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 EFFECTIVENESS OF PICTURED BILINGUAL DICITONARY COMPARED TO NON-PICTURED BILINGUAL DICTIONARY TO IMPROVE THE VOCABULARY MASTERY OF ELEMENTARY SCHOOL STUDENTS ]]>
<![CDATA[Setiowati, Novi]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 2 No 2 (2013) ]]>
Publisher : <![CDATA[Jurusan IKM FIK UNNES ]]>
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<![CDATA[This journal is based on an experimental study involving the fourth graders of SDN Jatibarang 01 in the academic year of 2012/2013. The objective of this study is to prove the effectiveness of pictured bilingual dictionary to improve the vocabulary mastery of elementary school students. The study involved two groups of students that were experimental and control groups. During the treatment, students in experimental group used pictured bilingual dictionary, while students in control group used non-pictured bilingual dictionary. The design was pretest-post test design. According to the pretest result that had been analyzed by using t-test formula, there was no significant difference in the vocabulary mastery of both groups (0,095<1,721, df = 21, ? = 5%). However, the post test result showed that the vocabulary mastery of experimental group is significantly different with the vocabulary mastery of control group. It is proven by the result of t-test analysis toward the post test result in which tvalue exceeds ttable (1,911>1,721, df = 21, ? = 5%). As a result, pictured bilingual dictionary is more effective compared to non-pictured bilingual dictionary to improve the vocabulary mastery of elementary school students. Therefore, I suggest the students to have pictured bilingual dictionaries compared to non-pictured bilingual ones. I also suggest the institution to equip the school library with pictured bilingual dictionaries to ease the students get the dictionaries and to facilitate the English learning process.]]>
<![CDATA[THE USE OF JIGSAW II TECHNIQUE AND STILL PICTURES COMBINATION TO IMPROVE STUDENTS’ VOCABULARY MASTERY ]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 2 No 2 (2013) ]]>
Publisher : <![CDATA[English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang ]]>
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DOI: 10.15294/elt.v2i2.2387
<![CDATA[This article is about the use of Jigsaw II technique and Still Pictures combination to improve students’ vocabulary mastery. In order to achieve the objectives of this research, the writer adopted an action research design. The subject of this research was class 7B of SMP N 12 Magelang, in the academic year of 2012/2013 which consisted of 32 students. There were two cycles in this research, and there were four phases in each cycle. They were planning, action, observation, and reflection. In order to collect data about students’ vocabulary mastery improvement and responses toward the use of this technique and media, the writer used observation sheet, questionnaire, interview, and test. The result of this study showed that the combination of Jigsaw II technique and Still Pictures can improve students’ vocabulary mastery. Besides, the result of the observation sheet, questionnaire and interview revealed that the students gave very positive responses toward the use of this technique and media. Based on the result of this research, the writer concluded that the use of Jigsaw II technique and Still Pictures gave a good contribution in English teaching and learning, especially in the area of vocabulary learning.]]>
<![CDATA[THE USE OF THREE PHASES TECHNIQUE TO IMPROVE STUDENTS’ PARTICIPATION AND READING COMPREHENSION IN NARRATIVE TEXT ]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 2 No 2 (2013) ]]>
Publisher : <![CDATA[English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang ]]>
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DOI: 10.15294/elt.v2i2.2408
<![CDATA[This article is about the use of three phases technique to improve students’ participation and reading comprehension in narrative text. In order to achieve the objectives of this research, the writer adopted and action research design. The subject of this research was class 8G of SMP N 30 Semarang in the academic year 2012/2013 which consist of 37 students. There were two cycles with four phases in each cycle. They were planning, acting, observing and reflecting. The instrument for collecting data, the writer used observation checklist, field notes, test, questionnaire and documentation. The result of this study showed that three phases technique could improve students’ participation and reading comprehension in narrative text. Three phases technique namely pre reading, while reading and post reading can lead the students be more active and enthusiastic during teaching and learning process. By using three phases technique, students easily understand the content of the text and also they were active asking and giving their argument about narrative text.]]>
<![CDATA[THE IDEATIONAL MEANING IN THE U.S. PRESIDENTIAL DEBATE BETWEEN BARACK OBAMA AND MITT ROMNEY CONCERNING CHINA’S THREAT ]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 2 No 2 (2013) ]]>
