Articles
<![CDATA[SOFIA THE FIRST: WHAT MAKES A TEXT MAKE SENSE ]]>
<![CDATA[Sutopo, Djoko]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 9, No 1 (2014): October 2014 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lc.v9i1.3217
<![CDATA[Based on the concern that in teachings, our teachers are not sure how to exploit texts, this study aims at describing what makes a text and what makes a text make sense. A literary work entitled Sofia the First has been the object of the study. The focus is on unlocking the text before analyzing its cohesiveness and its coherence. Reference and topic /comment of the text is also discussed before describing the advantages of using such literary text in teaching and learning process. The findings suggest that individual sentence has been a concern of traditional language teaching. However, it its natural state, language is not isolated sentences. Rather, it is the text that is the significant unit of language. As teachers of foreign language users, our top priority is to help learners understand and produce texts for different purposes in a variety of genres. Issues such as what makes a text and what makes a text make sense are significant to address.]]>
<![CDATA[SPOKEN TEXT FEATURES OF THE CONVERSATION IN TV TALK SHOW OF TALK INDONESIA ]]>
<![CDATA[Mutmainnah, Hidyatul]]>;
<![CDATA[Sutopo, Djoko]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 11, No 1 (2016): October 2016 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lc.v11i1.7847
<![CDATA[The aims of this study were to describe how the participants show spontaneity features, to describe how the participants show interpersonal function, to describe the information flow among the participants and to describe how the participants achieve coherence and relevance in the conversation of TV talk show of Talk Indonesia. This study applied descriptive qualitative research. The data were taken from two videos of talk show entitle Talk Indonesia that was broadcasted in Metro TV. The data were analyzed by using conversation analysis. Conversation analysis was used to analyze or investigate the structure and process of social interaction between humans. It was a kind of discourse analysis method that focuses primarily on talk (Cameron, 2001:48). The result of this study showed that there were some various spoken features found in the conversation of talk show for instance spontaneity, Interpersonality, interactivity and coherence features. Each of features had some aspects. The finding showed that among participants showed the spoken text features variously. Although some overlaps and interruptions occurred in the conversation, the talk show could still run well.]]>
<![CDATA[THE LANGUAGE OF POLITICAL CAMPAIGN ]]>
<![CDATA[Sutopo, Djoko]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 3, No 2 (2009): April 2009 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lc.v3i2.915
<![CDATA[This study is aimed at finding out how meanings are realized in the election campaigns in the contemporary Indonesia and what role language takes in exercising power? The close-up linguistic analysis of three different texts has illustrated that the texts are rich in meanings: they make not just meanings about what goes on and why, but also meanings about relationship and attitudes, and meanings about distance and proximity. By relating specific linguistic choices to the construction and reflection of situational, cultural and ideological contexts, these three different texts have been shown to in fact encode meanings about such far reaching dimensions as: ways of talking to your die-hard fans, the experience of politicians, the responsibility of a statesman and expected behavior of a “good†leader. Meanings of the political campaigns in contemporary Indonesia are explicitly realized in a subtle ways. The exercise of power is achieved through ideological workings of language. Public space serves a rhetorical means. Competing figures establish their voices by constructing counter-narratives in public space.  Key words: meanings, election campaign, cultural context, ideological context, public space, rhetorical means, counter narratives.]]>
<![CDATA[The Realization of Appraisal in Eulogies Given by People of Various Relationships toward John McCain ]]>
<![CDATA[Pratiwi, Dita Ayu]]>;
<![CDATA[Rukmini, Dwi]]>;
<![CDATA[Sutopo, Djoko]]>
<![CDATA[ English Education Journal Vol 10 No 1 (2020): March 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v10i1.33346
<![CDATA[An appraisal explains about language use on how the speakers or the writers negotiate their feeling with others or how the certain attitude is expressed in spoken or written text. The aim of this study is to identify the realization of appraisal in eulogies given by people of various relationships toward John McCain and explain the similarities and differences from those appraisals. The data are the clause of appraisals from the eulogy by George W. Bush, Meghan McCain, and Barack Obama. This study is discourse analysis and by attempting appraisal framework from Martin and White (2005) theory. The method of collecting data is documentation method. The result shows that all speakers used the appraising items of attitude, engagement and graduation. The former president George W. Bush produced 64 appraising items; her daughter Meghan produced 140 appraising items, while the former president Barack Obama produced 168 appraising items. The main similarity seems that George W. Bush and Meghan McCain are more dominant to use appraisal of attitude. Besides that, the difference show that Barack Obama is more dominant to use the feature of engagement. In the feature of attitude, all of them apply positive and negative items of un/happiness. In judgement and appreciation, the speakers do not apply the items of veracity and valuation. Besides that, all features of engagement used in their speech and dominant in the feature of disclaim. Meanwhile, the differences show that Barack Obama does not use the item of focus in appraisal of graduation. This study also gives the pedagogical implication for the language learners to use the appropriate expressions and to negotiate the feeling while doing the interaction or communication with others.]]>
