SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM
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Pronunciation Lapses of Korean Hip Hop Rappers
No full textABSTRAK Different pronunciations are likely to lead to misunderstanding in the part of interlocutors. Nonetheless, Korean rappers or singers, for instance, do not pay more attention when it comes to rapping and singing English as well as AAVE (African American Vernacular English) lyrics which cause mispronunciation. Therefore, this study is conducted to undertake the pronunciation errors focused on segmental sounds produced by Korean rappers in singing and rapping English lyrics as well as AAVE lyrics since Hip hop music will not be far from AAVE as the root of HHNL (Hip Hop Nation Language). The research is descriptive-qualitative. The objects of the study are three selected Korean rappers which later their songs are selected and downloaded. The 31 songs contained English lyrics are obtained as the subject of this study. AAVE features listed by Rickford (1999) are also used as the base to analyze and classify the AAVE lyrics used by Korean Hip Hop rappers. The results inform that there are 180 errors in pronouncing AAVE lyrics and 855 errors of English lyrics. Vowels are the most frequent errors produced by Korean Rappers. Moreover, the types of errors are Substitution (998), deletion (83), and insertion (54). Furthermore, insertion only occurs in English lyrics. From the findings, the researcher concludes that Korean rappers have problems in pronouncing English and AAVE lyrics. The errors are possibly caused by the absence of some sounds in L1 and the similar sounds between English and Korean sounds and syllabic structures
Implementing Word Wall Activities to Improve the Eighth Graders' Vocabulary Mastery
No full textABSTRACT Fiani, Janati. 2017. Implementing Word Wall Activities to Improve the Eighth Graders' Vocabulary Mastery. Sarjana's Thesis, English Departement, Faculty of Letters. State University of Malang. Advisors : (I) Prof. Utami Widiati, M.A., Ph.D.,(II) Drs. Andi Muhtar, M.A. Key words: Word Wall Activities, vocabulary mastery In the preliminary study, the researcher found out that the students of 8D in SMPN P lacked vocabulary. The students' result on A Test of The First 1,000 Words of English that was adapted from Nation (1993) showed that none of the students (0%) could pass the minimum standard. The students should answer at least 33 items from 40 items. The research design that was used in this study is collaborative Classroom Action Research (CAR) which collaborated with the class teacher. The stages in Classroom Action Research that were used by the researcher were planning, acting, observing, and reflecting. The researcher conducted a preliminary study before those stages to identify the problem of the students. The subject of this study was eighth graders in 8D class. There are 27 students in the class. There were fourteen female students and 13 male students. The time allotment is 2x 40 minutes each meeting. The study was in 4 meetings. The data that was used to know the students' vocabulary mastery was the vocabulary test. Then, the researcher used observation checklist, questionnaire, field note and the teacher'statement to know the students' participation and opinion about Word Wall Activities. The researcher also conducted an interview with the the teacher to know the teacher's opinion about the implementation of Word Wall Activities in the class. Word wall acvtivities were activities that engage the students to learn about new words that was facilitated with word wall. Those words would help the students understand the material. Through these activitities, the students were also expected to memorize and expand the words. Then, the teacher would check the students' understanding about the words in the word wall by asking them to give meaning or make sentences about the words. After the implementation of Word Wall Activities, the researcher found out that Word Wall Activities were beneficial for the students and teacher. First, Word Wall Activities could improve students' vocabulary mastery. In the vocabulary test before the implementation of Word Wall Activities, the percentage of students who passed the test was 0%. Then, after the implementation of Word Wall Activitie, the percentage of students who passed the test became 63%. There were some steps that were used by the researcher that made Word Wall Activities could be implemented to improve the students' vocabulary mastery. First, the teacher provided ten new words in every meeting that would be useful for the students to understand the material that was given by the teacher. It made the students' aware of the importance of the words. Second, Word Wall Activity gave a chance for the students to use the words more often and expand the words. Third, word wall that was put in the classroom could be easily seen by the students. They could see the words