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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 801 Documents
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The Effect of Circ and Csr-Based Role Playing Game on Students’ Reading Comprehension Wicaksono, Firman; Rukmini, Dwi; Yuliasri, Issy
English Education Journal Vol 8 No 1 (2018): March 2018
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v8i1.22392

Abstract

This study presented the experimental research finding which its This study presented the experimental research finding which its objectives were to identify the effect of Cooperative Integrated Reading and Composition (CIRC)-based Role Playing Game and Collaborative Strategic Reading (CSR)-based Role Playing Game (RPG) on reading comprehension of the students with different learning styles. The subjects were 56 students from two classes of vocational High School in Pati with visual and auditory learning style. The two classes were randomly selected to be an experimental group I (CIRC-based RPG) and an experimental group II (CSR-based RPG). The data were obtained from questionnaire and pretest/ posttest. The findings revealed that the students of the experimental group I perform better on reading skill than the experimental group II; however it was not significant. The data showed CIRC- based RPG and CSR- based RPG were effective in improving students’ reading comprehension. Then, students’ learning styles, visual and auditory students, did not differ significantly from one another in their effect on the students’ reading comprehension (F<4.03 and p: .05). Finally, it was found that there was no interaction among teaching techniques, students’ learning style and reading comprehension.
The Linguistic Factors That Affect Poor Reading Comprehension Among Libyan Students alowalid, abdulhakim faraj; Mujiyanto, Januarius; Anggani Linggar Bharati, Dwi
English Education Journal Vol 8 No 2 (2018): June 2018
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v8i3.22466

Abstract

Reading may be one of the most important skills a person may have. The National Reading Panel has stated that there are five specific practices teachers should use when teaching children to read or while helping them improve their reading skills. Reading comprehension requires readers to really know and understand what they read. This research used quantitative research. Instrument for collecting data in this study is test instruments. It will use test items with numerical data. The data used on improving students reading comprehension were obtained by observing to Libyan’s students in Semarang. The worksheet was spread to Libyan students and they did the worksheet. The data about reading comprehension and worksheet will be in the form of numerical data. Data analysis in this study used descriptive analysis techniques, which serves to provide an overview of the data of the study variables. Based on these results, the answer that often appears on all items of reading comprehension can be interpreted that respondents usually try to understand the text being read. Factor that affects reading comprehension ability is spelling. The three linguistic factors studied, the most influential factor on reading comprehension is spelling.
The Realization and Responses of Commissive Speech Acts on the Third Presidential Debate in the United States Presidential Election 2016 Kohar, Hasan Abdul; Bharati, Dwi Anggani Linggar; Rukmini, Dwi
English Education Journal Vol 8 No 2 (2018): June 2018
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v8i3.22608

Abstract

The aims of this current study are to find out  the  types of  commissive used  by  the  candidates  in  the  debate, to analyze how the commissive speech acts are realized, to reveal how the commissive speech acts are responsed by the audiences, to interpret why the commissive speech acts are realized in the debate, and  to explain the most dominant types of commissive speech in the debate.  The research design was a descriptive qualitative design describing the linguistics phenomena found in the president election debate. It is focused on commissive speech acts based on Searle’s categories. Three instruments used in this research, namely: observation, recording technique, and note-taking technique. The data was analysed using description the setting, participants, and topics of the debate, categorization the utterances according to the topics, categorization  the  collected  candidates’ utterances  based  on  the  topics  which are talked in the debate, description the utterances based on the topics, and classification of  the  utterances  based  on  the  theory  of  speech  acts especially  illocutionary  acts proposed  by  Searle  (1976). The research findings indicated that the most common commissive speech act found is a promise. The commissive speech acts realized in the debate expresses some intention (sincerity condition). The importance of commissive speech acts realized in the debate is to convince the audiences based on the candidates’ ideas, vision, and mission and their works ahead after one of the two candidates wins the presidential election.
Translation Strategies Used by Donna Widjajanto in Rendering Culture – Specific Items in Diterlizzi’s The Spiderwick Chronicles Setiawan, Kurnia Ari; Sutopo, Djoko
English Education Journal Vol 8 No 2 (2018): June 2018
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v8i3.22611

