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ETERNAL: English Teaching Journal
Published by Universitas PGRI Semarang
ISSN : 20865473     EISSN : 26141639     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
ETERNAL (English Teaching Journal) is published twice a year in the month of February and August ISSN 2086-5473 (Print) and ISSN 2614-1639(Online). It presents articles on English language teaching and learnings, literature and research. The contents include analysis studies, application of theories, research reports, material developments and reviews.
Arjuna Subject : -
Articles 10 Documents
 1 
Search results for , issue "Vol 4, No 1 (2013): February" : 10 Documents clear
TEACHING TECHNIQUE OF WRITING USING NATURAL ENVIRONMENT: A CASE STUDY OF THE EIGHT GRADE STUDENTS OF JUNIOR HIGH SCHOOL IN SEKOLAH ALAM AR-RIDHO TEMBALANG SEMARANG Festi Himatu Karima; Hesti Utami
ETERNAL (English Teaching Journal) Vol 4, No 1 (2013): February
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v4i1.1947

Abstract

This study aims at observing the benefit and the teaching technic of teaching writitng at Sekolaha alam Ar Ridho seamrang. This is a nature based school in which emphasis the teaching learning process basis of nature.Based on the case we need a school which has goals to prepare students who have good attitude, faithful, and knowledge. The writer wants to know the benefits and technique of teaching using natural environment in “Sekolah Alam Ar-Rhido” Tembalang, especially for teach writing skill. This study focuses on the examining three main problems; the technique of teaching writing in Sekolah Alam Ar-Ridho; the effectiveness of Teaching Writing in the natural environment ; the problems faced by the teacher and students in teaching learning process in the natural environment and how the teacher solve the problem.The writer wants to know the benefits and technique of teaching using natural environment in “Sekolah Alam Ar-Rhido” Tembalang, especially for teachwriting skill. This study focuses on the examining three main problems;The technique of teaching writing in Sekolah Alam Ar-Ridho; the effectiveness of Teaching Writing in the natural environment ; the problems faced by the teacher and students in teaching learning process in the natural environment and how the teacher solve the problem
THINK-TALK-WRITE (TTW) AS A STRATEGY TO IMPROVE STUDENTS’ ABILITY IN TEACHING WRITING DESCRIPTIVE TEXT: A CASE OF THE TENTH GRADE STUDENTS OF MAN DEMAK Wiyak Wiyak; Irpan Subhan Ansori
ETERNAL (English Teaching Journal) Vol 4, No 1 (2013): February
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v4i1.1948

Abstract

This study focuses on Think-Talk-Write Strategy in teaching descriptive text to improve students’ writing ability. The objectives of this study are (1) to find out the students’ writing ability of the tenth grade students of MAN Demak in academic year 2014/2015 who were taught by using Think-Talk-Write (TTW). (2) to find out the students’ writing ability of the tenth grade students of MAN Demak in academic year 2014/2015 who were taught without using Think-Talk-Write (TTW). (3) to find out whether or not there was a significant difference of writing ability between the tenth grade students of MAN Demak in academic year 2014/2015 who were taught with Think-Talk-Write (TTW) strategy and without Think-Talk-Write (TTW). The research was Quasi-Experimental research. The subject of the study was the tenth grade students of MAN Demak. Cluster sampling is used in taking the sample. 40 students from class X-5 were selected as the experiment group and 40 students from class X-1 as the control group. The t-test was used to analyze the data. Experiment research was used here to get the data. The pre-test was given to the students on both of groups. After that, the difference treatment was given in experimental group. At the end of the research, the post-test was given to both of groups. The count of the mean score of the experimental class was 79.95 and the count of mean score of the control class was 76.17. It shows that teaching descriptive text by using Think-Talk-Write (TTW) Strategy gave better result as indicated significant statistical t-test computation, that the t-table value (t5% = 2.03 and t1% = 2.80) is less than t0 = 13.09 (2.03<13.09>2.80). It could be seen that there is a significant difference in writing ability of the tenth grade students of MAN Demak after being taught using Think-Talk-Write (TTW) Strategy. The researcher offers some suggestions in this research. The school should give good facilities and many strategies for teaching and learning process. For the teacher, the teacher should give variation teaching especially using new techniques and strategies in teaching descriptive text to improve students’ writing ability. For the students, the students have to do more active, confident and creative.
THE TEACHING ANALYSIS OF READING COMPREHENSION: A CASE OF THE EIGHT GRADE STUDENTS OF SMP PGRI 01 SEMARANG Yuli Anita; Dias Andris Susanto
ETERNAL (English Teaching Journal) Vol 4, No 1 (2013): February
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v4i1.1942

