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ELT in Focus

ELTINFOCUS
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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 75 Documents

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The Use of English Teaching Methods in a Secondary School in Karawang Fina Aufar
ELT in Focus Vol. 1 No. 2 (2018): ELT in Focus
Publisher : ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG

This study focused on the related analysis of English language teaching methods implemented by teachers in MAN 1 Karawang. This study used survey research method, utilising mailed-questionnaire technique. The primary participants of this study were 4 questionnaire responses from English Teachers in MAN 1 Karawang. The result of the study indicated that mostly teachers in MAN 1 Karawang implement Communicative Language Teaching Method, in contrast none of them implement the Project-Based Methods in English Language Teaching and Learning Process. It can be derived from the findings that they have got the well-comprehension about designing the meaningful activities and fulfill the requirement of teaching English in the current era.

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

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.

Needs Analysis of ‘English for Accounting’ in Tertiary Education Wulan Rahmatunisa; Vina Agustiana
ELT in Focus Vol. 1 No. 2 (2018): ELT in Focus
Publisher : ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG

This study focused on needs analysis and course design of English for accounting in tertiary education in Kuningan, West Java. It aimed to investigate the required learning materials and the suitable learning activities for accounting students of tertiary education. This study employed qualitative method. It was conducted in qualitative design with some data collected quantitatively through questionnaire and some collected qualitatively through interviews and document analysis from students and lecturers. The questionnaire was used for descriptive statistics, whereas interviews and document analysis were used for the collection of more in-depth and emergent data. This study revealed that listening and speaking skills are the priority in teaching English which is closely followed by writing and reading. The highest students’ preferences for classroom learning activities are vocabulary exercising, followed by simulation and grammar exercising. It is also found that most students consider English is important in their future career and they might need English to communicate with colleague and customer. This information target situation should be taken into consideration as the basis of syllabus and material development. The information from target situation analysis is important in ESP course since it is all about eliciting what the learners have to know related to their future career.

The Contribution of Lexical Cohesion to the Text Cohesion in EFL Students’ Expository Texts Hanif Nurcholish Adiantika
ELT in Focus Vol. 1 No. 1 (2018): ELT in Focus
Publisher : ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG

The present study intends to investigate the use of substitution in students’ expository texts. It covers the types of substitution used by the students in their expository texts and the contribution of substitution to the texts’ cohesion. This study uses qualitative research through case study design. The participants in this study are nine students of twelfth grade in a public senior high school in Kuningan. The data in the present study are the documents of students’ expository texts. The data are analyzed by using the frameworks of cohesive devices proposed by Halliday and Hasan (1976). The findings indicate that there is only one substitution found in this study namely nominal substitution. The present study also delineates that the use of substitution contributes to the process of avoiding repetition and text redundancy. Furthermore, it can be concluded that the use and the contribution of substitution in students’ expository texts are still considered low. Thus, the encouragement is very necessary for the students to use appropriate substitution to make their texts more cohesive.

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

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.

Teaching tolerance through intercultural English language learning to elementary students Fauzi Miftakh; Kelik Wachyudi
ELT in Focus Vol. 2 No. 2 (2019): ELT in Focus
Publisher : ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/eltinfc.v2i2.3053

This study aims to find out how the intercultural English language learning can foster values of tolerance in elementary school students, as well as how it is implemented by teacher in the classroom. This research used a case study research design and the subjects in this study were a teacher and 20 6th grade students at an elementary school in Karawang. Data collection techniques were carried out by observation in 4 class meetings to observe the learning activities and interview with a teacher and 6 students. From the observations, this study showed that intercultural English language learning was moderately relevant to apply to elementary students. The teacher used simple, fun and stimulating activities and material such as songs, short stories and games in English, both from native culture (Indonesian) and target culture (English). Students could learn the use of English while recognizing cultural differences between native and target culture and languages. On the other hand, from the interview, students stated that they were very pleased with the method applied. They expressed their pleasure because they could get to know other cultures and most importantly they accept cultural differences as an amazement. Therefore, it can be concluded that students at a young age are fair enough to be introduced intercultural learning so they can think critically and have a tolerant attitude from an early age. However, the teaching method and material should be adapted to their age and thinking capacity.

