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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 83 Documents
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L1 USED DURING L2 FREE WRITING: A LOOK AT BEGINNING WRITERS Indah Nur 'Aini
Journal of English Language Teaching and English Linguistics Vol. 2 No. 1 (2015): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (447.039 KB) | DOI: 10.31316/eltics.v2i1.443

Abstract

This research aims to investigate the composing process and writing strategiesofthe beginning writers’free writing product dealing with the writing problem and theory of the writing process. It is seenfrom their grammar (minor grammatical errors, such as –s on verbs in third person singular),vocabulary (knows most words needed to express ideas but lacks vocabulary for finer shades ofmeaning), sentence (uses several sentences pattern), organization (somewhat sequenced), and fluency(writes several sentences). It focuses on how the beginning writers’ L1 influence their L2 free writingproduct. Twenty five (25) students invoked by producing twenty five (25) different topics. The resultshows that there is an influence of L1 knowledge to L2 language production in which the participantstranslate their ideas in L1 knowledge to L2 language directly without considering the structures andforms.
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.
EMPLOYING MULTIMEDIA-BASED LEARNING TO IMPROVE ENGLISH SPEAKING SKILLS Ahmad Thoyyib Shofi
Journal of English Language Teaching and English Linguistics Vol. 5 No. 1 (2020): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (326.064 KB) | DOI: 10.31316/eltics.v5i1.525

Abstract

Regarding language learning today, everyone is increasingly awarded that traditional language teaching is no longer effective in supporting students need. Learning speaking skills in the classroom carry out by the lecturers are still using traditional methods conducting learning in the classroom using whiteboards, markers, and other manual tools. Meanwhile, in the current global era, multimedia based learning is a demand along with the development of technology. Therefore, this article elaborates the mechanism of multimedia used in learning speaking skills. The type of research was Classroom Action Research (CAR) with the subject were the second semester students of The University of Qomaruddin Gresik. This Classroom Action Research process was taken in two cycles with 4 procedure; planning, implementation, observation, and reflection. The result of the cycle one shown that 10 students or 50% of 20 students spoke English too slow and repeated the same sentence many times so the listener could not understand the meaning, so their speaking skill were in poor level. Meanwhile, 50% or 10 the rest of the students got good level. Since the result of the cycle one was below the target, so the researcher continued to conduct the second cycle. After the second cycles were conducted, the result shown that 25% students was in good level, and 75% students were in very good level. After the second cycle was conducted, finally the level of the students’ speaking skill was increasing, so the researcher ended the research.
Analysis of Omission and Addition Errors Found in the Students’ English Texts Harisna Hikmah
Journal of English Language Teaching and English Linguistics Vol. 5 No. 1 (2020): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (332.442 KB) | DOI: 10.31316/eltics.v5i1.526

Abstract

The research was done to find the aspects of omission and addition errors in English texts made by the students of MAN 3 Bantul. The research was a descriptive study which was conducted in MAN 3 Bantul. The data was collected by analyzing the students’ writing. There were 20 exposition texts made by the eleventh-grade students of MAN 3 Bantul. The text is written in four different themes. After getting the data, the data were analyzed by identifying and deeply checking the students’ errors according to the theory form James (1998). The data found then categorized by entering the data to the table based on the linguistic taxonomy and surface strategy taxonomy. There were many aspects of omission or addition errors found in this study. From the data analysis, the study found seven aspects of omission errors and six aspects of addition errors. The aspects of omission errors were omission of (1) to be, (2) article, (3) pluralization, (4) verb, (5) preposition, (6) pronoun, and (7) agreement. While the aspects of addition errors were addition of (1) preposition, (2) article, (3) conjunction, (4) to be, (5) sub clause marker, and (6) verb. It can be concluded that the students still have lack of grammatical mastery and implies that grammar should be inserted in the teaching and learning process. It implies that the students should be given enough opportunity in learning English grammar more. The teacher should also increase their awareness concerning with the errors made by the students. They have to give more emphasize and also feedback to increase the students’ awareness in applying English grammar rule in creating sentence or texts.
Students’ Obstacles on Autonomous English Learning Andi Dian Rahmawan
Journal of English Language Teaching and English Linguistics Vol. 5 No. 1 (2020): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (326.961 KB) | DOI: 10.31316/eltics.v5i1.527

Abstract

This study attempts to give teachers a perspective regarding what problems students face during the process of learning English material by employing the Autonomous Learning. The researcher used Pragmatics as the subject of learning to observe the process of Autonomous Learning during one semester. This is a descriptive qualitative research in which 7 students of English Education of PGRI University were employed as the subjects of this study. Those students are the most active ones in class. After they conducted a series of learning process autonomously, they were expected to fill the questionnaire as the data source to reveal the basic need of the students that they are expecting from the teachers. Then the data would be explained descriptively. It is expected that the teachers are going to have some new perspectives regarding the autonomous learning, which is related to the students’ problems. What they want the teachers to do and what the teachers should provide are two fundamental considerations. This study reveals that the autonomous learning does not mean that the students learn the material fully autonomously. Bigger than that, the students still need the presence of the teachers as the agent of autonomous learning.
Exploring the Strengths and Weaknesses of Teaching Speaking by Using LMS-Edmodo Rifki Irawan
Journal of English Language Teaching and English Linguistics Vol. 5 No. 1 (2020): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (755.903 KB) | DOI: 10.31316/eltics.v5i1.528

Abstract

The aim of this research is to explore the strengths and weaknesses of teaching speaking by using LMS-Edmodo based on the teacher’s perceptions. This research is a qualitative descriptive approach that involved one teacher as a participant. Observation, documentation, and interview are three kinds of instruments which were applied to this research. The data were collected by using three stages of qualitative analysis (Miles & Huberman, 1994), which were data reduction, data display, and conclusion drawing and verification. Based on the teacher’s perception, the strengths of teaching speaking by using Edmodo are its economy, privacy, simplicity, and flexibility. On the other hand, time-consuming, harm to the teacher’s health, slow loading if The aim of this research is to explore the strengths and weaknesses of teaching speaking by using LMS-Edmodo based on the teacher’s perceptions. This research is a qualitative descriptive approach that involved one teacher as a participant. Observation, documentation, and interview are three kinds of instruments which were applied to this research. The data were collected by using three stages of qualitative analysis (Miles & Huberman, 1994), which were data reduction, data display, and conclusion drawing and verification. Based on the teacher’s perception, the strengths of teaching speaking by using Edmodo are its economy, privacy, simplicity, and flexibility. On the other hand, time-consuming, harm to the teacher’s health, slow loading if lacks of internet connection, the error of the system, easy for students to copy and paste their classmates’ assignments are its weaknesses.
Affinity Group In EFL Classroom Juang Kurniawan Syahruzah
Journal of English Language Teaching and English Linguistics Vol. 5 No. 1 (2020): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (207.897 KB) | DOI: 10.31316/eltics.v5i1.529

Abstract

The purpose of this research is to know the effect of affinity group in EFL reading classroom of English Department students in University of PGRI Yogyakarta. In measuring the reading comprehension of students the pre-test and post-test are done. The experiment of reading comprehension is done by recruiting of 19 students of EFL reading classroom and do the training and exercising of reading text in reading class. These students are all second-year at PBI-UPY and aged between 17 and 20. Standard measurement is comparison of students answer in pre-test and post-test of reading exercises. The result of this research is students who passed the standard score improved from 25% in the preliminary data to 71% at the end of the research. It means that affinity group strategy improves students’ reading comprehension that is influenced by student’s factors and lecturer factors.

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