SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM
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THE TEACHING OF ARGUMENTATIVE WRITING IN ENGLISH DEPARTMENT OF STATE UNIVERSITY OF MALANG: A CASE STUDY
No full textThis study was conducted to discover the implementation of the teaching of writing in an argumentative writing class in the English Department of State University of Malang. This research aimed at identifying the approach used in the class and the lecturer’s roles throughout the process of teaching. Therefore, this research has two sub-questions: (1) What approach is used in the Argumentative Writing class? (2) What are the lecturer’s roles in the teaching of Argumentative Writing? The researcher carried out a descriptive-qualitative research, specifically a case study. The researcher collected the data by using four instruments, namely: field notes, observation checklist, interview guide, and student questionnaire. The data were obtained by observing the argumentative writing class and interviewing the lecturer of the class. The observation was done in 13 meetings starting from March 17, 2017 up to May 8, 2017 and the lecturer interview was done on March 22, 2017. The result of the study showed that Writing Process Approach was applied in the class which went through five steps, namely pre-writing, drafting, revising, editing, and publishing. It followed Tompkins’ five-stage of Writing Process (Tompkins, 2010). All steps successfully followed the features of Writing Process Approach. Throughout the process of writing, the lecturer played the eight roles proposed by Harmer (2007). However, there are four roles that the lecturer frequently played: organizer, assessor, prompter, and resource. The roles played met the four significant roles of teaching writing proposed by Harmer (2007), namely, a resource, feedback provider and a motivator in which the role of motivator was included in each role he took as he motivated the students in each step of writing. Keywords: argumentative writing, teaching writing approach, lecturer’s role
Humor Mechanism in Kevin Hart Stand-up Comedy Peformances
No full textABSTRACT Sidiq, Mazzandy Rahman. 2017. Humor Mechanism in Kevin Hart Stand-up Comedy Performances. Thesis. Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Aulia Apriana, S.S., M. Pd, (II) Dr. Johannes Ananto Prayogo, M.Pd., M.Ed. Keywords: verbal humor, stand-up comedy, mechanism of humor, logical mechanisms of humor, General Theory of Verbal Humor (GTVH). The topic regarding the understanding of humor has attracted many scholars’ attention, especially for linguist practitioners continuously. The quest of answers regarding the mechanism of humor mostly arises to be the central issue of many studies. Considerately worth noting, language also significantly plays an important role in one kind of humor, i.e., verbal humor, since it can be either the key factor or principle element in building the humor. To that end, most of the researchers who focused on humorous texts and languages tried to create a paradigm of analyzing and defining a joke. In line with several related previous studies, this study is conducted to identify the joke telling and the logical mechanisms that are included in Kevin Hart stand-up comedy performances. The present study used descriptive qualitative research design. This study selected 25 narrative jokes which were taken from five Kevin Hart’s stand-up comedy albums, namely I'm a Grown Little Man (2008), Seriously Funny (2010), Laugh at My Pain (2011), Let Me Explain (2013), and What now (2016). The researcher used three major humor theories, namely Superiority, Relief, and Incongruity theories as the bases of the identification of the data. In addition, this study also adopted General Theory of Verbal Humor proposed by Attardo and Raskin (1991), to assist the identification of logical mechanism of each Kevin’s narrative joke. The results of this study are divided into two main parts. The first part shows there are two regular mechanisms of joke telling used by Kevin Hart. They are correlated with two of three humor major theories; (1) Frequently-used rude words (2) Superiority and Inferiority Acts. The second part reveals that there are five kinds of mechanism of humor contained in Kevin’s narrative jokes which cause the twist of the audience’s logic; sudden reversal, insult, self-deprecating, reference & inference, and faulty reasoning. These logical mechanisms show how creative Kevin mind is to exploit the language in order to deliver incongruity to the audience mind so that it can trigger the audience to laugh. Considering the practical and theoretical values of this study, the present researcher suggests that the linguistic observers, students and also humor practitioners use this study as a learning model by applying it to their learning of humor. For future researchers, this study can be used as a reference to the understanding of the phenomenon and its relation to the human communication
