular west songs containing don’t with third person subjects which seems to prove that this negation has a possibility to influence English language to change through time. From the songs, other singular seems to become a trend towards third person subjects use followed by don’t. Meanwhile, hip-hop becomes the genre that dominates the popular west song lyrics. Furthermore, male’s songwriters behave significantly from the rest of the genders (female and collaborative of male and female). In general, the data fluctuate year to year indicating some implicated meanings related to external factors such as the popularity of the songs, trend towards non-standard forms, and even economic motive. This study also investigates ten song video clips from certain years that have the biggest and smallest numbers of songs that contain the non-standard negation don’t with third person subjects in a decade as well as provide the identification of the genres of the songs and the gender of songwriters. The analysis of the ten songs is also based on the factors that have been discussed by Holmes (2001). They are the participants, the setting or social context of the interaction, the topic, and the function. Moreover, the results provide a discussion of rebellion motive as well as the background of songwriters which become possible reasons why don’t with third person subject is used in the songs. Finally, this study can be used to make speakers especially young people as well as students of English to be more aware of the use of this non-standard form in popular west songs. In addition, this study can be used as a new reference for future researchers to conduct other research of this kind considering that apparently only very few researchers have studied about this issue and none of them use song lyrics as the data
The Teaching of English Vocabulary to the Fourth Graders at SDN 1 Durenan
No full textABSTRACT Octaviani, R. 2017. The Teaching of English Vocabulary to Fourth Graders at SDN 1 Durenan. Thesis, English Department, Faculty of Letters, State University of Malang. Advisors: 1) Dr. Sri Rachmajanti, Dip. TESL., M.Pd. 2) Dr. Mirjam Anugerahwati, M.A. Key words: teaching English vocabulary, young learnersThe study was conducted to know the teaching of English vocabulary to the fourth graders at SDN 1 Durenan. The teaching of English vocabulary was chosen as the focus of the study because this is the main materials which is taught in this school. The researcher observed for three meetings. The observation was made to evaluate the lesson plan, procedures of teaching English vocabulary, materials, the teacher’s techniques, media and the assessment of teaching English vocabulary.The design used in this study was qualitative, specifically case study. The subject of this study was an English teacher and fourth grade students at SDN 1 Durenan. The researcher here evaluate what is going on in the setting of research. The instruments used to collect the data were interview guide, observation sheet, evaluation sheets, field notes and questionnaire. The interview guide was used to interview the English teacher and the headmaster in order to support the data from the observation. The observation sheet was used to analyze the teaching ofEnglish vocabulary activity. The evaluation sheets were used to analyze the lesson plan and the worksheet made by the teachers. The field notes were taken while doing the observation. The questionnaire was distributed to the students in order to know their opinions about the teaching of English vocabulary The result of this research showed that thelesson plan that is made by the teacherwas quite good. but some of the components were not described specifically and needs to be changed. The procedures of teaching English vocabulary that were conducted by the teacher almost fulfill five essential steps in vocabulary learning. A coursebook entitled “Getting Started in English” is the only source of the materials to teach English in this school. The coursebook was not communicative enough.The teacher often used the translation technique that made the students sometimes lazy to remember the meaning of the words. The teacher still used teacher center more than student center. The teacher often used vocabulary books and dictionary as the media of teaching, not only to introduce the words. The teacher rarely used the other media, that were better. Some of the assessments had not fulfill the criterion of a good assessment, yet. The vocabulary task is the only assessment that fulfills a good criterion of a good assessment. The worksheet of this vocabulary task was also quite good in terms of face validity, but the reliability was still low
Factors Affecting Students’ Reluctance to Speak: A Case Study of an Interest-based Class in SMAN 1 Tumpang
No full textABSTRACT Nande, Maria Ignatia Carolina Bessu. Factors Affecting Students’ Reluctance to Speak: A Case Study of an Interest-based Class in SMAN 1 Tumpang. Thesis, Department of English, Faculty of Letters, UniversitasNegeri Malang. Advisors: 1) Dra. Sri Andreani, M.Ed. 2) Dr. SinthaTresnadewi, M.Pd. Keywords: Reluctance to Speak, Students’ Reluctance The study was conducted to know the factors that affect students’ reluctance to speak English in class. The researcher chose this study because there were very few studies about factors that affect students’ speaking reluctance in interest-based class, including non-linguistic factor and linguistic factor. The researcher also chose this study because the students showed low interest to speak English in class, even though English is their subject in the interest-based class. For this reason, knowing what caused the students’ speaking reluctance and the factors affecting the students’ reluctance is important to avoid and to overcome problems related to speaking reluctance.The sooner this problem could be detected, the less problem regarding speaking reluctance might happen in the future. This study used descriptive qualitative design to obtain the data. The subjects of the study were the students of class X LintasMinatBahasaInggrisin SMAN 1 Tumpangin the second semester in academic year of 2016/2017. The data were collected by using some instruments namely questionnaire, in-depth interview guide, and observation sheet. The questionnaire used was an adapted version of Horwitz’s Foreign Language Anxiety Scale (FLCAS). Originally the questionnaire by Horwitz consisted of 33 questions with five alternatives in each item which are strongly agree, agree, neither agree nor disagree, disagree, and strongly disagree. However, the questionnaire