ETERNAL: English Teaching Journal
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.
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<![CDATA[THE USE OF BILINGUAL STORIES TO IMPROVE THE STUDENT’S MASTERY OF ENGLISH VOCABULARY: A CASE OF THE EIGHT GRADE STUDENTS OF SMP N 2 GROBOGAN ]]>
<![CDATA[Ernawati Ernawati]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 4, No 2 (2013): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v4i2.1952
<![CDATA[The main objectives of this research are: 1) To find out the eight grade students’ of SMP N 2 Grobogan in vocabulary mastery before and after they are taught using bilingual stories. 2) To find out whether or not there is a significant difference of the vocabulary mastery of the eight grade students of SMP N 2 Grobogan in Academic Year 2012/2013 before and after being taught by bilingual stories. The study is an experimental research. The population of the research is the Eight grade students of SMP N 2 Grobogan 2012/2013. The writer takes 33 students in VIII G as a Experiment class and 34 students in VIII F as a Control class. The result of this study show that the students in the experiment group have little better development in the average scores than the control group in bilingual test. The difference of the development of the average scores is statistically significant at the (0.05) alpha level of significance. The research finds that there is no significant difference for those who taught with bilingual story and those without bilingual story. The difference is shown by the development of the average scores. The group that use bilingual story got little better in the average scores (72.5) than those without bilingual story (72.2). The use of bilingual story could not give more significant difference in improving students’ mastery of vocabulary. So the writer concludes that the bilingual story can not help students in improving the mastery of vocabulary the 8th Year Students of SMP N 2 Grobogan. A conclusion, this research shows that the students taught using bilingual story and students using bilingual story can’t show the significant difference. So, using bilingual story can’t improve the students’ mastery of vocabulary in SMP N 2 Grobogan.]]>
<![CDATA[PLAYING CARDS AS A MEDIA IN TEACHING WRITTEN DESCRIPTIVE FOR EIGHTH GRADE STUDENTS OF SMP 4 SEMARANG ]]>
<![CDATA[Yuli Purwanto]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 4, No 2 (2013): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v4i2.1958
<![CDATA[This research is aimed: 1) To insvestigate the students ability in written descriptive text taught without playing card in the case of eighth grade students of SMP 4 Semarang in academic year 2013/2014. 2) To insvestigate the students ability in written descriptive text taught by using playing card in the case of eighth grade students of SMP 4 Semarang in academic year 2013/2014. 3) To know the significances between students ability in written descriptive text taught without playing card and taught by using playing card. The final paper used descriptive quantitative method. The sample of this final paper was 8E class of SMP 4 Semarang. The sampling of the final paper was non random sampling. The total sample of the research were 32 students. Instrument of the research were pre-test and post-test. The conclusions from this final paper are: 1) The precentage of the eigth grade students’ ability in written descriptive text taught without playing card were 29% students got A, 41.9% students got B, 12.9% students got C and 16.1% students got D. The mean of the pre test score was 74.45. The students ability in written descriptive text that were taught without using playing card was good. 2) the percentages of the eight grade students ability in written descriptive text who were taught by using playing card were 51.6% students got A, 35.5% students got B, 12.9% students got C. The mean of the post test was 81.32. The student’s ability of writtten descriptive text raised significantly from 74.45 points to 81.32 points (raised 6.87 points). There were no more students who got D or E after they are taught by using playing card. The analysis of pre tes and post test by using SPSS 16 showed that T test was higher than T table (2.528 > 2.222). There was significances of using playing card as media in teaching written descriptive. The students ability in written descriptive text taught by using playing card was very good.]]>
<![CDATA[THE EFFECTIVENESS OF USING CONVERSATION VIDEO ENTITLED “APOLOGY” TO IMPROVE STUDENTS’ PRONUNCIATION ABILITY THE CASE OF TENHT YEAR SMA N 1 JEPARA ]]>
<![CDATA[Yusuf Bahtiar]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 4, No 2 (2013): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v4i2.1953
