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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 BAMBOO DANCING TECHNIQUE TO IMRPOVE STUDENTS’ SPEAKING SKILL IN INTERPERSONAL CONVERSATION (A Classroom Action Research at Grade VII Students of SMP IT Insan Cendekia 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.v4i1.7921

Abstract

Mostly students of Junior High School have difficulties in their speaking skill, especially in interpersonal conversation. It is because they have to concern with the material and also the practice of the conversation itself. So, some techniques should be carried out to make speaking easier and interesting. One of the techniques to teach speaking is bamboo-dancing technique which is one of cooperative learning technique, in which students are placed in two lines to see each other and make conversation (Suprijono (2009:98)). The aim of this study is to find out how bamboo-dancing technique can be implemented in improving students’ skill to master interpersonal conversation. In order to achieve the objectives, an action research was designed and carried out in this study. The participants of this study were 28 students of class VII B of SMP IT Insan Cendekia Semarang in the academic year of 2014/2015. Questionnaires, observation guide, and speaking tests were used as the instruments for collecting the data. The analysis results of the first and second questionnaires showed that bamboo-dancing technique was useful to most of students of SMP IT Insan Cendekia Semarang to improve their learning motivation and interesting in interpersonal conversation. Their perception was changed positively after having the treatment. It meant that the use of bmboo-dancing technique could ease their problem in speaking in English especially interpersonal conversation. The results of the study showed significant improvement of the students’ achievement in mastering interpersonal conversation. It is proven by the average results in every test; pre cycle test (67), cycle 1 test (73), and post cycle test (79). Moreover, the result of the observation guide showed that bamboo-dancing technique changed the students’ learning behaviour being better than before. Based on the results of those research instruments, it can be concluded that the use of bamboo-dancing technique as learning technique gives the improvement of students’ speaking skill in interpersonal conversation in terms of motivation, attitude and mastery.
IMPROVING STUDENTS’ MASTERY OF ENGLISH SYNONYMS AND ANTONYMS USING BINGO AND DOMINO GAMES (A Classroom Action Research on the Eighth Grade Students of SMP Negeri 3 Maos in the Academic Year 2013/2014)
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.v4i1.7923

Abstract

This final project is concerned with the use of bingo and domino games in improving students’ mastery of synonyms and antonyms. The objective of this research is to investigate to what extent bingo and domino games give their influence in teaching synonyms and antonyms to the junior high school students. This study used action research design. There were two cycles of action in this study. This research was started with an initial pre-test and ended with a final post-test. In each cycle there were pre-test, treatment, and post-test. Tests were used to collect the quantitative data. Meanwhile, observation checklist and questionnaire were used to gather the qualitative data. The students of class VIIIA of SMP Negeri 3 Maos were chosen as the subjects of this study. The study showed that the games could give a great help to the students in improving their mastery of synonyms and antonyms. By comparing the mean score of initial pre-test and final post-test, a significant improvement could be seen. The students’ mean score of the final post-test (86.95) was higher than that of the initial pre-test (33.09). This improvement was also supported by the results of observation checklists and questionnaire. Based on the observation checklists, the students’ attitude improved. The students’ participation in Cycle 2 was better than that of Cycle 1. Moreover, the result of questionnaire showed that the students gave positive perception towards the use of bingo domino games. By referring to the results, it can be concluded that bingo domino games gave good contribution to the improvement of the students’ ability in mastering English synonym and antonym. Therefore, the use of those games as an alternative way to teach synonyms and antonyms is recommended. Through this technique, teachers are expected to be able to increase students’ interest and motivation in learning synonym and antonym.
IMPROVING STUDENTS’ SKILL IN WRITING RECOUNT TEXT BY USING PEER REVIEW TECHNIQUE (A Classroom Action Research of the Eighth Grade Students of SMP N 4 Batang 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.v4i1.7924