Developing Computer-Based Snake and Ladder Vocabulary Game for Seventh Grade Students
No full textABSTRACT Khoirunnisa’, Aidha. 2017. Developing Computer-Based Snake-and-Ladder Vocabulary Game for Seventh Grade Students. Sarjana’s Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Dr. Emalia Iragiliati, M.Pd., (II) Dr. Mirjam Anugerahwati, M.A. Keywords: R&D, computer-based, snake-and-ladder, vocabulary, game, seventh gradersVocabulary plays a significant role in students’ process of learning English. However, the students expressed that vocabulary was also the most difficult thing to learn in English, resulting on the insufficient vocabulary mastery. Therefore, the aim of this study was to develop a prototype of a product in the form of a computer-based vocabulary game which could be utilized as a medium for promoting vocabulary mastery of seventh graders. The materials covered in the product would be taken from the syllabus and textbook that were applied for the students of seventh grade.The design of this study was a Research and Development design.The method that was used in this study was adapted from Borg and Gall’s Research and Development theory which consisted of seven steps, namely: (1) needs assessment; (2) developing the product; (3) experts validation; (4) first revision; (5) try-out; (6) final revision; (7) final product. Meanwhile, the data obtained in this study were in the forms of quantitative and qualitative data. The data were collected from needs analysis process, experts’ validation, and product try-out as well. The quantitative data was analyzed using simple mean calculation and presented in percentage. The qualitative data was analyzed using Miles and Huberman’s technique which consists of: (1) data reduction; (2) data display; and (3) conclusion drawing. The experts’ validation showed a result on the average score of 98% from the teacher and 96% from the lecturer. The result meant that the product was appropriate to be used as a medium for the seventh grade students based on the aspects of its effectiveness, relevance to daily life and interests, practicality, difficulty level, instruction, usability, design, also hints and clues as well. The try-out result also revealed that the students enjoyed using this product to learn vocabulary. It had some strengths like it promoted motivation which could engage students and it was fun to be used for learning. Meanwhile, the weakness of it was that it only had limited number of vocabulary and limited tasks. The future researchers may use the product as a reference for conducting a classroom action research or an experimental research. The future researchers may develop the same type of game with different topics, objectives, and also different grade or level of difficulty as well
Developing ‘Guessing Vocabulary’ Board Game to Enrich Vocabulary of Junior High School
No full textThe study was conducted to develop ‘Guessing Vocabulary’ learning package as a medium to teach vocabulary for 7th grade of junior high school. The aim of this study is to make students interested in learning vocabulary. It also helps them in memorizing new words. The material in the learning package was chosen from 7th graders’ syllabus, covering the vocabulary of things found in the house.This study used research and development design. It consisted of seven stages. They are (1) need analysis (2) product development, (3) expert validation, (4) product revision, (5) product try-out, (6) final product revision, (7) final product. The research instruments which were used to collect data were a field note, an interview guide for the teacher, and student questionnaires. The data collected were used as guide to develop the product of vocabulary learning package and to find out whether the product was already good or not. The learning package consisted of two learning books, a snake-ladder board game, challenge cards, an answer key, a dice, tokens, stars, direction sheet and teachers’ guide.The product was validated by an expert in media development, and an English teacher. The product was validated using validation sheets. Based on the data collected from validation sheets, the researcher needed to revise the product because there were some language mistakes in the challenge cards and in exercises books.The revised product was tried-out in 7F class on MTSn 1 Malang. To collect the data in the try-out process, the instruments used were field note, student questionnaires, and teacher questionnaire. Based on the try-out process, the ‘Guessing Vocabulary’ learning package didn’t need to be revised because it could fulfill the students’ need for enrichment. The final product of the ‘Guessing Vocabulary’ learning package had several strengths which could help students learn vocabulary more easily. First, the pictures used in the product were colorful and interesting. Second, the language used was communicative. Third, the medium gave the students enough opportunities to use the new words in order to help them remember the new words. Fourth, the package created competitive atmosphere that motivated students to study by playing with their friends. The last strength, the snake-ladder board game in ‘Guessing Vocabulary’ learning package can be used for various topics. The teacher just needs to provide learning material and challenge cards for the new topic
