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All Journal International Journal of Evaluation and Research in Education (IJERE) Lembaran Ilmu Kependidikan EDULITE: Journal of English Education, Literature and Culture English Education Journal English Language and Literature International Conference (ELLiC) Proceedings Journal of English Language Teaching and Linguistics Jurnal Pemberdayaan Masyarakat Bookchapter Pendidikan Universitas Negeri Semarang Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology English Education Journal Jurnal Panjar : Pengabdian Bidang Pembelajaran
Faridi, Abdurrachman
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Education Languange, Linguistic, Communication & Media Social Sciences

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Journal : English Education Journal

 1 
The Use of Cohesive Devices in Research Paper Conference to Achieve Texts Coherence Perwari Melati Akmilia; Abdurrachman Faridi; 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.v12i1.53228

Abstract

This paper employs discourse analysis to investigate cohesive devices and coherence in research articles. The research was based on a purposive random sampling of 10 research articles from the 8th ELTLT Conference 2019. The text analyzed in this paper includes the abstract, introduction, research methodology, findings and discussions, and conclusion. We seek to find out grammatical and lexical cohesion as conceptualized by Halliday and Hasan's (1976) concept, i.e., reference, substitution, ellipsis, conjunction, reiteration, and collocation. Furthermore, we discover the relation among research articles to achieve coherence by employing logical relations that highlight Thornbury's (2005) theory. According to the findings, the authors used cohesive devices in the creation of their writing product. From a total of 1955 clauses in 224 paragraphs, it was determined that almost all types of cohesive devices are used throughout the text. The conjunction of addition was the most frequently used cohesive device in the texts. Our findings demonstrate that authors engage the additional information to create a text without changing the context in the previous clause or sentence. However, there was no evidence of verbal ellipsis in the texts we examined. It was because the authors did not use both lexical verbs and modal operators. In conclusion, a cohesive device binds text together and bridges the gaps to avoid misleading context and achieve text coherence. Further studies need to explore the use of cohesive devices as a tool to improve the quality of writing.
Thematic Structure and Thematic Progression in Research Articles Published in Scopus-Indexed International Journals Endang Susilowati; Abdurrachman Faridi; 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.v12i1.53229

Abstract

Publishing in highly-indexed journals is greatly competitive, thus writing a qualified and eligible text becomes more challenging for a second/foreign language writer of English. A good text should be written logically and organized effectively according to the role of good academic writing. Thematic structure and thematic progression contribute to the development of a well-structured meaningful text. This study examines the use of thematic structure and thematic progression in research articles published in Q1 and Q2 Scopus-indexed international journals as well as their relationship to achieve the texts’ coherence. This is a descriptive qualitative study within the framework of Systemic Functional Linguistics (SFL) that employs discourse analysis. 3426 clauses gathered from ten research articles were analyzed by using Halliday and Matthiessen’s (2014) taxonomy of thematic structure and Eggins’s (2004) theory of thematic progression. This study highlights three major findings. Firstly, in terms of thematic structure, the textual theme is massively used followed by the topical and interpersonal theme. The predominance of the textual theme implies the authors’ ability in developing the logical relations between clauses. Secondly, in terms of the thematic progression, the theme reiteration pattern is frequently employed, followed by the multiple-rheme and the zig-zag pattern. The tremendous use of the theme reiteration indicates the authors’ ability in maintaining the focus of the texts. Thirdly, the relationship between thematic structure and thematic progression constructs logical relations between the clauses to achieve the texts’ coherence. Finally, this study provides some pedagogical implications for the teaching of English as a second/foreign language.
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.
The Realization of Positive Politeness Strategies on the Tonight Show Starring Jimmy Fallon Muhammad Zaiim Muhtadi; Hendi Pratama; Abdurrachman Faridi
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.v12i4.65399

Abstract

People communicate with others to complete what is called a ‘social demand’. In conversations, people tend to speak politely to kepp their interlocutors’ feelings so the conversation can be maintained in harmony. They follow several rules and principles that already exist in society. They apply politeness strategies so that the communication can run effectively. This study aims to explain the realization of positive politeness strategies on the tonight show starring Jimmy Fallon. The data were taken from the talk show transcript as the primary source. A descriptive qualitative method was used to analyze positive politeness strategies proposed by Brown and Levinson. Based on the analysis, the positive politeness strategies were used in Jimmy Fallon talk show. The types of positive politeness strategies are are notice (attend to hearer), exaggerate, intensify, use in group identity marker, seek agreement, avoid disagreement, presuppose/assert/raise common ground, joke, assert/presuppose speaker knowledge, offer/promise, be optimistic, include both speaker and hearer in the activity, give/ask for a reason, assume/assert reciprocity, give gifts (sympathy, good, understanding). There were positive politeness strategies used in the utterances with the highest data was performed by the give gifts sub-strategy 12,95%; and the lowest data was performed by assert or presuppose speaker’s knowledge sub-strategy 1,78%. By using positive politeness strategies is expected to show the intimacy relationship among the speaker and interlocutor during the interaction and achieve communicative competence.
Evaluating the Appropriateness of English Textbook Used for Teaching English for Specific Purposes Siti Nurhidayah; Abdurrachman Faridi; Zulfa Shakiyya
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.v13i1.70649

