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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 26 Documents
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Search results for , issue "Vol 12 No 4 (2022): December 2022" : 26 Documents clear
The Realization Of Spontaneity And Interactivity Features in The Construction of English Transactional Conversation of Akamigas Students Fella Shoufa Masitha; Rudi Hartono
English Education Journal Vol 12 No 4 (2022): December 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i4.56028

Abstract

This research analyzed the way spontaneity and interactivity realized within the students' transactional conversation. The study participants were the students of the Petroleum study program of P.E.M. Akamigas Cepu, Central Java. As a discourse study, this research analyzed five conversations carried out by five groups of students of the Petroleum study program. The data were collected through audio recordings. The recorded files were further transcribed, and the researchers selected, counted, and reported the written data based on the transcription. The transcription of the students' conversation recording was then analyzed to find its spontaneity and interactivity features, referring to the suggestions by Thornburry and Slade (2006). The result of the analysis of students’ conversation recording showed that chunks were the most frequent spontaneity feature found within students' conversation, followed by conjunctions and filled pauses. Students use chunks to recall a typical combination of words quickly. As for the interactivity features, the most commonly found part was the discourse marker followed by questions and interaction signal. The students used Discourse markers to keep the information flowing during the conversation. Spontaneity and interactivity features were indeed found and used by the students for specific purposes, and it is suggested to expose learners to the appropriate use of spontaneity and interactivity. This research provides insight for E.S.P. teachers to develop their teaching beyond language content that helps the learners to participate in an actual discourse
The Realization of Lexical Bundle Structures and Functions in English Education Journal Ferdika Wijaya Kusuma; Dwi Rukmini; Abdurrachman Faridi
English Education Journal Vol 12 No 4 (2022): December 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i4.62338

Abstract

Discourse is unquestionably constructed with what is presumed as lexical bundle, and in each genre, it idiosyncratically occurs. Thus, the identification of idiosyncrasy of a particular genre would be beneficial for some parties in forming a decent and appropriate discourse. This study aims to explain the construction and function of lexical bundles including bundles which do not fit to theories used in this study. This is corpus-based research. Four-word bundles extracted from 50 chosen articles in EEJ using Antcont 3.5.8 were analyzed accordance with the structure of lexical bundle theory by Biber et. al (1999) and the function of lexical bundle theory by Conrad & Biber (2005). The result showed that (1) the constructions realized in the genre are noun phrase with of-phrase fragment, anticipatory it + verb phrase/adjective phrase, (Verb phrase +) that-clause fragment, copula be + noun phrase/adjective phrase, other prepositional phrase, and prepositional phrase with embedded of-phrase fragment. (2) The functions realized are stance expression, referential expression, and discourse organizer. (3) The excluded structures realized are noun phrase with gerund as modifier and noun phrase with and conjunction in between. (4) The excluded function is to express an entity. This research provides educational department academics variety of expressions for their academic discourse organizations and other researchers new findings concerning other lexical bundles’s structures and functions apart from the theorists.
The Use of Adjacency Pair Patterns in “Ancora Meet” Interview with Nadiem Anwar Makarim Beni Saptiyanto; Dwi Rukmini; Henrikus Joko Yulianto
English Education Journal Vol 12 No 4 (2022): December 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i4.63166

Abstract

Conversation Analysis is an issue of Pragmatics. It is a way to analyze a conversation by its elements, such as turn-taking and adjacency pair produced by the speakers. In this present study, we conducted research in the field of conversation analysis. More specifically, we investigated the adjacency pair patterns, the meaning of the patterns, and the implicature of the patterns in the spoken interaction of the Ancora Meet discussion with Nadiem Anwar Makarim, Minister of Education and Culture of Indonesia, the Republic of Indonesia. This research investigates how adjacency pairs patterned in Ancora Meet’s interview with Nadiem Anwar Makarim, how meaning is made through the patterns, and how the implicature resulted from using the patterns. This present study used a qualitative method. We found eight patterns of adjacency pair construct in Ancora Meet, and then three maxims were realized in the discussion. This study also reveals some patterns. Individuals prefer to communicate information implicitly rather than explicitly. Particularised dialogue implicature dominance in the discussion is evidence that speakers are connected to the context to implicate utterances in their current conversation. The particularised conversation implicature’s violation of the maxim is evidence of a significant relationship between context and cooperative principles. Conversation implicatures are almost always connected to the context. Finally, we discovered 42 instances of Minister Nadiem’s implicature, demonstrating that, for the most part, conversational implicature is always connected to context. Meanwhile, in practical contribution, this research can be used as a reference in teaching English, especially speaking.
The Realization of the Derivational and the Inflectional Processes in the Students’ Writing Sadam Pamungkas; Dwi Rukmini; Frimadhona Syafri
English Education Journal Vol 12 No 4 (2022): December 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i4.62342

