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The Evaluation of “Bali at A Glance” Tourism Guide Book: Suggested Translation.
No full textABSTRACT Fadillah, Chrisna, 2016. The Evaluation of “Bali at A Glance” Tourism Guide Book: Suggested Translation. Thesis. Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Drs. Arif Subiyanto, M.A. (II) Dr. Mirjam Anugerahwati, M.A.Key Words: suggested translation, guide book, Bali.Translating Bahasa Indonesia into English is a challenge for Indonesian translators. However, a good language proficiency for translating a tourism guide book which will be consumed by the public must be possessed by the translators. This research is a study which focuses on finding the errors and provides suggested translation of the tourism guide book entitled “Bali at A Glance”. The purpose of providing the suggested translation is to create more acceptable English translation in order to improve the quality of the guide book. This study employs qualitative descriptive approach. The data were taken from English and Bahasa Indonesia version of “Bali at A Glance” book. The analysis of data was conducted by grouping the errors based on Linguistic Category Taxonomy proposed by Dulay, Burt, and Krashen, particularly on diction and grammatical errors. The researcher thenprovided suggested translation which was more acceptable.The findings show that the prominent errors are (1) diction errors and (2) grammatical errors.The previous translator are too faithful and ignoring the context of the sentence. The translator blindly translated the text following the sentence structure pattern of Bahasa Indonesia. As a result, the existing translation became unnatural and the language was too rigid.To beat up the quality of the translation and to eliminate the diction and grammar errors, the researcher suggests that the book should be translated based on: the priority of context, the accuracy of diction and grammar,the naturalness of sentences to make the language is communicative to the readers, and the aesthetic value. Finally she provides better suggested translation.ABSTRAK Fadillah, Chrisna, 2016.Evaluasi Buku Panduan Pariwisata “Sekilas Bali”: Terjemahan yang Disarankan. Skripsi. Jurusan Sastra Inggris, Fakultas Sastra, Universitas Negeri Malang. Pembimbing: (I) Drs. Arif Subiyanto, M.A.(II) Dr. Mirjam Anugerahwati, M.A.Kata Kunci:Terjemahan, buku panduan pariwisata, Bali.Menerjemahkan dari Bahasa Indonesia kedalam Bahasa Inggris merupakan suatu tantangan tersendiri bagi para penerjemah Indonesia. Namun bagaimanapun juga, kompetensi bahasa yang bagus sangat diperlukan oleh seorang penerjemah dalam menerjemahkan buku panduan wisata yang akan dikonsumsi oleh publik. Penelitian ini berfokus pada penemuan kesalahan-kesalahan dan memberikan terjemahan baru dari buku panduan wisata yang berjudul “Sekilas Bali”. Adapun tujuan dari memberikan terjemahan baru adalah untuk mengubah kualitas dari buku.Penelitian ini menggunakan desain penelitian kualitatif deskriptif. Data diambil dari buku “Sekilas Bali” versi Bahasa Inggris dan Bahasa Indonesia. Analisis data dilakukan dengan mengelompokkan kesalahan berdasarkan klasifikasi Linguistik dari Dulay, Burt, dan Krashen, khususnya pada pengelompokan kesalahan pemilihan kata dan grammar. Setelah itu, peneliti membuat terjemahan baru yang lebih baik. Hasil penelitian menunjukkan bahwa kesalahan yang paling sering ditemukan adalah pemilihan kata yang tidak tepat dan kesalahan grammar. Penerjemah sebelumnya terlalu setia dalam menerjemahkan dan mengesampingkan konteks kalimat. Penerjemah secara langsung menerjemahkan dan mengikuti pola struktur kalimat Bahasa Indonesia. Sebagai konsekuensi, hasil terjemahan menjadi tidak natural, bahasa yang digunakan terlalu kaku. Dikarenakan permasalahan yang serius ini peneliti menyarankan bahwa di dalam menerjemahkan penerjemah harus memprioritaskan konteks kalimat, ketepatan dalam pemilihan kata dan penggunaan grammar, kenatural an bahasa sehingga bahasa yang digunakan menjadi komunikatif, dan penerjemah harus pandai menambahkan keindahan estetika agar pembaca dapat tertarik untuk membaca. Pada akhirnya, peneliti mempersembahkan terjemahan yang disarankan.Translating Bahasa Indonesia into English is a challenge for Indonesian translators. However, a good language proficiency for translating a tourism guide book which will be consumed by the public must be possessed by the translators. This research is a study which focuses on finding the errors and provides suggested translation of the tourism guide book entitled “Bali at A Glance”. The purpose of providing the suggested translation is to create more acceptable English translation in order to improve the quality of the guide book. This study employs qualitative descriptive approach. The data were taken from English and Bahasa Indonesia version of “Bali at A Glance” book. The analysis of data was conducted by grouping the errors based on Linguistic Category Taxonomy proposed by Dulay, Burt, and Krashen, particularly on diction and grammatical errors. The researcher thenprovided suggested translation which was more acceptable. The findings show that the prominent errors are (1) diction errors and (2) grammatical errors.The previous translator are too faithful and ignoring the context of the sentence. The translator blindly translated the text following the sentence structure pattern of Bahasa Indonesia. As a result, the existing translation became unnatural and the language was too rigid.To beat up the quality of the translation and to eliminate the diction and grammar errors, the researcher suggests that the book should be translated based on: the priority of context, the accuracy of diction and grammar,the naturalness of sentences to make the language is communicative to the readers, and the aesthetic value. Finally she provides better suggested translation
