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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.
Arjuna Subject : -
Articles 24 Documents
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Search results for , issue "Vol 7 No 1 (2017)" : 24 Documents clear
THE INFLUENCE OF CULTURAL IDENTITIES IN SECOND LANGUAGE ACQUISITION: A PERSPECTIVE FROM SECONDARY PROGRAM (SEMARANG MULTINATIONAL SCHOOL) Ali, Ali Mohamed; Mujiyanto, Yan
English Education Journal Vol 7 No 1 (2017)
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v7i1.14683

Abstract

Any student goes to the classroom with his/her own cultural identity. In other words, Every student comes to the classroom with a set of characteristics and behaviors that make him or her unique and that will affect his or her academic achievements in the future. The purpose of this study is to investigate the influences of cultural identities in second language acquisition (a perspective from secondary school) at SEMARANG MULTINATIONAL SCHOOL, Indonesia. Which known as an International Institution that presented International educational standers. This article covers a descriptive qualitative approach which used different methods to collect the data, they were (focus groups discussion for six students and conducting interviews with three of their teachers). The findings  of  this  study  revealed  three  main  results.  Firstly,  there  were  several  steps  to enhance the second language learners and still there are some factors that affect Indonesian students  entirely  adaption  for  English  as  a  second  language  which  are:  the  fluency constraints and the fear that they still not qualified when it comes to communicate by using modern English language, also the grammar structure while doing common conversations. Secondly, the findings obviously showed the positive influence of cultural identities on the process of second language acquisition and students academic achievements in the future. Thirdly, it was briefly revealed that to adapt English as a second language it is needed to exceed the negative intrinsic and extrinsic factors while taking place the positive factors, in general the negative factors which arose in the results somehow mislead them to achieve the completely adaption. Some pedagogical suggestions from the writer were recommended to students,  teachers  and  institutions:  For  students  to  be  more  brave,  open-minded  and outgoing (no shyness in education). The necessity of teachers conversant for culture diverse during learning context and finally, The Ministry of Indonesian Education has the choice to improve English language interest by involving it in all schools not only the International, but also in national institutions to be language of education.
THE EFFECTIVENESS OF DIGITAL AND PRINTED COMICS TO TEACH MONOLOGUE OF VISUAL AND AUDITORY STUDENTS A case of the Tenth Year Students of State Senior High School 1 Ungaran Setyorini, Wahyu; Hartono, Rudi
English Education Journal Vol 7 No 1 (2017)
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v7i1.14689

Abstract

This study attempts to know the effectiveness of digital comics to teach monologue of visual and auditory students. This study used quantitative approach and experimental study as its research design. The subjects of this study were the students of grade X of State Senior High School 1 Ungaran. To collect the data, the researcher used test, questionnaire, and documentation.  The result of the study shows that digital comics is effective to teach monologue of visual students. Printed comics is effective to teach monologue of visual students. Digital comics is effective to teach monologue of auditory students. Printed comics is effective to teach  monologue of auditory students. Digital comics is not more effective than printed comics to teach  monologue of visual students. Digital comics is more effective than printed comics to teach speaking monologue of auditory students. And the last, there is interaction among the teaching media, students learning styles, and students’ speaking. Therefore, digital comics is effective to teach monologue of visual and auditory students.
PATTERNS OF INTERACTION IN PEER FEEDBACK PROVISION TO THE STUDENTS’ EXPOSITORY WRITINGS Mufiz, Ali; Fitriati, Sri Wuli; Sukrisno, Alim
English Education Journal Vol 7 No 1 (2017)
Publisher : English Education Journal

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Abstract

This  study  investigated  students’  nature  in  pair  interaction  due  to  its  vital  role  in  learning. Therefore this study was aimed to describe and to explain patterns of interaction in peer feedback, the aspects of writing the students were concerned within peer feedback, influences of pair interactions to the students’ writings, and the students’ perceptions and attitudes on peer feedback. This study mostly employed qualitative approach and a case study method. The result showed that five patterns emerged in pair interaction i.e. collaborative pairs, dominant/dominant pair, dominant/passive  pairs,  expert/novice  pairs,  and  passive/passive  pair.  However,  feedback provided by collaborative and expert learners contributed to the revision changes of their partner’s writings so that the development of writing aspects under these two patterns was better. Besides, other  factors which  contributed to the  students’  writings  were  confounding  variables such as student’s proficiency, writing capability, and teacher feedback. Thus these results endorsed the former studies e.g. Storch’s (2002b) study, Iris’ (2014) study, and Roberson’s (2014) study. Another result  was  that  whole  students  had  good  perceptions  and  good  attitudes  on  peer  feedback provision. However, the bottom line of this study was that collaborative pairs and expert/novice pairs had better second writings.
THE EFFECTIVENESS OF JIGSAW LISTENING AND PROBLEM-SOLVING TECHNIQUES TO TEACH LISTENING COMPREHENSION USING AUTHENTIC MATERIALS WITH DIFFERENT LEVELS OF ANXIETY (A CASE AT THE TENTH GRADERS OF SMA N 11 KOTA AMBON IN THE ACADEMIC YEAR 2015/2016) Tuanany, Nurlaila; Linggar Bharati, Dwi Anggani
English Education Journal Vol 7 No 1 (2017)
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v7i1.14684

