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[LEARNING VOCABULARIES USING COLOURFUL CHALKS AS A MEDIA FOR FIFTH GRADE STUDENTS OF SDN PADANGSARI 01 SEMARANG ]]>
<![CDATA[Cendrawasih Puspita Widiyaningrum]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 5, No 1 (2014): February ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v5i1.1968
<![CDATA[The objevtives of the study are (1) to find out the ability of the fifth grade students of SDN Padangsari 01 Semarang in learning vocabulary before taught by using colorful chalks, (2) to know the students ability in learning vocabulary after using colorful chalks as a media, (3) to identify the effectiveness of using colorful chalks as a media of teaching vocabulary. To reach the objectives of the study, the writer used descriptive method. The population of this study is the fifth grade students of SDN Padangsari 01 Semarang. There are 20 students of the fifth grade students of SDN Padangsari 01 Semarang In this study the writer uses total sampling. The writer got the data from one way; there is test. The result of her observation show that; (1) The ability of the fifth grade students of SDN Padangsari 01 Semarang in learning vocabulary before using colorful chalks as a media is fair. It can be seen from 20 samples in the research. The specification is 12 students with fair criterion, 6 students with good criterion, and 2 students with very good criterion. So that, it can be said that there are 40% of the fifth grade students of SDN Padangsari 01 Semarang who are successful in learning vocabulary before using colorful chalks as a media. (2) The ability of the fifth grade students of SDN Padangsari 01 Semarang in learning vocabulary after using colorful chalks as a media is very good. It can be seen from 20 samples in the research. The specification is 17 students with very good criterion, 2 students with good criterion, and 1 student with fair criterion. So that, it can be said that there are 95% of the fifth grade students of SDN Padangsari 01 Semarang who are successful in learning vocabulary using colorful chalks as media. (3) The effectiveness of learning vocabulary using colorful chalks as media; After seen the result from the test which given by the writer, it can be classified that learning vocabulary using colorful chalks is effective.]]>
<![CDATA[THE EFFECTIVENESS OF USING SERIES OF PICTURES AS MEDIA TO IMPROVE THE STUDENTS’ SPEAKING ABILITY AT STORYTELLING: A CASE OF THE ELEVENTH GRADE STUDENTS OF SMA NEGERI 2 PURWODADI ]]>
<![CDATA[M. Khoiruddin]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 5, No 1 (2014): February ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v5i1.1963
<![CDATA[The objectives of this research are (1) to find out the speaking ability of SMA Negeri 2 Rembang students before being taught using series pictures of storytelling, (2) to find out the speaking ability of SMA Negeri 2 Purwodadi students after being taught using series pictures of storytelling, and (3) to find out whether or not there is a significant difference of speaking ability of SMA Negeri 2 Purwodadi students before and after being taught using series pictures of storytelling.This study uses Experimental method. The number of populations in this research is30 students. The method of data collection is spoken test. First the writer gives pre-test to the students and scores. Second the writer gives a treatment for two meetings at this time, the writer implements the series pictures in classroom activities. At last, the writer gives the students a post test. The data analysis reveals that the mean of pre-test score is 61,03 ; it is at fair level. The mean of post-test score is 76,1 ; it is at good level. Then the result of t-test is9,71, and the t-table of 30 students is2,04. The result of t-test is higher than t-table. Based on research analysis, the writer takes conclusions: first the speaking ability of the students before being taught using series pictures of storytelling is fair, second the speaking ability of the students after being taught using series pictures of storytelling is good, and last there is significant improvement of English speaking ability of the students taught by using series pictures of storytelling. The writer also suggests to all of teachers of senior high school. It is better for them to use the media of series pictures of storytelling to improve the students’ speaking ability. It is for the simple reason that a series pictures are a media to improve the speaking ability at storytelling. The writer also suggests to the students that the study is as recommendation to motivate the students in improving the students’ speaking ability. The students are encouraged to give their opinions, ideas and imagination about the presented pictures. Definition of key terms (1) series picture A picture is an illustration of pictures that can be used as a two dimensional visual representation of percent, place, or things. (2) Media is any extension of man which allows him to affect other people who are not in face to face with him. (3) Story telling is In this research storytelling is used to improve the students’ speaking ability. It caused that storytelling can improve the ideas and imagines their story and express it by telling the story. It helps the students to speak and talk active.]]>
