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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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THE USE OF KUNG FU PANDA FILM SERIALS TO ENHANCE STUDENTS’ ABILITY IN WRITING NARRATIVE TEXT
ELT Forum: Journal of English Language Teaching Vol 3 No 1 (2014)
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.v3i1.4009

Abstract

This final project is about the use of films as learning media to improve the writing skill of narrative text at eleventh grade students of SMA N 1 Banjarnegara in the academic year of 2013/2014. This study aimed at knowing the difficulties faced by the students and the extent of the Kung Fu Panda Film Serials implementation on the improvement of their writing skill in creating narrative text. To achieve the objectives, an action research was designed and carried out through preliminary observation, formative observation, and post observation. The subject of this research was 34 students of class XII social 2 of SMA N 1 Banjarnegara. I used writing tests, observation checklist, and questionnaire as the instruments for collecting the data. There were six meetings in this research. First meeting was used for conducting pre-test, second, third and fourth meeting were used to conduct cycle 1 and formative test, and fifth and sixth meeting were used to conduct cycle 2 and post-test. The results of the study, after analyzed and described qualitatively, showed a significant improvement of the students’ achievement. The students’ writing skill improved in all writing aspects: grammar, vocabulary, mechanic, relevance, and fluency. The result of the observation sheet showed that after learning narrative texts using Kung Fu Panda Film Serials, the students became more cooperative, active, and the class become more joyful. The analysis of the questionnaire showed that the students gave positive responses towards the use of Kung Fu Panda Film Serials as media in their learning.
THE USE OF PROBLEM BASED LEARNING TO IMPROVE STUDENTS’ SPEAKING ABILITY
ELT Forum: Journal of English Language Teaching Vol 3 No 1 (2014)
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.v3i1.4011

Abstract

Senior high school students are expected to have a good speaking skill, meanwhile their ability to speak English is very low especially in term of fluency. Therefore, teachers need an alternative method to teach speaking skill that is called Problem based Learning. The objective of this study is to know the application of problem based learning as teaching method in improving students’ speaking ability and students’ achievement in speaking English. The action research was carried out in some steps. Those steps were pre-elimination test, conducting the cycles starting with planning, acting, observing, reflecting, and post-test. As data collection instruments, I used observation sheets, questionnaire, interview, and self and peer assessment of the students. The implementation of this method was reflected in the classroom activity, students self and peer assessment, questionnaire, interview, and observation sheets.  The result of the study showed that there were significant improvements of students’ speaking ability after being taught by problem based learning. They also enjoyed the activities in class by having a discussion, sharing, and cooperation with their friends. In addition, the students gave positive opinion, response, and interest toward the implementation of problem based learning method. Therefore, the students’ speaking ability was increased. Based on the result above, it can be concluded that this method gave positive contribution to the improvement of the students’ speaking ability. This method is beneficial to help the students to learn to speak English in more enjoyable way.
THE EFFECTIVENESS OF ANIMATION VIDEO ENTITLED “THE BOY WHO CRIED WOLF” TO IMPROVE STUDENTS’ LISTENING SKILL OF NARRATIVE (An Experimental Research of Eighth Year Students of SMPN 1 Kejobong in the Academic Year of 2013/2014)
ELT Forum: Journal of English Language Teaching Vol 3 No 1 (2014)
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.v3i1.4013

