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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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Survey of Undergraduate Students' Perceptions through the Online Learning asti gumartifa; Indawan Syahri; Masagus Sulaiman
English Education Journal Vol 12 No 3 (2022): September 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i3.59295

Abstract

The purpose of this study was to determine how students’ perception of online learning during the Pandemic of COVID-19. Quantitative descriptive analysis was used to analyze the data. The researchers used a Google Form questionnaire as the instrument to obtain the data. The researchers used a Likert scale to examine the questionnaire and analyze the results. To find out how students’ perception of online learning during the Pandemic of Covid -19, ten questions of questionnaires were evaluated. The result of study indicated various students’ perspective to the online learning implementation. The various perceptions came from different situation such as environment, family, finance, and others.The highest percentage of positive perceptions regarding to online learning was from the students at University of Tridinanti Palembang and continued from the students at University of Muhammadiyah Palembang, then the students at Collage of Agriculture and Science Palembang, and the last was from students of Islamic University of Raden Fatah Palembang. Furthermore, some students also showed low percentage of neutral and negative perception. Therefore, universities and lecturers must work together to minimize the negative sides of online learning, as well as optimize the advantages of the internet and technology.
Jigsaw and Numbered-Heads Together in Teaching Reading Comprehension for Low and High Critical Thinking Students Jarwanto Jarwanto; Suwandi Suwandi; Zulfa Sakhiyya
English Education Journal Vol 12 No 3 (2022): September 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i3.60592

Abstract

This research aims to find out whether Jigsaw technique and N-H-T technique are effective in teaching reading comprehension to high and low critical thinking students. This research used experimental study that was conducted at SMAIT Bina Amal Semarang. The population of this research was the Tenth Graders of SMAIT Bina Amal Semarang. Two classes were selected as sample through a cluster random sampling. Each class was classified into two groups (the students having high and low critical thinking). The techniques to collect the data was multiple choice test to obtain the data of students with high and low critical thinking based on their reading comprehension result. The two instruments were tried out to obtain the valid and reliable items. The data was analysed by using multifactor analysis of ANOVA 2x2. Before conducting the ANOVA test, normality and homogeneity tests were conducted. Based on the findings, it can be concluded that there is no significant difference statistically between both techniques to students with high and low critical thinking in teaching reading due to the learning process at this school used both online and offline learning (students attended school five times in two weeks based on attendance number) also the allocation time of teaching learning was decreased during Covid-19 pandemic.
Speech Functions and Mood System Realization in the Finalists’ Speeches at Miss Grand International 2020 Tomy Widiyanto; Hendi Pratama; Rahayu Puji Haryanti
English Education Journal Vol 12 No 3 (2022): September 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i3.60746

Abstract

Today, the idea of communication is as diverse as the goals for learning. Speech is one of presentational information in oral format which can be needs to have the 21st century skill. Language of speech distinguishes grammatical moods. The speeches in the top 10 finalists of Miss Grand International 2020 was chosen to analyze the realization of speech functions and mood system. Non-participatory observation, selecting the media and classifying the subject of the research, and literature review were steps to collect the data. Analysis data was interpreted and reported in qualitative procedures. It was illuminated that the finalist of Malaysia mostly showed offer among other finalists. The finalist of Guatemala delivered mostly the command. The finalist of Indonesia was counted as the most produced statement. The questions were produced mostly by the finalist of Malaysia and the finalist of Argentina. The use of declarative mood was mostly made by the finalist of Malaysia. The polar interrogative was turned by the finalist of Argentina. Moreover, the imperative was mostly produced by the finalist of Czech Republic. Thus, the statement of speech functions was congruent with declarative of mood system. Likewise, command showed the congruency of imperative. Implementing speech in the English classroom can build students’ confidence and interest in enhancing their public speaking skill. Furthermore, the research under topic speech in the pageant can help to analyze someone’s culture from the speech pattern, accents, vocabulary, and dialect. By this way, the research was conducted to be beneficial for learning language development.
The Relation of Verbal and Non-Verbal Communication to Produce Meaning in the Movie Royhan Naufaldi; Sri Wuli Fitriati; Suwandi Suwandi
English Education Journal Vol 12 No 3 (2022): September 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i3.60822

