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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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POLITENESS STRATEGIES IN OFFICIAL FACEBOOK ACCOUNTS OF CNN, TWSJ AND NBC ON OBAMA VISITING HIROSHIMA Rosyidah, Ima Fitriana; Sofwan, Ahmad
English Education Journal Vol 7 No 1 (2017)
Publisher : English Education Journal

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Abstract

The purpose of this study was to identify and to count the percentage of the politeness strategies used in the comments of official facebook account of CNN, The Wall Street Journal, and NBC on Obama’s visit to Hiroshima. Then, it tried to find the politeness scale in the utterances of people toward Obama as the President of the United States at that time. Besides, it also tried to compare the politeness strategy that is often used in those three facebook accounts. In this study, the data analysis reveals research findings as follows: (1) there were positive politeness strategies used in the comments with the highest data was performed by the strategy 7 (presuppose) - 26.7%; and the lowest was performed by the strategy 3 (intensify interest) - 0.9%. Meanwhile, in the negative politeness strategy the highest data was performed by the strategy 7 (impersonalise speaker and hearer) - 55.7%; and the lowest was performed by the strategy 5 (give deference/humble oneself) - 0.7%, (2) the scale of politeness were determined by politeness factors, and the highest level was performed by the ranking of imposition, and (3) the politeness strategies and politeness scale mostly appeared in the NBC’s official facebook account.
THE SCIENTIFIC APPROACH IN TEACHING SPEAKING FOR VARIOUS TEXTS (The Case of Three Teacher Candidates of Wiralodra University Indramayu in The Academic Year 2013/2014). Wati, Atikah; Anggani Linggar Bharati, Dwi; Hartono, Rudi
English Education Journal Vol 4 No 2 (2014)
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This study investigated the implementation of scientific approach in teaching speaking for various texts. It is aimed to describe and capture how teacher candidates implement scientific approach which consists of observing, questioning, exploring, associating and communicating in their teaching practice. What problems they faced during their teaching practice and how teacher candidates solve those problems.This studyuseda qualitative research design.The subjects of this study were three students of English Department of Wiralodra University who were doing teaching practice (PPL). Triangulation was used to validate the data. The findings showed that the three teacher candidates had implemented scientific approach in their teaching speaking although there still a lot of imperfectness and it can be concluded that between 1st, 2nd, and 3rd teacher candidates, the 3rd was the best to implement the scientific approach. The three teacher candidates also found problems in their teaching such as many students were hardly to speak English directly because of the vocabulary and lack of practice. However, both teacher candidates were able to solve the problem by peer error correction.
SPEECH ACT AND GRICE’S MAXIMS NON OBSERVANCEIN HER WORLD MAGAZINE ADVERTISEMENTS Riyanti, R Ririn; Sofwan, Ahmad
English Education Journal Vol 6 No 2 (2016)
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Abstract