during the lesson. This situation made them realize that those words would be beneficial for them to understand the lesson. Also, this made them familiar with the words and memorized the words that were posted on word wall. Fourth, the teacher also checked the students' understanding in every meeting about the words that has been learned by asking the meaning of some words or asking the student to make a sentence from the words on word wall. Second, the students' participation during the implementation of Word Wall in the class was in high number. The researcher provided interesting and enjoyable Word Wall Activities that engage the students' participation. Those activities made the students participate in the lesson bacause each student had a role in the Word Wall Activities.The mean of students' participation from 4 meeting was 90%. It was higher than the criteria of success that had been set by the researcher. Based on the students' answer in the questionnaire, most of the students said that the Word Wall Activities were fun and interesting. They could help them to understand more about the new words. Third, the English teacher stated that the implementation of Word Wall Activities was not so difficult. The teacher only needed to provided the new words that would help the students understand the material. Then, the teacher made the Word Wall Activities that were interesting and fun to make the students participated actively in the class. Finally, the teacher stated that she wanted to implement Word Wall Activities in the class. Based on the result of the study, the researcher has some suggestions. For the English teacher who wants to implement Word Wall Activities, the researcher suggests that Word Wall Activities should attract students' attention. For the students, the researcher suggests that they have to be more active in the class and follow the activities well. For other researchers who are going to conduct an action based research, the researcher suggested to apply more attractive Word Wall and various Word Wall Activities to improve the students' vocabulary mastery.ABSTRAK Fiani, Janati. 2017. Implementing Word Wall Activities to Improve the Eighth Graders’ Vocabulary Mastery. Sarjana’s Thesis, English Departement, Faculty of Letters. State University of Malang. Advisors : (I) Prof. Utami Widiati, M.A., Ph.D.,(II) Drs. Andi Muhtar, M.A. Key words: Word Wall Activities, vocabulary masteryIn the preliminary study, the researcher found out that the students of 8D in SMPN P lacked vocabulary. The students’ result on A Test of The First 1,000 Words of English that was adapted from Nation (1993) showed that none of the students (0%) could pass the minimum standard. The students should answer at least 33 items from 40 items.The research design that was used in this study is collaborative Classroom Action Research (CAR) which collaborated with the class teacher. The stages in Classroom Action Research that were used by the researcher were planning, acting, observing, and reflecting. The researcher conducted a preliminary study before those stages to identify the problem of the students. The subject of this study was eighth graders in 8D class. There are 27 students in the class. There were fourteen female students and 13 male students. The time allotment is 2x 40 minutes each meeting. The study was in 4 meetings.The data that was used to know the students’ vocabulary mastery was the vocabulary test. Then, the researcher used observation checklist, questionnaire, field note and the teacher’statement to know the students’ participation and opinion about Word Wall Activities. The researcher also conducted an interview with the the teacher to know the teacher’s opinion about the implementation of Word Wall Activities in the class.Word wall acvtivities were activities that engage the students to learn about new words that was facilitated with word wall. Those words would help the students understand the material. Through these activitities, the students were also expected to memorize and expand the words. Then, the teacher would check the students’ understanding about the words in the word wall by asking them to give meaning or make sentences about the words.After the implementation of Word Wall Activities, the researcher found out that Word Wall Activities were beneficial for the students and teacher. First, Word Wall Activities could improve students’ vocabulary mastery. In the vocabulary test before the implementation of Word Wall Activities, the percentage of students who passed the test was 0%. Then, after the implementation of Word Wall Activitie, the percentage of students who passed the test became 63%.There were some steps that were used by the researcher that made Word Wall Activities could be implemented to improve the students’ vocabulary mastery. First, the teacher provided ten new words in every meeting that would be useful for the students to understand the material that was given