THE SIGNIFICANCE OF VOCABULARY MASTERY IN AFFECTING THE FLUENCY OF SPEAKING IN 1ST SPEAKING CLASS OF STATE UNIVERSITY OF MALANG
No full textABSTRACT Pradhani, M., Umar. The Significance of Vocabulary Mastery in Affecting the Speaking’s Fluency in 1 stSpeaking Class of State University of Malang. Sarjana’s Thesis. EnglishEducation, English Department, State University of Malang. Advisor: Dr. Utari PrabaAstuti,M.A.Keywords: vocabulary mastery, active vocabulary, fluency, correlation, speaking.Vocabulary mastery is an ability that will always be the starting point of any languageskill. It is the blueprint that makes one able to use any language skill needed at any occasion.Students of English, in this case, will need to know the vocabulary that they will use. Usually theapproach of doing the vocabulary is by drilling the words or integrated with the language skills through various activities. In speaking, vocabulary mastery is a very important key of success. Speaking employsrequires an ability of choosing a word to represent the things the speakers think and finally recall the word and utter that in real moment. In the basic level, vocabulary mastery is even the criteria of fluency for the students are still not that close to the English speaking. Rearranging the activevocabulary the students have in mind to represent the thought in the form of sentence in the speaking is the highest fluency in this level. Since the introduction part, basic level of speaking is crucial to be taught to increase the prospect of the study of speaking in the future. Speaking for Everyday Communication Class of State University of Malang usesvocabulary mastery to be the criteria of fluency. The result of the research indicated that thecorrelation between vocabulary score and the fluency score is weak. It signifies that there issomething not right in either score. This signifies that there is a problem on the active vocabulary teaching inside the vocabulary class of the IC Class. The students are not able to recall the words and utilize it inside their speech. The problem is that the scores in vocabulary are relatively high and varied, but the fluency scores of the speaking of the students are on the minimum standard of performance and relatively achieved the same. If the correlation of both variables is too weak, it means that there will be a problem inthe teaching of speaking. A holistic teaching of vocabulary is needed to create a good ability to understand the vocabulary and to utilize the words when it is needed. A more real life practice in speaking can also be a good suggestion to increase the experience of speaking as well as theexposure of it. ABSTRAKPradhani, M., Umar. Pengaruh dari Vocabulary Mastery dalam aspek kelancaran berbicara di 1st Speaking Class di Universitas Negeri Malang. Skripsi. Pendidikan Bahasa Inggris, SastraInggris, Universitas Negeri Malang. Pembimbing: Dr. Utari Praba Astuti,M.A.Keywords: vocabulary mastery, fluency, correlation, speaking. Vocabulary masteri adalah kecerdasan dalam berbahasa yang selalu menjadi titik awaldari semua kemampuan berbahasa. Ini adalah gambaran awal yang akan membuat seseorangmampu dalam menggunakan kemampuan berbahasa apapun dalam situasi apapun. Dalam kasusini, murid bahasa Inggris memerlukan pengetahuan tentang kosakata yang akan dipergunakan.Umumnya pendekatan yang dilakukan adalah dengan metode drilling atau denganmengintegrasikan dengan pendidikan kemampuan bahasa melalui beragam akitivitas.Hasil daripenelitian ini menunjukkan bahwa korelasi antara nilai kemampuan kosakata dan nilaikelancaran dalam speaking masih sangat lemah. Dalam kemampuan berbicara, pengetahuan tentang kosakata menjadi salah satu penentukeberhasilan. Dalam berbicara, diperlukan kemampuan dalam pemilihan kata yang mewakilipemikiran dari pembicara dan kemampuan untuk mengingat dan menyampaikannya. Dalamtingkatan awal, pengetahuan kosakata bahkan merupakan kriteria dari aspek kelancaran dalamberbicara karena siswa masih belum begitu menguasai bahasa Inggris. Merangkai kata-kata yangsiswa pikirkan menjadi kalimat adalah tingkat kelancaran tertinggi dalam berbicara pada levelini. Karena masih dalam tahap pengenalan, maka tingkat awal dari berbicara dalam bahasaInggris sangat penting untuk diajarkan dengan benar agar dapat meningkatkan prospek dalampembelajaran speaking untuk kedepannya. Speaking for Everyday Communication Class di Universitas Negeri Malangmenggunakan vocabulary mastery sebagai criteria dalam fluency. Hasil dari penelitian inimengindikasikan bahwa korelasi dari kedua variabel tersebut lemah. Ini menandakan bahwa adabeberapa hal yang kurang tepat dari kedua nilai. Hal tersebut menandakan bahawa terdapatpermasalahan dalam pembelajaran active vocabulary dalam pembelajaran vocabulary di kelasIC. Peserta didik tidak dapat mengingat kata yg diperlukan dan mempergunakan kata tersebutdalam percakapan mereka. Permasalahannya adalah nilai dari vocabulary cukup tinggi danberagam antar peserta didik, dan nilai dalam fluencyberada pada standard minimum dan semuanilai cenderung sama. Apabila korelasi dari kedua nilai terlalu acak, maka itu berarti bahwa terdapat masalahdalam pengajarannya. Sebuah pengajaran yang holistik diperlukan untuk menciptakan kemampuan yg baik dalam memahami dan menggunakan kosakata yang diperlukan.
