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.
Articles
286 Documents
<![CDATA[The Effectiveness of Using Animated Films on Improving Students’ Writing Skill of Narrative Text of The Eighth Grade of Mts Al-Hadi Girikusumo ]]>
<![CDATA[Irwan Adi Putra]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 6, No 2 (2015): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v6i2.2376
<![CDATA[This final project was based on research which attempted to examine the Effectiveness of Using Animated Films in Improving Students’ Writing Skill of Narrative Text. The main objectives of this research was to find out whether the use of animated film can be effective in teaching writing narrative text to the students of Mts Al-Hadi Girikusumo Mranggen. This research was a quasi-experimental research. The population of the final project was limited of the eighth grade students of MTs Al-Hadi Girikusumo Mranggen in the Academic year 2014/2015 in the second semester. There were 40 students as the sample. They were divided into two groups and they did three types of activities; pre-test, treatment, and post-test. The data were collected through a writing test. The analytical score based on the elements of writing processed the data analysis. The result of t-test in post-test shows a significant difference in the achievement between two groups. From the calculation enclosed the mean of post-test of the experimental group was higher than the control group that was 60.5>39.6, it means that the achievement of the experimental group was higher than the control group. Based on the data analysis, the researcher concludes that the strategy of using animated films in teaching narrative text writing seemed to be applicable for the eighth grade students of MTs AL-Hadi Girikusumo Mranggen in academic year 2014/2015, since the strategies also help students to solve their problems in writing a text. The researcher suggests that English teacher use this method as an additional method to anticipate students’ boredom during writing class. In additional, this method improved students’ fluency in writing English because it was used to write the history.]]>
<![CDATA[MISANDRY IN ANNE STEVENSON'S POEM "THE VICTORY": A PSCHOANALYTIC FEMINIST STUDY ]]>
<![CDATA[M wahyu Widiyanto]]>;
<![CDATA[Indri Kustantinah]]>;
<![CDATA[Isana Astria]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 2, No 1 (2011): Februari 2011 ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v2i1.90
<![CDATA[This literary analysis of Anne Stevenson?óÔé¼Ôäós poem ?óÔé¼?ôThe Victory?óÔé¼?Ø answers the factors which triggering misandry, how misandry is described in the poem and what impacts of misandry toward ?óÔé¼?ôI?óÔé¼?Ø and her baby in the poem. This research is carried by some theories of feminism and psychoanalysis. ?óÔé¼?ôThe Victory?óÔé¼?Ø poem tells about misandry which means hatred toward men as a sex. The woman hates the man who has done her sexual aggression in a manner brutal and hideous. Factors trigger a woman's hatred is a male dominated society makes men think that they have privilege and power over women either physically or psychologically that stimulates them to legalize oppression among women. And the impact of misandry towards the "I" and her baby in the poem are postpartum depression, mother's neglect to love her baby, and tendency to do child abuse or harm her own baby, while the impact for the baby itsef is that he would accept less affection from his mother and the tendency to do misoginy towards women in the future as the manifestation of his life experience. The conclusion is that Misandry comes from gynocentric use of gender in a male dominated society. A male dominated society makes men think that they have privilege and power over women either physically or psychologically that stimulates them to legalize oppression among women. Those women who feel oppressed and aggressed either physically and psychologically think that this is an unjust treatment upon them that makes them unite and gather to defend and protect themselves from men's unjust treatment under a terminology called "misandry".]]>
<![CDATA[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 ]]>
<![CDATA[Wiyak Wiyak]]>;
<![CDATA[Irpan Subhan Ansori]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 4, No 1 (2013): February ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v4i1.1948
<![CDATA[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.]]>
<![CDATA[IMPROVING STUDENTS COMPETENCE IN WRITING SPOOF TEXT THROUGH GROUP DISCUSSION : A CASE OF THE ELEVENTH GRADE STUDENTS OF SMAN 01 GRINGSING ]]>
<![CDATA[Eka Puspawati]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 5, No 1 (2014): February ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v5i1.1964
<![CDATA[Group Discussion is a modern method of assessing students personality. The objectives of the study are (1) to find out the students’ writing ability through group discussion and without group discussion, (2) to know if there is any significant difference of the students’ writing ability between using group discussion and without group discussion technique. The type of this research was experimental research. The sample were selected two classes by using cluster random sampling. Each class consisted of 30 students as experimental group and control group. Data were collected by using test and treatment. The instrument of this research was written test. The mean of post-test in control group is 71.83 and the mean of post-test in experiment group is 74.00. Then the t-test score obtained is 5.565 with degree of freedom (df) is 58. From the result of significant t- value is higher than t-table (5.565 > 1.671), it can be concluded that Ho (negative hyphothesis) is rejected. It means that Ha (positive hyphothesis) can be accepted. The conclusion is that using group discussion to teach writing spoof text for the students has significant effect for the improvement of students’ ability in writing spoof text.]]>
<![CDATA[AN ANALYSIS OF THE COHERENCE OF READER’S LETTERS IN THE JAKARTA POST NEWSPAPER ]]>
<![CDATA[Indah Wika Kusuma Wardani Pratiwi]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 5, No 2 (2014): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v5i2.2149
