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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 7 Documents
 1 
Search results for , issue "Vol 7, No 1 (2019)" : 7 Documents clear
The implementation of pictures media to improve paragraph writing skill Siti Sulastri
English Teaching Journal : A Journal of English Literature, Language and Education Vol 7, No 1 (2019)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v7i1.4543

Abstract

The main objectives of the research are: (1) to identify whether pictures can improve students’ paragraph writing skill for the tenth graders of Senior High School in SMAN 1 Magetan; (2) to identify the students’s motivation when the pictures are used to teach paragraph writing skill for the tenth graders of Senior High School in SMAN 1 Magetan in academic year 2018/2019. The Research was carried out at SMAN 1 Magetan, East Java, in second semester from January 2019 to May 2019. The subjects of the research are 34 students of grade X. MIPA -1 consisting of 14 boys and 20 girls. The data were obtained from several techniques: test, observation, interview, questioners, and document analysis. To analyze the qualitative data, I used interactive model; while to analyze quantitative data, I applied a descriptive statistics. It is done by comparing the mean of pre-test and post-test. There are some findings of the research which include: pictures can improve students’ paragraph writing skill for the tenth graders of Senior High School in SMAN 1 Magetan. The improvements of paragraph writing skill comprise: (1) writing topic sentence; (2) writing supporting sentences; and (3) using correct grammar and cohesive devices (conjunctions). In addition, the students’ motivation is better when the pictures are used to teach paragraph writing skill for the tenth graders of Senior High School in SMAN 1 Magetan. Based on the result of the research, it can be concluded that applying pictures as media can improve students’ paragraph writing. Therefore, it is recommended that the teachers can use pictures as an effective media to improve the students’ paragraph writing skill.
Teaching descriptive-text writing through flannel doll for eight grade students of Junior High School Anggraini Wulansari
English Teaching Journal : A Journal of English Literature, Language and Education Vol 7, No 1 (2019)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v7i1.4544

Abstract

The purposes of this research are to describe the procedure and the strengths and weaknesses of teaching descriptive-text writing through flannel doll for eight grade students of SMPN 1 Maospati. The research uses qualitative as the approach. The design of this research is descriptive research. This research covers of eight grade students of SMPN 1 Maospati. The sample of the research is 30 students of 8I grade which consist of fifteen male and fifteen female. This sample is chosen by purposive sampling. The technique of analyzing data is compiling data, disassembling, reassembling, interpreting, and concluding. The result of the research are: (1) The procedure of “Teaching Descriptive-Text Writing through Flannel Doll for Eight Grade Students of SMPN 1 Maospati” consists of preparation and presentation done by the teacher. These preparation activities includes preparing the Syllabus, RPP, lesson plan, flannel doll, then preparing the classroom into five groups in break time. The presentation activities include pre-activities, whilst-activities, and post-activities. Pre-activities include greeting, checking attendance, and giving apperception and motivation by showing flannel doll. Whilst-activities include giving explanation (modeling) about descriptive text, joint construction of descriptive text about flannel doll (show how to planning and drafting with students), independent construction of descriptive text about each group’ flannel doll (the steps are planning, drafting (writing), revising, editing, and final version (publishing). Post-activities include review and conclude the material. (2) The strengths are flannel doll make the students are enthusiastic, interested in English lesson, happy, active, enjoy, helpful, and easier in writing descriptive text, flannel doll increase the students’ vocabulary and understanding in writing descriptive text, the using of flannel doll in descriptive text writing is suitable for eight grade students of SMPN 1 Maospati, guiding and explaining writing step and the using of editing and revising checklist is helpful for the students in writing descriptive text activity. While the weaknesses are the process of making six flannel dolls need more time, flannel doll will easily dirty if it is not in good hands, some students still crowded in the class, and some students confused to describe the unfamiliar color and the size of the doll’s clothes.
The use of literacy approach to teach writing of descriptive text at the seventh grade students of SMPN 1 Ngebel Tanti Yuliani
English Teaching Journal : A Journal of English Literature, Language and Education Vol 7, No 1 (2019)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v7i1.4545

Abstract

The main purpose of teaching learning English in Junior High School to develop the students’ competence and knowledge in four language skills, Speaking, Reading, Listening and Writing. One of the difficult skills is writing. In this research are describe how are the uses, problems, and solutions of the use of Literacy Approach to Teach Writing of Descriptive Text At The Seventh Grade Students of SMPN 1 Ngebel.  Literacy approach is one of the approaches used to teach writing especially in descriptive text because Literacy approach is the ability to read and write. There are some step of teaching writing, they are planning, composing, and revising. This research uses descriptive qualitative research. Participant/Informant of the research are the English teacher and the seventh grade students of SMPN I Ngebel Ponorogo. This research uses purposive sampling technique. The techniques which are used to collect the data are observation, interview, and documentation. Techniques of the data analysis are data reduction, data display and drawing conclusions. The result of the analyzing data indicates that the uses of literacy approach in teaching writing of descriptive text are divided into two steps. The first is preparation steps and the second is learning process. The learning process uses literacy approach includes introduce and giving explanation the descriptive text, give the modal of the descriptive text and have text to analyze, make group work to discussion the students’ ideas, give the chance to make students’ own product and also checking the students’ understanding about the material. Besides, the problem of the use literacy approach in writing of descriptive text are sometimes the students are noisy in the classroom and their vocabulary are still low. The students feel afraid to deliver their opinion and ideas in teaching and learning process. The solution of the use literacy approach in writing of descriptive are the students must make group work of the students’ worksheet, Teacher controls the students and gives scores for students.
The implementation of small group discussion in teaching writing recount text for the tenth grade students of SMKN 1 Bendo Intan Dwi Lestari
English Teaching Journal : A Journal of English Literature, Language and Education Vol 7, No 1 (2019)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v7i1.4546

