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TEACHERS’ AND JUNIOR HIGH SCHOOL STUDENTS’ BELIEFS IN FOREIGN LANGUAGE ACQUISITION
No full textABSTRAK TEACHERS’ AND JUNIOR HIGH SCHOOL STUDENTS’ BELIEFS IN FOREIGN LANGUAGE ACQUISITION M. Afrizal Widodo, Suharmanto, UtamiWidiati Email: [email protected];[email protected]; [email protected] UniversitasNegeri Malang Jl. Semarang 5, Malang, Indonesia This studydiscussesteachers’ and students’ beliefs about foreign language acquisition. The subjects were 5 English class teachers and 137 eighth grader students of SMPN 10 Malang. It used Likert scale related to four theories on language acquisition: Behaviorism, Innatism, Cognitivism, and Socioculturalism.The result revealed that teachers’ and students’ beliefs were mixed among the four language acquisition theories as they give their support to all of the four theories with different proportion. While the teachers support the Socioculturalism confidently, the students showed their full support to the Innatism. From the study, it could be concluded that mixed beliefs takes place among the teachers and eighth grade students of SMPN 10 Malang. Keywords: teachers’ beliefs, students’ beliefs, foreign language acquisition Studies on beliefs have surrounded the implementation of English as a Foreign Language (EFL) classes, disclosing various topics like beliefs of teachers, students, parents, pre-service teachers, and so on. “The object of a belief may be a person, a group of people, an institution, a behavior, a policy, an event, etc., and the associated attribute may be any object, trait, property, quality, characteristic, outcome, or event” (Fishbein and Ajzen, 1975:12 in Zhong 2012:25). The role of these beliefs is quite important as Spawa and Hassan (2013:450) write that pedagogical practice is influenced by teachers’ beliefs. This statement helps us understand the importance of beliefs. Zheng (2009:73) added that teachers’ beliefs are important to understand teachers’ thought processes, instructional practices, and change and learning to teach. Another literature also suggests that teacher beliefs constitute an important part of the knowledge that shapes how teachers behave in the classroom (Johnson, 1992 in Freire, 2014:71). In other words, what teachers believe will be conveyed in their teaching as these concepts will influence their decision making and instructional classroom practices. On the other hand, students come to the language classroom with their own beliefs of language learning. Richards and Lockhart (2007:52) define that learners' belief systems cover extensive issues and can influence learners' motivation to learn, their expectations about language learning, their perceptions about what is easy or difficult, and the kind of learning strategies they like. The learners’ beliefs are just as extensive as the teachers have, or even spread on a wider range. Based on Lightbownand Spada (2013), there are four theories as beliefs of foreign language acquisition written in their book about language learning, including Behaviorism, Innatism, Cognitivism, and Socioculturalism. These beliefs are summarized from all the notions proposed by several renowned experts through the ages. This study is focusing on these four beliefs, and based on Lightbownand Spada’s latest questionnaire, consisting of 18 statements of foreign language acquisition. There have been plenty of studies investigating beliefs on second or foreign language acquisition, in relation to the theories and practice of ELT. Kuntz (1996) conducted a survey on 424 first-month college students’ beliefs on foreign language learning and found strong evidence that the language studied does influence the beliefs of students concerning foreign language learning, including communication strategies and people of the target language countries. Chen (2011) surveyed 495 Taiwanese students’ beliefs about learning English as a foreign language and their relations to the students’ self-reported language learning behaviors in a technological university. He found that students’ beliefs about learning English influenced their motivational behaviors in terms of their English language use, time and effort devoted to learn English, and persistence on English learning tasks. Although all of these researchers studied the learners’ beliefs on language learning, they didn’t take a close look at SLA theories. On the other hand, Davis (2003) did a survey on teachers’ and students’ beliefs regarding conceptions of language learning in Macao, the People’s Republic of China by using Lightbownand Spada’s (1993 in Davis, 2003) 10-item questionnaire and examined the SLA theories closely. The results indicated eight points of similarity between teachers' and students' beliefs about language learning, but differed in four areas. Moreover, Shen, Hung, Huang, Wang, and Yen (2005) used Lightbownand Spada’s (2004 in Shen, 2005) 12-item questionnaire survey to explore if university teachers’ and students’ beliefs on language acquisition supported Lightbownand Spada’s (2004) theoretical view on second language acquisition. The result depicted seven points of congruence between teachers’ and students’ beliefs on foreign language learning, yet differed in the rest 5 points. In this study, the researcher tried to investigate the teacher’s and students’ beliefs as it has quite a role for the language acquisition. This study aimed to see (1) the beliefs of EFL teachers and students on foreign language acquisition and (2) to what extent teachers and students share common beliefs on foreign language acquisition. METHOD This study uses survey design as it is the most suitable to examine attitudes, opinions, beliefs, and practices (Creswell, 2012:403).Purposive sampling is used and SMPN 10 Malang is chosen because the teachers and the students mostly used Javanese language as their primary language. Also, the school put its attention to the foreign language that could be seen by programs implemented such as English Conversation Class and school debate club. Using random sampling, the sample is reduced to 137 students and 5 teachers of English class. The instrument employed to get information about the teachers’ and students’ beliefs directly is questionnaire in the format of Likert scale. Originally made by Lightbownand Spada’s (2013), it is modified and validated to meet the needs of this study. After the process of data collection, the collected data from the teachers and students were examined to see the tendency and frequency of the teachers’ and students’ responses.In the data analysis, those who chose 1 and 2 in the questionnaire were included as disagreement to the statement, while those who chose 3 and 4 were included as agreement to the statement. This was done so that participants’ tendency on each statement could be seen obviously. In this study, the researcher analyzes the result of the classroom observation by looking at teacher technique, students’ behavior and teaching activity. Then the researcher analyzed the result of the interview with the students and teacher. From the instruments the researcher concluded the cause of students’ behavior in the classroom when the teacher taught. FINDINGS After the process of data reduction to take out irrelevant data, as many as 134 students’ and 5 teachers’ questionnaires were in hand and analyzed. The responses illustrated the beliefs of the subjects toward foreign language acquisition. These responses, then, grouped to disagreement and agreement to the statement of the questionnaire. This was done as previously mentioned that the participants’ choices would be grouped into two sides that are disagreement and agreement to each statement. Comparison between Teachers’ and Students’ Beliefs on Foreign Language Learning The specific forms of the data generated were provided in Fig. 1a and 1b. There were similarities and differences between the two groups that could be seen in this study. Based on figure 2a and 2b, both groups agreed with fifteen statements: 1, 2, 4, 5, 6, 8, 9, 10, 13, 14, 15, 17, 19, 20, and 21. Still, both disagreed with statement 7 and 12. Whereas, the other three statements: 3, 11, 16, were voted with varied result. Fig. 1a A Comparison between Teachers’ and Students’ Beliefs on Foreign Language Learning (Questionnaire item no.1-11) Fig. 1b A Comparison between Teachers’ and Students’ Beliefs on Foreign Language Learning (Questionnaire item no.12-21) Table 1 would help see more clearly the similarities and differences between teachers’ beliefs and students’ beliefs. After being grouped into disagreement and agreement, the highest percentage of each item on teachers’ beliefs and students’ beliefs would represent its stand. Among all the items, the teachers supported almost all, except item 3, 7, 11, and 12. The students also supported most of the items, except 7, 12, 16, and 18. Table 1 Similarities and Differences among Teachers’ and Students’ Beliefs Survey Item Teachers'Beliefs Students'Beliefs (1) Languages are learned mainly through imitation. V V (2) It is essential for