Metathesis: Journal of English Language, Literature, and Teaching
METATHESIS is a Journal of English Language, Literature, and Teaching published by Department of English Education, Faculty of Education and Teacher Training, Universitas Tidar. It is published twice a year in April and October. We accept manuscripts within the fields of: (1) English language teaching and learning, (2) English language assessment, (3) Linguistics Studies (4) English literary studies, (5) Language skills, (6) Technology-enhanced language learning, (7) Text-based language teaching and literature, (8) Curriculum and material development. (9) Discourse Analysis (10) Translation
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<![CDATA[Using Scrabble as a Gamification to Enhance Students’ Motivation and Vocabulary Acquisition: Teachers’ Perspective ]]>
<![CDATA[Sholihatul Hamidah Daulay]]>;
<![CDATA[Devika Adelita]]>
<![CDATA[ Metathesis: Journal of English Language, Literature, and Teaching Vol. 7 No. 1 (2023): Metathesis: Journal of English Language, Literature, and Teaching ]]>
Publisher : <![CDATA[Universitas Tidar ]]>
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DOI: 10.31002/metathesis.v7i1.150
<![CDATA[Technology has aided in the development of learning media with a variety of media creations as media for students to be more engaged in learning to use a laptop or smartphone with Android capability by installing the application in question. In this study, the use of games or gamification applications in learning English, specifically digital scrabble games, is discussed. This study attempts to investigate the use of scrabble to support students' motivation and vocabulary acquisition based on teachers' perspectives. The subjects for this research were 12 (twelve) English teachers of North Sumatera. In conducting this research, the researcher used the case study methodology. The data were collected through an open questionnaire requiring a lengthy response from the respondent and a closed questionnaire with an alternative answer decided by the questionnaire's creator, namely yes or no. The results showed that, in accordance with the teachers' perceptions, utilizing scrabble can motivate students to study because they become interested, feel challenged while using it, and want to keep playing. Due to the students' ability to learn and assimilate new words through scrabble, their vocabulary acquisition also enhanced. ]]>
<![CDATA[Exploring Studies on Cooperative Principle in English Language Teaching: A Literature Review ]]>
<![CDATA[Edy Waloyo]]>;
<![CDATA[Sri Lestari]]>;
<![CDATA[Ira Mutiaraningrum]]>
<![CDATA[ Metathesis: Journal of English Language, Literature, and Teaching Vol. 7 No. 1 (2023): Metathesis: Journal of English Language, Literature, and Teaching ]]>
Publisher : <![CDATA[Universitas Tidar ]]>
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DOI: 10.31002/metathesis.v7i1.157
<![CDATA[The zeitgeist of studying CP has attracted scholars, particularly in Indonesia, to scrutinize its application in the ELT context. Previous studies endeavor to approach CP in the ELT through examining classroom interaction and maxim violation and flouting. Yet, limited studies have been attempted to deeply delineate and unravel its implication to culture and the online learning environment. Tapping further into the application of CP in an online learning environment may paint a rosy picture of how people cooperate in an online environment to avoid misunderstanding. This study also suggests an analysis and comparison of CP in the different cultural backgrounds as a promising study especially in Indonesia with its abundant cultural diversity.]]>
<![CDATA[Students' Perceptions of Kahoot as an Online Quiz Tool in Intensive English Class ]]>
<![CDATA[Elsa Rosalina]]>;
<![CDATA[Nasrullah Nasrullah]]>;
<![CDATA[Rahma Pitria Ningsih]]>
<![CDATA[ Metathesis: Journal of English Language, Literature, and Teaching Vol. 7 No. 1 (2023): Metathesis: Journal of English Language, Literature, and Teaching ]]>
Publisher : <![CDATA[Universitas Tidar ]]>
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DOI: 10.31002/metathesis.v7i1.160
<![CDATA[Online learning media is one of the tools which can support the teaching and learning process. Kahoot, Quizizz, Padlet, and learning Apps are examples of online learning media. Hence in this study, the researchers wanted to find out about the students' perceptions of online quiz applications or better known as Kahoot. This study employed a descriptive quantitative approach because the researchers described students' perceptions of Kahoot as an online quiz for teaching and learning English in class. Thirty-nine English Department, Lambung Mangkurat University students were selected as the samples in this study from the 2019 Intensive English Class. The instruments used in this study consisted of questionnaires with five answers: strongly agree, agree, neutral, disagree, and strongly disagree. The questionnaire was made and spread online by using Google Forms. The data was analyzed quantitatively using the implementation of a Likert scale. The findings show that the students' perceptions of Kahoot as an online quiz tool are positive. It can be seen from the score of instruments distributed by the researchers. The score gets 2.192 from 2.730 as the maximum score. The maximum score was gotten from (Q1: number of students, K: maximum score for each question and Q: number of questions) = 39 x 5 = 195 x 14 = 2.730, which means that Kahoot is a good online quiz application for teaching English in Intensive English Class based on students' perceptions. Most of the students agree that the process of teaching and learning via Kahoot as an online quiz tool is interesting, motivating, and fun. They also agree that they feel a positive effect on using its application and try to repeat to play Kahoot.]]>
