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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 Functions of Visual Representational Meaning in Supporting the Ideational Meaning in Cambridge Guess What Pupil’s Book Rabbani, Syarifatusnain Maulida Wahyu; Saleh, Mursid; Sutopo, Djoko
English Education Journal Vol 11 No 3 (2021): September 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i1.45329

Abstract

In a learning context, students are usually faced with images and texts, especially in textbooks they carry around with them. Nowadays, meaning-making rarely depends on language alone. Sometimes, the combination between image, color, sound, and action symbol have been considered as paralanguage no longer play a subordinate role in modern communication. This research aims to explain 1) the existence of visual representational meaning and the text ideational meaning in Cambridge Guess What Pupil’s Book 6, 2) the function of visual representational meaning and the text ideational meaning in the Cambridge Guess What Pupil’s Book 6, and 3) the function of visual representational meaning and the purposes of the texts in Cambridge Guess What Pupil’s Book 6. The findings showed the existences of the visual representational meaning and the ideational meaning of the texts. They had the same participants and processes. However, not all clauses on the texts had the same participants. There were only several clauses that had the same participants with the figures. It meant visual representational meaning only could visualize the description of the same participants or visualize the narration of the same processes.
Relations Between Verbal Language and Visual Image in Student’s Textbook Implementing the Concept of Metafunctions Nisak, Sukrun; Rukmini, Dwi
English Education Journal Vol 11 No 3 (2021): September 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i1.45334

Abstract

This research is about the use of verbal language and visual image to realize the metafunctions in student’s textbook. In order to see the process of meaning making in multimodal text, the researcher analyses the implementation of ideational, interpersonal, and textual meaning. The data was taken from conversation sections in Interchange Student’s Book 1. It consists of verbal language in the form of dialogues and visual image in the form of pictures. There were 16 conversation sections chosen from 16 chapters in the book. This research uses multimodal discourse analysis; using three instruments to classify the data. The checklists are from Eggins (2004) about metafunctions in verbal language, Van Leeuween (2006) about metafunctions in visual image, and Royce (2007) about the relations in verbal language and visual image. In ideational meaning, the result of the study shows that verbal language which dominates the conversation is the material proces; while in visual image, the reactional process is the highest number of process happens. Thus, the verbal-visual relations in ideational meaning found are collocation and repetition. Furthermore, the result in interpersonal meaning finds out that the most common verbal language used is statement; while in visual image, the medium shot is mostly found. Thus, the verbal-visual relation in interpersonal meaning realized through reinforcement of address is interaction between represented participant and represented participant. Moreover, in textual meaning, the result of verbal language shows that the most common used theme is topical theme; while in visual image, the information value is mostly left-right. Thus, the verbal-visual relation in textual meaning shown in reading path is left-right.
Realization of Cultural Filter in The Indonesian – English Translation of “Gundala Movie” Subtitle Putri, Widya Ivani
English Education Journal Vol 11 No 3 (2021): September 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i1.45387

Abstract

Translating a movie subtitle from Indonesian into English should be done carefully because Indonesian and English have some differences which may lead to ineffective communication, such as the changing of structures, the difference of meanings, and also dissimilarity of corresponding cultures. This phenomenon might be a concern since many Indonesian movies have entered international audiences and won some international awards, such as the Gundala movie that is directed by Joko Anwar. This study focused on analyzing the cultural filter implemented in Indonesian – English audio-visual translation of Gundala movie subtitles. The analysis utilizes the cultural filter theory proposed by House (2015). The data analysis focused in this study includes the characters’ utterances in Indonesian and its English subtitle provided in the Gundala movie. The subject is the Indonesian transcription from verbal dialogues produced by the movie characters in Gundala movie and its English subtitles shown on the screen. The object of the study is words, phrases, and sentences produced by the characters in the Gundala movie. Most translations applied cultural filter achieves functional equivalence. Theoretically, the cultural filter can help the translator to achieve functional equivalence. Practically, for the next translation project, it could be a good challenge for the next researcher to explore the translation studies using this theory. Pedagogically, the reader should be more familiar with the cultural differences between Indonesian and English.
Formal Shifts Use on Achieving Pragmatic Equivalence in English – Indonesian Translation of KungFu Panda Lathifah, Syifa'ul; Mujiyanto, Januarius
English Education Journal Vol 11 No 4 (2021): December 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i1.45412

