English Education Journal
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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<![CDATA[Psychological Problems Faced by Nautical Students of Politeknik Bumi Akpelni Semarang in Speaking Maritime English ]]>
<![CDATA[Dewi, Filda Hulwani]]>;
<![CDATA[Faridi, Abdurrachman]]>;
<![CDATA[Saleh, Mursid]]>
<![CDATA[ English Education Journal Vol 11 No 4 (2021): December 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v11i1.45216
<![CDATA[This study aimed to explain: (1) psychological problems faced by nautical students in speaking maritime English and it causes, (2) the effects of psychological problems to speaking maritime English, and (3) the class situation that expected by the students. This study employs a qualitative case study. In order to collect the data, the researchers used classroom observation, questionnaire, and semi-structured interview. This study revealed that: (1) There were only four of five prominents pychological problems faced by nautical students in speaking maritime English, they were; fear of mistakes because most of the students were afraid if they could not deliver the message clearly, mispronounced, and then being laughed by their friends; shyness because they felt that their friends had better ability rather than themselves; anxiety because they did not understand English well and some of them were lacking of vocabularies, grammar, and they were afraid of being negatively evaluated by their friends or lecturers; lack of confidence because they felt that their English were bad and other friends were better than themselves, so they did not believe in themselves and felt insecure. However, they did not have problems regarding their motivation because they really wanted to sail abroad. (2) There were effects of psychological problems because it made the students’ performance was not maximal yet. (3) Most of students wanted a relaxed, happy, and supportive speaking class situation, while some of them expected that speaking class was not too relaxed because they have to be forced in learning.]]>
<![CDATA[Formal Shifts Use on Achieving Pragmatic Equivalence in English – Indonesian Translation of KungFu Panda ]]>
<![CDATA[Lathifah, Syifa'ul]]>;
<![CDATA[Mujiyanto, Januarius]]>
<![CDATA[ English Education Journal Vol 11 No 4 (2021): December 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v11i1.45412
<![CDATA[This study is concerned with the analysis of Catford’s formal shifts use in speech act translation from English into Bahasa Indonesia in Kung Fu Panda movie. The analysis covers the use of level shift and category shift on achieving pragmatic equivalence and how the visual-verbal relation happened along with the pragmatic achievement process. This study took documentation and a questionnaire on collecting the data. In this study, a theory from Baker (1992) was applied to analyze pragmatic equivalence achievement. Moreover, the theory from Halliday (1994) in Martinec and Salway (2005) was used to identify visual-verbal relations. The results of the study depicted (1) the use of level shift and category shift were very needed which led to pragmatic equivalence achievement (95,3%). Based on the target readers and expert raters, (2) the visual-verbal relation helped the translator on target text arrangement by providing the context of which the speech act was being uttered. The visual-verbal relation identified in the Kung Fu Panda movie were exposition (12,7%), enhancement (9,3%), extension (5,3%) and locution relation (72,7%). (3) The translator tended to use category shift dominantly (66,67%) for recreating the most suitable target text that was similar to the source text’s pragmatic meaning.The large identification of visual-verbal relation locutionallowed target and expert readers to perceive the meaning lied in speech act only from the word given.]]>
<![CDATA[Developing A Reading Project Assessment to Stimulate Students’ Critical Thinking and Creativity ]]>
<![CDATA[Ramdani, Aldin Syah]]>;
<![CDATA[Linggar Bharati, Dwi Anggani]]>;
<![CDATA[Mujiyanto, Januarius]]>
<![CDATA[ English Education Journal Vol 11 No 4 (2021): December 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v11i1.46367
<![CDATA[Assessment is a part of the learning assessment phase of the teaching and learning process. It is used to evaluate whether the education goals have been reached by looking at the process and product of learning outcomes. However, many teachers need assistance in developing a suitable assessment system and instrument. Then it should be in line with the teaching and learning priorities of the 2013 curriculum, which enable teachers to challenge students' analytical and creative thinking. This study aimed to explain the development of project-based reading assessments to stimulate students' critical thinking and creativity of the tenth graders of X IPS 3 at SMAN 12 Semarang during the academic year 2018/2019. To construct project-based reading assessments, the researcher and the teacher collaborated. The module was revised based on expert advice until the main field testing was completed. The data collection methods were using a questionnaire, interview, observation, and examination to obtain quantitative and qualitative data. The study discovered that when students were given project-based reading assessments, their scores increased. According to the results of a paired sampled test, the students' mean score changed significantly after the post-test relative to the pre-test. Students' comprehension skills, critical thinking, and creative thinking have all improved as a result of project-based reading assessments. In conclusion, the project based assessment is applicable for teaching learning activities to stimulate high school students’ critical thinking and creativity.]]>
<![CDATA[Cohesion and Coherence in Final Project Abstracts Written by Non-English Department Undergraduate Students ]]>
<![CDATA[Happy gusnar, Nindya Septarica]]>;
<![CDATA[Hartono, Rudi]]>;
<![CDATA[Suwandi, Suwandi]]>
<![CDATA[ English Education Journal Vol 11 No 4 (2021): December 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v11i1.47453
