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<![CDATA[The Analysis on Students’ Difficulties in Doing Reading Comprehension Final Test ]]>
<![CDATA[Ratih Laily Nurjanah]]>
<![CDATA[ Metathesis: Journal of English Language, Literature, and Teaching Vol 2, No 2 (2018): Metathesis: Journal of English Language, Literature, and Teaching ]]>
Publisher : <![CDATA[English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer ]]>
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DOI: 10.31002/metathesis.v2i2.958
<![CDATA[Reading is one of skills considered important in language learning. But based on the condition in the classroom, reading skill is also influenced by some factors. This research is an attempt to find out the difficulties faced by students in doing reading comprehension to find the perfect technique or method to overcome the problem and answer the research questions (1) what difficulties are faced by students in doing reading comprehension test? (2) what are the causes of the difficulties? (3) what methods or learning activities are applicable in the classroom to overcome the difficulties?. The method of this study is explanatory multi-method strategy. The findings show that students face problem related to vocabulary knowledge or mastery. And they need more interactive learning activities. So here, the teachers should be more aware of problems faced by students and provide more interactive teaching techniques. ]]>
<![CDATA[Engaging Students in Class Activities through GC Application ]]>
<![CDATA[yustinia kusumastuti]]>
<![CDATA[ Metathesis: Journal of English Language, Literature, and Teaching Vol 2, No 2 (2018): Metathesis: Journal of English Language, Literature, and Teaching ]]>
Publisher : <![CDATA[English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer ]]>
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DOI: 10.31002/metathesis.v2i2.1005
<![CDATA[This paper discusses about the emergence of technology within class activities, in which students would definitely engaged. As turning in smartphones become a daily bread, teachers need to manage certain activities which is engaging, challenging and pushing students’ contribution, regardless to the flow of materials. GC application assists teachers to efficiently manage the class materials, link to any sites needed to enhance the materials, and display the assignments. Not only to enhance the materials, but also it helps teachers to maintain those students get along with the learning process and covers the necessary language skills.The research upon 2 classes revealed that teachers easily share the assignment and countlessly interact with the students. Assignment should be given in class time, so that comments and scores could be shared at once. Extended assignment would need longer time for students to complete, or even missed, so that works can’t be accomplished. The interactions between teachers and students are continuously grow, which means that the written skills is maintained. Also through the video projects uploaded, teachers would be able to check the pronunciation and other spoken skills. After all, the use of GC is reliable and challenging for both students and teachers. ]]>
<![CDATA[A Child’s Language Acquisition: The Metathesis Phenomena ]]>
<![CDATA[khafidhoh khafidhoh]]>
<![CDATA[ Metathesis: Journal of English Language, Literature, and Teaching Vol 3, No 1 (2019): Metathesis: Journal of English Language, Literature, and Teaching ]]>
Publisher : <![CDATA[English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer ]]>
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DOI: 10.31002/metathesis.v3i1.1141
<![CDATA[Metathesis is one of the unique phenomena among the children during their language acquisition phase. This research aims at investigating the metathesis phenomena happens in a child. The research method used in this research is qualitative method, especially case study. The results of this research show that the metathesis phenomena happen in that child is related to 16 phonemes. It includes pure metathesis in the same syllable phonemes, pure metathesis in the different syllables phonemes, metathesis followed by phonemes addition, metathesis followed by phonemes omission, and metathesis followed by both of them. The findings from this research will be the basis in conducting the following relevant studies.]]>
<![CDATA[The Effectiveness of Guided Reciprocal Peer Questioning (GRPQ) in Teaching Writing Viewed from Creativity ]]>
<![CDATA[Furqon Edi Wibowo]]>
<![CDATA[ Metathesis: Journal of English Language, Literature, and Teaching Vol 3, No 1 (2019): Metathesis: Journal of English Language, Literature, and Teaching ]]>
Publisher : <![CDATA[English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer ]]>
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DOI: 10.31002/metathesis.v3i1.1190
