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ELT Forum: Journal of English Language Teaching
Published by Universitas Negeri Semarang
ISSN : 22526706     EISSN : 27214532     DOI : https://doi.org/10.15294
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
The aim of this journal is to promote a principled approach to research on language and language-related concerns by encouraging inquiries into relationship between theoretical and practical studies. The journal welcomes contributions in such areas of current analysis in: first, second, and foreign language teaching and learning; language in education; language planning, language testing; curriculum design and development; multilingualism and multilingual education; discourse analysis; translation; clinical linguistics; literature and teaching; and. forensic linguistics.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 12 Documents
 1   2 
Search results for , issue "Vol 2 No 1 (2013)" : 12 Documents clear
THE USE OF BLOG AS A MEDIUM TO IMPROVE STUDENTS` SKILL IN WRITING HORTATORY EXPOSITION A Classroom Action Research at the Eleventh Grade Students of SMAN 12 Semarang Chikmahwati, Maulina Nur
ELT Forum: Journal of English Language Teaching Vol 2 No 1 (2013)
Publisher : Jurusan IKM FIK UNNES

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Abstract

CHARACTER EDUCATION VALUES IN READING SECTION OF E-ENGLISH TEXTBOOK FOR SENIOR HIGH SCHOOL STUDENTS GRADE XI Hapsari, Pratama Lysa
ELT Forum: Journal of English Language Teaching Vol 2 No 1 (2013)
Publisher : Jurusan IKM FIK UNNES

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Abstract

The main purpose of the study is to find out what character values are integrated in reading section of the English e-book of Senior High School and in which part of the English e-book of Senior High School the character values are realized. In order to obtain the objective of the study, I did several steps. I selected the e-book and then the reading section was selected. After selecting the reading section, the character education values integrated in the reading section were identified. Then, I identified the character education values in the reading section components; whether they are integrated in reading texts or reading exercises. From the eighteen character values formulated by The Indonesian Ministry of National Education 2010, there are only seventeen of them covered in reading section of the e-book. These seventeen values are honesty, tolerance, democracy, hard work, creativity, environmental caring, social caring, discipline, patriotism, nationalism, respect achievement, loving peace, reading habit, independence, religious, curiosity, and friendly/communicative. One character value that is not covered in reading sections is responsibility. All the character values found are covered in both components of the reading sections. After analyzing, I would like to suggest for the next researcher who attempts to do the similar research as I do. He/she should analyze the textbook which is recommended by the Book Centre (Pusbuk) of the National Education Ministry (Depdiknas) so that his/ her research will have a great possibility to be used as a consideration to select a good textbook for teaching and learning processes at schools.
USING SEQUENCED PICTURES ON THE FLICKR SOCIAL NETWORK IN TEACHING WRITING NEWS ITEM FOR THE TENTH GRADE STUDENTS OF SMA 3 PURWOKERTO Asrianti, Rufiah Ning
ELT Forum: Journal of English Language Teaching Vol 2 No 1 (2013)
Publisher : Jurusan IKM FIK UNNES

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GAMBITS FOUND IN THE CONVERSATIONS OF LOOK AHEAD 2 (An English Textbook for Senior High School Students Year XI Published by Erlangga) Maesaroh, Siti
ELT Forum: Journal of English Language Teaching Vol 2 No 1 (2013)
Publisher : Jurusan IKM FIK UNNES

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The Use of Video as a Medium to Improve Students’ Ability in Writing Narrative Texts
ELT Forum: Journal of English Language Teaching Vol 2 No 1 (2013)
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v2i1.1553

