cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Agung Ginanjar Anjaniputra
Contact Email
anjaniputragi@mail.unnes.ac.id
Phone
+6285722334415
Journal Mail Official
eltforum@mail.unnes.ac.id
Editorial Address
Kampus Sekaran, Gedung B8 Jurusan Bahasa dan Sastra Inggris, FBS Universitas Negeri Semarang
Location
Kota semarang,
Jawa tengah
INDONESIA
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
 26   27   28   29   30 
IMPROVING STUDENT’S WRITING ABILITY IN NARRATIVE TEXT BY USING CHRONOLOGICAL 3D PICTURES AS MEDIA
ELT Forum: Journal of English Language Teaching Vol 2 No 1 (2013)
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.v2i1.1555

Abstract

The use of chronological 3D pictures in this study has a purpose at developing students’ competence in writing narrative texts. The objective of the study is to find out the student’s difficulties in writing narrative text, how effective chronological 3D pictures improve student’s ability in writing narrative, and why chronological 3D pictures proposed as media in teaching narrative text. Four tests given to the students showed student’s improvement. The mean of the pre-test was 63.12. Cycle 1’result was 69.25 and cycle 2 ‘result was 77.37. After that, the mean of the post-test was 86.25. From the result, it can be seen that chronological 3D pictures gave significance improvement in teaching narrative text for tenth grade students. In line with the result, I propose that using chronological 3D picture as a media to improve student’s writing narrative text can be one of the positive ways to increase students’ enthusiasm in learning English.
CHARACTER EDUCATION VALUES IN READING SECTION OF E-ENGLISH TEXTBOOK FOR SENIOR HIGH SCHOOL STUDENTS GRADE XI
ELT Forum: Journal of English Language Teaching Vol 2 No 1 (2013)
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.v2i1.1559

Abstract

The main purpose of the study is to find out what character values are integrated in reading section of the English e-book of Senior High School and in which part of the English e-book of Senior High School the character values are realized. In order to obtain the objective of the study, I did several steps. I selected the e-book and then the reading section was selected. After selecting the reading section, the character education values integrated in the reading section were identified. Then, I identified the character education values in the reading section components; whether they are integrated in reading texts or reading exercises. From the eighteen character values formulated by The Indonesian Ministry of National Education 2010, there are only seventeen of them covered in reading section of the e-book. These seventeen values are honesty, tolerance, democracy, hard work, creativity, environmental caring, social caring, discipline, patriotism, nationalism, respect achievement, loving peace, reading habit, independence, religious, curiosity, and friendly/communicative. One character value that is not covered in reading sections is responsibility. All the character values found are covered in both components of the reading sections. After analyzing, I would like to suggest for the next researcher who attempts to do the similar research as I do. He/she should analyze the textbook which is recommended by the Book Centre (Pusbuk) of the National Education Ministry (Depdiknas) so that his/ her research will have a great possibility to be used as a consideration to select a good textbook for teaching and learning processes at schools.
USING SEQUENCED PICTURES ON THE FLICKR SOCIAL NETWORK IN TEACHING WRITING NEWS ITEM FOR THE TENTH GRADE STUDENTS OF SMA 3 PURWOKERTO
ELT Forum: Journal of English Language Teaching Vol 2 No 1 (2013)
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.v2i1.1560

Abstract

This study mainly aims at determining the effectiveness of using Flickr social network in teaching written news item text to improve students’ writing ability and also to find out the significant difference between the students who are taught using Flickr social network and the students who are taught using conventional method (a sequence of pictures). The subject of my research was 64 students of X7 and X8 class of SMA N 3 Purwokerto. The research applied was experimental research. By using purposive sampling, the students of X8 were taken as the samples of the experimental group and the samples of control group were students of X7. In this research, the students were taught using Flickr social network. The result of this research was found by comparing the result of pretest and posttest. I used t-test to find out the significance enhancement. Based on the result of the research, the result of the observed t-value is higher than the critical t-value; observed t-value 3.24 and the critical t-value is 2.04, the result of the writing aspects in the posttest is higher than the pretest, and the percentage of the students who got the score more than 60 in the posttest was 53% while in the pretest was only 16%. Therefore, it can conclude that using Flickr social network can effectively enhance students’ writing ability.
GAMBITS FOUND IN THE CONVERSATIONS OF LOOK AHEAD 2 (An English Textbook for Senior High School Students Year XI Published by Erlangga)
ELT Forum: Journal of English Language Teaching Vol 2 No 1 (2013)
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.v2i1.1561

