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[THE EFFECTIVENESS OF SOCRATIVE APPLICATION FOR FORMATIVE ASSESSMENT IN TEACHING VOCABULARY AT SMA MUHAMMADIYAH 1 PONOROGO ]]>
<![CDATA[Nurhasanah, Fitriani]]>;
<![CDATA[Khasanah, Nurul]]>
<![CDATA[ ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 1 No. 2 (2020) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Ponorogo ]]>
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DOI: 10.21154/eltall.v1i2.2448
<![CDATA[The objective of this research was to find out whether there is any significant difference vocabulary mastery between students who used socrative application for formative assessment and who are not used socrative application for formative assessment. This research applied quantitative research approach and used quasi-experimental design. In this research, the researcher used two classes (experimental class and control class) as a sample. The population of eleventh science grade in SMA Muhammadiyah 1 Ponorogo was 115 students. The number of sample in this research was 30 students of experimental class (XI IPA4) and 31 students of control class (XI IPA3). The researcher used simple random sampling to choose the sample in this research. The data were obtained by using a pre-test and post-test. The pre-test was given to both classes before the treatment and the post-test was given after the treatment. After getting the score of pre-test and post-test, the data were analyzed and processed by using T-test formula using SPSS 23 versions for Windows. The result of this research showed that the average of post-test of experimental class is 87.70 and the average score of post-test of control class is 77.74. The value of t-test = 3,226 with df = 59 on level significance 5%. According to the table value “t” = 1,671. Then tcount higher than ttable (3,226 > 1,671). Therefore, H1 is accepted and H0 is rejected. So, it can be concluded that there is significant difference on students’ vocabulary mastery that used socrative application for formative assessment and that are not. In the other words, Socrative Application is effective for formative assessment on students’ vocabulary mastery of eleventh science grade of SMA Muhammadiyah 1 Ponorogo.]]>
<![CDATA[TEACHER’S FEEDBACK IN TEACHING SPEAKING ]]>
<![CDATA[Aini, Luluk Rahmatia Trisna]]>;
<![CDATA[Rochmahwati, Pryla]]>
<![CDATA[ ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 1 No. 2 (2020) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Ponorogo ]]>
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Full PDF (286.268 KB)
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DOI: 10.21154/eltall.v1i2.2449
<![CDATA[ This research deals with teacher’s feedback in teaching speaking at the seventh grade of SMPN 4 Ponorogo. This research was conducted for several purposes. They are: 1) to know the implementation of teacher’s feedback in teaching speaking at the seventh grade of SMPN 4 Ponorogo, 2) to know students’ response to the teacher’s feedback in teaching speaking at the seventh grade of SMPN 4 Ponorogo. The researcher applied qualitative research approach and the case study was the research design. In this research, the researcher analyzed the data by Mattew B Miles and Michael Hubberman’s; data reduction, data display, and conclusion and verifications data. It is a methodological on data analysis which involved an interview, an observation, and a documentation. Then both English teacher and the students especially 7G and 7H classes of SMPN 4 Ponorogo were the source and the object of this study. The findings of this study clarified that: (1) the English teacher implemented this feedback by giving tasks and inviting performance. Starting by the teacher chose the task and read the task to give the example of how to pronounce the words. Then the students should immitate it and improve their speaking of what they have took from the text in front of the class. While enjoying the students’ performance, the teacher took the scores and gave the feedback. It concluded on oral and written feedback. Something difference on this point than other points of feedback, the teacher applied on excellent point which is same as 10 scores in 1 point. Focusing on lower students to motivate their English skills and upgrading the students (the middle and the upper one) were the teacher’s goal in this strategy implementation. (2) the students’ response was very positive. It is shown when the researcher looked at the students were very active during doing the assignments. Through this feedback, the students can get several points in learning English such as feeling motivated and appreciated, getting an active assessment, and getting additional scores to upgrade their low scores. In the end, the researcher concluded that the teacher’s feedback applied positively in increasing students’ speaking ability.]]>
<![CDATA[TEACHING THE LESS-SKILLED COMPREHENDERS BY USING “THE FAB FOUR” ]]>
<![CDATA[Andriani, Fenty]]>
<![CDATA[ ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 1 No. 2 (2020) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Ponorogo ]]>
Show Abstract
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Full PDF (283.092 KB)
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DOI: 10.21154/eltall.v1i2.2450
<![CDATA[This study investigates how the “Fab Four” strategy implemented to teach the less-skilled readers in State Institute of Islamic Studies of Ponorogo. The design of this study is qualitative. Twenty-seven English department students of the third semester are the subjects of the study. The Fab Four strategy is applied by having the lecturer model four comprehension strategies (summarizing, questioning, predicting, and clarifying) through guided group discussions. Using this strategy, improvements have been noted in students reading comprehension. The result of this study indicates that the “Fab Four” is a great strategy to teach the less-skilled comprehenders as they are trained to determine important ideas from a reading text while discussing vocabulary, developing ideas and questions, and summarizing information.]]>
