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 IDEOLOGY IN THE INDONESIAN-ENGLISH TRANSLATION OF CULTURAL TERMS ]]>
<![CDATA[Kuncoro, Hendro]]>;
<![CDATA[Sutopo, Djoko]]>
<![CDATA[ English Education Journal Vol 5 No 2 (2015) ]]>
Publisher : <![CDATA[English Education Journal ]]>
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<![CDATA[This study deals with the translation of cultural terms found in Andrea Hirataâs novel Laskar Pelangi into The Rainbow Troops. The aims of the study were to describe the cultural terms category found in the novel, to find the most frequently translation technique applied by the translator in translating the cultural terms, and to analyze the ideology of translation applied by the translator in translating the novel. The study used was a qualitative descriptive method. The result of the study showed that the most frequently translation technique applied is compensation (18.08%). It can be concluded that the translation ideology used by the translator is domestication ideology. It could be concluded that by applying this domestication ideology, the translator made the foreign-sounding languages and cultures found in the Laskar Pelangi novel, transparent to the target language reader with something equal and equivalent, so the work of translation is acceptable, and easy to understand.]]>
<![CDATA[THE EFFECTIVENESS OF STAD AND TGT TO ENHANCE NARRATIVE TEXT READING COMPREHENSION OF THE STUDENTS WITH HIGH AND LOW ACHIEVEMENT ]]>
<![CDATA[Hastuti, Dwi]]>;
<![CDATA[Yuliasri, Issy]]>
<![CDATA[ English Education Journal Vol 5 No 2 (2015) ]]>
Publisher : <![CDATA[English Education Journal ]]>
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<![CDATA[This study investigated the effectiveness of STAD and TGT for enhancing narrative text reading comprehension of the students with high and low achievement. This study was a quantitative research, using an experimental factorial design 2x2. The participants of this study were 71 students of the eighth graders of State Islamic Junior High School Lebaksiu. Thestudents were divided into two groups, experimental group and controlgroup. The students of experimental group wasgiven STAD in learning narrative text reading comprehension and thecontrol group wasgiven TGT inlearning narrative text reading comprehension.The findings of this study showedthat STAD and TGT have significant effect for enhancing narrative text reading comprehension. However, the techniquesgiven for enhancing narrative text reading comprehension and studentâs achievement did not have any interactions]]>
<![CDATA[TEACHERâS AND STUDENTâS PERCEPTIONS OF CORRECTIVE FEEDBACK IN TEACHING SPEAKING ]]>
<![CDATA[Khunaivi, Herman]]>;
<![CDATA[Hartono, Rudi]]>
<![CDATA[ English Education Journal Vol 5 No 2 (2015) ]]>
Publisher : <![CDATA[English Education Journal ]]>
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<![CDATA[The purposes of this study were to find out the types of the spoken errors commonly made by the students in speaking, knowing the reasons do the students make same errors, describing how English teachers use corrective feedback to refine studentsâ errors, exploring the types of corrective feedback do the students mostly like, explaining the teachersâ and studentsâ perceptions towards corrective feedback.The types of this study was descriptive qualitative study. The findings indicated that errors mostly made by the students were pronunciation error, grammatical error and lexical error, why did they make same errors because the students got fossilization, corrcetive feedbacks were used to refine students speaking were explicit correction, repetition and reformulation, corrective feedbacks that the students mostly like were explicit correction, repetition and pronunciation, the teachers perceptions towards corrective feedback were corrective feedback was to know the lacks of the students speaking, the teachers could give the students feedbacks in order not to be fossilized. by giving feedback appropraitely it was believed the students would not be fossilized. The studentsâ perceptionson corrective feedback were they had very good responses about corrective feedback that were given by the teachers in the classroom.]]>
<![CDATA[THE IDEOLOGY IN THE INDONESIAN-TO-ENGLISH TRANSLATION OF CULTURAL TERMS IN TOERâS BUMI MANUSIA ]]>
<![CDATA[Purwanti, Sri Erma]]>;
<![CDATA[Mujiyanto, Yan]]>
<![CDATA[ English Education Journal Vol 5 No 2 (2015) ]]>
Publisher : <![CDATA[English Education Journal ]]>
