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All Journal Indonesian Journal of Applied Linguistics (IJAL) Language Circle : Journal of Language and Literature Journal on English as a Foreign Language (JEFL) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature ELT Forum: Journal of English Language Teaching English Education Journal IJoLE: International Journal of Language Education Acuity : Journal of English Language Pedagogy, Literature and Culture SALEE: Study of Applied Linguistics and English Education Jurnal Pemberdayaan Masyarakat Muslim Education Review JELLT (Journal of English Language and Literature Teaching) UNNES International Conference on ELTLT Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology English Education Journal Jurnal Abdimas ETERNAL: English Teaching Journal Language Circle : Journal of Language and Literature ELT Forum: Journal of English Language Teaching
zulfa Sakhiyya
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Religion Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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The Use of Cohesive Devices in Research Paper Conference to Achieve Texts Coherence Perwari Melati Akmilia; Abdurrachman Faridi; Zulfa Sakhiyya
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.v12i1.53228

Abstract

This paper employs discourse analysis to investigate cohesive devices and coherence in research articles. The research was based on a purposive random sampling of 10 research articles from the 8th ELTLT Conference 2019. The text analyzed in this paper includes the abstract, introduction, research methodology, findings and discussions, and conclusion. We seek to find out grammatical and lexical cohesion as conceptualized by Halliday and Hasan's (1976) concept, i.e., reference, substitution, ellipsis, conjunction, reiteration, and collocation. Furthermore, we discover the relation among research articles to achieve coherence by employing logical relations that highlight Thornbury's (2005) theory. According to the findings, the authors used cohesive devices in the creation of their writing product. From a total of 1955 clauses in 224 paragraphs, it was determined that almost all types of cohesive devices are used throughout the text. The conjunction of addition was the most frequently used cohesive device in the texts. Our findings demonstrate that authors engage the additional information to create a text without changing the context in the previous clause or sentence. However, there was no evidence of verbal ellipsis in the texts we examined. It was because the authors did not use both lexical verbs and modal operators. In conclusion, a cohesive device binds text together and bridges the gaps to avoid misleading context and achieve text coherence. Further studies need to explore the use of cohesive devices as a tool to improve the quality of writing.
Thematic Structure and Thematic Progression in Research Articles Published in Scopus-Indexed International Journals Endang Susilowati; Abdurrachman Faridi; Zulfa Sakhiyya
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.v12i1.53229

Abstract

Publishing in highly-indexed journals is greatly competitive, thus writing a qualified and eligible text becomes more challenging for a second/foreign language writer of English. A good text should be written logically and organized effectively according to the role of good academic writing. Thematic structure and thematic progression contribute to the development of a well-structured meaningful text. This study examines the use of thematic structure and thematic progression in research articles published in Q1 and Q2 Scopus-indexed international journals as well as their relationship to achieve the texts’ coherence. This is a descriptive qualitative study within the framework of Systemic Functional Linguistics (SFL) that employs discourse analysis. 3426 clauses gathered from ten research articles were analyzed by using Halliday and Matthiessen’s (2014) taxonomy of thematic structure and Eggins’s (2004) theory of thematic progression. This study highlights three major findings. Firstly, in terms of thematic structure, the textual theme is massively used followed by the topical and interpersonal theme. The predominance of the textual theme implies the authors’ ability in developing the logical relations between clauses. Secondly, in terms of the thematic progression, the theme reiteration pattern is frequently employed, followed by the multiple-rheme and the zig-zag pattern. The tremendous use of the theme reiteration indicates the authors’ ability in maintaining the focus of the texts. Thirdly, the relationship between thematic structure and thematic progression constructs logical relations between the clauses to achieve the texts’ coherence. Finally, this study provides some pedagogical implications for the teaching of English as a second/foreign language.
The Manifestation of EFL Teachers’ Self-Efficacy and TPACK with their Teaching Performance Ainur Rosyidah Azmie Putry; Puji Astuti; Zulfa Sakhiyya
English Education Journal Vol 12 No 2 (2022): June 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i2.55567

