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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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Curiosity Factors and English Language Achievements: Non-English Students Department Asti Gumartifa; Indah Windra Dwie Agustiani; Andriamella Elfarissyah
English Education Journal Vol 12 No 1 (2022): March 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i1.51764

Abstract

Curiosity is fundamental in inspiring students to learn English as a foreign language. Their curiosity, on the other hand, does not exist when they are studying English. Students believe that studying English is difficult and implementing speaking skills is even more challenging. This article identifies critical points to recognize students’ curiosity in learning English language as non-English department students’ through a literature reviews. This is a descriptive study, where the researcher finds some supporting theories in term of curiousity in learning English as a foreign language. It relates to the theory that emphasis the difference among students’ curiosity in learning English. Theory and evidence are discussed in the field of psychology and pedagogy, curiosity and education, curiousity in learning, socioeconomic and curiosity. The study's conclusion is that there is no level of socio-economic difference in the curiosity possessed by a student. Curiosity serves intrinsic motivation to learn English language. Consider factors such as learning facilities; language laboratorium, English language atmosphere and environment, partners’ stimulation and feedback on student in practicing English, and socioeconomic status analysis. Therefore, curiosity is as a self-motivation for English language achievement which involves teachers and students. The findings of this study can help educators have a better understanding of how to get children to enjoy English. Teachers can provide attractive learning procedures, materials, and strategies. Students will have a high level of interest as a result of this experience of compassion.
Creation of Humorous Situation By Flouting Conversational Maxims Accompanied By Facial Expression in “Friends” Faiz Maulida; Fahrur Rozi; Hendi Pratama
English Education Journal Vol 12 No 1 (2022): March 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i1.51956

Abstract

This study focused on analyzing the humorous situation created by flouting conversational maxims that were followed by facial expressions found in situated comedy Friends. The analysis included how humorous situation were generated by flouting conversational maxims and the relationship between humorous situation and facial expressions. The results of the study showed that the humorous situations categorized were generated by flouting Grice maxims in which satire and over/understatement were frequently created by means of the implicature from flouting the conversational maxims. In flouting quality, the characters tended not to employ direct lying to other people as it would influence the perspective of the audience about lying to other people as common things although hidden meanings were provided behind the utterances with joy facial expressions. In flouting quantity, the humorous situation was dominated by the creation of overstatement and understatement which were accompanied mostly by joyous facial expression as in line with the definition of overstatement and understatement. In flouting relation, the humorous situation was dominated by satire accompanied by anger facial expressions and clever replies to serious statement accompanied by joyous facial expressions. In flouting manner, satire and pun humorous situation was mostly generated by anger and contempt facial expression. In addition, there were close relationship between certain humorous situation created by flouting conversational maxims and facial expressions. For further study, it is recommended that the study of humorous situation could explore the other aspect of pragmatics elements such as how humor could be generated through the use of politeness strategies within a conversation.
Factors Affecting the Implementation of Authentic Assessment to Measure Students’ Reading Comprehension: A Case of English Teachers at State Senior High School 1 Purwodadi Fitria Wahyu Nugraheni; Mursid Saleh; Rudi Hartono
English Education Journal Vol 12 No 1 (2022): March 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i1.52096

Abstract

The term of assessment refers to the wide variety of methods or tools that educators use to evaluate or measure students’ learning progress, skill, or acquisition. The benefit of assessment for teachers can be used to gather information on planning and modifying teaching and learning programs for students. This study concerns to the factors affecting the implementation of authentic assessment in reading comprehension. This study was aimed at answering four research questions regarding (1) the implementation of authentic assessment to measure students’ reading comprehension, (2) the correlation between teacher’s background and the implementation of authentic assessment, (3) the correlation between teacher’s professional development and the implementation of authentic assessment, and (4) the correlation between teacher’s belief and the implementation of authentic assessment. The researcher applied quantitative correlation research design. The correlation research design was used since it was appropriate to measure the significant correlation between those two variables. The findings revealed that three teachers as the subject of this research had good effort in implementing authentic assessment. They created various assessment to assess students’ reading comprehension. Based on the observation which has scored, their implementation belongs to good, enough, and fair criteria. The next finding is that based on the SPSS computation, among three factors stated previously, the teacher’s belief is significant correlate to the implementation of authentic assessment, meanwhile teacher’s background and teacher’s professional development are not significant correlate.
The Implementation of High Order Thinking Skills (HOTS) Assessment to Evaluate the Students’ Reading Comprehension Achievement Leila Nurul Amali; Dwi Anggani Linggar Bharati; Fahrur Rozi
English Education Journal Vol 12 No 1 (2022): March 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i1.52571

