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 WORD WIZARD GAME IN LEARNING VOCABULARY ]]>
<![CDATA[Yunia, Anna]]>;
<![CDATA[Sisbiyanto, Amir]]>;
<![CDATA[., Indrawati]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 7 No 1 (2018): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[This study aimed to investigate the significance difference on the studentsâ comprehending in learning vocabulary for those were taught by using Word Wizard Game for experimental class and were taught by Direct Translation method for control group. The subject of this study was the eighth grade students of SMPN 1 Ambarawa in the academic year 2016/2017. The instrument used to obtain the data were pre-test, post-test, and questionnaire. However, the writer conducted try out test to check whether the instrument was reliable and valid to be used for pre-test and post-test. The data were gathered and calculated using Ms. Excel and SPSS. The result of this study revealed that Word Wizard game could improve studentsâ vocabulary mastery by significant improvement of studentsâ achievement. The result analysis of the quantitative data shows that the mean scores of the experimental group increases from 56.00 to 76.31. The t- test of mean difference was 8,875 and t- table was 2.00. The result concludes that the working hypothesis is accepted. It means that there is a significant difference between students who were taught by using Word Wizard game and those who were taught by using Direct Translation method. In addition, the analysis of the questionnaire shows that students were interested towards Word Wizard game for reading narrative text (mean: 3.25). They recognized that the implementation of the technique for learning narrative text made them enjoy the class (agree: 62.5% and strongly agree: 37.5%). Thus, the analysis reveals that Word Wizard game effective in teaching vocabulary.]]>
<![CDATA[ROUNDTABLE AND THINK PAIR SHARE COMBINED WITH PICTURE AS MEDIA IN TEACHING WRITING OF DESCRIPTIVE TEXT ]]>
<![CDATA[Fajlin, Eka Yulianti]]>;
<![CDATA[Pratama, Hendi]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 7 No 1 (2018): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[Writing is one of the skills which is difficult to be mastered by students since it requires a higher level of productive language control than other skills. Therefore, in teaching writing teachers should have a creative way to make students learn writing easily. This study was concerned with the implementation of Roundtable and Think Pair Share combined with picture in teaching writing of descriptive text. The aims of this study: (1) to find out the effective techniques between Roundtable and Think Pair Share combined with picture as media, (2) to know studentsâ perception about those techniques. The data collection techniques used tests and questionnaire. The pre-test result in experimental group 1 and 2 were 60.86 and 60.69. The post-test result in experimental group 1 and 2 were 84.89 and 75.51. T-test post-test showed that Sig. (2-tailed) was 0.001 and t-test was 7.932. The test result showed significant improvement of studentsâ writing achievement in both group.Therefore, both techniques combined with picture were effective to teach writing of descriptive text. However, there was a significant difference between post-test scores in both group. It could be concluded that Roundtable combined with picture was more effective than Think Pair Share combined with picture in teaching writing of descriptive text. The questionnaire results showed both techniques combined with picture were interesting, some students in experimental group 1 got difficulty whereas many students in experimental group 2 got difficulty in writing, the learning process using both techniques were effective, and both techniques could be used in another meeting.]]>
<![CDATA[THE PRACTICE OF CORRECTIVE FEEDBACK USED BY A TEACHER IN TEACHING ENGLISH ]]>
<![CDATA[Triwinarsih, Endah]]>;
<![CDATA[Rukmini, Dwi]]>;
