SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM
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METODE PEMBELAJARAN BERBASIS MASALAH ( PROBLEM BASED LEARNING) DALAM PEMBELAJARAN MENULIS ESAI
No full textABSTRAK Fatimah, Siti Nor. 2017. Metode Pembelajaran Berbasis Masalah (Problem Based Learning) dalam Pembelajaran Menulis Esai. Tesis, Program Studi Pendidikan Bahasa Indonesia, Pascasarjana, Universitas Negeri Malang. Pembimbing: (I) Prof. Dr. Suyono, M.Pd, Pembimbing (II) Dr. Sunaryo, S.H, M. HumPembelajaran sekarang menuntut siswa terampil berpikir kritis. Hal tersebut berkaitan dengan tuntutan dunia pendidikan yang sedang mereka hadapi dewasa ini. Keterampilan berpikir kritis bukan keterampilan yang secara otomatis diperoleh seiring perkembangan usia siswa. Keterampilan ini harus dilatih dengan memberikan stimulus agar siswa mampu mengembangkan daya pikirnya. Tujuan penelitian ini adalah untuk mendeskripsikan penerapan pembelajaran berbasis masalah dalam pengembangan keterampilan berpikir kritis dalam menulis pada siswa. Secara khusus, tujuan umum tersebut dijabarkan sebagai berikut. (1) mendeskripsikan langkah-langkah pelaksanaan PBL untuk pengembangan keterampilan berpikir kritis dalam menulis pada siswa, (2) mendeskripsikan respons siswa terhadap penggunaan metode PBL untuk pengembangan keterampilan berpikir kritis dalam menulis pada siswa, (3) mendeskripsikan kendala penerapan PBL untuk keterampilan berpikir kritis dalam menulis pada siswa dan alternatif pemecahannya, (4) mendeskripsikan hasil belajar menulis melalui metode PBL untuk keterampilan berpikir kritis pada siswa.Metode yang digunakan dalam penelitian ini adalah metode deskriptif kualitatif. Data penelitian ini adalah hasil karangan teks menulis esai siswa. Data bersumber dari hasil menulis siswa yang dihasilkan oleh pelajar MAN 1 Malang, kelas 11. Data dikumpulkan melalui tes menulis esai dengan cara penugasan kepada siswa dalam membuat karangan yang temanya telah ditentukan oleh peneliti. Hasil tulisan siswa sesuai ejaan yang disempurnakan dengan memperhatikan kalimat bahasa Indonesia terutama kesalahan berbahasa Indonesia yang berkaitan dengan keterampian menulis yaitu, (1) kemampuan siswa menggunakan ejaan dan tanda baca, (2) kemampuan siswa menggunakan pilihan kata, (3) kemampuan siswa dalam menulis kalimat, (4) kemampuan siswa dalam membuat paragraf Hasil penelitian ini menunjukkan bahwa (1) persiapan siswa dalam pembelajaran dan berdiskusi secara berkelompok baik, memberi sebuah problem dalam kelompok untuk menemukan permasalahan, penyebab masalah serta mengemukakan solusinya, mampu berdiskusi secara kelompok mempresentasikan didepan kelas, (2) respons siswa terhadap pengunaan pembelajaran berbasis masalah, belajar berkelompok lebih ringan, mengasah keterampilan berpikir secara kritis. (3) hambatan/kendala penggunaan metode PBL yaitu siswa kurang aktif dalam merespons diskusi, siswa kekurangan ide, siswa kurang percaya diri dalam menyampaikan pendapat (4) fokus penelitian tentang hasil belajar kegiatan menulis yaitu siswa mampu memahami fakta dalam pembelajaran berbasis masalah, membantu siswa bernalar dalam menulis kritis. Dari hasil penelitian ini dapat disampaikan saran kepada guru, siswa dan peneliti lain: (1) guru hendaknya memberikan motivasi kepada siswa untuk lebih percaya diri serta tidak menjatuhkan/mempermalukan siswa ketika jawaban siswa kurang tepat didepan siswa lain karena hal tersebut akan melemahkan semangat siswa dalam berpendapat secara bebas (2) guru hendaknya lebih intensif memberikan pengetahuan dan latihan menulis agar meminimalisasi kesalahan pada tulisan selanjutnya. Saran kepada siswa dari peneliti adalah (1) siswa diharafkan lebih aktif ketika diskusi sedang berlangsung agar jalannya diskusi lancar dan dapat bertukar pikir sehingga mampu menyelesaikan permasalahan tanpa hambatan (2) siswa diharafkan lebih banyak mencari informasi sebelum memulai pembelajaran sesuai topik yang akan dibahas agar mudah mendapatkan ide pada saat pembelajaran berlangsung (3) siswa diharafkan lebih sering latihan menulis/mengarang agar terbiasa dalam mengembangkan keterampilan berpikir/bernalar melalui kegiatan menulis. Kepada peneliti selanjutnya yang hendak melakukan penelitian serupa dengan penelitian ini, disarankan untuk melakukan penelitian pengembangan kemampuan berpikir kritis agar siswa mampu mengembangkan penalaran mereka lebih baik dan lebih mudah dalam menuangkan ide pemikiran tanpa kendala. Peneliti selanjutnya dapat memanfaatkan teori yang lebih mutakhir dan mampu mengembangkan penelitian ini lebih sempurn
