ELTIN Journal: Journal of English Language Teaching in Indonesia
ELTIN, Journal of English Language Teaching in Indonesia is published twice a year by STKIP Siliwangi, Indonesia. This journal represents the field of English Language Teaching in its widest sense. This journal addresses (applied) linguistics, literary appreciation, language education, and so forth.
Articles
142 Documents
<![CDATA[THE USAGE OF MULTIPLE CHOICE AND GAP FILLING IN MEASURING GRADE-SCHOOLERS’ UNDERSTANDING OF GRAMMAR ]]>
<![CDATA[Astri Yuniar Sri Utari]]>
<![CDATA[ Eltin Journal : Journal of English Language Teaching in Indonesia Vol 1, No 1 (2013): Volume 1, Issue 1, October 2013 ]]>
Publisher : <![CDATA[STKIP Siliwangi ]]>
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DOI: 10.22460/eltin.v1i1.p%p
<![CDATA[Grammar is one of the important elements in English that must be mastered or at least understood by the learners. In measuring students’ understanding of grammar, teachers can use four kinds of tests. They are gap filling, paraphrase, completion, and multiple choice. Multiple choice and gap filling are commonly used in assessing grade-schoolers’ understanding of grammar. Both of them are considered easy tests. Thus, there shouldt be no difference in students’ scores, whether using multiple choice test or gap filling test. This study is conducted to find a brief comparison of the usage of multiple choice and gap filling in measuring their understanding of grammar. This study also tries to determine which test is more influential in measuring the students’ understanding of grammar. This study uses quantitative approach. The data collection is obtained from students’ scores in both tests and the questionnaires. Through data analysis it is found that there is a significant difference in students’ scores of multiple choice and gap filling test. Students’ multiple choice scores are significantly better than their gap filling scores. It is also found that most of students believe that gap filling test is better than multiple choice test to assess their understanding of grammar. KEYWORDS: grammar, multiple choice test, gap filling test, paraphrase, completion]]>
<![CDATA[TWO TYPES OF REALIZATIONS OF MAKING REFUSAL IN SUNDANESE CONTEXT : A CASE STUDY ]]>
<![CDATA[Euis Rina Mulyani]]>
<![CDATA[ Eltin Journal : Journal of English Language Teaching in Indonesia Vol 1, No 1 (2013): Volume 1, Issue 1, October 2013 ]]>
Publisher : <![CDATA[STKIP Siliwangi ]]>
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DOI: 10.22460/eltin.v1i1.p%p
<![CDATA[This study was motivated by the previous research which suggests that InIndonesian context, indirectness, especially when making a refusal, is viewedas an indication of politeness. The purpose of the present study is to find outwhether or not there are Indonesian (especially Sundanese ethnic) people whouse indirectness with doing both saving and ‘loosing face’ their addresseeswhen making refusal. The subjects of this study were some Sundanesepeople’s refusals in some natural conversations. Observation on people’snatural conversations was done in collecting data. This study employed qualitative analysis of data. The result of this study showed that therealization of making refusal in Sundanese can be grouped into two:expressed in indirectness with employing saving face only, andexpressed in indirectness with employing both saving face and ‘losingface’. The two types of refusal strategies used by Sundanese people arestill in Indonesian culture of politeness. KEYWORDS: Indirectness, politeness, saving face, and losing face]]>
<![CDATA[A CRITICAL DISCOURSE ANALYSIS OF A TEXT ENTITLED “PAKISTANI GIRL SHOT BY TALIBAN CLAIMS TRIUMPH OVER TERRORISTS” USING VAN LEEUWEN’S 2009 METHOD ]]>
<![CDATA[Euis Rina Mulyani]]>
<![CDATA[ Eltin Journal : Journal of English Language Teaching in Indonesia Vol 2, No 2 (2014): Volume 2, Issue 2, October 2014 ]]>
Publisher : <![CDATA[STKIP Siliwangi ]]>
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DOI: 10.22460/eltin.v2i2.p%p
<![CDATA[This analysis was motivated by the previous studies which suggest that texts are never ideology-free nor objective; and meanings are constructed through social languages or discourses and are socially constructed, not neutral and often privilege some while marginalizing or excluding others. The analysis was done to the text entitled “Pakistani girl shot by Taliban claims triumph over terrorists”. The present analysis concerns: (1) the actions which are attributed to the participants in the text, (2) the participants’ actions which are de-agentialized and objectivated, (3) and the ideology behind the text. The text was analized by employing Van Leeuwen’s 2009 Method of Critical Discourse Analysis. Both qualitative and quantitative procedures were used to analyze the data. The conclusion of this study is that the ideology of egalitarianism or equalitarianism can strengthten its believers – even young believers – to fight agaist discrimination using various efforts including their verbal, physic, and mental to get their rights. Key Words: Van Leeuwen’s method of Critical Discourse Analysis, Ideology]]>
<![CDATA[Book Review : INTERCULTURAL LANGUAGE TEACHING AND LEARNING ]]>
<![CDATA[Kaswan Kaswan]]>
<![CDATA[ Eltin Journal : Journal of English Language Teaching in Indonesia Vol 1, No 1 (2013): Volume 1, Issue 1, October 2013 ]]>
