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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 ANALYSIS OF UNIT-SHIFTS IN A SUBTITLE OF THE HOBBIT THIRD SEQUEL Zoraya, Rita; Sutopo, Djoko; ., Yuliati
ELT Forum: Journal of English Language Teaching Vol 6 No 2 (2017): ELT Forum: Journal of English Language Teaching
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Abstract

This final project is about the analysis of unit-shifts that occur in the translation of subtitle a film entitled The Hobbit: The Battle of the Five Armies. Various subtitles were already created to make it easier for audience to understand this film. The result of this study shows that there are 14 unit-shifts that occur with various frequencies. With 144 of total unit-shifts that occur in this study, the detail of each unit-shift type as follow: 2 unit-shifts for Morpheme into Phrase type; 8 unit-shifts for Morpheme into Word type; 5 unit-shifts for Phrase into Sentence type; 9 unit-shifts for Sentence into Phrase type; 12 unit-shifts for Clause into Sentence type; 14 unit-shifts for Sentence into Clause type; 23 unit-shifts for Clause into Word type; 1 unit-shift for Word into Clause type; 35 unit-shifts for Phrase into Word type; 5 unit-shifts for Word into Phrase type; 22 unit-shifts for Sentence into Word type; 6 unit-shifts for Word into Sentence type; 1 unit-shift for Phrase into Clause type; and 1 unit-shift for Clause into Phrase type.
GROUP GRID AND ROUNDTABLE FOR TEACHING WRITING OF DESCRIPTIVE TEXT Urunami, Silvia; Bharati, Dwi Anggani Linggar; Faridi, Abdurrachman
ELT Forum: Journal of English Language Teaching Vol 6 No 2 (2017): ELT Forum: Journal of English Language Teaching
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This paper is based on a research aiming to describe the effectiveness of Group Grid and Round Table technique in teaching writing descriptive text. By using a quasi-experimental design, the research involves the tenth grade students of SMA Taruna Nusantara Magelang in the academic year of 2016/2017. In this case, the experimental group is X IA 12 and the control group is X IA 10. The result shows that the mean score of the experimental group increases from 69.15 to 79.34 after several treatments applying the strategy. The t-test computation reveals that there is a significant difference between the two groups. It is proven by the tvalue (2.844) which is higher than the ttable (1.998). In addition, a questionnaire is administered to know the effect of implementing the technique to the students. The analysis shows that 59.37% of the students agree that the implementation of the strategy assists their comprehension and 31.25% of them even strongly agree towards the statement. Therefore, Group Grid and Round Table technique is proven an effective strategy in teaching writing descriptive text.
THE IMPLEMENTATION OF PBX (PASSIVE BOX) IN TEACHING PASSIVE VOICE Rohmah, Vikit Fadila; Nugraha, Laurentius Elyas
ELT Forum: Journal of English Language Teaching Vol 6 No 2 (2017): ELT Forum: Journal of English Language Teaching
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According to the English teachers of SMAN 1 Kudus especially those who teach the eleventh graders, learning passive voice becomes hard for students when they need to transform the active into passive voice because they are stuck in the formula of passive voice in different tenses. This study aims to find out the significant difference between the group who learns using PBX (Passive Box) and that who learns without using PBX (Passive Box). This study uses true-experimental design. The experimental group is asked to learn passive voice uses video and PBX (Passive Box) while the control group only uses video. To know the result of the study, the gathered data in post-test are computed using Independent Sample t-test in SPSS where the result can be seen from the Levene’s Test. The result shows that PBX (Passive Box) is effective for students to learn passive voice. Therefore, PBX (Passive Box) can be used as an additional medium in learning passive voice for Senior High School students.
