ELT Forum: Journal of English Language Teaching最新文献_第9页

Textual Meaning of English Textbook Instruction 英语教材教学的文本意义

ELT Forum: Journal of English Language Teaching Pub Date : 2019-11-30 DOI: 10.15294/elt.v8i2.32956

Iftita Kharisma Rosi, Yusnita Sylvia Ningrum

{"title":"Textual Meaning of English Textbook Instruction","authors":"Iftita Kharisma Rosi, Yusnita Sylvia Ningrum","doi":"10.15294/elt.v8i2.32956","DOIUrl":"https://doi.org/10.15294/elt.v8i2.32956","url":null,"abstract":"This study is about analysis of textual meanings in English textbook instructions. The main purpose of this study is to analyse the textual meanings found in the textbook instructions to support the learning objectives. Textual meaning is indicated by Theme and Rheme within the clauses. Halliday and Matthiessen (2014) said that theme is coded by three elements, they are topical, textual and interpersonal. The student textbook entitled Bahasa Inggris Kelas X 2017 Revision published by The Indonesian Ministry of Education and Culture was chosen as the object of the study because it is the most widely used textbook in state shools in Indonesia. Meanwhile, the data were the instruction clauses in Chapters 1-7 (the first semester) of the textbook. \u0000The findings show that the English textbook instructions in Chapters 1-7 contains Unmarked Topical Theme (76%), Textual Theme (17%), Marked Topical Theme (5%), and Interpersonal Theme (2%). Unmarked Topical Theme is the most dominant type of Theme found in the clauses which is realized by verb. It is in line with the dominant mood type of the instruction, that is imperative which thematized verb in the clauses (Halliday and Mattheissein, 2014). It can be inferred that the instructions are clear and concise which meant that the instructions were good enough to support the learning objectives (Flake, 2017). Thus, it is concluded that instructions in Chapters 1-7 have good choices of Theme which meets the characteristics of good instructions to support the learning objectives","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128902343","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 Analysis of Teacher Talk and The Characteristic of Classroom Interaction in English for Young Learner 《少儿英语》教师话语与课堂互动特征分析

ELT Forum: Journal of English Language Teaching Pub Date : 2019-11-30 DOI: 10.15294/elt.v8i2.32716

Nurul Khusnaini

{"title":"The Analysis of Teacher Talk and The Characteristic of Classroom Interaction in English for Young Learner","authors":"Nurul Khusnaini","doi":"10.15294/elt.v8i2.32716","DOIUrl":"https://doi.org/10.15294/elt.v8i2.32716","url":null,"abstract":"___________________________________________________________________ This study was aimed to find out the type of teacher talk and the characteristic of classroom interaction take place in the English language classroom of Semarang Multinational School.This study applied descriptive qualitative research. There were two activities in gathering the data of this study: observation and audio recording. In analyzing this study, the researcher used interactive theory proposed by Flander (1989). The findings showed that based on Flanders Interaction Analisys Categories (FIAV), the teacher indirectly influenced the students in teaching and learning process by relying hard on asking questions. Besides asking questions to students, teacher also used (1) accepting students’ feeling, (2) praising or encouraging students, and (3) accepting or even using students’ ideas. In addition the pattern of content cross interaction tended to be more on asking questions than lecturing behavior. It indicated that teacher often relied on asking questions to students in the teaching and learning process rather than to introduce new learning material and help conveying information to students. In conclusion, the teacher indirectly influenced the students in the teaching and learning process. This kind of interaction indicated that teacher often relied on asking rather than lecturing the students.","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115590123","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

Investigating Washback of National Standardized School Examination on Junior High School Students and Teachers 国家标准化学校考试对初中学生和教师的反作用调查

ELT Forum: Journal of English Language Teaching Pub Date : 2019-11-30 DOI: 10.15294/elt.v8i2.32361

Alief Imani Sumpada

{"title":"Investigating Washback of National Standardized School Examination on Junior High School Students and Teachers","authors":"Alief Imani Sumpada","doi":"10.15294/elt.v8i2.32361","DOIUrl":"https://doi.org/10.15294/elt.v8i2.32361","url":null,"abstract":"___________________________________________________________________ This final project aimed to investigate the washback of English National Standardized School Examination on Ninth Graders and Teachers. The research used descriptive qualitative method as its research methodology. The results showed that English National Standardized School Examination or Ujian Sekolah Berstandar Nasional (USBN) brought positive and negative effect. The students applied some learning strategies to develop their reading and writing skills to face English USBN. However, they gave less attention to listening and speaking skills. Also, the students focused to get good result on the examination because it determined their graduation and their higher level school. The teachers prepare the students to take the examination by taught the material more thoroughly. They used various sources and media to support the teaching and learning activities. However, they gave less attention on listening and speaking skills and lose instructional time. To summarize, there were trends of positive and negative washback of English USBN on the students and teacher at SMP N 1 Kertek in academic year of 2018/2019.","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132430513","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

Enhancing EFL Learners' Talk Through CL Facilitated TBL: Process 利用CL促进TBL过程提高英语学习者的会话能力

ELT Forum: Journal of English Language Teaching Pub Date : 2019-11-30 DOI: 10.15294/elt.v8i2.32927

