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Metathesis: Journal of English Language, Literature, and Teaching
Published by Universitas Tidar
ISSN : -     EISSN : -     DOI : -
Core Subject : Science, Education,
Education Physics
Arjuna Subject : -
Articles 10 Documents
 1 
Search results for , issue "Vol 1, No 2 (2017): METATHESIS" : 10 Documents clear
Teaching Pragmatics to Indonesian Learners of English Disa Evawani Lestari
Metathesis: Journal of English Language, Literature, and Teaching Vol 1, No 2 (2017): METATHESIS
Publisher : English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v1i2.465

Abstract

Pragmatic competence constitutes a significant factor in determining the success of communication.  In real life interaction, a language learner is not only expected to use language and produce utterances which are understandable or grammatically correct, but is also expected to produce utterances which are socioculturally appropriate. However, for students who learn English as a Foreign Language (EFL), the pragmatic competence, which can actually be acquired naturally through social interaction, is quite difficult to acquire due to the limited, if not absent at all, use of English to reach a communication goal in an authentic social interaction/setting (not in a role-play classroom activity).  This paper aims to figure out some of those issues of teaching pragmatics in EFL classrooms in Indonesia and to explore the possible solutions based on the concept and approaches informed by the previous studies. The importance of the use of authentic materials, input and production activity, along with understandable feedback are highlighted as some of the ways to fill the lacking space in EFL learners’ pragmatic knowledge.erimental class and controlled class. The mean score of post-test (77.3) in experimental class was greater than the mean score of post-test (71.9) in controlled class and from t-test, the researcher found that the value of t-test (3.176) was greater than t-table (2.000) at the level of significances. It means that this is a significant difference between the result of the students’ pre-test and post-test. Therefore, H0 was rejected and H1was accepted. Based on the finding and discussion of the research, the researcher had drawn a conclusion that the use of Small Group Discussion Strategy in Improvingthe student’s reading comprehension at the Eleventh Grade Students of SMA Negeri 11 Bulukumba was effective. 
Developing Constructivist-Webquests Online Materials for TEFL Course Wahyu Kyestiati Sumarno; Tatik Tatik; Ali Shodikin
Metathesis: Journal of English Language, Literature, and Teaching Vol 1, No 2 (2017): METATHESIS
Publisher : English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v1i2.471

Abstract

Considering the results of researchers’ observation at some Teaching English as A Foreign Language (TEFL) classes, which noted that there were at least two problems, namely the lack of materials to accommodate the students’ need of learning and unavailability of TEFL media to support the learning process, the development of materials for TEFL class are urgently needed. Besides, the high demand for technology integration into language learning to face digital environment motivates education practitioners to develop materials with technology application. WebQuests can be one of meeting points for this intersection. A WebQuests is an online media which allows students to collect and construct information about a subject using a web. By using WebQuests, the students will have an opportunity to actively contribute constructing their own knowledge during the teaching and learning process. Therefore, this study aims at giving rational and theoretical background in developing a web-based material with a constructivist approach, named constructivist-WebQuests.Keywords:material development, constructivist-WebQuests, online materials, TEFL
The Students’ Needs of Writing 3 Textbook Endah Ratnaningsih; Candradewi Wahyu Anggraeni
Metathesis: Journal of English Language, Literature, and Teaching Vol 1, No 2 (2017): METATHESIS
Publisher : English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v1i2.466

Abstract

This research was aimed to describe students’ needs toward Writing 3 textbook. This was a case-study. The subjects of this research were the English Department students of Faculty of Education and Teachers’ Training of Tidar University. The data collection techniques used for knowing the students’ needs analysis in this research was taking questionnaires. The data analysis of this research was qualitative-descriptive. The result of this research is the description of students’ needs of Writing 3 textbook.Keywords – writing, textbook, students’ needs
Improving Second Semester Students’ Speaking Ability Through Storytelling Learning Modelat English Study Program of Timor University (A Classroom Action Research Method) Yohanes Paulus Florianus Erfiani
Metathesis: Journal of English Language, Literature, and Teaching Vol 1, No 2 (2017): METATHESIS
Publisher : English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v1i2.472