This research is aimed to analyze the implied meaning inside the elements of advertisement based on Austin’s Speech Act Theory and Non-Observance of Grice’s maxims, and their effects to the readers. The sample of the research are 12 advertisements of ‘her world’ magazine Singapore in edition of December 2013 and 22 participants of the Perlocutionary Act Survey. The analysis results of the advertisements based on Speech Act and Non Observance of Grice’s Maxims were used to arrange survey questionnaires. Surveys for Perlocutionary Act were conducted using sets of questionnaire to seek for reader’s perception towards the advertisers intentions and the degree of interest of the participants would be in buying the products. The Result Summary of  Q1 of the Survey shows that the participant’s recognition towards the Literal Meaning of the advertisement is bigger than that of the Implied Meaning. This is relevant with the result of Q2, the degree of the Participants’ Interest would be in Buying the Products, since Somewhat Interested is the biggest  answer. The relationship among Q1 and Q2 explains how perlocutionary act of the advertisements help English ads successfully achieve effect among participants.
HEDGES IN THESIS ABSTRACTS OF GRADUATE STUDENTS OF SEMARANG STATE UNIVERSITY Wahyuningsih, Sri; Sofwan, Ahmad
English Education Journal Vol 4 No 2 (2014)
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This study is meant to describe the hedges used by the English, Mathematics, Science, Social and Education Management graduate students of State University of Semarang in writing their thesis abstracts, find out whether or not there is a difference in the use of hedges, and explain why they used hedges in the ways they do. It used a descriptive qualitative-quantitative approach and the data were taken from the thesis abstracts. The unit of analysis is lexical hedges analyzed based on the Salager-Meyer’s (1994) taxonomy as well as Hyland’ taxonomy (1998) and non-lexical hedges as suggested by Navratilova (2013). The results show that hedges both lexical and non-lexical hedges were used. There is a difference among these graduate students in using hedges. Those in English, Social and Education Management had the tendency to use more hedges than those in Mathematics and Science. This tendency of using more hedges by those in English might be influenced by their cultures. Meanwhile, the preferences of those in Social and Education Management in using more hedges are possibly caused by its nature in which these two programs are categorized as ‘soft sciences’ that are surely not very numerical.
DEVELOPING MODIFIED INDONESIAN CHILDREN SONG LYRICS TO TEACH VOCABULARY TO ELEMENTARY SCHOOL THIRD GRADERS Intani, Eka Nur
English Education Journal Vol 2 No 2 (2012)
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THE COHESIVE DEVICES IN MONOLOG DISCUSSION TEXTS Indriani, Lilia
English Education Journal Vol 2 No 2 (2012)
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Studi ini bertujuan untuk menemukan a) tipe grammatical dan kohesif device, b) bagaimana grammatical dan lexical kohesif device mendukung progress thematic, dan c)bagaimana kohesif device dan progresi thematic mengembangkan cohesi dari diskusi monolog dari mahasiswa 3 kelas speaking universitas Tidar Magelang. Penelitian ini adalah deskriptif kualitatif. Subjek terdiri dari 20 siswa tahun kedua universitas Tidar Magelang. Data didapat dengan spoken tes. Klausa dianalisa menggunakan teori Hasan dan halliday (1976), tema dan rima oleh Gerot dan Wignell (1994) dan paten progresi tematik Paltridge (2000). Hasil menunjukan bahwa tipe kohesif device adalah referensi (34.97%), konjungsi (13.48%), substitusi (1.06%), ellipsis (2.22%), dan lexical (48.27%). Kedua, tipe dari tema yang ditemukan adalah unmarked (42.51%), marked topical (4.63%), tekstual (49.32%), dan tema interpersonal (2.31%). Karena paten yang ditemukan adalah constant/re-iteration (28.47%), zig zag (24.8%0 dan multiple theme pattern (13.08%).This study is meant to find out a) the type of grammatical and lexical cohesive devices, b) how grammatical and lexical cohesive devices support thematic progression, and c) how cohesive devices and thematic progression develop cohesion of monolog discussion texts produced by the students of Speaking 3 class of English Department of Magelang Tidar University. This is a descriptive qualitative study. The subject consisted of 20 students in the second year of English Department of Tidar Magelang University. The spoken test was used to collect the data. The data were monologue-like data and chunked in clauses. The clauses are then analyzed to find the cohesive devices based on Halliday and Hasan (1976), theme-rheme based on Gerot and Wignell (1994), and thematic progression pattern based on Paltridge (2000). After that, the cohesive devices and theme-rheme are analyzed in the way they give connective contribution to thematic progression of discussion text to create cohesion. The findings showed that the types of cohesive devices are reference (34.97%), conjunction (13.48%), substitution (1.06%), ellipsis (2.22%) and lexical (48.27%). Second, the types of theme found are unmarked (42.51%) and marked topical (4.63%), textual (49.32%) and interpersonal theme (2.31%). Because it is spoken language, there is 1.23% Minor Clause. Third, the thematic progression patterns found are constant/ re-iteration (28.47%), zig-zag (24.80%) and multiple theme patterns (13.08%).
STUDENTS’ PERCEPTION ON THE IMPLEMENTATION OF COLLABORATIVE REASONING DISCUSSIONS (CR) Permatasari, Riana; Bharati, Dwi Anggani L.
English Education Journal Vol 5 No 2 (2015)
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Abstract

