cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
etanicjournal@gmail.com
Phone
+6281269300866
Journal Mail Official
contact@radisi.or.id
Editorial Address
YPKS Building: Jl Sutan Soripada Mulia No. 52A North Sidempuan Padang, Padang Sidempuan City Postal Code 22715, Telephone (0634) 25839.
Location
Kota padangsidimpuan,
Sumatera utara
INDONESIA
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 30 Documents
 1   2   3 
Enhancing Reading Comprehension Skills of Class VIII Students through Short Story Implementation: A Case Study at Karya Sejahtera Padangsidimpuan Madrasah Tsanawiyah Education Foundation Harahap, Netti Herawati; Sibuea, Erni Rawati; Harahap, Rosni
ETANIC Journal Of English Language Teaching And Applied Linguistics Vol 1 No 2 (2023): August
Publisher : Yayasan Kajian Riset dan Pengembangan RADISI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55266/journaletanic.v1i2.373

Abstract

This research investigates the effectiveness of using short stories to improve reading comprehension skills among Class VIII students at the Karya Sejahtera Padangsidimpuan Madrasah Tsanawiyah Education Foundation. The study involved 30 randomly selected students, and data was collected through both literature review and field research. A written test was administered as the data collection instrument. Statistical analysis was conducted to analyze the results. The findings revealed a significant increase in students' reading comprehension skills after the implementation of short stories. The average scores improved from 53 in the pre-test to 60 in posttest 1 and further to 90.87 in posttest 2. The percentage increase between pre-test and posttest 1 was 23.33%, while between pre-test and post-test 2 it was 70.3%. These results suggest that incorporating short stories in teaching can effectively enhance students' reading comprehension abilities. This research contributes to the body of knowledge on innovative teaching methods and their impact on educational outcomes, particularly in the context of Madrasah Tsanawiyah education.
Enhancing Vocabulary Mastery through Song-Based Learning Among Seventh-Grade students at SMP Negeri 4 Padangsidimpuan Natasya, Alifia; Maharani; Harahap, Tinur Rahmawati
ETANIC Journal Of English Language Teaching And Applied Linguistics Vol 1 No 2 (2023): August
Publisher : Yayasan Kajian Riset dan Pengembangan RADISI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55266/journaletanic.v1i2.374

Abstract

This study investigates the effectiveness of incorporating songs into vocabulary teaching to enhance vocabulary mastery among seventh-grade students at SMP Negeri 4 Padangsidimpuan. With a backdrop of traditional vocabulary teaching methods yielding limited engagement and retention, this research aimed to explore a more dynamic approach. The Classroom Action Research (CAR) methodology was employed over two cycles, involving pre-tests, interventions using songs, and post-tests to measure outcomes. Initial observations and a pre-test established a baseline, revealing students' vocabulary scores predominantly in the poor category with an average of 43.67. Subsequent interventions involved teaching vocabulary through carefully selected songs, aligning with educational objectives. The results were promising, showing significant improvements in post-test scores across both cycles, with final scores averaging at 82.5, and 88.9% of students meeting the minimal completeness criteria (KKM). This study concludes that song-based learning is an effective strategy for improving vocabulary mastery, making a strong case for its integration into language teaching practices. It suggests that educators consider adopting similar interactive and engaging methods to enhance language acquisition, catering to diverse learning preferences and needs.
An Analysis of Students' Reading Comprehension Difficulties in English Texts at SMK Swasta Pancadharma Padangsidimpuan pulungan, Monika hapni; Maharani; Meidipa, Lisa Fitri
ETANIC Journal Of English Language Teaching And Applied Linguistics Vol 1 No 2 (2023): August
Publisher : Yayasan Kajian Riset dan Pengembangan RADISI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55266/journaletanic.v1i2.375

Abstract

This research investigates the reading comprehension difficulties faced by students at SMK Swasta Pancadharma Padangsidimpuan, focusing on identifying the most challenging aspects of understanding English texts. The study employs a descriptive qualitative methodology, encompassing observation, questionnaires, and tests to gather data. The participants include 30 tenth-grade students from the administration major, chosen through cluster sampling. The research findings indicate that students primarily struggle with vocabulary deficiencies, which hinder their ability to comprehend main ideas and supporting details in texts. Additionally, the length of English texts exacerbates these comprehension challenges, causing disinterest and difficulties in understanding and summarizing the content. The study identifies that the highest difficulty lies in finding supporting ideas, with 71% of students unable to accurately answer related questions. Other significant difficulties include answering detailed questions (44%), understanding antonyms (41%), and interpreting words in context (40%). The least challenging aspect was finding the main ideas (31%). The research suggests that enhancing vocabulary knowledge and employing effective reading strategies can significantly improve students' reading comprehension skills. It recommends that teachers adopt more creative and engaging teaching methods and utilize various media to assist students in mastering vocabulary. For students, the study emphasizes the importance of active participation and motivation in learning. Future researchers are encouraged to explore the use of online media and broader participant groups to further understand and address reading comprehension challenges. By addressing these issues, the study aims to improve reading comprehension among students, thereby enhancing their overall proficiency in English.
The Correlation Between Directed Writing Activities and Listening Skills Among Tenth-Grade Students at SMA Negeri 1 Angkola Selatan Siregar, Parlindungan; Ramadhani, Yulia Rizki; Nasution, Leli Suryany
ETANIC Journal Of English Language Teaching And Applied Linguistics Vol 1 No 2 (2023): August
Publisher : Yayasan Kajian Riset dan Pengembangan RADISI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55266/journaletanic.v1i2.376