Abstract

English is not an easy subject to learn. The reason is the quality of human resources or the teacher is still low. They have to teach and deliver their knowledge to the students, but they cannot deliver it well if they do not master English. They also have to be creative. Teaching will be more attractive if the teacher can deliver the materials in fun ways. This final project mainly aims at determining the effectiveness of using a video with texts in teaching listening for the eighth grade of junior high school students. The subject of this study was the eighth grade students of SMP Negeri 1 Kejobong in the academic year of 2013/2014. The number of the subject was 60 students. The design of this study was experimental study. The data were gained by administering pre-test and post-test of listening test.  By using cluster random sampling, students of VIII E were taken as the samples of the experimental group and the samples of control group were the students of VIII G. In the pre-test, the mean score of the experimental group was 58.60, while the control group was 57.30. The result of post-test of the experimental group was 67.30 and the control one was 60.90. There was an improvement between the results of pre-test and post-test’s score. That meant that the medium was effective enough to be used in teaching listening of narrative. From the calculation of t-test, the result was 1.84 while the t-table with degree of freedom (df) 58, rounded up to 60 at 5% significance level was 1.67. Because the t-test was higher than the t-table (1.84>1.67), it can be concluded that using video with English texts was effective for teaching listening of narrative. An animation video can be made as a medium in teaching listening. The students will not get bored in the learning process because video is such an interesting medium which provides audio and visual that can grab the students’ interest. The teacher should consider animation videos in teaching listening because it is easy to understand the story by watching the animation videos which provides audio and visual.
THE EFFECTIVENESS OF SNAKES AND LADDERS GAME TO IMPROVE STUDENTS’ MASTERY OF SIMPLE PAST TENSE IN CONSTRUCTING RECOUNT TEXTS (A Quasi-Experimental Research of the Eighth Grade Students of SMP N 2 Demak in the Academic Year of 2013/2014)
ELT Forum: Journal of English Language Teaching Vol 3 No 1 (2014)
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.v3i1.4015

Abstract

This study concerns with the use of snakes and ladders game as a medium to improve students’ mastery of simple past tense in constructing recount texts. The purposes of this study are to show whether snakes and ladders game gives contribution to improve the students’ mastery of simple past tense in constructing recount texts and to find out whether snakes and ladders game gives the significant difference or not. Quasi-experimental research was used. The population of this study was the eighth grade students of SMP N 2 Demak. The experimental group consisted of 30 students and the control group also consisted of 30 students. There were four meetings during the experiment. Before the experiment was conducted, a pre-test was given to both groups. A post-test was given after the experiment was done. To find out the significant difference statistically, t-test formula was used. Before applying the formula, the data were checked by using normality and homogeneity. The result shows that the data have normal distribution and homogeneity. The result of t-test is 3.41, for α = 5% with df = 58, t-table = 2.002. It means that the t-value is higher than the t-table (3.41 > 2.002). The purposes of this study are achieved because the students’ mastery of simple past tense in constructing recount texts improve. Then, the t-value of the post test is higher than the t-table; it means that the use of snakes and ladders gives the significant difference. In fact, based on this study the use of snakes and ladders game is effective and applicable enough as a teaching medium to be used in improving the students’ mastery of simple past tense in constructing recount texts.
ERROR ANALYSIS ON THE USE OF TO BE AS AUXILIARY AND LINKING VERB IN THE STUDENTS’ RECOUNT TEXT (A Case of the 8th Grade Students of SMP N 19 Semarang in the Academic Year of 2013/2014)
ELT Forum: Journal of English Language Teaching Vol 3 No 1 (2014)
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.v3i1.4021

Abstract

This final project was conducted to analyze the students’ errors on the use of to be as Auxiliary and Linking verb on the students’ recount text that made by eight grade students of SMP N 19 Semarang in the academic year of 2013/2014. This study has three objectives; i.e. to identify errors, to find out the most frequent errors and how to avoid errors on the use of to be as auxiliary and linking verb. The population of this study was eighth grade students of SMP N 19 Semarang. This study used purposive random sampling and one class had been taken as the sample under the consideration that the number of the sample was about 10% - 15% from the population. I chose class 8B which consist 31 students, but only 28 students could participate on the research. This study used qualitative research method in analyzing the data since the aim of the study is to identify errors, to find out the error, type and how to avoiding error on the use of to be as Auxiliary and Linking verb. In gathering the data, I conducted the instructions for the students’ free writing using some topics that had been prepared before the research on 10 may 2013. To find out the errors, I used the error taxonomy according Dulay, Burt and Krashen (1980:50). I classified the errors into 4 types that are Omission, addition, misinformation and misordering. The result showed that 11.3 % from the total findings belongs to errors on the use of Auxiliary verb which consisted of 8.1 % in misinformation types and 3.2 % in omission types and 88.7 % from the total findings belongs to errors on the use of Linking verb which consisted of 45.2 % in misinformation types, 20.9 % in omission types, 19.4 % in addition types and 3.3 % in misordering types. After analyzing and counting the data, I found out that the most frequent errors were errors on the use of Linking verb which were dominated by misinformation types.
THE EFFECTIVENESS OF SEMANTIC MAPPING STRATEGY TO IMPROVE STUDENTS` VOCABULARY MASTERY
ELT Forum: Journal of English Language Teaching Vol 3 No 1 (2014)
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.v3i1.4023

