cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Lidiyatul Izzah
Contact Email
lidiyatul.izzah@umj.ac.id
Phone
+6285655555755
Journal Mail Official
elif@umj.ac.id
Editorial Address
Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta Jl. K.H. Ahmad Dahlan, Cireundeu, Kec. Ciputat Tim., Kota Tangerang Selatan, Banten 15419
Location
Kota adm. jakarta selatan,
Dki jakarta
INDONESIA
English Language in Focus (ELIF)
Published by Universitas Muhammadiyah Jakarta
ISSN : -     EISSN : 26223597     DOI : https://doi.org/10.24853/elif.x.x.xx-xx
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
English Language in Focus (ELIF) Journal conceptually concerned on an interdisciplinary field of English Applied Linguistics and Literature, including: Bilingualism Multilingualism Conversation Analysis Contrastive Linguistics Sign Linguistics Language Assessment Literacies Discourse Analysis Language Pedagogy Second Language Acquisition Language Planning and Policy Interlinguistics Stylistics Language Teacher Education Pragmatics Forensic Linguistics Translation Literature
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 8 Documents
 1 
Search results for , issue "Vol 2, No 2 (2020): English Language in Focus (ELIF)" : 8 Documents clear
The Influence of Using Social Media as a Learning Platform by Bilingual and Multilingual Learners on English Speaking Skills Porawe Poramathikul; Nakibah Arwedo; Innas Abdulhakim; Pitchayaporn Wattanaruwangkowit
English Language in Focus (ELIF) Vol 2, No 2 (2020): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.2.2.111-122

Abstract

This study aims to discover the influences of using social media on the English speaking skills. To fulfill this study’s goal, data was collected using questionnaires, self-assessment, and speaking tests. Participants of the study were 20 bilinguals and multilingual of any two or more languages that are currently studying English as a foreign language (EFL) at the university level in Thailand. The result from speaking proficiency self-assessment shows the perception of bilinguals and multilingual who perceived that they can speak English fluently than accurately. The average score of the self-assessment is 5.59 out of 9. The standard deviation (S.D.) of their score is 1.46. This score shows that the participants consider themselves as competent users of English according to the description from British Councils (2012). Only eight out of 20 or 40 percent of the participants think that they have reached the level of capable users of the English, while the other 60 percent of participants think that they have not reached that level. From this study, it has been found that bilingual and multilingual speakers often use social media for educational purposes.
Group Investigation (GI) on Students Descriptive Writing Nurfatihah Pohma; Suhaila Waeji
English Language in Focus (ELIF) Vol 2, No 2 (2020): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.2.2.103-110

Abstract

The objective of this study was to investigate whether Group Investigation increased first-grade students’ descriptive writing at Raman Siriwit Junior High School, Thailand. This study is quantitative were pre-test and post-test used to collect the data. The writers applied a t-test to analyze the data. Based on the Equal variance column, in obtained t-count scores is 11.808 by computing table scores n1 + n1-2 = 23 + 23 - 2 = 44, then obtained t-table score is 2.05 and significant score is 0.000. Because the score of t-count is 11.808> t-table 2.05 and the significant score is 0.000 <α = 0.05, so that H0 is rejected and Ha is accepted. This means that the pretest writing score compared to the posttest writing score is different. This means that there are significant differences in writing pretest scores with posttest scores after the Group Investigation method. Group Investigation increased first-grade students’ descriptive writing at Raman Siriwit Junior High School, Thailand.
How the People Acquire Language?: A Case Study on Virendra Language Acquisition Tatu Zakiyatun Nufus; Atik Yuliani
English Language in Focus (ELIF) Vol 2, No 2 (2020): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.2.2.123-130