Abstract

This study is concerned with the analysis of Catford’s formal shifts use in speech act translation from English into Bahasa Indonesia in Kung Fu Panda movie. The analysis covers the use of level shift and category shift on achieving pragmatic equivalence and how the visual-verbal relation happened along with the pragmatic achievement process. This study took documentation and a questionnaire on collecting the data. In this study, a theory from Baker (1992) was applied to analyze pragmatic equivalence achievement. Moreover, the theory from Halliday (1994) in Martinec and Salway (2005) was used to identify visual-verbal relations. The results of the study depicted (1) the use of level shift and category shift were very needed which led to pragmatic equivalence achievement (95,3%). Based on the target readers and expert raters, (2) the visual-verbal relation helped the translator on target text arrangement by providing the context of which the speech act was being uttered. The visual-verbal relation identified in the Kung Fu Panda movie were exposition (12,7%), enhancement (9,3%), extension (5,3%) and locution relation (72,7%). (3) The translator tended to use category shift dominantly (66,67%) for recreating the most suitable target text that was similar to the source text’s pragmatic meaning.The large identification of visual-verbal relation locutionallowed target and expert readers to perceive the meaning lied in speech act only from the word given.
The Use of Content Analysis to Assess Letterland Book for Kindergarten Students Ariyani, Nindya Putri; Faridi, Abdurrahman; Rozi, Fahrur
English Education Journal Vol 11 No 3 (2021): September 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i1.45450

Abstract

Most of previous researches investigated the use of Letterland method in teaching English. However, only few researches concern with the Letterland book that have many differences with local story books in Indonesia. This research was aimed to find out how the quality of Letterland book refers to listening, reading, and vocabulary skills, language content (topic, subject content and social and culture values) and the effectiveness of Letterland book. Content analysis method was applied in this research. There were two instruments which are used in this reseach, they are : document and interview that involved teachers in Star Kiddy Preschool and Learning Center. This research used Cunningsworth theory as guidance to analyse the quality of Letterland book. The findings showed that listening, reading, vocabulary skills in Letterland book are categorized as good book. The language contents of Letterland book is qualified as good EFL book criteria. Teachers in Star Kiddy Preschool Star Kiddy Preschool and Learning Center stated that Letterland book is effective to learn English for children. However, there were problems in the implementation of Letterland book such as: limited time, new teachers that had not expert on Letterland book. Therefore, this research was expected to be the an overview of teachers that learnt English by using Letterland book for children.
The Correlation of Positive Reinforcement, Self-Confidence, and Speaking Performance of English Young Learners Samodra, Opini Ala; Faridi, Abdurrachman
English Education Journal Vol 11 No 3 (2021): September 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i1.45463

Abstract

Most teachers may face challenges to teach the students without students’ native language to teach a foreign language. The students may get bored easily and not motivated because they have to listen to more new strange words in every meeting that they do not directly understand the words means. Thus, it needs some strategies to get the better result. Students who like doing things happily need a more relaxing learning situation to join the English classes comfortably. The study aimed to investigate the correlation of verbal, gestural, token reinforcement, speaking performance, and self-confidence. The research method used was a quantitative study with multiple linear regressions. Students of the fifth grade of SD N 1 Wates Undaan Kudus as the population took part in the positive reinforcement, self-confidence, and speaking performance test in teaching English. The data were analyzed through a statistical program of SPSS 22. Thus, there was a correlation between positive reinforcement, speaking performance, and self-confidence. The conclusion is that all positive reinforcement correlates with speaking performance and self-confidence. It means that the positive reinforcement influenced their speaking performance and their self-confidence. It is suggested that the teacher should raise their awareness to motivate students’ speaking skills for better achievement. Besides, teachers’ performance in the classroom activity deals with classroom management, encourages the students to always joyful in learning English materials, provides exercise and group discussion according to their circumstance, and performs various teaching that involves the learner’s role in the classroom activity.
The Realization of Mood and Modality in the Analytical Exposition of the Undergraduate Students of Tidar University Puspitasari, Vivanti; Warsono, Warsono; Sutopo, Djoko
English Education Journal Vol 11 No 3 (2021): September 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i1.46349

Abstract

Writing can be among the most enjoyable and satisfying activities to measure the ability to produce well-formed sentences. This study dealt with the realization of MOOD and Modality in the analytical exposition of the undergraduate students of Tidar University. Fifteen analytical exposition texts were analyzed to determine how the indicative MOOD, the imperative MOOD, modalization, and modulation were realized in the analytical exposition of undergraduate students of Tidar University. The type of this study is qualitative case study research. This study employed Systemic Functional Linguistics (SFL) based on Suzan Eggins (2004) as a framework since this level of structured language creates meaning that can be sought and identified. There were 511 clauses found in the fifteen analytical expositions. The result revealed several findings: (1) it was found that declarative MOOD was the most dominant of the indicative of MOOD system; (2) that the imperative MOOD type was not dominant; (3) that probability was more dominant than usuality. There were 73 clauses, or around 97% categorized as a probability, and 2 clauses or about 3% were categorized as the usuality; (4) that the obligation was dominant (14 clauses). Then, no clauses were indicated as the inclination. It was concluded that the realization could be seen from the type of indicative, imperative, modalization, and modulation that were found in the analytical exposition text of the undergraduate students of Tidar University.
Developing A Reading Project Assessment to Stimulate Students’ Critical Thinking and Creativity Ramdani, Aldin Syah; Linggar Bharati, Dwi Anggani; Mujiyanto, Januarius
English Education Journal Vol 11 No 4 (2021): December 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i1.46367