Abstract

Meaning in communication is crucial to be understood. Many problems appear due to misunderstandings between interlocutors in communication. Analyzing the speaker meaning in a communication is needed to avoid misunderstanding. There are aspects outside the literal meaning of communication that must be considered to avoid misunderstandings, they are verbal communication and non-verbal communication. This research conducted a qualitative method that use multimodal discourse analysis and focused on the relation of verbal and non-verbal communication to produce meaning. The theories that are used in this research were literal/explicit meaning and speaker/implicit meaning of Hurford et al. (2007), verbal communication of Jakobson (1985), and non-verbal communication of Moore et al. (2010). Moreover, there are presented theories of verbal and non-verbal communication that have been combined and developed by Kostić and Chadee (2014) and Tribus (2017). The source of data of the research was all of the characters in Harry Potter and the Sorcerer’s Stone the movie. Moreover, table instruments were used to collect and analyze the data. The findings showed that they are related to the shift of utterances’ forms, determine politeness, and reveal the implicit meaning of the speaker’s illocution. Therefore, it concluded that interlocutors must consider both verbal and non-verbal communication at the same time while having a conversation to deliver meaning successfully and to avoid misunderstanding. Thus, this research can enrich the theories of pragmatics and TEFL, especially for speaking purposes.
The Integration of Character Education in Freedom Writers Movie into ELT Materials Ganda Herdiansyah; Januarius Mujiyanto; Mursid Saleh
English Education Journal Vol 12 No 3 (2022): September 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i3.60851

Abstract

Education is necessary for students who are not only oriented to master subject matters but also to focus on character development. All students seemed to pursue value, rank, or medals, whereas the process of creating an actual character is more important than academic achievement. As a result, students grow up to be smart but characterless. The present study aims to explain the integration of character education in the Freedom Writers movie into ELT materials. These mixed methods study deeply investigated character education in the film which mean this research applying both quantitative data to calculate the frequency of the data and qualitative data to explain the results of the data. The data are dialogues and actions reflected on all the movie characters. The data were collected using theory of Bialik et al. (2015). The study shows that ethics is the most commonly found in the movie (81 items), followed by curiosity (80 items), mindfulness (59 findings), leadership (20 items), courage (19 results), and resilience (7 items). Moreover, the findings show the existing strengths in integrating character education into ELT materials for the students by adapting Model of Russell (2009). Hopefully, this research contributes as a reference to integrating character education into ELT materials.
A Retrospective Study on English Teachers’ Strategies to Increase Students’ Vocabulary Mastery Lianty Putri; Fatmawaty Fatmawaty; Erikson Saragih; Madina Madina
English Education Journal Vol 12 No 3 (2022): September 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i3.61086

Abstract

Various teaching methods and techniques have been the focus of numerous studies on teaching strategies used to increase students' vocabulary understanding. Few studies, however, have looked at the methods teachers employ to increase their students' vocabulary mastery through retrospective study. This retrospective review of the study collected various types of teaching strategies that benefit teachers. Researchers combined a descriptive method with a qualitative research approach with a questionnaire design for this study. Instruments in this research is a survey in the form of google form. The types of questions in previous research surveys used many types of closed-ended questions in the form of statements. In contrast, the types of questions in this study used many open-ended questions that produced answers consisting of many ideas. Fifteen English teachers who teach English in Medan are the subjects of this study. The result of this research is the strategies used by teachers in teaching student vocabulary mastery are very diverse depending on students' and teachers' abilities. The more diverse the teacher's teaching strategies, the more successfully students will learn new words. The teaching strategy is then divided into three, namely preparation, practice, and evaluation strategies. In the end, it is anticipated that the findings of this study will help teachers succeed in developing their students’ vocabulary mastery.Various teaching methods and techniques have been the focus of numerous studies on teaching strategies used to increase students' vocabulary understanding. Few studies, however, have looked at the methods teachers employ to increase their students' vocabulary mastery through retrospective study. This retrospective review of the study collected various types of teaching strategies that benefit teachers. Researchers combined a descriptive method with a qualitative research approach with a questionnaire design for this study. Instruments in this research is a survey in the form of google form. The types of questions in previous research surveys used many types of closed-ended questions in the form of statements. In contrast, the types of questions in this study used many open-ended questions that produced answers consisting of many ideas. Fifteen English teachers who teach English in Medan are the subjects of this study. The result of this research is the strategies used by teachers in teaching student vocabulary mastery are very diverse depending on students' and teachers' abilities. The more diverse the teacher's teaching strategies, the more successfully students will learn new words. The teaching strategy is then divided into three, namely preparation, practice, and evaluation strategies. In the end, it is anticipated that the findings of this study will help teachers succeed in developing their students’ vocabulary mastery.
Politeness Strategies of the Main Characters of Pride and Prejudice Movie Luluatul Musyafa'ah; Issy Yuliasri; Hendi Pratama
English Education Journal Vol 12 No 3 (2022): September 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i3.58194

