This study aims to reveal the coherence of 19 analytical exposition texts written by the fourth semester students of English Department of UNNES through analysis of schematic structure, thematic choices, and thematic developments. Coherence is an essential component to create a make-sense text. Thus, it is very important to know the students’ competency in writing a good text. This study applied a qualitative approach. It employed theories of schematic structure based on stages proposed by Gerot and Wignell (1995), thematic choices from Gerot and Wignell (1995) and thematic developments by Eggins (2004). The findings indicated that students preferably used topical Theme (67.79%) and textual Theme (30.42%). In addition, in terms of thematic developments, Theme Reiteration is the commonest pattern applied by the students. Based on the findings, students’ texts were less coherence because there were several texts having an incomplete thesis at the beginning of the paragraph and one text leaving 1 out of 3 stages of exposition text. Furthermore, the over-use of Theme Reiteration might show that the students’ writing skill is low because they could not elaborate their ideas through various methods. In short, the students could be regarded as novice writers. Keywords: analytical exposition; coherence; schematic structure; thematic choices; thematic development
{"title":"The Coherence Analysis of Students' Analytical Exposition Texts","authors":"Nur Aeni Afiati Mafuroh, Yusnita Sylvia Ningrum","doi":"10.15294/elt.v8i1.26747","DOIUrl":"https://doi.org/10.15294/elt.v8i1.26747","url":null,"abstract":"This study aims to reveal the coherence of 19 analytical exposition texts written by the fourth semester students of English Department of UNNES through analysis of schematic structure, thematic choices, and thematic developments. Coherence is an essential component to create a make-sense text. Thus, it is very important to know the students’ competency in writing a good text. This study applied a qualitative approach. It employed theories of schematic structure based on stages proposed by Gerot and Wignell (1995), thematic choices from Gerot and Wignell (1995) and thematic developments by Eggins (2004). The findings indicated that students preferably used topical Theme (67.79%) and textual Theme (30.42%). In addition, in terms of thematic developments, Theme Reiteration is the commonest pattern applied by the students. Based on the findings, students’ texts were less coherence because there were several texts having an incomplete thesis at the beginning of the paragraph and one text leaving 1 out of 3 stages of exposition text. Furthermore, the over-use of Theme Reiteration might show that the students’ writing skill is low because they could not elaborate their ideas through various methods. In short, the students could be regarded as novice writers. \u0000Keywords: analytical exposition; coherence; schematic structure; thematic choices; thematic development","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127215592","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}
This study was aimed to explain the communicative competence components of the fourth semester English Department students through English Interaction Room (EIR). The communicative competence components in using English were analyzed based on the grammatical competence, discourse competence, sociolinguistic competence and strategic competence. This study used qualitative method which means that the data of this study were explained by using descriptive analysis method. The result showed that (1) Mostly, the utterances of the participants were ungrammatical in syntax, while some were in morpheme, but those were acceptable (2) Mostly the utterances were appropriate with the topic discussed. the participants were able to construct a unified discourse, (3) Mostly, the utterances seemed natural and used less formal language, and (4) Most participants used achievement strategy to hold the conversation. In conclusion, most of EIR participants are communicative in using English viewed from the discourse competence, sociolinguistic competence and strategic competence. They need to increase their competence of using English grammar. Keywords: Communicative Competence; Using English; English Interaction Room (EIR).
