ELT Forum: Journal of English Language Teaching
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.
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<![CDATA[THE USE OF 20-SQUARES: ADD ONE MORE WORD AND WORD CLAP GAMES TO TEACH VOCABULARY ]]>
<![CDATA[Putri, Afrilita Mardiana]]>;
<![CDATA[Sutopo, Djoko]]>;
<![CDATA[Bharati, Dwi Anggani Linggar]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 6 No 1 (2017): ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[The study has objectives to find out whether 20-Squares: Add One More Word can be used in teaching vocabulary to the seventh graders of SMPN 5 Magelang and to find out whether there is a significant difference of the use of 20-Squares: Add One More Word and Word Clap Games in the studentsâ vocabulary achievement. The subjects of this study are two classes of seventh grade of SMPN 5 Magelang. One class serves as the control group and one class as the experimental group. This is a quasi-experimental research by using non-equivalent control group design. The instrument used is tests. The result shows that 20-Squares: Add One More Word improves the studentsâ vocabulary mastery. The result of t-test analysis shows that the experimental group get better achievement than the control group. In the pre-test, the average score of the experimental group is 63 and the control group is 62.67. In the post-test, the average score of experimental group is 81,17 and the control group is 70,67. The result of the t-test is 3.895 and t-table is 1.67. It means that the t-value is higher than t-table (3.895 > 1.67). Therefore, it can be concluded that 20-Squares: Add One More Word can be used as an alternative way in teaching vocabulary.]]>
<![CDATA[TEACHING VOCABULARY BY USING WORD BASEBALL GRAPHIC ORGANIZER TO THE ELEVENTH GRADERS OF SENIOR HIGH SCHOOL ]]>
<![CDATA[Nirwana, Dian]]>;
<![CDATA[Wahyuni, Sri]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 6 No 1 (2017): ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[This paper is based on a research which examined the eleventh gradersâ achievement in vocabulary mastery. The study aimed to find out the significant difference of studentsâ vocabulary achievement between the students who were taught by using word baseball graphic organizer and those who were not and to investigate the effectiveness of using word baseball graphic organizer to teach vocabulary. The study adopted quasi-experimental non-equivalent control group design. The data were gained through pre-test and post-test scores and participantsâ responses of the questionnaire. The results of the study showed that the mean score of the pre-test in the experimental group was 74.35, while in the control group was 74.62. In the post-test, the mean score of the experimental group was 83.09, and the control group was 79.29. The result of post-test increased. In addition, the t-test result was 1.990, and t-table was 1.787. It can be clearly seen that tvalue is higher than ttable. It means that the hypothesis of H1 was accepted and H0 was refused. According to the proven hypotheses, I can conclude that teaching vocabulary using word baseball graphic organizer was proven to be effective for the eleventh grade students of senior high school.]]>
<![CDATA[AN ANALYSIS OF ENGLISH PHRASAL VERB TRANSLATION IN TOTTO-CHAN NOVEL: THE LITTLE GIRL AT THE WINDOW ]]>
<![CDATA[Sari, Dwi Indah Mutiara]]>;
<![CDATA[Sofwan, Ahmad]]>;
<![CDATA[Kalisa, Pasca]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 6 No 1 (2017): ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[This study is attempted to focus on phrasal verb translation of an English novel Totto-chan: The Little Girl at the Window to its Indonesia version entitled Totto-chan: Gadis Cilik di Jendela. The objectives of the study are: (1) to describe the strategies used in translating phrasal verb in the Totto-chan novel (2) to describe the quality of phrasal verb translation in the Totto-chan novel.
In conducting this research, descriptive qualitative approach is used. The presentation of discussion is presented in a descriptive way. The data are analyzed by finding the phrasal verbs in the source language and in the target language. The translation strategies are analyzed based on Mona Bakerâs theory. Meanwhile, the researcher uses Nababanâs theory to identify the translation quality of the phrasal verbs.
