cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota madiun,
Jawa timur
INDONESIA
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 240 Documents
 20   21   22   23   24 
STUDENT'S PERCEPTION ON THE SECOND LANGUAGE ACQUISITION (SLA COURSE) THROGH GOOGLE CLASSROOM Wihastyanang, Wardani Dwi; Perdana, Indra; MARHABAN, SAIFUL
English Teaching Journal : A Journal of English Literature, Language and Education Vol 11, No 2 (2023)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v11i2.19541

Abstract

The researcher was intended to meet the following objectives to know the student's perception regarding Google Classroom and Google form implementation on Second Language Acquisition online learning. Meanwhile, in this study the researchers made changes to the needs of students in using the google classroom application during the Covid-19 pandemic with the subject of the Second Language Acquisition Course using the questionnaire method. This study wil use qualitative through, it was given to both teachers and students to know their experiences. The survey used online questionaire which was adapted from Asnawi (2018), then the descriptive method used to describe the condition of existence and classifying the information. The respondents of this research is students of English Department of UNIVERSITAS PGRI JOMBANG. They were 39 respondents. The result of this study discovered learners' perception of learning using the online media during COVID 19 pandemic. Findings indicated general satisfactory among learners regarding instructional design and delivery of online learning including the provision of materials, supporting learning materials and instructions to tasks submission. Students felt the need for improvement in designing activities to engage their critical thinking. Formative assessment must also be provided timely through each courses. Teachers along with policy makers of the institution have to reshape the dynamic of online learning delivery in order to create greater participation and engagement between students, not only in independent tasks but also tasks that involve group work.
Debating as a Systematic Teaching Technique to Promote HOTS (Higher Order Thinking Skill) Dipta, Dinar; Haikal, Muhammad; Nuraini, Eka Indah; Virgiyanti, Diska Fatima; Fachriza, Aries; Mahastu, Puput Jianggi; Ramadhani, Annisa
English Teaching Journal : A Journal of English Literature, Language and Education Vol 11, No 2 (2023)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v11i2.17838

Abstract

Enhancing speaking skills is essential, especially for EFL learners who find it challenging to perform English well since it is not their native language. In this case, a debate is promoting a new perspective among the EFL learners that this technique gives them opportunities to have discussions; they can use the language freely; without any forces and strict rules that make them be motivated to speak actively. The instructors can employ this technique to accommodate students with differing learning styles. Debating as a teaching technique brings many advantages to EFL learners, including promoting higher order thinking skill, mastering the course topics, increasing the speed of learning, enhancing social skills, promoting evaluation power, promoting mental health, and leading to creative learning. However, this technique carries its own opponents, is limited, and is challenging to apply. Therefore, this paper aims to introduce debate as an instructional technique, review earlier studies on it, compare it with other similar procedures, and discuss its limitations and challenges as well as its benefits, especially to EFL learners.
Increasing Students’ English Vocabulary Mastery by Using Total Physical Response Method Zainollah, Zainollah; Rohaniyah, Jaftiyatur; Zubaida, Zubaida
English Teaching Journal : A Journal of English Literature, Language and Education Vol 12, No 1 (2024)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v12i1.19996

Abstract

This research aims to describe; (1) how Total Physical Response Method (TPR) can increase students’ English vocabulary mastery? This research uses classroom action research by applying Hopkins model and collaborative patterns. This research was carried out in the fifth grade of MI Nasy'atul Muta'allimin Dungkek Sumenep. The data collection techniques used are interview, test, observation and documentation. Meanwhile, the technique of data analysis used quantitative data analysis to analyze student learning outcomes and qualitative data analysis to analyze student learning process. The criteria of success of this research are 100% of students' scores are increased above criteria after the learning process. The results of data analysis show that: Total Physical response method can improve students' English vocabulary mastery. This can be seen from student learning process and outcomes which are increasing from the start of pre-test to the end of cycle II. The results of increasing students' English vocabulary mastery during pre-test only reached 6.7%, with an average score of 47. Meanwhile in cycle 1 there was an increase in learning outcomes, namely increasing to 93.3% with an average score of 87.6. However, in cycle I there was still 1 student who had a score below the criteria. In the second cycle there was a very significant increase in learning outcomes, namely increasing to 100% with an average score of 95.3. So in the second cycle all students have obtained a complete score above the criteria of success.
The Effect of Using Self-regulated Learning Strategy on Self-Efficacy and Academic Writing Performance of College Students in Indonesia Masrul, Masrul; Ayu, Citra
English Teaching Journal : A Journal of English Literature, Language and Education Vol 11, No 2 (2023)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v11i2.18305

