ELT Forum: Journal of English Language Teaching
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.
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<![CDATA[THE IMPLEMENTATION OF TRANSPOSITION TRANSLATION PROCEDURES IN ENGLISH-INDONESIAN TRANSLATION OF EPIC MOVIE SUBTITLE ]]>
<![CDATA[Anggraeni, Putri]]>;
<![CDATA[Mujiyanto, Januarius]]>;
<![CDATA[Sofwan, Ahmad]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 7 No 2 (2018): ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[The topic of this research is The Implementation of Transposition TranslationProcedures in English-Indonesian Translation of Epic Movie Subtitle. Movie or filmcan be considered as the most popular literary work yet brings out language aspectsinto broaden. As we know, a lot of popular movies are written in English which ledtranslator produce a qualified translation of the movie in order to make the movieeasier to understand by the audiences. There are many translation proceduresimplemented in a movie translation, one of them is transposition translationprocedure. The goals of this final project are to reveal how many types and how thetransposition translation procedure is implemented in translating the subtitle of Epicmovie. This study used qualitative approach in describing the results of the analysisof transposition translation procedure implemented. In gathering data, the writerused two steps, they are watching and transcription. In analyzing data, the writerused several steps, they are identifying, classifying, reducing, and reporting. Afteranalyzing the data, the results of this research were presented by using thequalitative-descriptive method. There are 108 out of 1551 parts of subtitlesimplemented four types of transposition translation procedure. The results of theanalysis are described as follows: transposition translation procedure involvingliterary translation is 63.9%, transposition translation procedure involving change ofwords’ position 27.7%, transposition translation procedure involving change of wordclass 4.6%, and transposition translation procedure involving adjustment andreplacement of words 4.6%. It can be seen that the most frequently implementedprocedure is transposition translation procedure involving literary translation. Thetranslator implemented all types of transposition translation procedure in order toproduce a good translation which high in naturalness and equivalency of meaningbetween SL and TL.]]>
<![CDATA[AN ANALYSIS OF STUDENTS’ ERROR IN PERCEPTION OR PRODUCTION IN PRONOUNCING ENGLISH SOUNDS WHICH HAVE DIFFERENT DISTRIBUTIONS WITH THEIR NATIVE LANGUAGE ]]>
<![CDATA[Biantoro, Ryan]]>;
<![CDATA[Sisbiyanto, Amir]]>;
<![CDATA[., Suprapto]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 7 No 2 (2018): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[This paper is written based on the error analysis on perception or production inpronouncing English sounds which have different distributions by the students ofSMP N 2 Demak in Academic Year of 2015/2016. The study was aimed to describeand to explain the most common problems faced by the students in learning Englishfinal voiced stops [b, d, g]. This study is using qualitative approach. The populationof the study was the eight grader students of SMP N 2 Demak. The total numbers ofthe population used in this research are 310. Random sampling technique was usedto get the sample. The data of this study was obtained from listening and speakingtests. The result of those tests were used as the source of data collection. Then, theresult was interpreted by using Tinambunan‟s criterion grading. In perception test,the error proportion of the 30 students was 6,07% while in the production test, theerror proportion was 28,2% out of 30 students. Based on the results, it is concludedthat the students were considered exellent in perceiving but fair in pronouncing finalvoiced stops [b, d, g].]]>
<![CDATA[MODULATION IN INDONESIAN TRANSLATION OF NATIONAL GEOGRAPHIC ARTICLES ]]>
<![CDATA[Setiawan, Hanif Pandu]]>;
