Getsempena English Education Journal
Getsempena English Education Journal (e-ISSN: 2502-6801 and p-ISSN 2355-004X) is a periodical scientific publication dedicated to lecturers, students and educational observers to disseminate relevant research, thought and research results in the field of English. Any visitor to this site can browse abstracts, read journal contents and download PDF files. Getsempena English Education Journal (GEEJ) is published twice a year, May and November.
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<![CDATA[A GENDER-BASED ANALYSIS OF OBSERVANCE AND NON-OBSERVANCE OF CONVERSATIONAL MAXIMS IN FRONT OFFICE STAFF’S SPEECH AT RESTAURANTS IN UBUD DISTRICT ]]>
<![CDATA[Ni Made Ayu Purnami]]>;
<![CDATA[Pande Agus Adiwijaya]]>
<![CDATA[ Getsempena English Education Journal Vol. 8 No. 1 (2021) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v8i1.1148
<![CDATA[This study was intended to investigate, describe and explain how conversational maxims are observed by the Front Office staff at restaurants in Ubud when they handle table reservation and what types of non-observance are committed by the Front Office staff in observing conversational maxims. The subjects were the Front Office staff at restaurants in Ubud district. The data for this naturalistic qualitative study were collected through observation and audio-recording which were then analyzed by using Paul Grice’s (1975) Cooperative Principle theory. In this research, there were 30 conversations of taking table reservation via telephone which were conducted by the front office staff at restaurants in Ubud sub-district when they handle table reservation. Generally, both male and female front office staff produced more observance of maxims than non-observance of maxims. The highest frequency of observance and non-observance of Gricean maxims produced by male front office staff was maxim of quantity (100%), then followed by flouting of maxims (62.5%), and infringing maxims (25%). The highest frequency of observance and non-observance of Gricean maxims produced by female front office staff was maxim of quantity (100%), then followed by flouting of maxims (68.1%), and infringing of maxims (9.0%). Moreover, there was no opting out of maxims and suspending of maxims occurred in the conversation. The utterances were obtained from 30 data in restaurant setting. In general, both male and female front office staff produced more observance of maxims than non-observance of maxims.]]>
<![CDATA[THE EFFECT OF PROBLEM-BASED LEARNING MODEL ON THE SOCIOLINGUISTICS LEARNING OUTCOMES OF PRIVATE UNIVERSITY STUDENTS IN ACEH ]]>
<![CDATA[Budi Rizka]]>;
<![CDATA[Lismalinda]]>
<![CDATA[ Getsempena English Education Journal Vol. 8 No. 1 (2021) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v8i1.1197
<![CDATA[This study aims to analyze the effect of the application of the problem based learning model in sociolinguistic learning on student learning outcomes of English Education at private universities in Aceh. This study used an experimental method with a research form that is pre-experimental design and one-group pretest-postest design experimental design. The population in this study were 40 students from private universities in Aceh. The sample in this study was the entire population of 40 students who were divided into two experimental groups, where Experiment Group A 20 people and Experiment Group B 20 people. The research instrument used was the learning outcome in the form of a multiple choice test of 20 questions. The data collection technique in this study is a measurement technique. Hypothesis test results using t-stat which is obtained in Experiment group A tstat (-18.6) < t Critical two-tail (2.093) with an average value of pre-test 59.75 and posttest 78 and Experiment group B tstat (-27 , 5) < t Critical two-tail (2,093) with an average score of 58 pre-test and 78 post-test. From the results of these calculations it can be concluded that there is an effect of using problem based learning models on learning outcomes in sociolinguistic learning of private university students in Aceh.]]>
<![CDATA[STUDENTS’ PERCEPTION ABOUT GOOGLE TRANSLATION TOOL IN LEARNING ENGLISH : (A Descriptive Study at Jabal Ghafur University) ]]>
<![CDATA[Mustakim Sagita]]>;
<![CDATA[Jamaliah Jamaliah]]>;
<![CDATA[Nurul Balqis]]>
<![CDATA[ Getsempena English Education Journal Vol. 8 No. 1 (2021) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v8i1.1209
