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.
Articles
364 Documents
<![CDATA[The Analysis of Teacher Talk and The Characteristic of Classroom Interaction in English for Young Learner ]]>
<![CDATA[KHUSNAINI, NURUL]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 8 No 2 (2019): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Department of English Language and Literature, Faculty of Languages and Arts ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/elt.v8i2.32716
<![CDATA[ABSTRACT This study was aimed to find out the type of teacher talk and the characteristic of classroom interaction take place in the English language classroom of Semarang Multinational School.This study applied descriptive qualitative research. There were two activities in gathering the data of this study: observation and audio recording. In analyzing this study, the researcher used interactive theory proposed by Flander (1989). The findings showed that based on Flanders Interaction Analisys Categories (FIAV), the teacher indirectly influenced the students in teaching and learning process by relying hard on asking questions. Besides asking questions to students, teacher also used (1) accepting students? feeling, (2) praising or encouraging students, and (3) accepting or even using students? ideas. In addition the pattern of content cross interaction tended to be more on asking questions than lecturing behavior. It indicated that teacher often relied on asking questions to students in the teaching and learning process rather than to introduce new learning material and help conveying information to students. In conclusion, the teacher indirectly influenced the students in the teaching and learning process. This kind of interaction indicated that teacher often relied on asking rather than lecturing the students. Keywords: Teacher Talk, Classroom Interaction, Flanders Interaction Analysis Categories]]>
<![CDATA[Enhancing EFL Learners' Talk Through CL Facilitated TBL: Process ]]>
<![CDATA[Asriyah, Siti]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 8 No 2 (2019): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Department of English Language and Literature, Faculty of Languages and Arts ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/elt.v8i2.32927
<![CDATA[This study aimed to explain how cooperative learning facilitates task-based learning in enhancing EFL learners? talk for eighth-grade students of SMPN 1 Magelang in the academic year 2018/2019. The researcher conducted the study based on Ellis (2003) and Kagan (1994) theories for explaining the process of teaching and learning activities using Task-Based Learning (TBL) and Cooperative Learning (CL) methods for enhancing EFL learners? talk. This study used a qualitative case study methodology. The instruments used were observation sheet, interview guidelines, and document analysis. Based on the data analysis, it can be concluded that cooperative learning techniques that facilitated the task-based learning in learning activities can enhance the EFL learners? self-confidence to talk in front of the class. Besides, task-based learning facilitated with cooperative learning techniques enhances students? courage and creativity, it also makes them more active. The practice also made them more understand the materials. There are some suggestions. First, it will become a good alternative for the teacher to look up some interesting materials for the students as their guidance to enhance their speaking habits. The students are suggested to be accustomed to learning to speak using group and pair techniques because the technique can motivate them to have a speaking habit. Lastly, the next researcher needs to conduct further research related to other techniques in helping the students to improve their talk. Keywords: Task-based Learning, Cooperative Learning, enhance, EFL learners? talk]]>
<![CDATA[Textual Meaning of English Textbook Instruction ]]>
<![CDATA[ROSI, IFTITA KHARISMA]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 8 No 2 (2019): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Department of English Language and Literature, Faculty of Languages and Arts ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/elt.v8i2.32956
<![CDATA[This study is about analysis of textual meanings in English textbook instructions. The main purpose of this study is to analyse the textual meanings found in the textbook instructions to support the learning objectives. Textual meaning is indicated by Theme and Rheme within the clauses. Halliday and Matthiessen (2014) said that theme is coded by three elements, they are topical, textual and interpersonal. The student textbook entitled Bahasa Inggris Kelas X 2017 Revision published by The Indonesian Ministry of Education and Culture was chosen as the object of the study because it is the most widely used textbook in state shools in Indonesia. Meanwhile, the data were the instruction clauses in Chapters 1-7 (the first semester) of the textbook. The findings show that the English textbook instructions in Chapters 1-7 contains Unmarked Topical Theme (76%), Textual Theme (17%), Marked Topical Theme (5%), and Interpersonal Theme (2%). Unmarked Topical Theme is the most dominant type of Theme found in the clauses which is realized by verb. It is in line with the dominant mood type of the instruction, that is imperative which thematized verb in the clauses (Halliday and Mattheissein, 2014). It can be inferred that the instructions are clear and concise which meant that the instructions were good enough to support the learning objectives (Flake, 2017). Thus, it is concluded that instructions in Chapters 1-7 have good choices of Theme which meets the characteristics of good instructions to support the learning objectives]]>
<![CDATA[Vocabulary Acquisition (Incidental) through Watching Subtitled Video Material ]]>
<![CDATA[Rosales, Alvin Salazar]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 8 No 2 (2019): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/elt.v8i2.33356
<![CDATA[Subtitle refers to the time-synchronized text on a video that translates the spoken audio to another language. This research deals with the effect of watching subtitled video material on the vocabulary acquisition (incidental) of the Filipino learners of English with an emphasis on the receptive and productive vocabulary knowledge. The study was participated by 100 university students in a private higher education institution in the Philippines. The study used a pretest and posttest design in which the Vocabulary Knowledge Scale developed by Paribakht and Wesche (1993) was employed. The results show that there is a significant difference between the pretest and the posttest performance in vocabulary acquisition in terms of receptive and productive vocabulary knowledge of the participants. The findings imply the integration of subtitled video material in the teaching of vocabulary in Philippine classrooms because of its effectiveness which, up to this point, is not yet realized.]]>
<![CDATA[Group work activity to enhance students' courage in delivering questions during online learning: A classroom action research ]]>
