WRITER’S WAYS TO INTERACT WITH READERS IN THE TEXTS WRITTEN BY THE STUDENTS OF ENGLISH EDUCATION DEPARTMENT IN MURIA KUDUS UNIVERSITY

Written text is more complex than spoken text. The interac- tion between the sender and the receiver are not intensively reached. Readers can only give response without being known by the writer. This is why the writer should write the text in some consideration of leading the readers to read further or even give comments. This research is a qualitative research, which aims to find out the writer’s way to interact with readers in four components: 1) clause structure, 2) terms of address, 3) modality, 4) evaluating phenomena. The data of the research is the writer’s way of interacting with readers and the source is the texts written by the students of English Education Department in Muria Kudus University. The result of the research covers that most of the writers use statements and questions as the clause structure. The terms of address used are “we”, “you”, and “I”. The modality which is mostly used is medium degree such as “can”. The evaluating phenomena are about the sharing of life ex- perience. There are some other ways of  writer’s interaction with readers through texts that can be conducted in the next research

STUDENTS’ GRAMMAR AND SENTENCE STRUCTURE OF THE TEXTS WRITTEN IN PARAGRAPH WRITING CLASS

Writing a text becomes the last skill in English learning. It needs a productive creativity and ability of the language used in it. The learners should listen, speak, read, and write to prove that they can use English well. Paragraph Writing is the first writing subject in the curriculum of English Education Department which should be taken by the students who are in the second semester. The activities of writing cover some processes in which they should know and apply the theories to practice writing some texts. Grammar and sentence structure are the crucial problems faced by the students. It needs an extra attention to make them understand about the components involved in this element of writing. The components are applied step by step from the beginning of the semester until it ends. The research problems are raised with some questions as follows: (1) what are the grammar and sentence structure’s components of the students’ text in Paragraph Writing class? ; (2) How is the analysis of grammar and sentence structure of the students’ text in Paragraph Writing class?. Further chapter of the research will provide the analyzed data and the result as the answer of the problems raised. The texts written by the students as the data source are randomly chosen from the whole final projects. From the result of the analysis, it can be found that 63% of the total texts are grammatically incorrect. The components of grammar structure are also recorded that there are 10% of the sentences are stringy, 5% comma splice, 10% run-on sentence, and 12% sentence fragment. Mostly, the problem that the students face are about concidering the tense and verb words. The conjunctions that influence the meaning are also mostly mis-used. The percentages found in the analysis show that most of the students make some errors in their grammar use in writing their paragraph writing project. The suggestions of the correct ones are also written in their text sheets to make further revisions. This can make them concern more to learn from the analysis. Paragraph writing class is like a stepping stone for them to start learning from mistakes

Understanding Ambiguous Meaning and Sound Through The Learning Materials of Micro linguistics

Since language is universal, its linguistic components also can be learnt universally. Ambiguity happens to any kind of language. It can be both written and spoken. Written words, phrases or sentences can be analyzed both lexically and structurally. Spoken ones can be analyzed through its lexical, structural, and sound meaning. Ambiguous meaning in written language can be solved through some contextual analysis, while in spoken language, both contextual analysis and sound focus and clearness are needed. Microlinguistics provides the basic language features which cover phonetics, phonology, morphology, syntax, and semantics. Commonly, ambiguity deals with meaning and sound. If the sound is unclear, the meaning will be unclear as well. Phonetics and phonology can solve the students’ problems of having ambiguous meaning because of sound. Syntax and semantics can solve the wrong interpretation of particular language especially English, both lexically and structurally. In the learning activity, students are facilitated with materials which are presented through power point of the features they need to know in microlinguistics. There is also some phonetics drilling of sound producing until they can master how to pronounce English sounds well. For the practice of analyzing ambiguity through its structural components, the students should use syntactic analysis to break the phrase or sentences until the correct meaning is found. Analysis of ambiguous meaning and sound can give the new knowledge for students to be familiar with ambiguity in daily communication. Students also can respond ambiguity scientifically through its linguistic features

The Use of Instagram as a Media to Teach Students' Writing Recount Text

Abstract. The objective of this research is to find out whether there is a significant difference between students’ writing recount text before and after being taught by using Instagram as a media or not. In this research, the researcher used quantitative method and used quasi-experiment as the design of the research. The number of sample is 36 students from X MIPA 4 which are taken by using cluster random sampling technique. The researcher uses test as the instrument of the research. The test is in the form of writing test to know the students’ writing ability before and after being taught by using Instagram as a media. The result of the research shows that the students’ mean score have an improvement from 6.8 to 8.8 and from good categorize to excellent categorize. And the standard deviation from the students score has decreased from 0.89 to 0.83 which means that the students’ post-test score is well distributed than the pre-test score. The calculation of t-test shows that the Ho is rejected and Ha is accepted. It is because the to (t obtain) falls in the critical region and to (t obtain) is more than tt (t critical). The to (t obtain) is 5.3 while the tt (t critical) is 2.042. In conclusion, there is a significant difference between students’ writing recount text before and after being taught by using Instagram as a media.  Key Words: Instagram, Media, Recount Text, English Writin

Pembelajaran Bahasa inggris dengan Printed Material Comic Strips Sebagai Media untuk meningkatkan Kosakata Siswa Sekolah Menengah Pertama di Kudus

