SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM
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Using Digital Picture Series through Genre-Based Approach to Improve SMP PGRI 1 Batu Students' Ability in Writing a Recount Text
No full textSUMMARYPutri, C Aulia. 2019. Using Digital Picture Series to Improve SMP PGRI 1 Batu Students’ Ability in Writing Recount Text. Undergraduate Thesis, English Department, English Language Teaching, Faculty of Letters, Universitas Negeri Malang, Advisors: (I) Prof. Dr. Nur Mukminatien, M.Pd, (II) Dr. Utari Praba Astuti, M.A.Key words: Improving, Writing, Recount text, Digital Picture Series.The aim of this study was to improve students’ ability in writing a recount text by using digital picture series. In the preliminary study, the average writing score was 60. There were only 6 students out of 34 students (17.6%) who could reach score ≥70. Students have difficulties in keeping their focus on class, developing ideas and they lack of grammar knowledge and vocabulary.This study was one-cycle CAR, that is conducted in five meetings through some steps: plan the action (designing lesson plan, preparing the material and media, choosing research instruments, and determining the criteria of success), implementation (implement the action based on lesson plan), observation (the researcher collected data while she’s implementing the study), and reflection (the data is analyzed and interpreted according to the criteria of success, and reflected the action). The subjects of the study were 8C students of SMP PGRI 1 Batu in academic year of 2017/2018. The research instruments were interview guide, questionnaire, writing scoring rubric, and field notes. The data gained from interview, questionnaire, and field notes were analyzed to know the class condition and the teacher and students’ responses toward implementation of digital picture series in the teaching learning process. The result showed that digital picture series was really helpful to solve students’ problems in writing recount text. The students also showed positive attitude toward the implementation of media. Students were interested and focused on teaching-learning process. It helped students in developing and organizing their ideas. They could choose appropriate vocabulary, used more accurate grammar and punctuation. There were 26 students out of 34 students that achieved school passing grade after the implementation of digital picture series. It achieved the criteria of success which at least 75% of students should pass school standard minimum score (76% of students achieved). The great improvement is also shown by improvement in average writing score which is 60 in preliminary study and 79 in final writing task.Based on the findings, it is concluded that digital picture series could give good contributions to the students and the English teachers. It helped to solve students’ problem in generating and organizing their ideas, understanding text structures, enriching their vocabulary, using appropriate grammar and also motivating them in learning English. Teachers could use digital picture series as media to teach writing skill, especially writing recount text. Other researchers are suggested to pay attention to time allocation and use guided questions if they use this study as a reference to do further research
THE RELATIONSHIP BETWEEN LEARNER AUTONOMY AND ENGLISH PROFICIENCY OF EFL STUDENTS IN UNIVERSITAS NEGERI MALANG
No full textThis study aims to find out the relationship between learner autonomy and English proficiency of EFL students in UniversitasNegeri Malang because there has been a growing interest in learner autonomy. In addition, learner autonomy can help the students to master the language they learn. The research design is correlational study with learner autonomy as the X variable and English proficiency as the Y variable. The subjects were the second semester EFL students in UniversitasNegeri Malang and the samples were taken using simple random sampling. The result demonstrates that there is a moderate significant correlation between learner autonomy and English proficiency of EFL students in UniversitasNegeri Malang, indicating the students with higher level of learner autonomy are benefited in terms of having higher English proficiency. The recommendation for future researchers is to include subjects from non-English majors or students from different universities.English teachers is the teacher should help the students enhance their English proficiency
