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 Use of EdrawMind Map Application to Generate Student's Idea in Speaking ]]>
<![CDATA[Audina, Izza]]>;
<![CDATA[Eva Savitri, Wiwiet]]>
<![CDATA[ Jurnal Bahasa Inggris Vol 5 No 2 (2022) ]]>
Publisher : <![CDATA[LPPM Universitas Pancasakti Tegal ]]>
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DOI: 10.24905/efj.v5i2.122
<![CDATA[Speaking skills might be one of the most difficult skills to master because too many ideas are stuck and a lot lack vocabulary to explain and produce. This study describes the process of digital mind mapping as the media and tools for arranging ideas in speaking. This method can promote students’ speaking skills through analyzing, arranging, and creating to improve their speaking performance. This study aims to investigate how EdrawMind is used to generate ideas in speaking and the effect of using online mind mapping to generate students’ ideas in speaking. There have been several studies conducted in developing mind mapping in writing, but yet little research has explored the use of mind mapping in students’ speaking and how mind mapping can increase speaking ability by generating an idea in a good organization. Furthermore, EdrawMind as the new online mind mapping application is explored related to the use of mind mapping in a speaking context. A qualitative method with four Phases: Pre-Test, Treatment, Post-Test, and speech performance valuation are used in the data collection. Senior high school students are for the subject using semi-structured Interviews, worksheets (speech text), and presentations. The data are analyzed and transcribed into descriptions and explanations.]]>
<![CDATA[Exploring Students’ Engagement toward Indirect Corrective Feedback in Writing a Report Text ]]>
<![CDATA[Yudhia, Septiara Dwi]]>;
<![CDATA[Aminin, Zainul]]>
<![CDATA[ Jurnal Bahasa Inggris Vol 5 No 2 (2022) ]]>
Publisher : <![CDATA[LPPM Universitas Pancasakti Tegal ]]>
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DOI: 10.24905/efj.v5i2.123
<![CDATA[Indirect corrective feedback is the type of feedback that requires the students to understand the teacher’s signs, and they should understand the feedback independently. This study aims to determine the process of students’ three aspects of engagement involve affective, behavior, and cognitive engagement. It is significant to discover the engagement of students concerning indirect corrective feedback to explore how the teacher and students’ relationship happened. Specifically, this study mainly focused on one class of vocational high school students in multimedia class grade X. Writing a report text was the activity occurring in the study. Furthermore, this study used qualitative research to explore the students’ process in a writing activity. This study had two instruments documentation of students’ drafts and semi-structured interview. The study found that students were affectively, behaviorally, and cognitively engaged in the teacher’s indirect corrective feedback. Although, a few students had different perspectives related to the implemented feedback.]]>
<![CDATA[Students’ Perception on the Video Project Assignment in Practicing Speaking Skill in Senior High School ]]>
<![CDATA[Wati, Gustina]]>;
<![CDATA[Syafryadin, Syafryadin]]>
<![CDATA[ Jurnal Bahasa Inggris Vol 5 No 2 (2022) ]]>
Publisher : <![CDATA[LPPM Universitas Pancasakti Tegal ]]>
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DOI: 10.24905/efj.v5i2.125
<![CDATA[This research is descriptive quantitative research that aimed to investigate the positive or negative perception of high school students toward the video project assignment in practicing their speaking skills. The population of this research was the tenth-grade of science students at SMAN 8 Kota Bengkulu in the academic year 2021/2022. The samples of the research were 65 students from two classes chosen from four science classes in the tenth grade by using random cluster sampling and the instrument was a questionnaire. The questionnaire consists of 20 items of three aspects: (1) Language English Proficiency; (2) Usage of Technological Tools in the project; and (3) Collaboration Among Peers. The result showed that video project assignments help and facilitate students in practicing English speaking skills with enhanced their English language proficiency with positive perception reaching 82.15%, it involved the use of technological tools in learning with positive perception reached 77.23% and promoted collaboration among peers also with positive perception came 87.38%. Therefore, it can be concluded that senior high school students positively perceived the video project assignment in practicing English speaking skills. Keywords: Student’s Perception, Video Project, Speaking skill]]>
<![CDATA[Boosting Students’ Reading Achievement Through Kahoot! And Choral Reading Strategy ]]>
<![CDATA[Lastari, Siti]]>;
<![CDATA[Ifadah, Muhimatul]]>;
<![CDATA[Wijayatiningsih, Testiana Deni]]>
<![CDATA[ Jurnal Bahasa Inggris Vol 5 No 2 (2022) ]]>
Publisher : <![CDATA[LPPM Universitas Pancasakti Tegal ]]>
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DOI: 10.24905/efj.v5i2.120
