English Teaching Journal : A Journal of English Literature, Language, and Education
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.
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<![CDATA[THE POSITIONING MATTERS OF THE DOLL’S HOUSE IN POSTCOLONIALISM ]]>
<![CDATA[Dwi Mega Fitriana]]>
<![CDATA[ English Teaching Journal : A Journal of English Literature, Language and Education Vol 3, No 2 (2015) ]]>
Publisher : <![CDATA[Universitas PGRI Madiun ]]>
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DOI: 10.25273/etj.v3i2.749
<![CDATA[The purpose of this research is to analyze the self-positioning and social class phenomenon of The Doll’s House. It tells about social oppression create by upper to dominate lower class. Upper class takes part as dominant while lower class takes part as minority in society. This research uses qualitative research. The researcher needs postcolonial theory to identify the self-positioning between upper and lower class in the short story. The analysis reveals that upper class treats lower class to be the other, subaltern and create social discrimination. The conclusion is the upper class founds powerful, otherwise the lower class is found surviving not fighting from injustice.]]>
<![CDATA[HOMICIDE BY MULTIPLE PERSONALITY DISORDER IN SIDNEY SHELDON’S TELL ME YOUR DREAMS: A PSYCHOLOGICAL APPROACH ]]>
<![CDATA[Seffi Rahmawati]]>
<![CDATA[ English Teaching Journal : A Journal of English Literature, Language and Education Vol 3, No 2 (2015) ]]>
Publisher : <![CDATA[Universitas PGRI Madiun ]]>
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DOI: 10.25273/etj.v3i2.755
<![CDATA[Multiple Personality Disorder can be seen in novel entitled Tell Me Your Dreams. The character, Ashley Patterson was committed the homicide to five men. This analysis will focus on (1) the symptoms of Multiple Personality Disorder and, (2) the affect of Multiple Personality Disorder to the homicide. The research will use the qualitative research and documentation. The source of data is from Sheldon’s novel Tell Me Your Dreams as the primary data. The supporting are from journal, book, article, etc relating to psychology. This research will use psychological approach. The theory that use to analyze are the Multiple Personality Disorder, homicide, and psychology of literature by Wellek and Warren. The result of the research reveals that (a) the character of Ashley get the psychological oppression from the abuse and neglect in young age. It makes her build the defense from the trigger of re-experience in the present life. (b) the defenses lead the character of Ashley take the impulsive action and the worst was killed people. ]]>
<![CDATA[ENHANCING STUDENTS’ READING COMPREHENSION THROUGH KWL TECHNIQUE ]]>
<![CDATA[Sri Fatmaning Hartatik]]>;
<![CDATA[Emielda Shendita Putri]]>
<![CDATA[ English Teaching Journal : A Journal of English Literature, Language and Education Vol 3, No 2 (2015) ]]>
Publisher : <![CDATA[Universitas PGRI Madiun ]]>
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DOI: 10.25273/etj.v3i2.750
<![CDATA[Penelitian Tindakan Kelas (PTK) ini bertujuan untuk meningkatkan kemampuan membaca siswa kelas x di SMK PGRI Pakis-Malang dalam memahami teks naratif. Penelitian ini perlu dilakukan karena hasil dari preliminary study menunjukan bahwa siswa mengalami kesulitan dalam memahami teks naratif. Selain itu, informasi dari guru menunjukan bahwa siswa memiliki motivasi yang rendah dan kurang bias bekerjasama dalam pembelajaran membaca teks naratif. Dengan menggunakan instrumen yang berupa kuesioner, lembar observasi, catatan lapangan, dan tes yang diterapkan pada dua siklus, ditemukan bahwa teknik KWL mampu meningkatkan kemampuan siswa dalam memahami teks naratif. Secara kualitatif, terbukti bahwa siswa lebih antusias dalam mengikuti pelajaran karena mereka memeliki kesempatan berinteraksi dengan teman sejawat, serta memiliki pengalaman baru dalam belajar. Secara kuantitatif, terbukti bahwa 25 siswa dari 27 siswa memiliki nilai kemampuan membaca yang melebihi KKM sekolah. Penemuan ini memberi informasi bagi para pendidik yang menghadapi persoalan yang sama untuk mencoba mengadopsi ataupun mengadaptasi teknik KWL dalam proses pembelajaran]]>
<![CDATA[AN ANALYSIS OF COHESION IN TEXTS MADE BY ELT 7TH STUDENTS OF IKIP PGRI MADIUN: A DISCOURSE ANALYSIS ]]>
<![CDATA[Titis Karistiantari]]>;
<![CDATA[Dwi Setyadi]]>;
<![CDATA[Lusia Kristiasih Dwi Purnomosasi]]>
<![CDATA[ English Teaching Journal : A Journal of English Literature, Language and Education Vol 3, No 2 (2015) ]]>
Publisher : <![CDATA[Universitas PGRI Madiun ]]>
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DOI: 10.25273/etj.v3i2.756
