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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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Structures and Functions of Lexical Bundles in Findings and Discussion Sections of Graduate Students’ Thesis Wachidah, Wahyu Dyah Nur Anis; Fitriati, Sri Wuli; Widhiyanto, Widhiyanto
English Education Journal Vol 10 No 2 (2020): June 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v10i1.33994

Abstract

Lexical bundles is a combination of words which consists of three or even more words that frequently occur together in particular registers. It is seen as an important aspect that should be mastered in order to create a qualified text. This study aims at analyzing the lexical bundles used in findings and discussion sections of graduate students’ thesis in terms of structures, functions, and the role of lexical bundles in forming coherence of the students’ texts. This study employs qualitative approach. The data are taken from 10 Chapter IV, Findings and Discussion of graduate students’ thesis. In the process of analysis, the researcher uses three instruments in the form of tables to collect and analyze the lexical bundles manually based on the structures of lexical bundles proposed by Biber, et. al. (1999), and the functions of lexical bundles proposed by Hyland (2008) framework. There are 74 lexical bundles found in the students’ texts. The findings reveals that first, the lexical bundles found in the students’ texts make use of all the twelve structural forms and the most dominantly used is structure type 4 other prepositional phrase (fragment); second, the lexical bundles found in the students’ texts serve all of the three functional types and the most dominantly used is text-oriented function and third, the lexical bundles found in the students’ texts have an important role in forming coherence of the texts. It indicates that the lexical bundles make use of two coherence items such as reference and transition signals.
The The Implementation of Initiation–Response–Feedback (IRF) in EFL Writing Class Atmojo, Fajar Nugroho Dwi; Saleh, Mursid; Widhiyanto, Widhiyanto
English Education Journal Vol 10 No 2 (2020): June 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v10i1.34465

Abstract

Classroom interaction has been an interesting discussion in the research of discourse as well as language education itself. This research was aimed to analyze the implementation of initiation-response-feedback (IRF) model in EFL writing class. IRF is a pattern of classroom interaction found by Sinclair and Coulthard in 1975 that stands for teacher initiation, students’ response and feedback by teacher. This study was a case study with several steps conducted by its researcher in analyzing the data. The analysis of the data began with the process of organizing data from the result of recording, transcribing data into paper-based transcriptions, coding the data, calculating the occurences of the teaching exchange pattern and IRF pattern, reporting the findings, and interpreting the findings. The results of the study showed that both teacher and students implemented the IRF model in teaching and learning process, especially in writing class. In this study there are five teaching exchanges which occurred based on Sinclair and Coulthard (1975)’s model including teacher inform, teacher direct, teacher elicit, student inform, and check. Furthermore, the classroom interaction process in EFL writing class reflected the patterns of IRF sequence. As the conclusion, it is recommended that the teacher should maintain the effectiveness of classroom interaction and give much opportunity to the students to take role in classroom verbal interaction through reflecting the IRF pattern in teaching learning process particularly in EFL writing class.
The Use of Negative Politeness Strategies in Casual Conversation Among the Graduate Program Students Sulistiyaningsih, Eka Fanti; Mujiyanto, Januarius; Widhiyanto, Widhiyanto
English Education Journal Vol 11 No 2 (2021): June 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i1.42401

Abstract

A conversation is considered as the center of human interaction. People used politeness strategies to minimize and avoid conflict that may occur in conversation. The phenomena showed that the graduate students spontaneously did their conversation with their friends who have different cultures did not realize that they used negative politeness strategies. This study aims to explain the use of negative politeness strategies in casual conversation among the English Education Department's graduate program students. The participants of this study were fourteen students of the graduate program of the English Education Department. Descriptive qualitative research with interpretative data analysis was employed in the present study. The results showed that the students used negative politeness strategy, which consists of; be conventionally indirect, question and hedge, be pessimistic, minimize the imposition, apologize, impersonalize the speaker and the hearer, state the FTA as a general rule, and go on record as incurring debt or as not indebting the hearer. It can be concluded that the study found eight sub-strategies out of ten sub-strategies of negative politeness. It has benefits for the students to improve their knowledge, especially in using negative politeness strategies.
The Relation Between Flor’s Taxonomy and Trosborg’s Modification in Giving Suggestions in Students’ Spoken Presentation Dwiyanto, Agus; Rukmini, Dwi; Widhiyanto, Widhiyanto
English Education Journal Vol 11 No 2 (2021): June 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i1.42486