<![CDATA[EVANESCENCE’S FALLEN SOUND DEVICES AND ITS CONTRIBUTION TO LANGUAGE TEACHING OF POETRY ]]>
<![CDATA[Aliyatis Sya’ni]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 5, No 1 (2014): February ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v5i1.1969
<![CDATA[Poetry is a feeling expression that uses chosen words, that is not predicted and has powerful meaning. Kennedy and Gioia explain that poetry is another way to say or another term is poem. A poem usually will make some sense and give some pleasure, but it may not yield everything at once. Many kinds of poetry, one of them is song lyric. A good song lyric has good sound devices. Sound device is one of the characteristics of poetry. The aims of the final project are: (1) to find out how Fallen single lyrics contribute to language teaching of poetry, (2) to find out sound devices are used in Fallen lyrics. This final project applied descriptive qualitative method. The data in this final project is collected by downloading from internet and also gathering the other data and theories from some related books from library. The data is analyzed by five steps. First, the songs were listened carefully. Second, reading the song lyrics. Third, the song lyrics were classified in sound devices. Fourth, the song lyrics were analyzed with alliteration, assonance, consonance and rhyme. And the last, reporting the result. The result of this final project can be briefly in clear description as follow. They are eleven songs in the Fallen album. The researcher found out four kinds of sound devices in the song lyrics. They are alliteration, assonance, consonance and rhyme. Based on the song lyrics of Fallen album that analyzed the final project. They are 106 assonances, 63 consonances, 61 alliterations and 24 rhymes (14 internal rhymes, 6 perfect rhymes, 3 end rhymes and 1 imperfect rhymes). Fallen single lyrics can contribute to language teaching poetry. Lyrics in the fallen album are easy to be analyzed by students. Besides on those sound devices of Fallen album can make students enjoy in learn poetry. Students can get knowledge more about correlation between poetry and song, they can find out elements of poetry through song and be more creative in learning English.]]>
<![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[USING RAINBOW SONG TO INTRODUCE ENGLISH COLOR VOCABULARIES; A CASE OF THE SECOND GRADE STUDENTS OF KINDERGARTEN “TARBIYATUL ATHFAL 04 SABILUN NAJAH” PENJALIN BRANGSONG KENDAL ]]>
<![CDATA[Rofika Lestari]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 5, No 1 (2014): February ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v5i1.1970
<![CDATA[This research is based on the study which attempted to introduce English color vocabularies using rainbow song. The objectives of the study were: (1) To find out the teacher’s way in applying English color vocabularies through rainbow song. (2) To find out the teacher’s problems in applying rainbow song to introduce English color vocabularies. (3) To identify the teacher’s solution in solve the problems. This study is a descriptive qualitative research. The object of the research were the second grade students and teachers of Kindergarten “Tarbiyatul Athfal 04 Sabilun Najah” Penjalin Brangsong Kendal. The writer took 20 students and 2 teachers of group B as object of the research. The instruments of this research were observation sheet and questionnaire. In this study, the writer collected the data from field research. The writer conducted a classroom observation activity and gave questionnaires to the teachers after the lesson finished. The writer found that the teachers implemented the use of rainbow song as a media in introducing English color vocabularies through three activities, they were: pre-activity, main-activity, and post-activity. In main-activity, the teacher showed the material used video compact disc and gave pictures to paint by the students to match between pictures with the colors. In post-activity, the teachers asked the students one by one about colors in the picture that they have painted. The writer found some problems faced by the teachers. The students difficulty to concentrate in the teaching learning process. The students didn’t speak well. The students’ difficulties to understand English color vocabularies. The writer also found some possible solutions to overcome the problems faced by the teacher. The teachers should give example not only one, but also more than one. The teachers should ask the students to do some exercise of vocabulary to improve their proficiency in English skill. The teachers should be able to give attention to the students. The teachers should be creative to find or create the English teaching method especially vocabulary, that attracts the kindergarten students. The teachers should give the students different experience and reinforcement, and the teachers practice the teaching material vocabulary to students day by day. The teachers should encourage the students to learn vocabulary.]]>