by the teacher. It made the students’ aware of the importance of the words. Second, Word Wall Activity gave a chance for the students to use the words more often and expand the words. Third, word wall that was put in the classroom could be easily seen by the students. They could see the words during the lesson. This situation made them realize that those words would be beneficial for them to understand the lesson. Also, this made them familiar with the words and memorized the words that were posted on word wall. Fourth, the teacher also checked the students’ understanding in every meeting about the words that has been learned by asking the meaning of some words or asking the student to make a sentence from the words on word wall.Second, the students’ participation during the implementation of Word Wall in the class was in high number. The researcher provided interesting and enjoyable Word Wall Activities that engage the students’ participation. Those activities made the students participate in the lesson bacause each student had a role in the Word Wall Activities.The mean of students’ participation from 4 meeting was 90%. It was higher than the criteria of success that had been set by the researcher. Based on the students’ answer in the questionnaire, most of the students said that the Word Wall Activities were fun and interesting. They could help them to understand more about the new words.Third, the English teacher stated that the implementation of Word Wall Activities was not so difficult. The teacher only needed to provided the new words that would help the students understand the material. Then, the teacher made the Word Wall Activities that were interesting and fun to make the students participated actively in the class. Finally, the teacher stated that she wanted to implement Word Wall Activities in the class. Based on the result of the study, the researcher has some suggestions. For the English teacher who wants to implement Word Wall Activities, the researcher suggests that Word Wall Activities should attract students’ attention. For the students, the researcher suggests that they have to be more active in the class and follow the activities well. For other researchers who are going to conduct an action based research, the researcher suggested to apply more attractive Word Wall and various Word Wall Activities to improve the students’ vocabulary mastery
Using Peer Assisted Learning Strategy (Pals) To Improve Seventh Graders Students’ Ability In Reading Descriptive Text At Smp Negeri 17 Malang
No full textABSTRACT Sari, Intan Dewi Novita. 2017. Using Peer Assisted Learning Strategy (PALS) to Improve Students’ Reading Ability in Reading Descriptive Text at SMP Negeri 17 Malang. Undergraduate Thesis, Department of English, Faculty of Letters, State University of Malang. Advisors: (I) Dr. Utari Praba Astuti, M.A., (II) Dr. Furaidah, M.A. Keywords: Peer Assisted Learning Strategy (PALS), reading comprehension, descriptive text This study was conducted for the purpose of improving junior high school students’ ability in reading comprehension using Peer Assisted Learning Strategy (PALS). PALS is a peer reading activity which consists of one higher performing student and one lower performing student. They take turns serving as a coach and reader. PALS help students in comprehending the text. There are three reading activities in this strategy, which are partner reading with retell, paragraph shrinking, and prediction relay. This study used Collaborative Classroom Action Research (CCAR) design. The steps of CCAR were planning, implementing, observing, and reflecting. It took one cycle consists of four meetings to achieve the criteria of success. The criteria of success was 80% of the students reached the passing grade score of 75. The data about the students’ achievement and students’ response toward the strategy were collected using observation checklist, students’ worksheet, field notes, questionnaire, and interview guide. The subjects of this study were 32 students of VII-3 of SMPN 17 Malang in the second semester of the academic year of 2016/2017. The result of this study showed that using PALS can improve the students’ reading comprehension skill. It was shown that all of the students passed the passing grade score at the end of the meetings. The gap between the lowest and the highest score became narrower. Based on the findings of this study, some suggestions can be directed toward the English teacher and future researcher(s). For the English teacher, this strategy can be used as alternative strategy to solve reading problems in the class. For further researchers who will conduct the same strategy, they have to allocate sufficient time on doing every activity in PALS. Moreover, further researchers are also recommended to conduct the strategy in different grades and text types to see whether the strategy can be implemented to solve students’ problems in reading English text of all types.