<![CDATA[The research method was experimental. The subject of the research is the second grade students of science 1 and the second grade students of science 2. Each of them consists of 30 students. The second grade students of science 2 are as experimental class who were taught using GRPQ technique and the second grade students of science 1 are as control class who were taught using Free Writing technique. The data were in the form of quantitative data and they were taken from a test. They are the scores of students’ writing test after having nine times treatment for each class. The researcher analyzed the data using ANOVA or analysis of variance and Tukey test. Based on the result of data analysis, the research findings are: (1) The GRPQ technique is more effective than Free Writing technique to teach writing for the second grade students of senior high school; (2) The writing skill achievement of the students having high creativity is better than that of those having low creativity; and (3) There is an interaction between teaching techniques and students’ creativity. Based on these research findings, it can be concluded that GRPQ technique is an effective technique to improve the writing skill of the second grade students of senior high school.]]>
<![CDATA[Using Total Physical Response (TPR) Method on Young Learners English Language Teaching ]]>
<![CDATA[Cicih Nuraeni]]>
<![CDATA[ Metathesis: Journal of English Language, Literature, and Teaching Vol 3, No 1 (2019): Metathesis: Journal of English Language, Literature, and Teaching ]]>
Publisher : <![CDATA[English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer ]]>
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DOI: 10.31002/metathesis.v3i1.1223
<![CDATA[The purpose of this study was to describe the use of Total Physical Response (TPR) method on young learners English Language Teaching (ELT) at Panti Asuhan Yauma. The method of the research is descriptive qualitative. In this research the researcher describes the activities carried out by teachers and students by using TPR method. The data resources are from teacher and students in Panti Asuhan Yauma Jakarta. The class consists of 30 students which their ages were around 5 to 11 years old. The data collected through observation in learning activities. The instruments were pre-test and post-test with 2 (two) criterion being assessed, namely vocabulary and comprehension. They were divided into 5 (five) elements such as accuracy of word, understanding each word, word choice, understanding the meaning, and speaking easily. The results showed that there was an improvement in vocabulary score about 27.40 and comprehension score about 28.77. The research finding first showed that when using the TPR method children enjoyed and were also very active in learning English. The researcher hopes that the study contributes to the activities of teaching and learning English, especially teaching English for young learners. It was proved by the score from pre-test and post-test.]]>
<![CDATA[Increasing Motivation and Achievement in Learning English of eleven grader Science-3 Students of State Senior High School 5 Magelang using Problem Based Learning ]]>
<![CDATA[Siswidyatmi Siswidyatmi]]>;
<![CDATA[Lilia Indriani]]>;
<![CDATA[Setiyo Prajoko]]>
<![CDATA[ Metathesis: Journal of English Language, Literature, and Teaching Vol 3, No 1 (2019): Metathesis: Journal of English Language, Literature, and Teaching ]]>
Publisher : <![CDATA[English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer ]]>
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DOI: 10.31002/metathesis.v3i1.1146
<![CDATA[This study aims to determine the increase in motivation and achievement in learning English for eleven grader students of Science 3 Class, State Senior High School 5 Magelang using Problem-Based Learning. The classroom action research method used in this study began at the pre-cycle , cycle 1, and cycle 2 stage. Pre-cycle stage is used to obtain the initial data on the condition of the students before using problem based learning. While cycle 1 and cycle 2 learning were carried out with problem based learning. At each stage data collection is carried out for learning achievement in both knowledge and skills and motivation to learn using test and questionnaires. The results of the study has increased the average learning motivation of 0.18 both in the pre-cycle to cycle 1 and cycle 1 to cycle 2. An increase in knowledge aspect competence by 56% occurred in pre-cycle to cycle 1 and 20% in cycle 1 and cycle 2. For skill aspects there is an increase of an average of 1 both at the pre-cycle to cycle 1 and cycle 1 to cycle 2. It can be concluded that Problem Based Learning is able to increase students’ motivation and learning achievement.]]>
<![CDATA[(De)Constructing the Self and Other in Veer Zaara ]]>
<![CDATA[Shuri Mariasih Gietty Tambunan]]>
<![CDATA[ Metathesis: Journal of English Language, Literature, and Teaching Vol 3, No 1 (2019): Metathesis: Journal of English Language, Literature, and Teaching ]]>
Publisher : <![CDATA[English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer ]]>
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DOI: 10.31002/metathesis.v3i1.1253
<![CDATA[Films as cultural texts articulate the politics of everyday lives and one of the issues often depicted is on nationalism. The chosen case study for this article is Veer Zaara (2004), a romantic Bollywood movie telling us the story of two lovers from India and Pakistan who have to undergone multiple challenges to be together. The conflicts represent the ongoing and completely unresolved sibling rivalry between the two countries particularly after the partition in 1947. The main research question is how the film depicts the process of self-identification from the Indian characters by looking at the “cultural similarities and differences” compared to the Pakistani character while representing the effort of drawing a boundary between India and Pakistan? Research findings who that there are three dominant representational elements (space, religion and gender) in which the film with its authority select what forms of representation it would present concerning each country. In doing so, the film is making sure that India is identifying itself as a nation which is different from Pakistan or by drawing the boundary of India as the self and Pakistan as the other.]]>