<![CDATA[Kalisa, Pasca]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 7 No 1 (2018): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[This study focuses on the practice of corrective feedback used by a teacher in SD Semesta Bilingual School. The objective of the study is to describe the type of corrective feedback used by a teacher in SD Semesta Bilingual School and to describe the frequency of each type of corrective feedback used by the teacher in teaching English in SD Semesta Bilingual School. This study is a qualitative research. The data were taken by interviewing an English teacher and taking video of teaching and learning process. The videos were transcribed which in the next step, they were analyzed for gaining the result. The data were analyzed in the noticing, collecting, and thinking process according to the theory of qualitative data analysis by Siedel (1998). According to the analysis, the teacher in SD Semesta Bilingual School used all kinds of corrective feedback. The result shows that explicit feedback is the most frequent corrective feedback which represents 24.14%. The other strategies are as follows: (2) Recast occurs 17.24%, (3) Clarification Request occurs 13.79%,(4) Metalinguistic Feedback occurs 13.79%, (5) Elicitation occurss 13.79%, and (6) Repetition occurs 13.79%. The most dominant type of using corrective feedback is explicit correction. The implication of using corrective feedback on English speaking is that, the student will be brave to active on every teaching learning activity especially on speaking.]]>
<![CDATA[THE CONSISTENCY OF TEXTBOOK âPATHWAY TO ENGLISH FOR SMA/MA GRADE Xâ WITH THE 2013 CURRICULUM ]]>
<![CDATA[Laili, Noor]]>;
<![CDATA[Wahyanti, C. Murni]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 7 No 1 (2018): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[The aim of the study is to analyze whether the textbook âPathway to English for SMA/MA Grade Xâ publisehd by Erlangga pass the BSNP assessment and the content is consistent with the 2013 Curriculum. This study used qualitative content consistency analysis as its research method. The data were collected from the English textbook âPathway to English for SMA/MA Grade Xâ written by Th. M. Sudarwati et al., published by Erlangga in 2016. The data analysis used two instruments: the assessment based on KI-KD of the English syllabus of 2013 Curriculum and the rubric assessment by BSNP textbook evaluation. The discussion was focused on the content consistency of the materials in the textbook. There are two main findings. First, by using KI 3-4 and KD of the syllabus 2013 Curriculum the percentage obtained is 94% (very good). Based on the assessment, it is discovered that all the materials in the textbook are consistent with the KI 3-4 and the KD of the syllabus 2013 Curriculum. Second, by using BSNP assessment the percentage obtained is 81.25% (very good). Based on BSNP assessment, it revealed that all the materials in the whole chapters of the textbook are consistent with the criteria of the 2013 curriculum.]]>
<![CDATA[THE IMPLEMENTATION OF TRANSPOSITION TRANSLATION PROCEDURES IN ENGLISH-INDONESIAN TRANSLATION OF EPIC MOVIE SUBTITLE ]]>
<![CDATA[Anggraeni, Putri]]>;
<![CDATA[Mujiyanto, Januarius]]>;
<![CDATA[Sofwan, Ahmad]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 7 No 2 (2018): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[The topic of this research is The Implementation of Transposition TranslationProcedures in English-Indonesian Translation of Epic Movie Subtitle. Movie or filmcan be considered as the most popular literary work yet brings out language aspectsinto broaden. As we know, a lot of popular movies are written in English which ledtranslator produce a qualified translation of the movie in order to make the movieeasier to understand by the audiences. There are many translation proceduresimplemented in a movie translation, one of them is transposition translationprocedure. The goals of this final project are to reveal how many types and how thetransposition translation procedure is implemented in translating the subtitle of Epicmovie. This study used qualitative approach in describing the results of the analysisof transposition translation procedure implemented. In gathering data, the writerused two steps, they are watching and transcription. In analyzing data, the writerused several steps, they are identifying, classifying, reducing, and reporting. Afteranalyzing the data, the results of this research were presented by using thequalitative-descriptive method. There are 108 out of 1551 parts of subtitlesimplemented four types of transposition translation procedure. The results of theanalysis are described as follows: transposition translation procedure involvingliterary translation is 63.9%, transposition translation procedure involving change ofwords’ position 27.7%, transposition translation procedure involving change of wordclass 4.6%, and transposition translation procedure involving adjustment andreplacement of words 4.6%. It can be seen that the most frequently implementedprocedure is transposition translation procedure involving literary translation. Thetranslator implemented all types of transposition translation procedure in order toproduce a good translation which high in naturalness and equivalency of meaningbetween SL and TL.]]>