The result of the study shows that (1) there are 35 data translated using idiom of similar meaning and form, 155 phrasal verbs translated using an idiom of similar meaning but dissimilar form, 5 phrasal verbs translated by paraphrase and 5 phrasal verbs are translated by omission; it shows that the most strategy used is using idiom of similar meaning but dissimilar form (2) the accuracy level of this novelâs phrasal verb translation is 80,67 % which indicates that the translation is accurate, the acceptability level is 83,17 % which shows us the translation is acceptable and the readability level which is 92,33 % which proves that the translation of this novel is highly readable.]]>
<![CDATA[STUDENTSâ PROBLEMS IN MAKING DERIVATIONAL WORDS ]]>
<![CDATA[Setyani, Dwi Putri]]>;
<![CDATA[Hartono, Rudi]]>;
<![CDATA[Priyatmojo, Arif Suryo]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 6 No 1 (2017): ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[This paper aims to find out what kinds of errors the students made in making derivational words and the most frequent errors occurred. It is a descriptive qualitative research which focuses on the error analysis of derivational morphology. The subject of this study was the students of English Education UNNES batch 2012. By using quota sampling, 25 students were taken for the try-out test and another 25 students were taken for the real test. The data were obtained from a test and questionnaire. In analyzing the data, the researcher used error analysis method. It consists of identifying errors, describing errors, explaining errors and error evaluation. The finding errors were analyzed based on the Surface Structure Taxonomy that specifies four types of errors namely omission, addition, misordering and misformation. The result showed that errors were found in all categories of derivational morphology. There were 146 errors which consisted of 98 (67,1%) misformation, 34 (23,3%) omission, and 14 (9,6%) addition. Thus, it was crystal clear that the most frequent errors occurred in misformation.]]>
<![CDATA[CLUSTERING TECHNIQUE AND PEER ASSESSMENT IN TEACHING WRITING RECOUNT TEXT TO JUNIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Widyawati, Eka Yunita]]>;
<![CDATA[Trisanti, Novia]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 6 No 1 (2017): ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[This study was conducted under the consideration of the observation in SMPN 39 Semarang that many students faced problems in learning to write a text. This research is aimed at investigating the effectiveness of using clustering technique and peer assessment in teaching writing recount text compared to three-phase technique and the studentsâ perception of the lesson. A quasi-experimental was used as the research design in this study. The subjects were the eighth graders of SMPN 39 Semarang in the academic year of 2016/2017 with 60 students as the samples. The control group (VIIIC) was treated using three-phase technique and teacher assessment, while the experimental group (VIII D) was taught using clustering technique and peer assessment. The findings revealed that the use of clustering technique and peer assessment significantly improved the studentsâ achievement in writing recount text. It was proven by the result of t-test in which the t-value (4.31) was higher than t-table (2.00). In addition, based on the result of the questionnaire, 90% of the students agreed that the use of clustering technique and peer assessment improved the studentsâ writing achievement. All in all, the use of clustering technique and peer assessment is more effective for teaching writing recount text to junior high school students than three-phase technique and teacher assessment. Moreover, most of the students have a positive perception to the lesson.]]>
<![CDATA[THE USE OF THINK-PAIR-SHARE IN TEACHING READING COMPREHENSION ]]>
<![CDATA[Maulida, Faiza]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 6 No 1 (2017): ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[This study was conducted to explore the English teachersâ attitude toward the implementation of Think-Pair-Share in teaching reading comprehension. The aim was to describe the implementation of Think-Pair-Share in teaching reading comprehension by English teachers, reveal the difficulties faced by English teachers in teaching reading comprehension using Think-Pair-Share technique, and explain how the English teachers solve their problem in teaching reading comprehension using Think-Pair-Share technique. In this study, I used qualitative method. The participants of this research were all of the English teachers in SMK N 1 Randudongkal in the academic year of 2016/2017. In this research, I used questionnaire, interview, classroom observation and document analysis as data collection methods. The result revealed that the implementation of Think-Pair-Share in teaching reading comprehension was quiet different for each teacher such as including all language skills, using game as variation, or implementing Think-Pair-Share with no variation. This study showed that there were two main problems faced by the English teachers: the lack of preparation and studentsâ limited vocabulary. In conclusion, Think-Pair-Share was an interesting and helpful technique that helped English teachers in the teaching and learning process. Besides, it helped students to be actively engaged in the classroom activity.]]>
<![CDATA[THE EFFECTIVENESS OF PRE-QUESTIONING TECHNIQUE TO TEACH READING COMPREHENSION OF NARRATIVE TEXT ]]>
