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An Annotated Indonesian Translation of Edgar Allan Poe’s The Cask of Amontillado and Nathaniel Hawthorne’s The Minister’s Black Veil
No full textABSTRACT Susanti, W.D. 2015. An Annotated Indonesian Translation of Edgar Allan Poe’s TheCask of Amontillado and Nathaniel Hawthorne’s The Minister’s Black Veil.Thesis. English Department, Faculty of Letters, State University of Malang.Advisors: (I) Drs. Arif Subiyanto, M.A.; (II) Maria Hidayati, S.S, M.Pd. Keywords: translation, annotated, short story Translation is needed in order to avoid language barrier in understandingliterature. Rendering a story from the source language (SL) to a target language (TL)is demanding for a translator. Therefore, this project aims at translating two shortstories written by two American authors, Edgar Allan Poe and Nathaniel Hawthorne.The short stories are Edgar Allan Poe’s The Cask of Amontillado (JebakanAmontillado) and Nathaniel Hawthorne’s The Minister’s Black Veil (Cadar HitamSang Pastor). Those short stories are chosen because it is written in exquisite English with alot of symbolisms and metaphors. Not only from the language aspect, the short storiesare also wrapped in mystery themes that makes translator has to comprehend the plotas well as comprehend the language. In order to make the TL readers engaged with the story, it is important not totranslate the stories from the words only, but to translate it through its content andcontext. Some words and phrases are not literally translated out of their SL. In findingmore suitable translation for words, phrases, and idioms that have no equivalent inTL, I consider the explicit and implicit meaning that the authors try to deliver in theirSL works. An example is ‘I forget your arms’ from The Cask of Amontillado, thatsentence refers to idiom ‘the coat of arms’ which means a design or symbol of afamily. It has no equivalent idiom in the TL, so I translated it from the real meaningin the SL. The sentence is translated to be ‘aku lupa lambang keluargamu’. Bytranslating it into a comprehensible sentence, TL readers are not missing theconversation and the plot of the story. Regarding the issue above, I then add annotations to my translation in thisproject. The purpose of the annotations is to show the ratiocination in translating thestories. By giving annotations, a translator can be responsible for their translations. In summary, the result of this study is 24 annotations in total for two shortstories. Those annotations cover six annotations for name symbolisms, sixannotations for phrases and sentences, five annotations for word, four annotations forforeign terms, two annotations for titles and one annotation for idiom. ABSTRAK Susanti, W.D. 2015. Terjemahan Bahasa Indonesia Beranotasi pada JebakanAmontillado Karya Edgar Allan Poe dan Cadar Hitam Sang Pastor KaryaNathaniel Hawthorne. Skripsi. Jurusan Sastra Inggris, Fakultas Sastra,Universitas Negeri Malang. Pembimbing: (I) Drs. Arif Subiyanto, M.A.; (II)Maria Hidayati, S.S., M.Pd. Kata Kunci: terjemahan, anotasi, cerita pendekTerjemahan dibutuhkan untuk menghindari adanya rintangan bahasa dalam memahami karya sastra. Menerjemahkan cerita dari bahasa sumber (BSu) ke bahasaSasaran (BSa) menantang bagi penerjemah. Maka, proyek ini bertujuan untukmenerjemahkan dua cerita pendek karya Edgar Allan Poe dan Nathaniel Hawthorne.Kedua cerita pendek tersebut adalah Jebakan Amontillado (The Cask of Amontillado)karya Edgar Allan Poe dan Cadar Hitam Sang Pastor (The Minister’s Black Veil)karya Nathaniel Hawthorne. Cerita pendek tersebut dipilih karena keduanya ditulis dalam Bahasa Inggrisyang indah dengan berbagai simbolisme dan metaphor. Tidak hanya melalui aspekkebahasaan, kedua cerita pendek tersebut juga dikemas dalam tema misteri yangmembuat penerjemah harus memahami alur cerita bersamaan dengan memahamibahasanya. Untuk membuat pembasa BSa dapat mengikuti alur cerita, sangat pentinguntuk tidak menerjemahkan cerita dari kata per kata, tetapi menerjemahkannyamelalui konten dan konteks-nya pula. Beberapa kata dan frase tidak diterjemahkanlangsung dari BSu. Agar dapat menemukan terjemahan yang lebih tepat untuk kata,frasa, dan idiom yang tidak memiliki padanan di BSa, penerjemahmempertimbangkan makna implisit dan eksplisit dimana penulis mencoba untukmenyampaikannya dalam karya BSu mereka. Salah satu contoh adalah ‘I forget your arms’ dari Jebakan Amontillado,kalimat tersebut mengacu pada idiom ‘the coat of arms’ yang artinya sebuah lambangatau simbol suatu keluarga. Idiom tersebut tidak memiliki padanan di BSa, makapenerjemah menerjemahkannya dari arti sebenarnya dalam BSu. Kata diatas diterjemahkan menjadi ‘aku lupa lambang keluargamu.’ Dengan menerjemahkannyake kalimat yang mudah dipahami, pembaca BSa tidak kehilangan makna percakapanserta alur cerita. Mengenai masalah diatas, penerjemah memberikan anotasi padaterjemahannya dalam penelitian ini. Tujuan dari anotasi adalah untuk memberikanketerangan yang layak dalam menerjemahkan cerita. Dengan memberikan anotasi,penerjemah dapat bertanggung jawab atas terjemahannya. Secara ringkas, hasil dari penelitian ini berupa 24 anotasi untuk dua ceritapendek. Anotasi tersebut terbagi menjadi 6 anotasi untuk simbolisme nama, 6 anotasiuntuk frasa dan kalimat, 5 anotasi untuk kata, 4 anotasi untuk istilah terapan, 2 anotasi untuk judul, dan 1 anotasi untuk idiom
A SummativeTeacher-made Test of English Conducted in the 2nd Semester of Grade 8 in SMPN 9 Malang Academic Year of 2014/2015.
