Pub Date : 2022-08-03DOI: 10.31316/eltics.v7i2.3040
T. Mulyati, Zainur Rohman
The purpose of this research is to present the result of needs analysis on Banyuwangi local wisdoms based reading materials for Junior High School. The reading materials are limited on the recount texts. Questionnaires and documentation were used to gain the data from eight year students related to the ideal condition and the real condition of English instruction in SMPN 3 Banyuwangi. The data analysis was conducted by following three steps: data collection, data reduction, data presentation, and conclusion or verification. The result indicated that there was a gap between the ideal condition and the real condition of reading activities. Thus, it can be concluded that it is necessary to develop Banyuwangi local wisdoms based reading materials in SMPN 3 Banyuwangi. The development is based on text-based approach by inserting Banyuwangi culture as the discourse, integrate language components, and use student-centered approach.
{"title":"Needs Analysis of Banyuwangi Local Wisdoms Based Reading Materials for Junior High School","authors":"T. Mulyati, Zainur Rohman","doi":"10.31316/eltics.v7i2.3040","DOIUrl":"https://doi.org/10.31316/eltics.v7i2.3040","url":null,"abstract":"The purpose of this research is to present the result of needs analysis on Banyuwangi local wisdoms based reading materials for Junior High School. The reading materials are limited on the recount texts. Questionnaires and documentation were used to gain the data from eight year students related to the ideal condition and the real condition of English instruction in SMPN 3 Banyuwangi. The data analysis was conducted by following three steps: data collection, data reduction, data presentation, and conclusion or verification. The result indicated that there was a gap between the ideal condition and the real condition of reading activities. Thus, it can be concluded that it is necessary to develop Banyuwangi local wisdoms based reading materials in SMPN 3 Banyuwangi. The development is based on text-based approach by inserting Banyuwangi culture as the discourse, integrate language components, and use student-centered approach.","PeriodicalId":130353,"journal":{"name":"ELTICS : Journal of English Language Teaching and English Linguistics","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123850826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-03DOI: 10.31316/eltics.v7i2.3251
S. Syafrizal, S. Wahyuni, Tosi Rut Syamsun
This study aims to determine the general characteristics of pronunciation errors in silent consonant which made by junior high school student and also to determine the interference of Indonesian on the pronunciation of silent consonants in junior high school students. The method that the researcher uses is a qualitative descriptive method, and for the data, the researcher recorded the voices of six junior high school students pronouncing the words that contain silent consonant. There are twenty word which contain silent consonant for every subject. By using error analysis, the researcher diagnoses the errors made by junior high school students into several categories, and by using analysis comparison, he compared the mistakes made by junior high school students with the interference of Indonesian language in pronouncing English words that contain silenct consonant.
{"title":"Pronunciation Errors of the Silent Consonants of Pariskian Junior High School Students","authors":"S. Syafrizal, S. Wahyuni, Tosi Rut Syamsun","doi":"10.31316/eltics.v7i2.3251","DOIUrl":"https://doi.org/10.31316/eltics.v7i2.3251","url":null,"abstract":"This study aims to determine the general characteristics of pronunciation errors in silent consonant which made by junior high school student and also to determine the interference of Indonesian on the pronunciation of silent consonants in junior high school students. The method that the researcher uses is a qualitative descriptive method, and for the data, the researcher recorded the voices of six junior high school students pronouncing the words that contain silent consonant. There are twenty word which contain silent consonant for every subject. By using error analysis, the researcher diagnoses the errors made by junior high school students into several categories, and by using analysis comparison, he compared the mistakes made by junior high school students with the interference of Indonesian language in pronouncing English words that contain silenct consonant.","PeriodicalId":130353,"journal":{"name":"ELTICS : Journal of English Language Teaching and English Linguistics","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124831498","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-03DOI: 10.31316/eltics.v7i2.3029
S. Yunianti, Idhoofiyatul Fatin, Sulton Dedi Wiajaya
Learning foreign language needs several ways. One of the ways is collocation. Collocation is considerably prominent in learning foreign language due to the influence in language comprehension. The high proficiency in collocation reflects high proficiency in foreign language comprehension. It is therefore this study aims to scrutinize the collocation which used in twelve grade English Textbook. this study applied corpus software, namely antconc. the first step for collecting the data, was changing the data from pdf to txt and process it in antcont for finding the top twenty wordlist. Then, find the top twenty sentences based on the lexical which find from wordlist. Based on the antcont process, the finding illustrates that only two types of collocation which occurred in twelve grade English textbook. It can be reflected that twelve grade English textbook limited provided collocation. Although, it is very crucial as learning material plays significant role in teaching learning process. As a result, this study is estimated to gain insight about in teaching English as foreign language, especially teaching media in textbook.