<![CDATA[THE EFFECTIVENESS OF GROUP WORK DISCUSSION TO IMPROVE THE STUDENTS’ COMPETENCE IN WRITING DESCRIPTIVE TEXT: THE CASE OF SEVENTH GRADE STUDENTS OF SMP N 1 TEGOWANU ]]>
<![CDATA[Wikaning Tiyas Pamularsih]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 5, No 1 (2014): February ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v5i1.1965
<![CDATA[Teaching English focuses on four language skills namely listening, speaking, reading, and writing. Students are expected to master those four language skills. The main purpose of English teaching is to improve the students’ skills in using the language in real communication. One of the productive skills that students have to be improved is writing. In writing process, the students are expected to write grammatically, express their idea, and make the conclusion as the steps to develop rhetorical devices in the written form. The teaching writing using group work discussion gave better result as indicated by the significant statistical t-test computation that the t-obtained is higher than t-table. It is showed by looking at t-obtained is higher than t-table. The result of t-obtained is 11, 89 through the level of significant (5%). Then, the result of t-table is 1, 49. It means that the number of t-obtained is higher than t-table. The writer also concludes that the mean score of students’ ability using group work discussion is 9, 05 and without using group work discussion is 4, 85. It means that group work discussion is effective to teach descriptive text to the seventh grade students of Junior High School.]]>
<![CDATA[THE EFFECTIVENESS OF ACTIVE LEARNING VIDEO ENTITLED “SAYING SORRY“TO IMPROVE STUDENTS’ SPEAKING ABILITY IN LEARNING EXPRESSION OF APOLOGIZE ]]>
<![CDATA[Yogie Agustina Nugraheni]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 5, No 1 (2014): February ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v5i1.1971
<![CDATA[The main objectives of this research are: (1) To find out the speaking ability of expressing apology of the students taught using active learning video; (2) To find out the speaking ability of expressing apology of the students taught without using active learning video; (3) To know some significant differences between the speaking ability of expressing apology of the students taught using active learning video and without using active learning video. In order to achieve the objectives of the study, relevant theories were referred and discussed. There were audio visual, video, speaking, expressions of apologize, and active learning video to improve speaking ability. This study was an experimental research. The population of the research was seventh year students of SMP N 2 Kedungtuban Blora. The 52 students were taken from two classes as the sample. The sample divided into two classes, they were experimental class and control class. Every class has 26 students. Post test only experimental design was used in this research. The instrument of this research was oral test. Before gave the test, The students in control class taught without using active learning video, and then in experimental class the students were taught using active learning video as a treatment. Based on the result of the post test, the mean score of post test in control class was 65, 69 , then in experimental class was 76. According to the mean of post test each class, the mean of experimental class was higher than control class. T-test formula was used to know the differences of the test have done. The result of t-test is 7,99 and the t table of 52 students was 1, 67 from the table signification 5% (0, 05), so it can be concluded that there is a significant different of students’ speaking ability who taught using active learning video and without using active learning video. It can be conclude that active learning video is effective used in teaching speaking of apologize. On the basis of the conclusions, several suggestions can be offered. The teacher may use active learning video in teaching speaking. The students may use video to improve their speaking ability.]]>
<![CDATA[THE USE OF “OPPOSITE” GAME IN IMPROVING STUDENTS VOCABULARIES: CASE OF EIGHTH GRADE STUDENTS OF SMP 9 SEMARANG ]]>
<![CDATA[Ragil Adhi Praditya]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 5, No 1 (2014): February ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v5i1.1966
