SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM
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IMPROVING STUDENTS’ SPEAKING ABILITY BY USING FISHBOWL STRATEGY FOR 8TH GRADERS OF JUNIOR HIGH SCHOOL 8 MALANG
No full textABSTRAK Since English is a universal language, Indonesian government determines English to be one of foreign languages taught in this country. In learning English, there are four language skills that should be learned by the students. One of them is speaking skill. According to the researcher’s informal observation and practice student teacher during the teaching practice program, there were some factors that caused the students of Class 8I of Junior High School 8 Malang unable to speak English well. One of the factors was lacking of vocabulary. Another problem was the students did not actively participate during speaking activities. Fishbowl strategy was decided to be used to improve students’ speaking ability because it allows the students to discuss in a bowl-form which helps them to enhance their speaking ability.This research used collaborative Classroom Action Research design aiming at improvement of speaking performance. This research was done in one cycle consisting of five meetings that involved four stages namely planning, implementing, observing and reflecting. The additional instruments used to collect data on the implementation of the strategy were the students’ questionnaire, interview guide, field notes, scoring rubric and speaking test that helped the researcher as the main instrument.The result of this research showed that the use of fishbowl strategy was successful in improving students’ speaking ability. The criteria of success had been achieved in one cycle. Almost all of the students (88,2%) passed the minimum passing grade, and only four students (11,8%) got below the minimum passing grade. Meanwhile, based on the scoring of students’ active participation, more than 80% of the students actively participated during the implementation of the strategy. Based on the data from the interview and field notes, the students showed positive responses toward the strategy. They also agree that fishbowl strategy helped them enrich their vocabulary and organized the ideas well. It can be concluded that fishbowl can improve the students’ speaking ability. The successful procedure in using fishbowl strategy as found in the study involves: (1) grouping, (2) choosing the topic/issue, (3) the role of the teacher as a facilitator and moderator. Based on the result of the findings, it is suggested that English teachers use fishbowl strategy in the teaching learning process which has been proven effective in improving students’ speaking ability. For future researchers, it is suggested that the findings of the research be used as a reference in conducting a research related to the development of speaking ability
IMPLEMENTING 10-MINUTE REFLECTIVE WRITING TO IMPROVE STUDENTS’ WRITING SKILL
No full textABSTRACT Cahya, Elinda Hary. 2017. Implementing 10-minute Reflective Writing to Improve Students’ Writing Skil. Thesis, Department of English, Faculty of Letters, State University of Malang. Advisors (I) Dr. E. D. Laksmi, M.Pd, M.A., (II) Dr. Suharyadi, M.Pd. Keywords: 10-minutes Reflective Writing and Students’ Writing Skill Writing is one of four skills in English. Trough writing, students can express their ideas in written form. There are also some aspects that should be considered in writing such as content, organization, grammar, vocabulary, and mechanics. Based on the preliminary study, it was shown that the students of VIIID had problem in writing. They usually have no idea to write and are confused with how to write in a good order. In addition, the preliminary writing showed that only four students could write with full English. They are also confused with the use of appropriate tense. Thus, the researcher conducted a study to solve the students’ problem in writing. The aimed of this study is to improve students writing skill using 10-minute reflective writing strategy. The research design of this study is Classroom Action Research (CAR). There are four stages in CAR. They are (1) planning the action (2) implementing the action (3) observing the action, and (4) reflecting the action. The subjects of this study were students of VIIID of SMPN 1 Arjasa. There were 22 students in that class. The research instruments which were used to collect the data were interview guide, questionnaire, scoring rubric, observation checklist, field notes, and writing tasks. To collect the data, the researcher taught VIIID students for six meetings using 10-minute reflective writing strategy. Finally, the data were analyzed to meet the criteria of success. The research findings showed that the strategy improved students’ writing skill. The study had achieved the criteria of success that is the average of students’ mean score increased 24.55 point from 51.81 in preliminary writing to 76.36 in final writing. In addition, the students were active during the lesson and the implementation of the strategy. From the result of the study, English teachers are suggested to adopt the strategy with some modification to fill up the weakness of this strategy in terms of additional time to improve students writing skill. Finally, the findings can be one of the references for future researchers who are interested in the study of reflective writing for students in different level of education
The Conversational Implicatures in Paul Howard Surridge’s Pure Nectar Drama Script.
