SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM
Not a member yet
1624 research outputs found
Sort by
The Lyrics of Seblang Bakungan: An Ethnopoetic Investigation
No full textABSTRACT Novita, D. 2016. The Lyrics of Seblang Bakungan: An Ethnopoetic Investigation. Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Prof. A. Effendi Kadarisman, Ph.D, (II) Maria Hidayati, S.S., M.Pd.Keywords: lyrics, Seblang Bakungan, ethnopoeticThis study examines the lyrics of the Seblang Bakungan, a 400-year-old ritual performance of the Using people in Banyuwangi, East Java from an ethnopoetic perspective (Kadarisman, 1999). The ritual of the Seblang Bakungan has been researched by some scholars of Anthropology (Wessing, 2013; Wolbers, 1992), resulting in a well-reconstructed story behind the songs. This study, however, focuses on providing a documentation of the songs of the ritual as actually performed in 2015. This study was conducted to describe the linguistic and poetic features of the lyrics that make them different from everyday Using and to reveal how these aspects can contribute to gaining deeper insights into Using culture itself.In order to address these issues, the researcher adopted a descriptive-qualitative design. The twelve songs are considered the primary data, with the singers of the Seblang Bakungan as the research subjects. Audio recordings maintain the “authenticity” of the lyrics, which have been transcribed and presented within the study. The findings of the research revealed (a) the linguistic features of the lyrics which cover semantic changes and an overall pragmatic function, (b) the poetic devices of the lyrics including rhyme, alliteration, consonance, and assonance, and (c) the strategies in gaining deeper insights into Using culture which cover understanding the role and the impact of the songs and the ritual on the culture itself. The song “Sukma Ilang” is surprisingly applicable as a mantra among the people of Using as it is part of their culture.On the basis of the findings, the researcher suggests that further researchers should investigate morpho-syntactic aspects of the lyrics, so that their overall linguistic features will be fully revealed.ABSTRAKNovita, D. 2016. The Lyrics of Seblang Bakungan: An Ethnopoetic Investigation. Skripsi, Jurusan Sastra Inggris, Fakultas Sastra, Universitas Negeri Malang. Pembimbing: (I) Prof. A. Effendi Kadarisman, Ph.D., (II) Maria Hidayati, S.S., M.Pd.Kata kunci: lirik, Seblang Bakungan, etnopuitika Penelitian ini membahas lirik dari Seblang Bakungan, sebuah upacara adat masyarakat Using yang telah berlangsung selama 400 tahun di Banyuwangi, Jawa Timur, dari sudut pandang etnopuitika (Kadarisman, 1999). Kajian tentang Seblang Bakungan telah diteliti oleh beberapa pakar Antropologi (Wessing, 2013; Wolbers, 1992) yang pada akhirnya menghasilkan rekonstruksi lirik yang menyuguhkan cerita di balik lagu-lagu tersebut. Namun demikian, penelitian ini lebih berfokus pada pemaparan dokumentasi lagu-lagu dari ritual ini yang dilaksanakan pada tahun 2015. Penelitian ini dilakukan untuk mendeskripsikan aspek linguistik dan puitika dari lirik Seblang Bakungan yang membuat mereka berbeda dari Bahasa Using sehari-hari dan bagaimana aspek-aspek tersebut dapat berkontribusi untuk mendapatkan wawasan lebih dalam budaya Using itu sendiri. Untuk mengatasi masalah tersebut, peneliti menggunakan metode deskriptif-kualitatif untuk mengumpulkan dan menganalisa data. Adapun data primer dalam penelitian ini adalah dua belas lagu, dengan para penyanyi dari Seblang Bakungan yang dianggap sebagai subjek penelitian. Rekaman audio berfungsi untuk mempertahankan "keaslian" dari lirik, yang kemudian ditranskripsikan dan disajikan dalam lampiran penelitian. Temuan dari penelitian ini mengungkap (a) aspek linguistik yang ada pada lirik lagu yang mencakup perubahan semantik dan fungsi pragmatis, (b) aspek puitika yang meliputi rima, aliterasi, konsonansi, dan asonansi, dan (c) strategi dalam upaya menambah wawasan budaya Using dengan memahami peran serta pengaruh lagu dan ritus pada budaya masyarakat Using itu sendiri. Lagu “Sukma Ilang” ternyata dapat diterapkan pada kehidupan sehar-hari sebagai mantra karena mantra itu sendiri merupakan bagian dari budaya suku Using. Atas dasar temuan yang telah dipaparkan, peneliti menyarankan agar para peneliti lebih lanjut mengkaji aspek morfosintaksis dari lirik Seblang Bakungan, sehingga keseluruhan aspek linguistik dari lirik lagu tersebut dapat terungkap sepenuhnya
Teachers’ Perspectives on English Textbook Entitled BahasaInggris for the Tenth Grade of Vocational High School
No full textABSTRACT Yustiana, Riana, A.2016. Teachers’ Perspectives on English Textbook Entitled BahasaInggris for the Tenth Grade of Vocational High School.Thesis.EnglishDepartment,Faculty ofLetters,State Universityof Malang. Advisor: (I) Dr. Sri Rachmajanti Dip. TESL, M. Pd., (II) Dr. Suharmanto M. Pd.Key Words: Teachers’ Perspectives, English Textbook, Vocational High SchoolThis study aims at investigating teachers’ perspectives on English textbook designed for the tenth graders. The researcherdeveloped and modified the criteria of textbook evaluation frominstrumentin BSNP (2013), Cunningsworth’s (1995), and Harmer’s (2007), they cover content feasibility, graphics feasibility, methodology, language feasibility, language skills, teacher’s guide, and availability and practicality.The study was conducted using mixed-method research design. The instruments applied were an evaluation sheet and an interview guide. The evaluation sheetconsists of 7 variables, 26 sub-variables, and 30 indicators while interview guide has 14 questions need to be answered by the teachers. The instruments were addressed to the English teachers of vocational high schools as the samples. The sample schools were chosen by using stratified random sampling, they were SMKN 3 Malang, SMKN 2 Malang, and SMKN 10 Malang. Fourteen English teachers who teach the tenth graders from the three schools mentioned were proposed as the respondents. The findings and discussions show that the textbook is closely meet the criteria of a good textbook based on the teachers’ perspectives. Based on the results, the textbook is categorized as good reference towards seven considerations such as content feasibility (R=46.9%), graphics feasibility (R=49.2%), methodology (R=49%), language feasibility (R=56%), language skills (R=48.5%), teacher’s guide (R=61.16%), and practical consideration (R=61%). Overall, the textbook reaches54% of the teachers’ degree of agreement (R). Then, the researcherinterprets scores (R)based on the relevancy range modified from Yudoleksono (1999).It was concluded that the textbook is fair and it needs a lot revision. The highlighted parts that need revision are the content, graphics, methodology, language feasibility and language skills. The most important parts need to be revised are the material relevancy to vocational school situation, availability of the listening materials, and the enrichment component in the teacher’s book. The researcher suggests the teachers to improve and adjust the materials to use in teaching and learning English in vocational school which has different students’ needs, interests, activities, and situation because the textbook is a basic materialsto acomplish the basic competence and also to find other sources as supplementary materials to accommodate vocational high school students’ needs, interests, activities, and learning situation
