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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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Classroom Interaction in the Teaching of English at a Private High School in Indonesia Siti Mukaromah; Henrikus Joko Yulianto
English Education Journal Vol 13 No 1 (2023): March 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v13i1.71936

Abstract

This study aimed to analyze the indirect and direct talk, response and initiation, and silence of teacher and student interaction in the teaching of English. This research employed an exploratory mixed method. The subject of this study was the English teacher and twenty-seven students of an English class of eleven grade in Madrasah Aliyah Futuhiyyah-2 Mranggen. The data was collected using observation, interviews, and questionnaires. The talk was analyzed using Flanders's theory (1965), modified by (Amatari, 2015; Sharma & Tiwari, 2021). The result of this study showed that the average value of activities carried out by teachers during learning is 62.44%. The average score of student activity was 29.16%. The total value of teacher and student activities is 91.6%. The value of silence is 8.33%. The percentage of teacher and students talking in the classroom interaction indicates a high tendency to accept feelings and praise or encouragement, lecturing, and responses. The indirect and direct talk implemented in classroom interactions showed that indirect 41,62% was higher than direct talk 20,82%. The response and initiation showed that the students pay attention well to the teacher and sometimes give initiation. The domineering talk caused silence showed that the use of silence was low. Viewed from the number of average scores produced by teacher of 62.44% and student talk of 29.16%, it can be concluded that the percentage of teachers talk is higher than students. This research could help teachers to evaluate their teaching activities. Additionally, for students, the findings of this study can increase participation using the initiation category.
Assessing the Realization of Speech Acts in the Conversation Section of “Interactive English 1” Textbook Millatuz Zulfa; Rahayu Puji Haryanti
English Education Journal Vol 13 No 2 (2023): June 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v13i2.72034

Abstract

Understanding speech acts and their functions is crucial for effective communication. Therefore, conducting research on the speech acts in English textbooks holds significant importance as it enables educators and curriculum designers to gain valuable insights into how language is used in real-life interactions. This study aimed to assess the speech acts realization in the English textbook entitled "Interactive English 1" for Seventh Grade of Junior High School. Qualitative study was employed for data collection, analysis, and drawing conclusions based on the findings of the analysis. The data were analyzed utterance by utterance by applying Searle’s theory of speech act. This study analyzed 347 data (utterances) and found mostly stated in direct strategy with varying frequencies of speech act categories: assertive/representative (131 instances) as the most frequent with the functions of “informing”, “introducing”, “describing”, “stating”, “confirming”, etc. Directive (107 instances) with the function of "inviting," "commanding," "requesting," and "advising” and “offering”. Then, the speech act function of expressive (100 instances) observed in the conversations included "greeting", “parting", "stating pleasure", "thanking", etc. Followed by commisive (7 instances) with the function of “granting”, “promising” and “offering”. The least frequent was declaration (1 datum) in form of “declaring”. Based on the result, it is recommended that future English language teaching materials should emphasize pragmatic competence and provide adequate opportunities for learners to practice different speech act types to enhance their communicative abilities.
The Use of Intercultural Approach in SLA to Improve Student’s Communicative Competence in 8th Grade Kulsum, Umi; Hartono, Rudi
English Education Journal Vol 13 No 2 (2023): June 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v13i2.72036

Abstract

Intercultural understanding plays a vital role in language education. Having a good cultural or intercultural awareness can help students create good relationships and successful communication. This study aimed at explaining the use of the intercultural approach in second language acquisition to improve the students’ communicative competence in eighth grade. This study used the qualitative approach with narrative study. The data were taken from classroom observation, teacher and students interviews, and document analysis. Data were analyzed using five steps according to Miles and Huberman (1992) and Merriam (1992), namely transcribing the data, coding the data, reducing the data, displaying the data, and drawing a conclusion. This study found that the use of an intercultural approach concerned on its three components, such as knowledge, attitude, and behavior. Those components are provided to the students in the special meeting, but they could also be included in the materials listed in the syllabus. There were four stages of intercultural approach, namely warm-up, communicative activities, product, and discussion. Classroom activities in using intercultural approach were brainstorming, pair or work group, presentation, discussion, and reflection. In addition, the procedures of intercultural approach were exploring local culture, exploring language learning materials, exploring the traditional media and arts through English, exploring IT through English, cultural informants, and face-to-face intercultural communication. The findings of this study are expected to provide additional information regarding the proper use of intercultural approach in second language acquisition to improve the students’ communicative competence in eighth grade.
Off-Record Politeness Strategies and Different Gender’s Characteristics in Woman at Point Zero Novel Gabby Allen Vica; Hendi Pratama; Katharina Rustipa
English Education Journal Vol 13 No 1 (2023): March 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v13i1.72196

