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Jurnal Penelitian Humaniora
Published by Universitas Muhammadiyah Surakarta
ISSN : -     EISSN : -     DOI : -
Core Subject : Humanities, Art,
Arts Humanities
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Articles 435 Documents
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THE COMMON GRAMMATICAL ERRORS IN WRITING NARRATIVE ESSAY OF STUDENTS AT THE YOUTH RESOURCE CENTER, SAVANNAKHET Khamlan Phommavongsa; Soulideth Xaysetha; Somxay Phomchaleun
Jurnal Penelitian Humaniora Vol 22, No 1: Februari 2021
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/humaniora.v22i1.11501

Abstract

The research aimed to investigate types of common grammatical errors and dominant errors in writing narrative essays of students at the Youth Resource Center, Savannakhet. This study focuses on English students at the Youth Resource Center Savannakhet. The study employed a qualitative method. A sample group was 19 (12 male and 7 female) English students who learn English as an extra class. Data collection was conducted by testing writing narrative essay. The students were requested to write descript based on their stories under the theme: unforgettable moments in life. It’s consisting their experiences, holidays, and else. The researcher was analyzed data by using a descriptive initially statistic, a complete program Excel to present the data. As the result revealed that: there were 6 categories of common grammatical errors in students’ narrative essay writing such verb-tense there were 120 times with 28%, punctuation which came 99 times with 24%, spelling happened 63 times equal 15%, preposition came with 59 times with 14%, capital letter happened 58 times with 14%, and last was article error occurred 21 times with 5%. The most dominant type of grammatical error is verb-tense came with frequency 79. This was because of the students’ lack of knowledge in grammatical writing skill.
LANGUAGE FORM AND FUNCTION OF CARETAKERS FOUND IN NANNY MCPHEE AND THE BIG BANG MOVIE Aditya Putri Kusuma Andani
Jurnal Penelitian Humaniora Vol 16, No 1: Februari, 2015
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/humaniora.v16i1.1517

Abstract

This study deals with the form and the function of caretaker speech which is found in caretaker’s utterance in Nanny McPhee and The Big Bang Movie. The objectives of this study are (1) to describe the type of language form of the caretaker and (2) to describe the type of language function of the caretaker found in Nanny McPhee and The Big Bang Movie. The type of this research is descriptive qualitative research. The data of this research are the utterance from the caretaker found in manuscript of Nanny McPhee and The Big Bang Movie. The data collection technique is documentation. The technique of analyzing data are descriptive qualitative. The writer uses the theories from Frank (1972) to analyze the type of language form, and M.A.K. Halliday (1977) to analyze the type of language function. The result of this study shows that (1) there are four types of word: noun, verb, adjective, and adverb; three types of phrase: noun phrase, verb phrase, and adverb phrase; and two types of sentence categorized into two. The first category is based on type, namely: declarative, imperative, interrogative, and exclamatory sentence; the second one by number of full predication, namely: simple, compound, complex, and compound-complex sentence. (2) The writer found 6 types of language function, they are: regulatory function, instrumental function, representational function, personal function, interactional function, and imaginative function.
COMPARATIVE ERROR ANALYSIS IN ENGLISH WRITING BY FIRST, SECOND, AND THIRD YEAR STUDNETS OF ENGLISH DEPARTMENT OF FACULTY OF EDUCATION AT CHAMPASACK UNIVERSITY Nokthavivanh Sychandone
Jurnal Penelitian Humaniora Vol 17, No 1: Februari, 2016
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/humaniora.v17i1.2353

Abstract

levels. To investigate the error types, the frequency of error types, the similarities and difference of errors and the last to find the error sources that occur in first, second and third year learners. Error analysis is one type of linguistic study and it focuses on learners’ error making. The linguistic category and surface strategy taxonomy are used to find out the types of error. The analysis the phenomenon based on Brown (1980) namely, error identification, error classification, Error description and error explanation. The data from students’ writing products, 54 pieces in three levels andthe total errors are 571 erroneous sentences. There are two types of errors, namely lexical errors and syntactical errors; eight error categories and twenty-seven error cases. The second year learners made the most error 263 errors or 46, 05% whilefirst year learners produced 229 errors or 40, 10% and third year learners made 79 errors or 13, 83%. There are similarity in errors types, five similar categories and five error cases, but there are three different error categories and eighteen error cases. The main error sources, learners had lack knowledge of English grammatical rule. The overgeneralization (265 errors or 46, 40%) influences learners’ error, language transfer (199 errors or 34, 85%) still interfere learners’ acquisition and simplification (107 errors or 18, 73%) is one factor that effect learners’ errors.
Pemanfaatan Aspek Stilistika dalam Antologi Puisi Melipat Jarak Karya Sapardi Djoko Damono Sebagai Materi Pengayaan Sastra di SMA Abdul Mukhlis
Jurnal Penelitian Humaniora Vol 19, No 1: Februari 2018
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/humaniora.v19i1.5512