that was used by the researcher in this study was adapted into a simpler one to make it suitable with the problems and the respondents of this study. The questionnaire for this study consists of 21 items of close-ended types with only two answers for each item either agree or disagree and 1 item of open-ended type. The questionnaire was used to gather the data about students’ responses concerning factors which affect their reluctance in speaking English, while the interview and the observation were used to support the data collected from the questionnaire. The data gathered from the questionnaire were put into tables with their percentiles which were obtained through simple calculation methods. The researcher analyzed the highest percentage of the result in each item and made a brief conclusion about the factors affecting the students’ reluctance to speak. Meanwhile, the recorded data from the in-depth interview were transcribed to make it easier for the researcher in analyzing the data. Then, the data gathered from the in-depth interview and the classroom observation were explained and interpreted to strengthen the data from the questionnaire. The findings of the study showed that the students’ reluctance to speak English was due to three major factors, namely non-linguistic factors, linguistic factors, and other factors. The findings indicated that most of the students were reluctant to speak and respond to the teacher’s question. The students remained silent during the class due to several non-linguistic factors, like motivation, anxiety, shyness, nervousness, and lack of confidence. In addition, some linguistic factors like lack of vocabulary, grammar mastery, and poor pronunciation also hindered students from speaking. Besides, the findings of the study also showed that the students’ reluctance was also due to other factors such as the classroom condition, the teaching method, relationship among the students, and relationship between the students and the teacher. From the results obtained, it can be concluded that students’ reluctance in speaking English emerges from the students themselves and their environment. Therefore, this problem cannot be neglected since it is considered as one of the main source of students’ problem in speaking. Teacher also has an important role to help students to deal with it. Teacher should be able to create a comfortable class atmosphere and avoid reluctance-provoking activities in the classroom. They also need some strategies that encourage students to speak English during the teaching and learning process. ABSTRAK Nande, Maria Ignatia Carolina Bessu. Factors Affecting Students’ Reluctance to Speak: A Case Study of an Interest-based Class in SMAN 1 Tumpang. Thesis, Department of English, Faculty of Letters, UniversitasNegeri Malang. Advisors: 1) Dra. Sri Andreani, M.Ed. 2) Dr. SinthaTresnadewi, M.Pd. Kata Kunci: KeenggananBerbicara, KeenggananSiswa Penelitianinidiadakanuntukmengetahuifaktor yang mempengaruhikeengganansiswauntukberbicaraBahasaInggris di kelas.Penelitimemilihpenelitianinikarenapenelitianmengenaikeenggananberbicarapadasiswatingkat SMA masihbelumbanyak di teliti.Disampingitu, penelitijugamemilihpenelitianinikarenaparasiswaterlihatkurangtertarikuntukberbicaraBahasaInggris di kelasmeskipunmatapelajaranBahasaInggrisadalahmatapelajaranpilihanmerekasendiri.Olehkarenaitu, mengetahuifaktor yang mempengaruhikeengananberbicarapadasiswasangatlahpentinguntukmencegahdanmengatasimasalahterkaitkeengganansiswauntukberbicara.Semakincepatsumbermasalahinidapatdiketahuisemakinkecil pula peluanguntukmasalah yang samadapatterjadilagi di masamendatang. Penelitianinimenggunakandesainpenelitiandeskriptifkualitatifuntukmemperoleh data.Subyekpenelitianiniadalahsiswakelas X LintasMinatBahasaInggris di SMAN 1 Tumpangpada semester genaptahunajaran 2016/2017.Data dalampenelitianinidiperolehmenggunakanbeberapa instrument yaitukuisioner, pedomanwawancara, danlembarobservasi.Kuisioner yang digunakanmerupakanadaptasidariForeign Language Classroom Anxiety Class (FLCAS) olehHorwitz et al. KuisionermilikHorwitz et al terdiridari 33 pertanyaandengan lima pilihanjawabanyaitusangatsetuju, setuju, antarasetujudantidaksetuju, tidaksetuju, dansangattidaksetuju. Tetapi, kuisioner yang digunakanolehpenelitidalampenelitianinisudahdiadaptasikebentuk yang lebihsederhanagunamenyesuaikankuisionerdenganpermasalahandanrespondendalampenelitianini.Kuisioneryang digunakandalampenelitianiniberisi 21 item denganpilihanjawabanyaatautidak, dan 1 item dalambentukesai. Kuesionerdigunakanuntukmemperoleh data terkaitresponsiswatentangfaktor yang mempengaruhikeenggananmerekadalamberbicaraBahasaInggris.Sedangkanwawancaradanobservasidigunakanuntukmendukung data yang diperolehdarikuesioner.Data yang diperolehmelaluikuesionerdituangkandalambentuktabelbesertapersentasenya yang diperolehmelaluimetodeperhitungansederhana.Penelitimenganalisahasilpersentasetertinggidaritiap item danmembuatkesimpulanterkaitfaktor yang mempengaruhikeengganansiswauntukberbicara.Sementaraitu, data yang diperolehmelaluiwawancaramengalami proses transkripsiuntukmemudahkanpenelitidalammenganalisa data. Kemudian, seluruh data yang diperolehmelaluiwawancaradanobservasidijelaskandandiinterpretasikanuntukmenguatkan data yang diperolehmelaluikuesioner. HasildaripenelitianinimenunjukanbahwakeenganansiswauntukberbicaradalamBahasaInggrisdisebabkanolehtigafaktorutama, yaitufaktor non-linguistik, faktorlinguistic, danfaktorlainnya.Hasilpenelitianmenunjukanbahwasebagianbesarsiswamerasaengganuntukberbicaradanmenjawabpertanyaan guru jam selamapelajaran. Merekatetapdiamdanengganberbicarakarenabeberapafaktor non-linguistiksepertimotivasi, perasaankhawatir, perasaanmalu, perasaangugup, danperasaankurangpercayadiri.Beberapafaktorlinguistiksepertikosakata, penguasaangrammar, dancarapengucapanjugamempengaruhikeengganansiwauntukberbicara.Selainitu, hasildaripenelitianinimenunjuanbahwafaktor lain, sepertikondisikelas, caramengajar, hubunganantarasiswa, danhubunganantarasiswadan guru jugamempengaruhikeenganansiswadalamberbicara. Dari hasil yang didapat, dapatdisimpulkanbahwakeengganansiswadalamberbicaradipengaruhiolehsiswaitusendiridanjugalingkunganmereka.Olehkarenaitu, masalahinitidakdapatdibiarkanbegitusajakarenamerupakansalahsatusumbermasalahsiswadalamberbicara.Guru jugamemilikiperanpentingdalammembantusiswauntukmengatasimasalahini. Guru harusbisamenciptakansusasanakelas yang nyamandanmenghidariaktivitas yang dapatmemicukeengganansiswauntukberpartisipasi di kelas. Guru jugamembutuhkanstrategi yang dapatmendorongsiswauntukberbicaraBahasaInggrisselama proses belajarmengajar.
