my dissertation tentative titles

Draft of Dissertation Topics RESEARCH METHOD IN EDUCATION

3 Titles for Dissertation Plan
1. Developing Contextual Writing Materials (Writing an Expository Essay with a Thesis ) to Improve Students’ Ability in Writing an Expository Essay
-- R&D
2. Evaluating English Department Curriculum Developed by Kanjuruhan University of Malang
-- Descriptive Qualitative
2. Improving English Lecturers’ Ability in Developing Teacher-Made Test by Using Test Development Procedures
-- Action Research in Education

Title 1
Developing Contextual Writing Materials (Writing an Expository Essay with a Thesis ) to Improve Students’ Ability in Writing an Expository Essay
 R&D
“How can contextual writing materials be developed to teach English Department Students?”
What kinds of objectives and basic competences are used in developing contextual writing materials?
What kinds of learning experiences are involved in developing contextual writing materials?
What kinds of evaluation are used in developing contextual writing materials?

Title 2
Evaluating English Department Curriculum Developed by Kanjuruhan University of Malang
-- Descriptive Qualitative
“How much does the English Department curriculum meet the requirement of good English Department curriculum for university level?”
How much does the English Department curriculum meet the requirement of good English Department curriculum for university in terms of subject presentation aspects?
How much does the English Department curriculum meet the requirement of good English Department curriculum for university in terms of mechanical aspects?
How much does the English Department curriculum meet the requirement of good English Department curriculum for university in terms of communicative aspects?

Title 3:
Improving English Lecturers’ Ability in Developing Teacher-Made Test by Using Test Development Procedures
-- Action Research in Education
What are the procedures done by the lecturers in developing Teacher-Made Test in the pre-activity level?
What are the procedures done by the lecturers in developing Teacher-Made Test in the whilst-activity level?
What are the procedures done by the lecturers in developing Teacher-Made Test in the post-activity level?
The suggestion
How is content standard of writing (written in SKKD) in Senior high school be implemented?
How are writing skills in SKKD (Junior and Senior High School) really implemented?
Budi Setyono (Jember)  in depth study on the content standard of SKKD in writing are implemented
What happen in the class of writing

A Very Valuable Lesson in My Life

Today is the last day for me to have my final test in my S3 classes at State University of Malang. Here is my life reflection after one semester having been an S3 student of English department at UM.

When I decided to take an S3 level, I never thought that it would be a very strange story happened. I started when I went to Kopertis Wilayah VII to have the approval of my study. I had to go there at least five times, first because the staff asked me to come again for the second time. I asked my husband to accompany me. We went there by motorcycle. Poor things happened to us, we had to find a close way to go (of course after we experienced many times to go there finally we found it). The second happening, we fell in Sidoarjo because of the jam (somebody cut our way). The third one, we had to quickly caught the time limit to submit the forms in UM.

When the test was conducted, everything was okay. And, I could pass the test and saw my name was on the third number. I thanked God and I thanked my husband.

When i had to pay for the tuition, I had a grant from the Kanjuruhan foundation for the 50%. I thanked the foundation. And of course, I could start my study. At first, it was fine. It was okay. I collected the book and sources for the next task. But I never did it directly. Gradually I could not maintain my schedule. Everything was in a mess. I always did my homework just a few day or even just one day before its deadline. A lot of sources was never used up to finish the task, unfortunately. Besides, I was always late on the day when we had to submit the task. Poor me! But I just kept going. I tried my best, although I could do better than that, with full of regret. When midterm test was conducted, I felt I could do well in Research Method in Education course (supervised by Prof. Ali Saukah). But, the result told the opposite. I had to join the remedial test for the mid-term test. Hope, it would be alright. It was just the same with Pak Effendy's class, but I tried my best.

This day, I did my "Course Reflection" with Prof. Kasihani. Everything was alright. Actually, after Prof. Kasihani, I had to go to my class, but I was sorry I felt unwell. Then, I just went home. Until in the evening I accept an short message on my cell telling that Bu Lia would call me. I just replied "okay". Then, there was Bu Indah (my new friend, although so far we were in UIN together but just now I felt that we are friends) sending me an sms too mentioning that there were 5 people called by Prof. Soenardi that they had to revise the TDP, excluding me. So, I thank God for this. About the other course, I have not accepted the news yet. But I hope I pass from every course that I take.

Is this error or mistake?

LEARN FROM THIS MISTAKE!

the students' error in writing

I. Types of Error in Terms of LANGUAGE FORM

1. Omission
In spelling
We will get lung diseas, …. [disease]
…feel stress and socks, …. [feel under stress and shock]

In structure
One of country [one of the country]
Marijuana is danger [dangerous]
If marijuana legalized… [If marijuana is legalized…]
…people will very easy…. […people will be very easy….]
It seem …. [It seems….]
Football not only teaches student …, it also helps …. […not only…, but also ….]


2.Addition
a. simple addition
… realize about that. [realize that]
Beside that, …. [Besides, ….]

b. double marking
…which can intoxicates people… [intoxicate]
That’s is very dangerous. [That is very dangerous]
…if the bar existed in an one area, …. [one]

c. regularization
Marijuana have …. [Marijuana has ….]
Many consumers does not…. (…do not ….]

