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Contact Name
Agung Ginanjar Anjaniputra
Contact Email
anjaniputragi@mail.unnes.ac.id
Phone
+6285722334415
Journal Mail Official
eltforum@mail.unnes.ac.id
Editorial Address
Kampus Sekaran, Gedung B8 Jurusan Bahasa dan Sastra Inggris, FBS Universitas Negeri Semarang
Location
Kota semarang,
Jawa tengah
INDONESIA
ELT Forum: Journal of English Language Teaching
ISSN : 22526706     EISSN : 27214532     DOI : https://doi.org/10.15294
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 114 Documents
Students’ Translation Techniques and Grammatical Errors in Translating Narrative Text Wahyono, Muhammad Ichsan Andi; Yuliasri, Issy
ELT Forum: Journal of English Language Teaching Vol 8 No 1 (2019): ELT Forum: Journal of English Language Teaching
Publisher : ELT Forum: Journal of English Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v8i1.32012

Abstract

This research attempted to find out the translation techniques and grammatical errors in students’ Indonesian-English text translation. The objectives of this research were to describe the choice of translation techniques and grammatical errors of the students’ translation of a narrative text. This research used descriptive qualitative method. The translation techniques analysis was done by using Molina and Albir's (2002) classification of translation techniques while grammatical errors of the students’ translation were analyzed using the guide for correcting writing errors by Betty Azar (1941). The translation technique analysis was done by comparing the students’ translation work with the source text of a narrative entitled Lari Kepagian then grammatical errors analysis was done to find out their errors in the use of grammatical rules. The result of the study found that there were 3012 data of translation techniques and 429 grammatical errors. The data showed that the most used translation techniques were literal translation technique (30.1%) and modulation technique (22.6%) and the most grammatical errors made was capitalization (18.2%) and verb tense (16.6%). The most used translation technique that resulted in most grammatical errors was modulation technique (17%) in the translation done by 24 students. Keywords: translation; translation techniques; students’ translation; grammar; grammatical errors; narrative text
The Comparison between Wattpad and Blog in Project Based Learning to Teach Written Analytical Exposition Text Hanifah, Fahmi Millati; Bharati, Dwi Anggani Linggar
ELT Forum: Journal of English Language Teaching Vol 8 No 1 (2019): ELT Forum: Journal of English Language Teaching
Publisher : ELT Forum: Journal of English Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v8i1.31331

Abstract

            This final project was based on a research which attempts to investigate the use of wattpad and blog combined with project based learning in teaching writing skills. The purpose of the study was to find out which one is more effective between wattpad and blog in project based learning to teach written analytical exposition text. A quasi-experimental study was used as the research design in this study. The sample was the eleventh grade students of SMA Ibu Kartini Semarang that involved 26 students. They were divided into experimental group 1 and experimental group 2. The experimental group 1 was taught using wattpad while the experimental group 2 was taught using blog as the learning media and both of them used project based learning as teaching method.             The pre-test result revealed the mean score of the experimental group 1 was 60.76 and the experimental group 2 was 60.69. It meant that the two groups had similar competence before getting the treatment. The post-test mean scores of experimental group 1 and experimental group 2 were 80.23 and 74.46. The t-test of post-test showed that there was a significant difference between the experimental group 1 and the experimental group2 since t-value was higher than t-table (4.490 > 2.064).             It could be concluded that both wattpad and blog were effective as the learning media to teach writing skills. However, the use of wattpad was more effective than using blog in project-based learning to teach written analytical exposition text. Therefore, it was suggested that the teachers should consider the social media of wattpad and blog were the effective learning media in teaching writing because they allowed the students to express ideas and develop their writing skills.                Keywords: Wattpad; Blog; Project Based Learning; Writing; Analytical Exposition Text
Improving Students' Reading Comprehension of Report Text with KWL Strategy Farha, Nudiya Afiya; Rohani, Rohani
ELT Forum: Journal of English Language Teaching Vol 8 No 1 (2019): ELT Forum: Journal of English Language Teaching
Publisher : ELT Forum: Journal of English Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v8i1.30244