{"title":"Collocation Analysis in Twelve Grade English Textbook","authors":"S. Yunianti, Idhoofiyatul Fatin, Sulton Dedi Wiajaya","doi":"10.31316/eltics.v7i2.3029","DOIUrl":"https://doi.org/10.31316/eltics.v7i2.3029","url":null,"abstract":"Learning foreign language needs several ways. One of the ways is collocation. Collocation is considerably prominent in learning foreign language due to the influence in language comprehension. The high proficiency in collocation reflects high proficiency in foreign language comprehension. It is therefore this study aims to scrutinize the collocation which used in twelve grade English Textbook. this study applied corpus software, namely antconc. the first step for collecting the data, was changing the data from pdf to txt and process it in antcont for finding the top twenty wordlist. Then, find the top twenty sentences based on the lexical which find from wordlist. Based on the antcont process, the finding illustrates that only two types of collocation which occurred in twelve grade English textbook. It can be reflected that twelve grade English textbook limited provided collocation. Although, it is very crucial as learning material plays significant role in teaching learning process. As a result, this study is estimated to gain insight about in teaching English as foreign language, especially teaching media in textbook.","PeriodicalId":130353,"journal":{"name":"ELTICS : Journal of English Language Teaching and English Linguistics","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114540029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-29DOI: 10.31316/eltics.v7i1.2074
R. Widagsa
The aim of this research is to find out the problems and the strategies of the EFL teacher on the implementation of Cambridge and national curriculum (k13) at Mutiara Persada school of Yogyakarta. This research is conducted based on the difficulties encountered by EFL teacher in the implementation of Cambridge and National Curriculum on fourth grade of Mutiara Persada Elementary School of Yogyakarta. This research adopted a qualitative research design. This type of problem was dealing with personal struggle of the EFL teacher when teaching using the two curricula in an international class. The struggle could be psychological, technical, or just simply lack of knowledge in the field. Those kinds of problem would be appropriate if approached using personal interaction such as deep interview. The result of this research found that the most common problem was not from the teacher’s background of study which in this research is EFL teacher. However, the problem comes from how the teacher adapted to the both of curriculums. Instead, the EFL teacher has better understanding of English terms that are used in Cambridge textbook. Teacher with English background also has better understanding in viewing the students’ skill which in turn the teacher knows how to adapt themselves with the student’s capacity. EFL teacher also has benefit in teaching global mindset to the student which is part of Cambridge curriculum’s goal. The researchers also find out the strategy that the teacher used which is once that the terms are understood then the problem was to make the students understand that the term in Indonesian and in English is similar in meaning, only different in language. Since teaching young learners only uses a simple terminology, not the complex one, the only adaptation that the teacher made was only in the terms used.
