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[A study on interpersonal meaning negotiated teacher-students classroom interaction in vocational high school ]]>
<![CDATA[Tyas, Ghita Aning]]>;
<![CDATA[Widhiyanto, Widhiyanto]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 9 No 2 (2020): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang ]]>
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DOI: 10.15294/elt.v9i2.37221
<![CDATA[Interaction and teaching learning process are two things that cannot be separated. Interaction is a main point or component in communication. Communication skill has to be mastered by students including Vocational students because they need this skill as preparation for their professional work in the future. A good communication is when it has meaning in interaction. Halliday & Matthiessen, (2014) stated that there are three potential meanings, one of them are interpersonal meaning. This study was aimed to analyse interpersonal meaning between teacher and students in the eleventh grade of SMKN 2 Purwokerto and how it construct their role through various kinds of interaction. There were two activities in gathering the data of this study: observation and interview. In analyzing the data, the researcher used Mood system proposed by Halliday & Matthiessen (2004). Theory from Harmer (2001) and Johnson and Paulston (1976, cited in Richard and Rogers 1986) also used to analyze the role relationship between teacher and students. The findings showed that teacher and students produced three types of speech functions (Mood clause) besides Non-typical Mood Clause and Minor clause. In the class, both teacher and students applied different types of classroom interaction in which they took many roles. It can be concluded that teacher and students delivered various types of clause, classroom interaction, and roles during the teaching learning process.]]>
<![CDATA[Cohesion and coherence in the final project abstracts written by undergraduate students ]]>
<![CDATA[Arifin, Ilham Setiawan]]>;
<![CDATA[Farida, Alief Noor]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 9 No 2 (2020): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang ]]>
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DOI: 10.15294/elt.v9i2.37785
<![CDATA[Writing an abstract was not different from writing other kinds of text. As a part of the final project, an abstract should be written clearly, cohesively and coherently. This study aimed to examine cohesion and coherence of the students’ final project abstracts. It also focused to reveal the factors which influenced the quality of the students’ final project abstracts. This study concerned with text analysis. The investigation approach of this study used written discourse analysis. The data of this study were thirty abstracts which were taken from final project abstracts of English Department undergraduate students of Universitas Negeri Semarang in the academic year of 2017-2018. The findings showed that the students did not utilize the five types of cohesive devices to build cohesion in their abstracts. However, it was sufficient to utilize at least three types of cohesive devices to make the abstracts cohesive. Based on Theme and Rheme theory by Halliday, the abstracts were written coherently because they applied the use of cohesive devices. This research also found that there were two factors which influenced the quality of the abstracts. They were the usage of cohesive devices to build cohesion in the abstracts and the usage of Theme and Rheme and thematic progression to build coherence in the abstracts. In conclusion, it was clear that the usage of cohesive devices and Theme and Rheme helped the students write the abstracts cohesively and coherently.The abstract should be written in one paragraph of 150-250 words. Calisto MT font size 9 single spacing. It should containgeneral statement about the primacy of the topic under investigation, research gap, the objectives, method, main findings, and the conclusions.]]>
<![CDATA[The use of team pair solo technique combined with picture as medium in teaching writing descriptive text ]]>
<![CDATA[Muamalah, Siti]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 9 No 2 (2020): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang ]]>
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DOI: 10.15294/elt.v9i2.38657
<![CDATA[This study was conducted to explore the implementation of Team Pair Solo and picture by an English teacher in teaching writing descriptive text. The aim was to describe the implementation of Team Pair Solo and picture in teaching writing descriptive text by English teacher, reveal the difficulties that faced by English teacher in teaching writing descriptive text using Team Pair Solo and picture, and explain how the English teacher solves those difficulties. In this study, I used qualitative method. The participant of this study was an English teacher in SMK NU 01 Hasyim Asy’ari Tarub in the academic year of 2019/2020. In this study, I used questionnaire, interview, classroom observation, and document analysis as data collection methods. The result revealed that the teacher integrated Team Pair Solo and picture with another teaching technique namely lecturing technique, other language skills (speaking, reading, and listening) and also a game. The game was intended to build the students’ enthusiasm in learning. This study showed that there was one main difficulty faced by the English teacher namely students’ limited vocabulary. In conclusion, Team Pair Solo and picture were an interesting and helpful technique and media that helped English teacher in the teaching and learning process and it was somewhat easy to be implemented. The technique and media also helped students to be actively engaged in the classroom activity.]]>