learners to be able to pronounce all the individual sounds in the second language. V V (3) Once learners acquire plenty of vocabulary and the basic structure of a language, they can easily participate in conversations with native speakers. X V (4) Teachers should present grammatical rules one at a time, and learners should practise examples of each one before going on to another. V V (5) Teacher should teach simple language structures before complex ones. V V (6) Learners' errors should be corrected as soon as they are made in order to prevents the formation of bad habits. V V (7) Students can only learn what they are taught. X X (8) The earlier a second language is introduced in school programs, the greater the likelihood of success in learning. V V (9) It is difficult to learn English when I am tense, anxious, or bored. V V (10) Teachers should use materials that expose students only to language structures they have already mastered. V V (11) Through conversation or interaction,students can understand some of the grammatical rules in English unconsciously without being taught. X V (12) If students are good in other subjects (like Math, Science, and Social Science), then they are good language learners. X X (13) The best predictor of success in second language acquisition is motivation. V V (14) Thinking about the language structure while trying to speak actually disrupts the smooth performance of it. V V (15) Learning becomes easier when teacher uses topics related to students' surrounding (eg a friend or objects around my neighborhood). V V (16) when learners are allowed to interact freely (for example, in group or pair activities), they copy each other's accuracy and mistakes. V X (17) Teachers should respond to students' errors by correctly rephrasing what they have said rather than by explicitly pointing out the error. V V (18) Classrooms are good places to learn about foreign language but not for learning how to use it. V X Survey Item Teachers'Beliefs Students'Beliefs (19) The best way to learn English language is using it in communication. V V (20) If I am easy to socialize, then I will be more successful in learning English. V V (21) If I ever lived in an English-speaking country, then I would have been more fluent in English. V V Note: V indicates agree and X indicates disagree. DISCUSSION Teachers’ Beliefs about Foreign Language Acquisition The data drawn from the teachers showed that most of the teachers did not support the statement 3, 7, 11, and 12: (a) once learners acquire plenty of vocabulary and the basic structure of a language, they can easily participate in conversations with native speakers, (b) students can only learn what they are taught, (c) through conversation or interaction, students can understand some of the grammatical rules in English unconsciously without being taught, (d) if students are good in other subjects (like Math, Science, and Social Science), then they are good language learners. To be examined here in the first place was Behaviorism that believed learning involved mimicry, memorization, practice, reinforcement and habit formation (Lightbownand Spada, 2013:103-104). This view was presented in item no. 1, 2, 3, 4, 5, 6, and 7. Among all these items, teachers supported item no. 1, 2, 4, 5, and 6. Although not all statements were agreed, it still could be said that the teachers were Behaviour supporters as their agreement to all Behaviorism statements was 71,4 percent. The second view of foreign language learning belief examined within this study was Innatism. Chomsky (1959) believes that humans have a language specific module in the brain and are biologically programmed for specific linguistic principles with a specific innate ability to discover for themselves the underlying rules of a language system on which they are exposed to. This belief was stated in item 8, 9, 10, and 11. Here, the teachers supported three out of four statements: 8, 9, and 10. As much as 75 percent of agreement given implied that this group was also Innatist. The third belief to be examined was Cognitivism, explained by Nick Ellis (2002, in Lightbownand Spada, 2013:110-111) that the emphasis is on the frequency with which learners encounter specific linguistic features and context so that learners develop a stronger and stronger connections between these features as well as between language features and the contexts in which they occur. This belief was presented on item no. 12, 13, 14, and 15. Here, the teachers agreed to also three out of four statements: 13, 14, and 15. This indicated that the teachers were in line with Cognitivists in their foreign language learning views by giving 75 percent of support. The last belief was Socioculturalism which views interaction as important. Only, the cognitive processes are seen as external socially mediated activity that eventually becomes internalized (Lightbownand Spada, 2013:119). The teachers showed their agreement to all the six statements about this belief, ranging from item no. 16 to 21. As these statements were 100 percent supported by the teachers, they seemed to be quite confident to support this belief. The summary of the teachers’ beliefs in the four language acquisition theories could be seen on figure 2. Fig. 2 Teachers’ Beliefs in Four Foreign Language Acquisition The previous study held by Shen, Hung, Huang, Wang, and Yen (2005), concluded that the teachers were the Behaviorism supporters. It is because they supported three items of Behaviorism: 1, 5, 6, one item of Cognitivism: 13, and one item of Sociocultualism: 16. The findings of this study showed that teachers in this study support Behaviorism also. However, they put their emphasis more on Socioculturalism showed by their support to all of its items. It may be due to the trend of nowadays language learning putting greater emphasis on communication competence which consequently affected their beliefs. Students’ Beliefs about Foreign Language Acquisition On the other hand, students’ data show that they supported most of the statements except statements no. 7, 12, 16, and 18 as follows: (a) students can only learn what they are taught, (b) if students are good in other subjects (like Math, Science, and Social Science), then they are good language learners, (c) when learners are allowed to interact freely (for example, in group or pair activities), they copy each other's accuracy and mistakes, and (d) classrooms are good places to learn about foreign language but not for learning how to use it. The beliefs of the students about foreign language acquisition were represented by the statements they supported. Within this study, the behaviorism view was presented in statements no. 1, 2, 3, 4, 5, 6, and 7. The data obtained showed that the students supported 85,7 percent of all these items. The statements supported by the students were item no. 1, 2, 3, 4, 5, and 6. Therefore, it could be seen that the eighth grade students were the Behaviorism supporters because their thoughts matched six out of seven statements of Behaviorism. Innatism was represented in the statements no. 8, 9, 10, and 11. Among these statements, the eighth graders showed their agreement to all of them. The 100 percent support showed by the students reflected their beliefs on foreign language learning that they were the supporters of Innatism. Ranging from item no. 12 to 15, there were 4 statements comprised the thoughts of Cognitivists. Like the teachers did, students showed their support by agreeing with three statements out of four, including item no. 13, 14, 15. This indicated that the students were also in line with Cognitivists in their foreign language learning views as their agreement was as much as 75 percent. The statements of Socioculturalists were put in the questionnaire on item no. 16, 17, 18, 19, 20, 21. Of all the six items, students consented to 4 out of six as follows: 17, 19, 20, and 21. Regarding this fact, it could be seen that though not as strong as the other theories, Socioculturalism still has place between the students as they have agreed with more than half, or 66,6 percent, of the total six statements. All the students’ beliefsare summarized on figure 3 below. Fig. 3 Students’ Beliefs in Four Foreign Language Acquisition The finding of this study implied that the beliefs of the teachers and students could not be limited by one belief only as they showed their agreement to several beliefs. From this point, it would be wise to see a finding by Fujiwara (2004:1085) about the mixed and complicated nature of beliefs stating that there were certain types of the language learning beliefs modifiable through language learning experiences, while other types remain stable through exposure of a new language. This could be the reason why the teachers and students had such mixed beliefs about foreign language acquisition. This is supported by Lee (2007), writing that recent research in learner beliefs has emphasized the dynamic and variable nature of beliefs. CONCLUSIONS From the finding and discussion, it can be concluded that: First, the subjectshad