No full textABSTRAK Yovrinda, Y. 2017. The Conversational Implicatures in Paul Howard Surridge’s Pure Nectar Drama Script. Thesis. Department of English, Faculty of Letters, UniversitasNegeri Malang. Advisor I: Prof. A. Effendi Kadarisman, M.A., Ph.D., Advisor II: Dr. Johannes A. Prayogo, M.Pd.,M.Ed Keywords: conversational implicature, types of implicature, speech acts,Pure NectarThe conversational implicature is generally divided into two parts: generalized and particularized conversational implicature. In addition, when people are having a conversation, they do not only convey implicit meaning using these two kinds of implicature, but they also use figures of speech such as idioms, similes, sarcasms and hyperbole. This research is conducted to analyze the phenomena of conversational implicatures which occur in the dialogues of Pure Nectardrama script.This research uses a descriptive qualitative design. The data source is the drama script of Pure Nectar obtained from www.simplyscripts.com. Moreover, there are four stages for the researcher to analyze the data: (1) reading thoroughly the Pure Nectar drama script, (2) finding out all implicatures occurring in the conversations by all the casts, (3) identifying all the implicatures through numbering and categorization, and (4) drawing a conclusion.The results of data analysis showthat there are 75 utterances that contain conversational implicatures; they are classified into six groups.In terms of their frequency of occurrence, they are presented in the following order: generalized conversational implicature (66.67%), idiom (17.33%), simile (6.67%), particularized conversational implicature (5.33%), sarcasm (2.67%), and hyperbole (1.33%).Furthermore, this research also reveals that all the 75 utterances containing implicatures fall into two categories: 71 direct speech acts (94.67%) and 4 indirect speech acts (5.33%). Within the 71 direct speech acts, there are 57 declarative sentences (76%), 8 interrogative sentences (10.67%), and 6 imperative sentences (8%).On the basis of these research findings, it is suggested that the future researchers investigate particularly on clausal implicature, which belongs to generalized conversational implicature, so as to provide detailed information about implicit ways of conveying speaker meaningin the field of pragmatics
Using Picture Series Through Genre-Based Approach to Improve Students' Writing Ability in Recount Text
No full textABSTRACT Triawati, Farikhah. 2017. Using Picture Series Through Genre-Based Approach to Improve the Writing Ability in Recount Text. Undergraduate Thesis, Department of English, Faculty of Letter, Universitas Negeri Malang. Advisors: (I) Dr.Ekaning Dewanti Laksmi, M.pd., M.A. (II) Dr. Enny Irawati, M.Pd. Keywords: Writing ability, Recount Text, Picture Series. Based on the result of the preliminary study, it was known that students of grade X, class 4(X-4) of SMA Brawijaya Smart School had problems in writing. Their problems concerned generating and organizing ideas. Students also lacked knowledge of grammar, vocabulary, and details of writing. To solve this problem, the researcher used picture series through genre-based approach to improve the students’ ability in writing a recount text. The stage in the genre-based approach cover the activities of:(1)Building Knowledge of the Field by asking the students to identify the general structure and grammatical features of the recount text, (2) Modeling of the Text by giving a model of a recount text, (3)Joint Construction of the Text by asking the students to arrange picture series in pairs, (4) and Independent Construction of the Text by asking students to make a recount text based on the pictures series individually.This technique was choosen because it is believed that it can solve the students’ problem.. In this study, classroom action research design was used. The research was conducted in one cycle consisting of five meetings. The subjects of the study were all twenty seven students of X-4 class of SMA Brawijaya Smart School Malang in the second semester of 2016/2017 academic year. The instrument used in this research were writing task, field notes, and observation checklist. This research findings reveal that the students’ score after implementation of picture series could improve and pass the minimum passing grade (75) set by the school. Besides, there were more than 75% of the students showed positive responses by actively participate yhe learning and teaching process. From the result of the study, the researcher gives suggestions to the English teacher and further researchers. For English teachers of SMA Brawijaya Smart School Malang, the picture series can be used as one of the solutions for teaching problem related to improving the students’ ability in writing, especially recount text.
HOW I MET YOUR MOTHER: NARCISSISTIC KID, WHO IS TO BLAME?
