Article Per Year (5 Year)
p-Index From 2020 - 2025
4.422
P-Index
This Author published in this journals
All Journal English Education Journal Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology
Rudi Hartono
Universitas Negeri Semarang, Indonesia
Education

Published : 33 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 33 Documents
Search

 1   2   3   4 
The Use of Code-Switching in EFL Classroom Instruction and Interaction Hajar Munawaroh; Rudi Hartono; 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.v12i1.50517

Abstract

This study investigates code-switching in an EFL online classroom interaction. The research data were gathered by using fieldnotes, questionnaires, and semi-structured interviews on one hundred and twenty students and three English teachers. It demonstrates that both teachers and students code-switched during online English lessons. Tag switching and establishing continuity with the previous speaker were mostly used which reached 38.4%, inter-sentential switching15.5%, and intra-sentential 7.7%. respectively. In terms of the language, the findings show that classroom interaction was dominated by the use of Bahasa Indonesia 74.0%, English 52.8%, and Sundanese 16.5%. Code-switching was effective for teachers and students in EFL learning. It proved to 1) significantly influence students' activeness, 2) encourage and give better feedback to students through alternative reinforcement, and 3) encourage better teachers’ and students’ negotiation. With regard to efficiency, conveying meaning of the materials and bringing the project as well as assignment were essential. Nevertheless, some issues came up as a consequence of the Covid -19 outbreaks. Notably, some factors affecting the results were 1) the internet connection, 2) the students’ attendance, and 3) balance. Those results suggest that the potential next research is more likely to respond to students' need to campaign online learning to be better. Some issues come up as consequent of covid-19 outbreaks. Notably, some factors mentioned: (1) the stable or unstable internet connection, (2) the presence of students, and (3) balance. Those results suggest that the potential next research is more likely to respond students’ need to campaign online learning to be better. Keywords: codeswitching, EFL, online learning interaction and instruction
The Implementation of Newmark’s Translation Procedures in Colours Magazine to Achieve Grammatical Equivalence Benedikta Andriela Yuni Seran; Rudi Hartono; Januarius Mujiyanto
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.v12i2.51117

Abstract

“Colours Magazine” is an official monthly publication magazine of Garuda Indonesia Airlines. It is a bilingual magazine written in English and Bahasa Indonesia. This study aims to analyze the implementation of Newmark’s translation procedures and its resulting grammatical equivalence between the source text (ST) and target text (TT). This study focused on the implementation of (1) the transference procedure; (2) the naturalization procedure; (3) the cultural equivalent procedure; (4) the synonymy procedure; (5) the modulation procedure; (6) the couplets procedure; (7) the grammatical equivalence achievements through the use of those procedures. This research employed a descriptively qualitative approach. The study findings reveal that transference is the most dominant procedure, which is used 61 times. Couplets are the second rank which has been used 36 times. The cultural equivalent is used 24 times and the naturalization procedure 14 times. At the same time, modulation is used 11 times and 13 times for synonymy. On the other hand, the researchers also found that implementing six translation procedures has resulted in 82 number equivalents, 126 tense equivalents, and 125 voice equivalent sentences. 25 non-equivalent sentences in the number category happened because there are different habits of delivering singularity and plurality between ST and TT. In the tense grammatical category, there are 10 non-equivalent sentences caused by different rules between the source and target languages. While in the voice category, there are 8 non-equivalent sentences caused by the changing of the words, the use of specific terms, and the changing of subject position.
Evaluating the Use of Discourse Markers in Selected English Education Journal Articles Egi Raputri; Hendi Pratama; Rudi Hartono
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.v12i1.52252

Abstract

Considering the important roles of discourse markers in writing academic purposes, the researchers evaluate the use of discourse markers in English Education Journal articles. This research aims to find out the types of discourse markers precisely contrastive, elaborative and inferential discourse markers, and the errors in using those expressions. This research uses a qualitative research design with the data from written language especially the journal articles published by English Education Journal (EEJ). Thus, specifically this research employs content analysis. There were twenty journal articles analyzed. They represented their volume especially there are four volumes in 2020. The findings of this research demonstrated that all of the research data applied those types of discourse markers. The type of elaborative discourse markers were the first type used by the writers. It is the frequently used by the writers in the journal articles. In this case, it used in 890 times. The expression frequently used is and. Meanwhile, the errors in using discourse markers in the journal articles occurred in 17 times. Here, the wrong relation category as the commonly applied in 7 times. These findings inform us to improve our awareness in applying those expressions. Thus, it can be concluded that the discourse markers is required in creating journal articles. Therefore, the writers have to concern regarding to the categories of errors in using discourse markers for avoiding inappropriateness.
Realization of Thematic Progression to Achieve Grammatical Cohesion in Students' Final Project Backgrounds Ever Nicolas; Rudi Hartono
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.v12i2.54071