Penggunaan Strategi Repons Pujian pada Interaksi Tatap Muka dan Komunikasi Virtual
No full textPenelitian ini bertujuan untuk mengungkap strategi respons pujian dalam dua jenis komunikasi tersebut dengan menggunakan teori strategi respons pujian yang diajukan oleh Herbet (1986) dan mencoba membandingkan hasilnya. Ini adalah penelitian deskriptif kualitatif. Delapan belas subjek dilibatkan dalam penelitian ini sebagai subjek penelitian. Peneliti menganalisis percakapan mereka dan bagian komentar Instagram mereka yang berkaitan dengan pujian dan tanggapan untuk mengetahui strategi yang diterapkan. Hasil penelitian menunjukkan bahwa strategi token apresiasi sering digunakan dalam komunikasi tatap muka dan dari 12 strategi, hanya ada 7 strategi yang digunakan oleh subjek. Di sisi lain, hanya ada 3 strategi yang diterapkan dalam komunikasi virtual. Studi ini diharapkan dapat membantu peneliti masa depan yang bekerja di bidang terkait.ABSTRAK Rahmadya, Nova. 2019. The Use of Compliment Response Strategy in Face-to-face Interaction and Virtual Communication. Thesis. English Department, Faculty of Letters, Universitas Negeri Malang. Advisors: (1) Dr. Mirjam Anugerahwati, M.A (2) Aulia Apriana, S.S., M.Pd. Penelitian ini bertujuan untuk mengungkap strategi respons pujian dalam dua jenis komunikasi tersebut dengan menggunakan teori strategi respons pujian yang diajukan oleh Herbet (1986) dan mencoba membandingkan hasilnya. Ini adalah penelitian deskriptif kualitatif. Delapan belas subjek dilibatkan dalam penelitian ini sebagai subjek penelitian. Peneliti menganalisis percakapan mereka dan bagian komentar Instagram mereka yang berkaitan dengan pujian dan tanggapan untuk mengetahui strategi yang diterapkan. Hasil penelitian menunjukkan bahwa strategi token apresiasi sering digunakan dalam komunikasi tatap muka dan dari 12 strategi, hanya ada 7 strategi yang digunakan oleh subjek. Di sisi lain, hanya ada 3 strategi yang diterapkan dalam komunikasi virtual. Studi ini diharapkan dapat membantu peneliti masa depan yang bekerja di bidang terkait.Kata Kunci: pujian, respons pujian, interaksi tatap muka, komunikasi virtual  
The Flouting of Grice’s Conversational Maxims in Indonesian and American Vlogs.
No full textKeywords: Grice’s conversational maxims, conversational implicature, flouting conversational maxim, vlog.This study aims to investigate the flouting of Grice’s Conversational Maxims in Indonesian and American vlogs. The study then tries to find out the differences of flouting made between Indonesians and Americans through their conversation in the vlogs. This study belongs to descriptive-qualitative study as the data were collected and analyzed in the form of words and description.The data sources (ten Indonesian vlogs and ten American vlogs) are taken from some popular Indonesian and American YouTube channels. The data taken from the vlogs are utterances that indicate the flouting of Grice’s cooperative principle. The data obtained was analyzed and then grouped based on each type of Grice’s conversational maxims.The findings of the study show that the maxim of manner occupies the first position as the most often flouted maxim in Indonesian vlogs. It is followed by the maxim of relevance, quantity, and quality. The most often flouted maxim in American vlogs is the maxim of manner, followed by the maxim of quantity, quality, and relevance. The statistics of the finding suggests that there are no big differences between the flouts made by Indonesians and Americans. The findings reveal that the most often flouted maxim by Indonesians and Americans is the same; the maxim of manner. The maxim of quantity also comes out with a similar frequency of flouting. The difference is that Indonesians flout more the maxim of relevance, and flout less the maxim of quality. On the other hand, Americans flout more in the maxim of quality and flout less the maxim of relevance. Furthermore, this study then reveals that the strategies both Indonesians and Americans use to flout the maxims are the same. It is only distinguished by the frequency of using the