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[Realization of Thematic Progression to Achieve Grammatical Cohesion in Students' Final Project Backgrounds ]]>
<![CDATA[Ever Nicolas]]>;
<![CDATA[Rudi Hartono]]>
<![CDATA[ English Education Journal Vol 12 No 2 (2022): June 2022 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v12i2.54071
<![CDATA[This research aimed to find out how the thematic progression structure is applied in the background of students’ research project proposal and how the thematic progression functions to achieve cohesion in the background of the research project proposal. The objectives of this research were to explain the structure of thematic progression and to explain the function of thematic progression to achieve cohesion in the background of the studies section of students’ final project proposal. This research used a descriptive qualitative approach. Fifteen research project proposals were used as the source of the data. The research findings reveal that a constant theme was the primarily used pattern of thematization to organize the research project proposal background in students’ writings. It concluded that the realization of the constant theme was the most straightforward pattern of thematization applied by the students to organize the final projects. That was not hard because the form of the constant theme was just repeated, replaced, substituted, or changed some non-numeral description into a similar way to a clause. Besides, it was found that the amount of reference, substitution, and conjunction occurs in the text, and Ellipsis did not apply to 15 texts. So both grammatical references and substitutions were achieved in this area through thematic progression. The thematization used by the students was able to achieve grammatical cohesion in their writings]]>
<![CDATA[The Realization of Formulaic Competence in the Classroom Interactions among Learners in Kampung Inggris Pare ]]>
<![CDATA[Luluk Khoiriyah]]>;
<![CDATA[Januarius Mujiyanto]]>
<![CDATA[ English Education Journal Vol 12 No 2 (2022): June 2022 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v12i2.54985
<![CDATA[A critical component in communicative competence is formulaic competence, enabling learners to create natural and fluent spoken and written texts. This competence refers to recurrent fixed expressions used by native speakers to communicate in daily life, such as collocations, idioms, lexical bundles, and insert/routines. This study aimed to investigate the formulaic expression by exposing Celce-Murcia (2007) and Biber et al.'s (1999) theory in the classroom interactions among learners in Kampung Inggris Pare. In addition, it used Lennon's (1990) theory to investigate the influence of formulaic language on the learners' fluency. A qualitative approach, exposing conversational analysis, was adopted to analyze the gathered data to fulfill the research objectives. The data were collected by observing the learners' interactions, including recording during the conversation. Thus, the current study reveals that Kampung Inggris, Pare learners produced all types of formulaic expressions. However, due to a lack of collocational awareness, they made simple combinations and tended to avoid more complex words with more than two particles. In addition, the learners who produced many formulaic expressions have high exclusive rates implying that the more formulaic expressions are used, the higher the fluency level will be obtained.]]>
<![CDATA[The Manifestation of EFL Teachers’ Self-Efficacy and TPACK with their Teaching Performance ]]>
<![CDATA[Ainur Rosyidah Azmie Putry]]>;
<![CDATA[Puji Astuti]]>;
<![CDATA[Zulfa Sakhiyya]]>
<![CDATA[ English Education Journal Vol 12 No 2 (2022): June 2022 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v12i2.55567
<![CDATA[Teachers play very important roles on students learning, especially during the pandemic situation where emergency online learning has replaced the traditional classroom learning. Some factors can influence teachers’ performance such as teachers’ self-efficacy and TPACK (technological pedagogical content knowledge) framework. Here, the teacher participants have perception of their capabilities to accomplish the task by integrating content, pedagogy, and technology. This paper addresses the issue by employing a qualitative case study to investigate the manifestation of teacher participants’ self-efficacy and TPACK, as well as the relation between the two with teaching performance. Three EFL teachers at SMA 2 Demak are purposefully selected as the subjects of the research. The findings reveal that (1) the dominant source of self-efficacy in teacher A is psychological and emotional arousal but in teacher B and teacher C is mastery experience. (2) based on the statistical measurement, the score of teacher A’s self-efficacy was 65.0% and 63.9% in the TPACK framework. The score of self-efficacy in teacher B was 85.0% and 68.5% in TPACK framework. In teacher C, the score of both terms was 83.3%. (3) some factors of teacher participants’ self-efficacy affected the successful level of teaching performance. In a nutshell, self-efficacy fosters teachers’ motivation, develops teachers’ TPACK, and influences the successful level of teaching performance to implement TPACK framework. The present research provided a valuable knowledge about the importance of self-efficacy and TPACK framework and suggestion to construct some developmental programs to encourage student teachers in preparing better teaching learning process in the future.]]>
<![CDATA[Examining the Effectiveness of Instagram Vlogs on Speaking Proficiency of Aerospace Engineering Students ]]>
<![CDATA[Maria Asumpta Deny Kusumaningrum]]>;
<![CDATA[Dewanti Ratna Pertiwi]]>
<![CDATA[ English Education Journal Vol 12 No 2 (2022): June 2022 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v12i2.56313
