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All Journal International Journal of Evaluation and Research in Education (IJERE) Indonesian Journal of Applied Linguistics (IJAL) Language Circle : Journal of Language and Literature English Review: Journal of English Education English Education Journal The Journal of Educational Development Indonesian EFL Journal International Journal of Active Learning
Mursid Saleh
Graduate Program Universitas Negeri Semarang Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media

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THE EVALUATION OF THE PRESENT FRENCH TEXTBOOK USED IN SENIOR HIGH SCHOOLS IN SEMARANG AND ITS SURROUNDINGS Urip, Sri Rejeki; Su’udi, Astini; Saleh, Mursid
Language Circle: Journal of Language and Literature Vol 6, No 1 (2011): October 2011
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v6i1.2047

Abstract

School Based Curriculum (SBC) as one of the decentralization in education authorizesteachers to develop their own teaching materials. The fact shows that the teacher is stillminimal in writing, including writing textbooks. To facilitate French teachers in writing a Frenchtextbook, a guideline is needed. In Exploration Phase of Research and Development , one ofthe objectives is to find out the quality of French textbook used today. Knowing its strengthsand weaknesses is useful because the information can be used as data for developing aguideline for writing a better French textbook. To collect the data, the methods used were(1) Document Analysis, (2) In-depth interviews, (3) Questionnaires, and (4) Focus GroupDiscussion. To analyze the data, the Constant Comparative Method was utilized. For thetrustworthiness of the data, Triangulation, Member-checking were applied. By using theFrench textbook evaluation instrument set by BSNP and equipped with Cunningsworthcriteria, the six volumes of Bonjour Chers Amis were evaluated. There are four components tobe evaluated: Feasibility of Contents, Feasibility of Presentation, Feasibility of Language, andPractical considerations. The findings reveal that the criteria of French textbook evaluation ofBSNP has not been implemented optimally. These findings provide the information of thequality of the French textbook currently used in Semarang and its surroundings. Theinformation can be used as an overview what things are to be followed and avoided indeveloping a guideline for writing a French textbook integrating SBC and CEFRL.
Cohesion and Coherence in Undergraduate Students’ Argumentative Essays Priangan, Aulia; Saleh, Mursid; Rukmini, Dwi
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.v10i1.32388

Abstract

This study aims to investigate cohesion and coherence in argumentative essays written by undergraduate students at Syekh Nurjati state Islamic institute of Cirebon, West Java, Indonesia. This study used discourse analysis as a research design. Five argumentative essays were chosen based on purposive sampling. The five argumentative essays were analyzed using Halliday and Matthiessen (2014) theory that contributing to the cohesion of the text, namely cohesive devices. Then, it was analyzed using Thornbury (2005) theory about coherence. The results of this study showed that undergraduate students at Syekh Nurjati state Islamic institute of Cirebon tend to use reference more frequently than the other grammatical cohesive devices. From 755 occurrences of grammatical cohesive devices which presented in the five argumentative essays, 532 of them were in the form of reference. Besides, they also tend to use repetition more often than the other lexical cohesive devices in their argumentative essay. It always present in the five argumentative essays. Furthermore, the thematic progressions were organized well. It is showed by the occurrence of two or more thematic progressions in each argumentative essay.
Students’ Attitudes toward Teachers’ Written Corrective Feedback and Their Writing Skill Zahroh, Raikhatuz; Mujiyanto, Januarius; Saleh, Mursid
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.v10i1.32511