<![CDATA[This research was aimed to know the students’ perception about Google Translation tool in learning English. The background of the research based on the raised of the use Google Translation tool among students. Therefore, the researcher conducts a research regarding students’ perception on the use of Google Translation tool in learning English. To answer the problem above, there are two research questions formulated. (1) how many percent students of English Department use Google Translation tool in learning English and (2) Students’ perception on the use of Google Translation tool in learning English. Meanwhile, to solve the research question that was already formulated, the researcher applied descriptive qualitative research design. There were two sets of questionnaire as instrument used in this research which were the first questionnaire to answer the first research question and the second questionnaire to answer the second research question. The respondents of this research were active students of English Department at Jabal Ghafur University in batch 2016-2019. All of them were chosen by using purposive sampling. The findings of this research showed that the students of English Department at Jabal Ghafur University used Google translation tool in learning English because sometimes they had difficulties in understanding English especially in translation activity. They utilize it to help them such as to translate, as dictionary, to check synonym and antonym, and to check pronunciation. Furthermore, they had a positive perception about Google Translation tool in learning English with majority of answers chosen by them were “agree” that it was helpful in learning English. In addition, there were also suggestions to students who use Google translation tool in learning English and the future researchers.]]>
<![CDATA[CHARACTER BUILDING OF HONESTY IN THE ACADEMIC DOCUMENTS OF VOCATIONAL SCHOOL IN ENGLISH LANGUAGE SUBJECT ]]>
<![CDATA[Wahyu Pambayuningsih]]>;
<![CDATA[Sri Sumarni]]>;
<![CDATA[Darmahusni]]>
<![CDATA[ Getsempena English Education Journal Vol. 8 No. 1 (2021) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v8i1.1225
<![CDATA[This research examined the honesty as part of character building in academic documents of English subject in Vocational high school. Using content analysis, the researcher analyzed the honesty throughout the documents. The data was words, phrases, clauses, sentences, and the pharaprashing of them. The data was taken from Vocational High School’s documents used by English teachers of vocational school. The finding showed that honesty appears explicitly and implicitly. All the aspects of character building of honesty were stipulated in syllabus provided by the government. The indicators of honesty that appear in the lesson plan, learning material, and assessment of English language subject in vocational high school are integrity, academic honesty, and sportsmanship. Those indicators are addressed implicitly in the documents represented by sub indicators such as the prohibition to cheat in doing the assignment and so forth. However, there was no consistency across the documents because honesty indicators appeared quite low in assessment tools prepared by English teachers. This condition indicated that students of Vocational High School get the character building of honesty through English language subject because it was stipulated, and addressed in academic documents. This study proposed a possibility for teachers to improvise their assessment tools by inserting honesty indicators.]]>
<![CDATA[THE USE OF VOCABULARY SELF-COLLECTION (VSS) STRATEGY IN INCREASING STUDENT READING COMPREHENSION ]]>
<![CDATA[Emeliya Sukma Dara Damanik]]>;
<![CDATA[Sholihatul Hamidah Daulay]]>;
<![CDATA[Rora Rizky Wandini]]>;
<![CDATA[Isnaini Siagian]]>
<![CDATA[ Getsempena English Education Journal Vol. 8 No. 1 (2021) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v8i1.1228
<![CDATA[Lack of vocabulary became a problem on student reading comprehension. This condition brings the writers to solve student’s problem by applying of vocabulary self-collection strategy. Several researchers conducted the effect of vocabulary self-collection in teaching language learning. The results showed that this strategy is effective to help students in language learning. Therefore, writers intrigued to apply this strategy. Vocabulary self-collection strategy is an interactive-learning instructional strategy that shows the word consciousness To implement this strategy, the writers used Classroom Action Research. It took four steps proposed by Kemmis and Taggart, Planning, action, observation and reflection. This research took 36 students in Mas Al Ulum Medan. Based on the two cycles, it can be proved that the mean score is higher in the second cycle. The mean score of first cycle was 65,7 %. Furthermore, it was categorized as the criteria of not success in test reading. If we compare to the diagnose test before, it seem the significant differences among of them. Moreover, the use of vocabulary self-collection strategy is not only increase student reading comprehension but also student’s curiosity and interesting in reading of English text. It can be seen from the observation had been done by the researcher and collaborator during the application of this strategy. They looked more active than before. The student enjoyed this strategy because it can help them in reading and memorizing of the word. Therefore, the application of this vocabulary self-collection can be recommended to improve students in reading skill. Furthermore, the result also suggest to teachers, lecturers or other educators to attempt this strategy in supporting of language learning. Because of this strategy is usable to improve student ability in English skill and student’s interest in learning English.]]>
