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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 EFFECTIVENESS OF STAD AND TGT TO ENHANCE NARRATIVE TEXT READING COMPREHENSION OF THE STUDENTS WITH HIGH AND LOW ACHIEVEMENT Hastuti, Dwi; Yuliasri, Issy
English Education Journal Vol 5 No 2 (2015)
Publisher : English Education Journal

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Abstract

This study investigated the effectiveness of STAD and TGT for enhancing narrative text reading comprehension of the students with high and low achievement. This study was a quantitative research, using an experimental factorial design 2x2. The participants of this study were 71 students of the eighth graders of State Islamic Junior High School Lebaksiu. Thestudents were divided into two groups, experimental group and controlgroup. The students of experimental group wasgiven STAD in learning narrative text reading comprehension and thecontrol group wasgiven TGT inlearning narrative text reading comprehension.The findings of this study showedthat STAD and TGT have significant effect for enhancing narrative text reading comprehension. However, the techniquesgiven for enhancing narrative text reading comprehension and student’s achievement did not have any interactions
PSYCHOLOGICAL PROBLEMS FACED BY THE YEAR – ELEVEN STUDENTS OF MA NUHAD DEMAK IN SPEAKING ENGLISH Jannah, Mar’atul; Fitriati, Sri Wuli
English Education Journal Vol 6 No 1 (2016)
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Speaking English for most Indonesian students is very challenging in terms of bravery to speak the language. Most of them show anxieties when they use it to communicate with others. The aim of this research was to: 1) to explain the psychological problems faced by the year - eleven students in speaking English; 2) to explain the causes of psychological problems faced by the year - eleven students in speaking English; and 3) to explain the effects of psychological problems. A qualitative case study was used in this research. The findings were derived from classroom observation, field notes, questionnaires, and interviews. The findings revealed three results. First, the psychological problems faced by the year-eleven students in MA NurulIttihadDemak in speaking English were: 1) most of the students were afraid of making mistakes because they were afraid if they cannot convey the message clearly and being ridiculed by their friends; 2) most of them were shy because they felt that they did not have good pronunciation and they were also ashamed if their friends laugh off their wrong pronunciation; 3) most of them were anxious because when they spoke English, all of their friends’ eyes looked at them and gave full attention to them, including their teacher. Consequently, although they had had an idea to be expressed in English, suddenly they lost their idea and they cannot say anything in front of their friends. Most of the students lacked of confidence because they felt that their English was bad and they realized that their interlocutors do not understand them or they do not understand other speakers. They lacked of motivation because they did not like English; English was boring for them; and speaking English was difficult for them. The last, psychological problems had significant effects. They inhibited the students in speaking English. They also made the speaking activity to be passive and the speaking teaching and learning process could not run well. Therefore, teachers must give a great attention to the fact that psychological problems exist in students and students must be aware of the importance of speaking skill.
PEER AND TEACHER’S EDITING TO ENHANCE THE COMPETENCE OF ACTIVE AND PASSIVE LEARNERS IN WRITING DISCUSSION TEXTS Hastuti, Upik
English Education Journal Vol 4 No 1 (2014)
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Abstract

Writing is one of the important parts in teaching a language. The objectives of this study are to find out the significant difference between peer and teacher’s editing in teaching writing discussion texts to active learners, to passive learners, the more effective strategy between peer and teacher’s editing in teaching writing discussion texts among active and passive learners, the significant interaction among students’ condition, teaching strategies and writing skill.This study is a quasi experimental research and the design is factorial. In collecting the data, the paired sample t-test and Factorial Analysis of Variance were used to test the hypothesis. The qualitative data were taken from the questionnaires and observation deal with the active and passive learners.The findings showed that there is significant difference between peer and teacher’s editing in teaching writing discussion texts to active learners and so for passive learners,  and there is no significant interaction among teaching strategies, students’ condition and writing achievement of discussioon tetxs. In conclusion, peer editing strategy is more effective than teacher’s editing strategy. So, peer and teacher’s editing among active and passive learners is significantly effective to enhance students’ writing skill of discussion texts.
THE EFFECTIVENESS OF DIGITAL AND PRINTED COMICS TO TEACH MONOLOGUE OF VISUAL AND AUDITORY STUDENTS A case of the Tenth Year Students of State Senior High School 1 Ungaran Setyorini, Wahyu; Hartono, Rudi
English Education Journal Vol 7 No 1 (2017)
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v7i1.14689

