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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.
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Articles 20 Documents
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Search results for , issue "Vol 6 No 1 (2016)" : 20 Documents clear
THE IMPLEMENTATION OF MIND MAPPING STRATEGY TO TEACH WRITING IN IELTS PREPARATION CLASS Pratiwi, Damar Isti; Hartono, Rudi
English Education Journal Vol 6 No 1 (2016)
Publisher : English Education Journal

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Abstract

This study is aimed to investigate the implementation of mind mapping strategy to teach writing in IELTS preparation class. It was a descriptive qualitative study on 20 students of IELTS preparation classes. Those students were divided into 6 classes based on their level after taking IELTS placement test. There were 3 teachers who taught 2 classes each. The data were collected by using classroom observations, students’ questionnaire, teachers’ interview, and document analysis. The present study revealed four results. First, mind mapping strategy was implemented by grouping the visual data to find out main trends, large increase or decrease, consistent direction and the relationship between modes and percentages in task 1; whereas in task 2, it was implemented by building students’ critical thinking to list main ideas which later on give supporting details for each main idea. Second, the students enjoyed teaching learning process through mind mapping strategy which resulted in passing guarantee program of having score improvement minimum 1 point, improved their analysis of data, enlarged their knowledge in academic writing topic, built their critical thinking and managed time well. Third, the problems during the implementation of those two strategies were teachers’ schedule, students’ activities at school before joining IELTS preparation class, time management, repetition ideas and phrases, laziness and boredom, and also illegible hand writing. Fourth, the solutions were: managing teachers’ and students’ schedule well, doing the test in time as instructions, reading many articles related with IELTS writing to broaden students’ knowledge, giving free writing, and practicing more..
PSYCHOLOGICAL PROBLEMS FACED BY THE YEAR – ELEVEN STUDENTS OF MA NUHAD DEMAK IN SPEAKING ENGLISH Jannah, Mar’atul; Fitriati, Sri Wuli
English Education Journal Vol 6 No 1 (2016)
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Speaking English for most Indonesian students is very challenging in terms of bravery to speak the language. Most of them show anxieties when they use it to communicate with others. The aim of this research was to: 1) to explain the psychological problems faced by the year - eleven students in speaking English; 2) to explain the causes of psychological problems faced by the year - eleven students in speaking English; and 3) to explain the effects of psychological problems. A qualitative case study was used in this research. The findings were derived from classroom observation, field notes, questionnaires, and interviews. The findings revealed three results. First, the psychological problems faced by the year-eleven students in MA NurulIttihadDemak in speaking English were: 1) most of the students were afraid of making mistakes because they were afraid if they cannot convey the message clearly and being ridiculed by their friends; 2) most of them were shy because they felt that they did not have good pronunciation and they were also ashamed if their friends laugh off their wrong pronunciation; 3) most of them were anxious because when they spoke English, all of their friends’ eyes looked at them and gave full attention to them, including their teacher. Consequently, although they had had an idea to be expressed in English, suddenly they lost their idea and they cannot say anything in front of their friends. Most of the students lacked of confidence because they felt that their English was bad and they realized that their interlocutors do not understand them or they do not understand other speakers. They lacked of motivation because they did not like English; English was boring for them; and speaking English was difficult for them. The last, psychological problems had significant effects. They inhibited the students in speaking English. They also made the speaking activity to be passive and the speaking teaching and learning process could not run well. Therefore, teachers must give a great attention to the fact that psychological problems exist in students and students must be aware of the importance of speaking skill.
THE JUNIOR HIGH SCHOOL ENGLISH TEACHERS’ FULFILLMENT OF THE FOUR COMPETENCIES Febriana, Evi; Faridi, Abdurrachman
English Education Journal Vol 6 No 1 (2016)
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This thesis is a study of how the English teachers fulfill the four competencies as stated in the regulation of education minister number 16 year 2007. The study used qualitative method in which purposive sampling technique was employed. Fifteen English teachers from some private and state schools were chosen as the sample of this study. The data of teachers competence was obtained from interviews and classroom observations. Based on the analysis, the teachers’ fulfillment in pedagogical, professional, personal and social competencies had different results. Based on the teachers’ perceptions, the English teachers’ fulfillment in pedagogical competence was good while the students assumed that the teachers’ fulfillment was fair. Then, concerning professional competence, based on the teachers’ perception, the fulfillment was fair but the students agreed that the fulfillment was fair. In terms of personal and social competence, the teachers agreed that their fulfillment was excellent but the students assumed that the fulfillment was good.
