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English Education Journal
ISSN : 20870108     EISSN : 25024566     DOI : -
Core Subject : Education,
English Education Journal (p-ISSN 2087-0108 e-ISSN 2502-4566) is a quarterly journal published by Graduate School of Universitas Negeri Semarang, Indonesia, in the months of March, June, September, and December. It is a double-blind peer-reviewed journal dedicated to enhancing and disseminating scholarly work in the form of conceptual and research-based articles within the fields of teaching English as a second or foreign language (TESL/TEFL), English language learning, ESL/EFL language teachers' training and education, English linguistics, translation, and literature, which have not been published or are under consideration elsewhere.
Arjuna Subject : -
Articles 300 Documents
The The Realization of Interpersonal, Ideational, and Textual Meaning in Graduate Students’ Research Paper Wardani, Hesti Eka; Sutopo, Djoko; Faridi, Abdurrahman
English Education Journal Vol 9 No 2 (2019): June 2019
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v9i2.29290

Abstract

Systemic Functional Linguistics offers a model of approach in analyzing discourse concerning to reveal how language is used to negotiate meaning. Research paper, also known as research article presents students’ work in a process of academic which involving students’ understanding and interpreting knowledge in applying knowledge in a certain phenomenon. Therefore, this study aimed to explain the realization of Interpersonal, Ideational, and Textual Meaning in graduate students’ research paper. Descriptive qualitative research design was used in this study with ten research papers form graduate students of English language education program in Universitas Negeri Semarang were taken as the subject of analysis. Mood, Transitivity, and Theme analysis was used to achieve the data analysis. The findings revealed that the meanings were realized by the students’ language choice. Interpersonal meaning realized in the research papers showed that the research papers were carrying the speech role as giving information. Moreover, the students took role as the information giver in the third person point of view. Ideational meaning realized in research papers showed that the students presented their experience in state of being and doing through relational process and material process with help of other process types, participant roles and circumstances to support their presenting. Textual meanings were realized through the use of theme structure by giving high concern on the subject of the clause as the main delivered message point. The realization of the meanings also could give benefit to students in having the guideline when they are proposed to write research paper.
The The Use of Appraising Items in Doyle’s Novel Titled A Study in Scarlet Rahimi, Ranti Harvi; Fitriati, Sri Wuli; Sutopo, Djoko
English Education Journal Vol 9 No 2 (2019): June 2019
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v9i2.29204

Abstract

This research investigated the interpersonal meaning in A Study in Scarlet, how the appraising items used by the main characters and also its pedagogical implication to English education by using the framework by Halliday (2004) and Kress van Leeuwen (2006). The objectives of this research were to explain the use of the attitude, consisting of affect, judgment, and appreciation. This research was a discourse analysis which belongs to qualitative research. The source was nine chapters from the novel which is divided into two parts. The object was the utterances from the main characters. The units of the research were the clauses consisted in the chapters. The finding showed that the use of the attitude was dominated by Dr. Watson as the main character and also the narrator. In affect, he used mostly happiness, negative capacity, normality in judgment and positive reaction in appreciation. It can be concluded that the writer portrayed Sherlock Holmes through Dr. Watson’s utterances and monologues in order to show Holmes characters, how he reacted to series of events in the novel by using certain appraising items. By applying appraising items in teaching-learning, this research hopefully could help students to enhance their interpersonal skills in communication inside or outside the classroom to reach the purpose of having varied and natural conversation also a mutual understanding.
THE EFFECTIVENESS OF HERRINGBONE AND BUZZ GROUP TECHNIQUES TO TEACH READING COMPREHENSION FOR STUDENTS WITH HIGH AND LOW READING HABITS Fitriyani, Nunung; Suwandi, Suwandi; Sutopo, Djoko
English Education Journal Vol 10 No 1 (2020): September 2020
Publisher : Graduate School, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v10i1.36243