{"title":"The Communicative Competence Components Analysis in Using English through EIR","authors":"Ayu Silvana Faradilla, D. Rukmini","doi":"10.15294/elt.v8i1.27742","DOIUrl":"https://doi.org/10.15294/elt.v8i1.27742","url":null,"abstract":"This study was aimed to explain the communicative competence components of the fourth semester English Department students through English Interaction Room (EIR). The communicative competence components in using English were analyzed based on the grammatical competence, discourse competence, sociolinguistic competence and strategic competence. \u0000This study used qualitative method which means that the data of this study were explained by using descriptive analysis method. The result showed that (1) Mostly, the utterances of the participants were ungrammatical in syntax, while some were in morpheme, but those were acceptable (2) Mostly the utterances were appropriate with the topic discussed. the participants were able to construct a unified discourse, (3) Mostly, the utterances seemed natural and used less formal language, and (4) Most participants used achievement strategy to hold the conversation. \u0000In conclusion, most of EIR participants are communicative in using English viewed from the discourse competence, sociolinguistic competence and strategic competence. They need to increase their competence of using English grammar. \u0000 Keywords: Communicative Competence; Using English; English Interaction Room (EIR).","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123991378","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}
The objectives of this study are to find out whether split dictation technique is an effective technique to improve students’ listening skill and whether there is a significant difference between students who were taught by using split dictation and those who were taught by using a conventional method. This study is a quantitative research using quasy experimental as the method of collecting data. The subject of this research was 72 students of the tenth-grade students of SMA N 1 Sukorejo. In obtaining the data, the researcher conducted the pre-test, treatments, and the post-test. The results of this research showed that the mean score of the experimental group is 82,7 and the control group is 77,638. By using IBM SPSS 23th version program, the computation of the t-test which score of the sig (2 tailed) is (0.000) lower than (0.05), and the result of t-value (4.189) is higher than the t-table (1.994). In conclusion, there is a significant difference between the students’ listening test achievement. The students who were taught by using split dictation has higher achievement, this indicated that split dictation is effective enough to improve students’ listening achievement. Keywords: Split Dictation Technique; Listening Skill
{"title":"The Effectiveness of Split Dictation as a Teching Strategy to Improve Students' Listening Skill","authors":"T. Kurniawan, C. M. Wahyanti","doi":"10.15294/elt.v8i1.27350","DOIUrl":"https://doi.org/10.15294/elt.v8i1.27350","url":null,"abstract":"The objectives of this study are to find out whether split dictation technique is an effective technique to improve students’ listening skill and whether there is a significant difference between students who were taught by using split dictation and those who were taught by using a conventional method. This study is a quantitative research using quasy experimental as the method of collecting data. The subject of this research was 72 students of the tenth-grade students of SMA N 1 Sukorejo. In obtaining the data, the researcher conducted the pre-test, treatments, and the post-test. The results of this research showed that the mean score of the experimental group is 82,7 and the control group is 77,638. By using IBM SPSS 23th version program, the computation of the t-test which score of the sig (2 tailed) is (0.000) lower than (0.05), and the result of t-value (4.189) is higher than the t-table (1.994). In conclusion, there is a significant difference between the students’ listening test achievement. The students who were taught by using split dictation has higher achievement, this indicated that split dictation is effective enough to improve students’ listening achievement. \u0000Keywords: Split Dictation Technique; Listening Skill","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124119276","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}
