cover
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 92 Documents
An Analysis of Teacher-Student Interactions in EFL Class at SMP Ihsaniyah Tegal Anin Eka Sulistyawati; Taufiqulloh Taufiqulloh; Vika Yuliani
Jurnal Bahasa Inggris Vol 5 No 1 (2021)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v5i1.90

Abstract

This study presents the analysis of the teacher-student interactions in online and offline EFL classes. The objectives of this study are to identify the teacher-student interactions and to analyze the implementation of the types of teacher-student interactions in EFL classes. It is descriptive qualitative research involving three English teachers and thirty students for each class at SMP Ihsaniyah Tegal as the participants of the research. The data were collected through direct classroom observation and videos taken in the class. The data were analyzed based on a FLINT System. The results in this study by observation from the three teachers showed that the type of ‘Asks Question’ from the teachers’ talks and ‘Student Response Open-Ended’ from the students’ talks had the highest percentage. It means that teachers wanted the students to be more active and braver to speak in English. The conclusion of this study indicated that the dominant types of teacher-student interactions in EFL classes are ‘Asks Question’ from the teachers’ talks and ‘Student Response Open-Ended’ from the students’ talks because the teacher tended to act as a facilitator that facilitated students to speak and be more active and as a resource providing the information needed by students. In addition, the students had more opportunities to speak and interact in EFL class by giving responses to the teachers’ talks.
Do Students' Creativity and Reading Ability Influence Their Writing Ability? Rizka Safriyani; Syafiul Anam
Jurnal Bahasa Inggris Vol 5 No 1 (2021)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v5i1.115

Abstract

Although there have been several research attempts to identify the relationship between reading and writing skills, most of them do not address the students' creativity, mainly in Indonesian university students' context and online learning setting. This quantitative study intends to investigate the students' creativity level and the impact of students' creativity and reading on their writing skills. One hundred students completed a creativity questionnaire and online reading and writing test. Creativity styles questionnaire, reading comprehension test, and a story writing test were used to collect data. Descriptive statistics, ANCOVA, and linear regression methods were used to analyze the data. The results indicate that generally, students' creativity is high. The results also suggest a significant difference between female and male students' creativity. Furthermore, both creativity and reading ability were statistically significant to predict writing ability with the creativity scale a higher beta value than the reading scale. It can be concluded that creativity and reading ability influence students writing ability. The finding contributes to knowledge on the influential roles of creativity and reading in writing.
The Effect of Web-Based Language Learning Activities on Reading Comprehension in the EFL Classroom Endang Sulistianingsih; Taufiqulloh Taufiqulloh; Sri Wardhani; Sanday Jamaludin
Jurnal Bahasa Inggris Vol 4 No 2 (2021)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v4i2.117

Abstract

This article presents the findings of a Web-Based Language Learning (WBLL) design which is established as a website as supplementary materials to offer instruction for English as a foreign language (EFL) and investigated it over undergraduates in the EFL context. The website contains task-based web activities which insist students use the Internet to achieve specific goals. This article employed a mixed-method where both qualitative and quantitative were used to answer the research questions. The results indicated that those who participated in the WBLL classroom and used the website had positive impressions of WBLL, demonstrated good comprehension, and expressed a desire to use more web activities both in and out of class.
Challenges Faced by English Teachers in Online Teaching During the Covid-19 Pandemic Resti Adeliani; Ihda Rosdiana
Jurnal Bahasa Inggris Vol 4 No 2 (2021)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v4i2.124

