SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM
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Semiotic Analysis of Football Memes Posted in the Facebook Page:Troll Football
No full textABSTRACT Qodir, Thufeil Abdul. 2017. Semiotic Analysis of Football Memes Posted in the Facebook Page: Troll Football. Undergraduate Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: Aulia Apriana, S.S., M.Pd. and Prof. A. Effendi Kadarisman, M.A., Ph.D. Keywords: Semiotics, Football Meme, Signifier, Signified, Denotative, Connotative As the Internet has been used by millions of people around the world, internet memes has been widely known and used as a new trend to express an idea in an entertaining way through online communication. Troll Football as a well-known Facebook page continuously concerns on posting football memes and becomes a place of entertainment for internet users in general and for football and meme lovers in particular. Characteristics of internet memes have been researched upon repeatedly, but the specific topics like football memes and the details of its way of interpretation are yet to be revealed. Thus, this study aims to reveal the deep interpretation of football memes posted in Troll Football through semiotic analysis. Using descriptive qualitative method, this study involved the football memes posted in the Facebook page Troll Football. Sixty nine data were taken from the Facebook page, purposefully to reveal the siginifier and the signified of the memes and the denotative and connotative meaning of the memes, and were limited to Facebook’s social network site. Out of the sixty nine data, there were only ten data which were displayed in the findings and discussions of the study. All of them were the representation of the analysis of the whole data. Triangulation was also implemented in this study to strengthen the validity of the research. The researcher found five purposes which underlay the content of the football memes posted in Troll Football, they are to mock (46%), to insinuate (25%), to praise (19%), to pride (6%), and to joke (4%). These purposes mostly contained in the connotative meaning of the meme. In other words, the meme’s creator in the Facebook page Troll Football mostly played the connotative meaning in order to create the memes posted in Troll Football. As a result, the interpretation of the football memes posted in Troll Football would always be readers-oriented since it depends on the ability of the reader in figuring out the connotative meaning of the memes. This researcherthrough this researchsuggests the internet users in general to gain the understanding about the spread and the use of internet memes, especially football memes. For the student of Linguistics, this study can be used as an additional reference in the field of semiotics, to enrich the knowledge about it and its application in daily life. Lastly, it is hoped for future researchers to further investigate and conduct a supplementary research regarding the issue of internet memes
FOREIGN LANGUAGE ANXIETY, SOCIO-ECONOMIC STATUS AND ENGLISH ACHIEVEMENT OF THE 5th GRADERS AT LABORATORY ELEMENTARY SCHOOL STATE UNIVERSITY OF MALANG
No full textABSTRACT Widiana, Lia. 2017. Foreign Language Anxiety, Socioeconomic Status and English Learning Achievement of the Students at Laboratory Elementary School State University of Malang. Thesis, English Language Teaching, Department of English, Faculty of Letters, State University of Malang. Advisors: (I) Prof. Utami Widiati, M.A. Ph.D., (II): Dr. Enny Irawati, M.Pd Keywords: Foreign Language Anxiety, Socioeconomic Status and English Achievement Foreign language anxiety is known as a factor that hinders language learning. Socioeconomic Status is also a crucial factor that influences the success of learning a foreign language. The limited information regarding foreign language anxiety and Socioeconomic Status in young learners’ educational context and the relationship with the language achievement makes it crucial to be investigated. Therefore, the present study aims to investigate the relationship among foreign language anxiety, socioeconomic status, and English achievement. The purpose of this study is generally to explain about the correlation and the contribution of Foreign Language Anxiety (FLA), Socioeconomic Status (SES) toward English achievement of young learners. Since this study aims to discover the relationship and the contribution of Foreign Language Anxiety and Socioeconomic Status toward the English achievement, the research design that is used is correlational research with multiple regression analysis to know the simultaneous and partial contribution. The subjects of this research were three classes of the fifth graders of Laboratory Elementary School State University of Malang. The subjects of the study consisted of 70 students. The numerical data obtained from data collection was analyzed using SPSS 16.0. The instruments used in this study were FLCAS and SES scale. All instruments had been tried out and revised. The try out was held at the same school by considering the similarity of characteristic and achievement in English lesson with the sample target. After testing the instrument, it was found that the reliability of FLCAS is excellent (α = .913) and SES scale is