Considering the vital role of comprehensible input, this study attempted to compare the effects of input with various difficulty levels on Iranian EFL learners’ reading comprehension and reading motivation. To fulfil this objective, 54 Iranian pre-intermediate EFL learners were selected from two intact classes (n = 27 each). The selected participants were randomly assigned to two equal groups, namely “i+1” (n=27) and “i-1” group (n=27). Then, the groups were pretested by a researcher-made reading comprehension test. After carrying out the pre-test, the treatment (i.e., extensive reading at different levels of difficulty) was practiced on the both groups. The participants in “i+1” group received reading passages beyond the current level, on the other hand, the “i-1” group received those reading passages which were below their current level. After the instruction ended, a modified version of pre-test was conducted as posttest to determine the impacts of the treatment on the students’ reading comprehension. The obtained results indicated that there was a significant difference between the post-tests of “i+1” and “i-1” groups. The findings showed that the “i+1” group significantly outperformed the “i-1” group (p < .05) on the post-test. Moreover, the findings indicated that “i+1” group’s motivation increased after the treatment. The implications of the study suggest that interactive type of input is beneficial to develop students’ language skills. Keywords: Comprehensible Input; Extensive reading; Foreign language reading motivation; Input; Reading comprehension; Text difficulty level
{"title":"Texts with Various Levels of Hardness, Reading Comprehension and Reading Motivation: I+1 Versus I-1","authors":"Ehsan Namaziandost, F. Esfahani, Mehdi Nasri","doi":"10.15294/elt.v8i1.30992","DOIUrl":"https://doi.org/10.15294/elt.v8i1.30992","url":null,"abstract":"Considering the vital role of comprehensible input, this study attempted to compare the effects of input with various difficulty levels on Iranian EFL learners’ reading comprehension and reading motivation. To fulfil this objective, 54 Iranian pre-intermediate EFL learners were selected from two intact classes (n = 27 each). The selected participants were randomly assigned to two equal groups, namely “i+1” (n=27) and “i-1” group (n=27). Then, the groups were pretested by a researcher-made reading comprehension test. After carrying out the pre-test, the treatment (i.e., extensive reading at different levels of difficulty) was practiced on the both groups. The participants in “i+1” group received reading passages beyond the current level, on the other hand, the “i-1” group received those reading passages which were below their current level. After the instruction ended, a modified version of pre-test was conducted as posttest to determine the impacts of the treatment on the students’ reading comprehension. The obtained results indicated that there was a significant difference between the post-tests of “i+1” and “i-1” groups. The findings showed that the “i+1” group significantly outperformed the “i-1” group (p < .05) on the post-test. Moreover, the findings indicated that “i+1” group’s motivation increased after the treatment. The implications of the study suggest that interactive type of input is beneficial to develop students’ language skills. \u0000Keywords: Comprehensible Input; Extensive reading; Foreign language reading motivation; Input; Reading comprehension; Text difficulty level","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121548244","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}
This quasi experimental study aims to find out the effectiveness of the use of Flashcards collaborated with Numbered Heads Together Technique compared to the use of only Flashcards to improve seventh grade students of SMP Negeri 1 Tulis, Batang vocabulary knowledge. The data was obtained through pre-test and post-test. Conventional change score data analysis showed that the control group achieved better vocabulary knowledge improvement result with 3.42 compare to 2.66 improvement result of experimental group. Likewise, the data analysis using process-oriented change score by Frost (2014) also favour the control group with 22% improvement than the experimental group with 19% improvement. Thus, Flashcards is more effective than Flashcards collaborated with Numbered Heads Together Technique to improve students’ vocabulary knowledge. Keywords: flashcards; Numbered Heads Together; vocabulary knowledge; quasi experimental research
本拟实验研究旨在探讨与单纯使用抽认卡相比，使用抽认卡配合“数头法”对提高七年级学生SMP Negeri 1 Tulis、Batang词汇知识的有效性。数据通过前测和后测得到。常规改变评分数据分析显示，对照组的词汇知识改善效果为3.42，实验组的改善效果为2.66。同样，Frost(2014)使用面向过程的变化评分进行的数据分析也有利于对照组，改善了22%，而实验组改善了19%。因此，在提高学生词汇知识方面，抽认卡比抽认卡与数字头凑法相结合更有效。关键词:抽认卡;数在一起的头;词汇知识;准实验研究