No full textABSTRACT Isfandiari, A. F. 2017.How I Met Your Mother: Narcissistic Kid, Who Is to Blame?. Thesis.English Department, Faculty of Letters, State University of Malang. Advisor: 1) M. Nasrul Chotib, M.Hum. 2) Drs. ArifSubiyanto, M.A. Keywords: TV series, How I Met Your Mother, Narcissistic Personality Disorder, Parenting style. This thesis is a film studies which mainly focuses on the aspect of Narcissistic PersonalityDisorder (NPD)and the influence of childhood experience also parenting style in shaping this personality disorder of the character Barney Stinson in the American television series How I Met Your Mother. The researcher collected the data of NPD, childhood experience, and parenting style by watching and analyzing all the episodes of the series.There are 9 seasons and 208 episodes in total. This research presented the data in the form of visual and textual. This research combined Freud’s psychosexual development and three types of parenting style by Baumrind (1996); authoritative, authoritarian, and permissive parenting.To find the attributes of NPD in Barney Stinson, this study uses DSM-V (Diagnostic and Statistical Manual of Mental Disorders – fifth edition), the latest book contains diagnostic guideline of mental disorders which developed byAmerican Psychiatric Association (APA) and published in 2013. This study found that Barney’s narcissism began to shape in his childhood because of his mother’s way in raising him. She always pampering Barney and telling him that he is superior to others; it nourished the narcissistic personality in him. Since he was told that he is special and superior, he acted accordingly even in his adulthood. As stated in DSM-V, a person can be diagnosed as NPD-positive when they possess five out of nine criteria provided in DSM-V. This study found that Barney Stinson has six criteria on his side
The Use of Discourse Markers to Mitigate FTAs in Classroom Interaction
No full textABSTRAK Rachman, Irawan Anggadi. 2017. The Use of Discourse Markers to Mitigate FTAs in Classroom Interaction. Sarjana’s Thesis. Universitas Negeri Malang: Department of English. Advisors: (1) Dr. Emalia Iragiliati Sukarni, M.Pd., (2) Maria Hidayati, S.S., M.A. Key words: Discourse markers, face, face-threatening acts (FTAs), classroom interactionDiscourse markers have received much attention in recent years in spoken conversation. This means that the use of discourse markers plays an important role in the spoken conversation. Many researchers have different arguments on the use of discourse markers. As a result, there remain several unanswered questions regarding the function of discourse markers as a mitigator of Face-Threatening Acts (henceforth FTAs). This study aims at investigating the use of discourse markers to mitigate FTAs in classroom interaction, e.g. the discourse markers used by the speakers during the classroom interaction, the possible reasons using the discourse markers, and the description of the background of participants to the use of the discourse markers.The researcher used a descriptive qualitative method to analyse the data. The data were derived from in-group conversations consisting of three to four students aged 20 at average and a questionnaire. The data were collected in the form of digital recordings using a cellphone. The transcribed conversations were then coded to make the data analysis easier to point out which discourse markers belong to the participant’s sentence. The questionnaire consisted of eight questions asking about the background of the participants along with their knowledge about discourse markers.The findings show that the discourse markers used by the participants of the study are oh, well, and, but, or, so, because, now, then, I mean, you know, oh yeah, mhm mhm, uhh, okay, I think, in my opinion, and then, yeah, oh okey, by the way, and I know. One of the possible reason using the discourse markers is to connect the speaker and hearer’s ideas. It justifies that the background of the participants describes discourse markers used in speaking. The use of but and in my opinion vividly shows that those discourse markers can function as an FTA mitigator. The discourse marker yeah is used to lessen the speaker’s confidence and not to violate the addressee’s face. The use of oh and well is to control emotional and adjust of social relationship (Liu, 2006) and to mitigate the FTAs during the conversation (Jucker, 1997). The discourse marker I think expresses difference or saving face (Brinton, 1996). The use of I mean can also reduce the social distance between the