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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 3 (2017)" : 24 Documents clear
The Complexity of the Language Level and the Multimodality Used in Singaporean and Indonesian Science Textbooks Written in English for Primary Three and Four Ika Sari, Latifa; Soetopo, Djoko
English Education Journal Vol 7 No 3 (2017)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v7i3.20744

Abstract

Teaching Maritime English Vocabulary to cadets can be very challenging for an English teacher. Cadets have daily tight schedules and physical activities that often consume their energy. It is important for the teachers to find out a strategy that is effective to be implemented in the classroom. This research was aimed to investigate the effectiveness of Vocabulary Self-Collection Strategy (VSS) and Word Mapping Strategy (WMS) to teach Maritime English vocabulary of cadets with high and low metacognitive awareness. This study employed a quasi-experimental design with a 2x2 factorial design.Two experimental groups of the first year Nautical Cadetsof Semarang Merchant Marine Polytechnic were involved in this study. There were 36 participants. Metacognitive Awareness Inventory and Maritime English Vocabulary Assessment were used as the instrument for collecting the data. Observation was also conducted to support the data findings. To analyze the data, Paired Sample T-test and Two Way ANOVA were used.The research findings showed that both VSS and WMS are effective to be used in teaching Maritime English Vocabulary to cadets with high and low metacognitive awareness. However, when we compared the effectiveness of VSS and WMS, the findings revealed that VSS was more effective to be used in both high and low metacognitively aware cadets.The statistical analysis showed that there is an interaction among vocabulary teaching strategies, metacognitive awareness and vocabulary mastery.
The Effectiveness of Scrabble and Wordsearch Games to Teach Vocabulary to Students with Different Interests Yulianti, Yulianti; Linggar Bharati, Dwi Anggani
English Education Journal Vol 7 No 3 (2017)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v7i3.20745

Abstract

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 .
The Consistency of the Use of Inflectional and Derivational Affixes for Word Formation in Students’ Writing Arga Kusuma, Arif; Saleh, Mursid
English Education Journal Vol 7 No 3 (2017)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v7i3.20746

Abstract

To master writing skill, students must use grammatical function correctly in writing, especially the use of inflectional and derivational affixes. Unfortunately, in the real situation, they have errors while trying to use inflectional and derivational affixes in word formation in writing process. It means that there is no consistency in using them. Then, it was needed to conduct a study to investigate the case widely to prove the truth and to find out the difficulties. The objects of the study are: 1) to explore the teacher's preparation of teaching writing dealing with the use of inflectional and derivational affixes for word formation; 2) to investigate the process of how the teaching writing runs in occasion of using inflectional and derivational affixes; 3) to analyze the procedures and the result of the students' way of using inflectional affixes for word formation in writing a text; 4) to analyze the procedures and the result of the students' way of using derivational affixes for word formation in writing a text; 5) to analyze the comparison between the students' performance of inflection usage and the use of derivation; 6) to investigate the difficulties faced by students in using inflectional and derivational affixes in writing text. The study was conducted using qualitative case study. The instruments were teacher interviews, documents observation, classroom observations, and student interviews. The subject of the study was the eleventh graders of SMA NU 03 MualliminWeleri. The results showed that there were errors in the students' use of inflectional and derivational affixes in writing texts.
The Flouting of Grice’s Cooperative Principle by Native and Non-Native Speakers of English Safitri, Riski; Faridi, Abdurrachman
English Education Journal Vol 7 No 3 (2017)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v7i3.20747

Abstract

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 Grice’s 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.

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