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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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Artificial intelligence (AI) technology in OpenAI ChatGPT application: A review of ChatGPT in writing English essay
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.v12i1.64069

Abstract

ChatGPT is a product of AI that is currently being widely discussed on Twitter. This research reviews how ChatGPT writes English essays. This research is descriptive qualitative. The analysis shows that we can access ChatGPT on openai.com or chat.openai.com on the browser. If we do not have an account, we register via email, Google, or Microsoft account. After login, enter a question or statement in the conversation column provided. Send it and ChatGPT will respond and the answer appear quickly. The researcher tries ChatGPT “Can you help me in doing my English assignment?", and the ChatBot replies "Of course! I'd be happy to help you with your English assignment. What do you need help with? Do you have a specific question or task that you're working on, or is there a broader topic that you'd like help with? It would be helpful to have some more information so that I can better understand how I can assist you". Based on several tries, ChatGPT can answer all questions on various topics such as English essays including a descriptive text about Solo and My Family, recount text about personal experience and unforgettable moments, resolution in 2023, and future career. ChatGPT considers the event orders and writing order, including using main, explanatory sentences, and a conclusion. It uses two voices both active and passive voice. Besides, it considers tenses use related to the given topic essay. However, from examples of English essays produced by ChatGPT, it certainly requires further research to find out that the essay results are grammatically accurate.
EFL female students’ perceptions in doing collaborative writing in an online writing class
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.v12i1.64952

Abstract

Collaborative writing is an approach teachers can apply to support their students’ writing development. However, despite the benefits from collaborative writing, some English as a Foreign Language (EFL) students might not enjoy writing in groups. This qualitative study aims to explore the perceptions of EFL female students in doing collaborative writing in a Writing for the Media class, such as how they think about finishing their writing tasks collaboratively, the benefits and challenges of doing collaborative writing in order to know whether collaborative writing can actually improve students’ writing skills or the opposite. The female students were chosen because studies prove that they contribute more for the group’s success. Data were gathered through a semi-structured interview with five EFL female students from a private university in Central Java, Indonesia. My analysis results indicated that EFL female students had positive perceptions towards collaborative writing, i.e., helping other students complete their writing tasks, providing opportunities to share ideas, and improving writing skills. Meanwhile, challenges that most of the research participants faced were dealing with differences in opinion, and lacking equal contribution from group members. Practical suggestions for improving online collaborative writing activities in online EFL writing classrooms and recommendations for future research are presented, i.e., assist and monitor the progress, giving a specific topic to write about to minimize conflict and differences of opinion, and providing rubrics for peer assessment.
A comparability study of handwritten versus typed responses in high-stakes English language writing tests
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.v12i1.66354

Abstract

This paper investigates fairness in writing test scores in terms of candidates who completed a writing test either by hand or typed, on a computer. The data for this large-scale comparability study comprise candidates taking English language writing tests at four CEFR levels – B1 to C2 in the period 2019–2022. The data were analysed via effect size differences and equivalence tests. Measured by effect size, a small amount of difference was apparent in scores obtained between the two production modes at B1, B2 and C1 levels. At C2 level, there was a medium effect size, indicative of a difference in favour of computer-produced scripts. Differences observed on equivalence tests – an adaptation of the standard t-test – were not found to be statistically significant. The contribution of the research to knowledge lies in the fact that (with the exception of C2 level) – whether writing tests are written by hand or on computer, while there is a slight skew towards higher scores with computer-processed texts, candidates generally receive similar scores in both modes. Practically, candidates may elect to write either on paper or on computer without fear of bias.
College students’ preferences for written corrective feedback Lucia Geneviave Bella Shinta; Utari Praba Astuti; Nova Ariani
ELT Forum: Journal of English Language Teaching Vol 12 No 2 (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.v12i2.57475

Abstract

Although written corrective feedback (WCF) is provided to give students information about their writing which intends to help them make improvement, students may have different expectations of how WCF should be delivered. This study was focused on investigating English Language Education (ELE) students’ preferences for the WCF covering the preferences for amount of feedback, writing aspects to focus on, correction techniques, and tones of feedback. A number of 188 ELE students participated in this study. Using mixed-methods design to collect data, the study revealed that the students expected to always have WCF on their errors as they have desire to always make improvement. Having WCF is considered essential as some students had difficulty analyzing errors independently. Besides believing the importance of all aspects of writing, the students mentioned some reasons related to their weaknesses that require focuses on all feedback. Most of the students preferred direct feedback and indirect feedback with location and indication of error types as they valued detailed feedback. The students saw feedback in negative tone and suggestive tone as the source of improvement, while one in positive tone increased positive feelings towards writing. The findings suggest the importance of increasing the students’ awareness of how to get benefits from different WCF techniques while still accommodating their preferences.
The implementation of gamification to teach grammar in higher education Rahmatul Jannah; Hidayah Nor; Raida Asfihana
ELT Forum: Journal of English Language Teaching Vol 12 No 2 (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.v12i2.64683

