SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM
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The Teaching of Reading at SMP Terbuka 1 Malang
No full textABSTRACT Maulidya, Tsabita. 2017. The Teaching of Reading at SMP Terbuka 1 Malang. Thesis, Department of English, Faculty of Letters, State University of Malang. Advisors: (I) Nunung Suryati, M.Ed, Ph.D., (II) Prof. Ali Saukah, M.A, Ph.D. Keywords: reading, SMP Terbuka, teaching technique Open Junior High School students are considered different from regular junior high school students in term of background where they belong and the flexibility of time and place of learning. However, they are given the same learning load as the regular junior high school students do, so that they are required to experience English teaching and learning especially reading skill. This study is intended to describe the teaching reading in SMP Terbuka 1 Malang. The aspects covered in this study were the teaching technique, material, media and assessment. Besides, the differences between techniques of teaching reading SMP Terbuka 1 Malang and at SMPN 10 Malang (previous study) were also investigated.The reaserch design of this study is descriptive qualitative study. The subject of this study were an English teacher and 28 grade VIII students. The instrument used to collect the data were observation sheets, interview guides, field notes, and documentations. Then, the data collected were analyzed and ended up with conclusions. The findings of the study were as follows. First, the teacher applied three-phase technique consisting of pre-reading, whilst-reading, and post-reading. In the pre-reading, teacher carried some activities like telling purpose of reading, pre-questioning, giving background knowledge, and dealing with vocabularies. In the whilst-reading she gave students in grup guided reading task, admistered read aloud, and integrated reading with listening. In the post-reading she gave students feedback and gave individual task. Second finding deals with material selection. The teacher used material from textbooks, and internet. In selecting the material, she considered things like the level of difficulty, the lenght, and the topic of the text. Third, she used both traditional media such as whiteboard, and pictures and modern media such as laptop, LCD, internet, and video. Forth, to assess students’ attitude and competence, the teacher administered observation, behavior monitoring, and giving assignment for the non-test. The test she applied was in form of multiple choices and short answer questions. Fifth, the technique used both in regular junior high school (SMPN 10 Malang) and SMP Terbuka 1 Malang was the same. The difference was in the activities carried in each stage. Based on the result of the study, it is suggested to apply game-based activity, using colorful pictures, videos and realia, using up-to-date texts, and authentic material for the test. Besides, she should manage the class to create a conducive learning and teaching situation, and do preparation before teaching well. For the future research, it is suggested to do research in the same topic using broader subjects and add quantity of the observation
HOW GRICE'S MAXIMS OPERATE IN LINE WEBTOON "PENGUIN LOVES MEV"
No full textConversation in cartoon are interesting objects for pragmatic investigation. The webtoon“Penguin Loves Mev” is a lot more interesting because it involves inter-cultural aspects incorporated into the conversation between the two major characters in it, Penguin and Mev.This study aims to find out how Grice’s maxims operate in the conversations between Penguin and Mev. It uses descriptive qualitative design. It collects the data from www.webtoons.comand gets 19 data from 84 episodes. The data are analyzed into two stages; (1) data coding, and (2) data display.The results of data analysis fall into four major categories: (A) making prominent the maxim of relation (6), the maxim of quality (4), the maxim of manner (2), and the maxim of quantity (1); (B) violating the maxim of quality (4); (C) observing the four maxims (1); and infringing the maxim of manner (1). On the basis of research findings, the violating and infringing the maxim happen when the characters do not understand the language and culture of each speaker. The researcher gives suggestion for future researchers to conduct another research from PLM, for example about socio-linguistic, gender and language, and cross-cultural pragmatic.