Proses belajar mengajar merupakan kunci utama keberhasilan sistem pendidikan. Interaksi langsung antara guru dan peserta didik menjadi sangatlah esensial untuk dipersiapkan secara terorganisir dan terstruktur. Selain kurikulum nasional sebagai pegangan untuk pembuatan rencana pembelajaran, pengembangan komponen pembelajaran termasuk media pengajaran pun menjadi penting adanya. Penelitian ini bertujuan untuk 1) mengetahui apakah Printed Material Comic Strips dapat meningkatkan kosakata Bahasa Inggris siswa Sekolah Menengah Pertama di Kudus. 2) mengetahui sejauh mana keefektifan pembelajaran di dalam kelas ketika guru mengajar Bahasa Inggris dengan menggunakan Printed Material Comic Strips. 3) mendeskripsikan kelebihan dan kekurangan penggunaan Printed Material Comic Strips dalam pembelajaran Bahasa Inggris Kelas VII di Sekolah Menengah Pertama di Kudus. Penelitian ini merupakan penelitian tindakan kelas yang diterapkan pada siswa kelas VII A SMP 2 Bae Kudus yang terdiri dari 30 siswa. Sebelum melaksanakan penelitian, peneliti memberikan pre-test untuk mengetahui sejauhmana kosakata yang dimiliki oleh siswa. Hasil pre-test menunjukkan bahwa rata-rata nilai siswa adalah 68.27. Sedangkan KKM (Kriteria Ketuntasan Minimal) bahasa Inggris adalah 75. Setelah itu, peneliti berkolaborasi dengan guru bahasa Inggris SMP 2 Bae untuk melaksanakan siklus I dengan menggunakan media Printed Material Comic Strips. Hasil rata-rata nilai dari siswa setelah mendapatkan pengajaran komik meningkat menjadi 76.97. Dengan demikian peneliti masih perlu melanjutkan di siklus 2 untuk lebih mengoptimalkan peningkatan pemerolehan kosakata siswa menggunakan komik berbahasa Inggris. Di siklus 2, peneliti memberikan evaluasi test pengukuran kosakata dan hasil nilai rata-ratanya adalah 85.10. Dalam menerangkan, guru mendapatkan kemudahan dengan menggunakan komik. Disamping itu, siswa juga sangat antusias dan aktif dalam proses pembelajaran. Berdasarkan observasi, kegiatan pembelajaran bahasa Inggris menjadi lebih menarik menggunakan komik dan komik juga dapat meningkatkan kosakata siswa

Improving English Vocabulary By Using Printed Material Comic Strips For The Junior High School Students In Kudus

The process of teaching and learning is the main key for the successful of educational system. The interaction between teacher and students is very essential in the class. National curriculum is the guideline for the teachers in making lesson plan and also the media of teaching. The purposes of this research are 1) to know whether Printed Material Comic Strips can improve the English vocabulary of the Junior High School students in Kudus 2) to know the extent of the effectiveness of teaching and learning in the English class when the teacher use Printed Material Comic Strips. This research belongs to action research which is applied for the students of VII A SMP 2 Bae Kudus consisting 30 students. Before conducting the research, the writers gave pre test to know the vocabulary of the students. The result of pre-test shows that the mean score is 68.27, while the standard score (KKM) is 75. Then, the writers collaborated with the English teacher to do cycle I using Printed Material Comic Strips. The mean score of cycle I is 76.97. So, the writers continued to do cycle II. In cycle II, the writers also gave evaluation to the students. The mean score of cycle II is 85.10. In delivering the materials, the teacher felt easier by using comic. Furthermore, the students were enthusiastic and active in the class. Based on the observation, the English teaching and learning process is more attractive by using comic. In addition, comic can improve the students’ vocabular

ANALISIS KEBUTUHAN KAMUS SAKU (INDONESIA-INGGRIS/INGGRIS-INDONESIA) MATERI GEOMETRI

Kemampuan berbahasa Inggris adalah suatu kunci keberhasilan di era global. Kemampuan tersebut diperlukan di segala bidang termasuk dalam bidang pendidikan di jenjang perguruan tinggi. Upaya yang dapat dilakukan oleh Prodi Pendidikan Matematika Universitas Muria Kudus dalam hal mengembangkan penguasan Bahasa Inggris yang berkaitan dengan pendidikan matematika adalah dengan memberikan mata mata kuliah Bahasa Inggris Pendidikan Matematika. Penelitian ini bertujuan untuk menganalisis kebutuhan sumber belajar berupa kamus saku (Indonesia-Inggris/ Inggris-Indonesia) khususnya pada materi geometri sebagai alternatif penunjang dalam mata kuliah Bahasa Inggris Matematika. Artikel ini merupakan artikel dengan jenis penelitian deskriptif dengan subjek penelitian adalah mahasiswa pendidikan matematika sebanyak delapan puluh delapan orang. Data penelitian diperoleh dari pengisian angket kebutuhan sumber belajar berupa kamus saku. Hasil analisis angket kebutuhan tersebut menunjukkan perlunya pengembangan kamus saku (Indonesia-Inggris/ Inggris-Indonesia) pada materi geometri sebagai alternatif penunjang dalam mata kuliah Bahasa Inggris Matematika. Kamus tersebut memudahkan mahasiswa dalam mengartikan kosakata matematika yang berkaitan dengan geometri dari Bahasa Indonesia ke Bahasa Inggris atau pun sebaliknya

THE PERCEPTION ON THE USE SOCIAL MEDIA IN LEARNING ENGLISH

 Abstract The objective of the research to know the perception of fourth semester students of Universitas Muria Kudus  on the use social media in learning English. The researcher used descriptive qualitative research and the data was collected by the used of questionnaire. The participants are 50 students of English Education Department of Universitas Muria Kudus. The result showed social media have good perception for the fourth semester students of English Education Department of Universitas Muria Kudus. Social media have provide rich resource to learn English.                It is indicate that social media has positive contribution for learning English they are listening, reading, writing and speaking skill