The Effectiveness of Using Narrow Reading on the Eleventh Grade Students' Ability in Reading Comprehension
No full textABSTRACT Lestari, Trisnani Dwi. 2017.The Effectiveness of Using Narrow Reading Strategy on Eleventh Grade Students’ Ability in Reading Comprehension. Undergraduate Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Prof. Moh. Adnan Latief, M.A., Ph.D, (II) Nur Hayati, S.Pd., M.Ed. Keywords : narrow reading, readingcomprehension Reading is one of the four skills to be developed in the teaching and learning of English in Indonesian secondary schools. At senior high school level, analytical exposition texts pose some big challenges for the students’ reading comprehension, especially because of students’ lack of vocabulary (Suyadi, 2014; Sukyadi & Hasanah, 2009; Hadi, 2006; Firman, 2014; Hayati, 2016).Narrow reading strategy is a strategy that may potentially be effective in enhancing the students’ reading comprehension. Kang (2015) said that narrow reading can be considered as a form of contextual reading through which learners can boost their general reading proficiency. In that case,the researcher decided to investigate the effectiveness of narrow reading to enhance eleventh grade students’ ability in reading comprehension. The objective of this research is to find out if using Narrow Reading strategy in the teaching and learning process has a significant effect on the students’ ability in reading comprehension. The research method used was pre-experimental research. The subject of this research was eleventh grade students of SMAN 1 Paiton. The researcher used one class which consisted of 30 students as the population. The class was given four meetings using Narrow Reading strategy as the treatment. The technique of collecting data were written test with multiple choice. The data were collected from the pretest and postestresults. Based on the results of the research, the level of significance is 0.0
Using Hot Potatoes 6 Application to Develop the Reading Comprehension of the Tenth Graders of SMK Negeri 4 Malang
No full textABSTRACT Ngatalina, Lia. 2017. Using Hot Potatoes 6 Application to Develop the Reading Comprehension of the Tenth Graders of SMK Negeri 4 Malang. Undergraduate Thesis, Department of English, Faculty of Letters, UniversitasNegeri Malang. Advisors: (I) Dra. Sri Andreani, M.Ed. (II) NurHayati, S.Pd., M.Ed. Keywords: reading comprehension, recount texts, Hot Potatoes 6 application. A preliminary study conducted in SMK Negeri 4 Malang revealed that the students of grade X Computer and Network Engineering B had difficulties in reading comprehension due to their lack of reading interest, their low motivation to read and their lack of vocabulary that made it difficult for them to understand the text. According to the result of questionnaire in the preliminary study, the students said that they needed reading materials which make them interested to read. The students did not like to learn from textbook/handbook. They wanted computer-based material instead. To overcome the problems, a classroom action research (CAR) was conducted. The researcher decided to use Hot Potatoes 6 application as the media to develop the students' reading comprehension. The researcher used three phase technique that consists of pre-reading activity, whilst-reading activity and post-reading activity. In the whilst-reading activity the students read the text then answered the reading comprehension test individually. Since some students had difficulties in comprehending the text the researcher helped by giving glossary, videos related the topic, and games. To enhance the students' interest in reading the researcher selected the reading materials which are in line with students' major and also designed more interactive and attractive medium. The instruments used in this research covered reading comprehension tests, observation checklist, field notes, questionnaire, and interview guide. The criteria of success were: (1) 70% students show a gain of at least ten points in the reading comprehension test and (2) 70% students show positive responses toward the implementation of Hot Potatoes 6 application. This study was conducted in two cycles. At the end of the second cycle, the findings indicate that: (1) 71.875% of the students show a gain at least ten points in the reading comprehension test and (2) 96% of the students show positive responses toward the implementation of Hot Potatoes 6 application. To conclude, the implementation of Hot Potatoes 6 application was considered successful in developing the students' reading comprehension of