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English Focus: Journal of English Language Education
Published by Universitas Pancasakti Tegal
ISSN : -     EISSN : 26146355     DOI : 10.24905
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
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.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 6 Documents
 1 
Search results for , issue "Vol 3 No 2 (2020)" : 6 Documents clear
Speech Acts Reflected in Emma Watson’s Speech: An Analysis and Its Implications in Teaching Listening Yulia Nur Ekawati; Chintara Defika; Sumartono Sumartono
Jurnal Bahasa Inggris Vol 3 No 2 (2020)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v3i2.58

Abstract

The message of a speech will be achieved by audiences if the use of speech acts is appropriate with its purposes. There are three types of speech acts; i.e. locutionary, illocutionary, and perlocutionary. This study aims to know the speech acts used in Emma Watson’s speech delivered about feminism and explore its implications in teaching listening comprehension. Emma Watson tend to bring her audience, especially men to join her campaign, called HeForShe. It has successful reach the world’s attention to end the gender inequality because of her powerful speech. To collect the data, a speech transcript was provided and analyzed. The qualitative descriptive research is used in order to investigate the implementation of locutionary, illocutionary, and perlocutionary used in the speech. The result showed those three types of speech acts were used. In addition, the illucationary act of Assertive shown for 76,74%. It indicates that this speech contained opening, informing, convincing, insisting, and clarifying. This results have the implications in teaching listening such as delivering the materials of teaching could be started from listening words by words, looking for the meaning of difficult words, informing the content of text, giving respond, and achieving the meaning of text. The teacher suggested to use this speech as one of material in teaching listening by considering its objectives of teaching.
Improvement of Activeness and Learning Outcomes of English Speaking through the Snowball Throwing Learning Model Nur Laila Molla
Jurnal Bahasa Inggris Vol 3 No 2 (2020)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v3i2.73

Abstract

This research focused on the aspect of speaking skills of the students of Molla Course Tegal where the students' English speaking ability was still quite low. Implementation of Snowball Throwing cooperative learning model was conducted using the Classroom Action Research (CAR). The research subjects were 22 students. The indicator of success was Minimum Completeness Criteria (KKM) that was 75. Standard percentage of classical completeness was 80%. In pre-cycle, the result of activeness observation was 22.15% with low criteria. In the first cycle, percentage of activeness increased 39.21%, so that percentage of activeness became 61.36% with high criteria. In the second cycle, activeness increased by 35.79% to 97.15% with very high criteria. The increase in student learning outcomes shows that in cycle I, from 22 students there were 16 students or 72.72% of students who have reached completeness score, while 6 students or 27.27% have not yet achieved completeness. The average score in the first cycle was 76.39. In cycle II, the deficiencies were corrected; 22 students (100%) obtained complete learning outcomes with average score of 90.02. Results of the study prove that Snowball Throwing Model increases learning activeness and English speaking skills.
The Teachers’ Perceptions toward Students’ Disruptive Behaviors in the EFL Classroom at Primary Schools Humaeroah Humaeroah
Jurnal Bahasa Inggris Vol 3 No 2 (2020)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v3i2.75

Abstract

This research describes students’ disruptive behaviors that occur in EFL classes, especially at primary schools. The objectives of the research are to find out (1) students’ disruptive behaviors that teachers perceive to be challenging at primary schools, (2) teachers’ perceptions about the causes of students’ disruptive behaviors at primary schools in Parepare, and (3) the effective ways to manage students’ disruptive behaviors at primary schools in Parepare. This research employed a descriptive qualitative research design. The participants of this research were English teachers at primary schools in Parepare. There were 10 English teachers from 10 primary schools in Parepare who were taken as informants in this research. The research findings show that (1) there are six categories of students’ disruptive behaviors that teachers perceive to be challenging in English classroom activities at primary schools. Those are saboteurs, non-participant students, physical aggression, bullying, over-exuberant students, and daydreaming;(2) it is also found that there are four causes of students’ disruptive behaviors in the EFL classrooms. Those are uncaring parents, level of the lesson, students’ psychological problems, cultural and linguistic barriers;(3) two effective ways applied by the teachers in the English classroom are encouragement from the teacher and development of a flexible teaching style. Some of the teachers also added that the effective ways that they applied were seating arrangement and student grouping.
Enhancing Students' Reading Comprehension in Narrative Text Using Story Mapping Strategy Albiansyah Albiansyah; Minkhatunnakhriyah Minkhatunnakhriyah
Jurnal Bahasa Inggris Vol 3 No 2 (2020)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v3i2.76

