English Teaching Journal and Research: Journal of English Education, Literature, And Linguistics
FOCUS This journal focuses on English Education, Literature, and Linguistics. SCOPE This journal covers a wide range of disciplines, containing studies of English Education, English Literature, and English Linguistics.
Articles
61 Documents
<![CDATA[An Analysis of Seven Characters Played by Noomi Rapace in the “What Happened to Monday” Film ]]>
<![CDATA[Kadnawi]]>;
<![CDATA[Anisatun Sa'diyah]]>
<![CDATA[ English Teaching Journal and Research: Journal of English Education, Literature, And Linguistics Vol. 1 No. 2 (2021): ETJaR Volume 1 Number 2 December 2021 ]]>
Publisher : <![CDATA[Center for the Research and the Community Service, Islamic Institut of Hasanuddin Pare - Kediri ]]>
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DOI: 10.55148/etjar.v1i2.260
<![CDATA[Literature is a type of writing that uses language in a special way and can be enjoyed by readers or listeners. There are many types of literary works that can be researched, but this study will only focus on one type of literary work, namely film. Character is an important element in literary works, especially in the world of film. Characters give the important roles to make the story in a film more alive. Studying literature through films will help us learn the characterizations in the story and can learn about the personality, culture and habits of the characters who play in the film. The method of this study is descriptive analytical method. Data and data sources are from the scenes and dialogues in the ―What happened to Monday‖ film which are collected by using documenting technique. The data for the research is all sentences in dialogues and shown in all the scenes of the film which are related to the characters’ characterization and moral messages. The conclusion of this research states that The characterizations of the character that are played by Noomi Rapace are Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, and Sunday who have different characters, and there are two categories of moral messages that the researcher had taken from this film, the relations with oneself and the human relations with other humans in the social sphere..]]>
<![CDATA[The Effectiveness of Zooming In and Zooming Out Strategy on Student’s Reading Comprehension in Descriptive Text at the First Grade of Islamic Senior High School AL Wahid Kepung ]]>
<![CDATA[Novi Rina Dewi]]>;
<![CDATA[Mualimin]]>
<![CDATA[ English Teaching Journal and Research: Journal of English Education, Literature, And Linguistics Vol. 1 No. 2 (2021): ETJaR Volume 1 Number 2 December 2021 ]]>
Publisher : <![CDATA[Center for the Research and the Community Service, Islamic Institut of Hasanuddin Pare - Kediri ]]>
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DOI: 10.55148/etjar.v1i2.265
<![CDATA[This study was conducted to know the effectiveness of using ZIZO strategy on students’s reading comprehension in descriptive text according to Karen D. Wood and Janis M. Harmon (2001; 53). This research used quantitative approach with pre-experimental research design. The population of this research was the first grade of Islamic Senior High School Al Wahid Kepung. The sample of this research was X IPA class consisting 20 students. The research instrument was pre-test and post-test with the format of multiple choices consisting 20 items pre-test and post-test. The data analyze by t-test using SPSS version 30. The result of the analysis showed that mean of pre-test was 72.00. And the result of the mean of post-test was 83.25. So, the result of the research was stating that applying using ZIZO strategy in teaching reading comprehension was effective. It was proved by the significant different score of student’s reading comprehension before and after taught by using ZIZO strategy. The significance value was 0.000 and the significance level was 0.05. it means that the significance value was smaller than significance level (0.000 < 0.05). So, the alternative hypothesis (H1) was accepted and null hypothesis (H0) was rejected. It means that the using of ZIZO strategy gives positive effect to the students’ reading comprehension.]]>
<![CDATA[The Personalities Analysis of “Jackson Maine And Ally” on “Star Is Born” Movie 2018 ]]>
<![CDATA[Tri Rudy Puji Setyawan]]>;
<![CDATA[Richayatul Janah]]>
<![CDATA[ English Teaching Journal and Research: Journal of English Education, Literature, And Linguistics Vol. 2 No. 1 (2022): ETJaR Volume 2 Number 1 (2022): June 2022 ]]>
Publisher : <![CDATA[Center for the Research and the Community Service, Islamic Institut of Hasanuddin Pare - Kediri ]]>
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DOI: 10.55148/etjar.v2i1.283