Abstract

Teachers play very important roles on students learning, especially during the pandemic situation where emergency online learning has replaced the traditional classroom learning. Some factors can influence teachers’ performance such as teachers’ self-efficacy and TPACK (technological pedagogical content knowledge) framework. Here, the teacher participants have perception of their capabilities to accomplish the task by integrating content, pedagogy, and technology. This paper addresses the issue by employing a qualitative case study to investigate the manifestation of teacher participants’ self-efficacy and TPACK, as well as the relation between the two with teaching performance. Three EFL teachers at SMA 2 Demak are purposefully selected as the subjects of the research. The findings reveal that (1) the dominant source of self-efficacy in teacher A is psychological and emotional arousal but in teacher B and teacher C is mastery experience. (2) based on the statistical measurement, the score of teacher A’s self-efficacy was 65.0% and 63.9% in the TPACK framework. The score of self-efficacy in teacher B was 85.0% and 68.5% in TPACK framework. In teacher C, the score of both terms was 83.3%. (3) some factors of teacher participants’ self-efficacy affected the successful level of teaching performance. In a nutshell, self-efficacy fosters teachers’ motivation, develops teachers’ TPACK, and influences the successful level of teaching performance to implement TPACK framework. The present research provided a valuable knowledge about the importance of self-efficacy and TPACK framework and suggestion to construct some developmental programs to encourage student teachers in preparing better teaching learning process in the future.
Pedagogical, Interpersonal and Instructional Functions of Code-switching to Support Online Classroom Learning Ayu Jeanretno Tiara Putri; Sri Wuli Fitriati; Zulfa Sakhiyya
English Education Journal Vol 12 No 2 (2022): June 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i2.58014

Abstract

This study was conducted during the COVID-19 pandemic when a shift from traditional classrooms to online classroom learning happened. Faced with online learning challenges, teachers practiced various strategies to support their classes. In EFL contexts, the way teachers manage these challenges can be investigated through online code-switching. The present qualitative study investigates an Indonesian EFL teacher’s perception and use of classroom code-switching in promoting pedagogical, interpersonal, and instructional functions to support teaching and learning in online classroom settings. The study gained data through a semi-structured interview to gauge the EFL teacher’s perception and by observing several online English classroom recordings. The findings were analyzed using Ferguson’s (2003) and Gumperz’s (1982) theories, supported by stimulated recall interviews. The study found that the EFL teacher has a positive and supportive perception of classroom code-switching for online classroom teaching and learning. In realization, analysis results showed that the EFL teacher practiced classroom code-switching in her online classrooms and promoted functions including pedagogical (e.g., reiteration, message qualification, etc.), interpersonal (e.g., establish rapport, negotiate identities), and instructional functions (e.g., negotiate task instruction, disciplining, etc.). The study provided insights on classroom code-switching practice in online settings to encourage teachers to efficiently use code-switching to support their online classroom teaching and learning.
Jigsaw and Numbered-Heads Together in Teaching Reading Comprehension for Low and High Critical Thinking Students Jarwanto Jarwanto; Suwandi Suwandi; Zulfa Sakhiyya
English Education Journal Vol 12 No 3 (2022): September 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i3.60592

Abstract

This research aims to find out whether Jigsaw technique and N-H-T technique are effective in teaching reading comprehension to high and low critical thinking students. This research used experimental study that was conducted at SMAIT Bina Amal Semarang. The population of this research was the Tenth Graders of SMAIT Bina Amal Semarang. Two classes were selected as sample through a cluster random sampling. Each class was classified into two groups (the students having high and low critical thinking). The techniques to collect the data was multiple choice test to obtain the data of students with high and low critical thinking based on their reading comprehension result. The two instruments were tried out to obtain the valid and reliable items. The data was analysed by using multifactor analysis of ANOVA 2x2. Before conducting the ANOVA test, normality and homogeneity tests were conducted. Based on the findings, it can be concluded that there is no significant difference statistically between both techniques to students with high and low critical thinking in teaching reading due to the learning process at this school used both online and offline learning (students attended school five times in two weeks based on attendance number) also the allocation time of teaching learning was decreased during Covid-19 pandemic.
Formative Assessment in the Merdeka Curriculum English Textbook entitled English for Nusantara Jajang Nooralam; Zulfa Sakhiyya
English Education Journal Vol 12 No 4 (2022): December 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i4.65398