Abstract

This study examined the correlation between self-efficacy and English academic writing performance among college students in Indonesia and assessed the effect of SRL strategy on EFL students' self-efficacy. The descriptive and correlation statistics were used to analyze the data. In this study, students were classified into three categories (high, moderate, and low) based on their rate of SRL in order to examine the relationships between SRL strategy usage, self-efficacy, and academic writing performance. The results indicated that overall SRL strategy and self-efficacy in academic writing were moderate. Students who were more frequently exposed to SRL strategies showed higher self-efficacy in academic English writing. A broader set of student characteristics could be useful in future research.
Disclosing students’ challenges during digital storytelling class: A case study in higher education in Indonesia Andriani, Agis; Fatimah, Asri Siti; Irsalina, Siti
English Teaching Journal : A Journal of English Literature, Language and Education Vol 12, No 1 (2024)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v12i1.19063

Abstract

Researchers and practitioners are exploring the possibilities of digital media and technology for teaching and learning because of its accessibility and progress. However, it is important to fit the users’ needs and express their identities in learning with and through them transcends hardware limitations (and intended purpose), because it became fun as a result of the allure and effectiveness of technology in piquing and maintaining interest. This study disclosed students’ challenges in creating digital storytelling and the students’ way of coping with the challenges during digital storytelling class. Three EFL students studied with digital stories in higher education were involved in semi-structured interviews.This study revealed based on thematic analysis that  in creating digital storytelling during digital storytelling class, they faced working with technology, steps in creating digital storytelling takes a lot of time and creativity challenges. To overcome these they ruled the strategies that they  do in coping with the challenges including improving technological skill, improving time management, and improving creativity. Further research are recommended to focus on the effectiveness about it for the students’ motivation in learning EFL.
THE EFFECT OF VISUAL THINKING STRATEGY ON THE VOCABULARY MASTERY OF STUDENTS IN VOCATIONAL HIGH SCHOOL Capital, Henry Regie Leo; Maskhur, Muhammad; Ettyani, Ettyani; Nursaputri, Esamada Rose; Sulistyaningsih, Sulistyaningsih
English Teaching Journal : A Journal of English Literature, Language and Education Vol 11, No 2 (2023)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v11i2.17584

Abstract

The objectives of this research is to find out whether the Visual Thinking Technique has a significant effect on students' vocabulary mastery. This study used a quantitative method and employed T-test to inquire any significance change of the participant score of vocabulary mastery. The second and third meetings are the treatments, the students are taught vocabulary using Visual Thinking Techniques in the experimental class, and the students are taught vocabulary with the lecturing method in the control class. In pre-test Data Normality Test Classes N p-value Experiment 10 0,677, Control 10 0,623. From the results of the normality test it is known that the p-value for pre-test data in the experimental class and control class is 0.677 and 0.623 respectively, this p-value is greater than the 0.05 significance level. Post-test Data Normality Test Classes N p-value Experiment 10 0,125 Control 10 0,423. From the results of the normality test it is known that the p-value for post-test data in the experimental class and control class is 0.125 and 0.423 respectively, this p-value is greater than the 0.05 significance level. This means that H0 is rejected or there is a significant difference in the average students' vocabulary mastery between students in the control class and the experimental class. Therefore, the visual thinking strategy has a significant effect on students' vocabulary mastery.
An Analysis of Implicature Found In Whatsapp Status Sucihati, Theresia Budi
English Teaching Journal : A Journal of English Literature, Language and Education Vol 12, No 1 (2024)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v12i1.20279

Abstract

 The implicature found in WhatsApp status is the main topic of this study. The study aims to define implicature and determine its various forms as well as its predominant form and significance. This study used Yule's (1996) theory and a qualitative design as its research methodology. The researcher's personal contact's WhatsApp status served as the data source. Furthermore, the researcher turns into the primary tool for the study. According to the results, there are three different categories of implicature: conventional implicature (1 data), particularized conversational implicature (7 data), and generalized conversational implicature (7 data). Conversational implicature written by a woman is the most common sort of implicature discovered in WhatsApp status updates. There were 20% men and 80% women among the findings. The meaning of each implicature kind varies. Without prior knowledge, generalized conversational implicature can comprehend. In contrast to specificized conversational implicature, readers need to fully comprehend the context. The final meaning of conventional implicature is that it requires other words to convey the meaning.     
Critical Thinking Learning Video on Local Wisdom Issues in Writing Argumentative Paragraph Yamin, Moh.; Taqwiem, Ahsani; Faradina, Faradina; Ramadhani, Fahmi; Abidin, Ahmad Zainul
English Teaching Journal : A Journal of English Literature, Language and Education Vol 11, No 2 (2023)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v11i2.18259

