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THE CORRELATION BETWEEN THE ENGLISH DEPARTMENT STUDENTS' SELF-EFFICACY AND THEIR WRITING PERFORMANCE
No full textSUMMARYHaibah, Nisrina Nur. 2019. The Correlation between the English Department Students’ Self-Efficacy and Their Writing Performance. Undergraduate Thesis, Department of English, Faculty of Letter, State University of Malang. Advisors: (I) Dr. Ekaning D. Laksmi, M.Pd., M. A. (II) Prof. BambangYudiCahyonoM.Pd., M.A., Ph.D.Key Words: self-efficacy, writing performanceThis study aims at investigating the correlation between the English Department students’ self-efficacy and their writing performance. Self-efficacy refers to one’s beliefs in one’s ability to complete a task successfully, whereas writing performance describes how well a person accomplishes his/her writing.This study involved thirty six students of the English Department in State University of Malang who were taking the Argumentative Writing course in their fourth semester. The data were obtained by using the self-efficacy questionnaire and writing test. The collected data were then analyzed using the Spearman correlation in SPSS to find out if there was a relationship between the variables or not. The results of the study revealed that the null hypotheses for almost of the correlations was accepted. The alternative hypothesis was only accepted in the correlation between self-efficacy and mechanics writing performance.This result might be attributed to the fact that the use of mechanics in Indonesian writing, which is the students’ native language, and English does not differ greatly. In other words, the findings show that, overall, there is no significant relationship between the students’ self-efficacy and their writing performance. The students with a higher level of self-efficacy does not necessarily have better writing performance than those with a lower level of self-efficacy and vice versa.Finally, it can be concluded that the English Department students’ self-efficacy does not affect their writing performance. Therefore, it is suggested that the lecturers focus more on things that can boost their students’ writing performance such as giving the students exercises on the area that they lack of depending on the context. This study is also expected to contribute to the related literature by clarifying the relationship between students’ self-efficacy and their writing performance
The Implementation on Snowball Throwing Technique to Increase 8th Graders' Reading Comprehension
No full textSUMMARYOktavianti, Yasinta Sri. 2019. The Implementation of Snowball Throwing Technique to Increase 8th Graders’ Reading Comprehension. Thesis. English Department. Faculty of Letters. Universitas Negeri Malang. Advisor: (I) Dr. Utari Praba Astuti, M.A. (II) Dr. Anik Nunuk Wulyani, M.Pd.Keywords: Snowball Throwing, Cooperative Learning, Reading ComprehensionIn learning English, reading is one of the most important skills to learn. Despite the importance, most of the students in year 8 (class 8.2) SMP Negeri 14 Malang had difficulties in comprehending reading text and that they were lack of motivation to participate in the learning activity. Those problems were contradictory to the 2013 Curriculum, in which students were expected to be able to read well and active during the learning activities. To solve those problems, the cooperative learning was chosen to be the ideal problem solving for it allowed students to get higher opportunity to work within group. In cooperative learning itself, some techniques were commonly used to deal with the classroom problem. One of teaching techniques from cooperative learning is Snowball Throwing Technique (henceforth STT). In order to improve the students’ reading comprehension skill and their participation in the learning activities, I applied the STT which allowed students to work in group by discussing, making questions, answering questions, and having an interesting way of learning in comprehending reading text.This study took all of the 8.2 class students (32 students) as the subjects of the study. The research design used in this study was Classroom Action Research (CAR). CAR was chosen since it helped the teacher find solution to the students’ problems by improving their reading comprehension and increasing students’ participation in the learning process through the implementation of STT. The data were collected from two aspects. They were students’ reading comprehension score taken from reading comprehension test and the level of students’ participation as an indicator of their learning motivation taken from observation done during the teaching learning process. The criteria of success in this study were: (1) 75% of the students showed a gain of 10 points in their reading comprehension test scores compared to their scores in the preliminary study, and (2) 75% of the students participated in the classroom activities implementing STT. The result of this study shows that 25 out of 32 students or 78.13% of students have increased their reading skill as indicated by their score. It can be seen from the increase of students’ average score which is from 73.23 to 88.12. Moreover, the final result of students’ response to the implementation of STT showed a positive response. All in all, the implementation of STT could improve students’ reading comprehension because their learning participation increased.RINGKASANOktavianti, Yasinta Sri. 2019. Implementasi Snowball Throwing Technique untuk Meningkatkan Pemahaman Mmembaca Siswa Kelas 8. Skripsi. Jurusan Sastra Inggris. Fakultas Sastra. Universitas Negeri Malang. Advisor: (I) Dr. Utari Praba Astuti, M.A. (II) Dr. Anik Nunuk Wulyani, M.Pd.Keywords: Snowball Throwing, Pembelajaran Kooperatif, Pemahaman MembacaDalam belajar bahasa Inggris, membaca adalah salah satu keterampilan terpenting untuk dipelajari. Dalam studi pendahuluan pada siswa kelas 8 (kelas 8.2) SMP Negeri 14 Malang mengalami kesulitan dalam memahami teks bacaan dan kurang motivasi dalam berpartisipasi dalam kegiatan pembelajaran. Masalah-masalah itu bertentangan dengan Kurikulum 2013, di mana siswa diharapkan dapat memahami bacaan dengan baik dan aktif selama kegiatan pembelajaran. Oleh karena itu, pembelajaran kooperatif dipilih menjadi strategi yang tepat dalam menyelesaikan masalah tersebut karena dapat memberikan kesempatan kepada siswa untuk lebih banyak bekerja dalam kelompok. Dalam menyelesaikan masalah di kelas, pembelajaran kooperatif memiliki beberapa teknik untuk diterapkan. Salah satu teknik mengajar dari pembelajaran kooperatif adalah Snowball Throwing Technique (selanjutnya STT). Untuk meningkatkan keterampilan pemahaman membaca siswa dan partisipasi mereka dalam kegiatan pembelajaran, saya menerapkan STT yang memungkinkan siswa untuk bekerja dalam kelompok dengan berdiskusi, membuat pertanyaan, menjawab pertanyaan, serta memiliki cara belajar yang menarik dalam memahami teks bacaan.Penelitian ini mengambil 32 siswa dari kelas 8.2 sebagai subjek penelitian. Desain penelitian yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas (PTK). PTK dipilih karena membantu guru untuk menemukan solusi dari masalah peningkatkan pemahaman membaca siswa dan partisipasinya dalam proses pembelajaran melalui penerapan STT. Data dikumpulkan dari dua aspek, yaitu skor siswa yang diambil dari tes membaca pemahaman dan level partisipasi siswa sebagai indikator motivasi belajar mereka diperoleh dari pengamatan selama proses belajar mengajar. Kriteria keberhasilan dalam penelitian ini adalah: (1) 75% siswa menunjukkan kenaikan 10 poin dalam skor tes pemahaman membaca mereka dibandingkan dengan skor mereka dalam studi pendahuluan, dan (2) 75% siswa berpartisipasi dalam kegiatan STT. Hasil penelitian ini menunjukkan bahwa 25 dari 32 siswa atau 78,13% siswa telah meningkatkan nilai mereka pada tes pemahaman membaca. Hal ini dapat dilihat dengan peningkatan skor rata-rata siswa yaitu dari 73,23 menjadi 88,12. Selain itu, hasil akhir dari respon siswa pada implementasi STT menunjukkan respon positif. Secara keseluruhan, penerapan STT dapat meningkatkan pemahaman membaca siswa karena partisipasi belajar mereka meningkat
Psychological Analysis On The Deviant Behavior Of The MainCharacters Found In Edgar Allan Poe’s The Fall of The House of Usher and The Tell Tale Heart
