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[THE EFFECTIVENESS OF PRE-QUESTIONING TECHNIQUE TO TEACH READING COMPREHENSION OF NARRATIVE TEXT ]]>
<![CDATA[Utami, Indira Puruhita]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 6 No 1 (2017): ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[This article is based on a study which investigated the tenth grade studentsâ achievement in reading comprehension of narrative text. The objectives of this study is to find out whether pre-questioning technique is effective or not, and to find out it effects on the studentsâ reading comprehension of narrative text after being taught by using pre-questioning technique. The research design was a quasi-experimental research with non-equivalent control group design. The data were pre-test and post-test scores. Based on the result, the average score of pre-test for the experimental group was 75.78, and for the control group was 75.89. The average score of post-test for the experimental group was 84.89, and for the control group was 77.81. Based on the statistical analysis, it showed that Sig. (2-tailed) was 0.000, it meant that it was lower than 0.05. Therefore, Ho was refused and Ha was accepted. There was a significant difference of studentsâ achievement in reading comprehension of narrative text between the students taught by using the pre-questioning technique and by using translation technique. By applying pre-questioning technique, the students are able to predict the content of the text before reading the whole text. Moreover, the students to be more active and think critically in reading, get the gist of the text, improve their reading comprehension, and build their interest and motivation. It could be concluded that Pre-questioning is an effective technique than translation technique to teach reading comprehension of narrative text.]]>
<![CDATA[THEMATIC PROGRESSION ON STUDENTSâ RECOUNT TEXTS ]]>
<![CDATA[Safitri, Irfina]]>;
<![CDATA[Bahri, Seful]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 6 No 1 (2017): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[This paper is based on a study aimed to find out the types of thematic progression patterns the students mostly employ in their recount texts and to examine the coherence of fourth semester studentsâ recount texts viewed from their thematic progression of the English Department, Universitas Negeri Semarang in the Academic Year of 2015/2016 who took Genre-Based Writing (GBW) class in Rombel 1. This study was a written discourse analysis which was used to figure out the realization of meanings. The findings showed that all of the students employed more than one pattern in their recount texts. They tended to use combination between reiteration (constant), zig-zag (linear), and multiple theme patterns. However, reiteration was the most dominant one. The second dominant pattern was zig-zag pattern. The third pattern found in the studentsâ recount texts was multiple theme. The analysis also showed that the number of clauses and the thematic progression patterns produced by the students are not equivalent. It means that there are many clauses which are not related to one another. The students often introduced some new themes at the beginning of the clause without any relation with other clauses and they break the well signposted progression of the text. It can be concluded that most of the recount texts produced by the students are not coherent.]]>
<![CDATA[THE EFFECTIVENESS OF COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) TO IMPROVE WRITING IN DESCRIPTIVE TEXTS ]]>
<![CDATA[Ibriza, Kamila Nurul]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 6 No 1 (2017): ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[This paper is based on a study which investigated the eighth grade studentsâ achievement in writing descriptive text. The study aimed to find out the effectiveness of Cooperative Integrated Reading and Composition (CIRC) technique to teach writing of descriptive and to investigate the significant difference of studentsâ writing achievement between the students who were taught using that technique and those who were not. The study employed quasi-experimental non-equivalent control group design. The data were pre-test, and post-test scores. The result of the study shows that the mean score of the pre-test in the experimental group is 63.97, while in the control group is 64.46. Therefore, the result of post-test increased. In the post-test, the mean score of the experimental group is 76.26, and the control group gets 71.13. Moreover, the t-test result is 2.847 and ttable is 2.024. It can be clearly seen that tvalue is higher than ttable. It means that the hypothesis of H1 is accepted and H0 is rejected. Based on the proven hypothesis, it could be proven that Cooperative Integrated Reading and Composition (CIRC) is effective to teach writing of descriptive text for the eighth grade students of junior high school students.]]>
<![CDATA[WASHBACK ANALYSIS OF STUDENTSâ PERCEPTION AND TEACHERSâ TEACHING MATERIAL OF ENGLISH NATIONAL EXAMINATION 2017 ]]>