<![CDATA[Reading is an activity to improve students' knowledge. However, some problems happened to Class X Social 4 SMA N 9 Semarang students. They had low activities in reading English text, so their vocabulary attainment needed to be improved. Based on the issues, this research discusses the effect of Kahoot! application and choral reading strategy to improve students' motivation in reading. It aims to know how choral reading strategy and Kahoot! can improve students' motivation in reading narratives and what factors significantly affect students' reading motivation. This research used classroom action research to collect the data and a quantitative approach to analyze the data. The subject of this research is the students' Class X Social 4 SMA N 9 Semarang. The result of this research got 47.83% of students with low motivation in English subject, and in the pre-test, students' mean score was 77.2. It was better after using the choral reading strategy and Kahoot! application. It could be seen from the students' mean score in post-test one that was 80, and post-test two was 87.82. All in all, students' reading motivation improved after using the choral reading strategy and Kahoot! Application in the teaching-learning process. Choral reading strategy and Kahoot! application is recommended to teach English material, especially in reading.]]>
<![CDATA[Boosting Students’ Reading Achievement Through Kahoot! And Choral Reading Strategy ]]>
<![CDATA[Lastari, Siti]]>;
<![CDATA[Ifadah, Muhimatul]]>;
<![CDATA[Wijayatiningsih, Testiana Deni]]>
<![CDATA[ Jurnal Bahasa Inggris Vol 5 No 2 (2022) ]]>
Publisher : <![CDATA[LPPM Universitas Pancasakti Tegal ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24905/efj.v5i2.120
<![CDATA[Reading is an activity to improve students' knowledge. However, some problems happened to Class X Social 4 SMA N 9 Semarang students. They had low activities in reading English text, so their vocabulary attainment needed to be improved. Based on the issues, this research discusses the effect of Kahoot! application and choral reading strategy to improve students' motivation in reading. It aims to know how choral reading strategy and Kahoot! can improve students' motivation in reading narratives and what factors significantly affect students' reading motivation. This research used classroom action research to collect the data and a quantitative approach to analyze the data. The subject of this research is the students' Class X Social 4 SMA N 9 Semarang. The result of this research got 47.83% of students with low motivation in English subject, and in the pre-test, students' mean score was 77.2. It was better after using the choral reading strategy and Kahoot! application. It could be seen from the students' mean score in post-test one that was 80, and post-test two was 87.82. All in all, students' reading motivation improved after using the choral reading strategy and Kahoot! Application in the teaching-learning process. Choral reading strategy and Kahoot! application is recommended to teach English material, especially in reading.]]>
<![CDATA[The Use of EdrawMind Map Application to Generate Student's Idea in Speaking ]]>
<![CDATA[Audina, Izza]]>;
<![CDATA[Eva Savitri, Wiwiet]]>
<![CDATA[ Jurnal Bahasa Inggris Vol 5 No 2 (2022) ]]>
Publisher : <![CDATA[LPPM Universitas Pancasakti Tegal ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24905/efj.v5i2.122
<![CDATA[Speaking skills might be one of the most difficult skills to master because too many ideas are stuck and a lot lack vocabulary to explain and produce. This study describes the process of digital mind mapping as the media and tools for arranging ideas in speaking. This method can promote students’ speaking skills through analyzing, arranging, and creating to improve their speaking performance. This study aims to investigate how EdrawMind is used to generate ideas in speaking and the effect of using online mind mapping to generate students’ ideas in speaking. There have been several studies conducted in developing mind mapping in writing, but yet little research has explored the use of mind mapping in students’ speaking and how mind mapping can increase speaking ability by generating an idea in a good organization. Furthermore, EdrawMind as the new online mind mapping application is explored related to the use of mind mapping in a speaking context. A qualitative method with four Phases: Pre-Test, Treatment, Post-Test, and speech performance valuation are used in the data collection. Senior high school students are for the subject using semi-structured Interviews, worksheets (speech text), and presentations. The data are analyzed and transcribed into descriptions and explanations.]]>
<![CDATA[Exploring Students’ Engagement toward Indirect Corrective Feedback in Writing a Report Text ]]>
<![CDATA[Yudhia, Septiara Dwi]]>;
<![CDATA[Aminin, Zainul]]>
<![CDATA[ Jurnal Bahasa Inggris Vol 5 No 2 (2022) ]]>
Publisher : <![CDATA[LPPM Universitas Pancasakti Tegal ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24905/efj.v5i2.123
<![CDATA[Indirect corrective feedback is the type of feedback that requires the students to understand the teacher’s signs, and they should understand the feedback independently. This study aims to determine the process of students’ three aspects of engagement involve affective, behavior, and cognitive engagement. It is significant to discover the engagement of students concerning indirect corrective feedback to explore how the teacher and students’ relationship happened. Specifically, this study mainly focused on one class of vocational high school students in multimedia class grade X. Writing a report text was the activity occurring in the study. Furthermore, this study used qualitative research to explore the students’ process in a writing activity. This study had two instruments documentation of students’ drafts and semi-structured interview. The study found that students were affectively, behaviorally, and cognitively engaged in the teacher’s indirect corrective feedback. Although, a few students had different perspectives related to the implemented feedback.]]>