mixed beliefs as they were varied among the four foreign language acquisition views: Behaviorism, Innatism, Cognitivism, and Socioculturalism. The participants had placed their supports on the four beliefs with different proportion. Among the four theories of foreign language acquisition, teachers put their full support to the Socioculturalism, while still had belief on the other three. Students fully supported Innatism, and also fall in the other three beliefs. Second, there were some differences and similarities drawn from the data collected from the two groups. The data showed that the number of similarities between the two groups was quite high represented by 81,9 percent, or 17 out of 21 statements. SUGGESTIONS Some suggestions are for English teachersand the future researchers. Based on the result of this research, the teachers are suggestedto carry out their teaching more flexible and can be more aware of their own beliefs about foreign language acquisition as well as their students’. For further researchers, studies of the same topic with different settings are needed to be explored since it can give valuable information to foreign language classes. However it is important to note that the result of this study could not distinctly show the beliefs of the participants, underlining it as the weakness. Using more instruments might become the solution of this weakness. It could be interview or observation so that triangulation could be done to crosscheck the data obtained from the participants. REFERENCES Chen, W. 2011. Taiwanese Students' Beliefs About Learning English And Their Relations To The Students' Self-Reported Language Learning Behaviors. The Humanities and Social Sciences Collection, (Online), (http://search.proquest.com/docview/868328339?accountid=25704), retrieved on September 13th 2015. Chomsky, N. 1959. A review of B.F. Skinner’s verbal behavior. Language, (Online), 35(1), 26-58, (http://cogprints.org/1148/1/chomsky.htm), accessed on September 17th 2015. Creswell, J. W. 2012. Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (fourth edition). Boston: Pearson. Davis, A. 2003. Teachers’ and students’ beliefs regarding aspects of language learning. Evaluation and Research in Education, (Online), 17(4), 207-222 (http://eric.ed.gov/?id=EJ789501), retrieved on September 13th2015. Freire, J.A. 2014. Spanish-English Dual Language Teacher Beliefs and Practices on Culturally Relevant Pedagogy in A Collaborative Action Research Process. The Humanities and Social Sciences Collection, (Online),(http://search.proquest.com/docview/1652478549?accountid=25704), retrieved on August 11th2015. Fujiwara, T. 2015. Development of Thai University Students’ Beliefs about Language Learning: A Longitudinal Study. Social and Behavioral Sciences, 171, 1081–1087 (Online), (http://www.sciencedirect.com/science/article/pii/S1877042815002992), retrieved on December 1st 2015. Kuntz, P.S. 1996. University Students' Beliefs about Foreign Language Learning, with a Focus on Arabic and Swahili at United States HEA title VI African Studies Centers. The Humanities and Social Sciences Collection. (Online), (http://search.proquest.com/docview/304291598?accountid=25704), retrieved on
PHONOLOGICAL INTERFERENCE: A CASE STUDY OF CHINESE, JAPANESE, SOUTH KOREAN STUDENTS SPEAKING INDONESIAN
No full textABSTRACT PHONOLOGICAL INTERFERENCE: A CASE STUDY OF CHINESE, JAPANESE, SOUTH KOREAN STUDENTS SPEAKING INDONESIANThe influence of L1 structure when learning L2 is the first phase which possibly occurs in the L2 learning process. This occurs when foreign students learn Indonesian as their L2. Language interference occurs when they are speaking Indonesian. By disregarding proper pronunciation when speaking,it will confusethe listener which then lead to misinterpretation (Candra, 2005).Furthermore, the different ways in pronouncing Indonesian words causesconfusion for the interlocutor. This study was conducted to find phonological interference made by Chinese, Japanese and South Korean students in speaking Indonesian.The research design of this study is descriptive qualitative. In collecting the data, the researcher used recorded interview, transcribed the dialogue into phonetic transcriptions, found the mispronounced words, and analyzed them. The samples were 3 students (a native speaker of Mandarin, Japanese and Korean, respectively). All of them are students of Dharmasiswa Indonesian Scholarship Program.The results show that there were 694 mispronounce words out of the 3.232 words. However, after classified all of the mispronounced words, there were only287 phonological interferences caused by the influence of their first language. It was revealed that every student has different types of phonological interference. The first was the Chinese student: she experienced seven kinds of phonological interference. Deletion 66 words (42%), devoicing 23 words (14%), vowel change 19 words (12%), coalescence 17 words (11%), backing 16 words (10%), voicing 13 words (8%), and methasis 5 words (3%).The second one was a Japanese student: she experienced five kinds of phonological interference. Deletion 30 words (55%), vowel change 16 words (29%), fronting 5 words (9%), coalescence 3 words (5%), and voicing 1 word (2%). The last one was a South Korean student: he also experienced five kinds of phonological interference. deletion 23 words (40%), aspiration 17 words (23), gemination 14 words (19%), vowel change 11 words (15%), and stopping 2 words (3%). Finally it can be concluded that all of the students have experienced the phonological interference and deletion is the most frequent type of phonological interference. Secondly,their L1 has potential to cause the phonological interference. The researcher hopes that this study can give new sight and information about the Indonesian phonological interference. Meanwhile, despite serving details on the findings and discussion, this study only focus on segmental unit. Future study may have a research not only segmental unit but also suprasegmental unit to widen the discussion in psycholinguistics
The Representation of Social Alienation and Commodity Fetishism in The Film Trainspotting
No full textABSTRACT Wisanggeni, Satrio Pangarso. 2016. The Representation of Social Alienation and Commodity Fetishism in the Film Trainspotting. Skripsi, Jurusan Sastra Inggris, Fakultas Sastra, Universitas Negeri Malang. Pembimbing: (I) Inayatul Fariha, (II) Kukuh Prayitno Subagyo.Keywords: social alienation, drug abuse, commodity fetishism, film studies, trainspotting, Marxist, capitalismA study of the representation of social alienation on literary work has been done separately from the study on commodity fetishism in literature. This thesis seeks to expand this knowledge by integrating the analysis of social alienation and commodity fetishism in literary works. In this study, the general sociological definition of social alienation, a condition in social relationships reflected by a low degree of integration or common values and a high degree of distance or isolation between an individual and a group of people in a community, is used to discuss the act of the main character, Mark Renton, casting himself out of the society, in order to make a statement of rejecting capitalism, by consuming drugs. Then, the Marxist social alienation, when men are estranged from their essence in capitalist society, is used to analyze how he has always been negatively influenced by the capitalist mode of production from the beginning, including proving that he is actually has no control in deciding whether he consumes drug or not. The analysis of commodity fetishism is used to give an explanation on how social alienation comes into existence. This study concludes by suggesting that the main character, Mark Renton, has actually never been rejecting capitalism, as he unconsciously bases his statements of rejecting capitalism in a commodity fetishizing fashion; identifying the possession of consumer products as the life that human is supposed to have
Junior High School Textbooks Evaluation on the Presentation of Illocutionary Acts
