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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 30 Documents
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Search results for , issue "Vol 8 No 3 (2018): September 2018" : 30 Documents clear
Cognitive and Structure-Proposition-Evaluation Strategies in Teaching TOEFL Reading Comprehension to High Low Motivated Students Ekadini, Lulu'; Rukmini, Dwi
English Education Journal Vol 8 No 3 (2018): September 2018
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v8i3.23429

Abstract

The present study investigated the effectiveness of Cognitive and Structure-Proposition-Evaluation strategies in teaching TOEFL reading comprehension to high and low motivated students. An experimental research with factorial design 2x2 was used in this research. The first group was treated by using cognitive strategy and the other was treated by using SPE strategy. The motivational questionnaire was conducted for classifying the students upon the high and low motivation. The data were analyzed by applying Two-Way ANOVA. The result reveals that (1) cognitive strategy had a significant effect for teaching TOEFL reading comprehension among students with high and low motivated students, (2) SPE strategy had a significant effect for teaching TOEFL reading comprehension among high and low motivated students, (3) there was no significant difference between the students’ achievement after the implementation of cognitive and SPE strategies for teaching TOEFL reading comprehension among high and low motivated students, (4) there was no significant difference of students’ motivation in reading comprehension when they are taught by using cognitive and SPE strategies for high and low motivated students, (5) there was no interaction among teaching strategies (cognitive and structure-proposition-evaluation strategies), motivation (high and low motivated students), and students’ reading comprehension.
The Influence of Serawai Melayunese Dialect Towards Students’ English Pronunciation Mulya, Debby; Mujiyanto, Januarius
English Education Journal Vol 8 No 3 (2018): September 2018
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v8i3.23484

Abstract

During the process of L2 acquisition, most of the students usually face some difficulties in pronunciation. One influential factor that triggers this problem is L1 transfer. Therefore, the objectives of this study were to explain the influence of Serawai Melayunese dialect towards students’ pronunciation of English vowels, consonants, diphthongs, clusters, and words stress syllables and to explain the role of teacher in the development of student’s pronunciation. This research employed qualitative descriptive research. The subjects of this study were 38 students of SMAN 1 South Bengkulu. The data were collected by using questionnaires, student’s recording, observation checklist, and an interview. The results of this study showed that Serawai Melayunese dialect did not strongly give positive transfer on students’ pronunciation of English vowels [ʊ],[ɒ],[ʌ],[ə],[e], consonants [p], [b], [t], [d], [f], [ʃ], [k], [h], [s], [m], [n], [l], [r], and diphthong [ɔɪ]. Moreover, Serawai Melayunese dialect did not strongly give negative transfer on the substitutions of long vowel sounds [i:], [ɒ], [u:], [ɜ:] and [ae] into short vowel sounds [ʊ],[ɒ],[ʌ],[ə],[e], consonant sounds [ph], [th], [kh], [ծ], [dʒ], [ʒ], [tʃ], [ɵ], and [v] into sounds [p], [k], [d], [j], [z], [t], [f]. It occurred not only because of these sounds did not exist in the Serawai Melayunese dialect sound system, but it was also influenced by spelling interference from L1 and lack of pronunciation training. Furthermore, diphthong [aʊ] and two syllable word stress on final position were strongly influenced by Serawai Melayunese dialect. Since this diphthong existed in Serawai Melayunese dialect and stress placement in two syllable words were frequently produced on final position, it influenced positively the student’s English pronunciation. In contrary, Serawai Melayunese dialect did not give negative transfer on students’ pronunciation of diphthongs [eɪ], [aɪ] [ʊe], [eə], and [ʊə]. The students pronounced these diphthongs improperly were caused by spelling interference from L1 and lack of pronunciation training. In addition, Serawai Melayunese dialect did not give positive and negative transfer of English consonant clusters [str] and [st] since they were able to recognize those words or teacher gave pronunciation training. Last, teacher’s awareness about the importance of teaching pronunciation was still inadequate. Pronunciation instruction was least granted attention by the teacher. As results, teacher was reluctant to monitor and to correct students’ pronunciation.
The Ideational Meaning of Text and Image Relation in Bahasa Inggris for Tenth Graders Pahlevi, Sekar Ranis Anggita; Warsono, Warsono
English Education Journal Vol 8 No 3 (2018): September 2018
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v8i3.23745

Abstract

The main objective of the study was to explain the realization of ideational meaning both in written text and visual image. Also to explain the realization of written text and visual image relations. This study was chosen because English textbook plays important roles in teaching EFL classroom, where the students’ understanding of texts in English textbook can be supported by images according to some studies on multimodality approach. This study was a qualitative study which the data were taken from English textbook entitled Bahasa Inggris published by the Ministry of Education and Culture. The data were gathered through observation sheet and analyzed using the teory of metalanguage and image-text relation. The result in the texts, however, material process has the highest percentage (60%) among the others.The findings also show that narrative processin the ideational meaning of image was higher use than conceptual process.The image-text relation analysis shows that most of the texts have elaborating relationship with the images because they gave detail information about text so this is could help the students to expand their critical thinking and strengthen their capacity in constructing and interpreting multimodal texts and also the benefit of this study is to improve teacher awareness of the importance of different making-meaning resources in the textbook.
The Realization of Conversational Features in Massively Multiplayer Online Game Chat Entitled ‘Mafia City’ Giovani, Wanda; Fitriati, Sri Wuli
English Education Journal Vol 8 No 3 (2018): September 2018
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v8i3.23966

