SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM
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An Analysis of Persuasive Language in Cosmetic Advertisements
No full textABSTRAK Isnaini, Ina, 2017. An Analysis of Persuasive Language in Cosmetic Advertisements.Thesis, English Department, Faculty of Letters, State University of Malang. Advisor: (1) Dr. Suharyadi, M.Pd, (II) Dr. Hj. Emalia Iragiliati, M.Pd. Keywords: persuasive language, cosmetic advertisements, figure of speech, positive politenessA persuasive language in advertisements is a memorable motto or phrases that always attaches in our daily. Persuasive language also as a repetitive expression of an idea or purpose which is usually used in public business that functions to attract readers’ attentions. One of the representations of persuasive language can be seen in cosmetic advertisements. Cosmetics is one of the most useful to people, especially women. They use persuasive language to attract the consumers by using advertisements. The uniqueness is in the structures and meanings of persuasive language as the expressions of ideas and opinions. In this study, the researcher identifies: (a) what types of figures of speech are found in persuasive language in cosmetic advertisements and (b) what are the sociopragmatic meanings of the words of persuasive language in cosmetic advertisements.There are several steps needed to obtain the proper data. First, after downloaded data taken from the transcription were filtered based on cosmetic advertisements. The next step is analyzing the languages in cosmetic advertisements based on Lapsanska (2006) of the use of figures of speech in the slogan. After that, the researcher explained the meanings of each cosmetic advertisement used in the data related the persuasive language.The research findings show that the cosmetic advertisements use three types of figures of speech. Those three figures of speech are hyperbole, synecdoche, and apostrophe. Moreover, there are four persuasive language which use positive politeness strategy no.11: be optimistic. This study is expected to give new sight and information about the persuasive language in cosmetic advertisements. Meanwhile, despite providing the explication of persuasive language, figures of speech, and positive politeness strategies as the references, future studies may develop this study deeper, especially on the aspect of language which explains more deeply about advertisements
The Speaking Anxiety of The Eighth Graders of SMPN 11 Malang
No full textABSTRAK Safitri, Deviana.The Speaking Anxiety of Eight Graders of SMP Negeri 11 Malang. UndergraduateThesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Dra. Sri Andreani, M.Ed., (II) Prof. Utami Widiati, M.A, Ph.D. Key words: speaking, anxiety, Junior High School.This research was designed to investigate students’ speakinganxiety in EFL classroom in SMPN 11 Malang.There were 106 students who participated in this research. This qualitative research investigated the levels of students’ anxiety, the factorsaffecting their speaking anxiety and their strategies to copewith their anxiety. The data were collected using Foreign Language Classroom Anxiety Scale (designed by Horwitz et al., 1986) and interview guide.The findings show that63 of the students (60%) were mildly anxious, 26 students (25%) were relaxed students, seven students(6.6%) were anxious, seven students(6.6%) werevery relaxed, and three students(2.8%) were very anxious.Other findings show that the factors affecting the students’ anxiety in speaking English were personal and interpersonal factors, learner’s beliefs about language learning, and language testing.To cope with their anxiety, most of the students applied preparation strategy followed by positive thinking, relaxation and resignation as well as nonlinguistic means strategy. From the result obtained,it can be concluded that anxiety affects students’ performance in learning English, especially in speaking. Thus, it is important to pay attention and reduce it. To minimize the problems students employ some strategies to cope their anxiety, i.e. preparation, positive thinking, relaxation, resignation, and nonlinguistic means. Teacher should also be concerned about anxiety to create comfortable atmosphere in the classroom. Therefore, further research on speaking anxiety and its solutions are needed to help EFL students to reduce their anxiety and to learn English better
The Implementation of Collaborative Strategic Reading to Enhance the Reading Skills of th 8th Graders of SMPN 11 Malang
