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English Language in Focus (ELIF)
Published by Universitas Muhammadiyah Jakarta
ISSN : -     EISSN : 26223597     DOI : https://doi.org/10.24853/elif.x.x.xx-xx
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
English Language in Focus (ELIF) Journal conceptually concerned on an interdisciplinary field of English Applied Linguistics and Literature, including: Bilingualism Multilingualism Conversation Analysis Contrastive Linguistics Sign Linguistics Language Assessment Literacies Discourse Analysis Language Pedagogy Second Language Acquisition Language Planning and Policy Interlinguistics Stylistics Language Teacher Education Pragmatics Forensic Linguistics Translation Literature
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 94 Documents
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Non-EFL Students Vocabulary Learning Strategies Holifah Holifah; Kurniasih Kurniasih
English Language in Focus (ELIF) Vol 4, No 1 (2021): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.4.1.51-60

Abstract

As development progresses, international competition and cooperation cannot be avoided.  This phenomenon will encourage students to participate in it.  Therefore, the ability to speak English is an important component to be involved in this phenomenon.  Various countries in the world have been competing to apply English to their children from an early age.  This study will focus on students' perceptions of vocabulary strategies in learning English.  This study involved 32 participants from different universities and data collection was done through a questionnaire.  The results showed that the participants liked to use learning strategies, and they agreed that using strategies in learning could improve the quality of vocabulary learning.  As well as train their language skills, reasoning abilities, and understanding of the content of word use.  Even though they are not consistent with just one strategy, from the data, presented, they almost ever do all the strategies offered.
EFL Students’ Coping Strategies for Speaking Anxiety During Online Learning Nabilah Nurfajri Maharani; Roslaini Roslaini
English Language in Focus (ELIF) Vol 4, No 1 (2021): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.4.1.1-10

Abstract

The anxiety of learning a foreign language can be an obstacle in achieving the learning goals. Concerning the learning anxiety, the students of the English Education Study Program of FKIP UHAMKA were also dealing with the anxious experience when learning speaking conducted online. It seems unavoidable for students of English Foreign Language (EFL) to face anxiety when online learning. For this reason, the purpose of this study is to investigate the coping strategies that most students use to overcome speaking anxiety during online learning. 62 students in the fourth semester were respondents to this study. The data were then qualitatively collected using two types of questionnaires: closed-ended and open-ended questionnaires. The collected data were analyzed using descriptive analysis, which described and tabulated the students’ responses.  After analyzing the closed-ended and open-ended responses, it is reasonable to conclude that the respondents mostly used the strategies of preparation, positive thinking, and peer seeking to cope with speaking anxiety in the context of online learning. In addition, based on open-ended responses, preparation was the most commonly used strategy by them.
Non-English University Students Motivation in Learning English Online Safira Naila Farihah; Atik Umamah
English Language in Focus (ELIF) Vol 4, No 1 (2021): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.4.1.41-50

Abstract

This research was conducted to investigate non-English university students’  motivation in learning English online based on their English achievement. This qualitative study involves 31 Indonesian language students from the fourth semester of a private university in Malang.  The questionnaire data used by students were grouped into two items; Intrinsik motivation and Extrinsic motivation adopted from Subakhtiasih and Putri, (2020). Based on the total participant average scores, two students were involved in semi-structured interviews. These students were recruited based on two criteria: 1) Student is a high achiever in class. 2) Student is a low achiever in class.  The students were asked what is the motivation to learn English and how do they manage their time and achieve their learning goals to stay motivated during online learning English. The data of the questionnaire and the interview was analyzed using content analysis. To triangulate the data, investigator triangulation was performed by involving two data analysts. The result of this research is that student motivation is at a moderate level. Students combine intrinsic motivation and extrinsic motivation to motivate them to learn English online. Furthermore, students have an effective way (e.g. time management and target goals) to stay motivated while studying English online.
Descriptive Text Writing: Peer Response Strategy and Students’ Learning Motivation Putra Pratama; Nurfisi Arriyani
English Language in Focus (ELIF) Vol 4, No 1 (2021): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.4.1.81-88