<![CDATA[Yuliasri, Issy]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 7 No 2 (2018): ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[This study investigates the types of modulation which were used on the translationprocess of National Geographic Magazine of June 2014 both on USA andIndonesian issue. The purposes of this study areto describe the use of modulation intranslating “National Geographic” from English to Indonesian and to describe themaintenance of the source target meaning in the target text. The qualitativeapproach was used to describe the quantitative data which was got from theanalysis. The data of this study was collected using reading and inventorying stagesand analyzed using comparing, identifying, and evaluating process. The collecteddata then was analyzed to investigate the modulation‟s impact on messagemaintenance. Based on those analyses, substitution has the highest rank ofmodulation type used on the magazine‟s articles (37.8% of total 111 data) followedby reversal (34.2%), deviation (14.4%), specification (8.1%), and generalization(5.4%) sequentially. This result is linear to the maintenance of message rating whichwas taken from five English Department lecturer raters. It shows that the highestnumber of score 3 (well delivered) percentage ratio is obtained by specification(75.5%) followed by reversal (72.6%), deviation (72.5%), substitution (71.2%) andgeneralization (60%). From the result above it can be seen that the more frequentoccurrence does not always mean to be so effective compared to the less frequentone. The highest percentage of successful maintenance was obtained byspecification, which is on 4th rank on the frequency of occurrence table. The mostfrequent type of modulation, substitution, only settles on 4th rank on the table ofscore 3. On the other hand, the most distorted type of modulation is gotten byreversal with 9.5% on score 1, while the least distorted one is gotten bygeneralization.]]>
<![CDATA[COHESION IN STUDENTS’ SPEECHES ]]>
<![CDATA[Maryati, Sri]]>;
<![CDATA[Suprapti, Sri]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 7 No 2 (2018): ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[Cohesion is the first criterion of textuality which is very important because it is thelinks that hold text together and give it meaning. This study aims to identify whetherthe speeches produced by English major sophomores are cohesive or not and todescribe the kinds of cohesive devices found in the speeches. The object of this studyis the speeches produced by the third semester students of English Department,which then were transcribed into written. The data collected were analyzed based ondiscourse analysis using cohesive devices based on Halliday and Hasan‟s theory(1976). The findings show that there are 1040 ties found in the ten speeches whichreveals that the five types of cohesive devices occur in the speeches although thedistribution of each type is significantly different. Based on the findings, it can beconcluded that the ten speeches are cohesively produced. In addition, all of fivetypes and sub-types of cohesion are found in the monologues except verbal ellipsis.]]>
<![CDATA[THE CORRELATION BETWEEN STUDENTS’ READING COMPREHENSION AND THEIR PARAPHRASING ABILITY IN NARRATIVE TEXT ]]>
<![CDATA[Swarini, Ade Resky]]>;
<![CDATA[Bharati, Dwi Anggani Linggar]]>;
<![CDATA[Sutopo, Djoko]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 7 No 2 (2018): ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[Paraphrasing activity allows the students to interpret what they have understoodfrom the text in reading activity. This study investigates the correlation of thestudents’ reading comprehension and their paraphrasing ability in narrative text.There are two hypotheses in this research; null hypothesis (Ho) and the alternativehypothesis (Ha). The null hypothesis says “There is no correlation between students’reading comprehension and their paraphrasing ability in narrative text”. Then, Hasays “There is a correlation between students’ reading comprehension and theirparaphrasing ability in narrative text”.The population of this study is the eleventh graders of SMAN 1 Ambarawa in theacademic year of 2016/2017. The students of XI MIPA 5 are taken as the samples.The design of this study is explanatory research design. The data are gained byadministering two kinds of tests; reading comprehension and paraphrasing tests.Those tests are administered twice by using two different texts. There are three mainprocesses in applying this method in the study; the use of the scatterplot, Pearsonproduct moment coefficient, and correlation coefficient interpretation. Scatterplotsdisplays that there is a positive linear relationship. Then, the data are calculated byusing the Pearson product moment to know the degree of relationship among thevariables. The results of the computation of correlation coefficient applied to thesample are 0.67 and 0.84. The consultation to the critical value of the r ProductMoment with 95% confidence level and the number of the subjects 32 is 0.349. Itmeans that the results obtained from the computation are higher than its criticalvalue. Next, the results of the computation of correlation coefficient are consulted tothe criteria of correlation coefficient interpretation. The interpretations of therelationship are substantial and high to very high. It can be concluded that there is asignificant positive relationship between students’ reading comprehension ability innarrative text (X) and their paraphrasing ability in narrative text (Y) on the eleventhgraders of SMA Negeri 1 Ambarawa in the academic year of 2016/2017.]]>