ENGLISH TABOO EXPRESSIONS USED BY YOUNG PEOPLE IN MALANG
No full textABSTRAK As a human being, people need to do communication to connect with others. Sometimes, people used different speech levels to communicate each other. People use formal language, informal language, or even taboo expressions in their daily communication. This study is about English taboo expression used by young people in Malang. The aim of this study is to find the application of English taboo expressions by young people in Malang, especially the kinds of English taboo expressions, the frequency of English taboo expressions, and the function of English taboo expressions. The research design of this study is qualitative descriptive. The research subjects were three young people who lives in Malang, there are initialized as R-25, A-25, and P-25. The main instrument of the research is the researcher itself and the supporting instruments are field notes and computer for visualizing data. The data collected by observing subjects daily languages, recording the data by field note, identify the data, and categorized the data. The data analyzed by identifying the data and give code to each category, and then researcher describe and summarize the analyzed data. The result of the study show that there were five types of English taboo expressions used by subjects in their daily communication which are; (1) Obscenity, (2) Profanity, (3) Insult, (4) Cursing, (5) Epithet. From the analyzed data, it is show that the most frequent English taboo words used by subjects is kind of Obscenity. From the analyzed data there was also shift of functions of English taboo expressions especially for obscenity words which functioned as expression of swearing and/or intensifier device and/or as positive politeness strategies. The result also showed that not all of English taboo expressions functioned as swearing devices. In conclusion, English taboo expressions are not only functioned as swearing media, but also functioned as intensifiers, interjection, and addressing. This study still requires improvement from Linguistic students who can conduct studies to analyze the phenomenon of English taboo expressions. The researcher assumed that this study can give benefits to the lecturers and students of linguistics as the reference to give more knowledge and better understanding in acquiring second language and reference to develop and enrich materials on, especially English taboo expressions, and for future researchers. This study can be a reference for them to conduct many other studies about pragmatics, especially English taboo expressions
Pengembangan Materi Membaca Bahasa Inggris Tambahan dalam bentuk Komik untuk Mahasiswa Fakultas Ilmu Keolahragaan
No full textSetiawan, Siget Andri. 2015. Pengembangan Materi Membaca Bahasa Inggris Tambahan dalam bentuk Komik untuk Mahasiswa Fakultas Ilmu Keolahragaan. Skripsi, Pendidikan Bahasa Inggris, Jurusan Sastra Inggris, Fakultas Sastra, Universitas Negeri Malang. Pembimbing I: (I)Dr. Utari Praba Astuti, M.A, (II) Prof. Utami Widiati, M.A., Ph.D.Kata kunci: komik, materi membaca, membaca, bahasa inggris untuk untuk mahasiswa program kejuruanTujuan penelitian ini adalah untuk mengembangkan sebuah materi membaca yang sesuai untuk mahasiswa dari fakultas ilmu keolahragaan. Produk ini dikembangan karena materi yang selama ini dipakai di kelas kurang menarik minat dari mahasiswa dan memerlukan banyak variasi materi. Peneliti memilih media komik dikarenakan komik meiliki banyak kelebihan yang cocok diaplikasikan kepada mahasiswa dari fakultas ilmu keolahragaan. Salah satu kelebihan komik adalah komik mempunyai gambar untuk memproyeksikan materi bidang olahraga terutama mengenai peraturan , bentuk tubuh, dan formasiDalam penelitian ini prosedur yang digunakan mengadaptasi prosedur penelitian dan pengembangan oleh Hyland (2003). Proses penelitian ini dimulai dengan (1) menganalisa kebutuhan. (2) pengembangan produk (3) validasi ahli, (4) perbaikan pertama, (5) uji coba produk, (6) perbaikan kedua dan (7) produk akhir. Setelah semua tahap pengembangan selesai dilaksanakan, produk telah siap untuk dipublikasikan kepada mahasiswa fakultas ilmu keolahragaan.Produk akhir dalam penelitian yaknimateri bacaan tambahan yang dikemas dalam bentuk komik.Komik ini berukuran 21x15 cm. Komikini terdiri dari duatopik utama yakni sepakbola dantennis. Tiap topik