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ELT Forum: Journal of English Language Teaching
Published by Universitas Negeri Semarang
ISSN : 22526706     EISSN : 27214532     DOI : https://doi.org/10.15294
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
The aim of this journal is to promote a principled approach to research on language and language-related concerns by encouraging inquiries into relationship between theoretical and practical studies. The journal welcomes contributions in such areas of current analysis in: first, second, and foreign language teaching and learning; language in education; language planning, language testing; curriculum design and development; multilingualism and multilingual education; discourse analysis; translation; clinical linguistics; literature and teaching; and. forensic linguistics.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 349 Documents
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THE USE OF BLOG AS A MEDIUM TO IMPROVE STUDENTS` SKILL IN WRITING HORTATORY EXPOSITION A Classroom Action Research at the Eleventh Grade Students of SMAN 12 Semarang Chikmahwati, Maulina Nur
ELT Forum: Journal of English Language Teaching Vol 2 No 1 (2013)
Publisher : Jurusan IKM FIK UNNES

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THE EFFECTIVENESS OF USING ILLUSTRATED FOLKTALE “THE PRINCESS FARMER” TO TEACH READING COMPREHENSION OF NARRATIVE TEXT A Quasi Experimental Research at the Tenth Year Students of SMK Diponegoro Juwana in the Academic Year of 2015/2016 Sari, Badharul Nurtika
ELT Forum: Journal of English Language Teaching Vol 5 No 1 (2016)
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This article is about the use of illustrated folktale “The Princess Farmer” as a strategy to develop the students’ reading comprehension. In order to achieve the objectives of this research, the writer adopted a quasi-experimental research design. The subjects of this research were class X-AK 1 and X-AK 2 of SMK Diponegoro Juwana, in the academic year of 2015/2016 which consisted of 20 students in each class. In this study X-AK 2 was selected as the control group and X-AK 1 was selected as the experimental group. There were 5 meetings in this study. In the first meeting, there was pre-test, in the second, third, and fourth meetings there were treatments, and in the fifth meeting there was post-test. In order to collect data about students’ reading comprehension of narrative text, the writer used pre-test and post-test to know the students’ differences. Besides used test, this study also used questionnaire.  The result of this study showed that the use of illustrated folktale “The Princess Farmer” can measure students’ reading comprehension of narrative text well. Based on the result of this study, the writer concluded that the use of illustrated folktale “The Princess Farmer” gave a good contribution in English teaching and learning, especially in the area reading comprehension of narrative text.
IMPROVING STUDENTS’ MASTERY OF ENGLISH SYNONYMS AND ANTONYMS USING BINGO AND DOMINO GAMES (A Classroom Action Research on the Eighth Grade Students of SMP Negeri 3 Maos in the Academic Year 2013/2014) Ramadhani Susanto, Bitha Pracandra
ELT Forum: Journal of English Language Teaching Vol 4 No 1 (2015)
Publisher : Jurusan IKM FIK UNNES

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This final project is concerned with the use of bingo and domino games in improving students’ mastery of synonyms and antonyms. The objective of this research is to investigate to what extent bingo and domino games give their influence in teaching synonyms and antonyms to the junior high school students. This study used action research design. There were two cycles of action in this study. This research was started with an initial pre-test and ended with a final post-test. In each cycle there were pre-test, treatment, and post-test. Tests were used to collect the quantitative data. Meanwhile, observation checklist and questionnaire were used to gather the qualitative data. The students of class VIIIA of SMP Negeri 3 Maos were chosen as the subjects of this study. The study showed that the games could give a great help to the students in improving their mastery of synonyms and antonyms. By comparing the mean score of initial pre-test and final post-test, a significant improvement could be seen. The students’ mean score of the final post-test (86.95) was higher than that of the initial pre-test (33.09). This improvement was also supported by the results of observation checklists and questionnaire. Based on the observation checklists, the students’ attitude improved. The students’ participation in Cycle 2 was better than that of Cycle 1. Moreover, the result of questionnaire showed that the students gave positive perception towards the use of bingo domino games. By referring to the results, it can be concluded that bingo domino games gave good contribution to the improvement of the students’ ability in mastering English synonym and antonym. Therefore, the use of those games as an alternative way to teach synonyms and antonyms is recommended. Through this technique, teachers are expected to be able to increase students’ interest and motivation in learning synonym and antonym.