The Implementation of Giving Indirect Corrective Feedback to Improve Students’ Writing Ability of the Tenth Grade Students of SMAN 01 Purwosari
No full textABSTRACT Rosalia, Ariska. 2016. The Implementation of Giving Indirect Corrective Feedback to Improve Students’ Writing Ability of the Tenth Grade Students of SMAN 01 Purwosari. Undergraduate Thesis. English Department, Faculty of Letters, State University of Malang. Advisors: (1) Prof. Ali Saukah, M.A., Ph.D. (II) Dr. Mirjam Anugerahwati, M.A.Key Words: writing ability, indirect corrective feedback, recount textThis study was intended to improve the students’ writing ability by implementing indirect corrective feedback in the process of writing to get the better writing product. This study was CAR (Classroom Action Research) which consists of four steps; planning, implementing, observing, and reflecting the action. The subjects were the tenth graders of language program of SMAN 01 Purwosari at the second semester of 2015/ 2016 academic year. There were 31 students in the class. This study only focused on indirect corrective feedback using error code on students’ writing works (coded error feedback). This study used five kinds of instruments to collect the data: observation sheets, field notes, questionnaires, interview guidelines, and the students’ writing compositions. The study was considered successful if 75% students obtain 75 or above and also 75% students show their positive opinions about the strategy. The research was conducted in one cycle which consisted of six meetings. There were two observers: the English teacher and one English department student of State University of Malang. In this study, indirect corrective feedback was not only from the researcher, but also from the students (peer feedback). The strategy was carried out in every meeting after every writing activity. The peer feedback was done twice at the end of writing process in the third and last meeting since the students were asked to write a recount text individually two times during the study. After the students did peer feedback, the researcher gave indirect feedback to the students’ drafts. After that, the students were asked to revise it as their writing products. The students’ writing composition was scored using a scoring rubric adapted from Brown (2007) and had been validated by the validator. The findings showed that the students’ scores at the end of the meeting improved well when it compared to their scores in the preliminary study. The mean of final score showed improvement and the mean of each aspect in writing also indicated good improvement. The biggest improvement was in the language features, which became one of the main focuses. The mean after the implementation was 88.6, whereas the mean in the preliminary study was 80. All students passed the passing grade. Moreover, 87% students showed positive opinions towards the strategy based on the result of the questionnaires. Based on the findings, English teachers are supposed to implement corrective feedback in which the students get involve actively in the activities such as peer feedback and revision. Feedback will work well only if the students take a part in the activity. Further researchers are expected to conduct the same research in longer meetings and for other text types. Moreover, it is better if there is inter rater. The subjects are also supposed to be in higher level such as English department students who are taking writing course. ABSTRAK Rosalia, Ariska. 2016. Penerapan Pemberian Indirect Corrective Feedback untuk Meningkatkan Kemampuan Menulis Siswa Kelas X SMAN 01 Purwosari. Skripsi, Jurusan Sastra Inggris, Fakultas Sastra, Universitas Negeri Malang. Pembimbing: (1) Prof. Ali Saukah, M.A., Ph.D. (2) Dr. Mirjam Anugerahwati, M.A.Kata Kunci: kemampuan menulis, indirect corrective feedback, teks recountPenelitian ini bertujuan untuk meningkatkan kemampuan menulis siswa melalui indirect corrective feedback dalam proses menulis untuk mendapatkan produk tulisan yang lebih baik. Penelitian ini menggunakan metode Penelitian Tindakan Kelas yang memiliki 4 langkah; perencanaan, penerapan, observasi, dan refleksi. Subjek dalam penelitian ini adalah siswa kelas X Bahasa SMAN 01 Purwosari tahun ajaran 2015/ 2016. Terdapat 31 siswa dalam satu kelas. Penelitian ini hanya fokus pada indirect corrective feedback menggunakan kode eror pada produk tulisan siswa. Penelitian ini menggunakan 5 jenis instrumen untuk mendapatkan data, yaitu lembar observasi, catatan lapangan, kuesioner, pedoman wawancara, dan produk tulisan siswa. Penelitian ini dinyatakan berhasil apabila 75% siswa mendapatkan nila 75 ata diatasnya dan juga 75% siswa mempunyai pandangan positif terhadap strategi.Penelitian ini dilakukan dalam satu siklus yang terdiri dari 6 pertemuan. Ada dua pengamat, yaitu guru kelas bahasa Inggris dan mahasiswa jurusan sastra Inggris Universitas Negeri Malang. Pada penilitian ini, indirect corrective feedback tidak hanya berasal dari peneliti, tetapi juga dari siswa. Strategi diterapkan di setiap pertemuan setelah aktivitas menulis. Penilaian sejawat dilakukan dua kali pada akhir proses menulis pada pertemuan ketiga dan terakhir karena siswa menulis teks recount secara individu dua kali selama penelitian. Setelah siswa melakukan peer feedback, peneliti memberi indirect corrective feedback pada draft siswa. Kemudian, siswa merivisinya sebagai produk tulisan akhir.Produk tulisan siswa dinilai menggunakan rubrik yang diadaptasi dari Brown (2007) dan telah divalidasi oleh validator. Temuan dari penelitian ini menunjukkan bahwa nilai menulis siswa pada akhir pertemuan meningkat baik dibandingkan dengan nilai mereka sebelum penerapan strategi. Rata- rata dari nilai akhir siswa menunjukkan peningkatan dan rata- rata pada setiap aspek dalam menulis mengindikasikan peningkatan yang bagus. Peningkatan yang paling besar terdapat pada bahasa yang menjadi salah satu fokus dalam penelitian ini. Nilai rata- rata setelah penerapan strategi adalah 88.6, sedangkan nilai rata- rata sebelum penerapan adalah 80. Semua siswa mendapatkan nilai diatas nilai minimum. Selain itu, 87% siswa menunjukkan pandangan yang positif terhadap strategi berdasarkan hasil kuesioner.Berdasarkan penemuan ini, guru bahasa Inggris diharapkan menerapkan indirect corrective feedback dimana siswa dilibatkan secara aktif dalam kegiatan seperti pemberian feedback dan revisi. Feedback akan