Abstract

This research aimed to find out how the thematic progression structure is applied in the background of students’ research project proposal and how the thematic progression functions to achieve cohesion in the background of the research project proposal. The objectives of this research were to explain the structure of thematic progression and to explain the function of thematic progression to achieve cohesion in the background of the studies section of students’ final project proposal. This research used a descriptive qualitative approach. Fifteen research project proposals were used as the source of the data. The research findings reveal that a constant theme was the primarily used pattern of thematization to organize the research project proposal background in students’ writings. It concluded that the realization of the constant theme was the most straightforward pattern of thematization applied by the students to organize the final projects. That was not hard because the form of the constant theme was just repeated, replaced, substituted, or changed some non-numeral description into a similar way to a clause. Besides, it was found that the amount of reference, substitution, and conjunction occurs in the text, and Ellipsis did not apply to 15 texts. So both grammatical references and substitutions were achieved in this area through thematic progression. The thematization used by the students was able to achieve grammatical cohesion in their writings
The Effectiveness of Synchronous and Asynchronous E-Learning Environments in Teaching Writing to Different Personalities Ajeng Hidayatul Maghdalena; Abdurrachman Faridi; Rudi Hartono
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.v12i3.57801

Abstract

Since the Covid-19 pandemic is affecting the new educational environments, synchronous and asynchronous e-learning environments have been integrated into the teaching and learning process. This study aims to explain how significant the students’ achievement is taught in e-learning environments in teaching writing to students with different personalities. The design of this study was a quasi-experimental design with a 2×2 factorial design. This study was conducted on the eighth-grade students at SMP N 2 Mantup. The questionnaire and written test were carried out by t-test and two-way ANOVA. This study discovered a relationship between the e-learning environments and students' personalities, which influences their ability to write recount texts. This research showed that an asynchronous e-learning environment was effective for students with introverted personalities, and a synchronous e-learning environment was effective for students with extroverted personalities. This study also compared the use of the e-learning environments for each personality in improving writing recount text. Thus, this study presented a new perspective on the importance of paying attention to students' personalities in selecting the e-learning environments to improve writing recount text. The contribution of this study provided to the ELT development was new insight on how effective the teaching implemented in a dual mode digital environment is, no matter what personality the students possess. Thus, it is proven that modern teaching has no boundary, spatially and temporally.
Comparing the Effectiveness of Multitask Role-play and Traditional Technique in Teaching Speaking to Students with Different Self-Confident Levels Siti Nurhayati; Rudi Hartono; Rahayu Puji H
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.v13i1.65013

Abstract

In English education, speaking skills are very crucial developed, because it plays essential roles in communication. Based on the research at SMP Al Falah, multiple problems might have taken place concerning the teaching and learning of speaking skills. One was the traditional technique that made the learning process run monotonously and boring. Besides that, many students still needed help, such as they answered with many lexico-grammatical mistakes and ideas required to speak up. They also needed to be more confident. Therefore, this research applied to multitask role play, it is the role-play technique combined with activities or tasks which allow the students to get exposed to authentic models from youtube, communicate with each other, and solve a problem or complete a task. In this case, the writers figured out that this role play used authentic materials as models that can be taken from the internet, such as the videos from "you tube' and information gap activities as further skills practice. This research aims to explain how significant the students' achievement is taught by using multitask role play and traditional techniques with different self-confidence levels in teaching speaking skills. This research design was a quasi-experimental design with a 2x2 factorial design involving the eighth-grade students SMP Al Falah, Cirebon. In collecting the data, the writers used a speaking test to get students' scores and questionnaires. The data was analyzed using ANOVA to answer the main hypotheses. The results show that implementing Multitask Role play is more effective than Traditional technique with scores of 0.000 for MTRP and 0.073 for TT. It was because of the multitask role play focused on students-center, used accurate models from youtube, PPT to explain the materials, and let students create the dialog using their own words by making the information gap. It is inversely proportional to the Traditional technique which is still teacher-center, explained the materials monotonously with textbook, and only asked students to memorize the delivered dialog. Based on the findings, the writers believe that this study can be a reference for the study of English education and language education development in teaching speaking skills. One of them is how to apply role play technique combined with another activity.
The Implementation of Differentiated Instruction Lesson Plan In The Practice of Teaching English For Adult Learners (TEAL) Course Mujib Abdillah; Rudi Hartono; Sri Wuli Fitriati
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.v12i4.67518

