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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 Comparison of Commisive Speech Acts by Trump and Warren Presidential Candidate Viewed from Gender Differences Nabila, Zulfa; Mujiyanto, Januarius; Rukmini, Dwi
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.v11i1.41899

Abstract

Politics is not only controlled by male but also female. Commissive speech acts often happen in presidential campaign speeches. This research aims to analyze the comparison of commissive speech acts in English speeches by Trump and Warren presidential candidate viewed from gender differences. Qualitative method is applied in this research. The data are analyzed by using commissive speech acts from Searle (2005), Cutting (2002) and talk theory from Tannen (1991). The findings show that Trump used seven types of commissive: promise, guarantee, pledge, contract, offering, threaten, and refusal. The functions are giving solution, convincing, insulting, threatening, showing care, and encouraging. Warren used three types of commissive: promise, guarantee, and threaten. The functions are giving solution, convincing, threatening, and showing care. There are three similarities of commissive between them: promise, guarantee, and threaten. Promise is the most frequent type used by them. Viewed from gender differences, female and male presidential candidates applied report and raport talks. They tended to use report talks.The differences are that Trump employed more types of commissive than Warren did. Trump used seven types while Warren used three. Viewed from gender differences, Trump’s report talk is more varied than Warren’s. Meanwhile, Warren’s rapport talk is more varied than Trump. This research gives the example to students of English language on how to convince hearers or audience by utilizing commissive speech acts.
The Effectiveness of Herringbone and SQ4R as Techniques in Teaching Reading Comprehension to Students with Visual and Auditory Learning Styles Nurhidayat, Nurhidayat
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.v11i1.41912

Abstract

Applying the effective teaching techniques to teach reading comprehension is a must in order to overcome students’ obstacles in comprehending a texts. This study tries to analyze the effectiveness of Herringbone and SQ4R to teach reading comprehension to visual and auditory students at SMPN 2 Sedong. This study belongs to quantitative research with quasi-experimental design applying 2 x 2 factorial design with ANOVA. There are two classes chosen as samples; VIII A as the experimental class I and VIII G as the experimental class II. This study revealed that there is no interaction among techniques, reading comprehension, and learning styles in teaching reading comprehension to the visual and auditory students. Herringbone and SQ4R are effective to teach reading comprehension to students with visual and auditory learning styles. Both visual and auditory students had an equal improvement treated with herringbone and SQ4R since there is no significant difference in the improvement between visual and auditory students in reading comprehension treated by herringbone and SQ4R. Conversely, both herringbone and SQ4R had an equal effectiveness to teach reading comprehension to the visual and auditory students since there is no significant difference of effectiveness between herringbone and SQ4R to the visual and auditory students.
The Realization of Direct and Indirect Representative Act by the Panelists of 2019 Atlantic Education Summit Lestari, Hikmah
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.v11i1.42084

Abstract

This study aims to analyze the realization of direct and indirect representative act by the panelists of 2019 Atlantic Education Summit. This study is designed as spoken discourse study with qualitative approach. The speech act analysis to discourse by Schiffrin (1994) was employed to analyze how utterances are understood and interpreted based on a certain context. The findings are as follows. In terms of frequency, there were 994 direct representative acts and eight indirect representative acts. The high number of direct representative act is related to the effectiveness and efficiency of communication between the panelists and the audiences. In terms of realization, direct representative act is versatile. It means that direct representative act was realized by the panelists to serve so many different purposes of communication, for example assertion, statement, claim, etc. On the contrary, there are several strategies that were employed to realize representative act indirectly. They are associating the certain word with similar object, using words which have non-literal meaning, and using an indirect strategy. In addition, lack of familiarity and the formality of the context are the sources that affect the realization of indirect representative act. Keywords: Representative act, direct, indirect, panelists
The Effectiveness of Team Teaching and Blended Learning Strategies in Speaking Class to Students with Different Personalities Mazizah, Chilyatul; Suwandi, Suwandi; Hartono, Rudi
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.v11i1.42163

