ELTALL: English Language Teaching, Applied Linguistic and Literature
ELTALL (English Language Teaching , Applied Linguistics and Literature) is a peer-reviewed professional journal with the editorial board of scholars mainly in applied linguistics, literature, and English language teaching (ELT). It is published by the English Department of Tarbiyah and Teachers Training Faculty, IAIN Ponorogo, Indonesia.The journal seeks to disseminate research to educators around the world and is published twice a year in the months of March and September.
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<![CDATA[SOCIO-AFFECTIVE STRATEGIES EMPLOYED BY STUDENTS IN SPEAKING CLASS ]]>
<![CDATA[Robiansyah, Maulid]]>;
<![CDATA[Rochmahwati, Pryla]]>
<![CDATA[ ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 1 No. 1 (2020) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Ponorogo ]]>
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DOI: 10.21154/eltall.v1i1.2097
<![CDATA[This research is aiming at scrutinizing the socio-affective strategies used by students in speaking class at SMP Ma’arif 1 Ponorogo. This research employed qualitative approach, and the design was case study was conducted on the Eighth Grade B class of SMP Ma’arif 1 Ponorogo, and focused on the description of using socio-affective strategies in teaching speaking at the Eighth Grade B class of SMP Ma’arif 1 Ponorogo. The data in this research is collected through interview, observation, reviewing the documents. The data were analyzed by using data Mattew B Miles and Michael Hubberman’s view of data reduction, data display and drawing conclusion. The result of this research revealed that (1) the implementation of socio-affective starategies is devided into three activities namely; Pre activities, main activities, and the last activities. In pre activities there are two activities, greeting and apperception. In main activities, teacher applied “socio-affective stratgies. The findings that. In the last activities the teacher gave an evaluation and motivation. In evaluation activity a teaching and learning process need to be evaluated. (2) Those the role of the teacher is as follow in supporting the implementation of socio-affective strategies at Eighth Grade B Class of SMP Maarif 1 Ponorogo is very important because as a teacher holds an important position in the learning process. The roles teachers play in English Language Teaching (ELT) field are mostly of an assessor, organizer, facilitator, prompter, motivator, participant, monitor, model, etc.]]>
<![CDATA[AUDIOBOOK FOR INCLUSIVE STUDENTS: ITS EFFECTIVE PRACTICE ]]>
<![CDATA[Amalia, Rizki]]>;
<![CDATA[Istiqomah, Faizatul]]>
<![CDATA[ ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 1 No. 1 (2020) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Ponorogo ]]>
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DOI: 10.21154/eltall.v1i1.2119
<![CDATA[The purpose of this study is to describe audiobook as learning media and todescribe factors influencing the successful used of audiobook by the blind studentsin inclusive school. This study was conducted at MA Muhammadiyah 1 Ponorogo.The instruments were observation, interview, and documentation. The result ofthis study revealed that the process of the use audiobook for supportingreferences in learning English, the teacher introduces an audio application andthen installing it on a blind students’ hand phone or laptop. The factor influencingthe successful use of audiobook by the blind students there are two factors thatare internal and external factor. Internal factor that influencing the success ofblind students in English learning by using audiobook the existence of enthusiasmfrom within. External factor that from parents, teacher, caregivers, and also theirfriends. All of them always help the blind students when needed.]]>
<![CDATA[LOGICO SEMANTIC RELATION ANALYSIS OF CLAUSE COMPLEX IN CNN NEWS ]]>
<![CDATA[Noviandari, Niken Sri]]>;
<![CDATA[Yuwono, Dolar]]>
<![CDATA[ ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 1 No. 1 (2020) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Ponorogo ]]>
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DOI: 10.21154/eltall.v1i1.2100
<![CDATA[This study deals with Logico Semantic Relation in CNN News text. The objectives of this study is to discover the types of Logico Semantic Relation of Clause Complex Used in CNN News and to know the dominant type of logical semantic systems interpreted in CNN News. The researcher applied qualitative approach and used content analysis design. The technique of collecting data was documentation. The data of the research was Logico Semantic Relation meanwhile the news text of CNN was as the data source of the research. The data were analyzed by data reduction, data display, and conclusion drawing/verification. The findings showed that (1) The types of Logico Semantic Relation used in the five news texts of CNN were Expansion (Elaboration, Enhancement, and Extension) and Projection (Locution). The total number of Logico Semantic Relation was 201 or 100% which consisted of 153 items or 76,10% of expansion and 48 items or 23,90% of projection. (2) Expansion (Elaboration) was the most dominant type among all kinds of Logico Semantic Relation which appeared in 92 times or 45,80%. The second rank was projection (locution) that was 48 times or 23,90%. The third position was expansion (Enhancement) which occurred 33 times or 16,40%. Meanwhile, Expansion (Extension) appeared 28 times or 13,90%, and the last one was projection (idea), which had no percentage (0 times or 0.00%). The researcher concludes that there are two types of Logico Semantic Relation used in the CNN news text, those are Expansion (Elaboration, Enhancement, and Extension) and Projection (Locution). The most dominant type of Logico Semantic Relation that appears in the text is Expansion (Elaboration). ]]>