Abstract

This study was conducted based on the fact that writing is the most difficult skill for students to master. Students face difficulties in learning writing. They are not sure of how to arrange sentences into good paragraphs, how to develop their ideas, they have lack of vocabulary and tend to use only certain words they have known in writing. They also apply incorrect grammar in their writing. Teacher considers that teaching writing is a difficult task. This final project is about teaching writing recount text by using peer review technique to the eighth graders students of Junior High School 4 Batang in the academic year of 2014/2015. The aim of this study is to find out how peer review technique can be implemented to improve students’ skill in writing recount text. In order to achieve the objectives, an action research was designed and carried out in this study. The participants of this study were 38 students of class VIII D of SMP N 4 Batang in the academic year of 2014/2015. Questionnaire, observation sheet, and writing tests were used as the instruments for collecting data. The results of the study showed significant improvement of the students’ achievement in writing recount text. It is proven by the average results in every test; pre test (63.00), formative test (74.29), and post test (79.50). The students’ writing skill (organization, content, grammar, punctuation, and style and quality of expression) in each test improved, too. Moreover, the result of the observation sheet showed that peer review technique changed the students’ learning behavior being better than before. Their enthusiasm during the learning process increased in each cycle. The analysis result of questionnaire showed that peer review technique was useful to most of students to improve their learning interest in writing recount text. Their perception changed positively after having the treatment. It meant that the use of peer review technique could ease their problem in writing English especially recount text Based on the results of those research instruments, it can be concluded that using peer review technique as a learning technique gives the improvement to students’ skill in writing recount text.
ACCURACY OF ENGLISH-INDONESIAN SCANLATION OF DETECTIVE CONAN MANGA AS COMPARED TO ITS JAPANESE-INDONESIAN TRANSLATION
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.v4i1.7925

Abstract

Popularity of scanlated manga urged me to do this research. There are three main problems in this study: (1) to find out how the accuracy of English-Indonesia manga scanlation, (2) to find out differences between online manga (scanlated manga), and printed manga (Indonesian officially published manga) and (3) to find out which more accurate between both compared to original Japanese manga. At the end, I found that that although the scanlation of detective Conan manga is accurate but the printed manga was more accurate. Still, further research needed to analyze scanlation more detail. As readers of manga, we should be smarter by reading printed manga rather than online manga. This way we will get the better translation and also we can give our appreciation toward the author.
DEVELOPING TEACHING MEDIA OF KANGAROO SMART FRIEZE TO ENRICH ELEMENTARY SCHOOL STUDENTS’ VOCABULARY
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.v4i1.7926

Abstract

The implementation of the newest curriculum (Curriculum 2013) leads some elementary schools to finally exclude English from the schools subjects. However, some elementary schools that keep teaching English as a subject still cannot provide appropriate English teaching media, especially to teach vocabulary. In this study, the researcher aimed to know the problems faced by the English teacher and the fourth grade students of SD N 2 Sekaran in the vocabulary teaching and learning, and also to know how to develop teaching media of Kangaroo Smart Frieze. The Research and Development (R & D) approach was adopted by conducting the preliminary survey, designing and developing the prototype of the product, conducting limited testing and product validation, having a revision process and describing the research result. The subjects of the study were the fourth grade students of SD N 2 Sekaran in the academic year of 2013/2014. The instruments used were questionnaires, interview guideline and test. According to the interview to the English teacher and students, it can be concluded that the vocabulary teaching media Kangaroo Smart frieze needs to be developed with the focus on the quality of the media and also the variety of games played. The development of Kangaroo Smart Frieze was started by observing and interviewing the English teacher and students. After doing that, the process was continued by planning the data collecting instrument of vocabulary teaching media. The main consideration was based on the English curriculum (syllabus) of the fourth grade students of elementary school and also some related theories. Moreover, the data collecting instrument was arranged into two main parts which included the need analysis of the students and English teacher. The further step was designing the prototype. The development process was then followed by other steps; product validation, try-out (limited testing) and revision of Kangaroo Smart Frieze. The results of the students’ test by using Kangaroo Smart Frieze as the vocabulary teaching media, and also the assessment from the experts were very good. Therefore, it could be concluded that Kangaroo Smart Frieze has a good prospect to be used in the vocabulary teaching and learning process. As suggestion, the teachers should always try to choose appropriate vocabulary teaching media, and the future researchers should conduct better research and development to develop better vocabulary teaching media for elementary school students.
IMPROVING STUDENTS’ MASTERY OF THE SIMPLE PAST TENSE BY USING CHINESE WHISPERS AND GROUP GRID TECHNIQUE
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.v4i1.7927