<![CDATA[The Effect of Using Classcraft on EFL Students’ Reading Comprehension ]]>
<![CDATA[Muhamad Laudy Armanda]]>;
<![CDATA[Lilia Indriani]]>
<![CDATA[ Metathesis: Journal of English Language, Literature, and Teaching Vol. 7 No. 1 (2023): Metathesis: Journal of English Language, Literature, and Teaching ]]>
Publisher : <![CDATA[Universitas Tidar ]]>
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DOI: 10.31002/metathesis.v7i1.197
<![CDATA[Students nowadays are considered as the generation who have never known the world without video games, cell phones, and the internet. Hence, gamification has become a solution. It is a method that can boost the students' mood during lectures, so they feel enjoy during the learning process. In short, this study aims to examine whether using Classcraft has a significant effect on the reading comprehension of EFL students. This study was classified as a pre-experimental study (N=37), followed by assessing their reading comprehension. Two-session treatment began, which included teaching reading comprehension using Classcraft. At the end of the course, a reading post-test was administered. The findings propose a statistically significant difference in the pre-test and post-test scores for the treatment group. By implementing Classcraft’s features allows EFL students to be more competent in English reading comprehension, especially in making inferences and encouraging them through gamified learning. The current study offered empirical evidence of how reading instruction using Classcraft promoted EFL students’ reading comprehension.]]>
<![CDATA[Teaching English for Intensive Program: A Need Analysis ]]>
<![CDATA[Irra Wahidiyati]]>;
<![CDATA[Desi Wijayanti Ma'rufah]]>;
<![CDATA[Winanti]]>
<![CDATA[ Metathesis: Journal of English Language, Literature, and Teaching Vol. 7 No. 1 (2023): Metathesis: Journal of English Language, Literature, and Teaching ]]>
Publisher : <![CDATA[Universitas Tidar ]]>
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DOI: 10.31002/metathesis.v7i1.324
<![CDATA[In UIN Prof. K.H. Saifuddin Zuhri, most students, who had taken an English Proficiency Test at the beginning of the academic year to recognize the students' English proficiency, did not achieve a passing grade (450 points) of the test. This condition drives the institution to improve the student's English proficiency through the intensive language program that the Language Development Unit organizes. The research uses a descriptive study to analyze the data from the questionnaire, in which each item is analyzed individually. Fifty students' questionnaire answers and the interview of ten lecturers are grouped and analyzed to identify their real needs. The data is evaluated descriptively based on the percentage of student responses. The study results show that the language skills needed in intensive English courses are listening, structure and written expression, and reading. Most of the lecturers said that the students lacked grammar. Therefore, students need listening, structure and written expression materials, and reading skills—the essential skills to improve our structure and writing. Also, vocabulary and grammar are the aspects of the language that should be improved in the intensive English class. When developing the material, the target needs analysis should be considered, including language skills, language aspects, English learning objectives, and the time commitment of the Intensive English language program.]]>
<![CDATA[Ecocritcism On Kumandra as Environmental Sustainability in Raya And The Last Dragon ]]>
<![CDATA[Sri Wulan]]>;
<![CDATA[Nurhasanah]]>;
<![CDATA[Zulfan Sahri]]>
<![CDATA[ Metathesis: Journal of English Language, Literature, and Teaching Vol. 7 No. 1 (2023): Metathesis: Journal of English Language, Literature, and Teaching ]]>
Publisher : <![CDATA[Universitas Tidar ]]>
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DOI: 10.31002/metathesis.v7i1.339
<![CDATA[There is a harmonious relationship between the environment and humans depicted in the film Raya and the Last Dragon. A good environmental lesson is represented through Kumandra. Therefore, This study aims to explore Kumandra as a symbol of environmental sustainability in the film. The analysis was carried out based on the theory of Ecocritism. The theory is applied to find out the characters’ harmonious relationship with nature. The harmonious life is symbolized by the place, Kumandra. Data collection was done by qualitative descriptive method. The results of the analysis show that Kumadra is illustrated as a place where the community can maintain a harmonious life with nature. In Kumandra, the community is depicted as maintaining environmental harmony and balance. Although, Kumandra has been divided due to greed and the struggle for dragon’s gems, Benja and Raya still struggle to make all tribes return to what they used to be, namely Kumandra. Living in harmony in Kumandra brings peace, prosperity and unity for the people. It can be concluded that there are environmental lessons delivered by the film Raya and the Last Dragon.]]>
<![CDATA[Students’ Difficulties in Speaking English as a Foreign Language: Undergraduate Students’ Voices ]]>
<![CDATA[Dwi Bayu Saputra]]>;
<![CDATA[Eko Saputra]]>;
<![CDATA[Lia Haryana]]>;
<![CDATA[Adelia Puspa]]>
<![CDATA[ Metathesis: Journal of English Language, Literature, and Teaching Vol. 7 No. 1 (2023): Metathesis: Journal of English Language, Literature, and Teaching ]]>
Publisher : <![CDATA[Universitas Tidar ]]>
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DOI: 10.31002/metathesis.v7i1.369
