https://journal.unnes.ac.id/sju/index.php/elt/issue/feed ELT Forum: Journal of English Language Teaching 2019-12-19T04:14:31+00:00 Agung Ginanjar Anjaniputra elt.pendidikan@gmail.com Open Journal Systems <p style="text-align: justify;"><strong>English Version</strong></p> <p style="text-align: justify;">ELT Forum (p-ISSN&nbsp;<a href="http://issn.pdii.lipi.go.id/issn.cgi?daftar&amp;1333515478&amp;1&amp;&amp;">2252-6706</a>/ e-ISSN&nbsp;<a href="http://issn.pdii.lipi.go.id/issn.cgi?daftar&amp;1576658845&amp;1&amp;&amp;" target="_blank" rel="noopener">2721-4532</a>) encourages research that put in theory and method from English language teaching to all parts of applied linguistics. 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> https://journal.unnes.ac.id/sju/index.php/elt/article/view/32026 The Implementation of Action Song in Improving Mentally Retarded (Type C1) Students' Vocabulary Attainment 2019-11-30T13:24:08+00:00 Uswatun Khasanah uswakhazanah@gmail.com <p>This research is about the implementation of action song in improving mentally retarded students’ (type C1) vocabulary attainment. This research is aimed to understand the implementation of action song improves students’ vocabulary attainment and to find out the difficulties in implementing process. The research design used was an exploratory design. In doing this research, I collected research data by applying observation checklists, video recording, and interviews as research instrument. In the implementation I found difficulties: most of students were shy, they did not want to do action song in front of the class; made all students to sing aloud the song while doing action song was difficult, there were only some students could do it better than before; they liked to follow the move of the action song, but they could not mention the name of part of the body they were touching. From the interview I found that, 68% participants believed English language learning is needed for mentally retarded students, 74% participants believed action song helps mentally retarded students attaining English vocabulary, 90% participants believed action song helps mentally retarded students more active in learning activity, 96% participants believed action song is appropriate to be applied in English learning for mentally retarded students, 66% participants argued that mentally retarded students enthused studying English at school or home, and 68% participants argued that mentally retarded students had interest about something related to English.</p> 2019-11-30T13:06:40+00:00 ##submission.copyrightStatement## https://journal.unnes.ac.id/sju/index.php/elt/article/view/31281 Language Learning Strategies Used by Students with Different Listening Achievement 2019-12-09T04:55:45+00:00 Lilik Alfuatin lilik.alf75@gmail.com <p>The objective of this study was to describe the language learning strategies used by students with different listening achievement. Seventy students from two classes were chosen to participate in this study by using a convenience sampling technique. They were divided into three achievement groups based on the achievement group’s technique by Arikunto (2006). Listening achievement test and modified Strategy Inventory of Language Learning (SILL) questionnaire were used to collect data. The design of this research was descriptive quantitative.</p> <p>The study found that high, intermediate, and low achievement group used all six kinds of strategy. High achievement group used strategies more often than intermediate, and low achievement group. Metacognitive strategies were the most used strategies for high, intermediate, and low achievement group. In contrast, affective strategies were the least used strategies for high, and intermediate achievement group. Meanwhile, compensation was the least used strategy for low achievement group.&nbsp;</p> 2019-11-29T00:00:00+00:00 ##submission.copyrightStatement## https://journal.unnes.ac.id/sju/index.php/elt/article/view/31778 The Use of Cue Card in Cooperative Learning for Teaching Vocabulary 2019-12-09T04:56:59+00:00 Parmi Parmi kholifatul95farmi@gmail.com <p>Vocabulary is the basic of English that is very important and difficult to master. Vocabulary will help students to master the four skills of language. Therefore, teacher have to make creative and interesting a way for teaching vocabulary.This study concern about how cue card and cooperative learning is used for teaching vocabulary. This study focused on theuse cue card as learning media and cooperative learning as learning method. The subject of this study was seven grade student of SMP N 41 Semarang. The aim of this study was to describe the implementation of cue card with cooperative learning in teaching vocabulary to the students in the classroom. This study was a qualitative case research. The observation, questionnaire, interview, and document analysis was used to collect the data. The questionnaire was given at the end of the study. The observation sheet used to monitor the students and teacher’s activities during the teaching learning process. The intrview was done at the end of the meeting.Based on the result, the researcher concluded that the use of cue card for teaching English vocabulary is interesting, effective, efficient, and arffordable. In addition, cooperative learning was helpfull to increase the student’s confidence.</p> <p>&nbsp;</p> <p><strong>Keywords: Cue Card, Cooperative Learning, English Vocabulary</strong></p> 2019-11-30T00:00:00+00:00 ##submission.copyrightStatement## https://journal.unnes.ac.id/sju/index.php/elt/article/view/31786 The Use of Puppet and Flashcard as Media in Teaching Vocabulary for Children with Special Needs 2019-12-09T04:59:46+00:00 Nining Candra Wahyuni niningcandra1@gmail.com <p>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 eighth-grade 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 &lt; 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.</p> <p>&nbsp;&nbsp;</p> <p><strong>Keywords</strong>: Puppet, Flashcard, Teaching Vocabulary, Quasi Experimental Research.