Articles
<![CDATA[THE EFFECTIVENESS OF LISTEN-READ-DISCUSS (LRD) AND GRAPHIC ORGANIZER COMBINATION TECHNIQUE TO TEACH READING COMPREHENSION OF DESCRIPTIVE TEXT ]]>
<![CDATA[Maemun, Akhmad]]>;
<![CDATA[Fitriati, Sri Wuli]]>;
<![CDATA[Farida, Alief Noor]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 7 No 2 (2018): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[This paper is to investigate the effectiveness of the combination technique of LRD(Listen-Read-Discuss) and graphic organizer in teaching reading comprehension. Iused quasi-experimental design in this research. The population of this study was theeighth year students of SMP Negeri 1 Dukuhwaru,Tegal in the academic year of2016/2017. Meanwhile, the sample consisted of 70 students from two classes. Thestudy was started by giving pre-test, treatments, and post-test to both groups. Theexperimental group (VIII D) was taught by LRD and graphic organizer combinationtechnique, while the control group (VIII F) was taught by using conventionalmethod. The data were obtained by giving a reading test to both groups. In addition,the questionnaire and observation were also conducted for the experimental groupto obtain more data. The result of the study indicated that the group taught by LRDand graphic organizer combination technique has better score in the test than thegroup taught by conventional method. In the pretest, the mean score of the controlgroup was 56.65 and the experimental group was 58.11. The mean of posttest ofexperimental group (82.05) was higher than control groups (70.11). Then, the t-testshowed that the tvalue (5.756) was higher than ttable (1.998). It can be concludedthat the working hypothesis is accepted. It means that there is a significant differenceof effectiveness and reading comprehension achievement in reading descriptive textof students who are taught by LRD and graphic organizer combination techniqueand those who are not taught by using that technique. Therefore, thatcombination technique is effective and convenient for students to improve theirachievement reading comprehension of descriptive text.]]>
<![CDATA[AN ANALYSIS OF TEXTUAL MEANING ON STUDENTS’ WRITING OF RECOUNT TEXTS ]]>
<![CDATA[Febriyana, Anggie]]>;
<![CDATA[Sofwan, Ahmad]]>;
<![CDATA[Farida, Alief Noor]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 7 No 2 (2018): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[The topic of this study is the textual meaning on students‟ recount texts of the 4thsemester students of English Department, Semarang State University in theAcademic Year 2016/2017. The analyses intend to figure out what Thematicstructures are displayed and what Thematic progressions are employed in thestudents‟ recount texts. The approach used in this study is qualitative descriptivemethod, and some quantitative approaches to enhance the depth of results. Theunits of analysis of this study were clauses in the 4th semester students‟ recount textstaken from Genre-Based Writing course. The results of the Thematic structuresanalysis show that unmarked topical Theme is the most frequently used rather thanthe marked one. Modal adjunct is the only constituent of interpersonal Theme thatis found to show the writer‟s judgment. Moreover, structural and conjunctiveadjunct are used in relating the clause to its context or another clause. In addition,there only one continuative found in the text to signal a new move is made. Thestudy also shows that the students used re-iteration (constant) to make the text keepfocused. Then, zigzag pattern is commonly used in relative clauses which replacesubject. While multiple (split) pattern is used to introduce a number of differentpieces of information which is made as Theme in subsequent clauses.]]>
<![CDATA[THE INFLUENCES OF TONGUE TWISTER IN TEACHING PRONUNCIATION OF ASPIRATED SOUND [ph] ]]>
<![CDATA[Kholisoh, Anik]]>;
<![CDATA[Farida, Alief Noor]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 7 No 2 (2018): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[Speaking English for Indonesian students needs more than an effort to master asthey cannot produce intelligibly pronunciation. Besides, their mother tongueinterferes them when there is different sound production between Indonesian andEnglish; hence, they have difficulty in pronouncing aspirated sound that does notexist in Indonesian. This study aims to find out how Indonesian students pronounceaspirated sound [ph] and the influences of tongue twister to teach pronunciation ofaspirated sound [ph]. This research uses pre-test post-test quasi-experimental design.The data were collected from the result of pronunciation tests of seventh graders ofSMP Negeri 12 Magelang in academic year 2016/2017. The findings showed thatstudents mispronounced [ph] into /p/ as what they had in Indonesian. After beingtaught with tongue twister, the mean score of experiment group increased from13.28 to 50.16. There was significant difference of the ability between students whowere taught pronunciation using tongue twister and those who were not. The t-testresult was 0.000 sig 5%; it means there was different ability between control andexperiment group after receiving the treatment. Based on the result, the researcherconcluded that tongue twister helps Indonesian students to improve theirpronunciation of aspirated sound [ph].]]>
