Hasil Pencarian  ::  Simpan CSV :: Kembali

"This study investigated the use or the strategies or the speech act of criticizing by learners of English as a foreign language using a modified discourse completion. The purpose of this study was to know the realization of the speech act of criticizing by learners of English in four given speech situations. The speech situations differed in three contextual variables, i.e. power, solidarity, and the presence of a third party in every speech situation.

The subjects of this study were the students of the English Department, Atma Jaya Catholic University of Indonesia, sitting in semesters 2, 4, 6, and 8. This was a case study. The subjects consisted in 128 respondents. They were grouped by sex, class of semester, duration of stay in English speaking countries, duration of learning English in an English course, and their TOEFL score in the last one or two years, all of which were treated as independent variables in this study. However, as only a few respondents stayed in an English speaking country, the duration of stay in the English speaking country was not analyzed in this study.

This study revealed that the strategies of criticizing performed by learners of English as a second language, especially by students of the English Department, Atma Jaya Catholic University of Indonesia, differed in terms of the categories, such as sex, class of semester, duration of stay in English speaking countries, duration of learning English in an English course, and their TOEFL score in the last one or two years. The differences were caused by power and solidarity in the four speech situations. However, the public parameter investigated by the presence of a third party in every speech situation did not affect the realization of the speech act of criticizing in the four given situations. There was a tendency that the respondents used solidarity parameter when expressing criticism. In a speech situation where the hearer was superior to the respondent and they had close relationship, the respondents tended to express criticism baldly and off record. On the contrary, in the circumstances where the hearers were superior to the respondents and they did not have close relationship, the respondents tended to choose the strategy of criticizing by using negative politeness. Sub-strategies of negative politeness the respondents often used included the use of hedges, terms of deference, conventionally indirect utterance, and apologizing expression.

By using the T-test, this study revealed that there was no significant difference in four given speech situation between semester 2/4 respondents and semester 6/8 respondents. The same is true in the four speech situations between male and female respondents. By using ANOVA, this study found out that there was no significant difference in the four given speech situations between the respondents that learned English in an English course for 1 year, 1 until 3 years, and more than 3 years. In addition, ANOVA revealed that there was no significant difference in the four speech situations between the respondents with TOEFL score of 400-450, 451-500, and 501-550. Furthermore, although there were no substantial differences between respondents in terms of dependent variables, the performance of criticizing reflected communicative styles and interference of Indonesian as L1 socio-cultural strategies in their second language behavior. In other words, the respondents failed to use communicative competence in interaction."

"ABSTRAKTesis ini membahas penggunaan pertanyaan dan pemberian waktu tunggu oleh seorang pengajar bahasa Inggris yang belum berpengalaman dan seorang pengajar bahasa Inggris yang berpengalaman pada tingkat sekolah menengah atas. Tipe pertanyaan pada penelitian ini diklasifikasi berdasarkan Taksonomi Bloom Anderson Krathwohl, 2001 . Waktu tunggu diklasifikasi menjadi waktu tunggu untuk pertanyaan yang langsung mendapatkan respon waktu tunggu I dan waktu tunggu II dan untuk pertanyaan yang tidak langsung mendapatkan respon waktu tunggu I fase I-II dan waktu tunggu II . Penelitian ini merupakan penelitian studi kasus dengan pendekatan kualitatif dan kuantitatif. Data diperoleh dari hasil observasi kelas, catatan lapangan, dan daftar cek observasi kelas. Hasil penelitian menunjukkan bahwa pertama, pengajar yang belum berpengalaman mengajukan tipe pertanyaan mengingat, memahami, mengaplikasikan, dan menganalisis. Pengajar yang berpengalaman mengajukan tipe pertanyaan mengingat, memahami, mengaplikasikan, menganalisis, dan mengevaluasi. Kedua, tingkat kognitif pertanyaan yang diajukan oleh pengajar yang belum berpengalaman dan pengajar yang berpengalaman hanya mempengaruhi lama waktu tunggu I untuk pertanyaan yang langsung mendapatkan respon. Tingkat kognitif pertanyaan yang diajukan oleh kedua pengajar tidak berkaitan dengan lama waktu tunggu I fase I-II dan waktu tunggu II untuk pertanyaan yang tidak langsung mendapatkan respon. Ketiga, tipe pertanyaan yang memfasilitasi partisipasi pemelajar adalah tipe pertanyaan mengingat, memahami, mengaplikasikan, dan menganalisis. Keempat, pemberian waktu tunggu kurang dari tiga detik menduduki posisi tertinggi, baik untuk pertanyaan yang langsung mendapatkan respon maupun tidak langsung mendapatkan respon. Dengan demikian, dapat disimpulkan bahwa tidak ada perbedaan pengunaan tipe pertanyaan dan pemberian waktu tunggu oleh pengajar yang belum berpengalaman dan pengajar yang berpengalaman. Kata kunci: penggunaan pertanyaan, pemberian waktu tunggu, pengajar berpengalaman dan belum berpengalaman, pengajar bahasa asing.

