SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM
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Lecturer’s Oral Corrective Feedback on Students’ Errors in Speaking Classes.
No full textABSTRAK Rahayu, Wilis. 2017. Lecturer’s Oral Corrective Feedback onStudents’ Errors in Speaking Classes. Undergraduate Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Dr. Suharyadi, M.Pd (II) Dr. Furaidah, M.A Keywords: oral corrective feedback, students’errors, speaking classesIn learning, feedback is very important for the development of students’ competence. As an expert, the lecturer in a classroom should be careful in choosing the types of feedback delivered to the students. It is complex to consider which types of corrective feedback that work best for the students. This study is to investigate the types of oral corrective feedback that are used by thelecturers in speaking classes and also some types of corrective feedback that are mostly preferred by the students for their speaking development.The researcher useda descriptive research design to collect the data. The researcher’s role in this study was anobserver-as-participant. The subjects of the study were 97 students from six Speaking classes. To collect the data, the researcher employed three research instruments. The instruments were videotape, fieldnote, and questionnaire.The data were analyzed in two ways. Firstly, the data from observations were collected in the form of written transcription about students’and lecturers’ utterances. Then, these transcriptions were grouped based on the seven types of corrective feedback. The second data gathered through survey were calculated and tabulated based on the types of corrective feedback.The research finding showed that the lecturers gave the immediate and delayed correction. The immediate feedback which occured during observations were Recast, Repetition, Clarification request, Explicit correction, Elicitation, and Metalinguistic clue. The most frequent feedback used by the lecturer was Recast. Recast was also considered by the students as the most useful among other types of corrective feedback.Both immediate and delayed correction are better used to encourage students’ accuracy. Additionally,it is recommended for Speaking lecturer to use Recast in Speaking classes. It is finally suggested for English Speaking lecturer to use Recast as supportive, scaffolding help that serves to move the lesson ahead when the target forms are not available in the students’ current production ability. For future researchers who have the same interest to study similar topic, it is recommended to conduct observations so that types of corrective feedback are better established because the observation can reach the data redundancy
Errors in Recount Text Written by the Eighth Graders of SMPN 6 Malang
No full textABSTRAK Ambarwati, Mega. 2017. Errors in Recount Text Written by the Eighth Graders of SMPN 6 Malang. Thesis, English Department, Faculty of Letters, State University of Malang. Advisors: (1) Drs. AndiMuhtar, M.A (2) Dr. E. D. Laksmi, M.Pd, M.A Keywords:Error, Past Tense, Recount TextThe subject of this study was the eighth graders of SMPN 6 Malang. It was found that the students had difficulties in writing recount text. One of the difficulties was the tense used in the text, thus made them tend to make errors. It proved that writing is one of the difficult skills to be acquired by L2 students, because in writing, the students need to have some knowledge. It also proved that analyzing the errors made by the students is an important thing to do. By analyzing the errors, the teacher can use the suitable and the best method or strategy to teach the students, so that they can acquire a better writing.Therefore, the researcher conducted research on the students’ errors in writing recount text written by the eighth graders of SMPN 6 Malang. The subject of the study was31 students of SMPN 6 Malang coming from VIII-7 class. Recount text was chosen because it is one of the English texts that is taught to the students at that time and it is also stated in K13 syllabus for junior high school. The researcher used Surface Strategy Taxonomy proposed by Dulay (1982) to analyze the errors made by the students.The result of this study showed that there were 181 errors found in the students’ recount texts. Those errors were classified into four types of error, i.e. omission, addition, misformation, and misordering. But, in this study, there were