<![CDATA[Utami, Indira Puruhita]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 6 No 1 (2017): ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[This article is based on a study which investigated the tenth grade studentsâ achievement in reading comprehension of narrative text. The objectives of this study is to find out whether pre-questioning technique is effective or not, and to find out it effects on the studentsâ reading comprehension of narrative text after being taught by using pre-questioning technique. The research design was a quasi-experimental research with non-equivalent control group design. The data were pre-test and post-test scores. Based on the result, the average score of pre-test for the experimental group was 75.78, and for the control group was 75.89. The average score of post-test for the experimental group was 84.89, and for the control group was 77.81. Based on the statistical analysis, it showed that Sig. (2-tailed) was 0.000, it meant that it was lower than 0.05. Therefore, Ho was refused and Ha was accepted. There was a significant difference of studentsâ achievement in reading comprehension of narrative text between the students taught by using the pre-questioning technique and by using translation technique. By applying pre-questioning technique, the students are able to predict the content of the text before reading the whole text. Moreover, the students to be more active and think critically in reading, get the gist of the text, improve their reading comprehension, and build their interest and motivation. It could be concluded that Pre-questioning is an effective technique than translation technique to teach reading comprehension of narrative text.]]>
<![CDATA[THEMATIC PROGRESSION ON STUDENTSâ RECOUNT TEXTS ]]>
<![CDATA[Safitri, Irfina]]>;
<![CDATA[Bahri, Seful]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 6 No 1 (2017): ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[This paper is based on a study aimed to find out the types of thematic progression patterns the students mostly employ in their recount texts and to examine the coherence of fourth semester studentsâ recount texts viewed from their thematic progression of the English Department, Universitas Negeri Semarang in the Academic Year of 2015/2016 who took Genre-Based Writing (GBW) class in Rombel 1. This study was a written discourse analysis which was used to figure out the realization of meanings. The findings showed that all of the students employed more than one pattern in their recount texts. They tended to use combination between reiteration (constant), zig-zag (linear), and multiple theme patterns. However, reiteration was the most dominant one. The second dominant pattern was zig-zag pattern. The third pattern found in the studentsâ recount texts was multiple theme. The analysis also showed that the number of clauses and the thematic progression patterns produced by the students are not equivalent. It means that there are many clauses which are not related to one another. The students often introduced some new themes at the beginning of the clause without any relation with other clauses and they break the well signposted progression of the text. It can be concluded that most of the recount texts produced by the students are not coherent.]]>
<![CDATA[THE EFFECTIVENESS OF COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) TO IMPROVE WRITING IN DESCRIPTIVE TEXTS ]]>
<![CDATA[Ibriza, Kamila Nurul]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 6 No 1 (2017): ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[This paper is based on a study which investigated the eighth grade studentsâ achievement in writing descriptive text. The study aimed to find out the effectiveness of Cooperative Integrated Reading and Composition (CIRC) technique to teach writing of descriptive and to investigate the significant difference of studentsâ writing achievement between the students who were taught using that technique and those who were not. The study employed quasi-experimental non-equivalent control group design. The data were pre-test, and post-test scores. The result of the study shows that the mean score of the pre-test in the experimental group is 63.97, while in the control group is 64.46. Therefore, the result of post-test increased. In the post-test, the mean score of the experimental group is 76.26, and the control group gets 71.13. Moreover, the t-test result is 2.847 and ttable is 2.024. It can be clearly seen that tvalue is higher than ttable. It means that the hypothesis of H1 is accepted and H0 is rejected. Based on the proven hypothesis, it could be proven that Cooperative Integrated Reading and Composition (CIRC) is effective to teach writing of descriptive text for the eighth grade students of junior high school students.]]>
<![CDATA[WASHBACK ANALYSIS OF STUDENTSâ PERCEPTION AND TEACHERSâ TEACHING MATERIAL OF ENGLISH NATIONAL EXAMINATION 2017 ]]>
<![CDATA[Nahdia, Khilma]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 6 No 1 (2017): ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[This final project is intended to investigate the washback of the English national examination based on the studentsâ perception and teachersâ teaching material. The research used descriptive qualitative methods as its research methodology. The study shows that the national examination brings positive and negative effects to both students and teachers. For the students, the national examination triggers them to study harder than usual. Nevertheless, the national examination still makes the students anxious due to its usefulness as the consideration of their next school level entrance, which, consequently, makes them give more attention only to the subjects tested in the national examination. Furthermore, for the teachers, the national examination makes them work hard to supply the students with various media, methods, and books in the teaching-learning process in order to make the students getting ready to face the national examination. Nonetheless, the national examination that only tested the reading and writing skills makes the teachers do not teach the English skills material equally. In conclusion, the washback of the English national examination in SMP N 12 Semarang shows the indication of both positive and negative washback effects of the national examination.]]>