---

ABSTRACTThis thesis discusses the use of questions and the allotment of wait time by the inexperienced English teacher and the experienced English teacher at high school level. Types of questions in this study were classified according to Bloom Taxonomy Anderson Krathwohl, 2001 . Types of wait time were classified into questions with direct response wait time I and wait time II and questions with indirect response wait time I phase I II and wait time II . This study is a case study with both qualitative and quantitative approaches. The instruments used to collect data were classroom observation, field notes, and classroom observation check list. The results show that first, the types of questions asked by the inexperienced teacher were remembering, understanding, applying, and analyzing. The types of questions asked by the experienced teacher were remembering, understanding, applying, analyzing, and evaluating. Second, cognitive levels of questions asked by the inexperienced teacher and an experienced teacher only affected the length of wait time I for questions with direct response. Cognitive levels of questions asked by both teachers did not correspond to the length of wait time I phase I II and wait time II for question with indirect response. Third, the types of questions that facilitated learners rsquo participation were remembering, understanding, applying, and analyzing questions. Fourth, the allotment of wait time of less than three seconds took the highest position, both for the questions with direct response and for the questions with indirect response. In conclusion, there is no difference in the use of questions and the allotment of wait time by the inexperienced English teacher and the experienced English teacher. Keywords the use of questions, the allotment of wait time, experienced and inexperienced teachers, foreign language teachers"

"Pembelajaran bahasa asing memungkinkan peserta didik memiliki pikiran terbuka. Tetapi dengan bahasa yang berbeda akan muncul sebuah hambatan. Dengan berkembangnya zaman dan adanya integrasi teknologi dengan pendidikan, pembelajaran secara daring atau menggunakan internet terbukti efektif dalam meningkatkan kemampuan, terutama kemampuan berbahasa asing. Oleh karena itu, penelitian ini bertujuan untuk mengkaji efektivitas penggunaan aplikasi pembelajaran bahasa Memrise sebagai bahan pelajaran tambahan di luar kelas pembelajaran Bahasa Prancis di tingkat universitas. Partisipan penelitian ini terdiri atas mahasiswa yang sedang belajar Bahasa Prancis pada tingkat A1 berdasarkan CECRL dan belum pernah belajar Bahasa Prancis sebagai bahasa asing sebelumnya. Metodologi yang digunakan adalah pendekatan kualitatif yang dikumpulkan berdasarkan hasil pre-test, post-test, daftar pertanyaan, dan observasi selama waktu yang sudah ditentukan. Subjek penelitian dibagi menjadi dua kelompok; dimana kelompok eksperimen diberi tugas untuk menggunakan Memrise di luar kelas sebagai perlakuan, sedangkan kelompok kontrol tidak diberikan materi tambahan apa pun. Melalui penelitian ini didapatkan bahwa dengan menggunakan Memrise sebagai bahan pelajaran tambahan terutama dalam kompetensi Compréhension Orale, Grammaire, dan Vocabulaire, bermanfaat bagi peserta didik dalam peningkatan kompetensi tersebut. Penggunaan aplikasi yang menarik dan mudah menjadi motivasi belajar di luar kelas.

---

Being open minded with a broad perspective is a skill a learner can achieve through learning foreign language. But this always comes with a hurdle. With the advancement and the integration of technology with education, learning through the internet is proven to be effective to raise learner’s capability, and more importantly foreign language ability. This research has a goal to see the effectiveness of using a foreign language learning application called Memrise as an additional lesson outside of French class at the university level. Participants of this research consist of college students who are attending a university French class at level A1 based on CECRL and have never learnt French as a foreign language before. The research method is to use the qualitative approach found based on results of pre-test, post-test, survey, and observation throughout the allocated time. Research subjects are divided into two groups; the experimental group was given the task to use Memrise outside of class as an additional lesson, while the control group wasn’t given any additional lessons. Through this research we can conclude that by using the foreign language learning application called Memrise as an additional lesson outside of class, specifically on the Compréhension Orale, Grammaire, and Vocabulaire capabilities, is proven to be effective to raise learner’s skills in foreign language."