recount texts. It is suggested that English teachers who have similar problems use technologically-based media. For future researchers who are interested in conducting a similar study, Hot Potatoes 6 application needs to be developed further by completing the program with the glossary that can produce sound; it will help the students to learn how to pronounce the words. Moreover, the effect of sound also can be used to give feedback after answering the questions instead of emoticon. At last, the future researchers are suggested to create the program that can save the students' works.ABSTRAK Ngatalina, Lia. 2017. Using Hot Potatoes 6 Application to Developthe Reading Comprehension of the Tenth Graders of SMK Negeri 4 Malang. Undergraduate Thesis, Department of English, Faculty of Letters, UniversitasNegeri Malang. Advisors: (I) Dra. Sri Andreani, M.Ed. (II) NurHayati, S.Pd., M.Ed. Keywords: reading comprehension, recount texts, Hot Potatoes 6 application.A preliminary study conducted in SMK Negeri 4 Malang revealed that the students of grade X Computer and Network Engineering B had difficulties in reading comprehension due to their lack of reading interest, their low motivation to read and their lack of vocabulary that made it difficult for them to understand the text. According to the result of questionnaire in the preliminary study, the students said that they needed reading materials which make them interested to read. The students did not like to learn from textbook/handbook. They wanted computer-based material instead.To overcome the problems, a classroom action research (CAR) was conducted. The researcher decided to use Hot Potatoes 6 application as the media to develop the students' reading comprehension. The researcher used three phase technique that consists of pre-reading activity, whilst-reading activity and post-reading activity. In the whilst-reading activity the students read the text then answered the reading comprehension test individually. Since some students had difficulties in comprehending the text the researcher helped by giving glossary, videos related the topic, and games. To enhance the students' interest in reading the researcher selected the reading materials which are in line with students' major and also designed more interactive and attractive medium.The instruments used in this research covered reading comprehension tests, observation checklist, field notes, questionnaire, and interview guide. The criteria of success were: (1) 70% students show a gain of at least ten points in the reading comprehension test and (2) 70% students show positive responses toward the implementation of Hot Potatoes 6 application. This study was conducted in two cycles. At the end of the second cycle, the findings indicate that: (1) 71.875% of the students show a gain at least ten points in the reading comprehension test and (2) 96% of the students show positive responses toward the implementation of Hot Potatoes 6 application. To conclude, the implementation of Hot Potatoes 6 application was considered successful in developing the students' reading comprehension of recount texts. It is suggested that English teachers who have similar problems use technologically-based media. For future researchers who are interested in conducting a similar study, Hot Potatoes 6 application needs to be developed further by completing the program with the glossary that can produce sound; it will help the students to learn how to pronounce the words. Moreover, the effect of sound also can be used to give feedback after answering the questions instead of emoticon. At last, the future researchers are suggested to create the program that can save the students' works
EFL LECTURERS' CODE-SWITCHING IN CLASSROOM INTERACTION
No full textABSTRAK Code-switching is a common phenomenon among multilinguals. Code-switching is a language switch or the use of more than one code in an utterance or discourse. In addition to daily conversation, code-switching is also common in foreign language classes. Therefore, this research aims to investigate EFL lecturers’ code-switching in classroom interaction. This research focuses on the types (based on grammatical classification) and functions of code-switching employed by EFL lecturers of the Department of English, Universitas Negeri Malang.The research design used in this research is descriptive qualitative because it aims to describe social phenomenon which occurs naturally. The researcher used observation and interview to obtain the data, namely types (based on grammatical classification) and functions of code-switching