good (α = .807). The coefficient of determination (R2) which was obtained is 0.267. It means that anxiety and socioeconomic status simultaneously gave 26.7% contribution to English achievement. Partially, the correlation and contribution of anxiety to English achievement was -.152. It means, there was significant negative correlation between anxiety and English achievement, yet the correlation was weak. The correlation and contribution of socioeconomic status to English achievement is .256. It means, there was significant positive correlation between socioeconomic status and English achievement, yet the correlation was weak. Partially, both of anxiety and socioeconomic status can be predictors to English Achievement. The results of multiple regression analysis revealed that the contribution of foreign language anxiety and socioeconomic status to English achievement was about 26%. The rest of 74% is influenced by other factors. In the future, it is necessary to explore other potential factors which may have relationship with English language achievement. The data in present study were collected only using questionnaires as it is quantitative research. For further researchers, it is suggested to conduct a qualitative research, including classroom observations and interviews with the students, teachers and the parents. It can provide further layer of analysis. For the teachers, it is not deniable that the factors of anxiety and socioeconomic status influence the outcome of language learning. Low anxiety and high socioeconomic status are two key factors related to success in language learning
Proses Berpikir Siswa Dalam Memecahkan Masalah Matematika Ditinjau Dari Level Kecerdasan Emosional
No full textPenelitian ini bertujuan untuk mendeskripsikan proses berpikir siswa SMP dalam memecahkan masalah berdasarkan level kecerdasan emosional. Materi Pokok yang yang dipilih dalam penelitian ini adalah Persamaan Linier Satu Variabel (PLSV) dikelas VII semester genap. Penelitian ini menerapkan langkah-langkah pemecahan masalah Polya yang memepermudah pendeskripsian proses berpikir siswa. Berikut langkah-langkah pemecahan masalah Polya (1) memahami masalah, (2) menyusun rencana, (3) melaksanakan rencana, dan (4) melihat kembali.Penelitian diawali dengan pemberian tes kecerdasan emosional kepada 38 siswa kelas VII A SMPN 2 Mataram yang bertujuan untuk menggolongkan tinggkat kecerdasan emosionalnya. Dari hasil tes ini, didaptkan 5 siswa dengan kecerdasan emosional tinggi, 27 siswa dengan kecerdasan emosional sedang, 6 siswa dengan kecerdasan emosional rendah. Kemudian dipilih satu orang dari masing-masing tingkat kecerdasan emosional berdasarkan rekomendasi dari guru yang terkait. Selanjutnya peneliti memberikan tes pemecahan masalah berupa soal cerita pada materi Persamaan Linier Satu Variabel (PLSV). Langkah terakhir , siswa yang diberikan tes pemecahan masalah adalah melakukan wawancara dengan tujuan mengetahui proses berpikir siswa tersebut.Dari hasil penelitian diperoleh bahwa dalam memecahkan masalah matematika PLSV Siswa dengan tingkat kecerdasan emosional tinggi mampu memahami masalah, membuat rencana pemecahan masalah, melaksanakan rencana pemecahan masalah, dan memeriksa kembali jawaban dengan menggunakan proses berpikir asimilasi.Siswa dengan tingkat kecerdasan emosional sedang: mampu memahami masalah, membuat rencana pemecahan masalah, melaksanakan rencana pemecahan masalah dengan menggunakan proses berpikir asimilasi. Sedangkan dalam memeriksa kembali jawaban dengan menggunakan proses berpikir akomodasi atau asimilasiSiswa dengan tingkat kecerdasan emosional rendah mampu memahami masalah, dan membuat rencana pemecahan masalah dengan menggunakan proses berpikir asimilasi, mampu melaksanakan rencana pemecahan masalah yang telah direncanakan dengan menggunakan proses berpikir akomodasi atau asimilasi, mengalami ketidaksempurnaan dalam memeriksa kembali jawaban karena ketidaksempurnan dalam proses berpikir akomodasi
A Linguistic Analysis of Pirate Language Used in the Movie Pirates of the Caribbean: At World's End
No full textABSTRAK Arganata, A.C. 2016. A Linguistic Analysis of Pirate Language Used in th MoviePirates of the Caribbean: At World’s End. Skripsi, Jurusan Bahasa dan Sastra Inggris, Fakultas Sastra, Universitas Negeri Malang. Pembimbing: (I) Aulia Apriana, S.S., M.Pd.; (II) Evynurul Laily Zen, S.S, M.A. Kata Kunci: analisa linguistik, bahasa bajak laut, film Pirates of the Caribbean: At World's End Bahasa bajak laut adalah sebuah variasi bahasa yang diucapkan oleh para bajak laut di dalam komunitas mereka. Choundas (2007) menyatakan bahwa bahasa adalah suatu cara komunal untuk berbicara. Itu berarti bahwa sebuah bahasa digunakan oleh suatu komunitas. Salah satu contoh bahasa komunal yang unik adalah bahasa bajak laut. Lalu, setelah diadaptasi ke dalam beberapa film, bahasa bajak laut mulai digunakan oleh orang banyak dalam percakapan seharihari. Penelitian ini bertujuan untuk mempresentasikan sebuah analisa sintaktik dan mencari tahu apa-apa saja karakteristik yang umum ditemui dari bahasa bajak laut dalam film tersebut. Penemuan dalam penelitian ini ditujukan untuk menyajikan para pembaca analisa sintaktik apa yang digunakan dalam film dan program televisi. Penelitian ini juga bertujuan untuk memberikan penjelasan bagaimana