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Metathesis: Journal of English Language, Literature, and Teaching
Published by Universitas Tidar
ISSN : -     EISSN : -     DOI : -
Core Subject : Science, Education,
Education Physics
Arjuna Subject : -
Articles 108 Documents
 1   2   3   4   5 
Teaching Pragmatics to Indonesian Learners of English Disa Evawani Lestari
Metathesis: Journal of English Language, Literature, and Teaching Vol 1, No 2 (2017): METATHESIS
Publisher : English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v1i2.465

Abstract

Pragmatic competence constitutes a significant factor in determining the success of communication.  In real life interaction, a language learner is not only expected to use language and produce utterances which are understandable or grammatically correct, but is also expected to produce utterances which are socioculturally appropriate. However, for students who learn English as a Foreign Language (EFL), the pragmatic competence, which can actually be acquired naturally through social interaction, is quite difficult to acquire due to the limited, if not absent at all, use of English to reach a communication goal in an authentic social interaction/setting (not in a role-play classroom activity).  This paper aims to figure out some of those issues of teaching pragmatics in EFL classrooms in Indonesia and to explore the possible solutions based on the concept and approaches informed by the previous studies. The importance of the use of authentic materials, input and production activity, along with understandable feedback are highlighted as some of the ways to fill the lacking space in EFL learners’ pragmatic knowledge.erimental class and controlled class. The mean score of post-test (77.3) in experimental class was greater than the mean score of post-test (71.9) in controlled class and from t-test, the researcher found that the value of t-test (3.176) was greater than t-table (2.000) at the level of significances. It means that this is a significant difference between the result of the students’ pre-test and post-test. Therefore, H0 was rejected and H1was accepted. Based on the finding and discussion of the research, the researcher had drawn a conclusion that the use of Small Group Discussion Strategy in Improvingthe student’s reading comprehension at the Eleventh Grade Students of SMA Negeri 11 Bulukumba was effective. 
A Critical Review on Post-Method Era in English Language Teaching for Indonesian Context Khafidhoh Khafidhoh
Metathesis: Journal of English Language, Literature, and Teaching Vol 1, No 1 (2017): Metathesis
Publisher : English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v1i1.239

Abstract

Kurikulum dan metodologi pembelajaran merupakan konsep inti dalam sistem pembelajaran.  Para  ahli  sepakat  bahwa  kurikulum  merupakan  elemen  yang  lebih  luas daripada metodologi pembelajaran. Namun, keduanya saling berkaitan. Sebenarnya, ada beragam metodologi dalam pembelajaran bahasa Inggris tetapi sekarang ini merupakan post- method era dimana tidak ada metodologi yang spesifik yang diklaim sebagai metodologi yang terbaik untuk diimplementasikan. Dalam konteks pembelajaran di Indonesia, kurikulum didesain secara umum oleh pemerintah. Faktanya, faktor yang mempengaruhi pembelajaran yang sangat beragam memerlukan metodologi yang beragam pula untuk diterapkan di dalam kelas. Hal tersebut menunjukkan pentingnya pemerintah memberikan perhatian pada konsep post-method era sehingga desain pembelajaran yang dikembangkan oleh pemerintah dapat lebih fleksibel untuk digunakan dalam konteks yang beragam di Indonesia. Sejalan dengan paparan  tersebut,  guru  sebagai  pengembang  kurikulum,  pelaksana  kurikulum,  fasilitator dalam pembelajaran, serta peneliti kurikulum, sebaiknya memahami post-method era dalam konteks pendidikan di Indonesia sehingga mereka dapat mengembangkan dan menerapkan kurikulum, memfasilitasi pembelajaran, melakukan penelitian yang sesuai dengan konteks pendidikan di Indonesia untuk meningkatkan mutu pembelajaran. Oleh karena itu, artikel ini bertujuan  untuk  mengeksplor  beberapa  isu  terkait  topik  utama  yang  didiskusikan  dalam artikel ini yang meliputi kurikulum, metodologi, hubungan antara kurikulum dan metodologi, pembelajaran  bahasa  Inggris,  post-method  era,  serta  post-method  era  dalam  konteks Indonesia.Kata kunci: post-method era, pembelajaran bahasa Inggris, konteks Indonesia
Lesson and Forum Modules of http://daviqr.com in the Subject of Discourse Analysis in the Faculty of Teacher Training and Education, UIN Walisongo Semarang Daviq Rizal
Metathesis: Journal of English Language, Literature, and Teaching Vol 1, No 1 (2017): Metathesis
Publisher : English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v1i1.234

