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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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Students' Perception of The Use of English Slang Words In “Diary of a Wimpy Kid” Movie to Improve Vocabulary Budiarti, Hardiana
English Education Journal Vol. 14 No. 2 (2024): June 2024
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/s2cj4567

Abstract

Along with the times, language changes and has many varieties. There are many varieties of language development used in everyday life. One of these language varieties is slang. This study focuses on students' perceptions of the use of English slang words in the movie "Diary of a Wimpy Kid" as a tool to improve their vocabulary. This study explores how exposure to colloquial language used in the context of teen movies affects students' vocabulary skills. This study used a qualitative method, employing Partridge's (2016) theory in analyzing the types of slang words in the film and used paired two sample. The participants of this study were 20 students of grade 7 MTs NU 12 Ki Ageng Mataram. This study used the descriptive qualitative research and the questionnaire used in this study is a closed questionnaire type and the researchers used a Likert scale to find out exactly the respondent's answer. The results of this study show that in "Diary of a Wimpy Kid" movie, there are two types of slang: Public school and society slang. The result of students' perception analysis showed that most students (95%) agreed that watching the movie helped them focus in the learning process. The findings suggest that the integration of teaching materials involving popular culture content can be an effective strategy for teaching English vocabulary among teenagers.
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

Abstract

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.
Metacognitive Strategies Employed by Australian Award Scholarship (AAS) Awardees from Aceh in Preparing for the IELTS Test Refa Malasari; Januarius Mujiiyanto; Rahayu Puji Hayanti
English Education Journal Vol. 14 No. 3 (2024): September 2024
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/q0w46815

Abstract

This study explores the role of metacognitive strategies in improving the IELTS scores of Australian Award Scholarship (AAS) awardees from Aceh, addressing a gap in research on effective preparation methods for high-stakes English language tests. The research aims to identify how metacognitive strategies enhance the IELTS preparation process and to determine which specific strategies are most beneficial for achieving higher scores. A mixed-methods approach was employed, combining quantitative data from questionnaires and qualitative insights from interviews and observations with AAS awardees. Participants' engagement in planning, monitoring, and evaluating their learning processes was analyzed.The findings indicate that the use of metacognitive strategies significantly improved the IELTS scores of the participants. Key strategies included detailed planning of study schedules, setting clear goals, continuous progress monitoring, and reflective practices to adjust learning methods. The study concludes that metacognitive strategies are highly effective in enhancing IELTS preparation, leading to better academic outcomes. This research highlights the critical role of metacognitive strategies in language learning and test preparation, providing a structured approach that helps learners stay motivated and adapt their methods for better results. The findings offer valuable insights for students, educators, and policymakers, emphasizing the need to integrate metacognitive strategy training into English language programs. This approach can enhance the effectiveness of IELTS preparation courses, leading to improved educational outcomes and contributing to the development of language education in society.
The Effectiveness of Problem-Based Learning and Survey, Question, Read, Recite, Review to Improve Students’ Reading Comprehension Yuliana, Yuliana; Rudi Hartono; Suwandi Suwandi
English Education Journal Vol. 14 No. 3 (2024): September 2024
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/me2ffk27