{"title":"The Use of Flashcards and Numbered Heads Together Technique to Improve Students' Vocabulary Knowledge","authors":"Rudi Wibowo Aji, A. Farida","doi":"10.15294/elt.v8i1.27906","DOIUrl":"https://doi.org/10.15294/elt.v8i1.27906","url":null,"abstract":"This quasi experimental study aims to find out the effectiveness of the use of Flashcards collaborated with Numbered Heads Together Technique compared to the use of only Flashcards to improve seventh grade students of SMP Negeri 1 Tulis, Batang vocabulary knowledge. The data was obtained through pre-test and post-test. Conventional change score data analysis showed that the control group achieved better vocabulary knowledge improvement result with 3.42 compare to 2.66 improvement result of experimental group. Likewise, the data analysis using process-oriented change score by Frost (2014) also favour the control group with 22% improvement than the experimental group with 19% improvement. Thus, Flashcards is more effective than Flashcards collaborated with Numbered Heads Together Technique to improve students’ vocabulary knowledge. \u0000Keywords: flashcards; Numbered Heads Together; vocabulary knowledge; quasi experimental research \u0000 ","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132295936","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}
The aim of this study was to analyze the relevance of the materials with the cognitive and psychomotor domains in the 2013 English curriculum competence in English Rings a Bell textbook for grade eight of junior high school. This study used qualitative methodology. The researcher conducted the analysis of textbook based on theory of Anderson and Krathwohl’s (2001) taxonomy of cognitive domain and Simpson’s (1972) taxonomy of psychomotor domain in order to more focus on it relevancy with materials in the textbook. The instrument used to collect the data were observation in the form of checklists and document analysis. The result showed that in term of cognitive domain, there were 23 materials in the book which were relevant or 74.19%, 7 materials which were partly relevant or 22.58%, and only 1 material which irrelevant or 3.2%. Meanwhile, the in term of psychomotor domain, there were 10 materials in the book which were relevant or 32.25%, 10 materials also which were partly relevant, and 11 materials which were irrelevant or 35.48 %. Thus, it can be concluded that the materials in this textbook materials are relevant with 2013 curriculum, in term of cognitive domain. Even though, it lacks of relevant materials of psychomotor domain. Keywords: textbook analysis; When English Rings a Bell; 2013 Curriculum; cognitive domain; psychomotor domain
本研究的目的是分析2013年初八年级英语课程能力教材中认知和精神运动领域材料的相关性。本研究采用定性方法。研究者根据Anderson and Krathwohl(2001)的认知领域分类理论和Simpson(1972)的精神运动领域分类理论对教科书进行分析，以更加关注其与教科书中材料的相关性。收集数据的手段主要是采用清单观察法和文献分析法。结果表明，在认知领域方面，书中相关材料有23个，占74.19%，部分相关材料有7个，占22.58%，不相关材料只有1个，占3.2%。同时，在精神运动领域，书中相关材料有10份，占32.25%，部分相关材料也有10份，不相关材料有11份，占35.48%。因此，可以得出结论，该教材中的内容在认知领域上与2013年课程相关。尽管如此，精神运动领域的相关资料仍然缺乏。关键词:教科书分析;当英语响起铃声;2013课程;认知领域;精神运动领域
{"title":"Content Analysis of Student Book When English Rings A Bell (Revised Edition) for Grade VIII of Junior High School","authors":"Hayati Wasistyo Adi, P. Astuti","doi":"10.15294/elt.v8i1.26138","DOIUrl":"https://doi.org/10.15294/elt.v8i1.26138","url":null,"abstract":"The aim of this study was to analyze the relevance of the materials with the cognitive and psychomotor domains in the 2013 English curriculum competence in English Rings a Bell textbook for grade eight of junior high school. This study used qualitative methodology. The researcher conducted the analysis of textbook based on theory of Anderson and Krathwohl’s (2001) taxonomy of cognitive domain and Simpson’s (1972) taxonomy of psychomotor domain in order to more focus on it relevancy with materials in the textbook. The instrument used to collect the data were observation in the form of checklists and document analysis. The result showed that in term of cognitive domain, there were 23 materials in the book which were relevant or 74.19%, 7 materials which were partly relevant or 22.58%, and only 1 material which irrelevant or 3.2%. Meanwhile, the in term of psychomotor domain, there were 10 materials in the book which were relevant or 32.25%, 10 materials also which were partly relevant, and 11 materials which were irrelevant or 35.48 %. Thus, it can be concluded that the materials in this textbook materials are relevant with 2013 curriculum, in term of cognitive domain. Even though, it lacks of relevant materials of psychomotor domain. \u0000Keywords: textbook analysis; When English Rings a Bell; 2013 Curriculum; cognitive domain; psychomotor domain","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115550041","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}