No full textSUMMARYMeylani,ViaNur. 2018. Psychological Analysis On The Deviant Behavior Of TheMainCharacters Found In Edgar Allan Poe’s The Fall of The House of Usher and The Tell Tale Heart. Thesis.English Department, Faculty of Letters, State University of Malang. Advisor: (I) Drs. KukuhPrayitnoSubagyo, M.A. (II) MochamadNasrulChotib, S.S, M. Hum.Keywords: Psychoanalysis, Paranoia, Deviant Behavior, Defense MechanismThis study is to reveal paranoia as presented in Edgar Allan Poe’s works The Tell Tale Heartand The Fall of The House of Usher and different defense mechanism represented through the deviant behavior of the characters. The data were collected through analyzed the actions and behaviors of the main characters in the tales. Moreover, book, journals, andwebsite were used to find the previous studies and supporting data related to the issue in this study. In this study, I employed Sigmund Freud’s psychoanalytic theory to find outwhat happen to the main characters psyche and to reveal the symptoms of paranoia through the main characters in Poe’s works The Tell Tale Heartand The Fall of The House of Usher. The result of the study shows that paranoia in Edgar Allan Poe’s short stories is revealed through the internal aspects of the characters and their internal conflicts.Based on the finding in the discussion section, the main characters show the main symptoms of paranoid such as delusion, hallucination, and catatonia through the reflections of their unstable inner minds and their deviant behavior. Those conditions create deviant actions such as the main characters become the aggressors by attacking an innocent victim. Later, the deviant behaviors of the characters depict the paranoia mental disorder as their defense mechanism. Moreover, both characters showdifferent kind of defense mechanisms through their behavior. The main character of The Tell Tale Heart has three kind of defense mechanism Repression, Reaction Formation, and Rationalization. Meanwhile, the character of The Fall of The House of Usher shows different kinds of defense mechanism from the previous one. The first kind of defense mechanism is Denial, the second one is Projection and the last is Repression
Cohesive Device Errors in Indonesian EFL Students' Writing
No full textAbstractThe study attempts to investigate the occurence of cohesive devices errors found in Indonesian students’ writing and find out possible causes that contribute to the errors. This study employs a corpus-based study approach, analyzing twenty argumentative essays. The error descriptions cover misuse, omission, and unnecessary addition. The results reveal that from 2380 cohesive devices, 750 of them perform error. The most frequent errors are on the use of reference and followed by conjunction. The study concludes that most of the errors are caused by intralingual transfer. Recomendations are also given as pedagogical implications of this study.Keywords: cohesive devices, error analysis, argumentative essaysAbstrakPenelitian ini bertujuan untuk mengetahui jumlah kesilapan perangkat kohesif yang terdapat pada teks mahasiswa Indonesia serta mencari tahu kemungkinan yang menjadi penyebab eror. Penelitian ini menggunakan pendekatan korpus yang menganalisis 20 esai argumentatif. Penjabaran kesilapan meliputi penyalahgunaan, penghilangan, dan tambahan yang tidak diperlukan. Hasil penelitian ini menunjukkan bahwa dari 2380 perangkat kohesif, 175 diantaranya dinyatakan salah. Kesalahan yang paling banyak ditemukan adalah penggunaan referansi dan diikuti oleh konjungsi. Penelitian menyimpulkan bahwa penyebab kesalahan paling utama adalah peralihan intra-bahasa . Saran-saran juga disajikan sebagai implikasi pedagogis dari penelitian ini. Kata kunci: perangkat kohesif, analisis kesilapan, esai argumentati
Gregor Samsa and Kafka’s Emerging Adulthood
No full textKey Words: emerging adulthood, psychoanalysis, alienation, Franz Kafka, MetamorphosisKafka’s Metamorphosis is often seen as an autobiographical fiction and, undoubtedly, one of the most distinguished literary products in the modern era. He himself happened to write the work in the age of twenty nine, and its theme of Kafkaesque alienation is invariably intriguing and versatile to dissect. This study attempts to point out how the profound theme of alienation in Metamorphosis is actually the aftermath of Kafka’s failure in dealing with emerging adulthood. Further, this study aims at analyzing the importance of GregorSamsa as the ‘mirror’ of Kafka dealing with emerging adulthood, the expressions of Kafka’s emerging adulthood in GregorSamsa, and the redefinition of alienation in Metamorphosis regarding Kafka’s emerging adulthood. This study presents an analysis on how Kafka as the author of Metamorphosis had failed experiencing the features of emerging adulthood, so that it contributed to the creation of GregorSamsa, Gregor’s inescapably bleak fate, and the theme of alienation in Metamorphosis. Sources of data are collected from a novella Metamorphosis by Franz Kafka and Kafka’s letter entitled