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Lidiyatul Izzah
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Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta Jl. K.H. Ahmad Dahlan, Cireundeu, Kec. Ciputat Tim., Kota Tangerang Selatan, Banten 15419
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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 121 Documents
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Teaching Vocabulary through Fly Swatter Game Hikmah Noerqori Saputra; Muhamad Sofian Hadi
English Language in Focus (ELIF) Vol 2, No 1 (2019): 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.2.1.17-24

Abstract

The study aimed to find out whether fly swatter game can give influence toward students’ vocabulary mastery. The subject of this study was grade VII-2 of SMPN 9 Tangerang Selatan in the academic year of 2018/2019, which consisted of 42 students. The method used in this study is a quantitative method with the design of the pre-experimental study. The data from pre-test and post-test were analyzed statistically using spss 16. The result of this study showed; the students’ pre-test mean score was 45.4 and the students’ post-test mean score was 86.6. The result of t-test was 21.55 and significant (2-tailed) was 0.00 < p (0.05). The hypothesis (H1) was accepted, which means there is a significant difference between pre-test and post-test scores of the experimental group. It can be concluded that applying fly swatter game in teaching vocabulary to 7th grade students of SMPN 9 Tangerang Selatan is effective.
Theme Based Instruction Model in Teaching Extensive Reading Mutiarani Mutiarani; Irpan Ali Rahman
English Language in Focus (ELIF) Vol 2, No 1 (2019): 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.2.1.43-52

Abstract

The purpose of this study is to investigate in detail the implementation of theme based instruction model  in teaching extensive reading. This study is classroom action research conducted at the fourth semester students’ English Educational Sciences, Educational Sciences Faculty, Universitas Muhammadiyah Jakarta with participant number are 40 students. Data obtained from the result of the test in each cycle. The findings showed that the learning process using theme based instruction model  in teaching extensive reading makes the students more participative and active in their classroom reading learning process, it is showed by their high participation  during the teaching is increased. Another finding revealed that there is significant influence toward the students’ extensive reading learning process from preliminary to cycle II stage in the research process. The average score of students at the preliminary stage is only 68 then it increased to 72 in the first cycle and increased significantly in cycle II with the amount of 83. It can be concluded that classroom action research is done by using of theme based instruction model in teaching extensive reading in the fourthsemester students of English Educational Sciences significantly helps the students in increasing about 21% improvement from pre-cycle to cycle II in their Extensive Reading course. This study recommends the continuation of using various teaching models for university students to improve their English language skills, especially English reading skill.
The Effect of Scaffolding toward Students’ Writing Procedure Text Meutia Khanza; Tatu Zakiyatun Nufus
English Language in Focus (ELIF) Vol 2, No 1 (2019): 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.2.1.33-42

Abstract

The purpose of this study was to determine whether scaffolding can have a significant effect on students' ability to write procedure texts. In this study, the sample used is the students of grade XI SMA Muhammadiyah 25 Setiabudi Pamulang. The sample was from the class XI IPA 1 as the experimental class and XI IPA 2 as the control class. Each of them consists of 36 students. The writer used purposive sampling technique in determining the number of samples from the existing population. The method used was quantitative and the design used was quasi-experimental study. The instrument in this study was a written test. To ensure the reliability of the instrument, the writer uses a rubric in the assessment called analytic scoring adopted from John Anderson to assess student writing in pre-test and post-test. The findings of this study were the mean score of pre-test of experimental class students was 56.47 and the mean score of the student's post-test was 76.14. In contrast, the students’ pre-test mean score of the controlled class was 63.25 and the mean score for the post-test was 66.72. The significant effect was shown by the students’ post-test mean score of the experimental class which was treated by scaffolding technique was greater than the post-test mean score of the controlled which was not treated by scaffolding technique. The result of the statistical hypothesis test found that on significance level 0.000 < 0.005. Thus the H0 (Null Hypothesis) was rejected and the H1 (Alternative Hypothesis) was accepted. It proved that the application of scaffolding technique is effective towards the students’ skill in writing procedure text.
A Comparative Study on the Effectiveness of Using Direct and Audiovisual Methods for Enhancing Students Listening Comprehension Faidhatul Atiyah; Lidiyatul Izzah
English Language in Focus (ELIF) Vol 2, No 1 (2019): 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.2.1.9-16

Abstract

The present study aims to compare experimentally direct and audio-visual method in terms of their effectiveness in students listening comprehension. Another purpose of the study is to help the teachers to find out the most effective way of teaching listening in the classroom. This study was conducted in MTS Al-Hamid, and 46 students of two classes were selected as the sample participants. In choosing the sample, the writer used a cluster random sampling technique. The subjects were assigned as experimental and control groups. This research used post-test only toward the experimental and control group. Data were gathered through the listening test in both the control and experimental group. While the experimental group learned English by implementing the audiovisual method, the control group was instructed by the audiovisual method. In the end, the results were statistically analyzed. Based on the result, the use of audio-visual method had a positive effect on the enhancement of students listening comprehension.
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. 

Page 3 of 13 | Total Record : 121

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