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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 12 No 1 (2022): March 2022" : 15 Documents clear
Evaluating the Use of Discourse Markers in Selected English Education Journal Articles Egi Raputri; Hendi Pratama; Rudi Hartono
English Education Journal Vol 12 No 1 (2022): March 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i1.52252

Abstract

Considering the important roles of discourse markers in writing academic purposes, the researchers evaluate the use of discourse markers in English Education Journal articles. This research aims to find out the types of discourse markers precisely contrastive, elaborative and inferential discourse markers, and the errors in using those expressions. This research uses a qualitative research design with the data from written language especially the journal articles published by English Education Journal (EEJ). Thus, specifically this research employs content analysis. There were twenty journal articles analyzed. They represented their volume especially there are four volumes in 2020. The findings of this research demonstrated that all of the research data applied those types of discourse markers. The type of elaborative discourse markers were the first type used by the writers. It is the frequently used by the writers in the journal articles. In this case, it used in 890 times. The expression frequently used is and. Meanwhile, the errors in using discourse markers in the journal articles occurred in 17 times. Here, the wrong relation category as the commonly applied in 7 times. These findings inform us to improve our awareness in applying those expressions. Thus, it can be concluded that the discourse markers is required in creating journal articles. Therefore, the writers have to concern regarding to the categories of errors in using discourse markers for avoiding inappropriateness.
The Use of Cohesive Devices in Descriptive Text by English Training Participants at PST” kifti halimah islami; Mursid Saleh; Dwi Anggani Linggar Bharati
English Education Journal Vol 12 No 1 (2022): March 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i1.49052

Abstract

Today, many media to large companies are starting to invest English skills in their employees, including Pura Smart Technology (PST). This research aims to find out the use of cohesive lexical devices, the use of cohesive grammatical devices, the correctness of cohesive device uses, and the correlation of cohesive device use and descriptive text writing skills of the participants. The researcher took eleven employees as the participants. The researcher analyzed the data with Halliday & Hasan's theory, Coh-Metrix 3.0, and Spearman Correlation. The results were repetition with 54.92%, synonym with 6.81%, hyponym with 33.71%, meronym with 3.40%, and collocation with 1.14%. In terms of grammatical cohesion, the researcher found a reference with 29.54% and conjunction with 69.31%. The result also showed that the participants' cohesive device use excellence was 39.65%, with a very strong correlation, (rs) = 0.95. The researchers found that the English training participants had low mastery of cohesive device use quality. The researchers also found that the participants' cohesive devices and writing skills had a strong, significant, and immense correlation. The researchers suggest that future researchers upgrade the study's object and involve participants from different and complex backgrounds. From the pedagogical perspective, cohesive device uses are important to create a good image and judge an excellent educational background between the writer and the reader while understanding the meaning. Thus, writers can produce texts without any hoax information nowadays. Practically, these results help people use text appropriately in formal and non-formal settings.
The Use of Code-Switching in EFL Classroom Instruction and Interaction Hajar Munawaroh; Rudi Hartono; Zulfa Sakhiyya
English Education Journal Vol 12 No 1 (2022): March 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i1.50517

Abstract

This study investigates code-switching in an EFL online classroom interaction. The research data were gathered by using fieldnotes, questionnaires, and semi-structured interviews on one hundred and twenty students and three English teachers. It demonstrates that both teachers and students code-switched during online English lessons. Tag switching and establishing continuity with the previous speaker were mostly used which reached 38.4%, inter-sentential switching15.5%, and intra-sentential 7.7%. respectively. In terms of the language, the findings show that classroom interaction was dominated by the use of Bahasa Indonesia 74.0%, English 52.8%, and Sundanese 16.5%. Code-switching was effective for teachers and students in EFL learning. It proved to 1) significantly influence students' activeness, 2) encourage and give better feedback to students through alternative reinforcement, and 3) encourage better teachers’ and students’ negotiation. With regard to efficiency, conveying meaning of the materials and bringing the project as well as assignment were essential. Nevertheless, some issues came up as a consequence of the Covid -19 outbreaks. Notably, some factors affecting the results were 1) the internet connection, 2) the students’ attendance, and 3) balance. Those results suggest that the potential next research is more likely to respond to students' need to campaign online learning to be better. Some issues come up as consequent of covid-19 outbreaks. Notably, some factors mentioned: (1) the stable or unstable internet connection, (2) the presence of students, and (3) balance. Those results suggest that the potential next research is more likely to respond students’ need to campaign online learning to be better. Keywords: codeswitching, EFL, online learning interaction and instruction
Cultural Contents on New Step-Up: Reading and Writing for University Students Yuliana Zakiyah; Dwi Rukmini
English Education Journal Vol 12 No 1 (2022): March 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i1.51090

