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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 Comparison of Appraisal Resources in Argumentative Essays Written by Students with Different Proficiency Levels Fauziah, Meli; Warsono, Warsono; Widhiyanto, Widhiyanto
English Education Journal Vol 9 No 4 (2019): December 2019
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v9i4.31980

Abstract

This study aimed to explain the appraisal resources manifested in argumentative essays written by undergraduate students with high and low proficiency level, as well as their similarities and differences of using appraisal resources. This study employed qualitative research in the form of written discourse analysis. The appraisal resources checklist adapted from Martin and White (2005) is used to determine the distribution of appraising items of attitude, engagement and graduation in argumentative essays written by high and low proficiency students. Out of 16 students chosen as the sample, 8 students are categorized as having high proficiency level, and the others eight belong to low proficiency level. The results of this study revealed that both groups of students utilized all subsystem of appraisal resources. However, high proficiency students dominantly used engagement rather than attitude and graduation. Meanwhile, the lows one utilized more attitude than engagement and graduation. In term of attitude, high proficiency students produced more appreciation. It showed that the argumentative essays written by high proficiency students are more appreciative than emotional and judgmental to align their personal voices in conveying their thoughts and opinions. In addition, in term of engagement, both groups dominantly applied entertain item in which it showed that both groups of students are successful to show their authorial voice towards the topic given. Finally, in graduation feature, force is dominantly used by both groups of students which means that they tried to intensify and quantify their arguments to build strong persuasion.
THE FORMATIVE ASSESSMENT BACKWASH IN ENGLISH INSTRUCTION AT KRISTEN NUSANTARA VOCATIONAL SCHOOL Aji, Kresna Rahma; Hartono, Rudi
English Education Journal Vol 9 No 4 (2019): December 2019
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v9i4.32078

Abstract

This case study focuses on covert backwash of formative assessment in English instruction and aims to provide framework of teacher’s instruction realizations in administering formative assessment.The subject was a teacher selected by certain established categories. Data collection techniques are observational recording, interview, and questionnaire. The instruments of data collection are checklist of lesson plan, interview, observational recording, and questionnaire. The findings consist of twenty claims. The conclusions are (1) teacher’s elicitation as key point, (2) elicitations to develop cognitive, (3) numbers of elicitation depending on the existence of students’ responses, (4) deeper involvement by teacher’s feedbacks, (5) no gap during grammar class orientation, (6) slow response, (7) active and interactive demands for the teacher, and (8) life on-going process of learning. The research suggests English teachers (1) to implement formative assessment conversation (2) to implement the claim because it is helpful in developing student cognition; (4) to provide sometimes of FACC absence for students to get ready into the next step and (5) the non-verbal attributes seen on the teacher facilitated the realization of formative assessment conversation to be understood by the students. This research is only limited on teacher without seeing the backwash on the students’ sides. Since it was sought to see the covert backwash, then the unit of analysis was classroom activity, specifically in formative assessment conversation cycle, in which it was administered orally. Further investigation is expected to see the backwash on other types of formative assessment administration.
The The Effectiveness of Brainstorming and Mind Mapping to Teach Writing Narrative Text for Students with Extrovert and Introvert Personalities Yuliani, Widya; Anggani Linggar Bharati, Dwi; Warsono, Warsono
English Education Journal Vol 9 No 4 (2019): December 2019
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v9i4.32098

Abstract

Teaching English in SMA is teaching and learning a foreign language as a part of national education. Moreover, modern teaching technique should be developed to encompass the reality. This study aimed to measuring the effectiveness of brainstorming and mind mapping to teach writing narrative text with extrovert and introvert personalities. This research used 2x2 factorial experimental designs. The subjects were the students of class XI IPA 1 and XI IPA 2 of SMAN 2 Tegal. It was divided into two groups, they were extrovert and introvert personality. The instruments were used test, questionnaire, pre-test, and post-test. The finding of this research indicates that brainstorming technique was more effective than mind mapping technique to students with extrovert personality. While there was no significant difference between a student who was taught by using brainstorming technique and those taught by using mind mapping technique with introvert personality. It means that brainstorming technique is more effective to the students with extrovert personality, while mind mapping technique is effective to the students with introvert personality. Based on our findings, we conclude that both brainstorming technique and mind mapping technique can help and improve the students in writing skill for both students with extrovert and introvert personality.
The Realization of Deixis in Students’ Writing at Sekolah Tinggi Keguruan dan Ilmu Pendidikan Muhammadiyah Pringsewu Lampung Astria, Asri; Mujiyanto, Januarius; Rukmini, Dwi
English Education Journal Vol 9 No 4 (2019): December 2019
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v9i4.32170

