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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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IMPROVING STUDENTS’ MOTIVATION IN SPEAKING ABILITY BY USING STORY RETELLING Samsudin, Samsudin; Sukrisno, Alim
English Education Journal Vol 6 No 2 (2016)
Publisher : English Education Journal

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Abstract

Cultural understanding is the core of language acquisation. This study aimed at presenting the cultural elements and cultural types, describing the frequency of cultural elements and cultural types in Englihs textbooks of 2013 currirulum and describing the level of the quality of English textbooks in terms of intercultural awareness. This study employed a qualitative research design. The data are the cultural elements and cultural types in English textbooks of 2013 curriculum grade X, XI and XII. The results show that English textbooks grade X, XI and XII contained 490 cultural elements consisting of 232 products, 75 practices, 11 perspectives and 172 persons. While cultural types contained 490 consisting of 127 source culture, 170 target culture, 64 international target culture and 130 culture free. From the results of the study, it can be concluded that the presentation of cultural elements and cultural types are balanced enough. And third English textbooks are equality to use in terms of basic cultural awareness. Whereas, advanced cultural awareness and intercultural awareness level do not support students to have intercultural awareness. From the results above the authors of English textbooks should put the cultural information explicitly either source culture, target culture, international target culture or culture free as a comparison and contrast between them.
TYPES OF CLASSROOM INTERACTIONS IN THE IMPLEMENTATION OF MINI DRAMA SCRIPT PROJECT Jiwandono, Daud; Rukmini, Dwi
English Education Journal Vol 5 No 2 (2015)
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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.
HEDGES IN CLASSROOM SPEECHES BY ENGLISH STUDENTS IN GRADUATE PROGRAM Yuliarti, Arina; Warsono, Warsono
English Education Journal Vol 6 No 1 (2016)
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Abstract

Sometimes, students need to present learning materials in front of the class. In this classroom speech, they need to deliver their speech appropriately so that the information can be accepted well. Consequently, they often hedge their utterances. Therefore, this study was conducted to analyse the ways students use hedges in their classroom speeches. This study aimed at analysing the forms and functions of the hedges and the factors which might constrain the use of the hedges. The subjects were 15 students of graduate program majoring English Language Education in Semarang State University. Their classroom speeches were recorded as source of the data. Based on the findings, it could be identified that the students hedged their sentences during classroom speeches frequently. In average, students hedged around 58% of their entire sentences. Seven forms and four functions of hedges were used by students effectively and significantly. The students mainly hedged their sentences using approximator, introductory phrase, and modal-auxiliary verb forms. Plausibility and attributive shield functions were often used to soften their attitude toward the truth value of the information they presented. It could also be identified that there were five factors constraining the use of the hedges during their classroom speeches.
THE USE OF A WRITE-PAIR-SQUARE STRATEGY TO IMPROVE THE STUDENTS’ ACTIVE PARTICIPATION IN WRITING DESCRIPTIVE TEXT (The Case of Tenth graders of Kesatrian 2 Semarang Senior High School in the Academic Year of 2012/2013) Arni Siti Margiyanti, Dwi
English Education Journal Vol 3 No 2 (2013)
Publisher : English Education Journal

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Abstract

Many problems faced by students in participating in the classroom and writing a text. This study discussed the use of write-pair-square strategy to improve the students’ active participation in writing descriptive text. The objectives of the study are to find out the implementation of write-pair-square in teaching descriptive text and to investigate the improvement of students’ participation and writing achievement after being taught by using write-pair-square strategy. The research focused on teaching of descriptive text by using write-pair-square as the strategy. The subjects are SMA Kesatrian 2 Semarang students. This study used Classroom Action Research that was carried out through a pre-test, first and second cycle activities. The result showed that the students’ progress of participation improved. The average score of pre-test was 11.27, post-test 1 was 20.13, and post-test 2 was 30.24. It also showed that students’ mastering descriptive improved. The average achievement of students’ pretest was 63.27, first cycle test was 70.23 and post test was 77.66. According to this study, I conclude that teaching descriptive text  by using write-pair-square as the strategy is helpful for students. It is recommended for English teachers to use Write-pair-square as the strategy for students’ improvement of their writing skill.
THE TYPES AND POWER RELATION OF DIRECTIVE SPEECH ACTS IN CLASSROOM INTERACTION Septianingsih, Trias; Warsono, Warsono
English Education Journal Vol 7 No 1 (2017)
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v7i1.14682