The Implementation of Teacher’s Corrective Feedback to Improve students’ Ability in Writing A Report Text
No full textABSTRACT Arofah, Firly Dina. 2017. The Implementation of Teacher’s Corrective Feedback to Improve students’ Ability in Writing A Report Text. Thesis. Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (1) Prof. Dr. Nur Mukminatien, M.Pd, (II) Nunung Suryati, M.Ed., Ph.D. Key words: Writing skill, teacher’s corrective feedback, conferencing, students’ writing This study was conducted based on the writing problems faced by the students of X MIA (Mathmatics and Science) 6 in SMAN 1 Purwosari. In the preliminary study, it was found out that the students had problems in writing a report text in English. They did not use the steps of writing English correctly. Most of the students still translated sentences directly from Indonesian into English that made some their writing have incorrect meaning. The other problems faced by the students were grammatical errors, organization of paragraph, vocabulary choices, and mechanics. Besides, the students had difficulty in discovering the errors in their writing composition. The problems were because the teacher did not give clear corrective feedback to the students’ composition. They also rarely had chance to revised their writing composition. This study employed Collaborative Classroom Action Research (CAR) design. The subjects of this research were 38 students of X MIA 6 in SMAN 1 Purwosari in the academic year 2016/2017. The researcher’s role in this research was as the researcher and teacher collaborated with the English teacher; while the English teacher’s role was as the observer. The data were collected from the questionnaire, interview with the English teacher, the students’ writing compositions, observation checklist, and field notes. The results of this study showed that the implementation of teacher’s corrective feedback could improve the students’ writing ability. The improvement can be seen after the strategy was implemented and made the students pass the criteria of success which were the low group students who got score below 50 could improve 25 points, the middle group students who got score between 50-74 could improve 20 points, and the low group students who got score 75 and above could improve 10 points. In the first cycle some students could not pass the criteria of success even though the participation was good. In the second cycle, the students showed great improvements. Thirty one out of 38 students could pass the criteria of success. It means that the teacher’s corrective feedback could solve the problems. In addition, the students were also actively involved in the class activities by rewriting their composition based on the teacher’s corrective feedback. The success of the strategy was determined by some core activities that were done in four meetings in cycle one and three meetings in cycle two. The strategy was implemented in the following steps: (1) teacher explain the materials and give examples of a report text, (2) the students identify the text structure and language features to strengthen their understanding toward the materials, (3) students are given a topic of a report text by the teacher to discuss in group, (4) they write the outline of a report text, (5) they write a complete text individually, (6) written corrective feedback was given to the students’ complete text, (7) students and teacher do conferencing and class discussion on common errors, (8) students revise the errors and re-write the revised version of the text. After conducting the steps of the Teacher’s Corrective Feedback implementation, the students were asked to write a report text as the post-implementation test. The composition in the post-implementation test was given a score. Based on the research findings, the implementation of the teacher’s corrective feedback is needed effective to improve the students’ ability in writing a report text. The teacher’s corrective feedback also makes students think more critically. Therefore, English teachers are suggested to implement the teacher’s corrective feedback as one of alternative startegies in the writing process in English teaching and learning activity. Future researchers are expected to conduct similar research in other text types. Future researchers also have to give the students brief explanation of the strategy before the implementation. ABSTRAK Arofah, Firly Dina. 2017. Implementasi Teacher’s Corrective Feedback untuk Meningkatkan Kemampuan Menulis Teks Report Peserta Didik. Skripsi. Jurusan Jurusan Sastra Inggris, Fakultas Sastra, Universitas Negeri Malang. Pembimbing: (1) Prof. Dr. Nur Mukminatien, M.Pd, (II) Nunung Suryati, M.Ed., Ph.D. Kata