Abstract

The purpose of this study was to investigate the effectiveness of semantic mapping strategy to improve students` vocabulary mastery. The research design of this study was a quasi experimental design. The population was the seventh grade students of SMP Negeri 4 Batang in the academic year of 2013/2014. The samples consisted of 72 students, which divided into two groups, they were experimental group and control group. In order to collect data about students’ vocabulary mastery improvement and responses toward the implementation of semantic mapping strategy, the writer used vocabulary test and questionnaire. During the treatment, students in experimental group used semantic mapping strategy, while students in control group used wordlists strategy. In the pre test results, the mean score of the experimental group was 62,91 and the control group was 63,19. However, there was improvement in post test results. The analysis of the test result showed that the students` improvement of experimental group was higher than control group. In the post test, the mean score of the experimental group was 82,08 while the control group got 76,38. Based on statistical analysis by using t-test formula, indicated that the t-test was 3,29 and t-table was 1,99. It means that t-value was higher than t-table (3,29 >1,99). As a result, there is a significant difference in vocabulary achievement between the students who are taught by using semantic mapping strategy and those who are taught by using wordlists strategy. Based on the result of this study, the writer concluded that semantic mapping strategy is more effective to be implemented in teaching vocabulary to improve students` vocabulary mastery than wordlists strategy.
DEVELOPING QUARTET CARD GAMES FOR TEACHING VOCABULARY (A Case of the Eighth Grade Students of SMP Islam Al Madina Semarang in the Academic Year of 2014/2015)
ELT Forum: Journal of English Language Teaching Vol 4 No 1 (2015)
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.v4i1.7917

Abstract

Vocabulary is an important aspect of language development. Teaching vocabulary is getting crucial nowadays especially in junior high school. However, some English teachers cannot provide appropriate English teaching media. Commonly some English teachers taught vocabulary in random topics. The vocabulary teaching media was less interesting. This study has three aims. First, to explain the problems of the English teacher and the eighth grade students of SMP Islam Al Madina Semarang. Second, to explain the needs vocabulary of the English teacher and the eighth grade students of SMP Islam Al Madina Semarang. Third, to show how to develop effective Quartet Card Games to enrich vocabulary. There are two subjects of the research. First, the eighth grade students of SMP Islam Al Madina Semarang in the academic year of 2014/2015. Second, the English teacher of SMP Islam Al Madina Semarang. R&D (Research and Development) approach was adopted in this study. The study revealed that the problem faced by the English teacher was lack of media for teaching vocabulary. The students were bored of vocabulary learning. The need analysis showed that the students needed various vocabulary items. The English teacher believed that the vocabulary teaching media should be interesting and colorful. Through the process of drafting, trying out, and refining the Quartet Card Games it was found that some cards contained ambiguities. To avoid any ambiguity check (√) and cross (x) signs were added to some cards. It is suggested that the teacher choose appropriate vocabulary teaching media. It is also suggested that further research is conducted to gain better understanding of the vocabulary teaching media.
INTERLANGUAGE: GRAMMATICAL ERRORS ON STUDENTS’ RECOUNT TEXTS (A Case Study of First Year of MAN 2 Banjarnegara in the Academic Year 2014/2015)
ELT Forum: Journal of English Language Teaching Vol 4 No 1 (2015)
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.v4i1.7918