No full textABSTRACT Ningrum, Reva Ayu Kusuma. 2017. The Implementation of Collaborative Strategic Reading (CSR) to Enhance the Reading Skill of the 8th Graders of SMPN 11 Malang.Thesis.English Language Teaching, Department of English, UniversitasNegeri Malang. Advisors: (1) Dra. Sri Andreani, M.Ed., (II) Dr. Suharmanto, M.Pd Key Words: Collaborative Strategic Reading (CSR), reading ability This study aimed at improving the students’ reading skills by using Collaborative Strategic Reading (CSR) in the process of reading activity. The design of this study is Classroom Action Research. It was focused on enhancing the students’ reading skill by using Collaborative Strategic Reading (CSR). This strategy consists of four steps namely Preview, Click and Clunk, Get the Gist and Wrap-Up. The students’ were guided to follow a procedure which had been set by the researcher. There were given CSR learning log to implement the strategy. They implemented the strategy while they were working in a group discussion. Since some students had difficulties in performing their roles in the group and in presenting the results of their discussion, the teacher did the grouping randomly and asked all the group members to take part in the presentation. The instruments used in this study were a reading test, an observation checklist, field notes, a questionnaire, and an interview guide. The criteria of success were: (1) 80% of the students show a gain at least five points in the reading test and (2) 80% of them show positive responses toward the implementation of CSR strategy. This study was conducted in two cycles. At the end of the second cycle, the findings indicate that: (1) 89.5 % of the students show a gain at least five points in the test and (2) 92.1% of them show positive responses toward the implementation of CSR strategy. It can be concluded that, with some modification on the grouping and presentation system, CSR strategy can improve the reading skill of the students and their response towards classroom activities. It is recommended that the English teacher use CSR strategy as an alternative in teaching reading skill. It is also recommended for other researchers to conduct a similar study on other reading problems in different settings and on different subjects.
Enhancing Tenth-Grade Students’ Skill in Writing Narrative Texts by Implementing Process Writing through Storybird Web 2.0
No full textABSTRAK Learning English requires all the skills commonly used in learning a language, namely listening, speaking, reading, and writing. However, many believe that writing is one of the most difficult skills to master for learners. A preliminary study done in SMAN 7 Malang revealed that the students of grade X in Language Program had problems in writing, specifically in narrative texts. Their writing results were still problematic related to language features such as tenses and linking words, the use of adjectives, word forms, the way they composed some paragraphs, and mechanics such as capitalization and punctuation.To overcome the problems, a classroom action research (CAR) was conducted. The classroom action research study involves a cyclical process to make sure that the strategy implemented succeeds in solving the problem. The researcher decided to use a process writing strategy and Storybird web 2.0 as the medium. The steps done in CAR could be summarized as planning, acting, observing, and reflecting. The instruments used in this research covered interview guides, writing task, observation checklist, field notes, and questionnaires. The data then was analyzed by comparing the result of the students’ writing achievement with the criteria of success. A scoring rubric was used as the guidance to assess the students’ writing. Since this study successfully achieved the criteria of success within one cycle, there was no need to make a revised plan and do other cycles.The implementation of the study resulted in the improvement on the students’ writing achievement. Compared to the preliminary study, the students’ writing score was better and higher, proven by the average score of the students writing which reached 85.14 points on the final score. 