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The Implementation of Blended Learning in Teaching Reading at English Postgraduate Program Universitas Negeri Semarang Putri, Dinda Rahmadhani; Frimadhona Syafri; Zulfa Shakiyya
English Education Journal Vol. 14 No. 1 (2024): March 2024
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/m7r18a40

The advancement of technology, communication, and data, particularly the internet, has attracted the attention of Indonesian educators. Blended learning has become popular across all school levels in this quickly changing manner of teaching. In the context of teaching English as a foreign language, teachers must adapt to the use of technology in their instructional activities to successfully fulfil the learning objectives. This study describes the use of blended learning in an Engagement Reading class at Universitas Negeri Semarang Language Education Department. The researchers collected data through observation, interviews, and documentation. The study's findings indicate that the stages of field knowledge building, text modelling, joint text creation, and autonomous text construction are used in the reading class. Elena, WhatsApp, Zoom, Google, and Chrome are used to help with the teaching and learning process. Blended learning can make students become active learners because the students can get the other additional information from the internet during the online learning it is effective to make the students enjoy the learning process and do not feel bored with the monotonous learning situation. In addition, the virtual class has easy access anywhere and anytime in different places at the same time and makes it easier for teachers to create archives in digital form. Due to the multi-sources in blended learning, it helps the students to develop their daily reading activity. However, they continue to encounter a difficulty that many students in Indonesia face: internet access and credit quota.

The Realization of Expressive Speech Act Used in Smartphone Advertisement Videos on YouTube Indah Nurhidayah; Pratama, Hendi; Sri Wuli Fitriati
English Education Journal Vol. 14 No. 1 (2024): March 2024
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/efg78s60

This qualitative descriptive study analyses the use of illocutionary speech acts by pragmatic analysis, especially expressive speech acts, used in 5 selected Samsung advertisements found in YouTube, in which the brands tried to mock or make fun of Apple, its competitor. In its relation to the study of language, advertisements are known employ the functions of language to conduct communication between the sellers or brand producents and the customers, include providing informative and persuasive contents to the customers, in which the brand conveys some message and persuade the consumers to make them buy the products. Just like other kinds of communications, speech acts are employed in advertisements. In comparative advertisements, the brands compare their features to other brands’ to give the audience insight that their products are better than their competitors, and this kind of advertisement is the focus of this study, taking the example of Samsung advertisements with comparing their products to Apple’s. Author used the classification of Searle (1979) in identifying the kind of illocutionary acts in each advertisement. Focusing on the use of expressive illocutionary acts, this study found that not all selected advertisements contain its implementation. From all five selected advertisements, only three advertisements utilize expressive illocutionary speech acts. Expressive illocutionary speech acts found in this study are criticizing, apologizing, boasting, and greeting. This study would be helpful for further research reference and additional insight in learning and discussing expressive speech acts in communication.

Vocational High School Students’ Problems in Writing Procedural Text of Manual Instruction Manfaluthi, Muhamad Dedi Manfaluthi; Rudi Hartono; Abdurrachman Faridi
English Education Journal Vol. 14 No. 1 (2024): March 2024
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/3atqyr94

This study focused on investigating the problems of vocational high school students in writing the procedural text of manual instruction. This study described the kinds of problems that the students have faced to improve their writing competence. The study used qualitative as the approach and case study as its research design. The subjects of this study were five Vocational High School Students, 11th-grade students of Marketing Major in Cirebon. To collect the data, the writer used an open-ended questionnaire, interview and test. The data analysis was conducted in several ways. The data from the questionnaire were analyzed in several steps, there are coding, analyzing and interpreting. Then, the data from the interview were transcribed and the data from the test were analyzed qualitatively. The result of the study showed that the first was lack of discourse study understanding, it was the highest percentage was 56 % from analyzed data questionnaire, such as generic structure, linguistic features and sociocultural value of the text. The second was a lack of practice in writing activities with their English teachers was the middle percentage was 25% from analyzed data questionnaire, and the third was the lack of students’ confident and awareness was 19% from the respondents. The conclusion of the study stated that teaching writing in Vocational High Schools must be customized to the specific purposes and social contextualized text. The benefit of the research was that students were guided to write what they practice in the future as they need it.

Negative Politeness Strategies in English for Nusantara Textbook for Learners Wahyuni, Sri; Issy Yuliasri; Rahayu Puji Haryanti
English Education Journal Vol. 14 No. 1 (2024): March 2024
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/pxnswj64

Politeness involves using the pragmatic approach that is most appropriate and specific to a given situation. Additionally, politeness is essential in making conversation, especially in the scope of the school, which builds the character of learners in the association. Furthermore, the textbook is an essential instrument for the teacher as an instructor to manage to convey the material in the classroom. The analysis of negative politeness strategies in English textbooks provides valuable insights into how these strategies help students understand approaches that avoid force or interrupt others' space, thereby fostering respect and minimizing potential threats to one's self-esteem or social status. Hence, this study aimed to analyze the use of negative politeness strategies in an English textbook entitled “English for Nusantara”. This study carried out a qualitative method with content analysis. Content analysis provided deep insight into how these strategies were implemented and how they influenced students' understanding of respectful and inclusive communication through English textbooks. The findings showed that three sub-strategies were realized in the book. They are questioning and hedging, giving deference, and apologizing. The dominant sub-strategy was found giving deference. The implication of giving deference, particularly through honorific expressions, suggests a strategy where speakers employ respectful language or titles when referring to the person they are addressing. Additionally, Questioning and hedging involved making requests a politely and using language that softens the impact of statements, indicating a degree of uncertainty or politeness. Meanwhile, apologizing plays a significant role in maintaining harmony and repairing relationships when misunderstanding occurs.

