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[TRANSLATION PROCEDURES OF PHYSICS TERMS IN THE PHYSICS BILINGUAL BOOK FOR SENIOR HIGH SCHOOL YEAR XI ]]>
<![CDATA[Sari, Mareta Permata]]>;
<![CDATA[Yuliasri, Issy]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 6 No 2 (2017): ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[This study attempted to analyze the use of translation procedures and their accuracy. The objectives of the study were to describe the translation procedures used to translate the Physics terms and to identify their accuracy in Physics Bilingual Book for Senior High School Year XI. This research was conducted qualitatively. This study applied the theory proposed by Vinay and Darbelnet (in Hatim and Munday 2004:30) about translation procedures and the accuracy criteria of translation assessment by Nababan (2012:50). The results of the study showed that there were 119 data of Physics terms and three translation procedures found in this study. The three translation procedures were equivalence, calque and transposition. The translation procedure mostly used was equivalence, followed by calque and transposition. In terms of accuracy, three raters found that around 99.15% of the data were translated accurately, whereas the rest 0.84% of the data were inaccurately translated. The translation procedure with the highest accuracy was equivalence, followed by calque and transposition. Thus, the equivalence procedure was mostly used and had the highest accuracy rating in this research, followed by calque and transposition.]]>
<![CDATA[TRANSLATION TECHNIQUES AND READABILITY OF THE CULTURE SPECIFIC ITEMS IN THE 2007 INDONESIAN TRANSLATION OF ALICEâS ADVENTURES IN WONDERLAND ]]>
<![CDATA[Permatahati, Martinda Intan]]>;
<![CDATA[Rosyidi, Mohamad Ikhwan]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 6 No 2 (2017): ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[Translation techniques poses somewhat of challenge. Addressing the potential problems existing in translation between English and Indonesian, culture specific item (CSI) is used to translate the untranslatable words in the process of translation into target language. The technique that is used to translate will affect to the readability level. This research has an objective to find and describe the translation techniques that are applied in translating culture-specific items (CSI) in Sri Haryantoâs Indonesian translated novel of Aliceâs Adventure in Wonderland entitled Petualangan di Negeri Ajaib dan Dunia di Balik Cermin by Windi A in 2007 and to explain the readability of culture-specific items (CSI) in this translated novel. Qualitative method is used in observing and analyzing the phenomenon which affected as an impact of the readability of culture-specific items in the translated text that had found in the Indonesian translated novel of Aliceâs Adventures in Wonderland and also making interpretations of the meaning of the readability level of culture-specific items in its Indonesian translated novel through the readability rating-sheet. From this research, the researcher finds 16 translation techniques that are applied in translating the culture-specific items from Aliceâs Adventure in Wonderland novel into its 2007 Indonesian translated novel by Sri Haryanto. Established equivalent translation technique is the highest frequency of translation technique that is applied in this novel. It can be concluded that the readability of culture-specific items in Sri Haryantoâs Indonesian translated novel of Aliceâs in Wonderland is readable.]]>
<![CDATA[LINGUISTIC EXPRESSIONS IN COSMOPOLITAN MAGAZINEâS ADVERTISEMENT ]]>
<![CDATA[Noor, Medyana]]>;
<![CDATA[Agustien, Helena I.R.]]>;
<![CDATA[., Rohani]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 6 No 2 (2017): ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[This study aimed at describing the way the advertiser used the distinctive linguistic expressions in the Cosmopolitan Magazineâs Advertisement. Since the advertisement should attract the consumer as many as possible, the advertiser needed to have a plan to find a solution of this problem in conveying the messages through the advertisement. In this study, the discussion was limited by finding out distinctive linguistic expressions of the advertisement which can be used to convey meanings through text and image. This was a descriptive qualitative study. The analysis involved context of situation analysis, lexicogrammar analysis, and semantic analysis. The analysis revealed that in terms of context of situation, the advertiser delivered persuasive text. Therefore, the advertiser is obliged to say persuasive statements to persuade the consumer or buyer. Meanwhile, lexicogrammar analysis showed that the advertiser delivered the message of the product in order to inform the benefit and achieve the economic goal of the advertised product. The large parts of the clauses of the text were positive adjective which showed the good quality of the advertised product. The semantic analysis showed that personification was the most frequent figure of speech used in the advertisement text. In that sense, the advertiser wanted to give the inanimate object the quality of living thing.]]>
<![CDATA[THE USE OF PHOTOGRAPHS ON INSTAGRAM IN TEACHING DESCRIPTIVE TEXT TO IMPROVE STUDENTSâ WRITING SKILL ]]>
