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[THE USE OF PICTURE GAMES TO IMPROVE STUDENTSâ MOTIVATION IN LEARNING VOCABULARY ]]>
<![CDATA[Syaeful Rizki U, M.]]>;
<![CDATA[Rukmini, Dwi]]>;
<![CDATA[Sutopo, Djoko]]>
<![CDATA[ English Education Journal Vol 3 No 2 (2013) ]]>
Publisher : <![CDATA[English Education Journal ]]>
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<![CDATA[This research aims at investigating the use of picture games which used by English teacher in learning vocabulary in the classroom of State Elementary School 01 Rancawuluh. This research focused on the problems faced by students in learning vocabulary, picture games applied, studentsâ motivation, studentsâ achievement in learning vocabulary. The results show that the students felt difficulty in receiving lesson material which taught by teacher because lack of vocabulary mastery, and studentsâ motivation were still low. In applying Picture Games, the researcher did three cycles aims to reduce the problems faced by students in learning vocabulary, to improve motivation, and to improve studentsâ achievement in vocabulary mastery. In the first cycle studentsâ motivation were still low those were 54%, second cycle 68.3%, and the third cycle 93% it means that every cycle increase significantly. This research also show that studentsâ achievement in learning vocabulary through Picture Games in the first cycle the average was 54.2, second cycle 60 and the third cycle 77.3. The result of the study indicates that the use of Picture Games, the students felt happy so that the motivation and studentsâ achievement were improved.]]>
<![CDATA[THE EFFECT OF JIGSAW AND PAIR SWITCH PATRNER PRESENT ON THE HIGH AND LOW MOTIVATED STUDENTSâ VOCABULARY MASTERY ]]>
<![CDATA[Fakhruddin, Afief]]>;
<![CDATA[Yuliasri, Issy]]>;
<![CDATA[Linggar Bharati, Dwi Anggani]]>
<![CDATA[ English Education Journal Vol 3 No 2 (2013) ]]>
Publisher : <![CDATA[English Education Journal ]]>
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<![CDATA[This study is investigated the effect of jigsaw and pair switch partner present on the high and low motivated studentsâ vocabulary mastery. The statement of problems were (1) How significant is the vocabulary mastery if high motivated students were treated with jigsaw, (2) How significant is the vocabulary mastery if high motivated students were treated with pair switch partner presents, (3) How significant is the vocabulary mastery if low motivated students were treated with jigsaw, (4) How significant is the vocabulary mastery if low motivated students were treated with pair switch partner presents, (5) How significant is the vocabulary mastery if high and low motivated students were treated with jigsaw, (6) How significant is the vocabulary mastery if high and low motivated students were tratedwith pair switch partner presents, (7) Is there any interaction between vocabulary mastery, strategy, and students motivation. This study was exprimental factorial design. This study used test, questionnaire and observation. The result showed that all results were not significants, and only pair switch partner present gave effect to the high motivated students and there was not interaction between vocabulary mastery, strategy, and students motivation. It can be concluded that the strategy were not effective.]]>
<![CDATA[IMPROVING STUDENTSâ PARTICIPATION IN SPEAKING CLASS THROUGH ROLE PLAY (The Case at Grade XI of State Senior High School 1 Pemalang in the Academic Year of 2012/2013) ]]>
<![CDATA[-, Khafidin]]>
<![CDATA[ English Education Journal Vol 3 No 2 (2013) ]]>
Publisher : <![CDATA[English Education Journal ]]>
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<![CDATA[The objective of this research is to improve studentsâ participation in speaking class through the role play technique. The researcher employed collaborative classroom action research design. The research was conducted in a single class consisting of thirty six students. The procedure of the research consists of four main steps: planning, implementation, observation and reflection. To collect the data, he used some instruments i.e. observation checklist, questionnaire, and test. After the data were collected, the researcher analyzed them. The findings of this research showed that the students participation improved from one cycle to the following cycle. This can be seen from the result of each cycle. The studentsâ participation in pre-cycle was poor, in the first cycle was fair and in the second cycle was good. The studentsâs speaking ability also  increased from one cycle to the following cycle. This can be seen from the mean of studentsâ speaking ability in pre-cycle was 75, in the first cycle was 79 and in the second cycle was 83. From the result of the research showed that the students actively participated in speaking class, their speaking ability was better and the teacher can implement the teaching technique appropriately.]]>
<![CDATA[IMPROVING STUDENTSâ MOTIVATION OF SPEAKING BY USING GAME CARD TOURNAMENT The Case of Grade 7 Students of State Junior High School 6 Tegal, in the Academic Year of 2012/2013 ]]>
<![CDATA[Eko Joko Lukito, Ignasius]]>
<![CDATA[ English Education Journal Vol 3 No 2 (2013) ]]>
Publisher : <![CDATA[English Education Journal ]]>