Letter to My Father. Along with the process of collecting the data are psychoanalysis and emerging adulthood as the theoretical framework used in this study.The latter findings revealed that not only does the presence of GregorSamsa is crucial from the standpoint of a main character, but he also bore many allegorical features leading to the expressions of Kafka’s Emerging adulthood. The allegorical features then symbolize Kafka’s inability to undergo the five features of emerging adulthood perfectly, mostly in consequence of his bad relationship with his father. Therefore, Metamorphosis can be regarded as an allegorical piece that delivers Kafka’s fear and anguish as a ‘troubled’ and ‘isolated’ emerging adult in the past.In conclusion, the existence of Gregor Samsa and Kafka’s Emerging adulthood is strongly interrelated to the extent it affects one of the most essential aspects of Metamorphosis, that is, the theme of alienation.This study is expected to be the brand new insight for psychoanalytical criticism which brings the theory of developmental psychology to light. For future researchers of Metamorphosis, it is suggested to obtain new meanings and interpretations by extending this study or employ other branches of psychology
UNDESIRABLE EMOTION ON THE MAIN CHARACTER OF JAMES THURBER'S THE SECRET LIFE OF WALTER MITTY
No full textABSTRAKSimatupang, Welsy Adhesta. 2019. The Undesirable Emotion on the Main Character of James Thurber’s The Secret Life of Walter Mitty. Skripsi, Jurusan Sastra Inggris, Fakultas Sastra, Universitas Negeri Malang. Pembimbing: (I) Drs. Kukuh Prayitno Subagyo, M.A.; (II) Mochamad Nasrul Chotib, S.S, M. Hum.Pembimbing: (1) Drs. Kukuh Prayitno Subagyo M.A dan (2) M. Nasrul Chotib, S.S., M.HumKeywords: Undesirable feeling, Freudian Projection, Projection, Anxiety, Depression, Anger, Instructable, The Secret Life of Walter Mitty.This thesis analyzes the aspect of the feeling of undesirable emotion on the main character from the short story of “The Secret Life of Walter Mitty” by James Thurber 1939. The writer uses psychoanalysis approach in analyzing the main character named Walter Mitty.This research is conducted by using qualitative descriptive method, which is a study that defines the undesirable emotion on Walter Mitty. Some theories are used to support this research which are the theory of self-defense mechanism and Freudian or psychological projection by Sigmund Freud.The result of this study unveils that the undesirable emotion influences the character of Walter Mitty. Depression and anger inside anxiety that are caused by his wife’s instruction then force Walter Mitty to suffer from undesirable emotion. The undesirable emotion constructs on the projected characters as the projection to defense the mind. Thus, Walter Mitty employs the self-defense mechanism to overcome his anxiety due to undesirable emotion. It can be concluded that the undesirable emotion depicts his mental condition as the character
Grey Gardens: An Insight into the Dynamics of Big Edie and Little Edie’s Dysfunctional Relationship
No full textGrey Gardens adalah film dokumenter garapan Albert dan David Maysles yang menggambarkan kehidupan mantan wanita kelas atas, Edith Ewing Bouvier Beale (Big Edie) dan putrinya Edith Bouvier Beale (Little Edie). Mereka hidup terpisah dari dunia luar di rumah rapuh dan kotor di East Hampton, kota New York. Selain transformasi kehidupan mereka yang memilukan, hubungan disfungsi antara keduanyalah yang menjadikan Grey Gardens layak diceritakan kembali dan didiskusikan. Tesis ini berusaha memahami hubungan disfungsional Big Edie dan Little Edie serta gaya kelekatan mereka yang saling mempengaruhi dan menciptakan dinamika hubungan. Model gaya kelekatan (attachment styles) yang diusulkan oleh Bartholomew dan Horowitz digunakan untuk menguraikan permasalahan di atas. Model tersebut terbagi menjadi dua yakni; model pandangan terhadap diri dan orang lain. Model-model itu berinteraksi dan menghasilkan empat gaya kelekatan: kelekatan aman (secure), kelekatan terikat (preoccupied), kelekatan cemas (fearful). dan kelekatan lepas (dismissive). Empat model tersebut mungkin tidak dapat menjelaskan kekhasan setiap kepribadian individu, namun dapat dijadikan sebagai dasar pemahaman yang kuat untuk menjelaskan hubungan seseorang dalam interaksinya dengan orang lain. Hasil analisa pertama menunjukkan bahwa tindakan saling menyalahkan, memberikan ancaman pengabaian, dan mendominasi