cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota semarang,
Jawa tengah
INDONESIA
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
 50   51   52   53   54 
Digital Literacy via Readers’ Responses towards Humor Presented in “9GAG Memes” Listiyaningsih, Fina; Rukmini, Dwi; Sutopo, Djoko
English Education Journal Vol 10 No 2 (2020): June 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v10i1.34241

Abstract

Language education by using digital literacy via reader response approaches towards humor presented in social media will attract the student attention during learning process. The purpose of this research is to analyze the text produced by learners in order to explain how they provide responses towards humorous, fearing, annoying, pitiful, and confusing memes.This research is a qualitative research. The approach of the research is descriptive approach. This research was a readers response analysis focusing on descriptive qualitative. The data collecting done by observation, documentation and questionnaires. The subject of the study are students of SMA Negeri 1 Pecangaan Jepara. The method applied in this research is General Theory of Verbal Humor and Reader ‘s Response Theory as the approach in which the researcher related the contexts of the data to the data analyzed in order to make replicable and valid inferences from data to its context. The result of the research shows digital literacy skill of the XII grade of SMA Negeri 1 Pecangaan Jepara students is quite good. The reader accepts the aspects of humor through their current contribution on their response inside their peer group.
The The Implementation of Initiation–Response–Feedback (IRF) in EFL Writing Class Atmojo, Fajar Nugroho Dwi; Saleh, Mursid; Widhiyanto, Widhiyanto
English Education Journal Vol 10 No 2 (2020): June 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v10i1.34465

Abstract

Classroom interaction has been an interesting discussion in the research of discourse as well as language education itself. This research was aimed to analyze the implementation of initiation-response-feedback (IRF) model in EFL writing class. IRF is a pattern of classroom interaction found by Sinclair and Coulthard in 1975 that stands for teacher initiation, students’ response and feedback by teacher. This study was a case study with several steps conducted by its researcher in analyzing the data. The analysis of the data began with the process of organizing data from the result of recording, transcribing data into paper-based transcriptions, coding the data, calculating the occurences of the teaching exchange pattern and IRF pattern, reporting the findings, and interpreting the findings. The results of the study showed that both teacher and students implemented the IRF model in teaching and learning process, especially in writing class. In this study there are five teaching exchanges which occurred based on Sinclair and Coulthard (1975)’s model including teacher inform, teacher direct, teacher elicit, student inform, and check. Furthermore, the classroom interaction process in EFL writing class reflected the patterns of IRF sequence. As the conclusion, it is recommended that the teacher should maintain the effectiveness of classroom interaction and give much opportunity to the students to take role in classroom verbal interaction through reflecting the IRF pattern in teaching learning process particularly in EFL writing class.
The Relations between Male and Female Participants in Using Assertive Speech Acts for Interactions in The Ellen DeGeneres Show Maharani, Suri; Mujiyanto, Januarius; Warsono, Warsono
English Education Journal Vol 10 No 2 (2020): June 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v10i1.35145

Abstract

As an act of communication, people tend to speak with what comes to their minds and beliefs which are called assertive or representative speech acts concerning what the speaker believes to be the case or not. In this regard, this study aimed to explain the realization of assertive speech acts of male and female interactions in The Ellen DeGeneres Show and the relationship between male and female participants in realizing the assertive speech acts in terms of power, social distance, and rank of imposition. To expound this research more detail, a qualitative method was applied through direct observation of the videos and transcripts downloaded. Those data were supported by the theory of Searle and Vanderveken (1985) and Brown and Levinson (1987). From the data collected, there were 22 out of 32 types of assertive speech acts employed by male and female participants. There were no disclaim, notify, retrodict, insist, hypothesize, swear, testify, admit, accuse, and blame in their interactions. Mostly, males used affirm, inform, and state during their shows representing that they acted to exert dominance and achieve obvious outcomes. Whereas, female ones used state, affirm, and followed by inform acts to deliver their thoughts indicating that they used communication as a tool to enhance social connection and create relationships. It is in line that men are goal-oriented, while women are relationship-oriented. Moreover, adult participants had the same level in the matter of power and social distance which affected how they interacted through more multifarious assertive speech acts than the young ones. Besides, there were a few impositions between male and female as the topic given had already talked before, hence the possibility of threatening the speaker’s face is not very highly occurred. Based on this study, hopefully, people will know how to make words fit the world appropriately.
The The Implementation of Scientific Approach in Teaching Speaking with Appropriate Lesson Plan Based on 2013 Curriculum Sodik, Fajar; Faridi, Abdurrachman; Saleh, Mursid
English Education Journal Vol 10 No 2 (2020): June 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v10i1.35182