employed by EFL lecturers of the Department of English, Universitas Negeri Malang. The data were collected by recording lecturers’ utterances during learning and teaching process, which then were transcribed and analyzed. The subjects involved in this research were three lecturers in the Department of English, Faculty of Letters, Universitas Negeri Malang. The results show that there are four types of code-switching found, namely (i) inter-sentential switching (34.8%), (ii) tag switching (32.6%), (iii) intra-sentential switching (25%), and mixed code-switching (7.6%). There are also sixteen functions of code-switching found, namely (i) interjection (34.7%), (ii) socializing function (17.9%), (iii) repetitive function (10.8%), (iv) intention of clarifying speech content for interlocutors (10.8%), (v) checking students’ understanding (5.5%), (vi) giving emphasis (3.99%), (vii) quoting from somebody else (3.7%), (viii) giving introduction before a conclusion (3.2%), (ix) topic switch (1.8%), (x) personalization versus objectivization (1.8%), (xi) soften a request or command (1.6%), (xii) teacher admonition (1.01%), (xiii) motivating students (1.01%), (xiv) real lexical need (0.8%), (xv) unofficial interaction (0.8%), and (xvi) linguistic insecurity (0.5%). Based on the results, it can be concluded that lecturers employed code-switching spontaneously because lecturers are multilinguals, who are influenced by the languages they master, especially their native language. In addition, most of data show that lecturers used code-switching to make students get better understanding on the material. For future researchers, it is suggested they use other classification of type and function of code-switching, other setting, community, and media, in order to enrich sociolinguistics study. For EFL lecturers, it is suggested they consider the frequency of the use of code-switching in classroom interaction although they use it for the sake of students’ better understanding
Conceptual Metaphors in Adele's Song Lyrics
No full textMetaphor is a figure ofspeech that implies comparison between two unlike entities, as distinguished from simile, an explicit comparison signalled by the words like, or as. Song lyrics are usually containing a great number of metaphors. This study is aimed at finding and describing conceptual metaphors in Adele’s song lyrics, especially as to (1) themetaphorical expressions used in Adele’s songs, (2) the most frequent conceptual metaphors Adele used in her song lyrics, and (3) how Adele used the conceptual metaphors from album to album.This research used descriptive qualitative method to analyze the data and quantitative method to describe the result of the data.The source of the data is Adele’s 13 hit singles taken from three of her albums which she wrote and sang since 2009 until 2015. As the instrument, the researcher was involved and took the crucial role in collecting and analyzing the data. After listening and reading the song lyrics of the chosen songs attentively, she took notes on metaphorical expressions and examined the most frequent conceptual metaphors in the data collected. Finally, she analyzed how Adele used the conceptual metaphors from album to album.The findings revealed that (1) Adele utilized various conceptual metaphors in her song lyrics such as life is a journey, ideas are commodities, clothes are containers, social classes are entities, and love is a journey. (2) Whereas in each album, the most frequently used conceptual metaphors are love is a journey, rumor is a person, and love is an entity. (3) The numerical hint on conceptual metaphors used in each album shows that Adele used more types of conceptual expressions in her first album. The second and the third, however, used fewer conceptual metaphors. Based on the findings, it can be inferred that there are plenty of conceptual metaphors in Adele’s song lyrics. She used love is a journey, rumor is a person, and love is an entity most of the times. There are more diverse conceptual metaphor used in Adele’s first album. For English literary and linguistics students who are interested in the study of figure of speech, especially conceptual metaphor, they should resort to Adele’s song lyrics which are rich in conceptual expressions. For future researchers, they are suggested that they use the findings of this study as reference
An Analysis of Grammatical Errors in First Year Students’ Weekly Journal in Writing Class.
