SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM
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The Implementation of Video Modeling to Improve the Speaking Skill of Tenth Graders of SMA Negeri 1 Malang
No full textABSTRACT Vinahari, Dessy Kusuma. 2015. The Implementation of Video Modeling toImprove the Speaking Skill of Tenth Graders of SMA Negeri 1 Malang.Thesis, English Language Teaching Program, English Department, Facultyof Letters, State University of Malang. Advisor: Dr. Enny Irawati, M.Pd Key Words: speking skill, video modeling, tenth grade students, strategy Speaking is a productive skill which is needed to communicate with each other. However, in SMAN 1 Malang, the tenth graders have problem in speakingbecause the teacher mostly focus on the national exam materials. Thus, the students feel nervous and confused when speaking in English. Besides lackingvocabulary and applying the grammar are the factors in making the students nervous. Reflecting upon those problems, the researcher design a strategy to helpthe students to improve their speaking skill. The strategy is called video modeling. Video modeling is a method in which the video act as a model for the learners toacquire a specific skill. Therefore the researcher implementing video modeling to improve the speaking skill of tenth graders of SMA Negeri 1 Malang In this study, the researcher employed Classroom Action Research consisting of: (1) planning, (2) implementing, (3) observing, and (4) reflecting.The subjects of this study were the students of X Peminatan of SMAN 1 Malangin 2013-2014 academic year. The research instruments are observation checklists,field notes, and speaking test. The results of this study are: (1) there was an increase of the students’score. After the implementation of video modeling 83% of the students pass thepassing grade; (2) 80% of the students gave positive response toward theimplementation of video modeling; and (3) the basic procedure of video modelingwere as follows: (1) watching videos that were chosen as the model; (2) observingthe video thoroughly; (3) discussing the result of the observation; (4) practicing byimitating the model; and (5) performing. It can be concluded that video modeling can improve students speakingskill. It is shown by the students’ speaking score improvement. The students alsogive positive responses towards the strategy which increased the students’ activeness during teaching and learning process.
A Syntactic Analysis of Singaporean English Used in the Movie ‘I Not Stupid’
No full textABSTRACT Utomo, T.B. 2016. A Syntactic Analysis of Singaporean English Used in the Movie ‘I Not Stupid’. Thesis, English Department, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Aulia Apriana, S.S., M.Pd.; (II) Prof. Drs. A. Effendi Kadarisman, M.A., Ph.D.Key Words: syntactic analysis, Singaporean English, the movie I Not StupidSingaporean English (Singlish) is one dialectal variant of English spoken in Singapore. As cited from Platt (1982) in the era of British-establishment, all of the components of society were usually from Britain and they spread English. English in Singapore has taken up many loan words and sentence structures from Malay and Mandarin to form Singaporean English. Thus after its transformation, Singaporean English has been spoken by Singaporeans in daily communication. This study aims at presenting a syntactic analysis and finding out how the syntactic features characterize Singaporean English as measured against Standard English. The findings of this study are conducted to show the readers the sorts of syntactic analysis used in the movie or television program. This study is also conducted to give an explanation on how the findings are investigated. Then, it is expected that this research is going to be useful for movie viewers, syntax practitioners, and future researchers. The research design used in this study is descriptive qualitative approach. The source of the data of Singaporean English is the movie I Not Stupid because this movie use Singaporean English for conversation. Then, the movie and the movie subtitle were taken from the internet. The movie script was transcribed by the researcher. The primary instrument is the researcher and the supporting instruments are computer, internet access, and field notes.Results of this study show that there are 5 Singlish-specific patterns of syntactic structures. They are discourse particles (53.95%), copula and auxiliary deletion (21.05%), subject NP deletion (14.47%), question-tag regularization (5.26%), and simplified alternative questions (5.26%). Singaporean English mainly uses Malay and Mandarin particles such as ah, lah, hor, and meh. Copula and auxiliary deletion is ommiting the form of be (am, is, are, was, and were) in some conditions when Singaporeans speak. When they are engaged in a conversation, Singaporeans may get rid of NP subject. Then, question-tag regularization shows up as is it when asking questions. The last pattern is simplified alternative questions which simplify the second choice of the questions to not and it could be similar to yes-no questions. From the findings and discussions, the researcher concludes that Singaporean English is not a deviation (a dialectal variant with errors) because it has its own rules. Thus, it is suggested to movie viewers that they should pay attention the language used toward the movies being watched. It is suggested to syntax practitioners to study about the varieties of English. It is also expected for the future researchers that the results of the study will inspire them to explore more data and use other sources of data
