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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 USE OF BAHASA INDONESIA (L1) IN THE INTENSIVE ENGLISH (L2) CLASSROOM Tria Agustin, Dery; -, Warsono; Mujiyanto, Januarius
English Education Journal Vol 5 No 1 (2015)
Publisher : English Education Journal

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Abstract

This study was designed to explore, describe, and explain the use of students’ native language (Bahasa Indonesia) in the intensive English classroomorganized by the Center for Language Development (PBB) of IAIN SyekhNurjati Cirebonas well as the lecturers’ and students’ attitudes towards it. It also sought to establish the role that Bahasa Indonesia actually played in the class. This study employed a mix-methods design.  For confirmations and clarificationsit observed 7 classes, surveyed 7 lecturers and 167 students, and interviewed 5 lecturers.Findings revealed that some amount of Bahasa Indonesia was used by both the lecturers and the students. Use of the mother tongue was mainly influenced by students’ level of English proficiency and the skill of language being taught. Both the lecturers and the studentsfound the L1 useful for teaching and learning culture-related issues and difficult concepts like grammar.  However, they also realized that use of the L1, at a certain extent, could be harmful for learning. It can be concluded that the L1 has the potential to be a tool for supporting teaching and learning and it is a lecturer who determines whether use of the L1 helps or hinders English language learning.
THE AWARENESS AND REALIZATION OF GRICE’S COOPERATIVE PRINCIPLES IN THE CONVERSATIONS AMONG NON-NATIVE ENGLISH SPEAKERS -, Retnowaty
English Education Journal Vol 3 No 2 (2013)
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Abstract

Pragmatics gives different interpretation of meaning even when it is not said or written. This study was using descriptive qualitative approach. The objects of the study were non-native English speakers at the fourth semester of post-graduate program (S2) majoring English Education of Semarang State University in the academic year 2012/2013. The unit of analysis of this study were utterances which contain the observance and non-observance of Grice’s cooperative principle. Furthermore, to know how they were aware of those principles, a pragmatic awareness test was given to each participant. Based on the test, most participants were aware enough of Grice’s cooperative principle. From all utterances, most participants appeared to observe the maxim of relation. It can be inferred that they tried to answer the question with relevant answer. The realization of non-observance of Grice’s cooperative principle was mostly shown in flouting the maxim of quantity that they gave more or less information than it was needed. Moreover, we can infer that non-native English speakers who were aware of Grice’s cooperative principle would be easier to realize it in their conversations because they understood the concept of how to create successful, effective and efficient communication.
DEVELOPING MATERIALS FOR TEACHING DESCRIPTIVE TEXTS THROUGH FACEBOOK FOR YEAR SEVEN STUDENTS OF JUNIOR HIGH SCHOOL Prihatiningsih, Agustina
English Education Journal Vol 1 No 1 (2011)
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With the boom in technology and the popularization of Facebook amongschool students, many teachers and students are now utilizing this informationsharing network opportunity for academic purposes. In line with the newestcurriculum, School Based Curriculum (KTSP), which allow schools to developthe curriculum, this Research and Development (R&D) has inspired me indeveloping descriptive text material through Facebook. The material ispreferred for its importance to be taught in Year Seven Junior High School. Inthe process of developing the material, this study addresses three problems: (1)What is the initial condition of students before using the descriptive textsmaterial developed through facebook? (2) How is the material in facebookdeveloped for teaching descriptive text? (3) What is the influence of using thedescriptive texts material developed through facebook to the studentsachievement on writing competence?The scope of the study is developing material through facebook for teachingdescriptive text for Year Seven students of Junior High School so that they areable to create a simple short descriptive text or modify the text by using theirexperiences.In developing the descriptive text material through facebook, the method,Research and Development (R & D) was adapted and simplified from thedevelopment stages of Borg and Gall. The process started from doing a survey.Then, it was followed by developing material through facebook, experts andteachers validation, doing first revision, trying out the material, doing secondrevision, and ended by producing the final product. The developed product isthe material of descriptive text through facebook entitled "Lets describe it"addressed on letsdecribeit.co.ee. Whereas the content of the developed materialwas language features, generic structures, sentence based writing and genrebased writing.The real time in trying out the material was 270 minutes (excluding studentsfinal writing). As indicated by the students final writing and the teachersopinion in questionnaires, also the result of the study, the material in "Letsdescribe it" facebook is appropiate for teaching descriptive text for Year Sevenstudents of Junior High School. Hopefully, teachers are able to develop the
