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[PHYSICAL AND PSYCHO-SOCIALENVIRONMENTSSTRATEGIES INMANAGING ENGLISH CLASSES FOR YOUNG LEARNERS ]]>
<![CDATA[Ubaedillah, Ubaedillah]]>;
<![CDATA[Hartono, Rudi]]>
<![CDATA[ English Education Journal Vol 6 No 2 (2016) ]]>
Publisher : <![CDATA[English Education Journal ]]>
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<![CDATA[One of the biggest challenges faced by teachers of young learners is classroom management. The major reasons of the challenges were negative student attitudes and discipline (Wragg, 2001; Linse, 2005). This study describes physical and psycho-social environments in managing English classes for young learnersâ (a case study at PelitaBangsa elementary school in Cirebon year 2016). Objectives of this study are exploring the implementation of physical and psycho-socialenvironments in managing English classes for young learners. This is a case study which involved an English teacher and 30 students from 2 classes at PelitaBangsa elementary school in Cirebon. The data were gained from classroom observations, questionnaires, and interviews. This study used observational design. The approach used in this research was the qualitative one supported by simple statistic calculation (percentage) in order to support the findings.Based on the data collection, the study revealed five findings. First, the implementation of of physical environment in managing English classes for young learners was determined depending on the learning activities. Second, psycho-social environmentwas implemented based on the studentsâ need. Third, there were relations between physical and psycho-social environmentsin managing English classes for young learners. Fourth, studentsâ perception about teacherâs classroom management can be categorized in strong category. Fifth, generally, the major reasons for applying those classroom managements were concluded into two, which include: (1) because physical and psycho-social environments were essential to control studentsâ behavior in the classroom, and (2) because bothof classroom management were beneficial to facilitate students in learning English.]]>
<![CDATA[THE EFFECTIVENESS OF LISTING AND COMPARING TASKS IN TEACHING TRANSACTIONAL CONVERSATION FOR REFLECTIVE AND IMPULSIVE STUDENTS (The Case of 10th Graders of SMA IbuKartini Semarang in the Academic Year of 2015/2016) ]]>
<![CDATA[Hardiansyah, Yan]]>;
<![CDATA[Linggar Bharat, Dwi Anggani]]>
<![CDATA[ English Education Journal Vol 6 No 2 (2016) ]]>
Publisher : <![CDATA[English Education Journal ]]>
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<![CDATA[This study was an attempt to test speaking task modelsin teaching transactional conversation for students who have different cognitive styles. These tasksare expected to be appropriatespeaking task models for the students in other to they engage effectively in learning English.This study investigated the effectiveness of listing and comparing tasks in teaching transactional conversation for reflective and impulsive students, the significant differences of achievement between the students by using the listing task and the comparing tasks, discover the significant interaction among the tasks and the cognitive styles in affecting studentsâ speaking achievement, and the studentsâ feedback in learning transactional conversation by using the tasks. The research method of this study was quantitativeby using 2x2 factorial experimental research design. The method of collecting the data was observing the cognitive styles of the students, conducting the pre-test and the post-test, and finally givingquestionnaires. After that, the method of analyzing the data used t-test, ANOVA, and triangulation. The results of this study can be concluded that the use of listing task was effective in teaching transactional conversation for the reflective and impulsive students. The result showed that the level of significance by using the listing task and comparing tasks for the reflective and impulsive students was significant because the p values ware smaller than 0.05 (5%). In other hand, the significant difference of achievement between the students by using the listing and comparing tasks were not significant because the p values were greater than 5%. Then, the significant of interaction among the tasks and the cognitive styles in affecting the studentsâ speaking achievement was not significant because the f-account (1.830) was lower than the t-table (4.098) or it can be assumed that the tasks and the cognitive styles did not affect the studentsâ achievement significantly.]]>
<![CDATA[THE EFL LEARNERSâ PERCEPTIONS AND REALIZATIONS OF FORMULAIC SEQUENCES IN CASUAL CONVERSATION ]]>
<![CDATA[Khusnita, Dafi]]>;
<![CDATA[Rukmini, Dwi]]>
<![CDATA[ English Education Journal Vol 6 No 2 (2016) ]]>