Abstract

This research which is based on the condition that the students often find difficulties in comprehending English text aims to investigate the effectiveness of Herringbone and Buzz Group techniques in teaching reading comprehension to students with high and low reading habits. An experimental research with 2x2 factorial designs was applied in this study. The samples of this research were the students of X Busana 1 and X Boga 1 of SMK Assa?idiyah 2 Kudus. Observation, questionnaires, and tests were the instruments of the research. In analyzing the data were used T-test and ANOVA. The results revealed that there was significant difference of the students? participation on the post-test result after being taught by using Herringbone and Buzz group techniques. Then, the result of the significance value (p value) of teaching technique and student reading habit was 0.00 < 0.05. Thus, it can be stated that there is effective interaction among strategies and participation to enhance students? reading comprehension.
THE IMPLEMENTATION OF CURRICULUM 2013 IN TEACHING SPEAKING SKILL AT MAN 2 BIMA Fujiati, Hikmah; Hartono, Rudi; Wuli Fitriati, Sri
English Education Journal Vol 10 No 1 (2020): September 2020
Publisher : Graduate School, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v10i1.36271

Abstract

The aim of this research was to investigate how the implementation of curriculum 2013 in teaching speaking skill at MAN 2 Bima. This research was qualitative method and used three English teachers who taught at MAN 2 Bima. The data of this study were collected through interview, questionnaires, observation, video recording, and document analysis. Then, they were classified and analysed qualitatively. The results of the research showed that all teachers implemented the Curriculum 2013 in teaching speaking and fulfill the criteria. The findings showed that firstly the implementation of curriculum 2013 in preparing the syllabus revealed that there were three English teachers were able in developing and arranging the syllabus in accordance with the 2013 Curriculum. Second, the implementation of using the lesson plan showed that 90% had been implemented in the teaching and learning activity. Third, the implementation of the materials showed that 91,74% was done well. Third, the implementation of using media was very effective because it made  the students easy to understand the materials or the lesson and the teachers were also easy to deliver the lesson. Fourth, the implementation of technique in teaching speaking using observation checklist showed that 86.66% indicators applied well. Last, The implementation of assessment and evaluation used the observation checklist showed that 82,85% of indicators were applied well. So, from the all result above, it was concluded that the activities of implementing the curriculum 2013 in teaching speaking skill by the English teachers were appropriate with the standard of 2013 Curriculum.
THE USE OF POLITENESS STRATEGIES BY INDONESIAN VS MALAYSIAN STUDENT DEBATERS IN THE 2018 WORLD SCHOOLS DEBATING CHAMPIONSHIP (WSDC) Nurrahmah, Nurrahmah; Rukmini, Dwi; Yuliasri, Issy
English Education Journal Vol 10 No 1 (2020): September 2020
Publisher : Graduate School, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v10i1.36310

Abstract

The aims of this study were to analyze the types of politeness strategies realized by student debaters and how the Indonesian Vs Malaysian student debaters used politeness strategies in the debate competition. The data of this research were taken from youTube that video series of debate competition ?WSDC 2018 R2: Indonesia VS Malaysia.? The study used a descriptive qualitative method which was analyzed using the politeness strategies propossed by (Brown and Levinson, 1987). The subjects in this study were 6 student debaters (2 teams) from Malaysia and Indonesia who participated in the 2018 World Schools Debating Championship (WSDC). This study found that most of the student debaters used positive politeness strategies to deliver their arguments appropriately. There were four types of politeness strategies realized by the debaters. Sub-strategies of positive politeness were mostly used by Indonesian debaters. They used sub-strategies of positive politeness to keep the hearer's positive face, to safe opinions when delivering arguments clearly as the opposition team and make the preposition team agreed with their insight. Malaysians used off-record strategy dominantly. They used inviting implicatures to imply meanings.
ENGLISH TEACHERS’ PERCEPTION AND IMPLEMENTATION OF AUTHENTIC ASSESSMENT FOR SPEAKING BASED ON 2013 CURRICULUM Mursyida, Isnayani Tabi'ul; Faridi, Abdurrachman; Suwandi, Suwandi
English Education Journal Vol 10 No 1 (2020): September 2020
Publisher : Graduate School, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v10i1.36365