terdiri dari 3 bagian. Bagian pertama adalah pengenalan awal terhadap bidang olahraga tersebut. Bagian selanjutnya adalah isi komik dan bagian yang terakhir adalah kuis atau pertanyaan. Selain itu,terdapat juga perkenalan karakter dan penjelasan tentang komik di awal untuk mempermudah mahasiswa membaca komik ini.Komik yang dibuat merupakan hasil akhir dari proses validasi oleh para ahli dan uji coba kepada mahasiswa. Oleh karena itu, komik yang dikembangkan baik dalam hal isi maupun desain sesuai dengan keinginan dan kebutuhan mahasiswa. Hasil dari proses validasi ahli dan juga pengguna menunjukkan bahwa produk ini tepat bagi pengguna. Peneliti merekomendasikan komik in untuk digunakan di dalam kelas sebagai buku bacaan dalam berlatih kemampuan membaca bacaan berbahasa inggris. Namun, komik inijuga bisa digunakan di luar kelas tanpa terbatas ruang dan waktu. Komik ini dapat diintegrasikan ke dalam berbagai macam materi yang berhubungan dengan bahasa inggri
PERLOCUTIONARY ACTS SEEN IN UTTERANCES CONTAINING HEDGES BY AN AUTISTIC FIGURE IN TEMPLE GRANDIN’S MOVIE
No full textChildren who are diagnosed with autism are usually based on abnormalities of their communication. The image of autistic individual is well depicted in the movie Temple Grandin, in which the main character is an autistic individual called Temple Grandin.The focus of this study is not only in the scope of perlocutionary and hedges, but also linking with the behavior of autistic individuals. In additon, this research also provides several behaviors shown by Temple Grandin when she has conversation with other characters. This study supports the theory of perlocutionary by Austin (1962) and Searle (1969), theory of hedges by Lakoff (1972) and Brown&Levinson (1978), and also theory of autism by Happé (1993) and Baron-Cohen (1994). There are several steps needed to obtain the proper data. First, after deciding the movie and downloaded the movie, the data taken from the transcription were filtered based on Grandin’s dialogues and other main character’s dialogues. The next step is categorized the utterances and grouped the utterances in types of hedges based on Salager-Meyer’s taxonomy of (1997) and Sukarni’s taxonomy of hedges (2007). After that, explained the functions of each hedges used in the data, related the utterances with perlocutionary act and adds autism behavior. The research findings show that main characters use eight types of hedges. Those eight hedges are modal auxiliary verb (MAV); modal lexical verb (MLV); adjectival, adverbial, and modal noun phrase (AAM); approximators of degree, quantity, frequency, and time (AAP); introductory phrase (IP); if-clause (IC); hedges combined with the use of emphatics (HCE); and strong words (SW). The findings also show that the four main characters use 23 hedges functions out of 120 utterances. Moreover, there are 120 utterances cause perlocutionary acts in Temple Grandin’s movie. As an autistic individual, Tempe Grandin shows three characteristics of autistics behaviors; social symptoms, communication difficulties, and repetitive behavior. This study is expected to give new sight and information about the autistics communication, hedges and perlocutionary act. Meanwhile, despite providing the explication of hedges, perlocutionary act, and autism as the references, future studies may develop this study deeper, especially on the aspect of neurolinguistics which explains more deeply about autistic behavio
A Linguistic Analysis of Pirate Language Used in the Movie Pirates of the Caribbean: At World's End
No full textABSTRACT Arganata, A.C. 2016. A Linguistic Analysis of Pirate Language Used in th MoviePirates of the Caribbean: At World’s End. Thesis, English Department, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Aulia Apriana, S.S., M.Pd.; (II) Evynurul Laily Zen, S.S, M.A. Key Words: linguistic analysis, Pirate language, the movie Pirates of theCaribbean: At World’s End Pirate language is one variant of language spoken by pirates in their community. Choundas (2007) considers language as a communal way of speaking. It means that a language is spoken by particular community or society. One of the unique communal languages in the world is pirate language. Thus after adapted into several movies, pirate language has been spoken by people in daily communication. This study aims at presenting a linguistic analysis and finding out what are the common characteristics of pirate language in the movie. The findings of this study are conducted to show the readers the sorts of linguistic analysis used in the movie or television program. This study is also conducted to give an explanation on how the findings are investigated. Then, it is expected that this research is going to be useful for movie viewers, linguistics students, and future researchers. The research design used in this study is descriptive qualitative approach. The source of the