cara mencari penemuan penelitian ini. Lalu, diharapkan bahwa penelitian ini dapat bermanfaat bagi penonton film, murid linguistik, dan peneliti selanjutnya. Metode penelitian yang digunakan dalam penelitian ini adalah metode deskripsi kualitatif. Sumber data yang digunakan adalah film Pirates of the Caribbean: At World's End karena film ini menggunakan bahasa bajak laut dalam percakapakannya. Dalam penelitian ini, peneliti adalah instrumen utama dalam pengumpulan data, analisa data, dan interpretasi data. Sementara, instrumen pendukung yang terlibat adalah komputer, akses internet, dan beberapa program pendukung untuk menonton dan menganalisa filmnya. Hasil dari penelitian ini menunjukkan bahwa ada 12 karakter linguistik yang digunakan. Mereka adalah "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%), dan juga "toast and declamation" (0.78%). Dari temuan dan diskusi yang dilakukan, peneliti dapat menarik kesimpulan bahwa karakter linguistik yang paling sering digunakan dalam film ini adalah "commands". Alasan utamanya adalah struktur dan fungsi sosial dari dunia bajak laut yang membutuhkan perintah dari kapten kapal. Demikian, disarankan bagi para penonton film untuk memperhatikan bahasa yang digunakan dalam film. Bagi murid-murid linguistik, mereka juga sebaiknya mempertimbangkan untuk melakukan penelitian lebih lanjut tentang bahasa bajak laut sebagai salah satu variasi bahasa. Penelitian selanjutnya diharapkan untuk mencari data, teori, dan pendekatan sintaktik yang lebih dalam untuk menganalisa dan menemukan temuan-temuan lain yang luar biasa.
Incongruity in Verbal Humor in the Comedy Show 'Waktu Indonesia Bercanda'
No full textHumor has become a part of our social and cultural history since ages ago and becomes more popular nowadays.Many people see humor as something essential in their lives due to its benefits in many aspects. There are three basic types of humor, one of which is verbal humor. Verbal humor is the most frequently used and the common one to create something funny. It is a type of humor that can be analyzed by linguistic approach since it deals with linguistic units. In humor, there are three basic theories, including incongruity. Incongruity focuses on the humorous effect that occurs due to the contrary between what the hearers expect to come with what actually comes.Some linguistic aspects are used in incongruity to evoke the humorous result, including ambiguity. This study aims to identify the types of incongruity trigger verbal humor in the comedy show Waktu Indonesia Bercanda and found out the logical structures of those types. The research design of this study is descriptive qualitative. The data of this study are taken from a crossword game named Teka-TekiSulit in Indonesia comedy show Waktu Indonesia Bercandain NET TV. The researcher selected 20 random episodes from November 2016 to February 2017 which were downloaded from official YouTube channel NET. After getting the data, the researcher started to analyze and categorize the incongruity that occurs in that show. The final step was concluding the types of incongruity and the logical structures of those types. The findings show that there are two major types of incongruity that appear in Waktu Indonesia Bercanda; the manipulation of linguistic ambiguity (29%) and the manipulation of non-linguistic ambiguity (71%). There are some sub-types of the first type; those are lexical ambiguity (54%), syntactic ambiguity (17%), phonological ambiguity (15%), orthographic play (12%), and morphological ambiguity (2%). The second type, on the other hand, only has two sub-types; twisting logic (92%) and semiotic play (8%). Twisting logic can still be broken down into some different types since the use of it in this study is quite abundant. There are five minor types of twisting logic which are specific vs. general (40%), part of speech changing (24%), common vs. uncommon (19%), part-whole trap (15%), and the contrary of common expectation (2%). The logical structure of the types of incongruity that have been found is built from the manipulation of linguistic ambiguity through the use of lexical, syntactical, phonological, orthographic, and morphological, and from the manipulation of non-linguistic ambiguity through the use of twisting logic and semiotic play. This study suggests the students of linguistics to take a closer look to the study of humor since there are many interesting aspects of it that can be learnt. For the future researchers, this study can be their reference in conducting a research about humor in different aspect. People in general can also learn humor deeper because it helps them to get along with groups of people and make friends.ABSTRAK Humor has become a part of our social and cultural history since ages ago and becomes more popular nowadays.Many people see humor as something essential in their lives due to its benefits in many aspects. There are three basic types of humor, one of which is verbal humor. Verbal humor is the most frequently used and the common one to create something funny. It is a type of humor that can be analyzed by linguistic approach since it deals with linguistic units. In humor, there are three basic theories, including incongruity. Incongruity focuses on the humorous effect that occurs due to the contrary