English Education Journal
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.
Articles
801 Documents
<![CDATA[MODIFYING A MONOPOLY GAME FOR TEACHING WRITTEN VOCABULARY FOR THE SEVENTH GRADERS OF TERANG BANGSA JUNIOR HIGH SCHOOL ]]>
<![CDATA[ English Education Journal Vol 4 No 2 (2014) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[This study is aimed at describing the existing media for learning vocabulary at Terang Bangsa Junior High School, to describe sort of English materials that are needed by seventh graders learners which do not exist at Terang Bangsa Junior High School, to explain modifying a Gladden Monopoly game for learning vocabulary to the seventh graders, and to explain the effectiveness of Gladden Monopoly game for teaching vocabulary to the seventh graders. This study used a Research & Development (R&D) design, which was used to modify products and measure the effectiveness of the development proposed by Borg and Gall (2007). The results of the study showed that English teaching material by using Gladden Monopoly game was effective in improving students’ achievement of vocabulary learning. Those were supported by the results of pre and post-test. Based on the results of the observation checklist, questionnaire, and the experts’ validation it showed that Gladden Monopoly game helped in studying English. It can be seen from the result of the answers of the questionnaires in which more than 75% of the students answered ‘A’ or ‘B’ that indicates that the product was easy and attractive to use.]]>
<![CDATA[DEVELOPING “BATTLESHIP†GAME BASED MATERIAL FOR TEACHING GRAMMAR OF PROCEDURAL TEXT WRITING The Case of The Eighth Grade of Junior High School Students ]]>
<![CDATA[ English Education Journal Vol 4 No 2 (2014) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[The problems of this study are ; What games are available to teach grammar for writing procedural text for the eighth grade of Junior High School students?, what games are needed to teach grammar for writing procedural text?, how is the design of Battleship based on grammar for writing procedural text?, how is the Battleship Game implemented to teach grammar for writing procedural text?, and how suitable is the design of Battleship Game to teach grammar for writing procedural text?. This study used Research and Development (R&D). The researcher used the steps proposed by Borg & Gall (Borg & Gall, 1983). Those were used to develop the products and to measure the effectiveness of applying the products. The results of the observation, interview, test, questionnaire, and the experts’ validations showed that the “Battleship†Game contribute to the process of learning English. Considering the result of the pre test and the post test, it was proven that studying grammar of procedural text by using “Battleship†game will increase Junior High School students’ writing skill.]]>
<![CDATA[PROJECT-BASED LEARNING IN TEACHING GRAMMAR FOR HIGH AND LOW MOTIVATED STUDENTS The Case of The Tenth Graders of Sman 1 Bangsri In The Academic Year of 2013/2014 ]]>
<![CDATA[ English Education Journal Vol 4 No 2 (2014) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[Although the present body of literature supports the use of project-based learning (PBL) to teach grammatical accuracy, there is still huge urgency to investigate its effectiveness for language learners with different motivation. This study aims to investigate the effectiveness of PBL, the effect motivation in teaching grammar for ten graders and the interaction among techniques, motivation, and students’ grammar. The study is a 2X2 factorial research design involving 48 students in two experimental groups and two control groups. The samples are divided into high and low motivated where the experimental groups are taught using PBL and the control groups are taught using collaborative learning. The data are collected by using a pretest and a posttest. Statistical Package for Social Sciences (SPSS) is used for analyzing the data. The content analysis reveals that students’ motivation does not effect students grammar significantly in both experimental and control groups. The finding also shows that both techniques are effective to improve students’ grammatical accuracy for high and low motivated students. The analysis of variance shows that there is no interaction among students’ motivation, techniques, and students’ grammar with the level of significance at 0.934. The study suggests that teachers must be able to consider the presence of both variables in teaching and learning, especially to teach grammatical accuracy.]]>
<![CDATA[THE SCIENTIFIC APPROACH IN TEACHING SPEAKING FOR VARIOUS TEXTS (The Case of Three Teacher Candidates of Wiralodra University Indramayu in The Academic Year 2013/2014). ]]>
<![CDATA[ English Education Journal Vol 4 No 2 (2014) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[This study investigated the implementation of scientific approach in teaching speaking for various texts. It is aimed to describe and capture how teacher candidates implement scientific approach which consists of observing, questioning, exploring, associating and communicating in their teaching practice. What problems they faced during their teaching practice and how teacher candidates solve those problems.This studyuseda qualitative research design.The subjects of this study were three students of English Department of Wiralodra University who were doing teaching practice (PPL). Triangulation was used to validate the data. The findings showed that the three teacher candidates had implemented scientific approach in their teaching speaking although there still a lot of imperfectness and it can be concluded that between 1st, 2nd, and 3rd teacher candidates, the 3rd was the best to implement the scientific approach. The three teacher candidates also found problems in their teaching such as many students were hardly to speak English directly because of the vocabulary and lack of practice. However, both teacher candidates were able to solve the problem by peer error correction.]]>
<![CDATA[TEACHER’S AND STUDENTS’ TALKS AND THEIR NONVERBAL COMMUNICATION IN THE CLASSROOM INTERACTION ]]>
