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ELTALL: English Language Teaching, Applied Linguistic and Literature

eltall
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Published by Institut Agama Islam Negeri Ponorogo

ISSN : 27232700 EISSN : 27232719 DOI : https://doi.org/10.21154/eltall

Core Subject : Humanities, Education, Social,

Humanities Education Languange, Linguistic, Communication & Media Social Sciences

ELTALL (English Language Teaching , Applied Linguistics and Literature) is a peer-reviewed professional journal with the editorial board of scholars mainly in applied linguistics, literature, and English language teaching (ELT). It is published by the English Department of Tarbiyah and Teachers Training Faculty, IAIN Ponorogo, Indonesia.The journal seeks to disseminate research to educators around the world and is published twice a year in the months of March and September.

Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa

Articles 37 Documents

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DIGITAL LITERACY IN EFL TEACHING Nuriyatul Hamidah
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol 2, No 2 (2021)
Publisher : Institut Agama Islam Negeri Ponorogo

Many questions have aroused in terms of media and technology used and its implication for language teaching and learning. The focus is on how students can be critically aware of media, especially digital media, for their learning. Thus, the use of media in education impacts educational creativity development, such as digital technology applications. In terms of learning, digital literacy is the competency in understanding and using digital technologies effectively for learning. Research has already explored the need for digital literacy in the classroom. This recent paper tries to figure out how digital literacy is implemented in the teaching of ESP students. Furthermore, the method used to describe the idea of this paper is a conceptual paper in which the writer tries to figure out how digital learning is implemented for learning. The writer used literature review from some journal articles and books written by the experts to gather the data. In conclusion, applying digital literacy must be well prepared on the way how it is used. It must relate to their competence, learning objectives, and language skills being taught. Indeed, once the students are familiar with the technology being used, they significantly improve their skills.

HE USE OF CARD GAME AND TOTAL PHYSICAL RESPONSE (TPR) METHOD TO IMPROVE DEAF STUDENTS’ ENGLISH ACHIEVEMENT AT SLB-B PERTIWI PONOROGO Septian Eka Pratiwi; Pryla Rochmahwati
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol 2, No 1 (2021)
Publisher : Institut Agama Islam Negeri Ponorogo

Deaf students are having challenge in understanding language especially English language as third language. The difficulty of the students is to understand new vocabulary without the visual media. Besides that, the teacher seldom uses sign language and approaches to every student in teaching-learning process. In order to make students easily in learning English language, Some possible ways should be applied by using card game and one of method by using total physical response (TPR) method. Card game is a tool applied in learning process which helps student to remember new vocabulary by using picture and total physical response (TPR) is teaching method that can be applied to practice student motor activity. This research aimed to improve deaf students’ achievement by using card game and total physical response (TPR) on eleventh grade at SLB Pertiwi Ponorogo. In this research, researcher formulated the problems are: 1) How can card game and total physical response (TPR) improve student’s activeness in English class at SLB Pertiwi Ponorogo?. 2) How can card game and total physical response (TPR) method improve deaf students’ achievement at SLB Pertiwi Ponorogo?. The design of this research was classroom action research. It included two cycles to enrich deaf student English achievement. Each cycle covered four steps: planning, acting, observing and reflecting. The data were collected by observation, interview and documentation and vocabulary test.The result of the research showed that the students improve their achievement in two cycles. Students’ activeness improve significantly at 33,33% to 83,33% at the second cycle. Furthermore, there is improvement at students’ vocabulary mastery 66,67 % first cycle to 100% at second cycle.Based on result of the research, it can be concluded that the implementation of card game and total physical response (TPR) method can improve student’s English achievement.

