SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM
Not a member yet
1624 research outputs found
Sort by
The Teaching and Learning of English Vocabulary and Pronunciation to an Autistic Student: A Case Study
No full textABSTRAK Inayah, Zulfa Alfi. 2016. The Teaching and Learning of English Vocabulary and Pronunciation to an Autistic Student: A Case Study. Thesis, English Language Teaching, English Department, Faculty of Letters, State University of Malang. Advisors: (I) Dr. Sintha Tresnadewi. M.Pd. (II) Dr. Ekaning Dewanti Laksmi, M.Pd.Keywords: vocabulary, pronunciation, autism, case studyEnglish, as a foreign language globally taught in many countries, is also taught to Autistic students as a compulsory subject in Special Schools in Indonesia. One of the schools which educates autistic students and teaches English to them is SMPLB Putra Jaya Malang. The autistic students’ different needs and learning characteristics are interesting to study particularly which are related to the teaching and learning process of English to students with autism. Considering the students’ level of ability, the teaching of English in SMPLB Putra Jaya Malang is limited to Vocabulary and Pronunciation. Thus, this research focused on those two aspects taught in the class.To get an in-depth portrayal of the teaching and learning of vocabulary and pronunciation to autistic students, this study used the Case Study research design. The subjects of the study were a classroom teacher and a student with autism in the third grade class of SMPLB Putra Jaya Malang. In collecting the data, the researcher used interview guide, field notes, video records, and test worksheets. The interview guide was employed in the interview to generate information about the teacher, the students, the school, and the curriculum. The field notes and video records were used to help the researcher do the observations in class. Whereas, the test worksheets in the form of pre-test and post-test were administered to measure the student’s success in learning the materials. The data collected then were analyzed based on the theory of teaching a foreign language to autistic students and regular students. The result of the pre-test and post-test were also compared to see the student’s learning progress as the result of the strategy employed by the teacher in English class.The findings show that in teaching vocabulary, it was found that the teacher used two strategies. First, the teacher used picture dictionary as the resource for the students to translate the vocabulary. Second, the teacher used vocabulary big book as media and strategy to introduce and discuss the vocabulary. In teaching pronunciation, the teacher used “Listen and Repeat” strategies by asking the student to read the words first before the teacher corrected them when they made some mistakes on the pronunciation. The student’s development seen from the result of pre-test and post-test shows that there were some improvements in the student’s vocabulary and pronunciation knowledge after the two meetings. Based on the result of the study, the researcher provides some suggestions. The Special Education teachers who teach English to Autistic students need to increase their English competence to enable them to teach not only vocabulary and pronunciation, but also other aspects of English as a means of communication. Learning about foreign language pedagogy is also beneficial for them to understand the foreign language learners’ need and many kinds of interesting media and activity to use. Other research can investigate the teaching of English to autistic students more deeply by spending longer time to do the observation until data saturation is reached. It is also suggested to investigate other skills and language components and other types of Autism Spectrum Disorder. In addition, if tests are needed, the researchers can use subjective type test to get a more reliable result
Kinds of Ambiguity in Verbal Humor in Stand Up Comedy Indonesia
No full textABSTRACT: The research design of this study is descriptive-qualitative.This study was conducted by watching some videos of Dodit, Dzawin, and Abdur. After going through all data analyses, the researcher comes to the conclusion that discourse ambiguity appears most frequently (37%). The second position is twisting logic (27%) from the data, the third position is pragmatic ambiguity (20%), the forth position is phonological ambiguity (10%), and in the last position is lexical ambiguity and semantic ambiguity (3%). Keywords: linguistic ambiguity, humor, verbal humor, linguistic twis
Using the Combination of Jumbled Word Game and Hidden Pictures in Descriptive Text through EEC Strategy to Improve Vocabulary Mastery of Eighth Graders of SMP Negeri 1 Babat, Lamongan.