<![CDATA[The objectives of the study are: 1) to find out how coherent of the texts in reader’s letters of Jakarta post newspaper. 2) to find out the coherence markers found in the texts. 3) to find out the dominant coherence markers found in the texts.ance it just collected and analyzed the data then drew a conclusion based on the data without taking into general conclusion. The data analyzed were 5 texts of reader’s letters of Jakarta Post newspaper which published on May 2014. The instrument of this study was documentation in the form of reader’s letters texts in Jakarta Post newspaper published on May 2014.The analysis of the texts was based on the logical order and transitional signals used. The result of the analysis showed that the reader’s letter texts in the Jakarta Post newspaper have logical ideas that arranged orderly and the transitional signals used were appropriate with its function. So, it can be concluded that the texts were have good coherence. Coherence markers found in the texts were in the type of coherence relations which functioned as temporal sequence, cause-effect, similarity, condition, contrast, elaboration, example, and violated expectation. The dominant coherence markers found were the coherence markers which include in the type of temporal sequence, cause-effect, similarity, condition and contrast relation. The coherence markers make the texts more coherent because it helps to make the communication clearer for the readers. The writer has some suggestions for English lecturers and the readers. The writer suggests the English lecturers to use reader’s letter texts of English newspaper as the examples in teaching writing, especially about coherence of the texts. Moreover, the readers can use this result of the study as the reference in studying writing. Thus, the readers can make the coherence writing that readable and can be understood easily by the others]]>
<![CDATA[ALTERNATIVE ASSESSMENTS IN READING : MAKING THE TEST MORE AUTHENTIC ]]>
<![CDATA[Wiyaka Wiyaka]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 3, No 2 (2012): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v3i2.2242
<![CDATA[This paper tries to evaluate the exisence of reading test format used in national exam which has been applied for many many years in our schools.As we know that under the reasons of practicality and and limited budget from the government, a multiple choice type is used to assess the students’ language competence. Logically, language competence is not only assessed through recognition test, but also production test.In that way then it is regarded important to provide test types other than traditional test in the hope that the test does not only function as a way to measure the product of learning, but also the proses of learning.Some alternative assessments will be discussed and offered to the language practitioners.]]>
<![CDATA[The Effectiveness of Scrapbook as A Media to Improve Students’ Ability in Writing Recount Text “a Case of The Eighth Grade Students of SMP N 2 Gubug in the 2015 / 2016 Academic Year ]]>
<![CDATA[M Wahyu Widiyanto]]>;
<![CDATA[Ulfah Ulfah]]>;
<![CDATA[Alfiana Zia]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 6, No 2 (2015): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v6i2.2371
<![CDATA[The aims of this study are:1) To find out the students’ ability in writing recount text who were taught using scrapbook. 2) to find out the students’ ability in writing recount text who were taught without using scrapbook. 3) to know whether there is any significant difference of the students’ ability who were taught using Scrapbook and the students who were taught without using Scrapbook. This study used true experimental design and its kind is pre-test post-test control and experimental group design. The population in this research is the eighth grade students of SMP N 2 Gubug in the 2015/2016 academic year. The writer took 2 classes, each class consist of 21 students, VIII A as Control class and VIII B as Experimental class. Pre-test and post-test were used as instruments. There were some categories in assessing writing, those are: content, organization, vocabulary, syntax and mechanic. Based on the research findings, the writer concluded that the mean of students’ score in writing recount text taught without using Scrapbook is 65,6 and it was categorized as “adequate” in achievement level. So it was concluded that writing ability of the students who were taught without Scrapbook is fair. The mean of students’ score in writing recount text taught using Scrapbook is 74,57 and it was categorized as “good” in achievement level. So it was concluded that the use of Scrapbook can improve the students’ ability in writing recount text. There was significant improvement of students’ ability in writing recount text after being taught by using Scrapbook. It can be known from ttest result is 3,58 and ttable for df 40 and significance 5% is 2,021. From data above, because t-test is higher than t-table, so the null hypothesis (H0) was rejected, and Ha was accepted. So there is significant difference between the students’ ability in writing recount text taught using scrapbook and those were taught without using Scrapbook. Based on the result above, it can be concluded that the use of Scrapbook is effective in improving students’ ability in writing recount text. Students felt happy and enthusiast in learning recount text. Scrapbook helped the students to learn the material easily. Scrapbook can be one of visual media that is interesting especially for teaching writing recount text.]]>
<![CDATA[Teaching Paragraph Writing Through Interactive and Process Approaches ]]>
<![CDATA[Ajeng Setyorini]]>;
<![CDATA[Entika Fani Prastikawati]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 1, No 2 (2010): Agustus Vol 1 No 2 ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v1i2.184
<![CDATA[Abstracts This article introduces the use of interactive approach in teaching writing, especially paragraph writing. Instead of communicating with the students about the writing product, the teachers of writing subject are mostly correcting the students?óÔé¼Ôäó mistakes and errors in writing. The general idea of writing process is considered very important since it is very helpful for the students. The process approach in teaching paragraph writing is not focusing on the writing product but it is focused on the process of writing, so that this suitable approach that suitable to be applied since writing is a series of process. Keywords: Paragraph, Writing, Process approach, Interactive approaches]]>
<![CDATA[THE TEACHING ANALYSIS OF READING COMPREHENSION: A CASE OF THE EIGHT GRADE STUDENTS OF SMP PGRI 01 SEMARANG ]]>
<![CDATA[Yuli Anita]]>;
<![CDATA[Dias Andris Susanto]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 4, No 1 (2013): February ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v4i1.1942
<![CDATA[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]]>
<![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.]]>
