English Focus: Journal of English Language Education
English Focus was launched with the intention to make quality research output available for scholars in the field of language education. Although the focus is primarily on research on language education, we will also consider papers in other areas of applied linguistics such as language testing as far as they have clear implications for language teaching/learning. Reviews of the literature are not acceptable for this Journal; however, status papers by experts in the field are called for as long as explicit implications are drawn in favor of language teaching and learning. English Focus (p-ISSN: 2614-638X and e-ISSN: 2614-6355) is an open access academic, scholarly peer-reviewed journal and follows a double-blind review policy. The Journal is scheduled for publication semiannually, in July and December, with the first issue to appear in December 2017.
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<![CDATA[THE EFFECTIVENESS OF CONTENT-BASED INSTRUCTION TO TEACH WRITING SKILL FOR JUNIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Larasaty, Gina]]>;
<![CDATA[Wulandari, Linda]]>
<![CDATA[ Jurnal Bahasa Inggris Vol 2 No 2 (2019) ]]>
Publisher : <![CDATA[LPPM Universitas Pancasakti Tegal ]]>
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DOI: 10.24905/efj.v2i2.52
<![CDATA[The aim of this study was to know the effectiveness of Content-Based Instruction approach in teaching writing skills. Pre-test and post-test are used in this study to get the data. The samples of this study consisted of 39 students, they are Class VIII H as an experimental group and class VIII I as a control group. The data were analyzed by statistical analysis. Then, The statistical calculation showed the value of T-obs was 14.206, while the value of T-table was 2.021, meaning that T-obs is higher than T-table. In conclusion, therefore, it means that the Alternative Hypothesis (Ha) is accepted while the Null Hypothesis (Ho) is rejected. It means that the implementation of Content-Based Instruction is effective to teach writing skills for Junior High School Students. ]]>
<![CDATA[TO WHAT EXTENT DOES THE SYLLABUS ALLOW TEACHERS TO GO BEYOND METHODS? ]]>
<![CDATA[Rachmatika, Dian]]>
<![CDATA[ Jurnal Bahasa Inggris Vol 2 No 2 (2019) ]]>
Publisher : <![CDATA[LPPM Universitas Pancasakti Tegal ]]>
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DOI: 10.24905/efj.v2i2.56
<![CDATA[?What is the best method to teach a foreign language?? Such queries might once come up in the minds of language teachers worldwide. While the answer to that question, if any, seems to be problematic, researchers in the area of language teaching argue that ?no size fits all? (see Kumaravadivelu, 2006), implying that there is no method apt to all characteristics of language classrooms. It then triggers an issue on teachers? dissatisfaction with the existing methods and underlies the emergence of post-method ideology. With the parameter of particularity, practicality, and possibility as well as the ten macro strategies, post-method pedagogy offers a breakthrough in language teaching. Not only does it promote teachers? autonomy to go beyond methods, but it also mitigates marginalization, neoliberalism, and dichotomy between theorists and teaching practitioners. Despite its benefits, in such contexts as Indonesia, the English as a Foreign Language (EFL) teaching framework is not generated under the umbrella of post-method principles. There might be a possibility for teachers, nevertheless, to go beyond methods and deploy the post-method pedagogy in their teaching. Such possibility is featured in the syllabus and thus becomes the objective of this study to critically review the extents to which the Indonesian EFL syllabus allows teachers to apply the post-method principles. By reflecting to the parameter and the framework of post-method, it can be deduced that the syllabus offers flexibility to some extent while several aspects need to be taken into account.]]>
<![CDATA[IMPLEMENTING QUICK RESPONSE (QR) CODES IN TEACHING READING ]]>
<![CDATA[Hapsari, Suci]]>;
<![CDATA[Nur Ekawati, Yulia]]>;
<![CDATA[Molla, Nur Laila]]>
<![CDATA[ Jurnal Bahasa Inggris Vol 2 No 2 (2019) ]]>
Publisher : <![CDATA[LPPM Universitas Pancasakti Tegal ]]>
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DOI: 10.24905/efj.v2i2.57
<![CDATA[The purposes of this research were to describe the implementation of Quick Response (QR) Codes in teaching reading, to find out the significant difference between students who are taught with and without using QR Codes, and to know the students? responses from using QR Codes in teaching reading of English explanation texts to XI class in MAN Kota Tegal in the academic year of 2018/2019. This research used a type of experimental study with pretest-posttest control design. The results of the study described the QR Codes could be implemented in teaching reading as a teaching medium. The steps of applying this medium were (1) asking students to make a group, (2) scanning the QR Code to get reading text and worksheet of assignment, (3) doing the activities stated in QR codes, and lastly (4) discussing the result. Moreover, t-test result showed higher than t-table (4.372 > 2.011). It meant that there was significant difference from experiment and control group. In accordance with students? responses result, it mentioned that students felt enthusiastic, motivated, and discovered new things during teaching learning process through QR Codes. Therefore, it was suggested to English teacher using QR Codes in teaching reading.]]>