only three types of error that were related to recount text. The biggest error found in this study was misformation. Misformation error found in this study was alternating form of verb. It came up to 60.77% and followed by omission with 24.30%. Omission error found in this study were omission of suffix –e/-ed (23.19%) and omission of auxiliary verb (1.10%). The last was addition error that came up to 14.91%. it was the most infrequent error found in this study. Addition errors found in this study were double marking (7.73%), regularization (4.96%), and simple addition (2.20%).In conclusion, the errors found in this study were errors of misformation(60.77%), omission (24.30%)and addition (14.91%). It is suggested that the teacher, has to give further explanation about the material, so that the students can acquire better writing and also better English. It is suggested that future researcher can use the result of this study as the reference to conduct research related to error analysis
Phatics in Spoken Discourse: An Analysis of Phatics Expression Used by Indonesian Vloggers
No full textABSTRAK Candra Ayu Kartika. 2017. Phatics in Spoken Discourse: An Analysis of Phatic Expressions Used by Indonesian Vloggers. Sarjana’s Thesis. UniversitasNegeri Malang: Department of English. Advisors: (1) Prof. A. Effendi Kadarisman, M.A., Ph.D., (2) Dr. Mirjam Anugerahwati, M.A. Key words:video bloggers or vloggers, phatic utterances, types of phatic expression, communicative function. Phatics seems to be an almost universal habit in every culture, and many researchers have conducted studies in the area of phatic expressions. However, there has been no study on phatic utterances in social media. Therefore, this study aims to investigate phatic utterances used in video blogs, better known for its blended form: vlogs. In this study, the researcher used a descriptive qualiative method.The data were derived from ten video blogs of nine well-knownIndonesian video bloggers, or vloggers.To collect the data, the writer used three techniques: downloading. note taking, and transcribing techniques. The transcribed conversations were then coded to make it easier for data analysis to point out which types of phatic expressionsoccur in the vloggers’ conversations. Then, the researcher examined the communicative function of each phatic utterance in each context using the theoryof SPEAKING by Dell Hymes. The findings show that the types of phatic expressions (281 utterances in total) used by Indonesian Vloggers are greeting (23,5 %), accepting (23,13%), rejecting (18,86%), biding (18,15%), congratulating (9,6%), thanking (4,98%), and apologizing (1,78%). The researcher did not find the use of phatic expression of condoling. Then, there are five types of phatic expression which contain sub-types. Those are greeting, accepting, rejecting, biding, and congratulating.The researcher also found that there are two general functions of phatic communication. The first is that it serves to establish and consolidate the interpersonal relationship between the two participants. The second is to ease the transition from one and to another verbal interaction.Phatic expressions can be regarded as “empty” or “meaningless”, but as a means of communication in a social context they are significant. On the basis of the research findings, future research may investigate functions of phatic expressions as used in wider sociopragmatic contexts. ABSTRAK Candra Ayu Kartika. 2017. Basa Basi dalam Wacana Tutur : Sebuah Analisis Ucapan Basa Basi yang Digunakan oleh Vloggers Indonesia. Sarjana’s Thesis. UniversitasNegeri Malang: Department of English. Advisors: (1) Prof. A. Effendi Kadarisman, M.A., Ph,D., (2) Dr. Mirjam Anugerahwati, M.A. Kata kunci: vloggers, ujaran basa-basi, jenis ujaran basa-basi, fungsi komunikatif. Basa-basi nampaknya merupakan kebiasaan yang hampir universal di setiap budaya, dan banyak peneliti telah melakukan penelitian di bidang ekspresi basa-basi. Namun, belum ada penelitian tentang ujaran basa-basi di media sosial. Oleh karena itu, penelitian ini bertujuan untuk menyelidiki ujaran basa-basi yang digunakan di Blog Video, yang lebih dikenal dengan istilah: vlog. Peneliti menggunakan metode deskriptif kuantitatif untuk menganalisis data. Data tersebut berasal dari sepuluh blog video dari sembilan Vidoe Blogger Indonesia yang terkenal. Untuk mengumpulkan data, penulis menggunakan tiga teknik: mengunduh. mencatat, dan mentraskrip. Percakapan yang ditranskripsi