THE EFFECTIVENESS OF USING COMPUTER GAME “FAST HANDS” TO IMPROVE STUDENTS’ VOCABULARY MASTERY FOR JUNIOR HIGH SCHOOL (A Quasi Experimental Research at the Eighth Grade Students of SMP Negeri 1 Muntilan in the Academic Year of 2014/2015) Trihandayani, Retno; Sofwan, Ahmad
ELT Forum: Journal of English Language Teaching Vol 5 No 2 (2016)
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This study was a quasi-experimental research aimed at finding out whether computer game “Fast Hands” effectively improve students’ vocabulary or not. The population of this study were 192 students from the eighth grade of SMP Negeri 1 Muntilan in the academic year 2014/2015. Of this population, two classes were chosen as the experimental group (VIII-B) and the control group (VIII-F) consisting of 24 students for each group. Thus, there were 48 students as the samples. Based on the result of the analysis, it is shown that the students’ progress in mastering vocabulary for both groups is good after they were given the treatment. It is shown from the different means result in the experimental group, that is from 66.46 in the pre-test to 84.79 in the posttest. Thus, it has 18.33 in difference. In the control group the difference between the two means is 13.54. 65.83 in the pre-test and 79.37 in the posttest. To check whether the treatment significantly influenced students’ vocabulary, the t-test formula was used. Based on the result of the computation, the t-value is 2.237. This result was consulted with the critical value on the t-table with 5% alpha level of significance and 40 degrees of freedom by using interpolation. Based on the result of interpolation, the critical value is 2.015. Since t-value is higher than t-table (2.237 > 2.015) it can be concluded that computer game “Fast Hands” effectively improve students’ vocabulary compared to the Word Lists Strategy. Thus, it is suggested that the teachers may use computer game “Fast Hands” in their teaching practice especially in improving students’ vocabulary.
TEACHING WRITTEN ANNOUNCEMENT THROUGH GALLERY WALK TECHNIQUE (An Experimental Study of Eighth Grade Students at SMP Muhammadiyah 1 Weleri, Kabupaten Kendal, in the Academic Year of 2013/2014)
ELT Forum: Journal of English Language Teaching Vol 3 No 1 (2014)
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The objective of this study was to find out whether there was significant difference in the achievement of writing announcement text between the eighth grade students of SMP Muhammadiyah 1 Weleri in the academic year of 2013/2014 who were taught by using Gallery Walk technique and those who were taught by using conventional method. To meet this objective, an experimental research design called pretest-posttest control group design was applied. The research was carried out at SMP Muhammadiyah 1 Weleri. The subjects of the research were two classes. The experimental group was the students of VIII-A which consisted of 28 students and was taught by using Gallery Walk technique. The control group was the students of VIII-B which consisted of 28 students and was taught by using conventional method. The data of the research were obtained from the writing test on pre-test and post-test. Based on the pre-test analysis, the value of tvalue was 0.38, while the value of ttable was 1.67. Since the value of tvalue was lower than the ttable, it meant that there was no significant difference in the students’ achievement of writing announcement text between experimental and control groups on pre-test. Meanwhile, based on the post-test analysis, the value of tvalue was 1.76. Compared with the value of ttable, 1.67, the tvalue was higher than the ttable. It meant that there was significant difference in the students’ achievement of writing announcement text after the treatment was given where the students’ achievement in experimental group was higher or better than the control group. The result above indicates that the use of Gallery Walk technique in teaching writing announcement text brought about significant improvement.
