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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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Flouting of Grice’s Maxims in the Humorous Utterances in American Situation Comedy 2 Broke Girls Rafika, Rahmi; Yuliasri, Issy; Warsono, Warsono
English Education Journal Vol 10 No 4 (2020): December 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v10i4.39465

Abstract

In daily life, when people interact, they sometimes use humorous utterances in the conversation. Humor may occur because the speakers flout Grice’s maxims. This study aims to describe how Grice’s maxims flout in the humorous utterances in American Situation Comedy 2 Broke Girls in Season 6 Episode 3-9 and the humorous utterances usually contain laughter. The finding of this study shows that all types of maxims were flouted by the actors and there are different language styles involved in the conversations. The maxim which is flouted the most is quantity and the language style which is found the most is hyperbole. The contents of situation which cause the actors to flout Grice’s maxims are as follows; the actors flout maxim of quality when they say something which is blatantly untrue or they lacks adequate. Then, in flouting of maxim of quantity, the actors sometimes give too little information and too much information. The third, the actors flouts maxim of manner when they say ambiguous, sometime being obscure. Last, the actors flout the maxim of relation if they say something irrelevant in responding to the previous topic. This study can be concluded that Grice’s maxims flouted in humorous utterances and the language styles are also found. The most dominant maxim that flouted is quantity.
The Effectiveness of Role-Play and Information-Gap in E – Teaching Speaking Skill for High-Low Self-Confident Students Rafsanjani, Ali Akbar; Suwandi, Suwandi; Linggar Bharati, Dwi Anggani
English Education Journal Vol 10 No 4 (2020): December 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v10i4.39569

Abstract

Teaching speaking is not easy. The teacher has to use an appropriate technique in teaching speaking. The research problem came from the Eighth Grade students of SMPN 1 Arjawinangun Cirebon. The students were passive in conversation when someone talked in English because the teacher taught using traditional method which made them bored and could not give feedback in English conversation. On the students’ side, they get difficulties in learning speaking because they felt bored and passive during teaching and learning process. This research aims to explain how significant the students’ achievement taught by using role play and information gap technique conducted with high and low self-confident of students in e-teaching speaking context. The research design was a quasi-experimental design with a 2x2 factorial design involving the eighth-grade students SMPN 1 Arjawinangun, Cirebon as the research participants. There were two experimental groups involved. The students’ different self-confidence was taken as a factor that might influence the techniques. In collecting the data, the writer used speaking test to get students’ scores and questionnaires made by Google Form and on-line system. The data was analyzed using ANOVA to answer the main hypotheses. Based on the analysis of the significance score was 0.178 which was higher than 0.05. It can be concluded that there was no significant difference on the students’ achievement taught by role play and information-gap for students with high and low self-confidence. This research is expected to give a contribution to the research such as giving appropriate technique to teach speaking in e-learning.
THE The Realization of Lecturers’ Code-Switching in English Teaching and Learning Process At Dian Nuswantoro Univesity Tyas, Dyah Ayu Enggaring; Rukmini, Dwi; Faridi, Abdurrachman
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.v11i1.39708

Abstract

This study was focused on the analysis of code-switching occurred in the English teaching and learning process at non-English major class. This study examined the code-switching forms and functions of code-switching in the classroom. This study focuses on the analysis of code-switching occurred in the English teaching and learning process at non-English department class. This study examines the forms and functions of code-switching in the classroom at the lecturing process of English major as conduced at non-English department of Dian Nuswantoro university. Findings of the study showed that (1) the teaching learning process of non-English department class at Dian Nuswantoro university students employed various kinds of code-switching both by lecturers and the students with the dominant used was inter-sentential code-switching/full sentence code-switching. (2) there were various functions of code-switching utilized by the lecturer and students in the lecturing process, such as put an interjection in the middle of speech, to give emphasis toward certain topic, to repeat the speech, to give more description about certain topic, to talk about particular topic, to soften and straighten the request or command, to exclude others from the discussion, to express group identity, and to quote somebody’s utterances. Further studies hopefully can explore deeply about code-switching where lecturers teach English department students and uncover the lecturer and students’ perception on the occurrence of code-switching as the comparison to this current study.
The Relationship between Communication Strategies and Language Proficiency among the English Department Students of IAIN Kudus Widyaningrum, Leily; Faridi, Abdurrachman; Saleh, Mursid
English Education Journal Vol 10 No 4 (2020): December 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v10i4.40035

