https://jurnal.untag-banyuwangi.ac.id/index.php/j-tech/issue/feed JOURNAL OF TECHNOLOGY, EDUCATION & TEACHING (J-TECH) 2024-02-13T02:04:04+08:00 Dian Arief Pradana dianarief@untag-banyuwangi.ac.id Open Journal Systems <p>JOURNAL OF TECHNOLOGY, EDUCATION &amp; TEACHING (J-TECH) | ISSN 3046-4714 (online) | is a peer-reviewed open-access journal. The journal invites scientists and educators throughout the world to exchange and disseminate theoretical and practice-oriented the whole spectrum of Educational Review, and Social Sciences which are the latest issues from the results of activities or practical implementations that are problem solving, comprehensive, meaningful, latest and sustainable findings with clear goals and visionary in various activities that have innovation and creativity of the most advanced scientific researches in the areas of learning, development, instruction and teaching . Submitted papers must be written in english for an initial review stage by editors and further review process by a minimum of two anonymous reviewers.<br />This journal published three time a year, in January, June, November by Fakultas Keguruan dan Ilmu Pendidikan Universitas 17 Agustus 1945 Banyuwangi.</p> https://jurnal.untag-banyuwangi.ac.id/index.php/j-tech/article/view/171 THE ANALYSIS OF TEACHER’S STRATEGIES TOWARD SPEAKING SKILL IN SECONDARY SCHOOL 2024-02-13T00:10:05+08:00 Latifatul Masintan Masintan masintanlatifatul@gmail.com St. Shabibatul Rohmah Rohmah masintanlatifatul@gmail.com Triana Kartika Santi Santi masintanlatifatul@gmail.com <p>This research was conducted to analysis the teaching strategy toward<br>students’ speaking skill. The aims of this research is to know the strategies<br>of teacher during teaching and learning process and know step by step of<br>teacher did by using teaching strategy toward speaking skill. By using<br>qualitative approach, source information for teaching strategy research<br>include questionnaire, lesson plan and speaking students’ scoring from<br>36 EFL students were aged 15 to 16 and 2 English teacher were aged 25-<br>28 of rural background condition in one of secondary school in<br>Banyuwangi, East Java. The findings reveal that the teacher used teaching<br>strategy (games, role play and group investigation) during English<br>learning process. The findings also confirm that, the students got good<br>increasing in speaking skill an the teacher used the different steps to apply<br>the teaching strategy.</p> 2024-02-13T00:00:00+08:00 Copyright (c) 2024 JOURNAL OF TECHNOLOGY, EDUCATION & TEACHING (J-TECH) https://jurnal.untag-banyuwangi.ac.id/index.php/j-tech/article/view/173 AN ANALYSIS OF TEACHERS’ STRATEGIES IN TEACHING READING COMPREHENSION IN SECONDARY SCHOOL 2024-02-13T01:43:15+08:00 Yahya Badruz Zaman Zaman yahyabadruz@gmail.com Dian Arief Pradana Pradana yahyabadruz@gmail.com Rizki Nurfida Pambayun Pambayun yahyabadruz@gmail.com <p>This research was conducted to find out what strategies that teachers use<br>for teaching reading comprehension in MAN abc Banyuwangi. This<br>research used descriptive qualitative method. In the implementation of<br>this study the researcher conducted interviews and document analysis to<br>obtained relevant data to answer the objectives of this research. This<br>research was conducted at MAN abc Banyuwangi and two English<br>teachers were selected as samples in this study. Based on the results of the<br>interview with two English teachers, the data obtained is the teachers<br>using different strategy in teaching reading comprehension. The first<br>teacher use Scaffolding strategy while the second teacher use peer<br>teaching. Scaffolding strategy can develop ideas that students can read.<br>Peer teaching can develop student’s mentality also reading<br>comprehension ability. These strategies should be selected on the basis of<br>their suitability and effectiveness with the learning process so that their<br>use will allow teachers to explore students' ideas and help them read in a<br>better way. Based on the interview analysis, the reason why the teacher<br>uses this type of strategy in students' reading comprehension is because<br>to make students understand the text and guide students to focus more<br>on the text.</p> 2024-02-13T00:00:00+08:00 Copyright (c) 2024 JOURNAL OF TECHNOLOGY, EDUCATION & TEACHING (J-TECH) https://jurnal.untag-banyuwangi.ac.id/index.php/j-tech/article/view/174 AN CRITICAL VISUAL ANALYSIS OF GENDER STEREOTYPING IN THE INDONESIAN SECONDARY SCHOOL ENGLISH TEXTBOOK 2024-02-13T01:47:52+08:00 Catur Wulandari yahyabadruz@gmail.com Hastowohadi Hastowohadi yahyabadruz@gmail.com Totok Hari Prasetiyo yahyabadruz@gmail.com <p>This research was intended to investigate the gender stereotype of the<br>textbook drawn from an English textbook series used in senior high<br>school employing a multimodal perspective and critical visual analysis.