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[The Flouting of Griceâs Cooperative Principle by Native and Non-Native Speakers of English ]]>
<![CDATA[Safitri, Riski]]>;
<![CDATA[Faridi, Abdurrachman]]>
<![CDATA[ English Education Journal Vol 7 No 3 (2017) ]]>
Publisher : <![CDATA[English Education Journal ]]>
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DOI: 10.15294/eej.v7i3.20747
<![CDATA[The application of cooperative principle and repair strategies in talk showdemonstrates their essential function in language use. This research was intended to explain the flouting maximd of Griceâs Cooperative principle by native and non native speakers of English (guests) in Insight with Desi Anwar talk show, the differences between them in flouting the maxims, how the host of the talk show used repair strategies to overcome the guests who flout the maxims, reasons of using the strategies, and the contribution of the findings to the teaching English as a foreign language. This research used descriptive qualitative method. The findings showed that native and non-native speakers in the talk show flouted all the maxims. There were no significant differences between the performances of the native and non-native speakers in flouting the maxims. The differences only in terms of the frequency of flouting the maxims and the way they flouted the quality maxim. There were three types of repair strategies used by the host. The findings of this study can be considered as the contribution of the study to the teaching English as a foreign language sincethe awareness of cooperative principle is important and repair strategies should be reinforced for classroom interaction.]]>
<![CDATA[The Effectiveness of Scrabble and Wordsearch Games to Teach Vocabulary to Students with Different Interests ]]>
<![CDATA[Yulianti, Yulianti]]>;
<![CDATA[Linggar Bharati, Dwi Anggani]]>
<![CDATA[ English Education Journal Vol 7 No 3 (2017) ]]>
Publisher : <![CDATA[Postgraduate Program, Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v7i3.20745
<![CDATA[Many students feel difficult to memorize the vocabularies given by the teacher. Students in my school like to act like learning while playing. In fact, the teacher almost never used media in teaching and learning process.The objective of the study is to find out the effectiveness of scrabble and word search games on teaching vocabulary.The researcher applied quantitative and qualitative methods to collect the data. Quantitatively, the data were gathered through vocabulary test and questionnaire sheet. Vocabulary test was used to examine students? vocabulary achievement in the form of multiple choice and cloze test items. Questionnaire was given to the students in order to know the students? interest. Qualitatively, the observation checklist used to know level of vocabulary competence before using games.Then, I analysed the data from questionnaire and vocabulary test using t-test and ANOVA.The resultsshowed that Scrabble and wordsearch games were more effective to students. Mean score of wordsearch strategy was higher than scrabble in vocabulary to high and low interest students. The last results indicated that there was no significant interaction among the teaching techniques (scrabble and word search games), interest, and students? vocabulary achievement.It can be concluded that taught by using scrabble or wordsearch was effective to high and low students. Mean score of the experimental and control class increased. There were significant both of games .]]>
<![CDATA[Realization of Teachers’ Questions to Uncover Students’ Cognitive Domain of English Subject Matter in Classroom Interaction ]]>
<![CDATA[Kurniawati, Anita Rizky]]>;
<![CDATA[Wuli Fitriati, Sri]]>
<![CDATA[ English Education Journal Vol 7 No 3 (2017) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[When teachers conduct a lesson, the activity of posing questions always appears in it. The activity of posing questions includes the skills of asking cognitive level of questions in which a teacher must acquire. This study was undertaken in order to investigate the teachers' questioning skill in asking cognitive level of questions during the teaching learning activity. Questioning which can reveal students’ mastery in the English subject matter was analyzed. In conducting the questioning, the purposes of the questions when they posed the questions and the ways the teachers keep their students active in responding their questions are also discussed. This discourse study was based on the analysis of the teacher talk in class. The analysis was based on the recorded data of the four English teachers when they conducted lessons in class. To collect the data, I used video recording, field notes, and interview. The recorded data was transcribed. From the transcription, the way the teachers ask question in asking cognititve level were analyzed based on the revision of Blooms Taxonomy (2001) and the way the teachers keep their students active in responding their questions were analyzed according to the questioning techniques proposed by Jacobsen (1999). Then, the