No full textAbstrak The aim of this study was to improve vocabulary mastery of eighth graders of SMPN 1 Babat. This study was conducted because students had limited vocabulary. Based on the preliminary study, there were only 8 out of 30 students who passed the minimum score. The minimum score determined by the school was 75. Based on the observation done in the preliminary study, the teacher did not use any media in teaching vocabulary. Thus, students were not enthusiastic in learning vocabulary. To solve this problem, the use of jumbled word game and hidden pictures in descriptive text through EEC strategy was applied in learning vocabulary. This study was directed to answer a research question on how the combination of jumbled word game and hidden pictures in descriptive text through EEC strategy can improve the vocabulary mastery of eighth graders of SMP Negeri 1 Babat. The combination of jumbled word game and hidden pictures in descriptive text is an instructional media in which every adjective contained in the descriptive text is written in a jumbled word on a sticky note by hiding the picture of the adjective itself and the meaning of the adjective in Indonesian. The media can be used for teaching English successfully, especially teaching English vocabulary as it contains game and pictures which can attract students’ interest and attention. The study was a Classroom Action Research (CAR). The research was conducted in one cycle that consisted of four stages: planning, implementing, observing, and reflecting. There were five meetings done in the cycle. The subjects of the study were 30 students of Grade 8G at SMPN 1 Babat. There were four instruments used by the researcher to collect the data. They were vocabulary test, observation checklists, field notes, and questionnaires. The criteria of success set by the researcher was at least, 80% of the students should reach the minimum score of 75, and 80% of the students should be involved in the teaching and learning process. The findings of the study show that (1) 100% of the students achieved score above the minimum score of 75, which shows that using the combination of jumbled word game and hidden pictures in descriptive text through EEC strategy improves the students’ vocabulary mastery; (2) more than 80% of the students involved in the teaching and learning process, which shows that taught by the strategy make the students involved in the teaching and learning process; (3) the steps of implementing the combination of jumbled word game and hidden pictures in descriptive text are as follows. First, the students are given a descriptive text with jumbled word game and hidden pictures. Second, the students are asked to arrange the jumbled words of every adjective contained in the text in order to be the correct adjectives. Third, the students are asked to discuss their work in arranging the jumbled letters within groups and write the result of their discussion on the whiteboard. Last, the students discuss the result of their work together in a class discussion. Based on the result of the study, the researcher suggests the English teacher of the school to use jumbled word game and hidden pictures while teaching descriptive texts to improve students’ vocabulary mastery. Then, it is suggested for the future researchers to use the media as an alternative medium in teaching vocabulary to different level of students. The future researchers are also suggested to use the different types of texts
DEVELOPING AN ENGLISH COURSEBOOK BASED ON CONTEXTUAL TEACHING AND LEARNING APPROACH FOR THE 4TH GRADE OF PRIMARY SCHOOL STUDENTS
No full textABSTRACT Reading Instructions in Junior High Schools in MalangThis 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) (Fachru
CONVEYING EMOTIONS WITHOUT SAYING ANYTHING: EMOTICONS IN INSTANT MESSAGING
No full textABSTRACT Bethoven, R.Y, 2016. Conveying Emotions without Saying Anything: Emoticons inInstant Messaging. Thesis. Department of English, Faculty of Letters, UniversitasNegeri Malang. Advisors: (I) Dr. Suharyadi, S.Pd, M.Pd., and (II) Prof. Dr. YazidBasthomi, M.A.Keyword: emoticons, conveying emotions in instant messaging service For instant messaging or computer mediated communication users, whomainly use text to communicate, emoticons are considered as great tools. Emoticonsusages in instant messaging services plays a crucial role that can act like the nonverbalcues in face to face communication. This research investigated the use of emoticons in LINE as one of the mostpopular instant messaging services. Descriptive-qualitative apporach is amenable, inthis research, to obtain straight answers towards the research question. Theresearcher, as the key instrument, use his smartphone as a support instrument. Thedata themselves are in the form of screen capture from various groups chatconversations. Any text messages that comes up with the emoticon is captured forfurther analysis.The researcher collected 135 message samples with emoticons usagein them from August 2015 to March 2016. The users used emoticons in the