The Realization of the Management of Face in the Dialogues of the Novel Twenty Thousand Leagues under the Sea by Jules Verne (PBING-38)

Pragmatics is a branch of linguistics which studies the way in which context contributes to meaning. Pragmatics deals with utterances, by which we will mean specific events, the intentional acts of speakers at times and places, typically involving language. One of well known theories in Pragmatics is the Theory of Politeness. The most influential politeness theory in Pragmatics is the Management of Face by Brown and Levinson. This study focuses on the realization of the Management of Face in the dialogues of a novel.

Dialogues of a novel are good data for pragmatics study since they represent thought, feeling, and desire of the characters of the novel. The dialogues are completed with the narration as the context which explains the situation and condition of the dialogues. The aim of this study is to know the realization of the Management of Face in the dialogues of the novel Twenty Thousand Leagues under the Sea by Jules Verne.

Based of the background above, the research problem are formulated as follows:(1) What strategies of the Management of Face are used in the dialogues of the novel Twenty Thousand Leagues under the Sea?; (2) What illocutionary acts are found in the dialogues containing the strategies of the Management of Face in the novel Twenty Thousand Leagues under the Sea?

The purposes of the study are: (1) To know the strategies of the Management of Face which are used in the dialogues the novel Twenty Thousand Leagues under the Sea; (2) To know the illocutionary acts which are found in the dialogues containing the strategies of the Management of Face in the novel Twenty Thousand Leagues under the Sea.

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Increasing Students’ Mastery on Vocabulary through Song Presentation at MA Al Ma’arif Tulungagung (PBING-37)

This thesis is intended to increase students' mastery on vocabulary through song presentation of second grade of MA Al-Ma'arif Tulungagung. Teaching vocabulary by using song presentation was chosen as the focus of the study because process teaching and learning English always make students bored and sleepy because process teaching and learning can not interesting them. The ability of students in vocabulary is still very low, because the students could not provide or organize the meaning of word in a paragraph and they do not differentiate between word and idiom.  But the students have enthusiasm to learn English. The students have strength such as playing the musical instruments; it means that the students have an excellent sense of music. Music can be brought to the level of conscious awareness where it can be used for learning and music can be analyzed both by linguistic and learning theorist

For those reasons, the researcher was interested in increasing students' mastery on vocabulary through song presentation. This is because teaching and learning vocabulary needs different teaching techniques which are not boring and make the students sleepy. They need attractive activities that can motivate them to learn foreign language especially English. 

The study is an action research with two cycles. Each of which consisted of four stages namely planning, implementation, observation and reflection. The subjects were second grade of MA Al-Ma'arif Tulungagung. The instrument used collect data were observation sheets, interview guide, field note, vocabulary test. The data about the students' progress in teaching vocabulary by using song presentation was taken by triangulation between interview guide, file note and vocabulary test.

The result of this study showed that the use of song presentation increased the second grade students' mastery on vocabulary. First the use of song presentation in teaching and learning English could increase the quality result. The result of observation sheet, interview guide and vocabulary test showed that most of the students reached the criteria of success. Second and the condition or situation of the class become active and enjoy in process teaching and learning. This is indicated by positive attitude. 

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The Effectiveness of Using Flash Card in Teaching Vocabulary to the Second Year Students of SDI Qurrota A’yun Ngunut – Tulungagung (PBING-36)

The uses media are important in teaching and learning process, especially in English media help teacher to be easier to teach and also help students to be easier to learn. By using media, hopefully the students get spirit when they study, so they would easy to improve their vocabulary mastery. Improving vocabulary mastery is very important, because by having many vocabularies they would easy to master four skills, they are; listening, writing, reading and speaking.

Although the use of media are important, but not all teachers use them when they teach. It can be caused by the limited in the school, or may be the teachers have no time to create. This research is done to show the media that are easy, and interesting; the media are flash card. By using flash card, hopefully the students can be easier to improve vocabulary mastery.

The research problems were formulated as follows:  (1) How is the students’ mastery on vocabulary before taught by using flash card? (2) How is the students’ mastery on vocabulary after taught by using flash card? (3) is there any significant difference score between student’s mastery on vocabulary before taught by using flash card and after taught by using flash card?

