ELT Forum: Journal of English Language Teaching 2019-07-29T09:14:57+00:00 Agung Ginanjar Anjaniputra Open Journal Systems <p style="text-align: justify;"><strong>English Version</strong></p> <p style="text-align: justify;">ELT Forum cheers submissions that put in theory and method from all parts of linguistics to the learning of education. Matters of linguistic study contain: text/corpus linguistics, sociolinguistics, functional grammar, discourse analysis, critical discourse analysis, conversational analysis, linguistic anthropology/ethnography, language acquisition, language socialization, narrative studies, gesture/ sign /visual forms of communication, cognitive linguistics, literacy studies, language policy, and language ideology.</p> Students’ Translation Techniques and Grammatical Errors in Translating Narrative Text 2019-07-29T09:14:57+00:00 Muhammad Ichsan Andi Wahyono Issy Yuliasri <p>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.</p> <p><strong>Keywords</strong>:&nbsp;translation; translation techniques; students’ translation; grammar; grammatical errors; narrative text</p> 2019-07-29T07:00:12+00:00 ##submission.copyrightStatement## Appropriate Pedagogy to Teach English: Contemporary Tendency Focusing on Non-Native 2019-07-29T09:12:33+00:00 Flávius Almeida dos Anjos <p>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.</p> <p><strong>Keywords</strong>: Pedagogy; English language; non-native</p> 2019-07-29T07:42:11+00:00 ##submission.copyrightStatement## Improving Students' Reading Comprehension of Report Text with KWL Strategy 2019-07-29T09:11:23+00:00 Nudiya Afiya Farha Rohani Rohani <p><strong>ABSTRACT</strong></p> <p>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 <em>Independent Sample Test</em> 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.</p> <p>&nbsp;<strong>Keywords:</strong>&nbsp;Quasi-experimental; KWL strategy; reading comprehension; report text</p> 2019-07-29T07:47:19+00:00 ##submission.copyrightStatement## The Use of Flashcards and Numbered Heads Together Technique to Improve Students' Vocabulary Knowledge 2019-07-29T09:10:16+00:00 Rudi Wibowo Aji Alief Noor Farida <p>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.</p> <p><strong>Keywords</strong>: flashcards; Numbered Heads Together; vocabulary knowledge; quasi experimental research</p> <p>&nbsp;</p> 2019-07-29T07:50:22+00:00 ##submission.copyrightStatement## Content Analysis of Student Book When English Rings A Bell (Revised Edition) for Grade VIII of Junior High School 2019-07-29T09:08:10+00:00 Hayati Wasistyo Adi Puji Astuti <p>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 <em>English Rings a Bell</em> 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.</p> <p><strong>Keywords</strong>: textbook analysis; When English Rings a Bell; 2013 Curriculum; cognitive domain; psychomotor domain</p> 2019-07-29T07:52:50+00:00 ##submission.copyrightStatement## Texts with Various Levels of Hardness, Reading Comprehension and Reading Motivation: I+1 Versus I-1 2019-07-29T09:06:43+00:00 Ehsan Namaziandost Fariba Rahimi Esfahani Mehdi Nasri <p>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<strong>. </strong>To fulfil this objective, 54 Iranian pre-intermediate EFL learners were selected from two intact classes (<em>n </em>= 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 (<em>p</em> &lt; .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.</p> <p><strong>Keywords</strong>: Comprehensible Input; Extensive reading; Foreign language reading motivation; Input; Reading comprehension; Text difficulty level</p> 2019-07-29T07:55:38+00:00 ##submission.copyrightStatement## The Communicative Competence Components Analysis in Using English through EIR 2019-07-29T09:05:11+00:00 Ayu Silvana Faradilla Dwi Rukmini <p>This study was aimed to explain the communicative competence components of the fourth semester English Department students through <em>English Interaction Room</em> (<em>EIR</em>). The communicative competence components in using English were analyzed based on the grammatical competence, discourse competence, sociolinguistic competence and strategic competence.</p> <p>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.</p> <p>In conclusion, most of <em>EIR</em> 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.</p> <p>&nbsp;<strong>Keywords</strong>: Communicative Competence; Using English;&nbsp;<em>English Interaction Room (EIR).</em></p> 2019-07-29T07:58:10+00:00 ##submission.copyrightStatement## The Coherence Analysis of Students' Analytical Exposition Texts 2019-07-29T09:04:39+00:00 Nur Aeni Afiati Mafuroh Yusnita Sylvia Ningrum <p>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.</p> <p><strong>Keywords</strong>: analytical exposition; coherence; schematic structure; thematic choices; thematic development</p> 2019-07-29T08:01:16+00:00 ##submission.copyrightStatement## The Effectiveness of Split Dictation as a Teching Strategy to Improve Students' Listening Skill 2019-07-29T09:03:08+00:00 Tri Widi Kurniawan C Murni Wahyanti <p>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 23<sup>th</sup> version program, the computation of the t-test which score of the sig (<em>2 tailed</em>) 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.</p> <p><strong>Keywords</strong>:<strong>&nbsp;</strong>Split Dictation Technique; Listening Skill</p> 2019-07-29T08:03:32+00:00 ##submission.copyrightStatement## The Comparison between Wattpad and Blog in Project Based Learning to Teach Written Analytical Exposition Text 2019-07-29T09:01:55+00:00 Fahmi Millati Hanifah Dwi Anggani Linggar Bharati <p>&nbsp;&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;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.</p> <p>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 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 &gt; 2.064).</p> <p>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 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.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</p> <p><strong>Keywords</strong>: Wattpad; Blog; Project Based Learning; Writing; Analytical&nbsp;Exposition Text</p> 2019-07-29T08:07:07+00:00 ##submission.copyrightStatement##