Abstract

In foreign language classes, students very often intend to express their ideas to listeners, but they realize that their linguistic or semantic structure is not available, then they give a pause before continuing their utterances. It means that they used communication strategies to close the gap between linguistic competence and communicative competence. Furthermore, many aspects related to the students’ communication strategies, one of that is language proficiency. This qualitative case study is set to investigate: (1) the use of communication strategies of students; (2) the language proficiency level of students; (3) the influence of communication strategies to the language proficiency. There are twelve students with high and low proficiency levels as the subject of this research which was taken purposively. They are the second-semester students of the English Education Department at IAIN Kudus in the academic year of 2019/2020. In this study, the researcher used observation, interview, and documentation as the sources of data. It is intended to address the research questions. The results revealed that (1) The students used stalling or time-gaining type and sub-types, namely fillers and self-repetition in which the most popular form of filler was “ehh, eee, and ehmm”; (2) High proficient students were infrequently to produce the error of grammar. While low proficient students often used non-verbal language. It means that students with high proficiency level can process words so that their utterances are more understandable; (3) Communication strategies influenced the language proficiency. It is because high proficient students are able to share their ideas and opinions freely than low proficient students who regularly produce errors of grammar. This study provides valuable contribution in introducing communication strategies and raising students’ awareness to actually use English in real-life communication.
The Effectiveness of Anticipation Guide and Visualization Strategies in Teaching Reading Comprehension to Students With High and Low Motivation Sari, Fitriana Kartika; Anggani L, Dwi; Faridi, Abdurrachman
English Education Journal Vol 10 No 4 (2020): December 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v10i4.40042

Abstract

Teaching reading comprehension is not easy, the teacher must consider an appropriate strategy that can influence in the way of teaching-learning. The problem came from the Eight Grade students of SMPN 1 Kersana Brebes in the Academic year 2019/2020. The students lack motivation English subject because the teacher taught using conventional strategy which made them bored and could not achieve good score in English subject. The present study aims to explain how significant the students’ achievement taught by using anticipation guide and visualization strategies in teaching reading comprehension to students with high and low motivation. This study was a quasi-experimental design with a 2x2 factorial design conducted in eighth grade students at SMPN 1 Kersana, Brebes as the research participants. There are two experimental group involved. The students’ different level of motivation was taken as a factor that might influence the strategies. In collecting data, the writer used reading comprehension test to get students’ scores and questionnaires. The data was analyzed using ANOVA to answer the main hypotheses. Based on the analysis of the significance score was 0.000 which was lower than 0.05. It can be concluded that there was significance difference on the students’ achievement taught by anticipation guide and visualization for students with high and low motivation. This research is expected to give a contribution to give a contribution to English teaching learning such as giving appropriate strategy to teach reading comprehension.
Teacher’s Questioning to Promote High Order Thinking Skills in EFL Learning (A Case Study at Christian High School YSKI Semarang) Susilowati, Nunung; Hartono, Rudi; Astuti, Puji
English Education Journal Vol 10 No 4 (2020): December 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v10i4.40496

Abstract

In the learning process, teachers should pose some questions in order to check what has been learnt and understood, to help them review previous learning, and assess whether students are ready or not to move forward and learn new information. Regarding that statement, questioning section in the learning process is important. The aim of this research was to find out how the teachers use the questioning section in the learning process to promote the students’ high order thinking skills which are divided into three skills that are analysing, evaluating and creating skill. This study implied case study research. The instruments used in this research were observation checklist, recording, interview and questionnaire. The main data was the teachers’ recording in the learning process. The subjects of this study were three teachers of a religion-based high school in Semarang, Central Java. and the students of that school. The findings of the study showed that the teachers used questioning section in their learning process. The kinds of questions used were mostly open questions and close question or yes/no questions. Those questions were used in order to make the students think more critically. The teachers think that high order thinking skill is so important for the students so they applied those skills maximally in the learning process and by questioning, the teacher could get some advantages such as they could assess the students and also know the students understanding toward the material given. It can be concluded that the use of teacher’s questioning could be a tool to promote students’ high order thinking skills in EFL learning. It is also suggested for the teachers to use more questioning section in the learning process.
Target Situation in Vocational High School Civil Engineering Students’ Needs Analysis Martina, Wigati; Astuti, Puji; Bharati, Dwi Anggani Linggar
English Education Journal Vol 11 No 2 (2021): June 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i1.40601