Rhetorical Moves and Metadiscourse Markers in Research Article (RA) Abstracts: A Comparative Study
No full textMirzadevi, A. 2016. Rhetorical Moves and Metadiscourse Markers in Research Article (RA) Abstracts: A Comparative Study. Thesis. Department of English, Faculty of Letters, Universitas Negeri Malang. Advisor 1: Prof. Dr. Yazid Basthomi, M.A., Advisor 2: Prof. A Effendi Kadarisman, M.A., Ph.D. Keywords: abstract, rhetorical moves, metadiscourse markers, comparative study A pioneering study done by Dronberger and Kowitz (1975) shows that the readibility of abstract is higher than its full document. In the era of global world, in which information, including research paper is abundant, people write article not only for national recognition but also international recognition. Hence, abstract as the representation of the whole text, is essential for attracting readers and help them decide what is worth reading. By using Swales and Feak’s framework (2004) for abstract rhetorical move analysis and metadiscourse model by Hyland (2005) this study aims to disclose the rhetorical move and metadiscourse marker used by Indonesian EFL writers and Native English Writers (NEW). The data were in the form of corpus taken from Corpus of State University of Malang Learners’ English (C-SMILE) for Indonesian EFL abstracts and SAGE Journals for NEW abstracts.For analysing metadiscourse markers found in the abstracts, I employ Antconc 3.4.4.0. The study reveals some tendencies those are (1) Indonesian EFL writers employed background move the least (26.67%), in contrast, NEW writers employ background move more dominantly (70% ) , (2) Indonesian EFL writers tend to use aim as the first move in abstract, while NEW favor background (3) In announcing a certain move, Indonesian EFL writers tend to use some keywords as the signal meanwile NEW prefer narrating it, (4) Both Indonesian EFL writers and NEW favor interactive metadiscourse marker in their abstract (5) consistent with the prior studies, Indonesian EFL writers prefer using ‘the researcher’ as the self mention and avoid the first pronoun like ‘I’, on the other hand, NEW tend to use ‘I ‘ to refer to themselves. The variations found within those two group of abstract might be due to; different writers’ competence, different prospective readers, different discourse community, and cultural trait Moreover, this comparative study is expected to contribute to the abstract rhetorical move and metadiscourse study with two different linguistic and cultural background of writers which has been lack of exploration in Indonesia and become the implicit guidance for novice writes who want to write abstracts for international publishing. ABSTRAK Mirzadevi, A. 2016. Pergerakan Retorik dan Penanda Metawacana dalam Abstrak Artikel Ilmiah:Sebuah Studi Perbandingan. Skripsi. Jurusan Sastra Inggris, Fakultas Sastra, Universitas Negeri Malang. Pembimbing 1: Prof. Dr. Yazid Basthomi, M.A, Pembimbing 2: Prof. A. Effendi Kadarisman, M.A., Ph.D. Kata kunci: abstrak, pergerakan retorik, penanda metawacana, studi perbandingan Sebuah studi yang dipelopori oleh Dronberger dan Kowitz (1975) menunjukkan bahwa tingkat baca abstrak lebih tinggi dibanding tingkat baca teks utuhnya. Dalam era global dimana informasi termasuk artikel penelitian yang melimpah ruah, orang menulis artikel tak hanya untuk mendapatkan pengakuan nasional namun juga internasional. Oleh karenanya, abstrak sebagai representasi dari teks utuhnya, sangatlah penting untuk menarik pembaca dan membantu mereka memutus artikel mana yang layak baca. Melalui teori Swales dan Feak (2004) untuk analisis pergerakan retorik dari abstrak dan model metawacana yang digagas oleh Hyland (2005), studi ini bertujuan untuk memaparkan pergerakan retorik dan penanda metawacana yang digunakan oleh pelajar bahasa Inggris asli Indonesia dan penulis asli berbahasa Inggris . Data studi ini dalam bentuk korpus yang diambil dari Korpus Pelajar Bahasa Inggris Universitas Negeri Malang (C-SMILE) sebagai representasi dari abstrak yang ditulis oleh pelajar bahasa Inggris asli Indonesia dan SAGE Journal untuk abstrak yang ditulis oleh penulis berbahasa Inggris. Selain itu, peneliti juga menggunakan aplikasi Antconc 3.4.4.0 sebagai intstrument yang membantu dalam proses analisis metawacana dalam abstrak. Studi ini mengungkap beberapa kecenderungan yaitu (1) pelajar bahasa Inggris asli Indonesia menggunakan sedikit sekali background (latar belakang) (26,67%), sebaliknya penulis asli berbahasa Inggris menggunakan background lebih dominan (70%), (2) pelajar bahasa Inggris asli Indonesia cenderung menggunakan aim (tujuan) sebagai pergerakan retorik pertama, sedangkan penulis asli berbahasa Inggris lebih menyukai mengawali abstrak dengan background, (3) dalam menandai suatu pergerakan retoris, pelajar bahasa Inggris asli Indonesia cenderung menggunakan beberapa kata kunci sebagai penanda, sedangkan penulis asli berbahasa Inggris cenderung menarasikannya, (4) baik pelajar bahasa Inggris asal Indonesia dan penulis asli berbahasa Inggris lebih menyukai metawacana interaktif dalam