<![CDATA[AN ANALYSIS OF STUDENTS’ ERROR IN PERCEPTION OR PRODUCTION IN PRONOUNCING ENGLISH SOUNDS WHICH HAVE DIFFERENT DISTRIBUTIONS WITH THEIR NATIVE LANGUAGE ]]>
<![CDATA[Biantoro, Ryan]]>;
<![CDATA[Sisbiyanto, Amir]]>;
<![CDATA[., Suprapto]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 7 No 2 (2018): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[This paper is written based on the error analysis on perception or production inpronouncing English sounds which have different distributions by the students ofSMP N 2 Demak in Academic Year of 2015/2016. The study was aimed to describeand to explain the most common problems faced by the students in learning Englishfinal voiced stops [b, d, g]. This study is using qualitative approach. The populationof the study was the eight grader students of SMP N 2 Demak. The total numbers ofthe population used in this research are 310. Random sampling technique was usedto get the sample. The data of this study was obtained from listening and speakingtests. The result of those tests were used as the source of data collection. Then, theresult was interpreted by using Tinambunan‟s criterion grading. In perception test,the error proportion of the 30 students was 6,07% while in the production test, theerror proportion was 28,2% out of 30 students. Based on the results, it is concludedthat the students were considered exellent in perceiving but fair in pronouncing finalvoiced stops [b, d, g].]]>
<![CDATA[MODULATION IN INDONESIAN TRANSLATION OF NATIONAL GEOGRAPHIC ARTICLES ]]>
<![CDATA[Setiawan, Hanif Pandu]]>;
<![CDATA[Yuliasri, Issy]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 7 No 2 (2018): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[This study investigates the types of modulation which were used on the translationprocess of National Geographic Magazine of June 2014 both on USA andIndonesian issue. The purposes of this study areto describe the use of modulation intranslating “National Geographic” from English to Indonesian and to describe themaintenance of the source target meaning in the target text. The qualitativeapproach was used to describe the quantitative data which was got from theanalysis. The data of this study was collected using reading and inventorying stagesand analyzed using comparing, identifying, and evaluating process. The collecteddata then was analyzed to investigate the modulation‟s impact on messagemaintenance. Based on those analyses, substitution has the highest rank ofmodulation type used on the magazine‟s articles (37.8% of total 111 data) followedby reversal (34.2%), deviation (14.4%), specification (8.1%), and generalization(5.4%) sequentially. This result is linear to the maintenance of message rating whichwas taken from five English Department lecturer raters. It shows that the highestnumber of score 3 (well delivered) percentage ratio is obtained by specification(75.5%) followed by reversal (72.6%), deviation (72.5%), substitution (71.2%) andgeneralization (60%). From the result above it can be seen that the more frequentoccurrence does not always mean to be so effective compared to the less frequentone. The highest percentage of successful maintenance was obtained byspecification, which is on 4th rank on the frequency of occurrence table. The mostfrequent type of modulation, substitution, only settles on 4th rank on the table ofscore 3. On the other hand, the most distorted type of modulation is gotten byreversal with 9.5% on score 1, while the least distorted one is gotten bygeneralization.]]>
<![CDATA[COHESION IN STUDENTS’ SPEECHES ]]>
<![CDATA[Maryati, Sri]]>;
<![CDATA[Suprapti, Sri]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 7 No 2 (2018): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[Cohesion is the first criterion of textuality which is very important because it is thelinks that hold text together and give it meaning. This study aims to identify whetherthe speeches produced by English major sophomores are cohesive or not and todescribe the kinds of cohesive devices found in the speeches. The object of this studyis the speeches produced by the third semester students of English Department,which then were transcribed into written. The data collected were analyzed based ondiscourse analysis using cohesive devices based on Halliday and Hasan‟s theory(1976). The findings show that there are 1040 ties found in the ten speeches whichreveals that the five types of cohesive devices occur in the speeches although thedistribution of each type is significantly different. Based on the findings, it can beconcluded that the ten speeches are cohesively produced. In addition, all of fivetypes and sub-types of cohesion are found in the monologues except verbal ellipsis.]]>