Abstract

The aim of this research is to investigate how effective was the Team-teaching strategy and Blended learning to teach speaking to students with different personality types. This paper showed the result of experimental research on speaking skills to the introvert and extrovert students at Airlines Business Career Semarang. A 2x2 factorial design of experimental research was used to collect the data from 52 students which was divided into two groups; they were experimental group 1 and experimental group 2. They were treated with different strategies: Team-teaching and Blended learning strategies. In the Team-teaching class, there are two teachers taught in one class. Meanwhile, in Blended learning class, the teacher blended the face-to-face meeting and also the online meeting. The instrument of this research was observation checklist, questionnaire, pre-test, and post-test. The data was analyzed using ANOVA to prove the hypotheses. The result showed that Team-teaching was more effective to teach speaking to the students with introvert and extrovert personality. Based on the analysis of ANOVA there were no interaction among team teaching and blended learning strategies, students’ personality, and speaking skill
The Use of Portfolio to Assess Students’ Learning Autonomy in Enhancing Their Writing Skill: The Case of MA Madarijul Huda Mawiliana, Putri
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.v11i1.42207

Abstract

Abstract___________________________________________________________________This study aims to analyze and explain self- assessment, peer- assessment, and teacher-student conference implementation to enhance the students’ writing skills and explore the effect of the portfolio to explain the development of students' learning autonomy. The subject consisted of the eleventh-grade students of Islamic Senior High School Madarijul Huda in Pati regency, Central Java, Indonesia. Observation, interview, document analysis, and questionnaire were used to collect the data. This study found that the three assessment activities in the portfolio could enhance the students' writing skills. First, the self-assessment reflected the students' learning progress. They were honest in correcting the text and confident in completing the task. Second, the peer- assessment allowed the students to get the new academic experiences from their friends. Besides, the students were encouraged to keep the friendship well, more tolerant, and talkative. Third, the group's teacher-student conference inspired the students to build good teamwork, but passive members hindered the cooperation. Some members sometimes relied on the teacher's explanation. The students had an excellent ability to manage collaboration. Some conclusions can be drawn as follows: a) some high achieving students claimed they were autonomous learner before applying portfolio; b) the self- assessment activity could develop the students’ learning autonomy; c) students categorized as pro-active learners could play as leaders, problem solvers, and negotiators in the classroom
The Use of Negative Politeness Strategies in Casual Conversation Among the Graduate Program Students Sulistiyaningsih, Eka Fanti; Mujiyanto, Januarius; Widhiyanto, Widhiyanto
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.v11i1.42401

Abstract

A conversation is considered as the center of human interaction. People used politeness strategies to minimize and avoid conflict that may occur in conversation. The phenomena showed that the graduate students spontaneously did their conversation with their friends who have different cultures did not realize that they used negative politeness strategies. This study aims to explain the use of negative politeness strategies in casual conversation among the English Education Department's graduate program students. The participants of this study were fourteen students of the graduate program of the English Education Department. Descriptive qualitative research with interpretative data analysis was employed in the present study. The results showed that the students used negative politeness strategy, which consists of; be conventionally indirect, question and hedge, be pessimistic, minimize the imposition, apologize, impersonalize the speaker and the hearer, state the FTA as a general rule, and go on record as incurring debt or as not indebting the hearer. It can be concluded that the study found eight sub-strategies out of ten sub-strategies of negative politeness. It has benefits for the students to improve their knowledge, especially in using negative politeness strategies.
Error Analysis of Libyan Students’ Use of Derivational Morphemes Alareefi, Emran Ali; Linggar Bharati, Anggani; Rozi, Fahrur
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.v11i1.42407

Abstract

Word formation occurs when we want to form new meaning, word class, and grammatical need. Morpheme is defined as the smallest meaningful unit of a language. This study to purpose to explain the errors that Libyan students made in using derivational morphemes, to explain why they make such errors and to find the solutions to overcome these errors. Research design in this study is qualitative research. Data in the form of quotes from documents, field notes, and interviews or excerpts from videotapes, audiotapes, or electronic communications are used to present the findings of the study. Based on the findings and discussion, the conclusion of this research as follows: The errors made by Libyan students in Semarang city in using derivational morphemes is varied from one student to another student, from the omission, addition, misordering and misformation, about the prefix and suffix. The contribution made to this study is by knowing the number of errors that occur in Libyans in English.
The Relation Between Flor’s Taxonomy and Trosborg’s Modification in Giving Suggestions in Students’ Spoken Presentation Dwiyanto, Agus; Rukmini, Dwi; Widhiyanto, Widhiyanto
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.v11i1.42486