Abstract

Sampai saat ini UIN Walisongo Semarang tidak memiliki sebuah laman berbasis Moodle yaitu sebuah aplikasi hybrid online course yang diperuntukkan bagi mahasiswa dan dosen. Oleh karena itu, sebuah laman yang beralamatkan http://daviqr.com berbasis model Moodle diciptakan dan dikembangkan. Penelitian ini merupakan penelitian dengan desain Research and Development. Partisipan dalam penelitian ini adalah 90 mahasiswa Pendidikan Bahasa Inggrissemester 6, Fakultas Ilmu Tarbiyah dan Keguruan, IAIN Walisongo Semarang yang mengambil mata kuliah Discourse Analysis pada tahun akademik 2015/2016. Instrumen yang digunakan dalam penelitian ini berupa kuesioner dengan model open-ended and closed-ended questions. Merujuk pada hasil penelitian sebelumnya, siswa mempunyai ketertarikan tinggi pada forum-forum diskusi online, kuis berbasis daring, dan materi ajar berbasis daring. Mahasiswa berpendapat bahwa konsep modul materi yang terdiri atas materi ajar dan modul forum dapat diimplementasikan untuk pengajaran lainnya. Mereka berpendapat bahwa dosen tidak hanya mengajar dan memberikan materi di ruang kelas, tetapi mereka dapat memberikan kebebasan pada mahasiswa untuk belajar dari sumber materi online. Hal ini dapat membuat hubungan dosen dan siswa menjadi lebih kuat dan dekat. Kata Kunci: Moodle-based websites, hybrid online courses, discourse analysis, discussion forum, quiz, reading materials
Developing Constructivist-Webquests Online Materials for TEFL Course Wahyu Kyestiati Sumarno; Tatik Tatik; Ali Shodikin
Metathesis: Journal of English Language, Literature, and Teaching Vol 1, No 2 (2017): METATHESIS
Publisher : English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v1i2.471

Abstract

Considering the results of researchers’ observation at some Teaching English as A Foreign Language (TEFL) classes, which noted that there were at least two problems, namely the lack of materials to accommodate the students’ need of learning and unavailability of TEFL media to support the learning process, the development of materials for TEFL class are urgently needed. Besides, the high demand for technology integration into language learning to face digital environment motivates education practitioners to develop materials with technology application. WebQuests can be one of meeting points for this intersection. A WebQuests is an online media which allows students to collect and construct information about a subject using a web. By using WebQuests, the students will have an opportunity to actively contribute constructing their own knowledge during the teaching and learning process. Therefore, this study aims at giving rational and theoretical background in developing a web-based material with a constructivist approach, named constructivist-WebQuests.Keywords:material development, constructivist-WebQuests, online materials, TEFL
The Students’ Needs of Writing 3 Textbook Endah Ratnaningsih; Candradewi Wahyu Anggraeni
Metathesis: Journal of English Language, Literature, and Teaching Vol 1, No 2 (2017): METATHESIS
Publisher : English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v1i2.466

Abstract

This research was aimed to describe students’ needs toward Writing 3 textbook. This was a case-study. The subjects of this research were the English Department students of Faculty of Education and Teachers’ Training of Tidar University. The data collection techniques used for knowing the students’ needs analysis in this research was taking questionnaires. The data analysis of this research was qualitative-descriptive. The result of this research is the description of students’ needs of Writing 3 textbook.Keywords – writing, textbook, students’ needs
The Role of Genre in Teaching Writing Lutfi Ashar Mauludin
Metathesis: Journal of English Language, Literature, and Teaching Vol 1, No 1 (2017): Metathesis
Publisher : English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v1i1.240

Abstract

Kemampuan menulis merupakan salah satu kemampuan bahasa Inggris yang harus dikuasai bagi pembelajar bahasa Inggris. Untuk menguasai kemampuan ini, seorang guru perlu menggunakan beragam metode. Setiap metode mempunyai kelebihan dan kekurangannya tersendiri. Dalam artikel ini dianalisis dua metode yang biasa digunakan dalam pengajaran kemampuan menulis yakni grammar instruction dan genre-based instruction. Di dalam artikel ini, empat penelitian yang berhubungan dengan grammar instruction dan empat penelitian yang berhubungan genre-based instruction dianalisis secara mendalam. Kelebihan dan kekurangan dari setiap metode dielaborasikan untuk mendapatkan informasi metode yang tepat dalam meningkatkan kemampuan menulis siswa. Di dalam artikel ini genre-based instruction mempunyai peran yang lebih baik dalam meningkatkan kemampuan menulis siswa.Kata Kunci: genre, genre-based instruction, grammar instruction, writing skill
Evaluating a Classroom Process Endah Ratnaningsih
Metathesis: Journal of English Language, Literature, and Teaching Vol 1, No 1 (2017): Metathesis
Publisher : English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v1i1.235