<![CDATA[Purwandari, Mustika]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 6 No 2 (2017): ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[This research was an experimental study to find out whether there is any learning achievement of students who are taught writing descriptive text using photographs as media which is significantly different from those who are taught without photographs. The subjects of the study were the 8th year students of SMP Negeri 1 Ungaran. In order to achieve the objective, the researcher conducted an experimental research. There were two groups involved in this research, the experimental and the control group. The experimental group was taught using photographs in Instagram and the control group was taught without using photographs in Instagram. After both groups were given the treatment, the result of the study shows that the mean score of experimental group was 74.80 and the control group was 72.63. It means that the score of the experimental group was higher than the score of the control group. The t-test result showed that t-value was 2.056 and t-table was 2.002, which means that the t-value is higher than the t-table. It proves that there is a significant different achievement between the groups which taught using photographs in Instagram and using conventional teaching. Based on the result of this study, it is concluded the application of photographs in Instagram can improve studentsâ writing skill in writing descriptive text. It was effective and recommended for the English teacher as one of references in teaching and learning process.]]>
<![CDATA[THEMATIC DEVELOPMENT ON STUDENTSâ ANALYTICAL EXPOSITION TEXTS A CASE OF THE FOURTH SEMESTER STUDENTS IN THE ACADEMIC YEAR 2014/2015 ]]>
<![CDATA[Setiawati, Novita]]>;
<![CDATA[Hapsari, Intan Permata]]>;
<![CDATA[Priyatmojo, Arif Suryo]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 6 No 2 (2017): ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[This final project is based on a study endeavored to examine the development of analytical exposition texts written by the fourth semester students of Universitas Negeri Semarang in the academic year of 2014/2015 who took Genre-based Writing class . The objective of the study is to examine to what extent the students develop their analytical exposition texts, in terms of Thematic Development.
This study is a written discourse analysis in which the data collected are in the form of written texts. To examine Thematic Development, Thematic Structure must be found first. The data were divided into clauses and analyzed to discover their Thematic Structure using theory suggested by Gerot and Wignell (1995). Then the Themes and Rhemes were examined using Thematic Development theory suggested by Eggins (2004).
Results show that unmarked Topical Theme and reiteration pattern are dominant on studentsâ texts because they are the simplest and easiest form of Thematic Structure and Thematic Development. In addition, some problems related to Thematic Structure and Thematic Development were found. In Thematic Structure analysis, one problem of empty Theme and three problems of empty Rheme were discovered, while more than half of total clauses did not have Thematic Development. These might indicate two points; first, the students of Genre-based Writing class are still novice writers. Second, they might not know about Thematic Development theory and how to employ it to develop their analytical exposition texts.]]>
<![CDATA[THE EFFECTIVENESS OF MIND MAPPING-SILENT CARD SHUFFLE ]]>
<![CDATA[Rahmawati, Puspa Merah]]>;
<![CDATA[., Indrawati]]>;
<![CDATA[Fitriati, Sri Wuli]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 6 No 2 (2017): ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[This paper is based on the quasi-experimental research which aims to find out the effectiveness of mind mapping-silent card shuffle combination to improve studentsâ achievement in narrative writing skill. The subject of this study was the eighth grade students of a state junior high school in Semarang in the academic year of 2015/2016. The sample consisted of 64 students from two classes. The data were derived from test, interview, and documentation. The data were then measured and analyzed by the statistical and interpretation. The result showed that after the students were given treatment by using mind mapping-silent card shuffle combination,the mean scores of the experimental group increased about 28.49%. The t-test showed that tvalue (3.839) was higher than ttable (1.998). It can be concluded that the working hypothesis (Ha) which states that âThere is a significant difference of effectiveness and learning achievement in writing narrative story of students who are taught by using mind mapping-silent card shuffle combination technique and those who are not taught by using that techniqueâ is accepted. Therefore, a mind mapping-silent card shuffle combination technique is effective for students to improve their achievement in narrative writing skill.]]>
<![CDATA[THE ANALYSIS OF UNIT-SHIFTS IN A SUBTITLE OF THE HOBBIT THIRD SEQUEL ]]>
<![CDATA[Zoraya, Rita]]>;
<![CDATA[Sutopo, Djoko]]>;
