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Locutionary act in motivating students at SMPN 2 Wungu Bella Agustina Santoz; Nuri Ati Ningsih; Agita Risma Nurhikmawati
English Teaching Journal : A Journal of English Literature, Language and Education Vol 6, No 2 (2018)
Publisher : Universitas PGRI Madiun

The aim of this research is to explain the speech act which is used to motivate students at SMPN 2 Wungu. The objective of this research is to explain the type of locutionary act which is used to motivate students. The research approach is qualitative method using observation and interview to collect the data. In this research, the researcher takes three teachers for source of data. Data and method triangulation are used to perform the data validity. Data are analyzed under interactive model. The result of this analysis are there are 26 (52%) utterances that belong to indirect speech act and 24 (48%) utterances belong to direct speech act, thus, it can be concluded that the type which is used to motivate students at SMPN 2 Wungu is indirect speech act.

The use of nursery rhymes to teach writing for the eighth grade students of SMPN 2 Geger Maria Agustina Astuti Siba Lian; Nuri Ati Ningsih
English Teaching Journal : A Journal of English Literature, Language and Education Vol 7, No 1 (2019)
Publisher : Universitas PGRI Madiun

Writing is one of the basic skills in English teaching that must be mastered well by the students. Nursery Rhymes is choosen as a media in teaching writing in order to make the students easily to understand. The objectives of this research are: to describe the implementation, the advantages and the disadvantages of the use Nursery Rhymes to teach writing. The researcher takes place at SMPN 2 Geger. The researcher uses qualitative approach in this research. The source of data are social situation, participant/informant, and documents. The techniques of collecting data are observation, interview and documentation. The triangulation is used to validate the data while the researcher analyze the data through three phases consist of data condensation, data display and verifying conclusion. The result of the research shows that the implementation of the use of Nursery Rhymes to teach writing are explaining materials, introducing a Nursery Rhymes, play the song of Nursery Rhymes, and guiding the students write a text about the Nursery Rhymes. Beside, the advantages of the use of Nursery Rhymes to teach writing are: it is simple and cheaper than other media, it is enriches students’ vocabulary. While, the disadvantages are: it needs much time in teaching learning process, students still ask their teacher about the vocabulary and they are too lazy to open their dictionary. Meanwhile, it is suggested that the students should bring their dictionary in English class. The other researcher are expected to do a research about Nursery Rhymes for other skills.

Teaching Writing Recount Text by Using Powtoon Video Nuri Ati Ningsih
English Teaching Journal : A Journal of English Literature, Language and Education Vol 9, No 1 (2021)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v9i1.9525

Powtoon. video and finding the advantages of using it. This research was a qualitative descriptive method. It was done in class IX of SMPN 6 Madiun. The sample of this research is class IX H. The data were collected by doing observation, interview, and documentation. Then, it was analyzed through three techniques. They involve data reduction. Displaying data, conclusion and verification. The result of reserach shows that using Powtoon. Powtoon video in teaching writing recount text done in three-phase technique. It involves pre activities, main activities and post activities. The process of writing done based on Linses’ theory. Those are pre writing, writing, revising, editing and publishing. Powtoon video was played twice. First, it was played in pre activities to stimulate the students' understanding of the material. Second, it was used in main activities specifically in revising step to make sure the students about their works. The advantages of using Powtoon video in writing class are; (1) creating a joyful class; (2) raising the students’ motivation and enthusiasm in writing; (3) realize the students to be independent learners; and (4) develop the teachers’ creativity.

The effectof using reciprocal teachingtowards students’ reading ability of recount text inthe eighth grade of SMPN 1 Sine S. Sukini; Nuri Ati Ningsih; Dwi Rosita Sari
English Teaching Journal : A Journal of English Literature, Language and Education Vol 6, No 1 (2018)
Publisher : Universitas PGRI Madiun

The purpose of this research is to know the effects of Reciprocal Teaching toward students’s reading ability of recount text in the eighth grade of SMPN 1 Sine in the Schooling year of 2016/2017. Reciprocal Teaching has four strategies, such as; Predicting, Questioning, Clarifying and Summarizing. The method that is used by the researcher is Experimental Design. The researcher used two classes, the first class as control class and the other one is expeimental class. Each class consists of 20 students. They had different treatment. The control class is not treat by the Reciprocal Teaching but the experiment class treated Reciprocal Teaching. The researcher got the data by using pretest and postest for each class. The test is 50 items of multiple choices. The researcher used SPSS v23 to count the result of the data. The data analysis showed the significancy of the data. The mean score for experimental group has 49, 20. Then, the mean score for control group has 43, 25. Based on the two means, it can be considered that both of the groups are significantly different. The results of the sig. of the Lavene’s test for equality of variances show that it exceeds the level of tolerance p. value .05. The result of sig. is .095. It means that there is no significant different from the two groups and Ho can be rejected. The mean score for group which is treated by using Reciprocal Teaching has 79, 55. Then, the mean score for the group which is not treated by using Reciprocal Teaching has 73, 55. The results of post-test both of the groups show significantly different. The result of independent sample t-test shows the significantly different can be seen from the sig. 004 in t-test for equality of means. This result is lower than the p value .05 of significance tolerance. It can be concluded that Reciprocal Teaching Technique is effective toward students’ reading ability of recount text in the eighthgrade of SMPN 1 Sine.