Evaluation of The First-Year Students’ Speaking Skill Through Google Drive at MAN 1 Jepara Wilda Ulfiyanti
English Education Journal Vol. 14 No. 1 (2024): March 2024
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/b6ajmz32

Technology-based Assessment (TBA) reflects the use of technology as a tool to organize assessment data or the use of technology to conduct an assessment. With the progression of technology in the education arena, Google Drive as an electronic assessment has emerged to be a growing popular assessment genre to date. This study aims to evaluate first-year students’ speaking skills through Google Drive. To that end, a descriptive qualitative case study will be employed in this study by using a videography study design. This study design is considered suitable because it allows us to capture not only what the participant said but also what the participant (W. J. Creswell & Creswell, 2018). The subject of this study will be implemented in which 31 first-year students of MAN 1 Jepara have taught the English subject for at least five years. The data will include the students' interviews, questionnaires, and students video recordings in the digital portfolio platform Google Drive. The result shows that there are five procedures in implementing Google Drive to assess speaking skills; identifying the goals of teaching and learning English, developing teaching and learning activities, identifying students' activity, designing and implementing appropriate strategies to help students’ difficulties, conducting students’ video recording through Google Drive. The majority of students report using Google Drive extensively for various school-related tasks, including storing notes, writing essays, and completing assignments. One of the most frequently mentioned benefits is its effectiveness for group projects, allowing real-time collaboration and easy file sharing among team members.

The Implementation of Quizizz Game toward Students’ and Teacher’s Motivation in English Classes at Kampung Inggris Semarang nurlela, wilis; Rudi Hartono; Frimadhona Syafri
English Education Journal Vol. 14 No. 1 (2024): March 2024
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/b3zhke74

This research aims to investigate the implementation of Quizizz in English classes, the students’ motivation and teacher’s motivation toward Quizizz in online and offline learning. The research applies a qualitative study in Kampung Inggris Semarang. The data were taken from interview, observations, and questionnaire. This study shows that the implementation of Quizizz game toward students’ and teacher’s motivation in English classes can assist in the learning process, increase their engagement, increse their comfortability in the learning process, encourage them in the learning process, and afftect their concentration. The result shows that when Quizizz were applied appropriately, they could enhance students’ and teacher’s motivation. In addition, the implementation of Quizizz in proper way could also increase both students’ and teacher’s motivation in English classes. This study suggests that the appropriate application of Quizizz Game can be an alternative way that enhance students’ motivation.

The Impact of Kahoot to Enhance Students’ Participation and Reading Ability in ELT Classroom Ary Ruchana, Hamidah; Rudi Hartono; Fahrur Rozi
English Education Journal Vol. 14 No. 1 (2024): March 2024
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/r5k3b315

This research investigated the impact of Kahoot on students' participation and reading ability in ELT classrooms. Conventional teaching methods were found to be ineffective, leading to low student engagement and poor reading scores. By incorporating Kahoot, the experimental group demonstrated significantly higher levels of participation and improved reading performance compared to the control group. These findings highlight the potential of Kahoot by applying a mixed-method type, quasi-experiment research design (quantitative research – t-test) and (qualitative research – observation and questionnaire). The results of the students’ participation in the control class were 2.33 with a low degree level. Whereas the results of students’ participation in the experimental class were 4.37 with a high degree level. Statistical test to determine whether there is an impact of using Kahoot on students’ participation and reading ability through an independent sample t-test using SPSS 25. As a result, Kahoot effectively enhances students' reading ability with a mean of 75.94. It means that the experimental class students' scores in reading ability are in a good category. The score of Kahoot questionnaire in the experimental class with a mean of 4.61 with a high degree level. Kahoot is influential in improving students’ reading ability, hence it raises students’ grades.