Abstract

Authentic Assessment is one of important aspects in 2013 Curriculum promoting an idea of assessing students? authentic skills including speaking. However, many teachers claimed to have difficulties in implementing it properly. This research aims at explaining the English teachers? perception and implementation of authentic assessment for speaking based on 2013 Curriculum in state senior high schools in Semarang. Descriptive qualitative method is applied in this study. By using purposive sampling technique, sixteen English teachers from sixteen state senior high schools in Semarang were involved. There were four instruments to collect the data, namely questionnaire, interview, document analysis, and classroom observation. The findings of this research revealed that the English teachers had good perception of authentic assessment for speaking both in the concept, preparation and implementation. However, in the actual implementation, it was proven that the teachers did not apply authentic assessment for speaking as required by 2013 Curriculum. This was due to several problems such as limited time, teachers? lack of creativity, students? motivation and other reasons.   Abstrak Penilaian otentik adalah salah satu aspek penting dalam Kurikulum 2013 yang mempromosikan gagasan tentang penilaian kemampuan otentik siswa, termasuk kemampuan berbicara. Namun, banyak guru yang mengaku mengalami kesulitan dalam mengimplementasikannya. Penelitian ini bertujuan untuk menjelaskan persepsi dan pengimplementasian penilaian otentik untuk kemampuan berbicara berdasarkan Kurikulum 2013 oleh guru bahasa Inggris di sekolah menengah atas negeri di Semarang. Metode deskriptif kualitatif digunakan dalam penelitian ini. Dengan menggunakan teknik purposive sampling, enam belas guru bahasa Inggris dari enam belas sekolah menengah atas negeri di Semarang terlibat. Ada empat instrumen untuk pengumpulan data, yaitu kuesioner, wawancara, analisis dokumen, dan observasi kelas. Temuan penelitian ini mengungkapkan bahwa para guru bahasa Inggris memiliki persepsi yang baik tentang penilaian otentik untuk kemampuan berbicara, baik dalam konsep, persiapan maupun implementasinya. Namun, dalam implementasi aktualnya, terbukti bahwa para guru belum menerapkan penilaian otentik untuk berbicara seperti yang dipersyaratkan oleh Kurikulum 2013. Hal ini disebabkan oleh beberapa masalah yang dihadapi oleh para guru seperti keterbatasan waktu, kurangnya kreativitas guru, motivasi siswa dan alasan-alasan lainnya.
THE USE OF COHESIVE DEVICES IN THE NARRATIVE TEXTS OF THE 11TH GRADERS Lestari, Nurbaeti; Sutopo, Djoko
English Education Journal Vol 10 No 1 (2020): September 2020
Publisher : Graduate School, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v10i1.36475

Abstract

Writing is one of the skills learned by 11th graders. It makes the students consider to make their text communicative to the readers. To recognize whether the students can communicate the text or not, one can analyze its cohesive devices. This study aimed to find out the use of cohesive devices in narrative texts written by 11th graders of Pelita Bangsa School. Qualitative method was used in this study. Five texts were chosen by the researcher from 11th graders of Pelita Bangsa School Cirebon. The analysis focused on students? texts analyzed by the theories of Halliday and Hasan (1976) and Thornbury (2005). The findings showed that reference, conjunction, substitution, ellipsis, and lexical cohesion were used by the students. However, both substitution and ellipsis were infrequently used by the students. Meanwhile, reference and conjunction were frequently used by the students. In addition, the relationship of the devices in achieving text coherence was important. Cohesive devices create a text that makes sense to read. In conclusion, some cohesive devices were familiar to the students, only substitution and ellipsis were rarely used by them. Moreover, the relationship of cohesive devices in achieving text coherence was the direct involvement of all cohesive devices in making text coherence.
TEACHERS’ PERCEPTIONS, PLANNING, AND IMPLEMENTATION OF GAME-BASED LEARNING IN ENGLISH EXTRACURRICULAR PROGRAM (A CASE OF SMP 40 SEMARANG) Utami, Citra Putri; Anggani L. Bharati, Dwi
English Education Journal Vol 10 No 1 (2020): September 2020
Publisher : Graduate School, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v10i1.36574

