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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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TEACHERS’ BASIC QUESTIONINGS USED BY ENGLISH TEACHERS IN TEACHING ENGLISH
English Education Journal Vol 5 No 1 (2015)
Publisher : Universitas Negeri Semarang

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Abstract

This study examined the use of teachers’ basic questionings of Sydney Micro Skill (1983) in Teaching English as a Foreign Language (TEFL). There were nine components of teachers’ basic questionings, namely structuring, focusing, phrasing, redirecting, distributing, reacting, pausing, prompting, and changing the level of cognitive demand. The objectives of this study were to describe the types of basic questionings, explain the teachers’ ways in keeping the students active to respond their questions and explain why the teachers use those teachers’ basic questionings. It was a qualitative research which was also supported by quantitative data. It used audio visual, observation/field note and interview to collect data. The result showed that most of English teachers applied those nine components to build a good classroom interaction and the dominant was distributing. The teachers had four ways in keeping the students active to respond their questions; they used questions randomly, interesting medium while delivering the questions, active in motivating the students, and promoted a group discussion. Moreover, the teachers also had reasons why they used those teachers’ basic questionings, such as to find out the students’ attitudes, determine the students’ understanding, and to motivate and appreciate the students.
THE USE OF WRITTEN FEEDBACK TECHNIQUE TO IMPROVE THE PRACTICE OF GRAMMAR FOR SENTENCE WRITING COMPETENCE
English Education Journal Vol 5 No 1 (2015)
Publisher : Universitas Negeri Semarang

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Abstract

This thesis was purposed to (1) find out the problems that faced by grade 3 students of Mondial School in mastering grammar (2) explain the implementation of written feedback in practicing grade 3 students’ grammatical correct writing (3) explain the extent to which the practice of the written feedback improves the grade 3 students’ grammatical correct writing. I used two cycles. Cycle 1 consisted of some activities, such as pre-observation study, planning, giving out the pre- questionnaire and pre-cycle 1 test, observation and correction through written feedback and making analysis and reflection of the students’ pre cycle 1 test. Cycle 2 had the same activities like cycle 2. I got the data from interview, pre questionnaire, and observation in the class, pre cycle 1 test result, post questionnaire and post cycle 1 test results. Then, all the data were analyzed in qualitative and supported by quantitative research. The cycle 1 showed that the students do need more extra grammar practice. Because of the result, I re- planned and changed little the method of the practice in cycle 2. It worked and showed that the written feedback that improved students’ writing skill in correct grammar through the regular practices.
THE REALIZATION OF EXPERIENTIAL MEANINGS IN STUDENTS’ WRITING OF RECOUNTS
English Education Journal Vol 5 No 1 (2015)
Publisher : Universitas Negeri Semarang

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Abstract

The aims of the study are to explain the experiential meanings of participants’ element realized in the students’ recounts, to explain the experiential meanings of processes’ element realized in the students’ recounts, and to explain the experiential meanings of circumstances’ element realized in the students’ recounts. The study used is a descriptive qualitative method of discourse analysis. The data were taken from 20 students’ recounts of Writing 4 at English Education Study Program of Unissula. The unit of analysis was a clause. The result of the study showed that the dominant element of experiential meanings was participants’ element (46.5%). The participants’ elements realized by the nominal group with the dominant participants’ types in students’ recounts are actor 19.8 % and goal 14.5 %. The processes’ elements realized by the verbal group with the dominant process are material process in 43.6 %. The circumstances’ elements realized by prepositional phrase, adverbial group, and nominal group with the dominant participants are place circumstance 43.5% and time circumstance 23.7 %.  It can be concluded that the experiential meanings in students’ recounts are realized by the specific participants of actor and goal, material process and circumstances of place and time.
PRAGMATIC TRANSFER IN COMPLIMENT RESPONSE STRATEGIES OF THE ENGLISH DEPARTMENT STUDENTS OF STATE UNIVERSITY OF SEMARANG
English Education Journal Vol 5 No 1 (2015)
Publisher : Universitas Negeri Semarang

