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 Effectiveness of Close and Explicit Reading Instructions to Enhance Reading Comprehension to Highy and Lowly Motivated Students ]]>
<![CDATA[Kusumawanti, Windhariyati Dyah]]>;
<![CDATA[Anggani Linggar Bharati, Dwi]]>
<![CDATA[ English Education Journal Vol 8 No 1 (2018): March 2018 ]]>
Publisher : <![CDATA[English Education Journal ]]>
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DOI: 10.15294/eej.v8i1.21995
<![CDATA[This study was a quasi-experimental study aimed to find out theeffectiveness of close reading and explicit reading instructions to enhance the studentsâ reading comprehension to students with high and low motivation. The samples of this research were the second semester students of Islamic Business and Economics Faculty at Public Islamic Institute of Purwokerto in the academic year of 2016/2017. There were nine classes that belonged to Islamic Business and Economics Faculty. For the purpose of this study, there were only two classes selected to be the samples. The first group was the first experimental group in which it was taught by close reading instruction and the other one was the second experimental group taught by explicit reading instruction. The result of this study showed that close reading instruction was not effective to enhance the studentsâ reading comprehension to students with high and low motivation. In addition, explicit reading instruction was also not effective to enhance the studentsâ reading comprehension to students with high and low motivation. Therefore, there was no interaction among teaching techniques (close and explicit reading instructions), motivation (students with high and low motivation), and reading comprehension. To sum up, close reading and explicit reading instructions did not contribute a significant difference to enhance reading comprehension to the students with high and low motivation]]>
<![CDATA[The Effectiveness of Graphic Organizers and Gist Strategies on Students with Different Reading Habits in Reading Comprehension ]]>
<![CDATA[Ayiz, Abdul]]>;
<![CDATA[Warsono, Warsono]]>
<![CDATA[ English Education Journal Vol 8 No 1 (2018): March 2018 ]]>
Publisher : <![CDATA[English Education Journal ]]>
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DOI: 10.15294/eej.v8i1.21997
<![CDATA[This study is an experimental research with a factorial design addressed to investigate the effectiveness of graphic organizers and GIST strategy to enhance reading comprehension of students with good and poor reading habits. The samples of this study were the twelfth graders of MA Sholahuddin Demak in the academic year of 2016/2017. There were two classes that became the samples of the study. Graphic organizers strategy was used in the first experimental group, and GIST strategy was used in the second experimental group. To answer research questions number one up to four, T-test was used; meanwhile, two-ways ANOVA with F-test at the 5% (0.05) level of significance was used to answer the fifth up to seventh question. The result of this study showed that graphic organizers and GIST strategy were effective to enhance reading comprehension of students with good and poor reading habits. In addition, there is no significant difference of the use of graphic organizers and GIST strategies to enhance reading comprehension for students with good and poor reading habits. In addition, there is no significant difference of reading habits in using graphic organizers and GIST strategies to enhance reading comprehension. At last, there is no interaction among graphic organizers, and GIST strategies, reading comprehension, and reading habits.]]>
<![CDATA[Realizations of Promising Speech Act by Students of English as a Foreign Language of Semarang State University ]]>
<![CDATA[Mubais, Ahmad]]>;
<![CDATA[Sofwan, Ahmad]]>
<![CDATA[ English Education Journal Vol 8 No 1 (2018): March 2018 ]]>
Publisher : <![CDATA[English Education Journal ]]>
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DOI: 10.15294/eej.v8i1.22042
