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All Journal Jurnal Pendidikan Bahasa Inggris Language Circle : Journal of Language and Literature IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature EDULITE: Journal of English Education, Literature and Culture ELT Forum: Journal of English Language Teaching English Education Journal Jurnal Ilmiah Peuradeun Jurnal Pengabdian Hukum Indonesia (Indonesian Journal of Legal Community Engagement) JPHI Rainbow : Journal of Literature, Linguistics and Cultural Studies Acuity : Journal of English Language Pedagogy, Literature and Culture Scope: Journal of English Language Teaching Journal of English Language Teaching Innovations and Materials (Jeltim) Journal of English Teaching and Learning Issues Journal of English Education Program (JEEP) JELLT (Journal of English Language and Literature Teaching) Eduvest - Journal of Universal Studies UNNES International Conference on ELTLT Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology English Education Journal Jurnal Abdimas
W, Widhiyanto
Universitas Negeri Semarang
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Theme-Rheme configuration in recount texts produced by Indonesian EFL students Meiarista, Kiki; Widhiyanto, Widhiyanto
ELT Forum: Journal of English Language Teaching Vol 9 No 1 (2020): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v9i1.37148

Abstract

The topic of this study is the textual meaning in recount texts written by the fourth semester students of English Department Universitas Negeri Semarang in the academic year 2018/2019. This study is conducted since there are still limited research that is conducted in Indonesia which analyses the problems of thematic development because most of Indonesian researchers are only analyses the thematic structure and thematic development pattern. This study aimed to figure out the thematic structure, thematic development pattern, and the problems of thematic development in students’ recount texts. The text analysis of qualitative method was employed to enhance the results. The result of the thematic structures showed that the unmarked topical Theme was frequently used than the marked one in terms of topical Theme, the conjunctions became the mostly used element in textual Theme, and the modal adjuncts became the frequently used constituent in interpersonal Theme. In the case of thematic development patterns, the Theme re-iteration (constant Theme pattern) became the mostly used pattern since the function is to keep the text focused. It has been found that there were three problems of thematic development in students’ recount texts: (1) the problem of the brand-new Theme, (2) the problem of double Rheme, and (3) the problem of empty Rheme. The results of this study indicate that the students belong to beginner (inexperienced) writer.
A study on interpersonal meaning negotiated teacher-students classroom interaction in vocational high school Tyas, Ghita Aning; Widhiyanto, Widhiyanto
ELT Forum: Journal of English Language Teaching Vol 9 No 2 (2020): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v9i2.37221

Abstract

Interaction and teaching learning process are two things that cannot be separated. Interaction is a main point or component in communication. Communication skill has to be mastered by students including Vocational students because they need this skill as preparation for their professional work in the future. A good communication is when it has meaning in interaction. Halliday & Matthiessen, (2014) stated that there are three potential meanings, one of them are interpersonal meaning. This study was aimed to analyse interpersonal meaning between teacher and students in the eleventh grade of SMKN 2 Purwokerto and how it construct their role through various kinds of interaction. There were two activities in gathering the data of this study: observation and interview. In analyzing the data, the researcher used Mood system proposed by Halliday & Matthiessen (2004). Theory from Harmer (2001) and Johnson and Paulston (1976, cited in Richard and Rogers 1986) also used to analyze the role relationship between teacher and students. The findings showed that teacher and students produced three types of speech functions (Mood clause) besides Non-typical Mood Clause and Minor clause. In the class, both teacher and students applied different types of classroom interaction in which they took many roles. It can be concluded that teacher and students delivered various types of clause, classroom interaction, and roles during the teaching learning process.
Theme-Rheme configuration in recount texts produced by Indonesian EFL students Meiarista, Kiki; Widhiyanto, Widhiyanto
ELT Forum: Journal of English Language Teaching Vol 9 No 1 (2020): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v9i1.37148