<![CDATA[The Use of Flashcards and Numbered Heads Together Technique to Improve Students' Vocabulary Knowledge ]]>
<![CDATA[Aji, Rudi Wibowo]]>;
<![CDATA[Farida, Alief Noor]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 8 No 1 (2019): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[ELT Forum: Journal of English Language Teaching ]]>
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DOI: 10.15294/elt.v8i1.27906
<![CDATA[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
]]>
<![CDATA[Cohesion and coherence in the final project abstracts written by undergraduate students ]]>
<![CDATA[Arifin, Ilham Setiawan]]>;
<![CDATA[Farida, Alief Noor]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 9 No 2 (2020): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang ]]>
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DOI: 10.15294/elt.v9i2.37785
<![CDATA[Writing an abstract was not different from writing other kinds of text. As a part of the final project, an abstract should be written clearly, cohesively and coherently. This study aimed to examine cohesion and coherence of the students’ final project abstracts. It also focused to reveal the factors which influenced the quality of the students’ final project abstracts. This study concerned with text analysis. The investigation approach of this study used written discourse analysis. The data of this study were thirty abstracts which were taken from final project abstracts of English Department undergraduate students of Universitas Negeri Semarang in the academic year of 2017-2018. The findings showed that the students did not utilize the five types of cohesive devices to build cohesion in their abstracts. However, it was sufficient to utilize at least three types of cohesive devices to make the abstracts cohesive. Based on Theme and Rheme theory by Halliday, the abstracts were written coherently because they applied the use of cohesive devices. This research also found that there were two factors which influenced the quality of the abstracts. They were the usage of cohesive devices to build cohesion in the abstracts and the usage of Theme and Rheme and thematic progression to build coherence in the abstracts. In conclusion, it was clear that the usage of cohesive devices and Theme and Rheme helped the students write the abstracts cohesively and coherently.The abstract should be written in one paragraph of 150-250 words. Calisto MT font size 9 single spacing. It should containgeneral statement about the primacy of the topic under investigation, research gap, the objectives, method, main findings, and the conclusions.]]>
<![CDATA[The Use of Flashcards and Numbered Heads Together Technique to Improve Students' Vocabulary Knowledge ]]>
<![CDATA[Aji, Rudi Wibowo]]>;
<![CDATA[Farida, Alief Noor]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 8 No 1 (2019): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang ]]>
Show Abstract
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DOI: 10.15294/elt.v8i1.27906
<![CDATA[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]]>
<![CDATA[THE EFFECTIVENESS OF LISTEN-READ-DISCUSS (LRD) AND GRAPHIC ORGANIZER COMBINATION TECHNIQUE TO TEACH READING COMPREHENSION OF DESCRIPTIVE TEXT ]]>
<![CDATA[Maemun, Akhmad]]>;
<![CDATA[Fitriati, Sri Wuli]]>;
<![CDATA[Farida, Alief Noor]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 7 No 2 (2018): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang ]]>
Show Abstract
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Download Original
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Check in Google Scholar
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DOI: 10.15294/elt.v7i2.28857
<![CDATA[This paper is to investigate the effectiveness of the combination technique of LRD(Listen-Read-Discuss) and graphic organizer in teaching reading comprehension. Iused quasi-experimental design in this research. The population of this study was theeighth year students of SMP Negeri 1 Dukuhwaru,Tegal in the academic year of2016/2017. Meanwhile, the sample consisted of 70 students from two classes. Thestudy was started by giving pre-test, treatments, and post-test to both groups. Theexperimental group (VIII D) was taught by LRD and graphic organizer combinationtechnique, while the control group (VIII F) was taught by using conventionalmethod. The data were obtained by giving a reading test to both groups. In addition,the questionnaire and observation were also conducted for the experimental groupto obtain more data. The result of the study indicated that the group taught by LRDand graphic organizer combination technique has better score in the test than thegroup taught by conventional method. In the pretest, the mean score of the controlgroup was 56.65 and the experimental group was 58.11. The mean of posttest ofexperimental group (82.05) was higher than control groups (70.11). Then, the t-testshowed that the tvalue (5.756) was higher than ttable (1.998). It can be concludedthat the working hypothesis is accepted. It means that there is a significant differenceof effectiveness and reading comprehension achievement in reading descriptive textof students who are taught by LRD and graphic organizer combination techniqueand those who are not taught by using that technique. Therefore, thatcombination technique is effective and convenient for students to improve theirachievement reading comprehension of descriptive text.]]>