Abstract

This is a descriptive qualitative study aiming at finding out what speech acts and gambits found in the conversation models of Look Ahead 2 (an English textbook for senior high school grade XI published by Erlangga). This study was conducted in line with the important roles of gambits in spoken communication.Searle (1969) classified speech acts into five: directives, commissives, representatives, declaratives and expressive with further sub-classified by van Ek (1998) into six functions and 132 sub-functions. These speech act functions have become the basis of English curriculum in Indonesia. The speech acts realizations in utterances are usually hedged by gambits or discourse markers aiming at downgrading, upgrading, intensifying or avoiding a Face Threatening Act. The data were collected from the textbook Look Ahead 2 written by Th. M. Sudarwati and Eudia Grace. The study was focused only on five speech acts: asking for an opinion, giving opinion, agreeing to an opinion, disagreeing to an opinion, and giving suggestion/advice. Therefore, the data taken were only the sentences which indicate those five speech acts.16 conversations were taken as the data.  There were 38 clauses belonging to 11 speech act functions specified for XI grade students. The speech acts found were: asking for an opinion, giving opinion, expressing satisfaction, dissatisfaction, giving suggestion, warning, expressing relief, pain, sorrow, anger, and annoyance. There were 34 gambits found in five speech acts: four gambits were found in asking for an opinion, six in giving opinion, five in agreeing to an opinion, ten in disagreeing to an opinion, nine in giving suggestion/advice. Of the five speech acts understudy, there were three types of gambits namely opening, linking, and responding gambits. There were nine gambits belong to opening gambit, three gambits belong to linking gambit, and 22 data for responding gambit.The finding indicated that among 14 speech acts required by the curriculum, 11 speech acts were found but the other three were not. They are expressing pleasure, expressing love and expressing embarrassment. The gambits found in five specific speech acts were used appropriately based on both Keller’s and Dörnyei’s classifications. Among three types of gambits, opening gambit was the most frequently used (52.9%). Responding gambit was the second frequently used (38.2%), and the least frequently used gambit was the linking gambit (8.8%).
USING DIGITAL DISCUSSION THROUGH COMMENTING BLOG TO IMPROVE STUDENTS’ ABILITY IN WRITING ANALYTICAL EXPOSITION TEXT
ELT Forum: Journal of English Language Teaching Vol 2 No 1 (2013)
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.v2i1.1562

Abstract

The aim of the study is to find out whether using video-typed nursery rhymes can enhance speaking ability of young learners of grade four of Elementary School. The subject of the study were 19 students of class four Al-Khawaritzmi of SD Islam Bilingual An-Nissa Semarang. The research applied was experimental research and the research design was one group pretest-posttest. In the research, the students were taught using video-typed nursery rhymes. The result of this research was found by comparing the result of pretest and posttest. The researcher used t-test to find out the significance enhancement. Based on the result of the study, there were some enhancement in students’ speaking ability after they were given the treatment using video-typed nursery rhymes. After getting the treatment, the students were able to absorb the lesson better by being taught using video-typed nursery rhymes than using the usual way of teaching. The colorful video and the cheerful melody of the nursery rhymes gave some fun and happy atmosphere inside the classroom. The students understood easily for they enjoyed the lesson. The conclusion taken from the study is that the video-typed nursery rhymes can enhance the students’ speaking ability and suitable for teaching speaking.
THE USE OF BLOG AS A MEDIUM TO IMPROVE STUDENTS` SKILL IN WRITING HORTATORY EXPOSITION A Classroom Action Research at the Eleventh Grade Students of SMAN 12 Semarang
ELT Forum: Journal of English Language Teaching Vol 2 No 1 (2013)
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.v2i1.1564

