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<![CDATA[A Comparative Analysis of English Learning Motivation between the Rural and Urban Students ]]>
<![CDATA[Agus Rahmat]]>;
<![CDATA[Muhammad Akbar]]>
<![CDATA[ Metathesis: Journal of English Language, Literature, and Teaching Vol 3, No 2 (2019): 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.v3i2.1740
<![CDATA[The objectives of this research are to find out (1) the motivation of the rural and urban students (2) the types of motivation influence the rural and urban students (3) the factors influence the motivation of the rural and urban students (4) the effective ways to foster the motivation of the rural and urban students. This research employed descriptive qualitative research design. The subject of this research is the ninth grade students of MTs Muhammadiyah Lempangang as urban students and the ninth grade students of MTs N 4 Bulukumba as rural students. The number of participants is 20 students. The result of research showed that (1) all of the informants of MTs N 4 Bulukumba as a rural area are motivated in Learning EFL. It is similar with the informants of MTs Muhammadiyah Lempangang as an urban area. They are also motivated. Both of areas are different in the level of motivation(2)the types of motivation dominantly influence in the rural students are both of integrative and instrumental motivation whereas in the urban students are instrumental motivation(3)the similarity between both of students area either internal or external factors are the expectancy, the teachers and the activities and materials whereas the difference from both of them are the relevance, the goal setting and the school environment(4)the effective ways to foster the motivation of the rural students in learning EFL is the teacher always trains the pronunciation of the vocabulary whereas the urban students is the teacher should have more practice activity in learning and teaching process.]]>
<![CDATA[The Students’ Perspectives toward the Activities and Materials Displayed in ELICA (English Listening Interactive Café) Web ]]>
<![CDATA[Endah Ratnaningsih]]>;
<![CDATA[Arum Nisma Wulanjani]]>
<![CDATA[ Metathesis: Journal of English Language, Literature, and Teaching Vol 3, No 2 (2019): 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.v3i2.1682
<![CDATA[English Education students in Universitas Tidar have attended in the Intensive Listening Subject in the Academic Year of 2018/2019. This was a case-study which focused on the perspectives of the students toward the activities and materials displayed in ELICA website. There were 4 classes of Intensive Listening which were participated in this semester with 110 as the number of the students joined. A set of questionnaires and an interview were used in this research. From the result, it was found that most of the students agreed that the activities and the materials displayed in the ELICA can be used for making their listening skill improved.]]>
<![CDATA[The Effect of Probing – Prompting Technique on Reading Achievement ]]>
<![CDATA[Rizqi Nadia Putri]]>;
<![CDATA[Taufiqulloh Taufiqulloh]]>;
<![CDATA[Endang Sulistianingsih]]>
<![CDATA[ Metathesis: Journal of English Language, Literature, and Teaching Vol 4, No 1 (2020): 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.v4i1.1699
<![CDATA[The fact that most of the students in Junior High School are lack of vocabulary, lazy in reading a long text and low motivation in reading textbooks can be solved by choosing an appropriate method in teaching reading. The aimed of this research was to find out whether the probing-prompting technique was effective for the students' reading achievement. The word “Probing” means research and explore, meanwhile “prompting” means push and guide. In probing-prompting, students are required to answer the question by their own words or sentences. Two groups design was applied, and the participants were eighth students of Junior High School in Tegal. We used reading testing in collecting the data, pre and post-test were conducted. And the data analysis calculated using SPSS program. Based on data analysis using an independent sample t-test, it was revealed that the t-test was higher than t-table (4.332>1.672). We state a conclusion; the use of probing prompting technique is effective because students who taught using probing-prompting technique perform better achievement on reading. ]]>
<![CDATA[Gender Stereotypes in Students’ English Writing ]]>
<![CDATA[Atur Semartini]]>
<![CDATA[ Metathesis: Journal of English Language, Literature, and Teaching Vol 4, No 1 (2020): 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.v4i1.2264