speaker and the hearer. When asking a opinion, the speaker inserts so in order not to threaten the hearer’s face. The participants of this study present the possible reasons to use the discourse markers. It turns out that the background of the participants of this study correlates with the use of discourse markers. This study concludes that there are some discourse markers that can be used as an FTAs mitigator during the speaking class interaction viewed from Schiffrin’s (1987) inventory of items. This study justifies that the background of the participants describes their way of speaking since they cannot be separated from politeness. Based on the researcher’s analysis, the discourse markers that can perform as an FTAs mitigator are I think, I mean, yeah, oh, well, so, but, and in my opinion. Therefore, not all perhaps function to mitigate the FTAs, and their function to do so is closely related to the context or the social function or any relevant topics when having interaction. This study provides benefits both theoretically and practically. Theoretically, it provides with the use of discourse markers to mitigate FTAs in classroom interaction. Practically, this study can help linguistics students figure out the deep functions of discourse markers when they are engaged in interactions. This study can also be further developed and discussed by lingustics researchers more on sociopragmatic contexts
TYPES OF TALK USED AMONG ELTSTUDENTS OF UNIVERSITASNEGERI MALANG IN DOING ACADEMIC DISCUSSIONS
No full textThe study is aimed to answer the research questions about the types of talkmostly used by ELT students of UniversitasNegeri Malangduring the academic discussions; the attitudes mostly shown by the ELTstudents during the academic discussions focusing on when the students were sharing opinion and keeping silent; and the distribution of the talking time among the students. The design of the study was qualitative classroom research. The subject of the study was students ofUniversitasNegeri Malang, English Language Teaching who took English for Young Learner course. The research instrument used in this study was the researcher herself, while the tool used was voice recorder.The data, which were in form of utterances, were collected by two steps; 1) Chose the subject, and 2) Recorded the discussion activity. The activities were done from March to May 2017. The data were analyzed by using data recording list and attitude analysis checklist. The types of talk which were used were based on theory of Wegerif and Mercer (1997) From the data collection, there were 152 utterances. From the utterances, the researcher found out that the students were mostly used cumulative talk (57.89%), instead of exploratory talk (27.63%) and disputational talk (14.47%). The students’ attitude showed that when sharing opinion the students tended to made individual decision (68.18%), instead of following the previous speaker’s opinion or seeking and considering the opinion before expressing it out (54.55%).Then, in silence, the students tended to keep silent but still paying attention (63.64%) instead of actively contributing opinion (00.00%) or silent and did not pay attention (36.36%). Meanwhile, the distribution of the talking time among the students was dominated by the active students (77.27%)
Using Fishbowl Technique to Improve 8th grader's Speaking Skill at SMPN 11 Malang
No full textABSTRACT Riska. 2017. Using Fishbowl Techniques to Improve 8th Graders’ Speaking Skill at SMPN 11 Malang. Undergraduate Thesis, English Department, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Dra. Nunung Suryati, M. Ed., Ph. D. (II) Dr. Mirjam Anugerahwati, M.A. Keywords: speaking skill, and fishbowl technique.In learning English, there are four skills which should be mastered by the learners, namely listening, reading, speaking and writing. Among these four skills, speaking is one of the problems for students who learn English. It is considered as the most challenging skill. Based on the preliminary study done by the researcher at SMP Negeri 11 Malang, it was found that students have problems in speaking. The problem was the psychological factor; students’ feeling shy or reluctant to speak. To help overcome the students’ problem, the researcher conducted a study by implementing the fishbowl technique to improve the students’ speaking skill.This research used a Classroom Action Research design consisting of four major stages: planning, implementing, observing, and reflecting. Before those four stages were conducted, the researcher had had a preliminary. For the