Abstract

This research investigates the correlation between directed writing activities and students' listening skills among tenth-grade students at SMA Negeri 1 Angkola Selatan. English, as a global language, is crucial for communication and knowledge acquisition. However, many Indonesian students face challenges in mastering English, particularly in writing and listening. This study aims to explore whether directed writing activities can enhance students' listening skills, thereby improving overall language proficiency. The study employed a quantitative research method, collecting primary data through observations, interviews, and tests from 30 randomly selected students. The analysis utilized Pearson's product-moment correlation coefficient to determine the relationship between the variables. The results revealed a significant positive correlation (rxy = 0.645) between directed writing activities and listening skills, indicating that students who engaged in directed writing activities demonstrated improved listening skills. The findings suggest that incorporating directed writing activities in the English curriculum can effectively enhance students' listening abilities. This approach not only aids in developing writing skills but also reinforces listening, creating a more comprehensive language learning experience. The study recommends that educators adopt interactive and integrative teaching techniques to foster both writing and listening skills among students. The research concludes that directed writing activities significantly contribute to improving students' listening skills, emphasizing the need for innovative teaching strategies in English language education. Further studies are suggested to explore the impact of such activities on other language skills and in different educational settings to generalize the findings.
An Analysis of Indefinite Pronouns Proficiency in English Sentences Among Seventh Grade Students at Madrasah Tsanawiah Yayasan Pendidikan Karya Setia (MTS YPKS) Padangsidimpuan Sari, Siti Meutia; Nasution, Rina Efendi; Meidipa, Lisa Fitri
ETANIC Journal Of English Language Teaching And Applied Linguistics Vol 1 No 2 (2023): August
Publisher : Yayasan Kajian Riset dan Pengembangan RADISI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55266/journaletanic.v1i2.377

Abstract

This study aims to analyze the proficiency of seventh-grade students in using indefinite pronouns and identify the challenges they face in mastering this grammatical component. To achieve this, the research adopts a qualitative methodology with random sampling of 58 students. Data were collected through a combination of tests and interviews. The tests consisted of 10 multiple-choice questions and 10 essay questions, designed to assess the students' understanding and application of indefinite pronouns. Following the tests, interviews were conducted with 10 students to gain deeper insights into the reasons behind their difficulties. The results reveal significant challenges among the students in mastering indefinite pronouns. Specifically, 18.96% of students struggled with subject indefinite pronouns, 48.27% with object indefinite pronouns, and 50% with adjective indefinite pronouns. The difficulties were attributed to both internal factors, such as lack of motivation and low language proficiency, and external factors, including ineffective teaching methods and insufficient practice opportunities. The study concludes that the students' mastery of indefinite pronouns is significantly influenced by these internal and external factors. The findings suggest a need for enhanced teaching strategies and targeted interventions to improve students' grammatical skills and overall proficiency in English.
The Impact of Project-Based Learning on Collaborative and Critical Thinking Skills of Students in Translation Course Tambunan, Elissa Evawani; Ramadhani, Yulia Rizki; Sibuea, Bismar
ETANIC Journal Of English Language Teaching And Applied Linguistics Vol 2 No 1 (2024): February
Publisher : Yayasan Kajian Riset dan Pengembangan RADISI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55266/journaletanic.v2i1.380

Abstract

This study investigates the effectiveness of project-based learning (PjBL) in translation education, focusing on the development of students' collaborative and critical thinking skills. Using a quasi-experimental design, the research examines how engagement in real-world translation projects influences students' active learning, integration of theory and practice, and overall engagement in the learning process. Key findings indicate that PjBL significantly increases student participation, fosters the application of theoretical knowledge in practical settings, and improves essential professional skills such as teamwork and decision-making. The research contributes to the field of translation learning by highlighting the potential of PjBL as an innovative and effective teaching strategy. It emphasizes the importance of designing and implementing project-based activities that enrich students' learning experiences and prepare them for the complexities of professional translation work. However, the study acknowledges certain limitations, including its limited focus on a single educational context, which may affect the generalizability of the findings. Future research directions are suggested, including exploring the impact of PjBL in different educational settings and assessing its long-term effects on students' career readiness and professional development.
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.

Page 2 of 3 | Total Record : 30

 1   2   3 

Filter by Year

2023 2025


Reset
Filter By Issues
All Issue Vol 3 No 2 (2025): August Vol 3 No 1 (2025): February Vol 2 No 2 (2024): August Vol 2 No 1 (2024): February Vol 1 No 2 (2023): August Vol 1 No 1 (2023): February