<![CDATA[CHANGING BELIEF OF PRE-SERVICE ENGLISH TEACHERS DURING TEACHING PRACTICUM ]]>
<![CDATA[Yayu Heryatun]]>;
<![CDATA[Emeliya Sukma Dara Damanik]]>
<![CDATA[ Getsempena English Education Journal Vol. 8 No. 1 (2021) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v8i1.1240
<![CDATA[This study investigated the changing belief of pre-service English teachers during they did teaching practicum. It was one of subjects in teacher education programs. Belief of pre-service English teachers played significant role as it could influence their classroom practices and teaching outcomes. The methodology of research used in this study was qualitative case study. It involved twenty pre-service English teachers from English Department. They were put in twelve schools which located in four towns in Banten Province. This study employed questionnaire and reflective journal as instruments for collecting data. The questionnaire itself was distributed before and after teaching practicum, while reflective journal was filled by twenty pre-service English teachers during teaching practicum.The results of this study revealed that the changing of teachers’ belief varied among participants. The changing belief of pre-service English teachers covered three themes, which consists of (1) learners (2) learning and (3) teaching, before and after they did teaching practicum. Dealing with the first theme, changing belief on learners, pre-service English teachers experienced more on their emotion specifically on their confident as well as patient. In addition, the second theme, changing belief on learning, it occurred more on pre-service English teachers’ awareness that the classroom reality helped them to test their knowledge and it made them more aware of their personal beliefs about learning. Moreover, the last theme, changing belief on teaching, it took place when pre-service teachers had been exposed to teaching English in real contexts EFL classroom.]]>
<![CDATA[THE PERCEPTION OF ACEH DOCUMENTARY TRAINING PARTICIPANTS ON IMPROVING CRITICAL THINKING THROUGH DOCUMENTARY FILM APPLICATION ]]>
<![CDATA[Rizki Dhian Nushur]]>;
<![CDATA[Diyana Dewie Astutie]]>
<![CDATA[ Getsempena English Education Journal Vol. 8 No. 1 (2021) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v8i1.1245
<![CDATA[The times are progressing rapidly so that the need for critical thinking is increasing. Some experts argue that those who think critically are able to solve problems responsively. Therefore, education practicer take various ways to create nowdays critical generation, as well as the Aceh Documentary (ADC) Foundation in Banda Aceh. The documentary film production training which is conducted annually by the ADC Foundation is believed to be able to improve the critical thinking of the participants. This study aims to determine the perceptions of four participants of Aceh Documentery Foundationabout improving their mindset after attending the documentary film production training. This is a qualitative research. The data for this study was collected from early June to August 2019, which the Data collection techniques used in the research were interview and FGD. The data analysis stage was carried out on September 2019 after the documentary film training was completed. The data analysis is carried out by using the Miles & Hubermen style, in which activities in the analysis include data reduction, data display, and conclusion drawing / verification. From this research, it can be concluded that the use of documentary films as a learning medium can improve the participants' critical thinking, eventhough the level of criticism obtained by each individual is different.]]>
<![CDATA[KEYWORD MNEMONIC IN BOOSTING THE STUDENTS’ VOCABULARY MEMORIZATION FOR YOUNG LEARNERS LEVEL ]]>
<![CDATA[Daniar Sofeny]]>;
<![CDATA[Siti Muamanah]]>
<![CDATA[ Getsempena English Education Journal Vol. 8 No. 1 (2021) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v8i1.1281