No full textABSTRACT Khansa, Maharani. 2016. A Summative Teacher-made Test of English Conducted in the 2nd Semester of Grade 8 in SMPN 9 Malang Academic Year of2014/2015. Thesis, English Language Teaching Program, EnglishDepartment, Faculty of Letters, State University of Malang. Advisor I: Dr.Sintha Tresnadewi, M.Pd. Advisor II: Prof. H. Ali Saukah, M.A., Ph.D.Keywords: Teacher-made test, final English test, item analysisThe purpose of conducting this study was to evaluate the quality of theteacher-made test in the final English test of 2nd semester grade 8 in SMPN 9Malang academic year of 2014/2015. The rules and principles used to evaluate thetest in this study are based on the criteria of a good test that should be achieved bythe test in order to be a good measurement in assessing the students’ ability. Therequirements that will be the focus in this study are the reliability, face validity,content validity, item difficulty, item discrimination, the distracters’ effectiveness,and the anatomy of multiple-choice construction in the test item. The research design used in this study is descriptive evaluative research. Inevaluating the quality of the test, quantitative and qualitative analysis methods areused. The data used in this study were obtained from the school’s documents. Thedata are the blueprint of the test made by the teacher, the students’ answer sheets,and the test itself. The data were manually calculated with the help of MicrosoftExcel Program. Based on the result of the analysis, the final English test of 2nd semestergrade 8 in SMPN 9 Malang academic year of 2014/2015 has an acceptablereliability. The reliability coefficient of the test is .72 and it is considered to beacceptable for a classroom test. Second, the face validity of the test is not goodenough because it cannot indicate the real looks of a final English test for SMPN (Malang. Third, the content validity is good since it covers 68% materials stated inthe curriculum. Fourth, the item difficulty of the test is considered to be low.Fifth, there are only 36% items that are accepted in the test in terms of theirdiscriminating level. Most of the items cannot discriminate between the “upper”and the “lower” students. Sixth, only 28% of the total items with all of theirdistracters work well. Seventh, the construction of the stem and alternatives is notso good since there are only 675 checks out of 850 checks that should be fulfilledin analyzing the items construction. Last, after summarizing the result of the itemanalysis, there are seventeen out of fifty items that must be dropped since they donot meet the criteria and the principles of a good test item. To sum up, the teacher-made test in the final English test of 2nd semestergrade 8 in SMPN 9 Malang academic year of 2014/2015 is considered to have a good reliability and content validity, but, it performs badly in the face validity andin the item analysis. Considering the quality of the test, it is important for theteacher as the test constructor to know how to evaluate and analyze the test. Thetest that has been made by the teachers should be analyzed and evaluated first inorder to give a valid result in measuring the students’ ability. So, it can measureand present the real ability of the students.ABSTRAK Khansa, Maharani. 2016. A Summative Teacher-made Test of English Conducted in the 2nd Semester of Grade 8 in SMPN 9 Malang Academic Year of2014/2015. Thesis, English Language Teaching Program, EnglishDepartment, Faculty of Letters, State University of Malang. Advisor I: Dr.Sintha Tresnadewi, M.Pd. Advisor II: Prof. H. Ali Saukah, M.A., Ph.D.Keywords: Teacher-made test, final English test, item analysisTujuan diadakannya penelitian ini adalah untuk mengevaluasi kualitas tesyang dibuat oleh guru pada Ujian Akhir Semester Bahasa Inggris Semester 2Kelas 8 di SMPN 9 Malang Tahun Ajaran 2014/2015. Aturan-aturan dan prinsipyang digunakan untuk mengevaluasi tes pada penelitian ini adalah berdasarkankriteria tes yang baik yang harus dicapai oleh sebuah tes agar menjadi sebuah alatukur yang baik dalam menilai kemampuan siswa. Syarat-syarat untukmengevaluasi sebuah tes yang akan menjadi fokus dalam penelitian ini adalahreliabilitas, validitas muka, validitas isi, tingkat kesukaran, daya pembeda,keefektifan pengecoh, dan konstruksi soal maupun alternatif jawaban. Desain yang digunakan dalam penelitian ini adalah deskriptif evaluatif.Metode kuantitatif dan kualitatif digunakan untuk mengevaluasi kualitas tesdalam penelitian ini. Data yang digunakan dalam penelitian ini didapat daridokumen sekolah. Data yang digunakan adalah kisi-kisi soal yang dibuat olehguru, lembar jawab siswa, dan naskah soal. Semua data yang digunakan dalampenelitian ini berasal dari dokumen pribadi SMPN 9 Malang. Data yang diperolehkemudian dihitung menggunakan program Microsoft Excel. Berdasarkan hasil analisis, soal Ujian Akhir Semester Bahasa InggrisSemester 2 Kelas 8 di SMPN 9 Malang Tahun Ajaran 2014/2015 memilikireliabilitas yang cukup diterima. Koefisien reliabilitas tes yang diperoleh adalah.72 yang mana itu dapat diterima untuk tes tingkat kelas. Kedua, validitas mukadari tes tidak cukup bagus karena tidak dapat mencerminkan soal Ujian AkhirBahasa Inggris yang sebenarnya. Ketiga, validitas isi dari tes baik karenamencakup 68% dari materi yang tertera dalam kurikulum . Keempat, tingkatkesukaran dari tes tergolong rendah. Kelima, hanya sebanyak 36% butir soal yangdapat diterima di dalam tes menurut indeks daya beda. Kebanyakan dari butir soaltidak dapat membedakan murid dari golongan “atas” dan murid dari golongan“bawah”. Keenam, hanya 28% dari keseluruhan soal yang semua pengecohnyaberfungsi dengan baik. Ketujuh, konstruksi soal dan alternatif jawaban tidakbegitu baik karena hanya terdapat 685 checks dari total 850 checks yang harusdipenuhi dalam mengevaluasi konstruksi butir soal. Terakhir, setelah merangkumhasil dari analisis butir soal, terdapat 17 butir soal yang harus dibuang karena butir-butir soal tersebut tidak memenuhi kriteria dan prinsip-prinsip butir soalyang baik. Untuk merangkum secara keseluruhan, tes yang dibuat oleh guru padaUjian Akhir Semester Bahasa Inggris Semester 2 Kelas 8 di SMPN 9 MalangTahun Ajaran 2014/2015 memiliki reliabilitas dan validitas isi yang bagus, namuntidak dapat menunjukkan hasil yang memuaskan dalam validitas muka dan hasildari analisis butir soal. Mengetahui hasil dari analisis kualitas tes, sangat pentingbagi guru sebagai pembuat tes untuk mengetahui cara mengevaluasi danmenganalisis tes. Tes yang dibuat oleh guru seharusnya dianalisis dan dievaluasilebih dulu untuk memberikan hasil yang valid dalam mengukur kemampuansiswa. Jadi, kemampuan siswa yang sebenarnya dapat terukur dan terpaparkan dengan baik