Abstract

Language is a communication tool which is used to exchange information between the speakers and the hearers according to their particular purposes. The indirect message in communication is called off record politeness; it helps the speakers avoiding responsibility of the hearers’ self image. The purposes of the study are explaining off record politeness strategies based four maxim violation. Then, explaining the characteristics of gender differentiate male and female’s off record politeness strategies. Moreover, explaining the relationship among different off record strategies and the gender. The data in this study is male and female’s utterances cointaining off record politeness. The result shows that male frequently used rthetorical questions and female mostly used metaphors strategies. The frequent male’s characteristic in communication is succint language meanwhile female’s characteristic is storytelling. The result found relationship between gender’s characteristics in the use of off record politeness strategies.
Unraveling EFL Pre-Service Teachers’ TPACK through Self-Report Data Yuni Dwi Susanti; Sri Wahyuni; Zulfa Sakhiyya
English Education Journal Vol 13 No 2 (2023): June 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v13i2.72586

Abstract

The technological revolution has changed the required knowledge and skills of teachers in facilitating the development of students’ 21st-century skills. In light of this, Technological Pedagogical Content Knowledge (TPACK) has been defined as a useful conceptual framework to help define the knowledge base needed for effective technology integration into classroom practices. However, generally, teacher professional education programs do not help teacher candidates develop TPACK. From this standpoint, the purpose of the study was to better understand the nature of pre-service English teachers’ TPACK over the professional development program named Pre-Service Teacher Professional Education (TPE) or Pendidikan Profesi Guru (PPG) Prajabatan. A survey was applied to examine 30 EFL pre-service teachers’ TPACK using self-report as the data source. The self-report was adopted from Schmid et al. (2020), and it consists of 28 items of the seven TPACK components. The results demonstrated that EFL pre-service teachers see the value of technology for teaching English. They highly perceived their TPACK competencies, especially for the TK construct (M=4.05) and the TPACK construct (M=4.08). They need more guidance on how to effectively integrate technology though. Thus, teacher professional education programs should redesign various methods of courses to provide more opportunities for pre-service English teachers to teach with technology since experiences had the most effect on beliefs.
English Education Students’ Perception on the Use of Elena in the Post-Pandemic Era Ummi Nur Laila Sulistyani
English Education Journal Vol 13 No 1 (2023): March 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v13i1.73183

Abstract

Elena, an e-learning aid based on MOODLE version 2.0 developed by Universitas Negeri Semarang, is used to support the teaching and learning process as a response to the post COVID-19 outbreak. In English Education study program, Elena is mostly used not only for the lecturer to upload the materials, but also for the students to have discussion session, do assignment, exam, and quiz. However, as we shift from full online classes to ofline classes, it is important for all the parties and stakeholders to re-evaluate the use of Elena in teaching and learning process in post pandemic era, especially for students as the main user. A descriptive study was conducted by giving questionnaire and having in-depth interview to 100 students who participated. The results shows that students have positive perception towards the use of Elena in post-pandemic era to support the teaching and learning process, especially in learning language. However, some improvement such as make Elena into application rather than web-based learning aid, improve the user interface, and add live notification synchronized into students’ Telegram bot or MyUNNES should be considered.
The Use of Politeness Strategies in Online Teacher-Students’ Virtual Classroom Interaction Hamdan Nuramdani
English Education Journal Vol 13 No 2 (2023): June 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v13i2.73834

Abstract

This research focused on analysing the politeness strategies in online teachers' and students' virtual classroom interaction at SMPN 16 Cirebon. Therefore, the main objective of this research was to explain the use of positive politeness strategies, negative politeness strategies, bald-on-record strategies, and off-record strategies and the relationship among the politeness strategies in teacher-students virtual classroom interaction in the online teaching-learning process at SMPN 16 Cirebon. The data were collected by using observation with recording and note-taking. The data was analyzed using thematic analysis, Braun and Clarke's theory. The finding showed that positive politeness, negative politeness, bald-on-record, and off-record strategies exist in virtual classroom interaction. The teachers used positive politeness to engage students' attention and build a comfortable situation in the online virtual classroom. At the same time, students used it to respect the teacher before conveying their questions or answering their opinions. The students and teachers use bald-on-record to communicate their feelings in an emergency. Students used off-record to avoid the teacher's questions, while the teacher used it to build the student's thoughts in the beginning activities. All the strategies correlate and impact creating an atmosphere or situation in online virtual classroom interaction.
Errors in Discourse Marker Usage in Descriptive Texts by SMA Negeri 12 Semarang Students Nurtilek Kadyrov; Januarius Mujiyanto; Sri Wuli Fitriati
English Education Journal Vol 13 No 2 (2023): June 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v13i2.74097

