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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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EFL college students writing anxiety of English language education at Universitas Internasional Batam Pratiwi, Theodesia Lady
ELT Forum: Journal of English Language Teaching Vol 10 No 2 (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.v10i2.42908

Abstract

Writing is considered to be the most difficult skill to master for EFL students. This experience was faced by English Language Education (ELE) students at Universitas Internasional Batam (UIB). Based on the observation, the results of their writings were not satisfying. This study assumed that the students might feel anxious when they were writing in English. Therefore, this study aims to examine the types and causes of writing anxiety of ELE students at UIB. This study employed explanatory design of mixed method research. The research instruments were questionnaires adopted from SLWAI and CWAI developed by Cheng (2004). To extend the deeper analysis, this study conducted interviews to the high- and low-level writing anxiety students. This study found that the most dominant levels of writing anxiety is high-anxiety (71.43%). In terms of writing anxiety, this study found that cognitive anxiety is the most dominant type with the mean of 26.37. Next, when studying the cause of writing anxiety, the most dominant cause was linguistic difficulties. This result was in line with the interviews with high-and low- writing anxiety students. Students with both high and low writing anxiety still found that linguistic difficulties affect their writing anxiety. Therefore, the learning process at English Language Education needs to be equipped with sufficient linguistic competences in the first year, such as vocabulary, grammar, and punctuation.
Identifying the teaching of English to early young learners at Stepping Stones School Surabaya Restuti, Margareta Desi
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.v10i1.43073

Abstract

Early stage of human life is considered as unique as it has special characteristics that are different from other stage of human being’s development and growth. There are ways and strategies in dealing with young learners especially at the process of learning. As part of the methods dealing with young learners, school has taken an important role besides the parents of the children. There are many roles taken by school such as teaching in the process of learning of the young learners. In Indonesia, learning English becomes one of important part in the process of learning at the school. And there are notes to be considered in introducing English as a Second Language to young learners. The research was conducted to find out that there are key factors to be considered dealing with teaching English to early young learners and one of the important factors is one of the key factors underlying methods of the teaching English especially at Steping Stones School. The research was conducted at Stepping Stones School Surabaya as it is a school for very young learners. The methods of the research is a qualitative descriptive research. The research found out that the methods of teaching English to young learners need a full English school and a school with fun learning environment. The key factors underlying the methods of teaching English at the Stepping Stones School Surabaya are the school becomes a high quality preschool program with a well-designed curriculum; the school is with well-qualified teachers enabling to interpret the school curriculum to be a daily based practices in teachings; the school pays attention on the age of the students especially in applying the full English method; the school involves the parents to be in part of the learning by having similar ways in treating the children at home.
Teaching and learning process of test-taking strategies in answering reading comprehension section Zulmaini, Elika Aji
ELT Forum: Journal of English Language Teaching Vol 10 No 2 (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.v10i2.43281

Abstract

The study was aimed at finding the difficulties faced by test takers in Reading Comprehension section of TOEFL and describing the teaching and learning process of test-taking strategies of Reading Comprehension section of TOEFL. This study used qualitative research design. To collect the data, the researchers used document analysis and observation as the instrument of the study. The subjects of this study were the students or test takers and a teacher or tutor in TOEFL preparation class. The study showed the range of difficulty faced by students or test takers are skill 6 (57.14%), skill 8 (50%), skill 7, 9, 10, and 11 (33.3%), skill 3 (31%), skill 4 and 12 (16.7%), skill 1 (8.3%), and skill 5 (0%). In teaching and learning strategies, the Planning Strategy was applied in skills 1, 3, 9, 6, 7, 4, 5, and 8. Monitoring Strategies was applied in in skills 1, 3, 9, 6, and 4. Comprehending strategy was used in skills 1, 3, 6, 7, 4, 10, and 11. Retrieval Strategy was applied in skills 9, 5, and 8. Socioaffective strategy was applied in skill 9. Test-wiseness strategy was applied in skills 1, 3, and 9. Based on findings, the researchers found that there is still high percentage of difficult skills faced by students or test takers and more than one strategies were applied in almost every skill of the Reading Comprehension Section of TOEFL.
Teachers’ questioning strategies and students’ perceptions toward critical questions in EFL classroom interaction Kholisoh, Modi Nur; Linggar Bharati, Dwi Anggani
ELT Forum: Journal of English Language Teaching Vol 10 No 2 (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.v10i2.43302