kunci: Kemampuan menulis, teacher’s corrective feedback, conferecing, tulisan peserta didik Penelitian ini dilaksanakan berdasarkan adanya permasalahan menulis yang dihadapi oleh peserta didik kelas X MIA (Matematika dan Ilmu Alam) 6 di SMAN 1 Purwosari. Pada penelitian awal ditemukan bahwa peserta didik mempunyai masalah dalam menulis teks report dalam bahasa Inggris. Mereka tidak menggunakan struktur menulis dalam bahasa Inggris dengan tepat. Hampir semua peserta didik masih langsung menerjemahkan kalimat-kalimat dari bahasa Indonesia ke dalam bahasa Inggris ketika menulis. Hal ini membuat kalimat yang dituliskan salah. Masalah-masalah lain yang dihadapi oleh peserta didik adalah kesalahan tata bahasa, organisasi esai, pemilihan kosakata, dan mekanik. Disamping itu, mereka juga mengalami kesulitan dalam mengidentifikasi kesalahan dalam tulisan mereka. Masalah tersebut terjadi karena guru tidak memberikan feedback korektif kepada hasil tulisan peserta didik. Mereka juga jarang mendapat kesempatan untuk memperbaiki tulisan mereka. Penelitian ini menggunakan desain Penelitian Tindakan Kelas (PTK) Kolaboratif. Subjek penelitiannya adalah 38 peserta didik kelas X MIA 6 di SMAN 1 Purwosari pada tahun pelajaran 2016/2017. Peran peneliti dalam penelitian ini adalah sebagai peneliti sekaligus sebagai guru yang berkolaborasi dengan guru matapelajaran Bahasa Inggris, sedangkan guru matapelajaran Bahasa Inggris berperan sebagai observer. Data dikumpulkan dari kuisioner, wawancara dengan guru matapelajaran Bahasa Inggris, tugas menulis peserta didik, ceklis observasi, dan catatan lapangan. Hasil dari penelitian menunjukkan bahwa implementasi dari Theacher’s Corrective Feedback dapat meningkatkan kemampuan menulis peserta didik. Peningkatan kemampuan menulis peserta didik dapat dilihat setelah strategi diimplementasikan dan membuat peserta didik melewati kriteria keberhasilan: peserta didik pada grup rendah yang mendapat nilai dibawah 50 dapat mengalami peningkatan 25 poin, peserta didik pada grup menengah yang mendapat nilai antara 50-74 dapat mengalami peningkatan 20 poin, dan peserta didik pada grup tinggi yang mendapat nilai 75 dan di atasnya dapat mengalami peningkatan 10 poin. Pada siklus pertama, beberapa peserta didik tidak dapat mencapai kriteria keberhasilan. Namun, partisipasi peserta didik dalam proses pembelajaran sudah bagus. Peserta didik berpartisipasi aktif dalam proses pembelajaran. Pada siklus kedua, peserta didik menunjukkan peningkatan yang bagus. Hampir semua peserta didik dapat mencapai kriteria keberhasilan. 31 dari 38 peserta didik dapat mencapai kriteria keberhasilan yang telah ditentukan. Hal itu berarti bahwa Teacher’s Corrective Feedback dapat memecahkan masalah dan menjadi solusi untuk permasalahan yang dihadapi oleh peserta didik. Peserta didik juga berpartisipasi aktif dalam aktifitas kelas dan implementasi Teacher’s Corrective Feedback. Strategi ini diimplementasikan dengan langkah-langkah sebagai berikut: yang dilakukan dalam empat pertemuan pada siklus pertama dan tiga pertemuan pada siklus kedua. Kegiatan-kegiatan inti tersebut adalah (1) guru menjelaskan materi dan memberikan contoh teks report, (2) mereka mengidentifikasi struktur teks dan unsur kebahasaan dalam teks report untuk memperdalam pemahaman mereka terhadap materi, (3) mereka diberikan sebuah topik teks report oleh guru untuk didiskusikan di dalam kelompok, (4) peserta didik menulis rancangan teks report, (5) Peserta didik menulis teks lengkap secara individu, (6) pemberian feedback tertulis pada tulisan peserta didik oleh guru, (7) peserta didik dan guru melakukan conferencing dan diskusi kelas tentang kesalahan-kesalahan umum, (8) peserta didik merevisi kesalahan-kesalahan pada tulisan mereka dan menulis ulang teks tulisan terakhir. Setelah melakukan langkah-langkah pengimplementasian Teacher’s Corrective Feedback, peserta didik diminta untuk menulis teks report sebagai tes setelah pengimplementasian strategi. Hasil tulisan pada tes setelah pengimplementasian strategi diberi nilai. Berdasarkan hasil penelitian, dapat disimpulkan bahwa penerapan Teacher’s Corrective Feedback efektif untuk meningkatkan kemampuan menulis teks report peserta didik. Strategi ini juga membuat peserta didik berpikir lebih kritis. Oleh karena itu, guru matapelajaran Bahasa Inggris disarankan untuk menerapkan Teacher’s Corrective Feedback sebagai salah satu strategi alternatif dalam proses belajar mengajar menulis dalam bahasa Inggris. Peneliti yang akan datang diharapkan untuk melakukan penelitian serupa pada jenis teks lain. Implementasi strategi diawali dengan memberikan penjelasan detail kepada peserta didik tentang strategi tersebut sebelum menerapkannya dalam proses belajar.