Abstract

Considering the intense presentation activity in the graduate classroom, the use of suggestion turns to be primary in delivering points. This triggered the researchers to study the issue. The primary objective of this study is to explain the relation between Flor’s (2005) suggestion taxonomy and Trosborg’s (1995) suggestion modification through the realization of speech acts of suggestion. The study applied a descriptive qualitative research method in which the data were gathered by using Oral Discourse Completion Task (ODCT). The participants of the study were 15 EFL students of a graduate program of a university in Semarang. The responses then were analyzed based on Flor’s (2005) suggestion taxonomy and Trosborg’s (1995) suggestion modification coding scheme. The results revealed that there were 146 suggestions produced. Conventionalized forms were realized more frequently than other Flor’s taxonomies. Furthermore, negative imperative was the most used indirect strategy. The subjects realized more specific formulae of the most in conventionalized forms. The indirect strategy was realized equally. Politeness marker was used more frequently while grounder claimed the highest findings in external modification. The relation between the taxonomy and modification showed that direct taxonomy and external modification was the highest relation found in the suggestion realization. It is expected that this research can give profound contributions to university students, English teachers, and other fellow researchers to develop further research related to suggestion speech acts. At last, it is suggested that English teachers particularly are to raise EFL learners’ pragmatic awareness by implementing appropriate teaching approach and method.
Comparison of the Use of Discourse Markers in English Speeches between Non-Native and Native Speakers of English Yulita, Eva; Rukmini, Dwi; Widhiyanto, Widhiyanto
English Education Journal Vol 11 No 2 (2021): June 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i1.42801

Abstract

This study revealed the comparison of the use of discourse markers in English speeches between non-native and native speakers of English. The study focused on the types of discourse markers, the similarities and the differences between non-native and native speakers in using discourse markers. This study employed a qualitative research design with the data from the spoken discourse. The findings of the study showed that there were ten sub-categories of discourse markers that are practiced by non-native speakers, namely: assessment marker, manner of a speaking marker, evidential markers, hearsay markers, contrastive discourse markers, elaborative discourse markers, inferential discourse markers, discourse management markers, topic orientation markers, and attention markers. On the contrary, there were nine sub-categories of discourse markers that existed in English speeches, especially delivered by the native speakers such as assessment marker, manner of a speaking marker, evidential markers, hearsay markers, contrastive discourse markers, elaborative discourse markers, inferential discourse markers, topic orientation markers, and attention markers. The total of discourse markers produced by the non-native speakers was 301 utterances while native speakers of English were 269 utterances. Therefore, it is concluded that discourse markers were useful in English speeches either by non-native speakers or native speakers
The Realization of Tenor in the Students’ Argumentative Essays Ruli, Ruli; Rukmini, Dwi; Widhiyanto, Widhiyanto
English Education Journal Vol 11 No 2 (2021): June 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i1.44096

Abstract

Writing an argumentative text requires knowledge to encode the meaning, such as the interpersonal meaning. The interpersonal meaning relates to how the writer realizes tenor in the text. The tenor encodes participants involved in the text, how the relationship between them, and what kind of attitude discovered in the text. Those meanings are covered in the three aspects of tenor: personalization, standing, and stance. This study analyzed the argumentative essays written by the English Education students of Palangkaraya University. It employed a qualitative research approach, and the research objects were argumentative essays. The results revealed that most of the students tended to be objective in conveying their argument. They tried not to involve themselves in taking a position in their essays. Unfortunately, they did not try to increase their authority by supporting their opinion with the sources. It was caused by the limitation of time and the prohibition of using handphones during writing. Even so, they shared their experiences to strengthen their argument. Besides, the students conveyed the attitude openly, even though some students wanted to be neutral. It can be implied that it is essential for the students to be more careful in selecting and applying particular language features of tenor in English writing.
English Podcast as Media for English Language Learning: A Case of Higher Education in the Pandemic Situation Priyatmojo, Arif Suryo; Widhiyanto, Widhiyanto; Suprapti, Sri
Language Circle: Journal of Language and Literature Vol 16, No 2 (2022): April 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v16i2.36352

