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ELT-Lectura
Published by Universitas Lancang Kuning
ISSN : 23388560     EISSN : 25500724     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
ELT-Lectura is a biannual publication journal published in the months of February and August; it presents articles on English Language Teaching (ELT), whether as a second, additional, or foreign language, or as an international Lingua Franca. The Journal links the everyday concerns of practitioners with insights gained from relevant academis dissciplines.
Arjuna Subject : -
Articles 8 Documents
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Search results for , issue "Vol. 1 No. 1 (2014): ELT-Lectura Studies and Perspective in English Language Teaching" : 8 Documents clear
Feedback in English Writing for Indonesian EFL Students Herlinawati Herlinawati
ELT-Lectura Vol. 1 No. 1 (2014): ELT-Lectura Studies and Perspective in English Language Teaching
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elt-lectura.v1i1.433

Abstract

This study provides an overview about the feedback given to the students’ English writing. The essential of feedback in teaching writing for Indonesian EFL students due to the shift from process to product is becoming the rationale of this study. Student writing is often influenced by the students’ writing concept in addressing their ideas in Indonesian writing and English context as Foreign Language (EFL) in which is different. As giving feedback is one of the teachers’ tasks, the study on teachers’ perception on students’ writing and students’ perceptions on teachers’ responses need to be done. Some previous researchs on writing have been conducted on English department students in Lancang Kuning University. This study intends to get the views how feedback is given in EFL classroom in which the findings of the study is expected to know the needs of the students on their EFL writing in accomplishing good writing.
Empowering Facebook in Applying Task-Based Instruction to Teach Writing for EFL Learners Husna Haiaty
ELT-Lectura Vol. 1 No. 1 (2014): ELT-Lectura Studies and Perspective in English Language Teaching
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elt-lectura.v1i1.443

Abstract

The purpose of this article is to give an overview of how to take an advantage of using facebook in applying the methodology of Task- Based Instruction (TBI) to teach writing to EFL learners in order to stimulate them create written texts. To address the topic, the article is arranged in the following way: (a) defining task, (b) the methodology of task- based instruction, (c) how to use facebook in applying TBI to teach writing.
The Abilities in Applying Verb Tenses in Writing Sentence Using Mixed Model Herdi Herdi
ELT-Lectura Vol. 1 No. 1 (2014): ELT-Lectura Studies and Perspective in English Language Teaching
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elt-lectura.v1i1.445

Abstract

This research intends to identify the students’ ability and the common problems in mastering verb tenses in writing sentences. The research tries to identify students’ ability in applying verb tenses in their writing and to explain the problems found in using verb tense in their writing. This research used mixed methods. The participants of the research were the second year students of English Department FKIP UNILAK Pekanbaru. The findings showed the students’ ability categorized “less”. The data also reveals that the students’ common problems in mastering verb tenses in writing sentence was classified in two groups; they were the students’ common problems with verb tenses such as errors in time expresses, duration of the action, and aspect of the action beyond its time and the problems influencing the students’ ability in applying verb tenses in writing sentences such as lack of work on exercises, lazy to review the lesson, and do not have enough time to study verb tenses in the class.
Reasons for Students’ Code-Switching Between Informal Indonesian and English in ELT Contexts Marwa Marwa
ELT-Lectura Vol. 1 No. 1 (2014): ELT-Lectura Studies and Perspective in English Language Teaching
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elt-lectura.v1i1.446

Abstract

This descriptive and analytical study aimed at exploring the phenomenon of code-switching between Informal Indonesian (INF-I) and English exhibited in the classroom speech of the students at English Education Department of Faculty of Education and Teachers Training Lancang Kuning University in Pekanbaru-Riau. The main discussion of code-switching (CS hereafter) is the students’ reasons for employing CS. The data was collected by recording the students’ speech which was then transcribed as conversational data and by conducting unstructured interview. The research was conducted particularly in formal situations; in Speaking I classes involving sixty students of the first year. This study found that in formal situations such as in ELT contexts, the students’ reasons for CS were as compensatory strategy for the deficiency, as a language negotiation, as extended explanation, as an expression of solidarity, as flexibility of expression and as translation. These all reasons were primarily pertinent to fulfill communicative needs and communicative strategies.
Teaching Narrative Writing Through Pictures Series Technique Nursyamsi. H Nursyamsi. H
ELT-Lectura Vol. 1 No. 1 (2014): ELT-Lectura Studies and Perspective in English Language Teaching
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elt-lectura.v1i1.447

