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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 14 Documents
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Search results for , issue "Vol 12 No 3 (2022): September 2022" : 14 Documents clear
A Retrospective Study on English Teachers’ Strategies to Increase Students’ Vocabulary Mastery Lianty Putri; Fatmawaty Fatmawaty; Erikson Saragih; Madina Madina
English Education Journal Vol 12 No 3 (2022): September 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i3.61086

Abstract

Various teaching methods and techniques have been the focus of numerous studies on teaching strategies used to increase students' vocabulary understanding. Few studies, however, have looked at the methods teachers employ to increase their students' vocabulary mastery through retrospective study. This retrospective review of the study collected various types of teaching strategies that benefit teachers. Researchers combined a descriptive method with a qualitative research approach with a questionnaire design for this study. Instruments in this research is a survey in the form of google form. The types of questions in previous research surveys used many types of closed-ended questions in the form of statements. In contrast, the types of questions in this study used many open-ended questions that produced answers consisting of many ideas. Fifteen English teachers who teach English in Medan are the subjects of this study. The result of this research is the strategies used by teachers in teaching student vocabulary mastery are very diverse depending on students' and teachers' abilities. The more diverse the teacher's teaching strategies, the more successfully students will learn new words. The teaching strategy is then divided into three, namely preparation, practice, and evaluation strategies. In the end, it is anticipated that the findings of this study will help teachers succeed in developing their students’ vocabulary mastery.Various teaching methods and techniques have been the focus of numerous studies on teaching strategies used to increase students' vocabulary understanding. Few studies, however, have looked at the methods teachers employ to increase their students' vocabulary mastery through retrospective study. This retrospective review of the study collected various types of teaching strategies that benefit teachers. Researchers combined a descriptive method with a qualitative research approach with a questionnaire design for this study. Instruments in this research is a survey in the form of google form. The types of questions in previous research surveys used many types of closed-ended questions in the form of statements. In contrast, the types of questions in this study used many open-ended questions that produced answers consisting of many ideas. Fifteen English teachers who teach English in Medan are the subjects of this study. The result of this research is the strategies used by teachers in teaching student vocabulary mastery are very diverse depending on students' and teachers' abilities. The more diverse the teacher's teaching strategies, the more successfully students will learn new words. The teaching strategy is then divided into three, namely preparation, practice, and evaluation strategies. In the end, it is anticipated that the findings of this study will help teachers succeed in developing their students’ vocabulary mastery.
Politeness Strategies of the Main Characters of Pride and Prejudice Movie Luluatul Musyafa'ah; Issy Yuliasri; Hendi Pratama
English Education Journal Vol 12 No 3 (2022): September 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i3.58194

Abstract

In conversations, people tend to speak politely to keep their interlocutors’ feelings so the conversation can be maintained in harmony. They follow several rules and principles that already exist in society. They apply politeness strategies so that the communication can run effectively. This study aims to discover the politeness strategies performed by the main characters of Pride and Prejudice movie and explain the pattern of different types of strategies used in the movie. The data were taken from the movie’s transcript as the primary source. A descriptive qualitative method was used to analyze politeness strategies proposed by Brown and Levinson. Based on the analysis, the politeness strategies were used by the main characters of Pride and Prejudice movie. The types of politeness strategies employed are bald-on record, positive politeness, negative politeness, and off-record strategy. The most frequent strategy was positive politeness which occurred 98 times from 149 data. The patterns of politeness strategies applied are in declarative, interrogative, imperative, and exclamatory sentences. All types of sentences contain bald-on record, positive politeness, negative politeness, and off-record strategies. By using politeness strategies, people appreciate their interlocutors so that the conversation will be well-maintained. Besides, this study contributes to English language teaching in comprehending cross-cultural understanding (CCU) through the movie, especially in western culture.
The Realization of Metaphor Types in Green’s The Fault inOur Stars (2012) Ayu Dewi Fatimah; Hendi Pratama; Dwi Rukmini
English Education Journal Vol 12 No 3 (2022): September 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i3.61191

Abstract

Metaphors deal with transferring words to other words by comparing the similarity of its meaning. This study investigated the realization of metaphors and their relationship among the four types in the novel. Lakoff and Johnson; Lakoff and Turner mentioned four metaphors; those are structural metaphors, orientational metaphors, ontological metaphors, and image metaphors. These metaphor categorizations are mentioned in the Contemporary Theory of Metaphors (CTM). The researchers conducted a linguistic analysis of text as the method. To collect the data, the researchers used MIPVU (Metaphor Identification Procedure Vrije Universiteit) in The Fault in Our Stars by John Green. The metaphors which are found were analyzed based on classifications as they are used in the novel. In this study, there are 367 metaphors found in the novel; those are 56 structural metaphors, 40 orientational metaphors, 222 ontological metaphors, 36 image metaphors, and 13 compound metaphors. The most used metaphor in the novel is Ontological metaphor because it has more general specification than other metaphors. The compound metaphors are found based on the relationship of the four types. They are used together to strengthen, clarify, support, complete, and continue each other. The results presented that all of the metaphors are mapped in a proper way. It means they have compatible concepts transferred. Thus, this result can be used by the learners as supporting words to raise the learners' quality of speech.
Assessing Grammatical Cohesive Devices in the Findings and Discussion of Research Articles by Graduate Students Khasanah Palupi Akbar; Januarius Mujiyanto; Djoko Sutopo
English Education Journal Vol 12 No 3 (2022): September 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i3.61116

Abstract

Writing research articles is a 'tradition' conducted by students in every learning activity in higher education. This study aimed to analyze the use of grammatical cohesive devices found in the findings and discussion of research articles written by graduate students of English Education. Discourse analysis was employed as the research design and a descriptive qualitative approach was utilized to elaborate the analysis. Qualitative data in the form of text consisting of sentences and clauses containing cohesion were the primary data in this research. The data were obtained through observation and documentation by conducting a preliminary study, collecting the research articles, and verifying the data. The data were analyzed by identifying, classifying, describing, and drawing conclusions. The results of the study showed that the students employed all four types of grammatical cohesive devices in the findings and discussion of research articles. The most dominant grammatical cohesive device utilized by the students was reference and conjunction with total use of 2367 and 955 respectively. There was an apparent margin gap between the dominantly used devices and the least employed devices as there were only 5 occurrences of substitution and 12 occurrences of ellipsis. In conclusion, the students preferred to use only two types of grammatical cohesive devices while neglecting the utilization of the other types. Moreover, this study will hopefully provide suggestions for students on how to use grammatical cohesive devices and additional guides for teachers in teaching students on how to compose a well-organized research paper.

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