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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 75 Documents
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Switching Code and Mixing Code in Violation of Cooperation Principles: A Socio-Pragmatic Study Rizky Prasetya
ELT in Focus Vol. 3 No. 2 (2020): ELT in Focus
Publisher : ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/eltinfc.v3i2.4357

Abstract

The interaction between multilingual speakers creates code-switching and code-mixing. The phenomena have occurred in the learning process of foreign language acquisition. This research is aimed at describing code-switching and code-mixing caused by violating the principle of cooperation occurred in EFL classroom. This research used qualitative case study method. The subjects in the research were 65 English learners in a private university in Jakarta. The data of conversation scripts were analysed using fundamental theories of code-switching, code-mixing, and cooperative principles. The open-ended questionnaire applied to set the object of the study. The results revealed that code-switching includes inter-sentential and intra-sentential. In the meantime, code-mixing includes alternation and insertion. The English learners utilize switch and mix code to accommodate their communication in the target language. The switching and mixing code have positive impacts on the learning process. The students express direct speech in the source or mother language, which is different from the target language, clarifying or emphasizing a message. The degree of speaker relationship is also influenced by whether a statement reflects a personal viewing, thinking, or understanding. The switching and mixing codes happened because of the violation of the cooperation principle. It is naturally accepted to violate the cooperation principle in language classroom. Maxim violation was caused by inadequacy, incompatibility, and misunderstanding of the foreign language acquisition's language discourses.
Untangling Teacher’s Politeness in EFL Classroom: A Case at a Vocational School in Karawang Kelik Wachyudi; Fauzi Miftakh; Sunarya
ELT in Focus Vol. 3 No. 2 (2020): ELT in Focus
Publisher : ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/eltinfc.v3i2.4578

Abstract

This research at disentangling kinds of polite strategies used by an English teacher in the EFL classroom. This research was based on qualitative approach. The research involved an English teacher at a vocational school in Karawang. The data collection were carried out through the observation of an English teacher in two classroom meetings and were video-recorded. The results showed that the types of polite strategies used by an English teacher included four types of politeness strategies, i.e. positive politeness, negative politeness, bald on-record and off record. As a result, it can be concluded that attention should be given to the language used by the students. This will help the students in developing their English communicative skills as to how to use language relevant to the context.
Is Teaching Method Still Necessary for Today’s ELT? Evidence from Indonesian English Lecturers Mobit
ELT in Focus Vol. 3 No. 2 (2020): ELT in Focus
Publisher : ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/eltinfc.v3i2.4579

Abstract

Drawing on data from a questionnaire and semi-structure interview, this case study investigates the Indonesia English lecturers’ perception toward teaching method and their personal experiences in implementing the methods in the teaching practice as well. Findings report that 89% of the participants keep implementing some methods which fit to the material. It is still reasonable to use in teaching practice since the methods could be aids to drive the teaching process in the classroom. The empirical evidence suggests that in the context of English foreign language teaching, the methods are highly believed as principle guiding points of teaching practices. The participants also argue that the teaching methods have facilitated and supported the lecturers elaborate such material and the ways to teach in real pedagogical activties. Furthermore, it can favor the lecturers in teaching to drive the classroom teaching activities run well.
Investigating Students’ Reading Interest on English Reading Materials through Their Reading Habits during Pandemic Slamet Wahyudi Yulianto; Diah Hanah; Khofifah Lisniyanti
ELT in Focus Vol. 3 No. 2 (2020): ELT in Focus
Publisher : ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/eltinfc.v3i2.4585

Abstract

This research was conducted to investigate students’ reading interest on English reading materials through their reading habits during a Covid-19 pandemic. It also discovers contents of English reading materials that students most like to read. Survey research design was conducted by the researcher to investigate 98 students of 9 high schools in Subang. The data were collected using questionnaire that was distributed through social media in the form of Google Form link. It was found that 42.9% of the participants have the motivation as well as the willingness, and half (49%) of the total number of the participants get pleasure from reading English materials. Although 33.7% students do not accustom to read English materials outside English classes, it was embodying students’ reading habit which 60 students only read 2 – 3 days a week with the most answer of length less than an hour (41 Students). There are 38 students selected ‘articles on internet’ and 36 students selected ‘academic books’ as their favourite types of reading. Afterward, reading genres the students most selected are ‘education’ (44 students) and ‘entertainment’ (19 students), the rest of them selected poetry, horror, romance, humour, science fiction and other.
English Learning Strategies of Using Application in Online Class: An Emergency Remote Teaching during Covid-19 Pandemic Nuri Holisoh; Hidayatul Fitriani
ELT in Focus Vol. 3 No. 2 (2020): ELT in Focus
Publisher : ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/eltinfc.v3i2.4626

Abstract

This article investigates students’ perspective towards online English learning using application during Emergency Remote Teaching (Covid-19 pandemic). The researchers used qualitative and quantitative method by giving online questionnaire. The results are obtained from students of random high schools where each of the students of the class also use different application on their online class. The research questions consist of 3 categories, namely: (1) students’ perception of their used application, i.e. application, data network, and equipment; (2) students’ perception of online class consisting of online learning, online learning process, and students’ plea of online class; and (3) students’ obstacles of online class. The results revealed that students’ response and perception are diverse and significant to teaching and learning strategies. As a result, the online learning strategies were discovered.
ESP Coursebook Evaluation: Students’ Perception on Activities and Tasks Intan Satriani; Setya Resmini
ELT in Focus Vol. 4 No. 1 (2021): ELT in Focus
Publisher : ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG

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

Abstract

In teaching and learning process, teachers without preparation and materials in teaching like chefs without cooking ingredients. It can be assumed that preparing the activity and materials is important for the teachers before they deliver the lesson. On the point of that, this research is aimed at evaluating a coursebook in English for Specific Purposes (ESP) subject. It investigates students’ responses towards ESP coursebook written by Hutchinson and Waters (1987) entitled English for Specific Purposes. The evaluation format used in this research is adopted from Al-Sowat (2012). Limitation of this research is on choosing only one area as the focus of evaluation. There are activities and tasks. The participants involved in this research were university students. The data were collected by distributing questionnaire to the participants using google form. Descriptive qualitative was used to analyze and present the data. The results showed that the coursebook has strength. Students do not feel bored, also those activities can make students more creative and active in the classroom. This research suggests further research to develop an appropriate coursebook for English for Specific Purposes subject.
Bahasa Inggris Bahasa Inggris: English Rizky Prasetya
ELT in Focus Vol. 4 No. 1 (2021): ELT in Focus
Publisher : ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG

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

Abstract

Remote English teaching and learning must not be avoided at all costs during pandemic. Effective online instruction delivery is still a work in progress of Higher Education. The prior study explained that English pedagogy could have implemented in a virtual ecosystem. This study investigated learners’ viewpoints of online English for Specific purposes course in a higher education program. The mixed research design involving qualitative and quantitative approach provides detailed and accurate information about effective online English teaching. The instrument included aspects of effective online teaching. Data were collected through online questionnaire of 237 students’ responses towards online teaching. The twenty-one items identify elements that are described as very important to not important aspect of effective teaching, including socio-affective, subject-matter knowledge, pedagogical knowledge, and personality characteristics. The factors developed as participants include accommodating language learners’ needs, employing meaningful models, motivating language learners to do their most reliable, promoting the courses’ pattern entirely, giving a relevant course, interacting productively, and presenting adequate attention to learners. Online learners could learn as complete in face-to-face language classes. The online ecosystems’ view may motivate English lecturers to evaluate pedagogy in unconventional approach and designs. The study’s implication of online learning options has the possibility for language educational productivity, and it is also essential to recognise the pedagogical and practical advantages
Mengajar Bahasa Inggris Untuk Siswa Keterbelakangan di SMPLB PGRI Pamekasan Fitrah Yuliawati; Ika Nuriyanti; Jaftiyatur Rohaniyah
ELT in Focus Vol. 4 No. 1 (2021): ELT in Focus
Publisher : ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG

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

Abstract

The research was aimed at delineating the practice of teaching English for Down Syndrome students in a special secondary school of in Pamekasan, East Java. In this qualitative research, the data were gathered from observation, interview and documentation. An EFL teacher teaching English to students with Down Syndrome participated in this research. The result showed that the teacher taught English through several stages including opening, materials presentation, evaluation and assessment, and closing. It was also revealed that using demonstration method and visual media can increase the students’ attention in learning English. It seemed that pictures are more preferred by the students in learning English, and thus it is recommended that teachers use more visual objects and realia in teaching English for Down Syndrome students as alternative way to improve the teaching quality.
Merdeka Belajar-Kampus Merdeka (MBKM) Curriculum in English Studies Program: Challenges and Opportunities Kriswanda Krishnapatria
ELT in Focus Vol. 4 No. 1 (2021): ELT in Focus
Publisher : ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG

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

Abstract

Abstract This article was written with the impetus to see the implementation of the Merdeka Belajar (Freedom to Learn), Kampus Merdeka (Independent Campus) program launched by the Ministry of Education and Culture (Indonesia), particularly on the policy of students’ right to take up to three semesters outside of their program. This policy aims to give students independence in developing their own knowledge and interests so that they will be better prepared upon graduation. In practice, the application of this curriculum innovation is not as smooth as expected because the study program faces various challenges, both technical and administrative, when facilitating students in pursuing their studies. To date, many researchers have reviewed Merdeka Belajar, Kampus Merdeka (MBKM) policies in Higher Education, but there has been yet article specifically discussing the implementation of students’ rights from English Studies program in taking credits outside their study program, so this research attempts to fill this gap. In this qualitative descriptive study, the method used was observation and documentation. Data were collected from learning activities at the English Studies Program, Faculty of Cultural Sciences, Universitas Padjadjaran, in the 2020/2021 Academic Year. The results of the study show that the main challenge in implementing MBKM curriculum and its policy is administrative issues such as building partnership between study programs and external parties. However, one of the positive aspects of the COVID-19 pandemic is that the online learning turns out to be very supportive for the implementation of this program. It is more likely that the program stays open for opportunities and there is room for improvement by offering more elective courses in the curriculum to give students more freedom.
Exploring an EFL Teacher in Online Learning Design: A Narrative Inquiry Study Muhamad Reza Pahlevi
ELT in Focus Vol. 4 No. 1 (2021): ELT in Focus
Publisher : ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/eltinfc.v4i1.5365

Abstract

Online learning has been mainly discussed and used in today’s situation during covid-19 pandemic. It challenges teachers to adapt and serve proper interactive and effective learning. However, a few study that concerns on how teachers design online learning. This present study aims at exploring an EFL teacher online learning design. This study is a narrative inquiry design that collects data from comprehensive semi-structured interviews. The interviews was transcribed and analyzed thoroughly. The data were interpreted through thematic analysis and theoretical lenses. The finding of this study revealed that the teacher prioritizes on students’ needs as learning guidance, students’ communicative practice is emphasized through video call and WhatsApp group. This online design assisted students to actively engage and to be autonomous learner.

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