efektif hanya jika siswa terlibat di dalam aktivitas. Peneliti selanjutnya diharapkan melakukan penelitian yang sama untuk waktu yang lebih lama dan untuk tipe teks yang lain. Selain itu, akan lebih baik jika terdapat inter rater. Subjek penelitian juga diharapkan pada level yang lebih tinggi misalnya mahasiswa bahasa Inggris yang mengambil matapelajaran menulis. ACKNOWLEDGEMENTFirst of all, I would like to express my highest gratitude to Allah SWT for His blessing, love, opportunity, health, and mercy so that I can finish my thesis on time. In finishing this thesis, a lot of people have provided motivation, advice, support, and even remark that had helped me so much. In this valuable chance, I would like to express my gratitude and appreciation to all of them. My great thanks to Prof. Ali Saukah, M.A., Ph.D. as my first advisor who has given me a lot of valuable advice, knowledge, suggestion, idea, guidance, support, and motivation during the process of writing this thesis. I hope Allah will always bless him with healthiness and happiness. Next, I would like to present my sincere thanks to Dr. Mirjam Anugerahwati, M.A. as my second advisor. Thank you for all your goodness, meaningful and enjoyable guidance. Thank you for all your motivation, help, knowledge, and suggestion so that I could finish this thesis. Moreover, I would like to present my gratitude to Prof. Dr. Gunadi H. Sulistyo, M.A. as the board examiner who had made this thesis better. In addition, my big thanks to Prof. Bambang Yudi Cahyono, Ph.D. who had spent his busy time to be my validator. Thank you very much for giving me suggestion and guidance to make better instruments. Next, I present my gratitude to all lectures of English Department of State University of Malang for the precious knowledge and favors. My gratitude also goes to the principle of SMAN 01 Purwosari, Drs. Heru Wahyudi, M.Pd. who had given me permission to conduct my research there. Also, my special thankfulness goes to Yuwani Nurniasih S.Pd., the English teacher who had helped me so much in conducting the research and allowed me to take care of her class as the subject of my study. Moreover, my sweet thanks go to the tenth graders of language program of SMAN 01 Purwosari. Thank you for being my nice students and being cooperative during the study. My countless gratitude is dedicated to my family members especially my parents, Sugianto and Su’udah for endless love and sincere prayers. Both are my inspiration and spirit in finishing this thesis. I dedicate this thesis to them. I hope Allah will always bless them with healthiness and happiness too. My thankfulness also goes my sisters and other family members who always give me motivation, suggestions, sincere prayers, and even critique to encourage me to be a better person. In addition, my special and deep thanks also go to my observers, Aulia Zahroh and Sherly Rasdiana P.P, who had spent their limited time and energy to go to my hometown and helped me during the research. Thank you so much for giving me suggestion while dealing with the students. Moreover, my thankfulness goes to all my friends, especially classmates in English Department who cannot be mentioned here one by one, particularly to my companions in C class (CCTV). Sorry for not mentioning all your names. Thank you so much for the invaluable and unforgettable moments. It is my best class ever. I have taken a lot of invaluable knowledge about friendship, passion in teaching, and precious lesson of life. Last but not least, my gratitude is expressed to my beloved friends, Sindi, Farida, Meilisa, Rosy, Iza, Anja, Rani, Maya, Ela, and Gusti who have taught me how to appreciate life. Thanks for the smile and invaluable moments. Also, thanks to my friends in my futsal clubs, especially Nita, Silvi, and Selly. They have given me so much helped and fun. Thanks so much for being my mood boosters. The WriterTABLE OF CONTENTS PageABSTRACT iABSTRAK iiiACKNOWLEDGEMENT vTABLE OF CONTENTS viiLIST OF TABLES ixLIST OF FIGURES xLIST OF APPENDICES xi CHAPTER 1 INTRODUCTION1.1 Background of the Study 11.2 Research Problems 111.3 Significance of the Study 111.4 Scope of the Study 121.5 Definition of Key Terms 12 CHAPTER II RESEARCH METHOD2.1 Research Design 142.2 Role of the researcher 152.3 Subjects and Setting of the Study 152.4 Research Instrument 162.5 Research Procedures 202.5.1 Preliminary Study 222.5.2Planning 232.5.3 Implementing the Action 252.5.4 Observing the Action 282.5.5 Reflecting the Action 29 CHAPTER III RESEARCH FINDINGS3.1 Research Findings Cycle 1 303.1.2 Research Finding of the Implementation of the Strategy 303.1.3 The Improvement of the Students’ Writing Ability 323.1.4 The Students’ Opinions towards Indirect Corrective Feedback 45 CHAPTER IV DISCUSSION4.1 The Implementation of Indirect Corrective Feedback Strategy 464.2 The improvement of the Students’ Writing Ability 494.3 The Students’ Opinions Towards Indirect Corrective feedback 50 CHAPTER V CONCLUSION5.1 Conclusion 525.2 Suggestion 53 REFERENCES 55APPENDICES 58CURRICULUM VITAE 68LIST OF TABLESTable Page2.1 The Schedules of the Research 252.2 Activities in Cycle 1 263.1 The Comparison of Students’ Mean Score in Five Aspects of Writing Before and After the Implementation 323.2 The Students’ Writing Scores Before and after the Implementation 33LIST OF FIGURES Figure Page2.1 Steps in Classroom Action Research 213. 1 The Student’s Writing Composition Sample in the Preliminary Study 353.2 ARD’s First Draft (in the Middle of the Implementation) 363.3 ARD’s First Revision 373.4 ARD’s Second Draft at the End of the Meeting 383.5 ARD’s Final Version after the Implementation of the Strategy 393.6 ADN’s Writing Composition in the Preliminary Study 403.7 ADN’s First Draft in the Middle of the Implementation 413.8 ADN’s First Revision 423.9 ADN’s Second or Final Draft at the End of the Meeting 433.10 ADN’s Final Version after the Implementation of the Strategy at the End of the Meeting 44LIST OF APPENDICES Appendix Page1. Lesson Plan 582. Validation Sheets 593. Field Note (in the Preliminary and Implementing the Strategy) 604. Observations Sheets during the Implementation 615. Reflection Sheets from the English Teacher 626. Interview Guidelines, Interview Transcripts, Questionnairesand the Recapitulation 637. Students’ Writing Scores in the Preliminary, in the Middle,and at the End of the Meeting 648. Students’ Writing Composition Samples before and after the Implementation 659. Documentation of the Implementation 66 10. The Official Letter from SMAN 01 Purwosari 6
Foreign Language Writing Anxiety and Writing Quality