<![CDATA[Metacognitive Strategies Used by EFL Listeners: A Student Need Analysis in Developing Listening Tasks ]]>
<![CDATA[Arum Nisma Wulanjani]]>;
<![CDATA[Lilia Indriani]]>
<![CDATA[ Metathesis: Journal of English Language, Literature, and Teaching Vol 3, No 1 (2019): Metathesis: Journal of English Language, Literature, and Teaching ]]>
Publisher : <![CDATA[English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer ]]>
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DOI: 10.31002/metathesis.v3i1.1316
<![CDATA[Listening has been claimed as one of the most challenging skill to teach since many research found that the students, especially EFL students, still worried when having a listening class. Listening still gives a fear for the students as long as they couldn’t deal with their worriness in joining listening class. It may be caused by their nescience in figuring out what strategy they could use while they are trying to do listening tasks given.This study aims to investigate metacognitive listening strategies used by EFL students in listening class. This study is to find out what strategies mostly adopted by the students in listening class. Besides, this study also tries to propose a need mapping for constructing listening tasks. The students were English Departmenet students of Universitas Tidar. In this study, the data were collected by using Metacognitive Awareness Listening Questionnaire (MALQ) adopted form Vandegrift. The results revealed that the students mostly used problem-solving strategies while doing listening tasks. The use of this strategy implies that most of the students belong to effective listeners. On the other hand, the use of mental translation is the least use among the students. These results are needed as one of the basic needs in developing listening tasks. The result could give a clear guidance and limitation for developing listening tasks for the students. ]]>
<![CDATA[Indonesian English Learners’ Perception of The Implementation of Mobile Assisted Language Learning in English Class ]]>
<![CDATA[Ahmad Lizamuddin]]>;
<![CDATA[Abdul Asib]]>;
<![CDATA[Ngadiso Ngadiso]]>
<![CDATA[ Metathesis: Journal of English Language, Literature, and Teaching Vol 3, No 1 (2019): Metathesis: Journal of English Language, Literature, and Teaching ]]>
Publisher : <![CDATA[English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer ]]>
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DOI: 10.31002/metathesis.v3i1.1252
<![CDATA[Many Indonesian English Learners nowadays use the smartphone as their communication tools. It is used only for socializing through social media by most of them. This descriptive research aims to elaborate their perception on the implementation of MALL in English Class for University Level. The data were collected through a survey questionnaire which was adapted from the Technology Acceptance Model (TAM). The result proves that they have a positive perception on the usage of MALL.]]>
<![CDATA[Textbooks Evaluation: To what Extent Do the English Textbooks Provide Learning to Promote Cognitive Skill? ]]>
<![CDATA[Nursyahrifa Nursyahrifa]]>;
<![CDATA[Mukhaiyar Mukhaiyar]]>;
<![CDATA[Jufrizal Jufrizal]]>
<![CDATA[ Metathesis: Journal of English Language, Literature, and Teaching Vol 3, No 1 (2019): Metathesis: Journal of English Language, Literature, and Teaching ]]>
Publisher : <![CDATA[English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer ]]>
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DOI: 10.31002/metathesis.v3i1.1250
<![CDATA[This research mainly aims at conducting an extensive evaluation of the two English textbooks for senior high school grade tenth revised edition based on Kurikulum 2013 yang disempurnakan (curriculum 2013 revised edition). This study employed a descriptive qualitative study. The English textbooks for the tenth grade published by Erlangga and Ministry of Education and Culture were selected as the sources of data. The evaluation focuses on how far the textbooks provide learning to promote cognitive skill. Basic competencies in cognitive domain of curriculum 2013 were adapted as an instrument to evaluate the textbooks. Findings found that the textbooks’ authors of the two textbooks have tried to present opportunities for students to achieve core competencies in cognitive domain of curriculum 2013 in several units. Nevertheless, there are certain units that need additional instructions to provide more opportunities for students in acquiring low and high-order thinking skills. On the basis of the findings, the textbooks may revise or improve the textbooks’ content by adding more experiences for students to achieve the levels of taxonomy bloom expected in the core and basic competencies of curriculum 2013. The findings are also useful for teachers to add or modify the instructions that suit the purposes of curriculum 2013 specifically in cognitive domain. ]]>
