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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 95 Documents
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Rudyard Kipling’s Novel the Jungle Book as Moral Literacy Material on EFL Learning Mutiarani Mutiarani; Hasanul Misbah; Aliya Nafisa Karyadi
English Language in Focus (ELIF) Vol 3, No 1 (2020): 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.3.1.23-30

Abstract

Education plays an important role in the formation of human character. One of the keys to successful students who have a strong personality is the selection of learning material. This study aims to explain that moral literacy in the novel The Jungle Book by Rudyard Kipling in the form of ethical sensitivity, ethical reasoning abilities, and moral imagination. This research is a qualitative descriptive type and uses an objective approach. The theory used is Nancy Tuana's Moral Literacy. The results showed that the form of ethical sensitivity in The Jungle Book is in the brotherhood and heroic action The form of ethical reasoning is in the reasoning for the nature of gratitude and the nature of the consequences of revenge. Moral imagination lies in brotherhood and self-defense efforts. Thus, moral literacy in the novel can be an alternative material for moral literacy the which is useful in the development of students' character.
Factors Affecting Speaking Anxiety of Thai Students During Oral Presentation: Faculty of Education in TSAI Muhamad Sofian Hadi; Lidiyatul Izzah; Mareena Masae
English Language in Focus (ELIF) Vol 3, No 1 (2020): 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.3.1.79-88

Abstract

The objective of this research is to find out the effectiveness to use Foreign Language Classroom Anxiety Questionnaire as a tool that adapted in Speaking skills from first-year until a fourth-year grade of Thai students in TSAI. This study used a Quantitative Method with Survey research by implementing the design of an online questionnaire. In this study, the participants are all Thai students, the Faculty of Education in TSAI who have been studying in Jakarta and west Jawa with 46 Participants. The data were collected by giving Foreign Language Classroom Anxiety Questionnaire as the instruments. The result of significant scores of Thai students after examined the Foreign Language Classroom Anxiety Questionnaire is x 3 556 within the high-anxiety level, it can be said that there are major factors that affecting speaking anxiety during English oral presentation skills of Thai students, the Faculty of Education in TSAI.
Introducing English in Preschool Through Developmentally Appropriate Practice (DAP) Anis Setiyanti
English Language in Focus (ELIF) Vol 3, No 2 (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.3.2.159-168

Abstract

This research is aimed to provide a detailed understanding of the implementation of Developmentally Appropriate Practice (DAP) in English teaching at TK Islam Amalina South Tangerang. A qualitative analysis using the ethnography approach was used in the study. The data were gathered through observation, interview, and document review. Research indicates that the objective of the teaching and the method of teaching activities are both consistent with DAP best practices. However, some are not in agreement with the DAP. Furthermore, the topic of discussion was inconsistency. According to the findings of the study, the English teaching at TK Islam Amalina should (1) integrate the child development, subject matters, and language skills, (2) engage children in learning through play, and (3) involve children in learning by doing.
Improving English Learning Outcomes Through a Quantum Teaching Model Laily Nurmalia
English Language in Focus (ELIF) Vol 3, No 1 (2020): 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.3.1.1-10

Abstract

This research was motivated by the low level of primary English learning outcomes at SDN 02 Cireundeu. It can be seen that there were 21 out of 25 primary learners had a below minimum of completeness criteria (KKM). The objective of the research is indeed to increase the outcomes of primary English learners through a quantum teaching model. Classroom Action Research (CAR), a reflective and collaborative research focused on raising the teaching process quality, was preferred as a research method. The current study used the Kemmis and McTaggart principles, which cover four phases: planning, action, observation, and reflection. The 25 fifth-grade primary English learners, 11 males, and 14 females have participated in this study. Two-cycle actions have been carried out to achieve success criteria of completeness. Based on the results, the quantum teaching model implementation has led to an improvement in the results of each cycle. It can be shown that the students' outcome in Cycle I was 36%, while in Cycle II was 64%. These findings revealed that improvement has been achieved in Cycle II and the completeness criteria have been accepted. In a conclusion, English learning outcomes were significantly improved by implementing a quantum teaching model to the fifth grade of primary learners at SDN 02 Cireundeu.
English Speaking Anxiety in Language Learning Classroom Asti Gumartifa; Indawan Syahri
English Language in Focus (ELIF) Vol 3, No 2 (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.3.2.99-108

Abstract

English as a foreign language consists of four skills namely, listening, speaking, reading, and writing. These skills have a particular issue that happens differently for each student. For this reason, it's not easy to understand and master the four language skills effectively. Several issues need to overcome first to increase the effectiveness of each ability. Speaking is one of the skills that seem to represent the students' proficiency to speak English. Unfortunately, the majority of Indonesian students, in particular those at the university level, do not provide an appropriate way to speak English proficiently. Students in the 4.0 era are expected to have good communication skills and the ability to socialize with their community. Speaking also requires practice and a deep psychological pleasure that needs to be comfortable. A related study that improves the effectiveness of speaking in language teaching and learning is important. This study is a descriptive study that explains the importance of effective communication in English as a foreign language. This study also provides an opportunity to measure the effectiveness of teaching and learning English speaking skills earlier in the process, which can increase students' confidence and decrease students' anxiety in speaking skills.
ESP Needs-Based Course Design for the Employees of Government Protocol Department Badriyah Ulfah; Ismail Petrus; Soni Mirizon
English Language in Focus (ELIF) Vol 3, No 2 (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.3.2.143-158