<![CDATA[The Implementation of Project Based Learning Strategy in Teaching Spoken English ]]>
<![CDATA[Fajarika Nuninsari, Dessi]]>;
<![CDATA[Sutopo, Djoko]]>;
<![CDATA[Anggani Linggar Bharati, Dwi]]>
<![CDATA[ English Education Journal Vol 10 No 1 (2020): March 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v10i1.33952
<![CDATA[Project-Based Learning is a learning model in 2013 curriculum that provides an opportunity for students to actively participate in making a project within the group or individual work to improve English language skills, especially in spoken English. The objectives of this study are to explain; 1) the Implementation of project topic stimulation in project based learning, 2) the implementation of project planning design in project based learning, 3) the implementation of schedule arrangement in project based learning, 4) the implementation of project monitoring in project based learning, 5) the implementation of project assessment in project based learning, and 6) the implementation of project evaluation in project based learning. This study was a descriptive qualitative method. The data were collected by implementing observation, field note, document analysis, questionnaire, speaking transcription, and interview. The subjects were an English teacher of SMA Futuhiyyah Mranggen. The result of the study showed that; 1) the English teacher of Futuhiyyah Senior High Schools have implemented the topic stimulation to begin the project. 2) The project design planning is implemented to create the project design for students. 3) The schedule arrangement should be planned to make the project run well. 4) The teacher’s project monitoring should be implemented in order to guide the students’ process in doing the project 5) the project’s assessment should be implemented to know the students’ result in doing the project and 6) the teacher’s evaluation was intended to check whether the students understand or not about the project.]]>
<![CDATA[The Application of Cooperative Principle in EFL Classroom Interaction ]]>
<![CDATA[Yusro, Alfin]]>;
<![CDATA[Sutopo, Djoko]]>;
<![CDATA[Yuliasri, Issy]]>
<![CDATA[ English Education Journal Vol 10 No 2 (2020): June 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v10i1.34125
<![CDATA[In classroom interaction, we sometimes find misunderstanding between teacher and student or among the students. Grice said that cooperative principles can lead the speakers and hearers to uncooperative conversation and misunderstanding about the message delivered (Grice: 1989). Based on that theory, an investigation about observance and non-observance of the maxim should be done to understand how they apply the cooperative principles in classroom interaction. The objective of the studies are: (1) to analyze EFL classroom interaction in order to explain the way cooperative principles are applied, (2) to analyze EFL classroom interaction in order to explain the way participants violate the maxim (3) to analyze the most frequent violation in non-observance of the maxim. In this study, I use descriptive qualitative method. The data of this study was the transcription of EFL classroom interaction between teacher and students. The interaction was natural interaction without any intervention from me. The findings of this research showed that teachers and students not only observed the maxim but also violate the maxim in the EFL classroom interaction.]]>
<![CDATA[The The Impact of Code Switching in Conversation of “Nebeng Boy†Youtube Vlogs Towards Communication in English Among The Participants ]]>
<![CDATA[Astani, Widi]]>;
<![CDATA[Rukmini, Dwi]]>;
<![CDATA[Sutopo, Djoko]]>
<![CDATA[ English Education Journal Vol 10 No 2 (2020): June 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v10i1.34192
<![CDATA[The present study is aimed at investigating the impact of code switching realized in the conversation of “Nebeng Boy†youtube vlog. This qualitative research is conducted by observing and analysing the conversations from four downloaded video as the data which then transcribed them in a written form. The data analysis also included the types and the functions of code switching which occurred in those four transcribed conversations in order to ease the researcher in determining the impact. The finding shows that intra-sentential code switching is the most frequent type and repetition is the most frequent function of code switching which occurred, and the impact is that the participants experienced language loss and language gain as the result of bilingualism through code switching. The English ability that is improving, results in the loss of Indonesian language ability. Bilingualism and oppression of using English language are external factors that also result code switching, which is then give impact to the loss of language that participants have learned before. The findings in this study indicated that three types of code-switching found in the conversations; inter-sentential code-switching (31.3%), intra-sentential code-switching (41.9%), and emblematic/ tag switching (26.8%). The participants also used code-switching for various functions. The most significant function was repetition which got the highest percentage (18.5%) among the other functions of code-switching in four transcribed