abstrak mereka, (5) konsisten dengan penelitian sebelumnya, pelajar bahasa Inggris asli Indonesian lebih memilih the researcher (peneliti) sebagai kata rujuk diri dan menghindar kata rujuk pertama I (saya), di sisi lain penulis asli berbahasa Inggris cenderung menggunakan I untuk merujuk pada diri mereka. Variasi yang ditemukan dalam dua grup abstrak ini mengindikasikan bahwa; perbedaan kemampuan penulis, perbedaan pembaca sasaran, perbedaan komunitas wacana dan budaya bisa jadi menjadi alasannya. Selanjutnya, studi perbandingan ini diharapkan dapat berkontribusi dalam ranah pergerakan retorik dan metawacana dalam abstrak dengan dua penulis yang secara linguistik dan budaya berbeda yang kurang mendapat perhatian di Indonesia, dan menjadi petunjuk implisit bagi penulis pemula yang ingin menulis abstrak untuk kepentingan internasional.
The Teaching of English as a Foreign Language to the Pre-lingual Deaf Students
No full textABSTRAK Marganingsih, Ruth. 2016. The Teaching of English as a Foreign Language to the Pre-lingual Deaf Students. Thesis, English Language Teaching Department, Faculty of Letters, University of Malang. Advisors: (I) Dr. Furaidah, M.A., (II) Prof. Dr. H. Ali Saukah, M.A. Keywords: deaf students, pre-lingual deaf students, students with special needs.Deaf people are a minor community which also needs to learn English as a foreign language. One of the ways to learn English for the deaf students is in formal schools. Teaching English to deaf students needs particular approaches. Since English has four language skills to master, it is interesting to investigate how the teaching of those skills are carried out to the deaf students.The aim of the research is to find out how the four language skills are taught to the deaf students, the problems faced by the teacher of the deaf and the solutions taken.This study used qualitative descriptive design. The data were obtained from an English teacher of the deaf, an English class consisting of nine deaf students, school principal, and the school website of SMALB Bagian C Pembina Tingkat Nasional. The researcher used interview and observation to collect the data.Based on the data analysis, there are several conclusions that answer the issues raised in this study. First, the teaching of English was only focused on three language skills, namely speaking, reading and writing skills. The teaching of speaking skill was focused on pronunciation, the teaching of reading was focused on asking students to identify explicitly stated facts in the texts and the writing skill was taught using guided writing because the deaf students were not able to compose free writing which needs wider vocabulary mastery.Second, the teacher of the deaf students faced several problems in teaching her students. The difficulties were how to make the students stay on-task, how to teach students with various ability and students with dual sensory impairments.Regarding the result of the study, the researcher gives several suggestions for the teachers of the deaf and the next researchers. First, the teacher should do student’s need analysis before conducting teaching and learning process, especially in teaching speaking and writing skills. This is useful to help the teacher determine the technique, method or material that will be applied to the deaf students. Second, an integrated teaching with the use of familiar topics around the deaf students is suggested to do by the teacher. The next suggestions are directed for the following researchers who are interested in conducting a study in this field. The next researchers should consider longer time spent in the field to find more complete pattern of how the teaching and learning of English to the deaf students is conducted
High School Students' Problems in Writing an English Essay
No full textKarolina, Merina. 2016. High School Students’ Problems in Writing an English Essay. Thesis, English Department, Faculty of Letters, State University of Malang. Advisor: (I) Prof. Dr. Hj. Nur Mukminatien, M.Pd (II) Dr. Utari Praba Astuti, M.A.Keywords: writing problem, English essay, and writing.This study aimed at identifying, categorizing, and describing the type of problems faced by the eleven graders in language class of SMA DIPONEGORO TUMPANG in writing an English essay. The data were taken from the participants’ written production. The participants of this study were 26 students in grade eleven of language class in SMA DIPONEGORO TUMPANG. The students were asked to write three-paragraph essay based on the topic that has been decided by the researcher.The eleven grader of language class were chosen because this class had the lowest performance in English compared to two other classes. Also, it was found that the students had never been asked to practice their writing. From those issues, the researcher was interested in conducting a study by analyzing the students’ problems in writing an English essay.After analyzing and classifying the data, it was found that there were 3 major problems in the students’ essays; grammar, vocabulary, and organization. From