Abstract

The aim of this research is to increase the students’ speaking ability through storytelling model in Universitas Timor, Timor Tengah Utara Regency (TTU), East Nusa Tenggara, Indonesia. The main purpose of this research is to know the improvement of many aspects in speaking ability such as grammatical aspect, vocabulary aspect and pronunciation aspect. This research used class action research. The subject of the research is the second semester of English education in A class in the academic year of 2016/2017. There were 30 students for the research subject. Based on the data analysis, there is a significance improvement in each cycle. The average of students’ speaking ability in Cycle I is 67%. That average is taken from vocabulary aspects 68%, pronunciation aspect 67% and grammatical aspect 66%. Then, in cycle II the average of student’s mark is increasing into 81% that consist of vocabulary aspect 83%, pronunciation aspect 795 and grammatical aspect 81%. Therefore, this research indicates that storytelling model can improve the speaking ability of second semester students in Uiversitas Timor.Kata Kunci: Storytelling model, improving speaking ability
The Positive Politeness in Conversations Performed by the Students of English Study Program of Timor University Imanuel Kamlasi
Metathesis: Journal of English Language, Literature, and Teaching Vol 1, No 2 (2017): METATHESIS
Publisher : English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v1i2.467

Abstract

In daily conversation, speakers tend to choose appropriate strategies to saveface. This research tends to analyze the politeness in the students’ conversation. The objectives of the research areto describe the type of address terms of positive politeness andto find out the percentages of address terms of positive politeness in students’ conversations.The method applied in this research was descriptive qualitative method. There were 26 students chosen the sabjects in this research. The data were in the script of conversationin the form of sentences, clauses or words. To obtain the data, the TVR was used. The data were analyzed through transcribing, codifying, classifying, analyzing and discussing.The result of the research shows that the address terms of positive politeness in conversation are greetings, thanking, praising, apology, congratulating, intimacy, obedience, question, request, suggestion, rejection, chastisement, and disagreement. The data in the first category shows that greetings make 27.27% of the total address terms. The thanking is 22%. The apology makes 15%; the intimacy and praising are 10%. The congratulation address is 9% and the lowest is obedience, 7.14% of the total address terms. In the second category; the question is the highest percentage which is 40%. The request is 22%, and then disagreement is 14 %. The suggestion makes 11% and the rejection makes 8%. The chastisement is the lowest percentage which is 5% of the total address terms.Keywords: positive, politeness, address terms
The Role of Dynamic Assessment in EFL Writing Class Lutfi Ashar Mauludin; Triubaida Maya Ardianti
Metathesis: Journal of English Language, Literature, and Teaching Vol 1, No 2 (2017): METATHESIS
Publisher : English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v1i2.468

Abstract

Several studies in some countries have mentioned the effectiveness of Dynamic Assessment (DA) in improving the students’ writing skills in English as a Foreign Languge (EFL) context. This study investigates the role of DA in improving students’ writing skill in Indonesian setting. The study used a quasi-experimental method in a public university in Indonesia. The participants were 30 English Diploma Students in their second year. The students were divided into control and experimental group. The experimental group received the treatment using DA approach, meanwhile the control received traditional method. The data were gathered through pretest and posttest. The data then were tabulated using SPSS. The descriptive analysis was conducted to find out its signficance. The result shows that DA has significant role in improving the students’ writing skill. Keywords: Dynamic Assessment, Writing Skills, EFL
The Descriptive Study on Question Words in Amanatun Dialect of Meto Language Anselmus Sahan; Darni Nopi Nokas
Metathesis: Journal of English Language, Literature, and Teaching Vol 1, No 2 (2017): METATHESIS
Publisher : English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v1i2.463

Abstract

This research is a descriptive study on linguistics which focuses on the question words in Amanatun dialect of Meto language. The purposes of this research are to identify the kinds of question words and to describe how those question words are constructed.The descriptive qualitative method was used in this research. The native speakers of Amanatun dialect as the subject of the research. The instrument used was translation sentences of question words from Indonesia into Amanatun dialect. There were five techniques of data analysis: translation, codification,classification, syntactical analyses, and discussion.The findings show that there are seven kinds of question words in Amanatun dialect. They are sa(what), sekau(who), etme/esme/mbime/neome(where), leka(when), nansa/neusa(why), onme(how) and fauk (how many and how much). Saisplaced at the initial position of the sentence. Sekau is placed in three positions; in initial part of the sentence, in the middle of the sentence and at the final part of the sentence. The question of etme/esme/mbime/neome is placed at the final part of the sentence. Leka is placed in two positions: in the initial part of the sentence and at the final part of the sentence. The question of nansa is placed at the final part of the sentence. Nansa cannot be placed at the final position of the sentence. While neosa is only placed at the final position of the sentence and it cannot be placed in initial position of the sentence. There are three positions of onme; in the initial of the sentence, in the middle of the sentence and the final of the sentence. Fauk is placed at the final part of the sentence.Keywords: question words, Amanatun, Meto
Apology Response Strategies Performed by EFL Learners Sri Waluyo
Metathesis: Journal of English Language, Literature, and Teaching Vol 1, No 2 (2017): METATHESIS
Publisher : English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v1i2.469