Developing Web-Based Supplementary Listening Materials for Eighth Graders
No full textABSTRACT Developing Web-Based Supplementary Listening Materials for Eighth GradersAchieving the goal of listening comprehension in Junior High School level seems to be a challenging process for both the teacher and the students. This is hard to achieve because of limited materials and class time for listening. Using media to teach listening might help students to listen and attract them to do listening practice by using fun approach. That is why, this research is conducted to develop web-based supplementary listening material, which is intended for eighth graders, will be useful to overcome the limited time allotment and providing an opportunity for both enhancing students’ listening understanding and supporting their academic achievement.In this research, the researcher employed the R&D model adapted from Hyland (2003:57) which consists of several stages; (1) need analysis; (2) product development; (3) experts validation; (4) revision I; (5) try-out; (6) revision II; and (7) the final product. In the needs analysis, the researcher gave questionnaire to eighth graders of SMPN 1Wajak and interviewed the teacher. The result of need analysis showed that the students need supplementary materials to help them practice listening. The product was developed using Weebly, to create a website, and Google Form, to create interactive exercises. The product was validated by two experts on instructional media and materials: a lecturer of State University of Malang and an English teacher of SMPN 1 Wajak. Then, the product was tried out to 6 eighth graders of SMPN 1 Wajak as the sample. The result of the try-out shows that the design can attract the students to do listening practice. The product was revised based on the results of the expert validation and try-out, concerning the design and layout, accessability, and materials and the students feedback. The final product of this study is a web-based supplementary listening material entitled Fun Listening. The product can be accessed using PC and/or mobile phone over the Internet by visiting funlistening.weebly.com. The product consists of four lessons: (1) asking, giving and denying information; (2) giving attention to the speaker; (3) advertisement; and (4) recount text and narrative text. There are two recordings and three videos. The tasks are in the form of open-ended question, multiple choice, true/false, short answer, and assignment. All materials in this website are presented using Three-Phase technique, that is, Pre-Listening, Whilst-Listening, and Post-Listening. The researcher offers some suggestions to teacher and also future researchers who are interested in developing web-based supplemen
The Female Stereotype as Represented in Female Ghost Characters in Selected Horror Films
No full textABSTRACT Khusnawati, Isna Zulfa. 2016. The Female Stereotypes as Represented in Female Ghost Characters in Selected Horror Films. Sarjana Thesis, Department of English Literature, Faculty of Letters, State University of Malang. Advisor: M. Nasrul Chotib, S.S., M.Hum. Keywords: female ghost, female stereotype, feminism. Ghost appearances are mostly showing in literary products and films rather than their real forms in societies. The spreading of ghost stories becomes the genre of literature that is called horror. One of the characteristics of this genre is the appearance of ghost stories. Ghost stories are not only in the written literature, but also in visual advent, especially film. The portrayal of ghosts in films is called horror films. Horror films mostly show stories about female ghosts rather than male ghosts. This phenomenon also shows in the three selected films as the objects of this study, which are; Mamá, The Grudge 3 and Kuntilanak. Those films show females as ghosts and make them the main characters in the stories. The focus of this study is to analyze the appearance of females as ghosts in selected horror films. The writer is assuming that the portrayal of female ghosts is also followed female stereotypes. The aim of this study is to describe the female stereotypes which follow the appearance of female ghosts in selected horror films. Those films presumably become the representative of most horror films that show female ghosts as the main characters. This study uses qualitative research design. The sources of this study are the selected films (Mamá, The Grudge 3 and Kuntilanak), especially the portrayal of female ghost characters. The analysis begins with collecting articles and researches which relate to the appearance of ghosts, female, and also feminism theories. The results of the analysis are mentioned in the next paragraph. First, the films show how to be a ‘good’ female which follow female stereotypes in societies. The female ghosts portray ‘bad’ females; the kind of female who should be avoided, dismembered, or should be changed into the good one. Second, the ‘good’ females are the females as portray the rivals of female ghosts in selected horror films (Mamá, The Grudge 3 and Kuntilanak). The ‘good’ females show how females should be dressed and behaved; the kind of females who will be accepted by society – where male domination is holding the power in social life. At the end, any of these portrayals of female has purpose as the object of male pleasure
Using Contextualized Vocabulary Exercises In Pre-reading Activities to Improve Students’ Reading Comprehension at SMK Negeri 10 Malang
No full textABSTRAK As a complex language skill which requires the use of different abilities, reading inevitably causes difficulties to language learners. In the context of English a Foreign Language (EFL), one of the problems frequently encountered is the lack of vocabulary.This problem was also observed at SMK Negeri 10 Malang. The researcher decided to use contextualized vocabulary exercise in pre-reading stage to address the students’ problem considering its benefits as indicated by various literature. The research was a collaborative Classroom Action Research compartmented in four stages: planning, implementing, observing, and reflecting. The subjects of the study were 35 students of X-2 multimedia class at SMK Negeri 10 Malang. To collect the data, questionnaire, interview guide, observation checklist, field notes, and reading tests were used to answer the research question on how the contextualized vocabulary exercises can be used to improve the students’ reading comprehension.A success criterion was also