<![CDATA[THE APPRAISAL ANALYSIS OF CHARACTER IN RESOLUTION PART OF THE OLD MAN AND THE SEA BY ERNEST HEMINGWAY ]]>
<![CDATA[Piscayanti, Kadek Sonia]]>
<![CDATA[ ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 1 No. 2 (2020) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Ponorogo ]]>
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DOI: 10.21154/eltall.v1i2.2451
<![CDATA[This research aimed to analyze the character of Santiago in resolution part of the novel “The Old Man and The Sea” by Ernest Hemingway using SFL Appraisal Theory. From the data analysis, it was found that attitude (affect) and graduation (force) dominated the appraisal items in the resolution part of “The Old Man and The Sea”. In total there were 34 appraisal items found. There were 11 appraisal items on affect found (29.72%), 3 items on judgment (8.1%), 1 item on appreciation (2.7%), 5 items on engagement (13.5%) and 17 items on graduation (45.94%). Those expressions developed from character revelation through dialogue and narration on setting, and those difference marks significant importance of character’s development in the resolution part. The character revelations found in the resolution part are: reflective, affectionate (caring and loving), humble, wise, realistic, and optimistic. This research showed the contribution of appraisal theory, especially attitude and graduation to develop a character in fiction, to be more exact, vivid, and naturally convincing. In the context of language teaching, the awareness of linguistics expression, language evaluations on meanings and values are relevant to be introduced from early to get better understanding of the language.]]>
<![CDATA[THE USE OF ICT IN ENGLISH TEACHING AT SMK (VOCATIONAL HIGH SCHOOL) REGENCY OF NGAWI DURING COVID-19 PANDEMIC ]]>
<![CDATA[Amnan, Ari]]>
<![CDATA[ ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 1 No. 2 (2020) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Ponorogo ]]>
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DOI: 10.21154/eltall.v1i2.2447
<![CDATA[The objective of this research is to find out the English teaching during covid-19 pandemic. Due to the COVID-19 outbreak, all institutions of education in Indonesia held the teaching and learning from home as a way to reduce the outbreak the virus spread. The ministry of education has a partnership with some providers (online class) where teachers and students can utilize it as media freely, on the other hand, Teachers preferred to employ WhatsApp (WA) in conducting the class. Not all students have enough access to gain the facilities, such as the cost for buying internet data, mobile phone, and the reachable and stable signal for internet. Teachers and students may require eligible infrastructures to run the class properly.]]>
<![CDATA[THE USE OF ICT IN ENGLISH TEACHING AT SMK (VOCATIONAL HIGH SCHOOL) REGENCY OF NGAWI DURING COVID-19 PANDEMIC ]]>
<![CDATA[Amnan, Ari]]>
<![CDATA[ ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 1 No. 2 (2020) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Ponorogo ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21154/eltall.v1i2.2447
<![CDATA[The objective of this research is to find out the English teaching during covid-19 pandemic. Due to the COVID-19 outbreak, all institutions of education in Indonesia held the teaching and learning from home as a way to reduce the outbreak the virus spread. The ministry of education has a partnership with some providers (online class) where teachers and students can utilize it as media freely, on the other hand, Teachers preferred to employ WhatsApp (WA) in conducting the class. Not all students have enough access to gain the facilities, such as the cost for buying internet data, mobile phone, and the reachable and stable signal for internet. Teachers and students may require eligible infrastructures to run the class properly.]]>
<![CDATA[THE EFFECTIVENESS OF SOCRATIVE APPLICATION FOR FORMATIVE ASSESSMENT IN TEACHING VOCABULARY AT SMA MUHAMMADIYAH 1 PONOROGO ]]>
<![CDATA[Nurhasanah, Fitriani]]>;
<![CDATA[Khasanah, Nurul]]>
<![CDATA[ ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 1 No. 2 (2020) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Ponorogo ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21154/eltall.v1i2.2448
<![CDATA[The objective of this research was to find out whether there is any significant difference vocabulary mastery between students who used socrative application for formative assessment and who are not used socrative application for formative assessment. This research applied quantitative research approach and used quasi-experimental design. In this research, the researcher used two classes (experimental class and control class) as a sample. The population of eleventh science grade in SMA Muhammadiyah 1 Ponorogo was 115 students. The number of sample in this research was 30 students of experimental class (XI IPA4) and 31 students of control class (XI IPA3). The researcher used simple random sampling to choose the sample in this research. The data were obtained by using a pre-test and post-test. The pre-test was given to both classes before the treatment and the post-test was given after the treatment. After getting the score of pre-test and post-test, the data were analyzed and processed by using T-test formula using SPSS 23 versions for Windows. The result of this research showed that the average of post-test of experimental class is 87.70 and the average score of post-test of control class is 77.74. The value of t-test = 3,226 with df = 59 on level significance 5%. According to the table value “t” = 1,671. Then tcount higher than ttable (3,226 > 1,671). Therefore, H1 is accepted and H0 is rejected. So, it can be concluded that there is significant difference on students’ vocabulary mastery that used socrative application for formative assessment and that are not. In the other words, Socrative Application is effective for formative assessment on students’ vocabulary mastery of eleventh science grade of SMA Muhammadiyah 1 Ponorogo.]]>
