cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota semarang,
Jawa tengah
INDONESIA
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
 69   70   71   72   73 
THE EFFECTIVENESS OF STAD AND TGT TO ENHANCE NARRATIVE TEXT READING COMPREHENSION OF THE STUDENTS WITH HIGH AND LOW ACHIEVEMENT
English Education Journal Vol 5 No 2 (2015)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study investigated the effectiveness of STAD and TGT for enhancing narrative text reading comprehension of the students with high and low achievement. This study was a quantitative research, using an experimental factorial design 2x2. The participants of this study were 71 students of the eighth graders of State Islamic Junior High School Lebaksiu. Thestudents were divided into two groups, experimental group and controlgroup. The students of experimental group wasgiven STAD in learning narrative text reading comprehension and thecontrol group wasgiven TGT inlearning narrative text reading comprehension.The findings of this study showedthat STAD and TGT have significant effect for enhancing narrative text reading comprehension. However, the techniquesgiven for enhancing narrative text reading comprehension and student’s achievement did not have any interactions
THE IDEOLOGY IN THE INDONESIAN-TO-ENGLISH TRANSLATION OF CULTURAL TERMS IN TOER’S BUMI MANUSIA
English Education Journal Vol 5 No 2 (2015)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The focus of translation has shifted from the macro level of isolated linguistic units to the macro level of the socio-cultural context in which the translation act takes places. It means that translation has played quite significant role in communicating and exchanging social and cultural information. The aim of this study is to find out the cultural terms in the Indonesian novel Bumi Manusia, the techniques of translation applied by the translator, and to explain how the techniques applied reflect the ideology of translation. The method of collecting data in this study was through observing by note-taking technique. The collected data were analyzed descriptively using qualitative method. There were 187 data of five categories of cultural terms, fourteen idioms, four sayings, and fourteen techniques identified in the novel. The most tendency of application of ideology of translation in translating the cultural terms related to Javanese culture was domestication ideology (78, 20%), it showed that the translation was oriented to TL. The next orientation used in the translation of the cultural terms was followed by foreignization ideology 12%), it showed that the translator tried to introduce Javanese cultural terms to the target readers using SL-oriented. The last tendency was partial foreignization and partial domestication (10,8%), it showed that the translation was partially oriented to SL and partially oriented to TL.
THE EFFECTIVENESS OF COMPREHENSIBLE INPUT AND INCOMPREHENSIBLE INPUT FOR ENHANCING ENGLISH SPEAKING SKILL OF RECOUNT TEXT ON MALE AND FEMALE STUDENTS
English Education Journal Vol 5 No 2 (2015)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

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.
Examining the Effectiveness of Instagram Vlogs on Speaking Proficiency of Aerospace Engineering Students Maria Asumpta Deny Kusumaningrum; Dewanti Ratna Pertiwi
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.v12i2.56313

Abstract

This research aims to show how Instagram vlogs may be used in the classroom as a technological tool. This research mentions the usage of Instagram vlogs to help students improve their speaking skills. The challenges that aerospace engineering students had throughout the speech were described using a case study. Internal factors including language proficiency, motivation, and anxiety were employed to investigate these anxieties. This research involved 49 students. SPSS statistics were used to examine the first instrument (pre-test and post-test) as well as the second instrument (questionnaire). Their speaking abilities had improved, according to the data. The students struggled with correct grammar use, vocabulary choices, and pronunciation as they progressed with their vlogs. When they were vlogging, they were also nervous. On the other hand, they were motivated. This study was reinforced by some of the authors' practices using Instagram vlogs as well as relevant research findings and literature. The research findings revealed that using Instagram vlogs contributed to EFL students improving their speaking skills by increasing fluency, confidence, motivation, and learning new vocabulary.
The Realization of Thematic Progression in the Essays of English Undergraduate Students Maharani Robiatul Islam; Dwi Rukmini; Sri Wuli Fitriati
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.v12i2.56520

Abstract

This study focuses on the realization of thematic progression, the problems concerning the thematic progression, and the coherence of English undergraduate students’ essays in one of the private universities in Lubuklinggau. The researchers investigated en argumentative essays written by the third-semester students by employing descriptive qualitative with written discourse analysis. The researchers used documentation and interview as the instruments. This study used Eggins’ theory (2004). This study revealed that the students mainly realized the thematic progression patterns in their writing, although they did not have a proper thematic progression insight. The students applied Theme reiteration, zig-zag pattern, multiple-Rheme pattern, and split Theme in the thematic progression. Meanwhile, the problems concerning the thematic progression were the problem of brand-new Theme, empty Rheme, incomplete clause, and confusing selection of textual Theme. Brand-new Theme mainly occurred in students’ essays, in which they carried forward the new information that did not relate to the preceding clause. Ten students’ argumentative essays were more coherent in terms of coherence as they had already employed various thematic progression patterns and were not monotonous in one pattern only. To sum up, although theoretically, they lack an understanding of thematic progression, they have practically applied the various thematic progression patterns and made their essays more coherent.
Teachers’ Practice of Form-Focused Feedback in Writing Classroom Teaching Writing At SMK N 1 Blado, Batang. Eka Nur Fatmah; Warsono Warsono; Dwi Anggani L.B
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.v12i2.45256

