SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM
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Turn-Taking Strategies Used by Male and Female Presenters in Talk Shows “Jimmy Kimmel Live!” and Ellen DeGeneres Show”
No full textABSTRAK Turn-taking and its relation to gender study has been one of the issues regarding the implication in daily conversation. Therefore, many researchers have been interested in conducting research projects in this field. Related to the previous statement, this study aims at identifying the turn-taking strategies performed by male presenter named Jimmy Kimmel and female presenter named Ellen DeGeneres to the male and female guests, namely Anthony Anderson and Kate Hudson. This study used qualitative method. The sources of the data were taken from the videos of talk shows namedJimmy Kimmel Live! and Ellen DeGeneres Show when both presenters were inviting Anthony Anderson and Kate Hudson in each show.The collected data were transcribed to identify the turn-taking strategy performed by both presenters based on Stenstrom theory (1994). The findings revealed that (1) as the representation of male presenter, in conversation with male guest, Jimmy performed most ofthe strategies such as hesitant start, clean start, uptakes, links, alert, filled pause/ verbal fillers, silent pause, lexical repetition, a new start prompting and appealing. However, he did not apply metacommentand giving up strategy.Furthermore,in conversation with female guest, he used all the strategies, except hesitant start, metacomment, lexical repetition, a new start, and giving up strategy. (2) As the representation of female presenter, Ellen did not use metacomment, silent pause,and giving up strategies inher conversation with male guest. On the other hand, in conversation with female guest, she used all the strategies, except metacomment strategy. In general, this study is presented to give a broader insight to the readers about turn-taking and its relation to the gender studies that focuses on how male and female presenters performed turn taking strategies which is expected to be theoretically and practically beneficial to be adopted in daily conversation. Besides, it is also expected that this studycan be one of the references for the future researchers who are interested in turn-taking and gender studies
The Relationship Between Students’ Vocabulary Mastery and Their Writing Descriptive Text for Seventh Graders of SMPN 21 Malang
No full textABSTRAK Keywords: Relationship, Vocabulary mastery, Writing Skill, Descriptive Text. Almost all skills in English and vocabulary mastery have a strong relationship. It allows people to express their ideas and communicate effectively in oral or written. This research focused on the relationship between vocabulary mastery and students writing skill. The objective of this research was to find the relationship between students’ vocabulary mastery and their writing skill in descriptive text for Seventh grades students of SMPN 21 Malang. The research was carried out at SMP Negeri 21 Malang on April 2018. The method of this study was correlation quantitative research by using correlational design. The subject was one of the classes of seventh grade which consisted of 36 students. The instruments used in this research were vocabulary test and writing test. The data were collected by testing the 38 questions in multiple choice of vocabulary test to the students, and testing their writing skill by making some paragraphs about descriptive text. The data were analyzed using some steps; evaluating students’ vocabulary mastery using vocabulary test, evaluating students’ writings using scoring rubric from inter-rater realibility, analyzing the data using Pearson Product Moment Correlation to find out the correlation between the score of students’ vocabulary mastery and the score of writing test, also determining how the null hypothesis is accepted or rejected. The result showed that there was a positive correlation between students’ vocabulary mastery and their writing skill in descriptive text with the correlation coefficient 0,870. It showed that the significant level of both vocabulary score and writing score are .000, which means it is smaller than .05 (.000 ≤ .05). It means that the null hypothesis is rejected and the alternative hypothesis is accepted. In conclusion, the researcher found that there is a significant correlation between students’ vocabulary mastery and students’ writing skill in descriptive text because the more students master the vocabulary, the more students writing ability especially in descriptive text. It shown by the high correlation between two aspects that are vocabulary test’ score and writing score that got from the seventh grades students in SMPN 21 Malang. As the suggestion, similar study could be conducted by doing in-depth interview and careful observation to obtain detailed data about the vocabulary teaching and writing teaching
Employing Extensive Reading to Improve the Reading Comprehension of the 11th Graders of SMAN 10 Malang
No full textABSTRAK Reading is one of the language skills that have to be mastered by the students. From the preliminary study conducted on March 16, 2018, in 11th science C, it was found that the students had a problem in reading comprehension. It existed because the students did not like reading and rarely read texts. Many of the students got low score. There were thirty one students or eighty-six percent of them scored below the standard passing grade of 78. To solve the problem, extensive reading strategy was used in this study. In the implementation, the students read the text individually, wrote their progress in the reading report, then discussed it with their friends. This study used classroom action research design.The study was conducted with 36 eleventh graders students of SMAN 10 Malang. The study conducted in two cycles.Iused two instruments which were multiple choice reading comprehension test and the reading report to measure the improvement in students’ reading comprehension. There are two criteria of success in this study. First, 70% of students show a gain of 8 points in the reading test, and second, 70% of them show an active participation in the implementation of extensive reading.The research data wereanalyzedusing the percentage formula adapted from Bungin’s(2005). The findings revealed that in cycle I there were 16 students (44.4%) who successfully gained score by at least 8 score points, and 18 students (50.0%) show an active participation in the implementation of extensive