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All Journal Indonesian Journal of Applied Linguistics (IJAL) English Education Journal KREDO : Jurnal Ilmiah Bahasa dan Sastra English Language and Literature International Conference (ELLiC) Proceedings Dinasti International Journal of Education Management and Social Science JELLT (Journal of English Language and Literature Teaching) Studies in English Language and Education Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology
Januarius Mujiyanto
English Department, Universitas Negeri Semarang, Indonesia
Religion Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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The Implementation of Politeness Strategies in Showing Disagreement Among the Communicative Members Anis 'Azzah; Januarius Mujiyanto
English Education Journal Vol 13 No 1 (2023): March 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v13i1.71649

Abstract

Politeness is an essential aspect of interlanguage pragmatic study used to create a harmonious relationship among people who engage in specific interactions. Politeness is implemented differently in showing disagreement regardless of cultural background. This study was used to analyze the implementation of politeness strategies in showing disagreement by the students. In this study, the researchers applied descriptive qualitative research. The subjects in this study were 20 students, all non-native speakers, who joined the CEC club at UIN Salatiga. The data was taken from the students’ utterances of the politeness strategies used to show disagreement. Also, the data was analyzed using the theory of politeness strategies by Brown and Levinson (1987) In collecting the data, the researchers used a discourse completion test (DCT) questionnaire, which gave 5 (five) topics. The results showed that the students applied all politeness strategies with different percentages. Positive politeness is implemented for 73%, bald on record 18%, negative politeness for 5%, and off record 2%. Positive politeness is the most dominant strategy in showing disagreement. Besides, the sub-strategy in positive politeness also applied by the students are exaggerating, intensifying interest in the hearer, avoiding disagreement, presupposing, offering, being optimistic, including both the speaker and the hearer, giving or (asking for reason) and assuming or asserting reciprocity. In conclusion, politeness strategies are essential to convey a different opinion from the interlocutors.
Errors in Discourse Marker Usage in Descriptive Texts by SMA Negeri 12 Semarang Students Nurtilek Kadyrov; Januarius Mujiyanto; Sri Wuli Fitriati
English Education Journal Vol 13 No 2 (2023): June 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v13i2.74097

Abstract

This study delves into the analysis of common errors found in descriptive texts authored by a sample of 32 students, randomly selected from SMA Negeri 12 Semarang. Its primary objective is to identify, categorize, and evaluate errors pertaining to adverbial phrases, conjunctions, prepositional phrases, and discourse markers while assessing their impact on the coherence of the text. Employing a rigorous research methodology encompassing both quantitative and qualitative techniques, this study provides a thorough evaluation of the student's writing abilities. Quantitative analysis of the collected data exposes a spectrum of errors, encompassing discourse marker misuses, sentence structure deficiencies, inaccuracies in prepositional phrases, conjunction errors, and problems with adverbial phrases. Notably, discourse marker errors, including the omission of commas and the repetitive use of words, emerged as the most prevalent issues. These errors have the potential to significantly hinder the clarity and overall flow of the text. The motivation for this study arises from the recognition that students often encounter challenges when it comes to effectively utilizing discourse markers and other grammatical elements in their descriptive writing. These difficulties can adversely impact text coherence and, consequently, the overall quality of the students' compositions. In light of the quantitative findings, this research underscores the critical importance of targeted grammar instruction and consistent writing practice to enhance students' writing skills. Addressing these common errors collaboratively, educators and learners can work towards improving the quality of descriptive texts.
Lecturers’ perception on the implementation of approaches to teaching literature in EFL classrooms R. Bunga Febriani; Dwi Rukmini; Januarius Mujiyanto; Issy Yuliasri
Studies in English Language and Education Vol 9, No 1 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i1.21035