strategy. The findings then reveal that both Indonesians and Americans also sometimes flout more than one maxim at the same time.Based on the findings and discussion, there are several conclusions that could be noted. It can be concluded that both Indonesians and Americans regularly flout Grice’s conversational maxims. This means that Grice’s cooperative principle is not always obeyed all the time by participants of a conversation. Also, the study reveals that although Indonesians and Americans speak two different languages, their ways of applying Grice’s cooperative principle is similar.Finally, the researcher has some suggestions for future researchers. Since the data sources of this study are informal occasions, future researchers are recommended to conduct a study that investigates Grice's cooperative principle in some formal occasions. It is also recommended for them to investigate the same topic in other languages that have not been investigated before
CODE SWITCHING AND CODE MIXING: EMPIRICAL EVIDENCE IN NOVICE AND PROFESSIONAL TEACHERS' CLASSROOM TALK
No full textRINGKASANSahelangi, Novianti Maria. 2019. Code Switching and Code Mixing: Empirical Evidence in the Novice and Professional EFL Teachers’ Classroom Talk. Skripsi, Jurusan Sastra Inggris, Fakultas Sastra, Universitas Negeri Malang. Pembimbing: (I) Prof.Dr.Gunadi Harry Sulistyo, M. A., (II) Francisca Maria Ivone, M. A., Ph.D.Kata kunci: alih kode, campur kode, guru pemula, guru ahli. Alih kode dan campur kode adalah fenomena umum di masyarakat yang digunakan sebagai strategi komunikasi dalam lingkup komunitas multi bahasa. Alih kode dan campur kode adalah gaya bahasa yang digunakan dalam kalimat dengan melibatkan dua atau lebih bahasa. Di Indonesia, alih kode dan campur kode digunakan dalam interaksi kelas karena guru dan murid menggunakan bahasa ibu dan berbahasa Inggris yang berfungsi sebagai bahasa asing. Oleh karena itu, penelitian ini bertujuan untuk mengetahui alih kode dan campur kode yang digunakan oleh guru pemula dan guru ahli di kelas. Penelitian ini berfokus pada tipe-tipe, frekuensi dan perbedaan frekuensi dari penggunaan alih kode dan campur kode oleh guru pemuladan guru ahli. Rancangan penelitian yang digunakan dalam penelitian ini adalah studi kasus karena penelitian ini bertujuan untuk mendeskripsikan pentingnya fenomena alih kode dan campur kode pada guru pemula dan guru ahli. Subjek yang digunakan dalam penelitian ini adalah guru pemuladan guru ahli di SMP LaboratoriumUniversitasNegeri Malang. Observasi dilakukan pada guru pemula dan guru ahli di kelas untuk mendapatkan data. Data dikumpulkan dengan merekam pembicaraan guru pada saat proses belajar dan mengajar di kelas. Rekamannya kemudian ditulisankan dalam bentuk kalimat untuk dianalisis. Hasil analisis menunjukan bahwa terdapat tiga jenis alih kode dan campur kode disertai dengan beberapa gabungan alih kode dan campur kode yang digunakan oleh guru pemula dan guru ahli. Hasil dari analisa alih kode terdapat tiga jenis alih kode yaitu alih kode buntut kalimat, alih kode antar kalimat dan alih kode intra kalimat. Jenis alih kode yang sering muncul pada pengajaran guru pemula dan guru ahli adalah alih kode antar kalimat dengan presentasi (57%) oleh guru ahli dan (54.4%) oleh guru pemula. Terdapat juga tiga jenis uji campur kode yaitu alih campur intra kalimat, alih campur intra kata dan, perubahan pengucapan. Jenis campur kode yang sering muncul pada pengajaran guru pemula dan guru ahli adalah alih campur intra kalimat dengan presentasi (94.1%) oleh guru ahli dan (69.2%) oleh guru pemula. Terdapat juga lima gabungan alih kode dan campur kode yang ditemukan dalam penelitian ini yaitu alih kode antar kalimat & alih campur intra kata, alih kode antar kalimat & alih kode intra kalimat, alih kode intra kalimat & alih campur intra kata, alih kode antar kalimat & alih kode buntut kalimat, alih kode intra kalimat & alih campur intra kata. Berdasarkan perbedaan frekuensi dalam menggunakan alih kode dan campur kode dapat dilihat bahwa guru ahli melakukan lebih banyak alih kode dibandingkan dengan guru pemula. Selain itu, kedua guru melakukan lebih banyak alih kode dan campur kode pada kelas biasa dibandingkan pada kelas unggulan.Berdasarkan hasil penelitian, dapat disimpulkan bahwa guru pemula dan guru ahli menggunakan