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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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Evaluation of Micro and Macro-level Coherence of Students Argumentative Essays in ESAWEEK Writing Competition Shofyatul Fuadiyah; Sri Wuli Fitriati; 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.v12i1.54523

Abstract

One of the most important aspects of writing a meaningful text is to achieve its coherence within the text. This study evaluated students' argumentative essays' micro and macro-level coherence in the ESA WEEK writing competition. This research is a qualitative study in the form of a discourse analysis approach by using the theory through the lens of micro and macro-level coherence (Thornburry, 2005). This study reveals several findings. Almost all the texts are sufficient to have good logical relations. The most frequent connections are additive and causal ties. In terms of logical relationships, the most frequent pattern in the texts was the zig-zag pattern, and the rarely used was the multiple rheme pattern. Even though all patterns were in texts, some rogue sentences were still found in each text. The keywords could represent the texts' topic or theme in almost every paragraph. It made readers guess the main issue quickly. Some writers could build a schema well, but others could not. Most of the texts organized in argumentative essays structure has Introduction-Body-Conclusion. This study can be used as a consideration to write meaningful and coherent text and references in the same field of discourse analysis.
The Realization of Formulaic Competence in the Classroom Interactions among Learners in Kampung Inggris Pare Luluk Khoiriyah; Januarius Mujiyanto
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.v12i2.54985

Abstract

A critical component in communicative competence is formulaic competence, enabling learners to create natural and fluent spoken and written texts. This competence refers to recurrent fixed expressions used by native speakers to communicate in daily life, such as collocations, idioms, lexical bundles, and insert/routines. This study aimed to investigate the formulaic expression by exposing Celce-Murcia (2007) and Biber et al.'s (1999) theory in the classroom interactions among learners in Kampung Inggris Pare. In addition, it used Lennon's (1990) theory to investigate the influence of formulaic language on the learners' fluency. A qualitative approach, exposing conversational analysis, was adopted to analyze the gathered data to fulfill the research objectives. The data were collected by observing the learners' interactions, including recording during the conversation. Thus, the current study reveals that Kampung Inggris, Pare learners produced all types of formulaic expressions. However, due to a lack of collocational awareness, they made simple combinations and tended to avoid more complex words with more than two particles. In addition, the learners who produced many formulaic expressions have high exclusive rates implying that the more formulaic expressions are used, the higher the fluency level will be obtained.
The Manifestation of EFL Teachers’ Self-Efficacy and TPACK with their Teaching Performance Ainur Rosyidah Azmie Putry; Puji Astuti; Zulfa Sakhiyya
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.v12i2.55567

Abstract

Teachers play very important roles on students learning, especially during the pandemic situation where emergency online learning has replaced the traditional classroom learning. Some factors can influence teachers’ performance such as teachers’ self-efficacy and TPACK (technological pedagogical content knowledge) framework. Here, the teacher participants have perception of their capabilities to accomplish the task by integrating content, pedagogy, and technology. This paper addresses the issue by employing a qualitative case study to investigate the manifestation of teacher participants’ self-efficacy and TPACK, as well as the relation between the two with teaching performance. Three EFL teachers at SMA 2 Demak are purposefully selected as the subjects of the research. The findings reveal that (1) the dominant source of self-efficacy in teacher A is psychological and emotional arousal but in teacher B and teacher C is mastery experience. (2) based on the statistical measurement, the score of teacher A’s self-efficacy was 65.0% and 63.9% in the TPACK framework. The score of self-efficacy in teacher B was 85.0% and 68.5% in TPACK framework. In teacher C, the score of both terms was 83.3%. (3) some factors of teacher participants’ self-efficacy affected the successful level of teaching performance. In a nutshell, self-efficacy fosters teachers’ motivation, develops teachers’ TPACK, and influences the successful level of teaching performance to implement TPACK framework. The present research provided a valuable knowledge about the importance of self-efficacy and TPACK framework and suggestion to construct some developmental programs to encourage student teachers in preparing better teaching learning process in the future.
GLORIFYING AND DECONSTRUCTING OBAMA`S SPEECH IN INDONESIA
English Education Journal Vol 1 No 1 (2011)
Publisher : Universitas Negeri Semarang

