cover
Contact Name
Agung Ginanjar Anjaniputra
Contact Email
anjaniputragi@mail.unnes.ac.id
Phone
+6285722334415
Journal Mail Official
eltforum@mail.unnes.ac.id
Editorial Address
Kampus Sekaran, Gedung B8 Jurusan Bahasa dan Sastra Inggris, FBS Universitas Negeri Semarang
Location
Kota semarang,
Jawa tengah
INDONESIA
ELT Forum: Journal of English Language Teaching
ISSN : 22526706     EISSN : 27214532     DOI : https://doi.org/10.15294
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.
Articles 349 Documents
Students’ practice on autonomous language learning behaviors: A narrative inquiry
ELT Forum: Journal of English Language Teaching Vol 11 No 2 (2022): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v11i2.57568

Abstract

The ability of learners to take an active role in their learning has attracted attention in foreign language learning as the focus of language teaching practice and theory have shifted to a student-centered approach. Thus, this study aimed at exploring how students employed autonomous language learning behaviors, such as planning, monitoring, and evaluating their learning, including the challenges that the students may find. By applying a narrative inquiry, this study focused on examining students’ experience in doing autonomous language learning behaviors and their challenges. The data were obtained using a semi-structured interview with four bilingual students who live at private Islamic boarding school. The findings revealed that they implemented autonomous language learning behaviors, yet they met some difficulties in doing those behaviors, such as the dilemma in determining the goals or the priorities to learn, the lack of motivation in doing those behaviors, the need of others to help them doing the behaviors and misunderstanding of the autonomous behavior concepts. The findings imply that the participation of the teacher's assistance and encouragement in implementing autonomous behaviors is crucial. Due to the limited data obtained in this study, future research can be done to explore more about autonomous behaviors. Keywords: autonomous; behaviors; challenges; learner autonomy
Code switching in Grade 11 students of UM Peñaplata College
ELT Forum: Journal of English Language Teaching Vol 11 No 3 (2022): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v11i3.55440

Abstract

This study aimed to discover the code switching found in impromptu speeches of the Grade 11 students of UM Peñaplata College. Specifically, the study sought to determine and describe the common words used in code switching in the impromptu speeches of the Grade 11 students and to analyze the types and functions of the common words they code switched. Since there have been no studies related to CS in the Island Garden City of Samal, the researchers are urged to conduct this kind of research. In addition to this, the researchers also want to know the role of CS in the academe since English language proficiency is highly necessary especially in an English classroom. The participants of this study are from UM Peñaplata College, specifically the Grade 11 Senior High School students. Among the 78 respondents, there were 67 purposively selected which were subjected to Textual Analysis. Analysis revealed four most common code-switching words committed in impromptu speeches. These are ahm, ah, kanang, and ay. The types of these code-switching words are intersentential, intra-sentential, intra-word, and tag-switching. Also, the functions of these code-switched words are fillers, hesitations, discourse markers, literary translation, and repetition of words. With these, language educators should continuously find strategies to suit the ever-changing nature of the curriculum and handle the weakness evident in the teaching of the English language.
Investigating an EFL pre-service teacher’s reflections during school teaching practice
ELT Forum: Journal of English Language Teaching Vol 11 No 3 (2022): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v11i3.57395

Abstract

Studies examining the reflective teaching practice of pre-service teachers in the context of EFL are still under-discussed as in Indonesia. Therefore, to fill this void, this study was conducted to identify the reflection of EFL pre-service teachers during teaching practice at schools. In practicing teaching, pre-service teachers face several challenges such as factors that influence the success of prospective teachers in teaching practice, lack of evaluation, and problem-solving in the classrooms with students. Therefore, through this research, the researchers try to examine the reflective teaching practice of an EFL pre-service teacher. This is a qualitative study using thematic analysis to analyse the data. The data were gathered from interviews and teaching journals. The finding shows that during the teaching practice, the participant’s experiences were reflected through five dimensions, i.e., philosophy, principles, theory, practice, and beyond practice. Overall, the results show that the participant’s beyond reflection remained the same with what she did in practice, and the themes that have been revealed from her reflections including the need to do a lot of preparation, having a variety of alternatives to minimize problems in the classroom, and the importance of students' success in understanding the material. The findings, therefore, are expected to provide insight to other EFL pre-service teachers to have reflective practices while conducting teaching practice.
How does an online writing for publication group promote reflective practice? Voices from two EFL lecturers
ELT Forum: Journal of English Language Teaching Vol 11 No 3 (2022): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v11i3.57590