<![CDATA[DEVELOPING STUDENTS' READING ABILITY USING EXTENSIVE READING ]]>
<![CDATA[Sumartono, Sumartono]]>;
<![CDATA[Aflahatun, Nur]]>;
<![CDATA[Cahyani, Intan Dwi]]>
<![CDATA[ Jurnal Bahasa Inggris Vol 2 No 2 (2019) ]]>
Publisher : <![CDATA[LPPM Universitas Pancasakti Tegal ]]>
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DOI: 10.24905/efj.v2i2.59
<![CDATA[This study intends to find out the influent of students? reading ability through extensive reading and to find out the result of using various text in reading activities. This research using classroom action research. Consists of two cycles. Technique collecting data used in this research is a mixed-method (qualitative and quantitative). The technique of analyzing data used is descriptive analysis. The result of this research showed the development of students reading ability through extensive reading. Use two types of extensive reading, i.e., skimming and superficial. By using three-technique of extensive reading that is skipping, skimming and scanning. Extensive reading conducted in the first cycle and second cycle. Based on the research result from pre-cycle until post cycle, students? reading ability was increased 50,4 %.]]>
<![CDATA[THE REALIZATION OF HOTS ON SUMMATIVE TEST ITEMS DESIGNED BY ENGLISH TEACHER GROUP DISCUSSION ]]>
<![CDATA[Fitriani, Walida Wahid]]>
<![CDATA[ Jurnal Bahasa Inggris Vol 2 No 2 (2019) ]]>
Publisher : <![CDATA[LPPM Universitas Pancasakti Tegal ]]>
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DOI: 10.24905/efj.v2i2.64
<![CDATA[HOTS is becoming trending topic in 21st century. There are three main components of HOTS namely transfer of knowledge, critical thinking and problem solving (Brookhart, 2010: 5-8). Teachers are demanded to stimulate students? critical thinking nowadays. One of the ways is by providing tests based critical thinking. This study was conducted to analyze the realization of HOTS on test items designed by Teachers English Group Discussion (MGMP). The writer employed descriptive qualitative study. The writer took data from summative tests in the first semester which were made by MGMP. The data covered summative tests from the seventh grade, eight grade and the ninth grade. The writer analyzed the data by using Bloom?s Taxonomy as the theoretical framework. There are six levels of cognitive which was revised by Anderson and Karthwoel (2001). Those are remembering, understanding, applying, analyzing, evaluating and creating. The result of the study showed that all of the test items were integrated among LOTS, MOTS and HOTS. Although they had different percentage, it revealed that lower-order thinking skills covered the skill of remembering, understanding, and applying dominates compared to the higher-order thinking skills. Obviously, in the level of higher-order thinking skills, there was only one skill, the skill of analyzing was represented on the test items while the skills of evaluating and creating were not found. ]]>
<![CDATA[YOUTUBE ANIMATED MOVIES AS AN ALTERNATIVE MEDIA TO ENHANCE STUDENTS’ LISTENING SKILLS ]]>
<![CDATA[Nurdiawati, Dede]]>
<![CDATA[ Jurnal Bahasa Inggris Vol 2 No 2 (2019) ]]>
Publisher : <![CDATA[LPPM Universitas Pancasakti Tegal ]]>
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DOI: 10.24905/efj.v2i2.66
<![CDATA[These objectives of this research are to investigate whether using YouTube animated movies as an alternative media enhances students? listening skills and to find out what attitudes the students have towards learning through YouTube animated movies as an alternative media. The participant was thirty-two students of Junior High School. The collecting data use questionnaire, observation, and interviews. The results were: (1) there were twenty-five students (78.13%) who strongly agreed that the students wanted their teachers to use more animated movies on YouTube as one of the alternative media in the classroom; (2) there were two students? expectation of the teachers? role in teaching and learning listening skill by using YouTube animated movies in the classroom: twenty-nine students (90.63%) who strongly agreed that the teachers became facilitators and mentors who helped students to learn when teaching and learning listening process took place in the classroom; and there were twenty-three students (71.88%) who strongly agreed that the teachers walked around the class to observe the process of the students? work assignment; (3) More than twenty-five students agreed that YouTube animated movies could help the students in studying English especially in learning listening; and (4) It also found that majority of the students had higher and good attitude in teaching and learning listening process by using YouTube animated movies. It can be concluded that the use of YouTube animated movies can enhance students? listening skills. Besides, it is recommended that YouTube should be considered as an effective instructional medium for enhancing the content learning of the students and as an important teaching resource in the classroom.]]>
<![CDATA[The Effectiveness of Content-Based Instruction to Teach Writing Skill for Junior High School Students ]]>
<![CDATA[Larasaty, Gina]]>;
<![CDATA[Wulandari, Linda]]>
<![CDATA[ Jurnal Bahasa Inggris Vol 2 No 2 (2019) ]]>
Publisher : <![CDATA[LPPM Universitas Pancasakti Tegal ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24905/efj.v2i2.52