<![CDATA[Gender stereotypes are guidelines by which a particular gender group behaves as expected based on the existing ideology in the community. Gender stereotypes that are perpetuated by popular culture usually marginalize women, following patriarchal ideology. This popular culture is consumed mostly by the younger generation as well as students. STIKES Nasional is an educational institution where most students are female, and most student organizations are led by female students. This research investigates gender stereotypes in STIKES Nasional students’ writing. This research employs textual analysis focusing on word choice on students’ writing. This study shows that students' writing still represents women as passive and also sensitive or emotional. Women are also still constructed in domestic sphere. Those constructions are implicated in activities carried out by women. On the other hand, men are represented as brave, rational, active, and assertive. Men are also constructed to be in public sphere. Those male constructions are also implicated in men's occupation. Based on the results, it can be concluded that students’ writing affirms the patriarchal gender stereotypes that marginalize women. Patriarchal ideology is still strongly embedded in STIKES Nasional students, though female students dominate in STIKES Nasional.]]>
<![CDATA[Designing BIPA’s Teaching Material: Inserting The Local Wisdom? ]]>
<![CDATA[Candradewi Wahyu Anggraeni]]>;
<![CDATA[Endah Ratnaningsih]]>
<![CDATA[ Metathesis: Journal of English Language, Literature, and Teaching Vol 4, No 1 (2020): 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.v4i1.1880
<![CDATA[This study aims to explain the teaching materials used and needed in BIPA (Bahasa Indonesia bagi Penutur Asing) learning and to develop BIPA teaching materials based on local wisdom as pedagogical content knowledge at Tidar University. BIPA Learning at Tidar University is facilitated by the Integrated Service Unit for Language Centre. BIPA learning at University Tidar is still relatively new and still requires further research to find out the needs of foreign learners studying here. Teaching materials that have been used need to be developed by paying attention to local wisdom as pedagogical content knowledge, generally in Indonesia and specifically in Magelang, so that learners have a better understanding about the concept of Indonesian language by paying attention to the values or characters contained in the learning material. This research uses research and development methods (Research & Development). The subjects of this study were BIPA instructors and learners at Tidar University. The object of this research is the BIPA teaching materials document which will be developed using the local wisdom base as pedagogical content knowledge. Data collection techniques used in this study are questionnaire and interview techniques. The findings show that teaching material for the local wisdom as the pedagogical content knowledge is important to be inserted in BIPA teaching and learning process. ]]>
<![CDATA[Utilizing WhatsApp Application in English Language Learning Classroom ]]>
<![CDATA[Cicih Nuraeni]]>;
<![CDATA[Lia Nurmalia]]>
<![CDATA[ Metathesis: Journal of English Language, Literature, and Teaching Vol 4, No 1 (2020): 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.v4i1.2289
<![CDATA[WhatsApp (WA) is one of the most popular messaging applications which can be accessed by using mobile phone and Personal Computer (PC). Nowadays, most people prefer to use this application for communicating with other. In education field, WhatsApp also give beneficial features such as text, call, send video, audio, links, location, document, and pictures. This research is aimed at observing WA which is tailored to support English Language Learning (ELL) activities. For gathering data, this study applied case study using observation and questionnaire as main instrument. A case study is drawn from participants of 5th semester students at English Department Universitas Bina Sarana Informatika. It is found that WA was significant in helping ELL activities since it was used by both teachers and students for ELL related activities. The results are: 1) In the field of technical advantages, WA provides simple operation; 2) WA can enhance learning opportunities outside classroom for students. In brief, WA facilitated ELL activities as an effort toward MALL (Mobile-Assisted Language Learning) implementation.]]>
<![CDATA[Teachers’ Strategies to Implement Higher-Order Thinking Skills in English Instruction ]]>
<![CDATA[Christian Bernard Nichols Djami]]>;
<![CDATA[Paulus Kuswandono]]>
<![CDATA[ Metathesis: Journal of English Language, Literature, and Teaching Vol 4, No 1 (2020): 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.v4i1.2048