<![CDATA[Students’ Perception on the Video Project Assignment in Practicing Speaking Skill in Senior High School ]]>
<![CDATA[Wati, Gustina]]>;
<![CDATA[Syafryadin, Syafryadin]]>
<![CDATA[ Jurnal Bahasa Inggris Vol 5 No 2 (2022) ]]>
Publisher : <![CDATA[LPPM Universitas Pancasakti Tegal ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24905/efj.v5i2.125
<![CDATA[This research is descriptive quantitative research that aimed to investigate the positive or negative perception of high school students toward the video project assignment in practicing their speaking skills. The population of this research was the tenth-grade of science students at SMAN 8 Kota Bengkulu in the academic year 2021/2022. The samples of the research were 65 students from two classes chosen from four science classes in the tenth grade by using random cluster sampling and the instrument was a questionnaire. The questionnaire consists of 20 items of three aspects: (1) Language English Proficiency; (2) Usage of Technological Tools in the project; and (3) Collaboration Among Peers. The result showed that video project assignments help and facilitate students in practicing English speaking skills with enhanced their English language proficiency with positive perception reaching 82.15%, it involved the use of technological tools in learning with positive perception reached 77.23% and promoted collaboration among peers also with positive perception came 87.38%. Therefore, it can be concluded that senior high school students positively perceived the video project assignment in practicing English speaking skills. Keywords: Student’s Perception, Video Project, Speaking skill]]>
<![CDATA[Promoting Learners’ Autonomy in Indonesian EFL Speaking Classes: A Framework for Effective Self-Assessment ]]>
<![CDATA[Taufiqulloh]]>;
<![CDATA[Rosdiana, Ihda]]>;
<![CDATA[Jamaludin, Sanday]]>;
<![CDATA[Agustia Nindya, Meyga]]>
<![CDATA[ Jurnal Bahasa Inggris Vol 5 No 2 (2022) ]]>
Publisher : <![CDATA[LPPM Universitas Pancasakti Tegal ]]>
Show Abstract
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DOI: 10.24905/efj.v5i2.134
<![CDATA[The role of self-assessment has grabbed much attention in recent years owing to the growing emphasis on independent learning to promote learners’ autonomy which becomes the trend of present-day EFL teaching. Learners' autonomy is an inevitability and has proved to positive effect on EFL learning outcomes. In the Indonesian EFL context, self-assessment used in speaking class seems attention-grabbing to be noticed, while in fact, the majority of Indonesian EFL teachers appear troublesome to provide a method to assess students’ speaking skills. This present study thus aimed to provide a theoretical framework for the effective self-assessment for the Indonesian EFL speaking classes by presenting alternatives of instruments that can be utilized for promoting learners’ autonomy. A descriptive qualitative approach was used in this study using library research through conducting a comprehensive search of the relevant theories and empirical findings related to the self-assessment instrument in EFL speaking class. The result of the analysis shows that several instrument models can be utilized for EFL speaking classes, namely self-assessment checklists and learning logs.]]>
<![CDATA[Promoting Learners’ Autonomy in Indonesian EFL Speaking Classes: A Framework for Effective Self-Assessment ]]>
<![CDATA[Taufiqulloh]]>;
<![CDATA[Rosdiana, Ihda]]>;
<![CDATA[Jamaludin, Sanday]]>;
<![CDATA[Agustia Nindya, Meyga]]>
<![CDATA[ Jurnal Bahasa Inggris Vol 5 No 2 (2022) ]]>
Publisher : <![CDATA[LPPM Universitas Pancasakti Tegal ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24905/efj.v5i2.134
<![CDATA[The role of self-assessment has grabbed much attention in recent years owing to the growing emphasis on independent learning to promote learners’ autonomy which becomes the trend of present-day EFL teaching. Learners' autonomy is an inevitability and has proved to positive effect on EFL learning outcomes. In the Indonesian EFL context, self-assessment used in speaking class seems attention-grabbing to be noticed, while in fact, the majority of Indonesian EFL teachers appear troublesome to provide a method to assess students’ speaking skills. This present study thus aimed to provide a theoretical framework for the effective self-assessment for the Indonesian EFL speaking classes by presenting alternatives of instruments that can be utilized for promoting learners’ autonomy. A descriptive qualitative approach was used in this study using library research through conducting a comprehensive search of the relevant theories and empirical findings related to the self-assessment instrument in EFL speaking class. The result of the analysis shows that several instrument models can be utilized for EFL speaking classes, namely self-assessment checklists and learning logs.]]>