IMPROVING STUDENTS’ MOTIVATION IN SPEAKING ABILITY BY USING STORY RETELLING Kusdianang, Pamujo Effa; Linggar Bharati, Dwi Anggani
English Education Journal Vol 6 No 1 (2016)
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This study investigated story retelling in relation to students’ motivation in speaking ability of narrative story. The objectives of the study were to find out: (1) Problems faced by the students of the grade XI of SMA N Jatitujuh in teaching learning process of speaking, (2) How story retelling was implemented in speaking class, (3) How story retelling improved students’ speaking ability in speaking class, (4) How story retelling improved students’ motivation in speaking class. The design of this research was three cycles of Classroom Action Research. The participants of the research were 30 students of eleventh graders of SMAN Jatitujuh, Majalengka. The study used questionnaire, observation and test as the instruments. The data of the research were collected through questionnaire, observation and test. The results of the study were firstly, the students got bored and tended to be passive, they were lack of grammar, vocabularies, fluency and correct pronunciation. Secondly, story retelling was implemented by using group discussion, students experienced to retell the story both in group and in front of the class. Thirdly, the result of students’ speaking skill showed some improvements as follows; from pre-cycle to cycle 1 increased 6%. From cycle 1 to cycle 2 increased 9.92 % and from cycle 2 to cycle 3 increased 7.31 %. Fourthly, based on the observation, the students who have high motivation increase from 37% in the pre-cycle to 40 % in the first cycle then become 70 % in cycle 2 and finally 90 % in cycle 3. The result of students’ motivation based on the questionnaire from pre-cycle to cycle 1 increased 9.29 %. From cycle 1 to cycle 2 increased 10.97% and from cycle 2 to cycle 3 increased 4.74%. Based on the findings, story retelling could improve students’ motivation in speaking ability of the second semester students of SMAN Jatitujuh Majalengka academic year 2014/2015.
THE USE OF FORMULAIC EXPRESSIONS IN EFL STUDENTS’ INTERACTIONS Neno, Hesni; I.R Agustien, Helena
English Education Journal Vol 6 No 1 (2016)
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Formulaic expressions are very important for EFL students to be sound natural and fluent in speaking. The study aims at describing types of formulaic expression used by the students, the most frequent types used and why they are used, the students’ problems when using formulaic expressions and their strategies to cope with communicative demands. This study was a conversation analysis which used descriptive qualitative approach. The research subjects were nine students from English Study Program in Timor State University in Kefamenanu, East Nusa Tenggara Province. The data were obtained by recording their interactions for one hour each group. The recordings were transcribed and observed as well as two speaking materials used by the teacher when teaching Speaking 1 and Speaking 2. After all data were collected they were classified and analyzed based on Biber’s et al (1999) corpus linguistics. This study showed that the students used collocations, lexical bundles, inserts, idioms, and binomial expressions. The most frequent types were collocations and lexical bundles since the students were more familiar with literal meanings instead of idiomatic meanings. However, there were many unnatural expressions in their interactions therefore formulaic expressions have to get more attention in teaching instruction.
TECHNIQUE AND QUALITY OF ENGLISH – INDONESIAN TRANSLATION OF PUN IN TOLKIEN’S THE HOBBIT Yolanda, Rizky; Yuliasri, Issy
English Education Journal Vol 6 No 1 (2016)
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Puns occupy a significant position in literature. The people are getting more and more excited when the novel uses puns. Pun, however, might be challenging for translators to translate pun which is closely related to the source language culture. Therefore this study is carried out in order to find out the kindsoftranslation techniques used, and to assess the quality of English – Indonesian translation English – Indonesian Tolkien’s The Hobbit.The object of this study is English - Indonesian pun translation of J.R.RTolkien’s The Hobbit.The result of the analysis shows that there are 243 puns found in J.R.R Tolkien The Hobbit.There are three kinds of pun are found in this novel. Paronymy dominates in 231 data, Homonymy with 11 data, Homophony with 1 datum. The analysis on translation techniques shows that there are six techniques used. Pun to Non Pun technique, Punoid, Pun to Pun, Non Pun to Pun, then Pun in ST is copied to Pun in TT and Pun to Zero. The analysis on the translation quality shows that 56 translations are considered as accurate, and 187 translations are considered as less accurate. In acceptability level, 116 translations belong to acceptable, and 127 translations belong to less acceptable. Readability level shows that 133 translations are categorized as high readability, and 110 translations are categorized as sufficient readability.
THE PERFORMANCE OF EXPRESSIVE SPEECH ACTS AS FOUND ON WAYNE ROONEY’S FACEBOOK Tauchid, Ahmad; Rukmini, Dwi
English Education Journal Vol 6 No 1 (2016)
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People tended to show off their feelings in public. It meant that certain expressive acts were used. This study was to classify what types of expressive speech act were performed by Wayne Rooney on his Facebook, to describe how the expressive speech acts were performed by Wayne Rooney on his Facebook, and to describe how the effects of expressive speech acts performed by Wayne Rooney on the hearers. This study was using descriptive qualitative approach. The findings were that there were four types of expressive speech act on Wayne Rooney’s Facebook. They were congratulating, complimenting, thanking, and boasting. Expressive speech act of boasting was the most dominant one, namely 46%. Furthermore, each type was performed by Wayne Rooney either with direct expressive speech acts, or with the addition of preparatory acts, supportive acts, as well as the combination of both of them to modify the head acts as the main messages. Expressive speech acts of congratulating tended to cause the hearers to respond the same as what the speaker intended, namely congratulating. Meanwhile, expressive speech acts of complimenting, thanking, and boasting were most likely to cause the hearers to produce a large number of compliments as the responses. 