Abstract

Online learning is learning that takes place without the need for teachers and students to physically meet. This study aims to find out the challenges of English teachers in online teaching during the pandemic. This research used a descriptive-qualitative research method. The participants were six teachers from two junior high schools in Tegal. The data were collected through questionnaires and interviews, thus validity and reliability were checked by Correlation Product Moment in SPSS. There were only 25 valid questions from the questionnaire which sig. (2-tailed)] < significant level (α) 0.05. The data were reliable because they had a Cronbach alpha > 0.6. There were five valid interview questions that the contents were appropriate for research purposes. The finding showed that 76% of teachers agreed that family support determined the successful learning process, 73% of teachers agreed that teacher readiness in online teaching was important, and 70% of teachers agreed that the availability of facilities, credit, and environmental conditions students must be available, 68% of teachers agreed that internet connectivity should be provided, 66% of teachers agreed that time management supports the effective learning process. Teachers must be ready and be able to overcome obstacles during online learning
Problem Based Learning Assisted by Google Classroom on Conceptual Understanding Ability Fajar Prihatini; Wikan Budi Utami; Fikri Aulia; Fariz Fadila
Jurnal Bahasa Inggris Vol 5 No 1 (2021)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v5i1.121

Abstract

The purpose of the present study is to determine the effectiveness of the problem-based learning model that assisted Google Classroom in the ability of conceptual understanding. This study adapted experimental research with a post-test-only control design. The population of the study is the students of the English Education study program in the first semester consisting of two classes. The sample used in this study was Class 1B with problem-based learning assisted Google Classroom with question menu and Class 1A using problem-based learning assisted Google Classroom with assignment menu. Test and documentation are used for collecting the data in conducting this study. The technique of analyzing the data used an independent sample t-Test and N-Gain test. The result showed that the students who were taught using problem-based learning assisted Google Classroom model with questions menu had better conceptual understanding skills than the students who were taught problem-based learning assisted Google Classroom with assignment menu.
The Use of EdrawMind Map Application to Generate Student's Idea in Speaking Izza Audina; Wiwiet Eva Savitri
Jurnal Bahasa Inggris Vol 5 No 2 (2022): INPRESS
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v5i2.122

Abstract

Speaking skills might be one of the most difficult skills to master because too many ideas are stuck and a lot lack vocabulary to explain and produce. This study describes the process of digital mind mapping as the media and tools for arranging ideas in speaking. This method can promote students’ speaking skills through analyzing, arranging, and creating to improve their speaking performance. This study aims to investigate how EdrawMind is used to generate ideas in speaking and the effect of using online mind mapping to generate students’ ideas in speaking. There have been several studies conducted in developing mind mapping in writing, but yet little research has explored the use of mind mapping in students’ speaking and how mind mapping can increase speaking ability by generating an idea in a good organization. Furthermore, EdrawMind as the new online mind mapping application is explored related to the use of mind mapping in a speaking context. A qualitative method with four Phases: Pre-Test, Treatment, Post-Test, and speech performance valuation are used in the data collection. Senior high school students are for the subject using semi-structured Interviews, worksheets (speech text), and presentations. The data are analyzed and transcribed into descriptions and explanations.
Exploring Students’ Engagement toward Indirect Corrective Feedback in Writing a Report Text Septiara Dwi Yudhia; Zainul Aminin
Jurnal Bahasa Inggris Vol 5 No 2 (2022): INPRESS
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v5i2.123

Abstract

Indirect corrective feedback is the type of feedback that requires the students to understand the teacher’s signs, and they should understand the feedback independently. This study aims to determine the process of students’ three aspects of engagement involve affective, behavior, and cognitive engagement. It is significant to discover the engagement of students concerning indirect corrective feedback to explore how the teacher and students’ relationship happened. Specifically, this study mainly focused on one class of vocational high school students in multimedia class grade X. Writing a report text was the activity occurring in the study. Furthermore, this study used qualitative research to explore the students’ process in a writing activity. This study had two instruments documentation of students’ drafts and semi-structured interview. The study found that students were affectively, behaviorally, and cognitively engaged in the teacher’s indirect corrective feedback. Although, a few students had different perspectives related to the implemented feedback.
Developing Mobile Learning Media in Teaching Passive Voice Nadya Khansa Rohimah; Dodi Mulyadi; Riana Eka Budiastuti
Jurnal Bahasa Inggris Vol 5 No 1 (2021)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v5i1.126