Examining Language Power Through Lakoff’s Language Features Utilization in the Movie Before Sunrise Anggraeni, Putri; Januarius Mujiyanto; Issy Yuliasri
English Education Journal Vol. 14 No. 1 (2024): March 2024
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/pag4mg44

This research investigates the use of language power by male and female characters in the movie Before Sunrise, directed by Richard Linklater. Utilizing Text-Oriented Discourse Analysis (TODA) in qualitative analysis, the study examines how Jesse and Celine assert language power, as categorized by Wareing (1999), through their language features, as identified by Lakoff (1975). The research aims to uncover patterns of language use that reflect gendered communication and power dynamics within the film. It explores the differences in the aims of language features utilization to assert power exhibited by the characters. The findings indicate that the linguistic features used by Jesse and Celine serve different goals, leading to shifts in power dynamics and promoting communicative strategies that support gender equality. These findings contrast with Ardener's muted group theory, which posits that marginalized groups, particularly women, often have their voices suppressed. In Before Sunrise, Celine's portrayal as a strong, independent, and assertive character challenges this notion by demonstrating that women can and do exercise significant language power. These insights contribute to a deeper understanding of how language functions as a tool for power assertion within cinematic contexts, offering perspectives on gendered communication patterns and the representation of language power in movie as the product of contemporary literature.

Politeness Strategies for Interviewing Michelle Obama in The Ellen Show and The Late Late Show Anggrianing Tyas, Hermin; Mujiyanto, Januarius; Widhiyanto, Widhiyanto
English Education Journal Vol. 14 No. 1 (2024): March 2024
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/9zxsdn67

This study explores the politeness strategies employed by Ellen DeGeneres and James Corden in their interviews with Michelle Obama, utilizing Brown and Levinson's (1987) politeness theory as a guiding framework. The research explicitly compares their use of bald-on record, positive politeness, negative politeness, and off-record strategies. A qualitative case study methodology involved transcribing interviews from "The Ellen Show" and "The Late Late Show with James Corden." The data were systematically categorized into primary politeness strategies and their respective sub-strategies, allowing for a detailed comparison of each host's communicative approach. The analysis revealed similarities and differences in how Ellen and James employ these strategies. Ellen demonstrates a relatively balanced use of politeness strategies, with a slight preference for the Off-Record strategy. This balance indicates her ability to navigate interactions with a mix of directness and subtlety, reflecting her personable and engaging hosting style. In contrast, James predominantly relies on Bald-on Record strategies, which aligns with his more direct and energetic approach to hosting. Despite these differences, both hosts aim to maintain rapport with their high-profile guests, albeit through different communicative techniques. This study contributes to the theoretical understanding of politeness strategies in media communication by highlighting how distinct hosting styles influence politeness in interviews. Additionally, it provides practical insights for media professionals and educators, suggesting effective strategies for managing politeness in high-profile interviews. The findings emphasize the importance of understanding cultural norms and individual hosting styles in shaping audience engagement and interaction.

The Existence of Washback Effect in the Formative Assessment of Reading Comprehension among Students with Different Personalities at SMP IT Daarut Tahfidz Demak Maulidhawati, Rini; Januarius Mujianto; Suwandi Suwandi
English Education Journal Vol. 14 No. 1 (2024): March 2024
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/crhpvx39

The research aims to analyze the existence of the washback effect in the formative assessment of reading comprehension among students with different personalities at SMP IT Daarut Tahfidz Demak. The research subjects are teachers and eighth-grade students at SMP IT Daarut Tahfidz Demak. The researchers used a mixed-method design. The result showed that formative assessment was the aspect that helped introverted students succeed in the teaching and learning process. Introverts typically prefer solitude, often speaking less and thinking carefully before taking action. They enjoy working alone or with just a few people and usually need to be more socially active. Conversely, the second research question revealed that extroverted students are more adept at communicating in a second language despite potential inaccuracies in their output. These traits significantly impact their language learning processes, suggesting that extroverts tend to be more effective communicators. Third, the outcomes indicated a washback effect in the formative assessment of reading comprehension among introverted students. The positive washback improved three areas: teaching methods, material, and time allotment. Fourth, the results showed a washback effect in the formative assessment of reading comprehension among extroverted students. The positive washback enhanced teaching techniques, instructional materials, and time management. Furthermore, the washback effect helps students increase their reading comprehension scores. An improvement in the post-test scores demonstrated it. Lastly, the result showed no interaction between the washback effect in the formative assessment in reading comprehension among students with introverted and extroverted personalities.

Home Page

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Editorial Team

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Reviewer

Google Scholar

Contact Name
Sri Wahyuni

Contact Email
sriwahyunifbs@mail.unnes.ac.id

Phone
-

Journal Mail Official
sriwahyunifbs@mail.unnes.ac.id

Editorial Address
Sekaran, Gunungpati, Semarang, Jawa Tengah, Indonesia

Location
Kota semarang,

Jawa tengah

INDONESIA

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Sri Wahyuni

Contact Email sriwahyunifbs@mail.unnes.ac.id

Phone -

Journal Mail Official sriwahyunifbs@mail.unnes.ac.id

Editorial Address Sekaran, Gunungpati, Semarang, Jawa Tengah, Indonesia

Location Kota semarang, Jawa tengah INDONESIA

Abstract

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Contact Name
Sri Wahyuni

Contact Email
sriwahyunifbs@mail.unnes.ac.id

Phone
-

Journal Mail Official
sriwahyunifbs@mail.unnes.ac.id

Editorial Address
Sekaran, Gunungpati, Semarang, Jawa Tengah, Indonesia

Location
Kota semarang,

Jawa tengah

INDONESIA