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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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Comparison of Positive Politeness Strategies by Ellen to Interact with Her Guests of Age Groups Yuliana Maula; Januarius Mujiyanto; Henrikus Joko Yulianto
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.v13i2.72138

Abstract

Politeness cannot be achieved directly when people are born because of genetic factors or special characteristics given by God. It needs to be learned, and they should consider whom they speak to establish a good relationship between the speaker (S) and hearer (H) in the social interaction. This study aims to explain the similarities and differences between the use of positive politeness strategies by Ellen in her interaction with adult and young guests. The transcript of Ellen’s talk show becomes the primary source of this study where the data were analyzed by using Brown and Levinson’s theory. This study was descriptive qualitative research with a pragmatic approach. Based on the data analysis, Ellen applied noticing, exaggerating, and intensifying interest to H, using in-group identity markers, seeking agreement, asserting common ground, being optimistic, including S and H in the activity, and giving gifts in her communication with adult and young guests. The strategy of using in-group identity markers is frequently used in Ellen’s interaction with a percentage of 27,8%. In addition, in Ellen’s interaction with the young guests, the noticing strategy is the most dominant strategy with a percentage of 25%. The strategies of avoiding disagreement, joking, promising, and giving reasons were only applied in her interaction with the adult guests. Therefore, Ellen’s decision to use these positive politeness strategies can save the hearers’ positive face and maintain the relationship among them. As a result, this study contributes to English language teaching in class interaction, especially in fulfilling the students’ positive face.
The Degree of Assertiveness in Speeches Delivered by Debaters on NSDC 2020 Final Round Azhar Maulana Maghribi Sidiq; Sri Wuli Fitriati; Widhiyanto Widhiyanto
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.v13i2.72285

Abstract

Considering the crucial roles of interpersonal meaning in argumentative speech, the study evaluated the use of interpersonal meaning using Halliday’s theory (2014) in debate speeches. It aimed to find out the use of mood and modality in the speech of debaters and how mood and modality realize assertiveness. This research used a qualitative research design with the data from spoken language, especially the final round of the National School Debating Championship 2020. The result of the study on 6 high school debaters showed that there are 1061 mood systems found; they are classified as declarative, interrogative, and imperative mood systems. The most occurred mood in the speech was the declarative mood, which is 999 clauses and categorized as a statement that contains information for the debater to present their idea. The presented ideas were used in an attempt to justify the team’s stances. The modality system found that the most common type of modality in speech was the inclination modality, which is 40 clauses. It indicates that the debater wants to show their determination on how the debater deals with the motion. By analyzing the speech using interpersonal meaning, the highest number of declarative mood and inclination modalities indicates the assertiveness in every debater’s speech.
The Effectiveness of the Explicit and Implicit Grammar Teaching Online to Improve the Grammar Mastery Haryono, Tan Agung; Fitriati, Sri Wuli; Suwandi, Suwandi
English Education Journal Vol 13 No 4 (2023): December 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v13i4.71000

Abstract

Online classes have become indispensable in the digital age due to the internet's ability to offer invaluable resources and support for second-language classrooms. This practicality has led to widespread adoption across all academic levels, including higher education, resulting in a significant increase in the utilization of online classes. The purpose of the study was to examine how online explicit and implicit grammar teaching improved the degree of comparison mastery of the learners in Structure 2, a grammar course offered by Unika Soegijapranata in Semarang. Explicit grammar teaching involves presenting the rule and then providing examples to illustrate it, as stated by Larsen-Freeman (2014). On the other hand, implicit grammar teaching emphasizes the significance of learning grammatical rules through immersive experiences by providing various phrases and contextual examples (Thornburry, 1999). A quantitative case study was used to carry out the research. The data were collected by the assessment assigned to 19 students in the forms of pre-test and post-test. The students were grouped into 9 participants for the explicit group, and 10 participants for the implicit group. The data were analyzed via Microsoft SPSS version 22. The finding was that both explicit and implicit grammar teaching online had significant effects on the improvement of competencies. Thus, this study emphasizes the importance of considering these methods by lecturers, higher education institutions, and students involved in the learning process.
The Use of Deixis in Online Classroom Interaction Among the University Students M. Rizki Giffary; Widhiyanto Widhiyanto
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.v13i2.71562

