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All Journal English Education Journal Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP English Review: Journal of English Education
Rahayu Puji Haryanti
Universitas Negeri Semarang, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Other

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Speech Functions and Mood System Realization in the Finalists’ Speeches at Miss Grand International 2020 Tomy Widiyanto; Hendi Pratama; Rahayu Puji Haryanti
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.v12i3.60746

Abstract

Today, the idea of communication is as diverse as the goals for learning. Speech is one of presentational information in oral format which can be needs to have the 21st century skill. Language of speech distinguishes grammatical moods. The speeches in the top 10 finalists of Miss Grand International 2020 was chosen to analyze the realization of speech functions and mood system. Non-participatory observation, selecting the media and classifying the subject of the research, and literature review were steps to collect the data. Analysis data was interpreted and reported in qualitative procedures. It was illuminated that the finalist of Malaysia mostly showed offer among other finalists. The finalist of Guatemala delivered mostly the command. The finalist of Indonesia was counted as the most produced statement. The questions were produced mostly by the finalist of Malaysia and the finalist of Argentina. The use of declarative mood was mostly made by the finalist of Malaysia. The polar interrogative was turned by the finalist of Argentina. Moreover, the imperative was mostly produced by the finalist of Czech Republic. Thus, the statement of speech functions was congruent with declarative of mood system. Likewise, command showed the congruency of imperative. Implementing speech in the English classroom can build students’ confidence and interest in enhancing their public speaking skill. Furthermore, the research under topic speech in the pageant can help to analyze someone’s culture from the speech pattern, accents, vocabulary, and dialect. By this way, the research was conducted to be beneficial for learning language development.
Assessing the Realization of Speech Acts in the Conversation Section of “Interactive English 1” Textbook Millatuz Zulfa; Rahayu Puji Haryanti
English Education Journal Vol 13 No 2 (2023): June 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v13i2.72034

Abstract

Understanding speech acts and their functions is crucial for effective communication. Therefore, conducting research on the speech acts in English textbooks holds significant importance as it enables educators and curriculum designers to gain valuable insights into how language is used in real-life interactions. This study aimed to assess the speech acts realization in the English textbook entitled "Interactive English 1" for Seventh Grade of Junior High School. Qualitative study was employed for data collection, analysis, and drawing conclusions based on the findings of the analysis. The data were analyzed utterance by utterance by applying Searle’s theory of speech act. This study analyzed 347 data (utterances) and found mostly stated in direct strategy with varying frequencies of speech act categories: assertive/representative (131 instances) as the most frequent with the functions of “informing”, “introducing”, “describing”, “stating”, “confirming”, etc. Directive (107 instances) with the function of "inviting," "commanding," "requesting," and "advising” and “offering”. Then, the speech act function of expressive (100 instances) observed in the conversations included "greeting", “parting", "stating pleasure", "thanking", etc. Followed by commisive (7 instances) with the function of “granting”, “promising” and “offering”. The least frequent was declaration (1 datum) in form of “declaring”. Based on the result, it is recommended that future English language teaching materials should emphasize pragmatic competence and provide adequate opportunities for learners to practice different speech act types to enhance their communicative abilities.
Unveiling the Power of Collaboration: Collaborative Strategic Reading in Enhancing Undergraduate Reading Comprehension Rengganis Siwi Amumpuni; Rudi Hartono; Dwi Rukmini; Rahayu Puji Haryanti
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 12 No. 2 (2025)
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v12i2.16462

Abstract

This study investigates the effects of Collaborative Strategic Reading (CSR) on undergraduate students’ reading comprehension. A convergent parallel mixed-methods design was employed, involving 30 purposively selected undergraduate students (11 males and 19 females, aged 18-20) enrolled in reading comprehension courses. Data were collected using reading comprehension tests and questionnaires, and were subsequently analyzed with SPSS to evaluate the impact of the CSR intervention. The results demonstrated a statistically significant improvement in students’ reading scores, as evidenced by a t-test result at the 0.05 significance level (p = 0.000 < 0.05). These findings confirm the effectiveness of CSR as an instructional strategy for enhancing reading comprehension. Students particularly commended CSR’s straightforward structure and ease of adaptation into the curriculum. Thus, the study concludes that CSR not only sharpens academic reading but also increases motivation to engage in reading. This study seeks to close the gap between theoretical research and practical teaching approaches, showcasing the need for the implementation of CSR in higher education.
BLENDED CPROT AS A CATALYST FOR DEVELOPING EFL TEACHERS’ PEDAGOGICAL COMPETENCIES Yulia Nur Ekawati; Issy Yuliasri; Mursid Saleh; Rahayu Puji Haryanti
English Review: Journal of English Education Vol. 13 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ymdrvx67

Abstract

Developing pedagogical competence among EFL pre-service teachers is essential for ensuring effective instruction in today’s communicative English classrooms. This study examines the effectiveness of the Blended Collaborative Peer Review of Teaching (B-CPRoT) model in enhancing the professional competencies of Indonesian pre-service teachers enrolled in a microteaching course. The model integrates face-to-face microteaching sessions with digital tools such as Elsakti and Google Meet, enabling structured cycles of observation, feedback, reflection, and revision. Grounded in Shian’s four-dimensional framework, the study compared two cohorts of English Education students, one implementing B-CPRoT and another following conventional microteaching without peer review. Quantitative data from performance-based assessments and paired-sample t-tests revealed that students who engaged in B-CPRoT showed significant improvements in teaching skills, classroom management, material presentation, and professional attitudes, particularly in teaching confidence and English fluency. Conversely, participants in the control group displayed stagnation and a slight performance decline. These findings underscore that B-CPRoT not only strengthens technical pedagogical abilities but also nurtures reflective and affective dimensions of teacher professionalism. The study concludes that structured, technology-supported peer review offers a sustainable framework for advancing EFL teacher education in blended learning contexts. 
Co-Authors Dwi Rukmini Hendi Pratama Issy Yuliasri Millatuz Zulfa Mursid Saleh Rengganis Siwi Amumpuni Rudi Hartono Tomy Widiyanto Yulia Nur Ekawati