No full textABSTRACT Rochmawati, Noer. 2016. Junior High School Textbooks Evaluation on the Presentation of Illocutionary Acts. Sarjana’s Thesis. English Department, Faculty of Letters, State University of Malang. Advisors: (I) Dr. Furaidah, M.A., (II) Dr. Emalia Iragiliati, M.Pd. Keywords: textbook evaluation, illocutionary acts, presentation and recurrence To enable students to be actively involved in daily communication, students should master illocutionary acts. To help students understand and able to use them, the English textbooks of Junior High School should present the illocutionary acts materials in the chapters in the basis of their relation to the topic of the chapters. In addition to the presentation, repetition of presentation of the illocutionary acts can also help students retain the information more effectively. This study aims at finding the presentation of illocutionary acts in both textbooks and students’ dialogue presentation and the recurrence of illocutionary acts in the textbooks. This study employs descriptive research design. The data were taken from presentation of the illocutionary acts in the textbooks and students’ dialogue presentation. The data which were divided into two are in the form of dialogues which presents the illocutionary acts materials. The instruments used to collect the data were a table of presentation of illocutionary acts in the textbooks and students’ dialogue presentation and a rubric of illocutionary acts recurrence in the textbooks. Data analysis was conducted by locating the place of illocutionary acts presented in the textbooks and students’ presentation in the chapters and counting the frequency of which presentation in the textbooks. It was found out that the illocutionary acts which were already presented were still possible to be presented in some other chapters in the textbooks and most of which recurred according to minimum number of recurrence that ensure the materials are stored in students’ long-term memory. Therefore, the researcher suggested that textbooks developer should not limit the presentation of illocutionary acts materials to only one chapter, but more to the chapters which are possible to present them. In addition, the teachers are encourage to foster students’ memory of the materials by giving them opportunities to use them in dialogues. For the future researchers, it is suggested to widen the scope of the study to the dialogue itself which presents illocutionary acts material and observe another group of students.
DEVELOPING AN ENGLISH COURSEBOOK BASED ON CONTEXTUAL TEACHING AND LEARNING APPROACH FOR THE 4TH GRADE OF PRIMARY SCHOOL STUDENTS
No full textABSTRACT This research is an educational Research and Development (Borg and Gall, 1983). The model of development is the adaptation of Latief’s (2013) model. The procedure of development is following these steps: (1) needs analysis, (2) developing the instructional materials, (3) expert validation, (4) try out, (5) final product. The experts in design and developing materials for EYL stated that the coursebook has fulfilled the criteria of good coursebook for teaching and learning activity. However, there are some suggestions given by the experts to improve the quality of the coursebook. The suggestions deal with the availability of teacher’s book to make sure that the elements of CTL can be implemented well by the teachers. Furthermore, the result of try out showed that the coursebook can fulfill the needs of good instructional materials for the students in 4th grade of primary school level. There are some strengths of the product. First, the product is constructed based on the implementation of CTL which are fit to learners. Second, there is a concept of characterization precedes the lesson. Third, the materials are inline to government curriculum to hold English in the lower secondary level. Fourth, the teacher’s book is so detailed and helpful. Finally, there are also features of Value and Cross curricular focus which will enrich learners’ knowledge. Keywords: research and development, coursebook, Contextual Teaching and Learning, primary school, young learnerThe implementation of English instruction in some schools based on the belief that it is beneficial to learn English in the earlier level. Cameron (2001) stated some specific advantages of learning a foreign language in the earlier age. Learners’ listening and speaking competence will acquire most benefits. Then, in the longer term, pronunciation ability also benefits in naturalistic context. The receptive (listening) and productive (pronunciation) skills of the learners will be better if the learning process is started earlier. However, she still suggested “naturalistic context” which means that the teaching methodology should be adjusted to the learners to be as natural as possible and to be fit with learners’ and teaching’s context. To be successful, there must be high quality materials to be used in the process of teaching and learning. Most of teachers in Indonesia have a great dependency to coursebook as an instructional material in teaching English. Cunningsworth (1995) stated the coursebook can play some roles in language learning. The coursebook should be an effective material to be used in the teaching and learning process. Richards (2005) stated that an effective instructional material should consider several factors which includes the context of the learners.After comparing the factors of effective materials with the existing coursebook in the market, the researcher found out that many of them do not fit to young learners’ characteristics. Most of the coursebook in the market also do not fit to learners’ contexts. A research stated that in East Java, Indonesia there is only 19,04 % English coursebooks for primary students that can be categorized as good book then, 33,3% books have fair quality and the rest is not good (Suyanto, 2002). Nonetheless, most approaches which are used as the underlying principles in the coursebook are not considering learners’ characteristics and do not fit to students’ context. There is still deductive grammar teaching by showing, for instance, tenses rules to construct a sentence and non-meaningful drilling activity as in Speed Up English 4 and Fun & Happy with English. In addition, the changing of curriculum today may lead to the inappropriateness of the existing coursebooks that have not been revised with the current curriculum. Besides, as what has been stated before, that some schools adopt certain institution’s curriculum, such as Cambridge curriculum. Consequently all materials are not based on Indonesian contexts. The level of difficulty of the coursebooks (e.g. My Pals are Here, Project by OUP, Cambridge Primary English, Our Discovery Island by Pearson, Backpack by OUP, etc.) may not fit to primary school students’ in Indonesia either.Related to the approach in developing coursebook, principles in language teaching should be adopted as underlying theories. Considering young learners’ characteristics, government regulation, and expert’ advice, teaching English for primary students should be started from grade four of elementary level in Indonesia (Rachmajanti, 2008). The appropriate approach for teaching grade four students of elementary school is an approach that considers learners’ context. Contextual Teaching and Learning (CTL) is an approach that can explore students’ potentials in learning English. Contextual Teaching and Learning can be defined as how teacher could relate the learning with the real context. CTL involves recent theories in teaching. Those are constuctivism, questioning, inquiry, leaning community, modeling, reflection, and authentic assessment (Fachrurrazy, 2014). Hudson and Whisler (2007) supported the use of CTL to promote “authentic learning and allow students’ success by allowing them to make connections as they construct the writing. Those elements should be reflected in the development of a coursebook as an instructional material. Constructivism can be accommodated by creating activities which can stimulate learners’ background knowledge before the learning. Then, Questioning is reflected into activities which will help the learners to questions that lead to exploration and discovery of certain knowledge. Thus, questioning is not merely answering questions. Then, learning community enables the learners to work together with others. In addition modeling parts help the learners to acquire good models to be imitated and developed. Moreover, reflection parts are made to help learners to reflect on their learning and their attitudes toward the lesson. This part can also be used as a chance for the teacher to review the learning. Finally, authentic assessment are reflected to any activity that can be measured which reflect students’ progress. METHODThe researcher used Research and Development (R&D) design. Borg and Gall (1983) defined Research and Development (R&D) as a process used to develop and validate educational products. The research procedure was conducted by adopting the model from Latief (2013) and Borg and Gall (1983). This research adapted the models to make sure that the procedures met the need of the learners and go to an effective research. Then, these models were adapted into several steps. The steps were: (1) needs analysis, (2) developing the coursebook, (3) expert validation, (4) revising the draft, (5) trying out the revised product, (6) revising the product based on the trying out process, (7) final product. Needs Analysis in this research was conducted by using field notes and interview. The activity was done by the researcher from the beginning of August 2015 to the end of October 2015. Interviews to some English teachers were conducted to gain information about the needs of the learners of the 4th grade of elementary school level. The researcher interviewed some teachers who had handled students for years. The researcher also interviewed teachers’ view of the existing materials. Some suggestions given by the teachers were taken as the considerations in