Publisher : <![CDATA[STKIP Siliwangi ]]>
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DOI: 10.22460/eltin.v1i1.p%p
<![CDATA[The analysis of language and culture has been long and widely made. To mention a few, Lies Sercu (2005) addresses this issue in Foreign Language Teachers and Intercultural Competence, Soler and Jordan (ed, 2007) in Intercultural language Use and Language Learning, Nieto (2010) in Language, Cultural and Teaching, and Deardorff (2009) in The Sage Handbook of Intercultural Competence . Nevertheless, most recently this topic has received more attention and become more important, as discussed by Dasep Suprijadi and Euis Rina Mulyani in their research based articles. If the goal of language instruction is communicative competence, language instruction must be integrated with cultural and cross-cultural instruction for sociocultural competence is part of communicative competence, besides linguistic competence, discourse competence, formulaic competence, and interactional competence, as proposed by Celce-Murcia (1995) in Soler and Jorda (2007). Sociocultural competence refers to the speaker’s pragmatic knowledge, i.e. how to express messages appropriately within the overall social and cultural context of communication. This includes knowledge of language variation with reference to sociocultural norms of the target language. In fact a social or cultural blunder can be far more serious than a linguistic error when one is engaged in oral communication.]]>
<![CDATA[A CORRELATION ANALYSIS OF STUDENTS’ LANGUAGE LEARNING STRATEGIES USE AND THEIR ACADEMIC PERFORMANCE ]]>
<![CDATA[Dina Rachmawati]]>
<![CDATA[ Eltin Journal : Journal of English Language Teaching in Indonesia Vol 1, No 1 (2013): Volume 1, Issue 1, October 2013 ]]>
Publisher : <![CDATA[STKIP Siliwangi ]]>
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DOI: 10.22460/eltin.v1i1.p%p
<![CDATA[The way people learn a foreign language may be different from one person toanother. The success of students’ learning may be affected by the strategieswhich are employed by them. Therefore, attracted by the problem, this paper isaimed to investigate Language Learning Strategies (LLS) employed by thestudents and its relationship with their academic performance. StrategyInventory of Language Learning Strategies from Oxford (1990) was adopted asthe main theory of the study. The subjects of the research were 30 second yearstudents of English Department of UNTIRTA (Universitas Sultan AgengTirtayasa) Serang, Banten Province. To collect the data of students’ LLS,Questionnaire of Strategy Inventory of Language Learning, (Oxford, 1990) wasadopted. Moreover, students’ academic performance was measured from theirGrade Point of Average (GPA).The study finds that, there is relationshipbetween students’ language learning strategies use and their academicperformance. It is shown by the value of r, which is 0,776, while the criticalvalue with df of 28 is 0.32 It means that the correlation is marked andsignificant. Thus, it suggess that the more a student employs language learningstrategies the better her/his academic performance is. KEYWORDS: LLS (Language Learning Strategies), SILL (Strategy Inventory ofLanguage Learning)]]>
<![CDATA[THE USE OF AUTHENTIC MATERIALS IN TEACHING READING COMPREHENSION ]]>
<![CDATA[Yanuarti Apsari]]>
<![CDATA[ Eltin Journal : Journal of English Language Teaching in Indonesia Vol 2, No 2 (2014): Volume 2, Issue 2, October 2014 ]]>
Publisher : <![CDATA[STKIP Siliwangi ]]>
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DOI: 10.22460/eltin.v2i2.p%p
<![CDATA[Teachers often have difficulties in finding the appropriate learning materials in teaching reading. Without appropriate reading texts that suit them, students spend long hours in the classroom with poor achievement in reading comprehension. This research, therefore aims to find out whether the use of the authentic material can improve students’ reading comprehension. With regard to the purpose of the research, an experimental research is applied where twenty-five pairs of students from two groups are observed. The data are obtained from pre-test and post-test. The data are statistically analyzed and then compared by using mann whitney U test. The result of the study reveals that the use of authentic material in teaching reading does not significantly improve students’ reading comprehension. Nevertheless, it is recommended that teachers use authentic reading materials for a change. In addition, when bringing authentic materials into classroom, they should be used in accordance with students' ability, as well as with suitable tasks being given. Keywords: Authentic Material and Reading Comprehension]]>
<![CDATA[THE USE OF MIND MAPPING IN TEACHING READING COMPREHENSION ]]>
<![CDATA[Rissa San Risqiya]]>
<![CDATA[ Eltin Journal : Journal of English Language Teaching in Indonesia Vol 1, No 1 (2013): Volume 1, Issue 1, October 2013 ]]>
Publisher : <![CDATA[STKIP Siliwangi ]]>
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DOI: 10.22460/eltin.v1i1.p%p
