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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 LISTING AND COMPARING TASKS IN TEACHING TRANSACTIONAL CONVERSATION FOR REFLECTIVE AND IMPULSIVE STUDENTS (The Case of 10th Graders of SMA IbuKartini Semarang in the Academic Year of 2015/2016) Hardiansyah, Yan; Linggar Bharat, Dwi Anggani
English Education Journal Vol 6 No 2 (2016)
Publisher : English Education Journal

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Abstract

This study was an attempt to test speaking task modelsin teaching transactional conversation for students who have different cognitive styles. These tasksare expected to be appropriatespeaking task models for the students in other to they engage effectively in learning English.This study investigated the effectiveness of listing and comparing tasks in teaching transactional conversation for reflective and impulsive students, the significant differences of achievement between the students by using the listing task and the comparing tasks, discover the significant interaction among the tasks and the cognitive styles in affecting students’ speaking achievement, and the students’ feedback in learning transactional conversation by using the tasks. The research method of this study was quantitativeby using 2x2 factorial experimental research design. The method of collecting the data was observing the cognitive styles of the students, conducting the pre-test and the post-test, and finally givingquestionnaires. After that, the method of analyzing the data used t-test, ANOVA, and triangulation. The results of this study can be concluded that the use of listing task was effective in teaching transactional conversation for the reflective and impulsive students. The result showed that the level of significance by using the listing task and comparing tasks for the reflective and impulsive students was significant because the p values ware smaller than 0.05 (5%). In other hand, the significant difference of achievement between the students by using the listing and comparing tasks were not significant because the p values were greater than 5%. Then, the significant of interaction among the tasks and the cognitive styles in affecting the students’ speaking achievement was not significant because the f-account (1.830) was lower than the t-table (4.098) or it can be assumed that the tasks and the cognitive styles did not affect the students’ achievement significantly.
“THE BOARD GAME TO DEVELOP STUENTS’ SPEAKING SKILL FOR HIGH AND LOW ACHIEVERS” The Case at The Eleventh Graders of Ihsaniyah Senior High School of Tegal In The Academic Year of 2013-2014 Shofyana, Maila Huda
English Education Journal Vol 4 No 1 (2014)
Publisher : English Education Journal

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Abstract

This study was investigated the effectiveness of the board game for High and Low Students’ achievement in speaking. The objects of this study were conducted at the eleventh graders; the samples of the research were from two classes, each class consisting of 26 students for experimental group and 26 students for control group. Each class was divided into two groups based on their level of achievement (high and low). This research applied a quantitative method with a factorial design. The data were analyzed by using ANOVA and Tuckey test. The result of the study showed that: (1) there is no significant difference between using board game and drilling to the high achievers ;(2) There is a significant difference between using board game and drilling to the low achievers;(3) There is a significant difference of using board game to the high and low achievers; (4) There is a significant difference of using drilling to the high and low achievers; (5) There is a significant interaction of teaching technique (board game and drilling) and types of students of achievement (high and low).
IMPROVING NARRATIVE TEXT WRITING SKILL THROUGH DICTATION TOWARDS AUDITORY AND VISUAL LEARNERS Wuzaro, Ida Saadatul
English Education Journal Vol 2 No 2 (2012)
Publisher : English Education Journal

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TEACHER’S AND STUDENT’S PERCEPTIONS OF CORRECTIVE FEEDBACK IN TEACHING SPEAKING Khunaivi, Herman; Hartono, Rudi
English Education Journal Vol 5 No 2 (2015)
Publisher : English Education Journal