EMPLOYING THE COMBINING ARRANGEMENT TYPE OF GROUP WORK STRATEGY TO IMPROVE THE SPEAKING SKILL OF THE STUDENTSOF VOCATIONAL HIGH SCHOOL 4 MALANG
No full textABSTRACT Pratiwi, Septie R., 2016. Employing Combining Arrangement Type of Group Work Strategy to Improve the Speaking Skill of the Students of Vocational High School 4 Malang. Thesis. English Department, Faculty of Letters, State University of Malang. Advisor: (I) Dr. Johannes A. Prayogo, M.Pd., M. Ed. (II) Dr. Mirjam Anugerahwati, M.A.Key Words: Speaking Skill, Group Work Strategy, the Combining Arrangement, English in Vocational School, SMKN 4 MalangPreparing the students to be the ideal workers in this globalization era is the aim of Vocational School. Therefore, English is included in the curricula with both written and spoken languages were taught in order to enhance students’ capability and support the skill they prepared for. However, in reality, speaking skill is not really explored since the focus of the learning is final examination. Just like what happened in SMKN 4 Malang, students are given more materials in reading and writing for the sake of the examination. This situation discouraged the students to speak for they are afraid of their own capability and anxiety in speaking. The research objective is basically finding the steps on how group work strategy improves students’ speaking skill. The Preliminary study confronted the fact that students were actually targeted to master all four skills in a very short period of time. However, through the observation, it is revealed that students felt the anxiety of speaking because of exposures and practices lacks. Therefore, in order to eradicate this problem, the researcher formulated the research problem as how students’ speaking skill could be improved through group work strategy. This research applied collaborative classroom action research which involved the researcher and some observers. The Combining Arrangement type of group work was applied in this research that students had equal information to share which require them to speak at the end of the day. The result was measured through READI scoring rubric adapted from IATEFL criteria and the Canadian Language Benchmarks. It covered all aspects in speaking like vocabulary, fluency, confidence, and interaction. It is measured under the scale of 1 to 4 which indicates the success of every aspect. In conducting the research, the strategy was integrated with scientific approach which was resulted in six steps of the implementation. It started with observing and questioning. After that, it added the step of grouping. The rest of the step were exploring, associating, and communicating which used the group work strategy. This strategy was proven to be successful in improving students speaking skill. It is proven by the result of the research which revealed100% students were improved in speaking skill under the criteria of success of 5 points. Even more, students felt the enjoyment of study in group. The questionnaires showed the idea of students being comfortable working together in groups, proven by 72% students who like the strategy applied in speaking class. Even more, 72% students were also thought that the strategy gave them bigger chance to speak and practice in class that they could improve their speaking skill. Therefore, the strategy was defined as successful in solving the students’ anxiety problem in speaking. Hence, the group work strategy can improve students’ speaking skill significantly within six steps to conduct the strategy integrated with the scientific approach steps, which are observing, questioning, grouping, exploring, associating, and communicating. More aspect to be concerned on further research are basically about; all the assistance needed, the activities and materials involved, and not to mention the classroom management. It is suggested that making a good teaching and learning activities using group work strategy, teacher should have more preparation in designing activities and all the settings needed together with any communicative strategies attached to it. Even more, additional assistance should never be forgotten from the very first place.ABSTRAKPratiwi, S. R., 2016. Penggunaan Strategi Pembelejaran Kerja Kelompok Tipe ‘Combining Arrangement’ dalam Meningkatkan Kemampuan Berbicara Siswa SMK Negeri 4 Malang. Skripsi. Jurusan Sastra Inggris, Fakultas Sastra, Universitas Negeri Malang. Pembimbing: (I) Dr. Johannes A. Prayogo, M.Pd., M. Ed. (II) Dr. Mirjam Anugerahwati, M.A.Kata Kunci: Speaking Skill, Group Work Strategy, the Combining Arrangement, English in Vocational School, SMKN 4 MalangMempersiapkan siswa untuk menjadi pekerja yang ideal di dunia kerja pada era globalsasi ini adalah tujuan pokok dari Sekolah Kejuruan. Maka dari itu, Bahasa Inggris menjadi salah satu pelajaran wajib dalam kurikulum pendidikan SMK dengan pembelajaran secara tertulis dan berbicara untuk mendukung keahlian teknis yang dipelajari. Namun, secara realita, pembelajaran berbicara tidak diaplikasikan secara seimbang dikarenakan lebih besarnya focus pembelajaran terhadap ujian akhir nasional. Hal tersebut juga terjadi di SMKN 4 Malang dimana siswa lebih banyak belaajar membaca dan menulis. Situasi ini menciutkan minat siswa dalam berbicara karena ketakutan akan kemampuan dan kelemahan berbicara yang mereka miliki. Tujuan dari penelitian ini mengetahui langkah apa saja yang dapat dilakukan melalui strategi pembelajaran kerja kelompok untuk meningkatkan kemampuan berbicara siswa. Pada pemetaan awal, fakta mengemukakan bahwa siswa ditargetka untuk menguasai seluruhnya 4 kompetensi berbahasa Inggris dalam waktu yang sangat singkat. Namun, dari observasi yang dilakukan, terdapat fakta bahwa