Abstract

Reflective practice has been a prominent issue on English language teaching since it involves a deliberate action to improve one’s professional knowledge, skills, and awareness. One way to encourage reflective practice for EFL teachers is to form an online academic group. The current study examines how the discussion in an online academic writing for publication group promotes reflective thinking. This study involved two EFL teachers who participated and learned academic writing in a weekly online meeting on WhatsApp to reflect on their study. The online group discussion was recorded and coded according to the topics they talked about in the group. The topics served as a measure of critical reflectivity. Findings indicated that the EFL teachers talked over and studied academic writing in terms of how to prepare an eligible manuscript for international publication. They also discussed the problems or issues they encountered during writing a research article for publication. The issues were concerned with the research topics, writing an introduction section, difficulties in reporting the research method and procedure, and the use of academic words in their writing, to mention a few. Those issues have an implication to the difficulty in preparing an eligible manuscript and in publishing their articles This study calls for further initiations to develop reflective practice of Indonesian EFL lecturers through a series of intensive academic writing for publication purposes workshops. The foci of the workshops can address the issues on developing each section of the research article or selecting academic words suitable for writing the paper so that the process of undergoing the international publication can be less demanding.
Behind a spoken discourse: Idiomatic expressions in IELTS speaking test
ELT Forum: Journal of English Language Teaching Vol 11 No 3 (2022): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v11i3.57604

Abstract

The performance of a wider range of vocabulary mastery in IELTS speaking test is imperative to escalate the band score achievement. The present study sought to investigate the teaching of idioms in an IELTS preparation program with regards to the kinds of idioms taught in the class, how the students used them during the mock post test, and whether the use of idioms interfere with the grammatical accuracy. The study was in urgency to be conducted with regards to the absence of the teaching of idioms for IELTS at least in the past five years. The data were collected from the recorded speaking performance of five students at intermediate level of English, in both mock pretest and post test to see if there were some alterations in the predicted test score and a deep interview with one candidate to have strengthen the arguments. The results showed significant differences in the students’ performance of speaking in pretest and after they were taught idioms despite some less accurate grammar in the sentence productions. The findings of the study can have potential pedagocical implications for teachers of IELTS preparation classes to incorporate the teaching of idioms in either speaking or vocabulary lessons.
Gender representation in the textbook for vocational school students in the Indonesian EFL settings
ELT Forum: Journal of English Language Teaching Vol 11 No 3 (2022): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v11i3.58723

Abstract

A textbook is expected to cover all of the teaching necessities as well as educational values contained in the curriculum. Conversely, many scholars or researchers in the study of gender representation portrayed English language textbooks tend to have gender-biased in terms of gender representation in which males are represented more than females in many aspects. Hence, investigating how males and females are represented in Indonesian EFL textbooks is highly beneficial to be explored to clarify and update the finding based on the previous studies. The concern of this current study is to investigate gender representation in the Indonesian EFL textbook for vocational school students by using the framework proposed by (Amerian & Esmaili, 2014). The analysis of the data is based on critical discourse analysis and content analysis. Surprisingly, congruent with most previous studies, the finding reflects that there is inequality in terms of gender representation in which females are underrepresented in the textbook. The finding of this recent study pinpoints the depiction of how males and females are represented and depicted in the Indonesian EFL textbook, as a result, it is expected to convey the awareness of scholars, educators, textbook writers or designers, and policymakers as well related to this issue. Then, it is still highly suggested for scholars or researchers in future studies exploring gender representation in Indonesian EFL textbooks by using other books or other levels of education to evaluate the development of this issue.
Preparing Indonesian pre-service English teachers’ readiness to teach through teacher-themed movies
ELT Forum: Journal of English Language Teaching Vol 11 No 3 (2022): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v11i3.59928