Abstract

One of the steps in creating a course that delivers validity and relevance for all course design activities is analyzing the needs of the students. Need analysis helps teachers to identify students’ needs in learning English based on their daily needs and future needs. This study intends to evaluate the English textbook appropriateness for students and the school’s needs in ESP in the office administration program at SMK Setiabudhi Semarang. Hutchison and Waters (1987) proposed the theory that was employed in this research. The theory elaborates on the concept of need analysis in ESP that should contribute to the target and learning needs. Target needs are linked to what the students need to accomplish in the target situation, while learning needs refer to what the students need to do to learn effectively. This study applied a descriptive qualitative research approach to analyze the information gained via student surveys, teacher interviews, and document observations. The study's findings demonstrate that the English textbook used was deemed appropriate for meeting both the students and the school’s needs. The degree of appropriateness revealed that, on average, the textbook satisfied 77% of school needs and 87% of student needs. The result is expected to give a contribution to both teachers and students to evaluate their English materials in the textbook used in learning ESP.
Achievement of Dynamic Equivalence in the Translation of Enola Holmes Movie’s Subtitle Ummi Mukhoyyaroh; Abdurrachman Faridi
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.v13i1.71524

Abstract

In translation, dynamic equivalence aims to deliver a text’s message in terms that a new recipient audience can understand. This research centered on analyzing the Indonesian translation of the movie subtitles for "Enola Holmes" from English to achieve dynamic equivalence. The main objective was to assess the level of dynamic equivalence and translation quality. The study utilized the content analysis method and employed three instruments: document analysis, a questionnaire, and interviews. The theoretical framework adopted for dynamic equivalence was Nida and Taber's (1964) theory, while the concept of translation quality was based on Nababan et al (2012) work. The findings of the study revealed the following; the accuracy was highly precise, with 78 instances out of 208 data samples. This indicates that the translation effectively conveyed the original meaning without any spelling or grammatical deviations in the use of terms. The acceptability of the translation product was 86.3 instances out of the data analyzed. This suggests that the translation felt natural, employing commonly used and familiar terms that were in line with the rules of Bahasa. Based on readability formula checkers, the translation achieved a very easy readability level suitable for readers aged 8-9 years old, equivalent to 3rd and 4th graders. The study demonstrated a close relationship between accuracy, acceptability, and readability in achieving dynamic equivalence. Furthermore, it is recommended that future researchers focus on specific objects and issues in translation studies.
The Implementation of Genre-Based Approach Through Project-Based Learning in Teaching Writing Khasanah, Nur; Faridi, Abdurrachman; Wahyuni, Sri
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.v13i3.77331

Abstract

Writing is one of the six elements of English in the Emancipated Curriculum that must be mastered by Phase E (10th-grade) students. It is a productive skill that proves challenging for students. Considering this, a genre-based approach and project-based learning will be the best techniques for the teacher and students to achieve the learning target. This study aimed to explain the implementation of a genre-based approach through project-based learning in teaching writing. The research design was a qualitative case study conducted at SMKN 1 Temanggung. The participants of this study were thirty-six students and one English teacher. The instruments used in this study were observation class, interview, questionnaire, and document review. The data were analyzed using an interactive analysis model based on Miles and Huberman (1994). The results show that the planning stage of using a genre-based approach through project-based learning was found in the teaching documents (the syllabus, lesson plan, and learning materials), the practice of using a genre-based approach through project-based learning was manifested in the teaching and learning activities, and the assessment of using it was conducted through formative assessment by giving the written test and work performance. So, it was concluded that the use of a genre-based approach through project-based learning was implemented in teaching writing. This holistic study contributes significantly to the understanding of effective pedagogical practices, providing a unique perspective on combining these approaches to enhance students' writing skills. It underscores the potential of this combined approach, offering a valuable contribution to the field of language education, especially in teaching writing skills.
Co-Authors Abda Abda Adhi Kusumastuti Adi Susanto Agatha Lisa Agatha Lisa Ajeng Hidayatul Maghdalena Atika Atika Atika Azarine Shafa Milannisa Bayu Ariwibowo Damar Isti Pratiwi Delta Apriyani Dewi, Isna Rafika Dwi Anggani Linggar Bharati Dwi Rukmini Endang Sulistianingsih Endang Susilowati Fajriyati Waibah Mosambonga Frimadhona Syafri Frimadhona Syafri Hartono, Rudi Hendi Pratama Imam Adi Nugroho Isnaini Eddy Saputro Isnaini Eddy Saputro Issy Yuliasri Januarius Mujiyanto Januarius Mujiyanto, Januarius Lenita Eka Mayasari Manuhutu, Natalia Mazulfah Mazulfah Mazulfah Mazulfah Mega Mulianing Maharani Muhammad Zaiim Muhtadi Mursid Saleh Mursid Saleh Mursid Saleh Natalia Manuhutu Novita Eka Tristiana Nuansa Kinanti Sabda Gusti Perwari Melati Akmilia Rahayu Puji Haryanti Rudi Hartono Salamatul Chasanah Sari, Latifa Ika Sayyidatul Fadlilah Seftika Seftika Sena, Banggala Puja Sita Nurmasitah Sita Nurmasitah Siti Nurhidayah Sobah Al Falah Sri Wahyuni Sri Wuli Fitriati Surti Milarisa Testiana Deni Wijayatiningsih Ummi Mukhoyyaroh Yan Mujiyanto Yentri Anggeraini zulfa Sakhiyya Zulfa Shakiyya