No full textABSTRACT The purpose of the study is to investigate the relationship betweenforeign language writing anxiety and writing quality. The data are collected byusing Second Language Writing Anxiety Inventory (SLWAI) adapted from Cheng(2004) and a writing prompt with 57 EFL university learners as the subjects.Pearson Product Moment Correlation Test is used to analyze the relationshipbetween the two variables. The findings reveal that the students‟ foreign languagewriting anxiety and their writing quality as defined in the study have statisticallysignificant and moderately negative relationship. In addition, there are morestudents who have moderate level of writing anxiety and also average writing skill.Further analysis in order to identify what factors might contribute to the results isdiscussed.Key words: foreign language writing anxiety, writing quality Among the four language skills, that is, listening, reading, writing, and speaking,writing is generally considered the most challenging and difficult skill for EFL studentsas it requires a set of complex abilities to master. Apart from cognitive factors such asgrammatical weakness, knowledge and understanding of topic assigned, less practice ofwriting, etc., there is a variety of affective factors that are equally crucial to success insecond language acquisition. According to Krashen (1987:31), affective factors can beplaced into one of these three categories: 1) motivation: performers with highmotivation generally do better in second language acquisition; 2) self-confidence:performers with self-confidence and a good self-image tend to do better in secondlanguage acquisition; and 3) anxiety: low anxiety appears to be conducive to secondlanguage acquisition, whether measured as personal or classroom anxiety (Krashen,1987:31). In this study, the focus was on anxiety because unlike motivation and selfconfidence,which can be said as positive factors, anxiety is the opposite. Although itmay actually be facilitative to language learners, anxiety is often regarded asdebilitative. Facilitative anxiety encourages and motivates the learners to do and/or dealwith language learning tasks, while debilitative anxiety is in contrast. It is known that asone of the affective factors, anxiety hinders language learning, in this case, writing, withits influence on learners‟ attitude and performance (Rezaei & Jafari, 2014:1546; Lee,2011:169). According to Wu (2010:174), “ … learning a foreign language in theclassroom, for most students, is full of challenges. One of the known challenges comesfrom the learners‟ affective factor, i.e., anxiety. ” Horwitz (2010:154) also agrees thatanxiety intuitively inhibits the learning and/or production of second language. The causes of foreign language writing anxiety are quite varied. It may arisebecause of time restriction (Rezaei & Jafari, 2014:1550; Lin & Ho, 2009:312), teacher‟sevaluation—students are worried that they will get negative comments on their works(Jebreil, Azizifar, Gowhary, & Jamalinesari, 2015:71; Liu & Ni, 2015:54; Rezaei &Jafari, 2014:1549; Lin & Ho, 2009:313), peer competition, writing subject—whenstudents do not have enough background knowledge about the topic assigned, theyeasily feel nervous (Rezaei & Jafari, 2014:1550; Lin & Ho, 2009:315), and also therequired writing format (Liu & Ni, 2015:54; Lin & Ho, 2009:316). There are several quantitative studies about foreign language writing anxiety thathave been conducted. Hassan (2001) did a correlational study between writingapprehension and self-esteem and writing quality and quantity of EFL universitystudents. One of his findings is that the writing apprehension negatively influences thequality of the subjects‟ composition writing. Using similar research method as Hassan‟s(2001), Negari and Rezaabadi (2012) investigated whether or not the EFL learners‟writing performance is relevant to low writing anxiety and test writing anxiety and todiscover the relationship between these different degrees of anxiety to see which one ofthem is more facilitative to the learners‟ writing performance. The results show that thestudents‟ writing marks were higher when they were experiencing high anxiety in thefinal writing test compared to their marks in the case of having low anxiety (Negari &Rezaabadi, 2012:2578). Relating to this study, Hassan (2001) and Negari and Rezaabadi (2012) used thesame research method, which is correlational. The difference is their focus of the study.None of them discussed the relationship between foreign language writing anxiety andwriting quality. That makes this study important to conduct. This study is expected tobecome one of those studies which reveals more the nature of foreign language writinganxiety. The study is also crucial due to the limited information regarding foreignlanguage writing anxiety in Indonesian educational context and the possible negativeeffects of it on language performance. Conducting this study can fill the gap, not only inIndonesian context, but also internationally, by adding useful information about foreignlanguage writing anxiety and its relationship with writing quality. Therefore, the present study aims to investigate the relationship between foreign language writing anxiety andwriting quality of State University of Malang‟s EFL students. Based on the background of the study, the research question is formulated asfollows: “Is there any relationship between the students‟ level of f oreign languagewriting anxiety and the quality of their writing?” As stated by Krashen (1987:31), “lowanxiety appears to be conducive to second language acquisition.” Based on thisassumption, the hypothesis used in this research is: there is a statistically significantnegative relationship between the students‟ level of foreign language writing anxietyand the quality of their writing. METHOD This correlational study involved 57 EFL university students. They were selected because of their high level of proficiency and more experience in learningEnglish; therefore, it was expected that they could give more comprehensiveinformation about foreign language writing anxiety and how it might correlate with theirwriting quality. Of the two instruments, the first one was Second Language Writing AnxietyInventory (hence, SLWAI) (Cheng, 2004). SLWAI is a 22-item questionnaire and isscored on a 5-point Likert Scale (1 = strongly disagree; 2 = disagree; 3 = neither agreenor disagree; 4 = agree; 5 = strongly agree). SLWAI was used because it has “ … goodinternal consistency reliability, respectable test-retest reliability, adequate convergentand discriminant validity, and satisfactory criterion-related validity” (Cheng, 2004:331)and it has been adopted in many studies related to second language writing anxiety. Thequestionnaire also consists of three subscales: Somatic Anxiety (as reflected in negativefeelings such as tension), Cognitive Anxiety (as reflected in negative expectations,preoccupation with performance), and Avoidance Behavior (as reflected in avoidance inwriting) (Rezaei & Jafari, 2014:1547). Even though the SLWAI was proven to have good validity and reliability, theresearchers wanted to make sure that this questionnaire was suitable for Indonesian EFLlearners. On January 28th, 2016, a pilot test was conducted on 5 EFL learners majoringin