all those 3 problems, there were 244 errors found in total. As much as 61% or 150 errors were found related to grammar, 33% or 80 errors related to vocabulary, and 6% or 14 errors related to organization. In terms of grammar, as much as 34% or 51 errors were in the use of tenses, 10% or 15 errors were in the use of preposition, 16% or 24 errors were in the use of pronoun, and 40% or 60 errors were in the use of plural. In terms of vocabulary, as much as 33% or 80 errors were found in the essay and it related to spelling and choice of word. In terms of organization, as much as 6% or 14 errors were found in the students’ essay.According to the result of the findings, it is known that grammatical error was the most occurred error in the students’ essays. It showed that grammar is the most problematic areas for the students in writing an English essay. The students made many errors, especially in the use of plurality, because of their poor competence in grammatical component. Moreover, many of them still did not know about the differences between simple present tense and simple past tense. They used past form in their essay meanwhile the instruction was clearly asked them to use the simple present tense. Therefore, based on the result, it is suggested that the English teacher should emphasize more on writing activities to help the students improve their writing skill
nglish Instructions for an Autistic Student: AnEvaluative Study
No full textABSTRACTWijaya, Clara A.J.W.M. English Instructions for an Autistic Student: An Evaluative Study.Sarjana’s Thesis, English Department, Faculty of Letters, State University of Malang. Advisors: (I) Dr. Sri Rachmajanti, Dip.TESL.,M.Pd, (II) SitiMuniroh, S.Pd, M.A.Keywords: English instructions, inclusive setting, autistic studentThis study aims to provide information of English instructions that were used to teach English to an autistic student at SMPN 4 Malang that will be beneficial for teaching language to special needs students. The research design used in this research is an evaluative study adapted from Paulsen and Dailey (2002) since it evaluate the English program for an autistic student. The subject of this study was the autistic student that was enrolled in the 9th grade. The data were collected from observations and interviews. English instructions for an autistic student at SMPN 4 Malangwas the focus of this study that the researcher wanted to probe and describe, since the autistic student was the first inclusive student registered in this school.The result of this study shows that the English teacher did not prepare the specific syllabus and lesson plan that can accommodate autistic student’s special needs. The materials were also limited, not specifically prepared to adjust the needs of the student. Techniques and media used were also limited and not variously implemented in teaching English to autistic student. The assessment was not individually set by the teacher to assess academic, social, and emotional development as the teacher uses the same assessment that was also used to assess regular students. It is also shown that the teacher only focused on academic activity of the autistic student, without focusing on his social and emotional development. Using the instructions above, autistic student did not significantly improve his English mastery yet his achievement did not significantly decreased although his score was still above the average. It can be concluded that the inflexible teaching system could not contribute to developing autistic student academically. The school and the teacher have to be flexible by setting a learning-friendly system for inclusive students, not limited to autistic only. Hence, the development of the syllabus, materials, methodology, media, and also assessment has to be done to adjust to the autistic student’s special needs. It is also important to not only help the autistic student to develop academically but also help him to develop socially and emotionally as autistic student is part of the society
Teaching Techniques Using Songs for Elementary School Students
No full textAnswar. 2016. Tehknik mengajar menggunakan lagu. Jurusan bahasa inggris. Program studi S-1 pendidikan bahasa inggris, Fakultas Sastra, Universitas Negeri Malang. Pembimbing: Prof. Dr. H. Gunadi H Sulistyo, M.A.Penelitian ini bertujuan untuk mendeskripsikan teknik pengajaran menggunakan lagu. Review peneliti teknik menggunakan lagu dalam proses belajar mengajar mengajar.Desain dari penelitian ini adalah penelitian pustaka. Oleh karena itu, peneliti memilih dan dianalisis setiap jenis informasi tentang keuntungan, dan kesesuaian dalam teknik pengajaran menggunakan lagu. Informasi itu ditinjau dari penelitian terdahulu, buku teks dan artikel.Temuan menunjukkan bahwa banyak teori dan penelitian terdahulu yang telah membuktikan teknik pengajaran menggunakan lagu untuk siswa sekolah dasar, cocok dalam proses belajar mengajar. Lagu yang baik untuk meningkatkan motivasi siswa untuk belajar dan tidak membuat siswa merasa bosan di kelas. justify'>The result of this