Developing Plug and Play to Enhance the 7th Graders’ Comprehension in Tenses in SMP Islam Kunir
No full textABSTRACT Anggoro, Novrisha. 2015. Developing Plug and Play to Enhance the 7 Graders’Comprehension in Tenses in SMP Islam Kunir. Thesis, English DepartmentState University of Malang. Advisors: (I) Drs. Andi Muhtar, M.A (II) Dr.Suharyadi, M.PdKey words: Plug and Play, Simple Present TenseSimple present tense is one of the most important materials for all gradersto learn. So far, the English teacher of SMP Islam Kunir depends on books toteach simple present tense to the students. There is no supporting medium to teachsimple present tense to the students. The absence of medium to teach tenses willgive disadvantages to the teacher. Besides, the 7graders’ comprehension insimple present tense is very low. They have become the reasons for the researcherto develop a supporting medium to teach simple present tense namely Plug andPlay. The stages of Plug and Play are classifying, analyzing, constructing, andcreating. It also activates the students’ combinatorial and exploratory creativity.This study aims at: (1) developing a supporting medium to enhance the 7graders’ comprehension in simple present tense in SMP Islam Kunir.The design of this study was Research and Development design adoptedADDIE approaches (Analyzing, Designing, Developing, Implementing, andEvaluating). The product of this study is Plug and Play which is adopted fromLEGO play and made from thick paper. The subjects of this study are the 7graders offering B SMP Islam Kunir. The data were gained from validationinstruments, exercises during the medium try out, questionnaires, researchchecklist, interview, and field notes.The results of the study are 1) The score of the medium applicability basedon the validation instruments is 93.3; 2) The results of the exercises to constructsentences during the try outs are 100% of the sentences were correct in the firsttry out and 91.9% of the sentences were correct in the second try out; 3) Teacher’sinterview shows that Plug and Play enables the students become active; 4) Therewere 93.4% of the students who agreed that Plug and Play had helped them toenhance their comprehension in simple present tense; and 5) The material ofconstruction of Plug and Play was upgraded from paper into wood.There are three suggestions after the study had been conducted. The firstsuggestion is that teachers should repeat to use Plug and Play in teaching simplepresent tense in order that the students’ retention in simple present tense can bebetter. The second suggestion is that Plug and Play can be used in 2013curriculum since the stages of Plug and Play is similar to the scientific approachesof 2013 curriculum. The last suggestion is that it is expected that Plug and Play can be developed to teach other tenses for further researchers
Developing "Pick and Speak" Cards to Improve the Speaking Skill of the 11th Graders of MA Al Aziz Bondowoso
No full textABSTRACT Rofiqoh, Yulia. 2016. Developing “Pick and Speak” Cards to Improve the Speaking Skill of the 11th graders of MA Al Aziz Bondowoso. Sarjana’s Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Francisca Maria Ivone, M.A., Ph.D. (II) Dr. Utari Praba Astuti, M.A.Key words: speaking skill, Pick and Speak Cards, 11th gradersThe research and development (R&D) study was aimed to develop non-electronic instructional medium in the form of card game named Pick and Speak to be used for speaking activities both inside and outside the class, especially to express suggesstions and opinions as suggested by the syllabus for 11th grade of the 2013 Curriculum. The topics of the medium are social and natural phenomena. Those topics were chosen since they were found in students’ real life situations so that students had the prior knowledge on what they have to say. This medium encouraged students to speak and allowed them to have additional time for speaking practices. Thus, this medium was suitable for the needs of the 11th graders of MA Al Aziz where students are reluctant to speak and have difficulties in producing spoken English.The pictures of this medium were drawn manually using pencil, scanned, and edited using Adobe Photoshop CS14 11.0. The components of the medium were main cards, situational cards, challenge locker, magic dices, and user guide. The main cards were 48 cards in total. Twenty-four cards were printed in green representing suggestions and the other 24 were in red representing opinions. These cards had only one side with picture of colorful hand painting cartoons and themes. Second, the challenge locker was the place for putting the situational cards which consisted of 12 lockers. Each locker contained four situational cards of expressing suggestions and opinions. The situational cards are one sided and consist of situational sentences. Third, the magic dices are used to take the offered challenges. The dices determine what number of locker the players have to take. The user guide explains the specification and objective of the game, rule of the game, and how to play the game.The revision stages of this product were conducted before and after product try-out. The first revision was done based on comments and suggestions from an English lecturer and an English teacher in the expert validation stage. This revision included the design revision on the the size of the magic dices and the language revision especially on spelling and grammar. The second revision was done based on the students’ suggestions and comments which were collected from the students’ questionnaire after product try-out. The focus of this revision was making the language of the user guide and situational cards simpler. Overall, Pick and Speak increased the students’ confidence and motivation to practice speaking in English. It is recommended for the English teacher to use the medium to facilitate students’ speaking activities especially in expressing suggestions and opinions. This medium can be used to build students’ motivations and allow them to have independent study. Besides, teacher can use the topics of the card game for teaching writing skill. Finally, for any further researchers of similar study, this research may be used as a resource to develop similar topics for different level of students.ABSTRAK Rofiqoh, Yulia. 