No full textABSTRACT Novitaningrum, Diyah Putri, 2017. An Analysis of Grammatical Errors in First Year Students’ Weekly Journal in Writing Class. Undergraduate Thesis, English Department, Faculty of Letters, State University of Malang. Advisors: (1) Dr. Ekaning Dewanti Laksmi, M.Pd, M.A (II) Drs. Andi Muhtar, M.A Keywords: journal writing, grammatical errors, error, journal Journal writing is one of the ways to nurture students’ habit in expressing their ideas in a piece of paper. Even though the main purpose of journal writing is to encourage the students to write, it is also important not to neglect the grammatical errors in their writing composition. Thus, the researcher conducted this analysis in first year students’ in State University of Malang who had a journal writing activity in their writing class course to investigate their grammatical errors in their journals. This study used descriptive qualitative as the research design. The data collection was done by copying the students’ writing. The data analysis consists of three steps: identifying the errors, classifying the errors, and tabulating the errors. There were 41 students who participated as the subjects of this study. The research instrument used was a table that showed 6 types of categories. Those categories were tenses, prepositions, articles, active and passive voice, verbs, and morphological errors. In this study, the researcher was also helped by other raters as to analyze the errors. The research findings showed that the students made errors in all types of subcategories. The most errors were found in articles category as it reached 27.33%. The researcher also did not find a significant reduction of errors since the numbers of errors in the seventh and ninth week journals increased. Based on the research findings, the lecturer is suggested to give more explanation on articles so that the students will not only find enjoyment in writing, but also make grammatically correct sentences in their writing
THE RELATIONSHIP BETWEEN STUDENTS’ READING HABIT AT ENGLISH SELF-ACCESS CENTER (ESAC) AND THEIR ACHIEVEMENT IN INTENSIVE COURSE IN 2016
No full textABSTRACT Hati, Nurmastya Permata. 2017. The Relationship between Students’ Reading Habit at English Self-Access Center (ESAC) and Their Achievement in Intensive Course in 2016. Thesis, English Language Teaching, English Department, Faculty of Letters, State University of Malang. Adviser I: Dr. Enny Irawati, M.Pd., Adviser II: Dra. S. Nurul Muthmainnah, M.A. Keywords: Reading Habit, Final Achievement in Intensive Course ProgramThe purpose of this study was to investigate the relationship between freshmen students’ reading habit during Independent Study (IS) at English Self-Access Center (ESAC) and their achievement in Intesive Course Program (ICP) in 2016. This study used quantitative correlational research as the research design.The researcher choose 2 classess from the low-rank class as the sample based on the placement test result.The data was collected from the students’ ICP achievement archive and their IS for enjoyment activity report book. Pearson Product Moment correlation was used to examine the relationship between students’ reading habit and their achievement in ICP. The findings shows that students’ reading habit and students’ ICP final achievement was significantly correlated (.399) and had positive relationship. Correlation was significant at the level of 0.01 (two-tailed). Not only that, students’ reading habit and students’ listening final score was also significanltly correlated (.250) with positive relationship and at the significant level of 0.05 (two-tailed). However, the correlation between students’ reading habit and their final achievement in other subjects (reading, grammar, vocabulary, speaking, and writing) have not showed significant correlation. In conclusion, the students’ reading habit can be a predicator of their final achievement in ICP and their listening final score. However, this study has some weakness in defining and scoring the students’ reading habit and also in sampling procedure. Thus, the researcher suggest some important point for the further researcher. For similar topic they should make a clear guideline in scoring the students’ reading habit. They may also consider adding more sample, giving questionnaire, and interviewing the IS lecturer. They may also conduct experimental research to investigate the effect of students’ reading habit on their GPA. ABSTRAKHati, Nurmastya Permata. 