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[Impoliteness Strategies of Dark Humor on Trevor Noah’s Show “Son of Patricia" ]]>
<![CDATA[Annisa Nurul Shabrina]]>;
<![CDATA[Hendi Pratama]]>
<![CDATA[ English Education Journal Vol 13 No 3 (2023): September 2023 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v13i3.71837
<![CDATA[This study aimed to explore the phenomenon of how something vulgar or sensitive becomes a joke to execute many meanings, which is interesting to study. It was specifically focused on dark humor presented in stand-up comedy performances as one of the famous media for presenting humor. The researcher investigated the impoliteness strategies and their contribution to express dark humor. This study used phenomenological qualitative with a pragmatic approach. It analyzed dark humor found in Trevor Noah’s stand-up comedy performance entitled “Son of Patricia” through the impoliteness strategy by Culpeper (1996). The result showed that there was 51 dark humor found in Noah’s performance. It enclosed several topics, which were his personal experiences. The most impoliteness strategies used were sarcasm or mock. It was used in all the performance topics to cover up his attacks on others’ faces by making jokes. However, withhold politeness was not found in the performance, as there was no dark humor expressed by failing to use politeness. There were some cases where two impoliteness strategies used together in a joke. The researcher hopes this study will broaden the scope of this study to encompass additional variables, populations, or timeframes. Such an expansion could provide a more comprehensive understanding of impoliteness strategies used in expressing dark humor enclosed behind the dark humor and its impact on various contexts.]]>
<![CDATA[Comparing the Effectiveness of Elsa Speak and ESP for Teaching Speaking to Students with Different Self-Confident ]]>
<![CDATA[Hafiza Namira]]>;
<![CDATA[Suwandi Suwandi]]>
<![CDATA[ English Education Journal Vol 13 No 3 (2023): September 2023 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v13i3.71969
<![CDATA[Remote learning is a modern learning model that is a solution for people who have constraints of time, place, and human resources, especially during the pandemic who are required to learn and teach online without face-to-face. In SMA Negeri 16 Medan, the English teacher taught students with speaking material, and the teacher teaches, discusses, and practices through Zoom Meeting and assigned assignments to students via WhatsApp Group. The researcher found out the good or bad influence on remote learning through Zoom or WhatsApp Groups. This research explained how significant the students’ achievement learning by using Elsa Speak and ESP platforms conducted with high and low self-confidence of students in learning speaking. The research design was a quantitative approach with a 2x2 factorial design involving the tenth-grade students SMA N 16 Medan, as the research participants. The students’ different self-confidence was taken as a factor that might influence the platform. Two experimental classes were held on different platforms: Elsa Speak and ESP. The independent variables are Elsa Speak and ESP. Students' confidence levels influenced the platform, and data collection involved observation, questionnaires, and speaking tests. To answer the hypotheses, the data were analyzed using pair statistics, and independent statistics. Based on the analysis Elsa Speak in high and low self-confidence is a more effective in learning platform than ESP.]]>
<![CDATA[Investigating Undergraduate Students Discourse Markers Used in Final Project Article of English Department at Universitas Negeri Semarang ]]>
<![CDATA[Wening Nur Habibah Alif]]>;
<![CDATA[Dwi Rukmini]]>;
<![CDATA[Sri Wuli Fitriati]]>
<![CDATA[ English Education Journal Vol 13 No 3 (2023): September 2023 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v13i3.72609
<![CDATA[Students' writing quality in academic writing must still be investigated. Especially in terms of coherence and arrangement between sentences, sometimes inaccuracies cause sentences written to be less meaningful. This study aims to: 1) describe the use of discourse markers in the final undergraduate student article projects, especially in the discussion section, and 2) explain how far the quality of undergraduate students' writing is in applying discourse markers. Discourse Markers are conjunctions used as hooks between sentences so that the linkages between sentences are maintained, and the meaning of the sentences can be easily understood. This study applies the theory of Discourse Markers by Fraser (2009), which is complemented by an explanation of material on Academic Writing based on the book Writing Academic English by Oshima and Hogue (2006). The instrument is in the form of documentation. This study's qualitative data for analysis came from 11 undergraduate students' final project articles focused on the discussion part only. Furthermore, the data is categorized into three types of Discourse Markers: contrastive, elaborative, and inferential. After that, the analysis results are also provided in the form of the quality of student writing which has been categorized as appropriate and less appropriate.]]>
<![CDATA[Metacognitive Think-Aloud Strategy for Reading Comprehension in Vocational High Schools with Varying Student Anxiety Levels ]]>
<![CDATA[Shinta Puspita Sari]]>;
<![CDATA[Rudi Hartono]]>;
<![CDATA[Suwandi Suwandi]]>
<![CDATA[ English Education Journal Vol 13 No 3 (2023): September 2023 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v13i3.72625