ketakutan siswa akan berbicara terjadi karena minimnya permodelan dan latihan dalam menggunakan bahasa yang ditargetkan. Maka dari itu, dengan tujua menyelesaikan masalah tersebut, peneliti mengemukakan sebuah research problem tehtang bagaimana kemampuan berbicara siswa dapat meningkat melalui strategy belajar kelompok. Penelitian ini mengguakan metode penelitian tindakan kelas secara kolaboratif yang dilakukan oleh peneiliti dan pengamat. Strategi belajar Kelompok bernama The Combining Arrangement diterapkan dalam penelitian ini untuk memecahkan masalah yang ada. Dalam strategi belajar ini, siswa memiliki informasi yang setara satu sama lainnya dan dituntut untuk saling berbagi informasi tersebut supaya dapat menyelesaikan tugas yang diberikan. Hasil dari pembelajaran tersebut diukur menggunakan rubric penilaian READI yang diadaptasi dari IATEFL criteria and the Canadian Language Becnhmark. Rubrik penilaian tersebut telah mencakup seluruh aspek dalam kemampuan berbicara seperti misalnya, kosakata yang sidugakan, kelancaran berbicara, kepercayaan diri dan interaksi saat berbicara. Penilaian terjadi dalam skala 1-4 yang menandakan kesuksesan pada masing-masing aspek. Dalam pengimplementasiannya, strategi kerja kelompok diintegrasikan dengan langkah-langkah pada pendekatan Scientific. Dimulai dengan observing dan questioning yang kemudian disusul dengan langkah grouping. Tiga langkah terakhir yang menggunakan strategi kerja kelompok secara keseluruhan adalah exploring, associating dan communicating. Strategi yang digunakan terbukti dapat meningkatkan kemampuan berbicara siswa dengan hasil penelitian yang menunjukkan bahwa 100% siswa kelas X RPL A mengalami peningkatan yang signifikan pada kemampuan berbicaranya ditandai dengan kenaikan 5 poin pada total nilai yang didapat pada akhir siklus. Terlebih lagi, siswa merasa senang belajar dalam kelompok. Hal tersebut dibuktikan melalui fakta kuisioner bahwa 72% siswa merasa nyaman untuk belajar didalam kelompok karena mereka tidak lagi malu untuk mengemukakan pendapatnya. serta dapat memberikan kesempatan bericara dan praktik dikelas lebih banyak dari sebelumnya. Maka dari itu, strategi yang digunakan dapat dikategorikan telah sukses memecahkan masalah ketakutan siswa dalam berbicara. Terdapat 6 langkah pelaksanaan yang meliputi langkah-lamgkah pada pendekatan scientific, yaitu: observing, questioning, grouping, exploring, associating, dan communicating. Beberapa aspek yang harus diperhatikan lebih lanjut pada penilitian selanjutnya adalah tentang bantuan yang dibutuhkan dikelas, aktivitas dan materi yang sesuai, dan pengaturan kelas yang tepat. Sangat disarankan dalam pembuatan aktivitas belajar mengajar menggunakan strategi belajar kelompok, guru harus memiliki persiapan yang matang dalam perencanaannya dan segala pengaturan yang dibutuhkan dengan strategi komunikasi yang sesuai didalamnya. Terlebih lagi, adanya bantuan saat mengajar guna mengawasi dan menjaga kedinamisan kegiatan belajar mengajar patut untuk dipertimbangkan.
STRATEGI PEMBELAJARAN KARAWITAN PADA KELAS SENI DI SMP NEGERI 4 MALANG
No full textABSTRACT Gasita, Octavian. 2016. Strategi Pembelajaran Karawitan Pada Kelas Seni di SMP Negeri 4 Malang. Skripsi, Jurusan Seni dan Desain, Fakultas Sastra, Universitas Negeri Malang. Pembimbing: (I) Dra. Hj. E.W. Suprihatin Dyah P, M.Pd, (II) Tri Wahyuningtyas, S.Pd, M.SiKata kunci : Strategi Pembelajaran, Karawitan, Kelas Seni, SMP Negeri 4 MalangPembelajaran karawitan adalah pembelajaran yang sangat menarik untuk dipelajari. Tidak semua sekolah menerapkan karawitan sebagai pelajaran intrakurikuler.SMP Negeri 4 Malang merupakan salah satu pendidikan formal yang memiliki kelas khusus seni dan menjadikan karawitan sebagai pembelajaran intrakurikuler. Guru karawitan di SMP Negeri 4 Malang bukan berasal dari dunia kependidikan, namun dapat menciptakan berbagai prestasi bagi SMP Negeri 4 Malang. Hal ini menjadi pertanyaan public tentang strategi pembelajaran apakah yang telah berhasil diterapkan pada kelas seni SMP Negeri Malang. Penelitian ini bertujuan untuk mendeskripsikan pengorganisasian pembelajaran karawitan, penyampaian pembelajaran karawitan, dan pengelolaaan pembelajaran karawitan pada kelas seni di SMP Negeri 4 Malang.Penelitian ini menggunakan jenis penelitian kualitatif. Pengumpulan data dilakukan dengan teknik observasi, wawancara dan dokumentasi dalam bentuk foto dan video. Instrumen penelitian adalah peneliti sendiri. Analisis data yang dilakukan menggunakan jenis analisis Miles dan Huberman. Pengecekan keabsahan data dilakukan dengan menggunakan triangulasi sumber dan triangulasi teknik atau metode.Hasil penelitian ini adalah sebagai berikut, guru karawitan kelas seni tidak membuat perencanaan pembelajaran berupa RPP seperti guru pada umumnya dikarenakan beberapa guru tidak berasal dari dunia kependidikan, sehingga sekolah memberikan kebebasan pada guru untuk mengembangkan materi dalam proses pembelajarannya sendiri. Penyampaian materi karawitan dengan menggunakan metode ceramah, drill, dan demonstrasi. Pada pengelolaan pembelajaran, guru mengarah pada pengelolaan ruang dan pengelolaan siswa. Pengelolaan ruang mengacu pada pengkondisian ruangan yang dipakai, agar tercipta suasana nyaman pada saat proses pembelajaran berlangsung. Sedangkan, pengelolaan siswa lebih mengacu pada bagaimana guru dapat mengatasi permasalahan individu dan permasalahan kelompok yang terjadi dalam kelas, sehingga seluruh siswa dapat memahami materi yang diberikan oleh guru tanpa pengecualian.Maka dapat disimpulkan bahwa terdapat tiga hal pokok dalam strategi pembelajaran karawitan, yaitu pengorganisasian pembelajaran, penyampaian pembelajaran dan pengelolaan pembelajaran. Penyampaian pembelajaran dilakukan dalam tiga langkah, yaitu kegiatan awal, inti, dan penutup. Dalam proses pembelajaran, guru lebih banyak menerapkan metode drill, dan banyak membimbing siswa secara individu maupun kelompok, agar tujuan pembelajaran dapat tersampaikan dengan maksimal, yaitu siswa tidak hanya pandai dalam hal teori, tetapi juga praktek, khususnya dalam bidang karawitanABSTRACTGasita, Octavian. 