THE USE OF ELECTRONIC STICK FIGURES FOR TEACHING WRITING RECOUNT TEXT TO THE EIGHT GRADE STUDENTS OF SMPN 2 WUNGU Rara Wisna Sumiastari; Nuri Ati Ningsih; Rengganis Siwi Amumpuni
English Teaching Journal : A Journal of English Literature, Language and Education Vol 5, No 2 (2017)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v5i2.5447

Writing English is considered as the most difficult skill among the other language skills (reading, speaking and listening). Therefore, it is important for the English teachers to find some creative ways to teach writing instead of only directing student to write without thinking how to facilitate them. Because of that reason, appropriate media is needed and should be used to help students master writing. Moreover, the use of multimedia in teaching and learning process is able to make the lesson become memorable and understandable. Therefore, Electronic stick figures in the form of multimedia are believed considerably suitable for teaching writing recount text. The result of this research show that the implementation of Electronic stick figures in teaching writing recount text are explaining material, introducing Electronic stick figures, and doing the task. Besides, advantages of Electronic stick figures in teaching writing are the use of Electronic Stick Figure can improve students’ learning process especially in writing, The Electronic Stick Figure is simple drwaing, Electronic Stick Figure helps the students to dig up their ideas and construct the text-type more easy, and the students very enthusiatic in a class.. Some disadvantages of the implementation of Electronic stick figuresare teaching and learning using Electronick Stick Figure is not all class have a LCD, and the students still difficulties in past tense and some students’ vocabulary is lack, so that students less in making a good sentence.

Using brochure as a media in teaching reading descriptive text among the eight grade students of SMPN 1 Jiwan Laelly Kartikasari; Nuri Ati Ningsih; Fitra Pinandhita
English Teaching Journal : A Journal of English Literature, Language and Education Vol 6, No 1 (2018)
Publisher : Universitas PGRI Madiun

The objectives of this research are: 1) to know how is the implementation of Brochure to teach reading for the eight grade students of SMPN 1 Jiwan, 2) to find out the advantages of the implementation of brochure to teach reading for the eight grade students of SMPN 1 Jiwan, 3) to find out the disadvantages of teaching reading descriptive text to the eight grade students of SMP N 1 Jiwan in schoooling year of 2016/2017. The research approach and type of this research is descriptive qualitative research. This research was held on SMP N 1 Jiwan, focus on the eight grade students. The source of data of this research are social situation, participant and document. The participant of this research are the students of class VIII G. In this research, the researcher as observer in the class. To get the data, the researcher uses observation, interview, and documentation. The technique of data analysis that used in this research are data condensation, data display, and drawing or verifying conclusion. The result of the research are 1) the implementation of Brochure as a media to teach reading divided into three stages, they are (a) pre- activities included greeting, checking students’ attendance, and build background knowledge, (b) whilst activities included giving the explanation about the materials, and the implementation of brochure as a media, (c) post activities included review the materials, asking the students difficulties, gives a conclusion, and closing. 2) the advantages and disadvantages of the implementation of brochure as a media. The advantages are to increase the students interesting in following teaching reading, this media can helps the students to finish their task to answer all the questions, and to makes the students do not feel bored in teaching reading process. While, the disadvantages by using brochure that are some students still passive during teaching reading process, the students have less vocabularies make the students feel difficult to translate the meaning of the text. Based on the research, the researcher gives some suggestion. The teacher is suggested to use this media especially in teaching reading descriptive text. The students should increase their vocabulary in order to makes the students be easier to understand the meaning of the text. The future researcher are suggest to conduct other research in english teaching especially for teaching reading.