Abstract

Directive speech actsrefer to utterances produced bya speaker who wants the hearer to do something. This study aims to analyze the directive speech acts performed by lecturers and students, types of directive speech acts favoured by lecturers and students, the ways of directive speech acts related to the lecturer’s power. This study used directive speech acts theory proposed by Searle and Vanderveken (1985) and the theory of power proposed by Fairclough (1989) to analyze the data. The subjects of this study are collected from the lecturers and students of undergraduate program majoring in English Education. The result of this study showed that the lecturers used five types of directive speech acts in their classroom interactionsuch as requesting, suggesting, commanding, advising, and asking question. However, the students did not use directive speech act of advice. The most favoured directive speech acts used by the lesturers and the students was asking a question. The students asked questions when they did not understand the lesson or need answer to certain question. Directive speech acts were related to the lecturers’ power. It can be seen from the use of direct types of request, advice, and command.
HEDGES USED IN THE UNITED STATES PRESIDENTIAL SPEECHES Kusumaningroem, Ismi; Rukmini, Dwi; Yuliasri, Issy
English Education Journal Vol 5 No 1 (2015)
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This study attempts to describe the used hedges in the United States Presidential Speeches. This study is intends to identify the types of hedges and the reason for choosing hedges in the Three United States Presidential Speeches by Salager-Meyer’s theory (1997). They are President Bill Clinton, George W Bush, and Barrack Obama. This study used qualitative descriptive approach the data collected by The Three Unites States Presidential Speech in inauguration speech result find out they are mostly used the types of hedges is approximates degree. They used approximate degree is to anticipate or minimize the mistake in starting confirmation in the proposition. Finally, the reasons choosing hedges in the three United States Presidential speechesgenerally used to show the confusion and vagueness. The point is the speaker may hope the strength of statement that should be claims and would not be justify by experimental data present, choosing instead to remain vague in their statement. In addition, in the three United States Presidential Speeches used few or less reasons choosing hedges to show the positive or negative positive politeness.
HEDGES IN THE OPINION COLUMN OF THE JAKARTA POST Mahanani, Widiarsih
English Education Journal Vol 3 No 1 (2013)
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Abstract

THE COMPATIBILITY OF READING EXERCISES WITH BLOOM’S REVISED TAXONOMY AND 2013 CURRICULUM (A Case of English Textbook Entitled BahasaInggrisfor Grade XI Published by Department of National Education 2014) Arvianto, Zuhrian Ivan; Faridi, Abdurrahman
English Education Journal Vol 6 No 2 (2016)
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Abstract

This study is aimed at identifying the cognitive processes and knowledge dimension of the Revised Bloom Taxonomy involved in the reading exercises; determining how the Lower Order Thinking Skills and Higher Order Thinking Skills are realized through the reading exercises; and determining how the reading exercisesin the textbook are compatible with 2013 curriculum. The English  textbook being analysed is “BAHASA INGGRIS” for grade XI published by the Department of National Education 2014. The results concluded that (1) there are only three cognitive processes found: Remember, Understand and Evaluate, indicate that the reading exercises are not in hierarchical order. (2) There are two knowledge dimensions found: factual knowledge and metacognitive knowledgeimplythat the knowledge dimension offered is not varied. (3) The reading materials promote more Lower Order Thinking Skills than Higher Order Thinking Skills. (4) The reading exercises in the textbook is less compatible with 2013 curriculum. Each chapter presents only one reading text and it lacks of information on the generic structure and the linguistics features of the related text. A textbook should not only be compatible with the current curriculum, but also have a characteristic of cognitive development and critical thinking.
TRANSLATION TECHNIQUES USED BY STUDENTS IN TRANSLATING ENGLISH NEWS ITEMS Lestiyanawati, Rochyani; Hartono, Rudi; Sofwan, Ahmad
English Education Journal Vol 4 No 2 (2014)
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Due to the different aspects of the source language and the target language, there are some techniques involved in the translation process in order to achieve the equivalence of the translated works. This study is aimed at analyzing the translation techniques as proposed by Molina and Albir (2002) used by the sixth semester students of the English Department in translating news item texts from English into Indonesian. It also measures the translation quality related to the aspect of accuracy, clarity, and naturalness. And the last, it implies the students’ problems in translation. The findings indicate that, after analyzing and interpreting 225 sentences, literal translation is dominantly used as a technique in translating the source text with the highest used technique in which 149 of 225 sentences applied the technique. In relation to the translation quality, 155 sentences were found as accurate, 172 sentences were clear and 164 sentences were natural with the scoring rate of 2.1, 2.3, and 2.25 points in average. The questionnaire and interview result revealed that incommunicative or incorrect translation happened due to students’ unawareness about the context and the lack of the adequate knowledge about it. Some students also had less understanding about translation techniques.
TEACHING ENGLISH VOCABULARY TO ELEMENTARY SCHOOL-AGED CHILDREN THROUGH A MODIFIED HOP-SCOTCH GAME NAMED PORTEK (PORTABLE ENGKLEK) Yulianti, Fitri
English Education Journal Vol 2 No 2 (2012)
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Abstract

Page 9 of 81 | Total Record : 801

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