research shows that as English young learners, their English acquisitions in such young age are affected by the educational background of their parents and the simultaneous learning situation they received since they were toddlers. Furthermore, the parents adopt several English children songs, English movies, storybooks, and pictures in the form of flashcards as the media and strategy to enhance the children’s English vocabulary items mastery. However, in order to gain knowledge about how those strategy works, the researcher took observation to see the children’s English vocabulary mastery which was focused on noun only. As a result, there are 174 English vocabulary items that are mastered by Faruq (the older child) and 76 vocabulary items that are produced by Filza (the younger child). The present research gives an overview on how to enhance the English mastery of young children and how the parents provide language input to their children when they are babies influence their language performance later. Thus, the future researchers are suggested to conduct more research regarding to vocabulary mastery for English young learners that can contribute a new knowledge in liguistic field
The Implementation of Student Team Achievement Division (STAD) to Improve 11th Grade Studens’ Ability in Reading Comprehension in SMAN 1 Campurdarat
No full textABSTRAK This study is addresed to overcome the problem faced by XI grade students at SMAN 1 Campurdarat. In the preliminary study that was conducted in XI grade of SMAN 1 Campurdarat, I found that 87% of the students acquired low reading scores. One of the factors that led them to this situations is that they felt difficulties in finding the main idea and the content of the text. They need a long time to understand a text. They also felt sleepy and bored everytime they were asked to read long text in English. Morover they also felt bored with the usual activity in learning reading using teacher-centered strategy.In response to the problem, I proposed STAD strategy to improve the students reading ability while also creating the new situation in learning reading in the classroom.The objective of this study was to know how STAD strategy can improve the reading ability of the 11th grade students’ of SMAN 1 Campurdarat. STAD strategy was a strategy in which the students work together with teams which consist of students with different level of ability and gender to solve a problem. This strategy starts with the classroom presentation about the material by the teacher, the individual reading to understand the text before doing a discussion, group discussion to help each other in understanding text, individual quiz to check the students understanding towards the material, and team reward to give an apreciation for the highest averaged group who can pass a certain criteria.This study used Classroom Action Research where I became the teacher who taught and implemented the STAD strategy. This study was conducted in one cycle consisted of five meetings. The subjects were 30 students of XI IPS 1 of SMAN 1 Campurdarat. The source of data in this study were the students preliminary test, the observation sheet, and also the students final reading test.In the end of the cycle, the data were analyzed and the study was considered successful because the criteria of success were achieved. It was proven by the improvement of the students’ reading score from the preliminary test to the final reading test. Overall there were 83.3% students who got more than ten points improvement and 92% of students who particapate in the process of learning and teaching by using STAD strategy, in which it met the criteria of succes made before the study conducted. According to the result of this study, the STAD strategy improved the reading ability of XI grade students at SMAN 1 Campurdarat. The STAD strategy could successfully brought a new atmosphere and motivate the students to understand the text better. The students could also learn how to coooperate with friends in understanding the text and gave the contribution to the group. Therefore, teachers in general should think of using STAD strategy in teaching reading as it had been proven to improve the students’ reading ability. Beside, this strategy could help the students to be more active in the teaching and learning process. Finally, for the future researcher who wants to conductsimilar study, it is recomended to modify STAD strategy and implement the strategy to the different level of education and in diferent skill. Furthermore, it is also advised for future researchers to try out the test well before being implemented to the students
Developing Students’ Worksheet on Procedure Text for Eleventh Graders of SMA Brawijaya Smart School Malang