Abstract

Teaching preparation plays a vital role in teaching as the preparation which describes the elements will be used in teaching. It provides the basis for instructional focus and content. This research is aimed to describe the implementation of Differentiated Instruction Lesson Plan for Junior High School Students in The Practice of Teaching English For Adult Learners (Teal) Course In The Second Half Of 2021 At Satya Wacana Christian University. This study was described from the perspective of qualitative research which employ a case study design which observed which focuses on analysing and describing the development of lesson plan, implementing lesson plan, Differentiated Instruction, and the practice of teaching in compatible Kurikulum Merdeka for Junior High School students in The Practice of TEAL course. The subject of this study were 8 student-teachers joining the Practice of TEAL course (microteaching) in the second half of 2021 at Satya Wacana Christian University, Salatiga who participated in the research. Whereas, the object of this study was the teacher –trainees designing a Differentiated Instruction lesson plan for Junior High School students and its implementation in the Practice of TEAL course. To collect the data, the researcher used questionnaires, written interview, and classroom observation and all of the items were analysed qualitatively using content analysis. The result of this research showed that first, teacher-trainees had fulfilled all the elements in designing the lesson plan (identity, Objective of Learning, Learning Material, Learning Activity, Selection of Media, Selection of Learning Source, and Evaluation). Secondly, teacher-trainees had made the differentiation of learning visible in their teaching, in terms of readiness, learning profile, and interest. In addition, the researcher found out that most teacher-trainees had made progress in the most frequently occurring weaknesses from the first teaching to the next four but however they found most difficulty in formulating the objective of the learning. Lastly, the research described the effectiveness of Differentiated Instruction Lesson Plan since it facilitated supportive learning for heterogeneous learners. implementing lesson plan, Differentiated Instruction, and the practice of teaching in compatible Kurikulum Merdeka for Junior High School students in The Practice of TEAL course. The subject of this study were 8 student-teachers joining the Practice of TEAL course (microteaching) in the second half of 2021 at Satya Wacana Christian University, Salatiga who participated in the research. Whereas, the object of this study was the teacher –trainees designing a Differentiated Instruction lesson plan for Junior High School students and its implementation in the Practice of TEAL course. To collect the data, the researcher used questionnaires, written interview, and classroom observation and all of the items were analysed qualitatively using content analysis. The result of this research showed that first, teacher-trainees had fulfilled all the elements in designing the lesson plan (identity, Objective of Learning, Learning Material, Learning Activity, Selection of Media, Selection of Learning Source, and Evaluation). Secondly, teacher-trainees had made the differentiation of learning visible in their teaching, in terms of readiness, learning profile, and interest. In addition, the researcher found out that most teacher-trainees had made progress in the most frequently occurring weaknesses from the first teaching to the next four but however they found most difficulty in formulating the objective of the learning. Lastly, the research described the effectiveness of Differentiated Instruction Lesson Plan since it facilitated supportive learning for heterogeneous learners.
Implementasi Project Based Learning dalam pengajaran mata kuliah English for Specific Purpose pada masa pandemi Covid-19 Novita Eka Tristiana; Rudi Hartono; Abdurrachman Faridi; Sri Wuli Fitriati
Prosiding Seminar Nasional Pascasarjana Vol. 5 No. 1 (2022)
Publisher : Pascasarjana Universitas Negeri Semarang