THE EFFECTIVENESS OF PICTURE CROSSWORD PUZZLE GAME IN TEACHING VOCABULARY Nugroho, Wahyu; ., Suprapto
ELT Forum: Journal of English Language Teaching Vol 6 No 2 (2017): ELT Forum: Journal of English Language Teaching
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This article is based on a study which attempted to examine the effectiveness of the Picture Crossword Puzzle Game in teaching vocabulary. The purposes of this study are to describe the difference in students’ vocabulary mastery between those by using Picture Crossword Puzzle Game and conventional method (translation) and to describe the effectiveness of Picture Crossword Puzzle Game in teaching vocabulary. The research design used in this study was a Quasi-Experimental Research. The population of this research was the seventh grade students of SMPN 2 Patebon in the academic year of 2016/2017. The control group was the class of VII-G and the experimental group was the class of VII-H. The results show that from the pre-test, both control and experimental groups have the same mean scores, which is 68.44. After the treatment, there was an increase of mean score of both groups in post-test, which is 81.25 for the control group and 90.94 for the experimental group.The quantitative result shows that the t value is 4.182 and the t table is 1.999. Based on the statistic, it is concluded that there is a sifnificant difference in achievement between both groups. However, this statistic result is not that significant regarding the condition of both control and experimental groups. In other words, the Picture Crossword Puzzle Game has no significant effect on students’ vocabulary mastery. Yet, the result of the questionnaire shows that teaching vocabulary using Picture Crossword Puzzle game is interesting for the students. There are 91.8% students who give positive response to Picture Crossword Puzzle Game. In conclusion, the Picture Crossword Puzzle Game can be used to teach vocabulary because this game is interesting.
TRANSLATION TECHNIQUES IN AND ACCURACY OF THE INDONESIAN SUBTITLES OF THE MOVIE PHILOMENA Latif, Muhammad Abdul
ELT Forum: Journal of English Language Teaching Vol 7 No 1 (2018): ELT Forum: Journal of English Language Teaching
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This descriptive qualitative study describes the translation techniques and the accuracy of the dialogs found in the movie Philomena. The purposes of this study are to find out the translation techniques in and the accuracy of the Indonesian subtitle in its dialogs. The data of this study are English-Indonesian translations and the result accuracy rating instruments. The translation techniques applied to translate the Indonesian subtitle are determined and are later analyzed to find out the degree of accuracy of the Indonesian version. The result of the study showed that there are eighteen translation techniques used in the Indonesian subtitle. They are literal translation, reduction, amplification, established equivalent, linguistic compression, borrowing, transposition, calque, compensation, modulation, particularization, discursive creation, linguistic amplification, generalization, adaptation, substitution, description, and variation. The accuracy level is 97.89%.
LEARNERS’ ABILITY TO NEGOTIATE MEANING IN INTERACTIONAL CONVERSATION Nurazizah, Nuki; Agustien, Helena I. R.; Sutopo, Djoko
ELT Forum: Journal of English Language Teaching Vol 7 No 1 (2018): ELT Forum: Journal of English Language Teaching
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Negotiation is one kind of ways in order to interact with other people. Doing negotiation means that participants are able to reveal what they feel and think. For this study, observation was done before recording. Audio recording is the primary data besides there was also note. The note is about the class’ situations that were not included in the recording. Then, the data is transformed into transcription. After the transcript is made, the data is able to be analyzed. Results indicate that the learners mostly negotiate well. They produce statements in compliance with mood elements. They also have various kinds of mood types in the conversation. The ways that the students negotiate meaning in order to get the meaning across are countering the interlocutors’ responds, responding the teacher by giving statement that exactly suit to the teacher’s questions, and having equal turns reciprocally to convey their ideas in a conversation. In order to compensate their language problems, the students use some strategies such using minor clause, speaking in their native language, and doing non-verbal communication. In addition, there are also some grammatical problems hinder the negotiation of meaning. They ellipse a certain element of the clause. Another grammatical problem is that the students do not use fit correspondence between Finite and other elements.
Pop-up Card to Teach Regular and Irregular Past Verbs A, Rizka D. A.; Wahyuni, Sri; Priyatmojo, Arif Suryo
ELT Forum: Journal of English Language Teaching Vol 7 No 1 (2018): ELT Forum: Journal of English Language Teaching
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This paper is based on an experimental research aiming to explain to what extent the achievement of the students who were taught by using pop-up card differs from those who were taught by using regular teaching media used by the teacher in attaining regular and irregular past verbs and to describe how effective pop-up card is to teach regular and irregular past verbs. The subject of the study was the students of VIII C, as the control group, and VIII D, as the experimental group, of one of junior high schools in Semarang in the academic year of 2016/2017, consisting of 60 students, chosen by using convenience sampling. This study used pretest-posttest control group design as a part of quasi-experimental design. The experimental group was taught regular and irregular past verbs by using pop-up cards and the control group was taught by using regular teaching media used by the teacher. T-test of the data showed that tvalue is higher than ttable (2.494 > 1.67). It can be concluded that there was a significant difference between the achievement of the students who were taught by using pop-up card and those who are taught by using regular teaching media used by the teacher.