Abstract

This quantitative study research is aimed to find out whether or not (1) peer-response strategy gives a significant impact on descriptive text-ability of the students with high and low motivation; and (2) peer-response strategy and students’ motivation gave interaction effect on the students’ descriptive text writing. 2 classes of 10th grade consisting of 30 students each were selected through cluster random sampling as the sample which then being determined to become groups of experimental and control. Both pre-and post-tests of descriptive text writing and a questionnaire to measure students’ motivation in learning were used as the instruments in collecting the data. The statistical analysis of t-test and two-way ANOVA hence used to analyze the data. The findings of this study revealed that: (1) peer-response strategy significantly influence descriptive text-ability of the students either with high or low motivation in which p-output of 0.000 was lower than mean significant difference at the level of 5% (0.05), and (2) the calculation result of p-output which reached the value of 0.142 (higher than significant difference at the level of 5%) showed that there was no interaction effect of peer-response strategy and motivation on students’ descriptive text writing. Thus, this research study concluded that peer-response strategy gave a significant effect on the descriptive text writing ability of the students with both high and low motivation in learning.
Speaking Teaching Strategies Used by Vocational School EFL Teacher Ikhsan Ramadhan Hasibuan; Andre Bona Josua Panjaitan; Erikson Saragih
English Language in Focus (ELIF) Vol 4, No 2 (2022): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.4.2.127-136

Abstract

This study aims to represent vocational school teachers' strategies for teaching speaking to students at secondary level in Medan, North Sumatra province, Indonesia. This research is a qualitative descriptive research design with 13 participants taking part. In collecting the data, the researcher used a structured self-administered questionnaire with ten questions divided into three parts: introductory, practice, and evaluation. The questions in the introductory section were all about the teacher's preparation process for teaching speaking, such as what resources they used and whether the reference sources were relevant to the syllabus. The practice session questions then go through the teaching and learning process, including what methods teachers use, why they choose this method, what activities teachers do, and what activities the students do during the learning speaking skills process. Lastly, the evaluation session questions include activities that occur after the teaching and learning process, such as how the teacher assesses students, what assessment criteria or rubrics are commonly used, and what suggestions are supposed to help students in their speaking skill problems.
Student English Achievement and Their Learning Style: A Correlation Study on English Learners Exposure Amanda Zulianti; Slamet Asari
English Language in Focus (ELIF) Vol 4, No 2 (2022): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.4.2.107-116

Abstract

The purpose of this study is to determine the relationship between students' learning styles and their English achievement. In this study, the researchers used quantitative methods and correlational research designs. The population of the study was students of Khaengsriphum School at Loei, Thailand. From the total population, 35 sixth-grade students were chosen as a sample. In collecting the data, students were given questionnaires and tests. The questionaire  that created by researcher was based on a learning style theory and used a Likert scale. In this study, the questionnaire addresses all learning styles, including visual, auditory, and tactile.  The Pearson Product Moment was then used to analyze the data from the test and to determine if there was a correlation between the two variables. For hypothesis testing, the researcher used SPSS version 25. Based on the results of categorizing students' learning styles through questionnaires, showed that 11 students (31%) preferred visual learning styles, 15 students (43%) preferred auditory learning styles, and nine students preferred tactile learning styles (26%). This indicated that Khaengsriphum School students tend to have auditory learning style. In addition to the questionnaire, the correlation test results revealed that students' learning styles had a significant relationship to their learning achievement, with a significance level of 0.00. The calculation results showed that students who referred to the visual learning style had  the highest correlation (0,908), followed by students who referred to the auditory learning style (0,827). Thus students who referred to tactile learning styles have the lowest correlation (0,823). In conclusion, although the visual learning style has the strongest correlation, the majority of students tended to prefer the auditory learning style during the learning process.
EFL Students’ Ability and Barriers in Report Text Ari Prasetyaningrum; Maman Asrobi; Muhammad Husnu; Saopia Royahin
English Language in Focus (ELIF) Vol 4, No 2 (2022): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.4.2.149-162