Abstract

The present study was a case study which was aimed at investigating the teachers? perceptions, planning, and implementation of Game-Based Learning (GBL) in the English extracurricular program in SMP 40 Semarang. The participants of this study were two teachers. The data were collected through questionnaire, interview, observations, and document analysis. The result showed that the two teachers mostly have the same perceptions of GBL with the experts and researchers. In the   teaching planning, the teachers planned to give seven games in one semester program. The games were mostly in the form of cooperative and competitive games, and they were aimed improve speaking, listening, and writing skills. The lesson plans for each meeting included learning goal, time allotment, teaching materials, and classroom activities along with the scenario of teaching. In the real practices in the classroom, the teachers could successfully apply the games like in the planning. In evaluating the students, the teachers concerned on the students? performances and product. Regarding the relation of the teachers? perceptions, planning, and implementation, it was revealed that teachers? perceptions influence the way the teachers implement GBL and teaching planning affects the successful GBL implementation. It is expected that further researchers may continue his study by involving more than one school with more subjects also.
THE IMPLEMENTATION OF AUTHENTIC ASSESSMENT TO ASSESS STUDENTS' HIGHER ORDER THINKING SKILLS IN WRITING AT MAN 2 TULUNGAGUNG Muthohharoh, Setyani Rohmatul; Linggar Bharati, Dwi Anggani; Rozi, Fahrur
English Education Journal Vol 10 No 1 (2020): September 2020
Publisher : Graduate School, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v10i1.36590

Abstract

PISA (Program for International Students? Assessment) which focuses o three basic literacy stated that Indonesian students are in low position it is caused by the low ability of Indonesian teachers in writing questions of HOTS. Therefore, the 2013 Curriculum demands the teachers to use authentic assessment concerning about Higher Order Thinking Skills. This study aimed to investigate the implementation of authentic assessment to assess students? Higher Order Thinking Skills in writing at MAN 2 Tulungagung. This study was qualitative research by using case study research design. Two English teachers (teacher SS and teacher IO) were observed by using interview guide, observation checklist, and document observation checklist. The data were then collected and analyzed based on Miles and Huberman (1994, p. 10). The results of the study revealed that in implementing authentic assessment to assess students? Higher Order  Thinking Skills, these two English teachers did not share rubric and implement self-assessment for the students because of time limitation. To overcome the difficulties, they managed the time effectively and efficiently. Furthermore, they were interested in walking around the students to know the students? understanding. This study will give insight about the implementation of authentic assessment which focuses on Higher Order Thinking Skills in writing.
THE EFFECT OF TEACHERS’ USE OF DEIXIS ON STUDENTS’ UNDERSTANDING OF THEIR TALK Jumaedah, Ninik; Saleh, Mursid; Hartono, Rudi
English Education Journal Vol 10 No 1 (2020): September 2020
Publisher : Graduate School, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v10i1.36684

Abstract

Language is crucial in human life as it cannot be separated from human being. People could deliver his or her thought by using language. Deixis is defined as words used to point on something that depends on the context. According to Levinson the single most obvious way in which the relationship between language and context is reflected in the structures of language themselves, is through the phenomenon of deixis. The aim of this study is to investigate the topic based on the observation, the realization of deixis also existed in education. The phenomenon occured when the English teacher explained the lessons in a classroom during the teaching learning process in SMA Islam Sultan Agung 3 Semarang. In obtaining the data, The research design used in this study was a qualitative research (particularly, a classroom analysis) supported by a bit of quantitative data. The object of the study comprised two things, namely teachers? and students? use of deixis in their talk. Person deixis was dominant used by interaction in class between students and English teacher of their talk. the teacher?s questionnaire could be said as valid.. The rtableused was 0.878 since the sample size was two teachers. And then, the students questionnaire was also valid. the rtableused was 0.388 since the sample size was thirty students. Pre-test were 46.6. After doing the same calculation procedures as to the post -test, the researcher found that the students? mean score 81.0 from the data.

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