Abstract

The purposes of this study are to investigate students’ problems in writing hortatory exposition, to explain why students have problems in writing hortatory exposition, and to find out how well does blog contribute in improving students’ mastery of writing hortatory exposition In constructing this study, the writer collected data using a classroom action research, which was carried out through four activities. The activities consisted of planning, acting, observing and reflecting. The subjects of this study were 37 students of year eleven of SMA NEGERI 12 SEMARANG in the academic year of 2011/2012. The action was done through teaching learning process. All of the teaching learning processes were presented by the help of blog.The data was analyzed qualitatively, to find the answers. Based on the data analysis from each activity, it can be seen that the students’ problems in writing hortatory exposition text were the difficulty in drawing contents, organizing text, using the language and vocabulary, and mastering the mechanics. They were caused by the lack of students’ attention, enthusiasm, activeness in asking answering questions and activeness in doing the task given by the teacher. It was found that there was a significant difference of the students’ skill in writing hortatory exposition from the pre-test, first cycle and second cycle. After the treatments, the students’ achievement in writing hortatory exposition text was improved. Therefore, using blog as a medium was effective to improve the students’ writing skill in hortatory exposition text and very beneficial for the students in order to facilitate them in learning English.To explore the advantages of using blog in teaching learning process, in the future study, not only the teachers, but also the students are also recommended to possess blog accounts. By possessing their own blog accounts, students are supposed to compose the blog posts and explore the references of their writings by themselves. It also abridges the students to share their writings and testimonials to the others’ blogs. In this way, the frequency of the communication practice and word building gradually increases that is expected to be able to improve students’ writing skill, especially in hortatory exposition text, and generally in all other text types.
THE USE OF JIGSAW II TECHNIQUE AND STILL PICTURES COMBINATION TO IMPROVE STUDENTS’ VOCABULARY MASTERY
ELT Forum: Journal of English Language Teaching Vol 2 No 2 (2013)
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.v2i2.2387

Abstract

This article is about the use of Jigsaw II technique and Still Pictures combination to improve students’ vocabulary mastery. In order to achieve the objectives of this research, the writer adopted an action research design. The subject of this research was class 7B of SMP N 12 Magelang, in the academic year of 2012/2013 which consisted of 32 students. There were two cycles in this research, and there were four phases in each cycle. They were planning, action, observation, and reflection. In order to collect data about students’ vocabulary mastery improvement and responses toward the use of this technique and media, the writer used observation sheet, questionnaire, interview, and test. The result of this study showed that the combination of Jigsaw II technique and Still Pictures can improve students’ vocabulary mastery. Besides, the result of the observation sheet, questionnaire and interview revealed that the students gave very positive responses toward the use of this technique and media. Based on the result of this research, the writer concluded that the use of Jigsaw II technique and Still Pictures gave a good contribution in English teaching and learning, especially in the area of vocabulary learning.
THE USE OF THREE PHASES TECHNIQUE TO IMPROVE STUDENTS’ PARTICIPATION AND READING COMPREHENSION IN NARRATIVE TEXT
ELT Forum: Journal of English Language Teaching Vol 2 No 2 (2013)
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.v2i2.2408

Abstract

This article is about the use of three phases technique to improve students’ participation and reading comprehension in narrative text. In order to achieve the objectives of this research, the writer adopted and action research design. The subject of this research was class 8G of SMP N 30 Semarang in the academic year 2012/2013 which consist of 37 students. There were two cycles with four phases in each cycle. They were planning, acting, observing and reflecting. The instrument for collecting data, the writer used observation checklist, field notes, test, questionnaire and documentation. The result of this study showed that three phases technique could improve students’ participation and reading comprehension in narrative text. Three phases technique namely pre reading, while reading and post reading can lead the students be more active and enthusiastic during teaching and learning process. By using three phases technique, students easily understand the content of the text and also they were active asking and giving their argument about narrative text.
THE IDEATIONAL MEANING IN THE U.S. PRESIDENTIAL DEBATE BETWEEN BARACK OBAMA AND MITT ROMNEY CONCERNING CHINA’S THREAT
ELT Forum: Journal of English Language Teaching Vol 2 No 2 (2013)
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.v2i2.2411