<![CDATA[The Textbook analysis on students' book of Symphony 1 English course book for Senior High School Grade X viewed from higher order thinking skills ]]>
<![CDATA[Sari, Riski Norita]]>;
<![CDATA[Sakhiyya, Zulfa]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 9 No 2 (2020): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang ]]>
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DOI: 10.15294/elt.v9i2.38711
<![CDATA[This study analyzes an English Course textbook entitled Symphony to find out to what extent higher and lower order level thinking is used in the reading tasks. The questions central in this study are: how the composition and to what extent are reading tasks on the Symphony 1 Course Book for Senior High School contribute to build students' Higher Order Thinking Skill? This descriptive qualitative research also adopted the cognitive process of Revised Blooms' Taxonomy as the instrument. Cognitive levels used for this research were remembering, understanding, applying, analysing, evaluating and creating. Then, the researcher calculated the percentage and frequencies the cognitive level appearances from the total questions analysed. Then questions indicated of HOTS were analysed again by using instruments from Keshta and Sheif (2013) to know the variety of questions found in the textbook. The results showed that Lower Order Thinking Skills (LOTS) dominate the reading tasks of the textbook. It shows LOTS were found 63% while HOTS 37%. It can be concluded that HOTS dominate the textbook which discourages students to think critically. Based on the findings, it is recommended that textbook writers need to advance HOTS in order to develop students' critical thinking skills.]]>
<![CDATA[Representing translation procedures in translated Indonesian cultural terms into English of online news media ]]>
<![CDATA[Rodiyah, Siti]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 9 No 2 (2020): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang ]]>
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DOI: 10.15294/elt.v9i2.39047
<![CDATA[Translating cultural terms needs proper procedures since each of culture has linguistics elements to be expressed between one language to other ones. Problems then may appeared in understanding cultures. It should do not be a big deal, because understanding cultures of one language to other ones can be easily resolved by translation and its proper procedures. Qualitative approach with content analysis used in this study to observe (1) The Indonesian Cultural Terms which those are translated into English on the Jakarta Post’s (JP) Online News and (2) The translation procedures used in replacing the Indonesian Cultural Terms into English. Based on the data analysis, 21 cultural terms found in this study as the data. First, the translated Indonesian cultural terms into English on the JP’s Online News are categorized into material, ecology, habit and festival. Second, the translation procedures used in replacing Indonesian cultural terms found in this study are couplets, single procedures that have been used such as literal translation, transference or loan word plus explanation, and translation by a more general word. There are many studies applied to observe translation and cultures on artworks of literature or cultural terms in any object from English into Indonesian language. While this study also concerns on both issues, culture and translation but it represents Indonesian Cultural Terms translated into English and the translation procedures used in replacing the Indonesian cultural terms in order to at least acknoledging Indonesian cultures through news widely.]]>
<![CDATA[Students' perception on the use of android-based exam browser to assess final examination ]]>
<![CDATA[Fegasanti, Prahda Alifa]]>;
<![CDATA[Priyatmojo, Arif Suryo]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 9 No 2 (2020): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang ]]>
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DOI: 10.15294/elt.v9i2.40073
<![CDATA[This final project was a study about the students' perception toward the use of Android-based Exam Browser as the medium for assess final examination in SMK Negeri 3 Magelang. The objective of this study was to find out the students' perception whether it was positive or negative toward the use of Android-based Exam Browser as the medium to assess final examination in SMK Negeri 3 Magelang, This study was employed qualitative survey design in which the data of the students' perception on the use of Android based Exam Browser as the medium to assess final examination were obtained by questionnaire, interview, and also observation. This research shared questionnaires to 33 students. The questionnaire was a close-ended question. Thirty-three students of SMK Negeri 3 Magelang were the participants of this study. Based on the findings of the study, 75,8 % of the students give a positive perception about Android based Exam Browser. The students believed that Android based Exam Browser was a useful, clear, and understandable platform for conducting online examination, and it gave some positive impacts such as improving students' speed in answering the questions, improving students' performance in the test, and helping them to answer the exam easily.]]>
<![CDATA[Undergraduates' use of metacognitive strategies in a PBL writing process ]]>
<![CDATA[Aliyu, Muhammad Mukhtar]]>;
<![CDATA[Yong, Mei Fung]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 9 No 2 (2020): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang ]]>
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DOI: 10.15294/elt.v9i2.40789