Abstract

This study aims to explain the students’ behavioral, cognitive, and emotional attitudes toward teachers’ written corrective feedback, as well as the students’ competence in writing skill. It is a quantitative research which was designed to prove the hypothesis with statistical analysis. The population of this study is the 3rd semester students of the English Education program of UNISNU Jepara Indonesia in the academic year of 2018/2019. The questionnaire participants are fifty students of two classes participating as the sample. The interview utilized open-ended questions. To collect data, questionnaire, interview and writing test were applied. In analyzing the data, this study uses SPSS software. The result shows that in the term of the students’ writing skill, the mean score of first test from 50 test takers was 71.1 with the lowest score 52 and highest score 92. The second test shows the mean score was 77.8 and increased 6.7 points. The third test shows the mean score was 80.3 and increased 2.5 points. Thus, there was significant increased mean score from first test to last test. There was positive treatment that given by teacher and the participants’ positive attitude toward teachers’ corrective feedback. Then, the correlation result shows that score with 95% significant level and 50 participant is 0.572. Thus, the correlation between both variables can be categorized as moderate correlation. Therefore, students’ attitudes can give moderate impact to students’ writing skill. In sum, knowing students’ attitude helps the teacher to achieve learning goals.
Edmodo and Chamilo Media in Know-Want-Learned Strategy to Teach Reading Comprehension of Recount Texts to Students with Different Reading Habits Rahmah, Siti Nafakhati; Saleh, Mursid; Anggani Linggar Bharati, Dwi
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.v10i1.32814

Abstract

This research is based on the phenomena that the students often find difficulties in comprehending English texts, especially in recount texts. This research aims at investigating the effectiveness of Edmodo and Chamilo media in Know-Want-Learned strategy to teach reading comprehension of recount texts to students with good and poor reading habits. An experimental research with 2x2 factorial design was applied in this study. The samples of this research were the students of X TKJ 1 and X TKJ 2 of SMKN 1 Sragi Pekalongan. Observation, questionnaires, and tests were the instruments of the research. T-test and ANOVA were the data analysing methods. The research findings revealed that firstly Edmodo media in Know-Want-Learned (KWL) strategy was effective to teach reading comprehension of recount texts to students with good and poor reading habits. Secondly, Chamilo media in Know-Want-Learned (KWL) strategy was also effective to teach reading comprehension of recount texts to students with good and poor reading habits. Thirdly, there was no significant difference on the effect of Edmodo and Chamilo media to teach reading comprehension of recount texts to students with good reading habit. On the contrary, there was significant difference on the effect of Edmodo and Chamilo media to teach reading comprehension of recount texts to students with poor reading habit. Finally, there was no effective interaction among Edmodo and Chamilo media, reading strategy, students’ reading habits, and students’ reading comprehension of recount texts.
The The Influence of Semendenese South Sumatra Dialect (SSSD) Towards Students’ English Pronunciation SAS, Niro Arif; Faridi, Abdurrachman; Saleh, Mursid
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.v10i1.32978

Abstract

In the process of acquiring L2, most of the students usually face many difficulties in pronunciation. One of the problems is L1 transfer. Therefore, the objectives of this study is to explain the influence of Semendenese South Sumatra dialect (SSSD) towards students’ English pronunciation of English vowels, consonants, diphthongs, consonant clusters, to explain the effort of the teacher in developing of the student’s pronunciation. This study used descriptive qualitative research. The results of this study can be concluded that SSSD gives positive transfer on the final vowel sound [ǝ]. Since this vowel sound existed in SSSD in words were frequently produced on final position. Moreover, SSSD did not strongly give positive transfer on students’ pronunciation of English vowels [ɪ], [ʌ], [ʊ], [e], [ɒ], consonants [p], [b], [t], [d], [z], [k], [g], [f], [h], [s], [m], [n], [ŋ], [l], [r], [w], [j], final diphthong sounds [ɔɪ] and [aʊ], and consonant clusters [st], [pr], [str], and [spr]. Moreover, SSSD did not strongly give negative transfer on the substitutions of long vowel sounds [i:], [ɜ:], [ɑ:], [u:], [ɔ:], and [æ] into short vowel sounds [ɪ], [ǝ], [ʌ], [ʊ], [ɒ], [e], consonant sounds [tʃ], [dӡ], [v], [ɵ], [ð], [ʃ], [ӡ] into sounds [t], [j], [p], [f], [d], [z], and diphthong sounds [iǝ], [eǝ], [ʊǝ], [eɪ], [ǝʊ]. It occurred not only because of these sounds did not exist in SSSD sound system, but it was also influenced by spelling interference from L1 and lack of pronunciation training. Last, the effort of teacher in developing students’ pronunciation was still lack and had to be improved.
The The Interpersonal Meaning of Verbal Text and Visual Image Relation in English Textbook for Junior High School Grade VIII Dewi, Annisa Kumara; Rukmini, Dwi; Saleh, Mursid
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.v10i1.33741