between what the hearers expect to come with what actually comes.Some linguistic aspects are used in incongruity to evoke the humorous result, including ambiguity. This study aims to identify the types of incongruity trigger verbal humor in the comedy show Waktu Indonesia Bercanda and found out the logical structures of those types.The research design of this study is descriptive qualitative. The data of this study are taken from a crossword game named Teka-TekiSulit in Indonesia comedy show Waktu Indonesia Bercandain NET TV. The researcher selected 20 random episodes from November 2016 to February 2017 which were downloaded from official YouTube channel NET. After getting the data, the researcher started to analyze and categorize the incongruity that occurs in that show. The final step was concluding the types of incongruity and the logical structures of those types.The findings show that there are two major types of incongruity that appear in Waktu Indonesia Bercanda; the manipulation of linguistic ambiguity (29%) and the manipulation of non-linguistic ambiguity (71%). There are some sub-types of the first type; those are lexical ambiguity (54%), syntactic ambiguity (17%), phonological ambiguity (15%), orthographic play (12%), and morphological ambiguity (2%). The second type, on the other hand, only has two sub-types; twisting logic (92%) and semiotic play (8%). Twisting logic can still be broken down into some different types since the use of it in this study is quite abundant. There are five minor types of twisting logic which are specific vs. general (40%), part of speech changing (24%), common vs. uncommon (19%), part-whole trap (15%), and the contrary of common expectation (2%). The logical structure of the types of incongruity that have been found is built from the manipulation of linguistic ambiguity through the use of lexical, syntactical, phonological, orthographic, and morphological, and from the manipulation of non-linguistic ambiguity through the use of twisting logic and semiotic play. This study suggests the students of linguistics to take a closer look to the study of humor since there are many interesting aspects of it that can be learnt. For the future researchers, this study can be their reference in conducting a research about humor in different aspect. People in general can also learn humor deeper because it helps them to get along with groups of people and make friends
The Intention of Using Emojis in Whatsapp Messages among Young Adults
No full textABSTRACT Muhammad, G. 2016. The Intention of Using Emojis in Whatsapp Messages among Young Adults. Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors (1) Dr. Emalia Iragiliati S., M.Pd (2) Maria Hidayati, S.S., M.Pd Keywords: Intention, Misunderstanding, Emoji, Whatsapp In this electronic age, people are so familiar with emojis and emoticons. Emojis are ideograms and smileys used in electronic messages and web pages. This research is to find (1) the most frequently used emojis in Whatsapp messages, (2) the reasons of using emojis in Whatsapp messages, (3) the topics of conversation of the participants who use emoji in, (4) the topics of conversation of the participants who do not use emoji in, (5) people that participants choose to use emojis to in Whatsapp messages, and (6) the intention of using emojis in Whatsapp messages. The case study about emojis prepared to find out the people’s intention of using emojis is taken from the data gathered from several experiences of Whatsapp emoji users. The study involved 50 undergraduate students of Universitas Negeri Malang. The participants were asked to answer questionnaires to gather information regarding the intention of using emojis on Whatsapp messenger from the point of view of the students. An interview was conducted with the participants to support the data from the questionnaire. The findings showed that (1) the most frequently used emojis were Face with Tears of Joy, Smiling Face with Open Mouth and Smiling Eyes and Unamused Face, (2) the most reasons of using emojis were to express their feelings and emotions through the emoji chosen, to make the conversations more interesting, to strengthen what they meant in texts, and make the conversation less tense, (3) the participants tended to use emoji while they were in light informal conversations like gossiping, and telling jokes (4) most participants chose not to use emoji while they were in formal conversations in Whatsapp, for example, while talking with lecturers, talking with older men, and talking with bosses, (5) The participants tended to use emojis while they were in conversations with their close friends, friends, and families, and (6) the intention of using emojis of the participants was to show feeling as the most frequently stated reason to use emojis. The results of this study suggested that the students and the lecturers who study Pragmatics are able to meet the need of understanding the intention of using emojis. For Whatsapp emoji users, the findings are to be beneficial as information to be more tolerant and wise in using emoji. For future researchers, the findings of this research are expected to be beneficial in a way they can use this as references to conduct further and deeper research regarding identifying intentions of using emojis.