<![CDATA[The purpose of this research is to identify the cohesive devices and thematic progression which are constructed in texts made by ELT 7th Students of IKIP PGRI Madiun on Final Project of Psycholinguistic Class. This research is conducted by using Discourse Analysis and qualitative research approach. The type of this research is library research, using document as object. The technique of analysing data is Flow Model. This result of this research are: (1) The researcher finds that the cohesive devices which the most frequently used in all data is Reference with the total 122 reference, 5 substitution, 4 ellipsis, 86 conjunction, and 15 lexical cohesion. (2) The researcher finds that thematic progression in each data is different. Data one consists of 9 Linear TP and 8 Constant TP. Data two consists of 10 Linear TP, 7 Constant TP, 1 Split Theme, and 2 Split Rheme. Data Three consist of 4 Linear TP and 11 Constant TP. Data four consists of 18 Linear TP, 3 Constant TP, and 1 Split Rheme. And the last one is data five consists of 4 Linear TP, 2 Constant TP, and 2 Split Rheme. ]]>
<![CDATA[MINI FICTIONS FOR WRITING EXPOSITORY ESSAYS ]]>
<![CDATA[Lestari Setyowati]]>;
<![CDATA[Sony Sukmawan]]>
<![CDATA[ English Teaching Journal : A Journal of English Literature, Language and Education Vol 3, No 2 (2015) ]]>
Publisher : <![CDATA[Universitas PGRI Madiun ]]>
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DOI: 10.25273/etj.v3i2.751
<![CDATA[Not many language teachers use literary works as teaching materials to teach language skills for their students. This is due to teachers’ common perception that literature has a high degree of difficulty to understand. As a result, the use of literary works is often ignored to teach language skills, especially writing. Basically, if teachers are able to select literary works in accordance with the purpose of teaching and use it well, literature can be a bridge to improve language skills, especially the skills of writing an expository text. This article aims to describe the stages of teaching to teach writing skills through mini-fiction for expository essay, tips on choosing fictions that can be used in the classroom, and the problems that may arise from the use of these mini fictions. There are three stages of learning to be conducted when teaching writing skills by using mini fictions, namely the preparatory stage, pre-writing, and writing phases. Using literary works will be able to sharpen the students' language skills and their ability to think critically.]]>
<![CDATA[INTERFERENCE IN LEARNING ENGLISH: GRAMMATICAL ERRORS IN ENGLISH ESSAY WRITING AMONG SEVENTH GRADERS OF MTs DARUL ULUM, SUKOSEWU, BOJONEGORO, EAST JAVA ]]>
<![CDATA[M. Ali Ghufron]]>
<![CDATA[ English Teaching Journal : A Journal of English Literature, Language and Education Vol 3, No 2 (2015) ]]>
Publisher : <![CDATA[Universitas PGRI Madiun ]]>
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DOI: 10.25273/etj.v3i2.747
<![CDATA[The purpose of this research was to present an analysis of interference effect, a factor that plays an important role in inhibiting the acquisition of English among seventh grade students of MTs Darul Ulum, Sukosewu, Bojonegoro, East Java. The data substantiating the discussion throughout this article came from an empirical study of errors in essays written by seventh grade students of MTs Darul Ulum in the academic year of 2015/2016. The participants were all students in 7A class consisting of 30 students. The participants were chosen by cluster random sampling. The findings of the study show that the learners are still having difficulty in using correct English grammar in their writings. The three most frequent errors are: 1) the use of articles, 2) subject-verb agreement, and 3) copula ‘be’.]]>
<![CDATA[TEACHING READING BY USING GIST STRATEGY VIEWED FROM THE STUDENTS’ COGNITIVE ASPECT ON THE EXTENSIVE LEVEL OF ENGLISH DEPARTMENT STUDENTS IKIP PGRI MADIUN ]]>
<![CDATA[Nuri Ati Ningsih]]>;
<![CDATA[Arri Kurniawan]]>
<![CDATA[ English Teaching Journal : A Journal of English Literature, Language and Education Vol 3, No 2 (2015) ]]>
Publisher : <![CDATA[Universitas PGRI Madiun ]]>
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DOI: 10.25273/etj.v3i2.752
<![CDATA[This research aimed at (1) describing the implementation of GIST strategy in the process of teaching reading viewed from the cognitif aspect having by the students; (2) finding the positif aspects of the implementation of GIST strategy; (3) knowing the weaknesses of the implementation of GIST strategy in the process of teaching reading viewed from the cognitive aspect. The method in this research was descriptive qualitative. In doing the research, there were some steps to be implemented to collect the data. They were observation, interview, and documentation. Then, analyzing data was done by reducing the data, presenting the data and drawing conclusion or verification. The result of the research showed that (1) GIST has been implemented maximally by the lecture based on the characteristics of this teaching strategy. To dig up the students’ cognitive aspects, the lecture provide the specific worksheet which represents the students’ cognitive level for higher order thinking skill, (2) GIST creates the students’ character in a good manner, such as; active, responsible and confident.They also learn how to work in a team; (3) Some weaknesses found in this research are; It needs a long time to create the instrument to support the implementation of GIST and Evaluation must be done by combining both cognitif level and the level of reading ability.]]>