<![CDATA[Nahdia, Khilma]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 6 No 1 (2017): ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[This final project is intended to investigate the washback of the English national examination based on the studentsâ perception and teachersâ teaching material. The research used descriptive qualitative methods as its research methodology. The study shows that the national examination brings positive and negative effects to both students and teachers. For the students, the national examination triggers them to study harder than usual. Nevertheless, the national examination still makes the students anxious due to its usefulness as the consideration of their next school level entrance, which, consequently, makes them give more attention only to the subjects tested in the national examination. Furthermore, for the teachers, the national examination makes them work hard to supply the students with various media, methods, and books in the teaching-learning process in order to make the students getting ready to face the national examination. Nonetheless, the national examination that only tested the reading and writing skills makes the teachers do not teach the English skills material equally. In conclusion, the washback of the English national examination in SMP N 12 Semarang shows the indication of both positive and negative washback effects of the national examination.]]>
<![CDATA[TRANSLATION PROCEDURES OF PHYSICS TERMS IN THE PHYSICS BILINGUAL BOOK FOR SENIOR HIGH SCHOOL YEAR XI ]]>
<![CDATA[Sari, Mareta Permata]]>;
<![CDATA[Yuliasri, Issy]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 6 No 2 (2017): ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[This study attempted to analyze the use of translation procedures and their accuracy. The objectives of the study were to describe the translation procedures used to translate the Physics terms and to identify their accuracy in Physics Bilingual Book for Senior High School Year XI. This research was conducted qualitatively. This study applied the theory proposed by Vinay and Darbelnet (in Hatim and Munday 2004:30) about translation procedures and the accuracy criteria of translation assessment by Nababan (2012:50). The results of the study showed that there were 119 data of Physics terms and three translation procedures found in this study. The three translation procedures were equivalence, calque and transposition. The translation procedure mostly used was equivalence, followed by calque and transposition. In terms of accuracy, three raters found that around 99.15% of the data were translated accurately, whereas the rest 0.84% of the data were inaccurately translated. The translation procedure with the highest accuracy was equivalence, followed by calque and transposition. Thus, the equivalence procedure was mostly used and had the highest accuracy rating in this research, followed by calque and transposition.]]>
<![CDATA[TRANSLATION TECHNIQUES AND READABILITY OF THE CULTURE SPECIFIC ITEMS IN THE 2007 INDONESIAN TRANSLATION OF ALICEâS ADVENTURES IN WONDERLAND ]]>
<![CDATA[Permatahati, Martinda Intan]]>;
<![CDATA[Rosyidi, Mohamad Ikhwan]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 6 No 2 (2017): ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[Translation techniques poses somewhat of challenge. Addressing the potential problems existing in translation between English and Indonesian, culture specific item (CSI) is used to translate the untranslatable words in the process of translation into target language. The technique that is used to translate will affect to the readability level. This research has an objective to find and describe the translation techniques that are applied in translating culture-specific items (CSI) in Sri Haryantoâs Indonesian translated novel of Aliceâs Adventure in Wonderland entitled Petualangan di Negeri Ajaib dan Dunia di Balik Cermin by Windi A in 2007 and to explain the readability of culture-specific items (CSI) in this translated novel. Qualitative method is used in observing and analyzing the phenomenon which affected as an impact of the readability of culture-specific items in the translated text that had found in the Indonesian translated novel of Aliceâs Adventures in Wonderland and also making interpretations of the meaning of the readability level of culture-specific items in its Indonesian translated novel through the readability rating-sheet. From this research, the researcher finds 16 translation techniques that are applied in translating the culture-specific items from Aliceâs Adventure in Wonderland novel into its 2007 Indonesian translated novel by Sri Haryanto. Established equivalent translation technique is the highest frequency of translation technique that is applied in this novel. It can be concluded that the readability of culture-specific items in Sri Haryantoâs Indonesian translated novel of Aliceâs in Wonderland is readable.]]>
<![CDATA[LINGUISTIC EXPRESSIONS IN COSMOPOLITAN MAGAZINEâS ADVERTISEMENT ]]>
<![CDATA[Noor, Medyana]]>;
<![CDATA[Agustien, Helena I.R.]]>;
<![CDATA[., Rohani]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 6 No 2 (2017): ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[This study aimed at describing the way the advertiser used the distinctive linguistic expressions in the Cosmopolitan Magazineâs Advertisement. Since the advertisement should attract the consumer as many as possible, the advertiser needed to have a plan to find a solution of this problem in conveying the messages through the advertisement. In this study, the discussion was limited by finding out distinctive linguistic expressions of the advertisement which can be used to convey meanings through text and image. This was a descriptive qualitative study. The analysis involved context of situation analysis, lexicogrammar analysis, and semantic analysis. The analysis revealed that in terms of context of situation, the advertiser delivered persuasive text. Therefore, the advertiser is obliged to say persuasive statements to persuade the consumer or buyer. Meanwhile, lexicogrammar analysis showed that the advertiser delivered the message of the product in order to inform the benefit and achieve the economic goal of the advertised product. The large parts of the clauses of the text were positive adjective which showed the good quality of the advertised product. The semantic analysis showed that personification was the most frequent figure of speech used in the advertisement text. In that sense, the advertiser wanted to give the inanimate object the quality of living thing.]]>
