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All Journal International Journal of Evaluation and Research in Education (IJERE) Linguistika Indonesian Journal of Applied Linguistics (IJAL) Jurnal Pendidikan Bahasa Inggris Jurnal Penelitian Pendidikan Language Circle : Journal of Language and Literature Lembaran Ilmu Kependidikan TEFLIN Journal: A publication on the teaching and learning of English INFERENSI Celt: A Journal of Culture, English Language Teaching & Literature EDULITE: Journal of English Education, Literature and Culture ELT Forum: Journal of English Language Teaching English Education Journal The Journal of Educational Development Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran English Language and Literature International Conference (ELLiC) Proceedings EDUKATIF : JURNAL ILMU PENDIDIKAN Journal of English Language Teaching Innovations and Materials (Jeltim) JALL (Journal of Applied Linguistics and Literacy) EDUTEC : Journal of Education And Technology Dinasti International Journal of Education Management and Social Science Journal of Vocational Education Studies Inovasi: Jurnal Diklat Keagamaan J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) Studies in English Language and Education UNNES International Conference on ELTLT Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology English Education Journal Language Circle : Journal of Language and Literature
Dwi Rukmini
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Religion Arts Humanities Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Journal : ELT Forum: Journal of English Language Teaching

 1 
THE PRACTICE OF CORRECTIVE FEEDBACK USED BY A TEACHER IN TEACHING ENGLISH Triwinarsih, Endah; Rukmini, Dwi; Kalisa, Pasca
ELT Forum: Journal of English Language Teaching Vol 7 No 1 (2018): ELT Forum: Journal of English Language Teaching
Publisher : ELT Forum: Journal of English Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study focuses on the practice of corrective feedback used by a teacher in SD Semesta Bilingual School. The objective of the study is to describe the type of corrective feedback used by a teacher in SD Semesta Bilingual School and to describe the frequency of each type of corrective feedback used by the teacher in teaching English in SD Semesta Bilingual School. This study is a qualitative research. The data were taken by interviewing an English teacher and taking video of teaching and learning process. The videos were transcribed which in the next step, they were analyzed for gaining the result. The data were analyzed in the noticing, collecting, and thinking process according to the theory of qualitative data analysis by Siedel (1998). According to the analysis, the teacher in SD Semesta Bilingual School used all kinds of corrective feedback. The result shows that explicit feedback is the most frequent corrective feedback which represents 24.14%. The other strategies are as follows: (2) Recast occurs 17.24%, (3) Clarification Request occurs 13.79%,(4) Metalinguistic Feedback occurs 13.79%, (5) Elicitation occurss 13.79%, and (6) Repetition occurs 13.79%. The most dominant type of using corrective feedback is explicit correction. The implication of using corrective feedback on English speaking is that, the student will be brave to active on every teaching learning activity especially on speaking.
THE PRACTICE OF CORRECTIVE FEEDBACK USED BY A TEACHER IN TEACHING ENGLISH Triwinarsih, Endah; Rukmini, Dwi; Kalisa, Pasca
ELT Forum: Journal of English Language Teaching Vol 7 No 1 (2018): ELT Forum: Journal of English Language Teaching
Publisher : ELT Forum: Journal of English Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study focuses on the practice of corrective feedback used by a teacher in SD Semesta Bilingual School. The objective of the study is to describe the type of corrective feedback used by a teacher in SD Semesta Bilingual School and to describe the frequency of each type of corrective feedback used by the teacher in teaching English in SD Semesta Bilingual School. This study is a qualitative research. The data were taken by interviewing an English teacher and taking video of teaching and learning process. The videos were transcribed which in the next step, they were analyzed for gaining the result. The data were analyzed in the noticing, collecting, and thinking process according to the theory of qualitative data analysis by Siedel (1998). According to the analysis, the teacher in SD Semesta Bilingual School used all kinds of corrective feedback. The result shows that explicit feedback is the most frequent corrective feedback which represents 24.14%. The other strategies are as follows: (2) Recast occurs 17.24%, (3) Clarification Request occurs 13.79%,(4) Metalinguistic Feedback occurs 13.79%, (5) Elicitation occurss 13.79%, and (6) Repetition occurs 13.79%. The most dominant type of using corrective feedback is explicit correction. The implication of using corrective feedback on English speaking is that, the student will be brave to active on every teaching learning activity especially on speaking.
The Communicative Competence Components Analysis in Using English through EIR Faradilla, Ayu Silvana; Rukmini, Dwi
ELT Forum: Journal of English Language Teaching Vol 8 No 1 (2019): ELT Forum: Journal of English Language Teaching
Publisher : ELT Forum: Journal of English Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v8i1.27742