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<![CDATA[This research is descriptive qualitative study aiming at finding out EFL learnersâ perceptions and realizations of formulaic sequences in casual conversations and seeing how the perceptions relate to the realizations. 13 students of English Department of Unnes Graduate Program were chosen as the participants of the study. Two sources of data were used in this study: interview and audio recordings of the casual conversations. The result of the interview revealed that the learners generally have positive perceptions of formulaic sequences. However, they do not ever get any materials about formulaic sequence in their EFL learning so that they do not really familiar with its concept.From the analysis of the learnersâ casual conversations using the combination of Biber et al. (1999) and Celce-Murcia (2007) categorization system of formulaic sequences, all six types of formulaic sequences are found: inserts, collocation, routines, multi-word units, binomial expressions, and idioms. Furthermore, it is found that learnersâ problem in realizing formulaic sequences includes the tendency to simply use the expressions they heard from any sources without considering the appropriateness of the expressions, the difficulty in using correct formulaic sequences to be used in the given situation, theidiomaticity of formulaic sequences, the tendency to translate Indonesian expressions into English literally word by word, and problems related to grammar. The learnersâ perceptions of formulaic sequences are related to its realizations in terms of the problems they faced in using formulaic sequences in casual conversation. ]]>
<![CDATA[SPEECH ACT AND GRICEâS MAXIMS NON OBSERVANCEIN HER WORLD MAGAZINE ADVERTISEMENTS ]]>
<![CDATA[Riyanti, R Ririn]]>;
<![CDATA[Sofwan, Ahmad]]>
<![CDATA[ English Education Journal Vol 6 No 2 (2016) ]]>
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<![CDATA[
This research is aimed to analyze the implied meaning inside the elements of advertisement based on Austinâs Speech Act Theory and Non-Observance of Griceâs maxims, and their effects to the readers. The sample of the research are 12 advertisements of âher worldâ magazine Singapore in edition of December 2013 and 22 participants of the Perlocutionary Act Survey. The analysis results of the advertisements based on Speech Act and Non Observance of Griceâs Maxims were used to arrange survey questionnaires. Surveys for Perlocutionary Act were conducted using sets of questionnaire to seek for readerâs perception towards the advertisers intentions and the degree of interest of the participants would be in buying the products. The Result Summary of Q1 of the Survey shows that the participantâs recognition towards the Literal Meaning of the advertisement is bigger than that of the Implied Meaning. This is relevant with the result of Q2, the degree of the Participantsâ Interest would be in Buying the Products, since Somewhat Interested is the biggest answer. The relationship among Q1 and Q2 explains how perlocutionary act of the advertisements help English ads successfully achieve effect among participants.
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<![CDATA[REPRESENTATIVE SPEECH ACTS PERFORMEDBY THE DEBATERS IN AN ENGLISH DEBATE COMPETITION ]]>
<![CDATA[Orin, Karlinda]]>;
<![CDATA[Issy, Yuliasri]]>
<![CDATA[ English Education Journal Vol 6 No 2 (2016) ]]>
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<![CDATA[
This study aims to analyze the types of representative speech acts performed by the debaters, the opponentsâ responses to representative speech acts in debate and the contribution of the representative speech acts to the development of argument in debate.This study used spoken discourse analysis especially speech act theory proposed by Schifrin (1994) for data analysis. The object of this study is English debate performed by the debaters. The result of this study shows that there are twelve types of representative speech acts in the debate (Searle and Vanderveken, 1985). The analysis on the opponentsâ response result shows that the highest opponents respond is âarguingâ acts than other acts. It meant that the debaters try to embrace and persuade the hearers so the hearers can comprehend and believe speakersâ feelings. The last, the representative speech acts to the development of argument in debate shows that the highest frequency distribution of representative speech acts is explaining 46.1 %. It is followed by exemplifying 19.4% and tie-back 18.1%. The small frequency distribution of representative speech acts in argumentsâ structure is labeling 16.3%. Thus, the speaker of the affirmative team successfully exploits the favorable contexts of their speech to persuade the hearers.