Abstract

Pragmatics is the study related to linguistics used by a person. It is the study of language and its content. Therefore, it becomes the basis for knowing the meaning of a language. Pragmatics is focused on the investigation of importance as conveyed by the speaker (or author) and deciphered by the audience (or reader). This research aimed to find the use of deixis in online class interaction among the third-semester students of the graduate school Universitas Negeri Semarang 2020/2021, the data of this study were the students' interactions in the WhatsApp application during the class of the graduate school Universitas Negeri Semarang. This research was a form of qualitative research proposed by Creswell (2009). We were required to be able to classify, collect, analyze, and draw conclusions through the phenomena that have been analyzed without making a generalization. The findings showed that from 26 students' discussion results, 1.156 deixes were found in the students’ discussions. Then, the deixis were categorized into five categories based on Levinson’s theory. There were 529 personal deixes that equal to 45.76%, 55 temporal deixes that equal with 4.75%, there are 108 in spatial deixis that equal to 9.34%, 329 in social deixis that equal with 28.46%, and 135 in discoursal deixis that equal to 11.67%. This study in like manner expected to give inspiration for the readers who are intrigued on the deixis study and it will be an additional reference for readers who are intrigued on examining this examination
The Realization of Mood and Modality by English Conversations Video in the YouTube Channel Anisah Puspita; Sri Wuli Fitriati; Widhiyanto Widhiyanto
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.v13i2.71679

Abstract

This study discussed the language used for communication. It analyzed an English conversation video from the perspective of Systemic Functional Linguistics, especially mood and modality in interpersonal meaning. This study aimed to explain the realization of mood systems and modality in an English conversation video on a YouTube channel. In conducting this study, the researcher had several objectives to achieve. This study tried to explain the realization of mood and modality on a video of English conversations from the Learn English with Jessica channel on YouTube on YouTube by Learn English with Jessica channel. Researchers tried to explain the relationship between mood and modality in an English conversation video on a YouTube channel. The researcher used the Interpersonal meaning theory by Halliday and Matthiessen (2014). A descriptive qualitative research design was used in this study with an English conversation video on a YouTube channel taken as the subject of analysis. The results showed that the dominant mood found in this study was the declarative mood. The researcher also found the speech function in this study. Speakers often use the form of a statement to get their message across to listeners. The researcher also summarizes the modality system in which speakers mainly use probability type of modalization and inclination type of modulation to modify their conversations. This study held the function of communication as an information source, as evidenced by the interpersonal meaning they embody. They will be able to provide and receive information and advice using mood and modality
Impoliteness Strategies of Dark Humor on Trevor Noah’s Show “Son of Patricia" Annisa Nurul Shabrina; Hendi Pratama
English Education Journal Vol 13 No 3 (2023): September 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v13i3.71837

Abstract

This study aimed to explore the phenomenon of how something vulgar or sensitive becomes a joke to execute many meanings, which is interesting to study. It was specifically focused on dark humor presented in stand-up comedy performances as one of the famous media for presenting humor. The researcher investigated the impoliteness strategies and their contribution to express dark humor. This study used phenomenological qualitative with a pragmatic approach. It analyzed dark humor found in Trevor Noah’s stand-up comedy performance entitled “Son of Patricia” through the impoliteness strategy by Culpeper (1996). The result showed that there was 51 dark humor found in Noah’s performance. It enclosed several topics, which were his personal experiences. The most impoliteness strategies used were sarcasm or mock. It was used in all the performance topics to cover up his attacks on others’ faces by making jokes. However, withhold politeness was not found in the performance, as there was no dark humor expressed by failing to use politeness. There were some cases where two impoliteness strategies used together in a joke. The researcher hopes this study will broaden the scope of this study to encompass additional variables, populations, or timeframes. Such an expansion could provide a more comprehensive understanding of impoliteness strategies used in expressing dark humor enclosed behind the dark humor and its impact on various contexts.
Comparing the Effectiveness of Elsa Speak and ESP for Teaching Speaking to Students with Different Self-Confident Hafiza Namira; Suwandi Suwandi
English Education Journal Vol 13 No 3 (2023): September 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v13i3.71969