Abstract

Using formative assessment to analyze tasks in the textbook is uncommonly used. Textbooks as the primary resources should follow the latest curriculum version in teaching-learning processes. This study aimed at investigating the implementation of formative assessment on speaking and writing activities in the "English for Nusantara" textbook. Qualitative research was used as the approach to collect and analyze the research. Types of speaking and writing assessment in the textbook were analyzed using assessing speaking skills by Brown (2003) and typical formative activity and criteria by Irons (2008). The result showed that the majority of formative assessment tasks used in this textbook are discussions and conversations (interactive speaking), one each type of oral presentation (extensive speaking), and picture-cued tasks (intensive/extensive speaking). In addition to that, the commonly used writing tasks in the textbook are paragraph construction tasks (responsive and extensive writing), short-answer and sentence completion tasks (intensive writing), and guided question and answer. Furthermore, typical formative activities found in the textbook are diagnostic tests, practical exercises, student demonstrations, group discussion/work, student presentations, checklists, and self-assessments. Finally, the findings of this study may provide scientific information about types of formative assessment in the textbook to support teacher practices in the implementation of formative assessment. Finally, future studies are needed to continue this research by using a curriculum guide with varying levels in order to obtain more information regarding the formative assessment.
Communication Strategies in Synchronous and Asynchronous Media Amalia Rosaline; Frimadhona Syafri; Zulfa Sakhiyya
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.v13i1.70279

Abstract

This study compares the communication strategies employed in synchronous and asynchronous media during the learning of English. E-learning has been employed more frequently. This condition enables English subjects to be taught and learned in a setting without face-to-face interaction. E-learning is available in both synchronous and asynchronous modes. Based on the communication methods that arose in both modes, this study was done to present the emergence of communication strategies in both media. The present study involved 36 university students who were enrolled in a teaching methodology course and one lecturer. Specifically, the data were gathered through WhatsApp Group observation and Zoom interviews. The discussion of the study was presented using an explanatory format because it was a qualitative study. From the study, there were 3 types of communication strategies found in synchronous (Zoom), namely codeswitching (87%), time-gaining (13%), and foreignizing (0,3%). While in asynchronous mode using WhatsApp Group, codeswitching (12,5%) and literal translation (87,5%) were found. and synchronous media (Zoom). It was found that the students’ engagement in the WhatsApp group was higher (82%) than was found in Zoom (18%). However, the attitude and awareness of the students also played a significant role in the development of the communication strategies. This study contributes to the research on communication strategies found not only in oral form but also in written form and can be a consideration to promote the teaching of communication strategies.
Unraveling EFL Pre-Service Teachers’ TPACK through Self-Report Data Yuni Dwi Susanti; Sri Wahyuni; 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.v13i2.72586

Abstract

The technological revolution has changed the required knowledge and skills of teachers in facilitating the development of students’ 21st-century skills. In light of this, Technological Pedagogical Content Knowledge (TPACK) has been defined as a useful conceptual framework to help define the knowledge base needed for effective technology integration into classroom practices. However, generally, teacher professional education programs do not help teacher candidates develop TPACK. From this standpoint, the purpose of the study was to better understand the nature of pre-service English teachers’ TPACK over the professional development program named Pre-Service Teacher Professional Education (TPE) or Pendidikan Profesi Guru (PPG) Prajabatan. A survey was applied to examine 30 EFL pre-service teachers’ TPACK using self-report as the data source. The self-report was adopted from Schmid et al. (2020), and it consists of 28 items of the seven TPACK components. The results demonstrated that EFL pre-service teachers see the value of technology for teaching English. They highly perceived their TPACK competencies, especially for the TK construct (M=4.05) and the TPACK construct (M=4.08). They need more guidance on how to effectively integrate technology though. Thus, teacher professional education programs should redesign various methods of courses to provide more opportunities for pre-service English teachers to teach with technology since experiences had the most effect on beliefs.
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.
Project Based Learning untuk Meningkatkan Keterampilan Speaking Mahasiswa Abad 21 Seftika Seftika; Januarius Mujiyanto; Abdurrachman Faridi; Zulfa Sakhiyya
Prosiding Seminar Nasional Pascasarjana Vol. 4 No. 1 (2021)
Publisher : Pascasarjana Universitas Negeri Semarang