<![CDATA[ English Education Journal Vol 5 No 1 (2015) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[This study were aimed to find (1) the pattern of teacher’s talks and students’ talks occurred during the classroom interaction, (2) identify teacher’s nonverbal communication and students’ nonverbal communication interpreted in their talks. This study was descriptive qualitative method. The participants of this study were one English teacher and 38 students of second semester of Cendekia Utama Nursing College. It used Flanders Interaction Analysis Category System (FIACS), to analyze teacher’s and students’ talks and Zoric’s and Smid’s Taxonomy to identify nonverbal communication. The result showed that the most dominant pattern occurred in the classroom interaction at ESP class was the students’ participation. The teacher spent (55.7%) while students spent (40.3%) in their time. Teacher produced both direct talks and indirect talks. The amount of direct talks (29.1%) was higher than indirect talks (26.5%). It followed by content cross (34.7%), teacher support (14.3%) and continued by teacher control (6.7%), silence or confusion only spent a little time (4%). The result of nonverbal communication showed that teacher and students used more in oculasics and kinesics. They intentionally made eye contact when they communicated each other and used such facial expression, gesture, body signals, eye movement and head position to support their communications.]]>
<![CDATA[HEDGES USED IN THE UNITED STATES PRESIDENTIAL SPEECHES ]]>
<![CDATA[ English Education Journal Vol 5 No 1 (2015) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[This study attempts to describe the used hedges in the United States Presidential Speeches. This study is intends to identify the types of hedges and the reason for choosing hedges in the Three United States Presidential Speeches by Salager-Meyer’s theory (1997). They are President Bill Clinton, George W Bush, and Barrack Obama. This study used qualitative descriptive approach the data collected by The Three Unites States Presidential Speech in inauguration speech result find out they are mostly used the types of hedges is approximates degree. They used approximate degree is to anticipate or minimize the mistake in starting confirmation in the proposition. Finally, the reasons choosing hedges in the three United States Presidential speechesgenerally used to show the confusion and vagueness. The point is the speaker may hope the strength of statement that should be claims and would not be justify by experimental data present, choosing instead to remain vague in their statement. In addition, in the three United States Presidential Speeches used few or less reasons choosing hedges to show the positive or negative positive politeness.]]>
<![CDATA[IMPROVING STUDENTS’ ORGANIZING IDEAS IN WRITING ANALYTICAL EXPOSITION TEXT WITH MIND MAPPING TECHNIQUE ]]>
<![CDATA[ English Education Journal Vol 5 No 1 (2015) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[This article is a report of an action research project conducted in writing class for eleventh graders of state senior high school 2 Bae Kudus in academic year 2013/2014. The objectives of this study are to describe (1) the problems faced by the students in organizing ideas in writing analytical exposition text (2)how mind mapping technique is implemented (3) how Mind mapping technique can improve the organizing ideas in writing analytical exposition texts. The result from the observation sheet and questionnaire showed that (1) the students still used bahasa indonesia in their writing analytical exposition text (2) by using mind mapping technique students’ writing skill from each cycle is increased (3) students’ score of writing skills from precycle to cycle 1 increased 14.7 points, from cycle 1 to cycle 2 increased 12.3 points from cycle 2 to cycle 3 increased 16.6 points. So the study concluded that the implementation of mind mapping technique (1) could solve the problems faced by the students in writing analitycal exposition text (2) could improve students’ organizing ideas in writing analytical exposition text.]]>
<![CDATA[IMPROVING STUDENTS’ PERSONAL SELF CONCEPT THROUGH ROLE PLAY TECHNIQUE IN TEACHING SPEAKING SKILL ]]>
<![CDATA[ English Education Journal Vol 5 No 1 (2015) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[The purpose of the research is to investigate whether role play technique can improve students’ personal self concept in teaching speaking. The method of this research was classroom action research (CAR). It was conducted in three cycles where the students of the State Institute Islamic Studies Syekh Nurjati Cirebon in the Fourth Semester of the Academic year of 2013/2014 as subjects of research consisted of 30 students. There are four kinds of instrument used in collecting the data; those are observation sheets, field notes, questionnaire and speaking prompt. The findings of the research showed that role play technique can improve students’ personal self concept in teaching speaking significantly from first cycle to the next cycle. The other finding can be seen from classroom situations, i.e.: during the speaking class the students has courage to express their idea freely, good attention in speaking class, well in discussion term, well in team work, they feel confident with their ability in solving problem, and more creative.]]>
<![CDATA[THE USE OF BAHASA INDONESIA (L1) IN THE INTENSIVE ENGLISH (L2) CLASSROOM ]]>
<![CDATA[ English Education Journal Vol 5 No 1 (2015) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[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.]]>
<![CDATA[MOOD REALIZATION OF THE LEARNING ACTIVITIES IN THE GRADE VII ENGLISH TEXTBOOK PUBLISHED BY THE MINISTRY OF EDUCATION AND CULTURE ]]>
<![CDATA[ English Education Journal Vol 5 No 1 (2015) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[This present study is aimed at explaining the mood realization of the learning activities in the grade VII English textbook published by the Ministry of Education and Culture. It is designed within the framework of qualitative research and the method is discourse analysis. The result shows that the learning activities give more imperative mood than the others. Afterwards, speaking skill is included more than the other skills.To achieve communicative activity, the good balance between indicative and imperative mood should be realized in the process of teaching and learning English. Although teacher has a powerful authority and that is natural since teacher is the leader in the classroom, the process of giving and demanding information between teacher and students could be realised to achieve communicative activity. Subsequently, despite the percentage of speaking is the highest, listening has the least percentage in this textbook. Listening is importance in our class since English is the students’ foreign language. Therefore, it is essential that listening activities should be included in a balanced portion with speaking activities in order to understand spoken discourse.]]>