Providing teaching resources for young learner classes: Best practices in efl context Isry Laila Syathroh; Bachrudin Musthafa; Pupung Purnawarman
ELT in Focus Vol. 2 No. 2 (2019): ELT in Focus
Publisher : ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/eltinfc.v2i2.3054

The availability of teaching resources is one of important factors to create successful lessons in teaching English to young learners (TEYL). Teachers can use flashcards, toys, songs, rhymes, books, audio visual materials, digital recourses and others to support teaching and learning process. Ready-made materials are available in stores, however they are usually expensive. The aim of this article is to share one of the best practices in providing resources for young learners in learning English. In the academic year of 2018, 40 students of English Department of IKIP Siliwangi took English for Young Learners (EYL) course for two credit hours. This is the second subject which is related to teaching young learners after they learned TEYL subjects as the perquisite subject in the previous year. In this course, students re-learned the concept of TEYL and the concepts how to provide teaching materials and resources for TEYL classes. At the end of the course, they should show their projects and demonstrate how to use them in TEYL. The findings reveal that students’ are very creative in designing resources for TEYL classes. This ability is very crucial in order to create child-friendly pedagogy in EYL classrooms.

Improving students’ environmental awareness through Project-Based Learning (PBL): A case at a secondary high school in Karawang Sidik Indra Nugraha; Iwan Ridwan
ELT in Focus Vol. 2 No. 2 (2019): ELT in Focus
Publisher : ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG

The environment in which we are living is an important and inseparable part of human life. Any environmental degradation therefore will have both direct and indirect impact on human and other living creatures. This research is aimed at exploring the implementation of PBL and the students’ responses towards the implementation of PBL especially in relation to the ways the students learn English as well as raising students’ environmental awareness. Employing qualitative case study, this research was conducted at a secondary high school in Karawang. Twenty students of grade eleven participated in this research. The data were collected through classroom observation and interview. The result indicated that the PBL was implemented through several stages, i.e. preparation, designing the project, executing the project, project presentation, and evaluation. The analysis also revealed the students’ responses towards the implementation of PBL. It can be concluded that the students responded quite positively towards the implementation of PBL as an effort to improve the students’ writing ability as well as their awareness towards environmental issues. Besides its benefits, there are several concerns found related to implementing PBL including learning management, group work distribution, and facilities.

Series of Nusantara Folklore Storybooks as the Media for Extensive Reading for Indonesia Elementary Students Rochmatika Nur Anisa
ELT in Focus Vol. 2 No. 2 (2019): ELT in Focus
Publisher : ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG

Reading the series of storybooks for Young Learners (YLs) promotes the vocabulary development. Incidental learning and direct teaching the words can develop them. Therefore, the reading materials become essential to be provided. As the English becomes extracurricular at elementary schools in Indonesia, the opportunity to use the English language by activating all four skills is necessary. As for reading, the YLs can get the experience by reading different reading texts ranging from simple signage to long stories. In addition, the Series of Nusantara Folklore storybooks is recommended to choose by teachers because it assists YLs learning principles that are interesting and authentic. In a nutshell, the series of storybook is a special package of narrow reading to support the extensive reading in English for Young Learners (EYL).

Teachers' perceptions toward EFL textbook Indah Okitasari; Dian Palupi
ELT in Focus Vol. 2 No. 2 (2019): ELT in Focus
Publisher : ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG

Teachers have an important role in determining a good textbook for students. However, it seems difficult because the teachers should have academic and non-academic considerations. This qualitative research aims to investigate 10 teachers’ perceptions toward the use of EFL textbook and the strength and weakness of the ’English Ok’ textbook used in 5 schools in Bandung. Through the questionnaire, interview and document analysis, 80% of teachers said that the use of the textbook was helpful and important for them. They used the textbook as the source of learning and made an effective time in transferring the knowledge. Meanwhile, 20% of teachers perceived that they preferred to use adapting materials from other resources as the materials than the book. In terms of practical consideration (accessibility, attractiveness, accessibility, and publication), layout and design, content (materials, practice, and activities), learners’ need and language accuracy, the ‘English ok’ book was considered as a good textbook. The weaknesses of the textbook were the unavailability of the audiocassette, answer sheet and exercise preparation for the national examination. Involving more participants are recommended to find out the perceptions of anti-textbook teachers.

Page 2 of 8 | Total Record : 75

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Hilmansyah Syaefullah

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Jl. H.S. Ronggowaluyo Teluk Jambe Karawang

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Hilmansyah Syaefullah

Contact Email hilmansyah.syaefullah@fkip.unsika.ac.id

Phone +628179257489

Journal Mail Official -

Editorial Address Jl. H.S. Ronggowaluyo Teluk Jambe Karawang

Location Kab. karawang, Jawa barat INDONESIA

Abstract

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Abstract

Contact Name
Hilmansyah Syaefullah

Contact Email
hilmansyah.syaefullah@fkip.unsika.ac.id

Phone
+628179257489

Journal Mail Official
-

Editorial Address
Jl. H.S. Ronggowaluyo Teluk Jambe Karawang

Location
Kab. karawang,

Jawa barat

INDONESIA