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Abstract

This thesis is a pragmatic study about the pragmatic transfer in compliment responses strategies applied by the students of Semarang State University based on the compliment types, language difference, and English proficiency level.  The participants of this study were 40 students, 20 students of undergraduate and postgraduate. The data were collected by implementing the naturalized role play conductors which is proposed by Tran (2010). Then, The data collected were analyzed based on the Tran’s (2007) compliment responses continuum hypothesis classification. After that, the data collections were analyzed based on the Kasper (1992) classification of pragmatic transfer; pragmalinguistic and socipragmatic transfer. The result of this study showed that the students of Semarang State University compliment responses strategies are eligible to Tran’s compliment responses framework classifications. The most frequently strategies used either in English and Bahasa is Appreciation token. This strategy was the most frequently used in both English and Indonesian version. In Bahasa Indonesia version it shared the top position with the compliment downgrade strategy. The language difference had influenced their response strategy. They are influenced by their L1 pragmatic awareness in responding the compliment of their L2 communication. It means that pragmalinguistic and socio-pragmatic transfer occurred in their responses strategies.
TYPES OF CLASSROOM INTERACTIONS IN THE IMPLEMENTATION OF MINI DRAMA SCRIPT PROJECT
English Education Journal Vol 5 No 2 (2015)
Publisher : Universitas Negeri Semarang

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Abstract

The study was aimed at investigating types of classroom interaction that occurred during the implementation of mini drama script project.The data were gathered through observations and audio and video recording during three cycles. The collected data were further analyzed through four steps of analyzing talks: (1) providing a general characterization in which I listened to the conversation to get a general sense of the kind of interactions, (2) identifying grossly apparent features in which I looked more closely to language features found during the conversation, (3) focusing in on structural elements in which I examined how the interactions were structured and described the most noticeable features, and (4) developing a description in which I described the findings based on the data. The results indicated the implementation of a mini drama script project allowed various types of interaction to occur during the project including the teacher speaking to the whole class, the teacher speaking to a group of members, the student speaking to teacher, the student speaking to student, and the student speaking to group members.In conclusion, the implementation of mini drama script project allows various types of classroom interaction.
THE IDEOLOGY IN THE INDONESIAN-ENGLISH TRANSLATION OF CULTURAL TERMS
English Education Journal Vol 5 No 2 (2015)
Publisher : Universitas Negeri Semarang

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Abstract

This study deals with the translation of cultural terms found in Andrea Hirata’s novel Laskar Pelangi into The Rainbow Troops. The aims of the study were to describe the cultural terms category found in the novel, to find the most frequently translation technique applied by the translator in translating the cultural terms, and to analyze the ideology of translation applied by the translator in translating the novel. The study used was a qualitative descriptive method. The result of the study showed that the most frequently translation technique applied is compensation (18.08%). It can be concluded that the translation ideology used by the translator is domestication ideology. It could be concluded that by applying this domestication ideology, the translator made the foreign-sounding languages and cultures found in the Laskar Pelangi novel, transparent to the target language reader with something equal and equivalent, so the work of translation is acceptable, and easy to understand.
TEACHER’S AND STUDENT’S PERCEPTIONS OF CORRECTIVE FEEDBACK IN TEACHING SPEAKING
English Education Journal Vol 5 No 2 (2015)
Publisher : Universitas Negeri Semarang

