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ELT in Focus
Published by Universitas Singaperbangsa Karawang
ISSN : 26553082     EISSN : 26556774     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
ELT in Focus is an academic journal published by English education program, Universitas Singaperbangsa Karawang undergraduate school in Karawang regent,West Java, Indonesia. It is a biannual journal published in January and July. It is a freely accessible, full text, peer-reviewed journal allowing for the dissemination of ELT in these main areas: (1) Methodology in ELT, (2) Technology Enhanced Language Learning (TELL), (3) Language Policy and Curriculum, (4) Teacher Professional Development, (4) Literature in ELT, (5) Language Assessment, (6) Language Material Design and Evaluation, (7) Psychological and Sociological Influences on English language learning (8) Global/World Englishes and, (9) Other related disciplines or areas of research. It is intended for an international audience of elementary and secondary teachers, researchers, teacher educators, scholars, parents and instructors at tertiary levels who are concerned with the teaching and learning of English in varying contexts (such as families, classrooms, schools, colleges, universities, communities, countries etc.), whereby two or more languages are prevalently and extensively used by an individual speaker or a community of speakers.
Arjuna Subject : Umum - Umum
Articles 5 Documents
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Search results for , issue "Vol. 2 No. 1 (2019): ELT in Focus" : 5 Documents clear
Development of Basic Analysis of Prose Coursebook Containing Critical Theories at a State University in Karawang Kriswanda Krishnapatria
ELT in Focus Vol. 2 No. 1 (2019): ELT in Focus
Publisher : ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (361.711 KB) | DOI: 10.35706/eltinfc.v2i1.1944

Abstract

This research is motivated by the need of textbook used in the process of literature lecturing, especially prose. Critical theories discourse contained in literary work can be an interesting issue when textbooks used in Higher Education have not provided a mandate and a good and strong model to imitate. Given the importance of the role of textbooks in the process of knowledge transfer other than lecturers, it is necessary to develop literary coursebooks that subtly contain critical theories in order to produce better quality resources in changing attitudes and actions of readers.This research used a simplified Research and Development method that only covered three main stages: (1) preliminary study, (2) product formulation and development, and (3) product validation and dissemination. In addition, this study focused on coursebooks containing critical theories for English Education students of 6th Semester on Basic Analysis of Prose course at State University of Singaperbangsa Karawang.The coursebook as the development product for Basic Analysis of Prose in English Language Education Program at State University of Singaperbangsa Karawang has a total average analysis of validation results and small group testing above 80%, so it can be categorized as valid and feasible.
Teaching Anxiety Experienced by Indonesian Student Teachers of Multidisciplinary Education Study Program Vina Agustiana; Nunu Nurhayati
ELT in Focus Vol. 2 No. 1 (2019): ELT in Focus
Publisher : ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (74.435 KB) | DOI: 10.35706/eltinfc.v2i1.1933

Abstract

With the demands of professionals, the study reports that there is a great deal of anxiety that arises in real teaching. As an effort to reduce the teaching anxiety, this study explores the level of teaching anxiety faced by student teachers in implementing real teaching as well as factors that can trigger the emergence of anxiety. This research was conducted quantitatively by applying the survey as the research strategy. The Student Teacher Anxiety Scale (STAS) found by Hart (1987) became a research instrument with language modification performed. 238 student teachers of Multidiciplinary Education Study Program (ESP) at one of the Private University in Indonesia who will carry out real teaching are involved as research respondents. The respondents consist of 6 different ESP. Based on the results of the study, it can be seen that the level of teaching anxiety faced by student teachers of multidiciplinary ESP in carrying out real teaching activities is at a high level with an average of 3.69. The level of anxiety experienced by student teachers of each ESP are as follows: Primary School Teacher (3.89), Mathematics (3.74), English Language (3.48), Indonesian Language (3.47) are at a high level. While the level of teaching anxiety of student teachers of Biology ESP (3.35) and Economic ESP (3.26) are at the normal level. Meanwhile, the most influencing factor causing the teaching anxiety were teaching preparation (3.86), teaching evaluation (3.73), class control (3.71), school staff (3.58), and failure in teaching (3, 58). With the anxiety that arises, good communication is the initial solution that can be done so that real teaching activities get better. Finally, real teaching will be more useful when the anxiety that arises is considered as a stimulation so that students can carry out better real teaching activities.
Learner Autonomy Desirability and Feasibility in Indonesian EFL Classrooms: University Students’ Voices Slamet Wahyudi Yulianto
ELT in Focus Vol. 2 No. 1 (2019): ELT in Focus
Publisher : ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (344.226 KB) | DOI: 10.35706/eltinfc.v2i1.1945

Abstract

For its promises in helping learners to develop their language proficiency, independent learning skill, thinking skill, and collaborative skill, numerous research and practices have been conducted regarding the promotion of Learning Autonomy (LA) in English as a Foreign Language (EFL) classroom. However, the majority of research focuses only on the teachers’ viewpoint. This paper aims to reveal the students’ voices towards LA, especially its’ desirability and feasibility in the context of EFL classroom in Indonesia. This case study was carried out in one private university in Subang. 44 students were purposively selected as the participants. The data were collected through distributing questionnaires and conducting interviews. It is revealed that most of participants perceive LA as both desirable and feasible. However, they still find that it is not easy to develop their LA without adequate support from their teachers. It can be concluded that the students are willing to develop their LA. It is suggested that there should be more teacher training regarding the promotion of LA in the Indonesian EFL context.
Disentangling the Role of Linguistics in English Language Teaching Kelik Wachyudi
ELT in Focus Vol. 2 No. 1 (2019): ELT in Focus
Publisher : ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (141.026 KB) | DOI: 10.35706/eltinfc.v2i1.2023

Abstract

The research paper attempt to disentangle of (applied) linguistics in English language teaching.  In this research, I used a literature review as my method. The result revealed that the role (applied) linguistics in English language teaching is needed for language learners. As a result, English language learners have beneficial from (applied) linguistics along with study English language teaching.  The content of (applied) linguistics help language learners better to comprehend ELT.
The Effects of Grammar Mastery and Critical Thinking towards Student’s Descriptive Writing Skill Nina Puspitaloka
ELT in Focus Vol. 2 No. 1 (2019): ELT in Focus
Publisher : ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (485.08 KB) | DOI: 10.35706/eltinfc.v2i1.2024

Abstract

The purpose of this research wants to know the effect both grammar mastery and critical thinking towards student’s descriptive writing skill. It wants to know the effect of grammar mastery towards student’s descriptive writing skill. And then, it wants to know the effect of critical thinking towards student’s descriptive writing skill. Research method is a survey research which is taken from 90 students that are chosen randomly sampling technique at private senior high school in Karawang. There are several instruments, which are used in viewing the relationship between two independent variables (grammar mastery and critical thinking) and one dependent variable (descriptive writing skill), namely: (1) multiple choice test to measure the level of knowledge grammar mastery, (2) questionnaires to measure the level of cognitive in critical thinking, and (3) writing test to measure student’s ability in terms of descriptive writing skill. Data analysis technique used SPSS Version 16.0. The result of the research shown that (1) both grammars learned by student and critical thinking ability have effects on the student’s writing skill. This is evidence of the value both independent variables are Fcount = 339,539 and sig as big as 0,000 < 0,05. (2) grammar learnt by the students has effect on the student’s descriptive writing skill, this is evidenced by tcount  = 26,037 and sig as big as 0,000 < 0,05. (3) critical thinking ability has no effect on the student’s descriptive writing skill, this is evidence by tcount = 0,858 and sig as big as 0,393 > 0,05.

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