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<![CDATA[Revitalizing a Traditional Game “Dakon” to Teach English for Young Learners ]]>
<![CDATA[Femi Eka Rahmawati]]>;
<![CDATA[Esti Junining]]>
<![CDATA[ Metathesis: Journal of English Language, Literature, and Teaching Vol 2, No 1 (2018): Metathesis: Journal of English Language, Literature, and Teaching ]]>
Publisher : <![CDATA[English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer ]]>
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DOI: 10.31002/metathesis.v2i1.616
<![CDATA[A traditional game can develop either cognitive, social or emotional skills of the children. Dakon, one of the name of traditional game from Java, becomes the point of discussion in this paper. Dakon is made of wood or plastic with fourteen pits filled with particles like tamarine seeds, snail cover or small stones. This game can be played by two players facing each other by filling the particles to each pit. In the last stopped stone, the student should see the letter printed in the pit and then start spelling the letter, pronounce the word and read the usage of the word in a simple sentence provided. This part is played again and again until the particles are empty. This paper aims at designing a traditional game, dakon, to learn pronunciation and vocabulary. This game is designed for young learners (elementary school students) who willingly learn English in pairs. Besides learning English, this game also can develop the learners’ social interaction with friends at similar ages. This is a Design Based Research by designing art concept. The result shows that the Elementary school students enjoy learning English using this game.]]>
<![CDATA[Improving the Lecturers of Musi Charitas Catholic University Speaking Skills through Oral Presentation ]]>
<![CDATA[Sheilla Noveta Asmaruddin]]>
<![CDATA[ Metathesis: Journal of English Language, Literature, and Teaching Vol 2, No 1 (2018): Metathesis: Journal of English Language, Literature, and Teaching ]]>
Publisher : <![CDATA[English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer ]]>
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DOI: 10.31002/metathesis.v2i1.623
<![CDATA[This research is aimed at investigating whether oral presentation technique was able to be used as a way to develop the lecturers of Musi Charitas Catholic University speaking skills, Palembang. This study is a quasi experimental design, specifically, it is a one group pretest posttest one. There were 22 lecturers taken as samples based on availability. These lecturers were from three faculties - Faculty of Business and Accounting; Faculty of Science and Technology; Faculty of Health Science. Training were administered for five days for each lecturers from different faculties. A speaking rubric was used to evaluate the lecturers' speaking skills development by two experts in TESOL. Paired t-test and multiple regression were used as statistical analysis to find the siginificance and the depth of influence of each category of speaking techniques. Those categories were organisation, content and presentation. The significant finding of the research is that oral presentation technique was able to improve the lecturers' speaking skill in terms of talk of performance. ]]>
<![CDATA[Graphic Organizers to Improve Students’ Writing on Recount Paragraphs ]]>
<![CDATA[Mega Mulianing Maharani]]>
<![CDATA[ Metathesis: Journal of English Language, Literature, and Teaching Vol 2, No 2 (2018): Metathesis: Journal of English Language, Literature, and Teaching ]]>
Publisher : <![CDATA[English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer ]]>
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DOI: 10.31002/metathesis.v2i2.942
<![CDATA[Writing is said to be difficult for the undergraduate students of second semester students of English department of UNISSULA. They found many difficulties in some aspects such as topic sentence, supporting sentence and concluding sentence. There were 10 of 23 students who got 75 on their writing score. Hence, the writer wanted to help them in improving their writing quality especially on those main structure of a paragraph by applying graphic organizers. Graphic organizers were used in the teaching learning process by conducting action research. The action research used two cylces. The results were that the students’ writing is better. The way they wrote topic sentence, supporting sentence, and concluding sentence were better than the previous one in the preliminary cycle. It was proved by the percentage of the students who got the score under the standard score of writing, namely, 75.]]>
<![CDATA[Whatsapp: Learning on the go ]]>
<![CDATA[Pratika Ayuningtyas]]>
<![CDATA[ Metathesis: Journal of English Language, Literature, and Teaching Vol 2, No 2 (2018): Metathesis: Journal of English Language, Literature, and Teaching ]]>
Publisher : <![CDATA[English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer ]]>
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DOI: 10.31002/metathesis.v2i2.629