Abstract

This study attempts to know the effectiveness of digital comics to teach monologue of visual and auditory students. This study used quantitative approach and experimental study as its research design. The subjects of this study were the students of grade X of State Senior High School 1 Ungaran. To collect the data, the researcher used test, questionnaire, and documentation.  The result of the study shows that digital comics is effective to teach monologue of visual students. Printed comics is effective to teach monologue of visual students. Digital comics is effective to teach monologue of auditory students. Printed comics is effective to teach  monologue of auditory students. Digital comics is not more effective than printed comics to teach  monologue of visual students. Digital comics is more effective than printed comics to teach speaking monologue of auditory students. And the last, there is interaction among the teaching media, students learning styles, and students’ speaking. Therefore, digital comics is effective to teach monologue of visual and auditory students.
THE USE OF WRITTEN FEEDBACK TECHNIQUE TO IMPROVE THE PRACTICE OF GRAMMAR FOR SENTENCE WRITING COMPETENCE Wijayanti, Puspa; Linggar Bharati, Dwi Anggani; Mujiyanto, Januarius
English Education Journal Vol 5 No 1 (2015)
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This thesis was purposed to (1) find out the problems that faced by grade 3 students of Mondial School in mastering grammar (2) explain the implementation of written feedback in practicing grade 3 students’ grammatical correct writing (3) explain the extent to which the practice of the written feedback improves the grade 3 students’ grammatical correct writing. I used two cycles. Cycle 1 consisted of some activities, such as pre-observation study, planning, giving out the pre- questionnaire and pre-cycle 1 test, observation and correction through written feedback and making analysis and reflection of the students’ pre cycle 1 test. Cycle 2 had the same activities like cycle 2. I got the data from interview, pre questionnaire, and observation in the class, pre cycle 1 test result, post questionnaire and post cycle 1 test results. Then, all the data were analyzed in qualitative and supported by quantitative research. The cycle 1 showed that the students do need more extra grammar practice. Because of the result, I re- planned and changed little the method of the practice in cycle 2. It worked and showed that the written feedback that improved students’ writing skill in correct grammar through the regular practices.
IMPROVING STUDENTS’ PARTICIPATION IN SPEAKING CLASS THROUGH ROLE PLAY (The Case at Grade XI of State Senior High School 1 Pemalang in the Academic Year of 2012/2013) -, Khafidin
English Education Journal Vol 3 No 2 (2013)
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The objective of this research is to improve students’ participation in speaking class through the role play technique. The researcher employed collaborative classroom action research design. The research was conducted in a single class consisting of thirty six students. The procedure of the research consists of four main steps: planning, implementation, observation and reflection. To collect the data, he used some instruments i.e. observation checklist, questionnaire, and test. After the data were collected, the researcher analyzed them. The findings of this research showed that the students participation improved from one cycle to the following cycle. This can be seen from the result of each cycle. The students’ participation in pre-cycle was poor, in the first cycle was fair and in the second cycle was good. The students’s speaking ability also  increased from one cycle to the following cycle. This can be seen from the mean of students’ speaking ability in pre-cycle was 75, in the first cycle was 79 and in the second cycle was 83. From the result of the research showed that the students actively participated in speaking class, their speaking ability was better and the teacher can implement the teaching technique appropriately.
THE EFFECTIVENESS OF RATER TRAINING IN IMPROVING THE SELF-ASSESSMENT INTRA-RATER RELIABILITY OF ENGLISH SPEAKING PERFORMANCE Rini, Nur
English Education Journal Vol 1 No 1 (2011)
