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Pendidikan Bahasa Inggris, Universitas PGRI Yogyakrta, Unit 2 Jl. IKIP PGRI I Sonosewu No.117, Sonosewu, Ngestiharjo, Kec. Kasihan, Kabupaten Bantul, Daerah Istimewa Yogyakarta 55182, Indonesia
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Journal of English Language Teaching and English Linguistics
Published by Universitas PGRI Yogyakarta
ISSN : 24070742     EISSN : 29869358     DOI : 10.31316
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Journal of English Language Teaching and English Linguistics is a peer-reviewed academic journal of studies in English language teaching and learning published biannually in January and July. Given that the journal prioritizes research reports in ELT, viewpoint articles in the same field will be considered for publication. The scope includes the teaching and learning of English as a foreign or second language: teaching strategies, language curriculum, testing and assessment, linguistics and teaching, literature and teaching, ICT in language teaching, etc.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 4 Documents
 1 
Search results for , issue "Vol. 4 No. 2 (2017): Journal of English Language Teaching and English Linguistics" : 4 Documents clear
THE IMPLEMENTATION OF INDUCTIVE APPROACH IN PRE-INTERMEDIATE STRUCTURE SUBJECT TO ENGLISH EDUCATION STUDY PROGRAM STUDENTS PGRI UNIVERSITY OF YOGYAKARTA Nafisah Endahati
Journal of English Language Teaching and English Linguistics Vol. 4 No. 2 (2017): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (264.046 KB) | DOI: 10.31316/eltics.v4i2.520

Abstract

The research aims at describing the implementation of inductive approach in pre-intermediate structure subject to English Education Study Program students. It describes how the response of the implementation of inductive approach through communicative activities to students of English Education Study Program, Faculty of Teacher Training and Education, PGRI University of Yogyakarta.The research was done qualitatively. It included some actions. The actions were activities of teaching and learning processes by implementing inductive approach through some communicative activities in the classroom. The subject of this research was the students of English Education Study Program, Faculty of Teacher Training and Education, PGRI University of Yogyakarta. The research data was analyzed qualitatively by using deep observation and interview. The result was represented descriptively.The result of the research was that the implementation of inductive approach through the communicative activities can (a) train students to be familiar with the rule of discovery; (b) exploit students’ greater degree of cognitive depth, (c) make the students are more active rather than being passive in the process, (d) involve students to collaboratively do problem solving, (e) involve students to get opportunity for extra language practice.
IMPROVING STUDENTS’ WRITING SKILL BY USING SCAFFOLDING TECHNIQUE TO THE SEVENTH GRADERS OF SMP BOPKRI GODEAN Rika Rimawati; Hermayawati Hermayawati
Journal of English Language Teaching and English Linguistics Vol. 4 No. 2 (2017): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (350.423 KB) | DOI: 10.31316/eltics.v4i2.521

Abstract

The background of the study was based on the phenomenon at the seventh graders of the SMP BOPRI Godean. Learning English especially writing skill were still low in mastering vocabulary, sentence structure, and paragraph organizing. The research aimed (1) to analyze the students’ writing by using scaffolding technique; (2) to describe the improvement of the students’ writing skill by using scaffolding technique; and (3) to find out the students’ interests in writing skill by using scaffolding technique. To solve the problem, the researcher conducted Classroom Action Research and applied scaffolding technique in teaching English to improve student’s ability in writing skill. The participants of this research were the 14 students of the seventh graders of SMP BOPKRI Godean. In this study, the researcher conducted a scaffolding technique of teaching writing descriptive text in three cycles by using scaffolding model adapted from Silvia Read. The five steps in scaffolding technique by Silvia Read were inquiry, modeling, shared, collaborative, and independent. The researcherexpected that the students could improve their writing skill by using the scaffolding technique and interested in English writing skill. The result of this study was showed by pre-test and post-test. In pre-test, the students’ average score was 49, whereas in the students’ post-test cycle one, the students’ average score was 64. In the second cycle, the students’ average score was 75.9. Finally, the researcher could conclude that the result of this research showed an improvement of the students’ writing skills by using scaffolding technique.
LESSON STUDY FOR LEARNING COMMUNITY IN TEACHING ENGLISH FOR PUBLIC SPEAKING Intan Satriani; Rasi Yugafiati; Lilis Suryani
Journal of English Language Teaching and English Linguistics Vol. 4 No. 2 (2017): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (204.746 KB) | DOI: 10.31316/eltics.v4i2.523

Abstract

This paper proposes lesson study as a model for improving pedagogical skill especially in teaching English for Public Speaking. The lesson study has three steps. Those are plan, do, and see. In a small group, several lecturers design the material and the methods. One lecturer is being a class lecturer of English for Public Speaking, the rest of them are being observers. The class lecturer explains about the lesson plan. The rest of them give comment and suggestion. The class lecturer apply the lesson plan which has revised to the students. The observers observe students‟ responds. After the class has finished, the class lecturer and the observers discuss their progress. They evaluate the class activity and make the next lesson plan. It shows that lesson study help the students to increase their understanding of English for Public Speaking. The lesson plan also give insight to class lecturer and the observers.
A PRAGMATICS ANALYSIS OF SPEECH ACT IN THOR MOVIE Tri Lestari; Elysa Hartati
Journal of English Language Teaching and English Linguistics Vol. 4 No. 2 (2017): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (212.815 KB) | DOI: 10.31316/eltics.v4i2.524

Abstract

This research analyzed speech act which were expressed by Thor as the main character in Thor movie. That movie showed a candidate of king who was banished by his father because of his arrogant characteristic, so, there were many speech act which represented real life. Considering there are problems in English language learning focusing on speech act, so this study was conducted used pragmatics analysis. The purposes of this study were to classify speech act based on Searle’s theory and analyze speech act which has relation between the form and the function of the sentence.This research used descriptive qualitative method. The data which were used in this research were the utterances that were performed by the main character in the movie. The data analysis used pragmatics approach with theory by Searle. From the theory, there are 5 classifications of speech act, representative, directive, commissive, expressive, and declarative. There are 2 types of speech act which is discussed by Searle, direct and indirect.Based on the analysis, the researcher found that from the 5 classifications only 4 of them which were expressed by the main character, representative, directive, commissive, and expressive. Representative and directive were expressed 56 times each of them. Commissive appeared 20 times and expressive appeared 29 times. All types of speech act were expressed by the main character in the movie. Direct speech act were expressed 140 times, and indirect speech act were expressed 11 times.

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