<![CDATA[This Final project is discussing about the use of “Opposite” game in improving students’ vocabulary. The objectives of this final project are to find out the implementation of “Opposite” game to improve the students’ vocabulary, the students’ advantages and difficulties using “Opposite” game to improve their vocabulary and some possible solution for the difficulties. This final project is categorized as descriptive qualitative. the data took by doing the observation and collecting the students’ oppinion to describe the implementation of “Opposite” game to improve the students’ vocabulary, know the students’ difficulties and advantages of improving students’ vocabularies through ”Opposite”game. The data analyzed by transcribing the observation and questionnaire into written form. There are the results of analysis of the observation and questionaire. First, the teacher ways in using “Opposite” game in improving students’ vocabulary is good. Second, the students’ facing difficulties in making some clues and guessing some clues in using “Opposite” game in order to improve students’ vocabularies. Third The advantages of using “Opposite” game are the students can memorize vocabulary in an interesting way and improve their speaking and listehning skill in the same time, the teacher can increase students’ motivation and interest by using “Opposite” games.]]>
<![CDATA[THE EFFECTIVENESS OF CO-OP CO-OP METHOD IN TEACHING READING DESCRIPTIVE TEXTS: A CASE OF THE SECOND GRADE STUDENTS OF SMPN 1 KAYEN PATI ]]>
<![CDATA[Cahya Setiadi]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 5, No 1 (2014): February ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v5i1.1967
<![CDATA[This study is proposed (1) to find out the extent of students reading descriptive texts before and after they are taught using Co-op Co-op method, (2) to find out whether there was a significant different of the students reading comprehension skill before and after they are taught using Co-op Co-op. The type of the research was experiment and methods of collecting data were pre-test and post-test. The population of this study was the second grade students of SMPN 1 Kayen Pati. This study took two classes randomly as the samples. Those were VIIIA as the experimental class and VIIIC as the control class. Each of class had 40 students. Short answer test was used to collect the data. Before the test was given, it was tried out. After the data was computed and it was found out that 20 items were valid. The result of the study shows that students in experimental class who were taught using Co-op Co-op method had better achievement than students in control class who were taught without Co-op Co-op. The average score of pre-test of the experimental class was 71 and post-test was 76. The average score of pre-test of the control class was 70,75 and post-test was 72,75. The pre-test and posttest score then were calculated to get the t-test to know whether there was significant difference between the experimental class and control class. The t-test was 3,108 and t-table was 1,991. Then t-test and t-table were compared. The data shows that t-test was higher than t-table. It means that there was significant difference between the experimental class and the control class. Based on the findings, the students in the experiment group looked more excited with the use of Co-op Co-op in teaching reading descriptive text. In the control class, the writer also found that the students learned and tried to get information of the reading texts individually. Consequently, it affected the students’ achievement in reading descriptive text. Therefore, it can be concluded that Co-op Co-op is an effective method in teaching reading descriptive texts. Thus it is recommended to use Co-op Co-op in teaching reading, especially descriptive text.]]>
<![CDATA[THE USE OF ENGLISH COMICS “AVENGERS” FOR ENRICHING STUDENT’S VOCABULAR MASTERY: A CASE OF THE EIGHTH GRADE STUDENTS OF SMPN 20 SEMARANG ]]>
<![CDATA[Susanti Susanti]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 5, No 1 (2014): February ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v5i1.1962
<![CDATA[In teaching learning process, one of the important components of the English language is vocabulary since it is the most important thing in conducting communication. But the students often get problems in expressing their ideas as they are lack of vocabularies. To enrich their vocabularies, a treatment is given to them. The treatment is teaching vocabulary by using English comic Avengers for the experimental group. The problems of this study are: How is the result of using English comics as a medium in teaching English vocabulary?. Is comic effective as a medium in teaching English vocabulary?. From pre-test (44.0625) to post-test (62.5) for control group and pre-test (44.69) to post-test (72.81) for experimental group. It means that the use English comic is effective for enriching vocabulary mastery.The t-test result showed that t-test was 3.47 and the t-table for 5% was 1.67. It means that t-test was higher than t-table (3.47>1.67).]]>