<![CDATA[The purpose of this study is to describe the positive personality values and negative personality values of the main character in “a Star is Born Movie 2018”. In literary works, there are many things that can be done to be studied, but researcher only focused on the personalities of the two main players. The purpose of this research is to make it easier for readers to recognize the personality. This research is presented based on a literature review from experts, related to this research contains several topics that are used to support the analysis in this study. The literature review is used to strengthen the results of the study, several related keywords in the research of this film serve to facilitate the reader understands the important parts that will be explained in this study. The researcher has also compared this research with other studies related to personality research from a film. The method of this study is descriptive analytical method. Data and data sources are from the scenes and dialogues in this film which are collected by using documenting technique. The results of the study from this film are; Jackson's negative personality can be improved with the support, affection and hard work of Ally. The positive impact of both is that Jackson is trying to become a better person and Ally's career in music is increasing. from this film, we can get moral values that we can apply to families, students or people around us to instill a positive attitude and thinking in behaving and supporting each other and instilling love for others. Keywords: Personalities, A Star is Born Movie 2018, Literature Study]]>
<![CDATA[The Implementation of Using Snake and Ladder Game on Speaking Program at Genta English Course Pare - Kediri ]]>
<![CDATA[Kadnawi]]>;
<![CDATA[Muhammad Rizal Fanani]]>
<![CDATA[ English Teaching Journal and Research: Journal of English Education, Literature, And Linguistics Vol. 2 No. 1 (2022): ETJaR Volume 2 Number 1 (2022): June 2022 ]]>
Publisher : <![CDATA[Center for the Research and the Community Service, Islamic Institut of Hasanuddin Pare - Kediri ]]>
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DOI: 10.55148/etjar.v2i1.284
<![CDATA[This research is about observing to find the answer of the implementation of students’ ability. Those are (1) implementation using snake and ladder game of speaking program at Genta English Course, (2) how are the students’ responses toward using snake and ladder game at the speaking program?. In this study, the author only took one class consisting of 5 students in the speaking class. In this study, the researcher uses qualitative descriptive and the instruments used in this thesis was observation, interviews and documentation. To get the data, the researcher joins the class. The researcher describes the situation in the classroom and teaching learning process. It is used to find out if there is implementation using snake and ladder of speaking program. The results of observations, interviews and documentation conducted by researchers are about students who can be more active or more confident to speak what they want. So that students can develop their English skills much better even though there are some obstacles they get when the learning process is in the classroom. The implementation of this method is good for developing their speaking skills. The results of this study show that the snake and ladder game method is very popular with students and teachers in the class. Because this method is very easy to apply in class, especially in speaking class. By using this method. Students' abilities can develop very well. They can improve their speaking skill well. Not only improve speaking skills but also increase students' self-confidence. Keywords : Implementation, speaking, and snake and ladder game]]>
<![CDATA[An Analysis of Speaking English Routine on Students’ Competences at Basic Level of Genta English Course Pare-Kediri ]]>
<![CDATA[Fatqu Rofiqoh Dewi]]>;
<![CDATA[Umrotul Islamiyah]]>
<![CDATA[ English Teaching Journal and Research: Journal of English Education, Literature, And Linguistics Vol. 2 No. 1 (2022): ETJaR Volume 2 Number 1 (2022): June 2022 ]]>
Publisher : <![CDATA[Center for the Research and the Community Service, Islamic Institut of Hasanuddin Pare - Kediri ]]>
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DOI: 10.55148/etjar.v2i1.285
<![CDATA[This study aims at improving the speaking competence of the basic level students of Genta English Course Pare Kediri. Speaking English routine were used in this study. This study is an action research study which comprised a class. It involved me as the researcher, the principle of Genta English Course, the English teacher, and 10 students of the basic level students of Genta English Course Pare Kediri. The steps of this study were observation, questionnaire, and documentation. The data of this study is qualitative. The qualitative data were obtained by observing the students’ competences in speaking English routine. The data were collected in the forms of field notes and questionnaire paper. And the last is by documentation, the data were collected in the performances in learning process. The research finding shows that the use of the speaking English routine is effective to improve students' speaking competence. English routine is accompanied with other actions such as using English classroom/dormitory, memorizing vocabularies, doing English language in any activities, giving feedback, giving rewards, and doing English program. The indicators of the success of the implementation are that: (1) the students are more active in the speaking English routine than they were; (2) the students are more enthusiastic in doing speaking English routine; and (3) the students' self-confidence and motivation to speak English improve. Furthermore, the findings are also supported by the means of the students' competences which have increased. Keywords : Speaking, English Routine, and Students’ Competences]]>