<![CDATA[This research aims to show how Instagram vlogs may be used in the classroom as a technological tool. This research mentions the usage of Instagram vlogs to help students improve their speaking skills. The challenges that aerospace engineering students had throughout the speech were described using a case study. Internal factors including language proficiency, motivation, and anxiety were employed to investigate these anxieties. This research involved 49 students. SPSS statistics were used to examine the first instrument (pre-test and post-test) as well as the second instrument (questionnaire). Their speaking abilities had improved, according to the data. The students struggled with correct grammar use, vocabulary choices, and pronunciation as they progressed with their vlogs. When they were vlogging, they were also nervous. On the other hand, they were motivated. This study was reinforced by some of the authors' practices using Instagram vlogs as well as relevant research findings and literature. The research findings revealed that using Instagram vlogs contributed to EFL students improving their speaking skills by increasing fluency, confidence, motivation, and learning new vocabulary.]]>
<![CDATA[The Realization of Thematic Progression in the Essays of English Undergraduate Students ]]>
<![CDATA[Maharani Robiatul Islam]]>;
<![CDATA[Dwi Rukmini]]>;
<![CDATA[Sri Wuli Fitriati]]>
<![CDATA[ English Education Journal Vol 12 No 2 (2022): June 2022 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v12i2.56520
<![CDATA[This study focuses on the realization of thematic progression, the problems concerning the thematic progression, and the coherence of English undergraduate students’ essays in one of the private universities in Lubuklinggau. The researchers investigated en argumentative essays written by the third-semester students by employing descriptive qualitative with written discourse analysis. The researchers used documentation and interview as the instruments. This study used Eggins’ theory (2004). This study revealed that the students mainly realized the thematic progression patterns in their writing, although they did not have a proper thematic progression insight. The students applied Theme reiteration, zig-zag pattern, multiple-Rheme pattern, and split Theme in the thematic progression. Meanwhile, the problems concerning the thematic progression were the problem of brand-new Theme, empty Rheme, incomplete clause, and confusing selection of textual Theme. Brand-new Theme mainly occurred in students’ essays, in which they carried forward the new information that did not relate to the preceding clause. Ten students’ argumentative essays were more coherent in terms of coherence as they had already employed various thematic progression patterns and were not monotonous in one pattern only. To sum up, although theoretically, they lack an understanding of thematic progression, they have practically applied the various thematic progression patterns and made their essays more coherent.]]>
<![CDATA[Teachers’ Practice of Form-Focused Feedback in Writing Classroom Teaching Writing At SMK N 1 Blado, Batang. ]]>
<![CDATA[Eka Nur Fatmah]]>;
<![CDATA[Warsono Warsono]]>;
<![CDATA[Dwi Anggani L.B]]>
<![CDATA[ English Education Journal Vol 12 No 2 (2022): June 2022 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v12i2.45256
<![CDATA[This study focused on the description of the teachers’ perception, plan, implementation, and evaluation of Form-Focused Feedback (FFF) in teaching writing. It employed a descriptive qualitative study that applied interviews, questionnaires, and classroom observations in obtaining the research data. The research took place in a vocational high school in Central Java and involved two teachers as well as the twelfth-grade students as the research participants. The results of the study show that the teachers mostly have the same perceptions of Form-Focused Feedback as the experts and researchers of previous related studies. The teachers’ lesson plans show that the teachers included almost all the categories to implement FFF. However, an assessment category which is essential in teaching and learning process was not covered in the lesson plan. The implementation of FFF in teaching writing show that there was only in one out of four meetings the teachers implemented the FFF. Both teachers integrated the FFF and Project Based Learning methods through group discussion. The evaluation of the FFF show that the students made good progress in the form context. It affects the text’s coherence and cohesion and helps students write more accurately. Teachers’ perceptions, planning, and implementation of the FFF have a positive relation to each other. In addition, it suggests that Form-Focused Feedback be used in writing classroom. Also, teachers need to anticipate the facts that the FFF implementation may occur along with the challenges and problems.]]>
<![CDATA[The Effectiveness of Gallery Walk and Numbered-Heads Together in Teaching Reading Comprehension ]]>
<![CDATA[Imaduddin Abil Fida]]>;
<![CDATA[Dwi Anggani Linggar Bharati]]>;
<![CDATA[Sri Wuli Fitriati]]>
<![CDATA[ English Education Journal Vol 12 No 2 (2022): June 2022 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v12i2.51662
<![CDATA[This study aimed to investigate the effectiveness of gallery walk and numbered-heads together for teaching reading comprehension to students with distinct personalities. The objectives of the study were, to investigate extrovert, and introvert students' scores of reading comprehension to analyze the effectiveness of gallery walk, to investigate extrovert and introvert students' score of reading to analyze the effectiveness of numbered-heads together, to explore the significant differences between extroverted students after learning to use gallery walk and numbered-heads together to teach reading comprehension, to explore the significant differences between introverted students after learning to use gallery walk and numbered-heads together to teach reading comprehension, to analyze how teaching, the personality of students and the reading style interact. This was an experimental study with a 2x2 factorial design. Observations, questionnaires, and tests were used to get the research data. Data from reading tests and questionnaires were analyzed quantitatively using a T-test and ANOVA. The results show that the mean score of the extroverts is 78.40 and introverts is 78.60 after taught using gallery walk technique. While the mean score of the extroverts is 82.70 and introverts is 81.10 after learning using numbered-heads together. These techniques were effective to teach reading. The students’ score of reading comprehension after taught using numbered-heads together technique was higher than those taught by gallery walk. Besides, there was no significant interaction between the use of techniques, student personality, and student reading comprehension.]]>