<![CDATA[Creating text needs to be understood that it is not only about arranging the words into sentences and paragraphs but also delivering meaning. Unfortunately, not everyone can achieve good skills in writing. This study aims at analyzing the writing skills of a group of Indonesian non-English department undergraduate students. It focused on the cohesion and coherence of their production of the final project abstract. Ten texts were analyzed by employing a discourse analytical case study. Thus, it is an important matter to analyze the writing competency of students as they are at the undergraduate level, majoring in Informatics Engineering that should report their final project in English. In this study, a theory from Halliday and Matthiessen (2014) was used to analyze the cohesion while a theory from Eggins (2004), Thornburry (2005), and Paltridge and Starfield (2007) were used to analyze the coherence. An open-ended questionnaire was used to confirm the result of the analysis according to the writers’ point of view. The findings indicate that the students show a bit of weakness in achieving cohesion and coherence in creating texts due to a lack of knowledge about the theory of cohesion and coherence. The result of the study can be used as a reference and consideration in designing a suitable lesson plan for writing class.]]>
<![CDATA[An Evaluation of the Psychological Factors influencing the Students’ Anxiety in Speaking English ]]>
<![CDATA[Umisara, Elinda]]>;
<![CDATA[Faridi, Abdurrachman]]>;
<![CDATA[Joko Yulianto, Henrikus]]>
<![CDATA[ English Education Journal Vol 11 No 4 (2021): December 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v11i1.47800
<![CDATA[Speaking is a productive skill that can be directly observed by considering several aspects. It can trigger the students’ anxiety as a psychological factor to communicate foreign language with others. This case has become a unique phenomenon to be analysed because anxiety has a relevance with foreign language abilities. This study aims to evaluate the psychological factor influencing the students’ anxiety in speaking English by using a qualitative approach. The data were collected by using observations, open-ended questionnaires, and interviews. There were 17 students in the ninth-grade of junior high school in Brebes Regency participating in this research. Three major phases of data analysis, namely data reduction, display, and conclusion drawing established to analyse the data. The researchers found three factors triggering the students’ anxiety in speaking English, namely communication apprehension, test-anxiety, and fear of negative evaluation which were influenced by the situation-specific anxiety. The situation could represent an uncomfortable experience emotionally and physically for some students to speak English in the class. The students felt anxious, frustrated, fearful, nervous, worried when they were unable to speak English. It made the students afraid of making mistakes and like to underestimate their abilities so that this prevents them from doing verbal activities. Therefore, this research discusses waysreduce the specific psychological factors that cause students’ anxiety in speaking English. This result can be used as guidance in managing learning conditions, learning materials, and learning strategies to deal with students’ anxiety in learning English. The teacher can use this research as a reference for analyzing the students’ anxiety symptoms during learning English in order to increase the students’ motivation and confidence in speaking performance.]]>
<![CDATA[The Undergraduate English Students’ Perception, Plan, and Implementation of Critical Thinking Skills in Their Presentation ]]>
<![CDATA[Erito, Silvia Nanda Putri]]>;
<![CDATA[Linggar Bharati, Dwi Anggani]]>;
<![CDATA[Astuti, Puji]]>
<![CDATA[ English Education Journal Vol 11 No 4 (2021): December 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v11i1.48028
<![CDATA[Previous studies shows that several learning strategies have been used to promote critical thinking skills for students at the university level, the most frequently used is presentation. The students in the third semester of the English department in IAIN Pekalongan have distinctive responses regarding their critical thinking skills in their presentation. This study aimed to explain students’ perception, plan and implementation in their use of critical thinking skills in their presentation. This study was qualitative case study. The data gathered by classroom observation, questionnaires, and interviews. The findings showed (1) The students positively perceived their use of critical thinking skills in their presentation, they believed that critical thinking skills help them to enable their presentation, English skills, and performance (2) the students plan their critical thinking skills by preparing the schema, skills, and practicing (3) the implementation of critical thinking skills in students' presentation by combining students' awareness, activeness, and learning style. Theoretically, critical thinking skills are fundamental to be implemented in higher education students. Practically, the result of this study gave benefit for the lecturer in giving students challenging tasks that encourage them to use their critical thinking skills. Pedagogically, the implementation of critical thinking skills in students’ presentations needs a student-lecturer relationship.]]>
<![CDATA[Translation Strategies and Quality of Metaphor in “Twilight” Novel By Stephanie Meyer ]]>
<![CDATA[Ningtyas, Hajar Mutiara]]>;
<![CDATA[Faridi, Abdurrahman]]>;
<![CDATA[Sutopo, Djoko]]>
<![CDATA[ English Education Journal Vol 11 No 4 (2021): December 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v11i1.48738