defined as an indicator of expected improvement in the students’ reading comprehension skill by using the strategy. The strategy was found to be successful in preteaching targeted vocabulary of the texts, and improving their reading comprehension. Compared to the average scores in the preliminary study: 65; the final scores showed an increase of 14.71 points with the final average score of 79.71. In addition, 85.71% of the students successfully passed the standard criterion of 76. The procedure of using the strategy involves the activity to work on contextualized vocabulary exercises prior to whilst reading activities. While working on the exercises, the students use dictionary to assist them. After working on the exercises, there is a discussion for the answers of the exercises. The answers-discussing sessions cover the discussion of vocabulary meaning and pronunciation. After the students are ready and have understanding on the important vocabulary for the passage, the students read the texts. Eventually, in post-reading activity, they work on the comprehension questions which become the indicator for the students’ reading performance. It is highly suggested that English teachers implement the strategy in teaching reading to assist the students in comprehending the reading passages. It can be applied to all levels by considering the students’ ability. Further researchers are expected to be able to construct the exercises for students from different levels and to make good exercises that can make students associate the context with the targeted words.As a complex language skill which requires the use of different abilities, reading inevitably causes difficulties to language learners. In the context of English a Foreign Language (EFL), one of the problems frequently encountered is the lack of vocabulary.This problem was also observed at SMK Negeri 10 Malang. The researcher decided to use contextualized vocabulary exercise in pre-reading stage to address the students’ problem considering its benefits as indicated by various literature. The research was a collaborative Classroom Action Research compartmented in four stages: planning, implementing, observing, and reflecting. The subjects of the study were 35 students of X-2 multimedia class at SMK Negeri 10 Malang. To collect the data, questionnaire, interview guide, observation checklist, field notes, and reading tests were used to answer the research question on how the contextualized vocabulary exercises can be used to improve the students’ reading comprehension.A success criterion was also defined as an indicator of expected improvement in the students’ reading comprehension skill by using the strategy. The strategy was found to be successful in preteaching targeted vocabulary of the texts, and improving their reading comprehension. Compared to the average scores in the preliminary study: 65; the final scores showed an increase of 14.71 points with the final average score of 79.71. In addition, 85.71% of the students successfully passed the standard criterion of 76. The procedure of using the strategy involves the activity to work on contextualized vocabulary exercises prior to whilst reading activities. While working on the exercises, the students use dictionary to assist them. After working on the exercises, there is a discussion for the answers of the exercises. The answers-discussing sessions cover the discussion of vocabulary meaning and pronunciation. After the students are ready and have understanding on the important vocabulary for the passage, the students read the texts. Eventually, in post-reading activity, they work on the comprehension questions which become the indicator for the students’ reading performance. It is highly suggested that English teachers implement the strategy in teaching reading to assist the students in comprehending the reading passages. It can be applied to all levels by considering the students’ ability. Further researchers are expected to be able to construct the exercises for students from different levels and to make good exercises that can make students associate the context with the targeted words.
Improving Eighth Grade Students’ Speaking Skill at SMP Negeri 13 Malang by Oral Presentation Using Posters
No full textABSTRAK Mandana, Frida Ayu. 2016. Improving Eighth Grade Students’ Speaking Skill at SMP Negeri 13 Malang by Oral Presentation Using Posters. Thesis, English Department, Faculty of Letters, State University of Malang. Advisors: (I) Suharyadi, S.Pd., M.Pd., (II) Prof. Bambang Yudi Cahyono, M.Pd., M.A., Ph.D. Keyword: posters, descriptive text, speaking skill, classroom action research. This study was aimed to improve the eighth grade students’ speaking skill at SMP Negeri 13 Malang by using posters as media used in oral presentation. The result of the interview and oral test in the preliminary study showed that the students had problems in speaking. In order to overcome the students’ problem, a teaching strategy using posters was applied. Posters with pictures are beneficial for the students’ to improve their fluency in speaking since they can get the ideas to speak from the pictures. Furthermore, posters are efficient to help the students to understand the learning topic. This study used Classroom Action Research (CAR) design which follows the four steps (Planning, Implementing, Observing and Reflecting). The subjects of this study were 35 students of VIII D of SMP Negeri 13 Malang. The instruments used to collect the data were field notes, observation checklist, students’ speaking assessment and questionnaires. The students’ speaking scores were analyzed by using scoring rubric and the students’ activeness and participation were analyzed by using field notes and observation checklist. The result also supported by analyzing the result of the questionnaires. This study was conducted in two cycles. The strategy was implemented in five main steps. The steps are, (1) explaining descriptive text and its components to the students, (2) grouping the students to play games, (3) giving practice to the students in form of composing simple descriptive texts in groups, (4) asking the students to make posters in groups and (5) assigning the students to do individual oral presentations using posters as media. In Cycle 1, the result of the study did not meet the criteria of success. There were still 10 students who got score under 75. Therefore, the researcher considered to continue to the second cycle. The implementation of Cycle 2 was successful since the students’ speaking skill in Cycle 2 met the criteria of success. All the students got score 75 and/or above and the average of the students’ speaking score reached 88.47. In addition, the result showed that 100% of the students got score 3 and/or 4 in terms of pronunciation, grammar, fluency and comprehensibility. This study recommends the teachers to overcome students’ problem in speaking. The teachers should implement the strategy in different kinds of subjects and different grades since the kinds of pictures and the complexity of the posters can be adjusted to suit the students’ learning ability. Future researchers can conduct the same strategy with different text genres and different grades. Digital posters are also suggested to be implemented to develop the students’ creativities
