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Contact Name
Endang
Contact Email
endang.sulistia@gmail.com
Phone
+6285226236051
Journal Mail Official
endang.sulistia@gmail.com
Editorial Address
Jl. Halmahera Km. 1 Kota Tegal
Location
Kota tegal,
Jawa tengah
INDONESIA
English Focus: Journal of English Language Education
ISSN : -     EISSN : 26146355     DOI : 10.24905
Core Subject : Education,
English Focus was launched with the intention to make quality research output available for scholars in the field of language education. Although the focus is primarily on research on language education, we will also consider papers in other areas of applied linguistics such as language testing as far as they have clear implications for language teaching/learning. Reviews of the literature are not acceptable for this Journal; however, status papers by experts in the field are called for as long as explicit implications are drawn in favor of language teaching and learning. English Focus (p-ISSN: 2614-638X and e-ISSN: 2614-6355) is an open access academic, scholarly peer-reviewed journal and follows a double-blind review policy. The Journal is scheduled for publication semiannually, in July and December, with the first issue to appear in December 2017.
Articles 84 Documents
YOUTUBE ANIMATED MOVIES AS AN ALTERNATIVE MEDIA TO ENHANCE STUDENTS’ LISTENING SKILLS Nurdiawati, Dede
Jurnal Bahasa Inggris Vol 2 No 2 (2019)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (663.881 KB) | DOI: 10.24905/efj.v2i2.66

Abstract

These objectives of this research are to investigate whether using YouTube animated movies as an alternative media enhances students? listening skills and to find out what attitudes the students have towards learning through YouTube animated movies as an alternative media. The participant was thirty-two students of Junior High School. The collecting data use questionnaire, observation, and interviews. The results were: (1) there were twenty-five students (78.13%) who strongly agreed that the students wanted their teachers to use more animated movies on YouTube as one of the alternative media in the classroom; (2) there were two students? expectation of the teachers? role in teaching and learning listening skill by using YouTube animated movies in the classroom: twenty-nine students (90.63%) who strongly agreed that the teachers became facilitators and mentors who helped students to learn when teaching and learning listening process took place in the classroom; and there were twenty-three students (71.88%) who strongly agreed that the teachers walked around the class to observe the process of the students? work assignment; (3) More than twenty-five students agreed that YouTube animated movies could help the students in studying English especially in learning listening; and (4) It also found that majority of the students had higher and good attitude in teaching and learning listening process by using YouTube animated movies. It can be concluded that the use of YouTube animated movies can enhance students? listening skills. Besides, it is recommended that YouTube should be considered as an effective instructional medium for enhancing the content learning of the students and as an important teaching resource in the classroom.
THE REALIZATION OF HOTS ON SUMMATIVE TEST ITEMS DESIGNED BY ENGLISH TEACHER GROUP DISCUSSION Fitriani, Walida Wahid
Jurnal Bahasa Inggris Vol 2 No 2 (2019)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (675.66 KB) | DOI: 10.24905/efj.v2i2.64

Abstract

HOTS is becoming trending topic in 21st century. There are three main components of HOTS namely transfer of knowledge, critical thinking and problem solving (Brookhart, 2010: 5-8). Teachers are demanded to stimulate students? critical thinking nowadays. One of the ways is by providing tests based critical thinking. This study was conducted to analyze the realization of HOTS on test items designed by Teachers English Group Discussion (MGMP). The writer employed descriptive qualitative study. The writer took data from summative tests in the first semester which were made by MGMP. The data covered summative tests from the seventh grade, eight grade and the ninth grade. The writer analyzed the data by using Bloom?s Taxonomy as the theoretical framework. There are six levels of cognitive which was revised by Anderson and Karthwoel (2001). Those are remembering, understanding, applying, analyzing, evaluating and creating. The result of the study showed that all of the test items were integrated among LOTS, MOTS and HOTS. Although they had different percentage, it revealed that lower-order thinking skills covered the skill of remembering, understanding, and applying dominates compared to the higher-order thinking skills. Obviously, in the level of higher-order thinking skills, there was only one skill, the skill of analyzing was represented on the test items while the skills of evaluating and creating were not found.      
DEVELOPING STUDENTS' READING ABILITY USING EXTENSIVE READING Sumartono, Sumartono; Aflahatun, Nur; Cahyani, Intan Dwi
Jurnal Bahasa Inggris Vol 2 No 2 (2019)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (636.226 KB) | DOI: 10.24905/efj.v2i2.59