Abstract

The aim of the study was the implementation of English Podcast as the media for English language learning in higher education in the pandemic situation. The study used Research and Development Approach with the students of English department of UNNES as the subject of the study in three courses – Statistics, Intensive Listening and Functional Syntax. The procedure of doing the study consisted of introduction covering literature study and need survey; and development phases. The results produced a concept and a product of podcast based on literature study of books and national as well as international journal articles. Also, it shows that Podcast is very possible to be applied in higher education for its affordable infrastructures. The podcast is an Education Podcast using free-software application – Audacity with some supports such as Television, Portable Podcast Console, Desktop Podcasting Microphone Kit, Studio Headphone, dan Portable Computer [laptop]. The audio products were uploaded in the Podcast Website - https://anchor.fm/arif-suryopriyatmojo/episodes/. Suggestions for the study are the need of support from all stakeholders for podcast development that can reach broader community and 2) active participation of lecturers to integrate technology in the learning process.
MORAL VALUES FOUND IN NAOMI SCOTT’S ‘SPEECHLESS’ SONG LYRICS: AN ATTITUDINAL ANALYSIS USING APPRAISAL THEORY Gema Gumika Damar Setyaning Djati; Widhiyanto
JELLT (Journal of English Language and Literature Teaching) Vol. 6 No. 2 (2021): November
Publisher : Universitas Negeri Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Language is a communication source to deliver information or message. In the communication process, people use language to express idea, opinion, thought, or desire whether in spoken or written form. Following the globalization era, music evolves in human daily life. Through its lyrics, people communicate feelings. Message contained in a song is called as moral value. This research aimed to describe the moral value of an English song viewed from the perspective of appraisal theory. It employed descriptive qualitative approach. The object of the study is the Aladdin’s soundtrack entitled Speechless sung by Naomi Scott released in 2019. The result of the study depicted that the dominant attitude system found is affect system (68.97%) followed by appreciation (17.24%) and judgement (13.79%). The result showed that the songwriters mostly using their feelings in its lyrics. The feeling that dominantly appeared are positive feelings of fearlessness, confidence, and bravery. Furthermore, the prominent attitude of the song is inscribed attitude (72.72%) that indicated directly conveyed, and followed by invoked attitude (27.27%). Related to feminism, the song delivered message in which women should not be underestimated and all the old stigmas which weaken women position should be against in order to achieve equality among genders. Based on the analysis, the song can contribute in material development for the sound argument teaching.
REALIZATION OF LINGUISTIC AND FORMULAIC COMPETENCES IN CLASSROOM INTERACTION Sekar Meifi Andari; Widhiyanto
JELLT (Journal of English Language and Literature Teaching) Vol. 6 No. 2 (2021): November
Publisher : Universitas Negeri Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aimed to investigate the types and the most dominant type of formulaic competence, how teacher and students differ in using the expressions, and how is the relationship between linguistic and formulaic competence in classroom interactions. The subjects of this study were one English teacher and 36 students of tenth grade in the academic year of 2020/2021. This study used a qualitative method. The data were collected through observation and documentation. In order to analyse the data, the theory proposed by Biber et al. (1999) and Celce-Murcia (2007) were used. The study revealed that there were five types of formulaic competence used in classroom interactions as Biber et al. (1999) proposed. They were collocations, idiomatic phrases, lexical bundles, binominal expressions, and inserts. The most dominant type used was inserts with 70% and followed by lexical bundles with 19%, collocations (5%), idiomatic phrases with 3%, and binominal expressions with 3%. In the differences between the teacher and students used of the expressions, the teacher used all five types of formulaic competence, while the students only used four types of formulaic competence and disregarding the use of idiomatic phrases. During the interactions, the teacher used more varies expressions than the students. Then, the findings also showed that there was a relationship between linguistic and formulaic competence.
The Realization of Formulaic Expressions in EFL Teacher-Student Classroom Interactions Lia Indriyani; Dwi Rukmini; Widhiyanto Widhiyanto
English Education Journal Vol 12 No 1 (2022): March 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i1.54521

Abstract

Formulaic expressions are essential for developing students' communicative competence to speak English naturally and fluently. This research aimed to determine how the EFL teachers and students used the five types of formulaic expressions in their classroom interactions. This study is discourse analysis, particularly conversation analysis, using a qualitative research approach. The research subjects were two teachers and thirty-one students from two different EFL classes in a private high school in Semarang. The data were obtained by recording their 5x40 minutes' classroom interactions. The video recordings were transcribed and then observed. After all of the data were collected, they were classified and analyzed based on Biber et al.'s (1999) framework and then described qualitatively. The study results showed that the teachers and the students realized all five types of formulaic expressions; lexical bundles, idiomatic phrases, free combinations of verb+particle, binomial expressions, and inserts. It shows that the teachers and the students are able to speak relatively natural English. By doing the further analysis, it was also found that even though the teachers used the formulaic expressions a lot more than the students, the orders of the frequency of formulaic expressions used are similar, as well as some expressions used. Surprisingly, it was revealed that there were some expressions which were not used by the teachers but were realized by the students.
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