dalam hubungan ibu-anak ini menjadi faktor utama penyebab hubungan disfungsi mereka. Dari empat gaya kelekaatan yang diajukan oleh Bartholomew, Big Edie masuk dalam dismissive style sedangkan Little Edie fearful-avoidant style. Little Edie bersikukuh bahwa ia sebenarnya tidak ingin dikendalikan sehingga ia berusaha mencari kebebabasan dan determinasi diri sementara Big Edie menunjukkan rasa takut akan pengabaian Little Edie sehingga ia berusaha untuk mengontrol hidup putrinya. Hal ini dapat disimpulkan bahwa gaya kelekatan Big Edie dan Little Edie adalah tanda adanyanya kodependensi dalam hubungan mereka yang mana mendasari alasan mengapa mereka tetap bersama di Grey Gardens. Penelitian ini diharapkan dapat memberikan pemahaman mendalam mengenai kompleksitas hubungan Big dan Little Edie. Bagi mahasiswa sastra, disarankan agar penelitian ini dapat digunakan sebagai bahan pembahasan untuk tujuan akademik.SUMMARYPuspitasari, Dian Ayu. 2019. Grey Gardens: An Insight into the Dynamics of Big Edie and Little Edie’s Dysfunctional Relationship. Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Drs.Kukuh Prayitno Subagyo, M.A., (II) Drs. Arif Subiyanto, M.A.Keywords: mother-daughter relationship, dysfunctional relationship, attachment styles, Grey GardensGrey Gardens, directed by Albert and David Maysles, portrays the lives of formerly upper-class women, Edith Ewing Bouvier Beale (Big Edie) and her daughter Edith Bouvier Beale (Little Edie) living in their dilapidated mansion surrounded by the homes of the wealthy in East Hampton. Besides that wrenching life transformation, it is the dysfunctional relationship between these women which makes Grey Gardens worth retelling and discussing. This thesis seeks to understand Big Edie and Little Edie’s dysfunctional relationship as well as their attachments styles which interplay and create relationship dynamics.The model of attachment style proposed by Bartholomew and Horowitz is employed to examine the said issue. It is divided into two models; the other model and the self-model. Those models interact to yield four attachment styles: Secure, Preoccupied, Fearful, and Dismissive. Those may not be able to explain every peculiarity of personality; however, it lays the foundations for a solid understanding of one’s relationship, particularly, when it comes to connecting and interacting with others.The first result of the analysis is that the act of playing the blame game, giving threats of abandonment, and being overly critical and dominant are the factors of their dysfunctional relationship. From the four attachment style proposed by Bartholomew, Big Edie belongs to the fearful-avoidant attachment styles whereas Little Edie is more into dismissive-avoidant. Little Edie shows that she does not want to be controlled that she seeks relief through independence and autonomy while Big Edie’s shows fear of abandonment that she needs reassurance from her daughter by making sure that she does not leave her, even if it means that she has to undermine her daughter life.The attachment styles which Big Edie and Little Edie, respectively, fall into, signify that there is codependency in their relationship, and it underlies the reason why they remain together or in Grey Gardens and are unable to part ways. Finally, this study can contribute to people who want to have a deep understanding regarding the complexity of the relationship between Big and Little Edie, and it is suggested that the study can also function as additional material for academic purposes and practitioners specifically for the literature students.RINGKASANPuspitasari, Dian Ayu. 2019. Grey Gardens: Pemahaman mendalam tentang dinamika hubungan disfungsi Big Edie dan Little Edie. Skripsi, Jurusan Sastra Inggris, Fakultas Sastra Inggris, Universitas Negeri Malang.. Pembimbing: (I) Drs.Kukuh Prayitno Subagyo, M.A., (II) Drs. Arif Subiyanto, M.A.Kata Kunci: hubungan ibu-anak perempuan, hubungan disfungsi, gaya kelekatan (attachment styles), Grey GardensGrey Gardens adalah film dokumenter garapan Albert dan David Maysles yang menggambarkan kehidupan mantan wanita kelas atas, Edith Ewing Bouvier Beale (Big Edie) dan putrinya Edith Bouvier Beale (Little Edie). Mereka hidup terpisah dari dunia luar di rumah rapuh dan kotor di East Hampton, kota New York. Selain transformasi kehidupan mereka yang memilukan, hubungan disfungsi antara keduanyalah yang menjadikan Grey Gardens layak diceritakan kembali dan didiskusikan. Tesis ini