Abstract

This study intends to find out the influent of students? reading ability through extensive reading and to find out the result of using various text in reading activities. This research using classroom action research. Consists of two cycles. Technique collecting data used in this research is a mixed-method (qualitative and quantitative). The technique of analyzing data used is descriptive analysis. The result of this research showed the development of students reading ability through extensive reading. Use two types of extensive reading, i.e., skimming and superficial. By using three-technique of extensive reading that is skipping, skimming and scanning. Extensive reading conducted in the first cycle and second cycle. Based on the research result from pre-cycle until post cycle, students? reading ability was increased 50,4 %.
IMPLEMENTING QUICK RESPONSE (QR) CODES IN TEACHING READING Hapsari, Suci; Nur Ekawati, Yulia; Molla, Nur Laila
Jurnal Bahasa Inggris Vol 2 No 2 (2019)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (555.255 KB) | DOI: 10.24905/efj.v2i2.57

Abstract

The purposes of this research were to describe the implementation of Quick Response (QR) Codes in teaching reading, to find out the significant difference between students who are taught with and without using QR Codes, and to know the students? responses from using QR Codes in teaching reading of English explanation texts to XI class in MAN Kota Tegal in the academic year of 2018/2019. This research used a type of experimental study with pretest-posttest control design. The results of the study described the QR Codes could be implemented in teaching reading as a teaching medium. The steps of applying this medium were (1) asking students to make a group, (2) scanning the QR Code to get reading text and worksheet of assignment, (3) doing the activities stated in QR codes, and lastly (4) discussing the result. Moreover, t-test result showed higher than t-table (4.372 > 2.011). It meant that there was significant difference from experiment and control group. In accordance with students? responses result, it mentioned that students felt enthusiastic, motivated, and discovered new things during teaching learning process through QR Codes. Therefore, it was suggested to English teacher using QR Codes in teaching reading.
TO WHAT EXTENT DOES THE SYLLABUS ALLOW TEACHERS TO GO BEYOND METHODS? Rachmatika, Dian
Jurnal Bahasa Inggris Vol 2 No 2 (2019)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (477.829 KB) | DOI: 10.24905/efj.v2i2.56

Abstract

?What is the best method to teach a foreign language?? Such queries might once come up in the minds of language teachers worldwide. While the answer to that question, if any, seems to be problematic, researchers in the area of language teaching argue that ?no size fits all? (see Kumaravadivelu, 2006), implying that there is no method apt to all characteristics of language classrooms. It then triggers an issue on teachers? dissatisfaction with the existing methods and underlies the emergence of post-method ideology. With the parameter of particularity, practicality, and possibility as well as the ten macro strategies, post-method pedagogy offers a breakthrough in language teaching. Not only does it promote teachers? autonomy to go beyond methods, but it also mitigates marginalization, neoliberalism, and dichotomy between theorists and teaching practitioners. Despite its benefits, in such contexts as Indonesia, the English as a Foreign Language (EFL) teaching framework is not generated under the umbrella of post-method principles. There might be a possibility for teachers, nevertheless, to go beyond methods and deploy the post-method pedagogy in their teaching. Such possibility is featured in the syllabus and thus becomes the objective of this study to critically review the extents to which the Indonesian EFL syllabus allows teachers to apply the post-method principles. By reflecting to the parameter and the framework of post-method, it can be deduced that the syllabus offers flexibility to some extent while several aspects need to be taken into account.
THE USE OF YOUTUBE VIDEOS TO DEVELOP STUDENTS’ WRITING SKILL IN NARRATIVE TEXT Prihatini, Fajar; Prihatin, Yoga; Sani, Naras
Jurnal Bahasa Inggris Vol 2 No 1 (2018)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (535.089 KB) | DOI: 10.24905/efj.v2i1.54

Abstract

The objective of this research is to find out whether there is positive effect of applying Youtube videos on the Grade XI students? writing skill of Senior High School. The instrument used in this research was writing test about narrative text based on Youtube videos. The test was conducted after the two groups got treatment for 6 meetings. The test is carried out to find out whether students who were taught by using Youtube videos get better writing skill than students who are not taught by using Youtube videos. Data analysis of this research was tested by using t-test in order to find out whether the research hypothesis was accepted or not. Based on the calculation, the t-ratio is 2,998. It was consulted with t-table on the significant level (?) of 5% and the degree of freedom (df) was 38. The t-table obtained was 1,686. It proves that t-ratio is higher than t-table (2,998>1,686), so the hypothesis of the research is accepted. Furthermore, the conclusion of this research is that Youtube videos give positive effect on the writing skill to teach writing to the students who are taught by using Youtube videos. It is suggested for the teacher to apply Youtube videos in the teaching writing. It can be used to solve the students? difficulties in writing narrative text. Therefore, they can improve students? writing skill.
THE EFFECTIVENESS OF CONTENT-BASED INSTRUCTION TO TEACH WRITING SKILL FOR JUNIOR HIGH SCHOOL STUDENTS Larasaty, Gina; Wulandari, Linda
Jurnal Bahasa Inggris Vol 2 No 2 (2019)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (654.437 KB) | DOI: 10.24905/efj.v2i2.52