2016. Pengembangan Kartu “Pick and Speak” Untuk Meningkatkan Keterampilan Berbicara Kelas 11 MA Al Aziz Bondowoso. Skripsi, Jurusan Sastra Inggris, Fakultas Sastra, Universitas Negeri Malang. Pembimbing: (I) Francisca Maria Ivone, M.A., Ph.D. (II) Dr. Utari Praba Astuti, M.A.Kata Kunci: Keterampilan berbicara, Pick and Speak, Kelas 11Penelitian pengembangan ini bertujuan untuk mengembangkan sebuah media pembelajaran non-elektronik yang berbentuk kartu Pick and Speak sebagai sarana belajar siswa dalam berbicara Bahasa Inggris yang dapat digunakan baik di dalam maupun di luar kelas, khususnya untuk mengungkapan kalimat saran dan pendapat seperti yang terdapat dalam silabus kelas 11 pada kurikulum 2013. Topik yang digunakan pada media ini adalah kejadian alam dan sosial. Topik tersebut dipilih karena sangat sering ditemukan di lingkungan sekitar siswa sehingga siswa memiliki pemahaman awal terkait apa yang harus mereka bicarakan. Media ini mendorong siswa untuk berbicara dan membantu mereka memiliki waktu lebih banyak untuk praktek berbica. Oleh karenanya, Media tersebut sangat sesuai dengan kebutuhan siswa kelas 11 MA AL Aziz Bondowoso yang mana moyoritas siswa enggan berbicara dan memiliki kesulitan dalam menyusun kalimat Bahasa Inggris. Gambar pada media ini dibuat secara manual menggunakan pensil sebelum di scan untuk kemudian di edit menggunakan Adobe Photoshop CS14 11.0. Hasil akhir dari media ini berupa main cards, situational cards, challenge locker, magic dices, dan user guide. Jumlah kesuluruhan main cards adalah 48 kartu. Dua puluh empat kartu dicetak dengan warna merah sebagai simbol saran dan 24 yang lain dicetak dengan warna hijau untuk menyimbolkan pendapat. Kartu tersebut hanya memiliki satu sisi berisikan kartun warna warni yang digambar dengan tangan dan topik dari kartun-kartun tersebut. Kedua, cahllage locker merupakan tempat untuk meletakkan situational cards yang terdiri dari 12 loker. Masing-masing loker berisikan empat situational cards untuk mengungkapkan pendapat dan saran. situational cards ini hanya memiliki satu sisi berisikan kalimat-kalimat tantangan. Ketiga, the magic dices digunakan untuk mengambil tantangan yang ditawarkan. magic dices ini menetukan nomer loker yang harus diambil. User guide berisikan informasi tentang spesifikasi media dan tujuan penggunaannya, peraturan dalam bermain, serta bagaimana cara menggunakannya.Tahapan revisi pada produk ini dilakukan pada sebelum dan setelah tahap uji coba produk. Revisi pertama dilakukan berdsarkan ulasan dan saran dari seorang dosen Bahasa Inggris dan guru bahasa Inggris yang diperoleh dari tahap validasi produk. Revisi pada tahap berupa revisi ukuran magic dices serta revisi bahasa khususnya pada grammar dan pengejaan. Revisi kedua dilakukan berdsarkan ualasan dan saran siswa yang diperoleh dari angket siswa setelah uji coba produk. Revisi ini fokus terhadap perbaikan bahasa pada user guide dan situational card. Guru disarankan untuk menggunakn produk ini guna memfasilitasi kegiatan speaking siswa khususnya dalam mengungkapkan kalimat saran dan pendapat. Media ini dapat digunakn untuk membangun motivasi siswa serta memberikan kesempatan untuk melakukan pembelajaran mandiri. Disamping itu, guru dapat memanfaatkan topik yang ada pada kartu permainan guna mengajar kemampuan menulis. Selanjutnya, para peneliti yang akan datang dapat menggunakan media ini sebagai sumber penelitian untuk mengembangkan topik sejenis dengan tingkat kemampuan siswa yang berbeda
pronunciation errrors of thai english learners at eakkaphap sasanawich islamic school, krabi, thailand
No full textABSTRAK Afifah, Rianil. 2016. KesalahanPelafalanolehPembelajarBahasaInggris di EakkaphapSasanawich Islamic School, Krabi, Thailand. Skripsi. Pendidikan Bahasa Inggris. Fakultas Sastra. Universitas Negeri Malang.Pembimbing (I) Dr. MirjamAnugerahwati, M.Pd, (II) Suharyadi, S.Pd.,M.Pd Kata kunci:Kesalahan Pelafalan,Pembelajar Bahasa Inggris Thiland Pelafalanberperan pentingdalamkomunikasi. Iniadalahsalahsatukomponenberbicara yang jugamenjadisalahsatuindikatordariberbicara yang baik. Olehkarenaitu, belajarpelafalanadalah pentinguntukmemenuhikebutuhansiswaakan pelafalan yg baik dalam berbicara. Namun,beberapapendekatanpengajaranbahasa hanya sedikit atau bahkan tidak ada penekananpadapembelajaranpelafalan, merekacenderungberfokusterutamapadaterjemahandaribahanbacaan L2 danstrukturtatabahasa, termasuk di Thailand. Penelitianinimenggunakandesain penelitiandeskriptifkualitatif. Yang manadesaintersebutmerupakandesain yang paling tepatuntukmelakukanpenelitian ini. Prosedur yang diadaptasidari Johnson dan Christensen (2012) meliputi: 1) menentukanpertanyaanpenelitian; 2) merancangpenelitian; 3) mengumpulkan data; 4) menganalisis data; 5) menghasilkantemuan; 6) memvalidasitemuan; dan 7) laporan. Hasilanalisismenginformasikanbahwaadatigamacamkesalahanpengucapan; kesalahandalamkonsonan, vokal, dandiftong; kesalahandalamkonsonanadalahkesalahanpengucapan yang paling seringdilakukanolehsiswa. Dan jugakesalahandalamkonsonanadalahkesalahanpengucapan yang paling seringdilakukanolehsiswa. Implikasidarihasilpenelitian inibagi guru Thailand yang mengajarbahasaInggrisadalah untukmembantumerekadenganmencarikesalahandalampengucapanyang dilakukan oleh pembelajar Thailand. Sebagaikonsekuensinya, merekadapatmembuatkeputusandantindakandarimasalah yang ditemukandanmembuatperbaikankelasbahasaInggrismerekauntukmembimbingsiswadalampenggunaanpelafalan. Selainitu, penelitiberharapbahwapenelitianinidapatjugaditerapkanpada proses belajarmengajarsebagaiacuanbagisiswadalammenguasaipengetahuandasardalamfonologi. Terakhir, peneliti yangselanjutnyadisarankanuntukmelakukanpenelitian di bidang yang samadenganberfokuspadamencaritahukesalahan, penyebabpotensial, efek yang diakibatkan olehkesulitandalampelafalan, ataubahkanmenemukanbeberapasistemmaupun strategi yang dapatmemecahkanmasalahdalampelafalan. ABSTRACT Afifah, Rianil. 2016. Pronunciation Errors Made by Thai English Learners at Eakkaphap Sasanawich Islamic School, Krabi, Thailand. Sarjana’s Thesis, English Language Teaching, Faculty of Letters, State University of Malang. Advisor (I) Dr. Mirjam Anugerahwati, M.A, (II) Suharyadi, S.Pd., M.Pd.Key Words: Pronunciation Errors, Thai English LearnersPronunciation plays an important role in a communication. It is one of speaking components which also becomes one of the indicators of good speaking. Therefore, pronunciation learning is significant to fulfill student’s need of good pronunciation for speaking. However, some language teaching approaches have placed little or no emphasis on pronunciation, they tend to focus primarily on translation of L2 reading materials and grammar structures, including in Thailand. The study uses descriptive qualitative research design since it is the most appropriate design to conduct the study. The procedures are adapted from Johnson and Christensen (2012) covering: 1) determine research question; 2) design the study; 3) collect data; 4) analyze data (comparative analysis); 5) generate findings; 6) validate findings; and 7) report. The result of the analysis informs that there are three kinds of pronunciation errors; errors in consonants, vowels, and diphthongs; errors in the consonant is the most