Abstract

HOTS promote the idea of assessing students’ critical thinking, creativity, and problem-solving. However, many teachers claimed to have difficulties in designing questions and implementing them in teaching and learning process. The present study aimed to explain how teachers perceive, implement, and assess HOTS assessment in teaching reading comprehension. It employed an exploratory sequential design. Using the purposive sampling technique, two English teachers from SMA N 1 Pati were involved. The data were gathered through semi-structured interviews, document analysis, classroom observations, and tests. This study reveals that the teachers had a good perception of HOTS assessment in terms of concept and implementation. They implemented HOTS assessment using appropriate strategies and methods in teaching reading comprehension. In addition, the teachers designed the proper assessment using HOTS assessment in assessing reading comprehension. The students’ achievement also had achieved the required score in reading comprehension. All the results aligned with teachers’ perceptions, implementations, assessments, and students’ achievement. Although the teachers had exemplary performance, they still met difficulties due to students’ needs and motivation. Therefore, it was expected for further research to conduct more detailed research in a long time to collect more valid and complete information about HOTS assessment.
Students’ Use of Translation Techniques: A Case of the 4th Semester Students of Universitas Peradaban Akhmad Nur Cholis; Dwi Anggani Linggar Barati Anggani Linggar Barati
English Education Journal Vol 12 No 1 (2022): March 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i1.52580

Abstract

English is a medium of international communication and it is a bridge to communicate among people with different languages and cultures. Communication has the goal of delivering the message from one to another. It is essential that in mastering the translation lesson for the students to understand about the English text even both of an article or a book of science. This research aims to know the translation techniques applied by 4th-semester students at Peradaban University in translating final test text. This is qualitative research with a qualitative descriptive approach. The object of the research is 4th-semester students’ of Peradaban University. The data were analyzed by using translation techniques proposed by Molina and Albir. The analysis reveals that the most translation found was calque with 940 occurrences (62,37%), literal translation with 371 occurrences (20,90%), reduction with 96 occurrences (6,23%), and the last borrowing with 158 occurrences (10,48%). Based on the research result it can be concluded that students’ knowledge of translation techniques is very limited. In another word, in translating process they must master translation techniques to translate certain text, and know translation techniques to minimize translation errors in the translation product. This research will probably give some literature about the translation techniques that are applied in university students which can be applied by another researcher to conduct other research with another point of view. Also, for the lecturers it gives translation techniques materials with various techniques proposed by some experts.
The Use of Cohesive Devices in Research Paper Conference to Achieve Texts Coherence Perwari Melati Akmilia; Abdurrachman Faridi; Zulfa Sakhiyya
English Education Journal Vol 12 No 1 (2022): March 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i1.53228

Abstract

This paper employs discourse analysis to investigate cohesive devices and coherence in research articles. The research was based on a purposive random sampling of 10 research articles from the 8th ELTLT Conference 2019. The text analyzed in this paper includes the abstract, introduction, research methodology, findings and discussions, and conclusion. We seek to find out grammatical and lexical cohesion as conceptualized by Halliday and Hasan's (1976) concept, i.e., reference, substitution, ellipsis, conjunction, reiteration, and collocation. Furthermore, we discover the relation among research articles to achieve coherence by employing logical relations that highlight Thornbury's (2005) theory. According to the findings, the authors used cohesive devices in the creation of their writing product. From a total of 1955 clauses in 224 paragraphs, it was determined that almost all types of cohesive devices are used throughout the text. The conjunction of addition was the most frequently used cohesive device in the texts. Our findings demonstrate that authors engage the additional information to create a text without changing the context in the previous clause or sentence. However, there was no evidence of verbal ellipsis in the texts we examined. It was because the authors did not use both lexical verbs and modal operators. In conclusion, a cohesive device binds text together and bridges the gaps to avoid misleading context and achieve text coherence. Further studies need to explore the use of cohesive devices as a tool to improve the quality of writing.
Thematic Structure and Thematic Progression in Research Articles Published in Scopus-Indexed International Journals Endang Susilowati; Abdurrachman Faridi; Zulfa Sakhiyya
English Education Journal Vol 12 No 1 (2022): March 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i1.53229