Siti Asriyah

{"title":"Enhancing EFL Learners' Talk Through CL Facilitated TBL: Process","authors":"Siti Asriyah","doi":"10.15294/elt.v8i2.32927","DOIUrl":"https://doi.org/10.15294/elt.v8i2.32927","url":null,"abstract":"This study aimed to explain how cooperative learning facilitates task-based learning in enhancing EFL learners’ talk for eighth-grade students of SMPN 1 Magelang in the academic year 2018/2019. The researcher conducted the study based on Ellis (2003) and Kagan (1994) theories for explaining the process of teaching and learning activities using Task-Based Learning (TBL) and Cooperative Learning (CL) methods for enhancing EFL learners’ talk. This study used a qualitative case study methodology. The instruments used were observation sheet, interview guidelines, and document analysis. Based on the data analysis, it can be concluded that cooperative learning techniques that facilitated the task-based learning in learning activities can enhance the EFL learners’ self-confidence to talk in front of the class. Besides, task-based learning facilitated with cooperative learning techniques enhances students’ courage and creativity, it also makes them more active. The practice also made them more understand the materials. There are some suggestions. First, it will become a good alternative for the teacher to look up some interesting materials for the students as their guidance to enhance their speaking habits. The students are suggested to be accustomed to learning to speak using group and pair techniques because the technique can motivate them to have a speaking habit. Lastly, the next researcher needs to conduct further research related to other techniques in helping the students to improve their talk. \u0000Keywords: Task-based Learning, Cooperative Learning, enhance, EFL learners’ talk","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130910736","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

Vocabulary Acquisition (Incidental) through Watching Subtitled Video Material 通过观看带字幕的视频材料习得词汇(偶然)

ELT Forum: Journal of English Language Teaching Pub Date : 2019-11-30 DOI: 10.15294/elt.v8i2.33356

Alvin Salazar Rosales

引用次数: 5

The Use of Puppet and Flashcard as Media in Teaching Vocabulary for Children with Special Needs 木偶与抽认卡在特殊需要儿童词汇教学中的应用

ELT Forum: Journal of English Language Teaching Pub Date : 2019-11-30 DOI: 10.15294/elt.v8i2.31786

Nining Candra Wahyuni

{"title":"The Use of Puppet and Flashcard as Media in Teaching Vocabulary for Children with Special Needs","authors":"Nining Candra Wahyuni","doi":"10.15294/elt.v8i2.31786","DOIUrl":"https://doi.org/10.15294/elt.v8i2.31786","url":null,"abstract":"___________________________________________________________________ Teaching vocabulary to children with special needs is not easy. There are some problems faced by teachers when they taught English vocabulary to the children with special needs, they did not pay attention to the teacher, and they lost their interest in English subject. This quasi experimental research attempted to describe what extent puppet and flashcard lead the children with special needs to the vocabulary development and to discuss students’ attitude towards puppet and flashcard media in learning vocabulary. The participants were students of eighthgrade of SLB Negeri Ungaran and SLB Widya Bhakti Semarang. There were two instruments; test and questionnaire. The results showed that the significance between post-test score of puppet group and flashcard group was 0.000 with significance 0.000 < 0.05. Furthermore, according to result of the questionnaire, students perception towards both media were positive, yet their interests in flashcard was higher than those in puppet media. It is suggested that flashcard media was more effective to be used in teaching vocabulary for children with special needs.","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126841883","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: 4

Language Learning Strategies Used by Students with Different Listening Achievement 不同听力水平学生的语言学习策略

ELT Forum: Journal of English Language Teaching Pub Date : 2019-11-29 DOI: 10.15294/elt.v8i2.31281

Lilik Alfuatin

引用次数: 1

Appropriate Pedagogy to Teach English: Contemporary Tendency Focusing on Non-Native 恰当的英语教学方法:以非母语为中心的当代趋势

ELT Forum: Journal of English Language Teaching Pub Date : 2019-07-29 DOI: 10.15294/elt.v8i1.27778

F. A. D. Anjos

引用次数: 3

Students’ Translation Techniques and Grammatical Errors in Translating Narrative Text 学生在翻译叙事文本中的翻译技巧和语法错误

ELT Forum: Journal of English Language Teaching Pub Date : 2019-07-29 DOI: 10.15294/elt.v8i1.32012

Muhammad Ichsan Andi Wahyono, I. Yuliasri

{"title":"Students’ Translation Techniques and Grammatical Errors in Translating Narrative Text","authors":"Muhammad Ichsan Andi Wahyono, I. Yuliasri","doi":"10.15294/elt.v8i1.32012","DOIUrl":"https://doi.org/10.15294/elt.v8i1.32012","url":null,"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. \u0000Keywords: translation; translation techniques; students’ translation; grammar; grammatical errors; narrative text","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"37 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":"116156908","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: 2

Improving Students' Reading Comprehension of Report Text with KWL Strategy 用KWL策略提高学生对报告文本的阅读理解

ELT Forum: Journal of English Language Teaching Pub Date : 2019-07-29 DOI: 10.15294/elt.v8i1.30244

Nudiya Afiya Farha, Rohani Rohani

{"title":"Improving Students' Reading Comprehension of Report Text with KWL Strategy","authors":"Nudiya Afiya Farha, Rohani Rohani","doi":"10.15294/elt.v8i1.30244","DOIUrl":"https://doi.org/10.15294/elt.v8i1.30244","url":null,"abstract":"ABSTRACT \u0000This 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. \u0000 Keywords: Quasi-experimental; KWL strategy; reading comprehension; report text","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"14 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":"126726600","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: 5