{"title":"An EFL Teacher Perspective on Implementation of Dual Curriculum (Cambridge and Indonesian K13 National Curriculum) at Mutiara Persada School, Yogyakarta","authors":"R. Widagsa","doi":"10.31316/eltics.v7i1.2074","DOIUrl":"https://doi.org/10.31316/eltics.v7i1.2074","url":null,"abstract":"The aim of this research is to find out the problems and the strategies of the EFL teacher on the implementation of Cambridge and national curriculum (k13) at Mutiara Persada school of Yogyakarta. This research is conducted based on the difficulties encountered by EFL teacher in the implementation of Cambridge and National Curriculum on fourth grade of Mutiara Persada Elementary School of Yogyakarta. This research adopted a qualitative research design. This type of problem was dealing with personal struggle of the EFL teacher when teaching using the two curricula in an international class. The struggle could be psychological, technical, or just simply lack of knowledge in the field. Those kinds of problem would be appropriate if approached using personal interaction such as deep interview. The result of this research found that the most common problem was not from the teacher’s background of study which in this research is EFL teacher. However, the problem comes from how the teacher adapted to the both of curriculums. Instead, the EFL teacher has better understanding of English terms that are used in Cambridge textbook. Teacher with English background also has better understanding in viewing the students’ skill which in turn the teacher knows how to adapt themselves with the student’s capacity. EFL teacher also has benefit in teaching global mindset to the student which is part of Cambridge curriculum’s goal. The researchers also find out the strategy that the teacher used which is once that the terms are understood then the problem was to make the students understand that the term in Indonesian and in English is similar in meaning, only different in language. Since teaching young learners only uses a simple terminology, not the complex one, the only adaptation that the teacher made was only in the terms used.","PeriodicalId":130353,"journal":{"name":"ELTICS : Journal of English Language Teaching and English Linguistics","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133493344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-29DOI: 10.31316/eltics.v7i1.2221
Ratri Nur Hidayati, Andhika Nur Machmuda
This research discusses whether there was any significant difference or not in the improvement of students’ grammar ability achievement in report text between students who were taught by using WhatsApp group and those who were not taught by using it. The population of the study were all of the tenth graders of SMA N 1 Prambanan in the academic year of 2019/2020. While, the samples were the students of X IPS 1 class as the experimental group, and the students of X IPS 2 class as the control group. Data collecting techniques used by the researcher were try out, pre-test, and post-test. Whereas, grammar test and questionnaire were used as the research instruments. In analysing the data, it was applied descriptive analysis and inferential analysis. The results showed that the mean increase in the experimental class was higher than that in the control class. Moreover, the independent sample t-test result revealed that the value of Sig. (2-tailed) was smaller than 0,05. Therefore, WhatsApp group was effective to be used as a media to teach grammar in report text at the tenth grade students of SMA N 1 Prambanan in the academic year of 2019/2020. Keywords: WhatsApp Group, Grammar, Report Text
本研究探讨了使用WhatsApp群教学的学生与未使用WhatsApp群教学的学生在报告文本语法能力成绩的提升上是否存在显著差异。研究对象为2019/2020学年SMA N 1 Prambanan的所有十年级学生。以X IPS 1班学生为实验组，X IPS 2班学生为对照组。研究者使用的数据收集技术分为试测、前测和后测。本文采用语法测试和问卷调查作为研究工具。在分析数据时，采用了描述性分析和推理分析。结果表明，实验班的平均增幅高于对照组。此外，独立样本t检验结果显示Sig. (2-tailed)的值小于0.05。因此，在2019/2020学年，将WhatsApp群组作为一种媒体，对SMA N 1 Prambanan的十年级学生进行报告文本语法教学是有效的。关键词:WhatsApp群，语法，报告文本
{"title":"THE EFFECTIVENESS OF USING WHATSAPP GROUP TO IMPROVE GRAMMAR ABILITY IN REPORT TEXT OF THE TENTH GRADE STUDENTS AT SMA N 1 PRAMBANAN IN THE ACADEMIC YEAR OF 2019/2020","authors":"Ratri Nur Hidayati, Andhika Nur Machmuda","doi":"10.31316/eltics.v7i1.2221","DOIUrl":"https://doi.org/10.31316/eltics.v7i1.2221","url":null,"abstract":"This research discusses whether there was any significant difference or not in the improvement of students’ grammar ability achievement in report text between students who were taught by using WhatsApp group and those who were not taught by using it. The population of the study were all of the tenth graders of SMA N 1 Prambanan in the academic year of 2019/2020. While, the samples were the students of X IPS 1 class as the experimental group, and the students of X IPS 2 class as the control group. Data collecting techniques used by the researcher were try out, pre-test, and post-test. Whereas, grammar test and questionnaire were used as the research instruments. In analysing the data, it was applied descriptive analysis and inferential analysis. The results showed that the mean increase in the experimental class was higher than that in the control class. Moreover, the independent sample t-test result revealed that the value of Sig. (2-tailed) was smaller than 0,05. Therefore, WhatsApp group was effective to be used as a media to teach grammar in report text at the tenth grade students of SMA N 1 Prambanan in the academic year of 2019/2020. Keywords: WhatsApp Group, Grammar, Report Text","PeriodicalId":130353,"journal":{"name":"ELTICS : Journal of English Language Teaching and English Linguistics","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123613102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-29DOI: 10.31316/eltics.v7i1.2200
