English Teaching and Linguistics Journal (ETLiJ)
English Teaching and Linguistics Journal (ETLiJ) is dedicated to the global advancement of English teaching-learning and linguistics practice (e.g., morphology, semantics, second language acquisition, psycholinguistics). The ETLiJ strongly encourages submissions of unpublished articles topics that are highly relevant and contribute significantly to the TEFL and TESL issue.
Articles
54 Documents
<![CDATA[Teaching Concept Sentence Technique on Students’ Achievement in Writing Narrative ]]>
<![CDATA[Meida Rabia Sihite]]>;
<![CDATA[Wiki Tedi Rahmawati]]>;
<![CDATA[Iskandar Zulkarnain]]>
<![CDATA[ English Teaching and Linguistics Journal (ETLiJ) Vol 2, No 1 (2021): ETLIJ - English Teaching and Linguistics Journal ]]>
Publisher : <![CDATA[English Teaching and Linguistics Journal (ETLiJ) ]]>
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DOI: 10.30596/etlij.v2i1.5910
<![CDATA[The objective of this research was to investigate if Concept Sentence Technique significantly affected students’ achievement in writing narrative. This research was conducted by using experimental research design. The population was all students of grade X TKJ of PAB-10 Patumbak with the total number of students was 30 students. There were two parallel classes, namely X TKJ-1 and X TKJ-2. Each class consisted of 15 students. By employing cluster random sampling technique, X TKJ-1was selected as experimental group and X TKJ-2 was selected as control group. The experimental group was taught by applying Concept Sentence Technique, while the control group was taught by applying Conventional Technique. The instrument for collecting the data was writing test. The data were analyzed by using Mann Whitney U-test Formula. After the data had been calculated, it was found that the smaller U-observed value was 11.9. It was smaller than U-table value which was 75 at p=0.05 (11.9 < 64). It meant that the alternative hypothesis (Ha) was successfully accepted and Null Hypothesis (Ho) was successfully rejected. Based on the research finding, it was found that Concept Sentence Technique significantly affected students’ achievement in writing narrative.]]>
<![CDATA[The Effect of Using Clustering Technique on Students’ Achievement in Writing Descriptive Text ]]>
<![CDATA[Ratna Sari Dewi]]>
<![CDATA[ English Teaching and Linguistics Journal (ETLiJ) Vol 1, No 2 (2020): ETLIJ - English Teaching and Linguistics Journal ]]>
Publisher : <![CDATA[English Teaching and Linguistics Journal (ETLiJ) ]]>
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DOI: 10.30596/etlij.v1i2.4897
<![CDATA[The objective of this research was to find out the significant effect of using clustering technique on students’ achievement in writing descriptive text. Culstering technique used to improve students ability in wirting especially writing descriptive text. This research was conducted at SMP Cerdas Murni Tembung Jl. Beringin Pasar VII no.33 Tembung. The method of this research is quantitative method. The total population of this research was 91 students of the academic year 2019/2020. The researcher just took one class as the sample. The sample consisted of 30 students from VIII-1 class and choosen by using cluster random sampling technique. The writer divided the class into two groups, that are experimental group and non-experimental group. The experimental group was taught by using cluster technique. The data for this research taken from pre-test and post-test of the written test. The experimental group was given pre-test and post-test. After the data has been collected, these were analyzed by using t-test formula. The result of the analysis showed that tobserve (5.215) was higher than ttable (1.701) with the level of significant α = 0.05. The final hypothesis showed that Ho was rejected and Ha was accepted. It means that there was a significant effect of using clustering technique on students’ achievement in writing descriptive text.]]>
<![CDATA[EFL Learners’ Surface Taxonomic Errors of Using Appropriate Verbs in Writing Descriptive Text ]]>
<![CDATA[Azizah Husda]]>;
<![CDATA[Fachri Yunanda]]>;
<![CDATA[Anis Anggraini Siregar]]>
<![CDATA[ English Teaching and Linguistics Journal (ETLiJ) Vol 1, No 2 (2020): ETLIJ - English Teaching and Linguistics Journal ]]>