berbagai variasi alih kode, alih campur dan gabungan kedua kode sebagai strategi kominukasi untuk memberikan pemahaman yang lebih mudah pada saat menghadapi beberapa kesulitan berkomunikasi. Selain itu, guru pemula dan guru ahli melakukan lebih banyak alih kode, alih campur dan campuran kedua kode pada kelas biasa karena kemampuan siswa. Kepada peneliti yang akan datang, disarankan untuk meneliti alih kode and campur kode pada level dan kualitas sekolah yang berbeda. Untuk guru bahasa inggris, alih kode, campur kode dan gabungan kedua kode dapat berguna untuk memperluas pengetahuan guru terkait macam-macam tipe alih kode dan campur kode untuk digunakan dalam pembelajaran di kelas sehingga dapat mempertimbangkan frekuensi penggunaan alih kode dan campur kode berdasarkan kebutuhan dan kemampuan siswa
Improving Eleventh Improving Eleventh Grade Students’ Writing Performance by Using Peer Feedback Technique
No full textSUMMARYDada, Mohammad. 2019. Improving Eleventh Grade Students’ Writing Performance by Using Peer Feedback Technique. Undergraduate Thesis. English Department, Faculty of Letters, UniversitasNegeri Malang. Advisor: (1) Prof. BambangYudi C, M.Pd, M.A., Ph.D, (2) Drs. Andi Muhtar, M.A.Key Words: Free Peer Feedback, Guided Peer Feedback, Peer Feedback, Writing Performance, Writing Skill.The purposes of this study were to improve writing performance of the eleventh grade students of Senior High School 2 at TanggulJember and to solve their writing problems by using Peer Feedback Technique. This study was also conducted to know the students’ responses toward the Peer Feedback Implementation. The result of preliminary study conducted on Thursday 9th and 16th February 2017 in XI IPA 2 SMA Negeri 2 TanggulJember showed that the students had low scores in their writing. They also had some writing problems such as developing the ideas, using proper grammar, choosing vocabulary, spelling the words, and structuring the text.The study was done by using Classroom Action Research (CAR). There were some steps of Classroom Action Research done by the researcher in this study: planning, implementing, observing, and reflecting. In implementing the Peer Feedback Technique, the researcher employed some core activities. First, the teacher gave the examples of text learnt to the students. Second, the teacher asked students to read and to identify the text content, text structures, and language features of the text. Third, the teacher explained the text content, text structures, and language features and explained the differences and similarities of two similar text genres. Fourth, the teacher asked students to write their own texts. Fifth, the teacher gave the guided peer feedback checklists and explained the procedures in filling the checklists. Sixth, the teacher asked students to give guided peer feedback by filling the checklists. Seventh, the teacher asked students to revise their own writing based on the feedbacks given by their friends. Eighth, the teacher asked students to make and to presenttheir videos in the class. Last, the teacher asked students to give free peer feedback to their friends’ writing and presentation. Those core activities helped the teacher to solve the students’ writing problems and increased the students’ writing performance.The findings of this study showed that the students’ writing performance was improved after they were taught by using Peer Feedback Technique. It can be seen from the number of the students who got score the same as or more than 75. The students’ writing average scores also showed great improvement. This technique also solved the students’ writing problems. It can be seen from the comparison of the students’ writing compositions done in the preliminary study and the students’ writing composition done after the technique implementation. The students’ writing compositions showed a big improvement. The students’ also gave positive responses toward the technique implementation.Finally, from the result of this study, the researcher suggests that the English teachers should implement the Peer Feedback Technique to improve students writing performance. In this study, the researcher used two similar text genres: procedure text and explanation text. The teachers also can use this technique to teach other text genres. The future researchers are suggested to conduct similar study to different text genres. The researcher suggests future researchers to give clear explanation about the guided peer feedback checklist. The researcher also the internet when they do the writing test