Abstract

This study aims to find out teachers’ questioning strategies and students’ perceptions of critical questions in EFL classroom interaction. This research was conducted during the COVID-19 pandemic, in which the classroom interaction was online. We used a case study design that focused on the descriptive analysis. This study was conducted at one of Senior High Schools in Semarang. The participants in this study are two English teachers and two classes. The data were gained by using classroom observation, interview, questionnaire, and documentation. We used Chen’s (2016) theory and Anderson & Krathwohl (2001) to categorize and analyze the data findings to know teachers’ questioning strategies and students’ perceptions toward critical questions in EFL classroom interaction. The result of the analysis showed that the teachers used all of the teachers' questioning strategies and they posed critical questions. Teachers questioning strategies used by the teachers when posing critical questions were wait-time, repetition, paraphrasing, simplifying, and probing. The obvious strategy to elicit students’ responses toward critical questions was probing. In line with this, the teachers also combined the teachers questioning strategies with the skill of basic questioning to elicit students’ critical answers. The students didn’t perceive critical question as a threat, although it was difficult to answer. However, they perceived critical question as a challenge for them. It can be concluded that the students perceived critical question as a motivational question.
Short-animation video in web meeting classes for secondary school learners' EFL writing achievement Sari, Dwi Nikita; Susilo, Susilo; Limbong, Efendi
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.v10i1.43823

Abstract

The study aims at investigating whether there is an effect of short animation video on the EFL narrative writing achievement of the secondary school EFL learners in the circumstance where web meeting was becoming the class. The study was an experimental study using Static Group Comparison Design. Respondents participated in the study were the 8th Graders of SMP Negeri 18 Samarinda, Indonesia. There were 32 students in the experimental group and the other 32 students in the control group. The data were collected by conducting writing tests, i.e. post-test for both the experimental and control groups. Independent sample t-test was used to test the significant difference for pre and post-test scores. The results revealed that the students under the experimental group (M = 83.22, SD = 7.979, N = 32) performed higher in scores on their narrative writing achievement than the students under the control group (M = 76.00, SD = 9.824, N = 32), t(32) = 3.227, p < .002, two-tailed. It means there is a significant difference between narrative writing achievement of the students under the experimental group and those under the control group. This finding implies there is a significant effect of short animation video on the narrative EFL writing achievement of the secondary school EFL learners.
Major phonemic problems of Bangladeshi learners of English: Reasons behind and solutions Islam, A K M Mazharul
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.v10i1.45061

Abstract

The issue of Bangladeshi EFL learners’ phonemic challenges, though not very battered, has been addressed by some researchers at different times. Even after having a prolonged history of learning and teaching and some research in the field, awkward pronunciations and misunderstandings are still prevailing everywhere, from the primary level to tertiary level and beyond. This study is undertaken to heighten the importance of delving deeper into the root causes of phonemic difficulties of the learners and to pinpoint the major problems. To add flesh to the theoretical skeleton of the topic a group of university students was interviewed along with a questionnaire to check their understanding of English phonology along with some other basic questions related to pronunciation. It can firmly be stated that teaching/learning pronunciation and hence starting from the segmental level has never been followed. Like any other country where English is in the status of a second language or foreign language, it is very natural to face difficulties to master the intricate phonemic features of the target language for the learners. Supposedly, it mostly results from the lack of knowledge of phonology and phonetics of the target language and due to the phonemic differences between the first language and the target language. In this study, the focus is kept mainly on the salient phonemic challenges faced by Bangladeshi learners of English. Bringing in the basic ideas of consonant and vowel sounds, the sound production mechanism is shown, and then the differences between the vowels and consonants of two languages are held out. Tracing out the key difficulties, some suggestions are provided. This writing is expected to be of considerable and comprehensive help for the instructors as well as for the interested learners and crucial addition to the literature of the topic.
“Success is in your hand”: Digital literacy to support students’ autonomous learning in speaking class Saraswati, Girindra Putri Dewi; Areni, Galuh Kirana Dwi; Anellysha, Destya
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.v10i1.45466