Abu Ali Al-Khusain
This research was aimed at two progressive aspects namely improving the speaking and giving awareness towards moderation. The subjects were 21 students of the first semester students of Ma’had Aly Pondok Pesantren Krapyak Yogyakarta. The data were collected using questionaire, observation, and tests and were analyzed descriptively and quantitatively. The topic of moderation in the students’ real life and knowledge effectively improved the speaking learning process. It also triggers the students in expressing their idea about moderation. The findings shown that it improved learning process of speaking They became actively participated in group discussion to present their opinion and propose solution. The students were confident to speak English. The improvement of students’ speaking skill was proven by the increase of the test results. The students’ average score in the pre-test was 65, while in cycle one was 71 and 82 in cycle two.
这项研究的目的是两个渐进的方面，即提高说话和给予适度的意识。研究对象为日惹大学Ma 'had Aly Pondok Pesantren Krapyak Yogyakarta第一学期的21名学生。采用问卷调查法、观察法和试验法收集资料，并进行描述性和定量分析。在学生的现实生活和知识中调节话题，有效地促进了口语学习过程。这也激发了学生们表达他们关于节制的想法。结果表明，学生们积极参与小组讨论，提出自己的意见和解决方案。学生们有信心说英语。考试成绩的提高证明了学生口语能力的提高。学生在前测中的平均成绩是65分，而在第一轮测试中是71分，在第二轮测试中是82分。
{"title":"FOSTERING RELIGIOUS MODERATION THROUGH LEARNING ENGLISH AT PESANTREN’S MA’HAD ALY","authors":"Abu Ali Al-Khusain","doi":"10.31316/eltics.v7i1.2200","DOIUrl":"https://doi.org/10.31316/eltics.v7i1.2200","url":null,"abstract":"This research was aimed at two progressive aspects namely improving the speaking and giving awareness towards moderation. The subjects were 21 students of the first semester students of Ma’had Aly Pondok Pesantren Krapyak Yogyakarta. The data were collected using questionaire, observation, and tests and were analyzed descriptively and quantitatively. The topic of moderation in the students’ real life and knowledge effectively improved the speaking learning process. It also triggers the students in expressing their idea about moderation. The findings shown that it improved learning process of speaking They became actively participated in group discussion to present their opinion and propose solution. The students were confident to speak English. The improvement of students’ speaking skill was proven by the increase of the test results. The students’ average score in the pre-test was 65, while in cycle one was 71 and 82 in cycle two.","PeriodicalId":130353,"journal":{"name":"ELTICS : Journal of English Language Teaching and English Linguistics","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132067448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-29DOI: 10.31316/eltics.v7i1.2088
S. Wiyanah
In speaking English, students have problems with limited vocabulary, pronunciation accuracy, self-confidence, and others. The teacher's strategy has a lot of influence on improving students' speaking. During this pandemic situation, teacher must apply the appropriate strategy in teaching speaking, since the classroom situation is different. The research aimed to identify the teachers' obstacles in teaching speaking and to find out the teachers' strategies in teaching speaking during pandemic at SMAN 1 Jongkong. The design of this research is the qualitative research which case study. The subjects of this research were two English teachers who teach English in tenth and eleventh grades of SMAN 1 Jongkong. The data of this research were collected by observation, interview, and documentation. The data were analyzed by: data reduction, data display, and drawing conclusion. Then, to point out the trustworthiness of the data, this research used triangulation method. Method triangulation was used in this research to compare the outcomes of interviews and the findings of observations. It means that in checking the data validation, researcher has to compare some method of collecting data that have been used (observation, interview, and documentation) in order that the data collection was in the same place or portion. The result of this research shows that the students found obstacles in learning speaking during pandemic situation, such as problem with internet connection because they were located in remote area which had poor connection and students were mostly passive during the online learning process because they felt ashamed and scared to answer teacher’s question, since they still had to adapt the current learning situation. Therefore, the English teachers applied various strategies to achieve the goals in teaching speaking. The strategies were storytelling, conversation practice, discussion, and translation.