<![CDATA[Implementing effective strategy to teach reading comprehension is a must in order to overcome students’ obstacles in comprehending text. This study focuses on the effectiveness of Metacognitive Think a Loud Strategy in reading comprehension with different students’ anxiety. This study used quantitative research with a quasi experimental design. The data collection was done by using test and questionnaire to the students and conducted the pre-test and post-test. Then, to measure the data was analysed by using t-test in SPSS. The result of this study was that there was a significant effect of Metacognitive Think a Loud Strategy in teaching reading comprehension. There is a significant different between pre-test and post-test score of experimental class that using Meacognitive Think a Loud Strategy and there is significant different between experimental class and control class. Based on the data, it can be concluded that Metacognitive Think a Loud Strategy is effective in teaching reading comprehension with different students’ anxiety.]]>
<![CDATA[The Realization of Presuppositions in Harry Potter Philosopher’s Stone ]]>
<![CDATA[nastiti ardita sari]]>;
<![CDATA[Januarius Mujiyanto]]>;
<![CDATA[Zulfa Sakhiya]]>
<![CDATA[ English Education Journal Vol 13 No 3 (2023): September 2023 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v13i3.72696
<![CDATA[This study aimeld at investigating the realization of presupposition in Harry Potter philosopher’s stone and the implication of presupposition on the teaching of English as a foreign language in Indonesia. Thel design of this study focused on pragmatic analysis, and this study employed a qualitative approach. This relselarch useld script and movie of Harry Potter philosophers stone as thel sourcel of thel data. The researcher used an instrument based on the theory proposed by Yule’s (1996). The categories are existential presupposition, structural presupposition, counter factual presupposition, factive presupposition, non-factive presupposition, and lexical presupposition. The finding of this research shows that five among the six types of presupposition were found in the movie. The whole data of the types of presupposition are 58 data, 19 are Existential Presupposition, 14 are Structural Presupposition, 13 are Factive Presupposition, 11 are Counter Factual Presupposition, 1 is Non-Factive Presupposition, and the last 0 Lexical Presupposition found in Harry Potter philosopher’s stone movie. And all the types of presupposition implied on teaching English as a foreign language through various manners. Presupposition is the important thing, thus the writer suggests the readers of this research, the listeners of a speech, the politician and the next researcher that understanding the presupposition and its types will reduce the misunderstanding in a communication and give more information than just stated.]]>
<![CDATA[Assessing the Students’ Use of Cohesive Devices in Writing Hortatory Exposition Text ]]>
<![CDATA[Hermin Wijayanti]]>;
<![CDATA[Suwandi Suwandi]]>;
<![CDATA[Sri Wuli Fitriati]]>
<![CDATA[ English Education Journal Vol 13 No 3 (2023): September 2023 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v13i3.72805
<![CDATA[This research began in the challenging of writing Hortatory Exposition Text, faced by students, especially second language learners in academic settings. Despite writing's crucial role in analysis and communication, limited structured practice leads to incoherent expression. Qualitative descriptive was applied to analyze the use of cohesive devices proposed by Halliday and Hasan’s (1976) theory. The object of this research were fifteen students of SMA Kesatrian 2 Semarang. The students’ texts were analyzed by using Halliday and Hasan’s (1976) theory. The findings show 336 grammatical and 138 lexical cohesions in the reading passages. The grammatical consisted of 170 (35.9%) references, 3 (0.6%) substitutions, 28 (5.9%) ellipses, and 135 (28.5%) conjunctions and the lexical cohesion consisted of 82 reiterations (17.3%) and 56 (11.8%) collocations. Hopefully, this research offers insights, particularly to English teachers, enhancing their ESL teaching approaches and addressing students' challenges more effectively.]]>
<![CDATA[Positive Politeness Strategies Performed by International Guest Speakers in Mata Najwa Exclusive Interview ]]>
<![CDATA[Bintangtricahya, Erlin]]>;
<![CDATA[Hartono, Rudi]]>;
<![CDATA[Saleh, Mursid]]>
<![CDATA[ English Education Journal Vol 13 No 3 (2023): September 2023 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v13i3.72815
<![CDATA[It is necessary to recognize particular communication strategies in order to construct a decent conversation and social relationship amongst interlocutors from diverse cultures and norms. Politeness is one of the communication strategies used to maintain the interlocutors’ feeling so the conversation flows in harmony. In society, interview and talk show becomes popular programs in acquiring information. This study aims to examine the positive politeness strategies performed by international guest speakers in Mata Najwa Exclusive Interview. As the primary source, the data were taken from the interview’s transcript. A descriptive qualitative method was used to analyze the positive politeness strategies proposed by Brown and Levinson. The findings show that there are 13 types of positive politeness sub-strategies performed by four international guest speakers. Those are noticing (attending to the hearer), exaggerating, intensifying, using in-group identity markers, seeking agreement, avoiding disagreement, presupposing/asserting/raising common ground, joking, asserting/presupposing speaker knowledge, offering/promising, include both speaker and hearer in the activity, give/ask for a reason, give gifts (sympathy, good, understanding). The highest number of sub-strategy was presupposing/asserting/raising common ground which occurred 19 times. This study is expected to contribute in English language teaching specifically in comprehending cross-cultural understanding (CCU) in relation to Indonesian context.]]>
