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INDONESIA
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 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.
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.

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