data from interview were transcribed and the data from field notes were analyzed qualitatively. The findings show that the teachers posed all of the types of cognitive level of questions for various ways. Remembering questions were done to asses the extent to which students’ background knowledge were. In the understanding level, the questions train the students’ understanding to convey the information by using their own words. In the analyzing level, the questions require the students to use their analysis to solve the problem and use their logical reasoning to the question given. In the evaluating questions require the students to state the reason and think critically. In the creating question level require the students to create an original product based on the information given where they are driven to think creatively and critically. Related to the teachers’ purposes in posing the question, there are seven major points of the teachers’ purposes in posing question. Finally, the result is related to the way the teachers keep the students active in responding the questions. The teachers used all of the questioning techniques. They are redirection, probing, prompting, wait-time and rephrasing. It can be concluded that the teachers use all types of cognitive level of questions both for low level and high level questions. Although almost all of the questions delivered by the teachers is low level questions but the teachers has tried to give more high level questions.]]>
<![CDATA[The Grammatical Impact of EFL Arabic Learners’ Mother Tongue in English Writing of Al-Mergib University Students ]]>
<![CDATA[Mohamed Wajej, Abdelbaset]]>;
<![CDATA[Mujiyanto, Januarius]]>
<![CDATA[ English Education Journal Vol 7 No 3 (2017) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v7i3.20736
<![CDATA[The process of second language learning has been influenced by so many factors, the mother tongue (L1) maybe the one of the greatest factors. When the rules of the two languages contact that is called ‘language transfer’. Two results might be caused when the second language learner tries to recall one of his/her mother tongue’s items: positive transfer or negative transfer. In this study, the researcher focuses on the negative transfer or mother tongue interference in English writing. A big number of linguists have researched the influence and the relationship between L1 and L2 learning. Many studies indicate that for EFL students, there tends to be interference from their first language in the process of writing in English. This paper mainly focuses on some factors of the grammatical, namely subject-verb agreement, tenses, articles and prepositions, influence of L1 “Arabic†in L2 “English†writing learning, and the L1 transfer to English writing. The participants of this study were 22 Libyan third-year students of English Department in Al-Mergib University. In the data collection period, the students were required to write an essay in English and to do fill-the-blanks test then the gathered data were analyzed qualitatively. The findings showed that the participants clearly recalled structures, thought and translated from their mother tongue in their English writing in all the studied items: subject-verb agreement, tenses, articles and prepositions. The students also showed other grammatical errors such as: missing verb to be, use of word order, wrong spelling and plurality case. Teachers then should include more free and controlled writing exercises and should vary their teaching methods to improve students writing abilities.]]>
<![CDATA[Gallery Walk and Think-Pair-Share Techniques for Teaching Writing Descriptive Text to Students with High and Low Motivation ]]>
<![CDATA[Dewi Kilas Sinar Nurani, Arsianti]]>;
<![CDATA[Rukmini, Dwi]]>
<![CDATA[ English Education Journal Vol 7 No 3 (2017) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v7i3.20737
<![CDATA[This study investigates the effectiveness of gallery walk and think-pair-share techniques to teach writing descriptive text to students with high and low motivation. A quantitative approach is used in this study by applying 2x2 factorial design in the form of pre-test and post-test. 72 students from the tenth grade of State Senior High School 1 Simo Boyolali who take English subject in the academic year of 2016/2017 are participated in this study. The motivational questionnaire and writing test are used as the instruments of the study. This study reveals several findings: gallery walk technique is effective to teach writing descriptive text to students with high and low motivation, think-pair-share technique is effective to teach writing descriptive text to students with high and low motivation, there is no significant difference on the effect of gallery walk technique and think par-share technique towards writing descriptive text achievement of students with high and low motivation, gallery walk technique is more effective to be used to teach writing descriptive text to students with high and low motivation compared to think-pair-share technique, the ANOVA test reveals that there is no effective interaction among students’ motivation, teaching technique, and students’ writing achievement. To conclude, gallery walk technique is more effective compared to think-pair-share technique for teaching writing descriptive text to students with high and low motivation, and there is no effective interaction among students’ motivation, teaching technique and students’ writing achievement. In sum, it can be said that students’ writing achievement is not influenced by motivation; it is influenced by the implementation of teaching techniques.]]>