Abstract

EFL coursebooks still become an essential teaching medium for teachers and a primary learning source for students. This research aims at identifying the kinds of source culture and themes of culture in the reading texts, reading exercises, and writing exercises. The method used in this research was qualitative with content analysis. The textbook contains 14 chapters, divided into two subject materials. There were seven units for reading materials and seven units for writing materials. The analysis found that the international target culture and small “c” culture was dominantly presented in the reading texts. Another result showed that the small “c” culture was dominantly presented in the reading exercises. The last result revealed that the cultural contents were used in each unit of the writing exercises. Based on the research findings, it is suggested that the reading passages and reading exercises in the textbook should be developed more in terms of kinds of source culture and themes of culture. Also, English materials developers, especially the authors should include more source culture particularly in reading passages and reading exercises. Finally, it can be inferred that the textbook can be used as one of the learning sources in Islamic University.
The Construction of Interpersonal Meaning Realized in a Conversation between EFL Students Bagus Dwi Pambudi; Djoko Sutopo; Dwi Anggani Linggar Bharati
English Education Journal Vol 12 No 1 (2022): March 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i1.51514

Abstract

Interpersonal meaning enables speakers to create a conversation by taking roles and establishing relationships. This study attempts to explain how interpersonal meaning is constructed in a conversation between EFL students by focusing on (1) how they take up roles, (2) how they establish relationships, and (3) how the roles and relationships are negotiated. This qualitative study involved a small group of three university students taking part in a conversation within an informal setting. This study drew on analyses on moods, speech functions, and conversational exchanges based on the theory suggested by Eggins and Slade (2004). The results indicate that mood choices allowed the students to take two main roles: initiator and supporter. The initiating role was realized in full declaratives and full interrogatives. The supporting role was achieved through minor clauses, elliptical clauses, and giving opportunities and assistance to the others to deal with incomplete clauses. The speech function choices show that the students established harmonious relationships because they frequently sustained their talks and provided support instead of confrontation. However, this does not seem to represent a good-quality conversation as they tended to avoid different ideas to explore relationships. The way the students in turn showed dominance indicates that they negotiated roles and relationships dynamically. This study can provide a new insight to improve EFL students’ ability to participate in a conversation.
Curiosity Factors and English Language Achievements: Non-English Students Department Asti Gumartifa; Indah Windra Dwie Agustiani; Andriamella Elfarissyah
English Education Journal Vol 12 No 1 (2022): March 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i1.51764

Abstract

Curiosity is fundamental in inspiring students to learn English as a foreign language. Their curiosity, on the other hand, does not exist when they are studying English. Students believe that studying English is difficult and implementing speaking skills is even more challenging. This article identifies critical points to recognize students’ curiosity in learning English language as non-English department students’ through a literature reviews. This is a descriptive study, where the researcher finds some supporting theories in term of curiousity in learning English as a foreign language. It relates to the theory that emphasis the difference among students’ curiosity in learning English. Theory and evidence are discussed in the field of psychology and pedagogy, curiosity and education, curiousity in learning, socioeconomic and curiosity. The study's conclusion is that there is no level of socio-economic difference in the curiosity possessed by a student. Curiosity serves intrinsic motivation to learn English language. Consider factors such as learning facilities; language laboratorium, English language atmosphere and environment, partners’ stimulation and feedback on student in practicing English, and socioeconomic status analysis. Therefore, curiosity is as a self-motivation for English language achievement which involves teachers and students. The findings of this study can help educators have a better understanding of how to get children to enjoy English. Teachers can provide attractive learning procedures, materials, and strategies. Students will have a high level of interest as a result of this experience of compassion.
Creation of Humorous Situation By Flouting Conversational Maxims Accompanied By Facial Expression in “Friends” Faiz Maulida; Fahrur Rozi; Hendi Pratama
English Education Journal Vol 12 No 1 (2022): March 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i1.51956