<![CDATA[The main objectives of this research are: (1) To know there are effectiveness or not of improving students’ pronunciation ability taught without using conversation video entitled “apology” (2) To know there are effectiveness or not of improving students’ pronunciation ability taught using conversation video entitled “apology” (3) to find out whether there is or not significant difference of the effectiveness of improving students’ pronunciation ability taught without using conversation video entitled “apology” and taught using conversation video entitled “apology”. This study is pre experimental research. The population of the research is 300 students of the tenth grade students of SMA N 1 Jepara 2012/2013. The writer took 30 students from oneclass. The instrument of this research is spoken test. The writer gave the students pre test, treatments and post-test. The treatment is that the students were taught by using conversation video entitled “apology”.The research result is that the mean of score post-test class (71,53) is higher than score pre test class (62,33). The writer used T-test formula to know the differences of pre test and post class score. The result of t-test is 12,16 and the t-table of 30 students is 1.967. The value of T-table is lower than T-test, so it can be concluded that there is a significant improvement of student’s pronunciation ability taught using conversation video entitled “apology”of tenth grade students of SMA N 1 Jepara.]]>
<![CDATA[THE EFFECTIVENESS OF THINK PAIR SHARE WITH SERIES PICTURES AS MEDIA TO IMPROVE THE STUDENTS’ SPEAKING ABILIT; A CASE OF THE ELEVENTH GRADE STUDENTS OF SMA N 14 SEMARANG ]]>
<![CDATA[Muhammad Abied Fauzi Jr]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 4, No 2 (2013): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v4i2.1959
<![CDATA[The objectives of the study are (1) To find out the speaking ability of SMA Negeri 14 Semaran students before being taught using think pair share with series pictures.(2)To find out the speaking ability of SMA Negeri 14 Semarang students after being taught using think pair share with series pictures.(3)To find out whether or not there is a significant difference of speaking ability of SMA Negeri 14 Semarang students before and after being taught using think pair share with series pictures . In this study the writer chooses experimental method. The writer chooses one class as the subject. The class consists of 30 students. The writer uses a test as instrument. Then the writer also gives the treatment to improving student’s speaking ability by using think pair share with series picture. Compared to using this technique, improving student’s speaking ability by using think pair share with series pictures has given better result as indicated by the significant statistical t-test computation that the t-obtained is higher than t-table. The t-obtained is 9,71 and t-table in the level of significant is 2,04. So, the t-obtained is higher than t-table that is 9,71> 2,04. The mean of the class before treatment is 61,03 and after the treatment, the mean is 76,1. It means that using think pair share with series pictures is effective in improving student’s speaking ability. From the data analyzed, it is concluded that improving student’s speaking ability by using think pair share with series pictures is much better than without using them. The students comprehend to speak is improved significantly. Thus, Think pair share with series pictures is the effective method to be used in teaching English for eleventh year students of SMA N 14 Semarang. Finally, based on the findings, it is suggested that to improve student’s speaking ability by using think pair share with series pictures at the Eleventh year students of SMA N 14 Semarang is a good technique. The English teacher should be creative to choose the technique in improving student’s speaking ability by using think pair share with series pictures that is appropriate with the material and students condition. A good and interesting technique will motivate and stimulate the students to be interested in learning English.]]>
<![CDATA[THE EFFECTIVENESS OF USING ANIMATION IN TEACHING PRESENT CONTINUOUS TENSE; A CASE STUDY OF SEVENTH GRADE STUDENTS OF SMP KARTIYOSO SEMARANG ]]>
<![CDATA[Wahid Hamzah]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 4, No 2 (2013): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v4i2.1954
<![CDATA[This research discusses the use of animation to teach present continuous tense. The objectives of this final project are to know the student’s ability of the seventh grade of SMP Kartiyoso Semarang taught using animation pictures and without using animation and to know if there is any significant different of the student’s ability in understanding present continuous tense with and without using animation of the seventh grade students of SMP Kartiyoso Semarang. The population in this research is the seventh grade students of SMP Kartiyoso, Semarang in the academic year 2012/2013. They are 106 students. The writer uses one group or class to be observed. The writer uses one group as sample which consists 30 students. A test as an instrument is used to collect the data. The writer uses multiple choice test in this research. The writer asks the students to answer the questions by crossing (x) a, b, c, or d. In conclusion, teaching present continuous tense using animation as media is more effective than teaching present continuous tense without animation. It could be seen from the result of the test where students’ score taught using animation is higher than those taught without using animation. It can be seen that the t-test is higher than the t-table (2.419 > 2, 002). To improve the quality of teaching learning English, the teacher must be able to create the way to arouse the students’ interest in following his teaching. It would be better for the teacher to use media to teach the students according to their need.]]>
