English Education Journal
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.
Articles
801 Documents
<![CDATA[Comparison of Thematic Structure and Progression between English and Indonesian Exposition Texts Written by Undergraduate Students of UPI (Rhetorical Study) ]]>
<![CDATA[Undayasari, Dwi]]>;
<![CDATA[Saleh, Mursid]]>
<![CDATA[ English Education Journal Vol 8 No 1 (2018): March 2018 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v8i1.22129
<![CDATA[The research aimed to analyze the realization of thematic structure and progression in English and Indonesian exposition texts and explain the contribution of thematic structure and progression to the cohesion and coherence in English and Indonesian exposition texts. The research also aimed toexplain the differences and similarities between English and Indonesian in terms of coherence and schematic structure of the exposition text. Descriptive-qualitative design was used in this research considering of the objectives of the research. The sample of the research was taken from collecting English and Indonesian exposition texts written by undergraduate students of UPI. This study used the theory of Theme system developed by Halliday (1994), Eggins (1994; 2004), the theory of thematic progression proposed by Eggins (1994; 2004 as the framework to analyze the data) and the theory of coherence analysis proposed by Thornbury (2005). To figure out the differences and similarities between English and Indonesian exposition texts, it can be seen from the level of coherence (level of clause, sentence, and paragraph) and schematic structure of text. In level of clause, it can be seen from thematic structure and progression analysis. The result showed that the students write effectively orient the reader to what their texts are about either in English or Indonesian texts. Students used reiteration as much as zigzag pattern in their English in order to maintain the focus and reinforced the arguments in their texts but in Indonesian texts, students more reinforced the argument than maintain the focus to the arguments in their Indonesian texts. In level of sentence, the finding showed that English texts tended to use deductive style rather than inductive and mix style. While in Indonesian text, the use of inductive and mix types of paragraphs in Indonesian texts were more than in English texts. In level of paragraph, multiple paragraphs were dominant in students’ English texts but some Indonesian texts were managed unwell. Concerning in term of schematic structure, most of English texts consisted of the three generic structures of exposition texts but there were some Indonesian texts that was not given the reiteration or conclusion at the last paragraph.]]>
<![CDATA[Using Self-Portrait Series and Video in Teaching Writing to Students with Low and High Motivation ]]>
<![CDATA[Ningrum, Rena Listya]]>;
<![CDATA[Hartono, Rudi]]>
<![CDATA[ English Education Journal Vol 8 No 1 (2018): March 2018 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v8i1.22130
<![CDATA[Taking selfie and recording video are two activities that are very usual nowadays. Students use and then upload them in their social media with some caption based to their activities or experience. This is an experimental research with 2x2 factorial design aimed to analyse the use of selfie series and video in writing recount text between students with high and low motivation. The sample of the study was eighth graders of SMP N 1 Kesesi in the academic year 2015/2016. There were two classes, selfie series was used in experimental group and video was used in control group which each class consist of 35 students. The result of the study shows that selfie series is effective with high motivation and low motivation. Video is effective with high motivation and low motivation but the score that video had gotten was not as higher as selfie series. To see the comparison, the use of selfie series is more effective to students with high motivationthan video. Video is more effective to students with low motivation than selfie series. But, there is no any interaction between the use of selfie series and and video to students’ motivation. To conclude, selfie series is effective, but the students’ motivations have no effect on the result.]]>
<![CDATA[The Effectiveness of Coop-Dis-Q and Literature Circle Strategies in Teaching Reading Comprehension to Students with Different Personalities ]]>
<![CDATA[Anggara, IGede Arga]]>;
<![CDATA[Saleh, Mursid]]>;
<![CDATA[Sofwan, Ahmad]]>
<![CDATA[ English Education Journal Vol 8 No 1 (2018): March 2018 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v8i1.22135
<![CDATA[This study investigated the effectiveness of using Coop-Dis-Q (Cooperative-Discussion-Questioning) and Literature Circle strategies in teaching reading comprehension to extrovert and introvert students. 2x2 factorial design of experimental research was carried out to collect the data from 88 eighth grade students of SMP N 1 Kandeman, Batang. Two experimental groups, A and B, were given two different treatments: Coop-Dis-Q and Literature Circle strategies. The result shows that the Ï = 0.00 for both Coop-Dis-Q and Literature Circle strategies in teaching reading comprehension to extrovert and introvert students which verifies the effectiveness of both two strategies. It wa also found that Coop-Dis-Q is more effective than Literature Circle strategy in teaching reading comprehension since the mean value of post test Coop-Dis-Q shows higher score 27.18 and the value of Ï = 0.00. However, the result also shows that there is no difference between extrovert and introvert personalities in teaching reading comprehension since the value of Ï = 0.310. Further, it was found that the Ï of strategy*type value is 0.638 so there is no interaction between teaching reading comprehension strategies and types of personality on the achievement of reading comprehension which proves that personality does not influence students’ reading comprehension achievement.]]>