Abstract

This study focused on analyzing the humorous situation created by flouting conversational maxims that were followed by facial expressions found in situated comedy Friends. The analysis included how humorous situation were generated by flouting conversational maxims and the relationship between humorous situation and facial expressions. The results of the study showed that the humorous situations categorized were generated by flouting Grice maxims in which satire and over/understatement were frequently created by means of the implicature from flouting the conversational maxims. In flouting quality, the characters tended not to employ direct lying to other people as it would influence the perspective of the audience about lying to other people as common things although hidden meanings were provided behind the utterances with joy facial expressions. In flouting quantity, the humorous situation was dominated by the creation of overstatement and understatement which were accompanied mostly by joyous facial expression as in line with the definition of overstatement and understatement. In flouting relation, the humorous situation was dominated by satire accompanied by anger facial expressions and clever replies to serious statement accompanied by joyous facial expressions. In flouting manner, satire and pun humorous situation was mostly generated by anger and contempt facial expression. In addition, there were close relationship between certain humorous situation created by flouting conversational maxims and facial expressions. For further study, it is recommended that the study of humorous situation could explore the other aspect of pragmatics elements such as how humor could be generated through the use of politeness strategies within a conversation.
Factors Affecting the Implementation of Authentic Assessment to Measure Students’ Reading Comprehension: A Case of English Teachers at State Senior High School 1 Purwodadi Fitria Wahyu Nugraheni; Mursid Saleh; Rudi Hartono
English Education Journal Vol 12 No 1 (2022): March 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i1.52096

Abstract

The term of assessment refers to the wide variety of methods or tools that educators use to evaluate or measure students’ learning progress, skill, or acquisition. The benefit of assessment for teachers can be used to gather information on planning and modifying teaching and learning programs for students. This study concerns to the factors affecting the implementation of authentic assessment in reading comprehension. This study was aimed at answering four research questions regarding (1) the implementation of authentic assessment to measure students’ reading comprehension, (2) the correlation between teacher’s background and the implementation of authentic assessment, (3) the correlation between teacher’s professional development and the implementation of authentic assessment, and (4) the correlation between teacher’s belief and the implementation of authentic assessment. The researcher applied quantitative correlation research design. The correlation research design was used since it was appropriate to measure the significant correlation between those two variables. The findings revealed that three teachers as the subject of this research had good effort in implementing authentic assessment. They created various assessment to assess students’ reading comprehension. Based on the observation which has scored, their implementation belongs to good, enough, and fair criteria. The next finding is that based on the SPSS computation, among three factors stated previously, the teacher’s belief is significant correlate to the implementation of authentic assessment, meanwhile teacher’s background and teacher’s professional development are not significant correlate.
The Implementation of High Order Thinking Skills (HOTS) Assessment to Evaluate the Students’ Reading Comprehension Achievement Leila Nurul Amali; Dwi Anggani Linggar Bharati; Fahrur Rozi
English Education Journal Vol 12 No 1 (2022): March 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i1.52571

Abstract

HOTS promote the idea of assessing students’ critical thinking, creativity, and problem-solving. However, many teachers claimed to have difficulties in designing questions and implementing them in teaching and learning process. The present study aimed to explain how teachers perceive, implement, and assess HOTS assessment in teaching reading comprehension. It employed an exploratory sequential design. Using the purposive sampling technique, two English teachers from SMA N 1 Pati were involved. The data were gathered through semi-structured interviews, document analysis, classroom observations, and tests. This study reveals that the teachers had a good perception of HOTS assessment in terms of concept and implementation. They implemented HOTS assessment using appropriate strategies and methods in teaching reading comprehension. In addition, the teachers designed the proper assessment using HOTS assessment in assessing reading comprehension. The students’ achievement also had achieved the required score in reading comprehension. All the results aligned with teachers’ perceptions, implementations, assessments, and students’ achievement. Although the teachers had exemplary performance, they still met difficulties due to students’ needs and motivation. Therefore, it was expected for further research to conduct more detailed research in a long time to collect more valid and complete information about HOTS assessment.
Students’ Use of Translation Techniques: A Case of the 4th Semester Students of Universitas Peradaban Akhmad Nur Cholis; Dwi Anggani Linggar Barati Anggani Linggar Barati
English Education Journal Vol 12 No 1 (2022): March 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i1.52580

Abstract

English is a medium of international communication and it is a bridge to communicate among people with different languages and cultures. Communication has the goal of delivering the message from one to another. It is essential that in mastering the translation lesson for the students to understand about the English text even both of an article or a book of science. This research aims to know the translation techniques applied by 4th-semester students at Peradaban University in translating final test text. This is qualitative research with a qualitative descriptive approach. The object of the research is 4th-semester students’ of Peradaban University. The data were analyzed by using translation techniques proposed by Molina and Albir. The analysis reveals that the most translation found was calque with 940 occurrences (62,37%), literal translation with 371 occurrences (20,90%), reduction with 96 occurrences (6,23%), and the last borrowing with 158 occurrences (10,48%). Based on the research result it can be concluded that students’ knowledge of translation techniques is very limited. In another word, in translating process they must master translation techniques to translate certain text, and know translation techniques to minimize translation errors in the translation product. This research will probably give some literature about the translation techniques that are applied in university students which can be applied by another researcher to conduct other research with another point of view. Also, for the lecturers it gives translation techniques materials with various techniques proposed by some experts.

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