<![CDATA[., Yuliati]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 6 No 2 (2017): ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[This final project is about the analysis of unit-shifts that occur in the translation of subtitle a film entitled The Hobbit: The Battle of the Five Armies. Various subtitles were already created to make it easier for audience to understand this film. The result of this study shows that there are 14 unit-shifts that occur with various frequencies. With 144 of total unit-shifts that occur in this study, the detail of each unit-shift type as follow: 2 unit-shifts for Morpheme into Phrase type; 8 unit-shifts for Morpheme into Word type; 5 unit-shifts for Phrase into Sentence type; 9 unit-shifts for Sentence into Phrase type; 12 unit-shifts for Clause into Sentence type; 14 unit-shifts for Sentence into Clause type; 23 unit-shifts for Clause into Word type; 1 unit-shift for Word into Clause type; 35 unit-shifts for Phrase into Word type; 5 unit-shifts for Word into Phrase type; 22 unit-shifts for Sentence into Word type; 6 unit-shifts for Word into Sentence type; 1 unit-shift for Phrase into Clause type; and 1 unit-shift for Clause into Phrase type.]]>
<![CDATA[GROUP GRID AND ROUNDTABLE FOR TEACHING WRITING OF DESCRIPTIVE TEXT ]]>
<![CDATA[Urunami, Silvia]]>;
<![CDATA[Bharati, Dwi Anggani Linggar]]>;
<![CDATA[Faridi, Abdurrachman]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 6 No 2 (2017): ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[This paper is based on a research aiming to describe the effectiveness of Group Grid and Round Table technique in teaching writing descriptive text. By using a quasi-experimental design, the research involves the tenth grade students of SMA Taruna Nusantara Magelang in the academic year of 2016/2017. In this case, the experimental group is X IA 12 and the control group is X IA 10. The result shows that the mean score of the experimental group increases from 69.15 to 79.34 after several treatments applying the strategy. The t-test computation reveals that there is a significant difference between the two groups. It is proven by the tvalue (2.844) which is higher than the ttable (1.998). In addition, a questionnaire is administered to know the effect of implementing the technique to the students. The analysis shows that 59.37% of the students agree that the implementation of the strategy assists their comprehension and 31.25% of them even strongly agree towards the statement. Therefore, Group Grid and Round Table technique is proven an effective strategy in teaching writing descriptive text.]]>
<![CDATA[THE IMPLEMENTATION OF PBX (PASSIVE BOX) IN TEACHING PASSIVE VOICE ]]>
<![CDATA[Rohmah, Vikit Fadila]]>;
<![CDATA[Nugraha, Laurentius Elyas]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 6 No 2 (2017): ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[According to the English teachers of SMAN 1 Kudus especially those who teach the eleventh graders, learning passive voice becomes hard for students when they need to transform the active into passive voice because they are stuck in the formula of passive voice in different tenses. This study aims to find out the significant difference between the group who learns using PBX (Passive Box) and that who learns without using PBX (Passive Box). This study uses true-experimental design. The experimental group is asked to learn passive voice uses video and PBX (Passive Box) while the control group only uses video. To know the result of the study, the gathered data in post-test are computed using Independent Sample t-test in SPSS where the result can be seen from the Leveneâs Test. The result shows that PBX (Passive Box) is effective for students to learn passive voice. Therefore, PBX (Passive Box) can be used as an additional medium in learning passive voice for Senior High School students.]]>
<![CDATA[THE EFFECTIVENESS OF PICTURE CROSSWORD PUZZLE GAME IN TEACHING VOCABULARY ]]>
<![CDATA[Nugroho, Wahyu]]>;
<![CDATA[., Suprapto]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 6 No 2 (2017): ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[This article is based on a study which attempted to examine the effectiveness of the Picture Crossword Puzzle Game in teaching vocabulary. The purposes of this study are to describe the difference in studentsâ vocabulary mastery between those by using Picture Crossword Puzzle Game and conventional method (translation) and to describe the effectiveness of Picture Crossword Puzzle Game in teaching vocabulary. The research design used in this study was a Quasi-Experimental Research. The population of this research was the seventh grade students of SMPN 2 Patebon in the academic year of 2016/2017. The control group was the class of VII-G and the experimental group was the class of VII-H. The results show that from the pre-test, both control and experimental groups have the same mean scores, which is 68.44. After the treatment, there was an increase of mean score of both groups in post-test, which is 81.25 for the control group and 90.94 for the experimental group.The quantitative result shows that the t value is 4.182 and the t table is 1.999. Based on the statistic, it is concluded that there is a sifnificant difference in achievement between both groups. However, this statistic result is not that significant regarding the condition of both control and experimental groups. In other words, the Picture Crossword Puzzle Game has no significant effect on studentsâ vocabulary mastery. Yet, the result of the questionnaire shows that teaching vocabulary using Picture Crossword Puzzle game is interesting for the students. There are 91.8% students who give positive response to Picture Crossword Puzzle Game. In conclusion, the Picture Crossword Puzzle Game can be used to teach vocabulary because this game is interesting.]]>