<![CDATA[To communicate with others requires the ability of communicative competence. The communicative competence covers discourse competence, linguistic competence, pragmatic competence, socio cultural competence and lastly actional competence. Pragmatic competence is such a communicative competence which is important to study in order to fill the gap among the speakers, especially students of English as a foreign language. The gap among the speakers of different languages can be decreased by the study of speech act in various languages and perspectives. The focus of this study is the analysis of pragmatic study that focuses on promising speech act delivered by Students of English as a Foreign Language of Universitas Negeri Semarang. The objectives of his study are concentration on analysing the realization of promising speech act by the students, the probable factors that influence the students in realizing promising speech act, how those factors influence students to realize a promise and what dominant strategy used by the students. This research is qualitative descriptive research. The source data of this research is document. In order to collect the data, there are two methods used in this research; DCT and Role play methods. The types in analysing the data are transcribing, coding, classifying and interpreting. The subjects of the research are 20 students of English as a Foreign Language of Universitas Negeri Semarang at sixth and eighth semester. There are 480 utterances of promising speech act produced by the students from the DCT and Role play data elicited. Based on the analysis, the study reveals that the students applied future action, promise-to-act and predictive assertion strategy to realize the promise. The probable factors that influence students to realize the promise are distance, dominance and imposition. Actually, those factors (distance, dominance and imposition) are not primary factors that impose the students in realizing the promise. Some situations with different combination of social parameters deliver different strategy. The different combination of the three factors in situation given and interference of studentsâ native language and pragmatic transfer in the language learning process also affects the respondents in realizing a promise strategy. The dominant strategy used by the students is future action strategy.]]>
<![CDATA[The Adjacency Pairs Patterns of Trumpsâ Victory Interview in â60 Minutesâ ]]>
<![CDATA[Bintana, Khomsa]]>;
<![CDATA[Rukmini, Dwi]]>;
<![CDATA[Sofwan, Ahmad]]>
<![CDATA[ English Education Journal Vol 8 No 1 (2018): March 2018 ]]>
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DOI: 10.15294/eej.v8i1.22044
<![CDATA[This research is descriptive qualitative research which focuses on adjacency pairs patterns of Trumpsâ victory interview in â60 Minutesâ. The objectives of this study are to analyze the patterns realization of adjacency pairs in the interview, to evaluate the adjacency pairs contribution of the conversation flow in the â60 Minutesâ, and to evaluate the pedagogical contribution. The subject of the research are Lesley Stahl, Donald Trump, Melania Trump, Donald Trump Jr, Eric Trump, Ivanka Trump, and Tiffani Trump. The writer collected the data through observation and documentation. There are two data collections that had been analyzed in this research. The data collection are the video of the interview and the transcription of the interview. The writer found some research results. First, there are six patterns of adjacency pairs found in this research. The following details are 45 data of question patterns, 17 data of assertion patterns, 7 data of request patterns, 4 data of assessment patterns, 1 data of compliment pattern, and 1 data of invitation pattern. The dominant data is the question patterns and the least data is the compliment and invitation patterns. The second is the contribution of conversation flow. Almost all the responses given by the speakers are preferred responses, so the conversation runs smoothly. Although, there are some dispreferred responses given but it does not decrease the meaning of the conversation. It gives effective contribution to the flow of the conversation. The third is this research has contribution to the theoretical and practical aspects. The theoretical contribution implicated to the theory development of linguistic especially conversation analysis and adjacency pairs. Meanwhile in practical contribution, this research can be used as reference in teaching English especially speaking.]]>
<![CDATA[The Effectiveness of Vocabulary Self-Collection and Word Mapping Strategies for Teaching Vocabulary to Maritime Cadets With High and Low Metacognitive Awareness ]]>
<![CDATA[Sari, Latifa Ika]]>;
<![CDATA[Sutopo, Djoko]]>
<![CDATA[ English Education Journal Vol 8 No 1 (2018): March 2018 ]]>
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DOI: 10.15294/eej.v8i1.22127
<![CDATA[
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) for teaching vocabulary to maritime 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.