The Effectiveness of Students Team Achievement Division (STAD) Technique in Improving Students’ Writing Skill in Recount
No full textAbstract Sari, Hafida. 2017. The Effectiveness of Students Team Achievement Division (STAD) Technique in Improving Writing Skill in Recount Text. Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Prof. H. Mohammad Adnan Latief, M.A, Ph.D. (II) Dr. Suharyadi, S.Pd., M.Pd. Keywords: STAD Technique, recount text. Writing belongs to an active productive skill which requires the writers to have writing products, such as list of words, a sentence, a paragraph, a text or even an essay. In writing, the students have to learn the process of writing that is complex enough. Writing is a series of text-making that needs generating, arranging, and developing ideas in sentences. Before reaching a final good writing the writers have to make the draft, reread the text to be edited and then revise it. Moreover, there are some texts that ten graders have to master, one of them is recount text. In teaching a recount text, some strategies can be implemented, one of them is Students Team Achievement Division (STAD) technique. This method is considered as a good method to be used because the students can get a better understanding by having a discussion with their friends about their difficulty. The objective of this study is to know whether the existing theories which say that STAD is a good method to be implemented in teaching writing a recount text is still effective or not. There are some previous studies related to this study that are used as references. Afterwards, this study will contribute to new knowledge whether STAD is effective to be implemented in teaching writing a recount text or not. The design of this study is pre-experimental research which only deals with one group subject (one class). The subjects were only given a pre-test, treatment, and a post-test. The tests were in a form of writing test. The results of the test were assessed based on five criteria: content, organization, language feature, vocabulary, and mechanic. The subjects were X-IS5 students of SMA Brawijaya Smart School. The number of the students were 25. The result of this study shows that the students’ post-test score were significantly higher than the pre-test. It means that the students got better scores after getting the treatment. It can be concluded that STAD is an effective method to be implemented in teaching writing a recount text. Moreover, this method is suitable with Curriculum 2013 which obligates the students to be active in the class. A STAD technique makes the students cooperate with the other to get better understanding and also faster in finishing the task since they can discuss with their group members. The conclusion of this study is STAD technique is an effective technique to be applied in teaching writing, but it cannot be generalize, since the limited number of the subjects and there is no control and experiment group. Abstrak Sari, Hafida. 2017. Pengaruh Teknik STAD Dalam Meningkatan Kemampuan Menulis Teks Recount. Skripsi, Jurusan Sastra Inggris, Fakultas Sastra, Universitas Negeri Malang. Pembimbing: (I) Prof. H. Mohammad Adnan Latief, M.A., Ph.D. (II) Dr. Suharyadi, S.Pd., M.Pd. Keywords: STAD teknik, teks recount. Menulis termasuk kedalam kemampuan aktif dan produktif yang mengharuskan penulis memliki produk berupa tulisan, seperti daftar kata, kalimat, paragaaf, teks bahkan esei. Dalam menulis, siswa harus belaajar proses menulis yang cukup rumit. Menulis adalah proses pembuatan teks yang yang mengharuskan untuk mengasilkan, mengatur dan mengembangkan ide dalam sebuah kalimat. Sebelum mencapai hasil tulisan akhir yang bagus penulis harus membuat draf, membaca ulang teks untuk diperbai, dan memeperbaikinya. Kemudian, ada beberapa teks yang harus dikuasai yang siswa kels sepulih, salah satunya adalah teks recount. Dalam pembelajaran teks recount ada beberapa strategi pembelajaran yang bisa diterapkan, salah satunya adalah STAD teknik. Metode ini dianggap sebagai metode yang bagus untuk digunakan karena siswa bisa mendapatkan pemahaman yang lebih karena mereka bbisa berdiskusi denan teman mereka tentang kesulitan yang dialami. Tujuan dari penelitian ini adalah untuk mengetahui apakah teori yang sudah ada yang berbunyi bahwa STAD teknik adalah metode yang baik untuk diterapkan dalam pembelajaran meniulis teks recount masih valid atau tidak. Terdapat beberapa penelitian sebelumnya yang berkaitan dengan penelitian ini dan digunakan sebagai referensi. Setelah itu penelitian ini akan mengkontribusikan pengetahuan baru tentang apakah STAD teknik efektif untuk diterapkan dalam pembelajaran menulis teks recount atau tidak. Metode yang digunakan dalam penelitian ini adalah pre-eksperimental yang hanya menggunakan satu kelas saja sebagai subjek. Subjek hanya diberikan pre-tes, penerapan strategy, dan terkahir pos-tes. Tes yang diberikan dalam bentuk tes menulis. Hasil tulisan siswa kemudian dinilai menggunakan rubric penilaian yang memiliki lima kriteria untuk dinilai: isi, organisai, unsur kebahasaan, kosa kata, dan mekanik. Subjek dari penelitia ini adalah siswa kelas X-IS5 SMA Brawijaya Smart School. Jumblah siswanya adalah 25. Penelitian ini menemukan bahwa nilai pos-tes siswa meningkat secara signifikan dari nilai pre-tes. Hal itu artinya siswa mendapatkan nilai lebih bak setelah penerapan metode. Dapat disimpulkan bahwa STAD teknik efektif untuk diterapkan dalam pembelajaran menulis teks recount. Terlebih lagi, metode ini sesuai dengan kurikulum 2013 yang mengharuskan siswa untuk aktif dalam prosespembelajaran dalam kelas. STAD teknik membuat siswa bekerjasama dengan siswa lain untuk mendapatkan pemahaman yang lebih baik dan mempercepat penyelesaian tugas karena mereka berdiskusi dengan anggota grup mereka. Kesimpulan dari penelitian ini adalah, STAD teknik merupakan teknik yang efektif untuk digunakan dalam proses pembelajaran menulis recount teks, namun kesimpulan tersebut tidak bisa digeneralkan karena keterbatasan subjek dan ketiadaan kelas control dan kelas eksperimen.
