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[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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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[Gendered perspective on online communication strategies: A case on English department students ]]>
<![CDATA[Aziza, Maulida Nur]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 10 No 2 (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.v10i2.39398
<![CDATA[This study aims to investigate whether gender influence on online communication strategies performed by the English Department. This study provides types of communication strategies, the frequency of communication strategies used, and the factors that influence students in differentiating communication strategies used by both male and female students. The researcher used qualitative approach. Online face-to-face conversation and interview were chosen as the data collection technique. For the research instruments that the researcher used were communication strategies sheet, interview, and audio and video recording. The participants of this study were the eight semester students of English Department. The data collected were analyzed used communication strategies taxonomies proposed by Celce-Murcia et al. (1995). The results of this study show that used variety of communication strategies. The most frequent communication strategy used both male and female students is fillers, hesitation devices, and gambits. It was proven by the percentage that was 50%. The least used communication strategy by the students is circumlocution (0,07%). Related to gender, female students almost show higher number of occurrences for all of the communication strategies than male students. This phenomenon happened due to some factors such as the female characteristics that is socially oriented, expressive and avoid making mistakes. Meanwhile, male students showed characteristics such as talk simpler, have a great willingness to manage anxiety and they seem to conceal their inability to others.]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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[The analysis of teachers’ professional competence in utilizing information and communication technology ]]>
<![CDATA[Abkarin, Noven Aquilla]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 10 No 2 (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.v10i2.40462
<![CDATA[This study is about the utilization of ICT in classroom learning to develop teacher’s professional competence. Nowadays, COVID-19 pandemic has already spread around the world. It brings bad impacts on many sectors, especially the education sector. Based on the issue, this study aims to investigate teacher’s familiarity with the use of ICT, to find out teachers’ professional competence in utilizing ICT in classroom learning, and to obtain supporting and inhibiting factors of teachers’ professional competence in utilizing ICT. A qualitative approach was used as a method of this study. Data collection was conducted by distributing questionnaires, carrying out structured interviews, and documentation addressed to ten respondents consisting of English teachers from three schools in Wonosobo, Central Java, Indonesia. This study reveals that ten teachers were familiar with using ICT in classroom learning. They claimed that the use of ICT can help their works in the teaching and learning process. Second, the teacher’s professional competence can improve ICT utilization in teaching and learning classrooms. The use of ICT also can improve teachers’ professional competence because ICT usage is easier and more effective to deliver materials. Third, some supporting factors of the use of ICT were found in this study. They were making teaching and learning process easier, increasing students’ motivation, and improving teachers’ professional competence. The use of ICT also could make teachers easily take part in this digital era.]]>
<![CDATA[Students' perception toward gamification applied in English language classroom ]]>
<![CDATA[Putra, Pandu Perdana]]>;
<![CDATA[Priyatmojo, Arif Suryo]]>
<![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.v10i1.40558
<![CDATA[This study aims to find out the students' perception toward gamification applied on English language Classroom. Gamification emerged as an innovation in classroom teaching. The basic concept is to incorporate game elements into teaching, taking advantage of students' interest in games that can be used for the purposes of the teaching process. This study is conducted since there is still limited research that is conducted in Indonesia which analyses the students' perception toward the gamification utilization. This research used qualitative methods as a way to present research results from data collected. Data from this study were collected using two methods, namely online questionnaires, and interviews. This research shared questionnaires to 30 students. The questionnaire was a Likert-style close-ended question. From the research conducted, it was found that the majority of students' perceptions of gamification used in English classes was positive. The students believed that gamification was effective and fun to bring to classroom learning. This teaching method allows students to engage more in-class activities, reduces boredom because it creates a learning atmosphere, and increases learning motivation without disturbing the understanding of the material obtained by students.]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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.]]>
<![CDATA[Deforeignizing the English language: National identities making the world language ]]>
<![CDATA[dos Anjos, Flávius Almeida]]>
<![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.v10i1.42263
<![CDATA[This paper is a brief reflection on the spread of English around the world. Because of this, this language has changed. With so many people learning English, national identities have converged to change this language, making it the world language. Its objective is to advocate an epistemology of deforeignization of this language, based on the assumption that many people have recreated it naturally, in lexical, grammatical and phonological terms. ‘To deforeignize’ the English language, it is necessary to allow the recreation of this language, so that it can be adapted to the learners’ linguistic and cultural patterns. For this purpose, some data are shared. The relavance of this study lies is the possibility to shed light in a topic which still needs to be reflected, mainly because it can support the understanding of how the teaching and learning process of English should be conducted in front of its current status.]]>