<![CDATA[CODE SWITCHING IN INDONESIA BILINGUAL EDUCATION ]]>
<![CDATA[Rukmi, Nala Sita]]>;
<![CDATA[Khasanah, Nurul]]>
<![CDATA[ ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 1 No. 1 (2020) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Ponorogo ]]>
Show Abstract
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Full PDF (669.24 KB)
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DOI: 10.21154/eltall.v1i1.2120
<![CDATA[Indonesian government policy supports the international of education at thesecondary level, consequently more institutions have commenced bilingual programs.Content is taught both in Bahasa Indonesia and English, making code-switching inclassroom discourse. The study was conducted at a single International school inSemarang, East Java, Indonesia. This case study explored in what ways and underwhat circumstances Indonesian teachers and learners use code-switching in theselected bilingual classroom and semi structured interviews with six-bilingual classstudents and teachers at an International secondary school in Semarang, East Java inIndonesia are used to get the data. The finding shows Teachers’ and students’ codeswitchingdemonstrated collectivist phatic functions ”“ for example, teachers codeswitchedto build rapport, remind students and reduce students’ anxiety, and studentscode-switched to show their solidarity and concern for their peers. Thus,interconnectedness was a key characteristic of code-switching by both teachers andstudents. This study argues that code-switching is not just about language deficiency,but involves intentional communicative purposes which support teaching andlearning. It can be concluded that code-switching can be a useful tool to bring aboutunderstanding of unfamiliar concepts and processes as well as the languageassociated with them.]]>
<![CDATA[CHARACTER EDUCATIONAL VALUES ON “AQUAMAN” MOVIE ]]>
<![CDATA[Esianita, Pola]]>;
<![CDATA[Widyawati, Wiwin]]>
<![CDATA[ ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 1 No. 1 (2020) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Ponorogo ]]>
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DOI: 10.21154/eltall.v1i1.2096
<![CDATA[The purposes of doing this research are to find out the types of character education values found in the Aquaman movie, (ii) recognize the character educations values are found in the Aquaman movie that possibly increase student motivation. In this research, the researcher used library research. The data of this research are character educational values in the conversation among the characters of the “Aquaman” movie. The data source in this research is a movie entitled “Aquaman”. The result shows that there are 15 types of character educational value spoken by the characters. They are: honesty, tolerance, dicipline, hardworking, creativity, curiosity, national spirit, patriotism, friendly/communicative, peacemaker, environmental care, responsibility, loaylity, respect, love & afferction. Then, the most dominant Educational values in this movie is responsible and peacemaker value.]]>
<![CDATA[CHARACTER EDUCATIONAL VALUES ON “AQUAMAN” MOVIE ]]>
<![CDATA[Esianita, Pola]]>;
<![CDATA[Widyawati, Wiwin]]>
<![CDATA[ ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 1 No. 1 (2020) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Ponorogo ]]>
Show Abstract
|
Download Original
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Original Source
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Check in Google Scholar
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DOI: 10.21154/eltall.v1i1.2096
<![CDATA[The purposes of doing this research are to find out the types of character education values found in the Aquaman movie, (ii) recognize the character educations values are found in the Aquaman movie that possibly increase student motivation. In this research, the researcher used library research. The data of this research are character educational values in the conversation among the characters of the “Aquaman” movie. The data source in this research is a movie entitled “Aquaman”. The result shows that there are 15 types of character educational value spoken by the characters. They are: honesty, tolerance, dicipline, hardworking, creativity, curiosity, national spirit, patriotism, friendly/communicative, peacemaker, environmental care, responsibility, loaylity, respect, love & afferction. Then, the most dominant Educational values in this movie is responsible and peacemaker value.]]>
<![CDATA[SOCIO-AFFECTIVE STRATEGIES EMPLOYED BY STUDENTS IN SPEAKING CLASS ]]>
<![CDATA[Robiansyah, Maulid]]>;
<![CDATA[Rochmahwati, Pryla]]>
<![CDATA[ ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 1 No. 1 (2020) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Ponorogo ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21154/eltall.v1i1.2097
<![CDATA[This research is aiming at scrutinizing the socio-affective strategies used by students in speaking class at SMP Ma’arif 1 Ponorogo. This research employed qualitative approach, and the design was case study was conducted on the Eighth Grade B class of SMP Ma’arif 1 Ponorogo, and focused on the description of using socio-affective strategies in teaching speaking at the Eighth Grade B class of SMP Ma’arif 1 Ponorogo. The data in this research is collected through interview, observation, reviewing the documents. The data were analyzed by using data Mattew B Miles and Michael Hubberman’s view of data reduction, data display and drawing conclusion. The result of this research revealed that (1) the implementation of socio-affective starategies is devided into three activities namely; Pre activities, main activities, and the last activities. In pre activities there are two activities, greeting and apperception. In main activities, teacher applied “socio-affective stratgies. The findings that. In the last activities the teacher gave an evaluation and motivation. In evaluation activity a teaching and learning process need to be evaluated. (2) Those the role of the teacher is as follow in supporting the implementation of socio-affective strategies at Eighth Grade B Class of SMP Maarif 1 Ponorogo is very important because as a teacher holds an important position in the learning process. The roles teachers play in English Language Teaching (ELT) field are mostly of an assessor, organizer, facilitator, prompter, motivator, participant, monitor, model, etc.]]>