English Language Teaching and English Literature who had similar characteristicswith primary subjects. As a result, there were several difficult words that needed to bechanged in order to make it easier for the students to understand the questions in thequestionnaire. As there were some changes and modification in SLWAI, there was aneed to re-test its validity and reliability. Based on the results of validity test, the 4th item (“I often choose to write downmy thoughts in English”) was proven invalid; therefore, it was dropped and not includedin conducting the data analysis. After revision, the total item of SLWAI was 21 items.From the results of reliability test, the Cronbach‟s Alpha coefficient for the revisedSLWAI with 21 items was 0.891, indicating a good reliability. To know the subjects‟ writing quality, a writing prompt—the secondinstrument—was needed. Before starting to write an essay, the subjects read theinstruction given for the task. After that, they needed to explain whether or not they hadexperienced foreign language writing anxiety, described their anxiety, and stated thepossible reasons why they feel anxious when they were required to write in English. The students‟ writing quality was measured based on an analytic scoring rubricwhich has 1 to 4 point scale and 5 criteria—content, organization, grammar usage,vocabulary and word forms, and writing mechanics. There were two raters who scoredall of the students‟ essays based on the scoring rubric. The first rater was an experiencedEnglish teacher of a vocational high school in Malang who has a master degree inEnglish Education and the second rater was one of the researchers. Before giving marks to the students‟ essays, the raters were trained to score threesample essays based on the scoring rubric. When the raters reached an agreement onhow to grade the sample essays, they began to score the works of the students. Theresults from SPSS showed that the inter-rater reliability was 0.791, indicating anacceptable reliability. After collecting the data needed, the researchers used the SPSS to analyze thedata. The procedure was firstly, testing for normality by using Kolmogorov-Smirnovtest for sample > 50. The second was testing for linearity by using Ramsey test. Thirdly,analyzing the correlation between foreign language writing anxiety and writing qualityby using Pearson Product Moment correlation test and lastly, interpreting the results ofdata analysis to answer the research question.FINDINGS AND DISCUSSION Foreign Language Writing Anxiety Using the revised SLWAI, the students‟ foreign language writing anxiety wasmeasured. From the results of analyzing the data by utilizing SPSS, the minimum score obtained was 35 and the maximum was 93. The range between the score was 58, withstandard deviation 11.677 and mean 60.93. These scores, then, were classified into threecategories, that is low, moderate, and high level of foreign language writing anxiety inTable 1. Table 1 Students’ Level of Foreign Language Writing Anxiety Students‟ Scores on SLWAI Level of FLWA Frequency Percentage 35-48 Low 10 17.5 49-71 Moderate 37 65.0 72-93 High 10 17.5 Total 57 100.0 Based on Table 1, it appeared that out of 57 students, 10 students or 17.5% hadlow level of foreign language writing anxiety, 37 students or 65% had moderate level offoreign language writing anxiety, and the other 10 students or 17.5% had high level offoreign language writing anxiety. Then, it could be concluded that most of the subjectswere in moderate level which means many of them did not experience the extreme (lowand high) level of foreign language writing anxiety. Figure 1 presents the results in theform of a bar chart.Figure 1 Students‟ Foreign Language Writing Anxiety Based on the analysis results of frequencies statistics of the students‟ scores on SLWAI, it was revealed that students demonstrated highest writing anxiety aboutfeeling confused when writing in English under time restriction with mean score 3.42,and fear of getting a very poor grade with mean score 3.30. The lowest writing anxietywas about the state of trembling or beginning to sweat when writing in English undertime pressure with mean score 2.56 and the feeling of body stiffness and tenseness withmean score 2.47. For the types of foreign language writing anxiety, it appeared that CognitiveAnxiety was the most common type experienced by the students with mean score 3.006.In addition, Somatic Anxiety followed with mean score 2.9, while Avoidance Behaviorwas the least type with mean score 2.72.Writing Quality Based on the analysis results of frequencies statistics of the students‟ writingscores, Table 2 gives a breakdown of different scores for writing parts. Table 2 Students’ Writing ScoresContent Organization Grammar Vocabulary MechanicsN Valid 57 57 57 57 57 Missing 0 0 0 0 0Mean 3.1053 2.7544 2.9561 2.8596 2.7895Median 3.0000 3.0000 3.0000 3.0000 3.0000Mode 3.00 3.00 3.00 3.00 3.00Std. Deviation .30962 .56791 .51131 .32396 .36532Variance .096 .323 .261 .105 .133Range 2.00 2.50 2.00 2.00 1.50Minimum 2.00 1.50 2.00 2.00 2.00Maximum 4.00 4.00 4.00 4.00 3.50Sum 177.00 157.00 168.50 163.00 159.00 Table 2 indicates that the students obtained the highest mean score for content (3.1053) and the lowest mean score for organization (2.7544). This means that thestudents‟ strength was in developing the topic sentences and details of the essays whiletheir weakness was in the improper use of connectives. For the grammar (2.9561),vocabulary (2.8596), and mechanics (2.7895), the students got fairly average meanscores compared with the mean score for content. Table 3 presents the overall results ofstudents‟ writing quality. Table 3 Students’ Writing Quality Writing ScoreCategory of Writing SkillFrequency Percentage 60-69 Poor 16 28.170-79 Average 32 56.1 80-89 Good 9 15.8Total 57 100.0 Based on Table 3, the students were categorized as having poor, average, and good writing skill. From 57 students, 16 students or 28.1% got poor writing score, 32students or 56.1% got average writing score, and only 9 students or 15.8% appeared tohave good writing skill with scores slightly above average. Thus, from the results, it wasconcluded that most of the students had average writing skill. Figure 2 presents theresults in the form of a bar chart.Figure 2 Students‟ Writing Quality Normality and Linearity Test The normality of data distribution was known by conducting KolmogorovSmirnov test for more than 50 samples. Table 4 contains the results of normality test. Table 4 Results of Normality Test Variable Kolmogorov- Foreign Language Writing Anxiety Smirnov Z p (Asymp. Sig.) Condition Data Distribution 0.467 0.981 p > 0.05 Normal Writing Quality 0.629 0.823 p > 0.05 Normal Given the results, the variable „foreign language writing anxiety‟ had p = 0.981 while the variable „writing quality‟ had p = 0.823. The p of both variables were muchlarger than 0.05; therefore, it could be concluded that the variables