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English Education Journal
Published by Universitas Negeri Semarang
ISSN : 20870108     EISSN : 25024566     DOI : -
Core Subject : Education,
Education
English Education Journal (p-ISSN 2087-0108 e-ISSN 2502-4566) is a quarterly journal published by Graduate School of Universitas Negeri Semarang, Indonesia, in the months of March, June, September, and December. It is a double-blind peer-reviewed journal dedicated to enhancing and disseminating scholarly work in the form of conceptual and research-based articles within the fields of teaching English as a second or foreign language (TESL/TEFL), English language learning, ESL/EFL language teachers' training and education, English linguistics, translation, and literature, which have not been published or are under consideration elsewhere.
Arjuna Subject : -
Articles 15 Documents
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Search results for , issue "Vol 11 No 2 (2021): June 2021" : 15 Documents clear
Target Situation in Vocational High School Civil Engineering Students’ Needs Analysis Martina, Wigati; Astuti, Puji; Bharati, Dwi Anggani Linggar
English Education Journal Vol 11 No 2 (2021): June 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i1.40601

Abstract

Needs analysis for vocational high school English course is important because English course for vocational high school is considered too general compared to the target situation that the students will need in their future career. This study aimed to analyse the students’ teachers’, alumni’s, stakeholders’, and expert’s perceptions to explain the vocational high school civil engineering students’ needs in their English course. This study used a qualitative case design by using open questionnaires and in-depth interviews as the methods of collecting data. The findings showed that the main goal of the English course was to prepare the students to face the needs of English in their target situation. The learning approach needed was a scientific approach by using inquiry or discovery learning. The students needed more learning source which involved the target situation and a course which considered their current English proficiency. Finally, the students needed a course set that represented the target situation and teachers who were not only experts in pedagogical competence but also ESP. The results of the study can be used by the education practitioners to help them design better course for vocational high school civil engineering students.
The Use of Negative Politeness Strategies in Casual Conversation Among the Graduate Program Students Sulistiyaningsih, Eka Fanti; Mujiyanto, Januarius; Widhiyanto, Widhiyanto
English Education Journal Vol 11 No 2 (2021): June 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i1.42401

Abstract

A conversation is considered as the center of human interaction. People used politeness strategies to minimize and avoid conflict that may occur in conversation. The phenomena showed that the graduate students spontaneously did their conversation with their friends who have different cultures did not realize that they used negative politeness strategies. This study aims to explain the use of negative politeness strategies in casual conversation among the English Education Department's graduate program students. The participants of this study were fourteen students of the graduate program of the English Education Department. Descriptive qualitative research with interpretative data analysis was employed in the present study. The results showed that the students used negative politeness strategy, which consists of; be conventionally indirect, question and hedge, be pessimistic, minimize the imposition, apologize, impersonalize the speaker and the hearer, state the FTA as a general rule, and go on record as incurring debt or as not indebting the hearer. It can be concluded that the study found eight sub-strategies out of ten sub-strategies of negative politeness. It has benefits for the students to improve their knowledge, especially in using negative politeness strategies.
The Relation Between Flor’s Taxonomy and Trosborg’s Modification in Giving Suggestions in Students’ Spoken Presentation Dwiyanto, Agus; Rukmini, Dwi; Widhiyanto, Widhiyanto
English Education Journal Vol 11 No 2 (2021): June 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i1.42486

Abstract

Considering the intense presentation activity in the graduate classroom, the use of suggestion turns to be primary in delivering points. This triggered the researchers to study the issue. The primary objective of this study is to explain the relation between Flor’s (2005) suggestion taxonomy and Trosborg’s (1995) suggestion modification through the realization of speech acts of suggestion. The study applied a descriptive qualitative research method in which the data were gathered by using Oral Discourse Completion Task (ODCT). The participants of the study were 15 EFL students of a graduate program of a university in Semarang. The responses then were analyzed based on Flor’s (2005) suggestion taxonomy and Trosborg’s (1995) suggestion modification coding scheme. The results revealed that there were 146 suggestions produced. Conventionalized forms were realized more frequently than other Flor’s taxonomies. Furthermore, negative imperative was the most used indirect strategy. The subjects realized more specific formulae of the most in conventionalized forms. The indirect strategy was realized equally. Politeness marker was used more frequently while grounder claimed the highest findings in external modification. The relation between the taxonomy and modification showed that direct taxonomy and external modification was the highest relation found in the suggestion realization. It is expected that this research can give profound contributions to university students, English teachers, and other fellow researchers to develop further research related to suggestion speech acts. At last, it is suggested that English teachers particularly are to raise EFL learners’ pragmatic awareness by implementing appropriate teaching approach and method.
The Realization of Hedges and Boosters in Trump's and Clinton's Utterances in The US Presidential Debates in 2016 Kusumawati, Henny; Rukmini, Dwi; Mujiyanto, Januarius
English Education Journal Vol 11 No 2 (2021): June 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i1.42683