Abstract

The topic of this study is the textual meaning in recount texts written by the fourth semester students of English Department Universitas Negeri Semarang in the academic year 2018/2019. This study is conducted since there are still limited research that is conducted in Indonesia which analyses the problems of thematic development because most of Indonesian researchers are only analyses the thematic structure and thematic development pattern. This study aimed to figure out the thematic structure, thematic development pattern, and the problems of thematic development in students’ recount texts. The text analysis of qualitative method was employed to enhance the results. The result of the thematic structures showed that the unmarked topical Theme was frequently used than the marked one in terms of topical Theme, the conjunctions became the mostly used element in textual Theme, and the modal adjuncts became the frequently used constituent in interpersonal Theme. In the case of thematic development patterns, the Theme re-iteration (constant Theme pattern) became the mostly used pattern since the function is to keep the text focused. It has been found that there were three problems of thematic development in students’ recount texts: (1) the problem of the brand-new Theme, (2) the problem of double Rheme, and (3) the problem of empty Rheme. The results of this study indicate that the students belong to beginner (inexperienced) writer.
A study on interpersonal meaning negotiated teacher-students classroom interaction in vocational high school Tyas, Ghita Aning; Widhiyanto, Widhiyanto
ELT Forum: Journal of English Language Teaching Vol 9 No 2 (2020): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v9i2.37221

Abstract

Interaction and teaching learning process are two things that cannot be separated. Interaction is a main point or component in communication. Communication skill has to be mastered by students including Vocational students because they need this skill as preparation for their professional work in the future. A good communication is when it has meaning in interaction. Halliday & Matthiessen, (2014) stated that there are three potential meanings, one of them are interpersonal meaning. This study was aimed to analyse interpersonal meaning between teacher and students in the eleventh grade of SMKN 2 Purwokerto and how it construct their role through various kinds of interaction. There were two activities in gathering the data of this study: observation and interview. In analyzing the data, the researcher used Mood system proposed by Halliday & Matthiessen (2004). Theory from Harmer (2001) and Johnson and Paulston (1976, cited in Richard and Rogers 1986) also used to analyze the role relationship between teacher and students. The findings showed that teacher and students produced three types of speech functions (Mood clause) besides Non-typical Mood Clause and Minor clause. In the class, both teacher and students applied different types of classroom interaction in which they took many roles. It can be concluded that teacher and students delivered various types of clause, classroom interaction, and roles during the teaching learning process.
The Implementation of Thematic Development in Exposition Texts by EFL Learners Williyan, Aldha; Sutopo, Djoko; Widhiyanto, Widhiyanto
English Education Journal Vol 9 No 2 (2019): June 2019
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v9i2.30585

Abstract

The ability to implement the Thematic development is important in writing exposition text. Moreover, the exposition text is written to convince the readers. It means the writers are required to achieve the readers’ expectation. This study therefore aims to explore EFL learners’ exposition texts using Thematic progressions. The analysis of this element reveals the logical relations which become the main aspect in the text to achieve micro-level of coherence. Three exposition texts written by high, average and low proficiency level learners, are analyzed using systemic functional linguistics approaches on discourse analysis. The analysis reveals that the exposition text written by high proficiency level learner successfully implements the Thematic progressions and hence it achieves the micro-level of coherence. The Theme re-iteration patterns are implemented to keep the text focused. The zig-zag patterns are used to construct newly introduced information. Then, the multiple Theme patterns are implemented, especially in thesis statements of the texts, to preview the argument that will follow in the texts. Differently, the exposition text written by average proficiency level learner overuses one of the patterns, namely the Theme re-iteration patterns. This makes the text stuck in only same idea. However, the micro-level of coherence is still achieved as the logical relations of the text are still implemented successfully. Lastly, the exposition text written by low proficiency level learner unsuccessfully implements the Thematic progressions and hence the micro-level of coherence is not achieved. In sum, the implementation of Thematic progressions helps the texts to hang together and make sense.
The Adjacency Pair Patterns in Spoken Interaction of Roundtable Discussion With Susi Pudjiastuti Iswara, Jati Widya; Rukmini, Dwi; Widhiyanto, Widhiyanto
English Education Journal Vol 9 No 3 (2019): September 2019
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v9i3.30775