89% of the total number of the students in the class achieved the score above the minimum passing grade. Moreover, the students enjoyed and actively participated during the study. All of those data showed an improvement and thus met the criteria of success defined earlier. Upon implementing the process writing strategy, the core activities might be described as follows: (1) planning the story; (2) writing the draft of the story; (3) responding to others’ work; (4) revising the story; and (5) editing the students’ own work. To conclude, the implementation of process writing strategy through Storybird web 2.0 was considered successful to solve the students’ problems in writing narrative texts. It is suggested for the English teachers who have similar problems to apply the process writing strategy with integration of Computer/Mobile-Assissted Language Learning (CALL/MALL). For further researchers who are interested in conducting a similar study, he or she might vary the media combined with similar strategy
An Analysis of Translation Techniques and Quality in terms of Accuracy in Subtitling the Movie “Zootopia” from English to Indonesian
No full textAnggaratri, Galuh Ayu. 2017. An Analysis of Translation Techniques and Quality in terms of Accuracy in Subtitling the Movie “Zootopia” from English to Indonesian. Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: Drs. Arif Subiyanto, M.A., Prof. A. Effendi Kadarisman, M.A, Ph. D. Key words: translation, translation technique, translation quality, translation accuracy, subtitling, movie, Zootopia This thesis belongs to a research of qualitative methodology employing a descriptive method. It is aimed to describe the translation techniques and the quality of the translation in terms of accuracy from subtitle text of the movie “Zootopia”. This research is conducted based on primary and secondary data. The primary data consists of 94 data taken from the subtitle text. The secondary data is taken by distributing rubrics to some raters. The analysis shows that the translation techniques used by the translater in translating the subtitle text are literal translation (17 data or 18. 09%), reduction (12 data or 12.77%), established equivalent (10 data or 10.64%), linguistic compresion (9 data or 9.58%), emplification (8 data or 8.52%), generalization (7 data or 7.45%), adaptation (6 data or 6.39%), particularization (6 data or 6.39%), transposition (6 data or 6.39%), borrowing (5 data or 5.32%), modulation (5 data or 5.32%), calque (2 data or 2.13%) and linguistic amplification (1 datum or 1.07%). The analysis on translation aacuracy shows that there are 70 data (74.47%) considered to be accurate translation. There are 9 data (9.57%) considered to be less accurate and 15 data (17.64%) considered to be inaccurate. It means that the translation is accurate. The technique that produces the most accurate translation is established equivalent while literal translation is the technique that produces the most inaccurate translation. It is hoped that this thesis will be beneficial for the English Department students, especially those who study translation, as one of the additional source to enlarge and sharpen knowledge about translation, especially related with subtitle translation. Moreover, they can use this research as a reference to conduct further research related to this study. The researcher also hopes that this thesis can also stimulate other researchers to conduct of further study related to subtitle translation.ABSTRAK Anggaratri, Galuh Ayu. 2017. An Analysis of Translation Techniques and Quality in terms of Accuracy in Subtitling the Movie “Zootopia” from English to Indonesian. Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: Drs. Arif Subiyanto, M.A., Prof. A. Effendi Kadarisman, M.A, Ph.D. Key Words: translation, translation technique, translation quality, translation accuracy, subtitling, movie, ZootopiaThis thesis belongs to a research of qualitative methodology employing a descriptive method. It is aimed to describe the translation techniques and the quality of the translation in terms of accuracy from subtitle text of the movie “Zootopia”. This research is conducted based on primary and secondary data. The primary data consists of 94 data taken from the subtitle text. The secondary data is taken by distributing rubrics to some raters.The analysis shows that the translation techniques used by the translator in translating the subtitle text are literal translation (17 data or 18.09%), reduction (12 data or 12.77%), established equivalent (10 data or 10.64%), linguistic compression (9 data or 9.58%), amplification (8 data or 8.52%), generalization (7 data or 7.45%), adaptation (6 data or 6.39%), particularization (6 data or 6.39%), transposition (6 data or 6.39%), borrowing (5 data or 5.32%), modulation (5 data or 5.32%), calque (2 data or 2.13%), and linguistic amplification (1 datum or 1.07%).The analysis on translation accuracy shows that there are 70 data (74.47%) considered to be accurate translation. There are 9 data (9.57%) considered to be less accurate and 15 data (17.64%) considered to be inaccurate. It means that the translation is accurate.The technique that produces the most accurate translation is established equivalent while literal translation is the technique that produces the most inaccurate translation. It is hoped that this thesis will be beneficial for the English Department students, especially those who study translation, as one of the additional source to enlarge and sharpen knowledge about translation, especially related with subtitle translation. Moreover, they can use this research as a reference to conduct further research related to this study. The researcher also hopes that this thesis can also stimulate other researchers to conduct a further study related to subtitle translation
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.ABSTRACT 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
THE USE OF SCRABBLE GAME TO IMPROVE THE EIGHTH GRADES VOCABULARY MASTERY OF ENGLISH VERBS
No full textABSTRACT Septian, M Noor. 2017. The Use of Scrabble Game to Improve The Eighth Grade Vocabulary Mastery of English Verbs. Undergraduate Thesis, English Department, Faculty of Letters, UniversitasNegeri Malang. Advisors: (I) Drs. AndiMuhtar, M.A (II) Dra. NunungSuryati, M. Ed., Ph.D. Keywords: scrabble game, vocabulary masteryVocabulary mastery is seen as one of the most important aspects in learning English. In fact, vocabulary is more complex to learn and to be used in appropriate situation. Students need to choose the right vocabulary, so that they can express and show their ideas correctly.Mastering vocabulary is very important for the students in learning English. Based on the result of the preliminary study, only three students out of 31 students could achieve the minimum mastery standard, which is 75. The students’ test result showed that most of the students lacked vocabulary mastery. Moreover, the students also had difficulties spelling words; some of them misspelled words.The proposed solution to the problems in the classroom was the implementation of scrabble game to improve the students’ vocabulary mastery significantly. Scrabble is a board game played by two to four payers with the players using their vocabulary to create words. They can make a word from seven letters given to each player to put on scrabble board in the game.This study was conducted by using Classroom Action Research. This study aims to solve the vocabulary mastery problem in the eighth graders of SMP Negeri 2 Malang. The data were collected by observing the students, and giving questionnaire and test to the students. It contains four stages, namely (1) planning, (2) implementing, (3) observing, and (4) reflecting. The researcher worked collaboratively with the English teacher during the research process. The researcher acted as the one who implemented the strategy, while the English teacher acted as a collaborator who observed the teaching and learning process. The subjects of the study were 32 students of eighth graders in class E in Junior High School 2 Malang. There are four instruments used in the study, namelyquestionnaire, field notes, observation checklist, and vocabulary test. The research was conducted in one cycle which consisted of three meetings.The result of the study indicated that the implementation of strategy using Scrabble game successfully improve the students’ quality of vocabulary mastery. This was reflected in the achievement of the criteria of success. Twenty seven out of 31 students or 87% of the students achieved the minimum mastery standard, which is 75. In terms of the students’ involvement in the teaching and learning activities, the average score for students’ involvement in four meetings was 90%. Therefore, the implementation of the method and the strategy has proven to be effective in improving students’ vocabulary mastery in the eighth graders of SMP Negeri 2 Malang.Based on the result of the present study, it is suggested that the English teachers incorporate interactive teaching media using Scrabble game to create a good atmosphere and to make the students enjoy the learning process. For future researchers, it is suggested that they conduct a research which implements interactive teaching media with different game. ABSTRACTDarmawan, M Noor Septian. 