2016. Teaching Strategy of Karawitan in Art Class of Public Junior High School 4 Malang. Thesis. Art and Designs Department, Faculty of Letters, Universitas Negeri Malang. Advisors: (1) Dra. Hj. E.W. Suprihatin Dyah P, M.Pd, (II) Tri Wahyuningtyas, S.Pd, M.SiKey words: Teaching Strategy, Karawitan, Art Class, Public Junior High School 4 MalanKarawitan is one kind of arts which is very interesting to be learned. There are only few schools put Karawitan as one compulsory subject through a special class established for it. None of the teachers were coming from educational background. Yet, they presented some achievements to the school because of their guidance. It came to be a public question about what kind of learning strategy is which is implemented by the teacher that the art class of Junior High School 4 Malang become successful. This research is aimed to describe the organizing strategy of Karawitan learning process, the delivery of Karawitan learning process and the management system of the art class in Public Junior High School 4 Malang.The research employed a qualitative design if research which basically took the data from observation, interviews, and documentations. The instrument of the research is the researcher her self. The analysis was done using Milles and Huberman. In order to check validity, the data was checked through sources triangulation and method triangulation. The result of the research are as follows; teachers on Karawitan Art Class do not make any lesson plan like the other teacher in common because they did not come from educational background that the school provide them an opportunity to develop their own material in the process of teaching and learning. They use three methods included in speeches, demonstration, and drill. In managing the teaching and learning process, teacher has two kinds of management, classroom management and students management. Classroom management is a way to create a comfortable situation for learning while students management is basically about solving any problem, both individual or group, that students would understand the material better without exception. The research result is that there are three main substances in the learning strategy implemented in Art Class of Junior High School 4 Malang major Karawitan. They are the organization, the delivery, and the management. The delivery is basically done in three steps which are the beginning of the activity, the main activity, and the ending of the activity. In the learning process, teacher often used drilling and saw across the students both individual and group for the sake of maximum understanding that the student would not only understand the theories but also capable of applying theories, especially in karawitan
DEVELOPING SNAKE AND LADDER-BASED PICTORIAL BOARD GAME ‘SMART IN GRAMMAR’ TO REINFORCE GRAMMAR OF SIMPLE PAST TENSE FOR THE EIGHTH GRADERS OF SMP NEGERI 1 KAYEN KIDUL
No full textABSTRACT Khristianawati, Mellia. 2016. Developing Snake and Ladder-Based Pictorial Board Game ‘Smart in Grammar’ to Reinforce Grammar of Simple Past Tense for the Eighth Graders of SMP Negeri 1 Kayen Kidul. Sarjana’s Thesis, English Department, Faculty of Letters, State University of Malang. Advisors: (1) Dr. Suharyadi, S.Pd., M. Pd. (2) Drs. Andi Muhtar, M.A.Key words: Pictorial board game, snake and ladder, Smart in Grammar, simple past tense, the eighth graders.The purpose of this study was to develop snake and ladder-based pictorial board game to reinforce grammar of simple past tense for the eighth graders. The designed used in this study was research and development. The stages of research and development were adapted from Borg and Gall (2003). The stages were shortened into seven stages, that is (1) Need analysis, (2) Product development, (3) Expert validation, (4) Product revision, (5) Try out, (6) Final product revision, and (7) Final product. This study was undertaken in SMP Negeri 1 Kayen Kidul. The subjects of try out were taken from 8D class. There were 31 students in the class but the researcher took 20 students from the class categorized as the higher, medium, and lower ability of English. Based on the need analysis done in 8D class, most students had low interest in learning grammar. It was obtained from the teacher’s interview and supported by the questionnaire distributed to students. Most of them (93.5%) stated that they had low interest in learning grammar of simple past tense because it was difficult for them. Furthermore, based on teacher’s interview there was no media to teach simple past tense before. Therefore, to increase students’ interest in learning simple past tense, the researcher developed a medium as reinforcement of simple past tense. The product developed by the researcher was a package of board game named Smart in Grammar. The package of Smart in Grammar consisted of a board, a dice, tokens, a playing guide, a scoring guide, an answer key, a specification of product, mission cards, and challenge cards. Smart in Grammar offered an attractive and fun learning while playing for the eighth graders.The result of the study was that Smart in Grammar was very appropriate and applicable to be used as a medium to reinforce grammar of simple past tense for the eighth graders. Based on expert