Pengembangan Strategi Pembelajaran Kritis-Kreatif untuk Menulis Deskripsi
No full textABSTRAK Praharwati, Dyan Wahyuning. 2015. Pengembangan Strategi Pembelajaran Kritis-Kreatif untuk Menulis Teks Deskripsi. Tesis, Program Studi Pendidikan Bahasa Indonesia, Program Pascasarjana Universitas Negeri Malang. Pembimbing: (I) Prof. Dr. Anang Santoso, M.Pd, (II) Dr. Endah Tri Priyatni, M.Pd. Kata kunci: strategi pembelajaran, berpikir kritis-kreatif, menulis, teks deskripsiPenelitian pengembangan ini dilatarbelakangi oleh hasil studi pendahuluan bahwa hasil pembelajaran menulis teks deskripsi kurang maksimal. Berdasarkan hasil studi pendahuluan yang dilakukan peneliti, diketahui bahwa 45,83% tulisan peserta didik merupakan hasil duplikasi; 29,16% tulisan peserta didik mengarah pada teks laporan hasil observasi; dan hanya 25% tulisan peserta didik merupakan teks deskripsi. Hasil tersebut menunjukkan bahwa peserta didik kurang dapat berpikir kritis dan kreatif dalam mencari ide tulisan dan mengembangkannya menjadi sebuah teks deskripsi. Hal ini terjadi karena belum adanya perencanaan pembelajaran yang dapat menumbuhkan kemampuan kritis dan kreatif untuk kompetensi menulis teks deskripsi. Berdasarkan hal tersebut, penelitian pengembangan ini memiliki dua tujuan, yaitu untuk (1) menghasilkan strategi pembelajaran kritis-kreatif untuk menulis teks deskripsi yang layak dan (2) menguji keefektifan produk penelitian pengembangan berupa strategi pembelajaran kritis-kreatif untuk menulis teks deskripsi.Penelitian pengembangan ini dilakukan dengan mengikuti prosedur yang meliputi (1) studi pendahuluan, (2) perencanaan, (3) pengembangan draf produk, (4) uji validasi ahli dan praktisi, (5) revisi produk awal, (6) uji lapangan terbatas, (7) penyempurnaan produk hasil uji lapangan terbatas, (8) uji keefektifan, (9) penyempurnaan produk akhir, serta (10) diseminasi. Prosedur ini sesuai dengan model penelitian pengembangan Dick, Carey, dan Carey. Penelitian pengembangan ini menghasilkan produk berupa buku panduan strategi pembelajaran kritis-kreatif untuk menulis teks deskripsi. Strategi pembelajaran kritis-kreatif terdiri atas langkah (1) memilih ide yang baru dan bernilai, (2) membuat mind mapping, (3) menemukan informasi, (4) menyusun kerangka teks deskripsi, (5) menulis teks deskripsi, (6) membaca tulisan untuk menelaah dan merevisi, serta (7) menilai tulisan.Produk yang dikembangkan diuji kelayakan dan keefektifannya. Uji kelayakan produk dilakukan dengan melakukan uji validasi ahli, uji validasi praktisi, dan uji lapangan terbatas. Uji kelayakan diperoleh rata-rata persentase kelayakan produk sebesar 88,99%. Uji keefektifan produk dilakukan dengan cara mencari jawaban atas hipotesis (ha) yang diajukan bahwa terdapat perbedaan yang signifikan antara hasil pembelajaran menulis teks deskripsi pada kelompok eksperimen dan kelompok kontrol. Hasil uji keefektifan memperoleh nilai beda (t) sebesar 11,062 (positif) dengan nilai Sig. (2-tailed) yaitu 0,000 (p< 0,05). Hasil uji keefektifan tersebut menunjukkan bahwa terdapat perbedaan yang positif dan signifikan antara hasil pembelajaran menulis teks deskripsi pada kelompok eksperimen dan kelompok kontrol. Dengan demikian, Produk yang dihasilkan dalam penelitian pengembangan ini menunjukkan bahwa produk tergolong layak dan efektif dalam pembelajaran menulis teks deskripsi.Saran pemanfaatan untuk produk ini yaitu kepada berbagai pihak yang meliputi pendidik, penulis buku, penyelenggara pelatihan, dan peneliti lanjut. Pendidik Bahasa Indonesia kelas VII dan penyelenggara pelatihan dapat memanfaatkan produk ini sebagai salah satu perangkat pembelajaran pada materi menulis teks deskripsi. Penulis buku dan peneliti lanjut yang akan meneliti atau mengembangkan produk serupa diharapkan dapat menggunakan hasil penelitian ini sebagai landasan untuk mengembangkan produk yang lebih baik dan inovatif. Produk yang telah dihasilkan dapat disebarluaskan dengan tiga cara, yaitu dengan melaporkan hasil penelitian pengembangan strategi kritis-kreatif dalam bentuk artikel yang dikirimkan ke jurnal supaya diperoleh respon positif dari pembaca atau peneliti lain, mencetak produk berupa buku panduan pembelajaran kritis-kreatif, dan menyerahkan produk kepada pendidik SMP mata pelajaran Bahasa Indonesia supaya produk ini dapat dikenalkan kepada peserta didik maupun pendidik yang lain. Saran pengembangan produk lebih lanjut yaitu agar lebih memaksimalkan kegiatan pada tahap membuat mind mapping, kegiatan pada tahap menemukan informasi, kegiatan menulis teks deskripsi, penggunaan media, dan kegiatan berkelompok.Praharwati, Dyan Wahyuning. 