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

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Morphological Process of Morphemes Through Word-Formation Process in Students’ Writing Moh Shofi Zuhri; Suwandi Suwandi; Sri Wuli Fitriati
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.v12i3.49676

Abstract

In learning a language, students must learn about linguistics and its branches to know the context of language, the origin of words and how they are formed. This study aimed to investigate word-formation by exposing Yule’s (2010) theory in students’ writing. This research focused on how many word-formations existed and how the word-formation process was applied in students’ writing. A descriptive qualitative approach was adopted to analyze the gathered data to fulfill the research objectives. The data were collected through observation. The participants in this research were 18 students of Universitas Negeri Semarang attending Academic Writing class. The findings show that the students applied 599 processes which fall under five types of word-formations. They could be categorized into blending, compounding, clipping, derivation, and inflection. The students applied less blending and clipping word-formation processes. In addition, there were some problems in applying the word-formation process. Some students were confused about how to form blending and clipping. Hopefully, this research will give significant contribution as reference in understanding word formation. The present study is expected to contribute to teaching and learning of word-based lexical studies in general and word-formations in particular.
The Psychological Factors Impacts on the Students’ Speaking Skill Muhamad Rifqi Bakhtiar; Suwandi Suwandi
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.v12i3.58338

Abstract

English speaking skill can be difficult for students in any educational levels and environments to acquire. The challenge is also encountered by the students of the Islamic-based schools. This is caused by several factors, one of which is psychology. With the aforementioned problem, the researchers intended to find out how the psychological factors could affect students’ speaking ability. The investigation of this study focused on exploring the impact of anxiety, self-confidence, motivation and shyness on Islamic boarding school EFL learners’ speaking abilities. The research design is qualitative with observations, questionnaires, and interviews employed as the research instruments. Based on the analysis, state anxiety appeared to be the main problem for the students. Shy pupils avoid speaking, offer brief responses to queries in the target language, and prefer to remain alone. They have modest communication challenges, are sluggish to express their emotions, and often do not respond when others express their emotions. Self-confidence has an influence on pupils' speaking abilities. In other words, students with high self-confidence are more likely to speak English better than those of with low self-confidence. Another psychological factor - motivation could be influenced by two aspects: internal and external forces. The study's description is likely to be utilized as a consideration for other researchers conducting more research on psychological aspects influencing students' speaking ability in the English classroom.
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.
The Relation of Verbal and Non-Verbal Communication to Produce Meaning in the Movie Royhan Naufaldi; Sri Wuli Fitriati; Suwandi Suwandi
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.v12i3.60822

Abstract

Meaning in communication is crucial to be understood. Many problems appear due to misunderstandings between interlocutors in communication. Analyzing the speaker meaning in a communication is needed to avoid misunderstanding. There are aspects outside the literal meaning of communication that must be considered to avoid misunderstandings, they are verbal communication and non-verbal communication. This research conducted a qualitative method that use multimodal discourse analysis and focused on the relation of verbal and non-verbal communication to produce meaning. The theories that are used in this research were literal/explicit meaning and speaker/implicit meaning of Hurford et al. (2007), verbal communication of Jakobson (1985), and non-verbal communication of Moore et al. (2010). Moreover, there are presented theories of verbal and non-verbal communication that have been combined and developed by Kostić and Chadee (2014) and Tribus (2017). The source of data of the research was all of the characters in Harry Potter and the Sorcerer’s Stone the movie. Moreover, table instruments were used to collect and analyze the data. The findings showed that they are related to the shift of utterances’ forms, determine politeness, and reveal the implicit meaning of the speaker’s illocution. Therefore, it concluded that interlocutors must consider both verbal and non-verbal communication at the same time while having a conversation to deliver meaning successfully and to avoid misunderstanding. Thus, this research can enrich the theories of pragmatics and TEFL, especially for speaking purposes.
Students' Issues with Writing Analytical Exposition Text in Vocational School Dewi Sartika; Sri Wuli Fitriati; Suwandi Suwandi; Hendi Pratama
International Conference on Science, Education, and Technology Vol. 9 (2023)
Publisher : Universitas Negeri Semarang

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

Abstract

Writing is the most difficult productive skill to master when studying English. To assist students in improving their writing, teachers should be aware of their students' issues. The goal of the study was to highlight the issues that students at vocational schools have when producing analytical exposition texts. A case study with a qualitative design was used in this investigation. To take part in the study, a total of 25 eleventh graders from a vocational school in South Sumatra, Indonesia, were hand-selected. Data for this study were gathered using a closed-opened questionnaire and a writing exam. To assess the data from the writing exam and closed-ended questionnaire, this study used coding, category development, category description, and data interpretation based on Merriam's (2009) theories. They follow the same procedures as the thematic analysis. The findings revealed that, on average, 33.7% of students at vocational institutions found it challenging to create analytical exposition writings. The vocational school's students struggled with vocabulary, organization, mechanics, language use, and content. Their reading habits, low motivation, and low self-esteem regarding their writing abilities were other contributing factors to their writing problems. This discovery should contribute to addressing such issues by providing an efficient method that aids students in producing their analytical exposition texts.
Metacognitive Think-Aloud Strategy for Reading Comprehension in Vocational High Schools with Varying Student Anxiety Levels Shinta Puspita Sari; Rudi Hartono; Suwandi Suwandi
English Education Journal Vol 13 No 3 (2023): September 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v13i3.72625

Abstract

Implementing effective strategy to teach reading comprehension is a must in order to overcome students’ obstacles in comprehending text. This study focuses on the effectiveness of Metacognitive Think a Loud Strategy in reading comprehension with different students’ anxiety. This study used quantitative research with a quasi experimental design. The data collection was done by using test and questionnaire to the students and conducted the pre-test and post-test. Then, to measure the data was analysed by using t-test in SPSS. The result of this study was that there was a significant effect of Metacognitive Think a Loud Strategy in teaching reading comprehension. There is a significant different between pre-test and post-test score of experimental class that using Meacognitive Think a Loud Strategy and there is significant different between experimental class and control class. Based on the data, it can be concluded that Metacognitive Think a Loud Strategy is effective in teaching reading comprehension with different students’ anxiety.
Co-Authors Dewi Sartika Hendi Pratama Jarwanto Jarwanto Moh Shofi Zuhri Muhamad Rifqi Bakhtiar Royhan Naufaldi Rudi Hartono Shinta Puspita Sari Sri Wuli Fitriati zulfa Sakhiyya