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<![CDATA[THE EFFECTIVENESS OF KNOW-WANT-LEARNED AND COLLABORATIVE STRATEGIC READING STRATEGIES TO TEACH READING COMPREHENSION TO STUDENTS WITH POSITIVE AND NEGATIVE ATTITUDES ]]>
<![CDATA[Rosari, Lia]]>;
<![CDATA[Mujiyanto, Yan]]>
<![CDATA[ English Education Journal Vol 6 No 2 (2016) ]]>
Publisher : <![CDATA[English Education Journal ]]>
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<![CDATA[This study was an experimental research aimed at examining the effectiveness of Know-Want-Learned and Collaborative Strategic Reading strategies to teach reading comprehension to the eleventh grade students with positive and negative attitudes in SMAN 2 Mranggen, Demak. I used closed-ended questionnaire, observation checklist, and interview to categorize the studentsâ attitudes into positive and negative. Meanwhile, I used reading comprehension test to test the studentsâ ability in reading comprehension. The study revealed five results. First, KWL was more effective to students with positive attitudes. Second, CSR was more effective to students with positive attitudes. Third, none was more effective between KWL and CSR strategies to students with positive attitude. Fourth, CSR was more effective than KWL to students with negative attitudes. The last, there was no significant interaction between the strategies and attitudes to teach reading comprehension. However, it could be said that the significance was low. In conclusion, this study has proven that KWL and CSR could help the students in reading comprehension for both students with positive and negative attitudes.]]>
<![CDATA[LEARNING STRATEGIES USED BY LEARNERS WITH DIFFERENT SPEAKING PERFORMANCE FOR DEVELOPING SPEAKING ABILITY ]]>
<![CDATA[Karomi Safari, M. Ubaidillah]]>;
<![CDATA[Fitriati, Sri Wuli]]>
<![CDATA[ English Education Journal Vol 6 No 2 (2016) ]]>
Publisher : <![CDATA[English Education Journal ]]>
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<![CDATA[This study describes learning strategies used by English language learners with different speaking performance. The aims of this study were (1) describing learning strategies used by learners with high and low speaking performance in improving their speaking abilities, (2) describingthe difference of learning strategies used by learners with high and low speaking performance, (3) Describing factors are influencing the use of learning strategies by learners, (4) Describing problems encountered by learners with low speaking.This study was a qualitative case study on 20 learners of speaking classes. Those learners were taken from two classes at two English courses. The data were collected by using classroom observations, questionnaires, interviews, and the data of learnersâ achievement given by teachers. Those were analyzed in descriptive qualitative method.The finding reveals five results: (1) Learners wih high speaking performance used all kinds of strategies in learning speaking. They employed those stretegies in the aqual degree of frequency. (2) Learners with low speaking performance usually used cognitive, metacogntitive and social strategies. They also did not apply those strategies in aqual degree of frequency. (3) Learners with high speaking performance used strategies more dominantly and actively than those with low speaking performers. (4) Learners with high speaking performance seemed to have higher motivation than low speaking performance. This case influences the application of those strategies. (5) Problems encountered by learners with low speaking performance were in the application of strategies. The lowest percentages of variance were explained by memory, compensatory, and affective strategies.]]>
<![CDATA[IMPROVING STUDENTSâ MOTIVATION IN SPEAKING ABILITY BY USING STORY RETELLING ]]>
<![CDATA[Samsudin, Samsudin]]>;
<![CDATA[Sukrisno, Alim]]>
<![CDATA[ English Education Journal Vol 6 No 2 (2016) ]]>
Publisher : <![CDATA[English Education Journal ]]>