Abstract

This study is an experimental research with a factorial design which aimed to find out the effectiveness of Jigsaw Listening and Problem-Solving techniques in teaching listening comprehension using authentic materials to the students with high and low anxiety. The samples of the study were tenth graders of SMA N 11 Kota Ambon in the academic year of 2015/2016. There were two classes, experimental class I and experimental class II which every class consisted of 20 students. Jigsaw listening technique was used in the experimental class I, while problem-solving technique was used in experimental class II. To answer research questions number one up to four, T-test was used. To answer research question number five and six, students’ mean scores in experimental class I and II were compared. While two-ways ANOVA with F-test at the 5% (0.05) level of significance was used to answer the seventh question. The result of this study showed that jigsaw listening and problem-solving techniques were effective to teach listening comprehension to the high and low anxious students. Jigsaw listening was more effective in teaching listening to the low anxious students, while problem-solving technique was more effective in teaching listening to the high anxious students. There was no interaction among jigsaw listening, problem-solving techniques, listening comprehension, and students’ anxiety.
THE EFFECT OF THEME-BASED INSRTUCTION COMPARED TO COMPETENCE-BASED LANGUAGE TEACHING TO TEACH READING COMPREHENSION TO STUDENTS WITH IDGH AND LOW INTEREST Rosyita, Ulya; Faridi, Abdurrachman
English Education Journal Vol 7 No 1 (2017)
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v7i1.14692

Abstract

This study is an experimental research with a factorial design which aimed to find out the effect of Theme-Based Instruction compared to Competence-Based Language Teaching in teaching reading comprehension to students with high and low interest. The samples of the study were tenth graders  of MA Mathaliul  Falah Kajen, Pati in the  academic year of 2016/2017. There were two classes, 30 students of XA as experimental class and 30 students of XE as control class. Theme-Based Instruction was used for experimental  class, while Competence-Based Language teaching was used in control class. the data of this study were the score of reading comprehension test and interest questionnaire. The result of pretest and posttest were analysed by using T-test and ANOVA  The result of this study showed that Theme-Based  Instruction and Competence-Based Language Teaching to teach reading comprehension to high and low interest students. Theme -Based Instruction was more effective than Competence-Based Language teaching. There was no interaction among Theme-Based instruction, Competence-Based Language Teaching, reading comprehension and students interest.
POLITENESS STRATEGIES IN OFFICIAL FACEBOOK ACCOUNTS OF CNN, TWSJ AND NBC ON OBAMA VISITING HIROSHIMA Rosyidah, Ima Fitriana; Sofwan, Ahmad
English Education Journal Vol 7 No 1 (2017)
Publisher : English Education Journal

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Abstract

The purpose of this study was to identify and to count the percentage of the politeness strategies used in the comments of official facebook account of CNN, The Wall Street Journal, and NBC on Obama’s visit to Hiroshima. Then, it tried to find the politeness scale in the utterances of people toward Obama as the President of the United States at that time. Besides, it also tried to compare the politeness strategy that is often used in those three facebook accounts. In this study, the data analysis reveals research findings as follows: (1) there were positive politeness strategies used in the comments with the highest data was performed by the strategy 7 (presuppose) - 26.7%; and the lowest was performed by the strategy 3 (intensify interest) - 0.9%. Meanwhile, in the negative politeness strategy the highest data was performed by the strategy 7 (impersonalise speaker and hearer) - 55.7%; and the lowest was performed by the strategy 5 (give deference/humble oneself) - 0.7%, (2) the scale of politeness were determined by politeness factors, and the highest level was performed by the ranking of imposition, and (3) the politeness strategies and politeness scale mostly appeared in the NBC’s official facebook account.
THE EFFECTIVENESS OF STUDENT TEAM ACHIEVEMENT DIVISION (STAD) AND GROUP INVESTIGATION (GI) TECHNIQUEsTO TEACH READING COMPREHENSION TO STUDENTS WITH HIGH AND LOW MOTIVATION Chotimah, Nor; Rukmini, Dwi
English Education Journal Vol 7 No 1 (2017)
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v7i1.14685