developing activities in the coursebook.Besides, field note was used by the researcher as an instrument to collect data gained from some English coursebooks for 4th grade level in the market. The analysis of the coursebooks was constructed based on the model developed by Cunningsworth (1995) which focused on some aspects in evaluating a coursebook like rationale or learner needs, independence and autonomy, self-development, creativity, cooperation, methodology and layout.The result of Needs Analysis helped the researcher to identify the gaps between the needs of the learners and teachers of an ideal coursebook and the existing materials in the market. Thus, this step was the beginning in developing the coursebook for 4th grade of elementary school students based on some elements of Contextual Teaching and Learning (CTL) approach.The second step in the research is developing the English coursebook. The process of materials development involved several stages that have to be followed. The coursebook consists of five units which is started by Welcome chapter to strengthen the concept of characters appeared in the books. However, due to the limited time, the researcher developed two chapters, Welcome and At School as the model of the product. This consideration not to develop a coursebook for the whole semester was also taken because the further chapters of the coursebook follow the same pattern and activities like in the Welcome Unit and Unit 2. Then, the researcher made sure that the arrangement of the units is fit to meetings needed to finish each chapter. The Welcome unit is used for two meetings. Furthermore, the main unit lasts for three meetings. Another consideration is that the developed material is used to help the learners to begin English lesson as they are in the starting level of learning English. Thus, the developed materials fit to practical usage in the school for about 20 percent of the meetings in the whole semester. Then, the researcher developed map of the coursebook. The map includes a unit topic, the vocabulary which appears in each unit, the structure or grammar, language skills, cross-curricular content, and values to be learnt by the students. The topics were chosen by the researcher by considering students’ level and interests. Related to the map of the materials, the government does not provide syllabus for English instruction as a local content subject. Thus, the privilege to construct the materials is given to the school which is represented by the teacher or a team of teachers. Thus, the researcher constructed the mapping of the coursebook by himself. Then, the activities in the coursebooks were constructed based on the suggestions of the teachers, the characteristics of the learners and CTL elements. As the coursebook is adopting Contextual Teaching and Learning (CTL) approach, the researcher arranged the activities based on the elements of the CTL. Each unit of the coursebook adopts Constructivism which enables the learners to activate their own background knowledge. This element helps the learners to make a connection between the learning and their own experience. Then, Questioning element is implemented in the exercises for the learners. This part stimulates the learners to question the materials which lead to an activity of exploration and discovery. The third element is Learning Community which suggests the learners to cooperate with others. Thus, there are many group and pair activities in each unit. The activities in each unit are followed with Modeling which helps the learners to acquire good examples from the teachers or the content provided in the coursebook. In addition, each unit includes reflection part which helps the learners to reflect on the learning that has been experienced. Authentic assessment has an important role in the book because it is one of the elements of Contextual Teaching and Learning approach which is the underlying theory of the construction of the book. Thus, the researcher also developed the assessment for the book at the end of the construction of the activities. The authentic assessment is also integrated in the cross-curricular content in the coursebook in each unit in the form of project based learning. Next, the researcher arranged the layout and designs the illustration. Following the needs analysis and materials development is expert validation which involved expert in design and expert in developing EYL materials and teaching EYL. The expert in design analyzed the layout and the illustration of the coursebook. Furthermore, the expert in developing EYL materials validated the language, the content, the activities and the reflection of elements of CTL in the coursebook. To analyze the result of the coursebook, the researcher used a criteria of 5-scale. If the total score of the quality of the coursebook is 84%-100%, no revision is needed. However, suggestions were taken to improve the quality of the product.This stage was conducted to obtain information about the coursebook from the field subject. This step was conducted by giving the students and the teachers the developed product to be used in a real environment. Then, the teacher evaluated the coursebook during the process of the trying-out. The teacher considered some aspects in the coursebook in term of the effectiveness, efficiency and attractiveness. The try-out process helped the researcher to find strength and weakness of the developed materials.The subjects of the try-out are grade four of elementary school students in Laboratory Primary School of State University of Malang. A bilingual class was chosen as the subjects of try out. The students used to use English for the daily classroom instruction. Thus, their level for English competence can be categorized higher compared to non-bilingual class. The process took 1 meeting which involved learning and teaching process discussing Unit 1, Welcome. Then, the teacher was given an observation form to assess the practicality of the coursebook used in the classroom. FINDINGS AND DISCUSSIONFindings Based on the result of needs analysis, there are some aspects that should be accommodated in the product. First, there must be various activities which accommodate different learning styles and different language skills in the coursebook. Second, active participation through kinesthetic activities (TPR) are needed by the learners. Third, assessment part should not only merely rely on the result of answering reading comprehension questions. Authentic assessment should be integrated in the coursebook. Fourth, more cooperative learning is encouraged. Fifth, as the learners are still developing their social and emotional ability, values should be integrated to the learning. Finally, the coursebook should also accommodate lesson which is beyond the lesson itself. It means that cross-curricular section must be integrated in the coursebook.The title of the coursebook is Easy Going 4. The title is chosen to reflect the primary goal in teaching English in elementary school which will help the learners to build positive attitude towards English. The book is constructed to help the learners in 4th grade of elementary school in Indonesia to learn English at the first time. Thus, the coursebook is started by an introductory unit entitled Welcome to strengthen the concept of characterization in the coursebook. There are four characters that represent the diversity of students. The characters are Willy, Ratih, Linda, and Buyung. Moreover, the learners might have personal connection with the characters in the coursebook. It pottentially also help them activate their background knowledge and personal experience related to characters (Johnson, 2002). Next, the researcher formulated scope and materials mapping as a guideline to develop the coursebook. The scope and materials mapping is the syllabus of the coursebook that helps the teacher get the overall concept in each unit. After developing the scope of materials of the coursebook, the researcher constructed the activities for each unit. The coursebook is started with an introductory unit entitled Welcome. The first page of this unit contains the main characters (Willy, Linda, Ratih and Buyung) in the coursebook. In this part the learners are asked to listen to the characters introducing themselves. They are helped by the teachers to activate the background knowledge to gain personal connection by getting to know more about the characters. The Welcome chapter adopts elements in CTL approach. The first element is Modeling which is implemented in the Welcome part in the form of listening part which give models to the learners to introduce the characters. Then, to check students’ understanding there are some questions about the topic. After that, the learners are asked to construct their own students’ ID then, introduce themselves like what has been presented earlier. Next, for speaking exercises, the students are asked to use the first model to ask about others’ identity. Besides, the learners learn some materials in Welcome chapter about numbers, greetings, and