Abstract

The language acquisition process can be seen as a running parallel throughout a child’s life every day, it happened for every human who interacts with other people to share information since they were a child. It looks closely at the acquisition of the early age of Virendra, he was a child under 5 age who lives in the Sundanese environment and he is not familiar with English as a foreign language. Virendra was familiar with Arabic literature previously in his house, and he knows English in the formal school of his Playgroup up to now in kindergarten, the writer tried to report this case using a descriptive method. The data is collected while he was used the language in the school and how his parents influence his language acquisition in the house. And it is conducted to know how well Virendra’s comprehension in producing language. Beside it, this study is expected to the parents to lead the child in using language.
ELT Comparison: Increasing Students Speaking Ability in Indonesia, South Korea, Russia, and Poland Tresna Nur Andini; Lee Ye Eun; Alina Khramova; Alicja Żok
English Language in Focus (ELIF) Vol 2, No 2 (2020): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.2.2.131-140

Abstract

English as a global language facilitates the people to communicate with each other despite different lingua-cultures or accent. Communication will be something important to build the socio condition of civilians in every single country. This background of research leads to get to know about English Language Teaching (ELT) to the people whose first language is not English. Each country in Asia or Europe whose English is not their first language has its differences in teaching and learning about English. The four basic things of English, such as reading, writing, and speaking will be the challenges that they need to be faced. According to the basics of four skills, speaking is the hardest one for most non-native speakers. Therefore, the teachers need to have particular ways to teach about speaking to increase students’ skill ability in EFL countries. This research is aimed to show the differences and comparisons among Indonesian and South Korea as the representatives of Asia, also Russia and Poland as the representatives of Europe whose first language is not English. This purpose means that people can distinguish among different types in each country for teaching and learning English, moreover for speaking skills.
Building FL-Vocabulary Transferability through Semantic Boggle Fitriani Halimah; Lidiyatul Izzah
English Language in Focus (ELIF) Vol 2, No 2 (2020): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.2.2.79-86

Abstract

The purpose of this study was to investigate the effectiveness of the Semantic Boggle Game on building vocabulary transferability in foreign language students. The study was conducted in SMPN 177 Jakarta. The population in this study was all seventh-graders of which 7E of 35 students as the sample representative. The method used in this study was a quantitative method with a pre-experimental research design. In collecting the data, the writer used the students' pre-test and post-test. The data result indicates that the total students' pre-test scores are 2085 with an average score of 59,57. The total student's post-test score is 2745 with an average of 78,68. The results of the pre-test and post-test were calculated using a t-test. The calculation of the data result indicates that the t-count was 2,26 with t-table is 1,69 at the 0,05significance level. Therefore, this implies that the alternative hypothesis (H1) is accepted and the null hypothesis (H0) is rejected. The writers then concluded that using Semantic Boggle Game in teaching vocabulary is effective to build students’ vocabulary transferability.
Fostering Students’ Speaking Ability through Traditional Talking Stick Amallia Rizky Utami; Bambang Yulianto; Ria Kamilah Agustina
English Language in Focus (ELIF) Vol 2, No 2 (2020): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.2.2.71-78

Abstract

The research was about the effectiveness of Traditional Talking Stick to foster students’ speaking ability on eight-grade of MTs Salafiyah Syafi’iyah in the 2018/2019 academic years. This study aimed to determine the effectiveness of the Traditional Talking Stick teaching method on students speaking abilities, before and after using the Traditional Talking Stick method. There were 36 students as samples in this study. Researchers used a quasi-experimental using 4-times pre-test and 4-times post-test design. The data of this study was collected from observation and speaking tests (pre-test and post-test). The data analysis was then performed using a T-test (paired simple test) facilitated by SPSS 16.0. The results of this study were (1) the average scores of students’ pre-test on their speaking ability before using Traditional Talking Stick were 28,61 of pretest 1, 30,97 of pre-test 2, 33,92 of pre-test 3, 36,69 of pre-test 4-with all the of unsuccessful criteria. (2) the students’ average scores of speaking ability after being taught using Traditional Talking Stick were 75,6 of post-test 1, 77,86 of post-test 2, 82,28 of post-test 3, 84,89 of post-test 4-with all of the success criteria. (3) The result of the students’ average scores shown that there is a significant effect of the Traditional Talking Stick in students’ speaking ability after-treatment. It is as explained from the gained of obtained pretest 4 and post-test 4 average scores, in which t-count is -75,302 (at df = 35) and t table = 2, 03011, which means that the result of the SPSS calculation has been successful. 
Web-Based Music Study in Boosting Active Listening Maharsiwi Diah Chandra Dewi; Muhamad Sofian Hadi
English Language in Focus (ELIF) Vol 2, No 2 (2020): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.2.2.97-102