<![CDATA[The Relation Between Pragmatic Awareness and Realization of Requests Among Non-Native English Instructors ]]>
<![CDATA[Anisatu Suriya, Hanny]]>;
<![CDATA[Sofwan, Ahmad]]>
<![CDATA[ English Education Journal Vol 7 No 3 (2017) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v7i3.20738
<![CDATA[Language acquisition requires the learners to develop their pragmatic competence so that they are able to comprehend and produce the language as a mean of conveying meaning that is understandable by certain strategy or manner. Foreign language learners with lack of pragmatic awareness realized inappropriate target language. This study, therefore, was aimed to describe the English instructors’ pragmatic awareness and realization in requests, and how the awareness relates to the realization. The study used a descriptive qualitative in order to describe and elaborate the pragmatic awareness and realization of request speech acts among the 12 representations of non-native English instructors studying English Education in Graduate Program of State University of Semarang. Multiple Discourse Completion Task (MDCT) and role play were used in collecting data. Triangulation that included English native speaker’s analysis was also used in order to enhance the validity of the data. The result of the study shows that the participants’ awareness was high in the term of power relation but lower in ranking of imposition and social distance. Power relation was the social factor that mostly influenced the choices of request strategies in the oral production of requests. It is, therefore, concluded that there is causal relation between pragmatic awareness and its realization.]]>
<![CDATA[Employing Self and Peer Editing Techniques to Teach Writing Recount Texts for Students with High and Low Motivation (The Case of Grade 5 of Mondial Primary School in the Academic Year of 2015/2016) ]]>
<![CDATA[Ardy Prabasiwi, Evita]]>;
<![CDATA[Warsono, Warsono]]>
<![CDATA[ English Education Journal Vol 7 No 3 (2017) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v7i3.20740
<![CDATA[This current study aims at exploring the effect of self-editing technique and peer editing technique for teaching recount text writing to students with high and low motivation and explaining whether there is significant interaction among teaching technique, writing skill, and students’ motivation. This study is an experimental research with a 2 x 2 factorial design. Respectively, the results of the present study have revealed that firstly, there is no significant difference between pretest and posttest result of students with high motivation students that are treated with self-editing technique. Secondly, there is significant difference of pretest and posttest scores of low-motivated students who are treated by self-editing technique. Thirdly, it is described that peer editing technique has significant effect to be treated to students with high motivation in improving the writing skill of recount text. Fourthly, peer editing technique is not effective to be applied for low-motivated students because there is no significant difference between pretest and posttest scores of low-motivated students treated by peer editing technique. Fifthly, there is no difference in the improvement between students with high and low motivation in writing recount texts through peer and self-editing technique. The summary of the analysis shows that both techniques, peer and self-editing techniques are applicable to treat high and low-motivated students in teaching recount texts writing.]]>
<![CDATA[Shift and Equivalence of Noun Phrases in English-Indonesian Translation of Barbie Short Stories ]]>
<![CDATA[Nikmatu Rupiah, Sri]]>;
<![CDATA[Hartono, Rudi]]>
<![CDATA[ English Education Journal Vol 7 No 3 (2017) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v7i3.20741