berusaha memahami hubungan disfungsional Big Edie dan Little Edie serta gaya kelekatan mereka yang saling mempengaruhi dan menciptakan dinamika hubungan.Model gaya kelekatan (attachment styles) yang diusulkan oleh Bartholomew dan Horowitz digunakan untuk menguraikan permasalahan di atas. Model tersebut terbagi menjadi dua yakni; model pandangan terhadap diri dan orang lain. Model-model itu berinteraksi dan menghasilkan empat gaya kelekatan: kelekatan aman (secure), kelekatan terikat (preoccupied), kelekatan cemas (fearful). dan kelekatan lepas (dismissive). Empat model tersebut mungkin tidak dapat menjelaskan kekhasan setiap kepribadian individu, namun dapat dijadikan sebagai dasar pemahaman yang kuat untuk menjelaskan hubungan seseorang dalam interaksinya dengan orang lain.Hasil analisa pertama menunjukkan bahwa tindakan saling menyalahkan, memberikan ancaman pengabaian, dan mendominasi dalam hubungan ibu-anak ini menjadi faktor utama penyebab hubungan disfungsi mereka. Dari empat gaya kelekaatan yang diajukan oleh Bartholomew, Big Edie masuk dalam dismissive style sedangkan Little Edie fearful-avoidant style. Little Edie bersikukuh bahwa ia sebenarnya tidak ingin dikendalikan sehingga ia berusaha mencari kebebabasan dan determinasi diri sementara Big Edie menunjukkan rasa takut akan pengabaian Little Edie sehingga ia berusaha untuk mengontrol hidup putrinya.Hal ini dapat disimpulkan bahwa gaya kelekatan Big Edie dan Little Edie adalah tanda adanyanya kodependensi dalam hubungan mereka yang mana mendasari alasan mengapa mereka tetap bersama di Grey Gardens. Penelitian ini diharapkan dapat memberikan pemahaman mendalam mengenai kompleksitas hubungan Big dan Little Edie. Bagi mahasiswa sastra, disarankan agar penelitian ini dapat digunakan sebagai bahan pembahasan untuk tujuan akademi
Reading Comprehension Questions of the Fifth Grader’s English Coursebook Based on the Revised Bloom’s Taxonomy
No full textABSTRACTSetiawan, M. H. 2017. Reading Comprehension Questions of the Fifth Grader’s English Coursebook Based on the Revised Bloom’s Taxonomy. Thesis, Department of English, Faculty of Letters, State University of Malang. Advisor: Dr. Suharyadi, S.Pd., M.Pd.Keywords: analysis, reading questions, coursebook, Revised Bloom’s TaxonomyEnglish is not included as the compulsory subject in elementary school based on the Curriculum of 2013. However, English as an International language is taught as a local content subject to prepare the students in the global era. An English coursebook is needed to support teachers by providing materials and questions in language teaching and learning process. Reading is an important skill to help the students in learning the materials and build their background knowledge. This research was conducted in order to describe the reading comprehension questions and their level of thinking based on the Revised Bloom’s Taxonomy in a coursebook entitled Active English a Fun and Easy English Book for Grade V of Elementary School.Since there was no modification toward the research objects, the design of this research was descriptive qualitative-quantitative research. The data collection was done by filling five identification sheets, they were: identification sheet of data collection, identification sheet of types of reading comprehension questions, identification sheet of cognitive process dimension, identification sheet of knowledge dimension, and identification sheet of the Revised Bloom’s Taxonomy categories. The data was analysed by calculating the percentage of questions based on several categories.The result of this research showed that there were 30,1% of questions were in form of Completion, 27,6% for WH-question, 11,4% for multiple choices, 9,8% for yes/no questions, 7,3% for alternative question,6,5% for true/false question, 4% for matching, and 3,3 % for making sentence. The other results were the Revised Bloom’s Taxonomy categories of reading comprehension questions which showed 56,9% for Remembering Factual Knowledge, 4,9% for Remembering Conceptual Knowledge, 28,4% for Understanding Factual Knowledge, 2,4% for Understanding Conceptual Knowledge, 0,8% for Understanding Procedural Knowledge, 0,8% for Applying Factual Knowledge, 1,6% for Applying Conceptual Knowledge, and 4% for Analysing Conceptual Knowledge. It also showed that the dominant thinking level was 95,9% in low order thinking skill and 4,1% in high order thinking skill.Therefore, teacher who use this coursebook