Abstract

The selection of appropriate approach(es) to teaching literature in EFL classrooms becomes a necessity that they can result in good performance of the students, both in their critical thinking aspect and their language proficiency. The problem appears when the lecturer does not implement a suitable approach to literary analysis when teaching literature to the EFL students. These problems led to the student’s inability to perform as expected. The present study examines how lecturers perceive the implementation of approaches to teaching literature in EFL classrooms and their relations to improving the students’ reflective writing skills as the manifestation of the student’ responses to the literary works. Among the approaches studied were the Language-based approach, the Reader-Response approach, and the Philosophical approach. The study was carried out on six lecturers teaching the Literary Criticism course in the EFL classrooms at the university level. A questionnaire was distributed to the lecturers teaching this course at a university in Semarang, Indonesia, containing eight-question items regarding how they perceive the literary approaches and how effective they used them in improving the students’ reflective writing skills, in encouraging the students to think critically about the events in literary works and in relating the readings to some aspects of their own lives. The study revealed that each literary analysis approach in teaching literature has its benefits and characteristics. The study results also showed that each approach has its strengths and weaknesses that differ from one another.
The effectiveness of writing techniques in improving students’ writing ability with different self-esteem Ida Yulianawati; Mursid Saleh; Januarius Mujiyanto; Djoko Sutopo
Studies in English Language and Education Vol 9, No 1 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i1.21725

Abstract

Identifying appropriate writing techniques to help students with different self-esteem improve their writing ability needs to be considered by educators. This study attempted to examine the effectiveness of two writing techniques, Reflective Learning Portfolio (RLP) and Dialogue Journal Writing (DJW) in improving the writing ability of undergraduate students with different self-esteem. A quasi-experimental design was employed in this study. The participants of the study were 62 undergraduate students from a private university in West Java, Indonesia, which were divided into two groups that received different treatments, RLP and DJW techniques. A set of questionnaires to measure students’ self-esteem and writing tests were utilized to collect the data. Data from questionnaires were analyzed by using Likert Scales. Data from pre-test and post-test, to know the effectiveness of RLP and DJW was administered by using a paired t-test. The finding revealed that the writing performance in RLP class was significantly better than in DJW class. In other words, RLP is more effective in teaching writing to students with different self-esteem. The use of explicit teaching, peer feedback, and teacher feedback in RLP class could have caused the RLP technique to be more effective in improving the students’ writing ability compared to the DJW technique. 
Evaluation of Students' Mastery of Semantic Entailment as Reflected in Their Descriptive Text Writing Rika Setyawati; Januarius Mujiyanto; Zulfa Sakhiyya
English Education Journal Vol 13 No 2 (2023): June 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v13i2.71836

Abstract

Some challenges in teaching writing are making students interpret, analyze, and build reasoning for a coherent text. To address this issue, such research is included in a branch of linguistics, namely semantics. This research evaluates the students’ mastery of semantic entailment as reflected in their descriptive text writing. The research method applied was a descriptive qualitative design. The data was taken from the 30 explanatory texts written by the eighth-graders of MTs Ar Ridlo Pekuncen 2022/2023. The technique of collecting data was document text. The method of data analysis was triangulation. The results revealed that the evaluation of students’ mastery of one-way entailment is 90%; there were 27 of 30 students. Almost all of the students (generally) are very masterful. Next, the evaluation of students’ mastery of two-way entailment is 36.67% (N=11). Furthermore, only 30.00% of the students (N=9) can master negative entailment. The least (a fraction) mastered was metaphorical entailment, 13.33% (N=4). The easiest for students to master was the one-way entailment. In contrast, the metaphorical entailment was the most difficult. Thus, it can be safely said that the students have difficulty imagining the object in their sentences. For that reason, future research may investigate the factors that cause problems in metaphorical entailment among students.
Comparison of Positive Politeness Strategies by Ellen to Interact with Her Guests of Age Groups Yuliana Maula; Januarius Mujiyanto; Henrikus Joko Yulianto
English Education Journal Vol 13 No 2 (2023): June 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v13i2.72138