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<![CDATA[Comparison of Thematic Structure and Progression between English and Indonesian Exposition Texts Written by Undergraduate Students of UPI (Rhetorical Study) ]]>
<![CDATA[Undayasari, Dwi]]>;
<![CDATA[Saleh, Mursid]]>
<![CDATA[ English Education Journal Vol 8 No 1 (2018): March 2018 ]]>
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DOI: 10.15294/eej.v8i1.22129
<![CDATA[The research aimed to analyze the realization of thematic structure and progression in English and Indonesian exposition texts and explain the contribution of thematic structure and progression to the cohesion and coherence in English and Indonesian exposition texts. The research also aimed toexplain the differences and similarities between English and Indonesian in terms of coherence and schematic structure of the exposition text. Descriptive-qualitative design was used in this research considering of the objectives of the research. The sample of the research was taken from collecting English and Indonesian exposition texts written by undergraduate students of UPI. This study used the theory of Theme system developed by Halliday (1994), Eggins (1994; 2004), the theory of thematic progression proposed by Eggins (1994; 2004 as the framework to analyze the data) and the theory of coherence analysis proposed by Thornbury (2005). To figure out the differences and similarities between English and Indonesian exposition texts, it can be seen from the level of coherence (level of clause, sentence, and paragraph) and schematic structure of text. In level of clause, it can be seen from thematic structure and progression analysis. The result showed that the students write effectively orient the reader to what their texts are about either in English or Indonesian texts. Students used reiteration as much as zigzag pattern in their English in order to maintain the focus and reinforced the arguments in their texts but in Indonesian texts, students more reinforced the argument than maintain the focus to the arguments in their Indonesian texts. In level of sentence, the finding showed that English texts tended to use deductive style rather than inductive and mix style. While in Indonesian text, the use of inductive and mix types of paragraphs in Indonesian texts were more than in English texts. In level of paragraph, multiple paragraphs were dominant in studentsâ English texts but some Indonesian texts were managed unwell. Concerning in term of schematic structure, most of English texts consisted of the three generic structures of exposition texts but there were some Indonesian texts that was not given the reiteration or conclusion at the last paragraph.]]>
<![CDATA[Using Self-Portrait Series and Video in Teaching Writing to Students with Low and High Motivation ]]>
<![CDATA[Ningrum, Rena Listya]]>;
<![CDATA[Hartono, Rudi]]>
<![CDATA[ English Education Journal Vol 8 No 1 (2018): March 2018 ]]>
Publisher : <![CDATA[English Education Journal ]]>
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DOI: 10.15294/eej.v8i1.22130
<![CDATA[Taking selfie and recording video are two activities that are very usual nowadays. Students use and then upload them in their social media with some caption based to their activities or experience. This is an experimental research with 2x2 factorial design aimed to analyse the use of selfie series and video in writing recount text between students with high and low motivation. The sample of the study was eighth graders of SMP N 1 Kesesi in the academic year 2015/2016. There were two classes, selfie series was used in experimental group and video was used in control group which each class consist of 35 students. The result of the study shows that selfie series is effective with high motivation and low motivation. Video is effective with high motivation and low motivation but the score that video had gotten was not as higher as selfie series. To see the comparison, the use of selfie series is more effective to students with high motivationthan video. Video is more effective to students with low motivation than selfie series. But, there is no any interaction between the use of selfie series and and video to studentsâ motivation. To conclude, selfie series is effective, but the studentsâ motivations have no effect on the result.