<![CDATA[The young learners are mostly easy in memorizing the vocabulary of English as a foreign language, but they also very quickly forget them. They need an effective technique to overcome this problem. This study aims to explain the effectiveness of the Keyword Mnemonic Technique in boosting their English vocabulary memorization. The quasi non-equivalent experimental is used as the research method. The subjects of this study are the thirty students of elementary school class five from Lampung Tahalo. The result shows that the significant value of the independent t-test was 0,000>0,05. It means that there is a difference between the experimental class and the control class. The sample t-test shows a significant number of 0,000>0,05. It means that the student's achievement is good after receiving the mnemonic method. It could be concluded that the keyword mnemonic technique can improve or assist the students in memorizing the English vocabulary. The teacher at the beginner level can use this technique as the strategy to boost the students in memorizing the English vocabularies as a foreign language.]]>
<![CDATA[THE ANALYSIS OF USING TV (THEMATIC VOCABULARY) CARDS IN INCREASING THE STUDENTS’ ENGLISH VOCABULARY ]]>
<![CDATA[Rahmati]]>;
<![CDATA[Helmiyadi Helmiyadi]]>
<![CDATA[ Getsempena English Education Journal Vol. 8 No. 1 (2021) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v8i1.1284
<![CDATA[This study aims to determine whether Thematic Vocabulary (TV) Cards media can improve the vocabulary of students in primary school. In order to achieve the objectives of the study, the researcher designed an action research which consisted of pre-test, 3 cycles of treatment, and post-test. The subject of this study was the students of SMK N 1 Lhokseumawe, with the number of the subject was 26 students; 9 males and 17 females. 2 meetings were held during the research in which the students had to join test and also cycles of treatment which consisted of quizzes and various activities by using TV Cards as the media. which used the Sugiyono’s model (2016:298) with adaptation. The data collecting through interview, questionnaire, documentation, and test. The result of this study showed there was a significant improvement made by the students in identifying and remembering new English vocabulary available in the given descriptive texts. Pre- test result showed 27 % of students scored less than 50; 69 % students scored 51- 75; and only the rest of them scored more than 76, meaning that the average score of the class was still low, which was only 54.10. After conducting Post- test, it could be seen that no student scored less than 50; only one student scored 73; and the rest of them successfully scored above 76. Compared to Pre- Test’s result, the Post- Test’s showed the better average score, which increased up to 79%. In line with the result, Some suggestions are offered for teachers to be a facilitator in creating effective learning activities, to be able to make teaching and learning process more interesting, enjoyable and educative.]]>
<![CDATA[THEME AND RHEME ANALYSIS AND POLITENESS STRATEGY IN DIPLOMATIC WORKPLACE WRITING: A DISCOURSE ANALYSIS ]]>
<![CDATA[Rahardjo Rahardjo]]>;
<![CDATA[Didin Nuruddin Hidayat]]>;
<![CDATA[Alek Alek]]>
<![CDATA[ Getsempena English Education Journal Vol. 8 No. 1 (2021) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v8i1.1292
<![CDATA[This study explores thematic progression patterns within the systemic functional linguistics (SFL) and the selection of words identified in writing within the diplomatic workplace. Politeness strategy employed between government to government communication through written diplomatic texts and its relationship with theme and rheme progression is the focus of this study. It is also aimed at raising host country EFL diplomat as well as university students’ awareness of progression patterns and the importance of persuasive writing to mitigate confrontational notions. Many researches have been conducted on public diplomacy and international relations on speeches or verbal texts but no studies on written text communication between a diplomatic office in a foreign country with the host country office announcing the arrival or departure of a diplomat from a foreign nation. To fill that gap is the reason of this study is aiming. A descriptive qualitative study was employed to analyze the theme-rheme progression patterns on a third-party-type diplomatic text of the Embassy of the United States of America addressed to the host country diplomatic consular section of the Department of Foreign Affairs of the Republic of Indonesia in Jakarta. SFL theory was applied particularly in analyzing the textual meta-function of the text to find the theme-rheme progression patterns. The result showed that the distribution of themes and rhemes in the text being analyzed follows the simple progression category.]]>