Publisher : <![CDATA[English Teaching and Linguistics Journal (ETLiJ) ]]>
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DOI: 10.30596/etlij.v1i2.5011
<![CDATA[This article dealt with surface taxonomic errors of using appropriate verbs in writing descriptive text. The objectives are to investigate the types of common errors done by EFL learners by describing the dominant errors and also to elaborate on the reason why the learners did the errors in the descriptive text. The subjects of this research consist of 30 Senior High learners from some schools as the representative samples. Descriptive Qualitative Method with a case study design applies to the research. In collecting the data, essay tests and interviews were used. Findings show that there were some types of surface taxonomic errors such as misformation with 110 (60,11%) errors, omissions with 45 (24,59%) errors, addition with 16 (8,74%) errors, and misordering with 12 (6,55%) errors. Thus, misformation is the dominant type found. All of the errors committed to 183 of using appropriate verbs in writing descriptive text. Beyond the dominant errors such as misformation and omission, the errors occurred because some learners put the wrong tenses and verbs. Furthermore, the learners had less comprehension in structures related to the organization of the descriptive text.]]>
<![CDATA[The Correlation Between Adjective Mastery And Students’ Writing Descriptive Text At SMA Swasta Persiapan Stabat ]]>
<![CDATA[Efrini Panjaitan]]>;
<![CDATA[Elga Elga]]>
<![CDATA[ English Teaching and Linguistics Journal (ETLiJ) Vol 1, No 1 (2020): ETLIJ - English Teaching and Linguistics Journal ]]>
Publisher : <![CDATA[English Teaching and Linguistics Journal (ETLiJ) ]]>
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DOI: 10.30596/etlij.v1i1.4122
<![CDATA[The objective of study is investigated correlation between adjective mastery and students’ writing descriptive text of the tenth grade students of SMA Swasta Persiapan Stabat. The study is a correlation research. It is aimed at finding out whether there is any significant correlation between the adjective mastery and students’ ability in writing descriptive text. The population is 244 and the sample is 44 which took by lottery technique. The data analysis used Product Moment formula. It can be concluded that there is a significant correlation between the adjective mastery and writing descriptive text ability of the 2017/2018 tenth year students of SMA Swasta Persiapan Stabat. This is proved from the analysis that the coefficient correlation between the students’ adjective mastery and writing descriptive text ability is 0.78. Compared with the degree of correlation, it is categorized as a strong and significant correlation. Therefore, the hypothesis of the study is accepted.]]>
<![CDATA[Textual Function in English Morphology Online Classroom ]]>
<![CDATA[Tri Indah Rezeki]]>
<![CDATA[ English Teaching and Linguistics Journal (ETLiJ) Vol 1, No 2 (2020): ETLIJ - English Teaching and Linguistics Journal ]]>
Publisher : <![CDATA[English Teaching and Linguistics Journal (ETLiJ) ]]>
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DOI: 10.30596/etlij.v1i2.4591
<![CDATA[A clause is a unit of message. As a message a clause divide into two parts, namely the Theme and Rheme. The aim of this present research is to analyze textual function in English Morphology online classroom. The scopes of this research are analysis of textual function in English Morphology online classroom, classification of Theme in English Morphology online classroom and kinds of Theme dominantly used in English online classroom. The researcher applied descriptive qualitative research to collect the data from the discourse of the lecturer and the students in English Morphology online classroom at Universitas Islam Negeri Sumatera Utara. The data was obtained into three phases namely separated the text into clauses, analyzed each clause in terms of the textual function (i. e Theme and Rheme) and classified elements of the Themes (into the four types of Theme). The data indicated that the lecturer and the students used textual function in their discourse in online classroom. Kinds of textual function they used were 7 Unmarked Simple Theme (UST), 3 Unmarked Multiple Theme (UMT), 16 Marked Simple Theme (MST), and 2 Marked Multiple Theme (MMT). In this case, MST was dominant used by the leacturer and the students in English online classroom. ]]>