reading. These results showed that the implementation was considered unsuccessful because it did not meet the criteria of success. I revised the teaching scenario and continued to cycle II. In cycle II, the students were divided into 6 groups, the students read individually but they could discuss the text with the members of their groups. Then, the students shared the text with another group. The findings in cycle II revealed that there were 26 students (72.2%) who successfully improved their score by at least 8 score points. Moreover, the data obtained from reading report showed that there were 27 students (75.0%) participated more actively in their reading activities than in cycle I. It is then suggested that English teachers should prepare the right materials and recommended to use the reading report to track students' participation. In addition, the English teacher also needs to manage the time well. For future researchers,I suggest them to involve different levels of education, setting and subject, and more various text in reading
Developing Web-Based Vlogs as Supplementary Listening Material for the Eleventh Graders
No full textAs stated by Widiati and Cahyono (2009), people learn everything through listening. Thus, listening is one of the most important skills in learning languages and it should be emphasized in school. However, due to limited class time and lack of materials for listening, most of the students in SMKN 1 Singosari still found it difficult to learn listening skill. To address this issue, the researcher developed web-based Vlogs as a supplementary listening material for the eleventh graders to enhance students’ listening comprehension skill. The design of this study was Research and Development. The model used was an adapted version of Borg and Gall’s (2003). There are seven stages in conducting this research: (1) need analysis, (2) product development, (3) expert validation, (4) revision based on the experts validation, (5) try-out (6) revision based on students comment , and (7) final product. The instruments used in this research are interview guide, questionnaire, validation checklists, try out checklist, and observation sheet. The product was validated by a lecturer and an English teacher concerning the video explanations, the vlogs and the worksheets. The results of the validation for the vlogs and video explanation required improvements in the brightness display, the subtitles and the volume of the video, for the worksheet required addition of another type of task which was jumbled word and improvement on the answer key. The revised version of the product was, then, tried out to the eleventh graders of SMKN 1 Singosari. The results of the try out indicated that the average score for the video explanation is 86.8 out of 100, for the vlog 91.5 and for the worksheet 94.8. The average score for the product in general is 91, which means that the product is considered appropriate to be used. The final product is a video supplementary material for the students of vocational high school. It provides a video explanation, vlogs, and worksheet with answer key. The product is uploaded to YouTube that can be accessed on any laptop or Smartphone that has internet connection. The final product consists of three video explanations, three vlogs, and three tasks. Each of them was based on 2013 curriculum basic competence 3.1; 3.2; 3.3; 4.1; 4.2; 4.3. In conclusion, the English teachers can use this supplementary material in the class or outside the class as the homework for the students. Future researchers need to consider filming in a brighter place and with up to date topics to talk about and choose other core competences. Moreover, it is advisable that further researchers develop other listening materials for vocational high schools in any grades.ABSTRAK As stated by Widiati and Cahyono (2009), people learn everything through listening. Thus, listening is one of the most important skills in learning languages and it should be emphasized in school. However, due to limited class time and lack of materials for listening, most of the students in SMKN 1 Singosari still found it difficult to learn listening skill. To address this issue, the researcher developed web-based Vlogs as a supplementary listening material for the eleventh graders to enhance students’ listening comprehension skill. The design of this study was Research and Development. The model used was an adapted version of Borg and Gall’s (2003). There are seven stages in conducting this research: (1) need analysis, (2) product development, (3) expert validation, (4) revision based on the experts validation, (5) try-out (6) revision based on students comment , and (7) final product. The instruments used in this research are interview guide, questionnaire, validation checklists, try out checklist, and observation sheet. The product was validated by a lecturer and an English teacher concerning the video explanations, the vlogs and the worksheets. The results of the validation for the vlogs and video explanation required improvements in the brightness display, the subtitles and the volume of the video, for the worksheet required addition of another type of task which was jumbled word and improvement on the answer key. The revised version of the product was, then, tried out to the eleventh graders of SMKN 1 Singosari. The results of the try out indicated that the average score for the video explanation is 86.8 out of 100, for the vlog 91.5 and for the worksheet 94.8. The average score for the product in general is 91, which means that the product is considered appropriate to be used. The final product is a video supplementary material for the students of vocational high school. It provides a video explanation, vlogs, and worksheet with answer key. The product is uploaded to YouTube that can be accessed on any laptop or Smartphone that has internet connection. The final product consists of three video explanations, three vlogs, and three tasks. Each of them was based on 2013 curriculum basic competence 3.1; 3.2; 3.3; 4.1; 4.2; 4.3. In conclusion, the English teachers can use this supplementary material in the class or outside the class as the homework for the students. Future researchers need to consider filming in a brighter place and with up to date topics to talk about and choose other core competences. Moreover, it is advisable that further researchers develop other listening materials for vocational high schools in any grades
The Use Of Hot Potatoes to Improve the Reading Comprehension of the Graders of SMPN 9 Malang.