kemudian dikodekan agar analisis data lebih mudah untuk menunjukkan tipe ujaran basa-basi yang termasuk dalam percakapan vloggers. Kemudian, peneliti meneliti fungsi komunikatif setiap ujaran basa-basi dalam setiap konteks menggunakan teori SPEAKING oleh Dell Hymes. Hasil temuan menunjukkan bahwa jenis ujaran basa-basi total adalah 281 ujaran yang digunakan oleh Vloggers Indonesia yaitu ucapan salam (23,5%), menerima (23,13%), menolak (18,86%), menawarkan (18,15%), mengucapkan selamat (9,6%), mengucapkan terima kasih (4,98%), dan meminta maaf (1,78%). Peneliti tidak menemukan penggunaan ekspresi basa-basi duka cita. Lalu, ada lima jenis ekspresi basa-basi yang mengandung sub-tipe. Salam, menerima, menolak, memberi, dan memberi selamat. Peneliti menemukan bahwa ada dua kesimpulan umum yang muncul mengenai fungsi komunikasi basa-basi. Yang pertama adalah berfungsi untuk membangun dan mengkonsolidasikan hubungan interpersonal antara kedua peserta. Yang lainnya adalah mempermudah transisi ke dan dari interaksi. Bentuk basa-basi dapat dianggap "kosong", sebagai "tidak berarti", namun sebagai alat komunikasi dalam konteks sosial mereka signifikan. Berdasarkan temuan penelitian, penelitian di masa depan dapat menyelidiki fungsi ekspresi basa-basi seperti yang digunakan dalam konteks sosioptagmatik yang lebih luas
Sexism on Facebook Status
No full textABSTRAK Cahyani, Laily I. N. 2017. Sexism on Facebook Status. Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: Dr. Mirjam Anugerahwati, M.A., Inayatul Fariha, S. S., M.A. Keywords: Sexism, Gender Bias, Facebook Status, Media Discourse.Social media are the arena of promoting meaning through some symbols and signifiers. Cunningham et. Al (2004) even states that social media are critical to shape public perception toward something. Additionally, Dian in Budiawan (2015) sums up that media display meaning negotiation which debates culture composition. One of the issues in the media is the portrayal of a specific gender that based on the sex they owned. Gender is the parameter of valuing someone’s identity; in this study women are misrepresented through the uses of sexist language in social media.This study focuses on the sexist language found on facebook status to represent women. The researcher finds out that the uses of sexist language on facebook status shows the idea of women sub-ordinated positon in the society. It is found out that the uses of sexist language is beneficial to promote male higher position since the men are the objects who value.By using researcher’s private Facebook account, the data collection are conducted in three phases. The first phase is observing the data of the representation of women in social media by using sexist language. The second, the researcher tries to choose the data pervasively based on the theory of female sexist representation in the media; and the third, the researcher analyzes the data by using interdisciplinary approach. The data are in the form of Facebook status updates including memes, writing contents, and the combination of picture and written status.This study analyzes the function of using sexist language to represent women. The researcher found out that the representation of women on facebook status may be categorized into three main aspects which are : (1) sexist representation that see women based on the idealized femininity, (2) sexist representation that see women based on the stereotypical view, and (3) sexist Representation that see women as the objects of sexual desire. In a nutshell, this study succeded in revealing some functions of representing women by using sexist language. Women can be positioned as the subjects of inquiry also as the objects of sexual desire; as well as they view stereotypically based on society’s belief and assumption. Women are demanded to behave accordingly more than men. It means to submit socio-cultural practices in the society and to perpetuate male hegemonic norms
Pet Names: A Genderlect Used by Young People to Address Best Friend(s)