<![CDATA[The Use of E-Learning to Teach English in the Time of the Covid-19 Pandemic ]]>
<![CDATA[Henny Mardiah]]>
<![CDATA[ English Teaching and Linguistics Journal (ETLiJ) Vol 1, No 2 (2020): ETLIJ - English Teaching and Linguistics Journal ]]>
Publisher : <![CDATA[English Teaching and Linguistics Journal (ETLiJ) ]]>
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DOI: 10.30596/etlij.v1i2.4894
<![CDATA[ ABSTRACTCorona (covid-19) pandemic that was claimed from Wuhan, China at the end of 2019 has transferred to countries over the world at the beginning of 2020. This pandemic has brought significant changes in every aspect of human life, economy or commerce, social, health, and education as well. The President of the Republic of Indonesia, Mr. Joko Widodo declared all Indonesian citizenships to practice social/physical distancing. Indonesian government took some preventive strategies to minimize the outbreak of COVID-19. In education sector, Indonesian Education and Culture Minister, Mr. Nadiem Anwar Makarim ordered all students including university students to study from home. This study aims to investigate the use of the E-learning as the current phenomenon in teaching English in the time of COVID-19 pandemic. This research was conducted with a descriptive qualitative research. The result of the study suggests that E-Learning system is considered as the one and only relevant teaching-learning method in the time of pandemic. Teachers and students just accessed the internet from homes and they would be connected to the E-learning application that has been approved by the institutions or the lecturers. However, challenges in applying E-learning were also undeniable, for instances: the unavailability of internet access/ WIFI, learners feel unmotivated, poor levels of student engagement. The lack of actual social and psychological interactions between teachers and students in E-learning system seemed to minimize affective domains. The interactive teacher-student talk is not as effective as in normal classroom. Supports from institutions (colleges or universities) and government are needed for the success of E-learning, particularly in the time of COVID-19 pandemic. ]]>
<![CDATA[The Effect Of Using Authentic Material As Media On The Students’ Achievement In Listening ]]>
<![CDATA[Evri Yenny Siregar]]>;
<![CDATA[Imelda Damayanti Manurung]]>
<![CDATA[ English Teaching and Linguistics Journal (ETLiJ) Vol 1, No 1 (2020): ETLIJ - English Teaching and Linguistics Journal ]]>
Publisher : <![CDATA[English Teaching and Linguistics Journal (ETLiJ) ]]>
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DOI: 10.30596/etlij.v1i1.4121
<![CDATA[The objective of this research is to investigate whether the use of Authentic material as media has a significant effect to the students’ achievement in listening. The population of this research was the eleven grade students of SMK Swasta Nurhasanah 2 Medan year 2012/2013. The total number of population was 50 students in two classes: class XI.AK.1 was 25 students and class XI.AK.2 was 25 students, all the population were takes. So, there were 50 students as a sample. The sample was divided into two groups. The first group consist of 25 students was taught by authentic material using news items as media and the second group consist of 25 students was taught by non authentic material using text book as media. This research used quantitative method and experimental research. The instrument in collecting data was essay test of complete the missing words. The ability of students before giving authentic material as media is 56% or 14 students who were categorized as able and 44% or 11 students who were categorized as unable. The ability of students after giving authentic material as media is 100% or 25 students who were categorized as able.The finding indicates that t-test (3,72) was higher than t- table (2,01) with the level of significant 0,05 and the degree of freedom (df) = 48. The findings showed that the hyporesearch alternative (Ha) is accepted. It means that using authentic material as media significantly effect to improve the students’ achievement in Listening.]]>