The Implementation of Teacher’s Corrective Feedback (TECOF) Strategy to Improve Eleventh Graders’ Writing Skill
No full textABSTRACT Imaniar, Fahmy. 2016. The Implementation of Teacher’s Corrective Feedback (TECOF) Strategy to Improve Eleventh Graders’ Writing Skill. Undergraduate Thesis, English Department, Faculty of Letters, State University of Malang. Advisors: (I) Drs. Andi Muhtar, M.A., (II) Dr. Enny Irawati, M.Pd. Keywords: writing skill, feedback, corrective feedback, TECOF, self-correction, composition This study was conducted based on the problems encountered by the students of XI MIPA 6 class of SMAN 1 Gedangan. From the preliminary study, it was found that the students’ writing performance in personal letter was low or poor meaning that they find it difficult to write a composition of a personal letter in English with only little fulfillment of writing aspects. They did not use the correct grammar. Moreover, they found it hard to detect errors existing in their composition. The problems were due to the fact that the teacher did not give enough corrective feedback and enough chance to the students to revise their work. In addition, the students lacked knowledge of a good writing. This study used Classroom Action Research (CAR) design. The subjects of this study were 34 students of XI MIPA 6 class of SMAN 1 Gedangan at the first semester of 2015/2016 academic year. The researcher acted out as the researcher-teacher while the English teacher was the observer. The data were obtained through the writing tasks, students’ questionnaire, interview, observation checklist, and field notes. The result of this study showed that the implementation of TECOF strategy improved the students’ writing skill. The improvement can be seen from the finding that all the criteria of success set had been achieved. There were 85% of the students who achieved the first criteria of success. In addition, the students also had high positive response to the TECOF strategy. Furthermore, the students’ involvement in the teaching and learning process during the strategy implementation was also high. The success of the strategy was determined by some practical steps that were done in three meetings. They are (1) Teacher explains the materials being taught and gives example, (2) Students do worksheet to strengthen their understanding toward the material, (3) Teacher gives topic and instruction, (4) Students write the first composition, (5) Teacher gives feedback on students first composition, (6) Students revise their first composition, (7) Teacher gives supplementary materials, (8) Teacher gives topic and instruction, (9) Students write the final composition, (10) Students do self-correction to their final composition, (11) Teacher supervises the students’ self-correction activity, (12) Students revise their final composition, (13) The final composition is given score. Based on the findings, the implementation of TECOF strategy is needed to improve the students’ writing skills. Therefore, it is suggested that the English teacher to implement TECOF strategy as an alternative strategy in the teaching and learning process of writing. Future researchers are expected to do other research in different learning contexts or text types. They are also expected to make any innovation that can improve the result and give positive contribution to the development of science and practice in English Language Teaching (ELT)
Error Analysis in Paragraph Writing Class Of English Department Students State University Of Malang.
No full textABSTRACT Error Analysis in Paragraph Writing Class Of English Department Students State University Of Malang.The purpose of this research is to analyze the kinds of grammatical mistakes that were made by students in writing a narrative paragraph. Writing samples were taken from students in the English Department, State University of Malang. Sources of research were students of the Department of English University of Malang academic year 2013/2014. The data of this study were taken from 7 student’s writing samples. Through this research it is hoped that students can learn from their mistakes and lecturers are able to help students solve their grammaticalproblems.This study was categorized as a descriptive analysis, because it objectively describes the grammatical errors made by the students in writing narative paragraphs. This study also included a quantitative aspect because the researcher also used statistical counting. The findings of this research show that the percentage of grammatical mistakes made by the students were mistakes in tenses as the highest errors with 11 errors with the percentage of 22%, the second error was verb with 8 errors with a percentage of 16%, the third is errors in conjunction with 6 errors with the percentage of 12%. Thenext is an error in the Subjectwhich is5 error made by the students. This error is made by 5 students or 10%. The fifth error made is error in sentence pattern. This error was done by 5 students or it reached 10% from all students. The next type of error is error in preposition. There are 4 errors or 8% of students made this kind of error. Error in word also showed figure at 8%. This error is made by 2 students. The eighth error is an error in adjective. There are 3 errors or showed at6% of all students. The next error is about giving punctuation. This punctation error is made by 2 students out of seven which reached the figure of 4%. The last error is adverb. This type of error was only made by 1 student. This error, then, showed 2% of all the figures. These errors can occur because students are not meticulous and focused in their writing. Teachers should give motivation to students that they can learn about grammar properly so that they will no longer make the mistakes especially errors on tenses, verb, conjunction, subject, sentence pattern, preposition, word, adjective, punctuation, and adverb.