messagefor various functions according to the Dresmer’s and Herring’s theory. The first is toconvey emotion such as joy, sadness, fear, etc. The second is to deliver nonemotionalmeaning like wink to indicate a joking intention. The third is as anillocutionary force indicator. To know the dominant function in the emoticons usagebecomes the main goal in this research. The findings indicate the first function of emoticons usage, which is to conveyemotion as the dominant function. Most of the users used emoticons to convey theiremotions toward the recipient. The emoticons usage also enchants the context of themessage in the proccess. Interestingly, the researcher found a resemblance betweenthe cuneiform from the Sumerian language with the modern emoticons. In addition,the researcher also found a request or demand in the message that includes sademoticons from the sender to the recipient. As the bottom line, this research shows that most of the emoticons usage ismainly to convey the emotion from the sender towards the recipient. Interestingly, thesad emoticon usages are followed by a request or demand in most cases. For futureresearch, the researcher’s suggestion is to investigate whether the emoticons usage isjust a momentary language phenomenon or will be carried on by the users as the timepasses. There is also a possibility that the emoticons usage will be erased or changed in the future
Developing Computer-Based Reading Activities for the Tenth Grade Students of SMAN 1 Dampit
No full textABSTRACT Susan, Dewi. 2016. Developing Computer-Based Reading Activities to Improve Reading Ability of the Tenth Graders of SMAN 1 Dampit. English Language Teaching, English Department, Faculty of Letters, State University of Malang. Advisor: (1) Francisca Maria Ivone, M.A., Ph.D., (2) Dra. Sri Andreani, M.Ed.Keywords: computer-based reading activities, descriptive text, Hot Potatoes computer program, SQ3RThe purpose of this research and development is to produce computer-based reading activities as the materials for independent study, especially for the tenth graders of SMAN 1 Dampit, which suits the curriculum K-13. That grade is chosen because it has problem with the drawback of the SQ3R reading strategy implemented in class and time limitation in learning reading in class. The researcher adapted the research and development model by Borg and Gall (2003). The original model has been modified as following: (1) needs analysis, (2) product development, (3) expert validation, (4) revision I, (5) product try-out, (6) revision II, (7) final product. Need analysis was to obtain the information about the students’ and the schools’ needs. The results of the needs analysis are used as the principles in developing the product. The developed product then is consulted to the expert validator I and II. The expert validator evaluated the product. The researcher revised the product based on the experts’ suggestions. The revised product was tried-out into ten students. Here, the students evaluated the product. The data obtained from the expert validation is qualitative data. While the data from the product try out is quantitative data, both are analyzed descriptively.The product of this study is in the form of computer-based reading activities which consists of the home page and the exercises page. Each reading exercise page consists the reading text with the glossaries and multiple choices questions which are completed with the feedback and score. This computer-based reading activities can fill the gap between the drawback of SQ3R reading strategy and the time limitation problem that the students have in learning reading in class. Also, the result of the product try out shows that the computer-based reading activities can help students to improve their reading abilities. Yet, the product is developed by using Hot Potatoes computer program, so the layout and the design are set by the program. It means that the users cannot create their own model. However, the operational of the Hot Potatoes computer program is easy, so the teacher can create not time-consuming interactive reading activities. Furthermore, the product only covers descriptive texts with limited topics. Therefore, other researcher are suggested to produce more educational product
A Comparison between Illocutionary Acts in Jokowi’s and SBY’s Institutional Speech during Asian-African Conference 2015