frequent pronunciation errors made by students. the second is that error in the consonant is the most frequent pronunciation errors made by students. From the findings and discussion, the researcher conclude that all of the students have a problem when it comes to intelligible pronunciation of certain English sounds, particularly the consonant, vowel, and diphthong sounds. The implication of these results for Thai English teachers are to help them by finding the errors in Thai learner’s pronunciation. As a consequence, they can make decisions and actions of the problem found and make a betterment of their English classes fit themselves more fully to guide their students in their use of speech. In addition, the researcher hopes that this research can be also applied to the teaching and learning process as a reference for the students in mastering the basic knowledge in phonology. Lastly, the further researcher is recommended to do research in this field by focusing on finding out the errors, the potential causes, the effect raised by having difficulties in pronunciation, or even find out some systems that can solve the problems in pronunciation.ABSTRAK Afifah, Rianil. 2016. Kesalahan Pelafalan oleh Pembelajar Bahasa Inggris di Eakkaphap Sasanawich Islamic School, Krabi, Thailand. Skripsi. Pendidikan Bahasa Inggris. Fakultas Sastra. Universitas Negeri Malang. Pembimbing (I) Dr. Mirjam Anugerahwati, M.Pd, (II) Suharyadi, S.Pd., M.PdKata kunci: Kesalahan Pelafalan, Pembelajar Bahasa Inggris Thiland Pelafalan berperan penting dalam komunikasi. Ini adalah salah satu komponen berbicara yang juga menjadi salah satu indikator dari berbicara yang baik. Oleh karena itu, belajar pelafalan adalah penting untuk memenuhi kebutuhan siswa akan pelafalan yg baik dalam berbicara. Namun, beberapa pendekatan pengajaran bahasa hanya sedikit atau bahkan tidak ada penekanan pada pembelajaran pelafalan, mereka cenderung berfokus terutama pada terjemahan dari bahan bacaan L2 dan struktur tata bahasa, termasuk di Thailand. Penelitian ini menggunakan desain penelitian deskriptif kualitatif. Yang mana desain tersebut merupakan desain yang paling tepat untuk melakukan penelitian ini. Prosedur yang diadaptasi dari Johnson dan Christensen (2012) meliputi: 1) menentukan pertanyaan penelitian; 2) merancang penelitian; 3) mengumpulkan data; 4) menganalisis data; 5) menghasilkan temuan; 6) memvalidasi temuan; dan 7) laporan.Hasil analisis menginformasikan bahwa ada tiga macam kesalahan pengucapan; kesalahan dalam konsonan, vokal, dan diftong; kesalahan dalam konsonan adalah kesalahan pengucapan yang paling sering dilakukan oleh siswa. Dan juga kesalahan dalam konsonan adalah kesalahan pengucapan yang paling sering dilakukan oleh siswa. Implikasi dari hasil penelitian ini bagi guru Thailand yang mengajar bahasa Inggris adalah untuk membantu mereka dengan mencari kesalahan dalam pengucapan yang dilakukan oleh pembelajar Thailand. Sebagai konsekuensinya, mereka dapat membuat keputusan dan tindakan dari masalah yang ditemukan dan membuat perbaikan kelas bahasa Inggris mereka untuk membimbing siswa dalam penggunaan pelafalan. Selain itu, peneliti berharap bahwa penelitian ini dapat juga diterapkan pada proses belajar mengajar sebagai acuan bagi siswa dalam menguasai pengetahuan dasar dalam fonologi. Terakhir, peneliti yang selanjutnya disarankan untuk melakukan penelitian di bidang yang sama dengan berfokus pada mencari tahu kesalahan, penyebab potensial, efek yang diakibatkan oleh kesulitan dalam pelafalan, atau bahkan menemukan beberapa sistem maupun strategi yang dapat memecahkan masalah dalam pelafalan
Tenth Graders’ Grammatical Errors in Writing Self-Introduction Paragraphs: A Case Study in SMA Negeri 6 Malang
No full textABSTRACT Sari, Linggar. 2016. Tenth Graders’ Grammatical Errors in Writing SelfIntroductionParagraphs: A Case Study in SMA Negeri 6 Malang.Undergraduate Thesis, English Department, Faculty of Letters, StateUniversity of Malang. Advisors: (I) Dr. Utari Praba Astuti, M. A., (II)Prof. Dr. Nur Mukminatien, M. Pd.Keywords: grammatical errors, errors, self-introduction paragraphWriting self-introduction paragraphs is the first basic competence thatshould be mastered by the tenth graders in the first semester. According to theEnglish syllabus of Curriculum 2013, the students will not be able to learn the nextcompetence if they cannot write a good self-introduction paragraph. Moreover, thestudents have learned self-introduction paragraphs in the first year of junior highschool. Based on that fact, ideally the tenth graders have got adequate exposure onthe expressions used in self-introduction paragraphs. It was assumed that all tenthgraders were able to write self-introduction paragraph using correct expressions.However, they remained having difficulties and committed some errors in theirself-introduction paragraphs.Based on the issue above, this research was conducted to identify the mostfrequent grammatical error and some possible factors that affected tenth graders oflanguage class at SMA Negeri 6 Malang in committing errors. The research designused was a case study. The data collection was done by collecting sample ofstudents’ writings and interview to six students as the respondents to identifypossible factors which affected the students in committing errors.The result of students’ grammatical errors were analyzed and classified byusing Dulay’s Surface Strategy Taxonomy. There were 117 grammatical errorsfound in the students’ writings. There were omission, addition, misformation, andmisordering errors. The most frequent grammatical error was misformation errorswhich occurred 53 times (45.30%), followed by omission errors which occurred 50times (42.74%). The third was addition errors which occurred 13 times from thetotal errors (11.11% frequency of occurrence). The last was one misordering errorwhich only occurred in a single sentence made by the students (0.85% frequency ofoccurrence).The possible factors which affected students in committing errors wereobtained from both students’ writings and the interview. There were four possiblefactors: interlingual transfer, intralingual transfer, context of learning, andcommunication strategies. The interference from the first language and theinability to differentiate patterns within the target language occurred because thestudents still lacked of practice. The factor from context of learning happenedsince the materials in using plural forms had not been explained by the teacher. Interms of communication strategies, the students committed more errors becausethey tried to mention their hobbies and the things they liked in more detailed way.Based on the result of the study, it can be concluded that the studentsneeded adequate practices to internalize the use of grammatical patterns andminimize the influence of the first language. The English teachers are suggested to iiimprove the teaching of grammatical patterns during the process of teaching andlearning. The teachers need to ensure that all of the materials are clearly covered and explained to all of the students