teacher, the researcher did the interview in order to know students’ ability before implementing the technique. For the students, the researcher did a test before implement the technique. During the study, the researcher acted as the teacher who implemented the technique in teaching and learning process with the help of classroom teacher as the observer. In collecting the data, the instruments used were field notes, observation checklist, questionnaires, and students’ speaking rubric. In analyzing the data, the researcher summed the students' scores times by a hundred then divided by the number of students.The research findings indicated that using fishbowl technique to improve students’ speaking skill was successful. It can be seen in the students’ speaking score that could reach the SKM (Standard Kelulusan Minimal). 81.58% of the students got a score above 75. Besides, the result of the questionnaire showed that 86.84% of the students were enjoying the teaching and learning process using fishbowl technique. Using the fishbowl technique formation could make the students feel free to share their ideas. In addition, the students could enjoy and did the activities given by the researcher well.Based on the result of the study which showed this technique successfully improved the students’ speaking skill, the researcher suggested English teacher to apply the fishbowl technique in teaching and learning activities, especially in speaking activity. The future researchers are suggested to conduct a study on the implementation of the strategy in other context and different skills. ABSTRAKRiska. 2017. Using Fishbowl Techniques to Improve 8th Graders’ Speaking Skill at SMPN 11 Malang. Skripsi, Jurusan Sastra Inggris, Fakultas Sastra, Universitas Negeri Malang. Pembimbing (I) Dra. Nunung Suryati, M. Ed., Ph. D. (II) Dr. Mirjam Anugerahwati, M.A. Kata Kunci: keterampilan berbicara, dan teknik fishbowl.Dalam belajar bahasa Inggris, ada empat keterampilan yang harus dikuasai oleh peserta didik, yaitu mendengarkan, membaca, berbicara dan menulis. Diantara keempat keterampilan tersebut, berbicara adalah salah satu masalah bagi siswa yang belajar bahasa Inggris. Tampaknya kemampuan berbicara dianggap sebagai keterampilan yang paling menantang. Berdasarkan penelitian pendahuluan yang dilakukan oleh peneliti di SMP Negeri 11 Malang, ditemukan bahwa sebagian besar siswa mengalami masalah dalam berbicara antara lain siswa merasa malu atau enggan berbicara, kurangnya kosa kata dan koherensi siswa dalam berbicara. Untuk mengatasi masalah siswa, peneliti melakukan penelitian untuk menerapkan strategi penggunaan teknik fishbowl dalam meningkatkan kemampuan berbicara siswa.Penelitian ini menggunakan Penelitian Tindakan Kelas yang terdiri dari empat tahapan, yaitu perencanaan, pelaksanaan, pengamatan dan refleksi. Sebelum melakukan empat tahapan tersebut, peneliti melakukan preliminary study. untuk guru, peneliti melakukan wawancara untuk mencari tau kemampuan siswa sebelum menggunakan teknik fishbowl. Untuk siswa, peneliti melaksanakan tes sebelum menggunakan teknik fishbowl. Selama penelitian, peneliti berperan sebagai guru yang mengimplementasikan teknik dalam proses belajar mengajar dengan bantuan dari guru kelas sebagai pengamat. Dalam mengumpulkan data, ada beberapa instrument yang digunakan, yaitu field notes, observation checklist, questionnaires, dan students’ speaking rubric. Dalam menganalisis data. Peneliti menjumlahkan nilai siswa dikalikan dengan seratus dan dibagi dengan jumlah siswa.Hasil penelitian menunjukkan bahwa penggunaan tehnik fishbowl berhasil. Hal ini dapat dilihat pada skor terakhir siswa yang bisa mencapai SKM (Standard Kelulusan Minimal). 81,58% siswa mendapat skor di atas 75. Selain itu, hasil kuesioner menunjukkan bahwa 86,84% siswa menikmati proses belajar mengajar dengan teknik fishbowl. Dengan menggunakan formasi teknik fishbowl bisa membuat para siswa merasa bebas untuk berbagi ide mereka. Selain itu, para siswa dapat menikmati dan melakukan aktivitas yang diberikan oleh peneliti dengan baik. Mengingat teknik ini berhasil meningkatkan kemampuan berbicara siswa, para guru disarankan untuk menggunakan teknik ini dalam proses belajar mengajar, baik untuk kemampuan berbicara maupun kemampuan lainnya. Bagi peneliti selanjutnya, disarankan untuk melakukan penelitian tentang pengimplementasian strategi ini dalam konteks dan keterampilan yang berbeda
Using the Combination of Jumbled Word Game and Hidden Pictures in Descriptive Text through EEC Strategy to Improve Vocabulary Mastery of Eighth Graders of SMP Negeri 1 Babat, Lamongan.