<![CDATA[This study examines the use of metacognitive strategies in undergraduates' PBL writing process. The participants of the study are 18 second-year undergraduates in an intact class of Advanced Composition in a university in North-eastern Nigeria. Data for the study were collected through audio and video recordings of the participants' interactions in the PBL process. The findings of the study showed the PBL allowed the participants to effectively use metacognitive strategies: planning, monitoring, and evaluation in various ways to achieve their writing goals. For the planning process, the participants made an overall plan of their writing process, generated various ideas, retrieved their rhetorical and linguistic knowledge, and made decisions on what and how to present ideas in their writing. For monitoring, they kept track of the transition of ideas and paragraphs in their writing and identify and remedy problems that affect the writing progress. For evaluation, they evaluated the content, organisation, and language of their writing. The paper makes some recommendations for teachers to assist students in the use of metacognitive strategies which eventually improve their writing skills.]]>
<![CDATA[Periodic assignment: Exploring students' perception and their academic achievement ]]>
<![CDATA[Adnan, Husnul Khatimah]]>;
<![CDATA[Jannah, Miftahul]]>;
<![CDATA[Razali, Khairil]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 9 No 2 (2020): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang ]]>
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DOI: 10.15294/elt.v9i2.41226
<![CDATA[Determining the perception of English Department students toward the periodic assignment and how it develops students' academic achievement was the aim of this study. The correspondents were 42 students who experienced periodic assignments in English for Academic Purposes subject at English Department of UIN Ar-Raniry, Banda Aceh. This study used a quatitative descriptive research design. The data were collected through questionnaires as the researcher used a four-point Likert scale questionnaire adapted from Turanli (2009) as the instrument. The scale was taken for exploring respondents' personality. Frequency distribution was used to analyze the obtained data and it would be presented in percentage. From 16 questions, the findings revealed that many students expressed positive perception towards periodic assignments in learning English for Academic Purposes. The students also expressed that the periodic assignments had developed their academic achievement. This study was not only useful for teachers' practical teaching, but it provided the base for future research about periodic assignment.]]>
<![CDATA[Syllabus design in Business English based on the needs of Economics students ]]>
<![CDATA[Nove Ria, Tiara]]>;
<![CDATA[Malik, Djamaludin]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 9 No 2 (2020): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang ]]>
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DOI: 10.15294/elt.v9i2.41714
<![CDATA[Business English is one branch of English for Specific Purposes. In determining the abilities to be achieved in learning objectives, material selection, and learning methods in this course, the syllabus design must be tailored to the needs of students and it is better to combine with the real work situation. Therefore, a need analysis is essential to use for designing the syllabus However, the recent syllabus did not match students need so that the aim of this study was to conduct need analysis to develop the Business English syllabus design for Economics students. It was based on two situations, learning needs and target situation needs. The subjects were students, lecturer, graduates and employers. The instruments to collect the data in this study were questionnaire and interviews. This study used quantitative and qualitative method. The results showed that students mostly need speaking skills to be emphasized to learn, while mastering vocabularies was the weakness that the students need to improve. Moreover, they tended to have drilling as the learning method. While the most materials of English Business used in workplace was reading instruction related work and documents. Based on the findings of this study, it can be used for designing the new syllabus.]]>
<![CDATA[Listening self-efficacy beliefs, L2 listening proficiency, and listening strategy training ]]>
<![CDATA[Hamdi Khosroshahi, Hamideh]]>;
<![CDATA[Merc, Ali]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 9 No 2 (2020): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang ]]>
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DOI: 10.15294/elt.v9i2.41855
<![CDATA[Self-efficacy plays an important role in language learners' performances in language learning. Studies report that explicit teaching of strategies, self-efficacy, and better learner performance are interdependent concepts. This entails the fact that language teachers should focus on the first two in order to increase the learners' performance. The aim of this study is to find out how teaching cognitive and metacognitive strategies affect EFL learners' performances and self-efficacy beliefs in listening comprehension tasks. Ninety students participated in this study, thirty of whom were part of the control group. Their listening self-efficacy and listening proficiency were measured before and after a four-week training. During the intervention sessions, instructors taught cognitive and metacognitive strategies in an explicit way, which included teacher modeling and teacher feedback. The results revealed that learners' listening proficiency scores increased while their self-efficacy scores did not change significantly after the training. These findings led to the conclusion that low self-efficacy does not necessarily lead to low listening proficiency. Another finding was that teaching only cognitive and metacognitive strategies do not help learners with their self-efficacy in a short time period. Implications and suggestions for L2 listening are provided considering the results of the study.]]>
