cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Endang
Contact Email
endang.sulistia@gmail.com
Phone
+6285226236051
Journal Mail Official
endang.sulistia@gmail.com
Editorial Address
Jl. Halmahera Km. 1 Kota Tegal
Location
Kota tegal,
Jawa tengah
INDONESIA
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
 5   6   7   8   9 
YouTube Animated Movies as an Alternative Media to Enhance Students’ Listening Skills Nurdiawati, Dede
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.v2i2.66

Abstract

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.
The Effectiveness of Kahoot! as an Assessment Media in English Lesson Sofyan Firmansyah, Muchammad; Alfian, Mohammad; Arif Romadhon, Syaefani
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.v3i1.67

Abstract

Entering the 4.0 industrial revolution, many electronic-based learning media occur to make the learning process becomes more colorful compared to the one-way learning process. Game-based learning is one of the new media that occurs nowadays. Kahoot! is one of the popular game-based learning media that is popularly played in the class. However, the effectiveness of Kahoot!as an assessment media of English lesson is rarely conducted. In this research, the simple linear regression is used as the method. Furthermore, SPSS was used to check the validity and reliability of the questions given to the respondents. Even though there were 65 respondents, the questionnaires could be collected only 39 questionnaires. From the statistic test, the value of t is 5.405 > t table which is 1,998 made H0 is rejected. According to the statistic analysis, it can be concluded that the effectiveness of Kahoot! as an assessment media is only 30%. Some of the respondents argue that it is not very effective especially while showing the rank of the participants.
Items Analysis of The Achievement Tests in EFL Classrooms Nurbaeti, Adinda Putri; Taufiqulloh, Taufiqulloh; Sulistyawati, Anin Eka
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.v3i1.69

Abstract

This study focused on three kinds of item analysis towards the test items of the achievement tests. The validity and reliability were also provided as supporting functions. This study used quantitative data for the data source and some qualitative explanation to elaborate on the data. To gain the data analysis, the test papers and students answers sheets were collected from three achievement tests of SHS X, SHS Y, and SHS Z. Also, the first-grade students of those schools were as the sample of this study. The study revealed (1) the mean of item facility of three achievement tests categorized as medium test items (SHS X= 0,69; SHS Y= 0,55; and SHS Z= 0,44), while the mean of item discrimination of SHS X examined as good items (0,326) and the mean of item discrimination of SHS Y, SHS Z analyzed as satisfactory items (SHS Y= 0,245; and SHS Z= 0,244). Moreover, half of the distractor efficiency of those tests were accepted. Also, the validity and reliability of the achievement tests were found. Thus, it can be summarized that the achievement tests need to be improved since there are some items have high item facility and low item discrimination.
The Implementation of Scientific Approach in Teachers’ Lesson Plans for Teaching English at Junior High School Meiristiani, Noeris; Mar'atussolikha, Mar'atussolikha
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.v3i1.70

Abstract

Lesson plan is a plan which describes procedures and management of study in order to reach one or more basic competencies regulated in the standard of content and extended in the syllabus. The objectives of this research are 1) to analyze teachers’ lesson plans in implementing scientific approach for teaching English in MTs Jatibogor, 2) to find out the problems faced by the teachers in developing English lesson plan in implementing scientific approach. This research focuses on nine lesson plans made by three teachers in different grades i.e. grades VII, VIII, and IX. This research is descriptive qualitative which uses content analysis. The research uses content analysis checklist, questionnaire, and interview. The results show that analysis of content checklist is 82.8%, which is good. The questionnaire data show that the difficulties faced by the teachers are 1) teachers still have difficulty in choosing operational verbs used to develop indicators, 2) difficulty in determining learning methods, 3) difficulty for evaluating the students’ competence in accordance with authentic assessment. It is suggested that the teachers improve their understanding about Curriculum 2013 in implementing scientific approach.
The Effect of Picture Word Inductive Model on Students' Writing Ability Komalasari, Fanny; Yuvita, Yuvita; Wardhani, Sri
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.v3i1.71