SOCIO-AFFECTIVE STRATEGIES EMPLOYED BY STUDENTS IN SPEAKING CLASS Maulid Robiansyah; Pryla Rochmahwati
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol 1, No 1 (2020)
Publisher : Institut Agama Islam Negeri Ponorogo

This research is aiming at scrutinizing the socio-affective strategies used by students in speaking class at SMP Ma’arif 1 Ponorogo. This research employed qualitative approach, and the design was case study was conducted on the Eighth Grade B class of SMP Ma’arif 1 Ponorogo, and focused on the description of using socio-affective strategies in teaching speaking at the Eighth Grade B class of SMP Ma’arif 1 Ponorogo. The data in this research is collected through interview, observation, reviewing the documents. The data were analyzed by using data Mattew B Miles and Michael Hubberman’s view of data reduction, data display and drawing conclusion. The result of this research revealed that (1) the implementation of socio-affective starategies is devided into three activities namely; Pre activities, main activities, and the last activities. In pre activities there are two activities, greeting and apperception. In main activities, teacher applied “socio-affective stratgies. The findings that. In the last activities the teacher gave an evaluation and motivation. In evaluation activity a teaching and learning process need to be evaluated. (2) Those the role of the teacher is as follow in supporting the implementation of socio-affective strategies at Eighth Grade B Class of SMP Maarif 1 Ponorogo is very important because as a teacher holds an important position in the learning process. The roles teachers play in English Language Teaching (ELT) field are mostly of an assessor, organizer, facilitator, prompter, motivator, participant, monitor, model, etc.

THE CORRELATION BETWEEN STUDENTS’ SELF CONFIDENCE AND THEIR SPEAKING SKILL AT THE TWELFTH GRADE OF SMA N 2 BUKITTINGGI Riva Silvia Sari; Merry Prima Dewi
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol 2, No 2 (2021)
Publisher : Institut Agama Islam Negeri Ponorogo

The design of this research was correlational research. This research aimed to find out the correlation between students’ self-confidence and speaking skills at the twelfth grade of SMA N 2 Bukittinggi. The background of this research was there were several problems related to students’ self-confidence, and those problems were contrary to the theory. The population of this research was all of the twelfth-grade students of SMA N 2 Bukittinggi in the academic years of 2020/2021, which consists of 8 classes. The sample was 28 students taken by simple random sampling technique. The research results showed that there is a correlation between students’ self-confidence and their speaking skill. The researcher found that the coefficient of correlation between students’ self-confidence and their speaking skill was 0,286. There was a positive correlation and significance. It means that Ho is accepted. Thus, there is a positive correlation between students’ self-confidence and speaking skills at the twelfth grade of SMA N 2 Bukittinggi.

THE EFFECTIVENESS OF SOCRATIVE APPLICATION FOR FORMATIVE ASSESSMENT IN TEACHING VOCABULARY AT SMA MUHAMMADIYAH 1 PONOROGO Fitriani Nurhasanah; Nurul Khasanah
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol 1, No 2 (2020)
Publisher : Institut Agama Islam Negeri Ponorogo

The objective of this research was to find out whether there is any significant difference vocabulary mastery between students who used socrative application for formative assessment and who are not used socrative application for formative assessment. This research applied quantitative research approach and used quasi-experimental design. In this research, the researcher used two classes (experimental class and control class) as a sample. The population of eleventh science grade in SMA Muhammadiyah 1 Ponorogo was 115 students. The number of sample in this research was 30 students of experimental class (XI IPA4) and 31 students of control class (XI IPA3). The researcher used simple random sampling to choose the sample in this research. The data were obtained by using a pre-test and post-test. The pre-test was given to both classes before the treatment and the post-test was given after the treatment. After getting the score of pre-test and post-test, the data were analyzed and processed by using T-test formula using SPSS 23 versions for Windows. The result of this research showed that the average of post-test of experimental class is 87.70 and the average score of post-test of control class is 77.74. The value of t-test = 3,226 with df = 59 on level significance 5%. According to the table value “t” = 1,671. Then tcount higher than ttable (3,226 > 1,671). Therefore, H1 is accepted and H0 is rejected. So, it can be concluded that there is significant difference on students’ vocabulary mastery that used socrative application for formative assessment and that are not. In the other words, Socrative Application is effective for formative assessment on students’ vocabulary mastery of eleventh science grade of SMA Muhammadiyah 1 Ponorogo.

