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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 364 Documents
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Cohesion and coherence in the final project abstracts written by undergraduate students Arifin, Ilham Setiawan; Farida, Alief Noor
ELT Forum: Journal of English Language Teaching Vol 9 No 2 (2020): ELT Forum: Journal of English Language Teaching
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.v9i2.37785

Abstract

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.
Teacher social competence, student learning motivation, and learning outcomes in English subject Ainy, Qurrot; Pratama, Hendi
ELT Forum: Journal of English Language Teaching Vol 9 No 1 (2020): ELT Forum: Journal of English Language Teaching
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.v9i1.38131

Abstract

This study aimed to investigate the correlation between teacher social competence, student learning motivation, and learning outcomes in English subject. The population of this study is all the students of Junior High School 1 Purbalingga academic year 2019/2020. The sample in this study is 90 students. The sampling technique is stratified convience sampling. In collecting data, there were some research instruments used; questionnaires and documentation. The research data were analyzed by Peason product-moment correlation. Based on the analysis and statistical quantification, it was found that the results of the study were (1) there is a positive and significant correlation between teacher social competence and student learning outcomes as shown by the value of Pearson correlation coefficient 0.919; (2) there is a positive and significant correlation between student learning motivation and student learning outcomes as shown by the value of Pearson correlation coefficient 0.908; (3) there is a positive and significant correlation between teacher social competence and student learning motivation as shown by the value of Pearson correlation coefficient 0.994. In conclusion, teachers’ social competence correlation is higher than students learning motivation. Therefore, the teachers should work on their social skill to improve student learning outcomes. On the other hand, the students needs to motivate themselves.
Analyzing English for Academic Purposes textbooks in China: A study of intercultural issues Li, Yulong; Yao, Pengfei; Hu, Bo
ELT Forum: Journal of English Language Teaching Vol 9 No 1 (2020): ELT Forum: Journal of English Language Teaching
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.v9i1.38259

Abstract

An increase of English for Academic Purposes (EAP) teaching in China has resulted in a surge of EAP textbooks on the market. However, there has been little accompanying interest in how well intercultural issues are handled and presented in these publications. Accordingly, the present study employs Chinese students’ Cultures of Learning (CoL) and contrastive rhetoric (CR) as reflection points in the analysis of the content, production, and consumption of two series of EAP textbooks adapted from overseas textbooks. Findings revealed that intercultural differences are not given due recognition in the textbooks which in some cases can lead to confusion and misunderstanding. Meanwhile, the teachers involved in the study, as users of the other textbook series, were found to treat the textbooks only as a supplementary EAP teaching resource. Moreover, the continued confusion on the part of some of the students involved in the study highlighted the desirability for future textbooks to render intercultural differences in a critical EAP manner.
Junior high school students’ difficulties of English language learning in the speaking and listening section Jaelani, Alan; Zabidi, Olivia Widad
ELT Forum: Journal of English Language Teaching Vol 9 No 1 (2020): ELT Forum: Journal of English Language Teaching
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.v9i1.38287

Abstract

This study aims to determine students' problems in learning English, especially in terms of speaking and listening. Basically, the teaching and learning process will run smoothly if students feel comfortable with the learning activities; therefore, this research provides some appropriate suggestions for teachers in overcoming difficulties faced by students. The respondents of this study were junior high school students. This study used a questionnaire as an instrument to determine the extent of students' skills in English. This study also conducted data analysis by analyzing the importance of English in students' views, the difficulties encountered in learning English, and also the teacher's teaching strategies desired by students. The results of this study indicate that most students have some difficulties in speaking due to lack of confidence and skills such as pronunciation, vocabulary, and grammar. Likewise, the difficulty in listening is caused by students’ lack of vocabulary that leads to the difficulty in understanding conversations in English. To overcome this problem, teachers need to have strategies such as identification, diagnosis, prognosis, and assistance or therapy. This research can facilitate the teachers in knowing complaints about English language difficulties experienced by the students.
Potential relationship between self-efficacy beliefs and proficiency in grammar among tertiary EFL learners Kholili, Achmad
ELT Forum: Journal of English Language Teaching Vol 9 No 1 (2020): ELT Forum: Journal of English Language Teaching
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.v9i1.38404

Abstract

A multitude of studies on self-efficacy beliefs have been undertaken to date, especially in language learning. However, little evidence is given on looking into the relationship between self-efficacy and English grammar. To this end, the present study goes about identifying to what extent the correlation between learners’ self-efficacy and their achievements in the grammar test is. Drawing on the correlational design, an English grammar test was administered to the learners to know the learners’ acquaintance with the English grammar. Meanwhile, a self-efficacy questionnaire was performed by the researcher to the learners to figure out to what extent their efficaciousness is. A Pearson-product moment correlation was performed to analyze the relationship between such variables. The result demonstrates that there is a high positive significant correlation between learners’ self-efficacy and their attainments in the grammar test, displayed by r Correlation = +1. This finding brings a recent insight in the field of language learning.
Culture and ELT: Cambodian teachers' perception and practice of textbook adaptation to realize intercultural awareness Nhem, Davut
ELT Forum: Journal of English Language Teaching Vol 9 No 1 (2020): ELT Forum: Journal of English Language Teaching
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.v9i1.38409