<![CDATA[It is reported by World Bank that Indonesian students’ readingcomprehension is very low. That is why, it is crucial to conduct a researchon appropriate techniques to develop students’ reading comprehension. Oneof them is mind mapping (MM). MM is a technique that can increase one’sability in note taking. It not only includes the key words of information orideas but also implements the use of colors and drawing, thus MM projectbecomes fun and enjoyable. The aim of this study is to observe theimplementation of MM in a class of first graders of a senior high school inBandung. For that reason , two meetings are observed. There are threeinstruments employed: students’ mind maps, observation (by observer andthe teacher), and open-ended questionnaire. From the data obtained, it isrevealed that there is improvement from the first meeting (90.4%) to thesecond one (94.6%) of the students mind maps. The MM can make thestudents recall their background knowledge and focus on their reading.Meanwhile, the questionnaires indicate that they are unfamiliar with thetechnique, yet they enjoy it. Therefore, MM can be considered to be analternative technique in teaching reading comprehension. KEYWORDS: mind mapping, open-ended questionnaire]]>
<![CDATA[THE COMPARISON OF TWO TEST ITEM FORMATS IN ASSESSING STUDENTS’ READING COMPREHENSION ABILITY ]]>
<![CDATA[Fidalia MR]]>
<![CDATA[ Eltin Journal : Journal of English Language Teaching in Indonesia Vol 2, No 2 (2014): Volume 2, Issue 2, October 2014 ]]>
Publisher : <![CDATA[STKIP Siliwangi ]]>
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DOI: 10.22460/eltin.v2i2.p%p
<![CDATA[This study discussed the comparison of the two kinds of test in assessing students’ reading comprehension skill. The sample of this research was 36 eighth grade students in one of the SMP-s in Riau. It employed quantitative research. The data collection technique used was reading comprehension test. Furthermore, the data obtained from both test item formats were analyzed, compared and calculated in form of paired samples t-test analysis by using IBM SPSS statistics version 22. The research findings showed some points; there are 4.5833 point differences between two mean scores result (short answer and multiple choice test), the correlation between the result of the two test item formats is .626 which means that there is high correlation between them, and based on the comparison of t value and t table and the P value, it was found H0 is accepted which means that there is no effect of the use of those two test item formats in students’ score in assessing students’ reading comprehension ability. Keywords: comparison, testing, multiple choice, short answer, reading comprehension]]>
<![CDATA[THE EFFECTIVENESS OF INQUIRY BASED TEACHING TO TEACH GRAMMAR ]]>
<![CDATA[Eris Isnaini]]>
<![CDATA[ Eltin Journal : Journal of English Language Teaching in Indonesia Vol 2, No 2 (2014): Volume 2, Issue 2, October 2014 ]]>
Publisher : <![CDATA[STKIP Siliwangi ]]>
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DOI: 10.22460/eltin.v2i2.p%p
<![CDATA[Inquiry-based teaching is a teaching method that focuses on students’ investigation on questions that are challenging in which the questions will lead students to be active and creative to find the answers. The stages are asking, investigating, creating, discussing, and reflecting. This article refers to an experimental study about the effectiveness of Inquiry based teaching to teach grammar at SMK Tamasiswa Sukoharjo, Central Java. The population of this research is the first grade students of SMK Tamansiswa Sukoharjo. The sample of this research consists of two classes; class A was used as the experimental group treated by using inquiry based teaching and class B as the control group treated by using lecture method. The sampling technique used is cluster random sampling. The instrument used to collect the data is grammar mastery test. The data were analyzed by using t-test. Based on the results of the analysis, the findings of this research is inquiry based teaching is more effective than lecture method to teach grammar. Based on the above findings, it can be concluded that inquiry based teaching is an effective method to teach grammar for the first grade students of the SMK Tamansiswa Sukoharjo. Keywords: Inquiry based Teaching, grammar mastery, lecture method]]>
<![CDATA[THE EFFECT OF FEEDBACK ON STUDENT’S WRITING ACCURACY ]]>
<![CDATA[Asep Suarman]]>
<![CDATA[ Eltin Journal : Journal of English Language Teaching in Indonesia Vol 1, No 1 (2013): Volume 1, Issue 1, October 2013 ]]>
Publisher : <![CDATA[STKIP Siliwangi ]]>
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DOI: 10.22460/eltin.v1i1.p%p
<![CDATA[This paper is concerned with the effect of direct, uncoded oral and writtenfeedback to the writing accuracy. Nine secondary school students, who werechosen purposively from high, mid and low achiever, involved in this study.Observation and document analysis were used to collect data in which errors ofgrammatical - covering subject-verb agreement and clause construction -,lexical and punctuation were analyzed. The result shows that the direct, uncodedoral and written feedback gives significant effect only to the high achievers.But, such feedback does not give much effect to the texts made by midachievers and low achievers. Overall, the feedback does not give significanteffect on the students’ writing accuracy. Considering limitations of the study,some suggestions are also put forward. KEYWORDS: feedback, writing accuracy]]>
