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.
Articles
240 Documents
<![CDATA[THE INFLUENCE OF SELF-ESTEEM IN SPEAKING SKILL AT THE SECOND GRADE STUDENTS OF MAN 2 MADIUN ]]>
<![CDATA[Samsul Arifin]]>;
<![CDATA[Linda Pertiwi]]>
<![CDATA[ English Teaching Journal : A Journal of English Literature, Language and Education Vol 5, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas PGRI Madiun ]]>
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DOI: 10.25273/etj.v5i2.5444
<![CDATA[Self-esteem has a key characteristics to start any action especially for speaking. From all of language skill, speaking is the notable one to make a communication run well. In this regard, the objective of this research is to describe the influence of self-esteem in speaking skill at the second grade students of MAN 2 Madiun. The sample of this research is PLCI class consisting of 30 students in the second grade of MAN 2 Madiun. The descriptive research approach is used in this study. This research was conducted by using interview and questionnaire. The collected quantitative data were analyzed by Statistical Package for the Social Sciences (SPSS) 16.0 program. The Pearson Product-moment correlation coefficient and dependent sample t-test were used to analyze the data. The results indicate that there is strong positive correlation between self-esteem and speaking skill of Senior High School students, where the correlation value is positive r= .97. The significant p= .00 < .05 which indicates that there is significant relationship between self-esteem and speaking skill. Beside that, there is also significant correlation at the level of .01 between them. In conclusion, this research shows that students self-esteem give significant influence in their speaking skill. If the level of self-esteem increases, the speaking grades of the students increase too. In line with the conclusion of this research, it is important to pay more attention to the students self-esteem in order to enhance their speaking skill.]]>
<![CDATA[The effect of students’ perception of using teaching media and vocabulary mastery on students’ listening skill ]]>
<![CDATA[Lilik Yuliawati]]>;
<![CDATA[Endang Sri Andayani]]>;
<![CDATA[Aprillia Aprillia]]>
<![CDATA[ English Teaching Journal : A Journal of English Literature, Language and Education Vol 8, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas PGRI Madiun ]]>
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DOI: 10.25273/etj.v8i1.6431
<![CDATA[This research aimed to analyze the effect of students’ perception of using teaching media and vocabulary mastery on students’ listening skill. The method used in this research was survey with double regression technique. It was conducted at a Private Vocational School in North Jakarta. The numbers of the samples were 60 students. The researchers got the data from the questionnaire by using Likert Scale. The result of this research showed that: 1) There is a significant effect of students’ perception of teaching media and vocabulary mastery jointly on students’ listening skill; 2) There is a significant effect of students’ perception of teaching media on students’ listening skill; 3) There is a significant effect of vocabulary mastery on students’ listening skill.]]>
<![CDATA[TEACHING SPEAKING BY COMBINING OF STICK PUPPET AND ROLE PLAY FOR THE EIGHTH GRADE STUDENTS ]]>
<![CDATA[Tri Maulidasari]]>;
<![CDATA[S Sumani]]>;
<![CDATA[Brigitta Septarini]]>
<![CDATA[ English Teaching Journal : A Journal of English Literature, Language and Education Vol 5, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas PGRI Madiun ]]>
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DOI: 10.25273/etj.v5i2.6734
<![CDATA[The aims of this research is to describe the implementation, problems and the solutions of problems in the teaching speaking by combining of stick puppet and role play for the eighth grade students of MTsN Kedungjati in the schooling year of 2016/2017. This research uses descriptive qualitative research. The participants of the research are the English teacher and students of VIIIB of MTsN Kedungjati. The techniques used to collect the data are observation, interview and documentation. While the technique of data analysis are data condensation, data display and conclusion and verification. The result of the research are: (1). The implementation of teaching speaking by combining of stick puppet and role play divided into three steps, they are: pre activity ,Whilst activity , Post activity (2). The problems of the implementation of teaching speaking by combining of stick puppet and role play: The class becomes crowded, the students are difficult to pronounce the words, and some of the students do not master the script. (3). The solutions of the problems are the teacher asks the students to keep silent and pay attention the other groups, gives the evaluations and straighten of students’ mistakes in pronunciation, the students are given enough time to memorize the script and bring the dictionary.]]>
<![CDATA[THE EFFECT OF TWO STAY TWO STRAY (TSTS) METHOD ON RECOUNT TEXT WRITING AT THE EIGHTH GRADE STUDENTS OF SMPN 2 SAWAHAN ]]>
<![CDATA[Devi Apriliawati]]>;
<![CDATA[Lulus Irawati]]>;
<![CDATA[Erlik Widiyani Styati]]>
<![CDATA[ English Teaching Journal : A Journal of English Literature, Language and Education Vol 5, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas PGRI Madiun ]]>
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DOI: 10.25273/etj.v5i2.5445