Abstract

The objective of this research is to find out the effect of the Picture Word Inductive Model on students’ writing skills in writing descriptive text. The Picture Word Inductive Model is a great strategy for teaching writing, especially writing descriptive text. Quantitative analysis is applied to draw findings of this research by using pre-experimental research in which the pretest and posttest design is adopted. The sample of this research is 31 students of junior high school. The data of the research is collected through writing tests distributed before and after the treatment. The improvement of the mean value of pretest and posttest is used to analyze the impacts on students’ writing ability. Further, the T-test is used to prove the hypothesis to reveal the effectiveness of the model in teaching writing descriptive text. The result shows that the Picture Word Inductive Model (PWIM) is effective to teach writing descriptive text and it gives a positive effect on students’ writing skills.
Improvement of Activeness and Learning Outcomes of English Speaking through the Snowball Throwing Learning Model Molla, Nur Laila
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.v3i2.73

Abstract

This research focused on the aspect of speaking skills of the students of Molla Course Tegal where the students' English speaking ability was still quite low. Implementation of Snowball Throwing cooperative learning model was conducted using the Classroom Action Research (CAR). The research subjects were 22 students. The indicator of success was Minimum Completeness Criteria (KKM) that was 75. Standard percentage of classical completeness was 80%. In pre-cycle, the result of activeness observation was 22.15% with low criteria. In the first cycle, percentage of activeness increased 39.21%, so that percentage of activeness became 61.36% with high criteria. In the second cycle, activeness increased by 35.79% to 97.15% with very high criteria. The increase in student learning outcomes shows that in cycle I, from 22 students there were 16 students or 72.72% of students who have reached completeness score, while 6 students or 27.27% have not yet achieved completeness. The average score in the first cycle was 76.39. In cycle II, the deficiencies were corrected; 22 students (100%) obtained complete learning outcomes with average score of 90.02. Results of the study prove that Snowball Throwing Model increases learning activeness and English speaking skills.
Southern Thai High School Students' Anxiety in Speaking Performance Kusumo, Atmo; Prihatin, Yoga; Aflahatun, Nur
Jurnal Bahasa Inggris Vol 4 No 1 (2020)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v4i1.74

Abstract

This study is focused on identifying the level of southern Thai high school students' anxiety in speaking performance, describing their attitudes towards oral communication during classroom and evaluating of their proficiency in speaking English, and investigating their reasons for anxiety in a foreign language. The participants of the research were 25 fourth-grade high school students at Koh Lanta Yai, Krabi, Thailand. The present study employed a case study qualitative research design. A questionnaire adapted from the Foreign Language Classroom Anxiety Scale were obtained to investigate average levels of anxiety through three dimensions. Whereas, open-ended questions were obtained to collate students' oral communication attitudes, evaluation of their proficiency in speaking English, and reasons for anxiety in communicating orally. The quantitative analysis indicated that English speaking anxiety exists among southern Thai high school students generally at a moderate level. Qualitatively, students revealed negative attitudes towards communicating orally during the classroom, while half of the interviewed participants reported a negative evaluation of their proficiency in speaking English. Finally, the lack of students' self-confidence was found to be their major reason for anxiety in speaking.
The Teachers’ Perceptions toward Students’ Disruptive Behaviors in the EFL Classroom at Primary Schools Humaeroah, Humaeroah
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.v3i2.75