Abstract

Tujuan penelitian ini adalah (1) mendeskripsikan majas perbandingan yang dominan digunakan oleh Sapardi Djoko Damono dalam antologi puisi Melipat Jarak. (2) Menjabarkan pemanfaatan majas perbandingan sebagai materi pengayaan sastra di SMA kelas X. Penelitian ini merupakan penelitian kualitatif dengan pendekatan stilistika. Data penelitian ini adalah satuan lingual berupa kata, frasa, dan kalimat yang menunjukkan majas perbandingan. Sumber data penelitian berasal dari buku antologi puisi Melipat Jarak karya Sapardi Djoko Damono. Pengumpulan data dilakukan dengan pembacaan heuristik dan studi pustaka melalui teknik simak dan catat. Analisis data penelitian menggunakan deskripsi analisis semiotik. Hasil penelitian ini menunjukkan bahwa (1) majas perbandingan yang muncul adalah majas personifikasi, simile, metafora, perumpamaan, alegori, sinekdoke pars prototo, dan metonimia. Akan tetapi, yang paling dominan dimanfaatkan oleh penyair yaitu majas personifikasi, simile, dan metafora. (2) Pemanfaatan majas perbandingan dalam antologi puisi Melipat Jarak karya Sapardi Djoko Damono sebagai materi pengayaan sastra di SMA kelas X terbagi dalam dua kegiatan, yakni eksploratori dan keterampilan proses. KI/KD yang relevan dengan kegiatan eksploratori adalah KI 3/ KD 3.16, yakni mengidentifikasi suasana, tema, dan makna beberapa puisi yang terkandung dalam buku antologi puisi atau kumpulan puisi yang sudah dipublikasikan yang diperdengarkan atau dibaca dan KI 3/ KD 3.17, yaitu menganalisis unsur-unsur pembangun dalam puisi. Selanjutnya adalah kegiatan keterampilan proses. Kegiatan ini relevan dengan rumusan KI 4/ KD 4.17, yakni menulis puisi dengan memerhatikan unsur-unsur pembangunnya.Kata kunci: majas, pengayaan sastra
PRAGMATIC FAILURE IN LISTENING CLASS A CASE STUDY OF X GRADE STUDENTS OF SMK TAMANSISWA CILACAP Septiyana Pengesti
Jurnal Penelitian Humaniora Vol 15, No 1: Februari, 2014
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/humaniora.v15i1.767

Abstract

In communication, sometimes people hear the unrelated utterances between speaker and hearer but the conversation is usually still continued that way. In this way, the pragmatic role is needed. However, in many cases the use of pragmatic might fail for many reasons: cross-culture understanding, or violating the politeness. This case happens not only in real conversation but also the classroom. This article is aimed to analyze the pragmatic failure in listening class of EFL. The discussion starts from the definition of Pragmatics and the speech act, Pragmatic failure and listening skill. It will be followed by the analysis of the pragmatic failure some conversations in listening class of EFL class. This study shows that there are at least five conversations which contain amount of pragmatic failure. The failure produced by the learners is categorized as pragmalinguistic failure related to Tho mas (1983) statement that pragmalinguistic failure related to different branches in linguistics, especially the relation between pragmatics and grammatical forms.
THE REFUSAL STRATEGIES EMPLOYED BY PRE-SERVICE EFL TEACHERS: A COMPARISON BETWEEN JAVANESE AND SUMATRANS Lintang Indah Ayu Respati Dewi; Lailatun Nurul Aniq; Khairani Dian Anisa
Jurnal Penelitian Humaniora Vol 21, No 2: Agustus 2020
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/humaniora.v21i2.9924

Abstract

Refusing is a part of commissive speech acts. Refusing is a face-threatening act (FTA) that needs a good pragmatic competence since it probably gives risk to the interlocutor's positive or negative face. However, it indicates that people from various cultural backgrounds employ dissimilar refusal strategies. This study aimed at providing a comparison of refusal strategies used between Javanese Pre-service English Teachers (JPETs) and Sumatranese Pre-service English Teachers (SPETs) in accordance with different levels of power. The data were elicited from the DCT given to 10 JPETs and 10 SPETs. The participants were asked to fill the DCTs with written responses in which each DCT described different contexts and settings. Based on the analysis, JPETs and SPETs employed similar strategies in refusing to a request. The difference was only on the frequency usage of a certain strategy. Furthermore, all of the indirect strategies were applied to refuse a request meanwhile only a strategy comes from a direct strategy called the negation of proposition that is applied. A direct refusal strategy call bluntness was not applied. This study evoked pre-service awareness of pragmatic competence which could be taught to their future students and larger participants were encouraged for future study.
PEMEROLEHAN SINTAKSIS ANAK USIA LIMA TAHUN MELALUI PENCERITAAN KEMBALI DONGENG NUSANTARA Impuni Impuni
Jurnal Penelitian Humaniora Vol 13, No 1: Februari, 2012
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/humaniora.v13i1.912

