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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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Realization of Actional and Formulaic Competence in Teachers’ Talk in English Language Class Colle, Andi Tenry Lawangen Aspat; Fitriati, Sri Wuli
English Education Journal Vol 9 No 1 (2019): March 2019
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v9i1.26861

Abstract

A number of studies have investigated the phenomenon of teachers’ talk to explain its role in the process of acquiring a target language in a classroom setting. However, studies of teachers’ talk in the field of communicative competence and it sub-competence have not much done yet. Three English teachers at SMAN 1 Semarang, SMA Nasional Karangturi Semarang, and SMA Mardisiswa Semarang were involved in this spoken discourse study to explain the realization of actional competence which proposed by Celce_Murcia et al. (1995) and formulaic competence based on the Biber et al’s. (2004) theory in teachers’ talk. Furthermore, this study also explained the relationship between those competencies. The findings of this study revealed that English teachers mostly performed actional competence in five sub-categories namely asking questions, giving instructions, explaining, reacting to interlocutors’ speech, and complementing. Related to the realization of lexical bundles, teachers’ talk mainly contained verb phrase along with dependent clauses. In contrast, lexical bundles that incorporate noun phrase and preposition fragments accounted for only a small proportion of lexical bundles. Dealing with the relationship between both competences, it revealed that there is a stock of lexical bundles on each language function. Seeing there is a relationship between both competences, the teachers must choose appropriate utterances in a given situation as the model for the students. The teachers need to maintain a balance, they are not only focused on grammar and pronunciation, but also have adequate knowledge and competence of lexical bundles for performing appropriate language functions.
The Use of Cohesive Devices to Achieve Coherence in the Background Section of the Students' Formal Writing Amperawaty, Anis; Warsono, Warsono
English Education Journal Vol 9 No 1 (2019): March 2019
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v9i1.27325

Abstract

A good writing is one that is cohesive and coherence. Cohesive and coherence are essential textual components to create organized and comprehensiveness of the texts. Coherence refers to the quality of being meaningful or we can say that coherence is when a text hangs together. The research has been intended to find cohesion and coherence devices in the background sections of the students’ formal writing. The sources were 10 background sections of the students’ final projects from undergraduate students at Universitas Negeri Semarang. The qualitative analysis was performed to explore the results. The results of the analysis showed that the background sections of the students’ formal writing contain all kinds of cohesion and coherence devices. The background sections of the students’ final project contain grammatical cohesion (reference, ellipsis, substitution, conjunction) and lexical cohesion (reiteration and collocation). Coherence devices (theme-rhyme and micro level) are also contained in the data. Through this article the writers want to help students to have a better understanding of making background sections in their final projects.
Structure and Function of Lexical Bundles in the Literature Review of Undergraduate Students’ Final Projects Islami, Sisilia Agustin Dini; Fitriati, Sri Wuli; Mujiyanto, Januarius
English Education Journal Vol 9 No 1 (2019): March 2019
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v9i1.27578

Abstract

Lexical bundle is recurrent sequences of words which usually hang together. By identifying and analyzing lexical bundles structurally and functionally, we can see how the texts have been written especially in achieving communicative purpose of the text. The objectives of the research are to analyze lexical bundles in order to explain (1) their structural forms, (2) their functional types, (3) the relation between the structural forms and functional types manifested in the literature review of students’ final projects, and (4) the distribution of the relation between the structural forms and functional types to literature review’s move structures in achieving its communicative purpose. This research is a corpus study. The data are 20 Chapter II, Literature Review of students’ final projects. The results revealed that, firstly the most structural form of LB used in students’ texts was Type 1 Noun phrase with of-phrase fragment, secondly research-oriented was the most function of LB categorized into procedure, quantification, and description, thirdly there are three relations between structures and functions of LB; (a) Relation I: research-oriented and four structure types, (b) Relation II: text-oriented and three structure types, (c) Relation III: participant-oriented and three structure types, and fourthly, all structures of LB especially which are related functionally into research-oriented has a great contribution to Literature Review’s move structures. It means that the use of LBs have contribution in achieving communicative purpose of the text.
The Correlation of Attitudes, Motivation and English Learning Strategies at Senior High School Level in Indramayu City-Wes Java Uju, Uju; Rukmini, Dwi; Anggani LB, Dwi
English Education Journal Vol 9 No 1 (2019): March 2019
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v9i1.24835