2015. The Development of Critical-Creative Learning Strategy to Writing Description Text. Thesis, Indonesian Language Education, Postgraduate of Universitas Negeri Malang. Advisors: (I) Prof. Dr. Anang Santoso, M.Pd, (II) Dr. Endah Tri Priyatni, M.Pd. Keywords: learning strategy, critical thinking, creative thinking, writing, description textDevelopment research effected by the preliminary results is the learning outcomes of writing text description insufficient. Based on the preliminary results that was done by researcher, that 45,83% students writing the duplication text; 29,16% students writing the observation report text; and only 25% students writing the correct text description. These results indicated that students are less able to think critically and creatively in seeking ideas writing and develop it into a description text. This happens because the presence of planning the learning that can foster critical and creative ability to write text competence descriptions. Based on the foregoing, the research development has two aims are (1) generate a proper critical-creative learning strategies to write a description text and (2) effectiveness testing of development research product in the form of a critical-creative learning strategies for writing description text.Development research was doby following the procedure are (1) preliminary study, (2) planning, (3) developinga product draft, (4) validation test by experts and practitioners, (5) revising product draft, (6) limited field test, (7) revising product by field test results, (8) effectiveness testing, (9) revising final product, and (10) dissemination. This procedure is according by Dick, Carey, and Careydevelopment research model. Development research resulted a product in form of handbook of critical-creative learning strategies for writing description text. Critical-creative learning strategies composed of steps (1) choosing the new and value ideas, (2) makinga mind mapping, (3) finding information, (4) making a description text framework, (5) writing a description text, (6) reading for reviewing and revising, and (7) assessing writing.Developed product tested the feasibility and effectiveness. Feasibility test is done by doing a validation test by experts, practitioners, and limited field test. Feasibility test obtained an average percentage of product feasibility 88.99%. Effectiveness test of products done by looking for the answer to the hypothesis (ha) proposed that there is a significant and difference between the results of learning to write the text description of experimental and control group. The result of effectiveness test obtained the difference value (t) is 11.062 (positive) and the Sig (2-tailed) valueis 0.000 (p< 0.05). The results of effectiveness test indicates that there is a positive and significant differences between the results of learning to write the text description of experimental and control group. Thus, the product result in the development research indicated that the product qualifies as a viable and effective in learning to write text description. Utilization suggestions of this product is to teacher, author, training providers, and advanced developer. Grade VII Indonesian language teacherand training providers can benefit from this product as one of the devices of learning material on writing description text. Book authors and advanced developerwho researching or developing similar products are expected to use the results of this research as a foundation for developing better and innovativeproducts. That product have been produced can be redistributed with the three ways, are reporting the results of research to critical-creative strategy development in the form of articles submitted to the journal so that gained positive response from readers or other researchers, print products guide book critical-creative learning, and submit products to Indonesian language teacher in junior high school so these products can be introduced to learners as well as other teachers. Advanced developercanmaximize the activities on making mind mapping step, finding information step, writing description text activity,learning media used, and group activities.