Abstract

Publishing in highly-indexed journals is greatly competitive, thus writing a qualified and eligible text becomes more challenging for a second/foreign language writer of English. A good text should be written logically and organized effectively according to the role of good academic writing. Thematic structure and thematic progression contribute to the development of a well-structured meaningful text. This study examines the use of thematic structure and thematic progression in research articles published in Q1 and Q2 Scopus-indexed international journals as well as their relationship to achieve the texts’ coherence. This is a descriptive qualitative study within the framework of Systemic Functional Linguistics (SFL) that employs discourse analysis. 3426 clauses gathered from ten research articles were analyzed by using Halliday and Matthiessen’s (2014) taxonomy of thematic structure and Eggins’s (2004) theory of thematic progression. This study highlights three major findings. Firstly, in terms of thematic structure, the textual theme is massively used followed by the topical and interpersonal theme. The predominance of the textual theme implies the authors’ ability in developing the logical relations between clauses. Secondly, in terms of the thematic progression, the theme reiteration pattern is frequently employed, followed by the multiple-rheme and the zig-zag pattern. The tremendous use of the theme reiteration indicates the authors’ ability in maintaining the focus of the texts. Thirdly, the relationship between thematic structure and thematic progression constructs logical relations between the clauses to achieve the texts’ coherence. Finally, this study provides some pedagogical implications for the teaching of English as a second/foreign language.
The Effect of DuoLingo and SPADA to Teach Listening to Students with Different Achievement Levels Hadziq Najmuddin Purwanto; Abdurrahman Faridi; Fahrur Rozi
English Education Journal Vol 12 No 1 (2022): March 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i1.54417

Abstract

There are various levels of students’ achievement in English listening classrooms. Students with different achievement levels (i.e. high achieveing students and low achieveing students) respond differently towards teaching media as well. The aim of this research was to examine the difference of students’ performance, both before and after they were taught by using two English listening teaching media namely DuoLingo mobile application and SPADA (Sistem Pembelajaran Daring Indonesia) platform. As a quantitative research it employed the Experimental factorial 2 x 2 design. Students were divided into two groups based on their achievement classification. The two groups involved in this study were high achieveing students and low achieveing students, and each group were further divided into another two group to be taught with DuoLingo mobile application a for one group and with Sistem Pembelajaran Daring Indonesia platform for the other group. It was found that both Duo Lingo mobile application and Sistem Pembelajaran Daring Indonesia platform does contribute to an increase in students’ performance for both high achievers and low achievers. This research is expected to contribute as a reference for English teachers to choose teaching media to teach listening to students with different achievement levels, and also as a further research regarding media usage for teaching listening to students with different achievement levels.
Realization of Thematic Progression to Achieve Grammatical Cohesion in Students' Final Project Backgrounds Ever Nicolas; Rudi Hartono
English Education Journal Vol 12 No 2 (2022): June 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i2.54071

Abstract

This research aimed to find out how the thematic progression structure is applied in the background of students’ research project proposal and how the thematic progression functions to achieve cohesion in the background of the research project proposal. The objectives of this research were to explain the structure of thematic progression and to explain the function of thematic progression to achieve cohesion in the background of the studies section of students’ final project proposal. This research used a descriptive qualitative approach. Fifteen research project proposals were used as the source of the data. The research findings reveal that a constant theme was the primarily used pattern of thematization to organize the research project proposal background in students’ writings. It concluded that the realization of the constant theme was the most straightforward pattern of thematization applied by the students to organize the final projects. That was not hard because the form of the constant theme was just repeated, replaced, substituted, or changed some non-numeral description into a similar way to a clause. Besides, it was found that the amount of reference, substitution, and conjunction occurs in the text, and Ellipsis did not apply to 15 texts. So both grammatical references and substitutions were achieved in this area through thematic progression. The thematization used by the students was able to achieve grammatical cohesion in their writings
The Realization of Formulaic Expressions in EFL Teacher-Student Classroom Interactions Lia Indriyani; Dwi Rukmini; Widhiyanto Widhiyanto
English Education Journal Vol 12 No 1 (2022): March 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i1.54521

Abstract

Formulaic expressions are essential for developing students' communicative competence to speak English naturally and fluently. This research aimed to determine how the EFL teachers and students used the five types of formulaic expressions in their classroom interactions. This study is discourse analysis, particularly conversation analysis, using a qualitative research approach. The research subjects were two teachers and thirty-one students from two different EFL classes in a private high school in Semarang. The data were obtained by recording their 5x40 minutes' classroom interactions. The video recordings were transcribed and then observed. After all of the data were collected, they were classified and analyzed based on Biber et al.'s (1999) framework and then described qualitatively. The study results showed that the teachers and the students realized all five types of formulaic expressions; lexical bundles, idiomatic phrases, free combinations of verb+particle, binomial expressions, and inserts. It shows that the teachers and the students are able to speak relatively natural English. By doing the further analysis, it was also found that even though the teachers used the formulaic expressions a lot more than the students, the orders of the frequency of formulaic expressions used are similar, as well as some expressions used. Surprisingly, it was revealed that there were some expressions which were not used by the teachers but were realized by the students.

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