Abstract

This study aimed to know the implementation of translation strategies used by the translator and equivalence achievement. Descriptive qualitative research approach is used as research design. The results of the study show that 10 translation strategies used by the translator in rendering 724 culture-specific items data. Translation by repetition or pure borrowing is mostly used the translator as translation strategy containing ecology, concepts of belief and religion, and anthroponyms. The translator intended to source language-oriented in the implementation of translation strategies in translating culture-specific items in The Spiderwick Chronicles because the culture-specific items in TL did not have equal meaning in TL culture. Dealing with equivalence of translation, the translator tends to avoid re-create the culture-specific items in SL. In order to achieve balance, the translator should reduce bringing the original words into target language and avoid the unfamiliar cultural terminologies.      
The Translation of Ideologies in the English – Indonesian Translation of Twains “The Adventure of Tom Sawyer” Rochmawan, Muhammad Rizky; Yuliasry, Issy; Wuli Fitriati, Sri
English Education Journal Vol 8 No 2 (2018): June 2018
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v8i3.22619

Abstract

This thesis was focused on the rendering of ideologies in the English – Indonesian Translation Twain’s The Adventure of Tom Sawyer. The main purposes of the study was to explain the rendering of ideologies found in the English – Indonesian translation in the Twain’s novel The Adventure of Tom Sawyer which was realized through the rendering of ideologically-contested words, nominalization and voice. This study used descriptive qualitative study by means of Critical Discourse Analysis framework proposed by Fairclough (1989). The analysis was done by analyzing the ideologically-contested words, nominalization and voice found in the sentences where ideologies were embedded. This was also done by getting through the analysis of micro-level, meso-level and macro-level of Critical Discourse Analysis. The results of the study showed the way the ideological differences between the source language and target language were renderred, such as: tacit assumption, belief system and value system. Most of the ideologies were rendered into target language, while only few were shifted as the result of choosing the words, nominalizing the clause and changing the voice. The results of the study are expected to give a valuable contribution to the translator, English Department students and lecturers and writers to consider the rendering of ideologies in the literary works, in order to raise ideological awareness embedded on the source language and to succeed rendering the ideologies by considering the socio-cultural condition.
Translation Techniques and Grammatical Equivalence in Indonesian English Translation of “Central Java Visitor Guide” afifah, Iif nur; Hartono, Rudi; Yuliasri, Issy
English Education Journal Vol 8 No 2 (2018): June 2018
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v8i3.22622

Abstract

“Central Java Visitor Guide” is a media to promote tourism for International tourists. This study was intended to reveal the translation techniques used by the translator in translating the sentences and to see the resulted grammatical equivalence between the source text (ST) and target text (TT). This study was done qualitatively. The findings of the research reveal that nine of 18 translation techniques proposed by Molina & Albir (2002) are chosen by the translator. They are : literal, borrowing, modulation, reduction, amplification, transposition, particularization, generalization, and description. Literal translation  (50.98 %) and borrowing (17.24 %) are the most dominant technique used. On the other hand, generalization and description are the lowest ones (0.73 %). It is also found out that the translator’s choice of translation techniques has resulted in 223 used of voice equivalent (45.60 %), 203 used of tense equivalent (41.51 %), and 63 used of number equivalent (12.88 %). There is no certain techniques influence the equivalence on tense and number category. However, non-equivalent on the category of voice is caused by the use of modulation and transposition techniques. Besides that, this study  also analyses the common problems of non-equivalence. They are : culture specific term (75.67 %), TL lacks specific term (12.16 %), TL lacks superordinate (8.10 %), and the use of loan words in the ST (4.05 %). Therefore, it can be concluded that the high rate of grammatical equivalence shows the translator’s success in translating the text.
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.

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