<![CDATA[This study investigated English teachers’ strategies to implement HOTS (Higher-Order Thinking Skills) during the learning process. To prepare students for education 4.0, Indonesian government has mandated that HOTS are taught in every level of education. The research aimed to discover how English teachers implemented HOTS in their teaching strategies. HOTS are promoted in the 2013 curriculum in which English teachers should develop their strategies to implement these skills through student-centered learning instead of teacher-centered learning that may be a common phenomenon for teachers in Indonesia. The participants of the study were fifteen senior high school English teachers in Salatiga, and five of whom were interviewed and observed. The data were obtained through questionnaire, interview, and observation. The data analysis involved counting the percentage for the questionnaire and reading collected transcripts from the interviews and the observation notes. The data analysis was processed using descriptive statistics for the questionnaire and coding for eliciting the transcripts and observation notes. The results of the study showed that the effective teaching strategies in using HOTS were asking open-ended questions and encouraging students to give their critical opinion, while also acting as a facilitator. ]]>
<![CDATA[EAP Students’ Perceptions of Extensive Listening ]]>
<![CDATA[Dwi Yulianto Nugroho]]>
<![CDATA[ Metathesis: Journal of English Language, Literature, and Teaching Vol 4, No 1 (2020): 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.v4i1.2296
<![CDATA[Compared to other language skills, listening is a language skill that is often ignored and forgotten in English for Academic Purposes (EAP) classes. Thus, there should be more room for teaching listening in EAP classes. Extensive listening (EL) could be one alternative that English teachers can do to give more room for teaching listening. This descriptive study investigated 19 EAP students' perceptions of an EL program. Research data showed that most students have positive perceptions of EL. EL provides a fun but meaningful activity for students. Most of the students agree that EL can improve their listening fluency and vocabulary and expose them to various English accents. In addition, they state that EL helps them become more confident to talk to other people in English and they want to do EL in the future although nobody asks them. Therefore, EL is a promising program to be implemented in EAP classes.]]>
<![CDATA[The Context Meaning of Deixis in Soundtracks Lyric of the Greatest Showman Movie ]]>
<![CDATA[Baiatun Nisa]]>;
<![CDATA[Arinta Geby Asi]]>;
<![CDATA[Sulhizah Wulan Sari]]>
<![CDATA[ Metathesis: Journal of English Language, Literature, and Teaching Vol 4, No 1 (2020): 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.v4i1.2179
<![CDATA[Deixis is one of the important studies in pragmatics. It is a word or phrase that can refer to a person, place, or time in the speakers' utterance. Usually, each deixis has a different function. That function relies on the context of deixis both implicitly and explicitly. Then, the objective of this research is to find the types of deixis and divulge the function which is applied in the speaker utterance. The writers used the descriptive qualitative method to analyze deixis in the two soundtracks lyric of The Greatest Showman movie, they are the greatest show and This is me. The results of the analysis found that there are five types of deixis in the two lyrics; person deixis, spatial deixis, temporal deixis, discourse deixis, and social deixis. The functions showed that deixis provides the information and gives a reference to the deixis word. This analysis is important to understand the speaker's intends in the song by the use of context deixis.]]>
<![CDATA[Mispronunciations in Graduate Students’ Presentation Projects ]]>
<![CDATA[Yeskha Martika Megariani]]>;
<![CDATA[Nadia Aprilia Listyantari]]>;
<![CDATA[Barli Bram]]>
<![CDATA[ Metathesis: Journal of English Language, Literature, and Teaching Vol 4, No 1 (2020): 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.v4i1.1879
<![CDATA[This paper explored the mispronunciations produced by Indonesian graduate students in their presentation projects. The data were collected from presentation projects of 11 graduate students of the English Education Master’s Program of Sanata Dharma University. The researchers used a document analysis as a technique to analyze the data. Results showed that 89 mispronunciations existed in the presentation projects. The mispronunciations were categorized into three types of errors, namely: 26 mispronunciations belonged to the first type, the problems in the pronunciation of non-native sound; 36 mispronunciations belonged to the second type, the carry-over of pronunciation regularities from the mother tongue (L1); and 27 mispronunciations belonged to the third type, the overgeneralizations of target language (L2) regularities. It is expected that the findings can become a stepping stone for graduate students to improve their English pronunciation.]]>