IMPROVING THE STUDENTS’ MASTERY IN PRONOUNCING CONSONANTS /f/ AND /v/ Rini, Nunung Setiyo
ELT Forum: Journal of English Language Teaching Vol 5 No 1 (2016)
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This final project is concerned with the use of Cambridge Advanced Learner’s Dictionary toward the students’ pronunciation of consonants [f] and [v]. The objective of this study is to improve the students’ pronunciation by using Cambridge Advanced Learner’s Dictionary. This study used action research design. There were two cycles of action in this study. This research started with an initial pre-test and ended with a final post-test. In each cycle there were pre-test, treatment, and post-test. The tests were used to collect the quantitative data. Meanwhile, observation checklist and questionnaire were used to gather the qualitative data. Thirty one students of class VIII H of SMP N 22 Semarang were chosen as the subjects of this study. Based on the data analyses, there was a significant improvement of the students’ achievement after the implementation of Cambridge Advanced Learner’s Dictionary was given. This improvement was proved by the comparison between the result of Initial Pre-test and Final Post-test. This improvement was also supported by the results of observation checklists and questionnaire. Based on the observation checklists, the students’ attendance and engagement in Cycle 2 was better than their attendance and engagement in Cycle 1. Moreover, the result of questionnaire showed that the students gave positive perception towards the use of Cambridge Advanced Learner’s Dictionary. With regard to the above results, it can be concluded that the use of Cambridge Advanced Learner’s Dictionary successfully improves the students’ pronunciation of consonants [f] and [v]. Therefore, the use of Cambridge Advanced Learner’s Dictionary in the teaching pronunciation, especially pronunciation of English words containing consonants [f] and [v] is recommended.
THE INTEGRATION OF SECOND CORE COMPETENCE (KI 2) OF CURRICULUM 2013 IN ENGLISH CLASSES Anugrahwati, Yulia
ELT Forum: Journal of English Language Teaching Vol 4 No 1 (2015)
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This final project is based on a study which attempted to describe the integration of character education in a real teaching. The main purpose of the study was to describe how the teachers integrated and assessed (KI 2) or character education to their students in English classes. Three english teachers from two different school levels participated in this research. They taught their students in the class. From the teaching and learning process, the transcriptions which contained teachers’ acts and talks was provided. Then, both teachers’ acts and talks were displayed on a table. They were categorized based on 18 pillars of character education which is proposed by Kemendiknas. After both teachers’ acts and talks were categorized, the researcher explained what methods or strategies were used in integrating and assesing character education. After that, the researcher summarized all the findings from the data and conclude them. Results indicated that all the three teachers who became the source of data have already integrated character education in their class. The first teacher or teacher A integrated discipline and social care. Both discipline and social care are displayed twice on the transcription. The next teacher is teacher B. During her class, she integrated tolerance three times, respect of the achievement three times, social care four times, each democratic, communicative and discipline one time to all her students. The last teacher is teacher C. She did integrate curiosity once, religious for four times and both tolerance and democratic twice. Charater education has already integrated by all teacher in each class. There was no new strategy which was used by all the teachers in integrating character education. The strategies which were mostly used by the teachers were only in the form of advice. In addition, there was no strategy which was used by the teachers to assess character education. This could happen because the teachers did not do any single assessment to character education which they have transferred on that day. 
CHARACTER EDUCATION VALUES IN READING SECTION OF E-ENGLISH TEXTBOOK FOR SENIOR HIGH SCHOOL STUDENTS GRADE XI Hapsari, Pratama Lysa
ELT Forum: Journal of English Language Teaching Vol 2 No 1 (2013)
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The main purpose of the study is to find out what character values are integrated in reading section of the English e-book of Senior High School and in which part of the English e-book of Senior High School the character values are realized. In order to obtain the objective of the study, I did several steps. I selected the e-book and then the reading section was selected. After selecting the reading section, the character education values integrated in the reading section were identified. Then, I identified the character education values in the reading section components; whether they are integrated in reading texts or reading exercises. From the eighteen character values formulated by The Indonesian Ministry of National Education 2010, there are only seventeen of them covered in reading section of the e-book. These seventeen values are honesty, tolerance, democracy, hard work, creativity, environmental caring, social caring, discipline, patriotism, nationalism, respect achievement, loving peace, reading habit, independence, religious, curiosity, and friendly/communicative. One character value that is not covered in reading sections is responsibility. All the character values found are covered in both components of the reading sections. After analyzing, I would like to suggest for the next researcher who attempts to do the similar research as I do. He/she should analyze the textbook which is recommended by the Book Centre (Pusbuk) of the National Education Ministry (Depdiknas) so that his/ her research will have a great possibility to be used as a consideration to select a good textbook for teaching and learning processes at schools.