Abstract

This study aims to describe the significant difference between STAD and GI techniques to teach reading comprehension to students with high motivation, to describe the significant difference between STAD and GI techniques to teach reading comprehension to students with low motivation, to explain which one is more effective between STAD and GI techniques to teach reading comprehension to students with high and low motivation and to describe whether there is interaction among the teachniques, motivation, and teaching reading comprehension in this study.This study wass a quasi-experimental study. There were 26 students in the experimental and control group. They were divided into students with high and low motivation in each group. Test, questionnaire, and observation were used as the instruments of this study. The findings of this study are: there is significant difference between STAD and GI techniques to teach reading comprehension to students with high motivation, Student Team Achievement Division (STAD) technique is effective to teach  reading comprehension to students with high and low motivation than Group Investigation (GI) technique, and there is no interaction among the techniques, motivation, and teaching reading comprehension. In conclusion, teaching reading comprehension of narrative text with Student Team Achievement Divivsion (STAD) technique is effective for students with high and low motivation. Thus, it is recommended that STAD technique be implemented in teaching reading comprehension.
THE SOCIO-CULTURAL CONSTRAINTS IN THE IMPLEMENTATION OF POLITENESS STRATEGIES IN THE INTERACTIONS AMONG ENGLISH LANGUAGE EDUCATION STUDENTS Suwartama, I Made; Fitriati, Sri Wuli
English Education Journal Vol 7 No 1 (2017)
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v7i1.14681

Abstract

This study aimed to investigated socio- cultural constraints in the implementation of politeness strategies in the interaction among English Graduate Students. This study used discourse analytic approach by involving 30 participants. Source of the data:  students’utterances. Methods of collecting data: recording, transcribing and questionnaire. Techniques of analysing data: identifying, categorizing, interpreting, and tabulating. To achieve the trustworthiness  used triangulation. The findingsshowed 16 aspects of social constraints: 3 social status (18.75%), 2 social environment (12.5%), 2 family status (12.5%), 2 economy/financial (12.5%), 1 social determinant of health (6.25%), 1 adverse childhood experience (6.25%), 3 social relationship (18.75%), 2 kinship system (12.5%).There were18 cultural aspect constraints: 2 perceptions (11.11%), 2 motivations (11.11%), 3 experiences (16.67%) , 2 emotional (11.11%), 3 cultures (16.67%), 2 physical (11.11%), 2 linguistics (11.11%), and 2 nonverbal (11.11%). The total number of positive politeness were 65 aspects of positive politeness and 39 kinds of negative   politeness. The cultural aspect constraints appeared more frequently than social aspect constraints. Positive politeness strategies appeared more frequently than negative politeness strategies. It can be concluded that the participantsmostly used politeness strategies to redress the addressee’s positive face.
FORMULAIC EXPRESSIONS USED IN CONVERSATIONAL TEXTS OF THE TENTH GRADE’S ENGLISH TEXTBOOKS Mustapa, Yaholil; Agustien, Helena I. R.
English Education Journal Vol 7 No 1 (2017)
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v7i1.14687

Abstract

Formulaic expressions make students become fluent and native-like in English speaking so that formulaic expressions must be introduced a lot to the students in conversational texts of English textbooks. The current study aims at investigating the forms, frequency of occurrence, accuracy, and appropriateness of formulaic expressions in conversational texts of the tenth grader’s English textbooks. This study is a discourse analysis, particularly a text analysis. The objects of the study are fourteen conversational texts taken from the tenth grade’s English textbooks. The results of the study show that there are four forms of formulaic expressions identified in the conversational texts. Moreover, the most frequent form of formulaic expressions in the conversational texts is inserts. It is followed by lexical bundles, idiomatic phrases, and free combinations of verb + particle. Besides, idiomatic phrases and free combinations of verb + particle occur accurately, while lexical bundles and inserts occur both accurately and inaccurately in the conversational texts. In addition, the formulaic expressions appear appropriately and inappropriately in the conversational texts.  Based on these findings, there are many conversational texts that do not sound natural; consequently, there must be some revisions.
THE TYPES AND POWER RELATION OF DIRECTIVE SPEECH ACTS IN CLASSROOM INTERACTION Septianingsih, Trias; Warsono, Warsono
English Education Journal Vol 7 No 1 (2017)
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v7i1.14682

Abstract

Directive speech actsrefer to utterances produced bya speaker who wants the hearer to do something. This study aims to analyze the directive speech acts performed by lecturers and students, types of directive speech acts favoured by lecturers and students, the ways of directive speech acts related to the lecturer’s power. This study used directive speech acts theory proposed by Searle and Vanderveken (1985) and the theory of power proposed by Fairclough (1989) to analyze the data. The subjects of this study are collected from the lecturers and students of undergraduate program majoring in English Education. The result of this study showed that the lecturers used five types of directive speech acts in their classroom interactionsuch as requesting, suggesting, commanding, advising, and asking question. However, the students did not use directive speech act of advice. The most favoured directive speech acts used by the lesturers and the students was asking a question. The students asked questions when they did not understand the lesson or need answer to certain question. Directive speech acts were related to the lecturers’ power. It can be seen from the use of direct types of request, advice, and command.

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