Abstract

The presence of learning videos for achieving student learning outcomes is one of the keys to achieving appropriate learning goals and objectives. Teaching students to write argumentative paragraphs needs to be supported by learning videos to help students understand and practice learning to write paragraphs. Bringing the material closer to learning videos with local issues is an inseparable part of introducing and familiarizing students with the environment so that they become an inseparable part of the environment itself. This research aimed to develop critical thinking learning videos containing local wisdom issues in argumentative paragraph writing. The research design used is R & D (Research & Development) with the ADDIE model with stages including (1) conducting needs analysis, (2) developing video products, (3) designing and conducting formative evaluations, (4) revising products, and (5) conducting summative evaluations or product trials, that are tested on small groups so that they can still get feedback for improving the product. The results of the research show that the critical thinking learning video containing local wisdom issues in the argumentative paragraph writing that has been created fulfills the elements. It is appropriate for use in critical thinking learning containing local wisdom issues in the material of writing argumentative paragraphs based on the results of needs analysis, carrying out product trials, and validating from experts and revising the product based on the validation results.
Using vlogs to improve speaking skills for fourth semester students of STKIP PGRI Bangkalan Maskuroh, Maskuroh; Ulfa, Siti Maria
English Teaching Journal : A Journal of English Literature, Language and Education Vol 12, No 1 (2024)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v12i1.19070

Abstract

The rapid development of technology has resulted in many changes, especially in the world of education. The use of vlogs today is one of the impacts caused by technological developments or digital lifestyles. Video blogging (vlog) is the process of making videos with audio visuals instead of using words. This study will examine the use of vlogs in improving the speaking skills of fourth semester students at STKIP PGRI Bangkalan. The research aims to find out how the use of vlogs improves students' speaking skills and wants to know the students' response to the use of vlog media for learning to speak. The research was conducted at STKIP PGRI Bangkalan, and the subjects of this study were third semester students of the English education study program. This research is a qualitative research, and the data collection technique used was interviews. The interviews involved five fourth semester students. The results showed that vlogs make it easier for students to practice speaking skills because before being displayed on the camera screen, students prepare in advance what they will say. Additionally, the use of vlogs is effective for speaking learning. Through vlogs, students can improve their shortcomings in speaking, such as pronunciation, vocabulary, grammar, and lack of confidence.
The Effectiveness of Metacognitive Strategies in Enhancing Students' Reading Skills in Islamic Economics: A Cross-Sectional Study Parangu, Kaukabilla Alya; Wibowo, Amiruddin Hadi; Agustina, Eliasanti; Rizkiyah, Faiqotur
English Teaching Journal : A Journal of English Literature, Language and Education Vol 11, No 2 (2023)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v11i2.18000

Abstract

This study aimed to determine the effectiveness of metacognitive strategies in enhancing students' reading skills. The sample consisted of 50 Islamic Economics majors selected through random cluster sampling from 100 undergraduate EFL majors studying at different universities in East Java. The participants were randomly assigned to either the experimental group (N=50) or the control group. Five main instruments were used in the study: the Survey of Reading Strategies (SORS), Motivated Strategies for Learning Questionnaire (MSLQ), semi-structured interviews, a background questionnaire, and a reading comprehension test. The experimental group did much better on the posttest for reading comprehension (M=31.96, SD=10.56) than the students in the control groups. The results of this study are important for students, teachers, and people who make tools for teaching English as a second language.

Page 22 of 24 | Total Record : 240

 20   21   22   23   24 

Filter by Year

2013 2024


Reset
Filter By Issues
All Issue Vol. 12 No. 2 (2024) Vol 12, No 1 (2024) Vol 11, No 2 (2023) Vol 11, No 1 (2023) Vol 10, No 2 (2022) Vol 10, No 1 (2022) Vol 9, No 2 (2021) Vol 9, No 1 (2021) Vol 8, No 2 (2020) Vol 8, No 1 (2020) Vol 7, No 2 (2019) Vol 7, No 1 (2019) Vol 6, No 2 (2018) Vol 6, No 1 (2018) Vol 5, No 2 (2017) Vol 5, No 1 (2017) Vol 4, No 2 (2016) Vol 4, No 1 (2016) Vol 3, No 2 (2015) Vol 3, No 2 (2015) Vol 3, No 1 (2015) Vol 3, No 1 (2015) Vol 2, No 2 (2014) Vol 2, No 2 (2014) Vol 2, No 1 (2014) Vol 2, No 1 (2014) Vol 1, No 2 (2013) Vol 1, No 2 (2013) Vol 1, No 1 (2013) Vol 1, No 1 (2013) More Issue