Abstract

This study focused on the implementation of scientific approach in teaching speaking with appropriate lesson plan. The steps consist in observing, questioning, associating, experimenting and communicating. This study also focused on the appropriateness of lesson plan viewed from 2013 curriculum guideline. This study used case study in qualitative descriptive. The sample in this study was three English teachers at SMP Negeri 40 Semarang. The result shows that English teachers at SMP Negeri 40 were implementing scientific approach based on 2013. The implementation was in five main steps. They were observing, questioning, associating, experimenting and communicating. All the steps had been implemented well based on 2013 curriculum. There were some problems in implementing scientific approach. The problems in implementing scientific approach in teaching speaking were in communicating step and the difficulties in time management, confidence of the students and also pronunciation. Related to the appropriateness of the lesson plan, all the principles and criteria had been fulfilled except the attention on the students’ differences and developing the culture in reading and writing. The finding can be used by as a reference in implementing scientific approach.
The Evaluation of Exercises Compatibility Between Revised Bloom’s Taxonomy and 2013 Curriculum Reflected in English Textbook Susan, Susandari; Warsono, Warsono; Faridi, Abdurrachman
English Education Journal Vol 10 No 2 (2020): June 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v10i1.35742

Abstract

This study was aimed to evaluate the English textbook which focused on exercises provided, entitled Bahasa Inggris Kelas X (2017). This research used descriptive evaluative study in which all exercises were analyzed toward Revised Bloom;s Taxonomy as well as 2013 Curriculum in order to see its compatibility. Besides, it also examined the compatibility of 2013 Curriculum toward Revised Bloom’s taxonomy.The results of the study showed that (1) The exercises found in Bahasa Inggris textbook were compatible toward Revised Bloom’s Taxonomy. Besides, the knowledge dimensions (factual, conceptual, procedural and metacognitive) were manifested in the exercises. (2) With regard to the compatibility of the exercises toward 2013 Curriculum, the exercises found in Bahasa Inggris textbook were compatible. The exercises were designed according to the Core Competence and Basic Competence mentioned in 2013 Curriculum as they were divided according to the chapter/topic they belong to. (3) In regard to the compatibility of 2013 Curriculum toward Revised Bloom’s Taxonomy, the Core Competence and Basic Competence in 2013 Curriculum were well designed in line with the Revised Bloom’s Taxonomy. It was reflected in all basic competences that were hierachically put based on the taxonomy started from the lowest into the highest level. Furthermore, the learning activities found in 2013 Curriculum were done in Higher Order Thinking Skills. (4) Although the activities designed in the exercises are following Revised Bloom’s Taxonomy and Curriculum 2013, the material used were not too suitable with the need of vocational students in which they need more special need. The results of the study are expected to give a valuable contribution that the further study can extent the study to discuss about the quiz or test provided by school or institution to be examined toward the current curriculum and Bloom’s revised tanonomy as well as the students’ special needs in order to encourage the education practitioners to design good quiz or test for the students.
The Impact of Grice Maxims Infringement in Adventure of Tintin Towards Communication Purposes Fitriyani, Atika; Mujiyanto, Januarius; Suwandi, Suwandi
English Education Journal Vol 10 No 3 (2020): September 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v10i1.35775