Abstract

The purpose of this research was to prove that using a web-based music study is effective in boosting active listening. This research conducted in Private Elementary School Khalifa IMS Tangerang Selatan. The population of this research is third-grade students, and the sample is P3C consists of 25 students. The method of this research is quantitative method and using pre-experimental design. To collect the data, the writer used a pre-test, and post-test that given to the students. The resulting score of the data indicated that, the total score of students in the pre-test was 1338 with the average were 53.52. The lowest score of the pre-test was 37 and the highest score was 60. The total score of students in the post-test was 2211 with the average were 88.44. The lowest score of the post-test was 80 and the highest score was 97. It is significantly different from the result of pre-test and post-test scores. The results of the pre-test and post-test were calculated by using manual statistically. The calculation indicated that t – observe were 4.79 with t – tables were 1.70 and the significance 0.05. Therefore, the alternative hypothesis (H1) is accepted and the null hypothesis (H0) is rejected. The writer concluded that using Web-based music studies in teaching English was effective to improve students’ listening skills.
Language Learning Strategies (LLS) Used by Malaysian, Pakistani, and Italian ESL Learners: Comparing to Indonesian EFL Learners Hanan Imtinani Fathiyah; Azira Nafisah Amiruddin; Faizan Khan; Federica Venzano
English Language in Focus (ELIF) Vol 2, No 2 (2020): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.2.2.87-96

Abstract

This study deals with a review of the problematic approach in selecting Language Learning Strategies (LLS) due to the misleading the characteristics of English. Along with the purpose, this paper seeks to compare the differences between cultural and linguistic backgrounds of Indonesian EFL with Malaysian, Pakistani, and Italian ESL students’ Language Learning Strategy. In addition, this review also aims to know the Language Learning Strategy used by other ESL countries and to become the main purchase of this study to evaluate Indonesian’ Language Learning Strategy. In Indonesia, English becomes a foreign language where it is not an official language and has limited language input. Whereas, as we already know, English is a common subject learning for most people in Indonesia. This is due to the high interest and need for mastering English in various aspects. In learning English as a target language, people not only need to master their knowledge, but also the need for better and useful communicative competence in use. However, the need to come up with some appropriate teaching strategies becomes an important factor to achieve their goals.

Page 1 of 1 | Total Record : 8

 1 

Filter by Year

2020 2020


Reset
Filter By Issues
All Issue Vol. 8 No. 2 (2026): English Language in Focus (ELIF) Vol. 8 No. 1 (2025): English Language in Focus (ELIF) Vol. 7 No. 2 (2025): English Language in Focus (ELIF) Vol 7, No 1 (2024): English Language in Focus (ELIF) Vol 6, No 2 (2024): English Language in Focus (ELIF) Vol 6, No 1 (2023): English Language in Focus (ELIF) Vol 5, No 2 (2023): English Language in Focus (ELIF) Vol 5, No 1 (2022): English Language in Focus (ELIF) Vol. 4 No. 2 (2022): English Language in Focus (ELIF) Vol 4, No 1 (2021): English Language in Focus (ELIF) Vol 3, No 2 (2021): English Language in Focus (ELIF) Vol 3, No 1 (2020): English Language in Focus (ELIF) Vol 2, No 2 (2020): English Language in Focus (ELIF) Vol 2, No 1 (2019): English Language in Focus (ELIF) Vol 1, No 2 (2019): English Language in Focus (ELIF) Vol 1, No 1 (2018): English Language in Focus (ELIF) More Issue