THINK-PAIR-SHARE STRATEGY (TPS): A MEANS OF IMPROVING ADULT EFL LEARNERS’ READING COMPREHENSION
No full textABSTRAK THINK-PAIR-SHARE STRATEGY (TPS): A MEANS OF IMPROVING ADULT EFL LEARNERS’ READING COMPREHENSIONByAco Nasir1, Gunadi Harry Sulistyo2 , Emalia Iragiliati3Graduate program in ELT- UniversitasNegeri MalangJl. Semarang 5 Malang E-mail: [email protected]: This study aims at investigating the effectiveness of the TPS strategy in students‟ reading comprehension, the effectiveness of the TPS strategy in reading comprehension of college students across reading motivation, and the interaction between the TPS strategy and the students‟ reading motivation. This study employed a 2x2 factorial design. The subjects were the second semester students of English Language teaching Department, Islamic College of Parepare. Two classes were randomly selected as the samples of this study. The experimental class was taught by using the TPS strategy and the non-experimental class by translation and reading aloud. The data were analyzed by utilizing non parametric testing: Mann–Whitney U and Kruskall-Wallis. The findings showed that the TPS strategy statistically impacted students‟ reading comprehension compared to the one taught using the translation and reading aloud.it also was revealed that there was difference in the reading comprehension of students with different reading motivation taught under the TPS strategy and translation and reading aloud, and there was interaction between teaching strategies and students‟ reading motivation. Key words: TPS, reading motivation, reading comprehensio
HOW I MET YOUR MOTHER: NARCISSISTIC KID, WHO IS TO BLAME?
No full textABSTRAK Isfandiari, A. Fiekri. 2017. How I Met Your Mother: Narcissistic Kid, Who Is to Blame?. Skripsi.Jurusan Sastra Inggris, Fakultas Sastra, UniversitasNegeri Malang. Pembimbing: 1) M. Nasrul Chotib, M.Hum. 2) Drs. ArifSubiyanto, M.A. Kata Kunci: Serial televisi,How I Met Your Mother, gangguankepribadiannarsistik, polapengasuhananak. Penelitianinimerupakansebuahstuditentangfilm terutamadalamaspekgangguankepribadiannarsistikdanbagaimanapengaruhpengalaman masa kecil juga polapengasuhananakterhadappembentukangangguankepribadiantersebutpadatokoh Barney Stinsondalam serial televisi Amerika yang berjudulHow I Met Your Mother. Penelitimengumpulkan data tentanggangguankepribadiannarsistik (NPD), pengalaman masa kecil, danpolapengasuhananak,dengancaramenontondanmenganalisisseluruh episode serial ini.Serial initerbagimenjadi 9 musimdanmemiliki total 208 episode. Penelitianinimenyajikandanmenganalisis data yang diperolehkedalambentukvisualdantekstual. Penelitianinimengkombinasikanperkembanganpsikoseksual yang diperkenalkanoleh Freud dantigapolapengasuhananakmilikBaumrind (1996)yaitupolaasuhautoritatif, otoritarian, danpermisif.Untukmenemukanatributgangguankepribadiannarsistikpada Barney Stinson, penelitianinimenggunakan DSM-V (Diagnostic and Statistical Manual of Mental Disorders – edisike-lima), Bukuedisiterbaru yang berisikanpedomandiagnosagangguan-gangguankepribadian yang dikembangkanolehAsosiasipsikiater Amerika (APA) dandipublikasikanpadatahun 2013. Penelitianinimenemukanbahwasifatnarsis Barney mulaiterbentuksejak masa kecilnyakarenapolapengasuhanibunya. Ibu Barney adalah orang tua yang permisifataupemanja. Diaselalumemanjakan Barney danmemberitahu Barney bahwadiaadalahanak yang lebihistimewadarianak-anak yang lain; halinilah yang kemudiansedikit demi sedikitmenumbuhkansifatnarsisdalamdirinya. Karenaibunyamemberitahudiabahwadiaistimewa, Barney bertingkahseolahdiabenar-benarlebihistimewadibandingkan orang lain, bahkansaatdiatelahdewasa. Sebagaimanadisebutkan di DSM-V, seseorangdapatdikatakanpositifmemilikigangguankepribadiannarsistikjikamemilikilimasifatdari Sembilan sifatdalam DSM-V, penelitianinimenemukanbahwa Barney memilikienamsifatdarigangguankepribadiannarsistik
Students’ Off-task Behavior and the Teacher’s Responses during English Lesson of Eleventh Graders in A Vocational High School In Madiun.