Publisher : <![CDATA[English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang ]]>
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DOI: 10.15294/elt.v2i2.2411
<![CDATA[This article deals with ideational meaning realized in transcript of the U.S. presidential debate between Barack Obama and Mitt Romney concerning China’s threat. Ideational meaning talks about subject matter. It relates to information about objects or to what the utterances are about. In realizing the subject matter of the debate transcript, three analyses are conducted; Transitivity, speech function, and also analysis on context of situation. The result based on those analyses shows two points of conclusion. Firstly, Obama through Material and Relational Processes stated his past actions and recent U.S. condition to show his success and through Mental Process he certainly stated his hopes for the future. Meanwhile, Romney through Material and Relational Processes certainly stated the unfortunate condition experienced by the U.S. as a result of Obama’s policies and through Mental Process stated his wish to the U.S economy. Both speakers invited the audiences to accept the information concerning those solutions. Secondly, context of situation influences the debate transcript in its language use. Some terminologies in the area of economy and trade emerge as the influence of Field. Those terminologies make the conversation focuses on the subject matter being analyzed, that is China as a threat to the U.S.]]>
<![CDATA[TRANSLATION TECHNIQUES OF THE COMPLEX SENTENCES IN BILINGUAL TEXTBOOK BIOLOGY 1 FOR SENIOR HIGH SCHOOL YEAR X PUBLISHED BY YUDHISTIRA ]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 2 No 2 (2013) ]]>
Publisher : <![CDATA[English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang ]]>
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DOI: 10.15294/elt.v2i2.2413
<![CDATA[This final project was a study which analyzed the use of translation techniques in the bilingual textbook BIOLOGY 1 for Senior High School Year X Published by Yudhistira. The study was done qualitatively. The data were collected by selecting the complex sentences found in chapter five and six. After that, I analyzed and classified the translation techniques used based on Molina and Albir’s classification (2002). Next, the data were counted in order to find the dominant translation techniques. At last, based on the experts, the rendering of meaning from each complex sentence were counted. The result of the study showed that there were 113 complex sentences found in chapter five and six. There were only nine translation techniques, they were literal translation, borrowing, adaptation, reduction, particularization, amplification, generalization, transposition, and description. The rendering of meaning of the 113 sentences was mostly good. 90 sentences (79.64 %) were categorized as good by both experts. From the result, it can be concluded that literal translation dominated the translation techniques used by the translator. Although only 90 sentences (79.64 %) were categorized as good by both experts, the whole sentences can be understood easily because there were no deviated meaning.]]>
<![CDATA[IMPROVING STUDENTS’ SPEAKING ABILITY THROUGH STORY BOARD GAME ]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 2 No 2 (2013) ]]>
Publisher : <![CDATA[English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang ]]>
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DOI: 10.15294/elt.v2i2.2415
<![CDATA[This journal is made based on the action research in order to improve students’ speaking ability by using story board game. This action research was conducted in SMA Negeri 1 Grabag. The action research was carried out in some steps. Those steps were pre-elimination test, conducting the cycle starting with planning and action, observing and reflecting. As data source, observation sheets and questionnaire are used in this research. The implementation of the game was reflected on the classroom activity and the result of observation sheets. While, he score was gotten from the scoring system. By using this game, the students’ speaking ability increased. Some aspects in speaking assessment were also increased. The analysis of observation sheets and questionnaire give more description about the implementation of this game. According to the study, it can be concluded that by using this game in speaking class, students’ speaking ability can be improved. This game is good media to help the students in speaking English in more enjoyable way.]]>
<![CDATA[THE EFFECTIVENESS OF PICTURED BILINGUAL DICITONARY COMPARED TO NON-PICTURED BILINGUAL DICTIONARY TO IMPROVE THE VOCABULARY MASTERY OF ELEMENTARY SCHOOL STUDENTS ]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 2 No 2 (2013) ]]>
Publisher : <![CDATA[English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang ]]>
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DOI: 10.15294/elt.v2i2.2417