Abstract

This study focuses on exploring the correlation of attitudes, motivation and English learning strategies in an attempt to see wether 1) positive attitudes correlate with motivation, 2) negative attitudes correlate with motivation, 3) positive attitudes correlates with English learning strategies, 4) negative attitudes correlate with English learning strtegies, 5) high motivation correlates with English learning strategies and 6) low motivation correlates with English learning strategies which consequently may provide some pedagogical implications for teachers to benefit in classroom applications. A total of 308 sample were involved in this descriptive study. They were the second grade of senior high school in Indramayu city – West Java. The data were obtained through using two questionnaires; AMTB (SPSS. 21) and SILL (SPSS 21). The results of the two questionnires that for the item 1 (Table 2) is about the awareness of the importance of English and the fact that it shows the good and the poor learners are more aware of this. Subsequent items 2-7 (Table 3 and 4) show the good and poor learners are more interested in learning English and expression of desire to learn English. Next, items 8-10, (Table 5) that they show the actual English interest and effort in learning and improving in an out of the classroom. (the good and poor learners’ positive attitudes correlate with their motivation). However, the first third items (11, 12, and 14), table 6, that the highest rank, the poor learners responses, (.251 **, .414 **, .357 **, agreements) are items related to the difficulty involved in learning English. Moreover, items 5 to 7 (15, 16, 17) study the poor learners find learning English uninteresting and they really find learning English boring. Finally, the low mean scores for items 10 (20), table 8, show that the poor learners do not think that learning English is a waste of time (the poor learners’ negative attitudes do not correlative with their motivation). Furthermore, in line with the strategy, the good learners who have high motivation are more greater than the poor learners who have low motivation (Table 15 and 16). It is highly likely influenced by extrinsic motivation.
Coherence in The Narrative Texts of Eastvaganza Story Writing Contest for Senior High-School Students Mamduhan, Rifqi Hazmi; Fitriati, Sri Wuli; Sutopo, Djoko
English Education Journal Vol 9 No 1 (2019): March 2019
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v9i1.25900

Abstract

This study analyzes narratives written by six students who joined a story writing contest. It is assumed that the students who joined in the writing contest had fair knowledge in writing, so the texts may achieve coherence. This study uses qualitative research in the form of discourse analysis. The focuses of the study are to investigate micro and macro level coherence, tense use, and the context of situation of the texts. This study uses the theories from Thornbury (2005), Ellis (1997), and Eggins (1994). This study is aimed to know the quality of coherent text in the students’ narrative. The findings of this study showed that constant theme patterns became the most frequent occurred in the narratives followed by zig-zag patterns and sentences which has no patterns. The sentences which have patterns might be logic in continuity. For the macro-level coherence, key word aspect became the most found in the narratives. The words represented the main characters in the stories. The macro-scripts showed that the narratives mostly use the script orientation-complication-resolution in arranging the paragraphs. The tense errors were found in almost all narratives. The findings showed three narratives had more errors than correct ones. The situational coherence showed that the fields in the texts were about heroes who had done something precious in their life. The tenors of the texts were same, namely between story writers and story readers. The modes of the texts were also the same. The texts are delivered by written media, so the texts did not have visual and aural distance between story writers and story readers. The goal of the texts is only for constructing experience.
The Professional and Pedagogic Competences of English Teachers With Different UKG (Teaching Competence Test) Achievement Levels Aisyah, Iis Siti; Yuliasri, Issy; Warsono, Warsono
English Education Journal Vol 9 No 1 (2019): March 2019
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v9i1.27643

Abstract

Professional and pedagogic competences are the basic aspects for effective teaching and learning to take place in classrooms. They are dealing with the quality of teaching-learning process. However, the average score of UKG (Teacher Competence Test) in Indonesia did not achieve standard expected target. This mixed-methods study is aimed to reveal professional and pedagogic competences of English teachers with different UKG achievement levels. Quantitative method was employed in the first phase through student questionnaire to investigate students’ perception on their English teachers’ professional and pedagogic competences performed in classrooms. 14 classes students of six junior high schools in Bandung, West Java, were chosen as participants.The total number of students was 474 with 14 English teachers as subjects of the study. In the second phase, this study employed a descriptive qualitative method through classrooms observation and documentation to reveal how English teachers with different UKG chievement levels performed their competence in classrooms. Five teachers out of the 14 teachers under study were chosen as participants.The finding reveals that based on students’ perception, professional and pedagogic competences demonstrated by English teachers in classrooms do not fully reflect their UKG achievement levels. In some aspects, the teachers with lower UKG achievement are not perceived worse than those with higher UKG achievement. This finding is in line with the finding based on classrooms teaching performance of the five English teachers’ under study. In some parts of lessons, the lower achievers could even perform better than the highers.
Designing The Model of Engaging Activities for Speaking Assessment by Minimizing Students’ Anxiety Putri, Dwi Amalia; Bharati, Dwi Anggani Linggar; Mujiyanto, Januarius
English Education Journal Vol 9 No 1 (2019): March 2019
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v9i1.27919