<![CDATA[MASCULINISM IN NOVEL FIFTY SHADES OF GREY: A CULTURAL STUDY ]]>
<![CDATA[Danar Cristanto]]>
<![CDATA[ English Teaching Journal : A Journal of English Literature, Language and Education Vol 3, No 2 (2015) ]]>
Publisher : <![CDATA[Universitas PGRI Madiun ]]>
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DOI: 10.25273/etj.v3i2.748
<![CDATA[In the modern age, there are many media to serve entertainment. One of the media is novel. Novel is the object material for this research study. This research analyzes about masculinism in Novel Fifty Shades of Grey. It analyzes focus in masculinism that happen in American Culture related Novel Fifty Shades of Grey. The aim of this research is to analyze the existence of masculinism in American Culture. A Cultural Study is chosen by the researcher in order to analyze the research problems. The research method applied is descriptive qualitative research and popular literature theory. The source of the data are taken from Novel Fifty Shades of Grey, books, articles, webs, and journals that related with the analysis of the masculinism in American Culture as study of culture. The technique of collecting data is by using document technique. The techniques of analyzing data are content or document analysis.Fifty Shades of Grey is a romance novel that contains complicated relationship between main characters. The plot of masculinism novel always makes a man has more power toward woman. The popularity of masculinism novel is influenced by masculinism practice in the Culture. Masculinism in modern age still exists in society in difference ways that masculinism is exist in American Culture by the peoples think, make and do. The purposes of the masculinism practices are not only to show care, interest and loves but alsoforce man’s desire and isolate their woman from public. This research uses theory of masculinism which masculinism is a system of interrelated social structures which allow men to exploit women. The result of the research is masculinism still exist in American Culture.]]>
<![CDATA[THE IMPLEMENTATION OF SMALL GROUP TO IMPROVE STUDENTS’ ENGLISH SPEAKING (A CLASSROOM ACTION RESEARCH IN THE SIXTH GRADE STUDENTS OF ISLAMIC ELEMENTARY SCHOOL MIFTAHUL MUBTADIIEN ISLAMIYAH BANYAKAN KEDIRI IN THE ACADEMIC YEAR 2013/2014 ]]>
<![CDATA[Pamadya Vitasmoro]]>
<![CDATA[ English Teaching Journal : A Journal of English Literature, Language and Education Vol 3, No 2 (2015) ]]>
Publisher : <![CDATA[Universitas PGRI Madiun ]]>
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DOI: 10.25273/etj.v3i2.753
<![CDATA[Speaking is one of the English skills which are taught at school. It means that English can be taught at Elementary school based on the needs of the school. In Elementary school, teacher teaches four language skills such as: listening, speaking, reading and writing to make students to be competence in English by mastering those four skills.The students of Islamic Elementary School Miftahul Mubtadiien Islamiyah Banyakan faced some problems of speaking, such as they are afraid of making mistakes, they are shy of speak with other students, and they are low in speaking ability. This study applied Classroom Action Research. The objectives of this study is to describe how small group can improve students’ English speaking of the sixth grade students of Islamic Elementary School Miftahul Mubtadiien Islamiyah Banyakan, Kediri. In the sixth grade in which researcher found problem in the class and try to find the solution. The students of sixth grade students of Islamic Elementary School Miftahul Mubtadiin Islamiyah Banyakan Kediri. There are 28 students totally. There are divided into male and female. 12 students are male and 16 students are female. This was conducted in two cycles: the first cycle consists of three meetings and so was the second cycle. The result of the research shows that (1) small group could improve students’ speaking ability in term of raising students’ achievement in the case of (a) fluency, (b) accuracy (pronunciation and Intonation) (2) small group can improve class situation, in term of (a) students’ interaction when having and responding teacher’s questions, (b) being active in small group activities, (c) being more attentive to the speaking class, (d) and the absence of students who were late and went out during speaking class, and (e) the unobservable dominancy of the teacher.]]>