Abstract

This study aimed at examining the extent of the use of teacher-themed movies in preparing Indonesian pre-service English teachers’ readiness to teach and to see the perceived effects of movies in preparing the pre-service English teachers’ readiness to teach. This study employed a qualitative design with observations and interviews as the methods of collecting data. Two classes were observed, Introduction to Education and Teaching Profession classes. Interviews were conducted with, as the participants, six pre-service English teachers and two lecturers of the observed classes. The observation results indicated that movies were used to relate theories and real teaching practices. Through Thematic Analysis of the interview data, the study found that movies could inspire several pre-service English teachers. Movies minimised the gap between theories and practice. Movies helped pre-service teachers to see potential problems and obstacles when teaching in a real class. Informed of the generally positive impacts of the use of movies, it is suggested that teacher education programmes encourage more widespread use of movies to teach teaching-related classes to better prepare pre-service teachers for various classroom situations.
Impact of Eclecticism on Nigerian ESL learners’ communicative competence: A comparative study
ELT Forum: Journal of English Language Teaching Vol 12 No 1 (2023): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v12i1.53884

Abstract

This study adopted three practical teaching strategies intended to positively affect learners’ writing skill while neutralising negative factors affecting their writing competence.To achieve the study objective which aimed at the assessment of the best teaching strategy to enhance learners’ writing proficiency, a comparative study of three teaching methods(namely communicative, eclectic and task-based methods) was used over a-6-week period as treatment on three experimental groups A, B, C respectively and a control group (D) was taught using conventional method. A pre-test was administered on two hundred (200) freshmen/subjects purposively selected from different Departments at the Federal University of Technology, Owerri (FUTO). A post-test was used to ascertain the outcome of the six weeks period of treatment on their essay writing. Results varied according to groups but, most importantly, Group B showed very significant improvement and control group D showed no significant improvement at all in the post-test assessment while groups A and C’s writing ability improved just marginally at best post-test. Our findings suggest the need to pay attention to eclectic teaching technique as a crucial element in enhancing writing proficiency among learners. The implications and limitations of this research in addition to guidelines for future research are discussed.
How vlogging can build seafarer candidate self-confidence in speaking English
ELT Forum: Journal of English Language Teaching Vol 12 No 1 (2023): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v12i1.55131

Abstract

In 1973 the IMO Sea Security Committee concurred at its twenty-seventh session that English has been used as a common language for navigational purposes. Mix nation languages and lack of proper English communication skill onboard become barriers which had contributed to marine safety and even loss of property onboard. In consequence, seafarer candidates must be able to speak English well so they can avoid misunderstanding on shore-to-ship (and vice versa), ship-to-ship and on-board communications. Nevertheless, this skill becomes a crucial problem for some seafarer candidates who have lack confidence in speaking English. This study was conducted to investigate how vlogging could build the seafarer candidates’ English speaking skills whilst they had a lack of confidence. This research used descriptive qualitative research. It was conducted at Politeknik Maritim Negeri Indonesia. The samples of this study were 28 Marine Engineering students in the third semester. They were from A and B classes. This research used three techniques in collecting data namely questionnaire, observation, and interview. The questionnaire was given in an online form which contained 10 questions. To analyze the data, the writer used Likert scale. The writer also managed observation and an interview by giving them 10 open-ended questions. To support the data, the writer also analyzed the video result. The result of the study showed that Vlogs can be used to improve the seafarer candidate's confidence in speaking English.
Interpersonal written corrective feedback: A case study of reading log feedback Xiaomei Sun
ELT Forum: Journal of English Language Teaching Vol 12 No 1 (2023): ELT Forum: Journal of English Language Teaching
Publisher : English Department, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v12i1.62087

Abstract

Written corrective feedback (WCF) has been given considerable attention in the past few decades in English as a Foreign Language (EFL) writing. However, few studies have focused on students’ written works and examined how their writing performance change in response to teachers’ feedback and comments. This paucity of data from students’ actual works is problematic. Accordingly, this study scrutinized eight secondary school students’ reading log entries written in EFL and the feedback their teacher provided. Data were also collected from semi-structured interviews with the students and the teacher. Findings indicate that the combination of direct error correction in in-text feedback and mitigation strategies in end comments could lead to effective integration of interpersonality into WCF. Specifically, mitigation strategies such as using suggestions, expectation, and encouragement in lieu of criticism contributed to constructive and effective feedback. Demonstrated effects on students’ writing include lengthened text, decreased grammar mistakes, enriched content, and increased exam marks for writing. Meanwhile, teacher-student relationship was reported to have improved due to the application of interpersonal WCF. Practical implications of the findings include specific strategies that EFL teachers could adopt to effect interpersonality in WCF and thus enhanced student written works.

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