<![CDATA[TEACHER’S FEEDBACK IN TEACHING SPEAKING ]]>
<![CDATA[Aini, Luluk Rahmatia Trisna]]>;
<![CDATA[Rochmahwati, Pryla]]>
<![CDATA[ ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 1 No. 2 (2020) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Ponorogo ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21154/eltall.v1i2.2449
<![CDATA[ This research deals with teacher’s feedback in teaching speaking at the seventh grade of SMPN 4 Ponorogo. This research was conducted for several purposes. They are: 1) to know the implementation of teacher’s feedback in teaching speaking at the seventh grade of SMPN 4 Ponorogo, 2) to know students’ response to the teacher’s feedback in teaching speaking at the seventh grade of SMPN 4 Ponorogo. The researcher applied qualitative research approach and the case study was the research design. In this research, the researcher analyzed the data by Mattew B Miles and Michael Hubberman’s; data reduction, data display, and conclusion and verifications data. It is a methodological on data analysis which involved an interview, an observation, and a documentation. Then both English teacher and the students especially 7G and 7H classes of SMPN 4 Ponorogo were the source and the object of this study. The findings of this study clarified that: (1) the English teacher implemented this feedback by giving tasks and inviting performance. Starting by the teacher chose the task and read the task to give the example of how to pronounce the words. Then the students should immitate it and improve their speaking of what they have took from the text in front of the class. While enjoying the students’ performance, the teacher took the scores and gave the feedback. It concluded on oral and written feedback. Something difference on this point than other points of feedback, the teacher applied on excellent point which is same as 10 scores in 1 point. Focusing on lower students to motivate their English skills and upgrading the students (the middle and the upper one) were the teacher’s goal in this strategy implementation. (2) the students’ response was very positive. It is shown when the researcher looked at the students were very active during doing the assignments. Through this feedback, the students can get several points in learning English such as feeling motivated and appreciated, getting an active assessment, and getting additional scores to upgrade their low scores. In the end, the researcher concluded that the teacher’s feedback applied positively in increasing students’ speaking ability.]]>
<![CDATA[TEACHING THE LESS-SKILLED COMPREHENDERS BY USING “THE FAB FOUR” ]]>
<![CDATA[Andriani, Fenty]]>
<![CDATA[ ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 1 No. 2 (2020) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Ponorogo ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21154/eltall.v1i2.2450
<![CDATA[This study investigates how the “Fab Four” strategy implemented to teach the less-skilled readers in State Institute of Islamic Studies of Ponorogo. The design of this study is qualitative. Twenty-seven English department students of the third semester are the subjects of the study. The Fab Four strategy is applied by having the lecturer model four comprehension strategies (summarizing, questioning, predicting, and clarifying) through guided group discussions. Using this strategy, improvements have been noted in students reading comprehension. The result of this study indicates that the “Fab Four” is a great strategy to teach the less-skilled comprehenders as they are trained to determine important ideas from a reading text while discussing vocabulary, developing ideas and questions, and summarizing information.]]>
<![CDATA[THE APPRAISAL ANALYSIS OF CHARACTER IN RESOLUTION PART OF THE OLD MAN AND THE SEA BY ERNEST HEMINGWAY ]]>
<![CDATA[Piscayanti, Kadek Sonia]]>
<![CDATA[ ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 1 No. 2 (2020) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Ponorogo ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21154/eltall.v1i2.2451
<![CDATA[This research aimed to analyze the character of Santiago in resolution part of the novel “The Old Man and The Sea” by Ernest Hemingway using SFL Appraisal Theory. From the data analysis, it was found that attitude (affect) and graduation (force) dominated the appraisal items in the resolution part of “The Old Man and The Sea”. In total there were 34 appraisal items found. There were 11 appraisal items on affect found (29.72%), 3 items on judgment (8.1%), 1 item on appreciation (2.7%), 5 items on engagement (13.5%) and 17 items on graduation (45.94%). Those expressions developed from character revelation through dialogue and narration on setting, and those difference marks significant importance of character’s development in the resolution part. The character revelations found in the resolution part are: reflective, affectionate (caring and loving), humble, wise, realistic, and optimistic. This research showed the contribution of appraisal theory, especially attitude and graduation to develop a character in fiction, to be more exact, vivid, and naturally convincing. In the context of language teaching, the awareness of linguistics expression, language evaluations on meanings and values are relevant to be introduced from early to get better understanding of the language.]]>