Abstract

The eleventh graders of PGRI 2 Private Vocational School Salatiga were obliged to master the simple past tense since one of the basic competences in school-based curriculum was about telling activities or works in the past and future work plans. Unfortunately, they still possessed low mastery of grammar and experienced difficulties in learning it. A classroom action research about the use of Chinese whispers and group grid technique aimed to resolve those emerging problems with the foci of the study to investigate how this method could be used in teaching the simple past tense, and how the use of it improved students’ mastery of the simple past tense. Specifically, the subject of this study was 34 students of class XI D at PGRI 2 Private Vocational School Salatiga in the academic year of 2014/2015. This study was conducted in two cycles in a total of seven meetings. The instruments for obtaining the data were tests, observation sheet, and questionnaire. The observation sheet results showed that students’ behaviors and responses during the learning processes improved and became relatively good. Furthermore, the questionnaire results indicated that students tended to show good judgment on the implementation of this teaching method. The final result of the study revealed that there was a significant improvement in students’ achievement. Their average score in pre-test was 58.65, in formative test 1 was 76.97, in formative test 2 was 79.06, and in post-test was 83.56. Referring to the overall results of the study, the combination of Chinese whispers and group grid technique could be considered as one of alternative and effective teaching methods to improve students’ mastery of the simple past tense.
AN ERROR ANALYSIS ON THE USE OF ENGLISH ARTICLES IN STUDENTS’ WRITTEN DESCRIPTIVE TEXTS A Case of Class X MIA 1 of SMA N 1 Binangun, Cilacap in the Academic Year 2014/2015
ELT Forum: Journal of English Language Teaching Vol 5 No 1 (2016)
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.v5i1.9872

Abstract

This study is a case study which investigates errors on the use of English articles. It is focused on the errors made by tenth grade students of SMA N 1 Binangun, Cilacap in their written descriptive texts. The total of 32 students of class X MIA 1 became the subjects of this study and they were asked to write descriptive texts. The object of this study was errors in using English articles which occurred in their texts. The data were analyzed based on Ellis’s Error Analysis Procedure and normalization formula by Pica. The result of this study from the highest to the lowest exposed errors are: indefinite a/an-for-zero errors (61.51%), zero-for-indefinite a/an errors (22.19%), definite the-for-indefinite a/an substitution error (5%), definite the-for-zero substitution error (4.65%), zero-for-definite the substitution error (4.41%), and indefinite a/an-for-definite the substitution error (2.23%). Based on the result gained from this study, the dominant error exposed by the students is grammatical error (indefinite a/an-for-zero). This condition shows that the students find difficulties to differentiate between countable and non-countable nouns. It is suggested that the teacher give more attention to this problem and start to improve his attitude in teaching grammar.
THE EFFECTIVENESS OF USING ILLUSTRATED FOLKTALE “THE PRINCESS FARMER” TO TEACH READING COMPREHENSION OF NARRATIVE TEXT A Quasi Experimental Research at the Tenth Year Students of SMK Diponegoro Juwana in the Academic Year of 2015/2016
ELT Forum: Journal of English Language Teaching Vol 5 No 1 (2016)
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.v5i1.9873