<![CDATA[This journal is based on an experimental study involving the fourth graders of SDN Jatibarang 01 in the academic year of 2012/2013. The objective of this study is to prove the effectiveness of pictured bilingual dictionary to improve the vocabulary mastery of elementary school students. The study involved two groups of students that were experimental and control groups. During the treatment, students in experimental group used pictured bilingual dictionary, while students in control group used non-pictured bilingual dictionary. The design was pretest-post test design. According to the pretest result that had been analyzed by using t-test formula, there was no significant difference in the vocabulary mastery of both groups (0,095<1,721, df = 21, α = 5%). However, the post test result showed that the vocabulary mastery of experimental group is significantly different with the vocabulary mastery of control group. It is proven by the result of t-test analysis toward the post test result in which tvalue exceeds ttable (1,911>1,721, df = 21, α = 5%). As a result, pictured bilingual dictionary is more effective compared to non-pictured bilingual dictionary to improve the vocabulary mastery of elementary school students. Therefore, I suggest the students to have pictured bilingual dictionaries compared to non-pictured bilingual ones. I also suggest the institution to equip the school library with pictured bilingual dictionaries to ease the students get the dictionaries and to facilitate the English learning process.]]>
<![CDATA[THE USE OF MANUAL SUPER TEXT TWIST GAME TO IMPROVE STUDENTS’ ENGLISH VOCABULARY MASTERY ]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 2 No 2 (2013) ]]>
Publisher : <![CDATA[English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang ]]>
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DOI: 10.15294/elt.v2i2.2418
<![CDATA[This study concerns about the use of manual Super Text Twist game to improve the students’ vocabulary mastery. Therefore, the objective of this study is to obtain how well the game contributes for solving vocabulary problems of Junior High School students. This study was conducted by using classroom action research design. The subjects of this study were VIIIB students chosen by using purposive sampling technique. There were two cycles in this study. The treatment was given in each cycle. In order to get data, she used several instruments. They were tests, questionnaires, and observation checklists. She gave several pre-tests and post-tests to obtain the improvement of the subjects’ vocabulary mastery. In order to carry out the subjects’ opinion and interest toward the learning process, she used the questionnaires. She also recorded the subjects’ behavior in an observation checklist. The result of this study showed that there was a significant improvement of the subjects’ vocabulary mastery. It was proved by the high increase between the subjects’ score of initial pre-test and final post-test. The average of the initial pre-test scores was 64, while the average of the final post-test was 80. In addition, the subjects gave positive perception, opinion, and interest toward the learning process by using the game. This fact was supported by the result of the questionnaires. Moreover, participation of the subjects increased after the treatment was given. The subjects were more enthusiastic in participating the learning process. This condition was based on result of the observation checklist. According to the results above, it can be concluded that game gives positive contribution to the improvement of the subjects’ vocabulary mastery. The use of the game is recommended for English teachers as an alternative technique for teaching vocabulary. Through this technique, teachers are able to enhance students’ interest and motivation in the learning English.]]>
<![CDATA[Analysis of Character Education Aspects in Narrative Texts of the Electronic Textbook “Developing English Competencies” ]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 2 No 2 (2013) ]]>
Publisher : <![CDATA[English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang ]]>
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DOI: 10.15294/elt.v2i2.2419
<![CDATA[The issue of character education has mushroomed recently as many as social problems in Indonesia. Thus, character education should be taken into consideration in teaching and learning activity. The aim of this study is to identify the character education aspects in narrative texts found in the electronic textbook used for senior high school students grade XI entitled Developing English Competencies based on the eighteen character education aspects mandated by the Ministry of National Education. This research applies descriptive qualitative method. In collecting the data, the writer used documentary method. The research instrument used in this study was documentation protocol and check list. The result of this research shows that there are 301 sentences from 605 sentences found in all the narrative texts which contain the character education aspects. So the percentage is 49,75 %. The sentences in the 17 narrative texts are relevant to the eighteen character education aspects.]]>