POLITENESS STRATEGY PERFORMED IN SATU JAM LEBIH DEKAT TALK SHOW ON TV ONE: A PRAGMATIC APPROACH Nur Aini Syah
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol 2, No 1 (2021)
Publisher : Institut Agama Islam Negeri Ponorogo

Talk show program on TV One is a program that uses language as a means of communication. To create the success of cummunication, it needs a strategy. This study aims to find out the politeness srategies used in Satu Jam Lebih Dekat talk show on TV One. The method used in this article is descriptive qualitative method. The data source of this research is oral data source, which is focused on the speeches between the presenter, interviewees, and mystery guest with the sources from a number of ministers in our country by downloading on the site www.youtube.com. For data analysis technique, the researcher used the contextual method with the pragmatic competence-in-dividing. And for the theory, the researcher focuses on politeness strategies by Brown Levinson's theory (1987: 94).The results indicate that there are 16 types of politeness strategies of Satu Jam Lebih Dekat program namely Bald on record, Positive Politeness-attend to hearer, Positive Politeness-intensify interest, Positive Politeness-use group identify marker, Positive Politeness-seek agreement, Positive Politeness-avoid disagreement, Positive Politeness-assert speaker’s knowledge, Positive Politeness-include both speaker and hearer in activity, Positive Politeness-give or ask reasons, Positive Politeness-give gifts, Negative Politeness-be conventionally indirect, Negative Politeness-question, hedge, Negative Politeness-give deference, Negative Politeness-impersonalize speaker and hearer, Off record-give hints, and Off record-give association clues. The most dominant use of politeness strategy is positive politeness-asking an agreement with the 42 percentage. The politeness strategies of this speech acts support the effectiveness of talk show and will minimize threats, protect, and extract information from interviewees without any compulsion due to the use of this politeness strategy.

AUDIOBOOK FOR INCLUSIVE STUDENTS: ITS EFFECTIVE PRACTICE Rizki Amalia; Faizatul Istiqomah
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol 1, No 1 (2020)
Publisher : Institut Agama Islam Negeri Ponorogo

The purpose of this study is to describe audiobook as learning media and todescribe factors influencing the successful used of audiobook by the blind studentsin inclusive school. This study was conducted at MA Muhammadiyah 1 Ponorogo.The instruments were observation, interview, and documentation. The result ofthis study revealed that the process of the use audiobook for supportingreferences in learning English, the teacher introduces an audio application andthen installing it on a blind students’ hand phone or laptop. The factor influencingthe successful use of audiobook by the blind students there are two factors thatare internal and external factor. Internal factor that influencing the success ofblind students in English learning by using audiobook the existence of enthusiasmfrom within. External factor that from parents, teacher, caregivers, and also theirfriends. All of them always help the blind students when needed.

THE IMPLEMENTATION OF THE EFFECTIVE STRATEGY FOR PRACTICING EXTEMPORANEOUS SPEECH STYLE IN PUBLIC SPEAKING Novia Yulanda
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol 2, No 2 (2021)
Publisher : Institut Agama Islam Negeri Ponorogo

This research deals with public speaking class, especially in extemporaneous speech. The purpose of the research was to find out how was the effective strategy for practicing an impromptu speech in public speaking. The researcher applied a qualitative research approach. The technique of data collection was note-taking by collected data on books and journals. The data were analyzed using data reduction, data display, and drawing the conclusion. The results revealed that there are some effective strategies for practicing extemporaneous speech in public speaking. The introduction of the speech started from greeting the god, getting the attention and interest of the audience started by a familiar quote, telling a personal story to illustrate speech point, and revealing the topic to the audience. Strategies explaining the body of speech were to have a card note. It is used to write the point of the speech presents the main points and sub-points in the body of the speech. Establish eye contact with the audience into speaker opening words, vocal and visual gestures in perform, and make sure the speech has the desired impact on the audience, testimony quotes from expert statements to support the conversation. Then, strategies concluding the speech began the conclusion with a restatement of the speaker's message by using positive words to the audience, praise and thanks to the audience, closing with an entertaining sentence or anecdote, chant rhymes, and chant rhymes and short poems.