{"title":"Teachers’ Strategies in Teaching Speaking during Pandemic at SMAN 1 Jongkong","authors":"S. Wiyanah","doi":"10.31316/eltics.v7i1.2088","DOIUrl":"https://doi.org/10.31316/eltics.v7i1.2088","url":null,"abstract":"In speaking English, students have problems with limited vocabulary, pronunciation accuracy, self-confidence, and others. The teacher's strategy has a lot of influence on improving students' speaking. During this pandemic situation, teacher must apply the appropriate strategy in teaching speaking, since the classroom situation is different. The research aimed to identify the teachers' obstacles in teaching speaking and to find out the teachers' strategies in teaching speaking during pandemic at SMAN 1 Jongkong. The design of this research is the qualitative research which case study. The subjects of this research were two English teachers who teach English in tenth and eleventh grades of SMAN 1 Jongkong. The data of this research were collected by observation, interview, and documentation. The data were analyzed by: data reduction, data display, and drawing conclusion. Then, to point out the trustworthiness of the data, this research used triangulation method. Method triangulation was used in this research to compare the outcomes of interviews and the findings of observations. It means that in checking the data validation, researcher has to compare some method of collecting data that have been used (observation, interview, and documentation) in order that the data collection was in the same place or portion. The result of this research shows that the students found obstacles in learning speaking during pandemic situation, such as problem with internet connection because they were located in remote area which had poor connection and students were mostly passive during the online learning process because they felt ashamed and scared to answer teacher’s question, since they still had to adapt the current learning situation. Therefore, the English teachers applied various strategies to achieve the goals in teaching speaking. The strategies were storytelling, conversation practice, discussion, and translation.","PeriodicalId":130353,"journal":{"name":"ELTICS : Journal of English Language Teaching and English Linguistics","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114871327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-29DOI: 10.31316/eltics.v7i1.2164
Pradnya Paramita Dewi
This study deals with the English word-formation process that is focusing on word shortening: clipping, blending, acronym, and abbreviation. Furthermore, this study is aimed at identifying the word types, creation, and development as well as the meaning of the new shortened words, the most shortened words produced, and the reasons for creating shortened words as vocabulary development. This study uses a qualitative research design to describe the study's problems. The data are in the form of TV Shows titles for the last fifteen years which use shortened words. The program was aired between 2005-2020 on TV channels and Streaming Media Services. The data are presented in the form of a table. The results of the study show that the creation and the development of shortened words are varied with the most productive form being an abbreviation and followed by the other forms namely blending, clipping and acronym respectively. There are various types of shortened words on each form. Some reasons are identified for making the words shorter. 1). It is more efficient and saves time in speaking; 2). It is more interesting and eye-catching; 3). Reducing the mispronounced words. In conclusion, shorter TV Shows title with unique creations can help the audiences to remember them easily.