No full textABSTRACT A preliminary study conducted in SMPN 9 Malang revealed that the students of grade VIII had difficulties in reading comprehension due to their lack of reading interest and lack of vocabulary that made it difficult for them to understand the text. According to the result of questionnaire in the preliminary study, the students needed reading materials which can make them interested in reading texts. The students did not like to learn from textbook. They wanted computer-based learning materials. To overcome the problem, a classroom action research (CAR) was conducted. The researcher decided to use Hot Potatoes as media to develop the students’ ability to read with comprehension. The researcher used three-phase technique that consists of pre-reading, whilst-reading and post-reading. Since some students had difficulty in comprehending the text the researcher gave them exercises to make them get some vocabulary using Hot Potatoes. The instruments used in this research covered reading comprehension test, questionnaire, interview guide and observation sheet. The criteria of success was the students should get score 70 or above. At the end of the implementation of Hot Potatoes, students showed postive responses and 87% of the students got the reading score above 70. To conclude, the implementation of Hot Potatoes was considered succesful in developing the students’ reading comprehension of textsas indicated by the averrage score of the test which was above 70, the minimum paasing grade. Hot Potatoes provided variety exercises so that it could improve the students’ motivation to read. It is suggested that English teachers who have similar problems in reading text. For future reaserchers who are interested in conducting similar study, Hot Potatoes needs to be developed better by completing the program with glossary that can produce sound. It will help students to learn how to pronounce the words. Keywords: reading comprehension, recount text, Hot Potatoes
USING ‘TWO-STAY TWO-STRAY’ TECHNIQUE TO IMPROVE THE READING COMPREHENSION SKILL OF THE EIGHTH GRADERS OF SMPN 6 MALANG
No full textABSTRAK Dewi, Prisca Oktaviani Nur Rosita. 2017. Using Two-Stay Two-Stray Technique to Improve the Reading Comprehension Skill of the Eighth Graders of SMPN 6 Malang. Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Drs. Sri Andreani, M. Ed., (II) Dr. Utari Praba Astuti, M.A. Key Words: reading comprehension, two-stay two-stray technique, recount text In learning English, reading is one the most important skills to develop. In the preliminary study, the researcher found that most of the students in VIII-7 class had difficulties in comprehending reading texts. The researcher also found that the students were not motivated to participate in class activities. In order to improve the students’ reading comprehension skill, the researcher applied the two-stay two-stray technique that allowed the students to share their ideas and knowledge to their friends and gain better understanding in an interesting way. This study used Classroom Action Research design. The subjects were 34 students of VIII-7 in SMPN 6 Malang. The criteria of success for this research were: (1) 75% students could gain five points or more in the reading comprehension test and (2) 75% students show positive response toward the implementation of the technique. The instruments used to collect the data were interview guide, observation checklist, field notes, reading test, and questionnaire. The research was done in two cycles, each consisting of two meetings. Because the researcher could not reach the criteria of success in the Cycle I, so the researcher did the second cycle. The modification made by the researcher in the Cycle 2 were using English and Indonesian to explain the material, adding a rule that one group could only visited by two visitors, and also asking all students to take part in the discussion. At the end of the second cycle, the findings indicate that: (1) 26 students (76.48%) gained a minimum of five points in their reading comprehension test and (2) 32 students (94.11%) showed positive responses toward the implementation of two-stay two-stray technique. In conclusion, two-stay two-stray technique could successfully improve the students’ reading comprehension skill. The technique provides the students with an interesting way to share knowledge and learn actively from their friends as well as keeps them away from boredom. It is recommended that the English teacher use two-stay two-stray technique as an alternative technique in teaching reading since it is proved to be an attractive way to improve reading comprehension skill. The technique can also be used to make the teaching and learning activity more enjoyable so that the students are motivated to learn. Furthermore, it is suggested that future researchers conduct a research using two-stay two-stray technique to improve other language skills
ILLOCUTIONARY IN FACEBOOK SALE GROUP