Using a Strategy Categorical Vocabulry yo Improve Descriptive Paragraph Writing Skill of the 10th Graders of Man Tambak Beras Jombang
No full textABSTRACT USING CATEGORICAL VOCABULRY STRATEGY TO IMPROVE DESCRIPTIVE PARAGRAPH WRITING SKILL OF THE 10TH GRADERS OF MAN TAMBAK BERAS JOMBANGNismatul Afroch, S. Nurul Muthmainah, and Sintha TresnadewiEmail: [email protected] university of MalangJalan SemarangEnglish is one of the languages in the world used by many people in a lot of countries. It is also recognized as the main language for communication with other people from different countries and cultures. Due to the importance of English as international language, many people try to learn and master it as soon as possible. In Indonesia itself, not only adult learners who want to study English, even the young learners also learn English. Nowdays, English becomes compulsory subject especially for primary and secondary students. There are four skills of English that should be mastered by the students, which are reading, listening, speaking, and writing. Writing which is considered as one of the communicative activities, has been neglected, compared with the other English activities (Hirano, 2010:31). In fact, writing is one of the most important skills in studying English because not only is writing an academic skill, but it is also an important skill that translates into any career fields (Thanh, 2015:53). Moreover, writing ability is judged as important to success in graduate training (Cooper, 1984:1).According to several findings, there are some factors that influence writing ability. One of them is about the important role of vocabulary. In fact, as stated by Ahmadi (2012:186) the role of vocabulary in learning English is one of the most important factors that foreign language learners encounter during the process of learning a foreign language. However, most of the students consider writing skill is commonly rated as the most demanding and the most difficult to master (Tayib, 2015:11). It happens because the students have very limited vocabulary. In fact, Based on the research that has been conducted by Farooq, M.S, Hassan, M.U. and Wahid (2012:189), it shows that the most frequent problems which students faced are that of vocabulary. In preliminary study conducted in MAN Tambak Beras Jombang, the researcher observed those problems by asking the students made a descriptive paragraph. It was found that most of the students had difficulty in the vocabulary. The students had lack vocabulary that made their writings were very limited ideas. It was also determined by the score of preliminary writing test administrated by the researcher which showed that the students’ mean score was 65,45 which meant the students’ mean score was not enough to achieve the minimum passing grade prescribed (KKM).The minimum passing grade prescribed (KKM) of the school was 75. Beside that, the interview to the English teacher and the results of students’ questionnaire also conducted to confirm the result of the observation.According to the preliminary study, the students had very limited vocabulary. Therefore, the students need an appropriate a strategy that can improve their vocabulary mastery. The improvement of students’ vocabulary mastery is expected to help the students to improve the students’ writing ability in descriptive paragraph. One of the most appropriate strategy to solve this problem is by implementing Categorical Vocabulary in the process teaching and learning. Categorical Vocabulary is a collection of vocabulary from semantically-related strategy which uses designing tool in the form of word list which covers some of vocabulary that can be used for describing people and places. The Categorical Vocabulary is implemented for intentional learning. Implementing intentional learning is considered to be an appropriate way because based on the previous study that has been conducted by Hoshino (2010) Vocabulary acquisition is stronger when it is attempted through intentional learning. That is why the researcher will conduct a study by implementing intentional learning because in the intentional learning the students only focus on certain words which has a relation with the materials. So the students will easily memorize some new vocabulary and the students also can implement those vocabulary that they have into paragraph writing.There are some studies which support the effectiveness of semantically-related strategy to improve students’ vocabulary mastery. However, further study tends to be done on its implementation in a different classroom setting. This study will analyze the implementation of the semantically-related strategy by using Categorical Vocabularyto improve the ability in descriptive texts based on the K-13 curriculum of tenth graders in MAN Tambak Beras Jombang. METHODThe design of the study is Classroom Action Research (CAR) to solve the students’ problem. This method involves four steps based on Kemmis and Mc Taggart (in Burns, 1999:32) which are planning, implementing, observing, and reflecting.Planning the ActionBefore implementing the startegy by using Categorical Vocabulary.the reseacher prepared all the things which dealing with the teaching writing by using Categorical Vocabulary. The preparation included; preparing the lesson plans, preparing the materials, preparing the research instruments, nd preparing the criteria of success.The researcher designed th teaching scenario or lesson plans that was prepared in the planning stage. The activities consist of some stsges. The stages of first meeting were opening, exploration, elaboration, confirmation, and closing. Then, the stages of second up to fourth meeting were opening, exploration, elaboration, production, confirmation, amd closing. In the first meeting did not consist of poduction stage because the activities is mainly about how to stimulate the students to understand the characteristic of descriptive text. The students was given the explanation related to descriptive texts including its structure and language feature in general. Moreover, the researcher was giving the explanation about the item’s classification (place and person). Finally, the researcher then introduced the implementation of a strategy by using Categorical Vocabulary. In the second up to fourth meeting, the students started to write a descriptive paragraph (production stage).The preparation of materials was also prepared before the implementation of strategy.The materials prepared based on the syllabus KD 4.10 “Menyusun teks deskriptif lisan dan tulis sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, dengan memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.” The materials focused on two themes of descriptive text (describing people and places), and the materials for teaching descriptive paragraph including definition, purposes, generic structure, and language features of the descriptive text.The researcher also prepared some instruments. In this study, the researcher used six instruments. There were writing prompts, the scoring rubric of writing, interview guide, observation checklists, field notes, and questionnaire.The last preparation before the researcher started to implement the strategy is preparing the criteria of success. The criteria of success were created based on teaching and learning writing process and the results of students’ writing. The strategy was considered successful if the 75% of the students were able to get equal to or above 75 in terms of the total score. The minimum passing grade prescribed (KKM) by MAN Tambak Beras Jombang is 75. Therefore, 75 was decided as the minimum score that had to be obtained by at least 75% of the students to be considered successful