Abstract

Considering the intense presentation activity in the graduate classroom, the use of suggestion turns to be primary in delivering points. This triggered the researchers to study the issue. The primary objective of this study is to explain the relation between Flor’s (2005) suggestion taxonomy and Trosborg’s (1995) suggestion modification through the realization of speech acts of suggestion. The study applied a descriptive qualitative research method in which the data were gathered by using Oral Discourse Completion Task (ODCT). The participants of the study were 15 EFL students of a graduate program of a university in Semarang. The responses then were analyzed based on Flor’s (2005) suggestion taxonomy and Trosborg’s (1995) suggestion modification coding scheme. The results revealed that there were 146 suggestions produced. Conventionalized forms were realized more frequently than other Flor’s taxonomies. Furthermore, negative imperative was the most used indirect strategy. The subjects realized more specific formulae of the most in conventionalized forms. The indirect strategy was realized equally. Politeness marker was used more frequently while grounder claimed the highest findings in external modification. The relation between the taxonomy and modification showed that direct taxonomy and external modification was the highest relation found in the suggestion realization. It is expected that this research can give profound contributions to university students, English teachers, and other fellow researchers to develop further research related to suggestion speech acts. At last, it is suggested that English teachers particularly are to raise EFL learners’ pragmatic awareness by implementing appropriate teaching approach and method.
The Realization of Hedges and Boosters in Trump's and Clinton's Utterances in The US Presidential Debates in 2016 Kusumawati, Henny; Rukmini, Dwi; Mujiyanto, Januarius
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.v11i1.42683

Abstract

Hedges and boosters are crucial metadiscourse markers to soften and strengthen the proposition. Presidential candidates also rely on hedges and boosters to draw the publics' intentions. This study aims to explore the use of hedges and boosters in Trump's and Clinton's utterances in the US presidential debates in 2016. Accordingly, discourse analysis was adopted in this present study to find out the realization of types and functions of hedges and boosters as well as the differences and similarities of the occurrences of hedges and boosters between those two candidates based on the taxonomies of Salager-Meyer (1997), Demir (2017), Rabab'ah and Rumam (2015) and Hyland (2005). The strategy was elaborated into six sub-research questions to find out types, functions, differences, and similarities of hedges and boosters. The data were obtained from the transcript of the debates. The findings reveal that the seven types of hedges and six types of boosters were discovered in the utterances of Trump and Clinton. Associated with the functions of hedges and boosters, it shows that Trump and Clinton tend to use hedging devices to mitigate their claims by showing some kind of uncertainty. Boosters also applied to put emphasis on the value of the truth of their statements. It was discovered that Trump used more boosters and Clinton used more hedging devices as well.
Comparison of the Use of Discourse Markers in English Speeches between Non-Native and Native Speakers of English Yulita, Eva; Rukmini, Dwi; Widhiyanto, Widhiyanto
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.v11i1.42801

Abstract

This study revealed the comparison of the use of discourse markers in English speeches between non-native and native speakers of English. The study focused on the types of discourse markers, the similarities and the differences between non-native and native speakers in using discourse markers. This study employed a qualitative research design with the data from the spoken discourse. The findings of the study showed that there were ten sub-categories of discourse markers that are practiced by non-native speakers, namely: assessment marker, manner of a speaking marker, evidential markers, hearsay markers, contrastive discourse markers, elaborative discourse markers, inferential discourse markers, discourse management markers, topic orientation markers, and attention markers. On the contrary, there were nine sub-categories of discourse markers that existed in English speeches, especially delivered by the native speakers such as assessment marker, manner of a speaking marker, evidential markers, hearsay markers, contrastive discourse markers, elaborative discourse markers, inferential discourse markers, topic orientation markers, and attention markers. The total of discourse markers produced by the non-native speakers was 301 utterances while native speakers of English were 269 utterances. Therefore, it is concluded that discourse markers were useful in English speeches either by non-native speakers or native speakers

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