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English Teaching Journal : A Journal of English Literature, Language, and Education
Published by Universitas PGRI Madiun
ISSN : 23382678     EISSN : 26864738     DOI : 10.25273
Core Subject : Education,
Languange, Linguistic, Communication & Media
English Teaching Journal: A Journal of English Literature, Language, and Education (ETJ) is published by Universitas PGRI Madiun and organized by the Department of English Teaching, the Faculty of Teacher Training and Education.
Arjuna Subject : -
Articles 12 Documents
 1   2 
Search results for , issue "Vol 1, No 2 (2013)" : 12 Documents clear
THE EFFECTIVENESS OF MOOD, UNDERSTANDING, RECALLING, DETECTING, ELABORATING, AND REVIEWING (MURDER) IN TEACHING READING VIEWED FROM STUDENTS’ MOTIVATION Amumpuni, Rengganis Siwi
English Teaching Journal Vol 1, No 2 (2013)
Publisher : English Teaching Journal

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Abstract

The research was conducted at the first grade of English Teaching Department Madiun in the academic year of 2012/2013. The research method was quasi experimental research. The population in this research was the first grade students of English Teaching Department of IKIP PGRI Madiun. The writer used cluster random sampling to get the sample. The sample consists of 70  students which are divided into two classes, IA consisting 35 students as a control class and IB consisting 35 students as an experimental class. The instruments used to collect the data were reading test to get the score of reading skill and questionnaire to get the score of students’  motivation. Before the instruments were used, the tryout was done to know the validity and reliability of instruments. The writer analyzed the data in term of their frequency distribution, normality, and homogeneity. Then, the data were analyzed by using multifactoral analysis 2X2, then followed by Tukey test. The findings in this research lead to some conclusions: (1) MURDER is more effective than DM for teaching reading; (2) The students having high motivation have better reading skill than the students having low motivation; and (3) There is an interaction between teaching methods and students’ motivation for teaching reading. MURDER is suitable for students having high motivation and DM is suitable for students having low motivation.Key words: Teaching Reading, MURDER, DM, Students’ Motivation
THE USE OF HOPSCOTCH GAME IN TEACHING SPEAKING TO THE FIRST GRADE STUDENTS OF ENGLISH DEPARTMENT OF IKIP PGRI MADIUN IN THE ACADEMIC YEAR OF 2013/2014 Pinandhita, Fitra
English Teaching Journal Vol 1, No 2 (2013)
Publisher : English Teaching Journal

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Abstract

Hopscotch Game is one of the media in teaching speaking. It is purposed to help the students more interested in teaching-learning process. The objectives of this research are to describe: 1) the procedure of using hopscotch game in teaching speaking, 2) the advantages of using hopscotch game in teaching speaking, 3) the disadvantage of using hopscotch game in teaching speaking.This research was done at IKIP PGRI Madiun from September-December 2013. The subject of the study was the students of 1A of English Department of IKIP PGRI Madiun consisting of 30 students, it uses descriptive qualitative method for data analysis. The researcher did some steps such as pre activity, whilst activity, and post activity. In collecting the data, the researcher applied several techniques including observation, interview, and documentation.The result of the research shows that: 1) there are some procedures of using hopscotch, 2) hopscotch game makes students have fun in speaking class, and it can be a media to motivate students in the teaching-learning process. 3) the disadvantage of  hopscotch game is spending much time.Based on the result of this research, some suggestions are presented to the lecturer, and the students. The lecturer is expected to apply various kinds of approach or method such as hopscotch game in teaching speaking in order to make the teaching learning process more interesting and fun. The students are expected to practice speaking English actively without being afraid of making mistakes, because the lecturer will rectify and help them to be better in speaking English.Keywords:  Teaching Speaking, Media, Game, Hopscotch Game
ATHEISM IN ALAIN DE BOTTONS ESSAYS IN LOVE Dwi Purnomosasi, Lusia Kristiasih; Sardiyanto, Yobi
English Teaching Journal Vol 1, No 2 (2013)
Publisher : English Teaching Journal

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Abstract

This study aims at describing the influence of atheism to the main characters morality as well as describing the frailty of his atheism. This literary study belongs to qualitative research. In conducting this study, philosophical approach is employed to analyze atheism found in the novel.The main character does not believe the existence of God as he refuses to believe that everything happens in his life is predetermined or fated by God. He considers God as a myth, which does not truly exist. He also considers religion as a mere illusion created by human mind to keep them strong in facing hard and miserable life. Atheism gives influence to his morality as he does not consider God as the lawgiver. His moral judgment is based on utilitarian ethics in which the moral of an action should be judged by the consequence it entails. Such a relative moral judgment may offer a better concern for humanism. However, his relative judgments can be the frailty of his atheism since his moral judgments become unwise when he is under negative feeling such as sadness and desperation. Under negative feeling, his atheists morality may approve his immoral action which leads to self-destruction.Key Terms: atheism, Essays in Love, philosophy, ethics
USING “MOST NAMES”TO IMPROVE STUDENTS’ SPEAKING SKILL IN DESCRIPTIVE TEXT Rini, Heny Sulistyo
English Teaching Journal Vol 1, No 2 (2013)
Publisher : English Teaching Journal