Using Shadow Puppets in Storytelling to Improve the Listening Skills of the Five Graders at SDN Ardimulyo 3 Singosari
No full textABSTRAK Listening is a basic building block of language and communication, particularly in the early years of education. Therefore, teaching listening for elementary school students is really important because they are still informed the basic knowledge of English. It is expected that the students are ready to study at Junior High School when English is formally taught to them. Based on the preliminary study, the students in SDN Ardimulyo 3 Singosari Malang are found to have problems with listening to simple texts due to the lack of their vocabulary and there are no facilities from the school to learn listening.Thus the aim of this research is to know how shadow puppets in storytelling can improve the fifth graders’ listening skills at SDN Ardimulyo 3 Singosari Malang. The design of this research was collaborative classroom action research which consisted of four stages: planning, implementing, observing and reflecting. The instruments used for gathering the data were vocabulary test, observation sheet, field notes, interview guide, and questionnaire. The subjects of this research were 46 students of fifth graders at SDN Ardimulyo 3 Singosari.In this research, the researcher found that shadow puppets used in storytelling can improve the students’ listening skill through the following procedure: (1) the implementation of the three stage procedures in teaching listening (pre, while and post listening) helped the students to learn step by step, (2) the use of the worksheet which helped students to engage their vocabulary, and (3) the use of media while telling the story were really motivate them to listen ad learned the word..Based on the result of data analysis, the students met the criteria of success as indicated by: (1) more than 90% of the students reached the minimum score of 75 in their final test and gained five-point improvement, and (2) the students’ performance increase in each meeting and the average score was 81.9 which is of very good classification. Based on the conclusions, some suggestions are given to the English teachers for young learners and further researchers. Firstly, the English teachers for young learners have to teach in fun ways such as using interesting media and interacting with the students. Then it is suggested that further researchers conduct similar research with different media, skills and materials. They are also suggested to see my problems, such as the size of the class, the number of the students and also the learning resources from the school
TEACHER’S STRATEGY IN TEACHING READING AT SMP BRAWIJAYA SMART SCHOOL MALANG
No full textABSTRACT Yusdiansyah, Brian Asprilla. 2017. Teacher’s Strategy in Teaching Reading at SMP Brawijaya Smart School Malang. Undergraduate Thesis, Department of English, Faculty of Letters, State University of Malang. Advisors: (I) Dr. Suharmanto, M.Pd. (II) Dra. Sri Andreani, M.Ed. Keywords: reading, teacher’s strategy, teaching reading, three phase technique. This study aims to investigate the kind of teaching strategy implemented by the English teacher of SMP Brawijaya Smart School Malang in teaching reading. The research problems in this study are: (1) What kind of teaching strategies are implemented by the English teacher of SMP Brawijaya Smart School Malang to teach reading? (2) What are the reasons of the teacher in implementing the strategy to teach reading? (3) What kind of problem which were faced by the teacher when he implemented the strategy? (4) How did the teacher solve the problems? This study was a descriptive-qualitative study. It was conducted at SMP Brawijaya Smart School Malang. The research instruments were observation sheets, field notes, and an interview guide. The subjects of the research was the English teacher of SMP Brawijaya Smart School Malang who taught Class VIII A, VIII C, and VIII D. The observation were done twice in each class. The interview with the teacher were conducted three times, once for each class. The teacher implemented Three-phase technique to teach reading. Three-phase technique consists of pre-reading, whilst-reading, and post-reading. In pre-reading, the teacher used questioning; he asked questions to the students about the topic they were going to learn in that meeting, and then explaining the lesson by using lecture method. In the whilst-reading activities, the teacher used reading aloud to provide a model of correct pronunciation to the students, students-teacher shared reading, and independent silent reading. Students-teacher shared reading was when the teacher began to read the text and then asked the students to continue reading the text. In post-reading, the teacher used debriefing; it was when he asked questions about the topic they had learned to all of the students, then asking the students to do the exercises from the text book about comprehension questions of the text they had read, and giving projects to the students to the students to look for one narrative text story in the form of fable or folklore and asked them to analyze the text components. The reasons why the teacher implemented Three-phase technique as the strategy in teaching reading was that it was easy to implement, suitable for the students’ condition and it worked well when he implemented it in the classes. The teacher’s problems in teaching reading were that there were several students who did not bring the text book, and several students did not focus in the learning process. The teacher solved the problems by making the students who did not bring the text book feel uncomfortable, so that they would not do the same mistake again. The teacher also approached and gave attention to the students who did not focus in the lesson so that they became focus to the lesson. In conclusion, the activities during the teaching of reading the teacher mainly explained the lesson, read the text, and then asked the students to do the exercises in the text book about comprehension questions of the text they had read. He also did not use any media to teach reading, he also only used one text book as the source of materials. The teacher is suggested to use more varied teaching strategies, use various activities in the classroom, and should use more sources and media. ABSTRAK Yusdiansyah, Brian Asprilla. 