<![CDATA[The Effect of Learning Tenses Using Abbreviated Formulas on Students’ Grammar Mastery at the Takhasus grade of Mazro’atul Lughoh Islamic Boarding School Pare Kediri ]]>
<![CDATA[Yanti Ramiasih]]>;
<![CDATA[Asrorul Mufidah]]>
<![CDATA[ English Teaching Journal and Research: Journal of English Education, Literature, And Linguistics Vol. 2 No. 1 (2022): ETJaR Volume 2 Number 1 (2022): June 2022 ]]>
Publisher : <![CDATA[Center for the Research and the Community Service, Islamic Institut of Hasanuddin Pare - Kediri ]]>
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DOI: 10.55148/etjar.v2i1.286
<![CDATA[The aim of this study is to investigate the effect of learning tenses using abbreviated formulas on students’ grammar mastery at the Takhasus grade of Mazro’atul Lughoh Islamic Boarding School Pare Kediri. The method of this study is quantitative by taking 20 students of the population, and using saturated sampling. This study was pre experimental research design conducted with one group. Before giving treatment, the writer gave pre-test. After four meetings, the writer gave the post-test. The scores of pre-test and post-test were collected from twenty essay questions, then, it was analyzed by using t-test. The findings of this study shows that learning tenses using abbreviated formulas on students’ grammar mastery was effective. It is proved by the result of the calculation of paired sample t-test with the sig (2 tailed) with the result was .000, and it was < 0.05. It is considered that the null hypothesis (Ho) in this study is rejected and the alternative hypothesis (Ha) is accepted, which states that there is a significant difference between students learning tenses before and after using abbreviated formulas. It means that learning tenses using abbreviated formulas affects students’ grammar mastery. Keywords : Grammar Mastery, Abbreviated Formulas, Tenses.]]>
<![CDATA[An Analysis of Students’ Vocabulary Mastery by Using Word Chain Game at Basic Level of AVON English School Kepung Pare ]]>
<![CDATA[Novi Rina Dewi]]>;
<![CDATA[Alfany Fardan Syahuma]]>
<![CDATA[ English Teaching Journal and Research: Journal of English Education, Literature, And Linguistics Vol. 2 No. 1 (2022): ETJaR Volume 2 Number 1 (2022): June 2022 ]]>
Publisher : <![CDATA[Center for the Research and the Community Service, Islamic Institut of Hasanuddin Pare - Kediri ]]>
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DOI: 10.55148/etjar.v2i1.287
<![CDATA[This thesis aims to analyze the implementation of word chain game to the students’ vocabulary mastery and to analyze the student’s responses toward the word chain game in their vocabulary mastery at the basic level of AVON English School. This research is a type of qualitative (field research), this research is designed to measure the implementation of Word Chain Game in the mastery of English vocabulary. Here Researcher collect data from the field by investigating directly in the field to find various relevance to this research. While the approach used in this research is qualitative approach. Based on the findings of research and discussion on Learning, the students enjoy and have fun in learning English vocabulary. This game helps them recall their memories about the vocabulary they have known before, enhance their mastery vocabulary, and helps them find the clue to tell any vocabularies. The students found it easier to learn vocabulary in the classroom. The students were more and enthusiastic to join the meaningful and contextual activity. They learned to share and co-operate each other in communicative activity in the classroom. After finding and analyzing the data of this study, it can be concluded that Word Chain Game as one of the games in English teaching learning process can be applied to the mastery of English vocabulary and it has a positive influence on vocabulary mastery in the learning. Therefore, Word Chain Game helps the students feel confident in saying any English vocabularies and avoid the tedious situation in English teaching learning process. Keywords : Word Chain Game, Vocabulary Mastery, Basic Level]]>
<![CDATA[The Techniques of Teaching Speaking to the 8th Grade Students of SMP IT Asy Syadzili Pakis Malang ]]>
<![CDATA[Muhammad Yasminto]]>;
<![CDATA[M. Agus Susanto]]>
<![CDATA[ English Teaching Journal and Research: Journal of English Education, Literature, And Linguistics Vol. 2 No. 1 (2022): ETJaR Volume 2 Number 1 (2022): June 2022 ]]>
Publisher : <![CDATA[Center for the Research and the Community Service, Islamic Institut of Hasanuddin Pare - Kediri ]]>
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DOI: 10.55148/etjar.v2i1.288