Abstract

ABSTRACT This research was carried out to know the effectiveness of implementing KWL strategy to improve students’ reading comprehension of report text and to know whether there is a significant achievement difference between students who were taught with KWL strategy and those who were not. The instrument used was a multiple choice reading comprehension test. Seventy two eleventh graders of SMA Negeri 1 Bae Kudus were selected as the sample. They were divided equally into experimental and control group. The data collection involved pre-test, treatments, and post-test. The result of the implementation of KWL strategy in the experimental group improved the students’ participation, motivation, and interest during teaching and learning process. In addition, the results of pre-test and post-test showed that mean score of the experimental group had a higher increase from 74.58 to 90.97 than the control group (from 72.77 to 87.77). However, the Independent Sample Test showed there was no significant achievement difference between the students who were taught with KWL strategy and those who were not. (1.80) was higher than.  Keywords: Quasi-experimental; KWL strategy; reading comprehension; report text
The Use of Flashcards and Numbered Heads Together Technique to Improve Students' Vocabulary Knowledge Aji, Rudi Wibowo; Farida, Alief Noor
ELT Forum: Journal of English Language Teaching Vol 8 No 1 (2019): ELT Forum: Journal of English Language Teaching
Publisher : ELT Forum: Journal of English Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v8i1.27906

Abstract

This quasi experimental study aims to find out the effectiveness of the use of Flashcards collaborated with Numbered Heads Together Technique compared to the use of only Flashcards to improve seventh grade students of SMP Negeri 1 Tulis, Batang vocabulary knowledge. The data was obtained through pre-test and post-test. Conventional change score data analysis showed that the control group achieved better vocabulary knowledge improvement result with 3.42 compare to 2.66 improvement result of experimental group. Likewise, the data analysis using process-oriented change score by Frost (2014) also favour the control group with 22% improvement than the experimental group with 19% improvement. Thus, Flashcards is more effective than Flashcards collaborated with Numbered Heads Together Technique to improve students’ vocabulary knowledge. Keywords: flashcards; Numbered Heads Together; vocabulary knowledge; quasi experimental research  
Appropriate Pedagogy to Teach English: Contemporary Tendency Focusing on Non-Native dos Anjos, Flávius Almeida
ELT Forum: Journal of English Language Teaching Vol 8 No 1 (2019): ELT Forum: Journal of English Language Teaching
Publisher : ELT Forum: Journal of English Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v8i1.27778

Abstract

This paper is about the teaching of English. It takes into account the global role this language gains today, to reflect on how it should be taught. The main objective of it is to defend a current tendency concerning the teaching of English. In the pursuit of an appropriate pedagogy to teach English, I propose the focus on non-native speaker, since we undestand that English is a world language, spoken by a great number of people, from different cultures, what has recreated this language in many aspects. That is why this language should not be only taught based on the hegemonic cultures. The reflection proposed here is, especially, anchored on Freire´s (1996) ideas on education, mainly when he defends learner’s autonomy. Thus, to teach English through an apropriate pedagogy, teachers should allow students to have ownership of it as well, but starting from a local perspective, avoiding, this way, bad feelings on the part of students. Keywords: Pedagogy; English language; non-native
The Effectiveness of Split Dictation as a Teching Strategy to Improve Students' Listening Skill Kurniawan, Tri Widi; Wahyanti, C Murni
ELT Forum: Journal of English Language Teaching Vol 8 No 1 (2019): ELT Forum: Journal of English Language Teaching
Publisher : ELT Forum: Journal of English Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v8i1.27350

Abstract

The objectives of this study are to find out whether split dictation technique is an effective technique to improve students’ listening skill and whether there is a significant difference between students who were taught by using split dictation and those who were taught by using a conventional method. This study is a quantitative research using quasy experimental as the method of collecting data. The subject of this research was 72 students of the tenth-grade students of SMA N 1 Sukorejo. In obtaining the data, the researcher conducted the pre-test, treatments, and the post-test. The results of this research showed that the mean score of the experimental group is 82,7 and the control group is 77,638. By using IBM SPSS 23th version program, the computation of the t-test which score of the sig (2 tailed) is (0.000) lower than (0.05), and the result of t-value (4.189) is higher than the t-table (1.994). In conclusion, there is a significant difference between the students’ listening test achievement. The students who were taught by using split dictation has higher achievement, this indicated that split dictation is effective enough to improve students’ listening achievement. Keywords: Split Dictation Technique; Listening Skill
The Communicative Competence Components Analysis in Using English through EIR Faradilla, Ayu Silvana; Rukmini, Dwi
ELT Forum: Journal of English Language Teaching Vol 8 No 1 (2019): ELT Forum: Journal of English Language Teaching
Publisher : ELT Forum: Journal of English Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v8i1.27742