Utilizing Test Item Analysis to Portray the Quality of English Final Test Nuri Ati Ningsih; Woro Widowati
English Teaching Journal : A Journal of English Literature, Language and Education Vol 9, No 2 (2021)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v9i2.10867

This study aims at describing the quality of the item test by analyzing the difficulty level, discriminating index, and distractor effectiveness of English final test item. The researchers use a descriptive quantitative as the research design. The population and sample of the study is the student’s answer sheets of the tenth grade of SMK PGRI Wonoasri. There are 22 student’s answer sheet as the primary data. The researchers use documentation technique and test kits of the English final test as the instrument. The data is analyzed by using classical theory measurement and item analysis’ formula. The result shows: (1) the level of difficulty which categorized as difficult is 35% (40 items), medium is 47% (19 items), and easy is 18% (7 items); (2) discrimination index that recommended for being rejected is 15% (6 items), accepted 38% (15 items), and not accepted is 47% (19 items); (3) distractor effectiveness which has functioning distractors as very good is 20% (8 items), good is 43% (17 items), fair 27% (11 items), and less good is 10% (4 items). In short, the quality and acceptance of test items of English final is medium or fair. So, there are still a lot of items need to be revised.

Using a board game “Snake and Lader” to teach speaking descriptive text at the eight grade students of SMPN 2 Wungu Fathlutfika Trahenar Ratih; Nuri Ati Ningsih
English Teaching Journal : A Journal of English Literature, Language and Education Vol 5, No 1 (2017)
Publisher : Universitas PGRI Madiun

This research aims at improving the speaking learning process of the eighth graders of SMP Negeri 2 Wungu through Board Game “Snake and Ladder” in the academic year of 2016/2017 this research used qualitative research because the research wants to describe the implementation of Board Game “Snake and Ladder” in teaching and learning process. This research, the researcher got the data from collecting photos, syllabus, RPP, students’ name and students’ score. They are used to know how to use, what the advantages and what the disadvantages of teaching speaking using using Board Game “Snake and Ladder” in the eighth graders of junior high school. Then, to collect the data, research need a technique that is called technique of collecting data. There were some instrument used by researcher: observation, interview and documentation. Based on the result of the research, using Board Game “Snake and Ladder” can make students to improve their speaking skill. With this game, the students can make a descriptive text orally. The students also feel confident when they come forwards in front of the class. The students can speak up in front of the class confidently. The students are dared to speak in front of the class because it has been used and the considered classmates as a family. The students are enjoying and having fun. The students are also not bored to be follow the lesson. The students have good respon to the teacher. It makes the students very fun and are not bored because the game in Board Game “Snake and Ladder” is easy to play. Third, using Board Game “Snake and Ladder” this game was easy to implement in the class. This game makes the lesson understood well by the students. It means that by using Board Game media helps the students to comprehend the material clearly and easily because the media facilitate the students to catch the content of the story. Fourth, using Board Game “Snake and Ladder” is this game make students more active to speak up. It means that by using Board Game “Snake and Ladder” in teaching speaking make the students active follow the teaching and learning process. In this research, the researcher give some suggestion. First, the teacher is sugessted to apply various kinds of teaching techniques in teaching speaking. Second, the institutions are suggested to motivated teacher to apply various kinds of teaching techniques. Third, the students are suggested to be more motivated and serious in learning English. And the last , the other researchers are suggested to make further research especially concerning on teaching speaking through the other game or techniques.

Kesadaran Metakognitif Mahasiswa Melalui Pembelajaran Mandiri Wachidatul Linda Yuhanna; Nuri Ati Ningsih
Florea : Jurnal Biologi dan Pembelajarannya Vol 9, No 2 (2022)
Publisher : UNIVERSITAS PGRI MADIUN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/florea.v9i2.14435

Metacognitive awareness is essential in learning, which includes knowledge about cognition and regulation about cognition. This study aims to 1) To know the average value of metacognitive awareness of biology education students which includes knowledge about cognition and regulation about cognition. 2) To know the percentage of student knowledge about cognition. 3) To know the percentage of student regulation about cognition. 4) To know the percentage of students metacognitive awareness. The instrument used is Metacognitive Awareness Inventory (MAI) developed by Schraw and Dennison (1994) which contains 52 questions with a score of 1 (true) and 0 (false). The results show that the mean value of metacognitive awareness is declarative knowledge (5,4); procedural knowledge (2,6); conditional knowledge (3.8); planning (4.9); information management strategy (6.4); understanding monitoring (4.8), search strategy (4.3) and evaluation (3.6). The percentage of knowledge about cognition of students with high (37.78%); medium (15.50%) and low (46.67%). The percentage of regulation about cognition of students with high (34.44%); medium (34.44%) and low (31.12%). The percentage of students metacognitive awareness with high (36.67%), medium (28.89%) and low (34.44%) so that there should be efforts to increase metacognitive awareness in biology education students.

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