Abstract

Through the final product of writing, students can communicate their ideas, thoughts, and feelings to the reader. Deixis is one of the branches in pragmatics and one of the writing components that have to be noticed by the students to communicate the meaning in writing. This study is aimed at finding out the realization of deixis in students’ writing text at STKIP Muhammadiyah Pringsewu Lampung, and also to explain the difficulties faced by the students and teacher roles to overcome the students’ difficulties. The researcher uses descriptive qualitative in analyzing data. There are three methods which are used in this study; they are document, observation, and interview. The results of this study showed that the realization of person deixis is more dominant since the students as the writers position themselves as the main characters of their own stories. Place deixis was realized through demonstrative pronoun, English adverb, and English preposition. The use of the proximal form of place deixis is more dominant rather than the distal form of place deixis. Time deixis was realized through past time, present time, future time, and adverbial of time. Social deixis was also realized through relational social deixis (used in informal situation) and absolute social deixis (used in formal situation). The students used discourse deixis in the form of demonstrative this/that and discourse marker. Further, there were difficulties faced by students in using deixis and the methods that used by the teacher to overcome the students’ difficulties. Hence, it is expected that the findings of this study can improve the students’ knowledge in pragmatics and deixis in general; especially they will apply appropriate deixis in order to develop their writing abilities.
Cohesion and Coherence in Undergraduate Students’ Argumentative Essays Priangan, Aulia; Saleh, Mursid; Rukmini, Dwi
English Education Journal Vol 10 No 1 (2020): March 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v10i1.32388

Abstract

This study aims to investigate cohesion and coherence in argumentative essays written by undergraduate students at Syekh Nurjati state Islamic institute of Cirebon, West Java, Indonesia. This study used discourse analysis as a research design. Five argumentative essays were chosen based on purposive sampling. The five argumentative essays were analyzed using Halliday and Matthiessen (2014) theory that contributing to the cohesion of the text, namely cohesive devices. Then, it was analyzed using Thornbury (2005) theory about coherence. The results of this study showed that undergraduate students at Syekh Nurjati state Islamic institute of Cirebon tend to use reference more frequently than the other grammatical cohesive devices. From 755 occurrences of grammatical cohesive devices which presented in the five argumentative essays, 532 of them were in the form of reference. Besides, they also tend to use repetition more often than the other lexical cohesive devices in their argumentative essay. It always present in the five argumentative essays. Furthermore, the thematic progressions were organized well. It is showed by the occurrence of two or more thematic progressions in each argumentative essay.
The Use of Thematic Progression in the Journal Artcile of “U-JET” Hati Puji Lestari, Suci; Mujiyanto, Januarius; Saleh, Murshid
English Education Journal Vol 9 No 4 (2019): December 2019
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v9i4.32459

Abstract

This study aimed to evaluate thematic progressions pattern in students’ journal article written by undergraduate students. This study employed qualitative research in the form of written discourse analysis. The documentation observation sheet is used to analyze the patterns apperead in the article written by students. Out of 10 students chosen as the sample. The results of this study revealed that from the three patterns, zigzag pattern is the most frequently used by the students. The second is re-iteration pattern and the last one is multiple theme pattern. It showed that the students can employed the patterns though they never learn about systemic functional linguistics before. But, the results of their writing is not really coherence. Because the lack of thematic progression pattern used. For the consistency, there are several students who already consistent in their writing, though the rest is still not consistent. However, they never learn about this. Therefore, it can be said that understanding the thematic progression is important because it can make the writing effective and coherence.
Types and Functions of Hedges and Boosters in Graduate Students’ Research Articles Vebriyanto, Danu Angga; Mujiyanto, Januarius
English Education Journal Vol 9 No 4 (2019): December 2019
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v9i4.32508

Abstract

Hedges and Boosters are important rhetorical devices for increasing or reducing the force of claims in academic writing. Compared to other aspects rhetorical patterns or devices in research articles, quite surprisingly the use of hedges and boosters in research articles has attracted little attention from researchers. This study aimed to investigate the use of hedges and boosters employed by graduate students in research articles. This study was a descriptive qualitative study of twenty research articles written by graduate students aiming at revealing the realization of types and functions of hedges and boosters as well as their relations based on the taxonomy of Hyland (1998) and Salager-Meyer (1997). The strategies were elaborated into five sub-research questions to seek for types, functions, and relation of hedges and boosters. The objects of the study were the research articles written by graduate students. The data were gathered through documentation. The findings revealed that there were seven types of hedges and eight types of boosters employed by students. Dealing with the functions of hedges and boosters, it was discovered that the graduate students employed four functions of hedges and three functions of hedges. Moreover, it was discovered that hedges and boosters tend to be clustered together to create harmonic combination. the present study suggests the EFL lecturers to pay attention to the significance of hedges and boosters to enrich the students’ knowledge on the parts of discourse. It might become references for advisors to have many attentions on the students under their guidance.
Students’ Attitudes toward Teachers’ Written Corrective Feedback and Their Writing Skill Zahroh, Raikhatuz; Mujiyanto, Januarius; Saleh, Mursid
English Education Journal Vol 10 No 1 (2020): March 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v10i1.32511