Improving Eleventh Grade Students' Writing Performance by Using Peer Feedback Technique
No full textSUMMARYDada, Mohammad. 2019. Improving Eleventh Grade Students’ Writing Performance by Using Peer Feedback Technique. Undergraduate Thesis. English Department, Faculty of Letters, UniversitasNegeri Malang. Advisor: (1) Prof. BambangYudi C, M.Pd, M.A., Ph.D, (2) Drs. Andi Muhtar, M.A.Key Words: Free Peer Feedback, Guided Peer Feedback, Peer Feedback, Writing Performance, Writing Skill.The purposes of this study were to improve writing performance of the eleventh grade students of Senior High School 2 at TanggulJember and to solve their writing problems by using Peer Feedback Technique. This study was also conducted to know the students’ responses toward the Peer Feedback Implementation. The result of preliminary study conducted on Thursday 9th and 16th February 2017 in XI IPA 2 SMA Negeri 2 TanggulJember showed that the students had low scores in their writing. They also had some writing problems such as developing the ideas, using proper grammar, choosing vocabulary, spelling the words, and structuring the text.The study was done by using Classroom Action Research (CAR). There were some steps of Classroom Action Research done by the researcher in this study: planning, implementing, observing, and reflecting. In implementing the Peer Feedback Technique, the researcher employed some core activities. First, the teacher gave the examples of text learnt to the students. Second, the teacher asked students to read and to identify the text content, text structures, and language features of the text. Third, the teacher explained the text content, text structures, and language features and explained the differences and similarities of two similar text genres. Fourth, the teacher asked students to write their own texts. Fifth, the teacher gave the guided peer feedback checklists and explained the procedures in filling the checklists. Sixth, the teacher asked students to give guided peer feedback by filling the checklists. Seventh, the teacher asked students to revise their own writing based on the feedbacks given by their friends. Eighth, the teacher asked students to make and to presenttheir videos in the class. Last, the teacher asked students to give free peer feedback to their friends’ writing and presentation. Those core activities helped the teacher to solve the students’ writing problems and increased the students’ writing performance.The findings of this study showed that the students’ writing performance was improved after they were taught by using Peer Feedback Technique. It can be seen from the number of the students who got score the same as or more than 75. The students’ writing average scores also showed great improvement. This technique also solved the students’ writing problems. It can be seen from the comparison of the students’ writing compositions done in the preliminary study and the students’ writing composition done after the technique implementation. The students’ writing compositions showed a big improvement. The students’ also gave positive responses toward the technique implementation.Finally, from the result of this study, the researcher suggests that the English teachers should implement the Peer Feedback Technique to improve students writing performance. In this study, the researcher used two similar text genres: procedure text and explanation text. The teachers also can use this technique to teach other text genres. The future researchers are suggested to conduct similar study to different text genres. The researcher suggests future researchers to give clear explanation about the guided peer feedback checklist. The researcher also the internet when they do the writing test
Developing Monopoly Game for Teaching Tenses through Speaking Activity to the Eighth Graders