Abstract

Conversation Analysis (CA) is an issue of Pragmatics. CA is a way to analyze a conversation by its elements such as turn-taking, and adjacency pair produced by the speakers. In this present study, the researcher conduct research in the field of CA, but more specific the researcher investigates in the adjacency pair patterns and communicative functions in spoken interaction of roundtable discussion with Susi Pudjiastuti. Since people know that Minister Susi has a lot of controversy on her duty as an Indonesia Minister of Maritime affairs and Fisheries, there are such unique facts that can be seen by this present study. The aims of this research are to investigate how do the adjacency pair patterns constructn the spoken interaction of roundtable discussion with Susi Pudjiastuti, how the communicative functions realized in the roundtable discussion, and how do the power and status relation reflect to the participants of roundtable discussion. Qualitative method used in this present study. The researcher found eleven patterns of adjacency pair that construct in the rountable discussion. Then, eleven communicative functions were realized in the roundtable discussion. At last, the researcher found many interruption produced by Minister Susi, and it shown that power and status relation reflect to the way she is more dominated in the roundtable discussion. This research has beneficial value for teacher, lecturer, and student in order to enrich their knowledge especially in adjacency pair patterns.
The Realization of Transitivity Systems in Undergraduate Learners’ Argumentative Essay Texts Nurkholidah, Endang Siti; Sutopo, Djoko; Widhiyanto, Widhiyanto
English Education Journal Vol 9 No 4 (2019): December 2019
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v9i4.31677

Abstract

Transitivity systems define as a system to explore how language concernes in the overall grammatical resources for construing going on. The ability to realize transitivity systems in argumentative essays is important because by realizing these systems, the writer can explore language in process of doing, sensing, saying activities happened in the real world. Therefore, this study aims to explore the realization of transitivity systems in students’ argumentative essay texts. There are five argumentative essays written by students who have a good quality in writing skill. The findings show that the writers have already realized six process types corresponding with participants and circumstances. By realizing all process types in essay, the readers can experience different world so that they will know the writers’ experience in using language to mark experiential meaning in essays. In this case, the writers mostly asked readers to experience with process of doing by material process. Thus, the writers moved the readers’ attention by showing the experience of stating relation of the participants. The relation was showed in a configuration of being in attributing and identifying the participants. Therefore, the occurrence of other processes as well as participants and circumstances makes the argumentative essay text more alive. Keywords: Transitivity Systems, Process types, Participants, Circumstances, argumentative essays.
The Inclusion of Ideology in Jokowi’s Speech Viewed from the Perspective of Appraisal Theory Listiani, Gisty; Rukmini, Dwi; Widhiyanto, Widhiyanto
English Education Journal Vol 9 No 4 (2019): December 2019
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v9i4.31920

Abstract

Ideology is a belief towards a particular idea which is commonsensical as it is required by the society as the answer of particular issues. In common practices, ideology might become considerable since it is realised through the use of words that are meaningful and powerful. One language feature that can be used to convey ideology is appraisal resources. This research aimed to describe the inclusion of ideology viewed from the perspective of appraisal theory. It employed descriptive qualitative approach. The object of the study is a speech text performed by Jokowi in the World Economic Forum of Asean 2018. The results of the study depicted that there were seven ideology strategies that had been implemented viewed from the attitude appraisal analysis. The seven ideologies were implication, consensus, hyperbole, pre-supposition, national self glorification, lexicalization, and irony. Besides, the ideology inclusion in Jokowi’s speech viewed from the perspective of engagement appraisal pointed that there were six ideology strategies that were implemented by the speaker. They are implication, evidentially, pre-supposition, national self glorification, hyperbole, vagueness, and consensus. In addition, the inclusion of ideology in Jokowi’s speech viewed from the perspective of graduation appraisal conveyed that there were four ideologies applied in the speech, they were implication, hyperbole, national self glorification, and number game. By taking account of the results, this study is expected to escalate the quality of English teaching and learning dealing with words understanding beyond the meaning.
The Comparison of Appraisal Resources in Argumentative Essays Written by Students with Different Proficiency Levels Fauziah, Meli; Warsono, Warsono; Widhiyanto, Widhiyanto
English Education Journal Vol 9 No 4 (2019): December 2019
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v9i4.31980

Abstract

This study aimed to explain the appraisal resources manifested in argumentative essays written by undergraduate students with high and low proficiency level, as well as their similarities and differences of using appraisal resources. This study employed qualitative research in the form of written discourse analysis. The appraisal resources checklist adapted from Martin and White (2005) is used to determine the distribution of appraising items of attitude, engagement and graduation in argumentative essays written by high and low proficiency students. Out of 16 students chosen as the sample, 8 students are categorized as having high proficiency level, and the others eight belong to low proficiency level. The results of this study revealed that both groups of students utilized all subsystem of appraisal resources. However, high proficiency students dominantly used engagement rather than attitude and graduation. Meanwhile, the lows one utilized more attitude than engagement and graduation. In term of attitude, high proficiency students produced more appreciation. It showed that the argumentative essays written by high proficiency students are more appreciative than emotional and judgmental to align their personal voices in conveying their thoughts and opinions. In addition, in term of engagement, both groups dominantly applied entertain item in which it showed that both groups of students are successful to show their authorial voice towards the topic given. Finally, in graduation feature, force is dominantly used by both groups of students which means that they tried to intensify and quantify their arguments to build strong persuasion.
The The Comparison of Lexical Bundles in EFL Teachers’ Talk between Non-native and Native English Teachers Lorenna, May; Fitriati, Sri Wuli; Widhiyanto, Widhiyanto
English Education Journal Vol 10 No 1 (2020): March 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v10i1.33830