Abstract

This article is about the use of illustrated folktale “The Princess Farmer” as a strategy to develop the students’ reading comprehension. In order to achieve the objectives of this research, the writer adopted a quasi-experimental research design. The subjects of this research were class X-AK 1 and X-AK 2 of SMK Diponegoro Juwana, in the academic year of 2015/2016 which consisted of 20 students in each class. In this study X-AK 2 was selected as the control group and X-AK 1 was selected as the experimental group. There were 5 meetings in this study. In the first meeting, there was pre-test, in the second, third, and fourth meetings there were treatments, and in the fifth meeting there was post-test. In order to collect data about students’ reading comprehension of narrative text, the writer used pre-test and post-test to know the students’ differences. Besides used test, this study also used questionnaire.  The result of this study showed that the use of illustrated folktale “The Princess Farmer” can measure students’ reading comprehension of narrative text well. Based on the result of this study, the writer concluded that the use of illustrated folktale “The Princess Farmer” gave a good contribution in English teaching and learning, especially in the area reading comprehension of narrative text.
WORD LEVEL EQUIVALENCE IN THE INDONESIAN TRANSLATION OF THE DIALOGUES IN “THE LIGHTNING THIEF” (A Descriptive Qualitative Study in the Novel “THE LIGHTNING THIEF”)
ELT Forum: Journal of English Language Teaching Vol 5 No 1 (2016)
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.v5i1.9874

Abstract

This descriptive qualitative study mainly describes the word level equivalence found in the translated dialogues in The Lightning Thief. The final project mainly aims at identifying the word level equivalence strategy in translating the dialogues of The Lightning Thief from English into Indonesian and identifying its word level equivalence meaning. The study focuses on the classification of word level equivalence offered by Mona Baker in her book In Other Words. The data obtained were analyzed by comparing both English and Indonesian versions. Words or phrases which contained any word level non-equivalence were analyzed further to find out the context in which it occured. Then the data analyzed were evaluated its word level equivalent meaning. The evaluation involved some raters who are expert in their field.The finding show that: the strategies used by the translator to overcome the problems in translating the dialogue are translation by paraphrase using related word (24.11%), translation by a more specific word (18.43%), translation by paraphrase using unrelated word (14.89%), translation by a more general word (14.19%), translation by omission (13.48%),translation by more expressive or less neutral word (8.51%) and translation by using loan word or loan word plus explanation (6.39%). Word level equivalence meaning in the strategies: translation by using loan word  (92.59%) was the strategy whose data were got higher result of score 3 (meaning is sufficiently renderred) by three raters, translation by a more general word  (36.67%) was the strategy whose data were got higher result of score 2 (meaning is insufficiently), and translation by omission was the strategy whose data were got higher result of score 1 (59.65%). Suggestion drawn from this study is that to transfer meaning of the source text into the target text accurately, the translator should decide to make choices in each word or phrases, and choose the most suitable strategies that can overcome problems and difficulties of translation, especially problems of non-equivalence at word level.
THE EFFECTIVENESS OF INSTAGRAM WRITING COMPARED TO TEACHER CENTERED WRITING TO TEACH RECOUNT TEXT TO STUDENTS WITH HIGH AND LOW MOTIVATION (The Case of Eight Grade Students in SMP Kesatrian 1 Semarang in the Academic Year of 2015/2016)
ELT Forum: Journal of English Language Teaching Vol 5 No 1 (2016)
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.v5i1.9875

Abstract

This final project is based on a study which attempts to examine the effectiveness of instagram writing compared to teacher centered writing to teach recount text to students with high and low motivation of SMP Kesatrian 1 Semarang in the academic year of 2015/2016. This final project has several objectives; to measure how effective instagram writing is to teach recount text to students with high motivation, to measure how effective instagram writing is to teach recount text to students with low motivation, to measure how effective teacher centered writing is to teach recount text to students with high motivation, to measure how effective teacher centered writing is to teach recount text to students with low motivation and to measure how effective instagram writing is compared to teacher centered writing to teach recount text to students with high and low motivation. This study was conducted by using Experimental research with 40 students participated. Those students were divided into experimental and control group. The experimental group was taught writing recount text by using instagram as a teaching technique, whereas the control was taught by using teacher centered writing. Results indicated that the final average score of experimental group was 73. Meanwhile, the control group got a lower average score with 67.15. After calculating the significance of the test, the result of the t-value was 2.210 and t-table was 2.002. With regard to the previous results, it can be concluded that teaching recount text using instagram resulted a better achievement. Besides, the t-value of the post test was higher than the critical value which meant that the difference was statistically significant. Thus, the higher achievement of experimental group indicated that the use of instagram promoted a better understanding for students with high and low motivation which improved the quality of their writing.

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