<br>The study used a descriptive design because the writer wanted to describe<br>the gender stereotype of the English textbook. The object of this study is<br>the Bahasa Inggris (edisi revisi 2017) textbook. The results of data analysis<br>using used three aspects of Kress and Van Leeuwen namely<br>representational meaning, interactive meaning, and compositional<br>meaning, the focus of the analysis was on images consisting of male<br>characters and women use the theory of "critical visual analysis" and the<br>conversation at the picture analyzed using critical discourse analysis<br>(CDA). For the purpose of this study, there are five images selected<br>according to research on gender stereotypes and these images consist of<br>random male and female characters in images. The corollary of this<br>critical image analysis was the teacher can know that the textbook is a<br>medium that can trap students in interpreting images and selection of<br>images in language textbooks must be more careful.</p> 2024-02-13T00:00:00+08:00 Copyright (c) 2024 JOURNAL OF TECHNOLOGY, EDUCATION & TEACHING (J-TECH) https://jurnal.untag-banyuwangi.ac.id/index.php/j-tech/article/view/175 IMPROVING STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT BY ACTIVATING GROUP WORK 2024-02-13T01:52:54+08:00 Ayu Sastri Nurtitah Nurtitah ayusastri11@gmail.com Imroatul Husna Afriani Afriani ayusastri11@gmail.com St. Shabibatul Rohmah Rohmah ayusastri11@gmail.com <p>This study was designed to improve students’ reading comprehension of<br>narrative text by activating group works. This study is categorized as the<br>Classroom Action Research (CAR) method in which to indetify and to<br>solve the problem on students’ reading comprehension. Reading is the<br>most essential skill for the students’ success in learning English. However,<br>there are still many problems faced by students in reading activities. In<br>the Group Work Teaching Strategy activities, the students were trained to<br>make predictions, clarifications, questions, and summaries. In the<br>implementation of the strategies, students worked in small group. This<br>study was conducted in one cycle with fifth meetings. There were 32<br>students, consisted of 16 males and 16 females. The Grouping Work<br>Teaching Strategy that was implemented in teaching reading covered<br>four strategies: predicting, clarifying, questioning, and summarizing. The<br>finding showed that the students’ ability in reading comprehension had<br>improved from individual to grouping. It could be seen that the students’<br>involvement during the discussion in group improved 84%. Furthermore,<br>in the reading test, the students were able to show their progress from<br>52% to 85%. The result of this study will provide English teachers and<br>alternative strategy.</p> 2024-02-13T00:00:00+08:00 Copyright (c) 2024 JOURNAL OF TECHNOLOGY, EDUCATION & TEACHING (J-TECH) https://jurnal.untag-banyuwangi.ac.id/index.php/j-tech/article/view/176 THE SECOND GRADE STUDENTS' LEARNING MOTIVATION OF IMPLEMENTATION PROBLEM BASED LEARNING (PBL) ON GRAMMAR MATERIAL 2024-02-13T02:04:04+08:00 Suciati Suciati suciati76@gmail.com Dian Arief Pradana Pradana suciati76@gmail.com St. Shabibatul Rohmah Rohmah suciati76@gmail.com <p>Problem based leaning become one of teaching method of<br>implementation instrusction. PBL required student to active during<br>leaning. Problem-based learning (PBL) is a self-directed learning strategy<br>where student work collaboratively in small group to investigate openended<br>relatable case scenarios (Fukuzawa et al., 2017). Albanese et al in<br>(Fukuzawa et al., 2017) wroten that Problem-based learning (PBL) can<br>increased student’s motivation and engagement in learning activity. It is<br>mean that student have motivation to increase and engage active in<br>learning throught PBL. This research focus on achievemet motivation<br>that student have. This reseach used qualitative research method which<br>cover indentification, review the literatude,collect the data, analyze the<br>data and evaluate the research. questionnaires and interview used to<br>collect the data . Thirty four students enganged as participants. Based on<br>the data that was analyzed, the research present six things that motivated<br>the student on grammar learning throught implementation PBL. Those<br>are the role of grammar in english learning. The student’s spirit learning,<br>More change to get achievement, PBL help student to show the ability in<br>Grammar and english learning, Grammar is difficult. And feedback that<br>have sustainable effect in learning.</p> 2024-02-13T00:00:00+08:00 Copyright (c) 2024 JOURNAL OF TECHNOLOGY, EDUCATION & TEACHING (J-TECH)