<![CDATA[This study focused on the analysis of the translation strategies and resulted translation quality in rendering metaphors found in the Twilight novel. The analysis involved the translation strategies by Newmark (1988) and translation quality by Hartono (2016). The results showed that there were seven translation strategies utilized by the translator in rendering the metaphors in the Twilight novel from Indonesian into English with total metaphors were 164. Those metaphors were translated using translation strategies: reproducing the same metaphorical image in the target language 48 times (29%), replacing the metaphorical image in the source language with a standard metaphorical image in the target language with 25 times (15%), translating metaphor by simile by maintaining the metaphorical image with 20 times (12%), translating metaphor by simile plus sense with 13 times (8%), converting a metaphor to its sense or meaning only with 44 times (29%), deleting metaphor with 7 times (4%), and translating metaphor by the same metaphor with the sense or meaning added with 7 times (4%). In terms of content quality, the translation of metaphors was dominated by good content, presentation, and mechanics quality. Moreover, the application of each translation strategy would result in different types of translation quality in terms of content, presentation and mechanics. In addition, it is suggested that the employment of translation strategy in rendering metaphor should consider deeply the existence of the same metaphor both in the source language and target language because the quality of the translation will be determined by the translation strategies.]]>
<![CDATA[The Fulfillment of Felicity Conditions in Speech Acts in Winfrey’s Speech Learn from Every Mistake ]]>
<![CDATA[Yuliarti, Indah]]>;
<![CDATA[Mujiyanto, Januarius]]>;
<![CDATA[Saleh, Mursid]]>
<![CDATA[ English Education Journal Vol 11 No 4 (2021): December 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v11i1.48795
<![CDATA[This study was about fulfilling felicity conditions in speech acts in Winfrey's speech Learn from Every Mistake. This research analyzed each utterance spoken by Winfrey’s speech entitled Learn from Every Mistake. Each utterance is categorized based on five types of speech acts. The felicity of the utterance was analyzed based on Searle's felicity condition theory. This study was a qualitative case study. The research object was Winfrey’s speech entitled Learn from Every Mistake published on YouTube on 18th May 2019. The findings showed that all the utterances in five types of speech act fulfilled the felicity conditions. The consideration came when the utterances were in a joke which meant that the speaker did not sincerely utter the utterances. There was a note when utterances in a joke were felicitous if both the speaker and the hearers truly understood that the utterance was a joke. The last conclusion in felicity condition was in the essential speech act. Based on the analysis, all of the utterances in Winfrey's speech entitled Learn from Every Mistake were felicitous in essential condition. The research finding can be used as a reference in understanding felicity conditions in the speech act.]]>
<![CDATA[The Implementation of Teachers’ Pedagogical and Professional Competence in Authentic Assessment ]]>
<![CDATA[Faizah, Annisa]]>;
<![CDATA[Sutopo, Djoko]]>
<![CDATA[ English Education Journal Vol 11 No 4 (2021): December 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v11i1.48823
<![CDATA[This study aims to explain the teacher’s pedagogical competence and professional competence on EFL, authentic assessment on EFL, describe the application of authentic assessment, and investigate the effect of teachers' pedagogical and professional competencies on authentic assessment practice. This qualitative study investigated the effects of pedagogical and professional competencies on authentic assessment practice. The subjects of the study consisted of the English teachers of Public Senior High School 1 Jepara. The data were collected with the observation checklist, questionnaire, and interview. The data were analyzed with Miles and Huberman's model. The teacher manifested her pedagogical competence into the plan implementation, evaluation, and reflection. The way she applied authentic assessment was only with the project. She was aware of the function of authentic assessment. It was proven that she did not level up the learning activities when the learners had not passed a specific criterion she determined. However, since she did not provide corrective feedbacks, the learners felt that the teacher only assessed the final project product. Moreover, the teacher did not provide a proper evaluation. She only provided the correct examples, so it made the learners could not arrange their plans. This situation could be improved if the teacher continuously developed her academic qualification and competence based on science, technology, and artistic advancement. Teachers should have this features to be more professional.]]>
<![CDATA[The Effectiveness of Children YouTube Songs and Flashcard Games to Teach Vocabulary to Kindergarten Pupils ]]>
<![CDATA[Widhiprasetya, Gabriella Anindyarizki]]>;
<![CDATA[Mujiyanto, Januarius]]>;
<![CDATA[Sutopo, Djoko]]>
<![CDATA[ English Education Journal Vol 11 No 4 (2021): December 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v11i1.48838
<![CDATA[Teaching English to young learners has attracted many people in the last decades worldwide, so that English has been increasingly practised at the kindergarten levels. The role of parents is very crucial in the early stage of a child. This research shows the effective interaction between kindergarten children’s YouTube songs, flashcard games, and parental involvement in vocabulary learning at Kindergarten Karangturi with online teaching. This research was a quasi-experimental study with a 2x2 factorial design that focuses on two or more independent variables or factors on at least one dependent variable. This study employed two independent variables: teaching with YouTube songs and flashcard games based on the design. This study reveals that there was no significant interaction between two teaching media in teaching vocabulary and parent’s involvement. Using YouTube songs and flashcard games as the vocabulary teaching media to pupils with high parent involvement was effective. However, it also reveals that using youtube songs and flashcard games was ineffective as the vocabulary teaching media to pupils with low parent involvement. This study shows no significant difference in teaching vocabulary with YouTube songs compared with flashcard games to Karangturi Kindergarten pupils. Further research was expected to continue this study by finding another method to teach young learners English to enhance their language mastery.]]>