No full textABSTRAK Winanta, A.E. 2017. Pet Names: A Genderlect Used by Young People to Address Best Friend(s). Thesis, Department of English, Faculty of Letters, State University of Malang. Advisors: Prof. Dr. Siusana Kweldju, M. Pd., Drs. Arif Subiyanto, M.A. Keywords: Pet Names, Genderlect, Best Friends, Addressing Term, Young PeopleThis research is focused on investigating how young people used pet names as genderlect to address best friend(s). This research was leaded by a research problem; to seek kind of pet names used by young people to address best friend.The data on this research was collected from 123 participants of Department of English Students of State University of Malang (UM) and active members of Unit Kegiatan Mahasiswa Penulis (UKMP UM) by using purposive and snowballing sampling techniques also triangulation methods. The data, then, analyzed using genderlect theory and some relevant previous studies.Based on the analysis above, it could be concluded that there are two major pet names used by young people to address their best friend(s); (1) Animate and (2) Inanimate pet names. Then, those major categories were sub-categorized into (1) Animate: (a) Humans, (b) Animals, and (c) Characters, while for (2) Inanimate was sub-categorized into (a) Language Feature, (b) Objects, (c) Food and Drink, (d) Job, and (e) Names.Besides the categories, the results also show the frequency used in pet names. The frequency represents that between two major categories, the Inanimate category is the highest frequency of pet names that is used by the participants with the detail shows; Inanimate related to Language Feature is 190 or 74.80% participants used it and Animate related to Animals is 64 or 25.20% participants used it. The fewest are in Inanimate: pet names related to Job 4 or 1.57% users and pet names used in Animate: Pet names related to Plants 3 or 0.78% users. All those findings support Tanen, (1990:5) on genderlect theory which states that women tend to be more powerful in private talk because they want to build connection. It supports Pitcher et.al (2013:2) on English Naming System which states that Womens’ pet names choices also lighter and more creative and unique to reduce offensive sense. Men tend to simplify by using heavier sounded pet names (Pitcher et.al 2013:2) more back channeling and real names as the pet names to address best friends because they want to convey their status among their community. It is also support Trudgil (2000:1) and Holmes (2001:1) on the influence of backgrounds of the participants in choosing pet names to address best friends
Using Shadow Puppets in Storytelling to Improve the Listening Skills of the Five Graders at SDN Ardimulyo 3 Singosari.
No full textABSTRAK Listening is a basic building block of language and communication, particularly in the early years of education. Therefore, teaching listening for elementary school students is really important because they are still informed the basic knowledge of English. It is expected that the students are ready to study at Junior High School when English is formally taught to them. Based on the preliminary study, the students in SDN Ardimulyo 3 Singosari Malang are found to have problems with listening to simple texts due to the lack of their vocabulary and there are no facilities from the school to learn listening.Thus the aim of this research is to know how shadow puppets in storytelling can improve the fifth graders’ listening skills at SDN Ardimulyo 3 Singosari Malang. The design of this research was collaborative classroom action research which consisted of four stages: planning, implementing, observing and reflecting. The instruments used for gathering the data were vocabulary test, observation sheet, field notes, interview guide, and questionnaire. The subjects of this research were 46 students of fifth graders at SDN Ardimulyo 3 Singosari.In this research, the researcher found that shadow puppets used in storytelling can improve the students’ listening skill through the following procedure: (1) the implementation of the three stage procedures in teaching listening (pre, while and post listening) helped the students to learn step by step, (2) the use of the worksheet which helped students to engage their vocabulary, and (3) the use of media while telling the story were really motivate them to listen ad learned the word..Based on the result of data analysis, the students met the criteria of success as indicated by: (1) more than 90% of the students reached the minimum score of 75 in their final test and gained five-point improvement, and (2) the students’ performance increase in each meeting and the average score was 81.9 which is of very good classification. Based on the conclusions, some suggestions are given to the English teachers for young learners and further researchers. Firstly, the English teachers for young learners have to teach in fun ways such as using interesting media and interacting with the students. Then it is suggested that further researchers conduct similar research with different media, skills and materials. They are also suggested to see my problems, such as the size of the class, the number of the students and also the learning resources from the school