TEACHER’S FEEDBACK IN TEACHING SPEAKING Luluk Rahmatia Trisna Aini; Pryla Rochmahwati
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol 1, No 2 (2020)
Publisher : Institut Agama Islam Negeri Ponorogo

This research deals with teacher’s feedback in teaching speaking at the seventh grade of SMPN 4 Ponorogo. This research was conducted for several purposes. They are: 1) to know the implementation of teacher’s feedback in teaching speaking at the seventh grade of SMPN 4 Ponorogo, 2) to know students’ response to the teacher’s feedback in teaching speaking at the seventh grade of SMPN 4 Ponorogo. The researcher applied qualitative research approach and the case study was the research design. In this research, the researcher analyzed the data by Mattew B Miles and Michael Hubberman’s; data reduction, data display, and conclusion and verifications data. It is a methodological on data analysis which involved an interview, an observation, and a documentation. Then both English teacher and the students especially 7G and 7H classes of SMPN 4 Ponorogo were the source and the object of this study. The findings of this study clarified that: (1) the English teacher implemented this feedback by giving tasks and inviting performance. Starting by the teacher chose the task and read the task to give the example of how to pronounce the words. Then the students should immitate it and improve their speaking of what they have took from the text in front of the class. While enjoying the students’ performance, the teacher took the scores and gave the feedback. It concluded on oral and written feedback. Something difference on this point than other points of feedback, the teacher applied on excellent point which is same as 10 scores in 1 point. Focusing on lower students to motivate their English skills and upgrading the students (the middle and the upper one) were the teacher’s goal in this strategy implementation. (2) the students’ response was very positive. It is shown when the researcher looked at the students were very active during doing the assignments. Through this feedback, the students can get several points in learning English such as feeling motivated and appreciated, getting an active assessment, and getting additional scores to upgrade their low scores. In the end, the researcher concluded that the teacher’s feedback applied positively in increasing students’ speaking ability.

The Problems of Early Childhood Education During COVID-19: An Appraisal Analysis of “Does Early Childhood Education Still Matter during Covid-19? On The Jakarta Post Nadiah Ma’mun; Ahdi Riyono
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol 2, No 1 (2021)
Publisher : Institut Agama Islam Negeri Ponorogo

This article explores the rhetoric of Yuliana in describing the difficulties of parents, teachers, and school administration during covid-19 health crisis. This study is guided by content analysis and the analytical framework of Appraisal from systemic functional linguistics, which concerned with the language of evaluation. The study reveals that in order to show the problematic matters of poor early students, their parents, the teachers, and the owner of a daycare center, Yuliana utilizes the appraisal system in a variety ways, with the aim to show some alternative solutions to the owners of the schools and the governments as to invest more because of the importance of early education for young generations for the future.

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Contact Name
Tirta Dimas Wahyu Negara

Contact Email
tirta@iainponorogo.ac.id

Phone
+6285731363647

Journal Mail Official
eltall@iainponorogo.ac.id

Editorial Address
Jl. Pramuka No 156 Ronowijayan, Kec. Siman. Ponorogo

Location
Kab. ponorogo,

Jawa timur

INDONESIA

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Tirta Dimas Wahyu Negara

Contact Email tirta@iainponorogo.ac.id

Phone +6285731363647

Journal Mail Official eltall@iainponorogo.ac.id

Editorial Address Jl. Pramuka No 156 Ronowijayan, Kec. Siman. Ponorogo

Location Kab. ponorogo, Jawa timur INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Tirta Dimas Wahyu Negara

Contact Email
tirta@iainponorogo.ac.id

Phone
+6285731363647

Journal Mail Official
eltall@iainponorogo.ac.id

Editorial Address
Jl. Pramuka No 156 Ronowijayan, Kec. Siman. Ponorogo

Location
Kab. ponorogo,

Jawa timur

INDONESIA