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Abstract

A text has an almost infinite number of possible interpretations. And theinterpretation themselves, declares some deconstructionists, are just as creativeand important as the text being interpreted. This study is an attempt to explainhow the interpretations on Obama's speech make meanings in the way they do.Apart from the realization of experiential, interpersonal and textual meanings aswell as the field, tenor and mode and their context of culture, it is revealed thatText 1 under this investigation illustrates the ideological claim that the personalappeal of an orator, appeals to the emotions of the audiences through theappropriate choice of themes and metaphors of the oration, and appeals to logicor reason should be possessed by a shrewd orator and politician, who is alwaysable to put his audiences into his frame of mind everywhere he delivers hisspeeches. Whereas Text 2 illustrates the ideological claim that despite apersonal power of persuasion you possess, one is tempted to ask how an officialvisit means anything. While it is true that you spent a considerable years in acity during your childhood, your statement should not be overly emphasized,analyzed nor treated as anything but political rhetoric aimed at further boostingthe vivacious intellectual crowd. As readers of texts, we need to develop skillsto be able to make explicit the ideological positions encoded.
DEVELOPING MATERIALS FOR TEACHING DESCRIPTIVE TEXTS THROUGH FACEBOOK FOR YEAR SEVEN STUDENTS OF JUNIOR HIGH SCHOOL
English Education Journal Vol 1 No 1 (2011)
Publisher : Universitas Negeri Semarang

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Abstract

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 students'achievement 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 "Let's 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 students'final writing). As indicated by the students' final writing and the teacher'sopinion in questionnaires, also the result of the study, the material in "Let'sdescribe it" facebook is appropiate for teaching descriptive text for Year Sevenstudents of Junior High School. Hopefully, teachers are able to develop the
Interaction in English as a Foreign Language Classroom (A Case of Two State Senior High Schools in Semarang in the Academic Year 2009/2010)
English Education Journal Vol 1 No 1 (2011)
Publisher : Universitas Negeri Semarang

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Abstract

<p style="text-align: justify;">The word interaction, in the era of communicative languageteaching, seems to be very important for language teachers since thisis, in fact, the heart of communication and this is also whatcommunication is all about. Through interaction teachers are enabledto do various jobs for the success of their language teaching.Teaching language is not only a matter of transferring knowledge butthis is also a matter of how to make students understand about usingthe target language correctly either actively or passively as what hasbeen demanded by nowadays competitive era.Teaching English as a foreign language at senior high schoolseems to be challenging since the targets of the teaching seem to bedifferent from those, at any levels bellow. One of the teaching targetsinsists the institutions to prepare their graduates to face the realworld after school. Hence the jobs held by institutions at this levelare no longer easy. Such phenomenon triggers me to conduct a studyand focus on the classroom interaction among teacher and studentsin state senior high school in Semarang. The main objectives of theproposed study were to find out the amount of time spent by teacher(TTT) and by students (STT) and to find out the characteristics ofclassroom interaction in two senior high school, EFL classes inaddition to finding out the relation between statement of the problemone and two, using FIAC. The study involved students and teachersof SMAN 3 Semarang and SMAN 6 Semarang in the academic year2009/2010 as the object of the study.In detail, the first result of analysis showed that the teacherspent 45.9% of the classroom available time, meanwhile the studentstook 54.1% of the available time during the interaction in SMAN 3.Meanwhile, during the interaction in SMAN 6 Semarang teacher took49.7% of the classroom available time while the students only took49.5% of the available time. However the amount of student talkingtime, found at 54.1% (SMAN 3) and at 49.5% (SMAN 6) did notrepresent the actual amount of talk performed by each student in theclassrooms. In this case, it should be less than 49.5% since this amount was found to be the total amount of talk time performed bythe students during the classroom interactions. Therefore it wasinferred that English teaching and learning process in both seniorhigh schools were teacher centered. The second result of analysisshowed that the general characteristics of classroom interactionfound in both state senior high schools encompassed content cross,student participation, student talking time (STT), indirect ratio whichwas differentiated by the different number of percentage, teachertalking time (TTT), teacher support, teacher control and period ofsilence. And the third result of this analysis showed thatcharacteristic of classroom interaction was significantly influenced bythe type of talking time performed by teachers and students duringthe interaction.At last, this study was significant because its findings andconclusions may stimulate teachers to improve their teaching behavior inorder to maximize student learning.</p>
THE SPEECH FUNCTIONS IN THE CONVERSATIONS BETWEEN THE FOURTH SEMESTER ENGLISH DEPARTMENT STUDENTS OF MURIA KUDUS UNIVERSITY AND SOME FOREIGNERS
English Education Journal Vol 1 No 1 (2011)
Publisher : Universitas Negeri Semarang