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Abstract

The research was done in August 2012 in SMPN 1 Geger Madiun. The subject of the study was the eight year students consisting of 20 students. It was a classroom action research. The researcher conducted the research in some steps for each cycle. There were planning, acting, observing, and reflecting. In collecting data, there were two kinds of data which were used in this study, the quantitative data and the qualitative data. The quantitative data were in the forms of students’ scores. The data were students’ scores from the beginning of the research to the end of the research. They came from the tests given. The qualitative data were collected by the following techniques: observations, interviews, and document analysis. The quantitative data were analyzed using descriptive statistics. It compares the score of the pretest to the score of the post test. The qualitative data were analyzed into data reduction, data display and conclusion drawing/ verification.The research findings showed that by implementing the “Most Names” in the speaking class, there were some improvements which can be classified into three main points as follow: The improvement of students’ speaking skill; The improvement of students’ participation; The improvement of students’ interest; And the improvement of students’ motivation. For that reason, “Most Names” was able to stimulate students to speak English.In conclusion, “Most Names” is able to improve students’ speaking skill in class VIII/A. However, “Most Names” has its own strength and weaknesses. Most Names stimulated students to be more active, interactive, and creative to speak English.In short, it is recommended to the teachers to use “Most Names” to improve the students’ speaking skill in English.Key words: Most Names, Speaking, Descriptive
DIGITAL STORY: AN EFFECTIVE MEDIA TO TEACH LISTENING FROM THE PERSPECTIVE OF STUDENTS’ SCHEMATA Sari, Dwi Rosita
English Teaching Journal Vol 1, No 2 (2013)
Publisher : English Teaching Journal

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Abstract

The objectives of this research are to identify the effectiveness of Digital Story Media in teaching listening, and whether there is an interaction between the media and students’ schemata. This experimental study was conducted at a university in Madiun, East Java.The population was the second semester students of this university in the academic year of 2012/2013. Cluster random sampling was used to select 132 students for obtaining two classes of sample and they are randomly classified into two groups: experimental and control group. The instruments of this research were listening test and students’ schemata questionnaire. The data were analyzed using Liliefors and Bartlete tests to investigate the normality and the homogeneity of the data. After that, ANOVA and TUKEY tests were used to test the hypotheses. The research findings show that: (1) Digital Story Media is more effective than Animation Video in teaching listening; (2) the students having high schemata have better listening skill than the students having low schemata; and (3) there is an interaction between teaching media and students’ schematain teaching listening. That Digital Story Media is effective to teach listening, however teachers are suggested to improve the students’ schemata because it affects students listening achievements.Key words: Digital Story Media, animation video, students’ schemata, listening, experimental study.
SELF REGULATORY-BASED WRITING: AN EFFECTIVE TECHNIQUE TO TEACH ARGUMENTATIVE ESSAY VIEWED FROM STUDENTS’ CREATIVITY Arifin, Samsul
English Teaching Journal Vol 1, No 2 (2013)
Publisher : English Teaching Journal

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Abstract

The objectives of the research are to identify the effectiveness of Self-Regulated Strategy Development to teach writing, and whether there is an interaction between the strategy and students’ creativity. This experimental study was conducted at one of the universities in Madiun. The population was the third semester students of this university in the academic year of 2012/2013. Cluster random sampling was used to select 238 students for obtaining two classes of sample, and they are randomly classified into two groups: experimental and control group. The instruments of this research were writing test and creativity test. The data were analyzed using Liliefors and Bartlete tests to investigate the normality and homogeneity of the data, and ANOVA and Tukey to test the hypothesis. The research findings show that self-regulated strategy development is more effective than collaborative writing to teach writing; the students having high creativity have better writing skill than those having low creativity; and there is an interaction between the strategy and students’ creativity in teaching writing. Thus, self-regulated strategy development is an effective strategy to teach writing for students at university level. Therefore, it is better for lecturers to implement the strategy to accomodate students’ creativity.Key words: Self-Regulated Strategy Development (SRSD), Collaborative Writing (CW), writing, students’ creativity, experimental study.
USING “MOST NAMES”TO IMPROVE STUDENTS’ SPEAKING SKILL IN DESCRIPTIVE TEXT (The Action Research was Done to the Eight/A Grade Students of SMPN 1 Geger Madiun in the Academic Year 2012/2013) Heny Sulistyo Rini
English Teaching Journal : A Journal of English Literature, Language and Education Vol 1, No 2 (2013)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (220.658 KB) | DOI: 10.25273/etj.v1i2.739