were normallydistributed. After conducting normality test, linearity test by using Ramsey test should bedone in order to know whether the variables follow a linear pattern or not. The results ofcalculation showed that the observed value was 1.59 and the critical value was 3.162.When the observed value was smaller than the critical value (1.59 < 3.162), it could beconcluded that there was significant linear relationship between variable X and variable Y. As aforementioned, the main objective of the study was to investigate therelationship between students‟ foreign language writing anxiety and their writing quality. From the results of SPSS, the Pearson Correlation r obtained was -0.502 with Sig. (2-tailed) = 0.000. With r = -0.502 as a result, the relationship between students‟foreign language writing anxiety and writing quality was moderate and negative. For significance 0.000, it means that there was a statistically significant relationshipbetween the two variables as it is smaller than 0.05 (p < 0.05). This finding is supported by a correlational study conducted by Hassan (2001).In his study, he used the term “apprehension” rather than “anxiety.” He stated that, as aconclusion, the writing apprehension negatively influenced the quality of the students‟composition writing or in other words, low apprehensive students writers wrote betterquality compositions than their high apprehensive counterparts. From the findings of the study, it was revealed that the students with high levelof foreign language writing anxiety had several reasons of having writing anxiety.Based on the information given from their essays, their issues included: not feelingconfident with their grammar knowledge, lacking vocabulary mastery, being unfamiliarwith the topic or not having enough background knowledge of the topic assigned, notknowing how to organize an essay properly, feeling worried about teacher‟s evaluation,feeling worried about time limitation and peer competition, not liking English writing,and, therefore, lacking practice, and feeling uncomfortable with the requirement ofminimum word count. These students‟ reasons for their foreign language writinganxiety confirm the findings in related past studies, such as those conducted by Ho(2016), Jebreil, Azizifar, Gowhary, and Jamalinesari (2015), Kırmızı and Kırmızı(2015), Liu and Ni (2015), Rezaei and Jafari (2014), Qashoa (2013), and Lin and Ho(2009). In addition to the students‟ reasons for their foreign language writing anxiety, itappeared that Cognitive Anxiety was the most common type experienced by thestudents with mean score 3.006. Somatic Anxiety followed with mean score 2.9, whileAvoidance Behavior was the least type with mean score 2.72. The fact that moststudents experienced Cognitive Anxiety is consistent with that of Rezaei and Jafari(2014) and Jebreil, Azizifar, Gowhary, and Jamalinesari (2015). Relating to their writing quality, students with high level of foreign languagewriting anxiety tended to get poor and average writing scores. The reasons for theirforeign language writing anxiety discussed previously might logically affect theirwriting quality. In the case of lack of confidence in grammar knowledge, Rezaei andJafari (2014:1549) stated that, “poor linguistic knowledge consequently results in lowself-confidence and discourages student to write.” On the other hand, the students who were categorized as having low level offoreign language writing anxiety mentioned that reading a lot significantly helped themto write better. Consistent with the study by Lee (2002), it was believed that freereading don
Dialectal Variation of Kangean: An Intonational and Lexical Study
No full textABSTRACT Nurris, D.R. 2016. Dialectal Variation of Kangean: An Intonational and Lexical Study. Skripsi. Bahasa dan Sastra Inggris, Fakultas Sastra, Universitas Negeri Malang. Pembimbing I: Prof. A. Effendi Kadarisman, M.A., Ph.D., Pembimbing II: Evynurul Laily Zen, S.S., M.A.Kata kunci: keberagaman dialek, dialektologi, Kangean, kajian intonasi, kajian leksikalPerbedaan dialek terjadi akibat pengaruh aspek sosial ataupun aspek geografi. Di samping itu, penentuan perbedaan bahasa dalam wilayah tertentu dapat menggunakan kajian dialektologi geografi untuk meneliti perbedaan dialek. Selain itu, penelitian ini dilakukan untuk mempelajari lebih dalam mengenai keberagaman bahasa yang digunakan di kepulauan Kangean. Penelitian ini khususnya mefokuskan pada kajian intonasi dan leksikal di tiga daerah pengamatan kepulauan Kangean, meliputi Arjasa, Kangayan, and Sapeken. Ketiga daerah pengamatan ini dipilih atas dasar kedudukan tiga daerah ini sebagai pusat kecamatan di Kepulauan Kangean. Pendekatan kualitiatif merupakan metode penelitian yang digunakan dalam penelitian ini. Penelitian ini dilakukan pada tanggal 23 Desember sampai dengan 29 Desember 2015. Alat penelitian yang digunakan adalan 200 Kata Swadish dan alat perekam. Data diambil dengan mewawancarai tiga narasumber, yang merupakan penduduk asli di setiap daerah pengamatan. Kemudian, seluruh data yang telah diucapkan oleh narasumber akan direkam secara tertulis dan dirangkum secara singkat dalam bab temuanHasil pengamatan menunjukkan bahwa terdapat 192 perbedaan leksikal dan 8 tanpa perbedaan dari 200 kata yang terdaftar. Berdasarkan kajian leksikal, diantara ketiga daerah pengamatan ini, ditemukan bahwa kecamatan Arjasa dan kecamatan Kangayan memiliki 20,3% perbedaan, sementara itu prosentase kecamatan Arjasa dan kecamatan Sapeken menunjukkan 99,47% perbedaan, dan kecamatan Kangayan dan kecamatan Sapeken menunjukkan 100% perbedaan. Selain itu, penelitian ini juga menunjukkan adanya keragaman intonasi yang digunakan oleh penutur bahasa Kangean dalam mengakhiri setiap kalimat; intonasi turun (Arjasa) dan intonasi naik (Kangayan dan Sapeken)Setelah melakukan penelitian dialektologi di Kangean, dapat kita simpulkan bahwa satu wilayah geografi dapat memiliki dialek yang berbeda-beda. Akan tetapi, sangatlah disarankan untuk peneliti berikutnya untuk mampu melakukan penelitian lebih dalam mengenai dialek bahasa Kangean dalam sudut pandang aspek sosial atau historis sebagai kontribusi dalam dunia linguistik
Developing Interactive Courseware on Ibn Battuta Journey to Teach Vocabulary of Seventh Grader of SMPN 1 Muncar