SOCIOCULTURAL RELATIONS AMONG PARTICIPANTS IN ARTICLES ON TEACHER AS RESEARCHER AND TEACHER AS EDUCATOR Miranti, Ika; Mujiyanto, Januarius
English Education Journal Vol 6 No 1 (2016)
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This thesis is about sociocultural relations among participants in articles on teacher as researcher and teacher as educator. The aim of this research is explaining the sociocultural power in the opposing texts which are realized in the linguistic choices used by both authors. I choose this study because there is different role of teacher in two texts that brings out contrasting opinions about the importance of teachers becoming researchers. In this study, I used critical discourse analysis proposed by Fairclough (2001) both as research methodology and framework of the study. The findings show that sociocultural relations are realized in the lexical, grammatical and textual structures relations. From the lexical relation, both authors have different choice of words for assigning participants in the texts as well as their choices in rewording, formality, euphemism and the negative and positive evaluation. Next, from the grammatical relation, it can be seen from the tenses, the use of process types, ideological pronoun and the logical connectors. From the textual structures relation, both texts are argumentative ones and the authors use elements to persuade the readers to agree or disagree to the idea of teacher as researcher. Last, the sociocultural relation among the participants can be seen from the comparison of the types of process and participants used in both texts which show authors’ different sociocultural backgrounds that influence their standpoints. It can be concluded that linguistic choices are indeed influenced by the sociocultural backgrounds of both authors. The text on teacher as researcher was written by an Indonesian lecturer who believes that a good quality teacher is a teacher who conducts research and publishes papers in order to develop their global competence. On the other hand, the text on teacher as educator was written by an American graduate of Harvard who believes that a good quality teacher is a teacher whose first concern is on students learning, not on research. Thus, different sociocultural backgrounds of both authors resulted in the opposing ideologies and those ideologies are realized in the linguistic choices throughout the texts.
HEDGES IN CLASSROOM SPEECHES BY ENGLISH STUDENTS IN GRADUATE PROGRAM Yuliarti, Arina; Warsono, Warsono
English Education Journal Vol 6 No 1 (2016)
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Sometimes, students need to present learning materials in front of the class. In this classroom speech, they need to deliver their speech appropriately so that the information can be accepted well. Consequently, they often hedge their utterances. Therefore, this study was conducted to analyse the ways students use hedges in their classroom speeches. This study aimed at analysing the forms and functions of the hedges and the factors which might constrain the use of the hedges. The subjects were 15 students of graduate program majoring English Language Education in Semarang State University. Their classroom speeches were recorded as source of the data. Based on the findings, it could be identified that the students hedged their sentences during classroom speeches frequently. In average, students hedged around 58% of their entire sentences. Seven forms and four functions of hedges were used by students effectively and significantly. The students mainly hedged their sentences using approximator, introductory phrase, and modal-auxiliary verb forms. Plausibility and attributive shield functions were often used to soften their attitude toward the truth value of the information they presented. It could also be identified that there were five factors constraining the use of the hedges during their classroom speeches.
THE RELATION BETWEEN VERBAL AND VISUAL EXPRESSIONS IN SANDERS AND DEMICCO’S “THE CROODS 1” Saputra, Muhammad Ari; Sutopo, Djoko
English Education Journal Vol 6 No 1 (2016)
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Communication is generally defined as having both a verbal and nonverbal component. Verbal communication often refers to the words we use in communication whereas nonverbal communication refers to communication that is produced by some means other than words (eye contact, body language, or vocal cues) (Knapp & Hall, 2009:5). This study describes the relation between verbal and visual expression in “The Croods 1”. The aims of this study are to describe how verbal relate to visual expression in “The Croods 1”. There are six of facial expressions relate to visual expression and language features relate to verbal expression. The facial blueprints of the major emotions-how surprise, fear, disgust, anger, happiness and sadness are registered by changes in the forehead, eyebrows, eyelids, cheeks, nose, lips, and chin. This research used descriptive method with qualitative approach. The object of this research was “The Croods 1”. There are 30 data of facial expression were identified in the movie. They are 5 data in surprise expression, 6 data in fear expression, 3 data in disgust expression, 6 data in anger expression, 7 data in happiness expression and 3 data in sadness.Hence, there are relations between verbal and visual expression in “The Croods 1”. The researcher would like to give some suggestions about the analysis of dialogs in a film using semiotic approach such as used Ferdinand approach, Barthes approach, and Eco approach and so on.

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