<![CDATA[The Comparison of Politeness Components between New Headway Intermediate Student’s Book and Bahasa Inggris SMA/MA/SMK/MAK Kelas X ]]>
<![CDATA[Ibnus, Nizar]]>;
<![CDATA[Mujiyanto, Yan]]>
<![CDATA[ English Education Journal Vol 8 No 1 (2018): March 2018 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v8i1.22157
<![CDATA[Politeness plays an essential role in communication. Politeness is presumably realized differently in textbooks written by native speakers and in textbooks written by non native speakers as they come from different cultural background.This study aims at investigating the difference of politeness realization in a textbook written by native speakers and a textbook by non native speakers.The subjects of the study were New Headway Intermediate Student’s Book and BahasaInggris SMA/MA/SMK/MAK Kelas X. Apart from the data taken from the textbooks, interview to two teachers who used the both textbooks were also conducted. The functional texts and model conversations displayed in the textbooks were analyzed using Brown and Levinson’s (1987) politeness strategies and Leech’s (1983) politeness principles.The findings reveal that the both textbooks employ all politeness strategies with equal percentages. In Headway, positive politeness is realized for 68%, bald-on record 24%, negative politeness 7%, and off record 2%. In BahasaInggris, positive politeness is realized for 71%, bald-on record 14%, negative politeness 11%, and off record 3%. Positive politeness are dominant in the both textbooks. Besides, the teachersreport they usually teach students explicitly and implicitly about the difference of politeness form one culture to another.]]>
<![CDATA[Realization of Speech Acts of Suggestion by EFL Learners of Universitas Negeri Semarang ]]>
<![CDATA[Shofwan, Muh Imam]]>;
<![CDATA[Mujiyanto, Januarius]]>
<![CDATA[ English Education Journal Vol 8 No 1 (2018): March 2018 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v8i1.22160
<![CDATA[This research is a pragmatic study about realization of speech acts of suggestion by EFL learners of Universitas Negeri Semarang. The primary objectives are to explain how EFL learners of Universitas Negeri Semarang realize the speech acts of suggestion, their realization of direct strategy, conventionalized form, indirect and the use of mitigation devices to produce suggestions. To this end, the data were gathered through Discourse Completion Task (DCT) and roleplay. The data were analyzed using Martinez-Flor’s (2005) taxonomy. 20 undergraduate students of EFL learners of Universitas Negeri Semarang were the respondents. The result showed that students realized their suggestion using conventionalized form more frequently than other strategies. The direct strategy was performed using performative verb more often. Conventionalized was form frequently realized by using modal should and need. Indirect strategy was performed by using hints more than impersonal. Moreover, the use of mitigating devices to redress the threatening toward the hearers’ face performed frequently by opener. It is expected that the findings of this study could encourage English language teachers particularly in teaching speech act of suggestion by using the most suitable approach.]]>
<![CDATA[The Host’s Politeness Strategies in Ellen Degeneres Reality Talk Show ]]>
<![CDATA[Ruansyah, Rajif Alif]]>;
<![CDATA[Rukmini, Dwi]]>
<![CDATA[ English Education Journal Vol 8 No 1 (2018): March 2018 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v8i1.22161
<![CDATA[Language has a significant role in communication. As social being, almost everyday people use language to communicate with others such as communication over the telephone or a direct conversation. In conversation there was a certain rule wich has to be learned to avoid misunderstanding. It was called politeness. Talk Show was television program that amuse poeple because of the conversation and joke in it. In this study the writer focused on Ellen Show inform the USAfor the following reasons. First, it was one favorite Talk Show in USA. Second, there are few people talking about politeness. Politeness can make relationship better with the other. Hence, the writer examined it in the talk show. The last, related to the data, the writer found the contribution of impoliteness used by the host to ELT.There were two data collection methods used in this research: the video of the talkshow and the transcription of the interview. Based on the analysis, the reseacher found kind of politeness strategies used by the host. There are four types of politeness strategies employed by Ellen Degeneres in the Ellen Show when having conversations with the guest star. They are bald-on record, positive politeness, negative politeness, and off-record strategy. The politeness strategies contribute to make the realitationship between people closer and make all learn how to appreciate others.]]>
<![CDATA[Evaluation of the Use of Attitude Resources in the Undergraduate Students’ Argumentative Speech ]]>
<![CDATA[Solihah, Yuni Awalaturrohmah]]>;
<![CDATA[Warsono, Warsono]]>;
<![CDATA[Firtiati, Sri Wuli]]>
<![CDATA[ English Education Journal Vol 8 No 1 (2018): March 2018 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v8i1.22162