in writing descriptive paragraph.Implementing the ActionIn the implementing stage, the researcher implemented the teaching scenario that had been designed in the planning. The researcher used the teaching scenario as the major guidelines to teach the students in the class. The researcher taught the students using the teaching scenario. There were 35 students who were taught in class. They were the second semester students of X MIPA 8 class in the first semester of 2015-2016 academic year.The implementation of the study was held in four meetings, which were on October 11th, 28th, 25th, and November 1st 2015.When the researcher started to implement the strategy, the researcher was helped an English teacher to observe the activities during class. The observer or the English teacher was given the observation checklists and field notes before each meeting. The task for the observer was taking some notes in the observation checklists and field notes given.Observing the ActionIn the observing stage, the researcher collected the data based on the implementation of the strategy using six instruments which were writing prompts, the scoring rubric of writing, interview guide, observation checklists, field notes, and questionnaire. The information of the type of the data, the source of the data and the instrument is presented in Table 1.1.Type of Data Data Sources InstrumentThe students’ topic in their paragraphStudents’ writing Writing promptsStudents’ writing scoreStudents’ final writing. Scoring RubricStudents’ involvement during the implementation of Categorical Vocabulary1.Observation sheets filled by the observers.2.Field notes filled by the researcher. 1.Observation Checklists2.Field NotesStudents responses and satisfaction toward a strategy by using Categorical VocabularyQuestionnaire filled by the students.QuestionnaireThe teacher responds towards the implementation of the strategyThe teacher’s interview resultsInterview guideTable 1.1 The research instrumentThe data were collected within four meetings. The students’ paragraph topic was chosen by the students from the writing prompts that were given by the teacher. There were some topics that could be chosen by the students whether the topic about people or places.Moreover, The students’ final writing score was analyzed using the scoring rubric which were consisted of five aspects of writing (content, generic structure, vocabulary, grammar, and mechanic). Those aspects were determined on how well the students’ write the content related to the topic, organize the ideas into paragraph, use effective choice of words that has been provided by Categorical Vocabulary, use grammar that relevant to the generic structure, and master the spelling, punctuation, capitalization. Furthermore, The students’ involvement during the implementation of Categorical Vocabulary was analyzed using observation checklists and field notes that filled by the observer. Before starting the implementation, the observer was given the observation checklists and field notes. Then, the observer was asked to monitor the classroom activities by writing the situation in the class in the observation checklists and fields notes. Afterwards, the students’ responses toward the implementation of strategy were analyzed using the questionnaire. In this case, the students had to write the check mark and also give a detail reason based on the option that they chose. Finally, the researcher interviewed the English teacher by asking some questions related the implementation of the strategy by using Categorical Vocabulary. The questions come from the interview guide that had been prepared by the researcher.ReflectionIn the reflection stage, the researcher compared the findings of the implementation with the criteria of success that had been set previously by researcher. It was done to know how successful the implementation of the strategy to solve the students’ problem of writing descriptive paragraph. In addition, the researcher also used the result of the questionnaire, the observation checklists, and field notes as the evidence of students’ responses, satisfaction and involvement during the implementation of the strategy by using Categorical Vocabulary.FINDINGSThe findings of the study cover the research findings including the students’ performance on writing a descriptive paragraph, the students improvement in vocabulary, and the students’ involvement and attitudes toward the strategy by using Categorical Vocabulary during the teaching and learning process.The Students’ Performance on Writing a Descriptive ParagraphThe results after the implementation of strategy by using Categorical Vocabulary showed the students had better skill in writing descriptive text. It was proven by the improvement of each aspect of descriptive text from the scores in the preliminary study to the final score. The results of students’ mean score in the preliminary study was 65,45. Then, after the implementation of strategy by using Categorical Vocabulary the students’ mean score improved to be 80,22. Related to the criterion of success, there were 32 students (91,42%) whose scores equal to or above 75. Meanwhile, the 3 other students (8,57%) got scores below 75. Since the researcher targeted 75% to pass the standard score, this study was considered successfully improved the students’ writing ability in descriptive texts.In content aspect, the student students had improvement in developing their ideas for their writings by using Categorical vocabulary. The mean of final score of students in content aspect was 24,65 which categorized as good to average. The results of students’ work showed that the students could develop their ideas by mentioning a lot of characteristics about the subject appropriately. Moreover, the students were able to write some detail infrmations related the subject or object that they described.In generic structure aspect. The students were able to make descriptive text by using correct genric structure of descriptive text. The mean of final score for generic structure of descriptive text was 16, 85 which categorized as good to average. In the four meetings of study the students not only knew how to make descriptive text correctly, but also the differences between recount and descriptive text. Moreover, in the result of final works almost all of the students were able to state their main ideas in their paragraph clearly.In vocabulary aspect, the students’ mean score score was 16,74, the researcher did not find a word which used bahasa Indonesia and only some of the students who made little mistakes in their writings. In fact, the Categorical vocabulary much helped the students to find appropriate vocabulary. The Categorical vocabulary could give optional vocabulary that the students wanted which used appropriate spelling. In the grammar aspect, the students’ mean score in the grammar aspect was 17, 48. All of the students used correct tense by using present tense. In the final test most of the students used effective and simple construction for their writings. However, in the post-test the students still made some grammatical errors, but the errors were not too much like in the preliminary study.In the mechanic aspect, after the implementation of strategy the students showed a lot of improvements in mechanic aspect. The students had already known how to put capital letter, dot, and comma correctly. Thus, students’ mechanic from fair to poor (3,34) became good to average (4,31).The Students’ Improvement in VocabularyThe Categorical Vocbulary is a media that is used to improve students’ vocabulary mastery. In this study, the Categorical Vocabulary succeed to help the students improving their vocabulary mastery because