<![CDATA[THE EFFECTIVENESS OF TASK BASED INSTRUCTION TO IMPROVE SPEAKING SKILL OF THE ELEVENTH GRADE STUDENTS’ OF SMK TEXMACO SEMARANG ]]>
<![CDATA[Diyar Mauria]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 4, No 2 (2013): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v4i2.1960
<![CDATA[The purpose of this study are (1) To find out the students’ speaking skill before being taught by using task-based instruction. (2) To know the students’ speaking skill after being taught by using task-based instruction. (3) To discover the significant difference on the students’ speaking skill taught by using task-based instruction and without task-based instruction. To complete her writing , she did two kinds of research, library research and field research. She took the first years students of SMK Texmaco Semarang as her population and sample. In this case, she used random sampling. She took 36 students of two classes from total population. In this case, she conducted an observation to the student respondents, then she analyzed the data which she got during the observation. Finally, she presents the result of her analysis in a conclusion. Teaching speaking by using task-based instruction is an interesting way to do by the teacher to reach better target of students’ speaking skill. Teaching speaking by using task-based instruction has many advantages, such as : it can enrich students’ speaking skill, it can make teaching learning process becomes more comfortable, it can also help the students to speak English correctly. Beside advantages for students, it also brings advantage for the teacher in teaching the speaking skill target because the students feel relaxed in accepting the lessons for using and speaking English words used for speaking lesson. It can be implemented by using task-based instruction technique as teahing instrument, for example using it as the helping tools to the students to use, speak and respond by using English correctly. Finally, the writer suggests that the English teacher should master the speaking skills and its techniques, so that he or she will not find any difficulties in teaching speaking using pictures techniques, he or she should prepare well the equipments that will be used in teaching speaking process. He or she should manage the class well so that the students will not make some noise in the class.]]>
<![CDATA[THE EFFECTIVENESS OF USING VOCABULARY TREES AS A TECHNIQUE IN TEACHING VOCABULARY AT ELEMENTARY SCHOOL ]]>
<![CDATA[Binta Nugroho Septiyantono]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 4, No 2 (2013): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v4i2.1955
<![CDATA[The topic of the research is the effectiveness of vocabulary trees as a teaching aid to develop the students’ vocabulary mastery. The Objective to investigate whether there is any significant difference in the vocabulary mastery between teaching vocabulary trees and using conventional method. In order to achieve the objective of this research, the writer designed an experimental research. The subject used in the research was 60 students of the fifth grade of SD Negeri Bendungan Semarang; 30 students acted as the experimental group to be taught vocabulary using vocabulary trees and the other 30 students as the control group to be taught vocabulary using conventional method. Before the experiment was conducted, a pre-test was given to both groups. A post test was given after the experiment was done. The test consisted of 25 items of multiple choice types. The test items were first tried out to check the validity, reliability, difficulty level and discriminating power. The result shows that there are significant differences in mean score between control group and experimental group. Mean score of the pre test of the experimental group is 50.53 while that of the control group is 48.33. Thus, the difference between the two means is 2.46. In the post test, the mean score of the experimental group is 81.07 and of the control group is 69.73. Thus, the difference between the two means is 11.34. The result of the t-test based on the pre-test is 0.86, while the result on the post test is 4.52 and the critical value 2.000. Based on the result above, it can be concluded that teaching vocabulary using vocabulary trees resulted in a better learning achievement. The t-value of the post test is higher than the critical value, which means that the students got better understanding when they used vocabulary trees as a technique to improve students’ vocabulary mastery than when they used conventional method. In conclusion, vocabulary is effective and applicable enough as a learning aid to be used in developing students’ vocabulary.]]>
<![CDATA[TEACHING VOCABULARY USING ANIMAL PICTURES AS A TEACHING AID: THE CASE OF THE FOURTH GRADE STUDENTS OF SD (ELEMENTARY SCHOOL) 2 PAPRINGAN, KUDUS ]]>
<![CDATA[Ulin Nafiati]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 4, No 2 (2013): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v4i2.1961