ERROR ANALYSIS ON THE USE OF TO BE AS AUXILIARY AND LINKING VERB IN THE STUDENTS’ RECOUNT TEXT (A Case of the 8th Grade Students of SMP N 19 Semarang in the Academic Year of 2013/2014) Cahyaningrum, Danik
ELT Forum: Journal of English Language Teaching Vol 3 No 1 (2014)
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This final project was conducted to analyze the students’ errors on the use of to be as Auxiliary and Linking verb on the students’ recount text that made by eight grade students of SMP N 19 Semarang in the academic year of 2013/2014. This study has three objectives; i.e. to identify errors, to find out the most frequent errors and how to avoid errors on the use of to be as auxiliary and linking verb. The population of this study was eighth grade students of SMP N 19 Semarang. This study used purposive random sampling and one class had been taken as the sample under the consideration that the number of the sample was about 10% - 15% from the population. I chose class 8B which consist 31 students, but only 28 students could participate on the research. This study used qualitative research method in analyzing the data since the aim of the study is to identify errors, to find out the error, type and how to avoiding error on the use of to be as Auxiliary and Linking verb. In gathering the data, I conducted the instructions for the students’ free writing using some topics that had been prepared before the research on 10 may 2013. To find out the errors, I used the error taxonomy according Dulay, Burt and Krashen (1980:50). I classified the errors into 4 types that are Omission, addition, misinformation and misordering. The result showed that 11.3 % from the total findings belongs to errors on the use of Auxiliary verb which consisted of 8.1 % in misinformation types and 3.2 % in omission types and 88.7 % from the total findings belongs to errors on the use of Linking verb which consisted of 45.2 % in misinformation types, 20.9 % in omission types, 19.4 % in addition types and 3.3 % in misordering types. After analyzing and counting the data, I found out that the most frequent errors were errors on the use of Linking verb which were dominated by misinformation types.
Error Analysis on the Use of Prepositions in Students’ Writing (A Case Study of the Eleventh Grade Students of SMA Negeri 9 Semarang in the Academic Year of 2014/2015) Anjayani, Pindho; Suprapto, Suprapto
ELT Forum: Journal of English Language Teaching Vol 5 No 2 (2016)
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The focus of this study is error analysis on the use of prepositions in students’ writing made by the eleventh grade students of SMA Negeri 9 Semarang. This study was conducted to find out the students’ dominant errors on the use of prepositions in their writings and to explain how students use prepositions in their writings. This study was categorized into descriptive qualitative research. The population of this study was the eleventh grade students of SMA Negeri 9 Semarang in the academic year of 2014/2015. The population was 252 students and the writer chose 72 students from two classes consist of class XI IPA 3 and XI IPA 5 as the subjects. The writer used purposed random sampling because the population was homogenous. The data was analyzed using error analysis method. The result of data analysis showed that from 1002 prepositions found in 72 students’ writing. There were 117 incorrect preposition usage or 11.68%. The dominant error was the use of preposition of place which was 66.67% or 78 errors. However, the students were able to use prepositions correctly because in general they could use the appropriate prepositions in their writing. The writer saw that some of students were still confused in choosing the appropriate prepositions. Some of them knew the function of prepositions but they overgeneralized the information from target language in every structure of language they found. They also tried to combine information from their native language (Indonesian) and second language they are learning (English). In general, those errors were mostly caused by interlingual transfer. The writer hopes that the teacher could be aware of the importance of media to transfer information about preposition effectively and efficiently. The writer also hopes the government and syllabus developer could understand the importance of preposition as the part of grammar in English. In addition, they could allocate more time and portion to include preposition as the important material for the students.

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