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[ENHANCING STUDENTS’ CONTENT AND ORGANIZATION OF WRITTEN TEXTS THROUGH COOPERATIVE LEARNING ACTIVITIES ]]>
<![CDATA[ English Education Journal Vol 3 No 1 (2013) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[Siswa seringkali mengalami kesulitan dalam membuat karangan, khususnyadalam pengembangan isi dan sistematika penyusunan karangan. Penelitian iniberusaha memecahkan isu tersebut dengan melibatkan siswa di dalam berbagaikegiatan pembelajaran kooperatif. Dua siklus penelitian tindakan kelas telahdiimplementasikan di ke kelas XI. Dua tipe text yang diajarkan kepada 26 siswayakni report dan narrative. Data diperoleh dari jurnal harian guru, karangansebelum siklus, dan karangan setelah siklus. Data kedua diperoleh dari kumpulankarya anak. Dengan menjelaskan data kualitatif dan kuantitatif, penelitian inimenjelaskan proses perubahan yang berkaitan dengan karangan. Dalam duasiklus tersebut kemampuan menulis siswa meningkat. Peningkatan di bidang isiditunjukan dengan peningkatan nilai dari taraf buruk ke taraf memuaskan. Isitulisan siswa yang awalnya tidak tersusun dengan baik dan dengan ide terputusdapat berubah menjadi tulisan dengan ide yang jelas dilengkapi dengan informasiyang memadai. Peningkatan di bidang organisasi karangan meningkat dari burukke sangat baik. Awalnya karangan siswa tidak sistematis namun mereka berhasilmeningkat ke karangan yang terstruktur dengan idea yang mengalir secara logismengikuti pola karangan yang dianut. Peningkatan di bidang isi adalah 3.43sedangkan peningkatan dalam organisasi karangan adalah 3.46.Students often have problems in writing, especially in developing contents and organizingideas to write. The present study attempted to improve my students’ contents and organizationthrough engaging them in cooperative learning activities. Two cycles of an action researchwere implemented to the eleventh grade students. Two types of genre were taught: report andnarrative. There were 26 students involved. The primary data were the teacher’s daily journal,the students’ pre-cycle writing, and the students’ post-test writing. The secondary data werethe students’ artifacts. After two cycles of action research, the students gained improvement intheir writing contents and organization. In the area of contents, the students improved fromthe level of fair to poor to excellent to very good. They were able to move from scratch andchoppy writing to the level of writing with ideas clearly stated completed with knowledgeableinformation. In the area of organization, they were able to move from the level of fair to poorin which they were lacking of logical sequencing to the excellent level in which the were ableto organize ideas in a logical order. The improvement in the area of content was 3.43 and theimprovement in the area of text organization was 3.46.]]>
<![CDATA[GRAMMAR TRANSLATION METHOD THROUGH TEAM GAME TOURNAMENT TO IMPROVE STUDENTS’ READING SKILLS ]]>
<![CDATA[ English Education Journal Vol 3 No 1 (2013) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[Penelitian ini bertujuan untuk mengetahui pengaruh yang signifikan penggunaanmetode grammar translation method (GTM) terhadap siswa berkepribadianintrovert dan extrovert dalam pembelajaran membaca teks bahasa inggris. Instrumenyang digunakan adalah tes awal dan tes akhir. Kajiannya adalah penggunaanmodel grammar translation method dengan teknik team game tournament(pertandingan antar kelompok). Karena penelitian ini bertujuan mengetahuiefek signifikan, penelitian ini menggunakan desain eksperimen. Metode yangdigunakan adalah analisis desain faktorial 2 x 2. Pengaruh signifikan didapat darikelompok eksperimen dan kelompok kontrol. Kelompok eksperimen diteliti denganpertandingan empat pemain secara beregu sedangkan kelompok kontrol ditelitidengan tanpa pertandingan. Siswa yang diambil sebagai populasi adalah kelas7 MTs Ma’arif Ketanggungan – Kab. Brebes yang terdiri dari dua kelas, masingmasingkelas terdiri dari 30 siswa sedangkan yang termasuk dalam sampel adalah32 siswa. Dalam penelitian ini menunjukan bahwa tes awal lebih rendah dari padates akhir yaitu 6.44 > 5.63 dalam alfa 0.005 %. ini berarti bahwa ada peningkatanterhadap kelas eksperimen dari pada kelas kontrol yaitu -0.667 < 0.510.This study aims to find a significant effect of grammar translation method (GTM) on introvertand extrovert students in reading of English texts. The instrument was pre-test andpost-test. The use of grammar translation method through team game tournament was observed.Because this study was to determine the significant effects, an experimental design byusing a factorial design analysis of 2 x 2 was used. The significant effect was found on theexperimental and the control group. The experimental group was taught by using team gametournament with grammar translation method (GTM) while the control group was not taughtby using team game tournament with grammar translation method (GTM). The subjects were7th grade MTs Ma’arif Ketanggungan - Kab. Brebes consisting of two classes, each class consistingof 30 students. The sample was 32 students. Team Game Tournamen (TGT) is a techniquein forming a small group in order to make tournament, doing a test. The results of thestudy showed that pretest is lower than the posttest, 6:44> 5.63% in 0005 alpha, which meansthat there was an increase in the experimental class than the control class, -0667 <0510.]]>