Abstract

Hedges and boosters are crucial metadiscourse markers to soften and strengthen the proposition. Presidential candidates also rely on hedges and boosters to draw the publics' intentions. This study aims to explore the use of hedges and boosters in Trump's and Clinton's utterances in the US presidential debates in 2016. Accordingly, discourse analysis was adopted in this present study to find out the realization of types and functions of hedges and boosters as well as the differences and similarities of the occurrences of hedges and boosters between those two candidates based on the taxonomies of Salager-Meyer (1997), Demir (2017), Rabab'ah and Rumam (2015) and Hyland (2005). The strategy was elaborated into six sub-research questions to find out types, functions, differences, and similarities of hedges and boosters. The data were obtained from the transcript of the debates. The findings reveal that the seven types of hedges and six types of boosters were discovered in the utterances of Trump and Clinton. Associated with the functions of hedges and boosters, it shows that Trump and Clinton tend to use hedging devices to mitigate their claims by showing some kind of uncertainty. Boosters also applied to put emphasis on the value of the truth of their statements. It was discovered that Trump used more boosters and Clinton used more hedging devices as well.
Comparison of the Use of Discourse Markers in English Speeches between Non-Native and Native Speakers of English Yulita, Eva; Rukmini, Dwi; Widhiyanto, Widhiyanto
English Education Journal Vol 11 No 2 (2021): June 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i1.42801

Abstract

This study revealed the comparison of the use of discourse markers in English speeches between non-native and native speakers of English. The study focused on the types of discourse markers, the similarities and the differences between non-native and native speakers in using discourse markers. This study employed a qualitative research design with the data from the spoken discourse. The findings of the study showed that there were ten sub-categories of discourse markers that are practiced by non-native speakers, namely: assessment marker, manner of a speaking marker, evidential markers, hearsay markers, contrastive discourse markers, elaborative discourse markers, inferential discourse markers, discourse management markers, topic orientation markers, and attention markers. On the contrary, there were nine sub-categories of discourse markers that existed in English speeches, especially delivered by the native speakers such as assessment marker, manner of a speaking marker, evidential markers, hearsay markers, contrastive discourse markers, elaborative discourse markers, inferential discourse markers, topic orientation markers, and attention markers. The total of discourse markers produced by the non-native speakers was 301 utterances while native speakers of English were 269 utterances. Therefore, it is concluded that discourse markers were useful in English speeches either by non-native speakers or native speakers
The Effectiveness of Story Telling and Role Play in Teaching Speakingfor Students with High and Low Motivation Mayasari, Adhe Risky; Faridi, Abdurrachman; Fitriati, Sri Wuli
English Education Journal Vol 11 No 2 (2021): June 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i1.42907

Abstract

Storytelling and role play as techniques of teaching have been studied and believed to be effective for teaching speaking. In speaking class, students’ interest and motivation are also improved as the impact of the techniques. The present research aims at explaining how significant the students’ achievement is taught by using storytelling and role-play as techniques of teaching speaking to the students with high and low levels of motivation. The design of this research was a quasi-experimental design with a 2x2 factorial design. This research was conducted on eleventh-grade students at MA Al-Hikmah Bandar Lampung as the research participants. Then, the writer analyzed the result from the questionnaire and speaking test using t-test and ANOVA. The results of this research showed that the value of sig. of techniques and motivation was 0.00. It meant that sig. the value was lower than 0.05. It can be concluded that there was a significant difference in the students’ achievement taught by storytelling technique and roleplay technique for students with high and low motivation. This research is expected to give a contribution to English teaching-learning such as giving appropriate techniques to teach speaking comprehension.
The Implementation of Professional Competence in Teaching ESP at Four Private Vocational Schools in Grobogan Rahmatunnisa, Eva; Mujiyanto, Januarius; Linggar Bharati, Dwi Anggani
English Education Journal Vol 11 No 2 (2021): June 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i1.43017