2017. The Use of Scrabble Game to Improve The Eighth Grade Vocabulary Mastery of English Verbs. Undergraduate Thesis, Department of English, Faculty of Letters, UniversitasNegeri Malang. Advisors: (I) Drs. AndiMuhtar, M.A (II) Dra. NunungSuryati, M. Ed., Ph.D Keywords: scrabble game, penguasaankosa kataPenguasaankosakatadipandangsebagaisalahsatuaspekterpentingdalambelajarbahasaInggris. Namun, kosakatalebihkompleksuntukdipelajaridandigunakandalamsituasi yang tepat. Siswaharusmemilihkosakata yang tepat agar merekadapatmengungkapkandanmenunjukkangagasanmerekadenganbenar. Namun, menguasaikosakatasangatpentingbagisiswadalambelajarbahasaInggris. Berdasarkanhasilpenelitianpendahuluan, hanyatigasiswadari 31 siswa yang dapatmencapaistandarpenguasaan minimum, yaitu 75. Hasiltessiswamenunjukkanbahwasebagianbesarsiswakurangpenguasaankosa kata. Para siswamengalamikesulitandalammemilihkosakata yang tepatdalamberkomunikasidanmenyelesaikantugas. Selainitu, siswajugamengalamikesulitandalammengeja kata, beberapa di antaranyasalahejadalam kata-kata.Solusi yang diajukanuntukmasalah di kelasadalahpenerapanpermainan scrabble untukmeningkatkanpenguasaankosakatasiswasecarasignifikan. Scrabble adalahpermainanpapan yang dimainkandenganduasampaiempatpembayardenganpemainmenggunakankosa kata merekauntukmembuat kata-kata. Merekabisamembuatsebuah kata daritujuhhuruf yang diberikankepadamasing-masingpemainuntukdipasang di papan scrabble dalampermainan.Penelitianinidilakukandenganmenggunakan Classroom Action Research. Penelitianinibertujuanuntukmemecahkanmasalahpenguasaankosakata di kelasdelapan SMP Negeri 2 Malang. Data dikumpulkandenganmengamatisiswa, danmemberikankuesionerdanteskepadasiswa. Iniberisiempattahap, yaitu (1) perencanaan, (2) pelaksanaan, (3) pengamatan, dan (4) refleksi. Penelitibekerjasamadengan guru bahasaInggrisselama proses penelitian. Penelitibertindaksebagai orang yang menerapkanstrategi, sedangkan guru bahasaInggrisbertindaksebagaikolaborator yang mengamati proses belajarmengajar. Subjekpenelitianadalah 32 siswakelas VIII yang menawarkan B di SMP Negeri 2 Malang. Ada empatinstrumen yang didistribusikandalampenelitianini, yaitukuesioner, catatanlapangan, daftarperiksaobservasi, danteskosa kata. Penelitiandilakukandalamsatusiklus yang terdiridaritigapertemuan.Hasilpenelitianmenunjukkanbahwapenerapanstrategipermainan Scrabble berhasilmeningkatkankualitaskosa kata penguasaankosakata. Hal initercermindalampencapaiankriteriakeberhasilan. Duapuluhtujuhdari 31 siswaatau 87% siswamencapaistandarpenguasaan minimum, yaitu 75. Dalamhalketerlibatansiswadalamkegiatanbelajar-mengajar, rata-rata skorketerlibatansiswadalamempatpertemuanadalah 90%. Olehkarenaitu, penerapanmetodedanstrategitersebutterbuktiefektifdalammeningkatkanpenguasaankosakatasiswa di kelasdelapan SMP Negeri 2 Malang. Berdasarkanhasilpenelitianini, disarankan agar guru bahasaInggrismenggabungkan media pengajaraninteraktifdenganmenggunakanpermainan Scrabble untukmenciptakansuasana yang menyenangkandanmembuatsiswamenikmati proses belajarmengajar. Bagipenelitimasadepan, disarankan agar merekamelakukanpenelitian yang menerapkan media pengajaraninteraktifdenganpermainan yang berbeda
MISCONCEPTION OF TRANSCENDENTALISM IN THE FILM “INTO THE WILD”
No full textABSTRACT Putera, B. Y. 2016. Misconception of Transcendentalism in the Film "Into the Wild." Thesis. English Department, Faculty of Letters, State University of Malang. Advisor 1: Drs. Kukuh Prayitno Subagyo, M.A. Advisor 2: Inayatul Fariha, S.S, M.A. Keywords: Transcendentalism, Misconceptions of Transcendentalism, Into the WildThis study is aimed to provide evidences of McCandless' misconceptions towards transcendentalism that represented in the film Into the Wild, besides the depiction of transcendentalism itself. Transcendentalism is a movement of religion, philosophy, and literature. The word transcendentalism is derived from the word ‘transcend' that means ‘pass beyond'. This movement promotes a way of life that allows someone to become closer to God and reach divinity. As a film with transcendental theme, Into the Wild depicts evidences of transcendental way of life. Some of these evidences are already discussed in some previous studies. This study presents evidences of McCandless' misconception toward transcendental tenets. In order to find both depiction of transcendental ideas and its misconception, this film is analyzed using the theories proposed by Emerson and Thoreau, as they are the