Metathesis: Journal of English Language, Literature, and Teaching

Beyond the Cover: An In-Depth Analysis of the Practicality of an English Textbook by the Indonesian Government Post Pandemic Covid-19

2023-09-11T04:49:38+00:00

For teaching and student learning, textbooks are a vital and widely used resource. The purpose of this study was to assess the unit design in "Bahasa Inggris kelas XI Semester I" to respond the post-pandemic Covid-19. This study was classified as a textbook evaluation. Document analysis and interviews were used to collect data. Miles' and Huberman's model was considered to be used in data analysis through data reduction, data display, and conclusion. The study finds that the textbook addresses only three of the six suggested indicators, lacks appropriate images that can aid students' comprehension, and has no clear grading system or instructions for students, which can lead to confusion and undermine their ability to complete tasks successfully. The study recommends that future textbook writers should consider appropriate visuals to complement the text, use pictures as symbols or icons, and provide explicit instructions to guide students towards achieving learning objectives. The findings of the study can inform future textbook writers, teachers, and curriculum developers to improve the quality of English language education in Indonesian schools. Moreover, the study highlights the need for textbooks to adapt to the new normal of remote learning.

The SVR (Self-Video Recording) Technique to Enhance Self-Confidence in English Speaking Proficiency

2023-11-13T04:35:25+00:00

This explanatory sequential mixed-method study tackles the English language proficiency challenge faced by non-English major students, emphasizing the critical role of the college phase in shaping the pre-professional skills of Indonesian youth. It aims to assess whether the Self-Video Recording (SVR) technique can boost the self-confidence of them when speaking English. The research directly assesses first-year students at Universitas Tidar. The primary focus is on evaluating SVR's positive impact on self-assurance in English communication. Based on the data compiled, there is a consistent trend in the responses from students who participated in both the questionnaire and the interview. Out of the 65 students, it was reported that their confidence levels increased after undergoing the interventions carried out by the research team. This indicates that the majority of students who reacted positively to the role-play exercises and the implementation of the SVR technique to enhance their confidence in speaking English are likely the same group of students. Hence, it is plausible to consider that the research participants who observed only a slight improvement cannot be solely attributed to external factors but may also be influenced by internal factors, such as a lack of interest in speaking English and other related considerations.

Utilizing Visual Literacy Competence as a Strategy in Teaching Descriptive Writing

2023-10-02T04:01:14+00:00

Utilizing visual literacy competence, a strategy is very helpful in order to make students’ feel better in writing a descriptive paragraph, since, it is help students to develop their idea, thinking and imaging a vocabulary use and having an organization of idea come up into their mind. The purpose of this paper is to know the effectiveness of utilizing visual literacy competence as a strategy in teaching descriptive paragraph writing, and to know the students’ perception toward utilizing visual literacy competence as a strategy in teaching descriptive paragraph writing. Mixed method used in this research. The result came from the test given in one-group-pretest and posttest, and qualitative data from the questionnaire given to 22 students of Vocational High School students. It can be drawn that the efficiency of using visual literacy in the classroom to teach students how to write descriptive paragraphs, as well as the attitudes of the students toward the use of visual literacy in the classroom to teach students how to write descriptive paragraphs. Most of students are agreed to utilize visual literacy as strategy in teaching descriptive paragraph writing is really effective to use.

The Aesthetic-Poetic Translation Analysis on Toety Heraty’s Poetry Entitled ‘The Moon is High’

2023-09-20T02:51:57+00:00

As several studies emerge analysing some literary work translation, there is lack of study focusing on such translation with certain point of view. This study then exists with the aim to qualitatively analyse Toety Heraty’s poetry entitled ‘The Moon is High’ translated by Carole Satyamurti, a British poet, with the aesthetic-poetic view. As the findings, it is concluded that, even though the translator employs some literal translations, but more often she implements aesthetic-poetic translation method to replicate the poetry along with retaining the poetic nuance from the word choices. However, it will be a challenge for whoever translating literary work with aesthetic-poetic translation method, since the transfer of the message will not only demand the lexical equivalence, but also the similar ‘beauty’ of the work.