<![CDATA[THE EFFECTIVENESS OF LISTEN-READ-DISCUSS (LRD) AND GRAPHIC ORGANIZER COMBINATION TECHNIQUE TO TEACH READING COMPREHENSION OF DESCRIPTIVE TEXT ]]>
<![CDATA[Maemun, Akhmad]]>;
<![CDATA[Fitriati, Sri Wuli]]>;
<![CDATA[Farida, Alief Noor]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 7 No 2 (2018): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[This paper is to investigate the effectiveness of the combination technique of LRD(Listen-Read-Discuss) and graphic organizer in teaching reading comprehension. Iused quasi-experimental design in this research. The population of this study was theeighth year students of SMP Negeri 1 Dukuhwaru,Tegal in the academic year of2016/2017. Meanwhile, the sample consisted of 70 students from two classes. Thestudy was started by giving pre-test, treatments, and post-test to both groups. Theexperimental group (VIII D) was taught by LRD and graphic organizer combinationtechnique, while the control group (VIII F) was taught by using conventionalmethod. The data were obtained by giving a reading test to both groups. In addition,the questionnaire and observation were also conducted for the experimental groupto obtain more data. The result of the study indicated that the group taught by LRDand graphic organizer combination technique has better score in the test than thegroup taught by conventional method. In the pretest, the mean score of the controlgroup was 56.65 and the experimental group was 58.11. The mean of posttest ofexperimental group (82.05) was higher than control groups (70.11). Then, the t-testshowed that the tvalue (5.756) was higher than ttable (1.998). It can be concludedthat the working hypothesis is accepted. It means that there is a significant differenceof effectiveness and reading comprehension achievement in reading descriptive textof students who are taught by LRD and graphic organizer combination techniqueand those who are not taught by using that technique. Therefore, thatcombination technique is effective and convenient for students to improve theirachievement reading comprehension of descriptive text.]]>
<![CDATA[AN ANALYSIS OF TEXTUAL MEANING ON STUDENTS’ WRITING OF RECOUNT TEXTS ]]>
<![CDATA[Febriyana, Anggie]]>;
<![CDATA[Sofwan, Ahmad]]>;
<![CDATA[Farida, Alief Noor]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 7 No 2 (2018): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[The topic of this study is the textual meaning on students‟ recount texts of the 4thsemester students of English Department, Semarang State University in theAcademic Year 2016/2017. The analyses intend to figure out what Thematicstructures are displayed and what Thematic progressions are employed in thestudents‟ recount texts. The approach used in this study is qualitative descriptivemethod, and some quantitative approaches to enhance the depth of results. Theunits of analysis of this study were clauses in the 4th semester students‟ recount textstaken from Genre-Based Writing course. The results of the Thematic structuresanalysis show that unmarked topical Theme is the most frequently used rather thanthe marked one. Modal adjunct is the only constituent of interpersonal Theme thatis found to show the writer‟s judgment. Moreover, structural and conjunctiveadjunct are used in relating the clause to its context or another clause. In addition,there only one continuative found in the text to signal a new move is made. Thestudy also shows that the students used re-iteration (constant) to make the text keepfocused. Then, zigzag pattern is commonly used in relative clauses which replacesubject. While multiple (split) pattern is used to introduce a number of differentpieces of information which is made as Theme in subsequent clauses.]]>
<![CDATA[THE INFLUENCES OF TONGUE TWISTER IN TEACHING PRONUNCIATION OF ASPIRATED SOUND [ph] ]]>
<![CDATA[Kholisoh, Anik]]>;