<![CDATA[The objectives of the study are (1) To find out the vocabulary mastery of the fourth grade students of SD 2 Papringan using animal pictures, (2) To know the problem faced by the fourth grade students of SD 2 Papringan in studying vocabulary using animal pictures, and (3) To know the possible solutions to overcome the problems are faced by the fourth grade students of SD 2 Papringan in studying vocabulary using animal picture. The subjects are all the fourth grade students of SD 2 Papringan. The total number of the students are 28 students. This research used the descriptive qualitative method. The research instruments used test and questionaire. The result of the result shows that (1) Students’ vocabulary using animal pictures as a teaching aid is appropiate in teaching vocabulary. It is proven of the test result that 11 (39%) students who got A (Outstanding), 9 (23%) students who got B (Above average), 8 (29%) students who got C (Average), 0 (0%) student who got D (Below average), and 0 (0%) student who got E (Insufficient). It indicates that most of the students are able to do the test because the mean of the students’ score is 81, 57. (2) In teaching learning process there were some problems faced by students are; the students of the fourth grade do not like learning English, they do not know about simple English vocabulary, the students of the fourth grade do not know the English animal names, the students of the fourth grade feel difficult in learning vocabulary without using picture, and the students of the fourth grade do not like to be taught vocabulary, especially animal without pictures. (3) For possible solutions to overcome the problems faced by the students are; the teacher has to select the interesting media to the students in learning English in order to make the students feel enjoy in studying, the teacher should give more information about English animal names, the teacher has to use picture as the teaching aid in order to avoid difficulties in teaching and learning vocabulary, and the teacher has to use picture as a teaching aid to attract the students’ interest in learning vocabulary in particular about animal pictures, so they do not feel bored.]]>
<![CDATA[AN ANALYSIS OF GENERIC STRUCTURE OF NARRATIVE TEXT WRITTEN BY THE TENTH YEAR STUDENTS OF SMA YASIHA GU ]]>
<![CDATA[Irwan Sulistyo]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 4, No 2 (2013): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v4i2.1956
<![CDATA[The objective of this research is: To find out how the generic structure is written in the narrative texts, to find out the problems faced by the students of SMA Yasiha Gubug the academic 2011/2012 is written in the narrative texts, and to find out the solution of the problems. The writer uses descriptive quantitative. It is class XI IPA I that consists of 39 students. The instrument used to collect data was the writing test and observation sheet.The results of the research shows the mastery on writing based generic structure of narrative text class XI Senior High School Yasiha Gubug academic year 2012 is categorized into good score with the average 75 and the mean score belongs to the interval 66-79 and the result of observation sheet shows that there were 27 students in level of excellent, 10 students in good and 3 students in level fair. The problems that faced by the students in arranging the generic structure of written narrative text are they did not listen the material attentively given the teacher, the students only got the information from what they read at glance and based on their experiences before. The solution of the problem in arranging the generic structure of written narrative text is the students have to listen their teacher when she explains the material narratives. For example reading a legend and some books include narrative. Based on the result above, the writer suggests that the teacher should apply all of the things in the syllabi of genre in organizing the teaching learning process and the teacher has to give explain the generic structure of narrative text more clearly and give more exercises and more attention to the result of the assignment which are given to the students so that the teacher knows how far the achievement of the students in mastering material.]]>
<![CDATA[THE USE OF K-W-L (KNOW, WANT TO KNOW, LEARN) METHOD IN TEACHING READING HORTATORY EXPOSITION TEXT: A CASE STUDY OF THE ELEVENTH GRADE STUDENT OF MAN 1 BREBES ]]>
<![CDATA[Tri Rezqi]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 4, No 2 (2013): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v4i2.1957
<![CDATA[This research is aimed: 1) to find out how far the improvement of students’ reading comprehension by using K-W-L as teaching method in reading hortatory exposition text, 2) to know students’ responses towards the use of K-W-L method in teaching reading hortatory exposition text. This research used quasi experimental design. The subjects of the study were the eleventh grade students in MAN 1 Brebes in the academic year 2012/2013 as the population. There were only two classes took as sample that collected purposively based on the same number of students. The data were collected through pre-test, post-test and questionnaire.]]>