Abstract

This study was aimed to explain the communicative competence components of the fourth semester English Department students through English Interaction Room (EIR). The communicative competence components in using English were analyzed based on the grammatical competence, discourse competence, sociolinguistic competence and strategic competence. This study used qualitative method which means that the data of this study were explained by using descriptive analysis method. The result showed that (1) Mostly, the utterances of the participants were ungrammatical in syntax, while some were in morpheme, but those were acceptable (2) Mostly the utterances were appropriate with the topic discussed. the participants were able to construct a unified discourse, (3) Mostly, the utterances seemed natural and used less formal language, and (4) Most participants used achievement strategy to hold the conversation. In conclusion, most of EIR participants are communicative in using English viewed from the discourse competence, sociolinguistic competence and strategic competence. They need to increase their competence of using English grammar.  Keywords: Communicative Competence; Using English; English Interaction Room (EIR).
THE PRACTICE OF CORRECTIVE FEEDBACK USED BY A TEACHER IN TEACHING ENGLISH Triwinarsih, Endah; Rukmini, Dwi; Kalisa, Pasca
ELT Forum: Journal of English Language Teaching Vol 7 No 1 (2018): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v7i1.25310

Abstract

This study focuses on the practice of corrective feedback used by a teacher in SD Semesta Bilingual School. The objective of the study is to describe the type of corrective feedback used by a teacher in SD Semesta Bilingual School and to describe the frequency of each type of corrective feedback used by the teacher in teaching English in SD Semesta Bilingual School. This study is a qualitative research. The data were taken by interviewing an English teacher and taking video of teaching and learning process. The videos were transcribed which in the next step, they were analyzed for gaining the result. The data were analyzed in the noticing, collecting, and thinking process according to the theory of qualitative data analysis by Siedel (1998). According to the analysis, the teacher in SD Semesta Bilingual School used all kinds of corrective feedback. The result shows that explicit feedback is the most frequent corrective feedback which represents 24.14%. The other strategies are as follows: (2) Recast occurs 17.24%, (3) Clarification Request occurs 13.79%,(4) Metalinguistic Feedback occurs 13.79%, (5) Elicitation occurss 13.79%, and (6) Repetition occurs 13.79%. The most dominant type of using corrective feedback is explicit correction. The implication of using corrective feedback on English speaking is that, the student will be brave to active on every teaching learning activity especially on speaking.
The Communicative Competence Components Analysis in Using English through EIR Faradilla, Ayu Silvana; Rukmini, Dwi
ELT Forum: Journal of English Language Teaching Vol 8 No 1 (2019): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v8i1.27742