No full textSUMMARYAgustina, Fenda. 2019. Developing Monopoly Game for Teaching Tenses Through Speaking Activity to the Eighth Graders of Junior High School. Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (1) Drs. Andi Muhtar, M. A., (2) Dr. Furaidah, M. Key Words: Let’s Travel with English, Monopoly Game, Grammar, Speaking ActivityThe purpose of this study is to develop a modified monopoly game as a supplementary medium in learning grammar through a speaking activity for the eighth graders. The materials which are used are asking for and giving information using Simple Present Tense and Present Continuous Tense. The stages of the Research and Development (R&D) was adapted from Borg and Gall (1983), which include: (1) needs analysis, (2) product development, (3) expert validation, (4) first revision, (5) product try-out, (6) second revision, and (7) final product. The product has some tools. They are (1) main board, (2) chance cards, (3) dice, (4) tokens, (5) artificial money, (6) teacher guideline, (7) students guideline, (8) answer key, and (9) package. Data collection were collected by interviewing an English teacher and giving questionnaires to the students. The instruments to collect the data were questionnaire sheets, interview guide, and validation sheet. The data from the instruments were analyzed quantitatively and qualitatively. The product was validated by two experts, a lecturer of English Department at Universitas Negeri Malang and an English teacher of SMP Negeri 9 Malang. Afterward, the product was revised based on the experts’ comments and suggestions. Then, it was tried out to 34 eighth graders of SMP Negeri 9 Malang.According to the lecturer validation, the product was classified as a very good product because it could fulfill 91% of a very good product criterion. Besides, the teacher validation showed that the product could fulfill 82.5% of a very good product criterion. Furthermore, the result of the students questionnaire in product try-out showed their positive responses and attitudes toward the product. The average score from the product try-out which was 83 indicated that the product was categorized as a very good product. Therefore, it could be concluded that Let’s Travel with English is suitable to be used in teaching grammar, particularly for teaching Simple Present Tense and Present Continuous Tense.RINGKASANAgustina, Fenda. 2019. Mengembangkan Permainan Monopoli untuk Mengajar Tenses Melalui Kegiatan Berbicara untuk Siswa Kelas Delapan Sekolah Menengah Pertama. Skripsi, Jurusan Bahasa Inggris, Fakultas Sastra, Universitas Negeri Malang. Pembimbing: (1) Drs. Andi Muhtar, M. A., (2) Dr. Furaidah, M. AKata Kunci: Let’s Travel with English, Permainan Monopoli, Grammar, Aktivtas BerbicaraPenelitian ini bertujuan untuk mengembangkan permainan monopoli yang dimodifikasi sebagai media tambahan dalam belajar grammar melalui kegiatan berbicara untuk siswa kelas delapan. Materi yang digunakan adalah meminta dan memberikan informasi menggunakan Simple Present Tense dan Present Continuous Tense. Metode penelitian yang digunakan dalam penilitian ini merupakan Penelitian dan Pengembangan (Research and Development) yang diadaptasi dari Borg dan Gall (1983), yaitu: (1) analisis kebutuhan,(2) pengembangan produk, (3) validasi ahli, (4) revisi pertama, (5) uji coba produk, (6) revisi kedua, dan (7) produk akhir. Produk memiliki beberapa alat yang digunakan saat bermain, yaitu (1) papan utama, (2) kartu kesempatan, (3) dadu, (4) token, (5) uang buatan, (6) pedoman guru,(7) pedoman siswa, (8) kunci jawaban, dan ( 9) paket.Metode yang digunakan dalam pengumpulan data adalah melalui wawancara dan kuesioner. Instrumen untuk mengumpulkan data adalah lembar kuesioner, panduan wawancara, dan lembar validasi. Data dari instrumen dianalisis secara kuantitatif dan kualitatif.Produk ini divalidasi oleh dua ahli, yaitu seorang dosen Jurusan Bahasa Inggris di Universitas Negeri Malang dan seorang guru Bahasa Inggris di SMP Negeri 9 Malang. Setelah itu, produk direvisi berdasarkan komentar dan saran para ahli. Kemudian, produk diujicobakan kepada 34 siswa kelas delapan di SMP Negeri 9 Malang. Menurut validasi dosen, produk tersebut diklasifikasikan sebagai produk yang sangat baik karena dapat memenuhi 91% dari kriteria produk. Selain itu, validasi guru menunjukkan bahwa produk tersebut dapat memenuhi 82,5% dari kriteria produk. Selanjutnya, hasil angket siswa dalam uji coba produk menunjukkan tanggapan yang positif terhadap produk. Nilai rata-rata dari uji coba produk yaitu 83 dan menunjukkan bahwa produk tersebut dikategorikan sebagai produk yang sangat baik. Dengan demikian, dapat disimpulkan bahwa Let’s Travel with English layak digunakan dalam pengajaran grammar, khususnya untuk mengajar Simple Present Tense dan Present Continuous Tense