ones who figure the tenets of transcendentalism.Using those theories, the dialog between the characters, and the visual image shown are analyzed. It is found that there are three types of depiction of transcendental tenets; they are living closely to nature, self-reliance, and non-conformity. As for the misconception, the evidences are that of living closely to nature does not mean living in the wilderness, self-reliance does not mean isolating oneself, and the last is that non-conformity does not mean rejecting social forms. Through looking at the misconceptions that has been done by McCandless, it is safe to say that McCandless applies the tenets of transcendentalism in a radical way, thus, resulting in his failure to reach ultimate happiness by living a transcendental life. One should understand thoroughly a concept of transcendentalism before implementing it in life. That is a message that is shown from the evidences of McCandless' misconception. Upon reading the result of this study, readers are expected to gain knowledge about transcendentalism and the misconceptions of its tenet. As for literature students, they are expected to gain the insights of transcendentalism and the depiction of each tenet, and learn how to be more analytic so that they can apply literature theories in each literature works they find
Rhetorical Moves in the Introduction Section of Research Articles by English Department Students
No full textABSTRACT Wijaya, Rahmad Adi. Rhetorical Moves in the Introduction Section of Research Articles by English Department Students. Thesis, Department of English, Faculty of Letters, State University of Malang. Advisors: (I) Prof. Bambang Yudi Cahyono, M.A., Ph.D. (II) Dr. Furaidah, M.A. Key words: Genre analysis, contrastive rhetoric, research article introductions, English department studentsWriting a research article (RA) in English, particularly its introduction section, is deemed to pose serious problems for novice writers, especially pertinent to the distinctness of its rhetorical conventions. The setbacks can be even escalating for those whose first language is not English (Swales, 1990: 137; Swales and Feak, 1994: 173). This study seeks to examine the rhetorical moves in RA introductions by English Department students majoring in ELT and divulge why the rhetorical moves are realized in the way they are.To conduct the study, 10 RAs procured from English Department students were analyzed. In order to effectively categorize the rhetoric, Swales’ (1990) Create-a-Research-Space (CARS) model, a rhetorical framework for the generic structure of English RA introductions, was used to carry out the analysis. To arrive at a better understanding about the RA writing and views on rhetorical manifestation, interviews were projected to elicit the intended data. In other words, the move analysis and interviews, characterizing a qualitative study, were employed to carry out the project.The principal findings of the move analysis revealed that the rhetorical moves in English Department students’ RA introductions diverge from those expected or practiced in the discourse of English RAs or academic community. Such a notion can be construed by capturing the move-step structures with Swales’ (1990) CARS model. Within Move 1 (establishing a territory), “making topic generalization” is the most frequently step employed by English Department students as a prelude in their RAs, categorization of which is identified by the first sentence entering the text. However, as long as the CARS model is concerned, it is deemed to be too general and therefore does not directly strike the topic from the outset. Such an approach, leaving out “claiming-centrality” and opting for deviating steps, renders their RA introductions not really interest-riveting. Another salient finding is pertinent to Move 2 (establishing a niche). There is only 1 RA text successfully realizing step 2 (indicating a gap) to create a research space. Such a situation makes the selected RA introductions seem to tender less sound arguments to the audience. In other words, it weakens the attempt to justify the importance of the research project, as further evidenced by the absence of pivotal steps such as “reviewing items of previous research” and “counter-claiming.” Concerning Move 3 (occupying a niche), obligatory steps, namely, “announcing present research” and “outlining purposes” are interchangeably utilized. However, as crosschecked with Safnil’s (2000) Problem-Justifying Project (PJP) Model, a