{"title":"English Shortened Words On Tv Shows Title","authors":"Pradnya Paramita Dewi","doi":"10.31316/eltics.v7i1.2164","DOIUrl":"https://doi.org/10.31316/eltics.v7i1.2164","url":null,"abstract":"This study deals with the English word-formation process that is focusing on word shortening: clipping, blending, acronym, and abbreviation. Furthermore, this study is aimed at identifying the word types, creation, and development as well as the meaning of the new shortened words, the most shortened words produced, and the reasons for creating shortened words as vocabulary development. This study uses a qualitative research design to describe the study's problems. The data are in the form of TV Shows titles for the last fifteen years which use shortened words. The program was aired between 2005-2020 on TV channels and Streaming Media Services. The data are presented in the form of a table. The results of the study show that the creation and the development of shortened words are varied with the most productive form being an abbreviation and followed by the other forms namely blending, clipping and acronym respectively. There are various types of shortened words on each form. Some reasons are identified for making the words shorter. 1). It is more efficient and saves time in speaking; 2). It is more interesting and eye-catching; 3). Reducing the mispronounced words. In conclusion, shorter TV Shows title with unique creations can help the audiences to remember them easily. ","PeriodicalId":130353,"journal":{"name":"ELTICS : Journal of English Language Teaching and English Linguistics","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128394630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-29DOI: 10.31316/eltics.v7i1.2137
Siti Marwah Ulfa
Local cultural appearances in textbooks exist through visuals and textual artifacts. Local culture is presented differently as a cultural exhibition in the textbook. This paper aims to analyze the representation of local culture contained in the textbook. This qualitative study was conducted by analyzing textbooks of junior high school grade VIII SMP/MTS approved by the Indonesian government published in 2017. This study employs Moran's (2001) cultural dimensions. Utilize two kinds of artifacts in the textbook, specifically: artifacts, images, and textual artifacts contain assignments and materials. Subsequently, four components are described visually and textually consist of product, practice, perspective, and person. Then, introducing the local culture: such as institutions, art forms, places, lives, and intellectual value. There are 8 representations of local culture in materials and exercise textbooks. There is merely found the dimensions of perspective and product and the researcher could not discover the representation of other dimensions such as persons and practices.
{"title":"The Representation of Local Culture in Indonesian Junior High School English Textbook; When English Rings a Bell Grade VIII","authors":"Siti Marwah Ulfa","doi":"10.31316/eltics.v7i1.2137","DOIUrl":"https://doi.org/10.31316/eltics.v7i1.2137","url":null,"abstract":"Local cultural appearances in textbooks exist through visuals and textual artifacts. Local culture is presented differently as a cultural exhibition in the textbook. This paper aims to analyze the representation of local culture contained in the textbook. This qualitative study was conducted by analyzing textbooks of junior high school grade VIII SMP/MTS approved by the Indonesian government published in 2017. This study employs Moran's (2001) cultural dimensions. Utilize two kinds of artifacts in the textbook, specifically: artifacts, images, and textual artifacts contain assignments and materials. Subsequently, four components are described visually and textually consist of product, practice, perspective, and person. Then, introducing the local culture: such as institutions, art forms, places, lives, and intellectual value. There are 8 representations of local culture in materials and exercise textbooks. There is merely found the dimensions of perspective and product and the researcher could not discover the representation of other dimensions such as persons and practices.","PeriodicalId":130353,"journal":{"name":"ELTICS : Journal of English Language Teaching and English Linguistics","volume":"116 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124633592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-29DOI: 10.31316/eltics.v7i1.2132
T. Mulyati
This study aims to analyze the students’ perception on the learning autonomy in the midst of Covid-19 Pandemic. The outbreak of this pandemic has switched the learning activities from face-to-face mode into online one. The students in all level of education institution, from kindergarten to university, have learnt from home since March 2020. This condition yields some challenges among students. Thus, the students’ voice dealing with learning autonomy is one of the essential sources to evaluate and redesign Self-Directed Learning during the pandemic. The questionnaire included 30 items was developed. It covered three aspects of learning autonomy, namely, planning of learning, monitoring and organizing of learning, and evaluation of learning. 78 students of English Department participated in this cross sectional survey. The results reveal that most of students have inadequate learning autonomy during online learning mode. The dependency on the lecturers’ role is still found as they are not used to have online learning before.
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