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<![CDATA[The Effectiveness of Coop-Dis-Q and Literature Circle Strategies in Teaching Reading Comprehension to Students with Different Personalities ]]>
<![CDATA[Anggara, IGede Arga]]>;
<![CDATA[Saleh, Mursid]]>;
<![CDATA[Sofwan, Ahmad]]>
<![CDATA[ English Education Journal Vol 8 No 1 (2018): March 2018 ]]>
Publisher : <![CDATA[English Education Journal ]]>
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DOI: 10.15294/eej.v8i1.22135
<![CDATA[This study investigated the effectiveness of using Coop-Dis-Q (Cooperative-Discussion-Questioning) and Literature Circle strategies in teaching reading comprehension to extrovert and introvert students. 2x2 factorial design of experimental research was carried out to collect the data from 88 eighth grade students of SMP N 1 Kandeman, Batang. Two experimental groups, A and B, were given two different treatments: Coop-Dis-Q and Literature Circle strategies. The result shows that the Ï = 0.00 for both Coop-Dis-Q and Literature Circle strategies in teaching reading comprehension to extrovert and introvert students which verifies the effectiveness of both two strategies. It wa also found that Coop-Dis-Q is more effective than Literature Circle strategy in teaching reading comprehension since the mean value of post test Coop-Dis-Q shows higher score 27.18 and the value of Ï = 0.00. However, the result also shows that there is no difference between extrovert and introvert personalities in teaching reading comprehension since the value of Ï = 0.310. Further, it was found that the Ï of strategy*type value is 0.638 so there is no interaction between teaching reading comprehension strategies and types of personality on the achievement of reading comprehension which proves that personality does not influence studentsâ reading comprehension achievement.]]>
<![CDATA[The Comparison of Politeness Components between New Headway Intermediate Studentâs Book and Bahasa Inggris SMA/MA/SMK/MAK Kelas X ]]>
<![CDATA[Ibnus, Nizar]]>;
<![CDATA[Mujiyanto, Yan]]>
<![CDATA[ English Education Journal Vol 8 No 1 (2018): March 2018 ]]>
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DOI: 10.15294/eej.v8i1.22157
<![CDATA[Politeness plays an essential role in communication. Politeness is presumably realized differently in textbooks written by native speakers and in textbooks written by non native speakers as they come from different cultural background.This study aims at investigating the difference of politeness realization in a textbook written by native speakers and a textbook by non native speakers.The subjects of the study were New Headway Intermediate Studentâs Book and BahasaInggris SMA/MA/SMK/MAK Kelas X. Apart from the data taken from the textbooks, interview to two teachers who used the both textbooks were also conducted. The functional texts and model conversations displayed in the textbooks were analyzed using Brown and Levinsonâs (1987) politeness strategies and Leechâs (1983) politeness principles.The findings reveal that the both textbooks employ all politeness strategies with equal percentages. In Headway, positive politeness is realized for 68%, bald-on record 24%, negative politeness 7%, and off record 2%. In BahasaInggris, positive politeness is realized for 71%, bald-on record 14%, negative politeness 11%, and off record 3%. Positive politeness are dominant in the both textbooks. Besides, the teachersreport they usually teach students explicitly and implicitly about the difference of politeness form one culture to another.]]>
<![CDATA[Realization of Speech Acts of Suggestion by EFL Learners of Universitas Negeri Semarang ]]>
<![CDATA[Shofwan, Muh Imam]]>;
<![CDATA[Mujiyanto, Januarius]]>
<![CDATA[ English Education Journal Vol 8 No 1 (2018): March 2018 ]]>
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DOI: 10.15294/eej.v8i1.22160
<![CDATA[This research is a pragmatic study about realization of speech acts of suggestion by EFL learners of Universitas Negeri Semarang. The primary objectives are to explain how EFL learners of Universitas Negeri Semarang realize the speech acts of suggestion, their realization of direct strategy, conventionalized form, indirect and the use of mitigation devices to produce suggestions. To this end, the data were gathered through Discourse Completion Task (DCT) and roleplay. The data were analyzed using Martinez-Florâs (2005) taxonomy. 20 undergraduate students of EFL learners of Universitas Negeri Semarang were the respondents. The result showed that students realized their suggestion using conventionalized form more frequently than other strategies. The direct strategy was performed using performative verb more often. Conventionalized was form frequently realized by using modal should and need. Indirect strategy was performed by using hints more than impersonal. Moreover, the use of mitigating devices to redress the threatening toward the hearersâ face performed frequently by opener. It is expected that the findings of this study could encourage English language teachers particularly in teaching speech act of suggestion by using the most suitable approach.]]>