rhetorical framework for the generic structure of a RA introduction in Indonesian, English RAs by English Department students are more closely, though not fully, aligned with the model, materializing more steps. Such a result avers that they might still tightly hold or retain the rhetoric of Indonesian in their English RA introductions.Moreover, pertaining to the interviews, four salient points which might account for the rhetorical realization are worth pointing up: (1) a short time span for the RA writing, (2) a copy-paste strategy or heavily loading “raw materials” from the thesis into the research article, (3) the practice of modeling other students’ articles, and (4) the students’ unawareness and unfamiliarity with the rhetoric employed and required in the English RA writing. These findings might plausibly depict the nascent academic culture pervading the students’ rhetorical performance and accentuate the notion of the students’ noviciate as a RA writer. Furthermore, such inferences bear witness to Adnan’ (2004) insightful reports that meaningful research activities should be more productively sustained in Indonesian academic life, particularly at university level. Most importantly, such situations also attest Swales’ (1990) concern that RA novice RA writers need the academic assistance to improve their rhetorical performance pertaining to rhetorical conventions of English RA writing. Otherwise, a deviating rhetorical style can lower the rate of acceptance, for the RAs are encouraged to be publishable in scholarly journals.ABSTRAK Rahmad, Adi Wijaya. Rhetorical Moves in the Introduction section of Research Articles by English Department Students. Skripsi, Pendidikan Bahasa Inggris, Fakultas Sastra, Universitas Negeri Malang. Pembimbing: (I) Prof. Bambang Yudi Cahyono, Ph.D. (II) Dr. Furaidah, M.A. Kata kunci: Analisis genre, kajian retorika, bagian pendahuluan artikel penelitian, mahasiswa Sastra InggrisMenulis artikel penelitian (AP) dalam bahasa Inggris, utamanya bagian pendahuluan, dapat menyajikan beragam kesulitan yang cukup serius bagi penulis pemula, khususnya berkaitan dengan norma retorika. Kesulitan tersebut bahkan dapat meningkat bagi penulis yang bukan penutur asli bahasa Inggris (Swales, 1990: 137; Swales and Feak, 1994: 173). Penelitian ini bertujuan untuk mengkaji gerak retoris mahasiswa S1 Pendidikan Bahasa Inggris yang terwujud dalam AP mereka, khususnya bagian pendahuluan, dan mencoba menguak berbagai faktor yang melatarbelakangi perwujudan gerak retoris tersebut.Dalam penelitian ini, 10 AP berhasil dikumpulkan dan dianalisis. Agar pengkategorian gerak retoris dapat dilakukan dengan efektif, sebuah bingkai analisis untuk retorika bagian pendahuluan AP bahasa Inggris digunakan. Model ini dikenal dengan nama Swales’ (1990) Create-a-Research-Space Model (CARS). Selanjutnya, agar sampai pada pemahaman yang lebih gamblang tentang manifestasi gerak retoris di AP tersebut, wawancara dipilih sebagai metode untuk mendapatkan data yang dibutuhkan. Dengan kata lain, analisis gerak retoris dan wawancara digunakan dalam penelitian kualitatif ini.Hasil utama dari analisis gerak retoris menunjukkan bahwa mahasiswa Sastra Inggris menampilkan gerak retoris yang berbeda dalam AP mereka dari norma retorika yang diharapkan atau dipraktikan dalam diskursus AP berbahasa Inggris atau komunitas akademik. Dengan merujuk pada Swales’ (1990) CARS model, hasil tersebut dapat dipahami dari gerak dan langkah retoris yang terealisasi. Dalam Move 1 (establishing a territory), “making topic generalization” adalah langkah retoris yang paling sering digunakan dan hal ini dapat diidentifikasi dari kalimat pembuka AP. Namun, jika dibandingkan dengan apa yang dimaksudkan oleh CARS model, perwujudan langkah yang digunakan penulis terlalu general sebagai sebuah pembuka. Oleh karena itu, langkah tersebut cenderung tidak menyentuh topik penelitian secara langsung dari awal. Pendekatan semacam itu, ditambah dengan tidak adanya langkah retoris “claiming-centrality” dan malah menggunakan langkah-langkah yang berlawanan dengan model, membuat AP mereka cenderung kurang menggugah perhatian pembaca. Berkaitan dengan Move 2 (establishing a niche), hanya ada 1 teks yang berhasil memenuhi tahap ini dengan menggunakan langkah retoris “indicating a gap” untuk menciptakan ruang bagi penelitian yang diajukan. Hilangnya Move 2 dalam manifestasi retorika AP yang lain membuat AP kehilangan landasan argumentasi yang kuat untuk menunjukkan pentingnya penelitian yang ditawarkan. Hal