conversations. It is also found that code-switching brought impact to the participants in term od language capabilities. It resulted in the loss of Indonesian language and the gain of English ability. The most significant factors that cause language loss and language gain were the bilingual settings they experienced and the oppression to use the English language in their daily life to communicate with others. An interesting phenomenon of code-switching that occurred in the bilingual community was shown in the analysis and findings. It is proven that the participants in this study performed code-switching as one of the strategies in communication. The existence of code-switching also open up a realistic view that by using alternative languages, it helps to reduce the gap of misunderstanding in a conversation, so that the intimacy or solidarity can be built among the participants]]>
<![CDATA[The Use of Cohesive Devices in English Education Journal Articles Written by Graduate Students of UNNES ]]>
<![CDATA[faza, Faizah]]>;
<![CDATA[Sutopo, Djoko]]>;
<![CDATA[Faridi, Abdurrachman]]>
<![CDATA[ English Education Journal Vol 10 No 2 (2020): June 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v10i1.34209
<![CDATA[This study was a discourse analysis aimed to investigate the use of cohesive devices in English education journal articles written by graduate students of UNNES. The objectives of this study are to analyze cohesive devices in the article in order to explain the use of references in journal articles written by graduate students of UNNES, to analyze cohesive devices in the article in order to explain the use of substitutions in journal articles written by graduate students of UNNES, to analyze cohesive devices in the article in order to explain the use of ellipses in journal articles written by graduate students of UNNES, to analyze cohesive devices in the article in order to explain the use of conjunctions in journal articles written by graduate students of UNNES, to analyze cohesive devices in the article in order to explain the use of reiterations in journal articles written by graduate students of UNNES, to analyze cohesive devices in the article in order to explain the use of collocations in journal articles written by graduate students of UNNES. The objects of this research were English journal articles which are written by graduate students of UNNES. The 15 English education journal articles were analyzed using Halliday and Hasan’s (1976) theory. The results of this study showed that graduate students of UNNES used 6 types of cohesive devices, namely repetition, substitution, ellipsis, conjunction, reiteration, and collocation. References were more frequently than the other cohesive devices. On the other hand, the undergraduate students of UNNES rarely used substitution and ellipsis to achieve their writing.]]>
<![CDATA[Digital Literacy via Readers’ Responses towards Humor Presented in “9GAG Memes†]]>
<![CDATA[Listiyaningsih, Fina]]>;
<![CDATA[Rukmini, Dwi]]>;
<![CDATA[Sutopo, Djoko]]>
<![CDATA[ English Education Journal Vol 10 No 2 (2020): June 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v10i1.34241
<![CDATA[Language education by using digital literacy via reader response approaches towards humor presented in social media will attract the student attention during learning process. The purpose of this research is to analyze the text produced by learners in order to explain how they provide responses towards humorous, fearing, annoying, pitiful, and confusing memes.This research is a qualitative research. The approach of the research is descriptive approach. This research was a readers response analysis focusing on descriptive qualitative. The data collecting done by observation, documentation and questionnaires. The subject of the study are students of SMA Negeri 1 Pecangaan Jepara. The method applied in this research is General Theory of Verbal Humor and Reader ‘s Response Theory as the approach in which the researcher related the contexts of the data to the data analyzed in order to make replicable and valid inferences from data to its context. The result of the research shows digital literacy skill of the XII grade of SMA Negeri 1 Pecangaan Jepara students is quite good. The reader accepts the aspects of humor through their current contribution on their response inside their peer group.]]>
<![CDATA[The Effectiveness of Herringbone and Buzz Group Techniques to Teach Reading Comprehension for Students with High and Low Reading Habits ]]>
<![CDATA[Fitriyani, Nunung]]>;
<![CDATA[Suwandi, Suwandi]]>;
<![CDATA[Sutopo, Djoko]]>
<![CDATA[ English Education Journal Vol 10 No 3 (2020): September 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v10i1.36243
<![CDATA[This research which is based on the condition that the students often find difficulties in comprehending English text aims to investigate the effectiveness of Herringbone and Buzz Group techniques in teaching reading comprehension to students with high and low reading habits. An experimental research with 2x2 factorial designs was applied in this study. The samples of this research were the students of X Busana 1 and X Boga 1 of SMK Assa’idiyah 2 Kudus. Observation, questionnaires, and tests were the instruments of the research. In analyzing the data were used T-test and ANOVA. The results revealed that there was significant difference of the students’ participation on the post-test result after being taught by using Herringbone and Buzz group techniques. Then, the result of the significance value (p value) of teaching technique and student reading habit was 0.00 < 0.05. Thus, it can be stated that there is effective interaction among strategies and participation to enhance students’ reading comprehension.]]>