No full textABSTRACT Baskoro, Agung Bimo. 2017. Illocutionary Acts in Facebook Sale Group. Thesis Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (1) Maria Hidayati, S.S., M.Pd. (2) Aulia Apriana, S.S. M.Pd. Keywords: illocutionary acts, online marketing, facebook sale group Studies on illocutionary acts have grown significantly in the past decades, but there is a small number of studies which study about implicitness or intended meaning in digital setting such as online marketing. It conveys the sellers’ intention and purpose to the customers. In this case, the message is about persuasive Facebook status by the community of Facebook sale group (FSG). The aim of this research is to identify types of illocutionary acts from salespeople’s post on FSG and how the customers perceive the information posted. To answer the research questions, a descriptive qualitative method is employed. The data related to the identification of illocutionary acts were obtained from the screenshots of 20 selected posts on the chosen FSG. Each of the screenshots was then analyzed by referring to five types of illocutionary acts theory proposed by Searle (1979); they are representatives/assertives, directives, commissives, expressives, and declarations. To answer the second research question dealing with the customers’response on the selected posts, a semi-strcutured interview was chosen to obtain the data. Five students of English Department were randomly selected to volunteer for the interview. The results of this study show that there were 70 propositions found in FSG posts. The most dominant type of illocutionary acts was representative acts with 43 propositions. The second type was commisive acts containing 11 propositions. Then, expressive acts were found in nine propositions. The fourth types was directive acts containing seven propositions. The last type was declaration with zero proposition. Most of the posts used representative acts more than the other type of illocutionary acts. It is because the purpose of posting something in FSG is to give brief information and description about the things they sell and to attract the customer to buy. In addition, most of the propositions found were in the form of informing. Moreover, related to the language used in the given posts, all participants view that it is easy to understand since the words and phrases used are familiar and supported by pictures. Furthermore, related to the trustworthiness of the information, all participants state that they might believe the information since it seems to be promising though confirmation is important to do when it comes to online shopping. Indeed, all selected posts have achieved the felicitous conditions necessary to create “happy post”, indicated by their success in following the conventional procedures aggreed in the FSG. To conclude, this research has revealed that illocutionary acts in the context of FSG are important for online salespeople to better advertise their business. The felicitous conditions in such a virtual setting cannot entirely be achieved by depending on the surface information in the post. The concept of “abuses”, for example, can only be found depending on how well the audience assess the trustworthiness of the advertisement. The next, future researchers are suggested to further investigate illocutionary acts in computer-mediated communications
Supplementary Materials for Listening Activities of the Fourth Graders of Elementary School
No full textABSTRACT Ratnawati, Yanita Novia. 2018. Supplementary Materials for Listening Activities of the Fourth Graders of Elementary School. Thesis. Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Francisca Maria Ivone, M.A., Ph.D; (II) Dr. Emalia Iragiliati, M.Pd. Keywords: Listening skill, story-based learning, pictures series, supplementary materials The purpose of this study is developing supplementary materials for listening activities of the fourth graders of elementary school. The study used Research and Development (R&D) as the research design. Based on the results of needs analysis in R&D process, both students and teacher mentioned that there were limited materials in listening subject. Hence, supplementary materials using pictures series through stories were developed. Several steps used in this study adapted by the R&D design proposed by Borg and Gall (1983) as follows: (1) needs analysis, (2) product development, (3) expert validation, (4) revision I, (5) product try-out, (6) revision II, and (7) final product. Those steps are simplified from ten major stages of conducting R&D. The instruments used during needs analysis process were questionnaire and interview guide. The result showed that students wanted to learn English in purpose to comprehend spoken language by listening to what people said. Additionally, students needed more materials and media to gain their goals. In line with students’ questionnaire result, teacher’s interview result showed that the teacher needed media that could help students learn English easier and more effective yet contextual. After doing needs analysis, the researcher developed the materials and the product to be validated. As it was concluded, there was no major revision towards the product so that the product could be tried out after revision. The products developed after revisions were story board, students’ book, teacher’s book and CD. The result of product try out showed that students agreed that the media and materials were interesting and attractive (87,3%), the audios were clear enough (95%), the pictures were good, colorful, and clear (100%), the pictures fit the stories (95%), the pictures were helpful (70%), the materials were comprehensible (90%), the materials fit their need (85%), the instructions were clear enough (90%), and the last that all students liked all kinds of the exercises (100%). In conclusion, the product developed in this study was interesting, attractive and valuable. It could be used effectively for the fourth graders for listening subject. As it was expected, by using this product, teacher could have more interactive media in learning and teaching listening. Furthermore, it is also suggested for the further researcher to develop supplementary materials in different skills, topics, or levels of education. It is also possible to use the product to the other research and design such as experimental research and classroom action research