Abstract

The expected objectives of the results of this study are to obtain a concrete picture of students' digital literacy mastery in the Transactional Conversation course and to find out the effect of students' digital literacy mastery on the quality of autonomous learning in the Transactional Conversation course. In particular, this study will examine theories on digital literacy and autonomous learning in the Transactional Conversation course. The approach to be applied in this research is interdisciplinary using qualitative methods. The research design used is a case study. The technique of collecting data uses participatory observation techniques, interviews, and document studies. The data validity technique used triangulation, which mainly consisted of source data triangulation, methodological triangulation, and theory triangulation. The results show that there is a relationship between digital literacy mastery and the quality of autonomous learning. The role of the lecturer as a facilitator invites students to have the courage to evaluate the quality of their own learning.
Distance learning in the time of Covid-19: Exploring students’ anxiety Hapsari, Christianti Tri
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.v10i1.45756

Abstract

Performing sudden and uncertain distance learning can be difficult and complicated experiences for students as they may suffer from anxiety. The study of anxiety in Indonesia typically concentrated on the relation of anxiety with speech production (Anandari, 2015), gender differences (Nurhaeni, 2019), four basic skills (reading, writing, speaking, and listening) (Male, 2018) and its impact on language learning (Budiman, Ngadiso, & Suparno, 2017). The study of anxiety in distance learning especially in the time of crisis, like the outbreak of Covid-19 is rare. Thus, the study to examine the distance learning anxiety faced by higher education students in the time of crisis (Covid-19) and explore the cause of those anxieties is important. The data of this study was collected using two instruments, a questionnaire and an interview. To get the data, the researcher modified the Foreign Language Classroom Anxiety Scale questionnaire (FLCAS) by Howitz and Young (1991) which is commonly applied to determine the level of anxiety. Since the study concentrated in distance learning, the researchers also decided to adopt an “On-line Language Learning Anxiety (OLLA) Inventory” (Majid, Othman, & Rahmat, 2007). Findings revealed that students experienced higher anxiety levels in the beginning stage of distance learning. A year after the implementation of distance learning, students had adapted well and the level of anxiety they encountered was reduced. Yet, technical problems like unstable internet connection and devices’ malfunction that occurred during distance learning still triggered much anxiety among students since that condition made them lose the opportunity to receive some important information and chances to actively participate in online activities as well as improve their skills.
EFL students’ voices on digital peer feedback Dyah Ayu Aprilianti, Berliana; Hidayatulloh, Sibakhul Milad Malik
ELT Forum: Journal of English Language Teaching Vol 10 No 3 (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.v10i3.46040

Abstract

Education and technology have been tailed by some conditions. Some parts in education are technologized including peer feedback activity, but the use of peer feedback combined with e-learning needs to be reviewed in terms of its practical use. The affordance of technology has enabled peer feedback to take place online. Despite the potential benefits that online peer feedback may offer, there is a lack of studies on the topic. Therefore, this paper aims to explore students’ perspectives on the benefits of online peer feedback. This research was done qualitatively. Interview to six students of English Language Education Department was conducted to gain the data. The academic year 2018/2019. In selecting the participants, purposive sampling was applied. The finding of this study revealed that the use of technology particularly in giving peer feedback brought some benefits e.g., increasing students’ autonomy and reviving student’s critical thinking. Besides, the cons of this phenomenon were that students felt the activity ruined their energy to stay focused in front of the screen to give others a review. Some suggestions in the last part of this paper also appeared as the researchers respond to this phenomenon.
Exploring the oral communication strategies used in online classroom discussion Parcon, Richard Espino; Reyes, Zenaida Q.
ELT Forum: Journal of English Language Teaching Vol 10 No 3 (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.v10i3.47152

Abstract

This study explored the oral communication strategies used by grade 12 students in online classroom discussion. In specific, it dealt with the following research objectives: identifying the types of oral communication strategies used by the students during online classroom discussion and determining the factors that influenced the grade 12 students in using specific types of oral communication strategies. Using content analysis, the recorded discussion in an online classroom, particularly the responses of the students, were transcribed, analyzed, and interpreted. A semi-structured interview was conducted to determine the factors that influenced the students in using the specific type of oral communication strategies. Thus, the triangulation method was used. The findings of this study revealed that 18 out 34 oral communication strategies in Dornyei and Scott (1997)’s taxonomy of oral communication strategies was evidently implemented during online classroom discussion. The lack of linguistic knowledge (vocabulary and structure of English language), and the lack of confidence in using English language during online classroom discussion, combined with the inability to grasp ideas, experiencing speaking anxiety, and other external factors such as having a poor internet connection and the choice of language used by the teacher during online classroom discussion, were the factors that influenced the students in using oral communication strategies during online classroom discussion.

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