Abstract

Assessment is a part of the learning assessment phase of the teaching and learning process. It is used to evaluate whether the education goals have been reached by looking at the process and product of learning outcomes. However, many teachers need assistance in developing a suitable assessment system and instrument. Then it should be in line with the teaching and learning priorities of the 2013 curriculum, which enable teachers to challenge students' analytical and creative thinking. This study aimed to explain the development of project-based reading assessments to stimulate students' critical thinking and creativity of the tenth graders of X IPS 3 at SMAN 12 Semarang during the academic year 2018/2019. To construct project-based reading assessments, the researcher and the teacher collaborated. The module was revised based on expert advice until the main field testing was completed. The data collection methods were using a questionnaire, interview, observation, and examination to obtain quantitative and qualitative data. The study discovered that when students were given project-based reading assessments, their scores increased. According to the results of a paired sampled test, the students' mean score changed significantly after the post-test relative to the pre-test. Students' comprehension skills, critical thinking, and creative thinking have all improved as a result of project-based reading assessments. In conclusion, the project based assessment is applicable for teaching learning activities to stimulate high school students’ critical thinking and creativity.
The Influence of Pontianak Melayu Dialect Towards the Students’ Pronunciation of English Speech Sounds Meo Nelu, Maria Herlina Wiwin Yuniarti; Mujiyanto, Januarius; Suwandi, Suwandi
English Education Journal Vol 11 No 3 (2021): September 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i1.46587

Abstract

This qualitative research attempted to review the influence of the Pontianak Melayu dialect on students’ English pronunciation of English speech sounds. The objectives of the study were to explain the influence of Pontianak Melayu dialect on students’ English pronunciation of vowels, consonants, diphthongs, and consonant clusters and to explain the way teachers play their roles to improve students’ pronunciation. This study used a qualitative case study design. The subjects of this study were 17 students from seventh-grade of Junior High School who are originally from the Pontianak. The data were collected by using questionnaires, students’ recordings, observation checklists, and interviews. The results of this study show that the Pontianak Melayu dialect contributed insignificant positive transfer on English vowel sounds [ɔ:], [ʊ], and [ɒ]. It gave significant negative transfer on English consonant sounds [f, v, k, s]. It also gave insignificant negative transfer on English diphthong sound [aɪ]. It gave significant negative transfer on English consonant cluster sounds [fr] and [kl], and significant negative transfer on three consonant clusters. Meanwhile, the teacher did play her role in improving students’ pronunciation. Based on the findings, it can be concluded that the Pontianak Melayu dialect did not strongly give positive and negative transfer to the students’ English pronunciation. The easiness might be caused by the similarities between the Pontianak Melayu language and English. The difficulties might be caused by the lack of students’ knowledge about correct pronunciation, lack of pronunciation practice, students’ inability to recognize the words, and spelling interference. In teaching pronunciation processes, the teachers and the students should be supported each other to reach the best achievement. The teachers taught by supporting media such as English songs, western movies or English short stories, etc. Meanwhile, the students practice more and more.
The Use of Cohesive Devices to Provide Coherence in Argumentative Essays of Universitas Negeri Semarang Graduate Students Alfitri, Bahya; Yuliasri, Issy
English Education Journal Vol 11 No 3 (2021): September 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i1.46996

Abstract

This study aims to analyze the use of cohesive devices and the chain interaction of cohesive devices to achieve coherence in argumentative essays of Universitas Negeri Semarang graduate students. This study employed descriptive qualitative research design. It focused on cohesion and coherence analysis of students’ writing. The findings of the study showed that all of the types of cohesive devices such as reference, substitution, ellipsis, and reiteration were found in the students’ essays. These cohesive devices provide the coherence of the text through their semantic relation or bound which create the two cohesive chains; identity chains and similarity chains. The interaction between both chains can give explicit signals to guide readers towards the intended interpretation of the text. The result of this chain interaction is known as cohesive harmony. Most of students’ essays achieve coherence because the total tokens of the students’ essays enter more than 50% of chain interaction. Unfortunately, the students overuse certain types of cohesive devices such as repetition in creating the chains.

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