Abstract

This study focused on the description of the teachers’ perception, plan, implementation, and evaluation of Form-Focused Feedback (FFF) in teaching writing. It employed a descriptive qualitative study that applied interviews, questionnaires, and classroom observations in obtaining the research data. The research took place in a vocational high school in Central Java and involved two teachers as well as the twelfth-grade students as the research participants. The results of the study show that the teachers mostly have the same perceptions of Form-Focused Feedback as the experts and researchers of previous related studies. The teachers’ lesson plans show that the teachers included almost all the categories to implement FFF. However, an assessment category which is essential in teaching and learning process was not covered in the lesson plan. The implementation of FFF in teaching writing show that there was only in one out of four meetings the teachers implemented the FFF. Both teachers integrated the FFF and Project Based Learning methods through group discussion. The evaluation of the FFF show that the students made good progress in the form context. It affects the text’s coherence and cohesion and helps students write more accurately. Teachers’ perceptions, planning, and implementation of the FFF have a positive relation to each other. In addition, it suggests that Form-Focused Feedback be used in writing classroom. Also, teachers need to anticipate the facts that the FFF implementation may occur along with the challenges and problems.
The Effectiveness of Gallery Walk and Numbered-Heads Together in Teaching Reading Comprehension Imaduddin Abil Fida; Dwi Anggani Linggar Bharati; Sri Wuli Fitriati
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.v12i2.51662

Abstract

This study aimed to investigate the effectiveness of gallery walk and numbered-heads together for teaching reading comprehension to students with distinct personalities. The objectives of the study were, to investigate extrovert, and introvert students' scores of reading comprehension to analyze the effectiveness of gallery walk, to investigate extrovert and introvert students' score of reading to analyze the effectiveness of numbered-heads together, to explore the significant differences between extroverted students after learning to use gallery walk and numbered-heads together to teach reading comprehension, to explore the significant differences between introverted students after learning to use gallery walk and numbered-heads together to teach reading comprehension, to analyze how teaching, the personality of students and the reading style interact. This was an experimental study with a 2x2 factorial design. Observations, questionnaires, and tests were used to get the research data. Data from reading tests and questionnaires were analyzed quantitatively using a T-test and ANOVA. The results show that the mean score of the extroverts is 78.40 and introverts is 78.60 after taught using gallery walk technique. While the mean score of the extroverts is 82.70 and introverts is 81.10 after learning using numbered-heads together. These techniques were effective to teach reading. The students’ score of reading comprehension after taught using numbered-heads together technique was higher than those taught by gallery walk. Besides, there was no significant interaction between the use of techniques, student personality, and student reading comprehension.
The Effectiveness of Role-Play and Task-Based-Strategy to Teach Speaking to Students with Different Learning Styles Nugroho Dimastoro; Dwi Anggani Linggar Bharati
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.v12i2.53314

Abstract

Many students feel difficult to study English, especially in speaking skills because the teaching process cannot stimulate students' interest. Less interaction in the teaching process forces the teachers to adjust to this condition by implementing a creative strategy to improve the student’s motivation and achievement. Using an appropriate strategy will help to solve the problem. This study aims to explain whether Role-play and Task-Based Language Teaching (TBLT) is effective to teach speaking to students with different learning styles. The learning styles we use are auditory and visual. This study used a 2x2 factorial design in the experimental study. It was used to collect the data from 60 students divided into two groups; they were experimental group 1 and experimental group 2. They were treated with different strategies: Role-play and TBLT. The type of data analysis in this experimental study is quantitative analysis to analyze speaking tests, questionnaires, and observation sheets. In this study, the researchers employ two analysis techniques to analyze the data. The techniques of data analysis used descriptive and inferential statistics. The result shows a significant difference between Role-play and TBLT strategies to teach speaking to students with different learning styles. The Role-play was more effective than the TBLT strategy to teach speaking to auditory and visual learning styles. Based on the analysis, there was no interaction among the strategies, learning styles, and speaking skills. The researchers also briefly recommend the use of Role-play and TBLT to be applied in various ways and at different levels.
The Influence of The Teachers' Reading Habit On Their Teaching Practice: A Narrative Inquiry Etri Wijayanti; Yan Mujiyanto; Hendi Pratama
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.v12i2.56256