Project-Based Learning in Developing English Language Skills and 21st Century Skills: Students’ Voices in Academic Writing Course

2023-11-27T00:05:12+00:00

Project-based learning (PBL) is one of the teaching strategies that has become significant in the twenty-first century. English has also become an important language that needs to be mastered nowadays. Therefore, this research was done to find out how the students felt about the use of project-based learning in academic writing course in developing their English language skills and 21st century skills. The issues experienced by students in project-based learning implementation are also revealed in this study. By employing a qualitative research approach, this study invited 40 English-major undergraduate students from a state university in Central Java, Indonesia, who are currently taking their academic writing course. Students in this course must work collaboratively to complete their research projects and produce scientific papers that will eventually be published. This study's findings successfully demonstrated the students' voices that they believe project-based learning has improved their English and 21st century skills. Writing, problem-solving, and critical thinking are the three skills with the highest proportion in this study. Additionally, the issues with the implementation of project-based learning in academic writing course include student motivation, time management, teaching-learning process, and students' teamwork.

Three-Periods Lesson: A practical way in introducing English Vocabulary Using Realia and Flashcards

2023-12-04T05:21:50+00:00

This experimental study examines the use of the Three-Period Lesson, a teaching methodology commonly employed in early childhood education, to introduce English vocabulary to young learners. The study focuses on incorporating realia and flashcards as instructional tools to enhance language acquisition and retention. The research analyzes three stages of the Three-Period Lesson: introduction, association, and recall/reinforcement. The data were collected by interviewing two teachers and giving pre-test and post-test to the students. The data was analyzed by t-test table. The result of the post-test scores were better than the pre-test scores and formative scores. It could be seen by comparing their means. The means of the pre-test score was 51,92. The means of formative test score was 72, 76 while the post-test score was 74,57. It means that there is a significance difference in students‟ scores after they were given treatments using realia and flashcards. This study contributes to the field of early childhood education and language acquisition. The findings showed that the provide practical insights for educators seeking effective methods to introduce vocabulary to young learners, aiming to build a strong foundation in English language skills.

Students’ Perception Toward Self-Regulated Learning in Online Writing Class

2023-11-24T06:58:25+00:00

Self-regulated learning expresses students' efforts to systematically regulate metacognitive, motivational, and behavioural activities in learning. Self-regulated learning is considered an essential element in the success both in online learning and EFL learning especially learning writing. The purpose of this study is to find out how the level of students’ perception toward self-regulated learning in online writing class. This study was quantitative research and the design used was survey research. The questionnaire was used to collect the data in this study. The sample of this study was 100 students of English Education Department of IAIN Kediri class of 2020. The results showed that most students have the high level of perception toward self-regulated learning in online writing class. The high students’ perception indicated that students can be directed to be self-regulated in online writing class and can still develop their writing skill.

Digital Translation Literacy of Undergraduate EFL Students

2023-11-28T08:30:06+00:00

Abstract

Literacy is the representation of language competency, individual skill in reading, writing, speaking, and managing. In digital era, literacy can be represented through the use of Google translation tool as one of the most popular tools among EFL students, either for their translation assignment or improve foreign language skills. This study aimed to explore undergraduate EFL student’s digital literacy by using Google translate as a tool to do translation. Qualitative descriptive method is used to present the data comprehensively. The data collection begin from problem identification, field observation, interview, and study the document related to their assignment. This research used purposive sampling which involved 31 EFL undergraduate students of Muhammadiyah Tangerang University. This research shows that EFL undergraduate students are able to operate and use Google translate effectively in assisting assignment. Google translate tool can eliminate the learning’s gap among different level of student’s English competency especially in vocabulary mastery and time management, the research also shows student’s digital literacy through Google translate not only for written translation, but also orally and can be used in diversity functions, such as translating the language in sentence form and learning how to pronounce English words.

Keywords: Literacy, translation, Google translate, EFL students, digital literacy