USING ANNOTATION STRATEGY TO IMPROVE READING COMPREHENSION OF NARRATIVE TEXT OFGRADE VIII STUDENTS IN SMP LABORATORIUM UNIVERSITAS NEGERI MALANG
No full textABSTRACT USING ANNOTATION STRATEGY TO IMPROVE READING COMPREHENSION OF NARRATIVE TEXT OFGRADE VIII STUDENTS IN SMP LABORATORIUM UNIVERSITAS NEGERI MALANGFirmansyah, Trio Rhizza. 2015.Using Annotation Strategy to Improve Reading Comprehension of Narrative text of Grade VIII Students in SMP Laboratorium Universitas Negeri Malang.Thesis, English Department, Faculty of Letters, State University of Malang. Advisor: (1) Nur Hayati, S.Pd, M. Ed. (2) Drs. Andi Muhtar, M.A.Keywords: Annotation strategy, reading comprehension, VIII Grade.Reading is one of the four language skills which strongly supports the other skills, that is speaking, writing, and listening. Reading is taught in English classrooms in Indonesia along with the other skills since junior high schools. Despite the strong focus on teaching reading and its importance, students still have various issues (they could not identify the generic structures, language features, important information) that need to be addressed. This also happens in grade VIII junior high school Laboratorium Universitas Negeri Malang where the researcher conducted his preliminary study. He found that the students got problems in understanding the narrative text, such as, they did not master vocabulary in the text which caused they could not identify any generic structures and language features of narrative text. After analyzing the problems, the researcher decided to use the Annotation strategy to address the students’ problems.This research used Classroom Action Research model was from Kemmis and Mc Taggart’ Classroom Action Research which consists of four stages. These four stages are Plan, Implementation, Observation, and Reflection. This research was conducted using one cycle only. The data were collected using reading comprehension exercises, students’ questionnaires, and teacher’s observation checklist. The English teacher in grade 8 A decided the criteria of success which the students who passed the minimum standard score of 70 must be above 70% of the students in the classroom.After the implementation of the Annotation strategy, it was found that the students improved their reading comprehension of narrative text. After the fourth meeting implementation, the result of the comprehension exercises given in the final meeting showed that 94.74% of the students or 36 students from 38 students succeded in improving their reading comprehension skill. Besides, the students’ performance showed that the students responded very positively toward the implementation of the Annotation strategy in the classroom.The researcher also concluded the procedure of using Annotation strategy which was found to successfully improve the students’ reading comprehension. It consists of three stages. In the first stage, the researcher introduced the Annotation strategy to the students. He introduced the function and procedure of using Annotation strategy. After introducing Annotation strategy, the second stage was giving a sample reading text to the students. The students were supposed to mark the important points of the narrative text. The researcher guided and discussed together with the students how to use the Annotation strategy in analyzing and understanding the text. In the last stage, the researcher gave another reading comprehension text and reading comprehension exercises to the students. In this stage, the students also had to mark the important points of narrative text and they must also answer the questions. After finishing the reading comprehension exercises, the researcher and the students discussed the work as a class. The Annotation strategy can therefore be used to help students improve their reading comprehension of narrative text. In line with this, the researcher offers some suggestions to English teachers and future researchers. For the English teachers, the researcher recommends that they use the Annotation strategy to improve the students’ reading comprehension. Moreover, it is suggested that they use other icons in marking the important points of the text in order to make the students more interested to read the text. For future researchers, the researcher suggests that they explore Annotation strategy in improving students’ reading comprehension of other types of texts, such as, procedure text, descriptive text, and so on
The Representation of Class Structure and Class Struggle in the Film "In Time"
No full textABSTRACT Irwanto, R. S. 2016. The Representation Of The Class Structure And Class Struggle In The Film “In Time”. Thesis. Department of English, Faculty of Letters, Universitas Negeri Malang. Advisor 1: Drs. Kukuh P. Subagyo, M.A. Advisor 2: Inayatul Fariha, S.S., MA.Keywords: Marxism, Capitalism, Class Struggle, The Ploretariat, The BourgeoisA Marxist study means an analysis of the class structure and class struggle in a particular work. Some previous studies from Bonnarp (2014), Kendrick (1999) and Tang (2011) reveal the class struggle which is triggered by the oppression of the capitalists. This studies focus on the conflict of the interest between the bourgeois and the proletariat. However, this study focus on the class structure of the society in In Time film. This study aims to describe the class relation between the oppressor and the oppressed ones. Marxist theories especially Marx’s and Engels’ concepts of class are the primary references in this study just like Sikov’s concepts of mise en scene. Through the consideration of every frame in the film, the Marxist analysis reveals that the society in In Time is a capitalist society consisting of bourgeois and proletariat. The world in In Time are divided into to two zones. New Greenwich for the wealthy and Dayton for the low class people. In Marxist perspective there are two classes in the class structure of the society, Philippe Weis as the bourgeois and Will Salas and all Dayton people are the proletariat. These two different classes are contrast to each other, but they are related to one another. This class relation creates a circumstance where there is the conflict of interest between the two. Philippe Weis wants to completely control the system and oppress the low class worker in order to accumulate wealth meanwhile Will Salas and the proletariat strive to overturn the capitalist to create a descent and better society.