Abstract

Needs analysis plays an important role in the context of designing the ESP course. Hutchinson and Waters (1989) classify needs into two main categories: learning and target. Learning needs refer to what the student needs to do to learn; target needs include necessities, wants, and lacks. To collect data for those two fundamental aspects of needs, various forms of analysis were used, i.e Target Situation Analysis (TSA), Present Situation Analysis (PSA), Learning Strategy Analysis (LSA), deficiency analysis, and Means Analysis (MA). This article represents the process of designing an ESP course design for the employees of the Protocol Department in the Palembang City Mayor Office, which focuses on the needs analysis gathered through questionnaires, interviews, and observations. The data were analyzed both quantitatively and qualitatively. The results of the needs analysis were used to provide employees with a course design.  The proposed course is designated as English for Professional Purposes: Basic level of conversation.
Gender Differential Item Functioning (GDIF) Analysis in Iran's University Entrance Exam Soodeh Bordbar
English Language in Focus (ELIF) Vol 3, No 1 (2020): 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.3.1.49-68

Abstract

The significant aspect of validity defines what the test score actually and potentially represents, especially to the causes of invalidity concepts of fairness, bias, injustice, and inequity. The Differential Item Functioning (DIF) examines the test items to define test fairness and to examine the validity of educational tests. If gender plays a major role in the testing items, this will lead to bias. This research examines the validity of a test for high-stakes and discusses gender's role as a bias in different linguistic tests, to explore validity and DIF analytics. To get a DIF analysis, the Rasch model had been used as a university entry requirement for English language studies for five thousand people taking part, who'd been randomly selected from a group of examiners participating in the National University Entrance Exam for Foreign Languages (NUEEFL), i.e., English literature, Teaching, and Translation. The test results indicated that the test scores are not free of construct-irrelevant variance, and certain inaccurate items have been modified following the fit statistics guidelines. Overall, NUEEFL's fairness was not clarified. These findings had been some advantage to test designers, stakeholders, administrators, and teachers through that kind of psychometric test. Then it suggested the future administering criteria and bias-free tests and teaching materials.
Analysis of Teachers-Constructed Reading Comprehension Test Meli Aulia Utami; Riska Rahman; Albiansyah Albiansyah
English Language in Focus (ELIF) Vol 3, No 2 (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.3.2.89-98

Abstract

Constructing tests as part of assessments is the teacher's part in the teaching and learning process. Assessments have a role to evaluate student's comprehension and measure the extent of studying stages' success.  Despite its significant value, teachers frequently construct tests without considering the main purpose of the test. This research concerns the way teachers construct their tests. To narrow the research scope, this research focuses on the reading comprehension test since reading comprehension is one of the main language skills for predicting learners' academic and professional development skills. The purpose of this study is to reveal the teacher stages in the construction of a reading comprehension test and the appropriateness of the test according to the test eligibility. To answer research questions, we adopt the qualitative research method. To collect data, we interview English language teachers from different schools who are teaching at different grades from Junior High Schools. Documentation is also be given since the teachers will need some of their final constructed test forms. To analyze the data, researchers calculate the number of HOTS and LOTS questions in the test, as the test eligibility standard. The study found that they are required to create their test indicators based on official general school/regulation indicators. It is also found that even though teachers are not obliged to provide dominant HOTS test items, HOTS test items are frequently discovered.
Tongue Twister Rap: Bringing Joy to EFL Pronunciation Class Nizar Indra Mu'thi; Rohmani Nur Indah
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.4.1.25-32

Abstract

This study aims to determine the new combination of tongue twisters with rap music applied in the pronunciation class. The data in this study used a descriptive qualitative approach. The primary data in this study were interviews, documentation, and interview results, which contained pronunciation-learning activities using, rap music. The result of the research is that the application of tongue twister rap in the pronunciation class has several steps are the first is to explain the pronunciation learning material first. The second step is to write a tongue twister on the board and continue by explaining how to read and pronounce it. Then teacher drills the students back slowly until quickly, combining the tongue twister with rap music several times, and guiding the students to practice tongue twister rap as well as making battle rap. The benefits of this application are making pronunciation and speaking more fluent, making pronunciation learning interesting and fun so that it makes students easier to understand learning material, making pronunciation clearer and more correct. The weakness of the application of tongue twister rap is that tongue twister rap can break the concentration of other class students because students are very interested in learning pronunciation due to learning with tongue twister rap. The conclusion is that tongue twister rap is an enjoyable learning technique in pronunciation class. This study suggests continuing research to get information about the effectiveness of tongue twister rap in pronunciation class and find various other techniques in teaching pronunciation.
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.

Page 5 of 10 | Total Record : 95

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