Abstract

Teachers today must create strategies or techniques that meet both the demands of students and the times since we are today grow and develop alongside technology. A gaming technique called gamification can be used in non-game environments, like education. In addition, many students continue to believe that grammar is uninteresting and contains a lot of content. The purpose of this study is to better understand how the lecturers utilize gamification in the classroom and how students react to it when it is used to teach grammar in higher education settings. A qualitative case study methodology is used in this research approach. Data were gathered through observation, interviews, and documentation; they were then condensed, displayed, and used to make inferences and conduct verification. Twenty-three students and a lecturer took part in this investigation. The findings are broken down into two points based on the research objectives. The implementation of gamification in grammar instruction can be done in ten phases and is supported by current theory. The second discovery is that there are five possible student reactions to gamified learning, each of which relates to the positives and negatives of utilizing gamification. The results of this study should help provide further light on how gamification might be used to teach English, particularly grammar.
Online teaching strategies for conversational English by university lecturers Farisani Thomas Nephawe
ELT Forum: Journal of English Language Teaching Vol 12 No 2 (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.v12i2.65780

Abstract

Numerous strategies for teaching conversational English online are utilised although some have less value for money due to constraints including poor connectivity, constant ‘load shedding’, and lack of computing device systems. The paper investigated a suitable strategy for teaching conversational English online to English Communication Skills students registered for Module 1141 in the 2022 academic year at the University of Venda, South Africa. A qualitative research approach was adopted as in-depth knowledge and a wide range of speech exchange systems could be obtained. Three lecturers were purposively selected from a pool of seven lecturers to participate in the paper because they were easily approachable and had been teaching the module for over five years. Data were collected using observations and semi-structured face-to-face interviews. Atlas ti version 22 software was used to analyse the data as it locates codes and interprets the findings in primary data material, weighs and evaluates their importance, and visualises the often-complex relationships between them. The pilot study results indicated that the lecturers were not comfortable with using the videoconferencing strategy for teaching conversational English online. But after showing them steps for using the identified strategy, the lecturers revealed extreme indebtedness towards the process. Using the identified strategy for teaching conversational English online is highly recommended.
Post-Editing Machine Translation (PEMT) as the preference method for university students in Indonesia Haiyudi Haiyudi; Yudistira Bagus Pratama; Sitthipon Art-in
ELT Forum: Journal of English Language Teaching Vol 12 No 2 (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.v12i2.67163

Abstract

Language translating process by Indonesian students is particularly suffered from many errors. Its defined strategy should be carefully watched due to completing its translating perfection. Thus, this study identifies the problematic translation ways commonly referred and used by university students in Indonesia. The mixed method using embedded design between qualitative and quantitative data with a case study approach was carried out to find the preferences of the translation method used by the students. The respondents are 50 English Department students from different levels of studying years. The result shows that Post-Editing Machine Translation (PEMT) was preferred among other translating methods. The reasons are related to the ease and quality of the translation work. 76.90% of the students responded and chose to have PEMT as the preference. However, there were only 53.8% of them implementing PEMT as the translating process, and 38.5% were familiar with Machine Translation (MT) without post-editing instead. It indicates an inconsistency in the use of the translation methods as each of them experienced and chose different type of methods. However, PEMT was placed as the most referred translating method used by the students. This suggests that the presence of technology is well utilized while still paying attention to the quality of the translation through the post-editing process.
Google Docs in English for Business Purposes courses: The exploration of students’ acceptance Susilawati Susilawati; Yustika Nur Fajriah; Sri Yunita
ELT Forum: Journal of English Language Teaching Vol 12 No 2 (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.v12i2.67253

Abstract

serving as the foundation for reflection on learning, including in classes of EBP (English for Business Purposes) as a branch of ESP (English for Specific Purposes). The recent study aims at exploring EBP students’ acceptance of the use of Google Docs as a learning platform in their class using the framework of TAM (Technology Acceptance Model). A qualitative case study was adopted by administering an open-ended questionnaire and a structured-group interview. The participants involved were one class of EBP students consisting of 18 persons at one private university in Depok, West Java, Indonesia. The findings revealed that most of the students positively accept the use of Google Docs in their EBP writing class. Particularly, based on PU (Perceived Usefulness), the students viewed that Google Docs gives them assistance to write and improve their writing skills. In the view of PEU (Perceived Ease of Use), Google Docs has been seen as a user-friendly platform. The students also evinced a fine attitude in terms of ATT (Attitude Towards Technology). In the aspect of BI (Behavioral Intention), most students highlighted their preference for the use of Google Docs in the future, both for academic and professional purposes. Recommendations for ESP instructional practices with the utilization of Google Docs and potential research in the future are forwarded.
SFA-based learning material design to improve English medical terminology acquisition among South East Asian nursing students Diannike Putri; Barlian Kristanto; Tri Sumarni; Thanee Glomjai; Gary Garay; Dung Le Hoang
ELT Forum: Journal of English Language Teaching Vol 12 No 2 (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.v12i2.68217

Abstract

The study explicates the utility of Semantic Feature Analysis (SFA) in developing educational resources with the intent to facilitate the acquisition of medical English terminology among nursing students. This study employs a Research and Development (R&D) methodology to devise and evaluate the efficacy of pedagogical resources centered on the Systematic Functional Approach (SFA). The purpose of the present study is to conduct a comprehensive literature review to examine the importance of medical English terminology for nursing students, as well as the role of Speech Familiarity Aid (SFA) in designing educational materials. Furthermore, this review seeks to investigate contemporary research findings concerning the effectiveness of SFA in facilitating language acquisition. The research findings reveal that learning materials based on SFA substantially enhance the acquisition of medical English terminology among nursing students, underscoring the prospect of SFA as an efficient means for the development of language learning resources.

Page 35 of 35 | Total Record : 349

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