<![CDATA[Farida, Alief Noor]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 7 No 2 (2018): ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[Speaking English for Indonesian students needs more than an effort to master asthey cannot produce intelligibly pronunciation. Besides, their mother tongueinterferes them when there is different sound production between Indonesian andEnglish; hence, they have difficulty in pronouncing aspirated sound that does notexist in Indonesian. This study aims to find out how Indonesian students pronounceaspirated sound [ph] and the influences of tongue twister to teach pronunciation ofaspirated sound [ph]. This research uses pre-test post-test quasi-experimental design.The data were collected from the result of pronunciation tests of seventh graders ofSMP Negeri 12 Magelang in academic year 2016/2017. The findings showed thatstudents mispronounced [ph] into /p/ as what they had in Indonesian. After beingtaught with tongue twister, the mean score of experiment group increased from13.28 to 50.16. There was significant difference of the ability between students whowere taught pronunciation using tongue twister and those who were not. The t-testresult was 0.000 sig 5%; it means there was different ability between control andexperiment group after receiving the treatment. Based on the result, the researcherconcluded that tongue twister helps Indonesian students to improve theirpronunciation of aspirated sound [ph].]]>
<![CDATA[ANALYSIS OF THE GENERIC STRUCTURE OF NEWS ITEM ON THE MOST VIEWED VOICE OF AMERICA (VOA) LEARNING ENGLISH VIDEOS IN FEBRUARY 2016 ]]>
<![CDATA[Saparena, Ayun Bekti]]>;
<![CDATA[Areni, Galuh Kirana Dwi]]>;
<![CDATA[Bahri, Seful]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 7 No 2 (2018): ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[This final project focuses on the analysis of the generic structure and lexicogrammaticalfeatures of news item text found in the most viewed Voice of AmericaLearning English videos in February 2016. The main purposes of this study are toidentify how the construction of generic structure and significant lexico—grammatical features of news item are applied in Voice of America (VOA) LearningEnglish videos based on news item text structure analysis. This study is descriptivequalitative research. The research data are the transcripts of ten most viewed videossorted during February 2016. The result of analysis of the generic structure showsthat all texts implemented the generic structure of news item text. All of them usedthe appropriate standard of generic structure of news item text stated by Gerot andWignell. The result of analysis of the lexico-grammatical feature shows that all ofthe elements realized in the texts are well structured. All the texts have beenarranged and written based on the complete requirements of lexico-grammaticalfeature of news item text stated by experts. However, the researcher found somedeviations in the text related the use of generic structure and lexico-grammaticalfeatures of news item. Based on the explanation above, the researcher concludes thatnews item text found in Voice of America Learning English videos generally havecompleted standard generic structure and language features of news item text.]]>
<![CDATA[THE EFFECTIVENESS OF SIMULATION BOARD GAME TO IMPROVE SPEAKING SKILL IN DESCRIPTIVE TEXT TO THE TENTH GRADE STUDENTS OF SMA NEGERI 2 WONOSOBO 2015/2016 ]]>
<![CDATA[Larasati, Nuari]]>;
<![CDATA[Faridi, Abdurrachman]]>;
<![CDATA[., Rohani]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 7 No 2 (2018): ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[This experimental research aims to find out if Simulation Board Game is moreeffective than Conventional Method to improve students’ speaking skill.Around sixty-six students of the tenth grades of SMA Negeri 2 Wonosobo, inacademic year 2015/2016 participating in this research were categorized intotwo groups named experimental and control group. To make it easier tounderstand, the result was presented in the form of statistical data. The post-testscore of both groups is quite far which is 75.12 for the experimental and 60.12for the control group. In addition, the sig (2-tailed) of the T-test which is 0.000explains that there is a significant difference between the students who aretaught by using Board Game and those who are taught by using Conventionalmethod. Furthermore, the N-gain score shows that the effectiveness of speakingskill with Board Game is at the medium level, while the effectiveness ofspeaking skill with Conventional method is at the low level. Based on the dataanalysis result of the research, it can be concluded that use of Board Game ismore effective than the use of Conventional method to teach speaking skill tothe students.]]>