THE EFFECT OF SCAFFOLDING TO JUNIOR HIGH SCHOOL STUDENTS’ DESCRIPTIVE WRITING PERFORMANCE
No full textABSTRAK Cesaridha, Rizky. 2018.The Effect of Scaffolding to Junior High School Students’ Descriptive Writing Performance. English of Learning and Teaching, Faculty of Letter,UniversitasNegeri Malang.Advisor I Dra.NunungSuryati, M. Ed., Ph. D. Advisor II Prof. Dr. NurMukminatien, M. Pd. Keywords: Scaffolding, Descriptive Text, Descriptive Writing Performance The purpose of this research was to find out the effectiveness of Scaffolding technique adapted from Sulzberger (2015) to junior high school students’ descriptive writing performance. The subjects of this research were seventh graders of MTsN 2 Kota Malang from class A and B chosen by the school. There were 21 students in class A, and 22 students in class B. The research design used in this research was quasi-experimental design where there were two groups which are experimental and control groups. Both groups were given treatments for six meetings. The experimental group was taught using Scaffolding, while control group was taught using traditional method. The instrument used in this research was writing test. Both groups were given pre-test to see the homogeneity, and post-test after the treatments to see the effectiveness of Scaffolding. Students’ works were scored based on the content, text’s organization, grammar, vocabulary, and mechanics. Both groups’ post-test scores were calculated with t-test formula to find the significant difference using SPSS software. The findings showed that there was a significant difference between the mean score of the experimental group and the control group. It was shown in the result of t-test where the post-test p-value was 0.01. Therefore, it was less than 0.05 and rejected the Null Hypothesis. Scaffolding was proven to be effective on improving students’ descriptive writing performance. Based on the findings analysis, the biggest improvement was shown in the aspect of content. It can be concluded that Scaffolding was effective to improve students’ descriptive writing performance by looking at the mean scores comparison and the score difference between each aspect in the pre-test and the post-test. The findings of this research were expected to be useful for teachers and could be used as future reference for future studies
ENHANCING STUDENTS' SPEAKING PARTICIPATION USING PROBLEM-BASED LEARNING (PBL) AND THEIR PERCEPTION TOWARD THE STRATEGY
No full textABSTRAK Ramadhana, Fikriatunnisa’. 2018. Increasing Students’ Speaking Participation Using Problem-Based Learning (PBL) and Their Perception toward the Strategy. Thesis. Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Dr. Furaidah, M.A., (II) Francisca Maria Ivone, M.A., Ph.D. Speaking English is one of the basic skills that students have to master in learning English. One of the greatest challenge for English teacher is to integrate students’ speaking participation in classroom since the students’ speaking participation in English language classroom is important in relation to second language acquisition. The objective of the study was to measure the use of problem-based learning (PBL) strategy in increasing students’ speaking participation of the eleventh grade students of SMAN 1 Singosari. The researcher also distributed the questionnaire to know the students’ perception toward the implementation of the strategy.The preliminary study showed that only 20% students could pass the minimum standart score of their speaking assessment. Students got difficulties to speak in English. It was found that the major problem was in their lack of confidence in speaking in the target language. Consequently, the classroom situation remained passive so that the teacher had to work very hard to motivate the students to speak up. This study employed a collaborative classroom action research design. The subjects of the research were students of eleventh language class of SMAN 1 Singosari who were studying in second semester. This study only focused on increasing the students’ speaking participation in group discussion context. This study was conducted in one cycle consisting of five meetings. The procedures of the study included planning, implementing, observing and reflecting. To collect the data, the researcher used observation sheet and observation rubric for observing both the teaching-learning process and the students’ speaking participation. Beside, the researcher used questionnaire to know the students’ perception about the strategy. The results of the action showed the students’ improvement in their speaking participation. The number of students who met the criteria of success in the first topic was 81.4% and the second topic was 87%. This showed that the criteria of success was achieved that is more than 70% of all students reached the minimum level of 2 in the range 0-3 in terms of all items in indicators. The students became more active and enthusiastic during the implementation of the strategy. It can be inferred that problem-based learning strategy gave good impacts to the students’ speaking participation. From the result of the questionnaire, it could be concluded that according to the students, PBL strategy was an interesting and fun strategy to be applied in the teaching and learning activity especially in group discussion. The researcher would like to suggest teachers to apply PBL strategy in increasing their students’ speaking participation. Future researchers can apply the PBL strategy in teaching other language skills by using other materials