developing a quartet card games to teach vocabulary to the fourth graders
No full textABSTRACT Ayuningsih, Aulia Zahroh. 2016. Developing a Quartet Card Games to Teach Vocabulary to the Fourth Graders. Undergraduate Thesis. English Department, Faculty of Letters, State University of Malang. Advisors: (I) Dr. Furaidah, M.A. (II) Nur Hayati, S.Pd, M.Ed. Key Words: Vocabulary acquisition, Quartet card games, English young learners Vocabulary mastery is required for effective communication and vocabulary needs to be learned an acquisition from very early on. Teachers especially in the context of EYL, need to create fun teaching and learning activitiesto help students learn and acquire vocabulary. One of the ways is by using interactive media. The results of the need analysis done in a primary school revealed thatthe teacher rarely implemented fun activitiesand neither did she usegame and media in teaching English. The reason why game was so rarely used in the school was because of the limited time and budgetto prepare the games activity.This prompted the researcher to conduct an R & D study to develop Quartet Card games for vocabulary learning at the fourth grade level. This research followedseven steps, i.e:need analysis, planning, preliminary product development, preliminary field test, main product revision, main field test, and final product revision. The subjects of the tryout of the game were sixteen students of the fourth grade inan elementary school. This study used four kinds of instruments to collect the data. They werevalidation checklist, observation sheets, questionnaires, and interview guidelines. The final version of the Quartet card gamesproduced by considering the results of expert validation and try out consisted of twenty four packs of Quartet cards, tokens, and a die. This product is called a learning package because it provides two learning activities using those cards: Quartet Card games and Cycling Chase games. The researcher chose “fruits and vegetables” as the topics of the prototype. After the subjects played the Quartet card games and Cycling chase games, they were asked to do crossword puzzlein order to check students’ vocabulary. The subjects were also encouraged to use classroom language during the interaction with their partners. Based on the results of expert validation and try out, the product is considered to reach the objective of the development. The Quartet Card games could motivate and engage the students actively in learning vocabulary. In addition, the students could learn vocabulary by playing the games. It is suggested that teachers and future researchers develop Quartet Card games for elementary school students of lower grades who like to play. Due to the limited topics in the product,it is also suggested that future researchersdevelop Quartet card games on different topics of certain groups or categories. ABSTRAK Ayuningsih, Aulia Zahroh. 2016. Pengembangan Permainan Kartu Kuartet untuk Mengajarkan Kosa Kata pada Siswa Kelas IV. Skripsi Jurusan Sastra Inggris Fakultas Sastra Universitas Negeri Malang. Pembimbing :(I) Dr. Furaidah, M.A. (II) Nur Hayati, S.Pd, M.Ed. Kata Kunci : penguasaan kosa kata, permainan kartu kuartet, pelajar muda Menguasai kosa kata diperlukan untuk berkomunikasi secara efektif dan kosa kata perlu dipelajarisejak usia dini.Guru khususnya pengajar anak- anak,perlu merancang kegiatan belajar dan pembelajaran yang menyenangkan untuk membantu siswa belajar serta mengusasi kosa kata. Salah satu caranya yaitu menggunakan media pembelajaran interaktif. Hasilpenelitian awal di sebuah Sekolah Dasar menunjukkan bahwa guru jarang menerapkan kegiatan yang menyenangkan, serta jarang menggunakan permainan dan media dalam mengajarkan Bahasa Inggris. Penyebab jarangnya menerapkan kegiatan permainan di sekolahialah waktu dan biaya yang terbatas untuk mempersiapkan permainan.Hal tersebutlah yang mendorong peneliti untuk mengadakan penelitian & pengembangan tentang permainan kartu kuartet untuk pembelajaran kosa kata pada kelas empat. Penelitian tersebut mengikuti tujuh tahapan berikut antara lain: penelitian awal, perencanaan, pengembangan produk awal, uji coba produk awal (validasi ahli), revisi produk utama, uji coba produk, dan revisi produk akhir. Subjek yang digunakan dalam uji coba produkmelibatkan enam belas siswa kelas