Abstract

This study was a classroom action research that deals with story mapping strategy usage in enhancing the reading comprehension of students in narrative text. The aim of the study was to reveal the implementation of this strategy in learning narrative, and also to explain the understanding of reading after using the classroom story mapping strategy. The participants were all grade VIII.5 students of SMP Negeri 1 Tembilahan Hulu. The qualitative data collection methods used an observation sheet, an interview, and a field note. The quantitative is a test. It is noticed on the basis of data analysis that story mapping strategy improved the comprehension of reading in the narrative text by students. In cycle 1 and cycle 2, the changes occurred. The reading comprehension enhancement for students in cycle 1 was 60.3 (enough) to 77.4 (good) in cycle 2. The outcome indicates that for grade VIII.5 students, the use of the story mapping strategy is an effective strategy in improving the students’ comprehension of reading a narrative text. The variables that modify student enhancement depending on the interview and observation outcomes reflect the excitement of students when using story mapping sheets in the story mapping strategy.
Assessing Tenth-Graders’ Writing Skills and Identifying Their Character-Based Learning Contribution through a Mind Map Learning Model Mesya Sukmayati; Didik Rinan Sumekto; Sukasih Ratna Widayanti
Jurnal Bahasa Inggris Vol 3 No 2 (2020)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v3i2.77

Abstract

This study aims at assessing tenth-graders’ writing skills and identifying their character-based learning contribution in the writing class. This study involved thirty-six tenth-graders to be the respondents who engaged in applying for the mind maps learning model. Data collection used tenth-graders’ narrative writing test and self-rated questionnaire through a 5-Likert scoring rubric accordingly. Data analysis used the SPSS program in order to obtain the expected quantitative analyses. The findings showed that tenth-graders’ writing skills improved from the pre-test (M = 66.25) to the post-test (M = 70.77), whilst tenth-graders’ narrative writing components significantly showed that vocabulary, grammar, cohesion and coherence, mechanics, and content. The findings also emphasized the character-based learning contribution followingly on the value of honesty, cooperation, communication, and respectfulness among the tenth-graders. Meanwhile, the factorability significance of the correlational matrix corresponded with the output of the principal component analysis (PCA) inferring the existence of five factors involving the Eigenvalue. This study was granted to be successful in assessing tenth-graders’ writing skills and identifying their character-based learning contribution through the mind maps learning model.
An Analysis of Reading Materials in English Textbook for Class XI of Senior High School Deni Arnita Hulu; Elia Nova Sembiring; Erikson Saragih
Jurnal Bahasa Inggris Vol 3 No 2 (2020)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v3i2.88

Abstract

This study aims to analyze the reading material in the English textbook of Class XI students, as well as to determine the types of reading texts available in the textbook and whether the type of reading text is under the 2013 Curriculum, and has met three aspects, namely the content aspect, the presentation aspect, and language use based on Pusat Perbukuan of the Ministry of National Education. Researchers used a qualitative research design where the results were be presented in words without statistical calculations. Another instrument was the checklist form used during the research analysis. The data were collected from reading materials in the textbook. The results showed that the reading materials in English textbooks were following the criteria for quality English textbooks recommended by Pusat Perbukuan of the Ministry of National Education.

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