Abstract

This study addresses the effectiveness of the PBL (Problem-Based Learning) method and the SQ3R (Survey, Question, Read, Recite, Review) method on students' reading comprehension, considering their different motivation levels, at SMPN 2 Gebog Kudus. The primary objective of this research is to compare the effectiveness of the PBL and SQ3R methods in enhancing reading comprehension among seventh-grade students with different motivation levels. This study employed an experimental research design, involving 30 seventh-grade students from SMPN 2 Gebog Kudus. The data were collected through questionnaires and tests. The questionnaire assessed students' perceptions of the PBL and SQ3R methods as well as their motivation in language learning. The tests measured students' reading comprehension before and after the intervention. SPSS Version 27 was used for data analysis, including hypothesis testing. The results indicated that the SQ3R method was more effective than the PBL method in improving reading comprehension among students with different motivation levels. The significance values for the tests are: (1) PBL method with high motivation: 0.012 (p < 0.05), PBL method with low motivation: 0.270 (p > 0.05), SQ3R method with high motivation: 0.017 (p < 0.05), SQ3R method with low motivation: 0.018 (p < 0.05). It can be concluded that the SQ3R method proved to be more effective than the PBL method in improving students' reading comprehension, especially when considering different motivation levels. This research contributes to enhancing critical thinking skills and learning outcomes in Junior High School (SMP) students, particularly in reading comprehension, through the application of the SQ3R method. It highlights the importance of incorporating effective methods such as SQ3R in teaching strategies to improve student performance in language learning.
Manipulation in the Indonesian Translation of The Secret Garden and the Translation Product Quality Annisa Nur Atikah; Issy Yuliasri; Hendi Pratama
English Education Journal Vol. 14 No. 3 (2024): September 2024
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/7hxc1b06

Abstract

This study examines the manipulation of the text in Frances Hodgson Burnett's English novel "The Secret Garden," translated as "Taman Rahasia." This study aimed to determine whether the translator made specific manipulations during the translation, identify the types of manipulations present in the Indonesian translation, and evaluate the translation quality. The study belongs to qualitative research, which focuses on identifying text manipulations when translating to Indonesian. The analysis involved identifying text-internal manipulations, as arranged by Dukate (2007), which included alterations at the level of words, phrases, clauses, sentences, and paragraphs. The research's result found that three types of six text-internal manipulation were present in the Indonesian translation. The most frequent type of manipulation was conscious handling, with the translator frequently using the reduction/deletion technique proposed by Molina and Albir to modify the target text. It was observed that the translator mainly omitted unnecessary information from the source text due to cultural and linguistic considerations. Based on the findings, the quality of translation is good, which has been proved by the highest frequency for accuracy, readability, and acceptability in score 3. This study can also contribute to the implications for teachers and students in a classroom setting as they explore the translation of literary works for learning English, introduce the language culture in English and Indonesia, and realize what aspects may lead to manipulation in translating text.
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

Abstract

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.
The Grammatical and Textual Equivalence in the English-Indonesian Translation of Milan’s the Duchess War Afifah
English Education Journal Vol. 14 No. 2 (2024): June 2024
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/wej4r265

Abstract

This study examines grammatical and textual equivalence in the translation of Courtney Milan's novel “The Duchess War” from English into Indonesian. The data were collected through qualitative content analysis of selected dialogs from the original text and their translations, using the categories of grammatical equivalence (such as number, gender, person, tense, aspect, and voice) and textual equivalence (such as reference, substitution, ellipsis, conjunction, and lexical cohesion). The data were analyzed using Baker's (1992) theory of equivalence and Halliday and Hasan's (1976) theory of cohesive devices, with triangulation of methods to ensure the validity of the findings. The findings of this study show a high level of equivalence, with 89.7% grammatical equivalence and 88.7% textual equivalence. Although there were some cases of misalignment, the overall translation accuracy remained high. The main contribution of this study is to provide insights for translators regarding the importance of considering cultural context in achieving accurate and cohesive translations. This study implies that grammatical and textual equivalence is not enough to guarantee translation accuracy. Thus, paying attention to the cultural nuances will also help translators to effectively convey the intended meaning of source language in cross-cultural communication context.
Evaluating Generic Structure and Language Features of Students’ Recount Texts Sulistianti, Lilis; Fitriati, Sri Wuli; Sakhiyya , Zulfa
English Education Journal Vol. 14 No. 3 (2024): September 2024
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/vqnbjx02

