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All Journal English Education Journal Proceeding of International Conference on Science, Education, and Technology English Education Journal
Abdurrahman Faridi
Universitas Negeri Semarang, Indonesia
Education

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Generic Structure and Attitude of Closing Ceremony Speeches in International Seminars Agnes Erliva; Sri Wuli Fitriati; Abdurrahman Faridi
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.v12i3.45164

Abstract

Nowadays there are a lot of international seminars in various fields of subjects conducted around the world to share ideas, research results, new regulations, a new decree, new theory, and so on. Most of the time the representative of the committee in the international seminar finds it difficult to shape the best guidance for the speech text at the closing ceremony. People tend to search for other examples of closing speech to shape their closing ceremony speech text to be the better one because every speech is an opportunity to affect people’s behaviours, beliefs, or actions by the attitude. However, there is no standard called generic structure and attitude which is quite special only for closing speech type. For that reason, the research objectives are to analyse the structures and attitude resources in closing speeches; and to analyse the relationship between structures and attitudes in closing ceremony speeches through the SFL approach. This is a qualitative study that employs the theory of appraisal and a basic understanding of generic structure in the SFL perspective. There are several structures generally found in each closing speech, namely addressee, identification of the speaker, encapsulation of event, valuation of event, wish/hope, special thank, and final thank. The positive valuations are the highest attitude resources found in the closing speeches. The result of this research is benefited to ELT in which the English language teacher can enrich the types of potential generic structure of the text, especially closing speech text.
The Effect of DuoLingo and SPADA to Teach Listening to Students with Different Achievement Levels Hadziq Najmuddin Purwanto; Abdurrahman Faridi; Fahrur Rozi
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.v12i1.54417

Abstract

There are various levels of students’ achievement in English listening classrooms. Students with different achievement levels (i.e. high achieveing students and low achieveing students) respond differently towards teaching media as well. The aim of this research was to examine the difference of students’ performance, both before and after they were taught by using two English listening teaching media namely DuoLingo mobile application and SPADA (Sistem Pembelajaran Daring Indonesia) platform. As a quantitative research it employed the Experimental factorial 2 x 2 design. Students were divided into two groups based on their achievement classification. The two groups involved in this study were high achieveing students and low achieveing students, and each group were further divided into another two group to be taught with DuoLingo mobile application a for one group and with Sistem Pembelajaran Daring Indonesia platform for the other group. It was found that both Duo Lingo mobile application and Sistem Pembelajaran Daring Indonesia platform does contribute to an increase in students’ performance for both high achievers and low achievers. This research is expected to contribute as a reference for English teachers to choose teaching media to teach listening to students with different achievement levels, and also as a further research regarding media usage for teaching listening to students with different achievement levels.
The effectiveness of mind map treatments on writing accuracy at Islamic Higher Education Aisyah Hafshah Saffura El-Muslimah; Rudi Hartono; Abdurrahman Faridi; Puji Astuti
International Conference on Science, Education, and Technology Vol. 7 (2021)
Publisher : Universitas Negeri Semarang

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Abstract

The study attempted to investigate the learners’ writing accuracy amongst digital mind map, paper mind map, and non-mind map treatments. There were two variables: types of mind map having three variances: digital mind map (x1), paper mind map (x2) and non-mind map (x3) as independent variable and writing accuracy (y) as the outcome variable. The study involved L2 participants at higher education in Kalimantan consisting of three groups based on types of mind map: digital mind map/x1 (n=24), paper mind map/x2 (n=23), non-mind map/x3 (n=23).The total number of the participants was 70 students, consisting two groups: experiment 1, (digital mind map class), experiment 2, (paper mind map class), and a control class (non-mind map class). A one way Anova was used to measure an effect of types of mind map on learners’ writing score. The finding confirmed that there was a significant effect of types of mind maps at the p<.05 level for the three different treatments [F (2, 67) = 5.811, p = 0.005]. Post hoc with Tukey HSD test confirmed that the average score for digital mind map (M = 76.79, SD = 9.76) differed significantly than paper mind map (M= 68.78, SD 12.32) at p=0.050 and non-mind map at p=0.005. However, paper mind map did not differ significantly than non-mind map ((M= 65.83, SD 12.12) at p= 0 .657. The further studies with larger sample size were needed to validate the research findings. Abstracts max 200 words.
Enhancing Teacher-Students Interaction in Urban and Rural Schools in Pekalongan Indah Handayani; Zulfa Sakhiyya; Abdurrahman Faridi
English Education Journal Vol. 13 No. 4 (2023): December 2023
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/2162cv23

Abstract

Urban and rural contexts often present different challenges and dynamics in education. There is a gap in terms of infrastructure, resources, teacher training and student backgrounds between urban and rural schools. The research focuses on understanding the differences and similarities in teacher-student interactions between urban and rural schools in Pekalongan, Indonesia. The research uses a qualitative approach and employs the SETT framework proposed by Walsh (2006) for data analysis. Two schools, one from an urban setting and another from a rural setting in Pekalongan, were selected as the research settings. The findings indicate that all four classroom modes (managerial, material, skill and system, and classroom context) are present in both urban and rural school lesson. Teachers in both settings engage in various interactional features. However, the use of interactional features in urban school needs to be improve to enhance student engagement. The study's significance lies in providing valuable insights for educators, policymakers, and curriculum developers in Pekalongan and similar settings. It highlights the importance of teacher-student interactions in improving English language learning experiences and outcomes for students. By addressing the disparities in education quality between urban and rural contexts, this research can contribute to enhancing the overall quality of education in both settings. In summary, this research sheds light on the crucial role of teacher-student interactions in urban and rural schools, offering a pathway to address educational disparities and improve learning experiences for students in Pekalongan and similar environments.
Co-Authors Agnes Erliva Aisyah Hafshah Saffura El-Muslimah Fahrur Rozi Hadziq Najmuddin Purwanto Indah Handayani Puji Astuti Rudi Hartono Sri Wuli Fitriati zulfa Sakhiyya