REPRESENTATIVE SPEECH ACTS PERFORMEDBY THE DEBATERS IN AN ENGLISH DEBATE COMPETITION Orin, Karlinda; Issy, Yuliasri
English Education Journal Vol 6 No 2 (2016)
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This study aims to analyze the types of representative speech acts performed by the debaters, the opponents’ responses to representative speech acts in debate and the contribution of the representative speech acts to the development of argument in debate.This study used spoken discourse analysis especially speech act theory proposed by Schifrin (1994) for data analysis. The object of this study is English debate performed by the debaters. The result of this study shows that there are twelve types of representative speech acts in the debate (Searle and Vanderveken, 1985). The analysis on the opponents’ response result shows that the highest opponents respond is “arguing” acts than other acts. It meant that the debaters try to embrace and persuade the hearers so the hearers can comprehend and believe speakers’ feelings. The last, the representative speech acts to the development of argument in debate shows that the highest frequency distribution of representative speech acts is explaining 46.1 %. It is followed by exemplifying 19.4% and tie-back 18.1%. The small frequency distribution of representative speech acts in arguments’ structure is labeling 16.3%. Thus, the speaker of the affirmative team successfully exploits the favorable contexts of their speech to persuade the hearers.
IMPROVING STUDENTS’ MOTIVATION IN WRITING DESCRIPTIVE TEXTS BY USING THE MIND MAPPING TECHNIQUE Rofi’i, Agus; Rukmini, Dwi; Hartono, Rudi
English Education Journal Vol 4 No 2 (2014)
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This study investigated the Mind Mapping Technique in relation to students’ motivation in writing descriptive texts. The problem statements are formulated as follows: (1) what are the problems faced by the students in the process of writing descriptive texts? (2) How is the improvement of the students’ motivation in writing descriptive texts through the Mind Mapping Technique? (3) To what extent does the teaching learning process by using the Mind Mapping Technique contribute to the improvement of students’ skill in writing descriptive texts? The objectives of this study are: (1) To find out the problems faced by the students in the process of writing descriptive texts, (2) To investigate the improvement of the students’ motivation in writing descriptive texts through the Mind Mapping Technique in each cycle, (3) To describe the improvement of students’ skill in writing descriptive texts after participating in the teaching learning process by using the Mind Mapping Technique. The design of this research was Classroom Action Research. This research ran the four steps: Planning the action, implementing, observing, and reflecting the action. The results of the study concluded that, the implementation of the Mind Mapping Technique in the teaching of writing descriptive text could develop the ability and improve the motivation.
IMPROVING STUDENTS’ INDIRECT SPEECH PRACTICE IN WRITING THROUGH PICTURES OF LOCAL STORY NARRATIVE TEXT Rahmawati, Miftah Nindya
English Education Journal Vol 4 No 1 (2014)
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Having realized the importance of English as one of the international languages, the students should master English writing skill as a means to deliver and share information, feeling, and thought in the globalization era. To produce a good writing, many language aspects should be paid attention well. Grammar is one of them. In the process of writing, students often fail to apply their knowledge of grammar. The condition is understood since in changing direct speech into indirect speech involves many types of grammar text and the changing of elements such as pronouns, verbs, and adverbs from the quoted speech sentences. This study aims to improve students’ indirect speech practice in writing through pictures of local story narrative text. An action research was carried out at twelfth graders of science program in SMA Negeri 1 Pabelan Semarang regency. The procedures included planning, implementing, observing, and reflecting. The result showed that the great improvement occurred. Students were enthusiastic to involve in the teaching learning process. The great students’ improvements were obtained when the students were successful in changing direct speech into indirect speech. Therefore, the use of pictures of local story narrative text is able to improve the students’ indirect speech practice.