validation, it was obtained 94.57% from the expert validation 1 and 97.83% from expert validation 2. Based on students’ questionnaire after try out, almost all students liked Smart in Grammar because it was enjoyable and beneficial. Most students stated that they liked to learn simple past tense using Smart in Grammar. They also stated that Smart in Grammar really helped them to learn simple past tense. Smart in Grammar was really beneficial and gave ease for students to learn simple past tense. Furthermore, Smart in Grammar was easy to be played and students felt happy when playing the game.However, some students (20%) stated that the questions in the game were difficult. Based on the results of the classroom observation and teacher’s questionnaire, the difficult part of the questions was the instructions to make an interrogative sentence in the challenge cards. Therefore, there were few revisions since based on classroom observation and teacher’s questionnaire, the difficult part was the instruction in the challenge card. Therefore, it is suggested that the English teacher is expected to use this medium as a reinforcement of grammar of simple past tense to the eighth graders. It is also suggested that the English teacher makes sure that all students have already understood how to play the game and the rules of the game since there are many rules in this game. Future researchers are expected to conduct a study related to classroom action research and experimental research of Smart in Grammar
Developing a Spinning Wheel to Teach Speaking for the Seventh Graders of SMPN 12 Malang
No full textABSTRACT Roosdianna, Fikriya Fahmi.2016.Developing a Spinning Wheel to Teach Speaking for the Seventh Graders of SMPN 12 Malang.Thesis, English Department, Faculty of Letters, State University of Malang. Advisor: Dr. Johannes A. Prayogo, M.Pd, M.Ed. Dr. Sri Rachmajanti, Dip. TESL, M.Pd.Keywords : board game, speaking skill, Junior High School This Research and Development (R&D) study was aimed to develop a board game “Spinning Wheel” teaching medium for speaking to the seventh graders of Junior High School. This medium was to provide speaking medium for speaking activity. The materials of the teaching medium were chosen on the basis of the syllabus on the first semester Curriculum 2013.This study adapted the steps from Borg and Gall (2003) which consists of seven steps: needs analysis, developing material, expert and teacher validation, first revision, tryout, second revision, and final product. The instruments used in this study were questionnaire, interview guide, and classroom observation. The data from need analysis were used to plan and to develop the” Spinning Wheel” game teaching medium, which consisted of a board, situational cards, a player guide, a specification of the game, and stickers. After being developed, the medium was validated by an expert using validation checklist. From the results, the researcher only revised the grammatical errors. After being revised, the product was tried out at SMPN 12 Malang in 7H class. The class consisted of 30 students, but only 12 students were involved in the try out and they were divided into three groups of students. Each group had a different level, low, medium, and high. The researcher interviewed the teacher, distributed questionnaire to teacher and students, and observed the process while playing the game to gain the data. From the try out, there was revision on the player guide.The final product was in the form of board game, a player guide, a specification of the product, cards, and stickers. Generally, the students and the teacher gave positive impression toward this product. They states that the game had an interesting board game and cards. It can also develop the student’s confidence in the speaking activity so that the teacher can easily assess their performance.Finally, it can be concluded that using teaching medium makes the students active in teaching and learning process and speak in a fun atmosphere. It is suggested that the English teachers act as a facilitator in the classroom and modify the topic or rewards. Last but not least, the researcher suggests that future researchers develop board games for other skills and use the finding of this research as a reference.ABSTRAK Roosdianna, Fikriya Fahmi.2016.Pengembangan Permainan Spinning Wheel untuk Pengajaran Berbicara Kelas 7 di SMPN 12 Malang. Skripsi, Jurusan Sastra Inggris, Fakultas Sastra, Universitas Negeri Malang. Pembimbing: Dr. Johannes A. Prayogo, M.Pd, M.Ed., Dr. Sri Rachmajanti, Dip. TESL, M.Pd.Kata Kunci : permainan papan, kemampuan berbicara, SMP. Penelitian pengembangan ini bertujuan untuk mengembangkan sebuah media pembelajaran “ Spinning Wheel” untuk mengajarkan keterampilan berbicara untuk kelas tujuh SMP. Media ini menyediakan materi-materi untuk kegiatan keterampilan berbicara.Materi-materi media pembelajaran yang dipilih berdasarkan silabus pada semester satu kurikulum 2013.Penelitian ini mengadaptasi langkah-langkah dari Borg and Gall (2003) yang terdiri dari tujuh langkah : analisis, pengembangan materi, validasi produk, revisi produk satu, uji produk, revisi produk dua, dan produk akhir. Instrumen yang digunakan dalam penelitian ini adalah kuisioner, wawancara guru, dan observasi kelas. Data yang dikumpulkan dari analisis digunakan untuk merencanakan dan mengembangkan media pembelajaran “Spinning Wheel” yang terdiri dari papan, kartu situasi, ctata cara permainan, spesifikasi produk, dan stiker. Setelah membuat media, media divalidasi oleh expert melalui checklist validasi. Dari hasil tersebut, peneliti merevisi kesalahan grammar yang ada. Setelah direvisi, media diuji cobakan kepada