The Effectiveness of Using Think-Pair-Share (TPS) Strategy to Teach Reading Comprehension of Eleventh Grade Students
No full textABSTRAK Fikri, Rinaldy. 2017. The Effectiveness of Using Think-Pair-Share (TPS) Strategy to Teach Reading Comprehension of Eleventh Grade Students. Undergraduate Thesis, English Department, Faculty of Letters, State University of Malang. Advisors: Dr. Utari Praba Astuti, M.A., Dr. Mirjam Anugrahwati, M.A. Key Words: effectiveness, Think-Pair-Share (TPS) strategy, reading comprehension.Reading is one of the important skills in learning English beside listening, speaking, and writing. Every activity in learning is always related to reading. So, that is why without having a good reading skill someone cannot learn every subject easily. Without any exception for the students, students which have better skill in reading would get better information and learn more from what they have read then students who have bad skills of reading. In this case, there are some problems faced by some students especially in Indonesia about reading. Some of them are lazy to read and the others are lack of understanding the meaning of the text when they have an assignment to read and answer some question related to the text.The researcher would conduct experimental research that has a purpose to know whether a strategy can help students to enhance their reading skill or not. The strategy is TPS (Think-Pair-Share) strategy which is included in cooperative learning strategy. This strategy will focus on some of group works but still concern about individuals’ ability. In Think-Pair-Share strategy, students are taught to be socialized and brave person to express their opinion. Because after their think about some topic that is given by the teacher or researcher they will pair and share their opinion. They must have a good thinking ability to be brave to express and explain what they have in their mind. This research was conducted in SMAN 1 Singosari. The subject that was eleventh grades students of IPA G. Because the researcher only used one class as a subject so the method that is used is pre-experimental research.After finished doing the research, there is the result that could be considered as a proof that the strategy is effective to develop students’ reading comprehension skills. The evidence that the strategy is success is that from 25 students who had done the test, all of them got higher post-test score than their pre-test score. The average mean of the pre-test is 61.84 and the average mean of the post-test is 87.52. It means their scores before taught by using Think-Pair-Share strategy were lower than their scores after they are taught by Think-Pair-Share strategy. By using SPSS software the researcher could decide that the scores are significant to be stated as significant improvement by comparing the pre-test and the post-test score. ABSTRAKFikri, Rinaldy. 2017. Efektivitas Menggunakan Strategi Think-Pair-Share (TPS) untuk Mengajar pemahaman membaca siswa kelas XI. Skripsi, Jurusan Sastra Inggris, Fakultas Sastra, Universitas Negeri Malang. Pembimbing: Dr. Utari Praba Astuti, M.A., Dr. Mirjam Anugrahwati, M.A. Kata Kunci: efektivitas, Think-Pair-Share (TPS) strategi, pemahaman dalam membaca.Membaca adalah salah satu kemampuan yang penting dalam belajar bahasa Inggris selain mendengarkan, berbicara, dan menulis. Setiap aktivitas dalam belajar selalu berkitan dengan membaca. Jadi itu mengapa tanpa mempunyai kemampuan membaca yang baik seseorang akan mengalami kesulitan dalam belajar sesuatu. Tanpa terkecuali untuk pelajar, siswa yang memiliki kemampuan membaca yang baik akan belajar lebih baik dan mendapat lebih banyak informasi dari pada siswa yang kemampuan membacanya kurang. Dalam hal ini, ada beberapa masalah dalam hal membaca yang dihadapi para siswa terutama siswa di Indonesia. Beberapa dari mereka malas untuk membaca dan yang lainnya kesulitan dalam memahami maksud dan arti sebuah text saat diberi tugas membaca dan menjawab pertanyaan yang berkaitan dengan isi bacaan.Peneliti akan melakukan penelitian eksperimen yang bertujuan untuk mengetahui bahwa sebuah strategi dapat meningkatkan kemampuan membaca siswa