No full textABSTRACT Provita, M.P. 2016. A Comparison between Illocutionary Acts in Jokowi’s and SBY’s Institutional Speech during Asian-African Conference 2015. Thesis. Department of English, Faculty of Letters, Universitas Negeri Malang. Advisor I: Dr. Hj. Emalia Iragiliati, M.Pd, Advisor II: Evynurul Laily Zen,S.S, M.AKeywords: Illocutionary acts, comparative study, Institutional speech, Jokowi and SBY, AAC 2015 Implicitness or intended meaning in institutional setting such as political speeches has a significant role. It conveys the speaker’s intention and purpose to the audiences. Speeches delivered by Jokowi and SBY during Asian African Conference 2015 have caught people’s attention, particularly on the intention they were conveyed. Thus, this study focuses on the utilization and comparison of illocutionary acts in Jokowi’s and SBY’s speech during Asian-African Conference 2015.Descriptive qualitative approach is used as the research design of this study. The data source used is a speech transcription of Jokowi and SBY during Asian-African Conference 2015. Then each speech transcription was analyzed by referring to five types of illocutionary acts theory proposed by Searle (1975), those are: 1) Representative acts, 2) Directives acts, 3) Commissives acts, 4) Expressive acts, and 5) Declaration acts. This study also concern on institutional settings proposed by Drew and Heritage (1992). The result of this study shows that Jokowi utilizes five types of illocutionary acts; Representative Acts (59.86%), Directive acts (22.7%), Expressive Acts (11.37%), Commissive Acts (4.25%) and Declarations acts (1.42%). In performing illocutionary acts, Jokowi stated his opinion briefly and straight to the point, he used provocative words in giving suggestion and preferred to point out the obstacles and difficulties Asian and African countries have experienced. Meanwhile, SBY only employs three types of illocutionary acts;, Representative acts (69.12%), Expressive Acts (17.61%) and Directive Acts (13.24%). In performing illocutionary acts, SBY was being careful by using polite words, employing small talks, choosing uncotroversial topics and preferred to talk about the achievements Asia-Africa has gained. Both presidents also shared some similarities. They used the personal pronoun ‘we’ in performing directive acts, did numbers of word repetitions, gave suggestion in points, and preferred to invite instead of giving commands. Thus, the results of this study supports Searle’s theory (1975) on the variety of illocutionary acts and Drew and Heritage’s theory (1992) about speech in institutional settings. The comparison of the utilization of illocutionary acts between two speakers within their political speech gives a clear description about how illocutionary acts convey different intended meanings. However, it is suggested that future researchers be able to conduct further research on particular illocutionary acts comparison that can enrich the knowledge about speech acts.ABSTRAKProvita, M.P. 2016. Perbandingan Tindak Ilokusi antara Pidato Institusional Jokowi dan SBY di Konferensi Asia Afrika 2015. Jurusan Sastra Inggris. Fakultas Sastra, Universitas Negeri Malang. Pembimbing I: Dr. Hj. Emalia Iragiliati, M.Pd, Pembimbing II: Evynurul Laily Zen,S.S, M.AKata Kunci: Tindak ilokusi, Penelitian komparatif, pidato institutional, Jokowi dan SBY, KAA 2015Makna tersirat yang ada dalam latar institutional khususnya pidato politik memiliki peranan penting yang menunjukkan maksud dan tujuan dari pembicara kepada hadirin. Makna tersirat menyampaikan maksud dan tujuan pembicara kepada pendengar. Pidato yang disampaikan Jokowi dan SBY pada konferensi Asia Afrika 2015 menyedot perhatian banyak orang tentang bagaimana mereka menyampaikan pidato khususnya maksud yang Jokowi dan SBY sampaikan. Karenanya, penelitian ini fokus kepada penggunaan tindak ilokus dalam pidato Jokowi dan SBY di KAA 2015. Penelitian ini juga fokus ke perbandingan dari kedua pidato tersebut.Pendekatan deskriptif kualitatif digunakan sebagai desain dari penelitian ini. Instumen yang digunakan adalah satu pidato transkripsi pidato Jokowi dan satu transkripsi pidato SBY di KAA 2015. Setiap transkripsi pidato kemudian diklarifikasikan berdasarkan lima tipe tindak ilokusi yang diusulkan oleh Searle (1975) diantaranya: 1) Representatif 2) Direktif 3) Komisif 4)Ekspresif 5) Deklarasi, serta teori latar instituonal yang diusulkan oleh Drew dan Heritage (1992).Hasil dari penelitian ini menunjukkan bahwa Jokowi menggunakan lima tipe tindak ilokusi, diantaranya: Representatif (59.86%), Direktif (22.7%), Ekspresif (11.37%), Komisif (4.25%) dan Deklaratif (1.42%), dalam menggunakan ke inti topik pembicaraan, menggunakan kata-kata provokatif dalam memberikan saran dan cenderung menonjolkan kesulitan dan rintangan yang dihadapi negara Asia Afrika. Sementara itu, SBY menggunakan tiga tipe tindak ilokusi, diantaranya: representatif (69.12%), Ekspresif (17.61%) dan direktif (13.24%), dalam menggunakan tindak ilokusi SBY sangat berhati-hati dalam menyampaikan pidato dengan menggunakan kata-kata yang sopan, berbasa-basi, menggunakan topik aman dan lebih memilih untuk membicarakan tentang prestasi yang dicapai Asia-Afrika.Kedua presiden memiliki beberapa persamaan. Mereka menggunakan kata ganti “kita” dalam melakukan tindak direktif, melakukan penggulangan dalam memberikan saran berupa poin dan lebih cenderung mengajak daripada memberi perintah. Karenanya, hasil penelitian ini mendukung teori Searle (1975) tentang tindak ilokusi dan teori Drew dan Heritage (1992) tentang pidato berlatar institusi. Penggunaan tindak ilokusi dalam pidato politik memberikan gambaran yang jelas bagaimana tindak ilokusi menunjukkan makna tersirat yang berbeda-beda. Namun, para peneliti selanjutnya disarankan untuk melakukan penelitian lebih lanjut terkait topik ini guna memperkaya khasanah ilmu dari cabang ilmu prakmatik ini