Abstract

The objectives of the study are1) To know the teaching on reading comprehension at the eight grade of SMP PGRI 01 Semarang in academic year 2016/2017, 2) To know the problems faced by the teacher in teaching learning process of reading comprehension, and 3) To know the solutions of the problem faced in teaching learning process. This research uses qualitative method. The subject of this research was three teachers of class VIII A, VIII F, and VIII G. The instruments used in this research were observation sheet and interview, so the data use was collected through observation and interview. The result of the research showed that 1) the first teacher was first participant implementing reading stage in teaching and learning process. In first participant teaching, the researcher found the problem, it was the difficulty in implementing teaching reading. The solution first participant was make strategy to make student fun. 2) the second teacher was second participant. There was only one interaction, that was the teacher explained the materials then the students kept silent, or the students read something then the teachers listened to them. 3) the third teacher was third participant. The problem it was boredom, and the solution was making question and answer for them. Teachers concluded that reading comprehension is very effective but it can not to be the key in teaching and learning process. From the data which is obtained from documentation and observation inteaching English, the objectives of English teaching can be viewed from kinds of strategy and tecnique in teaching and learning process. Suggestion are 1) for teachers, it is better for them to use Team Games Tournament to teach the students in reading comprehension, 2) for students have to study harder and try to read English more and more, and 3) for the reader to be able to get more information and experiences in the purpose of developing and improving their knowledge, especially in reading comprehensio
THE USE OF AUDIOVISUAL MEDIA TO INCREASE THE STUDENTS’ VOCABULARY: A CASE OF THE TENTH GRADE STUDENTS OF SMA N 1 CEPIRING KENDAL Rudi Hartono
ETERNAL (English Teaching Journal) Vol 4, No 1 (2013): February
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v4i1.1949

Abstract

This study is concerned with teaching vocabulary by using audiovisual media. The objectives of this final project are 1) to find out the students’ vocabulary taught without using audiovisual media, 2) to find out the students’ vocabulary taught using audiovisual media, 3) to find out significance difference between the students’ vocabularywho are taught by using audiovisual media and those taught without using audiovisual media. The population of this study is the tenth grade students of SMA N 1 Cepiring Kendal. The researcher takes two classes as the subject of thisresearch. The classes are X IIS 3 and XIIS 4. They are divided into experimental group (X IIS 3) and control group (X IIS 4). The researcher uses test to get the data. The test consists of two tests, they are pre-test and post-test. From the data analysis, the researcher obtains the mean score both the experimentaland control groups. The mean score of thepre-test in the experimental group is 56.71, while the mean score of the post-test in the experimental group is 75.42. The improvement in the experimental group is 18.42. The mean score of the pre-test in the control group is 52.85, while the mean score ofthe post-test in the control group is 61.00. The improvement in the control group is 8.15.The result of t-test is 8.01, while the value of t-table is 2.00. It means that the value of t-test is higher than t-table (8.01 > 2.00). From the data above, it can be concluded that there are significant difference between the students’ who are taught by using audiovisual media and taught without using audiovisual media. The data proves that it is affective to use audiovisual mediato increase students’ vocabulary ability.
THE APPLICATION OF SPEND-A-BUCK TO ENHANCE THE STUDENT’S ABILITY IN READING REPORT TEXT: A CASE STUDY OF ELEVENTH GRADE STUDENTS OF MAN 2 PATI Senowarsito Senowarsito; Catur Nita Oktavia
ETERNAL (English Teaching Journal) Vol 4, No 1 (2013): February
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v4i1.1943