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<![CDATA[The focus of translation has shifted from the macro level of isolated linguistic units to the macro level of the socio-cultural context in which the translation act takes places. It means that translation has played quite significant role in communicating and exchanging social and cultural information. The aim of this study is to find out the cultural terms in the Indonesian novel Bumi Manusia, the techniques of translation applied by the translator, and to explain how the techniques applied reflect the ideology of translation. The method of collecting data in this study was through observing by note-taking technique. The collected data were analyzed descriptively using qualitative method. There were 187 data of five categories of cultural terms, fourteen idioms, four sayings, and fourteen techniques identified in the novel. The most tendency of application of ideology of translation in translating the cultural terms related to Javanese culture was domestication ideology (78, 20%), it showed that the translation was oriented to TL. The next orientation used in the translation of the cultural terms was followed by foreignization ideology 12%), it showed that the translator tried to introduce Javanese cultural terms to the target readers using SL-oriented. The last tendency was partial foreignization and partial domestication (10,8%), it showed that the translation was partially oriented to SL and partially oriented to TL.]]>
<![CDATA[STUDENTSâ PERCEPTION ON THE IMPLEMENTATION OF COLLABORATIVE REASONING DISCUSSIONS (CR) ]]>
<![CDATA[Permatasari, Riana]]>;
<![CDATA[Bharati, Dwi Anggani L.]]>
<![CDATA[ English Education Journal Vol 5 No 2 (2015) ]]>
Publisher : <![CDATA[English Education Journal ]]>
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<![CDATA[The present study was a part of larger research aimed at investigating the studentsâ perception on the implementation of collaborative reasoning discussions (CR) to improve their participation in English as a Foreign Language (EFL) speaking class. This study was qualitative study under action research approach conducted in a single classroom consisting of 21 undergraduate students of Economic Faculty majoring management. The data were gathered through observations and open-ended questionnaires during three cycles. The collected data were further analyzed using inductive analysis. The results indicated that 100% students agreed that CR provided them more chances to participate during the teaching and learning process. Moreover, they also stated besides giving them more chances to participate, CR brought them other benefits such as developing their critical thinking and collaborative skill, and increasing their motivation in learning English. In conclusion, the students had positive perception on the implementation of CR in their EFL speaking class.]]>
<![CDATA[THE EFFECTIVENESS OF COMPREHENSIBLE INPUT AND INCOMPREHENSIBLE INPUT FOR ENHANCING ENGLISH SPEAKING SKILL OF RECOUNT TEXT ON MALE AND FEMALE STUDENTS ]]>
<![CDATA[Fabianto, Eko]]>;
<![CDATA[Hartono, Rudi]]>
<![CDATA[ English Education Journal Vol 5 No 2 (2015) ]]>
Publisher : <![CDATA[English Education Journal ]]>
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<![CDATA[This study investigates the effectiveness of Comprehensible Input and Incomprehensible Input for enhancing English speaking skill of recount text related to gender difference. This studyis a quantitative in nature, using an experimental factorial design 2x2. The participants of this study were 129students of the tenth gradersof Computer-Networking Department at State Vocational School 1 Slawi.Thestudents were divided into two groups, experimental group1 and experimental group2. Each group consisted of 2 classes. The students of experimental group1 were given Comprehensible Input in learning speaking skill of recount text and the experimental group2 were given Incomprehensible Input in learning speaking skill of recount text.This study used random sampling as its sampling technique.The findings of this study show that both comprehensible input and incomprehensible input have significant effect for enhancing speaking skill of recount text regardless of the gender. However, input given for enhancing thespeaking skill and studentâs gender do not have any interactions.]]>
<![CDATA[THE EFFECTIVENESS OF ONLINE BRAINWRITING AND BRAINSTORMING TECHNIQUES IN TEACHING WRITING TO STUDENTS WITH DIFFERENT LEARNING STRATEGIES ]]>
<![CDATA[Hermasari, Devi]]>;
<![CDATA[Mujiyanto, Yan]]>
<![CDATA[ English Education Journal Vol 5 No 2 (2015) ]]>
Publisher : <![CDATA[English Education Journal ]]>
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<![CDATA[This current study tried to examine online brainwriting compared to brainstorming as prewriting strategies in improving the writing skills of students with high and low frequency of LLS. 2 x 2 factorial design of experimental research was carried out to collect the data from 60 college students majoring in Dance Education. Two experimental groups, A and B, were given two different treatments: online brainwriting and brainstorming. SILL by Oxford (1990) was used to determine whether the students have high or low frequency of LLS.The ANOVA test showed Ï=0.000 for both online brainwriting and brainstorming which prove effectiveness of both techniques. It is also found that online brainwriting is proven to be significant for both high and low frequency of LLS students with Ï=0.000. Brainstorming, on the other side, is only significant for high frequency of LLS students with Ï=0.000, yet is proven insignificant for low frequency of LLS students with Ï=0.039. However, the results showed there was no interaction between the use of prewriting strategies and the frequency of LLS which was proven by the Ï=0.529. Future researchers might consider having a mixed method of study in comparing those two strategies to get more precise results.]]>