and the authors should provide supplementary reading materials or questions in order to balance the thinking skill in reading questions. In addition, future researcher can use the result of this research as comparison in conducting similar research in different language skills or taxonomies.ABSTRAK Setiawan, M. H. 2017. Reading Comprehension Questions of the Fifth Grader’s English Coursebook Based on the Revised Bloom’s Taxonomy. Thesis, Department of English, Faculty of Letters, State University of Malang. Advisor: Dr. Suharyadi, S.Pd., M.Pd. Keywords: analysis, reading questions, coursebook, Revised Bloom’s Taxonomy English is not included as the compulsory subject in elementary school based on the Curriculum of 2013. However, English as an International language is taught as a local content subject to prepare the students in the global era. An English coursebook is needed to support teachers by providing materials and questions in language teaching and learning process. Reading is an important skill to help the students in learning the materials and build their background knowledge. This research was conducted in order to describe the reading comprehension questions and their level of thinking based on the Revised Bloom’s Taxonomy in a coursebook entitled Active English a Fun and Easy English Book for Grade V of Elementary School. Since there was no modification toward the research objects, the design of this research was descriptive qualitative-quantitative research. The data collection was done by filling five identification sheets, they were: identification sheet of data collection, identification sheet of types of reading comprehension questions, identification sheet of cognitive process dimension, identification sheet of knowledge dimension, and identification sheet of the Revised Bloom’s Taxonomy categories. The data was analysed by calculating the percentage of questions based on several categories. The result of this research showed that there were 30,1% of questions were in form of Completion, 27,6% for WH-question, 11,4% for multiple choices, 9,8% for yes/no questions, 7,3% for alternative question,6,5% for true/false question, 4% for matching, and 3,3 % for making sentence. The other results were the Revised Bloom’s Taxonomy categories of reading comprehension questions which showed 56,9% for Remembering Factual Knowledge, 4,9% for Remembering Conceptual Knowledge, 28,4% for Understanding Factual Knowledge, 2,4% for Understanding Conceptual Knowledge, 0,8% for Understanding Procedural Knowledge, 0,8% for Applying Factual Knowledge, 1,6% for Applying Conceptual Knowledge, and 4% for Analysing Conceptual Knowledge. It also showed that the dominant thinking level was 95,9% in low order thinking skill and 4,1% in high order thinking skill. Therefore, teacher who use this coursebook and the authors should provide supplementary reading materials or questions in order to balance the thinking skill in reading questions. In addition, future researcher can use the result of this research as comparison in conducting similar research in different language skills or taxonomies
Grammatical Errors Found in Recount Texts Written by Tenth Graders of SMAN 1 Turen
No full textABSTRAK Yoga B. S., Dicky. 2017. Grammatical Errors Found In Recount Texts Written By Tenth Graders Of SMAN 1 Turen. Thesis, English Department, Faculty of letters, State University of Malang, Advisors: Dr. Furaidah, M.A. (II) Dr. Mirjam Anugerahwati, M.A. Keywords: error, grammar, recount text English as a foreign language is taught as a compulsory subject in junior and senior high schools in Indonesia. For most students, learning a foreign language is difficult since the target language has different rules compared to their native language and therefore students frequently make errors in writing. The tenth graders of social class X1 of SMAN 1 Turen that consisted of 33 students were required to achieve the learning objective more quickly than other classes because these students were involved in the acceleration program. However, the researcher still found that this class frequently had low perfomance in English like students in regular classes. Therefore, the researcher was interested in conducting a study to analyze the errors they made in writing a recount text. The method used in this study was a descriptive qualitative research and the procedure of Error Analysis used is according to Ellis’ and Barkhuizen’s (2005) theory. The