Abstract

Politeness cannot be achieved directly when people are born because of genetic factors or special characteristics given by God. It needs to be learned, and they should consider whom they speak to establish a good relationship between the speaker (S) and hearer (H) in the social interaction. This study aims to explain the similarities and differences between the use of positive politeness strategies by Ellen in her interaction with adult and young guests. The transcript of Ellen’s talk show becomes the primary source of this study where the data were analyzed by using Brown and Levinson’s theory. This study was descriptive qualitative research with a pragmatic approach. Based on the data analysis, Ellen applied noticing, exaggerating, and intensifying interest to H, using in-group identity markers, seeking agreement, asserting common ground, being optimistic, including S and H in the activity, and giving gifts in her communication with adult and young guests. The strategy of using in-group identity markers is frequently used in Ellen’s interaction with a percentage of 27,8%. In addition, in Ellen’s interaction with the young guests, the noticing strategy is the most dominant strategy with a percentage of 25%. The strategies of avoiding disagreement, joking, promising, and giving reasons were only applied in her interaction with the adult guests. Therefore, Ellen’s decision to use these positive politeness strategies can save the hearers’ positive face and maintain the relationship among them. As a result, this study contributes to English language teaching in class interaction, especially in fulfilling the students’ positive face.
Literasi Digital: Dampak dan Tantangan dalam Pembelajaran Bahasa Yentri Anggeraini; Abdurrachman Faridi; Januarius Mujiyanto; Dwi Anggani Linggar Bharati
Prosiding Seminar Nasional Pascasarjana Vol. 2 No. 1 (2019)
Publisher : Pascasarjana Universitas Negeri Semarang

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Abstract

Perkembangan teknologi informasi secara pesat menuntut kita untuk memiliki kemampuan dasar berkaitandengan konsep digital itu sendiri. Kemampuan mencari sumber informasi yang bisa dipertanggungjawabkanmenjadi sangat penting ditengah percepatan teknologi digital saat ini. Dalam kontek literasi digital, setiaporang memerlukan kemampuan untuk bisa mengakses, menganalis, mencipta, melakukan refleksi, danbertindak menggunakan beraneka ragam perangkat digital, berbagai bentuk ekspresi , dan strategi dalamkomunikasi. Artikel ini menyajikan gagasan awal dampak literasi digital dan tantangan dalam pembelajaranbahasa terkait dengan penerapan literasi digital. Adapun dampak positif literasi digital dalam pembelajaranbahasa yaitu 1) untuk membantu proses pembelajaran, 2) untuk dapat membedakan sumber-sumber belajaryang benar, signifikan dan dapat memberikan manfaat, dan 3) untuk membuka peluang bagi guru agar lebih produktif dalam menciptakan media ajar digital. Selain itu, dalam penerapan digital literasi dalampembelajaran bahasa yaitu guru tidak sekedar memerlukan penguasaan kemampuan mengoperasikanperangkat digital dan lunak saja tetapi juga memerlukan keterampilan kompleks seperti keterampilanmemproduksi, keterampilan photovisul, keterampilan hipertekstualitas, keterampilan mengevaluasi informasi, dan keterampilan socio-emosional.
Analisis Peran Guru dalam Pengajaran Membaca Melalui Strategi Readers Theatre Nopa Yusnilita; Januarius Mujiyanto; Mursid Saleh; Dwi Anggani Linggar Bharati
Prosiding Seminar Nasional Pascasarjana Vol. 2 No. 1 (2019)
Publisher : Pascasarjana Universitas Negeri Semarang

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Abstract

Dalam pengajaran dikelas, seorang guru dituntut untuk dapat memainkan berbagai perannya. Selain itu, guru harus dapat memilih strategi yang tepat untuk mendukung keefektifan dan keefisienan dalam proses belajar mengajar. Tujuan dari penelitian ini adalah menganalisa peran yang dilakukan oleh guru dalam mengajar membaca dengan menggunakan strategi Readers Theater. Strategi Readers Theater ini diharapkan dapat membantu guru dan siswa dalam meningkatkan pemahaman tentang teks. Hal ini telah direkomendasikan dan dibuktikan dari penelitian terdahulu yang dilakukan oleh beberapa peneliti dan para ahli. Strategi ini merupakan salah satu strategi yang mampu mengubah siswa yang pasif menjadi aktif dan pembelajaran menjadi menyenangkan. Dalam penelitian ini, peneliti menggunakan metode deskriptive kualitative. Kuesioner dan wawancara digunakan sebagai alat dalam mengumpulkan data yang diperlukan. Berdasarkan hasil penelitian yang dilhat dari sumber data yang terkumpul, menunjukkan bahwa dalam pengajaran membaca dengan menggunakan strategi Readers Theater 80% guru memainkan peran sebagai model, 75% sebagai fasilitator, 60% sebagai penyedia informasi, 65% sebagai asesor, 70% sebagai perencana, dan 72% sebagai pengembang bahan ajar. Penelitian ini dapat disimpulkan bahwa setiap guru harus dapat memainkan berbagai peran dalam pelaksanaan pengajaran dikelas. Guru juga harus dapat selalu kreatif, inovatif, dan peka terhadap perubahan zaman serta memahami karakter siswa yang diajar.
Hubungan antara Kefasihan Bahasa Formula dan Kecakapan Siswa Indonesia dalam Ujian Lisan Berbahasa Inggris Radeni Sukma Indra Dewi; Januarius Mujiyanto; Dwi Rukmini; Mursid Saleh
Prosiding Seminar Nasional Pascasarjana Vol. 2 No. 1 (2019)
Publisher : Pascasarjana Universitas Negeri Semarang