Abstract

The objective of the reseach is to describe: (1) the syntactic acquisition of five-year-old children aged five years as they recount folktales, (2) the types of complex sentences they produced when telling the stories, (3) the frequency of simple and compound sentences they produced , and (4) the implementation of syntactic acquisition in early childhood. This reseach used a qualitative descriptive method. The techniques of data collection used were interviewing, recording, and note-taking. The test validity of the data source was triangulation technique. The data-analyzing technique was Direct Elemental Division (BUL) and strengthened by the Changing Form technique. The reseach concludes that the acquisition of simple and compound sentences conformed with the development stage of their age. The use of one word and two words were often produced by children. They also used the passive voice when recounting the tales. They used the verb suffix {di-} and {di-in}. Acquisition of syntax through recounting tales can be applied in accordance with existing standards of competency.
THE IMPLEMENTATION OF TEACHING ENGLISH TO THE TENTH GRADE STUDENTS AT SMK NEGERI 8 SURAKARTA IN 2015/2016 ACADEMIC YEAR Syilvia Mustanuri Jannah
Jurnal Penelitian Humaniora Vol 16, No 2: Agustus, 2015
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/humaniora.v16i2.1861

Abstract

The study is aimed at analyzing the implementation of teaching English at State Vocational High School 8 Surakarta in 2015/2016 academic year. The objectives of the study are to describe and explain the implementation of teaching English at this school. In this research, there are seven components of the implementation of teaching English which are investigated, namely: learning objective, syllabus, instructional material, classroom procedure, techniques in teaching English, media, and assessment. The type of the study is descriptive qualitative research especially naturalistic approach. The data are derived from event, informant, and document. There are three methods of collecting data, namely: observation, interview, and document. The process of analyzing data includes data reduction, data display, and conclusion or verification. The results of the study are as follows: (1) There are two learning objectives of teaching English namely: general objective and specific objective. The general learning objective is based on curriculum and specific learning objective is based on the syllabus; (2) The type of syllabus is mixed syllabus, consisting of structural syllabus, notional syllabus and functional syllabus; (3) The instructional material used is printed material; (4) The classroom procedure used is observing, questioning, experimenting, associating, and communicating; (5) Techniques used in teaching English are reading aloud, silent reading, questioning session, group work, brainstorming, reading comprehension, individual, discussion, role play, and exercise modeling; (6) The media used in teaching learning process is white board and picture and image; and (7) Assessment types used are final test preparation, daily assessment, mid test, and final test.
WUJUD DAN POLA PENALARAN NILAI KEPEDULIAN, KREATIF, DAN SOPAN SANTUN MATERI AJAR BAHASA INDONESIA DALAM BUKU SISWA KELAS VII KURIKULUM 2013 Liza Tri Handayani; Laili Etika Rahmawati
Jurnal Penelitian Humaniora Vol 18, No 2: Agustus 2017
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/humaniora.v18i2.5192

Abstract

Erratum untuk artikel ini dapat dilihat pada laman berikut: http://journals.ums.ac.id/index.php/humaniora/article/view/9213
EXPLORING STAIN PEKALONGAN STUDENTS’ STRATEGIES IN LEARNING ENGLISH LANGUAGE Tuti Hastuti
Jurnal Penelitian Humaniora Vol 15, No 2: Agustus, 2014
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/humaniora.v15i2.672

Abstract

This study explored college students’strategies in learning English language. Two questions were presented. The first question is what strategies are used by the students in learning English language and the second question is how do the students use strategies in learning English language. To answer the first question, 49 college students gave respond on Strategy Inventory for Language Learning (SILL) questionnaire. Then, to answer the last question, five students participated in Think Aloud Protocol (TAP) sessions. The data analysis from SILL questionnaire showed that the students were medium user of strategies in learning English language. The strategies then ranked from social strategies, followed by metacognitive, cognitive, affective, compensation, and memory strategies at the latter posi- tion. Then, to find out how the students use strategies in learning English language, think aloud protocol (TAP) sessions presented that the students made use of three major strategies in learning English language cognitive strategies, metacognitive strategies, and compensation strategies. These three strategies were used by the students in three different activities (understanding reading passage, dealing with unfamiliar words or phrases and self-awareness) as the study was limited to reading skills. In conclusion, the students made use of different strategies when doing particular task given to them. At this point, students in some ways have the ability to learn by themselves, that is by using strategies as lecturers cannot always facilitate students’ learning, especially when lecturers teach large classes.

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