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This quantitative study is an attempt to estimate the intra-rater reliability ofstudent self-assessment of their speaking performances and to find outwhether there is significant difference between the self-assessment intra-raterreliability of speaking performance without training and that of with training.The rater training used is adapted from the model developed by Herman,Aschbacher and Winters (1992). This study which employed equivalent timesamplesdesign collected data by asking 45 students to conduct selfassessmenton their six speaking performances. It was found that the range ofrs was 0.611 to 0.752 which means the consistency within students inassessing their own speaking performance was moderate high to high. Theintra-rater reliability of the self assessment after the treatments is higher thanthat of other experience being available in the absence of the treatment. It isconcluded that rater training improves the intra-rater reliability. Therefore, itis suggested to train the students on how to assess before employing selfassessmentin speaking instructions.
PATTERNS OF INTERACTION IN PEER FEEDBACK PROVISION TO THE STUDENTS’ EXPOSITORY WRITINGS Mufiz, Ali; Fitriati, Sri Wuli; Sukrisno, Alim
English Education Journal Vol 7 No 1 (2017)
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This  study  investigated  students’  nature  in  pair  interaction  due  to  its  vital  role  in  learning. Therefore this study was aimed to describe and to explain patterns of interaction in peer feedback, the aspects of writing the students were concerned within peer feedback, influences of pair interactions to the students’ writings, and the students’ perceptions and attitudes on peer feedback. This study mostly employed qualitative approach and a case study method. The result showed that five patterns emerged in pair interaction i.e. collaborative pairs, dominant/dominant pair, dominant/passive  pairs,  expert/novice  pairs,  and  passive/passive  pair.  However,  feedback provided by collaborative and expert learners contributed to the revision changes of their partner’s writings so that the development of writing aspects under these two patterns was better. Besides, other  factors which  contributed to the  students’  writings  were  confounding  variables such as student’s proficiency, writing capability, and teacher feedback. Thus these results endorsed the former studies e.g. Storch’s (2002b) study, Iris’ (2014) study, and Roberson’s (2014) study. Another result  was  that  whole  students  had  good  perceptions  and  good  attitudes  on  peer  feedback provision. However, the bottom line of this study was that collaborative pairs and expert/novice pairs had better second writings.
PROJECT-BASED LEARNING IN TEACHING GRAMMAR FOR HIGH AND LOW MOTIVATED STUDENTS The Case of The Tenth Graders of Sman 1 Bangsri In The Academic Year of 2013/2014 Nurcahyoko, Kunto
English Education Journal Vol 4 No 2 (2014)
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Although the present body of literature supports the use of project-based learning (PBL) to teach grammatical accuracy, there is still huge urgency to investigate its effectiveness for language learners with different motivation. This study aims to investigate the effectiveness of PBL, the effect motivation in teaching grammar for ten graders and the interaction among techniques, motivation, and students’ grammar. The study is a 2X2 factorial research design involving 48 students in two experimental groups and two control groups. The samples are divided into high and low motivated where the experimental groups are taught using PBL and the control groups are taught using collaborative learning. The data are collected by using a pretest and a posttest. Statistical Package for Social Sciences (SPSS) is used for analyzing the data. The content analysis reveals that students’ motivation does not effect students grammar significantly in both experimental and control groups. The finding also shows that both techniques are effective to improve students’ grammatical accuracy for high and low motivated students. The analysis of variance shows that there is no interaction among students’ motivation, techniques, and students’ grammar with the level of significance at 0.934. The study suggests that teachers must be able to consider the presence of both variables in teaching and learning, especially to teach grammatical accuracy.
SPOKEN LANGUAGE FEATURES GENERATED BY PLAY-BASED INSTRUCTIONS Mahardhika, Steffie Mega
English Education Journal Vol 3 No 1 (2013)
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