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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 24 Documents
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Search results for , issue "Vol 7 No 1 (2017)" : 24 Documents clear
VIOLATION OF POLITENESS MAXIMS IN THE TELEVISION SERIES THE BIG BANG THEORY Rohmahwati, Agus; Yuliasri, Issy
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.v7i1.14688

Abstract

The aims of this research were to analyze the type of politeness maxims were violated by the speakers, to analyze the purposes of violation, and to evaluate the effects of politeness maxims in the conversation. The data of this research were taken from the television series situation comedy entitled the Big Bang Theory. This research used descriptive qualitative method. It was done by using observation and documentation method. This research found all maxims are violated by the character in the conversation. They are tact maxim, generosity maxim, approbation maxim, modesty maxim, agreement maxim, sympathy maxim, consideration maxim, and patience maxim. Furthermore,this research found 12 kinds of purposes of violation made by the speakers. They are warning, advising, admonishing, requesting, suggesting, urging, offering, insisting, alleging, boasting, refusing, and condoling. As the effects of the politeness maxims, the researcher analyzed based on two types the effects of the politeness maxims: violation of politeness maxims and following the politeness maxims. From the analysis, it can be concluded that the use of utterances manner in the conversation is very important to reach the major purpose of politeness principle and the goal of communication can be adhered.
THE USE OF TRANSLATION TECHNIQUES IN SUBTITLING THE DHAUP AGENG DOCUMENTARY MOVIE Budiana, Agnes Arum; Sutopo, Djoko; Rukmini, Dwi
English Education Journal Vol 7 No 1 (2017)
Publisher : English Education Journal

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Abstract

Translation plays an important role in learning foreign language. Translating, however, is not an easy task because each language has its own rules in phonetic, structure and word. In order to achieve the equivalence, there are some techniques involved in translation process. This study was to analyze the use of translation techniques in subtitling the Dhaup Ageng documentary movie, to find out which translation techniques were mostly used and to investigate the ways in which the translation techniques were used. This study used descriptive-qualitative approach to describe the results of the analysis of translation techniques. The object of the study was the subtitle of Dhaup Ageng documentary movie which consist of 77 utterances of Sri Sultan Hamengkubuwono X. The findings indicated that literal translation was applied in 19 excerpts, compression was in 13 excerpts, borrowing was in 9 excerpts, transposition was in 8 excerpts, linguistic amplification was in 7 excerpts, amplification was in 4 excerpts, compensation was in 3 excerpts, calque, established equivalent and reduction were applied in 2 excerpts, while adaptation, description, discursive creation, generalization, modulation, substitution, particularization and variation were applied in 1 excerpt. Based on the results, literal translation was the most dominant technique used in subtitling process. It might be used properly if the context required the use of such technique.
THE USE OF TRANSLATION TECHNIQUES IN SUBTITLING THE DHAUP AGENG DOCUMENTARY MOVIE Budiana, Agnes Arum; Sutopo, Djoko; Rukmini, Dwi
English Education Journal Vol 7 No 1 (2017)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Translation plays an important role in learning foreign language. Translating, however, is not an easy task because each language has its own rules in phonetic, structure and word. In order to achieve the equivalence, there are some techniques involved in translation process. This study was to analyze the use of translation techniques in subtitling the Dhaup Ageng documentary movie, to find out which translation techniques were mostly used and to investigate the ways in which the translation techniques were used. This study used descriptive-qualitative approach to describe the results of the analysis of translation techniques. The object of the study was the subtitle of Dhaup Ageng documentary movie which consist of 77 utterances of Sri Sultan Hamengkubuwono X. The findings indicated that literal translation was applied in 19 excerpts, compression was in 13 excerpts, borrowing was in 9 excerpts, transposition was in 8 excerpts, linguistic amplification was in 7 excerpts, amplification was in 4 excerpts, compensation was in 3 excerpts, calque, established equivalent and reduction were applied in 2 excerpts, while adaptation, description, discursive creation, generalization, modulation, substitution, particularization and variation were applied in 1 excerpt. Based on the results, literal translation was the most dominant technique used in subtitling process. It might be used properly if the context required the use of such technique.
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 : Universitas Negeri Semarang

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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.
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 : Universitas Negeri Semarang

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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 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 : Universitas Negeri Semarang

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.
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 : Universitas Negeri Semarang

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.
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 : Universitas Negeri Semarang

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 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 : Universitas Negeri Semarang

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 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 : Universitas Negeri Semarang

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.

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