Abstract

The research was done in August 2012 in SMPN 1 Geger Madiun. The subject of the study was the eight year students consisting of 20 students. It was a classroom action research. The researcher conducted the research in some steps for each cycle. There were planning, acting, observing, and reflecting. In collecting data, there were two kinds of data which were used in this study, the quantitative data and the qualitative data. The quantitative data were in the forms of students‟ scores. The data were students‟ scores from the beginning of the research to the end of the research. They came from the tests given. The qualitative data were collected by the following techniques: observations, interviews, and document analysis. The quantitative data were analyzed using descriptive statistics. It compares the score of the pretest to the score of the post test. The qualitative data were analyzed into data reduction, data display and conclusion drawing/ verification.The research findings showed that by implementing the “Most Names” in the speaking class, there were some improvements which can be classified into three main points as follow: The improvement of students‟ speaking skill; The improvement of students‟ participation; The improvement of students‟ interest; And the improvement of students‟ motivation. For that reason, “Most Names” was able to stimulate students to speak English.In conclusion, “Most Names” is able to improve students‟ speaking skill in class VIII/A.  However, “Most  Names” has  its  own  strength  and  weaknesses.  Most  Names stimulated students to be more active, interactive, and creative to speak English.In short, it is recommended to the teachers to use “Most Names” to improve the students‟ speaking skill in English.
THE EFFECTIVENESS OF MOOD, UNDERSTANDING, RECALLING, DETECTING, ELABORATING, AND REVIEWING (MURDER) IN TEACHING READING VIEWED FROM STUDENTS’ MOTIVATION Rengganis Siwi Amumpuni
English Teaching Journal : A Journal of English Literature, Language and Education Vol 1, No 2 (2013)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (205.283 KB) | DOI: 10.25273/etj.v1i2.744

Abstract

The research was conducted at the first grade of English Teaching Department Madiun in the academic year of 2012/2013. The research method was quasi experimental research. The population in this research was the first grade students of English Teaching Department of IKIP PGRI Madiun. The writer used cluster random sampling to get the sample. The sample consists of 70  students which are divided into two classes, IA consisting 35 students as a control class and IB consisting 35 students as an experimental class. The instruments used to collect the data were reading test to get the score of reading skill and questionnaire to get the score of students’  motivation. Before the instruments were used, the tryout was done to know the validity and reliability of instruments. The writer analyzed the data  in  term  of  their  frequency  distribution,  normality,  and  homogeneity.  Then,  the  data  were analyzed by using multifactoral analysis 2X2, then followed by Tukey test. The findings in this research lead to some conclusions: (1) MURDER is more effective than DM for teaching reading; (2) The  students  having  high  motivation  have  better  reading  skill  than  the  students  having  low motivation; and (3) There is an interaction between teaching methods and students’ motivation for teaching reading. MURDER is suitable for students having high motivation and DM is suitable for students having low motivation.
Digital Story: An Effective Media to Teach Listening from the Perspective of Students' Schemata DWI ROSITA SARI
English Teaching Journal : A Journal of English Literature, Language and Education Vol 1, No 2 (2013)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (2982.59 KB) | DOI: 10.25273/etj.v1i2.731

Abstract

The objective of this research are to identify the effectiveness of Digital Story Media in teaching listening, and whether there is an interaction between the media and students' schemata. This experimental study was conducted at a university in Madiun, East Java. The population was the second semester students of this university in the academic year of 2012/2013. Cluster random sampling was used to select 132 students for obtaining two classes of sample and they are randomly classified into two groups: experimental and control group. The instruments of this research were listening test and students' schemata questionnaire. The data were analyzed using Liliefors and Bartlete tests to investigate the normality and the homogeneity of the data. After that ANOVA and TUKEY tests were used to test the hypotheses. The research findings show that: (1) Digital Story Media is more effective than Animation Video in teaching listening; (2) the students having high schemata have better listening skill than the students having low schemata; and (3) there is an interaction between teaching media and students' schemata in teaching listening. That Digital Story Media is effective to teach listening, however teachers are suggested to improve the students' schemata because it affects students listening achievements.
SELF REGULATORY-BASED WRITING: AN EFFECTIVE TECHNIQUE TO TEACH ARGUMENTATIVE ESSAY VIEWED FROM STUDENTS’ CREATIVITY Samsul Arifin
English Teaching Journal : A Journal of English Literature, Language and Education Vol 1, No 2 (2013)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (242.548 KB) | DOI: 10.25273/etj.v1i2.746

Abstract

The  objectives  of  the  research  are  to  identify  the  effectiveness  of  Self-Regulated Strategy Development to teach writing, and whether there is an interaction between the strategy and students’ creativity. This experimental study was conducted at one of the universities  in  Madiun.  The  population  was  the  third  semester  students  of  this university in the academic year of 2012/2013. Cluster random sampling was used to select  238  students  for  obtaining  two  classes  of  sample,  and  they  are  randomly classified into two groups: experimental and control group. The instruments of this research were writing test and creativity test. The data were analyzed using Liliefors and Bartlete tests to investigate the normality and homogeneity of the data, and ANOVA and  Tukey  to  test  the  hypothesis.  The  research  findings  show  that  self-regulated strategy development is more effective than collaborative writing to teach writing; the students having high creativity have better writing skill than those having low creativity; and there is an interaction between the strategy and students’ creativity in teaching writing. Thus, self-regulated strategy development  is an  effective  strategy to teach writing for students at university level. Therefore, it is better for lecturers to implement the strategy to accomodate students’ creativity.

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