Abstract

The research purposes were to determine the students’ ability along with the barriers in writing report texts of the eleventh graders at MA NWDI Perian. This research adopted a mix method of sequential explanatory analysis (quantitative descriptive-qualitative).  The Instruments were written tests and interviews. Students were first asked to write report texts to determine their ability and then they were asked a series of questions related to the data results. Based on the results, the mean score was 52.19 and the passing grade for English was 70. This indicates that the participants’ ability in writing report texts is poor or below standard. There are five components that are assessed, and participants' ability levels in these five components are still relatively low. The percentages of each assessment were as follows: content 21%, organization 21%, vocabulary 18%, language 18%, and mechanic 22%. According to the results of qualitative data analysis, the barriers in writing report texts were content, organization, vocabulary, language, and mechanics. In addition to those students barriers, there are other factors that should be considered in writing tasks, such as motivation, lexicogrammar features, paragraph elements, or three main factors that influence students' writing skill, namely psychological, sociocultural and linguistic.  Furthermore, this study was conducted while the pandemic was still widespread and the interaction of teachers and students during the teaching and learning process were only conducted via virtual setting. This, of course, makes teachers less effective in delivering lessons, particularly in writing, which requires extensive practice, proofreading, discussion, and revision activities. In addition, factors such as space barriers and, in some cases, network restrictions and the use of unappropriate teaching methods or strategies, all have an impact on students' writing skills.
Stylistics Analysis on Two Famous Lyrical Poems by William Shakespeare and Edmund Waller Prianto Nofan Muttaqin
English Language in Focus (ELIF) Vol 5, No 1 (2022): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.5.1.39-50

Abstract

This paper discusses stylistics and literary devices in two famous lyrical poems. The poems are titled "Shall I Compare Thee to a Summer Day" by Shakespeare and "Go, Lovely Rose!" created by Edmund Waller. The analysis of these two poems is motivated by a long period of writing. Shakespeare's poetry was written in 1609, while Edmund Waller's was written in 1645. This paper aims to analyze and compare the two famous poems written over a long time. So it can be seen how the development of lyrical poetry during the Renaissance. By using stylistic theory, stylistic elements of language, and literary devices such as rhyme and rhythm for the two poems. Based on this, it is possible to find similarities and differences between the two poems.
An Analysis of Online Classroom Management for English Subject at Sekolah Harapan Utama, Batam Pandu Prasodjo; Sabarina Moksin; Desty Febria
English Language in Focus (ELIF) Vol 5, No 1 (2022): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.5.1.67-72

Abstract

Due to this pandemic, the teacher needs to design a proper strategies suit to stu-dents learning condition. While trying to adjust with the changing, the teacher still has to maintain the teaching learning effectiveness. However, teachers had to use technological tools and improve the student’s interest in learning English subject. This research aim is to analyze or to identify how the English teacher engage the students by having an observation sheet in collecting the data. The study used qualitative research method. The subject of this study was the teacher strategies in online teaching and the uses of technological tools for SMP grade 9 at SHU. The result shows that, the use of technological tools improve the students learning pro-cess for English subject. But teachers’ strategies were not effective because teach-ers speak full English but some of them find it hard to engaged in. This research focuses on the teachers’ strategies in teaching and using the technology as for the English teaching. However, with the use of technology during teaching and learn-ing process, researcher concluded that there is improvement for the students in learning the English subject and possibly attract the students’ interest while learn-ing English subject virtually.
Using Infographic Through Reporting Technique to Improve Speaking Skill Harir Mubarok; Iqbal Ramadhan; Nur Fitria Anggrisia
English Language in Focus (ELIF) Vol 4, No 2 (2022): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.4.2.171-178

Abstract

Nowadays, the using of learning media helps in developing learners' learning abilities. In the current digital information era, the use of digital info graphic is a learning medium to improve students' speaking skill. Info graphic is instructional learning aid that can effectively convey information quickly and easily. By combining brief information in points and graphics assist students in conveying specific topics which also develop students' speaking skill. This study used a qualitative descriptive method with case study approach. The researchers employed three instruments; observation, questionnaire, and interview. The implementation of this research involved twenty students from the English 1 subject at English Education Department UIN Maulana Malik Ibrahim Malang. The first findings revealed that the use of info graphic with reporting techniques could improve students' speaking skills, increased creativity, and ease of use for lecturer and students to transfer material. The characteristics of info graphic are comprehension, retention, and attractiveness. The second finding, students expressed a positive response of the use of info graphic aid in the online classroom. Furthermore, students are expected to apply info graphic tool to other subjects.

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