IV di sebuah Sekolah Dasar. Penelitian ini menggunakan empat jenis instrumen dalampengumpulan data antara lain: checklist validasi ahli, lembar observasi, kuisioner, dan lembar wawancara. Versi akhir dari permainan kartu kuartet yang dibuat dengan mempertimbangkan hasil–hasil validasi ahli dan uji coba terdiri dari dua puluh empat pak kartu kuartet, beberapa token, dan sebuah dadu. Produk tersebut disebut sebuah paket belajar karena menyediakan dua kegiatan belajar dengan Kartu Kuartet: permainan Kartu Kuartet dan permainan Cycling Chase. Peneliti memilih buah dan sayuran sebagai topik dari pengembangan produk. Setelah bermain, siswa diminta mengerjakan teka teki silang untuk memeriksa kosa kata siswa. Subjek juga didorong untuk menggunakan istilah-istilah khusus dalam kelas (classroom language) ketika berinteraksi dengan teman - temannya. Berdasarkan hasil validasi ahli dan uji cobaproduk, produk tersebutdinyatakan telah melampaui tujuan pengembangan. Permainan kartu kuartet dapat memotivasi siswa dan melibatkan siswa untuk aktif dalam pembelajaran kosa kata. Selain itu, siswa dapat mempelajari kosa kata dengan bermain permainan ini. Bagi guru dan peneliti selanjutnya diharapkan mengembangkan permainan kartu kuartet untuk diterapkan pada siswa di kelasyang lebih rendah, yang mana mereka masih suka bermain. Dikarenakan terbatasnya topik yang tersedia di kartu, maka peneliti selanjutnya disarankan untuk mengembangkan permainan kartu kuartet untuk topik-topik yang berbedadari kelompok/ kategori tertentu
implenting numbered collaborative strategic reading (NCSR) to improve the eighth graders' reading comprehension
No full textThis study aimed to improve students’ reading comprehension in reading narrative texts by implementing numbered collaborative strategic reading (NCSR). This study was conducted in SMPN 2 Malang because there were only 5 out of 32 students or about 15.6% of the class who passed the minimum score in reading test 1 as the preliminary test. The result of the observation and interview with the English teacher showed that the teacher usually used a conventional teaching strategy. As a result, the students were passive and had low reading comprehension. To solve this problem, the researcher decided to employ NCSR strategy that could increase the students’ participation and the students’ reading comprehension.The NCSR consisted of six steps: (1) Numbering in which the students are grouped in groups of four and numbered from 1 up to 4 as their identity within each group; (2) Giving Roles, giving students specific roles: Leader, Clunk Expert, Gist Expert and Question Expert with its responsibility to each member of groups; (3) Preview, brainstorming and making prediction about the reading text led by the Leaders; (4) Click and Clunk, identifying the difficult words that were found in reading text led by the Clunk Expert; (5) Get the Gist, identifying any important information/gist in the text led by the Gist Expert; and (6) Wrap Up, reviewing the text and making a good conclusion with their own words led by the Question Expert.The design of the study was Classroom Action Research design by Kemmis & McTaggart (1988). The study was conducted in one cycle of four stages: planning, implementing, observing, and reflecting. This cycle was implemented in two meetings. The subjects of the study were 32 students of VIIIG at SMPN 2 Malang in the academic year of 2015/2016. The researcher used two reading comprehension tests, field notes and questionnaires to collect the data. The criteria of success are at least 70% of the students in class should reach at least 15 points higher than the first reading test and at least 80% of students in class show positive responses toward the implementation of NCSR.The findings of the study showed that there were 23 out of 32 students or about 72 % gained 15 points or higher score in their second reading test and there were 29 out of 32 students or about 92.5% students gave positive responses toward the implementation of NCSR. Based on the findings, it can be concluded that NCSR strategy could improve students’ reading comprehension of narrative texts and most students gave positive responses towards the implementation of NCSR. Based on the findings, the suggestions are directed to the English teacher and the further researcher. For the English teachers, it was suggested to use numbered collaborative strategic reading (NCSR) as one of the reading strategies in their reading classes as an alternative strategy to improve the students’ reading comprehension gradually. For further researchers, it is suggested to implement numbered collaborative strategic reading (NCSR) strategy in teaching other reading types of texts at different grades that involve more meetings