Abstract

This study was aimed to explain the communicative competence components of the fourth semester English Department students through English Interaction Room (EIR). The communicative competence components in using English were analyzed based on the grammatical competence, discourse competence, sociolinguistic competence and strategic competence. This study used qualitative method which means that the data of this study were explained by using descriptive analysis method. The result showed that (1) Mostly, the utterances of the participants were ungrammatical in syntax, while some were in morpheme, but those were acceptable (2) Mostly the utterances were appropriate with the topic discussed. the participants were able to construct a unified discourse, (3) Mostly, the utterances seemed natural and used less formal language, and (4) Most participants used achievement strategy to hold the conversation. In conclusion, most of EIR participants are communicative in using English viewed from the discourse competence, sociolinguistic competence and strategic competence. They need to increase their competence of using English grammar. Keywords: Communicative Competence; Using English; English Interaction Room (EIR).
Co-Authors Abdurrachman Faridi Abdurrahman Faridi Agnes Arum Budiana, Agnes Arum Agung Dwi Nurcahyo Agung Dwi Nurcahyo Agus Dwiyanto Agus Prayogo Agus Rofi’i Ahlis Qoidah Noor, Ahlis Ahmad Bukhori Muslim Ahmad Sofwan Ahmad Sofwan Ahmad Sofwan Ahmad Tauchid Alif, Wening Nur Habibah Alifia Junita Cendraa Sari Amalia Rahmawati Andika Farid Abdillah, Andika Anggarsari, Rian Hardika Anie Indriati, Anie Anindya Pangestika Anisah, Nur Anisah, Nur Ardianti, Triubaida Maya Ardiasih, Lidwina Sri Arif Susanto Ariyanti Rodiah, Hindria Ariyanti Rodiah, Hindria Astani, Widi Astria, Asri Astria, Asri Atik Rokhayani Atiullah, Kurnia Atiullah, Kurnia Auladi, Ahmad Yusron Auladi, Ahmad Yusron Ayu Dewi Fatimah Bedagama, Diana Novietasari Beni Saptiyanto Bharati, Dwi Anggani L. Bintana, Khomsa Bintana, Khomsa Dafi Khusnita, Dafi Daud Jiwandono, Daud Dewi Kilas Sinar Nurani, Arsianti Dewi Kilas Sinar Nurani, Arsianti Dewi, Annisa Kumara Djoko Sutopo Dwi Anggani L. Bharati, Dwi Anggani L. Dwi Anggani LB, Dwi Dwi Anggani Linggar Dwi Anggani Linggar Bharati Ekadini, Lulu' Eko Suwignyo Emilia Ninik Aydawati Emilia Ninik Aydawati Ervina Juli Aryani Exnasia Retno Palupi Handayani Fadhila Yonata Fadhila Yonata Fajriati, Retno Dwi Faradilla, Ayu Silvana Faradilla, Ayu Silvana Farah Sukmawati Wahidah Farah Sukmawati Wahidah Faridi, Abdurrachman Ferdika Wijaya Kusuma Ferry Hadriyan Fitri Budi Suryani Fitriani, Walida Wahid Frimadhona Syafri Gisty Listiani, Gisty Glendia Fisca Gracia Nurika Purwanti Hanum Bestari Hari Amirullah, Hari Hartono, Rudi Hendi Hidayat Hendi Hidayat, Hendi Hendi Pratama Hendi Pratama Hendi Pratama Hendrikus Joko Yulianto Henrikus Joko Yulianto Heru Priyatna Hidayat, Rifki Nurlaili Hidayat, Rifki Nurlaili Husna, Zumala I.R. Agustien, Helena I.R. Agustien, Helena Inti Englishtina Ismi Kusumaningroem, Ismi Issy Yuliasri Iswara, Jati Widya Iswara, Jati Widya Jan Mujiyanto Januarius Mujiyanto Januarius Mujiyanto Januarius Mujiyanto, Januarius Januarius Mujyanto Januariyus Mujianto Jumbuh Prabowo Junior, Simon Resania Kartika Cahyani, Fransisca Putri Katharina Rustipa Katharina Rustipa Kohar, Hasan Abdul Kohar, Hasan Abdul Kurniawan Yudhi Nugroho, Kurniawan Yudhi kusumaningtyas, yulia shinta kusumaningtyas, yulia shinta Kusumawati, Henny Laksono Trisnantoro Lia Indriyani Lina Puspita Dewi Lina Puspita Dewi Listiyaningsih, Fina Lutfi, Agus Adib Lutfi, Agus Adib M. Syaeful Rizki U, M. Maemonah, Maemonah Maemunah Maharani Robiatul Islam Masfa Maiza, Masfa Mazulfah Mazulfah Mega Mulianing Maharani Meike Imeda Wachyu, Meike Imeda Meylana, Ardhy Mochammad Imron Awalludin Mujahadah, Siti Mujahadah, Siti Mujianto, Yanuarius Murni Wahyanti, C. Murni Wahyanti, C. Mursid Saleh Mursid Saleh Mursid Saleh Mursid Saleh Mursid Saleh Nabiela Maulida Nabila, Zulfa Nadiyatul Uswatul Hasanah Narwianta, Nanang Narwianta, Nanang Nisak, Sukrun Nita Sitta Rachma, Nita Sitta Nor Chotimah, Nor Nurrahmah Nurrahmah, Nurrahmah Pasca Kalisa Pertama, Tia Pertama, Tia Prahita Isnaini Ningtyas Pratiwi, Dita Ayu Priangan, Aulia R. Bunga Febriani R. Bunga Febriani Radeni Sukma Indra Dewi Rahayu Puji Haryanti Rahman, Dian Fathur Ratih Laily Nurjanah Rengganis Siwi Amumpuni Rifqi Aulia Erlangga Rika Riwayatiningsih Rini Susanti Wulandari Rizka Fauziah Ruansyah, Rajif Alif Ruansyah, Rajif Alif Rudi Hartono Rudi Hartono Rudi Hartono Ruli, Ruli Ruminda Ruminda S. Andika Cahya Ari Wibowo Sadam Pamungkas Saleh, Mursid Salimatin Mufidah Saputri, Lenggahing Asri Dwi Eko Sari, Latifa Ika Sarip, Sri Kurnia Setya Rahayu Solihin, Rully Khoeru Sri i Wuli Fitriat Sri Setyarini Sri Wahyuni Sri Wahyuni Sri Wuli Fitriati Sudaryani, Harlina Sugiati, Ana Sugiati, Ana Sukma Nur Ardini Sumaryanti Sumaryanti Supriyadi, Hermawan Suwandi Suwandi Syaiful Haque Syamsul Arifin Tandiyo Rahayu Titis Sulistyowati Triubaida Maya Ardianti, Triubaida Maya Triwinarsih, Endah Triwinarsih, Endah Tyas, Dyah Ayu Enggaring Tyas, Umi Aisyah Sulistyaning Udi Samanhudi Udi Samanhudi Uju Uju W, Widhiyanto Wahyudi, Roni Wahyudi, Roni Wahyuni, Sri Warsono Warsono Warsono Warsono Welliam Hamer Wendi Kusriandi Wening Nur Habibah Alif Wibowo, S. Andika Cahya Ari Wibowo, Yudha Pambudi Wicaksono, Firman Wicaksono, Firman Wulan, Nawang Wulan, Nawang Yan Mujiyanto Yan Mujiyanto Yoga Prihatin Yuliana Zakiyah Yulita, Eva Yuni Eka Pratiwi, Yuni Eka Yuniarti Yuniarti Yuniarti Yuniarti Zahro, Dewi Sofiyanatiz Zebua, Esterani zulfa Sakhiyya