Abstract

We consider the substantial relationship between teachers' reading habits and teaching practices in the Indonesian context. This issue has piqued the interest of research. Therefore, this study investigates how teachers' reading habits influence their teaching practice. This study employs narrative inquiry by Clandinin and Connelly (2000) as a qualitative research design, allowing us to collect rich data through the unique stories of the participants. This study involves three Indonesian English teachers at one of the vocational high schools in Indonesia, namely SMK Negeri 1 Pringapus. Specifically, this study uses a narrative inquiry framework by Clandinin and Conelly (2002). We collected the data through observation, questionnaires, interviews Creswell (2012); transcribing, and coding based on Bailey (2008). Additionally, to obtain trustworthiness, we use the theory of Guba and Lincoln (1982). The findings show that teachers' reading habits have vital roles in their teaching practice. The findings also clearly demonstrate a solid and lasting relationship between teachers' reading habits and teaching practice. This study suggests that educators, in particular, should improve reading habits both for professional needs as teachers and personal needs. It is also necessary to continue to improve the quality of teaching practice by strengthening reading habits. Key Words: teachers' reading habit, narrative inquiry, teaching practice
An Analysis of Rhetorical Structures of Introduction Sections in International Conference Papers Diyana Sulistyani; Januarius Mujiyanto; Suwandi Suwandi
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.v12i2.56500

Abstract

Producing a well-organized and coherent text remains a significant problem in EFL context writing. Cognitive demands and low exposure to the language contribute to this issue. Numerous researches are available to tackle EFL learners’ texts by using various ways such as Theme/Rheme and thematic progression. Some studies attempt to uncover EFL texts’ coherence by using rhetorical moves and structure. This study attempted a novel method to reveal text coherence called Rhetorical Structure Theory (RST) by Mann and Thompson (1988). The data were the introduction sections of ten articles taken from the International Conference on Science, Education, and Technology (ISET) 2019, and they were analyzed by considering 23 relations in RST. The findings reveal that the Subject Matter relations category overpowers the number of Presentational relations. Elaboration ranks at the top with 72 data, followed by Background (19 times) and Purpose (18 times). However, there is no datum for Volitional Result, Otherwise, Interpretation, and Sequence relations. It suggests that the article writers preferred to provide information by giving a detailed explanation, a background of the case, and the study purposes. The results are expected to encourage future researchers to utilize various ways of tackling text coherence and to provide an alternative to analyzing text for educators.

Page 71 of 81 | Total Record : 801

 69   70   71   72   73 

Filter by Year

2011 2023


Reset
Filter By Issues
All Issue Vol 13 No 4 (2023): December 2023 Vol 13 No 3 (2023): September 2023 Vol 13 No 2 (2023): June 2023 Vol 13 No 1 (2023): March 2023 Vol 12 No 4 (2022): December 2022 Vol 12 No 3 (2022): September 2022 Vol 12 No 2 (2022): June 2022 Vol 12 No 1 (2022): March 2022 Vol 11 No 4 (2021): December 2021 Vol 11 No 3 (2021): September 2021 Vol 11 No 2 (2021): June 2021 Vol 11 No 1 (2021): March 2021 Vol 10 No 4 (2020): December 2020 Vol 10 No 3 (2020): September 2020 Vol 10 No 2 (2020): June 2020 Vol 10 No 1 (2020): March 2020 Vol 9 No 4 (2019): December 2019 Vol 9 No 3 (2019): September 2019 Vol 9 No 2 (2019): June 2019 Vol 9 No 1 (2019): March 2019 Vol 8 No 4 (2018): December 2018 Vol 8 No 3 (2018): September 2018 Vol 8 No 2 (2018): June 2018 Vol 8 No 2 (2018): June 2018 Vol 8 No 1 (2018): March 2018 Vol 8 No 1 (2018): March 2018 Vol 7 No 3 (2017) Vol 7 No 3 (2017) Vol 7 No 2 (2017) Vol 7 No 2 (2017) Vol 7 No 1 (2017) Vol 7 No 1 (2017) Vol 6 No 2 (2016) Vol 6 No 2 (2016) Vol 6 No 1 (2016) Vol 6 No 1 (2016) Vol 5 No 2 (2015) Vol 5 No 2 (2015) Vol 5 No 1 (2015) Vol 5 No 1 (2015) Vol 4 No 2 (2014) Vol 4 No 2 (2014) Vol 4 No 1 (2014) Vol 4 No 1 (2014) Vol 3 No 2 (2013) Vol 3 No 2 (2013) Vol 3 No 1 (2013) Vol 3 No 1 (2013) Vol 2 No 2 (2012) Vol 2 No 2 (2012) Vol 1 No 1 (2011) Vol 1 No 1 (2011) More Issue