Abstract

The aim of this study was to know the effectiveness of  Content-Based Instruction approach in teaching writing skills. Pre-test and post-test are used in this study to get the data. The samples of this study consisted of 39 students, they are  Class VIII H as an experimental group and class VIII I as a control group. The data were analyzed by statistical analysis. Then, The statistical calculation showed the value of T-obs was 14.206, while the value of T-table was 2.021, meaning that T-obs is higher than T-table. In conclusion, therefore, it means that the Alternative Hypothesis (Ha) is accepted while the Null Hypothesis (Ho) is rejected. It means that the implementation of Content-Based Instruction is effective to teach writing skills for Junior High School Students.          
STUDENTS’ UNDERSTANDING OF GENERIC STRUCTURE OF THE TEXT AND THE QUALITY OF WRITING: A CORRELATIONAL STUDY Wati, Atikah
Jurnal Bahasa Inggris Vol 2 No 1 (2018)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (754.463 KB) | DOI: 10.24905/efj.v1i2.51

Abstract

Indriyani et al, (2013) stated that many students had dificulty in understanding the generic structure of analytical exposition text. Therefore, the present study tried to investigate the correlation between students understanding in writing generic structure of analytical exposition and the quality of students? writing in second grade of senior hight school. Grounded in explanatory correlational research design by Creswell (2011), this study conducted over two weeks in one of senior high school in Indramayu. Close-ended questionnaire and writing test were instruments to collect the data and it was analyzed  by using SPSS 22. The statistical calculation from students understanding in writing generic stucture of the text and writing test indicated that the value of tcount was 3.23 and the value of ttable was 0.361. It can be concluded that the hypothesis was accepted because tcount 3.23 > ttable 0.361. The finding reveal that there was middle correlation or middle prediction in students understanding of generic structure of analytical exposition and students writing quality with the score 0,52.
COMMUNICATIVE LANGUAGE TEACHING (CLT) APPROACH TOWARDS SPEAKING ABILITY Molla, Nur Laila
Jurnal Bahasa Inggris Vol 2 No 1 (2018)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (382.692 KB) | DOI: 10.24905/efj.v2i1.50

Abstract

Communicative  Language  Teaching  (CLT)  is  a  way  to  deal  with  the  educating  of  second  and  unknown  dialects  that  emphasis  on  cooperation  as  both  the  methods  and  the  last  objective  of  learning  a  language.  Targets  are  (1)  to  discover  Effectiveness  of  CLT  Approach  in  Improving  Speaking  Ability.  (2)  huge  contrasts  between  students  who  are  instructed  by  CLT  and   not.  Quantitative  research  is  a  true  design  experiment.  Design  used  was  a  pretest-posttest  control  group  design.  Population  is  eighth  grader  students  in  Junior  High  School  1  Tegal.  Research  uses  cluster  random  sampling  with  two  group  design  (experiment  group  and  control  group).  Data  was  broke  down  utilizing  a  t-test,  score  of  the  t-test  is  2.744.  Score  of  t-table  is  at  5%  level  importance  and  on  level  of  62  is  1.670,  t-test  result  is  higher  than  t-table  (2.744>1.670).  t-test  hypothesis  is  rejected,  and  t-table  hypothesis  is  accepted.  CLT  improve  speaking  capability.
AN ANALYSIS OF STUDENTS' DIFFICULTIES IN WRITING RECOUNT TEXT (A CASE STUDY AT A SENIOR HIGH SCHOOL IN INDRAMAYU) Ida Yulianawati
Jurnal Bahasa Inggris Vol 2 No 1 (2018)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (693.547 KB) | DOI: 10.24905/efj.v2i1.48

Abstract

This study investigates students? causes of students? difficulties, kinds of students? difficulties, and the most dominant problem in writing recount text written by ten students at a Senior High School in Indramayu, West Java. This study employed a qualitative research design, embracing characteristics of a case study. The data were obtained from collection of samples of students? recount texts. The findings revealed that most students have been able to implement the schematic structures and linguistic features of argumen texts, which indicates the ability of students to write the texts and to achieve its purpose. However, some students found difficulties in terms of the use of tenses, the use of vocabulary, and the use of specific participants. Based on the analysis of students? writing, it was found some causes that made students did some mistakes in writing recount texts. Based on these findings, it is recommended that explicit teaching be needed to develop students? writing skills.