Validating the Latent Factor Structures of the English National Examination 2015 for the Vocational High Schools
No full textABSTRACT Na’imah, Nur. 2016. Validating the Latent Factor Structures of the English National Examination 2015 for the Vocational High Schools. Thesis, English Department, Faculty of Letters, State University of Malang. Advisor: (1) Prof. Dr. Gunadi Harry Sulistyo, M.A., (II) Dr. Enny Irawaty, M.Pd.Keywords: construct validity, English National Examination, blueprint, reading test, writing test.Validity is one of the requirements that should be fulfilled to be a good test. A test is claimed to be valid if it really measures what it is supposed to measure. There are several types of validity in the assessment field, one of which is the construct validity. Construct validity is the main subject of the study. Hence, the aim of this study is to investigate the construct validity of the English National Test 2015 for the vocational high schools by first analyzing the elaboration process of the SKL into the blueprint and the reading and writing test items, second investigating the construct validity based on the try out and third theta reliability of the test.A quantitative method was employed in this study by calculating the data in the form number. The data were obtained from the 784 respondents of the third graders of the vocational high school students of SMK Negeri 4 and SMK Negeri 11 Malang as the accessible population to re-administer the English test of the National Examination (NE) 2015 for the vocational high schools. The data obtained were used to evaluate the elaboration process from the Standard of Graduate Competences (SKL) into the blueprint and the reading and writing test items which was collected from Peraturan Kementrian Pendidikan dan Kebudayaan (Permendikbud) and Badan Standar Nasional Pendidikan (BSNP) as the institution which is dealt with the planning, implementing and monitoring the processof education in Indonesia and also Research and Development Board-KEMDIKBUD as the institution which implements the research and development of the education. The data were used to analyze the construct validity and theta reliability by collecting the result of the re-administered test from the accessible population. Confirmatory Factor Analysis (CFA) was employed to determine which items consistently load to the factor by comparing between the items created based on the underlying theories in the blueprint and the items load to the created factors after the extraction and rotation process. The theta reliability performed the stability of the test which was calculated manually by using Carmines and Zeller’s formula.Through the elaboration process of the Standard of Graduate Competences (SKL) into the blueprint and the reading and writing test items, there were 8 factors created. The process elaboration performed the compatibility between the indicators in the blueprint and the reading and writing test items whether they already match. The factors were kata salah, informasi tersirat, informasi tertentu, informasi rinci, gambaran umum, makna kata, melengkapi dialog, and teks rumpang. However, there were only 6 factors remaining after the extraction and the rotation process which, then, informasi tertentu and informasi rinci were discarded. Then, the 35 test items were distributed into the 6 factors created after the extraction and the rotation process. Then, the process of elaboration the Standard of Graduate Competences (SKL) into the blueprint perfectly matched. However, the correspondence of the blueprint into the test item was less compatible since the text types written does not turn to the test items. Based on the factor analysis result, it revealed that 16 items (46%) out of 35 items consistently load to the 6 factors. The rest of the test items (54%) were reduced due to the inconsistency to the factors. The theta reliability presented the higher result than the alpha coefficient which was (.856 > .810) meaning that the test was claimed to be reliable on the repeated trialsThe conclusion drawn from the research findings is the reading and writing test of the English NE 2015 for the vocational high schools lacks content validity and construct validity with the proof that the incompatibility occurred in the process of elaboration the blueprint into the reading and writing test items. Empirically, the result showed that 46% of the whole items had consistent load to the factor or measure what is intended to measure which means that the test has a quite good result. However, the test still lacks construct validity since it could not reach a half of the test to measure students’ reading and writing ability. The theta reliability was .856 which means that it is a good reliability since the standard as claimed to have high reliability should not be under .80. The English national Examination is a high-stakes testing which means that the results should reach the level of good quality to be claimed as a good test because it affects many aspects and educational stakeholders. Therefore, the test should be reviewed to increase the validity by improving the quality of the test item and ensuring the indicators reflect to the reading and writing ability. ABSTRACT Na’imah, Nur. 2016. Validitas Struktur Faktor Tersembunyi pada Ujian Nasional Bahasa Inggris Tahun 2015 untuk Sekolah Menengah Kejuruan. Skripsi, Jurusan Bahasa Inggris, Fakultas Sastra, Universitas Negeri Malang. Pembimbing: (1) Prof. Dr. Gunadi Harry Sulistyo, M.A., (II) Dr. Enny Irawaty, M.Pd.Kata Kunci: validitas konstruk, ujian nasional bahasa inggris, kisi-kisi soal ujian, tes membaca, tes menulisValiditas merupakan salah satu syarat yang harus dimiliki untuk menjadi tes yang baik. Sebuah test dikatakan valid apabila test tersebut benar-benar mengukur apa yang seharusnya diukur. Terdapat beberapa tipe validitas dalam ranah penilian, satu diantaranya yaitu validitas konstruk. Validitas construct menjadi fokus utama dalam penelitian ini. Oleh sebab itu, tujuan dari penelitian ini adalah untuk menguji validitas construct pada Ujian Nasional Bahasa Inggris tahun 2015 untuk sekolah menengah kejuruan tahun dengan mengupayakan penganaisaan terhadap proses pengembangan SKL menjadi kisi-kisi dan butir-butir soal membaca dan menulis serta menganalisa validitas konstruk yang berlandaskan pada hasil empiris dan juga reliabilitas theta dari test tersebut.Metode quantitative diterapkan dalam penelitian ini dengan menghitung data-data dalam bentuk angka. Data diperoleh berasal dari 784 responden yang keseluruhannya merupakan siswa-siswi kelas tiga dari SMK