STUDENTS’ DIFFICULTIES IN CHANGING ACTIVE VOICE INTO PASSIVE VOICE IN SIMPLE PRESENT TENSE AND SIMPLE PAST TENSE Fawzah, Vicky; ., Rohani
ELT Forum: Journal of English Language Teaching Vol 7 No 1 (2018): ELT Forum: Journal of English Language Teaching
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This study attempted to identify the kind of students’ difficulties in changing active voice into passive voice in simple present tense and simple past tense, and the cause of difficulties in changing active voice into passive voice in simple past tense and simple present tense. Descriptive qualitative study was used and the subject of this study was the ninth grade students of SMP N 2 Pemalang in the academic year of 2016/2017. The sampling process was administered by applying a random sampling technique. I collected the data by giving try out test in IX H and real test in IX G of SMP Negeri 2 Pemalang. The result of this research showed that in changing active voice into passive voice in simple present tense and simple past tense students faced difficulties in determining: pronoun (57 errors or 7.41%), to be (385 errors or 50.06%), past participle (177 errors or 23.01%), misordering (12.09%), passive order but active form (37 errors or 4.81%), and active order but passive form (20 errors or 2.60%). Based on the interview with the students, the cause of errors can be categorized into interlingual and intralingual. Interlingual errors happened because the interference of a native language into a target language, while intralingual error happened because of the complexity of the target language.
ANALYSIS OF GOOGLE TRANSLATE’S QUALITY IN EMPLOYING TRANSLATION TECHNIQUES Kartika, Dewi; Priyatmojo, Arif Suryo
ELT Forum: Journal of English Language Teaching Vol 7 No 1 (2018): ELT Forum: Journal of English Language Teaching
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This research focused on the analysis of translation techniques and translation quality of Jakarta Post’s articles in terms of accuracy, acceptability, and readability. The objectives of this research were to find out the translation techniques applied by Google Translate in translating the articles of Jakarta Post and to know the quality of translation by Google Translate. This research applied a descriptive qualitative method. The data were obtained by using content analysis and questionnaire. The data in this research were ten articles of Jakarta Post from opinion section. The other data were the results of the translation quality assessments done by the respondents. The research findings showed that Google Translate applied 9 translation techniques. They were reduction, established equivalent, literal, calque, amplification, transposition, linguistic amplification, linguistic compression, and borrowing technique. The results of the questionnaires showed that the percentage of accuracy was 57.1% with average score 2.5, the percentage of acceptability was 58.6% with the average score 2.5, and the percentage of readability was 63.7% with the average score 2.5. Based on the results obtained, the quality of translation results by Google Translate was less accurate, less acceptable, and less readable. According to the analysis, it can be concluded that calque technique had the best translation quality considering this technique got the highest score in every aspect. While reduction technique was the least because this technique got the lowest score in every aspect. The researcher suggested the users to translate simple sentence instead of a complex one to gain a better quality of translation using Google Translate.
THE EFFECTIVENESS OF BOOKTRACK FOR TEACHING READING COMPREHENSION Oktabriyanti, Sita; Hartono, Rudi; Areni, Galuh K.D.
ELT Forum: Journal of English Language Teaching Vol 7 No 1 (2018): ELT Forum: Journal of English Language Teaching
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The aim of this study is to find out the effectiveness of Booktrack in teaching reading comprehension on the tenth grade students of a senior high school in Semarang. In order to achieve the objective of this research, the writer designed a quasi-experimental study. The subject of this study was 64 students of the tenth grade of a senior high school in Semarang; 32 students acted as the experimental group to be taught reading comprehension by using Booktrack App and the other 32 students as the control group to be taught reading comprehension by using regular medium. The results of the study showed that the score of experimental group was higher than control group. Based on the results, it can be concluded that Booktrack App is effective as a medium in teaching reading comprehension.

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