No full textABSTRAK Successful English language teaching needs not only effective interaction between teacher and students, but also appropriate classroom management. The effective and appropriate classroom management can make students focused and on task,minimize students’ off-task behavior, andcreate a good relationship between teacher and students. Off-task behavior is all of activities and behavior done by students thatdisturb the teaching and learning process and indicate students’ learning disengagement. This study aims to investigate students’ off-task behavior and how the teacher responds to that.The design of this study was descriptive qualitative. It used classroom observations to collect data which was done 4 times. Data were collected in anatural setting. The subjects of the study were 22 students of XI AK 1 of a vocational school in Madiun. All of the students were girls.The main instrument used in this study was the researcher and she usedfield notes, observation forms and interview guidelines to help her.From 4 classroom observations, the researcher found that there were 14 activities indicating the students’ off-task behavior. The activities most frequently done waschatting with friends, going out of the classroom, clowning and playing gadgets. From 14 disruptive behavior, there were 6 responses from the English teacher. Theresponses most frequently seen was reminding students and giving no response. Based on the result of the study, the researcher suggests that the English teacher choose and use effective classroom management to overcome students’ off-task behavior that happen in this class.Other than that, the English teacher should create engaging activities and use learning materials appropriate to the students’ characteristics. The school,the teacher and students were responsible to create good relationship that create a sense of belonging among them. The school and the teacher should create rules and policies appropriate to students’ characteristics. For future researchers, it is recommended to make a study using other research designs on how to develop engaging English learning materials and activities. Second suggestion is to make future study that relates students’ off-task behavior of other variables like students’ competency, proficiency, achievement and socio-economic group
Students' Foreign Language Anxiety in Speaking English
No full textABSTRAK Agustin, Etania Adisi. 2017. Students' Foreign Language Anxiety in Speaking English. Sarjana's Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Dr. Suharyadi, M. Pd, (II) Dr. Ekaning Dewanti Laksmi, M. Pd, M. A. Key Words: foreign language anxiety, speaking, ELT students Speaking in a foreign language can be an anxiety provoking situation for some people, without exception for ELT students who have been learning English for years and have teaching experience. Foreign language anxiety has long been an interesting topic to investigate. However, there is only little information of foreign language anxiety faced by ELT students in Indonesia, especially foreign language anxiety in speaking. This study aims to investigate: 1) ELT students' foreign language anxiety level, 2) their beliefs on factors affecting their foreign language anxiety in speaking, and 3) foreign language anxiety's influence to their teaching's decision as future teachers. This study was done using quantitative and qualitative approach. The subjects were 16 ELT students of English Department of Universitas Negeri Malang who had done teaching internship in schools. The data were obtained through distributing questionnaires and conducting interview. Two types of questionnaires were used in this study: TFLAS (Teacher Foreign Language Anxiety Scale) and FLCAS (Foreign Language Classroom Anxiety Scale). The questionnaires were used since it was proved to be reliable. TFLAS was used to investigate students' foreign language anxiety level as teachers. Meanwhile, FLCAS was used to investigate students' foreign language anxiety level as students. The findings of this study revealed that: 1) Most of the ELT students (63% from the result of TFLAS and 56% from the result of FLCAS) experienced low anxiety level. 