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Abstract

Studi ini menyelidiki dengan cara apa siswa menggunakan bahasa formula yang diajarkan dalam kurikulummereka melalui buku pelajaran ketika mengambil ujian kecakapan lisan dengan multi-tugas dan apakah adahubungan antara penggunaan bahasa formula mereka dengan skor kelancaran dan kecakapan keseluruhanmereka. Studi dilakukan dengan 80 siswa Indonesia dengan tingkat kemampuan yang berbeda padaUniversitas Muhammadiyah Semarang. Untuk menemukan cara-cara penggunaan bahasa formula oleh siswa, suatu analisis isi buku pelajaran dilakukan untuk menentukan target daftar bahasa formula dengan frekuensi kemunculan setiap ekspresi dalam buku. Setelah itu, analisis konten dari rekaman video ujian kecakapan lisan dilakukan untuk mengungkapkan penggunaan bahasa formulaik siswa dan hasil dari dua analisis konten dibandingkan untuk menarik kesimpulan. Untuk menghubungkan penggunaan bahasa formulaik siswa dengan kefasihan dan kemahiran mereka secara keseluruhan, skor yang telah diterima siswa untuk kelancaran dan skor kemahiran mereka pada akhir tahun akademik dipertimbangkan.
Pemanfaatan Teknologi Informasi dan Komunikasi dalam Kegiatan Menyimak Mahasiswa di Luar Kelas pada Mata Kuliah Extensive Listening Farah Sukmawati Wahidah; Januarius Mujiyanto; Dwi Rukmini; Katharina Rustipa
Prosiding Seminar Nasional Pascasarjana Vol. 4 No. 1 (2021)
Publisher : Pascasarjana Universitas Negeri Semarang