<![CDATA[Even though there has been a wide range of research on students' English-speaking issues, there has been little research on concerns associated with perceived difficulties in speaking, particularly in post-pandemic. This study aims to investigate the difficulties experienced by EFL students in speaking. The method used is exploratory sequential mixed methods in which qualitative data support quantitative data. Two data collection techniques were deployed to triangulate the data. Questionnaires were distributed to 105 students to discover their perceptions of difficulties in speaking after the pandemic. Then, eight students were interviewed to dig deeper into the data from the completed questionnaire. This study revealed that students in English study programs still had problems communicating owing to psychological and linguistic reasons. Some of the explanations identified by this research include a lack of English vocabulary, a lack of confidence while speaking English, and nervousness about receiving negative criticism from colleagues or lecturers. The study’s findings are intended to add to the body of knowledge concerning students’ speaking issues. It is hoped that teaching practitioners will be able to identify the right approach to teaching speaking so that learning may be done more efficiently.]]>
<![CDATA[Teachers’ Competence Among the Student Teachers: An Analysis of Self-Reflective Feedback in Microteaching Class ]]>
<![CDATA[Paulina Besty Fortinasari]]>;
<![CDATA[Carolus Prima Ferri Karma]]>;
<![CDATA[Dwi Winarsih]]>
<![CDATA[ Metathesis: Journal of English Language, Literature, and Teaching Vol. 7 No. 1 (2023): Metathesis: Journal of English Language, Literature, and Teaching ]]>
Publisher : <![CDATA[Universitas Tidar ]]>
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DOI: 10.31002/metathesis.v7i1.386
<![CDATA[No one denies that currently teaching becomes more challenging. One of the ways to produce competent and qualified English teacher is by conducting microteaching class. Microteaching class is one of the prerequisites courses before the student teachers take the real teaching practice done in senior or junior high schools. This paper focuses on the self-reflective feedback done by the student teachers in microteaching class and how the student teachers respond to the application of self-reflective feedback in Microteaching Class. The data gathered from online reflection form, online questionnaire and interview showed that self-reflective feedback is helpful for the student teachers in assessing and analyzing their teaching performances. The student teachers also gave positive responses on the use of self-reflective feedback in the Reflective Microteaching Class. In addition, the student teachers need guidance from the lecturer in doing self-reflective feedback and therefore, their understanding and competencies in teaching are more developed.]]>
<![CDATA[Analysis of Students’ Learning Motivation: Psychometric Parameters Study of Learning English Courses in the Business Travel Department ]]>
<![CDATA[M Bambang Purwanto]]>;
<![CDATA[Umar]]>;
<![CDATA[Moch. Malik Al Firdaus]]>
<![CDATA[ Metathesis: Journal of English Language, Literature, and Teaching Vol. 7 No. 1 (2023): Metathesis: Journal of English Language, Literature, and Teaching ]]>
Publisher : <![CDATA[Universitas Tidar ]]>
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DOI: 10.31002/metathesis.v7i1.414
<![CDATA[This study's goal is to determine the variables that affect students' motivation to learn English at Darussalam Polytechnic Palembang's Travel Business study program. The basis of this research is seen in the weak mastery of English possessed by students of the travel business study program. This study also aims to find specific motivations that best influence learning English. This study used a qualitative method by giving participants a questionnaire consisting of 20 statements and a Likert scale. The sampling technique used is saturated sampling. The data from the questionnaire were analyzed using statistical procedures and described descriptively. The findings of this investigation indicate that external motivational factors have a better contribution than internal motivational factors, and in external motivation, there is the quality of the instructor and teaching materials, which are the most dominant sub-factors for maintaining learning motivation.]]>
<![CDATA[Reading Material-Based Content Analysis in Senior High School English Textbooks in Indonesia ]]>
<![CDATA[Cicih Nuraeni]]>;
<![CDATA[Didi Sukyadi]]>;
<![CDATA[Fazri Nur Yusuf]]>
<![CDATA[ Metathesis: Journal of English Language, Literature, and Teaching Vol. 7 No. 1 (2023): Metathesis: Journal of English Language, Literature, and Teaching ]]>
Publisher : <![CDATA[Universitas Tidar ]]>
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DOI: 10.31002/metathesis.v7i1.480
<![CDATA[English textbooks play a vital role in providing students with language learning input in class activities. Unfortunately, the selection and evaluation of English textbooks has often received insufficient attention and thought. Content such as reading material receives less attention than layout analysis, design, and cultural understanding. The purpose of this study is to investigate the extent to which reading material cover the genres and skills presented in senior high school English textbooks in Indonesia. The qualitative-based content analysis method was used in this study. There were three English textbooks observed, namely those for grades 10, 11, and 12 published by Ministry of Education and Culture in Indonesia. The aspects observed in reading materials include reading genres and skills based on Brown's theory. The study discovered textbooks are dominated by personal reading with 17 reading material and 14 academic materials. Meanwhile, job-related reading is limited to class 10 textbooks. When it comes to reading skills, macroskills take precedence over microskills. Furthermore, based on these findings it can be concluded that the textbooks need to be developed to provide a balanced portion of reading genres and skills in each chapter. The limitations and suggestions are further discussed.]]>