Abstract

The objectives of the study are to find out the ability of the students of MAN 2Pati in who are taught by using Spend-A-Buck in reading report text and those who are not taught by using Spend-A-Buck in reading report text, and to find out if there is any significant difference of the ability of the students between those who are taught by using Spend-A-Buck and not taught by using Spend-A-Buck in reading report text. This research design was quasi-experimental research. The instrument used in collecting the data was reading test, pre-test and post-test. The research was conducted in MAN 2Pati. The samples of this research were two class of the eleventh grade students of MAN2Pati, where XI IPS 4 is as experimental group and XI IPS 3 is as control group. Based on the research findings, the writer found that (1) Spend-A-Buck enhanced students’ ability in readingreport text. Pre-test mean score of experimental class was 70.80 and post-test mean score was 83.07. The increase was 12.27, so it could be concluded that the students’ ability in readingreport text taught by usingSpend-A-Buckwas categorized “good” (2) The writer found that the result of control class pre-test was 70.00 and post-test was 73.47. The students’ ability in readingreport text increased 3.47. It was not too significant and was categorized in “fair” level (3) by using SPSS 16.0 program in the calculation, there was any significant difference of the quality of reading of the students taught by using Spend-A-Buck and those who were not taught by using Spend-A-Buck. It could be seen from the result of t-test (4.566) was higher than t-table (1.699).It answered the problems of this study that there was significant difference in the students’ reading ability taught by using Spend-A-Buck and those who were not taught by using Spend-A-Buck.
THE USE OF CARTOON “FROZEN” MOVIE AS VISUAL MEDIA TO IMPROVE THE STUDENTS’ ABILITY IN LEARNING SPEAKING: A CASE OF NINTH GRADE STUDENTS OF SMP SULTAN AGUNG 1 SEMARANG Dyah Nugrahani; Fitria Fitria
ETERNAL (English Teaching Journal) Vol 4, No 1 (2013): February
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v4i1.1950

Abstract

The objectives of this study are (1) to find out the speaking ability of students in grade 9th of SMP SultanAgung 1 taught without using Cartoon “frozen” movie. (2) to find out the speaking ability of students in grade 9th of SMP Sultan Agung 1 taught with cartoon “frozen” movie. (3) to know the difference in speaking ability of students in grade 9thin SMP Sultan Agung 1 taught with and without using cartoon “frozen” as Media.This study investigates the speaking ability of the students taught using cartoon “frozen” movie as media, the speaking ability of the students taught without using cartoon “frozen” movie as media, whether or not there is significant difference of speaking ability between the students taught using cartoon “frozen” movie and those taught without cartoon “frozen” as media..This study, belongs to experimental quantitative method. The population of the study was ninth grade students of SMP Sultan Agung 1 Semarang. In this study, purposive sampling has been used to take the samples. The samples were 9A as experimental group, and 9E as control group. Then, the instruments of this study were test and document.It was found that the mean of experimental group was 72.53. Meanwhile, the mean of control group was 60.67. The mean of experimental group was higher than the mean of control group. So, it found that there was significant difference of the speaking ability between the students taught using cartoon “frozen” movie and those taught without using cartoon “frozen” movie as media.From the research findings, it can be concluded that since the use of cartoon “frozen” movie as modelin teaching speaking , the students were more interested in teaching learning process. It was proven based on the computation. The result of t-test was3.71 and t-table was 2.00. So the value of t-test was higher than t-table (3.71>2.00).It concludes that using cartoon “frozen” movie as media can promote students speaking ability. Based on the conclusion, some suggestions were proposed for the teacher and the students. The teacher can use cartoon “frozen” movie as media for teaching speaking. The students can use cartoon “frozen” movie to enhance the understanding of the content information, and to promote their speaking ability.
AN ANALYSIS OF TEACHERS’ QUESTIONING STRATEGIES DURING INTERACTION IN THE CLASSROOM: A CASE OF THE EIGHT GRADE SMP PGRI 01 SEMARANG A B Prabowo; Alfiyanti Alfiyanti
ETERNAL (English Teaching Journal) Vol 4, No 1 (2013): February
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v4i1.1945