Abstract

The aims of this study were to explain and describe how Video was used in teaching writing narrative texts and to find out the result of the teaching writing and learning process after the students were taught by using Video. The subject of this study was VIIIA students of SMP N 24 Semarang. In this research, I used tests and questionnaires to collect the data. I designed an action research that consisted of pretest and two cycles of the treatment. The first meeting was for pretest, the second until the fourth meeting were for treatments using Video in teaching writing in narrative texts and the fifth meeting was for posttest. The result of the study showed that there was an improvement of the students’ writing after the students were taught by using Video. It could be seen from the average of the pretest was 59.8, the first cycle was 68.55, the second cycle was 79.03, and the posttest was 84.82. In conclusion, the use of fairy tail video as a medium worked well in writing class, especially for the VIIIA of SMP N 24 Semarang. The students also said that they were not bored during the teaching and learning process. They felt fun and their motivation to write the narrative texts increased after using Video.  Based on the results above, Video can be an interesting and appropriate medium to teach writing.
DIGITAL STORYTELLING TO IMPROVE STUDENTS’ MASTERY IN WRITING NARRATIVE
ELT Forum: Journal of English Language Teaching Vol 2 No 1 (2013)
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v2i1.1554

Abstract

This study is an experimental study. It aims to find out whether teaching narrative text using digital storytelling is effective to enhance students’ mastery in writing. This research also reveal the significant difference in the achievement between students who are taught using digital storytelling and those who are taught using conventional technique. In order to achieve those objectives, I conducted an experimental study. The population of this study was the eighth graders of SMPN 1 Grobogan. The experimental group was VIII-1 and the control group was VIII-2. The experimental group was taught using digital storytelling and the control group was taught using conventional technique. The result after a treatment was given shows that the mean of experimental group was higher than the control group. Therefore, there is a significant difference in students’ achievement that was taught using digital storytelling and using conventional technique. It is concluded the use of digital storytelling as visual aid can improve students’ mastery in writing narrative.
IMPROVING STUDENT’S WRITING ABILITY IN NARRATIVE TEXT BY USING CHRONOLOGICAL 3D PICTURES AS MEDIA
ELT Forum: Journal of English Language Teaching Vol 2 No 1 (2013)
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v2i1.1555

Abstract

The use of chronological 3D pictures in this study has a purpose at developing students’ competence in writing narrative texts. The objective of the study is to find out the student’s difficulties in writing narrative text, how effective chronological 3D pictures improve student’s ability in writing narrative, and why chronological 3D pictures proposed as media in teaching narrative text. Four tests given to the students showed student’s improvement. The mean of the pre-test was 63.12. Cycle 1’result was 69.25 and cycle 2 ‘result was 77.37. After that, the mean of the post-test was 86.25. From the result, it can be seen that chronological 3D pictures gave significance improvement in teaching narrative text for tenth grade students. In line with the result, I propose that using chronological 3D picture as a media to improve student’s writing narrative text can be one of the positive ways to increase students’ enthusiasm in learning English.
CHARACTER EDUCATION VALUES IN READING SECTION OF E-ENGLISH TEXTBOOK FOR SENIOR HIGH SCHOOL STUDENTS GRADE XI
ELT Forum: Journal of English Language Teaching Vol 2 No 1 (2013)
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v2i1.1559

Abstract

The main purpose of the study is to find out what character values are integrated in reading section of the English e-book of Senior High School and in which part of the English e-book of Senior High School the character values are realized. In order to obtain the objective of the study, I did several steps. I selected the e-book and then the reading section was selected. After selecting the reading section, the character education values integrated in the reading section were identified. Then, I identified the character education values in the reading section components; whether they are integrated in reading texts or reading exercises. From the eighteen character values formulated by The Indonesian Ministry of National Education 2010, there are only seventeen of them covered in reading section of the e-book. These seventeen values are honesty, tolerance, democracy, hard work, creativity, environmental caring, social caring, discipline, patriotism, nationalism, respect achievement, loving peace, reading habit, independence, religious, curiosity, and friendly/communicative. One character value that is not covered in reading sections is responsibility. All the character values found are covered in both components of the reading sections. After analyzing, I would like to suggest for the next researcher who attempts to do the similar research as I do. He/she should analyze the textbook which is recommended by the Book Centre (Pusbuk) of the National Education Ministry (Depdiknas) so that his/ her research will have a great possibility to be used as a consideration to select a good textbook for teaching and learning processes at schools.
USING SEQUENCED PICTURES ON THE FLICKR SOCIAL NETWORK IN TEACHING WRITING NEWS ITEM FOR THE TENTH GRADE STUDENTS OF SMA 3 PURWOKERTO
ELT Forum: Journal of English Language Teaching Vol 2 No 1 (2013)
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v2i1.1560