<![CDATA[The aim of this study was to know the effectiveness of Content-Based Instruction approach in teaching writing skills. Pre-test and post-test are used in this study to get the data. The samples of this study consisted of 39 students, they are Class VIII H as an experimental group and class VIII I as a control group. The data were analyzed by statistical analysis. Then, The statistical calculation showed the value of T-obs was 14.206, while the value of T-table was 2.021, meaning that T-obs is higher than T-table. In conclusion, therefore, it means that the Alternative Hypothesis (Ha) is accepted while the Null Hypothesis (Ho) is rejected. It means that the implementation of Content-Based Instruction is effective to teach writing skills for Junior High School Students.]]>
<![CDATA[To What Extent does the Syllabus Allow Teachers to Go beyond Methods? ]]>
<![CDATA[Rachmatika, Dian]]>
<![CDATA[ Jurnal Bahasa Inggris Vol 2 No 2 (2019) ]]>
Publisher : <![CDATA[LPPM Universitas Pancasakti Tegal ]]>
Show Abstract
|
Download Original
|
Original Source
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Check in Google Scholar
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DOI: 10.24905/efj.v2i2.56
<![CDATA[“What is the best method to teach a foreign language?” Such queries might once come up in the minds of language teachers worldwide. While the answer to that question, if any, seems to be problematic, researchers in the area of language teaching argue that “no size fits all” (see Kumaravadivelu, 2006), implying that there is no method apt to all characteristics of language classrooms. It then triggers an issue on teachers’ dissatisfaction with the existing methods and underlies the emergence of post-method ideology. With the parameter of particularity, practicality, and possibility as well as the ten macro strategies, post-method pedagogy offers a breakthrough in language teaching. Not only does it promote teachers’ autonomy to go beyond methods, but it also mitigates marginalization, neoliberalism, and dichotomy between theorists and teaching practitioners. Despite its benefits, in such contexts as Indonesia, the English as a Foreign Language (EFL) teaching framework is not generated under the umbrella of post-method principles. There might be a possibility for teachers, nevertheless, to go beyond methods and deploy the post-method pedagogy in their teaching. Such possibility is featured in the syllabus and thus becomes the objective of this study to critically review the extents to which the Indonesian EFL syllabus allows teachers to apply the post-method principles. By reflecting to the parameter and the framework of post-method, it can be deduced that the syllabus offers flexibility to some extent while several aspects need to be taken into account.]]>
<![CDATA[Implementing Quick Response (QR) Codes in Teaching Reading ]]>
<![CDATA[Hapsari, Suci]]>;
<![CDATA[Nur Ekawati, Yulia]]>;
<![CDATA[Molla, Nur Laila]]>
<![CDATA[ Jurnal Bahasa Inggris Vol 2 No 2 (2019) ]]>
Publisher : <![CDATA[LPPM Universitas Pancasakti Tegal ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24905/efj.v2i2.57
<![CDATA[The purposes of this research were to describe the implementation of Quick Response (QR) Codes in teaching reading, to find out the significant difference between students who are taught with and without using QR Codes, and to know the students’ responses from using QR Codes in teaching reading of English explanation texts to XI class in MAN Kota Tegal in the academic year of 2018/2019. This research used a type of experimental study with pretest-posttest control design. The results of the study described the QR Codes could be implemented in teaching reading as a teaching medium. The steps of applying this medium were (1) asking students to make a group, (2) scanning the QR Code to get reading text and worksheet of assignment, (3) doing the activities stated in QR codes, and lastly (4) discussing the result. Moreover, t-test result showed higher than t-table (4.372 > 2.011). It meant that there was significant difference from experiment and control group. In accordance with students’ responses result, it mentioned that students felt enthusiastic, motivated, and discovered new things during teaching learning process through QR Codes. Therefore, it was suggested to English teacher using QR Codes in teaching reading.]]>
<![CDATA[Developing Students' Reading Ability Using Extensive Reading ]]>
<![CDATA[Sumartono, Sumartono]]>;
<![CDATA[Aflahatun, Nur]]>;
<![CDATA[Cahyani, Intan Dwi]]>
<![CDATA[ Jurnal Bahasa Inggris Vol 2 No 2 (2019) ]]>
Publisher : <![CDATA[LPPM Universitas Pancasakti Tegal ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24905/efj.v2i2.59
<![CDATA[This study intends to find out the influent of students’ reading ability through extensive reading and to find out the result of using various text in reading activities. This research using classroom action research. Consists of two cycles. Technique collecting data used in this research is a mixed-method (qualitative and quantitative). The technique of analyzing data used is descriptive analysis. The result of this research showed the development of students reading ability through extensive reading. Use two types of extensive reading, i.e., skimming and superficial. By using three-technique of extensive reading that is skipping, skimming and scanning. Extensive reading conducted in the first cycle and second cycle. Based on the research result from pre-cycle until post cycle, students’ reading ability was increased 50,4 %.]]>