This final project was based on a research which attempts to investigate the use of wattpad and blog combined with project based learning in teaching writing skills. The purpose of the study was to find out which one is more effective between wattpad and blog in project based learning to teach written analytical exposition text. A quasi-experimental study was used as the research design in this study. The sample was the eleventh grade students of SMA Ibu Kartini Semarang that involved 26 students. They were divided into experimental group 1 and experimental group 2. The experimental group 1 was taught using wattpad while the experimental group 2 was taught using blog as the learning media and both of them used project based learning as teaching method. The pre-test result revealed the mean score of the experimental group 1 was 60.76 and the experimental group 2 was 60.69. It meant that the two groups had similar competence before getting the treatment. The post-test mean scores of experimental group 1 and experimental group 2 were 80.23 and 74.46. The t-test of post-test showed that there was a significant difference between the experimental group 1 and the experimental group2 since t-value was higher than t-table (4.490 > 2.064). It could be concluded that both wattpad and blog were effective as the learning media to teach writing skills. However, the use of wattpad was more effective than using blog in project-based learning to teach written analytical exposition text. Therefore, it was suggested that the teachers should consider the social media of wattpad and blog were the effective learning media in teaching writing because they allowed the students to express ideas and develop their writing skills. Keywords: Wattpad; Blog; Project Based Learning; Writing; Analytical Exposition Text
这个期末设计是基于一项研究，试图调查wattpad和blog结合项目学习在写作技巧教学中的应用。本研究的目的是找出wattpad和blog在项目式学习中，哪一个更有效地教授书面分析性论述文本。本研究采用准实验研究作为研究设计。样本为SMA Ibu Kartini Semarang的11年级学生，涉及26名学生。随机分为实验组1和实验组2。实验组1采用wattpad进行教学，实验组2采用blog作为学习媒介进行教学，均采用项目化学习作为教学方法。预测结果显示，实验组1的平均得分为60.76，实验组2的平均得分为60.69。这意味着两组人在接受治疗前具有相似的能力。实验组1和实验组2的后测平均分分别为80.23和74.46。后验t检验显示，实验组1与实验组2的t值均高于t表(4.490 > 2.064)，差异有统计学意义。可以得出结论，平板电脑和博客都是有效的学习媒体，教授写作技巧。然而，在基于项目的学习中，使用wattpad比使用博客更有效地教授书面分析性论述文本。因此，建议教师将wattpad和blog等社交媒体作为写作教学中有效的学习媒体，因为它们可以让学生表达自己的想法，培养他们的写作技能。关键词:Wattpad;博客;基于项目的学习;写作;分析性论述
{"title":"The Comparison between Wattpad and Blog in Project Based Learning to Teach Written Analytical Exposition Text","authors":"Fahmi Millati Hanifah, D. Bharati","doi":"10.15294/elt.v8i1.31331","DOIUrl":"https://doi.org/10.15294/elt.v8i1.31331","url":null,"abstract":" This final project was based on a research which attempts to investigate the use of wattpad and blog combined with project based learning in teaching writing skills. The purpose of the study was to find out which one is more effective between wattpad and blog in project based learning to teach written analytical exposition text. A quasi-experimental study was used as the research design in this study. The sample was the eleventh grade students of SMA Ibu Kartini Semarang that involved 26 students. They were divided into experimental group 1 and experimental group 2. The experimental group 1 was taught using wattpad while the experimental group 2 was taught using blog as the learning media and both of them used project based learning as teaching method. \u0000 The pre-test result revealed the mean score of the experimental group 1 was 60.76 and the experimental group 2 was 60.69. It meant that the two groups had similar competence before getting the treatment. The post-test mean scores of experimental group 1 and experimental group 2 were 80.23 and 74.46. The t-test of post-test showed that there was a significant difference between the experimental group 1 and the experimental group2 since t-value was higher than t-table (4.490 > 2.064). \u0000 It could be concluded that both wattpad and blog were effective as the learning media to teach writing skills. However, the use of wattpad was more effective than using blog in project-based learning to teach written analytical exposition text. Therefore, it was suggested that the teachers should consider the social media of wattpad and blog were the effective learning media in teaching writing because they allowed the students to express ideas and develop their writing skills. \u0000Keywords: Wattpad; Blog; Project Based Learning; Writing; Analytical Exposition Text","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127278203","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：