Abstract

This study was aimed to explain the communicative competence components of the fourth semester English Department students through English Interaction Room (EIR). The communicative competence components in using English were analyzed based on the grammatical competence, discourse competence, sociolinguistic competence and strategic competence. This study used qualitative method which means that the data of this study were explained by using descriptive analysis method. The result showed that (1) Mostly, the utterances of the participants were ungrammatical in syntax, while some were in morpheme, but those were acceptable (2) Mostly the utterances were appropriate with the topic discussed. the participants were able to construct a unified discourse, (3) Mostly, the utterances seemed natural and used less formal language, and (4) Most participants used achievement strategy to hold the conversation. In conclusion, most of EIR participants are communicative in using English viewed from the discourse competence, sociolinguistic competence and strategic competence. They need to increase their competence of using English grammar.  Keywords: Communicative Competence; Using English; English Interaction Room (EIR).
Content Analysis of Student Book When English Rings A Bell (Revised Edition) for Grade VIII of Junior High School Adi, Hayati Wasistyo; Astuti, Puji
ELT Forum: Journal of English Language Teaching Vol 8 No 1 (2019): ELT Forum: Journal of English Language Teaching
Publisher : ELT Forum: Journal of English Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v8i1.26138

Abstract

The aim of this study was to analyze the relevance of the materials with the cognitive and psychomotor domains in the 2013 English curriculum competence in English Rings a Bell textbook for grade eight of junior high school. This study used qualitative methodology. The researcher conducted the analysis of textbook based on theory of Anderson and Krathwohl’s (2001) taxonomy of cognitive domain and Simpson’s (1972) taxonomy of psychomotor domain in order to more focus on it relevancy with materials in the textbook. The instrument used to collect the data were observation in the form of checklists and document analysis. The result showed that in term of cognitive domain, there were 23 materials in the book which were relevant or 74.19%, 7 materials which were partly relevant or 22.58%, and only 1 material which irrelevant or 3.2%. Meanwhile, the in term of psychomotor domain, there were 10 materials in the book which were relevant or 32.25%, 10 materials also which were partly relevant, and 11 materials which were irrelevant or 35.48 %. Thus, it can be concluded that the materials in this textbook materials are relevant with 2013 curriculum, in term of cognitive domain. Even though, it lacks of relevant materials of psychomotor domain. Keywords: textbook analysis; When English Rings a Bell; 2013 Curriculum; cognitive domain; psychomotor domain
The Coherence Analysis of Students' Analytical Exposition Texts Mafuroh, Nur Aeni Afiati; Ningrum, Yusnita Sylvia
ELT Forum: Journal of English Language Teaching Vol 8 No 1 (2019): ELT Forum: Journal of English Language Teaching
Publisher : ELT Forum: Journal of English Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v8i1.26747

Abstract

This study aims to reveal the coherence of 19 analytical exposition texts written by the fourth semester students of English Department of UNNES through analysis of schematic structure, thematic choices, and thematic developments. Coherence is an essential component to create a make-sense text. Thus, it is very important to know the students’ competency in writing a good text. This study applied a qualitative approach. It employed theories of schematic structure based on stages proposed by Gerot and Wignell (1995), thematic choices from Gerot and Wignell (1995) and thematic developments by Eggins (2004). The findings indicated that students preferably used topical Theme (67.79%) and textual Theme (30.42%). In addition, in terms of thematic developments, Theme Reiteration is the commonest pattern applied by the students. Based on the findings, students’ texts were less coherence because there were several texts having an incomplete thesis at the beginning of the paragraph and one text leaving 1 out of 3 stages of exposition text. Furthermore, the over-use of Theme Reiteration might show that the students’ writing skill is low because they could not elaborate their ideas through various methods. In short, the students could be regarded as novice writers. Keywords: analytical exposition; coherence; schematic structure; thematic choices; thematic development
WASHBACK ANALYSIS OF STUDENTS’ PERCEPTION AND TEACHERS’ TEACHING MATERIAL OF ENGLISH NATIONAL EXAMINATION 2017 Nahdia, Khilma
ELT Forum: Journal of English Language Teaching Vol 6 No 1 (2017): ELT Forum: Journal of English Language Teaching
Publisher : ELT Forum: Journal of English Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This final project is intended to investigate the washback of the English national examination based on the students‟ perception and teachers‟ 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.

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