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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.
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Articles 15 Documents
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Search results for , issue "Vol 11 No 3 (2021): September 2021" : 15 Documents clear
The Effectiveness of Collaborative Strategic Reading (CSR) and Cooperative-Discussion-Question (Coop-Dis-Q) in Teaching Reading Comprehension Walidaini, Lulu; Mujiyanto, Januarius; Warsono, Warsono
English Education Journal Vol 11 No 3 (2021): September 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i1.44439

Abstract

This study aims to measure the effectiveness of collaborative strategic reading (CSR) and cooperative-discussion-question (Coop-Dis-Q) strategies in teaching reading comprehension students with impulsive and reflective cognitive learning styles. To improve students' reading comprehension skills, the researcher wants to study both strategies. This research used 2x2 factorial experimental designs. The subjects were XI MIPA 1 and XI MIPA 4 classes of SMAN 1 Pangkah, Tegal Regency. They were divided into two groups, and categorized impulsive and reflective students. The instruments used were test, pre-test, post-test, and questionnaires. This research indicated that collaborative strategic reading (CSR) was more effective than cooperative-discussion-question (Coop-Dis-Q) to students with impulsive cognitive learning styles. Simultaneously, there was no significant difference between the students who were taught by using collaborative strategic reading (CSR) and those taught by cooperative-discussion-question (Coop-Dis-Q) with reflective cognitive learning style. It meant that CSR was more effective for the students with impulsive cognitive learning styles, while Coop-Dis-Q was effective for the students with reflective cognitive learning styles. Based on the findings, the researchers concludes that CSR and Coop-Dis-Q appeared to improve the students' reading comprehension skills for both impulsive and reflective students.
Gender Representation on Pictures, Dialogues and Reading Texts in “Bahasa Inggris Untuk Kelas X SMA/Ma”. Murrikaningrum, Devi Arini; Mujiyanto, Januarius; Saleh, Mursid
English Education Journal Vol 11 No 3 (2021): September 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i1.44568

Abstract

This study focuses on gender representation of the picture, dialogue, and reading texts in a textbook – Bahasa Inggria Untuk Kelas X SMA/MA. For Grade X Senior High School. It used a descriptive qualitative approach, and its objective was both to investigate gender representation in the pictures, dialogue, and reading text and, the representation between them. The study revealed that male domination was found in the picture, dialogues and, reading text as seen from gender visibility, gender-specific nouns, gender-stereotypes. Only, in the dialogues gender stereotype was dominated by female. The relation between picture, reading text and, dialogues, have similarity was dominated by a male, as seen from gender-neutral and gender-specific nouns. Although gender stereotypes and gender visibility in the dialogue were dominated by a female. Gender visibility, gender stereotype, gender-neutral and gender-specific noun between reading texts and pictures, have similarity was dominated by male. The representation between reading text and pictures support each other because they are mutually sustainable. Gender visibility and gender stereotype in the reading text and dialogue have unequal dominated. Gender visibility in the reading text is dominated by a male, while gender visibility in the dialogue is dominated by a female.
The Washback of Formative Assessment in EFL Instructions Putra, Rama; Faridi, Abdurrachman
English Education Journal Vol 11 No 3 (2021): September 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i1.45175

Abstract

Assessment is a critical component in the process of teaching and learning. Without an effective assessment, it is impossible to know whether students have learned the lesson. This research aimed to investigate the washback of a formative assessment in EFL instructions. This study was a case study conducted at SMA Negeri 2 Singkep. The data were collected by using observation guidelines, questionnaires, interviews, and document analysis. This study has findings: 1) Good perception of formative assessment. It was drawn from interview questions and observation guidelines which showed that the teacher claimed to have good experience in implementing formative assessment, teacher figured out assessment importance, and teacher assumed by using supported media to address formative assessment. 2) Positive washback on EFL teaching. It was drawn from document analysis, observation, and interview which the results showed that the teacher provided good attention on the lesson plan, the teacher was successful on students’ engagement, the teacher used systematic instruction and understandable language use. 3) Positive washback on EFL learning. It was drawn from questionnaires and observation which the results showed students had good participation in doing a task, students had responsibility in learning, and students and the teacher had a kind relationship in the classroom. In conclusion, it is recommended that the teacher should understand more the formative assessment and readiness of the students. We suggested teachers provide oral and written advice or feedback that is written down on students' writing tasks or another subject.
The Evaluation of Teachers’ Practices of Project-Based Learning Strategy in Writing Instruction Rahman, Dian Fathur; Linggar Bharati, Dwi Anggani; Rukmini, Dwi
English Education Journal Vol 11 No 3 (2021): September 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i1.45244