it could give much improvements in vocabulary aspect.In the preliminary study the mean score of the students was 13, 71. While, in the post-test result was 16, 74. It means the improvement of the students was 3.03. The categorization of the result preliminary study in the vocabulary aspect was fair to poor. In the first meeting of the study the researcher found that the students had very limited vocabulary knowledge. Most of students had different problems in their vocabulary. For example some of the students used to make errors in spelling and using inappropriate vocabulary. The examples of the students’ vocabulary errors were slim body, hight women, animals wild, spesial, faluable, funy, tourise, secniry and others. Moreover, some of the students also used Bahasa Indonesia in their paragraphs, because they did not know how to express their own words in English. The example of words using Bahasa Indonesia were pokoknya, mirip, turis, loket and others. Furthermore, the students also have difficulty to organize their ideas. In fact, the students did not know how to start to write their first idea. Moreover, they did not know which ideas that were appropriate for their closings too. The last problem of the student was the students had very limited information about the subject that they wanted to describe. In fact, the students only mentioned the general characteristics of the thing without giving any specific information about the subject. For the example, one of the students wrote about her friend. She wrote her friend is beautiful. However, she did not mention the specific informations, the reason on why she thought her friend is beautiful. She did not mention about the physical appearance or attitude of her friend. She just mention about her history and her friend’s address.In the last meeting of the study the students were better than before. In the preliminary the categorization was fair to poor. In the post-test result the categorization changed to be good to average. It proved that the problems had found in the preliminary study had decreased. The first problem of the students about errors in spelling and the inappropriate vocabulary did not find anymore, because the students used the vocabulary that they got from the Categorical vocabulary. Moreover, the students also did not use Bahasa Indonesia anymore in their paragraphs. Furthermore, the students could organize their ideas appropriately. They started their ideas by using general idea and continued by giving additional specific idea. The students also were not confused anymore in giving the last idea for their closings. The last problem that faced by the students was limited information about the subject. The strategy by Categorical vocabulary made them easily organize their ideas by making vocabulary mapping. So, it could make them easily identifying about the subject that they wanted to describe. The Students’ Involvement and Attitudes Toward the strategy by Using Categorical Vocabulary During the Teaching and Learning Process.During some meetings in the implementation of the Categorical vocabulary, the students’ response was considered positive. It is shown by the questionnaire that is given in the last meeting. Most of the students gave positive response about the strategy. Furthermore, the observation checklists that was given to the observer in every meeting during teaching and learning process was used to know the students’ attitude and involvement during the process of writing. The result obtained from the observation checklists indicated that there was an improvement in term of amount of students who were actively participated in the every meeting of learning process. In the last meeting, almost all of the students positively active and engage to the teaching and learning process.The result obtained from the questionnaire which was given in the last meeting indicated that the students really enjoy the use of Categorical vocabulary to teach writing in descriptive texts. It was proved from the result that 45,71% or 16 students answered highly felt happy to the implementation of Categorical vocabulary. Moreover, there were 57, 14% or 20 students who were highly agree that the use of Categorical vocabulary was very necessary to teach writing. especially descriptive texts. According to the data showed above implied that the strategy by using Categorical vocabulary was a good strategy. The strategy was not only can make the students to be active in the class, but also able to make the students enjoy the process of teaching and learning in writing descriptive texts.DISCUSSIONThe discussion covers the discussion of the result of this study; the students’ performance on writing a descriptive paragraph, the students improvement in vocabulary, and the students’ involvement and attitudes toward the strategy by using Categorical Vocabulary during the teaching and learning process.The Students’ Performance on Writing a Descriptive ParagraphBased on the findings, the students’ writing scores had improved since the strategy by using a Categorical vocabulary was implemented in the process of learning and teaching. The data related to the improvement students’ descriptive text writing could be seen from the result of post-test in the last meeting. There were 32 students (91,42%) out of 35 students who obtained score equal to75 or above. Although not all students could reach the minimal passing score 75, most of the students had made an improvement on writing a descriptive text in each aspect of writing. It proved that a Categorical vocabulary could solve the students’ problem in writing descriptive text. Furthermore, the students’ improvement could be seen not only in the vocabulary aspect but also in other aspects of writing too. It is in accordance with the previous study by Hoshino (2010:310) that semantic vocabulary strategy like a Categorical vocabulary can be as an effective media for teaching and learning process. Moreover, the other research conducted by Jasinta (2015:37) about vocabulary mapping also gave a conclusion that she supported the mplementation of Categorical vocabulary. In addition, the research conducted by Shahreza (2015:10) also supported the implementation of semantic vocabulary strategy.The comparison between preliminary and post-test could be as a proof that the s
Komponen Linguistik dalam Tagline E-Commerce 30 Under 30 Asia FORBES 2016
No full textABSTRACT LINGUISTIC DEVICES OF E-COMMERCE’S TAGLINESIN 30 UNDER 30 ASIA FORBES 2016Jimy Candra GunawanUniversitas Negeri [email protected] present study aims to reveal the linguistic devices, whichspecifically relies on the syntactic and semantic pattern, found in the taglines of30 Under 30 E-Commerce Forbes 2016 as seen using Leech theory. Using adescriptive qualitative design, this study involves 21 taglines out of the 30 taglinesprovided by Forbes. The source of data are purely taken from the official websiteof Forbes and each website of the e-commerce company. The results shows that(1) most of the taglines are written in the form of phrase, with the noun phrase (14out of 21) as the most frequent form (94%) used in the taglines of the e-commercecompany; (2) the sentences usually used in the taglines are in the form ofimperative and exclamative sentence; (3) the figure of speech related to syntaxfound in the taglines are parallelism, ellipsis, and epiphora. For the semanticpatterns, the researcher has also found the taglines with the results as follows: (1)the most frequent figure of speech (38%) used in taglines is synecdoche (8 out of21); (2) most of the taglines address the narrator using an implicit first person form; and (3) most of the taglines address the narrate using no form at all (71%)