Peningkatan Aktivitas dan Hasil Belajar IPS dengan Menggunakan Model Pembelajaran Kooperatif Round Table dan Rally Coach (Studi Pada Siswa SMP Negeri 2 Sungai Raya Kabupaten Bengkayang Kalimantan Barat)
No full textPermasalahan yang terjadi pada kegiatan pembelajaran di Kelas VIIIC SMP Negeri 2 Sungai Raya Kabupaten Bengkayang Kalimantan Barat adalah kurang aktifnya siswa dalam mengikuti kegiatan pembelajaran yang berpengaruh pada motivasi belajar dan berdampak terhadap hasil belajar. Model pembelajaran kooperatif Round Table dan RallyCoach dijadikan solusi untuk meningkatkan aktivitas dan hasil belajar pada pembelajaran IPS. Tujuan penelitian ini untuk (1) menganalisis peningkatan aktivitas belajar dan hasil belajar. Aktivitas belajar siswa yang diamati mencakup aktivitas visual, lisan, mendengarkan, menulis dan mental, (2) untuk menganalisis peningkatan hasil belajar siswa melalui model pembelajaran kooperatif Round Table dan Rally Coach dilakukan tes pada setiap akhir siklus pembelajaran. Penelitian ini adalah penelitian tindakan kelas (PTK) yang terdiri dari dua siklus meliputi tiga tahapan yaitu perencanaan, pelaksanaan tindakan, observasi dan refleksi. Penelitian ini dilaksanakan di SMP Negeri 2 Sungai Raya Kabupaten Bengkayang Kalimantan Barat pada siswa kelas VIII dengan Kompetensi Dasar 4 kegiatan perekonomian masyarakat. Hasil penelitian menunjukkan peningkatan aktivitas belajar siswa dengan persentase 76% pada siklus I dan 89% di siklus II. Hasil belajar mengalami peningkatan yaitu 80% pada siklus I meningkat menjadi 86,67 di siklus II. Guru melaksanakan kegiatan pembelajaran sesuai dengan sintak pembelajaran sangat baik yang dapat dilihat dari keterlaksanaan pembelajaran mencapai 94,20% pada siklus I dan 97,77% pada siklus II. Hasil angket respon siswa menunjukkan bahwa siswa menyenangi penerapan kedua model pembelajaran ini Dari hasil penelitian tindakan yang telah dilakukan disarankan kepada guru dalam kegiatan pembelajaran untuk memilih model pembelajaran Round Table dan Rally Coach karena dengan menggunakan kedua model ini dapat meningkatkan aktivitas dan hasil belajar. Bagi kepala sekolah disarankan untuk mengajak dan mengarahkan guru untuk menggunakan model-model pembelajaran yang dapat menghidupkan kelas sehingga kegiatan pembelajaran lebih inovatif dan berwarna. Siswa disarankan dalam kegiatan pembelajaran dengan menggunakan model pembelajaran Round Table dan Rally Coach dapat berperan aktif dan bersungguh-sungguh sehingga kegiatan pembelajaran menjadi lebih menyenangkan dan bermakna. Bagi peneliti selanjutnya disarankan untuk menggunakan model pembelajaran Round Table dan Rally Coach dalam penelitian selanjutnya, karena selain dapat meningkatkan aktivitas dah hasil belajar kedua model pembelajaran ini dapat meningkatkan keterampilan lainnya dalam kegiatan pembelajaran.
Kecemasan Berbicara dalam Kelas Bahasa Inggris Siswa Kelas 11 SMAN 10 Malang.
No full textABSTRAK Penthatesia, C. 2017. Kecemasan Berbicara dalam Kelas Bahasa Inggris Siswa Kelas 11 SMAN 10 Malang. Skripsi, Jurusan Bahasa Inggris, Fakultas Sastra, Universitas Negeri Malang. Pembimbing: 1) Dr. Mirjam Anugerahwati, M.A. 2) Nur Hayati, S.Pd, M.Ed. Kata Kunci: Kecemasan Berbicara, Communication Apprehension, Fear of Negative Evaluation, Test Anxiety.Penelitian ini diadakan untuk mengetahui faktor yang mempengaruhi kecemasan siswa saat berbicara Bahasa Inggris di kelas. Penelitian ini juga ditujukan untuk mengetahui strategi-strategi yang digunakan oleh siswa untuk menghadapi kecemasan mereka dan strategi guru untuk mengurangi kecemasan siswa. Peneliti memilih penelitian ini karena penelitian mengenai kecemasan berbicara pada siswa tingkat SMA masih belum banyak di teliti. Padahal jika hal ini dapat diketahui lebih dini, maka permasalahan mengenai kecemasan siswa dalam berbicara Bahasa Inggris dapat teratasi. Di samping itu, setelah diadakan observasi awal