ini lebih lanjut dibuktikan dengan hilangnya langkah-langkah retoris penting dalam AP seperti “reviewing items of previous research” dan “claiming-centrality.” Terkait dengan Move 3 (occupying a niche), langkah retoris seperti “announcing present research” dan “outlining purposes” lebih sering digunakan atau muncul secara bersamaan dalam AP. Setelah gerak retoris yang diidentifikasi dicocokkan dengan bingkai analisis Problem-Justifying Project (PJP) oleh Safnil (2000), model analisis yang dirancang untuk gerak retoris AP berbahasa Indonesia, gerak retoris di AP mahasiswa Sastra Inggris, meskipun tidak seutuhnya, cenderung lebih mengikuti model tersebut. Yang demikian mencuatkan sebuah kondisi bahwa pola retoris bahasa Indonesia masih melekat dalam AP berbahasa Inggris mahasiswa. Terkait dengan hasil wawancara, terdapat empat poin utama yang mungkin dapat memberi penjelasan untuk manifestasi retorika dalam AP mahasiswa sastra Ingggris tersebut: (1) singkatnya waktu yang tersedia untuk penulisan artikel penelitian, (2) pengkopian konten skripsi tanpa penulisan ulang untuk artikel penelitian, (3) tindakan mencontoh pola retorika dari artikel penelitian mahasiswa lain, dan (4) kurangnya kesadaran dan pemahaman tentang pola retorika yang diharapkan atau dipraktikan dalam diskursus penulisan artikel berbahasa Inggris. Hal tersebut mungkin dapat menggambarkan belum matangnya budaya akademik yang melingkupi perwujudan retorika mahasiswa tersebut dan juga semakin mempertegas posisi mahasiswa sebagai penulis pemula artikel penelitian. Selanjutnya, yang demikian memberi persetujuan pada implikasi utama temuan Adnan (2004) bahwa berbagai kegiatan akademik berbasis penelitian harus lebih digalakkan di lingkup akademis di Indonesia, khususnya di tingkat universitas. Hal ini secara khusus juga menyetujui apa yang di sampaikan Swales (1990) bahwa penulis pemula sangat membutuhkan arahan akademis untuk memperbaiki penulisan AP mereka, khususnya terkait dengan norma retorika AP berbahasa Inggris. Tanpa kemampuan itu, penulisan AP dengan pola retorika yang tidak sesuai dengan norma yang berlaku atau diharapkan akan menurunkan kesempatan AP untuk diterima dan dipublikasikan dalam jurnal-jurnal akademis
Developing Supplementary English Reading Material in Form of Comic for Faculty of Sport Science Students
No full textTujuan penelitian ini adalah untuk mengembangkan sebuah materi membaca yang sesuai untuk mahasiswa dari fakultas ilmu keolahragaan. Produk ini dikembangan karena materi yang selama ini dipakai di kelas kurang menarik minat dari mahasiswa dan memerlukan banyak variasi materi. Peneliti memilih media komik dikarenakan komik meiliki banyak kelebihan yang cocok diaplikasikan kepada mahasiswa dari fakultas ilmu keolahragaan. Salah satu kelebihan komik adalah komik mempunyai gambar untuk memproyeksikan materi bidang olahraga terutama mengenai peraturan , bentuk tubuh, dan formasi Dalam penelitian ini prosedur yang digunakan mengadaptasi prosedur penelitian dan pengembangan oleh Hyland (2003). Proses penelitian ini dimulai dengan (1) menganalisa kebutuhan. (2) pengembangan produk (3) validasi ahli, (4) perbaikan pertama, (5) uji coba produk, (6) perbaikan kedua dan (7) produk akhir. Setelah semua tahap pengembangan selesai dilaksanakan, produk telah siap untuk dipublikasikan kepada mahasiswa fakultas ilmu keolahragaan. Produk akhir dalam penelitian yaknimateri bacaan tambahan yang dikemas dalam bentuk komik.Komik ini berukuran 21x15 cm. Komikini terdiri dari duatopik utama yakni sepakbola dantennis. Tiap topik terdiri dari 3 bagian. Bagian pertama adalah pengenalan awal terhadap bidang olahraga tersebut. Bagian selanjutnya adalah isi komik dan bagian yang terakhir adalah kuis atau pertanyaan. Selain itu,terdapat juga perkenalan karakter dan penjelasan tentang komik di awal untuk mempermudah mahasiswa membaca komik ini. Komik yang dibuat merupakan hasil akhir dari proses validasi oleh para ahli dan uji coba kepada mahasiswa. Oleh karena itu, komik yang dikembangkan baik dalam hal isi maupun desain sesuai dengan keinginan dan kebutuhan mahasiswa. Hasil dari proses validasi ahli dan juga pengguna menunjukkan bahwa produk ini tepat bagi pengguna. Peneliti merekomendasikan komik in untuk digunakan di dalam kelas sebagai buku bacaan dalam berlatih kemampuan membaca bacaan berbahasa inggris. Namun, komik inijuga bisa digunakan di luar kelas tanpa terbatas ruang dan waktu. Komik ini dapat diintegrasikan ke dalam berbagai macam materi yang berhubungan dengan bahasa inggris