Abstract

The aim of this study is to describe and to explain the realization of conversational features in massively multiplayer online game chat entitled Mafia City. This study used a conversation analysis approach with a qualitative design. The focus of this study is the gamers’ interactions through the game chat. The instrument of the research is I myself as the participant observer. Tables of specifications are the secondary instrument in the observation. The results of the study show that in Mafia City, the use of conversational features such as turn-takings, adjacency pairs, and repairs is possible. Even so, the realization of those features was not exactly similar compared to those in face-to-face conversation. The main problem was the disrupted turn-takings and adjacency pairs. For repairs, the most common type that appeared in the chat was self-initiated self-repair, while the most common pattern that occurred was replacement. Their occurrences were in consequence of the nature of online chat which is visually decontextualized. For jargons, the chatters are creative enough to create acronyms, contractions, and abbreviations freely. For the realization of extra-linguistic features, the chatters used emoticons as the result of the chatters’ creativity in dealing with the lack of prosodic features. These findings can be beneficial for the development of discourse study, especially in internet-based communication.
The Realization of Spoken Text Features in a Debate of Indonesian Students of World Schools Debating Championship 2017 Ikawati, Yeni
English Education Journal Vol 8 No 3 (2018): September 2018
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v8i3.24008

Abstract

Conversation Analysis is a methodology for naturally-occurring spoken interaction analysis. In this case, I use this methodology to understand how social action is accomplished. The objectives of the study are (1) to explain the spontaneity features realized in the debate, (2) to explain the interactivity features realized in the debate, (3) to explain the interpersonal features realized in the debate, and (4) to explain the coherence of the spoken text in the debate achieved. This study is a qualitative research. The data is a debate video performed by Indonesian students in the World Schools Debating Championships 2017. The result revealed four prominences: first, the spontaneity features realized in the debate are: filled pauses, repetition, false starts, tail-slot-filler, vagueness expression, and formulaic language (chunks); second, the interactivity features realized in that debate are: asking and answering of question, asking and answering their own rhetorical question, interruptions, and discourse markers; third, the interpersonality features realized in the debate are: hedges, vague, language, discourse markers, and evaluative language; fourth, the coherence of the spoken text in the debate achieved through the realization of the topic consistency, which includes lexical repetition, lexical chains, referring expressions, substitution, and linkers, and the macrostructure which comprises adjacency pairs and story structure. Theoretically, this research contributes to other researchers as a block for its literature contribution in their review in the case of the sameness and the difference of the research.
Developing Discovery-Based Writing Assessments to Stimulate Students’ Critical Thinking and Creativity Nurwachid, Nurwachid
English Education Journal Vol 8 No 3 (2018): September 2018
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v8i3.24025

Abstract

The implementation of 2013 curriculum demanded English teacher to be able to use and develop assessments that is able to make students critical and creative. However, most of them did not develop the assessments that were able to stimulate students’ critical thinking and creativity. This study aimed to explain the development of discovery-based writing assessments to stimulate students’ critical thinking and creativity. It was conducted at the tenth graders of MA Manbaul Quran. The method used in this research was research and development (R&D). To get the data, researcher used observation, questionnaire, interview and test. The results of the study showed that developing discovery based writing assessments were effective to make students critical and creative in writing English text. It also showed that the students’ score of post-test was higher than pre-test. The mean score of pre test was 56,85 and the mean score of post test was 74,05. The critical thinking of the students was seen through their ability to synthesize ideas, evaluate ideas, and draw the conclusion. The creativity of the students was seen through their ability to synthesize ideas, use different point of views, generate and select alternative. The result also showed that students were interested in doing the activities during the treatment. The activities could help the students to be creative and critical in writing English text. In conclusion, developing discovery-based writing assessments was effective to stimulate students’ creativity and critical thinking.
Grammatical Equivalence of English-Indonesian Translation of Compound-Complex Sentences in Iadc Workover Completion Manual Oktaviani, Santi; Sutopo, Djoko
English Education Journal Vol 8 No 3 (2018): September 2018
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v8i3.24144