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<![CDATA[Speaking became one of the main skills and compulsory learned by the students of Junior High School. It was stated in the syllabus and formulated in standard competence and basic competence. The objective of this classroom action research was to overcome the problem faced by the teacher in carrying out teaching learning process of speaking, studentsâ low motivation to speak. The problems were that 1) low pronunciation ability 2) poor vocabulary items mastery 3) doubt and confusion about expressions usage. This classroom action research applied Game Card Tournament to improve studentsâ motivation to speak. When students played Game Card Tournament, they not only played for fun but also practiced pronunciation, learned more about vocabulary and practiced speaking about occupation using acceptable expressions. Moreover video clips and power point presentation were also implemented to practice pronunciation, expressions and vocabulary. The motivation of students improved when they expressed their idea freely during playing the game. Since the Cards used to play consisted of pictures and illustration of jobâs description, students were more motivated to speak. As the students improved their motivation to speak, the teaching learning process about occupation became more meaningful and interesting and of course studentsâ achievement improved as well.]]>
<![CDATA[COHESION AND COHERENCE IN ADVERTISING DISCOURSE IN TIME MAGAZINE OF NOVEMBER 2009 TO JANUARY 2010 ]]>
<![CDATA[-, Sumarna]]>
<![CDATA[ English Education Journal Vol 3 No 2 (2013) ]]>
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<![CDATA[This study is aimed at finding out the cohesion and coherence in advertising discourse in TIME magazine as well as its implication of the study in teaching reading and writing. The writer used purposive sampling as the method of collecting data. The data were taken from several editions of TIME Magazine published in November 2009 to January 2010. In analyzing the data, the writer used a cohesion theory suggested by Halliday and Hasan (1976). On the contrary in coherence analysis the writer generated Peirceâs semiotic theory of sign (in Short, 2007) and speech act theory proposed by Austin (1962). Thus, in analyzing the aspect of coherence the writer focused on recognizing and identifying the function of headline as well as the pictures with respect to illocutionary meaning and semiotic meaning. The results of such analysis show that there are three cohesive devices frequently used in the advertising discourse. They are lexical cohesion (59.18%) followed by reference (32.65%) and conjunction (8.16%) in which the most presupposed item tends to refer to what is advertised. On the other hand the headlines and images are both coherent with the idea of the written discourse and speech act meaning as suggested by Austinâs theory. The pictures in the advertising discourse have implication on cultural, social and mythical ideology as suggested by Peirceâs theory of sign. Beside to visualize, and to claim the quality of the products they also to represent the hidden ideas in order to create image, prestige and trust in community. Considering to the results of this research, it can be concluded that the understanding of cohesion and coherence for students will greatly affect the ability of students in reading, interpreting and writing a text. In order to improve the studentsâ proficiency, it is important to introduce variety of texts such as advertising discourse for students especially in Senior High school.]]>
<![CDATA[THE AWARENESS AND REALIZATION OF GRICEâS COOPERATIVE PRINCIPLES IN THE CONVERSATIONS AMONG NON-NATIVE ENGLISH SPEAKERS ]]>
<![CDATA[-, Retnowaty]]>
<![CDATA[ English Education Journal Vol 3 No 2 (2013) ]]>
Publisher : <![CDATA[English Education Journal ]]>
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<![CDATA[Pragmatics gives different interpretation of meaning even when it is not said or written. This study was using descriptive qualitative approach. The objects of the study were non-native English speakers at the fourth semester of post-graduate program (S2) majoring English Education of Semarang State University in the academic year 2012/2013. The unit of analysis of this study were utterances which contain the observance and non-observance of Griceâs cooperative principle. Furthermore, to know how they were aware of those principles, a pragmatic awareness test was given to each participant. Based on the test, most participants were aware enough of Griceâs cooperative principle. From all utterances, most participants appeared to observe the maxim of relation. It can be inferred that they tried to answer the question with relevant answer. The realization of non-observance of Griceâs cooperative principle was mostly shown in flouting the maxim of quantity that they gave more or less information than it was needed. Moreover, we can infer that non-native English speakers who were aware of Griceâs cooperative principle would be easier to realize it in their conversations because they understood the concept of how to create successful, effective and efficient communication.]]>
<![CDATA[DEVELOPING WRITTEN ENGLISHWEB-BASED MATERIALS FOR JUNIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Farid Abdillah, Andika]]>;
<![CDATA[Rukmini, Dwi]]>
<![CDATA[ English Education Journal Vol 3 No 2 (2013) ]]>
Publisher : <![CDATA[English Education Journal ]]>