<![CDATA[VALIDITY AND WASHBACK OF ENGLISH TESTS IN THE NATIONAL EXAMINATION ]]>
<![CDATA[ English Education Journal Vol 3 No 1 (2013) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[Penelitian ini meneliti validitas butir soal Bahasa Inggris dalam Ujian NasionalSekolah Menengah Atas dan dampaknya terhadap kegiatan dan proses pembelajaranyang dilakukan guru di kelas. Dalam penelitian ini digunakan gabungan metodedokumentasi dan survei. Data yang diteliti terdiri atas butir soal Bahasa InggrisUjian Nasional tahun 2010 dan 2011, dan tanggapan guru terhadap pertanyaanpertanyaandalam angket tentang butir soal Ujian Nasional dan pelaksanaannya.Data dianalisis dengan menggunakan statistik deskriptif dan analisis isi. Hasilpenelitian menunjukkan bahwa ditemukan ketidak sesuaian antara butir soal denganisi kurikulum Bahasa Inggris. Butir soal itu kurang autentik. Guru menggunakanmetode drill, latihan, dan kiat-kiat khusus untuk membantu siswa menyelesaikansoal-soal latihan ujian. Selain itu, guru menyelenggarakan pembelajaran regularpada dua tahun pertama, sedangkan tahun terakhir difokuskan untuk berlatihmengerjakan soal-soal yang diprediksi akan keluar dalam ujian nasionalThe study investigates the validity of the English tests in the National Examination of SeniorHigh Schools and its washback to the teaching and learning process in the classroom. Thisis a combination of a documentary and a survey study. The data consisted of test items ofEnglish tests in the National Examination in 2010 and 2011 and teachers’ responses to thequestionnaires about English tests. The data were analyzed using a simple descriptive statisticsand a content analysis. The results show that there were significant incompatibilities betweenthe English test items in the National Examination and the school-based curriculum. The testitems were less authentic. Teachers used drills, exercises and tricks in assisting the students toanswer questions. In addition, the teachers conducted regular teaching and learning activitiesduring the first two years but focus on practicing on test items that might be found in theNational Examination.]]>
<![CDATA[SPOKEN LANGUAGE FEATURES GENERATED BY PLAY-BASED INSTRUCTIONS ]]>
<![CDATA[ English Education Journal Vol 3 No 1 (2013) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[Studi ini membahas tentang fitur Bahasa Inggris lisan yang digunakan oleh gurudan siswa melalui instruksi berbasis bermain, dan mengkaji tentang frekuensipenggunaannya. Peserta studi meliputi lima guru Bahasa Inggris dan sebelasanak TK di sebuah sekolah imersi. Bahasa lisan guru dan siswa diperiksa melaluirekaman audio dan video untuk menangkap data yang terjadi secara alami. Hasilpenelitian menunjukkan bahwa para peserta menggunakan lima fitur; bundelleksikal, frasa yang mengandung idiom, kombinasi bebas antara kata kerja danpartikel, frasa binomial, dan ekspresi formula lainnya. Ucapan-ucapan yangdihasilkan guru adalah eksposur bagi siswa untuk belajar Bahasa Inggris, dimanasiswa dapat belajar dengan cara meniru dan memodifikasi apa yang mereka pelajarisesuai dengan kreativitas mereka dalam memproduksi ujaran. Para peserta jugamenunjukkan produktifitas yang lebih besar pada bundel leksikal dan ekspresiformula lainnya, menunjukkan bahwa fitur yang paling sering digunakan mungkinadalah fitur yang paling mudah diperoleh melalui pembelajaran berbasis bermainThis study examines spoken English features used by teachers and students through playbasedinstructions; it examines frequency of occurrence displayed by teachers and students.The participants were five nonnative teachers of English and eleven kindergarteners in an immersionschool. The teachers and students’ spoken language was examined through audio andvideo recordings to capture naturally occurring data. Results show that the participants usefive features; lexical bundles, idiomatic phrases, free combinations of verb + particle, coordinatedbinomial phrases, and other formulaic expressions. The utterances produced by teachersare exposures for the students to learn English, which the students could learn by imitatingand modifying what they are exposed to based on their creativity in producing spoken languageutterances. The participants also show greater productivity on lexical bundles and otherformulaic expressions, indicating that the most frequent features, which occur, may be the mosteasily acquired features through play-based learning]]>