Abstract

This article deals with ideational meaning realized in transcript of the U.S. presidential debate between Barack Obama and Mitt Romney concerning China’s threat. Ideational meaning talks about subject matter. It relates to information about objects or to what the utterances are about. In realizing the subject matter of the debate transcript, three analyses are conducted; Transitivity, speech function, and also analysis on context of situation. The result based on those analyses shows two points of conclusion. Firstly, Obama through Material and Relational Processes stated his past actions and recent U.S. condition to show his success and through Mental Process he certainly stated his hopes for the future. Meanwhile, Romney through Material and Relational Processes certainly stated the unfortunate condition experienced by the U.S. as a result of Obama’s policies and through Mental Process stated his wish to the U.S economy. Both speakers invited the audiences to accept the information concerning those solutions. Secondly, context of situation influences the debate transcript in its language use. Some terminologies in the area of economy and trade emerge as the influence of Field. Those terminologies make the conversation focuses on the subject matter being analyzed, that is China as a threat to the U.S.
TRANSLATION TECHNIQUES OF THE COMPLEX SENTENCES IN BILINGUAL TEXTBOOK BIOLOGY 1 FOR SENIOR HIGH SCHOOL YEAR X PUBLISHED BY YUDHISTIRA
ELT Forum: Journal of English Language Teaching Vol 2 No 2 (2013)
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.v2i2.2413

Abstract

This final project was a study which analyzed the use of translation techniques in the bilingual textbook BIOLOGY 1 for Senior High School Year X Published by Yudhistira. The study was done qualitatively. The data were collected by selecting the complex sentences found in chapter five and six. After that, I analyzed and classified the translation techniques used based on Molina and Albir’s classification (2002). Next, the data were counted in order to find the dominant translation techniques. At last, based on the experts, the rendering of meaning from each complex sentence were counted. The result of the study showed that there were 113 complex sentences found in chapter five and six. There were only nine translation techniques, they were literal translation, borrowing, adaptation, reduction, particularization, amplification, generalization, transposition, and description. The rendering of meaning of the 113 sentences was mostly good. 90 sentences (79.64 %) were categorized as good by both experts. From the result, it can be concluded that literal translation dominated the translation techniques used by the translator. Although only 90 sentences (79.64 %) were categorized as good by both experts, the whole sentences can be understood easily because there were no deviated meaning.

Page 28 of 37 | Total Record : 364

 26   27   28   29   30 

Filter by Year

2012 2024


Reset
Filter By Issues
All Issue Vol 13 No 1 (2024): ELT Forum: Journal of English Language Teaching Vol 12 No 3 (2023): ELT Forum: Journal of English Language Teaching Vol 12 No 2 (2023): ELT Forum: Journal of English Language Teaching Vol 12 No 1 (2023): ELT Forum: Journal of English Language Teaching Vol 11 No 3 (2022): ELT Forum: Journal of English Language Teaching Vol 11 No 2 (2022): ELT Forum: Journal of English Language Teaching Vol 11 No 1 (2022): ELT Forum: Journal of English Language Teaching Vol 10 No 3 (2021): ELT Forum: Journal of English Language Teaching Vol 10 No 2 (2021): ELT Forum: Journal of English Language Teaching Vol 10 No 1 (2021): ELT Forum: Journal of English Language Teaching Vol 9 No 2 (2020): ELT Forum: Journal of English Language Teaching Vol 9 No 1 (2020): ELT Forum: Journal of English Language Teaching Vol 8 No 2 (2019): ELT Forum: Journal of English Language Teaching Vol 8 No 1 (2019): ELT Forum: Journal of English Language Teaching Vol 7 No 2 (2018): ELT Forum: Journal of English Language Teaching Vol 7 No 2 (2018): ELT Forum: Journal of English Language Teaching Vol 7 No 1 (2018): ELT Forum: Journal of English Language Teaching Vol 7 No 1 (2018): ELT Forum: Journal of English Language Teaching Vol 6 No 2 (2017): ELT Forum: Journal of English Language Teaching Vol 6 No 2 (2017): ELT Forum: Journal of English Language Teaching Vol 6 No 1 (2017): ELT Forum: Journal of English Language Teaching Vol 6 No 1 (2017): ELT Forum: Journal of English Language Teaching Vol 5 No 2 (2016) Vol 5 No 2 (2016) Vol 5 No 1 (2016) Vol 5 No 1 (2016) Vol 4 No 1 (2015) Vol 4 No 1 (2015) Vol 3 No 1 (2014) Vol 3 No 1 (2014) Vol 2 No 2 (2013) Vol 2 No 2 (2013) Vol 2 No 1 (2013) Vol 2 No 1 (2013) Vol 1 No 1 (2012) More Issue