Abstract

This Classroom Action Research aimed to find out the students’ improvement in writing narrative text through picture series technique at the eleventh grade of students of SMA Pesantren Putri Yatama Mandiri, South Sulawesi. The design of this research consisted of two cycles. One cycle consisted of four meetings. It means that there were eight meetings in two cycles. The sample in this research consisted 30 students . The instrument are reading test and observation sheet. The result of the students’ reading test in cycle I and cycle II had improve in different scores. There was improvement by students’ writing narrative ability at the end action of cycle II, it was proved by the mean score of cycle I was 60.52 that improved to be 76.51 in cycle II while the standard criteria for the achievement of mastery learning (KKM) 70. They were higher than means score of diagnostic test namely 45.68. This research proved Picture series technique could improve the students‘ writing narrative ability
USING SONGS IN THE SPEAKING CLASS: Improving Students’ Abilities in a Relaxing Way. Dahler Dahler
ELT-Lectura Vol. 1 No. 1 (2014): ELT-Lectura Studies and Perspective in English Language Teaching
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elt-lectura.v1i1.448

Abstract

This Classroom Action Research (CAR) aimed to find out whether students’ activities through song can be used as media for improving the students speaking skill. The participants of this study were 21 students of English department, Lancang Kuning University academic year 2012/2013. This present study conducted in two cycles, and each of the cycle had four meetings during April - Mei 2012. After analyzing the data, it was found that the activities through song improved the students’ speaking skill and influenced all indicators of speaking skill in term of accent, grammar, vocabulary, fluency, and comprehension. Furthermore, it built up the students’ confidence and participation in class. The researcher concluded that the students’ activities through song can improve the students’ speaking skill.
APPLYING WORD CHAIN GAME TO IMPROVE STUDENTS’ VOCABULARY MASTERY M. Fadhly Farhy Abbas
ELT-Lectura Vol. 1 No. 1 (2014): ELT-Lectura Studies and Perspective in English Language Teaching
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elt-lectura.v1i1.450

Abstract

This Classroom Action Research (CAR) aimed to improve the students’ vocabulary mastery by applying theword chain game as a teaching technique. The students of SMPN 20 Pekanbaru particularly at grade VIII.6 were the participants of the research. There were 39 students who were taught by using word chain game to improve their vocabulary mastery. The Findings shows there was improvement of the students’ vocabulary mastery using the word chain game, it can be seen from the students’ score and the learning atmosphere. The data reveals, the students score was 81.2. The data also showing interesting, active, and joyful in the learning process. Based on the research findings, it can be concluded that the word chain game can help the students of SMPN 20 Pekanbaru at grade VIII.6 to improve their vocabulary mastery. This research finding implies that the use of the word chain game can be used in learning English particularly in teaching andlearning vocabulary.
A School-based Management and Supervision Model in EFL Schools Nurhuda. H Nurhuda. H
ELT-Lectura Vol. 1 No. 1 (2014): ELT-Lectura Studies and Perspective in English Language Teaching
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elt-lectura.v1i1.442

Abstract

This article offers a school-based reflective management model in EFL schools that centers on reflective practice for EFL teachers and administrators drawing on four bodies of literature (reflective thinking, supervision, teacher inquiry in EFL context and organizational learning). This study introduce "reflective management and supervision" and the terms "management" and "supervision" are used interchangeably to describe the broadest contexts in which this study advance the concept of the teacher and administrator as both reflective practitioner and instructional leader and take school administrator as a "non-managerial" "consultative" curriculum developer/supervisor, and head learner.

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