siswa kelas 7H SMPN 12 Malang. Kelas terdiri dari 30 siswa, tetapi hanya 12 siswa yang akan diuji cobakan dan dibagi menjadi tiga kelompok. Masing-masing kelompok mempunyai kemampuan yang berbeda, rendah, sedang, dan tinggi. Peneliti mewawancarai guru, menyebarkan kuisioner kepada guru dan siswa, dan mengamati proses berlangsungnya permainan untuk memperoleh data. Dari uji coba produk, ada revisi pada tata cara permainan. Hasil produk berbentuk papan permainan, tata cara permainan, spesifikasi produk, kartu situasi, dan stiker. Pada umumnya siswa dan guru memberikan tanggapan yang positif terhadap produk. Mereka mengatakan bahwa permainan tersebut mempunyai papan dan kartu yang sangat menarik. Hal ini dapat menumbuhkan rasa percaya diri siswa dalam aktivitas berbicara sehingga guru dapat dengan mudah menilai penampilan mereka. Dari penelitian ini, dapat disimpulkan bahwa media pembelajaran dapat membuat siswa untuk lebih aktif dan berbicara dalam suasana yang menyenangkan. Dan disarankan untuk guru-guru bahasa Inggris sebagai fasilitator di dalam kelas dan memodifikasi topik atau penghargaan. Terakhir, peneliti menyarankan kepada peneliti-peneliti berikutnya untuk mengembangkan papan permainan untuk keterampilan yang lain dan menggunakan hasil penelitian ini sebagai referensi
The Psychological Issue and Hidden Motivesof Joker as a Villain in the Movie “The Dark Knight”
No full textThe personality of Joker, his psychological issue, and his hidden motive for creating a chaos throughout the movie are the main analysis of this study. Based on the movie The Dark Knight (2008), the archenemy of Batman as the criminal and super villain well deserved to be analyzed from literature perspective. The story is about how Batman fights against a psychopathic man named Joker and Joker as the criminal creates chaos in Gotham City with psychological issue that dominates his ideology as a criminal. This study is analyzing Joker’s personality, his psychology issue, Joker’s representation from Freudian views and to discover the main motive of Joker as a criminal. This study uses psychoanalysis approach as the basis of the analysis to discover those issues based on Sigmund Freud’s views and some evidence from the movie itself that can show some indications that can help this study. Based on the analysis, Joker is possessed with PTSD (Post Traumatic Stress Disorder) from his childhood and his background. He also shows his psycho condition as a person with Antisocial Personality Disorder. Those cases concluded with his symptoms that described him with those personality disorders. From his PTSD, he tends to show violence, dishonesty, suicidal tendency, manipulative, and other symptoms that indicate Joker as a person with mental illness while his traumatic events caused his PTSD during his childhood, in the analysis, Joker tended to hide his background and stated it with the untruth statements about his background. Those behaviors are the effect from his traumatic events that created him as someone with antisocial personality. From Freud’s theory, he is dominated by the id. The id is an uncontrolled way of act to achieve personal enjoyment. It means that he rejects act of superego to deal with his issue in the movie. Joker’s motive is taking over the city of Gotham, but he has the tendency as an anti-materialistic character while anti-materialistic is quite common characteristic for villain or enemy in the movie. In the other side, the researcher sees Joker as a criminal with no motive, because he just wants to watch chaos around him. In two moments, Joker showed his defense mechanisms. The first one is rationalization, during his meeting with Harvey Dent, Joker indicates that he has no capability and intelligence as a criminal. It highlighted himself that he has no commitment with his own plan. The second are repression and displacement. When Joker intruded Bruce’s mansion to capture Harvey, Joker met an old man. Joker expressed his feelings to the old man by saying that the old man reminded him of his father, Joker hated his father. Based on the analysis, he also has no intention for killing Batman, he wants Batman alive to chase him and let the fight between Joker and Batman, not Joker and the truth identity of Batman. Joker’s action and attitude represent a symbol of resistance and power against the established law. He shows that the law has been corrupted which has created a great loss for society while on the other side he is a criminal with a psychopathic mind who wants to take over the Gotham City.ABSTRAK Furqoni, Setiawan. 2016. The Psychological Issue and Hidden Motivesof Joker as a Villain in the Movie “The Dark Knight”. Thesis, English Department, Faculty of Letters, State University of Malang. Advisors: (I) Inayatul Fariha S.S, M.A, (II) Drs. Kukuh Prayitno Subagyo, M.A. Keywords: Psychoanalysis theory, Defense Mechanism, Joker, Antisocial Personality Disorder The personality of Joker, his psychological issue, and his hidden motive for creating a chaos throughout the movie are the main analysis of this study. Based on the movie The Dark Knight (2008), the archenemy of Batman as the criminal and super villain well deserved to be analyzed from literature perspective. The story is about how Batman fights against a psychopathic man named Joker and Joker as the criminal creates chaos in Gotham City with psychological issue that dominates his ideology as a criminal. This study is analyzing Joker’s personality, his psychology issue, Joker’s representation from Freudian views and to discover the main motive of Joker as a criminal. This study uses psychoanalysis approach as the basis of the analysis to discover those issues based