Abstract

Remote learning is a modern learning model that is a solution for people who have constraints of time, place, and human resources, especially during the pandemic who are required to learn and teach online without face-to-face. In SMA Negeri 16 Medan, the English teacher taught students with speaking material, and the teacher teaches, discusses, and practices through Zoom Meeting and assigned assignments to students via WhatsApp Group. The researcher found out the good or bad influence on remote learning through Zoom or WhatsApp Groups. This research explained how significant the students’ achievement learning by using Elsa Speak and ESP platforms conducted with high and low self-confidence of students in learning speaking. The research design was a quantitative approach with a 2x2 factorial design involving the tenth-grade students SMA N 16 Medan, as the research participants. The students’ different self-confidence was taken as a factor that might influence the platform. Two experimental classes were held on different platforms: Elsa Speak and ESP. The independent variables are Elsa Speak and ESP. Students' confidence levels influenced the platform, and data collection involved observation, questionnaires, and speaking tests. To answer the hypotheses, the data were analyzed using pair statistics, and independent statistics. Based on the analysis Elsa Speak in high and low self-confidence is a more effective in learning platform than ESP.
Investigating Undergraduate Students Discourse Markers Used in Final Project Article of English Department at Universitas Negeri Semarang Wening Nur Habibah Alif; Dwi Rukmini; Sri Wuli Fitriati
English Education Journal Vol 13 No 3 (2023): September 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v13i3.72609

Abstract

Students' writing quality in academic writing must still be investigated. Especially in terms of coherence and arrangement between sentences, sometimes inaccuracies cause sentences written to be less meaningful. This study aims to: 1) describe the use of discourse markers in the final undergraduate student article projects, especially in the discussion section, and 2) explain how far the quality of undergraduate students' writing is in applying discourse markers. Discourse Markers are conjunctions used as hooks between sentences so that the linkages between sentences are maintained, and the meaning of the sentences can be easily understood. This study applies the theory of Discourse Markers by Fraser (2009), which is complemented by an explanation of material on Academic Writing based on the book Writing Academic English by Oshima and Hogue (2006). The instrument is in the form of documentation. This study's qualitative data for analysis came from 11 undergraduate students' final project articles focused on the discussion part only. Furthermore, the data is categorized into three types of Discourse Markers: contrastive, elaborative, and inferential. After that, the analysis results are also provided in the form of the quality of student writing which has been categorized as appropriate and less appropriate.
Metacognitive Think-Aloud Strategy for Reading Comprehension in Vocational High Schools with Varying Student Anxiety Levels Shinta Puspita Sari; Rudi Hartono; Suwandi Suwandi
English Education Journal Vol 13 No 3 (2023): September 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v13i3.72625

Abstract

Implementing effective strategy to teach reading comprehension is a must in order to overcome students’ obstacles in comprehending text. This study focuses on the effectiveness of Metacognitive Think a Loud Strategy in reading comprehension with different students’ anxiety. This study used quantitative research with a quasi experimental design. The data collection was done by using test and questionnaire to the students and conducted the pre-test and post-test. Then, to measure the data was analysed by using t-test in SPSS. The result of this study was that there was a significant effect of Metacognitive Think a Loud Strategy in teaching reading comprehension. There is a significant different between pre-test and post-test score of experimental class that using Meacognitive Think a Loud Strategy and there is significant different between experimental class and control class. Based on the data, it can be concluded that Metacognitive Think a Loud Strategy is effective in teaching reading comprehension with different students’ anxiety.
The Realization of Presuppositions in Harry Potter Philosopher’s Stone nastiti ardita sari; Januarius Mujiyanto; Zulfa Sakhiya
English Education Journal Vol 13 No 3 (2023): September 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v13i3.72696

Abstract

This study aimeld at investigating the realization of presupposition in Harry Potter philosopher’s stone and the implication of presupposition on the teaching of English as a foreign language in Indonesia. Thel design of this study focused on pragmatic analysis, and this study employed a qualitative approach. This relselarch useld script and movie of Harry Potter philosophers stone as thel sourcel of thel data. The researcher used an instrument based on the theory proposed by Yule’s (1996). The categories are existential presupposition, structural presupposition, counter factual presupposition, factive presupposition, non-factive presupposition, and lexical presupposition. The finding of this research shows that five among the six types of presupposition were found in the movie. The whole data of the types of presupposition are 58 data, 19 are Existential Presupposition, 14 are Structural Presupposition, 13 are Factive Presupposition, 11 are Counter Factual Presupposition, 1 is Non-Factive Presupposition, and the last 0 Lexical Presupposition found in Harry Potter philosopher’s stone movie. And all the types of presupposition implied on teaching English as a foreign language through various manners. Presupposition is the important thing, thus the writer suggests the readers of this research, the listeners of a speech, the politician and the next researcher that understanding the presupposition and its types will reduce the misunderstanding in a communication and give more information than just stated.

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