Abstract

In conversations, people tend to speak politely to keep their interlocutors’ feelings so the conversation can be maintained in harmony. They follow several rules and principles that already exist in society. They apply politeness strategies so that the communication can run effectively. This study aims to discover the politeness strategies performed by the main characters of Pride and Prejudice movie and explain the pattern of different types of strategies used in the movie. The data were taken from the movie’s transcript as the primary source. A descriptive qualitative method was used to analyze politeness strategies proposed by Brown and Levinson. Based on the analysis, the politeness strategies were used by the main characters of Pride and Prejudice movie. The types of politeness strategies employed are bald-on record, positive politeness, negative politeness, and off-record strategy. The most frequent strategy was positive politeness which occurred 98 times from 149 data. The patterns of politeness strategies applied are in declarative, interrogative, imperative, and exclamatory sentences. All types of sentences contain bald-on record, positive politeness, negative politeness, and off-record strategies. By using politeness strategies, people appreciate their interlocutors so that the conversation will be well-maintained. Besides, this study contributes to English language teaching in comprehending cross-cultural understanding (CCU) through the movie, especially in western culture.
The Realization of Metaphor Types in Green’s The Fault inOur Stars (2012) Ayu Dewi Fatimah; Hendi Pratama; Dwi Rukmini
English Education Journal Vol 12 No 3 (2022): September 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i3.61191

Abstract

Metaphors deal with transferring words to other words by comparing the similarity of its meaning. This study investigated the realization of metaphors and their relationship among the four types in the novel. Lakoff and Johnson; Lakoff and Turner mentioned four metaphors; those are structural metaphors, orientational metaphors, ontological metaphors, and image metaphors. These metaphor categorizations are mentioned in the Contemporary Theory of Metaphors (CTM). The researchers conducted a linguistic analysis of text as the method. To collect the data, the researchers used MIPVU (Metaphor Identification Procedure Vrije Universiteit) in The Fault in Our Stars by John Green. The metaphors which are found were analyzed based on classifications as they are used in the novel. In this study, there are 367 metaphors found in the novel; those are 56 structural metaphors, 40 orientational metaphors, 222 ontological metaphors, 36 image metaphors, and 13 compound metaphors. The most used metaphor in the novel is Ontological metaphor because it has more general specification than other metaphors. The compound metaphors are found based on the relationship of the four types. They are used together to strengthen, clarify, support, complete, and continue each other. The results presented that all of the metaphors are mapped in a proper way. It means they have compatible concepts transferred. Thus, this result can be used by the learners as supporting words to raise the learners' quality of speech.
Assessing Grammatical Cohesive Devices in the Findings and Discussion of Research Articles by Graduate Students Khasanah Palupi Akbar; Januarius Mujiyanto; Djoko Sutopo
English Education Journal Vol 12 No 3 (2022): September 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i3.61116

Abstract

Writing research articles is a 'tradition' conducted by students in every learning activity in higher education. This study aimed to analyze the use of grammatical cohesive devices found in the findings and discussion of research articles written by graduate students of English Education. Discourse analysis was employed as the research design and a descriptive qualitative approach was utilized to elaborate the analysis. Qualitative data in the form of text consisting of sentences and clauses containing cohesion were the primary data in this research. The data were obtained through observation and documentation by conducting a preliminary study, collecting the research articles, and verifying the data. The data were analyzed by identifying, classifying, describing, and drawing conclusions. The results of the study showed that the students employed all four types of grammatical cohesive devices in the findings and discussion of research articles. The most dominant grammatical cohesive device utilized by the students was reference and conjunction with total use of 2367 and 955 respectively. There was an apparent margin gap between the dominantly used devices and the least employed devices as there were only 5 occurrences of substitution and 12 occurrences of ellipsis. In conclusion, the students preferred to use only two types of grammatical cohesive devices while neglecting the utilization of the other types. Moreover, this study will hopefully provide suggestions for students on how to use grammatical cohesive devices and additional guides for teachers in teaching students on how to compose a well-organized research paper.
The Realization Of Spontaneity And Interactivity Features in The Construction of English Transactional Conversation of Akamigas Students Fella Shoufa Masitha; Rudi Hartono
English Education Journal Vol 12 No 4 (2022): December 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i4.56028

Abstract

This research analyzed the way spontaneity and interactivity realized within the students' transactional conversation. The study participants were the students of the Petroleum study program of P.E.M. Akamigas Cepu, Central Java. As a discourse study, this research analyzed five conversations carried out by five groups of students of the Petroleum study program. The data were collected through audio recordings. The recorded files were further transcribed, and the researchers selected, counted, and reported the written data based on the transcription. The transcription of the students' conversation recording was then analyzed to find its spontaneity and interactivity features, referring to the suggestions by Thornburry and Slade (2006). The result of the analysis of students’ conversation recording showed that chunks were the most frequent spontaneity feature found within students' conversation, followed by conjunctions and filled pauses. Students use chunks to recall a typical combination of words quickly. As for the interactivity features, the most commonly found part was the discourse marker followed by questions and interaction signal. The students used Discourse markers to keep the information flowing during the conversation. Spontaneity and interactivity features were indeed found and used by the students for specific purposes, and it is suggested to expose learners to the appropriate use of spontaneity and interactivity. This research provides insight for E.S.P. teachers to develop their teaching beyond language content that helps the learners to participate in an actual discourse

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