Abstract

Differences between Indonesian and English language makes students often feel difficult in learning English especially in terms of grammar. Those difficulties tend to lead students to make errors in building English sentences. However, errors are actually natural because they are regarded as developmental stage to gain English competence, and errors are result from the students’ efforts to find ways of solving their problems. Those ways are called interlanguage. This study aims to find out the grammatical errors that students make in writing recount text and the interlanguage processes happen in it. The collecting data was done through writing recount text task to get kinds of errors data made by the students, and interview for getting interlanguage data happen to the students. The analysis steps started from identifying the errors, categorizing them into four categorizations of errors, and triangulating the errors with other supporting data. It reveals that students tend to make the errors omission, addition, misinformation, and misordering. The interlanguage processes happened are systematicity, permeability, fossilization consisting of language transfer, transfer of training, strategy of second language learning, and overgeneralization.
THE INTEGRATION OF SECOND CORE COMPETENCE (KI 2) OF CURRICULUM 2013 IN ENGLISH CLASSES
ELT Forum: Journal of English Language Teaching Vol 4 No 1 (2015)
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.v4i1.7919

Abstract

This final project is based on a study which attempted to describe the integration of character education in a real teaching. The main purpose of the study was to describe how the teachers integrated and assessed (KI 2) or character education to their students in English classes. Three english teachers from two different school levels participated in this research. They taught their students in the class. From the teaching and learning process, the transcriptions which contained teachers’ acts and talks was provided. Then, both teachers’ acts and talks were displayed on a table. They were categorized based on 18 pillars of character education which is proposed by Kemendiknas. After both teachers’ acts and talks were categorized, the researcher explained what methods or strategies were used in integrating and assesing character education. After that, the researcher summarized all the findings from the data and conclude them. Results indicated that all the three teachers who became the source of data have already integrated character education in their class. The first teacher or teacher A integrated discipline and social care. Both discipline and social care are displayed twice on the transcription. The next teacher is teacher B. During her class, she integrated tolerance three times, respect of the achievement three times, social care four times, each democratic, communicative and discipline one time to all her students. The last teacher is teacher C. She did integrate curiosity once, religious for four times and both tolerance and democratic twice. Charater education has already integrated by all teacher in each class. There was no new strategy which was used by all the teachers in integrating character education. The strategies which were mostly used by the teachers were only in the form of advice. In addition, there was no strategy which was used by the teachers to assess character education. This could happen because the teachers did not do any single assessment to character education which they have transferred on that day. 
THE COMPARISON BETWEEN THE SECOND MID-TERM ENGLISH TESTS FOR THE SEVENTH GRADERSMADE BY THE STATE AND PRIVATE SCHOOL CERTIFIED ENGLISH TEACHERS (The case of test items analysis of SMP N 1 Semarang and SMP Kesatrian 2 Semarang in the academic year of 2013)
ELT Forum: Journal of English Language Teaching Vol 4 No 1 (2015)
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.v4i1.7920

Abstract

One of the teacher’s competencies is the ability in designing a good test. Designing a test is not an easy task to be done. Even for a certified teacher who has already had lot of experiences in teaching and learning process. Through this study, the writer wanted to find out the quality of the second mid-term English tests for the seventh graders made by state and private school certified English teachers. The objective of this study was to compare those tests in term of (1) the validity, (2) the reliability, (3) the item facility, and (4) the item discrimination power. The method used in this study was comparative quantitative research. The tests were takenfrom the teachers of SMP N 1 Semarang as the state school and SMP Kesatrian 2 Semarang as the private school.From the result of the analysis, it was found that the quality of both tests were not good enough. There were 42 items out of 50 items from the mid-term test of SMP N 1 Semarang which did not meet the requirement as a good test. Meanwhile, from the mid-term test of SMP Kesatrian 2 Semarang, there were 38 items out of 50 items which did not meet the requirements as good test. However, from this result, the mid-term test of SMP Kesatrian 2 Semarang was much better than the mid-term test of SMP N 1 Semarang. In conclusion, the qualities of the second mid-term English tests made by the state and private school certified English teachers still need to be revised carefully. Especially, from the view of validity, reliability, item facility, and item discrimination. In addition, from the classification of the item which can be used from those tests, there was a little number of items which can be used.Consequently, the certified English teachers need to improve their knowledge and ability in designing a good test for their students.

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