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English Focus: Journal of English Language Education
Published by Universitas Pancasakti Tegal
ISSN : -     EISSN : 26146355     DOI : 10.24905
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
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.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 160 Documents
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Students’ Understanding of Generic Structure of the Text and the Quality of Writing: A Correlational Study Wati, Atikah
Jurnal Bahasa Inggris Vol 2 No 1 (2018)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v1i2.51

Abstract

Indriyani et al, (2013) stated that many students had dificulty in understanding the generic structure of analytical exposition text. Therefore, the present study tried to investigate the correlation between students understanding in writing generic structure of analytical exposition and the quality of students’ writing in second grade of senior hight school. Grounded in explanatory correlational research design by Creswell (2011), this study conducted over two weeks in one of senior high school in Indramayu. Close-ended questionnaire and writing test were instruments to collect the data and it was analyzed by using SPSS 22. The statistical calculation from students understanding in writing generic stucture of the text and writing test indicated that the value of tcount was 3.23 and the value of ttable was 0.361. It can be concluded that the hypothesis was accepted because tcount 3.23 > ttable 0.361. The finding reveal that there was middle correlation or middle prediction in students understanding of generic structure of analytical exposition and students writing quality with the score 0,52.
The Effectiveness of Content-Based Instruction to Teach Writing Skill for Junior High School Students Larasaty, Gina; Wulandari, Linda
Jurnal Bahasa Inggris Vol 2 No 2 (2019)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v2i2.52

Abstract

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.
The Use of Youtube Videos to Develop Students’ Writing Skill in Narrative Text Prihatini, Fajar; Prihatin, Yoga; Sani, Naras
Jurnal Bahasa Inggris Vol 2 No 1 (2018)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v2i1.54

Abstract

The objective of this research is to find out whether there is positive effect of applying Youtube videos on the Grade XI students’ writing skill of Senior High School. The instrument used in this research was writing test about narrative text based on Youtube videos. The test was conducted after the two groups got treatment for 6 meetings. The test is carried out to find out whether students who were taught by using Youtube videos get better writing skill than students who are not taught by using Youtube videos. Data analysis of this research was tested by using t-test in order to find out whether the research hypothesis was accepted or not. Based on the calculation, the t-ratio is 2,998. It was consulted with t-table on the significant level (?) of 5% and the degree of freedom (df) was 38. The t-table obtained was 1,686. It proves that t-ratio is higher than t-table (2,998>1,686), so the hypothesis of the research is accepted. Furthermore, the conclusion of this research is that Youtube videos give positive effect on the writing skill to teach writing to the students who are taught by using Youtube videos. It is suggested for the teacher to apply Youtube videos in the teaching writing. It can be used to solve the students’ difficulties in writing narrative text. Therefore, they can improve students’ writing skill.
To What Extent does the Syllabus Allow Teachers to Go beyond Methods? Rachmatika, Dian
Jurnal Bahasa Inggris Vol 2 No 2 (2019)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v2i2.56

Abstract

“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.
Implementing Quick Response (QR) Codes in Teaching Reading Hapsari, Suci; Nur Ekawati, Yulia; Molla, Nur Laila
Jurnal Bahasa Inggris Vol 2 No 2 (2019)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v2i2.57

Abstract

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.
Speech Acts Reflected in Emma Watson’s Speech: An Analysis and Its Implications in Teaching Listening Nur Ekawati, Yulia; Defika, Chintara; Sumartono, Sumartono
Jurnal Bahasa Inggris Vol 3 No 2 (2020)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v3i2.58

Abstract

The message of a speech will be achieved by audiences if the use of speech acts is appropriate with its purposes. There are three types of speech acts; i.e. locutionary, illocutionary, and perlocutionary. This study aims to know the speech acts used in Emma Watson’s speech delivered about feminism and explore its implications in teaching listening comprehension. Emma Watson tend to bring her audience, especially men to join her campaign, called HeForShe. It has successful reach the world’s attention to end the gender inequality because of her powerful speech. To collect the data, a speech transcript was provided and analyzed. The qualitative descriptive research is used in order to investigate the implementation of locutionary, illocutionary, and perlocutionary used in the speech. The result showed those three types of speech acts were used. In addition, the illucationary act of Assertive shown for 76,74%. It indicates that this speech contained opening, informing, convincing, insisting, and clarifying. This results have the implications in teaching listening such as delivering the materials of teaching could be started from listening words by words, looking for the meaning of difficult words, informing the content of text, giving respond, and achieving the meaning of text. The teacher suggested to use this speech as one of material in teaching listening by considering its objectives of teaching.
Developing Students' Reading Ability Using Extensive Reading Sumartono, Sumartono; Aflahatun, Nur; Cahyani, Intan Dwi
Jurnal Bahasa Inggris Vol 2 No 2 (2019)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v2i2.59

Abstract

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 %.
The Effectiveness of Edmodo and Schoology in Teaching Speaking Yuniarti, Nanda Eka; Mulyadi, Dodi; Ifadah, Muhimatul
Jurnal Bahasa Inggris Vol 3 No 1 (2019)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v3i1.60

Abstract

This study was attempted to describe the effective use of Edmodo and Schoology in teaching speaking and the students’ perception of the application practicality in the learning process. It is an experimental study. The subject of the study was eleventh-grade students of MAN N 2 Semarang. There were two groups in this study; experimental group (E) at XI IPA 3 and the control group (C) at XI IPA 5. The research instruments were tests (pre and post-test), questionnaires, and audio documentation. The t-test or value obtained was (0.325) and t result was lower than t table (1.66724). Hence, it can be said that both the learning management system (LMS) using Edmodo and Schoology had equal effects to improve students’ speaking performance. It was proved by the mean value of pre-test and post-test, in which the experimental group was 67.71 and 69.71. Meanwhile, in the control group, there were 66.53 and 68.57. Moreover, the result of the questionnaire was 3.40 for students' perception as good criteria related to the practicality in the experimental group. Then, there were 3.42 on good criteria related to the practicality in the control group. It means that the teacher can use either Edmodo or Schoology LMS system in teaching speaking to achieve students’ speaking performance, particularly on pronunciation and grammar. In conclusion, Edmodo and Schoology are effective to teach speaking in eleventh graders.
The Realization of HOTS on Summative Test Items Designed by English Teacher Group Discussion Fitriani, Walida Wahid
Jurnal Bahasa Inggris Vol 2 No 2 (2019)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v2i2.64

Abstract

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.
The Psychological Conflict of Jefferson in A Lesson Before Dying by Ernest J. Gaines Irawan, Nico; Kurnia, Fabiola Dharmawati; Mustofa, Ali
Jurnal Bahasa Inggris Vol 3 No 1 (2019)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v3i1.65

Abstract

This research is to analyze Jefferson’s psychological conflict. It talks about a black teenager who lives in America as a victim of the racist ideology at that time and he gets the death sentence because he is accused of murdering the storekeeper. He gets the judgment unfairly and automatically suffers his psychology until he has no hope to live again. This research question is related to psychological conflict and emotions based on the evidence. We took the review of related literature about psychological conflict, emotions, speech acts, communicative language teaching, language and thought. We used qualitative method to analyze the story of Jefferson. This research is useful for education literacy to know more value of Jefferson.

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