2) Five factors were found to be anxiety provoking; they were fear of making mistakes, fear of forgetting vocabulary, fear of bad judgment, lack of confident, and perception of language proficiency. 3) Foreign language anxiety in speaking did not give significant influence to the students' teaching's decision as teachers to be. It can be concluded that most of the ELT students experienced low anxiety level, and the most anxiety provoking factor was fear of making mistakes. Although foreign language anxiety did not influence students significantly, it is important to give more attention to foreign language anxiety since it could give negative effect. Therefore, ELT students are expected to be aware of their foreign language anxiety and try to find suitable ways to cope with it while keep trying to improve their language proficiency. Meanwhile, English educators are expected to help students who seem to experience foreign language anxiety. They are also expected to create a stress-free class to provide relaxing environment for students to learn. The last, a suggestion is proposed for future researchers who are interested in conducting similar study. They are expected to conduct further research on foreign language anxiety with larger participants and broader interview questions. ABSTRACT Agustin, Etania Adisi. 2017. Students' Foreign Language Anxiety in Speaking English. Sarjana's Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Dr. Suharyadi, M. Pd, (II) Dr. Ekaning Dewanti Laksmi, M. Pd, M. A. Key Words: foreign language anxiety, speaking, ELT students Speaking in a foreign language can be an anxiety provoking situation for some people, without exception for ELT students who have been learning English for years and have teaching experience. Foreign language anxiety has long been an interesting topic to investigate. However, there is only little information of foreign language anxiety faced by ELT students in Indonesia, especially foreign language anxiety in speaking. This study aims to investigate: 1) ELT students' foreign language anxiety level, 2) their beliefs on factors affecting their foreign language anxiety in speaking, and 3) foreign language anxiety's influence to their teaching's decision as future teachers.This study was done using quantitative and qualitative approach. The subjects were 16 ELT students of English Department of Universitas Negeri Malang who had done teaching internship in schools. The data were obtained through distributing questionnaires and conducting interview. Two types of questionnaires were used in this study: TFLAS (Teacher Foreign Language Anxiety Scale) and FLCAS (Foreign Language Classroom Anxiety Scale). The questionnaires were used since it was proved to be reliable. TFLAS was used to investigate students' foreign language anxiety level as teachers. Meanwhile, FLCAS was used to investigate students' foreign language anxiety level as students.The findings of this study revealed that: 1) Most of the ELT students (63% from the result of TFLAS and 56% from the result of FLCAS) experienced low anxiety level. 2) Five factors were found to be anxiety provoking; they were fear of making mistakes, fear of forgetting vocabulary, fear of bad judgment, lack of confident, and perception of language proficiency. 3) Foreign language anxiety in speaking did not give significant influence to the students' teaching's decision as teachers to be.It can be concluded that most of the ELT students experienced low anxiety level, and the most anxiety provoking factor was fear of making mistakes. Although foreign language anxiety did not influence students significantly, it is important to give more attention to foreign language anxiety since it could give negative effect. Therefore, ELT students are expected to be aware of their foreign language anxiety and try to find suitable ways to cope with it while keep trying to improve their language proficiency. Meanwhile, English educators are expected to help students who seem to experience foreign language anxiety. They are also expected to create a stress-free class to provide relaxing environment for students to learn. The last, a suggestion is proposed for future researchers who are interested in conducting similar study. They are expected to conduct further research on foreign language anxiety with larger participants and broader interview questions.