Abstract

A Professional teacher should master some competencies; one of them is professional competence. Accordingly, the preliminary research showed that some teachers had problems in the teaching-learning process. This research aimed to analyze the teachers’ competence in designing the syllabus, creating the lesson plan, developing the learning material, applying the learning media, the teaching-learning process, and constructing the students' assessment. This study was a qualitative case study. Subjects of the study were four private vocational school teachers in Grobogan. The data were collected by implementing observation, document analysis, and interviews. There were three steps in analyzing data, such as identifying, analyzing, and interpreting. The result showed that all teachers were good at designing ESP syllabus according to the instructional material, learning activity, assessment, time allocation, and learning resources. Then, they had created an ESP lesson plan well even though a teacher missed writing the learning method and the learning media. The media used were such as whiteboard, board markers, LCD, laptop, and other supporting materials. Additionally, all teachers did the teaching- learning process well despite some teachers found difficulties in applying lesson plan, they could not associate the lesson plan with the real condition in the class. The last finding showed that all teachers made an individual assignment for their students. But there was only a teacher who made group assignments. This research is expected to contribute to the teachers or lecturers in implementing professional competence to teach ESP.
The Use of Brown - Levinson’s Politeness Strategies As A Realization of Sociocultural Competence Among Adult Learners of Elti Surakarta Gunaningtyas, Martha Tanjung; Wuli Fitriati, Sri
English Education Journal Vol 11 No 2 (2021): June 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i1.43117

Abstract

This study focuses on analyzing the use of Brown and Levinson's politeness strategies to reflect sociocultural competence among adult learners. English is an international language in international communication to talk with people of different age, gender, status, etc. Besides, politeness strategies can reflect somebody's sociocultural competence when he/she talks to others. At the beginning of this study, preliminary research showed that English was used as a language tool in the class for adult students in conversation classes. The adult students came from different backgrounds including job, age, gender, status, culture, existence, and experience. Some of them had been abroad and communicated with the English native speaker directly. A proficiency test was used at the beginning of the research. It was continued by a sound recorder, video recorder, DCT, and interview to get the data. The findings reveal the more prominent use in bald on record and positive politeness strategies. Those strategies, based on the theory of Brown and Levinson and Celce Murcia, showed there was a close relationship between the speakers. The rest of the strategies showed that there was a distance between the speakers. In conclusion, politeness strategies were in students' interactions to reflect their sociocultural competence. The suggestion focuses on giving practices to students to increase their experiences in implementing politeness strategies.
The Indicators of Potential Presuppositions in Malala’s Speeches as the Nobel Peace Laureate Fitriyani, Sefty Hanida; Mujiyanto, Januarius; Warsono, Warsono
English Education Journal Vol 11 No 2 (2021): June 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i1.43375

Abstract

Presupposition means that people have their own beliefs before communicating with others (Yule, 1996). He defined the types of presuppositions into six; existential, factive, lexical, structural, counterfactual, and non-factive presuppositions. The study examined the existence of the indicators of potential presuppositions in Malala’s speeches after winning the Nobel and its relation toward the educational field. This study employed a qualitative approach. Four of Malala’s speeches were the data. The researcher used an instrument based on the theory of the indicators of potential presuppositions proposed by Yule (1996). As a result, the researcher found 34 potential presuppositions in Malala’s four speeches; 14 existential, six factual, four lexical, six structural, two non-factive, and two potential counterfactual presuppositions. Being aware of presuppositions will help both students and teachers be good communicators and create a communicative and effective teaching-learning process to achieve the goal. Theoretically, it expounds on the potential presupposition indicators as one of the linguistic expressions by considering the users of those forms in a communication. Pedagogically, it may contribute to the enrichment of educational material. Practically, it could give more ideas and references for further researchers.
The Realization of Brown - Levinson’s Politeness Strategies in the Movie “The Proposal” Azmi, Mia Nurul; Hartono, Rudi
English Education Journal Vol 11 No 2 (2021): June 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i1.43818

Abstract

Communication is a main part in a society. In every society, there are some styles and ways of using language. There are two kinds of communication, verbal and non-verbal communication. Non-verbal communication can be gesture or expression. The purpose of this study was to analyze the positive and negative politeness strategies used by the speakers in the conversations of The Proposal movie. Method of data analysis were done by using Brown and Levinson’s Politeness Theory. The results of this study show some findings. There were positive politeness strategies used in the utterances with the highest data was performed by the the seek agreement sub-strategy - 18,6%; and the lowest was performed by assert or presuppose speaker’s knowledge of and concern for hearer’s wants sub-strategy - 1,2%. In the negative politeness strategy, the highest data was performed by the impersonalize speaker and hearer sub-strategy – 39,3%%; and the lowest was performed by apologize sub-strategy – 1,4%. It can be concluded from the study, the difference between positive and negative strategies is the relationship between the speaker and listener, and the language used in speech.

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