several instructions in the class which are begun by models given by teachers. The second element is Questioning which is implemented in the form of exercises and questions given to the students. The questions stimulate the learners to discover the concept and relate the lesson with their own experience. The third element is Learning Community which is implemented in the group and pair work exercises, for example, numbers game, ask friends’ identity, greet others, and act the dialogue out. Then, the fourth element is Constructivism which is adopted in the activities of Let’s Discuss and Let’s Think. In this section the students are asked to think critically about what should be done by a good student. They are asked to differentiate between students’ good and bad behavior. This activity encourages the learners to relate the task with their own background knowledge and perceptions about what a good student is. The fifth element is Authentic Assessment which reflects learners learning, motivation, and performance during the lesson (O’Malley & Pierce, 1996). The researcher designs all activities in this unit to be measured. Thus, the teacher finds them easy to see students’ progress in learning through various activities (listening to the introduction part and class instructions, writing a students’ ID card, acting a dialogue out, acting the instruction out, discussing a value, etc.). The last element is Reflection which is the closing part of the unit. This part is aimed at reviewing and reinforcing what has been learned in the whole unit. There are some questions which lead to students’ answer about particular exercises in the unit. There are also questions which ask students’ feeling and perceptions about the most interesting and boring activities in the unit. The part helps both teachers and students to reflect on the learning. Furthermore, unit 2 adopts elements of CTL as this is the main materials. In the beginning of each unit, there is a comic strip which helps the learners to activate their background knowledge to learn. The comic presents series of scenes which involve the main characters, vocabulary, and structures to be learned in the unit. This part entitled Look and Guess. The students are asked to scan the comic then guess the answer of question given in the instruction. This section adopts Constructivism which involves predicting before reading the comic strip. Then, the learners are asked to imitate the dialogue out in the group after being given model by the teacher (Modeling). In this part of the unit, the learners have comprehended the story through experiencing the dialogue done in groups (Learning Community). In order to check students’ understanding, there are questions which encourage the learners to find explicit and implicit information in the comic (Questioning). The questions lead to the discovery of concept and more analysis. Then, the unit presents the linguistic features beginning with vocabulary. There are pictures of vocabulary followed by listening parts to help the learners in pronouncing the words correctly. The words which are presented are exercised in various activities involving students’ observation with their classroom, school and daily life environment. Moreover, there is another lesson to present the structure in speaking or writing. This part is begun by presenting dialogue using the target structure/ grammar (Modeling). Then, to check students’ understanding about the dialogue, there are comprehension questions which are answered by choosing yes or no (Questioning). In addition, grammar section untitled ‘Look and Learn’ is presented to help the learners to construct the same structure/ composition in speaking and writing. There is also additional vocabulary to be used in composing sentences activities. Then, the learners can practice the structures and vocabs learn by practicing them in speaking or writing. This part can be used as assessment part (Authentic Assessment). Other features in the main units are Cross-curricular content, ‘A Letter from a Friend’, Value and ‘Reflect on your learning’. The cross-curricular content is provided by the researcher to connect the learning with the idea of interdisciplinary learning (Learning Community and Constructivism) and learning with various contexts. In this part the researcher provides different non-language subject to be integrated in each unit e.g. art, physical exercise, social science and science of nature. Moreover, ‘letter from friend’ potentially enriches learners’ knowledge about the wider world. Indeed, they learn about the lesson from others who tell something which is related to the theme learned (Learning Community). Furthermore, value section helps the learners in spiritual development with fun and various activities like making craft, cutting, sticking, etc. At last, every unit is closed with ‘reflect on your learning’. In this section, the teacher can support the learners to evaluate their own progress during learning each unit. It can be used as a self- assessment for the learners (Authentic Assessment). Besides, the teacher can use this part to review and reinforce what has been learned (Reflection) (Fachrurrazy, 2014). The last step is constructing the desig
Developing Comic Strips with Blank Speech Bubbles as Media for Writing Recount Texts for the Tenth Graders
No full textABSTRACT Solikhah, Mirzatus. 2016. Developing Comic Strips with Blank Speech Bubbles as Media for Writing Recount Text for the Tenth Graders.Thesis.EnglishDepartment,Faculty ofLetters,State Universityof Malang. Advisors: (I) Ekaning Dewanti Laksmi, M.Pd.,M.A. (II) Dr. Sri Rachmajanti, Dip. TESL, M.Pd. Keywords:comic strips, instructional media, recount text Writing is the most difficult skill for second language learners to master. The needs analysis showed that most of the students faced difficulties in writing such as developing ideas.Also, the use of media in class was still less varied. Thus, this study aimed to develop comic strips with blank speech bubbles as media for writing recount texts for the tenth grade students. This studyadapted the steps of Research and Development (R&D)procedure by Gall, Gall, and Borg (2003), which were (1) identifying the goal, (2) needs analysis, (3) product development, (4) expert validation, (5) revision based on expert validation, (6) try-out in small scale, (7) revision based on the try-out, and (8) final product. The instruments used in this research were first questionnaire, interview guide, expert validation sheet, second questionnaire, and observation sheet. The media were validated by 2 experts, who were a lecturer of State University of Malang and an English teacher of SMA BSS. The results showed that the average score of all aspects gained from the lecturer’s validation was 95.45% and from the teacher’s validation was 81.8%means that the media were very applicable and very valid. The media were tried out to 12 students of the 10th grade of SMA BSS. Based on the students’ questionnaire for the product try-out, the average score from group 1 was 87.75% and from group 2 was 83.82%. Besides, all the students stated that they liked the media. From the classroom observation, the students looked enthutiastic in completing the tasks in the media. The product of this research can be used as media for writing recount texts for the tenth grade students of Senior High School. Therefore, it is suggested for the English teacher to utilize the media developed for writing activity, specifically in writing recount texts. For the future researcher, the visual media such as comic strips can be used for other types of text or other language skills. ABSTRACT Solikhah, Mirzatus. 2016.Developing Comic Strips with Blank Speech Bubbles as Media for Writing Recount Text for the Tenth Graders.Thesis. English Department, Faculty of Letters, State University of Malang. Advisors: (I) Ekaning Dewanti Laksmi, M.Pd.,M.A. (II) Dr. Sri Rachmajanti, Dip. TESL, M.Pd.Keywords:comic strips, instructional media, recount textWriting is the most difficult skill for second language learners to master. The needs analysis showed that most of the students faced difficulties in writing such as developing ideas.Also, the use of media in class was still less varied. Thus, this study aimed to develop comic strips with blank speech bubbles as media for writing recount texts for the tenth grade students. This studyadapted the steps of Research and Development (R&D)procedure by Gall, Gall, and Borg (2003), which were (1) identifying the goal, (2) needs analysis, (3) product development, (4) expert validation, (5) revision based on expert validation, (6) try-out in small scale, (7) revision based on the try-out, and (8) final product. The instruments used in this research were first questionnaire, interview guide, expert validation sheet, second questionnaire, and observation sheet. The media were validated by 2 experts, who were a lecturer of State University of Malang and an English teacher of SMA BSS. The results showed that the average score of all aspects gained from the lecturer’s validation was 95.45% and from the teacher’s validation was 81.8%means that the media were very applicable and very valid. The media were tried out to 12 students of the 10th grade of SMA BSS. Based on the students’ questionnaire for the product try-out, the average score from group 1 was 87.75% and from group 2 was 83.82%. Besides, all the students stated that they liked the media. From the classroom observation, the students looked enthutiastic in completing the tasks in the media. The product of this research can be used as media for writing recount texts for the tenth grade students of Senior High School. Therefore, it is suggested for the English teacher to utilize the media developed for writing activity, specifically in writing recount texts. For the future researcher, the visual media such as comic strips can be used for other types of text or other language skills