<![CDATA[THE CORRELATION BETWEEN STUDENTS’ READING COMPREHENSION AND THEIR PARAPHRASING ABILITY IN NARRATIVE TEXT ]]>
<![CDATA[Swarini, Ade Resky]]>;
<![CDATA[Bharati, Dwi Anggani Linggar]]>;
<![CDATA[Sutopo, Djoko]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 7 No 2 (2018): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[Paraphrasing activity allows the students to interpret what they have understoodfrom the text in reading activity. This study investigates the correlation of thestudents’ reading comprehension and their paraphrasing ability in narrative text.There are two hypotheses in this research; null hypothesis (Ho) and the alternativehypothesis (Ha). The null hypothesis says “There is no correlation between students’reading comprehension and their paraphrasing ability in narrative text”. Then, Hasays “There is a correlation between students’ reading comprehension and theirparaphrasing ability in narrative text”.The population of this study is the eleventh graders of SMAN 1 Ambarawa in theacademic year of 2016/2017. The students of XI MIPA 5 are taken as the samples.The design of this study is explanatory research design. The data are gained byadministering two kinds of tests; reading comprehension and paraphrasing tests.Those tests are administered twice by using two different texts. There are three mainprocesses in applying this method in the study; the use of the scatterplot, Pearsonproduct moment coefficient, and correlation coefficient interpretation. Scatterplotsdisplays that there is a positive linear relationship. Then, the data are calculated byusing the Pearson product moment to know the degree of relationship among thevariables. The results of the computation of correlation coefficient applied to thesample are 0.67 and 0.84. The consultation to the critical value of the r ProductMoment with 95% confidence level and the number of the subjects 32 is 0.349. Itmeans that the results obtained from the computation are higher than its criticalvalue. Next, the results of the computation of correlation coefficient are consulted tothe criteria of correlation coefficient interpretation. The interpretations of therelationship are substantial and high to very high. It can be concluded that there is asignificant positive relationship between students’ reading comprehension ability innarrative text (X) and their paraphrasing ability in narrative text (Y) on the eleventhgraders of SMA Negeri 1 Ambarawa in the academic year of 2016/2017.]]>
<![CDATA[THE EFFECTIVENESS OF LISTEN-READ-DISCUSS (LRD) AND GRAPHIC ORGANIZER COMBINATION TECHNIQUE TO TEACH READING COMPREHENSION OF DESCRIPTIVE TEXT ]]>
<![CDATA[Maemun, Akhmad]]>;
<![CDATA[Fitriati, Sri Wuli]]>;
<![CDATA[Farida, Alief Noor]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 7 No 2 (2018): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[This paper is to investigate the effectiveness of the combination technique of LRD(Listen-Read-Discuss) and graphic organizer in teaching reading comprehension. Iused quasi-experimental design in this research. The population of this study was theeighth year students of SMP Negeri 1 Dukuhwaru,Tegal in the academic year of2016/2017. Meanwhile, the sample consisted of 70 students from two classes. Thestudy was started by giving pre-test, treatments, and post-test to both groups. Theexperimental group (VIII D) was taught by LRD and graphic organizer combinationtechnique, while the control group (VIII F) was taught by using conventionalmethod. The data were obtained by giving a reading test to both groups. In addition,the questionnaire and observation were also conducted for the experimental groupto obtain more data. The result of the study indicated that the group taught by LRDand graphic organizer combination technique has better score in the test than thegroup taught by conventional method. In the pretest, the mean score of the controlgroup was 56.65 and the experimental group was 58.11. The mean of posttest ofexperimental group (82.05) was higher than control groups (70.11). Then, the t-testshowed that the tvalue (5.756) was higher than ttable (1.998). It can be concludedthat the working hypothesis is accepted. It means that there is a significant differenceof effectiveness and reading comprehension achievement in reading descriptive textof students who are taught by LRD and graphic organizer combination techniqueand those who are not taught by using that technique. Therefore, thatcombination technique is effective and convenient for students to improve theirachievement reading comprehension of descriptive text.]]>