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<![CDATA[Cultural understanding is the core of language acquisation. This study aimed at presenting the cultural elements and cultural types, describing the frequency of cultural elements and cultural types in Englihs textbooks of 2013 currirulum and describing the level of the quality of English textbooks in terms of intercultural awareness. This study employed a qualitative research design. The data are the cultural elements and cultural types in English textbooks of 2013 curriculum grade X, XI and XII. The results show that English textbooks grade X, XI and XII contained 490 cultural elements consisting of 232 products, 75 practices, 11 perspectives and 172 persons. While cultural types contained 490 consisting of 127 source culture, 170 target culture, 64 international target culture and 130 culture free. From the results of the study, it can be concluded that the presentation of cultural elements and cultural types are balanced enough. And third English textbooks are equality to use in terms of basic cultural awareness. Whereas, advanced cultural awareness and intercultural awareness level do not support students to have intercultural awareness. From the results above the authors of English textbooks should put the cultural information explicitly either source culture, target culture, international target culture or culture free as a comparison and contrast between them.]]>
<![CDATA[THE COMPATIBILITY OF READING EXERCISES WITH BLOOMâS REVISED TAXONOMY AND 2013 CURRICULUM (A Case of English Textbook Entitled BahasaInggrisfor Grade XI Published by Department of National Education 2014) ]]>
<![CDATA[Arvianto, Zuhrian Ivan]]>;
<![CDATA[Faridi, Abdurrahman]]>
<![CDATA[ English Education Journal Vol 6 No 2 (2016) ]]>
Publisher : <![CDATA[English Education Journal ]]>
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<![CDATA[This study is aimed at identifying the cognitive processes and knowledge dimension of the Revised Bloom Taxonomy involved in the reading exercises; determining how the Lower Order Thinking Skills and Higher Order Thinking Skills are realized through the reading exercises; and determining how the reading exercisesin the textbook are compatible with 2013 curriculum. The English textbook being analysed is âBAHASA INGGRISâ for grade XI published by the Department of National Education 2014. The results concluded that (1) there are only three cognitive processes found: Remember, Understand and Evaluate, indicate that the reading exercises are not in hierarchical order. (2) There are two knowledge dimensions found: factual knowledge and metacognitive knowledgeimplythat the knowledge dimension offered is not varied. (3) The reading materials promote more Lower Order Thinking Skills than Higher Order Thinking Skills. (4) The reading exercises in the textbook is less compatible with 2013 curriculum. Each chapter presents only one reading text and it lacks of information on the generic structure and the linguistics features of the related text. A textbook should not only be compatible with the current curriculum, but also have a characteristic of cognitive development and critical thinking.]]>
<![CDATA[CLASSROOMINTERACTIONPATTERNS IN HIGHER EDUCATION ]]>
<![CDATA[ningrum, Dini Setiana]]>;
<![CDATA[Saleh, Mursid]]>
<![CDATA[ English Education Journal Vol 6 No 2 (2016) ]]>
Publisher : <![CDATA[English Education Journal ]]>
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<![CDATA[This study was a classroom interaction analysis in English classes at Politeknik STTT Bandung. The classroom interaction was analyzed to find the patterns of classroom interaction. It is an observational research of TeknologidanBisnisGarmen students (S) and English teachers (T) in the 1st semester of Academic Year 2014/2015. The data were collected quantitatively with the Flandersâ Interaction Analysis Categories System. Then, the data findings were analyzed by interpreting them in order to find the patterns of classroom interaction. As the finding of this study, there were four basicpatterns of classroom interaction found in English classes at Politeknik STTT Bandung. They were (1) Teacher-Students (T â S), (2) Teacher-Student-Teacher (T â S â T), (3) Teacher-Student-Student (T â S â S), and (4) Student-Teacher (S â T) pattern. By using the interaction analysis, the writer could observe the patterns of classroom interaction, so the teacher would know the classroom atmosphere and develop his teaching skill and method. It was done in order to create the teaching and learning process more effective.]]>