atau tidak. Strategi yang digunakan adalah Think-Pair-Share Strategy (TPS) yang termasuk dalam salah satu strategi pembelajaran kooperatif. Strategi ini fokus pada kerja grup namun tetap memperhatikan kemampuan individu siswa. Didalam Think-Pair-Share strategi, murid di didik untuk dapat bersosialisasi dan menjadi berani untuk mengutarakan opini mereka. Karena setelah mereka berfikir tentang topic yang diberikan lalu mereka akan membandingankan dengan teman satu grup mereka lalu membagikannya kepada seluruh siswa dikelas. Mereka harus memiliki cara berfikir yang baik untuk dapat mengutarakan dan menjelaskan kembali kepada teman-temannya tentang apa yang mereka pikirkan. Penelitian ini dilaksanakan di SMAN 1 Singosari. Subjek yang digunakan adalah siswa kelas sebelas dari IPA G. Karena hanya menggunakan satu subjek maka metode penelitian ini pre-eksperimental. Setelah selesai dilakukannya penelitian, hasilnya dapat dijadikan sebagai bukti bahwa strategi yang digunakan sangat efektif untuk mengembangkan kemampuan membaca siswa. Bukti bahwa strategi yang digunakan sukses adalah bahwa 25 siswa yang mengikuti test semuanya memiliki nilai post-test yang lebih tinggi dari pada nilai pre-test mereka. Nilai rata-rata pre-test adalah 61,84 dan nilai rata-rata pos-testnya adalah 87,52. Yang artinya nilai mereka sebelum diajar menggunakan Think-Pair-Share strategy lebih rendah dari pada nilai mereka setelah diajar menggunakan Think-Pair-Share strategy. Dengan menggunakan software SPSS, peneliti dapat menyimpulkan bahwa nilai post-test mereka cukup signifikan untuk dikatakan sebagai perkembangan yang siknifikan bila dibandingkan dari hasil nilai pre-test dan post-test mereka
Using Storytelling Strategy to Improve Vocabulary Mastery of the Fifth Graders in SDN Lowokwaru 2 Malang
No full textABSTRAK Vocabulary is the language resource for the students to construct a sentence. It is important as a basic element to develop language skills (listening, speaking, reading, and writing). In spite of the important role of vocabulary, studiesabout vocabulary teaching especially for young learners revealed that their vocabulary mastery was still unsatisfactory. The students at Class 5A SDN Lowokwaru 2 Malang also had similar problems. It was found out that there wasa lack a variety of teaching strategy which was interesting for elementary schools students who are young learners. This study is intended to improve students’ vocabulary mastery by using storytelling strategy which are suitable to young learners.The research design of this study was a collaborative action research covering four stages: planning, implementing, observing, and reflecting. The subjects of this study were 34 students. This study was conducted in one cycle which consisted of 4 meetings, 3 meetings for the implementing the strategy and 1 meeting for a vocabulary test. During the implementation of the strategy, the researcher acted as the teacher while the teacher as a collaborator observing the learning process.The findings of this study showed that the implementation of storytelling strategy could improve the students’ vocabulary mastery. The average score of students’ vocabulary test in the end of Cycle 1 was 81.5. It meant that 91.17% of thestudents had achieved the criteria of success. Data from theobservation checklist revealed that most of the students were actively involved and showed positive attitude in the learning activity. Data from the students’ questionnaireshowed that most of the students gave positive comment, and good response towards the implementation of the strategy.The researcher did three stages in implementing storytelling strategy. In pre-story stage, the researcher did warming up activities to attract the students’ attention and gave them some key words of the story by using pictures. The next stage was in-story in which the researcher told the story twice by using gestures, facial expressions, body movement, mime, and some pictures. The last was post-story stage in which the researcher gave the students some vocabulary assignments to improve the students’ vocabulary mastery. Based on the research findings, the implementation of storytelling strategy not only improved the students' vocabulary mastery but also made the students more active in the learning activities. It could be concluded that storytelling strategy was successfulin improving students’ vocabulary mastery
TheEffect of Think-Pair-Share (TPS) on Reading Comprehension of College Students.