Abstract

Communication is one of the crucial tools for life which without communication people can not interact with others. In order to have a good communication, people must obey the maxims. Maxim is a principle proposed by the philosopher Paul Grice whereby those involved in communication assume that both parties will normally seek to cooperate with each other to establish agreed meaning. The aim of this study is to find out the infringement maxim in the story of The Adventure of Tintin and to know the impact of infringement maxim in communication purposes. In obtaining the data, the researcher used descriptive qualitative to find out the out the infringement maxims among the caharcters. The object of this study is the dialogue among the characters of The Adventure of Tintin which infringe Grice’s maxim. The results of this research are the most of the characters in the dialogue infringe the maxim of quality in order to entertain the readers. The researcher found out 30 data for the infringement of Qualitative maxim, 27 data for the infringement of Quantitative maxim, 19 data for the infringement of maxim of Manner, and 29 data for the infringement of maxim of Relevance.
The Use of Semantic Lexical Relation in Rowling’s “Harry Potter and the Deathly Hallows” Setianingrum, Diah Ayu; Mujiyanto, Januarius; Fitriati, Sri Wuli
English Education Journal Vol 11 No 1 (2021): March 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i1.35892

Abstract

Semantics is the study of words’ meaning. One of the branches of semantics is a lexical relation study. It refers to the relationship between the meaning of words. The focus of this article is the explanation of the use of three types of lexical relations: synonymy, antonymy and hyponymy in the Rowling’s novel “Harry Potter and the Deathly Hallows”. The study aims to explain the use of the elements or the three types of semantics lexical relation appeared in that novel.This study employed qualitative research in the form of content analysis which deeply investigates the meanings in the novel. The units of analysis are words that appeared in the novel, taken from the whole chapters of the novel. Therefore, the object is semantics lexical relations comprising three types of lexical relations: synonymy, antonymy and hyponymy.The findings show that each type of lexical relation is interconnected with one another. The most dominant type that is used by the author of the novel is antonymy. There were 148 out of 319 items, followed by synonymy with 97 finding items and then hyponymy with 26 finding items.This current study hopefully can enhance the teacher or lecturers and the students English Language Education to involve the semantics lexical relation. Moreover, the findings and discussions can be applied in English Language Education Study Program, specifically in the semantics subject. The implications of lexical relation could be found not only in an English textbook but also in literature work such as novel, poetry, poem, even in play or drama, which is the subject that is required to learn by every single student.
The Effectiveness of Herringbone and Buzz Group Techniques to Teach Reading Comprehension for Students with High and Low Reading Habits Fitriyani, Nunung; Suwandi, Suwandi; Sutopo, Djoko
English Education Journal Vol 10 No 3 (2020): September 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v10i1.36243

Abstract

This research which is based on the condition that the students often find difficulties in comprehending English text aims to investigate the effectiveness of Herringbone and Buzz Group techniques in teaching reading comprehension to students with high and low reading habits. An experimental research with 2x2 factorial designs was applied in this study. The samples of this research were the students of X Busana 1 and X Boga 1 of SMK Assa’idiyah 2 Kudus. Observation, questionnaires, and tests were the instruments of the research. In analyzing the data were used T-test and ANOVA. The results revealed that there was significant difference of the students’ participation on the post-test result after being taught by using Herringbone and Buzz group techniques. Then, the result of the significance value (p value) of teaching technique and student reading habit was 0.00 < 0.05. Thus, it can be stated that there is effective interaction among strategies and participation to enhance students’ reading comprehension.
The Implementation of Curriculum 2013 in Teaching Speaking Skill At MAN 2 Bima Fujiati, Hikmah; Hartono, Rudi; Wuli Fitriati, Sri
English Education Journal Vol 10 No 3 (2020): September 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v10i1.36271