menunjukan bahwa siswa-siswi kurang tertarik untuk berbicara Bahasa Inggris. Maka dari itu, peneliti merasa ingin tahu mengenai faktor yang melatar belakangi kecemasan siswa-siswi tersebut dan bagaimana cara mereka untuk mengatasinya. Peneliti juga ingin tahu strategi-strategi apa yang digunakan guru untuk membantu siswa-siswi mengurangi rasa kecemasan berbicara tersebut.Penelitian ini menggunakan desain deskriptif kualitatif. Subjek penelitian adalah siswa-siswi kelas 11 SMAN 10 Malang dan guru Bahasa Inggris mereka. Disini peneliti bertindak sebagai pengumpul data. Instrument yang digunakan dalam penelitian ini adalah lembar observasi, kuesioner, dan pertanyaan untuk wawancara. Lembar observasi digunakan untuk mendeskripsikan detail kegiatan yang terjadi di kelas. Lembar observasi tersebut terdiri dari tiga aspek yang yang adalah faktor-faktor yang mempengaruhi kecemasan siswa-siswa saat berbicara. Peneliti juga mencatat reaksi guru dan siswa-siswi pada kegiatan yang melibatkan kegiatan berbicara di kelas. Kuesioner yang digunakan pada penelitian ini diadaptasi dari Foreign Language Anxiety Scale (FLCAS) milik Horwitz untuk mengetahui faktor yang membuat siswa-siswi cemas ketika berbicara Bahasa Inggris. Kuesioner ini terdiri dari 33 pernyataan dengan pilihan jawaban ya/tidak yang menanyakan mengenai perasaan siswa pada kegiatan berbicara di kelas Bahasa Inggris. Daftar pertanyaan interview digunakan untuk mengetahui opini dan pemikiran siswa-siswi mengenai kegiatan berbicara dalam kelas Bahasa Inggris dan strategi-strategi yang mereka gunakan untuk mengatasi kecemasan mereka dalam berbicara. Guru mata pelajaran Bahasa Inggris mereka juga di wawancara guna mengetahui strategi-strategi yang digunakan untuk mengurangi kecemasan berbicara siswa-siswa.Hasil dari penelitian ini menunjukan bahwa siswa-siswi kelas 11 SMAN 10 Malang mengalami kecemasan berbicara yang diakibatkan dari tiga faktor yaitu Communication apprehension, fear of negative evaluation, dan test anxiety. Faktor yang paling berpengaruh datang dari lingkungan sekitar mereka, teman kelas dan diri mereka sendiri. Banyak dari mereka yang menyatakan bahwa mereka takut ketika harus berbicara Bahasa Inggris di depan kelas karena malu ketika membuat salah. Mereka juga menyatakan bahwa mereka merasa tidak nyaman ketika teman sekelas mereka menertawakan mereka ketika mereka membuat salah dalam kegiatan berbicara di kelas. Walaupun begitu, mereka merasa baik-baik saja ketika mereka mendapat umpan balik atau koreksi dari guru mereka ketika mereka membuat salah pada kegiatan berbicara. Siswa-siswi juga berkata bahwa mereka memiliki kesulitan untuk merangkai kata menjadi rangkaian kata yang benar untuk menyampaikan pendapat mereka karena mereka merasa kurang dalam kosa kata dan pengetahuan mengenai tata bahasa. Lebih jauh lagi, siswa-siswi juga menunjukkan beberapa sikap yang berkaitan dengan kecemasan mereka seperti berbicara dengan terbata-bata, malu, memainkan tangan mereka sendiri, dan bingung ketika mereka kesusahan untuk mengingat suatu kata. Guru mata pelajaran pun sudah mengetahui bahwa siswa-siswinya mengalami kecemasan berbicara. Maka dari itu, ia selalu memotivasi dan mendorong mereka untuk berani berbicara dalam Bahasa Inggris walaupun kesalahan bisa saja terjadi. Bagi siswa-siswi yang mengalami kecemasan dalam berbicara bisa menerapkan beberapa strategi-strategi pada penelitian ini seperti menyiapkan materi dengan baik sebelum pelajaran Bahasa Inggris dimulai kurang lebih sehari sebelumnya untuk berjaga-jaga menjawab pertanyaan spontan yang diberikan guru. Latihan berbicara di kaca juga dapat digunakan untuk mengurangi rasa gugup ketika berbicara. Berbicara dengan teman dengan Bahasa Inggris juga dapat mengurangi rasa cemas dalam berbicara. Disarankan juga bagi guru mata pelajaran agar selalu membuat suasana kelas yang nyaman dan bersahabat untuk mengurangi kecemasan berbicara siswa-siswi. Karena hal tersebut dapat memicu masalah serius seperti membuat siswa-siswi yang mengalami kecemasan menjadi pasif di kelas. Bagi peneliti selanjutnya, disarankan agar mengadakan penelitian serupa dengan menggunakan instrument yang bisa mempelajari kecemasan dalam berbicara lebih dalam. Disarankan juga agar peneliti selanjutnya dapat membuat penelitian terkait faktor internal dan eksternal yang memicu kecemasan dalam berbicara