on Sigmund Freud’s views and some evidence from the movie itself that can show some indications that can help this study. Based on the analysis, Joker is possessed with PTSD (Post Traumatic Stress Disorder) from his childhood and his background. He also shows his psycho condition as a person with Antisocial Personality Disorder. Those cases concluded with his symptoms that described him with those personality disorders. From his PTSD, he tends to show violence, dishonesty, suicidal tendency, manipulative, and other symptoms that indicate Joker as a person with mental illness while his traumatic events caused his PTSD during his childhood, in the analysis, Joker tended to hide his background and stated it with the untruth statements about his background. Those behaviors are the effect from his traumatic events that created him as someone with antisocial personality. From Freud’s theory, he is dominated by the id. The id is an uncontrolled way of act to achieve personal enjoyment. It means that he rejects act of superego to deal with his issue in the movie. Joker’s motive is taking over the city of Gotham, but he has the tendency as an anti-materialistic character while anti-materialistic is quite common characteristic for villain or enemy in the movie. In the other side, the researcher sees Joker as a criminal with no motive, because he just wants to watch chaos around him. In two moments, Joker showed his defense mechanisms. The first one is rationalization, during his meeting with Harvey Dent, Joker indicates that he has no capability and intelligence as a criminal. It highlighted himself that he has no commitment with his own plan. The second are repression and displacement. When Joker intruded Bruce’s mansion to capture Harvey, Joker met an old man. Joker expressed his feelings to the old man by saying that the old man reminded him of his father, Joker hated his father. Based on the analysis, he also has no intention for killing Batman, he wants Batman alive to chase him and let the fight between Joker and Batman, not Joker and the truth identity of Batman. Joker’s action and attitude represent a symbol of resistance and power against the established law. He shows that the law has been corrupted which has created a great loss for society while on the other side he is a criminal with a psychopathic mind who wants to take over the Gotham City
Penggunaan Kartu Bergambar Berbasis Topik untuk Meningkatkan Kemampuan Berbicara Kelas Delapan di SMPN 13 Malang
No full textABSTRACT Solichah,.LutfiWafiru. 2016. PenggunaanKartuBergambarBerbasisTopikuntukMeningkatkanKemampuanBerbicaraKelasDelapan di SMPN 13 Malang. Skripsi, JurusanSastraInggris, FakultasSastra, UniversitasNegri Malang. Pembimbing: (I) Dr. Sri Rachmajanti, Dip. TESL, M.Pd., (II) Dr. Suharmanto, M.PdKata Kunci: Berbicara, KartuBergambarBerbasisTopikDi dalam proses belajardanmengajar yang nyata, guru lebih memilih untuk mengajar keterampilan membaca, menulis, mendengar dari pada kemampuanberbicara. Dalamkasusini, pengajaranketerampilanberbicaratidakmendapatperhatiankhususmeskipunpengajaranketerampilanberbicarainisamapentingnyadenganpengajaranketerampilan yang lainnya. Masalahinisesuaidenganhasilpenelitian, yang dilakukanolehpenelitipadasiswakelas VIII F di SMPN 13 Malang.Diketahuibahwamurid di kelasinimempunyaimasalahdalamketerampilanberbicara yang secaraumumdisebabkanolehketidakmampuansiswauntukmengembangkan ide merekasehinggamembuatmerekakurangpercayadiriuntukberbicaradalamBahasaInggris.Berkaitandenganmasalahini, kartubergambarberbasistopikdapatmembantusiswauntukmengembangkan ide-ide merekakarena media iniberisipertanyaanarahandangambar.Penelitian ini menggunakan desain Penelitian Tindakan KelasKolaboratif(Latief, 2012: 144). Dalam melakukan penelitian ini, peneliti berkolaborasi bersamadengan guru kelas Bahasa Inggris untukmenentukanrencanapembelajaran, untukmenentukanbagaimanacaramenggunakan media secaramaksimal, untukmenentukankriteriakesuksesan,untukmelakukanobservasiterhadappenerapanstrategi, danuntukmelakukananalisa data yang didapat. Penelitian ini dilakukan dalam satu siklus.Adapun subyek penelitian ini adalah siswa-siswa kelas VIII F SMPN 13 Malang Tahun Pelajaran 2014/2015.Fokus penelitian ini adalah nilai kemampuan pemahaman berbicarasiswa, perilaku siswa selama penerapan, dan respon siswa terhadap penerapan picture card berbasistopik. Instrumen yang dipakai dalam penelititan ini adalah panduan wawancara, kuisioner, ceklis pengamatan, dan catatan lapangan. Data yang didapat dari pengamatan dianalisis dan dipresentasikan secara deskriptif berdasarkan kriteria kesuksesan yang ada.Hasil dari penelitan ini menunjukkan bahwa penerapankartubergambarberbasistopiktelah mencapai kriteria kesuksesan. Hal tersebutdapatdilihatdarinilaiberbicarasiswa yang dapatmencapaistandarnilai yang ditentukanolehpeneliti.Sebanyaksekitar 80% darisiswamendapatnilaidiatas 80 (tingkat “baik”).Disampingitu, hasildarikuisionermenunjukkanbahwa 91% darisiswamenikmati proses belajar mengajar menggunakan kartu bergambar berbasis topic sebagai media. Oleh karena itu, peneliti menghentikan tindakan di siklus pertama. Berdasarkanhasilpenelitian, penelitimenyarankan guru bahasaInggrisuntukmenggunakankartubergambarberbasistopiksebagai media dalamkegiatandikelas, terutamapadakegiatanberbicara.Sedangkan untuk peneliti lain juga disarankan untuk menggunakan media kartubergambarberbasistopikuntuk melakukan penelitian pada tingkat yang berbeda seperti pada Sekolah Dasar atauSekolahMenengahAtaskarena anak-anak atau pelajar muda biasanya lebih tertarik dalam penggunaan media visual sepertikartubergambarberbasistopik
EVALUATING THE NINTH GRADE ENGLISH TEXTBOOK "THINK GLOBALLY ACT LOCALLY" BASED ON COMMUNICATIVE APPROACH CRITERIA