2017. Teacher’s Strategy in Teaching Reading at SMP Brawijaya Smart School Malang. Undergraduate Thesis, Department of English, Faculty of Letters, State University of Malang. Advisors: (I) Dr. Suharmanto, M.Pd. (II) Dra. Sri Andreani, M.Ed. Keywords: reading, teacher’s strategy, teaching reading, three phase technique.This study aims to investigate the kind of teaching strategy implemented by the English teacher of SMP Brawijaya Smart School Malang in teaching reading. The research problems in this study are: (1) What kind of teaching strategies are implemented by the English teacher of SMP Brawijaya Smart School Malang to teach reading? (2) What are the reasons of the teacher in implementing the strategy to teach reading? (3) What kind of problem which were faced by the teacher when he implemented the strategy? (4) How did the teacher solve the problems?This study was a descriptive-qualitative study. It was conducted at SMP Brawijaya Smart School Malang. The research instruments were observation sheets, field notes, and an interview guide. The subjects of the research was the English teacher of SMP Brawijaya Smart School Malang who taught Class VIII A, VIII C, and VIII D. The observation were done twice in each class. The interview with the teacher were conducted three times, once for each class.The teacher implemented Three-phase technique to teach reading. Three-phase technique consists of pre-reading, whilst-reading, and post-reading. In pre-reading, the teacher used questioning; he asked questions to the students about the topic they were going to learn in that meeting, and then explaining the lesson by using lecture method. In the whilst-reading activities, the teacher used reading aloud to provide a model of correct pronunciation to the students, students-teacher shared reading, and independent silent reading. Students-teacher shared reading was when the teacher began to read the text and then asked the students to continue reading the text. In post-reading, the teacher used debriefing; it was when he asked questions about the topic they had learned to all of the students, then asking the students to do the exercises from the text book about comprehension questions of the text they had read, and giving projects to the students to the students to look for one narrative text story in the form of fable or folklore and asked them to analyze the text components. The reasons why the teacher implemented Three-phase technique as the strategy in teaching reading was that it was easy to implement, suitable for the students’ condition and it worked well when he implemented it in the classes. The teacher’s problems in teaching reading were that there were several students who did not bring the text book, and several students did not focus in the learning process. The teacher solved the problems by making the students who did not bring the text book feel uncomfortable, so that they would not do the same mistake again. The teacher also approached and gave attention to the students who did not focus in the lesson so that they became focus to the lesson. In conclusion, the activities during the teaching of reading the teacher mainly explained the lesson, read the text, and then asked the students to do the exercises in the text book about comprehension questions of the text they had read. He also did not use any media to teach reading, he also only used one text book as the source of materials. The teacher is suggested to use more varied teaching strategies, use various activities in the classroom, and should use more sources and media
Social Distance Reflected by the Use of Terms of Address in A Knight's Tale Movie
No full textABSTRACT Salam, Nur. 2017. Social Distance Reflected by The Use of Addressing Terms in A Knight’s Tale Movie. Thesis, English Department, Faculty of Letters, State University of Malang. Advisors: (I) Dr. Suharyadi, M.Pd, (II) Aulia Apriana, S.S., M.Pd Keywords: Terms of Address, Social Distance, A Knight’s Tale Movie Knights who are considered as someone who possesses nobility usually uses certain ways in having conversations depending on whom they are talking to. the figure of a knight is best seen in the movie A Knight’s Tale by Brian Helgeland, in which the main character is a knight named William Thacher. The focus of this study is not only in the scope of Terms of Address and Social Distance used by William Thatcher who is a knight, but also other characters who play as a squire and writer. This study supports the theory of terms of address by Mc. Arthur (1998) and Liu (2010), and the theory of social distance by Leech (1983), Thomas (1995) and Cole (2017). The researcher followed some steps in attempt to collect the data needed. First, after downloading the movie, the researcher took the data from the direct conversation of the six characters of A Knight’s Tale by reading the movie script that was taken from www.springfieldspringfield.co.uk. The following step is listing any terms of address used, categorizing the terms of address based on Mc. Arthur’ form of address (1998) categorizing the utterances consisting terms of address which indicate social distance based on social distance by Cole (2017). And explaining the function of the addressing terms used and related them with social distance. The research findings show that the five characters used 158 addressing terms which are used in various contexts of conversations. William used 54 addressing terms, Roland 24 addressing terms, Wat 15 addressing terms, Geoff 48 addressing terms, and Jocelyn 17 addressing terms. The findings also show that the five characters employ six addressing terms categories which are Nickname, Royalty and Nobility, Continuum Usage, Bare Titles, Kinship Usage, and Name and Title. Nevertheless, the findings also show that there are two kinds of social distance that are reflected by the use of certain addressing terms; Those two kinds of social distance are Normative Social Distance and Interactive Social Distance. This study is expected to give new information about the use of terms of address, social distance, and the pattern that exsists within the process of how social distance occurs. Meanwhile, despite providing the explication of terms of address and social distance as the references, future studies may develope this study deeper, especially on the aspect of sociopragmatics which explains deeper about patterns in communication and socio cultural
The Teaching of Recount Text to the Eighth Graders of Junior High School 9 Malang
No full textThis study aimed to describe the teaching of recount text to 8th grade students of Junior High School 9 Malang by the English teacher. It focused on the steps the teacher used in teaching recount text. The teacher introduced the aspects of recount text that are: social function, language feature, and generic structure from the example of recount text, since to write the recount text the students should understand about the three aspects of a recount text. This study used descriptive qualitative research design. The subjects of this study were the English teacher and 32 students of 8C class in SMP Negeri 9 Malang. This study used some instruments to collect the relevant data, which were interview guide, observation checklists, and field notes. The data were collected in March 2016 by observing the teaching and learning process for 4 meetings.The findings were the students’ problems in learning recount textand the teaching and learning process inductively. It was also found that the teacher too focused on teaching the simple past tense, while other aspects were taught briefly.Besides, the researcher found that the way the teacher taughtwas by giving examples then the students found out the concept based on the samples, until they could make their own recount text. The researcher concluded that the teacher’s role is very important since the students’ understanding depends on the way the teacher stimulates them. However, the students were still confused about the structure of the text since they focused on learning the simple past tense.Based on the results of present study, it was suggested that the teachers should understand the students’ characteristics before implementing strategy to teach the students. The teachers should also consider the focus of the material being taught to make the information the students get delivered well. Further researchers are suggested to analyze another teaching recount text strategy in two different classes with different characteristics to get the more significant results and add the time quantity for the classroom observation.