WANITA JAWA MEROKOK SEBAGAI INSPIRASI KARYA SENI LUKIS
No full textRINGKASANPrasista, Venna Jala. 2019. Wanita Jawa Merokok Sebagai Inspirasi Karya Seni Lukis. Skripsi, Jurusan Seni dan Desain, Fakultas Sastra, Universitas Negeri Malang. Pembimbing: (I) Drs. Didiek Rahmanadji, M.Pd,dan (II) Fenny Rochbeind. S.Pd, M.SnKata Kunci: Wanita Jawa, Merokok,Seni LukisBudaya merokok dipandang sebagai ketidak wajaran jika dilakukan oleh kaum wanita. Stigma wanita merokok masih berlaku dimanapun tidak terkecuali di Jawa. Masa kini pandangan masyarakat telah berubah dan wanita bebas merokok. Hal ini yang member inspirasi pada penciptaan seni lukis yang menggambarkan sosok wanita Jawa merokok.Konsep penciptaan ini adalah ‘kesetaraan sosial’ dan tema yang mendasari keenam karya lukisan adalah ‘gaya hidup wanita merokok’. Karakteristik karya diantaranya pada pemilihan warna yang feminin, objek utama wanita merokok, teknik sapuan kuas terkesan lembut, dan kontur garis pada objek terkesan dekoratif. Proses kreatif dalam penciptaan ini menggunaka metode Alma Hawkins yang memiliki tiga tahapan, yaitu tahapan eksplorasi, kegiatan pengamatan terdahap hal-hal yang berkaitan dengan tema yang diangkat. Lalu tahapan eksperimentasi, berupa pembentukan rancangan sketsa yang diseleksi untuk diwujudkan,serta sebagai acuan dalam penciptaan karya. Tahapan terakhir melakukan pembentukan, berupa proses melukis pada bidang kanvas. Penciptaan ini menghasilkan 6 karya seni lukis yang berjudul “Roro Mendut”, “Nyusur dan Rokok”, “ Iklan”, “Menangis”, “Haruskah PSK!”, dan “Hidupmu”. Penciptaan ini menghasilkan 6 karya seni lukis hasil gagasan pencipta. Melalui hasil penciptaan karya seni lukis gaya pribadi ini diharapkan dapat menambah wawasan apresasi bagi masyarakat khususnya aspek estetika lewat keenam karya lukis. Selain itu pesan edukasi lewat objek lukisan tersampaikan kepada pengamat tentang gaya hidup wanita merokok,bukanlah hal baru yang dipandang sebelah mata atau dianggap negatif. Sebaliknya wanita merokok sudah sejak zaman dulu punya kebiasaan‘menginang’. Dengan merujuk pada sejarah masa lalu, dimasa kini wanita merokok menjadi trend yang patut dihargai dan dipandang positif oleh masyarakat sebagai insan berbudaya yang hidup di era modern
Elementsof Multiple Intelligences in an English Language Course Book for Young Learners
No full textSince the Multiple Intelligence (MI)theory was published by Howard Gardner in 1983, the world’s view of intelligence has been changed. This theory was spread out greatly and reachedto education. Many schools hasstarted to apply MI in their teaching and learning process. They believe that applying MI is an excellent way to empower students with different capabilities to achieve success in learning. Course books, which is an important teaching and learning instrument, has been updated to integrate MI into the teaching material. Unfortunately, not many English language course books are written based on MI, so this study aims to analyze a course book used in a school which implemented MI in order to know to what extent the course book reflect elements of MI and meets the different students’ needs.The data was collected from the activities in the course book.The analysis was done qualitatively by examining all activities in the course book using a checklist which is adaptedfrom Arikan, Soydan and Isler’s (2014) previous study. The result shows that the activities in the course book analyzed cater imbalance presentation of intelligences. Predominated with verbal/linguistic and spatial/visual and no any percent for bodily/kinesthetic. Logical/mathematical, musical, interpersonal and intrapersonal were found in fair percentage.There are two suggestions proposed for future researcher.First, analyzedother course books designed for different levels toward theirimplication in MI. The result possibly different with any reason. The second suggestion is to designing a book which can be used as the teaching and learning material in the school that implement theMI theory.