<![CDATA[This research is conducted to explain about the Effect of Two Stay Two Stray (TSTS) Method on Recount text Writing. The objectives of this research are to describe the effect of two tay two stray (TSTS) method on recount text writing at eighth grade students of SMPN 2 Sawahan. The sample of this research are 8-A consisted of 21 students in the eighth grade of SMPN 2 Sawahan. The research approach that is used in this study is quantitative. The research was conducted by using experiment. The technique that is used in this research is paired sample T-test that has pre-test and post-test. The result of this research shows that Two Stay Two Stray (TSTS) Method gives significant effect to the students’ writing ability in recount text. It can be seen from the value of t is -8,840 with significant value 0,000. It shows that the probabilities value of students’ writing ability is lower than 0,05 (0,000<0,05) level of significant. So, the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted. It can be stated that there is a significant different of students’ writing ability before being taught using Two Stay Two Stray (TSTS) Method and after being taught using Two Stay Two Stray (TSTS) Method. The conclusion of this research is Two Stay Two Stray (TSTS) Method help the students to increase their achievement in writing recount text and this method also has possitive effect on students’ writing ability especially on recount text.]]>
<![CDATA[Snowball Throwing: An English Learning Method to Teach Descriptive Writing ]]>
<![CDATA[Maulana Yusuf Aditya]]>;
<![CDATA[Arfiyan Ridwan]]>
<![CDATA[ English Teaching Journal : A Journal of English Literature, Language and Education Vol 8, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas PGRI Madiun ]]>
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DOI: 10.25273/etj.v8i1.6438
<![CDATA[Writing is a powerful multipurpose tool that helps us discover and explore more fully what we are thinking so that we learn as well as express our feelings and thoughts. One of reason that students lazy to written something because the methods are used by their teacher. Most of them still used direct learning method (extracurricular learning), the students were bored and they are did not enjoy when teaching learning process. So, that is why, in this study the writers try to use snowball throwing method to help students in learning descriptive writing. The data collection methods which used in this study are observation checklist and questionnaire checklist. Observation used to find out the implementation snowball throwing on students writing in descriptive text. The questionnaire was used to know the students’ responses after being taught descriptive text by using snowball throwing method. This study reveals that the highest aspect score of observation checklist in first observation is less, but in the second meeting, the writers found that highest aspect score of observation was good. Based on data questionnaire checklist, the writers found that the highest students’ responses were good. Based on this result data resource above, the writers concluded that the students could master writing after they were taught using snowball throwing in writing descriptive text. Finally, the writers suggested that the students had to practice their writing skill in many times. Besides, teacher had to have an interesting method in teaching writing descriptive text.]]>
<![CDATA[USING POSTER AS MEDIA TO TEACH SPEAKING SKILL FOR THE SEVENTH GRADE STUDENTS OF SMPN 1 KAWEDANAN ]]>
<![CDATA[Windy Eka Yuliantari]]>;
<![CDATA[S Sumani]]>;
<![CDATA[Erlik Widiyani]]>
<![CDATA[ English Teaching Journal : A Journal of English Literature, Language and Education Vol 5, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas PGRI Madiun ]]>
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DOI: 10.25273/etj.v5i2.6735
<![CDATA[The Researcher focuses on implementing of Poster as media to teach peaking. This research has some purpose, the purpose of this research are: (1) to describe the implementation of using Poster as media (2) to identify advantages of using Poster as media (3) to describe disadvantages of using Poster as media (4) to identify problem arised of using Poster as media. In this research, the researcher uses qualitative research as research approach in doing this research in order to answer the problem of the teaching speaking by using Poster. Type of this research is descriptive research. The technique of collecting data are observation, interview, and documentation. There are three sources of the data there are participant, social situation and document. There are four results of teaching speaking by using Poster as media. First, the student can be active in speaking English. Second, the students are fun. Third, media can be alternative learning to teach speaking. Fourth, the students get new experience when they do presentation in front of the class. The disadvantages of implementing Poster as media are, ‘it takes a lot of the time and students have not known the character on the poster. In this research the solutions that are the students may do anything to get information to make sentence and using famous character. The Researcher conclude that the media is effective in teaching speaking because the students get new learning and the students can be brave to speak English. The suggestion are (1) The students are suggested to practice their speaking and to work with the other students. (2) The teacher must be more creative to find the alternative ways in teaching and learning process. (3) The institution has a great role to stimulate the students of institution in speaking ability. (4) Future Researcher hopes that the future researcher to be more creative in making the research on Poster as Media to teach speaking english.]]>
<![CDATA[TEACHING SPEAKING BY COMBINING OF STICK PUPPET AND ROLE PLAY FOR THE EIGHTH GRADE STUDENTS ]]>
<![CDATA[Tri Maulidasari]]>;
<![CDATA[Sumani Sumani]]>;
<![CDATA[Brigitta Septarini]]>
<![CDATA[ English Teaching Journal : A Journal of English Literature, Language and Education Vol 5, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas PGRI Madiun ]]>
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DOI: 10.25273/etj.v5i2.5446