No full textABSTRACT Rohairi, Billi. 2016. Developing Interactive Courseware on Ibn Battuta Journey to Teach Vocabulary of Seventh Grader of SMPN 1 Muncar. Sarjana’s Thesis, English Department, Faculty of Letter, State University of Malang. Advisor: (I) Drs. Andi Muhtar, M.A. (II) Dr. Furaidah, M.A.Keywords: development, Ibn Battuta journey, multimedia-based, vocabulary, interactive coursewareEnglish as an international language plays an important role to develop and learn more knowledge since most of the knowledge in the world is communicated in English. Increasing vocabulary mastery in an interesting way is one of the ways that can help students learn English.The purpose of this research is to develop an interactive courseware to teach vocabulary to the students of seventh grader of SMPN 1 Muncar in an interesting and engaging way.This research and development was conducted based on Borg and Gall research model which was modified and consists of nine steps, i.e. (1) information collecting, (2) planning, (3) developing, (4) experts validation, (5) try-out I, (6) revision based on try-out I, (7) try-out II, (8) final product revision, and (9) final product. The modification was attempted because the original method needed 3 try-outs that requires greater amount of time the researcher could not afford.This research and development resulted in an interactive courseware for teaching vocabulary to seventh graders of SMPN 1 Muncar which contains materials about daily needs, greetings, and countable and uncountable nouns. There are 12 interactivities in the courseware which are based on the places Ibn Battuta visited. The interactive courseware was designed for three meetings.The results of the interactive courseware of Ibn Battuta’s journey validation by experts was 90%. The try-out was conducted in seventh grader class of SMPN 1 Muncar. The results of the try-out was 94%. Therefore, the interactive courseware is stated as valid and can be used as one alternative vocabulary teaching media in SMPN 1 Muncar. Based on the results of the study, teachers are expected to take advantage of the media teaching vocabulary. For the students, it is expected that the students can learn English vocabulary well using the interactive courseware. For further development, it is suggested that the next developer innovate the product to be more interesting and interactive
The Implementation of Self-Correction Method in Essay Writing Class
No full textABSTRACT Wahyuningsih, Ratna. 2016. The Implementation of Self-Correction Method in Essay WritingClass. Thesis. English Department, Faculty of Letters, State University of Malang. Advisors(1) Dr. Arwijati Murdibjono, M.Pd, Dip.TESL (2) Drs. Andi Muhtar, M.A.Keywords: Self-correction, writingIn the traditional error correction process, teacher always provides the correction for thestudents’ writing for teacher is seen as the authority and the source of knowledge in class. In thiscase, students act as passive recipients of the evaluation process. There is a widespread beliefthat students who are passive and disengaged from the evaluation process will not pay attentionto the feedback given. Many researchers have proposed methods of evaluation that will engagestudents in the evaluation process that students will gain more impact from their learning e.g.self-correction. In regard to this point, this study aimed at investigating the implementation ofself-correction process.This study involved 25 sophomore students and a lecturer in the English Department,State University of Malang. The students were asked to write two essays based on two methodsof development i.e. classification and contrast and comparison. After writing the essay, thestudents underwent self-correction process based on guideline sheet, in which they had to correcttheir own essay. A set of questionnaires was spread to the students to gather informationregarding the implementation of the self-correction from the point of view of the students.Moreover, an interview was conducted with the lecturer to support the data from thequestionnaire. The interview covered the data regarding the implementation of self-correctionfrom lecturer’s point of view.The result of the study indicated that even though 21 out of 25 students had no experiencein doing self-correction, they had positive perceptions toward the implementation of the methodthat requires independency and responsibility of the students. They considered that theimplementation of this method was helpful. They were pleased that their score improved.Furthermore, they also felt that their grammar accuracy increased. They also made improvementin terms of organization. Despite the fact that self-correction was considered helpful for most ofthe students, there was still a student who felt reluctant to do self-correction. This was probablybecause the students were accustomed to relying on teacher’s feedback.The result of this study suggested this method of evaluation to be applied more deeply in writing class as well as to be carried for further studies
"Fairies' Wheel": An Instructional Medium to Improve Speaking Skills of Junior High School Students
No full textABSTRACT Ratnasari, Astri. 2016. “Fairies’ Wheel”: An Instructional Medium to Improve Speaking Skills of Junior High School Students. Thesis, English Department, Faculty of Letters, State University of Malang. Advisor :(I) Dr. E. D. Laksmi,M.Pd., (II) Fransisca Maria Ivone, M.A., Ph.D.Keywords: instructional media, non-electronic media, speaking skill, seventh gradersThe purpose of this study was to develop an instructional medium to improve the students’ speaking skills of seventh graders in SMPN 6 Malang. The instructional medium Fairies’ Wheel is a non-electronic medium that can be used for a whole class. The development of the instructional media was based on the problems occurred in the class.This study used research and development (RnD)design by Borg and Gall (1983) with the following steps; (1) needs analysis, (2)material and product development, (3) expert and teacher validation, (4) revision I, (5) product try-out, (6) revision II, and (7) producing the final product.The needs analysis was conducted by giving the students questionnaire and interviewing the teacher. The result of needs analysis showed that there were several problems in the class, which were; the lack of media, the lack of students’ confidence while speaking English in front of the class, and the lack of vocabularies the students had while speaking. The next step was the material and product development. The materials developed for this product was based on the syllabus of Curriculum 2013, i.e. descriptive text. The medium design was similar to a foldable ferrish wheel which was packed up in a box along with the materials (the pictures and the hints). Before the product try-out, the mediumwas validated by the expertsand the outcome turned out to be good. The expertsgave some positive comments, yet there were several things which needed to be revised. After the revision, the product was tried-out tobe usedin the classroom. The tried-out was conducted in class 7.6 of SMPN 6 Malang in the second semester. The result of the try-out was good, indicated by the good speaking performance and questionnaire feedback of the students. As the step was continued by revising the product after being tried-out, the researcher then produced the final product.The result of the study showed that the medium was appropriate and suitable to support teaching and learning process, especially for improving speaking skills for seventh graders. English teachers can also use this medium for other text types such as narrative text and procedure text. Further researchers can also develop this media to make it better regarding some of the weaknesses. In addition, the further researchers can do another research about this media on different skill such as reading or writing.ABSTRAK Ratnasari, Astri. 