Information Gap Activities to Improve the Speaking Skill of the Eighth Graders of SMPN 1 Mojosari Mojokerto
No full textABSTRAK Nurmala, Rhima H. 2017. Information Gap Activities to Improve the Speaking Skill of the Eighth Graders of SMPN 1 MojosariMojokerto.Thesis, Department of English, Faculty of Letters, State University of Malang. Advisors: 1) Drs. AndiMuhtar, M.A. 2) Dr. MirjamAnugerahwati, M.A. Key words: Speaking skill, information gap, students’ improvement in speaking skill, students’ participationThis study was conducted to know the improvement of students’ speaking skill when some information gap activities were implemented in the eighth grade of SMPN 1 MojosariMojokerto. Information gap is one of strategy that is used to teach speaking. In information gap one person has information while another person does not. They share or exchange their information one another in order to complete the same task. There were four kinds of activities that were implemented in this study: 1) drawing dictation in which the focus of this activity was giving instructions, asking for clarification, and describing a picture or scene, 2) visual prompts and oral clues which focused on asking yes or no questions, 3) graphic organizers and oral clues which focused on sharing and recording details, and 4) mingle activities that focused on asking and answering questions. This study focused on the improvement of students’ speaking skill and the students’ participation which were done in six meetings. The texts that were used in this study were descriptive and recount text.The method used in this study was Classroom Action Research (CAR). The study proceeded in four steps including planning, implementing, observing, and reflecting as the procedure to conduct this study.The researcher was a teacher at the same time during the study. The researcher applied collaborative action research in which the researcher was helped by the English teacher who acted as the collaborator. The subjects of this study were the eighth grade students of SMPN 1 MojosariMojokerto. The instruments that were used to collect data were students’ questionnaire, students’ speaking test in preliminary study, interview guide, field notes, students’ participation point, observation checklist for class’ active participation and students’ speaking test in the end of cycle. The students’ speaking test in preliminary study was used to know the students’ basic ability in speaking. The questionnaire and the interview guide were used to know the problems which were faced by the students and the teacher in class especially in speaking. Field notes contained the description of the process of learning and teaching in class. It contained the activity and also the students’ behavior. Students’ participation points were used to know the participation of the students (individually) while learning English especially in speaking. Next,observation checklist for class’ active participation was used to know the whole class active participation in learning and teaching process. Last, students’ speaking test in the end of cycle was used to know the improvement of students’ speaking skill.The findings of this study showed that the students’ speaking skill improved when some kinds of information gap activities were implemented. It was in line with the students’ participation in class. All of the activities really helped the students to improve their speaking skill. With some activities of information gap, students had more chances to speak. The good benefit of implementing several information gap activities was students did not feel bored doing the activity because they felt like they were playing a game while completing the task.The activities made the students more active and initiative in creating or producing some spoken text. It also made the students familiar with group work or group discussion.Another thing was students did not feel bored with the activity in every meeting. It was because the activities were always different in each meeting. The students felt like they had a new experience in every meeting. In addition, students’ improvement in grammar increased better as well. Information gap improved the students’ speaking skill. All the students achieved the expected score that was set before. And the students’ participation was considered as very good because almost all students involve in learning process in every meeting. There are some suggestions that are addressedto English teacher. First, the teacher could use other kind of information gap activities to teach speaking. Second, the teachershould be creative in making a speaking class, so students will not feel bored. Third, the teacher could use some conducting media that can make the students interested in speaking class.Fourth, the teacher should make some heterogeneous groups which consist both of lower and higher level of students. Fifth, the teacher should teach grammar. Last, the teacher should engage or motivate the students to speak more in class. There are some suggestions that are addressed to further researchers. First, researchers better to add more cycles to make the result of the study reach its maximum. Second, researchers should make the speaking test for the preliminary study and speaking test in the end of the cycle in line with the information gap activities. Third, researchers should try to use other kind of information gap activities to teach speaking with using some good instructional media. Fourth, researchers should add a questionnaire or interview for the English teacher or the students as a reflection in the end of the study in order to know the students and the English teacher’ response toward the implementation. Last, researchers should try to investigate the use of information gap activities in Elementary school, Senior High School or even university