Abstract

The aim of this research was to investigate how the implementation of curriculum 2013 in teaching speaking skill at MAN 2 Bima. This research was qualitative method and used three English teachers who taught at MAN 2 Bima. The data of this study were collected through interview, questionnaires, observation, video recording, and document analysis. Then, they were classified and analysed qualitatively. The results of the research showed that all teachers implemented the Curriculum 2013 in teaching speaking and fulfill the criteria. The findings showed that firstly the implementation of curriculum 2013 in preparing the syllabus revealed that there were three English teachers were able in developing and arranging the syllabus in accordance with the 2013 Curriculum. Second, the implementation of using the lesson plan showed that 90% had been implemented in the teaching and learning activity. Third, the implementation of the materials showed that 91,74% was done well. Third, the implementation of using media was very effective because it made the students easy to understand the materials or the lesson and the teachers were also easy to deliver the lesson. Fourth, the implementation of technique in teaching speaking using observation checklist showed that 86.66% indicators applied well. Last, The implementation of assessment and evaluation used the observation checklist showed that 82,85% of indicators were applied well. So, from the all result above, it was concluded that the activities of implementing the curriculum 2013 in teaching speaking skill by the English teachers were appropriate with the standard of 2013 Curriculum.
The Use of Politeness Strategies by Indonesian Vs Malaysian Student Debaters in the 2018 World Schools Debating Championship (WSDC) Nurrahmah, Nurrahmah; Rukmini, Dwi; Yuliasri, Issy
English Education Journal Vol 10 No 3 (2020): September 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v10i1.36310

Abstract

The aims of this study were to analyze the types of politeness strategies realized by student debaters and how the Indonesian Vs Malaysian student debaters used politeness strategies in the debate competition. The data of this research were taken from youTube that video series of debate competition “WSDC 2018 R2: Indonesia VS Malaysia.” The study used a descriptive qualitative method which was analyzed using the politeness strategies propossed by (Brown and Levinson, 1987). The subjects in this study were 6 student debaters (2 teams) from Malaysia and Indonesia who participated in the 2018 World Schools Debating Championship (WSDC). This study found that most of the student debaters used positive politeness strategies to deliver their arguments appropriately. There were four types of politeness strategies realized by the debaters. Sub-strategies of positive politeness were mostly used by Indonesian debaters. They used sub-strategies of positive politeness to keep the hearer's positive face, to safe opinions when delivering arguments clearly as the opposition team and make the preposition team agreed with their insight. Malaysians used off-record strategy dominantly. They used inviting implicatures to imply meanings.

Page 52 of 81 | Total Record : 801

 50   51   52   53   54 

Filter by Year

2011 2023


Reset
Filter By Issues
All Issue Vol 13 No 4 (2023): December 2023 Vol 13 No 3 (2023): September 2023 Vol 13 No 2 (2023): June 2023 Vol 13 No 1 (2023): March 2023 Vol 12 No 4 (2022): December 2022 Vol 12 No 3 (2022): September 2022 Vol 12 No 2 (2022): June 2022 Vol 12 No 1 (2022): March 2022 Vol 11 No 4 (2021): December 2021 Vol 11 No 3 (2021): September 2021 Vol 11 No 2 (2021): June 2021 Vol 11 No 1 (2021): March 2021 Vol 10 No 4 (2020): December 2020 Vol 10 No 3 (2020): September 2020 Vol 10 No 2 (2020): June 2020 Vol 10 No 1 (2020): March 2020 Vol 9 No 4 (2019): December 2019 Vol 9 No 3 (2019): September 2019 Vol 9 No 2 (2019): June 2019 Vol 9 No 1 (2019): March 2019 Vol 8 No 4 (2018): December 2018 Vol 8 No 3 (2018): September 2018 Vol 8 No 2 (2018): June 2018 Vol 8 No 2 (2018): June 2018 Vol 8 No 1 (2018): March 2018 Vol 8 No 1 (2018): March 2018 Vol 7 No 3 (2017) Vol 7 No 3 (2017) Vol 7 No 2 (2017) Vol 7 No 2 (2017) Vol 7 No 1 (2017) Vol 7 No 1 (2017) Vol 6 No 2 (2016) Vol 6 No 2 (2016) Vol 6 No 1 (2016) Vol 6 No 1 (2016) Vol 5 No 2 (2015) Vol 5 No 2 (2015) Vol 5 No 1 (2015) Vol 5 No 1 (2015) Vol 4 No 2 (2014) Vol 4 No 2 (2014) Vol 4 No 1 (2014) Vol 4 No 1 (2014) Vol 3 No 2 (2013) Vol 3 No 2 (2013) Vol 3 No 1 (2013) Vol 3 No 1 (2013) Vol 2 No 2 (2012) Vol 2 No 2 (2012) Vol 1 No 1 (2011) Vol 1 No 1 (2011) More Issue