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Abstract

The purposes of this study were to find out the types of the spoken errors commonly made by the students in speaking, knowing the reasons do the students make same errors, describing how English teachers use corrective feedback to refine students’ errors, exploring the types of corrective feedback do the students mostly like, explaining the teachers’ and students’ perceptions towards corrective feedback.The types of this study was descriptive qualitative study. The findings indicated that errors mostly made by the students were pronunciation error, grammatical error and lexical error, why did they make same errors because the students got fossilization, corrcetive feedbacks were used to refine students speaking were explicit correction, repetition and reformulation, corrective feedbacks that the students mostly like were explicit correction, repetition and pronunciation, the teachers perceptions towards corrective feedback were corrective feedback was to know the lacks of the students speaking, the teachers could give the students feedbacks in order not to be fossilized. by giving feedback appropraitely it was believed the students would not be fossilized. The students’ perceptionson corrective feedback were they had very good responses about corrective feedback that were given by the teachers in the classroom.
THE JUNIOR HIGH SCHOOL ENGLISH TEACHERS’ FULFILLMENT OF THE FOUR COMPETENCIES Febriana, Evi; Faridi, Abdurrachman
English Education Journal Vol 6 No 1 (2016)
Publisher : English Education Journal

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Abstract

This thesis is a study of how the English teachers fulfill the four competencies as stated in the regulation of education minister number 16 year 2007. The study used qualitative method in which purposive sampling technique was employed. Fifteen English teachers from some private and state schools were chosen as the sample of this study. The data of teachers competence was obtained from interviews and classroom observations. Based on the analysis, the teachers’ fulfillment in pedagogical, professional, personal and social competencies had different results. Based on the teachers’ perceptions, the English teachers’ fulfillment in pedagogical competence was good while the students assumed that the teachers’ fulfillment was fair. Then, concerning professional competence, based on the teachers’ perception, the fulfillment was fair but the students agreed that the fulfillment was fair. In terms of personal and social competence, the teachers agreed that their fulfillment was excellent but the students assumed that the fulfillment was good.
THE USE OF STUDENT TEAM – ACHIEVEMENT DIVISION (STAD) TO IMPROVE THE STUDENTS’ READING COMPREHENSION PRACTICE Astuti, Yupik Puji
English Education Journal Vol 4 No 1 (2014)
Publisher : English Education Journal

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Located in junior high school (SMP) 35 Semarang, this study applied STAD in giving solution to students’ problems in reading comprehension. Those problems were written in three statements: first, what the problems in reading comprehension faced by the eighth graders of SMP 35 Semarang were; second, how to implement this strategy in the practice of reading comprehension; and third, how STAD could improve the practice of reading comprehension to the eighth graders of junior high school. The method used in this study was qualitative. The data was gained through observing, giving questionnaire, and interviewing students. The major problem was the students had low achievement and motivation which was stimulated by the lack of having effective practice. Therefore, improving their practice was the way to solve the problems. Using STAD in the practices were done in three cycles covering materials’ arrangement and behavior improvement which stimulated better condition for studying. This condition affected students’ extrinsic motivation and behavior for studying. After three cycles, this strategy helped the students have behavior improvement and higher achievement.
THE EFFECTIVENESS OF JIGSAW LISTENING AND PROBLEM-SOLVING TECHNIQUES TO TEACH LISTENING COMPREHENSION USING AUTHENTIC MATERIALS WITH DIFFERENT LEVELS OF ANXIETY (A CASE AT THE TENTH GRADERS OF SMA N 11 KOTA AMBON IN THE ACADEMIC YEAR 2015/2016) Tuanany, Nurlaila; Linggar Bharati, Dwi Anggani
English Education Journal Vol 7 No 1 (2017)
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v7i1.14684

Abstract

This study is an experimental research with a factorial design which aimed to find out the effectiveness of Jigsaw Listening and Problem-Solving techniques in teaching listening comprehension using authentic materials to the students with high and low anxiety. The samples of the study were tenth graders of SMA N 11 Kota Ambon in the academic year of 2015/2016. There were two classes, experimental class I and experimental class II which every class consisted of 20 students. Jigsaw listening technique was used in the experimental class I, while problem-solving technique was used in experimental class II. To answer research questions number one up to four, T-test was used. To answer research question number five and six, students’ mean scores in experimental class I and II were compared. While two-ways ANOVA with F-test at the 5% (0.05) level of significance was used to answer the seventh question. The result of this study showed that jigsaw listening and problem-solving techniques were effective to teach listening comprehension to the high and low anxious students. Jigsaw listening was more effective in teaching listening to the low anxious students, while problem-solving technique was more effective in teaching listening to the high anxious students. There was no interaction among jigsaw listening, problem-solving techniques, listening comprehension, and students’ anxiety.
IMPROVING STUDENTS’ PERSONAL SELF CONCEPT THROUGH ROLE PLAY TECHNIQUE IN TEACHING SPEAKING SKILL -, Milchatun; Anggani LB, Dwi; Hartono, Rudi
English Education Journal Vol 5 No 1 (2015)
Publisher : English Education Journal

