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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
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 : Universitas Negeri Semarang

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.
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 : Universitas Negeri Semarang

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 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 : Universitas Negeri Semarang

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.
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 : Universitas Negeri Semarang

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 Mathali'ul 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.

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