The practice of university student debate held by valiant of state university of malang
No full textABSTRAK Dewi, Luh Gede Tri P. 2016. The Practice of University Student Debate Held by VALIANT (English Debate Association) in State University of Malang. Thesis. English Department. Faculty of Letters, State University of Malang. Advisors: (1) Siti Muniroh, S.Pd. M.A. (2) Dr. Ekaning Dewanti Laksmi, M.Pd. Key words: debate, VALIANT, speaking skills, critical thinking ability Debate is a formal verbal fight between two teams about a motion that will be adjudicated by the adjudicators of the debate. In Indonesia, debate is commonly used as a teaching strategy to improve high schools students’ speaking skills and critical thinking ability. However, university students also conduct debate practices through English debate associations in order to participate in English Debate Championships (EDC). One of the associations is VALIANT of State University of Malang. This study is aimed to describe the debate practices conducted by VALIANT. Since the design of this study is descriptive qualitative study, the researcher became the primary instrument in collecting the data. In addition, secondary instruments such as video and audio transcripts, field notes, questionnaire, and interview guide were also used in order to improve the reliability of the findings. Furthermore, the subject of this study were twenty VALIANT members. The findings of this research covered (1) the objectives of VALIANT debate practice, (2) the process of VALIANT debate practices, and (3) the benefits, challenges, and unexpected situations faced by VALIANT members in debating. The objectives of VALIANT debate practices is to enhance its members’ debating skills. The process of VALIANT debate practices chronologically followed the rules of Austral-Asian Parliamentary System. Furthermore, the benefits obtained by VALIANT members were the improvement of their speaking skills, critical thinking ability, good personal traits, and they could also build friendship through the debate practices. However, VALIANT members faced several challenges such as laziness, unfixed debate practice schedule, no coach in the debate practice, and rare debate motions. Moreover, the unexpected situations experienced by VALIANT members were the debaters faced tough rebuttal from the opposite team, and then the debaters ran out of time when debating. In conclusion, there are some factors that affect the level of success of VALIANT debate practices namely debate format, debating coach, frequency and consistency of VALIANT members in conducting the debate practice. In line with the result, the researcher suggests that VALIANT debate association has to improve the mechanism of VALIANT debate practices. In addition, this study can be a reference to other researchers to conduct similar study about debate
Swear Words As Placeholder Names In Javanese Verbal Communication Across Generations and Genders
No full textABSTRACT Junaedy, F.I. 2016. Swear Words As Placeholder Names In Javanese Verbal Communication Across Generation and Genders. Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisor: (I) Prof. Drs. A. Effendi Kadarisman, M.A., Ph.D.(II) Dr. Suharyadi, S.Pd., M.Pd. Keywords: swear words, placeholder names, sociolinguistic, Javanese Swear words have always been considered as rude and also an inappropriate language in almost every society. However, those same words could also be extremely useful in some cases. This research intends to find out whether there are different attitudes toward swear words as placeholder names across generations and genders. The research uses Brown and Levinson's politeness (1987) and Culperer's impoliteness theory (2011) as a theoretical framework. Quantitative methods are used in this research. The data source is 40 respondents that have been divided into four groups, which consist of 20 young male and female (40 years old) respondents. Also, there is an additional category in choosing the respondents, which is the highest educational qualification that has also been divided into two groups, which are junior high school or lower and senior high school or higher. Each of those respondents given a questionnaire in accordance to the research question. Thus, the primary instrument of this research is the researcher while the supporting instrument is the questionnaire. Throughout the research, the researcher found that there is a significant difference in attitudes toward swear words as placeholder names across generations and genders. Almost all of the 23 swear words listed on the questionnaire are considered to be pretty offensive by the old respondents while the young respondents do not feel so. Moreover, 77.5% of the total respondents agree that the use of swear words has been increasing over the last few years. Also, a total of 82.5% of the respondents agree with a statement that