data of pirate language is the movie Pirates of the Caribbean: At World’s End because this movie use pirate language for conversation. In this study, the researcher was the main instrument by which the data collection, data analysis, and data interpretation were done personally by the researcher. Meanwhile, the supporting instruments involved in this study were computer, internet access, and several supporting programs to watch and analyze the movie. Results of this study show that there are 12 linguistic characteristics uttered in the movie. They are commands (25.98%), questions and replies (20.47%), respectful address (13.38%), oaths (12.59%), cultural Terms (11.02%), flourishes (3.93%), calls (2.36%), arrgh (1.57%), curses (1.57%), greetings and partings (0.78%), threats (0.78%), and also toast and declamation (0.78%). From the findings and discussions, the researcher concludes that the most frequent characteristic occurred in the movie is “Commands” with the frequency of 33 times or 25.98% out of the total number. The social structure and functionof pirates which often needs the captain’s command is the main reason why this certain syntactic characteristic mostly occurred in the movie. Thus, it is suggested to movie viewers that they should pay attention the language used toward the movies being watched. To the linguistics students, they should also consider to study and learn more about the pirate language as a variety of language, so that laymen of language enrich their knowledge. Later studies wished to explore more data, theories, and syntactical approaches to be analyzed to get some other outstanding findings.
Using Jigsaw Technique to Improve the Reading Skill of the Eighth Graders of SMP 16 Malang.
No full textABSTRAK The aim of this research was to improve students’ ability in reading skill using Jigsaw technique. Jigsaw technique is a cooperative learning technique that enables the students to work together on a small part of a problem which is consisting of two groups, that is Jigsaw Group and Expert Group. The procedure of the technique in this study are first, the students are divided in a group which called “Jigsaw group’. Second, student from each group voluntereed to become a group leader. Third, students given different text with some vocabulary list of some unfamiliar words in the text. Fourth, students read their own text. Fifth, students join other students with the same text and this group called “Expert group”. Sixth, students are regrouped with their previous group or Jigsaw group. Seventh, students present their result in their Jigsaw group. The last, students do a test based on the material given. The technique allowed students to work cooperatively in a team in order to get full information of the text.The design of this study is Classroom Action Research. The steps of this research were planning, conducting action, observation, and reflection. The subjects of this study were the students of SMPN 16 Malang in the second semester of academic year 2016/2017. There are 32 students in that class. The study took two cycles to achieve the criteria of success, that is 70% of the students reach the minimum score 75.The result of the research show that using Jigsaw technique can improve the students’ reading skill. It was shown by students’ reading test score which passed the minimum standard that is 75 at the end of meeting, and 90.6% of the students reach the minimum score.In the aplication of Jigsaw technique, they were more active in every activity, they were willing to participate in the group discussion, and they were more serious to finish the task in groups. They were also motivated to work in groups and they were motivated in reading the English task. Based on the research result, the conclusion of using Jigsaw technique are first can improve students’ reading skill and also students did not have any difficulties to find new vocabulary, since researcher listed the difficult words bellow the students’ worksheet. English teacher hopefully adopt the steps of Jigsaw technique to improve students’ in reading skill. Teachers are also suggested to use this technique to enhance students’ motivation in reading with some modification to accommodate the weakness of this technique in terms of time allotment. The researcher also suggested that further researchers explore the use of the Jigsaw technique on different kinds narrative text
An Analysis of The Culture-Related Content of The English Textbook For The Tenth Graders