Abstract

This study aimed at explaining the relations between verbal text and visual image in English Textbook for Junior High School Grade VIII in terms of interpersonal meaning. The first is the checklist of verbal text analysis by Halliday in Eggin (2004) to analyse the verbal text. The second is the checklist table for visual image analysis by applying the theory of Kress and Van Leeuween (2006). The last is about the relation between verbal text and visual image in terms of interpersonal meaning (Royce’s theory; 2007). The findings show mostly every chapter is dominated by declarative sentences. In declarative mood, the sentence indicates to state something or explain something. Some conversations indicate the image acts and the gazes of them are ‘offer’, they could be explained that the images address us indirectly, the viewer is not the object, but the subject looked. The represented participants are the object of the viewer’s dispassionate scrutiny, no contact between the viewer and the represented participants. The image acts and the gazes happen between represented participants and represented participants. The eye contacts prove the verbal text produced by the represented participants. Verbally, the statement and question relate through intersemiotics reinforcement of address. The activities between represented participant and represented participant happen verbally in which the viewer do not joint in the conversation. As visually, the eyeline just happened between represented participant and represented participant without the viewer. It could be said relationship happened when the verbal text supports the visual image.
The Realization of Politeness Strategies in EFL Teacher-Students Classroom Interaction Rahayuningsih, Dian; Saleh, Mursid; Fitriati, Sri Wuli
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.v10i1.33822

Abstract

Politeness is one of the prominent issues in pragmatics. It becomes a major issue in education due to the implementation of curriculum 2013 which emphasized on character education. This study aimed at analyzing the realization of politeness strategies and sociological factors influencing the choice of politeness strategies in EFL Teacher-students classroom interaction at SMP Semesta Bilingual School. This study used qualitative research in the form of classroom discourse analysis. The participants were an EFL teacher and 30 EFL students in two EFL classrooms. The research instruments were made based on Brown and Levinson (1987) framework of politeness strategies. The findings showed that bald on record, positive politeness, negative politeness, and off records were realized in the classroom interaction. The teacher dominantly used positive politeness to show solidarity and to maintain a close relationship with the students, bald on records to give a clear and unambiguous instruction, negative politeness to minimize the coercion to the students, and off record to give hints. In addition, the sociological factors, namely distance, power, and degree of imposition influence the choice of politeness strategies. As the conclusion, politeness is important in maintaining relationship and creating a comfortable environment in EFL classroom.
Multimodal Representation of Gender in Two Senior High School Textbooks Asriyama, Weksa Fradita; Saleh, Mursid; Wuli Fitriati, Sri
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.v10i1.34023

Abstract

The urgency in revealing multimodal gender representation in education is the background of this study. Two English textbooks for Senior High School students entitled “Talk Active” and “Pathway to English” were used as the subjects of the study. The objectives of the study are to explain multimodal representation of gender through its typical roles, conversational roles, and semantic representation found in the aforementioned English textbooks. In gathering the data, Brugeilles and Cromer’s (2009) gender representation analysis was adapted as instruments to gain the data for gender typical roles, Francis and Hunston’s (2002) analysis was employed to get the data for gender conversational roles, and lastly, Mills’ (1995) feminism language was used to collect the data for gender semantic representation. The findings revealed that in both textbooks males have typical roles as breadwinners in dometic sphere and leaders in social and occupational spheres, whereas females have nurturing roles in domestic phere, followers roles in social sphere and subordinates in occupational spheres. With regard to gender conversational roles, the findings shown that in “Talk Active” males are the dominant speakers and females are the deferential speakers, while in “Pathway to English”, the opposite happened. Lastly, the finding of gender semantic representation analysis told that both textbooks represent both gender equally, although some sexist ‘man’ affixes were found.
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 The Implementation of Scientific Approach in Teaching Speaking with Appropriate Lesson Plan Based on 2013 Curriculum Sodik, Fajar; Faridi, Abdurrachman; Saleh, Mursid
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.v10i1.35182