Abstract

This study analyzes and assesses recount texts written by students, by focusing on the language features and language structures. This analysis is aimed at fostering student’s writing abilities and communication in their personal experience. The study evaluates the generic structure starting from reorientation, events, and reorientation. The language features are evaluated based on content, syntax, and vocabulary. The data of recount texts were taken from students of SMP Negeri 1 Ketanggungan Brebes, particularly class 8A which consists of 33 students, by conducting a purposive sampling technique. The generic structure of recount texts was analyzed using a scoring rubric adapted from Gerot and Wignell (1994). Meanwhile, a content-based analysis model adapted from Brown and Lee (2015) was employed to evaluate the quality of language features, especially content, syntax, and vocabulary. The quality of students’ recount texts is categorized as excellent, good, adequate, and inadequate. The result showed that 46% of students performed excellent level in orientation and 43% of students performed good level in sequence events. However, 12% of students showed an inadequate level of reorientation. It means that students have a good ability to compile the context and background of their recounts. However, some students have difficulty in concluding their recount. The quality of the language features showed that students presented the main idea and related ideas thoroughly but still needed to improve their vocabulary. The analysis results can be a reference for students to self-evaluate their writing, especially recount texts, and improve the quality. Also, it encourages teachers to apply appropriate teaching strategies in writing classrooms, which meet students’ needs.
The Impact of Digital Storytelling and Spoken Storytelling to Improve Students’ Reading Comprehension Through Project Based Learning Fatmawati, Eka; Rudi Hartono; 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: 10.15294/39fkgh76

Abstract

Reading is one of the most significant problems facing educators today because it one of the basic ways of acquiring information in our society and in academic setting in particular. Individual who can not read well is at a serious disadvantage with respect to educational and, consequently, vocational opportunities. Using an appropriate strategy will help to solve the problem. This study aims to analyse the impact digital storytelling and spoken storytelling to improve students’ reading comprehension. This study used mixed method research design, samples of this study were 72 students which divided into two group; X.2 as experiment who were taught by using digital storytelling group and X.3 as control group who were taught by spoken storytelling. Some instruments were used, such as test, interview, observation, and questionnaire. Pre-test was given before treatment then post-test was given after treatment. To measure student’s perception, questionnaire was given to all participant, and interview was given as representative of each group, while observation did in teaching learning process. The result of study revealed that teaching reading using digital storytelling was more significant than spoken storytelling, it can be seen from the mean result between pre-test and post-test. Students who got treatment by using digital storytelling has significant value in passing KKM. It also can be seen from students’ perception from questionnaire, the benefits using digital storytelling in reading were students contributed in teaching learning by utilising technology, improved their digital literacy, and increased their creativity. In briefly, digital storytelling can be used as alternative teaching reading in classroom, using Digital Storytelling improved not only reading comprehension but also student’s creativity, critical thinking, and collaboration or communication, such as mentioning in Profil Pelajar Pancasila. Meanwhile, for students, this research assisted students to be confident in learning English, use technology in appropriate way, and they can work together, for instance, discussing, delivering ideas, having meaningful learning English
An Analysis of Compound Words in English Captions of the British Embassy’s Instagram Account (@ukinindonesia) Jawi Sundari; Sri Wahyuni
English Education Journal Vol. 14 No. 2 (2024): June 2024
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/zzrvm354

Abstract

The primary goal of this research is to determine the writing forms and functions of compound terms discovered in English captions from the British Embassy in Indonesia's official Instagram account, @ukinindonesia. The data in this study was analyzed using a descriptive qualitative approach with document analysis. The theory from Akmaijan (2010) is used to determine the writing formation of a compound word in an English caption, whereas McCarthy's (2002) theory is used to determine the type of function of compound words. The findings of this analysis reveal that there are 120 compound terms in the English caption of the British Embassy's account @ukinindonesia. From the writing perspective, single-form compound words are the most used compared to the separated compounds. The hyphenated compound is the least used because the compound is not so commonly used in the making or writing captions containing compound words in English, and the captions on the account are mostly written in a simple, understandable way. The three functions of compound words are compound nouns, compound adjectives, and compound verbs. The account of the British Embassy mostly used compound nouns rather than compound adjectives and compound verbs, because compound nouns are the easiest compound to create and apply in making sentences and caption under the post. Based on the data found in this study, the compound words used in the English captions of the British account @ukinindonesia on Instagram are varied, rich, and unique, and play a vital role in delivering information and engaging with its followers on Instagram.

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