THE REALIZATION OF COHESION IN READING TEXTS USED IN CHICKEN SOUP FOR THE SOUL IN THE CLASSROOM Rohmawati, Ida
English Education Journal Vol 2 No 2 (2012)
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THE EFFECTIVENESS OF COMPREHENSIBLE INPUT AND INCOMPREHENSIBLE INPUT FOR ENHANCING ENGLISH SPEAKING SKILL OF RECOUNT TEXT ON MALE AND FEMALE STUDENTS Fabianto, Eko; Hartono, Rudi
English Education Journal Vol 5 No 2 (2015)
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This study investigates the effectiveness of Comprehensible Input and Incomprehensible Input for enhancing English speaking skill of recount text related to gender difference. This studyis a quantitative in nature, using an experimental factorial design 2x2. The participants of this study were 129students of the tenth gradersof Computer-Networking Department at State Vocational School 1 Slawi.Thestudents were divided into two groups, experimental group1 and experimental group2. Each group consisted of 2 classes. The students of experimental group1 were given Comprehensible Input in learning speaking skill of recount text and the experimental group2 were given Incomprehensible Input in learning speaking skill of recount text.This study used random sampling as its sampling technique.The findings of this study show that both comprehensible input and incomprehensible input have significant effect for enhancing speaking skill of recount text regardless of the gender. However, input given for enhancing thespeaking skill and student’s gender do not have any interactions.
TECHNIQUE AND QUALITY OF ENGLISH – INDONESIAN TRANSLATION OF PUN IN TOLKIEN’S THE HOBBIT Yolanda, Rizky; Yuliasri, Issy
English Education Journal Vol 6 No 1 (2016)
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Puns occupy a significant position in literature. The people are getting more and more excited when the novel uses puns. Pun, however, might be challenging for translators to translate pun which is closely related to the source language culture. Therefore this study is carried out in order to find out the kindsoftranslation techniques used, and to assess the quality of English – Indonesian translation English – Indonesian Tolkien’s The Hobbit.The object of this study is English - Indonesian pun translation of J.R.RTolkien’s The Hobbit.The result of the analysis shows that there are 243 puns found in J.R.R Tolkien The Hobbit.There are three kinds of pun are found in this novel. Paronymy dominates in 231 data, Homonymy with 11 data, Homophony with 1 datum. The analysis on translation techniques shows that there are six techniques used. Pun to Non Pun technique, Punoid, Pun to Pun, Non Pun to Pun, then Pun in ST is copied to Pun in TT and Pun to Zero. The analysis on the translation quality shows that 56 translations are considered as accurate, and 187 translations are considered as less accurate. In acceptability level, 116 translations belong to acceptable, and 127 translations belong to less acceptable. Readability level shows that 133 translations are categorized as high readability, and 110 translations are categorized as sufficient readability.
THE PROBLEMS OF WRITING RECOUNT ENCOUNTERED BY STUDENTS OF THE STATE JUNIOR HIGH SCHOOL 2 PURWOREJO IN THE ACADEMIC YEAR 2009/2010 -, Umiyatun
English Education Journal Vol 1 No 1 (2011)
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Writing is a skill for the students to express their ideas in written form thatinvolves the mastery of all elements in the target language: as grammar,content, organization, vocabulary, punctuation, spelling and mechanics. Itneeds a complex process. Consequently, the students may have difficultiesto do so.The objectives of my study are to find out how the communicativepurpose of a recount text written by the students is achieved, how recounttexts written in terms of functional stages, the features of lexico -grammatical problems, and to explain why the students write recount text inthe way they do. The problems of the study are therefore: how is thecommunicative purpose of recount texts written by the students of "SMP N"2 Purworejo?; how are recount texts written in terms of functional stages?;what are the features of lexico - grammatical problems faced by thestudents?; and, why do the students write recount texts in the way they do?The approach used in this study is qualitative.This study primarily dealswith the communicative purpose, functional stages and grammaticalproblems on writing recount made by the students of "SMP N "2Purworejo. The analysis result proved that the communicative purpose is toretell their past experience and they could write the functional stages onwriting recount well. Based on the data and the interview, I conclude thatthe 8th graders of "SMP N "2 Purworejo in the academic year 2009/2010had lexico-grammatical problems in writing recount. Those problemsoccurred because most of them made overgeneralization errors andthey had limited vocabulary.

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