Abstract

During the translation of IADC Workover Completion Manual, especially the compound-complex sentences, grammatical equivalence is crucial in order to produce accurate, acceptable, and readable translations. Therefore, this study is conducted to evaluate the realization of grammatical equivalence in English–Indonesian translation of compound-complex sentences in the manual and its relation to the translation quality. This study is a descriptive qualitative study. The researcher used document to collect the data of the compound-complex sentences. Besides, questionnaire and interview were completed by the target readers and the expert readers to assess the translation quality. The findings presents that out of 106 English compound-complex sentences that are translated to Indonesian, 74 (69.8%) of them are grammatically equivalent and 32 (30.1%) of them are not grammatically equivalent. It means that the 74 sentence translations’ structures are equivalent. In addition, the translations are literal and there are no shifts. In contrast, 32 non-grammatical equivalent translations are due to their free translations and lead to the translation shifts. From the findings, it can also be concluded that the grammatical equivalence influences the accuracy, the acceptability, and the readability of the translations for the target readers. On the other hand, for the expert readers, the grammatical equivalence only affects readability.
Developing HOT Project-Based-Speaking Assessment to Stimulate the Students’ Critical Thinking and Creativity Setiawan, Anjar; Linggar Bharati, Dwi Anggani
English Education Journal Vol 8 No 3 (2018): September 2018
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v8i2.24152

Abstract

Most of English teachers do not comprehend how to construct items and develop High Order Thinking (HOT) project-based-speaking assessment to stimulate the students’ critical thinking and creativity. Therefore, this study is conducted to develop project-based-speaking assessment to stimulate the students’ critical thinking and creativity in English learning. This study uses research and development (R & D) at X IPA 1 of SMA N 15 Semarang. The data are gathered through interview, questionnaire, and observation which are aimed to know the existing of the implementation of HOT project assessment. Meanwhile, the data from pre-test and post-test are mini-drama performance to measure the students’ learning achievement. During the implementation of assessment, the students prepare the concept and perform mini-drama performance. The results indicate that the implementation of project-based-speaking assessment successfully stimulate the students’ critical thinking and creativity in English learning. Further, the results also show the students’ scores improvement of pre-test and post-test where the speaking skill is 70.11 to 82.11, the critical thinking is 60.69 to 87.50, and the creativity is 62.08 to 85.83. Moreover, the students participate in the process of teaching and learning actively. They are able to work in a group discussion to write the drama script and arrange the concept of drama cooperatively. Finally, they can perform the drama performance successfully. In conclusion, the HOT project-based-speaking assessment is applicable to stimulate the students’ critical thinking and creativity in English learning.
Developing Speaking English for Specific Purposes Materials for Broadcasting Major Students - The Case of Eleventh Grade of Vocational High School 1 Kendal Suroyo, Suroyo; Faridi, Abdurrahman
English Education Journal Vol 8 No 3 (2018): September 2018
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v8i3.24163

Abstract

Mastering speaking skill is a must for vocational school students in order to face the globalization era in this modern world. However, the speaking competences mastered by the vocational school students are mostly still low and need to be increased. That is why this research tried to answer some problems: (1) the lack of ESP speaking materials for students of vocational schools; (2) what kinds of ESP speaking materials the 11th graders of vocational schools needed; (3) how were the ESP vocational speaking materials developed; and (4) how effective was the developed materials. The researcher adopted some steps in educational research and development proposed by Borg and Gall in Vocational School 1 Kendal. The researcher chose one class of eleventh graders that had 32 students in it. In conducting the study, the researcher observed the existing materials and interviewed the teacher for the need analysis. After that, the researcher developed the ESP vocational speaking materials, then conducted the expert validation to some experts and tests and gave questionnaires to the students. The researcher, then, calculated the product’s effectiveness by using t-test. It was found out that the product was considered effective based on the t-test result and very good based on the questionnaire analysis. There were also some English speaking materials for vocational students, but unfortunately they were not in the form of ESP materials.
The Violation of Cooperative Principles in The Dialogue Among The Characters of David Baldacci’s The Escape (2014) Labobar, Mona Fadlianti
English Education Journal Vol 8 No 3 (2018): September 2018
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v8i3.24510

Abstract

This study aimed at investigating the violation of Qualitative maxim, Quantitative maxim, Manner maxim and Relevance maxim. In obtaining the data, the researcher uses the descriptive qualitative to find out the violation of CP in the dialogue among the characters of DBE (2014). The researcher also uses the Documentation method as an Instrument. The Object of this study is the dialogues among the characters of DBE (2014) which violate Grice’s maxims. The result shows that every maxim is violated in the dialogue among the characters of DBE (2014). The writer found the violation of Qualitative maxim with 12 data, the violation of Quantitative maxim with 49 data, the violation of Manner maxim with 18 data and the violation of Relevance/Relation maxim with 26 data. Based on the result of the study, it can be concluded that every maxim of CP is violated by the characters of DBE (2014). The reason of violating the maxims are various and each maxim is violated for some reasons. For example the reason that the speaker violates Qualitative maxim is to cover up the mistake, while the reason that the speaker violates Quantitative maxim is to build up a good social relationship and the speaker violated is manner maxim because provided unclear information. The last is Relevance/Relation maxim. This maxim is violated because the speaker wants to change the topic.

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