SLANG PADA KOMUNITAS INTERNET KASKUS
No full textABSTRACT Wiranata, D.S.A 2016. Slang in Kaskus Internet community. Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisor: (I) Prof. Drs. A. Effendi Kadarisman, M.A., Ph.D.; (II) Aulia Apriana, S.S., M.Pd.Keywords: slang, internet communities, sociolinguistic, kaskusSlang is a diversity of languages spoken by the teenagers and certain social groups for internal communication (Prayogi, 2007 : 2). As the technology develop rapidly nowadays, slang is not only used in real-life communication, but also in the Internet. Kaskus is an Indonesian internet forum built in 1999 by three Indonesian young men and now has become one of the biggest internet forums in Indonesia. As a community, Kaskus has its own slang. In this research, the researcher tries to find out the types of Kaskus slang based on word-formation process using a theory of word-formation process by George Yule (2010) and figure out the best possible reasons why Kaskusers (Kaskus members) are using it slang theory by Eric Patrick (2007). A qualitative method is used in this research. The data sources are threads (a grouping of posts set-up as a conversation among users) and comments in Kaskus forum. There are two sub-forums selected, The Lounge and FJB (Forum Jual Beli) regarding data collection, because those two sub-forums are the most frequently viewed and have the most threads among all sub-forums in Kaskus. The researcher also interviews some Kaskusers from regional Malang to find out the reason why they use the slang.The results show that of 85 slang words found in Kaskus, first, there are 7 types of word-formation process that occur in Kaskus slang. Acronyms (35.2%), blendings (21%), multiple process (17.6%), semantic change (12.9%), clipping (5.8%), borrowing (4.7%), and derivation (2.3%). From the analysis, the researcher find out that Kaskusers tend to shorten the word to make it faster to type and easier to remember. Secondly, there are three reasons why Kaskusers use slang; to simplify the word and make it easier to remember, to show their group identity, and to unite them as a special speech community. The researcher suggests to the readers, especially the one who is new in Kaskus, to pay attention to the slang used in the community because sometimes it is quite confusing if they do not understand the meaning yet. Then, for future researchers, it is suggested to classify the respondents into male and female users and see if there is a difference when they using Kaskus slang.ABSTRACT Wiranata, D.S.A 2016. Slang in Kaskus Internet community. Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisor: (I) Prof. Drs. A. Effendi Kadarisman, M.A., Ph.D.; (II) Aulia Apriana, S.S., M.Pd. Keywords: slang, internet communities, sociolinguistic, kaskus Slang is a diversity of languages spoken by the teenagers and certain social groups for internal communication (Prayogi, 2007 : 2). As the technology develop rapidly nowadays, slang is not only used in real-life communication, but also in the Internet. Kaskus is an Indonesian internet forum built in 1999 by three Indonesian young men and now has become one of the biggest internet forums in Indonesia. As a community, Kaskus has its own slang. In this research, the researcher tries to find out the types of Kaskus slang based on word-formation process using a theory of word-formation process by George Yule (2010) and figure out the best possible reasons why Kaskusers (Kaskus members) are using it slang theory by Eric Patrick (2007). A qualitative method is used in this research. The data sources are threads (a grouping of posts set-up as a conversation among users) and comments in Kaskus forum. There are two sub-forums selected, The Lounge and FJB (Forum Jual Beli) regarding data collection, because those two sub-forums are the most frequently viewed and have the most threads among all sub-forums in Kaskus. The researcher also interviews some Kaskusers from regional Malang to find out the reason why they use the slang. The results show that of 85 slang words found in Kaskus, first, there are 7 types of word-formation process that occur in Kaskus slang. Acronyms (35.2%), blendings (21%), multiple process (17.6%), semantic change (12.9%), clipping (5.8%), borrowing (4.7%), and derivation (2.3%). From the analysis, the researcher find out that Kaskusers tend to shorten the word to make it faster to type and easier to remember. Secondly, there are three reasons why Kaskusers use slang; to simplify the word and make it easier to remember, to show their group identity, and to unite them as a special speech community. The researcher suggests to the readers, especially the one who is new in Kaskus, to pay attention to the slang used in the community because sometimes it is quite confusing if they do not understand the meaning yet. Then, for future researchers, it is suggested to classify the respondents into male and female users and see if there is a difference when they using Kaskus slang
The Past Tenses Used in Recount Texts Written by The Tenth Graders of Nursing Vocational High Schools (SMK)
No full textABSTRACT Agustina, Juwita, Dwi. 2016. The Past Tenses Used in Recount Texts Written byThe Tenth Graders of Nursing Vocational High Schools (SMK). Thesis,Department of English, Faculty of Letters, State University of Malang.Advisors: (I) Dr. Utari Praba Astuti, M.A., (II) Dr. Enny Irawati, M.Pd.Keywords: past tenses, recount textThis descriptive qualitative study was aimed at finding out: (1) the types oferrors in using past tenses in recount text writings of the tenth grade students ofSMKN 11 Malang, and (2) the causes of the past tenses errors in the students’recount text writings. The types of errors were identified based on Dulay et al.(1982) Surface Strategy Taxonomy while the causes of the errors were analyzedbased on Richards (1974).The participants were 32 students of X Nursing 2 class or KPR(Keperawatan) in the academic year of 2015/2016. The students haveheterogeneous English skills and competences and can be said as in the highestrank among tenth grade students of other nursing classes in that school. They wereactive to get involved in any English class’ activities.The data analysis was conducted according to three steps which were datareduction, data display, and conclusion drawing. The research instruments werethe students’ writing tests, questionnaire, interview guide, and rubric of errorcategorization. The data were obtained from the students’ recount writing worksand their answers in the questionnaire and interview.The past tenses used by the students were simple past, past progressive,and past perfect. The past tenses errors found were 125 items in the first writingand 83 items in the second writing. Misformation was the most frequent type oferror occurred followed by omission and addition. In terms of causes of the errors,ignorance of rule restriction and incomplete application of rules were at thehighest rank followed by false concept hypotheses and over-generalization. Asmost of the errors were misformation which was caused by ignorance of rulerestriction, it seemed like there was something wrong with the context of learning.Some of the students tended to use present tenses instead of the past tenses andalways put a verb after ‘be’ although it was a non-progressive sentence.Based on the findings, reinforcement in the form of repetition, practice andcorrective feedback are needed in learning English. It is essential for the Englishteacher to encourage the students to be active and productive while learningEnglish in the class. It is suggested that the English teachers give moreexplanation of the difference between English and Indonesian, regular andirregular verbs, also explain more about the rules of all the past tenses and the useof it. For future researchers, the findings can be used as valuable references toconduct research in the same field such as schools and students which havesimilar characteristics. It is suggested that future researchers conduct a research which focuses on the use of all the past tenses
Improving the Ability in Writing Recount Text through Process Writing in Photo Series Fold Book at SMPN 6 Malang.