Expletives Used by Gamers in DOTA 2
No full textABSTRAK Expletives have been received much attention in recent years. The use of expletives is considered rude and inappropriate. Expletives refer to the utilization of words which can possibly be inappropriate, offensive, objectionable, or unacceptable in any social context. DOTA 2 gamers mostly use expletives to express negative emotions such as hatred, anger, and so on. Therefore, this research aims at investigating expletives found in English that are used by the gamers in DOTA 2.The research design of this research is descriptive qualitative. The data in this research are analyze and explained using a qualitative approach. There are two kinds of data sources in this research: first, the expletives uttered by the gamers in DOTA 2; second, the questionnaire that is conducted by the researcher to support the data analysis.The findings show that there are two types and seven categories of expletives used by DOTA 2 gamers. The types of expletives are classified into two; strong and weak swear words by referring to Michael Swan (1995) theory. Moreover, the categories of expletives are exclamation of annoyance (5%), exclamation of surprise (13%), insult (52%), insulting request to go away (5%), intensifying used to emphasize an emotion (4%), surprised question, and violent refusal/ rejection (5%), exclamation of surprised (weak) (5%) and insult (weak) (5%). Through the analysis and study, this work comes to the conclusion that the DOTA 2 gamers perceive that emotional release signifies the use of expletives. However, they claim that the usage is not necessary because expletives do not give any meaning to the majority of the respondents when it comes to playing DOTA 2 since uttering the expletives wastes time. The biggest factor why the gamers use expletives when playing DOTA 2 is that the teammates play so bad. The finding of this research contribute to those who play the game, it helps to understand about the swear words used by gamers and the gamers are expected to be wise in using swear words in gaming environment. Also, parents are expected to control their children’s activity in order to keep distance from a game which is not suitable for them since this game will give negative impact to children. Hopefully, this research can become a trigger for the subsequent researchers to conduct a better and deeper research
Taboo in Erotic English and Indonesian Tweets
No full textMardiyyah, Raadhiyah. 2017. Taboo in Erotic English and Indonesian Tweets.Sarjana’s Thesis, English Department, Faculty of Letters, State University of Malang. Advisors: (I) Prof. Dr. YazidBasthomi, M.A, (II) Drs. ArifSubiyanto, M.A. Keywords: taboo, erotic tweets, twitter, Indonesian, English Taboo is a sociolinguistic phenomenon that commonly occurs in our daily life. The present study raises the issue with erotic tweets as the object of the study which compares two twitter accounts between English and Indonesian which write the same genre of the tweets. The aims of the study are to find out the types of taboo, its similarities and differences in both accounts. By using a random sampling in qualitative method, the researcher collected 40 tweets from each account. This study reveals that there are two types of direct taboo in English and Indonesian accounts; those are sex activity and organ of sex. The English mentioned 28 words and Indonesian accounts mentioned 30 words of direct taboo. The higher type in English account is the sex activity (89 %) compare to organ of sex (11 %). In Indonesian data, I find that organ of sex (63%) is higher than sex activity (37 %). However, in the English erotic tweets it is found four types of indirect taboo namely metaphor (57 %), hyperbole (14 %), circumlocution (22%), and simile (7 %). On the other hand, it is seen that there are five types of indirect taboo in Indonesian account; those are metaphor (26 %), hyperbole (43%), circumlocution (13%), part for whole (9%)and personification (9%). In addition, the Indonesian wrote 23 words while the English account mentioned 14 words of indirect taboo. From the analysis, it also shows that there are slight similarities and differences about direct and indirect taboo. The similarities are mentioning the same taboo words, using more direct taboo words, applying more figurative language, and indirectly discussing the same words like sex organ and sex activity. Those occur because taboo is universal phenomenon and also the administrators wrote the same genre of the tweets. Nonetheless, there are also several differences; the English account did not mention the vital parts of human body. However, the Indonesian account mentioned genital organ and the tweets could be rated as more vulgar compared to the English but at the same time the account mentions more indirect taboo. In a nut shell, the researcher concluded that due to the different purpose of writing the erotic tweets, the Indonesian account more wild and direct taboo words in the context of sex while the English account, in contrast, produces milder words even though the genre is erotic.