Abstract

This study focused on the implementation of scientific approach in teaching speaking with appropriate lesson plan. The steps consist in observing, questioning, associating, experimenting and communicating. This study also focused on the appropriateness of lesson plan viewed from 2013 curriculum guideline. This study used case study in qualitative descriptive. The sample in this study was three English teachers at SMP Negeri 40 Semarang. The result shows that English teachers at SMP Negeri 40 were implementing scientific approach based on 2013. The implementation was in five main steps. They were observing, questioning, associating, experimenting and communicating. All the steps had been implemented well based on 2013 curriculum. There were some problems in implementing scientific approach. The problems in implementing scientific approach in teaching speaking were in communicating step and the difficulties in time management, confidence of the students and also pronunciation. Related to the appropriateness of the lesson plan, all the principles and criteria had been fulfilled except the attention on the students’ differences and developing the culture in reading and writing. The finding can be used by as a reference in implementing scientific approach.
Co-Authors AA Sudharmawan, AA Abdurrachman Faridi Abdurrahman Faridi Agnes Widyaningrum Ahlis Qoidah Noor, Ahlis Ahmad Nur Syafiq Ahmad Sofwan Anggara, IGede Arga Anggara, IGede Arga Arga Kusuma, Arif Arga Kusuma, Arif Asriyama, Weksa Fradita Astini Su’udi Atmojo, Fajar Nugroho Dwi Bintangtricahya, Erlin Dery Purnama Saefudin Dewi, Annisa Kumara Dewi, Filda Hulwani Didik Rinan Sumekto Dini Setiana ningrum, Dini Setiana Djoko Sutopo Dwi Anggani Linggar Bharati Dwi Rukmini Fajar Sodik, Fajar Falahuddin, Mochamad Adnan Falahuddin, Mochamad Adnan Hafidhoh, Nur Laila Hafidhoh, Nur Laila Hartono, Rudi Inti Englishtina Ira Mutiaraningrum Issy Yuliasri Januarius Mujiyanto, Januarius Joko Nurkamto Jumaedah, Ninik Jumbuh Prabowo Kurniawan Yudhi Nugroho, Kurniawan Yudhi M. Ali Ghufron Melawati Anggrayani, Melawati Murni Wahyanti, C. Murni Wahyanti, C. Murrikaningrum, Devi Arini Oktaviani, Ratih Oktaviani, Ratih Permana, Rangga Permana, Rangga Permatahati, Martinda Intan Priangan, Aulia Puji Haryanti, Rahayu Rabbani, Syarifatusnain Maulida Wahyu Rahayuningsih, Dian Rahmah, Siti Nafakhati Ratna Widya Iswara, Ratna Widya Retmono - Ridha Fadillah Rudi Hartono Saefudin, Dery Purnama Sajidin - SAS, Niro Arif Sri Rejeki Urip Sri Wuli Fitriati Su’udi, Astini sulistiyanto, sigit sulistiyanto, sigit Undayasari, Dwi Undayasari, Dwi Vinta Cahyaningsari, Vinta W, Widhiyanto Warsono Warsono Widyaningrum, Leily Yoga Prihatin Yulia Nur Ekawati Yuliarti, Indah Zahroh, Raikhatuz zulfa Sakhiyya