Abstract

Mobile phones can be well integrated into English instruction as creative and innovative teaching media to increase students' interest and motivation. This study was carried out to discuss the development of Mobile Learning Media (MLM). The goal was to determine the design of mobile phones to be used as android-based mobile learning media and window learning media in the online learning process. It also analyzed the effectiveness of English learning using MLM. The study employed Sugiyono's Research and Development design, which included nine steps: potential and problems, data collection, product design, design validation by experts, product trial, revision of product I, usage trial, revision of product II, and final product. Questionnaires, tests, and learning media in the form of application package files as research instruments were used to collect the data. The collected data were analyzed using descriptive statistics and the independent sample T-test. The findings of this study were as follows: 1) the validation of experts' media and material was in the relevant interpretation of a valid product. 2) MLM product is simple and practical of data to use. 3) The mean of pre-test and post-test results in this class showed a high significance, indicating that the product of MLM is one of the learning media that is very effective to use in the learning process. Students' perception was well-established, with 73.3 percent agreeing to use MLM in mastering passive voice.
Improving English Pronunciation Competence Using Imitation Technique in mmmenglish.com Website Menuk Tugiyatun; Sukma Nur Ardini; Faiza Hawa
Jurnal Bahasa Inggris Vol 5 No 1 (2021)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v5i2.132

Abstract

The aims of this research are to investigate the effectiveness of the implementation of the imitation technique in mmmenglish.com website to improve students’ pronunciation and to find out students’ perception of using the media. This research employed a pre-experimental research design with the instruments, namely pre-test and post-test, questionnaire perception, and interview. The subject of this research was the eighth grade which consists of 15 students of SMP N 1 Pringapus, Semarang Regency. The results were shown by pre-test and post-test score categories. The pre-test scores indicated that there were 3 (20%) students in the excellent category, 1 (7%) student in the good category, 2 (13%) students in the fair category, 6 (40%) students in the poor category, and 3 (20%) students in the bad category. The post-test score indicated that there were 6 (40%) students in the excellent category, 5 (33%) good, 4 (27%) in the fair category, and none who were categorized bad. Therefore, the pronunciation abilities of the subjects improved after the treatment. It can be seen that the post-test scores of students were higher than the pre-test in the excellent category. The second result is about the students’ perception of using imitating techniques on the mmmenglish.com website. It can be seen that 42% of students were favored with a very high criterion, and 58% of the students were favored with a high criterion. The results showed that the student's responses to using imitation techniques on the mmmenglish.com website to improve their pronunciation ability were positive.
Students’ Perception on the Video Project Assignment in Practicing Speaking Skill in Senior High School Gustina Wati; Syafryadin Syafryadin
Jurnal Bahasa Inggris Vol 5 No 2 (2022): INPRESS
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v5i2.125

Abstract

This research is descriptive quantitative research that aimed to investigate the positive or negative perception of high school students toward the video project assignment in practicing their speaking skills. The population of this research was the tenth-grade of science students at SMAN 8 Kota Bengkulu in the academic year 2021/2022. The samples of the research were 65 students from two classes chosen from four science classes in the tenth grade by using random cluster sampling and the instrument was a questionnaire. The questionnaire consists of 20 items of three aspects: (1) Language English Proficiency; (2) Usage of Technological Tools in the project; and (3) Collaboration Among Peers. The result showed that video project assignments help and facilitate students in practicing English speaking skills with enhanced their English language proficiency with positive perception reaching 82.15%, it involved the use of technological tools in learning with positive perception reached 77.23% and promoted collaboration among peers also with positive perception came 87.38%. Therefore, it can be concluded that senior high school students positively perceived the video project assignment in practicing English speaking skills. Keywords: Student’s Perception, Video Project, Speaking skill

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