<![CDATA[THE USE OF PHOTOGRAPHS ON INSTAGRAM IN TEACHING DESCRIPTIVE TEXT TO IMPROVE STUDENTSâ WRITING SKILL ]]>
<![CDATA[Purwandari, Mustika]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 6 No 2 (2017): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[This research was an experimental study to find out whether there is any learning achievement of students who are taught writing descriptive text using photographs as media which is significantly different from those who are taught without photographs. The subjects of the study were the 8th year students of SMP Negeri 1 Ungaran. In order to achieve the objective, the researcher conducted an experimental research. There were two groups involved in this research, the experimental and the control group. The experimental group was taught using photographs in Instagram and the control group was taught without using photographs in Instagram. After both groups were given the treatment, the result of the study shows that the mean score of experimental group was 74.80 and the control group was 72.63. It means that the score of the experimental group was higher than the score of the control group. The t-test result showed that t-value was 2.056 and t-table was 2.002, which means that the t-value is higher than the t-table. It proves that there is a significant different achievement between the groups which taught using photographs in Instagram and using conventional teaching. Based on the result of this study, it is concluded the application of photographs in Instagram can improve studentsâ writing skill in writing descriptive text. It was effective and recommended for the English teacher as one of references in teaching and learning process.]]>
<![CDATA[THEMATIC DEVELOPMENT ON STUDENTSâ ANALYTICAL EXPOSITION TEXTS A CASE OF THE FOURTH SEMESTER STUDENTS IN THE ACADEMIC YEAR 2014/2015 ]]>
<![CDATA[Setiawati, Novita]]>;
<![CDATA[Hapsari, Intan Permata]]>;
<![CDATA[Priyatmojo, Arif Suryo]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 6 No 2 (2017): ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[This final project is based on a study endeavored to examine the development of analytical exposition texts written by the fourth semester students of Universitas Negeri Semarang in the academic year of 2014/2015 who took Genre-based Writing class . The objective of the study is to examine to what extent the students develop their analytical exposition texts, in terms of Thematic Development.
This study is a written discourse analysis in which the data collected are in the form of written texts. To examine Thematic Development, Thematic Structure must be found first. The data were divided into clauses and analyzed to discover their Thematic Structure using theory suggested by Gerot and Wignell (1995). Then the Themes and Rhemes were examined using Thematic Development theory suggested by Eggins (2004).
Results show that unmarked Topical Theme and reiteration pattern are dominant on studentsâ texts because they are the simplest and easiest form of Thematic Structure and Thematic Development. In addition, some problems related to Thematic Structure and Thematic Development were found. In Thematic Structure analysis, one problem of empty Theme and three problems of empty Rheme were discovered, while more than half of total clauses did not have Thematic Development. These might indicate two points; first, the students of Genre-based Writing class are still novice writers. Second, they might not know about Thematic Development theory and how to employ it to develop their analytical exposition texts.]]>
<![CDATA[THE EFFECTIVENESS OF MIND MAPPING-SILENT CARD SHUFFLE ]]>
<![CDATA[Rahmawati, Puspa Merah]]>;
<![CDATA[., Indrawati]]>;
<![CDATA[Fitriati, Sri Wuli]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 6 No 2 (2017): ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[This paper is based on the quasi-experimental research which aims to find out the effectiveness of mind mapping-silent card shuffle combination to improve studentsâ achievement in narrative writing skill. The subject of this study was the eighth grade students of a state junior high school in Semarang in the academic year of 2015/2016. The sample consisted of 64 students from two classes. The data were derived from test, interview, and documentation. The data were then measured and analyzed by the statistical and interpretation. The result showed that after the students were given treatment by using mind mapping-silent card shuffle combination,the mean scores of the experimental group increased about 28.49%. The t-test showed that tvalue (3.839) was higher than ttable (1.998). It can be concluded that the working hypothesis (Ha) which states that âThere is a significant difference of effectiveness and learning achievement in writing narrative story of students who are taught by using mind mapping-silent card shuffle combination technique and those who are not taught by using that techniqueâ is accepted. Therefore, a mind mapping-silent card shuffle combination technique is effective for students to improve their achievement in narrative writing skill.]]>