The purposes of the study are: (1) To know the students’ mastery on vocabulary before using flash card. (2) To know the students’ mastery on vocabulary after using flash card. (3) To know the significant difference of students’ mastery on vocabulary between before and after taught by using flash card.

The research is experimental design. This research intended to investigate the effectiveness of flash card as media in teaching vocabulary for the second year students of SDI Qurrota A’yun Ngunut- Tulungagung. The research design used by the researcher is pre-experimental design in the form of one- group; pre-test, treatment and post-test.

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The Study of Derivational Words Used in Argumentative Texts in “THE NEW YORK TIMES (PBING-35)

Bahasa adalah sebuah sistem yang terdiri dari beberapa unsur yang dapat di kombinasikan dengan mengikuti peran tertentu. Salah satu unsur bahasa adalah kata. Morphologi adalah ilmu yang mempelajari  proses pembentukan kata. Elemen terkecil dari sebuah kata yang mempunyai makna disebut morfem. Morfem dibagi menjadi morfem bebas dan morfem terikat. Morfem terikat adalah morfem yang hanya dapat muncul bersama-sama dengan morfem lain untuk membentuk sebuah kata dan pada umumnya cenderung affix. Affix (imbuhan) terkadang infleksional dan derivasional. Derivational affixes adalah sebuah kata yang dibentuk (diperoleh) dari kata yang lain yang dapat merubah klas kata dan/atau makna.

Masalah penelitian: 1) Apa tipe dan pola-pola  derivational words yang digunakan pada teks-teks argumentatif  di “The New York Times”? dan 2) Berapa frekuensi kejadian dari tipe dan pola-pola derivational words yang digunakan pada teks-teks argumentatif di  “ The New York Times”?

Tujuan pembahasan: 1) menemukan tipe dan pola-pola  derivational words yang digunakan pada teks-teks argumentatif  di “The New York Times” dan 2) mengetahui frekuensi kejadian dari tipe dan pola-pola derivational words yang digunakan pada teks-teks argumentatif di  “ The New York Times”.   

Metode penelitian: 1) desain penelitian pada pembahasan ini adalah deskriptif dengan pendekatan quantitatif, 2) populasinya adalah semua derivational words yang digunakan pada teks-teks argumentatif  di “The New York Times pada  bulan Januari sampai Desember  2010, 3) samplenya adalah  duabelas teks-teks argumentatif di "The New York Times" pada bulan Januari sampai Desember 2010,  4) metode pengumpulan data menggunakan library study, 5 ) analisis data yaitu dengan mengamati dan mengidentifikasi secara langsung teks-teks argumentatif yang terdapat pada pada sample.

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Students’strategies in Learning Vocabulary at MTsN Aryojeding (PBING-34)

In learning a foreign language, vocabulary plays an important role. It is one of the elements of language that links the four skills, speaking, listening, reading and writing all together. In order to communicate well in a foreign language, students should acquire an adequate number of words and should know how to use them accurately. But, learning vocabulary is not simple. Because the students  must understand not only the meaning of the words, but also must know how to pronounce and use it contextually. The biggest problem in learning vocabulary is most of the students are easier to forget what they have learned. In other words, they have problem in vocabulary retention. Besides that, every student has different characteristics, interest, and ability. Consequently, they have different learning strategies that are suitable with them. That’s why learning strategies in learning vocabulary is very important. It is needed by students to help themselves understand and remember vocabulary in easier, and joyful ways by using their own ways. So, the learners can take more control of their own learning so that they can take more responsibility for their own learning. Consequently, they can become good language learners.

 The reseach problems in this study : 1) What are the strategies used by students who are good in vocabulary mastery at MTsN Aryojeding ?, 2) How are the strategies used by students who are good in vocabulary mastery  at MTsN Aryojeding contributive to their vocabulary mastery ? the purposes of this study are : 1) Describe the strategies used by students who are good in vocabulary mastery at MTsN Aryojeding in learning vocabulary. 2) Know the contribution of students’ strategies used in their vocabulary mastery.

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