<![CDATA[ Mobile learning as one of digital teaching learningmedia has given beneficial impact to language learning. It said that mobile learning can facilitate students to learn everywhere in anytime. Learning using smartphone is one of the issues that can help the students to improve their English whenever they want and wherever they are. Whatsapp as one of the most accessed application, which can be installed in any smartphone is used in this research. The objective of the study is to find out what are the impact of using Whatsapp by exploring, describing and analyzing students opinion in learning English through Whatsapp. This research was conducted in the academic year 2017 / 2018 in the Second Year Class of the Department of Business Administration of Politeknik Sawunggalih Aji. There are 10 students in the classroom. The descriptive qualitative method is used in this research. The result of this research proved some activities done by the students via Whatsapp is showing language learning activities, such as vocabulary learning and combining words to sentence.]]>
<![CDATA[The Effect of Jigsaw Method to Improve EFL Students’ Vocabulary Ability ]]>
<![CDATA[Hesni Neno]]>;
<![CDATA[Yohanes Paulus Florianus Erfiani]]>
<![CDATA[ Metathesis: Journal of English Language, Literature, and Teaching Vol 2, No 2 (2018): Metathesis: Journal of English Language, Literature, and Teaching ]]>
Publisher : <![CDATA[English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer ]]>
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DOI: 10.31002/metathesis.v2i2.695
<![CDATA[This study was aimed to improve students’ ability in learning vocabulary through jigsaw method at Timor University in, Timor Tengah Utara regency (TTU), NTT Province, Indonesia. The main purpose of this study is to know the effect of using jigsaw method to improve students’ vocabulary ability. This study belongs to pre experimental method with the one group pretest - posttest design. This study was conducted in one class which was given the treatment. The treatment of this study is teaching and learning process by using jigsaw method. The population of this study was second semester students of English study program of Timor university in academic year 2017 / 2018. The total members of second semester students were 120 who were divided into three (3) classes. Every class consisted of 30 students. The writers used purposive sampling technique to take the data. The writers only determined one class because the writer assumed that in this class, students have sufficient knowledge of English. Hence, the sample of this study was 30 students. The writers had conducted pre test before gave the treatment to the students. Finally, the writers gave the posttest to measure students’ vocabulary ability in the end of teaching and learning process. From the data analysis, the writers found that the average of the students’ vocabulary was improvement. The average of students’ score in pretest was 65% and posttest was 79%. After the writers conducted the research, the writers concluded that (1). Jigsaw method can improve students’ vocabulary ability. (2). Jigsaw method can improve the students’ interaction with the teacher and other students.]]>
<![CDATA[Structural Analysis of F. Fitzgerald's The Great Gatsby ]]>
<![CDATA[sabariyanto sabariyanto]]>
<![CDATA[ Metathesis: Journal of English Language, Literature, and Teaching Vol 2, No 2 (2018): Metathesis: Journal of English Language, Literature, and Teaching ]]>
Publisher : <![CDATA[English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer ]]>
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DOI: 10.31002/metathesis.v2i2.865
<![CDATA[ABSTRACTThe objectives of this research are to find out the relatedness between setting and characterization F. Scott Fitzgerald’s The Great Gatsby and to find out the relatedness between setting and plot in F. Scott Fitzgerald’s The Great Gatsby. This research used library research method and used stuctural approach. So this only focus on the intrinsic elements which build the story as a literary work, such as plot, character, and setting. The result of the research shows that structural elements of F. Fizgerald’s The Great Gatsby present a solid unity. Each element has close relation with other elements in forming the wholeness of the story. Here, there is the relatedness between setting and plot and the relatedness between plot and character in F. Fitzgerald’s The Great Gatsby. ]]>
<![CDATA[Exploring EFL Teacher's Interventions on Peer Feedback: a Case Study in a Writing Classroom ]]>
<![CDATA[Andri Suherman]]>
<![CDATA[ Metathesis: Journal of English Language, Literature, and Teaching Vol 2, No 2 (2018): Metathesis: Journal of English Language, Literature, and Teaching ]]>
Publisher : <![CDATA[English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer ]]>
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DOI: 10.31002/metathesis.v2i2.890