<![CDATA[LOGICO SEMANTIC RELATION ANALYSIS OF CLAUSE COMPLEX IN CNN NEWS ]]>
<![CDATA[Noviandari, Niken Sri]]>;
<![CDATA[Yuwono, Dolar]]>
<![CDATA[ ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 1 No. 1 (2020) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Ponorogo ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21154/eltall.v1i1.2100
<![CDATA[This study deals with Logico Semantic Relation in CNN News text. The objectives of this study is to discover the types of Logico Semantic Relation of Clause Complex Used in CNN News and to know the dominant type of logical semantic systems interpreted in CNN News. The researcher applied qualitative approach and used content analysis design. The technique of collecting data was documentation. The data of the research was Logico Semantic Relation meanwhile the news text of CNN was as the data source of the research. The data were analyzed by data reduction, data display, and conclusion drawing/verification. The findings showed that (1) The types of Logico Semantic Relation used in the five news texts of CNN were Expansion (Elaboration, Enhancement, and Extension) and Projection (Locution). The total number of Logico Semantic Relation was 201 or 100% which consisted of 153 items or 76,10% of expansion and 48 items or 23,90% of projection. (2) Expansion (Elaboration) was the most dominant type among all kinds of Logico Semantic Relation which appeared in 92 times or 45,80%. The second rank was projection (locution) that was 48 times or 23,90%. The third position was expansion (Enhancement) which occurred 33 times or 16,40%. Meanwhile, Expansion (Extension) appeared 28 times or 13,90%, and the last one was projection (idea), which had no percentage (0 times or 0.00%). The researcher concludes that there are two types of Logico Semantic Relation used in the CNN news text, those are Expansion (Elaboration, Enhancement, and Extension) and Projection (Locution). The most dominant type of Logico Semantic Relation that appears in the text is Expansion (Elaboration). ]]>
<![CDATA[AUDIOBOOK FOR INCLUSIVE STUDENTS: ITS EFFECTIVE PRACTICE ]]>
<![CDATA[Amalia, Rizki]]>;
<![CDATA[Istiqomah, Faizatul]]>
<![CDATA[ ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 1 No. 1 (2020) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Ponorogo ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21154/eltall.v1i1.2119
<![CDATA[The purpose of this study is to describe audiobook as learning media and todescribe factors influencing the successful used of audiobook by the blind studentsin inclusive school. This study was conducted at MA Muhammadiyah 1 Ponorogo.The instruments were observation, interview, and documentation. The result ofthis study revealed that the process of the use audiobook for supportingreferences in learning English, the teacher introduces an audio application andthen installing it on a blind students’ hand phone or laptop. The factor influencingthe successful use of audiobook by the blind students there are two factors thatare internal and external factor. Internal factor that influencing the success ofblind students in English learning by using audiobook the existence of enthusiasmfrom within. External factor that from parents, teacher, caregivers, and also theirfriends. All of them always help the blind students when needed.]]>
<![CDATA[CODE SWITCHING IN INDONESIA BILINGUAL EDUCATION ]]>
<![CDATA[Rukmi, Nala Sita]]>;
<![CDATA[Khasanah, Nurul]]>
<![CDATA[ ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 1 No. 1 (2020) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Ponorogo ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21154/eltall.v1i1.2120
<![CDATA[Indonesian government policy supports the international of education at thesecondary level, consequently more institutions have commenced bilingual programs.Content is taught both in Bahasa Indonesia and English, making code-switching inclassroom discourse. The study was conducted at a single International school inSemarang, East Java, Indonesia. This case study explored in what ways and underwhat circumstances Indonesian teachers and learners use code-switching in theselected bilingual classroom and semi structured interviews with six-bilingual classstudents and teachers at an International secondary school in Semarang, East Java inIndonesia are used to get the data. The finding shows Teachers’ and students’ codeswitchingdemonstrated collectivist phatic functions – for example, teachers codeswitchedto build rapport, remind students and reduce students’ anxiety, and studentscode-switched to show their solidarity and concern for their peers. Thus,interconnectedness was a key characteristic of code-switching by both teachers andstudents. This study argues that code-switching is not just about language deficiency,but involves intentional communicative purposes which support teaching andlearning. It can be concluded that code-switching can be a useful tool to bring aboutunderstanding of unfamiliar concepts and processes as well as the languageassociated with them.]]>
