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Etanic : Journal Of English Language Teaching And Applied Linguistics
Published by Yayasan Kajian Riset Dan Pengembangan Radisi
ISSN : -     EISSN : 29867274     DOI : https://doi.org/10.55266/journaletanic.v1i2
Core Subject : Education,
Languange, Linguistic, Communication & Media
Etanic: Journal Of English Language Teaching And Applied Linguistics is an Open Journal System (OJS) with a peer review process method published by the Yayasan Kajian Riset dan Pengembangan Radisi. Etanic: Journal Of English Language Teaching And Applied Linguistics is dedicated to Academics, Researchers, and Society who will publish the results of theoretical and empirical studies as well as new thoughts/concepts that are still original in the field of teaching English and applied Lingustics. Etanic: Journal Of English Language Teaching And Applied Linguistics is published in 2 (two) editions a year, namely February (first edition) and August (second edition). Etanic: Journal Of English Language Teaching And Applied Linguistics is an Open Access Journal that focuses on publishing the results of theoretical and empirical studies and new ideas/concepts that are still original in the field of English Language Teaching and Applied Linguistics
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 4 Documents
 1 
Search results for , issue "Vol 2 No 2 (2024): August" : 4 Documents clear
Enhanching Speaking Ability on Students Of University Of Asahan Through Flash Cards Hasibuan, Derliana; Sambayu, Harry; Meidipa, Lisa Fitri
ETANIC Journal Of English Language Teaching And Applied Linguistics Vol 2 No 2 (2024): August
Publisher : Yayasan Kajian Riset dan Pengembangan RADISI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55266/journaletanic.v2i2.387

Abstract

The research's objectives are to determine whether and to what extent flashcards can improve speaking abilities in University of Asahan information technology students and to describe the classroom environment when flash cards are used in speaking classes. Class action research is the research methodology used. The researcher employed questionnaires, observations, interviews, document analyses, and tests to gather the data. Prior to doing research (pre-test) and following the use of flash cards (post-tests 1 and 2), the researcher administered the tests. To determine the improvements in speaking skills among the students, the mean results from each exam were compared. The improvements in the pre-test mean score of 49, the cycle 1 post-test mean score of 75, and the cycle 2 post-test mean score of 79 show the advancements. In addition, the class environment was improved because: 1) students participated actively; 2) speaking class participation was equal; 3) students were encouraged to speak English much more than Indonesian; and 4) student interaction was greatly improved
The Relationship Between Students' Reading Interest and Critical Reading Skills Among Eighth-Grade Students at SMP Negeri 5 Padangsidimpuan Romaito, Efi Rilia Rizky; Siregar, Rini Kesuma; Ramadhani, Yulia Rizki
ETANIC Journal Of English Language Teaching And Applied Linguistics Vol 2 No 2 (2024): August
Publisher : Yayasan Kajian Riset dan Pengembangan RADISI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55266/journaletanic.v2i2.390

Abstract

This study explores the relationship between reading interest and critical reading skills among eighth-grade students at SMP Negeri 5 Padangsidimpuan. Utilizing a quantitative research approach, a twenty-item Reading Interest questionnaire and a critical reading skills test were administered to a sample of 30 students. The data collected were analyzed using statistical methods to determine the correlation between the two variables. The findings reveal a significant relationship between reading interest and critical reading skills, indicating that students with higher reading interest tend to exhibit better critical reading abilities. This suggests that fostering a strong interest in reading can enhance students' critical reading skills, making them more adept at analyzing, interpreting, and evaluating texts. The study highlights the importance of engaging teaching methods and diverse reading materials to boost students' interest in reading. Recommendations include the implementation of interactive learning strategies and the promotion of varied literary genres to support the development of students' critical reading skills. Future research should consider a larger sample and more comprehensive assessment tools to further explore these findings.
The Impact of Instagram on Enhancing Descriptive Writing Skills in Eighth Grade Students at SMP Negeri 1 Padangsidimpuan Nisa, Khoirun; Sibuea, Erni Rawati; Mahrani
ETANIC Journal Of English Language Teaching And Applied Linguistics Vol 2 No 2 (2024): August
Publisher : Yayasan Kajian Riset dan Pengembangan RADISI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55266/journaletanic.v2i2.408

Abstract

This study investigates the effectiveness of using Instagram as a tool to enhance students' descriptive writing skills at SMP Negeri 1 Padangsidimpuan. Utilizing the Class Action Research (CAR) method, the research involved pre-tests, post-tests, and two cycles of intervention with 30 eighth-grade students. Initial findings indicated that students' writing skills were categorized as poor, with an average pre-test score of 59.83. Following the integration of Instagram in the instructional process, students' average scores improved significantly to 66.5 in Cycle 1 and 82.5 in Cycle 2. The overall improvement from pre-test to post-test 2 was 37.89%, with 83.33% of students meeting the Minimum Mastery Criterion (KKM). These results confirm the hypothesis that Instagram can significantly improve students' descriptive writing skills. The study suggests that incorporating social media in educational practices can enhance student engagement and learning outcomes. It also highlights the potential for further research on the use of digital tools in education to foster innovative teaching methods.
Peran Guru sebagai Fasilitator dalam Pengelolaan Kelas Konstruktivis: Studi Kasus pada Mahasiswa Program Studi Pendidikan Bahasa Inggris Harputra, Yuswin; Tambunan, Elissa Evawani
ETANIC Journal Of English Language Teaching And Applied Linguistics Vol 2 No 2 (2024): August
Publisher : Yayasan Kajian Riset dan Pengembangan RADISI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55266/journaletanic.v2i2.416

Abstract

This study aims to evaluate the role of facilitators in managing constructivist classrooms among English Education students and to analyze the practices and challenges encountered in implementing this approach. As the constructivist approach in education becomes more prevalent, it is crucial to understand how prospective English teachers perform their roles as facilitators. This research provides relevant insights for the professional development of students and the enhancement of future teaching quality. The study employs a qualitative approach with a case study method. Data were collected through questionnaires distributed to 15 English Education students and direct classroom observations. The questionnaire covered aspects of beliefs, attitudes, and practices in the facilitative role. Analysis was conducted to evaluate students' assessments of their roles, and to identify patterns and challenges in teaching practices. The results indicate that the average rating for teachers' beliefs about their facilitative role is 4.5, with student interaction receiving the highest rating (4.8). Although there is strong belief in the effectiveness of constructivist learning, some teachers remain neutral regarding its comparison with traditional teaching methods. In practice, many teachers use problem-based projects (average rating 4.0) and support active student participation in discussions (average rating 4.6). Technology use in teaching remains uneven (average rating 4.1), and there is room for improvement in providing in-depth and constructive feedback (average rating 4.5). The study identifies challenges such as time constraints, variability in student abilities, and access to technology, and provides recommendations for further training and support for teachers to enhance the implementation of constructivist approaches in the classroom.

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