Analysis of Reading Comprehension Questions in the English Textbook for Eleventh Graders Based on Barrett’s Taxonomy
No full textABSTRACTNovytasari, Dining Ayu. 2017. Analysis of Reading Comprehension Questions in the English Textbook for Eleventh Graders Based on Barrett’s Taxonomy. Sarjana Thesis, English Department, Faculty of Letters, Universitas Negeri Malang. Supervisors: (I) Dr. Furaidah, M.A, (II) Dr. Sri Rahmajanti, Dipl. TESL, M.Pd.Keywords: Reading Comprehension Question, Textbook, Barrett’s TaxonomyIn the context of the English as a foreign language, Indonesian students still need questions that require low level of thinking before they embark on questions for higher level of thinking skills. Considering that, the proportion of the questions from the two categories in learning resources should be in balance. The researcher conducted this research to know whether the textbook for eleventh graders published by the government presents balanced distribution of questions for lower and higher levels of thinking. The researcher used Barrett’s Taxonomy because it is taxonomy specifically evaluates reading comprehension questions.A descriptive qualitative design was used in this study. The researcher developed evaluation sheets to collect the data and to analyze the reading comprehension question in the textbook based on Barrett’s Taxonomy. After the researcher analyzed the data, it can be concluded that the most dominant form of the question was Wh-questions and the percentage of it was 52.5%. The percentage of Yes/no questions was 45.9% and Alternative question was 1.6% of the entire reading comprehension questions. Meanwhile, the textbook did not contain True/false and Multiple choice questions. The most dominant Barrett’s Taxonomy category found in the textbook was Evaluation (E) and the percentage of it was 44.3%. The percentage of the Appreciation was 19.7%, Literal Comprehension and Inferential Comprehension was 18%. Meanwhile, the textbook did not contain any Reorganization question.In the context of learning English as a foreign language learning, variety of question forms and levels of difficulty can help the learners develop their reading ability to comprehend reading texts. The distribution of them should be in balance. This study is advantageous for groups of people like textbook authors, English teachers, and future researchers. The textbook authors may consider these findings for improving the quality of the textbooks. The English teachers may consider modifying the question or use another supplementary material when the reading comprehension questions are not suitable for the students. The future researchers who are interested in conducting study on the same field may evaluate other textbooks or learning materials by considering the criteria used in this study or develop other criteria from another expert of textbook evaluation.
Kualitas "English Module Year 1" MTsN 1 Malang di Program Kelas Akselerasi
No full textPenelitian ini dilakukan untuk menganalisis seberapa banyak buku bahasa Inggris berjudul English Module Year 1 yang digunakan dan diterbitkan oleh MTsN 1 Malang memenuhi kriteria modul EFL yang baik dan komunikatif. Secara khusus, penelitian ini bertujuan untuk menganalisis buku dari segi (1) isi (2) tata letak, (3) isi kebahasaan, (4) kemampuan bahasa, (5) topik, (6) kepraktisan bukuPenelitian ini terfokus pada desain analisa buku dengan tujuan menganalisa buku pelajaran Bahasa Inggris yang sedang digunakan MTsN 1 Malang pada program kelas akselerasi. Sumber data modul Bahasa Inggris adalah English Module Year 1 Instrumen yang digunkan dalam penelitian ini adalah lembar evaluasi.Hasil penelitian ini menemukan bahwa modul tersebut dikategorikan bagus dengan presentase 78.6% dalam segi isi. Kedua, dalam segi tata letak, modul ini dikategorikan bagus dengan presentase 68.7%. Ketiga, modul ini dikategorikan bagus dari sisi isi kebahasaan dengan presentase 74.5%. Kemudian, dalam sisi kemampuan bahasa, modul ini dikategorikan sebagai sangat bagus dengan presentasi 85.2%. Dalam sisi topik, modul ini dikategorikan buruk dengan presentase 45% dan yang terakhir, dalam sisi kepraktisan buku, modul ini dikategorikan sebagai buruk dengan presentase 50%.Kesimpulan dari penelitian ini adalah modul Bahasa Inggris tersebut sudah memenuhi kriteria sebagai modul yang bagus dan komunikatif menurut kriteria EFL modul. Akan tetapi, beberapa pertimbangan harus diambil untuk memperbaiki isi dan kualitas daro modul tersebut. Berdasarkan temuan tersebut, peneliti menyarankan pada penulis buku untuk meningkatkan kualitas buku pelajaran dengan mempertimbangkan beberapa aspek, yaitu, listening skill, materi untuk pronunciation, dan juga penambahan topik. Penerbit juga diharapkan dapat meningkatkan kualitas penampilan buku karena buku tersebebut tidak berwarna. Para guru, khususnya guru pengajar kelas akselerasi juga disarankan untuk menambahkan CD pendamping modul bagi siswa untuk belajar di rumah, dan sumber belajar yang dapat diakses oleh siswa untuk menambah pengetahuan mereka.. Untuk peneliti yang akan datang, dengan topik yang sama, penelitian ini dapat menjadi salah satu referensi dan disarankan untuk membuat pertimbangan yang seksama dalam memilih kriteria untuk mengevaluasi buku bahasa Inggris untuk dapat menemukan hasil yang lebih baik.