No full textABSTRACT Maghfirah, Silvia, 2017, An Analysis of The Culture-Related Content of The English Textbook For The Tenth Graders, thesis, English Department faculty of Letters, Universitas Negeri Malang. Advisors: (I) Dr. Mirjam Anugerahwati, M.A., (II) Dr. Emilia Iragiliati, M.Pd. Keywords : culture, textbook analysis The government has published an English textbook for senior high school in line with the 2013 curriculum. The social core competence for senior high school is to create students to act locally and think globally. The statement has been encouraged the researcher to analyze the textbook based on culture related content. The objective of this study is to analyze Bahasa Inggris dan budi pekertiSMA/SMK/MA/MAK KELAS X in terms of 1. Dimension of culture and 2. Categories of culture. This study uses descriptive qualitative in content analysis. In collecting the data, this study following systematic steps. Those are (1) adopting the instrument based on dimension of cultures by Moran and categories of culture by Chao, (2) validating the instrument, (3) evaluating the textbook using validated instrument, (4) presenting the result of the textbook evaluation. The data was gathered using instrument in the form of checklist. In the data analysis, each dimension has been broken into aspect and each aspect consist of five questions then the researcher calculated the total score of each aspect divided by total number of points of all dimension. Then. It was multiplied by 100% as the total criteria of each dimension. From the data collected, it was found that the score for product is categorized as excellent 85%, practices is categorized as good 70%, perspectives is categorized as good 75%, communities is categorized as fair 50% and the last person is categorized as fair 60%. The finding of the study showed that the textbook covers the dimensions of culture from different countries, however, the textbook showed that that the content of the textbook mostly covers source culture and target culture content. The study found that the culture that presented in the textbook does not provide explanation. It concludes that Bahasa Inggris dan budi pekerti SMA/SMK/MA/MAKKELAS X first and second semester covers the five dimensions of culture. However, the content of the textbook is biased to local culture and target culture, it will be good to provide different culture in the textbook, so that the students can learn different kinds of culture. In addition, adding an explanation about the culture in the textbook will be a good idea rather just mention it. for future researcher can conduct the same study using different level of textbook.ABSTRAK ABSTRACT Maghfirah, Silvia, 2017, An Analysis of The Culture-Related Content of The English Textbook For The Tenth Graders, thesis, English Department faculty of Letters, Universitas Negeri Malang. Advisors: (I) Dr. Mirjam Anugerahwati, M.A., (II) Dr. Emilia Iragiliati, M.Pd. Keywords : culture, textbook analysis The government has published an English textbook for senior high school in line with the 2013 curriculum. The social core competence for senior high school is to create students to act locally and think globally. The statement has been encouraged the researcher to analyze the textbook based on culture related content. The objective of this study is to analyze Bahasa Inggris dan budi pekerti SMA/SMK/MA/MAK KELAS X in terms of 1. Dimension of culture and 2. Categories of culture. This study uses descriptive qualitative in content analysis. In collecting the data, this study following systematic steps. Those are (1) adopting the instrument based on dimension of cultures by Moran and categories of culture by Chao, (2) validating the instrument, (3) evaluating the textbook using validated instrument, (4) presenting the result of the textbook evaluation. The data was gathered using instrument in the form of checklist. In the data analysis, each dimension has been broken into aspect and each aspect consist of five questions then the researcher calculated the total score of each aspect divided by total number of points of all dimension. Then. It was multiplied by 100% as the total criteria of each dimension. From the data collected, it was found that the score for product is categorized as excellent 85%, practices is categorized as good 70%, perspectives is categorized as good 75%, communities is categorized as fair 50% and the last person is categorized as fair 60%. The finding of the study showed that the textbook covers the dimensions of culture from different countries, however, the textbook showed that that the content of the textbook mostly covers source culture and target culture content. The study found that the culture that presented in the textbook does not provide explanation. It concludes that Bahasa Inggris dan budi pekerti SMA/SMK/MA/MAK KELAS X first and second semester covers the five dimensions of culture. However, the content of the textbook is biased to local culture and target culture, it will be good to provide different culture in the textbook, so that the students can learn different kinds of culture. In addition, adding an explanation about the culture in the textbook will be a good idea rather just mention it. for future researcher can conduct the same study using different level of textbook