<![CDATA[Technique of teaching is one of the important parts of learning English speaking. Therefore, it is expected that a professional teacher have a great knowledge of the effective techniques of teaching. In this study, the researchers discuss the techniques of teaching speaking to the 8th grade students of SMP IT Asy Syadzili Pakis Malang. One of the researchers is an English teacher and as an interviewee. One researcher investigated the teaching-learning process in English speaking because he wanted to find out and describe the techniques used by the English teacher of the 8th grade in teaching speaking in which the English teacher is the second researcher as a form of research collaboration. The data of this study were collected by using (1) observation check-list; (2) a set of questionnaire sheet; and (3) interview guide. A set of questionnaire sheet was written in English, and then it was given to the English teacher. The data source was only an eighth grade English teacher who could give the required information to answer the research problems. The results showed the teacher developed the syllabus based on the curriculum, and the syllabus supported the teaching learning process and ran successfully. Having conducted the interview to the teacher concerning with the techniques of teaching speaking, showed that the result of interview from the teacher can bee seen from the questionnaire check-list involving all the techniques used by the English teacher to teach speaking. One of techniques that the teacher used was asking question by using English. It means that he always gives the motivation to speak English bravely. Dialogue with update topic, using visual aid, and English discussion are the techniques, which are often conducted by the teacher there. Sometimes the teacher uses role-play, speech, storytelling, discovery and simulation, and asking question using Bahasa. Keywords: Technique of Teaching Speaking, English Productive Skills, Speaking Ability]]>
<![CDATA[Applying Mind Mapping Strategy in Fostering Students’ Writing Skill ]]>
<![CDATA[Mulis]]>
<![CDATA[ English Teaching Journal and Research: Journal of English Education, Literature, And Linguistics Vol. 2 No. 2 (2022): ETJaR Volume 2 Number 2 (2022): December 2022 ]]>
Publisher : <![CDATA[Center for the Research and the Community Service, Islamic Institut of Hasanuddin Pare - Kediri ]]>
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DOI: 10.55148/etjar.v2i2.296
<![CDATA[This research was conducted to undertake students’ problems in writing skill dealing with the process to produce descriptive text in which there were 28 students of MTs Mambaul Ulum Banjarejo Pagelaran Malang. Regarding to the research design, Classroom Actin Research (CAR) was utilized. The research employed two cycles in which each cycle consisting of two meetings. Dealing with the instruments, test (preliminary and post-test) was applied to obtain data findings. Test covered pre-test and post that was used to investigate students’ prior writing skill score before and after teaching them by using mind mapping. In analyzing students’ writing skill, He utilized writing Scoring Rubric. Finding showed that in preliminary test, students obtaining a minimum mastery criterion (KKM) was 10,71%. It indicated that mostly students’ writing skill was under score minimum. Yet, for the first cycle, students obtaining a minimum mastery criterion was 42,85%. The first cycle showed an improvement of students' writing score. While for the second cycle, students obtaining a minimum mastery criterion was 75,00%. Finding underlined mind mapping was effectively in fostering students’ writing skill. Hence, this research highlighted and recommended mind mapping strategy should be applicated and utilized when teaching writing skill related to descriptive text exactly.]]>
<![CDATA[Implementing Canva in a Flipped Classroom: A Challenge in Post Pandemic Era ]]>
<![CDATA[Kiswati]]>;
<![CDATA[Mohammad Kunsarwani]]>
<![CDATA[ English Teaching Journal and Research: Journal of English Education, Literature, And Linguistics Vol. 2 No. 2 (2022): ETJaR Volume 2 Number 2 (2022): December 2022 ]]>
Publisher : <![CDATA[Center for the Research and the Community Service, Islamic Institut of Hasanuddin Pare - Kediri ]]>
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DOI: 10.55148/etjar.v2i2.315
<![CDATA[In post pandemic era, schools are allowed to invite students to face-to-face learning. Despite this, most teachers still suffer from a lack of time since the government still uses limited time at schools, referred to as “PTM terbatas”. This research used a descriptive quantitative design. It aimed to investigate the students’ interest in the use of Canva in improving their mastery of brochures/pamphlets/banners/posters in the eleventh grade at MAN 5 Jombang. There are more than 100 students involved in this research. To address the problem of lack of time in this post-pandemic era, the teacher employed the Flipped Classroom model. According to the findings, the students are satisfied with the use of Canva, preferring it to paper and finding it useful in accomplishing the task. As a result of using Canva in a flipped classroom, the teacher has also been able to effectively manage her limited time at school. Based on the result of this research, it can be concluded that Canva combined with Flipped Classroom model is suggested to be used in this post-pandemic era to answer the challenge of digital technology in this disruptive era. Keywords: Canva, Flipped Classroom Model, Post Pandemic Era]]>