<![CDATA[This research article aimed to investigate the effect of interventions deployed by teachers in peer feedback in the context of Indonesian EFL writing classrooms. The participants in this case study were 16 Indonesian tertiary-level EFL learners. It explored types of teacher’s interventions on peer feedback, analyzed whether the learners use peer feedback to improve their writing, and explored how the learners appreciate peer feedback. The research methods used were questionnaire, teacher interventions, and interviews. The findings revealed three main points; (1) the teacher’s interventions were mostly on grammatical errors, inappropriate vocabularies, and content structures, (2) facilitated by the teacher’s interventions, more than 50% of the peer feedbacks were integrated by the students in their revision, (3) the students generally confirmed the usefulness of interventions deployed by the teacher on peer feedback. The implications of this study were to provide practical insight to EFL teachers into how peer feedback, supported by teacher interventions, can be develop to benefit learning, and to inform EFL teachers with some suggestions to carry out peer feedback to improve learners’ skill of writings.]]>
<![CDATA[Descriptive Analyses on English Test Items based on the Application of Revised Bloom’s Taxonomy ]]>
<![CDATA[Imanuel Kamlasi]]>
<![CDATA[ Metathesis: Journal of English Language, Literature, and Teaching Vol 2, No 2 (2018): Metathesis: Journal of English Language, Literature, and Teaching ]]>
Publisher : <![CDATA[English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer ]]>
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DOI: 10.31002/metathesis.v2i2.847
<![CDATA[This investigation analyzed the English test items based on the application of revised Bloom’s taxonomy. This study was categorized as descriptive qualitative research. The instrument of this study was English test sheet which was used in final semester test in senior high school. In analyzing the data; the researchers applied four steps: codifying; classifying; analyzing and discussing. Anderson, et.al. (2001) revised the Bloom’s Taxonomy that thinking is an active process so verbs were used rather than nouns. The findings showed that remembering taxonomy made 22 items or 44%. Understanding taxonomy presented 2 items or 4%. Applying taxonomy made 21 items or 42%. Analyzing taxonomy made 5 items or 10%. While there was no item found in both evaluating and creating taxonomy. Therefore; creating taxonomy was not used to ask the students in the English test. Regarding to the findings of this investigation; teachers need to distribute the revised Bloom’s taxonomy in constructing test items. Furthermore; teachers need to use WH questions in the test items.]]>
<![CDATA[Teachers’ perceptions toward TED-ED in Listening Class insight the Era of Disruptive Technology ]]>
<![CDATA[Candradewi Wahyu Anggraeni]]>;
<![CDATA[Lilia Indriani]]>
<![CDATA[ Metathesis: Journal of English Language, Literature, and Teaching Vol 2, No 2 (2018): Metathesis: Journal of English Language, Literature, and Teaching ]]>
Publisher : <![CDATA[English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer ]]>
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DOI: 10.31002/metathesis.v2i2.925
<![CDATA[Abstract In the era of disruptive technology in the educational aspect, the teachers need to pay attention to the use of technology in teaching and learning process. Technology can be virtues or hurdles for the students and teachers. Therefore, the teachers must be wise in deciding the teaching strategies so that the use of technology in the classroom will be more effective and efficient. One of the examples of technology is the existence of a website or online media to support teaching and learning process. Regarding this phenomenon, this study is carried out to explore the teachers’ perceptions toward TED-ED in listening class insight the era of disruptive technology. The qualitative research method in the form of a case study is used to expose the teachers’ perceptions. The instrument of data collection is an open-ended interview. The findings show that there are two perspectives toward the use of TED-ED in Listening Class. The two perceptions reveal the benefits and drawbacks that cover the aspects of abundant resources, illustration, world Englishes, assignments, speed, and teacher’s role. This study has theoretical, pedagogical, and practical significances in the field of teaching Listening. ]]>
<![CDATA[Teachers’ Gesture in Teaching EFL Classroom of Makassar State University ]]>
<![CDATA[Agus Rahmat]]>
<![CDATA[ Metathesis: Journal of English Language, Literature, and Teaching Vol 2, No 2 (2018): Metathesis: Journal of English Language, Literature, and Teaching ]]>
Publisher : <![CDATA[English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer ]]>
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DOI: 10.31002/metathesis.v2i2.893
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