data were obtained by giving the students a test to write a recount text. Afterwards, the data were collected, identified, and then classified based on Azar’s (1993) grammatical errors classification. After analyzing the data, the researcher found that there were 307 errors from 30 pieces of students’ recount texts. Those errors were classified into fourteen types: singular-plural, word form, word choice, verb tense, add a word, omit a word, word order, incomplete sentence, spelling, punctuation, capitalization, article, meaning not clear and run-on sentence. From all those errors, there were 3 major errors. One hundred twenty five (125) errors or 40.7% related to verb tense, add a word was 31 or 10%, spelling was 26 errors or 8.4%. the other errors were; word choice was 23 errors or 7.5%, word form is 20 errors or 6.5%, singular-plural was 17 errors or 5.5%, omit a word was 15 errors or 4.8%, capitalization was 13 errors or 4.2%, word order was 10 errors or 3.2%, incomplete sentence was 8 errors or 2.6%, meaning not clear was 6 errors or 1.9%, punctuation was 6 errors or 1.9%, article was 5 errors or 1.6% and the last was run-on sentence which was 2 or 1%. The findings of this study show that verb tense is the most frequent error that occured in the students’ recount texts. Therefore, the teacher in writing classes, should use a suitable strategy to improve students’ grammar ability and minimize their grammatical errors so that they can apply their grammar well in writing a recount text
Using Read, Encode, Anotate, Ponder (REAP) Strategy to Improve the Ability of the 8th Graders to Comprehend Narrative Text at SMPN 4 Malang
No full textABSTRACT Sofiani, V. 2017. Using Read, Encode, Anotate, Ponder (REAP) Strategy to Improve the Ability of the 8th Graders to Comprehend Narrative Text at SMPN 4 Malang. Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Dr. Utari Praba Astuti, M. A. and (II) Dra. Sri Andreani, M.Ed. Key words : REAP strategy, reading comprehension, narrative texts, fable Nowadays, reading should bestudents’ habit. Reading provides a chance for students to be successful in the future. By doing some reading, students will exercise their comprehension to get some information from many references, such as books, e-books, magazines, newspapers. Then, students also practice their reading comprehension skill to get what the text delivers to them. Reading comprehension is very important because it enables students to build their background knowledge in reading.In this research, the study focuses on teaching reading narrative texts because the researcher found that class VIII-D of SMPN 4 MALANG had problems in comprehending them. It was confirmed by the result of the reading test in the preliminary studywhich showed that of 35 students, 24 (68.6%) scored below the standard minimum score (75) and 11 (31.4%) students passed it. The research design used in this study was Classroom Action Research (CAR). There are four stages in conducting Classrroom Action Research (CAR), i.e planning the action, implementing the action, observing the action, and reflecting the action. The researcher use four instruments i.e. the students reading comprehension test, observation checklist, fieldnotes, and quetionnaires. There was the criterion of success that 60% of the students showed a gain of at least 10 points in the reading comprehension test. The results of the research showed that23 students (62%) gained ≥10 points, 1 student (3%) gained 9 points, 1 student (3%) gained 7 points, 1 student (3%) gained 5 points, and 1 student (3%) gained 3 points, two students (5%) got the same score, and 8 students (21%) got lower scores. The students response toward the implementation of REAP strategy was good and their reading skill in comprehending the story improved. This research was successful because the researcher provided the students more time to understand the story, give clear instructions, and kept the class monitored. In conclusion, the implementation of the REAP strategy can improve the students reading comprehension of narrative texts. There were some aspects that should be considered i.e.the proper time management, clear instruction, and monitore during class. Future researcherswho want to conduct the same study are recommended to use REAP strategy on different language skills, grades and levels of educations. To anticipating the weaknesses, future researcher should pay attention in some aspect above.