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The purpose of the research is to investigate whether role play technique can improve students’ personal self concept in teaching speaking. The method of this research was classroom action research (CAR). It was conducted in three cycles where the students of the State Institute Islamic Studies Syekh Nurjati Cirebon in the Fourth Semester of the Academic year of 2013/2014 as subjects of research consisted of 30 students. There are four kinds of instrument used in collecting the data; those are observation sheets, field notes, questionnaire and speaking prompt. The findings of the research showed that role play technique can improve students’ personal self concept in teaching speaking significantly from first cycle to the next cycle. The other finding can be seen from classroom situations, i.e.: during the speaking class the students has courage to express their idea freely, good attention in speaking class, well in discussion term, well in team work, they feel confident with their ability in solving problem, and more creative.
IMPROVING STUDENTS’ MOTIVATION OF SPEAKING BY USING GAME CARD TOURNAMENT The Case of Grade 7 Students of State Junior High School 6 Tegal, in the Academic Year of 2012/2013 Eko Joko Lukito, Ignasius
English Education Journal Vol 3 No 2 (2013)
Publisher : English Education Journal

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Abstract

Speaking became one of the main skills and compulsory learned by the students of Junior High School. It was stated in the syllabus and formulated in standard competence and basic competence. The objective of this classroom action research was to overcome the problem faced by the teacher in carrying out teaching learning process of speaking, students’ low motivation to speak. The problems were that 1) low pronunciation ability 2) poor vocabulary items mastery 3) doubt and confusion about expressions usage.  This classroom action research applied Game Card Tournament to improve students’ motivation to speak. When students played Game Card Tournament, they not only played for fun but also practiced pronunciation, learned more about vocabulary and practiced speaking about occupation using acceptable expressions. Moreover video clips and power point presentation were also implemented to practice pronunciation, expressions and vocabulary. The motivation of students improved when they expressed their idea freely during playing the game. Since the Cards used to play consisted of pictures and illustration of job’s description, students were more motivated to speak. As the students improved their motivation to speak, the teaching learning process about occupation became more meaningful and interesting and of course students’ achievement improved as well.
GLORIFYING AND DECONSTRUCTING OBAMA`S SPEECH IN INDONESIA Sutopo, Djoko
English Education Journal Vol 1 No 1 (2011)
Publisher : English Education Journal

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A text has an almost infinite number of possible interpretations. And theinterpretation themselves, declares some deconstructionists, are just as creativeand important as the text being interpreted. This study is an attempt to explainhow the interpretations on Obamas speech make meanings in the way they do.Apart from the realization of experiential, interpersonal and textual meanings aswell as the field, tenor and mode and their context of culture, it is revealed thatText 1 under this investigation illustrates the ideological claim that the personalappeal of an orator, appeals to the emotions of the audiences through theappropriate choice of themes and metaphors of the oration, and appeals to logicor reason should be possessed by a shrewd orator and politician, who is alwaysable to put his audiences into his frame of mind everywhere he delivers hisspeeches. Whereas Text 2 illustrates the ideological claim that despite apersonal power of persuasion you possess, one is tempted to ask how an officialvisit means anything. While it is true that you spent a considerable years in acity during your childhood, your statement should not be overly emphasized,analyzed nor treated as anything but political rhetoric aimed at further boostingthe vivacious intellectual crowd. As readers of texts, we need to develop skillsto be able to make explicit the ideological positions encoded.

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