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

Abstract

Abstrak: Project based learning sebagai metode pembelajaran yang bisa digunakan untuk mengeksplorasi kemampuan mahasiswa dengan berbagai proyek yang diberikan dalam pembelajaran. Penelitian-penelitian sebelumnya menemukan bahwa project based learning merupakan metode yang tepat dan efektif dalam perkuliahan English for specific purpose (ESP) . ESP merupakan salah satu mata kuliah yang ada di dalam program studi bahasa inggris yang memiliki tujuan untuk membekali siswa dengan pengetahuan tentang konsep dan penggunaan bahasa Inggris untuk tujuan tertentu seperti bahasa Inggris untuk sains dan teknologi, sekolah kejuruan, bisnis, dll. Sehingga, tujuan penelitian ini yaitu untuk mendeskrisikan implementasi PjBL dalam mata kuliah ESP pada masa pandemi Covid-19 dan untuk mengetahui persepsi mahasiswa terhadap implementasi PjBL dalam mata kuliah ESP pada masa pandemic Covid-19. Desain penelitian yang digunakan dalam penelitian ini yakni studi kasus deskriptif. Penelitian ini dilakukan pada mata kuliah English for Specific Purposes. 34 mahasiswa semester tujuh program Studi Bahasa Inggris di sebuah universitas di Lampung, Indonesia yang mengambil mata kuliah ESP berpartisipasi dalam penelitian ini. Proses perkuliahan menggunakan Google Classroom dan Google Meet karena penelitian ini dilakukan pada masa pandemi Covid-19 pada semester gasal tahun ajaran 2021-2022.Untuk memperoleh data, peneliti menggunakan teknik pengumpulan data, antara lain; wawancara, dokumen dan kuesioner. Kemudian, enam siswa berpartisipasi dalam wawancara penelitian. Hasil dari penelitian ini menunjukan bahwa implementasi project-based learning pada mata kuliah English for specific purpose berjalan dengan baik dan seluruh mahasiswa mampu mengerjakan dan mempresentasikan hasil karya dari proyek mereka. Kemudian, mahasiswa juga memiliki persepsi yang baik terhadap metode project based learning dalam pembelajaran English for specific purpose. Abstract: Project based learning as a learning method that can be used to explore student abilities with various projects given in learning. Previous studies have found that project-based learning is an appropriate and effective method in English for specific purpose (ESP) lectures. ESP is one of the courses in the English study program which aims to equip students with knowledge of the concepts and use of English for specific purposes such as English for science and technology, vocational schools, business, etc. Thus, the purpose of this study is to describe the implementation of PjBL in ESP courses during the Covid-19 pandemic and to determine student perceptions of PjBL implementation in ESP courses during the Covid-19 pandemic. The research design used in this study is a descriptive case study. This research was conducted in the English for Specific Purposes course. 34 seventh semester students of the English Studies program at a university in Lampung, Indonesia who took ESP courses participated in this study. The lecture process uses Google Classroom and Google Meet because this research was conducted during the Covid-19 pandemic in the odd semester of the 2021-2022 academic year. To obtain data, researchers used data collection techniques, including; interviews, documents and questionnaires. Then, six students participated in the research interview. The results of this study indicate that the implementation of project-based learning in English for specific purpose courses is going well and all students are able to work on and present the work of their projects. Then, students also have a good perception of the project-based learning method in learning English for specific purposes.
Sastra: Sarana Mengoptimalkan Belajar Fitur dan Struktur Bahasa Inggris Nur Antoni Eko Tanuso; Yan Mujiyanto; Rudi Hartono; Hendi Pratama
Prosiding Seminar Nasional Pascasarjana Vol. 5 No. 1 (2022)
Publisher : Pascasarjana Universitas Negeri Semarang

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

Abstract

Abstrak: Keberhasilan pemahaman bahasa diyakini terjadi ketika sastra diintegrasikan dalam prosesnya. Sastra adalah sumber yang kaya masukan untuk pengetahuan tentang struktur bahasa, fitur bahasa, kemampuan membaca, memperkaya kosakata, keterampilan berpikir, dan kesadaran budaya. Dalam penelitian ini kuesioner survei awal dan akhir mencakup pertanyaan yang sama untuk mengungkapkan pengalaman pembelajar dalam kaitannya dengan sastra dan kontribusi potensialnya terhadap perkembangan bahasa. Tanggapan awal dan akhir dari dosen dibandingkan satu sama lain untuk menentukan apakah studi teks sastra memberi mereka kesempatan untuk membuat keuntungan nyata mengenai pengembangan kemahiran bahasa. Sebagian besar peserta survei menunjukkan kesepakatan tentang dimasukkannya sastra dalam pengajaran bahasa dan sepakat bahwa sastra adalah sarana yang berharga untuk meningkatkan pembelajaran bahasa. Abstract: The success of language understanding is believed to occur when literature is integrated in the process. Literature is a rich source of input for knowledge of language structure, reading ability, enriching vocabulary, improving skills in target language, thinking skills, and cultural awareness.In this study the initial and final survey questionnaires included the same questions to reveal the learner's experience in relation to literature and its potential contribution to language development. The initial and final responses of the teachers were compared with each other to determine whether the study of literary texts gave them the opportunity to make real gains regarding the development of language proficiency. Most survey participants indicated agreement on the inclusion of literature in language teaching and agreed that literature is a valuable tool for enhancing language learning.
Kurikulum 2013 dan Kurikulum Merdeka dalam Pembelajaran Bahasa Inggris untuk SMA di Era Digital Nur Azmi Rohimajaya; Rudi Hartono; Issy Yuliasri; Sri Wuli Fitriati
Prosiding Seminar Nasional Pascasarjana Vol. 5 No. 1 (2022)
Publisher : Pascasarjana Universitas Negeri Semarang