No full textAbstrak The aim of this study was to improve vocabulary mastery of eighth graders of SMPN 1 Babat. This study was conducted because students had limited vocabulary. Based on the preliminary study, there were only 8 out of 30 students who passed the minimum score. The minimum score determined by the school was 75. Based on the observation done in the preliminary study, the teacher did not use any media in teaching vocabulary. Thus, students were not enthusiastic in learning vocabulary. To solve this problem, the use of jumbled word game and hidden pictures in descriptive text through EEC strategy was applied in learning vocabulary. This study was directed to answer a research question on how the combination of jumbled word game and hidden pictures in descriptive text through EEC strategy can improve the vocabulary mastery of eighth graders of SMP Negeri 1 Babat. The combination of jumbled word game and hidden pictures in descriptive text is an instructional media in which every adjective contained in the descriptive text is written in a jumbled word on a sticky note by hiding the picture of the adjective itself and the meaning of the adjective in Indonesian. The media can be used for teaching English successfully, especially teaching English vocabulary as it contains game and pictures which can attract students’ interest and attention. The study was a Classroom Action Research (CAR). The research was conducted in one cycle that consisted of four stages: planning, implementing, observing, and reflecting. There were five meetings done in the cycle. The subjects of the study were 30 students of Grade 8G at SMPN 1 Babat. There were four instruments used by the researcher to collect the data. They were vocabulary test, observation checklists, field notes, and questionnaires. The criteria of success set by the researcher was at least, 80% of the students should reach the minimum score of 75, and 80% of the students should be involved in the tehching and learning process. The findings of the study show that (1) 100% of the students achieved score above the minimum score of 75, which shows that using the combination of jumbled word game and hidden pictures in descriptive text through EEC strategy improves the students’ vocabulary mastery; (2) more than 80% of the students involved in the teaching and learning process, which shows that taught by the strategy make the students involved in the teaching and learning process; (3) the steps of implementing the combination of jumbled word game and hidden pictures in descriptive text are as follows. First, the students are given a descriptive text with jumbled word game and hidden pictures. Second, the students are asked to arrange the jumbled words of every adjective contained in the text in order to be the correct adjectives. Third, the students are asked to discuss their work in arranging the jumbled letters within groups and write the result of their discussion on the whiteboard. Last, the students discuss the result of their work together in a class discussion. Based on the result of the study, the researcher suggests the English teacher of the school to use jumbled word game and hidden pictures while teaching descriptive texts to improve students’ vocabulary mastery. Then, it is suggested for the future researchers to use the media as an alternative medium in teaching vocabulary to different level of students. The future researchers are also suggested to use the different types of texts
THE PERSPECTIVE OF FREEDOM IN CLOUD ATLAS: THE ORISON OF SONMI-451 THE NOVEL
No full textABSTRAK Saraswati, Adienda D. 2015. Pursuing Freedom in the Novel Cloud Atlas: The Orison of Sonmi-451. English Department, Faculty of Letters, State University of Malang. Advisors: M. NasrulChotib, M. Hum and InayatulFariha, S. S., M. A. Keywords: Freedom, self-liberation, libertarian, anarchism The idea of freedom is highly significant in human life. As freedom is acknowledged as basic human rights, there are still numerous problem surroundings freedom, making the discussion infinite. This thesis attempts at analyzing the process of acquiring freedom occurred in the case of Sonmi-451 and unveiling philosophical ideas embedded within Sonmi’s idea of freedom. In this study, the researcher focuses on factors Sonmi needs to gain self-liberation from a total oppressed status represented in slavery and manipulation. Kantian, Sartre, and Heidegger’s existentialism philosophy is utilized to dissect and analyze the whole process of acquiring freedom. The analysis shows that in order to acquire self-liberation, the Sonmi as the object of oppression must be conscious of his/her own consciousness at the first place. The awareness is the only way to realize the reality and trigger the desire to reach a better state for the self. Second, she must educate herself with conditional knowledge which will enable her to comprehend the situation and empowers the self for a fight for freedom. Embedded within Sonmi’s idea of freedom is the philosophy of anarchy and liberalism for her wish to destroy governments’ system before renewing with the better one, and her goal to acknowledge that each individual is entitled to the property of himself. The researcher ends with findings that the idea of freedom is beyond reach without acquiring self-liberation, while self-liberation is impossible without being conscious of our self and continuous education for the sake of self-making. This mechanism agrees with existentialism values. This study also unearths the philosophy of anarchism and libertarian which apparently is in need when radical change for the sake of freedom is seen necessary