<![CDATA[Process of translating noun phrases from English into Indonesian causes a translator has a difficulty in determining structure of noun phrase in target language because of the different structure between both languages. This reason caused translation shifts and equivalence occur to get the appropriate meaning. Shift according to Catford is regarded as the change of formal structure of the source language into target language (cited in Venuti, 2000) while Nida regards the concept of equivalence as best translation which does not sound like translation (cited in Venuti, 2000). Most of researcher conducted shift and equivalence on Indonesian noun phrase into English translation. This study is about shift and equivalence of noun phrases in English-Indonesian translation of Barbie short stories. Therefore, there are types of equivalence and two translation shifts that must be enalyzed, namely level shift, and category shift and its sub categories; structure shift, class shift, unit shift, and intra system shift. To obtain the data, this study applied descriptive qualitative approach. The data which have been gathered were described and suited with the aim of this study. The findings map out the high use of translation shift than equivalence applied. The use of translation shift makes the translation of noun phrases more naturally and acceptable. The use of category shift, i.e. structural shift was the highest step in process of translating Barbie short stories. While the highest equivalence occurs on textual equivalence where there was equivalence structuring of a text. This study provided suggestions regarding to the implications of this study. For English language learners, they have to learn translation shift in order to understand message from target language properly. Relating to the equivalence, form and meaning were frequently not fully equivalent, but one should be noticed that forms may change but meaning must not change. In dynamic equivalence, although the form was different, but the meaning was the same.]]>
<![CDATA[Observance of Cialdini’s Principles of Speech Act of Persuasion in 2016 us Presidential Debates ]]>
<![CDATA[Arisetiyani, Yenika]]>;
<![CDATA[Yuliasry, Issy]]>
<![CDATA[ English Education Journal Vol 7 No 3 (2017) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v7i3.20742
<![CDATA[Persuasion is an important factor to politicians to show the power and influence the people. In the United States Presidential Election, debate is one of the tools to convey the candidates' message. Most of the utterances used in debates aimed at affecting and convincing the audiences or the voters. Persuasion according to Searle (1979) is regarded as a directive speech act in which the speaker’s intention is to make the hearers to commit him or herself to perform some form of action. Most of the researchers conducted persuasive speech acts from the point of view of discourse. There is no study about natural data like debates. This study is a study about observance of Cialdini’s principles of speech acts of persuasion in 2016 US presidential debates. Therefore, there are six principles that must be observed, namely consistency, authority, reciprocity, social-evidence, preference/ liking and rareness/ scarcity. It used descriptive qualitative method to get the findings. The findings of the study are proved that most of the presidential candidates observed Cialdini’s principles. They used several ways like asking the voter’s need, making a promise, and disfiguring the interlocutors. Finally, this thesis provides suggestion regarding to the findings. At this point, the first plan is to present some tested principles of persuasion in debate classes. Next point is how you might use the principles to increase community interest in your topic, and to win people over, fairly and ethically, to the way of thinking.]]>
<![CDATA[The Relationship Between Depth of Vocabulary Knowledge, Home Literacy, and English Reading Comprehension Achievement (A Case of The First-Year Mechanical Engineering Department Students of Diponegoro University) ]]>
<![CDATA[Nuriska Denhas, Kiki]]>;
<![CDATA[Linggar Bharati, Dwi Anggani]]>
<![CDATA[ English Education Journal Vol 7 No 3 (2017) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v7i3.20743
<![CDATA[This study aimed at describing the correlation and contribution between learners’ depth of vocabulary, home literacy, and English reading comprehension achievement. This study was significant due to the lack of empirical research conducted in this topic in Indonesian context. The participants in this study were first-year Mechanical Engineering Department EFL learners at Diponegoro University, Central Java, Indonesia (n=77). The data were gathered by using Word Association Test (WAT), Home Literacy Questionnaire (HLQ), and Reading Comprehension Test (RCT). The findings revealed that: (1) learners’ depth of vocabulary knowledge significantly correlated to English reading comprehension achievement (r=0.662), (2) learners’ depth of vocabulary knowledge contributed 43.9% to their English reading comprehension achievement, (3) learners’ home literacy significantly correlated to English reading comprehension achievement (r=0.610), (4) learners’ home literacy accounted for 37.3% to their English reading comprehension achievement, (5) learners’ depth of vocabulary knowledge and home literacy significantly correlated to their English reading comprehension achievement (r=0.749), and (6) learners’ depth of vocabulary knowledge and home literacy contributed 56.1% to their English reading comprehension achievement. The findings added the body of literature that the higher the adult EFL learners’ score on depth of vocabulary knowledge and home literacy, the higher their score on English reading comprehension achievement.]]>
