ELT Forum: Journal of English Language Teaching最新文献_第10页

The Coherence Analysis of Students' Analytical Exposition Texts 学生分析性论述语篇的连贯分析

ELT Forum: Journal of English Language Teaching Pub Date : 2019-07-29 DOI: 10.15294/elt.v8i1.26747

Nur Aeni Afiati Mafuroh, Yusnita Sylvia Ningrum

{"title":"The Coherence Analysis of Students' Analytical Exposition Texts","authors":"Nur Aeni Afiati Mafuroh, Yusnita Sylvia Ningrum","doi":"10.15294/elt.v8i1.26747","DOIUrl":"https://doi.org/10.15294/elt.v8i1.26747","url":null,"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. \u0000Keywords: analytical exposition; coherence; schematic structure; thematic choices; thematic development","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127215592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Communicative Competence Components Analysis in Using English through EIR 用EIR分析英语交际能力成分

ELT Forum: Journal of English Language Teaching Pub Date : 2019-07-29 DOI: 10.15294/elt.v8i1.27742

Ayu Silvana Faradilla, D. Rukmini

{"title":"The Communicative Competence Components Analysis in Using English through EIR","authors":"Ayu Silvana Faradilla, D. Rukmini","doi":"10.15294/elt.v8i1.27742","DOIUrl":"https://doi.org/10.15294/elt.v8i1.27742","url":null,"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. \u0000This 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. \u0000In 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. \u0000 Keywords: Communicative Competence; Using English; English Interaction Room (EIR).","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123991378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

The Effectiveness of Split Dictation as a Teching Strategy to Improve Students' Listening Skill 分割听写作为提高学生听力技能的教学策略的有效性

ELT Forum: Journal of English Language Teaching Pub Date : 2019-07-29 DOI: 10.15294/elt.v8i1.27350

T. Kurniawan, C. M. Wahyanti

{"title":"The Effectiveness of Split Dictation as a Teching Strategy to Improve Students' Listening Skill","authors":"T. Kurniawan, C. M. Wahyanti","doi":"10.15294/elt.v8i1.27350","DOIUrl":"https://doi.org/10.15294/elt.v8i1.27350","url":null,"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. \u0000Keywords: Split Dictation Technique; Listening Skill","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124119276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Texts with Various Levels of Hardness, Reading Comprehension and Reading Motivation: I+1 Versus I-1 不同难度文本、阅读理解和阅读动机:I+1 vs I-1

ELT Forum: Journal of English Language Teaching Pub Date : 2019-07-29 DOI: 10.15294/elt.v8i1.30992

Ehsan Namaziandost, F. Esfahani, Mehdi Nasri

{"title":"Texts with Various Levels of Hardness, Reading Comprehension and Reading Motivation: I+1 Versus I-1","authors":"Ehsan Namaziandost, F. Esfahani, Mehdi Nasri","doi":"10.15294/elt.v8i1.30992","DOIUrl":"https://doi.org/10.15294/elt.v8i1.30992","url":null,"abstract":"Considering the vital role of comprehensible input, this study attempted to compare the effects of input with various difficulty levels on Iranian EFL learners’ reading comprehension and reading motivation. To fulfil this objective, 54 Iranian pre-intermediate EFL learners were selected from two intact classes (n = 27 each). The selected participants were randomly assigned to two equal groups, namely “i+1” (n=27) and “i-1” group (n=27). Then, the groups were pretested by a researcher-made reading comprehension test. After carrying out the pre-test, the treatment (i.e., extensive reading at different levels of difficulty) was practiced on the both groups. The participants in “i+1” group received reading passages beyond the current level, on the other hand, the “i-1” group received those reading passages which were below their current level. After the instruction ended, a modified version of pre-test was conducted as posttest to determine the impacts of the treatment on the students’ reading comprehension. The obtained results indicated that there was a significant difference between the post-tests of “i+1” and “i-1” groups. The findings showed that the “i+1” group significantly outperformed the “i-1” group (p < .05) on the post-test. Moreover, the findings indicated that “i+1” group’s motivation increased after the treatment. The implications of the study suggest that interactive type of input is beneficial to develop students’ language skills. \u0000Keywords: Comprehensible Input; Extensive reading; Foreign language reading motivation; Input; Reading comprehension; Text difficulty level","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121548244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 11

The Use of Flashcards and Numbered Heads Together Technique to Improve Students' Vocabulary Knowledge 利用抽认卡和数字头串技巧提高学生的词汇知识

ELT Forum: Journal of English Language Teaching Pub Date : 2019-07-29 DOI: 10.15294/elt.v8i1.27906

Rudi Wibowo Aji, A. Farida

引用次数: 0

Content Analysis of Student Book When English Rings A Bell (Revised Edition) for Grade VIII of Junior High School 初中八年级学生用书《当英语响铃》(修订版)内容分析

ELT Forum: Journal of English Language Teaching Pub Date : 2019-07-29 DOI: 10.15294/elt.v8i1.26138

Hayati Wasistyo Adi, P. Astuti

{"title":"Content Analysis of Student Book When English Rings A Bell (Revised Edition) for Grade VIII of Junior High School","authors":"Hayati Wasistyo Adi, P. Astuti","doi":"10.15294/elt.v8i1.26138","DOIUrl":"https://doi.org/10.15294/elt.v8i1.26138","url":null,"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. \u0000Keywords: textbook analysis; When English Rings a Bell; 2013 Curriculum; cognitive domain; psychomotor domain","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115550041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

The Comparison between Wattpad and Blog in Project Based Learning to Teach Written Analytical Exposition Text 项目式学习教学中Wattpad与Blog的比较

ELT Forum: Journal of English Language Teaching Pub Date : 2019-05-01 DOI: 10.15294/elt.v8i1.31331

Fahmi Millati Hanifah, D. Bharati

{"title":"The Comparison between Wattpad and Blog in Project Based Learning to Teach Written Analytical Exposition Text","authors":"Fahmi Millati Hanifah, D. Bharati","doi":"10.15294/elt.v8i1.31331","DOIUrl":"https://doi.org/10.15294/elt.v8i1.31331","url":null,"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. \u0000 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). \u0000 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. \u0000Keywords: Wattpad; Blog; Project Based Learning; Writing; Analytical Exposition Text","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127278203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3