Abstract

In learning a language, students are supposed to study linguistics in order to be able to recognize the root of words, how they are formed, and the context of language. This study aimed to explain the realization of the derivational process, the inflectional process, and the causes of the error in the students’ writing. This study used a descriptive qualitative design. The researchers analyzed the students’ writing essays written by the XII-graders of the Vocational High School Al-Musyaffa Kendal in the academic year 2021/2022. The instruments are document analysis theory and interview. It used the theory of Dulay et.al. (1982). The findings demonstrate that the students made errors that belong to both the derivational and the inflectional processes. Most of the students made errors in the omission of derivation, yet they made fewer errors in the addition and malformation of derivation. Besides, there were many problems in dealing with the inflection. Most of the students were confused about how to deal with the omission of noun inflection and the omission of verb inflection. Nevertheless, they made fewer errors in the misordering of verb inflection. In addition, the cause of the error that the students did was mostly carelessness as it occurs due to students’ lack of motivation and less enthusiasm in engaging in the teaching and learning process. Expectantly, this research will provide an essential contribution as a reference in comprehending word formation and contribute to teaching and learning of forming English words.
English Language Translation through Students' Opinions Toward Google Translate Machine in the EFL Class asti gumartifa; Sri Yuliani; Sherly Marliasari; Muhammad Tarmizi
English Education Journal Vol 12 No 4 (2022): December 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i4.65314

Abstract

The significant improvement of technology, creates the process of learning English language easier especially for students majoring in English education study program. Translation is one of the courses that utilizes Google Translate machine or technology. There were thirty-four of final semester students were selected as participants in this study. Questionnaire and interview were the instruments used in obtaining the data. There were seventeen questions of the questionnaire in order to find out students' opinions regarding to the use of Google Translate. The purpose of questions to know students’ desire to utilize Google Translate, to find out the students’ frequency of using Google Translate, and students’ agreement or disagreement to the benefits of Google Translate. This study used descriptive qualitative analysis. Half of the participants used Google Translate to support their English language learning process. Students realized some weaknesses from Google Translate, then half of students also had perception that they were still lack of confidence when they have not double-checked the appropriate meaning or target language by using Google Translate. Thus, for further English foreign language learners should understand some weaknesses of Google translate words result then eliminate those words error result in order to get good English language translation.
A Relation Between Efl Students’ Needs And Teachers’ Teaching Strategies To Encourage Students’ Involvement sola gratia wiyana; Januarius Mujiyanto; Henrikus Joko Yulianto
English Education Journal Vol 12 No 4 (2022): December 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i4.66505

Abstract

Online English teaching and learning during the pandemic is challenging for teachers and students. One of the problems encountered by teachers is maintaining students’ involvement in class discussions. To maintain students’ involvement, it is important to implement strategies that meet students’ needs. This study aims at describing students’ objective and subjective needs in learning English. This study was descriptive qualitative in nature. It was conducted at SD Daniel Creative School, Semarang. 184 students and 6 English teachers were involved in this study. This study used a questionnaire, classroom observation sheet, and interview as the instruments. The result revealed that for objective needs, many students still needed help in mastering some areas, such as listening, speaking, reading, writing, vocabulary, and grammar. For subjective needs, many students had low self-confidence and self-esteem in learning English. In addition, the students also mentioned their expectations of teachers’ teaching strategies. The observation showed that the strategies implemented by the teachers were effective to fulfill students’ needs and to encourage their involvement in class discussions. Unfortunately, the teachers did not implement all the strategies consistently to fulfill students’ needs. As the result, students’ involvement was still low. Thus, this study implies a suggestion for English teachers of the school and English teachers, in general, to consistently implement teaching strategies that meet students’ needs to encourage students’ involvement.
The Realization of Conversational Implicatures in Listening Comprehension of ‘Longman Preparation Course for the TOEFL Test’ Etik Khusnul Khotimah; Djanuarius Mujiyanto; Hendi Pratama
English Education Journal Vol 12 No 4 (2022): December 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i4.58992

Abstract

Studying implicatures cannot be separated from studying pragmatics. Studying pragmatics is studying meaning in context. Understanding meaning in context is very essential in communication. The purpose of the study was to explain the realization of idiosyncratic and formulaic conversational implicatures in listening comprehension section of ‘LONGMAN Preparation Course for the TOEFL Test’. Qualitative research is used to collect data, analyze the data, and take a conclusion based on the analysis of the findings. The type of qualitative study used is content analysis. In a TOEFL book titled LONGMAN Preparation Course for the TOEFL Test, data were implicatures in every conversation covered in the script of the short conversation of listening comprehension section. The researcher found that the four types of idiosyncratic implicature were all in the short conversations of listening comprehension section in the TOEFL book "LONGMAN Preparation Course for the TOEFL Test.” Meanwhile, formulaic implicature that could be found were idiomatic, scalar, sequential, and indirect criticism implicature. However, the other formulaic implicature such as pope-Q and MRR (Minimum Requirement Rule) could not be found. Finally, it is expected that the result of this research can provide scientific information about formulaic and idiosyncratic conversational implicature theory and practically improve students' awareness of formulaic and idiosyncratic implicature. It is also expected that it can help the students to do the listening comprehension section in every TOEFL test. Then, the results of this research can pedagogically be used to understand English better in its actual use and help learners better understand formulaic and idiosyncratic implicature.
The Effect of SQ3R Method On Improving Students’ Reading Skill Alvin Nabilla; Candra Hadi Asmara
English Education Journal Vol 12 No 4 (2022): December 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i4.66593