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Abstract

The purposes of this study were to find out the types of the spoken errors commonly made by the students in speaking, knowing the reasons do the students make same errors, describing how English teachers use corrective feedback to refine students’ errors, exploring the types of corrective feedback do the students mostly like, explaining the teachers’ and students’ perceptions towards corrective feedback.The types of this study was descriptive qualitative study. The findings indicated that errors mostly made by the students were pronunciation error, grammatical error and lexical error, why did they make same errors because the students got fossilization, corrcetive feedbacks were used to refine students speaking were explicit correction, repetition and reformulation, corrective feedbacks that the students mostly like were explicit correction, repetition and pronunciation, the teachers perceptions towards corrective feedback were corrective feedback was to know the lacks of the students speaking, the teachers could give the students feedbacks in order not to be fossilized. by giving feedback appropraitely it was believed the students would not be fossilized. The students’ perceptionson corrective feedback were they had very good responses about corrective feedback that were given by the teachers in the classroom.
STUDENTS’ PERCEPTION ON THE IMPLEMENTATION OF COLLABORATIVE REASONING DISCUSSIONS (CR)
English Education Journal Vol 5 No 2 (2015)
Publisher : Universitas Negeri Semarang

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Abstract

The present study was a part of larger research aimed at investigating the students’ perception on the implementation of collaborative reasoning discussions (CR) to improve their participation in English as a Foreign Language (EFL) speaking class. This study was qualitative study under action research approach conducted in a single classroom consisting of 21 undergraduate students of Economic Faculty majoring management. The data were gathered through observations and open-ended questionnaires during three cycles. The collected data were further analyzed using inductive analysis. The results indicated that 100% students agreed that CR provided them more chances to participate during the teaching and learning process. Moreover, they also stated besides giving them more chances to participate, CR brought them other benefits such as developing their critical thinking and collaborative skill, and increasing their motivation in learning English. In conclusion, the students had positive perception on the implementation of CR in their EFL speaking class.
THE EFFECTIVENESS OF ONLINE BRAINWRITING AND BRAINSTORMING TECHNIQUES IN TEACHING WRITING TO STUDENTS WITH DIFFERENT LEARNING STRATEGIES
English Education Journal Vol 5 No 2 (2015)
Publisher : Universitas Negeri Semarang

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Abstract

This current study tried to examine online brainwriting compared to brainstorming as prewriting strategies in improving the writing skills of students with high and low frequency of LLS. 2 x 2 factorial design of experimental research was carried out to collect the data from 60 college students majoring in Dance Education. Two experimental groups, A and B, were given two different treatments: online brainwriting and brainstorming. SILL by Oxford (1990) was used to determine whether the students have high or low frequency of LLS.The ANOVA test showed ρ=0.000 for both online brainwriting and brainstorming which prove effectiveness of both techniques. It is also found that online brainwriting is proven to be significant for both high and low frequency of LLS students with ρ=0.000. Brainstorming, on the other side, is only significant for high frequency of LLS students with ρ=0.000, yet is proven insignificant for low frequency of LLS students with ρ=0.039.  However, the results showed there was no interaction between the use of prewriting strategies and the frequency of LLS which was proven by the ρ=0.529. Future researchers might consider having a mixed method of study in comparing those two strategies to get more precise results.
THE EFFECTIVENESS OF GIST (GENERATING INTERACTIONS BETWEEN SCHEMATA AND TEXT) AND KWL (KNOW, WANT, AND LEARNED) STRATEGIES TO IMPROVE READING ACHIEVEMENT OF MALE AND FEMALE STUDENTS
English Education Journal Vol 5 No 2 (2015)
Publisher : Universitas Negeri Semarang

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Abstract

This study is an experimental research with a factorial design which aimed to find out the effectiveness of GIST and KWL strategies to improve reading achievement of male and female students. The samples of the study were the eleventh students of Senior High School 2 Demak in the academic year of 2014/2015. There were two classes, the first and the second experimental groups. GIST strategy was used in the first experimental group, and KWL strategy was used in the second experimental group. To answer research questions number one up to five, T-test was used. While two-ways ANOVA with F-test at the 5% (0.05) level of significance was used to answer the fifth up to seventh question. The result of this study showed that GIST and KWL strategies are effective to improve reading achievement of male and female students. In additon, there is no significant difference of the use of GIST and KWL strategies to improve reading achievement of male and female students. Futhermore, there is no significant difference of gender in using GIST and KWL strategies to improve reading achievement. Finally, there is no interaction among GIST, and KWL strategies, reading achievement, and gender.

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