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Abstract

The fourth semester students of the English department of Muria Kudus University are suggested to take Academic Field Trip in order to provide the studentssome experiences outside of their campus. By observing the English Departmentstudents' interactions with English speakers from other countries, I expect that I can gainclear illustrations on their abilities in maintaining good conversation by applyingappropriate speech functions in the conversation. The main purposes of the study aredescribing the speech functions chosen by the students and the foreigners, explaining therole relation enactment among them, and also describing the contribution of speechfunctions in language education. The data of this study are transcriptions of the studentsand the foreigner's oral communication. I classify the speech functions produced by theparticipants into the speech functions classes introduced by Eggins and Slade. The resultsof the study over the four conversations show that the opening speech functions areproduced mostly by the students; it indicates that the students play as the initiators. Theforeigners show their respect and appreciation to the students as they respond to thestudent initiations by producing more responding and continuing moves. The number ofturns and moves produced by the students and foreigners are quite similar; it indicatesthat both of the participants get the same chance to take their roles. The foreigners astourists show they interest to some tourism objects by describing to the students someobjects they have visited and by comparing to their own country. Learning languagecannot be separated from its culture, therefore speech functions and culturalunderstanding should be taught in the classroom as part of language discourse.
THE EFFECTIVENESS OF RATER TRAINING IN IMPROVING THE SELF-ASSESSMENT INTRA-RATER RELIABILITY OF ENGLISH SPEAKING PERFORMANCE
English Education Journal Vol 1 No 1 (2011)
Publisher : Universitas Negeri Semarang

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Abstract

This quantitative study is an attempt to estimate the intra-rater reliability ofstudent self-assessment of their speaking performances and to find outwhether there is significant difference between the self-assessment intra-raterreliability of speaking performance without training and that of with training.The rater training used is adapted from the model developed by Herman,Aschbacher and Winters (1992). This study which employed equivalent timesamplesdesign collected data by asking 45 students to conduct selfassessmenton their six speaking performances. It was found that the range ofrs was 0.611 to 0.752 which means the consistency within students inassessing their own speaking performance was moderate high to high. Theintra-rater reliability of the self assessment after the treatments is higher thanthat of other experience being available in the absence of the treatment. It isconcluded that rater training improves the intra-rater reliability. Therefore, itis suggested to train the students on how to assess before employing selfassessmentin speaking instructions.
THE POTENTIAL DEVELOPMENT STRATEGY OF PESANTREN LITERATURE TO SUPPORT A RELIGIOUS TOURISM TOWARDS A CREATIVE INDUSTRY
English Education Journal Vol 1 No 1 (2011)
Publisher : Universitas Negeri Semarang

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Abstract

Pesantren's literature is a cultural treasure which exists in Indonesia. Pesantren'senchantment can be viewed from many sides; i.e. environment, education, teaching, human,even customs and arts. These conditions provide a variety of potential to be optimized. Theaim of this study is to expose the potential and model of pesantren's literature to supportreligious tourism as a creative industry. The result of this study is to optimize the potentialdevelopment strategy of pesantren's literature and to support religious tourism as a creativeindustry. Pesantren's literature is used as one of religious tourism attractions that brings theeconomic life towards a creative industry, and to create other economic activities beneficialfor the grassroots' level.
THE PROBLEMS OF WRITING RECOUNT ENCOUNTERED BY STUDENTS OF THE STATE JUNIOR HIGH SCHOOL 2 PURWOREJO IN THE ACADEMIC YEAR 2009/2010
English Education Journal Vol 1 No 1 (2011)
Publisher : Universitas Negeri Semarang

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Abstract

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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