Negeri 4 dan SMK Negeri 11 Malang direkrut sebagai populasi yang dapat diakses dalam pengujian ulang Ujian asiona Bahasa Inggris 2015 untuk sekolah menengah kejuruan. Data yang didapat digunakan untuk mengevaluasi proses pengembangan dari SKL menjadi kisi-isi soal dan butir-butir tes membaca dan menulis yang didapatkan dari BSNP sebagai badan yang melaksanakan perencanaan, pelaksanaan, dan pengawasan pendidikan di Indonesia serta Balitbang-KEMENDIKBUD sebagai lembaga yang melaksanakan penelitian dan pengembangan pendidikan. Data-Data tersebut digunakan umtuk menguji validitas konstruk dan reliabilitas theta dengan mengumpulkan hasil dari proses pengujian ulang ujian nasional bahasa inggris yang mana berasal dari populasi yang bisa diakses. Dalam hal ini, analisis faktor konfirmatori diterapkan untuk menentukan butir-butir soal mana yang benar-benar mengukur faktor butir soal secara konsisten dengan membandingkan antara butir soal yang mengukur faktor berdasarkan teori yang tertera pada kisi-kisi soal dan butir soal yang mengukur faktor setelah proses ekstrasi dan rotasi. Reliabilitas theta menunjukkan kestabilan dari test tersebut dengan menghitung secara manual menggunakan rumus dari Carmines dan Zeller.Melalui proses pengembangan dari SKL menjadi kisi-kisi soal dan butir-butir soal membaca dan menulis, terdapat 8 faktor terbentuk dari proses tersebut. Proses pengembangan menghasilkan apakah antara indikator yang terdapat dalam kisi-kisi soal dan butir-butir soal membaca dan menulis sudah menunjukan kesesuaian. Kedelapan faktor tersebut adalah kata salah, informasi tersirat, informasi tertentu, informasi rinci, gambaran umum, makan kata, melengkapi dialog, and teks rumpang. Akan tetapi, hanya 6 faktor tersisa setelah melalui proses ekstrasi dan rotasi yang mana kedua faktor yang terbuang adalah informasi tertentu and informasi rinci. Sebanyak 35 butir soal didistribusikan pada 6 faktor yang telah melalui proses ekstrasi dan rotasi. Dari hasil proses pengembangan SKL menjadi kisi-kisi soal keseluruhan cocok. Akan tetapi, kesesuaian antara kisi-kisi soal dan butir-butir soal mengalami ketidakcocokan dikarenakan adanya salah saatau jenis teks yang tidak tertera dalam butir soal. Berdasarkan hasil yang diperoleh menunjukkan bahwa ada 16 butir soal atau sekitar 46% dari 35 butir soal yang secara konsisten mengukur 6 faktor yang telah terbentuk. Dan sekitar 54% dari butir-butir soal terbuang dikarenakan ketidakkonsistenan butir soal terhadap faktor. Reliabilitas theta menghasilkan hasil yang lebih baik dibandingkan dengan koeficien alfa yang mana (.856 > .810) yang diinterpretasikan bahwa test tersebut memiliki reliabilitas yang baik pada pengujian ulang. Kesimpulan yang bisa diambil dari hasil penelitian adalah bahwa tes membaca dan menulis pada Ujian Nasional Bahasa Inggris 2015 untuk sekolah menengah kejuruan kekurangan dalam hal validitas isi dan validitas konstruk dengan bukti yang ditunjukkan yaitu ketidaksesuaian yang terjadi dalam proses pengembangan kisi-kisi soal menjadi butir-butir soal membaca dan menulis. Secara empiris bahwa hasil yang ditunjukkan yaitu 46% yang maan test tersebut dikategorikan maih termasuk tes yang baik. Walaupun, test tersebut masih lemah akan validitas konstruk karena hasil yang didapatkan tidak mencapai setengah dari test yang digunakan untuk mengukur kemampuan siswa dalam membaca dan menulis. Hasil dari reliabilitas theta menunjukkan hasil (.856) yang berarti bahwa tes tersebut memiliki reliabilitas yang baik melihat dari standar untuk memiliki reliabilitas yang baik adalah tidak dibawah skor .80. Ujian Nasional dianggap sebagai test yang memiliki resiko tinggi yang berarti bahwa hasil dari tes tersebut seharusnya mencapai pada level yang baik sehingga bisa dikatakan bahwa tes tersebuat merupakan tes yang baik karena hal tersebut mempengaruhi banyak aspek dan pihak-pihak pendidikan terkait. Oleh sebab itu, tes tersebut sebaiknya perlu dilakukan peninjauan ulang untuk meningkatkan validitas dengan meningkatkan kualitas butir soal dan memastikan bahwa indikator terealisasikan dengan baik ke dalam butir-butir soal membaca dan menulis yang diteskan.
Evaluasi Buku Teks Sekolah Menengah Pertama tentang Tindak Ilokusi
No full textABSTRAK Rochmawati, Noer. 2016. Evaluasi Buku Teks Sekolah Menengah Pertama tentang Penyajian Tindak Ilokusi. Skripsi. Jurusan Sastra Inggris, Fakultas Sastra, Universitas Negeri Malang. Pembimbing: (I) Dr. Furaidah, M.A., (II) Dr. Emalia Iragiliati, M.Pd. Kata kunci: evaluasi buku teks, tindak ilokusi, penyajian dan pengulangan Agar siswa dapat terlibat secara aktif dalam komunikasi sehari-hari, siswa harus menguasai tindak ilokusi. Untuk membantu siswa dalam memahami dan dapat menggunakan tindak ilokusi, buku teks Bahasa Inggris SMP harus menyajikan materi tindak ilokusi dalam bab-bab berdasarkan hubungan tindak ilokusi itu dengan topik bab. Selain hal penyajian, pengulangan penyajian tindak ilokusi juga dapat membantu siswa untuk mengingat kembali materi tindak ilokusi dengan lebih efektif. Penelitian ini bertujuan untuk menemukan jumlah penyajian tindak ilokusi baik dalam buku teks maupun presentasi dialog siswa dan pengulangan materi tindak ilokusi dalam buku teks. Penelitian ini menggunakan rancangan penelitian kualitatif. Data diperoleh dari sajian tindak ilokusi dalam buku teks dan presentasi dialog siswa. Data penelitan yang berupa dialog-dialog yang menyajikan materi tindak ilokusi dimasukkan ke dalam dua instrumen penelitian yang berupa tabel sajian tindak ilokusi dalam buku teks dan presentasi dialog siswa dan sebuah rubrik pengulangan materi tindak ilokusi dalam buku teks. Analisis data dilakukan dengan menandai tempat tindak ilokusi disajikan dalam buku teks dan presentasi dialog siswa dalam bab-bab dan menghitung jumlah sajian tindak ilokusi dalam buku teks. Berdasarkan analisis, ditemukan bahwa tindak ilokusi yang disajikan masih dimungkinkan untuk disajikan dalam beberapa bab lain dalam buku teks dan sebagian besar dari materi tindak ilokusi disajikan ulang sesuai dengan jumlah minimal pengulangan yang memungkinkan materi tersebut masuk ke dalam ingatan jangka panjang siswa. Oleh karena itu, peneliti menyarankan agar pembuat buku teks tidak membatasi penyajian materi tindak ilokusi hanya pada satu bab saja, tapi lebih pada bab-bab yang memungkinkan materi tersebut disajikan. Selain itu, guru disarankan untuk memperkuat ingatan siswa tentang materi tersebut dengan memberikan kesempatan untuk menggunakannya dalam dialog. Untuk peneliti selanjutnya, disarankan untuk memperluas lingkup penelitian ke lingkup dialog itu sendiri dan mengamati kelompok siswa yang lain