<![CDATA[TYPES OF CLASSROOM INTERACTIONS IN THE IMPLEMENTATION OF MINI DRAMA SCRIPT PROJECT ]]>
<![CDATA[Jiwandono, Daud]]>;
<![CDATA[Rukmini, Dwi]]>
<![CDATA[ English Education Journal Vol 5 No 2 (2015) ]]>
Publisher : <![CDATA[English Education Journal ]]>
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<![CDATA[The study was aimed at investigating types of classroom interaction that occurred during the implementation of mini drama script project.The data were gathered through observations and audio and video recording during three cycles. The collected data were further analyzed through four steps of analyzing talks: (1) providing a general characterization in which I listened to the conversation to get a general sense of the kind of interactions, (2) identifying grossly apparent features in which I looked more closely to language features found during the conversation, (3) focusing in on structural elements in which I examined how the interactions were structured and described the most noticeable features, and (4) developing a description in which I described the findings based on the data. The results indicated the implementation of a mini drama script project allowed various types of interaction to occur during the project including the teacher speaking to the whole class, the teacher speaking to a group of members, the student speaking to teacher, the student speaking to student, and the student speaking to group members.In conclusion, the implementation of mini drama script project allows various types of classroom interaction.]]>
<![CDATA[THE EFFECTIVENESS OF GIST (GENERATING INTERACTIONS BETWEEN SCHEMATA AND TEXT) AND KWL (KNOW, WANT, AND LEARNED) STRATEGIES TO IMPROVE READING ACHIEVEMENT OF MALE AND FEMALE STUDENTS ]]>
<![CDATA[Hana, Atiya Mahmud]]>;
<![CDATA[-, Warsono]]>;
<![CDATA[Faridi, Abdurrachman]]>
<![CDATA[ English Education Journal Vol 5 No 2 (2015) ]]>
Publisher : <![CDATA[English Education Journal ]]>
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<![CDATA[This study is an experimental research with a factorial design which aimed to find out the effectiveness of GIST and KWL strategies to improve reading achievement of male and female students. The samples of the study were the eleventh students of Senior High School 2 Demak in the academic year of 2014/2015. There were two classes, the first and the second experimental groups. GIST strategy was used in the first experimental group, and KWL strategy was used in the second experimental group. To answer research questions number one up to five, T-test was used. While two-ways ANOVA with F-test at the 5% (0.05) level of significance was used to answer the fifth up to seventh question. The result of this study showed that GIST and KWL strategies are effective to improve reading achievement of male and female students. In additon, there is no significant difference of the use of GIST and KWL strategies to improve reading achievement of male and female students. Futhermore, there is no significant difference of gender in using GIST and KWL strategies to improve reading achievement. Finally, there is no interaction among GIST, and KWL strategies, reading achievement, and gender.]]>
<![CDATA[TYPES OF CLASSROOM INTERACTIONS IN THE IMPLEMENTATION OF MINI DRAMA SCRIPT PROJECT ]]>
<![CDATA[ English Education Journal Vol 5 No 2 (2015) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[The study was aimed at investigating types of classroom interaction that occurred during the implementation of mini drama script project.The data were gathered through observations and audio and video recording during three cycles. The collected data were further analyzed through four steps of analyzing talks: (1) providing a general characterization in which I listened to the conversation to get a general sense of the kind of interactions, (2) identifying grossly apparent features in which I looked more closely to language features found during the conversation, (3) focusing in on structural elements in which I examined how the interactions were structured and described the most noticeable features, and (4) developing a description in which I described the findings based on the data. The results indicated the implementation of a mini drama script project allowed various types of interaction to occur during the project including the teacher speaking to the whole class, the teacher speaking to a group of members, the student speaking to teacher, the student speaking to student, and the student speaking to group members.In conclusion, the implementation of mini drama script project allows various types of classroom interaction.]]>