<![CDATA[Teacher’s Knowledges in Teaching Speaking through Merdeka Mengajar Platform: Challenges ]]>
<![CDATA[Alamsyah Alamsyah]]>;
<![CDATA[Isti Siti Saleha Gandana]]>
<![CDATA[ English Education Journal Vol 13 No 3 (2023): September 2023 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v13i3.72878
<![CDATA[Teacher’s knowledge has an important role in successing the teaching and learning process in the classroom. In getting knowledge, teacher can use an online platform as Merdeka Mengajar platform. It is a can be used as a source in getting knowledge in teaching speaking. This study aims to examine English teachers’ challenges in applying knowledge (in teaching speaking) obtained through the use of the Merdeka Mengajar platform. The research employed a qualitative method with a case study as a design. The participant was one English teacher at a public junior high school in Bombana Regency. The instrument used semi-structured interviews to collect data. The findings found three kinds of teacher challenges namely: (1) linguistic factors including students’ lack of English vocabulary, difficulties in memorizing vocabulary and material, incorrect pronunciation of vocabulary, (2) physiological factors contain students’ lack of confidence and motivation in speaking English), and (3) external factors such as the lack of learning support facilities in teaching speaking especially projectors and limited time in applying student-centered method. So, this research concluded that the teacher was still facing the challenges in applying knowledge obtained through MPP when teaching speaking in the clasroom This research has several positive impacts namely; introduction to the Merdeka Mengajar Platform, identify teacher challenges, and further understanding of the challenges of teaching speaking.]]>
<![CDATA[The Utilization of U-Dictionary to Improve Students’ Pronunciation ]]>
<![CDATA[Maulida, Nabiela]]>;
<![CDATA[Sakhiyya, Zulfa]]>;
<![CDATA[Rukmini, Dwi]]>
<![CDATA[ English Education Journal Vol 13 No 3 (2023): September 2023 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v13i3.73158
<![CDATA[The main aim of this research is to assess the effectiveness of U-Dictionary in enhancing the pronunciation skills of students. The ability to pronounce words correctly is a crucial aspect of foreign language acquisition, particularly for Indonesian learners, and it plays a vital role in effective communication. Many English language learners face difficulties in pronouncing words when they speak, read, or listen to English. In today's digital age, mobile applications offer a variety of learning opportunities, including online learning through smartphones.This qualitative study delves into the use of U-Dictionary to augment students' pronunciation skills, and the author provides a detailed account of the research findings. The researchers observed a group of second-grade students at MTs Maarif Andong who were selected for this study. Thirty students participated as respondents and were interviewed and given questionnaires to provide accurate information. The findings indicate that the majority of students found media to be helpful in improving their pronunciation and believed that learning pronunciation is crucial. They also perceived the "perfect English pronunciation feature" in U-Dictionary as a practical and enjoyable way to overcome difficulties in learning pronunciation.]]>
<![CDATA[Evaluating The Quality of Teacher’s Talk in English Classroom Interaction at SMPIT Cahaya Bangsa Semarang ]]>
<![CDATA[Alfat Prastowo]]>;
<![CDATA[Sri Wuli Fritrianti]]>;
<![CDATA[Widhiyanto Widhiyanto]]>
<![CDATA[ English Education Journal Vol 13 No 3 (2023): September 2023 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v13i3.73190
<![CDATA[Teachers talk play an essential role in classroom interaction, the study evaluated the quality of the teacher’s talk in English language class using Flanders (FIAC) system (1989) in Teacher‟s talk interaction. It aimed to evaluate seven of teacher talk quality in English classroom interaction. The study used a descriptive qualitative research design since involves human behavior in natural setting. The data was collected used audio recording and observed two class meetings at eighth grade of SMPIT Cahaya Bangsa Semarang which took approximately 160 minutes. One of English teacher was the subject and 29 students was the object in this study. The result of the study showed that asked questions was the most frequently shown which is 63 times, with percentage 36,2%. Giving direction was the often shown which is 47 times, with percentage 27,01%. Praises and encourages was the quite often shown which is 29 times, with percentage 16,66%. Lecturing was the quite rare shown which is 14 times, with percentage 8,04%. Accept feeling was the rarely shown which is 8 times, with percentage 4,6%. Criticizing or justifying authority was the rarely shown which is 7 times, with percentage 4,02%. Accepts and uses idea of students was the rarest shown which is 6 times, with percentage 3,44%. The evaluated of teacher‟s talk interaction quality that teacher focus on two interactions are asked questions and giving direction.]]>