<![CDATA[SPOKEN LANGUAGE FEATURES GENERATED BY PLAY-BASED INSTRUCTIONS ]]>
<![CDATA[ English Education Journal Vol 3 No 1 (2013) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[Penelitian ini mengenai fungsi tuturan bahasa Inggris yang dikuasai oleh anakanaktaman kanak-kanak Mondial Education Semarang Tahan Ajaran 2012.Peneletian ini bertujuan mengungkap fungsi tuturan apa yang dikembangkan anakanaktersebut melalui pengalaman belajar mereka dan bagaimana tuturan tersebutdihasilkan. Data penelitian ini dikumpulkan dengan mengamati dan merekamfungsi tuturan yang dihasilkan anak-anak melalui sejumlah kegiatan belajarmereka. Data yang direkam kemudian ditranskripsi berdasar giliran bicara untukmengidentifikasi pengalaman belajar mereka dan mengkategori ujaran merekaberdasar model Kompetensi Tindak Tutur Celce Murcia (1995). Interpretasi temuandilakukan dengan merujuk pada teori Akuisisi Bahasa Kedua, teori pelajar bahasausia dini dan teori-teori lain yang relevan. Hasil penelitian menunjukkan, anakanakterlibat dalam sejumlah kegiatan belajar seperti drama, pusat matematika,pusat alam dan blok-blok permainan. Pengalaman belajar tersebut mendorong anakmelahirkan ujaran-ujaran fungsi bahasa Inggris meliputi tujuh ranah kunci yaknipertukaran interpersonal, informasi, opini, perasaan, suasi, masalah dan skenarionmasa mendatangThis study is concerned with the speech functions acquired by kindergarten children throughtheir learning experiences. The object of the study is the children of kindergarten level of MondialEducation Semarang in 2012 Academic Year. The goal of the study is to find out whatspeech functions are developed by the children through their learning experiences and howtheir utterances are generated. The data were collected by observing and recording the children’sproduction of language functions in a number of activities of their learning experience.The recorded data were then transcribed based on turn to identify the learning experience andcategorize the children utterances based on Celce-Murcia’s (1995) proposed model of ActionalCompetence. The interpretation on the findings is conducted in the light of Second LanguageAcquisition, young learners and other relevant theories. The findings of this study show thatthe children were involved in a number of activities such as dramatic play, mathematic center,nature center and playing blocks. Those learning experiences have encouraged the children toproduce utterances of language functions which cover seven key areas namely interpersonalexchange, information, opinions, feelings, suasion, problems and future scenarios]]>
<![CDATA[THE EFFECTIVENESS OF ENGLISH LEARNING THROUGH THE SOCIAL NETWORK SITES IN ENHANCING THE STUDENTS’ SPEAKING COMPETENCE ]]>
<![CDATA[ English Education Journal Vol 3 No 1 (2013) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[Penelitian ini menguji penggunaan tindak tutur lewat komunikasi komputer,terutama pesan status jejaring sosial Facebook, untuk berkomunikasi baik dalamjumlah besar maupun antar pribadi. Jumlah pesan status ada 352 yang dihasilkanoleh 20 responden yang diambil dalam 3 kali sehari selama kurang lebih 30 hari.Analisa data menunjukan bahwa pesan status yang sering digunakan adalah‘assertives’ (menegaskan) dan diikuti oleh ‘directives’ (menyuruh). Pesan statusyang muncul sebagai tambahan yaitu ‘jokes’ (gurauan) sebesar 3.13%. Uji samplet-tes berpasangan menunjukan adanya perbedaan pencapaian prestasi yangbermakna antara siswa dengan akses internet yang tinggi dan rendah. Sedangkananalisis faktorial varian menunjukan bahwa ada perbedaan kemampuan berbicarayang bermakna antara siswa yang belajar dengan Facebook dengan siswa yangbelajar secara konvensionalThis research examines the use of speech acts in computer-mediated communication, specificallyin the status messages of the social network site Facebook, to communicate in both amass and an interpersonal medium. A total of 352 status messages created by 20 participantswere captured 3 times daily over 30 successive days. Content analysis of these data revealedthat status messages were most frequently constructed with assertives speech acts, followed bydirectives. Additionally, jokes were integrated into almost 3.13% of these status messages. Thepaired sample t-test revealed there was a significant difference in achievement between the highinternet access students and the low internet access ones. While Factorial Analysis of Varianceshowed that there was a significant difference between the students’ speaking competence byusing social network sites and those who are taught by using a conventional approach]]>