<![CDATA[Appraisal Resources is the developmental theory of Halliday’s interpersonal meaning proposing by Martin and White (2005) in which it evaluates the language meaning in the discourse. This study focused on attitude as a subsystem of appraisal resources. This study investigated comparison of the use of attitude between high and low ability students in argumentative speech. This study employed qualitative research in the form of spoken discourse analysis to examine 16 argumentative speeches within the framework of Appraisal Resources (Martin & White, 2005). The instruments applied Argumentative Speech Rubric adapted by Brown (2003) and Stevens and Levi (2005) to assess high and low ability as well as the appraisal resources checklist to determine the distribution of appraising items of attitude in high and low ability students’ argumentative speech, especially in affect, judgement, and appreciation as the subsystems of attitude. This study revealed that both high and low ability students were more dominant to use appreciation in their speeches. Thus, this study showed that speeches of high and low ability students were more appreciative than emotional or judgemental to align their personal voices in conveying their utterances and building strong persuasion through argumentative speech.]]>
<![CDATA[Evaluation of the Use of Attitude Resources in the Undergraduate Students’ Argumentative Speech ]]>
<![CDATA[Bella, Ivvon Septina]]>;
<![CDATA[Mujiyanto, Januarius]]>;
<![CDATA[Faridi, Abdurrachman]]>
<![CDATA[ English Education Journal Vol 8 No 1 (2018): March 2018 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v8i1.22163
<![CDATA[Appraisal Resources is the developmental theory of Halliday’s interpersonal meaning proposing by Martin and White (2005) in which it evaluates the language meaning in the discourse. This study focused on attitude as a subsystem of appraisal resources. This study investigated comparison of the use of attitude between high and low ability students in argumentative speech. This study employed qualitative research in the form of spoken discourse analysis to examine 16 argumentative speeches within the framework of Appraisal Resources (Martin & White, 2005). The instruments applied Argumentative Speech Rubric adapted by Brown (2003) and Stevens and Levi (2005) to assess high and low ability as well as the appraisal resources checklist to determine the distribution of appraising items of attitude in high and low ability students’ argumentative speech, especially in affect, judgement, and appreciation as the subsystems of attitude. This study revealed that both high and low ability students were more dominant to use appreciation in their speeches. Thus, this study showed that speeches of high and low ability students were more appreciative than emotional or judgemental to align their personal voices in conveying their utterances and building strong persuasion through argumentative speech.]]>
<![CDATA[Perceptions and The Implementation of Continuing Professional Development Through Publication Among English Teachers ]]>
<![CDATA[Kasprabowo, Teguh]]>;
<![CDATA[Sofwan, Ahmad]]>;
<![CDATA[Bharati, DwiAnggani Linggar]]>
<![CDATA[ English Education Journal Vol 8 No 1 (2018): March 2018 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v8i1.22164
<![CDATA[This article is part of bigger study aiming to investigate Junior High School English teachers’ perceptions of continuing professional development (CPD) and its scheme implementation through self-development, publication and innovation. This article highlights the implementation of CPD through publication. The study employed qualitative method The data was first obtained from the questionnaire distributed to 13 English teachers. The result of the data was presented in simple percentage. Later, to get deeper understanding 7 English teachers were selected conveniently out of the 13 teachers to be interviewed. Data analysis of CPD implementation of the teachers is used as the evidence of the practice. The findings showed that English teachers in this study had positive perceptions towards CPD scheme implementation through publication. In practice, however, only few teachers wrote or published their works. This condition was caused by the limited time of the teachers to write, the lack of training on writing and other responsibilities besides teaching they had to bear. To help teachers publish their works, assistant in the form of training by experts is needed. Teachers’ active participation in teachers’ forums helping them to write should also be encouraged.]]>
<![CDATA[The Effect of Circ and Csr-Based Role Playing Game on Students’ Reading Comprehension ]]>
<![CDATA[Wicaksono, Firman]]>;
<![CDATA[Rukmini, Dwi]]>;
<![CDATA[Yuliasri, Issy]]>
<![CDATA[ English Education Journal Vol 8 No 1 (2018): March 2018 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v8i1.22392
<![CDATA[This study presented the experimental research finding which its This study presented the experimental research finding which its objectives were to identify the effect of Cooperative Integrated Reading and Composition (CIRC)-based Role Playing Game and Collaborative Strategic Reading (CSR)-based Role Playing Game (RPG) on reading comprehension of the students with different learning styles. The subjects were 56 students from two classes of vocational High School in Pati with visual and auditory learning style. The two classes were randomly selected to be an experimental group I (CIRC-based RPG) and an experimental group II (CSR-based RPG). The data were obtained from questionnaire and pretest/ posttest. The findings revealed that the students of the experimental group I perform better on reading skill than the experimental group II; however it was not significant. The data showed CIRC- based RPG and CSR- based RPG were effective in improving students’ reading comprehension. Then, students’ learning styles, visual and auditory students, did not differ significantly from one another in their effect on the students’ reading comprehension (F<4.03 and p: .05). Finally, it was found that there was no interaction among teaching techniques, students’ learning style and reading comprehension.]]>