</p> 2019-11-30T00:00:00+00:00 ##submission.copyrightStatement## https://journal.unnes.ac.id/sju/index.php/elt/article/view/31809 The Politeness of English Teacher's Utterances Inside and Outside Classroom 2019-12-09T05:00:56+00:00 Dian Tri Ceriyantina diantc13@yahoo.com <p><strong>ABSTRACT </strong></p> <p>Ceriyantina,D.T. <em>The Politeness of Teacher’s Utterance Inside and Outside The Learning Process.</em> Final Project. English Department, Faculty of Language and Arts, Semarang State University. Advisor: Dr. Hendi Pratama,M.A</p> <p>Keyword: Politeness, Utterance, Pragmatic, Teacher.</p> <p>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; This study is about politeness of the teacher’s utterance entitled: The Politeness of Teacher’s Utterances Inside and Outside The Learning Process. The aim of this study is to find out the strategy and the dominant maxim of politeness that used by teacher inside and outside the learning process. This study was a descriptive qualitative study to describe the result of the analyzing of teacher’s utterance. I used teacher’s utterance inside and outside the learnig process as the object of the study. In collecting data, i record the teacher’s utterance inside the learning process then transcript the result of the record. After that, the data will be analyzed with the type of pooliteness and clasified into the maxim of politeness. The result of the analyze teacher’s utterance inside the learning process contain pf 73 utterances with ten maxims of politeness by Leech (2014). After going through data analysis process, it can be concluded that seven maxims of politeness used by English teacher inside the learning process. The maxims that used are Tact with percentage 47,95%, Obligation S to O with percentage 27,29%, Generosity with percentage 17,80%, Approbation with percentage 2,74%, Modesty with percentage 1,37%, Obligation O to S with percentage 1,37%, Sympathy with percentage 1,37%. Meanwhile, the result of the analyze teacher’s utterance outside the learning process contain of 20 utterance with five maxims, the maxim that used are Tact with percentage 50%, Generosity with percentage 15%, Modesty with percentage 15%, Approbation with percentage 10%, Obligation os S to O with percentage 10%. Based on the result of the procedure, the writer cab conclude that the dominant type of the maxim that used by English teacher inside and outside the learning process. The writer also use analysis method to analyze the data so that can be found the reason of the classification result.</p> 2019-11-30T00:00:00+00:00 ##submission.copyrightStatement## https://journal.unnes.ac.id/sju/index.php/elt/article/view/32361 Investigating Washback of National Standardized School Examination on Junior High School Students and Teachers 2019-12-09T05:56:12+00:00 Alief Imani Sumpada alief.imani@gmail.com <p>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 <em>Ujian Sekolah Berstandar Nasional</em> (USBN) brought positive and negative effect. The students applied some learning strategies to develop their reading and writing skills to face English <em>USBN</em>. 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 <em>USBN</em> on the students and teacher at SMP N 1 Kertek in academic year of 2018/2019.</p> 2019-11-30T00:00:00+00:00 ##submission.copyrightStatement## https://journal.unnes.ac.id/sju/index.php/elt/article/view/32716 The Analysis of Teacher Talk and The Characteristic of Classroom Interaction in English for Young Learner 2019-12-19T04:14:31+00:00 Nurul Khusnaini nurulkhusna34@gmail.com <p><strong>ABSTRACT</strong></p> <p>This study was aimed&nbsp;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&nbsp; 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.</p> <p><strong>Keywords: </strong>Teacher Talk, Classroom Interaction, Flanders Interaction Analysis Categories</p> 2019-11-30T00:00:00+00:00 ##submission.copyrightStatement## https://journal.unnes.ac.id/sju/index.php/elt/article/view/32927 Enhancing EFL Learners' Talk Through CL Facilitated TBL: Process 2019-12-09T05:07:20+00:00 Siti Asriyah sitiasriyah22@gmail.com <p>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.</p> <p><strong><em>Keywords</em></strong><em>: Task-based Learning, Cooperative Learning, enhance, EFL learners’ talk</em></p> 2019-11-30T00:00:00+00:00 ##submission.copyrightStatement## https://journal.unnes.ac.id/sju/index.php/elt/article/view/32956 Textual Meaning of English Textbook Instruction 2019-12-19T04:13:25+00:00 Iftita Kharisma Rosi iftitarosi1123@gmail.com Yusnita Sylvia Ningrum yusnita-sylvia.ningrum@mail.unnes.ac.id <p>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 <em>Bahasa Inggris Kelas X </em>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<em>.</em> Meanwhile, the data were the instruction clauses in Chapters 1-7 (the first semester) of the textbook.</p> <p>The 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</p> 2019-11-30T00:00:00+00:00 ##submission.copyrightStatement## https://journal.unnes.ac.id/sju/index.php/elt/article/view/33356 Vocabulary Acquisition (Incidental) through Watching Subtitled Video Material 2019-12-09T05:08:27+00:00 Alvin Salazar Rosales arosales@feu.edu.ph <p class="Abstrake"><span lang="EN-US">Subtitle refers to the time-synchronized text on a video that translates the spoken audio to another language. This research deals with the effect of watching subtitled video material on the vocabulary acquisition (incidental) of the Filipino learners of English with an emphasis on the receptive and productive vocabulary knowledge. The study was participated by 100 university students in a private higher education institution in the Philippines. The study used a pretest and posttest design in which the Vocabulary Knowledge Scale developed by Paribakht and Wesche (1993) was employed. The results show that there is a significant difference between the pretest and the posttest performance in vocabulary acquisition in terms of receptive and productive vocabulary knowledge of the participants. The findings imply the integration of subtitled video material in the teaching of vocabulary in Philippine classrooms because of its effectiveness which, up to this point, is not yet realized.</span></p> 2019-11-30T00:00:00+00:00 ##submission.copyrightStatement##