<![CDATA[The Comparative of Indonesian and Western Culture in Live Action: A Study of Cross-Culture ]]>
<![CDATA[Bambang Nur Alamsyah Lubis]]>;
<![CDATA[Rakhmat Wahyudin Sagala]]>
<![CDATA[ English Teaching and Linguistics Journal (ETLiJ) Vol 1, No 2 (2020): ETLIJ - English Teaching and Linguistics Journal ]]>
Publisher : <![CDATA[English Teaching and Linguistics Journal (ETLiJ) ]]>
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DOI: 10.30596/etlij.v1i2.5012
<![CDATA[This study deals with cross-culture of people who live in Indonesia and western. Especially, the national culture of Indonesia that is going to compare with western culture. People know that every country has its own culture, the eastern and western countries have their way of going live. The aim of this study is to compare the culture of Indonesia and western people in their daily live. This study used descriptive qualitative method. This study analysed the utterances, actions and the way of life Indonesia and western people. The result, there are many significant different ways of life, utterance, and action that actually allowed in Indonesia but forbidden in western people.]]>
<![CDATA[The Effect of Task-Based Language Teaching On Students’ Reading Comprehension of Tenth Grade of SMK Putra Anda Binjai Students In Academic 2018/2019 ]]>
<![CDATA[Juliantina Sebayang]]>
<![CDATA[ English Teaching and Linguistics Journal (ETLiJ) Vol 1, No 1 (2020): ETLIJ - English Teaching and Linguistics Journal ]]>
Publisher : <![CDATA[English Teaching and Linguistics Journal (ETLiJ) ]]>
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DOI: 10.30596/etlij.v1i1.4123
<![CDATA[This study deals with the effect of applying task based language teaching on the students’ reading comprehension. It was conducted by using experimental research design. The population of this research was the tenth grade students of SMK Putra Anda Binjai. The sample of research were two classes which consisted of experimental group and control group which were chosen by random sampling. Twenty eight students were taken as the samples in each class. The experimental group was taught by using task based language teaching, while the control class was taught without using task based language teaching. The data were analyzed by using t-test. The calculation shows that t-observed (2.49) was higher than t-table (1.67) at the level of significance (α) 0.05 with the degree of freedom (df) 54. The result is hypothesis stated that there is significantly effect of applying task based language teaching on the tenth grade students’ reading comprehension is accepted.]]>
<![CDATA[The Ellipsis on the Main Character's Utterances in the Trolls Movie ]]>
<![CDATA[Diani Syahputri]]>
<![CDATA[ English Teaching and Linguistics Journal (ETLiJ) Vol 1, No 2 (2020): ETLIJ - English Teaching and Linguistics Journal ]]>
Publisher : <![CDATA[English Teaching and Linguistics Journal (ETLiJ) ]]>
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DOI: 10.30596/etlij.v1i2.4893
<![CDATA[This study aims to: 1) identify the use of Ellipsis the Main Character’s Utterances in the “Trolls” Movie., The objectives of the study were to identify the ellipsis on the main character’s utterances in the “Trolls” movie, to determine the types of ellipsis (clausal, verbal and nominal) used on the main character’s utterances in the “Trolls” movie, and to derive the most dominant types of ellipsis found on the main character’s utterances in the “Trolls” movie. The study was conducted by applying descriptive qualitative research. The source of data was taken from the whole of “Trolls” movie and transcript of the “Trolls” movie that focused on the use ellipsis and types of ellipsis. They consisted of 38 pages as the data. The findings of the study were, there were three types of the ellipsis found in the “Trolls” movie. They were nominal ellipsis, verbal ellipsis and clausal ellipsis by the number of occurrences were nominal was 25 (39.1%), verbal ellipsis was 5 (7.8%), and clausal ellipsis was 34 (53.1%). So the most dominant type found on the main character’s utterances in the “Trolls” movie amount to 34 (53.1%).]]>