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<![CDATA[The research tried to answer some problems: (1) the lack of online written materials for seventh grade students outside the school or during day-off; (2) what kinds of online materials the seventh graders needed; (3) how was online materials developed; (4) how effective was the online materials, and (5) what were the advantages and disadvantages of the online materials. The researcher adopted some steps in educational research and development proposed by Borg and Gall in Junior High School 21 Semarang. The researcher chose one class of sevent graders that had 24 students in it. In conducting the study, the researcher observed the existing materials and interviewed the teacher for the need analysis. After that, the researcher developed the online materials, then conducted the expert validation to some experts and tests and gave questionnaires to the students. The researcher, then, calculated the productâs effectiveness by using t-test. It was found out that the product was considered effective based on the t-test result and very good based on the questionnaire analysis. There were also some online materials available, yet they were not so attractive and complete. Finally, the researcher also found out some advantages and disadvantages from the product.]]>
<![CDATA[REDESIGNING GENERAL ENGLISH I SYLLABUS FOR INTENSIVE LANGUAGE PROGRAM ]]>
<![CDATA[Prayogo, Agus]]>;
<![CDATA[Rukmini, Dwi]]>;
<![CDATA[Linggar Bharati, Dwi Anggani]]>
<![CDATA[ English Education Journal Vol 3 No 2 (2013) ]]>
Publisher : <![CDATA[English Education Journal ]]>
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<![CDATA[The objectives of this study are: 1) to describe the current General English I syllabus coverage, 2) to find out the IAIN Walisongo studentâs needs in General English I. 3) to explain the redesigning processes of the syllabus of General English I, and 4) to explain how suitable is the redesigned syllabus of General English I to IAIN Walisongo students. The study conducted was research and development (R&D) which consists of seven stages to redesign the syllabus. The instruments used to gather the data use questionnaire, interview, observation, and test. The subjects of the study were 68 students. The findings show that the current syllabus of General English I is an integrated course that is mainly about reading and grammar. The studentsâ needs deal with the materials and activity that can support them to practice and communicate as well as TOEFL materials. The redesigning syllabus employs systematic procedures including current syllabus, studentsâ needs, and institution policy that were needed to be considered in determining syllabus components. The syllabus suitability was justified based on five aspects namely lecturerâs ability to develop the syllabus, adult learning characteristics covered in teaching learning activities, characters classification, syllabus practicality, and competence achieved.]]>
<![CDATA[THE USE OF A WRITE-PAIR-SQUARE STRATEGY TO IMPROVE THE STUDENTSâ ACTIVE PARTICIPATION IN WRITING DESCRIPTIVE TEXT (The Case of Tenth graders of Kesatrian 2 Semarang Senior High School in the Academic Year of 2012/2013) ]]>
<![CDATA[Arni Siti Margiyanti, Dwi]]>
<![CDATA[ English Education Journal Vol 3 No 2 (2013) ]]>
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<![CDATA[Many problems faced by students in participating in the classroom and writing a text. This study discussed the use of write-pair-square strategy to improve the studentsâ active participation in writing descriptive text. The objectives of the study are to find out the implementation of write-pair-square in teaching descriptive text and to investigate the improvement of studentsâ participation and writing achievement after being taught by using write-pair-square strategy. The research focused on teaching of descriptive text by using write-pair-square as the strategy. The subjects are SMA Kesatrian 2 Semarang students. This study used Classroom Action Research that was carried out through a pre-test, first and second cycle activities. The result showed that the studentsâ progress of participation improved. The average score of pre-test was 11.27, post-test 1 was 20.13, and post-test 2 was 30.24. It also showed that studentsâ mastering descriptive improved. The average achievement of studentsâ pretest was 63.27, first cycle test was 70.23 and post test was 77.66. According to this study, I conclude that teaching descriptive text by using write-pair-square as the strategy is helpful for students. It is recommended for English teachers to use Write-pair-square as the strategy for studentsâ improvement of their writing skill.]]>
<![CDATA[THE LANGUAGE FUNCTIONS USED BY TEACHERS OF CONTENT SUBJECTS USING ENGLISH AS THE MEDIUM OF INSTRUCTION (The Case of Mathematics and Science Teachers in Semesta Bilingual Senior High School) ]]>
<![CDATA[Hartati, Elysa]]>
<![CDATA[ English Education Journal Vol 3 No 2 (2013) ]]>
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<![CDATA[This study aimed to describe the social and academic language functions of English employed in teaching content subjects and to explain the problems faced by the teachers when they taught content subjects using English. The data were obtained through classroom observation by recording the teaching and learning process with four different content teachers. The descriptive qualitative approach was usedto analyze the results of the study. The findings showed that 3 out of 4 content teachers had employed all kinds of social language functions. It indicated that they had a good ability to manage the classroom. In dealing with the academic language functions, it was found that all of the teachers had not used all kinds of academic language functions yet. It indicated that the teachers gave input more to the students by informing as mostly used. The result of this study revealed that the problems faced by teachers in using English were related to grammar,vocabulary, and pronunciation. Employing social and academic language functions are crucial for teachers. Social language functions maintain the social relationship among the teacher-students especially in managing the classroom. Meanwhile, the academic language functions give deeper knowledge and skills related to the content material.]]>