2017. Hubungan antara Kebiasaan Membaca Mahasiswa di English Self-Access Center (ESAC) dan Nilai pada Program Intensive Course 2016. Skripsi, Prodi Pendidikan Bahasa Inggris, Jurusan Sastra Inggris, Fakultas Sastra, Universitas Negeri Malang. Dosen Pembimbing I: Dr. Enny Irawati, M.Pd., Dosen Pembimbing II: Dra. S. Nurul Muthmainnah, M.A. Kata Kunci: Kebiasaan Membaca, Nilai Akhir Program Intensive CourseTujuan penelitian ini adalah untuk mengetahui hubungan antara kebiasan membaca dari mahasiswa baru pada saat kegiataan Independent Study (IS) di English Self-Access Center (ESAC) dan nilai mereka pada Intesive Course Program (ICP) di tahun 2016. Penelitian ini menggunakan model penelitian korelasi kuantitatif.Peneliti memilih mahasiswa dari dua kelas terendah berdasarkan tes penempatan. Data diambil dari arsip nilai ICP dan buku laporan IS for enjoyment activity. Model korelasi Pearson Product Moment digunakan untuk menguji hubungan antara kebiasan membaca mahasiswa dengan nilai ICP mereka. Hasil penelitian ini menunjukkan bahwa kebiasaan membaca mahasiswa dengan nilai akhir ICP mereka memiliki hubungan korelasi yang signifikan (.399) dan memiliki hubungan yang positif. Korelasi signifikan pada level 0.01 (dengan two-tailed). Tidak hanya itu, kebiasaan membaca mahasiswa dan nilai akhir pada subjek listening juga menunjukkan korelasi yang signifikan (.250) dengan hubungan yang positif dan signifikan pada level 0.05 (dengan two-tailed). Namun, hubungan antara kebiasaan membaca mahasiswa dengan nilai akhir pada subjek-subjek yang lain (reading, grammar, vocabulary, speaking, dan writing) masih belum menunjukkan hubungan yang signifikan. Kesimpulannya, kebiasaan membaca mahasiswa bisa digunakan sebagai predikator terhadap nilai akhir ICP dan nilai akhir subjek Listening. Meski demikian, penelitian ini memiliki beberapa kelamahan diantaranya dalam mendefinisikan dan menilai kebiasan membaca mahasiswa serta kesalahan dalam menentukan sampel. Maka dari itu, peneliti memberikan beberapa saran penting untuk peneliti selanjutnya. Pada penelitian dengan topik yang sama, mereka harus memiliki rubrik penilaian kebiasan membaca yang jelas dan lengkap. Mereka juga harus mempertimbangkan penambahan sampel, pemberian kuesioner, dan wawacara dengan dosen IS. Selain itu, model penelitian eksperimental bisa juga dilakukan untuk mengetahui efek kebiasaan membaca mahasiswa dengan nilai mereka
ENGLISH TABOO EXPRESSIONS USED BY YOUNG PEOPLE IN MALANG
No full textABSTRAK Sebagai manusia, kita membutuhkan berkomunikasi untuk berhubungan dengan yang lain. Suatu saat, orang orang menggunakan tingkat bahasa ketika berkomunikasi. Mereka menggunakan bahasa yang formal, informal, bahkan yang dianggap tabu. Penelitian ini tentang ekspresi bahasa Inggris tabu yang digunakan oleh pemuda di Malang. Penelitian ini mengutamakan penemuan tentang kata tabu yang digunakan oleh pemuda di Malang. Tujuan dari penelitian ini adalah mengulas penggunaan ekspresi bahasa Inggris tabu yang digunakan pemudan di Malang khususnya jenis, tingkat keseringan, dan fungsi dari ekspresi tabu itu sendiri. Metode penelitian yang digunakan kualitatif deskriptif. Subjek penelitian ini adalah tiga orang pemuda yang tinggal di Malang, mereka berinisialkan sebagai R-25, A-25, dan P-25. Instrumen utama dalam penelitian ini dalah peneliti sendiri, sedangkan instrumen pendukung adalah catatan dan komputer. Data didapatkan dengan meneliti, menyimak dan merekam, identifikasi, dan mengkategorikan. Lalu data dianalisis dengan mengidentifikasi dan mengkategorikan, lalu peneliti menjelaskan dan merangkum data yang telah dianalisa. Hasil dari penelitian menunjukkan bahwa ada lima jenis ekspresi Bahasa Inggris tabu yang digunakan oleh subjek ketika berkomunikasi yaitu: (1) Obscenity, (2) Profanity, (3) Insult, (4) Cursing, (5) Epithet. Dari data yang telah dianalisa juga menunjukkan bahwa bahasa Inggris tabu yang sering digunakan adalah jenis (1) Obscenity. Hasil penelitian juga menunjukkan bahwa fungsi kata tabu terutama untuk obscenity yang berfungsi sebagai ungkapan umpatan dan kata penegas dan sebagai kesantunan positif saat digunakan dalam pujian. Tidak semua kata tabu berfungsi sebagai umpatan. Kesimpulannya, kata tabu tidak hanya berfungsi sebagai alat untuk mengumpat, tapi juga penegas. Penelitian ini masih membutuhkan penambahan dari siswa linguistik yang dapat melakukan penelitian serupa untuk menganalisa fenomena tentang kata tabu. Peneliti berharap penelitian ini dapat memberi keuntungan bagi guru maupun siswa linguistik sebagai sumber untuk memberi pengetahuan yang lebih baik tentang kata tabu khususnya pembelajaran bahasa kedua, untuk pelajar di Indonesia agar menambah kemampuan bahasa Inggris, dan untuk peneliti yang lain, penelitian ini dapat menjadi sumber bagi mereka yang melakukan penelitian dibidang pragmatik khususnya kata tabu