No full textABSTRAK Aco Nasir, 2017. TheEffect of Think-Pair-Share (TPS) on Reading Comprehension of College Students. Thesis. Graduate Program in English Language Teaching. UniversitasNegeri Malang. Advisors (I) Prof. H. Gunadi Harry Sulistyo, M.A., (II) Dr. Dra. Hj. Emalia Iragiliati, M.Pd. This study aimsat investigating the effect of the TPS strategyon students’ reading comprehension of college students. The research employed a quasi-experimental design. The experimental class was taught by using the TPS strategyand the non-experimental class by translation and reading aloud. The subjectwas the 155 second semester studentsof EnglishLanguage teaching Department, Islamic College of Parepare. The sample was randomly selected to be one of the classes into the experimental group and the other one into the control group. Since the statistical assumption were not fulfilled in this study therefore, the data were analyzed by utilizing nonparametric testing: Mann–Whitney U and Kruskall-Wallis.Themean score of the students’ reading comprehension achievement in the end of the study was 79.63in the experimental group while the mean score of the students’ achievement in control group was 56.76 and the p-value was .000, meaning was smaller than level of significance .05 (sig .000 < .05).The finding showed that the TPSstatistically impacted students’ reading comprehension compared to one taught using the translation and reading aloud Keywords: effect, TPS, reading comprehensio
Pengembangan LKS Bahasa Inggris Kemampuan Mendengarkan untuk Jurusan Multimedia di SMK
No full textABSTRAK Penelitian ini bertujuan untuk mengembangkan materi tambahan untuk kemampuan mendengarkan dalam bentuk lembar kerja siswa untuk kelas X Multimedia di SMK. Penelitian ini berdasarkan hasil survey kebutuhan siswa yang dilaksanakan di SMK Negeri 4 Malang. Hasil penelitian menunjukkan bahwa siswa kelas multimedia tidak pernah praktik listening di kelas karena guru terkendala dengan sumber belajar yang terbatas. Siswa juga tidak pernah melakukan latihan mendengarkan dengan materi yang berhubungan dengan jurusan multimedia. Maka buku ini berisi materi dalam silabus bahasa Inggris dan materi yang berhubungan dengan topik multimedia.Penelitian ini menggunakan adaptasi rancangan penelitian dan pengembangan yang dikembangkan oleh Borg and Gall (1983:775). Model ini terdiri dari 7 tahap, yaitu (1) Analisis Kebutuhan (2) Pengembangan Produk, (3) Validasi, (4) Revisi 1, (5) Uji Coba Product, (6) Revisi 2, dan (7) Produk Akhir. Instrument yang digunakan dalam penelitian ini digunakan untuk mengumpulkan data dari tujuh tahap tersebut. Kuisioner untuk siswa dan wawancara dengan guru untuk mengetahui buku yang disukai siswa. Selanjutnya, lembar validasi ahli dan kuisioner siswa setelah melakukan try out yang mana digunakan untuk revisi sebelum dan setelah uji coba. Produk yang sedang dikembangkan ini memiliki beberapa tahapan, yaitu (1) identifikasi kompetensi dasar dan indikator, (2) pemilihan, adaptasi dan pengembangan materi berbentuk teks, (3) pengembangan latihan dan soal, (4) rekaman dan penyuntingan audio, (5) membuat kunci jawaban, (6) mendesain buku. Uji coba produk dilaksanakan pada hari Rabu tanggal 3 Mei 2017 di SMK Negeri 4 Malang di kelas X Multimedia D. Ada tiga aspek yang harus dievaluasi: (1) tampilan buku, (2) kesesuaian isi, dan (3) kesesuaian rekaman audio.Hasil dari validasi ahli dan kuisioner siswa dijadikan dasar untuk merevisi produk. Produk akhir dalam benrtuk LKS untuk siswa dengan kunci jawaban, transkrip dan rekaman audio untuk guru. Materi dalam buku ini dibagi menjadi delapan unit berdasarkan bentuk-bentuk teks dan bahasa Inggris untuk multimedia: (1) personal identity, (2) announcement, (3) recount, (4) narrative, (5) song, (6) factual