Abstract

Needs analysis for vocational high school English course is important because English course for vocational high school is considered too general compared to the target situation that the students will need in their future career. This study aimed to analyse the students’ teachers’, alumni’s, stakeholders’, and expert’s perceptions to explain the vocational high school civil engineering students’ needs in their English course. This study used a qualitative case design by using open questionnaires and in-depth interviews as the methods of collecting data. The findings showed that the main goal of the English course was to prepare the students to face the needs of English in their target situation. The learning approach needed was a scientific approach by using inquiry or discovery learning. The students needed more learning source which involved the target situation and a course which considered their current English proficiency. Finally, the students needed a course set that represented the target situation and teachers who were not only experts in pedagogical competence but also ESP. The results of the study can be used by the education practitioners to help them design better course for vocational high school civil engineering students.
Teachers’ Practices in Using Educational Mobile Applications to Teach English Aryani, Oktianti Dwi; Linggar Bharati, Dwi Anggani; Astuti, Puji
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.v11i1.40710

Abstract

English language learning has shifted with the development of technology in education. Learning can also be done through easy access from a mobile phone. Educational mobile applications bridge the teaching learning processes effectively. This study aims to investigate the teachers’ practices in using educational mobile applications to teach English in senior high school in Semarang. This study utilize case study approach to achieve the objectives of the study. Questionnaire, interview, document analysis, and classroom observation were applied to investigate the teachers’ practices in using educational mobile applications in relation to multimedia learning theory and the Technological Pedagogical Content Knowledge (TPACK) theory. An evaluation rubric was used to find out the effectiveness of the educational mobile applications the participants used in teaching. Then a compatibility checklist was used to find out the compatibility of the educational mobile applications with the current curriculum, the 2013 curriculum. The findings revealed that the teachers were aware of multimedia learning when they chose to use certain educational mobile applications to teach English. They also possessed what the TPACK suggested. Therefore, they had the tools they needed to integrate technology into their classrooms. The study showed that from the five educational mobile applications the teachers used, Google Classroom was the most effective, whereas Goggle Drive was the least effective. The other three, 360 Video, YouTube, and Google Slides could, meanwhile, be considered effective apps. In case of compatibility of the educational mobile apps with the 2013 curriculum, it could be said that all of the educational mobile applications were compatible with the curriculum since they were applicable in classroom settings.
Evaluating The Quality of The Indonesia-English Translation of Research Abstracts Written By The Students Of Harapan Bangsa University Dian Sukmawati, Ida; Hartono, Rudi; Sutopo, Djoko
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.v11i1.40857

Abstract

This study was focused on evaluating the quality of the Indonesian-English translation of the research abstract written by the students of Harapan Bangsa University. The analysis included the analysis of translation quality in terms of accuracy, naturalness, acceptability, and readability as well as the translation ideology. The results of the study showed that the accuracy of the research abstract translation was dominated by highly accurate translation and less accurate translation in the target language which shared the same percentage as many as 36%. In terms of naturalness, it showed that 34% of the translation was categorized into highly natural. With regard to translation acceptability, it showed that 61% of the data belonged to acceptable. Meanwhile, in terms of translation readability, it showed that 75% of the data was categorized as readable. The register and genre of the research abstract texts and its translation were kept equivalent and holding the same purposes as it was translated overtly. In translating the research abstract text, it is suggested that the translator could highly consider the accuracy, naturalness, acceptability, and readability of the translation, particularly for target readers. With regard to the translation ideology, the translator is suggested to grasp the register and genre of the text before the translation process and regard the target readers to determine whether the text should be translated covertly or overtly.
The Role of Dynamic Autonomy Model and Teacher’s Participations to Foster Student’s Speaking Skill in Autonomous Learning Community Lasmiatun, Ika; Hartono, Rudi
English Education Journal Vol 10 No 4 (2020): December 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v10i4.41341

Abstract

The aims of the research are to explain how is the role of Dynamic Autonomy Model, and how is the participations of teacher in fostering English speaking skill in order to know its practicality in autonomous learning community. The research was qualitative case study research that used interview, questionnaire, classroom observation, and document analysis in order to answer the research questions definitely. By using purposive sampling, twenty students and one English teacher were selected in gathering the data from the questionniare. Then five students and one teacher did the interview to get deeper understanding about the issue. The result shows the role of Dynamic Autonomy Model is usefull to give reflections and foster the students in planning, choosing materials and methods, completing task, monitoring, evaluation, managing their learning, dealing with feelings, motivating themselves, and coopertaing with other. Further, the participations of teacher is irresplacable as a guide, facilitator, organizer and designer, cooperator, inspirator and supporter, monitor and evaluator, resource supplier, and atmosphere creator. In higher education, teachers are facing unprecedented changes with often larger classes, more diverse students with diverse needs, demands from state, society, and employers, thus, teacher’s training should be conducted regularly so that the teacher is able to understand clearly what the participation and the strategies as well as the updated teaching methodologies to broaden his horizon

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