Abstract

Currently, it is recognized that language and culture go hand in hand, which means that when we teach a language, we also teach the culture of that language or other languages that appear in the textbooks being used. This wide recognition of the vital role of culture in the second language teaching has presented challenges for EFL teachers in various contexts. This article reports a qualitative study on three Cambodian teachers of English at one school in Phnom Penh. The study aims to investigate EFL teachers’ views and practices of textbook adaptation, as well as how they adapt textbooks to help students develop intercultural awareness in the ELT. To achieve these objectives, the qualitative data obtained from individual interviews, classroom observations, and teaching materials were engaged to shed light on the backdrop of the textbook adaptation and cultural integration in the ELT classroom. The findings in this study reveal an inconsistency between teachers’ views and practices about the textbook adaptation and the teachers’ limited capacity of interculturality-stimulated scholarship that is inherently tied to the development of cultural activities in the ELT classroom. This study suggests teacher training on the textbook adaptation and teaching culture should be provided to the teachers in the context and beyond.
The use of team pair solo technique combined with picture as medium in teaching writing descriptive text Muamalah, Siti
ELT Forum: Journal of English Language Teaching Vol 9 No 2 (2020): ELT Forum: Journal of English Language Teaching
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.v9i2.38657

Abstract

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.
English teachers’ methods in teaching reading comprehension of procedure text Yusmalinda, Akidatul; Astuti, Puji
ELT Forum: Journal of English Language Teaching Vol 9 No 1 (2020): ELT Forum: Journal of English Language Teaching
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.v9i1.38676

Abstract

This study focuses on English teachers’ methods in teaching reading comprehension of procedure text. The main purpose of this study is to describe the methods used by English teachers and reveal the strengths and weaknesses of those methods used for teaching reading comprehension of procedure texts. The research was a qualitative case study. The participants of this research were two English teachers at one of junior high schools in Semarang in the academic year of 2019/2020. In collecting data, several data collection instruments were used, including: interview, observation guideline and document analysis checklist. The findings showed that English teachers planned the teaching materials and strategies in advance. They also used various methods in teaching reading of procedure text. Both teachers almost used the same methods which were audio-visual method, scaffolding, grammar-translation method, and project-based learning. The difference was in the step of the strategy implementation. In addition, the findings showed that the most appropriate method in teaching reading comprehension was grammar-translation method since it helped students comprehend the procedure text. There were several students who still had a hard time following the lessons. Teachers are supposed to make sure that all students have understood the whole text or not and they should observe the students’ situation and needs so that the teaching and learning is contextual.
The Textbook analysis on students' book of Symphony 1 English course book for Senior High School Grade X viewed from higher order thinking skills Sari, Riski Norita; Sakhiyya, Zulfa
ELT Forum: Journal of English Language Teaching Vol 9 No 2 (2020): ELT Forum: Journal of English Language Teaching
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.v9i2.38711

Abstract

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.
Strategies employed by EFL teachers at a Vocational High School for selecting appropriate English textbook Maftukah, Siti; Astuti, Puji
ELT Forum: Journal of English Language Teaching Vol 10 No 1 (2021): ELT Forum: Journal of English Language Teaching
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.v10i1.38795

Abstract

Textbook is a tool which functions as a manual instruction in any branch of study included in language learning. Therefore, teachers should select an appropriate English textbook to support the learning activity because it have a big influence in the learning process. This study is about strategies of EFL teachers at a vocational high school in Semarang for selecting appropriate English textbook. The main purpose of this study was to investigate teachers’ strategies in selecting appropriate English textbook and dr. This study drew from the teachers regarding their criteria in selecting appropriate English textbook. Hence, this is a qualitative study that investigate the EFL teachers as the subjects. In collecting the data, we used open ended interview, questionnaire, and document analysis checklist. This study eployed theory of Garinger (2002) and BNSP by Permendikbud (2013) to analyse the data in order to know the strategies and the criteria used by the teachers in selecting appropriate English textbook. Based on the interview and the questionnaire, the finding showed there are some strategies in selecting appropriate textbook: teacher matched the textbook with the 2013 curriculum, read the KI, KD, Syllabus and learning objective. The data showed that all teachers select textbook based on their chosen, so that they were free to choose their textbook to support learning activity. However, some teachers select textbook by involving administrator and head school. There are also some textbook criteria there are: considering the goals and curriculum, textbook series, learning objective in the textbook, the age and background of the students, the availability and the effective cost. Based on the document analysis checklist, this research showed that the criteria of appropriate textbook in line with the Garinger (2002) and 2013 curriculum aspects based on BNSP. Next, the teachers also considered about the price of the textbook that must be cost effective and the textbook is easy to obtain. We argue that the identified strategies and criteria can be used as a consideration by English teachers to selectan appropriate English textbook.

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