Abstract

This research aims at scrutinizing apology response (AR) strategies performed by EFL learners in one of reputable universities in Indonesia. The research employed descriptive qualitative method in analyzing the data to figure out categories of the AR strategies performed and also to describe the factors which influenced the realization of AR strategies. Samples were selected with purposive sampling technique from 20 students in the final semester of English Department who were ranked as the Top 10 GPA in two available programs, i.e. English education and English literature. The technique in collecting the data used oral discourse completion task (DCT) that contained participants’ responses on the given apology situations. In general, the results showed that the four main AR strategies were performed by all the twenty participants with, specifically; 27 out of 33 extended strategies were detected. In detailed, the possible reasons which influence the realization of utterances produced by participants were significant roles of power, relation, setting of situations, and the degree of mistakes which correlated the participants with the addressees.Keywords: Apology Response Strategies; Interlanguage Pragmatics; EFL Learners.
Small Group Discussion Strategy Towards Students’ Reading Comprehension of SMA Negeri 11 Bulukumba Agus Rahmat
Metathesis: Journal of English Language, Literature, and Teaching Vol 1, No 2 (2017): METATHESIS
Publisher : English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v1i2.464

Abstract

The objective of this research was to find out the effectiveness of Small Group Discussion Strategy in improving the students’ reading comprehension ability at the Eleventh Grade Students of SMA Negeri 11 Bulukumba. This research employed quasi experimental design with pre-test and post-test design. There were two variables; they are independent variable (Small Group Discussion Strategy) and dependent variable (the students’ reading comprehension). The population of this research was the Eleventh Grade Students of SMA Negeri 11 Bulukumba in academic year 2013/2014 which consisted of 122 students. The researcher took 56 students as the sample of the research with 28 students as experimental class in XI IPA 1 and 28 students as control class in XI IPA 2. The sample was selected by using purposive sampling. The instrument of this research was a written testused in pre-test and post-test. The result of the data indicated that there was a significant difference between students’ post-test in experimental class and controlled class. The mean score of post-test (77.3) in experimental class was greater than the mean score of post-test (71.9) in controlled class and from t-test, the researcher found that the value of t-test (3.176) was greater than t-table (2.000) at the level of significances. It means that this is a significant difference between the result of the students’ pre-test and post-test. Therefore, H0 was rejected and H1 was accepted. Based on the finding and discussion of the research, the researcher had drawn a conclusion that the use of Small Group Discussion Strategy in Improvingthe student’s reading comprehension at the Eleventh Grade Students of SMA Negeri 11 Bulukumba was effective.
Students’ Responses on the Application of Authentic Assessment in EFL Reading Class Triubaida Maya Ardianti; Lutfi Ashar Mauludin
Metathesis: Journal of English Language, Literature, and Teaching Vol 1, No 2 (2017): METATHESIS
Publisher : English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v1i2.470

Abstract

Reading offers a combination of challenges for EFL students. In this case, they meet layered difficulties from language barriers to lack of exposure to critically interpret the reading materials. Being aware of this circumstance, the present study attempts to examine the students’ responses in an EFL reading class where authentic assessment is being implemented to help them learn to read in English. In particular, this study is conducted to discover the students’ responses if the instructional framework could accommodate their needs in learning to read in L2. Further, a qualitative case study is applied, and data are collected from questionnaire and 16 meeting field-observation. Results of the study indicate that the students gradually respond positively to the application of authentic assessment. They reveal that authentic assessment (1) motivates them have a reading routine, so that they can find a lot more vocabulary and get used to English discourse, (2) trains them to demonstrate their reading comprehension in more constructive ways such as writing reviews, presentations, and discussions, and (3) helps them assess their own reading performance. In sum, the students admit that authentic assessment helps most of thethem enjoy reading throughout a series of social practices, in this case, the application of authentic assessment components including portfolios, performance assessment, and self-assessment.Keywords: students’ responses, authentic assessment, EFL reading

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