Abstract

The objectives of this study are;1) to know kinds of teachers’ questioning strategies that teacher use in the classroom. 2) to know the way the teachers use the questioning strategies in the classroom. The design of the research is descriptive qualitative. The writer got the data of this research from interview notes. The observation sheet source of the data research were from the teacher and students. The Instrument used are observation sheet, interview, and document. The techniques for analyzing the data is descriptive. The steps were; comprising interactive reducing the data, presenting the data, and drawing conclusion. The result of this research shows that are: 1) The teaching strategies are; (a) the teaching techniques used lecturing, group project and small group discussion, (b) the seating arrangement, the students seating position changed, (c) the teacher give feedback when the students have difficulties, the teacher give some clue to the students to help them understand the material given, (d) the teacher evaluates the students: the teacher given task and motivations for the students. 2) The problems faced by the teacher are the classroom conditions, the crowded conditions, controlling individually, the interaction between the teacher and students in the classroom is ineffective, the students' less vocabulary, the limited media and the problems faced by the students are lack of confidence, the students have difficulties in translation. The conclusion are Not all English teachers in SMP PGRI 01 Semarang have good understanding of how to implement teacher’s questioning. Some of them still have some problems with their understanding. It is caused by some reasons, such as: (1) the teachers do not want to get out of their comfort zone, some of them are thinking that the most important part of teaching is how to make the students understand the materials; (2) they can not move on from their old views of teaching English in the classroom; (3) last but not least, because the training done by the authoritative government is not sufficient to make them mastering teacher’s questioning.
ANALYSIS OF DERIVATIONAL AFFIXES OF FUADI’S FIVE TOWERS NOVEL AND ITS CONTRIBUTION FOR GRAMMAR MEANING DISCOURSE Sukma Nur Andini; Leni Pratiwi
ETERNAL (English Teaching Journal) Vol 4, No 1 (2013): February
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v4i1.1944

Abstract

Morphological analysis is the main areas in studying vocabulary. The objective of the research are: 1). To find out the derivational affixes found in The Land of Five Towers Novel. 2). To find out the contribution of derivational affixes from The Land of Towers a Novel. The Land of Five Towers Novel by A. Fuadi is a novel inspired by a true story from the author, that is Ahmad Fuadi. Having seeing such phenomenon, the writer found that mastering English is not easy if the students are lack of vocabulary. This research aimed at finding out the derivational affixes in The Land of Five Towers Novel by A. Fuadi. This research is descriptive qualitative research where researcher tries to find out the derivational affix and the roots from the words in The Land of Five Towers Novel without using statistical calculation. The result of analyzing data were gained the derivational affixes that found in The Land of Five Towers Novel by A. Fuadi are en-, in-, un-, a-, non-, re-, im- as prefixes, while the suffixes are –ly, -able, -er, -al, -ous, -ate, -cy, -y, -ee , –tion, -ion, -ize , -ship, -ment, -ism, -ist, -en, -ful, -age, -tic, -ish, -ary, -cent, -ive, -ance, -less, -ence, -ity, -ant, -or, -ness, -ure, -fy. In The Land of Five Towers Novel by A. Fuadi, the roots from the words that has been classified based on the part of speech are 199 (adjective), 188 (noun), 266 (verb). Thus, the writer suggests that to improve their mastery of vocabulary, the readers should be apply the derivational affixes by breaking the word into its elements that are root and affixes because one word can be built from more than one morpheme. By knowing the roots, the readers can build the word by easily themselves.
MASCULINITY REFLECTED BY WOMAN MAIN CHARACTERS IN CHARLES DICKEN’S GREAT EXPECTATION AND ITS CONTRIBUTION TO TEACHING PROSE AND DRAMA Fernando Setyo Nugroho; Nur Hidayat
ETERNAL (English Teaching Journal) Vol 4, No 1 (2013): February
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v4i1.1951