<![CDATA[The Effectiveness of Role-Play and Task-Based-Strategy to Teach Speaking to Students with Different Learning Styles ]]>
<![CDATA[Nugroho Dimastoro]]>;
<![CDATA[Dwi Anggani Linggar Bharati]]>
<![CDATA[ English Education Journal Vol 12 No 2 (2022): June 2022 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v12i2.53314
<![CDATA[Many students feel difficult to study English, especially in speaking skills because the teaching process cannot stimulate students' interest. Less interaction in the teaching process forces the teachers to adjust to this condition by implementing a creative strategy to improve the student’s motivation and achievement. Using an appropriate strategy will help to solve the problem. This study aims to explain whether Role-play and Task-Based Language Teaching (TBLT) is effective to teach speaking to students with different learning styles. The learning styles we use are auditory and visual. This study used a 2x2 factorial design in the experimental study. It was used to collect the data from 60 students divided into two groups; they were experimental group 1 and experimental group 2. They were treated with different strategies: Role-play and TBLT. The type of data analysis in this experimental study is quantitative analysis to analyze speaking tests, questionnaires, and observation sheets. In this study, the researchers employ two analysis techniques to analyze the data. The techniques of data analysis used descriptive and inferential statistics. The result shows a significant difference between Role-play and TBLT strategies to teach speaking to students with different learning styles. The Role-play was more effective than the TBLT strategy to teach speaking to auditory and visual learning styles. Based on the analysis, there was no interaction among the strategies, learning styles, and speaking skills. The researchers also briefly recommend the use of Role-play and TBLT to be applied in various ways and at different levels.]]>
<![CDATA[The Influence of The Teachers' Reading Habit On Their Teaching Practice: A Narrative Inquiry ]]>
<![CDATA[Etri Wijayanti]]>;
<![CDATA[Yan Mujiyanto]]>;
<![CDATA[Hendi Pratama]]>
<![CDATA[ English Education Journal Vol 12 No 2 (2022): June 2022 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v12i2.56256
<![CDATA[We consider the substantial relationship between teachers' reading habits and teaching practices in the Indonesian context. This issue has piqued the interest of research. Therefore, this study investigates how teachers' reading habits influence their teaching practice. This study employs narrative inquiry by Clandinin and Connelly (2000) as a qualitative research design, allowing us to collect rich data through the unique stories of the participants. This study involves three Indonesian English teachers at one of the vocational high schools in Indonesia, namely SMK Negeri 1 Pringapus. Specifically, this study uses a narrative inquiry framework by Clandinin and Conelly (2002). We collected the data through observation, questionnaires, interviews Creswell (2012); transcribing, and coding based on Bailey (2008). Additionally, to obtain trustworthiness, we use the theory of Guba and Lincoln (1982). The findings show that teachers' reading habits have vital roles in their teaching practice. The findings also clearly demonstrate a solid and lasting relationship between teachers' reading habits and teaching practice. This study suggests that educators, in particular, should improve reading habits both for professional needs as teachers and personal needs. It is also necessary to continue to improve the quality of teaching practice by strengthening reading habits. Key Words: teachers' reading habit, narrative inquiry, teaching practice]]>
<![CDATA[An Analysis of Rhetorical Structures of Introduction Sections in International Conference Papers ]]>
<![CDATA[Diyana Sulistyani]]>;
<![CDATA[Januarius Mujiyanto]]>;
<![CDATA[Suwandi Suwandi]]>
<![CDATA[ English Education Journal Vol 12 No 2 (2022): June 2022 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v12i2.56500
<![CDATA[Producing a well-organized and coherent text remains a significant problem in EFL context writing. Cognitive demands and low exposure to the language contribute to this issue. Numerous researches are available to tackle EFL learners’ texts by using various ways such as Theme/Rheme and thematic progression. Some studies attempt to uncover EFL texts’ coherence by using rhetorical moves and structure. This study attempted a novel method to reveal text coherence called Rhetorical Structure Theory (RST) by Mann and Thompson (1988). The data were the introduction sections of ten articles taken from the International Conference on Science, Education, and Technology (ISET) 2019, and they were analyzed by considering 23 relations in RST. The findings reveal that the Subject Matter relations category overpowers the number of Presentational relations. Elaboration ranks at the top with 72 data, followed by Background (19 times) and Purpose (18 times). However, there is no datum for Volitional Result, Otherwise, Interpretation, and Sequence relations. It suggests that the article writers preferred to provide information by giving a detailed explanation, a background of the case, and the study purposes. The results are expected to encourage future researchers to utilize various ways of tackling text coherence and to provide an alternative to analyzing text for educators.]]>