Abstract

This research is a qualitative study of the Project-Based Learning (PjBL) practice. PjBL is one of the three main teaching and learning methods suggested in the implementation of the 2013 curriculum. Researches on the teachers’ perception were mostly on the benefits of PjBL, but their understandings of PjBL were commonly ignored. Meanwhile, the teachers’ beliefs and perceptions affect what they do in the classrooms. Their perceptions deeply influence the way they plan, teach, and perform assessments. Therefore, this study is aimed at evaluating how the teachers perceive, plan, implement, and assess PjBL in writing instruction. The result of this study is expected to enrich the practical concept and theory of PjBL. Besides, it is important for the readers, especially the teachers to either revise or improve their perception, knowledge, and understanding of PjBL, especially in writing instruction. To collect the data, the researcher used a questionnaire, document, classroom observation, and interview. The findings show that the teachers have several incorrect perceptions of PjBL. Their misperceptions lead them to make inappropriate PjBL plans, implementations, and assessments. Accordingly, it reveals the teachers’ perceptions of PjBL were compatible with their PjBL plan, implementation, and assessment. However, this compatibility did not show the appropriateness of the teachers’ PjBL practice due to several misperceptions of PjBL of the teachers.
The Functions of Visual Representational Meaning in Supporting the Ideational Meaning in Cambridge Guess What Pupil’s Book Rabbani, Syarifatusnain Maulida Wahyu; Saleh, Mursid; Sutopo, Djoko
English Education Journal Vol 11 No 3 (2021): September 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i1.45329

Abstract

In a learning context, students are usually faced with images and texts, especially in textbooks they carry around with them. Nowadays, meaning-making rarely depends on language alone. Sometimes, the combination between image, color, sound, and action symbol have been considered as paralanguage no longer play a subordinate role in modern communication. This research aims to explain 1) the existence of visual representational meaning and the text ideational meaning in Cambridge Guess What Pupil’s Book 6, 2) the function of visual representational meaning and the text ideational meaning in the Cambridge Guess What Pupil’s Book 6, and 3) the function of visual representational meaning and the purposes of the texts in Cambridge Guess What Pupil’s Book 6. The findings showed the existences of the visual representational meaning and the ideational meaning of the texts. They had the same participants and processes. However, not all clauses on the texts had the same participants. There were only several clauses that had the same participants with the figures. It meant visual representational meaning only could visualize the description of the same participants or visualize the narration of the same processes.
Relations Between Verbal Language and Visual Image in Student’s Textbook Implementing the Concept of Metafunctions Nisak, Sukrun; Rukmini, Dwi
English Education Journal Vol 11 No 3 (2021): September 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i1.45334

Abstract

This research is about the use of verbal language and visual image to realize the metafunctions in student’s textbook. In order to see the process of meaning making in multimodal text, the researcher analyses the implementation of ideational, interpersonal, and textual meaning. The data was taken from conversation sections in Interchange Student’s Book 1. It consists of verbal language in the form of dialogues and visual image in the form of pictures. There were 16 conversation sections chosen from 16 chapters in the book. This research uses multimodal discourse analysis; using three instruments to classify the data. The checklists are from Eggins (2004) about metafunctions in verbal language, Van Leeuween (2006) about metafunctions in visual image, and Royce (2007) about the relations in verbal language and visual image. In ideational meaning, the result of the study shows that verbal language which dominates the conversation is the material proces; while in visual image, the reactional process is the highest number of process happens. Thus, the verbal-visual relations in ideational meaning found are collocation and repetition. Furthermore, the result in interpersonal meaning finds out that the most common verbal language used is statement; while in visual image, the medium shot is mostly found. Thus, the verbal-visual relation in interpersonal meaning realized through reinforcement of address is interaction between represented participant and represented participant. Moreover, in textual meaning, the result of verbal language shows that the most common used theme is topical theme; while in visual image, the information value is mostly left-right. Thus, the verbal-visual relation in textual meaning shown in reading path is left-right.
Realization of Cultural Filter in The Indonesian – English Translation of “Gundala Movie” Subtitle Putri, Widya Ivani
English Education Journal Vol 11 No 3 (2021): September 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i1.45387