<![CDATA[The aims of this research is to describe the implementation, problems and the solutions of problems in the teaching speaking by combining of stick puppet and role play for the eighth grade students of MTsN Kedungjati in the schooling year of 2016/2017. This research uses descriptive qualitative research. The participants of the research are the English teacher and students of VIIIB of MTsN Kedungjati. The techniques used to collect the data are observation, interview and documentation. While the technique of data analysis are data condensation, data display and conclusion and verification. The result of the research are: (1). The implementation of teaching speaking by combining of stick puppet and role play divided into three steps, they are: pre activity ,Whilst activity , Post activity (2). The problems of the implementation of teaching speaking by combining of stick puppet and role play: The class becomes crowded, the students are difficult to pronounce the words, and some of the students do not master the script. (3). The solutions of the problems are the teacher asks the students to keep silent and pay attention the other groups, gives the evaluations and straighten of students’ mistakes in pronunciation, the students are given enough time to memorize the script and bring the dictionary.]]>
<![CDATA[The effectiveness of videoscribe as innovative media to increase students reading comprehension ]]>
<![CDATA[Roudatus Sarifah]]>;
<![CDATA[Siti Maria Ulfa]]>
<![CDATA[ English Teaching Journal : A Journal of English Literature, Language and Education Vol 8, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas PGRI Madiun ]]>
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DOI: 10.25273/etj.v8i1.6440
<![CDATA[The purpose of this study was to find out the effect of using videoscribe media learning on students' reading comprehension. We can create the content of reading use videoscribe with combine text and image in one video, so teaching learning proses doesnt monotonous and student can enjoyed to read. So it can help improved students reading comprehension. The design of this study was Pre-Experimental design. Thus, one classrooms containing the total of 15 students of eight grade at SMP AN NUR FUADI Bangkalan were selected as the sample. In collecting the data, pre-test and post-test were utilized to assess students’ comprehension abilities before and after the treatment. In analyzing the data, the t-tests (paired sample, and independent sample) were run in SPSS. The result is score post-test students is higher than pre-test score of studets. So the researcher conclude videoscribe media can applied in teaching reading to help teacher improved students reading comprehension.]]>
<![CDATA[HOMICIDE IN SIDNEY SHELDON’S TELL ME YOUR DREAMS ]]>
<![CDATA[Seffi Rahmawati]]>;
<![CDATA[Vita Vedityaningtyas]]>
<![CDATA[ English Teaching Journal : A Journal of English Literature, Language and Education Vol 5, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas PGRI Madiun ]]>
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DOI: 10.25273/etj.v5i2.6736
<![CDATA[Multiple Personality Disorder is reflected in the novel entitled Tell Me Your Dreams. It is through the character, Ashley Patterson that commits the homicide to five men. The analysis focuses on (1) describing the symptoms of Multiple Personality Disorder in Ashley Patterson; and (2) describing the effect of Ashley’s Multiple Personality Disorder to the homicide. This research uses psychological approach. The research uses the qualitative research and documentation. The source of data is from Sidney Sheldon’s novel Tell Me Your Dreams as the primary data. The supporting data are from journal articles, books, website articles, etc. related to psychology and personality. The theory applies the Multiple Personality Disorder and homicide. The result of the research reveals that (1) first, Ashley always feel annoyed by the recurrent traumatic even in her life and by the terrible nightmare. Second, Ashley, or Toni, always tries to avoid the feeling about the trauma and tries to avoid the activities or situation related to the traumatic events. Third, Ashley suffered the amnesia or inability to recall the important aspect in her traumatic memories. Additionally, the specific symptoms are seen from her different languages and speech accents; the change in her facial expression which indicate the switching process; and her different handwriting style. (2) The effect of Ashley’s Multiple Personality Disorder create defenses, which lead her to take the impulsive action, and the worst thing is that she can kill people.]]>
<![CDATA[THE USE OF ELECTRONIC STICK FIGURES FOR TEACHING WRITING RECOUNT TEXT TO THE EIGHT GRADE STUDENTS OF SMPN 2 WUNGU ]]>
<![CDATA[Rara Wisna Sumiastari]]>;
<![CDATA[Nuri Ati Ningsih]]>;
<![CDATA[Rengganis Siwi Amumpuni]]>
<![CDATA[ English Teaching Journal : A Journal of English Literature, Language and Education Vol 5, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas PGRI Madiun ]]>
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DOI: 10.25273/etj.v5i2.5447
<![CDATA[Writing English is considered as the most difficult skill among the other language skills (reading, speaking and listening). Therefore, it is important for the English teachers to find some creative ways to teach writing instead of only directing student to write without thinking how to facilitate them. Because of that reason, appropriate media is needed and should be used to help students master writing. Moreover, the use of multimedia in teaching and learning process is able to make the lesson become memorable and understandable. Therefore, Electronic stick figures in the form of multimedia are believed considerably suitable for teaching writing recount text. The result of this research show that the implementation of Electronic stick figures in teaching writing recount text are explaining material, introducing Electronic stick figures, and doing the task. Besides, advantages of Electronic stick figures in teaching writing are the use of Electronic Stick Figure can improve students’ learning process especially in writing, The Electronic Stick Figure is simple drwaing, Electronic Stick Figure helps the students to dig up their ideas and construct the text-type more easy, and the students very enthusiatic in a class.. Some disadvantages of the implementation of Electronic stick figuresare teaching and learning using Electronick Stick Figure is not all class have a LCD, and the students still difficulties in past tense and some students’ vocabulary is lack, so that students less in making a good sentence.]]>