Abstract

The objective of the study are to find out: (1) 1. Masculine elements are reflected in the novel of Great Expectation (2003)? (2) how Great Expectations novel can contribute to Prose and Drama teaching.The research design of this final project is qualitative since it just collects the data and draws conclusions based on the analysis of the data. The research concerns in identifying, analyzing and making conclusion. The method of collecting data is analysis content of movie and novel. The data was taken by Great Expectations movie and novel by Charles Dicken.The research shows that Great Expectations novel has some masculine element in its content. The masculine elements found, such as: Appearance, Character, Attitude, Speech, Language. In contribution to Prose and Drama teaching, this study can be used as a source of teaching material. There are many media, especially novel. It is explained in this study. It is useful to reader or learner in comprehending the way to analyze the element of masculinity and appreciating literary work.The application of this final project by the masculinity element of Great Expectations novel will help the teacher, student and reader in exploring, revising, completing their capability about the characterization in classroom interaction, especially in Prose and Drama. So, the teaching and learning process will be deeper.
A COMPARATIVE STUDY BETWEEN TEACHING VOCABULARY USING TOTAL PHYSICAL RESPONSE AND DIRECT METHOD: THE CASE OF THE FOURTH GRADE STUDENTS OF SD N 04 KARANGBRAI BODEH PEMALANG Ratna kusumawardhani; Hery Sulistyanto
ETERNAL (English Teaching Journal) Vol 4, No 1 (2013): February
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v4i1.1946

Abstract

The objectives of the research are (1) to describe the mastery of English vocabulary of the fourth graders of SD N 04 Karangbrai in the academic 2010/2011 using Total Physical Response and Direct Method, (2) to identify the advantages and disadvantages of Total Physical Response and Direct Method in teaching foreign language vocabulary, (3) to describe whether there is or not any significant difference between the mastery of English vocabulary of the fourth graders of SD N 04 Karangbrai in the academic 2010/2011 using Total Physical Response and Direct Method.In this study, the writer used experimental research. The reason was the writer tried to compare two variables and observe their differences. The writer took two groups of the students for doing the research. In this research the writer used control and experimental group. The first group was taught by using direct method and the second group taught by Total Physical Response. The material of this research is vocabulary. The population of this research is the fourth graders of SD N 04 Karangbrai in the academic 2010/2011. The number population is 30 students.This research used test as an instrument. The writer uses oral and essay test, The oral test for Total Physical Response (TPR) and essay test for Direct Method (DM). The test is twenty items, in which each item are scored by one (1) point for right answer and zero (0) for wrong answers. After the data have been collected and analyzed,Based on t-result, the degree of freedom could be measured. The formula was used as follows = df = N1 + N2 – 2 so that the calculation is (30 + 30 – 2 ) = 58. The value of the table with df = of 5 % from the table is 1.672 it could be calculated that t- value is higher than t-table (10.477 > 1.672). It means that any significant difference between using Total Physical Response and Direct Method in teaching vocabulary. It can be seen from the average of experiment group ( x ) is 77.66 and control group ( y ) is 64.8. so the average of experimental group higher than of control group. The data prove the using Total Physical Response to teach vocabulary is effective.Key words: comparative, vocabulary, Total Physical Response, Direct Method, SD N 04 Karangbrai Bodeh Pemalang.

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