3.double function (possessive & object)
…marijuana and another things as like its [it]
4.Misordering
This is what makes marijuana in Indonesia always become a serious problem that never-ending
-> This is what makes marijuana always become a serious and never-ending problem in Indonesia
They consume marijuana as their friendship [friend]  double function
…marijuana and another things as like its [another things  other things]
[as like  like]
Because the activities in the bar will influenced the people around it.
Marijuana is make the users addicted.

II. Types of Errors with Reference to L1 & L2
1. The errors are probably due to the influence of L1 on L2. They belong to the so-called TRANSFER/INTER-LANGUAGE ERRORS
Naturally occurring errors in the classroom:

Penggalang untuk murid SMP
 Penggalang for student of junior high school

Alam, hewan, dan tumbuh-tumbuhan tidak dapat juga bertahan dalam kondisi itu.
 The nature, animals, and plants cannot also survive in that condition

Ini dibuktikan dengan tidak ada negara di dunia ini yang melegalkan ganja.
 It is proved with there is no one country in this world that legalizes marijuana.

Merokok ganja membuat mulut dan tenggorokan panas dan batuk berat
 Smoking marijuana can get burning and stinging of the mouth and throat, and get heavy coughing

Uranium sendiri bukan sumber yang melimpah di negeri ini.
 Uranium itself is not overflow resources in this country

Jika ganja dilegalkan berarti pembuat hukum negara mendukung perdagangan ganja.
 If marijuana legalized means the lawmaker of state support the marijuana trade.

Mereka hanya ingin bagaimana membuat mereka bahagia.
They just want how to make themselves happy.

…underground society.
 masyarakat bawah

…countless street terms for marijuana…
 istilah yang dapat dihitung banyaknya sepanjang jalan …

...effects of heavy marijuana use
 efek dari penggunaan ganja yang berat

Gateway drug (“gateway drug” leading to the eventual use of more destructive and addictive drugs such as heroin and cocaine.
 obat pembuka

…has caught the attention of Mass Media ….
 … telah mendapat perhatian media massa

…whether do it or not.
 …apakah melakukan atau tidak.
…it can also to refresh your mind, …
…you put your future to the darkness.
…make you suffering….
…as a stepping stone drug, leading to heroin….
…to improve skills and compactness.

III. INTRA-LANGUAGE ERRORS / errors caused by over-learning

Marijuana … contains of narcotics substance in it’s seed
[Marijuana … contains of narcotics substance in its seed]

So the question is should marijuana legalized or not.
[So, the question is whether or not marijuana should be legalized]

IV. DEVELOPMENTAL ERRORS occurring due to the “natural development” of learning L2.

Many people might think that boost student morale ….
 Many people might think that boosting students’ morale ….

Most people say that marijuana makes the violence in society.
 Most people say that marijuana is one of the causes of violence happens in the society

For instance, get trouble with our body, ….
 For instance, getting trouble with our body, ….

The first reason is coming from social view….
 The first reason comes from social view…./The first reason deals with the social aspect….

Indonesia’s climate supports marijuana plants to grow fertilely.
Potencial  potential

Chomskyan Linguistics

Within the Chomskyan theory, the principle of language is a mental fact seems to be the most revealing at theoretical level but seems not to yield a lot at the practical level. Theoretically, he seems to succeed in proving that the Bloomfieldian school was wrong. He rejects the Bloomfield’s mechanistic stimulus-response-reinforcement chain and proposes the mental process of language acquisition (Chomsky: 1965, 6). He is very convincing in theorizing with his Phrase Structure (PS) Rule that undergoes within the brain of human being. Therefore, it is abstract. Due to this abstractness, the direct application of Chomskyan linguistic theory in the field of TEFL seems not to give much benefit. In this context, Krashen’s (1982) Monitor Theory can be the best interpretation of the Chomskyan theory for the benefit of TESL/TEFL. Krashen believes that the language acquisition device (LAD) does the processing of comprehensible input into the acquired competence. His acquisition and learning terms in the Monitor Theory are different from each other; the former is the L2 competence resulting from the LAD being exposed to natural language use, whereas the latter is the result of formal teaching and learning. It is obvious that Krashen’s monitor theory is strongly mentalistic in nature, just as Chomsky’s linguistic theory which is also strongly mentalistic. Both theories try to account for the nature of mental grammar or linguistic competence, L2 competence and L1 competence. For example, the child of English-speaking country can say, “You can have this,” directly when her friend doesn’t have any doll with her as the result of acquisition. But, here, a university student of Indonesian will say, “He cans do it”; or “I am go to Surabaya” because of the result of poor learning. It means that the child of an English speaking country acquires the language so it makes her get the competence-she can produce novel unlimited numbers of sentences perfectly as the lateralization process completed. Whereas, an Indonesian have poor result because the process of lateralization (critical period) of her brain has already completed, so that it is difficult to have a native-like language. Therefore, in teaching EFL the teachers should be patient.