report, (7) descriptive, dan (8) procedures. Dapat disimpulkan bahwa buku yang sedang dikembangkan ini dapat memfasilitasi siswa dalam melatih kemampuan mendengarkan dan memberikan guru materi tambahan di kelas. Juga diketahui bahwa materi termasuk teks, latihan soal dan kegiatan dalam buku dianggap sesuai dalam hal tampilan, penggunaan font dan jarak tulisan, kesesuaian silabus, tingkat keculitan soal, kualitas audio, dan kecepatan, penekanan dan intonasi pembicara (speakers). Untuk peneliti selanjutnya diharapkan dapat mengembangkan LKS untuk siswa di tingkat pendidikan yang lain atau untuk jurusan lain di SMK. Untuk guru, disarankan agar menggunakan materi tambahan ini di kelas dengan kegiatan-kegiatan lain yang berasal dari sumber selain buku ini.ABSTRAK Penelitian ini bertujuan untuk mengembangkan materi tambahan untuk kemampuan mendengarkan dalam bentuk lembar kerja siswa untuk kelas X Multimedia di SMK. Penelitian ini berdasarkan hasil survey kebutuhan siswa yang dilaksanakan di SMK Negeri 4 Malang. Hasil penelitian menunjukkan bahwa siswa kelas multimedia tidak pernah praktik listening di kelas karena guru terkendala dengan sumber belajar yang terbatas. Siswa juga tidak pernah melakukan latihan mendengarkan dengan materi yang berhubungan dengan jurusan multimedia. Maka buku ini berisi materi dalam silabus bahasa Inggris dan materi yang berhubungan dengan topik multimedia.Penelitian ini menggunakan adaptasi rancangan penelitian dan pengembangan yang dikembangkan oleh Borg and Gall (1983:775). Model ini terdiri dari 7 tahap, yaitu (1) Analisis Kebutuhan (2) Pengembangan Produk, (3) Validasi, (4) Revisi 1, (5) Uji Coba Product, (6) Revisi 2, dan (7) Produk Akhir.Instrument yang digunakan dalam penelitian ini digunakan untuk mengumpulkan data dari tujuh tahap tersebut. Kuisioner untuk siswa dan wawancara dengan guru untuk mengetahui buku yang disukai siswa. Selanjutnya, lembar validasi ahli dan kuisioner siswa setelah melakukan try out yang mana digunakan untuk revisi sebelum dan setelah uji coba.Produk yang sedang dikembangkan ini memiliki beberapa tahapan, yaitu (1) identifikasi kompetensi dasar dan indikator, (2) pemilihan, adaptasi dan pengembangan materi berbentuk teks, (3) pengembangan latihan dan soal, (4) rekaman dan penyuntingan audio, (5) membuat kunci jawaban, (6) mendesain buku.Uji coba produk dilaksanakan pada hari Rabu tanggal 3 Mei 2017 di SMK Negeri 4 Malang di kelas X Multimedia D. Ada tiga aspek yang harus dievaluasi: (1) tampilan buku, (2) kesesuaian isi, dan (3) kesesuaian rekaman audio.Hasil dari validasi ahli dan kuisioner siswa dijadikan dasar untuk merevisi produk. Produk akhir dalam benrtuk LKS untuk siswa dengan kunci jawaban, transkrip dan rekaman audio untuk guru. Materi dalam buku ini dibagi menjadi delapan unit berdasarkan bentuk-bentuk teks dan bahasa Inggris untuk multimedia: (1) personal identity, (2) announcement, (3) recount, (4) narrative, (5) song, (6) factual report, (7) descriptive, dan (8) procedures. Dapat disimpulkan bahwa buku yang sedang dikembangkan ini dapat memfasilitasi siswa dalam melatih kemampuan mendengarkan dan memberikan guru materi tambahan di kelas. Juga diketahui bahwa materi termasuk teks, latihan soal dan kegiatan dalam buku dianggap sesuai dalam hal tampilan, penggunaan font dan jarak tulisan, kesesuaian silabus, tingkat keculitan soal, kualitas audio, dan kecepatan, penekanan dan intonasi pembicara (speakers). Untuk peneliti selanjutnya diharapkan dapat mengembangkan LKS untuk siswa di tingkat pendidikan yang lain atau untuk jurusan lain di SMK. Untuk guru, disarankan agar menggunakan materi tambahan ini di kelas dengan kegiatan-kegiatan lain yang berasal dari sumber selain buku ini