Abstract

This study aims to explain the students’ behavioral, cognitive, and emotional attitudes toward teachers’ written corrective feedback, as well as the students’ competence in writing skill. It is a quantitative research which was designed to prove the hypothesis with statistical analysis. The population of this study is the 3rd semester students of the English Education program of UNISNU Jepara Indonesia in the academic year of 2018/2019. The questionnaire participants are fifty students of two classes participating as the sample. The interview utilized open-ended questions. To collect data, questionnaire, interview and writing test were applied. In analyzing the data, this study uses SPSS software. The result shows that in the term of the students’ writing skill, the mean score of first test from 50 test takers was 71.1 with the lowest score 52 and highest score 92. The second test shows the mean score was 77.8 and increased 6.7 points. The third test shows the mean score was 80.3 and increased 2.5 points. Thus, there was significant increased mean score from first test to last test. There was positive treatment that given by teacher and the participants’ positive attitude toward teachers’ corrective feedback. Then, the correlation result shows that score with 95% significant level and 50 participant is 0.572. Thus, the correlation between both variables can be categorized as moderate correlation. Therefore, students’ attitudes can give moderate impact to students’ writing skill. In sum, knowing students’ attitude helps the teacher to achieve learning goals.
Translation Quality of English - Javanese Songs By Pentul Kustik Band Wardani, Intan Kusuma; Yuliasri, Issy
English Education Journal Vol 10 No 1 (2020): March 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v10i1.32770

Abstract

Translating English songs into Javanese language both semantically and emotionally presents a challenge to translators because regional differences always limits some linguistic and cultural aspects. Here, Pentul Kustik band attempts to provide a good English-Javanese song translation that can help Javanese people to understand the song and popularize it. Low’s Pentathlon Approach (2005) highlights several unique aspects of translating lyrics, which cover the elements of singability, sense, naturalness, rhythm, and rhyme. This study uses Low’s theory and assesses the quality of English-Javanese translation of song lyrics The object of this study is 15 English-Javanese song translation by Pentul Kustik Band. There are 328 data analyzed. The result shows that 223 data (68.09%) are considered singable and 105 data (32.02%) are considered less singable. In the aspect of sense, 142 data(46.30%) were considered having less accurate sense, while 186% data (53.70%) having accurate sense. In addition, 252 data (78.02%) are found to be natural and only 71 data (22.08%) are said to be less natural. The rhythm analysis indicates 123 data (37.50%) uses addition, 115 data (35.06%) uses reduction and 90 data(27.44%) preserves the original syllable numbers. The rhymes found in this study have 3 patterns. First, the translator replicates the sound and the pattern of the original song rhyme into the translated version. Second, the translator preserves the pattern of the original rhyme but modifies the sound used in the translated version. Third, some translations are found as half-rhymed or unrhymed free verses.
The Influence of Kemak Sanirin Dialect Towards Students’ English Pronunciation Ati, Martinus Mau; Mujiyanto, Januarius; Suwandi, Suwandi
English Education Journal Vol 10 No 1 (2020): March 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v10i1.32796

Abstract

This qualitative research attempted to review the influence of Kemak Sanirin dialect towards students’ English pronunciation. The objectives of the study were to explain the influence of Kemak Sanirin dialect towards students’ English pronunciation of vowels, consonants, diphthongs, and consonant clusters and to explain the way teachers play their roles to improve students’ pronunciation. This study employed descriptive qualitative method. The subjects of this study were 18 students from eleventh grade students of SMA Negeri 3 Atambua. The data were collected by using questionnaire, students’ recording, observation checklist, and interview. Then, the results of this study show that Kemak Sanirin dialect contributed some positive transfer on vowels (i, ɪ, u, e, ʊ, and ə), insignificant negative transfer on consonants (p, b, k, r, s, g, m, etc.) and siginificant negative transfer on consonant (z), significant positive transfer on diphtongs (eɪ, aɪ, au) and significant negative transfer on (ɔɪ, ɛə, əʊ, and ɪə), significant negative transfer on three consonant clusters, while teacher did play his roles in improving students’ pronunciation.

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