No full textABSTRACT Islami, Arum. 2016. Improving the Ability in Writing Recount Text through Process Writing in Photo Series Fold Book at SMPN 6 Malang. Thesis. English Department, Faculty ofLetters, State University of Malang. Advisors: (I) Dr. Ekaning Dewanti Laksmi, M.Pd,M.A. (II) Prof. Drs. Bambang Yudi Cahyono, M.Pd, M.A, Ph.D Keywords: writing activity, photo series fold book, process writing templates, personal photographs, recount text In teaching the four main skills in the classroom, teaching writing is assumed to be one ofthe most difficult areas by many teachers. For the majority of students, writing seems to beconsidered as the most difficult and complicated skill to be learned since they should deal with thecomplexity in writing stages and its components. The problem was also faced by the students ofclass 8.7 at SMPN 6 Malang. Based on the result of preliminary study, it was revealed that thestudents had some difficulties in finding, developing, and organizing their ideas, findingappropriate vocabulary, also in using accurate grammar in writing recount text. Besides, theirteacher had never used any certain technique in teaching writing. To address this problem, the researcher used process writing in photo series fold book toimprove the students’ ability in writing recount text. Photo series fold book can be defined as aseries of personal photographs which are arranged in sequence, attached on a piece of Asturo paper,completed with some details of the photos and process writing templates used to retell students`past experiences or events and folded up into a book. Photo series fold book becomes one of thelearning media which not only help students to analyze the structure of a story and simplify acomplicated story but also motivate students for better learning and makes the learning processenjoyable, fun, and memorable. The strategy was conducted in several steps: (1) asking the students to bring their personalphotographs (2) asking the students to write the title of their personal experiences or events alongwith their identity on the cover of the photo series fold book (3) asking the students to put theirpersonal photographs in chronological order (4) asking the students to do pre-writing by writingsome details about what had happened in each of the personal photos that they had brought (5)asking the students to write their rough draft about their past experiences using drafting templatethat attached at the back of photo series fold book then they should submit it to the researcher toget feedback and comments (6) asking the students to revise and edit their composition based onthe feedback and comment that they have gotten from the researcher and write the final writing oftheir composition individually, then they submit their photo series fold book to the researcher and(7) asking the students to write a good recount text with different topic to see the improvement oftheir writing skills. The design of this research was Collaborative Classroom Action Research design thatconsisted of four stages: planning, implementing, observing, and reflecting. The research wasconducted in one cycle consisting of four meetings. The subject in this study were 34 students ofClass 8.7 at SMPN 6 Malang. The instruments used in this research were writing tasks, field notes,questionnaires, observation checklists, and interview guides. The data obtained from theinstruments were analyzed and compared to the indicators of this study`s criteria of success, namely: (1) 75% of the students of 25 out of 34 students were able to achieve score equal or higherthan the minimum passing grade, that is, 75 in writing task, and (2) 75% of the students showedpositive responses towards the strategy being implemented by the researcher. The research findings reveal that the students` scores after the use of Photo Series FoldBook could improve and pass the minimum passing grade set by the school, which was, 75.Besides, there were more than 75% of the students showed positive responses by activelyparticipating during teaching and learning process and showed positive attitude towards the use ofphoto series fold book. The aforementioned research findings indicate that the results of this studyhave met the criteria of success. Therefore, it can be concluded that the use of photo series foldbook could improve the ability of 8.7 students of SMPN 6 Malang in writing recount texts. This study proposes some suggestions for the English teachers and further researchers. ForEnglish teachers of SMPN 6 Malang, the result of this study can be one of the solutions for teachingproblem related to improving the students` ability in writing, especially personal recount texts.Other English teachers can take the results of this study as consideration to develop other learningmedia to improve their students` ability in writing. It is also suggested for the teachers to payattention in detail of the activities implemented in the classroom to make sure that he or she couldimplement the learning media well in the class. At last, for future researchers, they may conductfurther studies related to the use of photo series fold book to teach other text types in other education levels.
Using Modified Snake and Ladder Game to Improve the Vocabulary Mastery of the Fourth Graders of MIN Curah Jeru Situbondo
No full textABSTRACT Using Modified Snake and Ladder Game to Improve the Vocabulary Mastery of the Fourth Graders of MIN Curah Jeru SitubondoKey words: elementary student, snake and ladder, vocabulary.Students have been introduced to learn English vocabulary since they are in the Elementary school. However, teaching English vocabulary to young learners is not easy.The common problem found is the students are not able to keep the vocabulary in their long-term memory. This study is addressed to overcome the problem that was faced by the fourth graders of MIN Curah JeruSitubondo. Based on the preliminary study that was conducted on 11th April 2015, it was found that almost all of the students lacked of English vocabulary. In order to solve the problem, the researcher applied “Snake and Ladder game”.The game was good for the students, not only for their academic achievement but also for their social interaction.The design of this study was Classroom Action Research (CAR). Therewere four stages done in this research, i.e. planning, implementing, observing, and reflecting. This research was aimed to help the students to improve their vocabulary mastery. The subject was the fourth graders of MIN Curah JeruSitubondo in the 2015/2016AcademicYear. There weresixteen students, ten male students and six female students. The data were collected from four instruments that isvocabulary test, observation checklist, field notes and questionnaire. The criterion of success was that the students should score sixty fiveas a minimum score.This study was conducted in two Cycles. Based on the result of the final test scores, the research was categorized as successful. The result showed that thirteen out of fifteen students had passed the minimum score. There were three students who got 100 and their average score also significantly increased. Then, the researcher compared the pre-test and final test by using t-test. The result showed that the students’ score in Cycle Two was significantly increased. Based on the findings above, it can be concluded that “Snake and Ladder game” can help the students to improve their vocabulary mastery. In addition, this game is interesting and suitable for the elementary graders. Therefore, it is expected that this “Snake and Ladder game” can be used as an alternative media to teach vocabulary by the teacher and for the school, the researcher hope the school can facilitate another interesting media to help the teacher during the teaching and learning process. The future researcher who is interested in implementing the same media is suggested to make the board from the material that is not easily broken and consider more about the time. In addition, the future researchers can use the game for speaking, reading and writing activity since the game is suitable to be implemented for another language skill