name-calling using swear words has become more common over the years. The findings of this study are conducted to show the readers the actual condition of swear words within Malang's society. From the findings and discussion, the researcher concludes that the meaning and function of Javanese swear words have undergone an evolution. The time has turned them from a considerably bad language into an (arguably) acceptable language with a broader function. All in all, the researcher suggests that the readers pay more attention when they use such words because they have multiple meanings. Thus, it is suggested that future researchers look into other aspects of Javanese swear words since there are still a lot more to investigate. Also, the researcher hopes that this research is going to be useful for the readers, parents and teachers, and future researchers. ABSTRACT Junaedy, F.I. 2016. Swear Words As Placeholder Names In Javanese Verbal Communication Across Generation and Genders. Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisor: (I) Prof. Drs. A. Effendi Kadarisman, M.A., Ph.D. (II) Dr. Suharyadi, S.Pd., M.Pd.Keywords: swear words, placeholder names, sociolinguistic, JavaneseSwear words have always been considered as rude and also an inappropriate language in almost every society. However, those same words could also be extremely useful in some cases. This research intends to find out whether there are different attitudes toward swear words as placeholder names across generations and genders. The research uses Brown and Levinson’s politeness (1987) and Culperer’s impoliteness theory (2011) as a theoretical framework. Quantitative methods are used in this research. The data source is 40 respondents that have been divided into four groups, which consist of 20 young male and female (40 years old) respondents. Also, there is an additional category in choosing the respondents, which is the highest educational qualification that has also been divided into two groups, which are junior high school or lower and senior high school or higher. Each of those respondents given a questionnaire in accordance to the research question. Thus, the primary instrument of this research is the researcher while the supporting instrument is the questionnaire.Throughout the research, the researcher found that there is a significant difference in attitudes toward swear words as placeholder names across generations and genders. Almost all of the 23 swear words listed on the questionnaire are considered to be pretty offensive by the old respondents while the young respondents do not feel so. Moreover, 77.5% of the total respondents agree that the use of swear words has been increasing over the last few years. Also, a total of 82.5% of the respondents agree with a statement that name-calling using swear words has become more common over the years.The findings of this study are conducted to show the readers the actual condition of swear words within Malang’s society. From the findings and discussion, the researcher concludes that the meaning and function of Javanese swear words have undergone an evolution. The time has turned them from a considerably bad language into an (arguably) acceptable language with a broader function. All in all, the researcher suggests that the readers pay more attention when they use such words because they have multiple meanings. Thus, it is suggested that future researchers look into other aspects of Javanese swear words since there are still a lot more to investigate. Also, the researcher hopes that this research is going to be useful for the readers, parents and teachers, and future researchers
Bioshock Infinite: Grand Fantasy In Disguise
No full textABSTRAK Afif, M. F. A. Bioshock Infinite: Grand Fantasy in Disguise. English Department, Faculty of Letters, State University of Malang. Advisor: 1) Drs. Kukuh Prayitno S., M.A. 2) Drs. Arif Subiyanto, M.A.Keywords: video game, Bioshock Infinite, narcissistic personality disorder, religious abuse,Books, films, and plays are works of art that are known to have narrative within their form. For literature students, those three forms of art are the most common subjects of research. However, there is one more medium of art that is worth looking into, video games. Just like books, films, and plays, video games can also be utilised as a compelling narrative vehicle (Lee, Park, & Jin, 2006). This study aims to find the attributes of Narcissistic Personality Disorder (NPD) in the antagonist character of Bioshock Infinite and their connection with religious abuse that is prevalent within the narrative of the game since severe narcissism or NPD is more likely to cause conflict than normal form of narcissism.Bioshock Infinte is developed and published by Irrational Games and 2K Games, respectively. The game itself is purchased and downloaded from Internet-based digital distribution platform, Steam. This study uses descriptive qualitative study and functions content analysis approach to examine the data. The phenomenon of NPD and its connection with religious abuse