Abstract

Evaluasi proses belajar mengajar dalam kelas biasanya dilakukan dengan alasan internal untuk melihat apakah program tersebut berfungsi seperti yang direncanakan. Selain itu, evaluasi ini dilakukan untuk menjawab pertanyaan yang dimungkinkan dilontarkan oleh pihak luar (eksternal) dan sebagai langkah untuk evaluasi aspek pendanaan. Sementara itu, evaluasi dapat dilakukan baik oleh pihak internal maupun eksternal yang berkompeten di bidangnya. Namun, evaluasi juga dapat dilakukan melalui kemitraan di antara dua pihak, internal dan eksternal. Sebagai evaluator kurikulum, guru mengumpulkan data, misalnya data tentang proses dalam kelas. Setelah itu, mereka mengenalisa data tersebut dan memberikan umpan balik. Dengan menggunakan data itu, mereka memberikan informasi yang dapat digunakan untuk membantu dalam pengambilan keputusan dan meningkatkan kinerja proses belajar mengajar di dalam kelas.  Artikel ini membahas aspek evaluasi proses kelas, seperti langkah-langkah yang digunakan, kriteria untuk mengevaluasi proses kelas, dan instrumen yang digunakan.Kata kunci: evaluator kurikulum, aspek evaluasi, langkah langkah evaluasi, instrumen
Improving Second Semester Students’ Speaking Ability Through Storytelling Learning Modelat English Study Program of Timor University (A Classroom Action Research Method) Yohanes Paulus Florianus Erfiani
Metathesis: Journal of English Language, Literature, and Teaching Vol 1, No 2 (2017): METATHESIS
Publisher : English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v1i2.472

Abstract

The aim of this research is to increase the students’ speaking ability through storytelling model in Universitas Timor, Timor Tengah Utara Regency (TTU), East Nusa Tenggara, Indonesia. The main purpose of this research is to know the improvement of many aspects in speaking ability such as grammatical aspect, vocabulary aspect and pronunciation aspect. This research used class action research. The subject of the research is the second semester of English education in A class in the academic year of 2016/2017. There were 30 students for the research subject. Based on the data analysis, there is a significance improvement in each cycle. The average of students’ speaking ability in Cycle I is 67%. That average is taken from vocabulary aspects 68%, pronunciation aspect 67% and grammatical aspect 66%. Then, in cycle II the average of student’s mark is increasing into 81% that consist of vocabulary aspect 83%, pronunciation aspect 795 and grammatical aspect 81%. Therefore, this research indicates that storytelling model can improve the speaking ability of second semester students in Uiversitas Timor.Kata Kunci: Storytelling model, improving speaking ability
The Effectiveness of Question Writer in Assessing Grammar Amalia Rosaline; Gatot Prasetyo
Metathesis: Journal of English Language, Literature, and Teaching Vol 1, No 1 (2017): Metathesis
Publisher : English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v1i1.230

Abstract

Penelitian ini menyelidiki efektivitas tes berbasis komputer menggunakan Question Writer untuk mengevaluasi kemampuan grammar siswa. Tujuan dari penelitian ini adalah untuk mendeskripsikan pelaksanaan Question Writer dalam mengevaluasi kemampuan grammar siswa khususnya dalam membedakan Simple Past Tense dengan Present Perfect Tense, dan untuk mengetahui efektivitas dan kesulitan-kesulitan yang siswa hadapi selama pelaksanaan. Mixed-method dilakukan untuk memperoleh dan menganalisis data dari 60 siswa SMA dalam bentuk pra dan pasca test dan wawancara. Hasil dari tes menunjukkan perbedaan yang signifikan antara kelas eksperimen dibandingkan dengan kelas kontrol. Dari wawancara, ditemukan bahwa masalah utama yang dihadapi oleh siswa saat menggunakan aplikasi adalah masalah konektivitas internet. Oleh karena itu, maka disimpulkan bahwa Question Writer efektif untuk mengevaluasi pemahaman siswa tentang Present Perfect Tense dan menyarankan bahwa guru sangat dianjurkan untuk menggunakan aplikasi ini di kelas menulis Bahasa Inggris.Kata kunci: Effectiveness, Computer-based Test, Question Writer, Present Perfect Tense.
The Positive Politeness in Conversations Performed by the Students of English Study Program of Timor University Imanuel Kamlasi
Metathesis: Journal of English Language, Literature, and Teaching Vol 1, No 2 (2017): METATHESIS
Publisher : English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v1i2.467

Abstract

In daily conversation, speakers tend to choose appropriate strategies to saveface. This research tends to analyze the politeness in the students’ conversation. The objectives of the research areto describe the type of address terms of positive politeness andto find out the percentages of address terms of positive politeness in students’ conversations.The method applied in this research was descriptive qualitative method. There were 26 students chosen the sabjects in this research. The data were in the script of conversationin the form of sentences, clauses or words. To obtain the data, the TVR was used. The data were analyzed through transcribing, codifying, classifying, analyzing and discussing.The result of the research shows that the address terms of positive politeness in conversation are greetings, thanking, praising, apology, congratulating, intimacy, obedience, question, request, suggestion, rejection, chastisement, and disagreement. The data in the first category shows that greetings make 27.27% of the total address terms. The thanking is 22%. The apology makes 15%; the intimacy and praising are 10%. The congratulation address is 9% and the lowest is obedience, 7.14% of the total address terms. In the second category; the question is the highest percentage which is 40%. The request is 22%, and then disagreement is 14 %. The suggestion makes 11% and the rejection makes 8%. The chastisement is the lowest percentage which is 5% of the total address terms.Keywords: positive, politeness, address terms

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