Abstract

The comprehension of reading texts and searching for information in texts requires methods in their implementation. One of the things that influences learning to read text is the information in the text and the student's reading method. Therefore, the most effective reading learning method is needed to be applied, and the learning method chosen is the SQ3R method. The purpose of this research is to see how the SQ3R approach influences students' understanding, knowledge, and interest in reading texts in class VIII SMP Muhammadiyah 4 Kebomas Gresik. The method used in this research is experimental research with a true-experimental design (pre- and post-test). The sample for this research is the class VIII students of SMP Muhammadiyah 4 Kebomas Gresik. Data collection used reading text information learning assessments and reading information tests to determine whether they correctly understood the content and information of the text they read. Non-test data collection using observation and photo documentation. The results of this study are that (1) the SQ3R learning method is effective in identifying reading text information for class VIII students of SMP Muhammadiyah 4 Kebomas Gresik, with an average increase of 61.90 to 78.81. This is evidenced by the sign value = 0.000 <0.05, which means that there is a significant difference in learning outcomes between the pretest and posttest experimental groups using the SQ3R learning method. Learning to read texts based on class VIII students of SMP Muhammadiyah 4 Kebomas Gresik using SQ3R is an effective learning method. This learning result has increased from an average of 61.90 to 78.81. This is evidenced by the sign value = 0.000 <0.05, which means there is a significant difference in student learning outcomes in the pretest posttest experimental group using the SQ3R learning method.
The Use of Subtitled Video Animation To Improve Students Vocabulary At Ban Erawan School Thailand Diana Fitri; Ulfatul Ma’rifah
English Education Journal Vol 12 No 4 (2022): December 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i4.66626

Abstract

The purpose of this research is to examine how students utilize animated video subtitles to increase their English vocabulary and reading comprehension. This study used a quantitative experimental design using class VI research participants. The participants in this research were all Ban Erawan School pupils, a total of 32 persons. The three steps of data collecting are pre-test, treatment, and post-test. The data from this research will be evaluated to see whether the experimental and control groups yield substantially different outcomes. The experimental class received animated movies with captions, but the control class did not. Initially, pupils in both grades received a pre-test. The experimental class was then given therapy, and the pupils completed the post-test. The study of the collected data results in the following conclusions: 1) Animated video media with subtitles has a considerable influence on pupils' English vocabulary and reading development. 2) Students' reading of animated films with subtitles receives a substantial score, precisely 0.05. 3) The difference in the average value of vocabulary learning outcomes for experimental class students is 77.18, whereas the control class is 55.62. while the results of learning to read experimental class students as much as 71.87 for the control class as much as 62.81. The conclusion that animated video media with subtitles has a significant increase in the vocabulary mastery of elementary school students is reached based on the data examination conducted.
The Implementation of Science, Technology, Engineer, Math (STEM) in English Language Learning at SMA N 1 Boja Linda Yuana; Sri Wuli Fitriyati; Suwandi Suwandi
English Education Journal Vol 12 No 4 (2022): December 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i4.65367

Abstract

STEM (Science, Technology, Engineering, Math) is an approach in a learning process which integrated Science, Technology, Engineer and Mathematics in one circle students’ learning experience. This integration means to let students learn from the real problems emerged in their real life and become a problem solver by using their knowledge. The choice of appropriate approach can help teachers to optimize their teaching objectives. An approach is a way of looking at teaching and learning. This research focus on STEM as an approach with one disciplinary and interdisciplinary subject. The objectives of this study are to find out how teachers perceive STEM in English Language Teaching, how to implement STEM in classroom practices and how conduct the evaluation of STEM as the whole program. The method used in this research is qualitative case study, in which researcher uses questionnaire, interview and observation as the instrument of research. The result shows that teachers have good perception on STEM. As they belief that STEM can promote students’ critical thinking and problem-solving skills. It gives impact to their planning and also implementing STEM in their classes. Teachers plans the learning activity in form of Problem Learning or Project-based Learning. They also conduct a classroom activities using science-based material. This research also showed the evaluation of STEM implementation through classroom reflection and teachers’ reflection in interdisciplinary subjects.The planning, implementation and evaluation are aligned with teacher’s perception of STEM.

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