Abstract

Translating a movie subtitle from Indonesian into English should be done carefully because Indonesian and English have some differences which may lead to ineffective communication, such as the changing of structures, the difference of meanings, and also dissimilarity of corresponding cultures. This phenomenon might be a concern since many Indonesian movies have entered international audiences and won some international awards, such as the Gundala movie that is directed by Joko Anwar. This study focused on analyzing the cultural filter implemented in Indonesian – English audio-visual translation of Gundala movie subtitles. The analysis utilizes the cultural filter theory proposed by House (2015). The data analysis focused in this study includes the characters’ utterances in Indonesian and its English subtitle provided in the Gundala movie. The subject is the Indonesian transcription from verbal dialogues produced by the movie characters in Gundala movie and its English subtitles shown on the screen. The object of the study is words, phrases, and sentences produced by the characters in the Gundala movie. Most translations applied cultural filter achieves functional equivalence. Theoretically, the cultural filter can help the translator to achieve functional equivalence. Practically, for the next translation project, it could be a good challenge for the next researcher to explore the translation studies using this theory. Pedagogically, the reader should be more familiar with the cultural differences between Indonesian and English.
The Use of Content Analysis to Assess Letterland Book for Kindergarten Students Ariyani, Nindya Putri; Faridi, Abdurrahman; Rozi, Fahrur
English Education Journal Vol 11 No 3 (2021): September 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i1.45450

Abstract

Most of previous researches investigated the use of Letterland method in teaching English. However, only few researches concern with the Letterland book that have many differences with local story books in Indonesia. This research was aimed to find out how the quality of Letterland book refers to listening, reading, and vocabulary skills, language content (topic, subject content and social and culture values) and the effectiveness of Letterland book. Content analysis method was applied in this research. There were two instruments which are used in this reseach, they are : document and interview that involved teachers in Star Kiddy Preschool and Learning Center. This research used Cunningsworth theory as guidance to analyse the quality of Letterland book. The findings showed that listening, reading, vocabulary skills in Letterland book are categorized as good book. The language contents of Letterland book is qualified as good EFL book criteria. Teachers in Star Kiddy Preschool Star Kiddy Preschool and Learning Center stated that Letterland book is effective to learn English for children. However, there were problems in the implementation of Letterland book such as: limited time, new teachers that had not expert on Letterland book. Therefore, this research was expected to be the an overview of teachers that learnt English by using Letterland book for children.
The Correlation of Positive Reinforcement, Self-Confidence, and Speaking Performance of English Young Learners Samodra, Opini Ala; Faridi, Abdurrachman
English Education Journal Vol 11 No 3 (2021): September 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i1.45463

Abstract

Most teachers may face challenges to teach the students without students’ native language to teach a foreign language. The students may get bored easily and not motivated because they have to listen to more new strange words in every meeting that they do not directly understand the words means. Thus, it needs some strategies to get the better result. Students who like doing things happily need a more relaxing learning situation to join the English classes comfortably. The study aimed to investigate the correlation of verbal, gestural, token reinforcement, speaking performance, and self-confidence. The research method used was a quantitative study with multiple linear regressions. Students of the fifth grade of SD N 1 Wates Undaan Kudus as the population took part in the positive reinforcement, self-confidence, and speaking performance test in teaching English. The data were analyzed through a statistical program of SPSS 22. Thus, there was a correlation between positive reinforcement, speaking performance, and self-confidence. The conclusion is that all positive reinforcement correlates with speaking performance and self-confidence. It means that the positive reinforcement influenced their speaking performance and their self-confidence. It is suggested that the teacher should raise their awareness to motivate students’ speaking skills for better achievement. Besides, teachers’ performance in the classroom activity deals with classroom management, encourages the students to always joyful in learning English materials, provides exercise and group discussion according to their circumstance, and performs various teaching that involves the learner’s role in the classroom activity.
The Realization of Mood and Modality in the Analytical Exposition of the Undergraduate Students of Tidar University Puspitasari, Vivanti; Warsono, Warsono; Sutopo, Djoko
English Education Journal Vol 11 No 3 (2021): September 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i1.46349

Abstract

Writing can be among the most enjoyable and satisfying activities to measure the ability to produce well-formed sentences. This study dealt with the realization of MOOD and Modality in the analytical exposition of the undergraduate students of Tidar University. Fifteen analytical exposition texts were analyzed to determine how the indicative MOOD, the imperative MOOD, modalization, and modulation were realized in the analytical exposition of undergraduate students of Tidar University. The type of this study is qualitative case study research. This study employed Systemic Functional Linguistics (SFL) based on Suzan Eggins (2004) as a framework since this level of structured language creates meaning that can be sought and identified. There were 511 clauses found in the fifteen analytical expositions. The result revealed several findings: (1) it was found that declarative MOOD was the most dominant of the indicative of MOOD system; (2) that the imperative MOOD type was not dominant; (3) that probability was more dominant than usuality. There were 73 clauses, or around 97% categorized as a probability, and 2 clauses or about 3% were categorized as the usuality; (4) that the obligation was dominant (14 clauses). Then, no clauses were indicated as the inclination. It was concluded that the realization could be seen from the type of indicative, imperative, modalization, and modulation that were found in the analytical exposition text of the undergraduate students of Tidar University.

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