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Abstract

Abstrak. Kegiatan belajar mengajar dewasa ini tidak bisa dilepaskan dengan teknologi informasi dan komunikasi. Dosen dan mahasiswa menggunakan teknologi informasi dan komunikasi untuk berkomunikasi dan mencari informasi, termasuk berkomunikasi dan mencari informasi yang berkaitan dengan kegiatan belajar mengajar, maupun untuk mengunggah tugas. Kegiatan menyimak mahasiswa yang dilakukan dalam mata kuliah extensive listening ini adalah kegiatan menyimak mahasiswa yang dilakukan diluar kelas sehingga penting untuk mengetahui pemanfaatan teknologi informasi dan komunikasi oleh mahasiswa dalam melakukan kegiatan menyimak di luar kelas. Artikel ini menjelaskan kegiatan menyimak yang dilakukan oleh mahasiswa semester dua di luar kelas pada mata kuliah extensive listening yang erat kaitannya dengan pemanfaatan teknologi informasi dan komunikasi, mengenai macam sumber informasi dan teknologi yang digunakan dan bagaimana kegiatan mahasiswa didalamnya. Data diperoleh melalui pengamatan kelas selama satu semester dan analisa isi dari hasil kegiatan menyimak mahasiswa yang ada di dalam beberapa aplikasi yang digunakan oleh mahasiswa dalam melaporkan kegiatan menyimak mereka. Hasilnya menunjukkan bahwa mahasiswa dapat memanfaatkan teknologi informasi dan komunikasi dengan baik. Mahasiswa mencari sumber teks dari youtube, podcast, dan ted talks. Beberapa aplikasi digunakan dalam kaitannya dengan aktivitas menyimak mahasiswa, seperti padlet dan anchor. Kata kunci: extensive listening, teknologi informasi, teknologi komunikasi Abstract. Nowadays, teaching and learning activities are close to information and communication technologies. Lectures and students use information and communication technologies to communicate and access information, including communicating and accessing information concerning teaching and learning activities and uploading learning tasks. The students’ extensive listening activities are done outside the classroom, so it is essential to explore their extensive listening activities by utilizing information and communication technologies. This study focuses on their activities, including sources and applications used by students for doing extensive listening outside the classroom. I observed teaching and learning activities during one semester. I analyzed the content of students’ extensive listening activities recorded in some applications used by students in reporting their extensive listening activities. The results showed that students could maximize the use of information and communication technologies in doing extensive listening. They accessed sources from youtube, podcasts, and ted talks. The applications used to do extensive listening are padlet and anchor. Key words: extensive listening, information technology, communication technology
Co-Authors Abdurrachman Faridi Abdurrachman Faridi Abdurrahman Faridi Abdurrahman Faridi Aflahatun, Nur Ahmad Tauchid Aisyah Ririn Perwikasih Utari Akmala Ashlikhatina Alifia Junita Cendraa Sari Andrian Nuriza Johan Anis 'Azzah Anni Niswah Ulul Azmi Anni Niswah Ulul Azmi Aprilia Riyana Putri Benedikta Andriela Yuni Seran Candradewi Wahyu Anggraeni Dewi Sofiyanatiz Zahro Dewi Surani Dian aprianti Diyana Sulistyani Djoko Sutopo Djoko Sutopo Djoko Sutopo Djoko Sutopo Dwi Anggani Linggar Bharati Dwi Anggani Linggar Bharati Dwi Rukmini Eka Nurhidayat Emilia Ninik Aydawati Endang Sulistianingsih Endang Sulistianingsih Entika Fani Prastikawati Episiasi Episiasi Farah Sukmawati Wahidah Farah Sukmawati Wahidah Faridi, Abdurrachman Ferry Hadriyan Frimadhona Syafri Frimadhona Syafri Ganda Herdiansyah Hartono, Rudi Haryani Haryani Hendi Pratama Hendi Pratama Hendi Pratama Hendi Pratama Hendra Putra Hendra Putra Henrikus Joko Yulianto Issy Yuliasri Joko Nurkamto Kadek Sonia Piscayanti Katharina Rustipa Katharina Rustipa Katharina Rustipa Katharina Rustipa Lita Liviani Taopan Luluk Khoiriyah Masitoh Oktavia Mazulfah Mazulfah Melania Wiannastiti Muchamad Saepudin Muh Syafei Muhammad Khumaedi Muhammad Rifqi Mursid Saleh Mursid Saleh Mursid Saleh Mursid Saleh Mursid Saleh Mursid Saleh Mursid Saleh Nadiah Ma’mun nastiti ardita sari Nia Pujiawati Nopa Yusnilita Novia Uswatun Hasanah Nur Antoni Eko Tanuso Nur Ekaningsih Nurtilek Kadyrov Puji Astuti Puji Astuti Puspita Mahardika Prasetyaningtyas R. Bunga Febriani Radeni Sukma Indra Dewi Ratih Laily Nurjanah Refi Ranto Rozak Rezza Fatwassani Rika Setyawati Riyan Dwi Cahyaningsih Rudi Hartono Rudi Hartono Rudi Hartono Rukminingsih Rukminingsih, Rukminingsih Seftika Seftika Seftika Seftika Shella Gherina Saptiany Shella Gherina Saptiany sola gratia wiyana Sri i Wuli Fitriat Sri Wuli Fitrianti Sri Wuli Fitriati Suciati Suciati Suciati Suciati Suwandi Suwandi Suwandi Suwandi Suwandi Suwandi Suwandi Suwandi Theresia Cicik Sophia Budiman Titis Sulistyowati W, Widhiyanto Wendi Kusriandi Yatimul Chotimah Yayu Sri Rahayu Yentri Anggeraini Yudhi Arifani Yuliana Maula Yulianawati, Ida Yuniarti Yuniarti Yuniarti Yuniarti Yusi Rahmawati Yusi Rahmawati Zulfa Sakhiya Zulfa Sakhiya zulfa Sakhiyya