apparent in the game is discussed in the analysis, in the hope of contributing to the study of social science and literary criticism.The data regarding NPD and religious abuse presented in the game in visual and textual forms. The transcript of in-game recordings, which are the main source of data, can be viewed from the game’s menu. This study shows that six out of nine criteria of NPD, provided in the latest edition of Diagnostic and Statistical Manual of Mental Disorders, DSM-V, are found in antagonist character, Father Comstock. In addition to the findings of NPD, religious abuse is also prevalent within the narrative of Bioshock Infinite. This religious abuse is manifestation of one of NPD criteria present in Father Comstock’s character, grandiosity. He uses religion as a sugarcoating for his cruel and tyrannical doctrines. In realizing his grand dream, Father Comstock is also found to meet the conditions to create conducive abuse environment proposed by Martinez (2009).While the real case of NPD, especially the extreme one, is very rare, it can lead to more common cases of evil and misconduct in society. This study on personality disorder and religious abuse aims to give insight that the rarest form of personality disorder can lead to a more common form of misconduct in society. Student of English literature major can benefit from this study by understanding this study as an improved discussion on how to adopt products of culture like video games to become a subject of analysis. For future researchers, this study can be used as the basis to conduct further study in finding the presence of narcissism personality disorder in individuals and identifying potential relations of it with other occurrences in modern society. ABSTRACTAfif, M. F. A. Bioshock Infinite: Grand Fantasy in Disguise. Jurusan Sastra Inggris, Fakultas Sastra, Universitas Negeri Malang. Pembimbing: 1) Drs. Kukuh Prayitno S., M.A. 2) Drs. Arif Subiyanto, M.A.Kata Kunci: permainan video, Bioshock Infinite, gangguan kepribadian narsistik, penyalahgunaan agamaBuku, film, dan drama adalah karya seni yang dikenal memiliki narasi di dalamnya. Untuk mahasiswa sastra, ketiga bentuk seni tersebut adalah subjek paling umum untuk penelitian. Namun, ada satu lagi media seni yang layak untuk ditelusuri lebih dalam, yaitu video game. Sama seperti buku, film, dan drama, video game juga bisa dimanfaatkan sebagai penyampai narasi yang menarik (Lee, Park, & Jin, 2006). Penelitian ini bertujuan untuk menemukan atribut Narcissistic Personality Disorder (NPD) dalam karakter antagonis dari Bioshock Infinite dan hubungan mereka dengan penyalahgunaan agama yang ada di dalam narasi permainan karena narsisme parah atau NPD lebih cenderung menimbulkan konflik daripada bentuk narsisme normal.Bioshock Infinite dikembangkan dan dipublikasikan oleh Irrational Games dan 2K Games. Permainannya sendiri dibeli dan diunduh oleh peneliti dari platform permainan video berbasis Internet, Steam. Penelitian menggunakan metode deskriptif kualitatif dengan pendekatan analysis konten untuk mempelajari data yang diperoleh. Fenomena NPD dan hubungannya dengan penyalahgunaan agama yang ada dalam permainan video dibahas di dalam analisis, dengan harapan memberikan kontribusi untuk mempelajari ilmu sosial dan kritik sastra.Data mengenai NPD dan penyalahgunaan agama disajikan di dalam permainan dalam bentuk visual dan tekstual. Transkrip rekaman dalam game, yang merupakan salah satu sumber utama data, dapat dilihat melalui menu di dalam permainan video. Studi ini menunjukkan bahwa enam dari sembilan kriteria NPD, tersedia dalam edisi terbaru dari Diagnostic and Statistical Manual of Mental Disorders, DSM-V, ditemukan dalam karakter antagonis, Father Comstock. Selain temuan NPD, pelecehan agama juga ada dalam narasi Bioshock Infinite. penyalahgunaan agama ini adalah perwujudan dari salah satu kriteria NPD yang ada dalam karakter Father Comstock ini, sifat muluk-muluk. Dia menggunakan agama sebagai pemanis untuk doktrin dan tiraninya yang kejam. Dalam mewujudkan mimpi besarnya, Father Comstock juga terbukti memenuhi syarat untuk menciptakan lingkungan penyalahgunaan yang kondusif yang diusulkan oleh Martinez (2009). Sementara kasus nyata dari NPD, terutama yang ekstrim, sangat jarang, NPD dapat menyebabkan kasus kejahatan dan pelanggaran yang lebih umum dalam masyarakat. Penelitian ini pada gangguan kepribadian dan penyalahgunaan agama bertujuan untuk memberikan wawasan bahwa bentuk paling langka dari gangguan kepribadian dapat menyebabkan bentuk pelanggaran yang lebih umum dalam masyarakat. Mahasiswa sastra Inggris bisa mendapatkan keuntungan dari penelitian ini dengan memahami penelitian ini sebagai diskusi pelengkap tentang bagaimana memilih produk budaya seperti permainan video untuk dijadikan bahan analisis. Untuk peneliti di masa mendatang, penelitian ini dapat digunakan sebagai dasar untuk melakukan studi lebih lanjut dalam menemukan adanya gangguan kepribadian narsisme pada individu dan mengidentifikasi hubungan potensialnya dengan kejadian lainnya dalam masyarakat modern