Abstract

This study delves into the analysis of common errors found in descriptive texts authored by a sample of 32 students, randomly selected from SMA Negeri 12 Semarang. Its primary objective is to identify, categorize, and evaluate errors pertaining to adverbial phrases, conjunctions, prepositional phrases, and discourse markers while assessing their impact on the coherence of the text. Employing a rigorous research methodology encompassing both quantitative and qualitative techniques, this study provides a thorough evaluation of the student's writing abilities. Quantitative analysis of the collected data exposes a spectrum of errors, encompassing discourse marker misuses, sentence structure deficiencies, inaccuracies in prepositional phrases, conjunction errors, and problems with adverbial phrases. Notably, discourse marker errors, including the omission of commas and the repetitive use of words, emerged as the most prevalent issues. These errors have the potential to significantly hinder the clarity and overall flow of the text. The motivation for this study arises from the recognition that students often encounter challenges when it comes to effectively utilizing discourse markers and other grammatical elements in their descriptive writing. These difficulties can adversely impact text coherence and, consequently, the overall quality of the students' compositions. In light of the quantitative findings, this research underscores the critical importance of targeted grammar instruction and consistent writing practice to enhance students' writing skills. Addressing these common errors collaboratively, educators and learners can work towards improving the quality of descriptive texts.
Providing Alternative Understandings of School Equivalency Trough Literacy and Storytelling Syahid Abdulloh; Zulfa Sakhiyya; Hendi Pratama
English Education Journal Vol 13 No 2 (2023): June 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v13i2.71701

Abstract

Omah Dongeng Marwah, a library community and school equivalency organizer, distinguishes itself from typical school equivalency institutions, which are often seen as mere diploma publishers. Through storytelling, book discussions, and nurturing students' talents, ODM offers an innovative outlook on literacy practices. This research explores the profound impact of ODM's immersive storytelling along with diverse literacy practices to give alternative understandings of school equivalency. Using qualitative research, I investigated why and how Omah Dongeng Marwah Kudus challenges the stigma associated with school equivalency through storytelling and literacy practices. Critical Discourse Analysis was employed to understand the social dimensions influencing ODM's implementation of these practices, challenging the dominant discourse in similar institutions. The findings of this research demonstrate that the utilization of storytelling and literacy practices at Omah Dongeng Marwah stems from the social and educational conditions in Indonesia, where the behind-the-scenes aspects of theoretical discoveries are often neglected. The effects observed include increased expressiveness among students, enhanced motivation for learning, and the exploration of their talents and interests. Furthermore, through their literacy practices, Omah Dongeng Marwah presents an alternative understanding of school equivalency, asserting that with the flexibility of curriculum development, educational institutions should prioritize meeting the individual needs of students.
Evaluation of Students' Mastery of Semantic Entailment as Reflected in Their Descriptive Text Writing Rika Setyawati; Januarius Mujiyanto; Zulfa Sakhiyya
English Education Journal Vol 13 No 2 (2023): June 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v13i2.71836

Abstract

Some challenges in teaching writing are making students interpret, analyze, and build reasoning for a coherent text. To address this issue, such research is included in a branch of linguistics, namely semantics. This research evaluates the students’ mastery of semantic entailment as reflected in their descriptive text writing. The research method applied was a descriptive qualitative design. The data was taken from the 30 explanatory texts written by the eighth-graders of MTs Ar Ridlo Pekuncen 2022/2023. The technique of collecting data was document text. The method of data analysis was triangulation. The results revealed that the evaluation of students’ mastery of one-way entailment is 90%; there were 27 of 30 students. Almost all of the students (generally) are very masterful. Next, the evaluation of students’ mastery of two-way entailment is 36.67% (N=11). Furthermore, only 30.00% of the students (N=9) can master negative entailment. The least (a fraction) mastered was metaphorical entailment, 13.33% (N=4). The easiest for students to master was the one-way entailment. In contrast, the metaphorical entailment was the most difficult. Thus, it can be safely said that the students have difficulty imagining the object in their sentences. For that reason, future research may investigate the factors that cause problems in metaphorical entailment among students.

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