2016. “Fairies’ Wheel”: An Instructional Medium to Improve Speaking Skills of Junior High School Students. Skripsi, Jurusan Sastra Inggris, Fakultas Sastra,Universitas Negeri Malang. Pembimbing: (I) Dr. E. D. Laksmi, M.Pd., (II) Fransisca Maria Ivone, M.A., Ph.D.Kata kunci: media pembelajaran, media non-elektronik, kemampuanberbicara, siswaSMP kelas 7 Tujuan dari penelitian ini adalah untuk mengembangkan sebuah media pembelajaran guna meningkatkan kemampuan berbicara siswa kelas 7 di SMPN 6 Malang. Medium Fairies’ Wheel merupakan medium non-elektronik yang bias digunakan untuk satu kelas secara keseluruhan. Pengembangan media tersebut berdasarkan masalah-masalah yang terjadi di dalam kelas. Penelitian ini menggunakan desain penelitian dan pengembangan oleh Borg dan Gall (1983) yang mempunyai beberapa tahapan, yaitu: (1) perumusan masalah, (2) pengembangan materi dan produk, (3) validasi ekspertis dan guru, (4) revisi I, (5) uji coba produk, (6) revisi II, dan (7) pembuatan produk akhir. Perumusan masalah dilakukan dengan mendistribusikan kuisioner pada siswa dan melakukan wawancara pada guru. Hasil dari perumusan masalah menunjukkan bahwa ada beberapa masalah yang terjadi di kelas, yaitu: kurangnya ketersediaan media, kurangnya percaya diri pada siswa saat berbicara bahasa Inggris di depan kelas, dan kurangnya kosakata saat siswa berbicara bahasa Inggris. Tahapan selanjutnya adalah pengembangan materi dan produk. Materi yang dikembangkan untuk produk ini berdasarkan silabus kurikulum 2013 tentang teks deskripsi. Sebelum diuji coba, media terlebih dahulu divalidasi oleh ekspertis, dan hasilnya baik. Ekspertis memberikan beberapa komentar positif, tetapi juga ada beberapa hal yang perlu direvisi. Setelah produk direvisi, produk tersebut diuji coba di kelas. Hasil dari uji coba produk tersebut sudah bagus, terindikasi dari penampilan kemampuan berbicara dan tanggapan yang baik dari para siswa. Tahapan selanjutnya merupakan revisi produk setelah diuji coba, dilanjutkan dengan pembuatan produk akhir.Hasil dari penelitian ini menunjukkan bahwa media ini sesuai untuk digunakan membantu kegiatan belajar mengajar, terutama kemampuan berbicara, pada siswa SMP kelas 7. Guru Bahasa Inggris dapat menggunakan media ini untuk jenis teks yang lain seperti teks naratif dan teks prosedur. Peneliti yang lain juga bias mengembangkan media ini untuk menjadi lebih baik lagi mengingat kelemahan-kelemahan media ini, dan juga melakukan penelitian lanjut tentang media ini menggunakan kemampuan yang lain seperti kemampuan membaca dan menulis
Exaggeration expression and Insider or Outsider in the Movie "The Godfather Part II"
No full textABSTRACT EXAGGERATION EXPRESSION AND INSIDER OR OUTSIDER IN THE MOVIE “THE GODFATHER PART II”Bayu Ilham Pribadi, State University of MalangE-mail: [email protected] (interest, approval, sympathy with H), a strategy of positive politeness theory, is the other topic which include either. It occurs on the expression or utterances which are used in exaggerated intonation and stress. Insider or outsider is one of language and culture relationship theory which deals with identifying the members of particular community that are defined them as insiders against others whom they thereby define as outsider. The implementation of two basic theories above flows on the specific movie, entitled “The Godfather Part II”. There are some scripts that imply the existence of insider or outsider theory regarding the language and culture used. Focusing on language used, the occurrence of exaggerate (interest, approval, and sympathy with H) is adequate often on the dialogue of the characters on each part of this particular movie. Thus, the implications are that someone’s background and the power of language influence the existence of insider/outsider control, domination, and social attitudes. Keywords: insider, outsider, exaggerate, positive politeness
COMPARING ILIAD AND THE SONG OF ACHILLES: INTRINSIC AND EXTRINSIC DIFFERENCES
No full textIliad, one of the most notable and renown literatures in the world, has been inspiring many authors and writers to venture into the world of mythology as their primary work themes, such as Madeline Miller who produces a novel The Song of Iliad in 2012. The most interesting points about The Song of Achilles are its narrator being different to Iliad, and the fact that the novel is modernized version of Iliad written by American author.Therefore the researcher wondered about: 1.) the intrinsic differences between The Song of Achilles and its original (based on the perspective difference between the two novel), and 2.) American Idealism implied on its extrinsic elements. This research is a qualitative study concerning the comparison between Iliad and The Song of Achilles. Using narrative theory, the analysis revolves around plot, characterization, setting, and the narration and focalization to determine the intrinsic differences between the two novels. After that, on the analysis of extrinsic elements, deconstruction, semiotics, and new historical criticism will play focal part in determining how American Idealism is presented in the novel The Song of Achilles. The findings revealed that 1.) the change in narrator’s perspective influences other intrinsic differences between Iliad and The Song of Achilles, such a.) Iliad contains multiple plotlines while The Song of Achilles only focuses on a singular plotline;b.)allthe characters appear in the adaptation are Iliad’s original, but their major characters undergo alternation on their characterization;c.)visual and psychological setting of The Song of Achilles is identical buthas different focus to Iliad; and d.) the timeline of the two novels are utterly different. Furthermore, 2.)American Idealism displayed on The Song of Achilles is relevant to gender behavior stereotype. It is concluded that by combing the context of The Song of Achilles using narrative theory and then objectively comparing it to Iliad, the researcherhas found that by assigning Patroclus as her work’s center character, Miller able to rebuild an already well-established narrative with a new structure, qualifying The Song Achilles asa stand-alone work from Iliad, both intrinsically and extrinsically. However, as this study only focuses on general intrinsic and extrinsic differences between Iliad and The Song of Achilles, it does not divulge further on each analysis. Therefore, it is advisable for future researchers interested on conducting a study on the same subject for focusing on certain aspects of intrinsic elements such the aspect of characters, or the focus can be directed on the extrinsic elements such the study of gender