The present study was a part of larger research aimed at investigating the students’ perception on the implementation of collaborative reasoning discussions (CR) to improve their participation in English as a Foreign Language (EFL) speaking class. This study was qualitative study under action research approach conducted in a single classroom consisting of 21 undergraduate students of Economic Faculty majoring management. The data were gathered through observations and open-ended questionnaires during three cycles. The collected data were further analyzed using inductive analysis. The results indicated that 100% students agreed that CR provided them more chances to participate during the teaching and learning process. Moreover, they also stated besides giving them more chances to participate, CR brought them other benefits such as developing their critical thinking and collaborative skill, and increasing their motivation in learning English. In conclusion, the students had positive perception on the implementation of CR in their EFL speaking class.
THE USE OF FORMULAIC EXPRESSIONS IN EFL STUDENTS’ INTERACTIONS Neno, Hesni; I.R Agustien, Helena
English Education Journal Vol 6 No 1 (2016)
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Formulaic expressions are very important for EFL students to be sound natural and fluent in speaking. The study aims at describing types of formulaic expression used by the students, the most frequent types used and why they are used, the students’ problems when using formulaic expressions and their strategies to cope with communicative demands. This study was a conversation analysis which used descriptive qualitative approach. The research subjects were nine students from English Study Program in Timor State University in Kefamenanu, East Nusa Tenggara Province. The data were obtained by recording their interactions for one hour each group. The recordings were transcribed and observed as well as two speaking materials used by the teacher when teaching Speaking 1 and Speaking 2. After all data were collected they were classified and analyzed based on Biber’s et al (1999) corpus linguistics. This study showed that the students used collocations, lexical bundles, inserts, idioms, and binomial expressions. The most frequent types were collocations and lexical bundles since the students were more familiar with literal meanings instead of idiomatic meanings. However, there were many unnatural expressions in their interactions therefore formulaic expressions have to get more attention in teaching instruction.
LINGUISTIC REALIZATION OF REQUESTS IN ENGLISH AND JAVANESE PERFORMED BY JAVANESE EFL LEARNERS Septiani, Swastika
English Education Journal Vol 4 No 1 (2014)
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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 STUDENT TEAM ACHIEVEMENT DIVISION (STAD) AND GROUP INVESTIGATION (GI) TECHNIQUEsTO TEACH READING COMPREHENSION TO STUDENTS WITH HIGH AND LOW MOTIVATION Chotimah, Nor; Rukmini, Dwi
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.v7i1.14685

Abstract

This study aims to describe the significant difference between STAD and GI techniques to teach reading comprehension to students with high motivation, to describe the significant difference between STAD and GI techniques to teach reading comprehension to students with low motivation, to explain which one is more effective between STAD and GI techniques to teach reading comprehension to students with high and low motivation and to describe whether there is interaction among the teachniques, motivation, and teaching reading comprehension in this study.This study wass a quasi-experimental study. There were 26 students in the experimental and control group. They were divided into students with high and low motivation in each group. Test, questionnaire, and observation were used as the instruments of this study. The findings of this study are: there is significant difference between STAD and GI techniques to teach reading comprehension to students with high motivation, Student Team Achievement Division (STAD) technique is effective to teach  reading comprehension to students with high and low motivation than Group Investigation (GI) technique, and there is no interaction among the techniques, motivation, and teaching reading comprehension. In conclusion, teaching reading comprehension of narrative text with Student Team Achievement Divivsion (STAD) technique is effective for students with high and low motivation. Thus, it is recommended that STAD technique be implemented in teaching reading comprehension.

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