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English Education Journal
Published by Universitas Negeri Semarang
ISSN : 20870108     EISSN : 25024566     DOI : -
Core Subject : Education,
Education
English Education Journal is a quarterly journal published by Universitas Negeri Semarang, Indonesia, in the months of March, June, September, and December.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 60 Documents
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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

Abstract

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.    
The Efficacy of Literacy Teaching Reading: How Can Students' Extrinsic and Intrinsic Motivation and Reading Comprehension Proficiency Be Increased by Game-Based Learning with Kahoot? anningrum, mustaniroh; Frimadhona Syafri
English Education Journal Vol. 13 No. 4 (2023): December 2023
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jzmjwa41

Abstract

This study intended to determine whether game-based learning with Kahoot may enhance students' intrinsic and extrinsic motivation for reading comprehension. The objectives of the study were: (1) to show the effectiveness of game-based learning using Kahoot to improve extrinsic and intrinsic motivation. (2) to demonstrate the effectiveness of game-based learning using Kahoot in reading comprehension. (3) to show the relationship among the game-based learning using Kahoot, extrinsic and intrinsic motivation, and reading comprehension. The aim of the study was to teach students in Walisongo Senior High School Pecangaan's XI Kesehatan class learning for reading analytical exposition texts. The test, observation sheet, and questionnaire sheet were the instruments employed. The study's conclusions demonstrated the effectiveness of game-based learning with Kahoot in improving students' reading comprehension extrinsic and intrinsic motivation. The post-test results showed that the students' post-test after utilizing Kahoot was greater than the students' pretest before to receiving the treatment. Pre- and post-test results indicated a significant difference in students' motivation. It suggested that there was significant effect of using Kahoot to improve students’ extrinsic and intrinsic motivation and it revealed a link between Kahoot and students' extrinsic and intrinsic motivation, and reading comprehension.
The Function of Emotional Intelligence and Motivation to Improve the Speaking Skills of the Students ardiyanti, Lina; Mujiyanto, Januarius; Wahyuni, Sri
English Education Journal Vol. 13 No. 4 (2023): December 2023
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/4hnq0m74

Abstract

Student learning success can be seen from the learning results obtained after participating in the lesson. Several factors, including emotional intelligence and motivation, can influence learning outcomes. Students who have good emotional intelligence and motivation will influence the learning outcomes obtained. This research aims to determine the influence of emotional intelligence and motivation on the speaking skills results of class XI students at SMAN 3 Bojonegoro. This research uses a quantitative approach. The population in this study was class XI students at SMAN 3 Bojonegoro, totaling 126 students with a research sample of 96 students. The data analysis method for this research includes prerequisite analysis tests consisting of normality, linearity, multicollinearity and heteroscedasticity tests, as well as a final analysis consisting of simple correlation analysis and simple regression analysis. Speaking skills t-count > t-table (4.072 > 1.985), meaning H0 is rejected. The hypothesis test results on the influence of motivation on students' speaking results, t-count > t-table (3.420 > 1.985), means that H0 is rejected. The hypothesis test results on the influence of emotional intelligence and motivation on speaking skills together obtained Fcount > Ftable (10.929 > 3.094), meaning H0 was rejected. Hypothesis test results of the relationship between emotional intelligence and motivation r-count > r-table (0.436 > 0.190), meaning H0 is rejected. The findings of this research indicate that enhancing students' speaking skills necessitates emotional intelligence and motivation. These factors drive students to engage in learning and guide their learning activities, ultimately maximizing learning outcomes.
An Analysis of Marked and Unmarked Themes in Indonesian Legends Texts Yulianti, Delfita; Roza, Veni
English Education Journal Vol. 13 No. 4 (2023): December 2023
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/dxg1wm33

Abstract

This article examines marked and unmarked themes in Indonesian legend texts at Senior High School students using Haliday’s theory on textual equivalence. The goal of this research is to analyze marked and unmarked themes to begin sentences in the stories. The study of marked and unmarked themes is critical because it reveals how writers structure material to convey meaning effectively within a context. Identifying these themes is important for students because it helps them understand the differences of meaning, emphasis, and narrative flow in texts to improve their reading comprehension and writing skill. This study used a qualitative research method. The information was gathered from two manuscripts transcribed in English: The Legend of Malin Kundang and The Legend of Ndaung Snake. The data were examined using Hallidayan theories. An unmarked theme follows the conventional pattern, typically placing the subject at the beginning. In contrast, a marked theme places less expected elements, such as adverbial phrases or objects, at the beginning to highlight. The result of this study shows that the percentage of marked themes in the texts was 51.17%, compared to 49.83% for unmarked themes. The higher percentage of marked themes matters because the writers stress vital information, give a dramatic effect, or exhibit contrast and nuance that unmarked themes might not express as well. Understanding about thematic patterns in scientific writing can help researchers explain their findings more clearly by emphasizing essential points and making them easy to understand by the audience.
The Ideological Representation of Appraisal Resources in Nadiem Makarim’s Speech at the G20 Shabriani, Elfrida
English Education Journal Vol. 13 No. 4 (2023): December 2023
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/sjn50151

Abstract

The capacity for representatives of a nation in international events to express their personal feelings and viewpoints is crucial for delivering effective speeches and shaping political beliefs and perspectives on global issues. Within the Systemic Functional Linguistics framework, the study applies the appraisal theory (Martin & White, 2005) to understand how the speaker manipulates language to convey his intended meaning. The primary objectives of this study are to identify the appraisal resources used in the speech and to uncover the ideological portrayal of these resources. In this study, the qualitative method was employed, with the unit of analysis focused on the appraising items found in Nadiem Makarim's speech text at the G20 Summit. Following the analysis and interpretation of the data, it is presented in a detailed explanation based on the three dimensions of critical discourse. The findings revealed that the most prominent domain utilized in the speech was attitude, enabling the speaker to express personal judgments, emotions, and evaluations regarding the propositions presented. Moreover, Makarim frequently employed positive assessment to praise the government's efforts and positively portray his reforms, presenting the government as a competent and reformative entity to gain support for his policy initiatives. This study is noteworthy as it offers a different perspective on discourse by integrating appraisal analysis and Critical Discourse Analysis (CDA) to reveal the underlying ideology.
The Implementation of Diagnostic Assessment to Support Diafferentiated Instruction in English Learning at SMK N 1 Pringapus WARDHANI, ARUM
English Education Journal Vol. 13 No. 4 (2023): December 2023
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/8x9cmt48

Abstract

The purpose of this study was to investigate the implementation diagnostic assessment to support differentiated instruction in English learning at SMK N 1 Pringapus.  It involved the teacher and 34 students in the eleventh-grade majoring in automotive academic year 2023/2024, which employed a mixed-method research design. The qualitative data analysis from teacher’ interview, classroom observation included documents such as test items from diagnostic assessments, students' outcomes, and lesson plans (modul ajar) revealed that the finding had explained how the teacher applied the sequences of the diagnostic assessment to assess students’ readiness, interest and learning profile. Moreover, the teacher was able to utilize the results of diagnostic assessments to design differentiated instruction by carrying out the process of differentiating content, processes and products. On the other hand, the paired t-test revealed a significance difference in students’ score before and after the implementation of differentiated instruction with topic explanation text. The average mean value of the pre- test was 63.79, and the post-test was 78.08. It led to the conclusion that the implementation of differentiated instruction in English class strengthen the student knowledge, understanding, and skill. This study was remarkable because it presented a novel perspective on how teacher implementing the diagnostic assessment and using the data to design and apply step by step differentiated instruction in English learning.
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

Abstract

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

Abstract

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

Abstract

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

Abstract

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.

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