Abstract

Lexical bundles are multi-word expressions that usually hang together. They are considered as a main factor in building fluency in academic discourse; helping to shape meanings and coherence in a text. The objectives of the study are to analyse non-native and native English teachers’ talk in order to explain (1) the use of structural and functional types of lexical bundles in non-native and native English teachers’ talk, (2) the similarities and differences of lexical bundles used in the talk, (3) the relation between structural and functional types of lexical bundles used in the talk. This study is a qualitative study and designed as a classroom discourse analysis. The data are non-native and native English teachers’ talk. The results reveal that non-native and native English teachers used all types of lexical bundles structurally and functionally. Similarly, both teachers performed lexical bundles in form of verb phrase and they mostly functioned as stance expressions. However, they performed them differently in terms of the sub-types. Non-native English teachers used more 1st/2nd person pronoun+VP fragments while native English teachers employed more WH-questions fragments. Functionally, non-native English teachers used lexical bundles more in showing ability while native English teachers performed them more in showing intention/prediction. Both teachers frequently employed lexical bundles with verb phrase structures that functioned as stance expressions. The use of lexical bundles is important for teachers to perform native-like fluency and improve their oral proficiency.
Co-Authors Agus Dwiyanto Ahmad Hilal Madjdi, Ahmad Hilal Akhmad Zamroni Aldha Williyan Alfat Prastowo Alfu Nikmah Andika, Jeffri Dian Anggrianing Tyas, Hermin Anisah Puspita Anitasari, Rahayu Fery Arif Suryo Priyatmojo Atmojo, Fajar Nugroho Dwi Azhar Maulana Maghribi Sidiq Azizah Maulina Erzad Bintang Priyanto Putri Budiarti, Litani Ika Candradewi Wahyu Anggraeni Cindy Kurnia Octaviyanti, Cindy Kurnia Daffa, Hafidz Desi Surlitasari Dewi Dewayanti, Wanda Dewi Djoko Sutopo Dwi Rukmini Erydani, Vinsensia Anisa Citta Fadilla, Hilda Fatma Hetami Fauzi, Iwan Fauziah, Meli Fauziah, Meli Gema Gumika Damar Setyaning Djati Gisty Listiani, Gisty Hanum, Holy Latifah Hartono, Rudi Hendi Hidayat Hendi Hidayat, Hendi Hendi Pratama Hendrawaty, Nurmala Intan Satriani Irawaty Irawaty Issy Yuliasri Iswara, Jati Widya Iswara, Jati Widya Januarius Mujiyanto Januarius Mujiyanto, Januarius Katharina Rustipa Lia Indriyani Lilis Suryani Lilis Suryani Lorenna, May M. Rizki Giffary Meiarista, Kiki Mochamad Rizqi Adhi Pratama Mufidah, Nur Mukminto, Eko Mursid Saleh Nanda Alifia Nugroho, Samuel Adi Nurkholidah, Endang Siti Nurkholidah, Endang Siti Nurmala Hendrawaty Puji Astuti Puteri, Siti Azizah Rahayu Puji Haryanti Rahmawati, Yusi Ratih Inayah, Ratih Rini Fidiyani Rudi Hartono Rudi Hartono Ruli, Ruli Saeful Bahri Sakhiyya , Zulfa Seful Bahri Sekar Meifi Andari Shofyatul Fuadiyah Simangunsong, Edward Michael Siti Musarokah Sri Suprapti Sri Wahyuni Sri Wuli Fitriati Sri Wuli Fritrianti Sulistiyaningsih, Eka Fanti Theresia Cicik Sophia Budiman Tyas, Ghita Aning Wachidah, Wahyu Dyah Nur Anis Warsono Warsono Yosefina Rosdiana Su Yulita, Eva zulfa Sakhiyya