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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
The Implementation of Scientific Approach With Project-based learning in Teaching Recount Text Setyarini, Maria Niken
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.v8i3.24795

Abstract

Teaching process in curriculum 2013 focuses on students centered learning, it means that students are active in teaching and learning process using scientific approach. One of the methods which is suitable with scientific approach is Project- based learning. In project-based learning, students have to finish project related to the learning material so the learning process will be meaningful because the students do and apply the learning material directly in their daily life. The objective of this study was to describe the implementation of scientific approach with project-based learning in teaching recount text. This study was a descriptive qualitative method based on the classroom observation. The problem investigated was how teachers implement scientific approach with project-based learning in teaching recount text. The subjects were 3 English teachers of SMAN 4 Semarang. The result showed that there was integration of scientific approach with project-based learning in teaching recount text, which was the procedures of scientific approach were in line with project-based learning. Two of three teachers had prepared syllabus, lesson plan, learning material, and learning media which appropriate with scientific approach. However it was also found that there were teachers who still hesitated in implementing scientific approach with project –based learning. It was showed from the unclear steps of scientific approach applied by the teachers.
Students’ Speaking Assessment Used by English Teachers Based on the 2013 Curriculum Jannah, Waritsatul; Hartono, Rudi
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.v8i3.24823

Abstract

The present study was focused on the speaking assessment used by some English teachers in Margasari sub-district. The objectives of this study are to explain; 1) the Implementation of Speaking Assessment based on 2013 Curriculum, 2) the types of speaking assessment used by English teachers, 3) teachers’ perception on speaking assessment based on 2013 curriculum, and 4) teachers’ perception of speaking assessment based on 2013 compared to school based curriculum. This research was qualitative. The data were collected by implementing interview and questionnaires, observation, and document analysis. The samples of this study were eight English teachers who taught seventh grade in some schools in Margasari sub-district by using purposive sampling technique. The data of this study were classified and analyzed qualitatively. The result of the study showed that; 1) the English teachers of some Junior High Schools in Margasari sub-district have implemented the speaking assessment, yet it was not properly conducted and did not fulfil the standard 2) the usage of performance based assessment was used in assessing the students’ speaking skill with role play as its most frequently implemented assessing activity, 3) the teachers’ perception towards the speaking assessment was very good, considered the problems that could be addressed and the solutions to overcome them, and 4) most of teachers’ perceived that speaking assessment based on 2013 curriculum and school based curriculum is different from several points of view yet the same on the activity of speaking test.
Developing Discovery-Based Reading Assessment to Stimulate Students’ Critical Thinking and Creativity in English Learning Waluyo, Yenni Desnia
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.v8i3.24875

Abstract

Education in Indonesia needs the activities to build students’ thinking skill and creativity. Therefore, this study is conducted to develop discovery-based-reading assessment to stimulate the students’ critical thinking and creativity in English learning. This study uses research and development (R & D) at X IPS 2 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 discovery learning assessment. Meanwhile, the data from pre-test and post-test are gotten by answering questions to measure the students’ learning achievement. During the implementation of assessment, the teacher provides some problems and then the students mobilize their whole thinking and skill to solve the problems. The results indicate that the implementation of discovery-based-reading 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 reading skill is 67.00 to 88.38. Moreover, the students participate in the process of teaching and learning actively. They are able to work in a group discussion to solve the problems and answer the queestions correctly. Finally, their cognitive ability can be acute. In conclusion, the HOT discovery- based-reading assessment is applicable to stimulate the students’ critical thinking and creativity in English learning.
Making a Video as an Alternative Task to Improve the Students’ Motivation to Practice Speaking English: The Case at Grade VII B of SMP N 1 Ungaran Ruchajat, Listiani
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.v8i3.24969

Abstract

This research investigates making a video, as an alternative task to improve the students’ motivation to practice speaking English. The case at grade VIIB of SMP N 1 Ungaran.The objectives of this research are to describe how video making task can improve the students’ motivation to practice speaking English, to describe how video making task is implemented to improve the students’ motivation to practice speaking English, and to describe why video making task can be implemented to improve the students’ motivation to practice speaking English.This is a kind of classroom action research which belongs to descriptive qualitative research. The source of data are the results of students’ responds toward questionnaire given at the end of three cycles conducted by the researcher, supported by the results of students’ interview and students’ tasks.The findings of the research are: most of students liked to do the task since it can make them happy and fun, also be able to improve their confidence and speaking competence. The task also made the students to have motivation to practice speaking English without teacher’s order and outside English class. The task also helps to improve the students’ understanding toward the lesson materials and speaking competence.Based on the findings, the researcher suggests the other teachers to apply video making task in their class to improve their students’ motivation to practice speaking English using an appropriate topic.
The Use of Appraisal and Debate Structure in English Debate Competition of Senior High School Students Mardiana, Mardiana
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.v8i3.25139

Abstract

This study aimed to explain the appraisal system manifested in students’ debate competition, the students’ realization of using appraisal, and the contribution of appraising items to debate structure. By using discourse analysis, the data which are in the form of transcripts from video recordings were analyzed in both tables of appraising items and debate structure. Several methods of analyzing data were done including transcribing, reading, categorizing, and analyzing. In order to validate the findings, the data and the analysis of this study had been examined and judged by one lecturer in West Nusa Tenggara as the expert of appraisal and debate. The findings map out the higher use of appreciation in attitude, disclaim in engagement, and force in graduation applied. The use of appreciation items makes students’ speeches more appreciative than personal and emotional. While a high occurrence of disclaim is applied for denying the debaters’ arguments from the opponent team, and the use of force of graduation is to express meaning when describing the situation or complaining about the statements and build up persuasion by assessing the degree of intensity of qualities and processes. Furthermore, the appraising items are more realized when students were doing rejection by using the low degree of gradability. Those appraising items are also highly found in both substantive arguments and rebuttal as the longer parts for explaining the substantial points in the debate competition.
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.

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