<![CDATA[AN ANALYSIS OF TEXTUAL MEANING ON STUDENTS’ WRITING OF RECOUNT TEXTS ]]>
<![CDATA[Febriyana, Anggie]]>;
<![CDATA[Sofwan, Ahmad]]>;
<![CDATA[Farida, Alief Noor]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 7 No 2 (2018): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/elt.v7i2.28858
<![CDATA[The topic of this study is the textual meaning on students‟ recount texts of the 4thsemester students of English Department, Semarang State University in theAcademic Year 2016/2017. The analyses intend to figure out what Thematicstructures are displayed and what Thematic progressions are employed in thestudents‟ recount texts. The approach used in this study is qualitative descriptivemethod, and some quantitative approaches to enhance the depth of results. Theunits of analysis of this study were clauses in the 4th semester students‟ recount textstaken from Genre-Based Writing course. The results of the Thematic structuresanalysis show that unmarked topical Theme is the most frequently used rather thanthe marked one. Modal adjunct is the only constituent of interpersonal Theme thatis found to show the writer‟s judgment. Moreover, structural and conjunctiveadjunct are used in relating the clause to its context or another clause. In addition,there only one continuative found in the text to signal a new move is made. Thestudy also shows that the students used re-iteration (constant) to make the text keepfocused. Then, zigzag pattern is commonly used in relative clauses which replacesubject. While multiple (split) pattern is used to introduce a number of differentpieces of information which is made as Theme in subsequent clauses.]]>
<![CDATA[THE INFLUENCES OF TONGUE TWISTER IN TEACHING PRONUNCIATION OF ASPIRATED SOUND [ph] ]]>
<![CDATA[Kholisoh, Anik]]>;
<![CDATA[Farida, Alief Noor]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 7 No 2 (2018): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/elt.v7i2.28859
<![CDATA[Speaking English for Indonesian students needs more than an effort to master asthey cannot produce intelligibly pronunciation. Besides, their mother tongueinterferes them when there is different sound production between Indonesian andEnglish; hence, they have difficulty in pronouncing aspirated sound that does notexist in Indonesian. This study aims to find out how Indonesian students pronounceaspirated sound [ph] and the influences of tongue twister to teach pronunciation ofaspirated sound [ph]. This research uses pre-test post-test quasi-experimental design.The data were collected from the result of pronunciation tests of seventh graders ofSMP Negeri 12 Magelang in academic year 2016/2017. The findings showed thatstudents mispronounced [ph] into /p/ as what they had in Indonesian. After beingtaught with tongue twister, the mean score of experiment group increased from13.28 to 50.16. There was significant difference of the ability between students whowere taught pronunciation using tongue twister and those who were not. The t-testresult was 0.000 sig 5%; it means there was different ability between control andexperiment group after receiving the treatment. Based on the result, the researcherconcluded that tongue twister helps Indonesian students to improve theirpronunciation of aspirated sound [ph].]]>
<![CDATA[Cohesion and coherence in the final project abstracts written by undergraduate students ]]>
<![CDATA[Arifin, Ilham Setiawan]]>;
<![CDATA[Farida, Alief Noor]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 9 No 2 (2020): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/elt.v9i2.37785
<![CDATA[Writing an abstract was not different from writing other kinds of text. As a part of the final project, an abstract should be written clearly, cohesively and coherently. This study aimed to examine cohesion and coherence of the students’ final project abstracts. It also focused to reveal the factors which influenced the quality of the students’ final project abstracts. This study concerned with text analysis. The investigation approach of this study used written discourse analysis. The data of this study were thirty abstracts which were taken from final project abstracts of English Department undergraduate students of Universitas Negeri Semarang in the academic year of 2017-2018. The findings showed that the students did not utilize the five types of cohesive devices to build cohesion in their abstracts. However, it was sufficient to utilize at least three types of cohesive devices to make the abstracts cohesive. Based on Theme and Rheme theory by Halliday, the abstracts were written coherently because they applied the use of cohesive devices. This research also found that there were two factors which influenced the quality of the abstracts. They were the usage of cohesive devices to build cohesion in the abstracts and the usage of Theme and Rheme and thematic progression to build coherence in the abstracts. In conclusion, it was clear that the usage of cohesive devices and Theme and Rheme helped the students write the abstracts cohesively and coherently.The abstract should be written in one paragraph of 150-250 words. Calisto MT font size 9 single spacing. It should containgeneral statement about the primacy of the topic under investigation, research gap, the objectives, method, main findings, and the conclusions.]]>