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

Abstract

Abstrak. Era digital menjadi konteks pendidikan digital, di mana perangkat teknologi digunakan untuk memfasilitasi pembelajaran. Kurikulum sebagai penentu keberhasilan pendidikan harus tanggap terhadap segala tantangan dan inovasi kontemporer. Kurikulum Merdeka saat ini sedang dilaksanakan setelah beberapa kali terjadi perubahan kurikulum di Indonesia. Pemerintah Indonesia telah menyesuaikan kurikulum semaksimal mungkin untuk memenuhi tujuan pendidikan yang diharapkan di era digital ini. Tujuan dari artikel penelitian ini adalah untuk membandingkan kurikulum 2013 dengan kurikulum Merdeka pada pembelajaran bahasa Inggris untuk tingkat menengah atas (SMA) berdasarkan kerangka dasar, kompetensi yang ditargetkan, struktur kurikulum, pembelajaran, penilaian, perangkat pengajaran, dan perangkat kurikulum. Analisis isi merupakan metodologi penelitian kualitatif yang digunakana pada penelitian ini. Dari segi kerangka dasar, kompetensi yang ditargetkan, struktur kurikulum, pembelajaran, penilaian, perangkat pengajaran, dan perangkat kurikulum, penelitian ini mengungkapkan bahwa kurikulum 2013 dan kurikulum Merdeka memiliki persamaan dan perbedaan. Abstract. The digital era has become the context of digital education, where technological devices are used to facilitate learning. The curriculum as a determinant of educational success must be responsive to all contemporary challenges and innovations. The Merdeka curriculum is currently being implemented after several curriculum changes in Indonesia. The Indonesian government has adjusted the curriculum as much as possible to meet the educational goals expected in this digital era. The objective of this article is to compare the 2013 curriculum with the Merdeka curriculum in English language learning for upper secondary level (SMA) based on the basic framework, targeted competencies, curriculum structure, learning, assessment, teaching tools, and curriculum tools. Content analysis is a qualitative research methodology used in this study. In terms of the basic framework, targeted competencies, curriculum structure, learning, assessment, teaching tools, and curriculum tools, this research reveals that the 2013 curriculum and the Merdeka curriculum have similarities and differences.
Co-Authors Abdurrahman Faridi Ade Dwi Cahyanti Aisyah Hafshah Saffura El-Muslimah Ajeng Hidayatul Maghdalena Anjarani, Devie Reztia Aprilian Ria Adisti Aswadi Jaya Atik Rokhayani Benedikta Andriela Yuni Seran Desi Surlitasari Dewi Dwi Anggani Linggar Bharati Dwi Rukmini Egi Raputri Episiasi Episiasi Ever Nicolas Faridi, Abdurrachman Hajar Munawaroh Hendi Pratama Henrikus Joko Yulianto Issy Yuliasri Januarius Mujiyanto Joko Nurkamto Jumbuh Prabowo Katharina Rustipa Lestari, Yunda Mohammad Qushoy Muhammad Darrin Zuhri Mujib Abdillah Mursid Saleh Nia Pujiawati Novita Eka Tristiana Nur Antoni Eko Tanuso Nur Azmi Rohimajaya Nurfisi Arriyani Puji Astuti Rahayu Puji H Rukminingsih Rukminingsih, Rukminingsih Shella Gherina Saptiany Shinta Puspita Sari Siti Nurhayati Solihin, Rully Khoeru Sri Wuli Fitriati Suwandi Suwandi Suwandi Suwandi Titis Sulistyowati W, Widhiyanto Wahyuni, Sri Yan Mujiyanto Yosefina Rosdiana Su Yusi Rahmawati zulfa Sakhiyya