Abstract

The goals of this research are to describe the implementation, advantages and disadvantages, and the solution of disadvantages in teaching writing Recount text by using Small Group Discussion. The research uses descriptive qualitative research as approach and type of research. The sources of data are social situation, participant or informant, and document. The technique of collecting data uses observation, interview, and documentation. To know the validity of the data, the researcher uses triangulation. The technique of data analysis are data condensation, data display, conclusion and verification. The result of the research are (1) The implementation of Small Group discussion in teaching writing Recount text divided into (a) Pre-activity which covers greeting, praying, checking attendance list and explaining the purpose of the learning, (b) Whilst-activity covers the explanation the stages of the technique, (c) Post-activity include reviewing and making resume of the material, (2) The advantages are easy to implement in the class and can be understood well by the students, effective to teach types of text, increased participation, make student more intimate with their friend, (3) The disadvantages are student need more times to write, they are difficult in translate the word, disability of implementing correct structure makes some of students did not participate, students’ motivation of writing is still low, take long time because there are four stages that should be done by the students, (4) The solution of the disadvantages are teacher gives clear and simple explanation about the material, asks students to bring the dictionary, explains the role of each member of group clearly, makes the activity into simple one, gives additional time, student aware to other students, and teacher gives a bit of joke or humour and motivation in the process of learning. Based on the result, the conclusion of this research are suitable with the lesson plan, observation, and teaching process in the class. The suggestions are presented for teacher should have variety of strategy in teaching writing, students are suggested to increase their vocabulary, and other researcher are suggested to fulfil the need of the knowledge from other point of view.
The implementation of Cognitive Strategy Instruction in Writing (CSIW) strategy in teaching writing for the eight grade students at Mts Al-Karomah Winong Ngawi Ita Karlinasari
English Teaching Journal : A Journal of English Literature, Language and Education Vol 7, No 1 (2019)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v7i1.4547

Abstract

Teaching and learning English in junior high school has the goal of focusing the students' ability to use English in every skill. One of the skills in this level is writing. Writing as one of four skills in language is a difficult one, especially for Junior High school. The purposes of the research are to describe the implementation of CSIW strategy, the advantages and the disadvantages in using CSIW strategy, and the students' response to implementation of CSIW strategy in teaching writing. The researcher offers CSIW strategy to solve those problems by improving the students' writing skills. The implementation of CSIW strategy in teaching writing for the eighth grade students at Mts Al-Karomah in the school year of 2015/2016 has three steps, they are pre-activity, whilst-activity, and post-activity. The results of implementing these three activities in class are the students become more directive in writing recount text, they show, the reason, how to write in their story well and the topic clearly. The students are also more active and concentrate on the learning process. Based on the result, it suggested that the teacher should use a strategy when they learn English especially in teaching writing. The students should make the draft/organization of written text before exploring it into their writing. It can help them to do exercise.
The use of nursery rhymes to teach writing for the eighth grade students of SMPN 2 Geger Maria Agustina Astuti Siba Lian; Nuri Ati Ningsih
English Teaching Journal : A Journal of English Literature, Language and Education Vol 7, No 1 (2019)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (272.252 KB) | DOI: 10.25273/etj.v7i1.4727

Abstract

Writing is one of the basic skills in English teaching that must be mastered well by the students. Nursery Rhymes is choosen as a media in teaching writing in order to make the students easily to understand. The objectives of this research are: to describe the implementation, the advantages and the disadvantages of the use Nursery Rhymes to teach writing. The researcher takes place at SMPN 2  Geger. The researcher uses qualitative approach in this research. The source of data are social situation, participant/informant, and documents. The techniques of collecting data are observation, interview and documentation. The triangulation is used to validate the data while the researcher analyze the data through three phases consist of data condensation, data display and verifying conclusion. The result of the research shows that the implementation of the use of Nursery Rhymes to teach writing are explaining materials, introducing a Nursery Rhymes, play the song of Nursery Rhymes, and guiding the students write a text about the Nursery Rhymes. Beside, the advantages of the use of Nursery Rhymes to teach writing are: it is simple and cheaper than other media, it is enriches students’ vocabulary. While, the disadvantages are: it needs much time in teaching learning process, students still ask their teacher about the vocabulary and they are too lazy to open their dictionary. Meanwhile, it is suggested that the students should bring their dictionary in English class. The other researcher are expected to do a research about Nursery Rhymes for other skills.
THE IMPLEMENTATION OF FAVORITE PICTURE MEDIA FOR INCREASING SPEAKING SKILL IN DESCRIPTIVE TEXT Masning Suaidah
English Teaching Journal : A Journal of English Literature, Language and Education Vol 7, No 1 (2019)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (446.301 KB) | DOI: 10.25273/etj.v7i1.4850

Abstract

The aim of the study is to increase speaking skill in descriptive text by the using of favorite picture media. It is found that there are many students have less interest and activity during English lesson, especially in speaking material. It is because the students get bored during the lesson and the teacher teaches monotonously.. The research design is class action research. Population of this study are 34 students of X MIPA 6 grade SMAN 1 Kawedanan Magetan in first semester, academic year 2017/2018. This research is conducted in two cycles, and each cycle consists of: (1) plan; (2) action implementation; (3) observation; (4) reflection and evaluation. The result of this research shows that in the second cycle, there are 88% or 30 students have good activity during learning process and students’ learning result in average have gained 80 grade, which is maximum passing criteria (KKM) in English lesson is 75. In conclusion, the application of favorite picture media is able to increase speaking skill in the form of descriptive text.

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