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

Abstract

Abstrak. Globalisasi telah membawa perubahan dan tantangan tersendiri di berbagai bidang termasuk di bidang pendidikan. Program pembelajaran yang disusun harus dapat berselaras dengan pendidikan abad 21 yang menuntut setiap lulusan mampu berkompetisi dengan sejumlah keterampilan yang dipersyaratkan. Penelitian ini bertujuan untuk mengetahui bagaimana project-based learning dapat meningkatkan keterampilan berbicara Bahasa Inggris mahasiswa dalam menghadapi era Pendidikan abad 21. Partisipan dalam penelitian ini adalah mahasiswa semester 4 program studi Pendidikan Bahasa Inggris di salah satu universitas swasta di Lampung, Indonesia. Penelitian ini menggunakan desain penelitian studi kasus deskriptif. Data penelitian diambil dari observasi selama kurang lebih 5 bulan. Kemudian sumber data juga berasal dari wawancara dengan 49 mahasiswa. Hasil penelitian menunjukan bahwa mahasiswa memberikan respon positif terhadap penggunaan project based learning. Pada mata kuliah speaking, project based learning dapat membantu mahasiswa untuk meningkatkan keterampilan berbicara dalam Bahasa Inggris serta meningkatakan keterampilan abad 21 yaitu berfikir kritis, menyelesaikan masalah, kreativitas, kemampuan berkomunikasi, kemampuan menggunakan media teknologi, dan kemampuan untuk berkerja sama. Kata kunci: Keterampilan abad 21, Project based learning, Speaking. Abstract. Globalization has brought its own changes and challenges in various fields including education. Every learning program that is prepared must be in harmony with 21st century education which requires every graduate to be able to compete with a number of required skills. This study aims to find out how project-based learning can improve students' English-speaking skills in facing the era of 21st century education. The participants in this study were 4th semester students of the English Education study program at a private university in Lampung, Indonesia. This research used a descriptive case study research design. The research data was taken from observation for approximately 5 months. Then, the data sources were obtained from interviews with 49 students. The results showed that students have positive response toward the implementation of project-based learning. In the speaking class, project-based learning can help students to improve their speaking skills in English and improve 21st century skills, namely critical thinking, problem solving, creativity, communication skills, media technology skills, and collaboration. Key words: 21st -century skills, Project based learning, Speaking
Co-Authors Abdurrachman Faridi Abdurrachman Faridi Abdurrahman Faridi Agustien, Helena I.R. Ahmad Bowo Saputro Ainur Rosyidah Azmie Putry Alief Noor Farida Amalia Rosaline Angga Pratama Armadi Putra Anindya Pangestika astuti, lidiana Aulia Khoirunnisa Ayu Jeanretno Tiara Putri Didit Kurniadi Dwi Herwindha Mahanani Dwi Rukmini Eko Heriyanto Endang Susilowati Faridi, Abdurrachman Frimadhona Syafri Frimadhona Syafri Girindra Putri Dewi Saraswati Hajar Munawaroh Hartono Hartono Hartono, Rudi Harunika, Arian Pramesta Hendi Pratama Henrikus Joko Yulianto Husna, Fanni Hanifah Hustarna Hustarna Indah Handayani Issy Yuliasri Jajang Nooralam Januarius Mujiyanto Januarius Mujiyanto, Januarius Jarwanto Jarwanto Kurniawan Yudhi Nugroho, Kurniawan Yudhi Lita Liviani Taopan Manuhutu, Natalia Maria Kartika Primaquinna Sejati Maskanah Mohammad Lotfie Moore, Leslie Mursid Saleh Mursid Saleh Mursid Saleh Nabiela Maulida Natalia Manuhutu Natalia Manuhutu Nisa, Wihdatun Pasca Kalisa Perwari Melati Akmilia Puji Astuti Rika Setyawati Riski, Riski Rudi Hartono Rudi Hartono Saqifanty, Awanda Bramantika Sari, Riski Norita Seftika Seftika Seftika Seftika Sembiring, Shafa Salsabila Sri Wahyuni Sri Wahyuni Sri Wuli Fitriati Suwandi Suwandi Syamsul Arifin Utama, Afrian Restu Voorsmit, Stanley Chris Wardi, Tati Widhiyanto YULIATI Yuliati - Yuni Dwi Susanti