No full textABSTRAK The objective of this study is to develop worksheet for teaching Procedure text to eleventh graders in SMA Brawijaya Smart School Malang, namely How Can I Do It? worksheet. How Can I Do It? worksheet adopts the Contextual Teaching and Learning (CTL) approach with the content of Procedure text which is in the Basic Competences 3.6, 4.9 and 4.10 of the curriculum of 2013 for the eleventh grade students. The activities in the worksheet are put into three stages of teaching learning process, that is, pre-, whilst-, and post-. There are four different core activities with different skill-focus which were put in the whilst-. Those four activities are (1) Observe & ask, please!, (2) Let’s communicate & create!, (3) Let’s explore & discuss it!, and (4) Give it a try!. The pre- contains warming up activities while the post- contains summary and reflection.This study adapted the Research and Development design by Borg & Gall (1989) and Latief’s (2012). This research consists of five modified steps, namely (1) Need Analysis, (2) Product Development, (3) Theoretical Validation, (4) Empirical Validation, and (5) Final Product. To collect the data for the need analysis, the researcher used students’ questionnaire and teacher’s interview. The validation checklists were used to gain the data for validating the product and conducting the revision. To gain data during the try-out to see the students’ responses towards the product and to conduct the final revision of the product, the researcher used observation sheet and the students’ feedback form.There were five revisions made in the product. They were the revisions made on the name of the worksheet, the pictures added to the worksheet, and the color of the worksheet which included the background, the name of the activities, and the instructions of the activities. The try out was done to four groups consisting of three students each group on Friday, September 2nd, 2016. The data gained from the students’ feedback form and the researcher’s observation sheet showed that the How Can I Do It? worksheet could motivate them to learn English since the activities in worksheet are various. They said that the materials or topics in the “How Can I Do It?” worksheet were so fresh, and they could get new knowledge, especially about Procedure text. Also, all of the students agreed that the “How Can I Do It?” worksheet could help them to understand more about the Procedure text easily. In summary, How Can I Do It? worksheet has successfully met the needs of the eleventh graders of SMA Brawijaya Smart School Malang on worksheet which can give them various learning activities on the Procedure text. Several valid steps such as product validation and product try-out have made the “How Can I Do It?” worksheet a valid product to support the teaching of Procedure text. A further research and development is suggested to be conducted
Off-task Behavior of Fifth Graders during English Lessons in SDN 04 Wates Blitar
No full textABSTRAK Small class is frequently assumed as a guarantee of good students’ engagement. However, the fifth graders in a small class in SDN 04 Wates, Blitar exhibited the opposite situation. Therefore, considering this situation, it was important to conduct a study aimed to know and describe the fifth graders’ activities indicating off-task behavior during English lessons, the number of students being off-task, the factors causing off-task behaviors, the teacher’s reactions, and students’ responses towards teacher’ reactions.A descriptive qualitative design was used to answer all the research questions. It involved the English teacher and all fifth graders as the subjects of study. The researcher was the main instrument in collecting data. Questionnaire, interview and observation technique were used to ease the data collection. In analyzing the data, the researcher did familiarizing, coding/reducing, and summarizing or interpreting.Based on the results of data analysis, the researcher concluded that the number of the fifth graders being off task in SDN 04 Wates, Blitar was quite high. It was caused by some factors namely the students’ disinterest towards English, classroom factors related to English schedule and uninteresting teaching methods and media, the teacher’s classroom management skill, gender and young learners’ characteristics. In addition, it was also caused by low parental involvement towards education and students’ friendship or peers. The teacher’s reactions did not always work perfectly because of students' characteristic, circumtances and students’ strong sense of the absence of the teacher’s withitness. Based on the conclusions, the researcher suggest that English teachers should select interesting methods and media suitable for young learners’ characteristics especially those that encourage students’ imagination and active interaction or physical activity with their friends and environment. Teachers should also be prepared for classroom management, and be aware of both positive and negative students’ behaviors. In addition, teachers should invite students in the rule making process, so they will be responsible for everything happening in the class. For further research, the researcher suggest that the next researchers do more research on good classroom management in a small class or do some action research aimed to overcome students’ off-task behaviors