Abstract

This study mainly aims at determining the effectiveness of using Flickr social network in teaching written news item text to improve students’ writing ability and also to find out the significant difference between the students who are taught using Flickr social network and the students who are taught using conventional method (a sequence of pictures). The subject of my research was 64 students of X7 and X8 class of SMA N 3 Purwokerto. The research applied was experimental research. By using purposive sampling, the students of X8 were taken as the samples of the experimental group and the samples of control group were students of X7. In this research, the students were taught using Flickr social network. The result of this research was found by comparing the result of pretest and posttest. I used t-test to find out the significance enhancement. Based on the result of the research, the result of the observed t-value is higher than the critical t-value; observed t-value 3.24 and the critical t-value is 2.04, the result of the writing aspects in the posttest is higher than the pretest, and the percentage of the students who got the score more than 60 in the posttest was 53% while in the pretest was only 16%. Therefore, it can conclude that using Flickr social network can effectively enhance students’ writing ability.
GAMBITS FOUND IN THE CONVERSATIONS OF LOOK AHEAD 2 (An English Textbook for Senior High School Students Year XI Published by Erlangga)
ELT Forum: Journal of English Language Teaching Vol 2 No 1 (2013)
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v2i1.1561

Abstract

This is a descriptive qualitative study aiming at finding out what speech acts and gambits found in the conversation models of Look Ahead 2 (an English textbook for senior high school grade XI published by Erlangga). This study was conducted in line with the important roles of gambits in spoken communication.Searle (1969) classified speech acts into five: directives, commissives, representatives, declaratives and expressive with further sub-classified by van Ek (1998) into six functions and 132 sub-functions. These speech act functions have become the basis of English curriculum in Indonesia. The speech acts realizations in utterances are usually hedged by gambits or discourse markers aiming at downgrading, upgrading, intensifying or avoiding a Face Threatening Act. The data were collected from the textbook Look Ahead 2 written by Th. M. Sudarwati and Eudia Grace. The study was focused only on five speech acts: asking for an opinion, giving opinion, agreeing to an opinion, disagreeing to an opinion, and giving suggestion/advice. Therefore, the data taken were only the sentences which indicate those five speech acts.16 conversations were taken as the data.  There were 38 clauses belonging to 11 speech act functions specified for XI grade students. The speech acts found were: asking for an opinion, giving opinion, expressing satisfaction, dissatisfaction, giving suggestion, warning, expressing relief, pain, sorrow, anger, and annoyance. There were 34 gambits found in five speech acts: four gambits were found in asking for an opinion, six in giving opinion, five in agreeing to an opinion, ten in disagreeing to an opinion, nine in giving suggestion/advice. Of the five speech acts understudy, there were three types of gambits namely opening, linking, and responding gambits. There were nine gambits belong to opening gambit, three gambits belong to linking gambit, and 22 data for responding gambit.The finding indicated that among 14 speech acts required by the curriculum, 11 speech acts were found but the other three were not. They are expressing pleasure, expressing love and expressing embarrassment. The gambits found in five specific speech acts were used appropriately based on both Keller’s and Dörnyei’s classifications. Among three types of gambits, opening gambit was the most frequently used (52.9%). Responding gambit was the second frequently used (38.2%), and the least frequently used gambit was the linking gambit (8.8%).

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