Abstract

This research describes students’ disruptive behaviors that occur in EFL classes, especially at primary schools. The objectives of the research are to find out (1) students’ disruptive behaviors that teachers perceive to be challenging at primary schools, (2) teachers’ perceptions about the causes of students’ disruptive behaviors at primary schools in Parepare, and (3) the effective ways to manage students’ disruptive behaviors at primary schools in Parepare. This research employed a descriptive qualitative research design. The participants of this research were English teachers at primary schools in Parepare. There were 10 English teachers from 10 primary schools in Parepare who were taken as informants in this research. The research findings show that (1) there are six categories of students’ disruptive behaviors that teachers perceive to be challenging in English classroom activities at primary schools. Those are saboteurs, non-participant students, physical aggression, bullying, over-exuberant students, and daydreaming;(2) it is also found that there are four causes of students’ disruptive behaviors in the EFL classrooms. Those are uncaring parents, level of the lesson, students’ psychological problems, cultural and linguistic barriers;(3) two effective ways applied by the teachers in the English classroom are encouragement from the teacher and development of a flexible teaching style. Some of the teachers also added that the effective ways that they applied were seating arrangement and student grouping.
Enhancing Students' Reading Comprehension in Narrative Text Using Story Mapping Strategy Albiansyah, Albiansyah; Minkhatunnakhriyah, Minkhatunnakhriyah
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.v3i2.76

Abstract

This study was a classroom action research that deals with story mapping strategy usage in enhancing the reading comprehension of students in narrative text. The aim of the study was to reveal the implementation of this strategy in learning narrative, and also to explain the understanding of reading after using the classroom story mapping strategy. The participants were all grade VIII.5 students of SMP Negeri 1 Tembilahan Hulu. The qualitative data collection methods used an observation sheet, an interview, and a field note. The quantitative is a test. It is noticed on the basis of data analysis that story mapping strategy improved the comprehension of reading in the narrative text by students. In cycle 1 and cycle 2, the changes occurred. The reading comprehension enhancement for students in cycle 1 was 60.3 (enough) to 77.4 (good) in cycle 2. The outcome indicates that for grade VIII.5 students, the use of the story mapping strategy is an effective strategy in improving the students’ comprehension of reading a narrative text. The variables that modify student enhancement depending on the interview and observation outcomes reflect the excitement of students when using story mapping sheets in the story mapping strategy.
Assessing Tenth-Graders’ Writing Skills and Identifying Their Character-Based Learning Contribution through a Mind Map Learning Model Sukmayati, Mesya; Sumekto, Didik Rinan; Ratna Widayanti, Sukasih
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.v3i2.77

Abstract

This study aims at assessing tenth-graders’ writing skills and identifying their character-based learning contribution in the writing class. This study involved thirty-six tenth-graders to be the respondents who engaged in applying for the mind maps learning model. Data collection used tenth-graders’ narrative writing test and self-rated questionnaire through a 5-Likert scoring rubric accordingly. Data analysis used the SPSS program in order to obtain the expected quantitative analyses. The findings showed that tenth-graders’ writing skills improved from the pre-test (M = 66.25) to the post-test (M = 70.77), whilst tenth-graders’ narrative writing components significantly showed that vocabulary, grammar, cohesion and coherence, mechanics, and content. The findings also emphasized the character-based learning contribution followingly on the value of honesty, cooperation, communication, and respectfulness among the tenth-graders. Meanwhile, the factorability significance of the correlational matrix corresponded with the output of the principal component analysis (PCA) inferring the existence of five factors involving the Eigenvalue. This study was granted to be successful in assessing tenth-graders’ writing skills and identifying their character-based learning contribution through the mind maps learning model.

Page 7 of 16 | Total Record : 160

 5   6   7   8   9 

Filter by Year

2017 2023


Reset
Filter By Issues
All Issue Vol 7 No 1 (2023): In Press Vol 6 No 1 (2022) Vol 5 No 2 (2022) Vol 5 No 1 (2021) Vol 4 No 2 (2021) Vol 4 No 1 (2020) Vol 3 No 2 (2020) Vol 3 No 1 (2019) Vol 2 No 2 (2019) Vol 2 No 1 (2018) Vol 1 No 2 (2018) Vol 1 No 1 (2017) More Issue