Abstract

In Indonesia, English is learned as a foreign language. Based on study done by Jannah & Fitriati (2016), students had some problems in speaking and one of major problem was anxiety. Students were anxious to speak in English. That situations is commonly found in foreign language class as described by Horwitz, Horwitz & Cope (1986). Moreover, in speaking assessment, students may feel more anxious and this feeling may hinder their speaking skill (Hewitt & Stephenson, 1978; Liu & Jackson, 2008; Wilson 2006; and Woodrow, 2006). This research aimed to design a model of student engaging activities for speaking assessment, specifically in procedure text. This study used the research and development design (R&D) to create an assessment handbook that provided some engaging activities for speaking assessment purpose. There were five phases in this research: defining, designing, developing, implementing and evaluating phase. The results of the research showed the model was not effective. It was obtained that the t-test was less than t table (0,167 < 1,697). Related to students’ anxiety level, however, most students had moderate level of anxiety in both experimental (19 students) and control groups (15 students).
The Implementation of Cultural Dimensions in The “Bahasa Inggris” English Textbook for Eleventh Graders Auladi, Ahmad Yusron; Rukmini, Dwi; Sutopo, Djoko
English Education Journal Vol 9 No 1 (2019): March 2019
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v9i1.27938

Abstract

This study aims at explaining the implementation of the cultural dimensions in the textbook. There are four cultural dimensions analysed in this research, they are product, practice, perspective, and person (Moran, 2001). Product dimension refers to goods and services. Practice dimension refers to how the member of culture manipulates the product. Perspective dimension refers to perceptions, beliefs, and attitudes. Person dimension refers to the personal experience and story of the cultural members. This study applied descriptive qualitative research with interactive data analysis, consisting of (1) data collection, (2) data reduction, (3) data interpretation, and (4) conclusion (Miles & Huberman, 1994). In this study, it is found that the author of the textbook implemented the cultural dimensions by inserting text and pictures that are related to the cultural dimensions. From the results of the research, it can be concluded that cultural products dominated the content of the textbook.
English Teachers’ Perception on Strategies in Teaching Reading Comprehension to Motivate the Students Nugroho, Toto; Bharati, Dwi Anggani Linggar; Hartono, Rudi
English Education Journal Vol 9 No 1 (2019): March 2019
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v9i1.24741

Abstract

A teacher should have good perception of teaching and strategies to deal with some difficulties that can be aroused in the process of reading. However, the teachers’ background of State Senior High School of Pemalang Regency are various. This condition make different perception when they performed in their teaching English in their classroom. The present study sought to explore English teachers’ perception of learning second language. Motivation is one of the important factors which impacts greatly on language learning. One of the most important factors which receives the special focus in foreign language teaching is reading motivation. More recently, studies on reading motivation have also gained much interest. This review paper is going to consider the impact of reading motivation on reading comprehension. In this paper, the researcher explains the terms of strategies, motivation, reading comprehension, and different models of reading comprehension. The review of this study showed that teachers’ strategies on teaching reading comprehension had a considerably positive effect on reading comprehension activities.
Students’ Perceptions of Reflective Practices (RP) Implementation to Learn Critical Thinking (CT) in Class Discussions (CD) Fatwassani, Rezza; Fitriati, Sri Wuli; Bharati, Dwi Anggani Linggar
English Education Journal Vol 9 No 2 (2019): June 2019
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v9i1.27748

Abstract

The present study delivers the twelfth grade students’ experiences who implement reflective practice as a technique to learn critical thinking skills when joining the class discussion. However, their perceptions on the above activity have to be a fundamental issue for the success of learning. This descriptive qualitative case study took place at SMA N 2 Masbagik of East Lombok. It aimed to describe and explain students’ reflective practice implementation, their critical thinking manifestations, and their perceptions of the reflective practice implementation to learn critical thinking skills in class discussions. Taken from field notes observation and video recordings revealed three stages of reflection process considered by the students when implementing the reflective practice. It consisted of stating positive behaviour, ideas, and feelings (first stage), returning to experience, attending to feelings, and reevaluating experiences/events/phenomena (second stage), and making conclusion or commitment (third stage). They also showed three ways in expressing critical thinking as proposed by Halpern (2003). It consists of verbal reasoning, arguments, and making decision. Furthermore, the data from open-ended questionnaire and interview revealed the domination of positive perceptions. Through this study, the writer opens the idea to give suggestion that this activity should based on clear instructions and theoretical background to meet the teaching and learning goal.

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