<![CDATA[Retnaningsih, Retnaningsih]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 10 No 1 (2021): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/elt.v10i1.30186
<![CDATA[The objective of this study is to find out the effectiveness of group work strategy in maximizing the students' courage in delivering questions during the online classes. In particular, this study will examine theories on learning, online learning, group work, and courage in delivering questions as part of character building. The approach to be applied in this research is quantitative methods. The research design implemented in this study is classroom action research for 36 students of Class XII IPS 1 at SMAN 9 Semarang. The technique of collecting data uses observation techniques, interviews, and documentation studies. The results show that Learning with the group work can increase the courage of students to ask questions up to more than 75% which shows the effectivity of the strategy and the teacher's strategy in determining the persons involving in a group work plays a significant role in the success of group work and the motivation to deliver questions during the online classes.]]>
<![CDATA[The design of multimedia storytelling ]]>
<![CDATA[Bibi, Sarah]]>;
<![CDATA[Sari, Dian Shinta]]>;
<![CDATA[Putra, Muhammad Iqbal Ripo]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 9 No 1 (2020): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/elt.v9i1.34614
<![CDATA[In teaching English, the use of media is essential to underpin and facilitate the process. With the recent waves of Technology, some teachers also make an exercise of a digital platform to develop new Media. It is easier to attract students to follow the lesson and also increase their pursuit of learning. This research directed to how the design of digital storytelling to teach narrative for students. The researcher used Educational Research and Development cycle from Borg and Gall (2007) which adjusted into five steps, namely (1) research and information gathering, (2) planning, (3) preliminary product developing, (4) preliminary field testing, and (5) primary product revision. The result of the research shows that digital storytelling can be utilised as a medium to teach narrative. The purpose of the medium must be communicative and attractive for the students. Equally, for the students, they are interested in using digital storytelling medium to learn about narrative. Hence, digital storytelling is designed to occupy those needs and is expected to be useful to teach narrative.]]>
<![CDATA[Teachers’ reinforcement and students’ perception to the teachers in English classroom ]]>
<![CDATA[Lestari, Maria Ana Mei]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 9 No 1 (2020): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/elt.v9i1.36461
<![CDATA[The study focuses on the positive reinforcement that is used by the teachers in each class and students’ perception towards reinforcement itself. This research involved two English teachers and two different classes of year ten students in SMA Kristen YSKI Semarang. To describe the use of reinforcement by the teachers, their teaching process were recorded and observed. Questionnaire and interview were done at the end of the lesson to describe how the students perceive reinforcement. This study is qualitative research. The data showed that the teachers used various types of reinforcement based on the theory of reinforcement by Moore (2007). They are Verbal, Non-verbal, Vicarious, Delayed, and Qualified Reinforcement. They used almost all types of reinforcement, except the Delayed Reinforcement. In general, Non-verbal Reinforcement was mostly used by the teachers. The interview results showed that the students agreed that reinforcement is important and useful for them during teaching and learning process.]]>
<![CDATA[Theme-Rheme configuration in recount texts produced by Indonesian EFL students ]]>
<![CDATA[Meiarista, Kiki]]>;
<![CDATA[Widhiyanto, Widhiyanto]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 9 No 1 (2020): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/elt.v9i1.37148
<![CDATA[The topic of this study is the textual meaning in recount texts written by the fourth semester students of English Department Universitas Negeri Semarang in the academic year 2018/2019. This study is conducted since there are still limited research that is conducted in Indonesia which analyses the problems of thematic development because most of Indonesian researchers are only analyses the thematic structure and thematic development pattern. This study aimed to figure out the thematic structure, thematic development pattern, and the problems of thematic development in students’ recount texts. The text analysis of qualitative method was employed to enhance the results. The result of the thematic structures showed that the unmarked topical Theme was frequently used than the marked one in terms of topical Theme, the conjunctions became the mostly used element in textual Theme, and the modal adjuncts became the frequently used constituent in interpersonal Theme. In the case of thematic development patterns, the Theme re-iteration (constant Theme pattern) became the mostly used pattern since the function is to keep the text focused. It has been found that there were three problems of thematic development in students’ recount texts: (1) the problem of the brand-new Theme, (2) the problem of double Rheme, and (3) the problem of empty Rheme. The results of this study indicate that the students belong to beginner (inexperienced) writer.]]>
<![CDATA[Students’ preferences and teachers’ beliefs towards written corrective feedback ]]>
<![CDATA[Tri Adhi Kencana, Alviana]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 9 No 1 (2020): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/elt.v9i1.37187
<![CDATA[Writing skill has been considered as a crucial skill that EFL students need to master. One of the techniques usually employed by teachers to help students improve their writing is via Written Corrective Feedback (WCF). Although many studies have been conducted to test its effectiveness, fewer studies have examined students’ and teachers’ preferences and beliefs towards the usefulness of WCF. Therefore, the present study analyzed students’ preferences and teachers’ beliefs regarding WCF. The participants consisted of 35 EFL students and 5 EFL teachers enrolled in SMK Negeri 1 Bawang Banjarnegara, a vocational high school in Banjarnegara, Indonesia. The data were both obtained through written questionnaires for the students and interview questions for the teachers. The collected data were analyzed based on WCF types classified by Ellis (2008), specifically for certain types like direct, indirect, and metalinguistic corrective feedback. The result of the present study demonstrated that both students and teachers mostly agreed that students should receive WCF in large amounts. Both of them also agreed that teachers should provide comprehensive feedback which consists of correction and explanations. Finally, both of them also had similar opinions that form-focused errors should be prioritized for correction than content-focused errors.]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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.]]>