No full textABSTRACT EVALUATING THE NINTH GRADE ENGLISH TEXTBOOK "THINK GLOBALLY ACT LOCALLY" BASED ON COMMUNICATIVE APPROACH CRITERIAEVALUATING THE NINTH GRADE ENGLISH TEXTBOOK "THINK GLOBALLY ACT LOCALLY" BASED ON COMMUNICATIVE APPROACH CRITERIAKurniasih, Atin Dwi. 2016. Evaluating TheNinth Grade English Textbook“ThinkGlobally Act Locally” Based on Communicative ApproachCriteria.Thesis, English Department, Faculty of Letters, UniversitasNegeri Malang. Advisors: (I) Dr. Mirjam Anugerahwati, M.A.,(II)Dr. Johannes Ananto Prayogo, M.Pd., M.Ed.Keywords: evaluating textbook, communicative approachOne thing that holds a substantial role in the teaching of English as a foreign language in classroom is textbook use. Ever since the emerging of Curriculum2013, Indonesian government has published English textbooks for junior high school. The interconnection of Communicative Approach within Curriculum 2013 has made it important to study this textbook. The objective of this study is to evaluate the appropriateness of the “Think Globally Act Locally” English textbook in terms of its (1) content aspect toward the communicative approach criteria, (2) language aspect toward the communicative approach criteria, and (3) presentation, based on BSNP and Mark and Ellis (1987).This study was employed using content analysis study through some systematic steps. Those are (1) synthesizing criteria of textbook based on communicative approach, (2) developing the instrument based on the criteria, (3) validating the instrument, (4) evaluating the textbook using the validated instrument, and (5) presenting the results. The data were gatheredusing an instrument in the form of checklist. In the data analysis, the researcher calculated the total score of each aspect divided by total number of points of all aspects. Then, it was multiplied by 100% as the total criteria of each aspect.From the data collected, it was found that the score for content aspect is categorized as ‘sufficient’ with the percentage of 59.09%, the score for language aspect categorized as ‘good’ with the percentage of 62.5% , and the score for presentation aspect is categorized as ‘excellent’with the percentage of 81.25%. The findings of the study showed that the textbook does not provide explanation about social function, structure of the text, and language features. It is concluded that the “Think Globally Act Locally” English textbook has promoted 67.6% of the principles in communicative approach.Therefore, English teachers should be able to sort out the activities in the textbook that promote the students’ communicativeness among the students. Moreover, Ministry of Education and Culture, as the textbook writer, should equip the textbook with more communicative activities that providestudents with real-life communication, including authentic reading text, use of accurate grammar and spellings, and consistency in using British or American words in the textbook.For future researchers, it is suggested that they evaluate other English textbooks based on communicative approach criteria
Using Role-Play to Improve Eleventh Graders' Speaking Skills
No full textBased on an interview to the English teacher of SMAN 10 Malang and a preliminary study, some problems were found among the XI MIA 2 students. Those problems were students' speaking skills were poor; their average score was 64, 04, their attitudes towards speaking English were poor, and their participations within the teaching and learning process were low. It was because the teacher used monotonous technique in teaching speaking and students were afraid to make mistakes. To overcome those problems, role-play was proposed as a technique to be implemented in the classroom. This report of this study was designed to improve the students' speaking skills using role play. The study was to describe how role play can improve the speaking skills of XI MIA 2 students of SMAN 10 Malang. This study was conducted in one cycle, which were carried out in six meetings. The model of implementing role-play to teach speaking includes the following procedures: (1) preparing students for the day’s lesson by giving them some questions related to the picture/video presented on the LCD, due to their prior knowledge, (2) discussing and/or reviewing the materials, (3) dividing students into small groups, (4) distributing the cards containing the situations and the roles to each group, (7) guiding the students to write a conversational script in their groups, (8) asking them to make their own script, and practiced on their own seat, (10) asking them to perform the role play in groups, and (11) providing feedback for students’ performances. The results of the study revealed that role-play successfully improved students’ speaking skills. The improvement of students could be seen from the average score 64, 04 during the preliminary study which increases to 83, 09. Besides, the students’ individual scores also increased within the implementation stage of the study. In addition, it was also found out that the students’ participations improved, as there was none of the students who remained passive during the teaching and learning process. Besides, the students’ attitudes and responses towards the implementation of role-play were positive. In conclusion, role-play was a useful technique to be used in teaching speaking. It was suggested for English teachers of XI MIA 2 or teachers who found similar problems with XI MIA 2 to implement role-play more often as it was proven to be helpful. For the future researchers, the findings of this study can become a good reference of role-play implementation to teach speaking